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TABLE OF CONTENTS

PAGE

FOREWORD i

INTRODUCTION iii

SUBJECT-WISE ANALYSIS

1. ENGLISH 1

Paper – 1 2

Paper – 2 14

2. HINDI 42

3. ELECTIVE ENGLISH 76

i

FOREWORD

This document of the analysis of pupils’ performance at the ISC Year 12 and ICSE Year 10 Examination is one

of its kind. It has grown and evolved over the years to provide feedback to schools in terms of the strengths and

weaknesses of the candidates in handling the examinations.

We commend the work of Mrs. Poonam Sodhi and the ISC Division of the Council who have painstakingly

prepared this analysis. We are grateful to the examiners who have contributed through their comments on the

performance of the candidates under examination as well as for their suggestions to teachers and students for the

effective transaction of the syllabus.

We hope the schools will find this document useful. We invite comments from schools on its utility and quality.

Gerry ArathoonNovember 2015 Chief Executive & Secretary

iii

INTRODUCTION

The Council has consistently been bringing out the “Pupil Performance Analysis” document since 1994.

This document is reviewed every year and changes incorporated based on suggestions received from various

quarters which include experts in the field of education as well as heads of schools and teachers, in order to

make the study more useful and meaningful.

This document comprises of qualitative analysis of performance of pupils at the ISC examinations. Performance

Analysis has been carried out for the most popular subjects that are largely ascribed to, by the schools.

The purpose of this study is to enable teachers to see at a glance, overall performance of all candidates who have

taken the examination and examiners comments on each question. This would enable the teachers to understand

the assessment of the ISC examinations better and would help them to guide their students more effectively.

The qualitative analysis details the assessment criteria followed for evaluation of answer scripts. Once the

process of evaluation of scripts is over, examiners are requested to give detailed comments on the performance

of candidates for each question. This includes the examiners’ response on what constitutes a good answer;

common errors made by candidates while answering the questions; their popularity with students and overall

performance of students.

Mrs. Shilpi Gupta along with Mrs. Desiree Tennent, Ms. Mansi Guleria and Mrs. Theresa Cherian have done

commendable work in ensuring that this document is prepared well in time, in order to guide students who will

be appearing for the ISC Examination.

Poonam SodhiNovember 2015 Deputy Secretary

1

ENGLISH

STATISTICS AT A GLANCE

Total Number of students who took the examination 70,120

Highest Marks Obtained 100

Lowest Marks Obtained 1

Mean Marks Obtained 77.97

Percentage of Candidates according to marks obtained

Details Mark Range

0-20 21-40 41-60 61-80 81-100

Number of Candidates 40 241 6832 32928 30079

Percentage of Candidates 0.06 0.34 9.74 46.96 42.90

Cumulative Number 40 281 7113 40041 70120

Cumulative Percentage 0.06 0.40 10.14 57.10 100.00

0.00

5.00

10.00

15.00

20.00

25.00

30.00

35.00

40.00

45.00

50.00

0-20 21-40 41-60 61-80 81-100

0.06 0.34

9.74

46.96

42.90

Percen

tag

e of

Can

did

ate

s

Marks Obtained

Range of Marks Obtained

2

B. ANALYSIS OF PERFORMANCE

ENGLISH PAPER 1 (LANGUAGE) Question 1

Write a composition (in approximately 450-500 words) on any one of the following subjects: [30]

(You are reminded that you will be rewarded for orderly and coherent presentation of material,

use of appropriate style and general accuracy of spelling, punctuation and grammar.)

(a) Courage does not mean the absence of fear, but implies an attempt to conquer fear.

Describe some of your worst fears and how you managed to overcome them.

(b) Grandparents are a source of joy to us. Narrate the most memorable experience you

have had with your grandparents.

(c) ‘Films should be made to escape from reality, not to remind us of how grim life is.’

Argue for or against this statement.

(d) How far do you agree that nice people are seldom successful and thoroughly successful

people are seldom nice?

(e) Eyes.

(f) Write an original story beginning with the following words:

‘The news came as a pleasant surprise………..’

Comments of Examiners

(a) This was a descriptive topic where the candidates

were required to write on ‘fear’ and how to

‘conquer’ fear. Most candidates wrote only on

‘courage’ without writing on ‘fear’ and how to

conquer it, while in some cases only ‘fear’ was

highlighted. There was evidence of lack of planning,

repetition of ideas, linguistic and structural errors

and rambling.

(b) A large number of candidates attempted this topic.

Most did a good job but in some cases, a general

account of how their grandparents were and the

relationship between them was given but an account

of a ‘memorable incident’ was left out. As a result,

marks were lost.

(c) Most of the candidates who attempted this topic did

not take a stand. A large number first wrote that

films should be for entertainment and then

contradicted themselves. Many of the essays were

long and rambling, which led to repetition of ideas.

Essays lacked lucidity, coherence and planning.

Suggestions for teachers

Teach students to plan logically

before writing the essay.

Practice in essay writing is a MUST

in class.

Special emphasis should be laid on

maintaining the tense, correct usage

of verbs, prepositions and

conjunctions

Teach students to read and

understand key words in the topic

before writing the essay.

Explain the necessity of taking a

‘STAND’

Students to be told not to use

vernacular idioms or their

translations in the essays.

There should be an open discussion

on various topics in class for

circulation of ideas.

3

(d) There was much confusion between ‘nice’ and

‘successful’ in this essay. Many candidates drifted

away from the topic and failed to give their own

viewpoint. The essays tended to lack a personal

perspective.

(e) This one-word topic ‘Eyes’ was attempted by a

fairly large number of candidates. Many wrote from a scientific point of view – about the eye, how

it works, its several parts, the problems faced by those who lack eyesight, and so on. Most essays

were well-written and properly organized; however some lacked focus and creativity and were full

of errors.

(f) Story writing was attempted by quite a few candidates. However, most essays consisted of a

simple narrative only. Many were neither original nor creative, without a plot, story, characters,

dialogues and a proper conclusion. A large number lacked coherence and lucidity and were full of

errors.

MARKING SCHEME

Question 1.

The quality of language employed, the range of appropriateness of vocabulary and sentence structure,

syntax, the correctness of grammatical constructions, punctuation and spelling decided the overall

grade of the essay.

Marks were deducted for gross errors like – errors of agreement and number, serious tense errors,

wrong verb form, elementary errors of sentence construction, misuse of vocabulary, errors in spellings,

punctuation or lack of it. Marks were also deducted for use of incorrect or irrelevant idioms, misuse of

pronouns, articles and preposition.

(a) This was a descriptive topic. The candidate were required to describe his or her worst fears and

how he / she managed to overcome them.

(b) This was a narrative topic. It called for a true account of a personal experience. Candidates

needed to write about any incident with their grandparents during their lives which was

particularly memorable. (as a teenager/17 year old could also talk of a single grandparent)

(c) This was an argumentative topic. Candidates had to take a definite stand and express it clearly.

The stand had to be supported by effective argumentation. Candidates could NOT sit on the

fence. Candidates were not penalized for holding a view different from that of the examiner.

(d) This was a reflective topic. The candidates were required to write in some detail, their opinion

on how nice people are seldom successful and thoroughly successful people are seldom nice.

Candidates had to agree or disagree with the topic or even give their general views.

(e) This was a one-word topic. The content had a wide range / scope. All relevant interpretations /

approaches were accepted.

(f) Candidates were required to begin their story with the given words. The story had to be original

and not plagiarised or lifted partly or wholly from any source. It needed to have all the

necessary elements such as: plot, characterisation and dialogue. It was not to be a mere narration

of events. Originality of thought and a creative bent of mind were given credit.

Teach students the essential

components of a short story, such as

plot, characters, dialogues, a proper

beginning and an end.

4

Question 2

Write an article for your School magazine on a competition that was recently held in your school.

Write the article in about 300 words using the points given below:

[20]

Name of the competition – nature of event – organisers – number of participants – chief guest –

judges – quality of the competition – criteria for judgement – winners – overall experience.


This was a question based on amplification of given

points on a ‘competition’ held in school. Many

candidates scored because all the points were present in

the piece of writing. However, a lot of candidates could

not differentiate between ‘competition’, ‘tournament’ and

‘fest’. Many copied the points word by word from the

question paper; this led to the word limit not being

maintained. There was lack of awareness regarding rules

and regulations of competitions and ‘criteria for

judgement’.

MARKING SCHEME

Question 2

This was an exercise in amplification. There had to be effective linking of points. Candidates could

use the points in any order they chose; however, all points had to be used. If there was no development

of points, marks were deducted.

Question 3

Answer sections (a), (b) and (c).

(a) In each of the following items, sentence A is complete, while sentence B is

not. Complete sentence B, making it as similar as possible to sentence A.

Write sentence B in each case.

Example:

(0) (A) If you want to earn well, you must work hard.

(B) To earn………………………

Answer: (0) To earn well, you must work hard.

[10]


Practice in writing a variety of

reports is a MUST in class.

Students must be encouraged to read

newspapers so that the correct usage

and style of language is maintained.

Instructions on how to write a

proper report must be given to

students.

Special care must be taken to add to

the vocabulary of students; technical

terms and event-related words must

be dealt with.

Importance of the word-limit should

be explained.

5

(1) (A) Sachin is an outstanding sportsman and a good artist.

(B) Besides…………….………………………

(2) (A) Mother said to Paul, “A courier came for you yesterday.”

(B) Mother told Paul that...…………………………………..

(3) (A) As soon as the minister took the oath, the spectators started

applauding.

(B) No sooner …..…………………………………

(4) (A) He is so short that he cannot be a soldier.

(B) He is too ………………………………..

(5) (A) The lawyer examined the documents with utmost care.

(B) The documents………..……………………….

(6) (A) I will buy the horse if it is quite sound.

(B) Unless…….…………………………………

(7) (A) Only Shakespeare could write such a tragedy.

(B) No one…………. ……………………………

(8) (A) Rita is a journalist and writer.

(B) Not only ……………..……..………….

(9) (A) Although Lakshmi worked very hard, she failed in the

examination.

(B) Notwithstanding Lakshmi’s ……….………………

(10) (A) No one would deny that he was totally fit before his death.

(B) Everyone ……………………………...

(b) Fill in each blank with a suitable word. (Do not write the sentence.) [5]

(1) Do you want to take _______ every single object from the box?

(2) The plane must take _________ before dark.

(3) The children spoke ______ a whisper as they were scared.

(4) We must not speak ill about a person ______ his back.

(5) He disliked the play so much that he walked _______ in the middle of

the first act.

(6) Walking barefoot _________ the grass is very good for health.

6

(7) This rule does not apply _________ you as you are less than eighteen

years old.

(8) You must apply ________ the job immediately.

(9) They have been living in Delhi _________ ten years.

(10) Mrs. Kapur has been living in Chennai_______ 2000.

(c) Fill in the blanks in the passage given below with the appropriate form of the

verb given in brackets. Do not write the passage, but write the verbs in the

correct order.

[5]

Two carpenters ______(1)(work) on Mr. Sharma’s roof. When they

________(2) (stop) work at 6 p.m., they ______(3) (leave) their ladder ______

(4)(lean) against the house. At 7 p.m., Raju, a thief, passed by the house and

________(5)(see) the ladder. The house___________(6)(be) now empty as

Mr. and Mrs. Sharma ________(7) (go) to the market. Raju _______(8)

(climb) up the ladder, ________(9)(get) in through a first-floor window, and

_______(10)(go) straight to the main bed room where he stole all of

Mrs. Sharma’s jewellery.


(a) Some candidates used the exact words of the question

sentence. Many candidates made superfluous use of

commas which caused them to lose marks. Rules of

transformation were not clear to most candidates.

(b) This part was mostly attempted satisfactorily.

However, some candidates wrote more than one

answer, and many were careless while writing,

making errors in spelling.

(c) This part of the question was attempted satisfactorily.

However, once again, candidates erred in giving more

than one answer. Some candidates did not follow the

correct sequence of tenses; the passage then began to

lack coherence.


Rules of punctuation to be made

clear to students.

Enough practice must be given in

transformation of sentences.

Instruct students to write only ONE

appropriate answer.

Rules of tenses and sequence of

tenses should be made clear to

students.

Give more practice in verbs and

tenses and insist on the careful

working out of the passage,

following the correct order.

7

MARKING SCHEME

Question 3

(a) The opening word of each answer (part B) had to be given as in the question paper. No other

beginning was acceptable.

(1) (B) Besides being an outstanding sportsman, Sachin is a good artist.

(2) (B) Mother told Paul that a courier had come for him the previous day / the day

before.

(3) (B) No sooner did the minister take the oath than the spectators started applauding.

(4) (B) He is too short to be a soldier.

(5) (B) The documents were examined by the lawyer with utmost care.

The documents were examined with utmost care by the lawyer.

(6) (B) Unless the horse is quite sound, I will not buy it.

(7) (B) No one but Shakespeare could write such a tragedy./

No one save Shakespeare could write such a tragedy.

(8) (B) Not only is Rita a journalist but also a writer.

(9) (B) Notwithstanding Lakshmi’s hard work, she failed in the examination.

(10) (B) Everyone would agree/accept/admit that he was totally fit before his death.

(b) The candidates were advised not to copy the sentences (This was done with a view to save

their time). However the strict order had to be maintained.

(1) out

(2) off

(3) in

(4) behind

(5) out

(6) on

(7) to

(8) for

(9) for

(10) since

(c) The candidates were advised not to copy the sentence. However the strict order had to be

maintained.

(1) were working / had been working

(2) stopped

8

(3) left

(4) leaning

(5) saw

(6) was

(7) had gone

(8) climbed

(9) got

(10) went

Question 4

Read the passage given below and answer the questions (a), (b) and (c) that follow:

(1) To be encumbered with a corpse is to be in a difficult position. True, any doctor, even

one just out of medical school, would have been able to diagnose the cause of death.

The man had died of heart failure or what the doctors call cardiac arrest. The cause of

his heart having stopped pumping blood was that someone had slid a sharp sliver of

steel between his ribs just far enough to penetrate the great muscle of the heart and to

cause a serious and irreversible leakage of blood so that it stopped beating. Cardiac

arrest, as I said.

(2) I wasn’t too anxious to find a doctor because the knife was mine and the hilt had been

in my hand when he died. I stood on the open road with the body at my feet and I was

scared, so scared that the nausea rose in my throat to choke me. This particular body

had been a stranger – I had never seen him before in my life.

(3) I was unarmed, if you except the ‘sgian dubh’ – the black knife – which I always carry.

The ‘sgian dubh’ is a much underrated weapon. Mine is at least a hundred and fifty

years old. The ebony handle is ribbed on one side to give a good grip, but smooth on

the other side so it draws clear without catching; the blade is less than four inches long;

the stone set in the handle balances the knife so that it makes a superlative throwing

weapon. I carry it in a flat sheath in my left sock.

(4) This is how it had happened.

(5) A little after I had driven out of the city, I saw a car ahead, pulled off the road, and a

man waving the universally recognized distress signal of the stranded motorist. It

turned out, quite naturally, that there was something wrong with his car and he

couldn’t get it to move. I got out, walked over to his car and peered at the exposed

engine.

5

20

15

10

9

(6) He didn’t use the gun straight away. He first tried to take a swipe at me with a well-

designed little club. I turned my head and saw his upraised arm and dodged sideways.

If the club had connected with my skull it would have jarred my brains loose; instead it

hit my shoulder and my whole arm went numb.

(7) I hopped back and groped for the ‘sgian dubh’ as I went. Fortunately it’s a left-handed

weapon which was just as well because my right arm wasn’t going to be of any use.

(8) He came for me again but when he saw the knife he hesitated. He dropped the club and

dipped his hand beneath his jacket and it was my turn to hesitate. But his club had a

leather wrist loop and the dangling weapon spoilt his draw and I jumped him just as

the pistol came out.

(9) I didn’t stab him. He swung around and ran straight into the blade. He sagged against

me with a look of surprise on his face. Then he went down at my feet and the knife

came free.

(10) So there I was on a lonely road with a newly created corpse at my feet and a knife in

my hand, a bad taste in my mouth and a frozen brain.

(11) From the time I had got out of my car to the moment of death had been less than two

minutes.

Adapted from Running Blind by Desmond Bagley

(a) (i) Given below are four words and phrases. Find the words which have

a similar meaning in the passage:

[4]

(1) burdened

(2) enter

(3) not given much importance

(4) most effective

(ii) For each of the words given below, write a sentence of at least

ten words using the same word unchanged in form, but with a

different meaning from that which it carries in the passage:

[4]

(1) arrest (line 4)

(2) draws (line 17)

(3) set (line 18)

(4) club (line 28)

25

30

35

40

10


(a) (i) Some candidates were unable to locate the

correct word, especially for (3) and (4).

(ii) A number of candidates had limited knowledge

of the different meanings / functions of the same

word. Instructions on usage in sentences were

not followed in many cases. At times, the

sentences were too short and the meaning was

unclear.

(b) (i) Many candidates misunderstood the question and

wrote about the whole sequence of events that

caused the stranger’s death.

(ii) Several candidates could not analyse what

caused the narrator’s fear; they wrote instead

about the consequence of the fear.

(iii)Most candidates answered this question

satisfactorily. However, some could not present

a systematic description of the weapon.

(iv) Analysis of the exact answer was not done by a

number of candidates who did not write the

required points.

(c) (i) Several candidates overlooked the hint given for

answering the question (paragraphs 5 to 9).

Note-making rules were not clear to a number of

candidates as single words were written, which

carried no meaning and had no relevance to the

given question. At times, ideas were haphazardly

noted, with no idea of the sequence of events. In

some cases, only a few points were written, not

sufficient to cover the complete answer.

(b) Answer the following questions in your own words as briefly as possible:

(i) How did the stranger die? [3]

(ii) Why was the narrator scared? [2]

(iii) Describe the narrator’s weapon. [3]

(iv) Why did the narrator stop his car and get out? [2]

(c) Describe the incident of the killing of the stranger in not more than 100 words

(Paragraphs 5 to 9). Failure to keep within the word limit will be penalised.

You will be required to:

(i) List your ideas clearly in point form. [6]

(ii) In about 100 words, write your points in the form of a connected passage. [6]


Encourage vocabulary and word

building exercises. Encourage use

of dictionary.

Give practice in making sentences

with words having multiple

meanings / functions.

Stress upon reading the instructions

carefully.

Teach students to analyse and

distinguish between cause and

effect.

Tell students that when description

is to be done, proper sequence of

the features must be given.

Teach students the basic rules of

note-making. Practice must be

given with the help of short unseen

passages.

Précis writing, using complete

sentences, condensation and

precision in presenting information

correctly and relevantly should be

made very clear by teachers.

11

(ii) In some cases, the précis were not written in 100 words. In other cases, the summarised passage

had no connection with the points in (c)(i). A number of candidates wrote the whole summary

in the form of notes. Incomplete sentences and random phrases were written, with no regard for

punctuation and articles, which made the passage meaningless and incoherent.

MARKING SCHEME

Question 4

(a) (i) Candidates were instructed to find words, from the passage which had a similar meaning to

those given in the question paper.

(1) Encumbered

(2) Penetrate

(3) Underrated

(4) Superlative

(ii) The candidates were instructed to use the following words in sentences of their own but

with a different meaning from that used in the passage. If the form of the word was

changed or if the meaning was the same as that of the passage, marks were deducted.

(1) arrest – (as used in the passage: to stop the process of something) seize someone

and take them into custody ; the action of arresting someone; arrest someone’s

attention.

(2) draws – (as used in the passage: pulls out) produces a picture; pulls curtains open or

shut; attracts people to a place or an event; takes in a breath; finishes a contest with

an even score.

(3) set – (as used in the passage: put in a specified place or position) give someone a

task; fix a time; establish as an example; prepare a table for a meal; harden into a

solid, semi-solid or fixed state; arrange hair; put a broken or dislocated bone into

place for healing; a number of things or people grouped together; set of the sun or

moon (not sunset); a set in tennis or any other game; a set in a play or a film; firmly

fixed and unchanging; set off; set out; set in; set aside.

(4) club – (as used in the passage: a heavy stick used as a weapon) a stick with a heavy

head used to play golf; a group of people who meet regularly for a particular

activity; a place where members can relax, eat meals or stay overnight.

(b) Candidates were required to answer the questions as briefly as possible and in their own words.

Marks were deducted for excessive length and gross errors. Candidates had to draw their material

only from the passage.

(i) The stranger died of heart failure or cardiac arrest. Someone had slid a knife into his heart

and caused a serious leakage of blood / damage to the heart muscles to stop it beating.

(ii) The narrator was scared because he was encumbered with a corpse; the knife that killed the

corpse belonged to him; the hilt had been in

his hand when the man had died; and he was standing on an open road with the body at his

feet.

12

(iii) The narrator’s weapon was a ‘sgian dubh’ – the black knife; it was a 150 years old; the

ebony handle was ribbed on one side to give a good grip; it was smooth on the other side

so it could draw out without catching on anything; the blade was less than four inches long;

and the stone set in the handle gave it balance; superlative throwing weapon; carried in a

flat sheath in his sock. (any six of these eight points)

(iv) The narrator had driven out of the city and a little ahead he had seen a car with its driver

signalling for help. There was something wrong with the car.

(c) Summary:

(i) A minimum of six points are required. Marks were given for content. The following

points could also be combined into six points.

(ii) Marks were awarded for expression and the candidate’s ability to express the points

clearly. Marks were deducted for linguistic errors.

Possible points for the summary:

The narrator was driving on the road when he saw a car stopped on the side.

He got out of his car to help the driver.

The driver tried to hit him with a club-like weapon.

The narrator dodged the weapon but got hit on his shoulder.

His arm became numb.

The narrator groped for his own knife.

The knife was a left handed weapon so he could use it with his good hand.

The stranger tried to take out his gun but could not.

The narrator jumped on him just as he took his gun out.

The stranger swung around and ran into the narrator’s blade.

He sagged against the narrator.

He fell at the narrator’s feet and the knife came free.

1

2

3

4

5

6

13

GENERAL COMMENTS

(a) Topics found difficult by candidates in the Question Paper:

Q 1 – (a), (c), and (d)

Q 3 – a

Q 4 – (a) (i) and (a) (ii)

Q 4 – (c) (i) and (c) (ii)

(b) Concepts in which candidates got confused:

Narrative essay and short story

Rules of transformation

Argumentative and critical writing / composition

Analysis, cause and effect

Note-making and writing the key words

Amplification

Competition and Annual event / activity

Organizing as hosts and participating as guests

(c) Suggestions for candidates:

Read works in English, of good standard by noted writers

Practice use of new words

Use the dictionary and thesaurus extensively

Practice listening and speaking skills in English to acquire competence in writing skills

Pay close attention to the rubric, question-wise instructions, word-limit, key words of the

composition topics

Improve upon your stock of words and be aware of the changes taking place in English

Remain true to the rules of grammar and don’t experiment with the set rules

Be careful of spelling errors, careless omissions and punctuation negligence

Do smart work to get the maximum marks

14

V

ENGLISH PAPER 2 (LITERATURE)

SECTION A(Answer one question)

MUCH ADO ABOUT NOTHINGShakespeare

Question 1

Choose two of the passages (a) to (c) and answer briefly the questions that follow:

(a) Leonato : A victory is twice itself when the achiever brings homefull numbers. I find here that Don Pedro hath bestowedmuch honour on a young Florentine called Claudio.

Messenger : Much deserved on his part, and equally remembered byDon Pedro. He hath borne himself beyond the promiseof his age, doing in the figure of a lamb the feats of alion. He hath indeed better bettered expectation thanyou must expect of me to tell you how.

Leonato : He hath an uncle here in Messina will be very muchglad of it.

(i) Where are the speakers? Which ‘victory’ does Leonato refer toin his speech?

[1]

(ii) What role has Claudio played in the war? [2]

(iii) Explain the line:

“A victory is twice itself when the achiever brings home fullnumbers”.

[1½]

(iv) What information does the messenger give as a response to Leonato’swords in the last line of the extract?

[2]

(v) What, according to the messenger, has been Benedick’s performance inthe war?

[2]

(vi) Give the meanings of the following words as they are used in the contextof the passage:

[1½]

bestowed; expectation; feats

(b) Leonato : [To Hero] Daughter, remember what I told you.Ifthe prince do solicit you in that kind, you know youranswer.

Beatrice : The fault will be in the music, cousin, if you be notwooed in good time. If the prince be too important,tell him there is measure in everything, and so danceout the answer.

15

(i) Where does this scene take place? Who is the prince that Leonato istalking about?

[1]

(ii) What is Beatrice’s opinion regarding marriage just before this extract? [2]


“If the prince be too important, tell him there is measure ineverything, and so dance out the answer”.

[1½]

(iv) Describe in detail the three dances that Beatrice compares to the acts ofwooing, wedding and repenting.

[2]

(v) What does the scene tell you about Beatrice’s nature? [2]

(vi) Give the meanings of the following words as they are used in thecontext of the passage:

[1½]

solicit; wooed; measure

(c) Benedick : Sir, sir, be patient. For my part, I am so attir’d inwonder

I know not what to say.

Beatrice : O, on my soul, my cousin is belied.

Benedick : Lady, were you her bedfellow last night?

Beatrice : No, truly not, although until last nightI have this twelvemonth been her bedfellow.

Leonato : Confirm’d, confirm’d, oh that is stronger made,Which was before barr’d up with ribs of iron.Would the two princes lie? And Claudio lie,Who loved her so, that speaking of her foulness,Washed it with tears? Hence from her, let her die.

Friar Francis : Hear me a littleFor I have only been silent so longAnd given way unto this course of fortuneBy noting of the lady.

(i) Whom does Benedick refer to as ‘Sir’? [1]

(ii) Which signs has Friar Francis noted about Hero? [2]


“…I have only beenSilent so long, and given way unto

This course of fortune…”

[1½]

(iv) What is Leonato confirming? How did he arrive at this conclusion? What

does he wish for his daughter and why?

[2]

16

(v) What advice does Friar Francis give them later in the scene and whataccording to him could be the possible outcome to his plan?

[2]

(vi) Give the meanings of the following words as they are used in the contextof the passage:

[1½]

belied; attir’d; barr’d


(a) (i) While attempting this part, some candidates didnot give the reference to the war fought.

(ii) The fact that Claudio, though young, had foughtbravely, was not written by several candidates.

(iii)A number of candidates could not explain “twiceitself” and “full numbers”. Most merely repeatedwhat was already given in the quoted lines.

(iv)Several candidates did not write that themessenger had “delivered” the news toClaudio’s uncle and that he had wept tears ofjoy. They merely wrote that the uncle wasoverjoyed.

(v) This part was answered correctly by most of thecandidates.

(vi)Some candidates were unable to give the correctmeaning of “feats”.

(b) (i) This part was answered correctly by most of the candidates.(ii) Many candidates were unsure of their answers and gave vague answers about Beatrice’s

opinion of men.(iii)The meaning of “important” and “dance out the answer” was not given by many candidates. It

was evident that these candidates did not know how to explain the lines.(iv)There was considerable confusion about the three dances and the corresponding states of

emotion or feeling. Most candidates merely gave the names of the three dances.(v) Most candidates answered this part correctly.(vi)A few candidates could not give the correct meaning of the word “solicit”.

(c) (i) Most candidates answered this part correctly.(ii) The signs of Hero’s innocence noticed by the Friar were not given in some cases. Some

candidates mentioned the emotions.(iii)The lines were not explained exhaustively. Many candidates merely paraphrased the quoted

lines. The meaning of “given way…….course of fortune” was not given in several cases.(iv)The manner in which Leonato comes to the conclusion was not brought out in many answers.(v) This part was answered correctly by majority of the candidates.(vi)Most candidates answred this part correctly.

Suggestions for teachers Students must be encouraged to do

an exhaustive reading of text. Students should be taught to

identify and focus on importantinformation in the scenes studied.

Relationship between characters,their traits, what their wordsreveal about them should beemphasised.

Students should be encouraged todevelop their own perspective andanalysis.

17

MARKING SCHEME

Question 1.

(a) (i) The speakers are in Leonato’s house / in front of Leonato’s house.

The victory referred to here is the successful military campaign of Don Pedro/ puttingdown of civil strife by Don John.

(ii) Claudio has fought bravely in the war and though young and inexperienced (he iscompared to a lamb) he has fought like a lion and fought more bravely than wasexpected of him.

(iii) The line means that the victory is worth celebrating as few men of high rank have beenkilled in the war / have come home safely/ very few or none killed.

(iv) The messenger says that he had already delivered him letters and his uncle shed tears ofjoy at the news.

(v) Benedick has fought well and has done good service in the wars. He is a good soldier.

(vi) Bestowed – conferred/ given/ awarded/ showered

Expectation – anticipation/ presumption / thought of

Feats – achievements/ brave acts/ accomplishments/ attainments/ valiant deeds

(b) (i) The scene takes place in a hall in Leonato’s house. Don Pedro is the prince thatLeonato is talking about.

(ii) Beatrice says that she will not accept a husband made of dust/clay. She will not bemastered by a handful of dust. Adam is the father of mankind and so, all his sons areher brothers.

(iii) Beatrice says if the prince is very important, then he should romance Hero like a dance.The dance should have proper rhythm and timing./ If he is importunate, Hero shouldremind him that there is proper rhythm and sequence in everything and so dance out heranswer,/ be tactful in her answer.

(iv) Wooing, wedding and repenting are like three different dances.

Wooing is like a Scottish Jig, hot, hasty and fantastical.

Wedding is like a measure, proper, modest and old fashioned.

Repentance is the lively Cinque pace. It moves with speed, faster and faster.

(any two – have to associate act with dance)

(v) She is lively, intelligent, not over awed by her uncle and knows her own mind, witty,independent, harbours a dislike for marriage, strong headed. (any two)

(vi) Solicit - ask, approach, entreat, appeal, seek approval

wooed – to pursue in way of marriage / court

Measure – moderation, proportion, rhythm, a slow dance.

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(c) (i) Leonato

(ii) Hero’s face had an expression of shock which expressed that she was not unfaithful.

There was a burning desire in her eyes to prove to the princes that she is not guilty/sheis innocent.

(iii) I have only so long been quiet and allowed matters to go in this way/take its course.

(iv) Leonato confirms that his daughter is guilty because Beatrice mentions that she did notkeep Hero company the night the man was seen at her window. He wishes death for heras it would be better for her than to live in shame and bring dishonour to his name.

(v) The Friar advises them to pretend that Hero has died.

The possible outcomes to his plan could be: news of her death may make those who areaccused feel pity/ her death will bring new life in Claudio’s deeper love/ will cleanse ofher tarnished reputation/ if plan fails she can be sent to a nunnery. (any one)

(vi) belied - falsely accused, slandered, blamed

attired – wrapped up, covered, dressed, clothed

barred – fastened, strengthened

ARMS AND THE MANGeorge Bernard ShawQuestion 2

Choose two of the passages (a) to (c) and answer briefly the questions that follow:

(a) Raina : [dreamily] I sent her away. I wanted to be alone. Thestars are so beautiful! What is the matter?

Catherine : Such news! There has been a battle.

Raina : [her eyes dilating]Ah! [She comes eagerly to Catherine].

Catherine : A great battle at Slivnitza! A victory! And it was won bySergius.

Raina : [with a cry of delight] Ah! (They embrace rapturously).Oh, mother! (Then with sudden anxiety) Is father safe? mother! (Then with sudden anxiety) Is father safe?

(i) How does Catherine assure Raina that her father is safe? [2]

(ii) Describe the role played by Sergius in the cavalry charge. [2]

(iii) What fear did Raina have about Sergius before he proved himself? [1]

(iv) Who interrupts the conversation between Raina and Catherine? What doesthe person inform them about the events in the town?

[2]

(v) How does Catherine want Raina to treat Sergius when he returns? [1]

(vi) What does Raina do when she is left alone in her chamber? [2]

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(b) Catherine : You are a barbarian at heart still, Paul. I hope you behavedyourself before all those Russian officers.

Petkoff: : I did my best. I took care to let them know that we havea library.

Catherine : Ah; but you didn’t tell them that we have an electric bell in it?I have had one put up.

Petkoff : Whats an electric bell?

Catherine : You touch a button; something tinkles in the kitchen and thenNicola comes up.

Petkoff : Why not shout for him?

(i) Where are Major Petkoff and Catherine? [1]

(ii) Why does Catherine call Major Petkoff a “barbarian at heart”? [2]

(iii) What reasons did Major give for his early return from war? [2]

(iv) What did both of them boast of? [1]

(v) Major and Catherine have their own individual views on civilized people.Give details of their views.

[2]

(vi) Whom does Major Petkoff shout at? [2]

(c) Nicola : [going closer to her for greater emphasis] Never you mindmy soul: but just listen to my advice. If you want to be a lady,your present behaviour to me won’t do at all, unless whenwe’re alone. It’s too sharp and impudent; and impudence is asort of familiarity: it shews affection for me.

(i) Why does Nicola react in this manner? [2]

(ii) In an earlier scene, what had Louka said about Nicola’s soul? [1]

(iii) Explain the meaning of: “it’s too sharp and impudent”. [1]

(iv) How does Louka react to the suggestions given to her by Nicola in thisextract?

[2]

(v) What explanation does Nicola give Sergius for his presence in the room? [2]

(vi) Give two traits of each of the following characters: [2]

(1) Nicola

(2) Louka

20

Comments of Examiners(a) (i) Many candidates wrote that the messenger had

given the news of Sergius’ victory.(ii) The fact that Sergius had gone against his

instructions and acted without orders was notmentioned in several cases.

(iii) A number of candidates did not write thatRaina feared that Sergius would cut a poorfigure on the battlefield.

(iv) This part was answered correctly by mostcandidates.

(v) Many candidates did not use the word“worship” but used various other synonymswhich were accepted.

(vi) Raina’s activities were not clearly given by many candidates.(b) (i) Most candidates answered this part correctly.

(ii) The discussion between Major Petkoff and his wife about bathing was not correctly given bya number of candidates.

(iii) The order to demobilise the army was not mentioned in many answers.(iv) The “library” and the “electric bell” were not mentioned in some scripts.(v) This part was generally answered correctly.(vi) Most candidates attempted this part correctly.

(c) (i) Nicola’s sense of affront was not conveyed properly in many cases.(ii) Candidates answered this part correctly.(iii) The exact meaning of “sharp and impudent” was not given in several cases. Answers were

vague and generalised.(iv) Many candidates seemed to be unaware of the answer to this question. They did not mention

that she felt that Nicola took away all her courage with his cold blooded wisdom.(v) Candidates answered this part correctly.(vi) This part was attempted correctly by most candidates.

MARKING SCHEME

Question 2.

(a) (i) He has sent the news about the victory in the battle of Slivnitza. He has informed thatSergius is the “hero of the hour, the idol of the regiment”.

(ii) Sergius went against Russian commanders/ acted without orders, led and headed thecavalry charge on his own responsibility/ was the first man to attack.

(iii) She feared that he might cut a poor figure in front of all those clever Russians officers.

(iv) Louka. To fasten the shutters and close the windows as there may be shooting in streets.The Serbs being chased by Bulgarian cavalry, there is a possibility of them running intotown.

(v) Catherine wants Raina to worship him when he returns.

(vi) Takes of her fur cloak and throws it on the ottoman OR goes to the chest of drawers toadore Sergius’ portrait, takes it in her hands and elevates it like a priestess OR preparesto read a romantic novel.

Suggestions for teachers Stress upon a thorough reading of

the text. The dynamics between characters

should be discussed in class. Characteristics and attitudes of the

characters to the various situationsshould be pointed out.

Development of the plot/actionshould be noted.

21

(b) (i) In the garden of Major Petkoff’s house.

(ii) Catherine calls her husband a barbarian at heart, because he tells her that he does notbelieve in the “modern” custom of washing and bathing every day. His father had neverhad a bath in his life and he lived to be 98, the healthiest man in Bulgaria. He does notmind a good wash once a week to keep up to his position but once a day was extreme andridiculous. (any two)

(iii) The war was over/ The treaty was signed three days ago at Bucharest /and the order forthe army to demobilise was issued the day before.

(iv) Petkoff had boasted of having a library in their house and Catherine now tells him thatthey had also an electric bell.

(v) Catherine feels it is uncivilised to shout for one’s servants as civilized people did not doso. Petkoff told her that civilized people did not hang out their washing to dry wherevisitors could see them. Catherine says civilised people would not notice such things.

(vi) Major Petkoff shouted at Nicola (as Nicola did not respond to his call). (He felt thatNicola had become deaf).

(c) (i) Nicola is stung by Louka’s comment that he prefers to be her servant rather than herhusband – humiliates him, mentions his soul which is that of a servant.

(ii) Louka said that she knew Nicola’s soul, which was the soul of a servant. She meant thatNicola could only be a servant and nothing else.

(iii) Louka’s behaviour, according to Nicola, was too rude and undignified.

(iv) Louka is rebellious and defiant. She tells Nicola that he takes away all courage from herby his cold blooded wisdom.

(v) Nicola told Sergius that he was here to warn Louka away as whenever, she had free time,she would run to the library to read books. (Obviously, Nicola is trying to create a goodimpression about Louka in Sergius’ mind).

(vi) Nicola, the male servant is obedient servile and faithful.

Louka is ambitious, defiant, clever, shrewd and an opportunist.

SECTION B

(Answer four questions on at least three textbooks which may include EITHER

Much Ado about Nothing OR Arms and the Man.)

MUCH ADO ABOUT NOTHINGShakespeare

Question 3 [20]

How do Ursula, Don Pedro and Hero try to trick Beatrice into believing that Benedick is inlove with her? How does Beatrice react and what does she resolve to do?

22

Comments of Examiners:

This was a purely textual question, so candidates shouldhave paid attention to close textual detail.Some candidates gave a very long and windingintroduction so the actual tricking of Beatrice wasshortened considerably.Some tended to give an account of the tricking ofBenedick also.Close attention to textual detail was missing.Many candidates left out the second part of the questionand therefore in spite of writing the first part well, lostmarks.While many candidates quoted extensively from thescene some tended to write mere summaries without anyreference or quotation from the scene.Poor language and weak construction of the long answerquestion led to low marks being scored in some cases.Few commented on Hero’s unusual liveliness and heringenuity as revealed in this scene.

MARKING SCHEME

Question 3

Don Pedro is interested in the “merry war” that exists between Beatrice and Benedick.

He feels that they are suited to each other and believes that if only they could overcome theirantipathy to each other, they would able to come closer. He includes Claudio and Hero in his plan.While Don Pedro and Claudio decided to arrange matters in such a manner, that Benedick would bemade aware of Beatrice’s liking him, Hero decides to ensure that Beatrice would also realizeBenedick’s deep affection for her.

She sets the scene in the orchard where she plans to engage Ursula in artless conversation all thewhile ensuring that Beatrice over hears them.

Hero sets trap for Beatrice by sending Margaret to tell Beatrice that she is the subject of Hero andUrsula’s gossip.

Beatrice appears instantly and follows them, hidden among the honeysuckle, to eavesdrop.

Hero and Ursula speak of Benedick’s unrequited love for Beatrice and Beatrice’s disdainful scornfor Benedick.

They speak of Benedick’s virtues and Beatrice’s faults, concluding that Beatrice is tooself-endeared to be told of the matter.

Hero, feigning exasperation, tells Ursula that she will devise some honest slander to poisonBenedick’s love for Beatrice and thereby save him from wasting away with love.

Alone, reflecting on what she has just heard, Beatrice surrenders contempt and maiden pride, anddetermines to accept Benedick’s love.


the texts. Discourage summaries ornotes.

The main points of the scene/scenesshould be noted and emphasised.

Students should learn to interpret,analyse and develop a point ofview.

Important lines which can be usedfor quotations should be pointedout.

Students should learn howcharacter traits are revealed throughthe actions of the characters.

23

Beatrice’s simple, humble, intuitive acceptance of her faults and her willingness to changeforeshadows the intimacy of her next meeting with Benedick.

Beatrice’s concern for Benedick is real, though guarded due to an earlier perceived rejection byhim.

Question 4 [20]

Though Hero is supposed to be the heroine of the play, she is a passive character. Discuss.


There was a tendency to write Hero’s character whichwas not required - candidates did not seem to have reador understood the words of the question.Very flat and generalised answers were given in somecases. A few candidates wrote about Hero’s quiet dignityor that she is being presented as a stereotype. Mostcandidates tended to compare and contrast her with hermore vivacious cousin Beatrice.Some candidates gave a short summary of the play. Veryfew examples from the play were given.Very few candidates mentioned Hero’s unusual livelinessand inventiveness during the tricking of Beatrice.

MARKING SCHEME

Question 4

Hero is the heroine of the play but she is overshadowed by Beatrice and thrown into thebackground due to her passive and meek nature. She is influenced by other characters and eventsand acted upon by external circumstances rather than taking the course of action herself.

In Act I, though, she is the lady of the house, she speaks only to inform that Signor Montanto isBenedick, she quietly accepts her father’s order to accept Don Pedro if he proposes to marry her.Then, she passively accepts Claudio and is resigned to her fate when she is brutally slandered inchurch. She remarks ‘Hath no man’s dagger here a point for me?’ and then she swoons. In the lastrevelation scene, she readily accepts Claudio and agrees to marry him.

Unlike Beatrice she shows a tendency to depend on others. Only in the gulling scene of Beatricedoes she show use of wit and intelligence, practices deception on her cousin. She is quite, chasteand modest, the pride of her father and this impression is what she leaves on the audience.

Dignified manner in which she deals with Don Pedro.

Foil to Beatrice.

Pattern of womanhood – along the lines of Ophelia & Desdemona.

Acted upon does not act.

Contrast to Beatrice: Beatrice’s indignation juxtaposed against Hero’s quiet compliance.

Suggestions for teachers Discourage the tendency to merely

summarise. Encourage independent thought and

analysis. Encourage students to focus on the

wording of the question. Discourage flat answers. Answers

should be analytical and displaycritical insight with constantreference to individual scenes andacts.

24

ARMS AND THE MANGeorge Bernard Shaw

Question 5 [20]

Give a vivid description of the interaction between Raina and the fugitive in the first Act.How are their views different from each other?


Most candidates provided correct and exhaustive answersto this question. However, some gave very longintroductions and therefore the actual interaction wasmentioned very briefly. Some merely provided asummary of the scene. The two viewpoints of the cavalrycharge was not written in some cases. A few candidatesdid not focus on Bluntschli’s description of the realitiesof war.The second part of the question was not answered byseveral candidates.

MARKING SCHEME

Question 5

Raina is young, beautiful, aristocratic and engaged to Sergius, a handsome officer fighting for hiscountry. She takes great pride in her heritage, her family and her love.

Raina has romantic and idealized attitude towards love and war – based on reading Byron,Pushkin and attending operas. She is extremely thrilled with Sergius’s victory.

A fugitive seeks cover in her room while trying to escape the Bulgarian army. He threatens herunchivalrously. She protects him by hiding him behind the curtains.

He gives her the true picture of war, which is in sharp contrast to her concepts of chivalry andhonour.

He talks about chocolates and is frightened; nervous and ready to cry which is definitely not whatis expected of a soldier.

He has no quixotic illusions about his profession or about the business of warfare.

He destroys Raina’s romantic image of Sergius and makes him appear as foolish and a coward.

A fugitive who shows Raina reality and is practical in his views.

It signifies a pragmatic and down-to-earth attitude to war with Raina’s romantic ideals and vision.Anti – Romantic theme.


the play. Discussion of the major issues

presented in the play must be carriedout in class.

The attitudes of the characters, theirpronouncements should beexamined in the light of their naturesand roles in the play.

Students should be taught to avoidthe tendency to summarise.

25

Question 6 [20]

Arms and The Man has been called a drama of ideas. Discuss the manner in which theideas on War, Love and Social Status are dealt with in the play.


The contrasting ideas of war and love were not given bymany candidates. Very generalised answers were givenby a number of candidates. The theme of social snobberywas not dealt with in several cases. There was very littlereference to Shaw’s socialistic ideas as presented in theplay. Candidates did not analyse why Raina prefersBluntschli and Sergius feels comfortable with Louka.Some candidates displayed a tendency to summarise.

MARKING SCHEME

Question 6

The drama of ideas is an aspect of modern drama.

This was a natural progression from the well-made Play of the19th century which had the featuresof exposition, situation and unravelling.

In modern Drama, this was replaced by exposition, situation and discussion.

The discussion centred on the conflict of contrasting ideas.

In Arms and the Man, Shaw presents several ideas which went against contemporary beliefs andattitudes.

Central to the play is the conflict between idealism and realism.

Shaw uses the drama of ideas but uses humour and laughter to expose the unrealistic attitudestowards Love and War. In this way, he made his ideas more palatable to his audience.

He attacks the sham glamour and the artificial sentiment associated with love and war which leadpeople to adopt romantic postures and deceive themselves.

Through Raina and Sergius, the drama depicts the idealisation of love. The romantic couple behavelike characters in a heroic romance.

Sergius imagines himself as a knight of medieval romance and dedicates his military achievementsto his lady love,” Dearest, all my deeds have been yours. You inspired me. I have gone through thewar like a knight in a tournament, with his lady looking down at him.”

They talk about higher love. Their language and actions are hyperbolical - he “drops chivalrouslyupon one knee” to kiss he hand; she “adores” his portrait and “elevates it like a priestess”. They“worship” each other. She refers to him as, “my soul, my hero”, “my lord” and so on. He addressesher as “my queen”, “my lady, my saint. Their language with each other is the language of courtlylove. They believe that there can be:” no meanness, no smallness, no deceit in their love.”

Suggestions for teachers While teaching emphasis should be

laid not merely on the plot or the‘story’ but also on the characters andthe themes of the play.

Students should be encouraged todiscuss their interpretations andinsights into the incidents and thecharacters of the play.

26

This is however belied by Sergius’ attitude with Louka. Raina finds herself attracted to Bluntschli,her “chocolate cream soldier”. Both realise that “higher love” is a very fatiguing thing to keep upfor any length of time.

The play also explores the romanticism that surrounds War. Raina and Catherine see only theglamour of War. Catherine’s eloquent description of Sergius’ accomplishment at Slivnitza is thestuff of romance.” You can’t guess how splendid it was……Chaff”

Bluntschli, the fugitive from the battlefield, brings in the realistic aspect of War. He exposes thefear and futility of war comparing Sergius to “Don Quixote” tilting at windmills.

Ultimately, even Sergius denounces war as a “fraud…. A hollow sham.” He says, “soldering is thecowards art of attacking mercilessly…..equal terms.”

We learn that Sergius won because the Serbians did not have the correct ammunition.

Bluntschli, on the other hand, is a professional who fights only when it is necessary. “Im aprofessional soldier. I fight….havent to”. He isn’t an amateur like Sergius who playacts whether itbe at love or at war.

The play also deals with social snobbery. The Petkoffs boast of their library, their trips to Vienna,and their lineage which goes back “twenty years”. Their snobbery is revealed as a hollow sham. InShaw’s eyes (perhaps referring to the snobbery of the upper classes in England.) wealth and statusis not commendable, ability and efficiency is. By this yardstick, Nicola, Bluntschli and Louka aremore able than Sergius and the Petkoffs.

The issue of social class is also discussed through the aspirations of people like Louka and Nicola.Whereas Nicola is content with his position and wishes to be the perfect servant so that he canopen his own shop with the goodwill of his employers, Louka wishes to be free of the restrictionsof class and society as she feels that she is no way inferior to Raina. She sets about achieving hergoal and ultimately wins Sergius.

IVANHOESir Walter Scott

Question 7 [20]

Describe the general tournament held on the second day of the tournament at Ashby.Comment on the role of the Dark Knight at the tournament.


Few candidates attempted this question.

MARKING SCHEME

Question 7

The second day of the tournament was a general tournament. It was more dangerous than singleencounters and at the same time, more frequented and practised by the chivalry of the age.

Many knights who did not have the confidence in their own skill to defy a single adversary, of highreputation, would display their valour in the general combat.

At this general tournament about 50 knights would fight on each side.

27

The Disinherited Knight was the leader of one body and Boris Guilbert would lead the other band.

Prince John’s arrival was followed by the arrival of Cedric with Lady Rowena. Prince Johnassisted Lady Rowena, the destined Queen of the Day to the seat opposite his own.

Heralds proclaimed silence and the rules of the tourney were declared. This was necessary as thetournament would be conducted with sharp swords and pointed lances, so undue disasters had to beavoided.

The combat had to cease as soon as Prince John threw down the warder in his hand. If a knightcontravened the rules, he would be stripped of his arms, humiliated and punished.

After the proclamation, the heralds withdrew and knights entered on either side and arrangedthemselves in a double file opposite each other with the leader of each party in the centre..

The trumpets sounded and the foremost ranks of either party rushed at each other. The rear rank ofeach party advanced at a slower pace to help the defeated and aid the victors of their party.

After the dust had settled, it could be seen that half the knights on each side had fallen off theirhorses. The ones still mounted, were now fighting with swords as their lances had broken.

The second rank on each side who were acting as reserve rushed forward to aid their companions.

The Disinherited Knight’s party were at a disadvantage. He was hemmed in by Frank de Beouf andAthelstane. The public’s sympathies were with him. Only his superb horsemanship kept savinghim.

Prince John was advised to throw down his warder and end the fight but his malice against theDisinherited Knight prevented him from doing so.

In the Disinherited Knight’s party there was a large knight in black armour, mounted on a blackhorse. Initially he showed no interest in fighting, acting more like a spectator. The public haddubbed him the Black Sluggard.

When the Disinherited Knight was surrounded and attacked, he came to his aid and attackedAthelstane. Having dealt with him, he left the Disinherited Knight to deal with Bois Guilbert.Seeing the Templar at a disadvantage, Prince John threw down the warder and ended the fight.

Prince John was urged to announce the Disinherited Knight as the best knight of the tournamentbut he decided to award the Black Knight. However when his name was announced, he wasnowhere to be found.

When the Disinherited Knight was brought forward to receive the chaplet of honour, his helmetwas removed and the people realised that he was actually Ivanhoe, Cedric’s estranged son.

Question 8 [20]

Compare and contrast the characters Rowena and Rebecca. What are the difficulties facedby each of the women?



28

MARKING SCHEME

Question 8

In many ways, Rebecca and Rowena are quite similar. They are beautiful, virtuous, loyal, self-possessed. They contend with strong willed fathers and they love Ivanhoe. Lady Rowena is theward of Cedric the Saxon. She is prevented from marrying Ivanhoe till the end of the bookbecause Cedric would like to see Rowena married to Athelstane, a match that could reawaken theAnglo-Saron line. Rowena is fair, chaste, loyal, mild mannered but she has some backbone as shedefies her guardian by refusing to marry Athelstane. Rebecca the daughter of Issac, a Jew, falls inlove with Ivanhoe but she shows self-control.

The differences that emerges between them is simply the different challenges they face. Theportrayal of Rebecca is more sympathetic as she does more – she heals Ivanhoe and has to contendwith her own feelings. Rebecca tends to Ivanhoe after his injury at Ashby and falls in love withhim. She is also the woman Brian de Bois Guilbert pursues putting her in the position of beingvictimised at Temple-stone.

Another point of view is the women’s cultural backgrounds as a Saxon, Rowena is a second classcitizen, as a Jew Rebecca is truly beneath everyone in the social hierarchy of twelfth centuryEngland. This fact makes the readers sympathetic to her. That the Templars are able to try her as asorceress with no evidence whatsoever is also due to the fact that she is Jewish. They would neverhave done this to a Christian Saxon such as Rowena.

Question 9 [20]

Evaluate the role of Gurth in the plot of Ivanhoe.



MARKING SCHEME

Question 9

A swineherd for Cedric of Rutherwood.

He wears an iron collar around his neck with Cedric’s name on it like a dog. He has great regard for his master, shares Cedric’s love for Saxon culture but hatred for Normans. He wants to be free.

Cedric chains him for leaving Rutherwood without permission.

What really sours things between Gurth and Cedric isn’t politics of “thralldom”, it’s Ivanhoe. He chooses to help Ivanhoe at the Ashby tournament rather than looking after Cedric’s pigs. Even though he is truly loyal to Cedric, he is actually close to Ivanhoe.

When De Bracy and Bois Guilbert capture Cedric, he does best to save his life.

When they are fighting on the same side with Gurth to rescue Cedric, he is successfully freed andCedric appreciates his effort and Gurth’s dream comes true.

Although he genuinely loves both, ultimately he still remains a slave.

29

ISC COLLECTION OF ESSAYS

Question 10 [20]

Give a vivid description of how E.V. Lucas views the pleasures of giving and receivingpresents in his essay Unbirthday and other Presents.


Very vague and generalised answers were given by manycandidates. Some candidates did not seem aware of thepoints and made up their own answers. There wasabsence of examples from the essay in many answers.The importance of ‘unbirthday’ presents was notemphasised by several candidates.

MARKING SCHEME

Question 10

There are different varieties of gifts – birthday, wedding, Christmas.

Unbirthday presents are the nicest. It calls for great care and excitement, as other presents may notrequire thought or affection.

It is the only present where the golden rule applies – “ you must never give to another, anythingthat you would rather keep for yourself, nothing that does not cause you a pang to part from.”

The thoughts that go in while buying a birthday present and an unbirthday present.

The benevolence factor comes into play when one thinks of buying unbirthday presents.

Ordinary presents are sought as dates near. Out of all the three presents, wedding presents aregenerally bought without care or affection.

Lucas states that certain presents should not be given as presents – pictures, scent, cigars andneckties. He says where thoughts and imagination are required it will always be difficult to select.

While hunting for presents there is a possibility of visiting curiosity shops set up in high-end areas.He claims that carrying chequebook in these places would be extremely dangerous.

Refers to a London shop that has kept a cheque-block on every counter and has a mechanical door.

He ends on the note that if shops adopted these plans then happiness of the world would bedoubled.

Suggestions for teachers Stress upon a careful reading of the

essays. The main points of the essay could

be underlined for greater clarity andunderstanding.

Students should be able tounderstand the writer’s intent andpoint of view.

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Question 11 [20]

“An inconvenience is only an adventure wrongly considered”. With close reference toG.K. Chesterton’s essay On Running After One’s Hat, give suitable examples to provehis point.


Candidates displayed a tendency to summarise theessay. There was repetition of points in many answers.The cheerful, optimistic, positive attitude of the writerwas not brought out by many candidates. In severalcases, examples given by the writer were not given.

MARKING SCHEME

Question 11

G.K. Chesterton conveys the message of optimism towards life’s trivial annoyance. He commentson the interesting nature of inconveniences expecting everyone to look at such inconveniences,e.g. flooding in London and the fire in a romantic light.

He claims that men swear or women cry due to sentimental or imaginative inconveniences.

He cites an example of a grown up complaining while waiting for a train. For a young boy thiswait turns out to be a time of adventure. What is important is one’s perception.

He illustrates how a man running after his hat shouldn’t be regarded as an inconvenience but as acomic event. He compliments and thanks an old gentleman running after his hat in Hyde Park forhe provided a humorous situation for onlookers to enjoy.

He focuses on his friend’s everyday attempt to open up his jammed drawer and encourages him topicture his efforts as exciting and adventurous.

Thus even the floods in London should be regarded as nothing more than adventures.

By examining these everyday inconveniences, Chesterton concludes that they are unrealizedadventures.

Question 12 [20]

Referring closely to the essay, On Going On a Journey, discuss Hazlitt’s thoughts ongoing on a journey.


the essay. The examples given by the essayist

could be listed for betterunderstanding.

The tone of the essay and the attitudeof the essayist should be pointed out.

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Generalised and vague answers were given by manycandidates. Weaker candidates tended to write their ownessays which had no relevance to the text. The attitudeand the philosophy of the essayist was not brought out inmany answers. Hazlitt’s arguments for a solitary journeywas not mentioned by several candidates who attemptedthis question.

MARKING SCHEME

Question 12

William Hazlitt likes to go on a journey alone. While he enjoys society indoors, outdoors, natureis company enough for him.

He does not like to carry the encumbrances of life in the city when he goes on his journey. Heprefers his solitude.

He also enjoys the perfect liberty to think, feel and do as he pleases. In such circumstances hewould like to be left to his repose.

He refers to Sterne who had said that he would like a companion during his travels, but one whowould only remark about natural phenomena and nothing else. However, Hazlitt believes that theconstant comparing of notes interferes with the involuntary impression of things on the mind andhurts the sentiment. He does not want any conflict or controversy during his journey.

This would make a toil of pleasure. Perhaps both are attracted and enchanted by different thingsand instead of being in perfect accord there would be a certain uneasiness and dissatisfaction.

Moreover, it would be difficult to communicate one’s perceptions to others. He says that to giveway to one’s feelings before others seems extravagance or affectation and at the same time tounravel the mystery of one’s thoughts and to make others take an equal interest in it is a task towhich few are competent. Even if he has a travelling companion, he would not like to share toomany of his thoughts with him. A friend may intrude into our musings and thoughts and bring upunpalatable topics.

He lovingly mentions spots where he has had unusual experiences. He would like to return tothese places at some distant time, but he would like to return alone, so that he can revive theinflux of thoughts of regret and delight that he had felt once. He would also like to ponder overthe realisation of how much both he and the world have changed.

Hazlitt declares that he has no objection to visiting ruins, aqueducts and pictures in the companyof friends or a party as these things can be talked about. The sentiment here is not tacit butcommunicable and overt.

He distinguishes between the two kinds of journeying. In setting out on a solitary ramble, thequestion is what we shall meet by the way. He declares that the mind is its own place and we arenot really ready to arrive at the end of our journey.

Suggestions for teachers Careful reading and re-reading of

the essay must be stressed upon. Students should try and attempt

silent reading so as to internalisethe intention of the writer.

Main points should be pointed outand emphasised

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When he goes on a journey to a foreign country, he would like a companion as he would like tohear the sound of his own language. Moreover certain sights like the Pyramids are too mighty forany single contemplation.

ISC COLLECTION OF SHORT STORIES

Question 13 [20]

In the short story A Real Durwan, Boori Ma’s services resembled “those of a realdurwan”. Do you agree with the given statement? What are your views with regard to herservices?


Candidates who attempted this question gave very vagueand general answers. The idea of Boori Ma as a durwanwas not brought out by many candidates. Severalcandidates did not attempt the latter part of the answer.

MARKING SCHEME

Question 13

Boori Ma – committed and dedicated woman sweeping the stairwell, lived a simple life.

She patrolled activities not only within the building but also around it and her services like “a realdurwan.” In the building no one had anything valuable except Mrs. Misra who had a telephone.

Refugee from East Bengal during partition. Took refuge in this building. Created fanciful storiesof her opulent lifestyle before partition. She recalled her happy days before the partition – nowshe is a refugee. Mr. Chatterjee’s constant refrain she was the “victim of changing times.”

She was a superb entertainer and everyone loved and liked her.

Boori Ma visited the homes of residents who welcomed her.

Patrolled activities in the colony.

Screened itinerant peddlers.

Would summon a rickshaw for the inhabitants of the house.

With a few slaps of her broom, she would rout any suspicious character that strayed into the areain order to spit, urinate, or cause some other trouble.

Is compared to the gatekeepers of houses on Lower Circular Road or Jodhpur Park.

The residents of the building took her services for granted.

She existed on the fringes of their lives, commenting and observing.( She would sit in thedoorway, not inside their rooms)

Suggestions for teachers While teaching, help students grasp

the main points of the story. Encourage class discussions so that

a text can be looked at fromdifferent angles. The points of viewof the different characters should bediscussed.

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However her relatively easy existence changed when the following occurred:

One Mrs. Dalal, on the third floor took special care of her. When her husband got promoted, hebought two basins. He planned to install one on the stairwell just to impress visitors.

The workmen toiled throughout the day making it impossible for Boori Ma to sweep the stairwelland she retired to the rooftop. Mr. Chatterjee again commented that these were sure signs of thechanging times.

Mr. Dalal promised her a blanket as they were going on a vacation; she was the only one whowished her goodbye.

Renovation works started in many households making it difficult for her to keep track of peoplegoing in and out of the collapsible gate. She “took to sleeping on the rooftop.” She becamerestless and started circling the neighbourhood in the afternoons, talking to strangers.

The basin got stolen and the blame fell on her. People in the building sought the advice ofMr. Chatterjee who claimed that the building needed a “real durwan.” Everyone decided toappoint a ‘real durwan’.. Boori Ma resigned herself to her fate.

Theme of displacement and alienation. Boori Ma truly falls a victim to changing times andattitudes

Personal Interpretation–irony of the term ‘real’ durwan. Decision of the inmates reflects thegrowing selfishness and mercenary and materialistic attitudes of times erasing all humanity.

Question 14 [20]

Referring closely to the short story The Lumber Room, discuss how young Nicholasoutwits his aunt and thus evades her attempts to confine him in a dry, boring andunimaginative existence.


Many candidates scored well in this question. Mostanswers were well written and comprehensive.

Some candidates did not focus on Nicholas’ opinion ofhis aunt and the manner in which he outwits her. Thelumber room and the sway its treasures had on the youngboy’s imagination was not explored. Nicholas’ fertilemind as opposed to his aunt’s unimaginativeauthoritarian nature was not explored in a few cases.

Suggestions for teachers Very close reading of the text is

vital. Encourage students to explore the

ideas presented through the story. Teach the students to corroborate

their opinions with examples fromthe text.

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MARKING SCHEME

Question 14

The Lumber room takes us into the magical world of the child, Nicholas, the protagonist of thestory is a precocious child with a lively imagination. His aunt on the other hand, is a literalminded, unimaginative dictatorial person, who enjoyed using the psychology of the carrot and thestick as a means of disciplining the children. The aunt in the story is modelled upon one ofMurro’s aunts who had made his childhood miserable.

Little wonder then that Nicholas was always testing his abilities against the tolerance levels of hisaunt. The incident described in the short story centres around the punishment meted out toNicholas by his aunt. The punishment was given to Nicholas because Nicholas had declared thatthere was a frog in his “wholesome bread and milk” and had therefore, refused to have it. The aunthad immediately turned the excuse “frivolous”. However, Nicholas, the ‘skilled tactician’ hadrefused to shift from his ground because he had himself put the frog into the bowl of bread andmilk.

His aunt had taken immediate punitive measures. “His boy-cousin, and girl-cousin and his quiteuninteresting younger brother” were to be taken to the Jagborough sands to enjoy themselves whileNicholas was to stay at home. Unfortunately, however, the looked for reaction in Nicholas was notforthcoming. Nicholas did not look suitably chastened. The beginning of the expedition itselfseemed to indicate how it would progress as the girl-cousin scrapped her knee rather painfullyagainst the step of the carriage as she was scrambling in and as she began crying.

Somehow, this seemed to put Nicholas in good humour. He also knew that his younger brotherBobby would not enjoy himself as his boots were tight and were hurting him. His aunt sought tofurther increase misery by dictating that Nicholas would not go into the Gooseberry garden whichwas one of his favourite haunts. Predictably, Nicholas’ face took on a look of obstinacy. Thisproved to his aunt that he was determined to get into the Gooseberry Garden. “Because I havetold him, he is not to” to foil his attempts, the aunt spent an hour or two in “trivial gardenoperations” so that she could keep a watchful eye on Nicholas and prevent him from entering “theforbidden paradise”. This was quite in character as the aunt was “a woman of few ideas”.

Nicholas, however, had other plans – He did make one or two sorties into the garden with” obviousstealth of purpose” but he had other plans of entertaining himself. He had planned to explore theLumber Room which was always kept locked. Compared to the Lumber Room with all its hiddendelights, the Gooseberry Garden was a “delight, a mere material pleasure”.

The Lumber Room is normally a room where discarded furniture and objects no longer in use arekept. To the young Nicholas, the “large dimly lit” room with one high window providing the onlysource of illumination” was a store house of unimagined treasures.” He lost himself in the piece offramed tapestry which was evidently meant to be a fire screen”. To Nicholas, the details of thetapestry picture was “a living breathing story”. The tapestry depicted a hunting scene, a manhaving killed a stag with an arrow. Nicholas deduced that it could not have been a difficult shotbecause the stag was only one or two paces away from the hunter. The thick vegetationembroidered on the tapestry suggested that the hunter had crept up to a feeding stag. The two dogsin Nicholas’ opinion had been trained to keep to heel till the arrow was discharged. Nicholas alsoimagined four galloping wolves coming towards the hunter. His lively imagination wonderedwhether the hunter would be able to kill them with the two arrows remaining in his quiver. Thus,he sat for many “golden minutes” revolving possibilities of the scene.

35

Nicholas’ attention was also captured by other interesting things stored in the room such as thequaint twisted candle sticks in the shape of snakes, a teapot fashioned like a China duck and acarved sandalwood box packed with aromatic cotton wool in which was stored little brass figuresof bull, peacocks and goblins delightful to see and to handle. There was also a large square bookwith plain black covers inside which there were pictures of the most exotic and delightful birds.While Nicholas was admiring the pictures, he heard his aunt calling out to him. When thesummons became more and more agitated, and shrill, Nicholas crept out from the room, locked itbehind him and sauntered casually into the garden. There, he found that the aunt had slipped intothe rainwater tank, while trying to search for him. She now needed Nicholas’ help to get out. Thiswas the perfect moment for Nicholas to extract his revenge. He declared that the voice was not hisaunt’s at all. It was actually the “evil one” tempting him. He proceeded “to test” the voice wasasking whether there would be strawberry jam for tea. When the aunt said yes, he immediatelydeclared that this proved that he certainly was the evil one because his aunt had said that therewasn’t any jam. Nicholas had seen four jars in the store cupboard. Probably, his aunt did notknow of their presence. However, the evil one must have known about the jars. “there was anunusual sense of luxury in being able to talk to an aunt as though, one was talking to the EvilOne.” However, Nicholas knew that he could not stretch the matter any further and therefore, hewent nosily away from the spot. The aunt had to be rescued by a kitchen maid.

The twist in the story arises out of the fact that Nicholas who was supposed to have been punished,enjoyed himself the most that day whereas the three children who were given a treat had athoroughly miserable time at the beach.

Question 15 [20]

Referring closely to the short story Lamb to the Slaughter, give details of the conditionsthat led Mary Maloney to commit her husband’s murder. Describe her feelings and thestrategies adopted by her to prove her innocence.


Most candidates wrote good answers to this question.Some however, made errors in factual details. The eventsleading to Mary murdering her husband were notexplained by a number of candidates. The strategiesadopted by her to establish her innocence and to gain thesympathy of the policemen were not given in detail inseveral cases. The ending of the story was not explored.Instead of mentioning the leg of lamb several otherthings were mentioned by the candidates.


the text. Students should be taught to

establish the sequence of events inthe story.

Students should be warned againstpresenting incorrect facts in theiranswers.

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MARKING SCHEME

Question 15

Mary Maloney, six months pregnant, is awaiting her detective husband’s return. His return “wasalways a blissful time of day” for her. It is evident that her life revolves around her husband

She made him drinks, but there is not much conversation; the husband prepares another drink forhimself. She tries to talk to him but he does not pay attention. He seems a little tense andpreoccupied.

He makes her sit down and tells her that he wants to leave her but promises to give her money andpromises to look after her. Her reaction- at first she does not seem to understand his words.

She takes refuge in routine and does things mechanically. She decides to roast a leg of lamb forsupper but he’s not interested His words act as a trigger and suddenly she walks behind him andhits him with the meat piece felling him with a blow.

Reality kicks in and still acting on impulse, she quickly puts the meat in the oven. She becomesaware of her crime and knows the outcome but is concerned about her unborn child. Already ascheme is being prepared in her mind. She gets ready, rehearses her lines and checks her voice andfacial expression before she goes to the grocer, Sam, and has a normal conversation with him. Inher conversation, she establishes the fact that she is cooking supper for her husband

When she returns home all her emotions come to the fore. She assumes the role of the hystericalwife

She dials the police station.

Noonan and O’Malley investigate the case along with two detectives and a police photographer.The policemen were exceptionally nice to her and tried to make her feel comfortable.

They search for clues and discuss all possibilities. Mrs. Maloney seizing the opportunity offersdrinks and encourages them to have the meat while they continue to discuss the case thus leavingno evidence of the weapon used to murder her husband.

She sits in the other room and giggles, giving the story a slightly macabre ending. The reader isleft entertained but also horrified.

ISC COLLECTION OF POEMS

Question 16 [20]

The poem The Eve of Waterloo begins in revelry and merriment, which unexpectedlytransforms into despair and ultimately, a revelation. Describe the events that lead to thistransformation.

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Comments of ExaminersPartial answers were given by many candidates. Mostanswers were generalised and showed lack of awarenessof the text.The transition from revelry and merriment to tension andfear and ultimately pathos was not explored in manyanswers.Important portions of the poem, especially the referenceto the Scots and the two last stanzas of the poem were leftout by some candidates. The revelation at the end was leftout in several cases.

MARKING SCHEME

Question 16

The Eve of Waterloo refers to the events that took place before the battle of Quatre Bras – apreliminary battle before the Battle of Waterloo.

The poem begins with the description of a Ball in Belgium’s capital Brussels by the Duchess ofRichmond. There is merriment, excitement and revelry as the beautiful women interacted with thebrave soldiers until their enjoyment is disrupted by the sound of cannons.

They ignore the sound and resume their fun when the cannons sound even more deadly thanbefore.

Fredrick William of Brunswick understands the meaning of the sound and rushes to the battlefieldto avenge his father’s death. He fell fighting as a hero.

The approaching enemy led to “sudden partings” between the soldiers and the ladies as thesoldiers are bound by their sense of duty and responsibility.

The war preparations begin and with the sounding of the trumpets, the soldiers are roused toaction. Even the citizens throng the streets with fear in their hearts..

The Scottish ranks recall their martial glory and the fame of their Scottish heroes, Evan andDonald.

As the army march through the woods of Ardennes, even Nature appears to be lamenting. Thesesoldiers now treading the grass by evening might be dead beneath the same grass

The entire sequence of events is recalled and when the war ends the earth appears to be uniformlycovered. Death becomes a great leveller.

The ephemeral nature of all human endeavour is portrayed. War is presented at the end of thepoem as the great leveller. There is also the suggestion that war only leads to large scaledestruction.

Suggestions for teachers Poems should be studied keeping

the theme and major ideas in mind. Students should become aware of

tone, imagery, poetic tools used. Concepts found difficult should be

explained clearly. References to experiences of

students would encourage and fosterempathy.

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Question 17 [20]

Referring closely to the poem Mending Wall, discuss the two attitudes to barriers or walls,as presented in the poem. What, in your opinion, does the poet wish to convey through thepoem?


Many candidates did not seem to have understood thepoem, especially, the whimsical tone of the speaker inthe poem. No critical insight was found in the answers.

Most candidates attempted a vague general summary ofthe poem without focussing on the deeper issuesinvolved. The two attitudes to walls and relations werenot brought out in many answers. The two voices orpoints of view were ignored.

In some cases, the second part of the poem was left out.

MARKING SCHEME

Question 17

The poem presents two distinct attitudes to life. These attitudes are depicted through thecommonplace rural activity of repairing walls in farms in Spring.

Frost creates two distinct characters that have different ideas of what exactly makes a person agood neighbour.

The narrator or speaker in the poem describes a phenomenon that he has observed in Nature.

A mysterious force in Nature which does not like the existence of walls sends the frozen groundbloat the frozen ground under his walls so that the upper boulders are spilled to the ground.

He distinguishes this from the activity of the hunters who tear the boulders down to search for thehiding rabbits to please their yelping dogs.

The gaps which he refers to are made imperceptibly so that large gaps are made through which twopeople could pass together abreast.

The narrator informs his neighbour who lives beyond the hill and on an appointed day, they meetto walk along the boundary and “set the wall between us once again”.

They “keep the wall between us as we go” and pick up the boulders from their respective sides.

A note of whimsy is introduced in the narrator’s comment that they have to use a magic spell toensure that the boulders balance on each other.

The narrator deplores his neighbour’s preoccupation with repairing the wall. He views it as oldfashioned and even archaic.

The narrator can be characterized as philosophical, unconvinced and amiable.

Suggestions for teachers Philosophy of life reflected in the

poem should be explored in class. The two voices or attitudes should

be emphasised. The characteristics of the poet

should be explained to the students. Issues arising out of the poem could

be discussed with modern dayexamples.

39

To him, this activity means nothing more than an “outdoor game”. He tries to reason with hisneighbour pointing out that here they don’t need a wall as the neighbour grows pine trees and thenarrator has an apple orchard.

His logical mind wants to know whom he is “walling in or walling out” before he builds a wall.

He wishes that his neighbour arrived at an understanding of the utter meaningless and futility of awall by himself.

However, this seems improbable as the neighbour will not go beyond his father’s saying “Goodfences make good neighbours”.

As the neighbour moves about on his task grasping the boulders in his hands he appears to thespeaker as “an old stone age savage armed. The darkness that he moves about in emanates fromwithin his mind which is resolutely shut to any new notion.

The wall does not only act as a divider separating the two properties but also as a barrier tofriendship and communication. From the narrator’s point of view, barriers lead to alienation andemotional isolation and loneliness. The wall represents both mental and physical barriers.

It is against Nature so nature tries to bring the wall down.

The dispute between the two neighbours represents the clash between tradition and modernity.Perhaps, the speaker feels that one cannot get to know a person unless one puts down one’s wall orbarrier.

The poet is scrupulous in presenting the other point of view in the poem, i.e. barriers help inmaintaining their individuality and personal identity.

Question 18 [20]

How does Dilip Chitre in his poem Father Returning Home, highlight “Man’sestrangement from a man-made world”?Comments of Examiners

Majority of the candidates scored well in this question.However, some showed poor knowledge of the poem.Critical insight was lacking in some answers. No effortwas made to explore the images presented by the poem.Close reference to the poem was lacking at times. Somecandidates added their own matter in their answers.The sense of alienation and estrangement of the fatherwas left out by a few candidates.

Suggestions for teachers Explore the poem in the context of

present day society and socialconcerns.

Encourage discussion in class andhelp students to sustain theirinsights with references to thepoem.

Help students to understand theimages and poetic tools used in thepoem.

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MARKING SCHEME

Question 18

The poem Father Returning Home, is at times a dispassionate and yet a very sympathetic pictureof the life lived by a daily commuter in a city.

To such a person, the train by which he travels to and fro from work becomes an integral part ofhis life.

In no other place, does the term ‘being lonely in a crowd’ achieve a more telling significance.

The first stanza of the poem describes the father’s train journey while returning home. It is ajourney that he undertakes every-day.

The father stands among commuters in the yellow light of a local compartment. The “suburbsslide past his unseeing eyes”. He has become used to these sights and therefore, does not payattention to them anymore.

The father’s social status is conveyed subtly through his appearance and clothes. His shirt andpants are “soggy’ and his raincoat is mud stained. He, however, carries a heavy load of books in abag that is ‘falling apart”. The books indicate an intellectual inquiring mind which is not, perhaps,apparent to his indifferent family.

His eyes, grown dim with age, peer out at the world. He goes homeward perhaps in hope… hegets off the train as “a word dropped from a long sentence” a redundant word, whose absence doesnot make a difference to the sentence’.

The train carries on without any feeling. The man did not have any importance to the life in thetrain. There is a certain eagerness in the manner that he hurries across the length of the “grey”platform, enters the lane and though the mud on his chappals seem to hinder him, he hurries home.

The eagerness with which the father hurries home is contrasted with the indifference and apathy heencounters there. There is nothing waiting for him but “stale chappati” and “weak tea”, both theadjectives become symptomatic of his life. He is alienated from everything around him. Like thetrain, the family seems to have dropped him from their lives as they carry on with their lives.

His book and the toilet to which he retreats become his defences against a harsh uncaring world.He contemplates “man’s estrangement from a man-made world.

The greying hair at his wrists evokes a sense of sympathy for a man who has nothing to lookforward to.

Interestingly enough, no conversation either in the train or in the home is referred to. The silenceof the father indicates the utter isolation and loneliness of his world.

His children are “sullen” keeping away their “jokes” and “secrets” from him. The only companionin his life is the radio and his dreams of his past (the ancestors entering the subcontinent throughthe Khyber Pass) and his future, his grandchildren. In spite of his dreary existence, he had dreamsand he has hope.

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GENERAL COMMENTS:


Hero as a passive character in Much Ado About Nothing

Treatment of the themes of love, war and social snobbery in Arms and the Man

Mending Wall- the theme of manmade barriers.


Hero as the heroine of the play, yet a passive character.

Eve of Waterloo- the rapid change from joy and merriment to tension and despair.

The two attitudes to manmade barriers in Mending Wall.

The growing isolation and estrangement of the modern, urban man.


Read the texts thoroughly and repeatedly.

Identify and if necessary, underline or mark important portions in the context of plot, theme,characterization, philosophy, authorial comment and so on.

Practice both references to the context and long answer questions.

Learn proper time management so that equal attention can be given to all the questions in thepaper.

While writing answers, answer all parts of the question.

Refer or quote extensively from the text to support your assessment or point of view.

Avoid long rambling introductions in your answers.

Try and answer the question asked and avoid giving generalized answers.

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HINDI







Details Mark Range

0-20 21-40 41-60 61-80 81-100Number of Candidates 17 50 1126 5901 16763Percentage of Candidates 0.07 0.21 4.72 24.73 70.26Cumulative Number 17 67 1193 7094 23857Cumulative Percentage 0.07 0.28 5.00 29.74 100.00

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

0-20 21-40 41-60 61-80 81-100

0.07 0.214.72

24.73

70.26

Per

cent

age

of C

andi

date

s

Marks Obtained


43


SECTION A

Question 1

Write a composition in Hindi in approximately 400 words on any ONE of the topics given below:-

fuEufyf[kr fo"k;ksa esa ls fdlh ,d fo"k; ij yxHkx 400 'kCnksa esa fgUnh esa fucU/k fyf[k;s :-

(a) Ukkjh : ek¡] cgu] iRuh rFkk csVh gj #i esa vknj.kh; gSA & foospu dhft,A

(b) thou esa lq[k le`f) ikus ds fy, gj O;fDr vius fy, fdlh O;olk; dks pquuk pkgrk gSA vkivius fy, fdl O;olk; dks pquuk ilan djsaxsA mldh izkIrh ds fy, vki D;k D;k iz;Ru djsaxsrFkk mlls ns’k o lekt dks D;k ykHk gksxkA

(c) êkuo dh vfregRokdkakk us gh iznw"k.k tSlh fodjky leL;k dks tUe fn;k gSA bl dFku ds ik;k foik esa vius fopkj izdV djsaA

(d) vkt ds ;qx esa VwVrs ifjokjA

(e) fdlh ,sls pyfp= dk o.kZu dhft, ftls vkius vius ifjokj ds lkFk ns[kkA ml pyfp= ds fuZns’ku]laxhr fuZns’ku] dgkuh rFkk dgkuh ls feyus okyh f’kkk dk o.kZu djrs gq, crk,a fd og pyfp=vkidks fdl dkj.k ls cgqr vPNk yxkA

(f) fuEufyf[kr fo"k;ksa esa ls fdlh ,d fo"k; ij ekSfyd dgkuh fyf[k, :-

(ii) dgkuh dk vafre okD; gksxk --------------------------------------------------------------------

---------------------------------^firkth ds ekxZn’kZu ls gh vkt eSa bl ;ksX; cuk gw¡A^

(ii) dgkuh dh 'kq#vkr uhps fy[ks okD; ls dhft, :

^,d fnu esjk iMkslh^^--------------------------------------------

ijhkdksa dh fVIif.k;k¡

(a) ukjh % ek¡] cgu] iRuh rFkk csVh gj :i esa vknj.kh; gS &vf/kdka’k Nk=&Nk=kvksa us bl fo"k; ij fucU/k fy[kkA dqN usek¡ dk :i cgqr foLrkj ls fy[kk] 'ks"k cgu] iRuh csVh ds ckjs esade fy[kkAfucU/k esa izLrkouk cgqr de Nk=&Nk=kvksa kjk fy[kh x;hA

(b) thou esa lq[k le`f) ikus ds fy, gj O;fDr vius fy, fdlhO;olk; dks pquuk pkgrk gSA……bl fo"k; esa Nk=&Nk=kvksa esa Ô;olk;* 'kCn ds kjk Hkze mRiUugqvkA mUgksaus gksVy [kksyuk] nqdku [kksyuk lHkh ckrsa vius fucU/kesa 'kkfey dhA okLrfod y; ugha crk;kA îzLrkouk* dk vHkko Hkh n`f"Vxkspj FkkA

v/;kidksa ds fy, lq>ko

& v/;kidksa dks pkfg, fd fucU/k ys[ku dkvH;kl djk,aA îzLrkouk* dh fucU/k dsfy, vko’;drk le>k,saA

& fucU/k ds izR;sd igyw ij ys[ku vk/kkfjrdk;Z djus ds fy, Nk=ksa dks izfjr fd;ktk,A

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(c) ^êkuo dh vfregRokdkakk us gh iznw"k.k tSlh fodjky leL;kdks tUe fn;k gSA**bl fo"k; ij ijhkkfFkZ;ksa us cgqr vf/kd o cgqr vPNk fy[kkAvkt dh ToyUr leL;k ij gksus ds dkj.k fo"k; dh tkudkjhmŸke Js.kh dh jghA dgha&dgha êgRodkakk* dk ifjizs; vLi"VjgkA

(d) vkt ds ;qx esa VwVrs ifjokj & vf/kdka’kr% ijhkkfFkZ;ksa us la;qDrifjokj o ,dy ifjokj ds gkfu&ykHk fy[ksA ifjokj ds VwVusds eq[; dkj.k de yksxksa kjk crk, x,A

(e) ijhkkfFkZ;ksa us bl fo"k; ij Hkh vf/kd fy[kkA ^Fkzh bfM,Vl* oîh ds* fQYe dh dgkuh cgqr vPNs <+ax ls fy[khA ifjokj dslkFk dk vuqHko dqN yksxksa ls fy[kkA funsZ’ku o laxhr funsZ’kudSlk Fkk bl ij cgqr de fy[kk x;kA

(f) (i) vusd Nk=&Nk=kvksa us bl fo"k; ij fy[kkA firk kjk ik, ekxZn’kZu dk o.kZu fd;k] ijUrq dqN Nk=ksa usvfUre okD; tksM+uk vko’;d ugha le>kA

(ii) bl fo"k; ij cgqr de fy[kk x;kA

MARKING SCHEME

Question 1

(a) Hkwfedk %& ukjh n;k] ek;k] eerk] d#.kk vkSj izse dh ewfrZ] fo/kkrk dh vn~Hkwr jpuk ---------------------------------------xq.kksa dk Hk.Mkj -----------------ek¡] cgu] iRuh] csVh gj #i esa vknj.kh; -------------------------------dke dktesa eU=h ---------------------------------Hkkstu rS;kj djds nsus okyh ekrk -----------------------‘’k;u ds le; vIljk --------------------------/keZ ds vuqlkj pyus okyh ---------------------------- kek tSls xq.kksa dh Lokfeuh -----------------------ohjlkglh iq=ksa dh tUe nk=h ------------------------------ek¡ ds #i eerk dh ewfrZ -----------------------iRuh ds #ilgu’khyrk ---------------------------------cgu ds #i esa lgu’khyrk] ykM ds lkFk---------------------------------cq<+kis esyM+ds ls T;knk ennxkj ------------------------vuUr xq.kksa dk Hk.Mkj ------------------------gj #i es vknj.kh; -------------------milagkj

(b) izLrkouk %& -------------------izR;sd O;fDr lq[k lqfo/kk pkgrk gS] ----------------------thou fcrkus ds fy;s dksbZu dksbZ dke djrk gS --------------------------fo|kFkhZ dkSu ls O;olk; pquuk pkgrk gS ----------------mlds fy, D;k D;k iz;kl -------------------------ns’k o lekt dks D;k ykHk -------------------milagkjA

(c) Hkwfedk %& ekuo dh egRokdkkk,¡ D;k gS ------------------------mu bPNkvksa ds dkj.k dkSu dkSu ls uohulk ---------------------------mu lk/kuksa ds ykHk ------------------------------muds iz;ksx ls iznw"k dh leL;k -----------------------------------iz;ksx dgk¡ rd mfpr -------------------------- milagkjA

¼ijhkkFkhZ dh viuh bPNk gS og blds ik es fy[ks ;k foik esa½

(d) Hkwfedk %& VwVrs ifjokj ls D;k vfHkizk; ----------------vkt fdu dkj.kksa ls ifjokj VwV jgs gSa --------------------------euq"; dk egRokdkakh gksuk -------------------nwj nwj ukSdfj;k¡ feyuk -----------------------------,d ;k nks cPps --------------------vkil esa fopkjksa dk u feyuk -------------------------LorU=rk ls jgus dh bPNk-------------------vf/kd iSlsdekus dh bPNk ----------------------ekrk&firk o ?kj ftEesnkfj;ksa ls cpuk ------------------ekrk firk o cPpksa dhlksp dk vUrjA lek/kku ds fy, ekrk firk rFkk cPpksa ds feydj jgus ds ykHk lkspuk -----------------?kj

& fucU/k ds izR;sd igyw ij fy[kk tk,AdksbZ Hkh igyw vuns[kk u jgsA dkk esaizR;sd igyw dk vH;kl djkus gsrq fucU/kys[ku djk;k tk,A

& dgkuh ys[ku gsrq bl rjg ds fo"k;ksa gsrqdkk esa vH;kl djk;k tk;s ftlls ;s Lej.kjgs dh vfUre iafDr fn, tkus ij fy[kukvko’;d gSA

& dgkuh ys[ku esa fo"k; /;ku ls i<+k tk,AiafDr fy[kdj o.kZu izkjEHk djus dk vH;kldjk;k tkuk pkfg;sA

45

dh vk/kh ckgj dh lkjh ,d cjkcj bl fo"k; dks le>uk -----------------dsoy /ku ds ihNs ugh Hkkxuk -------------de jksd Vksd djuk ----------,d nwljs ds dke vkuk --- milagkjA

¼ijhkkFkhZ ek¡ cki ls cPpksa dk vyx gksuk ;k ifr iRuh dk vyx gksuk fdlh Hkh fo"k; ij fy[kldrk gSA nksuksa gh ekU; gksaxs½

(e) Hkwfedk %& euksjatu ds lk/ku dkSu ls-------------------pyfp= D;k gS ----------------------dc vkSj dSls ifjokj dslkFk dk;Zdze cuk --------------------dkSu lh fQYe ns[kh -----------------------------funsZ’ku fdlus fd;k -------------------dSlk funsZ’ku Fkk -----------------laxhr dSlk Fkk ------------------------------dgkuh dSlh ------------------------lekt ij D;kizHkko --------------------------------D;k vPNk yxk ------------- milagkjA

(f)(i) dgkuh ekSfyd gksuh pkfg, rFkk vfUre okD; **firkth ds ekZx nZ’ku ls gh vkt eSa bl ;ksX; cukgwˮ gh gksuk pkfg,A

(ii) dgkuh ekSfyd gksuh pkfg, rFkk dgkuh dh ’kq#vkr %& ,d fnu esjk iM+kslh ---------------------------ls ghgksuh pkfg,A

Question 2

Read the following passage and briefly answer the questions that follows:-

fuEufyf[kr vorj.k dks i<+dj] vUr esa fn, x, iz’uksa ds lafkIr mŸkj fyf[, %&

igyk lq[k fujksxh dk;k vFkkZr~ lcls cM+k lq[k LoLFk ’kjhj gS A vLoLFk O;fDr u viuk Hkyk djldrk gS] u ?kj dk] u lekt dk vkSj u gh ns’k dk A

izkphu dky ls gh mŸke LokLF; ds fy, O;k;ke ds egŸo dks igpkuk x;k gS A cM+s&cM+s euhf"k;ksa usO;k;ke dks mŸke LokLF; dk vk/kkj crk;k gS A

/keZ] vFkZ] dke] eksk bu pkjksa dk ewy vk/kkj LokLF; gS A tgk¡ rd bl lQyrk dh ckr djsa rksekuo&thou dh lQyrk Hkh blh lw= esa fNih gS A

Cqf/neŸkkiw.kZ dk;Z rFkk lQyrk ds fy, ifjJe Hkh LoLFk ‘’kjhj ls gh laHko gksrk gS A vr% LoLFkefLr"d rFkk LoLFk cqf/n ds fy, gesa ’kjhj dks LoLFk j[kuk pkfg, A

LokLF; vkSj lQyrk dk xgjk ukrk gS A lQyrk ds fy, O;fDr dks ifjJe djuk vko’;d gS vkSjvLoLFk O;fDr ifjJe ugha dj ldrk A LoLFk efLr"d ls gh euq"; esa lkspus&fopkjus dh ’kfDr vkrh gS]og viuk gkfu&ykHk lksp ldrk gS A ftl ns’k ds O;fDr det+ksj o vLoLFk gksaxs og ns’k dHkh mUur ughgks ldrk A ,d fo|kFkhZ rHkh Js"B fo|kFkhZ gksxk tc og LoLFk gksxk A pkgs fo|kFkhZ gks ;k v/;kid] O;kikjhgks ;k odhy] deZpkjh gks ;k ’kkld] ukSdj gks ;k Lokeh] izR;sd dks vius dk;Z esa lQyrk izkIr djus dsfy, LoLFk gksuk vko’;d gS A

bl LokLF; dh jkk ds fy, euhf"k;ksa us ] oS|ks&MkWDVjksa us rFkk ;ksxh egkRekvksa us vusd lk/ku crk,gSa & ftlesa ‘’kq/n ok;q] izkr% Hkze.k] la;fer thou] lPpfj=rk] fuf’pUrrk] lUrqfyr Hkkstu] xgjh uhan rFkkO;k;ke izeq[k gS A bues Hkh O;k;ke gh mŸke LokLF; dh ewy tM+ gS A vkyL; :ih egkfjiq ls NqVdkjk ikusds fy, Hkh O;k;ke dks viukuk vko’;d gS A O;k;ke O;fDr dk pqLr&nq#Lr j[krk gS A O;k;ke ‘’kkjhfjdo ckSf/nd nks izdkj dk gksrk gS A’kkjhfjd O;k;ke ds fy, n.M&cSBd] [kqyh gok esa nkSM+ yxkuk] unh esa

46

rSjuk] ?kqM+lokjh djuk] dq’rh yM+uk rFkk fofHkUu izdkj ds [ksy] tSls & gkdh dcM~Mh] jLlkdlh] cSMfe.Vuvkfn [ksys tk ldrs gS A ckSf/nd O;k;ke ds vUrZxr ’kCn igsfy;k¡] cqf/n&ijhk.k ds iz’u rFkk ’krjat vkfn[ksy vkrs gSa A

LokLF; ds izfr tkx:d gksus ds dkj.k gh vkt O;fDr fQj ;ksx dh vksj eqM+ jgs gSa A ;ksxkluksa dk egŸoc<+rk tk jgk gS A bu ;ksxkluksa ds kjk ‘’kjhj dh ek¡lisf’k;k¡ iq"V gksrh gSa A lkFk gh euq"; dks ,dkxzfpŸkrkdh ‘’kfDr izkIr gksrh gS A O;k;ke djus o ;ksxkluksa ls euq"; tYnh cw<+k ugh gksrk A mldh ikpu fdz;kBhd jgrh gS] jDr&lapkj fu;fer gksrk gS ftlls efLr"d LoLFk jgrk gS A euq"; esa vkRefo’okl] vkRefuHkZjrktSls xq.kksa dk lekos’k gksrk gS tks euq"; dh lQyrk dh dqath gSA

Tkks lq[kksa dk miHkksx djuk pkgrk gS rFkk thou esa lQyrk :ih dqaath ikuk pkgrk gS mls LokLF; ds

fu;ekas dk ikyu djuk pkfg, A

iz'u %&

(a) ^igyk lq[k fujksxh dk;k^ ls vki D;k le>rs gSa \ LokLF; fu;eksa dk ikyu djus ls D;k ykHk gksrkgS \

(b) LokLF; vkSj lQyrk dk vkil esa xgjk ukrk fdl izdkj gS \

(c) LokLF; jkk ds fy; fdlus vkSj D;k lk/ku crk, \

(d) 'kkjhfjd o ckSf)d O;k;ke ls vki D;k le>rs gSa \ ;s fdl izdkj fd;s tkrs gSa \

(e) ;ksx lk/kuksa dk egRo D;ksa c<+ jgk gS rFkk bl ;ksx lk?kuk ds D;k ykHk gSa \


(a) vifBr x|ka’k vf/kdrj Nk=ksa dh le> esa vk;kA *igyk lq[kfujksxh dk;k* dk vFkZ Nk=ksa us vius vuqlkj Li"V fd;k oblesa os lQy Hkh jgsA

(b) vf/kdrj Nk=ksa us iz’u dk mŸkj vPNh rjg fn;kA(c) LokLF; jkk ds lk/kuksa esa iz’u&i= ds vykok Hkh tkudkfj;k¡

nh x;hA Nk=ksa dks iz’u&i= ds vk/kkj ij gh mŸkj nsus dsfy;s izsfjr djuk djuk pkfg;sAmudks crkuk pkfg, fd i<h x;h ckr dks vius vuqlkj cnydj fy[ksaA

(d) 'kkjhfjd o ckSf)d O;k;ke iwNs tkus ij vf/kdka’k Nk=ksa us nksuksa ds ckjs esa tkudkjh ugha nhA dqN us 'kkjhfjdO;k;ke rks crk;k ijUrq ckSf)d O;k;ke ugha fy[kkA

(e) ;ksx ds lk/kuksa dk egRo] ykHk] Nk=&Nk=kvksa us iz’ui= ds vuqlkj vPNh rjg ls fy[kkA izR;sd fcUnq ij mŸkerjhds ls fy[kk x;kA


& f’kkdksa dks pkfg, fd vifBr x|ka’k dsmŸkj fy[kokrs le; iz’ukuqlkj mŸkjfy[kus dk vH;kl vo’; djok;saA

& Nk=ksa dks funsZ’k nsa fd os fdlh Hkh igyw dksvuns[kk u NksM+saA gj fcUnq ij /;ku nsaA

& mŸkj dks viuh Hkk"kk esa fy[kus dk vH;kldjk,saA

47

MARKING SCHEME

Question 2

(a) igyk lq[k fujksxh dk vfHkizk; gS fd bl lalkj esa lcls cM+k lq[k ’kjhj dk LoLFk gksuk gSA D;ksaafdvLoLFk O;fDr u rks viuk Hkyk dj ldrk gS] u vius ifjokj dk] u gh ns’k o lekt dk Hkyk djldrk gSA LokLF; ds fu;eksa dk ikyu djus ls O;fDr g`"V iq"V jgrk gSA lq[kksa dk Hkksx djrk gSvkSj thou esa lQyrk izkIr djrk gSA

(b) LokLF; vkSj lQyrk dk xgjk ukrk bl izdkj gS fd lQyrk ds fy, esgur vko;;d gSA vLoLFkO;fDr rks esgur dj ugha ldrkA LoLFk efLr"d ls gh euq"; esa lkspus fopkj djus dh ’kfDr vkrhgSA og viuh gkfu ykHk lksp ldrk gSA ftl ns’k ds yksx detksj o vLoLFk gksaxs og ns’k dHkhmUufr ugha dj ldrkA ,d fo|kFkhZ rHkh Js"B fo|kFkhZ cu ldrk gS tc og LoLFk gksxkA fo|kFkhZgh D;ksa v/;kid] O;kikjh] odhy] deZpkjh ;k dksbZ ’kkld] dksbZ Hkh ekfyd ;k ukSdj gj fdlh dksvius dk;Z dh lQyrk ds fy, LoLFk gksuk t#jh gSA

(c) LokLF; jkk ds fy, cM+s cM+s oS|ksa&MkWDVjksa euhf"k;ksa rFkk ;ksxh egkRekvksa us vusd lk/ku crk, gSaftuesa ’kq/n gok] lqcg dh lSj] la;eiw.kZ thou] vPNk pfj=] fuf’pUrrk] lUrqfyr Hkkstu] iwjh uhanrFkk O;k;ke izeq[k gSaA vPNs LokLF; ds fy, O;k;ke bu lc ls mŸke gSA

(d) Tkks ’kjhj dks rkdr o ’kfDr iznku djs og ’kkjhfjd O;k;ke rFkk tks eu dks izlUu o LoLFk j[ksrFkk cqf/n dks dq’kkxz djs og ckSf/nd O;k;ke gSA

‘’kkjhfjd O;k;ke ds fy, [kqqyh gok esa nkSM+ yxkuk] n.M cSBd yxkuk] unh esa rSjuk] ?kqM+lokjhdjuk rFkk fofHkUu izdkj ds [ksy [ksys tk ldrs gSa tSls gkWdh] dcM~Mh] jLlkd’kh rFkk cSMfe.VuvkfnA

ckSf/nd O;k;ke ds fy, ’kCn igsfy;k¡ cw>uk] cqf/n ijhk.k ds iz’uksa ds mŸkj nsuk rFkk ’krjatvkfn [ksy [ksys tk ldrs gSaA

(e) vktdy yksx vius LokLF; ds izfr cgqr tkx#d gks jgs gSaA bl fy;s ;ksx lk/kuksa dh vksj eqM+ jgs gSaA bu;ksx lk/kuksa ls ’kjhj dh ekal isf’k;k¡ iq"V gksrh gSa] euq"; dks ,dkxzfpŸkrk dh ’kfDr izkIr gksrh gSA bllsmldh ikpu fdz;k Bhd jgrh gS] jDr lapkj fu;fer gksrk gSA og tYnh cw<+k ugha gksrkA O;fDr dk efLr"dLoLFk jgrk gS mlesa vkRe fo’okl c<+rk gS] vkRe fuHkZjrk vk tkrh gSA Tkks euq"; ds thou dks lQyrkdh vksj ys tkrh gSA

Question 3

(a) Correct the following sentences :-

fuEufyf[kr okD;ksa dks 'kq) djds fy[ksa:-

(i) Tkks dke djks og iwjk t#j djksA

(ii) firk dk iq= esa fo’okl gSA

(iii) mls e`R;qn.M dh ltk feyh gSA

(iv) og xq.koku efgyk gSA

(v) lHkh dk;kZy; esa mifLFkfr de gSA

48

(b) Use the following idioms in sentences of your own to illustrate their meaning:-

fuEufyf[kr eqgkojksa dk vFkZ Li"V djus ds fy, okD;ksa esa iz;ksx dhft, : -

(i) Qwyk u lekukA

(ii) dku HkjukA

(iii) Ikkuh esa vkx yxkukA

(iv) Jh x.ks’k djukA

(v) Ykksgs ds pus pckukA


(a) (i) okD; la’ks/ku esa Nk=ksa us O;kdj.k vkSj okD; jpuk laEcU/khv’kqf);k¡ dhA dqN us vuko’;d ifjoZru dj ds okD;'kq) djus dk iz;Ru fd;k] dqN us ^Hkh^ tksM+dj 'kq) fd;ktks xyr FkkA ek=k lEcU/kh xyfr;k¡ Hkh feyhaA

