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Students often refer to SCERT Class 10 Social Science Notes Kerala Syllabus and Class 10 Geography Chapter 8 Towards Sustainability Notes Questions and Answers English Medium that include all exercises in the prescribed syllabus.

SSLC Geography Chapter 8 Notes Pdf English Medium Towards Sustainability

SCERT Class 10 Social Science Geography Chapter 8 Towards Sustainability Notes Question Answer Kerala Syllabus

Class 10 Geography Chapter 8 Notes Kerala Syllabus Towards Sustainability

Question 1.
Categorize and list the resources you are familiar with into natural and man-made resources.

Answer:

Natural Resources	Man-made Natural Resources
Air, Water, Soil, Sunlight	Electricity, Machines and tools, Vehicles, Buildings

Question 2.
Classify the resources given below into individual, community, and national resources. Add more examples to expand the list.
School, National highway, Railway, Worship places, Farms and Houses.
Expand the chart by adding additional information with the help of information technology, and display it in the classroom.
Answer:

Individual Resources	Community Resources	National Resources
Farms, Houses, Vehicles, Personal gadgets	School, Worship Places, Parks and playgrounds, Community halls, Libraries	National highway, Railway, Dams and rivers, Airports and seaports

Question 3.
a) Who is responsible for protecting community and national resources?
b) How can we protect such resources?
Answer:
a) Community Resources: Protected and managed by local communities with the help of Panchayats, Municipalities, and Local Authorities.

National Resources: Owned and protected by the Government of India (through laws, policies, and agencies such as the Forest Department, Indian Railways, National Highway Authority, etc.),

b) Community Resources:

• Participate in community awareness campaigns.
• Share resources fairly without overuse.
• Report damage or misuse to local authorities.

National Resources

• Follow rules while using public transport and highways.
• Avoid wastage of electricity, water, and fuel.
• Plant trees and protect forests and wildlife.
• Support government conservation programs

Question 4.
Is petroleum a developed resource?
Answer:
Yes

Question 5.
There are many energy sources in nature that we may be able to utilize in the future. With the help of information technology, find out what they are and prepare a note on them.
Answer:
There are many energy sources in nature that have the potential to be used more efficiently in the future. Solar energy can be harnessed using advanced technologies like solar paints, flexible solar panels, and concentrated solar power, providing large-scale electricity. Wind energy from offshore and high-altitude wind turbines can capture stronger and more consistent winds. Ocean energy, including tidal energy, wave energy, and ocean thermal energy conversion, can generate electricity from the movement and temperature differences of seawater. Geothermal energy uses heat from deep within the Earth for electricity and heating, while hydrogen fuel produced from water using renewable energy can power vehicles and industries. Biomass and biofuels, including algae-based fuels, offer renewable energy while managing waste. Future technologies like nuclear fusion could provide nearly limitless clean energy, and space-based solar power could collect sunlight in space and transmit it to Earth continuously. These energy sources, researched and developed with the help of information technology, offer sustainable solutions for meeting the growing energy demands of the future.

Question 6.
Hold a classroom discussion on the importance of minerals in our daily life. Summarise the findings and prepare a table.

Answer:

Minerals	Uses
Iron	Used in construction, machinery, tods, vehicles.
Manganese	Used in making steel and batteries.
Copper	Used in electrical wires, coins, utensils.
Aluminum	Used in aircraft, automobiles, packaging (foil, cans).
Gold & Silver	Used in jewellery, coins, electronics.

Question 7.
Are all mineral-rich areas considered deposits?
Answer:
Not all mineral-rich areas are considered deposits. A mineral-rich area becomes a deposit only when the minerals are found in sufficient concentration and quantity, can be extracted profitably, and the required technology is available. Otherwise, it is just a mineral occurrence, not a deposit.

Question 8.
a) Observe the map below and identify the distribution of iron ore across the world.
b) Using the map and an atlas, identify other countries that have iron ore deposits and list them

Answer:
a.

• North America: United States of America (USA), Canada
• South America: Brazil, Venezuela
• Europe: France, Germany, Sweden, Ukraine, Russia, United Kingdom
• Africa: South Africa, Liberia, Algeria
• Asia: India, China, Kazakhstan
• Australia: Australia

b. Other countries

• Mexico
• Spain
• Iran
• Mongolia
• Malaysia

Question 9.
Mark the distribution of iron on an outline map of the world and include it in My Own Atlas.
Answer:

Question 10.
a. Identify the distribution of copper in the world. Mark the major copper-producing regions on an outline map of the world and include it in My Own Atlas.
b. Find the location of Chile in the Atlas.
c. Prepare a list of countries that are leading in copper production. Find out the speciality of the Collahuasi Copper Mine, also.
Answer:
a.
b.

c. Leading Copper-Producing Countries

• Chile
• Democratic Republic of Congo (DRC)
• Peru
• China
• United States
• Russia
• Australia
• Zambia

Collahuasi Mine (Chile):

• One of the world’s largest copper mines.
• Produces copper and molybdenum concentrates.
• Located at high altitude (4,500 m) in northern Chile.
• Joint venture: Anglo American & Glencore (44% each), Mitsui (12%).
• Uses modern, sustainable mining techniques.

Question 11.
Examine the table given below and find out which is the main ore of the metal, aluminium.

Answer:
Bauxite is the main ore of Aluminium.

Question 12.
Mark the distribution of bauxite on an outline map of the world and include it in ‘My Own Atlas’.
Answer:

Question 13.
Identify the distribution of the world’s major non-metallic minerals using information technology. Mark their distribution on an outline map of the world and include it in My Own Atlas.
Answer:
a.

Mineral	Major Producing Countries
Limestone	China, USA, India, Brazil, Germany
Gypsum	USA, Iran, China, Thailand, Spain
Phosphate	Morocco, USA, China, Jordan, Russia
Potash	Canada, Russia, Belarus, China, Germany
Sulfur	USA, China, Canada, Russia, Saudi Arabia
Salt	China, USA, India, Germany, Australia

b. (Hints: Mark these given countries in the world map.)

Question 14.
List the energy sources you are familiar with.
Answer:

• Solar Energy
• Hydel (Hydroelectric) Power
• Biofuel energy
• Coal
• Petroleum

Question 15.
When do energy sources become resources?
Answer:
Energy sources become resources when they are harnessed, accessed, and utilized by humans to fulfill needs for sustenance, economic activity, or cultural requirements, provided they are technologically accessible, economically feasible, and culturally acceptable. The transformation from a mere form of energy to a usable resource depends on the application of human technology and effort to convert raw natural materials or phenomena into forms that can be consumed.

Question 16.
Complete the table by classifying the energy resources given below into two categories:
Solar energy, hydroelectricity, coal, petroleum, tidal energy, geothermal energy, wind, natural gas, nuclear energy, bioenergy

Answer:

Energy resources
Non-Renewable resources/Conventional resources	Renewable resources/Non-conventional resources
• Natural Gas	• Geothermal energy
• Coal	• Solar energy
• Petroleum	• Hydroelectricity
• Nuclear energy	• Tidal energy
	• Wind
	• Bio energy

Question 17.
The characteristics of both conventional and non- conventional energy resources are given in the table. Complete it.

Answer:

Non-Renewable resources/ Conventional resources	Renewable resources/ Non-conventional resources
■ These resources get depleted and exhausted with use.	■ Available in plenty
■ They cause pollution.	■ Eco-friendly
■ Very expensive to maintain, extract, and transport	■ Usually pollution-free
■ Availability is limited	■ Can be reused or naturally replenished.

Question 18.
List the major fossil fuels.
Answer:

1. Coal,
2. Petroleum (oil),
3. Natural gas.

Question 19.
a) Mark the distribution of coal deposits on a world outline map and include it in My Own Atlas,
b) Using information technology, find out which country has the largest coal reserves in the world.
Answer:
a)

b) The United States has the largest proven coal reserves in the world, holding the most economically extractable coal among all nations. Other countries with significant coal reserves include Russia, Australia, and China.

Question 20.
Prepare a note on the importance of petroleum based on the indicators given below.
• Domestic need
• Petrochemical industry
• Fertilizers
• Artificial fiber, drugs (Medicines)
Answer:
• Domestic Need: Used as fuel for cooking, heating, and transportation.
• Petrochemical Industry: Raw material for making plastics, synthetic rubber, and other chemicals.
• Fertilisers: Help produce chemical fertilisers to increase crop yield.
• Artificial Fibers & Drags: Used to make synthetic fabrics (like nylon) and some medicines.

Question 21.
Identify the regions where petroleum deposits are found in the world. Mark these regions on the outline map of the world and include it in My Own Atlas.
Answer:

• Gulf of Mexico (USA)
• Alaska
• Venezuela
• North Sea (near UK and Norway)
• North Africa (Libya, Algeria)
• West Africa (Nigeria)
• Middle East (Saudi Arabia, Iraq. Iran. Kuwait. UAE)
• Kazakhstan
• India’s west coast
• China (east and northeast)
• Western Canada
• Brazil (offshore)

Question 22.
Hold a classroom discussion on the topic, ‘Uncontrolled Consumption of Fossil Fuels and the Energy Crisis’, and prepare a note on it.
Answer:
Uncontrolled Use: Excessive burning of fossil fuels like coal, petroleum, and natural gas. Consequences:

• Causes air pollution and global warming.
• Non-renewable resources get exhausted quickly.
• Leads to higher energy costs and a shortage of fuels.

Energy Crisis: Occurs when the demand for energy exceeds the supply, affecting homes, transportation, and industries.

Solution:

• Use renewable energy sources like solar, wind, and hydro.
• Promote energy conservation and efficient use.

Conclusion: Wise use of energy and a shift to renewable sources are essential to prevent an energy crisis and protect the environment.

Std 10 Geography Chapter 8 Notes Kerala Syllabus – Extended Activities

Question 1.
Prepare a project on the utilisation of resources in your area and present your findings in class.
Answer:
(Hints)

1. Step 1: Introduction
   • Explain about resources and why their utilisation is important.
2. Step 2: Identify Local Resources (land, water, forest, minerals)
3. Step 3: List the Utilisation of Resources Describe how each resource is used:
   • Land – for farming, houses, roads.
   • Water – for drinking, irrigation, industries.
   • Lorest/trees – for fuel, fruits.
4. • Step 4: Sustainable Use and Conservation
   • Are people using the resources wisely or ovenising them?
   • Mention conservation practices, if any (rainwater harvesting, afforestation etc.)
5. Step 5: Analyze the Problems (electricity cuts, drinking water scarcity. Pollution)
6. Step 6: Suggestions/Conclusion
   • Summarize your findings.
   • Highlight the importance of careful use of resources for future generations.

Question 2.
Deliver a speech on the topic: “The Role of Children in Sustainable Development.”
Answer:
(Model)
Good morning respected teachers and friends,

Today I am hereto speak on the topic “The Role of Children in Sustainable Development.”
Sustainable development means using the Earth’s resources carefully so that both present and future generations can live happily. Children play a crucial role in this because they are the future caretakers of our planet.

We can help by conserving water and electricity, planting trees, reducing plastic use, and maintaining a clean environment. We should also follow the 3Rs—reduce, reuse, and recycle. Small actions like these make a big difference.

If every child develops these habits, we can build a greener and safer world for tomorrow.

Thank you.

Question 3.
Visit houses or units in your locality that generate electricity from solar energy. Observe the purposes for which solar energy is used.
Answer:
(Hints: Visit houses in your locality and find the purposes for which solar energy is used)
Eg: Lighting, Fans and Small Appliances, Water Heating, Pumping Water, etc.

Towards Sustainability Class 10 Notes Pdf

• A resource is anything that satisfies human needs and occurs naturally, is technologically feasible, and culturally acceptable.
• Humans can be considered as resources because they create and develop resources using their abilities, skills, and technology.
• Resources can be classified into two categories: Natural resources and Man-Made resources.
• Resources can also be classified into different categories based on their origin, renewability, ownership, and state of development.
• Based on the origin, resources are classified into two types: Biotic Resources and Abiotic Resources.
• Based on their replenishment capacity or renewability, resources can be classified into two types: Renewable resources and Non-renewable resources.
• Resources can also be classified into different types based on their ownership: Personal resources, Community resources, National resources and International resources.
• Based on the state of development, resources can be classified into Potential resources and Developed resources.
• Materials that can meet human needs but for which humans do not have the appropriate technology to utilize are called stocks.
• Natural resources are substances, objects, or forms of energy that are obtained from nature and are useful to humans.
• Natural resources include air, water, soil, minerals, plants, animals, fossil fuels, and more. We
  depend on these resources to meet our domestic, agricultural, industrial, and energy needs.
• Natural resources such as mineral resources and energy resources are indispensable to human life.
• Minerals are naturally occurring organic or inorganic substances with definite chemical and physical properties.
• The Earth is rich in rocks that contain many minerals with important metaliic elements.
• Any substance that can produce heat, move objects, or generate electricity is called an energy source.
• Fossil fuels are formed from the fossilized remains of ancient plants and animals.
• All fossil fuels are nonrenewable energy sources.
• Carajas Mine the largest iron ore mine in the world. This mine is located in Brazil, a country in South America.
• Copper was often found in a relatively pure state in nature; it was easy to extract and use.
• Gypsum, limestone, kaolin, and graphite are some of the major non-metallic minerals.
• Energy Conservation Day – December 14
• Resource conservation means the careful use of resources. Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs.
• The Brundtland Report, also known as Our Common Future, was the first to propose the concept of sustainable development.

INTRODUCTION

This chapter “Towards Sustainability” focuses on the importance of using resources wisely to meet the needs of the present without compromising the ability of future generations to meet their own needs. It explores the concept of resources and their various types, including natural resources like air, water, soil, minerals, forests, and wildlife, as well as man-made resources. The chapter also emphasizes the need for energy conservation and the sustainable use of both renewable and non-renewable resources. By understanding how resources are classified, utilized, and preserved, we can take practical steps towards creating a sustainable environment that supports life on Earth in a balanced and responsible way.

Resources

• A resource is anything that satisfies human needs and occurs naturally, is technologically feasible, and culturally acceptable.
• Based on the origin, resources are classified into two types: Biotic Resources and Abiotic Resources.
• Based on their replenishment capacity or renewability, resources can be classified into two types: Renewable resources and Nonrenewable resources.
• Resources can also be classified into different types based on their ownership: Personal resources, Community resources, National resources and International resources.
• Based on the state of development, resources can be classified into Potential resources and Developed resources.

Natural resources

• Natural resources are substances, objects, or forms of energy that are obtained from nature and are useful to humans.
• They are valuable resources available in their natural state and are not created by humans.
• Natural resources include air, water, soil, minerals, plants, animals, fossil fuels, and more.
  We depend on these resources to meet our domestic, agricultural, industrial, and energy needs.
• Natural resources such as mineral resources and energy resources are indispensable to human life.
• Minerals are naturally occurring organic or inorganic substances with definite chemical and physical properties.
• The Earth is rich in rocks that contain many minerals with important metallic elements.
• When beneficial minerals found as natural occurrences in unusually high concentrations, they can be termed as mineral deposits.
• Any substance that can produce heat, move objects, or generate electricity is called an energy source.
• Fossil fuels are formed from the fossilized remains of ancient plants and animals.
• All fossil fuels are nonrenewable energy sources.

Energy conservation

• Energy Conservation Day – December 14
• The increasing population and growing demand for resources, we are alarmingly exploiting the Earth’s systems.
• Resource conservation means the careful use of resources. It refers to the sum total of all activities that ensure the availability of natural resources while minimizing excessive consumption that leads to their depletion. Herein lies the relevance of sustainable development.
• Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs.
• The Brundtland Report, also known as Our Common Future, was the first to propose the concept of sustainable development.

RESOURCES
• A resource is anything that satisfies human needs and occurs naturally, is technologically feasible, and culturally acceptable.

The sustenance of life on Earth depends on a variety of resources. Resources are also formed as a result of human efforts. Therefore, humans are an essential element in the formation of resources. We convert the materials available in our environment into resources and use them to meet our needs. Humans can be considered as resources because they create and develop resources using their abilities, skills, and technology.

Resources can be classified into two categories: Natural resources and Man-Made resources. Resources can also be classified into different categories based on their origin, renewability, ownership, and state of development.

BIOTIC RESOURCES AND ABIOTIC RESOURCES
Based on the origin, resources are classified into two types: Biotic Resources and Abiotic Resources.

• Anything that is part of the biosphere and can be used by humans is called a biotic resource. Humans, plants, and animals are examples of biotic resources.
• Resources that are made of non-living matter are called abiotic resources. Minerals, Water, Air, Soil etc are examples of abiotic resources.

RENEWABLE RESOURCES AND NON-RENEWABLE RESOURCES
Based on their replenishment capacity or renewability, resources can be classified into two types: Renewable resources and Non-renewable resources.

Renewable Resources
These are resources that are continuously produced or replenished in nature through physical or chemical processes. Many of them do not diminish after use and can be reused. These resources are considered sustainable as long as they are-not overused. Most renewable resources are readily available to humans. Eg: Sunlight, Wind, Geothermal heat, Biomass, Waves, Ocean currents

Non-renewable resources
The air we breathe and sunlight are available in unlimited quantities. Non-renewable resources are those that have been formed over millions of years and whose reserves decrease with use. Some of these, like metals, can be reused, but others, like fossil fuels, deplete with use and cannot be reused. Eg: Minerals, Fossil fuels (Coal, Petroleum), Natural gas, Nuclear fuels (uranium, thorium)

RESOURCES BASED ON OWNERSHIP
Resources can also be classified into different types based on their ownership.

POTENTIAL RESOURCES AND DEVELOPED RESOURCES
Based on the state of development, resources can be classified into Potential resources and Developed resources

• Potential Resources are resources that are found in a region but are not yet fully utilized.
  For example, Rajasthan and Gujarat have a huge potential fdr generating energy from wind and solar power, but these sources are currently only marginally used for power generation.
• Developed Resources are resources whose quantity and quality have been surveyed, assessed, and adequate technology has been developed to utilize them efficiently. Development of resources depends on technology and their potential.
  Eg: Coal mines, Petroleum wells, Irrigated agricultural land, etc.
• Materials that can meet human needs but for which humans do not have the appropriate technology to utilize are called stocks.
• Hydrogen can be utilized as a rich source of energy, but we have not yet developed the advanced technology to use it as a resource today. There are many energy sources in nature that we may be able to utilize in the future.

NATURAL RESOURCES

• Natural resources are substances, objects, or forms of energy that are obtained from nature and are useful to humans.
• They are valuable resources available in their natural state and are not created by humans.
• Natural resources include air, water, soil, minerals, plants, animals, fossil fuels, and more. We depend on these resources to meet our domestic, agricultural, industrial, and energy needs.
• Natural resources such as mineral resources and energy resources are indispensable to human life.

Resources that can be exploited with the help of existing technology, but whose use has not yet begun and may be utilized later to meet future needs, are called reserves.

MINERAL RESOURCES

• Minerals are naturally occurring organic or inorganic substances with definite chemical and physical properties.
• They are chemical compounds in which atoms are arranged in a specific manner. Most minerals are
  formed by the combination of two or more elements, while only a few elements occur in their pure (elemental) state in nature.
• The welfare of the people, the development of science and technology, and the economic growth of a country depend, to some extent, on the availability of minerals.
  Natural resources are classified into two types based on their distribution: ubiquitous resources and localised resources. Ubiquitous resources are those found everywhere. Examples: air, solar energy, water etc. Localised resources are those found only in certain parts of the world. Examples: metal ores, fossil fuels, etc.

• The Earth is rich in rocks that contain many minerals with important metallic elements.
  Metallic elements can be extracted from these rocks at a relatively low cost. Ores are Earth materials from which one or more metals can be extracted profitably. A metal can be extracted from more than one type of ore. For example, iron can be extracted from minerals such as hematite and magnetite. Similarly, more than one metal can also be obtained from a single ore deposit. Our Earth is rich in a variety of metals.

The metals we commonly use and their important ores are given below:

When beneficial minerals found as natural occurrences in unusually high concentrations, they can be termed as mineral deposits.
Mineral Deposits
Iron

• Carajas Mine the largest iron ore mine in the world. This mine is located in Brazil, a country in South America.
• The largest reserves of iron ore are found in countries like Australia, Brazil, and Russia.
• India is also one of the major iron-producing countries in the world.
• Iron is a key component in the manufacturing of steel.
• About 98% of the iron ore mined worldwide is used to produce steel.
• Nearly 50 countries are involved in iron ore mining. Steel plays a crucial role in maintaining a strong industrial base.

Copper

• Copper was often found in a relatively pure state in nature; it was easy to extract and use.
• Early humans used copper for decorative purposes and for making tools and weapons.
• Today, copper has become an indispensable metal in the electrical industry, as it is used in making wires, electric motors, transformers, and generators.
• Chile is the world’s leading producer of copper.

In addition to iron and copper, there are many other metals that are very useful to humans. Aluminium is used for making electrical wires, motor vehicles, airplanes, cans, and buildings. Manganese is indispensable in metal processing and steel production. Lead is used in making batteries and ceramic products. Chromium is important for the production of stainless steel.

Non-metallic minerals: It is generally do not have the metallic luster that is typical of metals. They are mined for various industrial purposes. These minerals are used either in their natural state, as raw materials after purification, or in combination with other minerals. Gypsum, limestone, kaolin, and graphite are some of the major non-metallic minerals.

ENERGY RESOURCES

• Any substance, that can produce heat, move objects, or generate electricity is called an energy source.
• A substance that releases energy through a chemical process is known as a fuel.
• The earth has provided humankind with plenty of energy resources. Humans rely on these resources for food production, transportation, healthcare, and almost every sector of human activity.

Fossil fuels
It belongs to the category of non-renewable resources, but they are very important sources of energy. Fossil , fuels are formed from the fossilized remains of ancient plants and animals.

Coal

• Coal is generally the rock formations that originate from plant remains and has a high carbon content. These are carbon-rich sedimentary deposits found in black or brown colour.
• Coal is used as a fuel in metallurgy (the process of extracting metals from their ores and refining them for use).
• It is also used as a chemical raw material in the manufacturing of waxes, ointments, medicines, pesticides, and dyes.
• Coal is a major source of energy for thermal power generation.

Petroleum

• It is not known exactly when humans first began using petroleum. In ancient times, people considered the fire produced from natural gas seeping through surface pores to be sacred and worshiped it.
• Asphalt was used to waterproof boats and to regulate indoor temperatures during cold seasons.
• In ancient Egypt, it was also used in pyramid construction and for preserving mummies.
• As it originates from rocks, this fuel is called petroleum, meaning ‘rock oil’.
• The naturally occurring, complex liquid mixture called petroleum is also etymologically referred to as ‘black gold’.

With the Industrial Revolution, petroleum gained importance as it became a primary fuel for machines, replacing coal. Since petroleum became available from the Middle East at very low cost, it has significantly changed human life. Today, petroleum, which remains the primary source of energy, has a profound influence on human life.

• Naturally occurring petroleum is usually black or brown in colour, though it can also appear green or yellow.
• Crude petroleum, a mixture of various components obtained from the Earth, is sent to a refinery to be converted into fuel.
• Petrol, jet fuel, lubricants (used to reduce friction), asphalt, and many other products are extracted from crude oil.
• Thousands of products, including paints, medicines, synthetic fibers, fertilizers, and cosmetics, are produced from petroleum today.

All fossil fuels are nonrenewable energy sources – their reserves will diminish with use and eventually disappear from the Earth forever. Historical records indicate that coal was the first fossil fuel used in the world. It was commonly used as fuel in furnaces to extract metals from their ores. Petroleum began to be used for commercial purposes in the 19th century, and its usage has been rising ever since. Natural gas is another fossil fuel that is widely used today, especially in the domestic sector. If fossil fuels become scarce, all developmental activities will come to a standstill. The uncontrolled use of these non-renewable energy sources could lead to a major energy crisis in the future. It means we need to develop energy sources that can be regenerated. So we must rely bn non-conventional energy sources that are abundantly available and can last for a long time.

NON-CONVENTIONAL ENERGY SOURCES

ENERGY CONSERVATION

• We need to protect the Earth as a safe haven for the very existence of life.
• Energy Conservation Day – December 14
• The increasing population and growing demand for resources, we are alarmingly exploiting the Earth’s systems.

Natural resources are gradually dwindling, and a time may come when they will no longer be available to future generations. Therefore, it is essential to maintain a balance between resource consumption and development. This brings us to the idea of conserving natural resources. In a broad sense, conservation of natural resources means protecting the Earth itself so that it can retain its self-regenerative capacity.

Utilising natural resources without harming the ecosystem or affecting the global climate is essential for human survival. We must develop energy sources such as solar energy, wind energy, hydroelectricity, and geothermal energy, simultaneously reducing the use of fossil fuels, which are scarce, costly to replenish, and have adverse environmental impacts.

• Resource conservation means the careful use of resources.
• It refers to the sum total of all activities that ensure the availability of natural resources while minimizing excessive consumption that leads to their depletion. Herein lies the relevance of sustainable development.

Sustainable development
■ Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs.

We can move forward by engaging in activities that aim to achieve the objectives of sustainable development, protect the Earth, and conserve resources for a better tomorrow.

It was the Brundtland Commission Report of 1987 that made a significant contribution to resource conservation at the global level. The Brundtland Report, also known as Our Common Future, was the first to propose the concept of sustainable development.

Students rely on Geography Class 10 Notes Kerala Syllabus Chapter 7 Indian Economy: Growth and Transformation to help self-study at home.

Class 10 Geography Chapter 7 Important Questions and Answers Indian Economy: Growth and Transformation

Kerala Syllabus Class 10 Social Science Geography Chapter 7 Indian Economy: Growth and Transformation Important Questions

Indian Economy: Growth and Transformation Class 10 Important Questions

Question 1.
Assertion (A): M. Visvesvaraya is considered the Father of Indian economic planning.
Reason (R): He prepared a plan in 1934 titled “The Planned Economy of India”, which
emphasized systematic economic development through state intervention.
a) Both A and R are true, and R is the correct explanation of A.
b) Both A and R are true, but R is not the correct explanation of A.
c) A is true, but R is false.
d) A is false, but R is true.
Answer:
a) Both A and R are true, and R is the correct explanation of A.

Question 2.
Who developed the Human Development Index?
a) World Bank
b) United Nations
c) NITI Aayog
d) IMF
Answer:
b) United Nations

Question 3.
Which factor is NOT included in HDI?
a) Life expectancy
b) Literacy and school enrollment
c) Per capita income
d) Infant mortality
Answer:
d) Infant mortality

Question 4.
Who developed PQLI?
a) Amartya Sen
b) Morris David Morris
c) Mahbub ul Haq
d) Gunnar Myrdal
Answer:
b) Morris David Morris

Question 5.
Which of the following is included in PQLI?
a) GDP per capita
b) Life Expectancy
c) Per capita income
d) National income
Answer:
b) Life Expectancy

Question 6.
The SDGs were adopted by the UN in the year:
a) 2010
b) 2012
c) 2015
d) 2018
Answer:
c) 2015

Question 7.
In India, SDGI is prepared by NITI Aayog in collaboration with:
a) World Bank
b) IMF
c) United Nations
d) UNESCO
Answer:
c) United Nations

Question 8.
Find out the correct pairs.

Score	Category
a. 0 – 49	Achiever
b. 50 – 64	Aspirant
c. 65 – 99	Front Runner
d. 100	Performer

a) only a is correct
b) a and b are correct
c) only c is correct
d) a and c are correct
Answer:
Only c is correct

Question 9.
Find out the correct pairs.

Change	Type
a. Increase in GDP	Economic Growth
b. Better living standards	Economic Development
c. Quantitative Change	Economic Growth
d. Qualitative Change	Economic Development

a) a and b are correct
b) a, c and d are correct
c) b, c and d are correct
d) a, b, c and d are correct
Answer:
d) a, b, c and d are correct.

Question 10.
Arrange the table connected with SDG

a. Economic goals	i. Peace, Justice and Strong Institutions (SDG 16)
b. Environmental goals	ii. Affordable and Clean Energy (SDG 7)
c. Social goals	iii. Life on land (SDG 15)

a) a – ii, b – iii, c – i
b) a – iii, b – i, c – ii
c) a – i, b – ii, c – iii
d) a – i, b – iii, c – ii
Answer:
a – ii, b – iii, c – i

a. Economic goals	ii. Affordable and Clean Energy (SDG 7)
b. Environmental goals	iii. Life on land (SDG 15)
c. Social goals	i. Peace, Justice and Strong Institutions (SDG 16)

Question 11.
Write the year in which plan belongs to:
a. Gandhian Plan: ……………………..
b. People’s plan: ………………………..
Answer:
a. 1944
b. 1945

Question 12.
What are the major objectives of planning?
Answer:
Equity, Modernisation, Growth, Self-reliance

Question 13.
Complete the table related to its category of income.

PCI in US Dollar	Category
Less than 1145	(a)
1146 To 4515	(b)

Answer:
(a) Low income
(b) Low middle income

Question 14.
Write the year in which the following initiatives were launched:
a. Kerala Startup Mission (KSUM): …………………
b. Kerala Development and Innovation Strategy Council (K-DISC): …………………….
Answer:
a. 2006
b. 2018

Question 15.
Explain any two ways in which the Knowledge Economy is transforming the agriculture and industry sectors in India.
Answer:
Agriculture: Use of Agri Tech like sensors and drones helps farmers decide when to water and – fertilize crops, improving yields, reducing costs, and increasing income.

