Class 9

Students often refer to SCERT Class 9 Social Science Notes Kerala Syllabus and Std 9 Geography Chapter 2 In the Expansive Plain Notes Questions and Answers English Medium that include all exercises in the prescribed syllabus.

Kerala Syllabus 9th Standard Social Science Geography Notes Chapter 2 In the Expansive Plain

Class 9 Social Science Geography Chapter 2 Notes Question Answer Kerala Syllabus In the Expansive Plain

Class 9 Geography Chapter 2 Notes Kerala Syllabus English Medium

Question 1.
Observe the map given below (North Indian Plains – Regional Division) and list out the rivers that flow through the Indo-Gangetic Brahmaputra Plain.

Answer:
Ganga,Yamuna ,Betwa ,Jhelum,Tenab, Ravi, Riyaz, Sutlej, Kali, Si, Ratwa, Takan Dasan, Dagamati. Ghaghra, Gandak, Dakasi, Brahmapupta, Tista, Manas, Yirang, Dalahit, Looney, Dibang, Lohit.

Question 2.
Rivers originating from the Himalayas are known as Himalayan rivers, while those originating from the peninsular plateaus are referred to as peninsular rivers. Categorize the rivers flowing through the Indo Gangetic Brahmaputra plain based on their place of origin as Himalayan rivers or Peninsular rivers, and list them accordingly.

Himalayan rivers	Peninsular rivers
Sindu, Jhelum, Chenab, Beas, Ravi, Sutlej, Kali, Ghaghara, Gandak, Koshi,Manas, Dibang,Lohith, Ganga (or the Ganges), Yamuna, and Brahmaputra.	Looni, Sind, Ken and Son

Question 3.
List the eastern and western boundaries of the North Indian Plains with the help of a physiographic map of India.
Answer:
Eastern boundaries of North Indian Plains upto Brahmaputra River and Western boundaries from Sindhu River.

Question 4.
Observe the map given below and list the four regional divisions of the North Indian Plain.

Answer:

• Rajasthan Plain
• Punjab- Haryana Plain
• The Ganga Plain
• Brahmaputra Plain

Question 5.
Locate the Aravali Mountain range with the help of a physiographic map of India.
Answer:

Question 6.
Find out the influence of the Aravali Mountain range in the climate of the Rajasthan Plain.
Answer:
Since the Aravali mountain lies parallel to the southwest monsoon winds in the south-west to east direction, the vapour-rich southwest monsoon winds do not cross the western side of the Aravali mountain. As a result, the western part of the Aravali mountain has become a dry region and the windward part has become a rainfed area. The Aravali mountain plays an important role in the biodiversity of Rajasthan.

Question 7.
Locate the significant landform to the west of the Punjab Haryana Plain by referring to an atlas.
Answer:
Rajasthan Plain

Question 8.
Based on geographical features, the Ganga Plain has been further divided into three regions. Upper Ganga Plain, Middle Ganga Plain, Lower Ganga Plain. Identify it in a Map.
Answer:

Question 9.
With the help of an atlas, identify and locate the Brahmaputra Plain in an outline map of India and include it in My Own Atlas.
Answer:

Question 10.
Observe the map given below and locate the major tributaries of the River Brahmaputra in the outline map of India. Include it in ‘My Own Atlas’.

Answer:

Question 11.
Prepare a digital album containing the pictures of river meandering and ox-bow lakes in different places of the world.
Answer:

Question 12.
Which one of the geographical divisions of the North Indian Plain is more suitable for agriculture?
Answer:
Alluvial Plains

Question 13.
Identify and list out the landforms that are formed due to the depositional process by rivers. Prepare a digital album containing pictures of such depositional landform features.
Answer:
Alluvial sediments are landforms formed as a result of the deposition process of a river, the Mianders, the oxbow lakes and Alluvial plains.

Question 14.
The North Indian Plain’s distance from the ocean contributes to the excessive heat experienced during the summer in these regions. Why is it so?
Answer:
As the distance increases, the amount of water vapour in the air decreases. As a result of this, the plains of northern India, situated far away from the sea, experience extreme heat during the summer season.

Question 15.
By observing the map given below, identify and list the two branches of the southwest monsoon winds. Try to understand their paths over the subcontinent.

Answer:

• The Arabian branch of the southwest monsoon winds.
• The Bay of Bengal branch of the southwest monsoon winds.

Question 16.
The rainfall received in Rajasthan from the southwest monsoon is very scanty. Why?
Answer:
The western parts of Rajasthan do not receive rain as the south-west monsoon winds, which cause rain in the plains of north India, pass parallel to the monsoon trough due to the location of the Aravali mountain ranges.

Question 17.
Identify the movement of winds that blow in the months of October and November. Locate them. in an outline map of India and include it in ‘My Own Atlas’.
Answer:

Question 18.
Locate the Sundarbans delta by referring to an atlas. With the help of information technology, prepare a note with pictures of the characteristic features of mangrove forests.
Answer:

The swamp forests are the natural vegetation found in the vast saline expanses of Rajasthan, freshwater lakes, the freshwater marshes of the Ganga Plain, the flood plains of the Brahmaputra, and the deltaic region of Sundarbans. The marshy and expansive deltaic region of Ganga Plain in West Bengal is Sundarbans.

The natural vegetation found luxuriously in this region is mangroves. This region serves as a natural habitat for the Royal Bengal Tiger. The roots of mangrove forests create a natural habitat for numerous aquatic species, including fishes. They are the abode of varied species of birds. Sundri, a type of mangrove, stands out as one of the distinctive features of the Sundarbans delta.

Question 19.
Identify and list the major natural vegetations in the North Indian Plain by analyzing the map.

Answer:

• The tropical Deciduous Forests
• The tropical Thron Forest
• Swamp Forests

Question 20.
Identify the distribution of different types of soils in the North Indian Plain by analysing the map given below and list them.

Answer:
Alluvial soil

• Red soil
• Forest Soil
• Laterite Soil
• Black Soil

Question 21.
Observe the table given below. In the table, the major crops cultivated in three different cropping seasons in the North Indian Plain are listed. Try to understand the duration of each cropping season and the crops cultivated in each season. Prepare a note on it by adding additional information with the help of information technology.

Cropping Seasons	Major Crops
Kharif (From June to September)	Tropical Crops- Rice, Cotton, Jute, Bajra, Tur, etc.
Rabi (From October to March)	Temperate-Subtropical Crops- Wheat, Gram, Mustard, Barely, etc.
Zaid (From April to June)	Vegetables, Fruits,Fodder etc.

Answer:
1. Rabi Season (Winter Season)

• Time Period: October to March
• Major Crops:
• Wheat: The primary staple crop, it is sown in November and harvested in March. The cool weather is ideal for its growth.
• Barley: Another important cereal crop, often grown in rotation with wheat.
• Gram (Chickpea): A significant legume that enriches the soil with nitrogen.
• Mustard: An essential oilseed crop that thrives in cooler temperatures.
• Peas: A valuable vegetable crop, often grown for both domestic consumption and market sales.

2. Kharif Season (Monsoon Season)

• Time Period: June to September
• Major Crops:
• Rice (Paddy): The dominant crop, requiring abundant water, is planted at the onset of monsoon and harvested in October.
• Maize: Grown for both grain and fodder, it benefits from the rainy season.
• Bajra (Pearl Millet): A drought-resistant crop well-suited to the semi-arid conditions of certain areas.
• Cotton: Cultivated in the well-drained soils of the region, crucial for the textile industry.
• Sugarcane: An important commercial crop, though it has a longer growing season, often overlapping with both Kharif and Rabi.

3. Zaid Season (Summer Season)

• Time Period: April to June
• Major Crops:
• Watermelon: Grown extensively due to its high water content, which makes it a popular summer fruit.
• Cucumber: Another summer favorite, cultivated for its refreshing properties.
• Moong (Green Gram): A short-duration pulse crop that enriches the soil and fits well between the Rabi and Kharif seasons.
• Pumpkin: Grown for both vegetable and ornamental purposes during the warm months. These cropping patterns reflect the adaptation to seasonal variations in temperature and rainfall in the North Indian Plain, optimizing agricultural productivity and sustainability.

In the Expansive Plain Class 9 Extended Activities

Question 1.
Project – ‘The significant role played by The North Indian Plain in shaping human life in India’.
Answer:
Introduction
The North Indian Plain, also known as the Indo Gangetic Plain, is one of the most fertile and densely populated regions in the world. Stretching across several Indian states, this vast plain has significantly influenced the development of human life in India, contributing to its cultural, economic, and social progress.

Geographical Overview

• Location: The North Indian Plain extends from the foothills of the Himalayas in the north to the Deccan Plateau in the south.
• States Covered: Punjab, Haryana, Uttar Pradesh, Bihar, West Bengal, and parts of Rajasthan and Assam.
• Major Rivers: The plain is primarily formed by the deposition of silt by rivers such as the Indus, Ganges, and Brahmaputra and their tributaries.

Economic Importance
Agriculture:

• Fertility: The alluvial soil is extremely fertile, supporting the cultivation of rice, wheat, sugarcane, and various other crops.
• Green Revolution: This region was the primary beneficiary of the Green Revolution in the 1960s, leading to increased agricultural productivity.

Industry:

• Textiles and Handicrafts: Traditional industries, including weaving and pottery, have flourished here due to the availability of raw materials.
• Modern Industries: Cities like Delhi, Kanpur, and Lucknow are industrial hubs, contributing significantly to India’s GDP.

Trade and Commerce:

• Trade Routes: Historically, the plain has been a major trade route, connecting various parts of India and facilitating commerce.
• Transport Infrastructure: Modern infrastructure, including roads, railways, and airports, is well-developed, enhancing trade and mobility.

Environmental Aspects

• Natural Resources:
• Water Resources: Abundant river systems provide water for irrigation, drinking, and other uses.
• Minerals: The region has some mineral resources, including natural gas and petroleum.

Challenges:

• Flooding: Annual monsoon rains often lead to floods, causing significant damage to life and property.
• Pollution: Industrial activities and agricultural runoff have led to pollution of rivers and soil degradation.
• Conservation Efforts:
• Sustainable Agriculture: Efforts are being made to promote sustainable farming practices to maintain soil health.
• River Cleaning Projects: Initiatives like the Namami Gange project aim to clean and rejuvenate the Ganges River.

Conclusion
The North Indian Plain has played a pivotal role in shaping human life in India. Its fertile land, historical significance, economic potential, and rich cultural heritage make it a cornerstone of Indian civilization. Understanding its contributions helps appreciate the complexity and diversity of human development in this region.

Question 2.
Conduct a seminar on the topic ‘Climate and Crops’.
Answer:
A. Introduction to Climate and Agriculture Understanding Climate

• Climate vs. Weather: Climate refers to longterm patterns and averages of meteorological conditions over extended periods (typically 30 years or more), while weather refers to shortterm conditions.
• Climate Zones: Different regions have varying climates (e.g., tropical, temperate, arid), affecting the types of crops that can be grown.

Role of Agriculture

• Agriculture is deeply intertwined with climate, relying on specific weather patterns for crop growth.
• Key climatic factors influencing agriculture include temperature, precipitation, and sunlight.

B. Impact of Climate Change on Crop Production Temperature Changes

• Increased Temperatures: Can lead to heat stress on plants, reduced yields, and altered growing seasons.
• Frost-Free Periods: Longer periods without frost can extend growing seasons but also affect the lifecycle of pests. Precipitation Patterns
• Changes in Rainfall: Altered rainfall patterns can lead to droughts or excessive flooding, both detrimental to crops.
• Water Availability: Changes in snowmelt and river flows impact irrigation systems.
  Extreme Weather Events
• Increased frequency and severity of storms, hurricanes, and other extreme weather events can devastate crops.
  CO₂ Levels
• Elevated CO₂ can enhance photosynthesis and growth in some crops but may also reduce the nutritional quality of others.

C. Case Studies of Climate Effects on Specific Crops
Wheat

• Heat Sensitivity: Wheat is particularly sensitive to high temperatures during flowering and grain-filling stages, which can reduce yields.
  Rice
• Flooding: Rice is highly susceptible to changes in water availability, with both drought and flooding posing significant threats.
• Temperature: Optimal growth occurs at specific temperature ranges, and deviations can affect productivity.
  Maize (Corn)
• Drought: Maize is vulnerable to drought, particularly during the flowering stage, impacting pollination and kernel development.
  Coffee
• Temperature and Pests: Coffee plants require stable temperatures, and climate change has increased the prevalence of pests like the coffee borer beetle.

D.Future Outlook and Technological

Innovations
Genetic Engincering

• CRISPR and other gene-editing technologies to develop crops with desired traits (e.g., drought tolerance, pest resistance).

Agroforestry

• Integrating trees and shrubs into crop systems to enhance biodiversity, improve soil health, and provide shade and wind protection.

Data Analytics

• Big data and machine learning to predict weather patterns, optimize planting schedules, and manage resources efficiently.

Global Collaboration

• International efforts and collaborations to share knowledge, resources, and innovations in agriculture and climate adaptation.

Question 3.
How is the formation of the North Indian Plains associated with the formation of the Himalayas? Elucidate.
Answer:
The formation of the North Indian Plains, also known as the Indo-Gangetic Plains, is closely associated with the formation of the Himalayas. This relationship is primarily driven by the tectonic activities involving the Indian Plate and the Eurasian Plate. Here’s how the two processes are connected:

A. Tectonic Plate Collision:

• Around 50 million years ago, the Indian Plate began its collision with the Eurasian Plate. This collision is a major tectonic event that led to the uplifting of the Himalayas.
• As the Indian Plate moved northwards and collided with the Eurasian Plate, the intense pressure and force caused the crust to buckle and fold, leading to the formation of the Himalayan mountain range.

B. Erosion and Sediment Deposition:

• The newly formed Himalayas were subjected to significant weathering and erosion due to climatic factors such as rainfall and glaciers.
• Erosion processes carried vast amounts of sediment from the mountains down to the plains. Rivers such as the Indus, Ganges, and Brahmaputra played a crucial role in transporting this eroded material.
• Over millions of years, these rivers deposited sediments over a vast area, creating the extensive alluvial plains known as the North Indian Plains.

C. Formation of the Plains:

• The sediments transported by the rivers settled in layers, gradually building up the plains. These alluvial deposits created the fertile soil characteristic of the IndoGangetic Plains.
• The continual deposition of sediments has led to the formation of one of the most extensive and fertile plains in the world.

D. River Systems and Drainage Patterns:

• The major river systems, originating in the Himalayas, carved out and shaped the plains. Their drainage patterns contributed to the distribution and depth of sediment deposits.
• Flooding and seasonal variations in river flow further influenced the sediment distribution, continuously shaping the landscape of the plains.

Question 4.
Draw the outline map of India and locate the divisions of the North Indian Plain. Exhibit it in your classroom.
Answer:

Question 5.
Draw the outline map of India and locate the major physiographic divisions using different colours to distinguish them. Also, draw the rivers flowing through the North Indian Plain and display the map in your classroom.
Answer:

Std 9 Geography Chapter 2 Notes Kerala Syllabus Extra Question Answer

Question 1.
What are the four main divisions of the Northern Indian Plains?
Answer:
The four main divisions of the Northern Indian Plains are the Punjab – Haryana Plains, Rajasthan Plains, the Ganga Plains, and the Brahmaputra Plains. These divisions are based on the river systems and the regions they cover.

Question 2.
What is called Doab? Give any two examples.
Answer:
A doab is a land lying between two rivers that join together later. For Example: Bari Doab Between the rivers Beas and Ravi.Rachna Doab – Between the rivers Ravi and Chenab.

Question 3.
Explain the reasons for the occurrence of various landforms on the earth’s surface.
Answer:
A variety of landforms on the Earth’s surface are caused by the constant action of external forces acting on the Earth’s surface, such as flowing water, wind, glaciers, and waves.

Question 4.
Explain the Four divisions of Northern Indian Plains?
Answer:
This extensive alluvial plain is also known as the Indo-Gangetic-Brahmaputra Plain and the North Indian Plains. The plain can be divided into four regional divisions: the Rajasthan Plain, the Punjab-Haryana Plain, The Ganga Plain and the Brahmaputra Plain.

Rajasthan Plain

• The Rajasthan Plain, which includes the Thar Desert, marks the westernmost end of the North Indian Plain.
• Two-thirds of the Thar Desert is situated in Rajasthan, while the remaining portion extends into the neighbouring states of Haryana, Punjab, and Gujarat.
• The Thar Desert is further divided into two significant regions: the actual desert area called Marusthali (the desert proper) and the semi-arid plain (semi-desert region) known as Rajasthan Bagar.
• The Rajasthan Plain is situated to the west of the Aravali Mountain range.

Punjab-Haryana Plain

• The Punjab-Haryana Plain is situated to the east and northeast of the Rajasthan Plain.
• This plain is the western part of the North Indian Plain and extends upto the Yamuna River.
• The Punjab Plain, a significant part of this region, is primarily formed by the deposition of sediments carried by rivers such as Satluj, Jhelum, Chenab, Ravi and Beas.

The Ganga Plain

• The division of the plain situated to the east of the Punjab-Haryana Plain is known as the Ganga Plain.
• The Ganga Plain stretches from Bangladesh in the east to the Yamuna River in the west.

Brahmaputra Plain

• The Brahmaputra Plain, known by various names such as Brahmaputra Valley, Assam Valley, and Assam Plain, constitutes the easternmost part of the North Indian Plain.
• Stretching from the easternmost edge of Assam to the west of Dubri, near the border of Bangladesh, it spans approximately 720 km in length, with the width ranging from 60 to 70 km .
• The major portion of the Brahmaputra Plain is located in the state of Assam.

Question 5.
What is Deposition?
Answer:
Deposition is the process by which rock material, which is crushed by physical, chemical and biological processes, is transported from one place to another by these external forces and deposited in low-lying areas.

Question 6.
Which rivers primarily define the Punjab Plains?
Answer:
The Punjab Plains are primarily defined by the five rivers of the Indus system: Jhelum, Chenab, Ravi, Beas, and Sutlej.

Question 7.
Describe the process of Formation of Indo -Gangetic- Brahmaputra.
Answer:

• Various types of landforms, such as lofty mountains, expansive plains, plateaus, scorching deserts and valleys, are found on the surface of the Earth. They were formed over millions of years.
• The physical division that lies between the south of the Northern Mountains and to the north of the Peninsular Plateau is known as the Northern Indian Plains.
• This extensive alluvial plain is also known as the Indo-Gangetic-Brahmaputra Plain and the North Indian Plains.
• Diverse landforms are formed on the surface of the Earth through the continuous processes driven by external forces, such as running water, wind, glaciers, and waves that operate on the Earth’s surface. Therefore, these external forces are called geomorphic agents, and the processes that lead to the formation of landforms are called geomorphic processes.

• The sediments or rock materials formed through the disintegration of rocks by various physical, chemical, and biological processes are transported by these external forces or geomorphic agents from one place to another.
• These materials are then deposited conveniently in low-lying regions. This process is called deposition.

• Rivulets originating from high altitudes form rills, and they join together to form streams.
• Rivers originating from high altitudes transport sediments down the stream and deposit them in low-lying areas. Over time, the deposition of sediments by rivers creates numerous depositional landforms, including expansive alluvial plains.
• The average depth of alluvial deposits in this plain ranges from 1000 metres to 2000 metres.
• The Indo-Gangetic-Brahmaputra Plain, extending approximately 3200 km from the mouth of River Indus to the mouth of River Ganga, is one of the largest alluvial plains in the world.
• It spreads over around 2400 km in India.
• The plain widens from east to west, with the width varying between 150 km and 300 km.
• This plain is bordered by the Shiwalik ranges in the north and the irregular edges of the Peninsular Plateau in the south.

• The plain can be considered a single physiographic unit, and it is based on the river system, the direction of the flow of rivers and topographical features.

Question 8.
Explain the four regional divisions of the North Indian Plain.
Answer:
The plain can be divided into four regional divisions:

• Rajasthan Plain
• Punjab-Haryana Plain
• The Ganga Plain
• Brahmaputra Plain

Rajasthan Plain

• The Rajasthan Plain, which includes the Thar Desert, marks the westernmost end of the North Indian Plain.
• Two-thirds of the Thar Desert is situated in Rajasthan, while the remaining portion extends into the neighbouring states of Haryana, Punjab, and Gujarat.
• The Thar Desert is further divided into two significant regions: the actual desert area called Marusthali (the desert proper) and the semi-arid plain
  (semi-desert region) known as Rajasthan Bagar.
• The Rajasthan Plain is situated to the west of the Aravali Mountain range.
• A significant river in this plain is the Luni, which is non-perennial in nature.
• There are numerous salt lakes in Rajasthan Plain, and some of the major salt lakes are Sambhar, Didwana, and Sargol.

Punjab-Haryana Plain

• The Punjab-Haryana Plain is situated to the east and northeast of the Rajasthan Plain.
• This plain is the western part of the North Indian Plain and extends upto the Yamuna River.
• The eastern border of this plain is defined by the River Yamuna.
• In India, this plain extends over the states of Punjab, Haryana, and Himachal Pradesh, covering an area of approximately 1.75 lakh sq. km. It gently slopes towards the west.
• The Punjab Plain, a significant part of this region, is primarily formed by the deposition of sediments carried by rivers such as Satluj, Jhelum, Chenab, Ravi and Beas.
• Punjab is etymologically known as the Land of Five Rivers.
• A doab is a land lying between two rivers that join together later.
• Punjab-Haryana Plain is divided into five major doabs.

The Ganga Plain

• The division of the plain situated to the east of the Punjab-Haryana Plain is known as the Ganga Plain.
• The Ganga Plain stretches from Bangladesh in the east to the Yamuna River in the west.
• This expansive plain covers the states of Uttarakhand, Uttar Pradesh, Haryana, Delhi, and parts of Jharkhand and West Bengal, spanning an area of approximately 3.75 lakh sq.km.
• This expansive plain was formed through the depositional processes by the River Ganga and its tributaries.
• The average elevation of the Ganga Plain is around 200 metres above mean sea level, and it exhibits a general slope towards the east and the southeast.

Brahmaputra Plain

• The Brahmaputra Plain, known by various names such as Brahmaputra Valley, Assam Valley, and Assam Plain, constitutes the easternmost part of the North Indian Plain.
• Stretching from the easternmost edge of Assam to the west of Dubri, near the border of Bangladesh, it spans approximately 720 km in length, with the width ranging from 60 to 70 km.
• The major portion of the Brahmaputra Plain is located in the state of Assam.
• The Eastern Himalaya in the north, the PatkaiNaga Hills in the east, and the Garo-Khasi Jaintia Hills and Mikir Hills in the south serve as their natural boundaries, separating the plain from the surrounding areas.
• The Lower Ganga Plain lies to the west of the Brahmaputra plain.
• The Brahmaputra Plain, spanning an area of approximately 56,275 sq.km, is formed through the depositional processes carried out by the Brahmaputra River and its tributaries. Teesta, Manas, Lohit and Dibang are some of the major tributaries of the Brahmaputra River.
• When rivers enter a plain from mountainous regions, their velocity decreases abruptly, and the sediments (alluvium) carried by the rivers get deposited in the form of fans. These depositional landform features are referred to as alluvial fans.

• Rivers that continue flowing through plains split into many channels. As the river’s velocity

• A river thus flowing in a sinuous manner is called river meandering.

Question 9.
Explain the major three zones of North Indian Plain?
Answer:

• The North Indian Plain can be divided into three zones from north to south based on its geomorphic features. They are:
  1. Bhabar
  2.Tarai
  3. Alluvial plains
• Bhabar: It is a narrow belt, approximately 8 to 10 km wide, running parallel to the Shiwalik mountain range at the break-up of the slope.
• It is situated to the south of the Shiwalik mountain range along its foothills.
• This zone of the plain is formed by the deposition of rocks and boulders brought by rivers flowing from the mountains.
• The rivers flowing through this region are not visible as they flow beneath the rocks and boulders.
• Tarai: The Tarai is a marshy and swampy tract, approximately 10 to 20 km wide, running parallel to the Bhabar belt.
• The rivers that disappear in the Bhabar region re-emerge in this area.
• The Tarai has a luxurious growth of natural vegetation and serves as a habitat for varied wildlife.
• Alluvial plains: To the south of the Tarai, the belt consisting of older and newer alluvial deposits forms the Alluvial plain.
• The older alluvium deposits are called the Bhangar, and the newer ones are referred to as the Khadar.
• The major characteristic features of this region include depositional landforms such as riverine islands, sandbars, and deltas.
• Braided streams, meanders and ox-bow lakes are also prominent features of this area.

Question 10.
What are geomorphic agents and geomorphic processes?
Answer:
Diverse landforms are formed on the surface of the Earth through the continuous processes driven by external forces, such as running water, wind, glaciers, and waves that operate on the Earth’s surface. Therefore, these external forces are called geomorphic agents, and the processes that lead to the formation of landforms are called geomorphic processes.

Question 11.
Describe the Monsoon Season in North Indian Plain.
Answer:
Northeast Monsoon:

• The low-pressure area that prevails over the North Indian Plain starts moving southward in response to the apparent movement of the sun towards the southern hemisphere.
• This season is named the retreating monsoon season.
• During this period, a high-pressure area develops over the North Indian Plain, and consequently, the wind starts blowing from here to the Indian Ocean.
• As these moisture-less winds blow from the northeast, this season is called the northeast monsoon season.
• The North Indian Plain generally experiences a dry climate during this season. Owing to the conditions of high temperature and atmospheric humidity, the weather becomes rather oppressive. This phenomenon is commonly known as the ‘October heat’.

Question 12.
Explain the Cold Weather season.
Answer:

• The cold weather season sets in by mid November in North India.
• December and January are the coldest months in the North Indian Plain, and excessive cold is experienced during this period.
• The major reasons for excessive cold weather in the North Indian Plain are: The major portion of the North Indian Plain is located far away from the moderating influence of the oceans, resulting in a continental climate,snowfall in the nearby
• Himalayan ranges contributes to strong cold waves,Cold winds from West Asia cause frost, fog and coldwaves in the western part of the North Indian Plain. The apparent movement of the sun from the northern hemisphere towards the southern hemisphere adds to the cold conditions.
• During the cold weather season, the North Indian Plain receives slight rainfall.

Question 13.
What is called ‘Loo’
Answer:
Hot, dry and oppressive wind blows from the desert region of Rajasthan to the Ganga Plain in the months of May and June this wind is called ‘Loo’.

Question 14.
Explain the direction of the Southwest Monsoon in North Indian Plains?
Answer:
Southwest Monsoon Season:

• The southwest monsoon season, experienced from June to September, is the main rainy season in the North Indian Plain.
• The southwest monsoon winds enter the Indian subcontinent as two branches.
• The Bay of Bengal branch, entering the land through the Sundarbans delta region, gets bifurcated into two sub-branches.
• One branch moves eastward and enters the Brahmaputra Plain, causing widespread rains, the other branch, moving westward along the Ganga Plain, causes rainfall in West Bengal, Bihar, Uttar Pradesh, and Delhi and proceeds further westward.
• The Punjab Plain this branch joins the Arabian branch which is moving parallel to the Aravali.
• Mountains and then brings rain to the foothills of the Western Himalayas.

Question 15.
What are the two divisions of Tropical deciduous forest?
Answer:
The Tropical deciduous forests are divided into two. They are the dry deciduous forests and the moist deciduous forests.

Question 16.
Describe a Tropical deciduous forest.
Answer:

• The Tropical deciduous forests are further divided into two. They are the dry deciduous forests and the moist deciduous forests.
• Dry deciduous forests are found in those regions where the annual rainfall ranges between 70 cm and 100 cm.
  
• In these forests, trees shed their leaves for approximately 6 to 8 weeks in the dry season when sufficient moisture is not available.
• The dry deciduous forests are found in the plains of Uttar Pradesh and Bihar.
• Moist deciduous forests are found in areas with moderate rainfall, ranging from 100 cm to 200 cm per annum.
  
• They are mainly seen along the strip of the Shiwalik range, including Tarai and Bhabar, and in certain parts of Odisha and West Bengal.
• Teak, sal, shisham, mahua, amla and sandalwood are the main species of the tropical deciduous forests.

