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Permanent effect (Hyper Conjugation)

1. It is a permanent electron displacement effect.
2. Hyper conjugation is also called as “No bond “Resonance

• More alpha C – H bond, more will be the no bond resonating structure (Hyper conjugation)
• More alpha (C – H) bond more will be the stability of free radical.

 

Structure: 

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Reaction with Lucas Reagent (HCl and Anhydrous ZnCl):-

Victor Meyer’s test:-

Important Question Answers

Question.1    What is the structure of C₃H₇ NO₂ giving blue colour with NaNO₂ and HCl followed by treating with alkali ?

Answer.1    NaNO₂ + HCl Nitro alkenes which on treating with nitrous acid followed by treating with alkali give blue colour thus C₃H₇ NO₂ is

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Halides

1. Silver halides (AgF, AgCl, AgBr & AgI)

Preparation

Silver halides are prepared by the action of sodium or potassium halide on silver nitrate solution (except for AgF)

Silver fluoride is prepared by the action of HF on silver (I) oxide.

Properties

(i) AgCl is white solid, AgBr is a pale yellow solid and AgI is a yellow solid.

(ii) AgF is soluble in water whereas other halides are insoluble in water. AgCl dissolves in ammonia to form a complex.

AbBr is partially soluble and AgI is insoluble in NH₄OH.

(iii) All the silver halides dissolve in potassium cyanide and Na₂S₂O₃ solution to form complexes.

Uses

All silver halides (particularly AgBr) are photosensitive and hence are widely used in photography.

2. Mercury halides

(a) Mercury (I) chloride or mercurous chloride or calomel, Hg₂Cl₂

Preparation

(i) It can be prepared by mixing a chloride solution with a mercury (I) salt solution.

(ii) It can also prepared by heating a mixture of mercuric chloride and mercury in an iron vessel.

Properties

(i) It is a white power insoluble in water but soluble in chlorine water.

(ii) It decomposes on heating to HgCl₂

(iii) On treatment with ammonia, if turns black due to the formation of finely divided mercury.

Uses

(i)  In making standard calomel electrode and

(ii)  As a purgative in medicine.

(b) Mercury (II) chloride HgCl₂

1.  It is prepared by passing dry chlorine over heated mercury.

2. It is also obtained by treating HgO with HCl

3.  Commercially, it is prepared by heating a mixture of HgSO₄ and NaCl in the presence of MnO₂

Properties

1. It is a white crystalline solid sparingly soluble in cold water but soluble in hot water. Its solubility can be increased by adding Cl^-.

2. It is readily soluble in organic solvents suggesting its covalent nature.

3.  When treated with SnCl₂ it is reduced to mercury.

4.  When Cu turnings are placed in its contact a shining grey film of mercury deposits over them.

Uses

It is used for preserving wood and hides and for making fungicides.

(c) Mercury (II) Iodide

Preparation

It is prepared by treating HgCl₂ with KI.

Properties

1. Mercuric iodide exists in two forms, i.e. red and yellow. The yellow form is stable above 400 K white the red form is stable below this temperature.

2. It readily dissolves in KI forming a complex

HgI₂ + 2KI ->K₂[HgI₄]

An alkaline solution of K₂HgI₄ is called Nessler’s reagent and is used to detect the presence of NH₄⁺ with which it gives a brown precipitate due to the formation of iodide of Million’s base.

Uses

It is used to prepare Nessler’s reagent and for making ointments for treating skin infections.

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NCERT Class VI English Chapter 5 Tansen

• Tansen was the only child of his parents.
• Naughty but talented, he imitated the calls of birds and animals perfectly.
• Once he tried to frighten a group of travellers by roaring like a tiger.

YOU may have heard the name of Tansen — the greatest musician our country has produced.

A singer called Mukandan Misra and his wife lived in Behat near Gwalior. Tansen was their only child. It is said that he was a naughty child. Often, he ran away to play in the forest, and soon learnt to imitate perfectly the calls of birds and animals.

A famous singer named Swami Haridas was once travelling through the forest with his disciples. Tired, the group settled down to rest in a shady grove. Tansen saw them.

‘Strangers in the forest!’ he said to himself. ‘It will be fun to frighten them’. He hid behind a tree and roared like a tiger. The little group of travellers scattered in fear but Swami Haridas called them together. “Don’t be afraid,” he said. “Tigers are not always dangerous. Let us look for this one.”

Suddenly, one of his men saw a small boy hiding behind a tree. “There are no tigers here, master,” he said. “Only this naughty boy.”

• Tansen learnt music from Swami Haridas for eleven years.
• He stayed with a holy man called Mohammad Ghaus.
• He married Hussaini, one of the ladies in the court of Rani Mrignaini.

Swami Haridas did not punish him. He went to Tansen’s father and said, “Your son is very naughty. He is also very talented. I think I can make him a good singer.”

Tansen was ten years old when he went away with Swami Haridas. He lived with him for eleven years, learning music, and became a great singer. At about this time, his parents died. Mukandan Misra’s dying wish was that Tansen should visit Mohammad Ghaus of Gwalior. Mohammad Ghaus was a holy man. Mukandan Misra had long been devoted to him, and often visited him. While living in Gwalior with Mohammed Ghaus, Tansen was often taken to the court of Rani Mrignaini, who was a great musician herself. There he met and married one of the ladies of the court. Her name was Hussaini.

Hussaini also became Swami Haridas’s disciple. Tansen and Hussaini had five children who were all very musical. Tansen had, by this time, become very famous. Sometimes he sang before Emperor Akbar, who was so impressed by him that he insisted Tansen should join his court.

• Tansen became a favourite in Akbar’s court.
• Once he was asked to sing Raga Deepak.
• Tansen asked his daughter and her friend to sing Raga Megh after Raga Deepak to counteract the effect of the latter.

Tansen went to Akbar’s court in 1556, and soon became a great favourite of the Emperor. Akbar would call upon Tansen to sing at any time during the day or night. Quite often he would just walk into Tansen’s house to hear him practise. He also gave him many presents. Some of the courtiers became jealous of Tansen. “We shall never be able to rest till Tansen is ruined,” they declared. One of the courtiers, Shaukat Mian, had a bright idea.

“Let us make him sing Raga Deepak,” he said.

“How will that help us?” asked another man.

“If Raga Deepak is properly sung, it makes the air so hot that the singer is burnt to ashes. Tansen is a very good singer. If he sings Raga Deepak, he will die, and we will be rid of him.”