(ii) dkjd dk ifjiDr Kku u gksus ds dkj.k dqN Nk=ksa usxyfr;k¡ djhaA

(iii))dkSulk 'kCn L=hfyax gS vkSj dkSulk iqfYyax] bldk KkudqN Nk=ksa dks ugha FkkA la’kks/ku ds fu;eksa dh miskk dj]euekuk gsj Qsj djds okD; iqu% fy[k fn;k x;kA

(iv)vf/kdka’k L=hfyax ds 'kCnksa esa iz;qDr fo’ks"k.k lgh fy[kkx;k FkkA dqN Nk=ksa us ^xquorh^ ds LFkku ij ^xquourh^ dkiz;ksx fd;k

(v) ^opu*ds vuqlkj dkk esa okD; ifjorZu djuk fl[kk;ktk,A dqN Nk=ksa us cgqopu dk iz;ksx u djds inksa esa gsjQsj djds fy[k fn;k] ;k fcanq yxkus esa pwd x,A

(b) (i) eqgkojk ^Qwyk u lekuk* vf/kdka’k ijhkkfFkZ;ksa us le>k olgh izdkj ls okD; iz;ksx fd;kA

(ii) *dku Hkjuk* eqgkojs dk Hkh vf/kdka’k Nk=kas us mfpr o lgh<+ax ls iz;ksx fd;kA

(iii)*ikuh esa vkx yxkuk* vf/kdka’k ijhkkfFkZ;ksa us okD; xyr cuk,A 'kk;n os eqgkojs dk vFkZ ugha le> ik,A(iv) Jh x.ks’k djuk& eqgkojk cgqr ls Nk=ksa kjk ^iwtk* ds lUnHkZ esa fy;k x;kA izkr% oUnuk ds vFkZ esa vf/kdka’k

Nk=ksa us bl eqgkojs dk vFkZ le>k o okD; cuk;kA(v) ^yksgs ds pus pckuk*&vf/kdka’k Nk=ksa us lgh okD; cuk,A dqN ijhkkfFkZ;ksa us okD; esa eqgkojs ds vFkZ dk iz;ksx

fd;kA


& dkk esa O;kdj.k dk vH;kl fu;ekuqlkjdjk;k tkuk pkfg,A

& vH;kl ds lkFk&lkFk] le; le; ijO;kdj.k dh ijhkk ysA blls O;kdj.k'kqf) ij idM+ cuh jgsxhA

& ^fo’ks"k.k* dh tkudkjh nsdj L=hfyax oiqfyax 'kCnksa dk iz;ksx dk vH;kl djk;ktk,A 'kCndks’k esa o`f) dh tk,A

& dkk esa ikB esa vk, eqgkojksa ds okD; iz;ksxdk vH;kl djk;k tk,A

& dkk esa eqgkojksa ds vFkZ le>k, tk,sa ookD; cuok, tk,saA

& cgqr ls Nk= dsoy vFkZ gh fy[k nsrs gSa ;kvFkZ dk iz;ksx dj okD; cukrs gSaA dkkesa bl ij /;ku fn;k tk,A

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MARKING SCHEME

Question 3

(a)(i) tks dke djks mls iwjk t#j djksA

(ii) firk dk iq= ij fo’okl gSA

(iii) mls e`R;qn.M feyk gSA

(iv) og xq.korh efgyk gSA

(v) lHkh dk;kZy;ksa esa mifLFkfr de gSA

(b)(i) cgqr [kq’k gksukA

okD; % cgqr fnuksa ckn fe= ls feydj jkds’k Qwyk u lek;kA

(ii) pqxyh djuh

okD; % jes’k vius ekfyd ds gj le; dku Hkjrk jgrk gS ftlds ifj.kke Lo#i vkWfWQl ds vU;yksxksa dks Mk¡V [kkuh iM+rh gSA

(iii) ’kkUr okrkoj.k dks v’kkaUr djukA

okD; % ,d minzoh O;fDr ls xk¡o okyksa us dgk fd rqe viuh prqjkbZ fn[kkdj ikuh esa vkx yxkusdk dke djrs gksA

(iv) dk;Z izkjEHk djukA

okD; % vkt eksgu us viuh ubZ nqdku dk Jh x.ks’k dj fn;kA

(v) cgqr dfBu dk;ZA

okD; % thou esa lQyrk ikus ds fy, vdlj yksgs ds pus pckus iM+rs gSaA

SECTION B

dkO; rjax

Question 4

lwjnkl us fofHkUu #iksa esa vius vkjk/; ds izfr viuh Hkkoukvksa dks O;Dr fd;k gSA ^fou; vkSj HkfDr^ds vk/kkj ij lwjnkl dh HkfDr dk ifjp; mnkgj.k lfgr nhft,A

[121/2]


bl iz’u dks ijhkkfFkZ;ksa us mfpr <+ax ls fy[kus dk iz;kl fd;kfdUrq lwjnkl dh HkfDr dk ifjp; nsus esa iw.kZ lQy ugha fn[ksAlwj dh HkfDr vkSj muds vkjk/;] nksuksa ij ppkZ de dh x;hAdqN Nk= in ds vuqlkj HkokFkZ crkrs jgsA iz’u ds izR;sd ikij ppkZ ugha djh x;hA


& dkk esa ftl dfo dks i<+k;k tk; mldklafkIr ifp; crkrs gq, HkfDr Hkkouk o Hkk"kkij Hkh ppkZ dh tk,A

& le;kuqlkj mfpr fof/k ls iz’u dk mŸkjfy[kus dk vH;kl dkk esa djk;k tk,A

& lxq.k&fuxqZ.k] lkdkj&fujkdkj ^l[kkHkko*;k ^nkL;Hkko*] bl ij Li"V :i ls ppkZdh tk,A

50

MARKING SCHEME

Question 4

Lwkjnkl fgUnh lxq.k dkO; /kkjk dh d`".k HkfDr ’kk[kk ds izeq[k dfo gSaA d`".k HkfDr dk izpkj djus okysizeq[k :Ik ls pSrU; egkizHkq rFkk oYyHkpk;Z gSaA oYyHkpk;Z us d`".k HkfDr dk cgqr vf/kd izpkj fd;k vkSjHkfDr ds ks= esa iqf"VekxZ dh LFkkiuk dh Fkh ftldk vFkZ gS Jh d".k Hkxoku dh d`ik gh iqf"V gSA lwjnklbl ’kk[kk ds lw;Z ekus tkrs gSaA bUgksaus d`".k dh yhykvksa ls lEcfU/kr cgqr ls in fy[ks gSaA buds dkO;esa Hkxoku ds yksdjatd :Ik dk o.kZu gSA lwjnkl us lxq.k HkfDr ds egŸo dks izdV fd;k gSA d`".k dslkFk l[kk Hkko dks iznf’kZr fd;k gSA lwj Ükaxkj vkSj okRlY; jl ds dfo gSA buds dkO; dh Hkk"kk ljlcztHkk"kk gSA lwjnkl dk dkO; xhfrdkO; gS tks eqDrd ’kSyh dk vn~Hkqr laxe gSA lwj izkjEHk esa fujkdkjczãk dh mikluk djrs Fks ijUrq vxkspj gksus ds dkj.k ;g mikluk bUgsa yqHkk ugha ikbZA

Lkwjnkl th dgrs gSa fd ftl ij bZ’oj dh dik gksrh gS og vlaHko dkeksa dks laHko dj nsrk gSAblhfy, lwjnkl Jhd`".k dh HkfDr dks vius thou dk vk/kkj ekurs gSaA

**tkdh d`ik iaxq fxfj yk?kSS] va/ks dw¡ lc dqN njlkbZAcfgjkss lquS ewd iafu cksys] jsd pys flj N= /kjkbZAAˮbl in esa lwjnkl us ;g ckr cM+s vPNs <ax ls n’kkZ;h gS fd HkDr vius Lokeh dh HkfDr esa tc lc

dqN vfiZr dj nsrk gS rks mls peRdkfjd ykHk igq¡prk gSA os Jhd`".k ds pj.kksa dh oUnuk djus ds fy,dgrs gSaA muds pj.kksa dh oUnuk dk izrki bruk vf/kd gS fd yaxM+k O;fDr Hkh ioZr dks ikj dj ldrkgSA va/kk O;fDr vk¡[ksa ikdj lc dqN ns[k ldrk gSA cgjs esa bruh ’kfDr vk tkrh gS fd og lc dqNlquus yxrk gSA xw¡xk O;fDr cksyus yxrk gSA mUgksaus Jhd`".k ds izfr viuk vuU; HkfDr Hkko izdV fd;kgSA uo/kk HkfDr dks bZ’oj izkfIr dk vk/kkj crk;k gS ftlesa bZ’oj ds pj.kksa dh lsok djuk Hkh gSA blhfy,dgrs gSaa &

**pj.k dey cankS gfjjkbZAˮLkwjnkl us fujkdkj cãk dh HkfDr dh rqyuk xw¡xs ds ehBs Qy ls dh gSA xw¡xs dks ehBk Qy f[kyk

nks rks og mlds Lokn dks vuqHko rks djrk gS ysfdu crk ugha ldrkA**T;ksa xw¡xs ehBs Qy dks jl varjxr gh HkkoSAˮlwjnkl lxq.k HkfDr ds mikld Fks blfy, mUgksaus bZ’oj ds :i;qDr vkdkj] vorkj vkSj yhykvksa dk

o.kZu fd;k gSA budh HkfDr iw.kZ :Ik ls izse ij vk/kkfjr gSA buds er esa dksjk Kku bZ’oj dks izkIr ughadj ldrkA tks eu vkSj ok.kh ls vxkspj gS mldk o.kZu djuk cgqr dfBu gSA lwj dgrs gSa &

**vfoxr&xfr dNq dgr u vkoSAˮftls tkuk gh u tk lds mldk o.kZu djuk vR;Ur dfBu gSA fuxqZ.k cãk dh mikluk mikld dks

lUrks"k vkSj vkuan rks ns ldrh gS ij og mls eu ls le> ugha ldrk vkSj ok.kh ls izdV ugha dj ldrkAfuxqZ.k dkO; /kkjk ds yksx bZ’oj ds vorkj dks ekU;rk ugha nsrsA mUgksaus bZ’oj dks bfUnz;ksa ds vuqHko dhoLrq u ekudj mls Kku ds kjk vuqHko dh tkus okyh oLrq dgk gSA bZ’oj dks Kku vkSj vuqHko ls izkIrfd;k tk ldrk gS A mls :Ik vkSj xq.k ls jfgsr ekuk gSA blh er dk [k.Mu lwj us vius in esa fd;kgSA

**:i&js[k&xqu&tkfr&tqxfr fcuq] fujkyEc fdr /kkoSAˮEku ftldh dYiuk ugha dj ldrk rFkk ok.kh ftldh vfHkO;fDr ugha dj ldrh ml cãk dh

mikluk dSls dh tk,\ mlesa bfUnz;k¡ ,dkxz gksdj mikluk esa yhu ugha gks ldrhA lkalkfjd thou esavius mŸkjnkf;Ro dks fuHkkrs gq, fujkdkj cãk dh mikluk cgqr dfBu gSA fujkdkj cãk dh vuqHkwfrdsoy Kkuh yksx gh dj ldrs gS] lk/kkj.k O;fDr ughaA fujkdkj cãk dh mikluk esa dbZ tfVyrk,¡ HkhgSaA

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**lc fof/k vxe fopkjfg rkrsa] lwj lxqu&in xkoSAˮblfy, lwj us fujkdkj cãk dh mikluk dh viskk lkdkj cãk dh mikluk ij cy fn;k gSA

izse] HkfDr vkSj fouez izkFkZuk gh bZ’oj rd igq¡pk ldrh gSA

lwjnkl d`".kkJ;h ’kk[kk ds izeq[k dfo FksA blfy, os dgrs gSa fd mudk eu d`".k HkfDr djus ds vfrfjDrdgha ls Hkh lq[k izkfIr ugha dj ldrkA d`".k dh ’kj.k gh mUgsa lq[k vkSj ’kkfUr iznku dj ldrh gSA

**esjks eu vur dgk¡ lq[k ikoSAˮtSls Js"B oLrq ik ysus ij dkssbZ Hkh rqPN oLrq dh bPNk ugha djrk oSls gh Hkxoku d`".k dh HkfDr dks

NksM+dj mUgsa dgha lUrks"k ugha feyrkA mUgksaus vius eu dh rqyuk tgkt ij cSBs ikh ls dh gSA vFkkglkxj esa tc ikuh dk tgkt tk jgk gS] ml ij cSBk ikh dgha ij Hkh tk, ij pkjksa vksj vikj tyns[kdj iqu% tgkt ij vkdj cSB tkrk gSA blh izdkj ;g lalkj ,d vFkkg lkxj gS ftlesa tho dke]dzks/k] yksHk] eksg vkfn ls vkPNkfnr gksdj Mwc tkrk gSA vxj og Hkxoku :ih tgkt dk vkJ; ys ysrkgS rks rj tkrk gSA dfo dk ekuuk gS fd vxj lalkj lkxj esa eSa HkVd Hkh tkÅ¡] vUr esa vki ¼Jhd`".k½ds ikl gh vkÅ¡xkA

**ije&xaxk dks Nk¡fM fi;klkS] nqjefr dwi [kukoSAˮbl iafDr ds ek/;e ls dfo us bl rF; dh vksj ladsr fd;k gS fd xaxk ds fdukjs jgdj nqcqZf/nxzLr

O;fDr gh I;kl cq>kus ds fy,] dqvk¡ [kksnsxkA dey tSls us=ksa okys Jhd`".k dh HkfDr dks NksM+dj vU;nsoh&nsorkvksa dh vkjk/kuk D;ksa dh tk,A dey dk jliku djus okys Hk¡ojsa dks dM+os Qy D;ksa vPNs yxsaxs!izHkq :ih dke/ksuq dks NksM+dj vU; nsoh&nsorkvksa :ih cdjh dk nw/k dkSu nqgkosxkA

bl izdkj d`".k HkDr dfo;ksa esa lwjnkl th dk egŸoiw.kZ LFkku gSAi) fofHkUu :iksa esa vkjk/; ds izfr vfHko;fDrii) HkfDr ifjp; ¼l[kkHkko ,oa iqf"V ekxhZ½

Question 5

^jghe nkl th nSfud thou ls mnkgj.k ysdj uhfr dh xw<+ ckr dks vklkuh ls le>k nsrs gSaA ^&bl vk/kkj ij jghe ds nksgksa dh fo’ks"krk crkrs gq, mudh dkO; 'kSyh ij izdk’k Mkfy,A

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jghenkl ds fo"k; esa ijhkkfFkZ;ksa us mfpr rjhds ls fy[kkA iz’uesa Li"V iwNk x;k Fkk fd ^jghe ds nksgksa dh fo’ks"krk,¡ o dkO;'kSyh + + + + + +dqN Nk=&Nk=kvksa us nksgksa dh fo’ks"krk,sa fy[kh ijdkO; 'kSyh ugha le>k ik,A

dfoRo Hkkx ij /;ku ugha fn;kA mnkgj.k fy[kus dslkFk&lkFk O;k[;k Hkkx fy[kuk vko’;d gksrk gSA


& dkk esa dfo ifjp; ds lkFk Hkk"kk&’kSyh ,oajpukvksa dh fo’ks"krk,sa Hkh le>k,saA

& Hkk"kk&’kSyh dk Li"Vhdj.k dkk esa fn;ktkuk vko’;d gSA

& Ikz’u ds izR;sd Hkkx dks vge eku dj mlij fopkjkfHkO;fDr djus dk vH;kl dkkesa djk;k tk,A dkO; ds iz’u esa dforkHkkx fy[kuk vko’;d crk;k tk;A

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MARKING SCHEME

Question 5

jghe vius uhfrijd nksgksa ds fy, fo[;kr gSaA jghe dk iwjk uke vCnqjZghe [k+ku[k+kuk FkkA os thoui;ZUrvdcj ds njckj esa jgsA eqlyeku gksrs gq, Hkh fgUnq /keZ ds izfr mudk n`f"Vdks.k mnkj FkkA jghe us thouesa vusd mrkj&p<+ko ns[ks Fks] blfy, mUgsa lalkj dk xgu vuqHko FkkA muds nksgs dgkorksa vkSj yksdksfDr;ksadk :Ik xzg.k dj pqds gSaA vkt Hkh yksx mudks mnkgj.kksa ds :Ik esa iz;ksx dj viuh ckr dks vf/kdizHkko’kkyh cukrs gSaA jghe dks yksd laLd`fr] yksd O;ogkj vkSj ’kkL=ksa dk xgjk Kku FkkA mUgksusa bl Kkudks lkekU; Hkk"kk esa cM+h lgtrk ds lkFk vius nksgkas esa O;Dr fd;k gSA os lk/kkj.k euq"; ds nSfud thouls mnkgj.k ysdj uhfr dh xw<+ ckr dks vklkuh ls le>k nsrs gSaA muds nksgksa esa thou dh ,slh lPpkb;k¡fNih gqbZ gSa ftudk ix&ix ij tu ekul dks vuqHko gksrk gSA jkepUnz ’kqDy ds ’kCnksa eas & **jghe dsnksgksa esa ekfeZdrk gSA muds Hkhrj ls ,d lPpk ân; >k¡d jgk gSAˮjghe us viuh ckr le>kus ds fy, lVhd n`"VkUrksa dk iz;ksx fd;k gSA os dgrs gSa fd uhp yksxksa dk lkFkdjus ls vPNs vkSj cM+s yksxksa dh Hkh cnukeh gksrh gSA ftl izdkj ,d efnjk cspus okyh ds gkFk esa ;fnnw/k dk ik= gks rks yskx mls Hkh efnjk gh le>rs gSaA

jfgeu uhpu lax cfl] yxr dyad u dkfgAnw/k dykfju gkFk yf[k; en leq>S lc rkfgAA

cqjk djus dk Qy cqjk gh gksrk gSA nwljs dk cqjk pkgdj lq[k dh dkeuk djuk O;FkZ gS D;ksafd cqjkbZds cnys cqjkbZ gh feyrh gSA euq"; nwljs dk cqjk djds mlls vPNkbZ dh bPNk j[krk gS] ij ;g vlEHkogS & ;fn ge uhe dk isM+ yxk,¡xs rks mlesa vke dk Qy dgk¡ ls yxsxk\

;fn O;fDr esa fo|k] cqf/n] /keZ] ;’k vkSj nku tSls xq.k ugha gSa rks mldk bl i`Foh ij tUe ysukO;FkZ gSA og fcuk iw¡N vkSj lhax ds Ik’kq ds leku gSA dfo dgrs gSa fd gj O;fDr dk le; vkrk gS tcmldh iwN gksrh gSA o"kkZ _rq esa dks;y dh ehBh ok.kh dk egŸo u gksus ds dkj.k og ekSu /kkj.k dj ysrhgSA

o"kkZ _rq esa esa<d viuh VjZ&VjZ dh /ofu dks pkjksa vksj QSykrs gS D;ksafd vc mudk le; gS A

isM+ dh tM+ dks lhapus ls gh iwjk isM+ flap tkrk gS] ;fn ge isM+ dh tM+ dks u lhapdj mldsvyx&vyx Hkkxksa dks lhapsxs rks iwjs isM+ dks ykHk ugh ig¡qpk Lkdrk A blh izdkj fdlh Hkh dk;Z ds eq[;vk/kkj dh ns[k&Hkky djus ls ml dk;Z esa lQyrk vo’; feyrh gSA

,dS lk/ks lc l/kS] lc lk/ks lc tk;Ajfgeu ewyfg lhafpcks] QwyS QyS v?kk;AA

jghe us gj pht dh vfr dks cqjk crk;k gS A vfr gksus ls oLrq vkSj O;fDr dk egŸo de gks tkrkgS A ;fn fdlh ls vf/kd ifjp; gks tkrk gS rks vR;f/kd esytksy ds dkj.k ,d nwljs ds izfr vuknjrFkk v#fp iSnk gksus yxrh gS A ey; ioZr ij pUnu ds cgqr ls o`k yxs jgrs gS A panu dh ydM+hdherh ekuh tkrh gS ij ey; ioZr ij jgus okyh Hkhyuh dks mlds egŸo dk Kku ugha A og mlls vU;ydfM+;ksa dh Hkk¡fr tykus dk dke ysrh gS A

vfr ijpS rs gksr gS] v#fp ] vuknj Hkk;Aey;kfxfj dh Hkhyuh] panu nsr tyk;AA

jghe us vius lwe voyksdu dks fuEufyf[kr nksgs esa izdV fd;k gSA [kSfj;r] [kwu] [kk¡lh] [kq’kh]nq’euh] izse vkSj efnjkiku dks euq"; fNikuk Hkh pkgsa rks fNi ugha ldrs cfYd os vkSj T+;knk izdV gksdj

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lkeus vkrs gSa ftlls lHkh mUgsa tku ysrs gSaA [kSfj;r ekywe gks tkrh gS] [kwu ,d u ,d fnu izdV gkstkrk gSA efnjkiku dks Hkh euq"; fNik ugha ldrkA

[kSj [kwu [kk¡lh] cSj izhfr enikuA jfgeu nkcS u ncSa] tkur ldy tgkuAA

uhp O;fDr ;fn fdlh dkj.ko’k vius xq.k vkSj lkeF;Z ls vf/kd dqN ik ysrk gS rks og ?keaMh gkstkrk gSA og vius ewy lh/ks vkSj frjNs [kkuksa esa Hkh fdruh Hkh nwj py ldrk gSA I;knk tc vkf[kjh [kkusesa igq¡p tkrk gS rks ml [kkus ds ewy :Ik essa jgus okys eksgjs ds cjkcj gks tkrk gS vkSj mlh dh pkypyus yxrk gSA ;fn I;knk ot+hj ds [kkus rd vk tkrk gS rks mlh ds ledk gks tkrk gSA

Tkks jghe vksNks c<+S] rks vfr gh brjk;AI;knk lkSa Qjth Hk;kS] Vs<+ks&Vs<+ks tk;AA

fdlh lk/kkj.k O;fDr dks Å¡pk in feyus ij mlesa ?keaM vk tkrk gSA

jghe ds nksgksa esa vusd uSfrd f’kkk,¡ gSa tks gekjs nSfud thou esa dke vkrh gSA jghe us ijksidkjheuq"; dh iz’kalk dh gSA ijksidkjh euq"; nwljksa dk Hkyk djus ds lkFk&lkFk vius vki dks Hkh /kU; djrkgS] ftl izdkj esagnh ck¡Vus okys ds gkFk vuk;kl gh esagnh ls jp tkrs gSaA bl izdkj ijksidkj ds n~okjkeuq"; nwljksa dk Hkyk djus ds lkFk&lkFk viuk Hkh Hkyk djrk gSA

Oks jghe uj /kU; gS] ij midkjh vax Ack¡Vuokjs dks yxS] T;ksa esagnh dks jax AA

jghe ds dFkukuqlkj dqlax dk izHkko vPNs yksxksa ij ugha iM+rkA vxj gekjk LoHkko vPNk gS rks mlij cqjs yksxksa dh laxfr dk izHkko ugha iM+rk] ftl izdkj panu ds o`k ij lk¡Ik fyiVs jgrs gSa ijarq panuviuh lqxa/k vkSj ’khryrk ugha NksM+rkA mŸke izd`fr ds yksx fdlh Hkh ifjfLFkfr esa vius vPNs LoHkko dksugha NksM+rsA

tks jghe mŸke izd`fr] dk dfj ldr dqlaxApanu fo"k O;kir ugha] fyiVs jgr HkqtaxAA

dfo dgrs gSa fpUrk vkSj r".kk lc ijs’kkfu;ksa dh tM+ gSA vxj euq"; fparkeqDr gks tk, rks og lcls cM+klkgwdkj dgyk,xkA fuEufyf[kr nksgs esa jghe us blh ckr dks Li"V fd;k gS %

pkg xbZ fpark feVh] euqvk csijokgAftudks dNq u pkfg,] os lkgu ds lkgAA

jghe dh dfork esa mudh izfrHkk] Kku] fo"k; fo’kkyrk vkSj fofo/krk ds n’kZu gksrs gSaA uhfr] Jaxkj vkSjHkfDr muds dkO; ds fo"k; FksA vius nksgksa esa jghe us ykSfdd] vykSfdd rFkk thou ds O;kogkfjd ikksadks n’kkZ;k gSA jghe dh Hkk"kk czt vkSj vo/kh gSA blds vfrfjDr mUgsa dbZ Hkk"kkvksa dk Kku FkkA os ;ksX;rkds lPps ikj[kh FksA mUgksaus ekuo O;ogkj vkSj izd`fr O;ogkj dk xgu fujhk.k fd;k FkkA lwe voyksdu]’kkL=Kku vkSj lgt vfHkO;fDr mudh futh fo’ks"krk,¡ gSaA muds O;fDrRo esa mnkjrk] lgtrk] lPpfj=rkvkSj fouezrk ds xq.k FksA jghe dk le; HkfDrdky vkSj jhfrdky ds chp dh dM+h gSA jghe ds nksgksa dhlPpkbZ ikBdksa ds ân; ij xgjk izHkko NksM+rh gSA mUgksaus thou ds [kV~Vs&ehBs vuqHkoksa dks viuh jpukvksaesa mrkjk gS blfy, muds nksgksa esa gesa thou ds fofo/k fp= feyrs gSaA fgUnh ds uhfrdkjksa esa jghe dkLFkku loksZifj gSA

i) nksgksa dh fo’ks"krk %& ljl] ikf.MR; iw.kZ] f’kkk izn] loZ tufgrk; vFkZ xkEHkh;Z ;qDr] vrqHkotU;lPpkbZ] uSfrdrk vkfn ij izdk’k MkyukA

ii) dkO; 'kSyh & ljl ,oa lqcks/k

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Question 6

^^drZO;ksa vkSj mRrjnkf;Roksa dks fuHkkus okyk O;fDr Js"B gksrk gS rFkk ,slk gh O;fDr bZ’oj dks fiz;Hkh gksrk gSA*^ fujkyk th kjk jfpr ^fiz;re^ dfork ds vk/kkj ij fl) fdft, A

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^fiz;re* dfork ij vk/kkfjr bl iz’u dks Nk=&Nk=kvksa kjklokZf/kd fy[kk x;kA dfork Hkkx vklku gksus ds dkj.k mnkgj.kds lkFk fy[kk x;kA

fdlh&fdlh ijhkkFkhZ us vko’;drk ls vf/kd foLr`rmŸkj fy[kkA

dgha&dgha ek=kxr v’kqf);k¡ feyh ftls dkk esa lq/kkjktk ldrk gSA

MARKING SCHEME

Question 6

Ckgqeq[kh izfrHkk ds /kuh dfo fujkyk th Nk;koknh dkO;/kkjk ds izeq[k dfo;ksa esa ,d fof’k"V LFkku j[krs gSaAbudh ckn dh jpukvksa esa izxfrokn ds Loj QwVrs fn[kkbZ nsrs gSaA egkdfo ^fujkyk* us fgUnh lkfgR; dks,d uohu vkHkk iznku dhA bUgksaus eqDr Nan dh ’kq#vkr dh rFkk bl izdkj fgUnh dfork dks NUn vkSjrqd ds cU/ku ls eqDr fd;k] NUn ls eqDr gksus ij Hkh budh dfork esa laxhr ds ek/kq;Z dh vuqHkwfr gksrhgSA ^fiz;re* budh blh izdkj dh jpuk gSA

fujkyk th us laLd`rfu"B [kM+h cksyh dk iz;ksx fd;k gSA Hkkjrh; laLd`fr ds izfr dfo iw.kZr% lefiZrgSA izLrqr dfork ^fiz;re* esa dfo us fo".kq Hkxoku vkSj ukjn th ls lEcfU/kr ,d ikSjkf.kd izlax ds ek/;els ;g fl/n djus dk iz;kl fd;k gS fd thou esa vius dŸkZO;ksa vkSj mŸkjnkf;Roksa dks fuHkkus okyk O;fDrgh Js"B gksrk gS vkSj ,slk gh O;fDr bZ’oj dks fiz; gSA

,d ckj ukjn th cSdq.B /kke esa fo".kq Hkxoku ds ikl igq¡ps vkSj iwNus yxs & gs Hkxou~! e`R;qyksdesa vkidk lcls fiz; HkDr dkSu gS\ blds mŸkj esa Hkxoku fo".kq us ukjn th ls dgk fd eq>s vius izk.kksals Hkh fiz; ,d fdlku gSA ukjn th dgrs gSa &

**e`R;qyksd esa dkSu gS iq.;’yksd

HkDr rqEgkjk iz/kku\ˮfo".kq Hkxoku us dgk &&**,d lTtu fdlku gS izk.kksa ls fiz;reAˮ

ukjn th fo".kq Hkxoku ds bl mŸkj ls pfdr jg x, vkSj lkspus yxs fd Hkxoku us fdl vk/kkj ij,d lk/kkj.k fdlku dks viuk loZfiz; HkDr eku fy;k tcfd og Lo;a jkr&fnu Hkxoku ds uke dk tkidjrs jgrs gSa **ukjk;.k ukjk;.kˮA vr% ;g ckr muds xys ugha mrjhA os cksys **mldh ijhkk yw¡xkAˮ


& dkk esa le;lhek ds vuqlkj mŸkj fy[kusdk vH;kl djk;k tk,A

& v/;kid dfork&Hkkx dks daBLFk djk djHkh Lej.k djuk fl[kk ldrs gSaA

& dfork dk HkkokFkZ] mŸkj esa fy[kuk fl[kk;ktk,A dfork dh lh[k vo’; 'kkfey dhtk,A

& Nk=ksa dks crk,sa fd dfo dk foLr`r ifjp;iwNus ij gh fn;k tk,A

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fo".kq Hkxoku ;g lqudj g¡lus yxsA os le> x, fd ukjn th dks ;g ckr vPNh ughA yxh vr%mUgksaus ukjn th ls dgkA

**ys ldrs gksAˮUkkjn th cSdq.B /kke ls e`R;qyksd esa pys vk, vkSj fdlku dh ijhkk ysus mlds ikl igq¡psA ogk¡

igq¡p dj mUgksaus ns[kk fd og fdlku nksigj dks gy tksrdj tc vius ?kj igq¡pk rks mlus njokts ijigq¡pdj *jke th * dk uke fy;kA fQj og Luku djds rFkk Hkkstu djds vius [ksrksa es dke ij pykx;kA ’kke dks ykSVdj mlus njokts ds ikl gh [kM+s gksdj jke dk uke fy;k rFkk izkr%dky [ksr esa dkeij tkrs gq, ml fdlku us ,d ckj fQj Hkxoku jke dk uke fy;kA ;g ns[kdj ukjn th pdjk x,vkSj lkspus yxs & bl fdlku us fnu&Hkj esa dsoy rhu ckj gh Hkxoku dk uke fy;k fQj Hkh Hkxoku dks;gh HkDr ;kn jgk! dfo ds ’kCnksa esa &

izkr% dky pyrs le;

,d ckj fQj mluse/kqj uke Lej.k fd;kA**cl dsoy rhu ckj\ˮUkkjn pdjk x, &

fdUrq Hkxoku dks ;g fdlku gh ;kn vk;k\

ukjn th viuh blh my>u dks ysdj fo".kq yksd pys x, vkSj Hkxoku ls cksys &

**ns[kk fdlku dksfnu Hkj esa rhu ckjUkke mlus fy;k gSAˮ

fQj Hkh vkidks ogh fdlku fiz; gS\

fo".kq Hkxoku us rRdky bl iz’u dk mŸkj nsuk mfpr u le>kA blds fy, mUgksaus ukjn th dhijhkk ysuh pkgh ftlls muds iz’u dk mŸkj izkIr gks tk,A fo".kq Hkxoku us ukjn th dks ,d dk;Z lksaikvkSj dgk &

**ukjn th] vko’;d nwljk,d dke vk;k gS]rqEgsa NksM+dj dksbZvkSj ugh dj ldrkAˮ

fo".kq Hkxoku us ukjn th dks rsy ls Hkjk gqvk ,d ik= fn;k vkSj dgk fd bls gkFk esa ysdj HkweaMydh iznfk.kk dj vkb,A ,d ckr dk fo’ks"k /;ku j[kuk gS fd rsy dk ik= ys tkrs le; mlesa ls ,d Hkhcw¡n tehu ij u fxjsA fo".kq th cksys &

**rSy&iw.kZ ik= ;gYksdj iznfk.kk dj vkb, HkweaMy dhA/;ku jgs lfo’ks"k,d cw¡n Hkh bllsrSy u fxjus ik,Aˮ

Ukkjn th rsy&ik= gkFk esa ysdj Hkwe.My dh iznfk.kk djds tc cSdq.B dks ykSVs rks mudk eucgqr izQqfYyr Fkk fd mUgksaus fo".kq Hkxoku dh vkKk dk iw.kZr% ikyu fd;k vkSj rsy dh ,d cw¡n Hkh /kjrh

56

ij fxjus u ikbZA lkFk gh ukjn th ;g lksp&lksp dj vkSj Hkh izlUu gks jgs Fks fd rsy ds ckjs esa vkt,d u;k jgL; irk pysxkA ukjn th dks mYyflr ns[kdj fo".kq Hkxoku us Lusg ls cSBkdj dgk&

**;g mŸkj rqEgkjk ;gha vk x;k]Ckrykvks] ik= ysdj tkrs le; fdruh ckjUkke b"V dk fy;k \ˮ

fo".kq Hkxoku ds bl iz’u dks lqudj ukjn th ’kafdr gks x, vkSj Hkxoku ls cksys & gs Hkxou~! vkius gh;g dk;Z eq>s lkSaik Fkk vr% eSa iw.kZ euks;ksx ls mls gh iw.kZ djus esa yxk Fkk fQj vkidk uke dc ysrk\fo".kq Hkxoku us ukjn th dks le>krs gq, dgk fd “gs ukjn! ml fdlku dk Hkh og dk;Z esjk gh fn;kgqvk gSA og vius dk;Z dks iwjs eu ds lkFk iw.kZ fu"Bk ls djrk gSA blds vfrfjDr vius ifjokj ds izfrvU; mŸkjnkf;Ro Hkh fuHkkrk gS vkSj viuh ftEesnkfj;k¡ iw.kZ djrs gq, og fdlku esjk uke Hkh ysrk gSA ;ghdkj.k gS fd og fdlku esjk lcls fiz; HkDr gS &

**ukjn ml fdlku dk Hkh dkeEksjk fn;k gqvk gSAmŸkjnkf;Ro dbZ ykns gSa ,d lkFklcdks fuHkkrk vkSjdke djrk gqvkuke Hkh og ysrk gSblh ls gS fiz;reAˮ

ukjn th ;g mŸkj ikdj yfTtr gks x,A mudh le> esa vk x;k fd lPph iwtk viuk dŸkZO; djus esagSA tks O;fDr yxu o fu"Bk ls vius dŸkZO; iw.kZ djrk gS vkSj vius mRrjnkf;Ro Hkh fuHkkrk gS] bZ’ojmlls izlUu jgrs gSaA vdeZ.; jgdj dsoy bZ’oj Hktu esa yhu jgus esa dksbZ le>nkjh ugha gS vkSj ubZ’oj gh ml HkDr dks viuk fiz; ik= le>rsa gSaA ukjn th bl lR; dks le> x, vkSj cksys & **;glR; gSAˮ

fueZyk

Question 7

fueZyk miU;kl dk m/ns’; lekt esa QSyh cgqr lh leL;kvksa dks mtkxj djuk gS A Li"Vdhft,A

[121/2]


^fueZyk* miU;kl ij vk/kkfjr bl iz’u dks vf/kdrj ijhkkfFkZ;ksakjk fy[kk x;kA

dqN ijhkkfFkZ;ksa us u dsoy eq[; leL;kvksa dk o.kZu fd;kcfYd lHkh leL;kvksa dks foLrkj ls crk;kA

dqN Nk=ksa us foLr`r :i ls ys[kd izsepan dk ifjp; fy[kktks vko’;d ugha FkkA

dFkk dks iz’u ds lkFk lekfgr djds fy[kus dk vH;kldjk;k tk, ftldk dqN ijhkkfFkZ;ksa esa vHkko fn[kkbZ fn;kA


& fueZyk miU;kl esa of.kZr leL;kvksa dksO;ogkfjd thou ls tksM+ dj le>k,saAmiU;kl esa of.kZr izR;sd leL;k dks foLr`r:i ls rRdkyhu ifjfLFkfr;ksa ds ifjizs; esale>k;k tk,A

& ijhkkfFkZ;ksa esa ekSfyd fopkjksa dh mRifŸk ofn, x, fo"k; ij lksp dks fodflr djusdk iz;kl fd;k tk,A

& Nk=ksa dks crk,sa fd dfo ;k ys[kd ifjp;cgqr lafkIr :i ls fy[kk tk,A

57

MARKING SCHEME

Question 7

eqa’kh izsepan n~~okjk fyf[kr ^fueZyk* miU;kl ,d ,slh jpuk gS] tks dsoy euksjatu ds fy, ugha fy[kh xbZ]vfirq lekt esa QSyh dqN dqjhfr;ksa vkSj cqjkb;ksa ij pksV djus rFkk bu cqjkb;kas dks nwj djus dh izsj.kknsus ds mn~ns’; ls jfpr gSA

vkt ds lekt esa ^ngst izFkk* ,d ,slh Hkh"k.k leL;k gS] ftlds dkj.k fujk’k ekrk&firk ngst dsvHkko es viuh lq’khy ,oa ;ksX; dU;k dk fookg v;ksX; nqgktw O;fDr;ksa ls djus dks ck/; gksrs gSaA fueZykdgkuh esa izsepan th us blh leL;k ij izgkj fd;k gSA fueZyk tSlh lqanj] lq’khy ,oa fonq"kh dU;k dkfookg mldh ek¡ dks eqa’kh rksrkjke tSls O;fDr ls blhfy, djuk iM+k] D;ksaafd mlds firk dh vlkef;de`R;q ds dkj.k ngst dks ysdj flUgk ifjokj us mls viuh iq=o/kw cukus ls lkQ badkj dj fn;k FkkA

fueZyk dks vius firk dh leku vk;q okys dq:Ik O;fDr dks viuk ifr Lohdkj djuk iM+k] blls cM+kvfHk’kki vkSj D;k gks ldrk gSA nksuksa dh vk;q esa varj ds dkj.k fueZyk dks ekufld d"V feys] ogha mldkcw<+k ifr ges’kk mls lansg dh ut+jksa ls ns[krk jgkA blls cM+h uhprk D;k gks ldrh gS fd vius gh iq=vkSj iRuh ds Lusg iw.kZ O;ogkj dks mlus lansg dh n`f"V ls ns[kkA ftlds dkj.k u dsoy mls vius tokuiq= ls gkFk /kksuk iM+k] cfYd ifjokj dh ’kakfr Hkax djus rFkk varr% mlds loZuk’k dk dkj.k cukA

vuesy fookg ds dkj.k dU;k dk ;kSou] :Ik vkSj mez lc u"V gks tkrs gSaA fueZy ds ek/;e ls izsepan thus ukjh dh varosZnuk] ihM+k rFkk ekufld O;Fkk dks mtkxj djus dk iz;kl fd;k gSA lkFk gh MkWŒ Hkqoueksgu flUgk rFkk mlds ekrk&firk dks vkM+s gkFkksa fy;k gS] tks dU;k dh Js"Brk mlds ’khy] lnkpkj]pfj= ,oa lkSaan;Z ls ugha vk¡drs] cfYd ngst esa feyus okyh jde ls vk¡drs gSaA

^fueZyk* miU;kl esa ngst izFkk rFkk vuesy fookg ds vykok dbZ vU; leL;kvksa dh vskj Hkh ikBdksadk /;ku vkd`"V fd;k x;k gSA bl miU;kl esa foekrk dh leL;k dh vksj Hkh izdk’k Mkyk x;k gSA ;gvke /kkj.kk gS fd foekrk vius lkSrsys cPpksa ls I;kj djuk rks nwj] mUgsa QwVh vk¡[k Hkh ugha ns[k ldrh]tc fd miU;kl esa bl izpfyr /kkj.kk dk [kaMu fd;k x;k gSA fueZyk eqa’kh rksrkjke ds rhuksa cPpksa lsfu’Ny Lusg djrh gS] ijarq ;g mldk nqHkZkX; fd mls lkSrsyh ekrk le> dj ml ij rjg&rjg ds ykaNu,oa nks"kkjksi.k fd, tkrs gSaA

Ckspkjh fueZyk rks ckr&ckr esa ;g lko/kkuh cjrrh gS fd fdlh izdkj vius ifr] viuh uun vkSjlkSrsys cPpksa dk fo’okl thr ldsA blhfy, og vusd ckj vieku ds dM+os ?kw¡V ihdj Hkh pqi jg tkrhgSA ft;k dks xgus pqjkrs ns[k ysus ij Hkh mlus vius ifr ls mldk uke ugha fy;kA ;gh ugha mls iqfylls cpkus ds fy, ,d gtkj #i;s Hkh nsrh gSA iszepan lekt dh bl /kkj.kk dks fuewZy fln~/k djuk pkgrsFks] fd gj lkSrsyh ek¡ vius lkSrsys cPpksa dh nq’eu gksrh gSA ^fueZyk* miU;kl esa dqN vU; leL;kvksa dhvksj Hkh ladsr fd;k x;k gS] ftuesa fL=;ksa dh fj’or [kksjh rFkk izn’kZu fiz;rk] uun&Hkkot ds >xM+s vkfneq[; gSsA buesa uun&Hkkot ds >xM+s vke ifjokj esa ns[ks tk ldrs gSaA tSls] uun&Hkkot dh uksad&>ksad],d&nwljs ij ’kd&lansg] pqxyh&f’kdk;r] Vhdk&fVIi.kh] yM+kbZz&>xMk gksuk vke ckr gSA

eqa’kh rksrkjke dh cgu #fDe.kh dks vius HkkbZ dh nwljh iRuh fueZyk QwVh vk¡[k Hkh ugh lqgkrhA ogmls uhpk fn[kkus rFkk rax djus dk dksbZ Hkh ekSdk ugh x¡okrhA og dHkh vius HkkbZ eqa’kh rksrkjke dks vkM+sgkFkksa ysrh gS] rks dHkh mlds rhuks cPpksa dks fueZyk ds fo#n~/k djus esa dksbZ dlj ugh NksM+rhA

iszepan us #fDe.kh ds ek/;e ls fo/kok dh leL;k dks Hkh mtkxj fd;k gSaA eqa’kh rksrkjke dh fo/kokcgu mlds ikl dsoy blhfy, jgus dks foo’k gS] D;ksafd mlds ifjokj esa mlds fy, dksbZ txg ugha gSaAog vieku lgdj Hkh vius HkkbZ ds ;gk¡ iM+h jgrh gSA rksrkjke Lo;a fueZyk ls dgrk gS & **eSaus lkspk

58

Fkk] fo/kok gS] vukFk gS] iko Hkj vkVk [kk,xh] iM+h jgsxhA tc ukSdj&pkdj [kk jgs gSa] rks og viuh cgugh gS] yM+dkas dh ns[kHky ds fy, t:jr Fkh] j[k fy;kAˮ^lq/kk* pfj= ds ek/;e ls izsepan dk mn~ns’; vkt dh f’kfkr ukjh rFkk mlds LokfHkeku dks mtkxj djukgSA lq/kk dks tc ;g irk pyrk gS fd mlds ifr us fueZyk ds fookg lca/k dks dsoy blhfy, Bqdjk fn;kfd mlds firk dh e`R;q ds ckn ogk¡ ls ngst feyus dh dksbZ mEehn u jgh Fkh] rks mlus vius ifr dksvkM+s gkFkksa fy;k vkSj izk;f’pr Lo:Ik fueZyk dh NksVh cgu dk fookg vius ifr ds NksVs HkkbZ ls fcukngst fy, djok fn;kA

fueZyk ls nqO;Zogkj djus ij Hkh mlus vius ifr dks ugha NksM+kA mls ,slk yrkM+k fd og vkRegR;kdjus ij foo’k gks x;kA orZeku ;qx dh LokfHkekuh ukjh ds vuq:Ik mldk dFku & **bZ’oj dks tks eatwjFkk] og gqvk] ,sls lkSHkkX; ls eSa oS/kO; dks cqjk ugh le>rhAˮ ys[kd ds bl mn~ns’; dh vksj ladsr djrkgS fd ukjh ds LokfHkeku dh jkk djuh pkfg, rFkk fuHkhZd gksdj viuh ckr dguh pkfg,A

lq/kk ugh tkurh Fkh fd mldh HkRlZuk lqudj mlds ifr vkRegR;k dj ysaxsA ij og ukjh ds viekudks lg Hkh ugh ldrh FkhA lq/kk vkSj MkWŒ Hkqoueksgu ds ek/;e ls izsepan th lekt esa O;kIr pfj=ghurkij izgkj djrs gSaA

HkkypUnzz flUgk ds ek/;e ls lekt esa O;kIr en~;eku] fj’or[kksjh rFkk Hkz"Vkpkj dk inkZQk’k fd;kx;k gSA Hkkypanz flUgk vR;ar dzwj] okpky vkSj /ku ds yksHkh FksA os lekt ds .sls oxZ ds izfrfuf/k gS] tksfj’or rFkk /kks[kk&?kM+h ls /ku dekdj ekuoh; Hkkoukvksa dks frykatfy ns nsrs gSaA mudk csVk MkWŒ HkqoueksguHkh firk ds infpg~uksa ij pyus okyk ,slk ;qod fn[kk;k c;k gS] ftls fookg esa dU;k pkgs tSlh feys] ijvf/kd ls vf/kd ngst vo’; feyuk pkfg,A

bl izdkj fueZyk miU;kl dk mn~ns’; lekt esa QSyh cgqr lh lEkL;kvksa dks mtkxj djuk gStSls &

ngst izFkk] vuesy fookg] lekt esa O;kIr Hkz"Vkpkj rFkk fj’or[kksjh]

pfj=ghurk] fo/kok dh leL;k] e/;oxhZ; ifjokjksa dh vkarfjd dyg]

foekrk dh leL;k] rFkk ukjh tkfr dh foo’krk vkfn A

fuZeyk miU;kl esa of.kZr leL;k,¡ %&

a) i) ngst izFkk ii) vuesy fookg iii) izn’kZu dh Hkkouk

iv) iq=&iq=h esa Hksn v) fo/kok thou

b) ?kwl[kksjh] ;qokvksa esa dq"Bk] foekrk dh fLFkfr

Question 8

fl;kjke lk/kq dh ckrksa ls D;ksa vkSj dSls izHkkfor gks x;k\ nksuksa dh HksaV dk o.kZu dhft,A [121/2]

59


^fueZyk* miU;kl dk ;g iz’u fl;kjke o lk/kq ls tqM+k FkkA blscgqr vf/kd Nk=ksa us fy[kkA

nksuksa dh HksaV dk o.kZu cgqr :fp ds lkFk fd;k x;kA;= r= ek=kvksa dh v’kqf);k¡ feyhA miU;kl ds va’k ls mŸkjdks Hkh izekf.kd djrs gq, fy[kus dk iz;kl fd;k x;kA

dqN Nk=ksa us mŸkj esa ys[kd dk foLr`r ifjp; fn;ktks vko’;d ugha FkkA

MARKING SCHEME

Question 8

Xkgus pksjh gks tkus rFkk ft;kjke dh e`R;q dh ?kVuk ds ckn ls fueZyk ds O;ogkj esa vpkud ifjorZuvk x;k A Hkfo"; dh fpUrk ds dkj.k og fpM+fpM+h gks xbZA og bdykSrs cps fl;kjke ij Hkh /;ku u nsrh]mlds ikl Ldwy tkus ds fy, twrs Hkh u gksrsA #fDe.kh vkSj mldh vkil esa jkst gh >M+Ik gks tkrh Aog ,d&,d dkSM+h dks nk¡r ls idM+us yxh vr% ?kj dh t:jrksa dks Vky tkrhA ;gk¡ rd fd Lo;a dh/kksrh Hkh tc rd rkj&rkj u gks tkrh ubZ u [kjhnrhA

,d fnu mlus fl;kjke dks ?kh ykus ds fy, ckt+kj Hkstk D;ksafd mls Hkw¡xh ij fo’okl u FkkA fl;kjkefdlh pht+ esa gsjkQsjh ugha djrk FkkA og ,d&,d pht+ dks rkSyrh] de gksus ij okil djok nsrhA vkttc og ?kh yk;k rks mlus lw¡?kdj dg fn;k &**?kh [kjkc gS YkkSVk vkvksAˮ fl;kjke us dgk fd ;g ?khlcls vPNk gS] nqdkunkj us dgk Fkk fd eky okil u gksxk] Bhd ls ns[kdj ys tkvksA fueZyk us dgk &**?kh esa lkQ pchZ feyh gqbZ gSAˮ vkSj og ?kh dh gk¡Mh NksM+dj pyh xbZA fl;kjke dzks/k o kksHk ls Hkj x;k]fdl eq¡g ls ykSVkus tk,A

fl;kjke cgqr nq%[kh gks x;kA mls viuh ek¡ dh ;kn vk xbZA og lkspus yxk & ealk Hkb;k] ft;kHkb;k rks pys x, eSa gh nq%[k Hkskxus dks D;ksa cp x;k\ jksrs&jksrs og ek¡ dks ;kn dj cksyk & **vEek¡! rqeeq>s D;ksa Hkwy xbZ\ eq>s D;ksa ugha cqyk ysrh\ˮ

fl;kjke dks ogha cSBk ns[k fueZyk dzksf/kr gksdj cksyh & rqe vHkh rd ;gha cSBs gks\ [kkuk dc cusxk\fl;kjke us Ldwy dk okLrk fn;k fd og jkst gh le; ij Ldwy ugha igq¡p ikrk] ij fueZyk us mls nkspkj ckrsa vkSj lquk nh] dgus yxh & **foekrk dk uke gh cqjk gksrk gSA viuh ek¡ fo"k Hkh f[kyk, rks ve`rgS eSa ve`r Hkh fiykÅ¡ rks fo"k gks tk,xkAˮ

bruk dgdj og jksus yxhA ckyd fl;kjke lge x;k fd u tkus vc dkSu lk naM feys\ vr% og?kh okil djus py fn;k ij cfu, us ?kh YkSkVkus ls euk dj fn;kA

cfu, dh nqdku ij gh ,d lk/kq ;g rek’kk ns[k jgk Fkk vkSj fl;kjke ls cksyk & ?kh rks cgqr vPNkgSA fl;kjke jks iM+k fd vc dSls dgs fd ?kh vPNk ugha gSA cksyk & **ogh rks dgrh gS] ?kh vPNk ugh gS]YkkSVk vkvksAˮ cfu, us **lkSrsyh ek¡ gS u!ˮ dgdj ckyd dks vkSj HkM+dk fn;k A fQj lk/kq Hkh n;k fn[kkrsgq, cksyk & Hkxoku~ rqe fdruk cM+k vuFkZ djrs gks! bl ckyd dks ekr`izse ls oafpr dj fn;kA jkklh


& Nk=ksa dks crk,s fd vxj iwNk uk x;k gksrks ys[kd dk foLr`r ifjp; nsuk mŸkj esavko’;d ugha gSA tks iwNk gS ml ij ghfoLr`r ppkZ gksA

& miU;k; ds va’k dks ljykFkZ djds le>k;ktk,A ?kVukdze le>krs le; miU;kl dsva’k nsdj fy[kus dk vH;kl djk,A

& miU;kl i<+krs le; izR;sd igyw ij fopkjfoe’kZ vko’; fd;k tk,A

60

foekrk ds xys Mky fn;kA vkSj mlus lkg th ls ?kh YkkSVkus dk vuqjks/k fd;kA lk/kq dh n;kyqrk dk ckydij xgjk izHkko iM+ x;kA

fl;kjke ?kh ysdj ykSVk rks jkLrs esa lk/kq mlls ehBh&ehBh ckrsa djus yxkA

og mldh nq[krh jx ij gkFk j[krs gq, cksyk & esjh ek¡ Hkh eq>s rhu lky dk NksM+dj ijyksd fl/kkjxbZ Fkh] rHkh rks ekr`foghu ckydksa dks ns[kdj esjk Ún; QV iM+rk gS A esjs firk us Hkh nwljk fookg djfy;k Fkk] foekrk cM+h dBksj Fkh] [kkuk u nsrh] ekjrh] ,d fnu eSa ?kj ls fudy x;kA mlh fnu ls esjslkjs d"Vksa dk vUr gks x;kA

lk/kq dh ckr lqudj fl;kjke ds Lo;a ds Hkkxus ds fopkj dks cy feykA lk/kq us mls crk;k fdLokeh ijekuUn ds ikl vkdj mlus ;ksxfo|k lh[kh ftlls og viuh ek¡ ds n’kZu dj ysrk gSA

ckyd vk’p;Z ls cksyk & e`r ek¡ dks dSls ns[k ikrs gSa\ rc lk/kq us mls crk;k fd ;ksX; xq# dsikl vH;kl djus ls lc lEHko gSA fl;kjke us mldh ckrksa ls izHkkfor gksdj ml lk/kq dk LFkku tkuukpkgkA og mlh le; mlds lkFk tkuk pkgrk Fkk ij lk/kq us fQj nksckjk vkus ds fy, dgkA fl;kjkeizlUu gks x;k vkSj mlls vius ?kj vkus dks dgkA vkt og cgqr izlUu FkkA mlus lk/kq ls iwNk & **dyfdl oDr vkb,xk\ˮ lk/kq us dgk & **fu’p; ls ugh dg ldrkA fdlh le; vk tkÅ¡xkAˮ

bl izdkj lk/kq dh ckrksa ls vR;f/kd izHkkfor gqvk ckyd mlds tky esa Qal x;k A og ckyd I;kjdks ikus ds fy, ?kj ij rjl jgk Fkk] lk/kq ds nks ehBs cukoVh cksyksa us mlds O;fFkr ân; ij ejge dkdke fd;k vkSj vUr esa mlls iqu% feyus dk ok;nk dj og ?kj pyk x;kA

foekrk ds O;ogkj ls nq[kh] iqu%&iqu% cktkj nkSMuk ¼lkSnk ysus tkuk vkSj okil djus tkuk vkfn½]cfu;s dh nwdku ij lk?kw ¼diVh os’k /kkjh½ ls HksaV] ?kh ykSVkus dh flQkfjl] cfu;s vkSj lk?kw kjk foekrkdh vkykspuk] lk/kw ds diV iw.kZ e/kqj O;ogkj vkfn ij izdk’k MkyukA

Question 9

fueZyk miU;kl ds ’kh"kZd dh lkFkZdrk ij izdk’k Mkyrs gq, vius mŸkj dh lrdZ iqf"V dhft, A [121/2]


vf/kdrj ijhkkfFZk;ksa kjk 'kh"kZd dh lkFkZdrk dks fl) djus gsrqcgqr de fy[kk x;kA dFkk] D;k gS] ;s vf/kd le>k;k x;kA

vf/kdka’k Nk=ksa us fueZyk dh dFkk crkrs gw, ^fueZyk* dh?kVukvksa dks of.kZr fd;k o ^fueZyk* miU;kl dk 'kh"kZd fueZykls tksM+ fn;kA

okLro esa 'kh"kZd dh lkFkZdrk iw.kZ gS ;k ugha ls Li"Vfu.kZ; ijhkkfFkZ;ksa us ugha fn;kA


& fueZyk dh izR;sd ?kVuk dks dkk esa foLrkjls le>k;k tk,A

& miU;kl i<+krs le; izR;sd igyw ijfopkj&foe’kZ djsaA

61

MARKING SCHEME

Question 9

izzsepan th dk fueZyk miU;kl ukf;dk iz/kku miU;kl gSA miU;kl esa fueZyk dh d#.kk Hkjh dgkuh dkfp=.k gqvk gSA miU;kl dh izR;sd ?kVuk miU;kl dh ukf;dk fueZyk ls vo’; tqMh gS rFkk miU;kl dkdFkkud fueZyk ds bnZ&fxnZ ?kwerk gSA

fdlh Hkh dgkuh vFkok miU;kl ds ’kh"kZd dk laca/k mlds dFkkud dh egRoiw.kZ ?kVukvksa ls vo’;gksrk gSA ’kh"kZd dh ;g fo’ks"krk gksrh gS fd mls i<+rs gh IkkBd ds eu esa dFkkud rFkk egRoiw.kZ ?kVukvksa,oa ik=ksa ds lanHkZ esa ;g ftKklk tkxzr gksrh gS fd ^’kh"kZd* dk muls D;k laca/k gSA fdlh Hkh miU;kldk ’kh"kZd bruk izHkko’kkyh gksuk pkkfg, fd og vius varj esa miU;kl dk lafkIr dysoj lesVs gq, gksA^fueZyk* ’kh"kZd dks i<+rs gh ikBd ds eu esa ^fueZyk* uked ik= ds laca/k esa ftKklk mRiUu gksuk LokHkkfodgSA miU;kl dk vkn~;ksaikar iBu djus ds ckn ikBd dks Hkyh&HkkWfr ;g le> esa vk tkrk gS fd blmiU;kl dk blls vPNk ’kh"kZd gks ugha ldrk Fkk] D;ksafd miU;kl dk lkjk rkuk&ckuk fueZyk dks /;kuesa j[kdj gh cquk x;k gSA

miU;kl i<+rs le; ikBd fueZyk ds izfr xgjh lgkuqHkwfr O;Dr djrk gS A mlds dk#f.kd thouls og nzfor gks mBrk gS] mlds nnZ ls mldk eu NViVkus yxrk gS] mldh O;Fkk ikBdksa ds eu dks HkhO;fFkr djrh gS A mlds R;kx] cfynku ,oa leiZ.k ikBdksa dks izHkkfor fd, fcuk ugha jg ikrk] ngst ,oavuesy fookg ds dkj.k bqbZ mldh n;uh; n’kk ls ikBd fog~oy gks mBrk gSA funksZ"k] fu"dyad rFkklPpfj= fueZyk ij mlds ifr n~okjk yxk, x, vkjksi ls ikBdksa dk ân; kksHk ls Hkj tkrk gSA

izsepan th us bl miU;kl esa fueZyk ds ek/;e ls ukjh thou dk ftruk ekfeZd rFkk euksoSKkfudfp=.k fd;k gS] oSlk ’kk;n gh vU;= feysxkA

mi;qZDr ckrksa ls ;g Hkyh&Hkk¡fr Li"V gks tkrk gS fd miU;kl dk ’kh"kZd ^fueZyk* loZFkk mi;qDr]izHkko’kkyh rFkk lkFkZd gSA miU;kl dk dFkkud izkjaHk ls gh fueZyk ds thou dh ?kVukvksa ls lacaf/kr gSAdFkkud dk izkjaHk ^fueZyk* ds cpiu dh gh ,d ?kVuk ls gksrk gSA mlds firk dh e`R;q ds dkj.k mldsykyph rFkk ngst yksHkh llqj n~okjk fookg laca/k rksM+uk] ngst ds vHkko esa mldh ekrk n~okjk mldkfookg mlds firk dh vk;q ds nqgktw eaq’kh rksrkjke ls fd;k tkuk] llqjky vkrs gh mldk eqa’kh rksrkjkedh iwoZ iRuh ds rhu iq=ksa dh ekrk cuuk] vius ifr rksrkjke rFkk viuh vk;q dh xgjh [kkbZ ds mijkarmldk vius HkkX; ls le>kkSrk djuk] fo/kok uun ds rkuksa rFkk ifr n~okjk mlds vkSj Eaklkjke ds ifo=laca/kksa ij lansg fd;k tkuk] ealkjke rFkk ft;kjke dh e`R;q rFkk fl;kjke ds ?kj NksM+dj pys tkus dsckn fueZyk dh ekufld fLFkfr] ihM+k ,oa varn~Zoan~o ,oa var esa ifr ds x`g&R;kx ds dkj.k nsgkar&;s lc?kVuk,¡ fueZyk ls gh tqM+h gSaA

vr% Li"V gS fd vkn~;ksikar miU;kl dh ?kVuk,¡ u dsoy fueZyk ls tqM+h gSa] vfirq bu ?kVukvksa dhizsjd Hkh fueZyk gh gS A bUgha dkj.kksa ls izsepan th us vius bl miU;kl dk ukedj.k fueZyk ds uke ijfd;k gSA

'kh"kZd NksVk] dkSrwgy o/kZd] leLr ?kVukvksa dk dsUnzfcUnq laksi@lw= esa lEiw.kZ dFkk lesVs gq, vkfnfcUnqvksa ij lrdZ izdk’k Mkyuk vkfnA

62

dFkk lqjfHk

Question 10

^lEeku jkk ds fy, vkfrF; Hkkst ds LFkku ij vius cM+ksa dk lEeku djuk vf/kd csgrj gS AˮdFku dks fl/n djrs gq, ^cw<+h dkdh^ dgkuh dk m/ns’; fyf[k, A

[121/2]


^dFkk lqjfHk* ls ^cw<+h dkdh* ij vk/kkfjr bl iz’u dks vf/kdrjNk=&Nk=kvksa us fy[kkA

dqN Nk=&Nk=kvksa us ^cw<+h dkdh* dk lafkIr lkj fy[kk odgkuh dk m)s’; esa iz’u dh Hkk"kk gh fy[kh D;ksafd ;gha m)s’;Hkh gSA

MARKING SCHEME

Question 10

fgUnh lkfgR; lezkV eqa’kh izsepUn kjk jfpr cw<+h dkdh dgkuh ,d Hkkouk iz/kku lkekftd leL;kij vk/kkfjr dgkuh gS A izsepUn us blesa ,d loZdkyhu leL;k dks mBk;k gS A vkt dk ekuo vkRedsfUnzrgksrk tk jgk gS ftlesa la;qDr ifjokj ds fy, dksbZ LFkku ugha gS A vk/kqfud o izxfr’khy dgs tkus okysbl ;qx esa euq"; ân;ghu o LokFkhZ gks x;k gS A mldk ân; ,d cqtqxZ dh vkRe&O;Fkk lquus dks rS;kjugha gS A dgkuhdkj us cw<+h dkdh ds ek/;e ls lekt kjk misfkr ,d o) L=h ds ân;LFk Hkkoksa dkeuksoSKkfud fp=.k fd;k gS A

dkdh dks ifr o nksuksa iq=ksa dh e`R;q gks tkus ls Hkrhts cqf)jke dk gh vkljk [kkstuk iM+k A mUgksausviuh lkjh lEifŸk cqf)jke ds uke dj nh A cqf)jke us ml le; rks dkdh dks jaxhu [okc fn[kk,] ijckn eas jksVh&jksVh dks Hkh eksgrkt dj fn;kA dkdh Hkw[k ls O;kdqy gksdj jksus yxrh] ij muds larki vkSjvkŸkZukn ij dksbZ /;ku ugha nsrk FkkA

cqf)jke ds ?kj ij csVs ds fryd dk mRlo euk;k tk jgk FkkA fofo/k O;atu cuk, tk jgs FksAesgekuksa ds Lokxr dh rS;kfj;k¡ py jgh FkhaA ij cw<+h dkdh bl pgy&igy ls nwj viuh dksBjh esa’kksdeXu cSBh gqbZ FkhA mUgsa yxk fd lc yksx Hkkstu dj pqds gSaA mudk eu jksus dks gqvk ij vi’kdquds Mj ls jks Hkh u ikbZA

:Ikk esgekuksa ds Lokxr lRdkj esa yxh gqbZ Fkh & dkdh dh fdlh dks lq/k ugha FkhA og mnkl gksdjdgrh gS &×vkgk! dSlh lqxaf/k gS\ vc eq>s dkSu iwNrk gS\ tc jksfV;ksa gh ds ykys iM+s gS rc ,sls HkkX;dgk¡ fd HkjisV iwfM+;k¡ feysa\ dkdh ls jgk ugha x;kA og jsaxrh gqbZ dM+kg ds ikl igq¡p xbZA :ik us dkdhdks ns[kk rks og dkdh ij >iV iM+h vkSj mUgsa [kjh&[kksVh lqukus yxh D;ksafd mls viuh >wBh izfr"Bk ijvk¡p vkrh fn[kkbzZ ns jgh FkhA og dkdh ls cksyh &

**rqe dksbZ nsoh ugha gks fd pkgs fdlh ds eq¡g esa ikuh u tk,] ijUrq rqEgkjh iwtk igys gh gks tk,Aˮ


& v/;kid dkk esa dFkk ds lkjys[ku dslkFk&lkFk ewy m)s’; o dFkk dh lh[kLi"Vr% le>k,saA

& dgkuh esa vk, dfBu 'kCnkFkZ Hkh le>k,tk,saA

& gj iz’u ds mŸkj esa dsoy dFkk&lkj ufy[kdj izR;sd igyw ij ppkZ djukfl[kk;k tk,A

63

Lkc ds lc esgeku Hkkstu dj jgs Fks] rc Hkh ?kj ds fdlh lnL; dks dkdh dk ?;ku ugha vk;kAdkdh mdMw¡ cSBdj gkFkksaa ds cy ljdrh vk¡xu esa vkbZ ij esgekuksa us dkdh dks ns[kdj nqRdkj fn;k &**vjs;g cqf<+;k dkSu gS\ ;g dgk¡ ls vk xbZ\ ns[kks fdlh dks Nw u ysAˮ

lH; dgykus okys gekjs lekt dh ,d cqtqxZ ds fy, eu esa ,slh fud`"V Hkkouk!

;g gesa lkspus dks foo’k dj nsrh gS bruk gh ugha dkdh dk Hkrhtk] tks vkt dkdh dh lEifŸk ds cyij bruk mNy jgk gS] og Hkh dkdh dk lEeku u dj ldk cfYd mlus Hkjh lHkk esa dkdh dks ?klhVrsgq, tkdj v¡/ksjh dksBjh esa iVd fn;kA dkdh csgks’kh dh gkyr esa iM+h jghA jkr dks tc mUgsa gks’k vk;krks dksbZ vkgV u ikdj lkspus yxh &

**lc yksx [kk&ihdj lks x, vkSj muds lkFk esjh rdnhj Hkh lks xbZA dSls dVsxh\ jke! D;k [kkÅ¡\ˮdkdh ds ;s okD; Hkhrj rd ân; dks phj dj j[k nsrs gSaA mUgsa esgekuksa ds chp vius gh lxs csVs

rFkk cgw kjk dh xbZ nqxZfr o vieku dh ckr ;kn vkbZ] os lkspus yxh & ;fn vk¡xu esa pyh xbZ rks D;kcqf<+;k ls bruk dgrs u curk Fkk fd dkdh vHkh yksx [kk jgs gSa] fQj Hkh eq>s ?klhVk] iVdk! mUgha iwfM+;ksads fy, :ik us lcds lkeus xkfy;k¡ nhA

bl izdkj ys[kd us ikBdksa ds lkeus bl iz’u dks j[kk gS fd D;k cqtqxksZ ds lkFk ,slk orkZo mfprgS\ lkFk gh mUgkasus :ik dk ân; ifjorZu dj ,d vk’kk dh fdj.k Hkh NksM+h gS fd ekuo Hkhrj ls brukdBksj ugha gS] dgha mldh lqIr dksey Hkkouk,¡ Hkh gSA ys[kd mUgsa txkuk pkgrs gSaA tc dkdh ls Hkw[kvlgu gks mBh rks og ykMyh ds lgkjs twBs iŸkyksa rd igq¡p xbZ vkSj twBh iŸkyksa esa iM+h iwfM+;ksa ds VqdM[kkus yxhA Bhd mlh le; :ik dh vk¡[k [kqyh rFkk og bl n`’; dks ns[kdj lUu jg xbZ vkSj Lo;a dksnks"kh ekudj Hkyk&cqjk dgus yxhA vUr esa dkdh ls kek ;kpuk djrs gq, mudks Hkkstu dk Fkky nsrs gq,dgrh gS & **dkdh mBks] Hkkstu dj yks] eq>ls vkt cM+h Hkwy gqbZ] mldk cqjk u ekuukA ijekRek ls izkFkZukdj ysuk fd og esjk vijk/k kek dj nsaAˮ

bl izdkj dgkuhdkj bl dgkuh kjk izsj.kk nsrs gSa fd gesa >wBh lkekftd eku&izfr"Bk ds LFkku ijigys vius cM+ksa dk lEeku djuk pkfg,A yksx ckr lekt esa vius uke o ;’k ds fy, iwjs ds iwjs xk¡o o'kgj ds yksxksa dks Hkkstu djkrs gSa ysfdu vius ?kj ds cM+s izk.kh dks rqPN le> dj ,d dksus esa iVd nsrsgSa tks muds izfr vU;k; gSA ys[kd lekt esa tkx`fr iSnk djuk pkgrs gSa D;ksafd dbZ ifjokjksa esa] tgk¡ cqtqxZgksrs gSa] cPps muds izfr miskk dk Hkko j[krs gSa tks mfpr ugha gSaA

vkt O;fDr >wBh eku&izfr"Bk ds fy, vius laLdkj o laLd`fr [kksrk tk jgk gSA ubZ ih<+h iqjkuhih<h dks misfkr ekudj mldk vieku djrh jgrh gSA ys[kd us ykMyh o dkdh ds ek/;e ls ckyeu oizkS<+eu ds vUrj dks fn[kk;k gSA ys[kd vk’kkoknh vkSj vkn’kZoknh gSaA :ik ds ân; ifjorZu kjk oglekt esa tkx:drk iSnk djuk pkgrs gSa vkSj og vius m)s’; esa lQy jgs gSaA

i) dFku dh lkFkZdrk ij izdk’k

ii) m)s’;

Question 11

^fpfdRlk ’kkL= ds bfrgkl esa ,slk jksx vc rd ns[kk&lquk ugha x;k A ,sls jktjksx dks dksbZlk/kkj.k vkneh >sy Hkh dSls ldrk Fkk Aˮ dgkuh esa fufgr O;aX; dks Li"V dhft, A

[121/2]

64


bl iz’u esa vf/kdka’k ijhkkfFkZ;ksa us dsoy dFkk dk lkj fy[kkAek=kxr v’kqf);k¡ vf/kd ikbZ xbZA dgha&dgha vaxzsth esa

Hkh 'kCn fy[ks x,Adgkuh ds va’k fy[kdj O;aX;&Hkko le>kuk FkkA

Nk=&Nk=kvksa us lEokn fy[kdj [kukiwfrZ dhA

MARKING SCHEME

Question 11

êgkjktk dk bykt* dgkuh ds ys[kd Jh ;’kiky ekDlZoknh fopkjksa ds dgkuhdkj gSaA budh dgkuhoxZ la?k"kZ rFkk lekt dh fofo/k fLFkfr;ksa dks lkeus j[k nsrh gSA budh lHkh dgkfu;ksa o miU;klksa esa thoudk ;FkkFkZ ,oe~ okLrfod fp=.k feyrk gSA ;FkkFkZoknh gksus ds dkj.k gh bUgkasus lekt esa QSyh gqbZ dqjhfr;ksao :f<+;ksa dk [kqydj fojks/k fd;k gSA

izLrqr dgkuh êgkjktk dk bykt* vk/kqfud lekt dh iw¡thoknh eukso`fŸk ij vk/kkfjr gSA mUgksaussxjhch vkSj vehjh dk HksnHkko rFkk vkfFkZd fo"kerk dks lekt dh leL;kvksa dk ewy dkj.k ekukA egkjktkeksguk ds ?kqVus vkil esa tqM+ x, FksA fiNys ukS o"kksaZ ls mudk bykt py jgk gSA mudh ns[k&js[k ds fy,rFkk bykt ds fy, MkWDVjksa dh QkSt rS;kj jgrh gS ysfdu mUgsa tjk Hkh vkjke ughaA egkjktk dh chekjhdks fpf=r djus ds fy, ys[kd us O;aX;kRed 'kSyh dk iz;ksx fd;k gS] tSls &

**egkjktk tc dHkh dksBh ls fjD’kk ij ckgj fudyrs rks fjD’kk [khapusokys pkj dqfy;ksa ds lkFkcnyh ds fy, vU; pkj dqyh Hkh lkFk&lkFk nkSM+rs pyrsA lko/kkuh ds fy, egkjktk ds futh MkWDVj ?kksM+sij lokj fjD’kk ds ihNs jgrs Fks AˮflrEcj ds eghus esa egkjktk tc igkM+ ls viuh fj;klr y[kuÅ ykSVrs rks muds izLFkku ls iwoZ MkWDVjksaesa gypy ep tkrhA muds fy, dejs cqd gks tkrsA MkWDVjksa ds fy, fjD’kk o cf<+;k ?kksM+s lqjfkr djfy, tkrsA yksxksa dks u gksVyksa esa LFkku feyrk vkSj u mUgsa lokfj;k¡ gh feyrh FkhaA ckr QSy tkrh fdegkjktk eksguk dks ns[kus MkWDVj vk jgs gSaA mi;qZDr dFku esa Hkh ys[kd us O;aX; dk iz;ksx fd;k gS Ays[kd bls jktjksx dgdj O;aX; djrs gSA egkjktk dh chekjh dh ppkZ ftyk dksVZ dh ckj esa] ftykeftLVªsV ds ;gk¡ vkSj xouZesaV gkml rd esa FkhA cEcbZ eSfMdy dkWyst ds fizafliy MkWDVj dkS’ky dks HkhMkWDVjksa ds lEesyu esa cqyk;k x;k FkkA

izLrqr dgkuh esa ys[kd us deZ ls iyk;u fn[kk;k gS tks iw¡thoknh ekufldrk dk izrhd gSA ,d LFkkuij ys[kd blh fLFkfr dks izdV djrs gS & **lc MkWDVj viuh Qhl] vkus tkus dk fdjk;k vkSj vkfrF;ikdj ykSV tkrs] ijUrq egkjkt ds LokLF; esa dksbZ lq/kkj u gksrkAˮ

mijksDr okD; ls irk pyrk gS fd thou esa dk;Z djus ls c<+dj iz’kfLr o vkfrF; ikuk Js;LdjgSA ,d vU; LFkku ij ys[kd dgrs gSa & **fpfdRlk’kkL= ds bfrgkl esa ,slk jksx vc rd ns[kk&lquk ughax;kA ,sls jktjksx dks dksbZ lk/kj.k vkneh >sy Hkh dSls ldrk Fkk!ˮ

egkjktk ,d ,sls ejht Fks tks MkWDVjksa dks vkns’k fn;k djrs FksA egkjktk ds lsdzsVjh fou; us MkWDVjla?kkfV;k dks lwpuk nh fd **muls igys vk, MkWDVj egkjktk dh ijhkk dj ysa rks os Hkh egkjktk dhijhkk djus dh dìk djsaxsAˮ cŸkhl MkWDVjksa dh ,d lHkk dk vk;kstu fd;k x;kA ftlds ckn MkWDVjksa ls


& ys[kd us D;k dgus dk] le>kus dk iz;klfd;k gS] v/;kid Li"V :i ls dkk esale>k,A

& LFkku o O;fDr ds uke lgh fy[kus dkvH;kl djk;k tk,A

65

vuqjks/k fd;k x;k fd “os viuh ijhkk vkSj funku ds lEcU/k esa ijLij fopkj djds viuk earO; fy[kysaA blds I’pkr~ egkjktk lHkk esa mifLFkr gksdj MkWDVjksa dh jk; lqusaxsA

okLro esa egkjktk dh chekjh ekufld O;Fkk Fkh] ekufld tdM+u Fkh ftlds dkj.k muds ?kqVus vkSjflj ds nnZ dk bykt ugha gks ik jgk FkkA MkWDVj la?kkfV;k us egkjkt ds jksx dk v/;;u fd;kA cqysfVudk v/;;u djus ds i’pkr~ mUgksaus bls ekufld gh vf/kd crk;kA mUgksus egkjkt ls dgk &

**esjk fopkkj gS fd egkjktk dk ;g jksx lk/kkj.k 'kkjhfjd mipkj kjk nwj gksuk nqLlk/; gksxk -----AˮEkgkjktk dks ml ;qok MkWDVj dk dFku vPNk yxk vkSj mUgksus viuh xnZu Å¡ph dj yhA MkWDVj us

viuh ckr esa fdlh esgrj ds bykt dh ppkZ dh vkSj egkjktk ls mldh rqyuk dj MkyhA bl mnkgj.kkjk ys[kd us iw¡thokn o :f<+okn ij djkjk O;aX; fd;k gSA ;s iw¡thoknh yksx nksgjh ekufldrk j[krs gSaAlEiUu yksx viuh rqyuk ,d esgrj ls ugha dj ldrsA MkWDVj la?kkfV;k le> x, Fks fd egkjktk dhchekjh ekufld vf/kd gSA vr% mUgksus egkjktk ds fy, 'kkWd VªhVesaV dk iz;ksx fd;kA viuh chekjh dhrqyuk ,d esgrj dh chekjh ls gksrs gh egkjktk dks vk?kkr igq¡pkA og ;g dgrs gq, ph[k iM+s & **fudkynks ckgj cntkr dks! gedks esgrj ls feykrk gS ------\ fudky nks cntkr dks] MkWDVj cuk gSAˮ vkSjegkjktk lsodksa kjk dqlhZ yk, tkus dh izrhkk fd, fcuk gh dk¡irs gq, ik¡oksa ls gkWy ls ckgj pys x,A

MkWDVj la?kkfV;k eqLdjkdj dgrs gSa & **[kSj tks gks] chekjh dk bykt rks gks x;k ------Aˮbl izdkj ys[kd us bu izHkqrk lEiUu yksxksa dh ekufldrk dks le>dj O;aX;kRed 'kSyh esa buds

bykt dh ckr dg dj viuh ckr lekt ds lek j[kh gSA

dgkuh esa fufgr O;aX; dks vPNh rjg ls Li"V djuk ;Fkk ;ksX; LFkku ij Li"Vhdj.k ds fy, mi;qDrmnkgj.k izLrqr djuk Js;"djA

Question 12

^deZuk’kk dh gkj^ dgkuh ds vk/kkj ij ikaMs th dk pfj= fp=.k djrs gq, Li"V dhft, fd mudkthou vkn’kZ fl/nkUrksa dh uhao ij [kM+k Fkk A

[121/2]


^deZuk’kk dh gkj* ij de Nk=kas us fy[kkA ik.Ms th dk pfj=Li"V :i ls iwNk x;k Fkk ij dqN Nk=&Nk=kvksa us mlesa dgkuhfy[k dj Li"V fd;kA

Ik.Msth dk pfj= vknZ’k dSls gS ;g cgqr de Nk=ksa usli"V fd;kA


& dkk esa dFkk le>krs le; pfj= dsxq.k&voxq.k Hkh le>k, tk,saA

& Ek=kxr v’kqf);ksa ij /;ku nsaA& pfj=&fp=.k fy[kus dk vH;kl djk;k

tk,A& dFkk dk m)s’; o lh[k Hkh dkk esa Li"V

djk;h tk,A

66

MARKING SCHEME

Question 12

MkŒ f’koizlkn flag dh dgkuh ^deZuk’kk dh gkj* ds HkSjksa ikaMs ,d izHkko’kkyh pfj= ds O;fDr gSaA os ubZMhgxk¡o ds iafMr FksA muds izHkko ls xk¡o esa dksbZ fdlh dks lrkus dh fgEer ugha djrk FkkA mudh pkfjf=dfo’ks"krk,¡ fuEufyf[kr gSa &

ftEesnkj HkkbZ

ekrk&firk nks lky ds NksVs HkkbZ dh ftEesnkjh iSjksa ls iaxq HkSjksa ikaMs dks lkSai dj pys x;sA /kuds uke ij firk dtZ NksM+dj x;s FksA HkSjksa ikaMs us da/ks ls fpidk, vius nq/keq¡gs HkkbZ ds ikyu&iks"k.k esadksbZ deh ugha j[khA os #bZ ls fcukSys fudkyrs] lwr dkrrs vkSj lR;ukjk;,k dh dFkk ck¡prsA blls tksdqN feyrk Fkk] og dqynhi dh i<+kbZ vkSj diM+s&yŸks esa [kpZ djrsA dqynhi ds ckjs esa HkSjksa ikaMs dqNlquuk ugha pkgrs FksA tc eqf[k;k th mlds dkys jax dks ns[kdj dgrs &

**bls HkSjksa ikaMs ds nknk dh ykSNkj iM+h gSAˮos eqf[k;k dks eu gh eu dkslrsA

lknk thou

mudk thou lknk FkkA feV~Vh dh cuh iqjkuh c[kjh esa jgrsA ck<+ ds dkj.k mldh gkyr ttZj gksxbZ FkhA iafMrkbZ ls tks dqN feyrk mlls viuk vkSj vius HkkbZ dk isV ikyrsA HkkbZ ds ikyu&iks"k.k esamUgksaus dksbZ deh ugh j[kh FkhA

ifjJeh

HkSjksa ikaMs dsoy iqjksfgrkbZ ls gh xqtkjk ugha djrs FksA viax gksrs gq, Hkh o #bZ ls fcukSys fudkyrs]#bZ dks /kqurs] lwr dkrrs vkSj mlls tusÅ cukrsA ttekuh Hkh djrs FksA

vkRe&la;eh

muds vanj vkRe&la;e dh Hkkouk izcy FkhA mudsk vius NksVs HkkbZ dqynhi vkSj Qwyerh ds lEcU/kksadh tkudkjh FkhA os dbZ ckj dzks/k ls fryfeyk mBrsA dqynhi dks Vksdrs HkhA tc dqynhi mnkl gks tkrkrkss os Lo;a Hkh nq%[kh gks tkrsA ij vius Åij dkcw j[krsA

kek’khy

Tkc xk¡o ds eqf[k;k dh csVh dh ’kknh Fkh rc lkjk xk¡o ogk¡ tek FkkA ij dqynhi vkSj QwyerhegfQ+y ls nwj vkeksa ds isM+ksa ds uhps ckrsa dj jgs FksA HkSjksa ikaMs us mUgsa j¡xs gkFkksa idM+ fy;kA Qwyerh rksHkkx xbZA mUgksaus dqynhi dks le>k;k] **rqe xyr jkLrs ij ik¡o j[k jgs gks csVk] rqeus dHkh vius cki&nknksadh bTT+kr ds ckjs esa Hkh lkspk gS\

dqqynhi QwV&QwV dj jksus yxkA HkSjksa ikaMs Hkh HkkbZ ls fyiV x;s vkSj mldh ihB lgyk jgs FksAIk’pkŸkki ds vk¡lw fny dh eSy /kks nsrs gSaA mUgsa fo’okl Fkk fd dqynhi vc Bhd jkLrs ij vk tk;sxkAmuds oa’k dh e;kZnk vieku ds rjktw esa p<+us ls cp tk;sxhA mUgksaus dqynhi dks kek dj fn;kA

ifjokj dh izfr"Bk dk /;ku j[kuss okys

HkSjksa ikaMs us vius cki&nknk dh izfr"Bk dk lnSo /;ku j[kk FkkA muds lk/ku lhfer gksus ij Hkh xk¡ods yksx muds ncncs dks ekurs FksA tc mUgksaus fo/kok Qwyerh ds cPpk gksus dh [kcj lquh rks os cM+s nq[kh

67

gq, vkSj lkspus yxs fd deZuk’kk dh ck<+ mudh bl tt+Zj c[kjh dks gM+ius ugha] muds firkeg dh vewY;izfr"Bk dks gM+ius vkbZ gSA

Lkkjh ?kVukvksa ds ckjs esa lksprs gq, mudk eu rhoz O;Fkk ls tyus yxkA os cqncqnk, **ikaMs ds oa’k esa,slk igys dHkh ugha gqvk FkkAˮTkc mUgksaus Qwyerh vkSj dqynhi dks vkeksa ds isM+ksa ds uhps j¡xs gkFkksa idM+k rks mls vius oa’k dh e;kZnkdh ;kn fnykrs gq, cksys]

**rqeus dHkh vius cki&nknksa dh bTt+r ds ckjs esa lkspk gS] cM+s iq.; ds ckn bl ?kj esa tUe feykgSA --------ˮva/kfo’okl dk fojks/k djus okys

Ysk[kd us xzkE;&lekt rFkk mlesa O;kIr dqjhfr;ksa vkSj va/kfo’okl dk o.kZu fd;k gS ogk¡ ?kksj vKkuvkSj vf’kkk O;kIr FkhA ;s va/kfo’okl lekt dks [kks[kyk dj nsrs gSaA budk fojks/k djus dh ’kfDr fdlhesa ugha gksrhA deZuk’kk ds ckjs esa Hkh yksxksa esa ,d fo’okl izpfyr Fkk fd ;fn unh esa ,d ckj ck<+ vktk;s rks fcuk euq"; dh cyh fy, ykSVrh ughaA unh esa ikuh vkus ij yksx eqf[k;k ds ?kj bdV~Bs gksrs vkSjxhr xkrsA ij tc unh viuk Hk;adj :Ik /kkj.k dj ysrh rks mls ’kkar djus ds fy, iki&’kkafr dsiwtk&ikB gksrsA euq";ksa dh cyh nh tkrhA ,d ckj ,d va/kh yM+dh vkSj ,d vikfgt cqf<+;k dh HksaV nhxbZA bl ckj xk¡ookys fo/kok Qwyerh vkSj mlds cPps dks unh dh HksaV djuk pkgrs FksA deZuk’kk dks izk.kksadh cfy pkkfg,A fcuk cfy ds ck<+ ugha mrjsxhA mlh dh cfy D;ksa u nh tk, ftlus iki fd;k gS\ bldkfojks/k djus dk lkgl fdlh esa ugha FkkA HkSjksa ikaMs HkhM+ esa ls vkxs c<+s vkSj vdsys gh cM+h etcwrh ls bldkfojks/k fd;k vkSj dgk &

^deZuk’kk dh ck<+ nq/keq¡gs cPps vkSj ,d vcyk dh cfy nsus ls ugha #dsxh] mlds fy, rqEgsa ilhukcgkdj ck¡/kksa dks Bhd djuk gksxkAˮTkc eqf[k;k th us dgk fd iki dk Qy vkSj lekt dk n.M rks >syuk gksxk] bl ij ikaMs th cksys &**t:j Hkksxuk gksxk eqf[k;k th ------fdUrq] eSa vkids lekt dks deZuk’kk ls de ugha le>rkA fdUrq] eSa,d&,d ds iki fxukus yxw¡ rks ;gk¡ [kM+s lkjs yksxksa dks ifjokj lesr deZuk’kk ds isV esa tkuk iM+sxkA ------ˮva/kfo’oklksa dk vkard rc rd jgrk gS tc rd ge muls Mjs jgrs gSaA va/kfo’okl dks futh LokFkZ dsfy, Hkh yksx Lohdkj dj ysrs gSaA buls eqfDr dk mik; va/kfo’okl ds mRiUu gksus ds dkj.k dh tkudkjhizkIr djuk gSA

HkSjksa ikaMs us o"kksZ ls QSys xzkeh.kksa ds va/kfo’okl dks rksM+kA deZuk’kk ds ckjs eas tks Hkze yksxksa esa izpfyrFkk] mls nwj fd;kA bl izdkj HkSjksa IkakMs ds n~okjk deZuk’kk dh gkj gqbZA bl izdkj ge dg ldrs gSa fdikaMs th dk pfj= vkn’kZ fl/nkUrksa dh uhao ij [kM+k FkkA vr% mudk fojks/k djus dk lkgl fdlh esa Hkhugha FkkA

i) pkfjf=d fo’ks"krk,¡ fcUnqokj

ii) vkn’kZ fl)kUrksa ij izdk’k

68

Tokykeq[kh ds QwyQuestion 13

uUn oa’k ds fouk’k ds fy, pk.kD; us pUnzxqIr dks gh D;ksa pquk \ pUnzxqIr dh fo’ks"krkvksa ijizdk’k Mkyrs gq, foLrkj ls fyf[k, A

[121/2]


bl iz’u dk mŸkj vf/kdka’k ijhkkfFkZ;ksa us Bhd vkSj mi;qDrfy[kkA dqN Nk=ksa us iwokZ/kZ dks foLrkj ls fy[kk vkSj mŸkjkFkZ ijlafkIr izdk’k MkykA orZuh vkfn dh xyfr;k¡ Hkh ns[kus dks feyhaA

MARKING SCHEME

Question 13

vk;Z ’kdVkj kjk nku ysus ds fy, vkeaaf=r pk.kD; dks nku ’kkyk essa mlds dq:Ik gksus ds dkj.k HkjhlHkk esa lezkV~ uUn us viekfur fd;k FkkA

Hkjs njckj esa pk.kD; us viuh f’k[kk [kksydj izfrKk dh Fkh fd eSa] fo".kqqxqIr pk.kD; izfrKk djrk gwafd tc rd vfHkekuh uUnksa dk lewy uk’k ugha dj nw¡xk] rc rd fQj ls f’k[kk ugha ck¡/kw¡xkA

Pkk.kD; ds fy, uUnksa dk fouk’k djuk dfBu ugha FkkA lezkV~ dh e`R;q ds ckn ex/k dh xn~nh ds fy,,d okLrfod jktk dh vko’;drk Fkh ftlds jkT; esa iztk dks vf/kd ls vf/kd lq[k feys] iztk dks dkbZd"V u gksA

dq’kk&dk¡Vksa vkSj >kM+&>[kkM+ksa ls ygwyqgku] dq:Ik pk.kD; ,d okLrfod jktk dh [kksst esa ouksa esaHkVdrk fQj jgk FkkA

,d fnu vpkud uxj dh vksj tkrs le; pk.kD; dks ’kks.k unh ds eSnku esa jktk dk vfHku; djrsgq, pUnzxqIr ls lkeuk gks tkrk gSA

fd’kksj pjokgs vkSj pUnzxqIr blh LFkku ij viuh lHkk tekrs vkSj [ksy [ksyrsA ml fnu pUnzxqIr dsxys esa Qwyksa dk cM+k&lk gkj iM+k FkkA ekFks ij pUnu yxk FkkA mlus flj ij Hkh Qwwyksa dk eqdqV igu j[kkFkkA

[ksy ’kq: gqvkA uhps cSBs fd’kksjksa us mBdj vknj ls iz.kke fd;kA lkFk gh t;t;dkj xw¡t mBh] jktkdh t; gksA

jktk us egkekR; ls iztk dk dq’kykse iwNkA fd’kksj egkekR; us mŸkj fn;k fd fdlesa lkgl gS tksizrkih jktk pUnzxqIr ekS;Z dh iztk dks nq%[k nsA gekjs cyoku jktk dh iztk ij dkSu vR;kpkj djsxk\

rHkh ,d L=h dh tksj&tksj ls jksus dh vkokt lqukbZ nh

jktk ds lkFk&lkFk lHkh fd’kksjksa dh vk¡[ksa ml vksj mB xbZ && ,d L=h xksn esa NksVk lk cPpk fy,vkxs&vkxs rsth ls pyh vk jgh Fkh] ihNs&ihNs ,d detksj&lh L=h jksrh gqbZ nkSM+ jgh FkhA og ckj&ckjvkxs [kM+h gksdj cPps okyh L=h dks jksd ysrh] idM+rh] gkFk tksM+dj fxM+fxM+krh vkSj mlds ik¡o idM+djyVd tkrhA ij cPps okyh L=h ckj&ckj /kDdk&eqDdh djds NqM+k ysrh vkSj mls Bksdj ekjdj rsth ls c<+pyrhA detksj L=h vkSj tksj ls jksus yxrh vkSj fQj yM+[kM+krh gqbZ mlds ihNs yx tkrhA


& dkSu lh ?kVuk D;k crkrh gS bl ij Li"V:i ls ppkZ dh tk,A

& ek=kxr v’kqf);k¡ dkk esa lq/kkjh tk,aA

69

jktk us vkKk nh fd nksuksa fL=;ksa dks idM+ dj gekjh lHkk esa mifLFkr djksA ge mlds nq%[k dkdkj.k tkuuk pkgrs gSaA

Ukxj dh vksj tkrs pk.kD; us fd’kksj jktk dh vkKk lquhA dkSrqdo’k pk.kD; jktlHkk ds fudV vk[kM+k gqvkA

vkxs&vkxs pyrh L=h fp<+dj ?keaM ds lkFk mUgsa /kedkus yxhA ;s dSls fnu vk x, gSaA dy ds Nksdjs;s pjokgs rd ifFkdksa ij Mkdk Mkyus yxs gSaA eSa jktiq#"kksa ls dgw¡xhA iztk ij bl rjg dk vR;kpkj -----A

egkekR; cus fd’kksj us MiV dj dgk] pqi jgA jktk pUnzxqIr ds gkssrs gq, Hkyk fdlesa bruk lkgl gSfd iztk ij vR;kpkj djsA

jktk us egkekR; ls dgk fd buls iwNks] D;ksa yM+ jgh gSa\ ge U;k; djsaxsA

Øe’k% nksuksa gh fL=;ksa us ;g nkok fd;k fd og cPpk mudk gS A cPpk ,d Fkk] vkSj nkosnkj nks A

egkekR; us flj >qdkdj jktk ls fuosnu fd;k fd U;k; djsaA

pUnzzxqIr ds psgjs ij xgjh js[kk,¡ f[kap xbZ A ikl [kM+k pk.kD; Hkh ijs’kku gks x;kA Hkyk bl >xM+sdk fu.kZ; dSls gksxk ] ;g fd’kksj jktk D;k U;k; djsxk\ pk.kD; dkSrwgy ds lkFk pUnzxqIr dh vksj ns[kusyxkA

pUnzxqIr dh rh[kh n`f"V ckjh&ckjh ls nksuksa fL=;ksa ds psgjs ij nkSM+rh jgh] ij dqN Hkh vuqeku ugha yxikrk FkkA nksuksa gh cPpsa ds fy, rM+Ik jgh FkhA nksuksa gh jks jgh FkhaA nksuksa vius&vius gB ij vM+h FkhaA

lglk pUnzzxqIr dks ,d rjdhc lw>hA mlus vkKk nh of/kd dks cqyokvksA [ksy esa dHkh of/kd dhvko’;drk ugha iM+h Fkh] blfy, fdlh fd’kksj dks of/kd fu;qDr Hkh ugha fd;k x;k FkkA

fd’kksj egkekR; dks lglk mik; lw>k mlus rqjUr gh ikl [kM+s dkys dq:Ik pk.kD; dks ladsr djdscqyk;kA dksSrqdo’k pk.kD; of/kd dk vfHku; djus ds fy, izLrqr gks x,A

jktk us of/kd dks vkns’k fn;k fd bl cPps dks chp ls phjdj bu nksuksa fL=;ksa dks cjkcj&cjkcj ck¡VnsA

nwljh L=h ngkM+ ekjdj jks iM+hA cksyh &&esjs yky dks ekjks erA rqe mlh dks ns nksA esjk yky thrkrks jgsxkA

pUnzxqIr us le> fy;k fd cPpk blh L=h dk gSA mUgkasus egkekR; dks vkKk nh fd cPpk blh L=hdk gSA ;gh ek¡ gSA cPpk bls ns nksA vkSj ml fueZe L=h dks ys tkdj jktiq#"kksa ds gkFk lkSai nksA mlsmldh djuh dk n.M feysxkA

pk.kD; ml fd’kksj jktk ds O;fDrRo] usr`Ro&kerk vkSj foyk.k cqf) dks ns[kdj vk’p;Zpfdr gksx,A ftl leL;k dk lek/kku foku~ pk.kD; ugha [kkst ik, Fks] mls fd’kksj pUnzxqIr us k.k Hkj esa [kkstfy;kA mUgsa fo’okl gks x;k fd ftl okLrfod jktk dh mUgsa ryk’k gS og ;gh fd’kksj pUnzxqIr gh gSA

[ksy [kRe gksus ij jktk ixMaMh ij vdsyk gh cLrh dh vksj pyk tk jgk FkkA pk.kD; yiddj mldsihNs&ihNs pyus yxsA

mlds ?kj igq¡p dj pk.kD; us pUnz dh ek¡ ls pUnzxqIr ds ckjs esa jktlHkk esa ?kVh nks ?kVukvksa dko.kZu lqukA mldh fuHkhZdrk] lkgl rFkk egŸokdkakk dks izR;k ns[kdj pk.kD; us uUnoa’k ds fouk’k dsfy, pUnzxqIr dks pquk FkkA og pkgrs Fks fd pUnzxqIr vius firk ds gR;kjs dk cnyk Lo;a ysA

70

pUnzxqIr esa jktk ds lHkh xq.kksa dks ns[kdj gh os nsoh eqjk ls dgrs gSa fd eq>s viuh izfrKk dh iwfrZ dsfy, ,d jktk pkfg,A og jktk gS rsjk iq=A rkf’kyk ds fo|ky; esa eSa Lo;a bls jktuhfr dh f’kkk nw¡xkAvFkZ’kkL= dk Kku djkÅ¡xkA /kjrh dks tSlk jktk pkfg,] og eSa nw¡xk] ek¡ rw pUnzxqIr dks esjs lkFk tkus nsA

eSa fo".kqxqIr pk.kD;] vFkZ’kkL= dk vkpk;Z rq>ls nku ek¡x jgk gw¡A /kjrh ds fy, ,d jktk nsA ns ns]ek¡!

pUnzxqIr dh fo’ks"krk,¡

pUnzxqIr dk HkO; O;fDrRo FkkA og xEHkhj] LokfHkekuh] fuMj] fuHkhZd] vkRefo’oklh] /kS;Zoku] ,dkxzfpŸk]izfrHkk’kkyh] egŸodkakh] Li"VoDrk] rdZ cqf) dk /kuh vkSj izR;qRiUuefr rFkk foyk.k cqf) lEiUu ckydFkkA fokuksa ds izfr vknj Hkko vkfn mldh izeq[k fo’ks"krk,¡ FkhaA

[ksy O;ogkj esa pUnz xqIr] usr`Ro kerk] vuq’kklu] dq’kkxzrk] izHkko] mRlkg] izR;qRiUuefr U;k; lkeF;Z¼uhj&khj foosd j[kus okyk½ fuHkhZd lkglh vkSj egŸokdkakh O;fDrRo lEiUu fd’kksj esa jktksfpr lHkh xq.kvLrq pUnzxqIr dks gh uUn ds fouk’k ds fy, pqukA

Question 14

^lk¡> dks ekSdk ns[kdj pUnzxqIr pqipki ckgj fudy iM+k A b/kj m/kj ns[krk] cM+h lko/kkuh lsog lkeUr nsonŸk ds ;gk¡ igq¡pk Aˮ

pUnzxqIr bl le; dgk¡ ij gS\ og lkeUr nsonŸk ds ;gk¡ D;ksa x;k gS \ D;k mls viusm/ns’; esa lQyrk feyh \

[121/2]


cgqr de ijhkkfFkZ;ksa us bl iz’u dks fy[kkANk=ksa us bl iz’u esa pUnzxqIr dk lkeUr nsonŸk ls feyus dh?kVuk dk o.kZu fd;kA og ogk¡ D;ksa x;k Hkh Li"V fd;k ijUrqD;k ogk¡ og vius m)s’; esa lQy jgk&bldk mŸkj dqN Nk=ksaus ugha fy[kkA ek=kvksa dh =qfV;k¡ ns[kus dks feyhaA


& ^Tokykeq[kh ds Qwy* ,d ,sfrgkfld ukVdgSA bldh ?kVukvksa dks tSlk of.kZr gS] oSlkgh fy[kus dk iz;kl djkuk pkfg,A Lo;ads vuqlkj blesa ifjorZu u fd;k tk,A

& iz’u ds izR;sd igyq ij fy[kuk vko’;dcrk;k tk,A

& lHkh ?kVukvksa ls tqM+h ckrksa ij ppkZ dhtk,A

71

MARKING SCHEME

Question 14

pUnzxqIr bl le; rkf’kyk esa gSA

;kstuk ds vuqlkj pUnzxqIr dks rkf’kyk esa rhu fnu #duk FkkA bUgha rhu fnuksa esa mls fdlhizdkj vius fe=ksa dks vkSj Hkh ?kfu"B cukuk gSA

vkpk;Z dkSfVY; us iapun izns’k ds jktkvksa dks tks vk’oklu fn;k gS ml ij ;s yksx pUnzxqIr dhLohd`fr pkgrs gSaA lkeUr nsonŸk ds ek/;e ls mldk mu yksxksa ls feyuk laHko gks ldrk gSA

Pkk.kD; us igys gh lkeUr nsonŸk dks le>k fn;k gS fd bl dk;Z esa mldh D;k Hkwfedk gS rFkkpUnzxqIr ls mudks dSls feyokuk gS A

pUnzxqIr vkt blh m)s’; dh iwfrZ ds fy, nsonŸk ds ;gk¡ x;k gSA

pUnzxqIr cM+h lko/kkuh ls lkeUr nsonŸk ds ;gk¡ igq¡p x;k gS A pUnz dks ns[krs gh lkeUr nsonŸkcgqr izlUu gqvk vkSj mls ân; ls yxk fy;kA

lkeUr us lwfpr fd;k fd ;qojkt ey;dsrq rkf’kyk esa gh gSA vkpk;ksZ dk n’kZu djds og 'kh?kz ghviuh jkt/kkuh dh vksj ykSVus okys gSaA muls vPNk ek/;e Hkyk D;k gksxkA

pUnzxqIr izlUu gks x,A cksys] dc n’kZu gksaxs\ brus esa gh jFkksa ds vkus dh /ofu lqukbZ iM+hA lkeUrnsonŸk us xokk ls >kaddj ns[kk] fQj cksys] cl vk gh x,A

nsonŸk us pUnzxqIr dks le>krs gq, dgk fd rqels mudks feykdj eSa fdlh cgkus ls ;gk¡ ls pyktkÅ¡xkA mruh nsj esa rqe ckr dj ysukA

tc pUnzxqIr us iwNk fd ;gk¡ fdlh izdkj dh vlqfo/kk rks ugha gksxh\ nsonŸk us g¡lrs gq, dgk] ughaAHkxoku~ dkSfVY; dh vkKk ls eSsaus igys gh ;qfä dj nh gSA ckgj dk izgjh dqN lqu ugha ldrk vkSj Hkhrjrqe nksuksa dh lsok esa tks ifjpkfjdk jgsxh] og xw¡xh vkSj cgjh nksuksa gh gSA vko’;drk iM+us ij rqEgha ladsrdjds mls cqykukA dksbZ vkKk nsuh gks rks rqEgha laHkkyukA ;qojkt ey;dsrq dks bldk vkHkkl u gksus ik,rks vPNk gh gSA dgha og bls viuk vieku le>dj eq> ij #"V u gks tk,¡A

;qojkt ey;dsrq ds vkus ij lkeUr nsonŸk us pUnzxqIr ls mudk ifjp; djk;kA

iwoZ ;kstuk ds vuqlkj kjiky us lkeUr nsonŸk dks lwpuk nh fd egkjkt vkfEHk us rRdky vkidkscqyk;k gSA

lkeUr nsonŸk] ;qojkt vkSj pUnxqIr ls kek ek¡x dj mudks ,dkUr esa ckr djus dk volj nsdjpys x,A

ifjpkfjdk us lqxfU/kr Hkkstu lkexzh ltk nhA ;qojkt cksys] xzg.k djsa] vk;Z pUnxqIrA

pUnzxqIr us vkxzg Lohdkj djrs gq, nw/k ds iq, dk ,d VqdM+k mBk fy;k vkSj [kkus yxsA

okŸkkZyki ds chp- ey;dsrq ds eq¡g ls vius fy, *nso* dk lEcks/ku lqudj pUnzxqIr xEHkhj gks x, AlaHkydj ml in ds vuqdwy gh O;ogkj djus yxsA pUnzxqIr dks yxk ekuks fdlh tknw ds cy ls oglglk gh cgqr Å¡ps vklu ij cSB x, gksaA

pUnzxqIr us xEHkhj Loj esa iwNk] ;qojkt dks laokn rks fey gh pqdk gksxk \

72

gk¡A fQj cksyk vkt gh firkJh ds Hksts pj us crk;k fd rkf’kyk esa gh nson’kZu dk Hkh lkSHkkX;feysxkA lkeUr dh vksj ls fuea=.k ikrs gh eSa le> x;k FkkA

D;ksa\ lkeUr ds lkFk D;k esjs lEidZ dh ckr ;gk¡ lHkh tkurs gSa\ pUn dh HkkSags Vs<+h iM+ xbZA

Ukgha] ugha! ;qojkt us viuh xyrh lq/kkjrs gq, dgk fd eq>ls dgus esa =qfV gks xbZA egkjkt ds nwrus gh eq>s crk;k Fkk fd lkeUr blesa lgk;d gksaxsA

pUnzxqIr us lqxfU/kr ty ihrs gq, dgk fd ;qojkt ,d ckj rqEgkjs euksje izns’k dh ;k=k djus dhcM+h bPNk gSA

;qojkt us dgk fd dk;Z fl/n gksus ij nso gekjs ;gk¡ vfrfFk cudj rks i/kkjsxas ghA

pUnzxqIr mldh prqjrk dks le> x, A jktk ioZrd rks vius dks mlds cjkcj dk gh ’kkld le>saxs]rHkh rks ;g ex/k&lezkV~ dks viuk vfrfFk cuk jgk gSA pUnzxqIr eu gh eu g¡lkA Hkxoku dkSfVY; ds euesa irk ugha D;k gS\ dkSu tkus] fdlh fnu [kM~x ysdj mldk jkT; thrus ds fy, Hkh rks ogk¡ tkuk iM+ldrk gSA

Åij ls eqLdjkdj pUnzxqIr us dgk] ge ml fnu dh izrhkk djsaxsAge Hkh djsaxs] nso! ;qojkt us ,slk dgdj tSls lc dqN pUnzxqIr ij gh Mky fn;kA ;qojkt fQj

cksyk] eSa iwtuh; egkjkt ls D;k fuosnu d:¡xk\fotsrk dh Hkk¡fr gkFk c<+kdj pUnzxqIr us dgk] ge viuh vksj ls fn;k x;k gj opu iwjk djus dks

rRij gSa ApUnzxqIr us ;qojkt ey;dsrq ls fQj iwNk] egkjkt ioZrd ;gh vk’oklu pkgrs gSa u \;qojkt us dgk] dsoy ;gh A vkSj vc egkjkt dh vkKk ls eSa fuosnu djuk pkgrk gw¡ fd tgk¡] ftl

le; Hkh gekjh vko’;drk gksxh] ogk¡ nson`f"V mBkrs gh gesa rRij ik,¡xs A pUnzxqIr vkSj jktk ioZrd dschp ekSf[kd laf/k gks xbZ A

dk;Z iwjk gksrs gh pUnzxqIr mB [kM+k gqvk vkSj fcuk lkEkUr nsonŸk dh izrhkk fd, eqLdjkdj ckgjfudy iM+k A

bl rjg pUnzxqIr ds rkf’kyk vkus dk m/ns’; iwjk gks x;k vkSj mls vius m/ns’; esa lQyrk feyxbZA

i) pUnzxqIr bl le; rkf’kyk esa gSii) vkpk;Z pk.kD; dh ;kstukuqlkj fe= jktkvksa ls feydj ?kfu"Brk c<+kus esa lkeUr nsonŸk dk lg;ksx

visfkr Fkk vr% vius b"Vdk;Z dks lEikfnr djus ds m)s’; ls lkeUr nsonŸk ds ;gk¡ x;k FkkAiii) gk¡ mls vius m)s’; esa lQyrk feyhA

Question 15

^vfrfFk dh bPNk iwjh djus ds fy, eq>s lcls vkxs jguk iM+sxk A vfrfFk dkSu gS] pUnxqIr us mldhbPNk fdl rjg ls iwjh dh Fkh \ le>kdj fyf[k, A

[121/2]

73


Nk=ksa kjk le; dh lhek ds vuqlkj mŸkj ugha fy[ksx,A dgha mŸkj vfr foLr`r Fks rks dgha lafkIrA ek=kxr v’kqf);k¡Hkh ns[kus dks feyhaA

MARKING SCHEME

Question 15

vfrfFk* lsY;wdl dh iq=h gsysu gSA

lezkV~ pUnzxqIr us pjksa ls lquk Fkk fd ;ouksa dh jktdqekjh gsysu eq>s ns[kuk pkgrh gSA mlh fnulezkV~ us fu’p; dj fy;k Fkk fd og ;q) esa lcls vkxs pydj mls viuk n’kZu nsxkA

vkpk;Z dkSfVY;] egkekR; jkkl rFkk lezkV~ pUnzxqIr ;q/n j.kuhfr ij fopkj dj jgs FksA rHkh jkklus dgk fd Hkxoku~ dkSfVY; dh ;qfDr dk fooj.k Hkh ;Fkkor~ ns pqdk gw¡A vc lezkV~ dh tSlh vkKk gksA

pUnzxqIr g¡l iM+k vkSj cksyk] **egkekR; jkkl dgk¡ jg x,\ˮ**tgk¡ jkkl dks gksuk pkfg,Aˮ jkkl cksys] **gj ;q/n esa jkkl lsuk esa lcls vkxs jgrk vk;k gS] bl

ckj Hkh------Aˮ**ugha] ughaA egkekR; rks esjk gh vf/kdkj Nhu jgs gSaAˮ pk.kD; us pUnzxqIr dks le>k;k fd uhfr dk

fu.kZ; djus dk vf/kdkj egkekR; jkkl dks gh gS] o`"ky!