Question 17.
Explain Tropical Thron Forest.
Answer:

• Tropical thorn forests are prevalent- in the semi-arid areas of southwest Punjab, Haryana, Rajasthan, and Uttar Pradesh.
• These forests consist of various grasses and shrubs, with important species such as babool, ber, wild date palm, khair, neem, khejri and palas.
• In certain regions Tussocky grass grows as undergrowth, reaching up to a height of 2 metres.

Question 18.
Explain Swamp Forests.
Answer:

• The swamp forests are the natural vegetation found in the vast saline expanses of Rajasthan, freshwater lakes, the freshwater marshes of the Ganga Plain, the flood plains of the Brahmaputra, and in the deltaic region of Sundarbans.
• The marshy and expansive deltaic region of Ganga Plain in West Bengal is Sundarbans.
• The natural vegetation found luxuriously in this region is mangroves.
• This region serves as a natural habitat for the Royal Bengal Tiger
• The roots of mangrove forests create a natural habitat for numerous aquatic species, including fishes.
• Sundri, a type of mangrove, stands out as one of the distinctive features of the Sundarbans delta.

Question 19.
Name the different types of soil in the North Indian Plain?
Answer:

• Alluvial Soil
• Red Soil
• Arid Soil

Question 20.
Explain Alluvial Soil?
Answer:
Alluvial soil

• The soil which is widespread in the North Indian Plain is alluvial soil.
• The alluvial soils vary in nature from sandy loam to clay.
• Alluvial soil is found in limited areas of Rajasthan and extensively in the plains of Gujarat. There are two different types of alluvial soils developed in the Ganga Plain: Khadar and Bhangar.
• The alluvial soil in the lower and middle Ganga plains and the Brahmaputra Valley are more loamy and clayey.
• Alluvial soil is well-suited for agriculture.

Question 21.
Name the soil found in the Sundarbans delta?
Answer:
Saline Soil

Question 22.
Write a short note on Saline Soil?
Answer:
The soil found in the Sundarbans delta region is saline soil which is characterised by a higher presence of salt. Saline soil consists of sand and loam. Seawater intrusions into the deltas cause the formation of saline soils. In certain areas of the North Indian Plain, where there is intensive cultivation with excessive irrigation, the fertile alluvial soil has turned saline.

Question 23.
Explain Arid Soil.
Answer:
Arid soil

• Arid soil is the soil extensively found in the western parts of the North Indian Plain, including Rajasthan.
• It is generally sandy and saline in structure.
• As this soil lacks humus and moisture, irrigation support is required for the plants to grow.

Question 24.
What significant contribution did the North Indian Plain make to the development of India’s agriculture-based economic system?
Answer:
The North Indian Plain plays a very significant role in building India’s economic system based on the agricultural sector. Wheat, rice, jute, and sugarcane are widely cultivated here. Extensive cultivation, supported by irrigation, has made this plain the granary of India. The entire plain, except the Thar Desert, has a well-developed network of roads and railways. This infrastructural development has facilitated largescale industrialisation and urbanisation of the region.

Question 25.
Which crop cultivated in between June to September?
Answer:
Rice (Paddy), Maize, Bajra (Pearl Millet), Cotton and Sugarcane.

Question 26.
Which crops cultivated in Rabi season?
Answer:
Wheat, Barley, Gram (Chickpea), Mustard and Peas

Question 27.
Which of the following is Zaid crop of North Indian Plain?

• Rice
• Maize
• Bajra
• Pumpkin

Answer:
Pumpkin

Students often refer to SCERT Class 9 Social Science Notes Kerala Syllabus and Std 9 Geography Chapter 1 On the Roof of the World Notes Questions and Answers English Medium that include all exercises in the prescribed syllabus.

Kerala Syllabus 9th Standard Social Science Geography Notes Chapter 1 On the Roof of the World

Class 9 Social Science Geography Chapter 1 Notes Question Answer Kerala Syllabus On the Roof of the World

Class 9 Geography Chapter 1 Notes Kerala Syllabus English Medium

Question 1.
Observe the map (Topic 1: India Physical) and finish the location of the Northern mountains. Identify the other mountain ranges that originate from the Pamir Knet and list them.
Answer:
Kunlun, Tian Shan, Hind,kush, Karakoram

Question 2.
Generally mountains are the land forms with an average elevation above 900 meters from the sea level. Observe the map (Topic 1: India Physical) and find the major mountain ranges in India and include them in My Own Atlas.
Answer:

Question 3.
Complete the following table with the help of the map (Topic 1.1 Himalayan Mountain Physiographic Divisions). The index of the map will help you complete this work.

Answer:

Trans Himalayas	Himalaya	Eastern Hills
Karakoram	Himadri	Naga Hills
Ladakh	Himachal	Patkai Bum
Zaskar	Shiwaliks	Garo, Khasi, and Jain hills
		Mizo hills

Question 4.
Observe the map (Topic 1.1 Himalayan Mountain Physiographic Divisions). Find the location of the Himadri, the Himachal, and the Shiwaliks from the map and list out the states in which these ranges are situated.
Answer:
The Himadri, Himachal, and Shiwaliks are situated in the Himachal Pradesh, Uttarakhand, and Jammu & Kashmir of India.

Question 5.
Do you know that the Himalayas, which is one of the lofty mountains of the world, is still growing? What may be the reason?
Answer:
It is due to plate tectonics, which are the crustal rock blocks of continental and oceanic parts. Asthenosphere is the zone beneath the lithosphere where the rocks are molten and are in a semi-plastic state due to the high temperature. The tectonic plates move very slowly above the asthenosphere. Earth process like orogenic are active along the plate boundaries.

Question 6.
In which plate boundary was the Himalayas formed?
Answer:
Convergent Boundary

Question 7.
The table below shows the three regional divisions of the Himalayas and the rivers that separate them. Mark the location of these divisions and rivers in the outline map of India with the help of the map (Topic 3.1 Himalayan Mountains Regional Divisions).

Himalayan Zone	Separating Rivers
Western Himalayas	Indus, Kali
Central Himalayas	Kali, Teesta
Eastern Himalayas	Teesta, Brahmaputra

Answer:

Question 8.
Why are the Himalayan rivers water-rich year round?
Answer:
Himalayan rivers water rich year-round because rivers rising in this area are perennial in nature. The glaciers from the mountains or by the heavy rainfall either feeds them.

Question 9.
Mark the important passes of the Himalayas in the outline map of India and include it in My Own Atlas.
Answer:

Question 10.
How are hot springs formed?
Answer:
Rainwater infiltrates the soil and integrates with the groundwater, which is then heated by subsurface rock layers in regions with ongoing mountain-building activities, resulting in the emergence of hot springs on the surface. Numerous hot springs can be seen in the Himalayan terrain such as Nubra Valley, Manikaran, and Kheerganaga. Electric power can be generated using this geothermal energy.

Question 11.
Find the parts of Central Himalayas in India from map (Topic 3.1 Himalayan Mountains Regional Divisions) and mark them in My Own Atlas.
Answer:

Question 12.
Why are there numerous hill stations in the Himalaya Mountains?
Answer:
Hill stations in the Himalayan Mountains are popular for their cooler climates and stunning scenery, making them ideal retreats from the heat of the plains. Additionally, the Himalayan range offers diverse landscapes, from lush forests to snow-capped peaks, providing a range of experiences for visitors.

Question 13.
The Himalayan Rivers are flood prone even during summer. Why?
Answer:
Due to several factors, including heavy rainfall, rapid snow melt from higher elevations, and the melting of glaciers. These combined factors can lead to an increase in water volume in rivers and streams, resulting in flooding downstream. Additionally, the region’s rugged terrain can exacerbate the effects of flooding by channeling water quickly towards lower areas.

Question 14.
Identify the Himalayan rivers from the map (Topic 4.2 Himalayan River System) and prepare a Himalayan drainage map for ‘My Own Atlas’.
Answer:

Question 15.
What could be the reason for the occurrence of alluvial soil in the valleys between the mountain ranges?
Answer:
Alluvial soil in valleys between mountain ranges is primarily due to erosion. Over time, rivers carry sediment from the mountains down into the valleys, depositing it as alluvium. This process repeats over centuries, gradually building up layers of fertile soil.

On the Roof of the World Class 9 Extended Activities

Question 1.
Prepare an essay on ‘Human life in the Northern Mountains’.
Answer:
Living in the mountains can be hard. About 70% of the mountain population is rural and relies on farming, fishing, animal rearing and tourism. Agriculture in mountainous regions is challenging due to elevation, steep slopes, poor soil, and low temperatures. Despite these challenges, communities engage in subsistence farming by terracing slopes to grow crops like paddy, potatoes, and wheat and temperature fruit crops during the spring. Tea is a major crop along mountain slopes and valleys of Eastern Himalayas, especially in the Assam and Darjeeling regions.

The tribal population of the North Eastern Hills, follows shifting cultivation.Climate varies according to elevation and the type of animals reared also varies accordingly. In valleys, goats and cattle are commonly kept, while in mountain slopes, sheep and horses are reared. At the extremely cold regions of Himachal and Ladakh, species that can resist severe cold such as yak are reared. Gujjars are the shepherd tribes who live in the mountain meadows of Western Himalayas.

Due to the favorable geographical conditions, the whole Himalayan area has become a zone with rich economic opportunities for tourism. The growth of tourism in these areas began with pilgrimages. Numerous pilgrimage sites exist here, including Kailas, Manasarovar, Amarnath, and Hema Kund Sahib. These places have been attracting travelers for centuries.

The second phase of tourism development in the Himalayan Mountain region began in the 19th century when the British identified the area’s favorable climate. The resort towns such as Shimla, Darjeeling, Shillong, Almora, Ranikhet, Mussoorie, and Nainital are important tourist centers.

The third stage of modern tourism development began in the Himalayan region after the conquest of Mount Everest by Sherpa Tenzing Norgay and Edmond Hillary on 29th May 1953. Today the adventure tourism sector promoting Mountaineering, Paragliding, skiing, etc. has developed significantly in this region.

Question 2.
Mark the mountain ranges that are part of the Northern Mountains and incorporate the same in ‘My Own Atlas’
Answer:

Question 3.
Prepare a pictorial wall magazine on the occupation of people in the Northern Mountains.
Answer:

Std 9 Geography Chapter 1 Notes Kerala Syllabus Extra Question Answer

Question 1.
Explain the three parallel mountain ranges in the Himalayas.
Answer:

• The Himadri: It is also known as the Greater Himalayas or the Inner Himalayas. It has an average elevation of about 6100 meters above the mean sea level. The width of the range is nearly 25 km . These are snowclad mountains.
• The Himachal: It is also known as the Lesser Himalayas. It has an average elevation ranging from 3500 to 4500 meters above the mean sea level. This range is and has a width ranging from 60 to 80 km.
• The Shiwaliks: It is also known as the Outer Himalayas. Southernmost of the Himalayan ranges and forms the borders of the Ganga plains. The width ranges from an average of 60 to 150 km.

Question 2.
Explain the features of Uttarakhand Himalaya.
Answer:
It is a part of Himalayas which extends from River Satluj to River Kali. Its western side is known as GAdwal Himalaya and the eastern side is known as Kumaon Himalayas. Peaks such as Nandadevi, Kamet, Badrinath, Kedarnath etc are situated here. The Gangotri and Yamunotri glaciers from where the rivers Ganga and Yamuna originate and freshwater lakes such as Nainital and Bhimtal are also situated here. Duns are the falt valleys seen in between Lesser Himalayas and the Shialik hill ranges. The alpine summer meadows along the higher altitude mountain slopes of this region are called ‘Bugyals’.

Question 3.
On what basis the Himalayas are classified into regions?
Answer:
The rivers that originate from the Himalayas create deep gorges in their course. The regional divisions of the Himalayas have been made on the basis of these cross-cutting rivers.

Question 4.
What is the drainage system of Eastern Himalaya?
Answer:
River Brahmaputra originating from Chemayungdung glacier near Manasarovar Lake and its tributaries, such as Dibang, Lohit, Manas etc. are the drainage system of the Eastern Himalaya.

Question 5.
Write a short note on the soil in the northern mountain range.
Answer:
Commonly we can see mountain and forest soil in the Himalayan terrain. According to the mountain environment, the soil texture and particle size vary. Valleys display fine grained soil with high humus content, while high slopes display coarse grained soil with low humus content. Alluvial deposition is seen in the valleys. Karewas, a human-rich fine soil in the Kashmir Valley, is a suitable location for saffron cultivation due to its glacial sediment deposit.

Question 6.
As the geographical conditions are favourable, the entire Himalayan region has become a zone with high economic potential for tourism. Justify.
Answer:

• Travels associated with pilgrimage were what initiated the development of tourism in these regions.
• There are several pilgrim centres in this region such as Kailas, Manasarovar, Amarnath and Hema Kund Sahib.These places have been attracting travellers for centuries.
• The second phase of tourism development in the Himalayan Mountain region began in the 19th century when the British identified the area’s favourable climate.
• The resort towns such as Shimla, Darjeeling, Shillong, Almora, Ranikhet, Mussoorie and Nainital are important tourist centres.
• The third stage of modern tourism development began in the Himalayan region after the conquest of Mount Everest by Sherpa Tenzing Norgay and Edmond Hillary on 29th May 1953.
• Today the adventure tourism sector promoting Mountaineering, Paragliding, skiing etc. has developed significantly in this region.

Question 7.
Which are the five physiographic divisions of India?
Answer:

• The Northern Mountain Region
• The North Indian Plain
•  The Peninsular Plateau
• The Indian Dessert
• The Coastal Plains and Islands

Question 8.
Write the extension of Northern mountain ranges.
Answer:
The Northern mountain ranges that form the north and the northeastern boundary of the Indian subcontinent include several mountain ranges that originate from the Pamir Knot known as “the Roof of the World” and it extends up to Purvachal in the east.

Question 9.
Which mountain range is known as the ‘the Roof of the World’?
Answer:
Pamir Knot

Question 10.
How the Himalayas and the Alps were formed?
Answer:
The Himalayas and the Alps were formed through a process called folding. Fold mountains are formed due to the compression of sedimentary rock strata of the earth’s crust.

Question 11.
Which Trans Himalayan range connects Himalayas with the Pamir Knot?
Answer:
Karakoram Range

Question 12.
What are known as Lithospheric plates?
Answer:
The lithospheric plate is composed of the crust and upper mantle, consisting of fragments of varying sizes. These parts, known as lithospheric plates, can have widths of thousands of kilometers and a thickness of nearly 100 km . These plates may cover the continental portion, ocean bottom or both.

Question 13.
What are the three types of plate boundaries?
Answer:

Question 14.
What causes the formation of fold mountains?
Answer:
Rock layers along the convergent boundary get folded due to the compression of lithosphere plates. This leads to the formation of fold mountains.

Question 15.
What are the main components of the lithosphere?
Answer:
The lithosphere comprises the Earth’s crust and the upper mantle.

Question 16.
What is the role of the asthenosphere in plate tectonics?
Answer:
The asthenosphere, beneath the lithosphere, consists of molten rocks in a semi-plastic state due to high temperatures, allowing tectonic plates to move slowly above it.

Question 17.
What is the extension of the Western Himalayas?
Answer:
The Westem Himalayas stretch from the Indus river valley to the north of Jammu and Kashmir up to the Kali a river valley in the eastern part of Uttarakhand.

Question 18.
Which is the world’s second highest peak, situated in the Karakoram range?
Answer:
Mount K2 (Godwin Austin-8611 meters)

Question 19.
What are passes?
Answer:
Passes are the comparatively easier natural passages in the mountainous terrains. An example is Banihal Pass across the Pir-Panjal Range which connects Jammu with the Kashmir Valley.

Question 20.
What are Margs?
Answer:
Margs are meadows formed along the mountain slopes during the summer season. As these margs get covered under snow during winter, the region attracts tourists for winter games such as skiing, Sonmarg, and Gulmarg are examples.

Question 21.
What are the factors affecting the climate of Himalayan mountain zone?
Answer:
Elevation and the topography

Question 22.
Indus, Ganga, and Brahmaputra rivers along with their tributaries are rain fed and snow fed, they are perennial (water-rich) throughout the year. Justify.
Answer:
They have turbulent flow in their mountains course. Flooding and channel deviation are common in the plains. These rivers create landforms such as V-shaped valleys, gorges and waterfalls.

Question 23.
What are some examples of the diverse wildlife found in the Himalayan region, and what conservation measures have been implemented to protect them?
Answer:
Himalayan region is the natural habitat of several wild animals like yak, musk deer, single-homed rhinoceros and snow leopard. Biosphere Reserves, National Parks and Wildlife sanctuaries have been established for wildlife protection in the Himalayan terrain.

Students often refer to SCERT Kerala Syllabus 9th Standard Social Science Notes Pdf and Class 9 History Chapter 8 Towards a Gender Neutral Society Notes Questions and Answers English Medium that include all exercises in the prescribed syllabus.

Kerala Syllabus 9th Standard Social Science History Notes Chapter 8 Towards a Gender Neutral Society

Class 9 Social Science History Chapter 8 Notes Question Answer Kerala Syllabus Towards a Gender Neutral Society

Class 9 History Chapter 8 Notes Kerala Syllabus English Medium

Question 1.
This is a news report about an observation made by the Honourable High Court of Kerala on 8 August 2023. What do you notice from this news?

Answer:

• Gender and Sex are two different concepts.
• Every individual has the right to choose gender.

Question 2.
In which official documents are mentioned the terms ‘gender’ and ‘sex?
Answer:

• Aadhaar card
• School admission records
• Birth certificate
• Ration card
• Passport
• Driving Licence

Question 3.
Expand the table.

Answer:

Sex	Gender
Refers to biological features	Refers to social, cultural and psychological features
Categorises individuals as biologically male or female	Makes masculinity or femininity
It is an ascribed status	Gender is an achieved status

Question 4.
Haven’t you listened to the conversation among three friends? What is your response to this conversation? Have you heard the statement that certain jobs should be done only by individuals of a certain gender? Do jobs actually need such gender discrimination?

Answer:
Yes, the statement point out that certain jobs are “better suited” to a specific gender, like saying men should be engineers or women should be teachers. However, jobs don’t actually require such gender- based restrictions. Skills, interests, and abilities are unique to each person, not tied to their gender. Limiting jobs by gender not only holds back talented individuals but also reinforces outdated stereotypes. When people choose work based on their strengths and passions, workplaces are more effective and diverse, benefiting everyone involved.

Question 5.
Are duties allocated based on gender in your school? Typically, who performs most of the following duties in your school? Complete the checklist.
Answer:

Duties	Boys	Girls
Singing the prayer song in school assembly	✓	✓
Arranging benches and desks	✓	✓
Arranging the digital tools in the classroom	✓
Discharge duties outside, which are not of the class	✓	✓

Question 6.
Look at the following statements. Classify them into laws and norms.

• Do not waste drinking water
• Do not physically harass anyone
• Respect the elderly citizens
• Two-wheeler riders should wear helmets
• Do not discriminate anyone on the basis of physical features
• Every individual has the right to legitimate elections
• Protect the elderly citizens
• Giving and accepting dowry is a crime

Answer:

Laws	Norms
Do not physically harass anyone	Respect the elderly citizens
Two-wheeler riders should wear helmets	Do not waste drinking water
Every individual has the right to legitimate elections	Protect the elderly citizens
Giving and accepting dowry is a crime
Do not discriminate anyone on the basis of physical features

Question 7.
Why do illegal norms still exist in society today? Write your comments in the activity book.
Answer:
Illegal norms still exist today because they’re often supported by long-standing beliefs, cultural traditions, or peer pressure, even when they go against the law. Sometimes, people are unaware of the law, or they may feel the rules are unfair and choose to ignore them. In other cases, these norms persist because the laws aren’t always enforced consistently, so people don’t see consequences for breaking them. Changing these norms takes time and often requires both stronger enforcement and a shift in societal attitudes.

Question 8.
Can you find out examples of gender stereotypes? Add them below.
Answer:

• Women are good as nurses. Men are not fit for that
• Men are suitable for military jobs.
• Men need freedom and respect, and women need care and protection.

Question 9.
Have you noticed the advertisements that appear on television and online streaming platforms? Who do you think comes more on screen to endorse the products? women or men. Note your observations.

• Curry powder
• Dishwashing implements
• Bikes and cars
• Cosmetics
• Sports products
• Utensils, stove and tools used in kitchen
• Financial institutions

Answer:

Generally Women	Generally Men
Curry powder	Bikes and cars
Dishwashing implements	Sports products
Cosmetics	Financial institutions
Utensils, stove and tools used in kitchen	Cement

Question 10.
Observe more advertisements. Which gender is predominantly represented among them?
Answer:
Women

Question 11.
Identify gender-inclusive terms in the languages, list the words and exhibit them in the classroom.
Answer:
Manager, professor, police, designer, photographer.

Question 12.
Organise a debate on “Language, family, art, literature, and educational institutions reinforce gender stereotypes” and make notes.
Answer:
Sides of the Debate:
For the Motion: These parts of society reinforce (or strengthen) gender stereotypes.

Against the Motion: These parts of society do not reinforce or break down gender stereotypes.
Points “For the Motion” (Yes, they reinforce gender stereotypes)

Language: Certain words or phrases can reflect gender stereotypes (e.g., “act like a lady” or “man up”).
Language often has gendered roles; for example, using “he” for leaders or doctors.

Family: Families sometimes have different expectations for boys and girls.
Some families encourage boys to be strong and girls to be nurturing, leading to stereotypes.

Literature: Books may show male characters as brave or adventurous and female characters as sensitive or caring.
Many classic stories often place women in support roles and men as main characters.
Educational Institutions: Schools may divide activities by gender, like boys in sports and girls in arts.
Some teachers or textbooks might unintentionally treat boys and girls differently, leading to stereotypes.
Points “Against the Motion” (No, they do not reinforce gender stereotypes)

Language: Language is evolving, and people are challenging gender stereotypes by using neutral terms like “they” or inclusive titles.
Words like “leader” or “hero” can apply to anyone, regardless of gender.

Family: Many families today encourage both boys and girls to follow their interests and treat them equally. Families are more aware of the importance of giving the same opportunities to all children.

Literature: Newer books often have diverse characters who don’t follow gender norms.
Authors create stories where characters break stereotypes, such as female heroes or sensitive male characters.

Educational Institutions: Schools encourage all students to try various activities, like sports, science, and arts. Many educational programs now focus on equality and reducing stereotypes.

Question 13.

a) What arc the social issues indicated in these news headlines?
b) Are these atrocities based on gender?
c) Is there gender equality in our society?
d) Is the existence of these types of atrocities apt for a just society?
Answer:
a) Sexual harassment, female foeticide, dowry issues, problems faced by transgenders.
b) Yes
c) No
d) No

Question 14.
Collect news and pictures related to gender violence and make a collage. Exhibit your response to gender violence in the form of slogans along with the collage. Also, prepare a short speech to be delivered in the exhibition.
Answer:

Slogans against gender discrimination:

• “Equal status, equal freedom!”
• “Forget the genders; see only human beings!”
• “It’s not you and me; it’s us. Let’s stop the violence!”

Speech

Dear classmates,
Good [morning/afternoon/evening], everyone,
Thank you for being herẹ today to discuss a very serious issue gender violence. This means any kind of harm or unfair treatment because of a person’s gender. It happens around the world in many forms, like at home, at work, or even online. The pictures and slogans you see here show both the pain of those affected and the hope for change. Ending gender violence is everyone’s responsibility. By supporting those who need it, speaking out, and treating everyone equally, we can make a big difference. Let’s work together to create a world free from violence. Thank you.

Question 15.
What can be done to eliminate gender discrimination and ensure constitutional equality and freedom for all genders? Discuss in the class.
Indicators for Discussion:
Education that promotes gender equality
Challenging gender stereotypes
Challenging norms that encourage gender stereotypes
Ensuring gender-inclusive and equitable workplaces
Answer:
Goal: To talk about ways to stop gender discrimination and make sure everyone is treated fairly and equally.

Key Points for Discussion

• Teaching Gender Equality in Schools
• Schools should teach kids that all genders are equal and deserve respect.
• Stories, games, and activities should show different types of strong characters-both girls and boys.
• Schools can help kids understand why treating everyone fairly is important.

Breaking Gender Stereotypes

• Encourage kids and adults to question ideas like “boys are tough” or “girls are gentle.”
• TV shows, movies, and books should show people in all types of roles-like men as nurses or women as scientists.
• Let everyone choose hobbies and activities based on what they like, not based on what’s “normal” for their gender.

Changing Gender “Rules” in Society

• Society often has “rules” for how boys and girls should act, like men being strong or women being caring. We need to break-these old ideas.
• Support public messages that promote equality.
• Celebrate people who break these “rules” so others see that it’s okay to be different.

Creating Fair Workplaces for All Genders

• Workplaces should have rules to make sure everyone is treated fairly, like equal pay for the same work.
• Companies should teach staff to respect all genders and create a safe work environment.
• Workplaces should support both moms and dads, like giving both parents time off for family.

Towards a Gender Neutral Society Class 9 Extended Activities

Question 1.
Collect real-life stories of women who fought against gender discrimination and develop a digital album.
Answer:

• She established the Mahila Seva Mandal to raise awareness on issues related to women’s rights.
• She also called for a gathering place for women who do not have caste discrimination or any kind of discrimination.
• She was also an anti-infanticide activist.
• she was opposed to child marriage and advocated widow remarriage.

• She worked to reclaim the civil rights of women and slaves.
• She was also active in social reform activities, especially in abolitionism.
• She founded the Women’s Loyal National League to campaign for the abolition of slavery.
• She campaigned for equal rights for African Americans and women, especially for the right to vote.

• She raised his voice against slavery and gender discrimination.
• She raised his voice for the rights of women and African Americans.

Question 2.
Collect and exibit in the class, reports on those who have survived discrimination based on gender.
Answer:

Std 9 History Chapter 8 Notes Kerala Syllabus Extra Question Answer

Question 1.
What is the difference between sex and gender?
Answer:
Sex refers to the biological characteristics that define males and females. It refers to the difference between males and females in chromosomes, physical structures, hormones, genitalia, and other physical factors. Gender refers to the social, cultural and psychological characteristics associated with the categories of male and female through particular social contexts.

Question 2.
What does the term ‘gender role’ mean?
Answer:
The term ‘Gender Role’ refers to the societal expectations regarding what men and women should do, think, say and wear, and how they should behave. Gender Roles represent the specific characteristics, attitudes, and actions that a society associates with masculinity and femininity.

Question 3.
What is the difference between ascribed status and achieved status?
Answer:
Ascribed status is the social status an individual gets by birth. Achieved status is the social status achieved by individuals through their own ability and choice. They are learned from society in course of time.

Question 4.
Who are considered transgender individuals?
Answer:
A transgender is a person whose gender does not correspond with the gender he was assigned at the time of birth. This includes Transman and Transwoman.

Question 5.
How do societies categorise high-status and low-status individuals?
Answer:
Every society categorises its members based on their status, leading to social stratification. Thus, individuals are defined as high status or low status individuals in the society.

Question 6.
What is an example of a gender role related to work?
Answer:
Men should be the primary breadwinners, while women should manage domestic duties.

Question 7.
Why is gender considered a social construct?
Answer:
Gender is considered a social construct because it is shaped by societal expectations, cultural norms, and social interventions rather than biological factors. It varies across cultures and changes over time.

Question 8.
Explain the given Terms.

• Social Stratification
• Socialisation

Answer:

• Social stratification is the social placement of individuals in society into different hierarchical layers or strata without equality. Historical examples of social hierarchies include slavery and the caste system.
• Socialisation is a lifelong process from birth and continues till death. In order to get integrated as a part of the society, they learn the values and practices of the society at different stages. This learning process is called socialisation.

Question 9.
Classify the following as Ascribed status and Achieved status.
(Age, educational qualification, Sex, income, occupational skills, race)
Answer:

Ascribed status	Achieved status
Age, race, sex	Educational Qualification, income, occupational Skills

Question 10.
What do you mean by stereotypes?
Answer:
A stereotype is a social classification of people into groups based on oversimplified and generalised assumptions. Stereotypes are formed on the basis of class, caste, religion, occupation, language, gender and the like.

