DELHI PUBLIC SCHOOL, DURGAPUR

CLASS VIII
SUBJECT – ENGLISH TERM 1 ASSIGNMENT 7
TOPIC – THE MONK PROTECTORS OF ARUNACHAL’S WETLANDS
NON-FINITES
MODALS
FORMAL LETTER
________________________________________________________________________________________
ENGLISH LITERATURE
THE MONK PROTECTORS OF ARUNACHAL’S WETLANDS

Extra Questions
1. “The Monpas are the main ethnic group in Arunachal Pradesh…”
a. How is the word ‘ethnic’ related with the Monpas?
b. Where do the other people of the same community reside?

2. Select the correct option/ options with reference to the statement provided here:-
i. The monastery’s complex is situated at a reachable place.
ii. The Tawang monastery is not affiliated under any monastery.
iii. The monks depended on their livestock.
iv. The monks are culturally associated with that place.

a. i and ii b. ii and iv c. iii d. iii and iv

3. Why, according to you the ‘wetlands’ have been referred to as ‘sacred’?

4. The Tawang Monastery decided to put an immediate ban on cutting of firewood because-
a. WWF issued threatened them to do so
b. less number of patches had become a threat to the area
c. Brokpas visited the wetlands quite often
d. those areas would be used for disposal

5. Analyse Wanchuk’s contribution towards the Complex in your own words.

6. Kamal Medhi proved to be the right Coordinator at that difficult situation. Justify this statement with
reference to the chapter.

7. Imagine yourself to be a pilgrim. Comment on the biological diversity that fascinated you while you
were there on a visit. Write in 120-150 words.

8. Why do you think Wangchuk mentioned the names of the birds quite ‘nonchalantly’?

Please note – Extra questions to be orally discussed in class.

WRITING SKILL
FORMAL LETTER
Q1. You are Farida/ Farhan. Write a letter to your Principal requesting him to exempt you from games for a
month due to severe illness.
(Sender’s Address)
24, Gandhi Avenue
Jamuria
Durgapur - 5

(Date)

7 July 2023

(Address of the Receiver)

The Principal
Jiyapur Public School, Raniganj
Raniganj - 12

Subject – Requesting for exemption from games period for a month

Dear Madam/ Sir

(Salutation)

BODY OF THE LETTER

Paragraph 1- With due respect, I would like to request you to exempt me from games period for a month.

Paragraph 2- I have not been keeping well for a month now. The doctor has diagnosed me last week whereby
some sort of breathing trouble has been detected. As a result, he has advised me not to be under the sun for a
long stretch of time and follow a healthy routine for at least two months from now. I will resume my classes
immediately after the doctor suggests me to do so.

Paragraph 3- I would be highly obliged if you grant my plea and oblige me thereby.

(Subscription)
Yours sincerely
Farida Akhtar
(VIII G)
Q2. You are Mr. Ghosh/ Ms. Ghosh. Your ward along with a few others needs special coaching classes in
Mathematics. Write a formal letter to the class teacher on behalf of your ward Joy Ghosh and his classmates
requesting Ms. Kalpana Dutta (class teacher) to arrange for the same. Give reasons as to why they are
necessary.

Q3. Write a letter to the editor of a newspaper on reckless driving in and around your area as a result of children
suffer a lot during their playtime. Mention other problem areas as well.

Please note-
Classwork - Formal Letter (Q2) in your English Writing skill note-book.
Homework - Formal Letter (Q3) in your English Writing skill note-book.

ENGLISH LANGUAGE
FINITE AND NON-FINITE VERBS
EXTERNAL QUESTIONS
Ex A. Identify the non-finite verbs in the following sentences and write their types (infinitive, gerund, or
participle).

1. She loves to dance. Dancing is her passion.

2. Running is good for health. You must start running to reduce your weight.
3. The broken vase needs to be replaced.

4. They enjoy playing football.

5. Having finished her homework, she went to bed.
6. She has kept the roasted nuts in the glass jar to keep them in a proper state.
7. The completed project was displayed again to make the boss happy.
8. We met a girl carrying a basket of flowers.
Ex B: Complete the Sentences Complete each sentence by filling in the blank with the appropriate non-
finite verb (infinitive, gerund, or participle) from the given options.
1. I want __________ (to swim / swimming / swam) in the pool.
2. The children were __________ (play / playing / played) in the park.
3. She enjoys __________ (read / reading / reads) books.

4. They have __________ (bake / baking / baked) cookies for the party.
5. It is __________ (forbidden / forbiddened / forbidding) to enter without permission.
Ex C: Rewrite the Sentences Rewrite each sentence, replacing the underlined finite verb with an
appropriate non-finite verb.

1. I can swim in the river. (Replace "can swim" with a gerund)

2. He will finish the project tomorrow. (Replace "will finish" with an infinitive)

3. The dog is barking loudly. (Replace "is barking" with a participle)

4. She has written a novel. (Replace "has written" with a gerund)

5. They played basketball in the gym. (Replace "played" with a participle)

ENGLISH LANGUAGE
MODALS
Ex A. Fill in the blanks with the appropriate modal verbs:
1. I __________ play the guitar very well.
2. _________ I borrow your pen, please?
3. He __________ be at the library. I'm not sure.
4. You __________ finish your homework before going out to play.

5. _________ you like some more coffee?

6. She __________ speak three languages fluently.
7. We __________ go for a picnic if the weather is nice.
8. They __________ come to the party last night, but they didn't.
Ex B. Rewrite the following sentences using appropriate modals to express the same meaning.

1. I have the ability to solve difficult math problems.

2. It is necessary for you to finish your homework.
3. He is able to swim across the river.
4. I am requesting your permission to leave the room.
5. She has the option to choose any book from the library.

6. It is likely that they will win the competition.

7. You are advised to study for the exam.
8. He is willing to help you with your project.
Please note – The exercises from the book are to be done in the book itself. Please do –
i. Finite and Non Finite Verbs
Classwork - Ex. A,C in your English Language note-book.
Homework – Ex. B in your English Language note-book.

ii. Modals
Classwork - Ex. B is to be done in Language note-book.
Homework - Ex. A is to be done in Language note-book.
B DELHI PUBLIC SCHOOL DURGAPUR
CLASS- VIII
HINDI LITERATURE ASSIGNMENT – 7

TOPIC – भिखारिन
------------------------------------------------------------------------------------------------
कका – आठवी

भवषय – भिखारिन

लेखक - िवीन्नार ठाकु ि

पकर भृ को अपने जीवन का अभिन अंग मानने वाले िवीन्नार ठाकु ि ने अपनी हि कहानी के माधयम से
आम जीवन के उन लोगो का सुन्ि औि सजीव वर्न ककया है भजनहह हम ्ेखृे ज़ि है पि उनके बािे मह
सोचना ज़िी नही समझृे | इस कहानी मह िी उनहोने यही ककया है, हमािे आस -पास ना जाने ककृने
भिकुक घूमृे होगे पिं ृु हममह से ककृने लोग उनकी िावनाओ को समझृे है या उनको जानने की कोभिि
किृे है |इस कहानी मह एक अंधी भिखारिन का बड़ा ही सजीव वर्न लेखक ने ककया है भजसे पढ़कि पाठक
को यह ज़ि मानना होगा कक भजस उ्ािृा का परिचय इस कहानी मह भिखारिन ्ेृी है वह बड़े -बड़े लोग
िी नही ्े पाृे |

प् :1- अंधी के मन मह सेठ जी के पभृ घररा कब पै्ा हो गई औि कयो ?

उति : अंधी को लगा रा कक सेठ बहृ धमा्ामा औि पिोपकािी वभय है इसभलए वह अपनी जमापूंजी
उनके पास जमा किने गई री|उसका सोचना रा कक उसके पैसे वहाँ सुिभकृ िहहगे पिनृु जब मुसीबृ के
वक़ृ उसे उसके पैसे वापस नही भमले ृो उसके मन को बड़ी ठे स लगी औि उसके मन मह सेठ के पभृ घररा
पै्ा हो गई |
प् : 2 - सेठ बनािसी ्ास का ऐसा ववहाि उनके चरित के ककस पक को सामने लाृा है ? हमािे आस
पास ऐसे कई सेठ बनािसी ्ास है उनहह इस कहानी से कया सबक लेना चाभहए ?
उति : सेठ बनािसी्ास आज के उस मनुषय का पभृतप है जो सवारर , लोिी औि इं साभनयृ से पिे है|
हमािे आस -पास ऐसे कई मनुषय है जो इसी ृिह सवार्पिक होृे है | समय के सार -सार अपना तप औि
ववहाि ब्ल ्ेृे है | जब ृक सेठ जी को यह पृा रा कक मोहन अंधी का बचा है वह भजए या मिे उससे
उसे कोई फक् नही पड़ृा रा पिनृु यह जानने के बा् कक वह उसका अपना बेटा है उसका ववहाि एक्म
ब्ल जाृा है |वह मोहन को छीन लेृा औि अंधी को ्ूध मह पड़ी मकखी की ृिह फह क ्ेृा है पिनृु जब
उसे पृा चलृा है कक उसके बेटे को अंधी की ज़िृ है वह उसके सामने म्् माँगने चला जाृा है | आज
के समझ्ाि औि अवसिवा्ी मनुषय को यह ज़ि या् िखना चाभहए कक वय ब्लृे वय नही लगृा
इसभलए ककसी का फाय्ा उठाृे या नुकसान किृे समय यह या् िखना चाभहए कक वक़ृ किी एक जैसा
नही िहृा |
प् : 3 - अंधी ने इस कहानी मह एक बाृ कही री “ अचछा िगवान आपको बहृ ्ह !” इसे लेखक ने
अभििाप कयो कहा है ?
प् :4- अंधी औि सेठ बनािसी ्ास इन ्ोनो के माधयम से लेखक ने मनुषय के ्ो ृिह के चरित हमािे
सामने िखे है | इनमह से आपको कया लगृा है कक आज की ्ुभनया मह ककस ृिह के लोगो की आवशयकृा
है ?
प् : 5- सेठ बनािसी्ास का ववहाि मोहन के भलए पहले कै सा रा औि बा् मह कै सा हो गया औि कयो ?
प् :6- अंधी जब अपनी झोपड़ी मह वापस जाने लगी ृब कया हआ ?
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DELHI PUBLIC SCHOOL, DURGAPUR
BENGALI STUDY MATERIAL
7TH ASSIGNMENT
CLASS – 8