**uhfr ds nks&nks vkpk;Z feydj eq> lSfud dks ywV jgs gSaA ugha] ughaA ;g vR;kpkj ugha pysxkAˮ**eSa lezkV~ Hkh gw¡] vr% esjk dŸkZO; gS fd vfrfFk dh bPNk iwjh d:¡Aˮjkkl us pfdr gksdj dgk] **;g dSlk rdZ] lezkV~\ˮ**gk¡] eSa vius ik dk rdZ ns jgk gw¡A vfrfFk dh bPNk iwjh djus ds fy, eq>s lcls vkxs jguk iM+sxkAˮjkkl us dgk] **egkizHkq dk rdZ dSls dkV ldrk gw¡\ vkpk;Z dkSfVY; jkk djsa esjh!ˮdkSfVY; g¡l iM+k] **eSa rks bruk gh dg ldrk gw¡ egkekR;] fd o`"ky cpiu ls gh gBh gS A gk¡] eq>s

,d ubZ fpUrk gks jgh gSAˮ**esjs jgrs vkpk;Z dks fpUrk]ˮ pUnzxqIr cksykA **rw gh rks fpUrk dk dkj.k gS] o`"kyA ;fn ml vfrfFk

dh ;g bPNk thou Hkj dh bPNk cu xbZ rks\ dgha ;ou jktiq=h gsysu thou&Hkj izrkih ex/k&lezkV~ dkfuR; n’kZu ikus dks O;xz gks mBh rks -----ˮ

pUnzxqIr us yfTtr gksdj eq¡g Qsj fy;kA


& ,sfrgkfld i`"BHkwfe ij vk/kkfjr miU;klksadks i<+kus esa fo’ks"k :fp ysaA

& iafDr;ksa dk lUnHkZ le>k;k tk,A ewyi`"BHkwfe vo’; le>k;h tk,A rc gh Nk=iz’uksŸkj fy[k ldsaxsA

& ek=kxr v’kqf);k¡ lq/kkjus ds fy;s dkk esavH;kl djk,saA

74

pk.kD; us dgk] **vc bl czkã.k ls vki yksxksa us vkSj rks lHkh dqN Nhu fy;k gS] dsoy bruk ghgkFk esa jg x;k gS && ;ou jktdU;k dk fookg ex/k lezkV~ ls djk nw¡! rks blh k.k ,d HkO; jktHkoucuokus dh vkKk ns nhft,A egkekR;] ;g Hkh lghAˮ

lezkV~ us iwNk] **rkss igys fookg gksxk vFkok ;q/n\ˮ**kf=;ksa dh ijEijk ds vuqlkj igys ;q/n] fQj fookg !ˮLkcls igys igkM+ tSls Å¡ps xtjkt ij fojkV~ dk; nsork dh rjg [kM+k ex/k&lezkV~ ;q/nks= esa

vk;kA gsysu us jFk ij cSBs vius firk dks >d>ksj dj dgk] **tSls Lo;a nsork twfiVj mrj vk;k gks]ns[kkAˮ

**rw tk] eSa bl i’kq dks ck¡/kdj rq>s migkj esa nw¡xkAˮ lsuk esa ;q/n ds ckts ct mBsA

Bhd mlh le; pUnzxqIr dk ’ka[k xjt mBkA ;ou lsuk dks Hkkjrh; O;wgksa esa Q¡lkdj ;ou dkS’kyls dkVk tkus yxkA ml vn~Hqkr ;q/n ds dkj.k lsY;wdl dks dkB&lk ekj x;kA

vk/kh lsuk dVk pqdus ds ckn O;wg esa Q¡ls gq, lsY;wdl dh vk¡[kksa ij iM+h fnfXot; ds lius dh /kq¡/kN¡V xbZA Fkdk&gkjk lsY;wdl pUnzxqIr ds ikl lfU/k dk izLrko Hkstdj vius ,dkUr f’kfoj esa csgky iM+kFkk A jktdU;k gsysu dksus eas [kM+h fotsrk dks rM+irs ns[krh jghA

lfU/k gks xbZA lsY;wdl dk lEeku djus ds fy, ex/k lezkV~ us vusd gkFkh] jFk] ?kksM+s rFkk ewY;okujRu migkj esa fn,A

lsY;wdl us vius thrs gq, izns’k dk cgqr cM+k Hkkx ex/k lezkV~ dks fn;kA viuh iq=h gsysu dk gkFklezkV~ ds gkFkksa esa lkSai fn;kA bl rjg ls lezkV~ us gsysu dks viuh iRuh cukdj mldh bPNk iwjh djnhA

i) vfrfFk ;ou jktdU;k gsysu ¼lsY;wdl dh iq=h½

ii) gsysu lezkV pUnzxqIr dks ns[kuk pkgrh Fkh bl dk;Z lEiknu esa gj lEHko iz;kl kjk fLFkfr dksfufoZ?u vkSj fujkin cukus esa vkpk;Z dkSfVY;] vkekR; jkkl vkSJ lezkV pUnzxqIr dh Hkwfedk ijlE;d izdk’k MkyukA

iii) lezkV pUnzxqIr us ;ou jktdU;k dqñ gsysu dks n’kZu nsus ds lkFk&lkFk viuh iRuh Lohdkj dj bPNkiwjh dhA

General Comments:

(a) iz’u i= esa dkSu ls fo"k; ijhkkfFkZ;ksa dks dfBu yxs\

& thou esa lq[k le`f) gsrq fdlh O;olk; dk pqukoA

& vkt ds VwVrs ifjokjA

& okD; 'kqf)A

& lwjnkl dh HkfDr HkkoukA

& fueZyk esa 9th iz’u 'kh"kZd dh lkFkZdrkA

& Tokykeq[kh ls iz’u & 14

75

(b) iz’u i= esa dkSu ls fo"k; ijhkkfFkZ;ksa ds fy, vLi"V jgs\

& fdlh O;olk; dks pquuk & le> u ikus ds dkj.k dkYifud ckrsa fy[kh x;haA

& ^ikuh esa vkx yxkuk* eqgkojk cPpksa dks vLi"V yxkA

& iz’u 11 esa O;aX;HkkoA

(c) fo|kfFkZ;ksa ds fy, lq>ko %&

iz’uksa dks /;ku ls i<+dj] lHkh fcUnqvksa ij fopkj&foe’kZ mijkUr fy[ksA

fucU/k esa ik&foik iwNs tkus ij fdlh ,d igyw ij t+ksj nsaA

ek=kxr 'kqf);ksa ij /;ku nsaA

O;kdj.k Hkkx ij vf/kd t+ksj nsaA

miU;kl dgkuh o dfork ds va’k mŸkj esa lekfgr djsaA

iz’u dh Hkk"kk i<+dj izR;sd fcUnq ij fy[ksaA

le; lhek dk /;ku j[ksaA

fucU/k esa fo"k;ksfpr mnkgj.k o dfork va’k Hkh 'kkfey djsaA

76

ELECTIVE ENGLISH


Total Number of students who took the examination 518





Details Mark Range


0.00

5.00

10.00

15.00

20.00

25.00

30.00

35.00

40.00

45.00

50.00

0-20 21-40 41-60 61-80 81-100

0.97 1.16

20.66

32.05

45.17

Per

cent

age

of C

andi

date

s

Marks Obtained


77


TO KILL A MOCKINGBIRD – Harper Lee

Question 1

What treasures did the knot hole of the oak tree that stood at the edge of the Radley lotafford Jem and Scout? Describe how the interest in the tree ended. What in your opinionis the significance of this episode in the novel?

[20]

Comments of ExaminersThis answer required a thorough knowledge of textualdetail plus analysis of significance. All items of treasuresfound in the knot hole were not mentioned bycandidates, some of whom could not critically analysethe significance of this episode in the novel especially asit was spread across chapters. In other cases, the‘interest’ and the ‘significance’ were well attempted,even if the narrative detail was missing.

Some candidates who wrote a long introduction couldnot devote sufficient time and energy to the main pointof question and despite a lengthy answer, sometimeswell written, could not score because much of it wasirrelevant and only a fraction of the total marks wasallotted to an introduction.

Quotes and / or points of critical thinking that enhancethe level of answer were missing in many answers.

MARKING SCHEME

Question 1.

Two oak trees stood at the edge of the Radley lot. One of them had a knot-hole. Well into her schoolyear, Scout on her way back from school without Jem, as usual was sprinting past the Radley placewhen something caught her eye. It was tinfoil glinting in the afternoon sun. When she reached for it,she found two pieces of chewing gum minus their outer wrappers. Scout quickly ate the gum. Jemwas angry with her for eating something from the Radley place and asked her to spit out the wad andgargle. The fear of the “malevolent phantom” was still very much there. After waiting for three daysfor someone to claim it, the children pocketed the ball of grey twine lying there the next time, andconsidered everything found there their own.

With summer upon them, Scout and Jem found more tinfoil in the tree. Upon opening the package,they looked at a small box patch-worked with bits of tinfoil collected from chewing-gum wrappers. It

Suggestions for teachers Stress upon a thorough knowledge

of the text - if necessary trace thesequence or enumerate / list pointsnecessary to support directquestions. Key points could beunderlined while the text is read inclass.

Accuracy of detail is a must. Demand sufficient written practice

during the session with adequatetraining on how to write suitableintroductions to long answers andunderstand the main point ofquestions. The focus should not belost in irrelevant detail.

Supporting key words / phrases thatcan be quoted should be identified.

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was the kind of box wedding rings came in, purple velvet with a minute catch. Inside were twoscrubbed and polished pennies. They were Indian heads, nineteen six and nineteen hundred. Thechildren debated what to do with them. Finders were keepers for flowers and a squirt of milk but notmoney. The children decided to keep the coins safely and make inquiries later about who the possibleowner could be.

In October, the children discovered two small figures carved in soap, one of a boy and the other ofa girl in a crude dress. Scout afraid of “hoo-dooing” threw them down but Jem admired thecraftsmanship. Upon closer observation, the children noticed the resemblance to themselves. Jem keptthem away in his trunk.

Next, they found a package of chewing gum and this time Jem forgot about his fear of havinganything close to the Radley place. The knot-hole then surrendered a tarnished medal, an oldspelling medal. The biggest treasure was a pocket watch on an aluminium chain with a knife. Thewatch would not run but Atticus said it was worth ten dollars.

The children did not tell Atticus where they had obtained it from, but decided to write a note to thanktheir unknown benefactor. When they went the next morning to place the envelope in the knot hole,they were aghast to see the hole had been cemented. Jem kept a vigil by the tree and finally got to askNathan Radley if he had filled the knot-hole. Nathan Radley admitted he had because the tree wasdying. Jem was silent but later asked Atticus if the tree indeed was dying. Atticus did not think it was.Jem stayed out the entire evening and when he returned Scout could see he had been crying.

The knot-hole was Boo’s way of reaching out and trying to establish a connection with the innocenceof childhood, which he had been watching, with amusement and care, over time. The cementing of theknot-hole was the adult world’s response to this clear-hearted attempt. It was one of the ways that theadult world with all its prejudices killed a harmless mockingbird that did nothing but spread itssong, which Boo represented. This episode therefore supports the overall theme of prejudicesmothering harmless nobility.

The novel is also a bildungsroman, a novel about coming of age. While Scout’s reaction to the knot-hole is childish, Jem’s is a change: from fear, scepticism, gradual understanding as he stares inthe direction of the Radley home each time, admiration and great anguish at the blocking of thischannel of communication. His orders to discard anything found there and confusion about theethical ramifications of taking things change to acceptance and when the hole is cemented, he standsthere till nightfall, obviously crying at the injustice. It is a precursor to the larger lesson he willlearn at the trial later.

79

Question 2

Discuss the various mockingbirds in Harper Lee’s novel To Kill a Mockingbird. [20]


Most candidates gave fairly comprehensive answers tothis question, addressing all the characters that areconsidered the ‘mockingbirds’. However, a fewcandidates who referred to Mayella as a mockingbirdcould not provide adequate justification for their opinion.Many candidates who succeeded in presenting thesymbolic role of mockingbirds could discuss only thetwo main ones (Tom and Boo). Where Dill, Jem andDolphus Raymond were mentioned, analysis was oftensparse.

In some cases, the candidates misunderstood the meaningand context of ‘mockingbirds’ and interpreted the term as‘mocking’ and ‘ridiculing’, basing their answers on howTom and Boo were ridiculed by society.

A well-substantiated opinion was acceptable. Somecandidates presented Atticus as a mockingbird and markswere given on the basis of justification of that opinion.

MARKING SCHEME

Question 2.

Atticus’ philosophy is that it is a “….. sin to kill a mockingbird”. When Scout and Jem receive airgunsfor Christmas, Atticus tells them that although he would prefer that they practise their shooting withcans, if they must shoot at living things, they must never shoot at mockingbirds. Atticus explains thatit is a sin to kill a mockingbird. Clearly, this is the title scene, but the theme continues throughoutthe book. Miss Maudie explains why Atticus is correct – mockingbirds never do anyone any harm,and are not pests in any way. All they do is sing beautifully and live peacefully.

The mockingbird comes to represent true goodness and purity. The sin is in corrupting this.

Tom Robinson is one example of a human “mockingbird”. He stands accused of raping and beatingMayella Ewell, but is innocent of the charges. The town commits the ultimate sin by finding him

Suggestions for teachers This is an obvious and key aspect

of the novel and teachers mustcommunicate the significancecorrectly to students. The link to itbeing a sin to kill a mockingbirdhas to be made and analysed in thecontext of each character that maybe considered a mockingbird.

An opinion necessary for such aquestion must be supported byjustification from the text.Candidates should be discouragedfrom including every character tobe ‘safe’ – such generalisations areeasily caught out as signs ofinsufficient critical thinking andunderstanding of text and rarelyscore well because in playing safe,candidates cannot provideconvincing substantiation of thebroad opinion.

Teachers should read textthoroughly in class and discuss bothmajor and minor characters andtheir symbolic role in the context ofthe title.

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guilty and sentencing him to death. In effect, they have killed a mockingbird, literally and inspirit. He was convicted the moment Mayella opened her mouth to scream. Ironically, his kindnessworks against him: his offer of help and his feeling sorry for a white woman cause his tragedy. AfterTom Robinson is shot, Mr. Underwood compares his death to “the senseless slaughter ofsongbirds”.

Boo Radley is another example of a human “mockingbird. He has spent his entire life as a prisonerof his own home because his father was overzealous in punishing him for a childhood mistake.Boo Radley observes the world around him, causing no harm to anyone, and then saves Jem andScout’s lives when Bob Ewell attacks. The sheriff determines that Ewell’s death will be ruled anaccident because he does not wish this harmless good soul to be ‘killed’ by attention. At the endof the book Scout thinks that hurting Boo Radley would be like “shooting’ a mockingbird”.

By presenting the blacks of Maycomb as virtuous victims – good people made to suffer – Lee makesher moral condemnation of prejudice direct, emphatic, and explicit. The mockingbird represents truegoodness and innocence that should always be protected. The title of To Kill a Mockingbird has verylittle literal connection to the plot, but it carries a great deal of symbolic weight in the book. In thisstory of innocents destroyed by evil, the mockingbird comes to represent the idea of innocence. Thus,to kill a mockingbird is to destroy innocence. Other characters such as Dolphus Raymond too areconsidered innocents who have been injured or destroyed through contact with evil.

That Jem and Scout’s last name is Finch (another type of small bird) indicates that they areparticularly vulnerable in the racist world of Maycomb, which often treats the fragile innocenceof childhood harshly. Jem is another mockingbird. All the three children are innocent and shockedby the harsh reality of prejudice and injustice. Dill even breaks down. However, Jem suffers the most.It becomes his turn to cry. He condemns the system and the people of Maycomb until Atticus explainsgently that he is being unfair. He grows up overnight but, unlike Scout, suffers heartbreak anddisillusionment.

Mayella is sometimes considered a mockingbird because of her sorry condition, abusive alcoholicfather and her hidden aspirations symbolised by the neat red geraniums. However, she is notharmless, and whether out of fear or shame, wrongly accuses an innocent man and causes thedeath of a genuine mockingbird.

Question 3

What is your impression of Atticus Finch as a lawyer and a pillar of the community fromthe way he handles the trial of Tom Robinson? Substantiate your opinion by narratingaspects of the Tom Robinson trial that illustrate the point.

[20]

81


Very few attempted this question but many of thosewho did, wrote fairly good answers. In some cases, thedetails of the trial were not given and hence marks werelost since those details were necessary to prove Atticus’standing as a lawyer. On the other hand, some put downdetailed narration of the entire trial but showed no linkto Atticus as a lawyer handling it.

In some centres, candidates did not read the questionwell enough to understand that the answer needed anopinion of Atticus as a lawyer and as a respected citizenspecifically based on the trial, which includes not justthe events at the court house but also precursors andaftermath related to it. Answers included a generalstudy of Atticus as a father, outside the trial.

MARKING SCHEME

Question 3.

Tom Robinson was a Negro who had been accused of trying to rape Mayella Ewell, a white woman.Racial prejudice being rampant at the time, the case came to trial with the odds stacked against the‘black’ man even though the ‘white’ so-called victim belonged to the dregs of Maycomb society.Atticus Finch was given the task of defending Tom Robinson, for which he was criticised as a “niggerlover” by many in Maycomb.

When Scout got into a fight defending her father and questioned him about this, he said he had to takeon the case despite the disapproval because if he did not, he would not be able to hold up his head inMaycomb, nor represent the county in the legislature. He would not even be able to reprimandhis children or worship at church. This case, which according to him “goes to the essence ofman’s conscience”, affected him “personally”; and it was important to Atticus to stand by hisprinciples before expecting others to do so. He was firm that he had to first live with himself and thatconscience did not live by “majority rule”. He knew there was little chance of victory and that he wasfighting a losing battle, yet he took a stand on grounds of principles, saying

Simply because we were licked a hundred years before we started is no reason for us not totry to win

Besides the moral courage he displayed at this time, he was brave enough to singlehandedly face agroup of antagonistic citizens and defend Tom Robinson before a lynch mob.

Despite the prejudice, he advocated understanding and tolerance and reminded Scout that no matterhow “bitter” things became, “they’re still our friends and this is still our home.” When Bob Ewell spaton him, Atticus did not condemn him for anything more than chewing tobacco; he explained the actioncame from the humiliation Atticus had subjected him to on the stand, destroying his “last shred ofcredibility”. Compassionate, Atticus was willing to suffer if it meant saving Mayella Ewell one extrabeating.

Suggestions for teachers Students must be given practice in

how to read questions andunderstand exactly what their focusis. Teachers should providesufficient written practice andfeedback on this key skill.

Guide students on how toeffectively use the fifteen-minutereading time, and how to dividewriting time among answers.

Part of the supporting informationfrom the text should consist of keywords / phrases / lines from text inthe form of accurate quotes

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Atticus was a competent lawyer and had thought things through clearly. He told his brother that thejury could not be expected to take Tom Robinson’s word against the Ewells’, but he had a chance to“jar the jury” and have a “reasonable chance on the appeal”. During the trial he was calm, courteous,and clear. He cross examined witnesses, asking if a doctor had been called, insisting on detail ofMayella’s injuries. He questioned Bob Ewell, who first thought he would have an easy time withAtticus, to show he was left-handed and could have beaten up Mayella himself. He questionedMayella courteously and slowly built a picture of the home she lived in, her life without friends andthe drunken violence of her father. After questioning her about her testimony about how TomRobinson had attacked her, he presented the idea that had he indeed done so, she could havedefended herself better and the beating could have been by Bob Ewell. He then showed TomRobinson’s left arm was useless and crippled and that the injuries on Mayella therefore could nothave been inflicted by him. While questioning Tom, Atticus brought him out as a decent helpfulman who had been unfairly accused and framed. In his closing address, he said that the case shouldnever have come to court, and that Mayella had accused Tom out of fear that she had kissed a Negrowhose only fault was that he had the “temerity” to feel sorry for a white woman. He spoke of equalityand integrity, and appealed to the jury in the name of God to do its duty. At the end, when he leftthe courtroom, all those in the gallery upstairs stood for him as a mark of respect for his moralcourage, sincere attempt to do the correct thing and the efficiency with which he went about it.

In the way he handled the trial, he vindicated Judge Taylor’s faith in him. Miss Maudie explained toJem later that Atticus had deliberately been chosen to fight a case that could not be won simply becausehe was the only one who could have kept the jury out so long. He was the one Maycomb looked upto, and was responsible for the “baby step” in the fight against racism.Atticus was fair and unbiased. He chafed at “Maycomb’s usual disease”:

Why reasonable people go stark raving mad when anything involving a Negro comes up, issomething I don’t pretend to understand

Despite his patience with another’s point of view, he explained the bias of the jury in terms of racistattitude. He told Jem that whether the mob at the prison or the jury, otherwise “reasonable” men losetheir heads when it came to taking a white man’s word against a black man’s. He vehementlydisapproved of white men who cheated black men, calling them “trash”.Thus, Atticus Finch proved his mettle as an honourable, just and efficient lawyer, citizen and a pillar ofMaycomb society, taking up a battle that he knew was a lost one, making a difference in the attitudes inhis mild, yet courageous, and far sighted manner.

THE HUNGRY TIDE – Amitav GhoshQuestion 4

Comment on Amitav Ghosh’s use of history and myth that surrounded the Sunderbans. [20]

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This question was not widely attempted.

Very few candidates could really do justice to thequestion as it demanded a thorough and detailedknowledge of the text. Some gave merely the detailednarration of the Bon Bibi myth and ignored the use ofhistory and other myths. Quotes did not form anappropriately strong part of substantiation in manyanswers.

MARKING SCHEME

Question 4.

Amitav Ghosh's greatest gift as a writer may well be his sense of place. A landscape, a city, a village onthe edge of a desert: it is these images that we summon from his novels when we are distanced fromthem in memory. Perhaps this is what makes him such a master of the travel narrative, a form whosecontours are shaped by places and their histories. His most recent book, The Hungry Tide, is set in theSundarbans, the vast, intermittently submerged archipelago, largely covered by mangroveforests, that forms the delta of the Ganges as it debouches into the Bay of Bengal. The region issupposed to derive its name from the sundari tree, as the mangrove is locally called; in his book,Ghosh speculates on whether the name may not more simply correspond to sundarban, beautifulforest, as many prefer to believe. Two-thirds of the Sundarbans are in Bangladesh, only one-third inIndia: it is a region whose fishing folk easily traverse the imaginary boundaries of the modern nation-state, crossing, as the wind and the tides take them, the mouths of the many river-channels that set up aunique turbulence of fresh and salt water washing the islands of the archipelago.

To this land discovered by the ebb-tide, bhatirdesh, as Ghosh calls it in a remarkable and poeticapplication of the term used in Mughal land-records, come a young cetologist from the UnitedStates on the trail of a breed of freshwater dolphin, the Orcaellabrevirostris, and a middle-aged linguistwho runs a translation bureau in Delhi. The two are thrown together by chance, and for a time the maletranslator, Kanai Dutt, accompanies the female scientist, Piya Roy, as an unofficial interpreter. Thenovel is not really about their developing acquaintance. Much more centrally and in a far more extendedway, it is about the many histories of the region they have come to. Kanai's aunt Nilima has lived inone of the islands for years; she sends for him after the discovery of a diary belonging to her long-dead husband Nirmal, a Marxist schoolteacher whose withdrawal from political activism had broughtthem to settle in a Sundarbans village. As Kanai reads the diary, its narrative of past events, hopes anddisappointments (held together as much by the inexorable flow of historical time as by Nirmal'sconstant evocation of lines from Rilke's Duino Elegies), is interwoven with other stories. These includeKanai's own memories of a visit he paid his uncle and aunt as a child, his present experiences as a guestat Nilima's hospital, and Piya's search, aided by the fisherman Fokir, for the Orcaella.

Suggestions for teachers Ensure that students read the novel

in detail and develop the skill tocompress vast information intofocussed answers. Adequate writtenpractice against the clock isadvised.

Include some challengingdiscussion and written assignmentstoo that call for high order criticalthinking and writing skills.

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At the heart of Nirmal's diary is a historical event: the eviction of refugee settlers from the island ofMorichjhapi in the Sunderbans by the Left Front government of West Bengal in 1979. For the oldCommunist in the novel, like many others at the time, this act of state violence was a betrayal ofeverything left-wing politics in the post-Partition era had stood for. It was these very leftists who haddeclared, in the face of Dr Bidhan Chandra Roy's attempts to find land in neighbouring states for thesuccessive waves of refugees who crossed over from East Pakistan in the forties and fifties, that theywould not consent to a single one being resettled outside West Bengal. And indeed the conditions ofsuch resettlement were harsh and alien. In 1978 a group of refugees fled from the Dandakaranya campin Madhya Pradesh and came to the island of Morichjhapi in the Sundarbans with the intention ofsettling there. They cleared the land for agriculture, and began to fish and farm. But their presence therealarmed the Left Front ministry, who saw it as the first of a possibly endless series of encroachments onprotected forest land, and the settlers were evicted in a brutal display of state power in May, 1979.Many, like the girl Kusum in Ghosh's novel, Kanai's childhood playmate who becomes the repository ofNirmal's idealist hopes, were killed. Nirmal, who stays with the settlers during those final hours, is laterdiscovered wandering in the port town of Canning; he is shattered by the event and never recovers. Asthe last significant expression of the trauma of Bengal's Partition, the story of Morichjhapi occupies acentral place in the novel.

But it is only one of the histories - part fact, part fiction - that the Sundarbans of Ghosh's novel enfolds.There are others: the life cycle of the Orcaella, the story of its identification and the aquatic historyof which it is part; the story of the port town of Canning, and the folly of its foundation by theBritish; the storms, named cyclones by the shipping inspector Henry Piddington, which ravagethe region with irresistible ferocity; the visionary ambition of Sir Daniel Hamilton, who boughtten thousand acres of land in the Sundarbans and set out to build an ideal community; the tale ofBon Bibi and her worship, recounted in many folk epics, fusing Muslim and Hindu faith; and ofcourse the present histories of Kanai, Nilima, Piya, Fokir, Fokir's wife Moyna and their sonTutul, among others. In a land regularly obliterated, at least in part, by the flood tide or by thehuge tidal waves dredged up by cyclones (one of which marks the novel's climax), Ghosh makesus aware of the sedimentation of human history, the layers of past knowledge, experience andmemory that constitute our human sense of place.

Ghosh's sense of Bengali social history is, as always, unerring and profound. One of the most movingthings in the novel is the textual tenor, at once perceptive and self-deceived, of Nirmal's diary,especially as it stands framed by the more robust and enduring social activism of his wife Nilima, andby the common sense of his companion on his last journey, the fisherman Horen Naskor.

(suitably chosen quotes of candidate’s choice to be credited)

Question 5

Give an account of what Sir Daniel Hamilton did to achieve his dream in the Sunderbans.After his death, what was the ultimate outcome of all his efforts?

[20]

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The first part of the question was attempted well, but the‘outcome’ was left out. A few candidates managed towrite a line or two on it. Despite it being astraightforward question, it was attempted by very fewcandidates, perhaps because of the depth of textualknowledge required.

Quotes were lacking in many answers.

MARKING SCHEME

Question 5.

His dream:

Sir Daniel Hamilton (pictured in stockings and knee breeches, wearing buckled shoes and a jacket withbrass buttons) had been schooled in Scotland that life’s most important lesson is “Labour conquerseverything”.He came to India to seek his fortune, joined MacKinnon and McKenzie in Calcutta and worked hard,being the only ticket agent selling hundreds of tickets (monipolikapitalist I) land, unlike others, he didnot take his money and leave or spent it all on places and luxuries. Instead, he sailed towards the Bay ofBengal while other sahebs and mems revelled. He wondered why no one lived here and this valuablesoil was allowed to lie fallow and was told that “. People lived here once, but they were driven away bytempests and tides, tigers and crocodiles.”Since this was no remote or lonely frontier, he asked, “But if people lived here once, why shouldn’t theyagain?” Considering this area to be India’s doormat, he envisioned a thriving settlement in this placeand, upon his return to Calcutta, he sought out knowledgeable people to learn about the hazards ofthe Sunderbans.

In 1903, he bought ten thousand areas of the tide country from the British sarkar. (Many islandsworth….Gosaba, Rangbelia, Satleja – these were all his.) Later, he added Lusibari to these islands andwanted his newly bought lands to be called Andrewpur, after St. Andew of Scotland. People called itHamilton–abad and the population grew. S’Daniel gave names like “Shobnomoskar” (welcome toall) and Rajat Jubilee (Silver Jubilee of some king or the other) as well as Jamespur I” and Emilybari”,after the names of his relatives.

No one came to live in those places in the beginning but started pouring in (by the thousands) laterfor the land that was in their own country without having to take a boat to Burma or Malaya or Fiji orTrinidad.

And what was more, it was free.

S’Daniel welcomed everyone who was willing to work upon the condition that “they could notbring all their petty little divisions and differences. Here there would be no Brahmins orUntouchables…..”

Suggestions for teachers Teachers must guide students on

how to read a question and judgethe balance in the answer.

Quotes from texts must bestrategically placed. They must beaccurate.

Teachers must provide practice inidentifying relevant facts from textand collating them in an organisedmanner to address completequestion.

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People came in boats and dinghies……………hacked at the forest with their daas…… slept on thehammocks. …The tigers, crocodiles and snakes had a feast, killing hundreds of people. S’Daniel began to giverewards to anyone who killed the wild beasts. The purpose of all this, however, was not money.S’Daniel wanted to build a new society, “a new kind of country”. (run by co-operatives, with noexploitation). S.Daniel spoke with Mahatma Gandhi, Rabindranath Thakur and many others. Hefollowed Marx’s Labour Theory of Value.For electricity, there was a huge generator next to the school (now a discoloured wire that ran alongthe wall). He also put phones in Gosaba long before there were phones in Kolkata.

(Outcome:)

According to Kanai, S’Daniel ended up with “These rat eaten islands”. After his death in 1939, theestate passed into the possession of his nephew, James Hamilton, who lived on the isle of Arran inScotland and had never been to India before coming into his inheritance. He had paid a very briefvisit to Gosaba. The estate was practically now entirely in the hands of its management. “Andwhere was the shared wealth of the Republic of Co-operative Credit? What had become of its currencyand banks? Where was the gold……” The present state was of destitution.

Question 6

What is your assessment of the character Nirmal in the novel The Hungry Tide? [20]


Most candidates merely presented a narrative of eventsin which Nirmal was involved. The analysis ofcharacter with suitable substantiation was missing frommost answers.

The question was not read carefully. Nirmal in thenovel was presented through his profession, marriage,fondness for Kusum, leftist intellectualism and so on.The ‘assessment’ was missing. Hence, the characterdid not emerge.

The shortcoming was probably because in the novelthe character of Nirmal is not dealt with inchronological sequence of his life. The novel beginswith his death and incidents of his life and what theyreveal about him come up not necessarily in thechronology of when they occurred. While the structurefollowed in the answer was the candidate’s choice,Nirmal’s life and the assessment of his character had tobe complete.

Suggestions for teachers Students should be taught to

analyse a character through aninsightful presentation of thepersonality of the character and hisor her role in the novel. Characteranalysis should include physicaldescription, impact of character onincidents and other characters andtheir impact on him / her. Changeevidenced in the character as he /she progresses through the novelmust be brought out clearly. Allopinion and analysis should besupported by textual illustration.

In study of character, both facts andobservations (analysis) areimportant.

The tracking of events in Nirmal’slife had to be done without beingconfused by the novelist’s choice ofstructure and flow.

Quotes must form a part of theanswer.

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MARKING SCHEMEQuestion 6.The first we hear of Nirmal is during Kanai’s conversation with Piya in which he mentions his first visitto Lusibari to his uncle and aunt in 1970 as a punishment. Subsequently Kanai recalls his lastencounter with Nirmal in the late 1970s when, as a college student in Calcutta, he was hurrying to getto a lecture and had collided with someone browsing at one of the stalls displaying old books. It was hisuncle, leafing through a translation of Francois Bernier’s Travels in the Mughal Empire. Nirmal did nothave the money to pay for the damaged book and Kanai made the payment to ease his uncle’spredicament. Later Kanai read that this visit of his had been the result of despondency at the prospectof superannuation and regret at giving up writing and reading. Nirmal, a school headmaster, wasobviously a book lover although he could scarcely afford to buy books and Kanai often imagined hewould run into his uncle in a book shop and discreetly buy him a book or two. However, two yearslater, Nirmal died in Lusibari after a long illness. Incoherent for many months, he hadnevertheless spoken of Kanai and some writings he wanted to give him. Nilima had searched forthem but in vain. About twenty years later, Nilima found a packet addressed to Kanai and hadcalled him to Lusibari. In death, Nirmal was responsible for Kanai’s second eventful visit there.Nirmal’s presence is felt in Canning as Kanai reaches; and later in Lusibari when he returns tothe Hamilton compound, and hears his uncle’s words again. His observation on the “monument toexcess” on the banks of rivers and a recollection of his silhouette like that of a “long-legged waterbird”,with his flapping clothes and umbrella strike Kanai, who is unaware of the mysterious conditionssurrounding his uncle’s final days. Nilima tells him that he was found on the embankment inCanning, probably out in the rain since he caught pneumonia, and had lived only a couple of monthsafter that. Nirmal’s behaviour had become very erratic and he would disappear for days on end. He haddied around the time of the Morichjhapi incident. It was assumed that Nirmal had been put on one ofthe buses to the resettlement camps but had been recognised and let off somewhere. No one could tellwhat had happened since by then he was talking irrationally, his only lucid moment being his desire topass on his writings to Kanai. Later when his journal is revealed, it is clear that the only one hetrusted with his closest secret and passion was Kanai – and even in illness and irrationality, hewas particular about that. Nilima cannot erase the image of her muddied husband shouting, “TheMatla will rise!” seemingly alluding to the story of the prediction that the river would rise and drownCanning.

Kanai remembers his uncle’s fondness for Rainer Maria Rilke’s Duino Elegies, and later when hereads Nirmal’s journal, he finds translated lines from Rilke, whom Nirmal writes of as “the Poet” - areintrinsic to it. Kanai is right when he tells Piya that Nirmal was one of the people “who live throughpoetry” and are “hard to understand”. The journal was written over two or three days in 1979 – a periodwhen even Nilima thought he had given up writing - and deals entirely with Nirmal’s experience andthoughts about Morichjhapi or ‘Pepper Island’, encapsulated in interspersed lines such as those aboutbeauty being the “start of terror” when he describes the place. The journal also signifies Nirmal’syearning to leave a mark and his strength: he writes he was once a writer and has picked up the penagain to leave “some trace” of what happened there. This thought along with the fear that very naturallypreceded it urged him to take up writing again. The vulnerability, courage, belief and ability ofNirmal emerge in his last days.

Thus, it is through Kanai’s memories of Nirmal or his reading of Nirmal’s journal that parts ofthe past, background and events are revealed. The story of Sir Daniel Hamilton and theestablishment of an ideal community in the Sunderbans is Kaina’s recollection of Nirmal telling him thestory. It was a revolutionary’s dream: the community at Lusibari is painted as Sir Daniel’s vision of “a

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new society, a new kind of country” through Nirmal’s eyes and voice from the past. That Nirmal wasas impassioned as ‘S’Daniel’ is evident from his hurt at Kaini’s reaction of the futility of getting “rat-eaten islands”, and his hope that “It may yet come to be.”In keeping with the writer’s style and technique in this book, Nirmal’s story is not in chronologicalsequence. How he reached Lusibari is revealed only after establishing his presence and role there.Nirmal and Nilima came to Lusibari in search of a “safe haven” barely a year after they were married.Originally from Dhaka, Nirmal was cut off from his family by the Partition and his choice of Calcutta.He “made a name for himself as a leftist intellectual and a writer of promise.” Nilima was astudent in his English Literature classes at Ashutosh College. Like many, she was “mesmerized” by his“fiery lectures” and her resolve to marry him did not falter despite her family’s opposition. Inquiriesinto Nirmal’s role in a Socialist conference unsettled him and following the advice of Nilima’s family,comrades and Nilima, he left the city. He was of “too frail a temperament” to be useful to hiscomrades anyway. At first horrified at the prospect of associating with an enterprise of a capitalist,Nirmal was impressed by Sir Daniel’s attempts to address rural poverty and humbled by therealisation that in spite of their “radical talk”, they had no knowledge of life outside the city. Thecouple had not expected a utopia but were nonplussed about what was to be done with the settlement.Nilima was the more dynamic and practical one and drew the union and trust to greater heights. Nirmalwas not fully supportive since he winced at the “stigma” of social service, but he did give the trust itsname. While there was a sense of caring between husband and wife, particularly from Nilima’s side,Nirmal, wrapped up in his own thoughts caused her pain by withdrawing from her. In the year ofhis death, he “became a stranger” to her, as if she had “become his enemy”.Nilima’s appraisal of Nirmal is true. He had developed an “obsession with Morichjhapi”. The causehad so much appeal for him because he was “in love with the idea of revolution.” Revolution was the“secret god” that ruled his heart. Supporting the settlers was the “closest Nirmal would ever come to arevolutionary moment” and perhaps a delaying of acknowledging his age was passing.So caught was hein this that he became contemptuous of his wife’s lifelong achievement. Since Kanai had neversupposed his uncle to be capable of malice or cruelty he found it difficult to believe that the journal hadnot been meant for him as a “slender connection” to the outside world. At the end, Kanai tellsNilimaNirmal did not think she would be “sympathetic” and she says for Nirmal it had to be all ornothing, while she was satisfied with a narrower sympathy.

Nilima also admits that there had been rumours about Nirmal and Kusum, which may haveaccounted somewhat for his “obsession”. Kania understands what Kusum meant to Nirmal: holding faston to Rilke’s “life is lived in transformation”, he saw Kusum as the “embodiment of Rilke’s idea oftransformation.” His love for poetry also made him recognise what Fokir, unlettered though he was,was reciting: “the story that gave this land its life.”Morichjhapi had a transforming effect on Nirmal, who assumes the personality of a pioneer like SirDaniel in recognising “the birth of something new, something hitherto unseen” in Morichjhapi. Thedifference was the while Lusibari was one man’s vision, the Morichjhapi dream “had been dreamt bythe very people who were trying to make it real.” Recognising this gave the listless Nirmal a purpose:“I felt all of existence swelling in my veins.” In his married life too, the gulf between the couple whohad married for love was created by this attraction for the settlers and their dream. He kept his visitsthere a secret from his disapproving wife once the “seed of our mistrust” was sown. He was honestenough to acknowledge the sacrifices Nilima has made for him and that his “old man’s hallucination”would jeopardise all that she had striven for.Nirmal’s is a strong presence throughout the novel, although chronologically he is dead even before itstarts. He is the poet, the revolutionary and the prophet-like figure who predicts the river rising andthe cyclone that strikes the mangroves and devours Fokir and his land.

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A DOLL’S HOUSE– Henrik Ibsen

Question 7

One of the surprises of the play is that Krogstad is not really the central antagonist. Tracehow this transition occurs.

[20]


This question was fairly well attempted by somecandidates, except for cases where the ‘transformation’was abruptly dealt with. In other cases, character sketchof Krogstad was drawn without showing how he was orwas not central antagonist.

MARKING SCHEME

Question 7.

Although on the diabolic side, Nils Krogstad from A Doll’s House does not have the same passion forevil expected of a central antagonist. He seems ruthless at first, but experiences a change of heartearly on in Act Three.

At first it may seem that Krogstad is the play’s main antagonist. Nora Helmer is a happy wife. She’sbeen out Christmas shopping for her lovely children. Her husband is just about to receive a raise and apromotion. Then the audience learns that Krogstad, a lawyer who attended school with Torvald anda co-worker, has the power to blackmail Nora. She forged the signature of her dead father when sheobtained a loan from him, unbeknownst to her husband. Now, Krogstad wants to secure his position atthe bank. If Nora fails to prevent Krogstad from being dismissed, he will reveal her criminal actions anddesecrate Torvald’s good name.

When Nora is unable to persuade her husband, Krogstad grows angry and impatient. Throughoutthe first two acts, Krogstad serves as a catalyst, initiating the action of the play. He sparks theflames of conflict, and with each unpleasant visit to the Helmer residence, Nora’s troublesescalate. In fact, she even contemplates suicide as a means of escaping her woes. Krogstad senses herplan and counters it:

Krogstad: So if you are thinking of trying any desperate measures… if you happen to be thinking ofrunning away… or anything worse…. So you haven’t the courage either, eh? It would also be verystupid.

Krogstad, shares a great deal with Nora Helmer: both have committed the crime of forgery.Moreover, their motives were out of a desperate desire to save their loved ones. Also like Nora,Krogstad has contemplated ending his life to eliminate his troubles, but was ultimately too scared tofollow through.

Suggestions for teachers Students must be taught to give

balanced answer after reading allparts of the question.

Students to be taught the differencebetween a character sketch andtracing change or transformation incharacter when question specifiesthe difference.

Quotes must be incorporated wellin answer, especially from a dramatext.

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Despite being labelled as corrupt and “morally sick,” Krogstad has been trying to lead alegitimate life. He complains, “For the last eighteen months I’ve gone straight; all the time it’s beenhard going. I was content to work my way up, step by step.” Then he angrily explains to Nora, “Don’tforget: it’s him who is forcing me off the straight and narrow again, your own husband! That’ssomething I’ll never forgive him for.” Although at times Krogstad is vicious, his motivation is for hismotherless children, thus casting a slightly sympathetic light on his otherwise cruel character. He says,“Even money-lenders backs, well, a man like me, can have a little or what you call feeling…”Krogstad has his motives, the main being concern that his children are saved from hardship thatcomes with losing a job and reputation. He has suffered social stigma for a relatively minorcrime, and was abandoned by the woman he loved. Sympathy for him comes when he is shown aswronged and a victim of circumstances.

Near the beginning of Act Three, Krogstad has an earnest conversation with his lost love, the widowMrs. Linde. They reconcile, and once their romance is reignited, Krogstad no longer wants to dealwith blackmail and extortion. He asks Mrs.Linde if he should tear up the revealing letter that wasintended for Torvald’s eyes. Surprisingly, Mrs.Linde decides that he should leave it in the mailbox sothat Nora and Torvald can finally have an honest discussion about things. He agrees to this, but minuteslater he chooses to drop off a second letter explaining that their secret is safe and that the IOU istheirs to dispose.

Krogstad occasionally lets his compassion shine through his bitterness. Playwright Henrik Ibsenprovides enough hints in the first two acts to convince us that all Krogstad really needed was someonelike Mrs. Linde to love and admire him for him to change from the position of an adversary or hostility.

Question 8

Narrate the confrontation of Mrs. Linde and Krogstad in Act III of the play. What, in youropinion, is the significance of this confrontation in the play?

[20]


The first part of the question was answered fairly welland included textual knowledge. The significance wasleft incomplete, as for instance, the key point aboutMrs. Linde being a foil to Nora and adopting a differentpath to self-fulfilment.

Lack of use of quotes was observed in many answers.

Suggestions for teachers Ensure that students have a detailed

knowledge of the text developed bydiscussion of impact of incidents,characters and relationships. Layersof interpretation and impact on plotdevelopment must be brought out.They should aim to developanalytical skills and theirapplication to questions.

Use of quotes must be encouraged.Accuracy and relevance to analysismust be reinforced.

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MARKING SCHEME

Question 8.

It is the night of the party and dance music can be heard from upstairs. Nora and Torvald are at the partyand Mrs Linde sits alone in their apartment, waiting for someone. Krogstad arrives; it is he whomshe was expecting. He reproaches Mrs. Linde for jilting him, but she says she had no choice; she hadfamily to support and he was poor. She tells him that only today did she discover that it is his jobthat she is due to take. He asks her if she will give it back to him, but she says this would not benefithim. She needs someone to look after, and suggests that they get back together. He cannot believethat she can overlook his past life, but she has faith in his essential goodness and believes his previousclaim that he would be a better man if he were with her.

He is delighted. He realises that she knows what steps he has taken with the Helmers, and suggeststhat he ask for his letter back. But Mrs. Linde insists that Torvald must know Nora’s unhappysecret. They must give up concealment and grow to a full understanding. Krogstad leaves.Mrs. Linde is overjoyed that at last she will have someone to care for.

Torvald enters, dragging Nora in with him.

Mrs. Linde is a foil (contrast) to Nora in that her route to self-fulfilment is the reverse of Nora’s.Nora chooses to leave her family, but Mrs. Linde, who has led just such an independent life as the oneNora is embarking upon, decides to give it up to look after the man she loves and his children. Somecritics have commented that Mrs. Linde’s decision undermines Nora’s and implies that Nora will cometo regret her course of action. However, Ibsen does not suggest that Nora’s action in leaving her familyis the only route for a woman to find her true identity. The important thing is that Nora, having lived ina sham marriage, makes a conscious choice of independence, and that Mrs. Linde, having once given upthe man she loved to support her relations, makes a conscious choice to look after him.

Both are being true to themselves after a period of denying their true natures.

In terms of the plot, Krogstad mellows and shows a noble side to his nature so it appears Nora willbe saved. However, the decision to let the truth be revealed, leads to the clash between Torvald andNora, Nora’s realisation of Torvald’s hypocrisy and hollow vows, and her decision to leave him.

Candidates can present any reasonable opinion on significance in terms of plot, character and themebut it must emerge from confrontation.

Question 9

Write short notes on the symbolism of: [20]

(a) The Christmas tree

(b) The Tarantella

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In some cases, short note (a) was written on how aChristmas tree brings joy and happiness, with no paralleldrawn to Nora or mention of the symbolic role of thetree. In others, where the decorative aspect wasaddressed, the tree becoming decrepit was notconsidered. Nora’s psychological condition, the situationat the Helmer household and the state of Nora’s marriagenot brought out.For short note (b), many wrote a description of the danceand perhaps Nora’s persuading Torvald to watch herdance. Symbolism was not addressed. The means ofescape from repression and the connection to moralitywere some of the salient points missing in the answers ofmany candidates.

MARKING SCHEME

Question 9.

(a) The Christmas tree

The Christmas Tree, a festive object meant to serve a decorative purpose. It symbolises Nora’sposition in her household as a plaything who is pleasing to look at. It adds charm to thehome.

Parallels can be drawn between Nora and the Christmas tree in the play: Just as Nora instructsthe maid that the children cannot see the tree until it has been decorated, she tells Torvaldthat no one can see her in her dress until the evening of the dance. In the beginning of thesecond act, after Nora’s psychological condition has begun to erode, the stage directionsindicate that the Christmas tree is correspondingly “dishevelled.”In Norway, Christmas is an important family celebration, but the focus of the festivities and theopening of presents occur on Christmas Eve. Christmas Day is something of an anti-climax.

At the beginning of the play on Christmas Eve, Nora still believes her marriage to be happy.We see her ordering the Christmas tree to be brought in and insisting that it is hidden until shehas decorated it. Symbolically, this alerts us to the fact that there are hidden aspects to lifein this household, that a carefully created appearance is what matters, and that Nora isthe keeper of appearances.

Significantly, when she is trying to wheedle Torvald into keeping Krogstad in his job, shedraws his attention to how pretty the flowers on the tree look.

By Christmas Day, the tree is stripped of its ornaments and its candles have burnt out (alink with the symbol of light).

By this point, Torvald has refused to keep Krogstad in his job and Nora feels sure that Krogstadwill reveal all to him. The carefully maintained appearance of the happy marriage isdisintegrating under the encroachment of truth.

Suggestions for teachers Teach importance literary concepts,

of which symbolism is one.Classroom teaching could involveclues to help students arrive at theconcept and use of symbolism bythemselves so as to be able torecognise it independently.

All parallels / levels of symbols tobe discerned, not just the mostobvious one.

Short notes can also have quotes,albeit at fewer points than a longanswer.

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(b) The Tarantella:

The Tarantella was a wild southern Italian dance, generally danced by a couple or line ofcouples. The dance was named after the tarantula spider, whose poisonous bite was mistakenlybelieved to cause ‘tarantism’, an uncontrollable urge for wild dancing. The ‘cure’ prescribed bydoctors was for the sufferer to dance to exhaustion.

Modern psychologists speculate that the true cause of the disorder, which achieved its highestprofile in the nineteenth century and which involved symptoms of what would not be calledhysteria, was not the spider’s bite but the repressed morals of that age. The only outlet forpassionate self-expression, they reason, was the Tarantella.

In this light, it is significant that Torvald tells Nora to practice the Tarantella while he shutshimself away in his office:

“I shall hear nothing; you can make as much noise as you please”.While Torvald is ostensibly being indulgent towards his wife, the image of her practising thispassionate dance alone and unheard emphasizes her isolation within her marriage.

She persuades him to watch her practise the dance in order to prevent him openingKrogstad’s letter. He tries to rein in her wildness with his instructions, but she ignores hiscomments and dances ever more wildly, her hair coming loose.

The mythology of tarantism suggests that she is dancing in order to rid herself of a deadlypoison. Depending on how we wish to interpret this symbolism, the poison may be the threatposed by Krogstad’s revelations, or the poison of deception and hypocrisy thatcharacterizes the Helmer marriage.

DEATH OF A SALESMAN – Arthur Miller

Question 10

With close reference to the dialogue between Willy and Howard in Act II, bring out yourassessment of his subservient relationship with his boss and its significance to the play.

[20]


Candidates with strong textual knowledge could answerthe narrative part of the question well. Details ofdialogues were also vividly given, although in somecentres minute details such as Willy picking up thelighter, collapsing and accidentally turning on therecorder were omitted. The assessment of thesubservient relationship was also done well by somecandidates; some missed the patronising air. However,the significance of this to the play was not brought outvery clearly by many candidates. Few candidatesmentioned the crucial fact of Willy’s looking to the pastwhile Howard was the face of things as they were to be.

Suggestions for teachers Use classes to discuss impact and

significance of scenes in depth. Quotes, although used by some in

this answer, can be used withgreater effect.

Narrative sequence in suchquestions must be reinforced,including seemingly minor actions.Once analysis is discussed, therelevance of every detail isreinforced.

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Question 10.

The second act begins with a change in tone from the previous act, as Willy is now cheerful andoptimistic and speaks to Linda about buying a new house in the country; he now believes that afterseeing Howard he will have his job permanently in New York City.

Howard Wagner is Willy’s boss. Howard inherited the company from his father, whom Willy regardedas a “masterful man” and “a prince.” Though much younger than Willy, Howard treats Willy withcondescension and eventually fires him.

Willy goes to the office with intention of asking Howard for a New York position; however,Howard makes this difficult. As soon as Willy walks into Howard’s office he ignores Willy’s attemptof discussing his career with him. Many a time Willy asks Howard a question and he simply ignores itor changes the subject. Howard seems to be fascinated with his new wire recorder. The onlyquestions that Howard answers are about the recorder. “What’s that, Howard?” “Didn’t you ever seeone of these? Wire recorder.” After this Willy tries to ignore the recorder, “Oh can we talk a minute?”After this Howard continues to be preoccupied with his new gadget. He does not show Willy evencommon courtesy.

Howard, still obsessing over the machine then turns it on to let Willy hear his children. Instead ofexpressing irritation, Willy does his best to remain calm as he is desperate for Howard to hear himout. After the recording stops, Howard starts to interrupt Willy mid-sentence.

Howard is a very self-indulgent man who is very materialistic. He patronises Willy slightly, “Don’tyou have a radio in the car?” He says this in a sense that everyone must have a radio. Willy finallygets his say, but only when he mentions the Christmas party where Howard had promised to giveWilly an in-town job if there were any ever available. “Oh, yeah, yeah. I remember. Well, Icouldn’t think of anything for you Willy.” After Willy hears this he panics, the tables now turnand Willy interrupts Howard mid-sentence. Willy starts to show emotion, “God knows Howard; Inever asked a favour of any man. But I was with the firm when your father used to carry you here in hisarms.” Willy is asking for some kind of respect for that.

Willy shows how desperate he is, picking Howard’s lighter up for him. Willy’s anger is also starts toshow. Howard is being patronising again, he calls Willy “kid,” feeling sorry for him. In completedesperation to convince Howard to change his mind, Willy resorts to old memories of his successfuldays working for Howard’s father. Willy attempts to explain why he became a salesman. Hedescribes Dave Singleman, a well-respected salesman who made a lasting impression on society whenhe died. He describes Dave Singleman to be a man who was “remembered and loved and helped by somany different people.” When he died, “he died the death of a salesman.”There is certainly a connection between Dave Singleman and Willy Loman. Willy told Howard that“hundreds of salesman and buyers were at his funeral.” This of course was a lie, no one came, and DaveSingleman was to always be a single man.

Howard, now feeling he has heard enough, tries to end their meeting; however, Willy is now angry.“You can’t eat the orange and throw the peel away- a man is not a piece of fruit!” In the courseof the dialogue, Willy’s desperation shows as he keeps reducing his demand for salary.

Willy is now angry with himself for getting angry at Howard; he speaks to Howard’s father, Frank.Willy is devastated; he collapses and accidentally turns on the screaming noise of Howard’schildren on the recorder which drives Willy crazy. When Howard comes back in to see what the fussis about, he lets Willy know that he no longer wants him for the firm.

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Howard realises Willy’s false pride, as he is still lying, saying how great his sons are, “There workingon a very big deal.” Howard is so fed up by the end, he wants Willy gone and continues to patronisehim, telling him, “pull yourself together.” This scene is where Willy’s misplaced values and delusionscome to a head, and he is left in a state of incredulous collapse.

In this second act, Arthur Miller uses Howard as a symbol of the future. Howard’s office emphasizesthe technology of the future. Howard is more interested in the future, not the past. In contrast, Willyspeaks not of his future with the company but with his history and past promises. The recordersymbolizes how Willy is not right for the modern business world. Even his values belong in the past.

Despite being much younger than Willy, Howard patronizes Willy by repeatedly calling him “kid.”Willy proves entirely subservient to Howard, as evidenced by the fact that he picks up Howard’s lighterand hands it to him, unable to follow his own advice about such office boy jobs. Willy’s repeatedreminders to Howard that he helped his father name Howard illustrate his psychological reliance onoutmoded and insubstantial concepts of chivalry and nobility incompatible with the reality of themodern business world.

(any other assessment that addresses question and has justification can be accepted and credit givenfor critical thinking)

Question 11

Comment on the title of Arthur Miller’s play -Death of a Salesman. [20]


This was a challenging question requiring a broadperspective of play. It covered physical death, death ofthe American Dream, Willy’s failures, insurance,idealised funeral and the real one, Willy’s collapse. Notall points were covered by many candidates. In manycases, the answers were general explanations withoutreference to the text for substantiation. Withoutsubstantiation and with only limited perspective, manypoints were repeated in answers. Many answers mayhave had the length but lacked the content.

Suggestions for teachers Develop in students the skill to

coordinate points from across theplay, so that all threads of a wideraspect are known. Students mustbe taught to look beyond theobvious.

Textual reference to supportopinion is a must. This includesquotes.

Students must plan and reviseanswers to ensure flow, structureand clarity. There is no need torepeat points. Written practice andproper correction can help.

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Question 11.

The title has several layers of meaning. The most blatantly obvious one is that it refers to WillyLoman’s actual physical death – unfortunately by suicide.

It also refers to Willy’s idealized way of dying; he wants a massive funeral with everyone weeping andbeating their chests and so forth. Willy models this dream funeral on the service held for an oldsalesman, Dave Singleman.

Singleman’s funeral is in fact part of what inspired Willy to become a salesman in the first place. Willysays that it was huge and well attended, making it totally obvious to all that Singleman was successfuland well liked. Unfortunately for Willy, his funeral is nothing like the way he describes; had he seen it,he would be totally devastated. By Willy’s own standards, his funeral shows that he wasn’t verysuccessful and wasn’t particularly liked. The gap between how Willy dreams that his death willbe received and how it actually goes down makes this title sadly ironic.

The title also refers to the death of Willy’s salesman dream – the dream to be financially successfuland a father to successful sons. By the end of the play, Willy is bankrupt and without a job. Willyhopes, though, that by killing himself he can leave some legacy to his son Biff in the form of lifeinsurance money. This would give Biff a chance to succeed in the business world. Actually, thatdoesn’t happen at all. In the funeral scene, it’s more than clear that all Willy’s dreams are dead. Biffhas no interest in following in his father’s footsteps. Also, it’s painfully obvious to everybody thatWilly committed suicide, meaning there will be no life insurance money coming to his family. In theend, Willy’s salesman dream is dead.The title also indicates figurative death: Willy’s mental collapse before his actual death. Hisexhaustion and mental wanderings are clear from the moment he enters. He keeps moving to the past,re-living it at moments of anxiety. His collapse climaxes at the restaurant where he is left a gibberingidiot by his sons. His delusions and failure as a salesman, husband, father and provider hastenthis ‘death’.On a larger level, the title could be taking yet another swipe at capitalists and the American Dream.Willy, being a salesman, in many ways represents American commercialism. The fact that he getsdestroyed by the system may be a comment on the soullessness of the system itself.

(Quotes and textual reference as appropriate)

Question 12

Discuss Biff as a character who is compelled to seek the truth about himself, unlike hisfather Willy.

[20]

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Comments of ExaminersMany candidates performed well in this question. Whilea number of candidates analysed Biff and contrasted himto Willy, some stopped at Biff ignoring the latter half ofquestion.

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Question 12.

Biff is a catalyst. He drives Willy's actions and thoughts, particularly his memories, throughout the play.Whenever Willy is unable to accept the present, he retreats to the past, and Biff is usually there.Prior to his Boston trip, Biff adored Willy. He believed his father's stories and accepted his father'sphilosophy that a person will be successful, provided that he is "well-liked." Biff never questionedWilly, even when it was obvious that Willy was breaking the rules. As a result, Biff grew upbelieving that he was not bound by social rules or expectations because Willy did not have toabide by them, nor did Willy expect Biff to. It is not surprising that Biff's penchant for stealingcontinued throughout his adult life because Willy encouraged Biff's "little thefts" while he wasgrowing up. For example, instead of disciplining Biff for stealing the football, Willy praised hisinitiative.

Biff's perception of Willy as the ideal father is destroyed after Biff's trip to Boston. Once he learnsthat Willy is having an affair, Biff rejects Willy and his philosophy. Biff considers Willy to be a"fake," and he no longer believes in, or goes along with, Willy's grand fantasies of success. Instead, Biffdespises his father and everything he represents.

Biff's problem lies in the fact that, even though he does not want to associate with Willy, he cannotchange the fact that he is his son. And as a result, he cannot change the fact that his father has inevitablyaffected him. It is true that Biff is not a womanizer like his brother Happy, but he has incorporatedWilly's tendency to exaggerate and manipulate reality in his favour. For example, Biff trulybelieves he was a salesman for Oliver, rather than a shipping clerk. It is only when he confronts Oliverthat Biff realises how wrong he was.

Biff is different from Willy because he does finally accept and embrace the fact that he has beenliving a lie all of his life. Biff is relieved once he realizes who he is and what he wants, as opposedto who Willy thinks he should be and who Biff needs to pretend to be in order to please him. OnceBiff states that "We never told the truth for ten minutes in this house," he severs himself from Willy

Suggestions for teachers Study of character – traits, growth

or change and role in play can help. Students must be asked to ensure

that they address the completequestion.

Discourage students from studyingfrom free websites and summaries /guides. The analysis is toosuperficial or incomplete and oftenwithout textual reference. Further,word by word similarity acrosscentres makes lack of originalthought obvious.

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because he openly refuses to live by Willy's philosophy any longer. Ironically, Biff reconciles withWilly almost immediately following this statement. Since he acknowledges that he, too, is a "fake," Biffcan no longer hold a grudge against Willy.

Biff and Happy are richly drawn characters; one realizes who he is and the other is lost, following in thefootsteps of his father.

At the conclusion of the play, Happy is extremely angry at Biff because Biff said that Willy "didn'tknow who he was." It is at this very moment in the play that Biff realises who he is; he hasachieved a truth about himself--"I know who I am, kid"--he has the right to express the truth aboutWilly.

Happy, on the other hand, is still like his father and will likely follow in Willy's footsteps. Happy cannotadmit that Willy's dreams were "all, all, wrong."

Biff has certainly won the right to say that and is believable when he says that. Happy is still the oneliving in a dreamlike fantasy world and will never grow out of it. That's what makes Happy sad, almosttragic-like, and Biff, heroic. Biff finally can admit to himself who he is and finally change for thebetter.

Unlike Willy and Happy, Biff feels compelled to seek the truth about himself. While his father andbrother are unable to accept the miserable reality of their respective lives, Biff acknowledges hisfailure and eventually manages to confront it. Even the difference between his name and theirsreflects this polarity: whereas Willy and Happy wilfully and happily delude themselves, Biff bristlesstiffly at self-deception. Biff’s discovery that Willy has a mistress strips him of his faith in Willy andWilly’s ambitions for him. Consequently, Willy sees Biff as an underachiever, while Biff sees himselfas trapped in Willy’s grandiose fantasies. After his epiphany in Bill Oliver’s office, Biff determines tobreak through the lies surrounding the Loman family in order to come to realistic terms with his ownlife. Intent on revealing the simple and humble truth behind Willy’s fantasy, Biff longs for the territory(the symbolically free West) obscured by his father’s blind faith in a skewed, materialist version of theAmerican Dream.

NINETEENTH AND TWENTIETH CENTURY VERSE –Edited by Chris Woodhead

Question 13

Comment on the imagery and theme of The Ship of Death by D.H. Lawrence. [20]

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Comments of ExaminersMany candidates did a paraphrase of the poem and dealtwith the theme only as death and preparing for it. Theattempt was a mere summary of the poem and nospecific discussion of images and their effect andthemes.In some cases, images were more thoroughly presented,although the focus was on the major, visual ones withthe other sensory images such as the smell of ashes andthe palpable fear of the soul omitted. Themes werementioned but inadequately substantiated by somecandidates.

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Question 13.

This poem is a part of Lawrence’s great collection, Last Poems, released posthumously. It indicates thathe did develop certain intense convictions about death. Dying of tuberculosis at age 35, Lawrence wrotethis. It is considered to be one of the greatest meditations on death in the 20th century. In April 1927,Lawrence explored Etruscan Tombs in Haly and wrote how he saw the “little bronze ship ofdeath” in one of them.

In “The Ship of Death”, Lawrence wrestles with the preparations he must make for his ownimminent demise.

He begins by relating his own decay to that of the autumnal world surrounding him. “The applesfalling like great drops of dew / To bruise themselves an exit from themselves”.He recognizes that it is time to “find an exit from the fallen self”, and considers how this should bedone.

He rejects suicide, alluding to Hamlet:

“With daggers, bodkins, bullets, man can make / a bruise or break of exit for his life / But is that aquietus, O tell me, is it quietus?”Lawrence responds with the great exhortation, “Build then the ship of death, for you must take / thelongest journey, to oblivion.”Lawrence provides a shadowy but suggestive intimation of the Beyond. Sensing his own disintegration,he imagines his entire body and mind receding completely into oblivion – before a strange resurrectionat the end.

In the end, he sees to the other side of oblivion, to a new life:

“Wait, wait! Even so, a flush of yellow / and strangely, O chilled wan soul, a flush of rose. / A flush ofrose, and the whole thing starts again…./ The flood subsides, and the body, like a worn sea-shell /

Suggestions for teachers The poem must be taught with any

literary devices or conceptsinvolved, in this case, imagery.Themes must be elaborated upon asthey emerge in the teaching. Mereexplanation of lines and the mostobvious interpretation isinsufficient.

Analysis (themes) must be backedby reference to text and quotes.

Answers must be framed to addressthe focus of the question. Teachersmust give a variety of questions onthe same writer / poem to check ifthe answers are framedappropriately. A general summaryor overview for all is not enough.

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Suggestions for teachers Teachers should be able to place

poems in context of the poet’s lifeand circumstances, especially whenthese have a direct bearing on hiswork. Students could be asked toresearch and try and findconnections on their own toenhance critical thinking by placingpoems in socio-political orbiographical contexts.

A poem has more aspects to it thanjust the obvious line by lineexplanation. Layers ofinterpretation and connections haveto discovered by students.

emerges strange and lovely.

(Candidates should be able to bring out the theme of painful and slow death, death and after, and newlife or re-birth. Preparing for death should be a part of the explanation. Images created: apples, smellof ashes, ship and provision, silence and darkness of voyage, dawn, body as shell, soul as frightenedperson, death as rising flood.)

Question 14

As the Team’s Head Brass is an account by Edward Thomas of the effects of war on thesimple routine of everyday lives. Comment.

[20]

Comments of ExaminersVery few candidates attempted this question.Candidates with an in depth textual knowledge coulddo justice to this question since it demanded a detailednarration of the poem (the dialogue). Not manycandidates, however, referred to the poet’s owninvolvement in the war and the context of the poemwhich is linked to bringing out the effects of war askedabout. The question hints at a discussion of this poemas a war poem.Analysis of how the effect of war is brought out wasinsufficient. Hardly any literary terms were used.

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Question 14.Edward Thomas’s wrote his poetry before he embarked for the Front in late January 1917. As opposedto the recording of the horrors of war from first-hand experience, Thomas writes of the effects of theFirst World War upon those whose routines at home continued away from the heat of actual battle. Asthe Team’s Head Brass was written on May 27, 1916, an account of what Thomas saw of thecountryside that he so loved walking in. The ominous shadow of war is brought out through thedescription of its disruptive impact on the peaceful lives in the English countryside.On the persuasion of good friend Robert Frost, Thomas began writing poetry later on in his literarycareer that began with prose writing primarily to earn income. His frustration at being no better than ahack and his temperament made him susceptible to melancholy, depression and even suicidal thoughts,much to his wife Helen’s fear. When the war began, he was still recording every moment andobservation in note books for prose pieces, some of which he re-wrote as poems. Having enlisted withthe Artists’ Rifles in July 1915 Thomas was based at High Beech in Essex before being moved toHare Hall camp where he acted as a map-reading instructor. As the Team’s Head Brass wascomposed a few weeks before he applied for a commission in the Royal Artillery at a stage indecision-making about war. Acceptance into it would lead him to France in the early months of thefollowing year and his death in April 1917 in the Battle of Arras.

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He wrote to Helen that he set out from Hare Hall camp on a long walk and sat down at an inn and infields, passed the same pair of lovers three or four times, and wrote some lines them and re-wrote them.He composed this poem using enjambment and iambic pentameter, echoing the rhythmic movement ofthe plough across the field of charlock, interspersing the dialogue between the ploughman and the poet-soldier. This dialogue, deceptively casual, conveys Edward Thomas’s reflections on the war and hislove for his native countryside. When asked why he had enlisted, it is said he picked up a pinch of earthand said, “Literally, for this.” The jagged line turns themselves indicate the intrusion of the war into thepastoral.

Instead of ignoring the newcomer settled on the branch of a fallen elm, the farmer would leanacross the handle and talk to him as the plough turned at the end. It began as a desultory conversationabout the weather, and then moved on to the war. The ploughman informed the poet that the elm onwhose boughs he sat perched had been felled by a blizzard. When asked when it would be taken away,he replied, “When the war’s over.” The conversation thus veered to the war. Talk would last aminute and have an interval of ten as the plough went across and returned to this end of the field. Theinterested question “Have you been out?” was followed by a comment on the soldier perhaps notwanting to go. The poet replied he would not mind if he returned: he would not mind losing anarm, would hate to lose a leg and, in a show of dry humour, said if he lost his head, he “shouldwant nothing more”. The talk then shifted to the losses, that area of the country having lost “a goodfew” men, including the ploughman’s mate who died on his second day in France.There is a tone of wistfulness as the ploughman said the tree would have been moved had his matebeen there. Then, they discussed how things would have been different and the opportunity for thesoldier to sit there would not have been there:

EverythingWould have been different. For it would have beenAnother world.

The suggestion that it might have been a “better” world is quickly dispensed with. At that moment thelovers who had disappeared into the woods earlier emerged, and the poem ends on the note ofcontinuity as the ploughman and his stumbling team return to their task.

While there is no direct reference to the brutality of war, the violence is brought out in the farmer’srevelation that his area has lost many men, including the “mate” who died soon after he joined thefighting in France. War is indifferent and futile and it leaves a void, which is apparent, since “Only twoteams work on the farm this year” and the elm has been left there for there is no one to help remove it.Thomas uses his love for and observation of nature to show how the peaceful life of the Englishcountryside has been disrupted by the war in Europe. The elm, itself a symbol of destruction andtellingly felled by a “blizzard”, signifying the tumult and storm of killing miles away, still lies thereserving as a reminder of the harsh truth. Thomas steers clear of denouncing the war-torn world anddoes not develop the idea of the world being “better” without it, possibly because it may be seen as ablasphemy against the scheme of an all-powerful Creator. Hence,

thoughIf we could see all all might seem good.

Without there being a judgement on good or bad, the notion of the world being “different” is clear.The poem does not end on the desultoriness with which it begins. The fresh clods of earth turned upby the plough, the act of ploughing itself and the young lovers who emerge from the woods just asthe discussion has turned to the world being affected by war all signify hope of a new life and

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beginning, regeneration and strength to survive the threat to the life as known till then.

Question 15

Analyse W.H. Auden’s The Unknown Citizen as a socio-political statement. [20]

Comments of ExaminersMany attempted this well, including textual detail andquotes in answers.While most analyses were well brought out, manyomitted to discuss the poem as a critical comment onAmerican Capitalism, instead stopping at the totalitarianstate. This proved a major gap in comprehension since itindicated that the clues in the poem (Fudge Motors Incand instalments on refrigerator) had been overlooked.In a few cases, the answer turned out to be a generalcritical essay on how technology has taken over modernlife.

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Question 15.

In a mild satirical tone, Auden is critiquing the state’s determination to define the meaning of acitizen’s life in just a few facts collected by technology. He is suggesting that much moreimportant information about a human life is left uncollected and, therefore, unconsidered by thestate and society. The result of this accumulation of facts is an incomplete picture. These statistics donot get to the essence of the man.

That there was a time when individuals were known by their names rather than by their social securitynumbers seems almost incomprehensible. Neither Auden nor the reader has any sense of who thismodern man is. He is truly unknown to both poet and reader. Auden wrote this twenty-nine linepoem about the nameless, middle-class man in the middle of the twentieth century..

The poem is a dark satire about what can possibly happen if political and bureaucratic principlescorrode the creative and revolutionary spirit of the individual. The poem was also titled after “tombs ofthe unknown soldiers”, tombs that were used to represent soldiers who were impossible to identify sincethe end of World War I. Auden wrote the poem shortly after becoming a citizen of the UnitedStates. He came to the U. S. to escape what he thought was the repressive nature of Britain. Beforearriving in the States, Auden left his hometown of Britain for the country Berlin. He said that it wasthere that he first experienced the social and political problems that later became a centre-piece for themajority of the themes of his poetry. After staying in Berlin, he temporarily moved to Spain where hehad a job broadcasting propaganda. This experience made him feel even more morally ambiguousregarding his typically far-left viewpoints. His background suggests that he provides the characterof the “Unknown Citizen” as a symbol for many of the people who mythically come to America tobe free, but are later surprised when they learn that capitalism and bureaucracy have beenineffective systems that enslaved people in greater ways than the dominance of the status quomight affect issues related to human independence. The “Unknown Citizen” is given a reference tobe identified by in the beginning epigram of the poem, but the point of reference is not a humanname but a number. The epigram reads, “To JS/07/M/378, this Marble Monument is erected by

Suggestions for teachers The poem has to be carefully taught

keeping awareness of the poet’s lifeand beliefs in mind. Incompleteteaching is a disadvantage tostudents.

Reliance on free websites must beavoided. Regurgitating themwithout comprehension of poemand question needs to bediscouraged.

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the State.” This is a striking metaphor for the individual being reduced down to a number. Uponthe first read it is difficult to realise the absolute significance of that combination of letters and numbers.There’s not even a point of reference about whom that identification number belongs to. However, oncloser readings it becomes evident that in this instance the number is part of a slight rhyming schemethat gracefully sets up the rhythm and meter that follows throughout the stanza that encompasses themajority of the poem. The only part of the poem that deviates from that one stanza is the question thatconcludes the poem. In this sense the poem reads almost like an obituary, especially with its down-to-earth and conversational rhythm and rhyming scheme.

The protagonist is represented as being a very dull and pitiful person. He’s portrayed as someone whodoesn’t take risks such as disobedience or holding his own opinions. Auden writes in one line that“his reactions to advertisements were normal in every way”. Also the main character has served in arecent war from around the time that the poem is set in, but ends up making ends meet by beingemployed at an automotive factory. The factory is called “Fudge Motors, Inc.” in the poem. The punon the brand name of a car factory shows even more of Auden’s attitudes towards capitalism, itstreatment of the downtrodden blue-collar worker, and capitalism’s reduction of the working-classinto nullified labourers with less capability for having attitudes or opinions of their own. Thepoem says, “He held the proper opinions for the time of year.”He also is compared to “the modern man” in that he has a phonograph, a car, a radio, and aFrigidaire just like many other people around him do, but he does not have much of anypossessions to call his own. As was the norm at the time, he was aware of the “Instalment Plan”.He was no burden on the social security system, since his insurance was paid and his health cardrevealed that he was hospitalised once and he left “cured”. He complied with the Eugenist ideal ofadding five children to the population. He did not “interfere” with their education, accepting whateverwas provided by the ‘system’.The main character of the poem appears to be trying his best to conform. It appears as if the maincharacter of the poem actually is not happy. He spends his entire life trying to find approval but hedoesn’t look inward to himself for his own opinions and solutions. The biting question at the end thatthe poet asks:

Was he free? Was he happy? The question is absurd:

Had anything been wrong, we should certainly have heard.

The poet’s tone is satiric and ironic, as he paints a picture of a non-descript, unintelligible member of alegion of such conformists. This is Auden’s comment on the Capitalist society that he found inAmerica.

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GENERAL COMMENTS:

(a) Topics found difficult by candidates in the Question paper:

- Those demanding minute and accurate detail from text

- Those relating to specifics, either of narration or event – the focus was not clear and answerswere general therefore irrelevant since detail of the part asked about was incomplete orsuperficial

- Those that involved keeping a track of events or character spread over chapters, particularly ifnot in chronological sequence. Character analysis suffered.

- Those that involved analysis and discussion of title – literal and figurative. In depth analyticalskill needs to be polished.

- Those requiring understanding of symbolism, imagery and theme.

- Those demanding context of literary work whether in terms of indirect impact or by way ofdirect question on history and myth.

(b) Concepts between which candidates got confused:

- Specific incident and general events leading to that incident

- Characters in literary text in the context of plot (narration of sequence of events / action) androle in terms of theme: candidates found it difficult to analyse role of characters and relied onnarrating their actions.

- Title of novel: To Kill a Mockingbird (mockingbird and mocking).

- Death of a Salesman – literal death and metaphorical death.

- A Doll’s House – narration / description of Christmas tree and Tarantella and their symbolism.

- Poetry – Images and themes versus general explanation of poem.


- Every incident or event in a prose or drama text is intrinsic to ‘story’ – its narrative and otherdetail, sequence and accurate description must be learnt as also an understandingdeveloped of what makes that event significant. Students should try and link the event toplot, theme and character.

- Characters have to be studied in terms of what they do literally in novel or drama and what theystand for. All character-based questions should consist of a study of the character in termsof his or her personality traits supported by what he or she does or thinks in the novel tobring those out, and the role that character plays whether in bringing out theme or othercharacters. Any change in the character must be traced. The weightage to each depends onhow the question is phrased.

- The skill to track threads of plot (action and character) spread across chapters and notalways in chronological sequence must be developed. Several novels have narration ofsimultaneously occurring events in each chapter, or incidents that move back and forth in time.The whole has to be understood from such seeming fragments.

105

- Strategic placing of accurate quotes from the texts is necessary. General overviews withoutin depth textual knowledge are to be avoided. Evidence of thorough study of text is appropriateuse of quotes, whether lines, words or phrases; choice and technicalities of quoting arenecessary to a study of English Literature. Students should be able to identify textual detail,including accurate quotes that will support an opinion or analysis.

- Gaining knowledge about the literary text’s background and its writer’s circumstances helps inunderstanding the text better as a direct product of or protest against its context. Studentsshould look for relevant biographical detail as well as social, political, religious and artisticfactors.

- Regular and frequent written practice is essential. Learning to recognise demands of thequestion is equally vital. Different questions on the same poem or aspect of play or novel canbe answered to understand how to structure and frame answers. All parts of the question needto be addressed. Regular practice will also ensure time management improves so that thecandidate can do justice to all five questions in the given three hours.

- Long, irrelevant introduction and conclusion take away from the main point of the answer.Candidates should learn to write suitable introductions and conclusions that link answer toquestion but do not take reader away into lengthy information that the reader is not looking forin that question.

- Grammar, spelling and syntax need to be polished for accuracy. Simple but correct languageis always preferable to attempted complexities that are confused because of incorrect usage.

TABLE OF CONTENTS

PAGE

FOREWORD i

INTRODUCTION iii


1. PHYSICS 1

Paper – 1 2

Paper – 2 30

2. CHEMISTRY 37

Paper – 1 38

Paper – 2 63

3. BIOLOGY 72

Paper – 1 73

Paper – 2 95

4. MATHEMATICS 115

5. COMPUTER SCIENCE 144

i

FOREWORD










INTRODUCTION



quarters which include experts in the field of education as well as heads of schools and teachers, in order to make

the study more useful and meaningful.



The purpose of this study is to enable teachers to see at a glance, overall performance of all candidates who

have taken the examination and examiners comments on each question. This would enable the teachers to

understand the assessment of the ISC examinations better and would help them to guide their students more

effectively.






Mrs. Shilpi Gupta along with Dr. M.K. Gandhi, Mrs. Desiree Tennent and Ms. Mansi Guleria have done

commendable work in ensuring that this document is prepared well in time, in order to guide students who will

be appearing for the ISC Examination.


1

PHYSICS







Details Mark Range

0-20 21-40 41-60 61-80 81-100





0.00

5.00

10.00

15.00

20.00

25.00

30.00

35.00

40.00

0-20 21-40 41-60 61-80 81-100

1.142.56

37.88

33.43

24.99

Per

cen

tage

of

Can

did

ate

s

Marks Obtained


2


PART I (20 Marks)

Answer all questions.

Question 1

Choose the correct alternative (a), (b), (c) or (d) for each of the questions given below: [5]

(i) A short electric dipole (which consists of two point charges, +q and –q) is placed at

the centre O and inside a large cube (ABCDEFGH) of length L, as shown in

Figure 1. The electric flux, emanating through the cube is:

(a) q/4πϵ0L

(b) zero

(c) q/2πϵ0Lm

(d) q/3πϵ0L

(ii) The equivalent resistance between points a and f of the network shown in Figure 2 is:

(a) 24 Ω

(b) 110 Ω

(c) 140 Ω

(d) 200 Ω

A.

f

50 Ω

a 10 Ω 20 Ω

40 Ω e d 80 Ω

b c

C

G

A

L

H

B

E

F

O

D

Figure 1

Figure 2

3

(iii) A moving electron enters a uniform and perpendicular magnetic field.

Inside the magnetic field, the electron travels along:

(a) a straight line

(b) a parabola

(c) a circle

(d) a hyperbola

(iv) A fish which is at a depth of 12 cm in water (µ = 𝟒

𝟑) is viewed by an observer on the

bank of a lake. Its apparent depth as observed by the observer is:

(a) 3 cm

(b) 9 cm

(c) 12 cm

(d) 16 cm

(v) If Ep and Ek represent potential energy and kinetic energy respectively, of an orbital

electron, then, according to Bohr’s theory:

(a) Ek = -Ep/2

(b) Ek = -Ep

(c) Ek = -2Ep

(d) Ek = 2Ep

B. Answer all questions given below briefly and to the point:

(i) What is meant by the term Quantization of charge?

(ii) A resistor R is connected to a cell of emf e and internal resistance r.

Potential difference across the resistor R is found to be V.

State the relation between e, V, R and r.

(iii) Three identical cells each of emf 2V and internal resistance 1Ω are connected in series

to form a battery. The battery is then connected to a parallel combination of two

identical resistors, each of resistance 6Ω. Find the current delivered by the battery.

(iv) State how magnetic susceptibility is different for the three types of magnetic

materials, i.e. diamagnetic, paramagnetic and ferromagnetic materials.

(v) An emf of 2V is induced in a coil when current in it is changed from 0A to 10A in

0·40 sec. Find the coefficient of self-inductance of the coil.

(vi) How are electric vector ( ), magnetic vector ( ) and velocity vector (𝑐 ) oriented in

an electromagnetic wave?

(vii) State any two methods by which ordinary light can be polarised.

(viii) A monochromatic ray of light falls on a regular prism. What is the relation between

angle of incidence and angle of emergence in the case of minimum deviation?

4

(ix) What type of lens is used to correct long-sightedness?

(x) State any one advantage of using a reflecting telescope in place of a refracting

telescope.

(xi) State Moseley’s law.

(xii) Wavelengths of the first lines of the Lyman series, Paschen series and Balmer series,

in hydrogen spectrum are denoted by λL, λP, and λB, respectively. Arrange these

wavelengths in increasing order.

(xiii) What is the significance of binding energy per nucleon of a nucleus of a radioactive

element?

(xiv) Write any one balanced equation representing nuclear fission.

(xv) What is the difference between analogue signal and digital signal?


(A) (i) Some candidates selected option ‘c’. They could

not apply Gauss’ Law.

(ii) Many candidates thought that the given circuit

was that of a balanced Wheatstone bridge.

(iii) Very few candidates could answer this question.

They selected a (wrong) option ‘b’ i.e. ‘a

parabola’.

(iv) A few candidates gave option ‘a’ as they got

confused between apparent depth and upward

displacement.

(v) Many candidates gave wrong options, i.e. c, d, etc.

(B) (i) A number of candidates gave an incomplete

statement. Some candidates could not identify

elementary charge, i.e. charge of a proton (e).

(ii) Many candidates could not obtain the correct

relation. They wrote two separate equations

instead of one.

(iii) In this part, several candidates could not find the

net emf, while some others were unable to find

total internal resistance. A few candidates could

not apply ohm’s law.

(iv) Many candidates were unable to recall the correct

values of magnetic susceptibility for the three

magnetic materials.

(v) The expression for induced emf was not known to

some candidates.

(vi) Some candidates wrote C E B , which is incorrect. Several others wroteE

CB

, which is

also wrong.


Train students to read questions

carefully, understand what is being

asked for and then give relevant and

to the point answers.

Explain Gauss’ Law and give

practice in solving numericals based

on it.

Train student to find equivalent

resistance of a few circuits in class.

Explain the motion of a charged

particle in a uniform and

perpendicular magnetic field and

why it is an arc of a circle.

Explain the concept of real depth (R)

and apparent depth (A).

Derive an expression for total

energy En of an electron in the nth

orbit to kinetic energy Ek and

potential energy Ep of the orbiting

electron.

Explain the meaning of the term:

quantization.

5

(vii) Some candidates gave only one method of

polarization of light instead of two as required.

Several others gave two methods of polarization

but they meant the same thing. They were unable

to write two different methods of polarization of

light.

(viii) Many candidates gave the expression

δ = i + e - A, instead of the correct answer i.e.

i = e. Some candidates gave the prism formula.

(ix) Instead of the correct answer i.e. convex lens, a

number of candidates gave the answer as

‘concave lens’.

(x) A number of candidates were not able to answer

correctly – they gave answers such as, it has

greater magnifying power or that it is cheaper or

it forms a clearer image.

(xi) Some candidates could not state Moseley’s law

correctly. They did not write ‘K’ X rays or

characteristic X rays.

(xii) Many candidates could not arrange , &L P B

in the correct increasing order.

(xiii) A number of candidates defined binding energy

per nucleon, instead of giving its physical

significance.

(xiv) Quite a few candidates wrote unbalanced

reactions or imaginary/unrealistic reactions. A

few did not give the left hand side of the

equation. In many cases, incorrect symbols were

used.

(xv) Some candidates defined either analogue signal

or digital signal but did not state the difference

between the two. Many candidates did not state

that digital signal has only two values.

Explain when the formula I=V

R

should be used and when I=E

R r is

to be used. Also emphasize that E≠V

in general. Explain the difference

between E and V.

Explain the concept of cells in series

and cells in parallel and how to find

net emf and effective internal

resistance in each case.

Define diamagnetic, paramagnetic

and ferromagnetic materials.

Tabulate the difference in properties

of these materials, with special

reference to susceptibility;

permeability and effect of

temperature.

Explain the phenomenon of self-

induction, immediately after stating

laws of electromagnetic induction.

Explain with the help of a diagram

that ,E B and C are always

perpendicular to each other in an

electromagnetic wave. In addition to explaining what is

short sightedness and long

sightedness, explain how they can

be corrected, preferably with the

help of diagrams.

Ask students to learn and state the

laws, theorems, principles as they

are and not to distort them.

Explain students the hydrogen

spectrum systematically.

Give practice to students in writing

balanced equations and explain how

atomic number and mass numbers

are balanced.

Explain the differences between

‘analogue’ and ‘digital’ signal with

the help of labelled graphs.

6

MARKING SCHEME

Question 1.

A. (i) (b) OR Zero

(ii) (c) OR 140 (Ω)

(iii) (c) OR circle

(iv) (b) OR 9(cm)

(v) (a) OR Ek = -Ep/2

B. (i) Charge on a body is an integral or exact multiple of the elementary charge OR q =( ± ) ne (where n is an integer).

(ii) V =

eR

r+R OR V = e -

𝑉

𝑅 r OR V = e -

e

R+r . r

OR

Any other correct relation containing all four quantities, i.e. r, R, e and V.

(iii) 1A, with some working. i=

𝑬

𝑹+𝒓 OR

𝟔

𝟑+𝟑 OR circuit with correct values.

(iv) (Susceptibility) is small and negative for diamagnetic material OR < 0

(Susceptibility) is small and positive for paramagnetic material OR > 0

(Susceptibility) is very large and positive for ferromagnetic material OR >> 0

(v) 0·08 H , with correct substitution/formula.

and other correct units

(vi) They are mutually perpendicular (to each other)/ orthogonal

OR

E, B & c in any order

(vii) Any two of the following:

(a) Using a polarizer or a Polaroid or a tourmaline lamina/crystal

(b) By reflection (at a surface of a transparent material)

(c) By double refraction / NICOL prism/dichroic/anisotropic/quartz/calcite

(d) Pile of glass plates/refraction

(e) By scattering

(f) Selective absorption

(𝐸→)

(𝑐→)

(𝐵→)

7

(viii) (They are) equal OR i = e or i1= i2 or by diagram

(ix) A convex lens or converging lens or diagram

(x) Image is free from spherical aberration OR

Image is free from chromatic aberration OR

Image is brighter/sharper/easier to install/less distorted (or free) /better quality.

