Class 8

SCERT AP Board 8th Class Social Solutions 5th Lesson Forests: Using and Protecting Them Textbook Questions and Answers.

AP State Syllabus 8th Class Social Studies Solutions 5th Lesson Forests: Using and Protecting Them

8th Class Social Studies 5th Lesson Forests: Using and Protecting Them Textbook Questions and Answers

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Question 1.
Do you agree with the following statements? Give reasons for your agreement or Contradiction.
a) The notion of private property is important to protect the forest.
b) All forests need to be protected by human beings.
c) Over the centuries most people living on earth have reduced their dependence on forest for their livelihood.
Answer:
a) I agree with this statement. They were sent out of their homes and they lost that ‘ours’ feeling.
b) I agree with this statement. The trees and human beings are interdependent. So all forests need to be protected by human beings.
c) Yes, I agree with this. Many other kinds of employment and business opportunities were created on the earth. So the dependence on forests is reduced.

Question 2.
Create a timeline to show the major changes in use of forest over centuries. It may be necessary to look at your textbooks from previous classes.

Answer:

Question 3.
Based on the details given in the above text, or from what you already know about the forests, compare the type of forest that is closest to your area of living on the following aspects.

Answer:
Ours is a Maredumilli village in East Godavari district. Our forest is as follows.

Question 4.
Observe the map of forests in Andhra Pradesh and find out which district (s) has/have the maximum forest covered area?
Answer:
Visakhapatnam, East Godavari, Srikakulam and Prakasam districts have the maximum forest covered areas in our state.

Question 5.
A few children in a school participated in Vanamahotsavam programme and they planted some saplings. How do you respond to this?
Answer:
I appreciate this action very much. The children’s participation in this brightens the future of the country. But they should take care of their plants till they grow.

Question 6.
Read the paragraph under the heading ‘Forests of Andhra Pradesh’ and answer the question:
You read about some of the important kinds of forests in our state But how large are our forests? Are they increasing or decreasing? Let us find out. About 64,000 sq kilometres of the state are declared as forest by the government. This is about 23% of all land in the state.

However, all this is not really forested as only about 16% of our land has tree cover to qualify as forest. This means that is about 7% of our forest lands are open grounds and with very few trees. Even this forest cover is dwindling due to felling, encroachment, mining etc. Every year about one hundred sq kilometres of forests are lost in our state
What suggestions do you have for increasing the forest cover in our state?

Answer:

1. Government should adopt social forestery scheme.
2. Plantations should be taken in bare lands in forests.
3. Consumption of forest products should be minimised.
4. Renewable sources of energy should be invented.
5. Forests should be protected from illegal activities.
6. Awareness should be created about the necessity of forests among the common people.
7. Plantations should be taken in the area of used up mines.

Question 7.
Locate the various places mentioned below different photographs of forests given in this chapter in an Atlas. What similarities and differences can you find among them?
Answer:
Similarities & Differences

Question 8.
What are the differences between Ever green forests and Deciduous forests?
Answer:
Difference between Evergreen forests and Deciduous forests:

1. Evergreen forests: Evergreen plants in evergreen forests have leaves or needles that stay on the plant throughout all of the seasons. This does not mean that the needles or leaves never die or fall off. It means that when they do, they are replaced by new ones and the plant is never without greenary.
2. Deciduous forests: Deciduous trees in deciduous forests lose their leaves flow September onwards, with some trees, this is accompanied by stunniodelus autumn colours. This happens at different points throughout the autumn, depending upon, the species of tree and weather at the point that this occurs.

Question 9.
Observe the pictures and write a comment.

Answer:
Tragically, human beings operate under the belief, that they have the right to do what they please to animals.
On the earth, the plant kingdom and the animal kingdom appeared first, before human kingdom. But now the later occupied more land on the earth. So the forests and wild life are to be protected.
Additional Information:

Mineral kingdom
↓
Plant kingdom
↓
Animal kingdom
↓
Human kingdom

8th Class Social Studies 5th Lesson Forests: Using and Protecting Them InText Questions and Answers

Question 1.
You have read about forests and people living forests in the previous classes. Can you recall some of them and talk about people who live in the forests? (Textbook Page No. 49)
Answer:
“Good morning all of you. Forests are lifeline of the lives. The area of forest should be 33% of the area of any country. But in India it is 23% only. These figures show our critical condition. Adivasis are 8% of our total population. Approximately 60% of them live in forests. They lead their lives in the lap of nature. Their traditions, customs, religious rituals, groups, agriculture – in every issue, they are different from others. Their welfare is our welfare. Save trees, they save us. Thank you one and all”.

Question 2.
What is a forest? There can be many ways of defining a forest. Write a definition of forests. Then discuss jointly in the class and write down points which seem to be correct to most students. (Textbook Page No. 50)
Answer:
A large tract of land covered by trees is called a forest.
Definitions:

1. A forest is best defined as an ecosystem or assemblage of ecosystems dominated by trees and other woody vegetation.
2. A place where the environment is covered from all sides with trees and wildlife means.

Correct points:

1. It is ecosystem.
2. It is dominated by trees.
3. There are another woody vegetations also.
4. Its place is covered with trees, from all sides.
5. There is wildlife also.

Question 3.
Find out how the mangrove trees adapt to the special conditions of sea coasts.
(Textbook Page No. 54)
Answer:
Mangroves, like desert plants have special adaptations for growing in low moisture and high salt conditions.
One special strategy for coping with high concentrations of salt is special salt – excreting glands on leaves.
Another is exclusion of salt from entering roots with water uptake. They have specialised aerial breathing roots known as pneumatophores.

Question 4.
You may remember reading about Equatorial forests in Nigeria. What are the main differences between the forests of Andhra Pradesh and the Equatorial forests? (Textbook Page No. 54)
Answer:

Question 5.
Do you think there is any difference between a plantation of Eucalyptus trees or tea shrubs and a forest? Discuss in the class. (Textbook Page No. 57)
Answer:
Forest trees grow in both height and breadth. The diameter at the top should be more or less equal to its height.
Eucalyptus trees are long, but at the top they are not broad enough. The plantations in tea estates are grown upto a height of 3 to 4 feet. Otherwise, it will be useless. So I think there is a difference between these three varieties.

Question 6.
What was the difference between the protection of forests by the tribal people and by the Forest Department? (Textbook Page No. 58)
Answer:
Tribals treated the forest as their mother. Their birth, life, death-every event was in the laps of forests. They felt no difference between them and forest. So they didn’t cause any harm or loss to the forests. In agriculture also they took necessary safety measures.

But the Forest Department officials usually belonged to distant and rich communities. They regarded the tribal people as ignorant and dangerous. They had no positive feeling about the forests.

This is the difference between protection of forest by the tribal people and by the Forest Department.

Question 7.
Can each of you draw a picture of a forest and compare them? (Textbook Page No. 49)
Answer:
In some pictures the forests are dense.
In some pictures there are gaps between tree trunks.
In some pictures some plain ground is visible in the forest.

