DELHI PUBLIC SCHOOL, DURGAPUR

CLASS- XI
ENGLISH LITERATURE TERM I -ASSIGNMENT-1
TOPIC-THE PORTRAIT OF A LADY
_____________ (BY: KHUSHWANT SINGH)________________________

Text book questions:

1. Mention the three phases of author’s relationship with his grandmother before he left the country
to study abroad. (150 words)

In the first phase of the author’s relationship with the grandmother, the grandmother was,
metaphorically, a surrogate mother. In the village, she woke him up, bathed and readied him for
school, tied up the plastered slate, tiny earthen inkpot and red pen in a bundle, fed him and
accompanied him to school. While the author learnt his lesson, the grandmother read scriptures
inside the adjoining temple. On their way back home, they fed the dogs.

In the second phase, in the city, although they shared the same room, grandmother no longer
accompanied him to school or helped him with lessons. She was upset: there was no teaching about
God and scriptures. She disapproved of the music lessons. She rarely talked to the author.

In the third phase, author was given a room and the common link was snapped. Grandmother spent
her time spinning, reciting prayers and feeding sparrows.

2. Mention three reasons why the author’s grandmother was disturbed when he started going to the
city school.

In the city, although they shared the same room, grandmother no longer accompanied him to school
or helped him with lessons. The author went to an English medium school in a motor bus. She was
upset that there was no teaching about God and scriptures. She disapproved of the music lessons.
She thought they were meant for ‘harlots and beggars’. She rarely talked to the author.

3. Mention the odd way in which the author’s grandmother behaved just before she died.

When the author returned from abroad after five years, grandmother received him at the Station.
Even as she clasped him in her arms, she still continued her prayers. To express her immense joy, in
the evening, she gathered women of the neighbourhood and sang of the home coming of the
warriors. She overstrained herself as she thumped the long neglected drum. Next morning, she had
a mild fever. Her intuitive mind told her that her end was near and she decided to spend her last
hours, praying. Before long, she breathed her last.

4. Mention the way in which the sparrows expressed their sorrow when the author’s grandmother
died.

The sparrows sat scattered all over the verandah and the grandmother’s room right up to where she
lay on the floor. There was no chirruping. Even though the author’s mother threw some pieces of
bread for them to eat, they took no notice of the bread crumbs and flew away when the
grandmother was taken away for the cremation.

(CL-XI/Assignment-I/2023-24/ENGLISH/Page 1 of 2)
5. The author’s grandmother was a religious person. What are the different ways in which we come
to know this?

The author said that the grandmother’s lips constantly moved in inaudible prayer and she was
always found telling beads of her rosary. In the village, she bathed the author and sang the morning
prayer in a monotonous singsong, hoping the author would learn it. While the author learnt his
lesson, the grandmother read scriptures inside the adjoining temple. She was upset that there was
no teaching about God and scriptures in the city school. As the author grew up, grandmother spent
her time spinning, reciting prayers and feeding sparrows. When the author left for abroad and even
when he came back, she was constantly praying. When she felt that her end was near, she decided
to spend her last hours, praying rather than talking to her family members.

Extra Questions:

1. Justify the title: The Portrait of a Lady.

The extract has been named ‘The Portrait of a Lady’ because it is a portrait, not with colours on
canvas but with words. It is the pen-portrait that the author Khushwant Singh has created of his
grandmother. It is a tribute to the grandmother and other such strong and dignified women like her.

2. The story puts light on the need of companionship and friendship felt by our elders. Discuss in 150
words. (Extrapolation +Value based question)

Include: Elders lonely, generation gap, difficult to spend time, feeling of worthlessness,
grandchildren when kids are best friends + Grandmother, phases of relationship, strength of
character to accept with resignation and practical enough to find ways to spend time wisely so as to
find a sense of fulfillment.

3. Explain the following with reference to the chapter:

a. the thought was almost revolting: The thought that the author’s grandmother was once pretty
raises a doubt in the mind of the author. He finds it hard to believe.
b. an expanse of white serenity: It refers to the calm, peaceful and serene character of the author’s
grandmother. She is compared to the peaceful winter landscape in the mountains. (Winter of her
life/ clad in white)
c. a turning point: It refer to the point where the author’s relationship with his grandmother
changes drastically after they move to the city.
d. accepted her seclusion with resignation: This shows the author’s grandmother’s acceptance her
lonely life after being separated from her grandson.
e. a veritable bedlam of chirruping: It refers to the chaos caused by the chirruping of the sparrows
that gathered around the author’s grandmother. “Veritable” stresses the situation. It means –
exactly or rightly called so.
f. frivolous rebukes: It refers to the light-hearted scoldings of the grandmother to the sparrows.

Homework: Draft a Pen-portrait of the author’s grandmother in 120-150 words.

(Value points: Physical description, Temperament, Strong woman, Intuitive, Religious, Nature loving,
death mourned by nature)

