केन्द्रीय विद्यालय संगठन-नई दि쥍ली KENDRIYA VIDAYALAYA SANGATHAN NEW DELHI
प्रवििेिन एिं संिर्भ पुवतिका २१ दििसीय प्रविक्षण विविर-स्नािकोत्तर अध्यापक-र्ूगोल प्रथम अध्याय-२० मई से २९ मई २०१३ REPORT AND REFERENCE MANUAL 21Day In-Service Course for PGT(GEOGRAPHY) th th First Spell-20 to 29 May 2013
Conducted By / आयोजक
केविसं-अहमिाबाि संर्ाग K.V.S. AHMEDABAD REGION
तथल-Venue केन्द्रीय विद्यालय-ओएनजीसी-चााँिखेड़ा K.V. ONGC CHANDKHEDA
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OUR PATRONS
Shri AVINASH DIKSHIT, IDAS COMMISSIONER
Dr. DINESH KUMAR ADDITIONAL COMMISSIONER (ACAD)
Dr. SACHIKANT JOINT COMMISSIONER (TRG)
Shri P.DEVAKUMAR DEPUTY COMMISSIONER (KVS-AR)
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केन्द्रीय विद्यालय संगठन-नई दि쥍ली KENDRIYA VIDAYLAYA SANGATHAN
INSERVICE COURSE FOR PGT(Geog)
FIRST SPELL-MAY 20th TO MAY 29th (10 DAYS)
Advisor
Shri. PRAKASH MADAN ASSISTANT COMMISSIONER(KVS-AR)
Shri. Y.P.SINGH Course Director & Assistant Commissioner (KVS-AR)
Shri. AWADHESH KUMAR Associate Course Director & Principal K.V.ONGC Chankheda
Resource Persons
1. Shri M Reddenna 2.Shri A.K.Sharma Faculty ZIET Mysore PGT (Geog) KV No.1 Faridabad
Supported by
1.Dr S K Vahora (TGT Hindi) 2. H.K. Yagnik (Librarian)
3.Smt K. Maheshwari (PRT) 4. Shri P.C. Yadav(Comp. Instructor)
5. Shri Suresh M. (UDC ) 6. Shri A.K. Singh (LDC)
7.Shri Pravin Bhai (Sub Staff) 8.Shri Ishwar Bhai (sub staff)
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FOREWORD
Need for In Service Training for Teachers
Education connotes growth, particularly so for the teachers. Teachers have varied backgrounds in terms of content and pedagogy, knowledge, motivational level, qualifications and experiences. An in-service training of teachers is required to raise the capacity of teachers by updating their knowledge and skills. It helps the teachers:
To keep abreast with the latest happenings in the subject area.
To help teachers recognize the individual differences in children and modify the method of
teaching accordingly.
To recognize and master the use of teaching aids like computers, power point
presentations, internet to make the teaching-learning process more lively and useful.
To incorporate constructivist approach to teaching learning process as per concerns of
National Curriculum Framework 2005.
To provide teachers an opportunity to meet peers and exchange ideas on better curriculum
transaction.
To provide an opportunity to engage with other teachers professionally and to update
knowledge. While teaching other methods such as class discussions, group activities, use of
outside material like magazines, newspapers, periodicals, and videos have not caught the
attention of the teachers. For this, the required training should be given to the teachers.
An in-service teacher-training programme can be successful only if it results in teacher
gaining some knowledge or skill, which will increase the effectiveness of the curriculum
transaction process in the classroom. Y.P.SINGH
Course Director
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CONTENTS
S.No. Aspect Page No.
1 6 Time Table समय तालिका 2 List of Participants 7 प्रततभागियⴂ की सचीू 3 Email Address & Contact Nos. of Participants 8 प्रततभागियⴂ के ईमेईि एवं दरू भाष संपकक न륍बर 4 Group Distribution and Committees 9 प्रततभागियⴂ के समूह एवं सलमततयााँ 5 Daily Reports 10-14 दैतनक प्रततवेदन
Top ics Covered 15 6 प्रलिक्षण लिववर मᴂ जिन ववषयांिⴂ को मह配ता दी िई 7 Particulars Of Guest Lectures 16-36 अततगि प्रव啍ताओं के व啍त핍यओं का सारांि
8 36-113 Course Modules by Course Director, Associate Course Director & Resource Persons तनदेसक,सहा तनदेसक एवं संसाधकⴂ 饍वारा प絍यक्र्म मो蕍यू쥍स
9 Activities Performed by Participants (Demo Lessons) Group Work. 114-181 प्रततभागियⴂ 饍वारा प्रदलिकत प्रवजृ 配तयााँ एवं सामूहहक काय क (आदि क पाठ) 10 References 181-182 संदभक
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TIME TABLE
11.15-12.15 12.15:13.00 16.00 date 9.00- 15.00- - 10.00-11:00 14..00-15:00 16.15-17.30 & day 10.00 16.00 16.15
20/52 registratio ice-breaking 013 n &self inaugral & need assessment and group division pre test mond introducti session demo lesson plan. ay on 21/5/ alice work shop 2013 gender sensitization needed at alice work shop by cce by m ncf 2005 by tuesd school level to prevent abuse prof by oracle reddena y.p. singh ay ajeet mathur.(iim ahmedabad) oracle academy academy
innovation,
experimentatio class
n & room 22/5/ action managem alice work shop 2013 alice work shop remote sensing & its applications by research by ent group work wedn by 13.00 prof anjana vyas.(cept university. dr. (smt) n punj by esda oracle acadmey - ahmedabad) ppl k.v. g- anil kumar y 11:00- 14.00 cant. 11:15 problems in hands on ict interpretation of practical 23/5/ devlopment of scientific (smart board) climatic diagram geography group work 2013 temperament & creatvity by demo & season cycle by & thrus in classroom by pradeep lessons by r reddena demo lessons day dr narotam sahoo. bansal awadhesh kumar & ict expert. anil kumar
devlopment of innovative 24/5/ communication skills global warming teaching group work visit to indian meteorological 2013 by by practices & station ahmedabad friday mrs jamie james anil kumar by demo lessons
principal k v crpf gnr y.p.singh 25/5/ group work group work 2013 visit to science city l visit to science city ahmedabad & & satur ahmedabad u t demo lessons t demo lessons day n e e school project a guiding & c 26/5/ climate cca ccs & a safety based counselling by h 2013 classification finnance rules mid term group by learning b c.s.sharma sund by by test work awadhesh by r counsellor iit b ay anil kumar b y.p.singh kumar m reddena e gnr r r k discussion slide show e issues releated e 27/5/ monsoon based on on value a to human & a 2013 application of gis by variablity individual class education demonstaration k economic k mond anjana vyas cept. by dr jayanta room problems by lesson geography by ay sarkar by awadhesh y.p singh anil kumar kumar physical general health & rte and geography climatology- problems of nutrition 28/5/ human - atmospheric class control & among 2013 demonstration rights geomorphi composition & various issues adolscents post test tuesd lessons. by c issues structure by m by by ay y.p.singh by anil reddena awadhesh s vijay kumar kumar kumar value brain storming education 29/5/ constructi session by by s gutan 2013 vism y.p.singh valedictory function ppl child right by anil releiving of wedn approach awadhesh address by shri p dev kumar k.v. kumar participants esda by kumar dc sabarmati y y.p.singh m reddena ahmedaba anil kumar d
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List of Participants
Sl. Name Of Participant Name of KV. Category Region No.
