Class-10

Subject : Compulsory English
Day-1
Lesson: A World Guide to Good Manners: How not to Behave Badly
Activity-1
Read the passage given on page No 2 of your text book from" Travelling to all corners…. to
discuss business during the meal" two times.
Activity - 2
Answer them:
a. How do the Canadians greet each other?
b. How long does it take for Latin Americans to complete their lunch?
c. Where do people take off their shoes when entering a restaurant?
d. What types of clothes should a Muslim woman wear ?
Day – 2
Lesson: A World Guide to Good Manners: How not to Behave Badly
Activity-1
Read the passage given on page No 2 of your text book from " Travelling to all corners…. to
discuss business during the meal " once again.
Activity-2
A. Match the following:
Column A
Column B
i. Americans a. should not reveal the body
ii. Thais
b. take off shoes
iii. Muslim Women c. have business banquets
iv. Japanese
d. shake hands
v . Chinese
e. press both hands
B. Find the words from the same passage which are similar/ opposite in the meaning to the
following :
i. ordinary ( synonym ) ii. Keep (synonym) iii. Local (antonym)
iv. Commonly (antonym)
Day- 3
Lesson: A World Guide to Good Manners: How not to Behave Badly
Activity -1
Read the passage given on page No 2 and 3 of your text book from" Doing Business and
Extra tips "two times and also watch a video on You tube -https://youtu.be/rQmyuFPllr0
Activity -2
A. Read the texts and fill in the blanks to complete the sentences below:
a. Eye contact is ………as a sign of respect in Thailand and Japan.
b. In………and….., using left hand for eating, greeting and drinking is avoided.
c. ……rarely drink alcohol at lunch time.
d. ……people shake hands with everyone before taking a seat in a cafe.
B. Read both the texts and indicate whether the following sentences are True or False.
a. When an American meets us for the first time, we shake hands.
b. Business banquets are organized in Mexico.
c. In Thailand greeting is made by pressing nose.
d. Lunch is often the biggest meal of the day in Italy
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Day- 4
Lesson: A World Guide to Good Manners: How not to Behave Badly
Activity -1
Read the passage given on page No 2 and 3 of your text book and also watch a video on You
tube -https://youtu.be/rQmyuFPllr0
Activity - 2
A.Answer the following questions :
a. How should you present a business card in Japan?
b. Where does physical distance between the speakers play significant role?
c. What information are included in a business card?
B. Think one or two examples of good manners for the following contexts in your country
and write them in your exercise book.
a. Greetings b. Clothes c. Food and drink d. Doing business
Day-5
Lesson: Debate
Activity -1
A. Read the transcriptions of the debate below:
For the motion: Using a single language is better than multiple languages
Mr. Chairperson, respected teachers, and friends! I would like to thank Mr. Timilsina for
giving me an opportunity to express my opinion on the burning issue ‘the fewer the languages
there are, the easier the
life will be’. Every year, several languages die out. Some people think that life will be easier if
there are fewer languages in the world. I support this view.
As we know, the development of recent technology has a significant role to create a
global village. People from any part of the world can communicate easily through the Internet.
Due to the international importance of the English language, most people are reluctant to use their
first language and are learning English. This shows that people prefer learning the language that
helps them to communicate in the global village to their own language.
Mr. Chairperson, using the same language would certainly aid understanding and global
fraternity. People can communicate with one another without any problems. It unites all the people
as global citizens. If everyone speaks the same language, there will be a clear understanding
between not only countries but also people throughout the world. It would promote learning, the
flow of information and ideas. For example, students don’t have to translate the text into their
mother tongue to understand.
Ladies and gentlemen, economic growth is also possible by using single language as it
can minimize various costs such as the cost of communication, translation, interpretation, etc. We
won’t need interpreters in international conferences, seminars and workshops. Participants can
easily express whatever they like in the language of common understanding. Thus, it can minimize
the communication barriers and help international business, resulting in a healthier world
economy.
Not only this, if a language is intelligible for all, members of security forces can easily
investigate and understand national and international criminal plans. It may help in solving
international and intercultural security problems too. To conclude, I strongly claim that using a
single language as a lingua franca strengthens our fraternity, integrity, security and global
understanding, in addition to helping international business and economy. Thank you.
Activity- 2
Answer them:
a. According to Karma why do most people learn English?
b. What, according to the speaker, are the advantages of using single language?
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c. What is the topic of the debate?
d. Who is hosting the program?
e. How can the use of single language be economically beneficial?
Day-6
Lesson: Debate
Activity -1
Read the transcriptions of the debate given on day 5 once again.
Activity- 2
A. Match the following:
Column A
Column B
i. Debate a. important
ii. Burning issue
b. formal discussion of an issue
iii. Significant
c. continuous stream of something
iv. Flow
d.unwilling
v . Reluctant
e. very important and urgent problem
B. Besides the advantages pointed out by Karma, think what other benefits of using single
language can be there? Enlist them in your exercise book.
Day - 7
Lesson: Debate
Activity -1
Read the transcriptions of the debate below:
Against the motion: Using multiple languages is better than a single language
Mr. Chairperson, respected teachers, and friends! Thank you, Mr. Timilsina for giving me this
platform to present my view on the issue. As we know every year several languages die out. With
their death, the knowledge inherent there dies too. Though the previous speaker argued that the
fewer the languages are, the easier the life will be, I strongly disagree with his arguments Mr.
Chairperson, language influences our thought and our thought influences reality of the world
around us. It means we perceive the world as per our linguistic background. Language also carries
culture. Cultural and linguistic diversity have a reciprocal relationship Therefore, there are obvious
disadvantages of having only one global language. Firstly, it would mean that all other languages
would eventually disappear and, along with them, their cultures too. Each culture is unique with
its own way of life and own perspective of the world. Cultural diversity boosts tourism because it
attracts tourists from different parts of the world. The loss of languages results in the loss of
cultures and the loss of cultures leads to the collapse of the tourism industry because there would
be no reason to travel for pleasure and interest all over the world, we have the same language and
similar cultures. This finally leads to decline of the national economy of the countries which rely
on tourism industry. Mr. Chairperson, using fewer languages also creates identity problems. The
ethnic groups without their own language and culture lose their linguistic and cultural identity.
Variety in literature is only possible through linguistic and cultural differences. It is impossible if
we have a single global language. Likewise, each language has its own taste and own distinct
quality. For example, the Sanskrit language is said to have musical quality. All these qualities get
lost if people start using a single language all over the world. Furthermore, the fewer the languages
are in use, the less the vocabulary in practice. Therefore, the less vocabulary in practice, the less
imaginative and creative work is possible. Ladies and gentlemen, I would like to ask Karma if he
could understand all the varieties, i.e. dialects of his mother tongue. As we know, even the dialects
are often unintelligible to all the speakers of the same language. Then, how can we think about the
use of a single language all over the world? Is it practical? Is it possible? I think debating on such
issue is just a waste of time. Thank you.
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Activity –2
Answer the following questions.
a. What does the speaker strongly disagree with b. How does the use of fewer languages create
identity problem? c. How does the loss of language affect to the tourism industry?
d. What relation do culture and linguistic diversity have?
Day- 8
Lesson: Debate
Activity -1
Read the transcriptions of the debate given on day 6 and day 7 once again.
Activity -2
A. Find the words that are similar in the meaning to the following:
a. chance b. unwilling c. reveals d. obstacles e. mutual f. definitely e. worldwide f.
comprehensible.
B. Find the words that are opposite in the meaning to the following:
a. separates b. impossible c. intelligible d. advantages e. appear f. weakly
Day
– 9
Lesson: Writing Invitation Card
Activity – 1
Study the following samples of invitation cards carefully.
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Activity -2
A. Prepare a similar invitation card using the following information.
Bride: Rupa, Parents: Mr. P. P. Rawat and Mrs. L. Yadav, Bridegroom: Kesar, Parents: Mr.
R. N. Chaudhary and Mrs. G. MahatoDate: January 12, 2018, Place: Bhrikuti Party Palace,
Butwal, Hotel: A 2 Z, Chauraha, Butwal, 9700000000
B. Imagine your brother had an engagement with a girl. Draft an invitation card for his
marriage and show it to your teacher.
Day- 10 and 11
Lesson: Obligation and Prohibition
Activity –1
A. Study the following rules and regulations carefully.
I. Only library members can borrow the books.
ii. Library materials borrowed must be returned on or before the due date.
iii. Silence should be observed strictly in the library.
iv. Smoking is strictly prohibited.
v. One is allowed to borrow two books at a time for 15 days.
vi. Readers and visitors are not allowed to bring their belongings in the library.
vii. The library rules and regulation shall be modified from time to time and shall be binding
on concerned.
Some Useful Tips:
i. Use Simple present tense to show time table.(eg. The parks remain open from 2pm to
6pm.)
ii. Use the verbs of permission and obligation like:- Permitted , Allowed, prohibited, has to,
have to, must. etc. ( eg .Smoking is strictly prohibited in exam room.)
iii. Use verbs like strongly advised, required, expected, etc and phrases like responsible for,
supposed to, intended to, requested to, etc to show any particular rules. (eg. Students are
required to bring along their I.D. cards.)
iv. Use auxiliaries like must/must not ( strong obligation/duty), have to/do not have to poor
obligation) (eg . Students must provide their own pens or pencils.)
Activity -2
A. Now write a set of rules and regulations (obligations and prohibitions) for the following
places.
i. School Hostel ii .Examination hall iii. Classroom
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Day -12
Lesson: Article
Activity-1
A. Study the following tips carefully. ( Watch the video on you tube:-
https://youtu.be/EDBdPkFBLwQ
1. "A" is used before singular countable nouns and adjectives if the pronunciation starts with
consonant sound. Eg. A pen , a car , a student
2. We use "a" before some abbreviation which begins with consonant sound .eg . a B.A student,
a B.B.C program , a R.O.M, a Ph. D scholar
3. We use "a" before some words such as unity, useful, university, Unicorn, Universal , unique,
Ewe, One , European, Union, etc. as their initial letters have consonant sounds though they
start with a Vowel letter.
4. "An" is used before singular countable noun if the pronunciation of the word starts with vowel
sound.
5. We use "an" before some abbreviations such as SLC,FM ,I.A. , MBBS, M.A., M.Ed. , MP,
NTC, HA L.L.M , SOS, etc.
6. We use "An "before some words such as honest, hour, honorable, heir, etc. as their initial
letter /h/ becomes silent throughout its production.(For more detail look at your grammar
book on the topic "Article".)
Activity-2
A. Fill in the blanks with A or An.
i. It is … universal truth. 2. Gokul is … B.A student. 3. She is … Ugly girl. 4. He is … one
eyed man. 5. Anita bought … inkpot at Rs 50. 6. Mr. Jhon is … European. 7. Sita is … Ph.
D scholar. 8. Ram caught … owl yesterday. 9. Did you receive … SOS message. 10. We
have to buy … half dozen of pens. 11. Can you write … few paragraph about cow. 12. Sita is
… heir of her parents. 13. I am thinking to spend … couple of days in Pokhara. 14. Can you
wait for me … hour. 15. Sandesh borrowed … umbrella from Ramesh . 16. Potato costs Rs.50
… Kilo. 17. What … lovely place. 18 What … intelligent boy. 19. What … innocent girl she
is! 20. How … a Beautiful girl she is!
Day -13
Lesson: Article
Activity -1
A. Study the following tips carefully.
1. We use" the" before the name of rivers, name of newspapers, geographical areas, musical
instrument , superlative degree, ordinal number, mountain range, religious books, seas and
oceans , parts of day , directions and poles, historical period/ ages, buildings and monuments,
titles and positions, scientific inventions, a noun which represent whole class of animals or
things, a noun repeated in the second sentences , a noun made specific by the use of the
phrase
2. Do not use any article before the name of games, colours, diseases, abstract noun, languages,
proper noun, material noun.
3. Do not use article before public places i.e.-temple, bed, church , school, collage ,hospital if
they are used for primary purpose but use" the " if they are used for secondary purposes. Eg.
He goes to …. Temple to worship. He goes to the temple to take photos. ( for more detail look
at your grammar book on the topic "article".)
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Activity- 2
Fill in the blanks with a, an or the.
1. Crown Prince Charles Of Great Britain is …. Heir to the throne . 2. Kebal broke my Chair to
make … Wooden ruler. 3. Jinisha Keeps Busy herself in ….. Kitchen every morning. 4. Rajan is
… MP. 5. The Nile is … longest river in the world. 6.We need to do more for … poor. 7. Binod is
….. B.A student. 8. Janak Is … M.Sc student. 9. Once Sudip saw …. Cute ape in the zoo. 10. Has
Sagar ever seen …. Wounded man ? 11. Could you close…… door, please? Its really cold. 12.
Dinesh is …..SLC graduate. 13. …. Statue of liberty was a gift of friendship from france in the
united States. 14. ….. Girl in blue skirt is my sister, 15. Who is best ……student of your class?
16. Samjanadosenot want to miss the opportunity to be… doctor. 17. Tila is…… NGO officer. 18.
Bichhet is ….. University Student. 19. …. European tourist visited our school today. 20. Lovin
and Chudamani have climbed up….. Everest within the decade.
Day – 14
Lesson:The Ant and the Grasshopper
Activity – 1
Read the text entitled "The Ant and the Grasshopper" given in your textbook (page No 23,
24 from "I could not help……..to spent a happy month there." The meanings of difficult
words are given below for your support.
i. Fable : story about animal,
ii. Expression : the look on someone's face that conveys particular emotion
iii. Gloom : feeling of being sad ,
iv Staring : looking at sb. Or st. for a long time
v. Space : an amount of an area or a place that is empty
vi. Suspected : doubted
vii. Unfortunate : unlucky
viii. Hilarious : very funny
ix. Spirit : emotion, mood
x. Sighted : take long breath to show sadness, tiredness, disappoint
xi. Black ship : bad person
xii. Sore trial : a person who causes difficulties
xiii. Decently : properly
xiv. Announced: told people something officially, declared
xv. Rumours : gossips/ hearsay
xvi. Profoundly : extremely
xvii. Unscrupulous : dishonest
xviii. Enticement : tempting
xix. Qualm :doubt xx. Oblige : force to do st.
xxi. Discreditable : bad, unacceptable
xxii. Prosecuted :मुद्दा चलाउनु
xxiii. Assuredly: being sure
xxiv.Convicted : declare guilty ( ठहयाउ षीदोनु)
Activity -2
A. Find the words in the passage which are similar in the meaning to the following.
a. unlucky b. Very funny c. attractive d. Doubt
e. Properly f. Conditions g. declared h. Gossips
i. Vows j .improvement k. Finally
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B. Find the words in the passage which are opposite in the meaning to the following.
a. question b. Improperly c disrespectable d. Harmful e. Accept f .scrupulous g. delight
C. Put the following sentences in the correct order:
a. He began to blackmail his brother for money. b. He left his wife and his office.
c. When his money was spent, he borrowed it from friends and spent it on luxuries. d.
George continued to pay for his brother's expenses. e. He bought a motor-car and some
very nice jewellery. f. Tom took help of Cronshaw to cheat his brother, and left for Mont
Carlo. g. He promised to make a fresh start.
h. The Ramsays were perfectly respectable people. i. He never settled down.
Day-15
Lesson:The Ant and the Grasshopper
Activity- 1
Read the text entitled "The Ant and the Grasshopper" given in your textbook (page No 23,
24 from "I could not help……..to spent a happy month there.") The meanings of difficult
words are given on day 14.
Activity – 2
A. Answer them:
a. Who was a black sheep in Ramsey's family? Why?
b. What was a respectable profession to Tom?
c. Why was George Ramsay staring into the space?
d. Why did Tom leave his work and wife?
e. How did Tom manage his life when he ran out of money at first?
f. How did Cronshaw and Tom cheat George?
g. What forced George to realise that his brother would never settle down?
h. Where did Tom make a steady (regular) income from?
i. How long did tom spend in the capitals of Europe?
j. What is George's profession?
B. Using the information given for the correct ordering (Day-9, activity - 2 c), summarize the
story in a paragraph.
Day – 16
Lesson: Leaflet Writing
Activity: 1
A. Read the following tips carefully
a. A leaflet is a small sheet of printed paper that puts across a short message clearly and
concisely. Businesses use leaflets to advertise their products and services. They're often also
used to let people know about new stores, special offers and events. They can also be used to
provide information and to create awareness to the people .Here are some points that help you
to produce "A visitors Guide" in the form of leaflet.
B. Include the following things: Motto, title, Short introduction of place, geographical location
and direction ( how to get there), Money, Accommodation, special features, Must see…reliable
pictures for attraction, contact information, etc.
Activity –2
Prepare an attractive leaflet of a place of historical or cultural importance.
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Day – 17
Lesson: Relevance of Involving School Graduates in Community Services
Activity: 1
Read the following text carefully.(word meaning of difficult word is given at the end of the
text.)
Socialization of the teenager is believed to be a difficult part in the modern society. On the one
hand, modern technology like the Internet has virtually linked the whole world. On the other hand,
it has created physical gap among people. Having considered the issue, in some countries school
students are provided with an opportunity to serve their community. In my opinion, sending
school graduates to w in community services is a good idea to minimize the physical gap between
people as it equips them with valuable life skills. As we know, life skills are very important to a
person as they develop social, interpersonal, intellectual and emotional skills. A person learns the
way people communicate, negotiate, and cooperate to solve a common problem in their
community. Therefore, if a person is sent to a community for services, he/she learns practical ways
of dealing with social problems and their consequences. In addition, critical thinking and selfevaluation
skills can also be developed. Furthermore, working in the community helps people to
develop good social skills.
1. Socialization: the process of learning social values and behavior, 2.Linked: connected 3.
Considered : taken,4.Consequence : result 5.Cooperate: help 6. Intellectual. 7Interpersonal :
connecting with relationship between people.
Activity – 2
A. Answer them:
a. What has created physical gap between people? b. What happens if a person is sent to
community for service?
B. Find in the text as indicated in the brackets.i. Chance ( synonym ) e ii .hinder ( antonym )
iii. Misuse ( synonym ) iv. New-fashioned (synonym ) v. Irrelevance ( antonym)
Day – 18
Lesson: Relevance of Involving School Graduates in Community Services
Activity:1
Read the following text carefully.(word meaning of difficult word is given at the end of the
text.)
Nowadays, school graduates are spending their afterschool time watching television,
playing video games, browsing the Internet, chatting on face book, etc. The lack of productive
activities might create social problems. Providing young people with compulsory voluntary works
as their afterschool programme, on the one hand, engages teenagers and, on the other hand,
minimizes the possibility of suffering from drug abuse. It also strengthens their social
relationships. Ability to establish strong social relationships also increases their employability as
they learn soft skills that are compulsory for any person to work in a team. Working in a
community voluntarily not only strengthens their CV but also teaches them that it is not easy to
make money. This leads them to think twice before spending their money. Thus, they learn to save
money from such works.
In conclusion, I think compulsory voluntary community works after school education not
only helps the individual student for his/her all-round development but also supports every
community by producing employable and charitable human resources. Therefore, I would like to
suggest the concerned authority to
put such programmes into action as soon as possible.
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1. Voluntary: done willingly 2.Abuse: misuse 3. Strengthen: make strong 4. Employability:
capable of being employed 5. Charitable: helping people who are poor, sick 6. Authority: power
to give order to people
Activity - 2
A. Complete the following sentences:i. ……………………has virtually linked the whole
world. ii. Life skills are very important to a person because……………..iii. School children
are spending their afterschool time……………………
B. Mention any five benefits of providing young people with compulsory voluntary work.
Day – 19
Lesson: Memory of My Visit to France
Activity:1
Read the following word meaning carefully.
1. Fuming: producing smoke, 2. Overcast: covered with cloud, 3. Drizzle: light rain, 4. Vicinity:
area around an area, 5. High-tech: involved in high technology, 6. Emboldened: encouraged, 7.
Out skirts: outer part of town, 8. Sculptor: a person who makes sculptures, 9. Connoisseur:
expert, 10. Awe: feeling of respect ,11. Reverence: honour shown, 12. Dilettante: loving art,
13.Entrusted: given responsibility,14. entrenched-h/f uf8]sf]_ Established firmly,
15.Impressionism: The thing is, impressionist artists were not trying to paint a reflection of real
life, but an 'impression' of what the person, light, atmosphere, object or landscape looked like to
them. And that's why they were called impressionists-k|efjjfb_ 16. Expressionism: a theory or
practice in art of seeking to depict the subjective emotions and responses that objects and events
arouse in the artist.-cleJoQmjfb_17.Symbolism: an artistic and poetic movement or style using
symbolic images and indirect suggestion to express mystical ideas, emotions, and states of mind. It
originated in late 19th-century France and Belgium, with important figures including Mallarmé,
Maeterlinck, Verlaine, Rimbaud, and Redon.-laDajfb_18.Cubism:Cubism is a style of art which
aims to show all of the possible viewpoints of a person or an object all at once. It is called Cubism
because the items represented in the artworks look like they are made out of cubes and other
geometrical shapes. Cubism was first started by Pablo Picasso and Georges Braque,-3glrqsnfsf]
Ps z}nL_19. Postmodernism: a late 20th-century style and concept in the arts, architecture, and
criticism, which represents a departure from modernism and is characterized by the self-conscious
use of earlier styles and conventions, a mixing of different artistic styles and media, and a general
distrust of theories.-pQ/ cfw'lgsjfb_20. Magnum 0pus: a work of art, music, or literature that
is regarded as the most important or best work that an artist, composer, or writer has produced,-
d'Vo s[lt_, 21. Avid: eager-pT;'s_
Activity-2
With the support of the meaning provided above read the text entitled " Memory of My
Visit to France" (from the beginning to 7 th paragraph- I will come some other day) three
times and try to understand the meaning of the text.
Day – 20
Lesson: Memory of My Visit to France
Activity:1
Repeat the activities of day 18 once again
Activity: 2
A. Find the words in the text that are closest in the meaning to the following:
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a. expert b. wife c. impossible to defeat d. eager e. extremely f. assigned
responsibility g. light rain h. encouraged i. dawn
B. Find the words in the text that are opposite in the meaning to the following:
a. downpour b. minimum c. happiness d. irregular e. exit
f. comparable g. suddenly
Day – 21
Lesson: Memory of My Visit to France
Activity- 1
Repeat the activities of day 18 once again
Activity- 2
A. Match the following appropriately
a. high tech i. outer part of a town
b. vicinity ii. Upper floor of a building
c. sculptor iii. Involved in high technology
d. upstairs iv. area around particular place
e. outskirts iv. a person who makes sculptors
B. Write "T" for True and "F" for False statements.
a. The writer was not a painter, sculpture and connoisseur.
b. Most literally movements developed from the western movements of the art and
philosophy.
c. "MulukBahira Ma" was written by B.P.koirala.
d. the writer visited different places with his consort.
e. The writer had an opportunity to loathe painting so fall the artists of France, living and
dead, together.
Day – 22
Lesson: Memory of My Visit to France
Activity-1
Repeat the activities of day 18 once again.
Activity-2
Answer the following questions.
a. What was the weather like?
b. Who has written 'MulukBahira Ma' ?
c. Who has there to assist the writer?
d. What was assigned to be presented in an academic project entrusted to him?
e. What are more in Paris? Temples or museums?
f. What had the writer asked Nirmalbhai for?
Day – 23
Lesson: Bhedetar
Activity: 1
Here is a brief description of Bhedetar by Arun Pradhan. Read the description carefully.
Bhedetar is a transit point to Dhankuta from Sunsari district. It is 16 km north-east from
Dharan. It is at the top of a hill almost 1450 meters high from the sea level. People from different
places visit Bhedetar for a picnic in the winter and to enjoy cool fresh air in the hot summer.
Charles' Point, a peak the British Prince Charlesclimbed in 1994, and now known as Bhedetar
Viewpoint, is a point one should reach. Visitors are allowed to take photographs there.A road goes
for Kamphek, Danda Bazaar and Ravi from Bhedetar. Visitors can stay in cozy lodges and hotels
there. A twenty-minute walk to the west from Bedetar leads the visitors to the famous Second
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Pathibhara Devi's temple. Hindus are allowed to worship the goddess. They say belief in
supernatural power isnecessary to weave people together. In addition, Bhedetar is a viewpoint of
the beautiful scenery of the plains of Kosi and the charming Himalayan ranges like Kumbhakarna
and Makalu. Any one can easily catch regular buses or hire taxis at Bhanuchowk, Dharan for
Bhedetar.
Activity -2
A. Find the words in the text that are closest in the meaning to the following:
a. top b. comfortable c. adoration d. paranormal e. knit f. appealing g. series
B. Find the words in the text that are opposite in the meaning to the following:
a. natural b. prohibited c. irregular d. follows e. unknown
f. uncomfortable
C. Fill in the blanks with suitable words from the text.
A. Bhedetar is ….. to Sunsari district.
B. One can reach Bhedetar by………….
C. Bhedetar is ……. Far from Dharan.
Day – 24
Lesson: Bhedetar
Activity-1
Read the description of Bhedetargiven on day 22 once again.
Activity -2
Answer the following questions: a. Why do people from different place visit Bhedetar? b. How is
the provision of accommodation at Bhedetar? C. How can we reach Bhedetar from Dharan? d.
What are the Himalayan ranges that can be seen from Bhedatar?
Day – 25
Lesson: Bhedetar
Activity- 1
Read the description of Bhedetar given on day 22 once again.
Activity -2
Prepare a similar description of your place stating what the visitors can and cannot do there.
Paste a photograph of the place if possible.
Day – 26
Lesson: Causative Verb
Activity: 1
Study the following tips. (watch the video on you tube carefully.-https://youtu.be/16bb-ao9mqo
a. Let , make, get, have and help are called causative verbs in English.
b. subject + make / have + person( agent ) +v1.
Eg: He made me dance in the party. I have my mother cook for me.
c. subject + get + person ( agent) + to + v1
Eg: He got me to dance in the party. I got my mother to cook for me.
d. subject + get +object ( thing ) + v3
Eg: He got my house painted. She got her shoes mended.
Activity -2
a. Choose the correct word / phrase to complete the following sentence.
1. Hari will have his face………………… ( wash , washed , to wash)
-- 12 --

2. I had a servant……..the tree in the yard (cut , to cut , cutting )
3. He ………his room painted.
4. Kunal got his health………………( check, to check , checked )
5. We got a carpenter ………… some furniture.( make , to make, made )
6. Can you make him……..( laugh , to laugh, laughed)
7. He …….. me to carry his bag ( has , makes, gets )
8. Don’t make anybody ………this camera.( use , to use , used)
Day – 27
Lesson: Causative Verb
Activity- 1
Study the following tips given on day 26 carefully again.
Activity -2
Choose the correct word / phrase to complete the following sentence.
1. Why did he have the tree...................? (to fell. felled, fell) 2. I .........him to sing a sony. (get.
make. have) 3.The master made me .•.........................the room. (sweep, to sweep. swept)
4. The teacher got students ............•............ ............. writing. (stopped! to stop, stop)
5. The doctor had an assistant ........................for his help.(appoint .to appoint appointed)
6. His shoes are torn. He will get the cobbler ....................................them. (to mend, mend,
mended) 7. He didn't make her ................................................... night. (stay up, to stay up,
stayed up) 8. He got me...........................at the party.(drunk, to drink. drink)?
9. She never gets her homework . ...... . . . ... . . . ......... ........... ( to check, check. Checked ) • q -
10. The clever Crow got some men………… (kill, to kill, killed )
Day – 28
Lesson: Causative Verb
Activity-1
Study the following tips given on day 26 carefully again.
Activity -2
Choose the correct word / phrase to complete the following sentence.
1. She got her friend …… more in the sari (pay. to pay, paid)
2. They have their hair ……………( to cut, cut, cutting )
3. She………. Hari sing a song. (makes. gets, have)
4. She. ……… to work for her. (got. had, get)
5. The teacher made her her……… homework (do. does. did)
6. My friend made his son……… his girl friend home. (bring. to bring, brought)
7. ………………………….this radio repaired. (Get, Make. Had)
8. The old man got his ten year old grandson………………. karate. (learn. to learn, learnt)
9. Our English teacher is strict. She always makes us………….. quiet. (keep, to keep, kept)
10. My father got me……………. in the garden. (work. to work, works)
11. She………… her father to buy a cell phone for her. (has, makes, will get)
12. Have me…………….. something please. (say, to say, said)
13. Barsha made me……………. this matter. (type, typed, to type)
14. l shall get Sharad…………… my work. (check, to check, checked)
15. Rity got me…….. this matter. ( write, written, to write)
I6. Kiran will get the black pants…………… (buy, to buy, bought)
17. 1 made her…………….. me. (to follow, followed, follow) 18. He……….. everything done
in time. (get, make, has)
19. 1 had my brother………. my homework. (done, to do, do)
20. She ……….her clothes washed. (have, makes, will get)
-- 13 --

Day – 29
Lesson: Memory of My Visit to France (second part)
Activity-1
Study the followingWord Meaning.
1. Mega : very huge, large 2. Vending machine: a machine that dispenses small articles such as
food, drinks, or cigarettes when a coin bill or token is interested, 3. Innumerable: to many to be
counted 4: Revolution: a great change in conditions, ways of working, beliefs, etc. That's effect
large number of people. , 5. Existentialists: persons who believe in the theory that humans are
free and responsible for their own actions in a world without meaning,6. Mustered up : collected
7. Claustrophobic: an extreme fear of being in a small confined place,8. Ascended: climbed,
went up,9. Escalator: moving stairs that carry people between different floors ff a large
building,10. Swiftly: quickly ,11: Suffocated : inability to breath , 12. Passerby: a person who is
going past somebody on road,13 . Deslate: place without people 14. Damp: slight wetness in the
air,15. Maple : a type of tree ,16. Exotic: seeming exciting and unsual,17. Boulevard: a wide city
street,18. Manholes: a hole in the street that is covered with a lid ,19. Scared: frightened,20.
Curator: a person whose job is to be in charge of tge objects or work of art in a museum, 21.
Administrative: connected with organization the work of a business or an institution,22.
Topiary: the art of cutting bushes into shapes such as birds or animal,23. Walnut: the light brown
nut of the walnut tree, 24. Juniper: a type of a small tree25. Yew: a small tree with dark green
leaves and small red barriers, 26.Chirruped: made short high sounds, 27. Magnificent: very
beautiful, 28. Squatted: stayed bending knees and lower body ,29. bslab : a thick piece of stone
,30. Pensive: thoughtful
31. Incomparable: matchless, 32. Replica: an exact copy or model og something
B. With the help of the meaning given above read the text "Memory of My Visit to France"
and try to comprehend the meaning of the text.
Activity - 2
A. Fill in the blanks with correct words
a. Hitler and Jews´ is written by ............
b. The writer ascended to the surface of the earth by climbing the..............
c To enter the building the writer was instructed by ............
d. The dry leaves of the tree were swept by..............
e. No French will speak.............if the writer got lost.
B. Write `T´ For True and `F´ for falsestatements.
a. The writer set out the journey of museums alone.
b. The writer had learnt french after his SLC examination.
c. The writer entered the underground world near Paris Nord station and travelled for about
half an hour.
d. The writer was feeling a bit scared.
e. Rodin's pensive mood is remarkable .
f. People in France speak English in their day to day life
Day – 30
Lesson: Memory of My Visit to France (second part)
Activity: 1
Read the lesson from "Nirmalbhaai had described… to also turned like this" again.
-- 14 --

Activity: 2
A. Find the words / phases from passage which are similar in meaning to thefollowings
words.
a. Large b. Collected c. quickly d. frightened e. thoughtful
f. Matchless g. impressive h. courteously
B. Find the words which are opposite in the meaning to the followingswords
a. Tiny b. countable c. Descended d. slowly
e. original f. Fearless g. unimpressive h.dry
Day – 31
Lesson: Memory of My Visit to France (second part)
Activity-1
Read the lesson from "Nirmalbhaai had described… to also turned like this" again.
Activity- 2
Answer the following questions.
a. Where was the replica of Rodin's thinker man?
b. When has the author visited museum in Baltimore.
c. When did the writer feel lonely and helpless?
d. How was the underground world near Paris Nord Station?
e. Why did the author buy a hand machine?
Day – 32
Lesson: A Letter to Kunsang
Activity: 1
Read the following letter carefully, and find how an aunt helps her nephew to avoid
distraction.
April 7, 2017
Dear Kunsang,
Thank you very much for your letter which I received this morning. Surely, it makes an old aunt
very happy to know that her nephew is willing to find a job in the biggest metropolitan city of
Nepal. To my surprise, you are thinking of leaving high school and home too. You must not do it.
Kun, I know that you are one of the brightest and the most intelligent members of our family.
Honestly, your parents have brought you up to think for yourself. They have never compromised
for your study and needs. I really must say something: what you are thinking of doing could make
you and everyone else in the family very unhappy. You must think of them and their
unconditional love. I think schooling is not boring and monotonous. You may find metropolitan
city appealing and attractive. You might be seeing the grass greener on the other side of the fence.
But remember you are not living a useless life here. Many people dream to live your life. Dear
Kun, everyone needs to be ambitious but over ambition may ruin your life. I agree with you, but
obviously, if you want to do anything with the rest of your life, you should not ignore your
parents’ support and education. Without their help you can neither live a peaceful life nor get a
better job. Don’t you think you are making this decision in a hurry? Undoubtedly, you must think
before it’s too late. If I were you, I would complete my studies first. Have you ever thought about
your parents? Of course, they won’t be happy hearing this, at least from you. What about giving a
second thought to your day dream? How long do you think you can enjoy the sophisticated city
life? Teenagers like you might not have as blissful life as you are thinking now. You and me really
should have a serious talk together. You are supposed to come and see me before you finally
decide. If anything appalling ever happens to you, I may not forgive myself.
With much love,
Manisha
-- 15 --

Activity -2
A. Find the words which are similar in meanings to the following word.
a. dawn b. affection c .tedious d. magnetic e. destroy
f. apparently g. help h. cheerful i. extremely happy
j. collectively k. tranquil l. eager
2. Find the words which are opposite in meaning to the following words.
a. evening b. tiniest c. hatred d. conditional e. initially
f. repulsive g. funny h. interesting i. Conditionalk. hindrance
Day – 33
Lesson: A Letter to Kunsang
Activity-1
Read the letter carefully, and find how an aunt helps her nephew to avoid distraction.
Activity-2
Answer the following questions.
a. Who has written the letter and to whom?
b. Where does Kunsang want to go?
c. Why does kunsang want to leave his village?
d. Why does Manisha want to give it a second thought?
e. What suggestions did Manisha give kunsang?
f. Where is Kunsung willing to find a job?
g. According to Manish, what may ruin Kunsang's life?
h. What should kunsang not ignore?
i. What have Kunsang's parents never compromised for?
J. What type of member is kunsang of his family?
k. When did Manisha write letter to Kunsang?
Day – 34
Lesson: A Letter to Kunsang
Activity-1
Read the letter carefully, and find how an aunt helps her nephew to avoid distraction.
Activity -2
A. Fill in the blanks with suitable words.
a. Kunsang's parents never compromised for his.......... and needs.
b. Kunsang's must think of his family member and their .........love.
c. Kunsang may find metropolitan city ...........and attractive .
d. Over ambition may ......his life.
e. Teenagers like kunsang may not have as........... life as they are thinking .
B. Match the following words in side A with their meanings in side B
Side 'A'Side 'B'
a. willing i. a hope or wish
b. bring up ii. ultimately
c. unconditional iii. eager
d dream
iv. raise
e. finally v. absolute
-- 16 --

Day – 35
Lesson: A Letter to Kunsang
Activity-1
Read the letter carefully, and find how an aunt helps her nephew to avoid distraction.
Activity-2
Write a letter to your maternal uncle who is living in a remote village of Nepal describing
why he should send his children to school.
Day – 36
Lesson: If (conditional) Sentences
Activity-1
Read the following (rules) structures carefully.
If clause Main clause
1. S.+ v1/v5+ ....... 1. s.+v1/v5+..... ( condition clause and effort )
If you boil water, it change into vapour
2. s.+ v1/v5+…… 2. s.+ will/ shall /can / may / must+v1+......
If Sanu calls him, he will go to meet her.
3. S+v2+... 3. s+ would /should /could /might +have+v3+......
If I had money, I would buy a car .
4. s+had+v3+...... 4. s+ would /should /could/might+ have +v3+……
If they had studied hard , they would have passed the exam
5. Had+s+v3+… 5. s+ would/should/ could/ might+ have +v3+......
Had he not labored hard, he would have failed the test..
6.s.+v1/v5+…… 6.v1+…… ( condition imperative)
If you want to pass the exam, work hard .
7. Unless+S+v1+.......7.s+ will/shall/can/may/must+not+v1+........
Unless we read hard, we can't pass the exam.
[Note: in 'if clause' among 'was' and 'were' every subject ( singular / plural ) takes' were']
If she were here, I could explain to her myself
Activity - 2
Rewrite the following sentences selecting the correct word/words from the brackets:
1. I…………… my paper again if I had more time. (will check, would check, would have
checked)
2. If you pull this chain, the train……. . (would stop, stops, will stop).
3. If Beckham ………. a goal, England would have won the world cup. (had scored, will score,
scored
4. If you……. . a camera, you would get a lens free. (buy, had bought, bought)
5. If you bring a glass of water for me, I …………you five rupees. (will have given, will give,
would give)
6. If he……..to the university, he could have learnt many things. (goes, had gone, went)
7. ……..us if we requested? (Will you help, Would you have helped, Would you help)
8. If she really wanted me, she…….. me in my difficulties. (will help, would help, would have
helped)
9. Manoj should have done the work if he………. to help me. (wants, wanted, had wanted)
10. If I were you, I …….. her everything. (would tell, would have told, will tell)
-- 17 --

Day – 37
Lesson: If (conditional) Sentences
Activity - 1
Read the rules and structures given on day 36 carefully again.
Activity -2
Rewrite the following sentences selecting the correct word/words from the brackets
1. They would have missed the bus if they (didn't hurry, don't hurry, hadn't hurried).
2. Ram…….. passed the S.L.C. exam if he had worked hard at school. (have, would have, had)
3. If I ……….a bird, I would fly in the sky. (is, am, were)
4. Had I worked hard, I……… exam. (would pass, would have passed, will pass, pass)
5. If she was not angry with me, she…….(will call, would have called, would call) me on her
birthday)
6. They could have done it if they……… .(try, tried, would try, had tried).
7. If anyone had been there, he …….. (would save, would be saved, could have saved, might be
saved).
8. If Mira the ……….exam, she will not come to school. (fail, fails, failed, has failed)
9. They could have done it if they . ……. (tried, try, would try, had tried). If you want to pass
the exam, (work well, worked well, not to work well, works well).
10. If she phoned me, I…….. . her house. (will go, will have gone, would go)
11. If Amita and Radha ……. the exam, they will not come to school. (fall, fails, failed)
12. If you had broken the glass, you…….. (would be punished, would have been punished, will
punish).
Day – 38
Lesson: If (conditional) Sentences
Activity - 1
Read the rules and structures given on day 36 carefully again.
Activity -2
Rewrite the following sentences selecting the correct word/words from the brackets
1. If Kali…….. she would have caught the bus. (runs, ran, had run)
2. Had he not laboured hard, he ……. the exam. (will fail, would have failed, would fail)
3. If you ……… hard, you would have passed in the first division. (study, studied, had studied)
4. If it rains, I……. (shall stay, should have stayed, should stayed) at home.
5. What would you do if you ……. . the headmaster? (are, were, was)
6. If I knew him, I …….. help him. (will , would, can)
7. What would you do if you ……. . the mayor of Kathmandu? (had been, were, are)
8. If you phone me, I……….. come to you. (could, will, would have) . you, I would never anger
her. (was, were, am)
9. If you study hard, you ……... your goal. (could achieve, achieve, can achieve)
10. If it……… , I wouldn't go there. (rained, will rain, had rained)
11. Had we left two minutes earlier, we ..... . the train. (will catch, would have caught, would
catch)
12. If I were you, I………… hard. (will read, would read, would have read)
Day – 39
Lesson: If (conditional) Sentences
Activity-1
Read the rules and structures given on day 36 carefully again.
-- 18 --

Activity -2
Rewrite the following sentences selecting the correct word/words from the brackets
1. If Sony …….. her bag, she would not go to school. (lost, had lost, have lost)
2. If you are my real friend, you …….. me in need. (help, will help, have helped)
3. If you cut your finger, blood …….. out. (will come, come, comes)
4. Had he not gone there, he……... . his girl friend. (wouldn't meet, wouldn't have meet,
wouldn't have met)
5. If I were you, I…….. hard. (will read, would read, would have read)
6. If it………….. (will snow, snows, would snow), we'll go skiing.
7. I could have helped her if she ………... (requested, had requested, requests).
8. If you touch fire, your finger ..... . (will burn, would bum, might burn)
9. If I……..a bird, I would fly all over the world. (was, am, were, have)
10. If students had worked hard, they ……….. success easily. (would got, would have got, would
get, would have get)
11. She would visit all the villages of Nepal if she ………. the Prime Minister (was, were, had
been)
Day- 40
Lesson: Dialogue Writing
Activity -1
Read the following tips carefully.
Dialogue is a written or spoken conversational exchange let it be formal or informal between two
or more people. Some Hints.
A.Initial Stage (greetings and well-being)
When the persons visit each other, they greet and ask the well being of each other. So, while
writing dialogue, use the greetings like: Good morning, Good afternoon or Good evening, Hello,
Hi, How do you do? Then after, individuals will ask well- being of each other.
B.Middle Stage (Subject matter)
After greeting and well-being, the participants of dialogue should be diverted towards subject
matter. They should talk on the subject matter provided by the question. Suppose that the question
is: Compose a dialogue between two friends discussing about coming Saturday plan. While
writing dialogue of this question, you should mention clearly where to go on coming Saturday,
when to go, how to go, what to do there etc.
C. Final Stage (Ending)
You can extend your dialogue as long as you wish. But it is not better to write Ion conversation
than necessity. When the volume of dialogue is sufficient, divert you dialogue towards ending.
Don't end your dialogue forcefully. You can use any one of the following sentence before ending
your
dialogue.
i. Oh, interval time is over. Let's go to classroom.
ii. My mother is telephoning me. I have to go home now. Bye see you tomorrow.
iii. It is getting dark. Let's go home now. Bye.
Activity-2
Read the given sample of the dialogue carefully
Eg: Compose a dialogue between two friends talking about a friend who is getting married.
Chandrakant : Hi, Bhumika, how are you?
Bhumika : I'm fine and you?
Chandrakant : I'm fine, too. Have you heard any news?
Bhumika : Not yet. Is there any special news?
-- 19 --

Chandrakant : Yes, Our classmate ManjuKarki is getting married next month.
Bhumika : Oh, to whom is she getting married? She didn't tell me anything.
I met her yesterday.
Chandrakant : I heard the boy lives in Kathmandu and teaches in campus.
Bhumika : Chandrakant, do you have Manju's mobile number?
Chandrakant : Yes ,I've dialed on my mobile. Here you are.
Bhumika : Thanks. Oh, my mother is calling me. I've to go home. Bye.
Chandrakant : Bye. See you tomorrow.
Day- 41
Lesson: Dialogue Writing
Activity-1
Read the tips and sample of dialogue given on day 40 carefully again.
Activity- 2
Complete the following dialogue.
Passenger : Good afternoon.
Counter clerk : Good afternoon, …………………….?
Passenger : What time does the bus for Pokhara leave?
Counter clerk : …………………………………………
Passenger : But it's already quarter past twelve.
Counter clerk : ……………………….. I'll call the driver soon.
Passenger : Yes, where's the driver?
Counter clerk : …………………………………………..
Passenger : Then, please call him otherwise we'll be late.
Counter clerk : …………………. You'd better get on your bus.
Passenger : ………………………………………..?
Counter clerk : About six hours.
Passenger : ………………………………………………
Counter clerk : You are most welcome sir.
What can I do for you, sir?
The scheduled time of its departure time is 12.00 p.m.
I'm afraid it's getting late by 15 minute.
I think he has gone to have lunch.
Oh! Yes he's coming.
Actually, how long does it take to reach Pokhara?
Thanks for your kind information.
Day-42
Lesson: Dialogue Writing
Activity-1
Read the tips and sample of dialogue given on day 40 carefully again.
Activity-2
Compose a dialogue between a hotel receptionist and a customer in about six exchanges. The
customer has just reached the hotel and he wants to stay there for some days.
-- 20 --

Day-43
Lesson: Dialogue Writing
Activity:1
Read the tips and sample of dialogue given on day 40 carefully again.
Activity- 2
Compose a dialogue between two friends on the basis of given situation.
Rita and Manju are in gift shop. They both are going to attend Sita's birthday. They are
discussing about buying presents for Sita.
Day: 44
Lesson: Writing Condolence Message
Activity-1
Study the following tips carefully.
(Watch the video on you tube:- https://youtu.be/YYkdbf-Q2UM
i. First of all write the title such as Heartfelt Condolence
ii. Keep photo under the title
iii. Write date of birth and date of date to either side of the photo..
iv. Express your sorrow, sympathy, sow your concern, write about the good qualities of person,
v. Express your condolence, pray for departed soul,
vi. Finally write your name and address. Follow the lay out and give simple decoration..
vii. Some useful vocabulary
1.obituary: a notice of a death, especially in a newspaper, typically including a brief
biography of the deceased person2. Saddened: made very sad 3.premature: before getting
maturity/ old 4.untimely: before time/getting old 5.heartfelt: from the core of the heart
6.shocked:7.immeasurable: that cannot be measured 8.demise: death 9. Pray:10.departed:
passed away 11:condolence: an expression of sympathy, especially on the occasion of the
death of a person's relative or close friend.12.funeral: a ceremony or service held shortly after
a person's death, usually including the person's burial or cremation 13.bereaved :deprived of a
close relation or friend through their death:
Activity-2
Write a newspaper condolence notice on the untimely demise of your friend. Use the clues given
in the box:
GokulTharu – 21 years old –sociable and helpful –a national volleyball player –killed in car
accident on April, 2002.
Activity-1
Read the tips given on day 44.
Day- 46
Activity-2
Image that one of your friends has had a bus accident. He died in hospital. Write aformal
notice of condolence in a newspaper.
Day-47
Lesson: Leaflet
Activity- 1
Watch the following video on you tube:
https://youtu.be/Jwcd4jNygA4?list=PLt1OxXVa5UOmgy5fiGu2T4bF-Yv7qGbrq
-- 21 --

Activity-2
Develop a visitor’s guide of any place you like [include location (where is the place/Map
geographic Information ),How can people get there ? (transportation ),Where to stay ?,What can
they experience ? (recreational activities ),What can they see ? (Sights), specialties (special
features ),Climate / good time to visit, Money, relevant pictures]
Day-48
Lesson: Writing an essay
Activity: 1
Read the following tips and copy it in your exercise book.
An essay is a written composition that helps students to express their personal ideas or opinions on
some topic. It is a practical piece of writing. Here is a model essay structure:
Title
Introduction (First Paragraph) Introductory statement
Thesis statement
Body (Mid Paragraphs)
First supporting idea
Transition, topic sentence
Discussion, examples, and analysis
Second supporting idea
Transition, topic sentence
Discussion, examples, and analysis
Third supporting idea
Transition, topic sentence
Discussion, examples, and analysis
Conclusion (Last Paragraph)
Transition, statement reflecting back on thesis
Restate key points
Activity-2
Read these points to know the organization and types of essays:
i. The introductory statement could be an anecdote, quotation, saying, description, striking
statistic, a fact that will lead to the thesis statement.
ii. The main idea of the essay is stated in a single sentence called the thesis statement.
iii. Supporting paragraphs make up the main body of the essay. They develop the main idea of
your essay.
iv. A topic sentence is the sentence that will explain what the paragraph is mainly about. Each
paragraph should have one topic sentence.
v. We use special transition words to link your supporting paragraphs together. Here are some
transition words- first, second, third, however, even though, nevertheless, therefore, in
addition to, as a result of, consequently, furthermore, also, despite, etc.
-- 22 --