(CL-XI/Assignment-I/2023-24/ENGLISH/Page 2 of 2)
 DELHI PUBLIC SCHOOL, DURGAPUR
MATHEMATICS STUDY MATERIAL-1
CLASS – XI
AP AND GP
Sequence:A sequence is a function whose domain is the set of natural numbers. Corresponding to every
positive integer n , there corresponds a unique well defined real number an , then the set of numbers
a1 , a2 , a3 ,...., an is said to form a sequence.
It is a set of values which are in a certain order. These set of values may repeat itself. It may be finite or
infinite according to the number of terms in the sequence is finite or infinite.
Series: If a1 , a2 , a3 ,...., an are the terms of a sequence, then a1  a2  a3  ....  an is known as series.
Progression: Those sequences whose term either increases or decreases following a certain pattern are
known as Progression.
In this study material, Arithmetic Progression has been discussed.
Arithmetic Progression:
A progression in which the difference between any term and its preceding term always remain constant is
known as Arithmetic Progression. This constant difference is known as common difference ( d ) of the
A.P.
If a1 , a2 , a3 ,...., an are the terms of A.P., then a2  a1  a3  a2  a4  a3  ....  an  an1  d
If ‘ a ’ is the first term and ‘ d ’ is the common difference of an A.P., then its nth term from the beginning
is given by, an  a  (n  1)d
If ‘ l ’ is the last term and ‘ d ’is the common difference of an A.P., then its nth term from the end is given
by, an  l  (n  1)d
Selection of terms in an A.P.
 3 terms - a  d , a, a  d
 4 terms - a  3d , a  d , a  d , a  3d
 5 terms - a  2d , a  d , a, a  d , a  2d
Sum to n terms of an A.P.
If ‘ a ’ is the first term and ‘ d ’ is the common difference of an A.P., then the sum of nterms of the A.P. is
n
S n  2a  (n  1)d 
2
If ‘ a ’ is the first term and ‘ l ’ is the last term of an A.P., then the sum of nterms of the A.P. is
n
S n  a  l 
2
Properties of Arithmetic Progression:
 If a fixed number is added (subtracted) to each term of a given A.P. then the resulting sequence is also
an A.P. with the same common difference as that of the given A.P.
 If each term of an A.P. is multiplied by a fixed number(say k) (or divided by a non-zero fixed
number), the resulting sequence is also an A.P. with the common difference multiplied by k.
 If a1, a2, a3…..and b1, b2, b3…are two A.P.’s with common differences d and d’ respectively then
a1+b1, a2+b2, a3+b3,…is also an A.P. with common difference d+d’.
 If a1, a2, a3, ……. an are in A.P. then a1 + an = a2 + an-1 = a3 + an –2 = . . . . . and so on.
Arithmetic Means:
If x, y, z are in Arithmetic Progression, then y is said to be the Arithmetic mean of x and z .
If more than three terms are in Arithmetic Progression, then the terms between the two extremes are
called the arithmetic means between the extreme terms.

CL---11: Page 1 of 5
If A1 , A2 , A3 ,...., An are the n arithmetic means between a and b, then
ba 2 b  a  3b  a  n b  a 
A1  a  , A2  a  , A3  a  , ….., An  a 
n 1 n 1 n 1 n 1
GEOMETRIC SERIES:
A progression in which the ratio of any term and its preceding term always remain constant is known as
Geometric Progression. This constant ratio is known as common ratio ( r ) of the G.P.
a a a a
If a1 , a2 , a3 ,...., an are the terms of G.P., then 2  3  4  ....  n  r
a1 a2 a3 an 1
If ‘ a ’ is the first term and ‘ r ’ is the common ratio of a G.P., then its nth term from the beginning is given
by, an  ar n 1
If ‘ l ’ is the last term and ‘ d ’is the common difference of an G.P., then its nth term from the end is given
n 1
1
by, an  l  
r
Selection of terms in a G.P.
a
 3 terms - , a , ar
r
a a
 4 terms - 3 , , ar , ar 3
r r
a a
 5 terms - 2 , , a , ar , ar 2
r r
Sum to n terms of a G.P.
If ‘ a ’ is the first term and ‘ r ’ is the common ratio of a G.P., then the sum of nterms of the G.P. is
r n
 1 1  r 
n

Sn a or, Sn a  r  1
 r  1 1  r 
Sn  na  r  1
Sum of an infiniteG.P.
If ‘ a ’ is the first term and ‘ r ’ is the common ratio of a G.P., then the sum of an infinite G.P. is
a
S 1  r  1
1  r 
If r  1 or r  1 , the sum of an infinite G.P. tends to infinity.
Properties of Geometric Progression:
 If all the terms of G.P be multiplied or divided by same non-zero constant then the sequence
remains in G.P with the same common ratio.
 The reciprocals of the terms of a given G.P. form a G.P.
 If each term of G.P. raised by the same exponent, the resulting sequence also in G.P.
 In a finite G.P. the product of the terms equidistant from the beginning and the end is always same
and is equal to the product of first and the last term.
a , a , a ,...., an log a1 ,log a2 ,log a3 ,....,log an
 If 1 2 3 is a G.P. of non-zero non-negative terms, then is
an A.P. and vice-versa.
Geometric Means:
If x, y, z are in Geometric Progression, then y is said to be the Geometric mean of x and z , and is found
out as y  xz
If more than three terms are in G.P., then the terms between the two extremes are called the geometric
means between the extreme terms.
CL---11: Page 2 of 5
If G1 , G2 , G3 ,...., Gn are the n geometric means between a and b, then
1 n 1 2 n 1 3 n 1 n n 1
b b b b
G1  a   , G2  a   , G3  a   , ….., Gn  a  
a a a a
 If A and G are respectively arithmetic and geometric means between two positive numbers a and b,
then A > G.
 If A and G are respectively arithmetic and geometric means between two positive numbers, tghen the
numbers are A  A2  G 2

Example 1:

Example 2:If p th , qth and r th terms of an A.P. as well as a G.P. are a , b and c respectively, prove that
a b  c b c  a c a b  1 .
Solution:Let A and d be the first term and common difference of A.P., respectively. Also, let B
and R be the first term and common ratio of G.P., respectively.It is given that,