Question 8.
Write a caption on the above cartoon in the contest of forest. (Textbook Page No. 50)
Answer:

1. “More usage makes us stand on the edge of a blade”.
2. “In front, there is crocodiles’ festival”. (Jovial cartoon)

Question 9.
Do you think it is important to have forests ? What will happen if all the forests are cleared and used up for growing crops, building factories or mines or houses for people to live ? Can’t we live without forests? Discuss in your class. (Textbook Page No. 51)
Answer:
Both plant and human kinds are interdependent. We cannot live or lead life on the earth without forests. We breathe in O₂ and breathe out CO₂ and the plants vice-versa. 1/3 of the total land on the earth should be covered with trees or forests. Otherwise it leads to natural disasters.

Question 10.
“Every year about 100 sq. km of forests are lost in our state” – Is this a satisfactory situation? Discuss in your class. (Textbook Page No. 54)
Answer:
No, this is not a satisfactory situation. This affects our biodiversity, rainfall and soils etc. We can say this as critical condition.

Question 11.
Discuss in the class which way would have been better. (Textbook Page No. 58)
Answer:
It would have been better if the tribal people left alone to lead their traditional lives in the forests. Our government also followed the British policy which was not fair.

Question 12.
In what way do you think it (Forest Right act) makes up for the injustice done to the tribal people in the past 200 years?
Answer:
The act confers on forest dwellers and other traditional users of forests, their traditional rights over the forest and also title to lands they use. If implemented properly, this act can be used to undo the wrongs done to the tribal people for generations.

Question 13.
Discuss this in the class – do you think it is the correct way to redress the wrongs done to the tribal people? How will it help in protecting the forests? What other steps need to be taken for this? (Textbook Page No. 61)
Answer:
I think this is the right way to redress the wrongs done to the tribal people. They are the children of the forests and they alone can protect them. But there should be some supervision on them to avoid the usage of forest products for commercial purpose. If they are provided with some minimum needs this could be controlled.

Question 14.
Some of you may be familiar with a nearby forest – its trees, plants, animals, rocks, streams, birds and insects. Describe to the class the forest in detail and what you do there. (Textbook Page No. 49)
Answer:
Ours is Maredumilli in East Godavari district. Our village is itself in a forest. This is on Bhadrachalam road. We are in the lap of nature’s beauty. Bamboo, Peepal, Neem, Amla, Teak, Sal etc., are the main trees here. Coffee and rubber plantations are also here. We can see wild animals also rarely. Different birds, colourful flies make us happy. Visitors from different places come here to enjoy the nature. We collect and eat the tubers, fruits, honey. If they are excess, we will take them to our nearest town to sell them. With these earnings we take our grains and cereals from the town.

Question 15.
Have you ever been to a forest to collect firewood, leaves or fruits and tubers? Tell everyone in the class about it and also make a list of all the things people in your area collect from the forests. How are they used? (Textbook Page No. 49)
Answer:
We live in Salur, Salur mandal in Vizianagaram district. My father Ramachandra Rao works in Private company Once we planned for ‘Chandi Homam’. We had to collect ‘Samidhalu’ (dry sticks of sacred trees) from the nearest forest. My friends and I went to the forest. We collected Peepal’s, Bilwa’s samidhalu. During that time we were afraid very much.
The people of this forest collect honey, medicinal plants, tree barks, amla, gum, tamarind etc., from the forest. They use them as their food and sell the unused in the nearest towns.

Question 16.
Our folk tales and Puranas and stories repeatedly mention forests. Can you relate in the class some such stories about the forests ? (Textbook Page No. 49)
Answer:
Ramayana and Mahabharata are the two great epics of our country. These two tell us about the ‘Aranya vasa’. This is the story of Ramayana. After the announcement of ‘Rama Pattabhishekam’, Kaika sent him to forests for 14 years. Rama went to the forest of ‘Dandakaranya’ with his brother Lakshmana and wife Sita. It is in Bastar district in central India. As the forest is known for this ‘Dandana’ (punishment), it got its name Dandakaranya. He lived there for a few years. When Ravana took away Sita with him, Rama went to Lanka to kill him. Later he killed Ravana in the war and returned to ‘Ayodhya’ after 14 years of exile.

Question 17.
Many forests are sacred and are worshipped by the people. Some forests are famous as the abode of some gods and goddesses. Find out about them and tell everyone in the class about them. (Textbook Page No. 49)
Answer:
At the end of ‘Dwapara yuga’ all the rishis and sages went to ‘Lord Brahma’. They requested ‘Brahma’ to suggest them a ‘sacred’ place to continue their further penance and to save themselves from the effect of ‘Kali’. Then Brahma took a sacred wheel and rolled it down on the earth and said wherever that wheel stopped, that would be the place. It stopped in ‘Naimisha’ which was in between Panchala and Kosala kingdoms. At present it is Sitapur, in Uttar Pradesh. It is on the banks of ‘Gomathi’ river. Now it is famous with its name ‘Naimisaranya’. This story is mentioned in Mahabharatha, Siva Purana etc.

Question 18.
Look at the map of Andhra Pradesh given on the showing the distribution of forests. Find out if your district has any forest and if yes, what kind of forest. (Textbook Page No. 54)
Answer:
Ours is East Godavari district. We have mangrove forest in our area.

Question 19.
Find out from your elders about their experience of CFM and also Social Forestry projects. (Textbook Page No. 60)
Answer:
Madras Forest Act was introduced in 1882 and later it was changed as A.P. Forest Act 1882. Again another act was introduced in 1915. Other forest policies and rules were declared in 1956, 1967, 1970 and 1971. Joint Forest Management (J.F.M.) was introduced in 1990. It was changed as Community Forest Management (C.F.M) in Telangana. While this programme helped to bring together the Forest Department and the local communities, it only forced the tribal people to give up their earlier podu lands for forest regeneration. During the same time, several Tiger Sanctuaries were established in the forests to protect wild life.

In 1976 government introduced Social Forestry Scheme. Its aim was taking the pressure off the forests making use of unused and fallow land. These should be afforested. With the introduction of this, government formally recognised the local communities right to forest resources.

Question 20.
Which is the nearest forest area from your village or town ? Find out why this area still has tree cover and has not been converted into fields or habitations or mines. (Textbook Page No. 51)
Answer:
Ours is Maredumilli village in East Godavari district. It is situated on a hill top. Rampachodavaram is very very near to us. These two are forest areas. These two stood independent in the British period also. Most of the area was under the control of tribals. No minerals were found in this area.

Question 21.
Due to historical factors and physical conditions, this remains as forest only.
a) Do you think it is possible for people to take care of forests and use them as well?
b) What would they have done if someone had tempted them to cut trees and sell them in the markets? (Textbook Page No. 56)
Answer:
a) It is possible. In present society many people are cultivating fruits and vegetables. They are protecting their gardens by selling the fruits and vegetables.
b) They definitely oppose and reject the suggestion. For ex: All their festivals are related to trees. Mamidi panduga, Gongura panduga, Mutyalamma panduga etc. They may cut a branch or some else but not the trees. They don’t cut their home.

Question 22.
List all the causes for the decline of forests in the last 200 years. Do you think Poducultivation was also responsible for this? Give your arguments. (Textbook Page No. 58)
Answer:
Causes for decline of forests :

1. Agriculture
2. Cattle rearing
3. Mega projects
4. Fires
5. Logging
6. Mangroves and shrimp farming
7. Mining, oil and gas

We can say that ‘Podu’ is also one of the reasons. The tribals left their traditional food, and depended on crops. So the land in forests is changed as agriculture land.