Question 11.
Define ‘Just society’.
Answer:
A just society is one in which every individual receives equal social, economic and political justice irrespective of caste, religion or gender.

Question 12.
How are stereotypes formed?
Answer:
Stereotypes are formed on the basis of class, caste, religion, occupation, language, gender and the like.

Question 13.
What are the reasons for the gender inequality?
Answer:
Gender roles, norms, and stereotypes are the reasons for gender inequality.

Question 14.
What are the factors that reinforce gender stereotypes?
Answer:
Media, languages, family educational institutions, art and literature.

Question 15.
Write an example of the struggles fought by women who faced gender discrimination.
Answer:
Upper Cloth Revolt, Kallumala Uprising

Question 16.
What is gender discrimination?
Answer:
Gender discrimination is the process of suppressing other genders for the sake of dominance of one gender.

Question 17.
What is Article 15 of the Indian Constitution?
Answer:
The Article 15 states that no individual shall be discriminated against based on gender.

Question 18.
Match Coloum A with Coloum B.

Answer:

Article 14	Equality of all genders
Article 15	There shall be no gender-based discrimination against any individual
Article 16	Equality of opportunity for all genders
Article 19 (1) (a)	All genders have the right to freely express their gender identity through dress, behaviour and action
Article 21	All genders have the right to dignity, individual liberty and privacy
Article 15A (e)	It is the fundamental duty of the Indian citizens to renounce practices derogatory to the dignity of women

 

Students often refer to SCERT Kerala Syllabus 9th Standard Social Science Notes Pdf and Class 9 History Chapter 7 Extension of Democracy through Institutions Notes Questions and Answers English Medium that include all exercises in the prescribed syllabus.

Kerala Syllabus 9th Standard Social Science History Notes Chapter 7 Extension of Democracy through Institutions

Class 9 Social Science History Chapter 7 Notes Question Answer Kerala Syllabus Extension of Democracy through Institutions

Class 9 History Chapter 7 Notes Kerala Syllabus English Medium

Question 1.

In the news given above the different mechanisms that have been set up for the institutionalisation of democracy are mentioned. Can you find out what they are?
Answer:

• National Commission for minorities
• National Commission for Backward classes
• Election commission
• The national commission for scheduled caste and scheduled tribe
• The national commission for women

Question 2.

The images above depict various stages of the electoral process. Examine each picture and identify the specific step in the election process that it represents.
Answer:

• Queuing up to vote
• Voting machines

Question 3.
Prepare a digital album including the names of Election Commissioners of India and their tenures.
Answer:
(Hints: Complete the album by including the names and periods of the commissioners based on the hints given)

Question 4.
Collect more information regarding the activities of Election Commission.
Answer:

• Organising Elections
• Managing Voter Lists
• Provides Voter Education
• The Election Commission uses Electronic Voting Machines (EVMs) and other tools to make voting easy and transparent.
• It works with the police and security forces to keep elections peaceful and prevent any fraud or violence.
• The Commission looks into complaints about candidates or parties breaking election rules.

Question 5.
Can the voters caste their votes only in the polling booth? Has the Election Commission made any other arrangements? Organise a discussion in the class.
Answer:

• Postal Voting: Some people, like military personnel or voters living far away, can vote by sending their ballot through the mail (postal vote).
• Voting for the Elderly or Disabled: In some cases, people who are elderly or have disabilities may get special assistance to vote, like voting from home (home voting) or getting help at the polling booth.
• Online or Remote Voting: In some countries, there are discussions about using online voting, but it is not common yet in many places because of security concerns.

Question 6.
Note the date in the given calendar. Find out what is special about this day

Answer:
December 10 is observed as Human Rights Day. It is the day when the Universal Declaration of Human Rights was adopted by the United Nations General Assembly in 1948.

Question 7.
Hope you may make preparations for the observance of the International Human Rights Day under the auspices of the School Social Science Club, what would be the programmes that you plan in connection with this?
Answer:
Poster Exhibition, Seminar, Quiz competition, Speech, Video presentation

Question 8.
Media bring to us, from various parts of the world, a lot of news regarding the situations like wars, riots, terrorist attacks that make decent living of the people difficult. Do you know that such human rights violations happen in our locality? Have you come across such incidents? List them.
Answer:
Discrimination against children, Discrimination against women, Discrimination against Scheduled Castes and Scheduled Tribes, Discrimination against guest workers

Question 9.
Collect newspaper cuttings related to the activities of the National Human Rights Commission and prepare a digital album including the collected news.
Answer:
(Hints: Collect more newspaper reports as given below and prepare an album)

Question 10.
Identify the issues in which the National Human Rights Commission intervened recently.
Answer:
Discussion with Human Rights Defenders and NGOs (NHRC): Human Rights Defenders (HRDs) and NGOs jointly discussed the challenges they face and the need for legal and policy support for them. The Commission recognised that human rights defenders play a crucial role in highlighting people’s rights violations and raising awareness.

Involvement in Komamudra clashes: The NHRC has been monitoring objectionable incidents, such as clashes between the Meitei and Kuki communities in Manipur. The delay in government intervention in such conflicts and the issues have been highlighted by the NHRC and other human rights organisations.

Support for Backward Communities: The NHRC has made several interventions to protect the rights of Dalits, tribal groups, religious minorities, etc.

Question 11.
Amnesty International is a voluntary organisation working against human rights violations at the international level. Are there voluntary organisations of this type working in our country? Identify.
Answer:
People’s Union for Civil Liberties (PUCL): PUCL is one of the oldest human rights organisations in India. It works against unjust arrests, police atrocities, violations of agitations, etc.

Aishwarya Sena (AIDWA): It is an active organisation that works on issues such as violence against women and children, workers’ rights and poverty.

Equal Rights Trust: An organisation that works to promote equality and humanity in the Indian justice system and against oppression against anti-equality laws.

Snehalaya, Rescue Foundation: Snehalaya and Rescue Foundation are two separate NGOs in India, both working toward empowering marginalised individuals, particularly focusing on rescuing and rehabilitating victims of human trafficking, abuse, and exploitation.

Question 12.

Observe the picture above. What are the issues raised by women agitators? Have you n any other issues faced by women? Discuss them.
Answer:
Discrimination at working places, Sexual harassment, Domestic violence, Gender discrimi Discrimination in the field of education

Question 13.
Collect news and pictures about the activities of the National Women’s Commission. Include the collected information in the Social Science album.
Answer:
(Collect more pictures as given below)

Question 14.
Identify, with the help of teachers, the cases/incidents the National Women’s Commission intervened in for the protection of the rights of women.
Answer:
The National Commission for Women (NCW) has raised several issues as it has intervened in various cases of anti-women incidents and rights violations.

Sexual harassment cases: NCW has been actively involved in cases of sexual harassment faced by women in colleges, workplaces and public places.

Domestic Violence: NCW provides support for women to lodge complaints of domestic violence and seek safe shelter.

Internet Abuse: NCW also deals with complaints against cyberbullying on social media and other online platforms that violate women’s privacy.

Question 15.
Make preparations for the observance of the National Women’s Day in your school. Prepare an invitation letter for the same.
Answer:
Dear teachers and students,
National Women’s Day, which celebrates the rights and victories of women, is being celebrated with great enthusiasm in the school this year. Women’s Day is an opportunity to Remember women’s involvement, capabilities and virtues and to encourage their life’s successes.

Date of Observance: 8 March 2024
Location: School Auditorium
Time: From 10:00 am onwards
Sequences:
Chief Guest Greeting Speech: Women’s literacy, self-security, life successes, etc. were the topics. Cultural programmes: Dances and music performed by the students of the school.

Poster and dissertation competition: Issues related to women’s empowerment.
Awards: Awards are given to the winners of competitions that raise contemporary issues.
Contact: For information and participation, please get in touch with the class teacher or school coordinator. We hope that your presence will make our celebrations more prosperous.

With regards,
Principal.

Question 16.
Collect news about problems faced by women and intervention of the Women’s Commission in those issues and make a news album.
Answer:
(Collect more pictures as given below)

Question 17.

Read the television news given above. The news is about the demands raised by minority organisations about the various issues faced by the minorities. What are the issues raised here?
Answer:
Economic backwardness, Educational backwardness, Script Protection, Guarantee social progress Discrimination issues.

Question 18.
Collect news regarding the interventions of the National Minority Commission.
Answer:

Question 19.
Identify whether there are linguistic minorities in your area.
Answer:
Linguistic minorities are generally considered to be those who speak a language that is not dominant in a state or region. For example, In Kerala, minority languages are languages other than Tamil, Kannada, Telugu, Gujarati and Malayalam. (Based on this hint, speak with an adult in your area with the help of your family members to find out if there are linguistic min orities, and prepare a note about them.)

Question 20.
Discuss and prepare notes on the issues faced by the linguistic minorities and their remedies.
Answer:
Issues Faced by Linguistic Minorities
Education Challenges: Struggle to understand lessons if taught in a different language.
Job Limitations: Fewer job opportunities if they don’t speak the main language.
Loss of Culture: Pressure to use the main language can weaken their cultural identity.
Lack of Support: There is not enough help from the government to learn both languages.

Remedies
Bilingual Education: Classes in both languages help students learn comfortably.
Job Programs: Support to learn the main language for better job chances.
Cultural Events: Festivals and classes to celebrate their language and culture.
Government Help: Laws and resources to support minority languages.
Awareness: Programs to promote respect and inclusion for all languages.

Question 21.
What are the developmental activities that should be done for the Scheduled Caste-Scheduled Tribe sections, according to Nehru? Discuss.
Answer:

• Roads and communication facilities
• Healthcare activities
• Schools
• More industries

Question 22.
Find out and enlist the various welfare projects implemented by the government for the Scheduled Castes and Scheduled Tribes.
Answer:
Education Support
Scholarships: Provides money to SC and ST students so they can pay for school and college.
Hostels: Special hostel facilities are available for SC and ST students, so they have a place to stay while studying.

Employment and Skill Training
Skill Development Programs: Offers training programs to help SC and ST individuals learn skills for better jobs.
Job Reservations: Certain government jobs are reserved for SC and ST people to ensure they have good work opportunities.

Housing and Financial Help
Housing Schemes: Provides affordable houses and housing loans to help SC and ST families get homes.
Financial Aid for Businesses: SC and ST people get special loans and financial support to start small businesses.

Health and Medical Aid
Free Medical Camps: Organises free health check-ups and treatments in areas where SC and ST communities live.
Healthcare Insurance: Gives free or low-cost health insurance to SC and ST families to help with medical costs.

Question 23.
Collect newspaper reports regarding the interventions of the National Scheduled Castes and Scheduled Tribes Commissions.
Answer:

Question 24.
From the speech delivered by Dr. Ambedkar. What are the suggestions put forward by him for the progress of the backward sections?
Answer:

• Make higher education less costly
• Bring equality
• Give special consideration to those in the lower status
• Eliminate discrimination

Question 25.
Find out the present Chairpersons of the National and State Backward Classes Commissions.
Answer:

• Hansraj Gangaram Ahir is the chairman of the National Commission for Backward Classes.
• Justice G Sasidharan is the chairman of the State Backward Classes Commission.

Question 26.
Prepare a note on the activities of the National Commission for Backward Classes.
Answer:

• Identifies Backward Classes: NCBC creates and updates a list of Backward Classes to make sure they get the help they need.
• Advises the Government: It gives advice to the government on how to improve the lives of Backward Classes, like by creating new programs or laws.
• Monitors Programs: NCBC checks that government programs for Backward Classes are working well and reaching the people who need them.
• Protects Rights: It listens to complaints if Backward Classes face unfair treatment and helps find solutions.
• Promotes Education and Jobs: NCBC supports reservations (special seats) in education and government jobs for Backward Classes.

Question 27.
Organise a panel discussion in the class on ‘The Role of Institutions in the Extension of Democracy.’
Answer:
Panel Discussion: The Role of Institutions in Democracy
Steps:
Choose Panelists: Pick classmates to represent different groups (like Government, Courts, Election Commission, Media, and Schools).
Prepare Points:
Government: Makes rules for the people.
Courts: Protect people’s rights and make sure laws are followed.
Election Commission: Manages elections to keep them fair.
Media: Shares news so people know what’s happening.
Schools: Teach us about democracy and being good citizens.
Discussion:
Moderator (another classmate) asks each panelist, “How does your group help democracy?”
Each panelist shares their answer in a few sentences.
Questions: Classmates can ask simple questions to learn more.
Conclusion: Moderator shares the main points.

Extension of Democracy through Institutions Class 9 Extended Activities

Question 1.
Organise a seminar on the topic’ Women’s Safety’ in connection with International Women’s Day.
Answer:
Seminar on Women’s Safety (for International Women’s Day)
Objective: To learn about the importance of women’s safety

Introduction:
Date: Organise it around International Women’s Day (March 8).
Purpose: Understand why women’s safety is important and how everyone can contribute.

Guest Speakers:
Invite speakers, such as a local police officer, a counsellor, or a teacher, who can talk about women’s safety, self-defense tips, and laws that protect women.

Topics Covered:
Basic Safety Tips: How to stay safe in public places, online, and at school.
Support Systems: Knowing who to reach out to in case of danger (helplines, family, or teachers).
Respect and Equality: Why it’s important to treat everyone with respect and work together for safety.

Student Participation:
Encourage students to share their thoughts or ask questions about safety and equality.

Conclusion:
End with a few reminders about how each of us can help make our communities safer for everyone. This seminar helps us understand the importance of women’s safety and what we can do to support it.

Question 2.
You must have noticed the implementation of school parliament election in your school. Shall we conduct a model election in the class to assess the duties of the election commission? What are the preparations needed for that?
Answer:

• Create Election Guidelines
• Set Up a Campaign Period
• Prepare Voting Materials
• Set Up Voting and Counting Stations
• Announce the Results
• Reflection and Feedback

Question 3.
Collect boards and pictures and organise an exhibition for creating awareness about human rights violations and to suggest remedies for them.
Answer:
(Hints: Collect more pictures as shown below)

Question 4.
Stage a play on ‘the problems faced by women in the society and their solutions’ in the class.
Answer:
Title: “Girls Can Do Anything!”
Characters:
Aanya: A 15-year-old girl who wants to become a scientist.
Mom: Aanya’s supportive mother, but she is a worried mother.
Teacher: Encourages Aanya and her friends to follow their dreams.
Friend 1 and Friend 2: Aanya’s classmates who have different views on what girls can do.
Narrator: Explains each scene to the audience.

Scene 1: Classroom
Narrator says, “This story is about Aanya, who dreams of becoming a scientist.”
Aanya tells her friends, “I want to be a scientist!”
Friend 1 replies, “But isn’t science hard for girls?”
Teacher hears this and says, “Girls can do anything! Don’t let anyone tell you otherwise.”
Message: Girls should be free to choose any career, like boys.

Scene 2: At Home
Mom tells Aanya, “I worry about you coming home late from school.”
Aanya says, “But, Mom, I want to study hard so I can reach my goals.”
Mom thinks and says, “You’re right. I will support you.”
Message: Parents can help girls feel safe and confident in reaching their goals.

Scene 3: A Group Chat
Aanya and her friends talk about issues girls face, like being told they can’t do certain things or concerns about safety. They talk about solutions, like speaking up for each other, raising awareness, and learning to protect themselves.
Teacher joins and says, “If we support each other, things will improve.”
Message: Support from friends, family, and teachers can help girls reach their dreams.

Final Scene: Back in Class
Aanya thanks everyone for their support. She says, “With support, we can make a better world for girls!”
Narrator wraps up: “When everyone helps, girls can do anything!”
End Message:
All characters say together, “Girls dreams matter!”

Question 5.
Complete the table.
Enter the names and year of information of the various commission constituted for the extension of democracy in the table given below.

Answer:

	Name of Commission	Year of Formation
1	Election Commission	1950
2	National Human Rights Commission	1993
3	National Commission for women	1992
4	National Commission for minorities	1993
5	National Commission for Backward classes	1993

Std 9 History Chapter 7 Notes Kerala Syllabus Extra Question Answer

Question 1.
Where do constitutional institutions derive power from?
Answer:
Constitutional institutions derive their power and responsibilities from the Constitution of India. The supreme court, parliament, constituent assemblies, election commission, etc. are the main constitutional bodies.

Question 2.
What are the important constitutional institutions?
Answer:

• Election Commission
• Human Rights Commission
• Women’s Commission
• Commission for Scheduled Castes and Scheduled Tribes

Question 3.
Write the difference between constitutional institutions and extra constitutional institutions.
Answer:
Institutions can be classified into two: constitutional bodies and extra constitutional bodies. The constitutional bodies are autonomous bodies formed when the Constitution came into force. The Constitution is the source of power of the constitutional bodies. Constitutional amendment is essential for effecting any change in the power or structure of these bodies. Extra constitutional bodies are formed by the laws passed by the Parliament. They can be given constitutional status as and when required.

Question 4.
a. ‘In our country, it is the Election Commission that prepares the voter list and issues identity cards to the voters’. Do you agree with this statement?
b. Write down the duties of the Election Commission?
Answer:
a. Yes, I agree with this statement.
b.

• Preparation of electoral roll and issuance of identity card.
• Supervise, administer, and control the elections to the offices of the President and the Vice President of India, Members of the Lok Sabha and the Rajya Sabha, and State Legislative Assemblies.
• Promulgation and enforcement of the codes of conduct.
• Recognition of political parties and allotment of symbols to them.

Question 5.
Write a note on Representation of People Act 1951.
Answer:
The Representation of People Act 1951 is an act to provide for the conduct of elections to the Indian Parliament and State legislatures and, to determine the eligibility and disqualification of those elected, and provide for the settlement of election disputes.

It deals with the crimes related to election, and the eligibility and disqualification of the members of the Parliament. According to this act, any organisation that wants to become a political party has to register with the Election Commission. It also stipulates the criteria for national party and regional party status and the rules to obtain election symbols.

Question 6.
What is the name of the process by which the Chief Election Commissioner can be removed? Explain.
Answer:
Impeachment.
Impeachment is the process of removing persons holding constitutional positions through parliamentary proceedings.

Question 7.
When was the National Human Rights Commission came into being?
Answer:
October 12, 1993

Question 8.
‘The Human Rights Commission has three members’. Do you agree with this statement?
Answer:
The statement shown above is incorrect. The commission has six members, including the chairperson.

Question 9.
Who is the chairman of the Human Rights Commission?
Answer:
A retired High Court Chief Justice / High Court judge will be the chairman.

Question 10.
State the importance of the Human Rights Commission in society.
Answer:
The National Human Rights Commission plays an important role in the protection of the human rights of the citizens and thereby ensuring the extension of democracy. Human rights violations are denial of the civil rights and values promised by the

Constitution of India. Human Rights are the rights to life, liberty, equal treatment and dignity, as assured by the Constitution of India and international agreements ratified by India.

Question 11.
How is the State Human Rights Commission different from the National Human Rights Commission?
Answer:
Similar to the National Human Rights Commission, there are Human Rights Commissions in the States also. Kerala State Human Rights Commission came into existence on 11 December 1998. There are three members of the Commission, including the Chairperson. A retired Chief Justice/Judge of the High Court shall be the Chairperson of the Human Rights Commission. Members of the Commission are appointed by the Governor.

Question 12.
Define Dowry Prohibition Act, 1961
Answer:
The Dowry Prohibition Act was passed by the Parliament in 1961 to eradicate the evil practice of dowry from society and prevent atrocities in the name of dowry. Dowry is the exchange of wealth on the occasion of marriage as per prior agreement or under compulsion. If a person consents to marriage based on the promise of certain sum of money, jewellery or wealth, it is also dowry. Both, accepting and giving dowry are punishable under this law.

Question 13.
When is women’s day celebrated?
Answer:
March 8

Question 14.
What are the functions of national commission for women.
Answer:

• Examine the constitutional provisions and laws for the safety of women.
• Submit proposals for legislation to protect women’s rights.
• Activities for ensuring gender justice

Question 15.
Write down the major functions of the National Commission for minorities.
Answer:

• Evaluate the progress of the social development of the minorities
• Evaluate the functioning of the constitutional provisions and laws for the protection of the minorities.
• Submit reports on the issues and crises faced by minorities from time to time.
• Examine the complaints regarding the violation of the rights of minorities and make recommendations for further action.

Question 16.
How is the Scheduled Castes and Scheduled Tribes Commission different from the National Commission for Minorities?
Answer:
The Scheduled Castes and Scheduled Tribes Commissions were formed with the objective of protecting the Scheduled Castes and Scheduled Tribes from discrimination and exploitation and bringing them to the mainstream of society. It is important to protect their cultural diversities and identities along with this. Both the commissions came into existence in 2004. The commission consists of a Chairperson, a Vice Chairperson and three other members. The members of the commission are appointed by the President of India. The members term in office is three years.

Question 17.
State true or false
a) The National Election Commission was established in 1993.
b) The National Commission for Backward Classes was established in 1993.
c) The year in which the State Women’s Commission came into existence was March 18, 1996.
d) A retired high court judge will be the chairman of the Human Rights Commission.
Answer:
a) False – came into existence in 1950 .
b) True
c) False – March 16, 1996.
d) True

Question 18.
Define the role of institutions in the context of the spread of democracy.
Answer:
It is imperative to address the socio-economic backwardness of the different sections of people in our country with such a large geographical area, high population and cultural diversity. This backwardness can be redressed only by ensuring equality of opportunity, social justice and participation envisioned by the Constitution. The constitutional and extra constitutional bodies have an important role in ensuring the participation of different sections of the people in the political process.

For instance, the Election Commission expands the scope of political democracy by fostering an environment where citizens can exercise their political rights freely and without fear, and thereby broadening the foundation of democratic participation. Since 1951-52, the Election Commission has been taking measures to strengthen electoral democracy and to ensure free and just polls. The Election Commission’s functions, include the delimitation of electoral constituencies, preparation of electoral rolls, implementation of universal adult suffrage, recognition of political parties, implementation of electoral reforms, and promotion of electoral literacy, which have significantly strengthened Indian democracy.

Question 19.
Write a short note on the State Minority Commission of Kerala.
Answer:
The Kerala State Minority Commission was established in 2013. There are four members in the commission, including the chairperson and the vice chairperson. The state government nominates them. Their term in office is three years. The responsibility of the commission is to ensure that religious and linguistic minorities enjoy the constitutional rights granted to them. The commission also makes recommendations regarding the establishment of educational institutions by minorities.

Students often refer to SCERT Kerala Syllabus 9th Standard Social Science Notes Pdf and Class 9 History Chapter 6 From the Land of Cholas to Delhi Notes Questions and Answers English Medium that include all exercises in the prescribed syllabus.

Kerala Syllabus 9th Standard Social Science History Notes Chapter 6 From the Land of Cholas to Delhi

Class 9 Social Science History Chapter 6 Notes Question Answer Kerala Syllabus From the Land of Cholas to Delhi

Class 9 History Chapter 6 Notes Kerala Syllabus English Medium

Question 1.
Given below inscription describes the economic condition of the Chola kingdom. What information do we receive from this?

Answer:

• The people gave paddy, gold and money to the King as taxes.
• The Chola kingdom was prosperous.
• The king collected huge taxes from the people.

Question 2.
Observe the given map, identify and list the present south Indian regions that were included in the Chola kingdom.

Answer:
Madurai, Nagapattinam,Gangaikonda Cholapuram, Kanchipuram – Tamil Nadu

Question 3.
Analyse the role played by the agriculture sector in the economy of the Chola Kingdom.
Answer:
The Chola Kingdom was located in the Kaveri River Valley, which made the area rich in resources. Most of the people lived in villages as agriculture was their main occupation. They cultivated cereals, fruits, pulses, sugarcane, betel leaf, areca nut, ginger, turmeric and different varieties of flowers. The rulers recognised the significance of irrigation in agriculture and constructed different irrigation facilities.

These included ponds, tanks, canals and wells. In addition to this, bunds were constructed across the rivers and the water thus collected was distributed to different parts of the country through canals. Huge ponds were built in areas where there were no natural streams, and rainwater was collected in them during the rainy season.

These water reservoirs that were protected from going dry were called ‘Erippatti.’ Apart from this, cultivators were given tax concessions for the development of agriculture, and they were encouraged to bring barren land under cultivation.By donating land to temples and Brahmins, it became possible to expand agriculture to a larger area.

Question 4.
Observe the map and identify the lands with which the Chola Kingdom had trade relations.
Answer:
Indonesia, Sumatra, Malaysia, Thailand, Cambodia, Vietnam.

Question 5.
Assess the role played by temples in the socio-economic life of the Chola Kingdom.
Answer:
The world-famous temple located at Thanjavur, the capital of the Chola kingdom. It is the * Brihadiswara Temple built during the reign of Rajaraja Chola (985-1014). This temple of Gangaikondacholapuram was built during the reign of his successor, Rajendra Chola I (1014-1044). The rich exchequer inspired the kings to build temples.

Income from land got as gift, contributions from Grama Sabhas, tax collected from lands entitled to be taxed, contributions from devotees, the wealth derived from the economic transactions of the institution in the village, etc. were the sources of income of the temples. Educational institutions and hospitals functioned along with temples. A large number of people were employed in connection with the construction and maintenance of the temples. Artisans and craftsmen depended on the temples for their livelihood.

Question 6.
Discuss the role played by the Cholas in spreading the Tamil language and the culture of South India to Southeast Asia and their impact on the life of the people of Southeast Asia.
Answer:
In Sri Lanka, they had established their political domination in addition to trade relations. The Chola inscriptions, as well as the Sri Lankan literary works like Mahavamsa and Choolavamsa, confirm this. South India’s relationship with South East Asia became very close under the Cholas.

In addition to traders, the Buddhist and Hindu sages and scholars also travelled frequently from Cholanadu to Sumatra, Java and Malaysia. These travels resulted in the spread of language, religion, ideas, and architecture of the Chola kingdom in those lands.

Question 7.
Evaluate the efficiency of the Chola rule in comparison with the modern systems of governance.
Answer:
If the Chola system of governance is compared to our modern-day system of governance. The Cholas implemented special administrative reforms at the village level and created a unique system for the people and local bodies to get direct participation in the administration. Gram Sabhas, for example, Ur, Sabha and Nadu were actively engaged in the fields of rural development, tax collection, irrigation systems and public services.

This helped to solve the problems and needs of the villages in a democratic manner. During the Chola rule, tax collection was implemented in a very precise manner, through which public amenities, including irrigation and roads, were developed. On the industrial front, they improved maritime trade, regulated sea transport, and strengthened trade relations with foreign countries.

The rule of the Cholas was not merely a powerful military force, but an effective method for making comprehensive progress in many social and economic spheres. The efficiency of village importance and people’s participation elevates the system of governance they established in a similar way to modern times.

Question 8.
How did the geographical features of south India influence the temple construction of the Chalukyas?
Answer:
The Chalukyas built several temples, and they constructed rock-cut temples but later shifted to structured temples. The Megutti Jaina Temple of Aihole in Karnataka and the Virupaksha Temple of Pattadakkal are examples of the structural temples of the Chalukyas. Carvings can be seen on the pillars that support the roof of the temple.

Even though the temples of the Chalukyas evolved out of the Gupta style, they reflected the Dravidian style, which was the local traditional style of South India. The main feature of the Dravidian architectural style was the use of rock-cut stone for construction. Plenty of rocks were obtained from the Western Ghats and Deccan Plateau. Skilful sculptors carved beautiful temples out of natural rocks.

Question 9.
Observe the map and identify the present Indian states where the Chalukya kingdom had extended.
Answer:
Kerala, TamilNadu, Karnataka, Andra Pradesh, Maharashtra, Madhya Pradesh, Gujarat.

Question 10.
Compare the Chola and Chalukya reigns based on the following hints.
(Centralised Administration, Samanta Rule (Rule of feudatories), Local Administration, Influence of the Temples)
Answer:
Centralised Administration
Cholas: The centre of governance was the king. There was a committee of ministers to assist the king. They maintained a strong army. Taxes were collected.

Chalukyas: Although the authority was exercised by members of the royal family during the Chalukya rule, there was no centralised monarchy. There exists a monarchy controlled by temples, Brahmins and samantas.

Samanta Rule
There was no feudal rule in the Chola kingdom. But the rule of the Chalukyas was a monarchy controlled by the Samantas. The rule was centred on nobles based on soldiers.