Industry: Industry 4.0 uses computers, automation, and the Internet to make factories more efficient, produce better-quality goods, reduce wastage, and create diversified jobs.

Question 16.
How economic growth is different from economic development.
Answer:
Economic growth is the increase in a country’s Gross Domestic Product compared to the previous year.

Economic development is the process of improving the standard of living and economic well-being of people through growth in income, education, and infrastructure.

Question 17.
Write the objectives of Economic activities.
Answer:

1. Increase in infrastructure
2. Better employment opportunities
3. Increased income and purchasing power
4. Higher quality of life

Question 18.
What is the difference between Per Capita Income (PCI) and Personal Income (PI)?
Answer:
PCI is the average income of people in a country, used to compare economic growth, while PI is the actual income of an individual. The two are usually different.

Question 19.
Name the three components used to calculate the Human Development Index (HDI) and explain what the HDI measures.
Answer:

• HDI measures the level of human development and economic progress in a country.
• It is calculated using life expectancy, literacy and school enrollment rates, and per capita income.

Question 20.
Give two examples each of Sustainable Development Goals (SDGs) related to economic, social, and environmental goals.
Answer:

• Economic goals: Affordable and Clean Energy (SDG 7), Decent Work and Economic Growth (SDG 8)
• Social goal§: No Poverty (SDG 1), Quality Education (SDG 4)
• Environmental goals: Climate Action (SDG 13), Life on Land (SDG 15)

Question 21.
Explain the Kerala Model of Development and the objectives of the Nava Kerala Mission.
Answer:
The Kerala Model of Development focuses on high literacy, low infant mortality, and improved life expectancy through land reforms, public health and education, social security schemes, and public participation. The Nava Kerala Mission, launched in 2016, aims at holistic development through four main missions: Aardram (health), Life (housing),’ Vidhyakiranam (education), and Haritha Keralam (environment). Its main goal is to improve people’s lives by addressing key issues in these areas. Nava Kerala Mission-2, started in 2021, seeks to promote economic and social progress while tackling new challenges.

Question 22.
What is economic planning, and why did India adopt it after independence?
Answer:
Economic planning is the preparation made to achieve the main economic goals of a society by using available resources efficiently. India adopted a mixed economy after independence to rebuild and develop the economy, which was fragmented during British rule. Planning helped in outlining how the country’s resources should be used to achieve common national goals.

Question 23.
What were the main factors that led to the Economic Reforms in India in 1991?
Answer:
The Economic Reforms of 1991 were triggered by a severe economic crisis in India, including a high fiscal deficit and low foreign exchange reserves. Other factors included inefficiency in the public sector, changes in the world market, and the impact of the 1990 Gulf War. Additionally, India was influenced by the economic growth of East Asian countries and the conditions imposed by the World Bank and IMF.

Question 24.
What is privatization and disinvestment? Name the four main types of disinvestments.
Answer:
Privatization is the process of reducing the role of the public sector and giving more opportunities to the private sector. Disinvestment is the sale of the government’s investment in public sector enterprises to the private sector. The four main types of disinvestments are: Wholesale (entire sale), Share sale (partial sale of shares), Capital sale (selling government capital in non-essential sectors), and Strategic sale (selling shares to a selected – partner).

Question 25.
What is a knowledge Economy, and what are its main characteristics?
Answer:
A Knowledge Economy is an economic system that depends on knowledge, information, and innovative ideas for production, distribution, and growth. In this economy, human resources play a key role because skilled people use technology and knowledge effectively. Its main characteristics include continuous research and innovation, development of new products and services, and the use of advanced skills and technology to improve efficiency and economic progress.

Question 26.
What is the Sustainable Development Goals Index (SDGI) and how is it implemented in India?
Answer:
The Sustainable Development Goals Index (SDGI) measures the efforts of countries to achieve the United Nations’ Sustainable Development Goals (SDGs) adopted in 2015. It is a comprehensive
index that assesses progress across economic, social, and environmental sectors. In India, the SDG India Index is prepared by NITI Aayog in collaboration with the United Nations. Launched in 2018, it evaluates the performance of all states and union territories across all 17 SDGs to track development progress and identify areas needing improvement.

Question 27.
Briefly explain the history of planning in India before independence and the role of the Planning Commission.
Answer:
Planning in India started even before independence, as thinkers and leaders realised the need for \ organised economic development. Early initiatives included the Ten-Year Plan (1934) by JRD Tata, the Gandhian Plan (1944) focusing on village-based development, and the People’s Plan (1945) proposed by MN Roy. The National Planning Committee was set up in 1938 under M. Visvesvarayya to prepare strategies for industrialization and economic growth. After independence, the Planning Commission was established in 1950 under Prime Minister Jawaharlal Nehru to design and implement national plans, ensuring efficient use of resources and achieving the country’s economic and social goals.

Question 28.
Write the major 4 objectives of economic planning.
Answer:

Question 29.
As an indicator of economic growth, per capita income has certain shortcomings, which are they?
Answer:

• It is only an average income.
• Information about the distribution and inequality of wealth is not reflected in the income index.
• Since per capita income is calculated on the basis of national income, the limitations of calculating national income also affect per capita income.
• Factors that enhance the quality of life are not included in the scope of the PCI index.

Question 30.
Explain the objectives and main features of the Nava Kerala Mission.
Answer:
The Nava Kerala Mission, launched in 2016, is an action plan aimed at holistic development in Kerala. It includes four main missions: Aardram Mission (health), Life Mission (housing), Vidhyakiranam (education), and Haritha Keralam Mission (water conservation, waste management, and organic farming). Its main objective is to improve people’s lives by addressing key issues in these areas. From 2021, Nava Kerala Mission-2 includes the Rebuild Kerala Initiative and aims to promote economic and social progress while addressing new challenges and ensuring the benefits of development reach all sections of society.

Question 31.
Write the major objectives of NITI Aayog.
Answer:

• To create a vision for India’s development priorities and plans.
• To promote sustainable development and inclusive growth.
• To promote economic growth through innovation, entrepreneurship, and job creation.
• To collaborate with international organizations and countries to leverage global diversity and resources.
• To develop and implement strategic and long-term policies and programs.

Question 32.
Write the main goals of reforms.
Answer:

• To liberalize the Indian economy and open it to the world economy
• To deregulate the private sector
• To reduce the government regulation in various sectors
• To remove the trade restrictions with foreign countries.

Question 33.
Write a note about LPG programmes.
Answer:
LIBERALIZATION: Liberalization is a policy change that gives a country’s economy more freedom by relaxing restrictions imposed on various sectors to promote economic growth and development.
The main areas where liberalisation has been implemented are as follows:

• Industrial sector reforms
• Financial sector reforms
• Tax reforms
• Foreign exchange reforms
• Foreign trade sector reforms

PRIVATIZATION: Privatization is the process of reducing the role of the public sector and providing more opportunities for the private sector.

• Disinvestment is the most important of the privatisation processes and is implemented through the sale of shares.
• Disinvestment is the sale of the government’s investment or capital in a public sector enterprise to the private sector. This is mainly done in four ways:
  • Wholesale: Entire sale of any public sector
  • Share sale: Sale of a portion of the share capital of a public sector undertaking
  • Capital sale: Selling government capital in a sector where government intervention is riot required
  • Strategic sale: Selling a portion of the capital share to a selected partner

GLOBALISATION: Liberalization and privatization are economic policies. Globalization is a consequence of these policies.
• Globalization is the integration of a country’s economy with the global economy.
This will significantly reduce import duties and encourage foreign investment. This means the further globalizing of trade, capital investment, and the transfer of technology and human resources. Liberalization and privatization are economic policies. Globalization is a consequence of these policies. Globalization is the result of policies that have made economies more interconnected and integrated. With this, global trade becomes regulated by the World Trade Organization and global production comes to be determined by multinational corporations.

Question 34.
Write a note on economic development indices.
Answer:
HUMAN DEVELOPMENT INDEX (HDI)

• This is an index developed by the United Nations based on human development to measure economic development.
• The Human Development Index is calculated based on three factors:
  • Life expectancy
  • Literacy and gross school enrollment rate
  • Per capita income

The Human Development Index is prepared by calculating the value of each of these separately and finding their average. Their value will be between zero and one. Based on the value of this index, the countries of the world are divided into four groups. According to the 2023 report, India is ranked 130th out of 193 countries.

PHYSICAL QUALITY OF LIFE INDEX (PQLI)

• The economic development of a country should be such that the standard of living of the people increases and the basic needs are met. Based on this, this is the development index developed by a renowned economist, Morris David Morris, in 1979.
• The Physical Quality of Life Index is prepared based on three indices:
  • Basic Literacy Index (BLI): Basic literacy is the percentage of the population that can read and write.
  • Infant Mortality Index (IMI): It refers to the number of deaths of infants under the age of one per 1,000 live births.
  • Life Expectancy Index (LEI): it is calculated based on the average number of years a person lives.
  • The Physical Quality of Life Index (PQLI) is the average of these three indicators.

PQLI
The drawback of this index is that it does not consider the respondent’s annual income while preparing the physical quality life index.

SUSTAINABLE DEVELEOPMENT GOAL INDEX

• Sustainable Development Goals that were adapted by the United Nations in 2015.
• The Sustainable Development Goals Index assesses the efforts taken by countries to achieve the sustainable development goals.
• In India, the Sustainable Development Goals Index is prepared by the NITI Aayog in collaboration with the United Nations to measure the development progress of states and union territories.
• The SDG India index, launched in 2018, assesses India’s performance across all 17 sustainable development goals across economic, social, and environmental sectors.
• The SDGI score is calculated by averaging the values of each of the Sustainable Development Goals, which are calculated between zero and 100.

Students rely on Geography Class 10 Notes Kerala Syllabus Chapter 6 The Changing Earth to help self-study at home.

Class 10 Geography Chapter 6 Important Questions and Answers The Changing Earth

Kerala Syllabus Class 10 Social Science Geography Chapter 6 The Changing Earth Important Questions

The Changing Earth Class 10 Important Questions

Question 1.
A hazard is generally referred to as a situation that poses a threat to which of the following?
a) Only human health
b) Only property and wealth
c) Life, health, property, services, socioeconomic stability, or the environment
d) Only the natural environment
Answer:
c) Life, health, property, services, socioeconomic stability, or the environment

Question 2.
Identify the Causative Forces of Endogenic Movements.
A. Convection currents
B. Slope of the area
C. Primordial heat
D. Gravity

a) A and C are correct
b) B and D are correct
c) C and D are correct
d) A and B are correct
Answer:
a) A and C are correct

Question 3.
Which organization has installed DART stations to detect and monitor tsunami activity?
Answer:
National Oceanic and Atmospheric Administration (NOAA)

Question 4.
Define Richter Scale.
Answer:
The scale devised by Charles F. Richter in 1935 to measure an earthquake’s magnitude is called the Richter scale.

Question 5.
Choose the correct answer by reading the given assertion and reason.
Assertion: The point inside the Earth from which the energy is released is called the focus or hypocentre.
Reason: The point on the Earth’s surface directly above the focus is called the epicentre.
a) Assertion is correct, Reason is wrong
b) Both assertion and reason are correct
c) Both assertion and reason are wrong
d) Assertion is wrong, Reason is correct
Answer:
b) Both assertion and reason are correct

Question 6.
Arrange the table suitably.

A. The molten rock material present in the upper mantle	i. Vent
B. A horizontal sheet of cooled lava inside the Earth’s crust.	ii. Magma
C. The passage through which magma rises to the surface.	iii. Sill

a) A – ii, B – iii, C – i
b) A – i, B – ii, C – iii
c) A – iii, B – i, C – ii
Answer:
a) A – ii, B – iii, C – i

A. The molten rock material present in the upper mantle	ii. Magma
B. A horizontal sheet of cooled lava inside the Earth’s crust.	iii. Sill
C. The passage through which magma rises to the surface.	i. Vent

Question 7.
Define Earth Movements.
Answer:
The movements that cause the ups and downs On the surface of the Earth are called the Earth movements.

Question 8.
Which of the following is the most destructive wave?
a) Primary waves
b) Secondary waves
c) Surface waves
d) All waves are equally destructive
Answer:
c) Surface Waves

Question 9.
Which instrument is used to record earthquake waves?
a) Barometer
b) Thermometer
c) Seismograph
d) Anemometer
Answer:
c) Seismograph

Question 10.
Distinguish between Ehdogenic and Exogenic Movements.
Answer:
Endogenic Movements: The processes that are caused by the forces within the Earth at varied intensities.
Exogenic Movements: The processes that are caused by external forces on the surface of the Earth at varied intensities.

Question 11.
What are the two classifications of Endogenic Movements?
Answer:
Diastrophic Movements and Sudden Movements

Question 12.
What are the differences between Epeirogenic and Orogenic Processes?
Answer:
Epeirogenic Processes: The processes that cause the upliftment of a large portion of the Earth’s crust are called epeirogenic movements.
Orogenic Processes: The processes that cause the formation of mountains are called orogenic movements.

Question 13.
Define Horst and Graben.
Answer:
The uplifted block of the Earth’s crust formed due to faulting is called a horst (block mountain). The corresponding down-dropped block of the Earth’s crust is called a graben.

Question 14.
Write any two Sudden Movements.
Answer:
Earthquakes and Volcanism

Question 15.
Differentiate between Volcanoes and Volcanic materials.
Answer:
The openings in the lithosphere through which molten rock material, gases, ash, pyroclastic materials (rock fragments), dust, and water vapour erupt to the surface of the Earth are called volcanoes. The materials that erupt in this way are known as volcanic materials.

Question 16.
How to mitigate the intensity and impact of natural hazards like debris flow and landslides?
Answer:

• Studies using tools like remote sensing and Geographic Information Systems (GIS) can help us identify areas that have a higher possibility of ‘UrulpottaV (debris flow or landslide).
• Institutions such as the Geological Survey of India and the National Centre for Earth Science Studies (NCESS) prepare maps of each district showing landslide/debris flow-prone areas.

Question 17.
On what basis are volcanoes classified, and what are the main types?
Answer:
Volcanoes are classified based on the nature of eruption and the formations created on the Earth’s surface. The main types are shield volcanoes, composite volcanoes, and calderas.

Question 18.
Define Volcanism.
Answer:
Volcanism is the process that includes the formation of magma, the movement of magma and other pyroclastic materials toward the surface, their eruption through holes and cracks in the lithosphere, explosions caused by the eruption, lava flow, solidification of magma, the formation of various igneous landforms, and all other associated processes.

Question 19.
How volcanic activities affect human life?
Answer:
Volcanic explosions near human settlements cause loss of lives and destruct properties. They disrupt economic activities and severely affect human life. The lava flow following a volcanic eruption adversely impacts both nature and human settlements. By destroying houses and land, it leaves many people homeless and jobless.

Question 20.
How are volcanic activities useful to humankind?
Answer:

• The geothermal energy released from volcanic regions is converted into electricity in certain areas and utilized for local purposes.
• Lava is rich in minerals, and many valuable minerals reach the surface of the Earth through the flow of lava.
• Volcanic regions often attract a large number of tourists.

Question 21.
What are the three types of Earthquake waves?
Answer:

1. Primary Waves
2. Secondary Waves
3. Surface Waves

Question 22.
Write the Methods to safeguard ourselves from tsunamis.
Answer:

• If the sea level suddenly goes down by several metres, consider it a tsunami warning. Run away from the shore immediately and move to higher ground.
• If you are caught in a tsunami, try to save yourself by holding onto something that can float.
• Always listen to official tsunami warnings on the radio, TV, or mobile and follow evacuation instructions immediately.

Question 23.
What are the main triggering factors for debris flow?
Answer:

1. Heavy rainfall
2. Cloudbursts
3. Earthquakes

Question 24.
Explain any causes of earthquakes other than tectonic movements?
Answer:
Earthquakes occur not only because of tectonic movements but also due to volcanic eruptions, the collapse of mine roofs in intensive mining areas, and explosions. In places where large reservoirs are situated, minor tremors are often caused by faults in the bedrock due to the pressure exerted by the water on the bedrock.

Question 25.
How to reduce the intensity of Volcanic eruption?
Answer:

1. Avoid the construction of houses in areas close to volcanoes.
2. Restrict tourism in such areas.
3. Continuously monitor volcanic regions using scientific instruments and issuing early warnings.
4. Construct buildings capable of withstanding lava flow and ash fall after an eruption.

Question 26.
Explain the Exogenic Movements and their driving forces.
Answer:
EXOGENIC MOVEMENTS
• The Exogenic forces are responsible for various processes that operate on the surface of the Earth, such as weathering, erosion, transportation, deposition, and mass wasting. These processes are collectively known as exogenic movements.
Each exogenic process derives its energy from different external forces, which are called the driving forces of exogenic movements. The nature and rate of these movements vary according to the climatic regions of the Earth.

Question 27.
What are the benefits of humans from the weathering of rocks?
Answer:

• Weathering leads to the formation of soil
• It helps to separate minerals from rocks
• It causes mineral enrichment
• It makes mining easier

Question 28.
Define KaWaCHam, and how does it help in disaster management in Kerala?
Answer:
It is a disaster warning system implemented in the state of Kerala, ensuring the use of modern technologies in disaster mitigation activities. All disaster-prone areas of Kerala are covered under this integrated warning system. Kerala is the first state in the country to implement a disaster warning system of this kind. The project aims to monitor the possibility of disasters in all areas. If any disaster is detected, the public is alerted through location- based SMS, social media updates, and by activating siren-strobe light units. Necessary precautionary measures are then taken at different levels.

Question 29.
Explain how the movement of lithospheric plates causes earthquakes.
Answer:
The reason for earthquakes is the friction between lithospheric plates. When two lithospheric plates move past each other, friction is generated along their margins. This friction in a way restricts the movement of the plates, causing high tension to build up along the margins. As a result, energy gets concentrated in these areas. When the pressure of the plates to move overcomes the friction at the plate boundaries, a sudden movement or rupture occurs at the plate boundaries. This causes energy to be released abruptly. This energy travels to the surface as seismic waves, which are experienced as earthquakes.

Question 30.
Define Weathering and explain its types.
Answer:
The Earth has different types of rocks, and they have been subjected to various changes over a long period of time. Because of certain exogenous forces, rocks are mechanically disintegrated or chemically decomposed.

• The processes that bring about these chemical and mechanical changes in rocks are called weathering.

Benefits of humans from the weathering of rocks:

• Weathering leads to the formation of soil
• It helps to separate minerals from rocks
• It causes mineral enrichment
• It makes mining easier

Question 31.
Explain the given driving forces of Exogenic Movements.
• Erosion, Transportation, Deposition
• Mass Wasting
Answer:
Erosion, Transportation, Deposition: Rock fragments formed by weathering or other processes are moved from one place to another by running water, glaciers, wind, and waves.

• Varied landforms are created by the continuous processes carried out by external agencies like running water, wind, glaciers, sea waves, etc. Hence, these agencies are often called geomorphic agents.
• The process by which running water, glaciers, wind, and waves move rock fragments from one place to another is called erosion and transportation.
• These materials will be deposited in low lying regions and this process is called deposition.

Mass Wasting: Another type of earth movement that occurs on the surface of the Earth due to exogenic forces is mass wasting. It refers to the movement or fall of rock fragments or earth materials down a slope under the direct influence of gravitational pull. It ranges from very slow movements to rapid movements. Mass wasting can vary from the sliding of a very thin layer of soil to the fall bf large quantities of earth materials.

Question 32.
What is Urulpottal and how do they occur?
Answer:
Urulpottal is a type of Mass Wasting. The landslide refers to the downward sliding of a portion of a mountain slope under the force of gravity. In the hilly regions of Kerala, intense rainfall often triggers landslides or debris flows, which may occur either separately or in combination. This phenomenon is locally known as ‘Urulpottal’ and can often be highly destructive. The possible factors that can lead to ‘Urulpottal’ in an area are the slope of the land, the depth and structure of the soil, land use, and the distribution of streams. Areas with a slope of more than 22 degrees have a higher possibility of experiencing debris flow/landslide. Debris flow and landslides are generally common in the Western Ghats and Himalayan mountains. It is estimated that the highlands of Kerala experience widespread major and minor landslides or debris flows, soil piping, and landfalls.

Question 33.
How to face Urulpottal at the time of the disaster and after the disaster?
Answer:
How To Face Urulpottal

At the time of the disaster	After the disaster
• Stay calm and do not panic • During Urulpottal, if you are inside your house, take shelter under a strong table or cot. • If you are outside, move quickly to safer and higher ground, away from slopes and loose soil.	• Allow ambulances and other rescue vehicles to pass without obstruction • Report immediately to t he authorities if you notice any fallen electric lines in LTrulpottai – affected regions. • Help people who are injured or trapped and provide first aid if possible.

KaWaCHam: Kerala Warnings, Crisis and Hazard Management System
It is a disaster warning system implemented in the state of Kerala, ensuring the use of modem technologies in disaster mitigation activities. All disaster-prone areas of Kerala are covered under this integrated warning system. Kerala is the first state in the country to implement a disaster warning system of this kind. The project aims to monitor the possibility of disasters in all areas. If any disaster is detected, the public is alerted through location-based SMS, social media updates, and by activating siren-strobe light units. Necessary precautionary measures are then taken at different levels.

Students often refer to SCERT Class 10 Social Science Notes Kerala Syllabus and Class 10 Geography Chapter 7 Indian Economy: Growth and Transformation Notes Questions and Answers English Medium that include all exercises in the prescribed syllabus.

SSLC Geography Chapter 7 Notes Pdf English Medium Indian Economy: Growth and Transformation

SCERT Class 10 Social Science Geography Chapter 7 Indian Economy: Growth and Transformation Notes Question Answer Kerala Syllabus

Class 10 Geography Chapter 7 Notes Kerala Syllabus Indian Economy: Growth and Transformation

Question 1.
How does economic growth benefit the economy?
Answer:
Economic growth means the country is producing more goods and services than before. This helps the economy because more jobs are created, people earn better incomes, and the government gets more money to provide facilities like schools, hospitals, and roads. As a result, people enjoy a higher standard of living and the overall life of the country improves.

Question 2.
Observe and analyse the graph below to see India’s economic growth rate published by the Ministry of Statistics and Programme Implementation (MOSPI) from 2012 – 13 to 2023 – 24.

a. Which year achieved the highest growth rate in GDP?
b. In which year did the lowest economic growth rate occur?
c. Has there been any period of negative growth (ie., below zero)? If so, why?
Answer:
a. 2021 – 22
b. 2020 – 2021
c. Yes, in 2020 – 2021 GDP growth was -5.8

Question 3.
Analyse the factors influencing economic growth during this period (based on the question above).
Answer:
From 2012 – 13 to 2016 – 17, India’s economy grew steadily because of good government policies, low oil prices, and strong growth in services and agriculture. But between 2017 – 18 and 2019 – 20, growth slowed down due to demonetisation, the introduction of GST, problems in banks, and weaker global demand. In 2020 – 21, the COVID-19 pandemic and lockdowns caused the economy to shrink for the first time in years. Growth bounced back strongly in 2021 – 22 as businesses reopened, exports rose, and government support increased. In the recent years 2022 – 23 and 2023 – 24, growth remained positive but slightly slower because of high inflation, rising oil prices due to the Russia-Ukraine war, and higher interest rates. Overall, India’s growth was shaped by government reforms, global events, agriculture, and the pandemic.

Question 4.
The per capita income of countries with different levels of development, Afghanistan, India, China and the USA, over different periods are given below.

Prepare an analysis report comparing India’s Per Capita Income with Afghanistan, China and the USA for each period.
Answer:
In 1991, India’s per capita income was 364 USD, slightly higher than China (318 USD) and Afghanistan (317 USD), but far below the USA (26,741 USD). By 2001, India’s income rose to 442 USD, while China had already started growing faster at 949 USD. Afghanistan, after years of conflict, had fallen behind with 169 USD, while the USA continued its strong growth at 35,892 USD. In 2011, India’s income grew significantly to 1,569 USD, but China had surged much ahead to 5,425 USD due to rapid industrialization. Afghanistan’s recovery brought it up to 606 USD, though it still lagged behind. The USA’s per capita income reached 48,303 USD, maintaining its high-income status. By 2021, India’s income had increased to 2,116 USD, indicating steady growth, but remained significantly lower than China (12,554 USD) and far below the USA (69,287 USD). Afghanistan remained very low at 369 USD, mainly due to political instability and weak economic conditions.

Question 5.
The central and state governments provide benefits like food items and medical facilities at low prices to the poor and vulnerable sections of the society. Prepare a note discussing such schemes and their objectives.
Answer:

Schemes	Objectives
Public Distribution System (PDS)	Ensure food security for the poor and prevent hunger and malnutrition.
Mid-Day Meal Scheme	Improve child nutrition, encourage school attendance, and reduce dropout rates.
Ayushman Bharat- Pradhan Mantri Jan Arogya Yojana (PMJAY)	Provide affordable healthcare and reduce the financial burden of medical expenses.
National Food Security Act	Guarantee food as a legal right and ensure no one goes hungry.
Mahatma Gandhi National Rural Employment Guarantee Act	Provide livelihood security and reduce poverty in rural areas.

Question 6.
Analyse the table and identify the period when India was in low human development and medium human development. Find out the areas in which India needs to improve if it were to achieve high human development and very high human development based on the HDI value.

Year	HDI Value
1990	0.446
1995	0.469
2000	0.497
2005	0.547
2010	0.590
2015	0.633
2020	0.652
2023	0.685

Answer:
India’s HDI Status from the Table:

• 1990 (0.446) – 2000 (0.497): Low Human Development
• 2005 (0.547): Still at the edge of Low Human Development
• 2010 (0.590) – 2023 (0.685): MediumHuman Development

So:

• 1990 – 2005: India was in low human development with HDI < 0.550.
• 2010 – 2023: India moved to medium human development, showing better progress in education, health, and economy.
• The shift from low to medium HDI indicates overall social and economic development, but India still needs to cross 0.700+ to reach high human development.

Areas India Needs to Improve for Higher HDI:
HDI is based on three dimensions:

• Health (Life Expectancy at Birth) ’! Improve healthcare access, nutrition, sanitation, and reduce child/matemal mortality.
• Education (Mean Years & Expected Years of Schooling) → Improve literacy rate, reduce school dropouts, enhance higher education and skill development.
• Standard of Living (GNI per Capita) → Create

Question 7.
Identify the countries ranked 1 to 5 in the highest human development index from the 2023 – 24 UNDP HDI report and analyses the progress of these countries in areas such as education and health.
Answer:
The countries ranked 1 to 5 in the 2023 – 24 UNDP Human Development Report are Switzerland, Norway, Iceland, Hong Kong (SAR), and Denmark, respectively. These countries generally lead in education and health, demonstrating high life expectancy and robust educational systems with high average and expected years of schooling. Their strong performance reflects significant public investment in universal healthcare, access to quality education, and robust economies that support these social services.

Question 8.
Find out from the UNDP’s HDI report for the current year of the countries ranked one to five in the highest human development and analyse the progress of these countries in areas such as education and health.
Answer:
Iceland ranks first with an HDI Value of 0.972, followed by Norway 0.970, Switzerland 0.970, Denmark 0.962, Germany 0.959 and Sweden 0.959.

Health: High-HDI countries, such as the top five, have long life expectancies, reflecting robust healthcare systems and public health policies that have resulted in better health outcomes for their populations.

Education: These nations also excel in education! They feature high numbers of years in schooling for adults and high expected years of schooling for children. This indicates a strong and accessible educational infrastructure, leading to a well- educated populace.

Overall Trend: While progress in education and health continues in these top countries, the global human development progress has slowed considerably, especially after the COVID-19 pandemic. The 2025 report highlights that high-HDI , countries are still advancing, but the widening gap suggests that many lower-ranked nations are struggling to reach their potential and may face decades of delayed progress.

Question 9.
Observe the graph indicating the SDG Index scores of Indian states and Union Territories for the years
2018 – 19 and 2023 – 24.


a. List the 5 top states and 5 at the bottom in the SDGI rankings for 2023 – 24.
Answer:
Top 5 States (2023 – 24):
Kerala – 79, Uttarakhand 79, Goa – 77, Himachal Pradesh – 77, Punjab – 76

Bottom 5 States (2023 – 24):
Bihar – 57, Jharkhand – 62, Nagaland – 63, Meghalaya – 63, Assam – 65

b. Find out which states have scores ranked 0 – 49, 50 – 64, 65 – 99 and 100 in the 2018 – 19 rankings.
Answer:
0 – 49 (Low performers:
Bihar (48), Assam (49), Meghalaya (31), Nagaland (32), Odisha (51 is just above 49, so not included)

50 – 64 (Medium performers):
Jharkhand (50), Uttar Pradesh (42), Arunachal Pradesh (53), Rajasthan (59), Chhattisgarh (56), Madhya Pradesh (52), Haryana (59), Maharashtra (61), Telangana (61), Gujarat (64), Andhra Pradesh (58), Karnataka (64), Punjab (60), Uttarakhand (60)

65 – 99 (High performers):
Kerala (69), Goa (64, borderline but included in mid-range, so not high), Himachal Pradesh (69), Sikkim (68), West Bengal (55, not included here), Mizoram (59, actually <65, so not included)

100 achievers): None
c. Which state is at the top of the rankings in 2018 – 19?
Answer:
Kerala (69) was the highest-ranked state in 2018 – 19.

d. Which states are at the top of the rankings in 2023 – 24?
Answer:
Kerala (79) and Uttarakhand (79) jointly top the list in 2023 – 24.