1 Vidya Nand Yadav Sector-5, Dwarka Delhi OBC Delhi SC Mumbai 2 Vimal Kumar AFS Thane
3 Nagesh Kumar Sec-2, R.K.Puram Delhi General Delhi 4 Delip Singh Bhati No.1, AFS Jamnagar General Ahmedabad 5 Mahesh Kumar P.L.Meerut SC Lucknow 6 Pratyush Kumar Aurangabad Cantt General Mumbai 7 S.R.Yadav Nasik Road Camp OBC Mumbai OBC Silchar 8 Mahendra Kumar ONGC Agartala 9 Kalp Nath Yadav Amhat Sultanpur OBC Varanasi 10 Sulekha Rana Nahara Sonipat General Sirsa 11 Poonam Vaid Sec-8, Rohini Delhi General Delhi 12 Anil Kumar Keshavpuram Delhi SC Delhi 13 Sukhbir Kaur NFC Vigyan Vihar General Delhi General Ranchi 14 Dr.(Mrs.) Gopa Mukherjee CTPS Chandrapura
15 Chitra Lekha Tiwari AFS Yelahanka Bangalore General Banglore 16 Rajesh Singh Beg Pune General Mumbai 17 Dr.Abbal Singh No.1, AFS Agra OBC Agra 18 Ajit Singh Meena Janakpuri I Shift Delhi ST Delhi 19 Krishan Kumar Sharma No.2, AFS Maharajapur General Agra 20 Girish Kumar Singh INS Hamlam Malad OBC Mumbai 21 Rajesh Ranjan Bharti HISAR Cantt OBC Sirsa 22 Ashwini Kumar AFS Sarsawa SC Dheradun 23 Dhananjay Upadhyay Adra General Kolkata 24 Pawan Kumar Sharma Lakhanpur General Jammu 25 Ramnarayan Yadav Kankarbagh Patna OBC Patna 26 M.Ranga Rao No.1,Golconda, Hyd-8 General Hyderabad 27 Asha Kiran Koul No.3, I Shift Delhi Cantt. General Delhi 28 Sneh Lata NTPC Badarpur Delhi OBC Delhi 29 Nikita Verma Yol. Cantt Kangra ST Chandigarh 30 Darkshan Siddiqui No.1, AFS, Gorakhpur General Varanasi 31 Dr.Himansu Sekhar Rana Barrackpore(Army) OBC Kolkata 32 R.Saminathan ASC Centre(S) Bangalore OBC Banglore 33 A.R.Kohila No.1,Narimedu,Madurai OBC Chennai 34 Bina Rajan AFS Begumpet Hyderabad General Hyderbad 35 Shamsher Singh K.V. Palampur SC Chandigarh
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Email address
S.NO NAME PHONE E MAIL
1 Vimal Kumar 9819690940 [email protected]
2 Nagesh Kumar 9868494775 [email protected]
3 Dilip Singh Bhati 9638692573 [email protected] 4 Mahesh Kumar 9876124842 m.k.201194gmail.com
5 Pratyush Kumar 7870281105 [email protected]
6 Vidyanand Yadav 9891074269 [email protected]
7 S.R.Yadav 9881326868 [email protected]
8 Mahendrakumar 9862116327 [email protected]
9 Kalpnath Yadav 9454167163 [email protected] 10 Sulekha Rana 9416450311 [email protected]
11 Poonam Vaid 9213320750 [email protected]
12 Anil Kumar 9541120406 [email protected]
13 Sukhbir Kaur 9811091834 [email protected]
14 Gopa Mukharjee 9431324228 [email protected]
15 Chitra Lekha Tiwari 9632187320 [email protected]
16 Rajesh Ranjan Bharti 8860291296 [email protected]
17 Abbal Singh 9460805175 [email protected]
18 Ajit Singh Meena 9784086825 [email protected]
19 Krishan Kumar Sharma 9407205769 [email protected]
20 Girish Kumar Singh 8692035347 [email protected]
21 Rajesh Singh 8554873558 [email protected]
22 Ashwini Kumar [email protected]
23 Dhananjay Upadhyay 8670586635 [email protected]
24 Pawan Kumar Sharma 9469391020 [email protected]
25 Ramnarayan Yadav 9002111567 [email protected]
26 M.Ranga Rao 9440644904 [email protected]
27 Asha Kiran Kaul 9429107029 [email protected]
28 Sneh Latha 9990632862 [email protected]
29 Nikita Verma 9803707308 [email protected] 30 Darakshan Siddiqui 9935018048
31 Himansu Sekhar Rana 9433174139 [email protected]
32 R Saminathan 9886283538 [email protected]
33 A K Kohila 9894797034 [email protected]
34 Bina Rajan 9391754802 [email protected]
35 Shamsher Singh 9418697446 [email protected]
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Group Distribution and Committees
GROUP-A GROUP-B
PRATYUSH KUMAR VIDYA NAND YADAV VIMAL KUMAR S.R.YADAV
NAGESH KUMAR MAHENDRA KUMAR
DELIP SINGH BHATI ANIL KUMAR
MAHESH KUMAR SUKHBIR KAUR
SULEKHA RANA DR.(MRS.) GOPA MUKHERJEE
POONAM VAID KAPIL NATH YADAV
GROUP-C GROUP-E
ASHA KIRAN KOUL RAJESH R ANJAN BHARTI
CHITRA LEKHA TIWARI ASHWINI KUMAR RAJESH SINGH DHANANJAY UPADHYAY DR.ABBAL SINGH PAWAN KUMAR SHARMA AJIT SINGH MEENA
RAMNARAYAN YADAV KRISHAN KUMAR SHARMA SNEH LATA GIRISH KUMAR SINGH NIKITA VERMA
Editorial Board DROUP-D
Dr.HIMANSU SEKHAR RANA Dr. GOPA MUKHARJEE(I/C) M.RANGARAO SH. DILIP SINGH DARKSHAN SIDDIQUI
SH. RAJESH SINGH A.R.KOHILA
BINA RAJAN SH. H.S. RANE SHMSHER SINGH SH. K.K.SHARMA R.SAMINATHAN
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Daily Reports IN SERVICE COURSE FOR P.G.T. (GEOGRAPHY) 1ST SPELL 20-MAY-29 MAY 2013
DAY 1 MAY 20th 2013
The in-service course for PGT Geography 1st spell (20th May to 29th May) 2013 was started at KV ONGC,CHANDKHEDA,AHMEDABAD on 20th May 2013. The course was started with welcome speech delivered by the Associate Course Director Shri Awadhesh Kumar Principal KV ONGC Chandkheda, followed by an inaugural function with lighting the lamp by the Honourable Chief Guest Shri Prakash Madan officiating Deputy Commissioner,KVS,RO,Ahmedabad , Shri Y.P Singh Assistant Commissioner,KVS,RO,Ahmedabad , Course Director,Shri Reddnna Training Officer,ZIET Mysore,Shri Anil Kumar PGT Geography,Resource person and Shri Avdhesh Kumar Principal KV ONGC,Associate course director. The formal speech addressed by the Honourable Chief Guest Shri Prakash Madan officiating Deputy Commissioner, KVS, RO, Ahmedabad to the participants ,wherein he has focused the need of latest ICT based knowledge of the teachers on Geography subject so that they can inculcate interest among the students towards the subject. After that Shri Y.P Singh Assistant Commissioner, KVS,RO, Ahmedabad , Course Director, delivered his valuable speech on the teachers welfare and the use of modern techniques of the teaching learning process in Geography subject. During his lively speech he emphasized on the “Happy Teachers With Smiling Face” conception. The program came to an end with a vote of thanks given by the respected resource person Shri Anil Kumar PGT Geography Resource Person. After a short break resource person Shri Reddnna Training Officer, ZIET Mysore, discussed on CCE. He explained a different aspect of CCE i.e. aims of education, characteristics of learning, NCF 2005 and RTE. He focused on the importance of F.A. and S.A. Very clearly he differentiated between FA and SA, finally he concluded with a quotation “Teaching is not a profession but a way of life”. After that Resource Person Shri Anil Kumar PGT Geography announced for a pre-test. He explained how the teachers can develop interest in the subject with the help of computer aided teaching and simultaneously teacher should develop value based education of the subject as per demand of the present situation. A pre-test was conducted just after the lunch break, under the supervision of the Course Director, Associate Course Director and the Resource Persons. After the pre test Associate Course Director Shri Avdesh Kumar Principal KV ONGC Chandkheda explained the objectives and aims of the course. He assigned the task to the participants of dividing the groups and also constituted the Editorial Committee. In this way activitis of day one came to an end. DAY 2 21-May-2013 The day started on a positive note with participants organizing morning assembley. Forenoon session started with an informal and inspiring address by the Honourable Shri Y.P Singh Assistant Commissioner, KVS,RO, Ahmedabad , course director. Followed by an elaborate, informative and inclusive session by Shri Reddnna Training Officer, ZIET Mysore, on CCE. The session helped participants to become familiar with many important and untouched aspects of CCE system. There after Mr. Y.P.Singh Course director explained about the importance of NCF 2005 in which he emphasized about the teachers role in classroom interaction. Later in the day participants were benefited from the lecture delivered by Professor Ajit N Mathur of IIM Ahmedabad on the topic of “Gender Sensitization”. Guest lecture proved an enlighting experience and provide much needed insight and deep understanding about the topic. In post lunch session participants were provided guidance by Dr. Anand Kumar and Shri Rajesh Kumar on computer animation software “Alice-3” by Oracle Labs, participants found it quite easy and amusing. The day concluded with the task given by the resource persons who allotted different topics to the participants for preparing concept based questions along with model answers and this way a very useful and informative day ended.
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DAY 3 22-May-2013 Day third of the course started with inspiring slide show on loving mother which reflected the bonding of love and affection between the child and the mother it was followed by another slide show regarding day and night shadow phenomenon. Further our worthy course director Shri Y.P Singh Assistant Commissioner,KVS,RO,Ahmedabad emphasized on different aspects of up gradation in CCE. After the tea break it was “Alice-3” animation software session in computer lab where the participants registered themselves on Oracle and filled the feedback Performa. This session was followed by an interesting lecture on Remote Sensing by Dr. Anjana Vyas Professor CEPT University, Ahmedabad she enriched us with the latest techniques in Remote Sensing which are applicable to our Practical Geography teaching. After the post lunch session our worthy Assistant Course Director arranged an extempore speech in English on randomly selected topics which were delivered by participants. The session further continued with lecture cum interaction session on “Action research and innovation techniques” by Dr. Nutan Punj, Principal KV Gandhinagar.All the participants were enriched the knowledge of research work and techniques which they can take up in their respective schools. The second session begun with a very interesting and knowledgeable lecture by Shri Anil Kumar, Resource Person, on a burning topic”Classroom Management”. He emphasized that infrastructure of classroom should be according to NCF 2005 and suggested that teacher should adopt “Fight Away Approach”. At the end of the sesson partiacipant were engaged in learning the techniques of Alice programme At the end our worthy course director had the most interactive and interesting session on practical aspects of innovative projects which helped the participants to find the solution on the present day problems. DAY 4 23-May-2013 The fourth day begun with the technical instruction about how to use the microphone in a proper manner given by Shri Y.P Singh Assistant Commissioner, KVS,RO, Ahmedabad , course director, followed by morning assembly. The formal session started with a enlightening lecture delivered by our distinguished guest Dr. Narottam Sahu, Scientific Advisor Gujarat Council Of Science And Technology on the topic “Out Of Box Thinking Approach”. After that our worthy Associate Course Director Shri Awadhesh Kumar Principal KV ONGC Chandkheda, made participants to perform an group activity on Latitudinal Heat Balance and Seasonal Cycle. Resource Persons Mr.M.Reddenna & Mr.AnilKumar explained about the practical methods particularly how to conduct statistics in class XII. The post lunch session started with a slideshow highlighting teacher student relation and different aspect of nature followed by a lecture delivered by Mr. Pradeep Bansal on “How to use interactive board for classroom teaching”. After that two of our fellow participants gave demonstrations on the topics of Human Geography and Indian Climate. And finally Shri Y.P Singh Assistant Commissioner,KVS,RO,Ahmedabad , course director, conveyed many technical and valuable information regarding students, parents in the vidyalaya. In the last session participants were engaged in making group work.
DAY 5 24-May-2013 The day began with assembly programme conducted by group 4 participants. It was followed by a slide show on ten tips to remain happy in our life and Shri Awadesh Kumar Principal K V ONGC Associate course Director explained about the ten tips to be followed in our life. He has also shown some slides on nature which were very interesting and thought provoking. The slide was followed by a lecture on the topic “English Communication Skills by Smt Jamie James Principal K V CRPF Gandhinagar. It was very interesting session involved all the participants in the interactive session and she made all participants to play on the various topics given by her to promote the English speaking skills. Everybody enjoyed and benefitted by the session a lot. After the tea break another informative session taken by Mr. Anil Kumar Resource person on the burning topic “GLOBAL WARMING”. He has shown powerpoint presentation and involved all the participants to interact on the topic. It was a lively session and the participants enjoyed a lot. This was followed by Shri Y P Singh Asst. Commissioner and course Director gave his impressions on the topic and the course director has appreciated Mr Anil Kumar resource person for choosing such a topic. The
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Course Director also guided the participants to practice the innovative teaching methods in the class room. Then all the participants were preceded for lunch.