Shaukat Mian went to Akbar and said, “We don’t think Tansen is a great singer. Let us test him. Tell him to sing Raga Deepak. Only the greatest singers can sing it properly.”

“Of course he can sing it. Tansen can sing anything.” Akbar said. Tansen was afraid, but could not disobey the king. “Very well, my lord,” he said, “but give me time to prepare myself.” Tansen went home. He had never been more downcast and unhappy. “I can sing the Raga,” he told his wife, “but the heat it gives off will not only set the lamps alight, it will also burn me to ashes.”

Then he had an idea. “If someone sings Raga Megh at the same time, and sings it properly, it will bring rain. Perhaps our daughter, Saraswati, and her friend, Rupvati, could do it,” he said.

He taught the two girls to sing Raga Megh. They practised night and day for two weeks. Tansen told them, “You must wait till the lamps start burning, and then you start singing.”

• Both Ragas were sung according to plan.
• Akbar punished Tansen’s enemies.
• Tansen died in 1585.

The legend goes that on the appointed day the whole town assembled to hear Tansen sing Raga Deepak. When he began to sing, the air became warm. Soon people in the audience were bathed in perspiration. The leaves on the trees dried up and fell to the ground. As the music continued, birds fell dead because of the heat and the water in the rivers began

to boil. People cried out in terror as flames shot up out of nowhere and lighted the lamps.

At once Saraswati and Rupvati began to sing Raga Megh. The sky clouded over and the rain came down. Tansen was saved. The story goes that he was very ill after this, and Akbar was sorry that he had caused him so much suffering. He punished Tansen’s enemies. When Tansen got well, the entire city rejoiced. Tansen remained Akbar’s court singer till 1585 when he died. He composed several new ragas.

Tansen’s tomb is in Gwalior. It is a place of pilgrimage for musicians.

Questions

1. Why did Swami Haridas say Tansen was ‘talented’?
2. Why did Akbar ask Tansen to join his court?
3. How do we know that Akbar was fond of Tansen? Give two reasons.
4. What did the other courtiers feel about Tansen?
5. (i) What happens if Raga Deepak is sung properly?
(ii) Why did Tansen’s enemies want him to sing the Raga?
6. Why did Tansen agree to sing Raga Deepak?
7. (i) What steps did he take to save himself?
(ii) Did his plan work? How?

Are you interested in music? Do you like classical music?

Name a few distinguished Indian musicians.

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Modern photography is an application of the chemical behaviour of the silver halides which decomposes and turn black in light.

For example:

Following steps are involved in photography:

1. Preparation of sensitive plate or film

To a solution of NH₄Br containing gelatin, amm. AgNO₃ is added. Thus an emulsion of AgBr in gelatin is prepared

The mixture is allowed to stand is order for AgBr particles to grow in size. This process is called ripening of emulsion. Then the emulsion is solidified. It is washed with water to expel NH₃NO₃ and then melted and applied uniformly on a glass plate or celluloid film.

2. Exposure

 The plate or film is fixed in camera. For a fraction of a second the film is exposed so that an impression of the object to be photographed is made on the film. The silver bromide which is affected by light gets reduced.

An actual but inverted image of the object is thus formed on the plate which is not visible to the eye.

3.Developing

The exposed film is immersed in a solution of the developer which contains reducing agents like pyrogallol or quinol. This solution reacts with the exposed part of the film. After the developing process, those parts of the film are white which were originally dark in the object and those parts are black which were originally white. This is known as negative.

The process of developing is carried out in a dark room.

4.Fixing the negative

Fixing is the process of making the image permanent. This is done by placing the negative in the hypo which will dissolve the undecomposed silver bromide.

The negative plate can now be taken out of dark room into light.

5.Printing of the photograph

The positive paper is prepared in a similar manner as the negative with the only difference that it is less sensitive. Either the P.O.P (printing out paper) or bromide paper is generally used for the purpose. The POP has got a coating of AgCl and AgNO₃. The paper is placed below the negative and then exposed to light. A negative of negative plate or positive with respect to the object is obtained on the print paper.

6. Toning 

In order to impart a beautiful golden colour to the photograph, it is dipped in a dilute solution of gold chloride. The process is called toning. If a shining grey tinge is desired in the photograph, it is dipped in potassium chloroplatinate, K₂PtCl₄ solution.

The silver particles on the print are replaced by gold or platinum particles resulting in the toning up of the photograph.

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RENEWAL OF SCHOLARSHIP UNDER CENTRAL SECTOR SCHEME FOR COLLEGE AND UNIVERSITY STUDENTS PURSUING POST GRADUATION IN THE SAME STREAM THEY PASSED GRADUATION COURSES

Eligibility (Applicable for all categories of applicant)
1. Applicant should have passed Class XII from CBSE in 2008/2009 and awarded Central Sector Scholarship by the CBSE. They are eligible for this scholarship if they are pursuing PG in the same stream in which they passed graduation programme.
2. Applicant should not be availing any other scholarship from any other scheme/source.
3. Applicant should have passed in all the subjects with not less than 60 % marks (or equivalent, if grades have been awarded) in the annual examinations (or aggregate of 2 semester) in the course pursuing.
4. Applicant should have maintained not less than 75 % attendance, good discipline and should not have involved in ragging.
Note: Scholarship once cancelled will not be revived under any circumstances.

Scholarship amount, duration
Rs. 2000/- per month for a maximum of 10 months in a year. For a maximum of two years and if combined with graduation for a maximum of five years.

Mode of Disbursal of Scholarship
a. Scholarship amount shall be sent to the Bank Account of the candidate through ECS (Electronic Clearing System) mode only.
b. No request for sending the amount of scholarship by Draft or in account of parents or joint account will be entertained.

Enclosures and Attestation
a. The particulars filled in the renewal form are to be attested by the Head of the Institution in which the candidate is pursuing his/her higher studies.
b. For each year of renewal, separate form is to be submitted.
c. Further, students are required to attach mark sheet of the First Year/Second year/preceding two semesters (as applicable).
d. Photocopy of a cancelled cheque of the account of the scholar.

Where to send the renewal form
a. Duly filled in renewal form, attested by the Head of the Institution along with copies of relevant Mark sheet and cancelled cheque are to be sent in an envelope super scribing on its top “F-11a, IV/V Renewal CSSS” to the “Section Officer (Scholarship), 7th floor, CBSE, Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110092” by post/courier/by hand so as to reach before the last date.
b. Applicants are advised to retain a copy of documents sent to CBSE for future reference.