Example 3: If n arithmetic means are inserted between 20 and 80 such that the ratio of first mean to the
last mean is 1:3, find the value of n.
80  20 60
Solution: If A1 , A2 , A3 ,...., An are the n arithmetic means between 20 and 80, then d  
n 1 n 1
60
20 
A1 1
  n 1  1
An 3 60n 3
20 
n 1
n4 1
   4n  1  3n  12  n  12
4n  1 3
Example 4:
Solution:
1 1 1 1
if   
ca bc ab ca
CL---11: Page 3 of 5
 ba c b
if  
(c  a)(b  c) (a  b)(c  a)
ba c b
if    b2  a 2  c 2  b2
bc ab
if a , b 2 , c 2 are in A.P.
2

Example 5:The sum of three numbers in G.P. is 13 and the sum of their squares is 91. Find the numbers.
Solution: Let the numbers be a, ar , ar 2
 a  ar  ar 2  13  a 1  r  r 2   13 ……………………………..(1)
Again, a 2  a 2 r 2  a 2 r 4  91  a 2 1  r 2  r 4   91 ………………. (2)
Squaring both sides of eq (1), we get
a 1  r  r 4   2a 2 r 1  r  r 2   169
2 2

 
 91  2ar a 1  r  r 2   169  2ar 13  78  a 
3
r
3 1
Putting a  in eq (1), we get r  3 or r 
r 3
If r  3 , a  1 . So, the numbers are 1, 3, 9.
1
If r  , a  9 . So the numbers are 9, 3, 1.
3
Example 6: Find the rational number whose decimal expansion is 0.423 .
23 23 23
Solution: 0.423  0.4232323...  0.4  0.023  0.00023  0.0000023  ...  0.4     ...
103 105 107

 0.4 
 2310  3

4

23 419

1  110  2
10 990 990

Example 7:The sum of two numbers is 6 times their geometric means, show that the numbers are in the
 
ratio 3  2 2 : 3  2 2 . 
Solution:Let the two numbers be a and b .
a 2  b2
a  b  6 ab  a 2  b 2  2ab  36ab  a 2  b 2  34ab   17
2ab
a 2  b 2  2ab 17  1
 2 2  [Applying Componendo and Dividendo]
a  b  2ab 17  1
ab 3
 
a b 2 2


a b a b

3 2 2   [Applying Componendo and Dividendo]
abab 3 2 2  
 a :b  3 2  2  : 3  2 2 

 Answer the following questions:

1. The (m+n)th and (m-n)th terms of a G.P. are p and q respectively. Show that the mth and nth terms

CL---11: Page 4 of 5
 m
 q  2n
are pq and p   respectively.
 p
2. If 1 ,2 ,3 ,...., n are in A.P., whose common difference is d, show that
tan  n  tan 1
sec 1 sec  2  sec  2 sec 3  ....  sec  n 1 sec  n 
sin d
3. The sum of n, 2n and 3n terms of an G.P. are S1 , S 2 and S 3 respectively. Prove that
S12  S22  S1  S2  S3 
4. Find the sum of all natural numbers between 500 and 1000 which are divisible by 13.
3 4 3 4
5. Find the sum of the series: (i) 0.7 + 0.77 + 0.777+…+ to n terms, (ii)  2   2  ... to 2n term
5 5 5 5
1 1 1
6. If a , b, c are in A.P., b, c, d are in G.P and , , are in A.P., prove that a , c, e are in G.P.
c d e
7. If n AM’s are inserted between two numbers, prove that the sum of the means equidistant from the
beginning and the end is constant.
8. If n GM’s are inserted between two quantities, then prove that the product of n geometric means is
the nth power of the single geometric mean between the two quantities.
9. If a , b, c, d are four distinct positive numbers in A.P., then show that bc  ad .

 Sums from NCERT related to the above topic.

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CL---11: Page 5 of 5
 if a 2 , b 2 , c 2 are in A.P.
Example 4:The sum of three numbers in G.P. is 13 and the sum of their squares is 91. Find the numbers.
Solution: Let the numbers be a, ar , ar 2
 a  ar  ar 2  13  a 1  r  r 2   13 ……………………………..(1)
Again, a 2  a 2 r 2  a 2 r 4  91  a 2 1  r 2  r 4   91 ………………. (2)
Squaring both sides of eq (1), we get
a 1  r  r 4   2a 2 r 1  r  r 2   169
2 2

 
 91  2ar a 1  r  r 2   169  2ar 13  78  a 
3
r
3 1
Putting a  in eq (1), we get r  3 or r 
r 3
If r  3 , a  1 . So, the numbers are 1, 3, 9.
1
If r  , a  9 . So the numbers are 9, 3, 1.
3
Example 5: Find the rational number whose decimal expansion is 0.423 .
23 23 23
Solution: 0.423  0.4232323...  0.4  0.023  0.00023  0.0000023  ...  0.4     ...
103 105 107

 0.4 
 2310  3

4

23 419

1  110  2
10 990 990

Example 6:The sum of two numbers is 6 times their geometric means, show that the numbers are in the
 
ratio 3  2 2 : 3  2 2 . 
Solution:Let the two numbers be a and b .
a 2  b2
a  b  6 ab  a 2  b 2  2ab  36 ab  a 2  b 2  34ab   17
2ab
a 2  b 2  2ab 17  1
  [Applying Componendo and Dividendo]
a 2  b 2  2ab 17  1
ab 3
 
a b 2 2


a b ab

3 2 2   [Applying Componendo and Dividendo]
abab 32 2  
 a :b  3 2  2  : 3  2 2 

 Answer the following questions:

1. The (m+n)th and (m-n)th terms of a G.P. are p and q respectively. Show that the mth and nth terms
m
 q  2n
are pq and p   respectively.
 p
2.. The sum of n, 2n and 3n terms of an G.P. are S1 , S2 and S3 respectively. Prove that
S12  S 2 2  S1  S2  S3 

CL---11: Page 2 of 3
3. Find the sum of all natural numbers between 500 and 1000 which are divisible by 13.
3 4 3 4
4. Find the sum of the series: (i) 0.7 + 0.77 + 0.777+…+ to n terms, (ii)  2   2  ... to 2n term
5 5 5 5
1 1 1
5. If a , b, c are in A.P., b, c, d are in G.P and , , are in A.P., prove that a , c, e are in G.P.
c d e
6. If n AM’s are inserted between two numbers, prove that the sum of the means equidistant from the
beginning and the end is constant.
7. If n GM’s are inserted between two quantities, then prove that the product of n geometric means is
the nth power of the single geometric mean between the two quantities.
8. If a , b, c, d are four distinct positive numbers in A.P., then show that bc  ad .