­i¡l¡C (p­aɾcÊe¡b cš)

f¡W ­O¡oZ¡ :- BS Bjl¡ p­aɾcÊÊe¡b cš l¢Qa ­i¡l¡C L¢ha¡¢V fshz ­p±¾ckÑ l¢pL L¢h p­aɾcÊe¡b cš
‘­i¡l¡C’ L¢ha¡u nlv­p±¾ckÑ hZÑe¡ Ll­a ¢N­u fËb­jC h­m­Re, p¡l¡ l¡¢œ d­l pjNË ¢hnÄ-fª¢bh£ ¢Rm ¢e¢âa,
¢eÙ¹ì; ¢L¿¹¥ nlvL¡­ml ­i¡l ­hm¡u ­jOj¤š² e£m BL¡­n Al¦Z¡i¡­pl p­‰ p­‰ e­h¡¢ca p§­kÑl B­m¡u ¢cL
¢cN¿¹ i­l ­Nmzl¡­al O¤j¿¹ SNv, fËL«¢a J fË¡Z£L¨m pq d£­l d£­l ­S­N EW­Rz p¤¤¢çl Ssa¡ L¡¢V­u ­S­N
EWm c£¢Ol h¤­L fcÈ, ¢n¢nl¢pš² ¢n¢bm ­h¡yV¡u ¢nE¢m ¢nö, S¡Nm fËL«¢a J j¡e¤o; S¡NËa qm L¢hl fË¡Z
ehS£h­el S¡NlZ£ j­¿»z nl­al ¢ejÑm BL¡­n j¤­š²¡l eÉu p¡c¡ V¥L­l¡ V¥L­l¡ ­jO ­i­p ­hs¡u, a¡C ­c­M
L¢hl j­e q­u­R ­jO…­m¡ Q¡j­ll j­a¡ BL¡­n R¢s­u f­s­Rz nl­al ­jOj¤š² ¢ejÑm fËi¡­al hZÑe¡ ¢c­a
¢N­u HL¢V °hf¢l­aÉl R¢h a¥­m d­l­Rez nlvL¡­ml BL¡n ­R¡– ¢nöl eÉu M¡j­Mu¡m£-LMeJ ­l¡c LMeJ
­jOz BL¡n ­l±â-R¡u¡u lqpÉjuz f¤h-BL¡n e­h¡¢ca hZÑl RV¡u E‹Æm, d¡­el ­r­a ph¤­Sl pj¡­l¡q
BL¡­nl h¤­L V¥L­l¡ V¥L­l¡ ­j­Ol Be¡­N¡e¡ ­ke, qwp ­nË¢Zl ¢el¦­Ÿn k¡œ¡, B­m¡u ¢pš² f¡ul¡l E—£u
j¡ea¡, ­i¡­ll B­m¡L pÇf¡­a c§hÑ¡ O¡­pl Efl ¢n¢nl ¢h¾c¥ fËc£­fl eÉ¡u fË‹Æ¢ma Hhw hej­dÉ L¨Se J
ïj­ll …”­e Hje HL¢V p¤¤¾cl h¡a¡hl­Z qW¡v L¡­m¡ ­j­Ol B¢hiÑ¡h AaÉ¿¹ Ap‰¢af§ZÑz a¡C L¢h n¡lc
fËi¡­a ljZ£u f¢l­h­n Ts JW¡l K¢Q­aÉl J A­e±¢Q­aÉl fËnÀ a¥­m­Rez në¢nÒf£ p­aɾcÊe¡b nlvL¡­ml
­i¡­ll i¡o¡-¢Qœ Aˆe L­l­Re ­i¡l¡C L¢ha¡¢Vl j¡dÉ­jz dÆ¢efËd¡e l£¢a­a L¢h ­i¡­ll E­eÈ¡Qe cªnÉ¢V hZÑe¡
L­l­Rez ­i¡­ll fË¡L«¢aL f¢l­h­nl h¡Ù¹h J Ae¤f¤´M ¢Qœ f¡WL­L B¢hø L­l l¡­Mz

1. “S¡Nm p¡s¡ ¢ecÚjq­m,”

(i) L¢ha¡¢V L¡l ­mM¡ ­L¡e L¡hÉNË­¿Ûl A¿¹NÑa ? ¢ecÚjqm hm­a ¢L ­h¡T¡­e¡ q­u­R ? HM¡­e ¢ecÚjq­m ¢Li¡­h
p¡s¡ ­S­N­R ?
(ii) HC p¡s¡ S¡N¡l L¡lZ ¢L ?
Ešl :
(i) R­¾cl S¡c¤Ll L¢h p­aɾcÊe¡b cš l¢Qa ‘­hm¡ ­n­ol N¡e’ L¡hÉNË­¿Ûl A¿¹NÑaz
¢ecÚjqm hm­a hm­a l¡­al ¢e¢âa f¤l£ AbÑ¡v ¢e¢âa fª¢bh£­L ­h¡T¡­e¡ q­u­Rz
­p±¾ckÑ l¢pL L¢h p­aɾcÊe¡b cš ‘­i¡l¡C’ L¢ha¡u nlv­p±¾ckÑ hZÑe¡ Ll­a ¢N­u fËb­jC h­m­Re, p¡l¡ l¡¢œ
d­l pjNË ¢hnÄ-fª¢bh£ ¢Rm ¢e¢âa, ¢eÙ¹ì; ¢L¿¹¥ nlvL¡­ml ­i¡l ­hm¡u ­jOj¤š² e£m BL¡­n Al¦Z¡i¡­pl p­‰
p­‰ e­h¡¢ca p§­kÑl B­m¡u ¢cL ¢cN¿¹ i­l ­Nmz l¡­al O¤j¿¹ SNv, fËL«¢a J fË¡Z£L¨m pq d£­l d£­l ­S­N
EW­Rz p¤¤¢çl Ssa¡ L¡¢V­u ­S­N EWm c£¢Ol h¤­L fcÈ, ¢n¢nl¢pš² ¢n¢bm ­h¡yV¡u ¢nE¢m ¢nö, S¡Nm fËL«¢a
J j¡e¤o; S¡NËa qm L¢hl fË¡Z ehS£h­el S¡NlZ£ j­¿»z l¡­al ¢ecÚjq­m fËi¡a Øf­nÑ HC S¡Nl­Zl Lb¡
L¢h hm­a ­Q­u­Rez
(ii) HC p¡s¡ S¡N¡l L¡lZ B­m¡l Eá¡pz e­h¡¢ca p§kÑ a¡l Ll¡O¡­a d¢lœ£­L S¡¢N­u ¢c­µRz ­kje L­l p§­kÑl
fËi¡a£ l¢nÈ Bj¡­cl ­Q¡­M m¡­N, Bl a¡l g­m Bjl¡ O¤j ­b­L ­S­N E¢W, ­aje L­l N¡R, f¤×f, fË¡Z£
phC p§kÑ¡­m¡L Øf­nÑ eh­Qae¡u Øf¢¾ca q­u ­S­N EW­Rz j¡e¤­ol j­dÉ LjÑQ’ma¡l fËL¡n ­c­M HC p¡s¡
S¡N¡ ­ke Efm¢ì Ll¡ k¡uz