Question 10.
Find out the reasons why Kerala is ranked high on the SDG India Index as compared to other states in India.
Answer:
Kerala ranks high on the SDG India Index because:

• It has the highest literacy rate and a strong school education.
• Good healthcare system with high life expectancy and low infant mortality.
• Better gender equality and social development.
• Strong performance in poverty reduction, sanitation, and access to clean water.
• Effective welfare schemes and governance that reach most people.

Question 11.
Collect more information and prepare an edition on the history that led to planning in India.
Answer:
Before Independence:

• 1938 – National Planning Committee: Subhas Chandra Bose and Jawaharlal Nehru planned India’s economy.
• Bombay Plan (1944): Industrialists wanted more industries and higher incomes.
• Gandhian & Sarvodaya PlAnswer: Focused on villages, small industries, and self-reliance.
• People’s Plan: Suggested socialist ideas with state-owned industries.

After Independence:

• 1950 – Planning Commission: Set up by Prime Minister Nehru to plan India’s growth using Five – Year Plans.
• Five-Year Plans:
• 1st Plan: Agriculture & irrigation
• 2nd Plan: Industries
• Later PlAnswer:Poverty, employment, education, and balanced growth

2015 – NITI Aayog:

• Planning Commission replaced by NITI Aayog.
• Works with states to plan development in a cooperative way.

Question 12.
Identify the projects implemented in India, their duration, key objectives and economic growth rate and list them.
Answer:

Plan	Duration	Key Objectives	Economic Growth Rate
1st	1951 – 1956	Agriculture, irrigation, power	3.6%
2nd	1956 – 1961	Heavy industries development	4.27%
3rd	1961 – 1966	Self-sufficiency in food, industrial growth	2.84%
4th	1969 – 1974	Poverty reduction, employment, industrial growth	3.3%
5th	1974 – 1979	Poverty eradication, rural development, agriculture	4.8%
6th	1980 – 1985	Growth with social justice	5.6%
7th	1985 – 1990	Modernization, reduce poverty	5.0%
8th	1992 – 1997	Economic reforms, liberalization, growth	6.0%
9th	1997 – 2002	Employment generation, poverty reduction	5.4%
10th	2002 – 2007	Faster and more inclusive growth	7.0%
11th	2007 – 2012	Inclusive & sustainable growth, education, health	8.0%
12th	2012 – 2017	Faster, sustainable & inclusive growth	7.5%

Question 13.
Organise an open forum On the role of the Planning Commission and NITI Aayog in India’s economic growth.
Answer:
(Hints)
Open Forum Topic: “Role of the Planning Commission and NITI Aayog in India’s Economic Growth” Introduction:

• The Planning Commission (1950 – 2014) prepared Five-Year Plans to guide India’s economic development.
• It focused on agriculture, industries, poverty reduction, and employment.

Discussion Points:

• How the Planning Commission helped India grow after independence.
• Achievements of Five-Year Plans in improving economy, education, and health.
• Limitations of the Planning Commission – rigid plans, less cooperation with states.
• NITI Aayog (2015-present) – replaced Planning Commission.
• Role of NITI Aayog in cooperative federalism, policy-making, innovation, and sustainable growth.
• How NITI Aayog supports states and long-term development strategies.

Question 14.
Prepare a profile album featuring the inventions of various industrial revolutions and the changes they brought about in the field of production.
Answer:
(Hints: collect more images of the 4^th and 5^th industrial revolution as the follows)

Question 15.
Examine the Global Knowledge Index Report published by UNDP in various years. Find out the characteristics of the countries that have reached the top 5 positions and write down their special features.
Answer:
The Global Knowledge Index: Top Performers (2025):

• Switzerland
• Sweden
• United States of America

The Global Knowledge Index: Top performers (2024)

• Sweden
• Finland
• Switzerland, with European nations and the United States dominating the top rankings.

The top 5 countries in the Global Knowledge Index (like Switzerland, Finland, Sweden, USA, Netherlands, etc.) share some common features:

• Strong education systems with high-quality schools and universities.
• Heavy investment in research and innovation with high R&D spending.
• Advanced digital and ICT infrastructure with wide access.
• Good governance and stable policies that support knowledge growth
• High income and human development levels to fund education and research.
• Strong links between government, industry, and universities for knowledge sharing.

Question 16.
Find out how economic activities in the Knowledge Economy lead to economic growth.
Answer:

1. Skill development
2. Human resource utilization
3. Job creation
4. Innovation & technology use
5. Higher productivity & income

Question 17.
Organise a seminar on technology and the Knowledge Economy.
Answer:
(Hints)
Objective: To explore how technology drives growth, innovation, and skills in the knowledge economy.
Program Flow:

1. Introduction: Importance of technology in economic growth.
2. Keynote: Role of AI, ICT, Big Data, and Innovation.
3. Sessions
   • Industry 4.0: Automation, IoT, Robotics.
   • EduTech & HealthTech: Online learning, telemedicine, digital platforms.
   • Green Tech: Renewable energy, EVs, sustainability.
4. Panel Discussion: Future skills & digital literacy.
5. Q&A: Interaction with participants. ‘
6. Conclusion: Key takeaways & vote of thanks.

Std 10 Geography Chapter 7 Notes Kerala Syllabus – Extended Activities

Question 1.
Find out the development level of India and its neighbouring countries Pakistan, Bhutan and Sri Lanka based on per capita income for 2023-24 using the source, https://data.worldbank.org.
Answer:
Based on the World Bank data for the year 2023, here is an overview of the per capita income levels of India and its neighboring countries-Pakistan, Bhutan, and Sri Lanka expressed in current US dollars:
GDP Per Capita (Current US$) – 2023

Country	GDP per capita (US$)
India	2,696.7
Pakistan	1,484.7
Bhutan	3,839.4
Sri Lanka	4,515.6

Source: World Bank Open Data

Development Level Analysis

• Sri Lanka has the highest per capita income among the four countries, indicating a relatively higher standard of living and economic development.
• Bhutan follows with a per capita income higher than India’s, suggesting a moderately higher development level.
• India stands at a middle-income level, with a per capita income of approximately $2,696.7. Pakistan has the lowest per capita income among these countries, indicating a lower development level.

Question 2.
Collect and list more information about other economic development indices such as the Global Hunger Index, Gender Inequality Index, Human Happiness Index, and Multi-Dimensional Poverty Index with the help of https://www.unsdsn.org, https://www.globalhungerindex.org, https://www.undp.org.

Answer:

Index/Indicator	Year of introduction	Indices/criteria used	Determining agency/ institution
Global Hunger Index (GHI)	2006	The level of hunger among people, including children’s health.	IFPRI and partner organisations
Gender Inequality Index (GII)	2010	Differences between men and women in health, education, and jobs.	UNDP
Human Happiness Index	2012	How happy people are based on money, health, friends, freedom, generosity.	SDSN
Multidimensional Poverty Index (MPI)	2010	How many people lack basic needs like school, health, electricity, clean water.	UNDP and Oxford Poverty Initiative

Indian Economy: Growth and Transformation Class 10 Notes Pdf

• All economies aim to provide better living conditions through different economic activities which bring about quantitative and qualitative changes in the economic system.
• Quantitative change refers to economic growth and qualitative change refers to economic development.
• Economic growth is the increase in a country’s Gross Domestic Product compared to the previous year.
• A country achieves economic development when the benefits of the increase in production and income are shared by everyone in the country.
• Economic planning is the preparation made to achieve the main economic goals of a society by utilising available resources.
• M Visvesvaraya is considered as the Father of Indian economic planning.
• The main objectives of planning are Growth, Modernisation, Self-reliance and Equity.
• Liberalization is a policy change that gives a country’s economy more freedom by relaxing restrictions imposed on various sectors to promote economic growth and development.
• Privatization is the process of reducing the role of the public sector and providing more opportunities for
  the private sector.
• Liberalization and privatization are economic policies. Globalization is a consequence of these policies.
• Globalization is the integration of a country’s economy with the global economy.
• Inventions, mechanisation, the spread of technology, modernisation, etc., played an important role in accelerating economic growth.
• Knowledge Economy is an economic system that thrives by incorporating innovative ideas in the production, distribution, and use of knowledge and information.
• Knowledge is the key element in a knowledge economy. New ideas, research, and inventions are important here.
• Kerala Startup Mission, K-DISC, Digital University etc. are working to provide technical and innovative knowledge in Kerala for the growth of a knowledge-based economy.

INTRODUCTION

This chapter, “Indian Economy: Growth and Transformation”, explains how India’s economy has changed over time. It begins with the difference between economic growth (an increase in income and production) and economic development (an improvement in people’s living standards). To measure this progress, different development indices are used, like HDI and PQLI etc. The chapter also discusses economic planning in India, the shift from the Planning Commission to NITI Aayog, and the importance of the 1991 economic reforms that opened India’s economy to the world. It highlights the driving forces of growth such as investment, technology, trade, and human resources. A special focus is given to the knowledge economy, where information, education, and technology drive progress, and the example of Kerala moving towards a knowledge society shows how social development and knowledge can transform a state’s economy.

Economic growth

• All economies aim to provide better living conditions through different economic activities which bring about quantitative and qualitative changes in the economic system.
• Quantitative change refers to economic growth and qualitative change refers to economic development.
• Economic growth is the increase in a country’s Gross Domestic Product compared to the previous year.
• The economic growth rate is the rate of increase in GDP in the current year compared to the previous year. The growth rate is measured in percentage.
• Personal income is the total income earned by an individual from various sources over a given period of time.

Economic development

• A country achieves economic development when everyone shares the benefits of the increase in production and income in the country.
• It happens when there is the improvement in the standard of living of the people along with economic growth.
• Economic development is the process of improving the standard of living and economic well-being of people through growth in income, education, and infrastructure.

Economic development Indices
Human development index (HDI)

• This is an index developed by the United Nations based on human development to measure economic development.
• The Human Development Index is calculated based on three factors: Life expectancy, Literacy and gross school enrollment rate, Per capita income
• The Human Development Index is prepared by calculating the value of each of these separately and finding their average. Their value will be between zero and one.

Physical quality of life index (PQLI)

• The economic development of a country should be such that the standard of living of the people increases and the basic needs are met. Based on this, this is the development index developed by a renowned economist, Morris David Morris, in 1979.
• The PhysicalQuality of Life Index is prepared based on three indices: Basic literacy index, Infant Mortality Index, Life Expectancy Index.

Sustainable development goal index

• Sustainable Development Goals that were adopted by the United Nations in 2015.
• The Sustainable Development Goals Index assesses the efforts taken by countries to achieve the Sustainable Development Goals.
• In India, the Sustainable Development Goals Index is prepared by the NITI Aayog.

Economic planning and NITI Aayog

• Economic planning is the preparation made to achieve the main economic goals of a society by utilising available resources.
• We adopted a Mixed Economy to build the economy in India, which was fragmented during British rule.
• M Visvesvaraya is considered as the Father of Indian economic planning.
• The main objectives of planning are Growth, Modernisation, Self-reliance and Equity.
• NITI Aayog came into existence on 1 January 2015, replacing the Planning Commission of India. It aims at transforming India through economic growth, social welfare, and infrastructure development.

Economic reforms 1991

• The general feature of economic reforms are commonly referred to as LPG. The basis of this reform is the shift from LPQ to LPG (Liberalisation, Privatisation, Globalisation).
• Liberalization is a policy change that gives a country’s economy more freedom by relaxing restrictions imposed on various sectors to promote economic growth and development.
• Privatization is the process of reducing the role of the public sector and providing more opportunities for the private sector.
• Liberalization and privatization are economic policies. Globalization is a consequence of these policies.
• Globalization is the integration of a country’s economy with the global economy.

Driving forces of economic growth

• Inventions, mechanisation, the spread of technology, modernisation, etc., played an important role in accelerating economic growth.
• Industrial revolution, which was triggered by the invention of the steam engine, passed through many stages. Today, the world is on the edge of a fifth industrial revolution.

Knowledge Economy

• Knowledge Economy is an economic system that thrives by incorporating innovative ideas in the production, distribution, and use of knowledge and information.
• Knowledge is the key element in a knowledge economy. New ideas, research, and inventions are important here.
• The basis of this economy is human resources capable of effectively using knowledge and technology. Therefore, research, innovation, and skill development need to be accelerated.
• Continuous efforts to develop new products and services (innovation) are a characteristic of the Knowledge Economy.

Kerala Towards a Knowledge Society

• Kerala Startup Mission, K-DISC, Digital University etc. are working to provide technical and innovative knowledge in Kerala for the growth of a knowledge-based economy.
• Digital University of Kerala was established in 2020 with the aim of transforming Kerala into a global digital education hub.
• K-DISC is a committee formed in 2018 with the aim of transforming Kerala into a knowledge economy and a hub of innovation.
• Kerala Startup Mission (KSUM) is a model agency launched in 2006 to promote the startup scene in
  Kerala, transform innovative ideas into enterprises and make the state a leading hub.

ECONOMIC GROWTH

• All economies aim to provide better living conditions through different economic activities which bring about quantitative and qualitative changes in the economic system.
• Quantitative change refers to economic growth and qualitative change refers to economic development.
• Economic growth is the increase in a country’s Gross Domestic Product compared to the previous year.
• Gross domestic product is the monetary value of all goods and services produced within the domestic territory of a country in a year.

Objectives of Economic activities

• • Increase in infrastructure
  • Better employment opportunities
  • Increased income and purchasing power
  • Higher quality of life
• When the production of goods and services increases, national income increases and the economy grows.
• When economic growth occurs, a country’s capacity to meet the needs of its people increases through changes in production, employment, and income. Economic growth rate is used to measure economic growth.

Economic growth rate: The economic growth rate is the rate of increase in GDP in the current year compared to the previous year. The growth rate is measured in percentage.
Economic growth rate = \(\frac{\text { Current year’s GDP- Previous year’s GDP }}{\text { Previous year’s GDP }}\) × 100

PERCAPITAINCOME

• Per capita income is an important indicator used to measure and evaluate economic growth.
• PCI is calculated by considering the national income and population.
  PCI = \(\frac{\text { National Income }}{\text { Population }}\)
• The World Development Report published by the World Bank classifies economies into four categories based on per capita income.

Per capita income is used to compare the economic growth of different countries over the same period and to understand the economic growth of a country over different periods. PCI shows the average income of the people. But personal income is the actual income of a person. The per capita income of a country can be higher or lower than personal income. Hence difference between PCI and PI always exists.

Personal Income (PI) Personal income is the total income earned by an individual from various sources over a given period of time.

Shortcomings of Percapita Income:

• It is only an average income.
• Information about the distribution and inequality of wealth is not reflected in the income index.
• Since per capita income is calculated on the basis of national income, the limitations of calculating national income also affect per capita income.
• Factors that enhance the quality of life are not included in the scope of the PCI index.

When the production of goods and services in an economy increases, GDP and PCI increase. But personal income does not increase for everyone equally. This leads to socio-economic inequalities. Benefits of economic growth reach the maximum number of people through economic development.

ECONOMIC DEVELOPMENT

• A country achieves economic development when the benefits of the increase in production and income are shared by everyone in the country.

It happens when there is the improvement in the standard of living of the people along with economic growth.

Economic development is the process of improving the standard of living and economic well-being of people through growth in income, education, and infrastructure. Todaro & Smith

• Economic development is not only about economic and social change happening at the same time but is also related to the welfare of the people. The government implements many welfare activities to make it happen.

To improve the quality of life, economic growth must be accompanied by better living conditions. Such conditions include;

• Educational facilities
• Transportation facilities
• Clean drinking water
• Social security and safety
• Nutrient availability
• Healthcare services
• Employment opportunities

ECONOMIC DEVELOPMENT INDICES
HUMAN DEVELOPMENT INDEX (HDI)

• This is an index developed by the United Nations based on human development to measure economic development.
• The Human Development Index is calculated based on three factors:
  • Life expectancy
  • Literacy and gross school enrollment rate
  • Per capita income

The Human Development Index is prepared by calculating the value of each of these separately and finding their average. Their value will be between zero and one. Based on the value of this index, the countries of the world are divided into four groups. According to the 2023 report, India is ranked 130th out of 193 countries.

PHYSICAL QUALITY OF LIFE INDEX (PQLI)

• The economic development of a country should be such that the standard of living of the people increases and the basic needs are met. Based on this, this is the’ development index developed by a renowned economist, Morris David Morris, in 1979.
• The Physical Quality of Life Index is prepared based on three indices:
  • Basic Literacy Index (BLI): Basic literacy is the percentage of the population that can read and write.
  • Infant Mortality Index (IMI): It refers to the number of deaths of infants under the age of one per 1,000 live births.
  • Life Expectancy Index (LEI): It is calculated based on the average number of years a person lives.
  • The Physical Quality of Life Index (PQLI) is the average of these three indicators.
    PQLI = \(\frac{L E I+I M I+B L I}{3}\)

The drawback of this index is that it does not consider the respondent’s annual income while preparing the physical quality life index.

SUSTAINABLE DEVELEOPMENT GOAL INDEX

• Sustainable Development Goals that were adapted by the United Nations in 2015.
• The Sustainable Development Goals Index assesses the efforts taken by countries to achieve the sustainable development goals.
• In India, the Sustainable Development Goals Index is prepared by the NITI Aayog in collaboration with the United Nations to measure the development progress of states and union territories.
• The SDG India index, launched in 2018, assesses India’s performance across all 17 sustainable development goals across economic, social, and environmental sectors.

• The SDGI score is calculated by averaging the values of each of the Sustainable Development Goals, which are calculated between zero and 100.

Score	Category
0 – 49	Aspirant
50 – 64	Performer
65 – 99	Front Runner
100	Achiever

KERALA MODEL OF DEVELOPMENT

Kerala has made great strides in the areas of education, health and social justice. High literacy rates, low infant mortality rates and improved life expectancy are its key features. Kerala was able to achieve this feat through land reforms, universal public health and education systems, public distribution systems, social security schemes and public participation.

NAVA KERALA MISSION

The Nava Kerala Mission is an action plan launched in 2016 with a holistic development vision for Kerala. It includes four main missions: Aardram Mission in the health sector, Life Mission to ensure adequate housing, Vidhyakiranam to improve the education sector, and Haritha Keralam Mission to improve water conservation, waste management, and organic farming. The main objective of the mission is to improve the lives of the people by solving fundamental problems in these four areas.

In addition to strengthening the activities of the existing four missions, Nava Kerala Mission has also included the Rebuild Kerala Initiative, and is being implemented from 2021. The objective of Nava Kerala Mission – 2 is to lead Kerala towards economic and social progress by embracing the benefits of development and embracing all sections of the people, while facing new challenges and second-generation problems.

ECONOMIC PLANNING AND NITI AAYOG

• Economic planning is the preparation made to achieve the main economic goals of a society by utilising available resources.
• We adopted a Mixed Economy to build the economy in India, which was fragmented during British rule.

Planning is a scientific method for utilizing the diverse resources, human potential and skills of the country in the best and most comprehensive manner. Jawaharlala Nehru

HISTORY OF PLANNING

• Planning activities had started in India even before attaining Independence.
• M Visvesvaraya is considered as the Father of Indian economic planning.

Growth of planning in India.

OBJECTIVES OF PLANNING

• The main objectives of planning are Growth, Modernisation, Self-reliance and Equity.
• The planning process was implemented in India in 1951 through the Five-Year Plans.
• The structure of the Planning Commission is given below:
  • Chairman – Prime Minister
  • Vice Chairman
  • Nominated Members from the Central Cabinet
• At the national level, the Planning Commission, established in 1950, continued up to 2014. Now, these activities are being led by the NITI Aayog.

NITI Aayog came into existence on 1 January 2015, replacing the Planning Commission of India. It aims at transforming India through economic growth, social welfare, and infrastructure development.
Present Structure of NITI Aayog.

NITI AAYOG
NITI Aayog came into existence on 1 January 2015, replacing the Planning Commission of India. It aims at transforming India through economic growth, social welfare, and infrastructure development.

Present Structure of NITI Aayog

• Prime Minister as Chairman.
• Vice Chairman as nominated by the Prime Minister
• All Chief Ministers and Lieutenant Governors of Union Territories as members
• Two part-time members, four non-official members . and a Chief Executive Officer
• Four Central Ministers and non-official members as nominated by the Prime Minister

The main objectives of NITI Aayog

• To create a vision for India’s development priorities and plans
• To promote sustainable development and inclusive growth
• To promote economic growth through innovation, entrepreneurship, and job creation
• To collaborate with international organisations and countries to leverage global diversity and resources
• To develop and implement strategic and long-term policies and programs

ECONOMIC REFORMS OF 1991
The following are the important factors that led India to the Economic Reforms of 1991.

• The economic crisis in India was caused by a high fiscal deficit and a decline in foreign exchange reserves
• Inefficiency of the public sector
• Changes in the world market. Arguments in favour of the free market
• The economic crisis caused by the 1990 Gulf War
• Economic growth in East Asian countries through industrialisation and liberalisation
• The conditions imposed by the World Bank and IMF.

Main Goal of Reforms

• To liberalise the Indian economy and open it to the world economy
• To deregulate the private sector
• To reduce the government regulation in various sectors
• To remove the trade restrictions with foreign countries.

The general features of these economic reforms are commonly referred to as LPG The basis of this reform is the shift from LPQ to LPG (Liberalisation, Privatisation, Globalisation).

LIBERALIZATION
Liberalization is a policy change that gives a country’s economy more freedom by relaxing restrictions imposed on various sectors to promote economic growth and development.

The main areas where liberalisation has been implemented are as follows:

• Industrial sector reforms
• Financial sector reforms
• Tax reforms
• Foreign exchange reforms
• Foreign trade sector reforms

PRIVATIZATION

• Privatization is the process of reducing the role of the public sector and providing more opportunities for the private sector.
• Disinvestment is the most important of the privatisation processes and is implemented through the sale of shares.
• Disinvestment is the sale of the government’s investment or capital in a public sector enterprise to the private sector. This is mainly done in four ways:
  • Wholesale: Entire sale of any public sector
  • Share sale: Sale of a portion of the share capital of a public sector undertaking
  • Capital sale: Selling government capital in a sector where government intervention is not required
  • Strategic sale: Selling a portion of the capital share to a selected partner

GLOBALISATION

• Liberalization and privatization are economic policies. Globalization is a consequence of these policies.
• Globalization is the integration of a country’s economy with the global economy.

This will significantly reduce import duties and encourage foreign investment. This means the further globalizing of trade, capital investment, and the transfer of technology and human resources. Liberalization and privatization are economic policies. Globalization is a consequence of these policies.

Globalization is not a policy; it is a phenomenon. Amartya Sen

Globalization is the result of policies that have made economies more interconnected and integrated. With this, global trade becomes regulated by the World Trade Organization and global production comes to be determined by multinational corporations.

WORLD TRADE ORGANIZATION (WTO)
The main objective of the WTO is to set and enforce the rules of global trade among countries. The WTO provides a forum for trade negotiations and dispute resolution by reducing tariffs and other trade barriers and promoting fair competition. Established in 1995, this international organization is headquartered in Geneva, Switzerland. It has 166 member countries, including India.

MULTINATIONAL CORPORATIONS (MNCS)
MNCs are companies that engage in international trade and commerce and operate in multiple countries. These companies, which engage in international production, have a decentralized management structure. They take advantage of local resources, expertise, and markets.

• License – The permit from the government to start a business, develop existing ones, or manufacture new products.
• Permit – The permission to carry goods, transport and perform specific activities.
• Quota – The quantity and limit set by the Government for production, import and distribution.

DRIVING FORCES OF ECONOMIC GROWTH

• Inventions, mechanisation, the spread of technology, modernisation, etc., played an important role in accelerating economic growth.
• The Industrial Revolution, which was triggered by the invention of the steam engine, passed through many stages. Today, the world is on the edge of a fifth industrial revolution.

Various industrial revolutions and their characteristics:

Industrial Revolution	Features
1. Invention of the steam engine:	• Emergence of the factory system • Changes in production and transportation
2. Electricity	• Use of electricity in the place of steam. • Expansion into new areas of production and distribution
3. Electronics & Automation	• Use of robotics and automation in factories
4. The era of advanced technologies	• The beginning of Internet of Things (IoT) sensors and Big Data Analytics, Cloud Computing, Nanotechnology
5. Human-centric approach to digital technologies including AI	• Sustainable productivity growth and expansion of smart factories through technologies like AI, IoT and Robotics.

KNOWLEDGE ECONOMY

• Knowledge Economy is an economic system that thrives by incorporating innovative ideas in the production, distribution, and use of knowledge and information.
• Knowledge is the key element in a knowledge economy. New ideas, research, and inventions are important here.
• The basis of this economy is human resources capable of effectively using knowledge and technology. Therefore, research, innovation, and skill development need to be accelerated.
• Continuous efforts to develop new products and services (innovation) are a characteristic of Knowledge Economy.
• The new era of Knowledge Economy is bringing out changes in Indian economy.

Sector: Agriculture
Agri Tech: New technologies are transforming agriculture in India from traditional farming to a more profitable and efficient (smart) one. Things like when to water, fertilize, etc. are being done with the help of sensors and drones. This has enabled farmers to earn higher incomes through reduced costs, improved yields, and direct sales through online platforms.

Sector: Industry
Industry 4.0: Industry is a manufacturing method that uses computers, automation (machines working on their own) and the Internet to connect factories and make them more efficient. This leads to increased industrial production and also to quality products and less wastage. This change can create highly diversified jobs and lead to economic growth. India aims to lead economic growth through projects like MAKE IN INDIA.

Industrial Revolution
Edu Tech
Health Tech
Green Tech
Animation, Visual Effects, Gaming, Comics, Extended Reality – Sector

Industrial Revolution	Features
Edu Tech	• Innovative ways to utilise technology in education. • Robotics, AI, IoT etc. • Virtual Classrooms • Ai based tutoring
Health Tech	• Telemedicine • Digital health platforms • Ai in diagnostics • Wearable health devices
Green Tech	• Renewable energy • Electric vehicle • Waste management and recycling technologies • Energy-efficient buildings
Animation, Visual Effects, Gaming, Comics, Extended Reality – Sector	• Gaming industry • 3d animation • AR/VR applications

KERALA TOWARDS A KNOWLEDGE SOCIETY
• Kerala Startup Mission, K-DISC, Digital University etc. are working to provide technical and innovative knowledge in Kerala for the growth of a knowledge-based economy.
Kerala University of Digital Science, Innovation and Technology

1. Digital University of Kerala

• Digital University of Kerala was established in 2020 with the aim of transforming Kerala into a global digital education hub.
• The main goal is to develop high-quality human resources in technologies such as artificial intelligence, data science, cyber security, and blockchain.

2. Kerala Development and Innovation Strategy Council (K-DISC)

• K-DISC is a committee formed in 2018 with the aim of transforming Kerala into a knowledge economy and a hub of innovation.
• Its main responsibilities are to promote research in new technologies, products and processes and to organize skill development programmes.
• The Young Innovative Program (YIP) is a project run by K-DISC to foster innovation among the youth. It provides support to transform the innovative ideas of students into projects.
• The Kerala Knowledge Economy Mission (KKEM) is a project aimed at transforming Kerala into a knowledge economy and providing employment to the educated.

3. Kerala Startup Mission (KSUM)

• Kerala Startup Mission (KSUM) is a model agency launched in 2006 to promote the startup scene in Kerala, transform innovative ideas into enterprises and make the state a leading hub.
• It supports startups through innovation hubs, incubators, funding support, mentorship and international exchange programmes.

Students rely on Social Science Class 10 Kerala Syllabus Important Questions Chapter 9 Know the Indian Social System to help self-study at home.

Class 10 History Chapter 9 Important Questions and Answers Know the Indian Social System

Kerala Syllabus Class 10 Social Science History Chapter 9 Know the Indian Social System Important Questions

Know the Indian Social System Class 10 Important Questions

Question 1.
What is a system?
Answer:
A system is a systematic arrangement of various categories.

Question 2.
What is society?
Answer:
Society is composed of various social institutions that work together to ensure its survival.

Question 3.
Explain who G.S. Ghurya was.
Answer:
He was one of the pioneers of Indian sociology.

Question 4.
What does Article 15 of the Indian Constitution imply?
Answer:
It prohibits any discrimination on the basis of race, class, caste, sex, or place of birth.

Question 5.
What does the Indian social system reflect?
Answer:
The country’s history, values, and traditions.

Question 6.
In Hindu society, caste is determined by:
a) Education
b) Birth
c) Wealth
d) Occupation chosen later in life
Answer:
b) Birth

Question 7.
The caste system is primarily associated with which religion?
a) Buddhism
b) Hinduism
c) Islam
d) Christianity
Answer:
b) Hinduism

Question 8.
The Protection of Civil Rights Act, 1955 was originally called:
a) The Caste Equality Act
b) Untouchability (Offences) Act, 1955
c) Social Justice Act, 1955
d) Civil Rights (Protection) Act, 1976
Answer:
b) Untouchability (Offences) Act, 1955

Question 9.
Match the Following.