Question 23.
Why do you think the tribal people were not able to pay the land revenue demanded by the government? (Textbook Page No. 58)
Answer:
By one stroke of the government the tribal people were rendered homeless in their own homes. The government handed over these lands to zamindars and cultivators. The evicted tribal people had to work for these landlords. On the lands which the tribal people were to cultivate, they had to pay very high revenue. They had no habit or chance of saving money. So they were not able to pay the taxes.

Question 24.
Why do you think the government thought that forest was not important for tribal people’s development? (Textbook Page No. 60)
Answer:
I think that the government had lost its foresight and thought that forest was not important for tribal people’s development.

SCERT AP Board 8th Class Social Solutions 13th Lesson The Indian Constitution Textbook Questions and Answers.

AP State Syllabus 8th Class Social Studies Solutions 13th Lesson The Indian Constitution

8th Class Social Studies 13th Lesson The Indian Constitution Textbook Questions and Answers

Improve your learning

Question 1.
Damanpur is ruled by its king based on a set of rules written down by the priest and ministers. He has also divided his kingdom into 16 provinces to which he appoints his officers as governors. Can we say that this is a democratic country? Is it a constitutional country? Give reasons for your answer.
Answer:
I cannot say it is a democratic country and a constitutional country.
Reasons:

1. The king came to throne on heredity.
2. Purohits and ministers were not elected but selected.
3. The officials were selected and appointed by the king.

Question 2.
Which of the following statements is correct?
a. Constitution determines the relationship between people and government.
b. Democratic countries generally contain a Constitution.
c. To make a Constitution to a diverse country like India is not an easy task.
d. All are correct.
Answer:
d (All are correct).

Question 3.
Match the following leaders with their roles in the making of the Constitution:
a. Motilal Nehru         [ ]   i) President of the Constituent Assembly
b. B. R. Ambedkar       [ ]  ii) Member of the Constituent Assembly
c. Rajendra Prasad      [ ]  iii) Chairman of the Drafting Committee
d. Sarojini Naidu         [ ]  iv) Prepared a Constitution for India in 1928
Answer:
a) iv
b) iii
c) i
d) ii

Question 4.
Read again the extracts from Nehru’s speech and answer the following:
a. What pledge did he want the makers of the Indian Constitution to take?
b. “The ambition of the greatest man of our generation has been to wipe every tear from every eye.” Who was he referring to?
Answer:
a) The pledge he wanted the makers of the Indian Constitution to take was ‘incessant striving’.
b) He was referring to Mahatma Gandhiji.

Question 5.
Here are some of the guiding values of the Constitution and their meaning. Rewrite them by matching them correctly.
a) Sovereign   i) Government will not favour any religion.
b) Republic     ii) People have the supreme right to make decisions.
c) Fraternity    iii) Head of the state is an elected person.
d) Secular       iv) People should live like brothers and sisters.
Answer:
a) ii
b) iii
c) iv
d) i

Question 6.
What values are embedded in the preamble of the Indian Constitution?
Answer:
Preamble of the Indian Constitution: The values that inspired and guided the freedom struggle formed the foundation for India’s democracy. These values are embedded in the ‘Preamble’ of the Indian Constitution, which is a short statement of its basic principles and objectives. They guide all the provisions of Indian Constitution.

Question 7.
“All are equal before law”- Explain this with examples.
Answer:
EQUALITY: Our Constitution does not promise equality in all respects (like income or property) but it seeks to ensure that all people will enjoy the same status – that is, everyone will be governed by the same laws. Secondly, it promises equality of ‘opportunity’. This means that all public offices shall be open to all, irrespective of caste or religion. If an office requires special qualification, access to that qualification too will be made equal to all.

Question 8.
Identify correct statements from the following:
a. The Constitution defines powers of the Legislative houses.
b. The Constitution cannot be changed under any circumstances.
c. Ideals that are in the preamble are reflected in the design of institutions.
d. Laws for the entire country are designed centrally.
Answer:
a and c are correct statements.

Question 9.
On what occasions equal justice is seen? Mention with examples.
Answer:
No discrimination will be made to any citizen. On account of his/her, birth, beliefs, wealth or status.
eg:

1. Right to vote
2. Right to freedom of religious
3. Right to equality etc.

Project

Question 1.
Compare the preambles to the Constitutions of the United States of America, India and South Africa.
a. Make a list of ideals that are common to all these three.
b. Note down at least one major difference among these.
c. Which of the three makes a reference to the past?
d. Which of these does not invoke God?
Answer:

Preamble of Constitution of United States of America
We the people of the United States in order to form a more perfect union establish justice, insure domestic tranquility, provide for the common defense, promote the general welfare, and secure the blessings of liberty to ourselves and our posterity do or dain and establish this Constitution for the United States of America.

Preamble of Constitution of South Africa
We the people of South Africa, Recognize the injustices of our past; Honour those who suffered for justice and freedom in our land; Respect those who have worked to build and develop our country; and Believe that South Africa belongs to all who live in it, united in our diversity. We therefore, through our freely elected representatives, adopt this Constitution as the Supreme law of the republic so as to- heal the divisions of the past and establish a society based on democratic values, social justice and fundamental human rights; Lay the founda¬tions for a democratic and open society in which government is based on the will of the people and every citizen is equally protected by law; Improve the quality of life of all citizens and free the potential of each person; and Build a united and democratic South Africa able to take its rightful place as a sovereign state in the family of nations.

May God protect our people.
God bless South Africa.

Preambles to the Constitutions:

a) List of ideals: Sovereign, socialism, secular, democratic.
b) The date is mentioned in the Indian Constitution but not others.
c) South Africa makes a reference to the past.
d) Indian Constitution and American Constitution do not invoke God.

8th Class Social Studies 13th Lesson The Indian Constitution InText Questions and Answers

Question 1.
If you and your classmates were asked to formulate five goals for the country – what would they be? How would you arrive at those five goals? Discuss in the class and work with the help of your teacher. (Textbook Page No. 150)
Answer:

1. Universal Education
2. Universal Health
3. Economic development
4. Peace and Living together
5. Non-violence, opportunities to all

I create awareness in the officials and rulers about these goals. I will make the people believe in peace, non-violence and living together.
I will bring the change in the society.

Question 2.
Can you list out some of the inequalities and discriminations prevalent in our society at the time of Independence? (Textbook Page No. 151)
Answer:
Inequalities:

1. Economic inequalities
2. Social inequalities

Discriminations :

1. Racial discrimination
2. Gender discrimination

Question 3.
Here is a set of statements that is put in pairs, but some of it has wrong information. Can you correct them?
a) A model constitution was drafted + Motilal Nehru
b) Leaders agreed that illiterate people should not vote
c) Provincial legislature + Constitution adopted some colonial laws
d) Partition + large number of people were killed and forced to migrate
e) Restriction on women voting + commitment to social reform in India. (Textbook Page No. 151)
Answer:
a) Motilal Nehru and eight other Indian National Congress leaders drafted a Constitution for India.
b) The government would be built by general elections based on the principles of ‘universal adult franchise or right of every adult citizen irrespective of gender, caste, religion, education or wealth to vote in elections.
c) Correct
d) Correct
e) Voting right to women + commitment to social reform in India.