Class—8—VORAI—Page 1 of 4
2. “BeÚ­L¡ B­m¡u k¡u cÉ¡M¡ JC fcÈL¢ml q¡C - ­a¡m¡! ”
(i) ‘BeÚ­L¡’ n­ël AbÑ ¢L ?
(ii) ‘fcÈL¢ml q¡C - ­a¡m¡’ hm­a ¢L ­h¡T¡­e¡ q­u­R ?
(iii) B­m¡l p­‰ fcÈL¢ml ‘q¡C-­a¡m¡’l pÇfLÑ ­L¡b¡u ?
Ešl :
(i) ‘BeÚ­L¡’ n­ël AbÑ - BeÚ­L¡l¡ h¡ ea¥ez
(ii) pjÙ¹ l¡¢œ Ni£l ¢eâ¡jNÀ ­b­L ­i¡l ­hm¡u ¢eâ¡l B¢hma¡ h¡ O¤­jl B­hn L¡¢V­u EWh¡l SeÉ, Ssa¡ h¡
BmpÉ c§l Llh¡l SeÉ p¡d¡lZa pL­mC q¡C ­a¡­mz q¡C ­a¡m¡l pju j¡e¤o ­kje q¡y L­l - ¢WL
fcÈL¢mJ ­ke ­i¡­ll B­m¡u ­aje f¡f¢s ­j­m ¢hL¢na quz fcÈL¢ml Efl j¡e¢hL ­Qae¡ B­l¡f L­l
L¢h Af§hÑ ¢Qœl©f LÒfe¡ L­l­Rez
(iii) l¡­œ p­l¡h­l h¡ c£¢O­a f­cÈl ­L¡lL…¢m ­ke Ni£l ¢eâ¡u qa ­Qae q­u …¢V­u b¡­Lz ­i¡­ll B­m¡u
AbÑ¡v p§kÑ ¢Ll­Z fcÈL¢m d£­l d£­l f¡f¢s ­j­m fËØg¥¢Va quz

3. “f¤h NN­e ¢bl e£¢mj¡ i¥¢m­u­R je i¥¢m­u­R / f¢ÕQ­j ­jO ­jm­R SV¡-¢pwq ­Lnl g¥¢m­u­Rz”
(i) ­L¡e fËp­‰ HLb¡ hm¡ q­u­R ?
(ii) f¤h-f¢ÕQ­jl ­L¡e ­L¡e °h¢nøÉ L¢h Aˆe Ll­a ­Q­u­Re ?
Ešl :
(i) R­¾cl S¡c¤Ll p­aɾcÊe¡b c­šl ­hm¡­n­ol N¡e L¡hÉ NË­¿Ûl A¿¹NÑa ­i¡l¡C L¢ha¡u L¢h nlvL¡­ml
BL¡­nl fËL«¢al HL j­e¡j¤‡Ll ¢Qœ Aˆe L­l­Rez ­l¡c J hª¢øl m¤­L¡Q¥¢l nlv Ga¥­a haÑj¡ez L¢hl
­Q¡­M fËL«¢al HC Bf¡a¢h­l¡d£ °hf¢laÉ dl¡ f­s­R Hhw ­pC °h¢n­øl Lb¡ hm­a ¢N­uC B­m¡QÉ E¢š²l
Aha¡lZ¡z
(ii) f¤h BL¡­nl ¢ÙÛl e£¢mj¡ E‹Æm p§kÑ¡­m¡­L c£çz a¡l h¤­L öï­j­Ol q¡mL¡ Q¡­m f¡e¢pl j­a¡ ­i­p k¡Ju¡z
j¢au¡ l­Pl öï ­j­O B­m¡L pÀ¡­e f¡¢s ¢c­u­R L­f¡a-L­f¡a£z a¡lC j¡­T BL¡n N¡­P fcÈg¥­ml A”¢m
¢c­a ­cM¡ k¡uz kMe n¡lc fËi¡­a f§hÑ¡L¡n ¢ÙÛl, AQ’m, E‹Æm aMe qW¡v f¢ÕQj BL¡­n ­e­j B­p
c¤­kÑ¡­Nl Bi¡pz H ­ke p¤¤¾cl nlv BL¡n­L L¡¢mj¡¢mç Ll¡l osk¿»z L¢h ­c­M­Re, nlv fËL«¢a­a
C¾cÊe£mj¢Z h¡ e£m¡l j­a¡ E‹Æm e£ml­Pl p¡Nl ¢hÙ¹¡lz H öd¤ Ae¿¹ fËp¡¢la e£m¡L¡n eu, ­ke fËL«¢alC
cl¡S EeÈ¥š² hrz nl­al e£m¡L¡­n qW¡v ­j­Ol SV¡ ­e­s T­sl B¢hÑi¡h q­m ­pV¡ q­h j§¢aÑj¡e
R­¾c¡faez Bp­m L¢h nlvL¡­ml ¢el¦¢àNÀ fVi¨¢jL¡u T­sl C¢‰a ¢c­u­Rez k¡ ay¡l L¡­R HL¡¿¹ Ah¡¢“a
J Ae¢i­fËaz
4. “BS ¢L E¢Qa Xˆ¡ ¢c­u T¡ä¡ ¢e­u Ts ­a¡m¡ ?”
(i) L¡l ­mM¡ ­L¡e L¢ha¡l Awn ? ‘Xˆ¡’ J ‘T¡ä¡’ hm­a ¢L ­h¡T¡­e¡ q­u­R ?
(ii) B­m¡QÉ Aw­nl a¡vfkÑ E­õM Llz
Ešl :
(i) R­¾cl S¡c¤Ll p­aɾcÊe¡b c­šl ­mM¡ ‘­i¡l¡C’ L¢ha¡ ­b­L B­m¡QÉ Awn¢V Nªq£az
Xˆ¡ qm fË¡Q£e i¡l­al k¤­Ül SeÉ hÉhq©a c¡j¡j¡ ¢L¿¹¥ HC L¢ha¡u Xˆ¡ hSÊ dÆ¢el fËa£Lz ‘T¡ä¡’ qm
¢en¡e h¡ fa¡L¡, HM¡­e a¡ c¤l¿¹ ­j­Ol fËa£Lz
(ii) L¢h HM¡­e nl­al ­jOj¤š² ¢ejÑm fËi¡­al hZÑe¡ ¢c­a ¢N­u HL¢V °hf¢l­aÉl R¢h a¥­m d­l­Rez nlvL¡­ml
BL¡n ­R¡– ¢nöl eÉu M¡j­Mu¡m£-LMeJ ­l¡c LMeJ ­jOz BL¡n ­l±â-R¡u¡u lqpÉjuz f¤h-BL¡n
e­h¡¢ca h­ZÑl RV¡u E‹Æm, d¡­el ­r­a ph¤­Sl pj¡­l¡q BL¡­nl h¤­L V¥L­l¡ V¥L­l¡ ­j­Ol Be¡­N¡e¡
­ke, qwp ­nË¢Zl ¢el¦­Ÿn k¡œ¡, B­m¡u ¢pš² f¡ul¡l E—£uj¡ea¡, ­i¡­ll B­m¡L pÇf¡­a c§hÑ¡ O¡­pl Efl
¢n¢nl ¢h¾c¥ fËc£­fl eÉ¡u fË‹Æ¢ma Hhw hej­dÉ L¨Se J ïj­ll …”­e Hje HL¢V p¤¤¾cl h¡a¡hl­Z qW¡v
L¡­m¡ ­j­Ol B¢hiÑ¡h AaÉ¿¹ Ap‰¢af§ZÑz L¢h ­c­M­Re, nlv fËL«¢a­a C¾cÊe£mj¢Z h¡ e£m¡l j­a¡ E‹Æm
Class—8—VORAI—Page 2 of 4
e£ml­Pl p¡Nl ¢hÙ¹¡lz H öd¤ Ae¿¹ fËp¡¢la e£m¡L¡n eu, ­ke fËL«¢alC cl¡S EeÈ¥š² hrz nl­al
e£m¡L¡­n qW¡v ­j­Ol SV¡ ­e­s T­sl B¢hÑi¡h q­m ­pV¡ q­h j§¢aÑj¡e R­¾c¡faez R­¾cl k¡c¤Ll Hhw
¢pÀ‡l©­fl Ef¡pL L¢h p­aɾcÊe¡b c­šl L¡­R a¡ HL¡¿¹ Ah¡¢“a J Ae¢i­fËaz

5. “d¡­el ­r­a ph­S ­L BS - ­p¡q¡N ¢c­u R¥¢f­u­R ?

­pC ­p¡q¡­Nl HLV¥ fl¡N ­V¡fl f¡e¡u V¥¢f­u­Rz”
(i) ‘d¡­el ­r­a ph­S’ hm­a L¢h L£ h¤¢T­u­Re ?
(ii) LQ¥¢lf¡e¡u ¢Li¡­h ­p¡q¡­Nl fl¡N ­m­N­R ?
Ešl :
(i) ‘­i¡l¡C’ L¢ha¡u L¢h p­aɾcÊe¡b cš nlvL¡­ml fËi¡­a HL Afl©f ­p±¾c­kÑl hZÑe¡ ¢c­u­Rez Q¡¢l¢cL
d¡­el ­r­al nÉ¡j¢mj¡u ¢h­j¡¢qa a¡l Ef­l fËi¡­al E‹Æm p§kÑ¡­m¡­Ll Eá¡­o a¡ A¢ehÑQe£u l©f f¢lNËq
L­lz d¡­el ­r­al ­pC ph¤S lP­L L¢h ­p¡q¡N j¡M¡ fËL«¢al p­‰ a¥me¡ L­l­Rez fËi¡a B­m¡l Øf­nÑ
a¡ ­ke i¡­m¡h¡p¡u BlJ E‹Æm J c£¢çjuz
(ii) L¢h LÒfe¡ L­l­Re, h¤¢T fËL«¢al¡e£C Ap£j j¡a«jja¡u d¡­el ­r­a J ­V¡f¡f¡e¡­L ph¤S l­P l¡¢P­u
a¥­m­Re, j¡ ­kje flj ­pÀ­q p¿¹¡e­cl p¡¢S­u ­cez ay¡l Bcl ­p¡q¡NC ­V¡f¡ f¡e¡l Efl f¤×f­lZ¤l j­a¡
V¥f V¥f L­l T­l f­s­Rz ­pC i¡­m¡h¡p¡l c£¢ç J K‹Æ­mÉl ­Ry¡u¡ ­m­N­R f¡e¡ f¤L¥­ll LQ¥¢lf¡e¡uz
a¡lg­m S­m i¡pj¡e LQ¥¢lf¡e¡l f¡a¡…¢m­L L¢hl j­e qu ­p¡q¡­Nl l­P ­Q¡h¡­e¡ ­L¡­e¡ V¥¢fz