In the post lunch session all the participants along with the Course Director, Associate Course Director and Resource persons visited “ REGIONAL INDIAN METEREOLOGICAL DEPARTMENT” near air port and observed various weather recording instruments and procedure of recording. Mr. Yogesh Pijani System analyst has explained about upper air circulation and data collection with help of Hydrogen Balloon as well as convection clouds which cause hindrance to Air Craft. It was followed another interesting and interactive session with Mr. S K Sharma Associate Meteorologist took who away all the participants to the entire campus of I M D and shown various instruments which are used in the recording of weather elements. Really it was very interesting session and all the participants enjoyed a lot with this information, at last participants started their group work in the computer labs .with this the session came to end. DAY 6 25-May-2013 Since the day was a field trip day, hence all the participants assembled at the venue by 8.00 am, after attending the assembly proceeded to Gujarat science city as per schedule of the field trip . Before proceeding to trip the day followed by some important instructions given by shri Y P Singh course director. All the participants stepped into the bus along with Associate course director Shri Awadhesh Kumar, Principal, K V O N GC and resource person Shri A K Sharma. On the way to the science city we got down at Vaishnav Devi mandir and had darshan of Mataji. Then we proceeded to science city by 10.00am. First we visited Children activity centre Auditorium-1, and saw a film show on science city. Then we visited Hall of science and observed various working models, live demonstrations of energy production by various ways. Participants also saw river system and evolution of life. At 12.45 pm participants visited 3D I Max theatre and enjoyed the movie on life history of Dinosaur’s and T. rex. After the movie participant s proceeded to lunch arranged by the science city. In the post lunch session participants have been taken to Planet earth auditorium which was very much relevant to our subject. In the auditorium participants saw and learnt about glimpses of ORIGIN OF THE UNIVERSE, after that participants saw so many thing s related to the subject like interior of t6he earth, rocks and minerals, sea shells, coral world , agriculture, ocean floor, continental drift, erosion and weathering, atmosphere and biosphere. The most interesting and exciting part of the visit were to witness the coal mining process. Then we proceeded to PLANETORIUM and enjoyed the space world as well as laser show on cutting of trees and its adverse effects. At 4.30.pm all the participants assembled at the auditorium-1, for a short tea break and had sli8de show on GLOBAL WARMING, and finally all the participants and officials have been given a beautiful science mitt as a token of love by the science city officials. On behalf of the participants, Course Director, Associate Course Director, Resource Persons conveyed their sincere thanks to Shri. Narittam Sahoo and other officials for their valuable cooperation. After the completionof group work and demo lessons for that day , Finally we reached the pevilion at 5.30 pm and in this way the very interesting and educative field trip with sweet memories of Gujarat science city comes to an end.
DAY 7 26-May-2013 The day began with assembly program conducted by group 5 participants. It was followed by very inspiring slides presented by our Associate Course Director Shri Awadesh Kumar, Principal K.V Chandkheda. The day began with the inspiring lesson on School Safety by Associate Course Director Mr. Awadhesh kumar followed by Project based learning by Mr. M.Reddenna Resource person. After that Mr. Anil kumar Resource person explained the Koeppen’s climatic classification in detail to the participants. The next interacative session Guidance and counseling was taken by Mr. C.S Sharma, Councilor and guide, IIT, Ahmedabad .he gave the meaningful lecture on “9 L’s” quoted with various examples. The post lunch session was taken by Mr. Y.P.Singh Course Director on CCS,CCA & FINANCE RULES in which he cleared many doubts of the participants.Many participants activily participated in this session. This particular session solved many queries regarding L.T.C, C.C.4, HPL and bill settlement by the Asst commissioner Shri Y.P Singh and Principal Shri Awadesh Kumar. There after MID- TEST was conducted under supervision of our resource persons Mr Anil Kumar and Mr. M. Reddenna. After that participant proceeded for group activities related to preparation of question paper. Thus the 7th day of the in-service course came to be end.
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DAY 8 27/5/2013 सेवाकालीन प्रशिक्षण शिववर दैननक क्रियाकलापⴂ का संकलन आठवााँ ददन ददनांक-२८–०५–२०१३ ददनांक: २७–०५–२०१३ का दैननक कायिय म प्रार्नय ा सभा के सार् िु셁 हुआ तर्ा राष्ट्रगान के बाद ननम्नशलखित गनतववधियााँ आयोजित की गई । (1) डॉ॰ सी॰ के॰ आयय, प्राचायय, के॰ वव॰ ३, वायुसेना :२, िामनगर ने केन्द्रीय वव饍यालय मᴂ प्रनतददन की प्रार्यना की मह配ता एवं उसके गूढ़ार् य पर प्रकाि डाला । उन्द्हⴂने प्रार्नय ा के इस श्लोक की ववस्ततृ व्याख्या करत े हुए बताया क्रक यह श्लोक “सतपर् ब्राह्मण” नामक ग्रंर् से उितृ है । (2) डॉ॰ (श्रीमती) अंिना व्यास सेप्ट ववश्ववव饍यालय, अहमदाबाद ने “भौगोशलक सूचना तंत्र” ववषय की गहनता को अपनी ववशिष्ट्ट िैली मᴂ समझाया । इस समय प्रशिक्षण मᴂ उपजस्र्त सभी प्रनतभाधगयⴂ ने अपनी उक्त ववषय के संदभयमᴂ जिज्ञासाओं को पूरा करने के शलए बहुत सारे सवाल क्रकए । डॉ॰ व्यास ने सबको समािाना配मक प्र配यु配तर देत े हुए “भौगोशलक सूचना तंत्र” मᴂ वतयमान समय मᴂ चल रहे ववशिष्ट्ट संिोिनⴂ का वविदता से पररचय ददया । िो हम सबके शलए ज्ञानविकय एवं मह配वपूण य है । (3) अ쥍पाहार के उपरांत डॉ॰ ियंत सरकार, ननदेिक भारतीय मौसम ववभाग, अहमदाबाद ने सेवाकालीन प्रशिक्षण शिववर मᴂ उपजस्र्त प्रनतभाधगयⴂ को अपनी मिुर वाणी मᴂ संबोधित करत े हुए मौसम ववज्ञान के ववववि पहलूओं को सहि 셂प मᴂ रहस्या配मक िैली मᴂ स्पष्ट्ट क्रकया । उन्द्हⴂने बताया क्रक वतयमान समय मᴂमौसम की सावयत्रत्रक एवं प्रभाविाली अ饍यतन भववष्ट्यवाणी की नवीन तकनीक के अंतगयत अनेमोमीटर, ववन्द्डवेव, बेरोमीटर, सूयप्रय काि का ररकाडयर इ配यादद का उपयोग क्रकया िाता है । जिसे संगणक की सहायता से संश्लेवषत-ववश्लेवषत क्रकया िाता है और इसकी िबर आम आदमी तक पहुाँचाई िाती है । उन्द्हⴂने ‘चिवात’ के नामकरण एवं उसके पूवायनुमान/भववष्ट्यवाणी के ववशभन्द्न आयामⴂ/पहलूओं की ववस्ततृ चचाय की । प्रनतभाधगयⴂ के मन मᴂ उ配पन्द्न हुई “भारतीय मानसून का आदद-अंत” की ववशिष्ट्ट जिज्ञासाओं को संतुष्ट्ट करत े हुए हमारा ज्ञानविनय क्रकया । (4) भोिनोपरांत के पश्चात श्री अननलकु मार िमाय तर्ा श्री एम॰ रेडन्द्े ना महोदय के ननदेिन मᴂ प्रदियन अभ्यास (पाठ आयोिन) की कारयवाई प्रारंभ की गई । सहायक आयुक्त श्री यिपाल शसहं महोदय तर्ा प्राचाय य श्री अविेिकु मार भी इस परामियन मᴂ सजम्मशलत हुए । प्रनतभाधगयⴂ ने इस परामियन मᴂ अपनी अशभव्यंिना配मक िैली का सुंदर पररचय ददया । प्र配येक अध्यापक की पाठन िैली उनके गुणⴂ तर्ा अभावⴂ पर सहायक आयुक्त महोदय, प्राचाय य महोदय तर्ा संसािन सेववयⴂ ने दटप्पखणयााँ की, जिनका अध्यापकⴂ नेसहषय स्वीकार क्रकया । (5) उसके बाद प्राचायय महोदय ने भावी दो ददनⴂ मᴂ होनेवाले काययिमⴂ का लेिा-िोिा प्रस्तुत क्रकया । (6) सम्माननीय सहायक आयुक्त ने इसके बाद अध्यापकⴂ की वेिभूषा पर नपे-तुले तर्ा रचना配मक िब्दⴂ मᴂ सूचना सपरामिय देत े हुए सभा समाजप्त की घोषणा की । इस प्रकार सेवाकालीन प्रशिक्षण का आठवााँ ददन सवायधिक फ़लश्रुनतिनक एवं लाभदायी ददवस के 셂प मᴂ व्यतीत हुआ ।
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DAY 9 28-May-2013
सुप्रभात कायिय म पर दटप्पणी समूह 03 饍वारा ददनांक 28-05-2013 मᴂ सेवकालीन प्रशिक्षण शिववर (स्नाको配तर शिक्षक – भूगोल) का आरभ िुिनुमा वातावरण मᴂ हुआ, सभी प्रनतभागी शिववर के समाजप्त की ओर बढ़त े कदमⴂ के कारण प्रसन्द्न मुरा मᴂ र्े । वविेष काययिम मᴂ श्री के. एन . यादव, के न्द्रीय वव饍यालय अमाहट ( सु쥍तानपुर) के 饍वारा स्वरधचत कववता ‘ गु셁 मदहमा ’ प्रेरणादायी तर्ा उ配प्रेरक र्ी, तदपु रान्द्त प्रशिक्षण शिववर ननदेिक श्री वाय. पी. शसहं (सहायक आयुक्त के . वी. स. अहमदाबाद) 饍वारा एन.सी.एफ. 2005 तर्ा शिक्षा के अधिकार एवं संवविान मᴂ शिक्षा से संबजन्द्ित नीनतयⴂ, ननयमो और क़ानूनⴂ पर प्रकाि डाला गया, इसके बाद िेष बच े समूहⴂ के सदस्यⴂ 饍वारा संगणक पर आिाररत पा腍य योिना का प्रदियन क्रकया गया (डमे ो पा腍य योिना प्रस्तुत की गई। दोपहर के िाने के बाद समूह ﴂलेसन),िमानुसार वव饍वान ससं ािक 饍वय 饍वारा ब्रेन स्टोशमग गनतववधि कायय संपाददत क्रकया गया तर्ा सायं 4 से 5 बिे के बीच एक परीक्षा आयोजित की गयी। िन्द्यवाद। आपका ददन मंगलमय हो। DAY 10 29/05/2013 सेवाकालीन प्रशिक्षण शिववर के अंनतम ददवस का प्रनतवेदन आि ददनांक :२९–०५–२०१३ का प्रशिक्षण प्रात:कालीन समु िुर बेला मᴂ सभी प्रनतभाधगयⴂ के हाँसमुि चहे रⴂ पर अपने घर की वापसी का आनंद झलक रहा र्ा ।प्र配येक ददन की भााँनत आि भी प्रफ़ु ज쥍लत वातावरण मᴂ अपनी जिज्ञासाओं और अनु配तररत प्रश्नⴂ का भंडार शलए समूह तीन के प्रनतभाधगयⴂ 饍वारा प्रार्नय ा एव ं प्रेरणा配मक ववचार प्रस्तुत क्रकए गये । ईश्वर प्रार्नय ा के पश्चात अनतधर् प्रवक्ता श्रीमती संगीता गुताइन, प्राचाय,य के ॰ वव॰ साबरमती, अहमदाबाद 饍वारा ननै तक मू쥍यⴂ तर्ा मू쥍यपरक शिक्षा पर प्रभावी प्रकाि डाला ।जिसकी आि ननतांत आवश्यकता है । प्रशिक्षण शिववर के िेष कायिय मⴂ को अपना उदबोिना配मक स्व셂प प्रदान करत े हुए संसािक श्री अननलकु मार िमाय 饍वारा ‘अंतर अनुिासना配मक प्रक्रिया’ तर्ा श्री रेडेन्द्नािी 饍वारा ‘तनाव प्रबंिन’ ववषय पर प्रेरक एवं उपयोगी ववचार व्यंजित क्रकए गये । सार् ही सभी प्रनतभाधगयⴂ से शिववर की सफ़लता, उनकी जिज्ञासाओं,काययिम स्र्ल की वास्तववक पररजस्र्नतयⴂ से संबंधित प्रपत्रकी आवश्यकताओं की आपूनत य की गई । दोपहर के स्वाददष्ट्ट भोिन के पश्चात शिववर ननदेिक श्री यिपाल शसंह्िी ने (एनसीएफ़-2005) राष्ट्रीय पा腍यिम प्रक्रिया : 2005 तर्ा सभी प्रनतभाधगयⴂ के शलए सी॰ सी॰ ए॰ और सी॰ सी॰ एस॰ केन्द्रीय सरकारी कमयचाररयⴂ के शलए सेवाकाल के दौरान अ配यंत उपयोगी ननयमⴂ का आकलन क्रकया िो अ配यंत मह配वपूण य शसद्ध हुआ । अब ववदाई का समय ननकट आ गया । श्रीमान पी॰ देवकु मार, उपायुक्त, के ॰वव॰सं॰ अहमदाबाद संभाग संसािन कक्ष मᴂ उपजस्र्त है, शिववर ननदेिक, सहायक ननदेिक, संसािक 饍वय 饍वारा पुष्ट्प गु楍छ देकर उनका मनमोहक स्वागत क्रकया गया । उपायुक्त महोदय ने सभी प्रनतभाधगयⴂ का अनौपचाररक पररचय प्राप्त करत े हुए शिववर ननदेिक, सहायक ननदेिक, संसािक 饍वय एवं प्रनतभाधगयⴂ के सामूदहक कायⴂ, साहजिक व्यवहार, िैयय ुक्त सहयोग मध्येनज़र रित े हुए सबकी भूरर-भूरर प्रिंसा की । अतं मᴂ उपायुक्त महोदय ने सभी प्रनतभाधगयⴂ को आिीवचय न देत े हुए प्रमाणपत्र ववतररत क्रकए । आि का काययिम उपलजब्ियⴂ के आनंद-मंगलमय वातावरण मᴂ संपन्द्न हुआ ।िन्द्यवाद
