Class 10

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.

Students often refer to SCERT Kerala Syllabus 10th Standard Social Science Notes and Class 10 History Chapter 8 The Glimpses of Free India Notes Questions and Answers English Medium that include all exercises in the prescribed syllabus.

SSLC History Chapter 8 Notes Pdf English Medium The Glimpses of Free India

SCERT Class 10 Social Science History Chapter 8 The Glimpses of Free India Notes Question Answer Kerala Syllabus

Class 10 History Chapter 8 Notes Kerala Syllabus The Glimpses of Free India

Question 1.
What were the major challenges that independent India faced?
Answer:

• Post-partition migration and exodus.
• Reorganisation of states
• Integration of princely states

Question 2.
Discuss and prepare a report on the measures adopted to establish unity and implement the democratic system in post-independent India.
Answer:
After independence, India faced the great task of building unity and establishing a democratic system in a country of diverse religions, languages, and cultures. The government adopted several important measures to achieve this goal. The problems of those who migrated during the partition were solved by providing them with food, shelter, and rehabilitation facilities. To ensure equality and harmony among all communities, the rights of minorities were included as Fundamental Rights in the Constitution, guaranteeing freedom of religion, culture, and language. The integration of princely states was completed through three treaties the Instrument of Accession, Standstill Agreement, and Merger Agreement which helped bring the entire country under one administration. To implement democracy, general elections were held in 1951-52 based on universal adult franchise, allowing every adult citizen to vote and choose their representatives. These measures helped India strengthen national unity and lay a strong foundation for democracy.

Question 3.
Prepare a chronological list of the various governments in India since the first general election.
Answer:

1. 1952 – Indian National Congress
2. 1957 – Indian National Congress
3. 1962 – Indian National Congress
4. 1967 – Indian National Congress
5. 1972 – Indian National Congress
6. 1977 – Janata Party
7. 1980 – Indian National Congress
8. 1984 – Indian National Congress
9. 1989 – Janata Dal (National Front) Coalition
10. 1991 – Congress government with the support of other political parties.
11. 1996 – BJP government, United Front Coalition.
12. 1998 – National Democratic Alliance (NDA)
13. 1999 – National Democratic Alliance (NDA)
14. 2004 – Indian National Congress (UPA)
15. 2009 – Indian National Congress (UPA)
16. 2014 – Bharatiya Janata Party (NDA)
17. 2019 – Bharatiya Janata Party (NDA)
18. 2024 – Bharatiya Janata Party (NDA)

Question 4.
Collect newspaper reports related to the Emergency and organise an exhibition.
Answer:

Question 5.
Discuss and prepare a note about the background in which the Mandal Commission was appointed and the developments that followed after its implementation.
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 6.
Analyse Dalit movements and their activities.
Answer:
Dalit movements emerged from the sentiment that, in the post-independence India, Dalit communities were being kept away from the mainstream of society and were being denied their due rights. Although the constitution guarantees reservations for Dalit communities in education and employment, there existed a situation where they did not receive their deserved positions in socially significant areas, mainstream politics, and administration. Dalit community faced problems such as backwardness in education and employment, social and economic inequality, and landlessness. Inspired by the ideas of Dr. B. R. Ambedkar, the architect of the constitution, Dalit communities organised and formed movements. Among these movements, the Dalit Panthers movement was a significant one.

Question 7.
Discuss and prepare a note on how the Anti-Arrack Movement evolved into 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 8.
The anti-arrack movement was to address the various problems caused by intoxication. The use of drugs creates problems in the present day society too. Organise an awareness programme against it.
Answer:
(Hints)

• Form a Committee to plan the programme.
• Decide the topic – “Say no to chugs and alcohol”.
• Invite a guest speaker like a doctor or police officer.
• Prepare posters and slogans about the bad effects of drugs.
• Plan activities like a short speech, skit, or song.
• Conduct the programme in school or community hall.
• Take a pledge to stay away from drugs and alcohol.
• Spread the message througharallyorposterdisplay.

Question 9.
Organise a debate on “Environmental and social problems created as a result of developmental activities of the present period.”
Answer:
(Hints: Conduct a debate by using the For and Against Statements)
FOR the Statement

• Deforestation: Forests are being cleared for industries, roads, and cities, leading to loss of biodiversity.
• Pollution: Factories, vehicles, and construction increase air, water, and soil pollution.
• Climate Change: Excessive industrialization and burning of fossil fuels increase global warming.
• Health Problems: Pollution from industries causes respiratory diseases and other health issues.

AGAINST the Statement

• Economic Growth: Development brings industries, jobs, and better income for people.
• Technological Progress: New technologies make work easier, faster, and more efficient.
• Infrastructure Development: Roads, bridges, and transport systems help connect people and regions.
• Education and Awareness: Development increases literacy and knowledge about environmental protection.
• Sustainable Development Practices: Modern methods like renewable energy and recycling reduce harm.
• Better Health Facilities: Development in medical science helps control diseases and increase life expectancy.

Question 10.
Prepare a note including more farmer movements and agricultural laws.
Answer:
Farmer Movements

• The Bharatiya Kisan Union (BKU) is a major farmers’ organization in India that advocates for the rights and welfare of farmers through rallies, demonstrations, and other forms of activism. Founded in 1978, it addresses issues such as the demand for higher crop prices, loan waivers, and subsidized electricity for farmers.
• Swabhimani Shetkari Sanghatana or SSS is a farmers union based in Kolhapur, Maharashtra, India. It was founded by Member of Parliament, Raju Shetti. They fight for the fair price of sugarcane farmer and other issues.
• Samyukta Kisan Morcha (SKM) formed in November 2020, is a coalition of over forty Indian farmers’ unions to coordinate satyagragh (non-violent resistance) against the three farm acts initiated by the central government in September of the same year. In opposing the three farm laws, the SKM asserted that laws were an unwelcome imposition on the farmers, violated the constitution, were anti-farmer and pro-big business.

Agricultural Laws (2020 Farm Laws)

• Farmers’ Produce Trade and Commerce Act (2020): Allowed farmers to sell crops outside APMC markets.
• Farmers (Empowerment and Protection) Agreement on Price Assurance Act (2020):
  Encouraged contract farming.
• Essential Commodities (Amendment) Act (2020): Reduced government control on storage and sale of food grains.

Question 11.
Prepare an article on “How does the Right to Information Movement strengthen Democracy in India?”
Answer:
Right to Information movement was started in 1990 by an organisation named the Mazdoor Kisan Shakti Sangathan (MKSS) in Rajasthan. This was due to the suspicion that the public money was being misused in connection with the construction of schools, dispensaries and small dams. Under the auspices of MKSS, the Delhi-based National Council for People’s Right to Information was formed and launched nationwide propaganda. It was in this context that the Right to Information Act came into force in 2005. The Right to Information (RTI) Movement has played a vital role in strengthening democracy in India by promoting transparency and accountability in government.

It allows citizens to access information about government decisions, policies, and spending, reducing corruption and misuse of power. By empowering people to question authorities and participate in decision-making, RTI encourages responsible governance. It also helps ordinary citizens, activists, and journalists expose irregularities and ensure that public resources are used effectively. Overall, the RTI Movement makes democracy more participatory, fair, and responsive to the needs of the people.

Question 12.
Prepare a speech on ‘Communalism is a threat to Indian Democracy.’
Answer:
(Hints: Prepare a speech by including the given information)
Communalism is the idea of dividing people on the basis of religion and creating social conflict. 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 13.
Have you read the news headlines given below? These are some observations by Honourable Supreme Court against Governors who breach the jurisdiction. What do you understand from this?

Answer:

• Governors must follow time limits
• Limited powers
• Respect for democratic process

Question 14.
Organise a panel discussion on ‘How do conflicts in Centre-State relations pose a challenge to democracy.’
Answer:
Tensions in Centre-State relations are another major challenge facing Indian democracy. Although the Constitution has divided powers between the Centre and the States, more power is vested in the Centre. We can also see politics interfering in the centrally- funded schemes and distribution of resources. The role of the Governor has always been a controversial subject between the states and the Central Government. The Governor’s role often leads to more controversies, especially in situations where different political parties govern at the Centre and in the States. Therefore, the Governor’s actions are frequently interpreted as the Central Government’s interference in the functioning of the State Government. There is yet another reason for the controversy regarding the role and powers of the Governor. Article 356 of the Constitution is the basis of this controversy. This article stipulates that Presidential Rule can be imposed in any state in India. Based on the Governor’s report, the President can impose Presidential Rule in that state. However, the Constitution mandates that this article should only be used if the State Government fails to carry out the administration in accordance with the provisions of the Constitution. This power of the Governor has led to numerous conflicts.

Question 15.
Prepare a note on the basis of the Supreme Court judgment and newspaper reports on how electoral bonds cause corruption.
Answer:
Electoral Bond is a project designed to allow individuals and corporates to donate any amount they want to any political party. Electoral bonds were introduced in the 2017 – 2018 Union Budget. Institutions or individuals can buy bonds for an amount of their choice ranging from Rs 1,000 to Rs 1 crore through SBI. Since this amount falls under the category of donation, it will be tax deductible. The Supreme Court on February 15, 2024, quashed the electoral bond after examining the transparency and legality of the bonds.

Question 16.
‘The criminalisation of politics and defection are the challenges to Indian democracy. ’ Prepare a note based on the stands and actions taken by the Indian Election Commission in this regard.
Answer:
Criminalisation of politics refers to the tendency of leaders or workers of political parties engaging in or encouraging criminal activities. 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 refers to an elected representative, who contested and won the election as a candidate of one party, abandoning that party or joining another party. 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.

Std 10 History Chapter 8 Notes Kerala Syllabus – Extended Activities

Question 1.
Organise a seminar on ‘How evident is democracy as a way of life in our society?’
Answer:
(Hints: Conduct a seminar by using the given steps)

• Step 1: Decide the Topic and Purpose
• Step 2: Choose the Date, Time, and Venue
• Step 3: Prepare Discussion Points (Examples of democracy in daily life: voting, freedom of expression, Challenges to democracy in society, etc.)
• Step 4: Conduct the Seminar

Question 2.
Prepare a digital profile album of the Presidents and Prime Ministers of India.
Answer:
(Hints: By using ICT collect images of Presidents and Prime Ministers of India and prepare a digital profile album)

Question 3.
Organise an interview with an environmental activist, keeping in mind the necessity of environmental awareness.
Answer:
(Hints: Questions for interview)

• Can you tell us how you first became interested in environmental issues?
• Could you share some challenges you faced while working for the environment?
• What are some common environmental mistakes people make without realizing it?
• What simple daily habits can help reduce pollution and conserve natural resources?
• How can communities and governments work together to tackle environmental issues effectively?
• What advice would you give to young people who want to make a positive impact on the environment?

The Glimpses of Free India Class 10 Notes Pdf

• The integration process was implemented through three treaties: Stand Still Agreement, Instrument of Accession, Merger Agreement.
• A State of internal emergency was declared in the country on June 25, 1975.
• 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.
• 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.
• 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.
• Dalit movements emerged from the sentiment that, in the post-independence India, Dalit communities were being kept away from the mainstream of society and were being denied their due rights.
• The Dalit Panthers movement was formed in Maharashtra in 1972. The movement was led by educated Dalit youth from urban areas.
• Another organisation formed for the uplift of Dalit communities was the Backward and Minority Communities Employees Federation (BAMCEF), established in 1978.
• Women’s rights movements are movements that stand for gender equality, education for women, employment and proportional representation of women in socio-political spheres.
• The Anti-Arrack Movement is a women’s movement that emerged in the Nellore district of Andhra Pradesh in the 1990s.
• The Nirbhaya Movement is a mass movement that was formed in Delhi against violence against women.
• Indian fishermen are the second largest fishing community in the world.
• Environmental movements emerged against the environmental problems created by unscientific development and its result in denial of social justice.
• Shetkari Sanghatana in Maharashtra and Raita Sangha in Karnataka are examples of farmer movements that emerged in various parts of the country.
• The Right to Information movement was started in 1990 by an organisation named the Mazdoor Kisan Shakti Sangathan (MKSS) in Rajasthan.
• The Right to Information Act was passed by the Indian Parliament in 2005 and it came into force on 12 October 2005.
• On the basis of.the demand raised, Regional movements can be mainly classified as anti-immigration movements, regional autonomy movements, and separatist movements.
• 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 major challenges that destabilise the democratic process in our country are communalism, tensions in center-state relations, corruption, criminalisation of politics, and trends like defection.

INTRODUCTION

The chapter “Democracy An Indian Experience” explores how India, after gaining independence, adopted democracy as its guiding principle and built one of the world’s largest democratic systems. It highlights the journey of Indian democracy, its growth, challenges, and transformations over the years. The chapter discusses how people’s participation, political movements, and social struggles have strengthened democratic values. It also examines the efforts made by various groups, including women, workers, farmers, and marginalized communities, to secure justice and equality. Through this chapter, learners understand how democracy in India has evolved and continues to shape the nation’s political and social life.

Integration of the Princely States

• The partition and post-partition migration and exodus created a lot of transformation in the Indian society.
• The major challenge faced by independent India was the integration of the princely states.
• The integration process was implemented through three treaties: Stand Still Agreement, Instrument of Accession, Merger Agreement.
• Overcoming many challenges, the first general election was successfully held and Jawaharlal Nehru took the oath of office as the first Prime Minister of India.
• In the first general election the government led by the Indian National Congress, which won a majority in the elections, came to power.

Emergency – A Crisis Period in Indian Democracy

• The Emergency was a major crisis faced by the Indian democracy.
• A State of internal emergency was declared in the country on June 25, 1975.
• One of the major reasons was the agitations that broke out in various parts of the country against the central government.
• 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.
• The national emergency abolished the federal system of the constitution, concentrated power in the union government, froze the fundamental rights, and abolished the court’s power of judicial review.

Popular Movements and Indian Democracy

• In democratic India, numerous movements emerged to protect the interests of various sections of the population and to attain representation in power.
• 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.
• B. P. Mandal, who was the chairman of the Second Backward Classes Commission, was a socialist leader from Bihar.
• Dalit movements emerged from the sentiment that, in the post-independence India, Dalit communities were being kept away from the mainstream of society and were being denied their due rights.
• The Dalit Panthers movement was formed in Maharashtra in 1972. The movement was led by educated Dalit youth from urban areas.
• Women’s rights movements are movements that stand for gender equality, education for women, employment and proportional representation of women in socio-political spheres.
• The Anti-Arrack Movement is a women’s movement that emerged in the Nellore district of Andhra Pradesh in the 1990s.
• The Nirbhaya Movement is a mass movement that was formed in Delhi against violence against women.
• Indian fishermen are the second largest fishing community in the world.
• Environmental movements emerged against the environmental problems created by unscientific development and its result in denial of social justice.
• The Bharatiya Kisan Union (BKU), formed in Uttar Pradesh, organised massive protests by mobilising rural farmers. Shetkari Sanghatana in Maharashtra and Raita Sangha in Karnataka are examples of farmer movements that emerged in various parts of the country.
• The Right to Information (RTI) Movement and the subsequent law are examples of the acceptance and success of public protests.

Regional Movements

• On the basis of the demand raised, such movements can be mainly classified as anti-immigration movements, regional autonomy movements, and separatist movements.
• 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.
• Anti-immigration movements are movements formed based on the ethnic-linguistic-cultural- economic-employment problems created by uncontrolled immigration, to the indigenous population of a region.
• The Assam Movement was initiated by the agitation against immigration, especially the immigration of Bengladeshis, in Assam from 1979 to 1985.
• The Separatist Movements are those that have started with the aim of separating certain regions from India and forming independent states.

Challenges Faced by Indian Democracy

• The major challenges that destabilise the democratic process in our country are communalism, tensions in center-state relations, corruption, criminalisation of politics, and trends like defection.
• Communalism is the idea of dividing people on the basis of religion and creating social conflict.
• Tensions in Centre-State relations are another major challenge facing Indian democracy.
• The Sarkaria Commission, appointed by the Central Government in 1983 to study Centre- State relations, recommended that active politicians should not be appointed as Governors.
• Corruption can be considered as the use of any kind of power or position and the acceptance of money or any other reward in addition to the legally due remuneration.
• Criminalisation of politics refers to the tendency of leaders or workers of political parties engaging in or encouraging criminal activities.
• 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.

INTEGRATION OF THE PRINCELY STATES

The partition and post-partition migration and exodus created a lot of transformation in the Indian society. The rehabilitation of those who migrated from Pakistan to India created religious, linguistic, social, and economic problems in their respective regions. It was essential to find out political solutions for these issues. The nation attempted to address these challenges through the laws such as The Abducted Persons (Recovery and Restoration) Act, 1949, The Displaced Persons (Compensation and Rehabilitation) Act, 1954, and The Citizenship Act of 1955. Besides, the Rights of Minorities were included as fundamental rights in the Constitution.

• Another major challenge faced by independent India was the integration of the princely states. The integration process was implemented through three treaties.

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.

FROM ONE-PARTY DOMINANCE TO A COALITION SYSTEM
In the first general election the government led by the Indian National Congress, which won a majority in the elections, came to power. Subsequently, the Indian National Congress retained power in the elections of 1957 and 1962. In the 1967 election, although the Congress managed to retain its dominance at the national level, its dominance faced a setback at the state level. However, in the general elections up to 1989 (except a short period of Janata Party rule from 1977 to 1979), the Congress party dominated. In the 1977 general elections, Congress lost its dominance and a government led by Janata Party assumed power. In the next two elections (1980 and 1984), the Congress won a majority on its own. However, with the 1989 elections, Indian democracy shifted to Coalition politics based on multi-party system. After 1989, the National Front led by the Janata Dal came to power followed by the Congress in 1991 with the support of other political parties.

Following the 1996 elections, at first the BJP and then the United Front, a coalition of various parties, formed the government. In the elections of 1998 and 1999, the National Democratic Alliance (NDA), led by the BJP, formed the government. In 2004 and 2009, the United Progressive Alliance (UPA), led by the Congress party, formed the government. Subsequently, in the elections of 2014, 2019, and 2024, the National Democratic Alliance (NDA) led by the BJP, successively won and retained power.

Governments are primarily formed in the following ways:

• 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.

One-Party Dominance in India
In India, the dominance of a single political party continuously winning with a large majority and retaining power is referred to as “one-party dominance.” In India, one-party dominance existed within the democratic framework.

EMERGENCY – A CRISIS PERIOD IN INDIAN DEMOCRACY

• The Emergency was a major crisis faced by the Indian democracy.
• A State of internal emergency was declared in the country on June 25, 1975.
• Violations of democratic rights such as freezing of fundamental rights and denial of the freedom of press were implemented as part of the emergency.

Background of the declaration of emergency in India.
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 art 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.

Impacts of the Emergency:

• 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.

Despite severe restrictions and repressions, there were numerous nationwide agitations against the Emergency. Following these, the Emergency was revoked in March 1977, and elections were declared. In the elections held after the Emergency, the Congress lost the election, and the Janata Party formed the government, with Morarji Desai as the Prime Minister. The major developments during the emergency highlight the importance of the vigilance of civil society, media involvement, and civil rights in safeguarding democracy. People of India overcame the challenges created by the Emergency through democratic means. This clearly shows the strength and importance of Indian democracy.