Day- 49
Lesson: Writing an essay
Activity-1
Read this sample essay and copy in your exercise book.
Mount Everest
Introduction- Mount Everest, the world's highest peak, lies in Nepal. It i the highest peak of the
Himalayas. It sits on the border between Nepal and China. The summit ridge of Mount Everest
separate Nepal and Tibet, Nepal is the home of ten tall mountains, and each of them has its own
story.
Thesis Statement-MountEverest speaks of its story through the people who have named, measured
and climbed it.
Topic statement –
Body paragraph 1-Mount Everest is called by different names in Tibet and Nepal. Its Tibetan
name is 'Jomolungma', which means ‘Holy Mother', and its Nepali name is Sagarmatha, which
means 'the goddess of the sky'. Mt Everest got its name after the person Sir George Everest, a
British surveyor who first tried to locate the exact position of the peak.
Topic statement-
Body paragraph 2-It took manyyears to figure out the exact height of Mt. Everest. In the 19th
century, the Great Trigonometric Survey of India first tried to measure the height of Mount
Everest. The surveyors didn't agree on the height of Mount Everest. The British government
thought the height was 29,002 feet, and the Indian government said it was 29,028 feet. These days,
we know for sure the exact height of 29,035 ft or 8850m because we have better tools to measure.
But the official altitude of Mt. Everest that was approved by the Nepali government is 29,029 feet.
Topic Sentence-
Body paragraph 2-Mount Everest has its own history of its climbers. The first success climb was
made by Edmund Hillary and TenzingNorga in 1953. Since then Mount Everest has been climbed
by more than 3000 people and many records have been set and man died. PasangLhamu Sherpa
became the first Nepalese lady to climb Everest, and Apa Sherpa holds the record for reaching the
summit more times. The oldest climber to reach Mount Everest is 76-year-old Min
BahadurSherchan.
Concluding paragraph-To sum up, it is the dream of several mountain climbers from all over the
world to climb Mount Everest, and to be involved in the story of the world's highest mountain.
Day -50, 51& 52
Lesson: Writing an essay
Activity-1
Read the tips given on day 48, and sample essay given on day 49.
Activity-2
Write an essay on the topics below:
i. Role of Youths in the Development of Nation
ii.Use and Misuse Cell phone
iii. My country My pride
Day-53
Lesson: Transformation of Sentence
Activity: 1.Study the following rules carefully.
conversion of a kind of sentence into some other kind is called transformation of sentence.
One kind of sentence can be transformed into another in the following ways.
a) While making a sentence 'negative' (indicating 'no' or 'not') add not to the auxiliary verb (if
any).
-- 23 --

(i)They are playing cowrie shells. (Affir.)
They are not playing cowrie shells. (Neg.)
b) Sometimes there is no auxiliary verb in the sentence. In such situation Negatives and
Questions are made by the help of 'do' or 'does' if the verb is in the present and 'did' if the
verb is in the past.
[Note: 'do' verbs are 'do', 'does' and 'did' and use 'V 1 ' after each]
(i) Ratna eats apples.
Rama doesn 't eat apples, (Neg.)
Does Rama eat apples? (Qu)
c) If you are told to transform the sentences containing always, some, somebody, someone,
sometimes, something, any of— in to negative, you change them into -- never, any, nobody,
no one, seldom, nothing and none of respectively.
(i)She always comes to meet me. (Affir.)
She never comes to meet me. (Neg.)
d) 'Some' used with the subject/object becomes no in, the negative.
(i)I bought some wine. (Affir.)
I bought no wine/l didn 't buy any wine. (Neg.)
e) 'Either ….or' changes into 'Neither . . nor’ in the negative.
(i)Either Ram or his friends have stolen books.
Neither Ram nor hisfriends have stolen books.
f) 'Must' changes into 'needn't' and 'mustn't’ in the negative,
(i)You must work hard.
You needn 't work hard. (no necessity)
You mustn 't work hard. (prohibition)
g) 'A lot of' changes into 'much' or 'many? in the Question and Negative.
(i) There was a lot of water.
There was not much water. (Neg.)
h) 'Already' changes into 'yet' in the 'Negative' and 'Qyestion'
(i)He has already gone.
He hasn 't gone yet. (Neg.)
Hasn 't he gone yet? (Qu.)
i) 'Always' and 'sometimes' change into fevers in the Interrogative (Question).
(i) Beena always comes here.
Does Beena ever come here?(Qu.)
j) 'Too', 'and so' and 'as....as' change into 'either', 'neither' and 'not so' in the Negative
respectively.
(i) Bhuwan loves her too.
Bhuwandoesn 't love her either (Neg.)
k) Sentences with -- has to/have to/had to/used to +V 1 are changed into Negative in the
following ways.
(I )He has to do this
=He doesn 't have to do this.
1) Sometimes the verbs — has, have and had are used alone i.e. not with any other ordinary
verbs. In such situations, they themselves are ordinary verbs. So, 'Negatives' and 'Questions'
are made by the help of 'do' or 'does' if the verb is in the present i.e, 'have' or 'has' and 'did'
if the verb is in the pasti.e. 'had'.
(i) Sanu has a fever.
=Sanudoesn 't have fever. (Neg.)
-- 24 --

m) While transforming sentences into 'Wh' questions i.e. questions from Whom, Whose,
Which, Where, etc., we keep the 'Wh' word given at thebeginning and other changes are
made according to the rules mentioned earlier.
i) He lives in Kathmandu. (In to Where question)
Where does he live?
Day-54
Lesson:Transformation of Sentence
Activity-1
Study the rules given on day 53 carefully again
Activity-2
Change the following sentences as indicated in the brackets.
1. She has already done her homework. [into negative]
2. He believes in ghost. [into negative]
3. Either you or he has stolen my pen. [into negative]
4. Something was wrong. [into negative]
5. He must guide me. [into negative]
6. Rajesh is plowing in the field. [into negative]
7. Stop talking. [into negative]
8. Dipa has not completed her assignments. [into affirmative]
9. She doesn't know the answer. [into affirmative]
10. He rarely speaks French. [into affirmative]
11. Nobody is calling you. [into affirmative]
12. Don't make noise. [into affirmative]
13. Ram didn't have his lunch. [into affirmative]
Day-55
Lesson: Transformation of Sentence
Activity-1
Study the rules given on day 53 carefully again
Activity-2
Change the following sentences as indicated in the brackets
i. Nile is the longest river in the world. [Which —question]
ii. Someone hit on her head. [Yes/ no question]
iii. Somebody has closed the door. [Yes/ no question]
iv. He always helps the poor. [Yes/ no question]
v. Some students have completed their assignment. [Yes/ no question]
vi. He goes to school on foot. [Yes/ no question]Ramesh worked hard. [who question]
vii. Soniya loves her mother. [Whom question]
viii. They built a temple in the village. [where question]
ix. They came to Berlin last Friday. [when question]
x. Aakash is listening classical songs. [ what question]
xi. Do it. [Into Negative]
xii. I have already done my work. [Into negative]
Day- 56
Lesson: Transformation of Sentence
Activity-1
Study the rules given on day 53 carefully again
-- 25 --

Activity-2
Change the following sentences into negative.
i. Radhika put some sugar in her tea.
ii. Suraksha cut her finger.
iii. He loves dancing.
iv. Hari passed the exam .
v. Geeta cleaned the room .
vi. Actors can earn their bread easily in Nepal .
vii. People used to send their children to collect firewood
viii. She has already finished her work.
ix. My brother passed his exam.
x. Ramesh always works hard.
xi. Nitesh often comes to me.
xii. Either Nima or Krishna is there.
xiii. Put some sugar in your tea.
xiv. He had a book.
xv. My boss believes me.
Day-57
Lesson: Transformation of Sentence
Activity-1
Study the rules given on day 53 carefully again
Activity-2
Change the following sentences into negative.
i. My mother always takes care of me.
ii. I know how this problem can be solved.
iii. You did it nicely.
iv. They go jogging every morning.
v. My dog loves travelling in fast car.
vi. Lila had a bad dream last night.
vii. Manaswi likes going to cinema hall.
viii. She kept the ring in the jewelry box.
ix. Prem had a nice journey last week.
x. Chirag studies in grade X.
xi. She does her homework.
xii. Somebody likes to help me.
xiii. You cooked food for m .
xiv. Somebody likes to sing a song.
xv. He had a car.
Day-58
Lesson: Did I Miss Anything?
Activity-1
Read the poem and the following summary.
The poem “Did I Miss Anything?” is written from two distinct points of view. They are the
student’s point of view and the teacher’s point of view. The words “nothing” and “everything”
represents the student’s point of view and the teacher’s point of view respectively. Stanza one is
written from the students' point of view. It reveals the fact that the teacher is missing in the
classroom. In the teacher’s absence, the students simply sit in silence,with their hands folded on
-- 26 --

the desks. Stanza two is written from the teacher’s point of view. It tells how he has given heavily
weighted exams, assigned readings, and prepared a quiz. Stanza three represents
students' perspective. Here, a typical student blames that the classroom education is valueless,
meaningless and a waste of time. It will have no effect or purpose later in life. However, in stanza
four, the poet explains why
education is important. It claims that through education a person is enlightened. The fifth stanza
questions how anything could possibly be accomplished without a teacher. The sixth stanza
explains the significance of the classroom. The last two one-line stanza of the poem serves as a
message to all doubtful students: they should always be present in the classroom so as to take in
all they are able to learn in the microcosm of human experience”.
Day-59 and 60
Lesson: Test Yourself
Subject: English
1.Read the following poem, and answer the questions below.
Did I miss anything?
Nothing. When we realized you weren't here
We sat with our hands folded on our desks
In silence, for the full two hours
Everything I gave an exam worth
40percent of the grade for this term
And assigned some reading due today
On which I'm about to hand out a quiz worth 50 percent
Nothing. None of the content of this course has
Value or meaning
Take as many days off as you like
Any activities we undertake as a class
I assure youwill not matter either to you or me
And are without purpose
Tom Wayman
a. How did the students spend their time when there is no teacher?
b. What activities did the teacher do in the class?
c. Who does the pronoun 'you’ refer to?
d. How did they sit on the desks?
e. One of the students dislikes the class. How did he react?
2. Read the following text and do the activities that follow. 10
Memoirs of My Visit to France
This morning the city of Paris looks slightly fuming, the sky is overcast, and it is drizzling too.
But it does not harm to me I have decided to go out for a visit or an observation tour. I had asked
NirmalBhaai for a list of museums in the vicinity of Paris yesterday He brought me some
brochures with the names and addresses, and street maps of Paris museums in the evening Paris
has more museums than temples and Gods in Kathmandu, he says. I am new to Paris, staying here
for only one week. Hope these maps and brochures will show me Paris metro zones and guide me
to some museums today. Last week NirmalBhaai showed me Pompidou centre, 'a complex
building of high- tech structure’ The visit has emboldened to me explore further Iguess I can cover
a maximum of two museums today It means just giving a cursory glance This is my plan. They
say cezanne is quiefar away. Paul Cezanne, the post impressionist painter,may be in the outskirts. I
cannot visit him all alone, and Cannot cover two museums in a day. Si I chose to visit a museum
nearbyin ‘the heart ofthe city Likewise Braque is far. Duchamp is farther away. So I have decided
as per Nirmal’s suggestion to start with Rodin’s may be I will go to Monet's next.
-- 27 --

A. Find the words in the text that are similar in meaning to the following. 5
a Faintly b. cloudy c. trip d. discover e. recommendation
3. Answer the following questions. 5
a. Describe the weather when the writer went out for the visit
b. Why did the wrier want to make outing?
c. Where did the writer visit first?
a. Why did he not visit Cezanne?
e. What was Nirmal'ssuggestion?
3. Read the following text carefully and answer the questions below: 10
At about 4 in the evening Bikram was driving along the bustling street in Kathmandu
while he saw something amiss. A seemingly confused crowd was milling about a threestoryed
about 35 feet tall building. Bikram, a little short and stout 25 year old restaurateur
braked his motorbike and looked up for a second. From one of the windows on the third floor
was dangling a wailing little baby boy stuck between the gaps of the window grille. He prayed
for the life of the baby as he jostled his way irt the crowd.
Neha the young mother of the 2.year old Kanhaiya, had left the boy back alone in the
room to buy vegetables from a street- vendor. As her husband as out on that day there was no
one at home to babysit the boy. But before she went out the boy's mother had placed the boy
on a wooden plank on the base of her bed room window's grille that boxed the window on the
outside. Under the plank was a little larger round opening to fit a potted plant which was ye to
be used as its original purpose. She put the boy on her boxed window grill so that she could
keep her eye on the baby while still shopping on the street.
The baby however had somehow managed to sit place the plank from its place and
purpose. His legs slipped through the circular opening in the grille and got stuck there by the
arms only. Hearing the boy's cry, Neha dropped her vegetables and dashed back into the
building and was by now racing up the staircase shocked and aghast the crowd looked the boy
while Bikram stood himself right below the boy. The boy was frantically struggling and the
people along with Bikram reckoned that he would slip through any moment. “get a bed
sheet?” shouted someone in the crowd. Bikram was all set to catch hold of the boy before it
fell to the ground. 'if I can't do this,I will have to watch him die, he thought looking at
Kanhaiya intently.
A. Answer the following questions:- (5x1=5)
a) How was Bikarm like?
b) Why did Neha leave her baby alone?
c) What was the reaction of Neha when she heard her baby’s cry?
d) How was the baby saved?
e) What physical structure of the building is mentioned in the text?
B. Match the words in column "A"wiihtheir meaning in column "B". 5
'A'
'B'
Jostled
hanging down
Bustling
to look after an infant
Braked
busy, dashing
Baby-si
stopped
Intently
pushed harshly
4. Read the text carefully and answer the following questions below. 15
Burma, now known as Myanmar was a free country. But in 1962 the army took control of
the country. Ever since then, Myanmar has had a harsh military government. However many
people have struggled to bring freedom back to Myanmar. For her part in the struggle Aung
San Suu Kyi was given the novel peace prize in 1991. In 1988 Aung San Suu Kyl become the
leader of the rational league for democracy, a party that opposes Myanmars military
-- 28 --

government. she made speeches against the government and organized protests. In July 1989,
Suu Kyi was sentenced to house arrest.Although she remained under house arrest until 1995,
she continues her struggle for the freedom. Protests in Myanmar and around the world forced
the military government to have an election but the military government ignored the results.
Aung San Suu Kyi was given the Nobel Peace Prize for her peaceful struggle and her
bravery. Soldiers have threatened to shoot her, and many of her followers have been sent to
jail of killed, However,suukyi has never stopped speaking against the government. She has
also argued against violence. instead of fighting with the government, her protests have
always been peaceful. Today, suu Kyi's struggle goes on. and her support around the world
continues to grow.
A. Find words’ phrases from the passage that are similar in meaning to the following words. 5
a. Dominated b. goes up against c. objections d. bloodshed e. brawl
B. State whether the following statements are true or false. 5
i. Myanmar is another name for Burma
ii. Aung San Suu Kyi was awarded the Nobel peace prize in 1962.
iii. The military government accepted the result of an election
iv. Suu kyi has never stopped speaking against the government.
v. Suu kyi's struggle to free Burma from the military government is on.
C. Answer the following questions. 5
a. Why was Aung San Suu Kyi awarded the Nobel peace prize?
b. What made the military government hold an election?
b. What made the military government hold an election?
c. How is Suu Kyi struggling for Burma's freedom?
d. When was Aung San Suu Kyi given the Nobel peace prize?
e. How was her protest against the government?
5. suppose your friend RemeshKarki has won ‘The Students of the Year Title' in your
school. Write a message of congratulation to be published in a newspaper on the behalf
or your school family.Use the following clues 5
RemeshKarki……. the student of the year…….. deserved the award…… ....d.. topped the
school……. A.. well disciplined…………. all proud of him…………… .i. wish further
success ...icon of the s’chool.
6. Write a news story on the basis of the given clues. 5
Killed in BusAccident
A mini micro bus Lu 1 Kha going to Kathmandu from Butwal…………. collided with a local
bus coming from opposite direction near Bhrikuti Paper Mills Gaindakot…….. ..... 35
passengers…. 11 killed on the spot…… 2 died on the way to hospital . Other passengers sent
their home after treatment…………….. ..E.. both drivers in police custody.
7 Write an essay on “Impact of Modern Technologyon Youth”. in about 200 words. 8
8. Write a short review of the book ‘you have recently read or heard. 6
9. Change the following sentence as indicated in the brackets. 6×1= 6
a. As soon as she had finished the letter she posted it. (negative)
b. His father died when he was one years old (when question)
c. She won the match,………….. ? (add a tag)
d. By tomorrow morning. I (complete) my assignment. (supply the correct tense of the
verb)
e. She fetched a cup of coffee. (passive)
f. Sarmila asked me, “Why is your father going there?” (Indirect speech)
10. Choose the correct words from the brackets to complete the passage below. 0.5x10=5
As I was leaving my friend ..........1……(at/on/in) office I had no idea when I ………2…….
(Parked/had parked/park) my car, I went to the police station and reported that I had lost
-- 29 --

………3…... (a/an / the) small red car somewhere. One of the policemen said that if he were
me, he ... ………4….. . (will look / would look / would have looked) for it himself .Walking
down the street, I examined each car closely and was greatly relieved in seeing a small red car
just behind a car. I was disappointed to discover that …….5…..( although / because /
however) the car was exactly like mine, it…….. 6….. . ( belongs / belong/belonged) to
someone else. Turning the corner, I nearly jumped for joy, my car was right in front of
me……7...... ( was it ?is it ?/ wasn't it?) tasted on the windscreen was a little ticket which
informed me that the car….. 8.. (had visited/had been visited/ was visited) by a policeman in
my absence. This made….. . .9…. .(feel/to feel /felt)shocked. It was written on the ticket that I
had to visit he police station to pay the fine. This taught me the lesson that parking rules d....
.10.. ( is/was/are) to be obeyed.
*The End*
-- 30 --

ljifo M g]kfnL
klxnf] lbg
kf7 M hGde"ld
cWoog v08
!= tnsf] cg'R5]b /fd|/L k9\g'xf];\ . ‘hGde"ld’ syfdf ePsf d'Vo 36gfs|dnfO{ oxfF lbOPsf]
5 . kf7nfO{ 5f]6s/Ldf ;Demg o;n] ;lhnf] agfpF5 .
syf kf}/fl0fs u|Gy /fdfo0fdf cfwfl/t 5 . /fdfo0fdf /fd jgjf; ePsf avt /fj0fn] ;LtfnfO{
x/0f u/]/ nu]. c¿nfO{ b'Mv lbg] sfd gug{ / ;LtfnfO{ ;;Ddfg lkmtf{ ul/lbg /fj0fnfO{ ljeLif0fn] k6sk6s
cfu|x u/] . /fd;Fu lgx'F vf]h]/ n8fOF ug]{ rfxgf /fj0fsf] lyof] . zlQm / ;DkQLn] /fj0f lgs} dft]sf lyP .
pgsf] 3dG8L :jefjsf sf/0f ljeLif0fsf] ;Nnfx /fj0fn] dfg]gg\ . /fd|f] ;Nnfx lbFbf gdfg]kl5 efO ljeLif0f
bfh' /fj0f;Fu lgs} l/;fP .;LtfnfO{ /fj0fn] x/0f u/]kl5 /fd / /fj0fsf aLrdf o'4 x'G5 . /fd / /fj0fsf
aLrdf o'4 ePkl5 ljeLif0fnfO{ wd{;ª\s6 x'G5 . /fdnfO{ ;fy lbg] ls bfh' -/fj0f_ nfO{ eGg]df pgsf] dg
bf]wf/] x'G5 . /fj0fn] c;Tosf] kIf lnPsf] / /fd ;Tosf kIfdf ePsf] lgisif{df ljeLif0f k'U5g\ . cfÇg} bfh'
eP klg c;Tosf] kIfdf nfu]sf x'gfn] ljeLif0fn] o'4df /fdnfO{ ;xof]u u5{g\ . /fdn] o'4 lht]kl5 ljeLif0fn]
/fd g} nª\sfsf] /fhf aGg' kg]{ atfpF5g\ . /fdn] eg] hggL / hGde"ld :ju{eGbf klg dxfg\ x'g] ePsfn]
cof]Wof g} kms{g] lg0f{o u5{g\ . c¿sf] nfveGbf cfdfsf] sfv Kof/f] x'G5 eGg] s'/f /fdrGb|sf] of] lg0f{oaf6
k|i6 x'G5 .
cEof; v08
!= dflysf] cg'R5]bdf ‘hGde"ld’ kf7sf] d'Vo s'/fnfO{ 5f]6f] agfOPsf] 5 . tkfO{Fn]dflysf] cg'R5]bdf ePsf
s'/fnfO{ cem} 5f]6f] agfP/ n]Vg'xf];\ .
bf];|f] lbg
kf7 M hGde"ld
cWoog v08
!= kf7sf] t];|f] cg'R5]b Wofg lbP/ k9\g'xf];\.
cEof; v08
!= tkfO{Fn] dfly k9\g'ePsf] cg'R5]bsf cfwf/df tnsf k|Zgx¿sf] pQ/ n]Vg'xf];\ .
s_ nId0fnfO{ s'g s'g s'/fsf] ;Demgf cfof] <
v_ dflysf] pb\w/0fdf cfPsf] ‘s'v'/f af:of]’ kbfjnLn] s] s'/fnfO{ ;ª\s]t u/]sf]5 <
-Pp6f k|Zgsf] pQ/ n]VbfkfFr jfSosf] jl/kl/ x'g] u/L pQ/ tof/ ug'{xf];\ . pQ/ k':tssf] cg'R5]baf6
x'ax' g;fg'{xf];\ . k9]sf] s'/f ;Demg] k|of; ug'{xf];\ . pQ/ cfÇg} df}lns efiffdf lbg'xf];\ ._
t];|f] lbg
kf7 M hGde"ld
cWoog v08
!= tkfO{Fsf cleefjs;Fu /fdfo0fsf] s'g} efusf] syf yfxf x'g ;S5 . pxfFx¿;Fu Tof] syf ;'Gg'xf];\ .
cEof; v08
@= pQm syf ;'lg;s]kl5 tkfO{Fsf] cfÇg} efiffdf 5f]6s/Ldf ;f] syf n]Vg'xf];\ .
-- 31 --

rf}yf] lbg
kf7 M Jofs/0f v08 -wft'_
cWoog v08
!= tnsf] cg'R5]b/fd|f];Fu x]g'{xf];\ .
d cf/fd;fy s';L{df a;]F . lxhf] klg olta]nf d a:b} lyPF . afaf cfpg] a]nf;Dd klg d 6]lnlehg
x]b}{ a;]sf] lyPF . Ps lbg sIffdf kmf]xf]/ a]Grd} a;]5' . klxn] klxn] d hxfF klg a:y]F .
oxfF ‘a;\’ wft'af6 a;]F, a:b} lyPF, a;]sf] lyPF, a;]5', a:y]F h:tf ls|ofkb lgdf{0f ePsf 5g\ . wft'
eg]sf] ls|ofkb lgdf{0f ug]{ eflifs PsfO xf] . wft'n] sfd hgfpF5 . Pp6} wft'af6 klg y'k|} lj|mofkb agfpg
;lsG5 .
cEof; v08
!= dflysf] cg'R5]bdf Pp6} ‘a;\’ wft'af6 ls|ofkb lgdf{0f u/L jfSodf k|of]u ul/Psf] 5 . tkfO{F klg ‘af]n\’,
‘;'t\’ / ‘kv{’ wft' /fv]/ dflysf h:t} ls|ofkb lgdf{0f u/L kfFr kfFrj6f jfSo agfpg'xf];\ .
@= tnsf] cg'R5]b k9\g'xf];\ / oxfF k|of]u ePsf ls|ofkbdf s'g s'g wft' k|of]u ePsf 5g\ 5'6\ofP/ n]Vg'xf];\ .
xfdL lgod kfngf u5f} {F . lgod kfngf ugf{n] hLjg cg'zfl;t aG5 . cg'zfl;t dfG5]nfO{ ;a}n] dg
k/fpF5g\ . cg'zfl;t dflg;nfO{ ;don] klg ;kmntfsf nflu kv{G5 . ;a} dflg; cg'zfl;tePsf] ;dfh
;'Gb/ x'G5 . To:tf] ;dfhdf ;Eotf af; a;]sf] x'G5 .
-wft' 5'6\ofpFbf cfkm"n] 5'6\ofPsf] c+zdf ‘g'’ / ‘g]’ k|Too hf]8\g'xf];\ . oL k|Too hf]8]kl5 ag]sf] zAbn] sfd
a'emfof] eg] tkfO{Fn] 5'6\ofPsf] c+z wft' xf] gq xf]Og ._
kfFrf}F lbg
kf7 M Jofs/0f -sfn_
cWoog v08
!= t];|f] lbgsf] cWoog v08df lbOPsf] cg'R5]b /fd|f];Fu k9\g'xf];\ .
cEof; v08
!= t];|f] lbgsf] cg'R5]bsf ;a} jfSo e"tsfnsf kfFr kIf -;fdfGo, ck"0f{, k"0f{, cEo:t /c1ft_sf] ;+/rgfdf
ag]sf 5g\ . ;a} jfSodf ‘d’ stf{ 5 . dfly lbOP em}F xfdL, tF, ltdL, afaf, pm, logL /ltgLx¿ stf{ /fv]/
e"tsfnsf ;a} kIfsf Ps Ps jfSo agfpg'xf];\ .
-sfn egfn] ;donfO{ a'lemG5 . sfn e"t, jt{dfg / eljiot\ u/L tLg k|sf/sf x'G5g\ . e"tsfn eg]sf]
lat]sf] ;do xf] . o; sfnsf ;a} kIfsf ls|ofkb agfpFbf lalt;s]sf] jf eO;s]sf] sfdnfO{ pNn]v
ug'{kb{5 ._
5}6f}F lbg
kf7 M Jofs/0f -sfn_
cWoog v08
!= k|tLIffn] /fd|f] lrq agfpF5] . cg'kn] k|tLIffsf] lrq agfpg] tl/sf lgs} Wofg lbP/ x]b}{
5 . k|tLIffsf] lrq agfpg] tl/sf b]v]/ cg'k crlDdt ePsf] 5 .
dflysf ;a} jfSodf clxn] eO/x]sf sfdsf af/]df pNn]v ul/Psf] 5 . clxn] rln/x]sf] ;do
jt{dfg sfn xf] . To;}n] dflysf jfSo jt{dfg sfnsf jfSo x'g\ ..
-- 32 --

@= o:tf] nfU5 cg'k klg k|tLIffsf] sfdaf6 l5§} k|efljt x'g]5 . p;n] klg /ª / s'rL lsg]/ NofpFb} x'g]5 .
s]xL lbgdf cg'kn] klg lrq agfPsf] x'g]5 .
tkfO{Fn] dflysf jfSo k9\g'eof] < oxfF cg'kn] kl5 ug]{ sfdsf af/]df pNn]v ul/Psf] 5 . kl5 cfpg]
;do eg]sf] eljiot\ sfn xf] . t;y{ dflysf tLgj6} jfSo eljiot\ sfnsf x'g\ .
-e"tsfndf ;fdfGo, ck"0f{, k"0f{, cEo:t / c1ft u/L kfFrj6f kIf x'G5g\ . jt{dfg sfn / eljiot\ sfndf
eg] ;fdfGo, ck"0f{ / k"0f{ u/L hDdf tLgj6f dfq kIf x'G5g\ ._
cEof; v08
!= dflysf] klxnf] -!_ cg'R5]bdf h:t} jt{dfg sfnsf tLgj6} kIf ;d]6L tLg jfSodf tkfO{Fn] clxn] u/]sf
sfdx¿ n]Vg'xf];\ .
@= dflysf] bf];|f] -@_ cg'R5]bdf em}F tkfO{Fsf] ldNg] ;fyLn] eljiodf ug{ ;Sg] sfd ;d]6L eljiot\ sfnsf
;fdfGo, ck"0f{ / k"0f{ kIfsf Ps÷Ps u/L tLg jfSosf] Pp6f cg'R5]b tof/ kfg'{xf];\ .
;ftf}F lbg
kf7 M Jofs/0f -sfn_
cWoog v08
!= k|tLIffn] /fd|f] lrq agfpF5] . cg'kn] k|tLIffsf] lrq agfpg] tl/sf lgs} Wofg lbP/ x]b}{ 5 . k|tLIffsf] lrq
agfpg] tl/sf b]v]/ cg'k crlDdt ePsf] 5 .
dflysf ;a} jfSodf clxn] eO/x]sf sfdsf af/]df pNn]v ul/Psf] 5 . clxn] rln/x]sf] ;do jt{dfg
sfn xf] . To;}n] dflysf jfSo jt{dfg sfnsf jfSo x'g\ ..
@= o:tf] nfU5 cg'k klg k|tLIffsf] sfdaf6 l5§} k|efljt x'g]5 . p;n] klg /ª / s'rL lsg]/ NofpFb} x'g]5 .
s]xL lbgdf cg'kn] klg lrq agfPsf] x'g]5 .
tkfO{Fn] dflysf jfSo k9\g'eof] < oxfF cg'kn] kl5 ug]{ sfdsf af/]df pNn]v ul/Psf] 5 . kl5 cfpg] ;do
eg]sf] eljiot\ sfn xf] . t;y{ dflysf tLgj6} jfSo eljiot\ sfnsf
x'g\ .
-e"tsfndf ;fdfGo, ck"0f{, k"0f{, cEo:t / c1ft u/L kfFrj6f kIf x'G5g\ . jt{dfg sfn / eljiot\ sfndf
eg] ;fdfGo, ck"0f{ / k"0f{ u/L hDdf tLgj6f dfq kIf x'G5g\ ._
cEof; v08
!= dflysf] klxnf] -!_ cg'R5]bdf h:t} jt{dfg sfnsf tLgj6} kIf ;d]6L tLg jfSodf tkfO{Fn] clxn] u/]sf
sfdx¿ n]Vg'xf];\ .
@= dflysf] bf];|f] -@_ cg'R5]bdf em}F tkfO{Fsf] ldNg] ;fyLn] eljiodf ug{ ;Sg] sfd ;d]6L eljiot\ sfnsf
;fdfGo, ck"0f{ / k"0f{ kIfsf Ps÷Ps u/L tLg jfSosf] Pp6f cg'R5]b tof/ kfg'{xf];\ .
cWoog v08
!= vfg] t Ps k]6} xf] To;}n] 6Dd x'G5' d
nfpg] Ps hf]/} xf] To;}n] uDd x'G5' d .
hldg ltg xft}sf] ;'TgnfO{ k|z:t 5
3fd kfgL ;s] cf]Tg em'k8L dUgd:t 5 .
cf7f}F lbg
kf7 M ;Gt'li6
-- 33 --

:jfjnDaL ;s] aGg s'g} rflxGg gf]s/
;j{q hfFu/} tftf];\ s;n] nfpg] s/ .
dflysf klxnf] Znf]sdf ‘6Dd’ / ‘uDd’ zAb pRrf/0f ubf{ p:t} p:t} ;'lgG5g\ . bf];|f] Znf]sdf
‘k|z:t’ / ‘dUgd:t’ p:t} ;'lgG5g\ . To;} u/L t];|f] Znf]sdf ‘gf]s/’ / ‘s/’ zAb klg pRrf/0fdf p:t}
p:t} ;'lgG5g\ . pRrf/0fdf p:t} ;'lgg] / p:t} no cfpg] zAbnfO{ cg'k|f; elgG5 . cg'k|fz kª\lQmsf]
clGtddf k|of]u ePsf] 5 eg] To;nfO{ cGTofg'k|f; elgG5 . uLt / sljtfdf cg'k|f;sf] lgs} dxŒj
x'G5 .
6Dd – uDd
k|z:t – dUgd:t
gf]s/ – s/
cEof; v08
!= dflysf] pbfx/0fdf h:t} ‘;Gt'li6’ sljtfsf afFsL Znf]sx¿af6 cg'k|f; ldn]sf zAbx¿ 5fg]/ hf]8f ldnfO{
n]Vg'xf];\ / pRrf/0f klg ug'{xf];\ .
gjf}F lbg
kf7 M ;Gt'li6 -;k|;ª\u JofVof_
cWoog v08
sljtf 5f]6f] x'G5 t/ o;sf] cy{ eg] lgs} uxg / nfdf] x'G5 . 5f]6f] n]vfOdf w]/} cy{ ;d]l6Psf]
n]vgnfO{ ‘;"qfTds n]vg’ elgG5 . sljtfsf] efiff ;"qfTds x'G5 . efiffdf w]/} cy{ af]Sg] eflifs jfSo jf
kª\lQmnfO{ JofVof ug]{ ;Lk clgjfo{ x'G5 . 5f]6f t/ dxŒjk"0f{ c+znfO{ JofVof u/]/ nfdf] agfpg] / nfdfnfdf
ljifoaf6 d'Vo c+z dfq 5fg]/ 5f]6f] agfpg] b'j} ;Lk xfdL;Fu x'g cfjZos x'G5 . oL b'j} ;Lk ePdf xfdL
efiffdf ;an aG5f}F . oxfF xfdL JofVof ug]{ s]xL ;Lkaf/] rrf{ u5f}{F . ;k|;ª\u JofVof ubf{ Wofg lbg'kg]{ s]xL
s'/fx¿ tn lbOPsf 5g\ . x]g'{xf];\ x} t .
;k|;ª\u JofVof tLg cg'R5]bdf ;d]6]/ n]Vg'k5{ . h;cg';f/ M
klxnf] cg'R5]b M – kf7, n]vs, ljwf -sljtf, syf, lgaGw cflb_ pNn]v ug]{,
– ;f]lwPsf] c+zsf] ;Gbe{ / k|;ª\u –s'g kl/j]zdf s;n] s;nfO{ eg]sf] xf] eGg] s'/fsf]
pNn]v ug]{,
– lbOPsf] c+zsf] d"n ;f/ n]Vg] .
bf];|f] cg'R5]b M – pbfx/0f / ts{ k|:t't ub}{ lbOPsf] c+zsf] ;/n efiffdf l;nl;nf
ldnfP/ JofVof ug]{
– ;f]lwPsf] c+zsf] d"n ljifodf s]lGb|t /xg],
– cfjZostfcg';f/ ljifo;Fu ldNg] pvfg, 6'Ssfsf] k|of]u ug]{ .
t];|f] cg'R5]b M – k|:t't c+zdf /x]sf laDa, k|tLs, cnª\sf/, 5Gb cflbsf af/]df yfxf
eP;Dd n]Vg],
– ;f]lwPsf] c+zsf] efiff s:tf] 5 -;/n, k|tLsfTds cflb_ To;af/]df
pNn]v ug]{,
– k'gM k|Zgsf] d"n efj n]Vg] / pQm ljifosf af/]df cfÇgf]
ljrf/÷wf/0ff n]Vg] .
-- 34 --

-cl3Nnf sIffdf klg tkfO{Fn] ;k|;ª\u JofVofsf] cWoog / cEof; ul/;Sg'ePsf] 5 . t;y{ dflysf s]xL
;Lkn] tkfO{FnfO{ k'gM To; s'/fsf] :d/0f cjZo} u/fof] xf]nf ._
cEof; v08
!= tnsf] sljtf+zsf] ;k|;ª\u JofVof ug'{xf];\M
gvfO{ ;l~rtf ug]{ nf]eLsf] r}g 5}g /]
vfP/ gu/] sfd csf]{ kfkL x'Fb}g /] .
b;f}F lbg
kf7 M ;Gt'li6
cWoog v08
!= ;Gt'li6 sljtf /fd|f];Fu cWoog ug'{xf];\ .
-cg'i6'k 5Gbdf n]lvPsf] o; sljtfnfO{ no ldnfP/ jfrg ul/Psf ;fdu|L o'6\o'adf pknAw 5g\ . ;Dej
ePdf Totf uP/ o; sljtfsf] jfrg ;'Gg ;Sg'x'g]5 ._
cEof; c08
!= sljtfdf ug{ x'g] -/fd|f sfd_ / ug{ gx'g] -g/fd|f sfd_ s'/faf/] pNn]v ul/Psf] 5 . ToxfFaf6 5fg]/ ug{ x'g]
/ ug{ gx'g] sfdx¿sf] ;"rL tof/ kfg'{xf];\ .
P3f/f}F lbg
kf7 M ;Gb's ?Ot
cWoog v08
!= ‘;Gb's ?Ot’ sf] hLjgL cWoog ug'{xf];\ .
hLjgL n]vgsf d'Vo tLg efu x'G5g\ . tL tLg efudf s]s] ;d]6]/ n]lvG5 eGg] s'/f 5f]6s/Ldf oxfF
pNn]v ul/Psf] 5 .
klxnf] v08 M k[i7e"ld, hGdldlt, hGd:yfg, dftflktfsf] gfd, afNosfn / kfl/jfl/s cj:yf, :jefj,
lzIff cflb pNn]v ul/G5 .
bf];|f] v08 M k|d'v sfo{, ;ª\3if{ tyf of]ubfg -;dfhdf pgsf sfdn] k'¥ofPsf kmfObf_af/] pNn]v ul/G5
.
-;flxTosf/ ePdf s[lt -k':ts_x¿ o;} df;d]6\g]_
t];|f] v08 M ;Ddfg, k'/:sf/, d"Nofª\sg, d[To' ePsf eP d[To' ePsf] ldlt / k|]/0ff
;d]l6G5 .
hfgsf/L M d'Votof oL tLg v08df hLjgL n]lvg] x'Fbf tLg cg'R5]bdf ;d]6\g' k/LIffsf nflu pko'Qm x'G5
. t/ ;;fgf kfFr cg'R5]bdf n]Vbf hLjgL /fd|f] / :t/Lo x'G5 . k/LIffdf afx]s hLjgL n]Vbf cln nfdf] /
w]/} cg'R5]bdf ;d]6]/ n]Vg ;lsG5 .
-cfÇgf] hLjgdf lgs} d"Nojfg\ sfd u/]/ ;dfhdf ljz]if of]ubfg k'¥ofpg'ePsf JolQmTjsf af/]df hLjgL
n]lvG5 . ;dfh;]jf, ;flxTo, lj1fg, /fhgLlt, :jf:Yo, v]ns'b cflb ljljw If]qdf ;kmn JolQmsf] hLjgsf
b'Mv, ;ª\3if{ / ;kmntfsf af/]df hLJgLdf pNn]v ul/G5 ._
-- 35 --

{
cEof; c08
!= ;Gb's ?Otsf] hLjgL kl9;s]kl5 tkfO{Fn] pxfFsf] hLjgsf af/]df s]xL s'/f yfxf kfpg'eof] . tkfO{Fsf cfkmGt
jf l5d]sLdWo] sf]xL To:tf JolQm x'g ;Sg'x'G5, h;n] ;dfhsf] ljsf;df ljz]if of]ubfg lbg'ePsf] 5 .
To:tf s'g} Ps JolQmTjsf af/]df Pp6f 5f]6f] hLjgL tof/ kfg'{xf];\ .
-To:tf JolQmTjsf af/]df afafcfdf Pjd\ l5d]sLaf6 hfgsf/L lnO{ hLjgL tof/ kfg'{xf];\ ._
afx|f}F lbg
kf7 M ;Gb's ?Ot
cWoog v08
o; v08df ljj]rgfTds pQ/ n]Vg] ;Lksf af/]df 5f]6s/Ldf pNn]v ul/Psf] 5 . ljj]rgfTds pQ/
klg ;k|;ª\u JofVof h:t} d'Votof tLg v08df afF8]/ n]Vg] ul/G5 . ljljw ;Gbe{nfO{ ljZn]if0f u/]/ n]Vg'kg]
ePsf] x'gfn] ljj]rgfTds pQ/ JofVofeGbf cln nfdf] x'G5 . t;y{ klg o;nfO{ rf/÷kfFr cg'R5]bdf ;d]6]/
n]Vbf k|efjsf/L x'G5 . o;sf d'Vo tLg v08df cfwfl/t /x]/ ljj]rgfTds pQ/ n]vgsf ;Lkaf/] tn
;ª\If]kdf pNn]v ul/Psf] 5 . o;nfO{ k9\g'xf];\ .
k|yd v08 -k|f/lDes cg'R5]b_ M
ljwf -syf, sljtf, lgaGw, hLjgL cflb_, n]vs÷;Dkfbs / ltgsf ;flxlTos ljz]iftf / of]ubfgsf af/]df
n]Vg],
k|Zgn] k|:t't ug]{ / pQm k|Zg ;f]lwPsf] kf7n] lbg] d'Vo ;Gb]znfO{ pNn]v ug]{ .
låtLo v08 -ljZn]if0ffTds cg'R5]b_M
o; v08sf] yfngLdf k|Zgn] ;ª\s]t u/]sf] pQ/nfO{ s]Gb|df /fVg],
ljifosf ;Gbe{, 36gfnfO{ ;6Ls k|:t'lt ug]{ / ts{ lbFb} k'li6 ug]{,
ljifosf /fd|f g/fd|f kIfaf/] pNn]v ub}{ kfqsf] rl/qnfO{ ljZn]if0f ug]{,
efiff df}lns / dL7f] z}nLdf ;/n tl/sfn] n]Vg], -o;sf nflu cfjZos pbfx/0f, pvfg, 6'Ssf cflb k|of]u
ug{ ;Sg'x'G5._
t[tLo v08 -lgisiff{Tds v08_M
kf7 / n]vsaf/] pNn]v ub}{ kf7df k|of]u ePsf eflifs z}nL / lzNk-snf_ k|:t't ug]{,
5Gb, cnª\sf/, laDa, k|tLs cflbaf/] hfgsf/L eP;Dd pNn]v ug] {,
k|Zgn] vf]h]sf] pQ/sf] ljifonfO{ ;xof]u x'g] u/L cfÇgf] df}lns ljrf/ k|i6 tl/sfn] k|:t't ug]{ .
t]x|f}F lbg
kf7 M ;Gb's ?Ot -ljj]rgfTds pQ/_
cWoog v08
;Gb's ?Otn] cfFvf pkrf/sf If]qaf6 sdfPsf] cGt/f{li6«o Vofltsf af/]df oxfF s]xL s'/fx¿ a'Fbfut
¿kdf lbOPsf] 5 . tL s'/fx¿nfO{ ljj]rgfTds pQ/sf ¿kdf n]Vgsf nflu sDtLdf # b]lv a9Ldf kfFr
cg'R5]bdf ;d]6\g' pko'Qm x'G5 . ljj]rgfTds pQ/ s;/L n]Vg ;lsG5 eg]/ oxfF tLg cg'R5]b-v08_ df s]xL
a'Fbfx¿ lbOPsf] 5 . ltgnfO{ /fd|f];Fu cWoog ug'{xf];\ .
-- 36 --

a'Fbfx¿ M
k|f/lDes cg'R5]b
kljq g]kfnL df6f]df ;+;f/k|l;4 ;k"tx¿ hGdfPsf] -jL/, ljåfg\ / cfljisf/s hGd]sf_,
g]kfnL hfltsf] klxrfg g]kfn cfdfsf ;Gtfgx¿n] a9fPsf,
OR5fzlQm / nugzLntfsf sf/0f 8fS6/ ;Gb's ?Otn] g]kfn / g]kfnLsf] :jfledfgnfO{ wtL{el/ lkmFhfPsf,
hGdldlt, hGd:yfg, dftflktf / afNosfn ;d]6\g] -k':tssf] ;xof]u lng]_ .
ljZn]if0ffTds cg'R5]b
ljs6 cf]nfªr'ªuf]nfdf pkrf/ cefjdf ;Gb'ssf bfh'sf] d[To' ePkl5 pgsf lktfn] pgnfO{ 8fS6/
agfpg] ;kgf a'g]sf,
5f]/fnfO{ k9fpg kGw| lbg k}bn lxF8]/ bflh{lnª nu]sf,
lh1f;' / r~rn] afns ;Gb'sn] k9fOnfO{ cufl8 a9fPsf,
bflh{lnªdf ljBfno aGb ePkl5 sf7df8f}Fdf k9]/ @)@% df k|j]lzsf k/LIff pQL0f{ x'g',
@)@( ;fndf 5fqj[lQdf PdlalaP;\ k9]/ 8fS6/ aGg',
cfFvfsf 8fS6/;Fusf] ;ª\ut / cfFvf/f]uLsf] eofjx cj:yfn] pgnfO{ cfFvf pkrf/df s]lGb|t ug'{,
pkrf/kl5 cfFvf b]v]/ pHofnf] cg'xf/ af]s]sf la/fdL b]Vbf pgL clt cfglGbt x'g\ / o;af6 yk k|]l/t
eP/ nfUg',
cfFvf pkrf/df ljz]if1tf xfl;n ug{ ci6«]lnof uPsf / ToxfFsf] ;/sf/n] pxLF a:g u/]sf] cfu|xnfO{
c:jLsf/ u/L g]kfn kms]{sf,
df]tLlaGb'sf] k'/fgf] zNols|of k4lt kl/jt{g u/L gofF k4lt ljsf; ub}{ ‘OG6«fcf]s'n/ n]G;’ sf] cfljisf/
u/]sf,
pQm n]G; / gjLg pkrf/ k4lt clxn] ljZje/ nf]slk|o ag]sf],
?Otn] nfvf} F la/fdLnfO{ cGwsf/af6 pHofnf] ;+;f/ b]Vg ;Sg] agfPsf,
:jb]zL tyf ljb]zL lrlsT;snfO{ cfÇgf] 1fg afF8\g',
nugzLntf / ;]jfefjs} sf/0f pgL ;kmn ag]sf / pgsf af/]df j[Qlrq lgdf{0f / k':ts;d]t n]Vg] sfo{
ePsf],
c8{/ ckm ci6«]lnof, /f]dg Dofuf;];] k'/:sf/-@)^#_ / pHHjn sLlt{do /fi6«bLk -@)^(_h:tf dxŒjk"0f{
k'/:sf/ k|fKt u/]sf .
lgisiff{Tds cg'R5]b
g]kfnh:tf] ul/a b]zdf hGd]/ klg nugzLntf, OR5fzlQm / ;]jfefjn] lg/Gt/ nfu]df ljZjrlr{t aGg
;lsG5 eGg] pbfx/0f ?Otn] k:s]sf,
pRr ljrf/, w}o{, ;fx;, lg/Gt/tf, alnof] OR5fzlQm / dfgj;]jfdf ;dlk{t Jojxf/n] JolQm ;kmn aGg],
dfgjsNof0fsf nflu sd{ ug]{ JolQm b]zsf] l;dfgf s6]/ ljZje/ ;kmntfsf] ;'jf; 5g{ ;S5 eGg] ;Gb]z
?Otsf] hLjgLaf6 k|fKt x'G5 .
-- 37 --