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Topics Covered : 1. Continuous and Comprehensive Evaluation- M.Reddenna R.S. 2. NCF 2005 -Y.P.Singh Assist. Commissioner C.D 3. Gender Sensitization- Prof.Ajeet Mathur G.L 4. Alice work shop – Dr. Anand KV Jamnagar Alice Master trainer 5. Remote Sensing- Prof. Anjana Vyas G.L 6. Action Research, -Dr. N. Punj Principal G.L 7. Classroom management -Anil Kumar R.S. 8. Creativity in classroom- Dr. Narotham Sahoo G.L 9. Interpretation of Diagrams& data tables- Awadhesh Kumar A.C.D 10. Methods of conducting practical- M.Reddenna R.S 11. Fundamentals of Smart board- Pradeep Bansal from Smart tech.G.L 12. Communication skills- Mrs. Jamie James Principal G.L 13. Global warming- Anil kumar R.S. 14. Innovative teaching - Y.P.Singh C. D. 15. School safety. - Awadhesh Kumar A C D 16. Project based learning- M.Reddenna R.S 17. Climatic classification- Anil kumar R.S. 18. Guidance and counseling- C.S.Sharma Consultant IIT Ahmedabad G.L 19. CCA,CCS& Finance Rules- Y.P.Singh C.D 20. Applications of GIS- Anjana Vyas G.L 21. Monsoon variability- Dr. Jayant sarkar Director IMD G.L 22. Health and nutrition- S. Vijaya kumar Hotel management G.L 23. Teaching of Human geography- Y.P.Singh C.D 24. Value education- Ms. S.Gutan principal KV Sabarmati G.L 25. RTE and Human Rights- Y.P.Singh C.D 26. Teaching of Physical geography- M.Reddenna R S 27. Climatology- M.Reddenna R S 28. Constructivism- Y.P.Singh C.D 29. Child Rights- Anil kumar R.S. 30. How to conduct brain storming - Y.P.Singh C.D
(C.D=COURSE DIRECTOR, ASD = ASSOCIATE COURSE DIRECTOR,RS=RESOURCE PERSON G.L=,GUEST LECTURE)
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Synopsis of Guest Lectures BY PROF. AJEET MATHUR IIM AHMEDABAD Dt.21/5/13 SEX AND GENDER The concepts "sex" and "gender" may be defined as follows: "Sex" refers to the biological differences between women and men. They are generally permanent and universal. "Gender" refers to the socially constructed roles and responsibilities of women and men, in a given culture or location. These roles are influenced by perceptions and expectations arising from cultural, political, environmental, economic, social, and religious factors, as well as custom, law, class, ethnicity, and individual or institutional bias. Gender attitudes and behaviors are learned and can be changed. What are some of the situations in which we see gender differences? Social: Different perceptions of women's and men's social roles: the man seen as head of the household and chief bread-winner; the woman seen as nurturer and care-giver. Political: Differences in the ways in which women and men assume and share power and authority: men more involved in national- and higher-level politics; women more involved at the local level in activities linked to their domestic roles. Educational: Differences in educational opportunities and expectations of girls and boys: family resources directed to boy's rather than girl's education; girls streamed into less-challenging academic tracks. Economic: Differences in women's and men's access to lucrative careers and control of financial and other productive resources: credit and loans; land ownership. COMMON GENDER STEREOTYPES Below are lists of common female and male stereotypes. Women are: - Men are: Dependent - Independent Weak - Powerful Incompetent - Competent Less important - More important Emotional - Logical Implementers - Decision-makers Housekeepers - Breadwinners Supporters - Leaders Fearful - Brave Peace-makers - Aggressive Cautious - Adventurous Flexible - Focused Warm - Self-reliant Passive - Active Followers - Leaders Spectators - Doers Modest - Ambitious Subjective - Objective Soft-spoken - Out-spoken Secretaries - Bosses Nurturing - Assertive Gentle - Strong Cheerful - Forceful Caretakers - Achievers GENDER ROLES The biological differences between men and women do not normally change; people are either male or female. However, the characteristics they are perceived to have, and the roles and responsibilities assigned to them, differ among societies, cultures, and historical periods. Gender roles are the activities ascribed to men and women on the basis of perceived differences. "Division of labor" is a term used in gender literature to mean the roles and tasks assigned to women and men on the basis of perceived gender characteristics and attributes, instead of ability and skills. Men's Roles Today, in the world's more industrialized countries there are few lines of demarcation between men's and women's occupations. However, in many less industrialized societies men have more visible and recognized roles than women, largely because men are paid for their productive work and women are not. In these societies, men's roles usually involve jobs which are assessed and counted in national censuses and accounting systems. Men do not usually perform domestic or household tasks. If they have community management roles, these tend to involve political organization and leadership. Women handle community organization and hands-on activities. Women's Roles Women's roles in most societies fall into three categories: productive (relating to production of goods for consumption or income through work in or outside the home), reproductive (relating to domestic or household tasks associated with creating and sustaining children and family), and community management (relating to tasks and responsibilities carried out for the benefit of the community). Women must balance the demands of these three different roles and should be recognized for their contributions. The tasks women usually perform in carrying out their different roles do not generally earn them an income. Women are often 16 defined exclusively in terms of their reproductive roles, which largely concern activities associated with their reproductive functions. These reproductive roles, together with their community management roles, are perceived as natural. But because these roles do not earn income, they are not recognized and valued as economically productive. Women's contributions to national economic development are, therefore, often not quantified and invisible.
In many societies, women also carry out productive activities such as maintaining smallholder agricultural plots in farming systems. These tasks are often not considered work and are often unpaid. Women may also perform many roles which attract wages in both the formal and informal economic sectors. But women's economically productive roles, in contrast to men's, are often undervalued or given relatively little recognition. Gender roles and responsibilities vary among cultures and can change over time. For example, in India, unskilled labor is considered "women's work" while in Africa it is "men's work." In Europe and the United States, the contribution men make to domestic activities is becoming increasingly important and visible. GENDER EQUITY & EQUALITY Gender Equity is the process of being fair to men and women. To ensure fairness, measures must often be put in place to compensate for the historical and social disadvantages that prevent women and men from operating on a level playing field. Equity is a means. Equality is the result. Equity: The distribution of rewards in society according to some criterion of merit, i.e., procedural justice and fairness. Outcomes reflect individual contributions. Equality: Giving the same reward to all, regardless of their contributions. Gender inequality is still very evident in this respect, as indicated by the following United Nations statistics: Women perform 2/3 of the world's work Women earn 1/10 of the world's income Women are 2/3 of the world's illiterates Women own less than 1/100 of the world's property Constitution of India Article 14 Ensures gender equality. Article 15 Prohibits discrimination on grounds of sex. Article 16 Provides for equality of opportunity in public employment. Article 15 (3) Permits the State to make special provisions for women and children. Article 39 Enjoins the State to provide an adequate means of livelihood to men and women. Article 51 A (e) Makes it a duty of every citizen to renounce practices derogatory to the dignity of women.