Emergency

A state of emergency empowers the government to take action in situations where the security of the country is seriously threatened by war, external aggression, or armed rebellion. In such situations, the restrictions declared by the President under Article 352 of the Constitution are called the Emergency.

POPULAR MOVEMENTS AND INDIAN DEMOCRACY
In democratic India, numerous movements emerged to protect the interests of various sections of the population and to attain representation in power. After 1970, there was a strong feeling among social groups like Dalits, women and farmers that the mainstream political parties were not considering their problems and needs properly. These groups have formed their own movements and organised protests against this. Some of these movements are:

BACKWARD CLASS MOVEMENTS AND THE MANDAL COMMISSION
• 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. Although the commission submitted some recommendations, they were not implemented. 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. Today, all the major political parties in the country accept OBC reservation. The Mandal Commission’s report holds great significance in Indian democracy as it helped to ensure the welfare of backward classes, that constitute nearly half of the population. During the period from the formation of the Mandal Commission to the implementation of its report, several backward class dominated political and social movements emerged. The Janata Dal and the political parties evolved from Janata Dal are examples for this.

B. P. Mandal
B. P. Mandal, who was the chairman of the Second Backward Classes Commission, was a socialist leader from Bihar. He was a Member of Parliament during the periods 1967 – 1970 and 1977 – 1979. He also served as the Chief Minister of Bihar for one and a half months in 1968. He accepted membership in the Janata Party in 1977.

DALIT MOVEMENTS
• Dalit movements emerged from the sentiment that, in the post-independence India, Dalit communities were being kept away from the mainstream of society and were being denied their due rights.

Although the constitution guarantees reservations for Dalit communities in education and employment, there existed a situation where they did not receive their deserved positions in socially significant areas, mainstream politics, and administration. Dalit community faced problems such as backwardness in education and employment, social and economic inequality, and landlessness. Inspired by the ideas of Dr. B. R. Ambedkar, the architect of the constitution, Dalit communities organised and formed movements. Among these movements, the Dalit Panthers movement was a significant one.

The Dalit Panthers Movement
• The Dalit Panthers movement was formed in Maharashtra in 1972. The movement was led by educated Dalit youth from urban areas.

Dr. B. R. Ambedkar’s ideas of social justice for backward communities, equality, and the annihilation of caste etc influenced the Dalit Panthers movement. They organised aggressive resistance against caste discrimination, large- scale public protests against unjust police brutalities, literary and cultural programmes, and various activities in collaboration with other social justice movements. The Dalit Panthers movement was able to make the lives of those who were considered untouchable and marginalised, the themes of literature, cinema, drama, etc. and to persuade the government to take strong measures against attacks on Dalits.

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.

WOMEN’S MOVEMENT
• Women’s rights movements are movements that stand for gender equality, education for women, employment and proportional representation of women in socio-political spheres.

Domestic violence, denial of rights, oppression, sexual harassment and male supremacy are some of the problems faced by the female community. Numerous movements have emerged in the country to seek solutions to these issues. Some important women’s movements are:

a) Anti-Arrack Movement
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 later evolved into a protest addressing various issues faced by women, including sexual harassment, violence in public spaces, and gender discrimination. This helped to create social awareness against drugs and the problems faced by women in society.

Ill effects of using drugs:

• 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.

b) Nirbhaya Movement
The Nirbhaya Movement is a mass movement that was formed in Delhi against violence against women. In 2012, a girl was sexually assaulted and murdered in Delhi. This incident led to massive protests across the country. This protest led to the formation of the Nirbhaya Movement. 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. The Indian Criminal Law Amendment Act, 2013 (Nirbhaya Act) and fast-track courts to deal with sexual violence cases came into existence in the wake of the Nirbhaya movement.

FISHERMEN’S MOVEMENT
• Indian fishermen are the second largest fishing community in the world.

Fishing is the livelihood of crores of people living in the western and eastern coastal areas. There have been many movements to solve the problems faced by fishermen related to their livelihood. The change in the economic policies of our country in the mid-1980s also affected the fishing sector. The agitations were organised mainly against the policies of the central government related to deep-sea fishing. The agitations were organised under the leadership of the National Fish workers Forum (NFF). This is an organisation that coordinates the collectives of all the traditional fishing workers in various states and works to protect their rights. Legal battles and public protests were held over issues such as the granting of fishing licenses to foreign companies in India’s maritime area and the granting of trawling licenses to foreign companies for fishing on the Indian coasts which were destroying the traditional fishing industry. Protection of the coastal environment is also one of the main objectives of this organisation. It was the fishing workers of Kerala who organised the workers under the leadership of the NFF and strengthened the struggle for rights.

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

As a result of the intervention of the Environmenta organisations and other popular movements, several environmental protection laws, laws protecting ecological rights, declaration of protected forest areas and declaration of national parks have been enacted in India.

• 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.

PEASANT MOVEMENTS
Numerous movements have emerged in India addressing the problems faced by farmers. Although the agricultural sector received a boost in comiection with the Green Revolution, the liberalisation policies introduced in our economic policy in the mid-1980s put the agricultural sector in crisis. The reforms in the agricultural sector adversely affected production, food security, and employment sector. Against this, the Bharatiya Kisan Union (BKU), formed in Uttar Pradesh, organised massive protests by mobilising rural farmers. Shetkari Sanghatana in Maharashtra and Raita Sangha in Karnataka are examples of farmer movements that emerged in various parts of the country. The farmers’ protest organised by the Samyukt Kisan Morcha against the Central Government’s agricultural laws in the border areas of Delhi during 2020-2021 gained significant attention due to its widespread public participation. Following the protests, the government accepted the farmers’ demands.

RIGHT TO INFORMATION MOVEMENT
The Right to Information (RTI) Movement and the subsequent law are examples of the acceptance and success of public protests. The movement was started in 1990 by an organisation named the Mazdoor Kisan Shakti Sangathan (MKSS) in Rajasthan. The first demand for access to documents related to public works was made in Bhim Tehsil, a backward area of Rajasthan. This was due to the suspicion that the public money was being misused in connection with the construction of schools, dispensaries and small dams. Under the auspices of MKSS, the Delhi-based National Council for People’s Right to Information was formed and launched nationwide propaganda. In addition, the Consumer Education and Research Centre, the Press Council, and the Shuri Committee had also suggested preparing a draft for the Right to Information Act keeping in view the same demand. It was in this context that the Right to Infonnation Act came into force in 2005.

Right to Information Act

The Right to Information Act was passed by the Indian Parliament in 2005 and it came into force on 12 October 2005. This Act ensures the right of citizens to obtain infonnation from public institutions and authorities. According to this, infonnation must be provided within 30 days. If the petitioner’s life or liberty is threatened, the infonnation must be provided within 48 hours. A Chief Information Officer works in each institution to provide information. If the information is not received within the specified time, the petitioner can file an appeal to the superiors. Right to Information Commissions function at the Centre and in the states for the implementation of the Right to Information Act. Since transparency is essential in a democracy, and corruption must be eradicated, it is necessary to provide authentic infonnation regarding public affairs to the citizens.

REGIONAL MOVEMENTS
India is a country rich in diversity. This diversity is visible in its geography, climate, language, culture, lifestyle, religion, race, etc. Based on these, regional movements are the ones that arise, for the needs of a region, such as special consideration, benefits, and protection. On the basis of the demand raised, such movements can be mainly classified as anti-immigration movements, regional autonomy movements, and separatist movements.

Dravidian Movement
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. This movement took shape from the ideology of E. V. Ramaswamy Naicker’s Self-Respect Movement. Later, he formed a political party called Dravida Kazhagam. Afterwards, this became the Dravida Munnetta Kazhagam (DMK). The DMK which influenced Tamil Nadu politics through strong agitations, came to power in 1967.

ANTI-IMMIGRATION MOVEMENT
Anti-immigration movements are movements formed based on the ethnic-linguistic-cultural-economic-employment problems created by uncontrolled immigration, to the indigenous population of a region. Among these, the Assam Movement is the most important one.

The Assam Movement
The Assam Movement was initiated by the agitation against immigration, especially the immigration of Bengladeshis, in Assam from 1979 to 1985. The All Assam Students’ Union led this movement. The protesters expressed concern that the illegal immigration from Bangladesh was eliminating employment opportunities for the people of Assam and causing poverty and economic crises. The protesters demanded the expulsion of those who had immigrated to Assam illegally after 1951. The movement led to widespread violence and clashes. The agreement signed by Central Government with the protesters in 1985, and subsequent democratic interventions helped to resolve the issue to some extent.

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

THE SEPARATIST MOVEMENTS
These movements are those that have started with the aim of separating certain regions from India and forming independent states. The separatist movements in the states of Punjab. Jammu and Kashmir, Mizoram and Nagaland are among these.

a) Khalistan Movement
• The Khalistan movement emerged in Punjab with the demand for a separate nation called Khalistan for the Sikh people. This movement was led by an extremist faction of the Sikh community.

They adopted armed means to achieve their goal of a separate nation. The militants made the Golden Temple in Amritsar, a prominent Sikh shrine, their centre. In 1984, the central government suppressed the terrorists who had infiltrated into the Golden Temple through a military operation known as ‘Operation Blue Star’. Following this, Prime Minister Indira Gandhi was assassinated by two of her Sikh bodyguards. After Indira Gandhi’s assassination, anti-Sikh riots broke out in various parts of the country. Many innocent Sikhs were killed in these riots. The situation changed after Prime Minister Rajiv Gandhi and Sikh leader Harchand Singh Longowal signed the Punjab Accord in 1985. The subsequent effective democratic processes led to the complete eradication of separatism in Punjab and the restoration of peace.

b) Separatist movements in Jammu and Kashmir

• The state of Jammu and Kashmir is a state that was granted special rights under Article 370 of the Constitution.
• The separatist movements in Jammu and Kashmir are working with the aim of either dividing Kashmir from India and making it an independent nation or joining Pakistan.

The armed insurgencies carried out by them have raised a major threat to the security, unity and integrity of the country. The central government,has tried to restore peace through peace talks and special economic and development activites. In 2019, the central government revoked the special rights granted to Jammu and Kashmir under Article 370 and passed the Jammu and Kashmir Reorganisation Act. According to this, the statehood of Jammu and Kashmir was revoked and it was reorganised into two union territories, Jammu and Kashmir and Ladakh. In 2024 peaceful elections were held for the Jammu and Kashmir Legislative Assembly and Omar Abdullah, the Jammu and Kashmir National Conference leader formed the government as the Chief Minister.

c) Separatist movements in the North-East Regions

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

CHALLENGES FACED BY INDIAN DEMOCRACY
The major challenges that destabilise the democratic process in our country are communalism, tensions in center-state relations, corruption, criminalisation of politics, and trends like defection. These adversely affect the peaceful lives of the people, national progress, and economic growth.

COMMUNALISM
• Communalism is the idea of dividing people on the basis of religion and creating social conflict.

During the colonial period, the British strategy of ‘divide and rule’ led to the division of the Indian populace on the basis of religion and fostered communalism. Similarly, 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.

TENSIONS IN CENTRE-STATE RELATIONS
Tensions in Centre-State relations are another major challenge facing 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. 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.

Centre – State Relations
The Constitution is, in fact, merely a framework or a skeleton. It is the real political processes that provide flesh and blood to the constitution. Therefore, to a large extent Indian federalism has been influenced by the changing political processes. The role of the Governor has been very crucial in maintaining the Centre-State relations since the Constitution came into effect.

Role of Governor

• The Governor is not an elected official. Retired military officers, government officials and politicians are generally appointed as Governors.
• The Governor is appointed by the President on the recommendation of the Central Government.
• The minimum age for appointment of the Governor is 35 years.

The Governor’s role often leads to more controversies, especially in situations where different political parties govern at the Centre and in the States. Therefore, the Governor’s actions are frequently interpreted as the Central Government’s interference in the functioning of the State Government. The Sarkaria Commission, appointed by the Central Government in 1983 to study Centre-State relations, recommended that active politicians should not be appointed as Governors.

There is yet another reason for the controversy regarding the role and powers of the Governor. Article 356 of the Constitution is the basis of this controversy. This article stipulates that Presidential Rule can be imposed in any state in India. Based on the Governor’s report, the President can impose Presidential Rule in that state. However, the Constitution mandates that this article should only be used if the State Government fails to carry out the administration in accordance with the provisions of the Constitution. This power of the Governor has led to numerous conflicts. There have been instances where the President has dismissed state governments even when they had a clear majority in the legislative assembly. Eg: The dissolution of the Kerala Government in 1959.

Article 356
Article 356 empowers the President to dismiss democratically elected governments in states or to assume the rule of the state. Presidential rule is imposed based on the report submitted by the Governor to the President.

• After the Indian Constitution came into force, this article was first invoked in 1951 by dismissing the Punjab government.
• Until the general elections of 1967, Article 356 was rarely invoked. However, after 1967, it was used extensively.

The Sarkaria Commission

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. The commission submitted its report in 1988. The commission pointed out that the powers of the Centre were increasing over time. It found that constitutional and political changes were necessary to avoid friction and tensions in Centre-State relations. Although the Sarkaria Commission’s report was widely welcomed, its recommendations have not been fully implemented.

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.

CORRUPTION
• Corruption can be considered as the use of any kind of power or position and the acceptance of money or any other reward in addition to the legally due remuneration.

• Eg: bribery, nepotism, and illegal acquisition of wealth. Corruption adversely affects the country’s financial investments, economic growth, and our democratic system. Corruption causes the rights, welfare activities, and facilities that the people should receive to be concentrated to only a few individuals. This leads to the common people losing faith in the democratic system. Raising public awareness against corruption, establishing a strong legal system, freeing corruption investigation mechanisms from political influence, making the financial sources of political parties transparent, making the governance sector transparent, and creating awareness among the people against corruption are some of the ways to prevent corruption.

Electoral Bond
• This is a project designed to allow individuals and corporates to donate any amount they want to any political party.

Electoral bonds were introduced in the 2017 – 2018 Union Budget. All parties that have secured not less than one percent of the total votes polled in the previous state and Lok Sabha elections and are registered with the Election Commission can raise money through these bonds. Institutions or individuals can buy bonds for an amount of their choice ranging from Rs 1,000 to Rs 1 crore through SBI. Since this amount falls under the category of donation, it will be tax deductible. Political parties must convert the bonds received from donors into cash within fifteen days.

The Supreme Court on February 15, 2024, quashed the electoral bond after examining the transparency and legality of the bonds. The Supreme Court ruled that the electoral bond is against the fundamental right.

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.

Students often refer to SCERT Kerala Syllabus 10th Standard Social Science Notes and Class 10 History Chapter 9 Know the Indian Social System Notes Questions and Answers English Medium that include all exercises in the prescribed syllabus.

SSLC History Chapter 9 Notes Pdf English Medium Know the Indian Social System

SCERT Class 10 Social Science History Chapter 9 Know the Indian Social System Notes Question Answer Kerala Syllabus

Class 10 History Chapter 9 Notes Kerala Syllabus Know the Indian Social System

Question 1.

• Midhun wakes up in the morning when his father calls him. • As an employee, Midhun uses the government-run public transportation system to commute to work. • He discusses current political issues and elections with his colleagues during the lunch break. • He visits the bank near his office for financial transactions. • Midhun participates in the local festivals, celebrations, and other entertainment programmes. • He finds time to stay connected with all his friends since school days through social media. • He attends the online classes at night to continue his education.

We got to know a day in Midhun’s life. Which social institutions does he interact with during the day?
Answer:

• Family – When his father wakes him up in the morning.
• Government / Public transport system – When he uses government-run transportation to go to work.
• Political institution – When he discusses political issues and elections with his colleagues.
• Economic institution (Bank) – When he visits the bank for financial transactions.
• Cultural institution – When he participates in local festivals and celebrations.
• Media / Communication institution -When he connects with his friends through social media.
• Educational institution – When he attends online classes at night

Question 2.

The Indian social system is characterised by the distinctive blend of diversity and continuity. Its main feature is the caste system. The Indian social system is rich in its regional, linguistic, and religious plurality. It is a cultural characteristic that defines Indian society. Source: GS. Ghurye, Caste and Race in India

What features of the Indian social system are highlighted by GL S. Ghurye?
Answer:

• Diversity and continuity
• Caste system
• Regional, linguistic, and religious plurality
• Cultural unity

Question 3.
Investigate how the Indian Constitution addresses caste discrimination. Prepare a detailed report that includes relevant constitutional provisions, articles, and landmark court decisions, and present your findings in the Social Science Club.
Answer:
Report: How the Indian Constitution Addresses Caste Discrimination
The Indian Constitution strongly opposes caste discrimination and promotes equality for all citizens.

Main Constitutional Provisions:

• Article 15: Prohibits discrimination based on caste, religion, race, sex, or place of birth.
• Article 16: Ensures equal opportunity in government jobs; allows reservations for backward classes.
• Article 17: Abolishes untouchability and makes its practice a punishable offence.
• Article 46: Directs the government to protect the interests of weaker sections like SCs and STs.

Important Laws:

• Protection of Civil Rights Act, 1955
• SC/ST (Prevention of Atrocities) Act, 1989

Landmark Court Cases:

• Champakam Dorairajan (1951): Led to special provisions for backward classes.
• Indra Sawhney (1992): Set 50% reservation limit and creamy layer rule.

Conclusion: The Constitution, laws, and court judgments together ensure equality, abolish caste discrimination, and help uplift weaker sections of society.

Question 4.
Prepare a digital magazine that includes stories, short stories, poems, articles, pictures and cartoons showing the importance of Indian secularism, and include it in your school wiki.
Answer:
(Hints)
Digital Magazine: “Unity in Diversity – The Spirit of Indian Secularism”
Contents:

• Stories: Real-life stories showing people of different religions living together in harmony.
• Short Stories: Tales of friendship and respect across different faiths.
• Poems: Verses celebrating peace, tolerance, and unity.
• Articles: Simple write-ups on how the Indian Constitution protects secularism and promotes equality for all religions.
• Pictures & Cartoons: Images showing festivals, temples, mosques, churches, and gurudwaras side by side, spreading the message of togetherness.

Question 5.
Prepare an article on India’s linguistic diversity and cultural exchange.
Answer:
India is a land of great linguistic and cultural diversity. People across the country speak hundreds of languages and dialects, each with its own script, literature, and traditions. The Constitution of India recognises 22 major languages under the Eighth Schedule, including Hindi, Malayalam, Tamil, Bengali, and Kannada. This linguistic variety reflects India’s rich cultural heritage. Each language carries stories, songs, art, and customs that make our society colourful and unique. Despite these differences, Indians share a sense of unity and mutual respect. People learn and appreciate languages other than their own, promoting friendship and understanding. Cultural exchange happens through festivals, films, literature, and migration. For example, Hindi movies are loved across states, South Indian cuisines are popular in the North, and people celebrate each other’s festivals with joy. In short, India’s linguistic diversity is not a barrier but a bridge that connects people and strengthens national unity through continuous cultural exchange.