cEof; v08
!= ;Gb's ?Otn] cfFvf pkrf/sf If]qaf6 s;/L cGt/f{li6«o Voflt sdfP < dflysf a' FbfnfO{ ;d]t cfwf/ dfgL
ljj]rgfTds pQ/ n]Vg'xf];\ .
rf}wf}F lbg
kf7 M yfª\sf
cWoog v08
!= ‘yfª\sf’ kf7sf] rf}yf] cg'R5]b /fd|/L cWoog ug'{xf];\ .
cEof; v08
!= ‘yfª\sf’ sf] rf}yf] cg'R5]b cWoog ul/;s]kl5 To;sf d'Vo d'Vo c+zdf l;;fsndn] /]vfª\sg ug'{xf];\ .
/]vfª\sg ul/;s]kl5 ToxfF lbOPsf] yfª\sf lgdf{0f ug]{ tl/sfnfO{ kfFrj6f a'Fbfdf k|:t't u/L sfkLdf
n]Vg'xf];\ .
kGw|f}F lbg
kf7 M yfª\sf
cWoog v08
!= ‘yfª\sf’ kf7 Wofg lbP/ k9\g'xf];\ .
cEof; v08
!= ‘yfª\sf’ kf7 kl9;s]kl5 tkfO{Fn] o;sf] dxŒj, lgdf{0f k|ls|of, ljsf; k|ls|of / jt{dfg cj:yf a'emL
;Sg'eof] . ca yfª\sfsf] ;+/If0f lsg ug'{knf{ eGg] tkfO{FnfO{ nfUof] <d'Vo kfFr sf/0fx¿ pNn]v ug'{xf];\ .
;f]x|f}F lbg
kf7 M yfª\sf
cWoog v08
!= ‘yfª\sf’ kf7sf] P3f/f}F cg'R5]b Wofgk"j{s k9\g'xf];\ .
cEof; v08
!= kf7sf] P3f/f}F cg'R5]bdf /x]sf zAbx¿df ‘a’ / ‘j’ k|of]u ePsf zAb 5fGg'xf];\ . ca ‘a’ pRrf/0f x'g] /
‘a’ g} n]lvg] zAbx¿nfO{ Psflt/ / ‘a’ pRrf/0f x'g] t/ ‘j’ n]lvg] zAbnfO{ csf{lt/ kg]{ u/L cEof;
k'l:tsfdf ;fg'{xf];\ .
;qf}F lbg
kf7 M Jofs/0f -gfd_
cWoog v08
gfd M ;+;f/df k|s[ltd} ag]sf / dflg;n] agfPsf c;ª\Vo ;hLj÷lghL{j rLhx¿ 5g\ . tL ;a}nfO{ klxrfg
ug{sf] nflu dflg;n] Pp6f Pp6f ;ª\s]t lbPsf] 5 . eflifs ¿kdf lbOPsf To:tf ;ª\s]t;"rs zAb g} gfd x'g\
. JolQm-dfG5[_, j:t' -rLhaLh_, 7fpF / efj hgfpg k|of]u x'g] zAbnfO{ gfd elgG5 .
jfSodf k|of]u ePsf zAbdWo] gfd s;/L klxrfg ug]{ < eGg] k|Zg p7\g ;S5 . o;sf nflu s]xL ;lhnf
pkfosf af/]df 5f]6s/Ldf oxfF atfOPsf] 5 .
s'g} klg jfSodf s] <eGg] k|Zg ubf{ To;sf] pQ/sf ¿kdf j:t' jf efj cfpF5 .
-- 38 --

sf] <eGg] k|Zg ubf{ pQ/df JolQm cfpF5 eg] sxfF <eGg] k|Zg ubf{ pQ/sf ¿kdf 7fpF cfpF5 . o;sf nflu
tnsf] jfSo cWoog ug'{xf];\ M
s_ cfdfn] cf/tLnfO{ dfof ug'{x'G5 To;}n] cf/tLn] klg kf]v/faf6 cfpFbf cfdfnfO{ dg kg]{ 6Lsf / ld7fO{
NofOlbOg\ .
dflysf] afSodf –s]< eGg] k|Zgsf] pQ/df dfof, 6Lsf / ld7fO{ zAbx¿ cfpF5g\ .
sf]< eGg] k|Zgsf] pQ/df cfdf / cf/tL zAbx¿ cfpF5g\ .
To:t} sxfF< eGg] k|Zgsf] pQ/df kf]v/f zAb cfpF5 .
-s], sf] / sxfF k|Zg ubf{ cfPsf oL zAbx¿ jfSodf gfdsf ¿kdf k|of]u ePsf 5g\ . oL tLg k|Zg jfSodf
ubf{ cfpg] zAb gfd x'g\ ._
cEof; v08
!= dflysf] cfwf/df tnsf jfSodf k|of]u ePsf gfd zAb 5fg]/ sfkLdf ;fg'{xf];\ .
s= ca t kfj{tL klg hgssf] 3/df hfGgg\ lsgls hgssf] 6f]ndf klg sf]/f]gfsf la/fdL b]lvPsf 5g\ .
v= s'g} klg dfG5]nfO{ xfdLn] 3[0ff ug'{x'Gg .
u= kf]v/fb]lv sf7df8f}F;Dd hfFbf /d]zn] 7fpF7fpFdf y'k|} klx/f] uPsf] b]Vof] .
3= cfsfzdf /ftLdf h'g / tf/f b]lvG5g\ . /ftLdf h"g / tf/f x]b}{ alxgL v';L eP/ gfR5] .
c7f/f}F lbg
kf7 M Jofs/0f -;j{gfd_
cWoog v08
gfdsf] ;§fdf ;j{gfd k|of]u x'G5 . jfSodf hxfFhxfF gfd k|of]u ePsf] 5, ToxfF ;j{gfdsf] k|of]u u/]/
;f]xL jfSonfO{ p:t} cy{ lbg] u/L xfdL km]l/ n]Vg ;S5f}F . Pp6} JolQm, j:t' / 7fpFnfO{ bf]xf]¥ofP/ n]Vbf ltgsf]
gfdsf 7fpFdf ;j{gfd n]Vbf efiff /fd|f] x'G5 .
lk|G;Ln] cfh klg afaf;Fu k};f dflug\ . pgn] Tof] lnP/ glhs}sf] bf]sfgdf uOg\ . ToxfF uP/ pgn] cfkm"nfO{
dg kg]{ ld7fO{ / df8f lslgg\ .
dflysf] klxnf] jfSodf lk|G;L k|of]u ePsf] 5 eg] bf];|f] / t];|f] jfSodf lk|G;Lsf] ;f6f] pgL
-pgn]_ k|of]u ePsf] 5 . To;} u/L klxnf] jfSodf k|of]u ePsf] k};fsf] ;§f bf];|f] jfSodf Tof] k|of]u ePsf] 5 .
bf];|f] jfSodf ePsf] bf]sfg eGg] zAbsf] ;§fdf ToxfF eGg] zAb k|o'Qm 5 .
o;/L pgL, Tof] / ToxfF zAb gflds kb -gfd zAb_ sf ;§fdf k|of]u ePsfn] tL ;j{gfd x'g\ . gfdsf] ;f6f]
k|of]u x'g] ePsfn] ;j{gfd klxrfg ug{ klg jfSodf s], sf] / sxfF k|Zg g} ug]{ / To;sf] pQ/df ;j{gfd
cfPsf] x'G5 .
-ljelQm / gfdof]uL hf]l8g] x'Fbf ljelQm / gfdof]uL hf]l8Psf zAb ls t gfd ls ;j{gfd
x'G5g\ ._
gfd / ;j{gfdsf af/]df yk a'‰g Jofs/0f k':tssf] ;xof]u lng'xf]nf .
cEof; v08
d, xfdL, pm, s], hf], hxfF, tkfO{F, ltdL, tF, slt, slxn] cflb ;j{gfd k|of]u u/L Pp6f 5f]6f] cg'R5]b tof/
kfg'{xf];\ .
-- 39 --

pGgfO{;f}F lbg
kf7 M Jofs/0f -ljz]if0f_
cWoog v08
gfd jf ;j{gfdsf] ljz]iftf a'emfpg] zAb ljz]if0f x'g\ . gfd jf ;j{gfddf s:tf], sqf], s'g, slt,
s;sf] cflb k|Zg ubf{ To;sf] pQ/df h'g zAb cfpF5 Tof] ljz]if0f x'G5 . ljz]if0f k|foM u/L gfd jf ;j{gfdsf]
cufl8 k|of]u x'G5 . ljz]if0fn] JolQm, j:t', efj / 7fpFsf cfsf/, k|sf/, :jfb, /ª, :jefj, cj:yf cflb ljleGg
ljz]iftf a'emfpF5 .
tn lbOPsf] pbfx/0f x]g'{xf];\ Mlbg
cfdfn] cfh dL7f] t/sf/L ksfpg'eof] . d]/f] efO b; jif{sf] eof] . dL7f] kfPkl5 efOn] 7"nf ufF;
xfNb} vfgf rfF8} ;S5 . a9\bf] pd]/df a9L k|f]l6g vfg'k5{ eGb} cfdfn] kf}li6s vfgf tof/ ug'{x'G5 . afafn]
klg kx]Fnf kmnkm'n vfg'k5{ eGb} ;fgf cª\u'/b]lv 7"nf s6x/;Dd xfdLnfO{{ v'jfO/xg' x'G5 . of] s'/f dnfO{ dg
k5{ . xfdL :j:y hLjg afFlr/x]sf 5f} F .
s:tf] t/sf/L < – dL7f]
slt jif{ < – b;
sqf ufF; < – 7"nf
s:tf] pd]/ < – a9\bf]
slt k|f]l6g < – a9L
s:tf] vfgf < – kf}li6s
s:tf kmnkm'n < – kx] Fnf
sqf cª\u'/ < – ;fgf
sqf s6x/ < – 7"nf
s'g s'/f < – of]
s:tf] hLjg < – :j:y
oL k|Zgsf] pQ/sf ¿kdf cfPsf ;a} zAb ljz]if0f x'g\ .
-ljz]if0fsf af/]df yk hfGgsf nflu Jofs/0f k':ts x]g'{xf]nf ._
cEof; v08
!= dflysf h:t} ljz]if0f k|of]u u/]/ cfÇgf] ;fyLsf] z/L/sf] cfsf/, ?lr, :jefj / Jojxf/ cflb ;d]6]/ Pp6f
cg'R5]b n]Vg'xf];\ .
aL;f}F lbg
kf7 M Jofs/0f -lj:doflbaf]ws / lgkft_
cWoog v08
lj:doflbaf]ws M bof dfof, 3[0ff, cfZro{, xif{, v';L, O{iof{, 8/ cflb ljljw efj hgfpg] zAbnfO{ lj:doflbaf]ws
zAb elgG5 . lj:doflbaf]ws zAb k|foM jfSosf] cufl8sf] c+zdf k|of]u x'G5g\ . o:tf zAb;Fu lj:do;"rs
lrGx -¤_ k|of]u x'G5 .
cfxf ¤, jfx ¤, cf]xf] ¤, cxf] ¤, 5\of ¤, Xof ¤, P]øof ¤, x'/]{ ¤, cfDd} ¤, l5 ¤, pkm\ ¤ cflb zAb lj:doflbaf]ws x'g\ .
s;}nfO{ af]nfpFbf -;Daf]wg_, clejfbg, ljho, cfef/ cflb k|s6 ug]{ zAb klg lj:doflbaf]ws x'g\ . h:t} M
wGojfb ¤, hog]kfn ¤, nfn;nfd ¤, cf]O{ ¤, xh'/ ¤, :ofaf; ¤, ;"rgf ¤ cflb.
-- 40 --

lgkft M cfÇgf] 5'§} cy{ gx'g] t/ jfSodf k|of]u ePkl5 jfSosf] cy{nfO{ yk uxg / ;'Gb/ agfpg] eflifs
PsfOnfO{ lgkft elgG5 .
t, lg, kf], nf}, x}, Sof, xlu, Sof/], /], c/], Aof/], v}, g cflb zAb lgkft x'g\ .
xfdLn] af]Nbf k|of]u x'g] y]uf]x¿ klg lgkftd} k5{g\ . h:t} M rfOg] hf], xh'/sf], tkfO{Fsf] cflb .
cEof; v08
!= lj:doflbaf]ws zAb k|of]u u/L b'O{ hgf ;fyLsf aLrdf ePsf] 5f]6f] ;+jfb tof/ ug'{xf];\ .
@= dfly cWoog v08df /x]sf s'g} ^ lgkft k|of]u u/L g]kfndf af9Lklx/f]sf] k|sf]k ljifodf Pp6f ;fgf]
cg'R5]b tof/ ug'{xf];\ .
PSsfO{;f}F lbg
kf7 M Jofs/0f -gfdof]uL_
cWoog v08
cfÇgf] leGg} cy{ gx'g] t/ gfd÷;j{gfd;Fu hf]l8Pkl5 cy{ k|bfg ug]{ zAb gfdof]uL
x'g\ . gfd / ;j{gfdsf] k5fl8 hf]l8g] ePsfn] k/LIffdf zAbsf] k'/} efudf /]vfª\sg gu/L cfwfeGbf k5fl8sf]
efudf dfq /]vfª\sg ePsf c+z 5g\ eg] tL gfdof]uL x'g\ eg]/ a'‰g'k5{ .
cfbz{n] klg vf]nftkm{ af/Ldf s]/f nufPsf] /x]5 . lxhf] nfn;Fu 3'Dg hfFbf d}n] klg p;sf] af/L b]v]F
. af/Lsf] bfofFkl§ afF; x'sf{Psf] lyof] eg] afofFlt/ nK;L / ?b|fIfsf af]6;d]t nufPsf] /x]5 . s]xL jif{clu
xlNnP/ lxF8\g] cfbz{ clxn] ;a}l;t 86]/ lxF8\g ;Sg] ePsf] 5 . b}nfd'lg hUuf afFemf] /fv]/ ahf/lt/ nv/nv/
lxF8\g] dfG5]x¿n] cfbz{;Fu pBdzLntf l;s"g\ / sd{ u¿g\ . p;n] t 3/dfl:t/ klg olt /fd|f] au}Frf agfPsf]
5 ls au}Frfleq cg]s kmnkm'n n6/Dd kmn]sf] b]Vg kfOG5 . ;a}n] cfbz{em}F ldlxg]t ug]{ xf] eg] b]zsf] pTkfbg
a9\Yof] / sfd vf]Hb} g]kfnL ljb]z xfd kmfNg' kb}{gYof] . cfÇgf] OR5fadf]lhd sfd ubf{ JolQmn] ;lhn} ;kmntf
k|fKt u5{ eGg] pbfx/0f x'g\ cfbz{ .
dfly /]vfª\sg ul/Psf zAb gfdof]uL x'g\ .
cEof; v08
!= dflysf] cg'R5]bdf h:t} u/L lt/, ;Fu, d'lg, dfly, kl§, ;d]t, afx]s, cg';f/, k|lt, leq, l;t cflb gfdof]uL
k|of]u u/L Ps cg'R5]b tof/ ug'{xf];\ .
afO{;f}F lbg
kf7 M Jofs/0f -;+of]hs_
cWoog v08
/flwsf / /~hg clt g} ldNg] ;fyLx¿ x'g\ . pgLx¿sf] 3/ glhs} 5}gt/ ;w}F pgLx¿ ;Fu;Fu}
ljBfno hfG5g\ . ha /~hg s]xL s'/f hGb}gg\ ta /flwsf;Fu ;f]lwxfN5g\ . /flwsf ul0ft / lj1fgdf cln
l;kfn' l5g\ eg] /~hg efiff ljifodf hfGg] 5g\ . /flwsf efiffdf dWod :t/sL ljBfyL{ x'g\ tyflk k/LIffdf eg]
pgn] /fd|f] n]lV5g\ . k/LIffsf a]nfdf pgLx¿ b'j} hgf ;Fu} a;]/ k9\5g\ To;}n] b'j}n] k/LIff /fd|f] ub}{ cfPsf
5g\ . s'g} lbg /flwsf ljBfno cfOgg\ jf /~hg cfPgg\ eg] b'j}nfO{ s] la;]{ la;]{ h:tf] dx;'; x'G5 . b'O{ hgf
ldn]/ k9\bf k9fO /fd|f] x'G5 eGg] s'/f /flwsfsf sfsfn] eGg'eof] To;kl5 pgLx¿ ;Fu} k9\g yfn]sf x'g\ .
dfly /]vfª\lst eflifs PsfO -zAb_x¿ ;+of]hs x'g\ lsgls,
-- 41 --

s_ logLx¿n] b'O{ zAb jf jfSo hf]8\g] sfd u/]sf 5g\ .
v_ logLx¿ k|foM jfSosf] lardf k|of]u ePsf 5g\ .
u_ jfSosf] cy{df logsf] vf;} e"ldsf 5}g .
;+of]hs ;fdfGotof b'O{ k|sf/sf x'G5g\ M c_ ;fk]If / cf_ lg/k]If
;fk]If ;+of]hs
;fk]If ;+of]hs ld> jfSodf k|of]u x'G5 / of] k|foM hf]8f x'G5 .
ha–ta, hxfF–txfF, h;sf]–To;sf], h;/L–To;/L, h'g–Tof], hf]–Tof], hlxn]–tlxn], h:tf]–To:tf] cflb .
‘eg]’ PSn} cP tfklg jfSodf k|of]u x'Gbf ;+of]hssf] sfd ug]{ / cy{ ld>0fdf e"ldsf v]Ng] ePsfn] of]
;fk]If ;+of]hs g} x'G5 .
lg/k]If ;+of]hs
lg/k]If ;+of]hs ;+o'Qm jfSodf k|of]u x'G5 .
/, clg, klg, jf, cyjf, t/, tfklg, t}klg, tyflk, To;sf/0f, To;}n], t;y{, oBlk, lsGt', k/Gt', lsgls,
lsgeg] cflb ;+of]hs lg/k]If ;+of]hs x'g\ .
lg/k]If ;+of]hsn] b'O{ jfSo hf]8\g] dfq sfd u5{ t/ cy{df efu lnFb}g .
cEof; v08
!= tnsf ;+of]hs k|of]u u/L Ps Ps jfSo lgdf{0f ug'{xf];\ .
cyjf, lsgls, To;sf/0f, t/, tyflk, oBlk, eg], ha–ta, h;nfO{–To;nfO{, hxfF–ToxfF, h;/L–To;/L, h'g–
Tof]
t]O{;f}F lbg
kf7 M Jofs/0f -ls|of ljz]if0f_
cWoog v08
ls|ofljz]if0f÷ls|ofof]uL
slxn], lsg, s;/L, stf, s] u/]/, s] ubf{÷ub}{ h:tf zAbn] k|Zg ubf{ pQ/ lbg ldNg] / ls|ofsf] ljz]iftf
atfpg] zAb ls|ofljz]if0f x'g\ .
slxn] – lxhf], cfh, ef]ln, kl;{, kf]xf]/, k/f/ -;do hgfpg] zAb_
lsg– k9\g, n]Vg, af]Ng, /dfpg -wft'df ‘g’ k|Too hf]l8Psf zAb_
s;/L – la:tf/}, v';'Ss, YofRr, KjfSs, Xjf/{ -cg's/0ffTds zAb_
stf – otf, ptf, tn, dfly, j/, k/, cufl8
s] u/]/ – xfF;]/, v]n]/, /dfP/, kms]{/ -wft'df ‘P/’ k|Too hf]l8Psf zAb_
s] ubf{÷ub}{ – n]Vbf, k9\b}, /dfpFb}, x's{Fb}, 3'dfpFb} -wft'df t}÷b}_
sfnsf ck"0f{ / k"0f{ kIfsf jfSodf t}÷b} / Psf]÷Psf÷PsL k|Too hf]l8P/ ag]sf zAb ls|ofljz]if0f x'G5g\ .
cEof; v08
!= tnsf] cg'R5]baf6 ls|ofof]uL zAb 5fg]/ sfkLdf ;fg'{xf];\ .
efOn] cnSs cfP/ d]/f] sfgdf v';'Ss s]xL s'/f eGof] . p;n] lxhf] eg]sf] Tof] s'/f d}n] cfh;Dd
klg ;lDem/x]sf] 5' . kf]xf]/b]lv g} efO cln w]/} lh2L ePsf] 5 . vfg]s'/f / v]Ng] s'/f rflxof] eg] dnfO{
kmsfpg cfOk'U5 . efO la:tf/} la:tf/} a'‰g] klg x'Fb} uPsf] 5 . k9fOdf klg lgs} /fd|f] k|ult ub}{ 5 . dfly
-- 42 --

cfsfzlt/ x]/]/ d w]/} k9]/ Tof] rGb|dfdf hfg ;S5' eg]/ w]/}k6s efOn] dnfO{ ;'gfPsf] 5 . ef]ln uP/ efO
j}1flgs aG5 ls t ¤
rf}aL;f}F lbg
kf7 M Jofs/0f -ls|ofkb_
cWoog v08
ls|ofkb wft'af6 aG5 To;}n] o;n] sfd hgfpF5 .
ls|ofkbn] k|foM jfSo 6'ª\Uofpg] ePsfn] o;sf] k5fl8 k"0f{lj/fd-._, k|Zgjfrs lrGx -<_ k|of]u x'G5g\ .
ls|ofkb slxn]sfxLF jfSosf] aLrdf klg k|of]u x'G5, o:tf] cj:yfdf ls|ofkbsf] k5fl8 ;+of]hs jf n]Vo
lrGx cNklj/fd-,_ jf cw{lj/fd-†_ k|of]u x'G5 .
yk hfgsf/Lsf nflu tnsf jfSo x]g'{xf];\ .
s_ /fwf cfh 5/ uP/ cfO{ .
v_ ;f]lkmofn] cfkm"n] uLt ufO{g\ t/ To;sf] lj/f]wkl5 o'6\o'aaf6 x6fOg\ .
u_ p;n] eGof]† d}n] ;'g]F† d}n] k|ltls|of lbOgF To;}n] pm d;Fu l/;fof] .
dflysf uf9f zAbx¿n] sfd hgfPsf 5g\, jfSo 6'ª\UofPsf 5g\ / jfSosf] aLrdf cfpFbf k5fl8 ;+of]hs jf
n]Vo lrGx k|of]u ePsf] 5 . t;y{ pko'{Qm uf9f zAbx¿ ls|ofkb x'g\ .
cEof; v08
!= tnsf cg'R5]baf6 ls|ofkb klxrfg u/L sfkLdf ;fg'{xf];\ .
g]kfndf a;]/ s]xL ug{ ;lsFb}g eGg] ;f]r kfNg]x¿ gfdb{ x'g\ . o:tf gfdb{x¿n] ;Gb's ?Otsf] hLjgL
k9"g\ . dxfjL/ k'gaf6 s]xL l;s"g\ . ljb]zdf k|ltli7t hflu/ 5f]8]/ b]z agfpF5' eg]/ cfPsf :jl0f{d jfUn]
/ o'j/fh vltj8fnfO{ lrg"g\ . cfkm"n] klg s]xL ug{ ;S5' eg]/ gofF sfdsf] yfngL u¿g\ . o'jf xlNnP/
lxF8\5g\, g]tfnfO{ ufnL u5{g\ t/ cfkm" s]xL ub}{gg\ To;}n] t b]z aGg ;ls/x]sf] 5}g .
cWoog v08
dgf]jfb n]vgsf s]xL ;Lkx¿ M
kRrL;f}F lbg
kf7 M d klg ;S5' -dgf]jfb_
s'g} 36gfn] v';L jf b'MvL agfpFbf pNnf; / p/f7nfUbf efjx¿ dgdf k|jflxt x'g' g} dgf]jfb xf] . To:tf
efj dgdf l;h{gf x'g jl/kl/sf] jftfj/0fn] d'Vo e"ldsf v]n]sf] x'G5 . dgdf ljrf/ k|jfx x'Fbf pQm
kfqsf] jl/kl/sf] jftfj/0fLo cjl:ylt -s:tf] 5 / s]s] 5 <_nfO{ dgf]jfb n]vgsf] yfngLdf sf]i7sdf
n]lvG5 . -d klg ;S5' kf7sf] ;'?sf] cg'R5]b o:t} cg'R5]b xf] . _
dgf]jfbdf Ps kfqsf] dgdf Ps ljifodf kIf / ljkIfdf Pskl5 csf]{ u/L ljrf/sf] z[ª\vnf p7\5 . ToxL
ljrf/sf] cf/f]x cj/f]xnfO{ dgf]jfbdf pNn]v ul/G5 . dgf]jfb ;w}F ‘d’ kfq eP/ n]lvG5 .
dgf]jfbdf kfqn] ;f]r]sf s'/fnfO{ d'Vo n]vgsf ¿kdf pNn]v ul/G5 h;nfO{ cGo JolQmn] b]Vb}gg\ . cGo
JolQmn] b]Vg ;Sg] u/L kfqn] ;f] cj;/df zf/Ll/s ¿kdf u/]sf ultljlw -xfpefp_ nfO{ sf]i7sdf /fv]/
pNn]v ug'{k5{ . -kf7df sf]N6] kmls{G5g\, 38L x]5{g\, p7\5g\ cflb xfpefp /flvPsf 5g\ _
-- 43 --

dgdf vn]sf] ljrf/ s'g} aflx/L 36gfsf sf/0f crfgs /f]lsg k'U5 . To;}n] dgf]jfb 6'ª\UofpFbf s'g}
aflx/L 36gfnfO{ crfgs pkl:yt u/fP/ kfqsf] ljrf/ /f]lsPsf] cj:yfdf k'¥ofP/ 6'ª\Uofpg'k5{ . -kf7df
k/ st} s's'/ e's]sf] cfjfhn] s'df/sf] ljrf/ /f]lsP/ dgf]jfb ;lsPsf] 5 ._
cEof; v08
tkfO{Fsf dgdf klg y'k|}k6s y'k|} ljifo;Fu ;DalGwt ljrf/ kSs} p7]sf 5g\ . sltko s'/f t nfdf] ;do;Dd
;f]rL a:g'ePsf] klg 5 xf]nf .
clxn] sf]/f]gfsf] ;ª\s|d0f a9];Fu} nfdf] ;do ljBfnodf ;fyL;Fu xfF;v]n ug{ kfOPsf] 5}g . nfdf] ;do;Dd
ldNg] ;fyLnfO{ e]6\g gkfpFbf tkfOF{sf] dgdf pTkGg ePsf ljrf/ ;d]6L Pp6f 5f]6f] dgf]jfb tof/ kfg'{xf];\ .
5AaL;f}F lbg
kf7 M d klg ;S5'
cWoog v08
!= ‘d klg ;S5'’ kf7sf] kfFrf+ } / 5}6f} + cg\R5]b /fd|f];Fu cWoog ug'{xf];\ .
cEof; v08
!= kf7sf] kfFrf}+ / 5}6f}+ cg'R5]b cWoog ul/;s]kl5 s'df/n] hLjgdf cfdfa'afsf] dxŒjnfO{ s'g ¿kdf
;Dem]sf] 5 <sDtLdf b'O{ cg'R5]bdf n]Vg'xf];\ .
;QfO{;f}F lbg
kf7 M d klg ;S5'
cWoog v08
tnsf b'O{ cg'R5]b /fd|/L k9\g'xf];\ / ckfª\utf;DaGwL s]xL hfgsf/L k|fKt ug'{xf];\ .
ckfª\utf;DaGwL kl/dflh{t /fli6«o gLlt tyf sfo{of]hgfcg';f/ ckfª\utf ePsf ju{df ;ft k|sf/sf
JolQmx¿ k5{g\ . zf/Ll/s ckfª\utf, b[li6;DaGwL ckfª\utf, ;'gfO;DaGwL ckfª\utf, >j0f–b[li6ljxLg
ckfª\utf, :j/ tyf af]nfO;DaGwL ckfª\utf, dfgl;s ckfª\utf / ax' ckfª\utf. g]qxLg, alx/f, ;':t
dgMl:ylt -af}l4s ckfª\utf_, xf]rf–k'8\sf, xft–v'§f gePsf, XjLnr]o/ k|of]ustf{, nL, ;]tf] 58L, j}zfvL 6]Sg]
/ tLgkfª\u|]sf] ;xf/fdf u'8\g] tyf ‘x]o/–P8’ sf] k|of]u ug{]x¿nfO{ ;du|df ‘ckfª\utf’ ePsf JolQm dflgG5.
;g\ @))! df /fli6«o of]hgf cfof]u/o'lg;]kmn] u/]sf] ;a} k|sf/sf ckfª\utf ePsf JolQmx¿;DaGwL
Ps ljZn]if0fn] ckfª\utfsf] b/ !=^# k|ltzt /x]sf] b]vfPsf] 5. /fli6«o hgu0fgf, @)^* cg';f/ eg] of] j[l4b/
!=($ k|ltzt dfq 5.
;jf/L b'3{6gf /] dfcf]jfbL lx+;fsf sf/0f of] ;ª\Vofdf j[l4 x'g] qmd a9\bf] 5. oBlk, ;/sf/;Fu o;sf] s'g}
cflwsfl/s tYofª\s 5}g. ckfª\utf ePsfx¿sf] xslxtsf nflu ul7t /fli6«o ckfª\u dxf;+3;Fu !&) o:tf
;+3/;+:yfx¿ cfa4 /x]sf] ;+3sf cWoIf jL/]Gb|/fh kf]v/]n atfpF5g\ . pgL eG5g\ æ;dfj]zLsf] gfpFdf xfdL
s;}sf] bofsf] kfq x'g rflx/x]sf 5}gf} F. /fHosf ;a} 7fpFdf ;xeflutf xfd|f] clwsf/ xf].”
cEof; v08
!= dflysf cg'R5]b kl9;s]kl5 ckfª\utf slt k|sf/sf /x]5g\, ;"rL agfpg'xf];\ .
@= g]kfndf ckfª\utf ePsfx¿sf] ;ª\Vof a9\b} uPsf] b]lvG5 . o;sf sf/0f s] x'g ;Snfg\ < s'g} kfFr
sf/0fx¿ n]Vg'xf];\ .
-- 44 --

cfO{;f}F lbg
kf7 M d klg ;S5'
cWoog v08
!= tkfO{Fsf] jl/kl/ klg sf]xL To:tf] ckfª\u JolQm -;':t>j0f-alx/f_ b[li6ljxLg-cGwf_, zf/Ll/s ckfª\u -
xftuf]8f jf z/L/sf cGo cª\u grNg]_ cflb JolQmx¿ x'g ;S5g\ . pgLx¿n] ug]{ sfd / ultljlw x]g'{xf];\
jf cg'dfg ug'{xf];\ .
cEof; v08
!= ckfª\u JolQm / ;kfª\u -zf/Ll/s jf dfgl;s ¿kdf ckfª\u gePsf]_ JolQmsf aLrdf s]s:tf ;dfgtf /
leGgtf kfpg'x'G5 < ;"rL tof/ u/L n]Vg'xf];\ .
cWoog v08
kq ;ª\Vof M !
rnfgL g+= M@&÷)&&÷)&*
>Ldfg\ ;~rfns,
dgsfdgf vfB e08f/
x/d6f/L, uf]/vf .
pgfGtL;f}F lbg
kf7 M Jofkfl/s lr7L
u08sL vfb\o e08f/
kf]v/f dxfgu/kflnsf–&, lj/f}6f
u08sL k|b]z, g]kfn
ljifo M vfB ;fdu|L k7fOPsf] ;DaGwdf .
-- 45 --
ldlt M @)&&÷)%÷)!
dxf]bo,
dgsfdgf vfB e08f/n] xfdLnfO{ ljZjf; u/L lg/Gt/ ;]jf ug]{ cj;/ k|bfg ub}{ cfPsf]df xfdL
cToGt v';L 5f}F . oxfFn] k|]lift ug'{ePsf] lr7L lxhf] dfq k|fKt eof] .pQm lr7Ldf oxfFn] k7fOlbg cfu|x
ug'{ePsf dWo] rgf / d'uL bfn xfn pknAw gePsf] Joxf]/f cjut u/fpg rfxG5' . afFsL ;fdu|L df]lgsf
9'jfgL ;]jfdfkm{t k7fOPsf] Joxf]/f cjut u/fpFb5' .
tk;Ln
s|=;+= ljj/0f kl/df0f
!= kf]v/]nL h]7f]a'9f] rfdn !))) ls=u|f=
@= cf/f]Uo cfF6f !))) ls=u|f=
#= cf]h; cf]6 @)) ls=u|f=
$= g]lasf] 6«]s/ RjfO; la:s'6 !))) sf6'{g
%= pkxf/ tf]/Lsf] t]n !))) ln=
^= lrgL !))) ls=u|f=
&= s]/fp %)) ls=u|f=
afFsL ;fdfg pknAw x'gf;fy k|]lift ug]{ 5' . dfly plNnlvt ;fdu|Lsf] lan o;};fy ;+nUg u/L
k7fOPsf] 5 . lan k|fKt x'gf;fy oxfFn] e'QmfgL ug'{x'g] g} 5 . lg/Gt/ ;]jf ug]{ cj;/ lbg'ePsf]df xflb{s
wGojfb ¤
ejbLo
/fhs'df/ k|wfg

cEof; v08
!= dflysf] lr7L cWoog u/]/ tn ;f]lwPsf k|Zgx¿sf] pQ/ lbg'xf];\ M
s_ lr7L s;n] s;nfO{ n]v]sf] xf] <
v_ lr7L n]Vg] JolQmsf] 7]ufgf s'g xf] / of] sxfF pNn]v ePsf] 5 <
u_ lr7L n]v]/ k7fpg] vfB e08f/ 7"nf] xf]nf ls lr7L k|fKt ug]{jfnf vfB e08f/ 7"nf]
xf]nf <
3_ kqdf tk;Lndf pNn]v ul/Psf] h:tf] ljj/0f 3/fo;L lr7Ldf pNn]v x'G5 ls x'Fb}g <
ª_ ‘lan’ / ‘e'QmfgL’ zAbsf] cy{ n]Vg'xf];\ .
tL;f}F lbg
kf7 M Jofkfl/s lr7L
cWoog v08
cl3Nnf] lbgsf] lr7L cjZo g} k9\g'eof] . Tof] Ps Jofkfl/s lr9L xf] . Jofkfl/s lr7L vf; u/L
Jofkf/Ln] Jofkf/LnfO{, pBf]un] Jofkf/LnfO{ / Jofkf/Ln] pBf]unfO{ n]Vg] ub{5g\ . Jofkf/ eGgf;fy ;fdu|L-;fdfg_
/ k};fsf] sf/f]af/ x'g] ePsfn] o;df ;fdu|Lsf] ljj/0f / gub e'QmfgLsf] s'/f clgjfo{ n]Vg'kg]{ x'G5 . h;n]
lr7L n]Vg] xf] To;sf] cfÇg} lr7L n]Vg] sfuh 5flkPsf] x'G5 . cª\u|]hLdf To;nfO{ ‘n]6/ Kof8’ elgG5 . o;df
;DalGwt Jofkfl/s k|lti7fg÷sDkgLsf] gfd / 7]ufgf :ki6;Fu pNn]v ePsf] x'G5 .
cEof; v08
!= dflysf] lr7L / ;fdfg k|fKt ePsf] s]xL ;dodf g} dgsfdgf vfB e08f/sf nflu yk s]xL ;fdfg
cfjZos k¥of] . To; cj:yfdf dgsfdgf vfB e08f/sf] tkm{af6 u08sL vfB e08f/nfO{ n]Vg] lr7Lsf]
gd'gf tof/ kfg'{xf];\ .
PstL;f}F lbg
kf7 M lr7L
cWoog v08
!= tkfO{Fsf] cleefjsnfO{ ljBfno, ;xsf/L jf cGo s'g} sfo{s|dsf] tkm{af6 lgdGq0ff nufotsf lr7Lx¿
cfPsf x'g ;S5g\ . To:tf lr7Lx¿ ePdf cleefjs;Fu dfu]/ x]g'{xf];\ / dflysf] Jofkfl/s lr7Lsf] gd'gf;Fu
To;sf] t'ngf ug'{xf];\ .
cEof; v08
!= tL b'O{ lr7Ldf s]s] s'/f leGgtf kfpg'eof] < pNn]v ug'{xf];\ .
aQL;f} lbg
kf7 M kof{ojfrL zAb
cWoog v08
kof{ojfrL zAb
Pp6} cy{ lbg] b'O{ jf b'O{eGbf a9L zAbx¿nfO{ Ps csf{sf kof{ojfrL zAb elgG5 . o; zAbsf]
1fgn] xfdLnfO{ p:t} cy{ k|:t't ug{sf nflu km/s km/s zAbsf] k|of]u ug{
;lsG5 . o;n] Pp6} zAb bf]xf]l/P/ efiffdf emGem6 nfUbf] cj:yf l;h{gf x'gaf6 hf]ufpF5 . oxfF s]xL
kof{ojfrL zAb lbOPsf] 5, ltgnfO{ Wofg lbP/ k9\g'xf];\ .
rGb|df M h"g, OGb", zzL, lgzfs/
;"o{ M 3fd, cflbTo, k|efs/, lbjfs/
-- 46 --

l;Gw' M ;fu/, dxf;fu/, ;d'b|, hnlglw
afaf M lktf, hgs, a'af, afa', af
cfdf M dftf, hggL, d'df, dfF
af6f] M dfu{, ky
cjoj M cª\u, efu
cWofo M v08, ;u{, r/0f
clUg M cfuf], cgn, kfjs
cnª\sf/ M uxgf, cfe"if0f
cr{gf M k"hf, k|fy{gf
cg'kd M cgf}7f], pTs[i6
cd[t M kLo"if, ;'wf
cjut M hfgsf/L, ;"rgf, yfxf
cy{ M tfTko{, efj
cfsfz M ge, ;u/, uug, Jof]d, cDa/
cfFvf M g]q, nf]rg, gog
pks/0f M oGq, ;fwg, sn, d]l;g
pkxf/ M sf];]nL, ;f}uft, e]6L
pBfg M au}Frf, jfl6sf, km'naf/L
-kof{ojfrL zAbsf] yk cWoogsf nflu kf7\ok':ts / Jofs/0f k':tssf] ;xof]u lng
;Sg'x'g]5 ._
cEof; v08
! tnsf] cg'R5]b cWoog ug'{xf];\ M
;fg}df v'§f u'dfPsf] kL8f, To;dfly ul/a eg]/ ckx]lnt x'g' / cefj} cefjdf afFRg ljjz x'g',
;DemFbf klg lbSs nfU5 . v'§f dfq ;2] x'Gy] eg] slt sfd ul/GYof] xf]nf . d;Fu}sf t x'g\ lg h]7f a8fsf
5f]/f /d]z . pgL slt k6s s~rgk'/ k'u], 8f]6L k'u], slxn] xf] s'lGg :ju{åf/L hfg] eGb} lyP . dfdfdfOh'sL
5f]/L ?lSd0fL deGbf klg sfG5L x'g\ . pgL k/f/}b]lv of;f{u'Daf l6Kg hfg yfn]sL 5g\ . kf]xf]/ t pgn]
of;f{u'Daf l6k]/} nfv ?lkofF sdfO5g\ . cfkm"nfO{ eg] rkL{ k'Ug klg uf/f], :s'n hfFbf / cfpFbf emg\ slt ufx|f]
x'G5 . x'g t of] ;+;f/df cfkm"n] rfx] h:tf] hLjg s;n] kf] kfPsf] 5 xf]nf / < /d]z / ?lSd0fLnfO{ klg t b'Mv
5 . /d]zn] 8'Ng t kfPsf 5g\ t/ csf{sf] el/of ag]/ . ?lSd0fLn] of;f{ l6k]/ s]xL k};f t sdfOg\ t/ pgsf]
k9fO lalu|of] . d}n] k};f t sdfPsf] 5}g t/ k9\g kfPsf] 5' . o:tf] cj:yfdf /x]/ klg k9\g kfpg' d]/f nflu
/fd|f] cj;/ xf] . d}n] of] cj;/sf] ;b'kof]u ug'{k5{ .
s_ tn lbOPsf zAbx¿;Fu ldNbf]h'Nbf] cy{ k|bfg ug]{ -kof{ojfrL_ zAbx¿ dflysf] cg'R5]baf6 5fg]/
n]Vg'xf];\ .
uf]8f, si6, bl/b|, ;ª\s6, lhpg, afWo, 7Ls, ljBfno, hut\, 3'Dg, bfd, df}sf
t]QL;f}F lbg
kf7 M ljk/LtfyL{ zAb
cWoog v08
zflGt – czflGt, cfsif{0f – ljsif{0f, OHht – a]OHht, cfljisf/ – gi6, ljsf; – ljgfz, ;'Gb/ – s'¿k, ;'ne
– b'n{e, ;kgf – ljkgf, /ft – lbg, cFWof/f]– pHofnf], dfly–tn, pFwf] – pFef], leq – aflx/, xfF:g' – ?g', b'Mv –
;'v, ;Gt'li6 – c;Gt'li6, cf}krfl/s – cgf}krfl/s, 5]p – s'gf], pkNnf] – tNnf], dfl:t/ – d'lGt/, ;fk]If –
-- 47 --

lg/k]If, kTof/ – cgkTof/, glhs – 6f9f, 5]p – 6'Kkf], /f]huf/L – a]/f]huf/L, /dfOnf] – g/dfOnf], ldq – zq',
hLjg – d/0f, hGd – d[To' .
dfly lbOPsf zAbsf hf]8f Ps cfk;df 7Ls pN6f] cy{ lbg] lsl;dsf 5g\ . o:tf zAbnfO{ Ps csf{sf
ljk/LtfyL{ zAb elgG5 . tkfO{Fn] klg o:tf w]/} pN6f] cy{ lbg] zAb eGg ;Sg'x'G5 . Jofs/0fsf] k':ts /
g]kfnL lstfadf o:tf cGo y'k|} zAb k9\g ;Sg'x'G5 .
cEof; v08
!= g]kfnL lstfasf] k[i7 $& -k|Zg !!_ df /x]sf] cg'R5]b k9\g'xf];\ / tn lbOPsf zAbsf] ljk/LtfyL{ zAb
n]Vg'xf];\ .
;Demgf, wtL{, lz/, l;ª\uf], km'n, k"j{, a]nf, ;]tL, b]lvFb}, yfxf, tfhf
rf}tL;f}F lbg
kf7 M cg]sfyL{ zAb
cWoog v08
Pp6} zAbn] 7fpF jf k|;ª\ucg';f/ km/s km/s cy{ lbG5 eg] To:tf] zAbnfO{ cg]sfyL{ zAb elgG5 .
s]xL cg]sfyL{ zAb oxfF lbOPsf] 5 . tL zAbx¿ cWoog u/L ltgsf] cy{ a'‰g'xf]nf .
zAb
xf/
df;
cy{
M k/fho,
uxgf
nx/
M bfn
dlxgf
;fn M jif{
Ps k|hfltsf] ¿v
pQ/ M lbzf
hjfkm
bfp M Ps xltof/
df}sf
cy{ M tfTko{
;DklQ
;fFrf] M ;To
tfNrf
tfn M bx
9ª\u
sfn M ;do
d[To'
sn M emu8f
wf/f
oGq
cEof; v08
!= tnsf] pbfx/0f x]/L lbOPsf zAbnfO{ km/s km/s cy{ cfpg] u/L jfSodf k|of]u ug'{xf];\ .
;fn M jif{
jfSo M -g]kfndf @)&@ ;fndf gofF ;+ljwfg hf/L ul/Psf] xf] ._
-- 48 --

jfSo M Ps k|sf/sf] ¿v -;fnsf] rf]k ljleGg cf}ifwL agfpg k|of]u x'G5 ._
kq, b/, sfn, /x/, df;, tfn, t/
k}FtL;f}F lbg
kf7 M >'lt;DleGgfyL{ zAb
cWoog v08
!= tn lbOPsf zAbx¿ pRrf/0f ug'{xf];\ / ltgsf cy{ klg a'‰g'xf];\ .
s[lt – /rgf, sfd
sLlt{ – Voflt, gfd
vfln – s]an, dfq
vfnL – l/Qf]
cfF6 – ;fx;
cfFt – leqL efu
ue{ – k]6
uj{ – uf}/j
lbg – rf}aL; 306fsf] ;do
bLg – b'MvL
dfly lbOPsf hf]8L zAbx¿ pRrf/0f ubf{ p:t} ;'lgG5g\ t/ ltgn] cy{ eg] leGg leGg lbG5g\ . o:tf zAbnfO{
>'lt;dleGgfyL{ zAb elgG5 .
cEof; v08
!= tnsf >'lt;dleGgfyL{ zAbsf] km/s km/s cy{ n]Vg'xf];\ .
lbzf–lb;f, cflb–cfwL, ljif–aL;, b]lv–b]vL, k|bfg–k|wfg, l;t–zLt, zj–;a,
d}nf–dlxnf, dlxgf–d}gf
5QL;f}F lbg
kf7 M zAbe08f/ -cEof;_
cWoog v08
!= zAbe08f/;DaGwL cl3Nnf lbgx¿df kl9Psf zAbe08f/sf kf7x¿ k'gM:d/0f ug'{xf];\ .
cEof; v08
!= sf]i7saf6 ldNg] zAb 5fgL vfnL 7fpF eg'{xf];\ .
s_ ‘cd[t’ zAbsf] kof{ojfrL zAb ====== xf] . -hn, kLo"if, b'Uw_
v_ ‘b]jtf’ zAbsf] ljk/Ltfy{s zAb =====xf] . -dfgj, bfgj, ge_
u_ =========== cg]sfyL{ zAb xf]Og . -uf]n, vf]n, emf]n_
3_ ‘kIf’ zAbsf] ljk/LtfyL{ zAb ====== xf] . -bIf, /Ifs, ljkIf_
ª_ ‘;/n’ zAbsf] ljk/LtfyL{ zAb ===== xf] . -s8f, hl6n, Ond_
r_ ‘cfsfz’ zAbn] ======== cy{ lbG5 . -uug, hut\, gIfq_
5_ ‘b/’ zAbsf] cg]sfy{s zAb ==== xf]Og . -lv/, efp, ltx'g_
h_ ‘s/’ zAbn] ======cy{ lbFb}g . -l9kL, dxz'n, v/_
em_ >'lt;dleGgfyL{ zAb ======= x'g\ . -;fn–tfn, dfn–tfn, zj–;a_
`_ ‘3/’sf] kof{ojfrL zAb ======== xf] . -j;'Gw/f, w/f, lgs]tg_
-- 49 --