AERIAL PHOTOGRAPHY AND REMOTE SENSING
PROF. ANJANA VYAS CEPT UIVERSITY AHAMEDABAD 22/05/13 Overview What is remote sensing? The International Society for Photogrammetry and Remote Sensing (ISPRS) defined Remote Sensing (RS) as: “The art, science, and technology of obtaining reliable information about physical objects and the environment, through the process of recording, measuring, and interpreting imagery and digital representation of energy patterns derived from non contact sensor system " . This definition considered photogrammetry as sub-field of remote sensing –via cameras recording on film, which may then be scanned (aerial photos) –via sensors, which directly output digital data (satellite imagery)
History of remote sensing • 1783: The Marquis d’Arlandes and Pilatre made a voyage near Paris using a balloon. • Photography using balloon, pigeon • 1860: Aerial photos in Russia and the USA • 1914-19: The first World War and the second World War (1939-45) had seen tremendous development in photography • 1927: Robert Goddard launched the first liquid-fueled rocket. • 1955: Work began on the Baikonur launch site in central Asia. • 1957: Sputnik 1 launched from Baikonur (first satellite) 17
• 1961: Yuri Gagarin launched in the Vostok 1 capsule, becoming the first human in space. • 1969: Neil Armstrong and Buzz Aldrin became the first humans to walk on the Moon. • 1971: The first Space Station in history, the Russian Salyut 1 • 1972: (US Landsat1) the concept of imaging from satellites is introduced • 1986: France launched the first stereo-image satellite (SPOT1) • 1992: The space year (the maturity of remote sensing - 20 years of operation) • 1995 The Shuttle-Mir Program (1st phase of the International Space Station (ISS). • 2000 The first 3 astronauts (2 Russian and one American) start to live in the ISS
Remote Sensing Organizations ISPRS- International Society for Photogrammetry and Remote Sensing IGARSS- International Geosciences And Remote Sensing Symposium NASA -National Aeronautic and Space Administration (USA) ESA- European Space Agency (Europe) NASDA- National Space Development Agency (Japan) CNES- Centre National d'Etudes Spatiales (France ) DARA- German Space Agency CSA - Canadian Space Agency NRSA- National Remote Sensing Agency of India Remote sensing web sites http://ftp.geog.ucl.ac.be/~patrick/geogr/Eteledetec.html - remote sensing index http:// www.esrin.esa.it - Eurpopean Space Agency http://geo.arc.nasa.gov - NASA program http://www.spot.com - French satellite SPOT http://www.nasda.go.jp/ - Japan space agency http://www.rka.ru./ Russian Space Agency (RSA) http://www.coresw.com - Russian imagery source http://www.space.gc.ca/ Canadian Space Agency (CSA)
Remote sensing basic processes Advantages of remote sensing
• Provides a regional view (large areas) Provides repetitive looks at the same area Remote sensors "see" over a broader portion of the spectrum than the human eye Sensors can focus in on a very specific bandwidth in an image or a number of bandwidths simultaneously Provides geo-referenced, digital, data Some remote sensors operate in all seasons, at night, and in bad weather Remote sensing applications Land-use mapping Forest and agriculture applications Telecommunication planning Environmental applications Hydrology and coastal mapping Urban planning Emergencies and Hazards Global change and Meteorology
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ACTION RESEARCH- DR. PUNJ KV G. CANTT. Topic 22/5/13
Background and concept of Teacher as researcher (Lecture) What it is Origin and development Professional standards for teachers Action Research Principles and Practice (Self-learning and collaboration) Individual v Collaborative Action Research
Action Research – Tracing the origins and development in Teacher Education Kurt Lewin (1940) Stephen Corey (1950) Lawrence Stenhouse (1970s) Carr and Kemmis (1980s to date) John Elliot (1990s to date) Donald Schon (1980s) Jack Whitehead (1970 to date) Jean McNiff (1990 to date) Kurt Lewin (1946) Coined the word “Action Research”; Research for social management or social engineering in industrial contexts. The Reflective Practitioner: How Professionals think in Action (1983) Educating the Reflective Practitioner (1987)
Reflection Latin “reflectere” : To bend back Involves “shuttling back and forth between thinking and action” “Levels of Reflectivity” Level 1 Involves technical application of knowledge and skills in the classroom setting. Level 2 Emphasizes examination of assumptions underlying practice.
Level 3 Emphasizes moral and ethical issues of practicality to values and beliefs. Knowing in Action The sorts of knowledge we reveal in our intelligent action – publicly observable, physical performances like riding a bicycle and private operations like instant analysis of a balance sheet. In both cases, the knowing is in the action. We reveal it by our spontaneous, skillful execution of the performance…” Schon, 1987 • Knowing in action: knowing more than we can say, the capacity to do the right thing (tacit knowledge). Reflection in Action Reflection takes place in the midst of action Capacity to respond to surprise through improvisation on the spot Involves a surprise (an unexpected outcome/behaviour that challenges one’s knowing in action), a response to surprise …conducting an action experiment on the spot by which we seek to solve the new problems … we test our new way of seeing the situation, and also try to change that situation for the better. This is not method but art and a talent. Reflection Looking back on experience to improve practice Learning in the midst of practice Making decisions about what to do Action Research refers to: A particular way of researching your own learning; A practical way of looking at your practice in order to check whether it is as you feel it should be…; If you feel that your practice needs attention in some way you will be able to take action to improve it, and then produce evidence to show in what way the practice has improved. Action Research in Singapore (1998) “…teacher-initiated classroom investigation which seeks to increase the teachers’ understanding of classroom teaching and learning, and to bring about change in classroom practices.” Action Research Process in MOE 19
Reflect Think about what we want to focus on Plan – Plan what to do Act – Carry out plan, collect evidence Observe – Observe, monitor and record Reflect – Reflect on what has happened to improve further.
DR. NAROTHAM SAHOO SCIENTIST SCIENCE CITY AHEMADABAD 23/5/13 Teaching Creativity and Teaching for Creativity The Definition of Creativity “The application of knowledge and skills in new ways, to achieve values outcomes” (NCSL) “Imaginative activity fashioned so as to produce outcomes that are both original and of value,” (NAACE) Features of Creativity Using Imagination Pursuing Purposes Being Original Judging Value Creative Teaching We define creative teaching in two ways: 1. Teaching creatively 2. Teaching for creativity Tasks in teaching for creativity Encouraging Identifying Fostering Encouraging -Highly creative people in any field are often driven by strong self-belief in their abilities in that field. Having a positive self-image as a creative person can be fundamental to developing creative performance Identifying- Creative achievement is often driven by a person’s love of a particular instrument, for the feel of the material, for the excitement of a style of work that catches the imagination. Identifying young people’s creative abilities include helping them to find their creative strengths
Fostering Creativity draws from many ordinary abilities and skills rather than one special gift or talent. Thus the development of many common capacities and sensitivities can help to foster creativity. Recognizing and becoming knowledgeable about the creative process can also help foster creative development; teaching for creativity helps young people in understanding what is involved in being creative and becoming more sensitive in their own creative processes
Teaching for creativity aims at encouraging- autonomy on both sides: a feeling of ownership and control over the ideas that are being offered (Woods 1995:3); authenticity in initiatives and responses, deciding for oneself on the basis of one’s own judgment; openness to new and unusual ideas, and to a variety of methods and approaches; respect for each other and for the ideas that emerge; fulfilment: from each a feeling of anticipation, satisfaction, involvement and enjoyment of the creative relationship. Trust Above all there has to be a relationship of trust. Teaching for creativity aims to encourage self-confidence, independence of mind, and the capacity to think for oneself. The aim is to enable young people to be more effective in handling future problems and objectives; to deepen and broaden awareness of the self as well as the world; and to encourage openness and reflexivity as creative learners. Self-directed Learning
Teaching for creativity encourages a sense of responsibility for learning. It aims at a growing autonomy involving goal- setting and planning, and the capacity for self-monitoring self-assessment and self-management.Creativity itself is a mode of learning. It is distinctive in the combination of three features:
A. It involves a thoughtful playfulness – learning through experimental ‘play’. It is serious play conjuring up, exploring and developing possibilities and then critically evaluating and testing them.
B. It involves a special flexibility in which there may be a conscious attempt to challenge the assumptions and preconceptions of the self – an unusual activity in which there is an active effort to unlearn in order to learn afresh.
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C. This process is driven by the find, introduce, construct or reconstruct something new. It seeks actively to expand the possibilities of any situation. In this sense the learning of creative thoughts is not neutral; it has a bias towards the innovative.
Critical Thinking and Self Awareness
Scriven and Paul (1996), define critical thinking as "the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action." Through critical thinking and self-awareness, one can understand the relationship between thoughts and emotions. Although it is assumed that they are independent, the truth is that feelings are based on some level of thought, and thoughts generate from some level of feelingPerceptions, Assumptions , Prejudice, Values, Breaking Habits, A New Point of View ,Evaluation
Pupils need to be thoroughly engaged with their own learning, and provided with plenty of opportunity to practise their skills, talk about their learning experiences, reflect on their strengths and weaknesses and to be actively involved in evaluating their own development.
Whether you decide to mediate the skills, dispositions and attitudes contained within the framework by adopting a stand- alone skills programme, an infusion approach, or by introducing a mixed model, here are seven classroom strategies that will underpin the success of any approach:
Seven Implications for Classroom Teaching
1) Set open-ended challenges 2) Make thinking important 3) Make thinking explicit 4) Ask ‘rich’ questions 5) Enable collaborative learning 6) Promote self-management 7) Make connections across contexts Conclusion
What it takes to be a creative teacher is what it takes to be a creative artist: You need creativity and ability to express yourself and your emotions. Some teachers have huge amount of knowledge, but they can't express it or create the spark in their students to learn.
