Subject : mathematics

1) Find the greatest number that will divide 445,572 and 699 leaving remainder 4, 5 and

6 respectively.

2) Find the HCF of 65 and 117 and express it in the form of 65m + 117n.

3) If‘d’ is the HCF of 56 and 72, find x and y satisfying d = 56x + 72y.

4) Find the value of a and b so that the polynomial 3x³ + ax² – 13x + b is divisible by

x² – 2x – 3.

5) Obtain all the zeroes of the polynomial f(x) =x⁴ – 3x³ – x² +9x – 6 if two of its zeroes

are -√3 and √3.

6) Check whether 2x² – x + 3 is a factor of 6x⁵ – x⁴ + 4x³ – 5x² – x – 15.

7) If the polynomial 6x⁴ – 8x³ + 17x² + 21x + 7 is divided by another polynomial

3x² + 4x + 1 , the remainder comes out to be ax + b .Find a and b.

8) Given that x - √5 is a factor of the cubic polynomial x³ – 3√5x² + 13x - 3√5 , find all

the zeroes of the polynomial.

9) Prove that √11 is irrational.

10)Find a quadratic polynomial the sum and product of whose zeroes are (-3/(2√5))

and (-1/2) respectively. Also find its zeroes.

11)Find all the zeroes of 2x⁴ – 9x³ + 5x² + 3x – 1,if two of its zeroes are (2+√3) and (2-√3).

12)Divide (6 + 19x + x² – 6x³ ) by (2 + 5x – 3x² ) and verify the division algorithm using the

result :- Dividend = Divisor × Quotient + Remainder

Students are required to do an activity/Project on topic Electricity OR Magnetic effects of

current. The project can be done in groups in which a group should have a maximum of five students.

This project can be done in groups and each group should have a group leader.

There has to be a report of the activity/project. The format of the report is as follows:

1. 
   Name of the activity/project.
   
2. 
   Name of the group members.
   
3. 
   Theoretical Concept/ Principle involved.
   
4. 
   Brief description of activity/Procedure Involved
   
5. 
   Conclusion/ Result.
   

Group leaders are required to give or send the name of students doing a particular project to their   teachers. They can either do it personally or send a mail to their concerned teachers regarding this   matter. This is not a project which requires a copy from the net, you have to think in an innovative   manner and come up with some application of the various topics that you have studied.

  SUBJECT : CHEMISTRY

NOTE 1. Project to be done in A4 size coloured sheet.

2. Photographs of the experimentation to be attached where ever possible.

3. FORMAT :-
SHEET 1 1.) Childs photograph while performing the experimentation

2.) Class and section

3.) Roll no.

4.) Session 2013-14

5.) FA II - activity
SHEET 2 AIM - To prepare a natural indicator using one of these

• 
  Red cabbage extract
  
• 
  China rose
  
• 
  Turmeric
  

• 
  Bottle gourd
  
• 
  Ridge gourd
  
• 
  Bitter gourd
  
• 
  Tomato
  
• 
  Potato
  
• 
  Tea
  
• 
  Coffee
  
• 
  Vinegar
  
• 
  Lemon
  
• 
  Raw mango
  
• 
  Ripe mango
  
• 
  Apple
  
• 
  Litchi
  
• 
  Sweet lime
  
• 
  Coconut water
  
• 
  Aerated drink
  
• 
  Tamarind
  
• 
  Soap solution
  
• 
  Salt
  
• 
  Sugar
  

• 
  Why should we avoid aerated water.
  
• 
  Why genrally we have stomach ache or burning sensation on having gol gappas/chaat.
  
• 
  When food stain is washed with soap it turns red.
  

NOTE: Take out juices of vegetables to check their nature.

1. 
   Read the complete story, ‘The Diary of a Young Girl’ and attempt one of the following on ruled sheets.
   

1. 
   Comment on the relationship between the father and young Anne. (200 words)
   

2. 
   Compose a brief poem based on Anne Frank. Provide a suitable title for the same. Try including poetic devices, imagery, a rhyme scheme etc. to your poem.
   

2. 
   Find out about the herb mentioned below (according to your roll No.) and present your findings in the form of charts or a P.P.T. discussing its botanical name (if any), origin, region of growth, advantages, medicinal properties (if any) etc.
   