pfËp‰ hÉ¡MÉ¡ ­mMz

1. “j¢au¡ ­j­Ol Q¡jl ¢fy­S / f¡ul¡ ­g­l B­m¡u ¢i­Sz
fcÈg¥­ml A”¢m ­k BL¡n-N¡­P k¡u ­Y­mz”
Evp : R­¾cl S¡c¤Ll p­aɾcÊe¡b c­šl ­mM¡ ­i¡l¡C L¢ha¡ ­b­L B­m¡QÉ Awn¢V Nªq£az
fËp‰ : nl­al ¢ejÑm BL¡­n j¤­š²¡l eÉ¡u p¡c¡ V¥L­l¡ V¥L­l¡ ­jO ­i­p ­hs¡u, a¡C ­c­M L¢hl j­e q­u­R
­jO…­m¡ Q¡j­ll j­a¡ BL¡­n R¢s­u f­s­Rz p§kÑ¡­m¡­L nl­al fËi¡­al hZÑe¡ ¢c­a ¢N­u L¢h B­m¡QÉ
fËp­‰l Aha¡lZ¡ L­l­Rez
hÉ¡MÉ¡ : fËi¡¢a B­m¡u BL¡­n Es¿¹ f¡ul¡l lP q­u J­W j¤­š²¡l j­a¡z a¡l¡ j­el Be­¾c BL¡­n E­s ­hs¡uz
a¡­cl N¡­u p§­kÑl lš² l¡­Nl Øf­nÑ ­ke j­e qu j¤­š²¡ h­ZÑl V¥L­l¡ V¥L­l¡ ­jO M­™l pj¡q¡l, a¡C ­c­M
L¢hl j­e q­u­R ­p…¢m ­ke BL¡n N¡­P ¢e­h¢ca fcÈg¥­ml A”¢mz HCi¡­h L¢h Es¿¹ f¡ul¡l p­‰
fcÈg¥­ml A”¢ml a¥me¡ L­l­Rez

2. “BS ¢L E¢Qa Xˆ¡ ¢c­u T¡ä¡ ¢e­u Ts ­a¡m¡ ?”

Evp : R­¾cl S¡c¤Ll p­aɾcÊe¡b c­šl ­mM¡ ‘­i¡l¡C’ L¢ha¡ ­b­L B­m¡QÉ Awn¢V Nªq£az
fËp‰ : L¢h nlvL¡­ml ­i¡­ll i¡o¡¢Qœ Aˆe L­l f§h AL¡­nl ­p±¾c­kÑl hZÑe¡ ¢c­u­Rez ¢L¿¹¥ ¢ejÑm ­jOj¤š²
BL¡­n qW¡v ­e­j B­p c¤l¿¹ c¤­kÑ¡­Nl Bi¡pz nl­al e£m¡L¡­nl ¢h­j¡¢qa l©f­L L¡­m¡ ­j­Ol Be¡­N¡e¡
­ke j¤q¨­aÑ eø Ll­hz HC Ap‰af§ZÑ ­j­Ol B¢hiÑ¡­hl Lb¡ hm­a ¢N­u B­m¡QÉ fËp­‰l Aha¡lZ¡z

hÉ¡MÉ¡ : L¢h HM¡­e nl­al ­jOj¤š² ¢ejÑm fËi¡­al hZÑe¡ ¢c­a ¢N­u HL¢V °hf¢l­aÉl R¢h a¥­m d­l­Rez nlvL¡­ml
BL¡n ­R¡– ¢nöl eÉu M¡j­Mu¡m£-LMeJ ­l¡c LMeJ ­jOz BL¡n ­l±â-R¡u¡u lqpÉjuz f¤h-BL¡n
e­h¡¢ca h­ZÑl RV¡u E‹Æm, d¡­el ­r­a ph¤­Sl pj¡­l¡q BL¡­nl h¤­L V¥L­l¡ V¥L­l¡ ­j­Ol Be¡­N¡e¡
­ke, qwp ­nË¢Zl ¢el¦­Ÿn k¡œ¡, B­m¡u ¢pš² f¡ul¡l E—£uj¡ea¡, ­i¡­ll B­m¡L pÇf¡­a c§hÑ¡ O¡­pl Efl
¢n¢nl ¢h¾c¥ fËc£­fl eÉ¡u fË‹Æ¢ma Hhw hej­dÉ L¨Se J ïj­ll …”­e Hje HL¢V p¤¤¾cl h¡a¡hl­Z qW¡v
L¡­m¡ ­j­Ol B¢hiÑ¡h AaÉ¿¹ Ap‰¢af§ZÑz L¢h ­c­M­Re, nlv fËL«¢a­a C¾cÊe£mj¢Z h¡ e£m¡l j­a¡ E‹Æm
e£ml­Pl p¡Nl ¢hÙ¹¡lz H öd¤ Ae¿¹ fËp¡¢la e£m¡L¡n eu, ­ke fËL«¢alC cl¡S EeÈ¥š² hrz nl­al

Class—8—VORAI—Page 3 of 4
e£m¡L¡­n qW¡v ­j­Ol SV¡ ­e­s T­sl B¢hÑi¡h q­m ­pV¡ q­h j§¢aÑj¡e R­¾c¡faez R­¾cl k¡c¤Ll Hhw
¢pÀ‡l©­fl Ef¡pL L¢h p­aɾcÊe¡b c­šl L¡­R a¡ HL¡¿¹ Ah¡¢“a J Ae¢i­fËaz

3. “n£am ¢n¢bm ¢nE¢m-­h¡yV¡u p¤¤ç ¢nöl O¤j V­mz”

Evp : R­¾cl S¡c¤Ll p­aɾcÊe¡b c­šl ­mM¡ ‘­i¡l¡C’ L¢ha¡ ­b­L B­m¡QÉ Awn¢V Nªq£az
fËp‰ : nlvL¡­m HL¢ce ­i¡l ­hm¡u O¤j­i­P ­S­N E­W L¢h ­cM­Re p¡l¡ fËL«¢a HL ea¥e B­m¡u i­l ­N­Rz
¢a¢e i¡h¡­h­N BfÔ¥a q­u ­pC Af§hÑ ¢ep­NÑl HL¢V AehcÉ në-Nåju h¡Z£¢Qœ HC L¢ha¡u lQe¡ L­l­Rez
­i¡­ll N¡­el p¤¤lC qm HC L¢ha¡l j§m p¤¤lz nl­al fËL«¢al hZÑe¡ fËp­‰C B­m¡QÉ E¢š²l Aha¡lZ¡z
hÉ¡MÉ¡ : nlv Ga¥l ¢fËuaj g¥m qm ¢nE¢mz HC g¥­ml AØg¥V Ly¥¢s…¢m p¡l¡l¡¢œ d­l ­g¡­V Bl pL¡­m ­h¡yV¡ ­b­L
¢n¢nl ¢pš² q­u T­l f­sz HC cªnÉ¢V­L L¢h HL¢V O¤j¿¹ ¢nöl O¤­jl ­O¡­l V¡m M¡Ju¡l p­‰ a¥me¡
L­l­Rez ¢nö ­kje p¡l¡ l¡¢œ a¡l j¡­ul ­L¡­ml L¡R¢V­a ¢e¢âa ­b­L pL¡­m O¤j ­b­L ­S­N J­W,
¢nE¢ml Ly¥¢sJ ­aj¢e ¢nöl j­a¡ a¡l hªrj¡a¡l hª­¿¹ pwmNÀ ­b­L ­g¡V¡l f¡m¡ ­no L­l ­i¡l­hm¡u ¢n¢n­l
¢i­S n£am q­u ¢n¢bm hª¿¹ ­b­L T­l f­sz

4. “Bmfe¡ ­cu Bm­a¡ h¡a¡p ­i¡l¡C p¤¤­l je ­i¡m¡z”