Local Administration
Two types of Councils called ‘Ur’ and ‘Sabha’ existed during the Chola period. They had autonomous power. There is no evidence of the existence of local rule in the Chalukya kingdom.

Influence of the Temples
The temples were influenced by the Chola and Chalukya rule. However, the temples had the greatest impact on the socio-economic life ‘of the Chola kingdom.

Question 11.
The age of Pala rule was a period of the spread of Indian culture and Buddhism. Bring out a digital magazine based on this statement.
Answer:
Visual components:

• Maps: The geography of the rule of the Palas.
• Photos: Nalanda, Vikramshila, famous temples, sculptures

Question 12.
Prepare an album elucidating the achievements of Pratiharas in the fields of art and literature.
Answer:

• Include ‘Kavyameemamsa’ and ‘Karppuramanjari’ by Sanskrit poet and playwright Rajasekharan.
• Include images of the temple built during the Pratihara period.

Question 13.
Despite the progress they achieved in the fields of art and literature, could the Rashtrakuta society be considered an egalitarian one? Evaluate.
Answer:
During the period of the Rashtrakutas, society was further divided on the basis of caste. In addition to the Chaturvarnya, there were other sections of the society that were subjected to untouchability and discrimination. Carpenters, cobblers and fishermen were included in this section.

The dominant sections of the society-the Brahmins and the Kshatriyas-maintained their status. However, the fall of trade and the growth of agriculture led to the decline of the status of the Vaishyas and paved the way for the uplift of the status of the Sudras. As the Sudras had become members of the army, their status improved. Though women participated in the religious and administrative areas along with men, their status declined.

Question 14.
Evaluate the conditions that existed in the local kingdoms of India from the eighth to twelfth centuries CE.
Answer:
From the 8th to the 12th centuries CE, various regions of India saw the rise of local kingdoms, which contributed to distinct political and cultural progress. During this period, strong regional dynasties emerged in areas such as Kerala, Tamil Nadu, Karnataka, Rajasthan, the Gangetic Plains, and Punjab.

While dynasties like the Cholas, Pandyas, and Cheras gained prominence in South India, the Palas, Pratiharas, and Rashtrakutas were powerful in North and Western India. The Cholas expanded their empire in Southeast Asia through maritime trade and a powerful military. Additionally, they built irrigation systems to support agriculture, ensuring the prosperity of their regions.

Question 15.
Organise a panel discussion in the class on the ways to be adopted to reduce the public expenses of the governments and the everyday expenses of the people in modern times.
Answer:

• Include the ideas given below in the discussion.
• Control of prices of foodgrains
• Controlling the prices of all products
• Reduce military spending
• Reduce administrative costs
• Punish hoarders
• Market Regulation

Question 16.
How the agricultural progress during the reign of the Sultan influenced the country’s economy.
Answer:
In the Sultan period, cultivation was done twice or thrice a year. The majority of the population was farmers. But, continuous famines and wars made the life of farmers difficult. Sugarcane, wheat, indigo, cotton, oil seeds, fruits and flowers were cultivated. This led to the development of crafts like oil making, jaggery making, weaving and colouring of textiles. ‘Rahat Irrigation system’ in which water was drawn from a water body for irrigation by spinning a wheel using cattle was in practice. This led to agricultural progress during the reign of the Sultan period.

Question 17.
Compare the social life in ancient India with that in the Sultanate period based on the following hints. (Caste System and Status of Women)
Answer:

	Ancient India	Sultanate Rule
Caste System	• The caste system was rigid, with limited social mobility and defined roles for each caste, deeply influencing daily life and occupations.	• The caste system continued among Hindus, but new social hierarchies developed among Muslims based on their origins and status.
Status of Women	•  Women had some rights, such as access to education and participation in religious rituals, especially during early periods. • Over time, women’s status declined, leading to practices like child marriage and increased restrictions on their freedoms.	• Women faced more limitations on their freedoms, often living in seclusion (purdah) and having restricted roles. • Both Hindu and Muslim women had diminished public participation, although some elite women held influence in their households.

Question 18.
Organise a discussion on how the cultural contributions of the Sultanate period are still reflected in the culture of India.
Answer:
Include the ideas given below in the discussion.

• Musical instruments such as the sitar and the tabla came to India.
• Cultural integration.
• Many scientific texts have been translated into Arabic.
• The Persian language came to India.
• Literary works of Amir Khusrau.
• Development of Urdu language.

Question 19.
Organise a seminar on the influence of Sultan rule on the administrative and cultural life of India.
Answer:
Seminar Structure:

• An introduction to the Sultan’s rule in India.
• An overview of the administrative reforms and governance under the Sultanate rulers.
• An analysis of architectural achievements and their cultural significance.
• Examining the impact on trade, urbanisation, and literary development.
• Discuss religious integration and its implications.
• Conclusion highlighting the lasting impact of the Sultan’s rule on the administrative and cultural life of India.

From the Land of Cholas to Delhi Class 9 Extended Activities

Question 1.
Prepare a digital magazine showing the changes and influences in the field of architecture in India under the Sultans.
Answer:
The evolution of architecture in India: changes and influences
Slide 1: Introduction
A brief overview of Indian architecture.
The importance of cultural, historical, and technological influences.

Slide 2: Historical Influences
Indus Valley Civilization: Urban Planning and Drainage Systems
Maurya- Gupta periods: Stupas, architecture made of rock
Islamic architecture: mosques, forts, and palaces

Slide 3: Trends in Contemporary Architecture
Sustainable and eco-friendly designs
Use of technology: smart buildings, green roofs
Example projects: Lotus Temple, Infosys campuses

Slide 4: The Impact of Globalization
A combination of Western and Indian styles
Growth of global architectural institutions in India
Impact on urban topography and local communities

Slide 5: The Future of Architecture in India
Innovation in materials and construction technologies
Trends towards community-centric and holistic design
The role of technology in shaping the future

Slide 6: Conclusion
Summary of the major changes and their impact

Question 2.
Prepare a digital atlas including the maps of the important dynasties of south India and the Delhi Sultanate.
Answer:

Question 3.
Develop a digital presentation on the changes in the cultural life in India during the Sultanate period and present it in the class.
Answer:
Slide 1: Title: “Cultural Transformations in India During the Sultanate Period”

Slide 2: Introduction: Briefly introduce the Sultanate period (1206-1526) and its significance in shaping cultural life in India.

Slide 3: Architectural Innovations
Discuss the evolution of architecture, including Indo-Islamic styles characterised by arches, domes, and minarets.

Slide 4: Influence on Art
Describe how Persian and Indian styles blended, leading to unique art forms, including painting, calligraphy, and decorative arts.

Slide 5: Literature and Language
Explain the rise of Persian as a court language and its influence on regional languages and literature.

Slide 6: Conclusion
Visuals: Include images of architecture, paintings, and relevant cultural artifacts.

Std 9 History Chapter 6 Notes Kerala Syllabus Extra Question Answer

Question 1.
From ………….. to the ………….. century, south India was ruled by the Chola kingdom.
Answer:
From the ninth to the thirteenth centuries.

Question 2.
Which river was most helpful to the prosperity of the Chola kingdom?
Answer:
Kaveri River

Question 3.
What is ‘Erippatti’?
Answer:
Huge ponds were built in areas where there were no natural streams, and rainwater was collected in them during the rainy season. These water reservoirs that were protected from going dry were called ‘Erippatti.’

Question 4.
What are the main coastal commercial centers?
Answer:
Nagapattinam, Mahabalipuram, Kaveripoompattinam, Shaliyur and Korkai

Question 5.
Who was the ruler of the Chola kingdom?
Answer:
Kulothunga Chola

Question 6.
What is the capitai of the Cholas?
Answer:
Thanjavur

Question 7.
Point out the progress made by the Chola Kingdom in the Commercial Trade.
Answer:

• In the Chola period, both internal and overseas trade were developed.
• Several products were sold out in the local markets.
• Weaving was an important industry.
• Sugarcane was also an important commercial product.
• Pearl and coral were collected from the seashores and exported to foreign countries.
• Commercial Trade centres existed.
• Rich merchant guilds like Nagarathar and Manigramam made brisk trade possible.

Question 8.
Make a note on the system of administration of the Cholas.
Answer:
The kingdom was divided into Mandalas, Valanadus and Nadus for administrative convenience. The rulers built many roads for the development of trade and the movement of the army. In addition to land tax, forests, mines, and salt were also taxed. Sale tax and professional tax were also collected.

The unpaid service called ‘Vetti’ was also considered equal to the tax. The important evidence regarding village self-governance under the Cholas was the Uttharamaerur Inscription. Two types of Councils called ‘Ur’ and ‘Sabha’ existed during that period. They had autonomous power.

Question 9.
Evaluate the Chola community.
Answer:
The society of the Chola kingdom was not egalitarian. A caste system and several hierarchies existed there. Brahmins were the highest section in the society. There were many landless agricultural workers and slave labourers in the society.

Question 10.
Match the following.

A	B
Erippatti	Merchant Guilds
Kulothungacholapattanam	Sabha
Nagarathar	Irrigation System
Ur	Port

Answer:

A	B
Erippatti	Irrigation System
Kulothungacholapattanam	Port
Nagarathar	Merchant Guilds
Ur	Sabha

Question 11.
Who ruled South India and Deccan from C.E 6th to 12th Century?
Answer:
Chalukyas

Question 12.
Write examples of the structural temples of the Chalukyas.
Answer:
The Megutti Jaina Temple of Aihole in Karnataka and the Virupaksha Temple of Pattadakkal are examples of the structural temples of the Chalukyas.

Question 13.
How did the Chalukyas get the resources, labourers and wealth they needed to build their temples?
Answer:
Plenty of rocks were obtained from the Western Ghats and Deccan Plateau. Skilful sculptors carved beautiful temples out of natural rocks. They collected the required wealth from agriculture in the fertile Deccan region. They produced surplus through agriculture in the Krishna-Godavari Valleys. This surplus production made it possible to bring and employ the required workforce from outside.

Question 14.
How is the political composition of the Chalukyas different from that of the Cholas?
Answer:
There was no centralised monarchy like the Cholas. The monarchy was controlled by temples, . Brahmins who were the owners of the Brahmadeya land and the Samantas. Thus, the centres of power often shifted.

Question 15.
Write a note on the administrative system of the Chalukyas.
Answer:
The Chalukyas ruled from the sixth to twelfth century CE, concentrating their power in places like Vatapi, Venki and Kalyani. Although the Chalukyas had a centralised taxation system and an organised bureaucracy, the rule was centred on the military-powered lords. There was no standing army. Unlike the Cholas, there was no Council of Ministers to assist the king. The power was exercised by the members of the royal family.

Question 16.
Who was the ruler who rebuilt Nalanda University?
Answer:
Dharmapala ruler of the Pala Kingdom

Question 17.
What were the areas ruled by Shailendra kings?
Answer:
Shailendra kings ruled Malaya, Java and Sumatra

Question 18.
Which is the most notable work written by Amoghavarasan in Kannada?
Answer:
Kavirajamargam

Question 19.
Who were Pratiharas? Write the name of a Prathihara ruler.
Answer:
The Pratiharas were the rulers of the western part of north India in the same period (from the eighth to the tenth century CE) when the Palas were in power. Bhoja was the most prominent Pratihara ruler.

Question 20.
Write a short note on the Pala Dynasty.
Answer:
The Buddhist study centre Nalanda existed in India in the fifth century CE and was visited and studied by famous Chinese traveller Huan Tsang, but faced collapse later. But, the Pala king, Dharmapala, was one of the important rulers who rebuilt the Nalanda University. He granted 200 villages towards meeting the expenses of Nalanda. Moreover, he founded the Vikramashila University in Magadha on the top of a hill on the banks of the Ganga with the aim of spreading knowledge.

The Pala kings, who ruled from the eighth to mid-ninth century CE with their centre of power in Eastern India (Bengal), built a lot of Buddha Viharas. They established relations with the neighbouring country Tibet. As a result, many Buddhist followers came to Nalanda and Vikramashila for studies. The Palas maintained relations with the Caliphs of Arabia and South East Asia. The economic condition of the Pala state improved through trade with these areas. Besides, the Shailendra kings, who ruled Malaya, Java and Sumatra, had sent their diplomats to the palace of the Palas.

Question 21.
Write a short note on the Pratihara Dynasty.
Answer:
The Pratiharas were the rulers of the western part of north India in the same period (from the eighth to the tenth century CE) when the Palas were in power. A native of Baghdad, Al-Masudi, who visited Gujarat at the beginning of the tenth century CE, describes the achievements of the Pratihara kings. Bhoja was the most prominent Pratihara ruler. The Pratiharas promoted art and literature.

The Sanskrit poet and playwright Rajasekharan, who authored ‘Kavyameemamsa’ and ‘Karppuramanjari’, lived in the palace of the Pratiharas. They built many beautiful temples and buildings at Kanauj in modern Uttar Pradesh. During the eighth and ninth centuries CE, scholars from India were sent as diplomats to the palace of the Caliph of Baghdad. They spread Indian Science and Mathematics to the Arab world. In spite of the hostility between the Arab rulers of Sindh and the Pratiharas, the exchange of goods and travels of scholars between India and West Asia went on freely.

Question 22.
Understand the connection in the ‘a’ section and complete the ‘b’ section.
a) Thelikamandir: Pratiharar
b) Malkhed Fort : …………….
Answer:
(b) Rashtrakutas

Question 23.
What were the five dynasties during the Sultan’s reign?
Answer:
Mamluk, Khalji, Tughlaq, Sayyid, Lodi

Question 24.
During whose rule was market regulation implemented?
Answer:
Alauddin Khalji (1296-1316)

Question 25.
Which two Turkish rulers invaded India in the eleventh and twelfth centuries, and what was their main interest?
Answer:
Mahmud of Ghazni and Muhammed of Ghor invaded India in the eleventh and twelfth centuries CE. Their main interest was the wealth of India.

Question 26.
How many times did Mahmud of Ghazni invade India?
Answer:
Mahmud of Ghazni invaded India 17 times.

Question 27.
Who introduced the Market Control policy, and what was its main objective?
Answer:
Alauddin Khalji introduced the Market Control policy. Its main objective was to control the prices of products, especially foodstuffs, to support a large army with lower expenses on salaries.

Question 28.
What was a notable achievement of Sultana Razia’s rule?
Answer:
Sultana Razia’s rule was notable because she was the first woman to ascend the throne in Delhi, which was significant as it was uncommon to nominate a woman as ruler during that period.

Question 29.
What was the opinion of Ibn Battuta about India’s soil and agriculture?
Answer:
Ibn Battuta, the Moroccan traveller, observed that India’s fertile soil was very suitable for agriculture. He noted that cultivation could take place two or three times a year, and most of the population were farmers.

Question 30.
What challenges did farmers face in India during the fourteenth century?
Answer:
Farmers in India faced hardships due to continuous famines and wars, which made their lives difficult.

Question 31.
Which crops were cultivated in India, according to Ibn Battuta?
Answer:
According to Ibn Battuta, crops such as sugarcane, wheat, indigo, cotton, oil seeds, fruits, and flowers were cultivated in India.

Question 32.
How did agricultural development lead to the growth of different crafts?
Answer:
The agricultural development encouraged the growth of crafts like oil making, jaggery making, weaving, and textile colouring.

Question 33.
Describe the ‘Rahat Irrigation system’ practised in medieval India.
Answer:
The ‘Rahat Irrigation system’ involved drawing water from a waterbody by spinning a wheel using cattle, which was used for irrigation.

Question 34.
What factors contributed to the growth of trade in medieval India?
Answer:
Factors such as administrative stability, improvements in transportation, and a monetary system based on the Tanka (Silver) and Dirham (Copper) contributed to the growth of trade.

Question 35.
What were some of the main imports and exports of India during the fourteenth century?
Answer:
India imported goods like soft silk, glass, horses, Chinese vessels, ivory, and spices. Exports exceeded imports, leading to an influx of gold and silver into the country.

Question 36.
What were some prominent cities in India during this period?
Answer:
Delhi and Daulatabad were among the biggest cities of the eastern world, while Bengal and Gujarat were famous for their textiles. Lahore, Multan, and Lucknow were also busy towns.

Question 37.
Explain the Iqta system.
Answer:
The Iqta system was introduced during the reign of the Delhi Sultan Iltumish. This was the system under which the land of the country was divided into large and small units that were granted to soldiers, bureaucrats and nobles. The land granted was known as Iqta.

Question 38.
Write a short note on the social life during the Sultanate period.
Answer:
Medieval society was full of several inequalities. The Sultan, chief nobles, village chiefs called Muqdams, and lower nobles led their lives to high standards. Most of the people in the cities and villages underwent several sufferings. The existing social structure based on the caste system did not undergo any fundamental changes. Some people are of the opinion that there have been some changes in the status of women.

This progressive change can be seen in the women’s right over the property. However, the caste system did not limit the interaction between the Hindus and the Muslims. The leaders of the army and administration were often the Hindus.

Question 39.
How did the Sultanate’s rule impact the cultural life of India?
Answer:
The Sultanate’s rule significantly influenced India’s cultural life, especially in music, architecture, and literature. This influence emerged over time through a mutual relationship between Indian and Sultanate cultures.

Question 40.
Name some architectural contributions from the Sultanate period found in Delhi.
Answer:
Architectural contributions from the Sultanate period in Delhi include the Qutb Minar, Tughlaqabad Fort, Hauz Khas Complex, and Lodi Gardens.

Question 41.
Which language was introduced to India by the Turks, and who was a notable writer in this language?
Answer:
The Persian language was introduced to India by the Turks. Amir Khusru was a prominent writer known for his works in Persian.

Question 42.
What administrative changes occurred in Deccan and South India after the decline of Gupta rule?
Answer:
In Deccan and South India, small kingdoms were replaced by large states, local cultures strengthened, and a monarchical rule not based on individuals emerged.

Question 43.
Who conquered Sindh in the eighth century, and what did the Turks establish in India afterwards?
Answer:
The Arabs conquered Sindh in the eighth century, and later, the Turks established the rule of the Delhi Sultan, which lasted for about three centuries.

Question 44.
How did the interaction between Indian and Sultanate cultures unfold over time?
Answer:
The interaction between Indian and Sultanate cultures was a gradual process, resulting in a blend of influences that saw both growth and challenges, ultimately leading to lasting cultural exchanges in various fields.

Students often refer to SCERT Kerala Syllabus 9th Standard Social Science Notes Pdf and Class 9 History Chapter 5 Demographic Trends in India Notes Questions and Answers English Medium that include all exercises in the prescribed syllabus.

Kerala Syllabus 9th Standard Social Science History Notes Chapter 5 Demographic Trends in India

Class 9 Social Science History Chapter 5 Notes Question Answer Kerala Syllabus Demographic Trends in India

Class 9 History Chapter 5 Notes Kerala Syllabus English Medium

Question 1.
What problems arise when the population increases?
Answer:

• Poverty
• Unemployment
• Starvation
• Resource depletion
• Environment degradation
• Insufficient public services

Question 2.
Will our country be able to achieve sustainable development?
Answer:
Creating a strong economy, implementing new technology, and Higher education will help our country to achieve sustainable development.

Question 3.
Shouldn’t the population be controlled in proportion to available resources on earth?
Answer:
Yes. An approach that focuses on sustainability, education, and responsible consumption may be more successful in ensuring a future with a healthy population.

Question 4.
When was the census started in India?
Answer:
There were earlier attempts at counting the population in India. The first was conducted in 1872 under British rule.

Question 5.
When was the last census conducted in India?
Answer:
The last census conducted in India was in 2011.

Question 6.
Prepare a note on population growth in India by observing the given table and graph.
Answer:
In 1901, India’s population was around 238 million. For the first 20 years (1901-1921), the growth wasn’t very fast. This was because some people sadly couldn’t survive due to illnesses. There was even a decrease in population around 1921. After 1921, the population started growing faster. By 2001, it had almost quadrupled (four times) to 1,029 million. Even by 2011, the population had grown more to 1,211 million. India’s population is still one of the largest in the world.

Question 7.
What might be the reasons for their migration in search of employment?
Answer:

• Better income
• High social status
• Better living standards and opportunities
• For career growth

Question 8.
Different types of migration are given below. Identify which migration they are and add more examples to the list.

• Malayalees working in foreign countries
• North Indian workers working in the construction sector in Kerala
• Students going abroad for higher studies.

Answer:

Internal migration	International migration
North Indian workers working in construction sector in Kerala.	Malayalees working in foreign countries.
A construction worker relocates from a town to a city with a high demand for construction services.	Students going abroad for higher studies.

Question 9.
Observe the table and graph given above and find out the trends of birth rate and death rate in India. Find out the birth rate and death rate in India as per the 2011 census.


Answer:
During (1901-1921), the birth rate remained relatively high. The death rate was high throughout this period, with fluctuations due to factors like famines and epidemics. After that, improvements in health care and sanitation led to a decline in the death rate, while the birth rate remained high(1921-1951). Thereafter, the death rate continued to decline, but the birth rate stayed high, leading to a rapid population explosion. During the 1980 s-2001, Family planning initiatives and social changes, like increased female education, resulted in a gradual decrease in the birth rate.

India’s birth rate in 2011 was around 21 per 1,000 people. This means for every 1,000 people, on average, about 21 babies were born that year. Similarly, the death rate was around 7.2 per 1,000 people in 2011.

Question 10.
Where do we register births and deaths in rural areas?
Answer:
In rural areas of India, births and deaths are registered at the Gram Panchayat.

Question 11.
Where do we register births and deaths in urban areas?
Answer:
Municipal Health Office/Health Department or at hospitals

Question 12.
Prepare a note discussing how epidemics, famines, and climate change affect mortality rates. Find out the birth and death rates in India and Kerala based on the 2011 census report and write it in your notebook.
Answer:
The rapid spread of infectious diseases like influenza, cholera, or COVID-19 can lead to a sudden increase in deaths. This is because many people might become infected within a short time. Severe food shortages due to droughts, wars, or crop failures can cause widespread malnutrition and starvation.

This weakens people’s immune systems, making them more susceptible to diseases and increasing the risk of death. The effects of climate change, such as extreme weather events like heat waves or floods, can directly cause deaths through accidents, injuries, or exposure. Additionally, climate change can disrupt food production and increase the spread of vector-borne diseases, resulting in higher mortality rates.

India’s birth rate in 2011 was around 21 per 1,000 people. This means for every 1,000 people, on average, about 21 babies were born that year. Similarly, the death rate was around 7.2 per 1,000 people in 2011.

Question 13.
Examine the 2011 Census report and identify the states with the highest population and population density, and the states with the lowest. Prepare the chart and display it in the class.
Answer:

Highest population density	Lowest population density
Bihar	Arunachal Pradesh
West Bengal	Mizoram
Delhi	Sikkim
Kerala	Jammu & Kashmir
UttarPradesh	Himachal Pradesh
Haryana

Question 14.
What are the social problems in densely populated areas? Complete the table.
Answer:

• Lack of open spaces
• Pollution
• Lack of water storage
• Crowding
•  Poverty and Inequality

Question 15.
Why do some Indian states have higher population growth and some have lower?
Answer:

• Climate
• Topography
• Availability of water
• Types of soil
• Cost of living
• Access to healthcare
• Development levels of states
• Education

Question 16.
Observe the table, discuss and make notes on the trends in Male – Female Sex Ratio and Child Sex Ratio in India. Compare the Male – Female ratio and Child Sex Ratio of Kerala.

Year	Male-Female ratio	Child Sex ratio
1961	941	960
1971	930	964
1981	934	962
1991	927	945
2001	933	927
2011	940	914

Answer:
Kerala has shown a positive trend in both the overall sex ratio (females per 1000 males) and the child sex ratio (girls under 6 per 1000 boys under 6 ) from 1961 bullet to 2011. Efforts to promote gender equality and women’s education, Better access to prenatal care and health care for girls, and Initiatives to raise awareness about the importance of girls enhance the Male-Female sex ratio and the child sex ratio. Research initiatives undertaken by organisations working on women’s empowerment and child rights in Kerala might greatly influence the Male-female sex ratio and child sex ratio.

Question 17.
What is the male-female ratio in India and Kerala as per the 2011 census?
Answer:
In 2011, Kerala had 1084 females per 1000 males.
The male-female ratio in India, according to the 2011 census, is approximately 943 females per 1000 males.

Question 18.
What might be the social problems created by the decreasing male-female ratio?
Answer:

• Gender Inequality
• Violence Against Women
• Strain on Social Services
• Lower Population Growth

Question 19.
The Government has implemented various programmes like Pakal Veedu, Vayoraksha Project, Vayomithram Project, Amritham Project, etc., to address the problem of old age people. Prepare a brief note on these and present it to the class.
Answer:
These programmes reflect the support of the government towards the various needs of the elderly people. By providing healthcare, social interaction, and nutritional support, these initiatives help to improve the quality of life for senior citizens.

1.Pakal Veedu (Day Care Home)
It is an initiative designed to provide daytime care and companionship for the elderly. It offers a safe environment where seniors can engage in various recreational activities, social interactions and receive basic medical care. This programme aims to reduce loneliness and provide a support system for elderly people.

2. Vayoraksha Project
The Vayoraksha Project focuses on the health and well-being of senior citizens. It includes regular health check-ups, provision of medicines, and awareness programmes on health-related issues. The project aims to ensure that elderly people receive timely medical attention and are educated about maintaining a healthy lifestyle.

3. Vayomithram Project
Vayomithram (Friend of the Elderly) is a comprehensive programme that offers healthcare, counselling, and recreational activities to senior citizens. It includes home visits by healthcare professionals, telephone counselling, and organising social events. The goal is to provide both physical and emotional support to elderly people.

4. Amritham Project
The Amritham Project is dedicated to improving the nutritional health of elderly people. It includes providing balanced and nutritious meals to senior citizens, mainly those who are economically backward.

Question 20.
Which day is observed as World Population Day? Prepare and display placards showing the messages of World Population Day.
Answer:

Question 21.

Age group of the population	Percentage of population
0 -14 age	29
15-59	63
60 years and above	8

a) Which age group has the largest population?
b) Which age group has the lowest population?
Answer:
a) 0-14 age has the largest population
b) 60 years and above has the lowest population

Question 22.
Conduct a discussion in your class by identifying the population age structure of India and Kerala as per the 2011 census and find out how ‘old age people’ affect the country and the state.
Answer:
Population Age Structure ( 2011 Census) India:
Children ( 0-14 years): 29.5 %
Working Age ( 15-59 years): 62.5 %
Elderly ( 60 years and above): 8 %

Population Age Structure (2011 Census) Kerala:
Children ( 0-14 years): 23.4%
Working Age ( 15-59 years): 61.5 %
Elderly ( 60 years and above): 12.6 %

Kerala’s age structure indicates a more advanced demographic change compared to the rest of India, with a higher proportion of elderly people. A larger elderly population can strain public resources as more funds are needed for pensions, healthcare, and social services. The working-age population must support a higher dependency ratio, thereby slowing economic growth if not managed properly. In Kerala, family structures and community-based support systems play an important role in taking care of elderly people. Programmes like Pakal Veedu, Vayoraksha, Vayomithram, and Amritham in Kerala are based on care for elderly people through day-care homes, healthcare services, nutritional support, and social interaction opportunities.

Question 23.
Discuss and prepare a note on what should be taken care of for India to achieve the benefits of the demographic dividend.
Answer:
The number of employed people is more than the number of unemployed among the working-age population. This is called the demographic gift or demographic dividend. Invest in improving the quality of education at all levels. Ensure that children and young adults receive not just basic education but also critical thinking and problem solving skills. Implement healthcare systems that ensure access to medical services for all, particularly preventive and primary healthcare.

Focus on reproductive health services to control birth rates and improve maternal and child health. Implement labour market reforms that make it easier for businesses to hire and train employees while protecting workers’ rights. Investing in transportation, energy, and communication networks, to support economic activities. Promote innovation and adoption of new technologies to enhance productivity.