R. No.1- Aloe vera	11- Chili peppers	21- Fenugreek	31- Mint	41- Tea tree oil
2.- Acai berry	12- Wheat grass	22- Flaxseed	32- Thyme	42- Tulasi
3- Alfalfa	13- Celery	23- Garlic	33- Turmeric	43- Basil
4- Arnica	14- Cayenne	24- Ginger	34- Ajwain	44- Avocado leaf
5- Lemon grass	15- Chamomille	25- Gingko	35- Licorice root	45- Opium Poppy
6- Barberry	16- Cinchona	26- Ginseng	36- Marigold	46- Asafoetida
7- Bay leaf	17- Clove	27- Grape	37- Papaya	47- Sage
8- Bitter gourd	18- Cranberry	28- Guava	38- Oregano	48- Cinnamon
9- Bitter orange	19- Dandelion	29- Hawthorn	39- Neem	49- Rosemary
10- Blueberries	20- Eucalyptus	30- Lavender	40- Lemon	50- Peppermint

3. 
   Attempt all the integrated exercises in the work book.
   
4. 
   Read the newspaper every day, clip and collect articles in a file/ folder related to the following topics-
   

 Education

 Science

 Environment

 Travel and tourism

 National integration

Q1. Explain the following terms –

1. 
   E- banking
   
2. 
   E-reservation
   
3. 
   E- learning
   
4. 
   E-shopping
   
5. 
   E-groups
   
6. 
   Social Networking
   

Q2. Revise the following chapters:

1. 
   Internet
   
2. 
   Internet Services
   

Q4. Make a project on the topic “Internet Services”.

• 
  Use A4 size pastel sheets.
  
• 
  You must include at least 4 internet services.
  

After reading the following six points and some more readings you are required to answer some questions briefly in your own words (100-150 words). Questions are given at the end.

India ranked 95 according to Human Development Report, 1998 and 104 by 2000. Strategies for emancipation of women did help in improving the status of women world around to a considerable extend. The special session of the UN in the year 2000Beijing) makes an evaluation of the achievements made by the member states towards the goal of status enhancement of women.

Social reformers and missionary educationists, with the active support of the colonial state, made efforts to provide opportunities for women's education.

This led to the expansion of schools and the recruitment of women teachers. At the same time, there was considerable debate during the reform movement regarding women's education and its purposes.

Efforts were made not only to provide women the educational opportunities but it was coupled with other struggles against child marriage and the practice of sati and for the promotion of widow remarriage, and general change in people's attitudes.

The efforts of social reformers and missionaries laid the foundation for the development of public education for women. Gradual changes began with the involvement of women in large numbers in the freedom movement.

This necessitated some redefinition of their gender roles. There was recognition of the public roles of women.

Mahatma-Gandhi played an important role in channelizing women's role in the freedom struggle, which meant involvement in the public domain. In the final analysis he too advocated women's education essentially to improve their traditional roles as wives and mothers within the patriarchal family.

3.    Constitutional Provisions in India

•      Article 14 :  “… equal rights and opportunities to men & women…”

•      Article 15 : “… prohibits discrimination on any ground ..”

                        “ … renounce the practice derogatory to women’s …”

                        “ … right to means of livelihood to men and women …”

                        “ … equal pay for equal work …”

•      Article 24 : “… no child below the age of fourteen years shall be

                        employed to work…in any other hazardous employment”

•      Article 39 : “… the tender age of children are not abused…” “…to                 enter avocations unsuited to their age of strength…”

•      Article 39 (c) directs the State to ensure equal pay for equal work.

•      Article 42 : “… provision for just and human conditions of work and              maternity relief…” Article 44 advocates for a uniform civil code for the citizen.

Article 73 : “… participation of women in the political and grassroots & 74         development process …”

•      Article 45 provides for free and compulsory education to all children upto the age of 14 within 10 years of coming into force of the Constitution.

•      Article 47 highlights that the State is further committed to raising nutritional levels and health and living standards of the people.

4.    Empowerment of Women

Enhance self-esteem and self-confidence of women

Build a positive image of women

Developing ability to think critically

Fostering decision making and action through collective processes.

5.    Gender Specific Programmes and Interventions

  Department of Women and Child Development

Gender-specific interventions

Balika Smriddhi Yojana

Adolescent Girls Scheme

Integrated Child Development Services Programme

Kishori Shakti Yojana

Department of Education

District Primary Education

Mahila Samakhya

Department of Health and Family Welfare

Reproductive and Child Health Programmed

Even after more than 60 years of our independence a vast segment of the female population in India remains illiterate. Though the percentage of literacy has increased among women in India over the years. The female literacy rates in India are greatly constrained by the dropout rates among girls, especially at the upper primary and secondary levels. In rural India for every 100 girls who enrolled in class 1 only one enters class XII.

In urban areas it is 14 girls at that level. Out of 100 girls enrolled in class 1 less than 40 joins class V (The number of girls per 100 boys is also low especially at the higher education level).

7. General Note (Conclusion)

1.How should education respond to the challenge of building a balance of power and the protection of women? What does it take to enhance women's leadership roles in all major areas in international and domestic affairs?

2.What are the essential policies required for enforcing power parity between the sexes? Give few examples of existing policies aimed to foster development of women.

3.Which social groupings of women tend to be excluded or ignored by the male society in our country? Why? What roles do these women play in the economy? Are they organized in any kind of group or groups?