Question 4.
What were the sources of inspiration and ideas for framing our Constitution? (Or)
What thoughts inspired the framing of our Constitution? (Textbook Page No. 152)
Answer:
First of all, the framers were inspired by the struggle waged by the diverse kinds of Indian people and their aspiration for a better world to live in. They knew that it was their sacred duty to help build an India in which all these diverse kinds of people may realise their aspirations. They were also deeply influenced by the thoughts of Mahatma Gandhi and other national leaders.

Secondly, many of our leaders were inspired by the ideals of French Revolution, the prac-tice of parliamentary democracy in Britain and the Bill of Rights in the USA. The socialist revolution in Russia and China had inspired many Indians to think of shaping a system based on social and economic equality. All these factors influenced the making of our Constitution.

Thirdly, the British too had introduced some basic institutions of democratic rule in India. However, only certain categories of people could vote in the elections. British had introduced very weak legislatures. Elections were held in 1937 to Provincial Legislatures and Ministries all over British India. These were not fully democratic governments. But the experience gained by Indians in the working of the legislative institutions proved to be very useful for the country in setting up its own institutions and working in them. That is why the Indian Constitution adopted many institutional details and procedures from colonial laws.

Question 5.
The people of India decided (resolved) to achieve two objectives. What were these? (Textbook Page No. 155)
Answer:
The following objectives were resolved by the Indian people.

1. To establish a republican country.
2. To secure to all its citizens, justice, liberty, equality and fraternity.

Question 6.
What did they do in order to achieve these objective?
Answer:

1. To achieve the objectives, we incorporated the objectives in our constitution.
2. For republican country we are electing the head of the nation.
3. To secure the remaining objectives we added secularism, socialism in our constitution.
4. Provide justice and equal opportunities to all people without discrimination.
5. To achieve these universalising literacy and education, protection of environment, reducing inequalities etc. are kept infront of the government.
6. Maintain brotherhood nature among all people.
7. To achieve these, we are following parliamentary system and federal system.

Question 7.
Can you identify one idea that is common to all these three? (Textbook Page No. 155)
Answer:
‘Equality’ is the common idea to all these three.

Question 8.
What are the differences in their ways of expressing that common idea? (Textbook Page No. 155)
Answer:
A) Mahatma Gandhi: There shall be no high class and low class of people.
B) B.R. Ambedkar: How long shall we continue to live this life of contradictions?
C) Jawaharlal Nehru: It means the ending of poverty and ignorance and disease and inequality of opportunity.
The three expressed the same idea in different words.

Question 9.
Discuss why the leaders who fought for freedom did not want India to be ruled by kings and queens. (Textbook Page No. 150)
Answer:
Kings and queens ruled the country mostly dictatorially. They ruled India by dividing it into small kingdoms. They failed in answering foreign invasions.
The freedom fighters were all nationalists. They prayed and dreamed India as a huge nation. They wished democratic rule.
So they did not want India to be ruled by kings and queens.

Question 10.
Find out from your grandparents or old neighbours who were there at the time of independence about how things were at that time and what they felt about the future of the country. (Textbook Page No. 151)
Answer:
Things at the time of independence :

1. Apart from social and cultural diversity, there were huge differences between rich and poor, upper and lower castes, men and women.
2. Literacy levels and education were very low.
3. There was acute poverty.
4. There were sharp differences of opinion among the leaders of the national movement, about how we could make a better society after Independence.

Our grandparents/Old neighbours felt about the future of the country in the following way.

1. The dreams of Gandhiji would be true.
2. There would be a plenty of food in the country.
3. People would be happy with their shelters and clothes.
4. There would be no inequalities.
5. There would be no discriminations.
6. All would be equal before law etc.

Question 11.
Why do you think the kings were allowed to nominate members to the Constituent Assembly? (Textbook Page No. 153)
Answer:
The kings were familiar with the ideas of their people. They could integrate the ideas of their people. So the kings were allowed to nominate members to the Constituent Assembly.

Question 12.
Why do you think there were so few women members? Do you think it would have been better if there had been more women members? (Textbook Page No. 153)
Answer:
At that time the educated women and the women politicians were very less in number. Even today we are fighting for 33% of women reservations. So there were so few women members. Yes, I think it would have been better if there had been more women members.

Question 13.
Which of the guiding principles in the Objective Resolution, do you think is the most important? Give your reasons for it. Do other students have a different opinion about this? (Textbook Page No. 154)
Answer:
“Welfare of all mankind” – This guiding principle in the Objective Resolution is the most important.
Reasons:
The welfare of all mankind is the welfare of the Earth.
This leads to world peace. Other students have no different opinions.

Question 14.
Why is it necessary for an elected parliament to make laws? Why can’t they be made by learned lawyers and judges? (Textbook Page No. 157)
Answer:
Our Constitution provides a Parliamentary form of government. The Parliament, consisting of representatives of the people makes laws. These laws are according to the needs and views of the citizens/people. Judiciary comments on this.
Learned lawyers and judges can make laws legally but not for the welfare of the people. They don’t have the support of the people. So they cannot make laws.

Question 15.
Why do you think the Prime Minister and his Cabinet should get their decisions and actions approved by the Parliament and answer the questions raised by the members of Parliament? Will it be better if they were answerable only to the President? (Textbook Page No. 157)
Answer:
The Prime Minister and the Cabinet are answerable to the Parliament. The members of Parliament are the representatives elected by the civilians directly. So they are answerable to them.
It will not be better if they are answerable only to the President as it is against the democracy.
So they should get their decisions approved by the Parliament.

Question 16.
Some countries have a different structure in which there is only a central government that makes laws for the entire country and governs all the provinces or states. Do you think such a system is suited for India? Discuss in the class. (Textbook Page No. 158)
Answer:
India is a land of many diversities. The laws of only central government are not correct to this kind of nation. Different regions have different cultures. All these things should be taken into consideration to make laws. So such system is not suited for India.

Question 17.
Discuss why the courts and judges should be independent of the state and central government authorities. (Textbook Page No. 158)
Answer:
To safeguard the Constitution, the courts and judges should be independent. Otherwise there is a chance of sidetrack. So they should be independent.

Question 18.
Why should the Election Commission be autonomous? (Textbook Page No. 158)
Answer:
The Election Commission should be autonomous to conduct free and fair elections.

SCERT AP Board 8th Class Social Solutions 9th Lesson Public Health and the Government Textbook Questions and Answers.

AP State Syllabus 8th Class Social Studies Solutions 9th Lesson Public Health and the Government

8th Class Social Studies 9th Lesson Public Health and the Government Textbook Questions and Answers

Improve your learning

Question 1.
Correct the false statements.
a. Most rural areas have trained doctors.
b. There are more facilities in hospitals of private sector than the public sector.
c. Nutritious food helps in improving the health scenario.
d. Some doctors may involve in unnecessary treatments to make money.
Answer:
a) Most rural areas have trained doctors. (False)
Correction: Most rural areas have untrained doctors.
b) True
c) True
d) True

Question 2.
Jayamma uses the following. Which of these will you include in basic public facilities?
a. Drives Scooter to school,
b. Sends her child to Anganwadi.
c. Owns a television set.
d. Has a mobile phone,
e. Sends letters by post office.
Answer:
b. Sends her child to Anganwadi.
c. Sends letters by post office.