Last Date of Receipt of Online Renewal Application is 30.06.2012. The hard copy of the online application is to be submitted before 15.07.2012.
Note:
1. Only those students whose name appear in the list of CSS Scholarship awarded in previous years (can be viewed on the Board’s website) need only apply for renewal of Scholarship provided they satisfy the eligibility criteria for renewal of CSS Scholarship as mentioned above.
2. Applicants who have already submitted their renewal form in any other format (prior to issue of this notice) will be required to submit this renewal form. No request for considering the renewal form submitted in past will be entertained.
3. Applicants have to submit separate renewal form for each year, attested by the Head of the Institution from where the applicant is pursuing his/her higher studies.
a. Those who have pass Class XII from CBSE in 2009 and have been awarded scholarship.
4. Applicants who have changed their College/Institute of study will be allowed to renew the scholarship provided the Course of study and Institution is recognized. Decision of MHRD will be final and binding in all such matters. Scholarship once cancelled will not be revived under any circumstances.
5. Mere submission of the application form will not confer any right for the renewal of Scholarship.
6. Applicant is entitled to receive only one scholarship at a time. If the applicant is in receipt of any other scholarship from any other scheme/source he/she has to refund that scholarship, failing which action will be taken as per rules.
7. The information regarding receipt of application for renewal of Scholarship and its details will be displayed / updated on Board’s website from time to time.
8. Applicants are advised to attach the attested conversion formula for the Institution where the Grades/CGPA has been awarded and converted to the equivalent percentage.
9. Any change in address and Bank Details of the applicant must be immediately reported to “Section Officer (Scholarship), 7th floor, CBSE, Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi- 110092” mentioning the Registration No., Name, Roll No. and Year of passing Class XII from CBSE of the applicant and copy of the Application form submitted.
10. Renewal Form received after due date/ not accompanying the mark statement/not meeting the eligibility criteria/incomplete in any respect shall be summarily rejected.
11. For any query contact 011-22526745 and Helpline No.1800-180-3456 or send mail at scholarship.cbse@nic.in

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The pattern of written examination for Class X will be as follows:

Stage I examination at the State/UT level will comprise two parts, namely (a) Mental Ability Test (MAT) and (b) Scholastic Ability Test (SAT) covering social sciences, sciences and mathematics.

Stage II examination at the National level will comprise (a) Mental Ability Test (MAT), (b) Scholastic Ability Test (SAT) covering Social Sciences, Sciences and Mathematics.

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Each State/Union Territory has been allotted a quota to recommend a specific number of candidates for the Stage II examination, the details of which will be made available on NCERT website. However, there will be no State/Union Territory Quota for the final award of scholarship after the Stage II examination. Reservation for SC, ST and physically challenged will be as notified in para 2 above

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Important Links

• NTSE: Mental Ability Test Items
• NTSE: Sample Questions for Mental Ability Test (MAT)
• NTSE: Scholastic Aptitude Test (SAT)
• NTSE: Sample Questions for Scholastic Aptitude Test (SAT)

NTSE: Sample Questions for Scholastic Aptitude Test (SAT)
NTSE: Sample Questions for Mental Ability Test (MAT)
NTSE Sample Papers

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1. SUBJECT OF STUDIES

The learning areas will include :

(1) and (2) Two Languages out of :
Hindi, English, Assamese, Bengali, Gujrati, Kannada, Kashmiri, Marathi, Malayalam Manipuri, Oriya, Punjabi, Sindhi, Tamil, Telugu, Urdu, Lepcha, Limbu, Bhutia, Sanskrit, Arabic, Persian, French, German, Portuguese, Russian, Spanish, Nepali, Tibetan and Mizo, Tangkhul and Bodo. (Please also refer to notes) (i), (ii) and (iii)

(3) Mathematics

(4) Science

(5) Social Science

(6) Work Education or Pre-Vocational Education

(7) Art Education

(8) Physical and Health Education

2. ADDITIONAL SUBJECTS

Students may offer any one of the following as an additional subject :

Language other than the two compulsory languages (offered as subjects of study)
OR
Commerce, Painting, Music, Home Science or Foundation of Information Technology.

NOTES

(i) It is expected that all the students would have studied three languages upto class VIII. Those students who could not clear the third language in class VIII, and have been promoted to class IX shall be examined by the schools concerned at the end of class IX in the same syllabus and text books as are prescribed for class VIII. Those who are still unable to clear the third language at the end of class IX may be given another opportunity in class X. No student shall be eligible to appear at the Secondary School Examination of the Board at the end of class X unless he/she has cleared the third language.

(ii) Hindi and English must be two of the three languages to be offered as stated in the note (i) above. Hindi and English must have been studied at least upto class VIII.

(iii) Hindi and English must be one of the two languages to be studied in class IX and X. Hindi and English can also be offered simultaneously. In Hindi and English, two courses have been provided for class IX and X keeping in view the varying background of the student. A student may either opt Communicative-English (Subject Code 101) or English Language and Literature (Subject Code 184). Similarly, in Hindi, a student may either opt for Hindi A or Hindi B.

3. INSTRUCTIONAL TIME

Assuming an academic week consisting of 45 periods of 40 minutes duration each, the
broad distribution of periods per week will be as follows :

*Time Expected to be spent outside school hours.
Note : While designing the courses it has been presumed that, given margin for vacations, public holidays and other contingencies, a minimum of 30 weeks of teaching time will be available in each session for actual instructional transaction. Accordingly the distribution of periods over units and sub-units has been done which is only suggestive in character. The school, keeping the overall number of periods in each subject/area the same, may assign more or less number of periods to individual units according to their relative importance, if thought necessary. The distribution of marks over each unit (unit wise weightage), is however, prescriptive hence shall remain, unchanged.

4. SPECIAL ADULT LITERACY DRIVE (SALD)

In pursuance of the objectives of National Literacy Mission, Govt. of India, Special Adult Literacy programme has been taken up by the Board from the academic session 1991-92 beginning with classes IX & XI as special measure to remove illiteracy through mass involvement of students. This has been termed as SALD. The SALD has been made an integral part of prescribed curriculum and incorporated in work-education as an essential component. Framework for SALD is given in Appendix ‘A’.