Religion and Indian Social System	Description
a. Article 15	i. No discrimination by religion, caste, sex, etc.
b. Kabir Das	ii. Hindu-Muslim harmony
c. Meera Bai	iii. Women’s freedom of worship

A. a – i, b – ii, c – iii
B. a – ii, b – iii, c – i
C. a – iii, b – i, c – ii
D. a – ii, b – i, c – iii
Answer:
A. a – i, b – ii, c – iii

Religion and Indian Social System	Description
a. Article 15	i. No discrimination by religion, caste, sex, etc.
b. Kabir Das	ii. Hindu-Muslim harmony
c. Meera Bai	iii. Women’s freedom of worship

Question 10.
Match the Following

Tribal Society	Description
a. Traditional Knowledge	i. Possess valuable knowledge about agriculture and medicine
b. Arts and Culture	ii. Enrich Indian culture through unique art forms and festivals
c. Sustainable Life	iii. Live in harmony with nature and use resources eco-friendly

A. a – i, b – ii, c – iii
B. a – ii, b – iii, c – i
C. a – iii, b – i, c – ii
D. a – i,b – iii, c – ii
Answer:
A. a – i, b – ii, c – iii

Tribal Society	Description
a. Traditional Knowledge	i. Possess valuable knowledge about agriculture and medicine
b. Arts and Culture	ii. Enrich Indian culture through unique art forms and festivals
c. Sustainable Life	iii. Live in harmony with nature and use resources eco-friendly

Question 11.
Choose the correct option.
Assertion (A): Rural and urban societies in India are interdependent.
Reason (R): Cities depend on villages for raw materials and food, while villages depend on cities for technology and markets.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Answer:
A. Both A arid R are true, and R is the correct explanation of A.

Question 12.
Write the ones from section B that match section A from the following.

A	B
Pluralism in Indian Society	i. Promotes unity and coexistence
	ii. Encourages mutual respect and understanding among diverse groups
	iii. Ensures that diversity does not lead to division

A. i
B. i and ii
C. i, ii, iii
D. ii, iii
Answer:
C. i, ii, iii

Question 13.
Prepare a note on Herbert Spencer.
Answer:
Herbert Spencer was a sociologist who compared society to a living system. He proposed the idea that society is a social organism by drawing an analogy between the human body system and the social system.

Question 14.
Compare diversity and pluralism.
Answer:

1. Pluralism:- The word pluralism means the coexistence of different things.
2. Diversity:- Diversity means differences.

Question 15.
What is Indian National Integration?
Answer:
Indian national integration is the process of uniting the culturally, linguistically, and religiously diverse Indian society into a single national identity while respecting their diversity.

Question 16.
Explain the role of religions in the socialisation process.
Answer:
Every religion teaches human values such as honesty, proportion, mutual respect, mutual love, care, social responsibility, sense of justice, and morality, thereby enriching the socialisation process.

Question 17.
List the resistances against inequality by tribal people in India.
Answer:

1. Munda revolt
2. Santal revolt
3. Kurichya revolt

Question 18.
List the factors that are detrimental to Indian pluralism.
Answer:

1. Problems of linguistic minorities
2. Problems of tribal people
3. Factors that are detrimental to secularism

Question 19.
Fill “B” and “C” by analysing the connection of A.
A. National Integration: Unity in Diversity
B. Secularism: ……………………
C. Democracy: …………………..
Answer:
B. Equality and Religious Tolerance
C. Inclusive Participation and Representation

Question 20.
What is the rural-urban continuum?
Answer:
The transformation of rural societies into urban ones is linked to the concept of the rural-urban continuum. Mac Iver opined that there is a situation in the rural-urban continuum in which there is no
clear boundary between where cities end and villages begin. We can observe that this kind of rural-urban continuum exists in Kerala.

Question 21.
What are the factors that contribute to the formation of a social system?
Answer:

1. Education
2. Transportation
3. Media
4. Communication
5. Law
6. Judicial system
7. Health care systems
8. Religious and cultural institutions

Question 22.
Explain the features of the Indian social system.
Answer:

1. Caste system
2. Religion
3. Language
4. Tribal society
5. Rural and urban societies

Question 23.
Examine the role of religions in the Indian social system.
Answer:

1. Means of social control
2. Enriches cultural diversity.
3. Accelerates social change.

Question 24.
Discuss the role of languages in the Indian social system.
Answer:

1. Organises cultural traditions.
2. Provides a sense of identity.
3. Fosters respect for and coexistence with cultural diversity.

Question 25.
Write the difference between diversity and pluralism in society.
Answer:

• Diversity in society refers to the differences that exist within society.
• But pluralism promotes the exchange of ideas, mutual respect, mutual love, and mutual harmony between different groups beyond these differences.
• While diversity exists naturally, pluralism is something that heeds to be consciously created.

Question 26.
Evaluate the role of tribal communities in preserving India’s culture.
Answer:

1. Preserving traditional knowledge.
2. Ensuring sustainable livelihoods.
3. Building resilience against inequality.

Question 27.
Explain the interdependence between rural and urban societies in India.
Answer:
Rural and urban societies in India depend on each other for resources and development. Villages provide raw materials like food to cities, while cities supply technology, markets, and modem facilities to villages. Rural-urban migration connects the two, and urban trends influence village life. While villages emphasise cooperation and social relationships, urban areas promote industrialisation, employment, and cultural exchange. This interdependence maintains balance and strengthens the Indian social system.

Question 28.
How do tribal communities contribute to environmental conservation and the nation’s knowledge economy?
Answer:
Tribal communities live in harmony with nature, using forests, water, and other natural resources in an eco-friendly way. Their sustainable practices serve as effective models for resource management and environmental preservation. Their deep knowledge of forests also supports the development of eco-tourism. By integrating their traditional knowledge into modern applications, tribal societies contribute to the nation’s knowledge economy.

Question 29.
Explain the concept of a social system and how it applies to Indian society.
Answer:
A social system is formed when various parts of society, such as family, education, economy, religion, government, and other institutions, work interdependently and complementarily to maintain stability, growth, and social order. Herbert Spencer compared society to a living organism, where each part functions together like organs in a body. In India, the social system reflects diversity in castes, religions, languages, tribes, and cultures. It has evolved over thousands of years, shaped by history, culture, and traditions, forming a complex structure that regulates interactions and maintains social harmony.

Question 30.
Explain how the caste system acted as a means of social control in ancient India and how India addresses untouchability today.
Answer:
In ancient India, the caste system served as a system of social control. Members of each caste had to follow strict norms and duties, maintaining social order based on the notions of purity and pollution. This led to strict caste distinctions, and lower castes were often required to keep social distance from higher castes. Untouchability was practiced, preventing people of different castes from sharing food or social interaction. Today, untouchability is prohibited under the Protection of Civil Rights Act, 1955, which ensures equality and the protection of civil rights in India.

Question 31.
Explain the concept of secularism in India and how it is reflected in the Indian Constitution.
Answer:
India is a secular state, as stated in the Preamble of the Constitution, meaning the State does not give special status to any religion. Indian secularism ensures the harmonious existence of all religions, whether originating in India or outside. Article 15 of the Constitution prohibits discrimination based on religion, race, caste, sex, or place of birth. This protects equality and promotes social harmony among diverse religious communities in India.

Question 32.
Explain how the caste system led to social inequality and marginalisation in India, and give examples of agitations against it.
Answer:
Inequality and Marginalisation

• Even though the caste system was practised as the basis of the social structure, it developed social inequality in society.
• People who were considered lower castes were denied access to education, land and resources which in turn accelerated the marginalisation of these sections.
• The inequalities which existed then were often considered unquestionable.
• It became an obstacle for the deserving individuals to access resources and to achieve equality. Certain sections received more consideration while others were marginalised.
• Over the years, several agitations emerged against the caste-based inequalities and oppression across India.
• Kallumala agitation, Mookkuthi agitation, Panthi Bhojanam, Channar riot, etc., were examples of agitations in Kerala.

The Indian Constitution prohibits discrimination and ensures equality for all its citizens. In modern India, democratic values, constitutional provisions, and social movements have challenged the rigid practices of the traditional caste system. This influenced social mobility and paved the way for building a just society, promoting equality, and eliminating caste discrimination.

Question 33.
Explain the role of religion in the Indian social system.
Answer:
RELIGION

• The Preamble to the Indian Constitution states that India is a secular state.
• The unique aspect of Indian secularism is that the State does not accord special status to any religion.
• Article 15 of the Indian Constitution prohibits discrimination based on religion, race, caste, sex, or place of birth.
• One of the characteristics of the Indian social system is that there is a harmonious existence of religions that originated in India, and those that originated outside India.

ROLE OF RELIGION IN THE INDIAN SOCIAL SYSTEM
A Tool for Social control

• Each religion teaches human values such as honesty, empathy, mutual respect, love, care, social responsibility, justice, and morality and these values enrich the process of socialisation.
• Through these coexistence and social order can be ensured. Thus, religious values influence and guide individual behaviour, and there by act as a tool for social control.

Enriching Cultural Diversity

• Religion enriches our country’s cultural diversity through beliefs, arts and literature.
• The paintings and engravings found in religious institutions such as temples, churches, mosques, viharas and gurudwaras vividly point to this cultural richness.

In the idealistic contributions of many figures such as Kabir Das, who worked for Hindu-Muslim harmony, Meera Bai, who stood for women’s freedom of worship, and Guru Nanak, who opposed caste discrimination and economic inequality, one can see numerous elements that enriched India’s cultural diversity.

Accelerating Social Change

• Some religious movements evolved into social movements, that paved way for social changes. They challenged caste discrimination and encouraged equality. Brahmo Samajled by Raja Ram Mohan Roy is an example of this.
• Although religion promotes reformation and unity in society, it can at times challenge the harmony of India’s social order due to divisions and conflicts along religious lines. Such tendencies harmfully affect our social unity.

Question 34.
Explain the contributions of tribal communities to Indian society.
Answer:
LANGUAGE

• India is one of the most linguistically diverse countries in the world, with 22 official languages and numerous regional dialects.
• Language is not just a means of communication- it is a symbol of culture and identity. After Independence, India was reorganised based on linguistic lines.
• Differences in social systems and cultural practices exist among people who speak different languages.

Make Cultural Traditions Organic

• The Ballads of Northern Kerala (Vadakkan Pattukal) are examples of oral songs. These songs helped preserve traditional values, social norms and historical events.
• Languages organically embody the traditions of their respective societies through oral transmission over time and, subject to changes, through written transmission.
• The traditions, stories, and values of each society nurture its culture.

BALLADS OF THE NORTH (VADAKKAN PATTUKAL) Ballads of the North are heroic folk songs that originated in Northern Kerala. The essence of the songs is the biographies and celebration of the lives and heroic deeds of famous Kalari practitioners from tharavads like Puthuram and Thacholi, in the areas of Kadathanadu in Northern Malabar, Kolathunadu and Wayanad. These songs are transmitted through the Malayalam language.

Provides a Sense of Identity

• As the Malayalam-speaking people are known as Malayalees, people are connected to their identities through language.
• Terms like Tamils, Biharis and Punjabis are examples of how people’s language and identity are related. Thus, language plays an inclusive role in shaping people’s sense of identity.

Fosters Respect for and Coexistence with Cultural Diversity

• We can learn about different cultures and foster respect and coexistence through various languages.
• People can develop broader life perspectives and opportunities by learning and using more than one language, including their regional languages.
• To maintain equilibrium in Indian social systems, it is essential to recognise and respect linguistic diversity.

Question 35.
Explain the concept of national integration in India and the factors that promote it.
Answer:

• National integration is a process by which people from different backgrounds, regions, languages, religions, and cultures are respected for their diversity, leading to a unified and harmonious state.
• It also emphasises people’s identity, solidarity and public identity while respecting their diversity.
• India’s national integration is a process that unifies Indian society into a national identity by respecting India’s cultural, linguistic and religious diversity.

The festivals that promote unity in diversity’ inspire national integration in India. India is a democratic country that ensures inclusive participation of all marginalised groups and ensures equal participation and representation for all groups in society. The various festivals and events celebrated together across India ensure coexistence and tolerance in society. Besides, a legal system that protects religious and linguistic minorities and a visible secularism reinforce constitutional values such as equality.

Question 36.
What are features of National Integration?
Answer:

• National integration is a process by which people from different backgrounds, regions, languages, religions, and cultures are respected for their diversity, leading to a unified and harmonious state.
• It also emphasises people’s identity, solidarity and public identity while respecting their diversity.
• India’s national integration is a process that unifies Indian society into a national identity by respecting India’s cultural, linguistic and religious diversity.

The festivals that promote unity in diversity inspire national integration in India. India is a democratic country that ensures inclusive participation of all marginalised groups and ensures equal participation and representation for all groups in society. The various festivals and events celebrated together across India ensure coexistence and tolerance in society. Besides, a legal system that protects religious and linguistic minorities and a visible secularism reinforce constitutional values such as equality.

Students often refer to Kerala Syllabus 10th Standard Maths Textbook Solutions Chapter 11 Geometry and Algebra Questions and Answers Notes Pdf to clear their doubts.

SSLC Maths Chapter 11 Geometry and Algebra Questions and Answers

Geometry and Algebra Class 10 Questions and Answers Kerala State Syllabus

SCERT Class 10 Maths Chapter 11 Geometry and Algebra Solutions

Class 10 Maths Chapter 11 Kerala Syllabus – Parallelograms

(Textbook Page No. 231-232)

Question 1.
Calculate the coordinates of the fourth vertex of the parallelogram in each picture below:

Answer:
(a)

The horizontal distance between A and B = |5 – 1|= 4
And also, the horizontal distance between C and D is 4.
The vertical distance between A and B = |6 – 4| = 2
And also, the vertical distance between C and D is 2.
Therefore, D(7 – 4, 10 – 2) = D(3, 8)
In easy way, D(x, y)
x = 1 + 7 – 5, y = 4 + 10 – 6
That is, x = 3, y = 8
Therefore coordinates of D are (3, 8).

(b)

The horizontal distance between C and D = |2 – (-3)| = 5.
And also, the horizontal distance between A and B is 5.
The vertical distance between C and D = |3 – 2| = 1
And also, the vertical distance between A and B is 1.
Therefore, A(1- 5, -2 – 1) = A(-4, -3)
In easy way, D(x, y)
x = -3 + 1 – 2, y = 2 + (-2) – 3
That is, x = -4, y = -3
Therefore coordinates of D are (-4, -3).

Question 2.
The sides of the larger triangle in the picture are parallel to the sides of the smaller triangle.

Calculate the coordinates of the vertices of the large triangle.
Answer:

PQ is parallel to BR, and PB is parallel to QR.
Therefore, PQRB is a parallelogram.
The horizontal distance between P and Q is 5 – 3 = 2.
The vertical distance is 4 – 3 = 1
The horizontal distance between points B and R is 2.
The vertical distance between B and R is 1.
Therefore, B(4 – 2, 2 – 1) = B(2, 1)
So, PQCR is a parallelogram.
Therefore, C(4 + 5 – 3, 2 + 4 – 3) = C(6, 3)
Also, PRQA is a parallelogram,
Therefore, A(3 + 5 – 4, 3 + 4 – 2) = A(4, 5)

Question 3.
The adjacent sides of a parallelogram are the lines joining the origin to the points with coordinates (x₁, y₁) and (x₂, y₂). What are the coordinates of the fourth vertex?

Answer:
Let O be at (0, 0).
Let the fourth vertex be B(x, y).
The horizontal distance between O and A is x₂ – 0 = x₂
The vertical distance is y₂ – 0 = y₂
The horizontal and vertical distances between B and C are (x₂, y₂).
In B(x, y) is x = x₁ + x₂, y = y₁ + y₂
So B(x₁ + x₂, y₁ + y₂)

Question 4.
In the picture, the coordinates of the four vertices of a parallelogram are marked:

Prove that the coordinates are connected by the relations below:
x₁ + x₃ = x₂ + x₄
y₁ + y₃ = y₂ + y₄
Answer:
The horizontal distance between A and B is x₂ – x₁.
The horizontal distance between C and D is x₃ – x₄.
Since ABCD is a parallelogram, the horizontal distance between A and B is equal to the horizontal distance between C and D.
x₂ – x₁ = x₃ – x₄
⇒ x₁ + x₃ = x₂ + x₄
Similarly, y₁ + y₃ = y₂ + y₄

SCERT Class 10 Maths Chapter 11 Solutions – Midpoint

(Textbook Page No. 236)

Question 1.
A circle is drawn with the line joining (2, 3) and (6, 5) as the diameter. What are the coordinates of the centre of the circle?
Answer:
Let the centre of the circle be (x, y).
The centre of the circle is the midpoint of the diameter.
So, using the midpoint formula.
x = \(\frac{2+6}{2}=\frac{8}{2}\) = 4
y = \(\frac{3+5}{2}=\frac{8}{2}\) = 4
Therefore, the centre of the circle is (4, 4).

Question 2.
The coordinates of two opposite vertices of a parallelogram are (4, 5) and (1, 3). Calculate the coordinates of the point of intersection of the diagonals. What are the coordinates of the midpoint of the other diagonal?
Answer:
The point of intersection of the diagonals is the midpoint.
So the midpoint of the diagonals = \(\left(\frac{4+1}{2}, \frac{5+3}{2}\right)=\left(\frac{5}{2}, \frac{8}{2}\right)\)
Since in a parallelogram, the diagonals bisect each other.
Therefore the midpoint of the other diagonal = \(\left(\frac{5}{2}, \frac{8}{2}\right)\)

Question 3.
A quadrilateral is drawn with vertices A(1, 3), B(8, 6), C(12, 13), D(5, 10). Prove that ABCD is a parallelogram.
Answer:
The midpoint of the diagonal AC = \(\left(\frac{1+12}{2}, \frac{3+13}{2}\right)=\left(\frac{13}{2}, 8\right)\)
And, the midpoint of the diagonal BD = \(\left(\frac{8+5}{2}, \frac{6+10}{2}\right)=\left(\frac{13}{2}, 8\right)\)
Here, the midpoints of both diagonals AC and BD are the same, that is (\(\frac {13}{2}\), 8).
Therefore, it is a parallelogram.

Question 4.
Prove that the triangle with vertices (3, 5), (9, 13), (10, 6) is isosceles. Calculate its area.
Answer:
Let A = (3, 5), B = (9, 13), C = (10, 6)

Two sides of the triangle are equal in length.
Here, the triangle ABC is an isosceles right triangle.
Area = \(\frac {1}{2}\) × AB × Height
= \(\frac {1}{2}\) × 5√2 × 5√2
= 25 sq units
Here we get an isosceles right-angled triangle.
Therefore, there is no need to find the midpoint of the triangle.
The two perpendicular sides are the base and its height, and the third side is its hypotenuse.

Question 5.
The centre of a circle is (1, 2) and a point on it is (3, 5). Find the coordinates of the other end of the diameter through this point.
Answer:
Centre = (1, 2)
Let AB be the diameter, and the coordinates of A(3, 5) and B(x, y)
Using the midpoint formula,
1 = \(\frac{3+x}{2}\)
⇒ 3 + x = 2
⇒ x = 2 – 3
⇒ x = -1
2 = \(\frac{5+y}{2}\)
⇒ 5 + y = 4
⇒ y = 4 – 5
⇒ y = -1
Therefore, the coordinates of the other end of the diameter are (-1, -1).

Question 6.
In the picture, the midpoints of the sides of a quadrilateral are joined to make a smaller quadrilateral within it:

(i) Calculate the coordinates of the other three vertices of the larger quadrilateral.
(ii) Calculate the coordinates of the fourth vertex of the smaller quadrilateral.
Answer:

(i) Consider the quadrilateral ABCD.
Let the coordinates of D be D(x, y).
Using the midpoint formula,
3 = \(\frac{2+x}{2}\)
⇒ 2 + x = 6
⇒ x = 6 – 2
⇒ x = 4
3 = \(\frac{1+y}{2}\)
⇒ 1 + y = 6
⇒ y = 6 – 1
⇒ y = 5
Therefore, D(4, 5)
Let the coordinates of C be (x, y).
Using the midpoint formula,
6 = \(\frac{4+x}{2}\)
⇒ 4 + x = 12
⇒ x = 12 – 4
⇒ x = 8
6 = \(\frac{5+y}{2}\)
⇒ 5 + y = 12
⇒ y = 12 – 5
⇒ y = 7
Therefore, C(8, 7)
Let the coordinates of B be B(x, y).
Using the midpoint formula,
9 = \(\frac{8+x}{2}\)
⇒ 8 + x = 18
⇒ x = 18 – 8
⇒ x = 10
Therefore, B(10, 3)
5 = \(\frac{7+y}{2}\)
⇒ 7 + y = 10
⇒ y = 10 – 7
⇒ y = 3
Therefore, B(10, 3)

(ii) Let the coordinates of Q be Q(x, y).
Using the midpoint formula,
x = \(\frac{2+10}{2}\) = 6
y = \(\frac{1+3}{2}\) = 2
Therefore, D(6, 2)

Question 7.
Calculate the coordinates of the circumcentre of the triangle with vertices (0, 0), (0, 4), (3, 0).
Answer:
These are the vertices of a right-angled triangle with a right angle at (0, 0).
The endpoints of the hypotenuse are (0, 4) and (3, 0).
For a right triangle, the circumcentre is the midpoint of the hypotenuse.
Midpoints = \(\left(\frac{0+3}{2}, \frac{4+0}{2}\right)=\left(\frac{3}{2}, 2\right)\)
Therefore the circumcentre is (\(\frac {3}{2}\), 2)

Class 10 Maths Kerala Syllabus Chapter 11 Solutions – Ratio

(Textbook Page No. 239-240)

Question 1.
The coordinates of point A are (3, 2) and the coordinates of point B are (8, 7). Calculate the coordinates of the points P and Q, which divide AB in the ratios given below:
(i) AP : PB = 2 : 3
(ii) AQ : QB = 3 : 2
Answer:
(i) In the displacement from A to B, the movement is towards the right and upward.
The coordinates of the dividing point are P(3 + a, 2 + b).
\(\frac{a}{8-3}=\frac{2}{5}\)
⇒ a = 2
\(\frac{b}{7-2}=\frac{2}{5}\)
⇒ b = 2
Therefore, P(3 + 2, 2 + 2) = (5, 4)
So the coordinates of P are P(5, 4)

(ii) \(\frac{a}{8-3}=\frac{3}{5}\)
⇒ a = 3
\(\frac{b}{7-2}=\frac{3}{5}\)
⇒ b = 3
Therefore, the coordinates of Q are Q(6, 5).

Question 2.
Calculate the coordinates of the points that divide the line joining (1, 6) and (5, 2) into three equal parts.
Answer:
In the displacement from A to B, the movement is towards the right and downward.
The points P and Q divide the line into three equal parts.
That is AP = PQ = QB
The coordinates of the dividing point P are P(1 + a, 6 – b).
\(\frac{a}{4}=\frac{1}{3}\)
⇒ 3a = 4
⇒ a = \(\frac {4}{3}\)
\(\frac{b}{4}=\frac{1}{3}\)
⇒ b = \(\frac {4}{3}\)
Therefore, \(P\left(1+\frac{4}{3}, 6-\frac{4}{3}\right)=\left(\frac{7}{3}, \frac{14}{3}\right)\)
So the coordinates of P are P\(P\left(\frac{7}{3}, \frac{14}{3}\right)\)

(ii) The coordinates of the dividing point Q are Q(1 + c, 6 – d)
\(\frac{c}{4}=\frac{2}{3}\)
⇒ 3c = 8
⇒ c = \(\frac {8}{3}\)
\(\frac{d}{4}=\frac{2}{3}\)
⇒ 3d = 8
⇒ d = \(\frac {8}{3}\)
Therefore, \(Q\left(1+\frac{8}{3}, 6-\frac{8}{3}\right)=Q\left(\frac{11}{3}, \frac{10}{3}\right)\)
So the coordinates of Q are Q\(\left(\frac{11}{3}, \frac{10}{3}\right)\)

Question 3.
The vertices of a triangle are (-1, 5), (3, 7), (1, 1). Find the coordinates of its centroid.
Answer:
M is the midpoint of AB, CM is the median, and G is the centroid.
Centroid of a triangle: Draw a line from each corner of a triangle to the centre of the other side.
These are medians.
The centroid is the point where the three medians meet.
The centroid divides the median from the vertex in the ratio 2 : 1.
Let A = (-1, 5), B = (1, 1), and C = (3, 7)
CG : GM = 2 : 1
\(M\left(\frac{-1+1}{2}, \frac{5+1}{2}\right)\) = M(0, 3)
From C to M, the movement is towards the left and downwards.
The coordinates of G are G(3 – a, 7 – b)
\(\frac{a}{3}=\frac{2}{3}\)
⇒ a = 2
\(\frac{b}{4}=\frac{2}{3}\)
⇒ 3b = 8
⇒ b = \(\frac {8}{3}\)
Therefore, \(G\left(3-2,7-\frac{8}{3}\right)=G\left(1, \frac{13}{3}\right)\)
So the coordinates of G are G(1, \(\frac {13}{3}\))

SSLC Maths Chapter 11 Questions and Answers – Line Maths

(Textbook Page No. 245)

Question 1.
Find the coordinates of two other points on the line joining (-1, 4) and (1, 2).
Answer:
Let the given points be A(-1, 4) and B(1, 2).
The point A(-1, 4) moves to B(1, 2).
The change in x-coordinate is x₂ – x₁ = 1 – (-1) = 2
That is, it increases by 2.
The change in the x-coordinate is y₂ – y₁ = 2 – 4 = -2
That is, it decreases by 2.
So we can write two other points with these changes.
Consider the point B(1, 2), and add the changes in the x and y coordinates.
That is x = 1 + 2 = 3
y = 2 – 2 = 0
⇒ (3, 0)
Similarly, consider the points (3, 0)
x = 3 + 2 = 5
y = 0 – 2 = -2
⇒ (5, -2)
Therefore the points are C(3, 0) and D(5, -2).

Question 2.
Prove that the points (1, 2), (2, 4), (3, 6) lie on the same line. Find the coordinates of two other points on this line.
Answer:
Let A = (1, 2), B = (2, 4), C = (3, 6)
The decimal representing the change in the y-coordinates and the change in the x-coordinates for the points A = (1, 2) and B = (2, 4) is,
\(\frac{y_2-y_1}{x_2-x_1}=\frac{4-2}{2-1}\) = 2
The fraction representing the change in the y-coordinates and the change in the x-coordinates for the points B = (2, 4) and C = (3, 6) is,
\(\frac{y_2-y_1}{x_2-x_1}=\frac{6-4}{3-2}\) = 2
Since the changes are the same.
Therefore, the three points A, B, and C lie on the same line.
To find two other points on this line:
Here we can see that the coordinate x increases by 1 and y increases by 2.
By considering the point C = (3, 6).
We get two other points as D = (4, 8) and E = (5, 10).

Question 3.
y₁, y₂, y₃… is an arithmetic sequence. Prove that the points with coordinates (1, y₁), (2, y₂), (3, y₃),… all lie on the same line.
Answer:
Since y₁, y₂, y₃ … is an arithmetic sequence.
Let the common difference be d.
That is y₂ – y₁ = y₃ – y₂ = d
For the points (1, y₁) and (2, y₂).
The decimal representation of the change in the y-coordinate and the x-coordinate is,
\(\frac{y_2-y_1}{2-1}=\frac{d}{1}\) = d
For the points (2, y2) and (3, y3)
The decimal representation of the change in the y-coordinate and the x-coordinate is,
\(\frac{y_3-y_2}{3-2}=\frac{d}{1}\) = d
Since this ratio is the same for all pairs of points (1, y₁), (2, y₂), (3, y₃), ….
Therefore, the points lie on the same straight line.

Question 4.
x₁, x₂, x₃,… and y₁, y₂, y₃,… are arithmetic sequences. Prove that the points with coordinates (x₁, y₁), (x₂, y₂), (x₃, y₃),… all lie on the same line.
Answer:
If d₁ is the common difference of the arithmetic sequences x₁, x₂, x₃,….
x_n – x₁ = \(\frac{(n-1)}{d_1}\)
If d₂ is the common difference of the arithmetic sequences y₁, y₂, y₃,….
y_n – y₁ = \(\frac{(n-1)}{d_2}\)
⇒ \(\frac{y_{\mathrm{n}}-y_1}{x_{\mathrm{n}}-x_1}=\frac{d_2}{d_1}\)
No matter what natural number n, \(\frac{d_2}{d_1}\) does not change.
Therefore the points with coordinates (x₁, y₁), (x₂, y₂), (x₃, y₃),… lie on the same line.

Kerala Syllabus Class 10 Maths Chapter 11 Solutions – Slope of a Line

(Textbook Page No. 248)

Question 1.
Calculate the slope of the line joining each pair of points below:
(i) (2, 3), (4, 5)
(ii) (2, 3), (4, 1)
(iii) (1, 1), (-1, -1)
(iv) (0, 1), (1, 0)
Answer:
(i) Change in y-coordinate = 5 – 3 = 2
Change in x-coordinate = 4 – 2 = 2
Therefore, Slope = \(\frac {2}{2}\) = 1

(ii) Change in y-coordinate = 1 – 3 = -2
Change in x-coordinate = 4 – 2 = 2
Therefore, Slope = \(\frac {-2}{2}\) = -1

(iii) Change in y-coordinate = -1 – 1 = -2
Change in x-coordinate = -1 – 1 = -2
Therefore, Slope = \(\frac {-2}{-2}\) = 1

(iv) Change in y-coordinate = 0 – 1 = -1
Change in x-coordinate = 1 – 0 = 1
Therefore, Slope = \(\frac {-1}{1}\) = -1

Question 2.
The slope of a line passing through (2, 5) is \(\frac {-2}{3}\). Find the coordinates of two other points on this line.
Answer:
From the point (2, 5):
When the change in the y-coordinate is -2, and the change in the x-coordinate is 3, the new point is (2 + 3, 5 – 2) = (5, 3).
When the change in the y-coordinate is 2, and the change in the x-coordinate is -3, the new point is (2 – 3, 5 + 2) = (-1, 7).