Question 3.
Identify the sentences in this chapter that discuss the role of the government in providing public health.
Answer:
“Self exercise” – The student should underline the sentences in this chapter.

Question 4.
Discuss which among the following measures will you consider as instances – OR not an instance of improving the healthcare. Write down the reasons for your answer.
a. TB patients are given free medicines.
b. In some villages clean drinking water facilities are arranged.
c. Shopkeepers selling medicines for cold, fever, headache etc.
d. The government provides foodgrains in Fair Price shops.
Answer:
I consider a, b, d as instances of improving the health care. Selling medicines by shop-keepers is trade.

Question 5.
Priyamvada runs a private hospital. This has more facilities than that are available in a government hospital. Satyanarayana works as a government doctor in a Mandal. Can you write an imaginary dialogue between them about access to health services?
Answer:
Priyamvada: Hello Doctor, how are you?
Satyanarayana: Fine doctor. You are working in?
Priyamvada: I run my own hospital in the town. You?
Satyanarayana: I am working in the government Mandai Hospital here?
Prlyamvada: Oh I am very sorry. All of our friends opened many super specialty hospitals and are running them successfully. But you…?
Satyanarayana: Oh I Don’t say sorry. This is my ambition.
Priyamvada: What is this doctor? We are working regularly in one hospital while visiting four to five others daily. A handful of income, sophisticated facilities. We have everything what we need. Operation theatres, oxygen facilities, ambulances etc. All the facilities are in our reach. Why
are you missing them?
Satyanarayana: Sorry Miss. Pnyamvada. I like my profession and this job. The people in villages are approaching untrained persons for treatment. We are in this profession to serve the people only.
It is the same either in villages or in towns. We have also many facilities in our hospitals.
Priyamvada: Very sorry doctor, very sorry. I misunderstand you. You are rendering more services to the people who are in need.
Now onwards I also will come and treat the patients without fees. All the best doctor.

Question 6.
Health is not limited to providing medicines. In this chapter there are other aspects of health that are mentioned (like clean water etc). Bring them together and write a paragraph about such aspects.
Answer:
Health is not limited to providing medicines only. The people should be given nutritious food. Safety Drinking water facilities should be arranged. First aid should be provided to the needy. Proper housing facilities, healthy environment should be created. Through these steps alone we can get good health.

Question 7.
Following figure shows how people get money for hospitalization in Andhra Pradesh. Nearly 65% of the people below poverty line have to borrow money. Identify this in the chart and mark the percentage. Those above poverty line spend 45% of the hospitalization expenditure from their savings. Identify this in the chart and mark the percentage. Those above poverty line borrow only 35%. Identify this in the chart and mark the percentage.
Can you also roughly estimate share of other means through which people meet their hospitalization expenses in the chart below?
Answer:

They find their money for hospitalization as above.

Question 8.
Conduct a survey on government welfare schemes on health. List the beneficiaries in your area.
Answer:

1. Aarogya Sri Scheme: White card holders.
2. ESI: People working in public & private companies, factories etc.
3. Reimbursement facilities: To State/Central government employees.

Question 9.
To know about the prevention of contageous diseases, what questions do you ask your region’s Health worker?
Answer:

1. How can we prevent Malaria?
2. What is the preventive medicine for Typhoid?
3. Is there any preventive drug for Cholera?
4. What are the preventive steps of govt, to control eye diseases?

Question 10.
What type of services would be rendered by ‘108′ during emergencies?
Answer:
All types of emergency cases are handled by 108 services, including pregnancy cases, accidental, unconscious, paralysis, inflation, fever, heart attack and all types of emergencies.

Project

Consult any five of your friends and fill the table with the following particulars, then analyse and discuss In the class.

Answer:
“Health is wealth”. Everyone knows about this. If we maintain cleanliness of our hands and nails we can protect ourselves from epidemic diseases. If we keep our surrounding clean & neat we will protect ourselves from mosquitoes and other insects and be safe from dangerous diseases, If we are in healthy manner we will develop ourselves and our country will also be in prosperous.

That’s why Indian Government introduced Swatch Bharat Programme and protect our people from dangerous diseases like Dengue, Swineflu, Zika, etc.,
Finally everyone will be habituate for cleanliness.

8th Class Social Studies 9th Lesson Public Health and the Government InText Questions and Answers

Question 1.
What steps can be taken to prevent Malaria?
Answer:

1. Necessary preventive measures should be taken from mosquito bites.
2. We should use mosquito nets.
3. Creams like Odomos.
4. We should take care of drainage canals and small kuntas. Stagnated water should be dried.
5. The smoke of Neem and Tulasi sticks should be spread in houses during evenings.
6. Water tanks should be cleaned once in a month.
   With these we can prevent malaria.

Question 2.
Why are children given food in the anganwadis? Do they get adequate food to eat in the anganwadis of your area? (Textbook Page No. 101)
Answer:
In Andhra Pradesh about 33% of children below 5 years of age were characterised as underweight. This is due to hunger and malnutrition. So the government decided to feed these children through Anganwadis.

We have two Anganwadi Kendras in our village. They provide nutrition in a certain quantities like Soya powder, Soya granules, Chips etc., to the children below 5 years.

Question 3.
What problems did Kiran face in the Government Hospital? How do you think could the hospital could work in a better manner? Discuss. (Textbook Page No. 103)
Answer:

1. Kiran had to spend 3 hours standing in a queue for consultation.
2. Again he spent two hours for blood test.
3. He had to come on the second day for blood report by consultation.
4. He took week days to go to his school regularly.

These hospitals can work in a proper manner. They can create more facilities to the patients. Seating arrangements can be provided. The test reports also can be issued on the same day.

Question 4.
What problems do we face in private hospitals? Discuss. (Textbook Page No. 103)
Answer:
Problems in private hospitals:

1. We should pay more money here.
2. Medicines also cost very high.
3. Some may cause unnecessary tensions to the patient families.

Question 5.
Where do you go when you are ill? Are there any problems that you face? Write a paragraph based on your experience. (Textbook Page No. 103)
Answer:
Once I suffered from Typhoid. My father is a Railway employee. He joined me in Railway hospital. I stayed there for 10 days. Several blood tests were done. They treated me well. But they never disclose the results of any report. The patients were given a hospital uniform. I didn’t like wearing this uniform. On the whole I hate that atmosphere.

Question 6.
Why do you think do people in the rural areas go to untrained practitioners, even though they know that they are not properly trained? Keep in mind the following aspects in discussion- trained doctors do not work in villages; people have faith in injection; treat on credit; accepts payments like grains or chicken. (Textbook Page No. 104)
Answer:
Even though they are untrained practioners, they treat small diseases like fever, cold, cough etc., well. Some may have undergone RMP training, some may have worked under a trained doctor. Many of the people have faith on injections. They call it as ‘Soodi Mandu’. Many practitioners take the benefit of this belief. The fee can be paid in instalments or in barter system. These practitioners help the rural people by introducing them to specialists in the time of need and urgency. Due to all these reasons, the medical practitioners are treated as small gods in villages.