;}FtL;f}F lbg
kf7 M af]w k|Zgsf] pQ/ n]vg
cWoog v08
!=af]w k|Zgsf] pQ/df lgDg s'/fx¿df Wofg lbg'xf];\ M
– lbOPsf] cg'R5]b /fd|/L k9\g'xf];\ .
– ;f]lwPsf k|Zgsf] ;se/ Pp6} jfSodf pQ/ lbg'xf];\ .
– 5f]6f]5l/tf] t/ df}lns jfSodf pQ/ lbg'xf];\ .
– jfSo h'g ;+/rgf-sfn, jrg, cfb/ cflb_df 5 ToxL ;+/rgfdf pQ/nfO{ 6'ª\Uofpg'xf];\ .
cEof; v08
!= tnsf] cg'R5]b /fd|/L k9]/ ;f]lwPsf k|Zgx¿sf] 5f]6f]5l/tf] pQ/ lbg'xf];\ .
rfNgfh:tf ;8s / efn'n] sf]k/]kl5sf] ufnfh:tf 8fF8fkfvf agfP/ ljsf;sf] gfddf klx/f] / e"–
Ifosf] hf]lvd a9fpg], tfntn}of k'g]{, gbL yk wldNofpg] sfdnfO{ s;/L ljsf; dfGg ;lsG5 < /fhgLlts
g]t[Tjb]lv sd{rf/Lsf] tx;Dd ;a}n] ljsf;sf sfo{nfO{ jif{el/ g} rnfodfg s;/L agfpg ;lsG5 eGg]tkm{ Wofg
glbP;Dd / hgtfk|lt hjfkmb]xL gag];Dd ljsf;n] ck]lIft ult lng] ;Defjgf cToGt sd x'G5 . hgtf :jo+
hfu?s eO{ cfly{s jif{sf clGtd lbgx¿df xtf/xtf/ ul/g] u'0f:t/xLg ljsf; lgdf{0fsf sfo{sf] lj/f]w
gu/];Dd of] s|d /f]lsg]jfnf 5}g . ljsf;sfo{nfO{ jif{el/ rnfodfg agfpg hgtf, sd{rf/L, g]t[Tj, gful/s
;dfh ;a} rgfvf] eP/ nfUg'kg]{ / xtf/df ul/g] ljsf; vr{nfO{ va/bf/L ug' {kg] { cfhsf] cfjZostf xf] .
ljsf;sf gfddf cfly{s jif{sf] cGTodf ah]6 kf]Vg] k|j[lQsf lj?4 cfjfh p7\g h?/L 5 . o; k|sf/sf ljsf;]
ck;+:s[ltnfO{ h/}b]lv lgd"{n kfg{ ;s]gf}F eg] ‘;d[4 g]kfn ;'vL g]kfnL’ eGg] gf/f gf/f g} ;Lldt /xg] lglZrt 5
.
k|Zgx¿ M
s_ 8fF8fkfvfnfO{ s'¿k agfpg] sfd s]n] u/]sf] 5 <
v_ ljsf;n] ck]lIft ult lng s'g s'/f cfjZos 5 <
u_ cfly{s jif{sf clGtddf xtfl/P/ x'g] ljsf;lgdf{0f sfo{nfO{ s;/L /f]Sg ;lsPnf <
3_ ah]6sf] ;xL ¿kdf k|of]u lsg cfjZos 5 <
ª_ ‘;d[4 g]kfn ;'vL g]kfnL’ eGg] ;kgf s] ePdf gf/fd} ;Lldt /xG5 <
cWoog v08
!= ‘k|Tofudg’ syfsf] !% cf}F cg'R5]b k9\g'xf];\ .
cEof; v08
!= /fd'nfO{ zf]efn] s;/L x'sf{PsL lyOg\ < n]Vg'xf];\ .
c7\tL;f}F lbg
kf7 M k|Tofudg -syf_
pgfGrfnL;f}F lbg
kf7 M k|Tofudg
cWoog v08
!= k|Tofudg syfsf] ##, #$, #% / #^ cg'R5]bx¿ /fd|/L cWoog ug'{xf];\ .
-- 50 --

cEof; v08
!= dflysf cg'R5]b cWoog ul/;s]kl5 lgd{nsf] 3/df emu8f x'g'sf k5fl8 sf] a9L lhDd]jf/ b]Vg'x'G5 /
lsg < ts{;lxt n]Vg'xf];\ .
rfnL;f}F lbg
kf7 M a'Fbf l6kf]6 / ;f/f+z n]vgsf ;Lk
cWoog v08
!= a'Fbf l6kf]6 / ;f/f+z n]vgsf ;Lk hfg]kl5 xfdLnfO{ lgDg s'/fdf ;lhnf] x'G5 .
s_ nfdfnfdf kf7 cWoog u/]/ d'Vo s'/fnfO{ 5f]6f] agfP/ l6k]/ /fVg
v_ s;}n] s'g} ljifosf af/]df af]ln/xFbf d'Vo d'Vo s'/fnfO{ l6Kg,
u_ cfkm"n] hfg]sf s'/f st} /fVg'k/]df 5f]6s/Ldf k|:t't ug{,
3_ kqsfl/tf, cWoog / cleJolQmdf of] ;Lk k|efjsf/L ¿kdf sfddf cfpF5 .
xfdL a' Fbfl6kf]6 / ;f/f+z n]vg -;ª\If]kLs/0f_ sf s]xL ;Lkaf/] oxfF rrf{ u5f}{F .
s_ a'Fbf l6kf]6 ubf{ Wofg lbg'kg]{ s'/fx¿ M
lbOPsf] cg'R5]bnfO{ /fd|/L k9L d'Vo s'/fnfO{ /]vfª\sg ug]{,
a'Fbf n]Vbf c;dflksf ls|of ePsf] ck"0f{ jfSodf 6'ª\Uofpg] / cNklj/fd /fVg],
a'Fbfx¿ l;nl;nf ldnfP/ n]Vg],
clGtdsf] a' Fbf n]lv;s]kl5 ck"0f{ jfSo eP klg k"0f{lj/fd k|of]u ug]{ .
v_ ;f/f+z n]vgdf Wofg lbg'kg]{ s'/fx¿ M
lbOPsf] cg'R5]bnfO{ /fd|/L k9L d'Vo s'/fnfO{ /]vfª\sg ug]{,
tLg p -pvfg, plQm÷egfO / pbfx/0f_ nfO{ x6fpg],
cg'R5]bsf zAbnfO{ u0fgf u/L s'n zAbnfO{ ltgn] efu ubf{ x'g cfpg] zAb ;ª\Vofdf ;f/f+zsf]
cg'R5]b ;d]6\g],
;f/f+zsf] ;'?df ljifo ;'xfpFbf] zLif{s /fVg],
d'Vo ljifo g5'6fO{ cfÇg} df}lns efiffdf ;f/f+z n]Vg],
cGTodf bfofFtkm{ k'/f zAb ;ª\Vof, Ps ltxfO zAb ;ª\Vof / ;f/f+z zAb ;ª\Vof pNn]v ug]{ .
cEof; v08
!= ‘k|Tofudg’ syfsf] $( cf} F cg'R5]b /fd|/L cWoog u/L To;sf d'Vo d'Vo rf/ a' Fbf l6kL Ps t[tLof+zdf
;f/f+z n]Vg'xf];\ .
PsrfnL;f}F lbg
kf7 M k|Tofudg
cWoog v08
!= xfdLn] gjf} F lbgdf ;k|;ª\u JofVof ug]{ ;Lk l;ls;s]sf 5f}F . Psk6s km]l/ tL ;Lkaf/] x]/f}F t .
cEof; v08
!= ;k|;ª\u JofVof ug'{xf];\ M
s_ æk/d]Zj/, d s[t£g x'F . d]/f] kf}/vnfO{ lwSsf/ 5 .Æ
-- 51 --

aofnL;f}F lbg
kf7 M zAblgdf{0f -pk;u{af6 zAblgdf{0f_
cWoog v08
pk;u{ s'g} klg zAbsf] cufl8 hf]l8g cfpg] eflifs PsfO xf] .
o;sf] cfÇgf] 5'§} cy{ x'Fb}g t/ s'g} zAb;Fu hf]l8Pkl5 pQm zAbsf] cy{df o;n] kl/jt{g NofpF5 .
pk;u{ h'g zAbdf hf]l8G5, To;nfO{ d"nzAb÷cfwf/ kb elgG5 .
pk;u{ hf]l8Pkl5 ag]sf] gofF zAbnfO{ Jo'TkGg zAb elgG5 .
tnsf] tflnsfdf pk;u{ d"n zAb;Fu hf]l8Pkl5 Jo'TkGg zAb lgdf{0f ePsf] b]vfOPsf] 5 .
pk;u{ d"n zAb Jo'TkGg zAb
pk
;dfh
cy{
gLlt
Oltxf;
k'/f0f
d"n
e"t
k| sf/
rf/
no
lg;\
kl/
;d\
ro
sif{
snª\s
jt{g
e|d0f
rfng
of]u
/rgf
ljwfg
;d j]bgf
cfnf]rgf
O{Iff -b[li6_
lj
la
cle
;'
cg
1fg
dfg
kIf
hf]/
hf]u
sf/
dfg
ofg
efjs
ljrf/
;dfrf/
/Iff
d]n
df]n
cf}krfl/s
;fdflhs
cfly{s
g}lts
P]ltxfl;s
kf}/fl0fs
df}lns
ef}lts
k|sf/
k|rf/
k|no
lgZro
lgisif{
lgZsnª\s
kl/jt{g
kl/e|d0f
kl/rfng
;+of]u
;+/rgf
;+ljwfg
;dj]bgf
;dfnf]rgf
;dLIff
lj1fg
ljdfg
ljkIf
lahf]/
lahf]u
lasf/
cledfg
cleofg
cleefjs
;'ljrf/
;';dfrf/
;'/Iff
cgd]n
cgdf]n
cgf}krfl/s
-- 52 --

cEof; v08
!= dflysf] tflnsf cWoog ul/;s]kl5 ToxfF lbOPsf pk;u{sf yk Ps Ps zAb lgdf{0f
ug'{xf];\ .
@= tnsf Jo'TkGg zAbaf6 pk;u{ / cfwf/kb 5'6\ofpg'xf];\ .
pkrf/, ckdfg, cjx]ngf, ;';Gb]z, b'isd{, lgisfd, cg'xf/, cjufn, k/fho,
cWoog v08
lbg M lqrfnL;f}F lbg
kf7 M k|Tooaf6 zAb lgdf{0f
k|Too klg pk;u{ h:t} cfkm"df s'g} cy{ gePsf] t/ zAb÷wft';Fu hf]l8Pkl5 To;sf] cy{df kl/jt{g
Nofpg] eflifs PsfO xf] .
k|ToonfO{ k/;u{ klg elgG5 . of] wft' jf zAb;Fu hf]l8G5 .
pk;u{ zAbsf] cufl8 hf]l8P/ Jo'TkGg zAb aGYof] eg] k|Too wft' jf zAbsf] k5fl8 hf]l8P/ Jo'TkGg zAb
tof/ x'G5 .
-pk;u{ / k|Too;DaGwL lj:t[t s'/f Jofs/0fsf] k':tsdf cWoog ug'{xf]nf ._
wft' ÷ d"n zAb k|Too Jo'TkGg zAb
cy{
gLlt
Oltxf;
k'/f0f
e"t
Os
Os
Os
Os
Os
cfly{s
g}lts
P]ltxfl;s
kf}/fl0fs
ef}lts
;'/Iff
d'R5f{
;'uGw
/;
uj{
ldhf;
a} F;
O{iof{
b"w
s[lif
lzIff
wfp
af]n\
a'em\
3'd\
n]s
lxd
bfª
g]kfn
/fd|f]
6'Kkf]
Ot
;'/lIft
d'lR5{t
;'ulGwt
Onf]
/l;nf]
ulj{nf]
ldhfl;nf]
cfn' a} F;fn'
O{iof{n'
b'wfn'
cs
s[ifs
lzIfs
wfjs
cSs8
af]nSs8
a'emSs8
3'dSs8
cfnL
n]sfnL
lxdfnL
bªfnL
O{ g]kfnL
/fd|L
6'KkL
s[ o sfo{
-- 53 --

sy\
b[z\
ud\
b[z\
s[
>'
s[
b[z\
3'd\
ug\
vg\
ag\
km}n
jr\
tJo
tf
tL
cfj6
sYo
b[Zo
uGtJo
b|i6Jo
st{Jo
>f]tf
stf{
b|i6f
3'DtL
uGtL
vGtL
agfj6
km}nfj6
jrfj6
cEof; v08
!= tnsf] cg'R5]baf6 pk;u{ nfu]sf kfFr / k|Too nfu]sf kfFr zAbx¿ klxrfg u/L
n]Vg'xf];\ .
la;Grf] TolQs} x'Fb}g . z/L/df cgluGtL ljiffQm j:t'sf] e08f/0f ePkl5 /f]un] cfs|d0f ub{5 .
cfxf/ ljxf/sf] ;Gt'ng h;n] ldnfg u5{ pm /f]uL x'Fb}g . lrlGtt, ylst, s'kf]lift JolQmnfO{ /f]un] rfF8f]
;dfT5 . xfdLn] a]jf:tf u/]sf sltko s'/fn] hLjgdf 7"nf] b'3{6gf lgDTofpg ;S5 . kfgLnfO{ kmf]xf]/n]
kGofnf] agfpF5f} F . xfjfdf b'u{Gw ld;fj6 u5f]{F . df6f]df csf/0f /f;folgs j:t' ldnfpF5f} F .kof{j/0f hLjg
xf] eGg] s'/f xfdLn] gf;dem ug'{ x'Fb}g .
rf}jfnL;f}F lbg
kf7 M cfwf/ kb klxrfg
cWoog v08
h'g zAb jf wft'df pk;u{ jf k|Too hf]l8P/ Jo'TkGg zAb lgdf{0f x'G5, Tof] c+z -wft' jf zAb_ g} cfwf/ kb xf]
. tn s]xL Jo'TkGg zAbnfO{ ltgsf cfwf/ kb 5'6\ofP/ n]lvPsf] 5 .
Jo'TkGg zAb pk;u{ cfwf/ kb k|Too
h}ljs – hLj Os
cgkTof/ cg kTof/ –
k|df0f k| dfg –
;f}efUo ;' efUo –
clwgfos clw gfos –
lkoSs8 – lkp cSs8
ufpFn] – ufpF n]
s:s]nL – sf:sL PnL
k'Vof} {nL – k'vf{ of}nL
;'gfO – ;'g\ cfO
w'Tof{OF – w"t{ ofOF
-- 54 --

cEof; v08
!= cWoog v08df lbOPsf] tflnsfdf h:t} u/L tnsf zAbx¿sf] cfwf/ kb 5'6\ofO{ n]Vg'xf];\ .
dlnnf], d'Vof{OF, k9fO, /Tof}nL, clw/fHo, cleJo~hgf, cg'dlt, 3'dSs8, b'u'{0f, dfgjLo, xf]l;of/, kj{t],
h'g]nL, jQmf, csf/0f, cfzª\sf, a]sf/, kl/wfg
k}FtfnL;f}F lbg
kf7 M zAbju{ klxrfg
cWoog v08
!= ;f]x|f}Fb]lv t]O{;f}F lbg;Dd xfdLn] zAbju{af/] cWoog u¥of} F . zAbju{af/] k'gM Psk6s cWoog ug'{xf];\ .
cEof; v08
!= tnsf /]vfª\lst zAbsf] zAbju{ klxrfg u/L n]Vg'xf];\ .
s_ ljZjsf] dfglrq kN6fP/ x]g]{ xf] eg] g]kfn ef}uf]lns lx;fan] cToGt} ;fgf] b]lvG5 t/ oxfFsf] snf,
;flxTo, ;+:s[lt / e"uf]n ljlzi6 5 .
v_ æefph" ¤ tkfO{Fn] 6]lnkmf]g ;'Gg'ePsf] 5 < ;'Gg lxF8\g'xf];\ t, xfdLn] slt /fd|f] 6]lnkmf]g agfPsf 5f}F,
afa} ¤Æ
u_ :jod\n] km6fkm6 n]v]kl5 ;fyLsf] df}lnspQ/ lsg ;fg'{k¥of] / ¤
3_ pgL cfÇgf] OR5fadf]lhd rfx]cg';f/sf 7fpFdf 3'Dg kfpFbf ;fx|} dVv l5g\ .
ª_ /f/f d';'Ss d':s'/fP/ dnfO{ :jfut ug{ k'lug\ eg] d klg pgsf cw/sf] d':sfg / gogsf]
;+;f/df /dfpg k'u]F .
5\ofnL;f}F lbg
kf7 M af]w k|Zgsf] pQ/
cEof; v08
!=‘yfª\sf’ kf7sf] cf7f}F cg'R5]b cWoog ug'{xf];\ / tnsf k|Zgsf] 5f]6f]5l/tf] pQ/ lbg'xf];\ .
k|Zgx¿ M
s_ g]kfndf df}lns pTkfbgx¿sf] k|jw{g lsg cfjZos 5<
v_ yfª\sf s'g snfsf] s:tf ¿k xf]<
u_ g]kfnsf klxrfg s]s] x'g\ <
3_ g]kfn lsg ko{6ssf] cfsif{0fsf] s]Gb| ag]sf] 5<
ª_ ;f+:s[lts ;Dkbf lsg d"Nojfg\ x'G5g\<
cWoog v08
kf7 Psb]lv ;ft;Dd lbOPsf zAbfy{ cWoog ug'{xf];\ .
;trfnL;f}F lbg
kf7 M zAbfy{
-- 55 --

cEof; v08
!= tn ;d"x ‘s’ df lbOPsf zAb;Fu ldNg] cy{ ;d"x ‘v’ af6 5fg]/ n]Vg'xf];\ .
c_ ;d"x ‘s’
;d"x ‘v’
;b\b]
;Demgf
yfª\sf
tl:a/ /fVg agfOPsf] rf}3]/f
dfglrq
;fFrf], 7Ls
:d[lt
gS;f
cf_ ;d"x ‘s’
of]Uo
hgfb{g
ljlzi6
vfOaf
O_ ;d"x ‘s’
sf];]nL
tfhf
nf~5gf
clgi6
O{_ ;d"x ‘s’
;d[4
eofjx
rfgr'g]
Vofn
p_ ;d"x ‘s’
cfofltt
k]:sL
lhn]jL
hh{/
;d"x ‘v’
lj1
c;fwf/0f
eujfg\
l;kfn'
;d"x ‘v’
g/fd|f]
pkxf/
cfnf]
bf]if
;d"x ‘v’
ljrf/
;fgf]ltgf]
pGgltzLn
8/nfUbf]
;d"x ‘v’
b'a{n
h]/L
a}gf
ljb]zaf6 NofOPsf]
cWoog v08
!= ‘yfª\sf’ kf7sf] gjf} F cg'R5]b Wofg lbP/ k9\g'xf];\ .
c7rfnL;f}F lbg
kf7 M x|:j bL3{ klxrfg
cEof; v08
!= pQm cg'R5]bdf x|:j Osf/ / bL3{ O{sf/ nfu]sf zAb 5fgL ;"rL agfpg'xf];\ .
-- 56 --

pgfGkrf;f}F lbg
kf7 M j0f{ljGof; cEof;
cEof; v08
!= k[i7 $&sf] k|Zg g+= !! sf] cg'R5]b Wofg lbP/ k9\g'xf];\ / ToxfF rGb|laGb' - F _ / /]km - { _ nfu]/ ag]sf
zAbx¿nfO{ 5'§f5'§} ;"rL agfO{ sfkLdf n]Vg'xf];\ .
krf;f}F lbg
kf7 M k7g cEof;
cEof; v08
!= yfª\sf kf7sf] bf];|f] cg'R5]b / k|Tofudg syfsf] %& cf}F cg'R5]b ;:j/ jfrg u/L cfÇgf cleefjsnfO{
;'gfpg'xf];\ .
PsfpGgf}F lbg
kf7 M hLjgL n]vgsf] cEof;
cWoog v08
!= b;f}F lbgsf] cWoog v08df xfdLn] hLjgL n]vgnfO{ d'Vo tLg v08df afF8]/ n]lvG5 eGg] s'/f cWoog
u/]sf lyof}F . km]l/ Ps k6s pQm s'/f cWoog ug'{xf];\ .
cEof; v08
!= tn lbOPsf] ljj/0fsf cfwf/df Pp6f hLjgL tof/ kfg'{xf];\ .
gfd M ljZj]Zj/k|;fb sf]O/fnf
hGdldlt M lj=;+= !(&! ebf} @$, jgf/;
dftf÷lktf M lbJof sf]O/fnf÷s[i0fk|;fb sf]O/fnf
lzIff M aL=Pn=
k|yd k|sflzt g]kfnL efiffsf] /rgf M rGb|jbg -lj=;+= !((@ ;fndf zf/bf klqsfdf_
k|d'v s[ltx¿ M syf ;ª\u|x -’bf]ifL r:df’ / Zj]te}/jL’_
pkGof; -‘;'lDgdf’, ‘g/]Gb| bfO’, ‘tLg 3'DtL’, ‘lx6n/ / ox'bL’,
‘df]bL cfOg’, ‘afa', cfdf / 5f]/f’
;+:d/0f ‘cfÇgf] syf’, ‘cfTdj[QfGt’, ‘h]n hg{n’, ‘km]l/ ;'Gb/Lhn’
k|j[lQ / ljz]iftf M g]kfnL ;flxTosf k|yd dgf]j}1flgs syfsf/, of}g dgf]lj1fgsf] k|efj, ;zQm
pkGof;sf/, kfqx¿sf] of}gefjgfnfo{ ;zQm ¿kdf k|:t't u/]sf, /fhgLlt / ;flxTo b'j} If]qdf ljlzi6
of]ubfg k'¥ofPsf, ax'd'vL k|ltefsf wgL
d[To' M lj=;+= @)#( ;fpg ^ ut]
afpGgf}F lbg
kf7 M sfn / kIf -cEof;_
cWoog v08
!= xfdLn] rf}yf], kfFrf}F / 5}6f}F lbgdf sfn / kIf;Fu ;DalGwt s]xL hfgsf/L lnof}F / cEof; klg u¥of}F .
To;nfO{ k'gM Psk6s bf]xf]¥ofpg'x'g cg'/f]w 5 .
-- 57 --

cEof; v08
!= sf]i7sdf lbOPsf wft' / ;ª\s]tsf cfwf/df vfnL 7fpF e/L cEof; k'l:tsfdf ;fg'{xf];\ .
s_ l/hg vfgf ======= . -agfpM ;fdfGo jt{dfg_
v_ xfdLx¿ klx/f]af6 ======== . -ar\M k"0f{ jt{dfg_
u_ d]/f] ;fyL /fd|f uLt ====== . -ufpM cEo:t e"t_
3_ ;'bLIff slta]nf ========= < -cfpM c1ft e"t_
ª_ l/ofn] xfdLnfO{ =========. -af]nfpM ;fdfGo e"t_
r_ cfdfn] dL7f] kl/sf/ ======= . -ksfpM ck"0f{ eljiot\_
5_ lt;{gx¿ klg ot}lt/ =======lg . -8'n\M c1ft e"t_
h_ afafn] dnfO{ klg 5'dfpg ===== . -nu\M k"0f{ e"t_
em_ /fd / d ;Fu} dfjn ========= . -hfM ck"0f{ jt{dfg_
`_ o'jfn] :jb]zd} kl;gf aufPdf b]z ====== . -ag\M ;fdfGo eljiot\_
lqkGgf}F lbg
kf7 M jfSodf k|of]u
cWoog v08
!= jfSo lgdf{0f ubf{ Wofg lbg'kg]{ s'/fx¿ M
s_ ljleGg zAb, pvfg, 6'Ssf cflbsf] cy{ /fd|/L a'‰g], lgkftsf] k|of]uaf/] Wofg lbg],
v_ cy{ a'lem;s]kl5 pQm zAb, pvfg, 6'Ssf jf lgkftnfO{ 5f]6f]5l/tf] / cy{k"0f{ jfSo lgdf{0f ug]{,
u_ 6'SsfnfO{ jfSodf k|of]u ubf{ 6'Ssfsf] cGTodf cfpg] ‘g'’ k|ToonfO{ ;dflksf ls|ofdf abNg],
3_ k|fljlws÷ kfl/eflifs zAbnfO{ pQm zAb k|of]u x'g] ljifo;Fu ;DalGwt jfSo lgdf{0f ug]{,
ª_ jfSo lgdf{0f ul/;s]kl5 jfSodf k|of]u ul/Psf] c+znfO{ /]vfª\sg ug]{ .
jfSo lgdf{0fsf s]xL pbfx/0f M
gfs hfg' M b]z / hgtfsf] Vofn gug]{ g]tfsf] gfs uof] .
nf]stGq M nf]stGqdf hgtf dflns / g]tf ltgsf ;]js x'G5g\ .
kf] M efiffnfO{ a9L dxŒj lbP kf] l;h{gfTdstf a9\5 .
xftd'v hf]8\g' M sf]/f]gf ;ª\s|d0fkl5 y'k|} dflg;nfO{ xftd'v hf]8\g klg wf}wf} 5 .
cfÇgf /fun] cfkm}F lklN;g' M bfh'efph"sf] kljq dfof nTofP/ uPsf /fd' la/fdL eP/ ynf kbf{ klg >LdtLaf6
:ofxf/ gkfPkl5 cfÇgf /fun] cfkm}F lklN;P/ a;]sf lyP .
sflnu8 M c/lgsf] s'zn sflnu8 ePsfn] pgnfO{ rLgaf6 lgdGq0ff cfof] .
cEof; v08
!= cy{ :ki6 x'g] u/L jfSodf k|of]u ug'{xf];\ M
snª\s, sfo{ef/, zNols|of, nugkl5sf] kf]t] s] sfd, h"g l5lKkg', lrgf], e"kl/j]li7t, Sof/], dfgljsL,
?Ot]S6f]dL, g'gsf] ;f]emf] ug'{, c;/Nn
-- 58 --

rf}jGgf}F lbg
kf7 M j0f{ljGof;
cWoog v08
!= tnsf] cg'R5]b cWoog ug'{xf];\ .
lxdfnsf] s~rg kfgLdf / e~Hofªsf] lr;f] atf;df c;fwf/0f zlQm ePsf]df s'g} zª\sf 5}g .
;+;f/sf y'k|} ;flxTosf/x¿n] lxdfnL atf; / kfgLsf] kljqtfsf] JofVof u/]sf 5g\ . xfdLsxfF eg]
hn;|f]t;DaGwL plrt cg';Gwfg ePsf] / pko'Qm of]hgf ag]sf] kfOFb}g . cgluGtL gbLgfnf k|of]uljxLg ag]/
v]/ uO/x]sf 5g\ . clncln k|of]u ePsf gbLgfnf klg ljleGg ;lGw / ;Demf}tfsf cfwf/df g]kfnleq g]kfnLn]
k|of]u ug{ kfPsf 5}gg\ . xfd|f ;|f]taf6 cGoqLn] nfe lnO/x]sf 5g\ . xfd|f] /fhgLlts ;+:sf/ kl/jt{g x'g
g;Sgfn] b]zdf ljsf; eGbf ljgfz a9L eO/x]5 . l;h{gfsf] dfu{df eGbf Wj+zsf] dfu{df ;dfh cufl8
al9/x]sf] 5 . ;dfhdf p208x¿sf] x'n 7"nf] aGb} uO/x]sf] 5 . /f0ffsfn / k~rfotsfnsf lg/ª\s'z rl/q
u0ftGqsf zf;sdf klg b]lvg' b'Mvb\ 5 . v'n]cfd e|i6frf/Lsf] ;+/If0f ug{ ;ª\sf]r gdfGg] zLif{ g]t[Tjn]
b]znfO{ bzsf}F k5fl8 ws]Ng] cj:yf l;h{gf ePsf] 5 . o'jfk':tfn] gofF cleofg yfn]/ snª\lst /fhgLltnfO{
;ª\nf] agfpg ;ª\3if{ ug'{kg]{ a]nf cfO;Sof] .
cEof; v08
!_ dflysf] cg'R5]baf6 cfwf ª, `, 0f, g / d -ª\, ~, 0, G, D_ k|of]u ePsf zAb 5fg]/ sfkLdf n]Vg'xf];\ .
krkGgf}F lbg
kf7 M k|Tofudg
cWoog v08
!= ‘k|Tofudg’ syfsf $^ cf} F b]lv $( cf} F cg'R5]b /fd|/L k9\g'xf];\ .
cEof; v08
!= dflysf cg'R5]bdf /fd' l;ls:t la/fdL ePkl5 efph"nfO{ af]nfPsf 5g\ . bfh';Fu emu8f u/]/ 3/ 5f]8L
uPsf /fd'n] lgDtf] k7fpFbf zf]ef xtf/xtf/ /fd' ePsf] 7fpFdf k'u]sL l5g\ . zf]ef To;/L /fd' ePsf]
7fpFdf hfg' 7Ls lyof] of lyPg < ts{;lxt n]Vg'xf];\ .
5kGgf}F lbg
kf7 M l;h{gfTds cEof; -z'esfdgf kq_
cWoog v08
!= k':tssf] %@ cf}F k[i7df z'esfdgf / lgdGq0ff kqsf gd'gf lbOPsf 5g\ . vf; u/L gjjif{ / b;}F, ltxf/sf
cj;/sf ljleGg 7fpFaf6 z'esfdgf kq xfd|f 3/df klg cfpg] ub{5g\ . k':tssf gd'gf / ;Dej eP
3/df /x]sf To:tf z'esfdgf kq cWoog ug'{xf];\ .
cEof; v08
!= cfpFb} u/]sf] ljhofbzdL, z'e lbkfjnL / 57 kj{sf cj;/df lbOg] ‘z'esfdgf kq’ sf] gd'gf tof/
ug'{xf];\ / cleefjsnfO{ b]vfpg'xf];\ . -;Dej eP To;nfO{ lrqfTds / snfTds klg agfpg'xf]nf ._
-- 59 --

;GtfpGgf}F lbg
kf7 M l;h{gfTds cEof; - lgdGq0ff kq n]vg_
cWoog v08
!= tnsf] cg'R5]b cWoog ug'{xf];\ .
xfd|f k'vf{n] xfd|f] ;+:s[lt lgdf{0fdf 7"nf] of]ubfg u/] . pgLx¿n] cfÇg} df}lns ;+:s[lt lgdf{0fdf a9L
hf]8 lbPsf 5g\ . lrqsnf, d"lt{snf, jf:t'snf Pjd\ ;ª\uLt / g[Todf klg g]kfnL df}lnstf emNsg] u/L
ltgnfO{ lgdf{0f ul/Psf] 5 . pgLx¿ o; sfo{df /ftlbg v6\y] . /fi6« / ;+:s[ltnfO{ dxfg\ 7fGy] . cfh tL
df}lnstf w]/} nf]k eO;s]5g\ . ljleGg b/af/x¿, dlGb/x¿, d"lt{x¿ tyf nf]suLt / g[To o;sf k|df0f x'g\ .
xfdLn] k'vf{af6 w]/} s'/f l;Sg ;S5f} F . k'vf{x¿ cfTdlge{/ lyP . xfdL lbglbg} k/lge{/ aGb} 5f} F . xfdLn]
cfÇgf dxŒjk"0f{ s'/f nTofP/ csf{sf g/fd|f s'/fnfO{ cg';/0f ul//x]sf 5f}F . of] s|d lg/Gt/ rln/x]df xfdL
k"0f{tM k/lge{/ aGg]5f}F . xfd|f k'/ftflŒjs ;Dkbf / ;+:s[lt nf]k x'Fb} hfg]5g\ . xfdL kfgL l/lQPsf] ufu|Lh:t}
df}lnstf x/fPsf] b]zsf gful/s ag]sf x'g]5f} F . t;y{ xfdL cfh} ;r]t ag]/ k'vf{sf b]gsf ¿kdf /x]sf ;+:s[lt
/ ;Dkbf hf]ufpglt/ nfuf}F .
cEof; v08
!= dflysf] cg'R5]bdf sfnsf ljleGg kIfsf ls|ofkbx¿ k|of]u ePsf jfSox¿ 5g\ . sfnsf ljleGg kIfsf
pko'{Qm-dfly ePsf_ ls|ofkbx¿nfO{ km/s km/s ;"rLdf b]vfpg'xf];\ .
cG7fpGgf}F lbg
kf7 M JofVof
cWoog v08
!= afx|f}F lbgs]f cWoog v08df xfdLn] ;k|;ª\u JofVofaf/] cWoog u/]sf lyof} F . To;nfO{ k'gM Psk6s
x]g'{xf];\ .
@= tn lbOPsf s]xL s'/f cWoog u/L ;k|;ª\u JofVof / JofVof n]vgsf km/s yfxf
kfpg'xf];\ .
JofVof / ;k|;ª\u JofVof nueu p:t} x'g\ . JofVofdf ;k|;ª\u JofVofh:tf] kf7, n]vs, n]vssf
ljz]iftf / s'g kfqn] s'g ;Gbe{df eg]sf] xf] eGg] lsl;dsf cf}krfl/s s'/f n]Vg' kb}{g . ;k|;ª\u
JofVofdf klxnf] cg'R5]bdf h'g h'g s'/f pNn]v ug{ elgPsf] 5 JofVofdf tL ;a} pNn]v ug'{ kb}{g .
To;dWo] n]vs / k|Zgn] ;f]w]sf] d"n cfzonfO{ ;d]6]/ JofVofsf] klxnf] cg'R5]b tof/ ug'{k5{ . cGo
k|ls|of ;a} Pp6} xf] .
cEof; v08
!= JofVof ug'{xf];\ M
s_ a'4 / lxdfn b'j} g]kfnsf klxrfg x'g\ .
pgfG;f7Lcf}F lbg
kf7 M >'ltn]vg
cEof; v08
!= cleefjssf] ;xof]u lnO{ ‘k|Tofudg’ kf7sf] &# cf} F cg'R5]b >'ltn]vg ug'{xf];\ . kl5 cleefjs;Fu} a;]/
slt z'4 n]Vg'eP5 k/LIf0f ug'{xf];\ .
-- 60 --

cWoog v08
!= ‘k|Tofudg’kf7df /x]sf zAbfy{ k9\g'xf];\ .
;f7Lcf}F lbg
kf7 M k|Tofudg
cEof; v08
!= tkfO{Fsf] cleefjs jf bfh'efO, lbbLalxgLnfO{ pQm kf7sf] zAbfy{ ;f]Wg nufpg'xf];\ / tkfO{Fn] eGg'xf];\ .
of] cEof; k|To]s kf7df ug{ ;Sg'x'G5 lsgls efiffdf zAb / To;sf] cy{ hfGg' ToGt dxŒjk"0f{ x'G5 .
;dfKt
-- 61 --

Subject : Compulsory Mathematics
Day-1
Activity
If sets are disjoint n(A∪B) = n(A) + n(B)
If sets are overlapping n(A∪B) = n(A) + n(B) - n(A∩B)
Exercise
a. If A = {1,3,9,10}& B = {12,13,16} find n(A∪B)
b. If X = {a, e, i, o, u}& Y={a, b, c, d, e} find n(X∪Y)
Day-2
Activity
n(A ∪ B) = n(∪) - n(A ∪ B)
Draw overlapping diagrams and fill the values.
Exercise
A and B are two subsets of a Universal Set 'U' in which n(∪) = 43, n (A) = 25 n(B) = 18 and
n(A∩B) = 7
i. Draw a venn diagram of the above information.
ii. Find the value of n(A ∪ B)
Day-3
Activity
n(A ∪ B)= n(∪) - n(A ∪ B)Activity - 3 (sets)
n(A∩B)=n (A)+n(B) – n(A∪B)
n 0 (A) = n(A) - n(A∩B)
n 0 (B) = n(B) - n(A∩B)
Better you solve using venn diagram.
Exercise
In a group of 100 students, 68 like football game, 60 like volleyball game & 2 didn't like both
games, by drawing venn diagram.
i. how many students like both games?
ii. how many like only football?
Day-4
Activity
The number of students who failed in both subjects and the students who did not appear in an
examination are complement portion of both sets for more easier n(S ∪ B)= 10 + 7 =17 ( for
question of Exercise -4)
Exercise
Out of 100 students, 80 passed in science 71 in Mathematics, 10 failed in both subjects & 7 didn't
appear in an examination. Find the number of students who passed in both the subjects by
representation the above information in venn diagram.
Day-5
Activity
If information are given in percentage; you need to suppose total number of people in a survey as
100; it helps you to solve the problem for other way you can see (study) the example - 4 from page
no. 4 in your text book.
-- 62 --

Exercise
In a exam, 70% of the examinees passed in science. 75% in maths and 10% of them failed in both
the subjects. If 220 examines passed in both subjects. Find the total number of students.Also show
the information in venn diagram.
Day-6
Activity - 6
If A,B,C are three stes.
N (A∪B∪C) = n(A)+n(B)+n(C) – n(A∩B) – n (A∩C) – n(B∩C) + n(A∩B∩C)
n(A ∪ B ∪ C) = n(∪) - n(A∪ B ∪ C)
Exercise
500 people of an area were asked about the language they can speak, 200 of them said they could
speak Nepali, 150 said Newari, 120 said Bhojpuri, 90 said Nepali as well as Newari, 85 said
Nepali as well as Bhojpuri, 60 said Newari as well as Bhojpuri and 35 said they could speak all
the three language.
a) Draw venn diagram to illustrate the above information.
b) Find how many people do not speak all three language.
Day-7
Activity
Again see (study) activity 6. Also see example - 5 of page - 12 from your text book.
Exercise
In a group of people, 35% speak Japanese 30% speak English, 40% speak German language. If
7% speak Japanese and English, 11% speak English & German, 10% speak Japanese and German
and 2% speak all three language. Find the percentage of people who speak exactly one language.
Day-8
Activity
Discount amount = dis% of M.P.
Selling price = M.P. – discount
Selling price = M.P. - discount% of M.P.
Sp ×100
MP =
100−d%
Exercise
A man makes the price of article Rs. 1250 but he gives the discount of 15% find selling price.
i. Find marked price of a computer. When a shopkeeper sells on Rs. 30,000 with 10% of
discount.
Day-9
Activity
VAT amount = VAT% of sp.
sp with VAT = Sp + VAT amount
Also study activity - 8 again
Exercise
i. The net price excluding VAT of an article is Rs. 3000 the what is the selling price including
13% VAT.
ii. The marked price of a radio was RS. 1000. What will be the price of the radio if 13% VAT
was leved after allowing 10% discount on it?
-- 63 --

Activity
See page - 24, Example - 4
Day-10
Exercise
A watch was bought for Rs. 1200. At what leveled price should it be sold to gain 33 1 3 % after
discount 20% find its selling price also.
Day-11
Activity
A Retailor buys a thing at CP + 13% of cp from wholeseller.
VAT applicable amount for costumer is VAT excluded cp plus additional expenses and profit.
Also see example - 5, (page - 25 from your text book)
Exercise
A dealer sold a washing machine for Rs. 45200 including 13% VAT to retailer find original price
(excluding VAT) for the retailer. If the retailer spent Rs. 1100 on transportation lost, Rs. 5000 on
local tax and made Rs. 10,000 profit then supplied to customer. How much did the customer pay
the VAT and the price with VAT?
Day-12
Activity
Follow the activity 11 & also study example - 6 (page - 25) from your text book.
Exercise
Laliguras suppliers sold refrigerator at Rs. 135600 to Himchuli suppliers making 20% profit and
adding 13% VAT. Find the cost price of laliguras suppliers. Himchuli suppliers spent Rs. 10,000
transportation & made Rs. 8000 profit and levied local tax Rs. 12000 and a sold to a customer.
Find the additional VAT applicable amount and final price with VAT.
Activity
Sp with VAT = Mp×(100–d%)×(100+VAT%)
100×100
Day-13
Exercise
Allowing 20% discount on a marked price of a watch the value of a watch will be Rs. 6328 when a
VAT of 13% is added. Find marked price.
Day-14
Activity
In solving the chain Rule:
Arrange the given variables in two column making the chain of variables and putting '=' sign
in the middle.
Suppose x for the variable whose value is to be found.
Put the number in both sides of equality sign.
Find the value of x.
Exercise
i. In 2065 Rs. $5 was equal to ʆ4 and Rs. 225 was equal to $3. How many pounds was equal to
Rs. 5625?
-- 64 --

ii.
It is given that $1 is equal to Rs. 110. To visit foreign country Jebisha has to exchange Rs.
200000. If bank changes 2% commission then how dollors will she received?
Day-15
Activity
Follow activity of Day-14. Also see example - 5 (page - 33) from your text book.
Day-16
Exercise
If selling rate and the buying rate of 1 US dollar are Rs. 100 and Rs. 99 resp. Mr Pemba bought
US dollor for Rs. 24,000 and sold in the next day. What will be the profit percent ∅ If NC is
devaluated by 10%.
Activity
(Compounded Interest)
Simple Interest = P×T×R
100
Day-17
Compound Interest (yearly) (I) = P1 + R
100 T − 1
Exercise
Principal (P) = Rs. 5000, Time = 2yrs. &Rs. 10% find:
i. Simple interest
ii. Compound interest yearly
iii. difference between SI & CI.
Day-18
Activity
Compound interest (yearly) = P1 + R
100 T − 1
Compound interest (Half yearly) = P1 + R
200 2T − 1
Exercise
P = Rs. 12,000, Time = 18 months1 R
i. CI (yearly)
ii. CI (Half yearly)
iii. Difference between them.
Activity
100
Compound Amount (yearly) = P 1 + R
100 T
years, Rate = 12% find:
Day-19
Compound Amount (Half yearly) =P 1 + R
200 2T
Exercise
P = Rs. 20,000, Time: 2 years, Rate: 8% find:
i. CA yearly
ii. CA half yearly
iii. difference between them.
-- 65 --

Activity
Day-20
If time is T year & m months. Then CA = P 1 + R
100 T 1 + MR
1200
CI = P1 + R
100 T 1 + MR
− 1
1200
Exercise
Principal :Rs. 5000, Rate = 8% , Time = 1 1 years (18 months/1 year 6 months) find:
2
i. CA
ii. CI
Day-21
Activity
Kindly request to study the examples 5 & 6 (page - 40)
Exercise
i. In how many years the compound amount of Rs. 5000 at 10% p.a. is Rs. 6050?
ii. At percent rate per annum compound interest will Rs. 10,000 amount to Rs. 12882.25 in 2
yrs?
Day-22
Activity
Kindly request to study activities 17 & 18. Also study the examples - 8 (41) from your text book.
Exercise
The compound interest on a sum of money in two years at the rate of 10% p.a. will be Rs. 360
more than its simple interest. Find sum.
Day-23
Activity
When compound amount of two different periods and time (period) are given, we follow the
example - 9 (page 4) from your text book.
Exercise
According the system of compound interest, a sum of money amounts to Rs. 7260 in two years
and amounts to Rs. 7986 in three years. Find rate of interest & sum of money.
Day-24
Activity
Kindly request you to follow examples - 10 (page 42) from your text book. Also study activities -
17, 18,19 again
Exercise
The compound interest of a sum of money in 1 year and 2 years are Rs. 1000 & 1100 respectively
find the rate of interest compounded yearly & the sum.
Day-25
Activity
(Population Growth & Compounded Deprecation)
Lep 'p' be the population of a town, R be the constant rate of it is grow the per annum and T be the
number of years.
-- 66 --

i. Population after T years (P T ) = P 1 + R
100 T
ii.
Increased population = P T - P OR P1 + R
100 T − 1
Exercise
Present population of a town is 64,000 and it's increased at the rate of 5% per annum. What will be
the population of town after two years?
Day-26
Activity
Kindly request you to study example 4 & 5 (page - 48/49) from your text book.
Exercise
i. One year ago, the population of a village was 10,000. The population at present is 10,210.
Find the population grow the rate?
ii.
The present population of serachaur village is 13310 and the growth rate is 10%. How
many years ago the population of village was 10,000?
Day-27
Activity
If population birth rate & death rate of certain period of time are given, net growth rate is the
difference between rate & death rate.
Exercise
Present population of a town is 48,000. If the anuual birth rate is 13.8% and anuual death rate is
6.3%. Calculate the population of the town after 2 years. Also find the increased number of
population.
Day-28
Activity
If the certain population migrated in the certain period of time then and dead then
P T = P 1 + R
100 T - Mig out + Mig in - dead
Exercise
3 years ago, a district had population 375000 and annual population growth rate 2%. If the end of
second year 1480 migrated in & 2750 people dead due to epidemic disease. Find the present
population of district.
Activity
Price after depreciation DT =P 1 − R
100 T
Price depreciated = DT - P.
Day-29
Exercise
The cost of a refrigerator is Rs. 18,000. Its value depreciates at the rate of 5% per annum. Find the
price of refrigerator after two years. Also find price depreciated.
-- 67 --

Day-30
Activity
If the rate of depreciation for every year is different then
D T =P 1 − R 1
100 1 − R 2
100 1 − R 2
100
Exercise
The present price of machine is Rs. 800000. If the price of machine depreciates first year by 10%
and then 20% and 25% respectively in continuous 3 years. What will be the price of machine after
3 years. Find it.
Self-Evaluation Test Paper
Subject: C. Mathematics Time: 1:30hrs F.M.: 50
Class: Ten
Group A (4×1=4)
1. Write the formula for finding rate of discount when discounted amount and marked price are
given.
2. The current price of a machine is Rs. 50000. If it is depreciated at the rate of 5% per year,
what will be the value of the machine after 1 year?
3. If n(U) = 43, n (A) = 25, n(B)=18, n(A∩B) = 7, Find n(AUB).
4. Write a formula to calculate compound amount half yearly.
Group-B [8×2=16]
5. If n(A) = 35, n(B) = 30 and n(A∩B) = 20 then find n(AUB) only (B) and only (A).
6. The population of a city increases at the rate of 8% p.a. If its present population is 17496.
What was the population of city 2 years ago.
7. The value of an article is depreciated from Rs. 36000 to Rs. 29160 in two years. Find the
rate of depreciation.
8. The price of an article with 13% VAT is Rs. 2034. What is the price of same article without
VAT?
9. In 2065 BS, £15 was equal to $ 31 and $ 5 was equal to Rs. 315. How many pounds could
be exchanged for Rs. 15190?
10. Find the semi-annual compound interest on Rs. 5000 for 1 1 2 years at the annual rate of
10%. 12. The population of a city increases at the rate of 10% per annum. If its present
population is 60500, find its population 2 years ago.
11. A new car is purchased for Rs.40,00,000. Its value depreciates at the rate of 10% per
annum. What will be its value after 3 year?
12. In 2065 Rs. $5 was equal to ʆ4 and Rs. 225 was equal to $3. How many pounds was equal
to Rs. 5625?
Long Questions ( 5×4=20)
13. Out of 100 students, 80 passed in science 71 in Mathematics, 10 failed in both subjects & 7
didn't appear in an examination. Find the number of students who passed in both the
subjects by representation the above information in venn diagram.
14. After allowing 5% discount on the marked price of a radio, 13% VAT is charged on it, then
its price became Rs. 2147. How much amount was given in the discount?
15. Allowing 20% discount on a marked price of a watch the value of a watch will be Rs. 6328
when a VAT of 13% is added. Find marked price.
16. The present price of machine is Rs. 800000. If the price of machine depreciates first year by
10% and then 20% and 25% respectively in continuous 3 years. What will be the price of
machine after 3 years.
-- 68 --

17. Find the difference between the compound interest and simple interest on Rs. 7500 in 2
years at 10% per annum.
Group-D [2×5=10]
18. A dealer sold a washing machine for Rs. 45200 including 13% VAT to retailer find original
price (excluding VAT) for the retailer. If the retailer spent Rs. 1100 on transportation lost,
Rs. 5000 on local tax and made Rs. 10,000 profit then supplied to customer. How much did
the customer pay the VAT and the price with VAT?
19. Find it. According the system of compound interest, a sum of money amounts to Rs. 7260
in two years and amounts to Rs. 7986 in three years. Find rate of interest & sum of money.
Day-31
Activity
(HCF)
Express each of the polynomitals as the product of simplest factors.
The common factors present in all is HCF. ]
If there is no common factor in all. 1 will be the common for all so HCF is 1.
Exercise
Find HCF
a) x(a-b), y(b-a) b) 14a 2 b & 21ab 2 c) x 2 + 8x, x 2 - 64
d) ab (x-y) & a 2 b (x-y) 2 Day-32
Activity
Some formulae:
a 2 -b 2 = (a -b) (a+b)
(a+b) 2 = a 2 + 2ab + b 2
(a-b) 2 = a 2 - 2ab + b 2
a 2 + b 2 = (a+b) 2 - 2ab OR
(a-b) 2 + 2ab
Exercise
Find HCF
a) a 2 - b 2 & (a+b) 2 b) 2x 2 + 8 & x 3 - 2x - 3
c) x 2 - 9 & 3x + 9 d) x 2 - y 2 & x 2 - 2xy + y 2
Activity
a 3 + b 3 = (a + b) (a 2 - ab + b 2 )
a 3 - b 3 = (a - b) (a 2 + ab + b 2 )
a4 + a 2 b 2 + b4 = (a 2 + ab + b 2 ) (a 2 - ab + b 2 )
Day-33
Exercise
Find H.C.F.
a) p 3 + q 3 & p 2 - q 2
b) x 3 + y 3 & x 2 + xy + y 2 Day-34
Activity
Study activities of Day-32& Day-33 again. Also study example - 4 (page- 138) from text book.
Exercise
Find H.C.F. of
9m 2 - 4x 2 - 4nr - r 2 , r 2 - 4n 2 -9m 2 - 12mn & 9m 2 + 6mr + r 2 - 4n 2
-- 69 --

Day-35
Activity - (LCM)
LCM= HCF × Remaining factors. Kindly request you to read the activites of Day-32 & Day-33
carefully again.
Exercise
Find LCM of
a) (x-3) 2 (x + 4) & (x - 3) (x + 4) 2
b) 3x 2 + 5x - 2 & 3x 2 - 7x + 2
Day-36
Activity
Study example 3&4 (page - 14) from your text book.
Exercise
Find LCM
a) 12(x 2 - 9) & 24(x 3 + 27)
b) 8m 3 + 27n 3 , 8m 3 - 27n 3 & 4m 2 - 9n 2 Day-37
Activity
Kindly request you to study examples (page - 141) from your text book.
Exercise
Find LCM of
a) w 2 + 2wx + x 2 - y 2 , x 2 + 2xy + y 2 - w 2 & y 2 + 2yw + w 2 - x 2
b) x 2 + y 2 + 2xy - 1, y 2 - x 2 + 2y + 1 & x 2 - y2 + 2x + 1
Day-38
Activity
Some time we need to arrange the terms in the polynomials or split the terms in the polynomial to
factorize it.
Exercise
Find L.C.M. of
a) x 4 +(2b 2 - a 2 ) x 2 + b 4 & x 4 + 2ax 3 + a 2 x 2 - b 4
b) x 2 + 2x 2 - x - 2 & x 3 + x 2 - 4x - 4
Day-39
Activity (Surds & Roots)
A rational number is a number which can be express in the form of a where b is not equal to
b
zero.
Irrational number cannot be express in faction like √2, √3, etc.
3
Order of the surd √8 is 3 .
Also study example - 1 & 2 (page - 146) from your text book.
Exercise
Simplify: i)
3
4x 5 y 7 3
× 2x 4 y 2
3
ii) 16x 8 y 4
iii)
3
÷ 8x 6 y 3
5√2 + 7√2 - 4√2
-- 70 --