5. SPECIAL PROVISIONS

5.1 Provision for the Patrachar Vidyalaya Candidates

(a) The Patrachar Vidyalaya candidates are allowed to offer Home Science and Commerce in place of Mathematics and Science.

(b) The Patrachar Vidyalaya Candidates from outside Delhi are, however, not allowed to offer subjects involving practical work.

5.2 Provision for Candidates with Visual and Hearing Impairment

The candidates with visual and hearing impairment have the option of studying one compulsory language as against two. This language should be in correspondence with the overall spirit of the Language Teaching Scheme of the Board on the previous pages. Besides one language, any four of the following subjects may be offered :

Maths, Science, Social Science, Other language

Music, Painting and Home Science.

6. MEDIUM OF INSTRUCTION

The medium of instruction in general in all the schools affiliated with the Board shall either be Hindi or English.

RULES FOR CHANGE IN SUBJECT

(i) No candidate shall be permitted to change his subject of study after passing class IX as the case may be.

(ii) No candidate shall offer a subject in class X which he has not studied and passed in class IX.

(iii) Notwithstanding anything contained in the rules above, Chairman shall have the powers to allow a change in subject(s) to avoid undue hardship to the candidate provided such a request for change is made before 30th September.

CBSE Class X Exam 2013

• CBSE Class X Exam 2013: ELIGIBILITY OF CANDIDATES
• CBSE Class X Exam 2013: ADMISSION PROCEDURE
• CBSE Class X Exam 2013: ADMISSION TO EXAMINATIONS
• CBSE Class X Exam 2013: ACADEMIC QUALIFICATIONS
• CBSE Class X Exam 2013: ADMISSION TO EXAMINATIONS – REGULAR CANDIDATES
• CBSE Class X Exam 2013: SHORTAGE OF ATTENDANCE
• CBSE Class X Exam 2013: PRIVATE CANDIDATES
• CBSE Class X Exam 2013: SCHEME OF EXAMINATION
• CBSE Class X Exam 2013: MERIT CERTIFICATES
• CBSE Class X Exam 2013: QUALIFYING CRITERIA
• CBSE Class X Exam 2013: IMPROVEMENT
• CBSE Class X Exam 2013: SCHEME OF STUDIES
• CBSE Class X Exam 2013: SYLLABUS AND CURRICULUM CONTENT

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A body from Delhi Govt. School topped the AIEEE 2012 Entrance Exam. Sandeep Pathry studied at Government Boys Senior Secondry School, Mukherjee Nagar, Delhi.

He scored 346 marks out of 360 marks and topped the entrance exam. This was his second attempt of AIEEE. Last year he passed his 12th class boards scoring 89.6% marks. He cleared his 10th Boards with a score of 84% in year 2009.

Its really heartening to know that a boy from a government school topped the exam. This is a welcome sign for school education in government schools.

• Click here to read about Sandeep Pathry: AIEEE 2012 Topper
• Click here to read about Anant Gupta: AIEEE 2012 Rank 2
• Click here to read about Akshay Aggarwal: AIEEE 2012 Rank 3
• Click here to read about Mansi Sood: AIEEE 2012 Topper Among Girls

Important Links

• AIEEE 2012 Result
• AIEEE 2012 Branch Predictor
• AIEEE 2012 Counseling Details
• AIEEE 2011 Cutoffs College Wise
• AIEEE 2012 Official Cutoffs

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Against the 49 vacancies reported by Railway Ministry, the following is the list, in order of merit, of 49 candidates { 22 General (including 04 PH-I), 16 Other Backward Classes, 07 Scheduled Castes and 04 Scheduled Tribes} who have been recommended by the Union Public Service Commission for appointment as Special Class Railway Apprentices in the Indian Railways Service of Mechanical Engineers. This recommendation is on the basis of result of the Special Class Railway Apprentices’ Examination, the written examination for which was held on 29th January, 2012 followed by Personality Test from 18th June, 2012 to 20th June, 2012. The medical examination for these recommended candidates shall be conducted by the Ministry of Railways. A communication for medical examination is expected to be issued by the Ministry of Railways to the candidates individually within 21 days from the date of declaration of final result.

Note:- The candidature of 32 candidates bearing Roll Nos. 13317, 19095, 19201, 21235, 21274, 21895, 24038, 26930, 39128, 42925, 46227, 48018, 52507, 62320, 64719, 66459, 67367, 67837, 78327, 91024, 94199, 96587, 110148, 117932, 123502, 123725, 131300, 132440, 162781 163093, 174729 and 183240 is Provisional/Conditional.

2. UPSC has a ‘Facilitation Counter’ near the Examination Halls in its campus. Candidates can obtain relevant information/clarification regarding their examination/ recruitment on any working day between 10.00 hrs. to 17.00 hrs in person or over telephone Nos. 011-23385271 / 23381125. Result will also be available on the UPSC web site i.e. http://www.upsc.gov.in.

3. Further the relevant marks are likely to be available on the Commission’s Website within 15 days from the declaration of the final result for access to candidates. The candidates can access these marks on the Website after keying their Roll No. and date of birth when prompted to do so at the appropriate link.

SCRA Exam Important Links

• Special Class Railway Apprentices’ Examination 2012
• Eligibility Conditions
• Fee Structure
• How to Apply
• Last Date for Receipt of Applications
• Correspondence with the Commission
• Withdrawal of Applications
• Scheme of Examination
• Syllabus of Examination
• Instructions to the Candidates for Filling Online Applications
• Conditions of Apprenticeship for Special Class Apprentices Selected through the Examination
• Special Instructions to Candidates for objective type tests
• How to fill in the Answer Sheet of objective type tests in the Examination Hall
• SCRA 2012 Result

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Question 1: Define growth, differentiation, development, dedifferentiation, redifferentiation, determinate growth, meristem and growth rate.
Answer (a) Growth
It is an irreversible and permanent process, accomplished by an increase in the size of an organ or organ parts or even of an individual cell.
(b) Differentiation
It is a process in which the cells derived from the apical meristem (root and shoot apex) and the cambium undergo structural changes in the cell wall and the protoplasm, becoming mature to perform specific functions.
(c) Development
It refers to the various changes occurring in an organism during its life cycle – from the germination of seeds to senescence.
(d) De-differentiation
It is the process in which permanent plant cells regain the power to divide under certain conditions.
(e) Re-differentiation
It is the process in which de-differentiated cells become mature again and lose their capacity to divide.
(f) Determinate growth
It refers to limited growth. For example, animals and plant leaves stop growing after having reached maturity.
(g) Meristem
In plants, growth is restricted to specialised regions where active cell divisions take place. Such a region is called meristem. There are three types of meristems – apical meristem, lateral meristem, and intercalary meristem.
(h) Growth rate
It can be defined as the increased growth in plants per unit time.