Demographic Trends in India Class 9 Extended Activities

Question 1.
Visit the website www.censusindia.gov.in and gather more information related to population.
Answer:
The total population of India is approximately 1.21 billion and the total population of Kerala is around 33.4 million. Population Density of India is 382 persons per square kilometre. Kerala has the highest population density in the country which is about 860 persons per square kilometer. In 2011, Kerala had 1084 females per 1000 males. The male-female ratio in India, according to the 2011 census, is approximately 943 females per 1000 males.

India’s birth rate in 2011 was around 21 per 1,000 people. This means for every 1,000 people, on average, about 21 babies were born that year. Similarly, the death rate was around 7.2 per 1,000 people in 2011. In 1901, India’s population was around 238 million. For the first 20 years (1901-1921), the growth wasn’t very fast.

This was because some people sadly couldn’t survive due to illnesses. There was even a decrease in population around 1921. After 1921, the population started growing faster. By 2001, it had almost quadrupled (four times) to 1,029 million. Even by 2011, the population had grown more to 1,211 million. India’s population is the largest in the world.

Question 2.
Collect news about areas in Kerala where human resource decline is happening due to international migration, and prepare a collage.
Answer:

Question 3.
Visit the website of Ministry of External Affairs and collect the statistics of migration from India and prepare a chart and display it.
Answer:

Country	Number of Indian migrants (in millions)
United Arab Emirates	3.5
United States	2.7
Saudi Arabia	2.5
Kuwait	1.0
Oman	0.8
United Kingdom	0.7
Canada	0.5
Qatar	0.4
Australia	0.3
Singapore	0.2

Question 4.
You may find the female-male ratio Of other states on the NSO website (https://mospi.gov.in). Why is there a difference in the female-male ratio in different states? You may discuss and present it in your class.
Discussion points

• Female foeticide
• Preferential attitude towards boys
• Inadequate healthcare

Answer:

State	Female- male ratio (per 1000 males)
Kerala	1084
Haryana	879
Punjab	895
Tamil Nadu	996
Maharashtra	929
Uttar Pradesh	912
Rajasthan	928
West Bengal	950
Gujarat	919
Singapore	918

States with higher rates of female foeticide show significantly lower female-male ratios. Cultural traditions often value male children more than female children. This results in better care, nutrition, and opportunities for boys, affecting the survival and development rates of girls. Poor access to healthcare services, especially for women and girls, contributes to higher mortality rates.

Question 5.
The Kerala Government is implementing many schemes to improve the male-female ratio in Kerala and for the upliftment of women and children.

• Helping Hand
• Hope
• Viva Kerala

Collect the details of the above and prepare a brief note.
Answer:
Helping Hand: This scheme aims to provide financial assistance and support to economically backward women and children in Kerala. It offers various services such as financial aid, educational support, healthcare assistance, and vocational training to empower women and ensure the well¬being of children from lower backgrounds.

The ‘Hope’ initiative focuses on promoting gender equality and empowering women in Kerala. It includes measures to improve access to education, healthcare, employment opportunities, and legal rights for women. The scheme also emphasises raising awareness about gender-based discrimination and violence, advocating for women’s rights, and promoting a supportive environment for their socio-economic development.

Viva Kerala: This scheme is designed to address the issue of the declining male-female ratio in Kerala by promoting the birth and welfare of girl children. It provides incentives and benefits to families that have female children, encouraging them to invest in their education, health, and overall well-being.

Question 6.
Organise a seminar on population growth in Kerala. The seminar paper should be prepared considering the conceptual areas given below.

• Population of Kerala – District with the highest population
• Population Density of Kerala – District with the lowest population
• Migration – Domestic and International
• Birth and death rate
• Life expectancy
• Age structure
• Population, Dividends

Answer:
The population of Kerala has been steadily increasing over the years, contributing to its demographic significance. Among the districts, Thiruvananthapuram holds the distinction of having the highest population. Factors contributing to high population density in Thiruvananthapuram include urbanisation, employment opportunities, and infrastructure development.

Wayanad is known for its lower population density compared to other districts in Kerala. The hilly terrain and forest cover in Wayanad influence settlement patterns and contribute to its lower population density. Despite its lower population, Wayanad faces challenges related to sustainable development and resource management.

Domestic migration is primarily due to employment opportunities and urbanisation, with migrants moving from rural to urban areas within Kerala. International migration, especially to Gulf countries, plays a crucial role in Kerala’s economy. Kerala exhibits relatively low’ birth and death rates compared to other states in India. Factors such as high literacy rates, access to healthcare, and awareness of family planning contribute to lower birth rates. Factors contributing to higher life expectancy include access to quality healthcare, education, sanitation, and lifestyle choices.

Question 7.
Make a note of the social characteristics of demography.
Answer:
Social demography deals with the study of population structure and change and how it interacts with sociological factors (region, religion, caste, gender, etc). It emphasises the socioeconomic and political patterns of a region. It analyses how the demographics of an area relate to various social factors in that area.

Std 9 History Chapter 5 Notes Kerala Syllabus Extra Question Answer

Question 1.
Compare the male-female ratio and child-sex ratio.
Answer:
Sex Ratio (Sex Ratio) is the number of females per thousand males in a particular area during a specific period of time. The child sex ratio is defined as the number of females per 1000 males in the age group 0-6 years.

Question 2.
What are the indicators of demography?
Answer:

• Migration
• Birth rate and death rate
• Population density
• Male- female ratio & child sex ratio
• Life expectancy
• Age Structure
• Dependency ratio

Question 3.
Write an example of formal demography.
Answer:
Census

Question 4.
What is an ageing population?
Answer:
The age structure ratio of the relatively older age group is higher than that of the younger age group. This age structure is called the ageing population. This can happen due to a decrease in fertility rates and an increase in life expectancy. With the development of the country and standard of living also increases which leads to a further increase in Life Expectancy.

Question 5.
Explain the two major types of migration.
Answer:
Internal Migration
Migration within a country’s border is called internal migration. People of Kerala going to other states in search of employment and people from other states coming to Kerala are examples of internal migration.

International Migration
Migration across country borders is generally called international migration. An example of international migration is the movement of people from India to Gulf countries and European countries.

Question 6.
How will you find the population of an area?
Answer:
Population is the total number of people residing in an area during a given period of time.

Question 7.
What do you mean by demography?
Answer:
Demography is the branch of science that deals with the population structure such as birth and death rates, migration, and population density. Demography analyses the diverse human resources of an area and its structural changes. Demography is a detailed method of studying how these human resources can be utilised for the development of a society.

Question 8.
What are the factors which influence the population size?
Answer:

• Birth
• Death
• Migration
• Environmental factors (natural disasters, climate change etc..)
• Political factors (war, political instability, government policies)

Question 9.
What do you mean by Density of population?
Answer:
The population of an area is the total number of people residing in that area during a specific period of time. But the average population per square kilometre is called the Density of Population.

Question 10.
How the population growth affect the birth rate and death rate?
Answer:
Population growth is calculated based on the difference between birth rate and death rate. Population growth slows down when the birth rate is low and the death rate is high. Population increases when the birth rate exceeds the death rate.

Question 11.
Differentiate between the Male-female Sex ratio and child sex ratio.
Answer:
The male-female ratio influences population growth and its consequences. The male-female ratio in the population affects the birth rate, death rate, migration, etc. Sex Ratio (Sex Ratio) is the number of females per thousand males in a particular area during a specific period of time. The child sex ratio is defined as the number of females per 1000 males in the age group 0-6 years.

Question 12.
How does the rise in dependency ratio affect the development of the country?
Answer:
As the dependency ratio rises, then the number of old age population also increases, which is one of the problems that the country faces. The employable population (between the ages of 15 and 64)is forced to take up the responsibility of a large segment of the unemployed. This leads to a decrease in the economic development of the country.

Question 13.
What do you mean by demographic dividend or demographic gift?
Answer:
The number of employed people is more than the number of unemployed among the working-age population. This is called the demographic gift or demographic dividend.

Question 14.
What are the factors that contribute to the high life expectancy rate in Kerala?
Answer:

• High literacy rate and higher education
• Decentralised public health policy
• Cleanliness
• Food availability and public distribution

Students often refer to SCERT Kerala Syllabus 9th Standard Social Science Notes Pdf and Class 9 History Chapter 4 Distribution of Power in the Indian Constitution Notes Questions and Answers English Medium that include all exercises in the prescribed syllabus.

Kerala Syllabus 9th Standard Social Science History Notes Chapter 4 Distribution of Power in the Indian Constitution

Class 9 Social Science History Chapter 4 Notes Question Answer Kerala Syllabus Distribution of Power in the Indian Constitution

Class 9 History Chapter 4 Notes Kerala Syllabus English Medium

Question 1.
Which ideas put forward by the National Movement were included in the Objective Resolution?
Answer:

• Equality of Opportunity
• Justice
• Equality of Status
• Fundamental Freedoms
• Sovereignty to people

Question 2.
Identify the ideas presented in the Objective Resolution that were included in the Preamble of the Constitution of India and compare them.
Answer:

• Sovereignty to people
• Justice
• Freedom
• Equality

Question 3.
How many parts and schedules are there in the constitution at present? Find out.
Answer:
Parts -25 , Schedules – 12

Question 4.
Find out the reasons why India adopted the federal system
Answer:

• To strengthen democracy through power sharing between the centre and the states.
• To preserve the unity and diversity of the country.
• To effectively counter secessionist tendencies by ensuring local representation
• To achieve economic progress by integrating various levels of governance.
• To ensure the well-being of all.
• To make the concept of democracy more meaningful.

Question 5.
Have you noticed the news headlines given below? Note which list these topics belong to.

Answer:

Union List	State List	Concurrent. List
New train allowed to Kerala	Jail Rules were revised	Revising the structure of undergraduate courses
India signs diplomatic agreement with Sri Lanka	New Police Policy Announced	National Forest policy announced

Question 6.
How has Indian federalism influenced democracy? Organise a debate on the influence of Indian Federalism on our democracy.
Answer:
Conduct debate by using the following points Positive Influences on Democracy:
Decentralisation of Power:

• Federalism ensures power is not concentrated at the centre, allowing state governments to have significant authority.
• Local governance and state autonomy empower regional leaders and local populations, promoting democratic participation.

Representation of Diversity:

• India’s federal structure allows for representation of its diverse populations, including linguistic, cultural, and regional groups.
• States have the ability to enact laws and policies that reflect the unique needs and preferences of their populations, fostering inclusive governance.

Laboratories of Democracy:

• States can experiment with policies and programs independently, serving as “laboratories of democracy.”
• Successful state policies can be adopted at the national level, leading to innovative and responsive governance.

Conflict Resolution:

• Federalism provides a framework for resolving conflicts between different regions and communities.
• The division of powers between the central and state governments helps manage regional tensions and disputes, maintaining national unity.

Checks and Balances:

• Federalism introduces a system of checks and balances between different levels of government.
• State governments can act as a counterbalance to the central government, preventing the abuse of power and ensuring accountability.

Challenges and Criticisms:

• Coordination and Policy Implementation:
• Coordination between central and state govemments can be challenging, leading to inefficiencies and delays in policy implementation.
• Varied political agendas and priorities between the center and states can result in conflicts and inconsistencies.

Economic Disparities:

• Federalism can sometimes show economic disparities between richer and poorer states.
• Uneven development and resource allocation can lead to regional imbalances and social tensions.

Political Division:

• Regional parties and state-level political dynamics can lead to political division.
• Coalition politics at the national level can be complex and unstable, affecting governance and policy-making.

Centralisation Tendencies:

• There are instances where the central government attempts to centralise power, undermining the autonomy of states.
• Tensions between centralising tendencies and state autonomy can strain the federal structure.

Question 7.
Complete the following table by listing the features of Lok Sabha and Rajya Sabha.

Answer:

Lok Sabha	Rajya Sabha
Lower house	Upper house
Tenure is 5 years	Tenure is 6 years
Total strength is 550 members	Total strength is 250 members.
The age of the member should be 25 years or above	The age of the member should be 30 years or above
House of people	Council of ministers

Question 8.
How many Lok Sabha constituencies are there in Kerala? Find out their names.
Answer:
Kerala has 20 Lok Sabha constituencies. Here are their names:
1. Thiruvananthapuram
2. Attingal
3. Kollam
4. Pathanamthitta
5. Alappuzha
6. Mavelikkara
7. Kottayam
8. Idukki
9. Ernakulam
10. Chalakudy
11. Thrissur
12. Palakkad
13. Alathur
14. Ponnani
15. Malappuram
16. Kozhikode
17. Wayanad
18. Vadakara
19. Kannur
20. Kasaragod

Question 9.
Read the news headlines above. Discuss the need for the constitutional amendment.

Answer:
Constitutional amendments are necessary to adapt the legal framework of a country to changing societal, political, and economic dynamics. They ensure that the Constitution remains relevant and effective in addressing contemporary issues and challenges. Amendments can rectify flaws in the original document, expand fundamental rights, and enhance the efficiency of governance structures. The process typically involves rigorous debate, consensus-building, and democratic scrutiny to uphold the integrity and legitimacy of the Constitution.

Question 10.
Complete the following list based on amendments.

Answer:

Subjects	Method of Amendment
Renaming of the states	Flexible Amendment
86th constitutional Amendment	More rigid amendment
Amendment in the concurrent list	Flexible amendment

Question 11.
Read the given statements and put (✓) against the true ones and (✗) the false ones.
The head of the Executive is the Prime Minister.
The President has discretionary powers.
The head of the cabinet is the Prime Minister
The Prime Minister is the Commander-in-Chief of the Defence Forces
Governors are appointed by the President
The President submits his resignation to the Prime Minister
The Prime Minister is appointed by the Governor
Answer:
The head of the Executive is the Prime Minister. (✓)
The President has discretionary powers (✓)
The head of the cabinet is the Prime Minister (✓)
The Prime Minister is the Commander-in-Chief of the Defence Forces (✗)
Governors are appointed by the President (✓)
The President submits his resignation to the Prime Minister (✗)
The Prime Minister is appointed by the Governor (✗)

Distribution of Power in the Indian Constitution Class 9 Extended Activities

Question 1.
Organise a seminar on the salient features of Indian Federalism.
Answer:
Features of Indian Federalism are:

• A common Constitution for the centre and the states
• Sovereignty of the Constitution
• Single citizenship
• The centre has an upper hand in the powers to amend the Constitution
• Bicameral legislature
• Division of powers between the centre and states
• In the division of powers, more subjects and key powers are with the centre
• An Independent and Impartial judiciary
• Quasi-federal system

Question 2.
With the help of the library, find out the subjects that are currently included in each of the three lists of the Constitution.
Answer:

• Union list – Railway, Banking
• State list – Agriculture, Jail
• Concurrent list – Education, Forest

Question 3.
Organise a model parliament in the class covering the various stages of the legislative process.
Answer:
Organise model parliament by using the following steps.
Preparation
Assign Roles

• Speaker of the House
• Prime Minister
• Cabinet Ministers
• Leader of the Opposition
• Members of Parliament (MPs)
• Clerk of the House
• Sergeant-at-Arms

Draft a Bill

• Prepare a sample bill on a relevant and interesting topic for the students.
• Distribute Materials
• Provide each participant with a copy of the bill, an agenda, and a brief on their roles.

Legislative Process Stages

• Introduction of the Bill
• The Prime Minister or a Cabinet Minister introduces the bill.
• The Clerk reads the title of the bill aloud.

First Reading

• No debate occurs.
• The bill is presented, and its purpose is explained briefly.
• MPs vote to move the bill to the second reading.

Second Reading

• The main debate on the bill takes place.
• MPs discuss the bill’s principles and overall purpose.
• The Speaker manages the debate, ensuring order and faimess.
• A vote is taken at the end of the debate.

Committee Stage

• A smaller group of MPs (the committee) examines the bill in detail.
• The committee discusses each clause and can suggest amendments.

Report Stage

• The committee reports back to the whole parliament.

Third Reading

• The final version of the bill is debated.
• Discussion focuses on what is actually in the bill, not its general principles.
• A final vote is taken.

Passing the Bill

• If the bill passes the third reading, it is sent to the other house (if applicable) for a similar process.
• If both houses pass the bill, it goes to the President (or equivalent) for approval.

Presidential Approval

• The President (a student role) can sign the bill into law or send it back with recommendations.

Conducting the Model Parliament

• Set Up the Classroom
• Arrange the seating to resemble a parliamentary chamber.
• Have designated seats for the Speaker, Prime Minister, Cabinet Ministers, and other MPs.

Start the Session

• The Speaker calls the house to order.
• The Clerk announces the agenda for the day.

Proceed Through the Stages

• Follow the stages of the legislative process as outlined above.
• Ensure students stick to their roles and participate in debates and voting.

Encourage Participation

• Allow students to ask questions, propose amendments, and express their views.

Debrief

• After the session, discuss what was learned.
• Reflect on the importance of each stage and the role of each participant.

Question 4.
Conduct an interview with a legal expert focusing on the powers of the Supreme Court.
Answer:
Interviewer: Good morning. Thank you for joining us today to discuss the powers of the Supreme Court. Could you start by telling us about the significance of the Supreme Court in India?

Legal Expert: Good morning. The Supreme Court of India is the high judicial authority in the country. It plays a crucial role as the guardian of the Constitution and the highest appellate court. The Supreme Court ensures the rule of law, protects fundamental rights, and provides a final resolution to legal disputes.

Interviewer: Could you explain the various powers of the Supreme Court?

Legal Expert: Certainly. The Supreme Court has several key powers:

• Original Jurisdiction: This allows the Supreme Court to hear cases that can only be resolved by the Supreme Court itself, such as disputes between the central government and one or more states, or between different states.
• Appellate Jurisdiction: As the highest appellate court, the Supreme Court can hear appeals against the judgments of lower courts. This includes civil, criminal, and constitutional cases.
• Advisory Jurisdiction: The Supreme Court has the authority to provide legal advice to the President of India on any matter of public importance or law. This is done when the President seeks its opinion.
• Writ Jurisdiction: The Supreme Court can issue writs for the enforcement of fundamental rights. These writs include habeas corpus, mandamus, prohibition, quo warranto, and certiorari.
• Judicial Review: The Supreme Court has the power to review laws and executive actions to ensure they follow the Constitution. This power is crucial in upholding the Constitution and preventing any arbitrary use of power by the legislature and executive.

Interviewer: How does the Supreme Court protect fundamental rights through its writ jurisdiction?

Legal Expert: The writ jurisdiction is a powerful tool for protecting fundamental rights. The Supreme Court can issue various writs to address violations of these rights:

• Habeas Corpus: Orders a person who has detained another to bring the detainee to court and justify the detention.
• Mandamus: Directs a public. official or institution to perform a duty they are obligated to complete.
• Prohibition: Stops a lower court from exceeding its jurisdiction.
• Quo Warranto: Challenges the legality of a person holding a public office.
• Certiorari: Transfers a case from a lower court to a higher court for review.

These writs ensure that the fundamental rights of individuals are upheld and any unlawful actions by authorities are checked.
Interviewer: What role does the Supreme Court play in maintaining the balance of power between the different branches of government?

Legal Expert: The Supreme Court plays a pivotal role in maintaining the balance of power through its power of judicial review. By reviewing and potentially invalidating laws and actions that violate the Constitution, the Supreme Court ensures that the legislative and executive branches do not overstep their bounds. This system of checks and balances is fundamental to India’s democratic framework, preventing any one branch from becoming too powerful and protecting the rights and liberties of the people.

Interviewer: How does the Supreme Court’s power of judicial review function in practice?

Legal Expert: When a law or executive action is challenged as unconstitutional, the Supreme Court reviews the case to determine whether it aligns with the provisions of the Constitution. If the Court finds that the law or action violates the Constitution, it can declare it null and void. This power acts as a safeguard against the misuse of legislative and executive power, ensuring that all actions conform to constitutional principles.

Interviewer: Thank you for your insights. Finally, what do you think are the challenges faced by the Supreme Court in exercising its powers?

Legal Expert: The Supreme Court faces several challenges, including a heavy caseload that leads to delays in justice, the need to balance judicial independence with accountability, and ensuring that its judgments are effectively implemented.

Additionally, maintaining public trust and upholding the integrity of the judiciary are ongoing challenges. Despite these, the Supreme Court continues to play a vital role in upholding the Constitution and the rule of law in India.

Interviewer: Thank you for sharing your expertise with us today. Your insights have been incredibly valuable in understanding the powers and significance of the Supreme Court.

Legal Expert: Thank you for having me. It was a pleasure to discuss these important aspects of our judicial system.

Std 9 History Chapter 4 Notes Kerala Syllabus Extra Question Answer

Question 1.
What is the structure and length of the Constitution of India
Answer:
The Constitution of India is the longest written constitution of any country, comprising a Preamble, 470 articles in 25 parts, 12 schedules, and numerous amendments. It is a comprehensive and extensive document containing about one and a half million words.

Question 2.
Find out the difference between the Union List and the State List.
Answer:

Union List	State List
This is a list of subjects over which the Union Government has exclusive law­-making powers.	This is a list of subjects over which State governments have legislative powers in normal circumstances.
97 subjects.	Initially, it had 66 subjects.
Example – Foreign Affairs, Defence, Railways, Banking, Citizenship, etc.	Example – Agriculture, Jails, Police, Local Government, etc.

Question 3.
Define constitutional amendment.
Answer:

• A constitutional amendment is the making of corrections, omissions or additions to the Constitution.
• The power to amend the Constitution of India is vested with the Parliament.
• Article 368 empowers the Parliament to amend the Constitution.

Question 4.
What is the role of the Supreme Court under its Writ Jurisdiction?
Answer:
Under its Writ Jurisdiction, the Supreme Court has the power to issue special orders in the form of writs for the protection of fundamental rights when they are violated.

Question 5.
Define the term “Prime Minister”
Answer:

• The Prime Minister, the administrative head of the country, is also the leader of the party and its alliance with a majority in the Lok Sabha and the nation.
• It is the Prime Minister who forms the Council of Ministers and decides the members of his/her Cabinet.
• The Prime Minister acts as the link between the President, the Cabinet and the Parliament.

Question 6.
Distinguish between Lok Sabha and Rajya Sabha.
Answer:

Lok Sabha	Rajya Sabha
Lower house	Upper house
Tenure is 5 years	Tenure is 6 years
Total strength is 550 members.	Total strength is 250 members.
The age of the member should be 25 years or above	The age of the member should be 30 years or above
House of people	Council of ministers

Question 7.
What was the Objective Resolution presented by Nehru?
Answer:
The Objective Resolution, presented by Jawaharlal Nehru, declared the Constituent Assembly’s determination to make India an independent sovereign republic and to frame a constitution for it. It emphasised the union of former British Indian territories and states, autonomy for territories forming the Union, and ensuring social, economic, and political justice, equality, and fundamental freedoms for all citizens.

Question 8.
Define a more rigid amendment.
Answer:
Some very crucial provisions can be amended only with the special majority of both houses of the Parliament, along with the approval of not less than half of the states. Examples are the division of powers between the Centre and State, the Representation of the Peoples Act, etc.

Question 9.
What were the two most important promises given to the people of India upon gaining independence on 15th August 1947?
Answer:

• India’s independence on 15th August 1947 entrusted a huge and important responsibility to our Constituent Assembly.
• Democratic governance and the construction of a welfare state were the two most important promises given to the people by independence.
• The first step in this direction was the formation of the Constituent Assembly and the Objective Resolution presented by Nehru.

Question 10.
What was the first step taken by India towards democratic governance and the construction of a welfare state after independence?
Answer:

• The Constitution of India, adopted on January 26, 1950, is the supreme law of India and outlines the framework for the country’s political principles, procedures, and powers of government institutions.
• It establishes India as a sovereign, socialist, secular, and democratic republic, ensuring justice, liberty, equality, and fraternity for its citizens.
• It is the longest written constitution, comprising a Preamble, 470 articles in 25 parts, 12 schedules, and numerous amendments.

Question 11.
When was the Drafting Committee of the Constituent Assembly constituted, and how long did it take to draft the Constitution of India?
Answer:
The Constitution of India was drafted by the Drafting Committee of the Constituent Assembly constituted on 6th December 1946 on the recommendation of the Cabinet Mission, which lasted for 2 years, 11 months and 17 days from 9 December 1946.

Question 12.
Explain the Features of the Constitution.
Answer:
The Constitution of India, adopted on 26 November 1949, had 395 articles and schedules in parts.

Question 13.
Mention some of the ideas from the Objective Resolution.
Answer:
Objective Resolution

• The Constituent Assembly declares its solemn determination to make India an independent sovereign republic and to frame a constitution for it.
• The independent sovereign India would be a union of former British Indian territories, Indian states and other parts outside British India were willing to become a part of the Indian Union.
• The territories forming the Union of India will be autonomous units. In addition, they are vested with all powers and duties not vested in the Central Government.
• All the powers of an independent sovereign India will emanate from the people.
• Social, economic and political justice, equality of status, equality of opportunity and equality before the law, as well as fundamental freedom of speech, expression, belief, worship, profession, association and assembly, subject to law and public morality, shall be ensured and protected for all the people of India.

Question 14.
What is federalism, and what are its basic features?
Answer:

• Federalism is a system of administration in which power is divided between the central government and the state governments.
• The basic features of federalism are considered to be a Written and Rigid Constitution, a Division of Powers, and an Independent Judiciary.
• The Constitution doesn’t mention that India is a federal state.
• We have adopted the federal system to accommodate the social, regional and geographical diversity of India and to preserve the unity and integrity of the country.

Question 15.
What are the Union List, State List, and Concurrent List in the division of power as per the seventh schedule of the Indian Constitution?
Answer:

Question 16.
What are the features of Indian Federalism?
Answer:

Question 17.
What are residuary powers, and who has legislative authority over them? Provide an example.
Answer:
Residuary Powers

• Subjects which are not included in the above three lists.
• Powers are vested in the central government.

eg:- Cyber Laws.

Question 18.
How are the powers of government separated?
Answer:
The Constitution is a fundamental document.
It defines the position and powers of the three branches of government:

• Executive
• Judiciary
• Legislature

The purpose of the Constitution is not only to create the institutions of government but also to limit their powers.

Question 19.
What are the major functions of parliament?
Answer:
Main functions of parliament

• Law making
• Act as custodian of the public treasury
• To control the executive
• Act as judicial authority in impeachment
• Consider and give assent to constitutional amendment
• Participate in the presidential and vice presidential elections

Question 20.
Distinguish between the Upper House and Lower House.
Answer:
Lok Sabha:

• The Lok Sabha is the lower house of the Parliament.
• Members of the Lok Sabha are elected directly by the people on a majority system.
• Indian citizens who have completed 25 years of age are eligible to contest in Lok Sabha elections.
• The term of the Lok Sabha is 5 years.
• It has more powers than the Rajya Sabha on financial matters.
• The Money Bills and No-confidence motions are presented in the Lok Sabha.
• The maximum strength of the Lok Sabha is 550. But at present, there are 543 (2023) members in the Lok Sabha. The formation and existence of governments are possible on the basis of the majority in the Lok Sabha.

Rajya Sabha:

• The Rajya Sabha is the upper house of the Parliament.
• Members of the Rajya Sabha are elected by elected members of State Legislative Assemblies.
• Indian citizens who have completed 30 years of age are eligible to contest in Rajya Sabha.
• It is a permanent house.
• The term of office of its members is six years.
• It is from the Rajya Sabha the proceedings to remove the vice president begins.
• The Rajya Sabha is vested with the power to mandate the parliament to create a new All India Service.
• The maximum strength of the Rajya Sabha is 250. Of these, 238 are elected, and the remaining 12 are nominated by the president.

Question 21.
What are the major functions of the Council of Ministers?
Answer:
The Council of Ministers helps the President in the exercise of his/her functions. The Prime Minister is the head of the Council of Ministers.

Question 22.
Explain about the judicial system.
Answer:

• The Judiciary is the mechanism that ensures the functions of legislative and executive, in accordance with the Constitution.
• Along with protecting the rights of the citizens, it protects constitutional values.
• The Judiciary is known as the “Protector of the Constitution”.
• As we go up in our pyramidical judicial system, the number of courts decreases, and the powers increase. As we go down, the number of courts increases, and the powers decrease.