Question 3.
The slope of a line passing through (3, 1) is \(\frac {-1}{2}\). Check whether the points given below are on the line or not:
(i) (5, 2)
(ii) (1, 0)
(iii) (4, 3)
(iv) (2, -1)
Answer:
A line passes through (3, 1) and has a slope = \(\frac {-1}{2}\)
Use the point slope form of a linear equation y – y₁ = m(x – x₁)
That is, y – 1 = \(\frac {-1}{2}\)(x – 3)
⇒ y – 1 = \(-\frac{1}{2} x+\frac{3}{2}\)
⇒ y = \(-\frac{1}{2} x+\frac{5}{2}\)
(i) For the point (5, 2)
2 = \(-\frac{1}{2}(5)+\frac{5}{2}\)
⇒ 2 = \(-\frac{5}{2}+\frac{5}{2}\)
⇒ 2 = 0
This is false, so the point is not on the line.

(ii) For the point (1, 0)
0 = \(-\frac{1}{2}(1)+\frac{5}{2}\)
0 = \(-\frac{1}{2}(1)+\frac{5}{2}\)
0 = 2
This is false, so the point is not on the line.

(iii) For the point (4, 3)
3 = \(-\frac{1}{2}(4)+\frac{5}{2}\)
3 = \(-\frac{4}{2}+\frac{5}{2}\)
3 = \(\frac {1}{2}\)
This is false, so the point is not on the line.

(iv) For the point (2, -1)
-1 = \(-\frac{1}{2}(2)+\frac{5}{2}\)
-1 = \(-\frac{2}{2}+\frac{5}{2}\)
-1 = \(\frac {3}{2}\)
This is false, so the point is not on the line.

Question 4.
We have seen that if y₁, y₂, y₃,… is an arithmetic sequence, then the points (1, y₁), (2, y₂), (3, y₃),… are all on the same line. What is the relation between the slope of this line and the common difference of the arithmetic sequence?
Answer:
If y₁, y₂, y₃,… form an arithmetic sequence with common difference d,
Then for any two consecutive points: (1, y₁), (2, y₂)
The slope of the line joining them is:
Slope = \(\frac{\text { the change in } \mathrm{y} \text { coordinate }}{\text { the change in } \mathrm{x} \text { coordinate }}\)
= \(\frac{y_2-y_1}{2-1}\)
= d
Therefore, the slope of the line is equal to the common difference of the arithmetic sequence.

Question 5.
We have seen that if x₁, x₂, x₃,… and y₁, y₂, y₃,… are arithmetic sequences, then the points with coordinates (x₁, y₁), (x₂, y₂), (x₃, y₃),… all lie on the same line. What is the relation between the slope of this line and the common differences of the arithmetic sequences?
Answer:
Let x₁, x₂, x₃,.. and y₁, y₂, y₃,… be arithmetic sequences with common differences dx and dy respectively.
The slope of the line joining the two consecutive terms (x₁, y₁) and (x₂, y₂) is:
Slope = \(\frac{\text { the change in } \mathrm{y} \text { coordinate }}{\text { the change in } \mathrm{x} \text { coordinate }}\) = \(\frac{y_2-y_1}{x_2-x_1}=\frac{d_y}{d_x}\)
Therefore, the slope of the line is equal to the ratio of the common difference of the y-sequence to the common difference of the x-sequence.

Question 6.
Find another point on the line through (1, 3) with slope \(\frac {1}{2}\) and another point on the line through the same point with slope -2. Prove that the lines are perpendicular. (Hint: Pythagoras’ Theorem)
Answer:
The first iine passes through the point P(1, 3) with slope \(\frac {1}{2}\).
Slope = \(\frac{\text { the change in } \mathrm{y} \text { coordinate }}{\text { the change in } \mathrm{x} \text { coordinate }}\)
If we move 2 units to the right from x = 1 we get
x₂ = 1 + 2 = 3
The change in y coordinate will be 1 because the slope is \(\frac {1}{2}\).
Slope = \(\frac{y_2-y_1}{x_2-x_1}\)
\(\frac{1}{2}=\frac{y_2-3}{3-1}\)
y₂ – 3 = 1
y₂ = 4
Therefore, another point on the first line is A = (3, 4)
The first line passes through the point (1, 3) with slope -2.
Slope = \(\frac{\text { the change in } \mathrm{y} \text { coordinate }}{\text { the change in } \mathrm{x} \text { coordinate }}\)
If we move 1 unit to the right from x = 1, we get
x₃ = 1 + 1 = 2
The change in y-coordinate will be 1 because the slope is \(\frac {1}{2}\).
Slope = \(\frac{y_3-y_1}{x_3-x_1}\)
-2 = \(\frac{y_3-3}{3-1}\)
y₃ – 3 = -4
y₃ = -1
Therefore, another point on the first line is B = (2, 1)
PA² = (3 – 1)² + (4 – 3)²
= 2² + 1²
= 4 + 1
= 5
PB² = (2 – 1)² + (1 – 3)²
= 1² + (-2)²
= 1 + 4
= 5
AB² = (3 – 2)² + (4 – 1)²
= 1² + 3²
= 1 + 9
= 10
Using Pythagoras theorem
PA² + PB² = AB²
5 + 5 = 10
10 = 10
Therefore, the two lines are perpendicular.

Class 10 Maths Chapter 11 Kerala Syllabus – Equation of a Line

(Textbook Page No. 251-252)

Question 1.
Find the equation of the line joining each pair of points below:
(i) (0, 0), (1, 1)
(ii) (0, 0), (1, -1)
(iii) (1, 0), (0, 1)
(iv) (-1, 0), (0, -1)
Answer:
(i) Slope of the line = \(\frac{1-0}{1-0}\) = 1
Let (x, y) be a point on the line.
The change in the y-coordinate is equal to the change in the x-coordinate multiplied by the slope of the line.
That means, y – 0 = 1(x – 0)
⇒ y = x

(ii) Slope of the line = \(\frac{-1-0}{1-0}\) = -1
Let (x, y) be a point on the line.
The change in the y-coordinate is equal to the change in the x-coordinate multiplied by the slope of the line.
That means, y – 0 = -1(x – 0)
⇒ y = -x
⇒ x + y = 0

(iii) Slope of the line = \(\frac{1-0}{0-1}\) = -1
Let (x, y) be a point on the line.
The change in the y-coordinate is equal to the change in the x-coordinate multiplied by the slope of the line.
That means, y – 0 = -1(x – 1)
⇒ y = -1(x – 1)
⇒ y = -x + 1
⇒ x + y – 1 = 0

(iv) Slope of the line = \(\frac{-1-0}{0-(-1)}\) = -1
Let (x, y) be a point on the line.
The change in the y-coordinate is equal to the change in the x-coordinate multiplied by the slope of the line.
That means, y – 0 = -1(x – (-1))
⇒ y = -1(x + 1)
⇒ y = -x – 1
⇒ x + y + 1 = 0

Question 2.
(i) Find the equation of the line joining (-1, 3) and (2, 5).
(ii) Prove that if (x, y) is a point on this line, then so is (x + 3, y + 2).
Answer:
(i) Slope of the line = \(\frac{5-3}{2-(-1)}=\frac{2}{3}\)
Let (x, y) be a point on the line.
Then, y – 3 = \(\frac {2}{3}\) × (x – (-1))
⇒ (y – 3) × 3 = 2 × (x + 1)
⇒ 3y – 9 = 2x + 2
⇒ 2x – 3y + 11 = 0

(ii) To check whether a point lies on a line, it is enough to see if the coordinates of that point satisfy the equation of the line.
To check whether (x + 3, y + 2) lies on a line,
2(x + 3) – 3(y + 2) + 11 = 2x + 6 – 3y – 6 + 11
⇒ 2x – 3y + 11 = 0
Therefore, the point (x + 3, y + 2) lies on the line.

Question 3.
(i) Find the equation of the line joining (-1, 1) and (2, 7).
(ii) Prove that for any number x, the point (x, 2x + 3) is on this line.
Answer:
(i) Slope of the line = \(\frac{7-1}{2-(-1)}=\frac{6}{3}\) = 2
If (x, y) is a point on the line, then
y – 1 = 2(x – (-1))
⇒ y – 1 = 2(x + 1)
⇒ y – 1 = 2x + 2
⇒ y = 2x + 3

(ii) To prove (x, 2x + 3) lies on this line.
Let (x, y) be a point on the line.
The equation of the line is y = 2x + 3.
Therefore, (x, y) can be written as (x, 2x + 3).
That means this point is on this line.

Question 4.
Prove that for any point on the line joining the origin and the point (1, 2), the y-coordinate is twice the x-coordinate.
Answer:
The slope of the line passing through the points (0, 0), (1, 2) is \(\frac{2-0}{1-0}\) = 2
Let (x, y) be a point on the line.
y – 0 = 2(x – 0)
⇒ y = 2x
If we consider any point on the line, the y-coordinate is twice that of the x-coordinate.

Question 5.
Prove that for any point on the line joining (2, 0) and (0, 3), the sum of half the x-coordinate and one-third the y-coordinate is 1.
Answer:
Slope of the line = \(\frac{3-0}{0-2}=-\frac{3}{2}\)
Let (x, y) be a point on the line,
y – 0 = \(-\frac {3}{2}\)(x – 2)
⇒ y = \(-\frac {3}{2}\)(x-2)
⇒ 2y = -3(x – 2)
⇒ 3x + 2y = 6
If we divide 6 by both sides, we get
\(\frac{3 x+2 y}{6}=\frac{6}{6}\)
⇒ \(\frac{3 x}{6}+\frac{2 y}{6}=\frac{6}{6}\)
⇒ \(\frac{1}{2} x+\frac{1}{3} y=1\)

SCERT Class 10 Maths Chapter 11 Solutions – Equation of a Circle

(Textbook Page No. 253-254)

Question 1.
Find the equation of the circle with centre at the origin and radius 5. Write the coordinates of eight points on this circle.
Answer:
Let (x, y) be any point on the circle.
(x – 0)² + (y – 0)² = 5²
⇒ x² + y² = 25

Question 2.
A circle is drawn with the line joining (2, 3) and (4, 7) as the diameter.
(i) What are the coordinates of the centre of this circle?
(ii) What is its radius?
(iii) Write the equation of the circle.
Answer:
(i) Centre of the circle = \(\left(\frac{2+4}{2}, \frac{3+7}{2}\right)\) = (3, 5)
(ii) Radius r = \(\sqrt{(3-2)^2+(5-3)^2}=\sqrt{5}\)
(iii) (x – 3)² + (y – 5)² = (√5)²
⇒ (x – 3)² + (y – 5)² = 5
⇒ x² + y² – 6x – 10x – 29 = 0

Question 3.
What is the equation of the circle in the picture below?

Answer:
(0, 2) and (4, 0) are the ends of the diameter.
Centre = (2, 1)
Diameter = \(\sqrt{(4-0)^2+(0-2)^2}=\sqrt{20}=2 \sqrt{5}\)
Therefore, the radius of the circle r = √5
Equation of the circle
(x – 2)² + (y – 1)² = 5
⇒ x² + y² – 4x – 2y = 0

Question 4.
The equation of a circle is x² + y² – 2x – 4y – 11= 0. Find the coordinates of its centre and the radius.
Answer:
x² + y² – 2x – 4y = 11
⇒ (x² – 2x + 1) + (y² – 4y + 4) = 11 + 1 + 4
⇒ (x – 1)² + (y – 2)² = 4²
Therefore, Centre of the circle = (1, 2)
Radius = 4

Geometry and Algebra Class 10 Notes Pdf

Class 10 Maths Chapter 11 Geometry and Algebra Notes Kerala Syllabus

Introduction
Geometry and Algebra are two fundamental branches of mathematics that work together to help us analyse a situation mathematically. Geometry, derived from Greek words meaning “earth measurement,” deals with shapes, sizes, and the properties of space. Algebra, on the other hand, uses symbols and letters to represent numbers and relationships, allowing us to solve problems and express patterns logically. While geometry gives mathematics a visual form, algebra provides the language to describe and analyse it. Straight lines and circles are the two important geometric shapes that we discuss in this unit.

→ A quadrilateral whose opposite sides are equal and parallel is called a parallelogram.

→ In a rectangle, both pairs of opposite sides are parallel to the axes.

→ The midpoint of the line joining (x₁, y₁) and (x₂, y₂) is \(\left(\frac{x_1+x_2}{2}, \frac{y_1+y_2}{2}\right)\).

→ If AP is a certain part of AB, and PB is the remaining part of AB.

→ From point A to P, the horizontal distance is ‘a’ towards the right, and the vertical distance is ‘b’ upwards. The coordinates of P are P (x₁ + a, y₁ + b).

→ From A to B the horizontal distance is x₂ – x₁, and the vertical distance is y₂ – y₁.

→ The ratio AP : AB is derived from the similarity of the triangles. That is, \(\frac{a}{x_2-x_1}=\frac{a}{y_2-y_1}=\frac{A P}{A B}\)

→ For any two points on a line, not parallel to either axis, the change in the y-coordinate is the change in the x-coordinate multiplied by a fixed number.

→ For any two points on a line not parallel to either axis, the change in y-coordinates divided by the change in x-coordinates gives the same number. This number is called the slope of the line.

→ If the slope is the negative of the coefficient of x divided by the coefficient of y.

→ The general form of the equation of a line is ax + by + c = 0 and its slope is \(-\frac {a}{b}\).

→ The relation between the coordinates of every point on the line is called the equation of the line.

→ The equation of the circle, r = \(\sqrt{(x-a)^2+(y-b)^2}\)

Parallelogram
A quadrilateral whose opposite sides are equal and parallel is called a parallelogram. In a rectangle, both pairs of opposite sides are parallel to the axes.
Suppose a rectangle is drawn such that one pair of its parallel sides is parallel to the x-axis and the other pair is parallel to the y-axis.

When moving from point A(3, 2) to point C(8, 6) in this square, both the x-coordinate and the y-coordinate change. The movement from A to C is towards the right and upward.

The change in the x-coordinate increases by 8 – 3 = 5
The change in the y-coordinate increases by 6 – 2 = 4
This change occurs by moving 3 units to the right from point A and then 4 units upward from there. It can be illustrated as shown below.

The movement to point D is 5 units to the left of point B and 4 units upward from point A. That is, we can write it as D(8 – 5, 2 + 4). The same kind of change can be seen in parallelograms as well. In a parallelogram, opposite sides are parallel. Therefore, the changes in the x-coordinates and y-coordinates are the same.

The parallelogram ABCD is drawn based on the coordinate axes. Since A is (1, 1) and B is (5, 3), the line is not parallel to either the x-axis or the y-axis. When moving from A to B, the x-coordinate increases by 4 and the y-coordinate increases by 2. The same change occurs when moving from D to C. However, when moving from C to D, the x-coordinate decreases, and the y-coordinate also decreases.
D(8 – 4,6 – 2) = D(4, 4)

If A(x₁, y₁), B(x₂, y₂), C(x₃, y₃), D(x₄, y₄) are the vertices of a parallelogram.

|x₂ – x₁| = |x₃ – x₄|
This can be written as follows.
x₄ = x₁ + x₃ – x₂
Similarly y₄ = y₁ + y₃ – y₂

Question 1.
In the figure P(1, 2), Q(5, 3), and R(3, 0) are the midpoints of the sides of triangle ABC.

(a) Suggest a suitable name for BPQR.
(b) Write the coordinates of the vertex B.
(c) Write the coordinates of A.
Answer:
(a) Parallelogram
(b) B(1 + 3 – 5, 2 + 0 – 3) = B(-1, -1)
(c) A(3, 5)

Question 2.
If O is the origin and OABC is a parallelogram, and B(7, 5), then

(a) Write the coordinates of A and C?
(b) What is the area of OABC?
Answer:
(a) A(4, 0), C(0 + 7 – 4, 0 + 5 – 0) = C(3, 5)
(b) Area = 4 × 5 = 20

Question 3.
ABCD is a parallelogram. If A(1, 1), B(3, 2), C(5, 7), then write the coordinates of D.
Answer:
D(1 + 5 – 3, 1 + 7 – 2) = D(3, 6)

Question 4.
A(1, 2), B(4, y), C(x, 6) and D(4, 2) are the vertices of a parallelogram.
(a) Find x.
(b) Find y.
Answer:
(a) The shift of the x-coordinates of A and B is 3.
So the shift of the y-coordinates of C and D is also 3.
4 – 1 = x – 4
⇒ x = 7
(b) The shift of the y-coordinates of A and B is the same as the shift of the y-coordinates of C and D
y – 2 = 6 – 2
⇒ y = 6

Midpoint
The point that divides the line into two equal parts is called the midpoint of the line.
If the coordinates of the endpoints of the line are (x₁, y₁) and (x₂, y₂), we need to think about what the coordinates of the midpoint will be. Look at the figure.

Let the coordinates of the midpoint be P(x, y).
The triangles AMP and ACB are similar.
Therefore, \(\frac{A M}{A C}=\frac{P M}{B C}=\frac{A P}{A B}\)
Since P is the midpoint,
\(\frac{A P}{A B}=\frac{1}{2}\)
That is, \(\frac{x-x_1}{x_2-x_1}=\frac{1}{2}\)
from this we get x = \(\frac{x_1+x_2}{2}\)
Similarly, y = \(\frac{y_1+y_2}{2}\)
The midpoint of the line joining (x₁, y₁) and (x₂, y₂) is \(\left(\frac{x_1+x_2}{2}, \frac{y_1+y_2}{2}\right)\)

Question 1.
Based on the coordinate axes, the coordinates of the diameter AB of the circle are A(2, 2) and B(4, 2).

(a) Write the coordinates of the centre of the circle.
(b) Write the coordinates of the endpoints of the diameter perpendicular to AB.
Answer:
(a) (\(\frac{2+4}{2}\), 2) = (3, 2)
(b) C(3, 3), D(3, 1)

Question 2.
The sides of the square are parallel to the coordinate axes. Given that A(1, 1) and C(7, 4).

(a) Write the coordinates of the other two vertices.
(b) Write the coordinates of the midpoints of the sides.
Answer:
(a) B(7, 1), D(1, 4)
(b) (\(\frac{1+7}{2}\), 1) = S(4, 1)
R(7, \(\frac {5}{2}\))
Q(4, 4)
P(1, \(\frac {5}{2}\))

Question 3.
One endpoint of a diameter of the circle is (2, 3). If the centre is (7, 4), find the coordinates of the other endpoint of the diameter.
Answer:
Let the other endpoint be (x, y).
Using the midpoint formula:
\(\frac{2+x}{2}\) = 7
⇒ 2 + x = 14
⇒ x = 12
\(\frac{3+y}{2}\) = 4
⇒ 3 + y = 8
⇒ y = 5
Hence, the other endpoints of the diameter are (12, 5).

Question 4.
AB is a diameter parallel to the x-axis, and CD is a diameter parallel to the y-axis. If the center of the circle is (4, 4) and the radius is 3, then

(a) Write the coordinates of A and B.
(b) Write the coordinates of C and D.
Answer:
(a) A(1, 4), B(7, 4)
(b) C(4, 7), D(4, 1)

Ratio
This section is about the condition when a point divides a line in a given ratio.

The endpoints of the line are A(x₁, y₁) and B(x₂, y₂).
The point P(x, y) lies between them and divides the line segment AB.
AP is a certain part of AB, and PB is the remaining part of AB.
From point A to P, the horizontal distance is ‘a’ towards the right, and the vertical distance is ‘b’ upwards.
Therefore, the coordinates of P can be written as P(x₁ + a, y₁ + b).
From A to B, the horizontal distance is x₂ – x₁, and the vertical distance is y₂ – y₁.
The ratio AP : AB is derived from the similarity of the triangles shown in the figure.
That is, \(\frac{a}{x_2-x_1}=\frac{a}{y_2-y_1}=\frac{A P}{A B}\)
From this, ‘a’ and ‘b’ can be found, and then the coordinates of P can be as explained in the example.

Question 1.
Write the coordinates of the point that divides the line joining A(2, 4) and B(8, 7) in the ratio 1 : 2.
Answer:
Look at the coordinates of A and B.
To move from A to B, you must go horizontally to the right and vertically upward.
The point that divides the line from A to B is one-third of the distance from A.
If the horizontal and vertical distances from A to P (the dividing point) are a and b, then the coordinates of that point are P(2 + a, 4 + b).
From A to B:
the horizontal distance = 8 – 2 = 6
the vertical distance = 7 – 4 = 3
Since the point divides AB in the ratio 1 : 2.
\(\frac{a}{6}=\frac{1}{3}\)
⇒ a = 2
\(\frac{b}{3}=\frac{1}{3}\)
⇒ b = 1
Therefor P = (2 + 2, 4 + 1) = (4, 5)
So the coordinates of P are (4, 5).

Question 2.
Write the coordinates of the point which divides the line joining A(1, 1) and B(7, -4) in the ratio 1 : 3.
Answer:
Look at the coordinates of A and B.
To move from A to B, you must go horizontally to the right and vertically downward.
The point that divides the line from A to B is one-fourth of the distance from A.
If the horizontal and vertical distances from A to P (the dividing point) are a and b, then (since the movement is downwards, that is, ‘-b’) the coordinates of that point are P(1 + a, 1 – b).
From A to B:
the horizontal distance = 7 – 1 = 6
the vertical distance = 1 – (-4) = 5
Since the point divides AB in the ratio 1 : 2
\(\frac{a}{6}=\frac{1}{4}\)
⇒ a = \(\frac {3}{2}\)
\(\frac{b}{5}=\frac{1}{4}\)
⇒ b = \(\frac {5}{4}\)
Therefor P = \(\left(1+\frac{3}{2}, 1-\frac{5}{4}\right)=\left(\frac{5}{2},-\frac{1}{4}\right)\)
So the coordinates of P are \(\left(\frac{5}{2},-\frac{1}{4}\right)\)

Question 3.
Write the coordinates of the point which divides the line joining A(1, 1) and B(-3, -7) in the ratio 2 : 3.
Answer:
In the displacement from A to B, the movement is towards the left and downward.
The coordinates of the dividing point are P(1 – a, 1 – b)
\(\frac{a}{1-(-3)}=\frac{2}{5}\)
⇒ \(\frac{a}{4}=\frac{2}{5}\)
⇒ 5a = 8
⇒ a = \(\frac {8}{5}\)
\(\frac{b}{1-(-7)}=\frac{2}{5}\)
⇒ \(\frac{b}{8}=\frac{2}{5}\)
⇒ 5b = 16
⇒ b = \(\frac {16}{5}\)
Therefor P = \(\left(1-\frac{8}{5}, 1-\frac{16}{5}\right)=\left(\frac{-3}{5}, \frac{-11}{5}\right)\)
So the coordinates of P are \(\left(\frac{-3}{5}, \frac{-11}{5}\right)\)

Line Maths
Consider the line passing through the points A(2, 5) and B(6, 7).

To go from A to B, the movement is 4 units horizontally, that is 6 – 2 = 4, and 2 units vertically, that is 7 – 5 = 2.
Here, in the movement from A to B, the vertical distance is half of the horizontal distance. This property will hold throughout the entire line.
For any two points on this line, the vertical distance will always be half of the horizontal distance.

If (x₁, y₁) and (x₂, y₂) are any two points on this line. Then the horizontal distance is x₂ – x₁ and the vertical distance is y₂ – y₁.
This can be written as, y₂ – y₁ = \(\frac {1}{2}\) × (x₂ – x₁)
For any two points on a line, not parallel to either axis, the change in the y-coordinate is the change in the x-coordinate multiplied by a fixed number.
Using this idea, if the coordinates of three points are known, we can check whether all three points lie on the same line.

Question 1.
Check whether these points lie on the same line: (1, 8), (-2, 10), (-5, 12).
Answer:
Let A(1, 8) and B(-2, 10).
The change in x-coordinate is x₂ – x₁ = -2 – 1 = -3
That is, it decreases by 3.
The change in y-coordinate is y₂ – y₁ = 10 – 8 = 2
That is, it increases by a factor of 2.
The decimal form of the change is \(\frac{2}{-3}=-\frac{2}{3}\)
Now, consider B(-2, 10) and C(-5, 12).
The change in x-coordinate is x₂ – x₁ = -5 – (-2) = -3.
That is, it decreases by 3.
The change in y-coordinate is y₂ – y₁ = 12 – 10 = 2
That is, it increases by a factor of 2.
The decimal form of the change is \(\frac{2}{-3}=-\frac{2}{3}\)
Since the change is the same for any two points among the three.
Therefore, all three points lie on the same straight line.

Slope of a Line
Lines based on the coordinate axes can be drawn as horizontal, vertical, or slanted lines.
Horizontal lines are parallel to the x-axis, and vertical lines are parallel to the y-axis.
A slanting line is not parallel to either the x-axis or the y-axis.

Consider the line passing through the points (2, 8) and (4, 9).
The change in the y-coordinates is 1, and the change in the x-coordinates is 2.
We can find the relationship between the change in the y-coordinates and the change in the x-coordinates.
For any two points on a line not parallel to either axis, the change in y-coordinates divided by the change in x-coordinates gives the same number. This number is referred to as the slope of the line.
For any two points on a line, the change in the y-coordinate is equal to the product of the slope and the change in the x-coordinate.

The slope of a line can be positive, negative, or zero.
If a line is parallel to the x-axis, its slope is zero.
If, for two points on a line, the changes in both the y-coordinates and the x-coordinates are positive, or if both are negative, then the slope is positive.
If the line slants to the right, and the angle between the line and the x-axis on the right side is less than 90°.

If, for two points on a line, the change in one coordinate, either x or y, is positive and the change in the other is negative, then the slope of the line is negative.
The line slants downward to the left, and the angle between the line and the x-axis on the right side is greater than 90°.

To find the slope of a line, divide the change in the y-coordinates by the change in the x-coordinates of any two points on the line.

Question 1.
The two points on a line are (1, 1) and (-5, -5).
(a) Find the slope of this line.
(b) Will there be other lines with the same slope? What is the special feature of such lines?
(c) If a line makes an angle of 45° with the x-axis on the right-hand side, what is its slope?
Answer:
(a) The change in y-coordinates = -5 – 1 = -6
The change in x-coordinate = -5 – 1 = -6
Therefore, slope = \(\frac {-6}{-6}\) = 1
(b) There will be many other lines having the same slope.
If we take two points on each of these lines and divide the changes in y-coordinates by the changes in the x-coordinates will get 1.
Hence, all these lines are parallel to each other.
(c) For a line making a 45° angle with the x-axis on the right-hand side, the horizontal and vertical distances between any two points will be equal.
Therefore, the slope = 1.

Question 2.
In each of the following lines, two points are marked.

Find the slope of each line.
Answer:
Consider the points (-1, 0) and (3, 2):
Change in y-coordinate = 2 – 0 = 2
Change in x-coordinate = 3 – (-1) = 4
Therefore, the slope of the line = \(\frac{2}{4}=\frac{1}{2}\)
Consider the points (2, 0) and (3, 2):
Change in y-coordinate = 2 – 0 = 2
Change in x-coordinate = 3 – 2 = 1
Therefore, the slope of the line = \(\frac {2}{1}\) = 2

Question 3.
A line makes an angle of 45° with the x-axis on the right-hand side. The line cuts the x-axis at a point 4 units away from the origin.
(a) What are the coordinates of the point where the line cuts the x-axis?
(b) What is the slope of the line?
(c) Write the coordinates of any two other points on this line.
Answer:
(a) The point where the line cuts the x-axis is (4, 0)
(b) Since the line makes a 45° angle with the x-axis on the right-hand side, the horizontal and vertical distances between any two points are equal.
Therefore, the slope = 1
(c) One point on the line: (4 + 3, 0 + 3) = (7, 3)
Another point on the line: (4 + 10, 0 + 10) = (14, 10)

Question 4.
Prove that A(1, 1), B(7, 3), C(10, 5), and D(4, 3) are the vertices of a parallelogram.
Answer:
The slope of line AB = \(\frac{3-1}{7-1}=\frac{2}{6}=\frac{1}{3}\)
The slope of line CD = \(\frac{3-5}{4-10}=\frac{-2}{-6}=\frac{1}{3}\)
∴ AB is parallel to CD.
The slope of line BC = \(\frac{5-3}{10-7}=\frac{2}{3}=\frac{2}{3}\)
The slope of line AD = \(\frac{3-1}{4-1}=\frac{2}{3}=\frac{2}{3}\)
∴ AD is parallel to BC.
Since both pairs of opposite sides are parallel,
Therefore, ABCD is a parallelogram.

Equation of a Line
Now it’s clearly understood what the slope of a line means. A line has only one slope, and for any two points on that line, the change in their y-coordinates is always a fixed multiple of the change in their x-coordinates. This fixed number is referred to as the slope of the line. There can be many lines with the same slope; all such lines are parallel to each other. For every line, the x-and y-coordinates of its points have a common relationship. The algebraic expression of this relationship is called the equation of the line.

The points (1, 1), (2, 2), (3, 3)… lie on the same line. What is the relationship between the x-coordinate and the y-coordinate of all the points on this line?
It can be written as y = x or y – x = 0.
This relationship is the equation of the line.
The points (-1, 1), (0, 0), and (-5, -5) also lie on this same line.
Isn’t the figure of this line shown below?