Evp : R­¾cl S¡c¤Ll p­aɾcÊe¡b c­šl ­mM¡ ‘­i¡l¡C’ L¢ha¡ ­b­L B­m¡QÉ Awn¢V Nªq£az
fËp‰ : L¢h nlvL¡­ml ­i¡­ll ¢Qœ LÒfe¡ L­l­Rez ­i¡l­hm¡u ­k jªc¤-j¾c h¡a¡p fËh¡¢qa qu a¡ ¢ÙÛl S­ml Efl
¢c­u kMe h­u k¡u aMe j­e qu ­ke ­LE a¡­a Bmfe¡ ¢c­µRz HLb¡ hm­a ¢N­u B­m¡QÉ fËp­‰l
Aha¡lZ¡z
hÉ¡MÉ¡ : p¡d¡lZa ­chNª­q h¡ Nªqà¡­l ­k j¡‰­mÉ ¢Qœ ByL¡ qu a¡­L Bmfe¡ h­mz nl­al ­i¡­l A°b S­ml Jfl
h¡a¡­pl ­h­N ­k ­YE E­W­R, ­pC ¢h¢Qœ ByL¡h¡yL¡ ­YE…¢m­L Bmfe¡l p­‰ a¥me¡ L­l­Rez ­i¡l¡C p¤¤l
qm ­i¡l­hm¡l N¡­el p¤¤lz nlvL¡­ml ­i¡l­hm¡u p§­kÑ¡c­ul p­‰ p­‰ BL¡­n h¡a¡­p, S­m-ÙÛ­m ­k
S¡Nl­Zl p¤¤l ­n¡e¡ k¡­µR, ­pC j­e¡q¡¢le£ p¤¤­l pL­ml je ­ke i­l EW­Rz

5. “e£m L¡S­ml L¡Smma¡ / BpÚj¡­e ­Q¡MX¥¢h­u ­kz”

Evp : R­¾cl S¡c¤Ll p­aɾcÊe¡b c­šl ­mM¡ ‘­hm¡ ­n­ol N¡e’ L¡hÉNË­¿Ûl A¿¹NÑa ‘­i¡l¡C’ L¢ha¡ ­b­L B­m¡QÉ
Awn¢V Nªq£az
fËp‰ : L¢h h¡wm¡­c­nl fõ£l HL¢V nlvL¡­ml ­i¡­ll ¢Qœ LÒfe¡ L­l­Rez n¡lc fË¡­a d¢lœ£l l©f E‹Æm Hhw
p¤¤¾clz ­jOj¤š² e£m¡L¡­nl ¢pÀ‡a¡ J ­p±¾c­kÑl hZÑe¡ fËp­‰ B­m¡QÉ E¢š²l Aha¡lZ¡z
hÉ¡MÉ¡ : fËi¡­al B­m¡u j¡W-fË¡¿¹l fÔ¡¢ha, Bfl¡¢Sa¡ g¥­ml e£m lP B­m¡L ­b­L S¡az BL¡n hÉ¡ç E‹Æm
e£¢mj¡ ­c­Mj­e qu ­ke e£m L¡S­ml f¡œ qm I BL¡nz I e£¢mj¡u ­Q¡M üaxC X¥h ¢c­a Q¡uz
Bfl¡¢Sa¡ g¥m¢V a¡l ­Q¡­M e£m l­Pl L¡Sm (A”e) ­j­M ¢e­u­R BL¡­nlC e£m L¡Sm ma¡ ­b­Lz

Class—8—VORAI—Page 4 of 4
DELHI PUBLIC SCHOOL, DURGAPUR
MATHEMATICS
ASSIGNMENT - 07
CLASS – VIII
(2023-24)

TOPIC: Operations on Algebraic Expressions & Factorisation.

MCQ:
1. The product of a monomial and a monomial is a
(a) monomial (b) binomial (c) trinomial (d) none of these.
2. The product of a binomial and a monomial is a
(a) monomial (b) binomial (c) trinomial (d) none of these.
3. The sum of – 8xy and -5xy is
(a) 13xy (b) – 13xy (c) – 3xy (d) 3xy
4. The factorized form of 81k2 – 64 is
(a) (9k + 4) (9k – 4) (b) (9k – 8) (9k + 8) (c) (9 + 8k) (9 – 8k) (d) (9 – 8k) (9 – 8k)
5. The factors of x2 + 4x – 32 are:
(a) (k + 4) and (k – 8) (b) (k – 4) and (k + 8) (c) (k - 4) and (k – 8) (d) none of these.
6. (a – b)2 =
(a) a2 – 2ab – b2 (b) a2 + 2ab - b2 (c) a2 – 2ab + b2 (d) none of these
2
7. – 9p q ÷ 3p =?
(a) 3pq (b) – 3p (c) – 3q (d) – 3pq
3
8. 25x – 36x is equivalent to
(a) x (5x + 6) (5x – 6) (b) (5x – 6) (5x – 6) (c) (5x – 6) (5x + 6) (d) none of these
FILL IN THE BLANKS:
1. The product of two terms with unlike signs is a term.
2
2. Number of terms in the expression a + bc×d is
3. (a + b)2 + = a2 – b2.
2 2
4. 41 – 38 = × (41 – 38) =
5. (x + a) (x + b) = x2 + (a +b) x +
TRUE OR FALSE:
1. x is a factor of 2y (x + z).
2. x2 + (a + b) x + ab = (a + b) (x + ab).
3. (a + b)2 = a2 + b2.
4. pq + qr + rs is a binomial.
5. The product of two negative term is a negative tem.
Assertion-and-Reason type:
Each question consists of two statements, namely, Assertion(A) and Reason(R).
For selecting the correct answer, use the following code:
(a) Both Assertion (A) and Reason(R) are true and Reason (R) is a correct explanation of
Assertion(A)
(b) Both Assertion (A) and Reason (R) are true but Reason (R) is not a correct explanation of
Assertion (A)
(c) Assertion (A) is true and Reason (R) is false.
(d) Assertion (A) is false and Reason (R) is true.
1. A: The expression 4ab + 5 is in two variables.
R: There are two variables a and b.
2. A: The expression x + y + z is a trinomial.
R: Terms are x, -y and z.
Page 1|3
3. A: The value of 5x when x = - 2 is 5.
R: The coefficient of x in 5x is 5.
4. A: A factor which occurs in each term is called thee common factor.
R: Expression x2 – 7x + 12 has (x – 3) as a common factor.
5. A: x2 + 14x + 13 has one factor (x + 14)
R: Factors of x2 – x – 6 are (x – 3) and (x + 2).
SHORT ANSWER QUESTIONS:
1. Add: a – b + ab, b – c + bc and c – a + ac.
2. Subtract 4a – 7ab + 3b + 12 from 12a – 9ab + 5b – 3.
3. Find the product of – 4p3 and 7p2.
4. Simplify: 3x (4x -5) + 3 and find its values for x = 3.
5. Add: a (a – b), b (b – c), c (c – a).
6. Subtract 3a (a + b + c) – 2b (a – b + c) from 4c (-a + b + c).
7. Multiply (2x + 5) and (4x – 3).
8. Simplify: x + [2𝑥 − {𝑥 − 2𝑥𝑦 − (−5𝑥 − 𝑥)}]
9.The perimeter of a triangle is 6x2 - 4x + 9 and two of its sides are x2 – 2x + 1 and 3x2 – 5x + 3. Find
the third side of the triangle.
10. Two adjacent sides of a rectangle are 2x2 – 5y2 and 3x2 – 3xy. Find its perimeter and area.
11. Find the product of 2xy2, 𝑥 𝑧 , 3xyz. Verify the result for x = 1, y = -1 and z = 2.
12. Divide: – 36xy3 by 9y2.
13. What is the quotient obtained when (18x2 – 13y2) is divided by (3x + 4y)?
14. Factorise: 1 – a2 -2ab -b2.
15. Write the factors of the expression 4x2 – 12xy + 9y2.
LONG ANSWER QUESTIONS:
1. The product of polynomial pxc and qxd is 8x6, then find the value of p×q and c + d.
2. If the product of (4x + 1) and (x + 4) is ax2 + bx + c, find the value of a + b + c.
3. The sum of polynomials axm and bxn is 14x4. Find the value of mn and a + b.
4. Find the volume of a rectangular box with length 15xy, breadth 3z and height 16y.
5. Subtract 3x (- x + y + z) from the sum of 2x (x + y + z) and – 4y (x – y + z).
6. What should be added to 4c (- a + b + c) to obtain 3a (a + b + c) – 2b (a – b + c)?
7. The product of two expressions is x5 + x3 + x. If one of them is x2 + x + 1, find the other.
8. If A = (80p2q ÷ 5p) ÷ 2q and B = (100p2q2 ÷ 10q2) ÷ 2p, what is the value of A ÷ B.
9. Factorise the following:
(a) ax + bx – ay – by.
(b) z – 7 + 7xy – xyz.
(c) ax2y + bxy2 + cxyx.
(d) (l + m)2 – (l – m)2
(e) 16x5 – 144x3
(f) 25a2 – 4b2 + 28bc – 49c2
(g) lm + l + m + 1
(h) p4 – 81
(i) p2 + 6p + 8
(j) x2 – 10x + 21
(k) y2 + 6y – 16.
(l) a2 – 16a – 80.
(m) 6 – x – 2x2
10. The sum of square of n natural numbers is . Factorise this expression.
Page 2|3
11. Factorise: x2 + + 2 – 3x - .