Question 2: Why is not any one parameter good enough to demonstrate growth throughout the life of a flowering plant?
Answer In plants, growth is said to have taken place when the amount of protoplasm increases. Measuring the growth of protoplasm involves many parameters such as the weight of the fresh tissue sample, the weight of the dry tissue sample, the differences in length, area, volume, and cell number measured during the growth period. Measuring the growth of plants using only one parameter does not provide enough information and hence, is insufficient for demonstrating growth.

Question 3: Describe briefly:
(a) Arithmetic growth
(b) Geometric growth
(c) Sigmoid growth curve
(d) Absolute and relative growth rates
Answer
(a) Arithmetic growth
In arithmetic growth, one of the daughter cells continues to divide, while the other differentiates into maturity. The elongation of roots at a constant rate is an example of arithmetic growth.
(b) Geometric growth
Geometric growth is characterised by a slow growth in the initial stages and a rapid growth during the later stages. The daughter cells derived from mitosis retain the ability to divide, but slow down because of a limited nutrient supply.
(c) Sigmoid growth curve
The growth of living organisms in their natural environment is characterised by an S-shaped curve called sigmoid rowth curve. This curve is divided into three phases – lag phase, log phase or exponential phase of rapid growth, and stationary phase.

(d) Absolute and relative growth rates
Absolute growth rate refers to the measurement and comparison of total growth per unit time.
Relative growth rate refers to the growth of a particular system per unit time, expressed on a common basis.

Question 4: List five main groups of natural plant growth regulators. Write a note on discovery, physiological functions and agricultural/horticultural applications of any one of them.
Answer Plant growth regulators are the chemical molecules secreted by plants affecting the physiological attributes of a plant. There are five main plant growth regulators. These are:
(i) Auxins
(ii) Gibberellic acid
(iii) Cytokinins
(iv) Ethylene
(v) Abscisic acid
(i) Auxins
Discovery:
The first observations regarding the effects of auxins were made by Charles Darwin and Francis Darwin wherein they saw the coleoptiles of canary gross bending toward a unilateral source of light.
It was concluded after a series of experiments that some substance produced at the tip of coleoptiles was responsible for the bending. Finally, this substance was extracted as auxins from the tips of coleoptiles in oat seedlings.
Physiological functions:
1. They control plant cell-growth.
2. They cause the phenomenon of apical dominance.
3. They control division in the vascular cambium and xylem differentiation.
4. They induce parthenocarpy and prevent abscission of leaves and fruits.
Horticultural applications:
1. They are used as the rooting hormones in stem cuttings.
2. 2-4 D is used weedicide to kill broadleaf, dicotyledonous weeds.
3. They induce parthenocarpy in tomatoes.
4. They promote flowering in pineapple and litchi.
(ii) Gibberellic acid
Discovery:
Bakane or the “foolish rice seedling” disease was first observed by Japanese farmers. In this disease, rice seedlings appear to grow taller than natural plants, and become slender and pale green. Later, after several experiments, it was found that this condition was caused by the infection from a certain fungus Gibberella fujikuroi. The active substance was isolated and identified as gibberellic acid.
Physiological functions:
1. It causes elongation of internodes.
2. It promotes bolting in rosette plants.
3. It helps in inducing seed germination by breaking seed dormancy and initiating the synthesis of hydrolases enzymes for digesting reserve food.
Horticultural applications:
1. It helps in increasing the sugar content in sugarcane by increasing the length of the internodes.
2. It increases the length of grape stalks.
3. It improves the shape of apple.
4. It delays senescence.
5. It hastens maturity and induces seed-production in juvenile conifers.
(iii) Cytokinins
Discovery:
Through their experimental observations, F. Skoog and his co-workers found that the tobacco callus differentiated when extracts of vascular tissues, yeast extract, coconut milk, or DNA were added to the culture medium. This led to the discovery of cytokinins.
Physiological functions:
1. They promote the growth of lateral branches by inhibiting apical dominance.
2. They help in the production of new leaves, chloroplasts, and adventitious shoots. 3. They help in delaying senescence by promoting nutrient mobilisation.
Horticultural applications:
1. They are used for preventing apical dominance.
2. They are used for delaying senescence in leaves.
(iv) Ethylene
Discovery:
It was observed that unripe bananas ripened faster when stored with ripe bananas. Later, the substance promoting the ripening was found to be ethylene.
Physiological functions:
1. It helps in breaking seed and bud dormancy.
2. It promotes rapid internode-elongation in deep-water rice plants.
3. It promotes root-growth and formation of root hairs.
4. It promotes senescence and abscission of leaves and flowers.
5. It hastens the respiration rate in fruits and enhances fruit ripening.
Horticultural applications:
1. It is used to initiate flowering and synchronising the fruit set in pineapples.
2. It induces flowering in mango.
3. Ethephon is used to ripen the fruits in tomatoes and apples, and accelerate the abscission of flowers and leaves in cotton, cherry, and walnut.
4. It promotes the number of female flowers in cucumbers.
(v) Abscisic acid
Discovery:
During the mid 1960s, inhibitor-B, abscission II, and dormin were discovered by three independent researchers. These were later on found to be chemically similar and were thereafter called ABA (Abscisic acid).
Physiological functions:
1. It acts as an inhibitor to plant metabolism.
2. It stimulates stomatal closure during water stress.
3. It induces seed dormancy.
4. It induces abscission of leaves, fruits, and flowers. Horticultural application:
It induces seed dormancy in stored seeds.