Question 23.
What are the key powers of the Supreme Court?
Answer:

• The Supreme Court, came into existence on 28 January 1950.
• Its Headquarters is in New Delhi.
• The retirement age of Supreme Court judges is 65 years.
• The Parliament has the power to remove Judges of the Supreme Court before completing his/her term.
• It is before the President that the Chief Justice and other judges take oath as well as submit their resignation.
• The Supreme Court acts as the supreme interpreter of the Constitution and the guardian of fundamental rights while providing solutions to various legal disputes.

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Std 9 Physics Chapter 8 Notes Solutions Malayalam Medium ശബ്ദം

Kerala Syllabus 9th Class Physics Notes Malayalam Medium Chapter 8 Questions and Answers ശബ്ദം

Class 9 Physics Chapter 8 Notes Malayalam Medium Let Us Assess Answers

Question 1.
ചുവടെ നൽകിയിരിക്കുന്ന ശബ്ദസ്രോതസ്സു കളുടെ ഏത് പ്രധാന ഭാഗം കമ്പനം ചെയ്യുമ്പോഴാണ് ശബ്ദം ഉണ്ടാകുന്നത്?
a) ഡ്രംസ്
b) മദ്ദളം
c) ബ്യൂഗിൾ
Answer:
a) ഡ്രംസ് – തുകൽ
b) മദ്ദളം – തുകൽ
c) ബ്യൂഗിൾ – വായു

Question 2.
ശബ്ദം കേൾക്കുന്നതിന് ആവശ്യമായ ഒരു ഘടകമാണ് ശബ്ദസ്രോതസ്സ്. മറ്റു രണ്ടു ഘടകങ്ങൾ ഏതെല്ലാം?
Answer:
ശ്രവണേന്ദ്രിയം(ചെവി), മാധ്യമം

Question 3.
ശബ്ദം പ്രേഷണം ചെയ്യും എന്ന് തെളിയി ക്കുന്നതിന് ഒരു പ്രവർത്തനം ആസൂത്രണം ചെയ്യുക.
Answer:
തീപ്പെട്ടി ഫോൺ(തീപ്പെട്ടിക്കൂട്, നൂൽ നൂൽകമ്പി ഇവ ഉപയോഗിച്ച് തീപ്പെട്ടി ഫോൺ നിർമ്മിച്ച് പ്രവർത്തിപ്പിക്കുന്ന പ്രവർത്തനം രണ്ട് തീപ്പെട്ടിക്കൂടുകളെ നൂൽ കമ്പി (ചരട്) ഉപയോഗിച്ച് ബന്ധിപ്പിക്കുക. നൂൽ നന്നായി വലിഞ്ഞു നിൽക്കുന്ന രീതിയിൽ തീപ്പെട്ടിക്കൂടു കളെ പിടിക്കണം. ഒരു തീപ്പെട്ടിയിലൂടെ സംസാരിക്കുമ്പോൾ ഉണ്ടാകുന്ന ശബ്ദം നൂലിലൂടെ പ്രേഷണം ചെയ്തു മറ്റേ തീപ്പെട്ടി യിൽ എത്തുകയും നന്നായി കേൾക്കാൻ കഴിയുകയും ചെയ്യും.

Question 4.
താഴെക്കൊടുത്ത പ്രസ്താവനകൾ ശരിയോ തെറ്റോ എന്ന് എഴുതുക. തെറ്റുണ്ടെങ്കിൽ തിരുത്തി എഴുതുക.
a) ശബ്ദം ശൂന്യതയിലൂടെ സഞ്ചരിക്കും.
b) വസ്തുക്കളുടെ കമ്പനം മൂലം ശബ്ദം ഉണ്ടാകുന്നു.
c) ഖരവസ്തുക്കളിൽ ശബ്ദവേഗം വാതകങ്ങളിലെ വേഗത്തേക്കാൾ കൂടുതലാണ്.
d) താപനില കൂടുമ്പോൾ ശബ്ദവേഗം കുറയുന്നു.
Answer:
a) തെറ്റ്, ശബ്ദം ശൂന്യതയിലൂടെ സഞ്ചരിക്കില്ല.
b) ശരി
c) ശരി
d) തെറ്റ്, താപനില കൂടുമ്പോൾ ശബ്ദവേഗം കൂടുന്നു

Question 5.
തന്നിരിക്കുന്ന സംഗീതോപകരണങ്ങളിൽ തുകൽ കമ്പനം ചെയ്യുന്നതുമൂലം ശബ്ദം ഉണ്ടാക്കുന്നവ ഏതെല്ലാം എന്ന് എഴുതുക? (വയലിൻ, ചെണ്ട, ഓടക്കുഴൽ, മൃദംഗം, വീണ, തബല)
Answer:
ചെണ്ട, മൃദംഗം, തബല

Question 6.
ചാന്ദ്രയാത്രികർക്ക് ചന്ദ്രോപരിതലത്തിൽ നിന്നുകൊണ്ട് നേരിട്ട് സംസാരിക്കുന്നത് പരസ്പരം കേൾക്കുവാൻ സാധിക്കുമോ? എന്തുകൊണ്ട്?
Answer:
ഇല്ല, ചന്ദ്രനിൽ അന്തരീക്ഷ വായു
ഇല്ലാത്തതിനാൽ ശബ്ദപ്രേഷണം സാധ്യമല്ല.

Question 7.
സംഗീതം, ഒച്ച എന്നിവയ്ക്ക് ഓരോ ഉദാഹ രണം എഴുതുക
Answer:
സംഗീതം – ഉദാഹരണം- ഓടക്കുഴൽ നാദം
ഒച്ച -ഉദാഹരണം – പാറ പൊട്ടിക്കുമ്പോൾ ഉണ്ടാകുന്ന ശബ്ദം

Question 8.
ശബ്ദമലിനീകരണം കുറയ്ക്കാൻ രണ്ട് മാർഗങ്ങൾ നിർദേശിക്കുക.
Answer:
അത്യാവശ്യ സന്ദർഭങ്ങളിൽ അല്ലാതെ ഹോൺ ഉപയോഗിക്കരുത്.
ഗതാഗതക്കുരുക്കുകൾ ഒഴിവാക്കുക.

Question 9.
ചുവടെ നൽകിയവയിൽ ഏതിലാണ് ശബ്ദത്തിന് ഏറ്റവും കൂടിയ വേഗം ഉള്ളത്? കുറഞ്ഞ വേഗമോ
a) ഖരം
b) വാതകം
c) ശൂന്യത
d) ദ്രാവകം
Answer:
ശബ്ദത്തിന് ഏറ്റവും കൂടിയ വേഗം ഉള്ളത് –
a) ഖരം
ശബ്ദത്തിന് ഏറ്റവും കുറഞ്ഞ വേഗം ഉള്ളത്
b) വാതകം

Question 10.
ശബ്ദത്തിന് സഞ്ചരിക്കാൻ ഒരു മാധ്യമം ആവശ്യമാണെന്ന് തെളിയിക്കുവാനുള്ള ബെൽജാർ പരീക്ഷണം വിശദമാക്കുക.
Answer:
വാക്വം പമ്പ് ഘടിപ്പിച്ച ഒരു ഗ്ലാസ് ജാറിനുള്ളിൽ ബാറ്ററിയിൽ തൂക്കിയിടുക. സ്വിച്ച് ഓണാക്കുമ്പോൾ പ്രവർത്തിക്കുന്ന അലാം ബെൽ കാണുന്നതോടൊപ്പം പ്രവർത്തിക്കുന്നത് ശബ്ദം കേൾക്കുകയും ചെയ്യുന്നു. വാക്വം പമ്പ് പ്രവർത്തിപ്പിക്കുക. ജാറിനുള്ളിലെ വായു കുറയുന്നതിനനുസരിച്ച് ശബ്ദവും നേർത്ത് വരുന്നതായി അനുഭവപ്പെടുന്നു. വായു പൂർണ്ണമായും നീക്കം ചെയ്യപ്പെട്ടപ്പോൾ ശബ്ദം കേൾക്കാതെ ആകുന്നു. അപ്പോഴും ബെൽ പ്രവർത്തിക്കുന്നത് കാണാൻ സാധിക്കുന്നു. ശബ്ദം ശൂന്യതയിലൂടെ സഞ്ചരിക്കില്ല.

തുടർപ്രവർത്തനങ്ങൾ

Question 1.
നിങ്ങൾ ഉപകരണസംഗീതം പഠിച്ചിട്ടുണ്ട ങ്കിൽ ആ ഉപകരണത്തിന്റെ വാദനം ക്ലാസിൽ അവതരിപ്പിച്ച് അതെങ്ങനെയാണ് പ്രവർത്തിപ്പിക്കുന്നതെന്ന് വിശദമാക്കൂ.
Answer:
സൂചനകൾ
ഓടക്കുഴൽ:
വായുരൂപത്തിന്റെ ശബ്ദമുണ്ടാവുന്നത് കമ്പനം മൂലമാണ് ഒരാൾ ഉപകരണത്തി
ലേക്ക് ഊതുമ്പോൾ അതിനുള്ളിലെ വായു കമ്പനം ചെയ്യുകയും ശബ്ദം ഉണ്ടാവുകയും ചെയ്യുന്നു .

വയലിൻ
കമ്പികളുടെ കമ്പനം മൂലമാണ് വയലിനിൽ ശബ്ദമുണ്ടാവുന്നത്

ഒരു വയലിൻ കമ്പി ബോ കൊണ്ട് മീട്ടുമ്പോൾ അത് കമ്പനം ചെയ്യുകയും ഈ കമ്പനങ്ങൾ വയലിനിന്റെ ചട്ടക്കൂടിലേക്ക് കൈമാറുകയും ചെയ്യുന്നു

Question 2.
ശബ്ദമുണ്ടാക്കുന്ന കളിപ്പാട്ടങ്ങൾ നിർമ്മിച്ച് ക്ലാസിൽ ഒരു പ്രദർശനം സംഘടിപ്പിക്കുക.
Answer:
> കിലുക്കാംപെട്ടി
സാധനങ്ങൾ
ചെറിയ പാത്രം (ഒരു പ്ലാസ്റ്റിക് കുപ്പി അല്ലെങ്കിൽ ടിൻ ക്യാൻ പോലെയുള്ളത് )
ധാന്യങ്ങൾ (അരി, പയർവർഗ്ഗങ്ങൾ അല്ലെങ്കിൽ കല്ലുകൾ)
അലങ്കാര വസ്തുക്കൾ (പേപ്പർ, തുണി)

ഘട്ടങ്ങൾ:
പാത്രങ്ങളിൽ ധാന്യങ്ങളോ കല്ലുകളോ നിറയ്ക്കുക.
ഇത് സുരക്ഷിതമായി മൂടിവയ്ക്കുക (ടേപ്പ് അല്ലെങ്കിൽ മൂടി ഉപയോഗിക്കുക)
നിറമുള്ള പേപ്പറോ തുണിയോ ഉപയോഗിച്ച് പുറംഭാഗം അലങ്കരിക്കുക.
ശബ്ദം പുറപ്പെടുവിക്കാൻ അത് കുലുക്കുക.

സാധനങ്ങൾ
ശൂന്യമായ ടിൻ ക്യാൻ അല്ലെങ്കിൽ പ്ലാസ്റ്റിക് കണ്ടെയ്നർ.
ഡ്രം ഹെഡിനായി ബലൂൺ അല്ലെങ്കിൽ കട്ടിയുള്ള പേപ്പർ.
റബ്ബർ ബാൻഡുകൾ അല്ലെങ്കിൽ ടേപ്പ്.

ഘട്ടങ്ങൾ:
ബലൂൺ അല്ലെങ്കിൽ പേപ്പർ,ക്യാനിന്റെ വായ്ഭാഗത്തിന്റെ അളവിന് യോജിക്കുന്നപോലെ എടുക്കുക. ഇത് റബ്ബർ ബാൻഡുകളോ ടേപ്പോ ഉപയോഗിച്ച് ക്യാനിന്റെ വായ്ഭാഗത്തിനു മുകളിലായി സുരക്ഷിതമാക്കുക. നിങ്ങളുടെ കൈകളോ വടിയോ ഉപയോഗിച്ചു ചെണ്ട കൊട്ടാവുന്നതാണ്.

Question 3.
പേപ്പർ കപ്പുകളും ചരടുകളും ഉപയോഗിച്ച് കളിപ്പാട്ട ടെലിഫോണുകൾ നിർമ്മിച്ച് പ്രവർത്തിപ്പിച്ചു
Answer:
പേപ്പർ കപ്പുകൾ (അല്ലെങ്കിൽ പ്ലാസ്റ്റിക് കപ്പുകൾ)
ചരട് (10-20 അടി നീളം)
മൂർച്ചയുള്ള വസ്തു (പെൻസിൽ അല്ലെങ്കിൽ
കത്രിക
ടേപ്പ്

ഘട്ടങ്ങൾ:
ഓരോ കപ്പിന്റെയും അടിയിൽ ഒരു ചെറിയ ദ്വാരം തയ്യാറാക്കുക. ചരടിന്റെ ആവശ്യമായ നീളം മുറിക്കുക. ചരടിന്റെ ഒരു അറ്റം ഒരു കപ്പിൽ ദ്വാരത്തിലൂടെ കെട്ടുക. ആവശ്യമെങ്കിൽ ടേപ്പ് ഉപയോഗിച്ച് ഒട്ടിക്കുക. ചരടിന്റെ മറ്റേ അറ്റം രണ്ടാമത്തെ കപ്പിൽ കെട്ടുക. ചരട് നീട്ടി പിടിച്ചു ഒരു കപ്പ് ഒരാളുടെ കയ്യിലും അടുത്ത് അടുത്ത ആളുടെ കയ്യിലും കൊടുക്കുക. ഒരാൾ ഒരറ്റത്തെ കപ്പിലൂടെ സംസാരിക്കുന്നു, മറ്റേ ആൾക്ക് മറ്റേ അറ്റത്തുള്ള കപ്പിലൂടെ അത് കേൾക്കാനാകും.

Question4.
ശബ്ദമലിനീകരണത്തിന്റെ ദോഷങ്ങളെ ക്കുറിച്ച് ജനങ്ങളെ ബോധവൽക്കരിക്കാൻ പോസ്റ്ററുകൾ തയ്യാറാക്കുക.
Answer:
മരങ്ങൾ നട്ടുപിടിപ്പിക്കാം ശബ്ദ മലിനീകരണം കുറയ്ക്കാം
ശബ്ദം മലിനീകരണനം വളരാൻ അനുവദിക്കരുത് അത് നമ്മുടെ ആരോഗ്യത്തെ തളർത്തും

Physics Class 9 Chapter 8 Questions and Answers Malayalam Medium

Question 1.
നിങ്ങൾക്ക് പരിചിതമായ ശബ്ദങ്ങൾ ഏതൊക്കെയാണ്?
Answer:

• സ്കൂൾബെൽ മുഴങ്ങുമ്പോഴുണ്ടാകുന്ന ശബ്ദം
• കുയിലിന്റെ നാദം
• ഇടിനാദം
• സംഗീതോപകരണങ്ങളിൽ നിന്നുള്ള ശബ്ദം
• റോക്കറ്റ് വിക്ഷേപണ സമയത്തെ ശബ്ദം
• ജറ്റ് വിമാനത്തിന്റെ ശബ്ദം
• ചീവീടിന്റെ ശബ്ദം
• മൊബൈൽ ഫോണിന്റെ റിങ്ടോൺ
• വാഹനങ്ങളുടെ ശബ്ദം
• പക്ഷിമൃഗാദികളുടെ ശബ്ദം
• ട്രെയിനിന്റെ ശബ്ദം
• ശ്രവണബോധം ഉളവാക്കുന്ന ഊർജരൂപമാണ് ശബ്ദം.

Question 2.
നിത്യജീവിതത്തിൽ ശബ്ദം പ്രയോജനപ്പെടുന്ന സന്ദർഭങ്ങൾ ഏതൊക്കെയാണ്?
സംഗീതാസ്വാദനത്തിന്
Answer:

• സംഗീതാസ്വാദനത്തിന്
• സമയം അറിയിക്കുന്നതിനുള്ള അലാറം സൈറൺ തുടങ്ങിയവയുടെ ശബ്ദം
• സ്കൂൾ സമയം ഓർമ്മപ്പെടുത്തുന്നതിനായി സ്കൂൾ ബെല്ലുകൾ
• ഫയർ എൻജിൻ, ആംബുലൻസ് എന്നിവ തടസ്സം കൂടാതെയുള്ള യാത്രയ്ക്കായി മുഴക്കുന്ന സൈറൺ
• വാഹനങ്ങളിലെ ഹോൺ ശബ്ദം
• ഫോൺകോൾ റിങ്ടോൺ അറിയിക്കുന്നതിനായി മൊബൈൽ
• ആശയ വിനിമയത്തിനായി ഉപയോഗിക്കുന്ന ശബ്ദം

Question 3.
ശബ്ദം കേൾക്കുന്നുണ്ടോ?
Answer:
ശബ്ദം കേൾക്കുന്നുണ്ട്

Question 4.
റബ്ബർ ബാൻഡ് അങ്ങോട്ടുമിങ്ങോട്ടും ദ്രുതഗതിയിൽ ചലിക്കുന്നതായി അനുഭവപ്പെടുന്നു ണ്ടോ?
Answer:
ഉണ്ട്

Question 5.
റബ്ബർ ബാൻഡ് ഏതുതരം ചലനത്തിലാണ്? (കമ്പനം/നേർരേഖാ ചലനം)
Answer:
റബ്ബർ ബാൻഡ് കമ്പനത്തിലാണ്

Question 6.
ശബ്ദം ഉണ്ടാക്കാൻ കഴിയുന്ന കളിപ്പാട്ടങ്ങൾ നിങ്ങൾക്ക് പരിചിതമാണല്ലോ. അവ ഏതൊക്കെയെന്ന് കുറിക്കൂ.
Answer:

Question 7.
ഇഷ്ടമുള്ള ഒരു കളിപ്പാട്ടം നിർമ്മിച്ച് അതിന്റെ ശബ്ദം ശ്രവിക്കുക. അതിൽ എങ്ങനെയാണ് ശബ്ദം ഉണ്ടാകുന്നത് എന്ന് ചർച്ച ചെയ്തു കണ്ടെത്തി സയൻസ് ഡയറിയിൽ എഴുതുക.
Answer:
കളിചെണ്ട
ഒരു പ്ലാസ്റ്റിക് അല്ലെങ്കിൽ പേപ്പർ കപ്പ് ഉപയോഗിക്കുക. ചെണ്ടയുടെ ഡയഫ്രം പോലുള്ള ഘടന സൃഷ്ടിക്കുന്നതിന് ഒരു പൊട്ടിയ ബലൂണിന്റെ കഷണം കപ്പിന് മുകളിൽ മുറുകെ കെട്ടുക . ഇപ്പോൾ ഒരു കളിചെണ്ട തയ്യാറാണ്. കളിചെണ്ട അതിന്റെ ഡയഫ്രത്തിന്റെ പ്രകമ്പനത്തിലൂടെ ശബ്ദം സൃഷ്ടിക്കുന്നു.

പ്രവർത്തനം
ട്യൂണിങ് ഫോർക്കിന്റെ ഒരു ഭുജത്തിൽ റബ്ബർ ചുറ്റിക കൊണ്ട് അടിച്ച് ഉത്തേജിപ്പിക്കുക. ഉത്തേജിപ്പിച്ച ഫോർക്കിനെ ചെവിയുടെ സമീപത്തേക്ക് കൊണ്ടുവരുക.

Question 8.
നിങ്ങൾക്ക് ശബ്ദം കേൾക്കാനാകുമോ?
Answer:
ശബ്ദം കേൾക്കാനാകും.
ട്യൂണിങ് ഫോർക്കിന്റെ ഭുജങ്ങളിൽ മൃദുവായി സ്പർശിക്കുക. ട്യൂണിങ് ഫോർക്കിന്റെ ഭുജങ്ങൾ കമ്പനം ചെയ്യുന്നതായി അനുഭവപ്പെടുന്നു. ട്യൂണിങ് ഫോർക്ക് ഉത്തേജിപ്പിച്ച ശേഷം ചിത്രത്തിൽ കാണിച്ചിരിക്കുന്നതുപോലെ അതിന്റെ ഭുജങ്ങൾ പാത്രത്തിലെ ജലോപരിതലത്തിൽ സ്പർശിച്ചു നോക്കുക.

ജലകണികകൾ തെറിച്ചുപോകുന്നതിനു കാരണം ട്യൂണിങ് ഫോർക്കിന്റെ കമ്പനമാണ്.

Question 9.
ട്യൂണിങ് ഫോർക്കിനെ വീണ്ടും ഉത്തേജിപ്പിച്ച ശേഷം അതിന്റെ ഭുജങ്ങൾ രണ്ടിലും കൈകൊണ്ട് മുറുകെ പിടിക്കുക. ഇപ്പോൾ ശബ്ദം കേൾക്കാൻ കഴിയുമോ? ട്യൂണിങ് ഫോർക്ക് കമ്പനം ചെയ്യുന്നുണ്ടോ ?
Answer:
ഇല്ല.
ശബ്ദം കേൾക്കാൻ കഴിയുന്നില്ല.
ട്യൂണിംഗ് ഫോർക്ക് ഇപ്പോൾ കമ്പനം ചെയ്യുന്നില്ല
ട്യൂണിംഗ് ഫോർക്കിന്റെ രണ്ട് വശങ്ങളും കൈകൾ കൊണ്ട് മുറുകെ പിടിക്കുമ്പോൾ പ്രകമ്പനം നിലച്ചതിനാൽ ശബ്ദം കേൾക്കാൻ കഴിയില്ല.

Question 10.
ഈ ബെല്ലിൽനിന്ന് ശബ്ദമുണ്ടാകുന്നതിന് കാരണമെന്തായിരിക്കും?

Answer:
ബെല്ലിന്റെ ലോഹ ഭാഗത്തിന്റെ കമ്പനം കാരണമാണ്.

Question 11.
ശബ്ദസ്രോതസ്സുകൾക്ക് ഉദാഹരണങ്ങൾ എഴുതുക.
Answer:

• ട്യൂണിങ് ഫോർക്ക്
• സംഗീതോപകരണങ്ങൾ
• അലാറം
• ലൗഡ് സ്പീക്കർ
• റേഡിയോ
• വാഹനങ്ങളിലെ ഹോൺ
• സ്കൂൾ ബെൽ
• ബസ്സർ

സംഗീതോപകരണങ്ങൾ പ്രവർത്തിപ്പിക്കുമ്പോൾ ഏതൊക്കെ ഭാഗങ്ങളാണ് കമ്പനം ചെയ്യുന്നതെന്ന് നിങ്ങൾ ശ്രദ്ധിച്ചിട്ടുണ്ടാകുമല്ലോ?

Question 12.
നിങ്ങൾക്കു പരിചിതമായ സംഗീതോപകരണങ്ങളുടെ പേരുകൾ സയൻസ് ഡയറിയിൽ ലിസ്റ്റ് ചെയ്യൂ.
ഓടക്കുഴൽ
മൃദംഗം
Answer:

• ഓടക്കുഴൽ
• മൃദംഗം
• വയലിൻ
• തബല
• ഗിറ്റാർ

Question 13.
നിങ്ങൾ പട്ടികപ്പെടുത്തിയിരിക്കുന്ന സംഗീതോപകരണങ്ങളുടെ കമ്പനം ചെയ്യുന്ന ഭാഗങ്ങൾ ഏതൊക്കെയാണ്?
Answer:

സംഗീതോപകരണം	കമ്പനം ചെയ്യുന്ന ഭാഗം
ഓടക്കുഴൽ	വായുരൂപം
മൃദംഗം	തുകൽ (ഡയഫ്രം)
തബല	തുകൽ(ഡയഫ്രം)
വയലിൻ	കമ്പികൾ
ഗിറ്റാർ	കമ്പികൾ

Question 14.
നിങ്ങളുടെ നിരീക്ഷണഫലങ്ങൾ എഴുതി പട്ടിക പൂർത്തിയാക്കുക.
Answer:

ഓരോ ശബ്ദസ്രോതസ്സിലും കമ്പനം ചെയ്യുന്ന ഒരു പ്രധാന ഭാഗം ഉണ്ടായിരിക്കും. ഒരു ശബ്ദസ്രോതസ്സിൽ നിന്നു പുറപ്പെടുന്ന ശബ്ദം . സ്രോതസ്സിന്റെ. പല കമ്പനങ്ങളുടെയും, ചുറ്റുമുള്ള വായുവിന്റെ കമ്പനങ്ങളുടെയും പരിണതഫലമായിട്ടാണ് നമുക്ക് ശ്രവിക്കാൻ കഴിയുന്നത്.
സംഗീതോപകരണങ്ങളിൽ നിന്നുള്ള ശബ്ദം കൂടുതൽ ഇമ്പമുള്ളതാക്കാനും ശബ്ദത്തിന്റെ തീവ്രത വർധിപ്പിക്കാനും പ്രധാനഭാഗത്തിന്റെയും അനുബന്ധഭാഗങ്ങളുടെയും കമ്പനം സഹായിക്കും.

Question 15.
സംസാരിക്കുമ്പോൾ സ്വനതന്തുക്കൾ മാത്രമായിരിക്കുമോ കമ്പനം ചെയ്യുന്നത്?
കമ്പനം ചെയ്യാൻ സാധ്യതയുള്ള അനുബന്ധ ഭാഗങ്ങൾ ലിസ്റ്റ് ചെയ്യുക.
പേശികൾ (മസിലുകൾ)
Answer:
സ്വനതന്തുക്കൾ മാത്രമല്ല കമ്പനം ചെയ്യുന്നത്. കമ്പനം ചെയ്യാൻ സാധ്യതയുള്ള അനുബന്ധ ഭാഗങ്ങൾ ഇവയൊക്കെയാണ്,

• പേശികൾ (മസിലുകൾ)
• തൊണ്ട
• ചുണ്ടുകൾ
• വായു

Question 16.
ചുവടെ നൽകിയിരിക്കുന്ന സംഗീതോപകരണങ്ങൾ വാദനം ചെയ്യുമ്പോൾ കമ്പനം ചെയ്യുന്ന പ്രധാനഭാഗം ഏത്?
Answer:
a) മൃദംഗം
b) ഓടക്കുഴൽ
c) ഗിറ്റാർ
Answer:
a) മൃദംഗം – തുകൽ
b) ഓടക്കുഴൽ – വായുരൂപം
c) ഗിറ്റാർ – കമ്പികൾ

Question 17.
പ്രധാനഭാഗമായോ അനുബന്ധഭാഗമായോ വായു കമ്പനം ചെയ്യുന്ന സംഗീതോപകരണങ്ങ ളുടെ പേരുകൾ ലിസ്റ്റ് ചെയ്യുക.
Answer:
ഹാർമോണിയം,നാദസ്വരം,കുഴൽ,കൊമ്പ്,ഷഹനായി,ബ്യൂഗിൾ,ക്ലാരിനെറ്റ്,പിയാനോ,വയലിൻ,വീണ, ഗിറ്റാർ,തമ്പുരു,ചെണ്ട,മൃദംഗം,തബല,ഡ്രംസ്

Question 18.
പട്ടികയിൽ പരാമർശിച്ചിരിക്കുന്ന ജീവികൾ ശബ്ദമുണ്ടാക്കുമ്പോൾ അവയുടെ ഏതു ശരീരഭാഗമാണ് പ്രധാനമായും കമ്പനം ചെയ്യുന്നതെന്ന് വിവരശേഖരണം നടത്തി പട്ടിക പൂർത്തിയാക്കുക.
Answer:

ജീവി	ശബ്ദമുണ്ടാക്കാൻ കമ്പനം ചെയ്യുന്ന ഭാഗം
തേനീച്ച	ചിറക്
ആന	സ്വനതന്തു
കൊതുക്	ചിറക്
ചീവീട്	ചിറക്
കുയിൽ	സ്വനതന്തു

Question 19.
ശബ്ദം കേൾക്കാൻ കഴിയുന്നുണ്ടോ?
Answer:
ഉണ്ട്

Question 20.
കണ്ടെയ്നറിൽ ഘടിപ്പിച്ചിരിക്കുന്ന ട്യൂബിലൂടെ കണ്ടെയ്നറിനുള്ളിലെ വായുവിനെ വായ്ക്ക് കത്തേക്ക് വലിച്ചെടുക്കുക. ശബ്ദം കുറയുന്നതായി അനുഭവപ്പെടുന്നുണ്ടോ?