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CL---11: Page 3 of 3
 DELHI PUBLIC SCHOOL, DURGAPUR
SESSION: 2023-24
ASSIGNMENT - 1
SUB: PHYSICS CLASS: XI WEEK: 1ST

TOPIC: UNITS AND MEASUREMENTS

SUB-TOPIC: Dimensions

❖ Dimension of any physical quantity can be expressed in terms of the dimensions of the seven fundamental
quantities.
❖ Seven Fundamental Quantities(Table 1):
❖ Dimensional formula: The expression
which shows how and which of the
fundamental quantities represent the
dimensions of a physical quantity is called
the dimensional formula of the given
quantity.
❖ Dimensions of few known physical
quantities (Table 2):

Applications of Dimensional analysis:

1. To convert a physical quantity from one system of unit to

another.
2. To check the dimensional consistency of a given physical
relation.
3. To express a physical quantity in terms of other quantities,
or to establish a physical relation among different quantities.
4. To find out the dimension of an unknown physical
quantity from a given relation.

Limitation of Dimensional analysis

1. The value of the dimensionless constant cannot be determined by this method.

2. This method fails when a physical quantity consists of more than three quantities.
3. In case of logarithmic, trigonometric or exponential relations, this method is invalid.
4. This method fails when a physical quantity is the sum or difference of two or more quantities.

Short Answer type questions:

Q1 Write the dimensions of the following physical quantities:

(a) Force (b) Momentum (c) Impulse (d) Potential energy (e) Pressure (f) Refractive index
Ans. (a) [MLT-2] (b) [MLT-1] (c) [MLT-1] (d) [ML2T-2] (e) [ML-1T-2] (f) [M0L0T0].
Q2 What is the limitation of dimensional analysis?
Ans. This method is unable to determine the value of dimensionless constant used in a physical relation.
Q3 Mention any one application of dimensional analysis.
Ans. A physical quantity can be expressed in terms of other dependent parameters. That is, if any quantity X
depends on Y and Z, then X can be expressed in terms of Y and Z.
Q4 Using dimensional consideration, convert 1N into dyne.
Ans. The dimensional formula for Force is [MLT-2]. Hence, comparing with the general expression of
dimension of any physical quantity as u = [MaLbTc], we get a=1,b=1 and c=-2.
Now, using the conversion relation n1u1 = n2u2

Hence, 1N = 105 dyne.

Q5 Find the dimension of a/b in the equation:
F = a x + bt 2 , where F is force, x is displacement and t is time.
Ans. [a] = [ML1/2T-2], [b] = [MLT-4], Hence, [a/b] = [L-1/2T2].
Q6 Check the dimensional consistency of the following equation:
1 l 1 T
(a) s = ut + at 2 (b) T = 2 (c)  =
2 g 2l m
(a) s = displacement, u =initial velocity, t= time, a = acceleration.
(b) T = time period, l = effective length of pendulum, g = acceleration due to gravity
(c) ν = frequency, l = length of the string, T = tension in the string, m = mass per unit length.
Ans. (a) Dimension of displacement [L]; (b) Dimension of time [T]; (c) dimension of frequency [T-1].
Q7 Velocity of sound in air depends on Pressure (P) and Density (ρ). Using dimensional analysis, find out
an expression of velocity of sound.
Ans. v ∝ Pxρy
LT-1=(M1L−1T−2) X (ML−3)y
M0L1T−1=Mx+yL−x−3yT−2x
x+y=0
−2x=−1 ⇒x=1/2
−x−3y=1
y=1/2
P
Hence, v = k .

Q8 Name two physical parameters whose dimension is [ML2T-2].
Ans. Energy and Work done.
Q9 Find out the dimensions of the following constant parameters:
Gravitational constant (G), Planck’s constant (h), Boltzmann’s constant (K).
Q10 The coefficient of viscosity of a liquid (η) depends on pressure (P), radius of the tube (r), volume of
liquid per second (V) and length of the tube (l). Using dimensional analysis method, find out an
expression for the coefficient of viscosity.

****************
 DELHI PUBLIC SCHOOL, DURGAPUR
SESSION: 2023-24
ASSIGNMENT-1

SUB: CHEMISTRY CLASS: 11

Introduction
One of the most important aspects of the subject chemistry is the study of chemical reactions. These
chemical reactions take place according to certain laws, called the ‘ laws of chemical combination’. These
are:
1. Law of conservation of mass.
2. Law of definite proportions.
3. Law of multiple proportions.
4. Law of Reciprocal proportions.
5. Law of combining volumes( Gay Lussac’s law of Gaseous Volumes)

1. Law of conservation of mass

Statement: In all physical and chemical changes, the total mass of the reactants is equal to that of the
products.

Illustration: Landolt took solutions of sodium chloride and silver nitrate separately in the two limbs of the
Landolt’s tube. The limbs were then corked and the tube was weighed. Thereafter, the tube was tilted to
allow the two solutions to mix. As a result of the following reaction, a curdy white precipitate of Agcl is
formed.
NaCl(aq) + AgNO3(aq)→AgCl(s) + NaNO3(aq)
After the reaction, the tube was again weighed. It was found that weight practically remain unchanged.