Question 5: What do you understand by photoperiodism and vernalisation? Describe their significance.
Answer Photoperiodism refers to the response of plants with respect to the duration of light (i.e., period of day and night). On the basis of its response to the duration of light, a plant is classified as a short-day plant, a long-day plant, or a day-neutral plant. Short-day plants flower when they are exposed to light for a period less than the critical day-length (for example: Chrysanthemum). Long-day plants flower when they are exposed to light for a period more than the critical day-length (for example: radish). When no marked correlation is observed between the duration of exposure to light and the flowering response, plants are termed as day-neutral plants (for example: tomato).It is hypothesised that the hormonal substance responsible for flowering is formed in the leaves, subsequently migrating to the shoot apices and modifying them into flowering apices. Photoperiodism helps in studying the response of flowering in various crop plants with respect to the duration of exposure to light. Vernalisation is the cold-induced flowering in plants. In some plants (such as the winter varieties of wheat and rye and biennials such as carrot and cabbage), exposure to low temperature is necessary for flowering to be induced. The winter varieties of rye and wheat are planted in autumn. They remain in the seedling stage during winters and flower during summers. However, when these varieties are sown in spring, they fail to flower. Similar response is seen in cabbage and radish.

Question 6: Why is Abscisic acid also known as stress hormone?
Answer Abscisic acid is called stress hormones as it induces various responses in plants
against stress conditions. It increases the tolerance of plants toward various stresses. It induces the closure of
the stomata during water stress. It promotes seed dormancy and ensures seed germination during favourable conditions. It helps seeds withstand desiccation. It also helps in inducing dormancy in plants at the end of the growing season and
promotes abscission of leaves, fruits, and flowers.

Question 7: ‘Both growth and differentiation in higher plants are open’. Comment.
Answer Growth and development in higher plants is referred to as being open. This is because various meristems, having the capacity for continuously dividing and producing new cells, are present at different locations in these plant bodies.

Question 8: ‘Both a short day plant and a long day plant can flower simultaneously in a given place’. Explain.
Answer The flowering response in short-day plants and long-day plants is dependent on the durations for which these plants are exposed to light. The short-day plant and longday plant can flower at the same place, provided they have been given an adequate photoperiod.

Question 9: Which one of the plant growth regulators would you use if you are asked to:
(a) Induce rooting in a twig
(b) Quickly ripen a fruit
(c) Delay leaf senescence
(d) Induce growth in axillary buds
(e) ‘Bolt’ a rosette plant
(f) Induce immediate stomatal closure in leaves.
Answer
(a) Induce rooting in a twig – Auxins
(b) Quickly ripen a fruit – Ethylene
(c) Delay leaf senescence – Cytokinins
(d) Induce growth in axillary buds – Cytokinins
(e) ‘Bolt’ a rosette plant – Gibberellic acid
(f) Induce immediate stomatal closure in leaves – Abscisic acid

Question 10: Would a defoliated plant respond to photoperiodic cycle? Why?
Answer A defoliated plant will not respond to the photoperiodic cycle. It is hypothesised that the hormonal substance responsible for flowering is formed in the leaves, subsequently migrating to the shoot apices and modifying them into flowering apices. Therefore, in the absence of leaves, light perception would not occur, i.e., the plant would not respond to light.

Question 11: What would be expected to happen if:
(a) GA3 is applied to rice seedlings
(b) Dividing cells stop differentiating
(c) A rotten fruit gets mixed with unripe fruits
(d) You forget to add cytokinin to the culture medium.
Answer (a) If GA3 is applied to rice seedlings, then the rice seedlings will exhibit internodeelongation and increase in height.
(b) If dividing cells stop differentiating, then the plant organs such as leaves and stem will not be formed. The mass of undifferentiated cell is called callus.
(c) If a rotten fruit gets mixed with unripe fruits, then the ethylene produced from the rotten fruits will hasten the ripening of the unripe fruits.
(d) If you forget to add cytokinin to the culture medium, then cell division, growth, and differentiation will not be observed.

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Question 1: Draw the diagram of a sarcomere of skeletal muscle showing different regions.
Answer The diagrammatic representation of a sarcomere is as follows:

Question 2:Define sliding filament theory of muscle contraction.
Answer The sliding filament theory explains the process of muscle contraction during which the thin filaments slide over the thick filaments, which shortens the myofibril. Each muscle fibre has an alternate light and dark band, which contains a special contractile protein, called actin and myosin respectively. Actin is a thin contractile protein present in the light band and is known as the I-band, whereas myosin is a thick contractile protein present in the dark band and is known as the A-band. There is an elastic fibre called z line that bisects each I-band. The thin filament is firmly anchored to the z line. The central part of the thick filament that is not overlapped by the thin filament is known as the H-zone. During muscle contraction, the myosin heads or cross bridges come in close contact with the thin filaments. As a result, the thin filaments are pulled towards the middle of the sarcomere. The Z line attached to the actin filaments is also pulled leading to the shortening of the sarcomere. Hence, the length of the band remains constant as its original length and the I-band shortens and the H-zone disappears.

Question 3: Describe the important steps in muscle contraction.
Answer During skeletal muscle contraction, the thick filament slides over the thin filament by a repeated binding and releases myosin along the filament. This whole process occurs in a sequential manner.
Step 1: Muscle contraction is initiated by signals that travel along the axon and reach the neuromuscular junction or motor end plate. Neuromuscular junction is a junction between a neuron and the sarcolemma of the muscle fibre. As a result, Acetylcholine (a neurotransmitter) is released into the synaptic cleft by generating an action potential in sarcolemma.
Step 2: The generation of this action potential releases calcium ions from the sarcoplasmic reticulum in the sarcoplasm
Step 3: The increased calcium ions in the sarcoplasm leads to the activation of actin sites. Calcium ions bind to the troponin on actin filaments and remove the tropomyosin, wrapped around actin filaments. Hence, active actin sites are exposed and this allows myosin heads to attach to this site.
Step 4: In this stage, the myosin head attaches to the exposed site of actin and forms cross bridges by utilizing energy from ATP hydrolysis. The actin filaments are pulled. As a result, the H-zone reduces. It is at this stage that the contraction of the muscle occurs.
Step 5: After muscle contraction, the myosin head pulls the actin filament and releases ADP along with inorganic phosphate. ATP molecules bind and detach myosin and the cross bridges are broken.
Stage 6: This process of formation and breaking down of cross bridges continues until there is a drop in the stimulus, which causes an increase in calcium. As a result, the concentration of calcium ions decreases, thereby masking the actin filaments and leading to muscle relaxation.