Answer:
ഉണ്ട്

Question 21.
ഇനിയും കുറേക്കൂടി വായുവിനെ നീക്കം ചെയ്തു നോക്കുക. ശബ്ദം വീണ്ടും കുറയുന്നില്ലേ?
Answer:
ഉണ്ട്

Question 22.
വായു പൂർണ്ണമായും നീക്കം ചെയ്യാൻ കഴിഞ്ഞിരുന്നെങ്കിൽ ശബ്ദം കേൾക്കാൻ കഴിയുമായിരുന്നോ?
Answer:
ഇല്ല. വായു പൂർണ്ണമായും നീക്കം കഴിഞ്ഞിരുന്നെങ്കിൽ ശബ്ദം കേൾക്കാൻ കഴിയില്ല

Question 23.
ഈ പരീക്ഷണത്തിൽ നിന്ന് എന്ത് അനുമാനിക്കാം? സയൻസ് ഡയറിയിൽ കുറിക്കുക.
Answer:
കണ്ടെയ്നറിനുള്ളിലെ വായുവിന്റെ അളവ് കുറയുമ്പോഴെല്ലാം ശബ്ദം കുറയുന്നു. വായു പൂർണ്ണമായും നീക്കം ചെയ്യുമ്പോൾ ശബ്ദം കേൾക്കാനാകുന്നില്ല
പാഠാരംഭത്തിലെ ചിത്രം നിരീക്ഷിക്കുക. വാക്വം പമ്പ് ഉപയോഗിച്ച് വായു നീക്കം ചെയ്ത് ബെൽ ജാറിനുള്ളിലെ അലാം പുറപ്പെടുവിക്കുന്ന ശബ്ദം ജാറിനു വെളിയിൽ കേൾക്കാൻ കഴിയാതിരുന്നത് ശൂന്യതയിലൂടെ ശബ്ദത്തിന് സഞ്ചരിക്കാൻ കഴിയാത്തതിനാലാണെന്ന് ഇപ്പോൾ വ്യക്തമാണ്.

Question 24.
ശബ്ദം കേൾക്കാൻ കഴിയുന്നുണ്ടോ?
Answer:
ഉണ്ട്

Question 25.
ഈ സന്ദർഭത്തിൽ ഏതെല്ലാം മാധ്യമങ്ങളിലൂടെയാണ് ശബ്ദം പ്രേഷണം ചെയ്തത്?
Answer:
ഡെസ്ക്, വായു

Question 26.
ശബ്ദത്തിന് ഖരവസ്തുക്കളിലൂടെ സഞ്ചരിക്കാൻ സാധിക്കുമോ?
Answer:
സാധിക്കും

Question 27.
ശബ്ദം കേൾക്കാൻ കഴിയുന്നുണ്ടോ?
Answer:
ഉണ്ട്

Question 28.
ഇവിടെ ഏതൊക്കെ മാധ്യമങ്ങളിലൂടെയാണ് ശബ്ദം സഞ്ചരിക്കുന്നത്?
Answer:
വെള്ളം, വായു

Question 29.
ഈ പ്രവർത്തനത്തിൽ നിന്ന് രൂപീകരിച്ച നിഗമനം എന്താണ്? സയൻസ് ഡയറിയിൽ എഴുതുക.
Answer:
ശബ്ദം വെള്ളത്തിലൂടെയും വായുവിലൂടെയും സഞ്ചരിച്ച് നമ്മുടെ ചെവികളിൽ എത്തുന്നു.

Question 30.
ബഹിരാകാശ സഞ്ചാരികൾ പരസ്പരം സംസാരിക്കാൻ റേഡിയോ സംവിധാനം ഉപയോഗി ക്കേണ്ടിവരുന്നത് എന്തുകൊണ്ടാണ്?

Answer:
ബഹിരാകാശത്ത് വായു ഇല്ലാത്തതിനാൽ ശബ്ദ പ്രേഷണം സാധ്യമാകില്ല. അതുകൊണ്ടാണ് ബഹിരാകാശ സഞ്ചാരികൾ പരസ്പരം സംസാരിക്കാൻ റേഡിയോ സംവിധാനം ഉപയോഗിക്കുന്നത്.

Question 31.
എല്ലാ മാധ്യമങ്ങളിലൂടെയും ഒരേ വേഗത്തിലാണോ ശബ്ദം സഞ്ചരിക്കുന്നത്?
Answer:
അല്ല

Question 32.
പദാർഥം ഏത് അവസ്ഥയിലായിരിക്കുമ്പോഴാണ് ശബ്ദവേഗം ഏറ്റവും കൂടുതൽ? കുറവോ?
Answer:
ശബ്ദവേഗം ഏറ്റവും കൂടുതൽ ഖരവസ്തുക്കളിൽ ആണ്.
ശബ്ദവേഗം ഏറ്റവും കുറവ് വാതകങ്ങളിലും ആണ്.

Question 33.
രാത്രിയിൽ പടക്കം പൊട്ടുമ്പോഴുണ്ടായ വെളിച്ചം കണ്ട് 35 നു ശേഷം അതിന്റെ ശബ്ദം കേട്ടു എങ്കിൽ സ്ഫോടനം നടന്നത് എത്ര അകലെയായിരിക്കും? (ശബ്ദവേഗം 350 m/s എന്ന് പരിഗണിക്കുക).
Answer:
വായുവിലെ പ്രകാശവേഗം വളരെ കൂടുതലാണ് (3×10⁸m/s). അതിനാൽ പടക്കം പൊട്ടുന്ന
സന്ദർഭത്തിൽ തന്നെ അതിന്റെ വെളിച്ചം അകലെ നിൽക്കുന്ന ആൾക്ക് കാണുവാൻ കഴിയും. എന്നാൽ
വായുവിലെ ശബ്ദവേഗം ഏകദേശം 350 m/s മാത്രമാണ്.
ശബ്ദം സഞ്ചരിച്ച ദൂരം = ശബ്ദവേഗം × സമയം = 350 m/s × 3 s = 1050 m

Question 34.
പല സന്ദർഭങ്ങളിലും മിന്നൽ കണ്ട് അല്പസമയം കഴിഞ്ഞ് മാത്രം ഇടിനാദം കേൾക്കുന്നതിന്റെ കാരണം വിശദമാക്കുക.
Answer:
വളരെ അകലെ ഇടിമിന്നൽ ഉണ്ടാകുമ്പോൾ മിന്നൽ കണ്ടു അൽപസമയം കഴിഞ്ഞു മാത്രമേ ഇടി നാദം കേൾക്കുകയുള്ളൂ. ശബ്ദവേഗം പ്രകാശവേഗത്തെ അപേക്ഷിച്ച് വളരെ കുറവാണ്. അതുകൊണ്ടാണ് ഇങ്ങനെ സംഭവിക്കുന്നത്. വായുവിലെ ഏകദേശം ശബ്ദവേഗം 350 m/sആണ്. പ്രകാശവേഗം 3 × 10⁸ m/sആണ്.

Question 35.
കടുകുമണികൾ മുകളിലേക്കും താഴേക്കും ചലിക്കുന്നതായി കാണുന്നില്ലേ? കടുകുമണികൾ ചലിച്ചത് ഡയഫ്രം കമ്പനം ചെയ്തതിന്റെ ഫലമായല്ലേ?
Answer:
ഉണ്ട്.
അതെ. കടുകുമണികളുടെ ചലനം ഡയഫ്രത്തിന്റെ കമ്പനം മൂലമാണ്.

Question 36.
ജന്മനാതന്നെയോ പിന്നീടോ ശ്രവണേന്ദ്രിയത്തിന് തകരാറുകൾ സംഭവിക്കാം. അത്തരം ആളുകൾക്ക് കേൾവിശക്തി കുറഞ്ഞതു കൊണ്ട് ധാരാളം വിഷമങ്ങൾ അനുഭവിക്കേണ്ടി വരുന്നു. അവർക്ക് അനുഭവിക്കേണ്ടി വരുന്ന പ്രശ്നങ്ങൾ എന്തൊക്കെയായിരിക്കും?
Answer:

• ആശയവിനിമയത്തിന് തടസ്സം
• അപകടസാധ്യത
• സാമൂഹിക ഇടപെടലുകൾക്ക് ബുദ്ധിമുട്ട്
• പഠന സ്ഥലത്ത് അനുഭവപ്പെടുന്ന ബുദ്ധിമുട്ട് ഒറ്റപ്പെടൽ
• സംസാരഭാഷ സ്വായത്തമാക്കാനുള്ള തടസ്സം ജോലിസ്ഥലത്ത് അനുഭവപ്പെടുന്ന ബുദ്ധിമുട്ട്
• സംസാരശേഷി കൈവരിക്കുന്നതിൽ നേരിടുന്ന ബുദ്ധിമുട്ട്

Question 37.
കേൾവിശക്തി കുറഞ്ഞവരോട് സ്വീകരിക്കേണ്ട സമീപനം എപ്രകാരമായിരിക്കണം?
Answer:

• സഹഭാവത്തോടെ പെരുമാറണം.
• എല്ലാ പ്രവർത്തനങ്ങളിലും പങ്കാളിത്തവും പരിഗണനയും നൽകണം.
• അവരുടെ പങ്കാളിത്തം എല്ലാ കാര്യത്തിലും ഉറപ്പാക്കുക
• അവരുടെ ആവശ്യങ്ങളെ ബഹുമാനിക്കുക

Question 38.
ഇതിന്റെ അടിസ്ഥാനത്തിൽ, ലോക ശ്രവണ ദിനത്തിൽ അവതരിപ്പിക്കാൻ ഒരു ഹ്രസ്വ കുറിപ്പ് തയ്യാറാക്കുക.
Answer:
ശീർഷകം: ശ്രവണ വൈകല്യമുള്ളവരെ മനസ്സിലാക്കുകയും പിന്തുണയ്ക്കുകയും ചെയ്യുക ശ്രവണ ആരോഗ്യം എത്രത്തോളം പ്രധാനമാണെന്നും ശ്രവണ വൈകല്യമുള്ളവർ അഭിമുഖീകരിക്കുന്ന വെല്ലുവിളികളെയും ഓർമ്മിപ്പിക്കുന്ന ലോക ശ്രവണ ദിനമാണ് മാർച്ച് 3. നമുക്ക് അവരെ എങ്ങനെ സഹായിക്കാൻ കഴിയുമെന്ന് അറിയേണ്ടത് അത്യാവശ്യമാണ്. ആശയവിനിമയം, വിദ്യാഭ്യാസം, യാത്ര, തൊഴിൽ മുതലായവയിൽ അവർ നിരവധി വെല്ലുവിളികൾ നേരിടുന്നു. ഫലപ്രദമായ സമീപന ങ്ങളിലൂടെ നമുക്ക് അവരെ സഹായിക്കാനാകും.
വ്യക്തമായി സംസാരിക്കുക: സാധാരണ വേഗതയിൽ സംസാരിക്കുക, നിങ്ങൾ സംസാരിക്കുന്ന വ്യക്തിയെ അഭിമുഖീകരിക്കുക.

പശ്ചാത്തല ശബ്ദം കുറയ്ക്കുക: ചുറ്റുമുള്ള അനാവശ്യ ശബ്ദങ്ങൾ ഒഴിവാക്കിയാൽ ഒരു പരിധി വരെ ശ്രവണം എളുപ്പമാകാനാകും. ക്ഷമയോടെയുള്ള മനോഭാവം : കാര്യങ്ങൾ ഉൾകൊള്ളാൻ അവർക്ക് സമയം നൽകുക, ആവശ്യമെങ്കിൽ കാര്യങ്ങൾ ആവർത്തിക്കാൻ തയ്യാറാകുക.
ലോക ശ്രവണ ദിനത്തിൽ, ശ്രവണ ആരോഗ്യത്തെക്കുറിച്ച് അവബോധം വളർത്തുമെന്നും എല്ലാവരെയും ഉൾക്കൊള്ളുന്ന ആശയവിനിമയം ഉപയോഗിക്കുമെന്നും നമുക്ക് പ്രതിജ്ഞ ചെയ്യാം. പരസ്പരം മനസ്സിലാക്കുകയും പിന്തുണയ്ക്കുകയും ചെയ്യുന്നതിലൂടെ, എല്ലാവർക്കും കാര്യങ്ങൾ മനസിലാക്കാനാകുന്നുവെന്നും അതോടൊപ്പം എല്ലാവരും ഒന്നിച്ചാണെന്നും ഉറപ്പാക്കാൻ നമുക്ക് സാധിക്കും.

ഏറ്റവും ഇമ്പമാർന്ന സംഗീതം ലോകത്തെ കേൾപ്പിച്ച ബീഥോവൻ, പ്രതികൂല ജീവിതാവസ്ഥകളിൽ പതറാതെ ആത്മവിശ്വാസവും ദൃഢനിശ്ചയവും കഠിനാധ്വാനവും കൊണ്ട് ജീവിതത്തിൽ മഹാ വിജയം നേടാൻ കഴിയുമെന്ന് തെളിയിച്ച ഹെലൻ കെല്ലർ തുടങ്ങി അനേകം മഹത് വ്യക്തികൾ ശ്രവണത്തകരാറുകളെ അതിജയിച്ച് ജീവിതവിജയം നേടിയവരാണ്.

ഓഡിയോമീറ്റർ ഉപയോഗിച്ചുള്ള കേൾവി പരിശോധനയി ലൂടെ കേൾവിക്കുറവ് കണ്ടെത്താൻ കഴിയും.
ശ്രവണ സഹായി

കേൾവിക്കുറവുള്ളവർക്ക് കേൾവി അനുഭവം ഉണ്ടാകാൻ സഹായിക്കുന്ന ഒരു ഇലക്ട്രോണിക് ഉപകരണമാണ് ശ്രവണ സഹായി (Hearing Aid),

Question 39.
ശ്രവണ പരിശോധനയെക്കുറിച്ച് ഒരു ഓഡിയോളജിസ്റ്റുമായി ഒരു അഭിമുഖം നടത്തുകയും നിങ്ങളുടെ സഹപാഠികളുമായി വിവരങ്ങൾ പങ്കിടുകയും ചെയ്യുക.
Answer:
ഒരു ഓഡിയോളജിസ്റ്റിൽ നിന്ന് ശേഖരിച്ച ഡാറ്റയുടെ ഉദാഹരണമാണിത്.

ശ്രവണ പരിശോധനാ പ്രക്രിയ:
ഒരു വ്യക്തിയുടെ മുൻ
വൈദ്യപരിശോധനകളുടെ അടിസ്ഥാനത്തിൽ ആരംഭിക്കുന്നു
പ്രധാന ടെസ്റ്റ്: പ്യുവർ ടോൺ ഓഡിയോമെട്രി (ഹെഡ്ഫോണുകളിലൂടെ ശബ്ദങ്ങൾ കേൾപ്പിക്കുന്നു ). ടെസ്റ്റ്

വിശദാംശങ്ങൾ:
സൗണ്ട് പ്രൂഫ് ബൂത്തിലാണ് ഇത് നടത്തുന്നത് .
വ്യത്യസ്ത ആവൃത്തികളും വോള്യങ്ങളും അളക്കുന്നു; ഫലങ്ങൾ ഒരു ഓഡിയോഗ്രാമിൽ കാണിക്കുന്നു.

പ്രായനിർദ്ദിഷ്ട പരിശോധന:
കുട്ടികൾ: കളി അടിസ്ഥാനമാക്കിയുള്ള പരീക്ഷകൾ ഉപയോഗിക്കുക.
മുതിർന്നവർ: സംസാരം മനസ്സിലാക്കാനുള്ള പരിശോധനകൾ ഉൾപ്പെടുത്തുന്നു .

പൊതുവായ ശ്രവണ പ്രശ്നങ്ങൾ:
പ്രായവുമായി ബന്ധപ്പെട്ട കേൾവി നഷ്ടം.
ശബ്ദം മൂലമുണ്ടാകുന്ന കേൾവി നഷ്ടം.
അണുബാധ മൂലമുണ്ടാകുന്ന ശ്രവണ നഷ്ടം

ശ്രവണ പരിശോധനയ്ക്കുള്ള തയ്യാറെടുപ്പ്:
പരിശോധനയ്ക്ക് മുമ്പ് നന്നായി വിശ്രമിക്കുക.
ഉച്ചത്തിലുള്ള ശബ്ദങ്ങൾ മുൻകൂട്ടി ഒഴിവാക്കുക.
ഏതെങ്കിലും മെഡിക്കൽ രേഖകളും രോഗലക്ഷണ കുറിപ്പുകളും ഉണ്ടെങ്കിൽ കൈവശം വെയ്ക്കുക നിങ്ങൾക്ക് കേൾവിക്കുറവുണ്ടെങ്കിൽ നേരത്തെ സഹായം തേടുക. സമയോചിതമായ ഇടപെടൽ പ്രധാനമാണ്.

Question 40.
ചെവി പരിചരണവുമായി ബന്ധപ്പെട്ട് എന്തെല്ലാം കാര്യങ്ങളാണ് നാം ശ്രദ്ധിക്കേണ്ടത് എന്ന് കണ്ടെത്തി ക്ലാസിൽ അവതരിപ്പിക്കൂ.
Answer:

• ചെവിയിൽ അന്യവസ്തുക്കൾ ഇടരുത്.
• ഡോക്ടറുടെ നിർദേശം കൂടാതെ ലായനികളോ ദ്രാവകങ്ങളോ ചെവിയിൽ ഒഴിക്കരുത്.
• ഉച്ചത്തിലുള്ള ശബ്ദം തുടർച്ചയായി കേൾക്കരുത്.
• വലിയ ശബ്ദം ഉള്ള സ്ഥലങ്ങളിൽ തുടർച്ചയായി നിൽക്കേണ്ടി വരുമ്പോൾ ഇയർ പ്ലഗ് പോലുള്ള സംരക്ഷണോപാധികൾ ഉപയോഗിക്കണം.
• ഇയർഫോൺ തുടർച്ചയായി കൂടുതൽ ഉച്ചത്തിൽ കേൾക്കുന്നത് ഒഴിവാക്കണം.

Question 41.
സംഗീതക്ലാസിൽ കേൾക്കുന്ന ശ്രുതിമധുരമായ ശബ്ദവും ട്രാഫിക് പോയിന്റിലെ ശബ്ദവും താരതമ്യം ചെയ്തു നോക്കൂ. ഏത് ശബ്ദമാണ് കേൾക്കാൻ ഇമ്പമുള്ളത്?
Answer:
സംഗീത ക്ലാസിൽ നിന്നുള്ള സംഗീതം

Question 42.
ചിരട്ടവീണയിൽ നിന്ന് ഇമ്പമാർന്ന സംഗീതം കേൾക്കാൻ കഴിയുമല്ലോ? ചിരട്ട കല്ലിൽ ഉരസി ശബ്ദം ശ്രവിക്കൂ. രണ്ട് സന്ദർഭങ്ങളിലെയും ശബ്ദം താരതമ്യം ചെയ്യൂ.
Answer:
ചിരട്ടവീണയിൽ നിന്നുള്ള ശബ്ദം കേൾക്കാൻ ഇമ്പമുള്ളതാണ്, കല്ലിൽ ഉരച്ച ചിരട്ടയിൽ നിന്നുള്ള ശബ്ദം കേൾക്കാൻ സുഖകരമല്ല.

സംഗീതം പോലും ഒച്ചയായി അനുഭവപ്പെട്ടിട്ടുള്ള സന്ദർഭങ്ങൾ ഉണ്ട്. കൂടാതെ ഒരു പരിധിക്കപ്പുറമുള്ള ശബ്ദവും ശല്യപ്പെടുത്തുന്നതായി തോന്നുന്നു.

Question 43.
ഈ പ്രസ്താവനയോടുള്ള നിങ്ങളുടെ പ്രതികരണം എന്താണ്?
Answer:
ശബ്ദമലിനീകരണം എല്ലാ ജീവജാലങ്ങ ൾക്കും ഹാനീകരമാണ്. ഇത് ഗുരുതരമായ ആരോഗ്യപ്രശ്നങ്ങൾക്ക് കാരണമാകും.

Question 44.
ശബ്ദമലിനീകരണത്തിന് കാരണങ്ങൾ എന്തൊക്കെ ആയിരിക്കാം?
Answer:
വർധിച്ചുവരുന്ന വാഹനങ്ങളുടെ എണ്ണം
പ്രചരണ സംവിധാനങ്ങൾ
നിർമ്മാണ സൈറ്റുകളിൽ നിന്നുള്ള ശബ്ദം

ഒച്ച നമ്മുടെ ശാരീരിക ആരോഗ്യത്തെ മാത്രമല്ല മാനസികാരോഗ്യത്തെയും വൈകാരിക ആരോഗ്യത്തെയും ബാധിക്കുന്നു.

Question 45.
ഹെൽത്ത്കെയർ പ്രൊഫഷണലുകളിൽ നിന്ന് ഇതിനെക്കുറിച്ച് കൂടുതൽ കണ്ടെത്തു കയും സയൻസ് ഡയറിയിൽ രേഖപ്പെടുത്തു കയും ചെയ്യുക.
Answer:
ശാരീരിക ആരോഗ്യം:
കേൾവി നഷ്ടം: ദീർഘ നേരം ഉള്ള ഒച്ച കേൾവി
യെ തകരാറിലാക്കും.
ഹൃദയസംബന്ധമായ പ്രശ്നങ്ങൾ: സമ്മർദ്ദം മൂലമുള്ള രക്തസമ്മർദ്ദം, ഹൃദ്രോഗം എന്നിവമായി
ബന്ധപ്പെട്ടിരിക്കുന്നു.
ഉറക്കത്തിന്റെ അസ്വസ്ഥതകൾ: ശബ്ദം
ഉറക്കത്തെ തടസ്സപ്പെടുത്തുന്നു, ഇത് ക്ഷീണത്തിലേക്ക് നയിക്കുന്നു.

മാനസികാരോഗ്യം
സമ്മർദ്ദവും ഉത്കണ്ഠയും വർദ്ധിപ്പി ക്കുന്നു.
ഏകാഗ്രതയെയും ഓർമശക്തിയെയും ബാധിക്കുന്നു, പ്രത്യേകിച്ച് കുട്ടികളിൽ.
വിഷാദം: ഒറ്റപ്പെടലിന്റെയും നിസ്സഹായത യുടെയും വികാരങ്ങൾക്ക് കാരണമാകുന്നു.

വൈകാരിക ആരോഗ്യം:
ഒച്ച അനാവശ്യമായ പ്രകോപനം സൃഷ്ടി ക്കാൻ ഇടയാക്കും.
ജീവിത സംതൃപ്തി കുറയ്ക്കുന്നു.

Question 46.
ശബ്ദമലിനീകരണം കൊണ്ടുള്ള ദോഷങ്ങൾ കൂടുതലായി അനുഭവിക്കേണ്ടി വരുന്നവർ ആരൊക്കെയാണ്?
Answer:
ആരോഗ്യ പ്രവർത്തകർ, അധ്യാപകർ, സംഗീതജ്ഞർ.

Class 9 Physics Chapter 8 Extra Questions and Answers Malayalam Medium ശബ്ദം

Question 1.
കൊടുത്തിരിക്കുന്ന ശബ്ദ സ്രോതസ്സു കളിലെ കമ്പനം ചെയ്യുന്ന ഭാഗം എഴുതുക.
a) ഓടക്കുഴൽ
b) വയലിൻ
c) ചെണ്ട
Answer:
a) ഓടക്കുഴൽ -വായുരൂപം
b) വയലിൻ -കമ്പികളും മരത്തിന്റെ ചട്ടക്കൂടും
c) ചെണ്ട-തുകൽ

Question 2.
ശരിയോ തെറ്റോ എന്ന് എഴുതുക
i. വസ്തുക്കളുടെ നേർരേഖ ചലനത്തിലൂടെയാണ് ശബ്ദം ഉണ്ടാകുന്നത്.
ii. സ്വനതന്തുക്കളുടെ കമ്പനം മൂലമാണ് മനുഷ്യരിൽ ശബ്ദം ഉണ്ടാകുന്നത്.
iii. ഇലത്താളത്തിന്റെ പ്രധാനമായി കമ്പനം
Answer:
i. തെറ്റ്
ii. ശബ്ദ
iii. തെറ്റ്

Question 3.
ശബ്ദം ഉൽപാദിപ്പിക്കാൻ കമ്പനം ഉപയോഗപ്പെടുത്തുന്ന സംഗീതോപ കരണങ്ങളുടെ നൽകുക.
Answer:
ഡ്രം, മിഴാവ്

Question 4.
മനുഷ്യശരീരം എങ്ങനെയാണ് ശബ്ദ ഉണ്ടാക്കുന്നത്?
Answer:
ശ്വാസനാളത്തിന്റെ മുകൾഭാഗത്തുള്ള സ്വനപേടകത്തിലെ സ്വനതന്തുക്കൾ കമ്പനം ചെയ്യുമ്പോഴാണ് ശബ്ദം ഉണ്ടാകുന്നത്

Question 5.
ചേരുംപടി ചേർക്കുക

ചീവീട്	സ്വനതന്തുക്കൾ
ബ്യൂഗിൾ	ചിറകുകൾ
മനുഷ്യർ	തുകൽ
മൃദംഗം	വായുരൂപം

Answer:

ചീവീട്	ചിറകുകൾ
ബ്യൂഗിൾ	വായുരൂപം
മനുഷ്യർ	സ്വനതന്തുക്കൾ
മൃദംഗം	തുകൽ

Question 6.
തന്നിരിക്കുന്ന സംഗീത ഉപകരണങ്ങ അവയുടെ പ്രധാനമായി കമ്പനം ചെയ്യുന്ന ഭാഗത്തെ അടിസ്ഥാനമാക്കി തരംതിരിക്കും. (ഓടക്കുഴൽ, ഗിറ്റാർ, തബല, വീണ, ഡ്രം ക്ലാരിനെറ്റ്)
Answer:
ഓടക്കുഴൽ, ക്ലാരിനെറ്റ് – വായുരൂപം
ഗിറ്റാർ , വീണ – കമ്പികൾ
തബല, ഡ്രംസ് – തുകൽ

Question 7.
ശബ്ദത്തിന്റെ ഏതെങ്കിലും മൂന്ന് ഉപയോഗ ങ്ങൾ എഴുതുക.
Answer:
സംഗീതാസ്വാദനത്തിന്
സമയം അറിയിക്കുന്നതിനുള്ള അലാറം
സൈറൺ തുടങ്ങിയവയുടെ ശബ്ദം

Question 8.
ശബ്ദപ്രേഷണം മാധ്യമത്തിലാണ് ശബ്ദവേഗം പരമാവധി എന്തുകൊണ്ട്?
Answer:
ശബ്ദവേഗം ഖരവസ്തുക്കളിൽ പരമാവധി യാണ്. കാരണം ഖരമാധ്യമത്തിലെ തന്മാത്ര കൾ അടുത്ത് അടുത്തായി അടുക്ക പ്പെട്ടിരിക്കുന്നു .ഇത് ശബ്ദ തരംഗങ്ങളെ അതിലൂടെ കൂടുതൽ വേഗത്തിൽ സഞ്ചരി ക്കാൻ അനുവദിക്കുന്നു.

Question 9.
ഒരു പേപ്പർ കപ്പും ചരടും ഉപയോഗിച്ച് നിർമ്മിച്ച സ്പീക്കിംഗ് ട്യൂബിലൂടെ സംസാരി ക്കുമ്പോൾ നമുക്ക് ശബ്ദം കേൾക്കാൻ കഴിയും.
Answer:
a) ഏത് മാധ്യമത്തിലാണ് ശബ്ദം സഞ്ചരിക്കുന്നത്?
b) ചരടിന് പകരം അലുമിനിയം ദണ്ഡ് ഉപയോഗിച്ചാൽ എന്ത് മാറ്റം സംഭവിക്കും.
c) സ്പീക്കിംഗ് ട്യൂബ് ഉപയോഗിച്ച് ചന്ദ്രനിൽ സംസാരിച്ചാൽ ശബ്ദം കേൾക്കാൻ കഴിയുമോ?
Answer:
a) ചരട്
b) ശബ്ദത്തിന്റെ വേഗത വർധിക്കുന്നു
c) ഇല്ല

Question 10.
വേഗം കൂടുതൽ ഏതിലാണ് ? (ഹീലിയം, അലുമിനിയം, വായു, സമുദ്രജലം)
Answer:
അലുമിനിയം

Question 11.
ശബ്ദത്തിന്റെ വേഗതയെ ബാധിക്കുന്ന ഘടകങ്ങൾ ഏതൊക്കെയാണ്?
Answer:
താപനില, മാധ്യമത്തിന്റെ സാന്ദ്രത.