2. Law of Definite proportions:

Statement: A Chemical compound is always found to be made of the same elements combined together in
the same fixed proportion by mass.

A sample of CO2 may be prepared in the laboratory by

(a) heating of limestone(CaCO3)
(b) burning of coal in air.
(c) the action of dilute HCl on marble.
(d) heating sodium bicarbonate.
In each case, it is found that CO2 is made up of the same elements , i.e., carbob and oxygen, combined
together in the fixed ratio of 3:8 by mass.

1
3. Law of multiple proportions:
Statement: When two elements combine to form two or more chemical compounds, then the masses of one
of the elements which combine with a fixed mass of the other, bear a simple ratio to one another.

In the above table, with a fixed mass of Nitrogen(14 parts), the masses of oxygen in these five oxides are
8,16,24,32 & 40 parts respectively. These masses bear a simple ratio of 1:2:3:4:5 to one another.

4. Law of Reciprocal Proportions:

Statement: The ratio of the masses of two elements A and B which combine separately with a fixed mass of
the third element C is either same or some simple multiple of the ratio of the masses in which A and B
combine directly with each other.

The elements H and O combine separately with the third element S to form H2S and SO2 and they combine
directly with each other to form H2O as shown.
As shown in the figure , the masses of H & O which combine with the fixed mass of S (32 parts) are 2 and
32, i.e., they are in the ratio of 1:16.
When H & O combine directly to form H2O, the ratio of their combining masses is 1:8. The two ratios are
related to each other as 1/16:1/8= 1:2, i.e., they are simple multiple of each other.

5. Gay Lussac’s law of gaseous volumes:

Statement: when gases react together, they always do so in volumes which bears a simple ratio to one
another and to the volumes of the products, if these are also gases, provided all measurements of volumes
are done under similar conditions of temperature and pressure.

Illustration: one volume of H2qnd one volume of Cl2 always combine to form two volumes of hydrogen
chloride gas.
H2(g) + Cl2(g) → 2HCl(g)
1 vol. 1 vol. 2 vol.
The ratio between the volumes of the reactants and the product in this reation is simple, i.e., 1:1:2.
Hence this illustrates the law of combining volumes.

Question 1. Write two limitations of law of definite proportions.

Question 2. In nuclear reactions, the mass of the products is found to be less than the mass of the reactants.
Why?
Question 3. Is Law of multiple proportion applicable when Carbon and Hydrogen combine to produce
hydrocarbons? If no, then illustrate with an example.
2
Question 4. Calculate the volume of NH3 ( in dm3), when 200 mL of N2 reacts with H2 .

Question 5. Calculate the number of molecules present in 5000 cm3 of H2 gas at STP.

Question 6. Carbon dioxide(CO2) contains 27.27% of carbon , carbon disulphide(CS 2) contains 15.79% of
carbon and sulphur dioxide (SO2) contains 50 % of sulphur. Are these figures in agreement with law of
reciprocal proportions?

Question 7. Copper gives two oxides. On heating 1 g of each oxide in hygrogen gas, 0.888 g and 0.799g of
the metal are produced. Show that the results agree with the law of multiple proportions.

Question 8. If ten volumes of dihydrogen gas reacts with five volumes of dioxygen gas, how many volumes
of water vapour could be produced?

Question 9. Which of the following sets of compounds correctly illustrates the law of reciprocal
proportions?
(a) P2O3, PH3,H2O
(b) P2O5, PH3, H2O
(c) N2O, NH3, H2O
(d) NO2, NH3, H2O

Question 10. Which of the following reactions is not correct according to the law of conservation of mass?
(a) 2Mg+O2→2MgO
(b) C3H8+O2→CO2+ H2O
(c) P4+ 5O2→P4O10
(d) CH4+ 2O2→ CO2+ 2H2O

3
 DELHI PUBLIC SCHOOL, DURGAPUR
SESSION: 2023-24
ASSIGNMENT – I
SUB: BIOLOGY CLASS: XI

TOPIC:

Diversity in the Living World

 There is large variety of living organisms: plants, insects, birds or other animals and microorganisms Each
different kind of organism that we see represents a species. The number of species that are known and
described range between 1.7-1.8 million This refers to biodiversity or the number and types of organisms
present on earth.

 These millions of plants and animals in the world are known in an area by their local names. Hence, there is
a need to standardise the naming of living organisms such that a particular organism is known by the same
name all over the world. This process is called nomenclature. Nomenclature or naming is only possible
when the organism is described correctly and we know to what organism the name is attached to. This is
identification. In order to facilitate the study a scientific name is assigned to each known organism. This is
acceptable to biologists all over the world.

 Biologists follow universally accepted principles to provide scientific names to known organisms. Each
name has two components- the generic name and the specific epithet. This system of providing a name with
two components is called binomial nomenclature. This naming system given by Carolus Linnaeus is being
practised by biologists all over the world.

 Universal rules of nomenclature are as follows:

I. Biological names are generally in Latin and written in italics. They are Latinised or derived from Latin
irrespective of their origin.
II. The first word in a biological name represents the genus while the second component denotes the specific
epithet for example scientific name of mango is written as Mangifera indica. In this name Mangifera
represents the genes while indica is the specific epithet.
III. Both the words in a biological name, when handwritten, are separately underlined, or printed in italics to
indicate their Latin origin.
IV. The first word denoting the genus starts with a capital letter while the specific epithet starts with a small
letter, e.g.. Mangifera indica.
V. Name of the author appears after the specific epithet, l.e., at the end of the biological name and is written in
an + abbreviated by Linnaeus.