The points (1, -1), (-1, 1), (3, -3), and (-3, 3) all lie on the same line.
The coordinates of the points on this line satisfy the relation y = -x, that is, x + y = 0.
This is the equation of the line.

The equation of a line can be written using its slope.
If the coordinates of a point and the slope are known, the equation of the line can be found.
Let’s find the equation of the line passing through the point (1, 3) with a slope of -2.
Let (x, y) be any point on the line.
The change in the y-coordinate between the points (1, 3) and (x, y) is equal to -2 times the change in the x-coordinate.
In equation form: y – 3 = -2(x – 1)
That is, y – 3 = -2x + 2
⇒ 2x + y – 5 = 0
This is the equation of the line.
If the equation of a line is written in this form,
The slope is the negative of the coefficient of x divided by the coefficient of y.
The general form of the equation of a line is ax + by + c = 0
Therefore its slope is \(-\frac {a}{b}\)

Question 1.
Find the slope of the line passing through the points (1, 0) and (0, 1). Write the equation of this line.
Answer:
Slope = \(\frac{1-0}{0-1}=\frac{1}{-1}\) = -1
Let (x, y) be any point on the line.
Then, y – 0 = -1(x – 1)
So, y = -x + 1
⇒ x + y – 1 = 0
This is the required equation of the line.

Question 2.
Find the slope of the line x + 2y – 3 = 0. Write the equation of another line having the same slope. What is the special property of these two lines?
Answer:
The slope m = \(-\frac {1}{2}\)
The slope of a line depends only on the coefficients of x and y.
If these coefficients or their ratio remain unchanged, the slope will also remain the same.
Hence, x + 2y – 1 = 0 is another line with the same slope.
These two lines are parallel to each other.

Question 3.
Write the equation of the median passing through point C of the triangle shown in the figure.

Answer:
Midpoint of AB is \(M\left(\frac{7}{2}, \frac{3}{2}\right)\)
Slope of the median = \(\frac{3-\frac{3}{2}}{2-\frac{7}{2}}\) = -1
Let (x, y) be a point in the median.
The equation is y – 3 = -1(x – 2)
⇒ y – 3 = -x + 2
⇒ x + y – 5 = 0

Equation of a Circle
In the previous classes and lessons, we learned many things about the circle.
In those lessons, we studied the circle geometrically.
Here, we will understand the algebraic form of the circle.
Using the coordinates that define the circle, we can write the equation of the circle.
Let (x, y) be any point on the circle and (a, b) be the centre of the circle.
The distance between these points is called the radius of the circle.
Let r be the radius. Then we can write:
r = \(\sqrt{(x-a)^2+(y-b)^2}\)
This is the equation of the circle.

Question 1.
Write the equation of the circle with centre (1, 1) and radius 2.
Answer:
Let (x, y) be any point on the circle.
(x – 1)² + (y – 1)² = 2²
⇒ x² + 1² – 2x + y² + 1² – 2y = 4
⇒ x² + y² – 2x – 2y + 2 – 4 = 0
⇒ x² + y² – 2x – 2y – 2 = 0

Question 2.
Write the equation of the circle whose centre is the origin and whose radius is √2.
Answer:
Let (x, y) be any point on the circle.
(x – 0)² + (y – 0)² = (√2)²
⇒ x² + y² = 2

Question 3.
Write the equation of the circle with centre (1, 1) and radius √5. Calculate the coordinates of the points where the circle intersects the x-axis.
Answer:
Let (x, y) be any point on the circle.
(x – 1)² + (y – 1)² = (√5)²
⇒ x² + 1 – 2x + y² + 1 – 2y = 5
⇒ x² + y² – 2x – 2y – 3 = 0
The y-coordinates of the points where it intersects the x-axis.
x² + 0² – 2x – 0 – 3 = 0
⇒ x² + 2x – 3 = 0
To find the values of x,
x = \(\frac{-b \pm \sqrt{b^2-4 a c}}{2 a}\)
Therefore, x = 3, -1.
The points that intersect the x-axis are (3, 0) and (-1, 0).

Question 4.
Find the radius and centre of the circle x² + y² – 4x + 2y – 4 = 0.
Answer:
x² + y² – 4x + 2y – 4 = 0
⇒ x² + y² – 4x + 2y = 4
⇒ (x² – 4x + 4) + (y² + 2y + 1) = 4 + 5
⇒ (x – 2)² + (x + 1)² = 3²
Therefore, Centre of the circle = (2, -1)
Radius = 3.

Students often refer to SCERT Class 10 Social Science Notes Kerala Syllabus and Class 10 Geography Chapter 6 The Changing Earth Notes Questions and Answers English Medium that include all exercises in the prescribed syllabus.

SSLC Geography Chapter 6 Notes Pdf English Medium The Changing Earth

SCERT Class 10 Social Science Geography Chapter 6 The Changing Earth Notes Question Answer Kerala Syllabus

Class 10 Geography Chapter 6 Notes Kerala Syllabus The Changing Earth

Question 1.
Identify the geographical phenomenon to which each picture relates, and write them in the appropriate boxes.

Answer:
a) Earthquake
b) Volcanic Eruption
c) Plate Tectonics / Movement of Lithospheric Plates

Question 2.
List out the differences between epeirogenic movements and orogenic movements.
Answer:

Epeirogenic movements	Orogenic movements
• The processes that cause the upliftment of a large portion of the Earth’s crust are called epeirogenic movements. • These movements cause only minimal deformation on the Earth’s surface, whereas in orogenic movements, the Earth’s surface is severely deformed.	• The processes that cause the formation of mountains are called orogenic movements. Fold mountains are formed through the folding of crustal portions.

Question 3.
With the help of Information Technology, identify the major fold mountains of the world and mark them on an outline map of the world. Include the map in My Own Atlas.
Answer:

Question 4.
Observe the diagram given below and identify the structure of a volcano. Prepare a note describing its structure and present it in the classroom. Make a model of a volcano.

Answer:

1. Magma Chamber – The large underground reservoir where molten rock (magma) is stored.
2. Vent – The passage through which magma rises to the surface.
3. Crater – The bowl-shaped opening at the top of the volcano.
4. Lava Flow – The molten rock that flows out during an eruption.
5. Ash Cloud & Layer of Ash – Fine particles of ash and gases released into the atmosphere.
6. Sill – A horizontal sheet of cooled lava inside the Earth’s crust.
7. Laccolith – Dome-shaped intrusions formed when magma pushes up rock layers.

Hints to make a model of a volcano:
Materials Needed:

1. A small plastic bottle or cup (to act as the vent).
2. Clay, or soil (to build the cone of the volcano).
3. A large tray or cardboard sheet (as the base).
4. Paint or colours (to decorate the volcano with lava streaks, rocks, and greenery).
5. For eruption: baking soda, vinegar, red/orange food colour, and dish soap.

Steps:

1. Fix the plastic bottle in the middle of the tray.
2. Cover it with clay or mud, shaping it like a cone (leaving the bottle’s mouth open).
3. Paint the outside to look like a real volcano – grey or brown for rocks, green at the base, and red/orange streaks for lava.
4. For eruption: put 2 – 3 spoons of baking soda inside the bottle. Add a few drops of dish soap and red/orange food colour.
5. Put vinegar slowly into the bottle. It will foam up and flow down like real lava.

Question 5.
Collect pictures of different types of volcanoes and create a digital album. Write the name of each
volcano, and the country it is situated in.
Answer:

Question 6.
a) With the help of Information Technology, download a world map showing the plate margins. Mark these plate margins on the world map that shows the distribution of volcanoes.
Answer:

b) Repeat the same activity on an outline map of the world and include it in My Own Atlas.
Answer:

Question 7.
The major volcanic zones are mainly located along major plate margins. Why is this so? Hold a discussion in the classroom.
Answer:
The major volcanic zones are mainly located along the major plate margins because these are areas where the Earth’s crust is most active. At convergent boundaries, one plate moves under another, causing the mantle to melt and form magma, which can rise to the surface as volcanoes. At divergent boundaries, plates move apart, creating gaps through which magma reaches the surface. Even along transform boundaries, cracks in the crust can allow magma to emerge. Therefore, most volcanoes are found along plate margins due to the movement and interaction of tectonic plates.

Question 8.
Find out and write down what other impacts volcanic eruptions have on human life.
Answer:

1. Volcanic ash and gases can cause respiratory problems, eye irritation, and skin issues.
2. Agricultural Damage
3. Air travel may be disrupted due to ash clouds
4. Affect the climate by lowering temperatures and altering weather patterns
5. Infrastructure Damage

Question 9.
With the help of Information Technology, collect news related to volcanic eruptions in the recent years, prepare a collage, and display it in the classroom.
Answer:

Question 10.
Which is the only active volcano in India?
Answer:
Barren Island Volcano, located in the Andaman and Nicobar Islands in the Bay of Bengal.

Question 11.
There is an extensive area in India where soil has been formed from the disintegration of lava rocks. Which is that region?
Answer:
The Deccan Trap region of the Deccan Plateau.

Question 12.
Why do lithospheric plates slide over the asthenosphere?
Answer:
Lithospheric plates slide over the asthenosphere because the heat from the Earth’s interior creates convection currents in the semi-molten asthenosphere, which move the plates.

Question 13.
The Himalayan regions are highly vulnerable or susceptible to earthquakes. Why?
Answer:
The Himalayan regions are highly vulnerable to earthquakes because they lie at the boundary of the Indian and Eurasian plates, where the plates constantly collide and create stress in the Earth’s crust.

Question 14.
The map given below shows the distribution of the major tectonic earthquake regions. Analyse the map and identify the major seismic regions of the world.

Answer:

• Circum-Pacific Belt (Ring of Fire )
• Mediterranean-Himalayan Belt (Alpine Belt)
• Mid-Atlantic Ridge Belt

Question 15.
On the earlier map prepared by you to show the distribution of volcanoes, mark the major seismic regions using a different colour.
Answer:

Question 16.
An earthquake occurred in Turkey and in adjoining areas on 6th February 2023. Given below are the headlines related to it. Examine the news headlines and list the possible disasters caused by earthquake.

• The earthquake that struck Turkey created havoc in the southeastern part of the country and killed thousands of people. • The earthquake, which measured 7.8 on the Richter scale, destroyed hundreds of buildings. • The transportation and communication systems were shattered, and water distribution failed. • The food supply was disrupted, and the shortage of medicines was severe. • Rescue operations made difficult by landslides and fires.

Answer:
• Large-scale loss of human lives.
• Collapse and destruction of hundreds of buildings.
• Damage to transportation and communication systems.
• Failure of water distribution.
• Disruption of food supply and severe shortage of medicines.
• Landslides and out break of fires, making rescue operations difficult.

Question 17.
Visit the official website of the National Disaster Management Authority and complete the following activities.
a) Analyse the map of India showing the major seismic zones and mark them on an outline map of India.
b) Examine the information given on the website and prepare a chart titled ‘How to Face an Earthquake’. Display it in the classroom.
Answer:
(Hints)
a) Step 1: Visit the official website of the NDMA ( https://ndma.nov.in )
Step 2: Select Earthquakes from Natural Hazards
Step 3: Analyse the Seismic Zone Map and mark it on an outline map of India

b)

How to Face an Earthquake
Before the disaster	During the disaster	After the disaster
• Keep an emergency kit (water, food, first-aid, flashlight) • Identify safe spots in your home or classroom (under tables, against interior walls)	• Stay away from windows, mirrors, and falling objects. • If outdoors, move to an open area away from buildings, trees, and power lines.	• Keep calm, switch on the radio/TV and obey any instructions you hear on it. • Be prepared to expect aftershocks.

Question 18.
Prepare a list of items to be included in an emergency kit and display it in the classroom.
Answer:

1. Drinking water
2. Non-perishable food (canned food, dry snacks, energy bars)
3. First-aid kit
4. Face masks
5. Flashlight with extra batteries

Question 19.
Visit the Kids Corner on the Kerala Disaster Management Authority’s website and play the game titled ‘Know the Earthquake’ with your friends. Share the information you gain from the game in the classroom.
Answer:
(Hints)

1. Step 1: Go to the Kerala Disaster Management Authority website (https://sdma.kerala.gov.in)
2. Step 2: Click on “Kids Comer.”
3. Step 3: Play the game “Know the Earthquake” with your friends.
4. Step 4: Note down important points about earthquakes and safety.
5. Step 5: Share what you learned in the classroom.

Question 20.
Visit the official websites of the National Disaster Management Authority (NDMA) and the Kerala State Disaster Management Authority (KSDMA). Collect additional information about tsunami disaster management measures, prepare a poster, and display it in your classroom.
Answer:
(Hints)

• Title: “Tsunami Safety: Be Prepared, Stay Safe”
• Visuals: Use clear images depicting tsunami evacuation routes, warning signs, and safety measures.
• Content Layout: Organize information into sections with headings like “What is a Tsunami?”, “Early Warning Signs”, “Safety Tips”, and “Role of Authorities”.
• Color Scheme: Use blue tones to represent water and white for clarity.
• Language: Ensure the language is simple and accessible for all students.

Question 21.
Observe the diagram (Fig 6.1) and list the driving or causative forces of exogenic movements (Exogenic forces). (Refer Topic 1)

Answer:

• Slope formed on the Earth’s surface
• Gravity
• Pressure exerted.on an object by another object
• Molecular stress

Question 22.
Do human activities cause weathering? List the human activities that contribute to the weathering of rocks.
Answer:
Yes, human activities can accelerate the weathering.

1. Mining
2. Quarrying
3. Construction activities
4. Deforestation
5. Agricultural practices (Overuse of chemical fertilizers)

Question 23.
Visit the official website of the Kerala State Disaster Management Authority. Find out the major causes of debris flow/landslide in Kerala, and complete the list.
Answer:

1. Unscientific construction of houses, roads, etc., on steep slopes
2. Interruption of the natural flow of streams
3. Heavy Rainfall
4. Steep Slopes

Question 24.
Visit the official website of the Kerala State Disaster Management Authority and examine the landslide/
debris flow-prone area map. Find out whether your school and house are located in such an area.
Answer:
(Hint)
“Go to the KSDM A website (https://sdma.kerala.gov.in). check the landslide/debris flow-prone area map of Kerala, locate your district, then find the exact location of your school and house on the map to see if they fall in a high-, moderate, or low-risk zone.”

Question 25.
Prepare a note by collecting information about the measures adopted by the Government of Kerala to mitigate the impact of the recent Urulpottal (debris flow) incidents in the state.
Answer:
The Government of Kerala has adopted several measures to mitigate the impact of recent Urulpottal (debris flow) incidents. The Kerala State Disaster Management Authority (KSDMA) has prepared detailed hazard maps and run-out path analyses to identify high-risk areas. Infrastructure improvements, such as strengthening embankments, improving drainage systems, and constructing retaining walls, have been carried out to stabilize slopes. Strict regulations on construction activities and land use planning help prevent habitation in vulnerable zones. The government also focuses on community awareness through public campaigns and regular drills, ensuring people are prepared for emergencies. During incidents, control rooms and helplines provide assistance, while immediate relief in the form of food, shelter, and medical aid is provided to affected communities.

Std 10 Geography Chapter 6 Notes Kerala Syllabus – Extended Activities

Question 1.
Identify the human activities that contribute to the weathering of rocks by observing your surroundings, and list them.
Answer:
Yes, human activities can accelerate the weathering.

• Mining
• Quarrying
• Construction activities
• Deforestation
• Agricultural practices (Overuse of chemical fertilizers)

Question 2.
Conduct a seminar on ‘Tectonic movements and Earthquakes’.
Answer:
(Hints: Conduct a seminar by using the given steps)

1. Step 1: Start with an Introduction
2. Step 2: Explain the types of Tectonic Movements (Divergent boundary, Convergent boundary, Transform boundary)
3. Step 3: Explain Earthquakes and its Causes
4. Step 4: Effects of Earthquakes
5. Step 5: Safety Measures
6. Step 6: Use Visual Aids
7. Step 7: Conclusion

Question 3.
Conduct Mock drills in classrooms to raise awareness among students about disaster mitigation measures.
Answer:
(Hints)

1. Step 1: Plan the Drill
2. Step 2: Explain the Drill to Students
3. Step 3: Assign Roles (Teacher or staff to guide students and monitor safety)
4. Step 4: Conduct the Drill
   • Start with an alarm or signal.
   • Students follow the practiced safety procedures.
   • Teachers ensure everyone is safe and counts students at assembly points.
5. Step 5: Debrief and Discuss (Discuss what went well and what could be improved)
6. Step 6: Repeat Regularly
   • Conduct drills at different times to ensure all students are familiar with procedures.
   • Encourage students to practice disaster safety at home as well.

Question 4.
Visit the official website of the Kerala Disaster Management Authority to gather information about potential disasters and mitigation strategies, then prepare a poster and display it in the classroom.
Answer:
(Hints for Poster)

• Give a Proper Title
• List common disasters in your area (Landslides, Flood, etc)
• Mitigation Strategies (For each disaster, give simple ways to stay safe)
• Visual Elements (Use icons or drawings for each disaster)

Question 5.
Visit the official website of the Kerala Disaster Management Authority to download the map of Kerala showing Urulpottal-prone regions, and draw it on chart paper. Display it in the Social Science lab.
Answer:
(Hints)

1. Step 1: Visit the Website (https://sdma.kerala.gov.in)
2. Step 2: Search for Maps (Find the map showing Urulpottal-prone regions)
3. Step 3: Download the Map and draw it on Chart Paper

Question 6.
If your house or school is located in a disaster-prone region, hold discussions on disaster mitigation strategies, prepare notes and posters, and raise awareness among the people living in such areas.
Answer:
(Hints)

1. Step 1: Identify the Disaster-Prone Area
2. Step 2: Hold Discussions (Types of disasters that may occur, Past incidents and their impact, Possible safety measures)
3. Step 3: Prepare Notes
4. Step 4: Prepare Posters (Title, Visuals, Safety measures)
5. Step 5: Raise Awareness (Display posters in schools and public places)

Question 7.
With the help of your teacher, practise the precautionary methods that can help you escape from an Urulpottal.
Answer:
How To Face Urulpottal

At the time of the disaster	After the disaster
• Stay calm and do not panic • During Urulpottal, if you are inside your house, take shelter under a strong table or cot. • If you are outside, move quickly to safer and higher ground, away from slopes and loose soil.	• Allow ambulances and other rescue vehicles to pass without obstruction • Report immediately to t he authorities if you notice any fallen electric lines in LTrulpottai – affected regions. • Help people who are injured or trapped and provide first aid if possible.

KaWaCHam: Kerala Warnings, Crisis and Hazard Management System
It is a disaster warning system implemented in the state of Kerala, ensuring the use of modem technologies in disaster mitigation activities. All disaster-prone areas of Kerala are covered under this integrated warning system. Kerala is the first state in the country to implement a disaster warning system of this kind. The project aims to monitor the possibility of disasters in all areas. If any disaster is detected, the public is alerted through location-based SMS, social media updates, and by activating siren-strobe light units. Necessary precautionary measures are then taken at different levels.

Question 8.
Read the Post-Disaster Needs Assessment report prepared by the Government of Kerala in co-operation with UNDP, the World Bank, and the European Union following the 2018 flood, then draw conclusions.
Answer:
The Post-Disaster Needs Assessment (PDNA) report prepared by the Government of Kerala in collaboration with UNDP, the World Bank, and the European Union after the 2018 floods concluded that the disaster caused severe damage to housing, agriculture, infrastructure, and livelihoods, affecting millions of people across the state. The report highlighted the urgent need for rebuilding on the principles of resilience and sustainability, instead of merely restoring what was lost. It emphasized strengthening disaster preparedness, improving early warning systems, adopting flood-resilient construction practices, restoring ecosystems like wetlands and rivers, and ensuring community participation in recovery efforts. Overall, the PDNA stressed that Kerala should focus on “building back better” to reduce, future risks and protect both people and the environment.

The Changing Earth Class 10 Notes Pdf

• The movements that cause the ups and downs on a the surface of the Earth are called the Earth movements.
• Many geographical phenomena and natural disasters occur in connection with Earth movements.
• Endogenic and Exogenic are the two types of a Earth Movements.
• The continuous cyclic movement of magma in the mantle, driven by thermal variations, is called
  convection current.
• A hazard is generally referred to as a situation that poses a threat to life, health, property, services, socio-economic stability, or the environment.
• A disaster can be defined as a serious disruption in the functioning of a community or society that causes widespread material, economic, social, or a environmental losses, and exceeds the ability of the affected society to cope using its own resources.
• Slow movements (also called diastrophic a movements) and sudden movements are the # two types of Endogenic Movements.
• The endogenic movements that move, elevate, or build up portions of the Earth’s cmst are collectively known as diastrophic movements.
• The processes that cause the upiiftment of a large portion of the Earth’s crust are called epeirogenic movements.
• The processes that cause the formation of mountains are called orogenic movements.
• The uplifted block of the Earth’s crust formed due
  to faulting is called a horst (block mountain). The corresponding down-dropped block of the Earth’s crust is called a graben.
• Endogenic forces caused sudden movements like volcanic eruptions and earthquakes.
• Three types of waves are generated from the focus of an earthquake. Primary waves, secondary waves, and surface waves.
• The Exogenic forces are responsible for various processes that operate on the surface of the Earth, such as weathering, erosion, transportation, deposition, and mass wasting. These processes are collectively known as exogenic movements.
• Each exogenic process derives its energy from different external forces, which are called the driving forces of exogenic movements.
• The processes that bring about these chemical and mechanical changes in rocks are called weathering. • In addition to weathering and erosion, another type of earth movement that occurs on the surface of the Earth due to exogenic forces is mass wasting.
• ‘Urulpottal ’ is a type of mass wasting.
• Studies using toals like remote sensing and Geographic Information Systems (GIS) can help us identify areas that have a higher possibility of ‘Urulpottal’ (debris flow or landslide).
• The sudden movement of rock debris and soil mixed with water down a steep slope under the direct influence of gravity is called a debris flow.

INTRODUCTION

Through this chapter we have been discussing various Earth movements and the associated natural disasters, along with their mitigation measures. Natural calamities often turn into disasters due to the conflict between human activities and nature. Nature is the abode we inhabit. The human activities carried out in it, and the consequent changes in nature, are together referred to as development. Both human activities and development are not only complementary but also essential. Each disaster reminds us that unlimited development is impossible in a world with its limit. This is where the role of sustainable development becomes important. It is necessary to make democratic decisions and implement them to safeguard both people and the environment without causing environmental destruction. Resource utilisation should focus on ensuring access to sufficient resources through cooperation, rather than acquiring as much resources as possible through competition. It is necessary to meet the needs of the present generation without compromising on the ability of nature to meet the needs of future generations. We can protect nature by safeguarding ourselves.

Earth Movements

• The movements that cause the ups and downs on the surface of the Earth are called the Earth movements.
• Endogenic and Exogenic are the two types of Earth Movements.
• The continuous cyclic movement of magma in the mantle, driven by thermal variations, is called
  convection current.
• A hazard is generally referred to as a situation that poses a threat to life, health, property, services, socio-economic stability, or the environment.
• A disaster can be defined as a serious disruption in the functioning of a community or society that causes widespread material, economic, social, or environmental losses, and exceeds the ability of the affected society to cope using its own resources.
• In the context of disasters, vulnerability can be defined as the extent to which a community,
  structure, service, or geographic area is likely to be damaged or disrupted by the impact of a particular hazard.
• Capacity refers to the resources, means, and strengths within a community that enable it to cope with, withstand, prepare for, prevent, mitigate, or quickly recover from a disaster.
• Risk is the measure of expected losses caused by a hazard event occurring in a specific area over a given time period.

Endogenic Movements

• Slow movements (also called diastrophic movements) and sudden movements are the two types of Endogenic Movements.
• The endogenic movements that move, elevate, or build up portions of the Earth’s crust are collectively known as diastrophic movements.
• The processes that cause the upliftment of a large portion of the Earth’s crust are called epeirogenic movements.
• The processes that cause the formation of mountains are called orogenic movements.
• Endogenic forces caused sudden movements like volcanic eruptions and earthquakes.
• The openings in the lithosphere through which molten rock material, gases, ash, pyroclastic materials (rock fragments), dust, and water vapour erupt to the surface of the Earth are called volcanoes.
• The reason for earthquakes is the friction between lithospheric plates.
• Three types of waves are generated from the focus of an earthquake. Primary waves, secondary waves, and surface waves.
• Severe earthquakes that occur on the ocean floor cause giant waves, which can rise up to several metres. These giant waves are called tsunamis.

Exogenic Movements

• The Exogenic forces are responsible for various processes that operate on the surface of the Earth,
  such as weathering, erosion, transportation, deposition, and mass wasting. These processes are collectively known as Exogenic movements.
• Each exogenic process derives its energy from different external forces, which are called the driving forces of exogenic movements.
• The processes that bring about these chemical and mechanical changes in rocks are called weathering.
• Physical, Chemical and Biological weathering are the three types of Weathering.
• Varied landforms are created by the continuous processes carried out by external agencies like running water, wind, glaciers, sea waves, etc. Hence, these agencies are often called geomorphic agents.
• The process by which running water, glaciers, wind, and waves move rock fragments from one place to another is called erosion and transportation.
• These materials will be deposited in low lying regions and this process is called deposition.
• In addition to weathering and erosion, another type of earth movement that occurs on the surface of the Earth due to exogenic forces is mass wasting.
• ‘Urulpottal’ is a type of mass wasting.
• The sudden movement of rock debris and soil mixed with water down a steep slope under the direct influence of gravity is called a debris flow.

EARTH MOVEMENTS
• The movements that cause the ups and downs on the surface of the Earth are called the Earth movements.

Many geographical phenomena and natural disasters occur in connection with Earth movements. The Earth’s surface is constantly subjected to many changes. For millions of years, numerous movements and resulting processes have been occurring on the surface as well as within the Earth. Each and every landform on the Earth’s surface is formed as a result of these movements and processes. Mountains, plateaus, valleys, rivers, and so on were all created due to these continuously occurring Earth movements and processes.

Types of Earth Movements and the forces that cause them

Convection Currents
Inside the Earth, heat increases with depth. The presence of radioactive elements causes temperature variations in the mantle. Due to this thermal variation, magma in the mantle gets heated and moves upward toward the crust. As it nears the crust, it cools and sinks back down. The magma then heats up again and rises toward the crust. This continuous cyclic movement of magma in the mantle, driven by thermal variations, is called convection current. Eg: Boil some water in a beaker and place small pieces of paper in it. By observing the movement of the paper pieces, we can understand that the layer of water at the bottom of the beaker gets heated up and rises. As it reaches the surface, it cools and sinks back down.

This simple experiment helps us understand how the magma in the Earth’s mantle moves in a similar cyclic manner due to thermal variations.

Hazards and Disasters

• A hazard is generally referred to as a situation that poses a threat to life, health, property, services, socio-economic stability, or the environment.
• A disaster can be defined as a serious disruption in the functioning of a community or society that causes widespread material, economic, social, or environmental losses, and exceeds the ability of the affected society to cope using its own resources.
• A hazard is a physical event that has the potential to trigger a disaster; however, such a physical event itself need not necessarily result in a disaster. For example, an earthquake in an uninhabited desert cannot be considered a disaster, no matter how strong its intensity is.
• Hazards may be either man-made or naturally occurring. If a community i s incapable of coping with a hazard effectively, it can escalate into a disaster.
• Risk is the measure of expected losses caused by a hazard event occurring in a specific area over a given time period.
• In the context of disasters, vulnerability can be defined as the extent to which a community, structure, service, or geographic area is likely to be damaged or disrupted by the impact of a particular hazard.
• Capacity refers to the resources, means, and strengths within a community that enable it to cope with,
  withstand, prepare for, prevent, mitigate, or quickly recover from a disaster.

ENDOGENIC MOVEMENTS
Earthquakes, volcanism, orogenic movements, epeirogenic movements, and plate tectonics are the result of endogenic movements. We can classify them into slow movements (also called diastrophic movements) and sudden movements.

DIASTROPHIC MOVEMENTS
The endogenic processes that move, elevate, or build up portions of the Earth’s crust come under diastrophism.

• The endogenic movements that move, elevate, or build up portions of the Earth’s crust are collectively known as diastrophic movements.
• The processes that cause the upliftment of a large portion of the Earth’s crust are called epeirogenic movements. These movements cause only minimal deformation on the Earth’s surface, whereas in orogenic movements, the Earth’s surface is severely deformed.
• The processes that cause the formation of mountains are called orogenic movements. Fold mountains are formed through the folding of crustal portions.

Horst and Graben
The uplifted block of the Earth’s crust formed due to faulting is called a horst (block mountain). The corresponding down-dropped block of the Earth’s crust is called a graben.

SUDDEN MOVEMENTS
• Endogenic forces caused sudden movements like volcanic eruptions and earthquakes. These events often turn disastrous, leaving a trial of widespread devastation on the surface of the earth.

Volcanoes
The outermost layer of the Earth, called the crust, along with the uppermost portion of the mantle, together form the lithosphere with an average thickness of 100 kilometres. A zone lying just bplow the solid lithosphere called the asthenosphere, where rocks exist in a partially molten (semi-liquid) state. It is from this zone that molten rock material, called magma, rises to the surface of the Earth through holes, cracks, and weaker portions of the lithosphere. It is from this zone that molten rock material, called magma, rises to the surface of the Earth through holes, cracks, and weaker portions of the lithosphere. The openings in the lithosphere through which molten rock material, gases, ash, pyroclastic materials (rock fragments), dust, and water vapour erupt to the surface of the Earth are called volcanoes. The materials that erupt in this way are known as volcanic materials. The molten rock material present in the upper mantle is called magma. Once it starts moving towards the crust or reaches the surface, it is referred to as lava.