Question 12.
അപ്പുവും അമ്മുവും അവധിക്കാലത്ത് ഒരു സ്നേക്ക് പാർക്ക് സന്ദർശിച്ചു. അവരുടെ അഭിപ്രായം ചുവടെ നൽകിയിരിക്കുന്നു. അപ്പു : പാമ്പുകൾക്ക് ചുറ്റുമുള്ള എല്ലാ ശബ്ദങ്ങളും കേൾക്കാം.
അമ്മു: പാമ്പുകൾക്ക് ശബ്ദം കേൾക്കാൻ കഴിയില്ല, പക്ഷേ അവ ശബ്ദങ്ങൾ മൂലമുള്ള കമ്പനം അവരുടെ ആവശ്യങ്ങൾക്കായി ഉപയോഗിക്കുന്നു. ആരാണ് ശരി. ഉത്തരം സാധൂകരിക്കുക.
Answer:
അമ്മു പറഞ്ഞത് ശരിയാണ്. ഇരയെ പിടിക്കുന്നതിനും സ്വയം പ്രതിരോധിക്കു ന്നതിനും പാമ്പുകൾ തറയിലൂടെയുള്ള ശബ്ദ പ്രക്ഷേപണം ഉപയോഗിക്കുന്നു.

Question 13.
ശബ്ദത്തിന് വെള്ളത്തിലൂടെ സഞ്ചരിക്കാൻ കഴിയുമോ? അങ്ങനെയെങ്കിൽ, ജലജീവി കൾ ഇത് എങ്ങനെ ഉപയോഗിക്കുന്നു?
Answer:
കഴിയും.
ശബ്ദത്തിന് വെള്ളത്തിലൂടെ സഞ്ചരിക്കാൻ കഴിയും. ഡോൾഫിനുകൾ, തിമിംഗലങ്ങൾ തുടങ്ങിയ ജലജീവികൾ സമുദ്രജലത്തിലൂടെ ശബ്ദ കൈമാറ്റത്തിലൂടെ ആശയവിനിമയം നടത്തുന്നു.

Question 14.
ഒരു സ്കൂളിലെ വിദ്യാർത്ഥികൾ തീപ്പെട്ടിയും ചരടും ഉപയോഗിച്ച് ഒരു കളിപ്പാട്ട ടെലി ഫോൺ നിർമ്മിച്ചു.
Answer:
a) ടെലിഫോൺ ഉപയോഗിച്ച് അവർക്ക് പരസ്പരം ആശയവിനിമയം നടത്താൻ കഴിയുമോ? വിശദീകരി ക്കുക.
b) ബഹിരാകാശത്ത് ആശയവിനിമയത്തിന് ഇത് ഉപയോഗിക്കാൻ കഴിയുമോ?
c) ഇല്ലെങ്കിൽ, ബഹിരാകാശത്ത് ആശയവിനിമയത്തിനായി ഏത് ഉപകരണമാണ് ഉപയോഗിക്കേണ്ടത്?
Answer:
a) അതെ. ഒരു കളിപ്പാട്ട ടെലിഫോൺ ഉപയോഗിച്ച് അവർക്ക് പരസ്പരം ആശയ വിനിമയം നടത്താൻ കഴിയും. ശബ്ദം ഖരവസ്തുക്കളിലൂടെ സഞ്ചരിക്കുന്നു. ഇവിടെ ശബ്ദം തീപ്പെട്ടിയിലൂടെയും ചരടിലൂ ടെയും സഞ്ചരിച്ച് ചെവികളിൽ എത്തുന്നു.

b) ഇല്ല. ശബ്ദത്തിന് സഞ്ചരിക്കാൻ ഒരു മാധ്യമം ആവശ്യമാണ്. ബഹിരാകാശത്ത് ഒരു മാധ്യമവുമില്ല.

c) റേഡിയോ ഉപകരണങ്ങൾ ഉപയോഗി ക്കണം.

Question 15.
താഴെക്കൊടുത്ത പ്രസ്താവനകൾ ശരിയോ തെറ്റോ എന്ന് എഴുതുക. തെറ്റുണ്ടെങ്കിൽ തിരുത്തി എഴുതുക.
a) വായുവിലെ ഏകദേശം ശബ്ദവേഗം 3 × 10² m/sആണ്.
b) ക്രമമായ കമ്പനത്തോടെയുണ്ടാകു ന്നതും കേൾക്കാൻ ഇമ്പമുള്ളതുമായ ശബ്ദത്തെ ഒ എന്നും ക്രമരഹിത മായ കമ്പനം കൊണ്ട് ഉണ്ടാകുന്നതും അരോചകമായതുമായ ശബ്ദത്തെ സംഗീതം എന്നും പറയുന്നു.
Answer:
a) തെറ്റ്, വായുവിലെ ഏകദേശം ശബ്ദവേഗം 350 m/s ആണ്.

b) തെറ്റ്, ക്രമമായ കമ്പനത്തോടെയുണ്ടാ കുന്നതും കേൾക്കാൻ ഇമ്പമുള്ളതുമായ ശബ്ദത്തെ സംഗീതം എന്നും ക്രമരഹിത മായ കമ്പനം കൊണ്ട് ഉണ്ടാകുന്നതും അരോചകമായതുമായ ശബ്ദത്തെ ഒച്ച എന്നും പറയുന്നു.

Question 16.
രാജു ഇലക്ട്രിക് ബെൽ ഉപയോഗിച്ച് ഒരു പരീക്ഷണം നടത്തി. ആദ്യം അവൻ ബെല്ലിന്റെ ശബ്ദം കേട്ടു. എന്നിട്ട് ബെൽ ഒരു പാത്രത്തിൽ ഇട്ട്, ഒരു ട്യൂബ് ഉപയോഗിച്ച് ആ പാത്രത്തിലെ പരമാവധി വായു വലിച്ചെ ടുത്തു.
a) രണ്ട് സന്ദർഭങ്ങളിലും കേൾക്കുന്ന ശബ്ദത്തിൽ വ്യത്യാസമുണ്ടോ?
b) കേൾക്കുന്ന ശബ്ദത്തിലെ വ്യത്യാസം എന്താണ്?
c) വായു മുഴുവൻ വലിച്ചെടുത്താൽ എന്ത് സംഭവിക്കും?
d) പരീക്ഷണത്തിൽ നിന്ന് എത്തിച്ചേർന്ന നിഗമനം എന്താണ്?
Answer:
a) രണ്ട്

b) ബെൽ ഒരു ജാറിൽ വയ്ക്കുകയും അതിലെ വായു വലിച്ചെടുക്കുകയും ചെയ്യുമ്പോൾ വായുവിന്റെ അളവ് കുറവായതിനാൽ ആദ്യത്തെ കേസിനേക്കാൾ രണ്ടാമത്തെ കേസിൽ ശബ്ദം കുറയുന്നു.

c) ഒരു ശബ്ദവും കേൾക്കുന്നില്ല

d) ശബ്ദത്തിന് സഞ്ചരിക്കാൻ ഒരു മാധ്യമം

Question 17.
ഒരു കുളത്തിൽ നീന്തുന്നതിനിടയിൽ ബെനും കെനും അതിന്റെ ആഴത്തിലേക്ക് മുങ്ങി. വെള്ളത്തിനടിയിലായിരിക്കുമ്പോൾ
അവർ പരസ്പരം സംസാരിച്ചു.
a) പരസ്പരം കേൾക്കാമോ?
b) ഏത് മാധ്യമത്തിലൂടെയാണ് ഇവിടെ ശബ്ദം സഞ്ചരിക്കുന്നത്?
Answer:
a) കേൾക്കാം
b) വെള്ളം

Question 18.
നൽകിയിരിക്കുന്ന പ്രസ്താവനകൾ ശരിയോ തെറ്റോ എന്ന് പ്രസ്താവിക്കുകയും തെറ്റായ പ്രസ്താവനകൾ തിരുത്തുകയും ചെയ്യുക.
i. ശബ്ദത്തിന് ഖരവസ്തുക്കളിലൂടെ മാത്രമേ സഞ്ചരിക്കാൻ കഴിയൂ
ii. ശബ്ദത്തിന് ശൂന്യതയിലൂടെ സഞ്ചരിക്കാൻ കഴിയും
iii. ഖരവസ്തുക്കളിൽ ശബ്ദത്തിന്റെ വേഗത കൂടുതലാണ്
iv. പാമ്പുകൾ സ്വയം പ്രതിരോധത്തിനായി തറയിലൂടെ ശബ്ദം പകരുന്നു.
Answer:
i. തെറ്റ്
തിരുത്തിയ പ്രസ്താവന ഖരവസ്തുക്കൾ, ദ്രാവകങ്ങൾ, വാതകങ്ങൾ എന്നിവയിലൂടെ ശബ്ദത്തിന് സഞ്ചരിക്കാൻ കഴിയും

ii. തെറ്റ്
തിരുത്തിയ
പ്രസ്താവന ശബ്ദത്തിന്
ശൂന്യതയിലൂടെ സഞ്ചരിക്കാൻ കഴിയില്ല

iii. ശരി

iv. തെറ്റ്

Question 19.
ചെവിയിലൂടെ ശബ്ദം തായി സൂചിപ്പിക്കുന്ന കടന്നുപോകുന്ന ഫ്ലോചാർട്ടിലെതെറ്റുകൾ തിരുത്തി വീണ്ടും വരയ്ക്കുക.

Question 2.
കേൾക്കാൻ ചെവിക്കുട കർണ്ണപുടം → തലച്ചോർനമ്മെ സഹായിക്കുന്നശ്രവണേന്ദ്രിയമാണ് ചെവി. എന്നാൽ ശബ്ദം മനസ്സിലാക്കാൻ ആവശ്യമായ ഒരേയൊരു ഘടകമാണോ ഇത് . വിശദീകരിക്കുക.
Answer:
ശബ്ദം മനസ്സിലാക്കാൻ ആവശ്യമായ ഒരേയൊരു ഘടകമല്ല ഇത്. ശബ്ദാനു ഭവത്തിന് മൂന്ന് അവശ്യ ഘടകങ്ങളുണ്ട്. അവ ശബ്ദ സ്രോതസ്സ് മാധ്യമം, ശ്രവണേന്ദ്രിയം എന്നിവയാണ്.

Question 20.
ചിത്രത്തിൽ C, R എന്നിങ്ങനെ ലേബൽ ചെയ്തിരിക്കുന്ന ഭാഗങ്ങൾക്ക് പേര് നൽകുക.

Answer:
C- മർദം കൂടിയ മേഖല

Question 21.
കേൾവിശക്തി ഒരു അനുഗ്രഹമാണ്. എന്നാൽ കേൾവിയിൽ വെല്ലുവിളികൾ നേരിടുന്ന നിരവധി ആളുകൾ നമുക്ക് ചുറ്റും ഉണ്ട്. കേൾവിശക്തി കുറഞ്ഞവരോട് സ്വീകരിക്കേണ്ട സമീപനം എപ്രകാരമായിരി ക്കണം?
Answer:

• സഹഭാവത്തോടെ പെരുമാറണം
• എല്ലാ പ്രവർത്തനങ്ങളിലും പങ്കാളിത്തവും പരിഗണനയും നൽകണം
• അവരുടെ ആവശ്യങ്ങൾ മാനിക്കുക

Question 22.
ചെവി പരിചരണവുമായി ബന്ധപ്പെട്ട കാര്യങ്ങളാണ് നാം എന്തെല്ലാം ശ്രദ്ധിക്കേണ്ടത്?
Answer:
ചെവിക്കുള്ളിൽ ഏതെങ്കിലും തരത്തിലുള്ള വസ്തുക്കൾ ഇടുന്നത് വലിയ അപകടമാണ്.

കർണ്ണപുടം പൊട്ടിപ്പോകാനും കേൾവി ശക്തി നഷ്ടപ്പെടാനും കാരണമായേക്കാം.

ഏതെങ്കിലും രീതിയിലുള്ള മുറിവ് സംഭവിച്ചു കഴിഞ്ഞാൽ ചെവിയുടെ ഘടനയുടെ പ്രത്യേകത മൂലം മുറിവ് ഉണങ്ങി വരാൻ പ്രയാസമാകും. ഇത് അണുബാധയ്ക്ക് ഇടയാവുകയും കേൾവിശക്തിയെ ബാധിക്കുകയും ചെയ്തേക്കാം.

ചെവിയിൽ അന്യവസ്തുക്കൾ ഇടരുത്.

ഡോക്ടറുടെ നിർദേശം കൂടാതെ ലായനികളോ ദ്രാവകങ്ങളോ ചെവിയിൽ ഒഴിക്കരുത്.
ഉച്ചത്തിലുള്ള ശബ്ദം തുടർച്ചയായി കേൾക്കരുത്.

വലിയ ശബ്ദം ഉള്ള സ്ഥലങ്ങളിൽ തുടർച്ചയായി നിൽക്കേണ്ടി വരുമ്പോൾ ഇയർ പ്ലഗ് പോലുള്ള സംരക്ഷണോ പാധികൾ ഉപയോഗിക്കണം.

ഇയർഫോൺ തുടർച്ചയായി കൂടുതൽ ഉച്ചത്തിൽ കേൾക്കുന്നത് ഒഴിവാക്കണം.

Question 23.
താഴെ പറയുന്നവ സംഗീതമായും ഒച്ചയായും പട്ടികപ്പെടുത്തുക. (വയലിനിൽ നിന്നുള്ള ശബ്ദം, കാറിന്റെ ഹോൺ, പടക്കം, കുയിലിന്റെ ശബ്ദം, സംഗീത കച്ചേരികൾ, ചീവീടിന്റെ ശബ്ദം)
Answer:

സംഗീതം	ളൾ
വയലിനിൽ നിന്നുള്ള ശബ്ദം	പടക്കം
സംഗീത കച്ചേരികൾ	ചീവീടിന്റെ ശബ്ദം
കാറിന്റെ ഹോൺ	കുയിലിന്റെ ശബ്ദം

Question 24.
ശബ്ദമലിനീകരണത്തിൽ മനുഷ്യർ എങ്ങ നെയാണ് സംഭാവന ചെയ്യുന്നത്?
Answer:
വാഹനങ്ങളുടെ ശബ്ദം, എയർ ഹോണിന്റെ ശബ്ദം, ഉച്ചഭാഷിണിയുടെ ശബ്ദം.

Question 25.
ശബ്ദമലിനീകരണത്തിന്റെ ദോഷങ്ങളും പ്രതിവിധികളും പട്ടികപ്പെടുത്തുക.
Answer:
ശബ്ദമലിനീകരണത്തിന്റെ ദോഷങ്ങൾ
ഇത് ശാരീരികവും മാനസികവുമായ
ആരോഗ്യത്തെ ബാധിക്കുന്നു. അവ പഠനവൈകല്യം, ബധിരത,
രക്തസമ്മർദ്ദം തുടങ്ങിയവയ്ക്ക് കാരണമാകുന്നു.

പ്രതിവിധികൾ

• ഫലപ്രദമായ നിയമങ്ങളും
• നിയന്ത്രണങ്ങളും ഉണ്ടാക്കുക
• എയർ ഹോണുകൾ ഒഴിവാക്കുക വാഹനങ്ങൾ ശരിയായി പരിപാലിക്കുക
• ബോക്സ് ടൈപ്പ് ലൗഡ് സ്പീക്കർ ഉപയോഗിക്കുക
• കോടതി, ആശുപത്രി, വിദ്യാഭ്യാസ
• സ്ഥാപനങ്ങൾ എന്നിവയുടെ
• പരിസരങ്ങളിൽ 50 dB യിൽ കൂടുതൽ ശബ്ദമുണ്ടാക്കരുത്.
  കഴിയുന്നത്ര മരങ്ങൾ നടുക.

Students often refer to SCERT Kerala Syllabus 9th Standard Social Science Notes Pdf and Class 9 History Chapter 3 Land Grants and the Indian Society Notes Questions and Answers English Medium that include all exercises in the prescribed syllabus.

Kerala Syllabus 9th Standard Social Science History Notes Chapter 3 Land Grants and the Indian Society

Class 9 Social Science History Chapter 3 Notes Question Answer Kerala Syllabus Land Grants and the Indian Society

Class 9 History Chapter 3 Notes Kerala Syllabus English Medium

Question 1.
After the fall of the Mauryas, several dynasties came to power in different parts of India. Locate them in the map given below.

Answer:
Kushanas,Guptas,Shakas,Vakatakas, Satavahanas, Cholas, Cheras, Pandyas

Question 2.
What were the changes brought about by the land grant process during the Gupta period?
Answer:

• The king’s authority over the donated land gradually declined.
• The right to collect taxes and administer justice over the donated land was transferred along with the ownership of land.
• Those who received the land grants also got the right to grant the land to someone else.
• In course of time, the kings and nobles began to give land grants instead of cash as remuneration for the services they received.
• Although most of the land grants were received by the Brahmins, gradually, other sections also started receiving land as grant.

Question 3.
What factors contributed to the spread of agriculture during the Gupta period?
Answer:

• Even the uncultivated areas were made suitable for agriculture.
• The new social system provided sufficient labour-force for agriculture.
• The knowledge of Brahmins about agricultural technology and climate
• Different irrigation facilities

Question 4.
Discuss the characteristics of the Samantha System that came into existence during the Gupta period.
Answer:
With the widespread practice of land grants, a powerful section of landowners with immense wealth and influence was formed in the society. Those who worked on the land became rightless dependents of the landlords. In such a system, the farmers, the agricultural labourers and the slaves were bound to the land.

They lived and died in the same soil where they were born. They laboured throughout their life for their masters. In addition to taxes, these people from the lower stratum of the society had to provide free services to the upper stratum. This system has been called ‘Indian Feudalism’.

Question 5.
Find out the arts and crafts of the period from the information and complete the table.

Artifacts Recovered	Crafts
Earthen Pots	Pottery making
Jewellery made of gold, silver and precious stones	………..(a)…………..
Pearls	………..(b)…………..
Glassware	………..(c)…………..
Silk, cotton textiles	………..(d)…………..
Sculptures in ivory	………..(e)…………..

Answer:
(a) Jewellery Making
(b) Pearl making
(c) Manufacturing of glass products
(d) Clothing manufacturing
(e) Sculpture

Question 6.
Find out in which present Indian states are the Gupta cities marked in the below map, located.

Answer:
Kanauj – Uttar Pradesh, Shiravasti – Uttar Pradesh, Mathura – Uttar Pradesh, Kausambi – Uttar Pradesh, Ujjayini – Madhya Pradesh, Vaishali – Bihar, Pataliputra – Bihar

Question 7.
Prepare a note comparing the administrative systems of the Mauryas and the Guptas.
Answer:
The Mauryan Empire, established by Chandragupta Maurya in the 4th century BCE, was known for its centralized and bureaucratic administration. The Gupta Empire, flourishing from the 4th to 6th centuries CE, decentralized power by employing feudalism, giving land grants and autonomy to local rulers in return for loyalty and military aid.

This decentralized approach allowed Gupta Empire to control vast territory while granting local leaders authority in governing their regions. The Mauryas, under Ashoka, embraced Buddhism and used it for governance, promoting ethics and social welfare. The Guptas favored Hinduism, backing temples and Brahminical traditions. Despite differences, both empires shared features like bureaucracy, taxation systems, trade networks for prosperity. Both had strong military and expanded territories. Please shorten the text for me so that it is more concise.

Question 8.
List out the features of architecture during the Gupta period by observing the following pictures.

Answer:
Construction of temples using stone and bricks, there were sculptures, there were illustrations in natural colors.

Question 9.
Prepare and present a digital edition of the pictures of the temples and caves of the Gupta period.
Answer:
Hints for digital edition of pictures:

• Eye-catching image of a Gupta-era temple or cave to draw in readers.
• Collection of photographs showcasing different Gupta temples from various regions.
• Add images highlighting the intricate cave architecture and paintings of the Gupta era.

Question 10.
Evaluate the contributions made to the field of science during the Gupta period.
Answer:
Books on science also were written during the Gupta period. Most of the works were on Astronomy, Mathematics, and Medical Science. Notable works of the period were Brihatsamhita of Varahamihira, Aryabhatiya of Arya Bhata and Amarakosa of Amarasimha.

Question 11.
Discuss the economic changes brought about by the spread of the land grant system to South India.
Answer:

• Brahmins held a high position in the society and economy of South India.
• Agriculture developed
• Taxes
• Reservoirs were constructed and irrigation systems were set up
• Production surplus
• Progress of trade
• Inland trade and maritime trade grew
• Ports
• Business Societies (categories)
• Export of products
• Different occupations

Land Grants and the Indian Society Class 9 Extended Activities

Question 1.
Organise a seminar on ‘Land Grants and their consequences during the Gupta Rule’.
Answer:
Title: Land Grants: A Seminar on the Consequences during the Gupta Rule
I. Introduction: Brief overview of the Gupta Empire and their system of land grants. Importance of understanding the repercussions of land grants during this historical period.

II. Historical Context: Detailed explanation of land grants under the Gupta Rule. Legal and administrative frameworks surrounding land grants. Impact on the socio-economic structure of the Gupta society.

III. Consequences of Land Grants: Include economic Effects, social Implications, political Ramifications.

IV. Case Studies: Examples of specific land grants during the Gupta Rule. Analysis of the lasting effects on local communities and regions.

V. Modern Relevance: Linking the consequences of land grants in the past to contemporary land reform policies. Lessons to be learned from the Gupta experience for current land management practices.

VI. Conclusion: Recap of key insights gained from exploring the consequences of land grants during the Gupta Rule. Emphasize the importance of studying historical land policies for understanding present-day land issues.

Question 2.
Prepare an album, collecting pictures of temples built in various styles.
Answer:

Question 3.
Make a digital presentation on the achievements in science and technology during the Gupta period.
Answer:
Title: Innovations and Achievements in Science and Technology during the Gupta Period
Introduction: The Gupta period (c. 320-550 CE ) is often referred to as the Golden Age of India due to the remarkable advancements in science and technology that were made during this time. Scholars and innovators flourished under the patronage of Gupta rulers, leading to groundbreaking discoveries that had a lasting impact on the fields of astronomy, mathematics, medicine, metallurgy, and textiles.

Key Concepts:
Astronomy, Mathematics, Medicine, Metallurgy, Textiles

Conclusion:
The achievements in science and technology during the Gupta period were not only groundbreaking in their time but also had a lasting impact on the development of these fields. The period marked a flourishing of intellectual and technological advancements that shaped the future of science and innovation in India and beyond.

Std 9 History Chapter 3 Notes Kerala Syllabus Extra Question Answer

Question 1.
What were the changes brought about by the land grant process during the Gupta period?
Answer:

• The power to collect taxes and administer justice from the granted land was transferred with the landlord.
• Those who received land as a gift also had the right to re-donate the land to whomever they liked.
• Gradually, the king and the nobles began to pay for their services not in cash but in the form of land grants.
• The Brahmins received the most land from the king, but gradually other sects began to receive land grants.

Question 2.
Explain each terms given below.
a) Brahmadeya
b) Agrahara
c) Devadanam
Answer:
a) Land granted to a group of Brahmins was called Brahmadeya
b) Brahmin villages were called Agraharas
c) Land gifted to the Deity or the Temple came to be called Devadanam. This land was administered by the temple trustees.

Question 3.
Match the table

Vaisheshika	Samudragupta
Prayaga Prasati	Amarasimha
Mimasa	Kanada
Amarakosam	Jaimini

Answer:
Vaisheshika – Kanada
Prayaga Prasati – Samudragupta
Mimasa – Jaimini
Amarakosham – Amarasimha

Question 4.
Assess the progress in trade and commerce during the Gupta period.
Answer:
During the Gupta rule, internal trade flourished. Various crafts, including textiles, were major trade items, with skilled craftsmen producing various types like muslin, calico, and linen on a large scale. The Gupta Empire had extensive trade connections with West Asia, Central Asia, South East Asia, and Rome, leading to the development of new trade routes.

Gold, silver and copper coins of high quality were minted. Prominent traders known as ‘Nagarasreshtin’ and ‘Sarthvaha’ had their role in the government. Vaishali, Pataliputra, Kanauj, Shravasti, Kausambi, Ujjayini and Mathura were important centres of trade.

Question 5.
How did Brahmin migration from North India influence South Indian society and economy during the Gupta period?
Answer:
Brahmin migration from North India to South India during the 6th century CE led to the rise of significant dynasties such as the Pallavas and Pandyas. The Gupta rulers granted lands to Brahmins and temples, elevating their status and stimulating agricultural development in the region.

Question 6.
How did temple activities under the influence of Brahmins contribute to agricultural progress and trade in the Pallava Kingdom?
Answer:
Temple activities led by Brahmins in the Pallava Kingdom boosted agricultural progress by facilitating surplus production, which in turn stimulated trade. Agricultural expertise, reservoirs, and irrigation infrastructure supported by the kings and local authorities further enhanced trade relationships and economic growth in the region.

Question 7.
Match the following.

Samkhya	Gauthama
Yoga	Badarayana
Nyaya	Kapila
Vedanta	Patanjali

Answer:
Samkhya – Kapila
Yoga – Patanjali
Nyaya – Gauthama
Vedanta – Badarayana

Question 8.
Evaluate the factors that led to the decline of big cities in India.
Answer:
India’s foreign trade declined after the Roman Empire collapsed in the 6th century CE, largely due to westerners learning silk-making techniques from Chinese. This led to a decrease in craftsmen’s movement, resulting in ruralisation of arts and crafts. This led to the decay of major towns, with cities like Kausambi, Hastinapura, Ahicchatra, Takshasila, Ayodhya, Ujjayini and Mathura losing their glory.

Question 9.
Explain the position and status of women in Gupta period.
Answer:
Despite some high-esteem queens like Prabhavathi Gupta of the Vakataka, women generally held low status in society, with all being expected to be submissive to men. Even upper-class women did not enjoy high status or land grants.

Question 10.
Consider the situation when the caste system became more complex during the Gupta period.
Answer:
The Gupta period saw the formation of various occupational groups, leading to the creation of new subdivisions in society. It was impossible for the existing varna system to accommodate all these new occupational groups. In this circumstance, each occupational group became a new ‘jati’ or ‘upajati’.

These groups, along with foreigners, forest dwellers, and inter-caste children, made the existing caste system more complex. The Brahmins, Kshatriyas, and Vaisyas retained their positions and privileges in the evolving complex system, while Chinese traveler Hiuen Tsang described Sudras as peasants in an agricultural society. The ‘Antyajas’, those outside the Chaturvarnya system, were considered ‘untouchables’, with the lowest being ‘Chandalas’ and ‘Charmakarar’, graveyard keepers and animal skin tanners.

Question 11.
What are the three phases of temple construction?
Answer:
Rock-cut temples, Monolithic chariot temples, Structural temples

Question 12.
Which are the chief items exported from the Pandyan Kingdom?
Answer:
Pepper, sandal, gold, and pearls

Question 13.
Explain the features of temples built in Dravidian Architecture.
Answer:
Temple building was there in India from ancient times. There were three styles of temple architecture. ‘Nagara’ and ‘Vasara’ styles were followed in North India whereas the ‘Dravidian’ style prevailed in South India. Pallavas were the first to prove excellence in Dravidian architecture. Temples at Mahabalipuram are the finest examples of their excellence in temple building.

At the same time, the largest number of temples in the Dravidian style were built by the Cholas. Temples built by them during that period still exist in different parts of Tamil Nadu. The Meenakshi temple at Madurai and the Srirangam temple are the famous constructions of the Pandyas. Sreekovil,Vimana, Sikhara, Mandapa, and Pradakshina Patha was the chief characteristic of Dravidian architecture.