(xi) √𝒗 α z

[Where v : frequency of K X ray or

Frequency of (characteristic) X rays and

z = atomic number. OR

Statement: Square Root of the frequency of (K) X rays varies directly with atomic number

(of the target element)]

(xii) λL,

λB and λp OR λP > λB > λL or λL < λB < λp

(xiii) It gives us an idea of the stability of the nucleus.

(xiv) 10

n + 23592

U → 14857

(La) + 8535

(Br) +3 10

n

OR any other correct balanced equation

(xv) V v

OR

t

Statement i.e. analogue signal has infinite number of values or many continuously varying

values whereas digital signal has only two values.

OR Analogue – sinusoidal wave

Digital – square (pulse) or rectangular wave

t

Analogue signal Digital signal

8

PART II (50 Marks)

SECTION A

Question 2

(a) Derive an expression for intensity of electric field at a point in broadside position or on

an equatorial line of an electric dipole. [4]

(b) Two point charges of 10C each are kept at a distance of 3m in vacuum. Calculate their

electrostatic potential energy. [1]


(a) Several candidates derived an expression for intensity

of electric field E at a point in the end-on positon i.e.

axial position, instead of that in the broad side

position, as required. Some candidates did not

understand/remember which derivation was to be

given, hence, they wrote both the derivations. Many

candidates could not draw the correct labelled

diagram. A few candidates were not able to reach the

last step.

(b) Many candidates used wrong formulae. Some used the

formula for force/ intensity/ potential. In several

cases the unit of energy i.e. J was not written.


Explain the meaning of the terms:

end-on/axial position & broadside

position.

Show students how to draw correct

labelled diagrams, specially

directions of electric field intensity

E at a point due to charges –q and

+ q.

Make students practice these

derivations. Instruct students to read

the question carefully and write

answer to the point. Self

contradictory answers are not

acceptable.

Ask students to learn the formulae

by heart and practice them at home.

The importance of writing the unit

along with the answer must be

emphasised.

9

MARKING SCHEME

Question 2.

(a)

E1cos

or E2cos (at one place must be shown)

E

2l

E1 = 𝟏

𝟒𝝅∈𝒐

𝒒

𝑨𝑷𝟐

= 𝟏

𝟒𝝅∈𝒐

2 2( )

q

r l OR K .

2 2

q

r l

E2 = 1

4𝜋∈𝑜

𝑞

𝐵𝑃2

= 1

4𝜋∈𝑜

𝑞

(𝑟2+𝑙2) OR K .

2 2

q

r l

E = E1 cos + E2 cos

OR E1 = E2

E = 2 E1 cos

2 2 2 2 1/2

12. .

4 ( )

q lE

r l r l

OR

= 1

4𝜋∈𝑜

𝑝

(𝑟2+𝑙2)3/2 q×2l = p

(b) U =

𝟏

𝟒𝝅∈𝒐.𝑸 𝒒

𝒓

Correct substitution (with or without formula) with correct result with proper unit.

i.e. 3×1011 J

r

E1

P ER

E2

B A q - q

10

Question 3

(a)

Four capacitors, C1, C2, C3 and C4 are connected as shown in Figure 3 below. Calculate

equivalent capacitance of the circuit between points X and Y.

[3]

(b)

Draw labelled graphs to show how electrical resistance varies with temperature for: [2]

(i) a metallic wire.

(ii) a piece of carbon.


(a) Many candidates made conceptual errors, i.e. they were

not clear as to which capacitors were in series and which

were in parallel.

(b) (i) A number of candidates did not draw a straight line

graph. Some did not label the axes or labelled them

incorrectly.

(ii) Several candidates drew a straight line graph instead

of a curve. The axes were interchanged by some

candidates.

X Y

C3=20 μF C

2=30 μF C

1=10 μF

C4=28 μF

Figure 3


Explain clearly the concept of

capacitors in series and capacitors

in parallel. Start with simple circuits

and proceed to more and more

complex ones.

Tell students that the formulae for

equivalent capacitors are inverse of

those for resistors.

Explain to students that resistance

of a metallic wire increases

uniformly with the increase in

temperature. So, straight line graph

moves upwards. For non-metals and

semi-conductors, resistance

decreases, and that too

non-uniformly with the rise in

temperature. Hence, a downward

curve is almost like a parabola.

Stress upon correct labelling of the

axes.

11

MARKING SCHEME

Question 3.

(a) (i) Equivalent capacitance of C2 and C3, C5 = 12𝜇𝐹

(ii) Equivalent capacitance of C4 and C5, C6 = 40 𝜇𝐹 (C6 = C4 + C5 )

(iii) Final equivalent capacitance = 8 𝜇𝐹 (C = 1 6

1 6

C C

C C )

(b) (i)

OR R OR R

t t

(ii)

OR R OR R

OR any other correct graph (showing correct behaviour)

Question 4

(a) Two resistors R1 = 400 Ω and R2 = 20 Ω are connected in parallel to a battery. If heating

power developed in R1 is 25 W, find the heating power developed in R2.

[2]

(b) With the help of a labelled diagram, show that the balancing condition of a Wheatstone

bridge is: 𝑹𝟏

𝑹𝟐 =

𝑹𝟑

𝑹𝟒 where the terms have their usual meaning.

[3]

R

t

R

t

t t

12


(a) Some candidates seemed to have conceptual problems -

instead of taking potential difference same, they took

current as same and hence, ended with wrong result. Some

candidates used wrong formulae, e.g. P=V2R instead

of P =2V

R.

(b) A number of candidates used symbols P, Q, R & S, instead

of the given symbols i.e. R1, R2, R3 & R4. Ig = 0 in case of

a balanced Wheatstone bridge, was not mentioned by a

number of candidates. Some candidates did not apply

Kirchoff’s laws correctly.

MARKING SCHEME

Question 4.

(a)

𝑷𝟏

𝑷𝟐 =

𝑹𝟐

𝑹𝟏

i.e. 𝟐𝟓

𝑷𝟐 =

𝟐𝟎

𝟒𝟎𝟎 Correct substitution (in formula)

∴ P2 = 500 W

OR

V = √𝑷𝑹 OR √𝟐𝟓 × 𝟒𝟎𝟎 = 100 V

P = 𝑽𝟐

𝑹 OR

𝟏𝟎𝟎×𝟏𝟎𝟎

𝟐𝟎 = 500 W


Tell students that in parallel,

potential difference across resistors

is same. Therefore, the formula

P = 2V

R is relevant. When resistors

are in series, current I is same.

Therefore P = I2 R is more relevant.

– Adequate practice should be given

in solving such problems in class

and ask students to practice more at

home.

– Train students to read questions

slowly and carefully. Advise them to

use data (including symbols) given

in the question bases and not their

own.

– Derivations must be learnt by heart

logically by the candidates and

practiced, along with properly

drawn and labelled diagrams.

13

(b)

(Correct labelled diagram compulsory)

For a balanced bridge

Ig = 0 ∴ VB = VD

VA – VB = I1 R1

VB – VC = I1 R2

VA – VD = I2 R3

VD – VC = I2 R4

∴ I1 R1 = I2 R3

I1 R2 = I2 R4

On dividing, we get 𝑹𝟏

𝑹𝟐 =

𝑹𝟑

𝑹𝟒

(or any other correct method)

Question 5

(a) A 10m long uniform metallic wire having a resistance of 20Ω is used as a potentiometer

wire. This wire is connected in series with another resistance of 480Ω and a battery of

emf 5V having neglegible internal resistance. If an unknown emf e is balanced across 6m

of the potentiometer wire, calculate:

[3]

(i) the potential gradient across the potentiometer wire.

(ii) the value of the unknown emf e.

(b) (i) Explain the term hysteresis. [2]

(ii) Name three elements of the earth’s magnetic field which help in defining earth’s

magnetic field completely.

I2

A

D

B

R1

R3

G

R2

C I1

I1

I2

Ig

R4

(Ig= 0)

14


(a) (i) Many candidates did not take resistance of the wire into

account while calculating current and hence arrived at a

wrong answer for potential gradient (k). Some did not

write the correct unit of potential gradient (k).

(ii) Many candidates did not realise/know that

unknown e = k balancing length.

(b) (i) A number of candidates drew the B-H loop i.e. hysteresis

curve, instead of defining the term hysteresis.

(ii) Instead of giving the three elements, BH, & which

define earth’s magnetic field completely, some

candidates gave only two components. A few

candidates gave the answer as, geographical meridian,

magnetic meridian, etc.

MARKING SCHEME

Question 5.

(a) (i) 𝐈𝐩 =𝐄

𝐑𝐬+𝐑𝐩+𝐫

Or = 𝟓

𝟒𝟖𝟎+𝟐𝟎 = 0·01 A

(ii) k = 𝑽𝒑

𝑳 or

𝑰𝒑𝑹𝒑

𝑳 or

𝟎.𝟐

𝟏𝟎 = 0·02 Vm-1

e = (𝑽𝑨𝑪) 𝒐𝒓 k×L or 0·02 × 6 = 0.12V

(b) (i) The phenomenon in which magnetic flux density /(B) lags behind magnetising field intensity/

(H) is called hysteresis.

(ii) BH (Horizontal component of earth’s magnetic field)

𝜹 (angle of dip) and

𝜽 (angle of declination)


The topic of potentiometer must be

taught highlighting how emf of a

cell is balanced against a potential

difference across the balancing

length.

Students may be taken to the physics

laboratory to show the use of

potentiometer by making all

connections. They must be taught

how to get the balance point.

Students must be trained to write

relevant answers: writing a correct

answer to the point, is an art which

can gradually be developed amongst

students.

While teaching the chapter of

Earth’s magnetic field, explain to

students how the knowledge of BH,

& helps us in knowing earth’s

magnetic field at that place

completely.

15

Question 6

(a) Obtain an expression for magnetic flux density B at the centre of a circular coil of radius

R, having N turns and carrying a current I. [3]

(b)

A coil of self inductance 2·5H and resistance 20Ω is connected to a battery of emf 120V

having internal resistance of 5 Ω. Find:

[2]

(i) The time constant of the circuit.

(ii) The current in the circuit in steady state.


(a) Several candidates used Ampere Circuital Law to find

magnetic flux density. Many candidates did not derive

the expression for magnetic flux density B at the centre

of a circular coil having N turns. Some derived the

formula of B along the axis and then got B at the centre

of the coil.

(b) (i) Some candidates did not know the formula of time

constant. A few used an incorrect formula. Several

candidates used the formula of A.C circuits. In

many cases, the correct unit was not given.

(ii) A number of candidates did not consider internal

resistance to calculate steady current. In some

cases, the unit was missing. Several candidates did

not understand the meaning of ‘steady state

current’.


Students should be explained

distinctly the application of Biot

Savart’s Law and Ampere Circuital

Law.

While explaining growth of current

or decay of current in an LR circuit;

specially with their graphs, concept

of time constant should be

introduced. It should be defined both

ways. It may also be shown that

τ = L

R has unit and dimension of

time.

Tell students that steady state

current i.e. final current can be

found by applying ohm’s law i.e.

I= E

R r .

16

MARKING SCHEME

Question 6.

(a) dB =

𝜇𝑂

4𝜋.𝐼.𝑑𝑙

𝑅2

B = ∫ 𝑑𝐵𝑙

𝑜 or B = B

B = (𝜇𝑂

4𝜋)

2𝜋𝑁𝐼

𝑅 OR

B = 𝜇𝑜𝑁𝐼

2𝑅 with some working

Alternate Method

dB

x dB sin

dB = 2

sin.

4

idl

r

dB = 2

.4

idl

r

(=900)

B = ʃ dB sin

= 2

2 2 3/2

2

4 ( )

i R

x R

For centre x=0

B = 2

Ni

R

(b)

Time constant =

𝐿

𝑅 /

2·5

20 = 0·125 s OR

𝐿

𝑅+𝑟 /

2.5

25 = 0.1s

(Steady state current) I = 𝐸

𝑅+𝑟 /

120

20+5 = 4·8 A

R

dl

dl r

R

17

Question 7

(a) Figure 4 below shows a capacitor C, an inductor L and a resistor R, connected in series

to an a.c. supply of 220 V.

Calculate:

[4]

(i) The resonant frequency of the given CLR circuit.

(ii) Current flowing through the circuit.

(iii) Average power consumed by the circuit.

(b) In a series LCR circuit, what is the phase difference between VL and VC where VL is the

potential difference across the inductor and VC is the potential difference across the

capacitor?

[1]


(a)(i) A number of candidates found the value of 0 not

of f0. Some candidates did not convert microfarad to

farad.

(ii) Several candidates did not write the current with

appropriate unit.

(iii) Many candidates used the incomplete/incorrect

formula to calculate average power conumed by the

circuit P = V.I. A few candidates did not write the

unit of power i.e. watt.

(b) Many candidates wrote the answer as ‘90º’ as they

thought it was phase difference between I and VL or

I and VC. Several candidates used the wrong formula

tan = L C

R

V V

V

. Some candidates did not give the

correct unit of .

R=100 Ω L=(4

𝜋2)H C=25 μF

220 V

Figure 4


Explain the difference between

angular frequency ‘’ and

frequency ‘f’ and thus derive

formula of fo. Solve a few

numericals based on it.

Emphasize that, at resonance,

impedance (Z) = resistance (R).

Hence, I = 𝑉𝑇

𝑍 I =

𝑉𝑇

𝑅.

Stress upon writing the units.

18

MARKING SCHEME

Question 7.

(a) (i) Resonant frequency

fo =

1

√4

𝜋2×25×10−62𝜋 Correct substitution with or without formula

fo = 50 Hz correct answer with unit

(ii) I =

𝑽𝑻

𝒁 =

220

100 = 2·2 (A) OR I =

V

z /

220

z /

2 2

220

( )L C R

(iii) <P> = VT I or I2 R / (2·2)2 ×100=484 (W)

(b) 180o or π (radian)

OR

VL & VC shown clearly on phasor diagram.

SECTION B Answer any three questions.

Question 8


(a) Some of the errors made by candidates in this part were

as follows:

– Correct diagrams were not drawn;

– The arrows were not marked;

– Angles ‘i’ and ‘r’ were not marked correctly;

– Wavefronts were not shown or not

marked/labelled;

– The rays were not perpendicular to the relevant

wave fronts;

– Congruency of triangles was not proved correctly

and completely.

– Derived the formula of refraction.

(b) Some candidates did not know the correct difference

between interference of light and diffraction of light.

(a) On the basis of Huygen’s Wave theory of light, show that angle of reflection is equal

to angle of incidence. You must draw a labelled diagram for this derivation. [4]

(b) State any one difference between interference of light and diffraction of light. [1]


Train the students to draw correct

and completely labelled diagrams.

Tell the students that a ray is

perpendicular to the wavefront.

Tell students that there are many

methods to prove r = i and

give them the simplest of all.

Ask the students to practice these

diagrams and derivations.

Since both interference of light and

diffraction of light involve

superposition of waves, the

difference between the two must be

brought out clearly.

19

Question 9

(a) Laser light of wavelength 630 nm is incident on a pair of slits which are separated by

1·8mm. If the screen is kept 80 cm away from the two slits, calculate:

[3]

(i) fringe separation i.e. fringe width.

(ii) distance of 10th bright fringe from the centre of the interference pattern.

(b) Show graphically the intensity distribution in Fraunhofer’s single slit diffraction

experiment. Label the axes. [2]

MARKING SCHEME

Question 8.

(a) Correct diagram with at least one arrow, an incident or reflected ray

Or mentioned wave fronts i and r marked

Proof of 2 triangles as congruent (angle between ray and wave front is 90 , either shown on diagram

or written mathematically)

Proving r = i

(b) Any one difference

Interference of light requires two coherent sources (slits), diffraction of light requires only one source.

OR

Many bright and dark fringes are obtained in interference

A few bright and dark fringes are obtained in diffraction OR

All bright fringes are equally bright in interference.

They are of decreasing intensities in diffraction. OR

Intensity curves diagram but axes may not be marked OR

Interference – Fringes may or may not be of equal widths

Diffraction – Fringe width varies

20


(a) (i) A number of candidates used incorrect formula. Some

did not know the correct meaning of the symbols

i.e. ‘D’ and ‘d’, hence they interchanged them. Some

candidates did not convert ‘nm’ to ‘m’ as well as ‘cm’

to ‘m’.

(ii) Several candidates used wrong formula to find the

distance of the 10th bright fringe. Some candidates used

nλ for calculating distance. A few did not write the unit,

along with the answer.

(b) Many candidates did not label the graph or labelled it

incorrectly. Some candidates could not draw the correct

shape of the graph. In some cases, the height of the

secondary maxima was high.

MARKING SCHEME

Question 9.

(a) (i) Fringe width 𝛽 = 𝜆𝐷

𝑑 formula with correct understanding of terms D & d

OR 𝛽 = 630×10−9×0·8

1·8×10−3

𝛽 = 280 × 10-6 m Correct value of fringe width with other appropriate

units is also acceptable

(ii) X(10) = (10 𝛽) = 10 × 280 × 10-6

= 2·8 × 10-3 m OR correct substitution in Xn = n D

d

(b) I

(correct shape of the graph with proper labelling)

- +

or d or in terms of / e


Students must be asked to learn the

formulae with proper understanding

of all the symbols used. All

quantities must be brought to SI

system before substituting them in

the formula.

Give adequate practice to students in

solving numerical problems based

on formula, Xn and 𝛽.

Students should be taught how to

draw a correct labelled graph of

relative intensity vs . Tell them that

central maxima has highest peak

(maximum intensity) and secondary

peaks become smaller and smaller.

21

Question 10

(a) A point object O is placed at a distance of 15cm from a convex lens L of

focal length 10cm as shown in Figure 5 below. On the other side of the lens, a convex

mirror M is placed such that its distance from the lens is equal to the focal length of the

lens. The final image formed by this combination is observed to coincide with the object

O. Find the focal length of the convex mirror.

[3]

(b) What is chromatic aberration? How can it be minimised or eliminated? [2]


(a) In the lens portion, some candidates could not apply the

correct sign convention, hence, they got wrong value of v.

In the mirror part, a number of candidates could not

identify its centre of curvature. Some were not aware of the

relation R = 2f for a spherical mirror.

(b) A number of candidates were confused between spherical

aberration and chromatic aberration and hence they

described the former instead of the latter. While defining

chromatic aberration, some candidates did not mention

white light as incident light. A few candidates wrote ‘stops’

should be used to reduce chromatic aberration.

MARKING SCHEME

Question 10.

(a) Using lens formula for convex lens:

1

15+

1

𝑣 =

1

10 (Any sign convention may be followed by the candidate)

∴ v = 30 (cm) (negative value of v will not be accepted.

2 f = R = v – 10

2 f = 30 10

OR

∴ f = 10 cm

O L

Figure 5

M I

I1


Teach any one sign convention to

students. Using it, solve as many

numericals as possible. Then ask

them to solve/practice few more

problems. (It should be

accompanied by a proper ray

diagram). After solving numericals

on spherical mirrors and lenses,

solve a few involving lens- mirror

combination.

Various terms in physics should not

only be defined but also explained

so that students are able to recall

them in the examination.

22

(b) It is that defect of image in which coloured images are formed by a lens when an object is illuminated

with white light. OR by diagram with arrows with atleast one incident ray marked with white

/polychromatic light.

It can be minimised by combining a convex lens with a suitable concave lens

OR by satisfying the condition: 𝝎

𝒇 +

𝝎′

𝒇′ = 0

OR using achromatic doublet/achromatic combination of lenses.

Question 11

(a) Draw a labelled ray diagram of an image formed by a compound microscope, when the

final image lies at the least distance of distinct vision (D). [3]

(b) With regard to an astronomical telescope of refracting type, state how you will increase

its: [2]

(i) magnifying power

(ii) resolving power


(a) Some candidates could not show the correct formation of

the final image. In some cases, the diagram was not labelled

fully, or arrows were not put on the rays of light.

(b) (i) A few candidates used the wrong formula to increase

M of telescope.

(ii) Many candidates did not know how to increase

resolving power of a telescope.

Suggestions for Teachers

Give practice to students in drawing

ray diagrams of compound

microscope, astronomical telescope.

Putting arrows on the rays must be

stressed upon. Derive the expresion of magnifying

power (M) of an astronomical

telescope i.e. M = ƒo/ƒe. Then

explain to students that M can be

increased by either increasing the

focal length of objective lens(ƒo) or

by decreasing the focal length of

eyepiece lens (ƒe).

After explaining the concept of

resolving power, tell students how it

can be increased/decreased. Factors

affecting resolving power of a

telescope must be stated clearly.

23

MARKING SCHEME

Question 11.

(a) First lens (marked as objective) with at least two rays from an object with an arrow on one of them.

with I1 correctly formed.

Second lens (marked as Eye piece) with two emergent rays with an arrow on one of them, with

I2 correctly formed.

Marking of fo, fe, uo, ue, D, v0 and (any five marked correctly )

(b) (i) Magnifying power can be increased by either increasing focal length.

of objective lens i.e. fo OR

by decreasing focal length of eyepiece i.e. fe

(ii) Resolving power can be increased by increasing the diameter / aperture

Or size of the objective lens

SECTION C

Answer any three questions.

Question 12

(a)

In an experiment of photoelectric effect, the graph of maximum kinetic energy EK of the

emitted photoelectrons versus the frequency v of the incident light is a straight line AB

as shown in Figure 6 below:

Find:

[3]

(i) Threshold frequency of the metal.

(ii) Work function of the metal.

(iii) Stopping potential for the photoelectrons emitted by the light of frequency

v = 30×1014 Hz.

-4

-2

0

8

6

4

2

10 20 30

B

C

×1014

v (Hz)

A

EK (eV)

Figure 6

24

(b) (i) State how de-Broglie wavelength (λ) of moving particles varies with their

linear momentum (p). [2]

(ii) State any one phenomenon in which moving particles exhibit wave nature.


(a)(i) Some candidates did not read the given graph correctly.

They thought vo was ‘10’ and not 10 x1014 HZ. Some

calculated the values of vo from the data, instead of just

reading its value from the graph.

(ii) Many candidates were unaware of the fact that y

intercept of the graph gives us the value of work function

of the metal.

(iii) Many candidates gave wrong unit of stopping potential.

They wrote ‘eV’in place of volt.

(b)(i) A number of candidates gave wrong relationship between

λ and p. Some drew a wrong graph between λ and p.

(ii) Several candidates gave the answer as ‘reflection’ or

‘refraction’ instead of ‘diffraction’ and ‘interference’.

MARKING SCHEME

Question 12.

(a) (i) Threshold frequency (vo) = 10 x 1014 Hz

(ii) W = ( hvo)

= 6·6 ×10-34 × 10 × 1014

= 6·6 ×10-19 J = 4.125 eV

(iii) EK = 8 ×1·6 × 10-19 J = 8eV

Vs = 8×1·6×10−19

1·6×10−19

Vs = 8·0V

(b) (i) Either

𝜆 𝛼 1

𝑝 OR p

𝜆 OR

(de Broglie) wavelength varies inversely with the linear momentum

(ii) Electron Diffraction /diffraction/G P Thomson/ Davisson-Germer Experiment /Interference.


Explain the graph of Emax Vs

frequency ( ) of incident radiation.

Train students how to read the graph

and use it to determine:

Threshold frequency

Work function

Planck’s constant.

State and explain the de Broglie

Hypothesis and give the

mathematical relation h

p . Tell

students that when y α 1

x, graph of y

Vs x is a rectangular hyperbola.

25

Question 13 (a) On the basis of Bohr’s theory, derive an expression for the radius of the nth orbit of an

electron of hydrogen atom. [3]

(b) Using the constants given on page 8 of this Paper, find the minimum wavelength of the

emitted X rays, when an X ray tube is operated at 50 kV. [2]


(a) Some candidates were unable to recall the correct equations

i.e. mvr =𝑛ℎ

2𝜋 and

𝑚𝑣2

𝑟= (

1

4𝜋∈𝑜)

𝑍𝑒2

𝑟2

Many candidates derived the correct formula of radius, but

forgot to write z = 1 for hydrogen atom.

(b) A number of candidates did not use the correct formula.

Some did not convert 50kV to volt. A few candidates did

not write the correct unit, after using the short cut formula,

λmin = 12400

V .

MARKING SCHEME

Question 13.

(a) mv𝒓=

𝐧𝐡

𝟐𝛑 OR

m2v2r2 = 𝑛2ℎ2

4𝜋2 (i)

𝑚𝑣2

𝑟= (

1

4𝜋∈𝑜)

𝑍𝑒2

𝑟2 (ii)

Dividing (i) by (ii) r = 𝑛2ℎ2∈𝑜

𝜋𝑚𝑍𝑒2

for Z = 1

r = 𝑛2ℎ2∈𝑜

𝜋𝑚𝑒2

(b) λmin= (

𝒉𝒄

𝒆𝑽)

hc

E

=𝟔·𝟔×𝟏𝟎−𝟑𝟒×𝟑×𝟏𝟎𝟖

𝟏·𝟔×𝟏𝟎−𝟏𝟗×𝟓𝟎𝟎𝟎𝟎

12375A

EorV

Correct result with proper unit 12375

50000

λmi = 0·248×10-10 m (or equivalent)

=0.2475 Aº (or 0.248) Aº


Ask candidates to learn derivations

by heart and also to practice them.

Tell students that the answer must be

written as per the question, so,

reading the questions carefully is

very important.

26

Question 14

(a) (i) Define half life of a radioactive substance. [3]

(ii) Using the equation N = Noe-λt, obtain the relation between half life (T) and decay

constant (λ) of a radioactive substance.

(b) With the help of a suitable example and an equation, explain the term pair production. [2]


(a) (i) Many candidates could not recall the correct definition

of half-life. Some defined average life instead of half

life. (ii) Some candidates derived the formula N=Noe

-λt which

was actually given in the question. Some wrote log 2

instead of loge 2 or ln 2. Many candidates used ‘t’ in

place of T or T1/2.

(b) Some candidates were confused between pair production

and pair annihilation. Many candidates were unable to write

a correct and balanced equation. Some candidates used

wrong symbols. Several candidates could not draw the

correct diagram for pair production. Many used a photon,

instead of gamma ray photon.

MARKING SCHEME

Question 14. (a) (i) It is that time in which a quantity of a radioactive substance becomes half.

OR

It is that time in which half of the given number of nuclei disintegrate.

(ii) Substitute N =

𝐍𝐨

𝟐 and t = T

OR 𝐍𝐨

𝟐 = No e

-λT

λT = loge 2 or ln 2

(b) It is that phenomenon in which a pair of an electron and a positron is produced from a gamma ray

photon.

𝜸 𝒐𝟏𝒆 +

𝒐−𝟏

𝒆

Correct Diagram


Tell students that definitions must

be learnt correctly.

Derive the relation between T and λ

in class. Tell students that T is a

constant whereas t can have any

value - ‘t’ cannot be used for half

life.

Pair production is a rare

phenomenon in which matter is

created from energy. It must be

explained correctly with the help of

a diagram and a balanced equation,

making use of correct symbols.

27

Question 15

(a) Draw a labelled diagram of a full wave rectifier. Show how output voltage varies with

time, if input voltage is a sinusoidal voltage. [3]

(b) What is a NAND gate? Write its truth table. [2]


(a) Some common errors made by candidates in this part

were:

A.C. input voltage was not shown;

Complete circuit was not drawn;

Resistor in output circuit was not shown;

The circuit was not labelled;

Many candidates could not show correctly how output

voltage varies with time. Some candidates did not label

the axes of the graph.

(b) Instead of defining what a NAND gate is (a

combination of AND gate a NOT gate or an AND gate

followed by a NOT gate), some candidates simply said

that it is a universal gate. A number of candidates gave

incomplete truth table whereas some candidates gave

wrong truth table.

MARKING SCHEME

Question 15.

(a)

(P) (S) RL

(b) It is a combination of an AND gate and a NOT gate or it is a negated/ inverted or complement of on

AND gate.

TRUTH table of NAND gate

A B Y

0 0 1

0 1 1

1 0 1

1 1 0


Working of full wave rectifier must

be clearly explained with the help of

a labelled circuit diagram. Variation

of input and output signals with time

must also be shown correctly with

the help of labelled diagrams.

Students should be asked to practice

drawing the diagram and graphs of

input and output voltages.

Give students correct definition and

symbols of various basic gates as

well NOR gate, NAND gate, etc.

encourage them to understand the

truth tables of each one of them

logically.

^^^^^^ OUTPUT

(INPUT) V(o)

t

28

GENERAL COMMENTS


Equivalent resistance of a circuit.

Equivalent capacitance of a given circuit.

Mosley’s law

Potentiometer.

Hysteresis.

Time constant of an LR circuit.

Lens mirror combination.

Resolving power of a telescope.

Polarisation of light.

Reflection of light by Huygens theory.

Drawing and use of labelled graphs.

Elements of earth’s magnetic field.

Derivation of E in broad side position of an electric dipole.

Derivation of B at the Centre of a circular coil of N turns.

Drawing a ray diagram of a compound microscope.


Capacitors in series and parallel.

Resistors in series and parallel

Cells in series and parallel

Ordinary electric circuit and Wheatstone bridge.

End on position and broad side position of an electric dipole.

Biot-savart’s law and Ampere’s circuital law.

Long-sightedness and short sightedness.

Reflection of light and refraction of light by Huygens’s wave theory.

Spherical aberration and chromatic aberration.

Pair production and pair annihilation.

Interference of light and diffraction of light.

LR dc circuit and LR ac circuit.

Electrostatic potential and potential energy.

Magnetic susceptibility of paramagnetic, ferromagnetic and diamagnetic materials.

Effect of temperature on resistance of metals and nonmetals.

29


Learn various laws, principles, and terms. Try to understand them, rather than learning them by

rote. Build up the concept and develop them with the help of examples, diagrams, numerical, etc.

If need be, take the help of reference books.

Study regularly, not just before the examination.

Practice what you have learnt, theory, graphs, diagrams, numerical etc.

Make a list of all the formulae in each chapter and learn these formulae, along with the meaning

of each and every symbol.

Make a list of derivations in each chapter. Lay more emphasis on understanding the derivations

logically and step wise. Learn them and practice them regularly.

During the Examination, read each and every question carefully and then write the answer to the

point.

In ray optics, arrows must be given to the rays.

While solving a numerical problem, read the question carefully and write the given data. See if

all given quantities are in same system i.e. S.I system. If not, make proper conversions e.g. cm

m, F F & eV to J. Then write the relevant formula, substitute the known

quantities in it and solve for the unknown. Write the answer with proper unit.

Be careful with vector quantities as they have directions.

30

PHYSICS PAPER 2 (PRACTICAL)Answer all questions.

You should not spend more than one and a half hours on each question.

Question 1 [12]

This experiment determines the focal length of the given convex lens bydisplacement method.

You are provided with:

(a) A lens holder

(b) A convex lens

(c) Two optical pins

(d) An optical bench

Note: The experiment may be performed on a table top, using a metre scale, in case anoptical bench is not available.

(i) Determine the approximate focal length f of the given convex lens by projecting theimage of a distant object on a wall or a screen. Record the value of f in cm, correctupto one decimal place.

(ii) Now, arrange the object pin O, the image pin I and the lens L on the optical benchor table top as shown in Figure 1(a) so that the tips of O and I lie on the principalaxis of the lens.

(iii) Adjust the distance x between O and I to be nearly equal to (4f + 10) cm. Ensurethat this separation is maintained throughout this particular setting.

(iv) Move the lens towards the pin I and adjust its position until the diminished andinverted image of O coincides with the image pin I.

(v) Read and record the positions of O, L1 and I on the metre scale in cm, correct uptoone decimal place.

I

Figure 1(a)

L1

O

x

L

31

(vi) Keeping O and I fixed, move the lens towards the object pin O and adjust its positionas shown in Figure 1(b) until the magnified and inverted image of O coincides withI. Record the new position L2 of the lens.

(vii) The difference between the two positions L1 and L2 of the lens is the displacementd of the lens. Calculate and record the value of d, in cm, correct upto one decimalplace.

(viii) Repeat the experiment to obtain four more sets of x and d, taking values of x in therange (4f + 10) cm and 100 cm. Note that for each set, the positions of O and I aremaintained constant and the parallax is removed by moving the lens only.

(ix) Show the image position when the parallax has been removed, in any one of thereadings in (viii) above, to the Visiting Examiner.

(x) Tabulate all the five sets of values of x, x2, d, d2, and y = (x2 – d2)/100, along withtheir units given at each column head. Compute y up to three significant figures.

(xi) Plot a graph of y against x. Draw the line of best fit and determine its slope S using:

S = =

(xii) Calculate the focal length F of the given lens correct up to one decimal place, using:F = 25 S.

(xiii) Record the value of F in your answer booklet.

L1

x

IO

Figure 1(b)

L2 d

32


Common errors made by candidates in attempting thisquestion were as follows:

RECORD:

Proper trend (x proportional to d) was not followed in afew cases.

Many candidates did not express approximate focallength of convex lens correct upto 1 d.p and with unit.

‘d’, ‘x’ and ‘y’ were not recorded in a few cases. A few candidates obtained the value of d>x because of

which calculation of y became negative. Many candidates took x<(4f+ 10) and many candidate

took 50 cm as a constant value. Some candidates made the mistake of rounding off ‘y’

upto three significant figures.

GRAPH:

A few candidates did not label the graph or labelledwrongly, some used a kink; in several cases,non-uniform and inconvenient scale was chosen.

Many candidates did not plot correctly or marked blobs. A number of candidates were unable to make the best fit

line.

DEDUCTION:

Many candidates took plotted points for finding slope. Many candidates did not record the focal length of the

lens upto one decimal point.

MARKING SCHEMEQuestion 1.RECORD (R)

A. Approximate focal length of the lens correct upto 1 dp. with unit.

B. Four correct sets of x and d

Note: Correct set means as x increases, d also increases Unit of x or d: cm. ‘d’ should be recorded upto 1 decimal place in at least three sets.

Suggestions for teachers Show students different instruments

such as, the metre scale, Verniercallipers, screw gauge, ammeter,voltmeter, etc. and tell them to writethe least count. Teach students howto write observations in consistencewith the L.C of the instrument, withcorrect unit.

Give special emphasis onmeasurement, unit, significantfigures, etc., so that mistakes areminimised.

Explain about parallax error andshow students how to remove it.

Give sufficient practice in graphicalskills which include:(i) Proper labelling with unit,(ii) Marking of origin with twocoordinates without kink,(iii) Choice of a uniform andconvenient scale (tell students aboutinconvenient scale, e.g. 1 div.=0.3,0.33,0.67,0.66 etc not to betaken) (iv) Meaning of correctplotting (vi) Concept of best fitand how to draw the best fit line.(vii) Determining the Slope (forslope take two unplotted points onthe line that are widely separated.)

Instruct students to read thequestion paper carefully andunderline the important points inpencil.

33

C. Correct calculation of x2, d2 and y in at least three sets;Rounded off y upto 3s.f

GRAPH (G)

A. Axes labelled correctly with or without units. The scale should be uniform, convenient,covering more than 50% of the graph paper. Origin may / may not be marked. Interchangeof axes is allowed but kink is not allowed.

B. Four correct plots

Note: Points must be sharp and encircled. A blob is not a point. Correct plot means if the plotting points lie within ± 50% of one of the smallest

divisions on both the scale of actual position.C. Best fit line (thin and uniform) at least the line passes very close to the four points (even

for blobs) or within five divisions / one cm. perpendicular distance on both sides of theline drawn. The line should be extended on both sides with respect to the four plots.

DEDUCTION (D)

A. Correct calculation of slope (S) of the best fit line using two distant points (separated 50%or more than that of the line drawn, taking at least one unplotted point.

B. Correct calculation of F, with 1dp.

QUALITY (Q)

Candidates F= should be in the range 7.5cm ≤ F ≤ 12.5cm.

Question 2 [6+2]A. This experiment determines the resistivity of the material of the given wire.

You are provided with a 100 cm long uniform metallic wire AB stretched along a

metre scale and provided with terminals at both ends.

You are also provided with a resistance box R.B., a voltmeter of range 0-3V, an

ammeter of range 0 - 1A, a 4V dc power supply ‘E’, a plug key ‘K’, a jockey ‘J’and a few connecting wires.

34

(i) Determine and record the least count of the given voltmeter and the ammeterwith proper units in your answer booklet.

(ii) Set up a circuit as shown in Figure 2 below. Make sure that all connectionsare tight.

(iii) Take out 1Ω plug from the resistance box R.B. so that R = 1Ω. Ensure thatall other plugs are tightly closed. Place the jockey J at a point C on the wireAB, such that AC=80 cm. The reading of the voltmeter as well as the ammetermust be within its range. Read and record the readings of the voltmeter andthe ammeter, i.e. V and I, with proper units.

(iv) Repeat the experiment to obtain four more sets of readings of R, V and I byincreasing the resistance R by 1Ω each time. Ensure that the jockey is alwayskept at the same position C such that AC = 80 cm in all five sets of readings.

(v) Show any one of the readings in (iv) above, to the Visiting Examiner.

(vi) Determine the value of resistance r using:

r =

for each set, correct upto three significant figures.(vii) Now, tabulate all the five sets of values of R, V, I and r with proper units.

(viii) Find ro, the mean of all the five values of r and record its value in your answerbooklet.

B. (i) Determine and record the least count of the given micrometer screw gaugein cm.

(ii) Using it, calculate the diameter ‘d’ of the given specimen wire ‘X’ and recordits value in cm in your answer booklet.

(iii) Calculate the resistivity of the material of the wire, using the formula: = ro

80 cm C

R.B.

BA•

K

Figure 2

( )

•J

E

100 cm0 cm

• A

V

35


Some errors made by candidates in attempting this question were as follows:RECORD: Least counts of the ammeter and voltmeter were not

recorded correctly by some candidates. The trends of R, V, and I were not correct in many

cases. Several candidates did not record the values of V and

I in consistence with the least counts of theinstruments.

Some candidates measured l and (100-l) instead of Vand I.

A few candidates recorded absurd values of voltage(e.g. 5V, 7V, 10V, 12V) and current.

DEDUCTION: Many candidates did not write r = V/I correct up to

three significant figures. In several cases, the mean value of r as r0 was not

calculated correctly or not shown at all. Record of L.C of screw gauge not written in cm. The value of diameter of the wire was not written in consistence with the L.C of screw gauge and

also at times, without unit. Resistivity was not calculated in some cases or calculated incorrectly.

MARKING SCHEME

Question 2.

A RECORD (R)

L.C. of ammeter and voltmeter with their units.

Any four correct sets of R, V and I

Note: Correct set means:

(i) As R increases, I decreases and V decreases

(ii) V and I recorded correctly in agreement with the L.C. of V and A respectively.

DEDUCTION (D)

(i) Correct calculation of r in at least 3 sets with unit.

(ii) Correct calculation of mean ro (1d.p.)

B (i) Record of least count in cm and correct calculation of diameter ‘d’ (The unit cmshould be present either in LC or in diameter.

(ii) Correct calculation of ρ.

Suggestions for teachers Give practice to students in different

electricity experiments and tell themthe aim and trend of the experiment.

Check practical record books ofstudents regularly.

Give more practice to students inrecording the diameter of a wireusing a screw gauge.

Dimensions of different physicalquantities must be explained

Tell students to pay attention to theinstructions given in the QuestionPaper.

Give more practice to students inmaking calculations.

36

GENERAL COMMENTS:

(a) Topics found difficult and confusing by candidates: Removal of parallax error.

Concept of significant figures.

Concept of Decimal place, rounding off upto proper decimal place.

Significant figures, least count of instruments and writing of observations in consistence with theleast count, with proper unit.

Mention of correct unit of physical quantities.

Graphical skills - proper choice of origin, uniform and convenient scale, proper labelling of theaxes, meaning of correct plotting and concept of best fit line.

How to find the slope from best fit line.

(b) Suggestions for candidates:

Read the question carefully and follow the instructions, using only the formula given in thequestion paper for all the calculations.

Ensure that all observations are consistent with L.C. of the measuring instrument and recorded intabular form with unit. Note down the L.C. of the instruments used before starting the experiment.

All values calculated should be calculated upto the decimal place or significant figures asked forthe in the question.

While doing any optical experiment with lens, always record the positions of object pin, imagepin and the lens.

Scale should be uniform and convenient with axes properly labelled.

Origin should begin from zero if the intercept is to be found. Co-ordinates of the origin must begiven/ marked on graph paper.

Plots should be small encircled dots, correct to the nearest division of the graph sheet.

Line of best fit means the aggregate of all plotted points drawn symmetrically and extended onboth sides of the last plotted points.

Slope calculation should be from two widely separated, unplotted points lying on the best fit line.

The scale of the graph should be such that at least 2/3 of the graph paper is used.

37

CHEMISTRY







DetailsMark Range


0.00

5.00

10.00

15.00

20.00

25.00

30.00

35.00

40.00

45.00

50.00

0-20 21-40 41-60 61-80 81-100

0.38 1.89

47.61

31.80

18.32

Per

cent

age

of C

andi

date

s

Marks Obtained


38


PART I (20 Marks)Answer all questions.

Question 1

(a) Fill in the blanks by choosing the appropriate word/words from those given in thebrackets:(increases, decreases, positive, efficient, 68, non-efficient, no α-hydrogen, α-hydrogen,negative, Rosenmund’s, greater, Cannizzaro, 74, common-ion effect, lesser, bufferaction, diamagnetic, paramagnetic)

[5]

(i) The more__________ the standard reduction potential of a metal, the ________ isits ability to displace hydrogen from acids.

(ii) Both ccp and hcp are ____________ packings and occupy about _________% ofthe available space.

(iii) Solubility of silver chloride _____________ in the presence of sodium chloridebecause of _____________.

(iv) Benzaldehyde undergoes ___________ reaction on treatment with concentratedsodium hydroxide because it has ___________ atom.

(v) The transition metals show ______________ character because of the presence ofunpaired electrons and Cu+ is _____________because its electronic configurationis [Ar]3d10.

(b) Complete the following statements by selecting the correct alternative from thechoices given: [5]

[5]

(i) The molal freezing point constant of water is 1·86 K kg mol-1 . Therefore, thefreezing point of 0·1M NaCl solution in water is expected to be:

(1) -1·86oC

(2) -0·372oC

(3) -0·186oC

(4) +0·372oC

(ii) For a first order reaction the rate constant for decomposition of N2O5 is 6×10-4sec-1.The half-life period for the decomposition in seconds is:

(1) 11·55

(2) 115·5

(3) 1155

(4) 1·155

39

(iii) When acetaldehyde is treated with Grignard reagent, followed by hydrolysis theproduct formed is:

(1) Primary alcohol

(2) Secondary alcohol

(3) Carboxylic acid

(4) Tertiary alcohol

(iv) The geometry of XeF6 molecule and the hybridization of Xe atom in the molecule is:

(1) Distorted octahedral and sp3d3

(2) Square planar and sp3d2

(3) Pyramidal and sp3

(4) Octahedral and sp3d3

(v) In the complexes [Fe(CN)6]3- and [Pt(en) (H2O)2(NO2)(Cl)]2+ the respectiveoxidation numbers of central metal atoms are :

(1) + 3 and +4

(2) +6 and +4

(3) +6 and +3

(4) +3 and +3

(c) Answer the following questions: [5]

(i) What is the effect of temperature on the ionic product of water? How will it changethe pH value of a neutral solution?

(ii) How many hours does it take to reduce 3 moles of Fe3+to Fe2+ with 2·0 A currentintensity?

(iii) How is urea prepared by Wohler synthesis?

(iv) Two liquids A and B form type II non ideal solution which shows a minimum in itstemperature -mole fraction plot (T-χ diagram). Can the two liquids be completelyseparated by fractional distillation?

(v) The aqueous solution of sodium acetate is basic. Explain.

(d) Match the following: [5]

(i) Disaccharide (a) Lucas reagent

(ii) Carbylamine (b) Condensation polymer

(iii) Dacron (c) Obnoxious smell

(iv) Low spin complex, d2sp3 (d) Sucrose

(v) Anhydrous ZnCl2 + conc. HCl (e) Hexaamminecobalt(III)ion

40

Comments of Examiners(a) (i) Instead of writing ‘negative’ and ‘greater’ many

candidates wrote ‘positive’ and ‘lesser’.(ii) In place of ‘efficient’ and ‘74’ which was the

correct answer, some candidates wrote ‘inefficient’and ‘68’.

(iii) The concept of common ion effect was not veryclear to the candidates. A few candidates wrote‘increases’ in place of ‘decreases’. Manycandidates wrote ‘buffer action’ in place of‘common ion effect’.

(iv) In the first blank, a few candidates wrote‘Rosenmund’s’ reaction in place of ‘Cannizzaro’s’reaction. For the second blank, instead of ‘no αhydrogen’ many candidates wrote ‘α hydrogen’which was not correct.

(v) Several candidates reversed the order i.e.diamagnetic and paramagnetic instead ofparamagnetic and diamagnetic.

(b) (i) Most of the candidates chose the wrong alternativei.e. -0.186oC instead of -0.372oC which was thecorrect answer. Vant Hoff factor (i) was ignoredby the candidates.

(ii) Many candidates were unaware of the formulaand hence gave wrong answers.

(iii)A number of candidates were unaware that thereactions between acetaldehyde and Grignard’sreagent, followed by hydrolysis, gives secondaryalcohol.

(iv) A number of candidates wrote the geometry andhybridization of XeF6 molecule as ‘octahedral andsp3d3’ instead of ‘distorted octahedral and sp3d3’.

(v) The oxidation numbers of central metal atomwere reported correctly by many candidates butsome candidates choose option +3 and +3.

(c) (i) Many candidates wrote incomplete answers. Theionic product of water is directly proportional totemperature. Many candidates were not sure howthe pH value of neutral solution changes withincrease in temperature.

(ii) Several candidates were unable to calculate thetime period in hours and reported the answer inseconds or minutes. Some candidates did not takeinto account that 3 moles of Fe3+ should be reducedto Fe2+.

Suggestions for teachers Electro chemical series should be

explained properly with reasons.The selection of cathode and anodeon the basis of standard electrodepotential must be explained tocandidates.

Packing fraction in cubic solidsshould be explained clearly.

Students must be explained how thepresence of common ion in asolution decreases the dissociationof weak electrolyte. Suitableexamples must be used.

Emphasis should be laid upon thenamed organic reactions. Theconditions for reaction must beexplained clearly.

Vant Hoff factor must be explainedclearly to students.

The relationship between the rateconstant and half-life period mustbe explained clearly.

Chemical properties of Grignard’sreagent, for the preparation ofvarious organic compounds must beproperly explained.

Geometry and hybridization ofcompounds of inert gases must bediscussed in class. The shape andgeometry depends on both thebonding and non-bonding electronsof central atoms.

The calculation of oxidation state ofthe central metal atom incoordination compounds should betaught in detail.

The relationship between theconcentration of H+ and OH- andpH value should be explained tostudents. Variation of ionic productof water with temperature must bediscussed

41

(iii)For preparation of urea by Wohler synthesis,many candidates did not mention the properconditions. Unbalanced equations were given bymany candidates.

(iv) Instead of writing that the two liquids cannot beseparated completely by fractional distillation,some candidates wrote that they can be separated.In some cases, conditions were not mentioned -that liquid A and B will form a constant boilingazeotropic mixture.

(v) The concept of salt hydrolysis was not clear tosome candidates. Anionic hydrolysis was notmentioned by several candidates.

(d) Most of the candidates matched the answerscorrectly.

MARKING SCHEMEQuestion 1(a) (i) negative, greater

(ii) efficient, 74(iii) decreases, common-ion effect(iv) Cannizzaro, no α- hydrogen(v) paramagnetic, diamagnetic

(b) (i) (2) -0·372oC(ii) (3) 1155(iii) (2) secondary alcohol(iv) (1) distorted octahedral and sp3d3

(v) (1) +3 and +4(c) (i) Ionic product increases with increase in temperature because the dissociation of water

increases with increase of temperature. With increase in concentration of H3O+ ions,pH of the neutral solution will decrease.

(ii) Reduction of 1mol of Fe3+ requires = 96500 CReduction of 3 mol of Fe3+ require = 3 x 96500 C = 2.895 X 105C

Q = I x t2.895 x 105 1.4475 x 105

Time = ___________ = 1.4475 x 105sec. = ______________ = 40.21 hours2 60 x60

(iii)

2 KCNO + (NH4)2SO4 2NH4CNO + K2SO4

NH4CNO NH2CONH2

heat

Discuss Faraday’s law ofelectrolysis and explain thefollowing concepts :1F = 96,500 coulomb = 1 mole of e-

Students must be told to express theanswer in hours if asked in questionpaper.

Stress upon writing balancedequations with correct conditions.

The salt hydrolysis of all the fourtypes of salts must be explainedwith suitable examples.

Molecular arrangement

42

(iv) The two liquids cannot be separated completely by fractional distillation because they

form a constant boiling azeotropic mixture, therefore at a definite composition both the

liquids will distil over without any change in composition.(v) Sodium acetate undergoes anionic hydrolysis and forms weakly dissociated CH3COOH

and highly dissociated NaOH.(d) (i) Disaccharide (d) sucrose

(ii) carbylamine (c) obnoxious smell(iii) Dacron (b) condensation polymer(iv) Low spin complex, d2sp3 (e) hexaamminecobalt(III) ion(v) anhydrous ZnCl2+conc.HCl (a) Lucas reagent

PART II (50 Marks)Answer six questions choosing two from Section A, two from

Section B and two from Section C.

SECTION A

Answer any two questions.

Question 2

(a) (i) A solution containing 0·5 g of KCl dissolves in 100 g of water and freezesat – 0·24oC. Calculate the degree of dissociation of the salt. (Kf for water = 1.86oC)Atomic weights [K = 39, Cl = 35·5]

[3]

(ii) If 1·71 g of sugar (molar mass = 342) are dissolved in 500 ml of an aqueoussolution at 300 K, what will be its osmotic pressure?

[1]

(iii) 0·70g of an organic compound when dissolved in 32g of acetone produces anelevation of 0·25oC in the boiling point. Calculate the molecular mass of organiccompound (Kb for acetone = 1·72 K kg mol-1).

[1]

(b) (i) What is the difference between order of a reaction and the molecularity of areaction?

[2]

(ii) A substance decomposes by following first order kinetics. If 50% of the compoundis decomposed in 120 minutes, how long will it take for 90% of the compound todecompose?

[2]

(c) Name the crystal structure of the copper metal. [1]

43


(a)(i) Some candidates did the calculations upto vant Hofffactor but the degree of dissociation of salt was notcalculated. The relationship between degree ofdissociation (α) and vant Hoff factor (i) was not clearto a few candidates.

(ii) Some candidates did not mention the unit i.e. atmalong with the answer. Several candidates used theincorrect value of R, instead of 0.0821 Lit-atm K-1

mole-1 the value used was R=8.314 J K-1mole-1.(iii)The molecular weight of organic compound was

calculated correctly by most of the candidates. Insome cases wrong unit for molecular weight wasmentioned.

(b)(i)Some candidates just defined the terms. In a number ofcases, all the differences were not given. The conceptof rate law for order of reaction was not clear to manycandidates. A few candidates interchanged thedifferences.

(ii) Time taken for 90% decay was calculated correctly bymany candidates. Some candidates took the value of[A] as 90 instead of [A] = 10, if [Ao] =100 and thusgot wrong answer. Some candidates failed to write thecorrect unit.

(c) Some candidates wrote ‘hexagonal close packing’ or‘body centered cubic’ instead of ‘face centered cubic’ or‘cubic closed packing'.

MARKING SCHEME

Question 2(a) (i) (i) Observed molecular mass

Kf x w x 1000m = _____________________

∆ Tf x W

= 1.86 x 0.5 x 1000 = 38.750.24 x 100

Normal molecular mass of KCl = 74.5Van’t Hoff factor, i = normal molar mass / observed molar mass

= 74.5 / 38.75 = 1.92

Suggestions for teachers Give practice to students in doing

numericals. Numerical problemsbased on abnormal molecularweights, calculation of degree ofdissociation and associationshould be given.

Students must be told that whilesolving numerical problems, theymust write the formula, substitutecorrectly and write the answerwith the correct unit.

Order of reaction andmolecularity of reaction should beexplained with examples.

More practice must be given insolving problems based on half-life period of radioactivesubstances. The answer should begiven with the same unit asmentioned in the question paper.

Crystal structure of all types ofcrystalline solids must beexplained to students.

44

KCl dissociates asKCl → K+ + Cl-

Moles after dissociation 1 – α α αTotal no. of moles after dissociation = 1+α

Observed moles of solutei = _______________________ = 1+α

normal moles of solute 1

1+ α ___ = 1.92 α = 1.92 – 1 = 0.921

Degree of dissociation = 92 %

(ii) ᴫ = CRTᴫ = n / V RT = w RT / m V

= 1.71 x 0.082 x 300 / 342 x 500/1000= 0.246 atm

(iii)m =

×∆ × or × · × ·· ×= 150·5 g mol-1

(b) (i) Difference between order of reaction and molecularity of a reaction:

S.NO. Order of reaction Molecularity of reaction1. It is equal to the sum of the

powers of the molarconcentrations of the reactantsin the rate law.

It is equal to the total number of moleculesof the reactants which take part in a singlestep chemical reaction.

2. It may be in fractions or maybe zero or negative.

It is always a positive whole number value.

3. It is for the overall reaction andan experimentally determinedquantity.

It is theoretical concept and depends on therate determining step in the reactionmechanism because overall molecularity ofa complex reaction has no significance.

(any two of the above)

(ii) k = 0.6930 / t ½k = 0.6930 / 120 = 5.77 x 10-3 min-1

Now for the first order reaction,

t = 2.303 / k log [A]O / [A]

= 2.303 / 5.77 x 10-3log 10 = 399 minutes

(c) Face centered cubic (fcc) or Cubic close packing (ccp)

45

Question 3

(a) (i) Chromium metal crystallises with a body centered cubic lattice. The edgelength of the unit cell is found to be 287 pm. Calculate the atomic radius. Whatwould be the density of chromium in g / cm3? (atomic mass of Cr = 52·99)

[2]

(ii) Why does sodium chloride on heating with sodium vapours acquire yellowcolour?

[1]

(iii) The equilibrium constant for the reaction:

N2(g) + 3H2(g) 2NH3(g) at 715 K, is 6·0 × 10-2.

If, in a particular reaction, there are 0·25 mol L-1 of H2 and 0·06 mol L-1 of NH3

present, calculate the concentration of N2 at equilibrium.

[1]

(iv) Calculate the concentration of OH- ions in solution when [H+] = 6.2 x 10-

2molL-1.[1]

(v) State the Le-Chatelier’s principle. [1]

(b) For a crystal of sodium chloride, state: [2]

(i) The type of lattice in which it crystallises.

(ii) The coordination number of each sodium ion and chloride ion in the crystallattice.

(iii) The number of sodium ions and chloride ions present in a unit cell of sodiumchloride.

(iv) The structural arrangement of the sodium chloride crystal.

(c) Consider the following reaction:N2O4(g) + Heat 2NO2(g)

How is the composition of equilibrium mixture affected by:

[2]

(i) a change in temperature

(ii) a change in pressure

(iii) a change in concentration of N2O4

(iv) the removal of NO2 from the reaction mixture

46


(a)(i) The value of Z (no. of particles) was not takencorrectly by some candidates. Instead of ‘2’ thevalue taken was ‘4’. The edge length ‘a’ was notconverted to centimetre in some cases. Thedensity of chromium and atomic radius were notcalculated correctly by a few candidates.

(ii) This part was not answered well by manycandidates.

(iii)The concentration of N2 (g) at equilibrium wascalculated correctly by many candidates but somedid not mentioned the correct unit.

(iv) In this part, some candidates calculated pOHvalue instead of OH- ion concentration. The valueof Kw was taken as 1014 instead of 10-14.

(v) In this part, a few candidates failed to write theterm ‘equilibrium’.

(b) (i) A few candidates wrote the type of lattice of NaClas octahedral or hcp instead of fcc or ccp.

(ii) Most candidates were able to attempt this partcorrectly.

(iii)Some candidates reported the wrong value ofnumber of sodium and chloride ions present in aunit cell of sodium chloride.

(iv)Most of the candidates could not write thestructural arrangement correctly. Some wrote fccinstead of octahedral structure.

(c)(i)Many candidates considered the reaction asexothermic although it was an endothermicreaction. Increase in temperature favours theforward reaction. Many candidate wrote - favoursforward reaction with the change in temperature,without mentioning ‘increase in temperature’.

(ii) Increase in pressure favours the backwardreaction. Some candidates wrote - equilibriumchanges with change in pressure.

(iii)Increase in concentration of N2O4 shifts theequilibrium in forward direction. Somecandidates wrote, “with change in concentrationof N2O4” without mentioning increase anddecrease.

(iv)The removal of NO2 favours the forward reaction.Some candidates wrote that rate of backwardreaction will increase.

Suggestions for teachers The value of Z changes with the

type of unit cell. The density mustbe reported in gm/cm3. Studentsmust be told to calculate the radiusof atoms of different types of unitcell.

The imperfections in solids must beclearly explained to students.

Chemical equilibrium and itscharacteristics must be explained tothe students. More practice must begiven in equilibrium constant (Kc)and its calculation.

More practice must be given innumerical problems based on pHvalue and ionic products of water.

Students should be asked to learndefinitions with proper key words.

Explain the crystal lattice of sodiumchloride with the help of properdiagram.

Coordination number of each ion insodium chloride should be clearlyexplained.

Calculation of number of atomspresent in a unit cell must beexplained clearly. The corner atomcontributes (1/8), face centeredatom (1/2) body centered (1) andedge center (1/4) to the unit cell.

While teaching chemicalequilibrium, the Le Chatelier’sprinciple should be explainedclearly. Practice must be given inshifting of equilibrium under allconditions of temperature, pressureand concentration.

47

MARKING SCHEME

Question 3

(a)(i) For bcc crystal, atomic radius, r =√

a= edge length

r = √3 / 4 x 287 = 124.27 pm

density = mass of unit cell / volume of the unit cell

= Z x atomic mass / NA x a3

Here Z = 2 ( for bcc)Volume of the unit cell = a3 = (287 pm)3 = ( 287 x 10 -10cm3)3

Density = 2 x 52.99 / 6.023 x 1023 x (2.87 x 10 -10 cm3) 3

= 7.44 g cm-3

(ii) On heating sodium chloride with sodium vapours, the chloride ions diffuse to the surface of thecrystals and combine with Na atoms which get ionized to Na+ ions by losing electrons. Theseelectrons get trapped in anion vacancies and act as F- centres which impart colour to thecrystal.

(iii) For the reactionN2 (g) + 3 H2(g) === 2 NH3(g)

k = [NH3]2 / [N2] [H2]3 = 6.0 x 10-2

k = (0.06)2 / (0.25)3 [N2] = 6.0 x 10-2

[N2] = ( 0.06)2 / (0.25)3 ( 6.0 x 10-2) = 3.84 (mol L-1)-2

(iv) KW = [H+] [OH-]

[OH-] = KW / [H+] = 10-14 / 6.2 x 10-2 = 1.6 x 10 -11 mol L-1

(v) If an equilibrium is subjected to a stress (change in concentration, pressure or temperature etc.)equilibrium shifts in such a way so as to undo or decrease the effect of stress imposed.

(b)(i) Face-centered cubic lattice (fcc) (or) cubic close-packing(ccp)

(ii) Coordination number of each Na+ ion as well as Cl- ion is 6.

(iii) The unit cell of sodium chloride possess 4 sodium ions and 4 chloride ions.

(iv) Octahedral.

48

(c)(i) Increase in temperature favors the forward reaction, concentration of NO2 increases and viceversa.

(ii) Increase in pressure favors backward reaction and vice versa.

(iii) Addition of N2O4 favors the forward reaction and vice versa.

(iv) Removal of NO2 increases the rate of forward reaction or equilibrium will shift to theforward direction.

Question 4

(a) The specific conductance of a 0.01 M solution of acetic acid at 298 K is1.65 x 10-4 ohm-1 cm-1.The molar conductance at infinite dilution for H+ ion andCH3COO – ion are 349.1 ohm-1 cm2mol-1 and 40.9 ohm-1 cm2mol-1 respectively.Calculate:

[3]

(i) Molar conductance of the solution.

(ii) Degree of dissociation of CH3COOH.

(iii) Dissociation constant for acetic acid.

(b) (i) Calculate the e.m.f. of the following cell reaction at 298 K:

Mg (s) + Cu2+ (0.0001 M) → Mg2+ (0.001M) + Cu (s)

The standard potential (E0) of the cell is 2.71 V.

[2]

(ii) The solubility product (Ksp) of BaSO4 is 1.5 x 10-9.Calculate the solubility ofbarium sulphate in pure water and in 0.1 M BaCl2.

[2]

(c) Explain the following :

(i) When NH4 Cl and NH4OH are added to a solution containing both, Fe3+ and Ca2+

ions, which ion is precipitated first and why?[2]

(ii) Dissociation of H2S is suppressed in acidic medium. [1]

Comments of Examiners(a)(i) Some candidates were unable to do this part correctly.

They used wrong formula to calculate the molarconductance at infinite dilution. A few candidates wrotewrong units or did not write the unit at all.

(ii) The correct value of degree of dissociation was notcalculated by some candidates.

(iii)Since parts (i) and (ii) were not answered correctly bysome candidates, the dissociation constant (k) was alsonot calculated correctly.

(b)(i) Most of the candidates answered this part correctly. Somecandidates did not give Nernst equation correctly and gotwrong e.m.f. value. In some cases the unit was notmentioned.

Suggestions for teachers Calculation of molar conductance,

specific conductance, degree ofdissociation and dissociationconstant along with theirrelationship must be explainedclearly to students.

Give more practice in calculationof E0

cell and Ecell forelectrochemical cell.

49

(ii)Solubility of BaSO4 in pure water was reportedcorrectly by most of the candidates, but the solubilityof BaSO4 in 0.1 M BaCl2 solution was not reportedcorrectly by many candidates.

(c)(i) A number of candidates were able to give the correctanswer i.e. Fe3+ will be precipitated first. Some wrotethat Ca2+ will be precipitated first. The explanationgiven by candidates did not match with the correctanswer.

(ii)The answers given by candidates were correct inmost of the cases. A few candidates did not mentionthat it is due to common ion effect.

MARKING SCHEME

Question 4

(a) (i) Molar conductance = κ x 1000 = 1.65 x 10-4 x 1000 = 16.5 ohm-1cm2mol-1

(^m) C 0.01

(ii) Degree of dissociation

^cm

α = _________∞

^m

^m = 16.5ohm-1cm2mol-1

^m (CH3COOH) = λ (H+) + λ(CH3COO-)

= 349.1 + 40.9 = 390 ohm-1cm2mol-1

α = 16.5 / 390 = 0.0423(iii) Dissociation constant (K)

Acetic acid dissociates as

CH3COOH ===== CH3COO- + H+

Initial concentration c 0 0Equilibrium conc. c(1-α) cα cα

Suggestions for teachers Numericals based on solubility

product, solubility and theirrelationship for different kinds ofsparingly soluble electrolytesshould be explained clearly.

Explain the concept of solubilityproduct (Ksp) and ionicconcentration product (ICP) in thepractical class. Explain that theprecipitation occur when ICP > Ksp.

How common ion affects thedissociation of weak electrolytemust be explained by givingexamples.

50

[CH3COO-] [H+] cα x cα 0.01 x (0.0423)2

K = ___________________ = ______________ = _________________[CH3COOH] c(1-α) 1 – 0.0423

= 1.86 x 10 -5

(b) (i) Ecell = EOcell – 0.0591 log [Mg2+] [Cu]2 [Mg] [Cu2+]

= 2.71 - 0.0591 log 0.0012 0.0001

= 2.71 - 0.0295

= 2.6805 V

(ii) Solubility of Ba SO4 in water

BaSO4 → Ba2+ + SO42-

s mol s mol s mol

Ksp = [Ba2+] [SO42- ]

Ksp = s . s = s2

s = √1.5 x 10-9 = 3.87 x 10 -5 mol L-1

solubility of BaSO4 in 0.1 M BaCl2

[Ba2+] = 0.1 + s , [SO42-] = s

Ksp = [Ba2+] [SO42-]

= [0.1 + s] [s] = 0.1 s

0.1 s = 1.5 x 10-9

s = 1.5 x 10 -8 mol L-1

(c) (i) Fe3+ ion will precipitate out first.

NH4OH NH4+ + OH-

NH4Cl NH4+ Cl- (eq. or common ion effect)

Due to common ion effect less OH- ions are produced, which are large enough to causethe precipitation of Fe3+ ions. As its solubility product is less (Ksp is less for Fe(OH)3 andKsp is more for Ca(OH)2).

(ii) This is due to common ion effect. The suppression of degree of dissociation of a weakelectrolyte by (H2S) the addition of a strong electrolyte (HCl) having a common ion withthe weak electrolyte (H2S).

51

SECTION BAnswer any two questions

Question 5

(a) Write the IUPAC names of the following coordination compounds: [1]

(i) [Cr(NH3)4(H2O)2]Cl3

(ii) [PtCl2(NH3)4] [PtCl4]

(b) State the hybridization and magnetic property of [Fe(CN)6]3- ion according to thevalence bond theory.

[1]

(c) (i) What type of isomers are [Co(NH3)5Br]SO4 and [Co(NH3)5SO4]Br.? Give achemical test to distinguish between them.

[2]

(ii) Write the structures of optical isomers of the complex ion [Co(en)2Cl2]+ [1]


(a) (i) Many candidates wrote ‘amine’ instead of‘ammine’ for NH3. Oxidation state was reportedwrongly in some cases while some others did notgive the order of ligands alphabetically.

(ii) Many candidates wrote wrong oxidation statesof central metal atom.

(b) Many candidates reported sp3d2 and diamagneticwhereas the correct answer was d2sp3 hybridizationand paramagnetic.

(c) (i) The type of isomerism was reported correctly bymost of the candidates. The chemical test todistinguish between the isomers was not givencorrectly in a few cases.

(ii) The structure of optical isomers of complex ion[Co(en)2Cl2]+ was not given correctly.

MARKING SCHEME

Question 5

(a) (i) tetraamminediaquachromium(III)chloride

(ii) tetraamminedichloroplatinum(IV)tetrachloroplatinate(II)

(b) d2sp3hybridisation and paramagnetic

(c) (i) Ionisation isomersOne of these is red-violet and forms a precipitate with BaCl2indicating that sulphate ion isoutside the coordination sphere. The second one is red and does not form ppt. with BaCl2

but forms a ppt. of AgBr with AgNO3 indicating that bromide ion is outside thecoordination sphere. (or any other correct chemical test)

Suggestions for teachers More practice should be given in

naming coordination compounds.Calculation of oxidation state of thecentral metal atom/ ion should beexplained clearly. While writingnames of the ligands, alphabeticalorder must be followed.

Explain the valence bond theory indetail and give enough practiceusing different examples.

Explain all the types of isomerismshown by coordination compounds.

More practice should be given inthe structure of optical isomers byusing mirror image.

52

(ii) en+ en +

Cl------------------------------ .-------------------- ------------Cl

Co Co

Cl--------------------------- ------------------------------- Cl

en en

d- form (cis) mirror l-form ( cis)

Question 6

(a) Give balanced chemical equations for the following reactions: [3]

(i) Fluorine is passed through cold, dilute NaOH solution.

(ii) Hydrogen peroxide is treated with acidified KMnO4 solution.

(iii) Sulphuric acid is treated with hydrogen sulphide.

(b) Draw the structure of xenon tetrafluoride molecule and state the hybridization of thecentral atom and the geometry of the molecule.

[2]


(a) A number of candidates gave unbalanced equations.In some cases, all the products were not mentioned.Some candidates wrote wrong products.

(b) The structure of XeF4 was drawn correctly but somecandidates failed to show the lone pairs of electrons.The hybridization and geometry was given correctlyby most of the candidates. A few candidates gavewrong hybridization. Instead of sp3d2 theywrote d2sp3.

Suggestions for teachers Teach the chemical reactions of

inorganic chemistry in detail andgive practice in balancingequations.

Explain the shape, hybridizationand the structure of compounds ofinert gases diagrammatically.

53

MARKING SCHEME

Question 6

(a) (i) 2 F2 + 2 NaOH → 2NaF + H2O + OF2

(cold & dilute) (oxygen difluoride)

(ii) 2KMnO4 + 3 H2SO4 + 5 H2O2→ K2SO4 + 2 MnSO4+ 8 H2O + 5O2

(iii) H2SO4 + H2S → S + SO2 + 2H2O

(b) XeF4 molecules a square planar geometry and is formed by the sp3d2 hybridisation.

. . lone pair of electronsF --------------------------F

Xe

. .F-------------------------- F

Question 7

(a) Name the important ore of silver. Write all the steps and reactions involved in theCyanide process for the extraction of silver from its ore.

[3]

(b) Explain the following: [2]

(i) Why do transition metal ions possess a great tendency to form complexes?

(ii) The paramagnetic character in 3d-transition series elements increases up to Mn andthen decreases.


(a) The formula of ore of silver was given instead ofname of the ore by many candidates. Proper reactionsand steps of metallurgy were not given in many cases.Electrolytic refining of silver was not shown by somecandidates.

(b) (i) Most of the candidates did not write ‘presence ofvacant ‘d’ orbital’, instead they mentioned(n-1) d orbital, partially filled ‘d’ orbital, etc.Candidates seemed to be unaware of thesignificance of vacant ‘d’ orbital in the formationof complexes.

(ii) Relationship between unpaired/paired electronsand magnetic behaviour was not understood bymany candidates.

Suggestions for teachers The extraction of metals must be

taught in detail. All the steps mustbe shown in proper order withbalanced chemical equations.

Explain the role of vacant‘d’ orbital in the formation ofcomplexes. Important properties of‘d’ block elements must be told tostudents.

Reason for paramagnetism,electronic configuration of elementsshould be explained in detail.

54

MARKING SCHEME

Question 7

(a) Argentite ( silver glance), Ag2S or Horn silverConcentration – The sulphide ore is crushed, powdered and then concentrated by theFroth flotation process.Treatment with sodium cyanideThe concentrated ore is agitated with dilute solution of NaCN in the presence of airWhen soluble sodium argentocyanide is obtained.

Ag2S + 4 NaCN 2 Na[Ag(CN)2] + Na2SNa2S + 2O2 → Na2SO4

________________________________________________Ag2S + 4 NaCN + 2O2 → 2 Na[Ag(CN)2] + Na2SO4

Precipitation of silver2Na[Ag(CN)2] + Zn → Na2[Zn(CN)4] + 2 Ag ↓

Silver thus obtained is in the form of dark amorphous mass.Fusion

The precipitated silver is filtered, pressed, dried and fused with borax when a brightCompact mass is obtained.

Electrolytic refining processSilver thus obtained usually contain impurities of Zn, Cu and gold.Thin sheet of pure silver – cathodeA block of impure silver – anodeK[Ag(CN)2] or a solution of silver nitrate containing 1% HNO3is used as a electrolyte.On passing electricity pure silver gets deposited on the cathode.

(b) (i) Due to small size, high nuclear charge, availability of vacant d- orbitals of suitableenergy to accommodate lone pairs of electrons donated by the ligands.

(ii) On moving from Sc to Mn, the number of unpaired electrons increases and henceParamagnetic character increases. But after Mn, the pairing of electrons in thed-subshell starts and the number of unpaired electrons and hence paramagneticcharacter decreases.

55

SECTION CAnswer any two questions.

Question 8

(a) How can the following conversions be brought about:

(i) Glycerol to formic acid [1]

(ii) Chlorobenzene to phenol [1]

(iii) Diethyl ether to ethanol [1]

(iv) Phenol to aniline. [2]

(b) (i) How is iodoform prepared from ethanol? Give balanced equation. [1]

(ii) What will be the product formed when chlorobenzene is heated with sodium metalin the presence of dry ether?

[1]

(c) Identify the compounds A, B, C , D, E and F:

Conc.HNO3 SOCl2 NH3 LiAlH4

CH3COCH3 A B C D(O)

HNO2 CH3COClE F

[3]

Comments of Examiners(a) (i) In the conversion of glycerol to formic acid by

using oxalic acid, the temperature was notmentioned by many candidates.

(ii) The conditions required for the conversion ofchlorobenzene to phenol were not given by manycandidates.

(iii) The condition that HI used for the conversion ofdiethyl ether to ethanol should be cold or hot wasnot mentioned by many candidates. Acid catalysiswas not mentioned by many candidates.

(iv) The steps shown by candidates for the conversionof phenol to aniline were mostly correct but in afew cases, the conditions were missing.

(b)(i) The conversion of ethanol to iodoform was done correctly by many candidates but in somecases, instead of iodoform reaction, candidates first converted C2H5OH to CH3CHO thenformed iodoform.

(ii)Chlorobenzene when heated with sodium metal in presence of dry ether gives diphenyl butsome candidates gave incorrect answers.

(c) Most of the candidates identified the compounds A, B, C, D and E correctly. Some were not ableto identify compound F. Instead of CH3COOC2H5 they identified compound F as C2H5-COOCH3.

Suggestions for teachers Stress should be laid upon giving

the correct conditions and catalysts. Insist that candidates learn all

important name reactions. Stressupon writing complete balancedequations. Explain iodoformreaction in one step with I2 andNaOH.

Explain Wurtz- Fittig reaction indetail with proper conditions.

56

MARKING SCHEME

Question 8

(a) (i) Glycerol to formic acid

CH2OH HOOC CH2OOCH 383K +H2OCHOH + HOOC CHOH -CO2 CH2OH CH2OH

CH2OHCHOH + HCOOHCH2OH

(ii) Chlorobenzene to phenol573 – 623 K + HCl

C6H5Cl + NaOH C6H5ONa C6H5OH200 atm. - NaCl

(iii) Diethyl ether to ethanolcold

C2H5 – O – C2H5 + HI C2H5I + C2H5OH(or)

heat NaOHC2H5 – O – C2H5 + HI C2H5I C2H5OH

-NaI

(or any other correct method)

(iv) Phenol to aniline

Zn dust, ∆ conc.HNO3 & conc. H2SO4

C6H5OH C6H6 C6H5NO2

Benzene 60OC Nitrobenzene

Sn/ HCl 6 [H]

C6H5NH2

Aniline(any other correct method)

57

(b) (i) ∆(b) (i) CH3CH2OH + 4I2 + 6 NaOH CHI3 + HCOONa + 5NaI + 5 H2O

(OR)∆

CH3CH2OH + 4I2 + 3 Na2CO3 CHI3 + HCOONa + 5 NaI + 3 CO2 + 2 H2O

(ii) dry ether(ii) C6H5Cl + 2 Na + C6H5Cl C6H5-C6H5 + 2 NaCl

heat (diphenyl)

(c) A – CH3COOH (Acetic acid)

B – CH3COCl (Acetyl chloride)

C - CH3CONH2 (Acetamide)

D – CH3CH2NH2 (Ethylamine)

E – CH3CH2OH ( Ethyl alcohol)

F – CH3COOC2H5( Ethyl acetate)

Question 9

(a) Give balanced equations for the following name reactions: [3](i) Reimer-Tiemann reaction.

(ii) Rosenmund reaction

(iii) Hoffmann’s degradation reaction

(b) Give one chemical test to distinguish between the following pairs of compounds: [3]

(i) Ethylamine and diethylamine.

(ii) Acetaldehyde and benzaldehyde

(c) (i) Arrange the following compounds in the ascending order of their basic strength andgive reasons for your answer:

Methylamine, Aniline, Ethylamine, Diethyl ether

[2]

(ii) Name the monomers and the type of polymerization in each of the followingpolymers:

[2]

(a) Polyester

(b) Bakelite

58


(a)(i) Reimer-Tiemann reaction: the reactants and theproducts given in the chemical equation werecorrect in most cases but equation was not balancedin many cases.

(ii) Rosenmund reaction: correct equations were givenby most candidates. Some candidates failed tomention the catalyst i.e. Pd and BaSO4 while a fewused 2[H] for reduction instead of H2.

(iii) Hoffmann’s degradation reaction: some candidateswere not able to write this equation correctly. Onthe product side, only methyl amine was written inseveral cases; all the products formed were notmentioned by candidates.

(b)(i)To distinguish between ethyl amine and diethylamine, some candidates only mentioned the nameof the test but the observations were not given.

(ii) To distinguish between acetaldehyde andbenzaldehyde, candidates used Tollen’s reagentwhich is given by both the compounds.

(c)(i)The order was given incorrectly in most cases.Aniline was shown as the most basic compound. Many candidates were unable to explain thecorrect reasons for basicity, i.e. +I effect, steric effect.

(ii)(a) The monomers given were wrong in several cases. The type of polymerization given by somecandidates was ‘addition’ polymerization instead of ‘condensation’ polymerization.

(b) Most candidates wrote cross linked polymerization instead of condensation polymerization.

MARKING SCHEME

Question 9

(a) (i) Reimer-Tiemann reaction

C6H5OH + CHCl3 + 3KOH C6H4(OH)CHO + 3KCl + 2H2Osalicylaldehyde

(o–hydroxyl benzaldehyde)(ii) Rosenmund reactionO‖R C Cl + H2

O‖R C H(iii) Hoffmann’s degradation reaction

heatCH3CONH2 + Br2 + 4KOH CH3NH2 + K2CO3 + 2KBr + 2H2OAcetamide methylamine

Pd / BaSO4

Boiling xylene

Suggestions for teachers The named organic reactions must be

taught in detail. The following pointsmust be stressed upon: Reactants and conditions of

named reactions; Balancing of equations.

Students must be told to give thereagent used, observations made andone positive test for each compound. Reaction mechanism must be taught

properly with suitable examples. Polymerisation should be taught in

detail and the monomers for differentpolymers explained to students. Teach monomers, polymers, type of

polymerisation and uses in a tabularform.

+ HCl

59

(b) Chemical test to distinguish between the following pairs:

(i) Ethyl amine and diethylamine

Hinsberg’s test

Ethylamine – when shaken with benzene sulphonyl chloride and aqueous KOH solution,ethyl amine gives a clear solution.

- HCl KOHC6H5SO2Cl + CH3CH2NH2 C6H5SO2NHCH2CH3

-H2O[C6H5SO2-N- -CH2CH3]K+ + H2O

Potassium salt(soluble in KOH)Clear solution

Diethylamine – on similar treatment forms an insoluble substance.KOH

C6H5SO2Cl + C2H5NHC2H5 C6H5 SO2N(C2H5)2 + HCl( N,N- diethylbenzenesulphonamide)

Insoluble in KOH(or any other correct test)

(ii) Acetaldehyde to Benzaldehyde

Acetaldehyde gives iodoform test with Iodine and alkali, benzaldehyde does not giveiodoform test. (or any other correct test)

(c)

(i)

Increasing order of basic strength

Diethyl ether < Aniline < methylamine < ethylamine

Reason- + I effect of the alkyl groupsSteric effects of alkyl groups

Aromatic amines are weaker bases than aliphatic amines.

(ii)(a)

(b)

PolyesterMonomer – ethylene glycol + terephthalic acid (or formulae of monomers)Condensation polymer/ polymerisationBakeliteMonomer – Phenol + FormaldehydeCondensation polymer / polymerisation

60

Question 10(a) An organic compound A with molecular formula C2H7N on reaction with nitrous acid

gives a compound B. B on controlled oxidation gives compound C. C reduces Tollen’sreagent to give silver mirror and D. B reacts with D in the presence of concentratedsulphuric acid to give sweet smelling compound E. Identify A, B, C, D and E. Give thereaction of C with ammonia.

[3]

(b) Give balanced equations for the following reactions: [4]

(i) How will you convert ethyl amine to methyl amine?

(ii) What is the effect of denaturation on the structure of proteins?

(iii) Name the nitrogen base residues present in DNA.

(c) Give balanced equations for the following reactions: [3]

(i) Aniline is treated with nitrous acid and HCl at low temperature.

(ii) Acetyl chloride is treated with ethyl alcohol.

(iii) Formaldehyde is treated with ammonia


(a) The identification of compounds A, B, C, D and Ewas done correctly by most of the candidates. Manycandidates were not able to write the reactionbetween compound C and ammonia. In some cases,D was identified as HCOOH instead of CH3COOH.

(b) (i) Conversion of ethylamine to methylamine wasdone correctly by a number of candidates. Insome cases, correct conditions were not shown.

(ii) During denaturation of protein, secondary andtertiary structures are destroyed but primarystructures remains unchanged. Some candidateswrote primary structure changes. The point thatglobular proteins are converted into fibrousprotein was not reported by many candidates.

(iii) The nitrogenous base residues adenine, guanine,cytosine and thymine present in DNA werenamed correctly by many candidates. Somecandidates reported ‘uracil’ which was not correct.

(c) (i) In a number of cases, the equation was not balanced and by product i.e. H2O was not given.(ii) This part was answered correctly by most of the candidates. Some candidates forgot to write

HCl.(iii) Many candidates were not able to write this reaction correctly. The main product given by

some of the candidates was wrong. The equation given was unbalanced in some cases.

Suggestions for teachers Give practice to students in solving

such type of problems in which theidentification of compounds isbased on different chemicalreactions.

Explain denaturation of proteins byexplaining the changes in structureof proteins.

Structure of DNA and RNA mustbe explained with the help ofdiagrams.

Give sufficient practice in writingorganic reactions with correctnames.

Formula and structure of urotropineshould be explained.

61

MARKING SCHEME

Question 10

(a) Identify A, B, C, D and E

A = C2H5NH2

B = C2H5OH

C = CH3CHOD = CH3COOHE = CH3COOC2H5 H

CH3CHO + NH3 → or CH3 – C = NH + H2O

(b) (i) Ethylamine to methylamine

HONO K2Cr2O7/H2SO4 (O)C2H5NH2 C2H5OH CH3CHO CH3COOH

(O)

NH3 heat Br2 / KOHCH3COONH4 CH3CONH2 CH3NH2

(ii) During denaturation, secondary and tertiary structures of proteins are destroyed butprimary structures remain as such. Again, the globular proteins are converted into fibrousproteins and their biological activity is lost.

(iii) Adenine, guanine, cytosine and thymine

(c) Balanced equations for the following:

(i)0 – 5oC

C6H5NH2 + HNO2 + HCl C6H5N2+Cl- + 2H2O

Aniline Benzene diazonium chloride

(ii) CH3COCl + C2H5OH CH3COOC2H5 + HClAcetyl chloride Ethyl acetate

(iii) 6 HCHO + 4 NH3 (CH2)6N4 + 6H2OFormaldehyde Urotropine

H

CH3—C— NH2

OH

62

GENERAL COMMENTS:

(a) Topics found difficult by candidates in the Question paper: Relative molecular mass and mole (numerical problems), abnormal molecular weights. Solid state, voids and defects in solid state. Ionic equilibria (numerical problems) concept of solubility product, ionic product and common

ion effect. Electrolytic conductance, electrode potential and Nernst equation. Nomenclature, isomerism, hybridization and geometry of coordination compounds. Balancing of equations for inorganic compounds. Organic conversions, named reactions and balancing of equations. Bio molecules. Polymers.

(b) Concepts between which candidates got confused: Vant Hoff factor, calculation of degree of dissociation. Azeotropic mixtures, ideal and non-ideal solutions. Order and molecularity of reaction, calculation of time period for the decomposition of

radioactive elements by 1st order kinetics. Le Chatelier’s principle, change in equilibrium with change in pressure and temperature. Electrolytic conductance, numerical problems, calculation of Eo

cell and Ecell by using Nernstequation.

Calculation of solubility from solubility product, common ion effect and buffer solution. Nomenclature, isomerism, hybridization and geometry of coordination compounds. Conversion of organic compounds, conditions and catalyst, named organic reactions. Polymerisation, biomolecules.

(c) Suggestions for candidates: Avoid selective study, give equal importance to all the topics. Practice writing the IUPAC names for coordination compounds as well as organic compounds. Practice more numerical problems. Solve the problems step-wise with correct formula and

units. Learn both positive and negative chemical tests in organic reactions as it will help in

distinguishing between organic compounds. Learn the reactions both organic and inorganic with proper conditions. Always write the correct

balanced equations. Learn the shapes and hybridization of molecules with diagram. Read questions carefully and understand what is required before attempting the question. While solving numerical problems, proper steps should be followed, i.e. formula, substitution

and correct answer with units. Do not give dual statements for any answer. Learn to write the key words in the answer.

63

CHEMISTRY PAPER 2 (PRACTICAL)

Attempt all questions.

Question 1 [8]

You are provided with two solutions as follows:

C-10 is a solution prepared by dissolving 3·5 gms of impure sample of potassiummanganate(VII), KMnO4 per litre.

C-11 is a solution prepared by dissolving 6·5 gms of oxalic acid, H2C2O4.2H2O perlitre.

[

PROCEDURE:

Rinse and fill the burette with potassium manganate(VII) solution C-10 (KMnO4).

Pipette out 20 ml or 25 ml of the oxalic acid solution C-11 (H2C2O4.2H2O) in a clean

conical flask. To this, add 20 ml of dilute H2SO4, C-12, specially provided for this

purpose. Warm the contents of the flask to 60oC – 70oC. The heating should be

continued till the first bubble appears at the bottom of the flask.

Remove the conical flask from fire and titrate this solution by running solution C-10

from the burette. Shake the solution constantly till a permanent pale pink colour is

obtained. Ensure that the pink colour obtained does not disappear on shaking the

contents of the conical flask.

Repeat the above procedure to get at least two concordant readings.

Tabulate your readings.

State:

(a) The capacity of the pipette used.

(b) The titre value you intend to use in your calculations.

Show the titre value to the Visiting Examiner.

The equations for the above reactions are as follows:

2KMnO4 + 3H2SO4 + 5H2C2O4 → K2SO4 + 2MnSO4+ 8H2O + 10CO2

2MnO + 5C2O + 16H+ → 2Mn2+ + 10CO2 + 8H2O

Relative atomic masses:

K = 39 Mn = 55 C = 12 O = 16 H = 1

Calculate the following:

(i) The molarity of oxalic acid solution C-11.

(ii) The molarity of potassium manganate (VII) solution C-10.

(iii) The strength of potassium manganate(VII) solution in gms per litre.

(iv) The percentage purity of the sample of potassium manganate (VII) solution.

Note: Molarity must be calculated upto at least 4 decimal places.

64

Comments of Examiners A number of candidates did not seem to be aware of

the significance of tabulating the readings andgiving the size of the pipette.

Some candidates did not write the initial and finalreadings.

Many candidates just gave one titre value - they hadno concept of concordant values.

Some candidates used average value with adifference between two readings of more than 0.2.They also calculated the average up to two decimalplaces.

A few candidates did not read the question papercarefully and used wrong solutions in the buretteand pipette.

Overwriting in the titre value was observed in anumber of cases. In some cases, the readings wererecorded in pencil instead of ink.

Many candidates used wrong formula to calculatemolarity of potassium permanganate i.e.M1V1/M2V2 = n1/n2 instead of gms per litre /molecular weight.

Some candidates rounded off the value of molarityin questions (i) and (ii) and used only two placesafter the decimal instead of four, although thequestion paper required molarity to be calculatedupto at least four decimal places.

In some cases, molecular weight of oxalic acid wascalculated without water of crystallization.

Suggestions for teachers All students at a centre must be

given pipettes of the same size. Insist that students tabulate the titre

value correctly. Teach them thetabular form and explain thesignificance of each column. Insiston one trial run and two concordantreadings. Tell them that the averageshould not be taken and overwritingin the readings should be strictlyavoided. Instruct students tocomplete all work in ink.

Give sufficient practice incalculating molarity, percentagepurity, water of crystallization forall oxidation/ reduction titrations inthe syllabus.

Tell students it is absolutelyimperative to write up to at leastfour decimal places in thecalculation of molarities, and atleast two decimal places formolecular weight and percentagepurity.

Students should be told that waterof crystallization must be a wholenumber.

Instruct students to read thequestion paper carefully, refer tothe formula of the substances,chemical equation and atomicweights, as given in the questionpaper.

Explain that for only purecompounds with completemolecular formula given, studentscan use molarity = weight dissolvedper liter/ molecular weight.

65

MARKING SCHEME

Question 1.

Let the titre value be 245 ml

(i) Molarity of the solution C – 11(Oxalic Acid H2C2O4.2H2O)

Molarity =. . =

·= 0·0515 M

(ii) Molarity of the solution , C-10 (KMnO4)×× = M1– Molarity of C-10

V1 – Volume of C-10

n1 – Number of moles of C-10

M2 – Molarity of C-11

V2 – Volume of C-11

n2 – Number of moles of C-11×× =

Let the titre value be 24·5ml× ·· × =

M1 = 0·0210M

(iii) Strength in grams per litre of KMnO4

= molarity × mol. Wt.

= 0·0210 ×158 = 3·31 gms / lit. ××(iv)

% purity of KMnO4=·· ×100 = × 100

=94·57%

Question 2 [5]

(a) Substance C–13 is an organic compound. Perform the experiments given below.Record the changes taking place at each step of the experiment.

Note the smell of the substance formed, the colour of the substance obtained, thecolour of the precipitate produced, changes on heating and cooling and any otherobservations you may have. State the identity of the compound on the basis ofthe experiments and observational changes.

66

Substance C–13

PROCEDURE:

(i) Take 2 ml of C-13 in a test tube. To this, add 1 ml of Tollen’s reagent.Warm the contents in a water bath.

(ii) Take 2 ml of C-13 in a test tube and add 1 ml of freshly prepared pyrogallolsolution. Shake the contents. Add 2 ml of concentrated hydrochloric acidand warm the contents in a water bath.

(iii) Take 2 ml of C-13 in a test tube and add a few crystals of resorcinol, shakethe contents. Slowly add 1 ml of concentrated sulphuric acid along the sidesof the test tube.

(b) Substance C-14 is an unknown sample of either carbohydrate or protein. Carryout the following experiments and record all your observations. State the identityof the compound as carbohydrate or protein on the basis of the experiments andobservational changes.

Substance C-14

PROCEDURE:

Take the sample C-14 in a test tube. Dissolve it in 10 ml of distilled water inorder to obtain saturated solution. Divide the solution into three parts.

(i) To the first part of C-14, add 2 drops of alcoholic α-naphthol solutionfollowed by 1 ml of concentrated H2SO4 carefully by the side of the testtube.

(ii) To the second part of C-14, add 1 ml of lead acetate solution, heat to boil.Now, add 5 ml of ammonium hydroxide solution and heat to boil again.

(iii) To the third part of C-14, add 1 ml of copper sulphate solution, followed by3 ml of sodium hydroxide solution.

Comments of Examiners(a) Many candidates made mistakes in the

observation of ring/mirror. Sequentialobservations were not listed in many cases.Though the question clearly stated “write downall changes, taking place at each step of theexperiment”, some candidates tended to give asummary. Common errors made by thecandidates were as follows:(i) Instead of silver mirror, candidates reported

black mass, precipitate and solution.(ii) Incomplete observation was given i.e.

changes to pink or red instead of whiteprecipitate changes to pink and finally red.

Suggestions for teachers The chemistry of the organic tests,

along with the physical propertiesof the organic substances should betaught to students. This is to ensurethat they do not work mechanically.

Emphasize upon the use of correctquantity of reagent and explainwhat can occur with use of excess.Also tell students why adding dropwise is very important, so thatchanges can be seen at every step.

67

(iii) ‘Red ring’ was reported as colour/precipitateand the second part i.e. ‘white precipitate isformed in the aqueous layer’ was left out bymany candidates.

(b) Candidates did not seem to have adequatepractice in performing food tests and recordingthe observations. They did not understand or readthe question paper carefully and gave extraobservations for glucose. Some reported‘glucose’ instead of ‘carbohydrate’ when thequestion paper clearly stated ‘carbohydrate’ or‘protein’. Some common errors made bycandidates were as follows:(i) Instead of violet ring precipitate/colour was

mentioned.(ii) White solution was reported instead of white

precipitate changes to salmon pink.(iii) Instead of no change or blue colouration,

several candidates heated without beingasked and gave incorrect observations.

MARKING SCHEME

Question 2.

Identification of organic compounds

(a) Substance C-13

(i) Silver mirror/deposit/ coating is formed

(ii) White precipitate/ residue/ solid which changes to pink or deep red

(iii) A red ring/layer at the junction of the two liquids

and a white precipitate is formed in the aqueous layer

Deduction: Substance C-13 is formaldehyde

(Should be based on any two correct tests)

(b) Substance C-14:

A purple/ violet ring/layer/ band is formed at the junction of two liquids

A white ppt is formed on boiling, which turns to salmon pink on boiling with ammoniumhydroxide

No change / blue colouration or precipitate

Deduction - Substance C-14 is a sample of carbohydrate (Glucose)

(Should be based on any two correct tests)

Advise students to write theexperiment, observations andinferences in a tabular form, so thatthey may answer sequentially,instead of just reporting the finalobservation.

Teach students to write completeobservations with correct changesinstead of incomplete and incorrectobservations. They also need toknow difference between precipitate/colouration or solid/liquid state.

Emphasize the importance ofindentifying correct colours andgiving correct inferences.

Practice the tests with properinstructions. Do not do thingswhich are not asked for in thequestion paper.

68

Question 3 [7]

Analyse qualitatively the substance C-15 which contains two anions and two cations. Identifythese ions.

(a) While testing for anions you must mention:

(i) How the solution/soda extract was prepared.

(ii) How the gases were identified.

(iii) The confirmatory test for each anion.

Show the results as required to the Visiting Examiner.

(b) While testing for cations you must mention:

(i) How the original solution for group analysis was prepared.

(ii) The formal group analysis with pertinent group reagents.

(iii) The confirmatory test for each cation.

Show the results as required to the Visiting Examiner.

Note: Use of qualitative analysis booklet/table is not allowed.


(a) Wet tests for anions were performed by manycandidates using either the aqueous solution or sodaextract, instead of neutralized soda extract.Common errors made by candidates were asfollows: For the acetate ion test, ferric chloride was used

which is incorrect (neutral ferric chloride shouldhave been used).

Alternate test for acetate ion using salt mixture,ethanol, concentrated sulphuric acid and heatwas incorrectly done with salt solution dilutesulphuric acid and without heat. \

The sulphate ion test was performed withaqueous solution instead of neutralised sodiumcarbonate extract.

The white precipitate obtained in the bariumchloride test, which should be insoluble inmineral acid to confirm the presence of sulphateion was omitted by many candidates.

Suggestions for teachers Teach students the steps for

preparing the original solution. Insist that the wet tests for the anion

should be performed withneutralized sodium carbonateextract, even if the salt mixture ismore or less soluble in water.

Concepts of formal group analysislike common ion, buffer andsolubility product must be taughtthoroughly before doing saltanalysis. The concept of groupseparation and group analysis mustbe clearly explained.

Practice mixture analysis and guidestudent on how to record formalgroup analysis correctly andmeaningfully with pertinent groupreagents.

69

(b) Preparation of original solution for cationdetection was not done correctly by manycandidates. Solubility of mixture was reportedin dilute HCl instead of distilled water.Common errors made by candidates were asfollows: Formal group reagents for zero group like,

salt, NaOH and heat were not used. Instead,test for zero group was performed withoriginal solution and without heat.

Nessler’s reagent was added to ammonia gasinstead of passing ammonia gas throughNessler’s reagent.

Absence of group I & II was not reported. Most of the candidates did not add

concentrated nitric acid in group III and didnot boil off H2S gas.

The order of preparing the buffer medium ingroup III was incorrect.

Absence of group IV & V was not reported. H2S was not boiled off before group V reagents were added. For separation of group VI, original solution was used instead of filtrate after group V.

MARKING SCHEME

Question 3.

Substance C-15

Mixture C-15 contains ammonium acetate and magnesium sulphate in the ratio (1:1) bymass.

Preparation of original solution

Acetate ion

Sulphate ion

Identification of Group Zero

Confirmation of ammonium ion

Presence of group VI

Confirmation of magnesium ion.

Details of tests:

Original solution is made in distilled water

Test for sulphate:

To the neutral Na2CO3 extract acidified with (dil HCl / acetic acid / HNO3)

BaCl2 solution is added – a white precipitate insoluble in all mineral

acids – SO42- ion confirmed

Ask students to use reagents andtests that are acceptable.

Explain to students the importanceof adding concentrated nitric acidand boiling to convert ferrous toferric.

Removal of H2S before group IIIand V must be taught clearly.

Students do the test for therespective groups but forget tomention whether the group ispresent or absent. They must becautioned against this.

Formal group separation must beadhered to even though Group I toV are absent.

70

Acetate:

To the neutral Na2CO3 extract acidified with (dil. HCl / H2SO4 / HNO3,) neutral FeCl3 is added –a wine red colour is obtained. On heating it changes to reddish brown ppt. Confirms acetate ion.

OR

Salt mixture is heated with ethyl alcohol and concentrated H2SO4 – A fruity odour/ sweet smell ofethyl acetate is obtained. Confirms acetate ion.

Group Zero:

Salt Mixture + NaOH and heat – a pungent smelling gas evolved which turns red litmus blue /gives dense white fumes with a rod dipped in conc. HCl – Group 0 present.

Confirmatory test for NH4+ :

The gas is passed through Nessler’s reagent/ paper dipped in Nessler’s reagent – it turns brown –NH4

+ confirmed.

Group VI:Formal group separation must be carried out from Group I to Group V with pertinent reagents andwritten as being absent. Proceed with the solution of group V and show the presence of group VI.

OS + dilute HCl no ppt Group I absent

Solution after group I/filtratePass H2S gas no ppt Group II absent

Solution after group II/ filtrateboil off H2S gas (add conc. HNO3 no ppt Group III absentand boil). Cool addNH4Cl solid NH4OHsolution

Pass H2S gas through the no ppt Group IV absentabove solution/filtrate

Boil off H2S gas add no ppt Group V absentNH4Cl solid NH4OH solution and(NH4)2CO3 solution to the above solution/ filtrate

Solution after group V white ppt Group VIpresent add NH4Cl solid NH4OHsolution and NaH2PO4 *solution

Confirmatory:To the Group V solution, add a pinch of solid NH4Cl, NH4OH solution and excess of disodiumhydrogen phosphate / *ammonium phosphate / sodium dihydrogen phosphate solution. Shakewell and scratch the inner walls of the test tube with a glass rod – A white crystalline precipitateon standing – Confirms Mg2+

71

GENERAL COMMENTS:


Concepts of molarity based on (grams/liter)/ molecular weight for pure substances and molaritybased on titer value.

Principles of formal group analysis.


Confusion between precipitate/coloration/solution/ring/mirror while reporting organiccompounds.