Day-40
Activity
Kindly request you to study example 3 & 4 page (147) from your text book .
Exercise
Simplify : i) 4√2a 2 1
- + 8a 2 √32a2
ii)
4+3√2
3−2√2
Day-41
Activity
Kindly request you to study example - 6 & 7 (page - 148) from your text book.
Exercise
Simplify:
√2
-
3√2
+ 2√2
√3+√2 √2+ √5 √5+ √3
Rationalize the denominator: √x+1−√x−1
√x+1+ √x−1
Day-42
Activity
Solve: √x+2 = √x + 16
Solution, Here, √x + 2 = √x + 16
Squaring on both sides,
or, √x + 2 2 =√x + 16 2
or, √x 2 + 2√x . 2 + (2) 2 = x + 16
or, x + 4√x + 4 = x + 16
or, 4√x = 12
or, √x = 3
Squaring on both sides,
or, √x 2 = (3) 2
or, x = 9
Also follow example - 2 (page - 152)
Exercise
Solve : i) √x − 7 = √x - 1
ii) √x + 1 = √2x − 7
iii) √x − 3 =√x - 1
Day-43
Activity
Kindly request you to see (study) example 3 & 4 (page (152) from your text book.
Exercise
x−1
Solve: i)
= 4 + √x−1
√x+ 1 2
ii) 2√x - √4x − 3 =
1
√4x−3
-- 71 --

Day-44
Activity
Kindly request you to follow the steps from example 6 & 7 (page - 153) from your textbook and
try given question in the Exercise.
Exercise
i) √x + 9 - √x + 2 = 1 ii)
iii)
6√x−11
3√x
= 2√x+1
√x+6
√x+1−√x−1
√x+1+ √x−1 = 1 2
Day-45
Activity
Law of indices.
a) a m × a m = a m+n b) a m ÷ a n = a m-n
c) (a m ) n = a mn d) (xy) m = x m y m
Also study ex - 1(page - 155)
Exercise
Simplify: i)
iii)
Activity -
Law of indices.
n
a) √a m = a m n
5 m +2 −5 m
ii) 7 n +2 +4×7 n
5 m +1 +5 m
7 n +1 ×8 .3×7 n
xa +ab +b 2 × xb b 2 +bc +c 2
× x c c 2 +ca+a 2
x ba2 x c xa
Day-46
b) a 0 = x 0 = 1
c) 1 x = 1 d) √m = m 1 2
Exercise
Simplify:
i) xm
x n m−p+n × xn
x pn−m+p × xp
x m p−n+m
Day-47
Activity
if a = b 2x , b = c 2y & c = a 2z then prove that 8xyz = 1
Solution:
Here, a = b 2x , b= c 2y & c = a 2z
So, a = b 2x
or, a = (c 2y ) 2x
or, a = ((a 2z ) 2y ) 2x
or, a = a 8xyz
∴8xyz = 1 proved.
Also study example - 3 (page - 156) from your text book
Exercise
Simplify: i)
a 2 − 1
b 2a a− 1 b
b
−a
b 2 − 1
a 2b b+ 1 a a−b
-- 72 --

ii)
m+mn 2 1 3 +m 2 n 1 3
m−n
× 1−n1 3
m 1
3
Day-48
Activity
Kindly request you to study example 8(page - 158) from your text book.
Exercise
Simply: i)
1
+ 1
+ 1
1+a x−y +a z−y 1+a y −z +a x−2 1+a z−x +a y −x
Day-49
Activity
Kindly request you to study example - 9 (page - 158) from your text book.
Exercise
1
If r + s + t = o then prove that + 1
+ 1
1+x r +x −s 1+x 5 +x −t 1+x t +x −r
Day-50
Activity
If m a = m b then a =b
If z x = y x then z = y
Above rules are important to solve exponential equation.
Exercise
Solve:- (a)
2 x−4 = 2 x−6
(b) 2 x+3 2 x+1 = 80
(c) 2 y + 2 y−2 = 5
Day-51
Activity
Kindly request you to study activity 50 again & also study example -2 (page - 161) from your text
book.
Exercise
Solve:- a) 2 x + 1 2 x = 4 1 4
b) 2 x−2 + 5 3−x = 6
c) 4 4 − 6. 2 x+1 + 32 = 0
Day-52
Activity
(Area of triangle & Quadrilateral)
a) Area of rectangle = length x breadth
b) Area of square = (length) 2 OR 1 2
(diagonal)2
c) Area of triangle = 1 base × height
2 A
d) Area of parallel gram:- Base × Height
Exercise
a) In the given figure, ABCD is a square.
If its original BD = 3√2 cm. Find its area
B
-- 73 --
D
3√2 cm
C

b) Given figure ABC is a triangle
from figure find its area.
8cm
12cm
Activity
Area of rhombus = 1 2 d 1 × d 2
Day-53
Area of quadrilateral = 1 diagonal (Sum of perpendiculars drawn on diagonal)
2
Area of trapezium = 1 ×height (Sum of parallel lines)
2
Exercise
A 17cm B
1. Find the area of given trapezium.
26 cm
2. Find the area of
given Rhombus.
40
cm
50 cm
D
7cm
C
C
D
3) Find the area of given quadrilateral.
(BD = 8 cm, AM = 3 cm, CM = 4 cm)
M
A
N
B
Day-54
Activity
Parallelograms on the same base & between the same parallels are equal in area.
When two triangle are congruent then their area also equal.
Also study theorem - 1 (Page :- 185) carefully from your text book.
Parallelograms ABCD & ABEF are made on the same base AB & between two parallel line
AB & DF. Prove that are of parallelograms are equal.
Exercise
Parallelograms ABCD & ABEF are made on the same base AB & between two parallel line AB &
DF. Prove that area of parallelograms are equal.
Day-55
Activity
The area of a triangle is equal to one half the area of parallelogram standing on the same base
& between the same parallels.
Also study theorem - 2 (page - 186) from your text book.
Exercise
-- 74 --

Triangle XYZ & parallelogram W×YP are made on the same base XY & between the same
parallel lines. Prove that area of 1×YZ = 1 Area of W×YZ.
2
Day-56
Activity
Triangle on the same base & between the same parallels are equal in area.
Also study the rem -3 (page -187) from your test book.
Exercise
Triangles LMN & LNP are made on the same bade LN & between the same parallel lines LN &
MP. Now prove that.
Area of ∆ LMN = Area of ∆ LNP.
Day-57
Activity
Use the concept gain from activities of (Day 52 - 56) prove / find the value of following.
Exercise
a. In the given figure, parallelogram
PQSR ∆ PQT stand on the same base and
between the same parallel lines.
The area of the ∆PQT is 50 cm 2 .
Find the area of ∆ PRS.
2. In the parallelogram ABCD.
The area of ∆AEC = 14cm 2 .
Find the area of ∆ AEB.
B
R
A
E
P
C
S
D
Q
T
Day-58
Activity
Median of a triangle divides the triangle into equal values.
In ∆ PQR, S is a median so
Area of ∆ PQS = Area of ∆ PSR.
Q
A
P
S
R
Exercise
In ∆ ABC, the median BE and CD
intersect each other at a point O,
prove that,
B
i) Ar. ∆ CAD = Ar. ∆BAE
ii) Ar. Quad. A DOE = Ar. ∆ BOC.
Day-59
Activity
Study example 8 (page - 190) from your textbook.
D
O
E
C
-- 75 --

Exercise
In the adjoining figure, PQRS is
a parallelogram. Q & S are joined at any point
M on the diagonalPR of the parallel gram.
Prove that are of ∆ PQM = are∆ PSM.
Q
P
M
R
S
Day-60
Activity
The sum of parts of a whole the sum of parts will be equal to the whole object.
If we take away equal (same) parts from two equal objects. The left over is also equal to each
other.
Exercise
L & M are any to points on the sides
PQ and QR of the parallelogram PQRA.
Prove that Area of ∆ PQM + Area of ∆ RSM.
Self-Evaluation Test Paper
Subject: C. Mathematics Time: 3:00hrs F.M.: 100
Class: Ten
Group A (6X1=6)
1. a) If MP = a discount amount = b and VAT amount = c, then what is the price including
VAT?
b) Po and PT represents the initial population and population after T years. R and T
represent the population growth rate and time in years. Express PT in terms of Po, R and
T.
2. a) In the given figure what is the relation between
∆QTR and parallelogram PQRS? Write it.
P
S
L
M
Q
R
b) If 2+b√6 = 2 + 9√6 then what is the value of b?
3. a) Simplify: x a−b × x b−a
b) Solve: 3 y−3 = 3 3−y Group B (17X2=34)
4. a) If n(A) =40, and n(B) =45, n(A ∪ B) = 70 find,
i) n(A ∩ B) ii) no(A)
b) From the Venn-diagram given below, find the value of x.
If n(U) =30.
-- 76 --
5. a) The price of a mobile set without VAT is Rs 21,000 and including VAT is Rs 23,100.
Find the rate of VAT.

c) A person needs 8000 pound sterling to visit foreign countries. If he pay 2% commission
for exchange, then how much NRS does he need if $1 = NRS 100?
6 a) Find the yearly compound amount on Rs 4000 for 2 years at the rate of 10% P.a.
b) Present population of a town is 64,000 and it's increased at the rate of 5% per annum.
What will be the population of town after two years?
c) The value of an article depreciated from Rs 2500 to Rs 2025 in 2 years. Find the
yearly rate of depreciation.
7. a) In the given figure, ABCD is a parallelogram, DN ⊥ BC and
DM ⊥ AB. If DM = 12cm, DN=16cm and AB=48cm find the
length of BC.
b) Calculate the area of given quadrilaterals.
c) In the given figure AE ∥ DF and B is the midpoint of AE. If the
area of ∆ABF is 15cm 2 , then find the area of ∆AEF and
parallelogram BEFC.
8. a) Find HCF: x 3 + y 3 , 2x + 2y
b) Find LCM: (a + b) 2 − 4ab &(a − b) 2
9. a) Find the value of : √200 + 3√32 + 2√72
b) Solve: √x 2 − 9 = x − 1
10. a) Simplify: 132x +1 +5×169 x
9×169 x
b) If a = 2 x , b = 4 y , c = 8 z and a yz . b zx . c xy = 4 6 show thatxyz = 2
Group 'C' (10×4=40)
11. In a exam, 70% of the examinees passed in science. 75% in maths and 10% of them failed in
both the subjects. If 220 examines passed in both subjects. Find the total number of students.
Also show the information in venndiagram.
12. Out of 1350 candidates, 600 passed in science, 700 in mathematics, 350 in English, and 50
failed in all three subjects. If 200 passed in science and mathematics, 150 in science and
English, 100 in Mathematics & English,
i) How many candidates passed in all three subjects?
ii) Illustrate the above information in a Venn-diagram.
13. After allowing 5% discount on the marked price of a radio, 13% VAT is charged on it, then
its price became Rs 2147. How much amount was given in the discount?
14. A man deposited Rs 5000 in a bank at the rate of 12% P.a. for3 years. Find
i) SI ii) CI
15. The population of Kathmandu was 10,00,000 in 2057 and population growth rate is 4.5%
p.a. if 25,000 men migrated here from other places in the year 2058 B.S. What will be the
total population in the year 2060 B.S.?
16. Find HCF of:- 2x 3 − 16, x 2 − 4x + 4 and x 2 − 3x + 2
17. Find LCM of: x 4 + x 2 y 2 + y 2 and x 3 − y 3 .
-- 77 --

18. Solve: x−1
= 4 + √x−1
√x+1 2
19. Solve: 2 x+3 + 1 − 9 = 0
2 x
20. Prove that the area of parallelograms made on the same base and between the same parallel
straight lines are equal.
Group 'D' (4×5=20)
21. A dealer sold a photocopy machine for Rs 420000 plus 13% VAT to the retailer. If the
retailer spent Rs 2500 on transportation cost, Rs 4000 on local tax and made Rs 20000 profit
and then supplied to the photocopy Centre, how much did the photocopy Centre pay the Vat
amount at the present rate of VAT?
22. A bank has fixed the rate of interest 10% per annum semiannually compound interest in
account A and 12%P.a. annually compound interest in account B. If you are going to deposit
Rs 25,000 for 2 years, in the same bank, in which account will you deposit and why? Give
your reason with calculation.
23. If r + s + t = 0 then prove that
1
+ 1
+ 1
= 1
1+x r +x −s 1+x s +x −t 1+x t +x −r
24. In the adjoining diagram, PQRS is a parallelogram Q and S are
joined at any point M on the diagonal PR of the parallelogram.
Prove that, area of ∆PQM = area of∆PSM.
The End
-- 78 --

Subject : Science
Day-1
Unit - 1 : Force
Activity-1
Study the following tips:
Gravitation
Geocentric and Heliocentric Theory. (Refer page 1)
Newton propounded that every bodies in the universe attracts other bodies towards them. This
force of attraction between any two bodies in the universe is called the force of gravitation or
simply gravitation. It is denoted by “F” and its S.I. unit is Newton.
Activity-2
Answer them:
1) Define geocentric theory and heliocentric theory.
2) Define gravitation.
3) What is the cause of tides in seas and oceans?
Day-2
Activity-1
Study the following tips:
Newton’s Universal law of gravitation
It states that “Every object attracts every other object in the universe with a force which is directly
proportional to the product of their masses and inversely proportional to the square of the distance
between their centers”.
Verification of Newton’s Law of gravitation
Suppose, two bodies A and B having masses m 1 and m 2 respectively are kept at distance “d”. The
force of attraction between them is “F’.
F m 1 × m 2 …………………..(i) { Keeping the distance constant}
F 1 ……………………………(ii) { keeping the masses constant}
d 2
Combining (i) and (ii), we get
F m 1×m 2
d 2
Or, F = G m 1×m 2
d 2
……………….. (iii)
[ where G is constant of proportionality called universal gravitational constant and its value is
6.67×10 -11 Nm 2 kg -2 .]
Activity-2
Answer them:
1. State and prove Newton’s law of gravitation.
2. What is the value of universal gravitational constant?
3. Two bodies A and B with masses 147 kg and 258 kg are kept at a distance of 369 metres.
Calculate the force of attraction between them. Also what will be force of attraction if (i) the
distance between them is halved? (ii) If the mass of A is doubled keeping the distance 369
meters and mass of B is unaltered.
-- 79 --

Day-3
Activity-1
Study the following tips:
Relation of gravitation with its factors
1. When masses change keeping distance unchanged. (refer page no 4)
a. Mass of one body is doubled.
F 1 = 2F
b. Mass of both bodies are doubled
F 1 = 4F
2. When the mass of bodies is constant but the distance is changed. (refer page no 5)
a. Distance is halved
F 1 = 4F
b. Distance is doubled
F 1 = 1 4 F
On the above illustrations, F is initial force of gravitation and F 1 is the force after alteration in
masses and distances.
From the above illustration it is proved that gravitational force is directly proportional to the
product of their masses and inversely proportional to the square of the distance between the
centers.
Activity-2
Answer them:
1. What will be the gravitational force between two bodies if the masses is tripled keeping the
distance constant?
2. A sphere of mass 50 kg is attracted by another sphere of mass 20 kg with a force of 9.8×10 -7
N. Find the value of universal gravitational constant if the distance between spheres is 75 cm.
Day-4
Activity-1
Study the following tips:
Gravity : The force of attraction with which the earth pulls a body towards its center is called
gravity of earth or simply gravity. The force of gravity on a body is its weight.
The factors affecting gravity are mass and radius of the planets and satellites.
Let a body of mass “m” be placed on the surface of earth (planets/satellites) having mass “M”. The
distance between body and center of earth is “R”. “R” is also radius of earth.
Then the gravity/ weight of the body on the surface of earth is given as:
W= G M×m
R2
If “m” is constant, then
a. Weight of body is directly proportional to mass of heavenly body.
b. Weight of body is inversely proportional to square of the radius of heavenly body.
The gravity of moon is 1/6 of the gravity of earth. The gravity of Jupiter is 2.5 times of the gravity
of earth.
-- 80 --

Activity-2
Answer them:
1. Differentiate between gravity and universal gravitational constant.
2. The earth has the mass of 6×10 24 kg and radius 6380 km. What will be the gravity of the earth
to a body of mass 52 kg on the surface of earth?
3. Write factors affecting the gravity and effects of gravity. (Refer page no 12)
Day-5
Activity-1
Study the following tips:
Acceleration due to gravity (Page No. 12)
It is defined as the acceleration produced in a freely falling body due to the force of gravity of the
earth. It is denoted by “g” and its SI unit is m/s 2 . It average value is 9.8m/s 2 .
Two objects having different masses will fall at same rate if they are allowed to fall freely without
resistance of air. This means acceleration due to gravity of freely falling bodies, whatever their
masses, is the same in absence of air resistance. (Read Feather and coin
experiment, page 14 for details)
Relation of acceleration due to gravity with the earth’s radius.
Let “M” be the mass of the earth and “R” is the radius of the earth.
Then, g = (G×M)/R 2
The acceleration due to gravity is independent of mass kept either on surface of earth or falling
towards the earth.
Since the value of “G” and “M” is constant for earth, “R” is variable on earth due to shape of
earth. So, g 1/R 2
The acceleration due to gravity of earth is inversely proportional to the square of its radius.
Activity-2
Answer them
1. Prove g = 1/ R 2 .
2. What will be acceleration due to gravity if the radius of the earth is halved?
3. Why a coin and feather reach the ground together if they are dropped in vacuum?
Day-6
Activity-1
Study the following tips:
Variations in the value of “g” (Refer page 16 & 17)
a) Variation of g at poles and equator
Since the radius of poles is lesser than the radius of equator, the acceleration due to gravity is
more at poles than equator.
b) Variation of g with height from the surface of the earth.
The value of acceleration due to gravity decreases with the increase in height from the surface
of the earth.
c) Variation of g with depth from the earth’s surface.
If depth increases, acceleration due to gravity decreases. So, at center of earth acceleration
due to gravity is zero.
-- 81 --

Acceleration due to gravity on the surface of moon is 1/6 th times of acceleration due to gravity on
the surface of earth due to smaller mass of moon. Here the value of “g” is 1.67m/s 2 .
Activity-2
Answer them:
1) Where does the body have more weight, at poles or at equator? Give reasons.
2) How much a 100kg man weighs on a moon? What is the mass of same person on moon and
earth?
3) what is the acceleration due to gravity on the surface of the earth when it’s mass is 6×10 24 kg
and the radius is 6400km. given G= 6.67×10 -11 Nm 2 /kg 2 ?
Day-7
Activity-1
Study the following tips:
Difference between acceleration due to gravity and universal gravitational constant. (refer page
20)
The amount of matter contained in a body is called mass of that body. Mass of a body is measured
by beam balance. The SI unit of mass is kg.
The weight of the body is defined as the force with which it is attracted towards the center of the
planet. Weight is measured by spring balance. Its SI unit is Newton (N).
Mathematically, W = mass × acceleration due to gravity
Activity-2
Answer them
1. Differentiate between mass and weight?
2. Why the weight of an object is more at Terai than the top of Mount Everest?
Day-8
Activity 1.15
Study the following tips:
Free Fall : When a body is falling freely towards the center of the earth under the influence of
gravitational pull of the earth, the motion of the body is called free fall. Here, the acceleration of
body is same as acceleration due to gravity.
On the earth, there is no perfect free fall due to resistance of air. In fact, the body falling in
vacuum is free fall. During free fall, the falling objects experiences a condition called
Weightlessness.
Weightlessness : Weightlessness is the state of the body in which it feels that the body is not
influenced by any force. Under the following conditions, weightlessness is experienced:
a. During free fall.
b. When the body is at earth’s center i.e. g = 0.
c. When the artificial satellite is orbiting around a heavenly body.
The falling of parachute is not safer in moon because of the absence of atmosphere on air. On
absence of air pressure, parachute is heavily attracted by moon and parachute falls forcibly on
moon.
-- 82 --

Activity -2
Answer them:
1. Define Free fall and weightlessness.
2. Why a paratrooper does not get injured while jumping on earthfrom the flying aero plane?
3. Tides occurs in oceans and seas but not in lakes, why?
Day-9
Unit-2 Pressure
Activity -1
Study the following tips:
Liquid Pressure (Hydrostatic Pressure) : When any liquid is placed in a container, it exerts
pressure on the base as well as wall of the container.
Liquid pressure is given as, P = hdg, where P = Pressure, h= height/depth of the liquid, d= density
of liquid and g = acceleration due to gravity.
Pressure exerted by liquid is directly proportional to the height, density and acceleration due to
gravity.
Pascal’s law : Pascal’s Law states that, “When pressure is applied on a liquid enclosed in a vessel,
it is transmitted equally in all directions.” Pascal’s law is also known as principle of transmission
of fluid pressure.
Experimental Verification of Pascal’s Law. (Refer page no 32)
Activity-2
Answer the following
1. Prove P= hdg.
2. It is easier to pull a bucket inside well until the bucket is inside the water. Why?
3. Calculate the pressure exerted by mercury column of 15m high at its bottom. Given density of
mercury = 13600kg/m 3 and g = 9.8m/s 2 .
Day-10
Activity-1
Study the following tips:
Pascal’s law is applicable in hydraulic machines like
hydraulic press, hydraulic brakes, hydraulic lift, and
hydraulic cranes.
Principle of hydraulic machines
Suppose, two cylindrical tubes of a cross sectional
area, A 1 and A 2 filled with liquid and have two
pistons.
When force F 1 is applied at piston P 1 , Pressure exerted
is given by;
P 1 = F 1 /A 1 ………………(i)
This pressure is transmitted to piston P 2 . So, upward force F 2 is exerted on piston P 2.
So, P 2 = F 2 /A 2 ………………..(ii)
From (i) and (ii)
F 1 /A 1 = F 2 /A 2 or A 2 /F 2 = A 1 /F 1
If A 2 >A 1 then F 2 > F 1 .
-- 83 --

Thus, a small force can be used to exert a much larger force. Thus, a hydraulic machine is a force
multiplier.
Activity-2
Answer the following
1. Refer example 1 and 2, page 33 & 34 and practice.
2. State Pascal’s law.
Day-11
Activity-1
Study the following tips:
Hydraulic Garage Lift and Hydraulic Brake
Construction and Working (Refer page 35 & 36)
Upthrust : When a body is partially or wholly immersed in a fluid, the resultant force acted on it
by the fluid is called upthrust or buoyant force.
When a body is immersed in a liquid, it experiences two forces: its weight (W1) acting downwards
and upthrust(U) acting upwards.
Upthrust(U) = Weight in air (W1) – Weight inside liquid (W2)
Density and Relative Density : The density of a substance is defined as the mass per unit volume
of that substances. Mathematically, Density = Mass/ Volume.
The ratio of density of a substance to the ratio of density of pure water at 4℃ is called relative
density (specific gravity) of that substance.
The relation between upthrust and density of a substance is directly proportional.
Activity-2
Answer them
1. Differentiate between density and relative density.
2. Why do egg sinks in fresh water but floats in salt water?
Day-12
Activity-1
Study the following tips:
Archimedes’ Principle : It states the, “when a body is partially or wholly immersed in a liquid, it
experiences a thrust which is equal to the weight of the liquid displaced by it.”
Upthrust = Weight of displaced liquid
See experimental verification Of Archimedes Principle (Page 40)
Activity 2.8
Answer the following
1. State and explain Archimedes principle.
2. An object weighs 94N in air and 57N in water. What is the upthrust and weight of water
displaced? Also find mass of object.
-- 84 --

Day-13
Activity 2.9
Law of Floatation : Law of floatation is the special case of Archimedes principle. It states that,
“Weight of the floating body is equal to the weight of the fluid displaced by the body.”
When a body is allowed to immerse completely in a liquid, upthrust and weight of the body are
two forces acting on the body.
The following three cases happens due to difference of these two forces.
Case I: When the weight of the body is greater than the upthrust, the body sinks completely. A
body sinks when the density of body is greater than density of liquid in which the body is kept.
Case II: When the weight of the body is just equal to the upthrust, the body floats maintaining
similar upper surface with water level. A body just floats when the density of body is equal than
density of liquid in which the body is kept.
Case III: When the weight of the body is lesser than the upthrust, the body rests with its some
surface in air and some part in water. A body floats keeping some parts out of liquid when the
density of body is lesser than density of liquid in which the body is kept.
Experimental Verification. (Refer page 42)
Activity-2
Answer them
1. Differentiate between Archimedes principle and Law of Floatation.
2. Study the table below and answer the following.
A stone is weighted by immersing in three different mediums: air, water and salt solution.
a. Find which medium is air, water and salt solution\
b. Find the mass of water displaced by piece of stone.
Medium
Weight
X
19N
Y
28N
Z
23N
Day-14
Activity 2.11
Study the following tips:
Atmospheric Pressure : The weight of the air exerts pressure on the bodies on the earth’s surface.
This pressure given by the air of the atmosphere is called atmospheric pressure. The value of
atmospheric pressure at sea level is 1 atmospheric pressure. 1 atmospheric pressure = 760mm of
Hg.
The value of atmospheric pressure decreases as the height increases from sea level.
Atmospheric pressure is measured by using mercury barometer and aneroid barometer.
Mercury Barometer : It is invented by Evangelista Torricelli, so it is also called Torricellian
barometer. It is one meter long tube containing mercury calibrated with scale at its side. When
atmospheric pressure increases, the mercury level rises up in tube and when atmospheric pressure
decreases, the mercury level falls down.
Activity-2
Answer the following:
1. Define atmospheric pressure.
2. Why water cannot be used in Barometer?
3. Prove the presence of atmospheric pressure.
-- 85 --

Day-14
Activity -1
Instruments Based on Atmospheric Pressure
A. Syringe : Syringe consists of two parts, cylinder and piston. Cylinder is a hollow tube with
nozzle at one end and other end opened. The piston can be moved to and fro inside cylinder
from open end of cylinder.
Pulling of piston and pushing of piston are two activities that happens while operating pistons.
When the piston is pulled, the volume inside the cylinder increases and pressure decreases and
liquid is sucked inside the cylinder. When the piston is pushed, the volume inside the cylinder
decreases and pressure increases and the liquid is pushed out of the syringe.
B. Air Pump : An Air pump is a device used to pump air in stoves, balloons, bicycle’s wheels
etc. Like syringe, an air pump is also consists of two parts, cylinder and piston.
The working principle of Air Pump is similar to working principle of Syringe.
Activity-2
Answer them
1. Name some instruments that works on the basis of atmospheric pressure.
2. Describe the working principle and construction of Syringe.
3. Describe the working principle and construction of Air Pump
Day-16
Activity-1
Instruments Based on Atmospheric Pressure
C. Water Pump : A water pump is a device used to pull water from the well. It can be used to
pull the underground water. It consists of four parts: cylinder, piston, pipe, and handle.
The cylinder is a hollow pipe having a spout at its one side. Its one side is open and the other
end is connected with a pipe. There is a valve (valve A) at the joint of the cylinder and the
pipe. The pipe is taken to the source of water. A piston is fitted inside the cylinder. The piston
contains a rod, washer, and valve (valve B). The outer end of the rod is connected with a
handle. The handle is a first class lever that is used to pull or push the piston.
Working Method
A water pump pulls underground water through the repetition of two processes: Downstroke
and Upstroke
Downstroke: Downstroke of the piston is the condition in which the piston is pushed down
when the handle of the water pump is lifted up. In the condition, the volume of part A
decreases and water pressure increases in this part. The increased pressure closes the valve
‘A’ and opens the valve ‘B’. It makes the water of part ‘A’ pass into the part ‘B’ of the
cylinder.
Upstroke: When the handle of the water pump is pushed down, it lifts the piston up. It is the
situation of upstroke. During upstroke, the volume of part ‘A’ increases and water pressure at
that part decreases. It opens valve ‘A’ and closes valve ‘B’. Thus, the water from the source
enters into part ‘A’ of the cylinder. The water of part ‘B’ is lifted up and it comes out from the
spout.
-- 86 --

Activity-2
Answer them:
1. Differentiate between upstroke and down stroke.
2. A water pump cannot lift water more than 10 meters high from the earth’s surface, why?
3. Answer the question No 5(e) from your book. Page 53
Day-17
Unit-3 Classification of Elements
Activity -1
Study the following tips:
Mendeleev’s periodic table : Mendeleev’s periodic rule states, “The physical and the chemical
properties of elements are a periodic function of their atomic weights.”
Merits of Mendeleev’s periodic table are:
1. Incorrect atomic weights of some of the arranged elements were corrected.
2. Existence of some undiscovered elements was predicted and Mendeleev left gaps for them.
Defects of Mendeleev’s periodic table are:
1. Hydrogen was placed in the group I with alkali metals like Li, Na etc. but it could be also
placed in the position of halogens.
2. The position of isotopes should be separated according to Mendeleev’s periodic rule but they
were kept within the same group.
3. There were no suitable places for Lanthanides and Actinides series.
Activity -2
Answer the following:
1. Define Mendeleev’s Periodic Law.
2. Write merits and demerits of Mendeleev’s Periodic Table.
Day-18
Activity -1
Study the following tips:
Modern periodic table : Modern periodic rule states that “The physical and the chemical
properties of elements are a periodic function of their atomic number.”
Modern Periodic Table has many advantages like:
1. Elements are arranged in 4 different blocks
2. Elements are arranged in the increasing number of atomic number.
3. Position of alkali metals, alkali earth metals, halogens, inert gases etc are separated.
Observe Modern Periodic Table on page no 129.
The features of Modern Periodic Table are:
1. The wrong position of some elements like Argon and Potassium, Cobalt and Nickel were
rearranged by their atomic number.
2. Isotopes of the same element can be placed within the same group due to the same atomic
number.
3. The controversy of Hydrogen was explained.
4. Elements have been classified into 4 different blocks.
Activity-2
Answer them:
1. State modern periodic law.
2. What are the features and advantages of Modern periodic table?
3. Differentiate between Modern periodic table and Mendeleev’s periodic table.
-- 87 --

Day-19
Activity-1
Study the following tips:
Periods : Periods are the horizontal rows of elements in the periodic table. There are seven
periods.
Characteristics of periods
1. The number of electron in the valance shell increases as we move from the left to right.
2. The valency of the electron increases from 1 to 4 then decreases to 0.
3. Atomic size of an atom decreases from left to right due to increase in nuclear charge as extra
electron is added.
4. Ionization energy and electro positivity decreases as we move from left to right in periodic
table.
5. Electro negativity and metallic character increases as we move from left to right.
Groups : Groups are the vertical columns of elements in periodic table. There are 18 groups
arranged vertically.
Characteristics of groups
1. Atoms of the element in the group have the same number of the electron in the outermost
shell.
2. Elements in the group have same valency except for the group 0, which do not take part in the
chemical reaction.
3. Atomic size increases as we move down as one new shell is added.
4. Ionization increases as we move down the group.
5. Metallic character, chemical reactivity of metals increases but nonmetallic character and
chemical reactivity decreases as we move down the group.
Activity -2
Answer the following:
1. Differentiate between periods and groups.
Day-20
Activity -1
Sub-shells : Each shells consists number of sub-shells in which electrons are distributed.
s-block : It includes alkali and alkali earth metals which forms positive ions by losing one or two
electron of the outermost shells.eg Ca, Mg etc.
p-block : It includes metals metalloids, non metals and inert gases .they may have 1-6 valence
electrons in the outermost shells. The completely filled p-orbital are noble gases.
d-block : It includes the transition element which lies in between s and p block elements. E.g. Ag.
The valance electron lies in the d sub shells.
f- block : It includes the elements of lanthanide and actinide.
Activity-1
Answer them:
1. What do you mean by p block and s block elements? Define with examples.
2. Define sub shell.
Day-21
Activity 3.9
Aufbau principle
This principle explains how the atoms are being arranged in orbital. According to this principle,
the sub shells of lowest energy is filled first then higher energy level are filled so on.
-- 88 --

Valency : The total number of the electrons in the outermost shell of an atom, either shared or
gained or lost in chemical combination is called valency. The outermost electron determines the
chemical reactivity of the element.eg sodium has one valence electron that it transfers to the shell
of other atom and becomes positively charged so the valency of sodium is 1.
Activity -2
Answer the following:
1. Write orbital configuration of chlorine, chromium and copper.
2. The orbital configuration of some metals is given as below:
A= 1s 2 , 2s 2 , 2p 6 , 3s 1 B= 1s 2 , 2s 2 ,2p 6 ,3s 2 ,3p 6 ,4s 1
C= 1s 2 ,2s 2 ,2p 5 D=1s 2 ,2s 2 ,2p 6 ,3s 2 ,3p 5
a. Write the valency, period number, group number and block of all the elements given above.
b. Name the chemical compound and molecular formula formed between A with D and B with
C.
c. Which element is more reactive between A or B? C or D?
Day-22
Activity -1
Reactivity of Metals : The elements which belong to Group IA, IIA and IIA are metals. The
reactivity of an element belonging to metals increase on moving from top to bottom in a group of
the periodic table. While moving from top to bottom in a group of metals in the periodic table, the
atomic size increases with the increment in the number of shells and the force of attraction
between the nucleus and valence shell decrease. This is the reason why the bigger atom/s can lose
the valence electron/s more easily than the smaller atom/s. This is the reason why the bigger
atom/s can lose the valence electron/s more easily than the smaller atom/s. Thus, the tendency of
losing the valence electron/s increases and their chemical reactivity increases on moving from top
to bottom in a group of metals.
Activity -2
Why is potassium highly reactive than the sodium?
As sodium and potassium both are alkali metals that belong to Group IA of the periodic table.
They have one valence electron in their valence shell. As we move from top to bottom, the
reactivity of metallic elements of Group IA increases. Since the atomic size of sodium is smaller
than the atomic size of potassium, sodium has more force of attraction between the nucleus and
valence shell than that of potassium. As a result, potassium loses its valence electron more easily
than sodium. In conclusion, potassium is highly reactive than the sodium.
Activity -3
Reactivity of Non- Metals : The elements which belong to Group VA, VIA, and VIIA are non-
metals. While moving from top to bottom in a group of the periodic table, the reactivity of
nonmetals decreases. While moving from top to bottom in a group of non- metals, the atomic size
increases with the additional number of shells and the force of attraction between the nucleus and
valence shell decreases. The smaller atom/s can gain the valence electron/s more easily than the
bigger atom/s as the force of attraction between the nucleus and valence electrons of smaller
atom/s is more than that of the bigger atoms. Thus, the tendency of gaining electron/s in the
-- 89 --

valence shell decreases as well as the chemical reactivity also decreases on moving from top to
bottom in a group of non- metals.
Activity -4
Why is fluorine more reactive than chlorine?
As fluorine and chlorine, both are non- metals which belong to Group VIIA of the periodic table.
The reactivity of the non- metallic elements that belong to Group VIIA decreases as we move
from top to bottom. Since the atomic size of fluorine is smaller than that of chlorine, the force of
attraction between the nucleus and valence electrons of the valence shell is more in fluorine, so it
can easily gain one electron than chlorine. In conclusion, fluorine is more reactive than chlorine.
Day-23
Unit-4 : Chemical Reaction
Activity -1
Study the following tips:
Chemical Reaction : Chemical reaction is the change in both physical and chemical properties
brought about by the addition, decomposition or displacement of an atoms or group of atoms.
Chemical equation is the symbolic and short representation of chemical reaction.
Example: Nitrogen + Hydrogen → Ammonia (Word Equation)
N 2 + H 2 → NH 3 ↑ (Chemical Equation)
Here, N 2 and H 2 are reactants and NH 3 is the product.
If the total number of atoms in the reactants and products are same then the chemical reaction is
said to be balanced chemical equation.
For example:
4Al + 3O 2 → 2Al 2 O 3 (Balanced chemical equation)
H 2 + O 2 → H 2 O (Unbalanced Chemical Reaction)
Here, the number of oxygen in the reactant is not equal to the oxygen in product side. So, to
balance the equation we have to balance the numbers on the reactant as well as product side.
2H 2 + 0 2 → 2H 2 0 (Balanced Chemical Equation)
Here, all the elements in the product side are equal to the elements in the reactant side.
Activity -2
Answer the following:
1. Define chemical reaction with an example.
2. Define chemical equation and write the factors to be considered while writing chemical
equation.
Day-24
Activity -1
Study the following tips:
Factors influencing the chemical reaction
a. Simple Contact : When two elements are brought in contact they react. This is the simple
condition under which chemical reaction takes place.
2Na + Cl 2 → 2NaCl
b. Light :Light simulates the reactants for chemical reaction. When hydrogen react violently
with chlorine in presence of diffused sunlight hydrogen chloride is produced.
H 2 + Cl 2 →Sunlight 2HCl
c. Temperature : Increase in temperature increases the rate of almost all chemical reactions
while decrease in temperature decreases the reaction rate. The increase in temperature
increases the kinetic energy of molecules. It causes the breaking of bonds and the reactant
molecules and reaction takes place at a high speed.
-- 90 --

Activity -2
Answer the following question:
1. How simple contact and light influences the rate of chemical reaction? Discuss with
examples.
Day-25
Activity-1
Study the following tips:
Factors influencing the rate of chemical reaction…..
d. Concentration : The rate of reaction increases with the increase in the concentration of
reactants. This means that the rate of reaction is directly proportional to the concentration of
the reactants. For e.g. when dilute HCl is poured into a piece of calcium carbonate there is
effervescence with the evolution of CO 2 .The effervescence is brisk when concentrated HCl is
added. So it increases the rate of chemical reaction between CaCO 3 and HCl.
e. Pressure : Pressure is another important factor influencing the chemical reaction. With the
application of high pressure nitrogen and hydrogen combined to form ammonia.
N 2 + H2 → NH 3
f. Catalyst : A catalyst is defined as a chemical substance that changes the rate of chemical
reaction itself without undergoing any permanent chemical change during the course of
chemical reaction. They are of two types; they are positive catalyst and negative catalyst.
Manganese dioxide acts as a positive catalyst in the decomposition of hydrogen peroxide without
heating. This is because it increases the decomposition rate of hydrogen peroxide. Also glycerin
acts as a negative catalyst as it decreases the rate of reaction during the decomposition of hydrogen
peroxide into water and oxygen. 2H 2 O 2 →MnO2 2H 2 O + O 2 ↑
Activity-2
Answer the following questions:
1. What are the factors required in a chemical reaction. Write any three reaction and describe
them shortly.
2. Define catalysts. Write its types.
Day-26
Activity -1
Study the following tips:
Rate of Chemical Reaction : Rate of chemical reaction is defined as the change in the
concentration of anyone of the reactants or products per unit time to complete the reaction.
Types of chemical reaction : There are 4 types of chemical reaction mainly. They are as follows:
a. Addition or Combination reaction. : When a single compound is formed by the direct
combination of two or more reactants during a chemical reaction, the process is called
combination reaction. This is also called synthesis reaction.
Examples:
Sodium combines with chlorine to form sodium chloride.
2Na + Cl 2 → 2NaCl
when iron fillings are heated with sulphur, ferrous sulphide is produced.
Fe + S → Fes
b. Decomposition or dissociation reaction : When a single compound or substance is
decomposed into two or more simple molecules in the form of products during chemical
reaction, it is called decomposition reaction.
Examples:
When lead oxide is heated, it decomposes into lead and oxygen.
-- 91 --

2PbO → 2Pb + O 2
When sodium chloride is electrolyzed at a high temperature, it forms sodium and
chlorine.
2NaCl → 2Na + Cl 2
Activity-2
Answer the following questions:
1. Define Addition reaction with chemical reactions.
2. Define Decomposition reaction with chemical reaction.
3. Try all chemical reaction from your exercise and examples.
Day-27
Activity -1
Study the following tips:
Types of chemical reaction cont.…..
c. Displacement Reaction : The chemical reaction in which an atom or a group of atoms in
the molecules is replaced by another atom or group of atoms, it is called displacement
reaction. It is also called substitution or replacement reaction.
There are two types of displacement reactions: Single displacement reaction and double
displacement reaction.
Examples:
Single Displacement
Zn + H 2 SO4 → ZnSO4 + H 2
In this reaction, H 2 is replaced by Zn.
Double Displacement
•AgNO 3 + NaCl → AgCl + NaNO 3
In this reaction, Na is replaced by Ag and NO 3 is replaced by Cl.
d. Neutralization or Acid Base Reaction : The reaction in which an acid reacts with a base, in
which the characteristics, properties of both of them are destroyed or neutralized to give salt
and water is called acid base or neutralization reaction.
Examples:
When NaOH is reacted with HCl, then there is formation of NaCl and H 2 O
NaOH + HCl → NaCl + H 2 O
When copper oxide reacts with hydrochloric acid then copper chloride is formed.
CuO + 2HCl → CuCl 2 + H 2 O
Activity -2
Answer them:
1. Define displacement reaction with its types.
2. Define neutralization reaction with examples.
3. How do combination and decomposition reactions differ from each other?
4. Try all chemical reaction from your exercise and examples.
Day-28
Activity -1
Study the following tips:
Molecular Weight : The sum of atomic weights of all the atoms of the same or different elements
present in the molecule is called molecular weight.
The molecular weight of a substance (elements or compounds) is expressed in term of gram,
which is called its gram molecular weight. It is also called gram mole or only mole.
One mole of a substance is defined as a collection of 6.023*10 23 particles of that substance.
6.023×10 23 = 1 Avogadro’s number
-- 92 --

Exothermic Reactions : An exothermic reaction is a reaction where energy is released from the
system into the surroundings. Usually we observe this energy as heat. The temperature of the
surroundings rises or gets hotter. Examples of exothermic chemical reactions include explosions,
yeast and hydrogen peroxide, any reaction that produces fire, handwarmers, and self-heating
(instant) coffee, soup, or hot chocolate. Examples of exothermic phase changes include freezing,
condensation, and deposition.
In an exothermic reaction, the products (the end result) have LESS energy than the reactants (the
starting materials). This means the reactants are HOTTER than the products. We can see this
illustrated on the graph to the left. During the course of the reaction, the reactants (starting
material) loses energy as heat is given out to the surroundings.
Example:
C + O 2 →CO 2 + heat
Endothermic Reactions : An endothermic reaction is a reaction where energy is absorbed from
the system into the surroundings. Usually we observe this change in energy as a lack of heat or
feeling coolness. The temperature of the surroundings lowers or gets cooler. Examples of
exothermic chemical reactions include an instant ice pack (ammonium nitrate and water), oil
fracking, and the thermal decomposition of limestone. Examples of exothermic phase changes
include melting, evaporation, and sublimation.
In an endothermic reaction, the products (the end result) have MORE energy than the reactants
(the starting materials). This means the reactants are COLDER than the products. We can see this
illustrated on the graph to the left. During the course of the reaction, the reactants (starting
material) gains energy as heat is taken in from the surroundings.
Example:
CaCo 3 + heat → Cao + Co 2 ↓
Activity -2
1. What is molecular weight? Define one mole.
2. Differentiate between exothermic and endothermic reaction.
Day-29
Unit -5 : Acid, Base and Salt
Activity 5.1
Study the following tips :
Acid : An acid is a substance which gives hydrogen ions or proton (H+) when dissolved in an
aqueous solution.
Examples: - Hydrochloric acid (HCl), sulphuric acid (H 2 SO 4 ), nitric acid (HNO 3 ), carbonic acid (
H 2 CO 3 )
HCl → H + + Cl -
According to new concept, acids dissociate and give hydrogen ions in the aqueous solution. Such
hydrogen ions cannot exist as such in the solution. They immediately combine with water molecule
to produce hydrated hydrogen ions or hydronium ions. (Also see page 158)
Classification Of Acid
On the basis of strength: On the basis of strength, acids are of two types; Strong acids and Weak
acids.
1. Strong/Concentrated acids: Those acids that release relatively more concentration of hydrogen
ions in their aqueous solution are called strong/concentrated acid. Most of the mineral acids
are concentrated acid. Examples are Hydrochloric Acid, Sulphuric Acid, Nitric Acid etc.
2. Dilute acids: Those acids that release relatively less concentration of hydrogen ions in their
aqueous solution are called dilute acids. They produce less hydrogen ions due to partial
ionization. Examples are Hydrofluoric acid, carbonic acids, citric acid etc.
Similarly, on the basis of their origin, acids are again classified into two types; Organic acid and
inorganic acid.
-- 93 --

1. Organic acids: Those acids which can be extracted from living organisms are called organic
acids. These acids also contain carbon in their molecular structure. Example: citric acid,
tartaric acid, formic acid.
2. Inorganic acids: Those acids which are obtained from the minerals are called inorganic acid.
They are Hydrochloric acid (HCl), Nitric acid (HNO 3 ) and Sulphuric acid (H 2 S0 4 ).
Activity -2
Answer the following questions:
1. Define acid with examples.
2. Classify acids on the basis of their strength.
3. Differentiate between organic and in organic acids.
Day-30
Activity 5.3
Properties of acids
a) Acid is sour in taste.
b) Acid reacts with base to give salt and water.
For example:
HCl + NaOH → NaCl + H 2 O
(acid) (base) (salt) (water)
c) It gives hydrogen ion (H+) when dissolved in water.
For example:
HCl → H + + Cl -
d) Acid turns blue litmus paper to red, light yellow color of methyl orange to red and
phenolphthalein to colorless.
e) When acid reacts with carbonates and bicarbonates, carbon dioxide is produced.
CaCO 3 + 2HCl → CaCl 2 + H 2 O + CO 2
f) Acids are corrosive in nature.
Uses
a. Carbonic acid is used in soft drinks.
b. Sulphuric acid is used in fertilizers
c. Hydrochloric acid is used for bleaching purpose.
d. Carbolic acid is used as germ killer.
e. Boric acid is used to wash eyes and wounds.
f. Acetic acid is found in vinegarwhich is used for flavour.
Activity -2
Answer the following questions:
1. What are the properties of acid?
2. The taste of acid is sour, why?
3. Why acid is also called proton donor?
4. Write some uses of Acid/
Day-31
Activity-1
Base : Bases are the substance, which gives hydroxyl ion when dissolved in aqueous solution.
For example:
Sodium oxide (Na 2 O), Potassium hydroxide (KOH), Calcium Oxide etc.
In other words, bases are metal oxides and hydroxides that react with acid to give salt and water.
NaOH + HCL → NaCl + H 2 O.
-- 94 --

Ammonium hydroxide is a common alkali but generally differs from other alkali because it does
not contain a metal/
All alkalis are bases but all bases are not alkalis.
Types of bases : On the basis of strength, bases are of two types; Strong base and Weak base.
Strong base: Those bases which go under complete ionization in aqueous solution and give the
high concentration of hydroxyl ions are called strong bases. Their dissociation reaction is
irreversible. Examples are Sodium hydroxide, calcium hydroxide, potassium hydroxide etc.
Weak base: Those bases which go under partial ionization in aqueous solution and give low
concentration of hydroxyl ions are called weak bases. Their dissociation reaction is reversible.
Examples are Ferric hydroxide, ammonium hydroxide, copper hydroxide etc.
Similarly, on the basis of their origin, bases are of two types; Organic bases and inorganic bases.
Organic bases: Those bases which are derived from living source are called organic bases.
Inorganic bases: Those bases which are obtained from minerals are called inorganic bases.
Activity -2
Answer them:
1. Define base with examples.
2. Differentiate between strong base and weak base.
3. Justify, all alkalis are bases but not all bases are alkalis.
Day-32
Activity -1
Study the following tips:
Properties of base
a) Base turns red litmus paper into red, phenolphthalein into pink and methyl orange in to
yellow.
b) Alkalis are water-soluble bases. They give hydroxyl ions when dissolved in water.
NaOH Na + + OH -
Ca(OH) 2 Ca ++ + 2OH -
c) Alkali reacts with carbon dioxide to produce carbonate salt and water in the presence of heat.
NaOH + CO 2 →Na 2 CO 3 + H 2 O
d) Base reacts with acid to give salt and water.
HCl + NaOH → NaCl + H 2 O
(acid) (base) (salt) (water)
e) Bases are bitter in taste and have soapy touch.
f) Alkalis react with ammonium salts on heating to produce ammonia gas.
(NH 4 ) 2 CO 3 + Ca(OH) 2 → 2NH 3 + CaCO 3 +2H 2 O
Uses of Base :
a. Caustic soda is used for the manufacture ofn soap, paper and rayon.
b. Ammonium hydroxide is used for making chemical fertilizers.
c. Slaked lime is used for white washing for buildings.
d. Caustic potash is used for the preparation of soft soap.
e. Quick lime is used for softening of hard water.
Activity -2
Answer the following questions:
1. Write properties and uses of bases.
2. Antacids relieve hyper acidity, how?
3. Differentiate between acid and base.
-- 95 --