 Classification is the process by which anything is grouped into convenient categories based on some easily
observable characters. For example, we easily recognise groups such as plants of animals or dogs, cats or
insects. The moment we use any of these terms, we associate certain characters with the organism in that
group. The scientific term for these categories is taxa. Taxa can indicate categories at very different levels.
'Plants - also form a taxa. "Wheat' is also a taxa. Similarly, animals', 'mammals', 'dogs' are all taxa-but dog is a
mammal and mammals are animals. Therefore, 'animals', 'mammals' and 'dogs' represent taxa at different
levels.

 Based on characteristics, all living organisms can be classified into different taxa. This process of classification
is called taxonomy. External and internal structure, along with the structure of cell, development process and
ecological information of organisms form the basis of modern taxonomic studies. Characterisation,
identification, classification and nomenclature are the processes that are basic to taxonomy.
  The word systematics is derived from the Latin word 'systema' which means systematic arrangement of
organisms. Linnaeus used Systema Naturae as the title of his publication. The scope of systematics was later
enlarged to include identification, nomenclature and classification. Systematics takes into account
evolutionary relationships between organisms.

Taxonomic Categories

Classification involves hierarchy of steps in which each step represents a rank or category. Since the category is a
part of overall taxonomic arrangement, it is called the taxonomic category and all categories together constrmed as
is taxonomic hierarchy. Each category, is a unit of classification, in fact, represents a tank and is commonly tinted
taxon (pl.: taxa). For example, insects represent a group of organisms sharing common features like three pairs of
merely legs, thus were given a rank or category. The taxonomic groups/categories are distinct biological entities and
not merely morphological aggregates. Taxonomical studies of all known organisms have led to the development of
common categories such as kingdom, phylum or division (for plants), class, order, family, genus and species.

Species
 Species is the smallest taxonomic category. Species is a group of individuals with similar morphological
characters, which are able to breed among themselves and produce their own kind.
 In Mangifera indica (mango), Solanum tuberosum (potato) and Panthera leo (lion), all the three names indica,
tuberosum and leo, represent the specific epithets, while the first words Mangifera, Solanum and Panthera are
genera and represent another higher level of taxon or category. Each genus may have one or more than one
specific epithets representing different organisms, but having morphological similarities. For example,
Panthera has another specific epithet called tigris and Solanum includes species like nigrum and melongena.
Genus
 Genus comprises a group of related species which has more characters in common in comparison to species of
other genera. Genera are aggregates of closely related species. For example, potato, tomato and brinjal are three
different species but all belong to the genus Solanum. Lion (Panthera leo), leopard (P. pardus) and tiger (P.
tigris) with several common features, are all species of the genus Panthera. This genus differs from another
genus Felis which includes cats.
Family
 Family, has a group of related genera with still less number of similarities as compared to genus and species.
Families are characterised on the basis of both vegetative and reproductive features of plant species. For
example, three different genera Solanum, Petunia and Datura are placed in the Family Solanaceae. Similarly,
genus Panthera, comprising lion, tiger, leopard is put along with genus Felis (cats) in the Family Felidae.
Order
 Order is the assemblage of families which exhibit a few similar characters. The similar characters are less in
number as compared to different genera included in a family. Plant families like Convolvulaceae, Solanaceae
are included in the order Polemoniales mainly based on the floral characters. The animal Order Carnivora
includes families like Felidae and Canidae.
Class
 This category includes related orders. For example, Order Primata comprising monkey, gorilla and gibbon is
placed in Class Mammalia along with Order Carnivora that includes animals like tiger, cat and dog.
Phylum
 Classes comprising animals like fishes, amphibians, reptiles, birds along with mammals constitute the next
higher category called Phylum. All these, based on the common features like presence of notochord and
dorsal hollow neural system are included in Phylum Chordata. In case of plants, classes with a few similar
characters are assigned to a higher category called Division.
Kingdom
 It is the highest taxonomic category. It includes all organisms that share a set of distinguishing common
characters. Plants are put in Plant Kingdom while animals are included in Animal Kingdom. The taxonomic
categories from species to kingdom are shown in ascending order. As we go higher from species to kingdom,
 the number of common characteristics go on decreasing. Lower the taxa, more are the characteristics that the
members within the taxon share. Higher the category, greater is the difficulty of determining the relationship
to other taxa at the same level.
Species------Genus -------Family -------Order-------Class Phylum or Division-------Kingdom

Answer the following Questions.

Q1 Why are living organisms classified?

Q2. Define Taxon. Give some examples of taxa at different Hierarchical levels.?

Q3.Define the Following Terms-

A) Phylum B) Class C) Family D)Order E) Genus.

Q4 How is a key helpful in the identification and classification of an organism.?

Q5 Illustrate the taxonomical hierarchy with suitable examples of a plant and animal cell?
 DELHI PUBLIC SCHOOL, DURGAPUR
Computer Science Assignment-1 (2023-24)
CLASS- XI

Ch 1- introduction to Computer System

i. Computer System -
A computer is an electronic device that can be programmed to accept data (input), process it and
generate result (output). A computer along with additional hardware and software together is
called a computer system.

ii. IPO Cycle-

Every task given to a computer follows an Input -> Process -> Output Cycle (IPO Cycle). It
accepts certain input, process that input and produces the desired output.

iii. Input unit -

An input unit is responsible for taking input and converts it into binary form so that it can be
understand by the computer. Some examples of input devices include keyboard, mouse, light
pen, OMR, Smart card reader, bar code reader, scanner, touch screen, web camera,
microphone etc.
The input devices attached to the computer system make the input unit.