Question 7.
In India about one lakh women die each year of complications from pregnancy, it was observed that poor maternal health and nutritional status and inappropriate management of labour during delivery were responsible for many of the deaths of children. Do you think that 104 and 108 services have made a difference to the above situation? Discuss. (Textbook Page No. 109)
Answer:
I think 104 and 108 services have made a difference to the above situation.
Hiring an Ambulance from private is very expensive. But 108 reaches the patient within a short time, takes him/her to the nearest hospital by providing medical aid.
104 service creates awareness in the rural people. And they give medical assistance to needy people.

Question 8.
What should be available in every village as part of the public health system? (Textbook Page No. 104)
Answer:
Asha worker, nutrition, immunisation facilities, weighing machine etc., should be available in every village as part of the public health system.

Question 9.
List some public health centres or hospitals near your place. From your experience (or by visiting any one of them) find out the facilities provided and people who run the centre. (Textbook Page No. 104)
Answer:
1. Government General Hospital. 2. Primary Health Care Centre.

Facilities:

1. Laboratory
2. UltraSound Scanning.
3. X-ray
4. Pharmacy etc.

Government employees run the centre.

Question 10.
Mark sentences that highlight the relationship between public health and expectations from the government. (Textbook Page No. 106)
Answer:
“Self exercise” – The student should identify the sentences from this chapter.

Question 11.
Is the water you drink at school clean? (Textbook Page No. 101)
Answer:
Yes, the water at our school is clean. Our school is in Vijayawada Municipal Corporation. We have a water tank near our school. We get clean water from that tank. We clean our school tank once a month.

Question 12.
Private health services can mean many things. Explain with the help of some examples from your area. (Textbook Page No. 104)
Answer:
We live in Vijayawada. Many types of hospitals are presented here. Those are:

1. Multispeciality Hospitals: The treatment is available for all kinds of diseases.
   For e.g.: Ramesh Multispeciality Hospital.
2. Special Hospitals: The treatment here is related to some particular part/organ/body.
3. Private Hospitals: Those are our family hospitals. They treat us for normal diseases. For e.g.: Dr. Prakash’s Hospital.
4. Medical Centres: These are run by Medical Practitioners.
   For e.g.: M.B. Sarada Medical Centre.

Question 13.
Write a short note on the health facilities available in your village or town. What are the problems that people of your neighborhood face when they go to government/ private hospitals? (Textbook Page No. 108)
Answer:
Ours is Tenali town. It is in Guntur district. Once here was only one doctor Dr. Sri- Buddhavarapu Krishna Rao. But we have many at present. The facilities in government hospital are a bit little than those in private hospitals.

More facilities are available in private hospitals. Here we have visited “Kanaka Durga Nursing Home”. The doctor is Buddhavarapu Satyanarayana, M.S. Ortho. This is in a single storeyed building. X-ray, blood test, medical shop – all facilities are available here. Sophisticated operation theatre is an asset to this hospital. The doctor is dedicated and service oriented. The premises is very neat and clean. The consultation fees is also in the reach of middle class ‘people. They render free service to the poor people.

The patients who approach government hospital are losing their valuable time. Corruption is also a curse on this department. The people who approach private hospitals are losing money.

Question 14.
Use the following questions to do a small survey on immunisation of children in your area (in five households having children under 2 years).
a. Do you have an immunization card for the child?
b. Did your child get a vaccine on the left arm that has left a mark? (Look for a scar if you can.)
c. Did your child get vaccination on the buttock?
d. Did your child get polio drops? How many times?
e. Did your child get a vaccination on the thigh at 9 months along with a spoon of medicine?
f. Did your child get any vaccination at 18 months of age (if the child is older than this)? Did she/ he get any medicine to drink also?
For each question, answer with Yes / No; No. of doses (where applicable); DK (for don’t know)/ NA (not applicable; for example, question ‘V will not be applicable if the baby is 1 year old). Discuss your results. (Textbook Page No. 108)
Answer:
1) Family of Sai Kanaka Durga:
a) Yes b) Yes c) Yes d) Yes, 4 times e) Yes f) Yes – Deepa – 4 years – Yes.

2) Family of Krishnarao & Durgamba:
a) Yes b) Yes c) Yes d) Yes, 4 times e) Yes f) Yes – Babji – Age : 1 year Yes.

3) Family of Madhavarao & Rajya Lakshmi:
a) Yes b) Yes c) Yes d) Yes 3 times e) Not applicable – Bobby – 6 months – Yes.

4) Rambabu & Subbha Lakshmi Family:
a) Yes b) Yes c) Yes d) Yes, 2 times e) Yes f) Yes

5) Hanumantharao & Kameswari’s family:
a) Yes b) Yes c) Yes d) Yes, 5 times e) Yes f) Yes
After my sincere observation I came to a conclusion that all parents are caring for their children’s health.

Question 15.
The Aarogyasri scheme was started as a medical insurance scheme to white card holding families, for treatment that requires hospitalisation. The scheme covers very large number of illnesses and includes many private hospitals as providers. Discuss with some people in your neighbourhood and write a short note on the effectiveness of the scheme. (Textbook Page No. 109)
Answer:
‘Aarogyasri’ scheme is really helpful to the poor people. Once my father joined in a private hospital. Then I noticed that many people had undergone free treatment. But at present many diseases are outlisted. So this is not useful to all in all times.

Question 16.
In your opinion, what is one most important improvement that should be made for the mid-day meal being served at your school? (Textbook Page No. 109)
Answer:
The quality of rice should be changed. Better quality should be maintained.

Question 17.
What are the reasons for doctors not accepting rural posting? (Textbook Page No. 101)
Answer:

1. Rural backwardness.
2. Lack of modern facilities.
3. More financial benefits are not available.
4. Lack of medical facilities.
5. Interest in private practice. These are the reasons behind it.

Question 18.
Why did Saritha have to spend so much money? Give reasons. (Textbook Page No. 103)
Answer:
Soon after Saritha got viral fever, her father took her to a private hospital and got her tested.
The doctor recommended a number of blood tests and a chest X-ray. He also prescribed several medicines. She had to spend money for all these tests and medicines to get well soon. She became healthy within 3 days and went to school.

Question 19.
Most of the medical facilities in both the private and public sectors are located in urban areas. A study conducted during 2003 based on a sample survey in selected areas found that most of the qualified private doctors (79 per cent) were in the urban areas. The actual availability of doctors in rural areas, though officially posted in these areas, may be negligible, given the widespread prevalence of absenteeism. Discuss the reasons for this situation. Talk to people in your area about this problem and in what ways this be can tackled. (Textbook Page No. 108)
Answer:
Reasons:

1. Medical education is very costly.
2. The persons, who incur expenditure on studies, try to get back the same.
3. There is a rapid growth in urbanization.
4. All the facilities for treatment are cheap in cities and towns.

Transport facilities, housing facilities and drinking water facilities are nominal in the rural areas.
So these conditions arise.
This can be tackled by creating social awarness in the medical students. “Villages and villagers are the backbone of the nation”. This concept should be injected into their minds.

SCERT AP Board 8th Class Social Solutions 4th Lesson The Polar Regions Textbook Questions and Answers.