Earth’s lithosphere consists of seven major plates and several minor plates, as explained by theory of Plate Tectonics. The major volcanic zones are mainly located along plate margins.

Volcanoes and Human Life

• Volcanic explosions near human settlements cause loss of lives and destruct properties.
• They disrupt economic activities and severely affect human life.
• The lava flow following a volcanic eruption adversely impacts both nature and human settlements. By destroying houses and land, it leaves many people homeless and jobless.

volcanic eruptions cause immeasurable damage. Around 36,000 people lost their lives due to the Krakatoa volcanic eruption in 1883. Most of Krakatoa Island, located between Java and Sumatra in Indonesia, collapsed into the sea after the eruption.

Lava, ejected out from a volcano flow like a river and bums everything in its path and leaves behind a black layer covering all the areas it passes through. Still people prefer to live in volcanic regions even though volcanoes are dangerous. Because the ash from volcanoes and the soil formed by the disintegration of rocks created from solidified lava are very fertile. Such places are suitable for agriculture and hence attract people to settle there.

Methods to reduce the intensity of the disasters:
Can’t prevent the eruption of volcanoes. However the intensity of it can be reduced by using scientific methods in identifying such areas and by taking precautionary measures.

• Avoid the constmction of houses in areas close to volcanoes.
• Restrict tourism in such areas.
• Continuously monitor volcanic regions using scientific instruments and issuing early warnings.
• Construct buildings capable of withstanding lava flow and ash fall after an eruption.

Other ways in which volcanic activities are useful to humankind

• The geothermal energy released from volcanic regions is converted into electricity in certain areas and utilized for local purposes.
• Lava is rich in minerals, and many valuable minerals reach the surface of the Earth through the flow of lava.
• Volcanic regions often attract a large number of tourists.

Volcanism

Volcanism is the process that includes the formation of magma, the movement of magma and other pyroclastic materials toward the surface, their emption through holes and cracks in the lithosphere, explosions caused by the emption, lava flow, solidification of magma, the formation of various igneous landforms, and all other associated processes. Volcanoes are landforms created on the Earth’s surface by molten rock material that reaches the surface. They differ in size and shape. Based on the nature of eruption and the formations created on the Earth’s surface, volcanoes are classified as shield volcanoes, composite volcanoes, and calderas. Vast basalt flood plains are also formed when lava floods over an extensive area. The Deccan Province in India is an example of this type. There are thousands of volcanoes found both on land and on the floor of the oceans.

Earthquakes
The reason for earthquakes is the friction between lithospheric plates. When two lithospheric plates move past each other, friction is generated along their margins. This friction in a way restricts the movement of the plates, causing high tension to build up along the margins. As a result, energy gets concentrated in these areas. When the pressure of the plates to move overcomes the friction at the plate boundaries, a sudden movement or rupture occurs at the plate boundaries. This causes energy to be released abruptly. This energy travels to the surface as seismic waves, which are experienced as earthquakes.

Such types of earthquakes are called tectonic earthquakes. The point inside the Earth from which the energy is released is called the focus or hypocentre. The point on the Earth’s surface directly above the focus is called the epicentre. The epicentre is closest to the hypocentre, and it is this point that seismic waves reach first.

Earthquakes occur not only because of tectonic movements but also due to volcanic eruptions, the collapse of mine roofs in intensive mining areas, and explosions. In places where lafge reservoirs are situated, minor tremors are often caused by faults in the bedrock due to the pressure exerted by the water on the bedrock.
Eg: Minor tremors often occur in the Idukki District. They are of this type.
It is next to impossible to predict earthquakes very accurately or to completely prevent the subsequent disasters. However, we can mitigate the intensity of disasters caused by earthquakes by adopting precise preventive measures and by raising awareness.

Earthquake waves
Three types of waves are generated from the focus of an earthquake. Primary waves, secondary waves, and surface waves. Among these, surface waves are the most destructive.

The scale devised by Charles F. Richter in 1935 to measure an earthquake’s magnitude is called the Richter scale. The instrument that records earthquake waves is known as a seismograph. By measuring the amplitude of the recorded seismic waves, the magnitude of an earthquake can be determined. Small, local tremors are usually measured using the Richter scale, while large earthquakes are recorded using a more precise measurement known as the Moment Magnitude Scale. Following an earthquake, seismic waves radiate in all directions from the focus. However, at certain distances from the focus, there are places where these waves are not recorded. Such areas are called the shadow zones of an earthquake.

Tsunami
Severe earthquakes that occur on the ocean floor cause giant waves, which can rise up to several metres. These giant waves are called tsunamis. The impact of volcanic eruptions on the ocean floor and the fall of meteors can also cause tsunamis. It is the coastal areas that mainly bear the brunt of tsunamis. Tsunami warning systems are widely used today with the help of modern technologies.

• The National Oceanic and Atmospheric Administration (NOAA), using satellite communication systems, has installed Deep-ocean Assessment and Reporting of Tsunamis (DART) stations at many locations to detect and monitor tsunami activity.

A strong earthquake with a magnitude of 9.1 occurred in the Indian Ocean, southwest of Aceh Province in Sumatra, on 26 December 2004. It triggered a tsunami that caused widespread devastation along many coasts, including the coast of Kerala.

Methods to safeguard ourselves from tsunamis:

• If the sea level suddenly goes down by several metres, consider it a tsunami warning. Run away from the shore immediately and move to higher ground.
• If you are caught in a tsunami, try to save yourself by holding onto something that can float.
• Always listen to official tsunami warnings on the radio, TV, or mobile and follow evacuation instructions immediately.

EXOGENIC MOVEMENTS
• The Exogenic forces are responsible for various processes that operate on the surface of the Earth, such as weathering, erosion, transportation, deposition, and mass wasting. These processes are collectively known as exogenic movements.
Each exogenic process derives its energy from different external forces, which are called the driving forces of exogenic movements. The nature and rate of these movements vary according to the climatic regions of the Earth.

WEATHERING
The Earth has different types of rocks, and they have been subjected to various changes over a long period of time. Because of certain exogenous forces, rocks are mechanically disintegrated or chemically decomposed.

• The processes that bring about these chemical and mechanical changes in rocks are called weathering.

Benefits of humans from the weathering of rocks:

• Weathering leads to the formation of soil
• It helps to separate minerals from rocks
• It causes mineral enrichment
• It makes mining easier

EROSION, TRANSPORTATION, DEPOSITION
Rock fragments formed by weathering or other processes are moved from one place to another by running water, glaciers, wind, and waves.

• Varied landforms are created by the continuous processes carried out by external agencies like running water, wind, glaciers, sea waves, etc. Hence, these agencies are often called geomorphic agents.
• The process by which running water, glaciers, wind, and waves move rock fragments from one place to another is called erosion and transportation.
• These materials will be deposited in low lying regions and this process is called deposition.

MASS WASTING
• In addition to weathering and erosion, another type of earth movement that occurs on the surface of the Earth due to exogenic forces is mass wasting.

It refers to the movement or fall of rock fragments or earth materials down a slope under the direct influence of gravitational pull. It ranges from very slow movements to rapid movements. Mass wasting can vary from the sliding of a very thin layer of soil to the fall of large quantities of earth materials.
The rock side induced debris flow, locally called ‘Urulpottel’ that occurred on 30th July 2024, causing an unparalleled catastrophe in the district of Wayanad, is also a type of mass wasting.

Debris flow in Kerala

The state of Kerala, because of its geographical peculiarities, is prone to multiple hazards. The common natural hazards that occur in Kerala are sea incursion (flooding of seawater onto the land) along the coastal region in the west of the state, and landslides and debris flows in the Western Ghats in the east. The increase in population density, unscientific construction methods, and the overexploitation of natural resources turn natural hazards into major disasters. The uneven and heavy rainfall caused by climate change becomes a triggering factor for these disasters. In recent years, the rainy season has become synonymous with fear and disaster in Kerala. In this scenario, it is highly necessary to scientifically analyse the disasters that occur in Kerala, adopt precautionary measures, and make people aware of them.

Urulpottal

• ‘Urulpottal ’ is a type of mass wasting.
• The phenomenon of the fall or movement of rocks or topsoil from higher to lower areas under the direct influence of gravity is called mass wasting.

Landfalls, rockfalls, landslides, debris flows, and land subsidence are different types of mass wasting seen in highlands. The sudden movement of rock debris and soil mixed with water down a steep slope under the direct influence of gravity is called a debris flow. The landslide refers to the downward sliding of a portion of a mountain slope under the force of gravity. In the hilly regions of Kerala, intense rainfall often triggers landslides or debris flows, which may occur either separately or in combination. This phenomenon is locally known as ‘ Urulpottal’ and can often be highly destructive.

The possible factors that can lead to ‘Urulpottal’ in an area are the slope of the land, the depth and structure of the soil, land use, and the distribution of streams. Heavy rainfall, cloudbursts, and earthquakes arc the main triggering factors for debris flow. In addition to these, unscientific rock quarrying during the monsoon season and the unscientific construction activities can also act as triggering factors. Areas with a slope of more than 22 degrees have a higher possibility of experiencing debris flow/landslide.

Debris flow and landslides are generally common in the Western Ghats and Himalayan mountains. It is estimated that the highlands of Kerala experience widespread major and minor landslides or debris flows, soil piping, and landfalls.

Soil Piping or Tunnel Erosion

A phenomenon recently observed in hilly areas with laterite is soil piping. In regions where clayey soil is found beneath a laterite cap. water movement can wash away clay that has comparatively less cohesion. This removal of sub-surface soil by water creates underground channels or pipes, and the process is called soil piping. During heavy rain, or due to other causes, water seeps through the pores in the laterite cap and removes the clay-silt mixture from the clayey subsoil in a shape resembling a pipe. The main reason for soil piping is the hydraulic removal of soil from weaker subsurface layers. Studies have shown that well-shaped depressions formed recently in the districts of Idukki and Kannur are the result of this phenomenon.

Before it turns into a Disaster
It is difficult for us to predict natural hazards like debris flow and landslides. However, we can mitigate their impact and intensity by identifying the areas prone to it in advance through scientific methods and by taking precautionary’ measures.

• Studies using tools like remote sensing and Geographic Information Systems (GIS) can help us identify areas that have a higher possibility of ‘Urulpottal’ debris flow or landslide).
• Institutions such as the Geological Survey of India and the National Centre for Earth Science Studies (NCESS) prepare maps of each district showing landslide/debris flow-prone areas. These maps are available on the website of the Kerala State Disaster Management Authority.

Students rely on Social Science Class 10 Kerala Syllabus Important Questions Chapter 8 Democracy An Indian Experience to help self-study at home.

Class 10 History Chapter 8 Important Questions and Answers Democracy An Indian Experience

Kerala Syllabus Class 10 Social Science History Chapter 8 Democracy An Indian Experience Important Questions

Democracy An Indian Experience Class 10 Important Questions

Question 1.
When was the first general election in India?
Answer:
From October 1951 to February 1952

Question 2.
Arrange the given items in chronological order.
i. Internal Emergency
ii. Election Commission was formed
iii. First General Election
iv. The first non-Congress government

a) iii – ii – iv- i
b) ii – iii – iv – i
c) ii – iii – i – iv
d) ii – i – iii – iv
Answer:
c) ii – iii – i – iv

Question 3.
Choose the correct answer by reading the given assertion and reason.
Assertion: Dalit movements emerged in post-independence India.
Reason: The Dalit community does not receive their deserved position in the fields of education and employment.
a) Both assertion and reason are correct
b) Assertion is correct, Reason is wrong
c) Assertion is wrong. Reason is correct
d) Both assertion and reason are wrong
Answer:
a) Both assertion and reason are correct

Question 4.
Under which article of the Constitution was the state of emergency declared in India?
a) Article 352
b) Article 356
c) Article 360
d) Article 370
Answer:
a) Article 352

Question 5.
Arrange the table below.

A	B
A. The Janata Party formed the government	i. 2014
B. United Progressive Alliance	ii. 1989
C. National Democratic Alliance	iii. From 1977 to 1979
D. National Front led by the Janata Dal	iv. 2004

a) A – ii, B – i, C – iv, D – iii
b) A – iii, B – i, C – ii, D – iv
c) A – iii, B – iv, C – i, D – ii
d) A – ii, B – iii, C – i, D – iv
Answer:
c) A – iii, B – iv, C – i, D – ii

A	B
A. The Janata Party formed the government	iii. From 1977 to 1979
B. United Progressive Alliance	iv. 2004
C. National Democratic Alliance	i. 2014
D. National Front led by the Janata Dal	ii. 1989

Question 6.
Who was the Prime Minister when Emergency was declared?
Answer:
Indira Gandhi

Question 7.
Which commission is known as the Second Backward Classes Commission?
Answer:
Mandal Commission

Question 8.
Which organisation started the Right to Information movement?
Answer:
Mazdoor Kisan Shakti Sangathan (MKSS)

Question 9.
Which movement was started by E. V. Ramaswamy Naicker?
a) Quit India Movement
b) Self-Respect Movement
c) Swadeshi Movement
d) Non-Cooperation Movement
Answer:
b) Self-Respect Movement

Question 10.
Which article of the Constitution granted special rights to Jammu and Kashmir?
a) Article 350
b) Article 356
c) Article 370
d) Article 371
Answer:
c) Article 370

Question 11.
What are Other Backward Classes? Which commission was appointed by the central government to study the reasons for the social backwardness of the backward classes?
Answer:
Other Backward Classes are the groups of people who are not included in the Scheduled Castes and Scheduled Tribes and are socially and educationally backward. In 1953, the Central Government appointed a commission to study the reasons for the social backwardness of backward classes and to suggest remedies. It is known as the Kaka Kalelkar Commission.

Question 12.
What are the main problems addressed by environmental movements?
Answer:
Environmental movements primarily address the environmental and social problems caused by large- scale irrigation projects, industries, mining, deforestation, etc. Environmental movements have been able to intervene in many issues such as the conservation of natural resources, conservation of biodiversity, formulation of environmental policy, creating environmental awareness, and sustainable development.

Question 13.
Explain Dravidian movement and its objectives.
Answer:
The Dravidian Movement was a movement that began in Tamil Nadu in the early decades of the 20th century under the influence of the ideas of political empowerment of the Dravidian people, the growth of the Tamil language, and rationalism. The aim of this movement was to resist the dominance of Brahmin culture over Dravidian culture.

Question 14.
Examine the movements for Autonomy.
Answer:
Movements for autonomy are emerged demanding greater autonomy within the country or by demanding special statehood. Such movements raise the demand for autonomy by raising issues such as regional neglect, linguistic and cultural differences, and unbalanced economic growth.

Question 15.
Explain Khalistan Movement. Which military operation was taken by the central government to suppress the terrorists who had infiltrated into the Golden Temple?
Answer:
The Khalistan movement emerged in Punjab with the demand for a separate nation called Khalistan for the Sikh people. In 1984, the central government suppressed the terrorists who had infiltrated into the Golden Temple through a military operation known as ‘Operation Blue Star’.

Question 16.
Explain the Sarkaria Commission. Name the Chairman of this commission.
Answer:
The Sarkaria Commission was appointed by the Central Government to study Centre – State relations and submit a report. The commission was constituted in 1983, and its chairman was Justice R. S. Sarkaria, a retired Supreme Court judge.

Question 17.
The Governor is only the nominal leader of the state. Substantiate the statement.
Answer:
The Constitution envisages a parliamentary system in the states similar to that of the Centre. Therefore, the Governor is only the nominal leader of the state. The real executive power is vested with the Cabinet headed by the Chief Minister. Hence, the Governor should exercise his powers on the advice of the Council of Ministers.

Question 18.
What are the Ill effects of using drugs?
Answer:

• Short-term effects of drugs include visual and hearing impairment, lack of coordination of physical activities, bad breath, and slowness.
• Drugs cause long-term effects such as physical and mental problems, poor health, and low immunity. Excessive use of drugs can lead to death. Unsafe use of drugs can also cause AIDS, STDs (Sexually Transmitted Diseases) and so on.

Question 19.
Define Nirbhaya Movement. What are the main demands raised by the Nirbhaya Movement?
Answer:
The Nirbhaya Movement is a mass movement that was formed in Delhi against violence against women. The main demands raised by the Nirbhaya Movement were to take strong legal action against sexual violence against women, speed up the legal process in such cases, and ensure exemplary punishment.

Question 20.
Write any two examples of farmer movements that emerged in various parts of the country.
Answer:
Shetkari Sanghatana in Maharashtra and Raita Sangha in Karnataka.

Question 21.
Evaluate the importance of the Mandal Commission Report.
Answer:
The Janata Party government that came to power after the Emergency, constituted another commission in 1979, headed by B. P. Mandal, to study the social and educational backwardness of the OBC communities and to suggest solutions. This is known as the Second Backward Classes Commission and as the Mandal Commission. The commission submitted its report to the central government in 1980, recommending 27% reservation for backward classes in government jobs and educational institutions. The National Front government led by V. P. Singh decided to implement this report in 1990. This decision led to violent protests and agitations in many cities of North India. However, later the Supreme Court approved the implementation of the report.

Question 22.
Why is the Anti-Arrack Movement considered a women’s liberation movement?
Answer:
The Anti-Arrack Movement is a women’s movement that emerged in the Nellore district of Andhra Pradesh in the 1990s. This movement, in which thousands of women rallied, later spread throughout the entire state. Arrack was a locally brewed and distributed alcoholic beverage. The widespread use of alcohol created social discord and damaged the mental and physical well-being of young people. This also led to the ruin of the economic foundation of the village, domestic violence, atrocities against women, and poverty. The Anti-Arrack Movement evolved into a protest addressing various issues faced by women. This helped to create social awareness against drugs and the problems faced by women in society.

Question 23.
Write examples of separatist movements in the North East Regions.
Answer:

Movement	Leader	Demand	Solution
Mizo National Front (MNF)	Laldenga	A separate nation for the Mizo Tribe	According to the peace accord signed in 1986, it was decided to grant Mizoram full-fledged statehood with special powers
Naga National Council (NNC)	Angami Zapu Phizo	Unification of Naga Territory, autonomy, conservation of tribal culture.	Signed Naga Peace Accord in 2015

Question 24.
What is communalism? How does communalism pose a threat to Indian democracy?
Answer:
Communalism is the idea of dividing people on the basis of religion and creating social conflict. The riots that followed the partition of India also contributed to dividing the population based on religion and nurturing communal thoughts. Communal divide undermines our constitutional values like secularism and social justice, posing a threat to the nation’s unity and integrity. The formation of public opinion based on religion and communal thinking, and the way by which political parties use it to influence voters in elections, pose a significant challenge to democracy. Communalism can only be countered through creating public awareness, sensitisation, and proper democratic literacy.

Question 25.
Tensions in Centre-State relations are another major challenge facing Indian democracy. Elucidate the statement.
Answer:
Tensions in Centre-State relations are another major challenge fading Indian democracy. Although the Constitution has divided powers between the Centre and the States, more power is vested in the Centre. It has also ensured vantage of the Central Government in some matters. On the other hand, the Constitution also gives the States the right to freely exercise the powers given to them. However, often the successive Central Governments directly and through Governors interfere in this right of the States. We can also see politics interfering in the centrally-funded schemes and distribution of resources. Such moves are the main cause for worsening the Centre-State relations. The Judiciary has the authority to resolve legal dispute between the Centre and the States.

Question 26.
In the history of coalition politics in India, governments primarily formed in three ways. What are they?
Answer:

• Political parties reaching an understanding among themselves to contest as a front based on a common minimum programme before the election.
• Creating an alliance and forming a government after the election.
• Providing external support to a government that does not have a majority in the Lok Sabha.

Question 27.
Integration of the princely states was implemented through three treaties. Which are they?
Answer:
a) Stand Still Agreement
The princely states should maintain their status quo was the provision based on this agreement. This agreement helped to prevent these states from joining Pakistan.

b) Instrument of Accession
This agreement was meant for the princely states to give their consent to merge into the Indian Union. At the same time, the right to internal self¬governance was also granted to the princely states through this.

c) Merger Agreement
This was an agreement for the complete accession of the princely states to the Indian Union. According to this agreement, the right to self-governance ceases to exist.

After independence, a provisional government was governing India. Hence, it was necessary to establish a government elected by the people for the establishment of a democratic system. Thus, it necessitated a free and fair election. For this, an Election Commission was formed based on the Constitution on January 25, 1950. The first general election was held from October 1951 to February 1952. Conducting a free and fair election in a country as vast and diverse as India was replete with numerous challenges. That is why the first general election is described as an experiment. Challenges are:

• Delimiting constituencies.
• Preparing voters lists based on adult franchise.
• Educating the illiterate majority about the necessity of voting.
• Finding out enough election officials and training them.
• Ensuring a transparent, impartial and fair election.

Overcoming many such challenges, the first general election was successfully held and Jawaharlal Nehru took the oath of office as the first Prime Minister of India. Thus, it marked the beginning of the democratic system of administration in India. In the first general election, the majority of people put their trust in one political party and this marked the beginning of the government of one-party dominance. Later, this one-party dominance gradually ceased to exist and Indian politics transformed into a multi-party system and a coalition system.

Question 28.
Asa result of the intervention of the Environmental organisations and other popular movements, several environmental protection laws, laws protecting ecological rights. Which are they?
Answer:

• 2002 – Bio diversity Act
• 2006 – The Scheduled Tribes and Other Traditional Forest Dwellers (Recognition of Forest Rights) Act.
• 2013 – The Right to Fair Compensation and Transparency in Land Acquisition, Rehabilitation and Resettlement Act.

Question 29.
Analyse the Backward and Minority Communities Employees Federation and their activities.
Answer:
Another organisation formed for the uplift of Dalit communities was the Backward and Minority Communities Employees Federation (BAMCEF), established in 1978. It was not simply an organisation formed for the protection of the interest of the employees. Rather, it stood for the political empowerment of Scheduled Castes, Scheduled Tribes, Other Backward Classes, and the minorities. From this organisation, the Dalit Shoshit Samaj Sangharsh Samiti and the Bahujan Samaj Party (BSP), under the leadership of Kanshi Ram were also formed. BSP was able to gain political influence in the states of Uttar Pradesh, Haryana, and Punjab with the support of Dalits.

Question 30.
Explain the Impacts of the Emergency.
Answer:

• The national emergency abolished the federal system of the Constitution.
• Concentrated power in the union government.
• Froze the fundamental rights.
• Abolished the court’s power of judicial review.
• Opposition party leaders were imprisoned without trial.
• Censorship was imposed on newspapers and news.
• Economic restrictions were imposed.

Question 31.
Explain the background of the 1975 Internal Emergency.
Answer:
One of the major reasons was the agitations that broke out in various parts of the country against the central government. In Gujarat, the agitations under the leadership of Morarji Desai led to the dismissal of the state government. The Congress was defeated in the subsequent election. The series of agitations led by Jayaprakash Narayan in Bihar also had an impact at the national level. This also led to the agitations against the central government. The economic crisis, food shortages and unemployment faced in the 1970’s were the reasons behind these agitations. In the midst of these political crises, the Allahabad High Court gave an adverse judgement in the election case against Prime Minister Indira Gandhi and thus her election was nullified. Following the verdict, the opposition intensified the protests, demanding Indira Gandhi’s resignation. However, the Supreme Court stayed the Allahabad High Court’s verdict. Subsequently, the central government declared a national emergency in the country under Article 352 of the Constitution, alleging that the opposition protests posed a threat to internal security.

Question 32.
List the movements that emerged in India for Autonomy.
Answer:
MOVEMENTS FOR AUTONOMY
These are movements that emerged demanding greater autonomy within the country or by demanding special statehood. Such movements raise the demand for autonomy by raising issues such as regional neglect, linguistic and cultural differences, and unbalanced economic growth.

Movement	Leading organisation	Reasons/Demand	Solution
Gorkha Land Movement	Gorkha National Liberation Front	A separate state for Nepali speaking Gorkha community in West Bengal	• An autonomous Darjeeling Gorkha hill council was formed in 1988. • Instead of Gorkha Hill Council, Gorkha land Territorial Administration was formed in 2012.
Jharkhand Movement	Jharkhand Mukti Morcha	Form a separate state Jharkhand, dividing Bihar	Jharkhand state was formed in 2000
Telangana Movement	Telangana Rashtra Samithi	Form Telangana state dividing Andhra Pradesh	Telangana state was formed in 2014

Question 33.
Arrange the given items in chronological order.
i. Punjab Accord
ii. Operation Blue Star
iii. The dissolution of the Kerala Government
iv. The central government revoked the special rights granted to Jammu and Kashmir
Answer:
iii. The dissolution of the Kerala Government – 1959
ii. Operation Blue Star – 1984
i. Punjab Accord – 1985
iv. The central government revoked the special rights granted to Jammu and Kashmir – 2019

Question 34.
How does the criminalisation and defection of politics pose a challenge to Indian democracy?
Answer:
CRIMINALISATION OF POLITICS
Criminalisation of politics refers to the tendency of leaders or workers of political parties engaging in or encouraging criminal activities. Furthermore, the involvement of individuals engaged in criminal acts in politics also constitutes the criminalisation of politics. Intimidating people to vote in favour of a particular party or creating such an environment leads to the erosion of democratic values. When individuals with criminal backgrounds reach the leadership of political parties and become rulers, it causes citizens to lose faith in the democratic system. Electoral reforms that prohibit those facing trial or convicted of criminal offenses from contesting elections, strong legal systems, and awareness campaigns against the criminalisation of politics are ways to eliminate criminalisation of politics.

DEFECTION

• Another trend that emerged in Indian politics after the 1967 elections was defection.
• Defection refers to an elected representative, who contested and won the election as a candidate of one party, abandoning that party or joining another party.

This situation often betrays the trust that voters have placed in their representatives during the election. This often creates crisis in governance and poses a challenge to democracy. Subsequently, the Anti-Defection Law was passed by Parliament in 1985 through the 52nd Constitutional Amendment to prevent defection.

Political parties often adopt different strategies to prevent their members from defecting. Under the leadership of a loyal member of a party, members gather at a specific venue and design a strategy to prevent the influence of other political parties. This process is also called Resort Politics. Its history began in Haryana in 1982. Subsequently, this trend has also occurred in states like Karnataka, Andhra Pradesh, Gujarat, Uttar Pradesh, Bihar, Maharashtra, Uttarakhand and Tamil Nadu.

Question 35.
Conducting a free and fair election in a country as vast and diverse as India was replete with numerous challenges. Examine what they are.
Answer:

• Delimiting constituencies.
• Preparing voters lists based on adult franchise.
• Educating the illiterate majority about the necessity of voting.
• Finding out enough election officials and training them.
• Ensuring a transparent, impartial and fair election.

Question 36.
Explain the major environmental movements that have attracted attention at the all-India level.
Answer:
ENVIRONMENTAL MOVEMENTS
Environmental movements emerged against the environmental problems created by unscientific development and its result in denial of social justice. These movements primarily address the environmental and social problems caused by large-scale irrigation projects, industries, mining, deforestation, etc. Environmental movements have been able to intervene in many issues such as the conservation of natural resources, conservation of biodiversity, formulation of environmental policy, creating environmental awareness, and sustainable development. Some of the major environmental movements that have attracted attention at the all-India level.

Movements	Characteristics
Chipko Movement (Sunderlal Bahuguna)	• Opposed the felling of trees in large scale for industrial purposes in the Himalayan regions in Uttarakand. • Stood up for the rights of Indigenous people over forest resources • Women’s participation and leadership • A form of struggle involving embracing trees
Narmada Bachao Andolan (Medha Patkar)	• A movement formed against the Sardar Sarovar project on the Narmada River • Worked against the eviction of Tribal people • Worked to protect the livelihoods of indigenous people • Stood against unjust evictions and rehabilitation
Silent Valley (Silent Valley National Park)	• A movement against the proposed Silent Valley Hydro electric project • Stood for the conservation of rain forest and bio-diversity • Abandoned the proposed Hydro electric project due to public agitations • Silent Valley was declared a National Park

Question 37.
Explain the major powers and functions of the Governor.
Answer:
Powers and Functions of the Governor
The Constitution envisages a parliamentary system in the states similar to that of the Centre. Therefore, the Governor is only the nominal leader of the state. The real executive power is vested w’ith the Cabinet headed by the Chief Minister. Hence, the Governor should exercise his powers on the advice of the Council of Ministers.

The major powers and functions of the Governor are:

Legislative Powers	• To summon the legislative assembly, to prorogue sessions, and to dissolve the assembly. • To address the assembly. • To give assent to bills passed by the assembly. • To promulgate ordinances. • To give prior permission for the presentation of budgets and money bills in the assembly.
Executive Powers	• All executive powers of the state are exercised in the name of the Governor. • To invite the leader of the political party or alliance that has secured the majority in the state to form the government. • To appoint the Chief Minister of the state and, on the Chief Minister’s recommendation, other ministers. • To appoint the Advocate Ge neral, the Chairman of the State Public Service Commission (PSC), and members of the PSC.
Judiciary Powers	• The power to grant pardon, suspend, remit, or commute sentences for offenses related to matters within the executive power of the state government.
Discretionary Powers	• In situations where no single party secures a majority in the Legislative Assembly, the Governor can exercise discretionary power regarding the formation of the Council of Ministers. • To submit a report to the President regarding the administrative affairs of the state. • When bills passed by the Legislative Assembly are submitted for the Governor’s assent, the Governor can take the following actions: ■ Declare whether the bill has been given assent or not. ■ Return the bill to the Legislative Assembly with amendments. If the bill, thus returned, is reconsidered by the assembly and passed again with or without amendments and submitted to the Governor, the Governor is bound to give assent to it. ■ Submit the bill for the consideration of the President.