Question 6.
Select a patriotic song that reflects the country’s ideals and values of unity, integrity, brotherhood and humanity. Prepare a note explaining how the language of the song reflects these ideals and values.
Answer:
Selected Song: “Sare Jahan Se Achha, Hindustan Hamara” – by Muhammad Iqbal

The song “Sare Jahan Se Achha” beautifully expresses the ideals of unity, integrity, brotherhood, and humanity. The language of the song is simple, emotional, and full of love for the nation.

It celebrates India’s unity in diversity, describing how people of different religions and cultures live together as one family.

The lines show pride and integrity, reminding us to stay loyal and devoted to our motherland.

Words like “mazhab nahi sikhata aapas mein bair rakhna” (Religion does not teach us to hate one another) reflect brotherhood and peace among all communities.

The song’s poetic and heartfelt language inspires patriotism and humanity, encouraging everyone to live together in harmony.

In short, the song’s simple yet powerful words express love for India and promote the values that unite all its people.

Question 7.
Prepare an infographic highlighting the role of tribal societies in maintaining the Indian social system with statistical data, relevant pictures, and brief explanatory notes.
Answer:
(Hints)

Question 8.
The environment has distinct characteristics. List them.

Answer:

Rural Society	Urban Society
• Agriculture • Low population density • Limited infrastructural facilities • Simple and traditional lifestyle • Low pollution	• Industry • High population density • Advanced infrastructural facilities • Modern and advanced lifestyle • High Pollution

Question 9.

Haven’t you noticed about the occupation of Jabbir Singh and Rinu? What are the features of their work? Are their oecupations interdependent in any way? If so, how?
Answer:
Occupations:

• Jabbir Singh: Farmer – he cultivates wheat in a village in Punjab.
• Rinu: IT professional/Software developer – she works in a technopark in the city and develops a mobile application to help farmers.

Features of their work:
Jabbir Singh (Farmer):

• Works in agriculture.
• Directly involved with physical labour and cultivation.
• Produces wheat for consumption in the city.

Rinu (IT Professional):

• Works with technology and data.
• Develops solutions to improve agricultural practices.
• Helps farmers to increase efficiency and crop yield using mobile applications.

Interdependence of their occupations:
Yes, their occupations are interdependent:

• Rinu’s application guides farmers like Jabbir Singh about suitable soil and better farming methods.
• Jabbir Singh’s wheat production benefits from Rinu’s technological support, leading to higher crop yields and better productivity.

Question 10.
Which mobile applications developed by the government are helpful for the agricultural sector?
Answer:

1. Kisan Suvidha
2. E-NAM (National Agriculture Market)
3. Pusa Krishi
4. Crop Insurance Mobile App
5. Agri Market
6. Soil Health Card (SHC) Mobile App

Question 11.
Prepare a digital presentation that includes pictures and descriptions reflecting the interdependence between rural and urban societies.
Answer:
(Hints)
Topic: Interdependence between Rural and Urban Societies
Presented by: [Your Name / Class / School Name]
Slide 1: Introduction

• Rural and urban societies are two essential parts of human civilization.
• Though they differ in lifestyle, occupation, and environment, they depend on each other for various needs.
• Image suggestion: Picture showing a village and a city connected by a road.

Slide 2: Features of Rural Society

• Main occupation: Agriculture and allied activities
• Close-knit community and traditional lifestyle
• Dependence on natural resources
• Image suggestion: Farmers working in fields, livestock, rural market.

Slide 3: Features of Urban Society

• Occupation: Industry, trade, services, and technology
• Better infrastructure, healthcare, and education
• Modern lifestyle with diverse population
• Produces goods and services needed in villages
• Image suggestion: City skyline, industries, IT offices.

Slide 4: Interdependence Between Rural and
Urban Societies

Slide 5: Importance of Interdependence

Slide 6: References

Question 12.
Prepare a questionnaire for conducting a quiz on Indian social system.
Answer:

1. Name one major social reformer in India.
2. What is the traditional occupation of tribal communities?
3. The caste system in India is primarily based on ………………..
4. Which is the smallest unit of the Indian social system?
5. Name one tribal community in India.

Question 13.
Collect news about social harmony and conflict from print media. Prepare a seminar report on how the media report on pluralism and its challenges.
Answer:
(Hints)
Seminar Report: Media Reporting on Pluralism and Its Challenges
Objective: To study how print and other media in India report issues related to social harmony, diversity, and conflict.
Findings:

• Media often report communal conflicts, tribal displacement, and hate speech incidents.
• Reports mainly focus on events rather than deeper social causes.
• Voices of minority and tribal communities are sometimes underrepresented.
• Sensational headlines and unverified social media posts can worsen tensions.
• Some newspapers and magazines also publish positive stories on unity and interfaith efforts.

Challenges Highlighted:

• Religious intolerance and communalism
• Neglect of minorities
• Displacement of tribal groups
• Spread of misinformation

Suggestions:

• Encourage balanced and factual reporting.
• Give space to diverse voices and cultural stories.
• Promote media literacy and responsible journalism.
• Focus on solutions and peace-building, not just conflict.

Conclusion: Media plays a key role in shaping people’s views on pluralism. Responsible and inclusive reporting can strengthen India’s unity in diversity and promote social harmony.

Question 14.
Make a digital presentation by including languages, art forms, and cultural characteristics of various Indian states and also include notable individuals who have contributed to national integration.
Answer:
Digital Presentation: India – Unity in Diversity
Slide 1: Title
India – A Land of Languages, Art, and Culture

Slide 2: Linguistic Diversity

• 22 official languages, hundreds of dialects
• Example: Malayalam (Kerala), Tamil (Tamil Nadu), Bengali (West Bengal), Punjabi (Punjab)

Slide 3: Art Forms

• Dance: Bharatanatyam, Kathakali, Kathak, Odissi
• Music: Hindustani & Carnatic
• Art: Madhubani, Warli, Pattachitra, Kalamkari

Slide 4: Cultural Features of States

• Rajasthan – Folk music, puppetry
• Kerala – Onam, Kathakali
• Punj ab – Bhangra, Lohri
• Gujarat – Garba, Navratri

Slide 5: Notable Individuals

• Mahatma Gandhi – Non-violence and unity
• Sardar Patel – Integrated princely states
• Tagore – Promoted harmony through art
• Vivekananda – Universal brotherhood
• Dr. Ambedkar – Equality and justice

Slide 6: Conclusion

• India’s diversity in language, art, and culture strengthens its unity and national identity.
• “Unity in Diversity is India’s strength.”

Std 10 History Chapter 9 Notes Kerala Syllabus – Extended Activities

Question 1.
Prepare a documentary by collecting information about social uprisings and struggles against social evils and inequalities in your locality or neighbourhood.
Answer:
Hints for Documentary: Social Uprisings and Struggles
Select a Topic: Choose a local issue like caste discrimination, gender inequality, alcoholism, child labour, or environmental protection.
Collect Information:

• Talk to elders, activists, or teachers.
• Use newspapers, photos, and local records.
• Gather real-life stories and visuals.

Structure:

• Introduction: Describe your locality and issue.
• Background: When and how it started.
• Struggle: Describe protests, campaigns, or reforms.
• Current Situation: What changes happened.
• Conclusion: Message on equality and social change.
  Visuals: Add interviews, photos, short clips, titles, and background music.
  Message: End with an inspiring quote – “Be the change you wish to see in the world.” – Mahatma Gandhi

Question 2.
Conduct a group presentation featuring poems and songs in various Indian languages that inspired nationalism during the struggle for Independence.
Answer:
(Hints)
Title: Poems & Songs that Inspired Indian Nationalism

Introduction:

• Poetry and songs united Indians during the freedom struggle.
• They spread courage, patriotism, and a sense of unity.

Examples by Language:

• Hindi: “Sarfaroshi Ki Tamanna”, “Vande Mataram” → Inspired sacrifice and unity.
• Bengali: “Jana Gana Mana”, “Amar Sonar Bangla” → National pride and diversity.
• Tamil: “Vande Matharam” (Tamil version), folk songs → Cultural pride.
• Punjabi: Patriotic songs like “Suno Gaur Se Duniya Walo” → Inspired protests.
• Marathi: Poems like “Jaago Mohan Pyare” → Youth awakening.

Conclusion: Songs and poems motivated people, connected regions, and strengthened the freedom movement.
End with a short recitation of Vande Mataram or Jana Gana Mana.

Question 3.
Organise a cultural presentation using ICT tools by incorporating pictures, sculptures, dance forms, and music that contribute to the cultural development in India.
Answer:
(Hints)
Title: Cultural Heritage of India
Introduction: India’s culture is rich in art, music, dance, and traditions.
Highlights:

• Art & Sculptures: Temples, Khajuraho, Ajanta- Ellora → showcase history and craftsmanship.
• Dance Forms: Bharatanatyam, Kathak, Odissi, Kathakali → express stories and traditions.
• Music: Classical (Hindustani & Carnatic), folk, devotional → connect communities.
• Festivals & Traditions: Diwali, Holi, Onam, Bihu → promote unity and cultural pride.

Conclusion:

• India’s cultural diversity enriches society and strengthens national identity.
• Use pictures, videos, and music clips to make the presentation engaging.

Question 4.
Organise a photo exhibition titled ‘Tribal, Rural and Urban lives in Indian society: A Visual representation. ’
Answer:
(Hints)
Title: Tribal, Rural and Urban Lives in Indian Society
Introduction: Show the diversity of Indian lifestyles: tribal, rural, and urban.
Sections:

• Tribal Life: Festivals, dress, villages, handicrafts → cultural richness.
• Rural Life: Farming, markets, schools, festivals → community and agriculture.
• Urban Life: Skyscrapers, offices, transport, education → modem lifestyle and development.

Conclusion:

• All three lifestyles together show India’s diversity and interconnection.
• Use captions and short videos for a visual and engaging display.

Question 5.
Make a digital presentation that features images of social reformers in India and highlight their areas of work.
Answer:
(Hints)
Title: Social Reformers of India Introduction: Social reformers worked for equality, education, women’s rights, and social justice.
Key Reformers:

• Raja Ram Mohan Roy: Abolition of Sati, modern education, Brahmo Samaj
• Ishwar Chandra Vidyasagar: Widow remarriage, women’s education
• Jyotirao Phule: Rights of lower castes, girls’ education
• Dr. B .R. Ambedkar: Fight against untouchability, women’s rights, Indian Constitution
• Swami Vivekananda: Youth empowerment, education, religious harmony
• Savitribai Phule: Women’s education, caste equality
  Conclusion: Their work shaped modern India and continues to inspire equality and justice.

Know the Indian Social System Class 10 Notes Pdf

• To ensure stability, growth and order in society, various parts of society work in coordination.
• Herbert Spencer is the sociologist who compared society to a living organism.
• Social institutions regulate the behaviour and actions of individuals and groups.
• A distinctive feature of the caste system in Indian society is that people are divided into different strata based on their caste.
• Caste is determined at one’s birth. That is, a person who is born into one caste cannot move to another caste.
• Many castes and subcastes exist in Indian society.
• Members of society were ranked into various layers based on caste.
• In ancient India, the caste system functioned as a system of social control.
• The Preamble to the Indian Constitution states that India is a secular state.
• Article 15 of the Indian Constitution prohibits discrimination based on religion, race, caste, sex, or place of birth.
• Religion enriches our country’s cultural diversity through beliefs, arts and literature.
• 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.
• We can learn about different cultures and foster respect and coexistence through various languages.
• To maintain equilibrium in Indian social systems, it is essential to recognise and respect linguistic diversity.
• Indian society can be divided into tribal society, rural society and urban society based on its social, cultural and geographic features.
• Tribal society is an integral part of Indian society.
• Africa has the largest tribal population in the world. India ranks second in terms of the tribal population.
• Tribal societies are indigenous communities in India.
• Tribal societies have features that differ from those of rural and urban societies.
• The village society is based on agriculture and small-scale industries.
• The village society is the backbone of an agriculture-based economy in India.
• The urban society is characterised by diverse industries, various services and basic modern facilities.
• The urban society is also characterised by a diverse population and a fast-paced lifestyle compared to village life.
• Sustainability in the Indian social system can be maintained when these diversities are approached with pluralism.
• The term biodiversity refers to the existence of different living organisms in nature. Diversity means differences.
• The term pluralism implies that various diverse elements coexist.
• An orchestra is diverse in the sense that it includes a variety of musical instruments. But pluralism occurs when these instruments are skillfully composed to produce beautiful music.
• Diversity in society means the presence of differences within society.
• National integration is a process by which people from different backgrounds, regions, languages, religions, and cultures are respected for their diversity, leading to a u.’tj; led and harmonious state.
• India’s national integration is a process that unifies Indian society into a national identity by respecting India’s cultural, linguistic and religious diversity.

INTRODUCTION

This chapter, ‘Know the Indian Social system’ offers a comprehensive introduction to the complex structure of Indian society. It examines the foundational elements, beginning with the enduring influence of the Caste System, a hierarchical framework that has historically dictated social status and occupation. The role of Religion is explored as a major cultural force, shaping norms, values, and practices across the subcontinent. The chapter also delves into Language diversity and its role in regional identities, alongside an analysis of Tribal Society-distinct communities with unique social structures and traditions. Furthermore, it contrasts the characteristics of Rural-Urban Societies and the ongoing transformations within them. Ultimately, the discussion moves From Diversity to Pluralism, analysing how India manages its vast array of differences to achieve National Integration and foster a unified national identity amidst its varied social landscape.

Social System and Institutions

• To ensure stability, growth and order in society, various parts of society work in coordination.
• A social system is formed when each part of the society, including education, transportation, communication, media, law, the social justice system, health and security systems, religious and cultural institutions, and the government, works interdependently and performs jointly.
• Herbert Spencer is the sociologist who compared society to a living organism.
• Social institutions regulate the behaviour and actions of individuals and groups.

Caste System

• A distinctive feature of the caste system in Indian society is that people are divided into different strata based on their caste.
• The caste system is deeply interwoven in the Hindu religion.
• Caste is determined at one’s birth. That is, a person who is bom into one caste cannot move to another caste.
• Many castes and subcastes exist in Indian society.
• Members of society were ranked into various layers based on caste.
• In ancient India, the caste system functioned as a system of social control.

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.
• Religion enriches our country’s cultural diversity through beliefs, arts and literature.

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.
• We can learn, about different cultures and foster respect and coexistence through various languages.
• To maintain equilibrium in Indian social systems, it is essential to recognise and respect linguistic diversity.

Tribal Society

• Indian society can be divided into tribal society, rural society and urban society based on its social, cultural and geographic features.
• Tribal society is an integral part of Indian society.
• There are diverse tribal societies in India. Africa has the largest tribal population in the world. India ranks second in terms of the tribal population.
• Tribal societies are indigenous communities in India.
• Tribal societies have features that differ from those of rural and urban societies.

Rural-Urban Societies

• The village society is based on agriculture and small-scale industries.
• This society is characterised by close-knit relationships and a traditional lifestyle.
• The village society is the backbone of an agriculture-based economy in India.
• The urban society is characterised by diverse industries, various services and basic modern facilities.
• The urban society is also characterised by a diverse population and a fast-paced lifestyle compared to village life

From Diversity to Pluralism

• Sustainability in the Indian social system can be maintained when these diversities are approached with pluralism.
• The term biodiversity refers to the existence of different living organisms in nature. Diversity means differences.
• The term pluralism implies that various diverse elements coexist.
• An orchestra is diverse in the sense that it includes a variety of musical instruments. But pluralism occurs when these instruments are skillfully composed to produce beautiful music.
• Diversity in society means the presence of differences within society.

National Integration

• 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.

SOCIAL SYSTEM AND INSTITUTIONS

• To ensure stability, growth and order in society various parts of society work in coordination.
• A social system is formed when each part of the society, including education, transportation, communication, media, law, the social justice system, health and security systems, religious and cultural institutions, and the government work interdependently and perform jointly.
• Herbert Spencer is the sociologist who compared society to a living organism.
• He developed the concept of Social Organism by highlighting the similarity between the human body and the social system.
  In the human body, organs function interrelatedly andcomplementarily. Similarly, Herbert Spencer’s concept helps us to understand how various parts of the society, including family, education, economy, religion, government and other such social institutions work together complementarily to maintain stability, growth and social order.
• Each social institution has various parts and distinct functions of its own. They are interrelated and complementary.
• Society is composed of different social institutions that work complementarily to maintain social existence.
• Social institutions regulate the behaviour and actions of individuals and groups.
• A social system is one that interconnects various social institutions and also regulates relationships, interactions and social order. A social system can be seen as a systematic arrangement of social interactions.

INDIAN SOCIAL SYSTEM

• Our country is a land of diversity. Indian society is shaped by diverse communities and cultures. G.S. Ghurye was a pioneering sociologist in India.
• The Indian social system has evolved over thousands of years through its social evolution. This reflects the history, values and traditions of the country.

The Indian social system has a complex structure shaped by its historical, cultural, and religious influences. India is a land with a diverse population, which is home to various castes, religions, languages, tribes, and cultures. This diversity forms the backbone of the Indian social system.

CASTE SYSTEM

• A distinctive feature of the caste system in Indian society is that people are divided into different strata based on their caste.
• The caste system is deeply interwoven in the Hindu religion.
• Caste is determined at one’s birth. That is, a person who is born into one caste cannot move to another caste.
• Many castes and subcastes exist in Indian society.

FEATURES OF THE CASTE SYSTEM
Social Hierarchy

• Members of society were ranked into various layers based on caste.
• This hierarchical structure determined the individual’s role, status, and responsibilities in society.

In ancient India, those who were considered as higher castes claimed greater social privilege. But those who remained at the lower layer did not receive any status and rights.

Division of Labour
■ Specific hereditary occupations were allocated to each caste.
While Brahmins were expected to be priests, Kshatriyas to protect the country, Vaishyas to trade, Shudras were typically assigned roles serving other higher castes. Individuals were not allowed to choose occupation other than their hereditary ones. This situation maintained a society with no social mobility.

Social Control and Order

• In ancient India, the caste system functioned as a system of social control.
• The members of each caste had to adhere strictly to the norms and duties based on their caste.

Caste system was based on the notion of purity and pollution. This resulted in strict maintenance of caste differences. Those considered lower castes were often required to maintain a specific social distance from higher castes. Untouchability-an evil practice-existed at that time. People of all caste had no right to have food together. According to the Protection of Civil Rights Act, 1955, the practice and propagation of the social evil of untouchability is prohibited in India.

SOCIAL MOBILITY Social mobility refers to the movement, or shifts in an individual or individuals’ social status from one status to another. (Wallace and Wallace) When an individual gets promoted to a higher position in his job, it is an example of social mobility.

The Protection of Civil Rights Act, 1955: The Indian Parliament passed the Protection of Civil Rights Act, 1955, to prevent the practice of untouchability and its propagation. In 1955, when it was enacted, it was named Untouchability (Offences) Act, 1955. In 1976, it was amended and renamed as the Protection of Civil Rights Act.