iv. Central Processing Unit (CPU) -

The CPU is the control centre usually referred to as the brain of the computer. It guide, directs,
controls and governs all the processing that takes place inside the computer. While processing,
the CPU stores the data as well as instructions in its local memory, 'called' registers. Registers
are part of the CPU chip and they are limited in size and number. Different registers are used for
storing data, instructions or intermediate results. CPU is also popularly known as
microprocessor.
The CPU has three main components —
(i) Arithmetic Logic Unit (ALU) - ALU performs all the arithmetic calculation (like addition,
subtraction, multiplication, division) and logic operations ( like grater than , less than ,equal to)
that need to be done as per the instruction in a program.
(ii) Control Unit (CU) - CU controls sequential instruction execution, interprets instructions and
guides data flow through the computer’s memory, ALU and input or output devices.
(iii) Memory unit (MU) - Memory unit (Primary/Main Memory) is used as a storage unit for
program as well as data. It is the computer memory that is accessed directly by the CPU. The
computer memory is of two types-(a) Primary / Main memory (b) Secondary memory.

v. Output unit-
The output unit is formed by the output devices attached to a computer. The device that receives
data from a computer system for display, physical production, etc., is called output device. It
converts digital information into human- understandable form. For example, monitor projector,
headphone, speaker, printer, etc.

Answer these Questions:-

i. What is the function of CPU in a computer system? What are its subunits?
ii. What are the two parts of main memory?
iii. Distinguish between primary and secondary memory.
(CL-XI/CS/Assignment-1/2023-24/Page 1 of 3)
 iv. What is the difference between RAM and ROM?
v. What is the difference between an interpreter and a compile?

Ch 2- Getting started with Python

i. Introduction of Python -
Python is general purpose high level, interpreted language with easy syntax and powerful object
oriented programming language. It was developed by Guido van Rossum in 1991.
Python is a general purpose programming language that can be used for create any type of
Application (like GUI application, web application, mobile application, server side coding,
machine learning, artificial intelligence etc.)
ii. Features of Python-
1. Ease to use
2. Expressive Language
3. Interpreted Language
4. Cross platform language
5. Free and open source
6. Support GUI (Graphical user interface)
7. Compatible with other languages (like C, C++, core java etc.)
8. Python is used for both scientific or non-scientific programming
iii. Advantages of Python-
1. Platform independent:
2. Readability
3. Object oriented Language
4. Higher productivity
5. Less learning time
6. GUI programming
7. Ample availability of libraries
8. Syntax highlighting
iv. Working in Python-
We can work in Python in two different ways:
(I)Interactive mode (Python IDLE) - In Interactive mode, we can type the command in front of
Python Command Prompt >>>.
Python shell is an interactive window where you can type in the Python Code and see the output
in same window.(The interactive interpreter of Python is termed as Python Shell.)
(II)Script mode- In Interactive mode there is no provision for holding or saving the command that
we typed at the Python Prompt. Python script mode gives us the facility to save the command or
to write program in python.
v. print() function-
To print or display output ,Python provide print() function.
Syntax of print() Function:
>>> print(value, …. ,sep= ‘ ’, end =‘\n’)
Example:-
print(“Hello world?”)
print(“My Name is Amit Kumar”)
print(10+55)
vi. Exiting Python-
exit () or quit() function is used to exit from python command prompt. We can also use shortcut
key Ctrl+Q to exit from command prompt.

(CL-XI/CS/Assignment-1/2023-24/Page 2 of 3)
Answer these Questions:-
i. What is Python? Who developed Python Programming language?
ii. What does a cross platform language?
iii. What is the difference between interactive and script mode in python?
iv. Give the output for the following:-
(a)>>> print(‘apple’, ‘mango, ‘orange’,’ banana’, sep=‘#’)
(b)>>>print(11,1 2, 13, 14, 15, end=‘****’, sep=‘@’)
(c)>>> print(6.2, “Hello”,16-3, “World”, 19/2.0)
(d)>>>print(“Puthon”+“Langauage”)
(e)>>>print(n=4)
(f)>>>print(7+5*10)

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

(CL-XI/CS/Assignment-1/2023-24/Page 3 of 3)
 DELHI PUBLIC SCHOOL, DURGAPUR
CLASS XI
PHYSICAL EDUCATION ASSIGNMENT

Unit – 1
Changing Trends and Career in Physical Education

1. Concept, Aims & Objectives of Physical Education

2. Development of Physical Education in India – Post Independence
3. Changing Trends in Sports- playing surface, wearable gear and
sports equipment, technological advancements
4. Career options in Physical Education
5. Khelo-India Program and Fit – India Program

1. MEANING OF PHYSICAL EDUCATION

Physical Education: Definition, aims and objectives: In fact, the basis of Physical
Education is difficult and very broad. With changing time, its meaning also kept
changing.
Following definitions clear its meaning:
According to Charles A Bucher, “Physical Education is an integral part of total
education process and has its aim the development of physically mentally, emotionally
and socially fit citizens through the medium of physical activities which have been
selected with a view to realize these outcomes.
According to Cassidy, “Physical education is the sum of changes in the
individual caused by experience which can bring in motor activity.

Aim and Objectives of Physical Education

Aims and Objectives:
“The aim of physical education must be to make every child physically, mentally and
emotionally fit and also to develop in him such personal and social qualities is will
helphim to live happily with others and build him up a good citizen.”
 Its main aim is all round development and it can be attained through different
steps orobjectives:

1. Physical development
2. Mental development
3. Social development
4. Neuro-Muscular Coordination
5. Emotional development
6. Development of Health

2. DEVELOPMENT OF PHYSICAL EDUCATION IN INDIA –

POST INDEPENDENCE

After independence in 1947, the Government of India taken various measures for development
of Physical Education. Various organizations were set up and steps were taken to improve the
condition of Sports in India.

• In 1948 Central Govt. of India established a committee of Physical Education which was
named as Tara Chad committee.