HARDWARE BASICS OF SMART BOARD BY PRADEEP BANSAL ICT EXPERT What do I need to use the smartboard? – Computer – Projector – Notebook software (must have)-download at smarttech.com – Smartboard/Whiteboard • Pen & Eraser • Pen tray • Pen tray buttons • Ready light indicator (must be green) Smartboard/Whiteboard must be connected to the computer • First, the green indicator light must be lit to green to indicate the smartboard/whiteboard is ready to be actively used. • Second, you must make sure to orient your board each time you start the smartboard/whiteboard program or if you make any movements that will disengage its interactiveness.
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Orienting the smartboard/whiteboard…
Learning the Buttons & Icons
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Learning the Buttons & Icons
Learning the Buttons & Icons
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You can also add to a customized SMART Notebook toolbar.
Learning To Use The Smartboard Notebook window
The button features on the Smartboard Notebook Window that you see to the left are similar to using the thumbnail slide and animation features in PPT.
You will use these thumbnail features to help you track what you are doing while working on whatever document you are using on the Smartboard.
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The SMART Notebook Window
The SMART Notebook window provides a number of ways to look at and interact with a notebook file. The whiteboard area displays the current page and enables you to create, edit and manipulate objects on the page.
The Page Sorter displays thumbnails of the pages in the current file. It allows you to organize pages and move objects from page to page. View any page by pressing its thumbnail in the Page Sorter.
The Gallery contains clip art, backgrounds and .notebook files and pages that you can use in your presentations. Thumbnails within the Gallery provide previews of gallery content images. The Gallery also provides access to the SMART Learning Marketplace and other online resources.
The Attachments tab enables you to attach a copy of a file, a shortcut to a file or a Web page link to your file.
The Properties tab enables you to change the options for the currently selected object. For example, if you select a shape, the Properties tab displays options for changing fill effects, line style and object animation.
The Floating Tools Toolbar Tab enables you to select and use a variety of commands and tools.
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The SMART Notebook Window
The Page Sorter The Page Sorter provides an overview of the current file. The Page Sorter displays all of the pages as thumbnails and automatically updates these thumbnails as you change the contents of the pages.
You can open the Page Sorter at any time or hide it to provide additional whiteboard space.
You can use the Page Sorter to: Display a page. Add a new page. Clone an existing page. Clear a page. Delete a page. Rename a page. Rearrange the page order. Move objects to another page. Create a group of pages. Display a group of pages.
The SMART Notebook Window
The Gallery The Gallery contains clip art, backgrounds, multimedia content, .notebook files and pages that you can use in your lessons, and displays preview images of this content. The Gallery also provides access to the SMART Learning Marketplace and other online resources.
SMART Learning Marketplace The SMART Learning Marketplace enables you to log on or subscribe to the Global Grid for Learning (GGfL). After you log on, you can search the Global Grid for Learning and access a variety of images, audio files, video files, lesson activities and other content from the Learning Marketplace. You can add this content to your file.
My Content You can add your own pictures, backgrounds, multimedia content, lesson activities and .notebook files and pages to the My Content category.
Online Essentials for Educators Online Essentials for Educators provides access to online resources for educators who use SMART products. This content includes lesson activities, educational software, advice for using your SMART product, and more.
Themes Themes enable you to customize a page, all the pages in a group, or all the pages in a file using a predefined theme.
Essentials for Educators When you install SMART Notebook software, you can also install Essentials for Educators content. This is a collection of thousands of images, multimedia content, and more, organized into subject-specific categories.
Related Topics Opening or moving the Gallery Browsing the Gallery Creating a theme Importing a Gallery collection Exporting a Gallery collection
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The SMART Notebook Window
Using the Attachments Tab
You can use the Attachments tab to attach a copy of a file, shortcut to a file or link to a Web page to your file. This enables you to easily find and open files and Web pages during your lessons.
Related Topics Opening or moving the Attachments tab Opening an item in the Attachments tab Attaching a copy of a file Attaching a shortcut to a file Attaching a link to a Web page
The SMART Notebook Window
Using the Properties Tab
The Properties tab enables you to format objects on a page, including freehand objects, shapes, lines, text, tables and more. Depending upon the object you select, you can change: •The color, thickness and style of lines. •The transparency and fill effects of objects. •The font type, size and style of text. •The animation of objects.
The Properties tab displays only the options that are available for the object you select.
The Properties tab also includes a Page Recording button. You can use this feature to record your actions on the current page.
Related Topics Opening and moving the Properties tab Changing an object's properties Editing text Changing a table's properties Recording a page
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Floating Tools The Floating Tools toolbar is a customizable collection of buttons that floats on top of other programs. The Floating Tools toolbar enables you to quickly access frequently-used tools and features.
The default Floating Tools toolbar enables you to write or draw, highlight, erase, draw lines, create shapes, right-click, start the SMART Keyboard, create .notebook files and undo a previous action.
To open the Floating Tools toolbar Press the SMART Board icon in the notification area, and then select Show Floating Tools.
NOTE: If your computer is not currently connected to a SMART interactive product, the SMART Board icon includes an X in its bottom right corner . OR Open the Welcome Center, press the Tools tab, and then press Floating Tools.
Click to open This is what will Floating Tools appear when the Toolbar. bar is open. Click again to close Floating Tools Toolbar.
How do I write on the smartboard?
• Pen Basics… The board • Your finger is the only recognizes the last pen mouse or item used – So you must set the item back in its right position in the tray before you can use something else
• When you pick up a pen a • Your finger can also floating tool toolbar will be your pen or you appear (if it is not already can use one of the activated) 4 colored pens • Now let’s practice writing on the smartboard/whiteboard
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Saving 1. Pick a pen
2. The floating tools toolbar will appear (if it is not already activated)
3. To save anything press the AREA CAPTURE button on the floating tools toolbar
4. Press the interactive whiteboard/smartboard (do not release the pressure) and drag the selection box using your finger to outline the area you want to capture
5. Notebook software will open automatically, and your capture will be saved to a new Notebook page.
6. Select the unsaved Notebook file from the taskbar to view your capture image in Notebook software.
7. Select File then Save to save your notes.
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ENGLISH COMMUNICATION SKILLS Smt Jamie James,Principal K V,CRPF,Gandhinagar
What is Communication? Communication is the art of transmitting information, ideas and attitudes from one person to another.communication is the process of meaningful interaction among human beings. ITS ESSENCES : Personal Process Occurs Between People Involves Change In Behaviour Means To Influence Others Expression Of Thoughts And Emotions Through Words & Actions. Tools For Controlling And Motivating People. It Is A Social And Emotional Process. Communication skills simply do not refer to the way in which we communicate with other person. It includes many other things-the way in which we respond to the person we are speaking, body gestures including the facial ones, pitch & tone of our voice & a lot of other things Communication – Two types 1. Verbal – Reading, Writing, Listening & Speaking. 2. Non Verbal- Through appearance ,posture, gesture, body language. 60 % of communication is non-verbal 2 difficult areas – Spelling, Pronunciation Reasons 1 .No one to one correspondence between English sounds and letters. 2. There are more number of sounds than letters. 24 consonant sounds represented by 21 consonants. 20 vowel sounds represented by 5 vowels. Effective Communication in English English language contains about 4,90,000 words plus about 3,00,000 technical words. It is doubtful if any individual uses more than 60,000 words Written English covers about 10,000 words Spoken English by the better educated uses about 5,000 words. Effective Communication in the English Language requires that we follow a few rules . We can be effective by being- Direct, Simple, Brief,Vigorous & Lucid
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TIPS 1. Clarify ideas before communicating. 2. Examine the purpose of communication. 3. Take the entire environment, physical & human into consideration. 4. Be careful to the overtones & the basic content of the message. 5. Use crisp language & be clear. 6. Follow up on communication .If receiver has not understood, tone down the language. 7. Smile genuinely and maintain eye contact. 8. Be a good listener VALUE OF LISTENING Listening to others is an elegant art. Good listening reflects courtesy and good manners. Listening carefully to the instructions of superiors improve competence and performance. The result of poor listening skill could be disastrous in business, employment and social relations. Good listening can eliminate a number of imaginary grievances of employees. Good listening skill can improve social relations and conversation. Listening is a positive activity rather than a passive or negative activity. Avoid Use of long words Using new words Jargon Assuming they know Preconceptions, Prejudices Information overload Noise Information filtering Lack of trust How to develop the Skills Try to become less hesistant and more confident. Try to experiment with the English you know. Improve pronunciation, voice modulation, body language. Practice where you can, what you can specially with qualitative people. Try to respond to what people say to you. Don`t speak too fast. Read, read, read and then read some more. Set yourself targets. Remember to be polite and presentable. Don’t speak only to impress someone. Practice meditation and good thoughts. How to be an effective speaker Know the room. Know the audience Know your material. Relax Visualize yourself giving your speech Realize that people want you to succeed Turn nervousness into positive energy. Gain experience = builds confidence = key to effective speaking. Example Survey of recruits from companies with more than 50,000 employees – communication skills most important decisive factor in choosing managers. Communication skills, including written and oral presentations as well as ability to work with others are the main factors contributing to job success. Body Language Head – expression on face.,Eye contact,Feet,Body,Hands and arms,Body Movement Voice and Accent The tradesman keeps his tools sharp, the computer programmer keeps the computer running smooth and the writer keeps his mind sharp and flowing with ideas. Similarly, a teacher needs to take care of the tool of his trade – his voice. The sharper and more skilled you are with your tools, the easier and more effective your trade is. The teacher`s tools are his mind, voice and body. Your voice is unique, there is none else having your voice. There is a difference between your voice, your speaking style and regional accent. That is the sound of your voice. Voice Quality of voice is based on four parameters-pitch, pace, pause and voice modulation.