The Governor’s duty is to help the state government to carry out the democratic process of the state smoothly and in a manner consistent with the spirit of the constitution. Governors are not the authority controlling the cabinet headed by the Chief Minister. Rather, they are its friend, philosopher and guide. The interventions of the Governors as envisaged by the constitution will strengthen the democratic process and will uphold the dignity of the constitution.

Students often refer to Kerala Syllabus 10th Standard Maths Textbook Solutions Chapter 10 Circles and Lines Questions and Answers Notes Pdf to clear their doubts.

SSLC Maths Chapter 10 Circles and Lines Questions and Answers

Circles and Lines Class 10 Questions and Answers Kerala State Syllabus

SCERT Class 10 Maths Chapter 10 Circles and Lines Solutions

Class 10 Maths Chapter 10 Kerala Syllabus – Areas

(Textbook Page No. 216)

Question 1.
Draw a rectangle with a length of 5 cm and a height of 4 cm.
(i) Draw a rectangle with a length of 6 cm.
(ii) Draw a square with a length of 5 cm.
Answer:
(i) Consider a rectangle with length 5 cm and breadth 4 cm.
Let us also assume that the other side is 6 cm long.
From the original rectangle, we can draw a length of 4 cm from the bottom side to the left and a length of 6 cm from the left bottom side to the bottom side.
Now draw a circle through the left, right, and bottom points.
From the rectangle, draw a line where the left side intersects the circle.
Now, we can draw the specified rectangle by marking the length obtained here.
The rectangle we need is ABCD.

(ii) Consider a rectangle with length 5 cm and breadth 4 cm.
First, extend the length of the original rectangle by the measurement of height.
The new length is 5 + 4 = 9 cm.
Now draw a semicircle as the diameter of the lower line, extend the right side of the rectangle to the right, and meet the semicircle.
This line is the side of the square.
The square we need is ABCD.

Question 2.
Draw a square with an area of 15 square centimeters.
Answer:
15 = 5 × 3
Draw a line of length 3 + 5 = 8 cm.
Mark 5 cm and 3 cm on it.
Draw a circle with a diameter of 8 cm.
Draw a perpendicular from the points 5 cm and 3 cm.
Mark the point where this perpendicular intersects the circle as AB.
ABCD is the required square.

Question 3.
Draw a square with an area of 5 square centimeters in three equal parts (Hint: Recall Pythagoras’ Theorem).
Answer:
Method 1
5 = 1 × 5
1 + 5 = 6 cm.
Draw a line of length 5 cm.
Mark 5 cm and 1 cm.
Draw a semicircle with a diameter of length 6 cm.
Draw a perpendicular from the point of intersection of 5 cm and 1 cm.
Mark the point where this perpendicular intersects the semicircle as AB.
ABCD is the required square.

Method 2
5 = 2.5 × 2
Continue the above process from here.
Method 3
Draw a right-angled triangle with 2 centimeters and 1 centimeter as perpendicular sides.
√3 will be the diagonal.

Draw a square by taking this diagonal as the length of the sides of the square, and that is the required square.

SCERT Class 10 Maths Chapter 1 Solutions – Line and Point

(Textbook Page No. 222-224)

Question 1.
In the picture, a line from the centre of a circle cuts a chord into two parts:

What is the radius of the circle?
Answer:

PX = 3 cm, PY = 1 cm, d = 2 cm
PX × PY = r² – d²
⇒ 3 × 1 = r² – 2²
⇒ 3 = r² – 4
⇒ r² = 3 + 4 = 7
⇒ r = √7
⇒ r = 2.645

Question 2.
In the picture, a line from the centre of a circle meets a chord:

Find the lengths of the two parts of the chord.
Answer:

If we extend the line OP that intersects the two ends of the circle, we get a chord CD.
AB and CD are two chords that meet at the point P.
So, AP × PB = CP × PD
OA = OC = 3 cm
PD = 3 – 2 = 1 cm
CP = 3 + 2 = 5 cm
AP × PB = 5 × 1
AP × PB = 5 cm
Also, AP + PB = 4.5 cm
Two numbers that give 5 as their product and the sum as 4.5 are 2.5 and 2.
Which means if we take, a + b = 4.5 and ab = 5 then,
x² – (a + b)x + ab = 0
x² – 4.5x + 5 = 0
If so, D = 4.5² – 4 × 1 × 5
= 20.25 – 20
= 0.25
√D = √0.25 = 0.5
x = \(\frac{-b \pm \sqrt{D}}{2 a}\)
⇒ x = \(\frac{4.5 \pm 0.5}{2}\)
⇒ x = 2.5 or x = 2
⇒ AP = 2 cm and PB = 2.5 cm

Question 3.
In the picture, AB is a diameter of the circle, and it is extended to a point P. The tangent from P touches the circle at Q:

What is the radius of the circle?
Answer:

Considering right right-angled triangle ∆OPQ
QP = 4 cm, OQ = r
AP = 8 cm
OP = 8 – r cm
According to Pythagoras’ theorem,
r² + 4² = (8-r)²
⇒ r² + 16 = 64 – 16r + r²
⇒ 16r = 64 – 16
⇒ 16r = 48
⇒ r = 3 cm
The radius of the circle = 3 cm.

Question 4.
In the first of the two pictures below, the line joining two points of a circle is extended outward to a point, and then a tangent is drawn from this point to the circle.

In the second picture, the same line is extended a bit more to a point, and a tangent is drawn from this point:

What is the length of this tangent?
Answer:

In picture 1:
PX × PY = PT²
PX = 4 cm, PT = 6 cm
⇒ 4 × PY = 6²
⇒ PY = 9 cm
XY = PY – PX
= 9 – 4
= 5 cm
Then, XY = 5 cm
In picture 2:
RX × RY = RT²
RX = 5 cm, XY = 5 cm (in picture 1)
RY = RX + XY
= 5 + 5
= 10 cm
⇒ 5 × 10 = RT²
⇒ 50 = RT²
⇒ RT = √50 = 7.07
Then the length of the tangent = RT = √50 = 7.07

Question 5.
In the picture, the line joining the points of intersection of two circles is drawn, and from a point on it, one tangent is drawn to each circle:

Prove that the lengths of these tangents are equal.
Answer:

The point of intersection of two circles can be called X and Y.
In this picture, the tangent of the first circle can be marked as PQ, and the tangent of the second circle can be marked as PT.
(If a line is drawn from a point outside a circle and intersects two points on the circle, the product of the distances between the point outside the circle to the points of intersection is the square of the length of the tangent to that point.)
Which means PX × PY = PT²
If so,
Picture 1: PX × PY = PT²
Picture 2: PX × PY = PQ²
⇒ PT² = PX × PY = PQ²
⇒ PT² = PQ²
⇒ PT = PQ
Which means both the tangents have the same length.

Circles and Lines Class 10 Notes Pdf

Class 10 Maths Chapter 10 Circles and Lines Notes Kerala Syllabus

Introduction
A circle is a basic geometric shape. From the pizza on our plates to the night sky to the moon, we see circles everywhere. When you study circles in high school geometry, you learn that a circle is defined as the set of all the points on a plane that are a fixed distance from a fixed point called the center. This fixed distance is called the radius. You may already be familiar with basic terms related to circles, such as diameter, perimeter, and area. This chapter will focus more on the relationships and theorems that apply to circles than on introducing new definitions.

→ Two chords that are not the diameter intersecting inside a circle, the two parts are not equal.

→ When two chords of a circle intersect within the circle, the product of the parts of one chord is equal to the product of the parts of the other.

→ Since the diameter is perpendicular to the chord from the centre of the circle, it will equally divide the chord.

→ The product of the parts into which a perpendicular chord cuts a diameter of a circle is the square of half the chord.

→ When two chords intersect within a circle, the rectangles with sides as the parts of each chord have equal areas.

→ For any chord XY of a circle of radius r, passing through a point P within the circle at a distance d from the centre, PX × PY = r² – d²

→ For all lines through a point outside a circle intersecting the circle at two points, the product of the distances from the point to the points of intersection with the circle is the same number.

→ If a line from a point P outside a circle of radius r at a distance d from the center cuts the circle at X and Y, then PX × PY = d² – r²

→ If X and Y are the points of intersection of a circle of radius r with a line through a point P inside or outside the circle, at a distance d from the centre, then PX × PY = |r² – d²|.

Chords
Any two diameters of a circle intersect at the centre of the circle.
All four parts made by the intersection are equal to the radius of the circle.

When two chords that are not diameters intersect each other, those parts are not equal.

If the lengths of the parts of a chord are a, b, and the lengths of the parts of another chord are c, d; if we denote the chords AB, CD, and the point where they intersect P, we get the relationship between them. That is, AP × PB = CP × PD.

When two chords of a circle intersect within the circle, the product of the parts of one chord is equal to the product of the parts of the other.

Question 1.
Find the length of CP from the picture given below?
Answer:
AP = 3 cm
PB = 5 cm
PD = 5 cm
AP × PB = CP × PD
⇒ 3 × 5 = CP × 5
⇒ 15 = 5PC
⇒ PC = 3 cm
If one of the chords intersecting each other is the diameter of the circle, and the other is a chord perpendicular to it:
Since the diameter is the perpendicular from the center of the circle to a chord, it bisects the chord.
If the lengths of the parts of the diameter are a and b, and if the length of the two segments intersecting the chord is c, then according to the general principle, ab = c2.

The product of the parts into which a perpendicular chord cuts a diameter of a circle, is the square of half the chord.

Question 1.
Look at the picture:

A perpendicular from a point on the diameter meets the semicircle. What is the length of this perpendicular?
Answer:
If we draw the complete circle and extend the perpendicular downwards, it becomes a chord, and the perpendicular is half the chord.

That is, ab = c²
3 × 2 = 6
Length of the perpendicular = √6 cm

Question 2.
How do we draw a line of length √5 centimetres?
Can you draw a line of length √6 centimetres in any other way?
Answer:
To draw a line that is √5 centimeters long, the square root of the perpendicular is 1 × 5 = 5
The length of the perpendicular is √5 centimeters
To draw a line that is √6 centimeters long, the square root of the perpendicular is 1 × 6 = 6
The length of the perpendicular is √6 centimeters
The square root of any number can be represented by drawing a line segment.

Areas
When two chords intersect within a circle, the rectangles with sides as the parts of each chord have equal areas.
To draw a rectangle with the same area but a different length than the perimeter of a rectangle:
Consider a rectangle with length a and width b.

Consider another line c.

The base of the rectangle can be drawn by extending the length b from the bottom to the left, and extending the length c from the top to the bottom:

Now, draw a circle through the left, right, and bottom points, and extend the left side of the rectangle to the top till it meets the circle.

Now the length we thus get can be marked horizontally to draw the rectangle we want.

To draw such rectangles, we do not need to know the lengths of the sides of the original rectangle; only how much a side has to be lengthened or shortened.

To draw a square with the same area as the rectangle:
Consider a rectangle with length a and height b.

Extend the base length with the height of the first rectangle; the new length is a + b.

Now draw a semicircle with the bottom line as the diameter, extend the right side of the rectangle to the bottom, and meet it with the semicircle.

This line is the side of the square.

This method can be used to draw a square of specified area.

To draw a line of length \(\sqrt{a b}\):
At first, draw a line of length ‘a’.
Draw another line of length ‘b’ from one end of the line ‘a’.
Draw a perpendicular from the point where the two lines intersect to the semicircle.
The length of that perpendicular will be \(\sqrt{a b}\).

Line and Point
It is possible to draw some chords that pass through a single point inside the circle.

The point divides each chord into two parts. The product of the lengths of each pair of these parts gives the same number.

If we draw a diameter through this point, it is also a chord.
The product of the lengths of the parts into which the points divide the diameter is equal to this number. So, if we denote the radius of the circle as r and the distance of the point from the centre of the circle as d, we can write the lengths of the parts of the diameter as r + d and r – d.

Then the product of the these parts, (r + d)(r – d) = r² – d²
If so, the products of the lengths of the parts of every such chord are PX × PY = r² – d²

For any chord XY of a circle of radius r, passing through a point P within the circle at a distance d from the centre, PX × PY = r² – d².
r² – d² is equal to the square of half the chord through P, perpendicular to the diameter through P.

If we take a point outside the circle and draw lines intersecting the circle:

For all lines through a point outside a circle intersecting the circle at two points, the product of the distances from the point to the points of intersection with the circle is the same number.
PA × PB = PC × PD

When a line that starts from a point outside the circle intersects the circle in two points that pass through the centre of the circle.
Let the radius of the circle be r, and the distance from the point P to the centre be d.

Here, the distances from the point to the points of intersection with the circle can be seen as d – r and d+r; and so their product is (d+r)(d – r) = d² – r²
If we take any line that is drawn through this point, the product of the distances from the point to the points of intersection with the circle would be d² – r².

PX × PY = d² – r²

If a line from a point P outside a circle of radius r at a distance d from the center cuts the circle at X and Y, then PX × PY = d² – r²

Draw the tangent from P to the circle and mark the point of contact as T. Joining T and P with the center of the circle, we get a triangle:
Which means, d² – r² = PT²

If so, whatever line we draw from a point outside a circle, intersecting the circle at two points, the product of the distances from the point to the points of intersection is the square of the length of the tangent from the point.
Which means, PX × PY = PT²

Whether the point is inside or outside the circle, what we do here is to subtract the larger of r² and d² from the smaller; thus, in both cases, we take the absolute value of r² – d².

If X and Y are the points of intersection of a circle of radius r with a line through a point P inside or outside the circle, at a distance d from the centre, then PX × PY = |r² – d²|.

Students rely on Social Science Class 10 Kerala Syllabus Important Questions Chapter 7 The Glimpses of Free India to help self-study at home.

Class 10 History Chapter 7 Important Questions and Answers The Glimpses of Free India

Kerala Syllabus Class 10 Social Science History Chapter 7 The Glimpses of Free India Important Questions

The Glimpses of Free India Class 10 Important Questions

Question 1.
Choose the correct option.
Assertion (A): The state of Kerala officially came into existence on November 1, 1956.
Reason (R): It was formed by merging Travancore, Kochi, Malabar, and the Kasaragod taluk of South Karnataka.

Options:
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Answer:
A – Both statements are true and R correctly explains A.

Question 2.
Write the ones from section B that match section A from the following.

A	B
Integration of Princely States	i. 565 princely states
	ii. Sardhar Vallabhai Patel
	iii. Privy Purse

A. i
B. i and ii
C. i, ii, iii
D. ii, iii
Answer:
C. i, ii, iii

Question 3.
Write the following in Chronological Order.
a. Martyrdom of Mahatma Gandhi
b. French leave from India
c. India gained Independence
d. Reconstruction of states
A. c – a – b – d
B. a – b – c – d
C. c – d – b – a
D. a – d – b – c
Answer:
A. c – a – b – d

Question 4.
Who assassinated Mahatma Gandhi on January 30, 1948?
A. Mohammed Ali Jinnah
B. Nathuram Vinayak Godse
C. Subhas Chandra Bose
D. Vinoba Bhave
Answer:
B. Nathuram Vinayak Godse

Question 5.
When did the Constituent Assembly of India officially begin its functioning?
A. November 26, 1949
B. December 13, 1946
C. January 22, 1947
D. January 26, 1950
Answer:
B. December 13, 1946

Question 6.
Match the table connected with Indian Planning.

a. National Planning Committee	i. 1944
b. Bombay Plan	ii. 1938
c. NITI Ayog	iii. 2015

A. a – i, b – iii, c – ii
B. a – ii, b – i, c – iii
C. a – iii, b – i, c – ii
D. a – i, b – ii, c – iii
Answer:
B. a – ii, b – i, c – iii

a. National Planning Committee	ii. 1938
b. Bombay Plan	i. 1944
c. NITI Ayog	iii. 2015

Question 7.
Match the Following.

Iron and Steel Industry	Country that Provided Assistance
a. Rourkela Iron and Steel Industry	i. Soviet Union
b. Durgapur Iron and Steel Industry	ii. United Kingdom
c. Bokaro Iron and	iii. German

A. a – ii, b – i, c – iii
B. a – i, b – ii, c – iii
C. a – iii, b – ii, c – i
D. a – ii, b – iii, c – i
Answer:
C. a – iii, b – ii, c – i

Iron and Steel Industry	Country that Provided Assistance
a. Rourkela Iron and Steel Industry	iii. German
b. Durgapur Iron and Steel Industry	ii. United Kingdom
c. Bokaro Iron and	i. Soviet Union

Question 8.
Who is known as the Father of the Green Revolution in India?
A. Dr. Verghese Kurien
B. Dr. A. P. J. Abdul Kalam
C. Dr. M. S. Swaminathan
D. C. Subramaniam
Answer:
C. Dr. M. S. Swaminathan

Question 9.
The White Revolution in India was related to the increase in ………………….
A. Fish production
B. Food grain production
C. Milk and dairy production
D. Fruit and vegetable production
Answer:
C. Milk and dairy production

Question 10.
The first general elections in independent India were held in ………………….
A. 1947 – 18
B. 1949 – 50
C. 1951 – 52
D. 1955 – 56
Answer:
C. 1951 – 52

Question 11.
Fill “B” and “C” by analysing the connection of A.
A. Green Revolution: Food Production
B. Blue Revolution: ……………………
C. White Revolution: ……………………
Answer:
B. Fish
C. Milk

Question 12.
After 1974, which places were under the control of the French?
Answer:
Pondicherry, Mahe, Yanam, Karaikal, and Chandranagar

Question 13.
Fill the Blanks by writing the Year in which Commission was set up.
a. Dr. Radhakrishnan Commission: ……………………
b. Dr. D. S. Kothari Commission: …………………….
Answer:
a. 1948
b. 1964

Question 14.
What are the Fundamental Principles of India’s Foreign Policy?
Answer:

• Peaceful Coexistence
• Stand against Colonialism and Apartheid
• Protect National Security and Sovereignty
• Non-Aligned Policy
• Panchsheel Principles

Question 15.
What are the factors that influenced the spread of universal and free school education that exists today?
Answer:

• Spread of printing
• Library movement
• Literacy movement
• Informal education activities
• Decentralisation of power

Question 16.
Write the Achievements of Kerala in health Sector.
Answer:

• Low infant mortality rate
• Low maternal mortality rate
• High life expectancy
• Rapidly declining population growth rate

Question 17.
What marked the beginning of the Library Movement in Kerala?
Answer:
The collective formed under the leadership of P. N. Panicker at the conference of libraries in Travancore in 1945 marked the beginning of the Library Movement in Kerala. The Kerala Library Movement is the largest organised cultural movement in Kerala. The Public Library, Thiruvananthapuram established by Swathi Thirunal, in 1829, was the first library in Travancore.

Question 18.
Write the phases of Green Revolution.
Answer:
The changes achieved in the agricultural sector in a short period through the use of high-yielding varieties of seeds, irrigation facilities, chemical fertilisers, pesticides and modern machinery are known as the Green Revolution. The Green Revolution took place in two phases: from 1960 to 1970 and from 1970 to 1980. Dr. M. S. Swaminathan is known as the father of green revolution.

Question 19.
Write a note on Privy Purse.
Answer:
PRIVY PURSE
As part of the integration into the Indian Union, the Government of India signed certain agreements with the rulers of the princely states. Following this, the rulers lost their power and income. To compensate this, a fixed amount of financial aid was provided by the government to the ruling families of these princely states. This is known as the Privy Purse. This made a huge financial burden to the government. In 1971, during the tenure of Indira Gandhi as the Prime Minister, the provision of the Privy Purse was abolished under the 26th Amendment of the Constitution.

Question 20.
What is meant by the Nationalisation of Banks? Why was it done, and what were its effects on India’s economy?
Answer:
The Nationalisation of Banks took place in 1969 when the Government of India, under Indira Gandhi, took ownership of fourteen major private banks to ensure that banking services reached all sections of society.

Effects:

• Banking facilities reached rural areas and poor people.
• Credit support increased for agriculture and small industries.
• It helped in reducing economic inequality and strengthened the public sector in India.

Question 21.
Explain the major educational achievements of Kerala after independence.
Answer:
Kerala made remarkable progress in education after independence. Land reforms made agricultural land accessible to farmers, which strengthened the education sector. The Kerala Education Act of 1958 helped make primary education free and universal. Through popular literacy campaigns, Kerala became India’s first fully literate state on April 18, 1991. Later, with the Kerala Panchayati Raj Act of 1994, local self-government institutions gained powers in education, leading to many educational projects with public participation.

Question 22.
Explain how the princely states were integrated into the Indian Union after independence.
Answer:
After the Indian Independence Act of 1947, the 565 princely states were given the option to join India, Pakistan, or remain independent. Sardar Vallabhbhai Patel and V. P. Menon led the efforts to integrate these states. They persuaded the rulers to sign the Instmment of Accession and join India. Though some states like Junagadh, Kashmir, Travancore, and Hyderabad resisted, they were integrated through conciliation and military action. The rulers who joined India were granted Privy Purses as compensation.

Question 23.
Name some institutions that lay foundation for a knowledge-based society.
Answer:

• Indian Institute of Technology (IIT)
• National Institute ofVirology (NIV)
• Bhabha Atomic Research Centre (BARC)
• All India Institute of Medical Sciences (AIIMS)
• Defence Research and Development Organisation (DRDO)
• Indian Institute of Management (IIM)

Question 24.
Explain about the Green Revolution, White Revolution and the Blue Revolution.
Answer:
FOOD PRODUCTION – THROUGH REVOLUTIONS

• The initiatives implemented in India from 1960 onwards to achieve self-sufficiency in food production brought about major changes in this sector, and therefore, they are called ‘revolutions’.
• The collective efforts of national leaders and scientists helped India achieve food self-sufficiency.
• The Green Revolution began with the aim of enhancing the agricultural sector and achieving self-sufficiency in food production.

Green revolution: The changes achieved in the agricultural sector in a short period through the use of high-yielding varieties of seeds, irrigation facilities, chemical fertilisers, pesticides and modem machinery are known as the Green Revolution. The Green Revolution took place in two phases: from 1960 to 1970 and from 1970 to 1980. Dr. M. S. Swaminathan is known as the father of green revolution.

Other Revolutions:

• Following the Green Revolution, the White Revolution which aimed to increase the production of milk and dairy products.
• The Blue Revolution which aimed to improve the fish production sector, were successfully implemented in India. Through this, numerous employment opportunities were created in the country and the nation’s economic growth was ensured.

WHITE REVOLUTION
Under the leadership of Dr. Verghese Kurien, a Malayali, the White Revolution initiated revolutionary changes in milk production in India. In the city of Anand in Gujarat, a dairy producer group called the district cooperative Milk Producers Union Limited was started. Gradually, it became the famous dairy producer group called ‘AmuT (Anand Milk Union Limited)

Question 25.
Write a note on the Panchsheel Agreement.
Answer:
INDIA’S FOREIGN POLICY
Jawaharlal Nehru, the chief architect of India’s foreign policy, formulated a foreign policy that safeguarded our national interests.
Let us familiarise ourselves with the fundamental principles of India’s foreign policy:

• Peaceful Coexistence
• Stand against Colonialism and Apartheid
• Protect National Security and Sovereignty
• Non-Aligned Policy
• Panchsheel Principles

Panchsheel Principles

• The Panchsheel Principles were formulated based on India’s foreign policy.
• The Panchsheel Principles signed by Jawaharlal Nehru, the then Prime Minister of India, and Zhou Enlai, the then Premier of China in 1954, include the following:
  • Mutual respect for each other’s territorial integrity and sovereignty
  • Mutual non-aggression
  • Mutual non-interference in each other’s internal affairs
• Observe equality and mutual assistance
• Maintain peaceful coexistence

Question 26.
What is the Non-Aligned Movement (NAM), and how did India contribute to it?
Answer:
Non-Aligned Movement (NAM)
After the Second World War, the United States and the Soviet Union emerged as two global powers. The Cold War that began between them threatened world peace. The Non-Aligned Movement was formed under India’s leadership. It was based on a foreign policy that aimed for independent stand without joining either power bloc. Thereby, India could protect national interests. While striving to maintain healthy relations with all countries worldwide, India pays special attention to upholding its dignity and interests among nations.

• Independent India has succeeded in overcoming the repercussions and challenges of colonial rule to grow into one of the major global powers.

Question 27.
What are the Key Outcomes of land reforms in Kerala?
Answer:

• A limit was set on the land that could be owned.
• The landlordism (Janmi system) was abolished.
• Tenants received permanent ownership rights over agricultural land.
• Exploitation and inequality prevalent in the agricultural sector were eliminated to a certain extent.

Question 28.
Explain the progress of higher education in Kerala and the factors that made it a model state in education.
Answer:

• After the formation of Kerala, the progress in primary education gradually extended to higher education.
• Initially, Kerala had only one university (University of Kerala), but now it has several universities focusing on science, technology, agriculture, and health.
• Higher education institutions also promote research, innovation, and skill development through Polytechnics and ITIs.
• The emphasis on universal education and these achievements have made Kerala a model state in education.

Question 29.
Write the problems created by partition.
Answer:

• Hundreds of thousands of refugees flowed from India to Pakistan and from Pakistan to India.
• Widespread violence took place, and tens of thousands were killed.
• Communal riots broke out in places like Kolkata, Delhi, and Lahore.
• Many women were dishonoured.
• Numerous women and children became victims of abduction.

Question 30.
Write the major steps related to reorganisation of states on linguistic basis after independence.
Answer:
LINGUISTIC REORGANISATION OF STATES

• Before independence, the boundaries of administrative regions (provinces) of the country were not formed based on such criteria.
• During the freedom struggle itself, a strong argument emerged that the administrative regions should be determined on the basis of language, as language has a strong influence on communication and cultural formation.
• The Indian National Congress propagated its ideas by emphasizing the mother tongue to bring people closer to the national movement.
• The Nagpur Congress session of 1920 decided to organise congress committees on linguistic basis.

The major steps related to the reorganisation of states on linguistic basis after independence are
listed below:

• In 1948, the Constituent Assembly appointed a Linguistic Provinces Commission under the chairmanship of S. K. Dhar to study the reorganisation of states.
• In 1948, the Indian National Congress appointed the J.V.P. Committee, comprising Jawaharlal Nehru, Sardar Vallabhbhai Patel and Pattabhi Sitaramayya, to examine and submit a report on the strong demand for linguistic states.
• The demand for a separate Andhra state for Telugu speaking people arose, and in 1952, Potti Sreeramulu undertook a hunger strike for this and died. As a result of the agitation that ensued, the state of Andhra came into existence on October 1, 1953.
• In 1953, the Central Government appointed the State Reorganisation Commission under the leadership of Justice Fazal Ali, including Sardar K.M. Panikkar and H. N. Kunzru.
• Based on the State Reorganisation Bill passed by Parliament in 1956,14 linguistic states and 6 Union Territories were formed on November 1, 1956.

Question 31.
Write the major education commission in independent India with its area of focus.
Answer:
EDUCATION

• The foundation for modern education in India was laid during the British rule.
• After independence, the government appointed various commissions in several phases to study Indian education system and submit recommendations.

The major education commissions in independent India and their primary areas of focus are listed below:

Education Commission/ Education Policy	Year	Area of Focus
Dr. Radhakrishnan Commission	1948	University education
Dr. Lakshmanaswami Mudaliar Commission	1952	Secondary education
Dr. D. S. Kothari Commission	1964	National Pattern of Education
National Education Policy	1986	Primary Education, Vocational Education
National Education Policy	2020	Education from Pre-Primary to Higher Secondary, Higher Education

Question 32.
Write the importance of five year plan in independent India.
Answer:
Even though we gained independence in 1947, India had numerous economic problems that needed to be resolved. Planning Commission in India based on the economic planning model of the Soviet Union. As a result, postindependent India followed a mixed economy, giving importance to the public sector. The main problems of independent India were food scarcity and poverty. To overcome this, the First Five-Year Plan emphasised agricultural development.

Irrigation facilities and power generation were necessary for the development of agricultural and industrial sectors. For this purpose, efforts were made to construct dams in various parts of the country. Bhakra Nangal on the Sutlej River, the Damodar Valley Project, and Hirakud on the Mahanadi are the major river valley projects set up during this period. To ensure economic development and solve unemployment, the Second Five-Year Plan emphasised industrial development. India aimed to achieve national progress by strengthening the public sector through the Five- Year Plans.

Question 33.
Describe the major achievements of Kerala in the fields of health, education, and social development that helped it reach global standards in human development.
Answer:
Kerala has developed a public healthcare system comparable to that of developed countries, providing quality healthcare at low cost. The state achieved remarkable progress with a low infant and maternal mortality rate, high life expectancy, and a rapidly declining population growth rate. In education, Kerala ensured universal education and high literacy through efforts like the Kerala State Literacy Mission Authority (KSLMA). Kerala also became a model in poverty alleviation through the Universal Public Distribution System (1965) and made great strides in women’s empowerment through Kudumbashree and local governance through decentralised planning. By focusing on democratic values and social justice in its health, education, and agricultural sectors, Kerala has overcome challenges and reached global standards in the Human Development Index, despite having a low per capita income.