Day-33
Activity -1
Study the following tips:
Salts : Salts are the neutral compounds, which are formed by the reaction between acid and base.
Example:
NaCl, CaCl 2, MgsO 4 etc.
The salt is formed by the complete or partial displacement of hydrogen atoms by a metal or
electropositive radical. Generally, salt are neutral in nature.
For e.g.: NaCl, KNO 3, etc.
Types of salt: Depending upon their pH values, salts are classified into five types. They are
normal or neutral salts, acidic salts, basic salts, hydrated salts and anhydrous salt.
1. Neutral salt: The salt which is obtained after the reaction between weak base and weak acid
or strong base and strong acid is called neutral salt. It does not show any change in indicators.
Example: NaCl , NaOH, KCl etc.
HCl + NaOH NaCl + H 2 O
2. Acidic salt : That salts which is produced after the reaction between strong acid and weak
base is known as acidic salt. They show acidic behavior. Example: Sodium bisulphate
(NaHSO 4 ) Potassium bisulphate (KSO 4 ) etc.
H 2 SO 4 + KOH → KHSO 4 + H 2 O
3. Basic salt : Those salts which are obtained after the reaction between Sodium acetate strong
base and weak acid are known as basic salt. They show basic behavior. Example: Sodium
Carbonate (Na CO 3 ), calcium bicarbonate.
NaOH + H 2 CO 3 →Na 2 CO 3 + H 2 O.
4. Hydrated Salts : Those salt which contain certain amount of water are called hydrated salts.
Examples are Sodium carbonate decahydrate, Epsom salt, Blue vitrol etc.
5. Anhydrous Salts :Those salts which are without water of crystallization are called anhydrous
salts. Examples are copper sulphate, sodium carbonate, sodium sulphate etc.
Activity -2
Answer the following questions:
1. Define salt with examples.
2. Classify the types of salts with examples.
3. Sodium bicarbonate is an acidic salt, why?
Day-34
Activity 5.11
Methods of preparation of salts
1. Neutralization of acid and base
NaOH + HCl → NaCl + H 2 O
2. Reaction of acid on metallic oxides
FeO + 2HCl → FeCl 2 + H 2 O
3. Action of acids on metal
Zn + H 2 SO 4 → ZnSO 4 + H 2
Characteristics of salt
a. Common salt (NaCl) is an essential constituent of our diet.
b. Most salts are insoluble in water but few are soluble in water.
c. The solution during the formation of salt the radical derives from an acid is called acid radical
and the radical obtained from a base is called basic radical.
NaOH + H 2 SO 4 Na 2 SO 4 + H 2 O
-- 96 --

In the salt Na 2 SO 4, sodium radical (Na + ) is obtained from the base (NaOH) and SO 4 -- radical is
obtained from the acid H 2 SO 4 . So Na + and SO 4 — are called basic radical and acid
radical respectively.
Activity -2
Answer them:
1. Write any three methods of preparation of salts.
2. Define basic radical and acidic radical.
3. Write properties of salt.
Day-35
Activity -1
Uses of Salts
a. Sodium chloride is used as preservative. It is also used in our diet.
b. Sodium bicarbonate is used for preparation of baking powder.
c. Silver nitrate is used as a laboratory reagent.
d. Silver bromide is used in photography.
e. Ammonium sulphate and potassium nitrate are used as chemical fertilizers.
f. Calcium sulphate is used for plastering fractured bones of our body.
g. Sodium carbonate is used for manufacture of soaps, detergents and glasses.
Indicators : Indicators are the chemical substance used to identify acidic or basic nature of the
substance.
Indicators Litmus Phenolphthalein Methyl Orange
Acid Blue to Red Colorless Red color
Base Red to Blue Pink Color Yellow color
Salt No change Neutral No change
A universal indicator is a special kind of indicator which is used to measure the strength of acidity
or alkalinity .It is prepared by several organic indicators of different of different colors. It is found
in green blue solution or in the form of yellow litmus paper.
Activity -2
Answer the following questions:
1. Write some uses of salt.
2. Define indicators and write its types.
3. What is universal indicator?
Day-36
Activity 5.15
pH Scale is the scale which shows the quantity of hydrogen ions in acid or base.
If the concentration of hydrogen ion is less than 7, then it shows acidity of the substance and if the
concentration is more than 7 then it shows the basicity of the substance.
When we add alkali on acid, the pH value of the acid goes from its acidic value to value 7 where it
acts as a neutral compound as the pH value of neutral compound is 7.
Neutralization Reaction : Neutralization reaction is the reaction in which an acid reacts with the
base to form salt and water after losing all the properties of both acid and base. They are always
exothermic in nature as they produce the same amount of heat during the reaction.
For Example: HX (Acid) + BOH (Base) → BX (Salt) + HO (Water. In this reaction, H ion of the
acid combines with the OH ion of the base to give water.
NaOH + HNO 3 → NaNO 3 + H 2 O
-- 97 --

Ca(OH) 2 + 2HCl → CaCl 2 + 2H 2 O
Application of Neutralization reaction
1. Neutralization reaction controls the pH of the soil, so farmers use quicklime or calcium oxide
to remove the acidity of the soil.
2. Neutralization is used to manufacture antacid, in form of magnesium hydroxide which helps
neutralize the stomach’s acidic environment.
3. A bee or ant stings are acidic in nature. The use of sodium bicarbonate or baking soda and
soap helps to neutralize the formic acid of the skin after the sting.
4. The sting of a wasp is mildly basic, so the use of vinegar or acetic acid helps to minimize
painful stings by a neutralization process.
Activity -2
Answer them :
1. Water is known as acid as well as bases, why?
2. Define neutralization reaction and write its application.
3. Why sulphuric acid is called king of acids?
Day-37
Unit -6 : Invertebrates
Activity -1
Insects/ Invertebrates:-
Silkworm
Honeybee, etc.
Honeybee: It is a social insect because it has a division of labor. The queen workers and drones
have distinct roles in honey-comb.
Apiculture: The cultivation of honey bees is called apiculture.
Sericulture: The cultivation of silkworm is called sericulture.
Life cycle: Life cycle of silkworm and honey bee is completed in four stages:- Egg, Larva, Pupa
and Adult.
Life cycle of Silkworm
Activity -2
Answer the following questions:
1. Define Apiculture and sericulture.
2. Why bee is called an social animal?
3. What are then stages of life cycle of silkworm and honey bee?
-- 98 --
Life cycle of Honey Bee

Day-38
Activity-1
Study the following tips:
Puparium: The outer coat of pupa is called Puparium.
Metamorphosis:- The metamorphosis is the important events in the life cycle of insects. The
change from eggs to adults is the result of metamorphosis.
Histogenesis: It is the process of formation of different tissues and organs from undifferentiated
cells during growth of organisms.
Classification of Useful silkworm and Honey bee:-
Silkworm
Honeybee
Kingdom:- Animalia
Kingdom:- Animalia
Sub-kingdom
Subkingdom
Phylum:- Arthropoda
Phylum:- Arthropoda
Class:- Insecta
Class:- Insecta
Type:- Silkworm
Type:- Honeybee
Activity -2
Answer the following questions:
1. Define metamorphosis and histogenesis.
2. Classify Silkworm and Honey bee.
Day-39
Activity -1
Study the following tips:
Body is divided into three distinct parts:-
Head:- Compound eyes, a pair of antenna, and the mouthparts.
Thorax:- It contains three pairs of jointed legs.
Abdomen:- The abdomen is segmented.
Silkworm/ Silk moth:
Its body is white creamy and 15mm long. The mouthpart is of sucking type.
Eggs:- After mating, female lays 300 to 400 eggs at a time on the mulberry leaves. Female
dies after laying eggs. Eggs are whitish, small pin head sized and changed into grey. At
temperature 18°c to 25°c, eggs are hatched into larva after 10-20 days. When mulberry leaves
are not available, eggs are stored in cold places.
Larva:- Larva emerges within 10 to 12 days after laying eggs.Larva undergoes five sub
stages called instars. It lives on mulberry leaves and it changes its skin four times that is
called moulting. Larva is voracious in nature. It wraps silk thread to its body and converted
into the cocoon. The silkworm needs one month to complete larva stages.
Activity -2
Answer the following questions:
1. Discussexternal parts of silkworm.
2. Write short notes on egg and larva of silkworm.
-- 99 --

Day-40
Activity -1
Pupa:- It is an inactive stage of life cycle. This stage is completed in 12 to 14
days. The cover of the pupa is called puparium. The pupa stage is also called
Cocoon stage. The cocoon is the pupa stage and it is an inactive stage. The
silk is obtained from a single cocoon. We put a cocoon in warm water to kill
larva present inside of a cocoon.
Adult: : After metamorphosis, the pupa changes into adult. It is also called
Imago. The imago breaks cocoon and come out. The adult female lays eggs
after its maturity. The life cycle of silkworm is completed in 45-50 days.
Advantages of Silk
a) This thread is used to produce costly clothes.
b) It is used in surgery to sticking cut.
c) Selling of silk improves the economic condition of the farmer.
d) It is used in fishing.
Features of Silk
a) the thread is proteinous, light, and strong.
b) It has a special shining.
c) It can be colored easily.
d) It absorbs water readily.
e) Silk clothes are suitable for all seasons, etc.
Activity-2
1. Discuss Pupa stage of silkworm
2. Write some uses and features of silk.
Activity-1
Study the following tips:
Day-41
Honey bee : The body of honey bee is covered with cuticle that forms exoskeleton. The body of
bee is divided into three parts, head, thorax and abdomen.
Organization of Honey Bee : There are three kinds of honey bee in a colony. There are egg laying
bees, working bees and drone bees.
Queen Bee : Queen Bee can be easily recognized by its larger abdomen. Queen leaves for 2 to 3
years. She is only egg laying female in a hive. She only helps in egg laying.
The Drones :Drones are fertile male bees in a hive. They are smaller than queen and bigger than
worker bees. Their only work is to fertilize queen. After mating, drones die.
Worker Bee : Worker Bee are sterile female bees in a hive. They are smallest bees in hive. Their
function is to bring nectars and feed larva, queen and drone bees. They survive for 6 weeks.
Activity-2
Answer them:
1. Describe the external part of honey bee.
2. What are the types of bees in a colony?
3. Distinguish between drone and worker bee.
-- 100 --

Day-42
Activity -1
Development of Honeybee:- (In days)
Honeybee Eggs Larva Pupa Total days
Queen 3 5&1/2 7&1/2 16
Workers 3 6 12 21
Drones 3 6 14&1/2 23&1/2
Work division:-
Bee and
age
Function
Drone It makes hive warm and copulates with the queen.
Queen
The queen is responsible for laying eggs and managing the hive. It produces
different types of smell for hive management.
In this stage, these bees are called baby-bees. They are very weak, so they start to
Worker (1-
walk, attack with the hive, and provide warmth to eggs, larva, and pupa. They eat
3 days)
surrounding foods and clean beehives.
4-6 days They feed honey and bee bread to developing larva and they eat themselves too.
7-10 days
Head glands developed and produce Royal jelly. Young larva and Queen bee feed
on Royal Jelly and they eat themselves too.
a) Head gland become dry.
12-17 days b) Four pairs of wax glands are produced in the abdomen to produce wax.
c) Wax is used to the male hive.
18-20 days
a) Wax gland become dry.
b) Poison glands are developed to protect the hive.
21 days They start to emerge from the hive for the collection of nectar and water.
Activity-2
Answer the following questions:
1. Write short note on development of honey bee.
2. Write function of honey bee and worker bee.
Day-43 & 44
Activity-1
Mating flight/ Nuptial flight:- The mating of the queen with the drone in the air is called
mating/ nuptial flight in which eggs are fertilized. After fertilizing eggs, drones die.
Drone cell: - The queen lays eggs in drone cells for new drones.
Worker cell: - The queen lays eggs in worker cell for future workers.
Queen cell: - The egg laid in queen cell is developed in queen.
Chromosome: - In honey bee, there is a 32 (16 pair) chromosome. The chromosome some
carries genetic material from generation to generation.
Royal jelly: - A substance secreted by bees to aid in the development of immature or young
bees supplied in an extra meal to those that will become queen bee. It is secreted by nurse bee.
Bee-bread: - A mixture of nectar and pollen made by workers bee and used as food for larva.
-- 101 --

Activity -2
Answer the following question:
1. Define royal jelly, nuptial flight, queen cell.
Activity -3
Answer these questions:
a) What is sericulture? What kind of silkworms are reared in Nepal?
Ans: The cultivation of silkworm is called sericulture. There are two types of silkworm reared in
Nepal i.e. Eri-silkworm and Seri-silkworm, etc.
b) Describe the structure of a silkworm with a diagram.
Ans:
Silkworm is midsized insect-like butterfly having white creamy color and 2-3 cm length. Its
body is divided into three parts:- Head, thorax, and abdomen. It has a pair of antenna, wings
and three pairs of legs.
c) In which phase does the silkworm produce silk fibers?
Ans: In the pupa stage the silkworm produces silk fibers.
d) How are eggs kept in the safe way when mulberry leaves are not available?
Ans: When mulberry leaves are not available then eggs can be store to keep in safe.
e) What is an instar? How many times does a silkworm molt in its larval stage?
Ans: The hatched larva is called the first instar. Five times silkworm molt in its larval stage.
f) What is Cocoon? Why is it kept in hot water or air to obtain silk fibers?
Ans: The pupa stage is called cocoon. It is kept in to obtain silk fibers because to kill pupa.
Activity-4
g) Explain the economic importance of silkworm.
Ans: Following are the economic importance of silkworm:
i) Silk is the use to make clothes.
ii) It improves the economic condition of farmers.
iii) Intestines of silkworms are extracted to make strings are extracted to make strings (gut), etc.
h) Mention the features of silk fibers.
Ans: Following are the features of silk fibers:-
i) Silk is a shining, light and durable fiber.
ii) It is longer and more elastic.
iii) It can be colored easily, etc.
i) Draw the life cycle of the silkworm.
j) How do eggs of silkworm get stuck with leaves?
Ans: Eggs of silkworm get stuck with leaves due to that they are covered by gelatinous secretion.
k) Mention the systematic position of the silkworm.
Ans: Following are the systematic position of silkworm:
Kingdom: Animalia
Sub-kingdom: Invertebrata
Phylum: Arthropoda
Class: Insecta
Type: Silkworm
-- 102 --

Day- 45
Unit -7 : Human Nervous and Glandular Systems
Activity 7.1
Study the following tips:
The environmental change that brings about a response in the organism is called stimulus. For
e.g.: Removal of hand from a hot thing.
The response of the organism to the stimulus is called reaction. For E.g. closing the leaflets to
touch me not plant.
Taxis: The movement of the organism in the response of the stimulus by changing the location is
called taxis.
Phototaxis: It is the movement of the organism under the influence of the light. E.g. earthworm
ChemotaxisIt is the movement of the organism under the influence of the chemicals.eg
antherozoids of ferns moves towards the malic acid
Tropism: The movement of parts of plants (roots, steam or leaves) in response to an external
stimulus is called tropism. It is a directional movement of the plant caused by their growth.
Phototropism: The movement of the parts of the plants in response to the stimulus of the light is
known as phototropism. Example: movement of the shoot towards the light and roots away from
the light.
Geotropism: The movement of the parts of plants in response to the stimulus of gravity is known
as geotropism. Example: The stem grows upward i.e. Negative geotropism.
Hydrotropism: The movement of the parts of the plants in response to the stimulus of water is
known as hydrotropism. Example: Roots of the plants grow in the direction of water.
Chemotropism: The movement of the parts of the plants in response to the stimulus of chemical
is known as chemotropism. Example: Pollen tubes moves towards style because of positive
chemotropism.
Thermo tropism: Movement of the parts of the plants in the response to the heat.
Activity -2
1. Define Stimuli and reaction
2. State Geotropism and chemotropism.
3. Why do animals respond quickly than plants?
Day-46
Activity 7.3
Study the following tips:
Nervous System : Living organisms adapt to their moves and positions in response to the
environmental changes for their protection or to their advantage. When an entity reacts to the
changes in its surroundings, it is referred to as stimulus while the reaction to the stimulus is
referred to as a response. Common stimuli are sound, light, air, heat, smell, taste, water and
gravity.
Think of burning your finger of fracturing your bone without any pain sensation. It may certainly
sound like a superpower or an ideal situation, however, when it comes to the standpoint of
survival, it can be disastrous.
It is a characteristic behavior of living entities to respond to stimuli with the intervention of the
Nervous System. It is an organ system ascribed to send signals from the spinal cord and the brain
throughout the body and then back from all the body parts to the brain. Neuron acts as the
mediator and is the basic signaling unit of the Nervous system.
The system of the body that receives the information from the surroundings and transmits to the
other parts of the body to show the corresponding effects is called nervous system.
-- 103 --

Activity -2
Answer the following question:
1. What is nervous system? Write in short about the working of nervous systems.
Day- 47
Activity 7.5
Study the following tips:
Neurons : Neurons or nerves cell are the cells that transmits the message from one parts of the
body to another.
Neuron consists of three main parts; the cell body,
the axon and the dendrites. The cell body is round
in shape and it is the center of receiving and
sending nerve impulses. From the cell body, two
types of nerve fiber arises. They are dendrites and
axon. The dendrons are branched and thin in
structure. The branches are called dendrites. They
receive impulses mostly from the axon of another
neuron.
The axon is a long and tube like structure. It send
impulses to the dendrites of another neuron.
Activity -2
Answer them:
1. Draw a well labelled diagram of a neuron.
2. Differentiate between axon and dendrite.
Day- 48
Activity -1
Study the following tips:
Nerves : Nerves are thread-like structures that emerge from the brain and spinal cord. It is
responsible for carrying messages to all the parts of the body. There are three types of nerves.
Some of these neurons can fire signals at speeds of over 119 m/s or above 428 km/h.
Afferent or sensory nerves: They carry impulses from various parts of the body to the brain or to
the spinal cord.
Efferent or motor nerves: They carry impulses from the brain or the spinal cord to various parts
of the body.
Mixed nerves: Sometimes axons of both motor and sensor neurons from a nerve which is called
mixed nerves. All the spinal nerves are of mixed type.
Activity -2
Answer the following question
1. Define nerves and describe all types of nerves.
Day- 49
Activity -1
Parts of Nervous System
Central Nervous system : It is the controlling center of the body which consists of brain and
spinal cord.
-- 104 --

The Brain : The brain is one of the important, largest and central organ of the human nervous
system. It is the control unit of the nervous system, which helps us in discovering new things,
remembering and understanding, making decisions, and a lot more. It is enclosed within the skull,
which provides frontal, lateral and dorsal protection.
It is composed of three membranes together called meninges. The brain is located in sub arachnid
cavity. This cavity is filled with the spinal fluid that protects the brain from shocks.
The three parts of brain are:
Cerebrum : It is the center of intelligence, memory, imagination and emotions.
It controls the functions of other part of the brain.
It also helps to conduct different types of motor actions of the muscles.
Cerebellum : It maintains the equilibrium and controls the posture of the body.
It makes body movement smooth, steady and coordinate.
It also regulates and coordinates contraction of skeletal muscles.
Brain stem : Brain stem connects the cerebrum and spinal cord. The bottom of the brain stem is
medulla oblongata.
The functions of Medulla Oblongata are:
It receives and integrates signal from the spinal cord and sends resulting impulses to the cerebrum
and cerebellum.
It contains different centers that regulate heart beat rate, blood pressure, breathing, vomiting and
some involuntary action.
Activity -2
Answer the following questions:
1. What are the three meanings of the brain?
2. Write any two functions of cerebrum and cerebellum.
3. Write two function of Medulla Oblongata.
Day-50
Activity -1
Study the following tips:
Spinal Cord : Spinal cord is protected cylindrical structure that arises from the medulla oblongata
and passes through the neural canal of the vertebral column. Spinal cords acts as link between
spinal nerves and brain. It is the main center of the reflex action.
Functions of spinal Cord
a. It acts as the main center of the reflex actions.
b. It acts as link between the spinal nerves and the brain.
The involuntary action performed by the muscles under the control of spinal cord without the
involvement of brain is called reflex action.
Reflex actions must be very rapid to avoid harm to the body. The route taken by nerve impulses
from the receptor to the effector during involuntary action is called a reflex arc.
Peripheral Nervous system : The peripheral nervous system consists of spinal and cranial nerves.
The spinal nerves arises from the spinal cord and spread to different parts of the body. There are
thirty-one pairs of spinal nerves in the human beings. Out of them 8 pairs are cervical, 12 pairs are
thoracic, 5 pairs are lumbar, 5 pairs are sacral and one pair is coccygeal. They are mainly
responsible for reflex actions of the body.
The cranial nerves arise from the brain and terminate inside it except the vagus. The vagus is
connected to the alimentary canal. There are 12 pairs of cranial nerves in human being. They
control the activities of eyes, ears, tongue etc. Three pairs are cranial nerves are sensory, 5 pairs
are motor and four pairs are of mixed types.
-- 105 --

Autonomic Nervous System : This nervous system maintains and regulates the internal
environment by controlling the involuntary actions of the internal organs. It is a self-regulating
system which conveys the impulses from the CNS to the smooth muscles and involuntary organs
(heart, bladder and pupil). It is divided in to sympathetic and parasympathetic.
Activity-2
Answer the following questions:
1. Write in short about spinal cord.
2. Write in short about peripheral and autonomic nervous system.
Day-51
Activity -1
Study the following tips:
Glandular System : The system which comprises all glands of the body is called glandular
system. Glandular system is divided into two categories according to their secretion. The glands
that secrete hormones are categorized as endocrine glands and glands that secrete digestive
enzymes are grouped as exocrine glands.
Glands : Those organs that produce enzymes or hormones and plays important role in the
metabolism of the body are called glands.
Types of Glands: There are three types of glands. They are:
1. Exocrine glands: Those glands that have their own duct to pass their secretion are called
exocrine gland. Their production is called enzyme. They help in the digestion.
2. Endocrine: those ductless glands whose secretion directly mixed with blood and reach up to
the target organs are called endocrine glands. Their secretions are called hormones and they
maintain the overall metabolism of the body. The secretion of the hormones is regulated by
the negative feedback mechanism. It is basically a system that if the hormonal concentrations
in blood increase then secretion of the hormone is decreased.
3. Heterocrinegland: Those glands which produce both enzymes and hormones are called
heterocrine glands. Pancreas is a heterocrine gland. It produces hormones (Insulin and
Glucagon) and enzymes (Trypsin, Amylase).
The science that studies about endocrine glands is called endocrinology.
Activity -2
Answer them:
1. Define glandular system and gland?
2. Differentiate between exocrine gland and endocrine gland.
Day-52
Activity -1
Study the following tips
Hormones : Hormones are the chemical substance secreted by endocrine and heterocrine glands.
They are chemical messenger of the body because it carries chemicals to all parts of the body
through blood circulation to bring about the harmonious working of the body.
The functions of hormones are as follows:
a. They stimulate and control various physiological and metabolic activities of the body.
b. They regulate growth and reproduction.
Some of the major glands, their hormones, functions of their secretion are described below.
-- 106 --

Thyroid gland: It is situated in the neck. Its function is to secrete thyroxin which contains iodine
which controls general metabolism.
Pancreas: It is found in alimentary canal. It secretes insulin and glucagon. Insulin maintains
sugar level in the blood and glucagon supplies sugar in the blood.
Pituitary gland: It is found in the skull. It secretes growth hormone and stimulating hormone.
Growth hormone controls the growth of the body and stimulating hormone controls and stimulates
in the secretion of the other glands.
Gonads: Male gonads are found in the scrotum. It secretes testosterone, which develops and
maintains male secondary characters. It is also responsible for production of sperms.
Female gonads are found in the female reproductive system. It secretes Oestrogen and
Progesterone. Oestrogen controls the growth of mammary gland as well as development of female
secondary characters. Progesterone prepares uterus suitable for the development of embryo.
Adrenal gland: Adrenal gland is situated on the top of each kidney. Adrenalin hormone secreted
by the adrenal gland at the time of emergency prepares the body face and emergency situation for
flight, fright or fight. So adrenalin is called an emergency hormone.
Parathyroid gland: They are located on the thyroid gland. They secrete parathormone, which
controls the calcium metabolism of the body and helps in normal growth of bones and tissues.
Activity -2
Answer the following questions:
1. Why the pancreas is called a heterocrine gland? List the functions of insulin and glucagon.
2. What are the effects of hypersecretions of growth hormones?
3. Name the disease which is caused by the deficiency of iodine in diet.
Day-53
Unit – 8 History of the earth
Activity-1
Study the following tips:
Origin of life begins with the origin of the universe. The universe, an old vast and empty space
comprising of galaxies, originated around 20 billion years ago. There was nothing but blackness
filled with gas and dust. The Earth is a member of the solar system; therefore, origin of the earth is
directly related to the origin of the solar system. Many hypothesis have been proposed to explain
the formation of the solar systems.
Old planetesimal hypothesis: This hypothesis states that earth was formed from the collision of
the gases mass and comet. When they collides a huge amount of matter was thrown which in later
cooled to form planets.
New planetesimal hypothesis: This hypothesis states that when the gaseous mass and comet
come close to each other, due to their gravity, great tides forms on the gaseous mass which
remained as large spiral arms. These arms later cooled to form the solid particles called planets.
Dust cloud hypothesis: This hypothesis states that sun and planets were formed from the large
amount of cloud and gases. These dust and gaseous combined due to the pull of gravity and form a
huge mass of materials. Thus formed mass became sun and solar energy was produced by nuclear
fusion. The rotating cloud forms small globes of gases and dust to form planets.
Activity -2
1. Discuss in short about new and old planetesimal hypothesis.
-- 107 --

Day-54
Activity -1
Study the following tips:
Nebular hypothesis: A German philosopher named Immanuel Kant proposed nebular hypothesis
about the origin of the solar system in 1796 AD, and it was improved by a French astronomer
named Laplace later in 1796 AD. According to this hypothesis the sun and the planets were
formed from a large whirling cloud of gases and dust. When the cloud cooled and grew smaller, it
began to spin faster. As the surface of the cloud cooled by radiation, a ring of matter was formed
at the equatorial region of it. The ring was escaped out from the surface of the main mass and the
first planet was formed. This process was repeated again and again till the entire solar system was
formed and the remaining mass was the sun.
Tidal hypothesis: English astronomers Sir James Jeans and Sir Harold Jeffrey proposed the tidal
hypothesis in 1917 AD. They also supposed that a passing comet had exerted a tidal pull upon the
gaseous mass but the effect was to cause a long filament of gas to be drawn from the mass. The
outer part of the filament escaped in to space the inner part came back into the gaseous mass and
the middle part formed a series of round structures of different sizes which were the planets and
the remaining mass was the sun.
This hypothesis proposed that the sun and the planets were formed from a large cloud of gases and
dust. The light of the star pushed the atoms of the gases and dust to form large particles. These
large particles were attracted to each other by the pull of gravity and they began to crowd together.
Eventually a huge ball of material formed the sun and the solar energy produced in it by the
nuclear fusion.
Activity -2
Answer them:
1. How was the solar system originated according to the nebular hypothesis?
2. How was the earth originated according to the tidal hypothesis?
Day-55
Activity -1
Study the following tips:
Few Data of earth
Estimated age = about 4.6 billion years
Area of the surface = 510,100,000 km square(approx)
Area of lithosphere = 148,400,000 km square
Area of hydrosphere= 361,300,000km square
Diameter along equator = 12,756km
Mass = 5.97219 x 10 kilograms
Relative density = 5.7
Main gases = Nitrogen and Oxygen
Satellite = 1 (Moon)
Average surface temperature = 15 degree celsius
Main distance from the sun = 1 AU (149,600,000 km)
Activity -2
1. Write short note on the earth.
-- 108 --

Day-56
Activity 8.7
Study the following tips:
Geological Time Scale : The age of the earth has been estimated about 4.6billion years. The time
scale that includes the earth origin to present is called geological time scale. This age of the earth
is divided into three eons they are as follows:
a. Phanerozoic Eon : This era began about 570 million years ago and it is still continuing a
present. In this eon vertebrates and phanerogams are developed. This eon is divided into three
eras.
Cenozoic era: Cenozoic Era began about 65 million years ago and is still continuing. It is
divided into two periods. Quaternary and tertiary. The wide variety of plants and animals that
we know today came into existence during Cenozoic Era.
Mesozoic era: Mesozoic era began from 250 million years ago and ended at 65.5 million
years ago. In this era, different types of hills and mountains were formed. It is supposed that
the vital conditions for the survival of life on land, water and air were formed. This era is
divided into three periods.
Paleozoic era: Paleozoic era was began from 540 million years ago and ended at 250 million
years ago. In this era, the plants and animals were found to have developed which was found
from the studies of the fossils remained in sedimentary rocks. Similarly, it is also believed that
there was a change in atmosphere and whether. This era is divided into six periods.
b. Proterozoic Eon : This Eon was extended from 570 million years ago to about 2500 million
years ago. In this eon invertebrates and cryptogams were evolved.
c. Archean Eon : This Eon extended from 200 to 3800 million years ago. In this eon, life was
originated on the earth. Proterozoic Eon was extended from 570 million years ago to about
2500 million years ago. In this eon invertebrates and cryptogams were evolved. Phanerozoic
Eon began about 570 million years ago and it is still continuing a present. In this eon
vertebrates and phanerogams are developed.
Activity -2
Answer the following questions:
1. What is geological time scale?
2. What are Archean and Proterozoic Eons?
3. Write in short about Phanerozoic Eon.
Day-57
Activity -1
Study the following tips:
Evolution of Life in different Eras : The oldest plant was originated about 320 million years ago
and the invertebrate animals were originated about 120 million years ago. But the first organism
was bacterium that was originated before 380 million years ago.
The oldest plant was originated about 320 million years ago and the invertebrate animals were
originated about 120 million years ago, in Archeozoic and Proterozoic Era respectively.
Invertebrates, vertebrates, fast growing bushes and giant fern trees were developed in Paleozoic
era. Paleozoic Era is also called time of amphibian because amphibians were dominant in this era.
Mesozoic era is also called the time of reptiles because reptiles were abundant in this era. The first
dinosaur was formed about 225 million years ago but was extinct during the Cretaceous period.
The first bird and mammal were formed around this time.
Cenozoic era is the present era which is called the "time of mammals". In this time, primates and
horses were formed about 54 million years ago and rhinoceros and camel like animals were
-- 109 --

formed about 38 million years ago. The earliest man was formed about 2 million years ago. Thus,
man, who is ruling on the earth by his intelligence, is the youngest on the earth.
Paleontological evidence (evidence from fossils) shows that evolution has occurred. By the study
of fossils, it is known that 570 million years ago, there was not suitable condition for living
organisms on the land to evolve but some single-celled organisms were originated in oceans.
Activity -2
Answer them:
1. In which era dinosaur originate?
2. What are the major events that occur during Cenozoic era?
Day-58 - 59
Activity -1
Study the following tips:
Fossils: A fossil is the mark or hardening remains of a plant or animal that lived thousands or
millions of years ago. Some fossils are leaves, shells or skeletons that were preserved after a plant
or animal died.
Fossils can be identified by following ways:
a. The impression of a whole or a part of any organ of dead body remains in hard ground or
stone.
b. The whole skeleton of animals and plants are pressed into rocks.
c. Fossils are identified by morphology.
Organisms are fossilized in the form of cast in sediments. The water inside the sediment dissolves
the hard parts, leaving a hollow space in the sediments. The hollow space is called mold, the space
is then filled with minerals which harden to form a cast.
Fossils are mainly formed due to following reasons:
a. If the animal has hard body parts, the chance of fossilization increases.
b. The organism must be covered by the protective materials shortly after the death.
Importance of fossils:
a. They are main source of coal and petroleum.
b. They help us to know about the animals and plants once existed on the earth
Activity -1
Answer the following questions:
1. How are fossils formed? Write in short about usefulness of fossils.
2. How can we identify fossils?
Day-60
Activity -1
Study the given tips:
Minerals : Mineral fuel is the mixture of hydrocarbons (about 90% to 95%) and the other
substances like oxygen, nitrogen, sulphur, etc.
Some of the importance of mineral fuel is as follows:
a. It is used as lubricant.
b. It is used as fuel for cooking.
c. It is used in vehicle as fuel.
d. It is used in construction of road ( black tar or bitumen )
-- 110 --

e. It is used in manufacturing of plastics, chemical fertilizers, pesticides, paints, explosives,
medicines, etc.
Coal : Plants and animals, which died millions of years ago, got buried beneath the Earth. They
got covered under clay and sands, which prevents oxygen of air from reaching them. Due to high
temperature and pressure inside the Earth, those dead bodies got decomposed in the absence of
oxygen. This results in the formation of coal.
The importance of coal are:
a. It is used as fuel in railway transportation, industries, brick factories, iron etc.
b. It is used to generate electricity, for manufacturing petrol like natural gas etc.
c. It is also used for making various organic compounds like benzene, phenol etc.
Activity -2
Answer the following questions:
1. What is fossil fuel? Why should we use less?
2. How was coal formed in the earth?
3. Write any four uses of coal.
4. What is mineral oil? Write its uses.
-- 111 --

Subject : Health, Population & Environment
Day-1
Unit-1 : Concept of Health Population and Environment
Activity-1
Study the following note.
1. Health, population and environment education is introduced as an integrated subject due to
their close interrelationship..
2. Any changes in one discipline directly influence the othertwo subjects. For example: The
effect of population growth lies in health and environment aspects. Rapid population growth,
destroys, pollutes and degrades the quality ofenvironmental resources and that affect in
healthy living. But, controlled population creates a balanced environment and consequently, it
tends to produce healthy people.
1. Physical aspect
i. The natural physical aspects( air , water, land, hills, mountains, sunlight,climate,minerals,
etc.) and man- made things( language, culture, buildings, roads,temples, schools,houses,
electricity, etc.)come under the physical aspect.
ii. We live using the environmental resources; the development works like construction of
roads, canals, bridge, running of industries, etc. are also carried out by using
environmental resources.
Activity-2
Answer them.
i. Define health. ii. Define population. iii. Define environment. iv. Define Physical aspect of
health, population and environment with example.
Day-2
Unit - 1 : Concept of Health Population and Environment
Activity-1
Study the following note.
2. Biological aspect
i. Various aspects of health and population are related with the biological aspects of
environment. Biological aspect ( all the plants, animals and micro organism) available
invarious places are affected by physical aspect ( all plants and animals are not found in
all environment / climate).
ii. We get food items from biological aspect like plants, birdsand animals.
iii. Density of population is more on those places where there is fertile and cultivable land.
Animal farming andagriculture production are also better on those places.
iv. Better production leads to better income and helps in economic development.
Activity-2
Answer them.
i. Define biological aspect in your own words.
ii. Compare between physical and biological aspect.
-- 112 --

Day: 3
Unit-1: Concept of Health Population and Environment
Activity-1
Study the following note.
3.Social and cultural aspects
i. Different social and cultural backgrounds like festivals, religious tradition, life- style,
customs, living standard, social norms and values, rites and ritualsetc. come under this
aspect.
ii. Competition to spendmore to celebrate festivals and ceremonies effects the economic
condition of the people. Some cultural food habits (using alcohol, eating more items only
in festivals and low diet food in other time) affect health. People use excessive food in
suchtraditions that also has adverse effect on their health.
iii. The waste food also pollute environment. Then, diseases like cholera, dysentery and
typhoid may spread. So, our socio- cultural activities should be organized without
affecting the natural environment.
Activity-2
Answer them.
i. Define socio-cultural aspect in your own words.
ii. Show the interrelation between health, population and environment according to socio- cultural
aspect.
Day- 4
Unit-1: Concept of Health Population and Environment
Activity-1
Study the following note.
4. Economic Aspect
The economic aspect (all the activities done for earning living- animal farming, agriculture,
running industries, excavation of minerals, etc) has direct relationship with the various aspects of
health, population and environment. If the economicaspect of the country is weak, it is reflected on
health of the people. Poverty causes excessive use ofenvironment resources like air, water, land,
forest, etc and degrades the environment causes imbalancein environment. Ultimately, the
degradation in the environment causes an adverse effect on the health of people.
Activity-2
Answer them.
i. Define economic aspect in your own words.
ii. Show the interrelation between health, population and environment according to economic
aspect.
Day-5
Unit- 1: Concept of Health Population and Environment
Activity-1
Study the following note.
5. Science and Technology Aspect
The development of science and technology has had an impact on every field. It has made
the people easy to move here andthere. It has made easy for them to get different knowledge
about the countries in the world. People can easily perform differenttask with the help of
different equipment, machines, and instruments. The development in the field of medical
-- 113 --

science has helped to live healthy life. But the misuse of chemical fertilizers, poisons,
excavation of minerals using machines, and unplanned industrialization, etc has dangerous
impact on the environment .
6. Political Aspect
It refers to the formation of plans, policies, system at the administrative and government
level.. If there is political commitment to develop these aspects,according to the changing time
and circumstances, variousprogrammeswill be given priorities from the
government.Environment resources will get properly utilized and it helps to conserve the
environment. Various population programmes willbe conducted. As a result productive human
beings will be produced which, can be utilized for development works. Thus, it willhelp to
make all development works effective and productive.
Activity-2
Answer them.
i. Compare between political aspect and science and technological aspect.
Day-6
Unit-1: Concept of Health Population and Environment
Activity-1
Study the following note.
7. Psychological Aspect
1. Psychology is related to the way of thinking and feeling.Various aspects of health,
population and environment education are related to the people’s feeling, thinking and
altitudes. The feelings for the conservation and protection, to keep surrounding neat, clean,
the habit of proper management of wastage must come from the inner coreof the heart of
man.. Such habit helps to keep theenvironment neat, clean and green, conserve birds,
animals, plants, sincerely and helps to keep us healthy.
2. If people think of small family and keep give birth to only few children it helps to control
population, conserve environment and maintain good health with balanced diet and use of
health facilities.
Activity-2
Answer them.
i. Show the interrelation of health population and environment according to psychological aspect..
Day-7
Unit-1: Concept of Health Population and Environment
Activity-1
Study the note (from day 1 to day 7).
Activity-2
Describe the interrelation between health population and environment.
Day-8
Unit-1: Concept of Health Population and Environment
Activity-1
Study the note (from day 1 to day 7) and the text book unit one.
i. List out the different aspects of HPE.
ii. Define socio cultural aspect and economic aspect of HPE.
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Day-9
Unit - 2: Demography, Population Change and Management
Activity-1
Study the following note..
Demography is the measurement of the population of a specific place in a particular time and their
scientific study. Demography means the statistical and mathematical study of population size,
regional distribution, composition and population change. Demography can also be stated as the
scientific study of human population. The sources of demographic components, process and
measures are as follows:
Component Process Measure
Birth Fertility CBR,GFR,ASFR,TFR
Death Mortality CDR,ASDR,IMR
Migration Migration IMR,OMR,NMR,GMR
Doubling time of population
If the population growth rate is one percentage then the population of the certain place will double
in seventy years. Population doubling time can be obtained by dividing70by the population growth
rate . The formula is:
Population Doubling Time (PDT) = 70 ÷ Population Growth Rate(PGR)
Activity-2
i.Define demography and Prepare a flow model chart of demographic components and measures.
ii .If the population growth rate of a country is 2.35 per year calculate population doubling time.
Day-10
Unit-2: Demography, Population Change and Management
Activity-1
Study the following note. .
a. Birth (increase the population) - from birth following demographic measurement can be done.
i. Crude Birth Rate(CBR) ii. General Fertility Rate(GFR) iii. Age Specific Fertility
Rate(ASFR)
iv. Total Fertility Rate (TFR)
i. Crude Birth Rate (CBR): Crude Birth Rate is the total number of living infants born within
a year in a place or country out of 1000. Formula of measuring crude birth rate is: CBR=
B/P*1000
ii.
Age Specific Fertility Rate.(ASFR): Age specific fertility rate is the rate of fertility in which
the birth of the child of the woman in a certain age group is divided by the mid year
population of the women age group(15-49) and multiplied by thousand.
ii. General Fertility Rate(GFR) The formula is:
GFR= (Total live birth X 1000) ÷ Mid- year population of women(15-49)
iv. Total Fertility Rate: The sum of Age ASFR X 5÷1000
Activity-2
i. Define GFR and TFR.
ii. According to the census of Nepal2058 the total number of women was 453678, and total live
birth were 3421 calculate CBR.
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Day-11
Unit-2: Demography, Population Change and Management
Activity-1
Study the following note. .
b. Death- (decrease population) - from death following demographic measurement can be done.
i. Crude Death Rate( CDR) ii. Age Specific Death Rate(ASDR) iii. Infant Mortality
Rate(IMR)
i. Crude Death Rate : CDR=D÷PX1000
ii. Age Specific Death Rate: is measured by dividing the total number of deaths in a specific age
group by the total midyear population of the age group and multiplying by thousand. Age
specific death rate is measured by using the following formula:
ASDR = Total No .of deaths of specific age group ( Da ) x1000 ÷ mid-year population of the same age
group( Pa ).
iii. Infant Mortality Rate: death of children below 1 year. D 0 ÷ B X1000
iv. Maternal Mortality Rate(MMR): Death of mother within the time period of pregnancy: D p
÷B X 1,00,000
Activity-2
i Define CDR and IMR.
ii. If the population of the age group40-45 in 2036 B.S. and 3550 people of the same age group
died in the year calculate ASDR.
Day-12
Unit-2: Demography, Population Change and Management
Activity-1
Study the following note. .
c. Migration (In Migration increase and Out Migration decrease population)- from migration
following demographic measurements can be done.
i. In Migration Rate (IMR) ii. Out Migration Rate (OMR)
iii. Net Migration Rate (NMR) iv. Gross Migration Rate (GMR)
Migration is the process of transferring of people from one place to another place for
permanent settlement. Migration affects the distribution of population of the place.Migration
creates uneven distribution of population. So migration is not a good factor in population because
people do not migrate to rural areas where there are ample natural resources. The factors affecting
migration are: age, sex, family status and occupation, economic aspects, environment, health and
social aspect.
a. In-migration rate and Out-migration rate
In-migration rate
Out-migration rate
The rate of number of people migrating to The rate of number of people migrating from
certain place is called the in-migration rate of certain place is called the out-migration rate of
that place.
that place.
The formula is:
The formula is:
IMR= (No. of in-migrants X 1000) / Midyear OMR= (No. of out-migrants X 1000) / Midyear
population
population
b. Net migration rate: The difference between the number of people in migrants and the
number of out migrants is called net migration rate.
NMR= In Migrants - Out Migrants ÷ P X 1000
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c. Gross Migration Rate: The total Mobility of the people :NMR= In Migrants + Out Migrants
÷ P X 1000
Activity-2
i. What is migration? How does it affect the size of population?
ii. Differentiate between net- migration rate and gross migration rate.
Day-13
Unit-2: Demography, Population Change and Management
Activity-1
Study the note given on day 11 and 12. And solve the following problems.
i. The total population of a city in 2076 B.S. was 180700. In the same year14500 came to settle
there and 10500 people left the city. Calculate GMR and NMR.
ii. In village in 2076 B.S.2500 infants were born live but 80 infants died bebore reaching one
year. Now calculate IMR
Day-14
Unit-2 : Demography, Population Change and Management
Activity-1
Study the Following note.
i. Fertility and Fecundity
Fertility
Fecundity
Fertility is the actual birth performance of Fecundity is the physiological notion or the actual
woman during her reproductive period. birth giving capacity of a woman. Related to both
Related to females of 15-49, can be checked male and females, can't be checked.
ii. Population growth rate and Rate of natural increase
Population growth rate
Rate of natural increase
The sum of the rate of natural increase of The rate in which the population increases because
population and the rate of in-migration is the of more birth and less death is called the rate of
population growth rate.
natural increase.
The formula is:
RNI= (CBR-CDR) X 100 / 1000
The formula is:
PGR=(CBR-CDR +-NMR)X 100 / 1000
iii. Mid Year Population: population of Jan.1 st + population of Dec. last ÷ 2
Activity-2
i. Differentiate between fertility and fecundity.
ii. If CBR,CDR and NMR of a place are 33.1,9.7, and 5 ( positive) per 1000 calculate PGR
Day-15
Unit-2: Demography, Population Change and Management
Activity-1
Study the Following note.
The methods of population management:
The process of management of birth rate according to the country's situation, available means and
resources and planning of managed settlement for the people is called population management.
- population more than the means and resources will causeenvironmental and health related
problems.
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- less population will cause lack of manpower for the development of country.
- both situations population management should be done either by controlling or increasing
population.
The Methods to Control Population:
Direct Methods-(use of contraceptive devices)
-maintaining birth spacing - Controlling migration-delayed marriage-legal abortion
Indirect Methods
-population education-awareness programmes-focus on women empowermentGender equality and
equity
-being active / busy in any employment or any business
Natural Methods :
WithdrawalMethod: In this method the penis is taken out of vagina at the time of sexual
intercourse and ejaculated outside. However, it is not 100%reliable.
Rhythmic/Calendar Method: In this method, the sexual intercourse is done in safe period
(before and after the 10th to 20th day of menstruation of females). It is only effective in females
having regular menstruation.
Cervical Mucus Testing Method: This is the method in which the cervical mucus of females is
tested to find out safe/unsafe period. If the mucus stretches across two fingers, it is unsafe period
whereas if it doesn’t stretch and sticks at the fingers, it is safe Period. After testing mucus, the
sexual intercourse is done only in safe period to avoid pregnancy.
LactationAmenorrhea Method (LAM): The breast feeding done regularly and frequently after
delivery of baby can delay the ovulation process. This helps to delay the pregnancy at least for 6
months. But this can't be effective if mother doesn't feeds regularly.
Activity-2
Answer them.
i. Define population management.
ii. How dies birth spacing help in population control? iii. Write short note on Rhythmic/Calendar
method:
Day-16
Unit-2 : Demography, Population Change and Management
Activity=1
Study the following tips.
Temporary methods of contraception
Temporary contraceptive devices:
For female : 1) Pilis i) Depo-proveraii)I.U.D. .i) Norplant ii) Foam tablets v) Femidom
For males (i) Condom
Pi1l (Females).
Pills are the oral tablets for females. it should be taken one/one tablet regulary by the females--
help to prevent the ovulation and the fertilization can't be possible-- if not taken regularly it
doesn't have effect-- can have side effects on some women.
Merits
If taken regularly, pills can be 99 percent effective. - It doesn't disturb in sexual intercourse and
sexual pleasure. It also helps to regulate the menstruation of females having irregular
menstruation.
Demerits
If not taken regularly, it won't be effective. For some females, there may be effects like headache,
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dizziness, etc. It should not be used by the women with heart, kidney, liver diseases and cancer. It
needs to be taken only after doctor's consultation.
Condom (Males)
- temporary contraceptive device used by males on their penis at the time of sexual intercourse--
also called barrier device because it blocks the sperm spill into vagina of female --prevents
different sexually transmitted diseases---sometimes it may tear at the time of sexual intercourse.
The merits and demerits of condom:
Merits • It is easy to use. • It is less expensive. • It can prevent different sexually transmitted
diseases/ infections. • It is highly effective.
Demerits --It cant be reused --it may tear at the time o intercourse. Some people may have allergy
while using it-- People feel difficult to manage the used condoms.
Foam tablet:
- are the temporary contraceptive device for females-- are in the form of tablet-- are not oral
tablets --are kept inside vagina before 10-15 minutes before sexual intercourse --when kept in
vagina, it produces foam. -----The foam produced in vagina destroys sperms of males and prevent
fertilization- also called 'Kamal Tablet’ in Nepalese market.
Merits
lt is easy to use and less expensive (economic). * It is one of the effective contraceptive devices. It
doesn't have any side effects.
Demerits
It is annoying to use this tablet every time before sexual intercourse.
Sexual intercourse after 10-15 minutes after inserting this tablet in vagina may not be more
practical.
Activity-2
Describe about condom and pills with their advantages and disadvantages.
Day-17
Unit-2: Demography, Population Change and Management
Activity-1
Study the tips given on day 16 again.
Activity-2
Answer following question.
i. What is a foam tablet? How does it work? Enlist its merits and demerits.
Day-18
Unit-2: Demography, Population Change and Management
Activity-1
Study the following tips.
Temporary contraceptive device :I.U.C.D:
The full form of I.U.C.Dis Intra Uterine Contraceptive Device-- for females touse in their, uterus--
are of many types but copper-T is mostly used. Copper-T is made up of plastic which has copper
wire coiled around it-- kept inside women’s uterus by special equipment by doctor or trained
person- prevents pregnancy till it remains in the uterus.
The merits and Demerits of copper-T:
Merits There is no disturbance in sexual intercourse and pleasure .
Once it is used, it can work for 10 years.--- child wanted can be removed and conceived.
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Demerits
- can create irregular menstruation and stomach pain. --can itself come out. If there is irregular
menstruation it must be removed,-- not 100% effective. --can't be installed by anyone.
Depo-Provera Injection:
- temporary contraceptive device for female ---is injected into the body of female --also called
‘Sangini’ ------once injected works for 3 months-- prevents pregnancy by stopping the production
of ovum-- also thickens the mucus in cervix and stops the sperm to enter into uterus.
Merits
--easy --effective (99%) .Once used works for 3 months. During this period no need to use other
devices. The Patient of blood pressure and diabetes can use .
Demerits
Some women may have weight after using-- can have stomach pain,headache- side effects such as
irregular menstruation and over bleeding.
Activity-2
Answer them:
i. Write short notes on I.U.C.D .
ii. Enlist the merits and demerits of Depo-Provera Injection:
Day-19
Unit-2: Demography, Population Change and Management
Activity-1
Study the following tips.
Introduction of femidom:-a female temporary contraceptive device--also called female condom--
made of thin but strong rubber-- kept inside vagina at the time of sexual intercourse-- prevents the
sperm to enter into vagina-- prevents sexually transmitted diseases.
Merits
highly effective -- good for all ages of women--works for the women having dryness of vagina.
If other devices are not useful, this device may be effective for those women.
Demerits
- can't be re-used-- can't be used with the condoms of males-- not friendly as male condom-- not
easily available--more expensive than condom.
Norplant:
-- a temporary contraceptive device for females-- implanted inside woman's arms within seven
days of menstruation --here are six capsules which help to prevent pregnancy by stopping the
release of ovum-- highly reliable --can work up to 5 years.
Merits
-- easy and reliable method --once implanted works for 5 years if child wanted can be removed
and conceived.
Demerits
- irregular menstruation in some women--people feel difficult to do frequent check up by doctors.
Patients of cancer, liver, smokers and 35 crossed women can't use .
Activity-2
Answer the following question:
i. what is femidom? Write its merits and demerits.
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Day-20
Unit-2: Demography, Population Change and Management
Activity-1
Study the following tips.
Emergency contraceptive devices:
- used to avoid pregnancy after unsafe sexual intercourse - can be used in case of failure of natural
or artificial methods of contraception, sexual abuse/rape or any other unsafe sexual activities--
should be used only in the emergency- not regularly.
Types and Using methods:
Hormonal method / combined pills:Four pills should be taken within 72 hours of unprotected
sex by women. After 12 hours of the first dose other four pills should be taken. If there is the case
of vomiting within 2 hours of taking medicine, the dose should be repeated.
Progestin pills: A progestin pill should be taken within 72 hours of unsafe sex by women. After
12 hours of the first dose other one pill should be taken. it can be found in different clinics and
health centers of Nepal family planning Association.
I.U.C.D. I.U.C.D can also be used as emergency contraceptive device. It should e used within 5
days of unsafe sexua1 intercourse. If it is used for emergency purpose. It should be taken out after
menstruation.
Activity-2
What do you mean by emergency contraceptive device? Write the methods to use them.
Day-21
Unit-2: Demography, Population Change and Management
Activity-1
Study the following tips.
Permanent contraceptive method for male-vasectomy and mention its characteristics.
--the permanent method of contraception for males-- vas deferens is cut by making a small hole at
the scrotum ---- both the cut ends of vas deferens are tied--prevents the sperm produced in testicles
to come out and prevents pregnancy.
characteristics -- effective permanent contraception for males- can be done with minor surgery--
best for the males who don't want any more children--does not affect the health and sexual
satisfaction-- after vasectomy, the man should use condom for 3 months while doing sexual
intercourse.
Activity-2
Answer the question:
i. What is vasectomy? What are it's advantages?
Day-22
Unit-2: Demography, Population Change and Management
Activity-1
Study the following tips.
Permanent contraceptive method for female
Minilap: -a permanent contraceptive for Females-- the fallopian tube is cut by doing a minor
surgery at lower abdomen--the cut parts are tied to prevent ovum release--must be done after 45
days of delivery, within 8 days of menstruation.
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Characteristics: effective permanent contraception for females-- best method for the females who
do not wish for any more children--- not affect the health and sexual satisfaction--condom should
be used till 3 months of minilap surgery.
Laparoscopy: a permanent contraceptive method for females-- a minor surgery is doneat
abdomen and the fallopian tubes are tied by the help of laparoscope----- prevents release of ovum-
- must be done after 30-40 days of delivery , within 8 days after menstruation.
Characteristics: effective permanent contraception for females-- only minor surgery--no any
side-effect for both males and females no hamper in sexual satisfaction. After laparoscopy
condom should be used till 3 months at the time of sexual intercourse.
Activity-2
Compare between minilap and laparoscopy
Day-23
Unit-4: Environmental Status of Nepal
Activity-1
Study the Following note.
A. Ecosystem of Terai
Physical aspects
There are altogether twenty districts interai -Jhapa, Morang, Nawalparasi, Bara, Parsa, Chitwan,
Banke, Bardiya, etc, covers 23% of the total land area of Nepal,has the variation of altitude from
60 metres to 610 metres, divided into three sub-divisions- inner terai, main terai and bhabarterai. It
is the most fertile among all the regions of the country, is also called the granary of Nepal.
Biological aspect (Plants and animals)
Different kinds of birds and animals are found - eagle, vulture, hawk, crane, stroke, hornbill,
peacock, etc. Similarly trees like sal, sissau, khayar, pipal, bamboo, katus, chilaune, etc. are
mainly found in this region. Animals like leopard, tiger, elephant, rhinoceros, panther, crocodile,
deer, bear, etc are found. Medicinal herbs like amala, harro, barro, mushroom, etc are also found
in this region.
Socio-economic aspect ( cast, religion, festival, language, religious places, culture,tradition,
economic activity)
Agriculture- rice, wheat, maize, mustard, sugarcane, tobacco, etc.- animals and poultry-People of
caste like Satar, Dhimal, Rajbansi, Tharu, Yadav, Mandal, etc live there. The main economic
activities of the people of this region is agriculture but people are also engaged in service and trade
along with business. People mostly follow Hinduism as their religion however few number of
muslims are also found. The main festivals that the people of this region observe are Dashain,
Deepawali, Holi, Janai Purnima, Id, Chhath, etc.
Activity-2
Describe the physical and biological aspects of Terai in detail
Day-24
Unit-4: Environmental Status of Nepal
Activity-1
Study the Following note.
B. The Ecosystem of Hill region. .
Physical aspects: 42% of land of the country- Altitude from 610 metres to 4877 metres, moderate
climate, hills and valleys- Sub divisions are churiya range, mid hill and mahabharat range-
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Biological aspects: Trees like sal, chilaune, bamboo, katus, kharsu, peepal, rani salla, etc are
found,rice, maize, millet, potato, horticulture- Animals like tiger, clouded leopard, deer, jackal,
wolf, bear, fox, monkey, langur, etc are found. Plants and medicinal herbs like mushroom, kurilo,
koiralo, asuro, harro, barro, sarpagandha, zibresaag, etc are found.
Socio-economic aspects: The caste living in this region are bhramin, chhetri, kami, damai, rais,
limbus, magars, etc The people of this region follow hinduism as their main religion. The houses
of this region are multi storey in the urban areas and are made up of concrete and cement. In the
villages are made up of wood, mud and stone. The main festivals observed in this region are
Dashain, Tihar, Christmas, Id, Lhosar, Buddhaajayanti,etc. Various jatras are also celebrated. The
main economic activities of this region are agriculture, horticulture, tourism,business and service.
Activity-2
Study the tips of day 23 and 24 and compare the Ecosystem of Hill and TeraiRegion
Day-25
Unit-4: Environmental Status of Nepal
Activity-1
Study the Following Note.
B. The Ecosystem of Mountain Region.
Physical Aspect: 35% of land of the country- Altitude from 4877 metres to 8848 metres ,cold
climate, high mountains Sub divisions are inner himalaya, main himalaya and marginal Himalaya
–
Biological Aspects: Trees like pine, fir, deodar, bhojpatra, talispatra, rhododendren, gobresalla,
thingresalla, millet,potato,barley,etc are found.- Animals like himalayanthar, himalayanghoral,
serow, langur, musk deer, red panda, snow leopard, etc are found. Plants and medicinal herbs like
yarsagumba, panchaunle, uwa, barley, buckwheat, etc are found.-
Socio-economic Aspects: The caste living in this region are mugals, thakalis, bhotiyas, gurung,
etc.- The people of this region follow hinduism and buddhism as their main religion- The houses
of this region are made up of wood and stone and the houses have very small windows. The main
festivals observed in this region are Lhosar, Dashain, Tihar, Buddhajayanti, MagheSakranti, etc.-
The main economic activities of this region aretourism, trade, agriculture and animal husbandary.
Activity-2
Study the tips of day 23 and day 25 and compare the Economic Aspect of Terai and
Mountain Region.
Day-26
Unit-4: Environmental Status of Nepal
Activity-1
Study the Following Note.
Effects on the ecosystem:
Mountain Hill Terai
Low effect in comparison to
other two regions, no
industries/ factories,-
cultivation on slop land, over
grazing, forest fire, over
collection of medicinal herbs,
Developmental
and
construction activities, over
use of forest resources, over
grazing, forest fire, cultivation
on slop land, over collection of
medical herbs, over use of
-- 123 --
Developmental
and
construction activities,
establishment of industries and
factories, over use of forest
resources, over grazing, forest
fire, over, deforestation for