Restrictions on Marriage

• The caste system promoted endogamy-marriage within one’s caste.
• It expelled those people who were engaged in exogamy.
  The practice of endogamy was followed to ensure that each caste maintained its boundaries without intermingling between castes

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.

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.

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.

TRIBAL SOCIETY

• Indian society can be divided into tribal society, rural society and urban society based on its social, cultural and geographic features.
• Tribal society is an integral part of Indian society.
• There are diverse tribal societies in India. Africa has the largest tribal population in the world. India ranks second in terms of the tribal population.
• Tribal societies are indigenous communities in India.
• Tribal societies have features that differ from those of rural and urban societies.

In India, 8.6 percent (as per the 2011 census) of the total population is tribal. North-Eastern states like Mizoram, Nagaland, Meghalaya, Arunachal Pradesh, and the majority of the population of the Union Territories like Lakshadweep are tribal-concentrated regions.

Each tribal society has its specific language, customary practices and political systems. Tribal people live in close interaction with nature and engage in sustainable agriculture and the protection of forests. This enables tribal communities to protect the environment and maintain ecological balance.

• Different languages, beliefs, customary practices, food habits, and life styles of the tribal societies in India are part of our diversity.
• Tribal communities make significant contributions in maintaining the distinctive preservation of forests and biodiversity.
• The tribal societies play a vital role in preserving Indian cultural heritage by transferring traditional knowledge, art and culture.

Traditional Knowledge

• Traditional tribal communities possess valuable knowledge about agriculture, medicine and biodiversity conservation.
• For example, many tribal societies develop crops that are resilient to diverse climatic conditions and preserve seeds using unique methods. They rely on indigenous natural resources for healthcare practices.
• The folkways and oral histories of tribal societies make significant contributions to Indian culture.

Arts and Culture

• Tribal societies nourish Indian culture through their unique languages, art forms, festivals, music and dance.
• Like rural and urban societies, tribal communities also uphold the ideal of ‘unity in diversity.’
• Tribal art forms (such as Warli Painting) and cultural festivals have gained global attraction and they promote tourism.

Sustainable Life

• Tribal communities live in harmony with nature and integrate natural resources like forests and water into their daily lives in an ecofriendly manner.
• The practices of these societies offer effective models for preserving the environment and managing resources.
• Their deep knowledge of forests strengthens the development of the eco-tourism sector. This is an example of utilising the knowledge of tribal societies as a valuable asset to our nation’s knowledge economy.

Resistance against Inequalities

• Tribal societies in India organised numerous struggles against inequality and oppression, and fought for justice.
• The culture, environmental wisdom and resistance of tribal communities against inequality significantly contribute to enriching the Indian social system.
• Societies are custodians of India’s natural wealth and cultural heritage. National integration can be strengthened by improving education, healthcare, and socio-economic development among tribal communities.

RURAL URBAN SOCITIES

• Since ancient times, India has been a land of self-ruled villages.
• The village society is based on agriculture and small-scale industries.
• This society is characterised by close-knit relationships and a traditional lifestyle.
• The village society is the backbone of an agriculture-based economy in India.
• The urban society is characterised by diverse industries, various services and basic modern facilities.
• The urban society’ is also characterised by a diverse population and a fast-paced lifestyle compared to village life.

As cities depend on the villages for the raw materials for food, villages also depend on cities for technology and markets. Modern trends in cities influence villages as well. Villages in contrast to cities, emphasise social relationships and cooperation.

• Rural-urban migration connects both societies. Compared to villages, urban societies promote industrialisation and provide modem employment opportunities.
• Urban centres modernise technology and global relations.
• Urban life is a mixture of different cultures and it encourages cultural exchange.
• Rural and Urban societies maintain equilibrium through interdependence and strengthen the Indian social system.

RURAL – URBAN CONTINUUM 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 where there is no clear boundary between where the cities end and villages begin. We can observe that this kind of rural-urban continuum exists in Kerala.

FROM DIVERSITY TO PLURALISM

• Sustainability in the Indian social system can be maintained when these diversities are approached with pluralism.
• The term biodiversity refers to the existence of different living organisms in nature. Diversity means differences.
• The term pluralism implies that various diverse elements coexist.
• An orchestra is diverse in the sense that it includes a variety of musical instruments. But pluralism occurs when these instruments are skillfully composed to produce beautiful music.

Pluralism involves a situation where people of different social classes, religions, and races live together in a society, by following their own traditions and interests.

Diversity in society means the presence of differences within society. It includes cultural, religious, linguistic, racial and social distinctions. These diversities may not have mutual relations or mutual respect. However, pluralism promotes communication between different social groups, fostering mutual respect, love, and friendship-irrespective of their diversity. Pluralism ensures that diversity does not lead to division, instead, it contributes to unity and coexistence. If diversity naturally exists, pluralism has to be intentionally cultivated. Therefore, the cultivation of pluralism is considered a conscious activity.

CHALLENGES OF PLURALISM

• India becomes pluralistic when we accept and respect our diversity.
• We can overcome the challenges to Indian pluralism through national integration.

Major challenges:

• Religious intolerance and communalism – This hinders secularism, leading to divisions based on religion.
• Neglect of linguistic minorities – When the rights and interests of linguistic minorities are not protected, it weakens cultural harmony.
• Exploitation and displacement of tribal communities – Mining and development projects that cause displacement of tribal people threaten their culture, identity, and traditional way of life.

NATIONAL INTEGRATION

• 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 SCERT Kerala Syllabus 10th Standard Social Science Notes and Class 10 History Chapter 7 The Glimpses of Free India Notes Questions and Answers English Medium that include all exercises in the prescribed syllabus.

SSLC History Chapter 7 Notes Pdf English Medium The Glimpses of Free India

SCERT Class 10 Social Science History Chapter 7 The Glimpses of Free India Notes Question Answer Kerala Syllabus

Class 10 History Chapter 7 Notes Kerala Syllabus The Glimpses of Free India

Question 1.
Examine map given below and identify the locations of India and Pakistan. What are the features of this map? What details can you gather about the partition of India from it?

Answer:
Features of the Map

• The map shows the political boundaries after the Partition of India in 1947.
• It highlights the division of British India into two separate nations – India and Pakistan.
• It clearly marks the geographical separation between West Pakistan and East Pakistan, which were located over 1,600 km apart with India lying in between.

Partition of India

• In 1947, India was divided into two countries – India and Pakistan.
• Pakistan had two parts, West Pakistan and East Pakistan, separated by India.
• Later, in 1971, East Pakistan became Bangladesh.
• The Partition led to mass migration and violence between communities.

Question 2.
Prepare a newspaper report about the partition of India and Pakistan.
Answer:
(Hints)
India and Pakistan became independent Nations
Date: August 15, 1947
Place: New Delhi

In a historic event, British India was divided into two independent countries – India and Pakistan. The Partition took place on August 14 – 15, 1947.

India became a secular nation, while Pakistan was created as a Muslim-majority country. The division led to the movement of millions of people across the new borders. Many families were separated, and there was widespread violence and hardship.

Despite the struggles, both nations began their journey toward freedom and rebuilding.

Question 3.
Prepare a digital presentation based on the problems faced by the people of India and Pakistan, following the partition and present to the class in groups.
Answer:
(Hints)
Slide 1 – Title
Problems Faced After Partition (1947)
Slide 2 – Introduction
In 1947, India and Pakistan became separate countries. The Partition caused many problems for the people on both sides.
Slide 3 – Main Problems
Mass Migration: Millions had to leave their homes and move to the other country.
Violence: There were riots and loss of many lives.
Homelessness: Many people lost their property and became refugees.
Food and Health Issues: Lack of shelter, food, and medical care.
Family Separation: Families were divided across borders.
Slide 4 – Conclusion
The Partition brought freedom but also pain and suffering. People had to rebuild their lives with courage and hope.

Question 4.
Make a presentation by collecting newspaper reports and pictures related to the martyrdom of Gandhiji.
Answer:
(Hints)

Question 5.
Conduct a discussion on ‘The integration of princely states into the Indian Union’ in the class.
Answer:
(Hints)
The Integration of Princely States into the Indian Union.

After India became independent in 1947, there were more than 560 princely states that were not directly under British rule. These states had to decide whether to join India or Pakistan.

Sardar Vallabhbhai Patel and V.P. Menon played a major role in convincing the rulers to join India. Most states agreed peacefully, but some, like Hyderabad, Junagadh, and Kashmir, needed special efforts or military action.

By 1949, almost all princely states had become part of India. This helped to unite the country and build a strong, independent nation.

Question 6.
Identify and list the enclaves under the French and the Portuguese from the map given below.

Answer:

• Territories under the French:
• Pondicherry
• Karaikal
• Mahe
• Yanam
• Chandranagar
• Diu
• Dadra and Nagar Haveli

Territories under the Portuguese:

• Goa
• Daman

Question 7.
Name the states formed in 1956. Identify and list the language of each state.
Answer:

1. Andra Pradesh: Telugu
2. Kerala: Malayalam
3. Karnataka (then Mysore): Kannada
4. Tamil Nadu (then Madras): Tamil
5. Maharashtra: Marathi
6. Gujarat: Gujarati
7. Punjab: Punjabi
8. Rajasthan: Hindi
9. Madhya Pradesh: Hindi
10. Uttar Pradesh: Hindi
11. Bihar: Hindi
12. West Bengal: Bengali
13. Odisha: Odia
14. Assam: Assamese

Question 8.
Were the Five-Year Plans able to stabilise the economy of independent India? Organise a panel discussion in class.
Answer:
(Hints)
Panel Discussion: Were the Five-Year Plans able to stabilise the economy of independent India? Student 1: After independence, India faced poverty, unemployment, and low production. The Five-Year Plans were started to improve the economy.

Student 2: The First Five-Year Plan (1951 – 56) focused on agriculture and gave good results. Food production increased.

Student 3: The Second Plan focused on industries and helped build factories and jobs, but later plans faced some failures due to poor implementation.

Student 4: Overall, the Five-Year Plans helped India move toward self-reliance and economic growth, though problems like poverty and inequality still remained.

Conclusion: The Five-Year Plans partly succeeded in stabilising India’s economy and laid the foundation for future development.

Question 9.
How did the revolutions in the agricultural sector help increase food production?
Answer:
Revolutions in the agricultural sector, especially the Green Revolution, helped increase food production in many ways:

• Use of high-yield variety (HYV) seeds increased crop output.
• Irrigation facilities like canals and tube wells ensured water supply.
• Use of chemical fertilizers and pesticides improved crop growth and reduced crop loss.
• Modern machines like tractors and harvesters made farming faster and more efficient.
• Better farming methods and research helped farmers improve productivity.

Question 10.
Organise a debate in class on the merits and demerits of the economic reforms implemented in India after independence.
Answer:
Class Debate: Merits and Demerits of Economic Reforms in India
Student 1 (For): Economic reforms opened India’s economy to the world. Industries grew, jobs increased, and foreign investment came in.
Student 2 (For): People got more choices in goods and services, and technology improved in many sectors.
Student 3 (Against): But the gap between the rich and poor also increased. Small industries suffered due to competition from big companies.
Student 4 (Against): Foreign companies started to control many markets, reducing India’s self-reliance. Conclusion: Economic reforms brought growth and development, but also created some inequality and dependence on foreign markets.

Question 11.
Organise a seminar in class on educational progress in independent India
Answer:
(Hints)
Class Seminar: Educational Progress in Independent India
Introduction: After independence, India worked hard to improve education for all.
Speaker 1: Many schools and universities were started to increase literacy.
Speaker 2: Schemes like Sarva Shiksha Abhiyan and Mid-Day Meal encouraged children to attend school.
Speaker 3: Education for girls improved, and more opportunities for higher and technical education were created.
Speaker 4: Today, digital learning and skill development programs are helping students prepare for modem careers. Conclusion: India has made great progress in education, bringing knowledge and opportunities to millions of people.

Question 12.
Prepare a digital magazine that includes pictures and descriptions of the major institutions working in the science and technology sector in India.
Answer:

Question 13.
Prepare a questionnaire to interview space scientists to understand the innovative possibilities in space research.
Answer:

1. Could you describe the most significant project you have worked on? What were your specific contributions and any innovative techniques you used?
2. What originally inspired you to pursue a career in space science?
3. In your opinion, which recent technological advancement in space research is the most groundbreaking? Why?
4. What are some cutting-edge technologies or methods your team is currently developing?
5. Which areas of space science do you believe are ripe for significant innovative breakthroughs in the next decade?

Question 14.
Collect information about the main architects of the Non-Aligned Movement and prepare a profile album.

Architect	Country	Role	Key Contribution to NAM
Jawaharlal Nehru	India	Prime Minister	Nehru is often credited with coining the term “Non Alignment” in 1954 and was a key advocate for the Panchsheel (Five Principles of Peaceful Coexistence), which formed the cornerstone of the movement’s principles.
Josip Broz Tito	Yugoslavia	President	As a European socialist leader independent of Soviet control, Tito was instrumental in bringing together diverse nations and hosted the first NAM summit in Belgrade in 1961. He advocated for “positive neutrality.”
Gamal Abdel Nasser	Egypt	President	A champion of Pan-Arabism and anti-colonialism, Nasser’s leadership was crucial in mobilizing African and Middle Eastern nations to join the non-aligned platform, particularly after the Suez Crisis.
Sukarno	Indonesia	President	Sukarno hosted the seminal 1955 Bandung Conference, a crucial precursor to the formation of NAM, and was a fervent anti-colonial and anti-imperialist voice from Asia.
Kwame Nkrumah	Ghana	President	As the leader of the first sub-Saharan African nation to gain independence (1957), Nkrumah was a pivotal figure in advancing Pan-Africanism and ensuring the movement addressed the concerns of newly decolonized African states.

Question 15.
India’s policy makers needed to learn lessons (from Kerala) about what could be done with limited state resources.
“Jean Drez and Amartya Sen, An uncertain glory: India and its contradictions (Quoted in Thirthankar Roy and Ravi Raman K; Kerala 1956 to the present India’s Miracle State, 2024) ”
You have read the observation made by the eminent economist Amartya Sen about the Kerala Development Model. What can you understand from this?
Answer:

• This implies that Kerala has successfully managed to implement effective social policies.
• Kerala is renowned for achieving high levels of literacy, life expectancy, low infant mortality, and better healthcare-metrics usually associated with much richer states or developed nations – at lower per capita incomes than other regions in India.

Question 16.
Prepare a digital presentation with the help of ICT, including more information related to the formation of the state of Kerala.
Answer:
(Based on the following hints given below prepare a digital presentation).

• Travancore: A large, powerful princely state in the south.
• Cochin: A princely state located in the center.
• Malabar District: A northern region that was part of the Madras Presidency under British rule.
• Malayalam-speaking regions: The movement in present-day Kerala aimed to unite all Malayalam-speaking areas into a single administrative unit.
• State Reorganisation Commission (1953): This corrimission was appointed by Prime Minister Jawaharlal Nehru to recommend the reorganization of Indian states.
• The Travancore-Cochin state was merged with the Malabar District of the Madras Presidency.
• In the 1957 elections, the Communist Party of India (CPI) won a majority and formed the first democratically elected communist government in the world.

Question 17.
What hints does the poem (Vazhakula, of Changambuzha) offer about the social system
prevalent at that time?
Answer:

• The poem is a direct criticism of the janmikudiyan system, which gave landlords absolute power over the land and the laborers who worked it.
• The disparity between the landowning and working classes is a central theme.
• The poem suggests the absence of any effective legal or social recourse for the oppressed.

Question 18.
Prepare a flowchart illustrating the milestones of the land reform laws that paved the way for far- reaching changes in Kerala’s socio-economic sectors.
Answer:

1. Pre – 1957 Feudal System
2. 1957: Introduction of Land Reforms Bill
3. 1959: Dismissal of EMS Government
4. 1960: Kerala Agrarian Relations Act
5. 1963: Kerala Land Reforms Act
6. 1969: Kerala Land Reforms (Amendment) Act
7. Post-1970 Socio-Economic Transformation

Question 19.
Prepare a note comparing the higher education sector in Kerala with that in other states.
Answer:
Importance of Research and development

• High Gross Enrolment Ratio (GER)
• Strong government investment
• Social equity
• Infrastructure and facilities
• Innovation

Question 20.
Analyse the table below and prepare a note comparing the difference in literacy rates at the national level and Kerala.

Answer:

• Kerala ahead of India – Kerala’s literacy rate has been much higher than the Indian average since 1951.
• Kerala’s rapid progress – It crossed 70% in 1971 and reached 90% in 1991 itself.
• Stability – Kerala reached 94% in 2011 and remained at the same level in 2021.
• India’s progress – India has also grown from 27% in 1951 to 78% in 2021,but lags behind Kerala.
• Kerala’s achievement – The government’s priority for education, social renaissance movements, expansion of the public education system, etc. are the main reasons for Kerala’s excellent literacy.

Question 21.

What can you find out about the health sector in Kerala from the news headlines given above?
Answer:

• High Achievement/Excellence: Kerala has performed very well in the NITI Aayog’s National Health Index.
• National Recognition: Kerala’s healthcare sector is receiving National Recognition.
• Model State: Kerala’s health performance is seen as a “Model” for “Health for All”.

Question 22.
Visit a primary health centre in your area and prepare a list of major activities implemented by the government in the health sector.
Answer:

• ArdhramMission
• Sadgamaya Programme
• National Ayush Mission
• Arogya Keralam

Question 23.
Organise a panel discussion in class on Kerala’s achievements in areas such as land reform, education, and public health.
Answer:
(Hints)
Topic: “Kerala’s Achievements in Land Reforms, Education, and Public Health”

Objective: To understand how Kerala became a model state in social development through its success in land reforms, education, and healthcare.

Participants:

1. Moderator – Leads the discussion, introduces panelists, and manages time.
2. Panelists (4 – 6 students):
   • Panelist 1: Land Reforms in Kerala
   • Panelist 2: Achievements in Education
   • Panelist 3: Public Health System
   • Panelist 4: Role of Government and People’s Participation
   • Panelist 5: Challenges and Future Prospects

Std 10 History Chapter 7 Notes Kerala Syllabus – Extended Activities

Question 1.
Prepare a digital presentation of events and pictures related to the partition of India.
Answer:

Question 2.
Prepare a digital atlas titled “Post-Independence India – My Own Atlas” including major maps related to the unit.
Answer:
(Hints)

Question 3.
Prepare a digital presentation including the major schemes and their objectives implemented by the government of Kerala in the education and health sectors.
Answer:
(Hints)

• Vidya Jyoti: Provide financial assistance for uniforms and study materials to disabled students, and benefits for higher education will increase.
• Vidyakiranam: Provide educational assistance to economically backward children of disabled parents, The monthly scholarship amount varies according to the academic level of the child.
• Arogya Kiranam: Meet all healthcare needs of children from birth to 18 years, provide free medicines, check-ups and treatment in government hospitals.
• Thalolam: Provide free treatment to children below 18 years of age suffering from specific chronic diseases such as kidney diseases, heart diseases and haemophilia.
• Janani Shishu Suraksha Karyakaram: Offer free and no-cost deliveries, including C-sections, in public health institutions.