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Pitch- Express in a particular style or at particular level, Degree of highness or lowness of tone Pace - Speed Pause – Temporary stop or silence. Modulation- Regulate, Adjust or vary tone or pitch of speaking. A great way to put all this into practice is to record your self and listen to how you sound. Do you like it? If you don`t, you can change it with vocal training Success for YOU…in the new global and diverse workplace requires excellent communication skills! Any Questions Topics for Role Play
1. PTA – father, mother, teacher and student (4) 2. At a tourist spot – father, mother, son, guide (4) 3. At a birthday party - 2 girls and 2 boys (4) 4. At the doctor – doctor , nurse , patient , friend (4) 5. At an ice-cream parlour - 3 friends, owner (4) 6. Outside the exam hall - 3 students , 1 teacher (4) 7. Facing an interview – 3 panel members , 1 candidate (4) 8. Students caught bunking class – 3 students , 1 teacher (4) 9. In the train - 4 passengers (4) 10.At a wedding – 4 guests
GUIDING & COUNSELLING BY C.S.SHRMA Counsellor IIT GNR Role of the Help the learner discover who they really want to be – to find their Passion – to find the pathway that is best for them – to create the maximum potential for success as fully functioning members of society.idual, Small Sessions Academic Counselling , Successful habits,Future course planning,Monitoring student progress in courses,Post-secondary goals Career Counselling Keeping options open, Career Exploration,Interest inventories,Pathway exploration and planningor Classroom Sessions Personal / Social Counselling • Friends, family,Conflict resolution,Self – Esteem,Anti-bullying,Character Education • Work with student success teacher to meet the needs of student at risk enResponsibilities • Provide the counsellors with extra assistance when requested. • Attend dept. heads, subject council and counsellor association meetings. • Call and conduct department meetings and TEAM meetings. • Instructional leader for guidance courses.artment Head Responsibilities • Be responsible to the principal for the total performance of the department. • Assume responsibility for the development, implementation, and evaluation of the Guidance and Career Education Program (CIA). • Submit budget and staffing requests to the principal. • Be available first to students and parent requesting an interview. • Be able to deal effectively and efficiently with student, staff and parent concerns. • Know when to refer a student to another person or agency. • Play an active part in the total program of the Guidance Dept. • eBe continually seeking ways to improve as a counsellor and to reflect the Ethical Guidelines as published by OSCA • Be a member of any conference or IPRC concerning their students. • Work with the Student Success Team to ensure the success of all students • Be a resource for career studies teachers • Career Information and Career Planning • Post Secondary Education Liaison • Student Financial Aid
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• Educational Information • Community Relations and Career Fair • Student Mentoring/ Mentoring Program • lCourse selections • Graduation Lists • Feeder School / Transition Years Program • Student Records • Continuing Education • Member of Student Success Team • To act as the contact person for OUAC and OCAS • To act as the liaison person with post secondary institutions • To coordinate visits to the school by apprenticeship, college and university personnel.condary • To inform students of important dates and deadlines. • Maintain the resources of the Career Centre including calendars, SAT and TOEFL applications.r • Display appropriate career and educational information, posters and brochures. Update career files (i.e. monographs) • Develop and gather and revise learning packages (i.e. job skills , resume writing) • Collect and display government publications • To maintain an update file of scholarships and bursary application forms. • Organize a system for gathering nominees or applications • Organize an information session for students and parents on OSAP • Co Act as resource person for Take Our Kids to Work Day • Implement a Career Fair Program • Develop a resource file with names of people in the community who would speak to students • Coordinate a visit by Canada Student Employment Centre in the community. • Compile and update a list of available tutors • Develop a peer tutoring / mentoring program. • Organize an ESL buddy system • Compile study skills and time management packages. • Work with the administration to produce the calendar and registration forms. • Organize classroom presentations. • Collect the registration forms. • Produce and distribute verification sheets. • Organize curriculum nights • Refine the stats for the SAC committee • Prepare a preliminary list of graduates • Ensure individual counsellors remove and notify ineligible students as the year proceeds. • Update list for the grad committee • Verify Ontario Scholar candidateser School /Transition Program • Plan with administration a Grade 8 Open House. • Organize a transitions discussions with grade 8 teachers, counsellors and student success teachers. • Produce and distribute courseverification sheets. • Work with special education to discuss identified students. • Prepare appropriate information for summer mailing.
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• Plan for August orientation activities with the Principal, ensure that OSR’s are maintained and updated • Determine proper credit equivalencies for students from out of province • Ensure that credit histories are correct • tObtain up to date applications and information sheets from the board. • Register students for night, summer, on-line courses. • Confirm that final marks are entered for credit summaries, including Conservatory Music and international languages. PROF. ANJANA VYAS CEPT UNIVERSITY Geographic Information System (GIS) So, what is GIS? A method to Analyze, Manipulate, Visualize and Display Data. Geographical Data Where is it? (Spatial) Geographical coordinates What is it? (Non-spatial) Attributes What is their relation with each other? Topology What makes data spatial? Point Features Points have a single geographic coordinate such as: Tree ,Traffic accident ,Lamp post , Line Features Lines (Arcs) are a series of geographic coordinates joined to form a line such as: Road, Stream, Railway Area Features Areas (Polygons) are a series of geographic coordinates joined together to form a boundary such as: Lake, Soil types Attributes Possible attributes for the feature Tree Height, Diameter, Species, Condition,Age Attribute Values The value given to an attribute Possible values for the attributes of a Tree feature Height = 15, Diameter= 0.75m, Species= Oak Condition= Good Age= 8 years Data Acquisition Primary data Field Surveying: Total Stations, GPS Photogrammetry: Analogue, Digital Remote Sensing: Active, Passive Secondary data Raster data capture using scanners Vector data capture using digitizer
Data from external sources (CAD files, different data formats etc.) Capturing Attribute data (Tables, statistical records, census etc.) Field Surveying, GPS Satellites, Photogrammetry, Remote Sensing, Data from Maps: Scanners Data from Maps: Digitizer, Data Storage and Management Data Base Management, Systems Entry, Editing, Report, Masking Retrieval Query, SQL Data Compaction Relational Database models Object-Oriented Database models Data Analysis Functions Transformation Functions (Map Projection, Vector to Raster & vice versa) Classification & measurement functions Overlay functions Neighborhood functions Topographic and interpolation functions Proximity functions(Buffering) Network functions Inter-visibility functions And many more …… Data - Spatial & Tabular Some GIS Software
IDRISI , ILWIS ,ARC-INFO (ARC-GIS) ,ARC , VIEW,MGE, GRASS ,GISPAD To summarise GIS comprises of: Data input, Storage , Management ,Analysis ,Output GIS has many applications Geosciences (especially geography, ecology, geology, geophysics, geodesy) Surveying and cadastral mapping , Digital topographic and thematic mapping ,City and landscape planning ,Military applications Pipeline and route planning, public utilities, facilities management, Forestry Health and Insurance Marketing, retailing and many more……… What difference can GIS make? Attribute data of houses: • house number
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• area of the house • area of the site • site number • type of construction • address • house tax (paid or not) • tax last paid • water tax • number of persons ( male and female ) • family income etc… Muncipal Uses of GIS Town planning (and development of civic amenities like schools, hospitals, fire stations, shopping) Utility management. Socio-economic planning (projecting future population) Property taxation. Transportation system and traffic management. Planning, development and managing the utilities like water supplies, sewerage system, water supply, telephone system and power. Solid waste management etc. MONSOON VARIABILITY IN ASIA BY DR. JAYANTHA SARKAR DIRECTOR IMD AHAMEDABAD Annual Variation Why compare the annual variation? Indian and East Asian (EA) monsoon subsystems are driven by different lower-boundary thermal forcing associated with land-ocean configuration and topography. Examination of the different characteristics of the annual variability of the two subsystems may provide useful insight to understand how tectonic forcing and solar orbital forcing affect monsoon circulation. Differences in the annual cycle Meridional extent and circulation systems: tropical system vs. coupled tropical and subtropical system (EA) Seasonal march of major heat sources: BOB and WNP heat sources behave differently. Rainy season onset and peak Strong EA winter monsoon more closely coupled to Australian summer monsoon Equinoctial asymmetry. The differences in the annual cycle are attributed to the effects of differing land-ocean configuration on atmospheric response to the annual solar forcing, which resembles the effects of the external (tectonic and orbital) forcing on paleo-monsoon variability. Interannual Variation Why compare the inter annual variation? Are factors that determine annual cycle of monsoon also operate on interannual time scale? Study of the different response and feedback of the Indian and EA monsoons to ENSO and warm pool conditions would shed light on the paleo-monsoon variability over the South China Sea and over the Arabian Sea. What give rise to the differences between inter annual variations of the EASM and ISM? For the Indian monsoon, strongest anomalies occur during the fall of the El Niño developing year, while for the East Asia monsoon, the strongest anomalies occurs in the spring after the El Niño years. What are the leading mode of IAV of the A-AM system? Factors determining the IAV Remote forcing from El Nino/La Nina Monsoon-warm pool ocean Interaction --Equatorial Bjerkness positive feedback (IOD/IOZM) (Webster et al. 1999, Saji et al. 1999) --Off-equatorial Rossby Wave-SST feedback either positive or negative, depending on background annual cycle (Wang et al. 2000) --Negative feedback by monsoon-induced anomalies (Webster et al. 2002, Loschnigg et al. 2003, Lau and Nath 2000). --Memories of ocean mixed layer (Meehl 1994, 1997) Regulation of the annual cycle (indirect role of continent) --Regulation of the monsoon-ocean interaction (Nicholls 1983) --Modify monsoon response to remote ENSO (Wang et al. 2003) Monsoon- ocean interaction is characterized by Off-equatorial moist Rossby wave – “Dipole” SST feedback (Wang et al. 2000) The nature of this feedback depends on the basic state (monsoon annual cycle). Conclusions
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The factors that control monsoon intensity may be classified as two groups: The forcing external to the coupled atmosphere- ocean-land system (tectonic forcing and solar orbital forcing) and the forcing internal to the coupled climate system, such as (remote) El Nino/La Nino, local monsoon-ocean interaction, land-atmosphere interaction and extratropical influences (ice or snow cover). The mechanisms operating on the annual and interannual time scales are dominated, respectively, by the external and internal forcing. The differences between the Indian and East Asian monsoon is essentially determine by the relative strengths of the external versus internal forcings. The robust coupling between the East Asian and Australian monsoon on both the annual and interannual time scales is essentially established by tectonic forcing. Thus, the increase in solar procession could enhance both the Indian summer monsoon and the East Asian winter-Australian summer monsoons. El Niño has little influence on the Arabian Sea summer monsoon, but considerable impacts on the South China Sea monsoon (about 10% on average and 40% in strong events), suggesting that drastic changes in the Pacific thermal conditions could remarkably alter the East Asian-Australian monsoon intensity. Interdecadal variation of the ENSO-monsoon relationship What are the differences between EASM and ISM? What causes these differences? Observed changes in the major modes The overall coupling between the A-AM system and ENSO has become strengthened in post-1979 period. a) The ENSO induced FV (leading mode) increases from 24% to 31% for entire AAM system b) The second mode does not significantly related to ENSO in pre-1979 epoch but significantly leads ENSO after 1979, providing a precursor. c) While ENSO-ISM coupling weakens, the ENSO- WNPSM and ENSO-Indonesia MNS coupling strengthens. Conclusion Two major modes of IAV of AAM system (1956-2004). The first has prominent biennial tendency and concurs with ENSO turnabout. The second leads ENSO by one year. The origin of the first mode is attributed to three factors: Remote El Niño forcing, the monsoon-warm pool ocean interaction, and the influence of the annual cycle. The monsoon--ocean interaction is characterized by off-equatorial Convective coupled Rossby wave-ocean ML interaction. Issues How to define the domain of EASM? How to measure the intensity of the EASM? Modern vs. Paleomonsoon Interpretation of the intensity change of the EASM in orbital time scale (An 2000, Ding et al. 1995, Yancheva et al. 2007) Questions (1) What are the major patterns of interannual variability in the entire EA-WNP summer monsoon region (0-50N, 100-140E)? (2) How do these patterns link to mid-latitude and tropical circulation anomalies? (3) What processes give rise to these major patterns of variability? Conclusion The leading mode (38% of total variance) represents enhanced precipitation along the EA subtropical front, primarily associated with decaying phases of El Ninos (and after 1990 its reversed pattern links to developing phase of El Nino). The response of the EASM to El Nino and La Nina forcing is nonlinear. The second mode (11.3% of the total variance) is associated with developing phases of the El Nino and La Nina events and the third mode (7.4% of the total variance) links partially to the NINO4 warming. Major modes are determined primarily by monsoon-warm pool ocean interaction, remote forcing from El Nino and NINO 4 SSTA. The teleconnection patterns are dominated by a north-south tropical-polar teleconnection. Conclusion Meiyu/Changma/Baiu is anticorrelated with WNP ITCZ. Whether this anticorrelation exists on multi-decadal to orbital time scale deserves further study. Recommendation: a strong EASM be defined by abundant Meiyu/Changma/Baiu. Conclusion The leading mode of the EA-WNP summer monsoon represents enhanced precipitation along the EA subtropical front, primarily associated with decaying phases of El Ninos (and after 1990 its reversed pattern links to developing phase of El Nino). The response of the EASM to El Nino and La Nina forcing is nonlinear. Major modes are determined primarily by monsoon-warm pool ocean interaction, remote forcing from El Nino and NINO 4 SSTA. The teleconnection patterns are dominated by a north-south tropical-polar teleconnection. Meiyu/Changma/Baiu is anticorrelated with WNP ITCZ. Whether this anticorrelation exists on multi-decadal to orbital time scale deserves further study. Recommendation: a strong EASM be defined by abundant Meiyu/Changma/Baiu.