CASE STUDY BASED QUESTIONS:

1. Raman, along with his two sons was skipping rope on the ground. His younger son wanted to
start the skipping.Elder son to younger son: I will skip 5 more than twice what you will skip?
Raman to Elder son: I will skip the square of what you will skip.
Based on the above information answer the following questions:
(i) if younger son, skipped ‘x’ times, write the expressions in algebraic form for the number
of times the elder son and the father skipped.
(ii) Write an expression for the total number of times three of them skipped.
(iii) The younger son could skip only 20 times. How many times did the father skipped?
2. For a Deepawali festival, Tanya wants to decorate her home. To decorate, she thinks about
replacing old curtains in the rooms for windows, door and hall.
Based on the above information answer the following questions:
(i) Tanya has 6 windows to replace curtains. The cost of curtains is ₹150/m2. Find the total
cost of Curtains for window, if x metre wide and y metre long curtains are required for
each window.
(ii) If there are three doors to replace old curtains then write the cost of curtains (fitted in the
doors) of length a metre and breadth b metre. If the cost of this curtain is ₹200 per m2.
(iii) What is the total amount paid by Tanya if fitting charge for curtains is ₹500?
3. Rahul cuts two square pieces from a card board to make a wall hanging. The area of square A is
(9x2 + 30x + 25) sq. units and the area of square B is (9x2 – 30x + 25) sq. units.
Based on above information answer the following questions:
(i) Find the length of each side of square A in terms of x.
(ii) What is the length of each side of square B in terms of x?
(iii) Find the difference between the area of the two square boards if x = 4 units.
4. For a sport activity, a physical teacher gathers all his students in a rectangular field to perform
some physical activity/sports.
Based on the above information, answer the following questions:
(i) if area of rectangular field is x2 + 18x + 65, then write its possible dimensions.
(ii) When x = 15 metre then find the perimeter of the rectangular field.
5. A square field has an area expressed as an algebraic expression as 4x2 + 12xy + 9y2.
(i) Find the side of square field in terms of x.
(ii) if x = 1 and y = 2, what is the perimeter of square field in metres?
6. The cost of a chocolate is ₹ (x + 4) and Mohit bought (x + 4) chocolates.
(i) Find the total amount paid by him in terms of x.
(ii) if x = 6, find the amount paid by him.

*************************************

Page 3|3
DELHI PUBLIC SCHOOL, DURGAPUR
SESSION: 2023-24
ASSIGNMENT - 7
SUB: PHYSICS CLASS: VIII WEEK: 7th

TOPIC: SOUND
SUB-TOPIC: How does Sound travel

Propagation of sound through a medium

1.Sound always requires a medium to travel from the source of its production to the receiver end. Different
mediums of propagation of sound are air, liquid and solids.
2.Sound cannot travel through a vacuum as it lacks any medium of transmission.
How sound travels in a medium?
Sound needs some vibration of molecules to travel. Solids, liquids and gases all have molecules present in
them which allow the propagation of sound. These molecules or particles in solids, liquids and gases are
packed in varied ways. Solids have tightly packed particles in them and hence they allow fast propagation of
sound through them as the vibrations can be carried easily from one particle to another. Liquids have
slightly loosely packed particles and hence it takes a little time for sound to travel in water or through a
liquid. Gases have completely loosely packed particles and hence sound takes the most time in travelling
through the air.
Describe an activity to show that sound requires a material medium for its propagation.
The bell jar experiment is a common experiment used to demonstrate that sound needs a medium to
travel. A bell jar is a laboratory equipment used for creating a vacuum. It is so named as its shape is similar
to that of a bell. A bell jar is placed on a base which is vented to a
hose fitting that can be connected via a hose to a vacuum pump.
By pumping the air out of the bell jar, the air pressure inside the
jar can be varied. The experiment is done by placing an electrical
bell in the bell jar. As the air is pumped out of the sealed bell jar,
the sound from the bell jar fades. At a particular vacuum, no more
sound is heard from the bell, but we can see that the hammer
continues hitting the gong and sound is produced. However, the
sound is not audible to our ears because of the vacuum inside the
jar. This demonstrates that the sound wave cannot travel through
vacuum. That is, a sound wave needs a material medium for its
propagation.

Very short Answer type questions:

Q1 Explain via an activity that sound travels in solids.
Ans Take a metal rod and hold its one end to your ear, ask your friend to tap at the other end of metal rod
you will hear the sound of tapping, thus this proves that sound can travels through solid.
Q2 What is the velocity of sound in air at room temperature?
Ans The speed of sound in room temperature air is 346 meters per second.
Q3 Does sound travel in vacuum?
Ans Sound cannot travel through a vacuum. A vacuum is an area without any air, like space.
So sound cannot travel through space because there is no matter for the vibrations to work on it.
Q4 Does sound travel faster in water or air?
Ans Sound travels faster in water compared with air because water particles are packed in more densely.
Thus, the energy the sound waves carry is transported faster.
Q5 Is sound a wave?
Ans Sound is a mechanical wave that results from the back and forth vibration of the particles of the medium
through which the sound wave is moving.

Short Answer type questions:

Q6 What is propagation of sound wave?.
Ans Sound is a sequence of waves of pressure which propagates through compressible media such as air or
water. (Sound can propagate through solids as well, but there are additional modes of propagation).
During their propagation, waves can be reflected and refracted by the medium..
Q7 Name two factors on which the speed of sound depends.
Ans Speed of sound depends on:
1. The density of the material through which sound travels.
2. The nature of the medium through which sound travels.
.
Q8 Explain how sound waves travel in air.
Ans Sound travels through air when air molecules vibrate. If air molecules are considered as small balls, a
sound wave travels through air by pushing these balls close to each other and then pulling them away
from each other. The air molecules come together in areas called compressions and they lie away from
each other in areas called rarefactions. The air molecules do not move from their place but only vibrate
about their original position. This vibrating effect propagates and allows sound to travel through air..
Q9 In which medium sound travels fast?
Ans Sound travels fastest through solids. This is because molecules in a solid medium are much closer
together than those in a liquid or gas, allowing sound waves to travel more quickly through it. In
fact, sound waves travel over 17 times faster through steel than through air.
Q10 Which is faster sound or light?
Ans The speed of sound through air is about 340 meters per second. It's faster through water and it's
even faster through steel. Light will travel through a vacuum at 300 million meters per second. No
information can propagate faster than the speed of light.
Q11 Explain via an activity that sound travels in liquids.
Ans Fill a bucket with water and shake a bell under the water with one hand make sure that the bell should
not touch the body of the bucket. Now place your ear gently on the water surface, you will hear the
sound of the ringing bell, thus we can say that sound can travel through water.

Home Assignment:

Q1. “Sound travels through a medium, it cannot travel in a vacuum”. Justify the statement.

Q2. Lightning and thunder take place in the sky at the same time and at the same distance from us.
Lightning is seen earlier and thunder is heard later. Can you explain why?
Q3. Why sound travels faster in solid medium as compared to liquid and gases?

Q4. Why the speed of sound in sea water is slightly more than distilled water?
Q5. Fill in the blanks with the correct words.
1. Sound is produced because of .................... (vibrations/refractions).
2. Sound needs a .................... (medium/vacuum) to travel.
3. The speed of sound is .................... (same/different) in different substances.
Q6. Does sound travel faster in solid or air?

Q7. How whales and dolphins are able to communicate?

DELHI PUBLIC SCHOOL, DURGAPUR
SESSION: 2023-24
ASSIGNMENT - 7
SUB: CHEMISTRY CLASS: VIII

TOPIC: COMBUSTION AND FUEL

SUB TOPICS :

 Combustion
 Combustible substance
 Non Combustible substance
 Oxygen is a supporter of combustion
 Carbon dioxide is a non supporter of combustion

CONTENT :

 When a substance combines fast with oxygen giving out heat (and light) the phenomenon is
called combustion.
 Combustion involves the burning of a substance.
 Example – burning of paper
 Chemical reaction occurs between the substance which is burnt and oxygen present in air. The
elements contained in the substance being burnt form their oxides along with heat and light.
 A substance that undergoes combustion is said to be combustible substance.
 Example – wood, coal, petrol, diesel, natural gas and petroleum gas are combustible substances.
 A substance that is burnt with a view to obtaining heat and light from it is called a fuel.
 Example – wood, coal, petrol, diesel, kerosene, wax etc
 A Supporter of combustion is a substance whose presence is essential for the combustion of
another substance .
 Oxygen is a supporter of combustion
 Activity - A candle cannot burn without oxygen
We light a candle and place an inverted glass over it. The candle stops burning after sometime.
The candle burns only as long as the oxygen of the air is present in the inverted glass. When
all the oxygen of the air is used up in burning, the candle gets extinguished.
 Activity - Fix a lighted candle on a table. Put a glass chimney over the candle and rest
it on a few wooden blocks in such a way that air can enter the chimney . We observe
what happens to the flame. Now we remove the blocks and let the chimney rest on the
table . Again we observe the flame. Finally, we put a glass plate over the chimney . We
watch the flame again.

We find that for combustion, air is necessary. The candle burns freely in first case when air
can enter the chimney from below. In case second case , when air does not enter the chimney
from below, the flame flickers and produces smoke. In third case , the flame finally goes off
because the air is not available.
 Carbon dioxide is a non supporter of combustion
 Activity – carbon dioxide does not support combustion, so it extinguishes a fire

 We take some baking soda in a small bottle and add some vinegar to it. We light a
candle and hold a folded piece of paper in a slanting position. We keep the mouth of
the bottle near the upper end of the paper. We will find that the candle stops burning.
Since carbon dioxide formed on addition of vinegar to baking soda is heavier than air,
it travels down the folded paper and reaches the flames. As the gas does not support
combustion, the flame is extinguished.