Question 4.
List the major reforms, implemented to improve the education sector in independent India, in chronological order.
Answer:

1. University Education Commission (1948 – 49)
2. Secondary Education Commission (1952 – 53)
3. Indian Education Commission (1964 – 66)
4. National Policy on Education (NPE) 1968
5. National Policy on Education (NPE) 1986
6. District Primary Education Programme (DPEP) (1994)
7. Mid-Day Meal Scheme (1995)
8. Right to Education Act (RTE) (2009)
9. Rashtriya Madhyamik Shiksha Abhiyan (RMSA) (2009)
10. National Education Policy (NEP): 2020

Question 5.
Organise a discussion about the role played by local self-government institutions in improving educational activities in your school.
Answer:
(Organise a discussion based on the hints given below.)

Local self-government bodies such as panchayats and municipalities play a crucial role in improving education by overseeing schools, managing infrastructure, ensuring teacher attendance, and involving the community in school development. To organise a discussion, students can research specific local projects, invite local government representatives, and discuss topics such as how to improve the school management committee, monitor teacher performance, and advocate for necessary infrastructure upgrades in the school.

Question 6.
Prepare a digital album depicting India’s proud achievements in space exploration missions.
Answer:

The Glimpses of Free India Class 10 Notes Pdf

• When India became independent, people from nearby areas flocked to Delhi to celebrate.
• India’s first Independence Day was not just a moment of happiness but also one filled with sorrow.
• Cyril Radcliffe, a renowned lawyer in London, was assigned with the task of drawing the detailed boundary map on the partition of India.
• Integrating the princely states into the Indian Union was a challenging task for the country.
• The princely states were integrated into the Indian Union through conciliation talks and military action.
• The Indian National Congress propagated its ideas by emphasising the mother tongue to bring people closer to the national movement.
• Post-independent 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.
• To ensure economic development and solve unemployment, the Second Five-Year Plan emphasised industrial development.
• Land reform was a significant step that initiated remarkable changes in the agricultural sector in independent India.
• Its aim was to set a limit on the amount of land an individual could own.
• 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 Green Revolution began with the aim of enhancing the agricultural sector and achieving self-sufficiency in food production.
• 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.
• 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.
• Jawaharlal Nehru, recognised that scientific development is an indispensable component in shaping India’s future.
• Homi J. Bhabha and Vikram Sarabhai are prominent Indian scientists who have rendered commendable service in the field of space research.
• Jawaharlal Nehru, the chief architect of India’s foreign policy, formulated a foreign policy that safeguarded our national interests.
• The Panchsheel Principles were formulated based on India’s foreign policy.
• The Non-Aligned Movement was formed under India’s leadership.
• The state of Kerala officially came into existence on November 1, 1956.
• It was formed by integrating the geographically distinct political regions of Travancore, Kochi, and Malabar, along with the Kasaragod taluk of South Karnataka.
• The first election to the Kerala Legislative Assembly was held in 1957.
• Kerala became India’s first fully literate state on April 18, 1991.

INTRODUCTION

This chapter “The Glimpses of Free India” tells us about the major events and achievements that shaped our country after independence. When India became free in 1947, it faced many challenges such as the painful partition and the task of bringing together hundreds of princely states. Great leaders like Sardar Vallabhbhai Patel worked hard to integrate these states and make India one united nation. Later, the government reorganised the states on the basis of language so that people could live and progress peacefully. The newly independent nation also focused on strengthening its economy through planning, industry, and agriculture. Land reforms were introduced to give land to the farmers and reduce inequality in villages. Education became an important tool for national development, helping to spread knowledge and create awareness among people. India also followed an independent foreign policy that supported peace, friendship, and cooperation with other countries. Among the states, Kerala became a model for the world with its achievements in land reforms, public health, and education.

Thus, this chapter gives us a clear picture of how India, after gaining freedom, worked hard to achieve unity, progress, and social justice for all its people.

India after partition

• When India became independent, people from nearby areas flocked to Delhi to celebrate.
• While gaining freedom, our country was also divided into two separate independent nations, India and Pakistan.
• India’s first Independence Day was not just a moment of happiness but also one filled with sorrow.
• Cyril Radcliffe, a renowned lawyer in London, was assigned with the task of drawing the detailed boundary map on the partition of India.

Integration of princely states

• As per the Indian Independence Act of 1947, the 565 princely states in India had the authority to join either independent India or Pakistan, or to remain as independent states.
• Integrating these princely states into the Indian Union was a challenging task for the country.
• The princely states were integrated into the Indian Union through conciliation talks and military action.
• The rulers of the princely states that acceded to the Indian Union were granted Privy Purses.

Linguistics 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.

Strengthening the Indian Economy

• Nehru took the initiative to form the Planning Commission in India based on the economic planning model of the Soviet Union.
• Post-independent 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.
• To ensure economic development and solve unemployment, the Second Five-Year Plan emphasised industrial development.

Land reform

• Land reform was a significant step that initiated remarkable changes in the agricultural sector in independent India.
• Its aim was to set a limit on the amount of land an individual could own.
• The idea of land reform had already taken shape in India even before independence.
• 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 Green Revolution began with the aim of enhancing the agricultural sector and achieving self-sufficiency in food production.
• 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.
• In 1969, the Government of India, under the leadership of Indira Gandhi took the ownership of fourteen major banks. This is known as Nationalisation of Banks’.

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.
• Jawaharlal Nehru, recognised that scientific development is an indispensable component in shaping India’s future.
• Homi J. Bhabha and Vikram Sarabhai are prominent Indian scientists who have rendered commendable service in the field of space research.
• Dr. A. P. J. Abdul Kalam, former president of India was a missile technologist, scientist and researcher.
• He held high positions in Defence Research and Development Organisation (DRDO) and the Indian Space Research Organisation (ISRO).

India’s Foreign policy

• Jawaharlal Nehru, the chief architect of India’s foreign policy, formulated a foreign policy that safeguarded our national interests.
• 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.
• 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.

The experiences of Kerala’s Development that captured world attention

• The state of Kerala officially came into existence on November 1, 1956.
• It was formed by integrating the geographically distinct political regions of Travancore, Kochi, and Malabar, along with the Kasaragod taluk of South Karnataka.
• The first electron to the Kerala Legislative Assembly was held in 1957.
• E. M. S. Namboodiripad formed the government as the first Chief Minister of Kerala.
• Under the Kerala Land Reforms (Amendment) Act, which came into effect on January 1, 1970, gave permanent rights to the tenants in agricultural land.
• Kerala became India’s first fully literate state on April 18, 1991.

INDIA AFTER PARTITION

• When India became independent, people from nearby areas flocked to Delhi to celebrate.
• While gaining freedom, our country was also divided into two separate independent nations,
  India and Pakistan.
• India’s first Independence Day was not just a moment of happiness but also one filled with sorrow.
• Cyril Radcliffe, a renowned lawyer in London, was assigned with the task of drawing the detailed boundary map on the partition of India.
• Although some of the British Indian provinces went to Pakistan, the majority of the territories remained with India. However, only the provinces of Bengal and Punjab were divided.

While West Bengal remained with India, East Bengal became East Pakistan. Similarly, East Punjab became a part of India and West Punjab went to Pakistan. Besides, Sylhet became part of East Pakistan following a referendum conducted in Assam. After the partition, an exodus of Hindus and Sikhs took place from West Punj ab (which was part of Pakistan) to India. At the same time, many Muslims from Indian Punjab moved to Pakistan. Although Bengal was also partitioned, the migration there did not take place on a massive scale as that of in Punjab.

Some of the major reasons behind this difference in migration are given below:

• The secular nationalism that developed through the movement against the Partition of Bengal in 1905.
• The linguistic unity of Bengal.
• The Brahmaputra River and its tributaries hindered the sudden migration to both the countries.

At the time of partition, the people of Punjab had to suffer similar hardships. The memories of losing the loved ones can still be felt in the people living in those areas today. These memories continue to influence still in moulding their attitudes and opinions.

SYLHET AND REFERENDUM
Sylhet was a part of Assam province during the British rule. The Mountbat fen plan of 1947 recommended a referendum in Sylhet along with the partition of Punjab and Bengal. As a result of this referendum, most of the areas of Sylhet decided to join East Pakistan. Only the Karimganj region of Sylhet stood with India as a part of Assam province.

Partition created many problems:

• Hundreds of thousands of refugees flowed from India 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, land Lahore.
• Many women were dishonoured. Numerous women and children became victims of abduction.

THE FATHER OF THE NATION BECOMES A MARTYR
Gandhiji who strove for the Hindu-Muslim unity was shot dead by Nathuram Vinayak Godse a communalist on January 30, 1948 at the courtyard of Birla House in New Delhi.

Steps to Constitution: The foundation for the making of modem India was laid through the drafting of the Constitution. The functioning of the Constituent Assembly officially began on December 13, 1946. The Objective Resolution, introduced by Jawaharlal Nehru, was adopted by the Constituent Assembly on January 22, 1947. Later, on November 26, 1949, the Constituent Assembly approved the new Constitution. On January 26, 1950, the Indian Constitution came into force, and India became a Sovereign Democratic Republic. Based on the first general elections in independent India, held in 1951 – 1952 as per the Constitution, a parliamentary democratic system was established in India.

Challenges Faced by Independent India:

• Rehabilitation of refugees
• Integration of princely states
• Incorporation of Portuguese and French territories
• Reorganisation of states on a linguistic basis
• Strengthening the Indian economy
• Formulating an independent foreign policy

REHABILITATION OF REFUGEES

• Following the Partition, more than six million people from Pakistan had become refugees in India.
• The government took steps to rehabilitate these refugees. By 1951, the refugee crisis from West Pakistan was completely resolved.
• Although the initial refugee influx from East Pakistan during the partition was relatively low, due to the conflict between East and West Pakistan, which in later years led to a continuous flow of refugees from East Pakistan into India.
• The formation of Bangladesh in 1971 provided at least a temporary resolution to this refugee crisis.

FORMATION OF BANGLADESH

When British rule in India came to an end on August 15, 1947, the area that now includes Bangladesh was known as East Pakistan. East Pakistan which faced discrimination from West Pakistan gained independence in 1971 and became the nation of Bangladesh.

INTEGRATION OF PRINCELY STATES

• As per the Indian Independence Act of 1947, the 565 princely states in India had the authority to join either independent India or Pakistan, or to remain as independent states.
• Integrating these princely states into the Indian Union was a challenging task for the country.
• The princely states were integrated into the Indian Union through conciliation talks and military action.
• The rulers of the princely states that acceded to the Indian Union were granted Privy Purses.

Integrating these princely states into the Indian Union was a challenging task for the country. This mission was successfully accomplished by a team led by Sardar Vallabhbhai Patel, the then Home Minister, and V. P. Menon, the Secretary of the States Department. They invited all the princely states to sign the Instrument of Accession and join the Indian Union. However, the rulers of the princely states of Junagadh, Kashmir, Travancore, and Hyderabad refused to join the Indian Union.

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.

LIBERATION OF FRENCH PORTUGUESE ENCLAVES

• Even after India became independent from the British in 1947, some territories in the country remained under the control of foreign powers like the Portuguese and the French.
• Against this, mass protests intensified in the respective regions.
• Honouring the request of the Government of India, France agreed to leave India in 1954.
• Following this, the French territories like Pondicherry, Mahe, Yanam, Karaikal, and Chandranagar came under the direct administration of the central government.

The Portuguese refused to cede the territories of Goa, Daman, and Diu, which were under their control in India. In 1954, Portuguese dominance in the Dadra and Nagar Haveli regions ended following a popular uprising. Subsequently, in 1961, the territories of Goa, Daman and Diu were liberated through military operation and merged with the Indian Union.

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.

STRENGTHENING THE INDIAN ECONOMY

• Nehru took the initiative to form the Planning Commission in India based on the economic planning model of the Soviet Union.
• Post independent 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.

MILESTONES OF INDIAN PLANNING

• National Planning Committee appointed in 1938.
• Bombay Plan prepared in 1944.
• M. N. Roy’s People’s Plan, which put forward visions for India’s future economy.
• J. C. Kumarappa’s Plan based on Gandhian ideas.
• National Planning Commission appointed on March 15, 1950, with Nehru as chairman.
• Five-Year Plans started from 1951 NITI Aayog which came into existence in 2015.

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. Iron and steel industries were established in the public sector with the financial and technical assistance of foreign countries.

The major ones are listed below:

Iron and Steel Industry	State Where located	Country that Provided Assistance
Rourkela Iron and Steel Industry	Odisha	German
Bhilai Iron and Steel Industry	Chhattisgarh	Soviet Union
Durgapur Iron and Steel Industry	West Bengal	United Kingdom
Bokaro Iron and Steel Industry	Jharkhand	Soviet Union

LAND REFORM

• Land reform was a significant step that initiated remarkable changes in the agricultural sector in independent India.
• Its aim was to set a limit on the amount of land an individual could own.
• The idea of land reform had already taken shape in India even before independence.

Based on the recommendation of a committee chaired by Nehru, an Agrarian Reforms Committee was appointed under the leadership of J. C. Kumarappa, with the aim of economic development. Based on the report of the committee, a law was implemented to set limits on the land that the land owners could own, and acquire surplus land from them and distribute it to landless farmers. To some extent, this helped in poverty alleviation and increasing food production.

Bhoodan Movement: The Bhoodan Movement was initiated under the leadership of Vinoba Bhave to implement land reform without making legislation. Vinoba Bhave and his followers undertook foot marches through villages. They persuaded large landowners to donate one sixth of their land as ‘Bhoodan’ (land gift), and the land thus obtained was distributed to the landless. With the advent of land reform laws, the relevance of the Bhoodan Movement diminished.

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)

NATIONALISATION OF BANKS

• In independent India, banks were owned by large industrialists and wealthy individuals.
• Since banks prioritised the rich, farmers and common people found it difficult to obtain loans and other banking services.
• Thus, in 1969, the Government of India, under the leadership of Indira Gandhi took the ownership of fourteen major banks. This is known as Nationalisation of Banks.

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

REVOLUTION OF KNOWLEDGE: THROUGH SCIENCE AND TECHNOLOGY

• Jawaharlal Nehru, recognised that scientific development is an indispensable component in shaping India’s future.
• Nehru encouraged the development of science and technology in India. Along with this, he considered it is his mission to create a society based on scientific temperament.
• For this, he availed the services of scientific advisors like Homi J. Bhabha and Meghnad Saha.

During this period, the foundation was laid for numerous institutions in independent India that were capable of creating a knowledge revolution. The prominent ones among them are listed below:

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

SPACE RESEARCH

• India is a country that is advancing in the field of space research. The fundamental vision behind Indian space research is that space technology can be utilised for national development.
• Homi J. Bhabha and Vikram Sarabhai are prominent Indian scientists who have rendered commendable service in the field of space research.

Various institutions that work towards space exploration are functioning in our country. Among them, a key institution is the Indian Space Research Organisation. (ISRO), established in 1969 with its headquarters in Bengaluru. Other important institutions controlled by the Indian Department of Space include the Satish Dhawan Space Centre in Sriharikota, the National Remote Sensing Centre (NRSC) based in Hyderabad, and the Vikram Sarabhai Space Centre (VSSC) in Thiruvananthapuram.

Here are some of the proud achievements in space exploration missions that have placed India at the forefront globally:

• The launching of Aryabhata, India’s first artificial satellite, on April 19, 1975.
• The lunar exploration missions such as Chandrayaan I, Chandrayaan II, and Chandrayaan III.
• The Mangalyaan mission in 2013.
• The Aditya L1 launch mission, aimed at solar research and space weather studies. Besides, India is currently working towards successfully completing the Gaganyaan mission, which aims to send humans into space.

National Space Day: National Space Day is celebrated annually in India on August 23 in
commemoration of Chandrayaan Ill’s successful completion of its mission on the lunar surface.

‘MISSILE MAN OF INDIA’

Dr. A. P. J. Abdul Kalam, former president of India was a missile technologist, scientist and researcher. He held high positions in Defence Research and Development Organisation (DRDO) and the Indian Space Research Organisation (ISRO). He is known as the ‘Missile Man of India’ in recognition of his contributions to missile technology.

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 Jawaharlai 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

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.

THE EXPERIENCES OF KERALA’S DEVELOPMENT THAT CAPTURED WORLD ATTENTION

• The state of Kerala officially came into existence on November 1, 1956.
• It was formed by integrating the geographically distinct political regions of Travancore, Kochi, and Malabar, along with the Kasaragod taluk of South Karnataka.
• The first election to the Kerala Legislative Assembly was held in 1957.
• E. M. S. Namboodiripad formed the government as the first Chief Minister of Kerala.

LAND REFORMS IN KERALA

• To address such socio-economic problems, the Kerala government, formed in 1957, introduced the Agrarian Relations Bill.
• Later, under the Kerala Land Reforms (Amendment) Act, which came into effect on January 1, 1970, gave permanent rights to the tenants in agricultural land.

Key Outcomes of Land Reform Laws in Kerala

• 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.

Land Ceiling: As per Section 82 of the Kerala Land Reforms Act, the maximum land permissible for an individual to hold is 7.5 acres, and for a family, it is 15 acres. However, if there are more than five members in a family, then up to 20 acres can be held.

SPREAD AND EXCHANGE OF KNOWLEDGE IN KERALA
There was a period when children from all sections of society were denied the opportunity to sit together and acquire education. However, in later years, education became popular and universal in Kerala. Land reforms, social reform movements, the intervention of missionaries, and the growth of the national movement were the main factors that paved the way for this.

There are also other factors that influenced the spread of universal and free school education that exists today. These includes:

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

LIBRARY MOVEMENT

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. 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.

EDUCATIONAL ACHIEVEMENTS OF KERALA
Education in Kerala gained strength when agricultural land became accessible to farmers, through land reforms. Kerala managed to make primary education free and universal through steps like land reforms and the Kerala Education Act of 1958. As a result of popular literacy campaigns, Kerala became India’s first fully literate state on April 18, 1991. With the enactment of the Kerala Panchayati Raj Act on April 23, 1994, local self-government institutions gained more powers in the education sector. This led to the formulation of various educational projects with public participation.

Kerala and Higher Education

• The progress achieved in the primary education sector gradually extended to the higher education sector in Kerala.
• The general objective of higher education is to nurture a young generation capable of leading towards a comprehensive change in all spheres of society.
• Higher education institutions in Kerala operate with the additional goal of fostering research and innovative discoveries, along with achieving proficiency in the fields of science, technology, and humanities.
• At the time of the formation of the state of Kerala, there was only one university in Kerala (the University of Kerala). However, today, various universities function in Kerala prioritising science, technology, agriculture, and health sectors. In addition, Polytechnics, Industrial Training Institutes (ITIs), and similar institutions also function in Kerala as part of job skill development.
• Thus, the importance given to universal education since the formation of the state of Kerala and the achievements made in that sector are the main factors that have made Kerala a model state in the field of education.