AP State Syllabus 8th Class Social Studies Solutions 4th Lesson The Polar Regions

8th Class Social Studies 4th Lesson The Polar Regions Textbook Questions and Answers

Improve your learning
Question 1.
Re-write the false statements with correct facts:
a) Animal body parts were used only in clothing.
Answer:
True: Animal body parts were used in food, construction of houses, clothes and in making weapons.

b) Major part of the food includes vegetables.
Answer:
True: Major part of the food includes animal meat and fish.

c) Popular games amongst the people in Tundra are closely related to their daily lives.
Answer:
True

d) Contact with people from outside impacted their health.
Answer:
True

Question 2.
Based on what you studied about equator regions in Class VII, how is polar region different?
Answer:

Question 3.
What are the ways in which life of people in Tundra are dependent on climate of the region? Describe in the context of following aspects:

Answer:
Climate influences the people of the Tundra.

Question 4.
In this chapter there are many aspects that are very different from the place where you live. Look at the subheadings in this chapter and make a list of them. Now create a wall paper with illustrations and descriptions comparing life in your location with that in the Tundra.
Answer:
The comparison between the life of the people of N. polar region and that of the people of the equatorial region

Question 5.
Imagine one entire day (24 hours) when the Sun does not set and another day when there is no Sun. What changes will you make in your daily lives ? Write a short note on them.
Answer:
When the Sun does not set: We should shut all the doors and windows of our house and make it dark to sleep. Rest of the day will be okay.
When there is no Sun: We should arrange lights probably flood lights to get light everywhere. Then we should perform our daily works.
This is possible for only one day.

Question 6.
Find out the five living places of Eskimos in the world map
Answer:
Greenland, Alaska, Canada, Siberia, Lapland are the five places shown in the below map.

8th Class Social Studies 4th Lesson The Polar Regions InText Questions and Answers

Question 1.
Which continent parts fall within this region? (Textbook Page No. 40)
Answer:
North America, Europe and some parts of Russia fall within this region.

Question 2.
Try to recall what happens as we move away from the equator. (Textbook Page No. 40)
Answer:
Temperature falls when we move from the equator to the poles.

Question 3.
Mention five points about the summer in Tundra. (Textbook Page No. 42)
Answer:

1. The Sun begins to shine in the tundra around February-March. In the beginning the Sunsets within a short time.
2. For almost three months from May to July, the Sun never sets.
3. The Sun does not rise overhead. It just hovers a little above the horizon. So it is never very warm.
4. Due to the relatively warm weather, some of the ice melts. The rivers, lakes melt and begin to flow.
5. When summer approaches, many multi-coloured plants, lichens, grass, shrubs and berries sprout around.

Question 4.
Fill in the blanks : (Textbook Page No. 42)
1. The Sun does not appear during the month of November, December and January.
2. At this time, the water freezes and the plants cover with the snow.

Question 5.
How do the people of Tundra get light in winter ? (Textbook Page No. 42)
Answer:
There will be no sunlight during the winter in the polar region. At this time, the light of stars
falls on the ice, reflects, and fills the region with bright colourful lights. These are known as ‘Aurora Borialisis’. During winter they get light with these Aurora borialisis, oil and fat lamps.
In what ways are the resources available in their surroundings used for making houses? (Textbook Page No. 45)

1. They use skins of animals and wood for tents.
2. They use logs and whale ribs in building round houses.
3. They form ice blocks (like bricks) and build domed houses.

Thus they use available resources in the surroundings.

Question 6.
Did you see any tree in the pictures on the previous page? (Textbook Page No. 42)
Answer:
No. Grass and small bushes are visible in the pictures given.

Question 7.
Look at the pictures in this chapter (The Polar Region). How has that dress and hunting changed? (Textbook Page No. 48)
Answer:
The people of the earlier times wore raw skins of animals. They are too heavy. They use the horns of animals, harpoons, sharp edged instruments to hunt.
In the modern times they wore designed caps, dresses which are light in weight. Guns occupied the place of traditional weapons.

Question 8.
Why do you think people probably always did not live in the Tundra region? (Textbook Page No. 43)
Answer:
There are no seasons or seasonal differences in tundras. They have likely temperatures and seasons. They face nominal summers. So they cannot cultivate crops here. They have no tasty foods and different kinds of foods. During winters the whole region becomes dark, deserted and desolate. So they did not live here throughout the year.

Question 9.
How is the house impacted by the climate? (Textbook Page No. 45)
Answer:
Their houses are called igloos. In summer, most Eskimos live in tents made of animal skins. In some areas, they made tents of wood and animal skins. They use logs and whale ribs also for this. They use stone slabs in some areas. Snow houses are made from blocks of packed snow, built into a dome. They build snow platforms for their sleep. As the area is covered with snow they cannot lay foundations and they cannot lead a settled life. Thus the house is impacted by the climate.

Question 10.
Do you think lives of people in Tundra have changed for better or worsened because of their interaction with outside world? Give reasons for your answer. (Textbook Page No. 48)
Answer:
The lives of people in Tundra have changed for better or worst both because of their interaction with the outside world.

The pattern of relations between the Eskimos and outsiders has been described as “boom and bust”. Waves of outsiders have brought brief periods of wealth, education, and employment. This was followed by periods of poverty and disorganisation. Peak periods have been those of whaling (1859 to 1910), the modern fur trade (1925 to about 1950), the building of military and defence bases (the mid-1950s), the building of urban centres (mid- 1960s), and oil exploration and development (the 1970s).

Each wave of activity has drawn the Eskimos into contact with different social and economic forces. The once isolated northlands have been opened up by air travel, highways, powerful modern ships, and satellite communications. These changes have produced great strains on the Eskimo way of life.

AP State Syllabus AP Board 8th Class Maths Solutions Chapter 9 Area of Plane Figures Ex 9.1 Textbook Questions and Answers.

AP State Syllabus 8th Class Maths Solutions 9th Lesson Area of Plane Figures Exercise 9.1

Question 1.
Divide the given shapes as instructed.

(i)

Solution:
Rectangle ABCD
Rectangle CEFG
Rectangle FHIJ

(ii)

Solution:
Rectangle ABCD
Rectangle EFGH
Rectangle CHIJ

(iii)

Solution:
Trapezium ABEF Trapezium BCDE

(iv)

Solution:
Triangle ABC
Triangle DEF B
Rectangle ACDF

(v)

Solution:
Triangle BCD
Triangle BDE

Question 2.
Find the area enclosed by each of the following figures

Solution:
i) Area of a pentagon ABCDE = Area of square ACDE + area of Δ ABC
= AE × ED + \(\frac{1}{2}\) AC × BF
= 4 × 4 + \(\frac{1}{2}\) × 4 × 2
[∵ AC = ED = 4 cm;
BF = BD-CD = 6-4 = 2 cm]
= 16 + 4 = 20 sq.cm.

ii)

Area of a figure ABCDEF
= Area of square ABCF + area of trapezium CDEF
= AB × BC + \(\frac{1}{2}\) CG × (ED + CF)
= 18 × 18 + \(\frac{1}{2}\) × 8 × (7+ 18)
[∵h = CG = 8 cm, FC = AB = 18 cm]
= 324 + 4 × 25
= 324 + 100
= 424 cm²

iii)

Area of a figure ABCDEF
= Area of rectangle ABCD + area of trapezium ADEF
= AB × BC + \(\frac{1}{2}\) × GA × (EF + AD)
= 20 × 15 + \(\frac{1}{2}\) × 8 × (6 + 15)
[∵ GA = GB-AB = 28-20 = 8cm;
AD = BC – 15 cm]
= 300 + 4 × 21
= 300 + 84
= 384 sq.cm

Question 3.
Calculate the area of a quadrilateral ABCD when length of the diagonal AC = 10 cm and the lengths of perpendiculars from B and D on AC be 5 cm and 6 cm respectively.
Solution:
From the figire given below

h₁ = 6 cm,
h₂ = 5 cm,
d = 10 cm.
Area of a quadrilateral ABCD
= \(\frac{1}{2}\) d(h₁+h₂) . .
= \(\frac{1}{2}\) AC × (DE + BF)
= \(\frac{1}{2}\) × 10(6+5)
= 5 × 11 = 55sq.cm.