Solubility of mixture/neutralized sodium carbonate extract.

Distinguishing between carbohydrate and protein.


Listen to the teacher’s instructions carefully, read the experiment thoroughly and then performthem.

Develop a habit of observation and note them down correctly and to the point.

Practice makes perfect, hence practice as many salt mixtures as possible.

Learn all the tests and the observations for organic detection. Make sure that the correct amountof reagent is added and wait for the changes to take place.

Plan before writing formal group analysis.

Do not perform any additional test outside the question paper.

Remember to tabulate your readings neatly, keeping in mind concordant readings and avoidoverwriting in the tabular column and do not leave your tabulation in pencil.

Do not round off molarity values, report to minimum four decimal places (check scope ofsyllabus).

Follow the molecular formula given in the question paper, whether it is hydrated or anhydrous.

Do not forget the use of concentrated nitric acid in group III. Also understand why it is beingused.

Group VI must be reported with the filtrate after group V is reported absent and not with theoriginal solution.

72

BIOLOGY







DetailsMark Range


0.00

5.00

10.00

15.00

20.00

25.00

30.00

35.00

40.00

45.00

0-20 21-40 41-60 61-80 81-100

0.321.83

28.11

40.35

29.39

Per

cent

age

of C

andi

date

s

Marks Obtained


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Question 1

(a) Give a brief answer for each of the following: [4]

(i) What is heterosis?

(ii) Why is non-cyclic photo phosphorylation considered as a non-cyclic pathway?

(iii) Define test cross.

(iv) What are introns?

(b) Each of the following question(s)/statement(s) has four suggested answers. Choosethe correct option in each case.

[4]

1. Triple Fusion involves:

(i) Fusion of one male gamete with female gamete

(ii) Fusion of tube nucleus with generative nucleus

(iii) Fusion of two polar nuclei

(iv) Fusion of second male gamete with two polar nuclei

2. An EEG represents spontaneous electrical activity of the:

(i) Kidney(ii) Spinal cord(iii) Heart(iv) Brain

3. The genotype of a person with Turner’s syndrome will be:(i) 44+XXY

(ii) 44+XYY

(iii) 44+XO

(iv) 44+XXYY

4. Transcription is the transfer of genetic code from a DNA molecule to:

(i) RNA molecule

(ii) Second DNA molecule

(iii) Ribosomal sub unit

(iv) Sequence of amino acids in a protein molecule

(c) Give a scientific term for each of the following: [4]

(i) The first formed category of photosynthetic organisms.

74

(ii) The surgical removal of a section of fallopian tube.

(iii) An animal behaviour which benefits others but is of no advantage to itself.

(iv) The hydrostatic pressure developed inside the cell on the cell wall due toendosmosis.

(d) Expand the following abbreviations: [4]

(i) STD

(ii) NADP

(iii) MRI

(iv) DDT

(e) Name the scientists who are associated with the following: [4]

(i) Discovered the fossil of Australopithecus

(ii) Microspheres

(iii) Coined the term Diffusion Pressure Deficit

(iv) Invented the CT scan

Comments of Examiners(a) (i) This part was attempted correctly by most of the

candidates. Some candidates wrote only ‘hybridvigour’ without any explanation.

(ii) A number of candidates answered this partincorrectly. They did not mention that theelectrons do not return back.

(iii) Several candidates seemed to be confusedbetween ‘test cross’ and ‘back cross’. Somementioned only offspring and parent but did notwrite ‘cross of F1 hybrid with recessive parent’.

(iv) A number of candidates did not attempt this partcorrectly. Some wrote opposite answers. A fewcandidates got confused between ‘introns’ and‘interferons’.

(b) (i) Most candidates answered this part correctly.Some candidates got confused with fertilisation.

(ii) A few candidates confused with EEG with ECG.(iii)Most candidates attempted this part correctly.(iv)This part was answered well by majority of the

candidates.(c) (i) Some candidates gave the answer as ‘green

plants’ and a few wrote ‘coacervates’.(ii) A few candidates gave the answer as

‘vasectomy’.(iii)Some candidates wrote ‘communalism’ instead of

‘commensalism’.(iv) A few candidates gave the answer as ‘wall

pressure’.

Suggestions for teachers In heterosis, the point that

offsprings exhibit superiority overparents should be emphasized.

Cyclic and non-cyclic photophosphorylation should beexplained with diagrams andarrows to show the flow ofelectrons.

Back cross and test cross should bediscussed with suitable examplesand appropriate crosses usingchecker boards.

For introns, stress should be laid onsplicing of non-coding segments.

Events between pollination andfertilisation should be taught. Theterms fertilisation, doublefertilisation and triple fusion shouldbe explained clearly.

Name of the instrument andapplication to the related organshould be taught.

Written practice of abbreviations isa must.

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(d) (i) Most candidates answered this part correctly.(ii) In place of ‘Dinucleotide phosphate’ some

candidates wrote ‘Diphosphate’. Some wrote‘Adenosine’ instead of ‘Adenine’.

(iii) A few candidates wrote ‘magnet’ instead of‘magnetic’ and ‘resonant’ instead of‘resonance’.

(iv) Many candidates wrote ‘Tetra’ instead of ‘Tri’and ‘ethylene/methane’ in place of ‘ethane’.

(e) Candidates made mistakes in naming the scientistscorrectly. In some cases, the first name waswritten correctly but the second namewas wrongly mentioned. Spelling mistakes werecommon.

MARKING SCHEME

Question 1.

(a) (i) Heterosis or hybrid vigour is the exhibition of superiority of the hybrid/F1/offspring overboth of its parents in one or more traits such as the ability to give higher yield or diseaseor pest resistance (or explained).

(ii) In non-cyclic photo phosphorylation the electrons ejected from PS II do not return back,but instead are used by PS I (or explained diagrammatically).

(iii) Test cross: A test cross is when the F1 hybrid is crossed with the double recessiveparent/homozygous recessive/Tt x tt

(iv) Introns are the non-coding segments of eukaryotic chromosomes./DNA/gene/Non codingsequences/sequences removed/spliced/intervening sequences/segments not expressed.

(b) 1. (iv) fusion of second male gamete with two polar nuclei

2. (iv) brain

3. (iii) 44+XO

4. (i) RNA molecule

(c) (i) Protobionts/photoautotrophs/cyanobacteria/blue green algae/ chemosynthetic/Archaebacteria/sulphur bacteria

(ii) Tubectomy

(iii) Altruism/Commensalism

(iv) Turgor pressure

(d) (i) STD - Sexually Transmitted Disease

(ii) NADP - Nicotinamide Adenine Dinucleotide Phosphate

(iii) MRI - Magnetic Resonance Imaging

(iv) DDT – Di-chloro Diphenyl Tri-chloro ethane

Normal Karyotype andchromosomal abnormality should beexplained with symptoms and nameof the disease.

Terms like protobionts, coacervates,microspheres should be thoroughlydiscussed.

Teachers should stress uponimportant terms and their correctspellings.

Names of scientists given in thesyllabus and their contributionsshould be studied with correctspellings.

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(e) (i) Raymond Dart

(ii) Sydney Fox

(iii) Meyer

(iv) Godfrey Hounsfield

PART II (50 Marks)

SECTION A


Question 2

(a) Give any three characters that have developed during human evolution. [3]

(b) Explain the term chemogeny. [1]

(c) Give any two distinctive features of Dryopithecus. [1]

Comments of Examiners(a) This part was well attempted by most candidates

except for a few who gave vague answers such as,change in posture, change in cranial capacity,dentition, etc.

(b) While explaining the term ‘chemogeny’, somecandidates wrote ‘formation of chemicals’ or‘origin of chemicals’ without mentioning ‘duringevolution’. A few candidates did not mention‘complex organic molecules’.

(c) Distinctive features of Dryopithecus were notmentioned by many candidates. Vagueanswers like, presence of hair, walking on four legs,tree dwellers, were given by a number of candidates.

MARKING SCHEME

Question 2.

(a) 1. Distinct lumber curve

2. Hind limbs to support weight/Hind limbs longer than fore limbs.

3. Forelimbs for grasping / opposable thumb

Suggestions for teachers Differences between the features of

ancestors and modern man should bediscussed in class. Comparisonbetween ape and man should be alsobe discussed.

The ‘steps’ of origin of life -chemogeny biogeny cognogenyshould be taught in the propercontext and not in isolation.

Specific distinguishing characters ofthe fossils of human ancestorsmentioned in the syllabus should belearnt. It should be correlated withthe trend of evolution during thecourse of evolution of present dayhumans.

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4. Pelvis broadened to balance trunk / Development of broad basin-shaped iliac bones in thepelvic girdle.

5. Skull shifted on upper end

6. Stereoscopic vision/binocular vision/3D vision.

7. Large size of brain/High cranial capacity/1400 to 1500 cc.

8. Ability to learn

9. Unspecialized teeth

10. Low fertility rate

11. Bipedal locomotion

12. Straight posture

13. Acetabular cavities shifted inward to give straight posture/erect

14. Flattening of face/orthognathus

15. Loss of supraorbital ridges/brow ridges not distinct.

16. Straightening of forehead/flattening/prominent

17. Formation of chin/jutting out

18. Sparse body hair

19. Narrowing of nose/elevated nose/nose bridge.

20. Thinning of jawbones

21. Reduction in the size of canines/small canines.

22. Increase in intelligence

23. Social and cultural organization/communication.

24. Foramen magnum shifted downward.

25. Simian gap/Diastema absent.

26. Parabolic denture

27. Loss of tail.

28. Curvature of sole/plantigrade/sub plantigrade locomotion/heel formation.

29. Flattening of sternum. (any three)

78

(b) Chemogeny: chemical origin of life/ abiotic synthesis of macromolecules/chemical evolution

Formation of various simple and complex organic molecules from ammonia, methane, water andvapours/ Formation of chemicals/biomolecules (during origin of life) in the primitiveatmosphere.

(c) Distinctive features of Dryopithecus:

1. Their arms and legs were of almost equal length

2. They had a semi erect posture

3. Large canines like those of modern apes

4. Frontally broadened jaws/large jaws.

5. No brow ridges

6. 4 ft. tall

7. Cranial capacity (500 to 700cc)

Question 3

(a) Explain the evolution of giraffe’s neck according to Lamarck’s theory of evolution. [3]

(b) Give two chromosomal similarities between man and apes. [1]

(c) Name any two temporary embryonic structures in vertebrates which provide evidencefor evolution.

[1]

Comments of Examiners(a) Some explained the basic postulates of Lamarckism

and some gave the explanation on the basis ofDarwinism. A number of candidates did not mentionabout the loss of vegetation from the ground. Theyonly mentioned that small sized giraffe had to stretchthe neck to reach the branches of trees but the reasonwas not mentioned.

(b) Some candidates gave other similarities between manand apes instead of chromosomal similarities as asked.Several candidates mentioned that the number ofchromosomes is same (instead of similar). In bandingpattern many candidates did not make a mention of 3rd

and 6th chromosome number.(c) Instead of naming temporary embryonic structures,

some candidates mentioned vestigial structures such asvermiform appendix, last molar, pinna muscles, etc.

Suggestions for teachers The elongation of giraffe’s neck

should be explained according toLamarck as well as Darwin.

Importance of reading the questionproperly should be stressed upon.The exact chromosome number ofapes and man should be given.Banding pattern of 3rd and 6th

chromosome must also bementioned.

While discussing “Theory ofRecapitulation” suitable examplesshould be given which can be takenas embryological evidences infavour of evolution.

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MARKING SCHEME

Question 3.(a) Giraffes have evolved from deer-like ancestors/goat like/small height

Had short neck and forelimbs

Grazed on grass

Ground vegetation disappeared /grass disappeared/ replaced by high trees

Stretched their neck continuously to feed upon branches/leaves of trees

Resulted in gradual elongation of neck and forelimbs

Increase was transmitted to the next generation/acquired by descendants.

(b) Chromosomal similarities between man and apes:

Close similarities in chromosome number. (apes = 24 pairs, humans = 23 pairs. Banding patterns of chromosome 3 and 6 are similar Similarity in DNA sequences./amount/content. (any two)

(c) Temporary embryonic structures: Visceral clefts or gill clefts develop in all land vertebrates, but are not present in the adult.

They are only useful to fish. / Gill slits functional in fishes only but of no use for landvertebrates.

Tooth buds develop in embryos of toothless whales and birds, which are absent in adults. Embryos of all vertebrates develop a notochord which is replaced by a vertebral column in

adults. Post anal tail (any two)

Question 4

(a) Persons suffering from sickle cell anaemia are at an advantage in Malaria infestedareas. Explain.

[3]

(b) Define the term gene flow. [1]

(c) What are analogous organs? Describe with one example from the plant kingdom. [1]

Comments of Examiners(a) A number of candidates got confused with G6PD

deficiency. The concept of homozygous andheterozygous condition was not clear to manycandidates. Some candidates wrote ‘sickle shapedhaemoglobin’ instead of ‘Red Blood Cell’.

(b) While defining gene flow, many candidates wrote‘flow of gene from one placeto another place’ instead of ‘one population toanother population’.

(c) The question asked was examples of plants havinganalogous organs, but many candidates gave examplesof animals instead.

Suggestions for teachers Homozygous and heterozygous

condition effects must be discussed.The basic concept that due to sickleshape of RBC, surface area isreduced for oxygen transport andmalarial parasite cannot multiply,should be explained.

Difference between homologousand analogous organs must betaught with at least two exampleseach of plants as well as animals

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MARKING SCHEME

Question 4.

(a) Sickle cell anaemia is a genetic disorder/autosomal/recessive where normal haemoglobinHbA is replaced by HbS, reducing the oxygen carrying capacity.

RBCs become sickle shaped/malaria parasite cannot multiply and rupture at lowconcentration of oxygen/hypoxia leading to severe haaemolytic anaemia.

Homozygous individuals die (HbS/HbS), but heterozygotes (HbA/HbS) remain normal.

Natural selection has allowed this condition to remain in Africa, where the heterozygousindividuals are able to cope with malarial infection, better than the persons with normalRBCs.

(b) Movement/ transfer/ migration of alleles/ genes from one population to another as a result ofinterbreeding between members of the two populations./Transfer of genes from generation togeneration/transfer of genes among members of the same species/population.

(c) Analogous organs:

Analogous structures are those structures which perform the same function but have differentorigin/internal structure/basic plan/. Organs which reflect or show convergent evolution/adaptive convergence.

e.g. Plant leaves and ruscus cladode/asparagus both photosynthesise but are of different origin.

Sweet potato and potato have same function but different origin.

Tendrils help in climbing but have different origins like modified stipules in smilax petioles inNepenthes, leaflets in pea and axillary bud in Passiflora.

SECTION BAnswer any two questions.

Question 5

(a) With the help of diagrams, name and describe the different types of placentationseen in angiosperms.

[4]

(b) Give four points of anatomical differences between a monocot stem and a dicotstem.

[4]

(c) Define the following terms: [2]

(i) Racemose inflorescence

(ii) Osmotic pressure

81


(a) Few candidates attempted this question correctly.Some candidates did not write all the four types ofplacenta; several candidates discussed different typesof ovules instead of placentation. In many cases, thediagrams were not drawn accurately.

(b) Some candidates wrote morphological differencesbetween a monocot stem and a dicot stem instead ofanatomical differences as required. Some otherswrote opposite answers.

(c) (i) Many candidates wrote about acropetalsuccession but did not mention the veryimportant point of ‘indeterminate growth’.Correct diagram was not drawn in several cases.

(ii) This part was generally well attempted by mostcandidates except for a few who definedosmosis/turgor pressure/osmotic potentialinstead.

MARKING SCHEMEQuestion 5.(a) Types of placentation:

1. Marginal: In monocarpellary, unilocular ovary, placenta is borne on the fused margins ofthe same carpel. The ovules are present along the ventral suture of the carpel./Placentaforms a ridge along the ventral suture of the ovary and ovules are attached on this ridgeside by side in two alternating rows e.g. Pea

2. Axile: Multicarpellary, syncarpous multilocular gynoecium. Placenta is borne on fusedmargins of the same carpel. The ovules are borne on confluent margins which meet on thecentral axis./ovary is divided into several chambers or locules and placentae are bornealong the septa of the ovary e.g. Tomato/China rose

3. Parietal: Multicarpellary, syncarpous unilocular ovary. Placenta is borne on the fusedmargin of the same carpel./ovules develop on the inner wall of the ovary or on theperipheral part e.g. Cruciferae (mustard)

4. Free central: Multicarpellary, syncarpous, unilocular ovary. Ovules appear to arise fromthe central column/Ovules are borne on the central axis and septa are absent e.g.Carnation/Dianthus.

5. Basal: Unilocular ovary, with a solitary ovule which appears to arise from the base of theovary./The placenta with one ovule attached to it, lies at the base of the ovary e.g.Sunflower

6. Superficial: multicarpellary, sycarpous ovary. Most of the internal surface of the ovarywall is covered with ovules/Any portion of the inner wall of the ovary may serve as aplacenta e.g. Water Lily

7. Pendulous: Placenta at the top of the ovary and ovule hanging down.

8. Lamellar: Placenta enlarges considerably and extends towards the centre. (any four)

Suggestions for teachers Types of placentation and their

diagrams should be givenimportance in the practical class.

Morphological as well asanatomical differences must beexplained separately. Students mustbe taught to write differences in atabular form. The differenceswritten must be compatible.

Different types of inflorescenceshould be explained with diagrams.

Definitions mentioned in the scopemust be explained. Key words indefinitions must be highlighted andstudents must be asked to learndefinition with the key words.

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PLACENTTION

(any four)

(b) MONOCOT STEM DICOT STEM

Hair/ Trichomes are absent Trichomes present

Hypodermis is sclerenchymatous Hypodermis is collenchymatous

Ground tissue is uniform/undifferentiated Ground tissue differentiated into cortex,endodermis and pericycle

Numerous vascular bundles scattered inthe ground tissue

Fewer vascular bundles arranged in a ring

Cambium absent and closed Cambium present and open vascular bundles

Xylem arranged in the form of a Y/V Xylem vessels arranged in radial rows,polygonal in shape

Lysigenous cavity present No lysigenous cavity

Vascular bundles surrounded bysclerenchymatous bundle sheath

No bundle sheath

Medullary rays and pith absent Medullary rays and pith present

Vascular bundles are smaller and near theperiphery and bigger in the centre

They are of uniform size.

Resin ducts are absent Resin ducts are present

(any four)

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(c) (i) Racemose inflorescence: The floral axis shows indeterminate growth, main axis iselongated and unbranched with older flowers at the bottom and younger flowers at the top(acropetal succession)./Main axis does not end in flower/unlimited growth

E.g. Gladiolus, Triticum, etc. (diagram accepted but tip should not have flower)

(ii) Osmotic pressure: Maximum pressure developed in a solution when separated from purewater by a semipermeable membrane/pressure required to prevent osmosis.

Question 6

(a) Draw a diagram of the internal structure of the human ovary. [4]

(b) Define the term water potential. What are its components? Explain. [4]

(c) Give definition and importance of: [2]

(i) Imbibition

(ii) Parturition

Comments of Examiners(a) Some candidates drew the ovule of plants.

Several others drew the female reproductive system.The correct sequence of follicular growth was notshown by many candidates.

(b) The concept of water potential was not clear to manycandidates. Several candidates attempted only thedefinition of water potential. Relevant points werenot given in many answers. Components of waterpotential were not mentioned by a number ofcandidates.

(c) (i) While defining ‘imbibition’, several candidatesdid not mention ‘adsorption’ or ‘surfaceabsorption’. Some also failed to mention ‘in non-living hydrophilic substances’.

(ii) A few candidates used the word ‘babies’ insteadof ‘foetus’ while defining parturition.

Suggestions for teachers Sufficient practice must be given in

drawing correct labelled diagrams. Definition of water potential and its

components should be taughtemphasising why these terms arepreferred over DPD, OP or TP.Their inter-relationship should beexpressed in the form ofmathematical equation(Ψw = Ψm + Ψs + Ψp). Ψm shouldnot be ignored.Importance of using correct keywords must be highlighted.

84

MARKING SCHEME

Question 6.

(a)

Labelling:

Germinal epithelium/ epithelium/ peritoneum

Cortex

Medulla

Primary follicles/primordial follicle

Secondary follicle

Tertiary follicle

Graphian follicle

Ovum released

Corpus luteum

Corpus albicans

Corpus hemorrhagium

Blood clot

Stroma/ connective tissue

Antrum

Egg nest

Atretic follicle

(Any eight)

85

(b) Water potential: The difference in the free energy/kinetic energy of water molecules in thesolution and that of pure water at the same temperature and pressure. Kinetic energy per mole ofwater/ the tendency of water to leave the system/sum of matrix potential, solute (osmotic)potential & pressure potential. (equation accepted)

Components:

1. Matrix potential: the hydrophillic colloidal particles to which water is adsorbed/component of WP affected due to presence of hydrophilic substances/decrease in the WPdue to the presence of matrix

2. Solute potential/Osmotic potential: the decrease in chemical potential of pure water orsolvent due to the presence of solute particles/ the component of WP affected due topresence of solutes.

3. Pressure potential: Pressure which governs the movement of water into a cell, developeddue to turgor and wall pressure/ the hydrostatic pressure applied by the cell contents on thecell wall in a turgid cell.

(c) (i) Imbibition: Surface adsorption of water by non-living hydrophilic substances likecellulose/colloids due to surface attraction

Initial stages of absorption of water.

Initial stages of germination of seeds.

(ii) Parturition – Act of expelling the full term foetus from mother’s uterus at the end ofgestation.

Question 7

(a) Give four adaptations in flowers pollinated by insects. [4]

(b) Describe the mass flow hypothesis for translocation of organic solutes (food) inplants.

[4]

(c) Write a brief note on the causes of infertility. [2]

86

Comments of Examiners(a) This question was well attempted by most

candidates. A few candidates wrote adaptations forwind pollination.

(b) Very few candidates gave correct and coherentexplanation in proper sequence. Some candidatesmentioned the movement of water directly fromxylem to phloem. They did not mention source orsink. Some of those who tried to explain with thehelp of diagram did not show arrows.

(c) Some candidates mentioned causes of infertility ofsoil.

MARKING SCHEME

Question 7.

(a) Large conspicuous

Brightly coloured

Sweet smell/Fragrant

Nectar secreting

Pollen grains are rough and sticky/spiny

Stigma is sticky

Guidelines on petals

Arranged in inflorescence

Lever mechanism or mimics the female

(Any four)

(b) The transport of food along the conc. gradient/TP gradient/enmass movement.)

- Munch

- Sugar prepared in the mesophyll cells of leaf increases the osmotic pressure

- Water from xylem elements and neighbouring cells increases the TP. This forces some of thedissolved food into sieve tube

- The cells of the root and storage organ have low osmotic and turgor pressure due to low foodconcentration.

Suggestions for teachers Different types of adaptations for

pollination should be taught withspecific examples.

Translocation of food should beexplained by a diagramhighlighting source, supply end,xylem, phloem. The point thatmovement of food occurs alongturgor pressure gradient and notaccording to osmotic gradient alonemust be stressed upon. Name of thescientist Munch must be mentioned.

Students should be advised to gothrough the syllabus carefully andlimit their answers to the scope ofthe syllabus.

87

- This creates TP gradient between leaf and phloem

- As a result of this mass flow of water containing dissolved organic food takes place from theupper end to the lower end of the plant through phloem

- The source of supply is the leaf and the storage organ is the root.

- This theory could not explain the bidirectional movement of metabolites.

(i) Sugar added

(ii) Entry of sugar into Bulb A

(iii) Movement to Bulb B through P

(iv) Exit from Bulb B

(v) Removal of sugar

(vi) Movement of water from X vessel to Y vessel through T

(Diagram with arrows drawn may be accepted)

88

(c) Causes of infertility:

Cryptorchidism: failure of testes to descend into the scrotum

Hyperthermia: higher temperature of the scrotal sac

Blockage of vas deferens /sperm duct Blockage of the fallopian tube

Age related

DNA damage

Genetic factors

Diabetes mellitus / thyroid disorders

Hypothalamic pituitary factors (hyperprolactinemia and hypopituitarism)

Low sperm count/oligospermia/ azospermia/ abnormal sperm structure/ poor sperm motility

Irregular or no ovulation/ less egg production

Defect in the genital tract

Defective endometrium, cervix, vaginal growth

Deficiency of sex hormones/hormonal imbalance

Hostile response to sperm by the production of antibodies by the woman’s blood. Overweight / underweight females.

Improper fertilization

Inability of meeting of sperm and egg

Polycystic ovary

SECTION C


Question 8

(a) Give any four reasons for Mendel’s success. [4]

(b) Briefly describe the technique employed in DNA fingerprinting. [4]

(c) Give any two features of Genetic Code. [2]Comments of Examiners

(a) Correct reasons were not mentioned by a number ofcandidates. Some candidates wrote about Laws ofMendel. Several candidates wrote reasonsbehind selecting pea plant by Mendel.

(b) This part was not attempted properly bymany candidates. Most candidates wereaware of the applications of DNAfingerprinting but not of its technique. In some cases,correct sequence was not written. Some key wordslike, VNTR and RFLP were missing in many answers.

(c) This part was well attempted by most candidates.

Suggestions for teachers Discuss the reasons for Mendel’s

success, his reasons for choosingpea plant and the laws separately.

Steps for DNA fingerprinting shouldbe taught pointwise and importanceof correct sequence should bestressed upon.

Features of genetic code should bediscussed with proper explanation.

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MARKING SCHEME

Question 8.

(a) Mendel selected the pea plant in which:

Concentrated at a time only on one particular trait/one character at a time

Maintained accurate record of observations/ used statistical/ mathematical analysis

Several varieties available

Easy to cultivate

Artificial cross breeding between varieties was possible so hybrids were totally fertile.

Genes coding for seven pairs of contrasting characters were on different chromosomes. /Fortunate in choosing seven pairs of characters

The characters he chose did not show any interaction / linkage.

Used pure varieties

Bisexuality.

Short life span

Large sample size/high yield

(Any four)

(b) DNA fingerprinting technique: Alec Jeffery

Isolation of DNA by high speed centrifugation.

DNA amplification by polymerase chain reaction in case the sample is very small.

Fragmentation of amplified DNA into segments of variable lengths by digesting withrestriction endonuclease enzymes.

Separation of DNA fragments by electrophoresis over agarose gel. The separated segmentsare called restriction fragment length polymorphism.

Denaturation of DNA fragments by alkali treatment.

Transfer of single stranded DNA fragments from gel onto a synthetic membrane such asnitrocellulose or nylon by southern blotting method.

Fixation of separated DNA fragments to the membrane by exposing to UV light.

Hybridisation of single stranded DNA with radio labeled VNTR probes.

Exposure of membrane containing hybrids of radioactive DNA probes and VNTR to X rays,so that the hybridized VNTRs appear as dark bands. The film provides DNA profile and iscalled autoradiogram.

(c) It is always triplet

Non overlapping

90

Universal

No punctuations

Collinear

Degenerative / Redundant

Initiator codon AUG

Non sense codons / termination codons

Question 9

(a) Explain the mechanism of action of T cells to antigens. [4]

(b) Explain how insulin can be produced using recombinant DNA technology. [4]

(c) What is pisiculture? Give one advantage. [2]

Comments of Examiners(a) Some candidates mentioned the role of

T. Lymphocytes as phagocytosis without specifyingdifferent subtypes of T-cells and their specificfunction.

(b) Steps of rDT to make insulin were not writtenin proper sequence by many candidates.Key terms like vector, host, use ofrestriction enzymes, ligase, etc. were missing in manyanswers. Most of the candidates did not mentionseparate polypeptide chains-A and B and cloning oftheir respective genes.

(c) Some candidates confused Pisciculture withIchthyology i.e. instead of writing ‘rearing of fish’they wrote ‘study of fish’.

MARKING SCHEME

Question 9.

(a) Mechanism of action of T cells to antigens: T cells provide cell mediated immunity – recognize specific antigens. The T lymphocyte divides rapidly/differentiate to form a clone of T cells of 4 types: Killer cells/CT cells: destroy infected cells having the foreign antigen attached to their

surface. Memory T cells: are sensitized by antigens and retain their sensitization for the

future/remember the nature of antigen for future (secondary) response. Suppressor T cells: inhibit immune response by releasing cytokines that suppress activity of

other T and B cells. Helper T cells: secrete substances that enhance or activate immune response./stimulate

antibody production of B – cells.

Suggestions for teachers Specific role of different

components of immune systemshould be discussed separatelyunder the headings of Cell mediatedand Humoral immunity.

Steps of rDT should be discussed inproper sequence, e.g. selection ofhost, vector, selection ofrecombinants, cloning etc.

Key words should be highlighted indefinitions.

91

(b) Using recombinant DNA to make Insulin:

Two polypeptide chains (Chain – A with 21 amino acids, Chain – B with 30 amino acidsinterlinked through disulphide bridges)

Restriction enzymes used to produce nicks in insulin gene in E.coli plasmid at the samerestriction sites producing sticky ends

Mutant strains of E.coli used to avoid bacteria attacking “foreign” genesInsert insulin gene next to E.coli galactosidase gene which controls transcription

Bacterial cells replicate and make copies of insulin gene

Insulin protein is purified (beta-galactosidase removed)

Chains are mixed and disulphide bridges formed

Final product insulin is chemically identical to human insulin

The Rhesus Factor

(c) Pisiculture: The process of fish farming in isolated water bodies./rearing of fish

Advantage: - Provide income and employment to fisherman/economic, helps to enhance foodproduction/nutrition/fish oil (cod liver oil), leather (shagreen).

- Increase in organic fertilisation by fish excreta.

- Better tilling of rice seedlings.

- Reduction in number of harmful insects whose larvae are eaten by fish.

(any one advantage)

Question 10

(a) Name the causative organism and preventive measures for each of the following: [4]

(i) Swine flu

(ii) Typhoid

(iii) Filariasis

(iv) Syphilis

(b) State four causes and four consequences of population growth. [4]

(c) Differentiate between: [2]

(i) Cannabinoids and Barbiturates

(ii) Biotic potential and Carrying capacity

92


(a) (i) Most of the candidates were able to attempt thispart correctly. A few candidates wrote wrongpreventive measures.

(ii) Some candidates wrote causative agent correctlybut instead of mentioning ‘TAB vaccine’ wroteVaccination only. Some wrote ‘more water’instead of ‘clean water’.

(iii) Scientific name with wrong spelling was writtenby a number candidates. Several candidates didnot mention mosquito but wrote ‘insects’ ingeneral. For preventive measures, somecandidates wrote ‘keep clean’ instead of mentioning ‘destruction of breeding ground’.

(iv) Some candidates made spelling mistakes in this part. A number of candidates confused it withAIDS. Some candidates wrote preventive measures but did not mention ‘multiple partners’.

(b) A number of candidates wrote only the causes of population growth and omitted writing theconsequences. Some explained the same point for cause as well as for consequence. A few wrotemigration/immigration under causes.

(c) (i) Many candidates did not have any idea about cannabinoids. Vague answers were given bymany. Some defined ‘cannibalism’ instead of ‘cannabinoids’. In many cases, the differencesgiven were not compatible.

(ii) In the definition of Biotic Potential, key words such as, inherent power/population/idealconditions, etc. were found to be missing in many answers. Some candidates were confusedbetween biotic potential and carrying capacity.

MARKING SCHEME

Question 10.

(a) Name the causative organism and preventive measures for each of the following:

Disease Causative Organism Preventive Measure

(i) Swine flu Virus/H1N1 Personal hygiene andsanitation/cover nose/mouth

(ii) Typhoid Salmonella typhii Sanitation, personal cleanliness,clean food and water/TABvaccine

(iii) Filariasis Wuchereria/Filariabancrofti

Destruction of mosquitoes andtheir breeding places, protectionagainst mosquito bites

(iv) Syphilis Treponemapallidum Avoid sexual intercourse withmultiple partners, use of condom

Suggestions for teachers Causative organisms should be

written with correct generic nameand specific name.

Method of prevention and specificsymptoms of diseases should betaught.

Instruct students to read thequestion properly and answer to thepoint.

93

(b) Causes: Advancement in agriculture Control of famines Better public health Control of diseases Better storage facilities More children reach reproductive age Low mortality rate Illiteracy/lack of education/lack of awareness. Desire for a male child Better socio – economic conditions/more children more money Religious beliefs Early marriage Lack of use of contraceptives/lack of family planning. Poverty/lack of recreation.Consequences: Food crisis/economic crises. Acute clothing shortage/shelter/poverty/housing. Shortage of drinking water Pollution Danger of epidemics Unemployment Lack of educational facilities Acute shortage of natural resources/deforestation. Poor health of mother and child

(c) Difference:(i) Cannabinoids:

Obtained from Cannabis sativa/Natural

Intoxicating and hallucinogenic/mood swings/loss of memory/loss of motorcoordination/narcosis

Interact with cannabinoid receptors present principally in the brain. Generally inhaled or ingested orallyBarbiturates: Derivatives of barbituric acid/synthetic Used as sedative/induce sleep/narcotic effect Moderate doses produce relaxing effect and relieve stress Larger doses impair one’s physical, psychological or psychological functions/cause

drowsiness/confusion Taken orally

94

(ii) Biotic potentialBiotic potential refers to the inherent power of a population to increase in numbers whenall environmental conditions are favourable/physiological capacity to produce offspringsunder ideal conditionsCarrying capacityCarrying capacity refers to the maximum population size that a given environment cansupport/sustain.

GENERAL COMMENTS:


Water Potential and its components.

DNA finger printing technique.

Action of T cells to antigens.

Placentation in angiosperms.

Cannabinoids and Barbiturates

Mass flow hypothesis.

Characteristics of Dryopithecus


Gene flow and genetic drift/genetic erosion

Types of placenta and types of ovules.

DNA finger printing and finger printing

Pisciculture and Ichthyology

Cannabinoids and Cannibalism

Biotic potential and carrying capacity

Chromosomal and anatomical features of apes and man.

Infertility in humans and infertility in soil

Features of pea plant and laws of Mendel


Read the chapter thoroughly and prepare notes taking care of key concepts and importantpoints.

Practice through flow charts and diagrams with correct labelling.

Learn the process or phenomenon in sequence.

Read the question carefully.

Learn definitions with the key words. Underline the key words.

Names of scientists and abbreviations when elaborated should have correct spellings.

95

BIOLOGY PAPER 2 (PRACTICAL)Question 1 [5]

(a) Carefully examine the two flower specimens D-41 and D-42 provided. Describe thefloral characteristics of each in semi-technical terms. (Details of individual whorlsare not required.)

(b) Cut a longitudinal section of the specimen D-41 with a sharp razor blade. Arrangeone of the cut surfaces on a moist filter paper so that all the parts are clearly visible.

Draw a neat and labelled diagram of the cut surface.

(c) Similarly, with the help of a sharp razor blade, cut a longitudinal section ofspecimen D-42. Place one of the cut surfaces on a moist filter paper. Draw a neatand labelled diagram of this cut surface.

(d) With the hand lens provided, carefully observe the cut surfaces of D-41 and D-42.Record your observation as per the table given below:

Androecium: D-41 D-42

(i) Relation of stamens to each other

(ii) Nature of anthers

(iii) Relation of stamens to petals

Gynoecium

(i) Nature of stigma

(ii) Type of placentation

(e) Take a fresh specimen D-41 and with the help of forceps, remove the calyx. Now,detach each petal carefully and arrange the whorl on a moist filter paper. Draw alabelled diagram of the arrangement of petals.

(f) Remove the stamens from this specimen D-41 and expose the gynoecium. Cut alongitudinal section of the gynoecium. Draw a neat labelled diagram of thislongitudinal section.

(g) Draw the floral diagram of specimen D-42.

(h) Name the families to which each specimen, D-41 and D-42 belong respectively.

(i) Write two characteristics of each family mentioned in (h) above.

(j) Write the floral formula of each specimen, D-41 and D-42.

(k) Mention one economically important plant of each family you have mentioned in (h)above. (write the botanical name only)

96


(a)Spelling errors were made by candidates in describingthe semi-technical terms. Many candidates describedall floral whorls. Some used contrasting terms suchas, zygomorphic / actinomorphic for the same flower.

(b) Some candidates did not understand the term ‘L.S.’.In some cases, ovules were not attached to uppermargin of ovary wall. Spelling errors were observedin labelling – words like keel/carina were misspelt. Insome cases, very thick ovary was drawn.

(c) Some mistakes made by candidates in drawing thediagram were as follows: epicalyx missing in thediagram; polypetalous/ gamopetalous conditionwrongly represented; reniform anthers not shown;style passing through staminal tube not drawn;locules and ovules not well represented.

(d) A number of candidates made mistakes in spelling theterms. In some cases, tabular form was not used bycandidates.

(e) Many candidates did not understand the concept ofarranging the whorl. In some cases, standard, wingand keel were not drawn with reference to each other.In a few cases, the broad standard was not drawn orkeel not joined.

(f) Many candidates drew a T.S of the ovary instead ofthe L.S. Many drew the entire gynoecium and not theL.S. In several cases, feathery stigma was not drawn/swollen ovary was drawn instead of a narrow ovary.

(g) In the floral diagrams drawn by many candidates, themother axis was missing or wrongly placed. In somecases, orientation of whorls was incorrect. In a fewdiagrams, petals were attached to the gynoeciuminstead of the androecium or locules, ovules andplacentation was shown incorrectly.

(h) Spelling errors were made by many candidates whilenaming the family. Some candidates used a smallletter for family name.

(i) In several cases, characteristics solely pertinent to the family were not written by candidates.(j) Several candidates were confused regarding br/ebr with reference to the supplied specimen. Epik

was not used by many. Epipetalous condition not shown in a few cases.(k) In several cases, the Genus and species name were both capitalised. Spelling mistakes were also

observed. Underling was not done correctly in many cases.

Suggestions for teachers Explain semi-technical terms by

showing examples. Ask students to follow the

instructions given in the QuestionPaper.

Explain concepts of T.S, L.S. C.S.etc.

Ask students to refrain from usingtext book diagrams. Students mustbe encouraged to draw from theactual sample.

Explain all relevant terms. Studentsmust be made aware that spellingserrors of technical terms lead toloss of, marks.

Dissection of flower andarrangement of whorls on a fitterpaper must be practised duringpractical classes.

Relevance of the mother axis in afloral diagram must be highlighted.Orientation of whorls with respectto the M.A. must be explained.

Make students aware of scientificnames.

Specific characteristics must betaught by demonstrating relevantlive specimens of the family.

More practice must be given inwriting the floral formula.

Students must be made aware of therules of binomial nomenclature.

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MARKING SCHEME

Question 1.

(a) Description of flower D 41 in semi-technical terms: Ebracteate, ebracteolate, complete,pedicillate, hermaphrodite (bisexual), zygomorphic (irregular), pentamerous, hypogynous(sometimes perigynous), papilionaceous, acyclic.

(Bracteate if Clitoria is given)

Description of flower D 42 in semi-technical terms:

Bracteolate (bracteoles form epicalyx), ebracteate, complete, pedicillate, hermaphrodite(bisexual), actinomorphic (regular), pentamerous, hypogynous, cyclic.

(b)

Drawing: Labelling:

1. 2 sepals shown 1. Sepal

2. Broad Standard shown 2. Standard/ Vexillum

3. Smaller wing is shown on the 3. Wing/ Ala

standard 4. Keel/ Carina

4. Much smaller keel on wing 5. Anther/ Stamen

5. More than 2 stamens shown 6. Filament

6. Elongated ovary shown 7. Stigma

7. Bent style 8. Style

8. One chambered ovary 9. Ovary

9. 2-3 ovules attached to the 10. Ovule

10. Upper margin of the ovary 11. Pedicel/ Stalk

12. Locule

98

(c)

Drawing: Labelling:

1. 2 epicalyx shown 1. Stigmatic lobe/Stigma

2. 2 sepals shown 2. Style

3. 2 – 3 free petals shown 3. Staminal tube

4. Staminal tube shown 4. Anther/ Stamen

5. Thin long style passing through 5. Petal

staminal tube

6. 2-many reniform anthers shown 6. Sepal

7. Ovary

7. 2 – 3 capitate stigma shown 8. Ovule

8. 2 locules visible in the ovary 9. Epicalyx/ Episepal

9. 2 rows of ovules attached 10. Pedicel/ Stalk

to the placenta 11. Thalamus / Receptacle

12. Placenta

13. Locule

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(d) Floral Whorls D – 41 Sesbania D – 42 Hibiscus

Androecium

Relation of stamens toeach other

Nature of anther

Relation of stamen topetals

Diadelphous(9+1) orexplained

Dithecous/ introrse,

Free from petals/ Notadnate with petals

Monadelphous or explained

Monothecous/ extrorse

Epipetalous /Petals adnate to thebase of the staminal tube

Gynoecium

Nature of stigma

Type of placentation

Hairy/ indistinct/feathery/plainMarginal

Pentafid/ capitate / Discoid

Axile

(e)

Drawing: Labelling:

1. Broad standard petal shown 1. Standard / Vexillum

2. Two wing petals drawn perpendicular 2. Wing / Ala

to standard

3. Two small keel petal drawn (fused) 3. Keel / Carina

100

(f)

Drawing: (any five) Labelling: (any five)

1. Narrow elongated ovary 1. Stigma

2. One locule 2. Style

3. 3-6 ovules attached to the upper 3. Ovary

Margin of the ovary 4. Locule

4. Bent style 5. Ovule

5. Small / feathery/plain stigma 6. Pedicel/ stalk

6. Pedicel shown

(g)

Floral diagram of D42

Drawing:

Mother axis shown

Epicalyx shown

Five joined sepals in correct orientation

Five separate petals in correct orientation

101

Epipetalous stamens

Monadelphous androecium

Pentalocular ovary

Two ovules in each locule

Axile placentation (any eight)

(h) Family of Specimen D - 41

Family: Leguminosae/ Fabaceae

Family of Specimen D – 42

Family: Malvaceae

(i) Family characters of Specimen D – 41 (Any two)

1. Papilionaceous corolla

2. Vexillary aestivation

3. Diadelphous stamen Or stamen in two bundles

4. Marginal placentation

5. Feathery stigma / hairy Stigma

6. Bent style

7. Zygomorphic flower

Family characters of Specimen D – 42 (Any two)

1. Monadelphous stamen

2. Reniform or kidney shaped anther

3. Mucilaginous flower

4. Style passes through staminal tube

5. Epicalyx present

(j) Floral Formula of Specimen D - 41

Floral diagram of Specimen D – 42

1+(9)

5/7/9

102

(k) Scientific name of economically important plant belonging to the same family asSpecimen D - 41

Lens esculenta

Vigna radiata

Clitoria ternatea

Abrus, Acacia Arachis

Bauhinia Butea Cajanus

Calliandra Calliandropsis Cassia

Cicer Clitoria Dalbergia

Desmodium Glycine Halimodendron

Indigofera Inga Jacksonia

Lablab Lathyrus Lens

Leucaena Parkinsonia Patagonium

Peltiera Phaca Phaseolus

Pisum Sesbania Vicia

Vigna Zornia

Scientific name of economically important plant belonging to the same family asSpecimen D - 42

Gossypium herbaceum

Abelmoschus esculentus

Abelmoschus Abroma Abutilon

Acropogon Adansonia Alcea

Althaea Bombax Bombycidendron

Ceiba Cenocentrum Corchorus

Gossypium Lavatera Lecanophora

Octolobus Peltaea Phymosia

Sida

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Question 2 [5]

You are provided with glassware and twigs of plant D-43 to set up an experiment to

demonstrate photosynthesis. Set up the experiment using one or two twigs of D-43 and tap

water. Keep the apparatus near a light source.

(a) Draw a labelled diagram of the experimental set-up.

(b) When gas bubbles start emerging from the cut ends of the twig(s), show the set-up tothe Visiting Examiner.

(c) Count the number of bubbles evolved in one minute and record it. Repeat your

observation for two more readings. Tabulate the three readings and calculate the

average number of bubbles (x) evolved in one minute.

(d) Prepare 10% solution of NaHCO3 (Sodium bicarbonate). Add 10 ml of this solution

to the experimental set-up. Stir the water with the glass rod. Wait for three minutes.

Count the number of bubbles evolved in one minute. Repeat your observation for two

more readings. Tabulate the three consecutive readings and calculate the average

number of bubbles evolved in one minute (y).

(e) Add another 10 ml of freshly prepared NaHCO3 solution to the set-up and stir the

water with the glass rod. Wait for three minutes. Count the number of bubbles

evolved in one minute. Take two more readings and calculate the average number of

bubbles evolved in one minute (z).

Tabulate your observations as follows:

Experimental set-up Number of bubbles evolved per

minute

Average Value

Initial set-up: tap

water.

(i)

x :(ii)

(iii)

After adding 10 ml of

10% NaHCO3 solution

(i)

y :(ii)

(iii)

After adding another

10 ml of 10%

NaHCO3 solution

(i)

z :(ii)

(iii)

104

(f) Name the plant specimen D-43.

(g) Comment briefly on the observations made by you regarding the recorded average

values (x, y and z) of the bubbles evolved per minute.

(h) What do you conclude from this experiment?

(i) Mention any two precautions you have taken while performing this experiment.

Comments of Examiners(a) Some common mistakes made by candidates while

drawing the diagram were: the stem of the aquatic plant was not directed

towards the neck of the funnel; the funnel not placed at the base of the beaker;

the stem of the funnel was above the level ofwater in the beaker;

the test tube was not resting on the funnel; the light source was missing.

(c) & (d) Some candidates calculated the bubbles indecimals.

(e) The observation table was not filled up properly by anumber of candidates.

(f) The name of the aquatic plant specimen was speltincorrectly by many candidates.

(g) In a number of cases, the explanation of ‘x’, ‘y’ and‘z’ was not given individually but in a general manner. The fact that NaHCO3 increasesCO2 concentration was not mentioned by some candidates. The rate of photosynthesis was notmentioned. Initial condition of tap water (with low CO2) was ignored in a few cases.

(h) Several candidates did not correlate the CO2 concentration with the rate of photosynthesis. Theyfailed to mention that the other factors should remain constant. Unnecessary explanation ofBlackman’s Law of Limiting factors was given by some candidates.

Suggestions for teachers Tell students that the number of

bubbles cannot be represented indecimals.

Stress upon the importance ofspelling scientific names correctly.

Explain the importance of dealingwith each observation separatelywith relevant conditions.

Theoretical and practical work on‘photosynthesis’ should becorrelated. Factors influencing rateof photosynthesis should beexplained.

105

MARKING SCHEME

Question 2.

(a)

Drawing points: Labelling points:

1. Stem of the twig pointed towards 1. Light

the neck of the funnel

2. Test tube rests on the funnel 2. Test tube

3. Stem of the funnel in beaker under water 3. Water

4. Light source 4. Beaker

5. Bubbles shown in the test tube under water. 5. Funnel

6. Hydrilla / Aquatic plant

7. Air bubble/ Gas bubble

8. Collected gas

106

(e)

x, y, z in increasing order

(f) Hydrilla / Elodea / Ceratophyllum demersum

(g) X

Initially in tap water (or in low / normal carbon dioxide concentration, number of bubbles isminimum or low (or value stated) because (rate) of photosynthesis is low or minimum(accept photosynthesis is low or slow).

Y

(On addition of 10ml of 10% solution of sodium hydrogen carbonate) the carbon dioxideconcentration increases. So (rate) of photosynthesis increases and hence (rate) of bubbleevolution increases / number of bubbles increases (or value given).

Z

(On addition of another 10ml of 10% solution of sodium hydrogen carbonate) the carbondioxide concentration increases further. So (rate) of photosynthesis increases (further) andhence (rate) of bubble evolution increases further (or more that y)/ number of bubbles furtherincreases (or value given).

(h) All other factors (light, temperature, water) remaining constant, the rate of photosynthesisincreases (rate of evolution of bubbles increases) with the increase in concentration of carbondioxide.

(i) Precautions: (Any two) Hydrilla should be fresh

Hydrilla twig should be obliquely cut

Cut end of the twig should face towards the stem of the funnel

Test tube should be filled with water/ there should be no air bubbles.

Adequate light source

Stem of funnel should be under the water level of beaker.

Sodium bicarbonate should be freshly prepared

Distilled water should not be used

107

Question 3 [5]

(a) With a sharp razor blade, cut several transverse sections of the specimen D-44provided. Select a good section and stain with safranin. Mount the stained sectionin glycerine. Show your slide to the Visiting Examiner under low power ofmicroscope.

(b) Draw a neat labelled diagram of the mount as seen under the microscope.(microscopic details are not required)

(c) (i) Identify the specimen.

(ii) Give two reasons to support your answer in (c)(i) above.

Comments of Examiners(b) Most candidates drew diagrams with cellular details.

In many cases, trichrome/stem hair were missing.Differentiation of epidermis, hypodermis and cortexwas not clear in several cases. A thick hypodermiswas drawn by some candidates. Vascular bundleswere not clear with relevant endarch xylem. Labellinglines intersected each other.

(c) (i) A few candidates wrote ‘sunflower stem’ insteadof ‘T.S. of dicot stem’.

(ii) Reasons were given incorrectly by severalcandidates, e.g. vascular bundles are conjoint andopen (incorrect); vascular bundles are endarch(incorrect) – it is xylem which is endarch.

MARKING SCHEME

Question 3.

Suggestions for teachers More practice must be given in

cutting T.S. of specimen withemphasis on the characteristicfeatures of each layer.

Students should be made aware ofthe fact that labelling lines shouldnot intersect each other.

The concept of open/closedvascular bundle must be clarified.

Conceptual errors should beclarified while teaching theoreticalconcepts in class.

108

Drawing Points Labelling Points

1. Trichome/ multicellular hair 1.Trichome/ multicellular hair/stem hair

2. Single layered epidermis 2. Epidermis

3. Hypodermis 3. Hypodermis

4. General Cortex (thick) 4. Cortex

5. Endodermis 5.Endodermis/ Starch Sheath

6. Pericycle (in patches) 6. Pericycle

7. Vascular bundles arranged in a ring 7. Xylem

8. Conjoint, collateral, open vascular bundles 8. Pith

9. Endarch xylem 9. Phloem

10. Distinct pith 10. Vascular bundle (instead of Xylem

and phloem)

(i) The given specimen is Dicot Stem.

(ii) Reasons of identification: (Any two)Vascular bundles are conjoint, collateral and open (operative). Vascular bundles arranged in a ring. Xylem endarch - (Protoxylem towards the centre and metaxylem towards the periphery). Cortex differentiated into hypodermis general cortex, endodermis. Pericycle consists of (semi-lunar) patches (of sclerenchyma and intervening masses of

parenchyma). Distinct pith

Question 4 [5]

Identify the given specimens A to E. For specimen D, identify the type of inflorescence.Give two reasons to support your answer in each case. Draw a neat labelled diagram of eachspecimen. You are not allowed to spend more than three minutes for each spot.

Note: Hand over your continuation booklet to the Supervising Examiner after you finish answeringthis question.

109


(a) In the identification, the term ‘T.S of mammalian’was missing in many cases. Some common mistakesmade by candidates in the diagrams drawn were asfollows: follicles of different sizes were not shown inthe cortex; Graafian follicle did not contain an ovum;germinal epithelium was not labelled; labelling ofcortex/medulla was interchanged; corpus luteum andempty follicle were indistinguishable; incompletelabelling was done.

(b) In many cases, identification mentioned ‘T.S.’ insteadof whole mount of specimen. The scientific name wasspelt incorrectly. In the diagrams, ectoplasm/endoplasm was labelled as ectoderm/ endoderm;many pseudopodia drawn instead of one; single foodvacuole was drawn instead of many.

(c) Identification did not mention the term‘T.S/mammalian’. Some candidates mentioned ‘frogblastula’. In some of the diagrams, inner cell masswas not attached to trophoblast.

(d) The specimen was wrongly identified as ‘gladiolus/capitulum/cymose inflorescence’. In some of thediagrams drawn by candidates, bracts were not shown; there was no difference in size betweenyounger and older flowers; sessile flowers were not drawn.

(e) Many candidates identified this spot as Moll’s half-leaf experiment. Some centres drew the evolutionof O2 by Hydrilla. In the diagrams drawn by a few candidates, sunlight was not drawn and labelled.No support was drawn for the conical flask containing KOH.

MARKING SCHEME

Question 4.

SPOT A

Identification: (Slide showing) T.S. of Mammalian Ovary

Reasons for Identification: (Any two)

(The outer surface is covered by) germinal epithelium is visible/present (composed of singlelayer of cubical cells).

The cortex contains numerous ovarian follicles of different sizes at different stages ofmaturation and (Graafian follicles).

The matured Graafian follicles (containing centrally placed) with ovum surrounded byseveral layers of granular cells, visible.

Corpus luteum present

Primordial/ primary follicle are seen near the germinal epithelium

Suggestions for teachers Theoretical concepts must be

clarified. Practice must be given in drawing

non-cellular diagrams in thestipulated time.

The different stages in embryonicdevelopment must be explainedclearly.

Theoretical concepts ofinflorescence must be made clearwith specimens.

It must be clarified that the need forCO2 in photosynthesis isdemonstrated by the KOHexperiment not by the hydrilla setup.

110

Drawing: Labelling:

1. Follicles of different sizes shown 1. Germinal epithelium

2. Germinal epithelium present 2. Maturing follicle/Graffian follicle

3. Ovum seen in mature follicle 3. Primordial follicle

4. Empty follicle visible 4. Ovum

5. Corpus luteum 5. Medulla

6. Cortex

7. Corpus Luteum

SPOT B

Identification: (Slide showing) Entamoeba histolytica


Unicellular microorganism

Pseudopodium visible

Cytoplasm/ Endoplasm is granular and contains a spherical nucleus, Red Blood Cells,Leucocytes and tissue debris.

Many (dark) food vacuoles present.

Cytoplasm is differentiated into ecto and endoplasm

111

Drawing: Labelling:

1. Unicellular organism 1. Ectoplasm/

2. Ectoplasm/ Endoplasm/ Cytoplasmcytoplasm 2. Plasma membrane /Cell Membrane

3. Nucleus 3. Nucleus

4. Food vacuole 4. Food vacuole

5. Ingested Red Blood Cells 5. Ingested Red Blood Cells

6. Endoplasm

7. Cytoplasm (instead of ecto and endoplasm

8. Pseudopodium

SPOT C

Identification: Slide showing T.S. of mammalian blastula


The trophoblast or trophoectoderm visible.

Embryonal knob/ inner mass of cell is visible.

(Fluid filled cavity called) blastocoel present.

112

Drawing: Labelling:

1. Trophoblast 1. Trophoblast

2. Blastocoel 2. Blastocoel

3. Embryonal knob / or spherical 3. Embryonal knob/ inner mass of cellmass of cell on one side / inner cell mass

SPOT D

Identification: (Twig of Gladioli showing) Racemose inflorescence/ Spike


Main axis or rachis or /or floral axis is elongated/ unbranched /grows indefinitely

Flowers are arranged in acropetal manner, older flowers are borne at the base and youngerflowers towards the apex.

Flowers are sessile

113

Drawing: Labelling:

1. Main axis 1. Main axis/ rachis/ penduncle

2. Younger flower at the top 2. Older flower/Big

3. Older flower at the bottom 3. Younger flower/Small

4. Sessile flower 4. Bract

5. Bracteate flowers/ bract

SPOT E

Identification: (Experimental set up to show that) CO2 is necessary for photosynthesis.


Experimental leaf is kept in a conical flask

KOH (pellets) in the bottle/flask (for absorbing carbon dioxide).

On performing starch test control leaf turns blue black due to presence of starch andexperimental leaf does not turn blue black due to absence of starch as photosynthesis didnot occur in the experimental leaf due to absence of CO2 which was absorbed by KOHpellets/ Experimental leaf gives – ive result for starch test.

114

Drawing: Labelling:

1. Leaf connected to potted plant 1. Leaf

2. One whole leaf inside the bottle 2. KOH

3. KOH present in the bottle 3. Conical flask/ bottle/ jar

4. Bottle is balanced by support 4. Light

5. Light source

GENERAL COMMENTS:(a) Topics found difficult by candidates in the Question Paper:

The L.S. of gynoecium- Q.1 (f)

Floral diagram- Q.1 (g)

A comprehensive explanation of the observation of Q.2 (g)

Spot E with relevant reasons. (Q.no. 4)

(b) Suggestions for candidates:

Learn semi-technical terms with correct spellings Practice drawing all diagrams through observation. Draw neat well labelled diagrams.

Correlate theoretical concepts with the practicals.

Conceptual understanding is important.

115

MATHEMATICS


Total Number of students who took the examination 44659





DetailsMark Range


0.00

5.00

10.00

15.00

20.00

25.00

30.00

35.00

0-20 21-40 41-60 61-80 81-100

3.394.66

28.53

32.7430.67

Per

cent

age

of C

andi

date

s

Marks Obtained


116


SECTION AQuestion 1 [103]

(i) Find the value of k if M = 1 22 3 and M2 – k M – I2 = 0

(ii) Find the equation of an ellipse whose latus rectum is 8 and eccentricity is .

(iii) Solve: cos-1(sin cos-1x) =(iv) Using L’Hospital’s rule, evaluate:

20

sin

sinlimx

x x

x x

(v) Evaluate:2

2

2

4

ydy

y

(vi) Evaluate: , where f(x) =2 , 0 ≤ ≤3, ≤ ≤ 3

(vii) The two lines of regressions are 4x + 2y – 3 = 0 and 3x + 6y + 5 = 0. Find thecorrelation co-efficient between x and y.

(viii) A card is drawn from a well shuffled pack of playing cards. What is the probabilitythat it is either a spade or an ace or both?

(ix) If 1, and 2 are the cube roots of unity, prove that =(x) Solve the differential equation: sin-1 = +


(i) A number of candidates wrote M2 as1 4

4 9

instead of

5 8

8 13

. Some candidates took ‘k’ as matrix instead

of ‘k’ as scalar value while some candidates wrote

I2 as2 0

0 2

which was not correct. I2 was an identity

matrix of the order 2×2.(ii) Some candidates took the length of latus rectum as ‘4a’

instead of22b

a. A few candidates wrote the equation

Suggestions for teachers Revise all matrix operations in the

class. Pay heed to matrixmultiplication.

Identity matrix, null matrix and theirorder should be explainedthoroughly.

The topic of ellipse and hyperbolashould be taught separately and thentheir properties should be compared.

Horizontal and vertical ellipseshould be explained thoroughly.

Relation b2=a2(1-e2) where e<1

should be explained.

117

of hyperbola in place of ellipse i.e.2 2

2 21

x y

a b instead

of2 2

2 21

x y

a b . A few candidates used eccentricity

formula, which was incorrect.(iii) Many candidates did this question well but a few used

wrong value of cos6

, while some wrote incorrect

conversion of cos-1x in terms of sin-1 x. A few candidateswrote cos-1x in terms of tan-1x which made the expressioncomplicated.

(iv) Some candidates wrote incorrect differentiation ofnumerator and denominator. They wrote differentiationof ‘1-cosx’ as ‘1-sinx’ which was not correct. Somewrote the differentiation of sinx as (-cosx).

(v) The power of numerator and denominator was equal inthe given integral so division was a must or addition andsubtraction of constant could also work but manycandidates forgot and tried to solve it as it was.

(vi) Candidates were able to score marks in this question.(vii) Many candidates answered this question correctly.

However, a few candidates wrote incorrect regressioncoefficient.

(viii)Many candidates found this topic difficult. Some did notunderstand the meaning of ‘either or term’ in thequestion.

(ix) Many candidates wrote the formula but were not able toapply it correctly. They put the value of w = -1-w 2 andw2 = -1-w, which made the equation very complicated.

(x) A number of candidates wrote sin (x + y) as,

sin x + sin y which was incorrect. On the other hand,

some candidates were not able to substitute x + y = t. A

few candidates made calculation mistakes in this

question

Teach students derivations ofinverse Trigonometric functions.

Indeterminate forms i.e.0

,0

etc.

should be explained properly andrevision of differentiation chaptermust be done for practice.L’ Hospital’s rule must be taughtgiving appropriate conditions to dealwith different indeterminate forms.

Teach students the properties ofdefinite integrals properly and theiruse in area.

Coefficient of regression of lines yon x and x on y should be explainedby explaining r = yx xyb b and that the

value of ‘r’ should be less than 1;byx and bxy both positive, ‘r’ will bepositive otherwise negative.

Theorem ‘either or’ and theorem‘AND’ should be explained properlyto students. Number of outcomesand number of favourable outcomesshould be explained properly.P(AB) = P(A) + P(B) – P(AB);P(AB)= P (A). P(B) and P (A/B)=

( )

( )

P A B

P B

.

Complex numbers should be dividedinto different parts then explainedstep by step. Application of cuberoots of unity needs to be explainedthoroughly. Stress upon thetechniques of solving suchquestions.

Differential equations and variousforms i.e. separation of variables,homogenous, linear differentialequations and their reducible formsneed to be revised by doing differenttypes of questions based on them.

118

MARKING SCHEME

Question 1.

(i)

⇒

32

21

32

21-

kk

kk

32

2- 0

10

01

(ii) 22 1 8; e =

3

b

a

b2 = 4a

b2 = a2⇒ 4a = a2⇒ 9

2a

b2 = 18.

Equation of an ellipse:2 24

+ = 181 18

x yor 8x2 + 9y2 = 162

(iii) cos-1(sin cos-1x)6

sin(cos-1x) =3

cos = =6 2

3

2

1-x2 = 23 1 x =

4 4

x1

2

M 2 − kM − I2 = 0

⇒ 5 88 13

− k 2k

2k 3k

− 1 0

0 1

= 0

⇒ 5− k 8− 2k8− 2k 13− 3k

= 1 0

0 1

5− k =1, 8− 2k = 0, 13− 3k =1k = 4

119

(iv)

=

=sin 1

x 06 6

xLt

x

(v)2

2

2

4

ydy

y 2

2

1

1

4 42 dy

4

1= 2y - 8. tan

2 2

2y - 4 tan2

y

y

yc

yc

(vi)3

0

( )f x dx

=

= +

(0 0) + 3 3 -2

3 9 -

2

(vii) Let the line of regression of x on y be4x + 2y - 3 = 0

⇒1 3

= +2 4

1 =

2xy

x y

b

let the line of regression of y on x be

3x + 6y + 5 = 0

1 5 = -

2 6y x

1 =

2yxb

120

r2 = byx bxy =

2

1×

2

1=

4

1

r = , since bxy and byx are negative.

(viii) P(E) =

(ix)

Multiplying numerator and denominator by

since

(x) sin-1 =x+y

Let

121

Question 2

(a) Using properties of determinants, prove that:1 2 22 1 22 2 1 = (1 + a2 + b2)3

[5]

(b) Given two matrices A and BA 1 2 31 4 11 3 2 and B =11 5 141 1 27 1 6 ,

find AB and use this result to solve the following system of equations:

x – 2y + 3z = 6, x + 4y + z = 12, x – 3y + 2z = 1

[5]

Comments of Examiners(a) Properties of determinants were not correctly

implemented by several candidates. A few expanded thedeterminants directly without applying any property. Theywere not able to get zeroes in row or column. Someapplied useless properties which did not lead to result.Rows and columns were not correctly identified by severalcandidates.

(b) A few candidates found the product of AB incorrectly.Many did not use the product of AB to solve the equationsystem. They found A-1 by using matrix inverse method.Several candidates found incorrect cofactors hence theirvalues of x, y, z were incorrect. Some candidates could notobtain adjoint and inverse of a matrix correctly.

MARKING SCHEME

Question 2.

(a) Replace C1 → C1 – bC3, C2 →C2 +aC3 and take

Replace R3 by R3 – bR1 to get

Expanding by C1, we get

Suggestions for teachers Plenty of practice must be given in

using determinant properties. Theidea of obtaining two zeroes in a rowor a column is to be taught foreasiest simplification.

Inverse of a square matrix needs tobe taught step by step. Utilisation ofthe inverse to correctly find theunknown matrix needs to be graspedproperly. Product of two matricesneeds attention. Sufficient practiceis a must.

122

(b)

AB= -8 I

,

Question 3

(a) Solve the equation for x: , x 0 [5]

(b) A, B and C represent switches in ‘on’ position and A', B' and C' represent them in‘off’ position. Construct a switching circuit representing the polynomial ABC +ABC + ABC. Using Boolean Algebra, prove that the given polynomial can besimplified to C(A + B). Construct an equivalent switching circuit.

[5]

Comments of Examiners(a) Some candidates made mistakes while converting

sin-1 to cos-1 or vice versa. Many candidates gotincorrect algebraic equation independent from inversefunction. As a result they could not solve the equationfurther. Some candidates applied sin-1 formula but theycould not solve further.

(b) A few candidates made errors while constructing aswitching circuit. They made mistakes whilesimplifying the given polynomial. They were not ableto write distributive law at this step (AB + AB +AB)C while a few wrote B + B = 0 which wasincorrect. Some candidates made simplification errorswhile expanding the Boolean function by applyingincorrect properties of Boolean algebra.

Suggestions for teachers All algebraic and trigonometric laws

need to be revised thoroughly beforelearning inverse trigonometricfunctions and their operations.Application of formula for inversetrigonometric functions needsattention. Domains and range needsto be explained properly.

All properties of Boolean algebraneed to be well understood beforeapplication. Sufficient practice is amust.

123

MARKING SCHEME

Question 3.

(a)

squaring on both sides

x = 13 is the required answer

(b) ABC+ABC +ABC

= ACB+ACB + ABC

=AC ( B+B) + ABC (B+B =1)

= AC + ABC

= (A+AB)C

=(A+A)(A+B) C

= (A+B) C

124

Question 4

(a) Verify Lagrange’s Mean Value Theorem for the following function:f(x) = 2 sin x + sin2x on [0, ] [5]

(b) Find the equation of the hyperbola whose foci are (0, ± √10) and passing throughthe point (2, 3).

[5]


(a) Many candidates failed to state all the criteria for applicationof Lagrange’s theorem correctly. The concept of closed oropen was not clear to many candidates. A few candidates gotconfused with Rolle’s theorem’ condition f (a) = f (h).

(b) Some candidates did not have proper knowledge ofhyperbola and conjugate hyperbola. They wrote incorrectequation of hyperbola, hence got incorrect answer; a fewtook 2ae = √10 which was incorrect (where 2ae is thedistance between the two foci). A few candidates found thevalue of ‘a’ & ‘b’ correctly but substituted incorrectly.

MARKING SCHEME

Question 4.

(a) f(x) =(2 sinx + sin 2x) is continuous in [ 0,]f '(x) exists in (0,)f '(x) =2cos x + 2cos2x f(0) =0, f() =0All the conditions of Lagrange’s Mean Value theorem are satisfiedthere exist ' c ' in ( 0, )

such that f (c)=( )- ( )-

2cosc + 2cos2c = 02cos2c + cosc -1=0cos c = -1, ½ ⇒ cos c = cos π ⇒ c = π (not possible)

or cos c = cos3

⇒ c =3

,0

Suggestions for teachers Help students enumerate the criteria

for mean value theorem correctly.Firstly, the given function has to becontinuous in the closedinterval, secondly, the derivation ofgiven function needs to exist in openinterval and thirdly,

f’ (c) = ( ) ( )f b f a

b a

where ‘c’

exists in open interval. Explanationof geometrical interpretation ofmean value theorem with the help offigure is a must.

Stress upon conics noting detailswith regard to their sketching andderivation of their equations forstandard form as well as for othermodified forms. Regular practice ofconics is a must.

125

c = /3 which lies between 0 to π , hence, LMV theorem is verified.(b) Foci 0, √10

be = √10a2 = b2(e2 1) = b2e2 – b2

a2 = 10 – b2

let the equation be: - = 1⇒ 1 ⇒ 9 a2 – 40 + 4 a2 = 10 a2 – a4⇒ a4 + 3a2 – 40 = 0⇒ (a2 + 8) (a2 – 5) = 0 ⇒ a2 = -8 or a2 = 5, (a2 can't be negative)a2 = 5, b2 = 5

the required equation is⇒ y2 – x2 = 5

Question 5

(a) If y = , prove that:1 [5]

(b) Show that the rectangle of maximum perimeter which can be inscribed in a circleof radius 10 cm is a square of side 10√2 cm.

[5]

Comments of Examiners(a) Some candidates wrote differentiation of

cos-1 x incorrectly. Many candidates did not place as y after first differentiation. Second orderderivation was incorrectly shown by severalcandidates. Some made calculation mistakes whilesimplifying the equation.

(b) Many candidates were not able to write the expressionin mathematical form. They were not able to expressthe equation in one variable. A number of candidatesmade calculation mistakes while differentiating.

Suggestions for teachers Differentiation rules for different

functions and terms need attention.A through revision is a must.

Explain to students the importanceof finding the second derivative.They must show the condition ofmaxima or minima as per therequirement.

126

MARKING SCHEME

Question 5.

(a) y =-1

2 cos x

1e

dy mm

dx x

2 1 - x - my

dy

dx differentiating again wrt x.

= -m

2

22

1 - xd y

xdx 2 = -m 1

dy dyx

dx dx

= - m ×(-my)

= m2y

(b) AB = 2x; BC = 2yx2 + y2 = 102 4x2+ 4y2 = 400 222 2022 yx

P = 4x + 4y= 4x + 4·√100-x4 √ =0 ⇒ 5√2

4 √= 0

Hence, perimeter is maximum when x = 5√2y = 5√2 x = yABCD is square of side 10√2 cm

CD

2y

2x

BA

•10

100

127

Question 6

(a) Evaluate: 1 [5]

(b) Find the smaller area enclosed by the circle x2 + y2 and the line x + y = 2. [5]

Comments of Examiners(a) Many candidates were not able to integrate the given

expression. Some candidates could not decompose theproblem into partial fraction. Errors were also made whileintegrating factors.

(b) Many candidates attempted this part correctly by takingarbitrary value of the radius of the circle.

MARKING SCHEME

Question 6.

(a)I = dx

xec

x

cos1

sec

= dx

=

Put t = sin x

dt = cos x dx

=

=- =

t = A(1+t)2 + B(1 t2) + c(1 CtCBtBttAt 22 )21(

)()2()(2 CBACAtBAtt

0, 2 1, 0A B A C A B C

Solving equations we get

A = , ,

Suggestions for teachers Partial fraction rule need to be

understood and applied correctly.Methods of proper substitution needattention.

A lot of practice of such problemsmust be given by the teachers.

128

I =

= |1 | |1 |I =

(b) The required area:

= √4 2= √4 2

= 2× – 4+2 = π – 2 sq. units

Question 7

(a) Given that the observations are:

(9, 4), (10, 3), (11, 1), (12, 0), (13, 1), (14, 3), (15, 5), (16, 8).

Find the two lines of regression and estimate the value of y when x = 13·5.

[5]

(b) In a contest the competitors are awarded marks out of 20 by two judges. Thescores of the 10 competitors are given below. Calculate Spearman’s rankcorrelation.

Competitors A B C D E F G H I J

Judge A 2 11 11 18 6 5 8 16 13 15

Judge B 6 11 16 9 14 20 4 3 13 17

[5]

y

2

2•x0

129


(a) Many candidates found byx and bxy incorrectly, as aresult, the two regression lines were incorrect. Somecandidates found the value of y from given value of xby using regression equation of x on y instead of y onx. Several candidates were unable to calculate thecorrect values of ∑xy, ∑x2, ∑y2, byx and bxy which ledto wrong results.

(b) Some candidates calculated the ranks incorrectly.Correction factor for ∑d2 was either incorrect orapplied incorrectly in the formula for r. Somecandidates wrote incorrect formula for spearman’srank correlation.

MARKING SCHEME

Question 7.

(a) x y xy x2 y2

9 -4 -36 81 16

10 -3 -30 100 9

11 -1 -11 121 1

12 0 0 144 0

13 1 13 169 1

14 3 42 196 9

15 5 75 225 25

16 8 128 256 64

= 100 = 9 ∑ =181 = 1292 ∑ = 125

bxy=∑ ∑ ∑∑ (∑ )

=× ×( ) =

·· = 0·596

Line of regression of y on x

y − = 1·63 (x − 12·5)

Line of regression of x on y

x – 12·5 = 0·596 (y− )

Suggestions for teachers Various methods of finding byx and

bxy should be taught givingexamples. Students should becareful about the formulae for byx

and bxy as well as the regressionequation of x on y and that of y on x.

Students should be given adequatepractice to understand whichformula is to be applied when ranksare repeated and when ranks are notrepeated.

= = 12·5

= = 1·125

byx =∑ ∑ ∑∑ (∑ )

=× ×( )

=·

= 1·63

130

x = 0·596 y + 11·83

y, when x = 13·5

y = 1·63 x - 19·25

y = 1·63 × 13·5 - 19·25

= 2·755 = 2·76

(b) Judge A Judge B2 6 10 8 2 411 11 5.5 6 -0.5 0.2511 16 5.5 3 2.5 6.2518 9 1 7 -6 366 14 8 4 4 165 20 9 1 8 648 4 7 9 -2 416 3 2 10 -8 6413 13 4 5 -1 115 17 3 2 1 1∑ d =196·5

r = 1 – 6∑ ∑

= 1-

= 1 - 0 194Question 8

(a) An urn contains 2 white and 2 black balls. A ball is drawn at random. If it is white,it is not replaced into the urn. Otherwise, it is replaced with another ball of the samecolour. The process is repeated. Find the probability that the third ball drawn isblack.

[5]

(b) Three persons A, B and C shoot to hit a target. If A hits the target four times in fivetrials, B hits it three times in four trials and C hits it two times in three trials, findthe probability that:

[5]

(i) Exactly two persons hit the target.

(ii) At least two persons hit the target.

(iii) None hit the target.

131


(a) Many candidates handled this problem well but somecould not understand the underlying principle.

(b) In some cases, the probability of hitting the target were notfound correctly. In part (ii), several candidates could notunderstand the meaning of ‘at least’ while some did notapply ‘AND theorem.

MARKING SCHEME

Question 8.

(a) P(E) = P(WWB) + P(WBB) + P(BWB) + P(BBB)

=

=

=

Alternate solution:

P(E) = P(WWB) + P(WBB) + P(BWB) + P(BBB)

=

=

=

(b) P(A) = , P(B) = , P(C) =

(i) P ABC P ABC P ABC

=

= =

(ii) P ABC P ABC P ABC P ABC

Suggestions for teachers Explain the correct interpretation of

such problems. Laws of probability should be taught

in detail with plenty of examples andillustrations.

Terms such as ‘at least’, ‘at most’,‘exact’, ‘none’ should be discussedand problems based on thempracticed.

132

= = =

(iii) P ABC

=

Question 9

(a) If z = x + iy, = and | |=1, find the locus of z and illustrate it in the

Argand Plane.

[5]

(b) Solve the differential equation:1 + 1 0 when x = 0, y = 1

[5]


(a) Most of the candidates made mistakes while finding themodulus as well as in the simplification to find thecorrect values of z. Illustration of z in the Argand planewas incorrectly shown by some candidates.

(b) Many candidates substituted y = vx and proceededfurther to solve the given equation using the rules ofhomogeneous equation, which was an incorrectapproach. The subsequent integrals were not correctlyunderstood by some. A few candidates did not find thevalue of C (constant) under the given condition i.e. x=0,y=1.

MARKING SCHEME

Question 9.

(a) = 1

=

=Squaring4 + 4y + y2 + x2 = 4x2 + 4y2 -4y + 1

3x2 + 3y2 – 8y – 3 = 0

x2+ y2 – y – 1 = 0

Circle, Centre 0, and r = 1=

Suggestions for teachers Interpret the locus of a complex

number clearly. Explain the conceptof Argand plane. The procedure forfinding modulus must be revisedthoroughly.

All forms of integration needrigorous practice. The constant ofintegration should not be ignored.

im (z)

•Re (z)

0, 4/3Typeequationhere.

133

(b)

Substitute

Integrating

when

SECTION B

Question 10

(a) Using vectors, prove that angle in a semicircle is a right angle. [5]

(b) Find the volume of a parallelopiped whose edges are represented by the vectors:ˆ ˆ ˆˆ ˆ ˆ ˆ ˆ ˆ2 3 4 , 2 , 3 2a i j k b i j k and c i j k

.

[5]

134


(a) Most of the candidates were unable to proceed with thesolution for a vector based geometrical question.Vector symbols were not used by many candidates.Some candidates did not show the arrow in the diagramdrawn by them. The dot product of vectors was foundincorrectly by some candidates.

(b) The concept of scalar triple product was clear to mostof the candidates but some wrote dot product first andthen cross product, which was incorrect. Some wrote [

a b c ] in determinant form and made mistakes incalculation.

MARKING SCHEME

Question 10.

(a) Let O be the centre of the circle and AB be the diameter. C is a point on the circumference. Take O asthe origin and let andOA a OC c

Therefore, OB a

=

= = 0, Where r is radius

Therefore, angle ACB is a right angle.

(b) The volume of the parallolepiped is:

= 2 2 11 2 3 1 13 2 4 1 23 1= 2·5 + 3·5 - 4(-5)

= 2·5 + 3·5 – 4 (-5)

= 45 cubic units


Dot product and cross productshould be explained well to students.Students must be told to give properdirection to the vectors.

Vector algebra in totality needs to beexplained well to students,especially the properties of scalartriple product. Combination of dotand cross product in scalar tripleproduct needs thoroughunderstanding as well as rigorouspractice.

C

O BA

135

Question 11

(a) Find the equation of the plane passing through the intersection of the planes:x + y + z +1 = 0 and 2x 3y + 5z 2 = 0 and the point ( 1, 2, 1).

[5]

(b) Find the shortest distance between the lines = + 2 + 3 + λ (2 + 3 + 4and = 2 + 4 + 5 + µ (4 + 6 + 8

[5]

Comments of Examiners(a) A number of candidates wrote incorrect equation of

the plane passing through the intersection of planes.Some made mistakes in calculating the value of λ. Afew candidates applied the condition ofperpendicularity in this question which was incorrect.

(b) A number of candidates were unable to calculate the

correct values of 1 2,a a andb . Some made mistakes in

calculating ( 2a a ). The concepts of skew lines and

parallel lines were not clear to many candidates.

Some candidates calculated 1 0b b . They were unable to understand that the given lines are

parallel. A few candidates applied wrong formula to calculate the shortest distance between the givenlines.

MARKING SCHEME

Question 11.

(a) Equation of plane passing through the intersection of the given planes is:

(x + y + z + 1) +k (2x -3y + 5z- 2)=0

If this plane passes through (-1,2,1) then

( -1+2+1+1) +k ( -2 – 6 + 5 -2) =0

3 =5k

K=3/5

5(x+y+z+1)+ 3(2x-3y+5z -2)=0

11x- 4y + 20z -1 =0 Or equivalent form

(b) Here, 1a ı + 2ȷ + 3 and 2 =a

2ı + 4ȷ + 5

Suggestions for teachers Teach the equation of plane

thoroughly. Cartesian and vector ofplane should be revised bypracticing different types ofquestions.

The concept of parallel and non-parallel lines needs to be explainedclearly to students.

136

∴ shortest distance = 0.415

Question 12

(a) Box I contains two white and three black balls. Box II contains four white and one

black balls and box III contains three white and four black balls. A dice having three

red, two yellow and one green face, is thrown to select the box. If red face turns up,

we pick up box I, if a yellow face turns up we pick up box II, otherwise, we pick up

box III. Then, we draw a ball from the selected box. If the ball drawn is white, what

is the probability that the dice had turned up with a red face?

[5]

(b) Five dice are thrown simultaneously. If the occurrence of an odd number in a single

dice is considered a success, find the probability of maximum three successes.

[5]

137

Comments of Examiners(a) The concept of Bayes’ theorem was clear to most

candidates but some candidates found incorrectprobability. While some candidates found conditionalprobability for the happening of an event incorrectly, evenprobability of a specific known event was found wronglyby a few candidates.

(b) Many candidates were unable to understand the problemcorrectly. The concept of P (x 3) was not clear to manycandidates. Probability distribution theory was incorrectlyapplied by some candidates.

MARKING SCHEME

Question 12.

(a) P(A) = 3/6 , P(B) = 2/6,P(C) =1/6Let D be the probability of drawing a white ball.P ( D/A) =2/5, P(D/B) = 4/ 5, P(D /C) = 3/7

P( A/D) = P(A) × P(D/A)P(A)P(D/A) +P(B)P(D/B) +P(C) P(D/C)

= 3/6 2/5(3/6 ×2/5+ 2/6 ×4/5 + 1/6× 3/7)

= ( 6/30 )x(210/113)= 42/113 = 0.37

(b) n = 5, p = ½, q = ½

p(x ) = 1 – p(x=4,5)

= 1 -

= 1 – = 0.81

Suggestions for teachers Teach Bayes’ theorem with proper

explanation and illustration. Payheed to the laws of total probability.Give adequate practice of Bayes’theorem.

Revise Binomial theorem in theclass thoroughly before teaching theprobability distribution theory.Explain each term in the expansion.Train students about the situation ofmaximum three successes andminimum three successes.

138

SECTION C

Question 13

(a) Mr. Nirav borrowed ₹ 50,000 from the bank for 5 years. The rate of interest is9% per annum compounded monthly. Find the payment he makes monthly if he paysback at the beginning of each month.

[5]

(b) A dietician wishes to mix two kinds of food X and Y in such a way that the mixturecontains at least 10 units of vitamin A, 12 units of vitamin B and 8 units of vitaminC. The vitamin contents of one kg food is given below:

Food Vitamin A Vitamin B Vitamin C

X 1unit 2 units 3 units

Y 2 units 2 units 1 unit

One kg of food X costs ₹ 24 and one kg of food Y costs ₹ 36. Using LinearProgramming, find the least cost of the total mixture which will contain the requiredvitamins.

[5]


(a) Instead of present value of an annuity due, some

candidates used the formula for present value of an

ordinary Annuity. Number of instalments (n) was not

calculated in terms of months, even rate of interest was not

calculated per month by a few candidates. Many

candidates used wrong formulae.

(b) Many candidates took incorrect inequality sign, hence

they got incorrect feasible region and their corner points

were also incorrect. Some candidates did not show any

graphical representation of the inequalities. In some cases,

the representation of the problem was not up to the mark,

and the work was not systematic resulting in candidates

missing the point of minimum cost.

Suggestions for teachers Explain the difference between

annuities due and ordinaryannuities by giving examples.Train students to read thequestion carefully, understandthe meaning of the question andapply the formula accordingly.A thorough and regular practiceis a must.

Give practice to students insketching of lines. They shouldbe asked to express the line inintercept form i.e. x/a+ y/b =1,so that sketching is easy. Correctfeasible region and its plotting isimportant.

139

MARKING SCHEME

Question 13.

(a) Here, P = 50000, i = 0.0075 and n = 60

Now, P = (1+i)[1-(1+i)-n]

50000 = . (1+0.0075)[1-(1+0.0075)-60]

50000 = . (1.0075)[1-(1.0075)-60]

A =

= 1030.2Thus, monthly installment should be Rs.1,030.2

(b) Let there be x units of food x and y units of food y.Min z = 24x + 36ySubject to the constraintsx + 2y ≥ 102x + 2y ≥ 123x+ y ≥ 8x ≥ 0, y ≥ 0

x y Z(cost)10 0 2400 8 2881 5 2042 4 192

Question 14

(a) A bill for ₹ 7,650 was drawn on 8th March, 2013, at 7 months. It was discountedon 18th May, 2013 and the holder of the bill received ₹ 7,497. What is the rate ofinterest charged by the bank?

[5]

(b) The average cost function, AC for a commodity is given by AC = x + 5 + ,

in terms of output x. Find:

[5]

(i) The total cost, C and marginal cost, MC as a function of x.(ii) The outputs for which AC increases.

y

0X

(Min. cost)

140


(a) A number of candidates calculated discounted daysincorrectly. They were not able to calculate the rate ofinterest. Some tried to find ‘r’ by using B.G. while othersused T.D. A few candidates took the difference of Rs. 7650and Rs. 7497 as interest and applied the present worthformula which was not correct. Some candidates used

formula T.D =1

Ani

niinstead of B.D = Ani.

(b) Some candidates wrote incorrect formula of cost function,so their marginal cost was incorrect. Some wrote incorrectdifferentiation of the expression. Many candidates werenot able to answer the second part of the question. Theywere confused with the maximum minimum condition.They found the derivative and put it equal to zero.

MARKING SCHEME

Question 14.

(a) Face value of the bill= ₹ 7650 = A

Discounted value of the bill =₹ 7497

Bankers discount=( 7650 -7497)

=₹ 153

Nominal due date is 8th October (∴8th October + 3 days of grace).Legal due date of the bill is 11October

Number of unexpired days from 8 May to 11 October is 146 days n =(2/5)year

Bankers discount =Ani153 = 7650 ×r ×(2/5)

r =(1/20) = 0.05 r = 5%

(b) Cost function C = AC × x = (x + 5 + + 5x + 36

also, 5 1 For AC to be increasing > 0 1- 0

Hence, average cost increases if the output x is > 6.

Suggestions for teachers Explain Bills of exchange in detail.

Differentiate the B.D, T.D and B.G.The procedure for calculating thedue date should be taught clearly.

The concepts of Marginal Cost,Total Cost and Average Cost shouldbe taught in depth for increasing anddecreasing functions by givingsufficient examples.

Familiarize students with thedifferent terms used in this questionby giving adequate practice.

141

Question 15

(a) Calculate the index number for the year 2014, with 2010 as the base year by theweighted aggregate method from the following data:

Commodity Price in Weight2010 2014

A 2 4 8B 5 6 10C 4 5 14D 2 2 19

[5]

(b) The quarterly profits of a small scale industry (in thousands of rupees) is as follows :

Year Quarter1

Quarter2

Quarter3

Quarter4

2012 39 47 20 56

2013 68 59 66 72

2014 88 60 60 67

Calculate four quarterly moving averages. Display these and the original figuresgraphically on the same graph sheet.

[5]


(a) Some candidates used the weighted average of pricerelative method instead of weighted aggregate methodto calculate the index number. A number of candidateswrote incorrect formula of weighted aggregatemethod.

(b) Some candidates did not calculate centered movingaverage. Several candidates made mistakes whilefinding the four yearly moving averages as well ascentered moving averages. Plotting of the centeredaverage was inaccurate in a few cases.

Suggestions for teachers A thorough and comprehensive

practice for calculation of Indexnumber by various method is a must.

Students must be advised to read thequestion carefully so as to work outthe question using the correctmethod.

Students must be advised to practicevarious methods for finding movingaverages rigorously. They must betaught to plot a neat graph for bothactual and trend.

142

MARKING SCHEME

Question 15.

(a)

Commodity 2010 2014 p1w powpo w p1 w

A 2 8 4 8 32 16B 5 10 6 10 60 50C 4 14 5 14 70 56D 2 19 2 19 38 38

200 160

The index number for the year 2014 with 2010 as the base year is ×100 = 125

(b) Year Quarter Quarterlyprofits

4 yearly movingtotal

4 yearly average 4 yearly centeredmoving average

2012 1 39

2 47162 40.5

3 20 44.125191 47.75

4 56 49.25203 50.75

2013 1 68 56.5249 62.25

2 59 64.25265 66.25

3 66 68.75285 71.25

4 72 71.375286 71.5

2014 1 88 70.75280 70

2 60 69.375275 68.75

3 60

4 67

Correct Graph

Note: For questions having more than one correct solution, alternate correct solutions, apart fromthose given in the marking scheme, have also been accepted.

143

GENERAL COMMENTS:


Determinant properties and their use. Conics (parabola, ellipse, hyperbola) Application of L Hospital’s rule. Indefinite Integrals, Definite Integrals. Inverse trigonometric functions. Area of curves. Probability (Both sections) and probability distribution. Differential equations. Complex numbers. Vectors. 3D plane & straight-line. Annuities. Linear programming. Regression lines.

(b) Concepts between which candidates got confused: Conics (parabola, ellipse, hyperbola) Open & closed intervals for Mean value theorem. Conversion of inverse trigonometric functions. Regression coefficient byx & bxy and r. Differential equations (Linear & Homogeneous form) Geometrical problem in vectors. Annuity due & ordinary annuity. Banker’s discount & banker’s gain. Price relative and aggregate method in Index No. Shortest distance between skew lines and parallel lines. Probability distribution (conceptual problem)

(c) Suggestions for candidates: Learn to use the easiest method with correct formula for solving a problem. Theorem, rules and laws to be well understood. In each chapter, go through the theory and concepts thoroughly followed by solving the

illustrations, examples without looking at their solutions. Revise and practice from previous year’s question paper and sample papers. Question paper needs to be read carefully and answered accordingly. Wise choices should be made from the options available. All steps of calculation need to be simplified before proceeding to the next step. Take sufficient rest before the examination. Utilize the reading time properly.

144

COMPUTER SCIENCE







DetailsMark Range


0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

0-20 21-40 41-60 61-80 81-100

0.09 0.326.29

23.68

69.62

Per

cent

age

of C

andi

date

s

Marks Obtained


145


PART I


While answering questions in this Part, indicate briefly your working and reasoning,wherever required.

Question 1

(a) Simplify: (A + C)∙(A+ A∙D) + A∙C + C [2]

(b) Draw a logic circuit for (A + B)∙(C + D)∙C [2]

(c) Verify the following proposition with the help of a truth table: [2]P (~P Q) = P Q

[2]

(d) State De Morgan’s law and verify it, using a truth table. [2]

(e) Answer the questions related to the circuit given below: [2]

(i) Give the output if, X=1 and Y=0(ii) Name the basic gate represented by the above diagram.


(a) Most of the candidates answered well. Somereduced the expression in one step without showingthe working. In a few cases, the laws were usedincorrectly. Some candidates were unable to openthe brackets in the expression

(b) Some candidates interchanged the gates. i.e. ORgate with AND gate and vice versa.

(c) This part was well answered by most candidates.Some were confused with symbols ‘˄’ and ‘V’ andinterchanged them in the truth table. Some solvedalgebraically instead of using the truth table.

(d) A number of candidates proved both the laws of DeMorgan. A few candidates mentioned some otherlaw. Some wrote ‘Break the line and change thesign’ which is not the law, but a way to rememberthe law.

(e) (i) Most of the candidates attempted this part wellexcept for a few who gave the answer as 0.

(ii) A few candidates mentioned the name of thegate used in the circuit instead of the basicgate the circuit represents. i.e NOR gateinstead of OR gate.

X

Y

Suggestions for teachers Students should be told to show the

working and mention the laws, ifnecessary in such type of questions.Knowledge of the laws and practicein their application is important.

Logic gates and logic circuits mustbe practiced with almost everyexpression.

Propositional logic should be taughtusing all terms that are required.The symbols used in propositionsmust be explained.

All the laws of Boolean algebramust be practiced and proved withthe help of truth table.

Logic circuits with objective typeexpression must be done.

More practice must be given forUniversal Gates.

146

MARKING SCHEME

Question 1.(a) Simplify: (A + C) (A + AD) + AC + C

(A + C) A + AC + C

A + AC +AC + C

A + C

(b) Logic circuit for ( A+B ) . ( C+D) . C

(c) Proving of P ~P Q = P Q

LHS RHS

P Q ~P ~P Q P ~P Q P Q

0 0 1 0 0 0

0 1 1 1 1 1

1 0 0 0 1 1

1 1 0 0 1 1

(d) De Morgan’s law states that the complement of sum of the variables is same as product

of the individual complements of the variables and vice-versa.

(A.B)' = A' + B' (A+B)' = A' . B'

A B A.B (A.B)’ A’+B’0 0 0 1 1

0 1 0 1 1

1 0 0 1 1

1 1 1 0 0

(e) (i) 1

(ii) OR gate

147

Question 2

(a) Define computational complexity. Calculate the complexity using Big‘O’ notationfor the following code segment:for(int k=0;k<n;k++)

s+=k;

[2]

(b) Convert the following infix notation into postfix form: [2]X + ( Y – Z ) +(( W + E) * F ) / J

[2]

(c) Differentiate between this keyword and super key word. [2]

(d) The array D[-2…10][3…8] contains double type elements. If the base address is4110, find the address of D[4][5], when the array is stored in Column Major Wise.

[2]

(e) State any two characteristics of a Binary tree. [2]


(a) This part was answered well by most of the candidates.Several candidates used examples to illustrate theanswer. A few candidates found it difficult to provideappropriate definition. Some candidates wrote ‘k’instead of ‘n’ for complexity

(b) Most candidates were able to solve this problemcorrectly. Some candidates wrote the correct answerwithout showing the working. Some applied thepostfix correctly, but could not derive the final answer.Order of precedence was not clear and the placementof ‘+’ sign was improper in several cases.

(c) Examples were used by a number of candidates toshow the difference. In some cases, only ‘super’keyword was explained.

(d) A number of candidates were confused with the widthof the cell and assumed different values. Some wrotethe answer directly without showing the working ormentioning the formula.

(e) Various answers were given by candidates. Someexplained with the help of a diagram.

MARKING SCHEME

Question 2.

(a) Computational complexity is the growth rate or measurement of an algorithm. The level in difficulty insolving mathematically posed problems as measured by the time, number of steps or arithmetic operations,or memory space required (called time complexity, computational complexity, and space complexity,respectively).

Complexity of the segment = O(n)

(b) = X+ ( Y – Z ) +( ( W + E) * F ) / J


complexity of a code or a segment.All definitions related tocomplexity must be covered.

Examples need to be practiced withconversion of Infix to Postfixnotation using direct method or thestack method. The order ofprecedence must be explained.

Java keywords must be explainedand practiced in programs for betterunderstanding.

Size of various data types must beexplained as it is necessary in suchtype of questions. Formula andworking should also be shown.

More practice must be given inBinary Tree, its parts andcharacteristics.

148

= X + Y Z - + ( W E + * F) / J

= X + Y Z - + W E + F * / J

= X + Y Z - + W E + F * J /

= X Y Z – + W E + F * J / +

(c) this ( ) is used to refer to the instance variables of the class.super ( ) is used to invoke the super class’s constructor/ instance variable/methods

(d) The given values are:

B = 4110, W = 8 bytes or 64 bits for double type , I = 4, J = 5, Lr = -2, Lc = 3,

M = (10- (-2)+1 = 10+2+1 = 13

Address of A [ I ][ J ] = B + W * [ ( I - Lr ) + M * ( J - Lc ) ]= 4110 + 8 * [(4 - (-2)) + 13 * (5 - 3)]= 4110 + 8 * [6 + 13*2]= 4110 + 8 * [6+26]= 4110 + 8 * [32] = 4110 + 256 OR = 4110 + 64 * [32] = 4110 + 2048= 4366 (Ans) = 6158 (Ans)

(e) 1. It is acyclic

2. No two node can be similar or identical

3. It is recursive

4. There is only one unique path between two nodes.

5. Rooted data structure OR Linear data structure OR Dynamic data structure

6. Every node has a maximum of two sub nodes ( or maximum degree 2 )

Question 3

(a) The following function is a part of some class. Assume ‘x’ and ‘y’ are positiveintegers, greater than 0. Answer the given questions along with dry run / working.

void someFun(int x, int y)

if(x>1) if(x%y==0)

System.out.print(y+“ ”);someFun(x/y, y);

else

someFun(x, y+1);

149

(i) What will be returned bysomeFun(24,2)? [2]

(ii) What will be returned bysomeFun(84,2)? [2]

(iii) State in one line what does the function someFun( )do, apart fromrecursion?

[1]

(b) The following is a function of some class which checks if a positive integer is anArmstrong number by returning true or false. (A number is said to be Armstrong ifthe sum of the cubes of all its digits is equal to the original number.)The functiondoes not use modulus (%) operator to extract digit. There are some places in thecode marked by ?1?, ?2?, ?3?, ?4?, ?5?which may be replaced by astatement/expression so that the function works properly.

boolean ArmstrongNum( int N )

int sum= ?1?;int num=N;while( num>0)

int f= num/10;int s = ?2?;int digit = num− s;sum+= ?3?;num = ?4?;

if(?5? )

return true;else

return false;

[(i) What is the statement or expression at ?1? [1]

(ii) What is the statement or expression at ?2? [1]

(iii) What is the statement or expression at ?3? [1]

(iv) What is the statement or expression at ?4? [1]

(v) What is the statement or expression at ?5? [1]

150


(a) Some candidates used examples to illustrate theanswer. A number of candidates found it difficult toprovide an appropriate definition. A few candidateswrote ‘k’ instead of ‘n’ for complexity

(b) Most candidates were able to solve this problemcorrectly. Some candidates wrote the correct answerwithout showing the working. Some applied thepostfix correctly, but could not derive the finalanswer. The order of precedence was not clear andthe placement of ‘+’ sign was improper in severalcases. A few candidates interpreted the expression as‘sum = = num’ instead of ‘ sum = = N’.

MARKING SCHEME

Question 3.

(a) (i) someFun(24, 2)24>1 true 24%2==0 true output 2

someFun(24/2, 2)12>1 true 12%2==0 true output 2


someFun(6/2, 2)3>1 true 3%2==0 false call someFun(3, 3)

someFun(3, 3)3>1 true 3%3==0 true output 3

someFun(3/3, 3) 1>1 false

OUTPUT: 2 2 2 3

(ii)someFun(84, 2)84>1 true 84%2==0 true output 2


someFun(42/2, 2)21>1 true 21%2==0 false call someFun(21, 3)

someFun(21, 3)21>1 true 21%3==0 true output 3

someFun(7/3, 3)

Suggestions for teachers Students should be asked to show

the working and explain withmemory blocks. More practicemust be given in Recursivetechniques.

Practice should be given tounderstand the program line by lineand derive at a conclusion of whatthe function is doing.

More practice should be given onprograms using conditions / loopingand other output related programs.Teachers are expected to show thedry run/ working of program andemphasize that working isnecessary to get full credit. Morepractice must be given in standardprograms.

151

7>1 true 7%3==0 false call someFun(7, 4)someFun(7, 4)




7>1 true 7%7==0 true output 7someFun(7/7, 7) 1>1 false

OUTPUT: 2 2 3 7

(iii) Generating Prime factors.

(b) (i) 0

(ii) f * 10;

(iii) digit*digit*digit; OR Math.pow(digit,3)) ;

(iv) num / 10; OR f;

(v) sum = = N OR N= = sum

PART – II

Answer seven questions in this part, choosing three questions fromSection A, two from Section B and two from Section C.