Question 4: Write true or false. If false change the statement so that it is true.
(a) Actin is present in thin filament
(b) H-zone of striated muscle fibre represents both thick and thin filaments.
(c) Human skeleton has 206 bones.
(d) There are 11 pairs of ribs in man.
(e) Sternum is present on the ventral side of the body.
Answer (a) Answer: True
(b) Answer: False
H -zone of striated muscle fibre is the central part of the thick filament that is not overlapped by the thin filament.
(c) Answer: True
(d) Answer: False
There are 12 pairs of ribs in a man.
(e) Answer: True

Question 5: Write the difference between:
(a) Actin and Myosin
(b) Red and White muscles
(c) Pectoral and Pelvic girdle
Answer

Question 6:
Match Column I with Column II :

Question 7: What are the different types of movements exhibited by the cells of human body?
Answer Movement is a characteristic feature of living organisms. The different types of movement exhibited by cells of the human body are:
• Amoeboid movement: Leucocytes present in the blood show amoeboid movement. During tissue damage, these blood cells move from the circulatory system towards the injury site to initiate an immune response.
• Ciliary movement: Reproductive cells such as sperms and ova show ciliary movement. The passage of ova through the fallopian tube towards the uterus is facilitated by this movement.
• Muscular movement: Muscle cells show muscular movement.

Question 8: How do you distinguish between a skeletal muscle and a cardiac muscle?
Answer

Question 9: Name the type of joint between the following:-
(a) atlas/axis
(b) carpal/metacarpal of thumb
(c) between phalanges
(d) femur/acetabulum
(e) between cranial bones
(f) between pubic bones in the pelvic girdle
Answer(a) atlas/axis: Pivotal joint
(b) carpal/metacarpal of thumb: Saddle joint
(c) between phalanges: Hinge joint
(d) femur/acetabulum: Ball and socket joint
(e) between cranial bones: Fibrous joint
(f) between pubic bones in the pelvic girdle: Ball and socket joint

Question 10: Fill in the blank spaces:
(a) All mammals (except a few) have __________ cervical vertebra.
(b) The number of phalanges in each limb of human is __________
(c) Thin filament of myofibril contains 2 ‘F’ actins and two other proteins namely _________ and __________.
(d) In a muscle fibre Ca++ is stored in __________
(e) __________ and __________ pairs of ribs are called floating ribs.
(f) The human cranium is made of __________ bones.
Answer

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Oral Comprehension Check
Question 1: What was Valli’s favourite pastime?
Answer: Valli’s favourite pastime was to stand in the front doorway of her house and watch
what was happening in the street outside.

Question 2: What was a source of unending joy for Valli? What was her strongest desire?
Answer: A source of unending joy for Valli was the sight of the bus that travelled between her village and the nearest town, filled with a new set of passengers each time it passed through her street. Her strongest desire was to ride on that bus.

Question 3: What did Valli find out about the bus journey? How did she find out these details?
Answer: Valli found out that the town was six miles from her village. The fare was thirty paise one way. The trip to the town took forty-five minutes. On reaching the town, if she stayed in her seat and paid another thirty paise, she could return home on the same bus. She found out these details by listening carefully to the conversations between her neighbours and the people who regularly used the bus. She also gained information by asking them a few questions.

Question 4: What do you think Valli was planning to do?
Answer: Valli was planning to travel on that bus.

Question 5: How do you usually understand the idea of ‘selfishness’? Do you agree with Kisa Gotami that she was being ‘selfish in her grief’?
Answer: ‘Selfishness’ means being concerned only about one’s own interests and showing complete disregard for others welfare. Yes, it can be said that Kisa Gotami was being ‘selfish in her grief’. In the light of her tragedy, she was unable to see that death is something that strikes all things living. In this sense, she was selfish. However, for every person, his/her tragedy is something personal and it prevents him/her from looking at the tragedy from a universal or general point of view. If we take the usual sense of the word ‘selfish’, then calling Kisa Gotami selfish would be inappropriate, because every person becomes selfish in his/her grief.
~

Question 1: Why does the conductor call Valli ‘madam’?
Answer: When the conductor stretched out his hand to help her get on the bus, Valli said commandingly that she could get on by herself, and that she did not require his help. She did not act like a child, but as a grown-up girl and therefore, the conductor called her ‘madam’.

Question 2: Why does Valli stand up on the seat? What does she see now?
Answer: Valli stood up on her seat because her view was cut off by a canvas blind that covered the lower part of her window. She stood up to look over the blind. She saw that the road was very narrow, on one side of which there was the canal and beyond it were palm trees, grassland, distant mountains, and the blue sky. On the other
side, there was a deep ditch and many acres of green fields.

Question 3: What does Valli tell the elderly man when he calls her a child?
Answer: When the elderly man called her a child, Valli told him that there was nobody on the bus who was a child. She had paid her fare of thirty paise like everyone else.

Question 4: Why didn’t Valli want to make friends with the elderly woman?
Answer: Valli did not want to make friends with the elderly woman because she found her absolutely repulsive. She saw that the woman had big holes in her ear lobes and very ugly earrings in them. She could smell the betel nut the woman was chewing, and could see the betel juice that was almost about to spill over her lips. That is why she did not want to be sociable with her.
~

Question 1: How did Valli save up money for her first journey? Was it easy for her?
Answer: Valli had carefully saved whatever stray coins came her way, resisting every temptation to buy peppermints, toys, balloons, and the like. Finally, she had saved sixty paise. No, it was not easy for her, especially at the village fair where she was tempted to ride the merry-go-round as she had the money. However, she suppressed her strong desire and saved the money for the bus ride.

Question 2: What did Valli see on her way that made her laugh?
Answer: Valli saw a young cow, whose tail was high in the air, running right in front of the bus in the middle of the road. The bus slowed and the driver sounded his horn loudly. However, the more he honked, the more rightened the cow became and it kept running faster and faster, right in front of the bus. Valli found it so amusing that she had tears in her eyes. At last, the cow moved off the road.

Question 3: Why didn’t she get off the bus at the bus station?
Answer: She did not get off the bus at the bus station because she had to go back on that same bus. She took out another thirty paise from her pocket and handed the coins to the conductor. She just wanted to ride on the bus.

Question 4: Why didn’t Valli want to go to the stall and have a drink? What does this tell you
about her?
Answer: Valli did not want to go to the stall and have a drink because she did not have any money for that. Even when the conductor offered her a cold drink free of charge, she refused firmly and said that she only wanted her ticket. This shows that Valli had a lot of self will and pride. Possibly, she did not want to take anything for free, particularly from a stranger.
~

Thinking About the Text
Question 1: What was Valli’s deepest desire? Find the words and phrases in the story that tell you this.
Answer: Valli’s strongest desire was to ride on the bus she saw everyday. The sentences in the story which depict this are as follows: “Day after day she watched the bus, and gradually a tiny wish crept into her head
and grew there: she wanted to ride on that bus, even if just once. This wish became stronger and stronger, until it was an overwhelming desire.”