pollution by mountaineers and
trekkers, illegal hunting
chemical fertilizers,
encroachment of marginal land
excessive of insecticides and
wetlands, over population in
the valleys like Pokhara and
Ktm. illegal hunting, improper
industrial waste
cultivation, over use of
chemical fertilizersin
agriculture, encroachment of
marginal land and wetlands,
over population . illegal
hunting. excessive of
insecticides , smuggling of
forest resources, improper
industrial waste
Activity-2
What are the effects on the ecosystem of TeraiRegion? Enlist them.
Day-27
Unit-4: Environmental Status of Nepal
Activity-1
Study the Following note.
How to mitigate the adverse effects on the ecosystem
Mountain Hill Terai
Terrace farming on slop land, Terrace farming on slop land, follow the principle of
stop over grazing and forest
fire, collection of medicinal
stop over grazing and forest fire,
collection of medicinal herbs
sustainable development,
herbs after maturity and after maturity and spreading of
spreading of seeds, rule for seeds, follow the principle of
trekkers and mountaineers,
dames and embankments on
marginal land, follow the
sustainable development,
principle of sustainable
development, a forestation
encourage the use of compost
manure, organic farming, stop
encroachment of marginal land,
dames and embankments on
marginal land, stop illegal
hunting, control pollution,
proper management of industrial
waste, Planned urbanization, a
forestation
encourage the use of compost
manure, organic farming, stop
encroachment of marginal land,
dames and embankments on
marginal land, stop illegal
hunting, control pollution,
proper management of industrial
waste, Planned urbanization,
strong punishment for poaching
and smuggling of forest
resources. Pollution control a
forestation.
Activity-2
Write the effects on the ecosystem of Mountain Region and the ways to mitigate them.
Day-28, 29 and 30
Unit-4: Environmental Status of Nepal
Activity-1
Study the Following Note. (Model of answering questions from lesson 4)
Q.How do the development and modernization activities affect the ecological system of the
Hill Region? Explain how they can be minimized.
Ans: The developmental activities and the modernization activities affect the ecological system of
the hilly region. Hilly region has got its ecosystem degrading day by day by the impact of
modernization and urbanization. But the ecology of the hilly region must be preserved and
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the effect of modernization and urbanization for its degradation must be controlled. The
ways to minimize the effect on hilly ecosystem are as under:
Afforestation programmes should be initiated so that there won't be pollution in land
and the air.
The development activities should be carried with the local people so that the proper
and systematic exploitation of the natural resources will be guaranteed.
The effect in the ecosystem of the hilly region can also be minimized by making proper
law and the ethics while carrying out the developmental activities.
The development activities should be done carefully and planned urbanization should
also be done so that the effect in the ecosystem will be minimized.
People of this region are dependent in animal husbandary. The natural environment has
been declined due to the collection of firewood, grass, and herbs from the forest. Such
activities cause the degeneration of forest including the environment. Thus, people
should be made aware so that natural environment could be conserved.
ii. Compare the Ecosystem of Hill and Terai region
Asects Hilly Region Terai Region
42% of land of the country 23% of land of the country
Physical
Aspects
Biological
Aspects
Altitude from 610 metres to 4877
metres
Sub divisions are churiyarange,mid
hill and mahabharat range
Trees like sal, chilaune, bamboo,
katus, kharsu, peepal, rani salla, etc
are found.
Animals like tiger, clouded leopard,
deer, jackal, wolf, bear, fox,
monkey, langur, etc are found.
Altitude ranges from 60 metres to 610
metres
Sub divisions are inner terai, main terai and
bhabarterai
Trees like sal, simal, sissau, oak, khayer,
bamboo, katus, chilaune, etc are found.
Animals like tiger, leopard, asiatic rock
python, one horned rhinoceros, wild
buffalo, elephant, etc are found.
Plants and medicinal herbs like
Plants and medicinal herbs like amala,
mushroom, kurilo, koiralo, asuro,
harro, barro, bel, bayer, sarpagandha,
harro, barro, sarpagandha, zibresaag,
wheat, maize, rice, etc are found.
etc are found.
The caste living in this region are
bhramin, chhetri, kami, damai, rais,
limbus, magars, etc.
The people of this region follow
hinduism as their main religion.
The main caste living in this region are
Dhimal, Rajbansi, Satar, Rajput, Yadav,
Mandal, Tharu,etc.
The people of this region follow hinduism
as the main religion however muslims are
also found.
Socioeconomic
Aspects
The houses of this region are multi
storey in the urban areas and are
made up of concrete and cement. In
the villages are made up of wood,
mud and stone.
The main festivals observed in this
The houses in the urban areas are multi
storeyed building where as in the rural areas
is of wood, mud, stone and bamboo.
The main festivals observed in this region
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region are Dashain, Tihar,
Christmas, Id, Lhosar,
Buddhaajayanti,etc. Various jatras
are also celebrated.
The main economic activities of this
region are agriculture, business and
service.
-- 126 --
are Chhath, Holi, Dashain, Tihar, Id,
Bakrid, etc.
The main economic activities of the people
are agriculture, service and trade.
iii. Mention any two activities of environmental protection and promotion and explain them
in brief.
Ans: Any two activities of environmental protection and promotion are as under:
Forestation
Afforestation is one of the major efforts that can be put into for the protection and the
promotion of the environment. Due to deforestation air is getting more and more polluted day
by day. Because of the high production of smoke and dust from the vehicles and factories
there has been pollution in the earth. By organizing the afforestation programme we can make
a remarkable progress in the environment. The earth would be free from pollution and the
earth will be clean, green and healthy. Therefore afforestation programme should be initiated.
Terrace farming
Due to the heavy rainfall in the rainy season the problems of flood and landslide has taken
place. So terrace farming can be great solution. People should make terraces in the places with
the sloppy land and plant-trees along with crops. In my opinion terrace farming will also help
to protect and promote the environmental aspects.
v. Mention any one activity related to environmental protection which has been conducted in
your locality and explain on the assist of the following points.
1. Name of the conservation work
The name of the conservation work is Bagmati Cleaning Programme.
2. Introduction
Bagmati is the river which flows through the capital of the city. This river used to be the
source of drinking water few decades ago but tat present the river is polluted in such a
way that the people cannot go near it without putting the mask on. This river is also the
holy river of the Hindus and people following Hinduism as their religion used to take
holy bath but no people cannot even dip their finger into it. So the environment protection
work carried out in the locality is Bagmati Cleaning Programme.
3. Importance
This cleaning programme is important because of the following reasons:
From health point of view the polluted river has cause a lots of problems. And by
cleaning the river the people will remain very healthy and fit.
Since the river flows across the capital of the country from the tourism point of view
also it is very important to make the river look beautiful and clean. Many hindu
pilgrimages will also come to Kathmandu to take the holy bath in clean river.
There is scarcity of drinking water inside the Kathmandu valley. If Bagmati river
remains clean then the water of the river can be utilized for various purposes.
4. Advantage
The advantages of the following conservation work are as follows:
The scarcity of water problem will be solved if we receive water from Bagmati river.
The people won't be the victim of various water borne diseases.
Country will be able to receive more tourists if the capital of the city has a river with
very clean and fresh water.

vi. Terai ecosystem is being affected by population pressure. Justify.
Terai region is the most populated region among the geographical regions of Nepal. The
ecosystem of the Terai region is highly affected by the population pressure. This region is
densely populated region so the population pressure is getting higher and higher. The people
from the other regions also migrate towards the Terai region in search of good and cultivable
land, job opportunity, quality education and security. The plain land of Terai region is highly
inhabited by the people. Because of the lack of proper exploitation of the natural resources the
ecosystem is getting degraded day by day. Therefore the population of Terai region must be
checked carefully and systematic urbanization must be done with proper plans and policies in
order to have the Terai ecosystem in good form.
v. Elements to establish a good relationship between the natural environment and human
beings
Forest conservation,
Soil conservation,
Waste management,
Pollution control
Sustainable Development
The End
-- 127 --

Subject : Computer Science
Day : 1
Activity: 1
Data Communication and Computer Network
Data communication: The process of transferring virtual message with the help of e-mails, phone
calls and other various electronic mediums.
Components of data communication
Data Sender Receiver Medium Protocol [Source: Pg. no. 7]
Telecommunication: The process of communicating at a distance (far) place using electronic
signals or electronic waves. Example : Mobile phone computer network, telephone etc.
Activity: 2
1. What do you mean by data communication?
2. Define protocol.
3. List the components of data communication.
4. State any two functions of telecommunication.
Day : 2
Activity :1
Computer network: The interconnection of several computers by means of cable or without
cables in order to share data information, files etc.
Uses/Purposes of computer network
[ Source pg.no.15]
Advantages/Merits of computer network
[ Source pg.no.15]
Disadvantages /Demerits of computer network
[ Source pg.no.16]
Activity: 2
1. Define computer network.
2. Mention any four uses of computer network.
3. Write any two advantages and disadvantages of computer network.
Day: 3
Activity : 1
Data transmission mode/ Communication mode: The process of transferring data between two
linked devices .
Types of data transmission mode
a. Simplex b. Duplex/half duplex c. Full duplex
[Hints]: In simplex data transfer in only one direction.
In duplex data transfer in both direction but only one at a time i.e either sending
or receiving.
In full duplex data transfer in both direction simultaneously.
Compare half duplex and full duplex transmission mode. [Source pg. no. 9]
Activity: 2
1. Define communication media.
2. Differentiate between simplex and full duplex mode.
3. Is telephone an example of half duplex mode.
Day :4
Activity : 1
Transmission media/Communication media: The physical pathway or route through which
data and information travels from one place to another place.
Types of communication media [Source pg .no. 12]
-- 128 --

Differentiate between guided media and unguided media
Guided media
Unguided media
1. It is also called wired/bounded
media.
1. It is also called unbounded/wireless media.
2. Data travels with the help of cable. 2. Data travels through air.
Example : Fiber optic cable, Rj-45, Example: Radio waves, Wi-Fi, Bluetooth etc
Coaxial cable etc
Activity : 2
1. What do you mean by communication media?
2. Define guided media with suitable examples.
3. In which communication media data transfers in the form of light?
4. Write full forms:
Wi-Fi OFC STP UTP PAN
Day: 5
Activity: 1
Elements of computer network [Source pg.no.16 and 17]
Hardware components : Network Interface card (NIC) , Hub , Router, Modem, Gateway,
Switch etc
Software components: Network Operating System (NOS),Communication protocol and Device
Driver
[Hints:] * Protocols are set of communication rules and regulations which help in data
communication.
* Modem is signal conversion device.
* Gateway connects network having dissimilar protocol.
* Bridge connects network having similar protocols .
Activity: 2
1. Define gateway.
2. What do you mean by protocol? Write any two examples.
3. What is NOS?
4. Define modem and write its use.
5. In which communication media data transfer is faster and why?
Day: 7
Activity: 1
Network/LAN topology: The physical layout of computer in which all the devices are connected.
The arrangement of computers in LAN.
Types of network topologies [Source pg .no: 23 and 24]
a. Star topology b. Ring topology c. Bus topology
Star topology : It is most common and popular types of LAN topology in which all the devices
are connected to a central device known as hub/switch.
Advantages:
a. It is cheap b. Easy to detect errors and faults.
Disadvantages: a. If hub fails whole system goes down.
b. Failure of server fails entire network
Activity:2
1. What is network topology?
2. What do you mean by bus topology? Write its any 2 merits.
3. Draw a diagram of star topology and write its any one advantage and disadvantage.
4. Define ring topology.
-- 129 --

Day: 8
Activity: 1
Internet: Internet is a collection of millions of computers of different types belonging to various
network all over the globe.
Services of internet
a. Search engine b. Web browser c. Downloading
d. Uploading e. Chatting f. Video conferencing
Advantages and disadvantages of internet [Source pg .no: 26]
[Hints: E-mail: Electronic mail (E-mail) is the system of sending and receiving message
electronically.]
Features of E-mail [Source pg.no:30]
Activity : 2
1. Compare e-mail with traditional postal service.
2. Write any two advantages and disadvantages of internet in our society.
3. Define uploading and downloading.
4. What is search engine? Write any two examples.
5. Define web browser with suitable example.
Day: 9
Activity :1
Important full forms
Abbreviations
Full forms
1. MODEM : Modulator and Demodulator
2. ADSL : Asymmetric Digital Subscriber Line
3. ISDN : Integrated Service Digital Network
4. VSAT : Very Small Aperture Terminal
5. UTP : Unshielded Twisted Pair
6. OFC : Optical Fiber Cable
7. NIC : Network Interface Card
8. IPX/SPX : Internet Packet Exchange/Sequential Packet Exchange
9. HTTP : Hyper Text Transfer Protocol
10. FAQ : Frequently Asked Question
Activity: 2
1. Select the best answer from the given options. [Source pg. no :31]
2. Match the following. [Source pg. no :34]
3. Write down the single technical terms. [Source pg. no:34]
Day :10
Activity: 1
Database Management System (Ms-Access)
Data: Data are the raw materials of information which do not have complete meaning.
Database: A database is an organized collection of data or related information which are shared
and used for multiple purpose. Example: Telephone diary, record of staffs, mark sheet etc.
Database Management System (DBMS)
DBMS is a software that manages data stored in database and provides the effective method of
defining, storing and retrieving the information contained in the data base.
Name of DBMS: 1. Foxpro 2. Dbase 3. Oracle 4. MYSQl
-- 130 --

Activity: 2
1. Define data and information.
2. What do you mean by DBMS? Write any 2 examples.
3. Which of the following is DBMS software?
i.Powerpoint ii. Excel iii. Access
Day: 11
Activity: 1
Advantages of DBMS
1. It eliminate/reduce repetition of data.
2. It provides facility of sharing and updating data.
3. Organize data in proper sequence.
4. It maintains integrity of data.
Disadvantages of DBMS
1. Cost of purchasing or developing software.
2. Chances of data leakages and hacking.
[Hints]: The extension of Access is .MDB.
Differentiate between database and DBMS.
Database
DBMS
It is a collection of data or related It is a software designed to manage database.
information.
It consist of data.
It manages data stored in data base.
It is a part of DBMS
It is a software which contain database.
Activity:2
1. What is the extension of Access data file?
2. Which one is the best example of database?
i. telephone diary ii. Mark sheet iii. Both i & ii
3. Write any four advantages of computerized database.
Day : 12
Activity :1
Microsoft Access( Ms-Access): Ms-Access is a relational database management system
developed by Microsoft corporation which is use to store large amount of data and let us to view,
sort, manipulate, retrieve and print in various ways.
Components/Objects/Elements of Ms-Access
[Source pg. no: 102 &103]
i.Form ii. Report iii.Query iv. Table
Activity:2
1. What is Ms-Access?
2. List any four objects of Ms-Access.
3. Write any 2 features of Access.
Day : 13
Activity: 1
Field type/Data type: It is a characteristics of a field that determines the kind of data that can be
entered in the field.
Data types used on MS-Access (Source pg.no:106&107)
Data type
Maximum data space
Text
Up to 255 characters
Memo
Up to 65535 characters
-- 131 --

Number
1,2,4 or 8 bytes
Date/Time
8 bytes
Currency
8 byte
Yes/No 1 bit (0 or 1)
Auto number
4 bytes
Look up wizard
4 bytes
OLE object
Up to 1 GB
Hyperlink
Up to 64000 characters
Attachment -
Activity:2
1. The ole object can store graphics, sound upto___ GB.
i. 1 ii. 2 iii. 3 iv. 4
2. Which data type is used to store monetary value?
i. Date/Time ii. Currency iii. OLE iv. Number
3. Match the following columns:
Column A: Column B:
a. Date/Time i. up to 1 GB
b. Currency ii. 4 bytes
c. Yes/No iii. Used to store date and time
d. OLE object iv. Logical decision
v. 8 bytes
Day : 14
Activity: 1
Primary key: The primary key is a special field or a group of field in the table that has a
unique value for each record.
Uses/Importance of Primary key
1. To identify the record in tables.
2. To control and reduce duplication of data.
3. To set relationship between tables.
Data redundancy: Data redundancy means repetition of data in DBMS.
[Hints]: 1. Primary key must not be empty/null. 2. It must be unique.
Activity: 2
1. Define primary key and write its uses.
2. What do you mean by data redundancy? How can it be controlled?
3. List any two conditions for assigning/setting primary key.
Day : 15
Activity:1
Data processing: Data processing refers to the process of collecting data together and converting
them into a meaningful information.
Sorting: The process of arrangement/organization of database so, that the information we need
most is easily available either in ascending and descending order.
Filtering: Filtering means showing only those database that meets certain condition.
-- 132 --

Activity: 2
1.Match the following columns:
Column A: Column B:
a. Primary key i. Data type
b. Memo ii. Picture
c. Sort iii. Unique identification
d. OLE iv. Easy to search
v. Easy to find
2. State true or false.
a. Cell is a inter connection of row and column.
b. Caption is a database object.
c. Index accelerates the query and sort operation.
d. Only one table can be created in MS-Access.
Day: 16
Activity: 1
Computer Number System
Number system is an organized way of representing the numbers.
1. Decimal –hexadecimal- binary conversion table. [Source pg. no: 85 & 86]
2. Converting from binary, octal and binary into decimal. [Source pg. no: 86 /87]
Illustration
Convert (1011101) 2 into decimal
=1*2 6 +0*2 5 +1*2 4 +1*2 3 +1*2 2 +0*2 1 +1*2 0
=64+0+32+16+8+0+1
=121
Thus (1011101) 2 = (121) 10
Activity : 2
1. Convert the binary number into decimal.
a. (1101) 2 into decimal b. (11011100) 2 into decimal
2. Convert the octal number into decimal.
a. (567) 8 into decimal b. (126) 8 into decimal
3. What is the base value of binary and octal number system?
Day: 17
Activity:1
Converting from decimal to binary, octal and hexadecimal.
Refer solved example from text books.
[Source pg.no.87&88]
Activity :2
1. Convert decimal into binary.
a. (459) 10 into binary b. (1792) 10 into binary
2. Convert decimal into octal.
a. (325) 10 into octal b. (721) 10 into octal
3. What is the base value of hexadecimal number system?
-- 133 --

Day :18
Activity: 1
1. Conversion from binary to octal and octal into binary. [Source pg.no: 89]
2. Conversion from hexadecimal into octal and octal into hexadecimal.
[Source pg.no: 90 & 91]
3. Conversion from binary into hexadecimal and hexadecimal into binary.
[Source pg.no: 91 & 92]
Activity:2
1. Convert given binary number into octal.
a. (10111) 2 into octal b. (1100011) into octal
2. Convert octal into binary.
a. (347) 8 into binary b. (321) 8 into binary
3. Convert hexadecimal into octal.
a. ( CAFÉ) 16 into octal b. (4ABE) 16 into octal
Day :19
Activity:1
Binary Arithmetic
1. Binary addition 3. Binary multiplication
0+0=0 0*0=0
0+1=1 1*0=0
1+0=0 0*1=0
1+1=0(plus carry 1) 1*1=1
2. Binary subtraction 4. Binary Division
0-0=0 0/0=0 divide by zero error
1-0=1 0/1=0
1-1=0 1/0=0 divide by zero error
0-1=1(with borrow of 1) 1/1=1
Activity:2
1. Add the following numbers.
a. 110001+111101 b. 11110000+1110
2. Subtract the following numbers.
a. 111001-110011 b. 1110-110
3. Multiply the given numbers.
a. 1100*11 b. 11001*10
4. Divide the given numbers.
a. 11110/101 b. 111011/1100
Day: 20
Activity:1
Modular Programming
The technique of breaking lengthy program into small, manageable, functional and logical
modules.
Benefits/Advantages/Features of modular program
1. It reduces the length of program.
2. Debugging is easier and faster.
-- 134 --

Procedure/Module: Procedure is a block of statement that solves a particular problem given by
user.
Parts of module [Source pg.no: 165]
a. Main module b. Sub module
Activity:2
1. Define modular program.
2. Write any two characteristics of modular program.
3. Define main module.
4. What do you mean by procedure?
Day: 21
Activity : 1
Sub Procedure: It is a common method to divide a large program into small program.
Features of sub program [Source pg.no: 166]
Differentiate between passing arguments by value and passing arguments by reference.[Source: pg.no:
Parameters: Parameters are the identifiers or name of the variable that will received data or
values and supply it to the procedure for performing task.
Types of parameter
[Source pg.no:171]
Variables: Variables are the storage area where we can store and retrieve the data during the time
of execution of program.
Activity:2
1. Differentiate between formal parameter and actual parameter.
2. What do you mean by global variable?
3. Define arguments.
Day: 22
Activity:1
Understanding Sub Procedure
[Hints:1. Program starts with DECLARE SUB.
2. CALL statement is used on main module to call sub procedure.
3. End statement breaks main module ands sub module is formed.
4. Every conditions and formula is shown on sub module.
5. PRINT statement shows the output or result.
6. Program ends with END SUB.]
Illustrations:
DECLARE SUB SI (P,T,R)______ Main module
CLS
INPUT P,T,R
CALL SI (P,T,R)________Call statement
END
SUB SI (P,T,R)________ Sub module
SI=(P*T*R)/100
PRINT SI
END SUB
Activity: 2
1. What is the function of call statement?
2. WAP using SUB---END SUB to calculate sum and average of any three numbers.
3. WAP using SUB procedure to calculate area of a circle.
-- 135 --

Day:23
Activity: 1
WAP using SUB procedure to check whether an entered number is odd or even.
DECLARE SUB check(N)
CLS
INPUT N
CALL check(n)
END
SUB check(N)
IF N MOD 2= 0 THEN
PRINT “ EVEN number”
ELSE
PRINT “Odd number”
ENDIF
END SUB
Activity: 2
1. WAP using SUB procedure to input any three numbers and print the greatest number.
2. WAP using SUB to input a number and check whether it is positive, negative or zero.
3. WAP using SUB to input a number and check whether the number is perfectly divisible by 13
or not.
Day : 24
Activity:1
Illustration
WAP using SUB procedure to input a string and print it in reverse order.
Solution:
DECLARE SUB Reverse (w$)
CLS
INPUT “ Enter any word”;w$
CALL Reverse(w$)
END
SUB Reverse (w$)
FOR I= LEN(w$) To 1 STEP-1
PRINT MID$(W$,I,1)
NEXT I
END SUB
Activity:2
1. WAP using sub procedure to check whether an input number is prime or composite. [Source pg .no : 1
2. WAP using sub to check whether the input number is Armstrong or not. [Source pg. no: 182]
[Hints]: Armstrong number is such number which when cube and sum gives the same value)
Example :371 is armstrong number
371 = 3 3 +7 3 +1 3 =27+343+1 =371
3. WAP using sub to check whether a supplied number is perfect square or not. [Source pg. no : 185]
-- 136 --

Day: 25
Activity:1
Debugging
S.N List of common errors Debugging /Corrections
1 STARTSUB/CREATE SUB DECLARE SUB
2 CLEAR/CLEAN/CLE CLS
3 GET A/Accept A/Enter A INPUT A
4 EXECUTE A/TERMINATE A CALL A
5 STOP/WAIT/CLOSE END
6 SI SUB/Create SI SUB SI
7 Display SI/Show SI PRINT SI
8 FOR i------NEXT ctr FOR i-------- NEXT i
9 DO-----WEND/WHILE ---LOOP DO----LOOP/WHILE---WEND
10 SUB END/CLOSE SUB END SUB
[Hints: Usually program contains 4 errors.]
Illustrations:
Rewrite the program after correcting the bugs.
DECLARE SUB Series( )
CLS
EXECUTE series
END
SUB Series
REM to generate 2 2 4 6 10----upto 10 th term.
P=2
Q=2
For ctr= 1 TO 5
DISPLAY P,Q
P=P+Q
Q=P+Q
WEND
END Series
81
Debugged program
DECLARE SUB Series( )
CLS
CALL series
END
SUB Series
REM to generate 2 2 4 6 10----upto 10 th term.
P=2
Q=2
For ctr= 1 TO 5
PRINT P, Q
P=P+Q
Q=P+Q
NEXT ctr
END SUB
-- 137 --

Activity: 2
Re-write the given program after correcting the bugs.
DECLARE SB SUM (N)
INPUT “ Enter any number”;N
PRINT Sum (N)
END
SUB SUM (N)
S=0
WHILE N=0
R=R MOD 10
S=S+R
N=N/10
WEND
PRINT “ Sum f digit “;S
END
Day: 26
Activity:1
Illustration
Re-write the following program after correcting the bugs.
DECLARE SUB CUBE (N)
CLS
FOR I= 1 TO 5
READ
CALL CUBE (NO)
NEXT X
DATA 3,5,2,6,4
END
SUB CUBE ( )
DISPLAY N^3
END SUB
Debugged Program
DECLARE SUB CUBE (N)
CLS
FOR I= 1 TO 5
READ
CALL CUBE (N)
NEXT I
DATA 3,5,2,6,4
END
SUB CUBE (N )
PRINT N^3
END SUB
Activity :2
Re-Write the following program after correcting bugs.
DECLARE SUB Fibonic ( )
REM*Fibonic series*
CALL SUB Fibonic
END
SUB Fibonic
-- 138 --

A=1
B=1
FOR X= 1 To 10
DISPLAY A
A=A+B
B=A+B
END Fibonic
Activity: 1
Output Type Questions
Illustration:
Write the output of following program.
DECLARE SUB Result ( )
CLS
CALL Result
END
SUB Result
FOR I= 1 TO 9 STEP 2
SUM= SUM+I^2
NEXT I
PRINT SUM
END SUB
{OUTPUT= 165}
Activity:2
Write the output of the following program.
DECLARE SUB Series ( )
CLS Series
END
SUB Series
X=1
Y=1
FOR Z= 1 To 4
PRINT X;
Y=Y+1
X=X*10+Y
NEXT Z
END SUB
Day : 27
[Hints]:
Condition for output
FOR I = 1 TO 9 STEP 2
1 To 9 = 1 2 3 4 5 6 7 8 9
STEP 2 = 1 3 5 7 9
SUM =SUM+I^2
= 1 2 +3 2 +5 2 +7 2 +9 2
= 1+9+25+49+81
= 165
Day : 28
Activity:1
Illustration
Write the output of the following program.
DECLARE SUB SI (P,T,R)
-- 139 --

CLS
LET P=30
LET T=40
LET R=60
CALL SI (P,T,R)
END
SUB SI (P,T,R)
SI= (P*T*R)/100
PRINT SI
END SUB
[Hints]:
Condition
SI= (P*T*R)/100
=(30*40*60)/100
= 720
Output 720
Activity : 2
Write output of the following program.
DECLARE SUB Result ( )
A$=”EDUCATION”
CALL Result
END
SUB Result
FOR C= 1 TO LEN (A$) STEP 2
X$= MID$ (A$,C,1)
PRINT X$
NEXT C
END SUB
DAY : 19
Activity:1
Analytical Questions
Study the following program and answer the following questions.
DECLARE SUB Word (N$)
N$=”NEPAL”
CALL Word (N$)
END
SUB Word (N$)
LET B= LEN (N$)
LET C=1
WHILE C<=B
M$=MID$(N$,C,1)
PRINT M$;
C=C+2
WEND
END SUB
1. What is the value of B in the program?
The value of B is 5.
2. List the library function used on above program.
LEN and MID$
Activity:2
Read the following program and answer the given questions.
DECLARE SUB Test (A,B)
-- 140 --

CLS
X=5
Y=10
CALL Test (X,Y)
PRINT X,Y,T,P,Q,R
END
SUB Test (P,Q)
T=5
P=P+T
Q=Q+12
R=10
END SUB
1. Will the program run if the first line i.e. DECLARE SUB Test (A,B) is removed from the
main module?
2. Write the purpose of CALL statement used on above program.
Day : 30
Activity: 1
Read the following program and answer the given questions.
DECLARE SUB Ser ( )
CLS
CALL Ser
END
Sub Ser
S=0
FOR X = 13 To 5 STEEP -1
Y=X^3
S=S+Y
NEXT X
PRINT S
END SUB
1. In above program, which variable is the counter and which is the accumulator?
X is the counter and S&Y are the accumulators.
2. What will be the value of Y after 6 th loop?
The value of Y will be 512 after 6 th loop.
Activity: 2
Read the following program and answer the given questions.
DECLARE SUB SUM (N)
N=5
CALL SUM (N)
END
SUB SUM (N)
FOR X=1 TO N
S=S+X
NEXT X
PRINT S
END SUB
1. In the above program how many times does the FOR---NEXT loop executes?
2. Write the name of procedure used on above program.
-- 141 --

Model question paper- 2077
Class : Ten F.M.: 50
Subject : Computer Science
Time : 1 hr 30 min.
Students are suggested to give own answers as far as practicable.
Group ‘A’
(Fundamentals 22 marks)
1. Answer the following questions. (5×2=10)
a. Define computer network .
b. Draw a diagram of star topology and write its ant two merits.
c. Write any four services of internet.
d. What is search engine? Write any 2 examples.
e. Differentiate between simplex and duplex mode.
2. a. Perform the conversion as per the direction. (2×1=2)
i. (DAD5) 16 into decimal
ii. (1011101) 2 into octal
b. Perform the binary calculation. (2×1=2)
i. 11101*1111+1011 ii. 1010101/110
3. Match the following. (4×0.5=2)
Group ’A’
Group ’B’
a. News group i. Interconnection of several computer
b. Internet ii. Online discussion group
c. Web chat iii. Prevent unauthorized access to network
d. Firewalls iv. Real time discussion zone
v. Google
4. Select the best answer of the following. (4×0.5=2)
a. Yahoo ! is a :
i. Search engine ii. Web browser
iii. Home page iv. Newsgroup
b. Bandwidth is measured in:
i. KBPS ii. KBPS
iii. BPS iv. None of the above
c. The web site contains:
i. Dynamic page ii. Static page
iii. Both of them iv. None of the above
d. Which one is protocol?
i. FTP ii. SMTP
iii. POP iv. All of the above
5. Write the appropriate technical terms of the following: (4×0.5=2)
a. A company that provides E-mail and internet services to the user .
b. A device which converts analog signal to digital signal and vice versa.
c. The visual communication of parties around the world.
d. Online postal service.
6. Write the full form. (4×0.5=2)
i. ADSL ii. POP iii. FAQ iv. HTTP
-- 142 --

Group ‘B’
(DBMS 10 marks)
7. Answer the following questions. (3×2=6)
a. Define database and write any two names of DBMS.
b. What do you mean by data redundancy? How can it be controlled?
c. Name any four objects of Ms-Access .
8. Match the following. (4×0.5=2)
a. Auto number i. 1 bit (0 or 1)
b. Yes/No ii. 8 bytes
c. OLE Object iii. 4 bytes
d. Hyperlink iv. Up to 1 GB
v. up to 2048 characters
9. State true or false. (4×0.5=2)
a. True/False is a logical data type.
b. Caption is a data base object.
c. Currency is used to store date an time.
d. Index accelerates the query and sort operation..
Group’ C’
(Programming 18 marks)
10 a. Define modular program 1
b. List any 2 features of modular program. 1
c. What is the use of CALL statement. 1
11. Rewrite the program after correcting bugs. 2
REM program to find the sum of any 3number.
DECLARE SUB SUM (a,b,c)
PRINT a,b,c
PRINT SUM (a,b,c)
END
SUB SUM (a,b,c)
D=a+b+c
PRINT a
END
12. Write the output of the following program. 2
DECLAE SUB Ser ( )
CLS
CALL Ser
END
SUB Ser ( )
X=0
For I = 10 To 4 STEP -2
A=K^2
X=X+A
NEXT I
PRINT X
END SUB
13. Read the program and answer the given questions. (2×1=2)
Declare Sub Exam (N$)
CLS
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INPUT “ Enter word “;WO$
CALL Exam (WO$)
END
SubExam(N$)(N$,I)
FOR I= 1 TO LEN (N$)
PRINT RIGHT$(N$,I)
NEXT I
END SUB
a. Write the name of two built in function used on above program.
b. List the real parameters used in the program.
14 a. Write a program using SUB--- END SUB to check whether the entered number is prime
or composite. 3
b. Write a program using SUB--- END SUB to calculate the area of circle. 3
c. Write a program using SUB--- END SUB to input a word and print it in reverse order. 3
[ Practical test~ 50 marks]
THE END
-- 144 --

Subject : Environment Science
Day-1
Chapter-1
Lesson : Ecosystem
Activity 1
Study the following key points.
- Ecosystem is the interaction/interrelationship between the biotic (living) and abiotic (nonliving)
factors of environment.
- The term ‘Eco’ means the environment and system means an interaction. Thus, ecosystem
is an any unit of bio-system that includes all the organisms living together in a given area
where they interact with the physical environment. The ecosystem is based on its
geographical features and climatic conditions.
- Nepal is rich in ecosystem due to variation in its topography and climate.
- All the plants, animals, microorganism and non-living objects are the components of
ecosystem. We cannot live without abiotic component and we should maintain good
relationship with them.
(See page no. 1 and 2 of your book )
Activity-2
Write answers of the following questions:
1) What is ecosystem? List the components of ecosystem.
2) Why Nepal is very rich in ecosystem? Explain.
3) Why do we need abioticcomponents? Explain with examples.
Day 2
Chapter-1
Lesson : L Aquatic Ecosystem
Activity-1
Study the following note.
Aquatic Ecosystem: The ecosystem in water bodies which maintains the relationship between
living (biotic) and non- living (abiotic) factors is called an aquatic ecosystem.
-There are various types of ecosystem found in water. Abiotic and biotic are two components of
an ecosystem both for terrestrial and aquatic ecosystem.
Abiotic Components: Heat, light, PH value of water, organic and inorganic compounds etc.
Biotic components: There are various biotic components in aquatic ecosystem. They are
producers, consumers, and decomposers. 1. Producers: They are responsible for trapping the
radiant energy of sun and minerals from water and mud. They produce food for themselves.
Microphysics and phytoplankton are the producers in this ecosystem. They are also called
autotrophs. Macrophytes are rooted larger plants found in freshwater or marine ecosystem.
Phytoplankton are small floating lower plants such as diatoms and algae found in aquatic
ecosystem. 2.Consumers: They are also called heterotrops. They depended on producers. They
are further divided into primary, secondary and tertiary consumers.
3. Decomposers: The organisms which break down organic matter into smaller form are called
decomposers. For example, bacteria, fungi ect.They help in the release and recycling of
nutrients.
(See page 3 of your book)
Activity 2
Answer the following questions.
1) What is aquatic ecosystem?
2) What is meant by Microphytes?
3) Define Decomposer.
4) Explain the components of aquatic ecosystem with examples.
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Day 3
Chapter-1
Lesson : Tropic Level of Aquatic Ecosystem
Activity 1
Study the following key points.
- A tropic level refers to a level or a position in a food chain or ecological pyramid.
- The amount of energy at each tropic level decreases as it moves through an ecosystem
- It refers to the feeding relationships of organisms in an ecosystem.
- The energy flow from producers to consumers and then in decomposers in decreasing trend.
- A graphical representation in the shape of pyramid to show the feeding relationship of
groups of organisms and the flow of energy through the different tropic level in a given
ecosystem is called ecological pyramid.
- There are three types of ecological pyramid. They are Pyramid of Numbers, Pyramid of
Biomas, and Pyramid of Energy.
i) First Trophic Level :(Producers) All producers such as Microphytes and Phytoplanktons.
ii) Second Trophic Level :(Primary Consumers) Herbivorous such as insects,and invertebrates.
iii) Third Trophic Level : (Secondary Consumers) Carnivorous like fish and frog.
iv) Fourth Trophic Level: (Tertiary consumers) big fish, snake, crocodile, hawk etc.
(See page no.4 and 5 for more details.)
Activity 2
Answer the following questions.
1) What is trophic level?
2) What types of organisms exist in the third trophic level of an ecosystem?
3) Write the types of trophic level with examples.
4) Explain in detail about the trophic level of aquatic ecosystem.
Day-4
Chapter: 1
Lesson: Fresh water Ecosystem
Activity 1
Study the following note.
Fresh Water Ecosystem: It provides drinking water as well as water for domestic and industrial
needs. The ecosystems in ponds, lakes and rivers are fresh water ecosystems. It is divided into
two types. i) Lotic Ecosystem:-The ecosystem in river and stream (flowing water)is called lotic
ecosystem. It contains flowing waters. Oxygen level is always high in such ecosystem. ii) Lentic
Ecosystem: The ecosystem in standing water such as pond, lake, and swamps is called lentic
ecosystem. It contains still water. The common biotic and abiotic components are non living
things and all the living beings present in the still water. (See page no.9 and 10 )
Activity 2
Answer the following questions.
1) What are the ecosystems established in pond and lake?
2) Differentiate between lotic and lentic ecosystem in two points.
3) What is the ecosystem in river called?
4) Explain fresh water ecosystem with its components in brief.
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Day-5
Chapter: 1
Lesson: Wetland Ecosystem.
Activity-1
Study the following note.
- A wetland is an area of land which is saturated with moisture either permanently or
seasonally.
- It is a a geographic area with characteristics of both dry land and bodies of water.
- Wetland is called simsar in Nepali. It provides habitat for a wide variety of plants, fish,
larger animals including many are and endangered species.
- The transitional zone between terrestrial and aquatic ecosystem is called wetland ecosystem.
- Wetland ecosystem is comparatively richer in biodiversity than other ecosystem.
- Wetlands of Nepal are broadly divided into two categories i.e. natural and manmade.
Lake, pond, streams, marshland, wet meadows, rivers, are the natural wetlands. Similarly,
paddy
fields, reservoirs, canals, fish ponds, and village ponds are the man-made wetland areas.
- Wetland covers about 5% of the total area of the country.
- Nepal became a member of Ramsar convention on 17 th December 1987. In Nepal nine
wetlands listed in Ramsar conservation site.
(see the table of Ramsar sites page no. 13)
Activity 2
Answer the following questions.
1) Write any two components of wetland ecosystem
2) What is wetland?
3) Define wetland ecosystem. Also write why wetland is important for human.
Day-6
Chapter: 1
Lesson: Importance of Wetlands
Activity-1
Study the following summary.
Wetland is an important area for the aquatic systems of lives. It helps to run many lives of plants
and animals. Wetland provides shelter to wildlife, purify polluted water, check the destructive
powers of floods and storms and provides sites for scientific and educational studies and venue
for recreational activities.
- Wetland ecosystem is an indispensable (essential) part of the earth. Wetlands also help to
conserve the rare animals such as deer, wild buffalo, wild boar, and ghadial. Their
importances are as follows.
i) Food crops for Humans ii)Shelter and source of food for wildlife.
iii)Flood and Drought control iv) social and religious importance
v)Religious and cultural values vi)Economic values
vii) Biodiversity and Balance of ecosystems.
Viii) Recreational Activities.
(See page 15 for details)
Activity 2
Answer the following questions.
1) Mention any two points of importance of wetlands of our country.
2) Why wetland is important for humans? Give any two reasons.
3) Describe in brief the importance of wetlands from religious and cultural viewpoints with
examples.
-- 147 --