SECTION - A


Question 4(a) Given the Boolean function F(A, B, C, D) =(0,1,2,3,5,7,8,9,10,11).

(i) Reduce the above expression by using 4-variable Karnaugh map, showingthe various groups (i.e. octal, quads and pairs).

[4]

(ii) Draw the logic gate diagram for the reduced expression. Assume that thevariables and their complements are available as inputs.

[1]

(b) Given the Boolean function:

P(A, B, C, D) = ABC'D' + A'BC'D' + A'BC'D + ABC'D + A'BCD + ABCD

(i) Reduce the above expression by using 4-variable Karnaugh map, showingthe various groups (i.e. octal, quads and pairs).

[4]

(ii) Draw the logic gate diagram for the reduced expression. Assume that thevariables and their complements are available as inputs.

[1]

152


(a) (i) Most candidates fared well in this part. Somecandidates were not able to draw the K-Mapfor the POS expression correctly. For a numberof candidates the “Map rolling” concept wasnot very clear. Grey coding and labelling theK-Map was not clear to a number ofcandidates.

(ii) Some candidates drew the logic circuit usingNOR gates while some others drew vaguediagrams.

(b) (i) Many candidates made errors in place valueand putting variables in K-Map. In other cases,the groups were reduced by laws. Severalcandidates drew the K-Map incorrectly. Someconverted the canonical form to cardinal formand then reduced it. Many candidates includedthe redundant group in the final expression

(ii) Some candidates drew the logic circuit usingNAND gates while some others drew vaguediagrams.

Suggestions for teachers Make students reduce POS and

SOP expressions using K-Mapsimultaneously. Students should betold not to include the redundantgroup in the final expression.Reducing the groups by laws is notneeded. Only direct answer for thegroups to be written in the reducedexpression.

More and more practice should begiven in drawing logic circuitsusing basic gates and also withuniversal gates.

Emphasize on arranging thevariables in proper order and theimportance of cell valuescorresponding with the variables.Explain clearly how the group areframed and reduced. Redundantgroups are not to be included in thefinal reduced expression.

More practice should be given indrawing logic circuits using basicgates and also with universal gates.

153

MARKING SCHEME

Question 4.

(a) F (A,B,C,D) = π (0 , 1 , 2 , 3 , 5 , 7 , 8 , 9 , 10 , 11 )

C+D C+D’ C’+D’ C’+D

A+B0

01

03

02

0

A+B’4

15

07

06

1

A’+B’12

113

115

114

1

A’+B8

09

011

010

0

There is one Octal and one Quad :

Octal : ( M0 M1 M2 M3 M8 M9 M10 M11) = BQuad : ( M1 M3 M5 M7) = A + D’

Hence F (A,B,C,D) = B . (A + D’)

154

(b) P (A,B,C,D) =ABC’D’ + A’BC’D’ + A’BC’D + ABC’D + A’BCD + ABCD

C’D’ C’D CD CD’

A’B’0 1 3 2

A’B4

15

17

16

AB12

113

115

114

AB’8 9 11 10

There are two quads :

Quad1 (m4+ m5+ m12+ m13) = BC’ Quad 2 (m5+ m7+ m13+ m15 ) = BD

Hence P (A, B, C, D) = BC’ + BD

155

Question 5

A person is allowed to travel in a reserved coach of the train, if he/she satisfies thecriteria given below:

The person has a valid reservation ticket and a valid ID proof.

OR

The person does not have a valid reservation ticket, but holds a valid passissued by the Railway department with a valid ID proof.

OR

The person is a disabled person and holds a valid pass issued by the Railwaydepartment along with a valid ID proof.

The inputs are:

INPUTS

R The person has a valid reservation ticket.

P The person holds a valid pass issued by the Railway department.

D The person has a valid ID proof.

H The person is a disabled person.

(In all the above cases 1 indicates yes and 0indicatesno).

Output : T – Denotes allowed to travel (1 indicates yes and 0 indicates no in all thecases)

[10]

(a) Draw the truth table for the inputs and outputs given above and write the POSexpression for T(R, P, D, H).

[5]

(b) Reduce T(R, P, D, H) using Karnaugh map.

Draw the logic gate diagram for the reduced POS expression for T(R, P, D, H)using only NOR gates. You may use gates with two or more inputs. Assume thatthe variable and their complements are available as inputs.

[5]

156


(a) A number of candidates were able to attempt this partsatisfactorily. Some candidates did not mention thefinal expression. Some were confused with the POSexpression and took the output with 1’s instead of0’s. A few candidates took 0’s as outputs but wrotethe minterms instead of maxterms.

(b) Many candidates fared well in this part. However,some candidates were not able to draw the K-Map forthe POS expression correctly. For a number ofcandidates the “map rolling” concept was not veryclear. Some converted the canonical form to cardinalform and then reduced it. NOR gates in the circuitwas ignored by a few candidates.

MARKING SCHEME

Question 5.

(a)

R P D HT

(OUTPUT)0 0 0 0 00 0 0 1 00 0 1 0 00 0 1 1 00 1 0 0 00 1 0 1 00 1 1 0 10 1 1 1 11 0 0 0 01 0 0 1 01 0 1 0 11 0 1 1 11 1 0 0 01 1 0 1 01 1 1 0 11 1 1 1 1

POS Expression: T (R ,P, D , H) = π (0 , 1 , 2 , 3 , 4 , 5 , 8 , 9 , 12 , 13)

Suggestions for teachers Students should be told to read the

question carefully and answeraccordingly so that no part is leftunanswered. More practice shouldbe given to derive SOP and POSexpression from any giventruth table (i.e. Minterms andMaxterms )

Make students reduce POS andSOP expressions using K-Mapsimultaneously. Students should betold not to include the redundantgroup in the final expression. Thecircuit diagram for the reducedexpression must be practiced bothwith basic gates and universalgates.

157

Question 6

(a) Draw the truth table and logic gate diagram for an Octal to Binary encoder. [4]

(b) What is a Multiplexer? State an application of a Multiplexer. Also, draw the logicdiagram of a 4:1 Multiplexer.

[4]

(c) Verify the following expression using Boolean laws. Also, mention the law used ateach step of simplification. [3]

X∙Y∙Z + X∙Y'∙Z + X∙Y∙Z' = X ∙ ( Y + Z )

[2]

(b)

D+H D+H’ D’+H’ D’+H

R+P0

01

03

02

0

R+P’4

05

07

16

1

R’+P’12

013

015

114

1

R’+P8

09

011

110

1

There is one Octal and one Quad :

Octal : ( M0 M1 M4 M5 M8 M9 M12 M13) = DQuad : ( M0 M1 M2 M3) = R+P

Hence T (R,P,D,H) = D . (R + P)R

(R+P)’P

D’[(R+P)’+D’]’

158


(a) Most of the candidates answered this part correctly. A fewcandidates drew the decimal encoder while some othersdrew the gates wrong.

(b) Some candidates wrote the definition instead of applicationand in some cases block diagrams were used instead. Somecandidates interchanged the gates in the circuit diagram.

(c) While most candidates answered this part correctly, somedid not mentioned the laws. A few candidates wrote theanswer directly in one step.

(b) Multiplexer: It is a combinational circuit which inputs parallel data and outputs one serialdata.

Application: (1) It is used as data selector.(2) Routing of signals(3) Data transmission(4) Telephone exchange ,Tv etc.

MARKING SCHEME

Question 6.

(a) Truth table for Octal to Binary Encoder : Input OutputOctal number B2 B1 B0

0 0 0 01 0 0 12 0 1 03 0 1 14 1 0 05 1 0 16 1 1 07 1 1 1

Logic Diagram for Octal to Binary Encoder :0

1

2

3

4

5

6

7

B0B2 B1


drawing encoder and decoder. Useof proper connector and gates mustbe explained.

More practice must be given indrawing of multiplexer.Explanation of various gates andtheir use must be emphasized

Tell students that laws must bementioned while reducing,minimizing or proving anexpression.

159

(c) X.Y.Z + X.Y’.Z + X.Y.Z’ = X .( Y + Z )

= X.Y.Z + X.Y’.Z + X.Y.Z’= X.Y.(Z + Z’ ) + X.Y’.Z Complimentary law: Z+Z’=1= X.Y + X.Y’.Z= X.(Y + Y’.Z ) Distributive law: A + B.C = (A+B).(A+C)

= X.[ (Y + Y’) .( Y+Z ) ] Complimentary law: Y+Y’=1= X.( Y+Z )

Question 7

(a) Derive a Boolean expression for the logic circuit given below and reduce the derivedexpression, using Boolean laws:

[3]

(b) What are universal gates? Construct a logic circuit using NAND gates only for theexpression: A∙ (B + C)

[3]

(c) Define Half Adders. Draw the circuit diagram and the truth table for a Half Adder. [4]

A

C

B

Xo

o

o

o

160


(a) Most of the candidates answered this part correctly.Some candidates gave incomplete answers. A fewcandidates could not reduce the expression. Somewrote the answer directly without mentioning theintermediate points.

(b) Some candidates used basic gates in drawing thelogic circuit instead of NAND gates. The concept ofUniversal gates not clear to a number of candidates.

(c) Some candidates drew wrong circuit diagrams. Thecircuits for partial sum and carry were doneseparately and not as one circuit in some cases.

MARKING SCHEME

Question 7.

(a) 1. (A’.B’.C’)2. (A’.B’.C’)’3. (A’.B’.C’)’ . C4. (A’.B’.C’)’ . C + ( A’.B’.C’)’

(A+B+C) . C + (A+B+C)(A+B+C) . (C+1)A+B+C

(b) Universal gates are derived gates which can perform the function of all basic gates. NAND gateand NOR gate are Universal gates.

(c) Half adders are combinational circuits which adds two input binary bits and output two binarybits. (Partial Sum and Carry).


deriving expression for any circuitdiagram and then reducing it.

Drawing of logic circuits usinguniversal gates must be explainedclearly. Proving of universality ofgates must be explained.

More practice should be given indrawing half adder and full adderand also the truth table andexpression of both adders. Studentsmust be told that Half Adder is onecircuit and not two differentcircuits.

161

Truth table of half adder :

OR

A B Partial Sum Carry0 0 0 00 1 1 01 0 1 01 1 0 1

SECTION – B


Each program should be written in such a way that it clearly depicts the logic of the problem.

This can be achieved by using mnemonic names and comments in the program.

(Flowcharts and Algorithms are not required.)

The programs must be written in Java.

Question 8

A class Admission contains the admission numbers of 100 students. Some of the datamembers / member functions are given below:

[10]

Class name : Admission

Data member/instance variable:

Adno[ ] : integer array to store admission numbers

Member functions/methods:

Admission( ) : constructor to initialize the array elements

void fillArray( ) : to accept the elements of the array in ascendingorder

int binSearch(int l, int u, int v) : to search for a particular admission number (v)using binary search and recursive techniqueand returns 1 if found otherwise returns -1

Specify the class Admission giving details of the constructor, void fillArray( ) andint binSearch(int, int, int) . Define the main( ) function to create an object and call thefunctions accordingly to enable the task.

162


Most of the candidates were able to attempt this partcorrectly. Common errors made by candidates in thisquestion were: the concept of recursion was not clear tosome candidates; several candidates did not use theparameters in the function; some took extra variableswhile others did not initialize the array in the constructor;a few candidates wrote the function binsearch( ) withoutusing the recursive technique. The other functionincluding the constructor was well answered. Somecandidates did not write the main( ) function and alsoignored the comments to be given in the program.

MARKING SCHEME

Question 8.

import java.util.*;public class Admission static Scanner x=new Scanner(System.in);

int Adno[]=new int[100];Admission() void fillArray()

System.out.println("Enter 100 elements in ascending order ");for(int i=0;i<100;i++)Adno[i]=x.nextInt();

int binSearch(int l,int u,int v) int m=(l+u)/2;

if(Adno[m]==v)return 1; OR return m;

else if(l>u)return -1;

else if(Adno[m]>v)return binSearch(l,m-1,v); OR u = m-1

else elsereturn binSearch(m+1,u,v); l= m+1

return binSearch (l,u,v);

static void main() Admission obj=new Admission();


solving programs using recursivetechniques. Much attention shouldbe paid by the teachers towardsrecursion and its techniques withexamples. Knowledge of base caseand recursive case should be givento the students for every programusing recursive technique. Invokingfunction within another functionshould be given more practice. Thestudents should create recursivecode for most iteration cases.

163

obj.fillArray();System.out.println("Enter value to be searched");int v=x.nextInt();int p=obj.binSearch(0,obj.Adno.length-1,v);

if(p==-1)System.out.println("No. not found");

elseSystem.out.println("No. is present " );

Question 9

A class Merger concatenates two positive integers that are greater than 0 and produces anew merged integer.

Example: If the first number is 23 and the second is 764, then the concatenated numberwill be 23764.

Some of the members of the class are given below:

[10]

Class name : Merger

Data members/instance variables:

n1 : long integer to store first number

n2 : long integer to store second number

mergNum : long integer to store the merged number

Member functions:

Merger() : constructor to initialize the data members

void readNum( ) : to accept the values of the data members n1 andn2

voidJoinNum( ) : to concatenate the numbers n1 and n2 and storeit in mergNum

void show( ) : to display the original numbers and the mergednumber with appropriate messages

Specify the class Merger, giving the details of the constructor, void readNum( ),voidJoinNum( )and void show( ). Define the main( ) function to create an object and call thefunctions accordingly to enable the task.

164

Comments of ExaminersA number of candidates were able to attempt this partwell. The joinnum() function was not done properly bysome candidates. Various methods/techniques were usedto concatenate the numbers. Some did it directly withoutconverting it to String type. Several candidates reversedthe number using while loop and then added it to the othernumber. In some cases ‘int’ was used instead of ‘long’data type. Object creation in the main ( ) function was notproperly defined in some cases. Constructor and themain() method was answered properly by a fewcandidates.MARKING SCHEME

Question 9.

import java.util.*;public class Mergerlong n1,n2,mergNum;Merger( ) OR Merger() n1= n2 = mergNum = 0;void readNum() Scanner x=new Scanner(System.in);

System.out.println("Enter two numbers");n1=x.nextLong();n2=x.nextLong();

void JoinNum() String s=Long.toString(n1);

String s1=Long.toString(n2); ORString s2=s+s1;mergNum=Long.valueOf(s2);

void show() System.out.println("First Number= " + n1);

System.out.println("Second Number= " + n2);System.out.println("Merged Number= " + mergNum);

static void main() Merger obj=new Merger();

obj.readNum();obj.JoinNum();obj.show();

void JoinNum( ) int s=1; long a=n2 ;

while(a!=0) s=s*10;

a=a/10;

mergeNum = (n1 * s) +n2;


conversion from numeric to stringand string to numeric. Thatconcatenation of strings is possiblebut does not work on numeric data,must be explained.

165

Question 10

A class TheString accepts a string of a maximum of 100 characters with only one blankspace between the words.

Some of the members of the class are as follows:

[10]

Class name : TheString

Data member/instance variable:

str : to store a string

len : integer to store the length of the string

wordcount : integer to store the number of words

cons : integer to store the number of consonants


TheString( ) : default constructor to initialize the datamembers

TheString( String ds) : parameterized constructor to assign str=ds

void countFreq() : to count the number of words and the number ofconsonants and store them in wordcount andcons respectively

void Display( ) : to display the original string, along with thenumber of words and the number of consonants

Specify the class TheString giving the details of the constructors, void countFreq() andvoid Display( ). Define the main( ) function to create an object and call the functionsaccordingly to enable the task.


Different methods / logic was used to extract the wordsfrom the sentence. Some candidates used String tokenizerwhile some others used the split function and charArrayto separate words from the sentence. Several candidatesdid not include the blank space for words. A number ofcandidates were not able to find the frequency ofconsonants properly. A few candidates used ‘||’ operatorinstead of ‘&&’ operator. The main() function,constructor and object creation were not answered bysome of the candidates.

Suggestions for teachers Practice should be given to extract

characters from words, words fromsentences and sentences fromparagraphs. Different methods/logic should be adopted so thatwider exposure to stringmanipulation related programs isgiven to candidates. Knowledge ofconstructors to initialize a stringand other data members should begiven.

166

MARKING SCHEME

Question 10.

public class TheString

String str;int len,wordcount,cons;TheString() OR TheString( ) str=””; wordcount=0; cons=0;TheString(String ds) str=ds; len=str.length();void countFreq() char c;

str=str.toLowerCase ();for(int i=0;i<len;i++) c=str.charAt(i);

if(c==32)wordcount++;

if(c!='a' && c!='e' && c!='i' && c!='o' && c!='u')cons++;

cons = cons – wordcount;++wordcount;

void Display() System.out.println(" Number of words=" + wordcount ); OR ( wordcount + 1 )*

System.out.println(" Number of consonants=" + cons); OR ( cons – wordcount )*

static void main() TheString x=new TheString("india is my country");

x.countFreq();x.Display();

167

SECTION – CAnswer any two questions.

Each program should be written in such a way that it clearly depicts the logic of the problem stepwise.This can be achieved by using comments in the program and mnemonic names or pseudo codes foralgorithms. The programs must be written in Java and the algorithms must be written in general /

standard form, wherever required / specified.(Flowcharts are not required.)

Question 11

WordPile is an entity which can hold maximum of 20 characters. The restriction is that acharacter can be added or removed from one end only.

Some of the members of classes are given below:

Class name : WordPile


ch[ ] : character array to hold the character elements

capacity : integer variable to store the maximum capacity

top : to point to the index of the topmost element

Methods/Member functions:

WordPile( int cap) : constructor to initialise the data membercapacity = cap, top = -1 and create theWordPile

void pushChar( char v) : adds the character to the top of WordPile ifpossible, otherwise output a message“WordPile is full”

char popChar() : returns the deleted character from the top of theWordPile if possible, otherwise it returns ‘\\’

(a) Specify the class WordPile giving the details of the constructor,

voidpushChar(char) and char popChar( ).

The main function and algorithm need not be written.

[8]

(b) What is the name of the entity described above and state one of its applications. [2]

168


(a) The concept of stack was not clear to most of thecandidates. Common errors made by candidateswere: (i) the condition / logic for underflow andoverflow was not answered correctly; (ii) increment /decrement of top index was not done properly. Themethods pushchar() and popchar() were found to bedifficult by some candidates. Some were confusedwith the Character type array and were not able toreturn properly. The class declaration andconstructors was well answered.

(b) Some candidates were unable to state the applicationsand gave vague answers. Some candidatesoverlooked this part of the question.


data structure programs like thestacks, queues, de queues, etc.Working must be shown as to howthe stack or a queue performs(examples can be supportive).Theconcept of LIFO and FIFO must beexplained to the students withexamples from real world.Implementation of stacks, queuesand de queues using arrays shouldbe emphasized. Only the concepthas to be explained taking the baseas an array. It should be made clearto students that it is not an arrayrelated program which can bemanipulated by shifting / insertingor initializing by any value sincethese data structures requirespointers and pointers are notsupported in java. So, the array isused to show the working of astack, queue or a de queue

Stacks and Queues must beexplained in details giving all itsapplications / uses.

Students should be asked to readthe question carefully and answeraccordingly.

169

Question 12

A line on a plane can be represented by coordinates of the two-endpointsp1 and p2 as p1(x1,y1) and p2(x2, y2).

A super class Plane is defined to represent a line and a sub class Circle to find the length ofthe radius and the area of circle by using the required data members of super class.Some of the members of both the classes are given below:

[10]

Class name : Plane


x1 : to store the x-coordinate of the first end pointy1 : to store the y-coordinate of the first end point

MARKING SCHEME

Question 11.

(a) public class WordPile

char ch[] = new char[20];int capacity,top;WordPile(int cap) capacity=cap;

top=-1;ch=new char[capacity];

void pushChar(char v) if(top<capacity-1)

ch[++top]=v;elseSystem.out.println("WordPile is full");

char popChar()if(top>=0)return ch[top--];

elsereturn '\\';

(b) Name of the Entity : StackApplication : LIFO (Last In First Out )RecursionUndoinfix to postfix ( any one)

170


Plane( intnx, intny ) : parameterized constructor to assign the datamembers x1=nx and y1=ny

void Show( ) : to display the coordinatesClass name : CircleData members/instance variables:

x2 : to store the x-coordinate of the second end pointy2 : to store the y-coordinate of the second end pointradius : double variable to store the radius of the circlearea : double variable to store the area of the circle

Member functions / methodsCircle(…) : parameterized constructor to assign values to data

members of both the classesvoid findRadius( ) : to calculate the length of radius using the

formula:( x2 − x1 + y2 − y1 )/2assuming thatx1, x2, y1, y2 are the coordinates ofthe two ends of the diameter of a circle

void findArea( ) : to find the area of circle using formula: πr2. Thevalue of pie (π) is 22/7 or 3.14

void Show( ) : to display both the coordinates along with thelength of the radius and area of the of the circle

Specify the class Plane giving details of the constructor and void Show( ). Using theconcept of inheritance, specify the class Circle giving details of the constructor, voidfindRadius( ), void findArea( ) and void Show( ).The main function and algorithm need not be written.

Comments of ExaminersThe concept of inheritance was not clear to a number ofcandidates. Constructor with inheritance was notanswered correctly. Accessing the members of the superclass by the derived class, Mathematical functionsMath.pow( ) and Math.sqrt( ) were not clear to severalcandidates. In some cases, double data members werenot declared properly. Invoking the show() function inthe derived class was not answered properly by a fewcandidates. In some cases, algorithm was written insteadof a program. The rest of the function were wellanswered.

Suggestions for teachers Practice should be given to students

on inheritance. Use of constructorusing the base class member shouldbe made clear.

Explain to students the differentvisibility modes and their accessingcapability. Knowledge of calling themember function from the super classto the derived class must be madeclear. The keywords ‘extends’ and‘super’ must be given specialattention while dealing withinheritance.

171

MARKING SCHEME

Question 12.

public class Plane

double x1,y1;Plane(double nx, double ny) x1=nx;

y1=ny;void Show() System.out.println("x- coordinate= "+ x1);

System.out.println("y- coordinate= "+ y1);

public class Circle extends Plane

double x2, y2, radius, area;Circle(double nx, double ny, double a, double b) super(nx,ny);

x2=a;y2=b;

void findRadius() radius= ( Math.sqrt( Math.pow((x2-x1),2) + Math.pow((y2-y1),2) ) ) / 2;

void findArea() area = 3.14 * radius * radius ;void Show() super.Show();

System.out.println("Second x- coordinate= "+ x2);System.out.println("Second y- coordinate= "+ y2);System.out.println(" Length of radius = "+radius);System.out.println(" Area = " + area);

172

Question 13:

(a) A linked list is formed from the objects of the class: [4]class Nodes

int num;Nodes next;

Write an Algorithm OR a Method to print the sum of nodes that contains only oddintegers of an existing linked list.The method declaration is as follows:

void NodesCount( Nodes starPtr )

[4]

(b) (i) Give the meaning of the following common expression in Big O notation:

O(N)

O(N2)

[1]

(ii) List any two cases to analyse algorithm complexities. [1]

(c) Answer the following questions from the diagram of a Binary Tree given below:

(i) Name the leaf nodes of the right sub-tree. [1]

(ii) Write post order traversal of the left sub-tree of node B including itself. [1]

(iii) State the level number of nodes R and M when the root is at level 0. [1]

(iv) Name the internal nodes of the tree. [1]

B

C F

R M H P

EN

173


(a) This part was well answered by most candidates.A number of candidates did not create a temporarypointer to the first node. Some candidates hadproblems in moving the pointer to the next nodeand checking for null. A few were confusedwhether to count the nodes or to find the sum ofthe nodes. Some wrote the algorithm in simpleEnglish language covering all the main steps.

(b) (i) Several candidates were confused and gavevague answers with examples. Somementioned examples of O(n) and O(n2).

(ii) This part was answered well by most of thecandidates. Some gave examples to illustratetheir answer. A few candidates mentioned thetypes of complexities instead of cases ofcomplexities.

(c) (i) Several candidates mentioned the leaf nodes ofthe entire tree instead of right sub tree.

(ii) While most candidates answered this partcorrectly some wrote the post order of theentire tree.

(iii)This part was well answered by mostcandidates.

(iv) Some candidates included root ‘B’ also in theanswer for internal nodes. However, most ofthe candidates answered this part well.

MARKING SCHEME

Question 13.

(a) Algorithm to print the sum of the nodes of odd integers in an existing linked list.

Steps :1 - Start2 - Set temporary pointer to start node3 - Repeat steps 4 & 5 until the pointer reaches null. Display the Count. Exit.4 - Check for odd integers and accumulate5 - Move pointer to the next node6 - End

OR

Method to print the sum of the nodes of odd integers in an existing linked list.

void NodeCount( Nodes starPtr)

Suggestions for teachers More programs / algorithms should

be practiced with link list andbinary tree data structure. Diagramsto illustrate the link list and theBinary Trees must be practiced.

Definition of complexities / big ‘O’and the three cases of complexitiesmust be explained in detail alongwith examples. The role of the term(N) in complexities must beexplained.

All the three cases of complexitieswith the factors that influence themmust be explained to students.Examples in all three cases mustalso be given. Also explain thedifference between types and casesof complexities to students.

Explain binary tree with thedifferent parts like root,nodes(internal and external),height, depth ,level, size, treetraversal (preorder, inorder andpostorder), etc.

174

Nodes temp = new Nodes(starPtr)int c=0;while (temp!=null)

if( temp.num%2 !=0)c=c+temp.num;temp=temp.next;

System.out.println(c);

(b) (i) O(n) -- It is the complexity of a single loop or condition / expressionsO(n 2) – It is a nested loop with each loop going upto n.

(ii) Best case complexity and Worst case complexity

(c) i. P , Eii. R , N , M , C , Biii. 2iv. C , M , F , H

GENERAL COMMENTS:


The symbols ‘ʌ’ and ‘v’ from propositional logic Computational complexity definition.

Size of double data type for the width of an array cell.

Keywords ‘this’ and ‘super’ with respect to overriding Extracting digits without using the % sign.

K-MAPS (Grouping , map-rolling , place value)

Deriving POS expression from a truth table

Recursive technique

Pre-defined size of an array and re-declaring the size in the constructor.

Complexity and Big ‘O’ Notation Stack operations for adding and removing characters.

175


The symbols in a proposition.

Difference between ‘this’ and ‘super ’. Deriving POS expression from Truth table

Deriving expression from a given circuit and reducing it.

Concatenation of two numbers.

Left and right sub tree for a Binary Tree.

(c) Suggestions for Candidates:

Prepare summary for each chapter or use high-lighters to recognize the importantterms and definitions.

Always use latest version for compilers and other software.

Answers and definitions should be short and precise and according to marksintended. Important words and terms should be underlined or highlighted. Workingshould be shown at the side of each question where ever required.

Laws must be mentioned while reducing a Boolean Expression.

Practice one form of K-Map with proper place value for both SOP and POS.

In programming documentation is compulsory and should be mentioned with eachprogram.

Declare the class with data members and member functions. Expand or define eachfunction according to the instructions given by the side of each function.

Do not memorize the program, try to understand the logic.

Practice constructors with every program. Treat each function of a class as separateprogram.

TABLE OF CONTENTS

PAGE

iFOREWORD

INTRODUCTION iii


1. History 1

2. Political Science 28

3. Geography 45

4. Sociology 67

5. Psychology 81

6. Economics 108

7. Commerce 127

8. Accounts 150

i

FOREWORD










INTRODUCTION



quarters which include experts in the field of education as well as heads of schools and teachers, in order to make

the study more useful and meaningful.



The purpose of this study is to enable teachers to see at a glance, overall performance of all candidates who

have taken the examination and examiners comments on each question. This would enable the teachers to

understand the assessment of the ISC examinations better and would help them to guide their students more

effectively.






Mrs. Shilpi Gupta along with Mrs. Desiree Tennent, Ms. Mansi Guleria, Mrs. Geeta Bakhshi and

Mrs. Theresa Cherian and have done commendable work in ensuring that this document is prepared well in time,

in order to guide students who will be appearing for the ISC Examination.


1

HISTORY


Total Number of students who took the examination 3,452Highest Marks Obtained 100Lowest Marks Obtained 1Mean Marks Obtained 60.51


DetailsMark Range


0.00

5.00

10.00

15.00

20.00

25.00

30.00

35.00

40.00

45.00

0-20 21-40 41-60 61-80 81-100

11.41

1.97

41.40

21.4923.73

Per

cent

age

of C

andi

date

s

Marks Obtained


2


PART IAnswer all questions

Question 1 [20]

(i) Name one well-known revolutionary organization established in Bengal, in theearly years of the twentieth century.

(ii) How did the British Government implement the policy of Divide and Rule inthe Morley – Minto Reforms of 1909?

(iii) What was Sir Sayyid Ahmad Khan’s main objective in establishing theMohammedan Anglo-Oriental College?

(iv) Why did Gandhiji form the Satyagraha Sabha in February, 1919?

(v) What was the main objective of the Nehru Report?

(vi) Why was the All India States People’s Conference formed?

(vii) What was the most important feature of the Government of IndiaAct of 1935?

(viii) Why did the Congress Ministries resign in 1939?

(ix) What was the primary objective of Direct Action Day launched by the MuslimLeague?

(x) Which international movement was based on the principles of Panchsheel?

(xi) Why did Mussolini introduce the ‘Battle of Wheat’ programme?

(xii) Mention the significance of the Enabling Law (March 1933).

(xiii) Mention any one adverse effect of the Great Depression (1929) on the Japaneseeconomy.

(xiv) Name the original signatories of the Anti-Comintern Pact (1936).

(xv) Give any one reason for the launch of Operation Overlord (1944) by the AlliedPowers.

(xvi) What is the economic extension of the Truman Doctrine known as?

(xvii) What was the objective of the Berlin Blockade (1948-49)?

(xviii) Name any two founder members of ASEAN.

(xix) What important result did the Korean War have on the future powers of the UNGeneral Assembly?

(xx) Why did Nasser nationalize the Suez Canal?

3


(i) Some candidates got confused with revolutionaryorganization established in Bengal andMaharashtra. They wrote ‘Abhinav Bharat’ inplace of ‘Anushilan Samiti’.

(ii) Many candidates did not mention ‘Separateelectorates’, instead, they wrote ‘to break theHindu Muslim Unity’.

(iii) Instead of writing ‘to promote western education’,some candidates wrote only ‘education’ while afew wrote, ‘to enlighten the Muslims’.

(iv) Many candidates did not mention Rowlatt Act.Instead, they wrote generally on Satyagraha as aprinciple of Gandhiji.

(v) Some candidates got confused between ‘DominionStatus’ and ‘Complete Independence’

(vi) Instead of writing ‘to co-ordinate the politicalactivities in different states’, many candidateswrote, ‘to fight against the British’.

(vii) Instead of Provincial Autonomy’ many candidatesused the term diarchy.

(viii) Most candidates were able to answer this questioncorrectly.

(ix) Some candidates did not have a clear idea aboutthe objective of the ‘Direct Action Day’.

(x) Most of the students wrote the correct answer –NAM.

(xi) Candidates were able to answer this questioncorrectly

(xii) Most candidates answered this part correctly.(xiii) Majority of the candidates answered this question

correctly.(xiv) A few candidates made the mistake of giving the

answer as, ‘Germany and Italy’, instead of‘Germany and Japan’.

(xv) Some candidates made the mistake of writing to‘attack France’ instead of ‘to liberate France fromGerman Occupation’

(xvi) Some candidates wrote ‘Mototov Plan’ instead of‘Marshal Plan’ or ‘Economic RecoveryProgramme’.

(xvii) Several candidates got confused between ‘BerlinBlockade’ and ‘Berlin Wall’.

(xviii) This question was answered correctly by most ofthe candidates.

(xix) Many candidates failed to give the correct answer.They did not write that the Korean War enhancedthe power of the General Assembly.

(xx) While most candidates could answer this question correctly, a few wrote vague answers such as,‘it was an important route between Europe and Asia’ instead of writing ‘to finance the AswanDam’.

Suggestions for teachers Names of organisations can be

taught in a tabular form with namesof places and correspondingorganizations.

The concept of ‘separate electorateshould be clearly explained’.

The specific contribution of SyedAhmad Khan in the field ofeducation should be emphasised.

While teaching about Gandhi,distinction must be made betweenthe ‘concept’ and the movementbased on the ‘concept.

Explain the difference between‘Dominion Status’ and ‘Completeindependence’. Emphasis should belaid on terminologies.

While teaching the provisions ofvarious Acts, highlight the importantprovisions of each Act.

Students should be explained that itwas the dismal performance of theMuslim League in the elections tothe Constituent Assembly and fear offuture domination by the Congress,which made them resort to directaction.

The difference between ‘MarshallPlan’ and ‘Molotov Plan’ should bemade clear to students.

Emphasise on the difference in datesbetween the two events (BerlinBlockade and Berlin Wall), so thatmistakes can be avoided.

The uniting for Peace Resolution’should be taught against thebackdrop of the Korean War.

Students should be asked to answerto the point instead of givingunnecessary details.

4

MARKING SCHEME

Question 1

(i) Anushilan Samiti, Dawn Society, Anti Circular Society, Brati, Swadesh Bhandav, Suhrid andSadhana.

(ii) The British introduced the system of Separate Electorates / by which separate constituencieswould be reserved for the Muslims / Muslims would vote only for Muslims and Muslimsalone could be elected from separate constituencies.

(any one point)

(iii) To spread (i) Western education/ (ii) Sciences amongst the Indian Muslims.

(any one point)

(iv) To launch an agitation against the proposed Rowlatt Act / to oppose the Rowlatt Act.

(v) To attain Dominion Status for India / self-government within the British Empire.

(vi) To coordinate political activities in different states.

To wage popular struggles in the states against the autocratic rulers.

To organize movements for democratic rights.

(vii) Introduction of Provincial Autonomy / Federal Government or Federation.

(viii) The British Government had involved India in the Second World War without consulting theCentral Legislature and the Provisional Government.

(ix) The Congress had an overwhelming majority in the Constituent Assembly. It felt that it wouldbe outvoted in the Assembly so it bid goodbye to constitutional methods./ It also wanted toobtain Pakistan by force.

(x) NAM OR Non Aligned Movement.(any one)

(xi) To achieve the goal of self-sufficiency / increase production of wheat.

(xii) It made Hitler a dictator / the Weimar Constitution was abandoned / make laws withoutconsulting the legislature. He could rule by decree.

(xiii) 1. Exports shrank

2. Americans reduced their imports of silk

3. Prices fell

4. Blow for Japanese farmers

5. Extreme poverty

6. Unemployment

(any one point)

(xiv) Germany and Japan

5

(xv) 1. To liberate France from German occupation.

2. Allied Powers felt that time was ripe to invade Germany as Italy was eliminated.

3. U-boats had been brought under control.

4. Air superiority proved.

5. To open the Second Front.

(any one point)

(xvi) Marshall Plan / European Recovery Programme.

(xvii) To force the Western forces to withdraw from West Berlin by reducing it to starvation point.

(xviii) Indonesia, Philippines, Malaysia, Singapore, Thailand (any two)

(xix) 1. The Uniting for Peace resolution.

2. Enhanced the powers of the General Assembly.

3. The General Assembly could in future, by-pass a Security Council veto.

(any one point)

(xx) To finance the Aswan Dam/ America had refused to finance the Aswan Dam.

PART II

SECTION A

Question 2

Radical nationalism took place in the closing years of the 19thcentury and in the earlyyears of the 20th century. In this context discuss:

(a) The economic and political causes that led to the growth of this phase of theNational Movement.

[8]

(b) The impact of international events. [4]

(c) The methods adopted by the radical nationalists to achieve their objectives. [4]

6


(a) A number of candidates failed to identify theeconomic and political causes. Some candidates evenwrote about the failure of the Moderates.

(b) Most of the candidates were able to answer this partcorrectly. However, a few mixed up certain facts.For example, they wrote, ‘Defeat of Russia byEthiopia’ and ‘Defeat of Italy by Japan’.

(c) Though a number of candidates mentioned themethods adopted by the radical nationalists toachieve their objectives, many failed to explainthem.

MARKING SCHEME

Question 2

(a) Recognition of the true nature of the British rule.

Economic – famines / plague / epidemics of 1896-1900, The Tariff Act, Cotton Duties Actand Government apathy / Dada Bhai’s Poverty and Un British Rule in India. R.C. Dutt’s‘Economic History of India’ exposed the economic exploitation of India under the Britishrule.

Political – disappointment with Act of 1892, curb on civil rights *(anti sedition law), arrestof Tilak, deportation of Natu brothers.

Reactionary policies of Lord Curzon – Calcutta Corporation Act, Official Secrets Act,Indian universities Act (names only) Delhi Durbar, Partition of Bengal.

(any two points with explanation or any four points)

(b) International events:

International influences – humiliating treatment of Indians in South Africa / nationalistmovements in China, Egypt, Turkey / Russia – Japan’s victory over Russia / Abyssinia’s defeatof Italy / Spectacular rise of modern Japan / Boer wars.

(any four points)

(c) The methods adopted by the radical nationalists:

1. Swadeshi: Emphasis on use of goods made in one’s own country2. Boycott of British goods to encourage Indian industries and create opportunities for

employment.

3. National Education – a national scheme of education was planned – national schools wereopened – efforts were made to give education a national orientation in the vernacularlanguages.

4. Passive resistance – people were asked not to cooperate with the government and boycottgovernment service, courts, schools and colleges.

Suggestions for teachers Discuss the economic and political

causes separately. Emphasize on learning of correct

facts. Give practice to students in writing

such answers. Stress upon the need to explain each

point.

7

5. Revivalism – Revived self-respect by reviving India’s past glory – Shivaji festival, worshipof Chandragupta Vikramaditya, Rana Pratap and Shivaji as national heroes.

6. Personal sacrifices – They were ready for self-sacrifice, suffering and hardships.

7. Mass involvement – they proposed to win freedom through mass action.

(any four point with explanation)

Question 3

(a) Discuss the following factors and events that led to the establishment of theMuslim League (1906):

[6]

(i) Economic backwardness of the country.

(ii) The Hindi-Urdu controversy.

(b) What were the principal demands of the Shimla Deputation? [4]

(c) State any two objectives of the Muslim League. How did the British Governmentrespond to its formation?

[6]


(a) (i) Many candidates only focussed on educationalbackwardness of Muslims; economicbackwardness of Muslims was not explained.Several candidates failed to correlate economicbackwardness with the formation of the MuslimLeague.

(ii) On the whole, this part was well attempted.However, in a few cases, candidates incorrectlywrote that ‘Hindus demanded that Urdu shouldbe replaced by Hindi’/ some others wrote that‘government ordered petitions to be written onlyin Hindi’.

(b) Most candidates answered this part correctly. Someconfused it with the objectives of the MuslimLeague.

(c) Most candidates wrote the correct answer. In somecases, clarity was missing due to incorrect language.

MARKING SCHEME

Question 3

(a) Factors that led to the establishment of the Muslim League (1906):

(i) Economic backwardness of the country:

Due to the lack of modern industrial development, unemployment was an acute

Suggestions for teachers Economic factors responsible for the

growth of communalism should beexplained clearly.

Students should be told to read thequestion very carefully beforeanswering it.

In the context of Hindi-Urducontroversy, explain to students thatHindi was not to replace Urdu.Instead, Hindus wanted permissionto submit petitions in Hindi also, inaddition to Urdu.

Explain clearly the demands of theShimla deputation and the objectivesof the Muslim League.

Emphasis should be laid on use ofcorrect language.

8

problem in India.

This led to an intense competition for existing jobs.

This led the people to demand reservation in jobs on the basis of caste, creed orreligion.

This was used by the British to push further their policy of divide and rule

and fan communal rivalry on the question of jobs in government service.

(any three points)

(ii) The Hindi-Urdu controversy:

1. U.P. was the centre of Muslim politics as it was a Muslim majority area.

2. In U.P., all petitions to government offices were written only in Urdu.

3. As early as 1868, some Benaras Hindus demanded the use of Devnagri script ingovernment correspondence.

4. Syed Ahmed Khan supported the Muslims’ claim for Urdu in this script controversy.5. In 1900, Lt. Governor Macdonnell gave instructions that all petitions written in

Devnagri, i.e. Hindi should he entertained along with the Urdu script petitions.

6. The Muslims organised protest meetings in different parts of the province.

7. Similarly, the Hindus also held meetings supporting the government stand.

(any three)

(b) The principal demands of the Shimla Deputation:

1. Separate electorates / Muslims would vote for Muslim candidates.

2. Weightage in representation on the basis of their position in India and not on numericalstrength.

3. Separate representation in the Municipal.

4. University bodies.

5. Greater representation in Civil, Military and judicial services.

6. Muslim judges in the High Courts.

7. Government aid in founding a Muslim University.

8. Appointment by nomination should be given preference over elections / doing away withCompetitive exam.

9. Influential groups within Muslims e.g. Landowners, lawyers to be given preference forappointment. (any four points)

(c) Objectives of Muslim League:

1. To promote among Indian Muslims feelings of loyalty towards British Government.

2. Remove misconceptions that may arise as to the intentions of government in relation toIndian Muslims

9

3. To protect the political and other rights of the Muslims.

4. To place before the government their needs and aspirations in mild and moderate language.

5. To prevent the rise of any feeling of hostility between Muslims and other communitieswithout adversely affecting the objectives of the League.

6. To prevent educated Muslim Youth from joining the Congress.

(any two points)

Response of the British Government:

1. The British welcomed the formation of the League

2. They announced that they would protect the special interest of the Muslims.

3. The British used the League as an instrument to counteract the growing popularity of theCongress and the nationalist movement/ Congress.

4. They supported the League to prevent the emerging Muslim intelligentsia from joining theNational Movement/Congress.

5. The British granted separate Electorates to the Muslims by the Act of 1909.

(any two points)

Question 4

(a) Why was the Simon Commission sent to India in 1927? How did the Indiansreact to it?

[6]

(b) Give an account of the significant developments in the National Movement fromthe Lahore Session of the Congress in 1929 to the suspension of the CivilDisobedience Movement in 1931.

[10]


(a) Some candidates gave only one reason as to why theSimon Commission was sent to India. Reaction ofthe Indians to the Simon Commission was wellanswered by most of the candidates.

(b) Most of the candidates could cover the time periodgiven in the question. However, a few got confusedand wrote about the Non-Cooperation Movement. Ina few cases, there was repetition of facts.

Suggestions for teachers All the reasons responsible for

sending the Simon Commission toIndia need to be explained.

While teaching the three massmovements under Gandhiji, the timeframe must be clearly pointed out.

Students should be cautioned againstrepeating.

10

MARKING SCHEME

Question 4

(a) (i) 1) The Act of 1919 had provided for the appointment of a Commission to enquire intothe working of the constitutional reforms introduced by that Act.

2) The British government appointed the Simon Commission to examine the question offurther constitutional reforms.

3) General elections was due in England in 1929 and the Conservative government didnot want to leave the appointment of the Commission to its successor governmentwhich would in all probability, be a Labour government.

4) Nationalist Leaders were impatient for reforms.

(ii) 1) All the members of the Commission were Englishmen – this was highly resented bythe Indians / resented all-White Commission.

2) The Congress decided to boycott the Commission at every stage and every form.

3) The Muslim League and Hindu Mahasabha decided to support the Congress decision.

4) An all India hartal was organised on the day the Commission reached Bombay.

5) Wherever the Commission reached, it was greeted with hartals

6) Black flag demonstrations under the slogan “Simon go back”.7) Lajpat Rai injured and succumbed while leading protest.

The government used brutal suppression to crush the protest movement.

(any four points)

(b) Important decisions taken at the Lahore Session:

The Congress passed a resolution of Poorna Swaraj / Complete Independence as Congressobjective.

All talk of Dominion status was now over.

Congress boycotted the First Round Table Conference.

26th January 1930 was fixed as the First Independence Day to be celebrated every year, till weattained independence.

31st December 1929 the newly adopted tricolour flag of freedom was hoisted.

Congress announced the launching of the Civil Obedience Movement to attain PoornaSwaraj.

Gandhi demanded 11 points which were rejected.

Took the decision to launch the Movement with the Dandi March on 12th March 1930.

Gandhi led the March with 78 followers from Sabarmati Ashram.

6th April 1930 he reached Dandi and broke the Salt Law by picking up salt.

11

It was followed by the breaking of Civil Laws in different parts of India.

Forest laws were broken in Maharashtra, M.P. and Karnataka.

Refused to pay the Chowkidari Tax in Eastern India.

NWFP – Khan Abdul Gaffar Kahn started “Khudai Khidmadgar”.

Rani Gidileu responded to Gandhiji’s call.

Participation of women.

Hartals and demonstrations throughout the country.

Boycott of foreign goods, liquor and any part of the British programme.

Mass participation / spread of the movement throughout India.

Garhwali soldiers refused to open fire on mass demonstrators.

Failure of the First Round Table Conference.

Signing of the Gandhi – Irvin Pact and Suspension of the movement.

Question 5

(a) What historic announcement did the British Prime Minister Clement Atlee makeon 20th February, 1947?

[2]

(b) Enumerate the main provisions of the Indian Independence Act. [8]

(c) Why did the Congress accept partition? [6]

omments of Examiners

(a) Some candidates wrote the incorrect date. Instead ofwriting the exact date, 30th June, 1948, they wroteAugust, 1947.

(b) A number of candidates got confused between theMountbatten Plan and the Indian Independence Act.

(c) This part was well attempted by most candidates. Ina few cases, candidates gave only two reasonsinstead of three, as to why the Congress acceptedpartition.

Suggestions for teachers Some dates need to be specifically

mentioned as they are veryimportant.

Differences between theMountbatten Plan and the IndianIndependence Act should behighlighted. Frequent class testsshould be conducted to avoidmistakes.

12

MARKING SCHEME

Question 5

(a) The historic announcement made by Atlee on 20th February 1947 was that the British wouldtransfer power by 30th June 1948.

Lord Wavell was to be replaced by Lord Mountbatten.

(b) Main provisions of the Indian Independence Act:

1) It provided for the creation of two independent dominions, India and Pakistan.

2) Each dominion was to have a Governor General.

3) The Constituent Assembly of each Dominion was to serve as the Central Legislature.

4) Princely States would become independent.

5) All British powers in relation to the Princely States were terminated.

6) All treaties signed between Princely States and British Government to come to end.

7) Princely States had the freedom to join India or Pakistan.

8) The office of the Secretary of State was abolished.

9) Provision was made for the division of the Indian army and sharing of assets between the twodominions.

10) Provision was also made to safeguard the interest of the existing officers appointed by theSecretary of State/ provide alternative jobs.

11) The Governor General was given the necessary powers for bringing the Act into effectiveoperation.

(any four points)

(c) 1) Communal riots had taken a serious turn as a result of ‘Direct Action’ by the Muslim League.2) Experience of the Congress of working with the Muslim League in the interim government

was not good.

3) The only alternative to partition was a weak federation.

4) A smaller India with a strong central authority was better than a bigger state with a weakcentre.

5) The Congress saw it as an opportunity to get rid of separate electorates.

6) Further delay in the transfer of power could find India in the midst of a civil war.

7) Congress was in a hurry to get the British out of India as it was instigating the princely statesnot to accede to India.

13

Question 6

(a) With reference to the conflict between India and Pakistan after the partition,explain the following:

[8]

(i) The refugee problem

(ii) Problems arising from transfer of assets

(iii) The causes of the Indus River Waters dispute

(iv) The resolution of the Indus River waters dispute

(b) Why did India follow a policy of Non-alignment under Nehru? [4]

(c) State the aims of NAM. [4]

Comments of Examiners(a) (i) Many candidates gave a very general account of

the problem. Specific details pertaining to therefugee problem were missing in many answers.

(ii) Most candidates were thoroughly confused inthis answer – they could not differentiatebetween ‘personal asset’ and ‘national asset’.For example, several candidates wrote abouthousehold items instead of printed currency,coins, postal and revenue stamps, etc.

(iii) Some candidates failed to interpret the question.They did not seem to have any idea regarding thecauses of the Indus River Waters Dispute.

(iv) Most candidates wrote the correct answer in thispart.

(b) Only one or two reasons as to why India followed the policy of non-alignment were given by manycandidates.

(c) Many candidates wrote the principles of Panchsheel instead of writing the aims of the Non-AlignedMovement.

MARKING SCHEME

Question 6

(a) (i) Refugee problem:

1) By mid-1948, about 5.5 million non-Muslims had moved into India and a very largenumber of Muslims left India for Pakistan.

2) Non-Muslims left behind property of 500 crores in West Pakistan.

3) Muslims losses in India about 100 crores

4) Claims and counter claims discussed and some kind of settlement arrived at.

5) By 1951, problem of rehabilitation of the West Punjab refugees had been tackled at greatcost for the newly independent India.

Suggestions for teachers Division of assets must be taught

very specifically with reference torailways, finance, etc.

Teachers need to clearly distinguishbetween reasons, aims and principlesof NAM so that students do not getconfused.

Differences between the principlesof Panchsheel and the aims of NAMshould be clearly explained tostudents.

14

6) But the exodus from East Pakistan continued for longer and put pressure on the state ofWest Bengal, Tripura and Assam.

7) 1950 PMs of both countries signed Nehru-Liaqat Pact to solve problems of minorities.

8) Migration of Hindus continued from East Pakistan.

(any two points)

(ii) Transfer of Assets:

1) There was sharing of assets and liabilities / of all the monetary and liquid assets, Pakistangot 17.5% while India’s share was 82.5%. (India’s share was much larger than Pakistan’s)

2) Liquid assets included printed currency stocks, coins, postal and revenue stamps, goldreserves, assets of RBI.

3) Of all the movable and non-liquid assets, there was to be a division in the ratio of 80:20between India and Pakistan.

4) Jute Mills and factories remained in India while jute growing areas went to Pakistan.

5) Army was to be divided.

6) Railway stock and government vehicles were divided in proportion.

7) India was to pay 55 crores to Pakistan at the time of independence which it refused to paywhen Pakistan invaded Kashmir.

(any two points)

(iii) Indus Waters Dispute:

1) The Indus Waters dispute arose because Indus and its tributaries flowed through Indiaand Pakistan.

2) West Pakistan and West India were both dependent on its tributaries for water, powersupply and irrigation.

3) These rivers rise in India and the head works of their canal systems are also in India.

4) Partition cut through a complex and unified system of canals.

(any two points)

(iv) The resolution of the Indus Waters Dispute:

1) Initially, India and Pakistan signed interim agreements for the sharing of waters.

2) But in 1950s, the Indian government had plans to carry water from these rivers to irrigateRajasthan Desert.

3) Afraid that this would deprive them of their share of river waters.

4) Pakistan protested strongly and blamed India for natural calamities like floods anddroughts.

15

5) In 1951, the chairman of the Tennessee Valley suggested a common programme for bothcountries to jointly develop the Indus Water system.

6) Discussions followed by major role being played by World Bank Chairman, EugeneBlack / World Bank.

7) Amicable solution found with Indus Water’s Treaty in 1960.

8) Pakistan to have use of Western Rivers – Indus, Jhelum and Chenab and India to haveexclusive right over eastern rivers – Ravi, Beas and Sutlej.

9) Indus Water’s Commission set up to settle any disputes and act as a common forum ofdiscussion / Indian people were unhappy due to small share of river water.

10) World Bank helped Pakistan by organising massive loans for building strong dams andirrigation canals in Pakistan / India’s contribution towards the construction of the canalswas fixed at 83.3 crores.

11) Despite wars and other problems, both countries have adhered to this agreement.

(any two points)

(b) Reasons for following the policy of Non-Alignment Movement:

1) Reaction against Cold War.

2) System of Military Alliances like NATO and WARSAW.

3) Desire of Asian and African nations to assert national independence / preserve their newlyacquired freedom.

4) Economic development of Asian and African countries in the wake of their poverty andunderdevelopment.

5) Need for financial assistance from both power blocks.

6) Need for peace for real development.

7) Arms race between the two power blocks dangerous for world peace.

8) They would strengthen UNO by being non-aligned.

9) To avoid war.

(any four points)

(c) Aims of Non Alignment Movement:

1) Abolition of Imperialism / colonialism

2) Self-determination / natural equity / freedom of all nations

3) Maintenance of international peace and security

4) Prevent war

16

5) End to racism

6) Disarmament / opposed to possession of nuclear weapons.

7) Helping the UN to carry out its functions effectively

8) Creation of new international economic order / demanded reforms in international monetarymatters, technology and foreign investment.

9) Protection of the environment through global cooperation.

10) Cultural equality

11) Enforcement of human rights.

(any four points)

SECTION BQuestion 7

(a) Give a brief account of the circumstances of the backstage deal that enabledHitler to come to power legally in 1933.

[4]

(b) Discuss the changes brought about by Hitler in the following spheres of life of thepeople of Germany:

[8]

(i) Educational

(ii) Cultural

(c) What extreme measures did Hitler adopt against the Jews? [4]

Comments of Examiners(a) Many candidates failed to comprehend the question.

Some wrote about the weaknesses of the WeimarRepublic instead of writing about the role of theright- wing politicians. The ‘backstage deal’ was notmentioned in several cases.

(b) (i) Most of the candidates wrote the answer correctly.However, in a few cases, positive points werehighlighted rather than writing how Hitlercontrolled the cultural and educational life of thepeople.

(ii) Several candidates got confused and wrote aboutthe religious policy of Hitler. Some even wroteabout Hilter’s policy towards the Jews.

(c) Most candidates answered this part correctly. They seemed to have a clear understanding of hisanti-Jewish Policy. In a few cases, there was repetition and overlapping of points.

Suggestions for teachers Emphasis must be laid on the

backstage deal. More written practice needs to be

given to students. Students can be encouraged to

watch films on Hitler. The difference between ‘culture’

and ‘religion’ must be explained tostudents.

Students must be asked to read thequestion carefully.

17

MARKING SCHEME

Question 7

(a) Brief account of the circumstances that enabled Hitler to come to power legally in 1933.

Back stage deal that brought Hitler to power –1. After November 1932, a small clique of right wing politicians with support from the

Reichswehr (army) decided to bring Hitler into a coalition government with theNationalists.

2. The main conspirators were Papen and General Schleicher…they were afraid of the Nazisattempting to seize power by a coup.

3. They believed they could control Hitler inside the government.

4. The Nationalists had only 37 seats in the Reichstag in 1932 and hoped to get a majoritywith Nazi votes.

5. Better chance of controlling the Communists.

6. Complicated manoeuvring with wealthy businessmen.

7. President Hindenburg persuaded to appoint Papen as Chancellor and Hitler asVice-Chancellor…

8. But Hitler would settle for nothing less than the post of Chancellor.

9. Hitler able to come to power legally because all other political parties failed to recognisedanger and failed to unite in opposition…

10. Nationalists made the fatal mistake of inviting Hitler into power.

(Any four points with explanation.)

(b) Changes brought about by Hitler in the following spheres:

(i) Educational:

1) The education system was closely controlled so that children could be indoctrinatedwith Nazi opinion.

2) (a) School textbooks were often rewritten to fit in with Nazi theory.

(b) History was distorted to fit in with Hitler’s view that great things could only beachieved by force.

(c) Human biology was dominated by the Nazi race theory. (Any one of a, b, c +three other points.)

3) Teachers, professors were closely watched so that they do not deviate from partylines and lived in fear.

4) The system was supplemented by the Hitler Youth which all boys had to join at 14;girls joined the League of German Maidens.

5) They all learned that their first duty was to obey Hitler; the favourite slogan was ‘Thefuehrer is always right’.

6) Children were even encouraged to betray their parents to the Gestapo (secret police).

(any four points)

18

(ii) Cultural life:

1) All communications and the media were controlled by the Minister of Propaganda,Dr Joseph Goebbels.

2) Radio, newspapers, magazines, books, theatre, films, music and art were allsupervised. By the end of 1934, about 4000 books were on the forbidden list becausethey were un-German.

3) It was impossible to perform the plays or the music of communists or Jews.

4) Writers, artists and scholars were harassed until it became impossible to express anyopinion which did not fit in with the Nazi system.

(any four points)

(c) Escalation of Campaign against Jews:

1) The worst aspect of the Nazi system was Hitler’s anti-Semitic / anti-Jewish policy.

2) Hitler used the Jews as a scapegoat for everything – the humiliation at Versailles, thedepression, unemployment and communism and claimed that there was a world Jewish plot.

3) Lots of Germans were in such a desperate economic situation that they accepted thepropaganda and were not worried to see thousands of Jews being removed from their jobs aslawyers, doctors, teachers and journalists.

4) The campaign was given legal status by the Nuremberg Laws (1935) / it deprived the Jewsof their German citizenship, forbade them to marry non-Jews and ruled that even a personwith only one Jewish grandparent would be classed as a Jew.

5) Later, the policy became more extreme. Jews were harassed in every possible manner, theirproperty was attacked and burnt, shops looted, synagogues destroyed, and Jews themselvesherded into concentration camps.

6) Eventually, Hitler intended to exterminate the entire Jewish race – his final solution. It isbelieved that by 1939, over 5 million Jews had been murdered, most of them in gaschambers of the concentration camps.

7) The Holocaust, was probably the worst crime against them.

(Any four points)

Question 8

Aggressive nationalism in Italy and Germany eventually led to the outbreak of theSecond World War. In this context, discuss the following:

(a) Italy’s invasion of Abyssinia (1935). [6]

(b) Introduction of conscription by Hitler. [4]

(c) Germany’s Anschluss with Austria (1938). [6]

19


(a) In a number of answers, more emphasis was laid onthe aims but very little was written about theconsequences.

(b) Very few candidates answered this part correctly.Most candidates could not write how conscriptionwas put into effect by Hitler. For e.g. candidates didnot write about ‘the increase in the size of the army’or ‘the Anglo-German Naval Agreement’.

(c) While most candidates could answer this partcorrectly, a few wrote about the 1934 Anschluss withAustria, instead of 1938.

MARKING SCHEME

Question 8

(a) Italy’s invasion of Abyssinia (1935):1) Italy invaded Abyssinia in 1935 because her existing colonies in East

Africa were not rewarding / Italy was suffering from economicdepression, a victory would boost its sagging morale / would avenge thedefeat of 1896.

2) The League condemned Italy as an aggressor.

3) Economic Sanctions were imposed on Italy by Britain and France but did not include ban oncoal and oil. Hence, no serious obstacle to Italy’s war efforts.

4) Britain/France followed appeasement to retain Mussolini as an ally against Hitler.

5) Mussolini was annoyed by the sanctions.

6) Mussolini drew closer to Hitler, who had neither criticized the invasion nor appliedsanctions.

7) Mussolini withdrew his objection to Anschluss.

8) Mussolini’s foreign policy began to be dominated by Hitler.(Any six points which include one aim)

(b) Introduction of conscription by Hitler.

1) Hitler’s first successful breach of Versailles came in March 1935 when he announced thereintroduction of conscription.

2) His excuse was that Britain had just announced air force increases and France had extendedconscription from 12 to 13 months (their justification was German rearmament).

3) Much to their alarm, Hitler told his startled generals and the rest of the world that he wouldbuild up his peacetime army to 36 divisions (about 600000 men).

4) Although, the Stresa Front condemned this violation of Versailles, no action was taken.

Suggestions for teachers Motives for conquests and events

following them must be explainedseparately.

A detailed account of conscriptionshould be given to students.

Explain the two Anschluss withAustria separately - one as a failureand one as a success.

Aims

20

5) By the end of 1938, the army stood at 51 divisions (about 800000 men) plus reserves, therewere 21 large naval vessels, battleships, cruisers and destroyers, many more underconstruction, and 47 U- boats. A large air force of over 5000 aircraft had been built up.

(c) Germany’s Anschluss with Austria.1) Austrian Nazis staged huge demonstrations in Vienna, Graz and Linz, which Schuschnigg’s

government could not control.

2) Schuschnigg announced a plebiscite to decide whether or not Austria should remainindependent.

3) Hitler decided to act before voting took place, in case it went against the union.

4) German troops moved in and Austria became a part of Germany.

5) It was a victory for Germany.

6) It dealt a severe blow to Czechoslovakia, which could now be easily attacked from all sides.

(Any 3 points)

Question 9

In the context of the Second World War, discuss the following:

(a) Hitler’s final miscalculation over Poland. [4]

(b) The causes and consequences of the German invasion of Russia (1941). [6]

(c) Any three reasons for the defeat of the Axis Powers in the Second World War. [6]


(a) Most candidates failed to comprehend the question.The reason why it was a miscalculation was notanswered by majority of the candidates. Theysimply wrote about Hitler’s invasion of Poland,using the Blitzkrieg method.

(b) Many candidates wrote only one cause for Germaninvasion of Russia (1941). For the consequencesalso, several candidates wrote just one fact. Somecandidates elaborated too much on the wintercampaign.

(c) Reasons for the defeat of the Axis Powers were wellattempted by many candidates. However, in a fewcases, the heading and the explanation did not matchfor e.g. under the heading, “Axis Powers took on toomuch’, the explanation given was that USA was verypowerful so Axis Powers could not handle it.

Suggestions for teachers Explain the developments

chronologically, leading to theinvasion of Poland in 1939.

Germany’s final miscalculation,particularly, related to Britain’spolicy of appeasement, should beexplained clearly.

All the major causes should betaught with specific reference tocauses, consequences andsignificance.

Students should be told to write themain heading and then explain it.

21

MARKING SCHEME

Question 9

(a) Hitler’s final miscalculation over Poland:1) In April 1939, Hitler demanded the return of Danzig.

2) Poles convinced that German demands were only a preliminary to an invasion.

3) With British support, the Polish rejected German demands.

4) Refused to attend a conference and the British pressure on the Poles to surrender Danzigwas to no avail.

5) Hitler went ahead and signed a Non-aggression pact with USSR.

6) He agreed to divide Poland as he was convinced, that with Russia neutral, Britain andFrance would not risk intervention.

7) When the British ratified their guarantee to Poland, Hitler took it as a bluff.

8) When the Polish still refused to negotiate, a full-scale German invasion began on 1st

September 1939.

9) Chamberlain still in a mood to appease suggested that if German troops were withdrawn, aconference could be held, the Germans did not respond and Chamberlain sent an ultimatumto Germany.

10) When this expired on 3 September, Britain declared war on Germany – followed by France– led to outbreak of the Second World War.

(any four points)

(b) The causes and consequences of the German invasion of Russia (1941).

Causes:

1) Hitler’s hatred of communism.

2) Desire for lebensraum (living space) for the growing German population.

3) Fear that Russia might attack Germany while she was still occupied in the in the West.

4) Hope that this would stimulate Japan to attack Russia in the Far East.

5) This might prevent USA from entering the war. (any three points)

Consequences:

1) Important Russian cities like Riga, Smolensk and Kiev were captured.

2) Germans failed to capture Leningrad and Moscow.

3) They were severely hampered by the heavy rains of October which turned the Russian roadsinto mud

4) Severe frosts of November and December when in some places the temperature fell to minus38 degrees centigrade

5) The Germans had inadequate winter clothing because Hitler had expected the campaigns tobe over before winter

22

6) Even in the spring of 1942, no progress was made in the north and centre as Hitler decidedto concentrate on a major drive south-eastwards towards the Caucasus to seize the oil-fields.

7) Russians began retreating/scorched earth policy/cause German supply line problems.

(c) Reasons for the defeat of the Axis Powers in the Second World War:

1. Shortage of raw materials:

Both Italy and Germany had to import supplies

Germany was short of rubber, cotton, nickel and later oil

2. The allies learnt from their mistakes and early failures

By 1942, the Allies knew how to check Blitzkrieg.

They understood the importance of air support and aircraft carriers.

Built up air and naval superiority which won the battles of the Atlantic and Pacific.

3. The Axis powers took on more than they could handle

Hitler did not realize that war against Britain involved the British Empire as well.

German troops would be thinly spread on various fronts.

Japanese operations were also widely spread on various fronts, beyond their capacity.

The combined resources of the USA, USSR and British Empire.

The longer the war lasted, the less chance the Axis had of victory.

The Japanese and Germans could not match the industrial production, manpower / humanresources of the Russians and the Americans.

The Axis powers made serious tactical mistakes.

The Japanese concentrated on battleships more than aircraft carriers.

Hitler did not make adequate preparations for a winter campaign in Russia and refused toretreat.

Hitler did not develop jet aircraft which might have resorted German air superiority

(any four points with explanation)

Question 10

The period after the Second World War was marked by tension and cooperation.Answer the questions below, with reference to this statement:

(a) Why was there a thaw in the Cold War in the 1950s? Give examples to show thatthe thaw was only partial.

[6]

(b) What led to a permanent relaxation of tensions (détente) in the 1970s? [4]

(c) Why did many European world leaders promote the idea of greater economiccooperation and unity in Western Europe after the Second World War?

[6]

23


(a) Some candidates wrote less reasons for the thaw inthe Cold War and elaborated more on the examples.

(b) In many cases, the reasons for détente were notwritten according to countries. Some candidatesfailed to distinguish between ‘thaw’ and ‘détente’.

(c) Many candidates gave only one reason for greatereconomic unity in Europe. Several candidates wroteabout ‘Benelux Union’ and a general note on theformation of EEC instead of writing the reasons forits formation.

MARKING SCHEME

Question 10

(a) Causes:1. Death of Stalin (1953)2. New leaders like Bulganin, Khruschev wanted to improve relations with USA.3. Both sides had developed the hydrogen bomb-even a minor crisis could lead to a nuclear

war.4. Khruschev was convinced that “peaceful co-existence” with the west was the one and only

option to prevent a nuclear war.5. Khruschev believed that communist domination would be established not by war but by the

recognition of the superiority of the Soviet economic system.6. Neutral states could be won over by lavish economic aid.7. McCarthy was discredited (1954) and the anti-communist hysteria in the USA declined.8. President Eisenhower proposed development of friendly ties with the Russians.

However “thaw was only partial(any four points)

1. Ruthless suppression of Hungarian uprising by Soviet Union showed limits of freedom ofsatellite states.

2. Warsaw Pact (1955) signed between USSR and satellite states to counteract the increasingpower of NATO (West Germany joined NATO).

3. Both sides continued to build nuclear arms/ Russian lead in making ICBM and Sputnik:USA responded in kind.

4. 1961: The Berlin wall was erected when Kennedy refused to withdraw from Berlin.(two examples)

Suggestions for teachers A clear explanation of what is thaw,

signs of thaw, followed by anexplanation of why it was partialshould be given in order to make thestudents understand the topic.

Difference between ‘thaw’ and‘détente’ must be explained.Reasons for détente should be taughtaccording to countries.

The students should be instructed toread the question carefully beforeanswering it.

24

(b) Détente in the 1970s- Reasons:1. The Cuban missile crisis had brought USA and USSR to their senses and made them

conscious of the terrifying implications of a nuclear war.The process of Détente was set in motion.

2. Both sides were sickened by the horrors of the Vietnam war.3. USSR: The expenses of keeping up with the Americans was crippling.

Urgent need to reduce defence expenditure/ divert and utilise funds for the economicrecovery of the USSR and satellite states/ raising living standards to western levels/Communist bloc threatened by economic unrest.

4. Relations between communist China and USA began to improve in 1971. Russians whowere on bad terms with China did not want to be isolated.

5. USA: Realised that there were better options of dealing effectively with communism./Military power had limitations; had proved a failure in Vietnam; signs of preference for thereturn to isolationism.

6. China: Anxious about its isolation/ nervous about American intentions in Vietnam;unhappy with increasing tensions with USSR.

7. Nations of Western Europe: Fears that they would have to bear the brunt in the event ofnuclear attack.

8. Policy of ‘ Ostpolitik’ adopted by West Germany ( better relations with Eastern Europe)(Any four points)

(c) Support for greater unity in Europe:1. Best way for Europe to recover from the ravages of World War II- pool resources and work

together for mutual benefits.2. Individual states too small and economies too weak to be economically viable and survive

in a world dominated by the superpowers: USA and USSR3. A united Western Europe could effectively combat the threat of communism from Russia

and influence of US (Third force).4. European unity would help Germany to gain quicker recognition and acceptance as a

responsible nation.5. It would establish peace and stability in Europe.6. Franco-Germany rivalry would come to an end.

(any three points)

Question 11

With reference to the conflict in the Middle East, answer the following questions:

(a) Give a brief account of the Arab-Israel conflict in Palestine after the First WorldWar and explain how it led to the outbreak of war in 1948.

[8]

(b) State the results of the Arab-Israel war (1948-49). [4]

(c) What were the main points agreed upon in the Camp David Peace Accord (1979)? [4]

25


(a) Many candidates wrote about the Arab-Israeliconflict from 78 A.D. instead of writing from theFirst World War. A lot of time was wasted by manycandidates in giving unnecessary details.

(b) Instead of writing the results of the Arab-Israeliconflict of 1948-49, some candidates wrote aboutother wars like, the Suez War of 1956.

(c) This part was answered well by the most of thecandidates. However, a few candidates wrote onlyone point correctly.

MARKING SCHEME

Question 11

(a) Causes:

1. After 1919, when Palestine became a British mandate, a large number of Jews began toarrive in Palestine.

2. The Arabs began to protest to the British, demanding an independent Palestine and an end toJewish immigration.

3. The British hoped to persuade the Jews and the Arabs to live peacefully in the same state.

4. Nazi persecution of the Jews after 1933 led to a flood of refugees to Palestine.

5. The Peel Commission proposed dividing Palestine into two separate statesin1937.

6. In 1945 the US pressurized Britain to allow 100, 000 Jews into Palestine.

7. The Jews were determined to fight back. They started terrorist’s campaign against the Arabsand the British.

8. Britain unable to cope with the situation, asked the UN to deal with the situation.

9. November 1947: the U.N. voted to partition Palestine roughly into halves, to form anindependent state. Fighting began between the Jews and the Arabs.

10. May 1948, Jewish leader, Ben Gurion, declared the independence of the new state of Israel.It was unanimously attacked by Egypt, Syria, Iraq and Lebanon.

11. The British withdrew all their troops from Palestine.

(any eight points)

(b) Results of the conflict:

1. Israelis ended up with about three-quarters of Palestine.

2. Egyptian port of Eilat on the Red Sea.

3. The Palestinian Arabs became the innocent victims who found themselves without a state ora homeland /some were in the new Jewish state of Israel / others who lived in the area seizedby King Abdullah, found themselves living in Jordan.

Suggestions for teachers Students should be encouraged to

write according to the requirementsof the question. Time-line for suchtopics is a must.

Audio-Visual aids can be used whileteaching about various Wars.

Causes and consequences ofdifferent wars should be taught in atabular form.

26

4. After some Jews had slaughtered the entire population of an Arab village in Israel, nearly amillion Arabs fled into Egypt, Lebanon, Jordan and Syria where they had to live inmiserable refugee camps.

5. Jerusalem was divided between Israel and Jordan.

6. The USA, Britain and France guaranteed Israel’s frontiers.7. The Arab states did not regard the ceasefire as permanent. They would not recognize the

legality of Israel, and they regarded this war as only the first round in the struggle to destroyIsrael and liberate Palestine.

(any four points)

(c) The main points agreed upon in the Camp David Peace Treaty:

With Carter acting as intermediary, the talks led to a peace treaty being signed in WashingtonMarch 1979). The main points were:

1. The state of war which had existed between Egypt and Israel since 1948 was now ended.

2. Israel promised to withdraw its troops from Sinai;

3. Egypt promised not to attack Israel again.

4. Guaranteed to supply her with oil from the recently opened wells in southern Sinai;

5. Israeli ships could use the Suez Canal.(any two points)

GENERAL COMMENTS:


Economic causes leading to the growth of Radical Nationalism.

Economic backwardness of the country leading to the formation of the Muslim League.

Refugee problem

Transfer of assets (between India and Pakistan post-independence).

Cultural changes introduced by Hitler

Circumstances while brought Hitler to power

Hitler’s final miscalculation over Poland

Introduction of conscription by Hitler.


Economic and political causes leading to the growth of Radical Nationalism

Economic backwardness of the country leading to the establishment of the Muslim League.

Germany’s Anschluss with Austria (1938) with 1934 Anschluss.

Aims of NAM with Panchsheel.

Cultural and religious policies of Hitler.

27


An in depth study of the course content, on the lines defined by the Scope of Syllabus shouldbe done.

Study on a regular basis and avoid last minute preparation.

Answers must be presented in a logical, systematic manner. Rambling lengthy answers withirrelevant, vague, repetitive points must be avoided.

Objective answers must be concise, precise, to the point and comprehensive.

Work out past years papers.

Read the question carefully and correctly, identify its requirements and answer accordingly.

Subheadings and key points must be clearly mentioned and then explained.

Time management skills must be developed.

Presentation must be neat and tidy. Handwriting MUST be legible.

Look up websites suggested by the teacher to supplement textual knowledge.

Historical movies, plays, novels, contemporary literature, travel, exploration of historicalsites, museums etc. can add another dimension to the study of history.

28

POLITICAL SCIENCE




DetailsMark Range


0.00

5.00

10.00

15.00

20.00

25.00

30.00

35.00

0-20 21-40 41-60 61-80 81-100

6.59

3.70

32.82

25.39

31.50

Per

cent

age

of C

andi

date

s

Marks Obtained


29


PART I

(Compulsory)

Question 1 [15 2]

Answer briefly each of the questions (i) to (xv).

(i) State Aristotle’s Theory of Cyclic Change.(ii) Give an example of a Federal State and a Quasi Federal State.

(iii) Mention any two merits of a Parliamentary system of government.

(iv) State any two conventions of the written constitution of the United States ofAmerica.

(v) Define cumulative vote system.

(vi) Explain the meaning of Psychological Basis for the organization of politicalparties.

(vii) How has the judicial review undermined the legislature?

(viii) What is the tenure of the President of USA? How many terms can the USPresident serve?

(ix) Name the two conventions that are followed while appointing the British PrimeMinister.

(x) Explain the statement ‘American President can pigeon hole any bill’.(xi) Why is the judiciary in USA called the two tier system?

(xii) State what is meant by open trial system.

(xiii) Explain the meaning of Jury System.

(xiv) What is casteism?

(xv) State the importance of reforms in the education system to check communalism.


(i) While attempting this part, several candidates failedto mention the correct sequence of the forms ofgovernments.

(ii) Some candidates failed to differentiate betweenFederal and Quasi-federal states and thereforeincorrect examples were given.

(iii) While most candidates answered this questioncorrectly, in some cases, merits and features werecombined to make points.

(iv) A number of candidates thought conventions to bewritten rules and wrote about checks and balances inUSA.

Suggestions for teachers Explain the difference between the

words, ‘basis’, ‘typology’ and cyclictheory’ by tabular as well aspictorial analysis so that it registersin the minds of students.

Clarify the difference betweenunitary, federal and quasi or semi-federal, with examples.

Explain to students the differencebetween ‘merits’ and ‘features’.

2

30

(v) Some candidates confused ‘cumulative vote system’with second ballot or limited vote system.

(vi) A number of candidates did not know the meaningof ‘psychological basis’ for the organization ofpolitical parties and hence gave vague answers.

(vii) Some candidates did not understand the meaning of‘undermined’ and ‘judicial review’.

(viii) Several candidates were confused about the tenureof the President of U.S.A. The second part of thequestion was not answered by many candidates.

(ix) Many candidates gave examples of conventions inUK, but not in specific the ones followed whileappointing the British Prime Minister.

(x) Some candidates confused ‘pigeon hole any bill’with ‘suspensory’ and ‘pocket veto’ of theU.S President.

(xi) Many candidates were not aware of the hierarchy ofthe judiciary in USA.

(xii) A few candidates confused ‘open trial’ with ‘openpunishment’.

(xiii) Some candidates gave examples of UK andconfused ‘Jury System’ to be a group of judges or abench system.

(xiv) Some candidates explained the effects of casteism.(xv) While many candidates suggested reforms to check communalism, very few were able to

suggest reforms in the education system to check communalism.

MARKING SCHEME

Question 1

(i) Aristotle’s Theory of Cyclic Change:

Monarchy – Tyranny

Aristocracy – Oligarchy

Polity - Democracy

(ii) Example of a Federal State and a Quasi Federal State:

Federal State – USA, Canada, Switzerland, Australia, India

Quasi Federal State - India

(iii) Merits of a Parliamentary system of government:

Merits - Harmony between legislature and executive.

Executive responsible.

Flexible - to make change in Executive

Executive cannot be despotic.

Public Opinion and opposition checks Government. (any two)

Explain the difference between‘written’ and ‘unwritten’ constitution.

A chart on conventions of US, U.K.and India can be used effectively tominimize errors.

Explain veto powers of U.S Presidentclearly and precisely as they exist indifferent situations.

Meaning of jury as a group of peoplegiving opinion to judges should beexplained to students.

Give adequate training to students inunderstanding application basedquestions.

Teach students to give precise, crispand to the point answers in Part I.

Teach students to understand thequestion and answer as per therequirements of the question.

Train students in identifying keywords in the question.

2

31

(iv) Conventions of the written constitution of the United States of America:

Presidential cabinet

Judicial review

The office of the Speaker of the House of Representatives

Senatorial courtesy

Direct election

Party system (any two)

(v) Cumulative vote system:

Under Cumulative Vote system, Multi member constituencies are created. Each voter is givenas many votes as is the number of representatives which are to be elected and each voter hasthe freedom either to give all his votes to any one candidate or to distribute his votes among asmany candidates as he wishes.

(vi) Psychological Basis for the organization of political parties means:

Human nature has led to the organization of conservative parties which are orthodox andliberal parties which are pro-change. (Ideological basis and any other relevant point.)

(vii) Judicial review undermining the legislature:

The right of the courts to declare a law passed by the legislature as unconstitutional and hencereject it as null and void.

(viii) Tenure of the President of USA:

Four years.

The number of terms the US President can serve:

The US President can serve for a maximum of two terms, i.e. eight years.

(ix) The two conventions that are followed while appointing the British Prime Minister.

Prime Minister is the leader of the majority party.

He must be a member of the House of Commons.

(x) ‘American President can pigeon hole any bill’.The President, being the executive, can kill the spirit of any bill by half-heartedimplementation of the same.

(xi) The judiciary in USA called the two tier system because:

USA has the (1) Federal Judicial System and (2) State Judicial System. The former consists ofthe US Supreme Court, and other constitutional and legislative courts which interpret andapply Federal laws. In the latter, each state of the US federation has its own judicial systemwhich can interpret and apply the law of the state in disputes involving that state.

(xii) Open trial system:

Everybody can hear and observe the case. The accused is not punished in secret and gets a fullopportunity to defend himself. Provision for free legal aid to the poor and needy.

(xiii) Jury System:

Jury means a body of people discharging the responsibility of deciding the truth of someclaim. Members of the Jury are selected at random out of common people who are not in any

32

way concerned with the case being heard. Generally, common persons from different activityare included in the Jury. The Jury assists the judges in taking decisions. In the criminal cases,all courts which can award punishment of more than three months are tried by Jury.

(xiv) Casteism.

Caste based behaviour and caste based decisions and policies constitute casteism in India.

(or any other relevant answer)

(xv) The importance of reforms in the education system to check communalism:

A secular environment should be created in schools, in order to promote goodwill andharmony. This can be ensured by providing text-books which do not carry material promotingcommunalism. Educational tours and exchange programmes will also help the candidates tounderstand each other better and promote communal harmony.

(any other relevant points)

PART II

SECTION A

Answer two questions

Question 2

(a) C.F. Strong has suggested a modern classification of States. Explain the same, withthe help of examples.

[8]

(b) Discuss any six merits of liberal democracy. [6]


(a) A number of candidates confused C.F Strong withMarriot. Some others made the table showingC.F. Strong’s classification, but failed to elaborateon each point. Terms such as ‘Nature ofLegislature’, ‘Nature of Executive’ and ‘Nature ofJudiciary’ with all the subparts and examples werefound to be missing in some answers.

(b) A number candidates mixed up ‘merits’ and‘features’ of democracy. In several cases the pointswere not adequately explained and at times,candidates repeated ideas in different points.

Suggestions for teachers Teach classification in a tabular

form with meaning and example ofeach thinker separately.

Importance/ features/ merits shouldbe explained separately and thedifference between themhighlighted.

33

MARKING SCHEME

Question 2

(a) Modern Classification of States as suggested by C.F. Strong:

(i) The nature of state to which the Constitution applies-- Unitary/federal

(ii) The nature of constitution itself--- Flexible/Rigid (written/ unwritten).

(iii)The nature of the legislature---suffrage, Single/multimember Constituency,

(iv) Elective/non or partially elected second chamber. Popular checks/absence of it.

(v) The nature of the executive--Parliamentary/Presidential.

(vi)The nature of the judiciary-- Rule of law/Administrative law.

(Explanation of all points with appropriate examples such as - UK, USA, India, France, etc. arerequired).

(b) Merits of liberal democracy:

(i) Representative and responsible government.

(ii) Government based on public opinion

(iii)Free and open struggle for political power

(iv)Political education for the people

(v) Peaceful change of government

(vi)Accountability of the government.

(Six points with explanation are required. Any other relevant points may also be accepted)

Question 3

(a) Distinguish between the unitary form of government and the federal form ofgovernment.

[8]

(b) Discuss any six merits of a Presidential form of government. [6]


(a) Some candidates wrote several points of differencebetween Unitary and Federal state but did not explainthe meaning. Examples of different forms ofgovernments were not given in many cases. Severalcandidates wrote examples as points of distinction,which is erroneous.

(b) Many candidates confused ‘features’ of a Presidentialform of government with its ‘merits’. In several cases,the points were not adequately explained and at times,candidates repeated same ideas in different language.

Suggestions for teachers Teach students to write differences

in a methodical manner, under thefollowing headings: Definition,Meaning, Division of Power,Constitutions, Merits and Demerits.

Train students in writing goodmeaningful answers.

34

MARKING SCHEME

Question 3

(a) Unitary form of government and the federal form of government.

1. On the basis of powers of centre and units: In Unitary type, all powers belong to theCentral government. The powers and functions of provisional governments are given /delegated by the centre / government. But in federal form, the federal government of thefederating units are independent of one another. There is a distribution of powers.

2. Nature of constitution: In a Unitary form, the constitution is generally flexible. It could bewritten or unwritten. But, in the Federal form, the constitution is unwritten and it is alwaysrigid.

3. Role of Judiciary: In a unitary state, the judiciary is not considered interpreter / custodianof the constitution. There is no judicial review. But, in a federal form, the judiciary is theinterpreter / custodian of the constitution. There is judicial review.

4. Citizenship: In a Unitary form, there is only a single citizenship. But in the federal statethere is a double citizenship.

5. Composition of the second chamber: In a unitary form, there is no fixed principle. But in afederal form, all the units are given equal / proportional representation.

(Any four differences to be explained - examples to be given. Any other relevant points maybe accepted)

(b) Merits of a presidential form of government

1. It ensures stable government

2. Most suitable for emergencies

3. It leads to the efficiency in administration

4. Less influence of parties

5. Based on the theory of separation of powers

6. Most suitable for multiple party system

7. Selection of capable men

8. Continuity of government policy

9. Good for countries with diverse groups.

(any six points with explanation)

35

Question 4

(a) The distinction between a written and an unwritten constitution is a false one.Discuss this statement.

[8]

(b) Explain any three merits and any three demerits of a rigid constitution. [6]


(a) A number of candidates wrote differences betweena written and an unwritten constitution instead ofexplaining as to how the difference between writtenand unwritten constitution in a false one.Illustrations/ examples were not given by manycandidates.

(b) Most candidates answered this part correctlyalthough a few candidates intermixed ‘features’ and‘merits’.

MARKING SCHEME

Question 4

(a) Distinction between a written and an unwritten constitution is a false one because:

A written constitution means a constitution written in the form of a book or a series ofdocuments combined in the form of a book. It is a consciously planned and enactedconstitution which is formulated and adopted by a constituent assembly or a council committeeor a legislature. An unwritten constitution is one which is neither drafted nor enacted by aConstituent Assembly. It is not written in the form of a book or one document. It is a productof slow and gradual evolution. The difference between written and unwritten constitutions isnot organic. In a written constitution, the written parts are in majority and there are severalunwritten parts in the form of conventions. In an unwritten constitution, most of the parts areunwritten in the sense that these are not written in the form of a book and these lay scattered indifferent documents. Along with it, in an unwritten constitution, conventions regulate most ofthe organisation and working of the government. Britain has an unwritten constitution. TheUSA has a written constitution, However, in both there are present a large number of unwrittenconventions which regulate the organisation and working of their governments and politicalprocesses. “Written constitutions” observes Bryce “became developed by interpretations,fringed with decisions and enlarged by customs…” They work with the help ofsupplementations provided by conventions.

As such, no real and organic distinction exists between written and unwritten constitutions.C.F. Strong calls division between them as false, misleading and illusory. K.C. Wheare opinesthat the classification of constitutions between written and unwritten should be discarded asthere is little distinction between countries with written and unwritten constitutions and thosewhich have no written constitutions. Similar view have also been expressed by Fine, Curtis,Bryce and many others. We also accept the merit of such a logic.

In contemporary times, each democratic state has a written constitution. However, Britaincontinues to be an exception.

(Examples from the constitutions of India, U.K and U.S.A to be given.)

Suggestions for teachers Explain to students that in a

statement based question, thestatement has to be explained withappropriate examples.

Highlight the differences betweenfeatures and merits of a rigidconstitution.

36

(b) Merits and Demerits of a rigid constitution:

Merits:

1. A rigid constitution is a source of stability in administration.

2. It maintains continuity in administration.

3. It prevents autocratic exercise of powers by the government.

Demerits:

1. It fails to keep pace with fast changing socio-economic environment and needs.

2. Due to its inability to change easily, it hinders the process of social and politicaldevelopment.

3. It can be a source of hindrance during emergencies.

(any other relevant point may be accepted)

SECTION B

Answer three questions.

Question 5

(a) Explain how the system of checks and balances makes the theory of separation ofpowers workable in the United States.

[8]

(b) Why is Universal Adult Franchise the most accepted form of Representation in amodern state?

[6]


(a) Several candidates did not know the concept ofchecks and balances as it works in USA. Instead,they explained separation of powers in detail.

(b) Majority of the candidates were able to perform wellin this question by applying common logic. Howeverin some cases, the points were overlapping/ notarranged systematically.

Suggestions for teachers Make students aware of the fact

that ‘Checks and Balances’ is atheory and ‘Separation of Power’ ispractical application.

Students should be instructed not towrite vague points. Instead, varioussocial and economic aspects ofdemocracy should be explained in alogical manner.

37

MARKING SCHEME

Question 5

(a) System of checks and balances makes the theory of separation of powers workable in theUnited States:

The Theory of Checks and Balances holds that no organ of power should enjoy uncheckedpower in its sphere. The power of one organ should be restrained and checked by the powerof the other two organs. Thereby a balance should be secured which should prevent suchorgans from misusing its power.

The US constitution provides for a system of mutual checks and balances among the threeorgans of the government. The Congress, the President and the Supreme Court. The majorchecks of each organ over the other two organs can be described as under:

Congressional Checks upon the US President:

All appointments made by the President require Senatorial approval

All treaties made by the President require Senatorial ratification by a 2/3rd majority.

The President depends upon the Congress for finances.

The Congress has the power to remove the President through a process of impeachment.

Congressional Checks upon the Supreme Court and Other Courts:

The Judges of the US Supreme Court are appointed by the President with the approval ofthe senate.

The Judges can be removed from the office by the Congress through impeachment.

The Congress alone has the power to ordain and establish new inferior-subordinateCourts.

Presidential Checks Upon the Congress:

The President can use suspensory veto over the bills passed by the Congress.

During the last 10 days of a session of the Congress, the President can kill the billssubmitted to him for signatures by not signing them. It is called the Pocket Veto of thePresident.

The President can pigeon-hole any law by half-hearted and lukewarm enforcement.

Presidential Checks Upon the Judiciary:

The Judges are appointed by the President, with the approval of the Senate.

The President, as head of the State, has the right to grant pardon, reprieve and amnesty toany criminal.

Judicial Checks over the Congress and the President:

The US Supreme Court has the power to conduct judicial review over the laws of theCongress during the course of a litigation process. It can declare any law or any part of it,as unconstitutional, and reject it for future.

38

The Supreme Court can, similarly, conduct a judicial review over the orders issued andadopted by the President.

The Supreme Court acts as the guardian, protector and final interpreter of the Constitution.

(eight points to be given)

(b) Universal Adult Franchise is the most accepted form of Representation in a modern statebecause:

In tune with Democracy--full participation of the people.

Justified Right to Equality-- equal citizenship.

Laws of state applies to all... right to vote.

Political socialisation.

Source of stability and better obedience to law.

National integration.

Less chance of revolution.

Everyone pays tax so all enjoys rights to vote.

Community feeling and security feeling for the minorities.

Basis for all rights.

Dignity and popular sovereignty.

(any six – any other relevant points may be accepted)

Question 6

(a) What is meant by the sovereignty of the British Parliament? What are itslimitations?

[8]

(b) Make a comparative study of US House of Representatives and the British Houseof Commons.

[6]


(a) The first part of the question was not answeredcorrectly by a number of candidates. Properexplanation of the concept of ‘sovereignty of theBritish Parliament’ was missing in many answers. Afew candidates did not understand the meaning ofthe word ‘Limitations’.

(b) This part was attempted well by a number ofcandidates.

Suggestions for teachers The need to focus on key issues in

the syllabus must be reiterated atregular intervals.

The difference between‘dimensions’, ‘meaning’ and‘limitations’ must be brought outclearly.

Comparison of all Houses can bedone in a tabular form so as to helpstudents retain differences in amuch better manner.

39

MARKING SCHEMEQuestion 6(a) Sovereignty of the British Parliament and its limitations:

Parliamentary Sovereignty: is one of the salient features of the British political system. Thismeans that the British Parliament is legally sovereign and has unlimited power to make,amend and unmake any law on any subject. However, in actual practice, there are severallimitations on its sovereignty:

1. Conventions

2. Powerful, stable executive in the Parliament

3. Moral values of the British society

4. Complex laws catering to the needs of a welfare state requires delegated legislation

5. Manifestoes of the political parties (as government or as opposition)

6. Public opinion

7. International laws and Treaty obligations.

(Any four points to be adequately explained.)

(b) Comparative study of House of Representatives and the British House of Commons:

Difference about their origin, size and tenure: British Parliament is the result of evolutionand it is very old. The American Congress is the product of constitution. Article 1 of theConstitution provides for the House of Representatives. House of Commons has 650members which keeps on changing and the House of Representatives has 435 members.The tenure of the House of Commons is 5 years while that of the House of Representativesis of 2 years.

Difference in their Powers: There is a vast difference in the powers and position. There isa unitary form of government in England and the parliament can make laws on anysubject. In America, there is a federal form of government and hence the Congress canmake laws only on the federal subjects. In England, no distinction is made betweenconstitutional law and ordinary law. American Constitution being a written constitution,makes a distinction between an ordinary law and a constitutional law. There is no judicialreview in England whereas the Supreme Court of America enjoys this power and candeclare a law null and void.

Difference in their relations to Executive: England has a parliamentary form ofgovernment and so there is a close relationship between the executive and legislature.Executive (cabinet) is responsible to the House of Commons. It can oust the cabinet bypassing a motion of no-confidence. As compared to this, there is no relationship betweenthe executive and legislature in America. The House of Representatives has no controlover the executive.

Relations with the Second Chamber: House of Commons is more powerful than theHouse of Lords. House of Lords has the delaying power of 30 days over the money billsand one year over an ordinary bill. As compared to this, House of Representatives is aweak chamber. Senate can make any change in both money bills as well as ordinary billspassed by the House of Representatives.

(Any three powers and functions to be explained.)

40

Question 7

(a) Explain the reasons why the power of the Executive has grown in recent years. [8]

(b) State the main differences between the political executive and the permanentexecutive.

[6]

Comments of Examiners(a) Many candidates confused ‘reasons for recent growth

in power of the executive’ with ‘features/ functions’ ofExecutive. Several answered lacked the requiredpoints.

(b) While most candidates did well in this question, a fewgot confused and wrote the differences between ‘real’and ‘nominal’ executive rather than ‘political executiveand the permanent executive’.

MARKING SCHEME

Question 7

(a) The reason for the growth of power of the Executive in recent years:

(i) Rise of Welfare State.

(ii) System of Delegated legislation.

(iii) System of Administrative Justice--quasi-judicial functions in complex industrial society,permits, licenses, quotas, tax cases.

(iv) Important functions of Exec - finance, international relations, war and peace, treatymaking fighting terrorism, fiscal management etc.

(v) Planning functions - socio-eco development.

(vi) Decline in the role of legislature,

(vii) Availability of the services of the Civil Services.

(viii) Control over Military and Police.

(ix) Power to meet emergencies and provide relief.

(any eight points with explanation)

(b) Main differences between political and permanent executive:

Political Executive Permanent Executive

Ministers Civil servants

Political-party affiliations, leaders Non-political

Policy formulation Advises, helps ,alternative policies

Suggestions for teachers Train students to prepare topics in

such a manner that both shortanswer and long answer questionscan be adequately answered.

Help students understand thedifference between different typesof executives, using plenty ofexamples.

41

Responsible and accountable to thepublic/legis.

Not responsible or answerable

Amateurs Experts

Short tenure Long tenure

(any six points)

Question 8

(a) Discuss the functions of the Judiciary. [8]

(b) Discuss the original and appellate jurisdiction of the Supreme Court of India. [6]


(a) Most candidates answered this part well but somewrote functions of Supreme Court of USA, India andUK.

(b) This answer was attempted correctly by mostcandidates.

MARKING SCHEME

Question 8

(a) The functions of Judiciary:

(i) Administration of Justice.

(ii) Interpretation and application of Laws.

(iii) Role in Law making.

(iv) Equity legislation.

(v) Protection of Rights.

(vi) Guardian of the Constitution.

(vii) Enforcement of Decisions and Judgements.

(viii) Special role in Federation.

(ix) Running Judicial Administration of the State.

(x) Advisory function -- President/ Supreme Court.

(xi) To conduct Judicial Probes.

(xii) Miscellaneous Functions- local officials, licenses, patents, copy rights, trustees, etc.

(any eight points with explanation)

Suggestions for teachers Advise students to write different

points instead of writing the samepoint differently.

Every aspect of the topic ashighlighted in the syllabus, must becomprehensively taught.

42

(b) Original and appellate jurisdiction of the Supreme Court of India.

Original Jurisdiction:-

i) Between Government of India and one or more states.

ii) Between Government of India and one or more states on one side and one or more stateson the other

iii) Between two or more States-- only legal disputes, not political.

Appellate Jurisdiction:

Civil Cases--1)-involves substantial question of law,

2) High Court feels case should go to Supreme Court.

Criminal Cases--1) HC has reversed order of acquittal of an accused and death sentence given.

2) HC has withdrawn for trail a case from subordinate court and awarded death sentence to theaccused

3) HC certifies that the case is fit for appeal to the SC.

In Constitutional Cases-- interpretation of Constitution.

Question 9

(a) State any two consequences of regional imbalances. Suggest six steps forremoving regional imbalances.

[8]

(b) Give any six ways to combat Separatism. [6][


(a) Many candidates stressed upon the causes instead ofthe consequences of regional imbalances as required.

(b) Some candidates did not understand the meaning of‘combat’ so they gave general statements rather thangiving appropriate points. In several cases,‘separatism’ as a concept was confused withreligious differences and communalism.

Suggestions for teachers Examples of consequences or

effects of Regional Imbalancesshould be given from differentstates of India so as to make itinteresting and easier for students tograsp.

Help students understand themeaning of terms such as, casteism,communalism, regional imbalance,separatism and so on. Tell studentsthat same remedial measures orconsequences cannot be written forall.

43

MARKING SCHEME

Question 9

(a) Consequences of regional imbalances and steps for removing regional imbalances:

Consequences of Regional Imbalances:

Inadequate and slow development of national economy.

Source of regionalism and communalism.

Source of tensions and conflict.

Hindrances in the way of national integration and nation building.

Source of violence in society and politics.

Steps to be taken:

Area specific plans for socio-economic development of under-developed regions.

Special area development projects

Empowerment of local self-government intuitions

Effective use of Tribal Councils and Hill Councils.

Special efforts for development of education

Employment opportunities, particularly for weaker sections of society and rural people.

Special steps for boosting agriculture and rural development.

Positive role of political parties

(Any other relevant points may be accepted.)

(b) Steps to combat Separatism:

1. People of India must come forward united to defeat the forces of separatism.

2. Indian state must take stronger state action to eliminate the evil of separatism.

3. There should be international cooperation to fight international terrorism which promotesseparatism.

4. There should be special steps for meeting cross border terrorism.

5. Security system should be more efficient

6. Rapid industrial, economic and technological development and spread of education todefeat the forces of separatism.

7. There should be an efficient and accountable law and order machinery.

(Any other relevant points may be accepted)

44

GENERAL COMMENTS:


Jury System; Quasi Federal; Cumulative Vote System; Psychological basis; Pigeon hole a bill;Two tier System

‘Distinction between written and unwritten constitution is a false one’. Meaning of Sovereignty of British Parliament.

Jurisdiction of Supreme Court of India.

Ways to combat separatism.


Pocket veto and suspensory veto and pigeon holing a bill

Jury and judges

Appellate and Original jurisdiction

Cumulative vote system and Second ballot system

Term and tenure

Federal and Quasi Federal

Political and Permanent Executive with Real and Nominal Executive

Separatism and Casteism


Selective study should be avoided.

Be aware of the day to day political, social and economic issues, both national andinternational.

Comparative study of the political systems should be done with examples.

Read the question paper well. Write the answers according to the requirements of the question.

Write answers in points and explain the points. Substantiate the answers with examples. Do notwrite vague statements. Points should not be repeated.

Time management skills must be developed.

Lookup websites suggested by the teacher to supplement textual knowledge.

45

GEOGRAPHY




DetailsMark Range


0.00

10.00

20.00

30.00

40.00

50.00

60.00

0-20 21-40 41-60 61-80 81-100

0.00 1.35

53.70

36.02

8.92

Per

cent

age

of C

andi

date

s

Marks Obtained


46


PART I (30 Marks)


Section A

Question 1 [10 2]

(i) Mention the land area of India and Australia in Kilometres.

(ii) The figure below represents a section from the Aravalis to the Peninsularregion.

Identify any two of the relief features marked, A, B, C and D.

(iii) Briefly discuss the role of El-Nino in Indian climate.