Question 2: How did Valli plan her bus ride? What did she find out about the bus, and how did
she save up the fare?
Answer: Valli planned that she would take the one o’clock afternoon bus, reach the town at one forty-five, and be back home by about two forty-five. She found out that the town was six miles from her village. The fare was thirty paise one way. The trip to the town took forty-five minutes. On reaching the town, if she stayed in her seat and paid another thirty paise, she could return home on the same bus. She had carefully saved whatever stray coins came her way, resisting every temptation to buy peppermints, toys, balloons, and the like, and finally she had saved sixty paise.

Question 3: What kind of a person is Valli? To answer this question, pick out the following sentences from the text and fill in the blanks. The words you fill in are the clues to your answer.
(i) “Stop the bus! Stop the bus!” And a tiny hand was raised ________________.
(ii) “Yes, I ____________ go to town,” said Valli, still standing outside the bus.
(iii) “There’s nobody here ____________,” she said haughtily. “I’ve paid my thirty paise like everyone else.”
(iv) “Never mind,” she said, “I can ___________. You don’t have to help me. “I’m not a child, I tell you,” she said, _____________.
(v) “You needn’t bother about me. I _____________,” Valli said, turning her face toward the window and staring out.
(vi) Then she turned to the conductor and said, “Well, sir, I hope ______________.”
Answer:
(i) “Stop the bus! Stop the bus!” And a tiny hand was raised commandingly .
(ii) “Yes, I simply have to go to town,” said Valli, still standing outside the bus.
(iii) “There’s nobody here who’s a child,” she said haughtily. I’ve paid my thirty paise like everyone else.”
(iv) “Never mind,” she said, “I can get on by myself . You don’t have to help me. “I’m not a child, I tell you,” she said, irritably .
(v) “You needn’t bother about me. I can take care of myself,” Valli said, turning her face toward the window and staring out.
(vi) Then she turned to the conductor and said, “Well, sir, I hope to see you again.” For Valli, the bus journey probably symbolised the adult world. Like anyone else, she spent her money to buy the ticket. She would have attained a great sense of pride and satisfaction in doing so. Therefore, though a child, Valli wanted to be treated as
a grown-up on the bus. She had a great sense of self respect which prevented her from taking anyone’s help. She felt she was able to take care of herself very well, and was easily irritated when anyone treated her as a child.

Question 4: Why does the conductor refer to Valli as ‘madam’?
Answer: When the conductor stretched out his hand to help her get on the bus, Valli said commandingly that she could get on by herself, and that she did not require his help. She did not act like a child, but as a grown-up girl and therefore, the conductor called her ‘madam’. When the elderly man called her a child and asked her to sit
down on her seat, she replied that nobody was a child on the bus. She kept stressing on the fact that she had paid her fare like everybody else and therefore, she should not be treated differently.

Question 5: Find the lines in the text which tell you that Valli was enjoying her ride on the bus.
Answer: The following lines in the text show that Valli was enjoying her ride on the bus:
(i) “Valli devoured everything with her eyes.”
(ii) “On the one side there was the canal and, beyond it, palm trees, grassland, distant mountains, and the blue, blue sky. On the other side was a deep ditch and then acres and acres of green fields − green, green, green, as far as the eye could see. Oh, it was all so wonderful!”
(iii) “Everyone laughed, and gradually Valli too joined in the laughter. Suddenly, Valli clapped her hands with glee.”
(iv) “Somehow this was very funny to Valli. She laughed and laughed until there were tears in her eyes.”
(v) “Valli wasn’t bored to the slightest and greeted everything with the same excitement she’d felt the first time.”

Question 6: Why does Valli refuse to look out of the window on her way back?
Answer: Valli refused to look out of the window on her way back because she saw a young cow lying dead by the roadside, just where it had been struck by some fast-moving vehicle. It was the same cow that was running in front of their bus, during their trip to the town. She was overcome with sadness. The memory of the dead cow haunted her and therefore, she refused to look out of the window.

Question 7: What does Valli mean when she says, “I was just agreeing with what you said about things happening without our knowledge.”
Answer: Valli’s mother said that many things happen around us, but we are usually unaware of them. Valli had gone on a bus ride to town, all alone, and had come back without any harm. She did all this without the knowledge of her mother. Hence, she agreed with what her mother said.

Question 8: The author describes the things that Valii sees from an eight-year-old’s point of view.
Can you find evidence from the text for this statement?
Answer: The author has described the things that Valli saw from an eight-year-old’s point of view. She was fascinated by a bus. Watching the bus filled with a new set of people each time was a source of unending joy for her. Her strongest desire was to ride the bus. She saved money by cutting on peppermints, toys, and balloons, and even resisting the temptation to ride the merry-go-round at the fair. When the author describes the bus, the points he stresses on are the colour and look of the bus. It was a ‘new bus’, painted a ‘gleaming white’. The overhead bars ‘shone like silver’. The seats were ‘soft and luxurious’. The descriptions that the author gives when Valli
looked outside are also typical for an eight-year-old. The ‘blue, blue sky’ and the ‘acres and acres of green fields − green, green, green’ show the enthusiasm of a kid on looking at different colours. Valli clapped her hands in glee on watching a cow run right in front of the bus. She found it so funny that tears came into her eyes. On the other hand, she was overcome with sadness on her way back when she saw the same cow lying dead. It had been a ‘lovable, beautiful creature’ and later it ‘looked so horrible’. The memory of the dead cow haunted her so much that she refused to
look outside the window. These are the typical reactions of a young child.

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Proficiency Test-2012 for class Xth students was held from 9th July to 13th July 2012. The Question Papers & Answer Key of Mathmatics & Science Subject have been uploaded on the website to facilitate students to self assess their performance. The Schools, Students , Teachers, Parents & Other Stake holders are invited to send their observations, if any ,on the content/level of questions, correctness of answers and the genuity of questions in deriving high order mental abilities of students to Sh. R.P. Sharma, Consultant, CBSE on e-mail id : science.cbse@gmail.com within one week

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