Day-7
Chapter: 1
Lesson: Causes of wetland destruction
Activity 1
Study the following note.
- Human beings depend upon biodiversity for the livelihood for continuation of development
activities. Wetland is also the part of biodiversity so it also plays vital role for the survival
of living beings. Humans desire are unlimited .So ,they operate various activities to fulfill
their needs and requirements. Human activities cause wetland degradation and loss by
changing water quality and quantity .While conducting development activities there might
be adverse impact upon wetland .The wetlands of Nepal are degrading day by day due to the
following human activities.
i)population growth ii) deforestation iii)Development of hydropower
iv)Urbanization and Industrialization V) Use of chemical substances
vi)Lack of awareness vii)Over extraction of wetland resources
(see page 17 and 18 of your book for explanation)
Activity 2
Answer the following questions.
1) Write any two man- made cause of wetland destruction.
2) Mention any five reasons why the wetlands have been destroyed in Nepal.
3) What are the main causes of depletion of wetland ecosystem ?Explain in brief.
Day-8
Chapter: 1
Lesson: Measures of Conservation of wetlands
Activity 1
Study the following key points
- Wetland is an important part of the natural resources. It helps to conserve the biodiversity
and maintain ecosystem. It helps to survive the wetland dependent organisms. It also
provides most of the requirement of human life.
- As being a wise creature of nature human should take responsibility of conservation and
management of wetlands. Some major conservation measures are as follows.
i) Public awareness
ii) Study and Research
iii) Wise use of wetland resource
iv) Control pollution and human encroachment
v) Formulation of wetland policy and wetland legislation
vi) Control pollution and population growth
vii) Control of using chemicals on land ( see page 18 and 19 for details)
Activity 2
Write answers of the following questions.
1) How can we conserve wetlands? Write any two measures.
2) Write down any one conservation measure of wetland that can be adopted in your own
locality.
3) Make a list of five effective measures to conserve wetland and describe them briefly.
-- 148 --

Day-9
Chapter: 3
Lesson:Climate Change and Impact
Activity 1
Study the following key points.
- The significant change in the average weather and climatic pattern in due course of time on
the earth or in any parts of earth is called climate change. It is caused due to polluting
activities of human beings and other factors.
- The increase in atmospheric temperature is the main factor of climate change in the world.
- It is an unusual change which results in abnormal change in rainfall, wind and weather
patterns. This is mainly due to the rise in temperature of the atmosphere.
- The trapping of heat in the earth’s atmosphere by greenhouse gases is called greenhouse
effect.It rises the temperature of the atmosphere because the heat that comes through sun
rays on the surface of the earth can not travel back as it is absorbed by greenhouse gases.
- Climate change has caused a rise in temperature, flood, anddrought, a negative impact on
health and degrading the beauty of the planet earth. There are various impacts of climate
change .some of them are: sea level rise, loss of human life due to the outburst of glacier
lake, desertification, irregularity in rainfall, disturb in natural life cycle.(See page. 39 of
your book)
Activity 2
Answer the following questions.
1) What is climate change?
2) Name any two greenhouse gases.
3) Write any two causes of climate change.
4) What are the people’s activities in your locality that cause climate change? Write any five.
Day-10
Chapter: 3
Lesson: Greenhouse Effect
Activity 1
Study the following note.
- The house made up of plastic or glass which creates the suitable temperature and
environment for the germination, growth and development of plants and vegetables inside it
is called greenhouse. Plants are grown inside the greenhouse. Plants need the right amount
of heat and light to grow properly. The greenhouse absorbs the heat coming from the sun
and it cannot escape. The heat is trapped inside it. Thus, the greenhouse helps to regulate or
keep the temperature constant inside it.
The atmosphere of earth contains different greenhouse gases such as ozone, water vapour,
Nitrous oxide etc. These gases trap the heat radiation coming from sun and existing heat
radiation from the land surface of the earth and hold them in earth atmosphere as in artificial
greenhouse, the atmosphere of the earth also works in the same way.
- The phenomenon of holding back of heat radiation in the earth atmosphere is called
greenhouse effect. If there is no greenhouse effect in the earth atmosphere at that time heat
radiation cannot be hold in the earth atmosphere. Due to this reason the temperature of the
earth becomes very less i.e. about -30 °cAt this temperature the earth surface will be
covered by the ice and living beings cannot be survive. So, the existence of living beings is
possible due to greenhouse effect. (See page no. 20 and 21 of your book)
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Activity 2
Answer the following questions.
1) What is greenhouse? How is temperature maintain in a greenhouse?
2) What is greenhouse effect?
3) “Greenhouse effect is essential for life.” Explain it.
Day-11
Chapter: 3
Lesson: Greenhouse Gases and their Sources
Activity 1
Study the following note.
- Those gases which have the ability to trap the heat radiation coming from the sun are called greenhouse
gases. These atmospheric gases are responsible for causing global warming and climate change
.Greenhouse gases occur naturally as well as by human activities .The natural greenhouse gases are water
vapour, carbon dioxide, methane, and nitrous oxide. Human made chemicals that act as greenhouse gases
are chlorofluorocarbons ( CFCs),hydro-chloro-fluoro-carbons (HCFCs)and hydro-fluorocarbons(HFCs).The
names of greenhouse gases with their sources are: Carbondioxide: The burning of
firewood and fossils fuels produce the carbon dioxide gas on the earth. Volcanic eruptions and the decay of
plant and animal matter release CO2 into the atmosphere. Methane: It is produced in the earth by the
decomposition of dead materials of livings. Microorganisms that live in damp soils produce methane when
they break down organic matter. It is also emitted during the production and transport of oil, waste
management, and burning of coal and natural gas. Nitrous oxide: This gas is produced by burning of fossil
fuels, firewood and decomposition of organic matter. Ploughing fields also releases nitrous oxide.
Chlorofluorocarbon: It is produced through refrigeration and industrial processes. Its main sources are
aerosol, air conditioning system, and cleaning solvent.
Ozone: It is also a natural greenhouse gas. It protects lives of earth by trapping ultraviolet ray in
stratosphere. But it acts as pollutant in the troposphere. It is released from industries like water treatment
plants.(See page 41 and 42 of your book)
Activity 2
Answer the following questions.
1) What are greenhouse gases? Name any two natural greenhouse gases.
2) What is the main cause of increment of greenhouse gas?
3) Mention any five names of greenhouse gases with their sources.
Day-12
Chapter: 3
Lesson: Causes of Greenhouse Gases/Greenhouse Effect
Activity 1
Study the following tips.
- Humans are the main reason for the pollution in nature. Human’s polluting activities are the
major causes of greenhouse effect. The major cause of greenhouse effect i s over production
of greenhouse gases which is also the cause of polluting human activities.-Greenhouse gases
also can be released into the atmosphere due to the burning of fossil fuels, oil, coal, and gas.
These materials are used in industries .Therefore; industries are also a major cause of the
greenhouse effect.
- One of the man-made causes of the greenhouse effect is deforestation. The forest consumes
the major greenhouse gas carbon dioxide during photosynthesis. Due to deforestation the
level of carbon dioxide is increase in the earth atmosphere and it causes the greenhouse
effect.
- Other major causes are volcanic eruptions, over use of nitrogenous fertilizer, population
growth, over use of electrical appliances etc.
-- 150 --

Activity 2
Answer the following questions.
1) What is the main cause of increment of Greenhouse gas?
2) Which gas is the most responsible for greenhouse effect?
3) Give the concept of greenhouse effect. Explain any three causes of greenhouse effect
Day-13
Chapter: 3
Lesson: Effects of Greenhouse Gases/Greenhouse Effect
Activity 1
Study the following key points.
- In Nepal, the green house gases adversely affect on weather patterns and causes climate
change. It also affects on agriculture, biodiversity, water resources and livelihoods of the
community and development infrastructures.
Due to increase in greenhouse gases, there is also increase in the atmospheric temperature.
Some major effects are as follows.
i) Change in climate ii) Global warming iii) Depletion of ozone layer
iv) Effects on ecosystem
vi) Increase in evaporation and precipitation
vii) Change in life cycle of living beings
v) Effects on human health
Activity 2
Answer the following questions.
1) Mention any two effects of greenhouse gases on human health.
2) Describe in brief any five effects of greenhouse gases.
viii) Rise in sea level etc.
(See page 44 of your book)
Day-14
Chapter: 3
Lesson: Measures to control Greenhouse Gases/Greenhouse Effects
Activity 1
Study the following summary.
- The global warming and climate change are the global problem which is caused by
greenhouse effect. The temperature of the earth is increasing day by day which adversely
affect on all aspects of environment. Therefore, it is prime need to focus to control the
release of greenhouse gases. The following measures help to control greenhouse gases.
i) Increase awareness level
ii) Reduction in emission (production) of greenhouse gases
iii) Conservation and Expansion of forest areas
iv) Control on the use of fossil fuels v) Use of alternative energy
vii) Pollution control (see page 45 of your book)
Activity 2
Answer the following questions.
1) Write any one measure of controlling greenhouse gas production.
2) How can we be safe from greenhouse effects? Explain five measures.
-- 151 --

Day-15
Chapter: 3
Lesson: Global Efforts to control Greenhouse Gases.
Activity 1
Study the following summary.
The worldwide efforts to control greenhouse gases are as follows.
i)In 1968, the United Nations called for a conference on the Human Environment which was
held in 1972.
i) In 1983 the National Research council of the United States of America published a
report on worldwide increase of carbon dioxide in order to reduce global warming.
ii) In 1985 a conference on carbon dioxide and the greenhouse effect was organized by
UNEP. The conference emphasized on the control of carbon dioxide in order to reduce
greenhouse effect.
iii) In 1988 UNEP organized the first international conference on conservation of the ozone
layer. The conference emphasized to discourage the production of CFC and to find out
its alternatives. (See page no. 46 of your book.)
Activity 2
Answer the following questions.
1) Mention any five international efforts for controlling of the greenhouse effect.
2) How does forest expansion help to minimize the greenhouse gases? Explain.
Day-16
Chapter: 3
Lesson: Global warming causes and effects
Activity 1
Study the following key points.
- The overheating takes place in the earth atmosphere due to the over production of
greenhouse gases and polluting human activity is called global warming.
- Global warming is caused by over production of greenhouse gases. The increased
temperature on earth creates the drought, heavy rainfall, and change weather patterns. The
possible causes of global warming are:
i) Over emission of greenhouse gases
ii) Deforestation iii) Over use of fossils fuel
iv) Unmanaged industrialization
v) Unmanaged research centre and laboratory
Activity 2
Answer the following questions.
1) What is global warming?
2) Mention any two causes of global warming.
3) Increment of temperature of the earth is a serious problem of today’s world. Explain.
Day-17
Chapter: 3
Lesson: Effects of global warming
Activity 1
Study the following key points.
The unscientific use of modern science and technology is helping to increase temperature on the
earth surface day by day is called global warming.-Greenhouse effect is resulting world’s
-- 152 --

greatest issue i.e. global warming. Due to rapid urbanization together with industrialization,
environment is degraded day by day.
-When the temperature of the earth increase the himalayan glacier and snow change into water
and the sea level could rise. Raising sea level will disturb many coastal ecosystem and
settlement.
The effects of global warming are:
i) Climate change ii) change in biogeochemical cycle
iii) Effect on health of living beings iv) Rise in sea level
v) Less crop production vi) Threat to fresh water etc.
Activity 2
Answer the following questions.
1) Mention any two effects of global warming.
2) “One of the major consequences of global warming is the rise in sea level.”Justify this
statement.
3) Describe in brief the effects of global warming.
Day-18
Chapter: 3
Lesson: Ozone Layer
Activity 1
Study the following key points.
- The space around the earth which is covered by different types of gases, water vapour, and
dust particle etc. is called atmosphere. It is the layer of gases around the earth’s surface. The
atmosphere consists of a mixture of gases. The major constituents of the atmosphere of the
earth are nitrogen(78%),oxygen (21%),argon( 0.9%), carbondioxide(0.03%).
- The earth‘s atmosphere can be divided into five layers-Troposphere, stratosphere,
Mesosphere, Thermosphere and Exosphere.
- Troposphere is the lowermost layer of the atmosphere. It extends up to 16 km height from
the earth surface. Various weather activities like cloud formation, rainfall, lightening,
thundering etc. takes place in this layer.
- Stratosphere is the second layer of earth atmosphere above troposphere which extends from
16 km to 50 km height from the surface of the earth. It contains the maximum amount of
ozone gas so it is also called ozonosphere. It acts as protective layer of the earth atmosphere
due to the ozone layer present in it.
Activity 2
Answer the following questions.
1) What is atmosphere? What are the constituents of the earth’s atmosphere?
2) Write any two features of troposphere.
3) Which layer of atmosphere contains large amount of ozone gas?
4) Why stratosphere is also called ozonosphere?
Day-19
Chapter: 3
Lesson: Layers of Atmosphere and Ozone Hole
Activity 1
Study the following key points.
- The third layer of the atmosphere above the stratosphere which extends from 50 to 80 km
above the surface of the earth is called mesosphere.
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- The fourth layer of earth atmosphere above the thermosphere which extends from 80 km to
720 km above the surface of the earth is called thermosphere. The temperature of this layer
is very high.
- The fifth and uppermost layer of the earth atmosphere which extends from 720 km to above
the surface of the earth is called exosphere. The effects of gravity are negligible in this
layer.
Ozone Hole: The depletion of stratospheric ozone, a seasonal hole in the ozone layer at polar
regions is formed in the atmosphere by CFCs and other synthetic chemicals such as carbon
tetrachloride, methyl chloroform etc. is known as ozone hole. It adversely affects human
settlement and other creatures .The depletion of ozone causes the harmful UV rays to reach the
earth. UV radiations are very harmful and responsible for causing skin cancers in humans. UV
rays may also cause genetic mutations in living organisms. (See page 47 of your book)
Activity 2
Answer the following questions.
1) Write the names of five layers of earth atmosphere and give two features of each layer.
2) What is ozone hole? How is it formed?
Day-20
Chapter: 3
Lesson: Ozone layer and its importance
Activity 1
Study the following key points
- The pale, blue and toxic and poisonous gas with strong odour which is formed by the
combination of three oxygen atom. It is found in the stratosphere which is formed naturally
due to the action of solar radiation on oxygen.
- The protective layer of the earth atmosphere lies in stratosphere which extends from 19km
to 48km above the earth surface is called ozone layer. Ozone layer protects the biosphere
from the deadly effects of ultraviolet radiation.
- Ozone layer plays a vital role for shaping the present form of biosphere. It acts as a
protective umbrella for all living organisms on this planet. If there were no ozone layer in
the atmosphere, all harmful ultraviolet radiations could enter the biosphere and adversely
affect the whole biosphere.
- It helps to conserve precious and valuable things such as historical buildings, monuments
etc. by saving the atmosphere from overheating.
- It creates the suitable environment for the life cycle of plants and animals. It protects from
the ultraviolet dissociation of water by absorbing the heat radiation coming from the sun.
- Ozone layer blocks UV rays from entering to the earth. So, it prevents us from dangerous
diseases like cataracts, skin burning, skin cancer. It also helps to reduce greenhouse effect.
Activity 2
Answer the following questions.
1) What is ozone? Where is it found?
1) What is ozone layer? Write any five importance of ozone layer.
2) Ozone layer is the umbrella of the earth. Explain.
-- 154 --

Day-21
Chapter: 3
Lesson: Causes of depletion of ozone layer
Activity 1
Study the following key points.
- The loss or damage of the ozone layer from the stratosphere due to the different human
activity is called depletion of ozone layer.
- The production and release of CFCs, nitrous oxide, hydro-chloro-fluro carbon, Halogen
containing compounds etc. in the atmosphere destroy the ozone layer. When these gases
reach stratosphere, they release free chlorine, bromine, and fluorine atom in the presence of
ultraviolet rays and destroy the ozone layer.
- The nitrogen oxide releases in the lower atmosphere by jetliner, nitrogenous fertilizer
reaches in the stratosphere and destroy the ozone layer. Different ozone depleting
substances are produced by the human activity .These substances deplete the ozone layer.
- The chlorine gas release by the CFCs used in the refrigeration, air conditioning system,
cleaning solvent, aerosol sprays etc. reach in stratosphere and break down the ozone into its
constituent part oxygen. The methane gas is evolved by the preparation of composting,
decaying, of organic matter etc. which destroy the ozone layer.
- The emission of nitrous oxide from dead and decaying materials and burning of fossil fuels
and biomass also destroy the ozone layer.
(See page 49 of your book)
Activity 2
Answer the following questions.
1) What is ozone layer depletion? How is it depleted?
2) Write in brief any five causes that deplete the ozone layer.
Day-22
Chapter: 3
Lesson: Effects of the Ozone Layer Depletion
Activity 1
Study the following key points.
- The ozone layer in the stratosphere absorbs most of the harmful ultraviolet (UV) radiations
coming from the sun and save life on the earth from their harmful effects .Due to the
depletion of ozone layer, most of the ultraviolet radiations reach the earth surface and cause
different adverse effect on physical, and biological aspects of the earth. The depletion of
ozone layer allows the ultraviolet ray into the earth surface and creates following impacts:
i) Ultra violet rays from the sun may cause skin cancer, eye problems, and other adverse
effects on plant and animal life.
ii) The melanoma skin cancer, loss of immunity power, reduction of reproductive power,
early wrinkle etc occur due to UV rays.
iii) The energy of ultraviolet ray easily destroys the DNA of cells. It affects the shapes and
sizes of the plant leaves and destroys the protein as well as photosynthesis process.
iv) The ultraviolet rays destroy the phytoplankton in aquatic ecosystem effecting whole
aquatic and terrestrial ecosystem.
v) The ozone depleting substances like nitrous oxide and and carbon dioxide affects the
respirations of animals’ .Similarly, it also affects the functioning of the heart in animals.
(See page 500 f your book)
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Activity 2
Answer the following questions.
1) Write any two effects of ozone depletion on human health.
2) How does the depletion of ozone layer affect an ecosystem?
3) Why ozone layer depletion is dangerous for human and environment ?Give your answer
with the help of facts about effects of ozone layer depletion.
Day-23
Chapter: 3
Lesson: Conservation of Ozone Layer
Activity 1
Study the following key points.
- The ozone layer of the atmosphere protects life on earth by filtering out some of the harmful
ultraviolet (UV) radiation from the sun. Ozone layer depletion affects human beings, plants
other animals and also causes green house effect. In humans, the risk of conditions such as
skin cancer, skin diseases and loss of immunity power. Ozone layer can be protected by
adopting the following measures:
i) Less uses of machines that releases the ozone depleting substance
ii) Uses of organic fertilizer instead of nitrogenous fertilizer
iii) By reducing the use of ozone depleting chemicals
iv) Following plans and policies of government
v) Public awareness) Using alternative energy instead of fossil fuels. (see page 50 and 51)
Activity 2
Answer the following questions.
1) Write any two measures of controlling ozone layer depletion.
2) Describe in brief any five measures of conserving of the ozone layer.
Day-24
Chapter: 5
Lesson: Biodiversity and its types
Activity 1
Study the following key points. Natural resources are the elements create by nature, which
humans utilize for their survival and development.
- The total varieties of living beings i.e. plants and animals found in per unit area of the earth
surface is called biodiversity. Biodiversity is classified into 3 types. They are:
Ecosystem diversity: The variation or difference found in the living organisms due to the
variation in the climate, topography, and physical structure of various habitats in the
environment is called ecosystem diversity. For example, there can be difference in the plants
and animals found in Himalayan region and Terai region. Similarly, there can be ecosystem
diversity in ocean, desert, and forest areas.
Genetic diversity: The specific or particular variation found in individual living beings due
to the result of continuous variation in gene is called genetic diversity. It is the variation in
genes that exists within a species. This diversity is caused due to the genes present in the
nucleus of a cell. The different characteristics seen in the children given birth by Mongolian,
Aryan, and Negros can be its example.
Species diversity: The variation or difference found among the various living beings on the
earth due to the difference in their species is called species diversity. It is the difference in
the species of plants and animals. The species of alpine, deciduous and evergreen vegetation
can be different. There are various species of birds, mammals, fish, plants and other living
organisms.
(See page 67 and 68 of your book)
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Activity 2
Answer the following questions.
1) What is biodiversity? In how many types is biodiversity classified?
2) Explain the types of biodiversity in brief.
3) How many species of birds are found in Nepal?
4) “Nepal is rich in species diversity.”Explain
Day-25
Chapter: 5
Lesson: Importance and need of conservation of biodiversity
Activity 1
Study the following key points
- Physical features of a place such as geography and climate determine status of biodiversity
in a place. Nepal has many types of ecosystems In which varieties of biodiversity can be
found. 118 ecosystems are found in Nepal except marine and desert ecosystem.
- Biodiversity is very important because it gives humans agricultural products, animal
products, plant products helps in soil conservation, watershed conservation.
- 22 nd may is celebrated as biodiversity day .Biodiversity provides us many of the things that
sustain our lives. Protecting our species, and their habitats, improves our quality of life and
standard of living. The importance of biodiversity is given in the following points:
i) source of food ii) Development of improved breeds
iii) Medicinal values iv) Economic importance
v) Aesthetic beauty/Recreational value etc. (see page 70 -73)
Activity 2
Answer the following questions.
1) What determines the status of biodiversity?
2) “Nepal is rich in biodiversity.” Justify it.
3) Explain the importance of biodiversity in five points.
Day-26
Chapter: 5
Lesson: Causes of loss of biodiversity
Activity 1
Study the following key points.
- The different species of plants and animals on the earth are disappearing day by day. The
extinction of dinosaur species is one of the important examples of it. Other many species of
plants and animals are going to be extinct from the earth. The biodiversity is degrading day
by day due to different polluting activities of human.
- The major causes of loss of biodiversity are given below:
i) Natural causes: Landslide, soil erosion, flood, volcano, natural fire and earthquake are
the natural causes of loss of biodiversity. The natural hazards damage plant and animal
life and their habitat and become rare and extinct.
ii) Anthropogenic Causes /Man- made causes
Pollution, deforestation, forest fire, overgrazing, illegal trade of plants and animals and
hunting, poverty, lack of awareness among people on importance of biodiversity and
population growth are the major man made causes of loss of biodiversity. (
See page no.75 and 76 )
-- 157 --

Activity 2
Answer the following questions.
1) Write any two natural causes of loss of biodiversity.
2) What are the causes of loss of biodiversity? Explain any five in brief.
3) Biodiversity is important in human life. Explain.
4) When is “World Biodiversity Day” celebrated?
Day-27
Chapter: 5
Lesson: Endemic species of Nepal
Activity 1
Study the following key points.
- Those species which are limited to a particular geographical area because they are highly
adapted to a particular place are called endemic species.
- To be endemic to a place or area means that is found only in that part of the world and
nowhere else. For example, Kangaroo is endemic to Australia. Likewise, Spiny Babbler is
endemic to Nepal.
- Endemism is the ecological state of being unique to particular geographic location, such as
specific islands, habitat type, nation or any other defined zone.
- Those species found in Nepal are only called endemic species of Nepal. In Nepal, there are
246 endemic species of flowering plants out of about 5100 species. It means 246 species are
not known to occur outside the boundary of Nepal.
- There are 4 species of butterflies , 6 species of fishes, 9 species of amphibians ,1 species of
lizard ,1 species of snake, 2 species of birds and 1 species of mammals that are considered
as endemic species.
(See page 77 and 88 of your book)
Activity-2
1) Define endemic species. Explain about endemic species and its conservation.
2) How many endemic species of flowering plants are found in Nepal?
Day-28
Chapter: 5
Lesson: Methods of conservation of biodiversity
Activity 1
Study the following note.
Conservation of biodiversity means protecting the biodiversity from depleting and being extinct,
protecting their natural habitat and ecosystem by creating suitable environment for their proper
functioning and preserving the quality they have. Through the conservation of biodiversity the
survival of many species and habitats which are threatened due to human activities can be
conserved. Biodiversity has to be conserved for the continuity of existence of all living beings. It
helps in maintaining balance in ecosystem. Biodiversity conservation method can be broadly
divided into two groups as in-situ conservation and ex-situ conservation.
In-situ Conservation:-The conservation method in which natural resources (plants and animals)
are conserved in their own natural habitat is called in-situ conservation. It is based on natural
procedure and covers the large area. For example, National park, wildlife reserve, conservation
areas etc.
Ex-situ Conservation:-The conservation of biodiversity at manmade habitat and environment is
called ex-situ conservation. It is based on artificial procedure .It is possible within a small area.
-- 158 --

For example, zoo, botanical garden, gen banks, nursery, etc. (see page no. 79 -
81 of your book)
Activity 2
Answer the following questions.
1) Plants are also conserved in a botanical garden. What kind of conservation is this?
2) Why do we need to conserve biodiversity? Write any five reasons.
3) Write any three differences between in-situ and ex-situ conservation methods.
Day-29
Chapter: 5
Lesson: Indigenous knowledge in biodiversity conservation
Activity 1
Study the following note.
- Nepal is the county having different flora and fauna within 118 types of ecosystem, 75
vegetation types and 35 forest systems divided ecologically into Terai, Hills, and Mountains.
Biodiversity has fundamental values to humans because we are dependent on it for our well
being and fulfillment of basic needs and requirements.
- Indigenous knowledge is the local knowledge which is very important in a society to solve local
problems. The importance of indigenous knowledge for conservation of biodiversity are:
- Indigenous people are living in close with the nature and always dependent upon the natural
resources and biodiversity for their comfort and easy living.
- people use sisnu, titepati, yarsagumba, different mushrooms and other herbs based on their
traditional knowledge.
- Many people in ancient time use local herbs to cure many diseases. They use silajit, wild honey,
red mushroom, and other products in different diseases.
- Hindus worship species of some plants i.e.kush, Bhalayo, Tulasi, and papal as a symbol of God
Vishnu. Buddhists and karats also perform different rituals where they used Papal, Bar, Mango
and other plants.
- Socio cultural practices in a particular area can help for protects local biodiversity by using
different ideas, and innovations. The local religious belief in Dolpa is not allowing the killing of
leopards, which is the sole contributor for the protection of snow leopards in the region.
Activity 2
Answer the following questions.
1) Write down any five local and indigenous ideas that are practiced for conservation of
biodiversity in your locality.
2) Write short notes on:
a) Ex-situ conservation b) Indigenous knowledge for conservation
Day-30
Chapter: 5
Lesson: Efforts of Government in Biodiversity Conservation
Activity 1
Study the following note.
Nepal has made an Agro biodiversity policy in 2007 B.S. and amended it in 2014 B.S.Nepal
government has prepared various plans and policies, for conservations of biodiversity. The
government has given power to local bodies for the preservation of forest and natural resources. The
major efforts done in Nepal for the conservation of biodiversity are as follows:-
- community forest programme, Establishment of National parks, conservation areas and Buffer
zones, control of illegal hunting by laws, Establishment and management of wetland areas,
establishment of Gene Bank, awareness programme etc. (See page no.83 of your book)
Activity 2
Answer the following questions.
Mention any five attempts made by our country in order to conserve the biodiversity
-- 159 --

Model Question
Class: Ten Time: 2:15 hrs. F.M: 75
Subject: Environment Science
Students are suggested to answer in their own words as far as practicable on the basis of given
instructions.
Attempt all questions.
Group ‘A’ (11×1=11)
Very short answer questions.
1. What is ecosystem?
2. What are the ecosystems established in stream and river?
3. Define autotrophs.
4. Write any two major ozone depleting substances.
5. Define climate change.
6. What is ozone hole?
7. Write any two causes of increment of greenhouse gases.
8. What do you mean by endemic species.
9. When is “World Bio-diversity Day” celebrated?
10. Which layer of atmosphere contains large amount of ozone gas?
11. How many species of birds are found in Nepal?
Group ‘B’ (8×5=40)
Short answer questions.
12. Mention any five points of importance of wetlands in our country.
13. Describe the causes of loss of biodiversity in brief.
14. Explain fresh water ecosystem with its components in brief.
15. Mention any five importance of ozone layer.
16. Define trophic level. Write types of trophic level with examples.
17. What is greenhouse? Mention any four names of greenhouse gases with their sources.
18. “Human activities are major causes of climate change.” Justify the statement.
19. Between ex-situ conservation and in-situ conservation of biodiversity, which is most
appropriate and why?
Group ‘C’ (2×12=24)
Long answer questions.
20. What is greenhouse gas? Describe any three effects of greenhouse gases onenvironment.
Also mention five ways to control greenhouse effect.
(1+2×3+1×5=12)
21. What is ozone layer? Explain any two ways of protecting ozone layer. Define biodiversity
along its type. Nepal is one of the richest countries in biodiversitySupport your answer.
(1+ 4+1+3+3=12)
TheEnd
-- 160 --

Subject : Accountancy
Day: 1
Activity: 1
Unit : 1 Office Procedure
Office Procedure: It is the method of doing official works which helps to do the work efficiently
and effectively.
Needs/Importance of office procedure
1. To perform work in an easy and effective way.
2. To support subordinate.
3. To bring flexibility.
4. To fulfill legal formalities.
Types of office procedure.
1. Tippani/ Memo 2. Report 3. Resolution
Activity: 2
1. Define procedure.
2. What do you mean by office procedure?
3. State any two importance of office procedure.
4. List the types of office procedure.
Day: 2
Activity : 1
Tippani /Memo: Tippani is a written statement prepared by lower level staffs and forwarded to
upper level staffs for final decision. I is upward process of communication.
Consideration for drafting tippani
1. Subject of the tippani should be mentioned at the top.
2. It should be simple, clear, meaningful and to the point.
3. It should be presented orderly.
4. The current act rules and regulations related to problems should be mentioned clearly.
5. Memo should be written in the third person with out a salutation and complementary closing.
6. At last, each page of tippani should be signed by authorized officer before forwarding it to
upper level.
Activity: 2
1. Define memo.
2. Why is a memo prepared?
3. Who drafts tippani?
4. List any four objectives of memo.
Day : 3
Activity: 1
Report: Report is a kind of analytical statement of all the activities done by an office authorized
person, commission, committee or an organization during a certain period of time.
Objectives of report. (Source pg .no : 6)
Types of report
1. Annual report 2. Government report 3. Audit report
4. Academic report 5. Committee report
Activity: 2
1. What do you mean by report?
2. Why s report prepared?
-- 161 --

3. List any two objectives of report.
4. List the types of report.
Day: 4
Activity : 1
Types of report (Source pg. no: 8)
[Hints]: Auditing: The process of examining/verifying the books of account to ensure the
correct application of accounting rules and principles.
Auditor: Person who examines the books of account.
Activity: 2
1. Briefly explain the types of report.
2. Define auditing.
3. Which report is prepared annually?
4. “An annual report shows the over all performance of a company” justify.
Day : 5
Activity: 1
Resolution: It is a written proposal which is prepared in the meeting for open discussion and to
take final decision.
Types of resolution
1. Simple/Ordinary resolution
2. Special /Urgent resolution
Activity : 2
1. Define resolution.
2. Mention any two objectives of resolution.
3. What are the types of resolution?
Day:6
Activity: 1
Simple/Ordinary resolution: The resolution which is presented in general assembly for simple
or ordinary cases. It is passed by a simple majority i.e. more than 50% of the share holders.
Matters included on ordinary resolution
1. Declaration of cash and stock dividend.
2. Presentation of audited financial report.
3. Appointment of auditors and directors and fixation of their salary.
Special / Urgent resolution: The resolution which is presented in special meeting for
special/urgent cases. It is passed by at least 75% of the share holders.
Matters included in special resolution
1. Changing the name, objectives and capital of company.
2. Alteration of memorandum and article of association.
3. Winding up a company.
Activity: 2
1. Write ant two similarities between ordinary and special resolution.
2. Differentiate between ordinary and special resolution.
3. Which resolution needs at least 75% of majority?
4. Issue of bonus share is related to which type of resolution?
-- 162 --

Day: 7
Activity: 1
Unit : 2 Filing and indexing
Filing: The systematic and scientific way of arranging and preserving information so, that they
can be easily located whenever required.
Objective of filing (Source pg. no: 15)
Needs/ Importance of filing (Source pg. no: 16)
Activity: 2
1. What do you mean by filing?
2. Explain any four objectives of filing.
3. Explain the importance of filing.
Day : 8
Activity : 1
System of filing
1. Traditional method of filing
2. Modern system of filing
Misil file (Case file): The system of organizing files and documents related to a particular subject
or case.
[Hints]: Misil means case related to legal matters.
Advantages of misil file
It is simple and easy to operate.
It is flexible .
It is economical.
It is convenient to preserve document of particular case.
Activity:2
1. Define misil.
2. What do you mean by misil filing? Mention its any 4 advantages and disadvantages.
Day: 9
Activity: 1
Box filing: The traditional method of collecting and preserving the documents inside the box.
Advantages of box filing
It is simple and easy to operate.
It is economical method.
Document get less dust.
Index can be made.
Disadvantages of box filing
It is less flexible.
Less secrecy.
Chances of misplacing documents.
Unsuitable for large organizations.
Activity : 2
1. Introduce traditional method of filing and explore the differences between box filing and misil
filing.
2. Which method of filing is suitable to preserve documents relating to a particular case.
-- 163 --

Day : 10
Activity:1
Modern system of filing:
1. Flat or Horizontal filing: The method of filing in which letters and documents are placed in
a folder and kept in flat or horizontal positions.
Advantages and disadvantages of horizontal filing. (Source pg. no: 18& 19)
2. Vertical filing: The method of arranging the files in upright or vertical position in support of
each other.
Advantages and disadvantages of vertical filing. (Source pg. no: 21)
Activity: 2
1. What do you mean by horizontal filing? Write its any four merits and demerits.
2. Define vertical filing. List its any four advantages and disadvantages.
3. Differentiate between horizontal filing and vertical filing method.
Day : 11
Activity: 1
Methods of filing
Alphabet filing: The system of arranging files and folders in the drawer or cabinet according to
the order of the name of person or organization.
Advantages of alphabet filing
1. It is simple and easy to understand and operate.
2. It is self indexed system.
3. It is flexible method.
4. It is economical method.
Disadvantages of alphabet filing
1. Low secrecy because name is mentioned at the top.
2. Not suitable for large organization having unlimited number of files.
3. Difficult to arrange incase of same name.
4. Not suitable for those offices where numbers are given more priority.
Activity :2
1. Define alphabetic filing.
2. Write any 4 merits and demerits of alphabetic filing.
3. Why is alphabetic filing system not much secured?
Day: 12
Activity: 1
Numerical filing : The system of arranging files according to the serial number such as 1,2,3,4,
and so on is numeric filing.
Advantages of numeric filing
1. It is flexible method because it has unlimited scope for expansion.
2. Easy to arrange.
3. Simple to understand and easy to operate.
4. Systematic and scientific method.
Disadvantages of numeric filing
1. It is expensive method.
2. It is time consuming method.
3. Unsuitable for small organization because of high cost.
4. Not suitable for those offices where names are given more priority.
-- 164 --

Activity : 2
1. Show any 2 similarities between alphabet and numeric filing.
2. Show any five differences between alphabet and numeric filing.
Day: 13
Activity: 1
Subject filing: The method of arranging and keeping files and documents on the basis of their
subjects.
Advantages and disadvantages of subject filing.
(Source pg. no: 25 &26)
Activity: 2
1. Which filing system is more suitable for an organization either subject filing or geographical
filing? Give your view.
2. Differentiate between subject filing and geographical filing.
Day: 14
Activity: 1
Indexing: The act of classifying and providing an index in order to make items easier to retrieve.
Importance of indexing
(Source pg. no:27)
Activity: 2
1. Define indexing.
2. “An indexing is an eye of filing system” justify.
Day : 15
Activity: 1
Unit : 4 Financial Institutions
Financial Institutions: Any organizations which is involved on financial activities i.e. accepting
deposit and providing loan.
Types of financial institutions (Source pg. no: 56)
Activity: 2
1. Define financial institution.
2. List the main role of financial institution.
3. Write any one example of depository financial institution.
Day : 16
Activity: 1
Bank: Bank is a type of financial institution which deals with money and monetary matters.
[Hints]: The first bank of Nepal is Nepal Bank Limited which was established in 1994 B.S
Kartik 30
Functions of bank (Source pg. no: 57& 58)
Activity: 2
1. What do you mean by bank?
2. How does a bank creates credit?
3. Which bank issues currency in Nepal?
4. Briefly explain any six functions of bank.
-- 165 --

Day: 17
Activity: 1
Types of bank
1. Central bank
2. Commercial bank
3. Development bank
Central bank: The supreme/ apex bank of the nation which control, manage and supervise overall
banking system in the country. It is also called bank of the banks.
[Hint]: a. Central bank have monopoly right in issuing notes and coins.
b. Nepal Rastra Bank is the central bank of Nepal which was established in Baisakh
14, 2013.
c.. Reek Bank of Sweden is the first central bank in the world which was established
in 1656 A.D.
Activity: 2
1. Which is the first central bank in the world?
2. Which bank issues notes and coins?
3. Which is the central bank of Nepal and when was it established?
Day: 18
Activity: 1
Functions of central bank
(Source pg.no:61)
Activity: 2
1. What is central bank? Explain its function in brief.
2. Why is central bank called bank of banks?
Day : 19
Activity: 1
Commercial bank: Those banks which are established to promote trade, industry, business
and commerce in the country with the aim of maximizing profit.
Functions of commercial bank (Source pg .no: 64)
[Hints]: The first commercial bank of Nepal is Nepal Bank Limited established in 1994 kartik 30.
The second commercial bank of Nepal is Rastriya Banijya Bank which was established in 2022
B.S.
Activity: 2
1. Which is the first commercial bank of world?
2. Differentiate between central bank and commercial bank.
3. Explain any 8 functions of commercial bank.
Day: 20
Activity: 1
Development bank: Those banks which are established to provide capital and technical
assistance for the development of industrial, agricultural and rural sector of country.
Functions of development bank (Source pg .no:66& 67)
Activity: 2
1. What is the main objective of development bank?
2. Explain the role of development bank for economic development of nation.
3. Differentiate between commercial bank and development bank.
-- 166 --

Day: 21
Activity: 1
Trial Balance
Trial Balance is statement of the debit and credit balance of the various ledger accounts which are
prepared to check their arithmetical accuracy.
Objectives of Trial Balance
1. To help in locating errors.
2. To check the arithmetical accuracy.
Importance / advantages of Trial Balance
1. It helps in preparing financial statements.
2. It helps in conducting internal audit.
Activity: 2
1. Define trial balance.
2. What are the objectives of preparing trial balance?
3. List the importance of trial balance.
Activity: 1
Specimen / Format of Trial Balance
Day : 22
S.N Heads of account L.F Debit Credit
Items of account shown in trial balance (Source pg.no: 98)
[Hints]:
* Every kind of assets, expenses and losses and drawing are
shown on debit side.
* Capital liabilities, incomes/revenue and gains are shown on
credit side.
Activity: 2
1. Write any four examples of assets.
2. Where is prepaid expenses shown on trial balance?
3. Define suspense account.
Day : 23
Activity: 1
Illustration
Prepare trial balance of ABC company for the year ended 2069 chaitra 31 st.
Opening stock 20,000 Purchase 1,02,400
Sales 1,11,000 Purchase return 6,800
Sales return 2,400 Sundry debtor 20,000
Sundry creditor 30,000 Capital 1,00,000
Cash in hand 81,000 Investment 21,000
-- 167 --

Solution
Trial Balance of ABC company
As on 31 st chaitra 2069
S.N Heads of account L.F Debit Credit
1 Opening stock 20,000
2 Sales 1,10,000
3 Sales return 2,400
4 Sundry creditors 30,000
5 Cash in hand 81,000
6 Purchase 1,20,400
7 Purchase return 6,800
8 Sundry debtor 20,000
9 Capital 1,00,000
10 Investment 21,000
Total 2,46,800 2,46,800
Activity :2
Exam problems: ( page no 65 ( Q. no: 1, 2 and 3)
Activity:1
Illustrations
1. Page no 111 ( Illustration 5-5)
2. Page no 111 (Illustration 5-6)
Day :24
Activity: 2
1. Page no: 116 (EP-3, EP-4, EP-5 EP-6)
Day : 25
Activity: 1
Final Account
The account which is prepared to know about profit earned or loss suffered at the end of the year
and to know about its financial position of a business organization during the year.
Objectives / Importance of final account
1. To ascertain the result of business operation.
2. To present the true financial position of the business on a particular date.
3. To prepare summary of all the financial transactions.
Activity: 2
1. Why is final account prepared?
2. List the accounts involved in final account.
Day: 26
Activity : 1
Trading account: The account which is prepared by posting direct expenses and direct incomes
and gains to ascertain profit or loss of a business.
Specimen /Format of trading account
(Source pg.no:127)
[Hints]: Things to remember (Source pg. no: 127)
-- 168 --

Illustration
Prepare a trading account of XYZ Co. for the year ended 30 th Ashad 2074 from the
following particulars.
Particulars Rs Particulars Rs
Opening stock 30,000 Carriage inward 2,000
Sales 1,00,000 Closing stock 30,000
Purchase 60,000 Wages 4,000
Fuel 3,000 Factory rent 2,500
Solution:
Trading account of XYZ Co
For the year ended 30 th Ashad 2074
Dr
Cr.
Particulars Amount Particulars Amount
To opening stock 30,000 By sales 1,00,000
To purchase 60,000 By closing stock 30,000
To carriage inward 2,000
To wages 4,000
To factory rent 2,500
To fuel 3,000
To gross profit c/d 28,500
1,30,000 1,30,000
[Hints]: Gross profit = Cr-Dr
=1,30,000-1,01,500= 28500
Activity: 2
1. Page no: 157 (SP-2, SP-3 and SP-4)
2. How is gross profit determined?
3. What do you mean by gross loss?
Day: 27
Activity : 1
Profit and loss account: This is the second step of final account which is prepared after
preparing trading account by posting indirect expenses and losses and indirect incomes and gains
to determine the amount of net profit earned or net loss suffered.
Specimen / Format of Profit / loss account (Source pg.no: 131)
[Hints]: 1. Net profit is the difference between credit and debit side of profit and
loss account
2. Net loss is the difference between debit and credit side of profit and
loss account.
Illustration
Prepare profit and loss account of Kathmandu Bakery on the basis of following particulars.
Particulars Rs Particulars Rs
Gross profit 50,00 Income from investment 70,000
Interest on loan 15,000 Sale o scrap 10,000
Audit fees 20,000 Rent received 45,000
Bad debt 30,000 Repairs 15,000
-- 169 --

Solution: Profit and loss account of Kathmandu Bakery
For the year ended---------------------------------
Dr
Cr
Particulars Amount Particulars Amount
To interest on loan 15,000 By gross profit b/d 50,000
To audit fee 20,000 By sale of scrap 10,000
To bad debt 30,000 By income from investment 70,000
To repairs 15,000 By rent received 15,000
To net profit c/d 65,000
1,45,000 1,45,000
[Hints]; Net profit = Cr- Dr = 1,45,000-80,000 = 65,000
Activity: 2
1. What do you mean by net profit?
2. How is net profit determined?
3. What type of items are included in the debit side of profit and loss account?
4. Exam problems: ( page no: 167) Exercise 1, 2, 2, 4 and 5
Day : 28
Activity: 1
Illustration
Prepare profit and loss account of A& B corporation as on 31 st Chaitra 2060 from the
following particulars.
Particulars Amount Particulars Amount
Gross profit 4,00,000 Interest received 20,000
Depreciation 24,000 Doubtful debt 15,000
Dividend received 30,000 Salary 90,000
Selling expenses 50,000 Stationery 16,000
Solution: Profit and loss account of A& B corporation
For the year ended 31 st Chaitra 2062
Dr
Cr
Particulars Amount Particulars Amount
To depreciation 24,000 By gross profit b/d 4,00,000
To selling expenses 50,000 By dividend received 30,000
To doubtful debt 15,000 By interest received 20,000
To salary 90,000
To stationery 16,000
To net profit c/d 2,55,000
4,50,000 4,50,000
Activity: 2
Page no: 168 ( Exercise 7, 8, 9, 10 and 12)
-- 170 --

Day : 29
Activity: 1
Balance sheet
Balance sheet is a statement of assets, liabilities and capital that shows the financial position of a
business on a particular date.
Objectives of Balance sheet
(Source pg.no:135)
Specimen and rules of balance sheet (Source pg.no; 137)
Prepare balance sheet of Maha laxmi stores as on 31 st Ashad 2074 from the following
particulars.
Capital 10,00,000 Advance income 30,000
Goodwill 2,00,000 Building 8,00,000
Furniture 2,20,000 Net profit 1,20,000
General reserve 2,30,000 Closing stock 1,60,000
Solution: Balance sheet of Maha laxmi stores As on
31 st Ashad 2074
Capital & liabilities Amount Assets Amount
Capital 10,00,000 Goodwill 2,00,000
Add Net profit1,20,000 11,20,000 Furniture 2,20,000
General reserve 2,30,000 Building 8,00,000
Advance income 30,000 Closing stock 1,60,000
13,80,000 13,80,000
Activity: 2
1. What do you mean by accrued income?
2. Write any two examples of current assets.
3. How is depreciation adjusted in final account?
4. Page no: 168 (Exercise: 7,8,9,10,11 and 13)
Day : 30
Activity: 1
Page no : 151 : Illustrations : 6-13,6-14 and 6-15
Activity: 2
Page no 160 ( problems EP-8,Ep-9,Ep-10 and Ep-11)
-- 171 --

Model Question Paper- 2077
Class: 10 F.M.: 75
Subject : Accountancy Time : 2.15 hrs P.M.: 30
Group ‘A’
Answer the following questions in one sentence. 5×1=5
1. Who drafts tippani ?
2. Define indexing.
3. Which is the first bank of Nepal and when was it established?
4. In which country central bank was established first?
5. How is net profit determined?
Group ‘B’
Answer the following questions in short. 8×5=40
6. What do you mean by office procedure? Mention any five considerations while preparing a
tippani.
7. Briefly explain the types of report.
8. What do you mean by geographical filing? Write its any four merits and demerits.
9. What is trial balance? Mention its objectives.
10. Prepare a trial balance of Gauri Shankar store, Pokhara for the year ended Ashad 31 st 2072
from the following particulars.
Particulars Amount Particulars Amount
Opening stock 5,70,000 Sales 6,80,000
Purchase 3,30,000 Purchase return 1,80,000
Commission received 11,000 Creditors 1,59,000
Depreciation 20,000 Wages 1,10,000
11. Prepare trading account of Gandaki Agro Farm for the the year ended chaitra 31 st 2065 from
the following particulars.
Particulars Amount Particulars Amount
Opening stock 100,000 Carriage inward 50,000
Purchase 500,000 Sales 1200,000
Sales return 10,000 Purchase return 20,000
Wages 80,000 Closing stock 80,000
12. From the following particular prepare a profit and loss account of ABC company for the fiscal
year (2064/65).
13.
Gross profit 2,80,000 Repair expenses 14,500
Discount received 3,000 Legal charge 2,500
Bad debt 1,700 Depreciation 16,200
Advertisement 16,000 Bad debt recovered 700
Group ‘C’
Give long to the following questions. 3×10=30
14. Introduce traditional filing. Explore the differences between box filing and misil filing. Write
any 5 objectives of filing.
15. What is commercial bank? Explain its function in brief.
16. Define central bank. What is the name of central bank of Nepal? Briefly describe any six
functions of central bank.
The End
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