HEALTH SECTOR

• Kerala has a public healthcare system comparable to that of developed countries.
• Kerala has been able to elevate its health sector to global standards and ensure excellent healthcare even with limited resources and at a low cost.
• Some of the achievements of Kerala in the health sector are listed below:
  • Low infant mortality rate
  • Low maternal mortality rate
  • High life expectancy
  • Rapidly declining population growth rate

Through the achievements in education and health sectors, Kerala has been able to rise to a global standard in the Human Development Index, despite having a low per capita income. Kerala became a model for other states in poverty alleviation through the Universal Public Distribution System implemented in 1965. In addition to this, Kerala has achieved significant progress in women’s empowerment, through Kudumbashree; in local governance, through decentralised planning; and in literacy, through the activities of Kerala State Literacy Mission Authority (KSLMA). Kerala’s agricultural, educational, and health sectors have developed with an emphasis on democratic values and social justice. Therefore, our state has been able to overcome with new challenges and compete with the standards of developed countries.

Students often refer to Kerala Syllabus 10th Standard Maths Textbook Solutions Chapter 9 Polynomials and Equations Questions and Answers Notes Pdf to clear their doubts.

SSLC Maths Chapter 9 Polynomials and Equations Questions and Answers

Polynomials and Equations Class 10 Questions and Answers Kerala State Syllabus

SCERT Class 10 Maths Chapter 9 Polynomials and Equations Solutions

Class 10 Maths Chapter 9 Kerala Syllabus – Multiplications

(Textbook Page No. 190)

Question 1.
Do the multiplications below in your head. Write the general principle from each set as an algebraic identity:
(i) 43 × 47
(ii) 63 × 67
(iii) 103 × 107
Answer:
(i) 43 × 47
= (40 + 3)(40 + 7)
= (40 × 40) + (40 × 7) + (3 × 40) + (3 × 7)
= 1600 + 40(7 + 3) + 21
= 1600 + 400 + 21
= 2021

(ii) 63 × 67
= (60 + 3)(60 + 7)
= (60 × 60) + (60 × 7) + (3 × 60) + (3 × 7)
= 3600 + 60 × (7 + 3) + 21
= 3600 + 600 + 21
= 4221

(iii) 103 × 107
= (100 + 3)(100 + 7)
= (100 × 100) + (100 × 7) + (3 × 100) + (3 × 7)
= 10000 + 100 × (7 + 3) + 21
= 10000 + 1000 + 21
= 11021
For any number x, (x + 3)(x + 7) = x² + (3 + 7)x + 21 = x² + 10x + 21

Question 2.
(i) 51 × 52
(ii) 81 × 82
(iii) 301 × 302
Answer:
(i) 51 × 52
= (50 + 1)(50 + 2)
= (50 × 50) + (50 × 2) + (1 × 50) + (1 × 2)
= 2500 + 50 × (1 + 2) + 2
= 2500 + 150 + 2
= 2652

(ii) 81 × 82
= (80 + 1)(80 + 2)
= (80 × 80) + (80 × 2) + (1 × 80) + (1 × 2)
= 6400 + 80 × (1 + 2) + 2
= 6400 + 240 + 2
= 6642

(iii) 301 × 302
= (300 + 1)(300 + 2)
= (300 × 300) + (300 × 2) + (1 × 300) + (1 × 2)
= 90000 + 300 × (1 + 2) + 2
= 90000 + 900 + 2
= 90902
For any number x, (x + 1)(x + 2) = x² + (1 + 2)x + 2 = x² + 3x + 2

SCERT Class 10 Maths Chapter 9 Solutions – Polynomial Multiplication

(Textbook Page No. 193)

Question 1.
Find the following products.
(i) (x + 2)(x + 5)
Answer:
(x + 2)(x + 5)
= x² + (2 + 5) × x + 2 × 5
= x² + 7x + 10

(ii) (x + 2)(x – 5)
Answer:
(x + 2)(x – 5)
= (x + 2)(x + (- 5))
= x² + (2 + (-5)) × x + 2(-5)
= x² – 3x – 10

(iii) (x – 2)(x + 5)
Answer:
(x – 2) (x + 5)
= (x + (-2))(x + 5)
= x² + ((-2) + 5) × x + (-2) × 5
= x² + 3x – 10

(iv) (x – 2)(x – 5)
Answer:
(x – 2)(x – 5)
= (x + (-2))(x + (-5))
= x² + ((-2) + (-5)) × x + (-2)(-5)
= x² – 7x + 10

Class 10 Maths Kerala Syllabus Chapter 9 Solutions – Polynomial Factors

(Textbook Page No. 195)

Question 1.
Write the second-degree polynomials below as the product of two first-degree polynomials:
(i) x² + x – 6
Answer:
Take x² + x – 6
(x + a)(x + b) = x² + (a + b)x + ab = (x + a)(x + b)
x² + x – 6 = x² + (a + b)x + ab
⇒ a + b = 1, ab = -6
So, we have to find two numbers with a sum of 1 and a product of -6.
Thus, the numbers are -2 and 3.
Hence, x² + x – 6 = (x + (-2)) (x + 3)
⇒ x² + x – 6 = (x – 2)(x + 3)

(ii) x² – x – 6
Answer:
Take x² – x – 6
(x + a)(x + b) = x² + (a + b)x + ab = (x + a)(x + b)
⇒ x² – x – 6 = x² + (a + b)x + ab
⇒ a + b = -1 , ab = -6
So, we have to find two numbers with a sum of -1 and a product of -6.
Thus, the numbers are 2 and -3.
Hence, x² – x – 6 = (x + 2)(x + (-3))
⇒ x² – x – 6 = (x + 2)(x – 3)

(iii) x² + 7x + 6
Answer:
Take x² + 7x + 6
(x + a)(x + b) = x² + (a + b)x + ab = (x + a)(x + b)
⇒ x² + 7x + 6 = x² + (a + b)x + ab
⇒ a + b = 1, ab = 6
So, we have to find two numbers with a sum of 7 and a product of 6.
Thus, the numbers are 1 and 6.
Hence, x² + 7x + 6 = (x + 1)(x + 6)

(iv) x² – 7x + 6
Answer:
Take x² – 7x + 6
(x + a) (x + b) = x² + (a + b)x + ab = (x + a)(x + b)
⇒ x² – 7x + 6 = x² + (a + b)x + ab
⇒ a + b = -7, ab = 6
So, we have to find two numbers with a sum of -7 and a product of 6.
Thus, the numbers are -1 and -6.
Hence, x² – 7x + 6 = (x + (-1))(x + (-6))
⇒ x² – 7x + 6 = (x – 1)(x – 6)
In all these, we found the numbers in the first-degree polynomials simply by mental computation.
This may not always be possible.
In that type of problem, first find a-b using the identity (a-b)² = (a + b)² – 4ab, then by using a + b and a – b find the numbers a and b.

(Textbook Page No. 197)

Question 1.
Write the polynomials below as the product of two first-degree factors:
(i) x² + 30x + 221
Answer:
Take x² + 30x + 221 = (x + a)(x + b)
x² + (a + b)x + ab = (x + a)(x + b)
⇒ x² + 30x + 221 = x² + (a + b)x + ab
⇒ a + b = 30, ab = 221
So, we have to find two numbers with a sum of 30 and a product of 221
(a – b)² = (a + b)² – 4ab
⇒ (a – b)² = 30² – 4 × 221
⇒ (a – b)² = 900 – 884 = 16
⇒ a – b = ±4
If we take a – b = 4, a + b = 30
⇒ a = \(\frac {1}{2}\)(30 + 4)
= \(\frac {1}{2}\) × 34
= 17
b = \(\frac {1}{2}\)(30 – 4)
= \(\frac {1}{2}\) × 26
= 13
If we take a – b = -4, a + b = 30
⇒ a = \(\frac {1}{2}\)(30 +(-4))
= \(\frac {1}{2}\) × 26
= 13
b = \(\frac {1}{2}\)(30 – (-4))
= \(\frac {1}{2}\) × 34
= 17
Using this, x² + 30x + 221 = (x + 13)(x + 17)

(ii) x² + 4x – 221
Answer:
Take x² + 4x – 221 = (x + a)(x + b)
x² + (a + b)x + ab = (x + a)(x + b)
⇒ x² + 4x – 221 = x² + (a + b)x + ab
⇒ a + b = 4, ab = -221
So, we have to find two numbers with a sum of 4 and a product of -221.
(a – b)² = (a + b)² – 4ab
⇒ (a – b)² = 4² – 4 × (-221)
⇒ (a – b)² = 16 + 884 = 900
⇒ a – b = ±30
If we take a – b = 30
a + b = 4, a – b = 30
⇒ a = \(\frac {1}{2}\)(4 + 30)
= \(\frac {1}{2}\) × 34 = 17
b = \(\frac {1}{2}\)(4 – 30)
= \(\frac {1}{2}\) × (-26)
= -13
If we take a – b = -30,
a + b = 4, a – b = -30
⇒ a = \(\frac {1}{2}\)(4 + (-30))
= \(\frac {1}{2}\) × (-26)
= -13
b = \(\frac {1}{2}\)(4 – (-30))
= \(\frac {1}{2}\) × 34
= 17
Using this, x² + 4x – 221 = (x + (-13))(x + 17)
⇒ x² + 4x – 221 = (x – 13)(x + 17)

(iii) x² + x – 156
Answer:
Take x² + x – 156 = (x + a)(x + b)
x² + (a + b)x + ab = (x + a)(x + b)
⇒ x² + x – 156 = x² + (a + b)x + ab
⇒ a + b = 1, ab = -156
So, we have to find two numbers with a sum of 1 and a product of -156.
(a – b)² = (a + b)² – 4ab
⇒ (a – b)² = 1² – 4 × (-156)
⇒ (a – b)² = 1 + 624 = 625
⇒ a – b = ±25
If we take a – b = -25,
a + b = 1, a – b = -25
⇒ a = \(\frac {1}{2}\)(1 + 25)
= \(\frac {1}{2}\) × 26
= 13
b = \(\frac {1}{2}\)(1 – 25)
= \(\frac {1}{2}\) × (-24)
= -12
If we take a – b = -25
a + b = 1, a – b = -25
⇒ a = \(\frac {1}{2}\)(1 + (-25))
= \(\frac {1}{2}\) × (-24)
= -12
b = \(\frac {1}{2}\)(1 – (-25))
= \(\frac {1}{2}\) × 26
= 13
Using this, x² + x – 156 = (x + 13) (x + (-12))
⇒ x² + x – 156 = (x + 13) (x – 12)

SSLC Maths Chapter 9 Questions and Answers – Factors and Solutions

(Textbook Page No. 202)

Question 1.
One side of a rectangle is 2 metres longer than the other, and its area is 48 square metres. What are the lengths of its sides?
Answer:
If we denote the length of the shorter side as x metres, then the length of the longer side is x + 2 metres,
Area = x(x + 2) = 48
⇒ x² + 2x = 48
⇒ x² + 2x – 48 = 0
x² + 2x – 48 = (x + a)(x + b) = x² + (a + b)x + ab
⇒ a + b = 2, ab = -48
(a – b)² = (a + b)² – 4ab
⇒ (a – b)² = 2² – 4 × (-48)
⇒ (a – b)² = 4 + 192 = 196
⇒ a – b = ±14
Take a – b = 14,
a + b = 2, a – b = 14
⇒ a = \(\frac {1}{2}\)(2 + 14)
= \(\frac {1}{2}\) × 16
= 8
b = \(\frac {1}{2}\)(2 – 14)
= \(\frac {1}{2}\) × (-12)
= -6
Take a – b = -14,
a + b = 2, a – b = -14
⇒ a = \(\frac {1}{2}\)(2 + (-14))
= \(\frac {1}{2}\) × (-12)
= -6
b = \(\frac {1}{2}\)(2 – (-14))
= \(\frac {1}{2}\) × 16
= 8
Using this, x² + 2x – 48 = (x + 8 )(x + (-6))
⇒ x² + 2x – 48 = (x + 8)(x – 6)
x² + 2x – 48 0
⇒ (x + 8) (x – 6) = 0
⇒ x = -8 or x = 6
x is the length of the side of the rectangle, so it cannot be a negative number.
So, the length of the shorter side of the rectangle is 6 metres.
The length of the longer side is 6 + 2 = 8 metres.

Question 2.
One side of a right triangle is one centimetre less than twice the length of the side perpendicular to it; the hypotenuse is one centimetre more than twice this side. What are the lengths of the sides?
Answer:
If we denote the length of one side of a right triangle as x metres,
Perpendicular side = 2x – 1
Hypotenuse = 2x + 1
Using Pythagoras’ theorem,
Hypotenuse² = Base² + Alttitude²
⇒ (2x + 1)² = x² + (2x – 1)²
⇒ 4x² + 4x + 1 = x² + 4x² – 4x + 1
⇒ x² – 8x = 0
⇒ x(x – 8) = 0
⇒ x = 0 or x = 8
x is the length of the side of the triangle, so it cannot be a negative number.
So, the length of the side = 8 metres.
Perpendicular side = 2 × 8 – 1 = 15 metres
Hypotenuse = 2 × 8 + 1 = 17 metres

Question 3.
The sum of the consecutive natural numbers from 1 up to which number is 300?
Answer:
Let the sum of the consecutive natural numbers from 1 up to n be 300.
The sum of the consecutive natural numbers from 1 up to n = \(\frac{n(n+1)}{2}\)
⇒ \(\frac{n(n+1)}{2}\) = 300
⇒ \(\frac{n^2+n}{2}\) = 300
⇒ n² + n = 600
⇒ n² + n – 600 = 0
n² + n – 600 = (n + a)(n + b) = n² + (a + b)n + ab
⇒ a + b = 1, ab = -600
(a – b)² = (a + b)² – 4ab
⇒ (a – b)² = 12 – 4 × (-600)
⇒ (a – b)² = 1 + 2400 = 2401
⇒ a – b = ±49
Take a – b = 49
a + b = 1, a – b = 49
⇒ a = \(\frac {1}{2}\)(1 – 49)
= \(\frac {1}{2}\) × 50
= 25
b = \(\frac {1}{2}\)(1 – 49)
= \(\frac {1}{2}\) × (-48)
= -24
Take a – b = -49
a + b = 1, a – b = -49
⇒ a = \(\frac {1}{2}\)(1 – 49)
= \(\frac {1}{2}\) × (-48)
= -24
b = \(\frac {1}{2}\)(1 – (-49))
= \(\frac {1}{2}\) × (1 + 49)
= 25
Using this,
n² + n – 600 = (n + 25)(n – 24)
n² + n – 600 = 0
⇒ (n + 25)(n – 24) = 0
⇒ n = -25 or n = 24
n is the count of numbers, so it cannot be negative.
So, n = 24
The sum of the consecutive natural numbers from 1 up to 24 is 300.

Question 4.
At what points does the graph of the polynomial x² – 2x – 1 cross the x-axis?
Answer:
If the graph of the polynomial x² – 2x – 1 cross the x-axis, x² – 2x – 1 = 0
x² – 2x – 1 = (x + a)(x + b) = x² + (a + b)x + ab
⇒ a + b = -2, ab = -1
(a – b)² = (a + b)² – 4ab
⇒ (a – b)² = (-2)² – 4 × (-1)
⇒ (a – b)² = 4 + 4 = 8
⇒ a – b = ±√8
⇒ a – b = ±2√2
Take a – b = 2√2
a + b = -2, a – b = 2√2
⇒ a = \(\frac {1}{2}\)(-2 + 2√2)
= \(\frac {1}{2}\) × 2(-1 + √2)
= √2 – 1
b = \(\frac {1}{2}\)(-2 – 2√2)
= \(\frac {1}{2}\) × 2(-1 – √2)
= -1 – √2
Using this, x² – 2x – 1 = (x + √2 – 1)(x + (-1 – √2))
x² – 2x – 1 = 0
⇒ (x + √2 – 1)(x + (-1 – √2)) = 0
⇒ x = 1 – √2 or x = 1 + √2
The points at which the graph of the polynomial x² – 2x – 1 crosses the x-axis are (1 – √2, 0), (1 + √2, 0)

Kerala Syllabus Class 10 Maths Chapter 1 Solutions – General Solution

(Textbook Page No. 206)

Question 1.
Find the points at which the graphs of the polynomials given below cross the x-axis:
(i) 2x² – 7x – 1
(ii) 2x² + 7x – 1
(iii) 9x² + 12x + 4
Answer:
(i) 2x² – 7x – 1 = 0
a = 2, b = -7, c = -1
So,



Point at which the graph crosses the x-axis: (-3, 0)

Question 2.
The perimeter of a rectangle is 42 metres, and its diagonal is 15 metres. What are the lengths of its sides?
Answer:
If we denote the length of the rectangle as x metres,
Perimeter = 42 metres
⇒ 2 (length + breadth) = 42
⇒ length + breadth = 21
⇒ x + breadth = 21
⇒ breadth = 21 – x
Hypotenuse = 15 metres
⇒ x² + (21 – x)² = 15²
⇒ x² + 21² – 42x + x² = 152
⇒ 2x² – 42x + 441 = 225
⇒ 2x² – 42x + 216 = 0
a = 2, b = -42, c = 216
So, x = \(\frac{-b \pm \sqrt{b^2-4 a c}}{2 a}\)

If we take the length of the rectangle as 12 metres, then the breadth = 21 – 12 = 9 metres.
If we take the length of the rectangle as 9 metres, then the breadth = 21 – 9 = 12 metres.

Question 3.
From a rectangular sheet of paper, two squares are cut off as shown below:

The area of the remaining part is 27 square centimetres. What is the length of the shorter side of the rectangle?
Answer:
Let the side of the cut-off squares be x, then the length of the remaining rectangle is 15 – 2x
Breadth = x
Area of the remaining part = 27 square metres
⇒ x(15 – 2x) = 27
⇒ 15x – 2x² = 27
⇒ 2x² – 15x + 27 = 0
a = 2, b = -15, c = 27

⇒ x = \(\frac{15+3}{4}=\frac{18}{4}=\frac{9}{2}\) = 4.5 or x = \(\frac{15-3}{4}\) = 3
The length of the other side of the rectangle = 4.5 metres or 3 metres.

Question 4.
How many terms of the arithmetic sequence, 1, 5, 9,… starting from the first, are to be added to get 91?
Answer:
Let the first n terms of an arithmetic sequence be added to get the sum 91.
Then nth term = dn + (f – d)
= 4n + (1 – 4)
= 4n – 3
Sum of first n terms = \(\frac {n}{2}\)(4n – 3 + 1)
= \(\frac {n}{2}\)(4n – 2)
= \(\frac {n}{2}\) × 2(2n – 1)
= n(2n – 1)
= 2n² – n
So, 2n² – n = 91
⇒ 2n² – n – 91 = 0
a = 2, b = -1, c = -91

Since n is the number of terms, it must be a positive integer.
∴ n = 7
∴ The sum of the first 7 terms of the arithmetic sequence is 91.