(iv) Mention two objectives of the Indian Forest Policy.

(v) What is the index of concentration of population? Which state in India hasthe maximum index of concentration according to the 2011 census?

(vi) State any two problems faced by the fishing industry in Bangladesh.

(vii) Give one difference between natural harbours and artificial harbours.

(viii) Name two centres of integrated iron and steel industry in India.

(ix) Write two factors which have facilitated the setting up of cotton textileindustry in Mumbai.

(x) Mention any two positive impacts of tourism in India.

C

R.TapiAravalis

R.Chambal

A B D

R.Narmada(m)

Ele

vati

on

47


(i) The land area was not stated in the correct unit, i.e.sq. km. Some candidates mentioned the length andbreadth, while a few gave the latitudinal andlongitudinal extent of India.

(ii) Common errors committed in this part were: ‘A’,‘B’, ‘C’, ‘D’ were not mentioned against thelandforms mentioned; the Vindhyas and the Satpuraswere interchanged; instead of the Deccan Plateau,Chota Nagpur Plateau was mentioned.

(iii)Several candidates could not relate El Nino with theIndian climate. Some confused El Nino with westerndisturbances.

(iv)There was a lot of confusion between deforestationand afforestation; whereas, afforestation is anobjective, prevention of deforestation is not, but itwas mentioned nevertheless.

(v) Candidates answered correctly in many cases, butsome forgot to mention ‘proportion of population’ inthe definition. The second part of the question wasattempted correctly by most candidates.

(vi)This part was answered well in most cases.However, some candidates just wrote ‘storms’instead of ‘tropical storms’. Several candidates,instead of writing about problem of ‘preservation’ offish (because of the tropical climate), wrote about‘conservation’ of fish.

(vii) A number of candidates merely wrote that naturalharbours are ‘natural’ and artificial harbours are‘man made’. Key words like, indented coastline,dredging, were missing in many answers.

(viii) A number of candidates failed to understand thequestion. Instead of mentioning two centres ofintegrated iron and steel industry in India manycandidates named the Iron and Steel plants or stateswhere they are located.

(ix)Some candidates wrote that cotton is available inMumbai – they did not write about the black cottonsoil of Maharashtra and the surrounding area. Whilemany candidates wrote about the humid climate ofMumbai, they did not mention the effect of humidclimate on cotton thread.

(x) This question was well answered by manycandidates. However, a few candidates mentionedthe positive impacts in a very generalised and vaguemanner, e.g. improvement in standard, conservation of forests, etc.

Suggestions for teachers Stress upon the writing the correct

unit of measurement, e.g. length –kms; width – kms; area – sq kms/km2.

Give more practice in drawing crosssections in the Physical map ofIndia.

Stress upon key words such as‘proportion’ or ‘percentage’ whiledealing with the definition of IOC.

While discussing El Nino as a factoraffecting climate, discuss the effectsspecifically with reference to theIndian climate.

Explain to students the differencebetween tertiary occupation andsecondary occupation as theproblems of these two are totallydifferent.

Explain the meaning of natural andartificial harbour before dealing withmajor ports and harbours in thecountry.

Students should be taught that thehumid climate of Mumbai ensuresthat the fine yarn does not breakwhile spinning. They should bemade aware that “raw cotton” grownon the black soil in the hinterland ofMumbai is readily available.

While teaching any locational factorfor an industry, stress upon specificfactors that are available in thatregion and not the general factorsthat are required for development ofsuch industry.

Train students to identify key wordsin the question.

48

MARKING SCHEME

Question 1

(i) India - 32,87,782 Km2/ 32,87,263 Km2/ 3214 km x 2933 Km

Australia – 76,86,848 Km2, 76, 8617 square kilometres

(ii) A – Malwa Plateau

B – Vindhyas

C – Satpuras

D – Deccan Plateau

(iii) El-Nino is a narrow warm ocean current which sometimes appears off the Peru coast.

- El-Nino causes widespread floods / droughts in Indian tropical regions.

- It influences the monsoon winds to change their direction of movement/ affects the globalpattern of pressure and wind system including monsoon winds over the Indian Ocean

- El-Nino affects Indian pressure and wind systems/ global pressure and wind systems

- Its occurrence near Peru Coast leads to weak South West monsoon rainfall / droughts inIndia.

(iv) - Maintenance of environmental stability through preservation and restoration of ecologicalbalance.

- Conservation of natural heritage.

- (Check on soil erosion and denudation/ degradation in catchment area) of rivers, lakes, andreservoirs.

- Check on extension of sand dunes in desert areas of Rajasthan and along the coastal tracts.

- Substantial increase in forest / tree cover through massive afforestation and social forestryprogrammes.

- Steps to meet requirements of fuel, food, fodder, minor forest produce and timber of ruraland tribal population.

- Increase in productivity of forest to meet the national needs.

- Encouragement of efficient utilisation of forest produce and optimum substitution of wood.

- Steps to create massive people’s movement with involvement of women to achieve theobjectives and minimise pressure on existing forests.

- Stop shifting cultivation – increase efficiency of forest administration – facilities forresearch and management – control grazing – promote welfare of the people.

(v) Index of concentration of population:

- It is the proportion of population living in each state or union territory to the totalpopulation of India. OR

- × 100either one accepted

Uttar Pradesh

49

(vi) - Severe tropical cyclones/ storms

- Small scale fishing

- Small boats

- Traditional fishing methods

- Inefficient fishing methods

- Problems of preservation / drying and salting

- Problems of transportation due to tropical climate

(vii) Natural harbours Artificial harbours

They occur along fairly indented coastline/irregular/ broken coastline / inlet

They are constructed by dredging anderecting a wall against the sea along acoastline.

(viii) Centres of iron and Steel industry:

- Jamshedpur

- Kulti

- Burnpur

- Hirapur

- Bhadravati

- Durgapur

- Bhilai

- Rourkela

- Bokaro

- Salem

- Tornagal

- Paradip

- Visakhapatnam

- Daitari

- Kalinganagar

- Dolvi

(any two)

(ix) - Availability of raw cotton- Cheap hydraulic power- Chemicals for dying- Cheap abundant labour- Good means of road – rail and port facility

50

- Humid climate which does not allow the thread to break- Large local market- Ease of importing machineries through Mumbai ports- Facilities for washing and dyeing also exist here- There is no dearth of capital inputs- Mumbai has the advantage of early start- Port for export/ import

(any two)(x) Positive impacts of Tourism:

- Provided vast employment opportunities (any type of employment related to tourism,Employment of women, hotels, restaurants, transport, and special contribution of railways.

- Helped in developing infrastructural facilities in an area.- Involvement of local bodies, government and non-governmental organisations in creating

awareness and eating facilities.- Generate income- Source of foreign exchange earnings- Preservation of national heritage/ monuments- Development of environment, parks and sanctuaries.- Promotes peace and stability (any two)

SECTION BQuestion 2

On the outline map of India provided:

[10]

(a) Mark and name the 23·5o N latitude.

(b) Mark and name the Anaimudi peak.

(c) Trace the course of River Kaveri.

(d) Mark with an arrow the direction of winter jet stream over India.

(e) Mark and name the state with the lowest level of urbanisation.

(f) Shade the State with the highest cropping intensity.

(g) Shade and name the leading state for rice production.

(h) Mark and name a centre for manganese production.

(i) Mark Kochi seaport.

(j) Mark and name the Pune centre of sugar industry in Maharashtra.

Note: All the map work, including legend (Index) should be done on the map sheet only.

51


(a) Many candidates did not mark the Tropic of Canceras a curved line. Some candidates marked the tropiccorrectly, but forgot to label it.

(b) Precise marking was not done by many candidates.In some cases, the Anaimudi peak was marked inNorth India.

(c) The course of River Kaveri was not traced correctlyby several candidates – either the mouth/source ofthe river was wrongly marked.

(d) Many candidates marked the North-West windswhich bring winter depressions and rain to this partof the country instead of the winter jet stream. Somecandidates just drew a line without showing thedirection (arrow head).

(e) Many candidates named the state correctly but wereunable to mark the boundary of Himachal Pradesh.

(f) Instead of Punjab, many candidates marked UttarPradesh. Shading again was not entirely correct –several candidates just shaded a small area.

(g) A number of candidates drew the lower part of West Bengal correctly but the northern part wasmarked incorrectly.

(h) In this question many candidates lost marks as some could not name the centre of manganeseproduction. In several cases, even if the naming was correct, the location was in the wrong place.

(i) Kochi was marked correctly in most cases. However in a few cases, Kochi was marked too far tothe North.

(j) Many candidates marked Pune very close to Mumbai. Some candidates marked it on the coastline.

MARKING SCHEME

Question 2

Candidates were required to give a correctly labelled map showing the exact location of theregions/places asked for.

Suggestions for teachers Tell students that the tropic of

Cancer should be shown as a curvedline.

Ensure that students get regularpractice in maps. Work must also bechecked on a regular basis.

Show students the direction ofdifferent monsoons, westerndisturbances, direction of cyclonesand the jet stream in summer andwinter on a wall map while teachingthe chapter on Climate.

Students must be taught the sourceas well as the mouth of the riveralong with the course of river.

Practice should be given to studentsin drawing outlines of States.

52

PART II (40 Marks)Answer any four questions.

Question 3

(a) (i) Briefly explain the geological evolution of the peninsular plateau. [4]

(ii) Define the terms Lagoon and Delta with an example of each from theIndian region.

(b) Name the two rivers that make the Eastern most and Western most limits ofKumaon Himalayas.

[2]

(c) Distinguish between the terms flora and forest. [2]

(d) Study the climatic graph of station A given below and answer the questions thatfollow:

[2]

(i) Give a reason as to why extreme low temperature is indicated forstation A.

(ii) Name the month when the highest amount of rainfall is received.


(a) (i) Some candidates were unable to trace the entireevolution of the Peninsular Plateau.

(ii) The definitions given by candidates wereincomplete in many cases. ‘Lagoon’ was definedas a salt water lake but the fact that it is cut offfrom the sea by sand bars was not mentioned. Insome cases, the candidates named Kochi as aLagoon. The definition of ‘delta’ was correctlygiven by most candidates. However, theexamples were incorrect in many cases. Severalcandidates named the Sunderbans as a delta.

J F M A M J J A S O N D

-5

-10

0 0

5

10

15

20

100

200

300

400TEMPERATURE

TE

MP

ER

AT

UR

E I

No C

RA

INF

AL

L I

N M

ILL

I M

ET

RE

S

Suggestions for teachers Guide students to discuss geological

evolution in points. The concepts need to be clarified

and then learnt by heart with the helpof examples.

Encourage students to learn with thehelp of maps.

Learning of definitions is a must.Key words in the definition must behighlighted.

The concept of low altitude and highaltitude must be explained.

53

(b) Several candidates got confused about the ‘Eastern most’ and ‘Western most’ limits of the KumaonHimalayas and wrote ‘Kali and Sutlej’ rivers instead of “Sutlej and Kali” rivers.

(c) A number of candidates got confused between flora and fauna. Instead of writing, ‘plants of aparticular region’, candidates wrote ‘trees/grass’ etc. The definition of forest was given correctly inmost cases.

(d) (i) Many candidates provided vague and generalised answers such as, ‘due to the Himalayas’, butthe key word ‘high’ was missing in most answers.

(ii) This part of the question was answered correctly in most cases.

MARKING SCHEME

Question 3

(a) (i) A block of crystal rocks which emerged during Pre-Cambrian era from a large depression/ and has never submerged again.

(ii) Lagoon – a shallow salt water lake in coastal areas separated from main sea by sandydunes.

Examples: Vembanand / Chilika / Pulicat /

Delta – a flat plain of fine alluvium deposit at the mouth of a river.

Examples: Ganga delta / Brahmaputra delta, Mahanadi delta / Godavari delta / Krishnaand Kaveri deltas.

(Definition with examples)

(b) Satluj and Kali rivers

(c) Flora: Plants of a particular region listed by species. / Different plants can be found in differenttypes of environment. (any one point)

Forest: A large area covered by trees and shrubs / they provide just one landscape/ densegrowth of trees/ shrubs. (any one point)

(d) (i) Due to high altitude/ high mountains/ high Himalayas

(ii) Highest rainfall month, July / August (any one)

54

Question 4

(a) Define an urban area according to the latest census. [2]

(b) (i) What is the present population of India? [2]

(ii) With reference to the percentage of world population, state India’sposition in the world.

(c) What is the difference between arithmetic density of population andphysiological density of population?

[2]

(d) Study the given types of rural settlements and answer the questions that follow: [4]

(i) Identify the two types of settlements A and B. State one characteristicfeature each of the two settlements.

(ii) What is the main economic function performed in a rural settlement?


(a) Most of the candidates scored well in this question.Some candidates, however, defined only censustowns or only statutory towns. A few candidatesfailed to define according to the latest Census.

(b) (i) This part was answered correctly by majority ofthe candidates. A few candidates wrote thefigures of population in India correctly but theunit million or billion was not mentioned. Somecandidates quoted the 2001 census figures.

(ii) This part of the answer was found to be correctin most cases.

Settlement A Settlement B

Suggestions for teachers The concept of census towns and

statutory towns must be explained.Current figures and statistics must beprovided and students should beencouraged to state figures withunits.

Teach the types of rural settlementswith diagrams so that the conceptsare clear. Settlements can also betaught with the help of topographicalmaps.

55

(c) While the definition of arithmetic density was found to be correct in most cases, some candidatesused terms such as ‘cultivable area’ and ‘net sown area’ for physiological density.

(d) (i) The settlement types were identified correctly by most candidates. However, a few candidates,instead of identifying dispersed settlement (A) and clustered settlement (B), identified them asrural and urban settlements, respectively. In some cases, the identification was correct butcandidates had difficulty in identifying the characteristic features.

(ii) This question was answered correctly my most candidates.

MARKING SCHEME

Question 4

(a) - All places with a Municipality/ corporation/ cantonment board/ or notified town areacommittee (any two)

- All places which have a minimum population of 5000

- At least 75% male working population engaged in non-agricultural activities

- A density of population of at least 400 persons/ km2 (any two points)

(b) (i)

(ii)

India’s population according to 2011 census – 1210.0 million / 121 crores / 1.2 billion

India’s percentage share – 17.4% / 17.5 OR India is second in position

(c) (i) Arithmetic density OR can be expressed as a percentage

(ii) Physiological density OR can be expressed as a percentage

(d) (i) Compact / clustered / nucleated / agglomerated - B

Dispersed / isolated / scattered / sprinkled - A

Characteristic features:

Compact Dispersed

Definite layout plan No specific plan

Dense and close block of houses Hamlets are scattered over a vastarea

Narrow winding rows separate rowsof houses

Wide open area unsurfaced roadswith settlement in a single hamlet.

Small in size and provide less space Bigger in size and provide morespace

Streets are dirty due to lack ofsanitation

Neat and clean streets

(ii) Agriculture / Cultivation / Farming

56

Question 5


(a) Many candidates did not define environmentalmanagement correctly. They confused it withenvironmental pollution or sustainable development.

(b) Several candidates wrote incorrect percentage of netsown area and net forest area of India.

(c) Most of the candidates answered this questioncorrectly. However, in a few cases, the answers wereincomplete. Some candidates wrote about overwatering in well irrigation.

(d) Part (i) was answered well by the majority ofcandidates. In parts (ii) & (iii) the names of canalswere mistaken with names of multipurpose projects.Spellings of canal names were found to be incorrectin several cases.

(a) What is meant by environmental management?

Why is there a need for environmental management in India?

[2]

(b) What is the percentage of net sown area and net forest area of India in presenttimes?

[2]

(c) Mention any three advantages of well irrigation in India. [3]

(d) Name one perennial canal in each of the following states: [3]

(i) Uttar Pradesh

(ii) Punjab

(iii) Tamil Nadu

Suggestions for teachers Stress upon learning definitions with

emphasis on key words. While teaching the chapter on ‘Land

use’, emphasise on the definitionsand also highlight the facts andfigures in class.

Encourage students to learn at leasttwo examples of canals in each stateof India.

Importance should also be given tospellings.

57

Question 6

(a) State a difference between wet farming and dry farming. [1]

(b) (i) Mention the climatic conditions required for growing coconut in India. [3]

(ii) Name two areas of coconut production in Sri Lanka.

(c) Suggest any two methods for fish conservation. [2]

(d) (i) Name a major state for the development of each of the following:

Thermal Power.

Hydro-electric Power.

[4]

(ii) State two advantages of using biogas as a source of energy.

MARKING SCHEME

Question 5

(a) Environment Management:

A process of planning/ review/ assessment/ decision-making which is essential in the real lifesituation of limited resources and changing priorities.

for sustainable development/ prevent indiscriminate use of natural resources/ prevent overalldegradation of environment

(b) Net sown area – 46.5%

Forest area – 22.86% / 22%

(c) Advantages of well irrigation:

simple cheapest source of irrigation Independent source of irrigation No over watering / excessive irrigation by canals leads to problem of reh which is not there

in well irrigation Easy to be dug at a convenient place where ground water is available. Chemicals which may be added to well water – can reach fields easily.

(any three)

(d) (i) Uttar Pradesh – Upper Ganga / Lower Ganga / Sharda / East Yamuna / Agra / Betwa

(ii) Punjab – Upper Bari Doab / Sirhind / Bhakra / Bist Doab

(iii) Tamil Nadu – Mettur / Lower Bhawain / Parambikulam / Aliyar / Manimuthar

(any one of each)

58


(a) Many candidates answered this part correctly. Somecandidates did not mention ‘more than’ or ‘less than75cms of rainfall’. A few candidates failed to writethe unit ‘cm’.

(b) (i) The temperature and rainfall range was found tobe incorrect in many cases. Many candidates forgotto write the unit ‘C’.(ii) Very few candidates could answer the areas of

coconut production in Sri Lanka correctly. Anumber of candidates skipped this question.

(c) Most of the candidates answered this questioncorrectly. However a few confused ‘conservation’with ‘preservation’ and said that drying, salting weremethods of conservation.

(d) This question was answered correctly by most of thecandidates.

MARKING SCHEME

Question 6

(a) Wet farming:

Farming in areas receiving more than 75 cm rainfall.

Dry farming – farming in regions with less than 75 cm rainfall.

(b) (i) Coconut - T : 25oC – 30oC

R : well distributed 100 – 130 cm/ 125-130 cms

Frost and drought are harmful. (any two)

(ii) Areas of coconut production in Srilanka:

- Negombo

- Chilaw

- Kurunegala

- Jaffna Peninsula

- South of Batticaloa

(any two)

(c) Methods of fish conservation:

Restocking of overfished waters

Checking indiscriminate fishing

Suggestions for teachers Explain the meaning of wet farming

and dry farming to students. Theimportance of using units must beemphasised.

Train students to write relevantanswers. There is a differencebetween geographical factors andclimatic factors.

Whenever crop cultivation isstudied, it should be done along withits distribution.

Crop cultivation and crop producingareas should be taught with the helpof maps.

The difference between preservationand conservation should beexplained.

59

Artificial fertilization of eggs

Protection from pollution

International agreement on control of waters for fishing

Research and development in world fisheries. (any two)

(d) (i) (1) Thermal Power State – Maharashtra / Gujarat / Haryana / West Bengal / Jharkhand/ Madhya Pradesh, / Andhra Pradesh/ U.P./ Delhi/ Punjab/ Assam/ Bihar/ Orissa/Chhattisgarh. (any one)

(2) Hydroelectric Power – Punjab/ H.P./ M.P./ Jharkhand/ Maharashtra/ Karnataka/Kerala/ Tamil Nadu/ North Eastern States (any one)

(ii) Advantages:

It produces enriched fertilizers

It improves sanitation of the rural areas

It provides smokeless and efficient cooking fuel

It can be used for lighting and power generation

There is no problem of scavengers

It upgrades our environment

Renewable (any two)

60

Question 7

(a) Give any three reasons to explain why railways are well developed in theNorthern plains of India.

[3]

(b) Give one point of difference between Golden Quadrilateral Highways andNational Highways.

[2]

(c) Explain the relationship between transport and industrial development. [3]

(d) What are the two ways in which Radio can be considered as a powerful means ofcommunication?

[2]

Comments of Examiners(a) A number of candidates got confused in this

question and could not segregate the points clearly.They answered the factors correctly but many failedto explain these factors and their relationship withthe railways.

(b) Vague and generalised differences were stated bymany candidates. Many candidates missed outimportant keywords like, ‘super highways’, ‘six lanesuper highways’, four lane highways’, etc.

(c) This question was well answered by manycandidates. In some cases, answers were not writtenin points.

(d) The performance of candidates was quite satisfactoryin this question. A few candidates however, confused news and entertainment radios with wirelessradios. This showed that candidates were not familiar with the text.

MARKING SCHEME

Question 7

(a) Plain area – therefore, ease in construction.

Developed economy – need for efficient movement of goods and people.

High density of population – therefore, large/ great demand.

Fertile soil for agriculture - helped in development of railways.

(any three)

(b) Golden Quadrilateral National Highways- A massive programme of road building

taken up by NHDP- Main roads across the country

constructed and maintained by CPWD.

- It is a six lane super highway connectingDelhi - Mumbai – Chennai - Kolkata –Delhi

- These roads connect state capitals bigcities and important ports.

(any one difference)

Suggestions for teachers Teach students how to answer

application based questions.Students should be encouraged tomention the cause and its effectdistinctly.

Explain to students terms such as,the Golden Quadrilateral, NationalHighway and the North SouthCorridor and the points of differencebetween them.

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(c) - Transport are the basic economic arteries linking production and consumption centres.

- Transport plays an important role in production and distribution.

- Transport system if well-knit and coordinated plays an important role in the sustained

economic growth of a country.

- Transport provides low specific cost for heavy industry

- Transport facilities are required for raw material and labour force for manufacturing goods

to the market.

- The location of an industry, growth of a city and trade are all influenced by transport.

- Speed of improved means of transport has facilitated large-scale production, marketing and

turnover of capital.

(any three)

(d) - It is sometimes the only source of useful information/ health, family, women’s issues,

education in rural and remote areas.

- News broadcaster

- Variety of entertainment

- Cheapest source of information and entertainment (any two)

Question 8

(a) Name a major industrial region of India and state any three factors that areresponsible for the growth of this region.

[4]

(b) State two significant factors influencing the location of Aluminium industry inIndia.

[2]

(c) Name any one important centre of production for the following: [2](i) Ships(ii) Cement(iii) Automobiles(iv) Aircrafts

(d) State any two advantages of tourism in India. [2]

62


(a) Many candidates did not write the names of theindustrial regions correctly. In some cases, thefactors of location did not match the industrialregion written.

(b) Some candidates mentioned bauxite correctly,however hydel power was missed out.

(c) The candidates that attempted this question gavecorrect answers.

(d) Most candidates attempted this question well. A fewcandidates confused economic development, culturaldevelopment and social development.

MARKING SCHEMEQuestion 8(a) 1. Mumbai Pune Industrial Region:

Growth of cotton textile industry/ raw cotton in black soil area Development of hydel power Cheap labour force Port facilities for export - import Growth of chemical industry Opening of Mumbai High petroleum field The nuclear energy plants Banking and insurance

2. Hooghly Industrial Region: Rich hinterland of the Ganga Brahmaputra plains/ Hooghly inland river port Navigable rivers/ well connected by tributaries Roads, railways and ports Discovery of coal and iron ore in Chotanagpur plateau Tea plantation in Assam and West Bengal Jute growth in Bengal’s deltaic region Thick populated states of Odisha, Bihar and Uttar Pradesh providing cheap labour Construction of Farakka Barrage Banking investment and insurance

3. Bengaluru – Tamil Nadu Industrial Region: Rich cotton growing tract/large scale cotton textile industries. Cheap hydroelectric power availability from Metur/ Sivasamudran/ Sharavati/

Paparasam

Suggestions for teachers Location of industries must be taught

by stating the factors and mentioningthe source area of it.

Encourage students to write theindustrial regions completely, e.g.Mumbai-Pune Industrial Region.

A few important centres for theproduction of industrial/engineeringgoods should be highlighted by theteacher.

Selective study should bediscouraged.

Help students prepare a list ofadvantages or positive impacts oftourism.

63

Cheap skilled labour Close vast local market Petroleum refinery at Chennai

4. Gujarat industrial region: Rich cotton growing tract /growth of cotton textile industries Availability of cheap land Cheap skilled labour Nearness to vast marketing centres of the Ganga and Satluj Plains. Nearness to sources of raw material. Disadvantages of Mumbai lead to the emergence of Ahmedabad Oil in Gulf of Khambat/ Ankeleswar/ Jamnagar Refineries at Koyali and Jamnagar for petroleum industries Kandla Port

5. Chotanagpur industrial region: Discovery of coal in Damodar Iron ore in Jharkhand -Odisha mineral belt Power from Damodar valley Thermal power from local coal Cheap labour from densely populated region of Jharkhand/ Bihar/ Odisha/ West Bengal

(any one state) Large market in the Kolkata region Kolkata port

6. Visakhapatnam – Guntur industrial region: Presence of Visakhapatnam and Machlipatnam ports Developed agriculture Rich mineral resources in the hinterland Coalfields of the Godavari basin for source of energy Hindustan Shipyard Ltd. at Visakhapatnam is the main focus Petroleum refinery at Visakhapatnam has further facilitated growth of Petrochemical

industry. High quality iron ore from Chhattisgarh

7. Gurgaon – Delhi – Meerut Industrial region: Hydro-electricity from Bhakranangal Project Thermal power from Faridabad/ Panipat / Harduaganj Software industry is a recent addition Mathura oil refinery and Petrochemical complex Far from mineral and power resources, therefore industries are light and market

oriented.

8. Kollam – Thiruvananthapuram Industrial Region: Agricultural products processing Market oriented light industries

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Plantation agriculture Hydro-electricity Oil refinery at Kochi provide solid base to petrochemical industries

[any one region with three factors](b) Electricity, Bauxite.

(c) Ships:Kochi / Mumbai/ Marmagao (Goa shipyard)/ Mandvi / Visakhapatnam / Kolkata(any one)Cement:Chennai / Porbandar / Katni / Lakheri /Dwarka / Japla / Banmore / Mehgaon / Kymore /Shahabad / Dalmiya nagar / Dalmiyapuram / Charki Dadri / Krishna/ Vijaywada/ SawaiMadhopur/ Udaipur (any one)Automobiles:Mumbai / Chennai / Kolkata / Jamshedpur / Jabalpur / Lucknow / Kanpur / Gurgaon / Rupnagar/ Hyderabad /Pithampur / Surajpur (any one)Aircrafts:Bengaluru / Koraput / Nasik / Hyderabad / Lucknow (any one)

(d) Advantages: Promotes national integration Promotes international understanding Helps in improving infrastructure Creates employment opportunities/ income for people Augments foreign exchange earnings Leads to social and economic development Develops local handicrafts, cultural activities Preservation of national heritage Exchange of ideas

(any two)

Question 9

(a) Explain the meaning of a planning region. [2]

(b) Name two centres each in Chhattisgarh where the following are mined: [2]

(i) iron ore

(ii) bauxite

(c) Why was the state of Chhattisgarh created? Name two of its bordering states. [3]

(d) Mention three factors which have influenced the development of the ElectronicCity of Bengaluru.

[3]

65


(a) This question was answered well by mostcandidates. In a few cases, parts of the definitionwere missed out.

(b) (i) This part was attempted well by most of thecandidates.(ii) For areas of bauxite production, some candidateswrote Bastar – an area of iron ore production and notbauxite.

(c) Most candidates were able to perform well in thisquestion.

(d) Most candidates answered this question well.

MARKING SCHEME

Question 9

(a) A planning region:

A self-created living organism having a life time which not only supports the life in the region /but also radiates influencing forces that enable the region to be a unified regional space so as tofacilitate the practice of regional planning. /

Planning Region is a living organism in which the whole is related to parts in the same way asthe parts are related to the whole /

A planning region is a unit of area which is distinguishable from another area by the display ofsome unifying characteristics.

(b) Iron ore – Bastar , Durg, Surguja, Raigarh, Bilaspur

Bauxite – Bilaspur, Durg , Surguja, Raigarh (any two of each)

(c) Bordering States:

- Jharkhand / UP / AP / Odisha / MP / Maharashtra (any two)

(d) Factors:

Large number of electronic factories Large scale incentives by state and central government Strategic location in the middle of Indian peninsula Close network of roads and railways Large input of capital by various companies to nourish industries here Being the capital city of Karnataka, it has unique advantages. Large number of MNCs/ Foreign Companies

(any three)

Suggestions for teachers Insist on learning correct definitions

with the key words. A complete and thorough

understanding/study of the text isneeded.

Causes for formation of regions,planning regions must be spelt out.The different factors that haveinfluenced their development mustbe enumerated.

Regions of Chhattisgarh, Bengaluruand Haldia should be taught with thehelp of maps.

66

GENERAL COMMENTS:


Correct unit for area not mentioned.

The causes/factors that make the El-Nino cause floods and droughts.

Difference between flora and forest.

The meaning of Environmental Management.

Differences between the Golden Quadrilateral & National Highways.

The relationship between transport and industrial development.

Map work – shading state boundaries and marking centres.


Centres of Iron and Steel Industry with names of Iron and Steel plants

Flora and fauna.

Names of canals and names of multipurpose river valley projects.

Relationship between transport and development


Avoid selective study.

Consult the atlas to get an idea of location of places being studied.

Find out the geographical reasons that are causing different phenomena, e.g.- climaticvariations, floods and drought, changes in population, location of industries, croppingpatterns, etc.

Make a list of terms topic-wise and learn definitions accordingly, with key words.

Try to correlate topics.

Develop your power of reasoning and analysis by working out more application basedquestions.

Examples should always be mentioned.

Instead of learning paragraphs by rote- mark out/number out points.

Underline the key words given in the answer.

Give comparable differences

Map practice is a must-it should be done regularly. Refer to the map list given by the in theSyllabus booklet.

67

SOCIOLOGY




DetailsMark Range


0.00

5.00

10.00

15.00

20.00

25.00

30.00

35.00

40.00

45.00

50.00

0-20 21-40 41-60 61-80 81-100

0.00 0.12

12.50

40.20

47.18

Per

cent

age

of C

andi

date

s

Marks Obtained


68

B. ANALYSIS OF PERFORMANCEPART I (20 Marks)


Question 1

Answer briefly each of the following questions: [102]

(i) What is marriage by trial?

(ii) What is gotra?

(iii) What are the terms amitate, avoidance and couvades known as?

(iv) Explain the term multiple possessory rights.

(v) What is meant by sororate?

(vi) How are capital goods and consumer goods different from each other?

(vii) Mention two negative effects of mass media.

(viii) What is meant by shifting axe cultivation?

(ix) Mention any two social reforms that led to the change in the status of women inPre-British and British India.

(x) According to Frazer, what are the different types of magic?


(i) Some candidates confused ‘marriage by trial’ with‘marriage by probation’. The emphasis on ‘provingpersonal courage and bravery’ was missing in mostanswers.

(ii) Gotra was explained by most candidates as a subclan requirement for marriage. The concept ofdescent from a common rishi ancestor was missingin many answers.

(iii) ‘Amitate, avoidance and couvade’ were explained bymost candidates without any reference to them beingkinship usages. Many candidates have even statedthat these are kinship terms.

(iv) The concept of multiple possessory rights could notbe explained by most candidates. Candidatesconfused it with collective ownership or communalownership of family property or land.

Suggestions for teachers In case of marriage by trial,

emphasis should be laid on theword ‘Trial’ and what it stands for.

The term ‘sororate’ needs to beexplained as a form of preferentialmarriage designed to promote inter-familial cordiality, where severalsisters are simultaneously orpotentially the spouses of the sameman, mainly to compensate forbride price given. The words‘simultaneously’ and ‘potential’need to be highlighted.

69

(v) ‘Sororate’ was explained as ‘polygyny’ by mostcandidates whereby a man marries several women,sometimes sisters. The concept of being a potentialmate was not found in many answers.

(vi) Capital goods and consumer good were bedistinguished properly with examples by mostcandidates.

(vii) Negative effects of Mass Media were writtencorrectly by most candidates.

(viii) In case of shifting axe cultivation, many candidateswrote about burning crops and/or land afterharvesting. In several cases candidates wrote: theland is shifted, the axe is shifted, etc.

(ix) Reforms like prevention of child marriage, allowanceof widow remarriage were mentioned by manycandidates but some mentioned reforms ofpost-independent period. Some wrote aboutorganizations initiating reforms or names ofreformers.

(x) Frazer’s Magic was described by many candidates asBlack Magic and White Magic instead ofHomeopathic and Contagious magic.

Clarify what kinship usages are andhow the concept differs fromdegree, range or kinship terms.

Explain and differentiate betweencapital goods and consumer goodswith relevant examples.Explain that in shifting axecultivation, the same plot of land isnot cultivated for very long,instead, the cultivator moves fromone place to another.

While explaining types of Magicby Frazer, the following pointsshould be pointed out: Cause andeffect relationship; Laws – law ofsimilarity and law of contagion;principles on which Frazer basedthese laws.

70

MARKING SCHEME

Question 1.

(i) Marriage by Trial is a way of getting married in tribal societies. It involves the show ofstrength, courage and bravery as desirable traits in young men. Once the young man has shownhis prowess, he can marry any girl he wants from amongst the eligible.

(ii) When the ancestor is believed to be one of the seven rishis or sages as specified in Hinduscriptures, then the clan is known as gotra.

(iii) Kinship Usages.

(iv) Multiple possessory rights – Among the tribals, several individuals own the same land and useit for different purposes. One individual may own the trees on a plot of land and the other maycultivate the same piece of land.

(v) Sororate - a form of preferential marriage where one is a potential mate to one’s deceasedwife’s sister.

(vi) Capital goods and Consumer goods are both types of Economic goods. Capital goods have thecapacity to produce further like machinery and raw materials. Through organized human effortthey are transformed into consumer goods which are products that are used soon afterprocurement like eatables, toiletries, groceries etc.

(vii) Mass media can be used for transmitting and perpetuating stereotypes in society. It caninfluence public opinion; hence can be used for brain washing people.

It can be used as a propaganda machine. It can blow out of proportion non-sensitive issues, thus sensationalize trivial matters. Over exposure to outside world through media, like films and television can lead to

decline of one’s own culture.(any two)

(viii) Shifting axe cultivation consists of felling of trees or setting them on fire, to get a fresh pieceof fertile land as the existing land loses fertility due to continuous farming.

(ix) Abolition of sati system, child marriage and female infanticide. Introducing of widowremarriage and women education.

(any two)(x) Magic according to Frazer:

Homeopathic or imitative

Contagious magic

71

PART II (50 Marks)

Answer any five questions.

Question 2

(a) Discuss Consanguine kinship and Affinal kinship. [5]

(b) Define degrees of kinship. Explain the three degrees of kinship giving one example ofeach.

[5]


(a) Many candidates defined kinship, consanguineouskinship, and affinal kinship and cited examples ofboth but did not go beyond that. Some candidateswrote about social recognition being the mostimportant element in determining consanguineouskinship.

(b) The definition of degrees of kinship was not cited bymany candidates or in several cases, the definitiongiven lacked clarity. Some candidates made mistakesin giving examples for tertiary kinship.

MARKING SCHEME

Question 2.

(a) Consanguine Kinship Relations – Defined by blood relations for e.g. between Parents andchildren. The composition of consanguine kin group depends on the rules of descent in thesociety. Consanguine kin can be patrilineal, matrilineal or bilateral. Relationships here areinformal and intimate. Consanguine groups maintain rules of exogamy. Rules of exogamy areimportant and the incest taboo ensures that the consanguineal kin group maintains solidarity.

Affinal kinship relations are based on marital ties for e.g. between husband and wife.

Most families are composed of some affinal relatives. An exception is the Nayar Tarawadwhich is a consanguine kin group.

Affinal kinship relations are characterized by distance and respect, for e.g. the relationshipbetween parents of two married individuals.

They provide emotional and economic support when consanguine relations fail.

Outside the lineage based kin group one’s wife’s parental family is the most important.Affinal relations may end with the death of a spouse.

Affinal relations are an extension of consanguineal relations.

Such relations connect two families and can be an alternative to consanguine relations for e.g.one’s sister- in- law can be treated as one’s sister.

Suggestions for teachers The difference between affinal and

consanguineous kinship can beexplained with the help of diagramsand examples.

The term ‘ego’ must be stressedupon as the relationship has to betraced back to the ego. Teach aboutgenealogical charts and their uses.

72

The relationship with affinal relatives is characterized by distance and respect. One oftenguards against interference shown by the parents of one’s wife in one’s own family affairs.

(b) Degrees of kinship: enable a person to understand to what degree a person is related to theperson being referred to. There are three main degrees of kinship.

1. Primary degree – If a person is related to ego directly. For example, one’s father is hisprimary kin.

2. Secondary degree – If a person is related to ego through primary kin, for e.g. one’s father’sbrother is his secondary kin.

3. Tertiary degree. The secondary kin of a primary kin and the primary kin of a secondarykin. For e.g. one’s father’s brother’s children are his Tertiary kin.Diagram

Question 3

(a) Describe any five ways of acquiring mates in primitive societies. [5]

(b) Examine polygamy as one of the forms of marriage. [5]


(a) Most candidates were able to write about the fiveways of acquiring mates in a primitive societies.

(b) Polygamy, polygyny and polyandry could beexplained by most candidates. However, in somecases, candidates got confused between polygyny andpolyandry. Some were not able to explain polygamy and its types. A number of candidates werenot able to explain the causes.

MARKING SCHEME

Question 3.

(a) Ways of acquiring mates in primitive societies:Ways of acquiring mates in primitive societies are many with a number of variations. HoweverLowie identified some popular means of acquiring mates in tribal society. Marriage by probation Marriage by capture Marriage by trial Marriage by purchase Marriage by elopement Marriage by service Marriage by exchange Marriage by intrusion Filial widow inheritance

(Any five of the above with appropriate examples.)

Suggestion for teachers Acquaint students with the

differences between polygyny andpolyandry.

73

(b) Polygamy is the practice of having more than one spouse at a time.

It is of two types: Polygyny and Polyandry.

Polygyny- When a man has more than one wife at the same time.When these wives are sisters-sororal polygynyWhen these wives are not sisters- non sororal polygyny- Muslims

Causes for polygyny- social status; desire for more children; taboos against menstruating,pregnant and lactating women.

Polyandry- When a woman has more than one husband at the same time.eg Todas, KhasasWhen husbands are brothers- Fraternal polyandry.When husbands are not brothers- non-fraternal polyandry.

Causes for polyandry- Scarcity of women, high bride price, sterility of men, hypergamy in thecase of shudra men.

Question 4(a) Functions of a family have undergone several changes in modern times. Discuss any

five such changes.[5]

(b) Make a comparative study between religion and science. [5]Comments of Examiners

(a) A number of candidates confused ‘changes infunctions of a family’ with features of family/functions of family/ structural changes/ factorsresponsible for changes.

(b) Most candidates could differentiate between religionand science though in some cases differences werevague and many points were repetitive. In severalcases, candidates did not write about similarities anddifferences simultaneously.

MARKING SCHEME

Question 4.

(a) Changes in the functions of Family in Modern times: The reproductive function of family has suffered Parental and educational functions of family have been shifted to external agencies. Protective functions of family have declined. Economic functions of family have been distributed. Socialization functions of family is gaining increased attention. Status ascription function of family has weakened because of the importance of achieved

status. Recreational functions of family is losing importance. Decrease in religious activities.

(Expand on the above)

Suggestions for teachers Ask students to read the question

carefully and to focus on itsrequirements.

Tell students that in a question inwhich comparison is required, bothsimilarities and differences need tobe specified.

74

(b) The comparison between religion and science: Religion is a system of beliefs, emotional attitudes and practices which help people cope

with the stresses of human life. Science is a body of knowledge about man and the universe acquired through scientific

techniques. Religion deals with the super empirical world. Science deals with the empirical world. The purpose of religion is to explain all occurrences by the will of God. The object of science is to explain the operation of the universe by generalizations arrived

at after an objective study of the universe. Scientific generalizations can be proved or disproved. Religious beliefs are not true in any scientific sense. Science develops habits of the mind and accepts only the empirical truth. Religion has as its supreme goal the pursuit of non-empirical truth.

(Any five points may be explained. Similarities may also be included. Any other relevantpoints.)

Question 5

(a) ‘Religion is a pacifying agent, but can also act as a divisive force’. Justify thisstatement with three functions and two dysfunctions of religion.

[5]

(b) Define the word Education. State any five main functions of education. [5]


(a) Most candidates could answer this question onfunctions and dysfunctions of religion.

(b) Most candidates could answer this questionsatisfactorily. In some cases, the definition ofeducation was rather unclear.

MARKING SCHEME

Question 5.

(a) Functions and Dysfunctions of religion:Religion is a universal institution and is an inseparable part of society. It is intricatelyinterwoven with all other aspects of human life.

Functions of religion: Religion provides religious experience. It provides peace of mind. It promotes social solidarity. Religion conserves the value of life.

Suggestion for teachers Encourage debates in class on

religion and society to provide for abetter understanding. This will alsohelp students in drawing examplesfrom contemporary India.

75

It acts as an agent of social control. Priestly functions are performed by religion leading to stability in society. Religion promotes welfare. It provides recreation. It explains individual suffering and helps integrate the human personality. Religion enhances self-importance.

(Any three points to be explained)

Dysfunctions of religion: Religion inhibits protests and impedes social change. Hampers the adaptation of society to changed conditions. It increases conflict making the evolution of realistic solutions difficult. It impedes the development of new identities. It can foster dependence and irresponsibility. It can promote evil practices and superstition. Contributes to inequalities. Religion can act as a divisive force. It retards scientific achievements. Religion promotes fanaticism.

(Any two points to be explained)

(b) Education: Education word is derived from the Latin word educare, meaning, bring forth. Ifmay be defined as a process whereby the social heritage of a group is passed on from onegeneration to another, as well as the process whereby the child becomes socialized, i.e. Learnsthe rules of behaviour of the group in which he is born. To complete the socialization process To transmit the cultural heritage For the formation of social personality Reformation of attitudes / values Education for occupational placements Conferring of status Encourages the spirit of competition Education acts as an integrative force.

(Any five points)

76

Question 6

(a) Discuss the nature of primitive economies. [5]

(b) Define status. How has Lowie described the determinants of status? [5]

Comments of Examiners(a) ‘Nature of primitive economies’ was confused with

‘types of economies’ by most candidates. Candidatestalked about various types such as, food gathering,pastoralism, shifting axe cultivation, etc.

(b) A number of candidates were unable to define‘status’ correctly. Specific answers were missing inmany cases - the four determinants were replaced byother words, thus giving only partial idea, e.g. ‘extentof work was replaced by ‘content of work’ and‘actual treatment’ by ‘treatment’.

MARKING SCHEME

Question 6.

(a) Nature / Characteristics of primitive economies:Economic activity involves all those activities of man which are designed to secure himphysical survival. All economic systems need to maximize satisfaction through economicallocation of various resources which are limited for the satisfaction of needs which areunlimited.Primitive economic systems have characteristics that make them structurally different frommodern economic systems.They are- Inadequate, ineffective and wasteful use of nature (in the absence of advanced technology),

(For example shifting cultivation where agricultural surplus is also not created). Money as a store of value and a medium of exchange is not widely used in primitive

society. Therefore modern concepts such as banking and credit are absent. Relations inprimitive society are based on barter.

The profit motive of economic dealings is absent in primitive economies. Mutualobligation, sharing and solidarity are important.

The co-operative and collective efforts are important in these economies which arecommunal economies.

The rate of innovation is very low in these economies. Therefore there is stability anduniformity due to simplicity and uniformity of the techniques used.

The market as an institution is absent. Weekly markets or seasonal markets exist. Thereforecompetition and monopoly are absent.

Economic activities in primitive societies are directed largely to the manufacture ofconsumption and not production of goods.

Suggestions for teachers Ask students to read the question

carefully and answer accordingly. Explain the difference between

‘nature’ and ‘types’ of economies. Ask students to learn definitions by

heart.

77

Specialization based on technical abilities is absent. Division of labour is, however, based on age and sex. Women, infants and the aged are

kept away from economic activities which require rigorous labour and due to prohibitivetaboos.

Property in primitive societies is communally owned and multiple possessory right applyto property. It also includes rights and privileges and giving feasts of merit.

(any five points to be explained)(b) Status can be defined as a synonym for roles bringing prestige to the person who performs.

According to Lowie, status has four determinants- actual treatment; legal status; opportunityfor social participation; character and extent of work. All four are independent without anycausal relationship. Any correlation is purely empirical and not conceptual.

(Lowie’s four determinants should be explained)

Question 7

(a) Discuss the difference between primitive law and modern law. [5]

(b) Write a short note on the history of the Narmada Bachao Andolan. [5]


(a) A number of candidates were able to attempt thisquestion correctly. In some cases, points wererepeated. Many candidates gave only three points ofdifference between primitive and modern law. A fewcandidates explained primitive law in detail withoutactually distinguishing it from modern law.

(b) Many candidates could write about the main cause ofthe movement but were confused regarding the date,the name of the initiator of the movement, the courseof movement and the end result.

MARKING SCHEMEQuestion 7.(a) Primitive Law Modern Law

Collective Responsibility Individual responsibilityPublic Opinion and ethical norms Based on written lawCriminal not civil Both criminal and civil lawPunishment varies depending on the status ofindividual

Status plays no role in punishment. The samepunishment for the same crime.

Intention not given importance Intention is important, determinant of legality

Suggestions for teachers All points of difference between

primitive law and modern law mustbe explained clearly to students.

Students must be asked to writedifferences in column form.Comparable points of differencemust be written and repetition mustbe avoided.

The movement can be explained interms of: cause; date and initiatorof the movement; course;consequences.

78

Concrete evidence absent. Establishment ofguilt through Oath and Ordeal

Proper evidences are considered.

Wergild Compensation and punishmentLaw obeyed purely due to the fear ofsupernatural retribution,

Law obeyed due to fear of punishment andsocial criticism.

Public opinion ad ethical norms. Based on written law and conventions.Kinship bonds are important. Territorial ties are important.

(Any five)(b) Most popular mass movement-1985-against construction of Sardar Sarovar Dam on River

Narmada in Gujarat. Led by Medha Patkar consisted of adivasis, farmers, environmentalists, human right activists. Fight was about social and environmental concerns- displacement of 3,20,000 people;

destruction of thousands of hectares of rich, cultivable land, forest cover and naturalbiodiversity.

Creation of worldwide awareness regarding the plight of adivasis and the destruction ofenvironment;

Raising the issue of rehabilitation with decent and adequate compensation Withdrawal of World Bank funding; Monitoring by Supreme Court and Central Government

(Any five points to be explained)

Question 8

(a) Contact with wider society has led to tribal transformation. Analyse the givenstatement.

[5]

(b) Describe the cultural classification of tribes. [5]

Comments of Examiners(a) Several candidates were unable to comprehend the

question and gave very general answers. In somecases, only three or four points were discussed.

(b) Some candidates confused ‘racial’ and ‘geographical’classification with ‘cultural’ classification. A numberof candidates wrote about Elwin’s classification butthe details were not given clearly.

Suggestions for teachers Explain the meaning of tribal

transformation with reference tointegration and assimilation, asgiven in the scope.Teach classifications with the helpof mind maps or flow charts.

79

MARKING SCHEME

Question 8.(a) Contact with wider society has led to tribal transformation:

Explanation of Assimilation – Isolation – integration OR

Changes noticed due to contact with wider society:

Decline of Dormitories which are essential for cultural education; Influence of Hinduism leading to appearance of Caste system, practises of dowry, child

marriage; Influence of Christianity: complete denial of dormitories as considered derogatory by

missionaries; Introduction of health problems; Exploitation at the hands of Upper-class and money lenders and sometimes even the state

officials.(Any five points to be explained) - any other relevant point accepted.

(b) Cultural classification of tribes in India:–Tribals were classified on the basis of their cultural distance from rural and urban groups. Thiscomparative approach is considered to be important in evolving a plan for rehabilitationbecause it focuses on those problems of tribal India, which are the outcome of haphazardcontact with or isolation of tribes from the rural urban population.

Tribal Culture

Assimilation – those who are completely assimilated.

Adaptive.

(i) Commensalic.

(ii) Symbiotic.

(iii) Acculturative.

Commensalic- those with common economic pursuits with their neighbours, and thus theirgrowth is arrested.

Symbiotic – their relationship with their neighbours is based on interdependence andacculturation is haphazard.

Acculturative- there is a one way flow of culture traits, where tribals are taking in culturetraits from the surrounding rural and urban groups. This leads to a situation of culture crisisleading to sudden cultural changes.

According to Majumdar all three of the above are in a state of culture crisis.

The main criticism to this theory lies in the fact that though this classification could help inthe rehabilitation of tribals it does not include cultures that are culturally distant from ruraland urban groups.

80

GENERAL COMMENTS:


Concept of Gotra

Multiple possessory rights

Social reforms

Functional changes in family

Nature of primitive economies

Tribal Transformation

Cultural classification of tribes

(b) Concepts between which candidates got confused: Marriage by Trial with Probation.

Gotra with common concept of class

Multiple possessory rights and collective ownership

Sororate and Polygamy

Black and white magic in place of Homeopathic and contagious.

Functional changes of family with structural changes, factors responsible for changes and

features.

Nature of economics with types of economies.

Tribal transformation and tribal problems.

Cultural classification and geographical, linguistic or racial classification.

(c) Suggestions for candidates: Study regularly and systematically.

Write the answers in point form. Headings should be underlined. Differences should be written

in column form.

Give diagrams wherever required. This will help in explaining the answer well.

Clarify doubts related to terms and their meanings on a regular basis.

Try to connect a concept or a topic learnt in class to what you see around you and what you

read in the newspapers and magazines.

Utilize the time allocated for reading the question paper, understand the question and its

requirements before attempting to answer.

Address exactly what the question is asking. Do not put down everything you know in a

particular topic.

Answer each part of the question and substantiate the answers with examples.

In a ‘define’ question, first define the concept, and then give an example to illustrate. Do notjust give an example without definition.

Manage your time effectively to ensure that all the answers are completed on time

Presentation should be neat and tidy and handwriting clearly legible.

81

PSYCHOLOGY







Details Mark Range

0-20 21-40 41-60 61-80 81-100





0.00

10.00

20.00

30.00

40.00

50.00

60.00

0-20 21-40 41-60 61-80 81-100

0.00 0.42

15.53

30.31

53.73

Per

cen

tage

of

Can

did

ate

s

Marks Obtained


82


PART I (20 Marks)


Question 1 [20]

Answer briefly all the questions (i) to (xx):

(i) Define culture fair test.

(ii) What is meant by personality disorder?

(iii) Mention any one use of the study of life span development.

(iv) What is meant by individual intelligence test?

(v) Explain the term attribution.

(vi) What is meant by hypertension?

(vii) Explain identity versus role confusion by referring to Erikson’s theory.

(viii) What is meant by anxiety disorder?

(ix) Mention any two causes of prejudice.

(x) What is the difference between aptitude and interest?

(xi) Who put forward the concept of multiple intelligences?

(xii) Mention one way in which psychology can help in improving school environment.

(xiii) What is meant by disorganised attachment?

(xiv) According to Freud, what is meant by the term ego?

(xv) What is meant by the term motivated scepticism?

(xvi) Name the personality theory put forward by Abraham Maslow.

(xvii) With reference to social behaviour, what is meant by recategorisation?

(xviii) Explain the term modelling as used in psychotherapy.

(xix) Define social influence.

(xx) What is meant by stress?

83


(i) Most of the candidates were able to answer the

question correctly. Some candidate did not write the

meaning of ‘Culture Fair’ and only gave examples.

(ii) Majority of the candidates answered this well. A few

confused personality disorder with mental disorder.

(iii) Most of the candidates answered this question well.

(iv) While a number of candidates explained the word

‘individual test’ there were some who only explained

‘intelligence test’ and overlooked the word

‘individual’.

(v) Most of the candidates answered this question

correctly but a few did not specify that it is the cause

behind others’ behavior. They just wrote the cause of

behavior.

(vi) Hypertension was explained in a very general manner

and the biological aspects were not mentioned by the

candidates. Some candidates wrote it as an effect of

tension.

(vii) Very few candidates explained ‘identity vs. role

confusion’ completely. Some discussed only one

dimension, either ‘identity’ or ‘role confusion’.

(viii) Many of the candidates just defined ‘anxiety’ while

some defined ‘generalized anxiety disorder’.

(ix) This question was attempted correctly by most of the

candidates. Some used the point ‘role of social

learning’ as two different points by giving different

examples. For example, learning from parents and

learning from grandparents.

(x) Some candidates discussed the difference between

aptitude and achievement, instead of the difference

between aptitude and interest. Others defined aptitude

or interest incorrectly.

(xi) Majority of the candidates scored well in this part.

(xii) This question was attempted correctly by most of the

candidates. A few candidates wrote in general about

application of psychology in school. They forget the

word ‘environment’, hence very few wrote about the

relationship.

(xiii) This question was not attempted well by majority of

the candidates. Many candidates discussed ‘avoidant’

or ‘ambivalent attachment’. Some gave very vague

definitions.

(xiv) A number of the candidates answered this question

correctly but some were confused between the terms

‘id’ and ‘ego’.


Explain the meaning of the term

‘Culture Fair’, giving examples of

Cattell and Raven’s Tests and how

they do not discriminate against

individuals of varied background.

The difference between mental

disorders, mental retardation and

personality disorders needs to be

taught clearly and what they mean

as it is defined in DSM IV.

Clarify to students that attribution is

a concept of Social Psychology and

the cause behind others’ behaviour.

Moreover, examples need to be

given in order to explain the

concept.

Explain hypertension as an effect of

stress on the biological system as it

leads to higher levels of sodium in

the blood stream.

Anxiety disorders should be taught

with the help of a flow chart

discussing the specific

characteristics of each form of

anxiety disorder.

The four causes of prejudice must

be clearly explained with relevant

examples.

While teaching the chapter

Intelligence and ability, concepts of

general and specific mental abilities

and then the individual concepts of

aptitude, achievement and interest

need to be differentiated.

Stress upon learning the full names

of the proponent psychologist with

emphasis on correct spelling.

The different biases need to be

explained to students clearly.

Examples should be given so as to

enable them to understand each

concept.

84

(xv) Most of the candidates explained this concept

wrongly. The answers given by candidates were

confused and incorrect. In some cases, the examples

were not clear.

(xvi) Almost all candidates answered this part correctly.

(xvii) Most of the candidates answered well. A few

candidates got confused and wrote the definition of

‘social categorization’ without bringing out the

change in the boundaries of ‘us’ and ‘them’ groups.

(xviii) Many candidates did not use the words ‘observing’

and ‘imitating’ and wrote about modeling in the

fashion world and television.

(xix) Several candidates wrote ‘social influence’ as an

influence only.

(xx) While this part was attempted well by majority of the

candidates, a few defined stressors instead.

MARKING SCHEME

Question 1

(i) Intelligence tests which do not discriminate against individuals belonging to different cultures

are called culture-fair tests. In such tests, items are constructed in a manner that eases

experiences common to all cultures.

(ii) Personality Disorders are defined by the DSM-IV as extreme and unflexible personality traits

that are distressing to the persons who have them or cause them problems in school, work or

interpersonal relations.

(iii) By studying life span development, we get to know:

1. The changes which take place during infancy, childhood and adolescence – which can

be physical, cognitive, moral and socio-emotional in nature.

2. It prepares parents / teachers, before time.

3. It helps to evaluate – milestones reached.

4. Helps in proper personality development.

5. It is an urgent guide for a child’s proper exposure to his innate abilities.

6. Good parenting (any one)

(iv) Individual intelligence test is a test that must be given to a single individual at a time typically

by a specially trained person. E.g. Binet-Simon Scale.

(v) Attribution are the processes through which we seek to determine the causes behind other’s

behaviour.

(vi) Hypertension means high blood pressure, a condition in which the pressure within the blood

vessels is abnormally high/ high level of sodium

The principles on which id, ego and

superego are based must be

explained properly.

While teaching, the difference

between social categorization and

recategorization should be brought

out clearly.

Observational Learning should be

taught in detail, so that students

know that behaviour of the role

model is followed or imitated.

Social influence can be taught with

the help of flow charts, with

emphasis on key words.

The difference between ‘stress’ and

‘stressor’ needs to be explained

well with examples.

85

(vii) Identify versus role confusion means, adolescents must integrate various roles into a

consistent self-identity. If they fail to do so, they may experience confusion over who they

are. OR

Identity versus confusion is a crucial stage in Erikson’s theory. At this time of life, teenagers

ask themselves, ‘who am I’? ‘What am I really like’? ‘What do I want to become’? They

seek to establish a clear self-identity to understand their own unique traits and what is really

of central importance to them. Adolescents adopt many different strategies to help them

resolve their own personal identity arises if they fail to develop a self-identity they may

experience confusion over who they are.

(viii) Anxiety disorder: Generalised feeling of fear or apprehension. Vague concern that something

unpleasant will soon occur and persist for a long time.

Anxiety disorders are psychological disorders that take several different forms, but which are

all related to a generalized feeling of anxiety/ high arousal

(ix) 1. Direct inter-group conflict – competition as a source of bias.

2. Social categorization

3. Role of social learning

4. Cognitive source of prejudice – role of stereotypes

(Any other correct cause )

(any two)

(x) Difference between aptitude and interest:

Aptitude refers to an individual’s underlying potential for acquiring skills.

Interest is the preference / inclination / liking in one or more specific activities relative to

others.

For example, a person may be interested in a particular activity, job or training, but may not

have the aptitude for it.

(xi) Howard Gardner./ H Gardner

(xii) Way in which Psychology can help in school environment:

1. Problem of discipline

2. Use of audio-visual aids

3. Democratic administration

4. Time table

5. Co-curricular activities

6. Use of innovative methods (any one)

(xiii) Disorganised attachment is a pattern of attachment in which infants show contradictory

reactions to their care giver after being reunited with her in the strange situation test.

(xiv) In Freud’s theory, the part of personality that takes account of external reality in the

expression of instinctive sexual and aggressive urges. Reality keeps check on Id and balance

86

between Id and Superego. (Maximum pleasure and minimum pain)

(xv) Motivated Scepticism is the tendency to require more information to make a decision

contrary to one’s initial preferences than a decision consistent with one’s initial preferences.

(xvi) The Theory of Need Hierarchy /Humanistic Theory/Theory of Self-Actualisation.

(xvii) Recategorization is a technique for reducing prejudice that involves inducing individuals to

shift the boundary between ‘us’ and ‘them’ so that it now includes groups they previously

viewed as ‘them’.

(xviii) Modelling is a process with learning in which an individual acquires responses by observing

and imitating others.

(xix) Social influence are the efforts by one or more persons to change the attitudes or behaviour of

one or more people.

(xx) Stress is our response to / factors / events that disrupt, or threaten to disrupt our physical or

psychological functioning.

PART II (50 Marks)

SECTION A


Question 2

(a) Describe Guilford’s Structure of Intelligence Model. [5]

(b) Discuss Raven’s progressive matrices as a means of intelligence measurement. [5]

Comments of Examiners (a) Most of the candidates were unable to list all the

factors – hardly anyone mentioned the trigram

symbol.

(b) A number of the candidates did not write the names

and details of three forms of progressive Matrices.

Some candidates did not know whether it is a verbal

or a non-verbal intelligence test. They were

generally confused about the time limit. Some did

not mention educative ability and reproductive

ability.


Diagrammatic explanation needs to

be given while teaching Guilford’s

SOI Model. Also, the key terms

like, structure of intellect, trigram

symbol, should to be emphasized.

Raven’s Progressive Matrices,

should be taught in detail by

including the three forms for

different ability levels. Students

should be made aware that it is a

group test which is non-verbal and

culture fair. There is no time limit.

87

MARKING SCHEME

Question 2.

(a) Guilford and his associates developed a model of intellect on the basis of the factor analytical

research studies conducted by them, which involved a number of intelligence tests. It consists

of 5 x 6 x 5 = 150 factors in all which may constitute human intelligence, where each

parameter operations, contents and products may be further subdivided into some specific

factors and elements. Each one of these factors has a trigram symbol, i.e. at least one factor

from each of the three parameters has to be present in any specific intellectual activity or

mental task. (180 Factors according to the latest revision/120 factors).

Division of intellectual activity with parameters and specific factors:

Operation Contents Products

Evaluation (E) Visual factor (F) Units (U)

Convergent Thinking (C) Symbolic (S) Classes (C)

Divergent Thinking (D) Semantic (M) Relations (R)

Memory (M) Behavioural (B) Systems (S)

Cognition (C) Auditory (A) Transformation (T)

Implication (I)

Principles/Diagram:

1. Reasoning and problem solving skills (Convergent and Divergent operations) can be

subdivided into 30 distinct activities (6 products × 5 contents)

2. Memory operations can be subdivided into 30 different skills (6 products × 5 contents)

3. Decision making skills (Evaluation operations) can be subdivided into 30 distinct

abilities (6 product × 5 contents)

4. Language related skills (Cognitive operations) can be subdivided into 30 distinct

abilities (6 product × 5 contents) (any two)

(b) Raven's Progressive Matrices (also Raven Progressive Matrices) are widely used non-verbal

intelligence tests. Culture fair test / group test. In each test item, one is asked to find the

missing pattern in a series. Each set of items gets progressively harder, requiring greater

cognitive capacity to encode and analyze. The test consist of 60 matrices or abstract designs

from each of which a part has been removed. Subject has 6 - 8 alternative and there is no time

limit. /(Educative ability and reproductive).

(any four)

They are offered in three different forms for different ability levels, and for age ranges from

five through adult:

Coloured Progressed Matrices (younger children and special groups)

Standard Progressive Matrices (average 6 to 80 year olds)

Advanced Progressive Matrices (above average adolescents & adults)

Coloured Progressive Matrices: Designed for younger children, the elderly, and people with

moderate or severe learning difficulties, this test contains sets A and B from the standard

matrices, with a further set of 12 items inserted between the two, as set AB. Most items are

88

Question 3

(a) Explain the personality theory by Carl Rogers. [5]

(b) Explain the trait theory of personality given by Allport. [5]

Comments of Examiners (a) A number of candidates did not mention distortion or

denial. Some did not mention positive conditional

regard. Others mentioned the names of concepts

without explaining them. Several candidates only

explained fully functioning person in detail, without

mentioning any other concepts. A few candidates

discussed Roger’s Client - centered Therapy.

(b) Definition of trait theory of personality was not

written by most of the candidates. Functional

autonomy was not explained by many. In some cases,

three types of traits were mentioned but their

examples were not given. Some candidates were

confused about central and cardinal traits.

presented on a coloured background to make the test visually stimulating for participants.

However the very last few items in set B are presented as black-on-white — in this way, if

participants exceed the tester's expectations, transition to sets C, D, and E of the standard

matrices is eased. (Name + 1 description)

Standard Progressive Matrices: These were the original form of the matrices, first

published in 1938. The booklet comprises five sets (A to E) of 12 items each (e.g. A1 through

to A12), with items within a set becoming increasingly difficult, requiring ever greater

cognitive capacity to encode and analyze information. All items are presented in black ink on

a white background. (Name + 1 description)

Advanced Progressive Matrices: The advanced form of the matrices contains 48 items,

presented as one set of 12 (set I), and another of 36 (set II). Items are again presented in black

ink on a white background, and become increasingly difficult as progress is made through

each set. These items are appropriate for adults and adolescents of above average

intelligence./ (Name + one description for each of the Matrices).


All main concepts, that is, fully

functioning person, self-concept

reality, denial, distort or conditional

positive regard and unconditional

positive regard should be explained

clearly.

Students should be asked to read

the question carefully. They should

be taught to write each and every

concept of the theory. All traits

should be explained with relevant

examples. The difference between

Central and Cardinal traits should

be explained clearly.

89

MARKING SCHEME

Question 3.

(a) One central assumption of Rogers theory was that human beings show many positive

characteristics and move, over the course of their lives, toward becoming fully functioning

person. What are such persons like? Rogers suggested that they are people who strive to

experience life to the fullest, who live in the here and now and who trust their own feeling.

They are sensitive to the needs and rights of others but they do not allow society's standards

to shape their feelings or actions to an excessive degree. Fully functioning people aren't

saints. They can and do act in ways they later regret but throughout life, their actions are

dominated by constructive impulses. They are in close touch with their own values and

feelings and experience life more deeply than most other persons.

If all human beings possess the capacity to become fully functioning person, why don't they

all succeed? Why aren't we surrounded by models of health and happy adjustments? The

answer, Rogers contends, lies in the anxiety generated when life experience are inconsistent

with our ideas about ourselves. In short- When a gap develops between our self-concept(our

believes and knowledge about ourselves) and reality or our perceptions of it. For ex. a young

girl who is quite independent and self-reliant, and who thinks of herself in this way. After her

older sibling dies in an accident parents begun to baby her and feels she must be sheltered

from the outside world. This treatment is highly inconsistent with her self-concept. As a result

she experiences anxiety and adopts one or more psychological defences to reduce it. The most

common defence is distortion-changing our perception of reality so that they are consistent

with our self-concept. For ex. the girl may come to believe that her parents aren't being

overprotective, they are just showing normal concern for her safety. Another defence process

is denial; she may refuse admit to herself that as a result of being baby she is indeed losing

her independence.

The larger such gaps, Rogers contends the greater individual maladjustment-and personal

unhappiness. Rogers suggested that distortions in the self-concepts are common because most

people grow up in an atmosphere of conditional positive regard. That is they learn that such

as their parents, will approve of them only when they behave in certain ways and express

certain feelings. As a result many people are forced to deny the existence of various impulses

and feelings and their self-concepts become badly distorted.

Rogers suggest that therapists can help to accomplish this goal by placing individuals in an

atmosphere of unconditional positive regard- a setting in which they will be accepted by the

therapists no matter what they say or do. Such conditions are provided by client centered

therapy.

(b) Gordon Allport (1897-1967) is often called the father of personality theory. He was very

much a trait theorist. Traits are specific dimensions along which individuals differ in

consistent and stable ways. He believed in the individuality and uniqueness of the person and

that people have consistent personalities.

Allport who spent thirty years searching for the traits that combine to form personality, found

nearly 18,000 dictionary terms that can be used to describe human behaviour. Allport

believed that traits are essentially unique to each individual. On the basis of his studies,

Allport concluded that personality traits could be divided into several categories that varied in

their importance. The least important are secondary traits; these are traits that exert relatively

90

weak and limited effects on behaviour. More important are central traits- five to ten traits that

together account for the uniqueness of an individual’s personality. Such traits are stronger and

more resistant to situational forces. Finally, Allport noted that a few people are dominated by

a single trait called cardinal trait. Nearly all of the individual’s actions can be tracked back to

such traits. Napoleon (ambition) and Alexander the Great (lust for power) are a few examples

of such persons and their cardinal traits.

According to Allport, more important than all of the searching into the past or the history of

the organism is the simple question of what the individual intends to do in the future.

Intentions include hopes, wishes, ambitions, aspirations, and plans of the person. It is the

contention of this theory that what the individual is trying to do is the most important key to

how the person will behave in the present. In this respect, he showed a strong similarity to

certain views of Alfred Adler and Carl Jung.

The principle of functional autonomy simply states that a given activity may become an end

or goal in itself, in spite of the fact that it was originally engaged in for some other reason.

For example, initially a child may learn to read because this pleases his teachers and parents.

Later in life, however, the same person may read because he has come to enjoy this activity in

itself. This contrasts with Freud’s view that the roots of adult personality are planted firmly in

the soil of childhood. For Allport, such connections are not necessarily present, and our adult

behaviour may spring from roots entirely different from those that give rise to our childhood

behaviour.

Question 4

(a) Explain Strong Campbell Interest Inventory as a means to measure interest. [5]

(b) Describe the Psychosexual Stages of development by Freud. [5]

Comments of Examiners (a) The test items were written incorrectly by many

candidates. Some candidates hardly knew the details

of SCII. A number of candidates missed the scoring

part of the test.

(b) Majority of the candidates attempted this question

correctly. Some candidates were confused between

the latency stage and the genital stage. In some

cases, the stages were not written in the proper

sequence or order. Several candidates missed out the

‘phallic stage’ but wrote ‘Oedipus’.


All the necessary details of the test

should be explained to students

especially about the seven parts and

their preference categories. Scoring

in terms of mean and standard

deviations must be explained. The

six themes and the basic interest

scale must also be discussed.

All five psychosexual stages must

be explained clearly, along with

libido and fixation at each stage.

The importance of writing the

correct name of each stage, in the

right order must be stressed upon.

91

MARKING SCHEME

Question 4.

(a) Strong-Campbell Interest Inventory has been the subject of 50 years of research. It is mainly

taken from Strong’s earlier version ‘Strong Vocational Interest Blank”. SCII represents the

1974 revision of the SVIB formulated by E.K. Strong Junior. The type of scores that this

inventory gives, indicates the degree to which a person is similar in his interest to persons in a

particular occupation.

Description of the test:

In SCII the men’s and women’s forms of SVIB were merged. It consists of 325 items grouped

in 7 parts. All the items were selected on the basis of empirical criterion keying. Items in first

five parts fall into following categories:

1. Occupations

2. School subjects

3. Activities (of making a speech, raising money for charity etc.)

4. Amusements (things you would like to do when you have a lot of time)

5. Day to day contact with various types of people (e.g. military officers)

The examinee has to express his preferences for these items under three categories: “Like”

(L), “Indifferent”(I), or “Dislike” (D).

The remaining two parts require the respondent to express a preference between paired items

e.g. dealing with things vs dealing with people.

Scoring:

In order to establish the scoring key for an occupation Strong and Campbell compare the

responses of persons in general to responses of persons within that occupation. Since the

responses of men and women show substantial differences on a number of interest items, the

comparisons have been carried out separately for men and women.

The total score is the sum of the item- responses. A raw score is obtained in this way for each

of the occupations. The raw scores are converted into standard scores where the mean for the

sample is taken to be 50 and standard deviation to be 10. A standard score of 45 or above is

considered similar to those in occupation and thus indicative of interest whereas a score of 25

or less is considered to be dissimilar. A score between 26 and 44 is viewed as rather

uninformative.

The Strong Campbell Inventory has added two types of scales that were not there in the

original SVIB.

The first of these scales is called the General Occupational Themes Scales. Each theme is

described not only by the occupations that appear to relate to it but also by a set of adjectives

that are thought to be typical of person in whom that theme is predominant. Thus a person

high on a realistic theme is described as robust, rugged, practical, stable, natural and

persistent. The six themes given are Realistic, Investigative, Artistic, Social, Enterprising and

Conventional.

92

Finally, the SCII provides Basic Interest Scales. These are scores based on small clusters of

items in which the items correlate fairly substantially with each other and appear to share

common content.

This inventory has fairly good reliability and validity. Scores in most interest inventories are

quite stable over short periods of time such as two weeks or a month. Correlation of about

0.90 are typical of those reported in manuals for both the Strong and Kuder Inventories.

Takes 25 minutes.

(b) According to Freud, there is an innate sequence of stages through which all human beings

pass. At each stage pleasure is focused on a different regions of the body.

Oral stage: The stage of psycho sexual development during which pleasure is centered in the

region of mouth.

Anal stage: The psycho sexual stage of development in which pleasure is focused primarily in

the anal zone.

Phallic stage: An early stage of psycho sexual development during which pleasure is centered

in the genital region. It is during this stage that the Oedipus Complex develops.

Oedipus Complex (The Father and the Daughter, Electra complex (the mother and the son):

In Freud’s theory a crisis of psycho sexual development in which children must give up the

sexual attraction to their opposite sex parents.

Latency stage: The psycho sexual stage of development that follows resolution of the Oedipus

Complex. During this stage sexual desires are relatively weak.

Genital stage: The final stage of psycho sexual development- one in which individual

acquires the adult capacity to combine lust with affection.

93

SECTION B


Question 5

(a) Explain the self-gender awareness that is found during childhood. [5]

(b) Describe the cognitive development that occurs during infancy. [5]

Comments of Examiners (a) A number of candidates wrote general answers. Only

a few discussed concepts such as, gender stability,

gender consistency, etc.

(b) A number of candidates who attempted this question

did not write about concepts such as, assimilation and

accommodation. A few candidates discussed the

preoperational period instead of sensorimotor period.

Several candidates did not write about reflexes. In

some cases, the examples were not clear.

MARKING SCHEME

Question 5.

(a) By the age of four, one understands the fact that one is a male or female which is termed as

gender identity.

Again, children understand that the gender is stable over the time, which is known as gender

stability.

Ruble and her colleagues have proposed that complete understanding of one’s sexual identity

involves all three components and centres around a biologically based categorical distinction

between males and females.

It is not until they are six or even seven, however, that children acquire gender consistency –

the understanding that even if they adopted the clothing, hair styles, and behaviours

associated with the other sex, they would still retain their current sexual identity. At this

time, they can answer correctly questions such as “If Jack were gentle and cooked dinner,

would Jack be a boy or a girl?”


Familiarise students with terms

such as, gender identity, gender

stability, gender consistency,

gender stereotype, gender roles and

sex consistency (defining all of

them). The role of social learning

and cognitive development theory

should be explained.

Each stage of cognitive

development must be discussed

with age, range and distinctive

developmental features.

Key words of each stage must be

included in the explanation.

Students should be taught to

differentiate between cognitive,

social and physical development.

94

Gender: A society’s beliefs about the traits and behaviour of males and females.

Gender stereotypes: Cultural beliefs about differences between women and men.

Gender Roles: Expected behaviours of males and females in many situations.

Sex consistency is complete understanding of one’s sexual identity, centring around a

biologically based categorical distinction between males or females.

Several contrasting but not necessarily competing explanations have been offered. One of

these social learning theory emphasizes the role of learning – especially the impact of

modelling and operant conditioning. According to this theory, children are rewarded for

behaving in these accordance with gender stereotypes and gender roles – for behaving as boys

and girls are expected to behave.

A second view of gender development, cognitive development theory, suggests that

children’s increasing understanding of gender is just one reflection of their steady cognitive

growth.

A third view is the theory that children develop a cognitive frame work reflecting the belief

of their society about the characteristics and roles of males and females, this gender schema

often strongly affects the processing of new social information./(Gender schema theory)

(b) In Piaget’s view, the development of knowledge is a form of adaptation and as such involves

the interplay of two processes, assimilation and accommodation. Assimilation means

modifying one’s environment so that it fits into one’s already developed ways of thinking and

acting. For example, when a child hoists a banana and runs around in a circle shouting “Look

– it is a jet”, the child is assimilating the banana into ways of thinking and behaving that are

already in place. Accommodation means modifying oneself so as to fit in with existing

characteristics of the environment. The child who, for the first time manages to peel a banana

and adjust his mouth so that the banana will fit into it has accommodated his ways of thinking

and behaving to the banana as it really is. Of course, most steps in development

accommodates to the banana (adjusting his ways of holding his hand and his mouth) also

assimilates the banana (by chewing and swallowing it). Piaget also spoke of equilibration –

the tendency of the developing individual to stay in balance intellectually by filling in gaps in

knowledge and by restructuring beliefs when they fail to test out against reality.

According to Piaget, the processes of assimilation, accommodation and equilibration operate

in different ways at different age levels.

Piaget called the period of infancy the sensorimotor stage, The label reflects the infant’s way

of knowing the world are sensory, perceptual and motoric. Piaget called each specific way of

knowing a scheme. A scheme is an action sequence guided by throughout. For example,

when infants suck, they are exercising a sucking scheme.

When young infants see an object and the object is then hidden, they seem unaware that the

object continues to exist.

Hold an object within view of the baby until he or she is clearly interested and is reaching for

it; then quickly cover the object with a cloth. Chances are that the baby will stop in mid-

reach and will not search for the object at all. Repeat the same experiment with the same

youngster 3 or 4 months later, and you are apt to see the baby search for the hidden object.

The search suggests that the baby has attained what Piaget called object permanence – the

95

idea that objects continue to exist even when we can no longer see them. To understand the

importance of object permanence, remember that the mother and father are also objects in a

baby’s world. Evidence suggests that very young infants are not aware of the permanence of

people – even their own parents when these people are hidden from view.

1. Reflexes scheme – birth to one month

2. Primary Circular Reaction 1 to 4 months

3. Secondary circular reaction 4 to 8 months

4. Coordination of secondary schemes 8 to 12 months

5. Tertiary circular reaction 12 to 18 months

6. Mental combination 18 to 24 months

(any five)

Question 6

(a) Explain with examples any five ineffective strategies of handling stress. [5]

(b) Describe the different stages of General Adaptation Syndrome. [5]


(a) This question was well answered by majority of the

candidates who attempted it but some candidates

gave vague answers while some others did not give

examples. A few candidates discussed ‘effective’

strategies of handling stress instead of the

‘ineffective’ strategies as required. Some candidates

drew the wellness cycle of stress.

(b) Most of the candidates attempted this question well.

However, a few candidates did not mention Hans

Seyle. In several cases ‘Hans Selye’ was spelt

incorrectly. Some candidates wrote about the Stage of

Resistance but missed out on ACTH Hormones, CRF

factors. A few candidates simply mentioned the

stages but did not explain them.

MARKING SCHEME

Question 6.

(a) Ineffective strategies of handling stress:

DEFENSE DESCRIPTION EXAMPLE

1. Displacement Passing on the impulses

on a less threatening

target.

Slamming a door instead of hitting a person.

Yelling at spouse after an argument with the

boss

2. Projection Passing off the

unacceptable impulses

A man who feels strongly hostile towards a

neighbour perceives the neighbour as being


Each defence mechanism must be

explained with an example.

The difference between effective

and ineffective strategies of

handling stress must be clearly

brought out.

Discuss the different stages of GAS

Model and explain each stage

clearly.

96

within self on to

someone else.

hostile to him.

3.

Rationalisation

(Release from

guilt feeling

Supplying a logical or

rational reason as

opposed to the real

reason.

A young woman explains that she ate an

entire chocolate cake so that it wouldn’t

spoil in the summer heat.

4. Reaction

formation

Taking the opposite

belief because the true

belief causes anxiety

If people are too modest, too solicitous, too

affectionate or too strident in their crusades

against an “evil” such as alcoholism it is

possible that they are unconsciously

harbouring the opposite feelings.

5. Regression Returning to a previous

stage of development.

A child who is toilet trained starts wetting

the bed after new sibling arrival.

6. Repression Pushing things into the

conscious

A student asks her professor to raise her;

when she refuses, the student throws a

temper tantrum.

7. Sublimation Acting out unacceptable

impulses in a socially

acceptable way.

Instead of trying to seduce the young man,

according to Freud the widow’s id wants

to, she might “adopt” him as a son and

provide financial support to further his

education.

(any acceptable example for any of the five strategies of defence mechanism be accepted)

(any five) OR

(Emotional expression, complaining, fantasy, helping others, substances abuse, eating

disorder)

(b) Different stages of general adaptation syndrome:

Hans Selye (1956, 1976) termed the body’s response to stressors the general adaptation

syndrome. The general adaptation syndrome consists of three stages. (1) The alarm reaction,

(2) The stage of resistance, and (3) The stage of exhaustion.

Alarm Reaction: The alarm reaction is essentially the emergency response of the body.

Stage of Resistance: If the stressor continues to be present, the stage of resistance begins,

wherein the body resists the effects of the continuous stressor. However, resistance to new

stressors is impaired during this stage. During this stage, certain hormonal response of the

body is an important line of defence in resisting the effects of stressors.

Adrenocorticotropic hormone (ACTH) is secreted into the bloodstream by certain cells in the

pituitary gland. The rate of ACTH secretion, is in part, controlled by another hormone-like

chemical substance – corticotrophin-releasing factor (CRF) – that is made by certain cells in

the brain structure known as the hypothalamus. The corticotrophin-releasing factor flows

from the hypothalamus to the pituitary gland through a specialised system of blood vessels.

Stressors are able to activate the nerve cells of the hypothalamus to that more corticotrophin –

releasing factor is sent to the pituitary gland, thus increasing secretion of ACTH into the

97

blood. In this way, brain activity triggered by stressors influences hormone release; thus this

is a major link between environmental events – stressors – and the bodily state of stress.

Cortisol and other, similar hormones have many secretions which allow the body to deal

adaptively with stressors for long periods of time during the stage of resistance. But

maintained high levels of these hormones can be harmful. For instance, cortisol promotes the

formation of glucose (blood sugar) – a fuel needed for nerve and muscle activity – by

breaking down fats and proteins.

Stage of Exhaustion: The final stage of the general adaptation syndrome is the stage of

exhaustion. In this stage, the body’s capacity to respond to both continuous and new stressors

has been seriously compromised. For instance, due to the actions of cortisol, a person may no

longer be able to ward off infection and may become sick and perhaps die. Or, because of

other stressor-induced hormonal effects, stomach ulcers, diabetes, skin disorders, asthma,

high blood pressure, increased susceptibility to cancer (Bammer & Newberry, 1983) or a host

of other diseases may occur at this stage or late in the stage of resistance.

Question 7

(a) Explain the central features of psychodynamic therapies. [6]

(b) Give any four characteristics for each of the following: [4]

(i) Generalised Anxiety Disorder.

(ii) Obsessive Compulsive Disorder.


(a) This question was answered well by majority of the

candidates. However, a few candidates did not

explain the basic concept of psychodynamic therapy.

(b) (i) Most of the candidates wrote this answer

correctly.

(ii) Many candidate defined obsession and compulsion

repeatedly - they did not give typical behavioral

characteristics.


The basic concept of the

psychodynamic theory must be

explained along with all major

concepts such as, free association,

dream analysis, resistance,

transference and counter

transference.

The difference between various

types of anxiety disorders should be

clearly explained.

Various characteristics of obsession

compulsive disorder should be

highlighted.

98

MARKING SCHEME

Question 7.

(a) Features of Psychodynamic therapy:

Psychodynamic theory is used for the treatment of psychological disorders focusing on the

interplay of motives and urges./(Basic Concept )

Probing the Unconscious: Free Association and Dream Analysis:

Because unconscious impulses and conflicts are assumed to be the cause of neurotic behaviour,

the analyst uses several techniques to discover these unconscious processes and nudge them

into view. One of these techniques is free association, a technique in which patients are asked

to let their thoughts run free, without censorship, reporting them as they occur. To facilitate

their free association, patients are asked to relax on a couch and look away from the analyst.

Unexpected trains of thought, sudden memory lapses, and unusual statements give the analyst

clues to the patient’s repressed thoughts, feelings, and conflicts.

Freud believed that another pathway to the unconscious was dream analysis. He felt that id

urges and unconscious conflicts push for expression even when we are asleep and that our

defence mechanism even relax a bit during sleep. In analysing dreams, the psychoanalyst tries

to understand the particular urges that a patient has repressed and conflicts that are hidden

from view. One is that the symbols we use in our dreams have highly personal meanings,

though analysts believe that we use certain common symbols to stand for particular ideas.

Another is that parts of the dream may seem illogical or confusing. Still another is that parts of

dreams are forgotten.

Coping with Resistance, Transference and Countertransference:

Efforts to avoid or evade – by rejecting the analyst’s interpretations, holding back crucial

information or failing to remember – were labelled resistance by Freud. He saw resistance as a

patient’s unconscious struggle to prevent painful material from being brought out to the

surface and faced directly. The analyst copes with resistance in several ways. Often the

resistance is interpreted for the patient; the analyst explains why the patient may be rejecting

an interpretation or forgetting and the analyst may interpret the repressed feelings in ways that

are easier to accept. The analyst also interprets and builds on the transference that develops

during analysis. The patient’s attitudes and feelings towards people outside analysis can

resurface in the patient’s relationship with the analyst. Sometimes, the analyst develops a

counter-transference reaction with respect to the patient, meaning that the analyst transfers

onto his or her relationship with the patient certain attitudes and feelings that originated in the

analysts relationship outside the analysis.

(b) (i) Generalised anxiety disorder:

Excessive anxiety and worry , occurring more days than not for at least 6 months

about a number of events or activities (such as work or school performance)

The person finds it difficult to control worry.

The anxiety and worry are associated with at least three (or more) of the following six

symptoms:

99

- Restlessness or feeling keyed up or on edge

- Being easily fatigued

- Difficulty concentrating or mind going blank

- Vigilance is evidenced by irritability

- Muscle tension manifested in shakiness, restlessness and headaches.

- Sleep disturbance (difficulty falling or staying asleep or restless, unsatisfying

sleep)

- Hyperactivity is manifested by shortness of breath, excessive sweating,

palpitations and even stomach ailments like chronic diarrhea.

The focus of the anxiety and worry is not confined to features of an Axis I disorder,

The anxiety, worry or physical symptoms cause clinically significant distress or

impairment in social, occupational or other important areas of functioning.

The disturbance is not due to the direct psychological effects of a substance (example

drugs of abuse [or] medication) or a general medical condition (e.g.

hyperthyroidism), and does not occur exclusively during a mood disorder, psychotic

disorder, or a pervasive developmental disorder.

(any four)

(ii) Obsessive compulsive disorder:

A. Either Obsessions or Compulsions

Obsessions are defined by the following:

1. Recurrent and persistent thoughts, impulses or images that are experienced at

some time during the disturbances as intrusive and inappropriate and cause

marked anxiety or distress.

2. The thoughts, impulses or images are not simply excessive worries about real

life problems.

3. The person attempts to ignore or suppress such thoughts, impulses or images

or to neutralise them with some other thought or action.

4. The person recognises that the obsessional thoughts , impulses or images are

a product of his or her own mind (not imposed from without as in thought

insertion)

Compulsions are defined by the following:

1. Repetitive behaviours (e.g. hand-washing, ordering, checking) or mental acts

(e.g. praying, counting, repeating words silently) that the person feels driven

to perform in response to an obsession, or according to rules that must be

applied rigidly.

100

2. The behaviours or mental acts are aimed at preventing or reducing distress or

preventing some dreaded event or situation; however, these behaviours or

mental acts either are not connected in a realistic way with what they are

designed to neutralize or prevent or are clearly excessive.

B. At some point during the course of the disorder, the person has recognized that

the obsessions or compulsions are excessive or unreasonable. However, this does

not apply to children.

C. The obsessions or compulsions cause marked distress, are time consuming (take

more than one hour a day) or significantly interfere with the persons normal

routine, occupational (or academic) functioning, or usual social activities or

relationships.

The Symptoms of OCD

1. Contamination.

2. Pathological Doubt

3. Intrusive Thoughts

4. Symmetry

5. Religious Obsession and Compulsive hoardings

Question 8

(a) Define attitude. Explain the various components of attitude. [4]

(b) Explain each of the following biases. Give one example for each: [6]

(i) False consensus effect

(ii) Automatic vigilance

(iii) Self-serving bias


(a) Most of the candidates answered the question well.

(b) (i) Several candidates just gave the explanation but

did not give a relevant example.

(ii) Many candidates gave an incorrect answer for this

question. In many cases, the examples were also

wrong.

(iii) Self-serving bias was written correctly by most of

the candidates along with the correct example.


The definition of attitude needs to

be explained clearly to students,

along with the ABC components

with examples.

Biases in attribution are very

important hence conceptual

teaching is a must. Sufficient

examples need to be given so that

students are clear in their

understanding.

This concept of automatic vigilance

should be explained clearly to the

student with correct examples.

101

MARKING SCHEME

Question 8.

(a) Attitudes: G .W. Allport who introduced this term, defined attitude as a preparation or

readiness for response. Attitudes can be defined as lasting evaluations of virtually any and

every aspect of the social world- issues, ideas, persons, social groups, objects. Attitudes are

also defined as a learnt predisposition to respond to a person or an object in either a favourable

or unfavourable way.

Components of Attitude:

Three components which are found to be common to all attitudes are:

1. Cognitive: Cognitive or belief component refers to the sets of beliefs and opinions

through which the attitude is expressed e.g. the cognitive component of the attitude

towards a political party may refer to the beliefs whether or not the party has honest,

unselfish and capable persons as leaders. The cognitive component also refers to how

this party should be assessed by the masses. Specifically a positive attitude towards a

political party implies a belief that after coming to the power this party would provide a

better government to the country than any other political party.

2. Affective: Affective or feeling component refers to the emotions associated with a person

or an object. These emotions include pleasant or unpleasant feelings, liking or disliking

for the object, good or bad mood, attraction or aversion. Feeling component serves as a

motivating factor and intensity of positive or negative feeling would determine the

motivational force behind the resulting behaviour. E.g. the affective component of your

attitude towards a political party would be whether you feel good or bad when this party

wins or loses an election.

3. Behavioural: Behavioural or action component refers to the actual behaviour which

occurs in relation to a person or an object. If a person holds a positive attitude towards

another person, he will show a tendency to help or support that person. If his attitude is

negative, the tendency would be to discourage or ignore that person. A favourable

attitude towards a particular party would prompt you to campaign for that party in an

election or to actually join the party as a member.

(b) (i) False consensus effect:

The tendency to believe that other persons share our attitudes to a greater extent than is

true.

The false consensus effect is not necessarily restricted to cases where people believe that

their values are shared by the majority. The false consensus effect is also evidenced

when people overestimate the extent of their particular belief is correlated with the belief

of others. Thus, fundamentalists do not necessarily believe that the majority of people

share their views, but their estimates of the number of people who share their point of

view will tend to exceed the actual number. Fundamentalists and political radicals often

overestimate the number of people who share their values and beliefs, because of the

false consensus effect.

102

(ii) Automatic vigilance: This is the strong tendency to pay attention to negative social

information. If another person smiles at us twenty times during a conversation but

frowns once, it is the frown we tend to notice.

In an important sense this tendency is very reasonable. It alerts us to potential danger and

it is crucial that we recognize it and respond to it as quickly as possible. But our attention

capacity is limited, so when we direct attention to negative social information we run the

risk of overlooking other valuable forms of input. Thus, it may save us cognitive effort

but it can lead us into errors in our perceptions or judgments of others. Automatic

vigilance effect also helps explain why it is often so important to make a good first

impression on others. Since people are highly sensitive to negative information anything

we say or do during a first meeting that triggers negative reactions is likely to have a

strong effect on the impression we create than positive information. In this and many

other respects the automatic vigilance effect can have important effects on key aspects of

social thought.

(iii) The self-serving bias: This is the tendency to attribute positive outcomes to our own

traits or characteristics but negative outcomes to factors beyond our control. e.g. if

students score well in an exam they will most likely attribute it to internal causes like

talent or hard work but if they score poorly they will attribute it to external factors like

difficult paper or strict marking. Thus we have a tendency to take credit for positive

behaviour or outcomes by attributing them to internal causes, but to blame negative ones

on external causes, especially on factors beyond our control.

There are several factors which determine this attribution but the most important is the

need to protect and enhance our self-esteem or the desire to look good to others.

Attributing our successes to internal causes while failure to external causes permits us to

accomplish these ego-protective goals. Self-serving bias is a cause of much interpersonal

friction. It often leads persons who work with others on a joint task to perceive that they,

not their partners, have made the major contribution. Similarly, it leads individuals to

perceive that while their own successes stem from internal causes and are well deserved,

the success of others stem from external factors and are less appropriate. Also, because

of the self-serving bias many persons tend to perceive negative actions on their parts as

justified and excusable but identical actions by others as irrational and inexcusable.

In these ways the self-serving bias can have important effects on interpersonal relations.

There may be a number of good examples of the self-serving bias. Below are some of

the self-serving bias examples:

1. Believing that you are more intelligent than you actually are.

2. Believing that a positive outcome (e.g. writing a best-selling book) is completely due

to your talents when it may be partly explained by chance factors or the effects of

others.

3. Blaming a negative outcome in your life on other people or bad luck when it may be

partly due to making bad decisions.

4. Believing that you can become a famous singer when most people have doubted your

singing ability.

103

Question 9

Write notes on any two of the following: [5x2]

(a) Role of a counsellor in dealing with groups.

(b) Role of persuasion in changing one’s attitude.

(c) Application of psychology in recruiting and motivating employees in an organization.


(i) Majority of the candidates wrote the answer

correctly. They managed to explain most of the

points. However, a few candidates wrote on couples

counselling/ criminal counselling with rehabilitation

or a combination of both.

(a) Most of the candidates who attempted this question

performed well.

(b) Many candidates who attempted this question did not

give sufficient details for recruitment or motivation.

MARKING SCHEME

Question 9.

(a) Role of a counsellor in dealing with groups:

Counselling can be imparted in groups. When groups of people have similar problems, and

they fall within a particular age range, they can be counselled in groups. In group

counselling, the problems should be simple and not complicated or acute.

Group counselling is a type of counselling or relationship between the counsellor and the

client characterised by trust or openness in a group. It is conducted in a group of small

number of people. In group counselling, few people with similar background and similar

problems should be involved. But if more number of persons are taken in a group of

interpersonal contact may be absent which will not help the client. Many psychologists

consider counselling as a process of interpersonal interaction and communication. For

effective counselling in a group, the client and the counsellor must be able to approximately

and accurately send and receive both verbal and non-verbal messages.

The purpose of group counsellor programme is to provide some help and advice to the

persons facing problems in career, job, profession, in group relations and family.

They are advised how to deal with their negative emotions like aggression, violence and

anger in a realistic manner and with a positive approach. Realistic examples should be given

to convince them so that the advice given would really work.

Group counselling is economical. It saves time and cost. Even people in need and

susceptible to economic crimes like theft, robbery, petty crimes can be made aware of various


The role of a counsellor in dealing

with groups should be taught

clearly to students.

The different ways of persuasion in

changing attitudes should be

explained clearly.

The Scope of the syllabus must be

referred to and the details under

organizational psychology must be

discussed with examples.

104

means of income.

In group counselling technique, the problems of all the clients should be same so that it would

be easy for the counsellor to concentrate on a particular issue and all the participants

consciously or unconsciously are influenced by the advice of the counsellor.

In group counselling, not many people should be taken in a group. The best size is of 8 to 10

clients. The client must attend all the group sessions.

Psychodrama which is a group psychotherapy can be used for group counselling. Originated

by Jacob Moreno, Psychodrama aims at exploring the emotional problems, interpersonal

relationships, personality make up, conflicts and emotional problems of the client. It is based

on the role playing technique. The clients express their complexes, suppressed and repressed

urges, aggression and violence through the character they play. Selection of a role for a

particular individual which may have some special significance for him is of great

importance. (Any five points)

(b) In the early twenty-first century, the business of changing attitudes – or at least trying to

change them – seems to grow bigger and more intense through television commercials,

magazine ads, billboards, warning labels on products, etc. – The goal remains the same; to

change people’s attitudes and so, ultimately, their behaviour. Psychologists have the

following observations about these issues:

1. Experts are more persuasive than non-experts (Hovland and Weiss, 1951). The arguments

carry more weight when delivered by people who seem to know what they are talking

about than, when they are made by people lacking expertise.

2. Messages that do not appear to be designed to change our attitudes are often more

successful in this respect than ones that seem intended to reach this goal (Walster &

Festinger, 1962). In other words, we generally don’t trust – and generally refuse to be

influenced by persons who deliberately set out to persuade us. This is one reason why the

soft sell is so popular in advertising – and in politics.

3. Attractive sources are more effective in changing attitudes than unattractive ones (Kiesler

and Kiesler, 1969). This is one reason why the models featured in many ads are highly

attractive and why advertisers engage in a perpetual search for appealing new faces.

4. People are sometimes more susceptible to persuasion when they are distracted by some

extraneous event than when they are paying full attention to what is being said (Allyn &

Festinger, 1961).

5. When an audience hold attitudes contrary to those of a would-be persuader, it is often more

effective for the communicator to adopt a two-sided approach, in which both sides of the

argument are presented, than one-side of an issue, acknowledging that the other side has a

few good points in its favour serves to disarm the audience and makes it harder for them to

resist the source’s major conclusions.

6. People who speak rapidly are often more persuasive than persons who speak more slowly

(Miller et al., 1976). So, contrary to popular belief, we do not always distrust fast-talking

politicians and salespersons.

7. Persuasion can be enhanced by messages that arouse strong emotions (especially fear) in

the audience particularly, when the message provides specific recommendations about how

a change in attitudes or behavior will prevent the negative consequences described in the

105

fear-provoking message (Leventhal, Singer & Jones, 1965).

8. Cognitive approach to persuasion and ELM (Elaboration Likelihood Model)

Message Source - credibility of sources, attractiveness.

Content of the message – suggestion, appeals to fear, one sided vs two sides messages

Characteristic of target – influenceability, selective attention and interpretation,

immunization

(any five)

(c) Application of psychology in the recruiting and motivating employees in an organization:

Recruitment:

A psychologist who specializes in industrial problems and industrial relations is called an

industrial psychologist. Fitting the worker to the job is best done by proper and judicious

selection. Poor selection increases job dissatisfaction, absenteeism, labour turnover and

reduces efficiency. Hence, selection should be scientific, objective and based on tests and

interviews. The task of the industrial psychologist is to ascertain that the tests are reliable and

valid based on objective and scientific procedures.

Scientific Method of Selection includes selection on the basis of photograph, letter of

application, which includes biodata application blanks, reference and recommendations, use

of psychological tests, group discussions and interviews.

Letter of application is a good basis for prediction of job success which gives the biodata and

sufficient information about the applicant. Much preliminary information about the applicant

is obtained through letter of application which may be useful for a final selection. The

application blank is a highly structured interview in which the questions have been

formulated and standardized in advance. If the application blank is properly used, it becomes

an aid to selection and sometimes it is one of the better selection devices at the disposal of the

personnel technician. The bias and prejudice found in interviews is absent in selection

through application blank.

Interview techniques are extensively used for the selection of employees. Even the

personality characteristics like emotional stability, anxiety and stress, etc. can be traced

through interviews conducted by expert and experienced psychologists. In interviews,

situational tests are given like asking the interviewee to teach a subject or solve a crisis in

industry. These are also called role playing techniques.

In group discussions how the candidate is participating, how he is reacting, showing

interpersonal relation, how he is cooperating can be known by observing him. His tactfulness,

emotional stability, activity or passivity, initiative, decision making power, presence of mind

and capacity for taking the group with him can be traced by observing him in a group

discussion.

In sum in the recruitment and selection procedure various objective techniques should be used

to select the best candidate.

106

Motivation:

Psychologists tried to find out what are the basic incentives which motivate the workers.

Incentives can be divided into two parts: financial and non-financial.