Home Assignment:

Q1. In a chemistry laboratory a teacher had set up a demonstration to compare the combustibility of
different substances. The students were observing the reactions and properties of various materials
commonly found in our household.

1. (i) Based on the given information, what could be the probable identity of the substance that caught fire
during the demonstration?
2. (ii) Explain the difference between combustible and non-combustible substances, and provide examples
of each.

Q2. A science teacher conducts an experiment in a classroom to demonstrate the role of oxygen as a
supporter of combustion. The teacher takes two identical candles and places one in an airtight container
and the other in an open container. The candles are then lit simultaneously and observed.

(i) What do you expect to observe during the experiment ?

(ii) How does it demonstrate that oxygen is a supporter of combustion?
Q3. Assertion: Combustible substances are those that have a low ignition point and can undergo
combustion.
Reason: Combustion is a chemical process in which a substance reacts with oxygen, releasing heat and
light.
Q4. Assertion: Oxygen is considered a supporter of combustion.
Reason: Oxygen is required for the combustion process as it acts as the oxidizing agent.
Q5. A substance which reacts with oxygen giving heat is called a combustible substance. Which, one of
the following is a combustible substance?
(a) iron nail (b) glass (c) stone piece (d) wood

Q6. Which of the following is not a combustible substance?

(a) camphor (b) glass (c) straw (d) alcohol
Q7. Boojho wants to separate the following materials as combustible and non-combustible. Can you
help him?
Charcoal, chalk, stone, iron rod, copper coin, straw, cardboard, glass, paper, candle, wood.
Q8. Describe an activity to show Oxygen is a supporter of combustion
Q9. Describe an activity to show Carbon dioxide is a non supporter of combustion

****************
DELHI PUBLIC SCHOOL, DURGAPUR
SESSION: 2023-24
ASSIGNMENT – 6
CLASS: VII
SUB: BIOLOGY
_____________________________________________________________________________________________
_______
TOPIC: Respiration in Plants and Animals
SUB-TOPIC:Process of Respiration

The process of breakdown of food in the cell with the release of energy is called cellular respiration. Cellular
respiration takes place in the cells of all organisms. In the cell, the food (glucose) is broken down into carbon dioxide
and water using oxygen. When breakdown of glucose occurs with the use of oxygen it is called aerobic respiration.
Food can also be broken down, without using oxygen. This is called anaerobic respiration. Breakdown of food releases
energy.
Oxygen + Glucose carbon dioxide + water + energy

Glucose alcohol + carbon dioxide + energy

Breathing means taking in air rich in oxygen and giving out air rich in carbon dioxide with the help of respiratory
organs. The taking in of air rich in oxygen into the body is called inhalation and giving out of air rich in carbon dioxide
is known as exhalation. The number of times a person breathes in a minute is termed as the breathing rate

Q1. List the similarities and differences between aerobic and anaerobic respiration.
Answer:
Similarity:
(i) In both aerobic and anaerobic respiration, food is broken down to release energy.
(ii) Both takes place inside cells.
(iii) Both produces byproducts.

Differences:

Aerobic Respiration Anaerobic Respiration

(i) It takes place in the presence of oxygen. (i) It takes place in the absence of oxygen.

(ii) Energy is released in higher amount. (ii) Energy is released in lesser amount.
(iii) Carbon dioxide and water are produced as (iii) Carbon dioxide and water are produced as

byproducts. byproducts.

(iv) It is a slow process. (iv) It is a fast process.

Q2. Take three test-tubes. Fill each of them with water. Label them A, B and C. Keep a snail in test-tube A, a
water plant in test-tube B and in C, keep snail and plant both. Which test-tube would have the highest
concentration of CO2?
Answer:
Test-tube A will have the highest concentration of CO2 because snail will take in oxygen and gives out CO2.
In test-tubes B and C, the CO2 will be utilized by the water plant for synthesizing food and hence there will be less
concentration of CO2 in these.

Q3. Tick the correct answer:

(a) In cockroaches, air enters the body through
(i) lungs
(ii) gills
(iii) spiracles
(iv) skin

(b) During heavy exercise, we get cramps in the legs due to the accumulation of
(i) carbon dioxide
(ii) lactic acid
(iii) alcohol
(iv) water

Q4. Match the items in Column I with those in Column II:

Column I Column II

(a) Yeast (i) Earthworm

(b) Diaphragm (ii) Gills

(c) Skin (iii) Alcohol

(d) Leaves (iv) Chest cavity

(e) Fish (v) Stomata

(f) Frog (vi) Lungs and skin

– (vii) Tracheae
DELHI PUBLIC SCHOOL, DURGAPUR
SESSION: 2023-2024
ASSIGNMENT: 7
CLASS: VIII

Sub: Geography
Topic: Natural resources, Land, Soil and Water Resources

To be done in c/w copy

1. Answer the following with respect to this source:

The rotting dead matter in the soil is called humus. The soil is formed by the breaking down of rocks
by the action of wind, water and climate. This process is called weathering. The nature of any soil
depends upon the rocks from which it has been formed and the type of vegetation that grows in it. A
vertical section through different layers of the soil is called the soil profile. Each layer differs in feel
(texture), colour, depth and chemical composition.

a. The rotting dead organisms present in the soil is called ______________

b. The nature of soil depends on what?
c. Each layer of soil differs in what?
d. Name the process by which soil forms.
e. Define soil profile.
2. India has different types of soil. Complete the table:

Soil Characteristics Uses Distribution

Alluvial Soil
Found in regions of Used to make bricks
high temperature and
high rainfall
Good for growth of Deccan Plateau
cotton
Desert Soil
Red coloured soil due
to oxidation of iron
Mountains of Jammu
Kashmir

3. Answer the following with respect to the pictures.

SET 1:
a. Identify the type of farming being practised in both sets of pictures.
b. Draw a comparison between the two.
SET 2:
4. Differentiate between crop rotation and intercropping.

5. Identify the method of soil conservation. Where do you think this method will be used and why?

6. Sand dunes refer to the hills of sand which are found near an ocean or desert. Shelter belts are a
series of trees which are used to reduce soil erosion in arid areas.

The shelter belts have played a major role in stabilizing sand dunes in the state of
____________. This is because wind erosion is a very severe problem there, especially during
the summer months when the dry and deserted soils are exposed to strong wind. In such cases,
shelter belts have been found to be incredibly helpful in improving productivity of agricultural
land in arid and semi-arid areas.

Shelterbelts cut the winter heating bill by 30 percent by conserving storehouses and residences
from winter's chilled winds. Shelterbelts trap moisture in the form of snow which helps in
recharging the moisture of the soil.

a. Where do you think shelter belts will be used in India (name the state)

b. Mention the advantages of planting shelter belts.

DELHI PUBLIC SCHOOL, DURGAPUR
ASSIGNMENT No. 7
HISTORY
CLASS 8
__________________________________________________________________
TOPICS - Name of the Topic: COLONIAL AGRAGARIAN POLICY
Synopsis of the topic:
PERMANENT SETTLEMENT
In 1793, the Company introduced the Permanent Settlement. By the terms of the settlement, the
rajas and taluqdars were recognised as zamindars, who were asked to collect rent from the
peasants and pay revenue to the Company. The amount to be paid was fixed permanently.
The problem
The Permanent Settlement created problems. Soon, the company officials discovered that the
zamindars were not investing in the improvement of land because the fixed revenue was very
high. By the first decade of the nineteenth century, the situation changed. The prices in the
market rose, and cultivation slowly expanded. Even then, the zamindars were not interested in
improving the land.
In the villages, the cultivator found the system extremely oppressive. The rent they paid to the
zamindar was high, so they took a loan from the moneylender, and when they failed to pay the
rent, they were evicted from the land.
The Company officials decided to change the system of revenue. Holt Mackenzie devised the
new system, which came into effect in 1822. Under his directions, collectors went from village to
village, inspecting the land, measuring the fields, and recording the customs and rights of
different groups. The estimated revenue of each plot within a village was added up to calculate
the revenue that each village (mahal) had to pay. This demand was to be revised periodically, not
permanently fixed.
In the British territories in the south, a new system was devised known as the ryotwary (or
ryotwari). This system was gradually extended all over South India. The settlement had to be
made directly with the cultivators (ryots) who had tilled the land for generations. Their fields had
to be carefully and separately surveyed before the revenue assessment was made.

Compare and contrast the Permanent Settlement, Ryotwari System and the Mahalwari System
introduced by the British Government.
Solution:
Permanent Settlement, Ryotwari System and the Mahalwari System were the different revenue
collection system introduced by the British government in India.

Ownership of Land: In the permanent settlement system, the zamindars were the owners of
land. The Ryotwari system handed over the ownership of land to the peasants. The land was
owned by the village community under the Mahalwari system.