Question 5.
A rectangle is to be made by bending a 28-centimeter-long rod.
(i) Can a rectangle of diagonal 8 centimetres be made?
(ii) How about a rectangle of diagonal 10 centimetres?
(iii) And a rectangle of diagonal 14 centimetres?
Calculate the lengths of the sides of those rectangles that can be made as above.
Answer:
(i) Perimeter of the rectangle = 28 centimetres
Let the length of the rectangle be x.
⇒ 2(length + breadth) = 28
⇒ length + breadth = 14
⇒ x + breadth = 14
⇒ breadth = 14 – x
If the length of the diagonal is 8 centimeters,
x² + (14 – x)² = 82
⇒ x² + 14² – 28x + x² = 82
⇒ 2x² – 28x + 196 = 64
⇒ 2x² – 28x + 132 = 0
a = 2, b = -28, c = 132
Hence,

∴ A rectangle with a perimeter of 28 cm and a diagonal of 8 cm cannot be made.
(i) If the length of the diagonal is 10 centimeters,
x² + (14 – x)² = 10²
⇒ x² + 14² – 28x + x² = 102
⇒ 2x² – 28x + 196 = 100
⇒ 2x² – 28x + 96 = 0
a = 2, b = -28, c = 96
Hence,


If the length of the rectangle is 8 cm, then the breadth = 14 – 8 = 6 cm
If the length of the rectangle is 6 cm, then the breadth = 14 – 6 = 8 cm
A rectangle diagonal of 10 cm can be made.

(iii) If the length of the diagonal is 14 centimeters,
x² + (14 – x)² = 14²
⇒ x² + 14² – 28x + x² = 14²
⇒ 2x² – 28x + 196 = 196
⇒ 2x² – 28x = 0
⇒ 2x(x – 14) = 0
⇒ x = 0 or x – 14 = 0
⇒ x = 0 or x = 14
x is the length of a side of the rectangle, so x ≠ 0
Hence, the length of the rectangle = 14 cm
Breadth = 14 – 14 = 0 cm
A rectangle diagonal of 14 cm cannot be made.

Polynomials and Equations Class 10 Notes Pdf

Class 10 Maths Chapter 9 Polynomials and Equations Notes Kerala Syllabus

Introduction
A polynomial is a mathematical expression consisting of indeterminates (also called variables) and coefficients, that involves only the operations of addition, subtraction, multiplication, and exponentiation to nonnegative integer powers, and has a finite number of terms.
Example: 2x² – 3x + 1

→ Each part of a polynomial is called a term.
For example, 2x² is a term.

→ Variables in polynomials are symbols, often letters, that represent unknown or changing values within a mathematical expression.

→ In the polynomial 2x² – 3x + 1, x is a variable.

→ Addition, subtraction, multiplication, division, etc, are mathematical operations.

→ An equation with power two is known as a second-degree equation (or Quadratic equation).

→ General form of a second-degree equation is ax² + bx + c = 0

→ The solutions of the equation ax² + bx + c = 0 are given by x = \(\frac{-b \pm \sqrt{b^2-4 a c}}{2 a}\)

→ To multiply a sum by a sum, each number in one sum is to be multiplied by each number in the other sum, and the products added.
For any four numbers x, y, u, v.
(x + y)(u + v) = xu + xv + yu + yv

→ The product of the first degree polynomials x + a and x + b is the second degree polynomial x² + (a + b)x + ab.
For any numbers x, a, b,
(x + a)(x + b) = x² + (a + b)x + ab
(x + a)(x – b) = x² + (a – b)x – ab
(x – a)(x – b) = x² – (a + b)x + ab

→ We can write a second-degree polynomial as the product of two first-degree polynomials.

Multiplications
To multiply a sum by a sum, each number in one sum is to be multiplied by each number in the other sum, and the products added.
If we wrote this as an algebraic equation
For any four numbers x, y, u, v
(x + y)(u + v) = xu + xv + yu + yv

Polynomial Multiplication
For any numbers x, a, b,
(x + a)(x + b) = x² + (a + b)x + ab
In terms of polynomials,
The product of the first degree polynomials x + a and x + b is the second degree polynomial x² + (a + b)x + ab
(x – a)(x – b) = x² – (a + b)x + ab

Polynomial Factors
We can write a second-degree polynomial as the product of two first-degree polynomials.
For example, let us look at how we can write x² + 5x + 6 as the product of two first-degree polynomials:
Take x² + 5x + 6 = (x + a)(x + b)
x² + (a + b)x + ab = (x + a)(x + b)
⇒ x² + 5x + 6 = x² + (a + b)x + ab
⇒ a + b = 5, ab = 6
So, we have to find two numbers with a sum of 5 and a product of 6.
Thus, the numbers are 2 and 3.
Hence, x² + 5x + 6 = (x + 2)(x + 3)

Factors and Solutions
One side of a rectangle is 3 metres longer than the other side, and its area is 270 square metres. What are the lengths of the sides?
Answer:
If we denote the length of the shorter side as x metres, then the length of the longer side is x + 3 metres.
Area = x(x + 3) = 270 square metres.
The problem can be stated using algebra as
To get x² + 3x = 270
What number should we take as x?
Factorize x² + 3x – 270
x² + 3x – 270 = (x + a) (x + b) = x² + (a + b)x + ab
⇒ a + b = 3, ab = -270
Using identity (a – b)² = (a + b)² – 4ab, find a – b.
⇒ (a – b)² = 3² – 4 × (-270)
⇒ (a – b)² = 9 + 1080 = 1089
To find a – b, calculate the square root of 1089.
1089 = 3² × 11² = (3 × 11)² = 33²
⇒ a – b = ±33
Take a – b = 33,
a + b = 3, a – b = 33
⇒ a = \(\frac {1}{2}\) × (3 + 33)
= \(\frac {1}{2}\) × 36
= 18
b = \(\frac {1}{2}\) × (3-33)
= \(\frac {1}{2}\) × (-30)
= -15
Using this, x² + 3x – 270 = (x + 18)(x + (-15))
⇒ x² + 3x – 270 = (x + 18)(x – 15)
x² + 3x – 270 = 0
⇒ To get (x + 18)(x – 15) = 0
What number should we take as x?
⇒ x = -18 or x = 15
x is the length of the side of the rectangle, so it cannot be a negative number.
So, the length of the shorter side of the rectangle is 15 metres.
The length of the longer side is 15 + 3 = 18 metres.

One added to a number gives the square of the number. What is the number?
Answer:
Let the number be x,
x + 1 = x²
⇒ To get x² – x – 1 = 0
What number should we take as x?
Factorize x² – x – 1
x² – x – 1 = (x + a)(x + b) = x² + (a + b)x + ab
a + b = -1, ab = -1
(a – b)² = (a + b)² – 4ab
⇒ (a – b)² = (-1)2 – 4 × (-1)
⇒ (a – b)² = 1 + 4 = 5
⇒ a – b = ±√5
Take a – b = √5,
a + b = -1, a – b = √5

1 added to either of \(-\frac{\sqrt{5}-1}{2}, \frac{1+\sqrt{5}}{2}\) gives its square.

General Solution
Any second-degree polynomial can be written in the form ax² + bx + c.
So any second-degree equation can be written in the form ax² + bx + c = 0
⇒ x² + \(\frac {b}{a}\)x + \(\frac {c}{a}\) = 0
⇒ x² + \(\frac {b}{a}\)x + \(\frac {c}{a}\) = (x + p)(x + q) = x² + (p + q)x + pq
⇒ p + q = \(\frac {b}{a}\) and pq = \(\frac {c}{a}\)
By using the identity (p-q)² = (p + q)² – 4pq, find p-q. Using p-q and p + q, find p, q.
So, we can write the solutions of the equation ax² + bx + c = 0
x = \(\frac{-b \pm \sqrt{b^2-4 a c}}{2 a}\)

Students often refer to Kerala Syllabus 10th Standard Maths Textbook Solutions Chapter 8 Tangents Questions and Answers Notes Pdf to clear their doubts.

SSLC Maths Chapter 8 Tangents Questions and Answers

Tangents Class 10 Questions and Answers Kerala State Syllabus

SCERT Class 10 Maths Chapter 8 Tangents Solutions

Class 10 Maths Chapter 8 Kerala Syllabus – Lines and Circles

(Textbook Page No. 165)

Question 1.
In each of the two pictures below, a tangent to the circle, the radius through the point of contact, and another line through the centre are drawn to make a triangle:

Draw these in your notebook.
Answer:
Construction of Figure 1:
Draw a circle of radius 2.5 cm. At a point on the circle, draw a perpendicular to the radius. This line will be the tangent.
Consider the centre of the circle and draw an arc of radius 5 cm that cuts the tangent from the centre.
A triangle is formed.

Construction of Figure 2:
Draw a line segment of length 2 cm slanting as shown in the figure. Draw a perpendicular from the upper end of this line.
Considering the lower end as the centre, draw an arc of radius 4 cm to cut the perpendicular drawn earlier.
Mark the point of intersection as O.
With O as the centre and consider the distance from O to the upper end of the 2 cm line segment as the radius, and draw the circle.

Question 2.
Prove that the tangents drawn at the two ends of a diameter of a circle are parallel.
Answer:

From the figure,
The diameter is perpendicular to the tangent.
The angles formed between the tangent and the ends of the diameter are each 90°.
The perpendiculars drawn to a line through its endpoints are parallel to each other.

Question 3.
If the tangents are drawn to a circle at the ends of a pair of perpendicular diameters, what kind of quadrilateral do they form?
Answer:

From the figure, it forms a square.

SCERT Class 10 Maths Chapter 8 Solutions – Tangents and Angles

(Textbook Page No. 168-169)

Question 1.
Draw a circle of radius 2.5 centimetres. Draw a triangle of angles 40°, 60°, 80°, with its sides touching the circle.
Answer:
Draw a circle.
From the centre, draw radii that divide the angles around the centre into parts measuring 2 × 40° = 80° and 2 × 60° = 120°.
Through the endpoints of those radii, draw tangents to the circle.
The tangents will intersect to form the required triangle of angles 40°, 60°, and 80°.

Question 2.
In the picture, the small (blue) triangle is equilateral. The sides of the larger (green) triangle are tangents at the vertices of the smaller triangle to its circumcircle.

(i) Prove that the larger triangle is also equilateral and its sides are double those of the smaller triangle.
(ii) Draw this picture with the sides of the smaller triangle as 3 centimetres.
Answer:
(i) Construction:

Draw a circle with centre O.
Draw the radii OA, OB, and OC.
∠AOB = 2 × 60 = 120°.
AOBP is a cyclic quadrilateral.
Therefore, ∠P = 180 – 120 = 60°.
Similarly, we get ∠Q = ∠R = 60°.
Triangle PQR is an equilateral triangle.
ABCQ and PBCA are parallelograms.
∠B = ∠Q = 60° and ∠C = ∠P = 60°
BC = AQ = AP.
That means PQ = 2 × BC
Similarly, ABRC is a parallelogram.
AC = PB = BR.
That means PR = 2 × AC and QR = 2 × AB.

(ii) Construction:
Draw an equilateral triangle with sides 3 cm.
Draw the perpendicular bisectors of its sides.
The intersection point of the bisectors is the centre; take that point as the centre and draw the circumcircle of the triangle.
Through the corners, draw tangents to the circle.

Question 3.
The picture shows two tangents to a circle and the radii through the points of contact:

(i) Prove that the lengths of the tangents are equal.
(ii) Prove that the line joining the centre of the circle to the point of intersection of the tangents bisects the angle between the radii.

(iii) Prove that this line is the perpendicular bisector of the chord joining the points of contact.
Answer:
(i) ∆PAO and ∆PBO are right-angled triangles.

∠A = ∠B = 90°
PA² + OA² = OP², PB² + OB² = OP²
PA² + OA² = PB² + OB²
OA = OB (radii of the circle)
PA² = PB²
⇒ PA = PB

(ii) PA = PB, OA = OB and OP is the common side.
The angles opposite to the equal sides are equal.
Hence, the angles opposite to OA and OB are equal.
That is ∠APO = ∠BPO

(iii) Consider the triangles PAQ and PBQ:

PA = PB, PQ is the common side, and the included angles are equal.
Hence, the sides opposite equal angles are equal, i.e,. AQ = BQ.
Also, ∠PQA + ∠PQB = 180°.
So, ∠PQA = ∠PQB = 90°.
Therefore, the line OP is the perpendicular bisector of the chord AB.

Question 4.
The picture shows a rhombus with each side tangent to a circle within it:

Draw this in your notebook.
Answer:
Draw a circle with a radius of 4 cm.
Draw diameters so that the angle between them is 180 – 40 = 140°
Through the endpoints of those diameters, draw tangents to the circle.
A rhombus is formed.

Class 10 Maths Kerala Syllabus Chapter 8 Solutions – Chord and Tangent

(Textbook Page No. 176-177)

Question 1.
In the picture, the sides of the larger triangle are the tangents to the circumference of the smaller triangle at its vertices:

Calculate the angles of the larger triangle.
Answer:
∠QAB = ∠QBA = 60°
∠Q = 180 – 120 = 60°
∠PAC = ∠PCA = 80°
∠P = 180 – 160 = 20°
∠R = 180 – (60 + 20) = 100°

Question 2.
In the picture, the sides of the larger triangle are tangents to the circle. Their points of contact are the vertices of the smaller triangle:

Calculate the angles of the larger triangle.
Answer:

In ∆APQ, ∠P = ∠Q = 60°, ∠R = 60°
In ∆CPR, ∠P = ∠R = 70°, ∠Q = 70°
In ∆PQR, ∠P = 180 – (60 + 70) = 50°

Question 3.
In the picture, PQ, RS, TU are tangents to the circumcircle of triangle ABC at its vertices.

Sort out the equal angles in the picture.
Answer:
∠UCB = ∠RBC = ∠CAB
∠TCA = ∠PAC = ∠CBA
∠BAQ = ∠ABS = ∠ACB

Question 4.
In each picture below, a tangent is drawn to the circumcircle of a regular polygon, at a vertex:

In each picture, calculate the angles between the tangent and the sides of the polygon through the point of contact.
Answer:
In Figure 1:
∠5 = 60°.
Hence x = 60°

In Figure 2:
If AC is drawn, then ∠ACD = ∠CAD =45°.
Hence y = 45°

In Figure 3:
The angle formed by one side with the opposite corner is \(\frac {108}{3}\) = 36°.
Hence z = 36°

SSLC Maths Chapter 8 Questions and Answers – Tangent From Outside

(Textbook Page No. 180)

Question 1.
Draw a circle of radius 2.5 centimetres and draw tangents to it from a point 7 centimetres from the centre.
Answer:
Draw a circle of radius 2.5 cm and mark a point P with 7 cm from the centre O.
Join the centre O and the point P with a dotted line.
Draw another circle with OP as its diameter.
This new circle intersects the first circle at two points.
From the point P, draw two straight lines to the point of intersection.
These lines are the tangents.

Question 2.
Draw a circle of radius 3 centimetres and draw tangents to it from a point 7.5 centimetres from the centre.
Answer:
Draw a circle of radius 3 cm and mark a point P with 7.5 cm from the centre O.
Join the centre O and the point P with a dotted line.
Draw another circle with OP as its diameter.
This new circle intersects the first circle at two points.
From the point P, draw two straight lines to the point of intersection.
These lines are the tangents.

(Textbook Page No. 182)

Question 1.
In the figure, a triangle is formed by two perpendicular tangents and a third tangent to the circle:

(i) Prove that the perimeter of the triangle is the sum of the lengths of the perpendicular tangents.
(ii) Prove that the length of each of the perpendicular tangents is equal to the radius of the circle.
(iii) Prove that the perimeter of the triangle is equal to the diameter of the circle.
Answer:

(i) Perimeter = MA + AB + MB
= MA + AP + PB + MB
= MA + AC + BD + MB
= MC + MD

(ii) The tangent MD is perpendicular to the tangent MC. MC is perpendicular to OC, and MD is perpendicular to OD.
This is because a tangent and the radius drawn through the point of contact are always perpendicular to each other.
Therefore, MCOD is a square.
MC = MD = OD = OC.

(iii) We know that the Perimeter = MC + MD
MC + MD is equal to OC + OD (property of a square).
OC + OD is the sum of two radii, which is equal to the diameter.

Question 2.
The picture shows the triangle formed by three tangents to a circle:

Calculate the length of each tangent from each vertex to the point of contact.
Answer:

Let AP = x then PB = 4 – x
BR = 4 – x
CR = 7 – (4 – x) = 3 + x
CQ = 3 + x
AQ = 5 – (3 + x) = 2 – x
AP = AQ
⇒ x = 2 – x
⇒ 2x = 2
⇒ x = 1
∴ AP = 1, BP = 3, BR = 3, CR = 4, CQ = 4, AQ = 1

Question 3.
The figure shows two circles touching at a point and the common tangent at this point:

(i) Prove that this tangent bisects another common tangent to these circles.

(ii) Show that the triangles formed by joining these points of contact are right-angled.

Answer:
(i) PA, PB, and PC are tangents from the point P.
PA = PC, PB = PC.
Therefore, PA = PB.

(ii) In ∆PXC, PA = PC ⇒ ∠A = ∠C = x
In ∆PBC, PB = PC ⇒ ∠B = ∠C = y
Therefore in ∆ABC
⇒ x + x + y + y = 180
⇒ 2x + 2y = 180
⇒ x + y = 90°
⇒ ∠C = 90°

Kerala Syllabus Class 10 Maths Chapter 8 Solutions – Circle Touching A Line

(Textbook Page No. 187-188)

Question 1.
Draw the triangle with sides of 7 centimeters, 8 centimeters, and 9 centimeters, and draw its incircle.
Answer:

Question 2.
Draw the rhombus with sides of length 5 centimetres and one angle of 50°, and draw its incircle.
Answer:

Question 3.
Draw an equilateral triangle and draw a semicircle touching two of its sides as shown in the figure:

Answer:
Draw a triangle.
Mark the midpoint of one side and draw the perpendicular bisector.
From this midpoint, draw a perpendicular to the other side.
Taking this perpendicular distance as the radius and the midpoint as the centre, draw a semicircle.

Question 4.
Calculate the radius of the incircle of the equilateral triangle with a side of 12 centimetres.
Answer:
Area of the triangle = \(\frac{\sqrt{3}}{4} \times 12^2\) = 36√3 cm²
Perimetre = 3 × 12 = 36 cm
s = \(\frac {36}{2}\) = 18
r = \(\frac{A}{s}=\frac{36 \sqrt{3}}{18}\) = 2√3

Question 5.
Calculate the radius of the incircle of a triangle with sides 13, 14, and 15 centimetres.
Answer:

Question 6.
Prove that the radius of the incircle of any equilateral triangle is half the radius of its circumcircle.
Answer:
Let the side of an equilateral triangle be a,
then the height, h = \(\frac{a}{2} \times \sqrt{3}\)
In an equilateral triangle, the circumcenter, centroid, and incentre coincide.
The height is the same as the median and passes through this common point.
Circumradius R = \(\frac{2}{3} \times \frac{a}{2} \sqrt{3}=\frac{a}{\sqrt{3}}\)
Area of the equilateral triangle = \(\frac{\sqrt{3}}{4} a^2\)
Perimeter = 3a
s = \(\frac {3a}{2}\)
Radius of incircle = \(\frac{A}{s}=\frac{\sqrt{3}}{4} a^2 \div \frac{3 a}{2}=\frac{a}{2 \sqrt{3}}\)
Radius of incircle r = \(\frac {R}{2}\)
Therefore, the radius of the incircle of an equilateral triangle is half the radius of its circumcircle.