Realists say that financial incentive (money and fringe benefits) is the only the incentive for

which people work. Idealists hold that work is very natural for a human being. But the

additional work one does requires some incentive which is non-financial.

While the financial incentives in industry mainly referred to time-rate, piece-rate, multiple

piece-rate, differential piece rate, profit-sharing plans like bonus, etc. group incentive plans,

saving plans, pension and gratuity, the non-financial ones refer to attitude, supervisory

relationship, advancement and security, credit for work done, autonomy, interest in work

counselling on personal problems, promotion policy, security, understanding and appreciation

of fellow employees, job satisfaction, praise and blame, knowledge or result and experience

of progress, cooperation and competition, level of aspiration, etc.

Motivation is a positive drive that forces a person to reach a goal. The psychologists convert

the potentialities into performance, developing a positive attitude towards work which leads

to an increase in employee efficiency and productivity.

(three points from motivation + two points recruitment or two points from motivation + three

points from recruitment)

GENERAL COMMENTS


Meaning of hypertension

Identity vs role confusion

Meaning of disorganized attachment

Meaning of term motivated skepticism

Raven’s Progressive Matrices as a means of intelligence measurement

Strong Campbell Interest Inventory as a means to measure interest.

Five ineffective strategies of handling stress.

Self-gender awareness found during childhood.

False consensus effect.

Autonomic vigilance.


Identity and role confusion

Anxiety disorder and generalized anxiety disorder

Aptitude and intelligence

Social categorization and recategorisation

107

Social influence and conformity

Ineffective and effective strategies of handling stress.

Biases in attribution.


Read articles on psychological issues in newspapers and journals as well as on the internet.

Before writing the answers, please pay attention to the command words of question (discuss,

explain, describe, etc.).

Be more specific and present answers in an organized manner.

Answer in point form or try presenting in separate paragraphs with underlined keywords

instead of writing vague, abstract essays.

Give examples, studies and diagrams where necessary.

Practice writing long answers with emphasis on description, implications and appropriate

evaluation.

108

ECONOMICS







DetailsMark Range


0.00

5.00

10.00

15.00

20.00

25.00

30.00

35.00

40.00

0-20 21-40 41-60 61-80 81-100

2.59

14.47

37.40

25.24

20.30

Per

cent

age

of C

andi

date

s

Marks Obtained


109



Question 1

Answer briefly each of the following questions (i) to (x): [102]

(i) Define marginal utility. When can it be negative?

(ii) What is meant by production function?

(iii) Name the market where average revenue is equal to marginal revenue. Give areason for your answer.

(iv) Give one difference between accounting cost and opportunity cost.

(v) What is the reason for an indeterminate demand curve under Oligopoly?

(vi) What is meant by propensity to consume?

(vii) Explain discounting bills of exchange as one of the functions of the banks.

(viii) Differentiate between revaluation of currency and appreciation of currency.

(ix) How can gross domestic product at factor cost be obtained from gross nationalproduct at market price?

(x) What is meant by revenue deficit? Explain its implication.


(i) Instead of change in utility, candidates wrotechange in commodity which as a concept wasincorrect. Some candidates wrote that marginalutility becomes negative when total utility ismaximum, which is incorrect.

(ii) Many candidates did not use the words ‘bestproduction technique’ or ‘functional’ in definingproduction function. They expressed it merely asa relationship between output and input.

(iii) Identification of perfect competition was correctin most cases. However, several candidates werenot able to give the reason for equality betweenAR and MR.

Suggestions for teachers Teach relationships between TU

and MU with the help of graphs andschedule.

Stress upon the use of key wordsand their importance in definitions.

Help students identify differentforms of market on the basis ofimportant characteristics.

Every term should be clarified withthe help of examples. In opportunitycost, the emphasis should be on‘next best alternative’ and that italso covers economic cost.

110

(iv) The concept of accounting cost was not clear to anumber of candidates. The ‘next best alternative’was not mentioned by many candidates whilewriting about ‘opportunity cost’.

(v) Some candidates mentioned ‘few sellers’ instead of‘intense competition’ and ‘interdependence’ indecision making.

(vi) In some cases, ‘propensity to consume’ wasexplained as a micro concept i.e. consumptionexpenditure of a consumer which is incorrect. Itwas written as C=f(y) instead of defining it withrespect to different levels of National Income.

(vii) The time period of 90 days was not mentioned bymany candidates. Some candidates discussed itconsidering producer and consumer instead ofdebtor and creditor.

(viii)Some candidates seemed to be confused. They didnot relate ‘revaluation’ with attempt made by theGovernment and ‘appreciation’ with the marketforces of demand and supply.

(ix) Some candidate could not answer this partcorrectly. They only subtracted NIT and not NFIAfrom GNPmp.

(x) A number of candidates explained revenue deficitas the difference between Expenditure and Incomeor the difference between Revenue income andRevenue expenditure. The explanation forimplication was also poor in many cases.

Concepts of National income shouldbe made clear to students.

The implication of each feature ofthe market must be emphasized.Students should have a clear idea ofthe kinked demand curve as areason for price rigidity inoligopoly.

Clarify the meaning of all termsassociated with a topic. Studentsshould be made to realize how useof different terms changes themeaning, e.g. ‘macro / micro’.

The meaning of propensity shouldbe explained with reference toconsumption expenditure atdifferent levels of national income.

The time period, i.e. 90 days isimportant to mention whenexplaining its discounting.

The terms Revaluation andAppreciation should be discussedseparately. Revaluation is done bythe Government / Monetaryauthorities as fixed exchange rateand Appreciation by demand andsupply forces as flexible exchangerate.

Students should be taught therelevance of using excess ofRevenue expenditure over Revenueincome of the Government.

111

MARKING SCHEMEQuestion 1

(i) Marginal UtilityUtility derived from every additional unit to the consumer is Marginal Utility. At one pointconsumer’s total utility becomes maximum and then his total utility falls. This is the pointwhen marginal utility becomes negative.

(Diagram or explanation)(ii) Production function

It is a functional relationship or interdependence between output and some factors ofproduction which are needed to produce that output. (Maximum quantity of a commoditywhich can be produced per unit of time with the given amount of inputs when the bestproduction technique is used.)

Q = f(x1, x2…), where Q is output, x1, x2 are factors of production.

(iii) Market is perfect competitionAR = MR as the price is same or uniform

ORPerfect competitive firm is price taker

(iv) Difference between Accounting Cost and Opportunity Cost.Explicit cost or accounting cost is the money payment for hiring or buying inputs or factorsof product. Example, wages paid or money paid to buy raw materials.Opportunity cost is the cost of next best alternative which is sacrificed.If producers use their own resources, they are losing out on income or cost. There areimplicit costs.

(v) Indeterminate Demand Curve under Oligopoly:Oligopolist has intense competition, cannot ignore the reaction of rival firms as there isinterdependence

(vi) Propensity to consume refers to different possible amounts of consumption expenditurewhich the consumers desire to spend at different levels of national income.

(vii) Discounting Bills of Exchange as one of the functions of the banks.A bill of exchange is drawn by a creditor on the debtor specifying the amount of debt andalso the date, normally for 90 days. The creditor can get it discounted from a commercialbank. By discounting, bank pays the money to the creditor and allows the debtor to paywhen the bill is due.

ORExplained with numerical example

(viii) Difference between revaluation of currency and appreciation of currency:Revaluation – attempt made by the government or monetary authorities to increase the valueof home currency with respect to foreign currency.Appreciation – increase in the value of home currencies done by forces of demand andsupply.

112

(ix) Domestic Product at Factor Cost to be obtained from Gross National Product at MarketPrice.GDPFC from GNPMP

GNPMP – net indirect tax - net factor income earned from abroad =GDPFC

Net indirect tax = indirect tax – subsidyNet factor income earned = factor income received – factor income given.

(x) Revenue deficit and its implication.Revenue Deficit: When the revenue expenditure of the government is more than the revenuereceiptsImplication: to cover this deficit, government has to borrow, which will increase the capitalexpenditure of the government.

PART II (60 Marks)Answer any five questions.

Question 2

(a) Discuss the relationship between income of the consumer and demand for acommodity with respect to normal goods, inferior goods and necessities.

[3]

(b) Differentiate between extension of demand and increase in demand, using diagrams. [3]

(c) Explain with the help of a diagram the consumer’s equilibrium through utilityapproach.

[6]


(a) Some candidate defined normal/inferior goodsrelating with price, though in the question ‘income’was clearly mentioned. In some cases, ‘price’ wasmeasured along the vertical axis to draw the relevantcurves of these three types of goods.

(b) A large number of candidates answered this partwell but some did not show the movement and shiftwith the help of arrows.

(c) A number of errors were observed in this question: Some candidates used law of equi-marginal

utility to explain Consumer’s equilibrium; A few candidates explained this equilibrium

using ordinal utility/ indifference curveapproach.

The explanations given by many candidates weredevoid of unstable situations like effects ofMUx>Px and MUx<Px. Some candidates did notshow it with MUx=Px.

Suggestions for teachers Help students understand the

concepts of normal, inferior,necessities and Giffen goods throughthe concepts of income demand andprice demand.

Give more practice to students forunderstanding the concepts ofextension of demand and increase indemand. The diagrams should beproperly labelled and arrows shouldbe used to show movement/shift.

Teach the application of the differentutility approaches. Explain clearlythe differences between cardinal andordinal approach of utility.

Students should be taught thatequilibrium means stableequilibrium. Therefore ‘how theconsumer attains the stable situationfor unstable’, is a must in theexplanation.

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MARKING SCHEME

Question 2(a) Income increases, demand for normal good increases, positive relation or direct

Income increases, demand for inferior good reduces, inverse or negative relationIncome increases, demand for necessities remains sameOR

Only diagrams given and properly labelled

(b) Extension of demand due to fall inprice (own price)

Increase of demand due to other factorslike income increase, favourable tastes,etc.

Extension of Demand due to fall inprice (Own price)

Increase of demand due to other factorslike income increase, favourable tastes,etc.

(Explanation, diagram).

(c) Equilibrium through utility approach:

Definition of Consumer’s equilibriumCondition MUx =Px

Numerical example:

Price of shirt Rs.600

Schedule:

Qty MUx

1 700

2 650

3 600 - Equilibrium

4 500

(Diagram & explanation with example)

Consumer in equilibrium when he buys 3 shirts asMUx =Px

When he buys 2 shirts MUx>Px, so he buys more.When he buys 4 shirts, MUx<Px.

At E1, MUx>Px, consumer buysmore.E2, MUx<Px, buys less

AP

BP1

Price

D

Q1QO Quantity

D1D

QuantityQ Q1O

PriceP

800 E1MUandprice

600• E

400 •E2

200MU

30

Units consumed21

114

Question 3

(a) Discuss any two properties of indifference curve. [3]

(b) Draw diagrams to show the elasticity of demand when it is: [3]

(i) Greater than one

(ii) Less than one

(iii) Unity

(c) Explain the geometric method of calculating elasticity of supply. [6]


(a) In case of convexity of IC the role of DMRS wasnot recognized properly by some candidates. Theexplanation for two indifference curves neverintersecting was not properly explained by a fewcandidates.

(b) In several cases, the demand curve drawn wassteeper instead of it being flatter. Proportionatechange in price and demand was not showncorrectly. Some candidates did not draw arectangular hyperbola to show unity. The threediagrams drawn did not show proper variations.In some cases, Ep>1, Ep<1 and Ep=1 wereshown on the same demand curve.

(c) Some candidates just drew the curves but did notgive any explanation to justify the position ofsupply curves. The perpendicular from the pointon the curve was not drawn on the x-axis. The ratio to calculate elasticity of supply was notshown correctly (line extended to x-axis and distance between perpendicular to origin).

MARKING SCHEME

Question 3

(a) Properties of indifference curve:

(1) Downward sloping due to marginal rate of substitution OR in order to increaseadditional units of one, other commodity has to be substituted.

(2) It is convex to origin – showing decreasing MRS – consumer is ready to substitute orsacrifice less has he increases the consumption of one commodity.

(3) Higher indifference curve gives higher level of satisfaction – as he consumes more orboth the commodities

(4) Two indifference curves never intersect. Point on intersection cannot be explained asthe point cannot have two levels of satisfaction.

(any two)

Suggestions for teachers Explain properties of IC curve with

the help of diagrams. Give thereasons behind each property.

Teach degrees of elasticity ofdemand properly. Proper diagramshowing Ep>1, Ep<1 and Ep=1should be taught.

Teach students how to drawperpendicular on x-axis and lineextended upto x-axis. The ratio tocalculate elasticity of supply shouldbe correctly taught. Es>1, Es<1 andEs=1 should be mentioned.

115

(b) Elasticity of demand:

Y

Price

X

Q

(c) Explain the geometric method of calculating elasticity of supply:

OR BC> OB OR BC<OB BC=OB

e>1 e<1 e=1

OR one diagram (3 curves)

q q1>P P1

PPrice

P1

e>1

O

es> 1A

es< 1es> 1

Price es = 1PricePrice

CO

OQtyBc

q q1<P P1

A

q q1 =P P1

e <1

B

e =1

P

P1

Qty

P

OB

P1

q

C

q1

Qty

Qty O q q1 Qty O q q1 Qty

Price Price

116

Question 4

(a) Show with the help of diagrams, the effect on equilibrium price and quantity when: [3]

(i) There is fall in price of substitute goods.

(ii) There is a rise in prices of inputs.

(b) The cost function of a firm is given below:

Output 0 1 2 3 4

Total cost ₹ 100 250 370 550 740

Calculate:

[3]

(i) AFC

(ii) AVC

(iii) MC

(c) Explain the law of variable proportions with the help of a diagram. [6]


(a) (i) Some candidates depicted shift in both demandand supply curves whereas only demand curveshould have shifted to the left.(ii) In several cases, the demand curve was shiftedwhich was incorrect. In some cases, both demandand supply curves were shifted.

(b) Some candidates were confused with ‘0’ andinfinite. However, a large number of candidateswere able to attempt this part correctly.

(c) A number of candidates drew TP, AP and MPcurves without mentioning their relationship indifferent stages. At times, the diagrams did notshow point of inflexion and stages. Somecandidates explained the relationship between TPand MP which was not required.

Suggestions for teachers Teach students to draw properly

labelled diagrams for equilibriumpositions.

It should be explained that TFC=TCat zero level of output.

Teach the law of variableproportions with assumptions.Thorough practice should be givenin making diagrams. It must beshown where MP will cut AP andMP will become 0. Students must beclear about when a particular stagecomes to an end. Stage wiseexplanation of TP, AP and MP mustbe given.

117

MARKING SCHEME

Question 4

(a) Show with the help of diagrams, the effect on equilibrium price and quantity when:

(i) There is fall in price of substitute goods.

Fall in price of substitute will shift demand curve to the left.

Equilibrium shifts E to E1.

E.g. price from P to P1 and Eq quantity q and q1

(ii) Rise in prices of inputs.

Rise in price of inputs will shift the supply curve to the left.

The equilibrium shifts from E to E1

E.g. Quantity from q and q1

e.g. Price from P to P1

OR Self-explanatory diagram

(b) Output 0 1 2 3 4

TC ₹ 100 250 370 550 740

TFC 100 100 100 100 100

TVC 0 150 270 450 640

AVC - 150 135 150 160

AFC 100 50 33.33 25

MC - 150 120 180 190

S

P

E1

Qty

EPrice

•P1

D

qq1OD1

S1

SE1P1

P E

D xQtyqq1O

118

(c) Law of Variable Proportion:

Statement

Assumptions – (two assumptions)

Diagram

Stages [1st, 2nd, 3rd] Behaviour of AP, MP and TP curves in each stage.

Question 5

(a) Discuss two features of monopoly. [3]

(b) Show with the help of a diagram, how a perfectly competitive firm earns normalprofit in short run equilibrium.

[3]

(c) Explain how a producer can maximise profit by using MR and MC curves. [6]


(a) The features of Monopoly were explained correctlyby many candidates but in some cases, the quality ofthe answers was very poor. Some of the candidatesmisunderstood and wrote about monopolisticcompetition.

(b) The conditions like MC=MR and MC cuts MR frombelow were not mentioned by a number ofcandidates. Also P = AC for normal profit was notmentioned in several cases. Instead of AC curveAVC curve was considered by some. In a few cases,TR and TC approach was used to show break-evenpoint which was not asked.

(c) A few candidates made mistakes in this question. Insome cases, the explanation was not satisfactory.The point at which the consumer will be inequilibrium was not shown clearly in the diagram by some.

MARKING SCHEME

Question 5

(a) Features of monopoly.

Monopoly: One seller, price discrimination, no close substitute of the product, AR drawn(downward)

No entry in the industry.

(any two of the above with proper explanation)

Suggestions for teachers Explain the features of various

markets with reasons. Highlight keywords in the answer.

Explain all conditions of equilibriumin short run earning normal profit.

More practice should be given indrawing diagrams.

Explain the MC/ MR curves tostudents with the help of welllabelled diagrams. The condition thatMC should cut MR from belowshould be explained.

119

(b) Give condition MC = MR and AC = price (normal profit)

And MC cuts MR from below.

(c) Maximise profit – only necessary condition and sufficient condition.

O to Q the MC > MR. firm suffers loss

E → break-even point normal profit MC = MR

Q to Qm – super normal profit MR > MC

Qm – profit max

Qm to Q1 → MC = MR (normal profit)Beyond E1 → lossFirms maximizes profit at E1 because it has earned all supernormal profits

MC = MR (necessary condition)

E and E1 → MC = MR∴ E1 → sufficient condition MC cuts MR from below or beyond ∆Q1 only loss.

(Diagram, explanation and conditions)

MCACPrice

AR = MR= priceP

OOutputQ

MC

AR = MR = PE1ECost andrevenue

OutputO Qm Q1Q

120

Question 6

(a) Find the value of additional investment made by the government, when MPC = 0·5and increase in income (∆Y) = ₹1000.

[3]

(b) What is meant by autonomous consumption? Explain with the help of a diagram. [3]

(c) Explain the concept of deficient demand with the help of aggregate demand andaggregate supply curves. Discuss one physical and one monetary measure tocorrect it.

[6]


(a) Many candidates attempted the numericalcorrectly. In some cases the formula used wasincorrect. A few candidates solved only till themultiplier and left the value of additionalinvestment.

(b) In some cases, consumption function wasdrawn as a horizontal straight line instead ofpositively sloped curve. Candidates could notrelate income with consumption.

(c) The term ‘at full employment’ was missing inthe definition given by many candidates. Fullemployment level of income was not shownclearly in the diagram. Some candidatesseemed to be confused between ‘physical’ and‘fiscal’ measures.

MARKING SCHEME

Question 6

(a) K ∆I = ∆Y. K = multiplier. ∆Y = 1000 ∆I =? K=∆Y/∆I

K = K = · = 2.

∆I = ∆I = ₹ 500/-

Suggestions for teachers Explain investment multiplier

mechanism clearly. Explain to students that autonomous

consumption is a part of aggregateconsumption expenditure while theother part of it is a function ofnational income. Students should betold that consumption is independentof income.

Terms like ‘excess demand’,‘deficient demand’ must beexplained to students in the contextof full employment level. Morepractice must be given in drawingcorrectly labelled diagrams.

121

(b) Autonomous consumption is consumption when income is zero. It is independent ofincome.

is the autonomous consumption.

(c) Deficient demand means when aggregate demand is less than aggregate supply at fullemployment.

At the YF (full employment, aggregate demand is less than aggregate supply. There isdeficient demand of ab. This is also called the deficiency gap.

Question 7

(a) Discuss two qualitative methods of credit control. [3]

(b) Explain any two secondary functions of money. [3]

(c) Discuss the various components of the current account of balance of payment. [6]


(a) A number of candidates were confused betweenQuantitative and Qualitative methods of creditcontrol.

(b) Some candidates were confused between ‘primary’and ‘secondary’ functions of money.

(c) Several candidates did not show the debit side or thecredit side in the table. In other cases, theexplanation was not complete. A glaring mistakemade by candidates was the incorporation of itemsof ‘capital account’, such as, transaction ofinternational loan, inflow and outflow of capital,etc., as components of current a/c.

C

C N.Y.

O

a

bEAggregate

demand

incomeYFO

Suggestions for teachers Clarify the meaning and significance

of the terms ‘quantitative’ and‘qualitative’.

Differentiate between primary andsecondary functions of money.

Teach the importance of the terms‘debit’ and ‘credit’ in maintainingany account specially BOP.

Clarification of terms ‘current’ and‘capital’ is required.

122

MARKING SCHEME

Question 7

(a) Qualitative methods of credit control:

Moral suasion, margin requirement, publicity, credit rationing.

(any two)

(b) Secondary functions of money:

Store of value, transfer of value, standard of deferred payment.

(Proper explanation of any two)

(c) Definition of Balance of current account

Balance of Trade – Credit and debit side showing exports and imports of goods(visible items). To be explained with an example.

Balance of invisible items – credit and debit side of services like insurance, etc.

Balance of incomes – factor incomes. Wages and salaries, interest (debit and credit).

Balance of transfers (payment and income) both, debit and credit.

Question 8

(a) Highlight two differences between sales tax and income tax. [3]

(b) What is meant by: [3]

(i) Union budget

(ii) State budget

(c) Explain four ways of Redemption of Public Debt. [6]


(a) A number of candidates gave more emphasis on thedefinitions of sales tax and income tax than on thedifferences between the two. Several candidatesfailed to make a mention of the impact and incidenceof taxation.

(b) Budget as ‘financial statement’ or ‘estimated incomeand expenditure’ was not mentioned by severalcandidates. Some candidates missed out the term‘annual financial statement’. Instead of writing thatthe budget is prepared by the Central or Uniongovernment, some candidates wrote ‘budget is madefor the economy or country as a whole’. While explaining ‘State budget’, a few candidateswrote that it is the budget made for the State instead of writing that it is the financialstatement made by the state government.

Suggestions for teachers Emphasise upon the impact and

incidence of a tax. Shifting of taxshould be explained.

For both Union budget and Statebudget, explain to students thatbudget is a financial statement ofUnion/State govt. for a particularyear.

123

(c) This part was not answered well by a large number of candidates. Some candidates wroteonly the captions. In some cases, deficit financing as a way of debt redemption wasmentioned which was incorrect. Repudiation of debt was written as a method of redemptionby several candidates - this is not a method at all in modern times.

MARKING SCHEME

Question 8

(a) Differences between sales tax and income tax.

Differences: sales tax is an indirect tax whereas income tax is a direct tax.

Sales tax – burden is passed on to other persons, incidence and impact not on thesame person.

Income tax – incidence and impact on the same person.

Examples can be given.

(Any two differences)

(b) (i) Union budget:

Central government submits a budget called Union budget (financial statement ofcentral government).

(ii) State budget:

State government submits a budget called the state budget (financial statement ofthe state government.

(c) Ways of Redemption of Public Debt:

Methods can be sinking fund approach, terminal annuity, budgetary surplus, capital, levy,export surplus, changing the rate of interest.

(Any four can be explained.)

Question 9

(a) With the help of a diagram, show the circular flow of income in a two sectormodel with Savings and Investment.

[3]

(b) The growth of Gross Domestic Product is not a real indicator of economicwelfare. Discuss two reasons to justify the given statement.

[3]

124

(c) From the following data, calculate GNPMP and NNPFC by Expenditure Method. [6]

₹ in crores

(i) Mixed income of self employed 450

(ii) Compensation of employees 550

(iii) Private final consumption expenditure 1000

(iv) Net factor income from abroad (–) 20

(v) Net indirect taxes 150

(vi) Consumption of fixed capital 170

(vii) Net domestic capital formation 380

(viii) Net exports (–)30

(ix) Profits 400

(x) Rent 150

(xi) Interest 200

(xii) Government final consumption expenditure 550


(a) Following errors were observed in the answersgiven by candidates: Directions of flows were improper. Real flow and money flow were not shown

properly. Capital market, with proper direction of flows

of saving and investment was missing.(b) In many cases, instead of giving reasons to justify

the statement, some candidates argued why PCIor real PCI is a better indicator. A number ofcandidates were confused as to why GDP is not areal indicator of economic welfare.

(c) The ‘Net’ of ‘Net domestic capital formation wasoverlooked by a number of candidates. It wastreated as ‘gross’ instead. Hence, instead ofNDPmp candidates calculated GDPmp. In somecases, Income Method was used to calculateGNPmp and NNPfc though it was clearlymentioned in the question that the expendituremethod was to be used.

Suggestions for teachers Explain the 2, 3, 4 sector models

clearly and emphasize on drawingarrows for real flow and moneyflow.

Explain how growth of GDP is not areal indicator of economic welfare ifpeople are not living a comfortablelife – different points may bediscussed.

The concepts of GDP and aggregatesof National Income should beexplained clearly.

Give regular practice to students insolving similar questions.

Develop logical thinking andproblem solving skills in students.

125

MARKING SCHEME

Question 9

(a) Circular flow of income in a Two Sector model with Savings and Investment.

(b) It is not a real indicator as it does not tell us about (i) inequality of income and wealth (ii)poverty (iii) whether present production is increased at the cost of future (iv) whethermore of defence items produced. (any two can be explained)

(c) Expenditure Method GNPMP and NNPFC

C + I + G + (X – M) = NDPMP

₹ in crores

(C) Private final consumption expenditure = 1,000

(I) Net domestic capital formation = 380

(G) Government final consumption expenditure = 550

(x-M) Net Exports = - 30

NDPMP = 1,900

NDPMP – net indirect tax + NFIA = 1900 – 150+(-20)

NNPFC = 1,730

GNPMP = NDPMP + NFIA + depreciation = 1900 +(-20) + 170= 2,050

GENERAL COMMENTS:


MR – MC approach of equilibrium of a firm

Consumer’s equilibrium Geometric method to calculate elasticity of supply

Numerical on National Income.

HHS Bank Firms

Factor incomeFactors of production

GoodsPrice of Goods

S I

126


Utility approach: confusion between single commodity equilibrium, more than onecommodity (law of equi-marginal utility) and indifference curve approach.

In short run equilibrium - where the normal profit will lie.

Confusion between NDPmp and GDPmpin calculating NNPfc.

Concept of deficient demand.

Components of Balance of Payment.


Pay attention to each and every term used by teacher while teaching a particular topic.Ask questions in class and make sure you understand the logic.

Practice writing answers.

Study the entire syllabus.

The meaning and significance of each terminology should be clear.

Read the question paper carefully during the allotted time.

Be sure to revise the answer script after completion of the paper.

127

COMMERCE







DetailsMark Range


0.00

5.00

10.00

15.00

20.00

25.00

30.00

35.00

0-20 21-40 41-60 61-80 81-100

0.45

6.09

34.61 34.85

24.01

Per

cent

age

of C

andi

date

s

Marks Obtained


128


PART I (20 Marks)


Question 1 [102]

Answer briefly each of the questions (i) to (x).

(i) Enumerate the components of macro environment of a business concern.

(ii) What is meant by capital gearing ratio?

(iii) Explain the meaning of gross working capital.

(iv) Distinguish between NEFT and RTGS.

(v) Distinguish between Unity of Direction and Unity of Command.

(vi) Explain the term span of control.

(vii) What are the steps involved in the process of recruitment?

(viii) What is meant by the term place in marketing mix?

(ix) Explain branding.

(x) What is mobile banking? State any two banking services available on mobilephone.

Comments of Examiners(i) Only two components of macro environment

were given and explained in detail by manycandidates. Some candidates wrote componentsof micro environment instead. Candidates alsoused words such as, technique/ technical/economical /legally instead of technological/economic/ legal environment, which resulted ina change in the context of the word.

(ii) Many answers lacked conceptual clarity. Insome cases, equity to debt ratio was substitutedwith words such as capital fund. The correctformula was not written by some candidates.

(iii) The concept of working capital was explained ingeneral by a number of candidates. Somecandidates got confused between gross workingcapital and net working capital and gave anexplanation of net working capital. Severalcandidates wrote that gross working capital is

Suggestions for teachers Stress upon use of correct terminology. Explain the difference between ‘capital

fund’ and’ equity fund’ Working capital, gross working

capital, and net working capital shouldbe explained clearly. Also explain thedifference between assets, fixed assetsand current assets.

Tell students that when differences areasked, expanding the abbreviationsdoes not become a point of difference.Teach students the latest bankingtrends. They must also be trained togive the correct difference under thecorrect heading.

129

the book value of assets instead of writing thatgross working capital is book value of currentassets, while other candidates wrote that grossworking capital is the amount invested in fixedassets/assets instead of current assets.

(iv) Many candidates wrote the expanded forms of theabbreviations NEFT and RTGS as a point ofdifference. In several cases, the differences werenot only given under the wrong headings but werealso inaccurate and incorrect. Candidates did notseem to be aware of the latest banking trends.

(v) Though majority of the candidates gave a correctexplanation for ‘unity of command’, some couldnot explain ‘unity of direction’ correctly.Important key words such as, ‘one head and oneplan’, were missing in many answers.

(vi) The keyword ‘number’ of subordinates under onesupervisor was missing in many answers; alsoinstead of writing ‘subordinates’ some of thecandidates wrote ‘subordinate’ and instead ofwriting ‘manager’ the candidates wrote‘managers', which changed the meaning of the answer.

(vii) Instead of writing the steps involved in recruitment, some candidates wrote the steps involved inselection/ planning/controlling.

(viii) The meaning of ‘market’ was given by several candidates instead of the element place in marketingmix. Many candidates defined ‘place mix’ as manufacturing producing place or as a function ofexchange. In some cases, either ‘channel of distribution’ was written or ‘distribution of products’was given, whereas, both formed an important part of the answer.

(ix) The most common error made in this answer was that though most of the candidates gave themeaning of the word ‘brand’, they did not write its purpose i.e. product differentiation orinculcating brand loyalty.

(x) This question was misunderstood and many candidates wrote about e-banking or net banking. Also,instead of writing the meaning of the word ‘mobile’, candidates used words like, ‘land line’ whichis contrary to the word ‘mobile.

MARKING SCHEME

Question 1

(i) The components of macro environment of a business concern:

Economic environment

Social environment

Technological environment

Political environment

Legal environment (any four points)

Give oral and written practice tostudents in writing short answers so asto help them understand themethodology of answering a question.

Stress upon the important keywordswithout which the answer ismeaningless and incomplete. Theprinciples of management and theirrelevance must be taught givingsuitable examples.

Recruitment and selection processmust be explained clearly.

Clarify the terms - market, marketingmix and elements of marketing mix.

Discuss in class the latest bankingtrends and facilities available throughmobiles with suitable examples.

Ask students to read and understandthe question before attempting it.

130

(ii) Capital gearing ratio:

The ratio between equity and debt (borrowed funds) is called capital gearing ratio / financialleverage. Two types of gearing are: High gearing / Trading on thin equity and Low gearing /Trading on thick equity.

High geared when borrowed capital > equity

(iii) Gross working capital means the total amount of funds invested in current assets / workingassets / cash, stock of goods, debtors and short term investments.

OR

Gross Woking Capital = Book value of current assets

(iv) NEFT and RTGS:

NEFT RTGS

1. Processing NEFT transactions are settledin batches/NEFT is based onnet settlement at specific times.

RTGS transactions areprocessed individually andcontinuously/RTGS is based ongross settlement

2. Minimumtransaction value

No minimum value Minimum value is Rs.2 lakhs

3. Number oftransfers duringthe day

Six times on week days andthree times on Saturday

No limit on the number oftransfers during the day

4. Maximum value If one does not have a bankaccount, the maximum amountthat can be transferred is`49,999. In the case of anaccount holder, there is nominimum or maximum limit.

There is no upper ceiling forRTGS.

5. Area Is used for national - NEFTcan be used only for remittingIndian rupee among theparticipating banks within thecountry

For international/ national - Canbe used to receive foreignremittances

(any two)

131

(v) Unity of Direction and Unity of Command:

Unity of direction Unity of command

1. Meaning One head and one plan for a group ofactivities having the sameobjectives.

One employee must beaccountable to only onesupervisor/ head/ boss.

2. Relativeness Relates to the organization as awhole.

Relates to the functioning ofpeople

(Any one)

(vi) Span of control means:

Span of control means the number of subordinates/ employees/ workers who report directlyto one Manager/ supervisor/ authority.

(vii) The steps involved in the process of recruitment are:

Identification of sources of manpower

Comparing the dependability of various sources

Choosing the best source of manpower

Calling applications for vacancies

OR

Identifying the sources of supply of adequate number and right type of personnel.

Publicizing information about job vacancies in the organization.

Assessing alternative sources and choosing the best source.

Contacting the chosen source or recruitment to secure applications.

(viii) Place in marketing mix:

Place is an element of marketing mix which refers to distribution of products and channels ofdistribution to make the product available to customers for purchase and consumption.

(ix) Branding:

Branding may be defined as the process of giving a distinctive brand name / symbol / mark/logo/ sign to a product with the purpose of differentiating it from competitive products orinculcating brand loyalty.

(x) Mobile banking means banking transactions through mobile phone. Banking servicesavailable on Mobile phone are:

1. SMS Alert

2. Making payments

3. Making enquiries

4. Money transfer (any two services)

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PART II (60 Marks)

Answer any five questions.

Question 2

(a) Explain any three features of business environment. [3]

(b) Discuss in brief any four factors that affect the working capital requirement of acompany.

[4]

(c) Explain any five rights of consumers as provided under the Consumer ProtectionAct, 1986.

[5]

Comments of Examiners(a) In several cases, the features of business

environment were confused withimportance/benefits of business environment.Some candidate wrote features of marketing, whilesome wrote the dimensions of micro environmentor elements such as, customer, competitor,suppliers, etc.

(b) The most common error committed by candidatesin this question was that they wrote the factorsaffecting the fixed capital requirement or thefactors affecting financial planning or the factorsaffecting capital structure instead of the factors thataffect the working capital requirement of acompany, as asked.

(c) Some candidates wrote about responsibilities ofconsumers, methods of consumer protection and the redressal machinery under the ConsumerProtection Act 1986, instead of the rights of consumers. Several candidates misunderstood andwrote about illiteracy while writing about Right to Education. In a few cases, for the ‘Right to beheard’, candidates wrote about hearing instead of the how grievances of consumers can be heard.

MARKING SCHEME

Question 2

(a) Features of business environment:

Totality of External Forces

General and Specific Forces

Interrelatedness

Complexity

Dynamic

Uncertainty

Relativity

(Any three with explanation)

Suggestions for teachers Explain to students the effect of

changing business environment.Features and dimensions should beclearly distinguished.

Ask students to utilize the reading timegiven, to understand the questionbefore attempting it.

Differences between the fixed capitaland working capital must behighlighted. Flow charts and mindmaps can be used to help studentsremember.

133

(b) Factors that affect the working capital requirement of a company:

Operational efficiency

Nature of business

Size of the enterprise

Manufacturing cycle/ length of the operating cycle

Terms of purchase and sales

Turnover of working capital

Business cycle

Dividend policy

Management attitude towards risk

Rate of growth of business

Seasonal variations

Goodwill/ creditworthiness/ reputation

(any four with explanation)

(c) Rights of consumers as provided under the Consumer Protection Act, 1986.

Right to safety

Right to information

Right to choice

Right to be heard

Right to seek redressal

Right to education

Right to healthy environment

(Any five with explanation)

134

Question 3

(a) What is meant by trade credit? Mention two advantages of trade credit as a short termsource of finance.

[3]

(b) Explain any four types of debentures through which a Public Limited Company can collectits borrowed capital from the public.

[4]

(c) What is retained earning? Explain any two of its merits and two of its demerits. [5]

Comments of Examiners(a) Instead of writing about trade credit, some

candidates wrote about cash credit or they wrote thatit is the discount allowed by the seller to the buyer;some others wrote about trade credit being shortterm loans given by financers. The advantages oftrade credit as a short term source of finance werenot properly explained by many candidates.

(b) Correct headings were given by many candidates butthe explanation was either an expansion of theheading or was not correct, especially in the case ofregistered and bearer debentures, Also, in case ofconvertible debentures, several candidates forgot towrite that convertible debentures are converted intoequity shares.

(c) In the explanation of retained earnings, not only isthe word ‘retaining’ important, but also the word‘reinvesting’, which many candidates did notinclude in the answer. The explanation given bysome candidates was general, vague and inadequate.

MARKING SCHEME

Question 3

(a) Trade credit:

Trade credit is the credit extended by one business firm to another as incidental to sale orpurchase of goods and services. In other words, Trade Credit is the credit extended by sellersto buyers at all levels of production and distribution process down to the retailer.

Advantages of trade credit:

Trade Credit is a very simple or convenient method of raising short term finance.

No formalities are involved and the credit is readily available to reputed business firms.

No interest is payable.

No charge is created on company’s assets.

More economical. (Meaning and any two advantages)

Suggestions for teachers Trade credit, cash credit and customer

advances are three different forms ofshort term finance. Trade credit mustbe explained from the business pointof view.

Instruct students to write completesentences and not one word answers.

Tell students that explanation does notmean expanding the heading. Themeaning of each type of debenturemust be made clear.

The importance of keywords must bestressed upon. The type of answersrequired must be explained andshortcomings of answers given bycandidates must be discussed in class.

135

(b) Types of Debentures:

Registered debentures

Bearer debentures

Redeemable debentures

Irredeemable debentures

Naked / unsecured debentures

Mortgage debentures

Convertible debentures

Non-convertible debentures

(any four with brief explanation)

(c) Retained earnings:

Retained earnings refer to the process of retaining and reinvesting part of net profit in thebusiness to expand the business and to meet the financial requirements.

Merits:

Convenient

Economical

Increases the credit worthiness of the company

No dilution of managerial power

No charge on company’s assets

No burden on the company’s profits.

Can be used to redeem debts

No dilution of voting rights

Helps to increase capital formation which is necessary for rapid development of nations

Can undertake plans for expansion irrespective of capital market conditions

Demerits:

May lead to over capitalization

Manipulate share prices

Lop sided development of the industry

May create monopoly.

Lead to dissatisfaction among the present shareholders

Unstable source since profits may not remain the same in future years

136

Question 4

(a) Distinguish between equity shares and preference shares. [4]

(b) Explain any four facilitating functions of marketing. [8]


(a) The basis of differentiation was not given by manycandidates. As a result, they could not give clear,complete and accurate differences. Some candidateswrote the difference correctly but under wrongheadings. Several candidates wrote the word‘interest’ as a return on shares and ‘dividend’ as areturn on debentures. In some cases, only one wordwas given as a difference, for example, under ‘degreeof risk’, a few candidates wrote ‘high’ or ‘low’ whichdid not give the complete meaning.

(b) The most common error made in this part was thatinstead of giving the facilitating functions ofmarketing, many candidates gave functions ofexchange i.e. buying and selling or functions ofphysical supply that is, transportation andwarehousing. In some cases, instead of facilitatingfunctions, candidates wrote about marketing mix.

MARKING SCHEME

Question 4

(a)

Basis Equity Shares Preference Shares

1. Nominal value Generally low Generally high

2.Degree of risk Very high risk becausedividend is not fixed.

Comparatively low becauseof fixed rate of dividend

3.Right to dividend After dividend paid topreference shares

Prior to dividend on equityshares

4.Refund of capital Repayment after all otherobligations are refunded

Prior to refund of equitycapital.

5.Voting rights Voting rights exists Limited voting rights

6. Appeal To the bold adventurousinvestors

To the cautious andconservative investors.

7.Redemption Not redeemed during the life Redeemable preferenceshares are redeemed

Suggestions for teachers Ask students to revise their answers

and ensure that they have writtenthe differences under correctheadings. If the differences arewritten in a paragraph format, thepoints of differences must beclearly demarcated. The differencesgiven must correlate to each other.

Stress upon the use of correctterminology.

The reading time must be utilizedeffectively. Classification and thebasis of classification must beexplained. Reference work is amust.

137

8.Convertibility Shares of business cannot beconverted to preference shares

Can be converted into equityshares

9.Arrears of dividend Not paid Arrears of Cumulativepreference shares are paiddividend out of next year’sprofit.

10.Further issue of shares Shareholders are entitled toissue of right shares andBonus shares

Shareholders are not entitledto issue of right shares andbonus shares.

11. Rate of dividend Varies with profit Fixed

(any four)

(b) Facilitating functions of Marketing:

Marketing research

Product planning and development

Standardization and grading

Packing and packaging

Branding and labelling

Pricing

Advertising and salesmanship

Financing

Risk taking

(any four points with proper explanation)

138

Question 5

(a) Mention three remedies available to consumers under the Consumer ProtectionAct, 1986.

[3]

(b) Explain any four merits of borrowing funds from financial institutions. [4]

(c) Explain any five ways of overcoming barriers to communication. [5]

Comments of Examiners(a) In this part, a number of candidates wrote about the

redressal machinery instead of the remedies availableto consumers under the Consumer Protection Act,1986. Some other candidates wrote about rights orresponsibilities of consumers.

(b) Though a few candidates could give a correct answerto this question, the merits were not clear and somecandidates made up their own points. Somecandidates wrote about merits of various long termsources of finance like shares and debentures. Somecandidates wrote about advantages of borrowingfunds from a bank, instead of financial institutions, asrequired.

(c) Many candidates did not seem to have conceptualknowledge about the ways of overcoming barriers tocommunication. Answers were vague, inadequate andincomplete. Some candidates wrote about barriers tocommunication instead of the ways to overcomebarriers to communication. At times, points wereoverlapping or repetitive.

MARKING SCHEME

Question 5

(a) Remedies available to consumers under the Consumer Protection Act, 1986:

To remove the defects in goods or deficiency in service.

To replace the defective product with a new one, free from any defect.

To refund the price paid for the product or the charges for the services.

To pay a reasonable amount of compensation for any loss or injury suffered by theconsumer due to the negligence of the opposite party.

To pay punitive damages in appropriate circumstances.

To discontinue the unfair / restrictive trade practices and not to repeat in future.

To cease manufacture of hazardous goods and to desist from offering hazardous services.

(any three)

Suggestions for teachers Consumer rights, responsibilities,

remedies and redressal machinery aredifferent concepts and must be clearlyexplained. Practice should be given tostudents in various types of questions,so that students can attempt themwithout misunderstanding thequestion.

The difference between banks andfinancial institutions must beexplained and more oral and writtenpractice must be given to the students.

Different types of barriers tocommunication and ways toovercome them can be explainedusing suitable examples and casestudies.

139

(b) Merits of borrowing funds from financial institutions:

Both, risk/equity capital as well as loan capital is available.

Financial institutions provide under-writing facilities.

Benefits of trading on equity is available.

New companies which may find it difficult to raise finance from the public can get financefrom these institutions.

Financial institutions provide finance for modernization and expansion of a businessconcern.

Loans and guarantee in foreign currency and deferred payment facilities are availablefor the import of required machinery and equipment.

The rate of interest is economical/low and repayment procedure is convenient.

Along with finance, a company can obtain expert advice and guidance for the successfulplanning and administration of projects.

(any four)

(c) Ways of overcoming barriers to communication:

Well drafted message with proper language

Two way communication

Sound organizational structure

Consistency

Empathetic listening

Motivation

Feedback

Open door policy

Gestures and tone (any five to be explained)

140

Question 6

(a) Explain any three internal factors of micro environment of a businessorganization.

[3]

(b) Explain the objectives of marketing. [4]

(c) Planning is beneficial to all. In the light of this statement, discuss theimportance of planning.

[5]

Comments of Examiners(a) Though majority of the candidates answered this

question correctly, a few misunderstood and wroteabout the importance/ features/ external factorsinfluencing the business organization. It was alsonoticed that in several cases, the candidates wrotecorrect headings but the explanation given underthese headings was incorrect.

(b) Instead of giving the objectives of marketing,importance or advantages of marketing were given bymany candidates. Also, in several cases, while theheadings were correct, the explanations given underthese headings were vague, inaccurate and extremelygeneralized or incorrect.

(c) Instead of writing the importance of planning, somecandidates gave features/ steps/ functions of planning.Many candidates answered in a paragraph formatwith the points not clearly demarcated and well defined.

MARKING SCHEME

Question 6

(a) Internal factors of micro environment are:

Corporate culture: The values, beliefs and attitudes of the founders and top managementof the company.

Mission and objectives: The business philosophy and purpose of Company guides itspriorities, business strategy, product market scope and development process.

Top management structure: the composition of the board of directors, the degree ofprofessionalization of management and the organizational structure of a company haveimportant bearing on its business decisions.

Power structure

Company image and brand equity

Human and other resources

(any three)

Suggestions for teachers Students must be trained in

answering similar type of questions.Ask students to give a properexplanation for every heading.

Use of flow charts and mind maps canhelp in clarifying concepts.

The shortcomings of an answershould be discussed with students inclass. Students must be told that ifthey are using the paragraph format,the points should be well defined andclearly stated. The points must notoverlap.

141

(b) Objectives of Marketing:

Inducing customers to buy products

Consumers’ satisfaction

Increasing sales volume

Profitability

Coordination and integration

Improving standard of living of people

Optimum utilization of business resources

Service to society – welfare of the society, protection of environment

Generating employment

(any four with brief explanation)

(c) Importance of planning:

Focuses attention on objectives

Makes activities meaningful

Brings order in place of chaos

Reduces risk of uncertainty

Improves economy of operations

Provides basis for control

Promotes innovation and creativity

Facilitates decision-making

Helps in co-ordination

Bridges gap between present and future

(Any five with explanation)

142

Question 7

(a) Differentiate between functional organization and divisional organization. [3]

(b) What is meant by service? Mention three features of service. [4]

(c) Coordination is the essence of management. Explain. [5]

Comments of Examiners(a) This question was not attempted by a number of

candidates and many of those who attempted it gavevague and inadequate explanations. Many candidatesdid not write the basis of differentiation whichresulted in the differences not being clearly defined.Points were repeated by many candidates.

(b) The keyword ‘intangible’ was missing in many of theanswers. Some candidates misinterpreted the word‘service’ as, being in employment and stated thefeatures of employment instead. However, somecandidates managed to write the features of servicecorrectly.

(c) While many candidates were able to explain themeaning of coordination, some failed to explain as towhy coordination is considered to be the essence ofmanagement. Several candidates failed to relateevery function of management to coordination andthe fact that coordination is inherent in everyfunction of management.

MARKING SCHEME

Question 7

(a) Basis Functional organization Divisional organization

1. Formation Each major function of theorganization is a separatedepartment

Each major product lineis a separate division

2. Type ofspecialization

Functional specialization Product specialization

3. Organizational units Functional departments andsections

Product divisions andsub-divisions

4. Coordination Difficult Simple

5. Cost Economical Expensive

6. Responsibility forprofits

Cannot be fixed on onedepartment

Can be fixed on eachdivision

7. Development ofgeneral managers

Not possible Possible

Suggestions for teachers Familiarize students with the

functional and divisional forms oforganization through examples andcase studies so that they can bring outthe differences between the two formsclearly.

Give practice to students in writing outanswers.

Stress upon the important keywords inthe topic.

Coordination is inherent in everyfunction of management which is whyit is considered as the essence ofmanagement. This must be made clearwhile teaching the topic in theclassroom

143

8. Autonomy ofoperations

Less More

9. Control Simple Difficult

10. When useful For all types of firms For firms havingdiversified product line.

(Any three)

(b) Meaning of Service:

Services are intangible products which cannot be seen and touched and the ownership ofservices cannot be transferred.

Features:

Services are intangible

Services are perishable

Services are inseparable

Services are variable (brief explanation required)

(c) Coordination as the essence of Management:

Coordination is not a separate function but the very essence of management. The very purposeof management is to achieve harmony between individual efforts and accomplishment ofgroup goals.

Or

It is because the very purpose of management is achievement of harmony between individualefforts towards the accomplishment of group goals. It is because the achievement ofharmony between individual efforts towards the accomplishment of group goals is the verypurpose of management. Coordination is inherent in all the functions of management.

Coordination is the result which can be achieved through the proper performance ofmanagerial functions:

In ‘planning’, coordination is required between the master plan of the enterprise and theplans of different departments or divisions. There should also be coordination betweenthe objectives and the available resources.

During ‘organizing’, there should be coordination between the authority andresponsibility of every individual. Same work should not be assigned twice. Organizationwould be ineffective if there is lack of coordination between different departments anddivisions.

While ‘staffing’, coordination is achieved by balancing the skills and abilities of theemployees with the jobs assigned to them.

While ‘directing’, supervision, motivation and leadership are used to ensure harmoniousworking of the organization.

During ‘controlling’, coordination is achieved by ensuring that actual results conform toplans as closely as possible.

144

Question 8

(a) What is a market? Explain the meaning of capital market and money market. [3]

(b) Differentiate between traditional concept of marketing and modern concept ofmarketing.

[4]

(c) What is meant by indirect channels of distribution? Explain the types of indirectchannels of distribution.

[5]

Comments of Examiners(a) A general definition of market was given by many

candidates. In some cases, capital market andmoney market were not explained clearly.Majority of the candidates seemed to lackconceptual clarity. The sources from where fundsare available were not explained by somecandidates. A few candidates tried to link capitalmarket and money market with fixed assets.

(b) Only one or two differences were explained bymany candidates. Some candidates gavedifferences in one word. In several cases,differences were given under wrong headings andcertain points were also repeated.

(c) Majority of the candidates answered this questioncorrectly but some candidates ignored the conceptof middleman and did not mention intermediarieswhich is an important part in indirect channel ofdistribution. Several candidates only gave onelevel of channel of distribution. A few candidateswrote about zero level which is not an indirect channel of distribution but a direct channel ofdistribution.

MARKING SCHEME

Question 8

(a) Market: It is the sum total of the environment in which resources, activities and attitude ofbuyers and sellers affect the demand for products and services / a place where the buyer andseller meet either personally or virtually to affect the sale and purchase of products andservices.

Capital Market: This is a specialized market for providing long term finance of businessenterprise. It comprises specialized financial institutions, stock exchanges, investment trusts,insurance companies, etc.

Money market: This is a specialised market for providing short term finance to businessenterprises. It consists of various types of banks.

Suggestions for teachers Meaning of ‘market’ must be clarified.

Capital and money market must beexplained clearly and with examples.

Students must be trained to writecorresponding differences. Givingone-word answers as differences must beavoided. Students must also be cautionedagainst repetition of points.

Stress upon the importance ofunderstanding the question beforeattempting it. The word intermediary/middleman is very important and must beincluded in the answer for ‘indirectchannels of distribution’ so as todifferentiate it from a direct channel ofdistribution.

145

(b) Traditional concept of Marketing Modern concept of Marketing

1. Scope It involves obtaining of ordersfrom customers and deliveringthem the products.

Modern concept of marketinginvolves the design of theproducts acceptable tocustomers and transfer ofownership from the sellers tobuyers.

2. Orientation It is selling oriented It is customer oriented

3. Beginning It begins (selling) after the goodsare purchased

Marketing begins beforeproduction in order to identifythe wants of customers

4. End It ends with the sale of goods Marketing continues after salesin order to provide after salesservices and to judge customersresponse.

5. Focus Attention on sellers need ofincreasing sales volume

Attention on customers needsand satisfaction

6. Goal Short term goal of profitmaximisation

Long term goals such as growthand stability

7. Means ofachieving goal

Maximising profit by increasingsales volume.

Marketing aim is earning profitthrough maximum customerssatisfaction

(any four)

(c) Indirect channels of distribution:

When one or more intermediary is involved in the distribution network, it is referred to asindirect channel.

Types of indirect channels of distribution:

Manufacturer – Retailer – Consumer (One level channel)

Manufacturer – Wholesale – Retailer – Consumer (Two level channel)

Manufacturer – Agent – Wholesaler – Retailer – Consumer (Three level channel)

(types with brief explanation)

146

Question 9

Write short notes on:

(a) Motivation as an element of directing. [4]

(b) Formal organization. [4]

(c) Internal sources of recruitment. [4]

Comments of Examiners(a) Key words such as, ‘desire, inducing people to work

hard and achieve goals’, which were an important partof the answer, were missing in many cases. Theexplanation given by several candidate did notsynchronize with the heading given. Some candidateswrote Maslow’s Theory of Hierarchy of Needs.

(b) The answers given by the many candidates showedlack of in-depth study of the topic.

(c) While the meaning was clearly bought out by mostcandidates, some candidates did not write theadvantages and disadvantages of internal sources ofrecruitment, while a few ignored types of internal recruitment, that is, promotion and transfer.

MARKING SCHEME

Question 9

(a) Motivation as an element of directing:

One of the functions of management is to create the desire among the employees to performtheir jobs to the best of their abilities. Inducing people to work hard for achieving commongoals constitutes the motivation function of management. Motivation, may, therefore, bedefined as the process of stimulating or inducing people to take the desired course of action.

Features:

It is the act of inspiring employees to work hard to achieve the desired goals of theorganization.

It involves arousing needs and desires in people so as to initiate and direct their behaviourin a purposeful manner.

The aim of motivation is to influence the behaviour of subordinates for better performanceand achieving the desired results.

Motivation is an ongoing process. Human needs are unlimited whereas the means tosatisfy them are limited. As soon as one need is satisfied, another need arises. Thisprocess is continued from birth to death.

Motivation produces goal directive behaviour. A motivated person works towards theachievement of the desired goals. Human needs influence behaviour in different ways.

Suggestions for teachers Give practice to students in writing

short notes which should include themeaning, objective, advantages aswell as disadvantages.

Give regular assignments and providefeedback to students on theshortcomings of the answers writtenby them.

147

Motivation may be positive or negative. Positive motivation means inspiring people towork better and appreciating a work that is well done; in certain cases by offering rewardsor promotions. Negative motivation means forcing people to work by threatening orpunishing them.

Motivation is a result of interplay among three groups of factors.

Influences operating within an individual

Influences operating within an organization

Forces operating in the external environment

Process of Motivation:

Awareness of need

Stimulus for action

Fulfillment of need

Discovery of new need

(b) Formal organization:

An organization’s structure which is designed and established by management to achieveorganizational goals is termed as formal organization. It is an official system of clearlydefined activities and relationships which are intended to divide and integrate the activities ofthe organization.

Advantages:

Fixation of responsibility is easy as relationship among the members is clearly defined.

Clarity of roles helps in avoiding duplication of work.

Unity of command is maintained through an established chain of commands.

Effective accomplishment of goals by providing rules and procedures and by placing moreemphasis on work.

Stability in the organization, because behaviour of employees can be fairly predicted sincethere are specific rules to guide them.

Disadvantages:

Delay in decision making: established chain of command and communication may lead toprocedural delays.

Lack of creative effort: rigid laid down policies may not provide adequate recognition tocreative talent.

(c) Internal sources of recruitment:

Internal sources may refer to employing persons from within the organisation. The importantinternal sources of recruitment are as follows:

1. Promotion: it means shifting an employee to a higher post carrying higher salary, statusand responsibility.

148

2. Transfer: It refers to shifting an employee to a similar job with no change in salary, statusand responsibility.

Advantages:

1. Familiarity – the organization and employees are already familiar to each other

2. Economy – minimum cost is involved.

3. Motivational value – source of motivation and encouragement for employees

4. Better utilization of existing talent

Disadvantages:

1. Limited choice

2. Lack of competition

3. Conflicts among employees

4. Inbreeding – new talent and new blood available outside, does not enter the enterprise.

5. Incomplete source.

GENERAL COMMENTS:


Capital gearing ratio

Unity of direction

Motivation

Span of control

Functional and divisional organization

Coordination as essence of management.

Capital and money market


Facilitating functions with functions of exchange and functions of physical supply.

Trade credit with cash credit

Importance of planning with features and steps of planning

Barriers of communication with ways to overcome barriers to communication.

Direct with indirect channels of distribution.


Make brief notes on the various Units with key words.

To be regular and punctual and pay attention in the class.

Revise all topics and do not resort to selective studies.

149

Make collective notes from different text books.

Complete the syllabus on time and leave enough time for revision.

Improve general knowledge by reading financial pages of the newspapers and know the termscommonly used.

On the day of the examination, devote the reading time to collecting your thoughts andselecting the questions to answer.

Read the questions twice before you start answering them.

Give answers that are in line with the requirements of the question.

Avoid repetition of points in the answer.

Write differences in a tabular form, making sure that the differences correlate with each other.

Headings and explanation must co-relate with one another.

Read your answers once you have finished the paper and correct the errors.

150

ACCOUNTS







DetailsMark Range


0.00

5.00

10.00

15.00

20.00

25.00

30.00

35.00

40.00

45.00

0-20 21-40 41-60 61-80 81-100

1.84

8.44

41.36

28.46

19.90

Per

cent

age

of C

andi

date

s

Marks Obtained


151


SECTION APART I (12 Marks)


Question 1 [6 2]

Answer briefly each of the following questions:

(i) What is meant by an operating cycle?

(ii) State one difference between partner’s loan account and partner’s capital account.

(iii) Give the adjusting entry and the closing entry for recording commission allowed toa partner, when the firm follows the fixed capital method.

(iv) How will the firm record the payment of realization expenses which were to beborne by a partner, but paid by the firm on his behalf?

(v) Give the accounting treatment in the books of a co-venturer under the MemorandumJoint Venture Method, when he takes over the unsold stock.

(vi) What is the minimum price at which a company can reissue its forfeited shareswhich were originally issued at par?


(i) A number of candidates could not attempt this questioncorrectly. Some candidates wrote the meaning ofaccounting cycle, while some others explained themeaning of an accounting year. There were candidateswho were not clear about the difference betweenacquisition of assets and acquisition of assets forprocessing.

(ii) In this part, a number of candidates gave the differencebetween interest on loan and interest on capital.Some candidates wrote incorrect items to be shown inthe Partner’s Loan Account and Partner’s CapitalAccount.

(iii) A number of candidates could answer this questionsatisfactorily. However, a few lost marks as they couldnot distinguish correctly between adjusting and closingentry. Some passed the entry through fluctuatingcapital account.

(iv) Majority of the candidates could not answer thisquestion satisfactorily. They passed the entry as if the

Suggestions for teachers Explain the meaning of the terms

in the Schedule VI / Schedule IIIof the Companies Act. Whileexplaining current assets andcurrent liabilities, operating cycleneeds to be discussed.

The difference between partner’sloan account and partner’scapital account must be broughtout through explanation whenteaching their preparation.

Clarify the meaning of adjustingand closing entries while teachingFinancial Statements in classeleven itself.

Stress should be laid (both inPartnership and CompanyAccounts) on passing the journalentries and not only on makingledger accounts.

152

expenses were met by the firm and not the firmmaking the payment on behalf of the firm.

(v) Most of the candidates could not answer thisquestion well. They either passed the entry throughno separate set of books method wherein allcovertures record all transactions or the journal entrywhere they debited Memorandum Joint VentureAccount.

(vi) Several candidates could not answer this partcorrectly.

MARKING SCHEME

Question 1

(i) An operating cycle is the time between the acquisition of assets for processing and theirrealization in cash or cash equivalents.

When the normal operating cycle cannot be identified, it is assumed to have a duration of12 months.

(ii) Partner’s Loan Account Partner’s Capital Account

(a) In the absence of an agreement, apartner is entitled to receive interest@ 6% per annum on his loan a/c

(a) In the absence of an agreement, nointerest is allowed on a partner’s capitalaccount.

(b) Partner’s Loan Account will alwaysreflect a Credit Balance

(b) Partner’s Capital Account may reflect adebit or a credit balance if the capitals arebased on the fluctuating capital method.

(c) Partner’s Loan is repaid beforePartner’s Capital.

Partner’s Capital is repaid after Partner’sLoan.

(any one)

Explain the various conditions forpayment of realization expenses.

Give adequate practice tostudents on the entries to bepassed regarding the treatment ofrealization expenses.

Explain to students that theMemorandum Joint Venture A/cis not a part of the double entrysystem of accounting.

Give practice to students on theentries to be passed in all thethree methods of Joint VentureAccounts.

Explain the concept of theamount of maximum discount tobe given to the shareholders onthe reissue of forfeited shares/minimum price at which forfeitedshares could be reissued whileteaching the journal entries onreissue.

153

(iii) Adjusting entry:

Partner’s commission A/c Dr.

To Partner’s current A/c

Closing entry:

Profit and Loss Appropriation A/c Dr.

To Partner’s commission A/c

(iv) Partner’s capital a/c Dr

To Cash / Bank a/c

(v) Purchases / Stock/ Asset A/c Dr

To Joint Venture with …………. A/c

(vi) Equal to the amount unpaid / calls in arrears on the forfeited shares

OR

It should not be less than the amount unpaid / calls in arrears on the forfeited shares.

OR

The minimum price is equal to the amount called up less amount forfeited/ received.

OR

The amount of discount given on the re-issued shares should not exceed the amount forfeited /received on these shares.

154

PART II (48 Marks)(Answer any four)

Question 2 [12]

From the given Trial Balance, prepare the Balance Sheet of Moonlight Limited as at31st March 2014.

Trial Balance as at 31st March, 2014

Particulars Debit₹

Credit₹

Share Capital (40,000 Equity Shares of ₹ 10 each)

Bills receivable

16% Mortgage Loan

Stores and Spares

Debtors

Plant and Machinery

Goodwill

Provision for Tax

General Reserve

Cash in Hand

Calls in Arrears

Marketable Securities

Total

90,000

1,15,000

1,66,000

2,90,000

40,000

18,000

2,000

5,000

________7,26,000

4,00,000

1,70,000

26,000

1,30,000

________7,26,000


Majority of the candidates could answer this questionsatisfactorily. A few candidates considered Stores andSpares as fixed tangible assets and not as current assets -inventories. Some candidates did not disclose ‘ShareCapital’ in Notes to Accounts. A few candidatespresented the Balance Sheet in the Horizontal format.

Suggestions for teachers Refer to the guidelines issued by the

Council regarding the preparation ofthe Balance Sheet as per theRevised Schedule VI / Schedule IIIof the Companies Act and the typeof problems to be done in the classfrom this topic.

Emphasis must be laid on theheading of the Balance Sheet -Name of the company and the dateof its preparation.

Emphasis should be laid onpreparation of Notes to Accounts.

155

MARKING SCHEME

Question 2

Balance Sheet of Moonlight Ltd.As at 31st March 2014

Particulars Note Current Year( )

I EQUITY AND LIABILITIES

1. Shareholders` Fund(a) Share Capital(b) Reserves & Surplus (General reserve)

2. Non – Current Liabilities(a) Long-Term Borrowings (16% mortgage loan)

3. Current Liabilities(a) Short Term Provisions (provision for tax)

Total

II ASSETS1. Non-Current Assets

(a) Fixed Assets(i) Tangible Assets (Plant and Machinery)(ii) Intangible Assets (Goodwill)

2. Current Assets(a) Current Investments (Marketable Securities)(b) Inventories (Stores and Spares)(c) Trade Receivables(d) Cash & Cash Equivalents (Cash in hand)

Total

12

3

4

56

78910

3,98,0001,30,000

1,70,000

26,000

7,24,000

2,90,00040,000

5,0001,15,0002,56,000

18,000

7,24,000

Notes to AccountsParticulars

1. Share CapitalAuthorized Capital…..Equity Shares of Rs.10 eachIssued Capital….. equity shares of Rs.10 eachSubscribed CapitalSubscribed and Not Fully Paid Up40000 share of Rs.10 each 4,00,000Less Calls in Arrears (2,000)

………

------

3,98,000

156

2. Reserves & SurplusGeneral Reserve

3. Long-Term Borrowings16% Mortgage Loan

4. Short Term ProvisionsProvision for Tax

5. Tangible AssetsBuilding

6. Intangible AssetsGoodwill

7. Current InvestmentMarketable securities

8. Inventories-Stores & Spares

9. Trade ReceivablesDebtorsBills receivable

10. Cash & Cash EquivalentsCash in Hand

1,30,000

1,70,000

26,000

2,90,000

40,000

5,000

1,15,000

1,66,00090,000

2,56,000

18,000

Question 3 [12]

Amit and Sumit entered into a joint venture to construct a shopping mall. They agreed to sharethe profits and losses in the ratio 5:3.

The contract price was agreed upon at ₹ 50,00,000, payable as ₹ 10,00,000 in cash and ₹40,00,000 in the form of shares of ₹ 10 each.

A Joint Bank Account was opened in which the co-venturers, Amit and Sumit, deposited theircontributions of ₹ 25,00,000 and ₹ 10,00,000, respectively.

Amit also contributed bricks worth ₹ 4,80,000.

Sumit too contributed iron worth ₹ 55,000 and timber worth ₹ 3,25,000.

They acquired cement for ₹ 11,00,000 and plant for ₹ 15,40,000, from the funds of the venture.

Construction expenses amounted to ₹ 8,25,000.

The contract was completed and the contract price was received.

Amit took over the plant at ₹ 5,25,000.

157

The co-venturers sold the shares in the open market at a profit of 10%.

You are required to prepare:

(i) Joint Bank Account.

(ii) Joint Venture Account.

(iii) Co- venturers’ Accounts.


Majority of the candidates were able to attempt thisquestion satisfactorily. However, a few candidates did notshow the profit made on the sale of shares in the jointventure accounts. Some candidates did take the amount ofprofit but wrote incorrect particulars about it. Severalcandidates did not transfer the balance to be paid to thecoventureres in the Joint Bank Account. A few candidateswrote ‘Bank A/c’ in the Joint Venture A/c instead of‘Joint Bank A/c’. Those candidates who solved thequestion through shares account got the correct solution.

MARKING SCHEME

Question 3

Joint Bank A/c

Particulars Amount

₹

Particulars Amount

₹

To Amit 25,00,000 By Joint Venture A/c 15,40,000

To Sumit 10,00,000 By Joint Venture A/c 11,00,000

To Joint Venture A/c 10,00,000 By Joint Venture A/c 8,25,000

To Shares / JV A/c 44,00,000 By Amit 34,55,000

By Sumit 19,80,000

89,00,000 89,00,000

Joint Venture A/c

Particulars Amount

₹Particulars Amount

₹To Amit (Bricks) 4,80,000 By Amit (Plant) 5,25,000

To Sumit (Iron) 55,000 By Joint Bank A/c 10,00,000

Suggestions for teachers The contract sums, where part

payment is done through debentures/ shares must be explained tostudents through journal entries andledger accounts.

For better understanding, studentsmust be taught this topic throughthe preparation of Shares /Debentures A/c

While preparing ledger accounts,the correct particulars must bestressed upon.

158

To Sumit (Timber) 3,25,000 By Shares / JB A/c 40,00,000

To Joint Bank (cement)

A/c

11,00,000 By Shares (Gain) / JB

A/c

4,00,000

To Joint Bank (exp) A/c 8,25,000

To Joint Bank (plant) A/c 15,40,000

To Profit

Amit 10,00,000

Sumit 6,00,000

59,25,000 59,25,000

Co- Venturers’ A/cParticulars Amit Sumit Particulars Amit Sumit

To Joint

Venture

5,25,000 By Joint Bank

A/c

25,00,000 10,00,000

To Joint Bank 34,55,000 19,80,000 By Joint Venture 4,80,000

By Joint Venture 55,000

By Joint Venture 3,25,000

By Joint Venture 10,00,000 6,00,000

39,80,000 19,80,000 39,80,000 19,80,000

Question 4 [12]

Gautam and Rahul are partners in a firm, sharing profits and losses in the ratio of 2:3.Their Balance Sheet as at 31st March, 2014, was as follows:

Balance Sheet as at 31st March, 2014

Liabilities Amount₹

Assets Amount₹

Sundry Creditors 5,000 Goodwill 10,000

Bills Payable 15,000 Furniture 25,000

General Reserve 10,000 Stock 15,000

Capital A/c:

Gautam 30,000

Rahul 40,000 70,000

S. Debtors 12,000

Less Provision for

Doubtful Debts (2,000) 10,000

Cash in hand 40,000

1,00,000 1,00,000

159

Karim was to be taken as a partner with effect from 1st April, 2014, on the followingterms:(a) The new profit sharing ratio of Gautam, Rahul and Karim would be 5:3:2.

(b) Provision for Doubtful Debts would be raised to 20% of debtors.

(c) Karim would bring in cash, his share of capital of ₹ 40,000 and his share ofgoodwill valued at ₹ 10,000.

(d) Gautam would take over the furniture at ₹ 22,000.

You are required to:

(i) Pass journal entries at the time of Karim’s admission.(ii) Prepare the Balance Sheet of the reconstituted firm.


A number of candidates were unable to attempt this

question satisfactorily.

Common errors made by candidates were:- The date of the Balance Sheet of the reconstituted

firm was either missing or was incorrect.- Candidates could not calculate the gaining partner’scompensation to the sacrificing partner regarding the

self-generated goodwill.- A few candidates did not take into account the

reduction in the value of furniture. Hence they got an

incorrect loss on revaluation of assets and liabilities.- Some candidates prepared ledger accounts instead of

passing journal entries.

Suggestions for teachers Give adequate practice to students

in calculating the total goodwill ofthe firm on the basis of the newpartner’s goodwill and from therecalculating the old partner’s (theone who gains) compensation to thepartner who sacrifices.

Revaluation of assets and liabilitiesmust be done thoroughly especiallywhen a partner takes over an assetor discharges a liability at a valueother that the book value.

Stress upon writing the correctBalance Sheet date.

Give adequate practice to studentsin passing journal entries.

160

MARKING SCHEME

Question 4

Working Notes: OR Gautam : Rahul= 2:3NR: Gautam : Rahul: Karim = 5:3:2SR Gautam= 2/5 – 5/10 = -1/10 (gain) Rahul= 3/5 – 3/10 = 3/10

JournalDate Particulars L.F Amount Amount

Cash a/c Dr 50,000To Karim’s Capital a/c 40,000To Premium for goodwill a/c 10,000

(Being cash brought in for capital andgoodwill)

Gautam’s Capital a/c Dr 5,000Premium for goodwill a/c Dr 10,000

To Rahul’s Capital a/c 15,000(Being Rahul compensated)

Revaluation a/c Dr 3,400To Provision for doubtful debts 400To Furniture a/c 3,000

(Being assets and liabilities revalued)

Gautam’s Capital a/c Dr 1,360Rahul’s Capital a/c Dr 2,040To Revaluation a/c 3,400(Being loss on revaluation incurred bythe old partners)

Gautam’s Capital a/cTo furniture a/c

Dr 22,00022,000

(Being furniture taken over by Gautam)

General Reserve a/c Dr 10,000To Gautam’s Capital a/c 4,000To Rahul’s Capital a/c 6,000

(Being GR transferred to old partnerscapital accounts)

Gautam’s Capital a/c Dr 4,000Rahul’s Capital a/c Dr 6,000To Goodwill a/c 10,000

(Being purchased goodwill w /off fromthe capital accounts of the old partners inthe Old Ratio)

161

Balance Sheet of Gautam, Rahul and KarimAs at 1st April, 2014

Liabilities Amount₹

Assets Amount₹

Capital AccountsGautam 1,640Rahul 52,960Karim 40,000 94,600

StockDebtors 12,000Less Prov (2,400)

15,000

9,600

Sundry CreditorsBills Payable

5,00015,000

Cash 40,000+ 50,000 90,000

1,14,600 1,14,600

Question 5 [12]

Ram, Krishna and Mohan are partners in a firm, sharing profits and losses in the ratio of 3:5:2.On 31st March, 2014, their Balance Sheet was as under:

Balance Sheet as at 31st March, 2014Liabilities Amount

₹Assets Amount

₹Creditors

General Reserve

Capital A/c

Ram 76,800

Krishna 69,600

Mohan 54,000

39,200

16,000

2,00,400

________

2,55,600

Land and building

Plant

Inventory

Trade Marks

Bills Receivables

Cash in Hand

Advertisement Suspense

48,000

72,000

34,000

26,400

39,200

24,000

12,000

2,55,600

Krishna died on 30th September, 2014. An agreement was reached amongst Ram, Mohan andKrishna’s legal representative that:

(a) Goodwill to be valued at 2 years purchase of the average profits of the previous threeyears, which were:

Year: 2011-12 2012-13 2013-14

Profit: ₹ 31,200 ₹ 28,800 ₹ 36,000

(b) Trade marks to be revalued at ₹ 19,200; plant at 80% of its book value and land buildingat ₹ 57,600.

(c) Krishna’s share of profit to the date of his death to be calculated on the basis of previousyear’s profit.

(d) Interest on capital to be provided @10% per annum.

(e) ₹ 60,080 to be paid in cash to Krishna’s legal representative and balance to be transferredto the legal representative’s loan account.

162

You are required to prepare:

(i) Revaluation Account.

(ii) Krishna’s Capital Account.(iii) Krishna’s Legal Representative’s Account.


Majority of the candidates were able to attempt thisquestion satisfactorily. However, some candidates couldnot calculate the revaluation loss as they took the revisedvalue of the trade marks in the revaluation accountinstead of the change. Some candidates showed thepayment in the deceased partner’s capital account andnot in his executor’s account. In the deceased partner’scapital account, a few candidates, posted the interest oncapital amount directly through P/L Suspense A/c.

MARKING SCHEME

Question 5

Working Notes

1. Krishna’s share of goodwill:- Average profits of past three years = [31200+28800+36000] = 96000/3 = 32000

Value of firm’s goodwill = 2x32000= 64000-

- Krishna`s share of goodwill - 5/10th of 64000 = 32000

2. Krishna’s share of Profit from the date of last balance sheet till his death

- Previous year’s profit i.e. for the year 2012-13 = 36000

- Firm’s profit from 1.4.13 to 30.09.2014 based on previous year = 36000x6/12= 18000

- Krishna share of profit = 18000x5/10= 9000

3. Krishna’s Interest on capital for six months69600x10/100x6/12= 3480

Revaluation AccountParticular Amount Particulars Amount

To Trade MarksTo Plant

7,20014,400

21,600

By Land & BuildingBy Loss : Ram 3,600

Krishna 6,000-Mohan 2,400

9,600

12,000

21,600

Suggestions for teachers Teach revaluation of assets and

liabilities thoroughly Stress should be laid upon the

correct mode of closing a deceasedpartner’s capital account.

163

Krishna’s Capital AccountParticulars Amount Particulars Amount

To Advertisement SuspenseTo RevaluationTo Krishna’s LegalRepresentative A/c

6,0006,000

1,10,080

1,22,080

By Balance b/dBy General ReserveBy Ram’s CapitalBy Mohan’s CapitalBy Profit & LossSuspenseBy Interest on Capital

69,6008,000

19,20012,800

9,000

3,480

1,22,080

Krishna’s Legal Representative AccountParticulars Amount Particulars Amount

To Cash/BankTo Krishna`s L/R Loan A/c /Balance c/d

60,08050000

110080

By Krishna`s Capital A/c 110080

110080

Question 6 [12]

1. Pluto Ltd. issued 20,000 Equity shares of ₹ 10 each, payable as follows:On Application ₹ 4On Allotment ₹ 1On 1st Call ₹ 3On 2nd and Final Call ₹ 2Applications were received for 30,000 shares and pro-rata allotment was made to all theapplicants.Excess money received on application was utilized towards allotment and subsequent calls.One shareholder holding 100 shares did not pay the final call and his shares were forfeited. Ofthe forfeited shares, the company reissued 70 shares as fully paid up at ₹ 12 per share.

You are required to pass journal entries in the books of the company for the year ending31st March, 2014.

164


A number of candidates attempted this questionsatisfactorily. However, a few candidates did not takeinto consideration that the company was doing prorateallotment and hence they took the entire surplus asadvance payment of allotment in advance instead ofallotment and calls in advance. Several candidates didnot open calls-in arrears a/c. Some candidatestransferred securities premium received on reissue tocapital reserve account. A few candidates did not writethe narrations of the journal entries.

MARKING SCHEMEQuestion 6Date Particulars L.F Amount Amount

Bank a/c Dr 120000To Share Application a/c 120000

(Being share application moneyreceived)

Share Application a/c Dr 120000To Share Capital a/c 80000To Share Allotment a/c 20000To Calls- in advance a/c 20000

(Being share application moneytransferred to share capital, surplus toshare allotment and 1st call)

Share Allotment a/c Dr 20000To Share Capital a/c 20000

(Being share allotment due)

Share 1st Call a/c Dr 60000To Share Capital a/c 60000(Being share 1st call due)

Bank a/c Dr 40000Calls-in-advance a/c Dr 20000

Suggestions for teachers Adequate practice must be given to

students on problems involvingpro- rata allotment of shares

Insist that any installment not paidby a shareholder has to be taken incalls in arrears account and any callamount received in advance has tobe transferred to calls in advanceaccount and not to the concernedcall account.

Tell students that all journal entriesmust be accompanied withnarrations.

165

To Share 1st Call a/c 60000(Being share 1st call received)

Share 2nd and Final call a/c Dr 40000To Share Capital a/c 40000

(Being 2nd call due)

Bank a/c Dr 39800Calls-in-arrears a/c Dr 200To Share 2nd and Final Call a/c 40000

(Being share 2nd call received)

Share Capital a/c Dr 1000To Share Forfeiture a/c 800To Calls –in-arrears a/c 200

(Being 100 shares forfeited)

Bank A/c Dr 840To Share Capital A/c 700To Securities Premium Reserve A/c 140(Being 70 Shares reissued)

Share Forfeiture A/c Dr 560To Capital Reserve A/c 560(Being Net gain on forfeited gaintransferred to Capital Reserve)

Question 7

(a) The partnership agreement of Rohit, Ali and Sneh provides that: [10]1. Profits will be shared by them in the ratio of 2:2:1.2. Interest on capital to be allowed at rate of 6% per annum.3. Interest on drawings to be charged at the rate of 3% per annum.4. Ali to be given a salary of ₹ 500 per month.5. Ali’s guarantee to the firm that the firm would earn a net profit of at least ₹ 80,000

per annum and any shortfall in these profits would be personally met by him.The capitals of the partners on 1st April, 2013, were:Rohit- ₹ 1,20,000; Ali- ₹ 1,00,000; Sneh- ₹ 1,00,000.

During the financial year 2013-14, all the three partners withdrew ₹ 1,000 each at thebeginning of every month.The net profit of the firm for the year 2013-14 was ₹ 70,000.

166

You are required to prepare for the year 2013-2014:(i) Profit and Loss Appropriation Account.(ii) Partners’ Capital Accounts.

(b) Veera and Sia are partners, sharing profits in the ratio of 3:2. Profits for theyear 2013-14, amounting to ₹ 18,000 was distributed wrongly in the ratio of 2:3.You are required to rectify the error by passing an adjusting journal entry.

[2]


(a) Most of the candidates attempted this part of thequestion satisfactorily. However,- a few candidates did not take the partner’s

guarantee to the firm into consideration andhence got incorrect profits;- some candidates went wrong in the calculation ofpartners’ interest on drawings.

(b) Many candidates answered this questionsatisfactorily. However, a few lost marks for notpreparing the journal format or writing thenarration. Several candidates passed the rectified entry through the partners’ current accounts andnot capital accounts.

MARKING SCHEMEQuestion 7

(a) Profit and Loss Appropriation A/cParticulars Amount

₹

Particulars Amount

₹To Interest on capital By Net Profit b/d 70,000

Rohit 7,200 By Ali’s Capital 10,000Ali 6,000 By interest on drawingsSneh 6,000 19,200 Rohit 195

To Salary (Ali) 6,000 Ali 195To Profit / Capital Sneh 195 585

Rohit 22,154Ali 22,154Sneh 11,077 55,385

80,585 80,585

Partners’ Capital A/cParticulars Rohit Ali Sneh Particulars Rohit Ali SnehTo Drawings 12,000 12,000 12,000 By Bal. b/d 1,20,000 1,00,000 1,00,000To IOD 195 195 195 By IOC 7,200 6,000 6,000To P/L App 10,000 By Salary 6,000To Bal. c/d 1,37,159 1,11,959 1,04,882 By Profit 22,154 22,154 11,077

1,49,354 1,34,154 1,17,077 1,49,354 1,34,154 1,17,077

Suggestions for teachers Give adequate practice to students

in calculating interest on drawings. Deal with all the three forms of

guarantee. Even for a single journal entry,

insist upon journal format andnarration of the entry.

167

(b) Adjusting Journal entryDate Particulars L.F Amount Amount

Sia’s capital A/c Dr 3,600To Veera’s Capital A/c 3,600

(Being error rectified)

Working Notes:Table Showing adjustments

Partners Amount which has been credited Amount whichshould have beencredited

Difference(Debit or Credit)

Veera 7,200 10,800 3,600 (Credit)Sia 10,800 7,200 3,600 (Debit)

Question 8 [12]

On 1st April, 2013, Sunshine Ltd. issued ₹ 10,00,000, 15% Debentures of ₹ 100 each at 8%discount payable:₹ 40 on applicationThe balance on allotment.These debentures were to be redeemed at a premium of 5% after five years. All the debentureswere subscribed for by the public.Interest on these debentures was to be paid half-yearly which was duly paid by the company.

You are required to:(i) Pass journal entries in the first year of debenture issue (including entries for debenture

interest.)

(ii) Prepare the 15 % Debenture Account for the year ending 31st March, 2014.


Majority of the candidates answered this questionsatisfactorily. Some candidates attempted the question byconsidering issue of ten lakh debentures instead of one lakhdebentures. Several candidates calculated the incorrectamount of interest on debentures. A few candidates did notpass the entry to close the interest on debentures account.

Suggestion for teachers Give adequate practice to students

on calculating interest on debenturesand lay stress on the fact that allexpenses accounts have to be closedat the end of the year.

168

MARKING SCHEME

Question 8

Date Particulars L.F Amount Amount1/3 Bank a/c

To Debenture Application a/cDr 4,00,000

4,00,000(Being deb app money received)

Deb App a/cTo 15% Debenture a/c

Dr 4,00,0004,00,000

(Being deb app money tsfd to deb a/c)

Deb Allot a/c Dr 5,20,000Loss on issue of Deb a/c Dr 1,30,000To 15% Debentures a/c 6,00,000To Premium on Redemption of Deb a/c 50,000

( Being allot money due)Bank a/c Dr 5,20,000To Debenture allotment a/c 5,20,000

(Being debenture allot received)30/9 Interest on Debentures a/c

To Debenture holders a/cDr 75,000

75,000Being int on deb due)

Debenture holders a/cTo Bank a/c

Dr 75,00075,000

(Being interest on debentures paid)

31/3 Interest on Debentures a/cTo Debenture holders a/c

Dr 75,00075,000

Being int on deb due)

Debenture holders a/cTo Bank a/c

Dr 75,00075,000

(Being interest on debentures paid)

31/3 Statement of P/LTo interest on DebenturesTo Loss on Issue of Debentures

Dr 2,80,0001,50,0001,30,000

(Being Loss on issue of Debe and intereston deb written off from St of P/L)

Debentures A/cParticulars Amount

₹Particulars Amount

₹To Balance c/d 10,00,000 By Debenture app a/c 4,00,000

By Debenture allot a/c 5,20,000By Loss on Issue of Deb a/c 80,000

10,00,000 10,00,000

169

SECTION BAnswer any two questions

Question 9 [10]

You are required to prepare a Cash-Flow Statement (as per AS-3) for the year2013-14 from the following Balance Sheets.

Balance Sheets of A.B.C. Ltd.As at 31st March, 2014 and 31st March, 2013

Particulars NoteNo.

31.03.2014₹

31.03.2013₹

I EQUITY AND LIABILITIES

1. Shareholders’ Funds

(a) Share Capital (Equity Share Capital) 6,00,000 4,00,000

(b) Reserves and Surplus (Statement of P/L) 2,00,000 1,00,000

2. Non-Current Liabilities

(a) Long Term Borrowing 1,00,000 2,00,000

3. Current Liabilities

(a) Short term borrowings (Bank loan) -- 10,000

(b) Trade Payables (Creditors) 45,000 60,000

(c) Short Term Provisions 1. 1,30,000 1,20,000

TOTAL 10,75,000 8,90,000

II ASSETS

1. Non-Current Assets

(a) Fixed Assets

(i) Tangible ( Building) 6,00,000 6,00,000

(ii) Intangible (Patents) 45,000 50,000

(b) Non-Current Investments 75,000 --

2. Current Assets

(b) Inventories 15,000 10,000

(c) Trade Receivables (Debtors) 2,55,000 2,00,000

(d) Cash and Cash Equivalent (Cash) 85,000 30,000

TOTAL 10,75,000 8,90,000

170

Notes to Accounts:

Particulars 31.03.2014₹

31.03.2013₹

1 Short term provisions

Proposed dividend 60,000 80,000

Provision for taxation 70,000 40,000

Additional Information:

During the year 2013-14:

(i) Building costing ₹ 75,000 was purchased.

(ii) An old building, the book value of which was ₹ 63,000, was sold at a loss of ₹ 5,000.

(iii) Tax provided during the year was ₹ 80,000.

Comments of ExaminersWhile a number of candidates could answer thisquestion satisfactorily, a few lost marks for consideringbank loan as an item in working capital changes whereasit should have been considered as a financing activity.Some candidates were not able to calculate thedepreciation charged on fixed assets. A few could notcalculate the tax paid during the year.

Suggestions for teachers Refer to the scope of the syllabus

for the treatment of the items whilepreparing a Cash Flow Statement.

Give adequate practice to studentsto find out depreciation charged onfixed assets through the preparationof relevant accounts.

Adequate practice should also begiven to students to prepareProvision for Tax A/c. The studentsneed to be taught to write the yearfor which the Cash Flow Statementis prepared.

171

MARKING SCHEME

Question 9

Working Note: 1

Building A/c

Particulars Amount

₹

Particulars Amount

₹

To Balance b/d 6,00,000 By depreciation 12,000

To Cash (purchase) 75,000 By Cash a/c (sale) 58,000

By loss on sale a/c 5,000

By Balance c/d 6,00,000

6,75,000 6,75,000

Working Note: 2

Provision for Tax A/c

Particulars Amount

₹

Particulars Amount

₹

To Cash a/c 50,000 By Balance b/d 40,000

To Balance c/d 70,000 By St of P/L 80,000

1,20,000 1,20,000

Working Note :3

St of P/L ₹1,00,000

Proposed dividend ₹ 60,000

Provision for Tax ₹ 80,000

Net Profit before Tax ₹2,40,000

Cash Flow Statement for the year ending 31st March, 2014

Particulars ₹ ₹ ₹

I. Cash From Operating Activities

NP before Tax (WN 3) 2,40,000

Add non op / non cash exp

172

Depreciation on Building 12,000

Loss on sale of Building 5,000

Patents w/off 5,000

Net Op Profit before WC changes 2,62,000

Less Trade Payables (15,000)

Less Inventories (5,000)

Less Trade Receivables (55,000) (75,000)

Cash from Operating Activities before Tax paid 1,87,000

Less Tax paid (50,000)

Cash Flow from Operating Activities 1,37,000

II. Cash From Investing Activities

Purchase of Building (75,000)

Sale of Building 58,000

Purchase of Non- Current Investment (75,000)

Cash used in Investing Activities (92,000)

III. Cash From Financing Activities

Issue of Share Capital 2,00,000

Repayment of long term borrowing (1,00,000)

Dividend paid (80,000)

Bank Loan repaid (10,000)

Cash Flow from Financing Activities 10,000

Net increase in Cash as per I, II and III 55,000

Add Op Cash and Cash Equivalents 30,000

Cash

Closing Cash and Cash Equivalents

Cash 85,000 85,000

85,000 85,000

173

Question 10

(a) Give any two objectives of preparing Common Size Statements. [2]

(b) From the following data, prepare a Comparative Statement of Profit and Loss ofSimon Ltd.

[4]


31.3.2013₹

Revenue from Operations 15,00,000 12,00,000

Other Income

Cost of Materials consumed

30,000

7,00,000

20,000

5,50,000

(c) From the following data, prepare Common Size Balance Sheet of Mint Ltd. [4]


31.3.2013₹

Share Capital

Reserves and Surplus

Trade Payables

Fixed Tangible Assets

1,50,000

30,000

20,000

1,20,000

30,000

40,000

2,00,000 1,90,000

Comments of Examiners(a) A number of candidates were unable to answer this

question.(b) While many candidates could attempt this question

satisfactorily, some lost marks for not putting theperiods for which the statements were beingcompared.

(c) Most of the candidates were able to answer thisquestion. However, some candidates did not put thedates for which the statements were being prepared.

Suggestions for teachers Explain to students the reason

behind the preparation of Commonsize statements.

Insist upon the complete headingalong with the date / period of anyaccount / statement to be preparedby students.

174

MARKING SCHEME

Question 10

(a) To explain changes in various items in relation to revenue from operations, total assets andtotal liabilities.

To establish a relationship between various items in the income statement or balance sheetwith revenue from operations and total assets / liabilities.

To provide a common base for comparison.

To compare companies of different sizes in the same industry.

To point out important changes in the components from one year to the next.

(any two)

(b) Comparative Statement of Profit and Loss of Simon Ltd.For the years ending 31st March 2014 and 31st March 2013

Particulars 31.03.2014 31.03.2013 Absolutechange

Percentage change

Revenue from operations 15,00,000 12,00,000 3,00,000 25Other income 30,000 20,000 10,000 50Total revenue 15,30,000 12,20,000 3,10,000 25·41Cost of materials consumed 7.00,000 5,50,000 1,50,000 27·27Total expenses 7,00,000 5,50,000 1,50,000 27·27Profit before tax 8,30,000 6,70,000 1,60,000 23·88

(c) Common size Balance Sheet of Mint Ltd.as at 31st March 2014 and 31st March 2013

Particulars Years % of Balance sheet total31.03.2014 31.03.2013 31.03.2014 31.03.2013

I. Equity and Liabilities1. Shareholders funds

(a) Share capital 1,50,000 1,20,000 75 63·16(b) Reserves and surplus 30,000 30,000 15 15·79

2. Current liabilities(a) Trade payables 20,000 40,000 10 21·05

Total Liabilities 2,00,000 1,90,000 100 100II. Assets

1. Non-current assets(a) Fixed Assets

(i) Tangible Asset 2,00,000 1,90,000 100 100Total Assets 2,00,000 1,90,000 100 100

175

Question 11

(a) From the following information calculate (up to two decimal places) : [6]

(i) Gross Profit Ratio(ii) Inventory Turnover Ratio(iii) Net Profit Ratio

Cash Revenue from Operations ₹ 70,000

Net Purchases ₹ 2,97,000

Credit Revenue from Operations ₹ 2,80,000

Closing Inventory ₹ 80,000

Opening Inventory ₹ 60,000

Carriage inward ₹ 3,000

Selling expenses ₹ 5,000

Administrative expenses ₹ 40,000

Loss on sale of fixed asset ₹ 10,000

Dividend received ₹ 7,000

(b) The Current Ratio of a company is 2:1. State whether the following will increase, reduce ornot change the ratio:

[2]

(i) Bills Payable ₹ 5,000 discharged.

(ii) Purchase of inventory ₹ 20,000 on credit.

(c) Give the formulae for calculating: [2]

(i) Earning per share

(ii) Trade Payables Turnover Ratio

176


(a) Most of the candidates could calculate InventoryTurnover Ratio satisfactorily. For Gross ProfitRatio, a few candidates used the term Net Salesinstead of Revenue from operations, as given in thequestion. Many candidates were unable to calculatethe correct net profit. They did not take dividendreceived as an income.

(b) A number of candidates could not answer thisquestion satisfactorily. They did not seem to befamiliar with the concept.

(c) While giving the formula for Earning per share, afew candidates took number of shares intoconsideration instead of number of equity shares.For Trade Payables turnover ratio, instead ofAverage Trade Payables, a few candidatesexpanded Average Trade Payables and whileshowing its components, they used the term Average Creditors instead of Average TradeCreditors.

MARKING SCHEME

Question 11

(a)(i) Gross Profit Ratio: 100

OperationsfromRevenue

ProfitGrossx

Gross profit = [70,000 + 2,80,000] + 80,000 – [60,000 + 2,97,000+3,000]= 4,30,000 – 3,60,000 = 70,000

GP Ratio = 100000,50,3

70,000x

= 20 %

(ii ) Inventory Turnover Ratio =

InventoryAverage

OperationfromRevenueofCost

=000,70

2,80,000

= 4 times

(iii) Net Profit Ratio:

100OperationsfromRevenue

ProfitNetx

Suggestions for teachers Refer to the scope of the syllabus

for correct terminology to be usedin the formulae for calculatingratios. Adequate practice must begiven for calculating profit made bythe business from information givenin the form of an extract.

Explain ratios in detail. The scopeof the syllabus, sample papers andguidelines must be referred to forspecimen questions which could beasked from the students in theexamination.

177

= 1003,50,000

22,000

= 6·29%

(b) (i) Increase

(ii) Reduce

(c) (i) Earning per share:

SharesEquityofNo.

DividendPreferenceandTaxafterProfitNet

(ii) Trade Payables Turnover Ratio:

PayablesTradeAverage

PurchasesCreditNet

SECTION C

Answer any two questions

Question 12

(a) Give the address of the cell at 25th row and the 8th column. [2]

(b) What do you mean by range of cells? How is a range specified? [2]

(c) List the types of entries which are allowed in a worksheet? [2]

(d) You enter 45+15 in a cell. The worksheet does not display the sum 60 in the cell, instead, itshows 45+15. What is the reason for this?

[2]

(e) Write the formula to calculate the interest amount for a principal amount which is stored incell B5, on the basis of the following specifications:

[2]

The time is stored in cell C5

if principal amount ≥ 50000 rate of interest 6%

If principal amount < 50000 rate of interest 5%.

178

Comments of ExaminersFew candidates attempted this question. Many of thosewho attempted this question could not answer itcorrectly.

MARKING SCHEME

Question 12

(a) H25

(b) Range of cells is a group of one or more contiguous/ adjacent cells (cells sharing commonborder) that forms a rectangular area in shape.It is specified by giving the addresses of the first cell and the last cell.

(c) Three types of entries allowed in a worksheet are

(i) Label- The text entry

(ii) Value- The numbers

(iii) Formulas

(d) Because in MS Excel, the formula starts with equal to sign (=), otherwise the entry will betreated as a ‘text’.

(e) = B5 * C5* IF (B5>=50000,6%,5%)

Or

=IF (B5>=50000,6%,5%) * B5 * C5

OR

= B5 * C5* (IF (B5>=50000,6%,5%))

Or

= (IF (B5>=50000,6%,5%)) * B5 * C5 Any one

Suggestion for teachers Give more practice to students in

attempting similar type of questions.

179

Question 13

The spread sheet below shows the sales of Jupiter Ltd. made by four salesmen in the four quartersof the financial year 2013-14:

A B C D E F G H

1 Sales in ₹

2 Salesman Qtr 1 Qtr 2 Qtr 3 Qtr 4 Total SalesCommission

@10% of salesCommission

@12% of sales

3 S1 3000 3000 4500 5500

4 S2 4000 3500 4200 4300

5 S3 4000 4000 4500 4500

6 S4 6000 6000 ? 6,000

7 Total

Answer questions (a) to (d) based on the above spreadsheet:

(a) It is the policy of the company to sell its goods at a profit of 20% on its sales.

(i) Write the formula to calculate the cost of the goods sold by Salesman S1 in Qtr 4. [2]

(ii) Salesman S4 sold goods costing ₹ 4,800 in Qtr 3. Calculate the price at which hesold the goods.

[2]

(b) Write the formula to calculate the total sales made by the company in cell F7. [2]

(c) The company gives a commission of 10% to a salesman on his total sales. Write theformula to calculate the commission earned by Salesman S3 in cell G5.

[2]

(d) Write an expression to show the effect on the profits if the rate of commission wasincreased from 10% to 12% of the sales.

[2]


Few candidates attempted this question. Many of thosewho attempted this question could not answer itcorrectly

MARKING SCHEME

Question 13

(a) (i) = E3*80%Or= E3*.08Or=(E3-E3*20%)Or= (E3-E3*0.2) Any one



180

(ii) = 4,800 *125%Or= 4,800 *1.25Or= 4,800 + 4800*25%Or= 4,800 + 4,800 *0.25OrRs 6,000 Any one

(b) = F3+ F4 + F5 +F6Or=Sum (F3:F6) Any one

(c) = Sum (B5:E5) *10%Or= (B5 + C5 + D5 + E5) * 10%OR= (B5 + C5 + D5 + E5) * 0.10Or- Calculate F5 by using the formula =Sum(B5:E5) or =B5+C5+D5+E5Then use the formula = F5 *10% Or F5 *0.10

Any one

(d) = (G7-H7)Or= F7*0.10 – F7 *0.12Or= F7*10% – F7 *12%

Any one

Question 14

(a) What is the use of SQL in database management system? [2]

(b) Define the term ‘field’ as used in DBMS. [2]

(c) Arrange the following in hierarchy to create a DBMS:

FIELD, DATA, FILE, RECORD

[2]

(d) How are the following SQL functions useful in RDBMS: [2]

(i) MAX

(ii) SQRT

(e) What is a table? [2]

181


Few candidates attempted this question. Many of thosewho attempted this question could not answer itcorrectly

MARKING SCHEME

Question 14

(a) SQL is a Structured Query Language, which is a computer language for sorting, manipulatingand retrieving data stored in a relational database. / Easy access to all records.

(b) Every table is broken up into smaller entities called fields. The fields in the CUSTOMERS tableconsists of ID, NAME, AGE, ADDRESS and SALARY.

A field is a column in a table that is designed to maintain specific information about every recordin a table./ Characteristics of an entity in a table.

(c) FILE, RECORD, FIELD, DATA

(d) (i) The SQL MAX aggregate function allows the operator to select the highest (maximum) valuein a certain column.

(ii) SQL SQRT is used to generate a square root of a given number.(e) Table:

The data in RDBMS is stored in database objects called tables. The table is a collection ofrelated data entries and it consists of column and rows. Matrix of rows and columns/ fields. Atable is the most common and simplest form of data storage in a relational database.

GENERAL COMMENTS:


- Passing of correct Journal entries in Part I of Section A.

- Calculation of interest on drawings.

- Ratio Analysis- Formulae and calculations.

- Cash Flow Statement- Treatment of Bank loan.

- Issue of shares- pro rata allotment.

- Balance Sheet of Company- Classification of Marketable Securities.

- Section C- Computerized Accounting.


- Closing entry, adjusting entry for commission to partner

- Treatment of surplus funds received with the application money while issuing shares.

- Calculation of Net Profit to compute Net Profit Ratio.



182


- Do not neglect the Class XI syllabus.

- Understanding the concepts is very important. This will help in answering the theory questions.

- Study the entire syllabus thoroughly.

- Practice sums regularly. Always practice sums with proper formats drawn.

- Do not write short forms in the ratios formulae.

- Solve past years question papers.

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