Question 4.
Diagram of the adjacent picture frame has outer dimensions 28 cm × 24 cm and inner dimensions 20 cm × 16 cm. Find the area of shaded part of frame, if width of each section is E the same.

Solution:
The outer dimensions of a picture frame = 28 cm × 24 cm

Length of the outer edge = 28 cm.
Breadth of the outer edge = 24 cm.
Dimensions of inner picture frame = 20 cm × 16 cm
Length of inner edge = 20 cm
Breadth of inner edge = 16 cm.
Area of AABC = \(\frac{1}{2}\) × b × h
= \(\frac{1}{2}\) × AC × BC
= \(\frac{1}{2}\) × 4 × 4 = 8 cm²
Area of rectangle CDEB = l × b
= CD × DE
= 20 × 4
= 80 cm²

Area of ADEF = \(\frac{1}{2}\) × b × h
= \(\frac{1}{2}\) × DF × DE
= \(\frac{1}{2}\) × 4 = 8sq.cm
∴ The area of the shaded region
= ar ΔABC + ar ▭ CDEB + ar ADEF
= 8 + 80 + 8
= 96 sq.cm.

Question 5.
Find the area of each of the following fields. All dimensions are in metres
Solution:

(i) Area of a trapezium ABCH
= \(\frac{1}{2}\) × h(a + b)
= \(\frac{1}{2}\) × 80 × (30 + 40)
= 40 (70)
= 2800 sq.m.

Area of Δ HCD =\(\frac{1}{2}\) × HC × HD
= \(\frac{1}{2}\) × 40 × 80
= 1600 sq.m.

Area of Δ EID = \(\frac{1}{2}\) × El × ID
= \(\frac{1}{2}\) × 60 × 40
= 1200 sq.m.

Area of trapezium FGIE
= \(\frac{1}{2}\) × h(a + b)
= \(\frac{1}{2}\) × 70 × (50 + 60)
= 35 (110)
= 3850 sq.m.

Area of Δ FGA = \(\frac{1}{2}\) × FG × GA
= \(\frac{1}{2}\) × 25 × 50
= 1250 sq.m.

∴ Area of the field

= 2800 + 1600 + 1200 + 3850 + 1250
= 10700 sq.m.

ii) Area of ΔABK = \(\frac{1}{2}\) × KB × KA
= \(\frac{1}{2}\) x 30 × 50
= 750 sq.m.

Area of trapezium KBCI
= \(\frac{1}{2}\) × h(a + b)
= \(\frac{1}{2}\) × 60 (30 + 40)
= 30 (70)
= 2100 sq.m.

Area of trapezium ICDE
= \(\frac{1}{2}\) × h(a + b)
= \(\frac{1}{2}\) × 80 × (40 + 50)
= 40 (90)
= 3600 sq.m.

Area of Δ FHE = \(\frac{1}{2}\) × FH × HE
=\(\frac{1}{2}\) × 20 × 40
= 400 sq.m.

Area of trapezium GJHF
= \(\frac{1}{2}\) × h(a + b)
= \(\frac{1}{2}\) × 80 × (40 + 20)
= 40 (60)
= 2400 sq.m.

∴ Area of ΔGJA = \(\frac{1}{2}\) × GJ × JA
= \(\frac{1}{2}\) × 40 × 70
= 1400 sq.m.

∴ Area of the field

= 750 + 2100 + 3600 + 400 + 2400 + 1400
= 10650 sq.m.

Question 6.
The ratio of the length of the parallel sides of a trapezium is 5:3 and the distance between them is 16cm. If the area of the trapezium is 960 cm², find the length of the parallel sides.
Solution:
The ratio of the length of parallel sides of a trapezium = 5:3.
Let the parallel sides be 5x, 3x say.
∴ a = 5x cm, b = 3x cm
The distance between the parallel sides
(h) = 16 cm.
∴ Area of a trapezium
= \(\frac{1}{2}\) × h(a + b)
= \(\frac{1}{2}\) × 16 x (5x + 3x)
= 8(8x)
= 64 x

According to the problem,
Area of the trapezium = 960 sq.cm.
∴ 64x = 960
x = \(\frac{960}{64}\) = 15
∴ The length of parallel sides
a = 5x = 5 × 15 = 75 cm
b = 3x = 3 × 15 = 45 cm

Question 7.
The floor of a building consists of around 3000 tiles which are rhombus shaped and each of its diagonals are 45 cm and 30 cm in length. Find the total cost of flooring if each tile costs rupees 20 per m².
Solution:

The floor of a building is paved with 3000 tiles.
The shape of each tile is a rhombus.
Diagonals of a tile are
d₁ = 45 cm, d₂ = 30 cm.
Area of each tile = \(\frac{1}{2}\) × d₁ d₂
= \(\frac{1}{2}\) × 45 × 30
= 675 sq.cm.
∴ Area of floor
= 3000 × 675
= 2025000 sq.cm
= \(\frac{2025000}{10000}\) sq m
(∵ 1 sq.m. = 10000 sq.cm) 2025
= \(\frac{2025}{10}\) sq.m.
= 202.5 sq.m.
The cost of tile per square meter = ₹ 20
∴ The cost of flooring = ₹ 202.5 × 20
= ₹ 4050

Question 8.
There is a pentagonal shaped parts as shown in figure. For finding its area Jyothi and Rashida divided it in two different ways. Find the area in both ways and what do you
observe?

Solution:

Area of pentagon ABCDE

= \(\frac{1}{2}\) × AF × (AB + CF) + \(\frac{1}{2}\) FE x (ED + CF)
= \(\frac{1}{2}\) × 7.5 × (15+30) + \(\frac{1}{2}\) x 7.5 x (15+30)
= \(\frac{1}{2}\) × 7.5 × 45 + \(\frac{1}{2}\) x 7.5 x 45
= 2 × (\(\frac{1}{2}\) × 7.5 × 45)
= 7.5 × 45 = 337.50 sq.cm.

Rashida’s Method :

Area of square ABDE = side × side
= AE × ED = 15 × 15 = 225 sq.cm.

Area of ABDC =\(\frac{1}{2}\) × b × h
= \(\frac{1}{2}\) × BD × CF
= \(\frac{1}{2}\) × 15 × 15
( ∵ CF = 30 – 15 = 15 )
= \(\frac{225}{2}\) = 112.50 sq.cm
∴ Area of pentagon ABCDE
= ar □ ABDE + ar ΔBDC
= 225 + 112.50 = 337.50 sq.cm
The area of a polygon can’t changed if its procedures are changed.