Question 7.
Prove that if the hypotenuse of a right triangle is h and the radius of its incircle is r, then its area is r(h + r).
Answer:
Let the perpendicular sides of the right-angled triangle be a and b.
Hypotenuse be h

s = \(\frac{a+b+h}{2}\)
A = rs
From the figure, POQB is a square.
RC = CQ = a – r
PA = RA = b – r
a – r + b – r = h
⇒ a + b – 2r = h
⇒ a + b = h + 2r
A = rs
= r × \(\left(\frac{a+b+h}{2}\right)\)
= r × \(\left(\frac{h+2 r+h}{2}\right)\)
= r × \(\left(\frac{2 r+2 h}{2}\right)\)
∴ A = r(r + h)

Question 8.
The lengths of the perpendicular sides of a right triangle are a, b, and its hypotenuse is c. Prove that the radius of the incircle is \(\frac {1}{2}\)(a + b – c).
Answer:
Let the perpendicular sides of the right-angled triangle be a and b.
Hypotenuse is c

From the figure, OPCQ is a square.
The radius of the incircle is equal to the sides of the square itself.
BQ – BR= a – r
AP = AR = b – r
a – r + b – r = c
⇒ a + b – 2r = c
⇒ 2r = a + b – c
⇒ r = \(\frac{a+b-c}{2}\)

Question 9.
In the picture, two vertices of a triangle are joined to its incenter:

(i) Calculate the angle marked in the picture.
(ii) In any triangle, what is the relation between the angle at a vertex and the angle between the lines joining the other two vertices to the incentre?
(iii) If one of these angles is half the other, what is the angle of the triangle?
Answer:
(i) 70° + ∠B + ∠C = 180°
∠B + ∠C = 110°
∠OBC + ∠OCB = \(\frac {110}{2}\) = 55°
∠BOC = 180 – 55 = 125°

(ii) Let the angles in the triangle ABC be A, B, and C.
Then, B + C = 180 – A
The construction is completed by drawing the angle bisectors of B and C, as the circle is an incircle.
\(\frac{B}{2}+\frac{C}{2}=\frac{180-A}{2}=90-\frac{A}{2}\)
⇒ ∠BOC = 180 – (90 – \(\frac {A}{2}\))
⇒ ∠BOC = 90 + \(\frac {A}{2}\)

(iii) If ∠BOC = x, then ∠BAC = \(\frac {x}{2}\)
∠OBC + ∠OCB = 180 – x
⇒ 2 × (∠OBC + ∠OCB) = 360 – 2x
⇒ A = 180 – (360 – 2x) = 2x – 180
⇒ 2x – A = 180
⇒ 2x – \(\frac {x}{2}\) = 180
⇒ \(\frac {3x}{2}\) = 180
⇒ x = 120°
∴ ∠A = 120°
Therefore, the marked angle in the figure is 120°
That is ∠BOC = 120°.

Tangents Class 10 Notes Pdf

Class 10 Maths Chapter 8 Tangents Notes Kerala Syllabus

Introduction
When a line and a circle are drawn on a paper, they can be related in three different ways. The line may not touch the circle at all, it may intersect the circle at two points, or it may touch the circle at exactly one point. If a line touches a circle at only one point, it is called a tangent to the circle. Tangents can be drawn through every point on a circle, and from any given point on the circle, only one tangent can be drawn.

This unit explores the geometric concepts related to tangents, along with some key geometric constructions. Every geometric construction is based on a clear geometric principle. In other words, a construction is a visual representation of a geometric concept.

→ The tangent at a point to a circle is perpendicular to the diameter through that point.

→ The angle at the centre of a circle between two radii, and the angle between the tangents at the ends of the radii, add up to 180°.

→ The angle between the tangents at the ends of a chord in a circle is the central angle of the chord subtracted from.

→ The angles that the tangents to a circle at the ends of a chord make on one side of the chord are both equal to the angle in the alternate segment.

→ From a point outside a circle, two tangents can be drawn to the circle.

→ The two tangents from a point outside a circle have the same length.

→ In a quadrilateral formed by the tangents at four points on a circle, the sum of the lengths of opposite sides is equal.

→ In any triangle, the bisectors of all three angles intersect at a single point.

→ The radius of the incircle of a triangle is equal to its area divided by half the perimeter.

Lines and Circles
Two lines are drawn through a point on the circle in such a way that they intersect the circle.
In the figure, lines AB and AC are drawn through point A.

If AB is the diameter, mark the centre O on AB. By joining OC, we get the triangle AOC. This is an isosceles triangle.
The angles opposite the equal radii are marked as x, and the angle opposite the third side is marked as y.
We can write it as, 2x + y = 180°

Let the point C move along the circle and approach the point A. Then the measure of angle y decreases. That is, angle y gets closer to zero.

When point C reaches point A, the value of y becomes zero, that is, y = 0.
At this point, AC touches the circle; in other words, AC becomes the tangent to the circle.
2x + y = 180° can be written as 2x + 0 = 180°. That is, x = 90°.
Its diagram looks like this:

It can be seen that the diameter AB is perpendicular to the tangent.
The tangent at a point to a circle is perpendicular to the diameter through that point.

Question 1.
Draw a circle with a radius of 3 cm and draw two parallel tangents to it.
Answer:
Draw a circle and mark the diameter AB.
Draw perpendiculars to AB through points A and B.
These lines are parallel tangents.

Question 2.
Draw a circle with a radius of 3 centimetres and construct a square that encloses the circle.
Answer:
Draw a circle and draw the perpendicular diameters AB and CD.
Draw perpendiculars to AB through A and B.
Draw perpendiculars to CD through C and D.
These tangents join together to form a square that encloses the circle.

Question 3.
In the figure, PA is a tangent, OA is the radius, OP is the line joining the centre O and the point P, ∠OPA = 30°, and OP = 16.

(a) What is the length of the tangent?
(b) What is the radius of the circle?
Answer:
(a) 8√3 cm
(b) 8 cm

Question 4.
PA is a tangent to a circle of radius 10 cm and ∠AOP = 60°.

(a) What is the length of the tangent?
(b) What is OP?
Answer:
(a) 10√3 cm
(b) 20 cm

Tangents and Angles
If two tangents to a circle are not parallel, then they will definitely meet at a point.

Tangents drawn through the points A and B, meet at the point C.
In the figure, the radius OA is perpendicular to AC, and the radius OB is perpendicular to BC.
∠OAC + ∠OBC = 180°
∠AOB + ∠QCB = 180°
OACB is a cyclic quadrilateral.
The angle at the centre of a circle between two radii, and the angle between the tangents at the ends of the radii, add up to 180°.
By using this geometric principle, a triangle can be drawn that covers the circle.

Question 1.
PA and PB are tangents to the circle with centre O. ∠AOC is twice ∠APC.

(a) Find ∠APB?
(b) Find ∠AOB?
Answer:
(a) If ∠APB = x then ∠AOB = 2x
x + 2x = 180
⇒ 3x = 180
⇒ x = 60
∴ ∠APB = 60°
(b) ∠AOB = 180 – 60 = 120°

Question 2.
PA and PB are tangents to the circle with centre O. ∠OAB = 20°

(a) Find the measure of ∠AOB?
(b) Find ∠APB?
Answer:
(a) ∠ABO = 20°
So ∠AOB = 180 – 40 = 140°
(b) ∠APB = 180 – 140 = 40°

Question 3.
ABC is an equilateral triangle. O is the circumcenter. PA, PC are tangents to the circle.

(a) Find ∠AOC?
(b) Find ∠APC?
Answer:
(a) ∠ABC = 60°
∠AOC = 120°
(b) ∠APC = 180 – 120 = 60°

Question 4.
Draw a circle with a radius of 3 cm, and draw an equilateral triangle that encloses the circle.
Answer:
Draw a circle of radius 3 cm.
Divide the angle around the centre into three parts with radii of 120° each.
Draw tangents to the circle along the ends of the radii.
The angle between the tangents is 180 – 120 = 60°.
Hence, the triangle formed is an equilateral triangle with each angle 60°.

Chord and Tangent
The angles that the tangents to a circle at the ends of a chord make on one side of the chord are both equal to the angle in the alternate segment.
Let us analyze this concept. For this, refer to the worksheet and the answer given below.

Let O be the centre of the circle, and AB the diameter. PA and PB are the tangents at the endpoints of the diameter. The angles between the chord and the tangent on the side are equal to x.

(a) Why ∠ABP = ∠BAP?
(b) Why ∠BPA = 180° – 2x
(c) Why ∠BOA = 2x?
(d) Why ∠BCA = y?
(e) Write the conclusion.
Answer:
(a) PA and PB are equal tangents.
In ∆PAB, the angles opposite the equal sides are equal.
(b) The sum of the angles in a triangle is 180°.
Therefore, ∠BPA = 180° – 2x.
(c) PAOB is a cyclic quadrilateral.
The sum of opposite angles is 180°.
(d) The angle in the alternate segment is half of the central angle subtended by the chord.
(e) The tangents drawn at the ends of a chord of 4 a circle make equal angles with the chord on one side, and these are equal to the angles in the opposite segment of the circle.

Question 1.
In the figure, AB is the diameter, and the line AP makes an angle of 40° with the diameter.

(a) Draw a circle with a suitable radius and draw the line AP.
(b) Draw a tangent at P without using the centre of the circle.
Answer:
(a) Draw a circle, its diameter, and a chord.
(b) Draw BP. Take P as the vertex; the other side will be the tangent, making an angle of 40°.

Question 2.
PT is the tangent to the circumcircle of ∆ABC at A. If AC = AB and ∠A = 40°.

(a) What are the measures of ∠C and ∠B?
(b) Is the line PT parallel to BC? Explain.
Answer:
(a) ∠B = ∠C = 70°
(b) The tangent at C and the side AC from an angle equal to ∠B.
Since AC = BC, ∠B = ∠A
That is the angle between the tangent, and AC is equal to ∠A.
From the equality of the alternate angles, the tangent is parallel to AB.

Question 3.
In ∆ABC, O is the circumcenter and ∠BOC = 140°

(a) What is ∠BAC?
(b) If PC is the tangent at C, what is ∠BCP?
Answer:
(a) ∠BAC = 70°
(b) 70°

Question 4.
In ∆ABC, the tangent to the circumcircle at A makes an angle of 70° with side AB.

(a) What is the measure of ∠ACB?
(b) What is the measure of ∠AOB?
Answer:
(a) ∠ACB = 10°
(b) ∠AOB = 140°

Question 5.
In the figure, O is the centre of the circle, and x, y, z are in a parallel sequence.

(a) What is x?
(b) What is ∠BAP?
(c) If the radius of the circle is 10 cm, what is the length of AB?
Answer:
(a) x = \(\frac {y}{2}\) and x + z = 180°
Since x, y, and z are in a parallel sequence,
x + z = 2y
⇒ 2y = 180°
⇒ y = 90°
x = \(\frac {90}{2}\) = 45°
z = 180 – 45 = 135°
(b) 45°
(c) 10√2

Tangent From Outside
From a point outside a circle, two tangents can be drawn to the circle. The lengths of those two tangents are equal.

The construction of tangents to a circle from an external point is a practical activity. This construction involves two geometric ideas.
(a) A tangent and the radius drawn through the point of contact are perpendicular to each other.
(b) An angle in a semicircle is 90°.

Steps of Construction:
Draw a circle and mark a point at a particular distance from the centre.
Join the centre and the external point with a straight line.
Draw another circle with this line as its diameter.
This new circle intersects the first circle at two points.
From the external point, draw two straight lines to the point of intersection.
These lines are the tangents, and each is perpendicular to the radius at the point of contact.

Let’s draw a quadrilateral that encloses a circle. Not just one quadrilateral, but many quadrilaterals can be drawn that enclose a circle.

Consider one of these quadrilaterals, and its sides can be marked as a, b, c, d.
The length of the tangents from each vertex is p, q, r, and s.
r + s = a
p + q = c
p + q + r + s = a + c
Similarly, we can write, p + q + r + s = b + d.
That means the sum of the lengths of opposite sides is equal. This can be written as follows.
In a quadrilateral formed by the tangents at four points on a circle, the sum of the lengths of opposite sides is equal.

Question 1.
PA and PB are perpendicular tangents drawn from an external point P to the circle. O is the centre of the circle.

(a) What is a suitable name for PAOB?
(b) What is the length of AB, if PB = 4 centimetres?
Answer:
(a) Square
(b) 4√2

Question 2.
PA and PB are parallel tangents to a circle of radius 4 cm. Another line, PQ, touches the circle at C.

(a) What is the distance between the parallel lines?
(b) What is the length of AB, if PA = 6 centimetres and QB = 4 centimetres?
Answer:
(a) 8 cm
(b) PA = PC = 6
QB = QC = 4
PQ = 10 cm

Question 3.
A circle touches the sides of a triangle. If AP = 1, BQ = 2, and CR = 3.

(a) Find the perimeter of the triangle.
(b) Calculate the area of the triangle?
Answer:
(a) AR = 1, CD = 3, BP = 2
Perimeter of the triangle ABC = 12 cm
(b) A right-angled triangle with perpendicular sides 3 cm and 4 cm
Area = \(\frac {1}{2}\) × 3 × 4 = 6 cm2

Question 4.
In the figure, PA = 12 centimeters, QA = 3 centimeters, and RB = 4 centimeters.

(a) Find the length of PB?
(b) Find the perimeter of the triangle PQR?
Answer:
(a) PA = 12
(b) QA = QS = 3
RB = RS = 4
PQ = 12 – 13 = 9
PR = 12 – 4 = 8
Perimeter of ∆PQR = 9 + 8 + 7 = 24

Question 5.
In the figure, PA and QB are parallel lines. Another line, PQ, touches the circle at R.

(a) Draw OA, OR, and OB.
(b) Name the equal triangles.
(c) Find ∠POQ?
Answer:
(a) Draw the lines.
(b) PA = PR, OA = OR, OP is common.
Therefore, ∆PAO and ∆PRO are equal triangles.
Similarly, ∆QRO and ∆QBO are also equal triangles.
(c) If ∠POQ = ∠POR = x then
∠QOR = ∠QOB = y
2x + 2y = 180
⇒ x + y = 90
∴ ∠POQ = 90°

Circle Touching A Line
A circle can be drawn that touches two lines meeting at a point. The centre of this circle lies on the bisector of the angle between the two lines. Therefore, to draw a circle that touches the two lines, first draw the bisector of the angle formed by the lines. From a point on the bisector, draw perpendiculars to the lines. Then, taking that point on the bisector as the centre and the perpendicular distance to the lines as the radius, draw the circle. This idea can be used for constructing the incircle of a triangle. The circle that touches all three sides of a triangle is called the incircle. Each side of the triangle can be considered as a tangent to the incircle.

To construct it, draw the triangle with the given measurements, then draw the bisectors of any two angles. The point where the bisectors meet is the centre of the circle. Taking the perpendicular distance from this point to any side as the radius, then draw the circle. The circle thus drawn will touch all three sides of the triangle. The radius of the incircle of a triangle is equal to its area divided by half the perimeter. This can be explained as follows.

Let the sides of the triangle ABC be a, b, and c, and let the radius of the incircle be r. Let S be the half of the triangle. By joining the centre of the circle to the vertices of the triangle, the triangle can be divided into three smaller triangles, ∆OAB, ∆OAC, and ∆OBC, as shown in the figure.

The sum of the areas of these three triangles gives the total area of the triangle ABC.
A = \(\frac{1}{2} a r+\frac{1}{2} b r+\frac{1}{2} c r\)
= \(\frac {1}{2}\)r(a + b + c)
= r × \(\frac{a+b+c}{2}\)
= rs
Which can also be written as, r = \(\frac {A}{s}\)

The area of the triangle with sides a, b, and c is,
A = \(\sqrt{s(s-a)(s-b)(s-c)}\)
Therefore, the radius can be written as,
r = \(\frac{\sqrt{s(s-a)(s-b)(s-c)}}{s}\) = \(\sqrt{\frac{(s-a)(s-b)(s-c)}{s}}\)
This relationship is true for all polygons that can have an incircle.

The radius of the incircle is obtained by dividing the area of the polygon by half of its perimeter. There are quadrilaterals like squares. These have an incircle and a circumcircle. In the case of a square, the centre of both types of circles is the same. But in other quadrilaterals where the incircle and circumcircle can be drawn, the centres of the two circles are different points.

How can such a quadrilateral be drawn?
Draw a circle and then draw two perpendicular chords within it. From the endpoints of these chords, draw tangents to the circle. The quadrilateral formed by the intersection of these tangents is cyclic. Now draw its circumcircle. Thus, a quadrilateral will be obtained that has both an incircle and a circumcircle.

Question 1.
The length of the hypotenuse of a right-angled triangle is 18 cm, and the radius of its incircle is 3 cm.
(a) What is the perimeter of the triangle?
(b) Calculate the area of the triangle.
Answer:
(a) Let a and b be the two perpendicular sides.
r = \(\frac{a+b-c}{2}\)
⇒ 3 = \(\frac{a+b-18}{2}\)
⇒ a + b – 18 = 6
⇒ a + b = 24
So perimeter is 24 + 18 = 42

(b) s = \(\frac {42}{2}\) = 21
A = rs
= 3 × 21
= 63 cm²

Question 2.
(a) A circle is drawn that touches the sides of a quadrilateral. Prove that in such quadrilaterals, the sum of the opposite sides is equal.

(b) Prove that AB + CD = AD + BC.
Answer:
(a) AR = AS
BR = BQ, DP = DS, CP = CQ
(b) Taking the sum of the opposite sides,
AR + BR + DP + CP = AS + BQ + DS + CQ
AB + CD = AD + BC

Question 3.
Draw an angle with suitable measures and draw a circle that touches its sides.

(a) Where is the centre of the circle located?
(b) Write the geometric principle used in the construction.
Answer:
Draw a cone and draw its angle bisector. From a point on the bisector, take the perpendicular distance to the sides of the cone as the radius and draw the circle.
(a) On the angle bisector of the cone.
(b) A tangent to a circle at any point is perpendicular to the radius drawn to that point.

Question 4.
In ∆ABC, AB = 7 cm, ∠A = 40°, ∠B = 60°
(a) Draw the triangle using the given measurements.
(b) Draw the circle that touches the sides of the triangle.
(c) Measure and write down the radius.
Answer:
(a) A triangle is drawn using the given measurements.
(b) Draw the angle bisectors of any two angles.
(c) Using the point where the bisectors meet as the centre, draw the circle by taking the perpendicular distance from this point to any side as the radius.