• In 1948, National Credit Corps (NCC) and Auxiliary Credit Corps (ACC) at school and
college level were introduced.

• The Central Advisory Board of Physical Education and Recreation

(CABPER): This committee was up in 1950 by Government of India.
• Rajkumari Coaching Scheme: This scheme was introduced by the Government of
India in 1953 the aim of training good athletes and sportsmen. The scheme received wide
popularity since famous players like Major. Dhyan Chand, Dr. Ram Singh were working under
this scheme.

• All India Council of Sports: Union Ministry of Education formed AICS in 1954 with
the purpose of establishing a link between Central Government and various sports associations
and federations.

• National Discipline Scheme: This scheme was introduced in 1954 by the Ministry of
Rehabilitation under the guidance of General J. K. Bhonsle with the aim of building strong
youth of the nation.

• In 1956, A National Syllabus of Physical Activities was formed.

• In 1957, Lakshmibai College of Physical Education, Gwalior was set up by the
Government of India The college started a three-year degree course in Physical Education.

→ In 1973, the institute was given the status of National importance, therefore, it was renamed
as Lakshmibai National College of Physical Education (LNCPE).
→ In 1982, it was given the status of an ’Autonomous College’.
→ In 1995, it was given the status of a “Deemed to be University' and was again renamed as
Lakshmibai National Institute of Physical Education (LNIPE).

• Adhoc Inquiry Committee: In 1958, Adhoc Inquiry committee was set up a to make
an inquiry about India’s poor performance and downward slide in Olympic games.

• Kunzru Committee: In 1959, Government of India appointed a Co-ordination

Committee, under the chairmanship of Dr. Hirdya Math Kunzuru, to examining the various
schemes for Physical Education recreation.

• National Physical Efficiency Drive (NPED): It was launched by Ministry of

Education in 1959-60 with the sole aim of motivating citizens to raise interest in physical
fitness.

• In 1961, According to the recommendations of the Adhoc-Enquiry Committee of 1958 the

National Institute of Sports (NIS) was established by the Government of India in 1961 at state
Bagh, Palance Patiala.
 In 1973, this institute was renamed as Netaji Subhash National Institute of Sports
(NSNIS).

• Kaul Kapoor Committee: This committee consisted of two members of All India
Council of Sports Government of India. The committee analyze Olympic Games held in Rome
in 1961 and submitted reports in 1963.

• In 1963 Kalyani University, Punjab University in Chandigarh, Banaras Hindu University in

Uttar Pradesh has started Physical Education Curriculum along with Physical Education
courses.

• Kothari Commission: This committee was constituted in 1964. As per this commission:
• In 1965, Committee on Physical Education under the chairmanship of C.D.
Deshmukh set up by University Grants Commission for removing inadequacies in
and raising the standards of Physical Education. The committee examine the
present facilities for the same in Indian Universities and colleges. The committee
suggested that the universities and colleges must be provided better infrastructural
facilities and coaching programs.
• In 1974 West Bengal started physical education as a part of school curriculum
and also as a subject up to secondary level.
• In 1975-95 in demand of physical education especially West Bengal has started
establishing Teachers’ training institutes’ such as- In 1975 State Institute of
Physical Education for Women’s’ were established in Kolkata; In 1975 Jadavpur
University Department of Physical Education were established; In 1975 Union
Christian Training College and Baharampur Department of Physical Education
were established; In 1978 Nikhil Banga Teachers’ Training College Bishnupur.
• In 1982 B.P. Ed course started in Kalyani University West Bengal.
• In 1983 Government College of Physical Education for Women’s’ Hugli were
established.
• Sports Authority of India (SAI): Asian Games were held successfully in New
Delhi in 1982. After this Department of Sports, Govt. of India formed Sports
Authority of India on 25th January 1984. This organization was formed to
increase and raise the standards of sports in India. The SAI undertook the
responsibilities to maintain and utilize grounds which were constructed/renovated
for the IXth Asian Games held in 1982. It also implements programmes for
achieving excellence in sports in different disciplines at international level. It also
produces and manages sports coaches, education and teachers and lookout other
issues such as promotion and management of sports.
• National Policy of Education 1986 emphasized the importance of Physical
Education in following ways:
• National Council Educational Research and Training (NCERT): The
NCERT developed the National Curriculum for Elementary and Secondary school
in 1988. The Health and Physical Education and sports included in the core
curriculum.
NCERT put formed a revised curriculum for school education and in 1992
and its revised edition is Nov. 2000. under the title National Curriculum Frame
Work for School Education. In this curriculum include. Health and Physical
Education as one of the core subjects in all levels of school education
• Ministry of Youth Affairs and Sports: An independent ministry was made on
27th May 2000. It has two separate departments named Department of Youth
Affairs and Department of Sports. The ro of Department of Sports is to create the
infrastructure and promote capacity building for broad.
• In 1994 Physical Education as subject started in Banipur University and
Jadavpur University.
• From 1995 B.P.Ed course in physical education started in Department of
Physical Education Kapgari Seva Bharati Vidyalaya, Panskura Banamali College,
Garhbeta College, and Mugberia Gangadhar College. From 1995 physical
education became the part of education system as an elective subject in colleges
and universities.
• From 1999 three years degree course in physical education were started in
Visva-Bharati University.
• From 2016 department of physical education started by Raniganj Girls College.
• XIX Commonwealth Games 2010 was conducted in New Delhi. In
2018 CBSE launched Physical Education as Compulsory subject in class IX
to XII as mainstreaming Health, Physical Education.

Home Assignment
1. Define Physical Education.
2. How does Physical Education contribute to an individual’s development?
3. What is the modern concept of Physical Education?
4. What are the objectives of Physical Education?
5. Explain the Physical Education development in India after
Independence.

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