Revenue Collection: The Zamindars collected the revenue under the permanent settlement
system. Under the Ryotwari System, the revenue was directly collected from the peasants. In the
Mahalwari system, the Company collected the revenue from the Lambardar or the village
headman.
Amount of Revenue: The amount of revenue was fixed and was not to be raised in the
permanent settlement system, whereas under the Ryotwari System and the Mahalwari system,
the amount was revised periodically.
Condition of Peasants: The peasants were exploited under all three revenue collection systems
(permanent settlement system, Mahalwari and Ryotwari System).

How did the British Land Reform policy affect the Indian agriculture?
Ans: Major impact:
 Landlords became the system under these reforms.
 Moneylenders entered rural India, the tenants were unprotected and the majority of real
cultivators becomes landless laborers.
 Commercialisation of agriculture began to take shape around 1860, it means agriculture
become a market commodity.
 The basic land reform policy oriented to extract high land revenue whether peasantry
could pay it or not makes the condition of agriculture and peasant both miserable.
 Under Perrmanent system the peasants suffered enormously the landlords and the British
rulers benefited.

Please write these in your CW copy:

Questions and answer from the topic:
1. "Using examples from the colonial revenue settlement, analyze the challenges faced by
colonial governors in collecting revenue and propose effective strategies to overcome
them. Support your response with historical evidence and demonstrate critical thinking
skills."
2. Evaluate the fairness and effectiveness of colonial revenue settlements in promoting
economic growth in the colonized territories.
3. Discuss the ethical implications of colonial revenue settlements, considering the
exploitation of resources and labor in the context of colonialism.
4. What is the meaning of ‘Diwan of Bengal’?
5. When was the Blue Rebellion?
6. Imagine you are a historian studying the colonial revenue settlement during the time of
British rule. Analyze a primary source document, such as a colonial revenue settlement
agreement or a letter from a colonial official, and assess its impact on the local economy
and society. What insights can you gather about the motives behind the revenue settlement
and its consequences for the indigenous population?
7. How did the Blue Rebellion influence the perception of British rule in India?
8. What were the long-term effects of the Blue Rebellion on indigo cultivation and the
agrarian economy in Bengal?
9. How did the Blue Rebellion contribute to the broader Indian independence movement?
10. Why did the britishers made so many revenue policies in India?
DELHI PUBLIC SCHOOL, DURGAPUR
BENGALI STUDYMATERIAL
7th ASSIGNMENT
CLASS – 8(3rd LANG)

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Ešl :
CL---8(3rd-Lang) – WORKSHEET PAGE 1 of 3
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CL---8(3 rd-Lang) – WORKSHEET PAGE 2 of 3

DELHI PUBLIC SCHOOL, DURGAPUR
CLASS – VIII
HINDI LITERATURE(3L) ASSIGNMENT- 07
TOPIC – सच्चा ममत्र और हाकिम िा न्याय
_______________________________________________________________________________
1) प्रमिमान वाले प्रश्न

ि) िमव ने सच्चे ममत्र िे आँगन िो ‘पवन सुरसरर’ क्यों िहा है ?

उत्तर- िमव ने सच्चे ममत्र िे आँगन कि िुलना ‘पवन सुरसरर’ से िी है क्योंकि उसिे अनुसार सच्चे ममत्र से दोस्िी िरने िे बाद
हमारी छमव मनममल हो जािी है । िमव िे इस चिंिन िे पीछे भारिीय साांस्िृ मिि मान्यिा है ,मजसिे अनुसार यकद िोई
व्यमि गांगा में स्नान िर ले िो उसिे सारे पाप धूल जािे हैं ।

ख) एि सच्चा ममत्र हमें किस- प्रिार प्रोत्सामहि िरिा है ?

उत्तर- एि सच्चा ममत्र हमें अपनी मीठी वाणी से प्रोत्सामहि िरिा है । जब िभी हम मनराश हो िमज़ोर पड़िे हैं िो एि सच्चा
ममत्र होने िे नािे वह अपनी बािों से हमारे मन में आशा िी किरण जगािर ,हमें पुनः ऊजामवान बनािे हैं ।

ग) राधा िे किस गुण िो देखिर हाकिम ने न्याय किया ?

उत्तर- हाकिम ने जब राधा िो एि लोटा पानी से ही हाथ -पाँव धोिे देखा िो वह समझ गए कि यह घी िा मटिा राधा िा
ही है, उस दूसरी औरि िा नहीं क्योंकि घी मनिलने िे मलए धैयम और सांयम िी आवश्ििा होिी है । उस प्रिार िा धैयम और
सांयम दूसरी औरि में हाकिम िो नहीं कदखा ।हाकिम ने राधा िे अांदर िे धैयम और सांयम जैसे गुण िो ही देखिर राधा िे साथ
न्याय किया ।

2)अभ्यास िे प्रश्न –

ि) सच्चे ममत्र िे मन में मानव िल्याण िी भावना सदैव क्यों होिी है ?

ख) ‘जो न बदले रूप मनरांिर हर क्षण -क्षण में’ िहने से िमव िा क्या िात्पयम है ?

ग) सच्चे ममत्र िे मन में मनस्वाथम सेवा भाव िी भावना होिी है । उसिे अांदर कि यह मनस्वाथम भावना ही उसे सहृदय बनिी है
।िमव िे द्वारा बिाए गए एि सच्चे ममत्र िे इस गुणों से आप िहाँ िि सहमि हैं?

घ)सावधानी और सििम िा रखने मात्र से ही हम खुद िो दुघमटना से बिंा सििे हैं । ‘हाकिम िा न्याय’ पाठ िे आधार पर िथन
िी साथमििा िो स्पष्ट िीमजए ।

“पेड़ हमारे जीवन िा आधार”

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DELHI PUBLIC SCHOOL, DURGAPUR
Computer Science Assignment- VII (2023-24)
CLASS- VIII

Ch 4- Creating My First Video

Video Editing:
Video editing is the process of modifying segments of video
footage and adding special effects in the process of developing
a video.
Windows Movie maker is a popular freeware video editing program
widely used by video editors. It helps to create short movies,
presentation and home movie.

Q 1. Which of the following fully defines the term Video Editing?

a) Modifying video segments
b) Adding special effects
c) Modifying video segments and adding special effects
d) Deleting photo clips

Q 2. Which of the following tasks you cannot perform by using the Tasks Pane in
Windows Movie Maker?
a) Capture Video
b) Edit Movie
c) Finish Movie
d) Capture Movie

Q 3. Which of the following panes in Windows Movie Maker lets you import videos,
pictures and audio?
a) Menu Bar
b) Tasks Pane
c) Content Pane
d) Preview monitor

(CL-VIII/CS/Assignment-VII/2023-24/Page 1 of 3)
Q 4. Radhika has clicked several photographs and recorded some audios of her friend’s
birthday. Now, she wants to create a documentary video by using these files. Which one
of the following software can she use to accomplish the preceding requirement?
a) Windows Movie Maker
b) Microsoft Windows Clip Organizer
c) Windows SketchUp Make
d) Windows Paint

Q 5. While editing a video, Nancy has imported image files into Windows Movie Maker.
Identify the component where she can find the stack of imported files.
a) Task pane
b) Menu bar
c) Timeline
d) Contents pane

Q 6. Which of the following is not a part of Windows Movie Maker user interface?
a) Show Storyboard/Timeline
b) Task Pane
c) Content Pane
d) Standard Tool Pane

Q 7. Modifying and adding special effects to video segments is called _ .

a) Video Editing
b) Movie Editing
c) Vid Editing
d) Clip Editing

Q 8. Kanika has to edit a video. Therefore, she has to launch Windows Movie Maker on
her computer. Identify the correct sequence of steps that she needs to follow to accomplish
the preceding requirement?
a) startAll Program Windows Movie Maker
b) startAll Program Movie Maker
c) startAll Programs Windows Movie Maker
d) startAll ProgramsMovie Maker
Q 9. Where would you view videos and photos, listen to audio clips, and watch your
finished movie in Windows Movie Maker?
a) Show Storyboard/Timeline
b) Tasks Pane
c) Content Pane
d) Preview Monitor
(CL-VIII/CS/Assignment-VII/2023-24/Page 2 of 3)
Q 10. Where would you add images, videos and audio to create a movie in the Windows
Movie Maker?
a) Show Storyboard/Timeline
b) Tasks Pane
c) Content Pane
d) Preview Monitor

Q 11. While working on a video, Ramesh has to add video effects, video transitions, titles
and credits. Which of the following panes will allow him to accomplish the preceding
requirement in Windows Movie Maker?
a) By using the Menu bar
b) By using the Contents pane
c) By using the Task pane
d) By using Show Storyboard/Timeline

Q 12. Where do you stack images, videos and audio after importing them in Windows
Movie Maker?
a) Show Storyboard/Timeline
b) Tasks Pane
c) Contents Pane
d) Preview monitor

Q 13. Which of the following actions is a part of the Capture Video category under Movie
Tasks?
a) Import
b) Import pictures
c) Import library
d) Import files

Q 14. Which of the following represents a software that is used to create a video?
a) Windows Movie Maker
b) Windows Paint
c) Windows SketchUp Make
d) Microsoft Windows Clip Organizer

(CL-VIII/CS/Assignment-VII/2023-24/Page 3 of 3)