Mechanism for the establishment of WNP AC (i) El Nino enhances upper troposphere subtropical ridge and deepen the East Asian trough, encourage northward recurved 35
tropical storms (ii) The vigorous tropical-extratropical exchange of air mass and heat enhances the EA cold air outbreak into Philippine Sea (iii) ISO and associated positive air-sea coupling further facilitating the abrupt establishment of the WNP AC (iv) Cold SSTA in the WNP precondition the establishment of WNP AC (v) Anticyclonic vorticity advection from the SA to Philippines.
HEALTH AND NUTRITION BY S. VIJAYA KUMAR HOTEL MANAGEMENT AHMEDABAD
We've created policies and guidelines to ensure we always act responsibly when it comes to health and nutrition. Acting responsibly Millions of people around the world enjoy the foods and drinks we create. So the ingredients we use, the formulations, and the way we advertise and market our brands can potentially make a big impact on global health. We aim to act responsibly and have a strong nutrition policy. We've also developed a carefully considered approach to health and nutrition which includes:
encouraging a balanced diet with the right amount of proteins, carbohydrates, fats, vitamins and minerals developing a growing range of low fat, low sugar, low calorie food products. marketing responsibility our foods and beverages and helping to reduce over-consumption helping people understand the nutritional benefits of our products creating products that reflect the fact that people will only eat foods that they enjoy having sound specific evidence underpinning all our claims making significant contributions to researching the relationship on nutrition and health, such as the effects of good fats (unsalted fats-change to unsaturated fats), fruits & vegetables and vitamins and minerals Clear communication
We've also developed a set of marketing principles to ensure we're always 'honest, decent and truthful' in our communication – which include special principles on advertising to children.As well as excluding anything that appears to condone over- consumption in our marketing, we also prohibit anything that undermines the promotion of healthy, balanced diets and lifestyles, or misrepresents snacks as meals. We will also make sure that any claims made in our marketing about any of our products are supported by scientific evidence.Under our principles for marketing to children, we ensure our advertisements don't convey misleading messages, don't undermine parental influence, don't encourage pester power, don't suggest time or price pressure, don't encourage unhealthy dietary habits, and don't blur the boundary between promotion and content.In addition, as well as supporting the development of international self-regulatory codes for all marketing and advertising, we recently agreed to voluntarily restrict all paid marketing communications (with the exception of packaging) directed primarily at children under the age of six years.We believe that by putting these principles in place, we're not only doing the right thing, but we're being proactive through voluntary self-regulation – instead of simply reacting to external pressures.
Nutrition Monthly News: News Flash
News Flash is a short 500 words update about general nutrition, Unilever research initiatives and collaborative activities in India. It is sent for free to all health care professionals once every month. This newsflash will be useful to doctors, nutritionists, dietitians, fitness experts, holistic health and wellness counselors etc to provide general information to patients, consumers and clients.
VALUE EDUCATION S.GUTAN PRINCIPAL KV SABARMATI
Topics for discussion The Concept of Value The Stages of value development Methods of Value education Workshop for value grooming / expanding comfortable zone Discussion & conclusion Why teachers are very important ? For life goes not backward nor tarries with yesterday. What do you understand by value? Values are conceptualized as enduring beliefs that individuals hold about specific modes of conduct or end-states, they believe are more important (Rokeach). Values either conscious or unconscious, internal or external are affectively laden cognitive components that serve as filter/frame of reference, principles, standards, for seeking inputs and linking to action.
Types of Values 36
(Milton Rokeach) 1. Instrumental Values 2. Terminal Values Instrumental values Ambitious, Broad minded, Capable, Cheerful, Clean, Courageous, Forgiving, Helpful, Honest, Imaginative Independent, Intellectual, Logical, Loving, Obedient, Polite, Responsible, Self controlled Terminal values :An exciting life, A sense of accomplishment ,A world at peace, A world of beauty A comfortable life, Equality , Family ,security ,Freedom ,Happiness Precondition for Value Education(Yygotsky ) Social interaction plays fundamental role in the cognitive development. cognitive development depends upon the "zone of proximal development" (ZPD): a level of development attained when children engage in social behavior. First inter-psychological then intra-psychological development takes place. Stages Of Value Development Two stages-Egocentric and heteronymous ( Piaget) Kohlberg’s six stages of moral value development
Methods of Value education Inculcation having standards from outside Moral Development- having logical and empirical processes Analysis- having logical and empirical processes Value clarification- Interna Action learning i.e. interactive and cyclic Workshop for value grooming/ Expansion of Comfortable zone Mobility Game Let us Take risk and expand our Comfortable Zone or groom our values
CCE BY M.REDDENNA PGT (Geo) Faculty, ZIET MYSORE Activity: Role Play Topic : Personalities Related To the French Revolution Learning Outcomes: this activity will enable the students to develop of the following: I. The creative skill of the student II. Ability to comprehend the french society in 19th century III. Spirit of enquiry IV. Scope for research V. Acting skills Time Allotted :35-40 Minutes Strategy/ Procedure: Teacher divide the students into number of suitable groups Each group will select one character from the french revolution who impressed them the most Each group will select one student to enact the role of a person of their choice The teacher would assign various duties to other members of the class e.g. explore resource material, stage setting, simple props, seating arrangements etc., The teacher encourage the students to use internet library for additional information The students will be working on this onweekends The student now would select a situation where the selected person played a significant role and enact it in the class. Other actors also enact their selected role The other members will sit as audience They will help in peer assessment While acting is going on they would make their own notes and give their opinion after the play is over All four or five speakers will be given 5 minutes to enact the roles and 10 minutes for summing up Assessment Criteria a) Teacher may assess the work as group activity/ individual b) In either case he has to assign duty /responsibility to each student of the group c) He has to keep the learning outcomes in mind. d) To what extent the students have been able to transport themselves to another period and depict the 19th century situation is important in this particular role play e) Credit should be given for cooperative effort of each group as well as for helping in assessment Activity : Debate Topic : the french revolution laid the foundation of democracy
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Learning Out Comes: after doing the activity, the students will be able to do the Following a. Comprehend both positive and negative impact of the revolution b. Analyse its impact on france and on other countries c. Develop the skill of organizing one’s thoughts d. Develop oratory skill & self confidence Procedure: The class would be divided into two teams _ one for the motion and one against it One speaker will represent his team Team members will choose their speaker All members of each team will collect points/arguments with evidence in support of their stand Two members of each team will be selected for the rebuttal Teacher to chair the debate ASSESSMENT CRITERIA: a. Relevance of the content b. Clarity of the argument c. Logical approach d. Quality of rebuttal
ACTIVITY: CROSSWORD PUZZLE TOPIC: terms /concepts used in the lesson with the purpose to recapitulate learning LEARNING OUTCOME: the students will be able to do the following Develop the skill of problem solving Make learning and enjoyable activity PROCEDURE: The teacher will develop a cross word like this on main terms and concepts used in the chapter. Circulate copies to groups of 3 students each . Students will be instructed to complete the cross word within 15 minutes based on the clues given. ASSESSMENT CRITERIA a. Completion with in time given b. Number of right responses c. It may /may not be assessed by the teacher d. This can be given to the students to complete with each other or just for making learning a joyful experience
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ACTIVITY : DIARY WRITING Topic: execution of king and queen of france Learning outcomes: Develop creative writing skills among learners Develops empathy Reasoning Logical presentation of tasks Procedure a. Imagine yourself to be either louis the xvi or marie antoinette in prison before their execution. b. write a page in your diary which reflects your emotion, and also describes the uselessness of autocratic rule, if the student desires, the narrative may even reflect repentance c. Helps them to inculcate life skills of empathy , analytical power .
ASSESSMENT CRITERIA : Individual assessment Keeping the learning objective in view , the teacher may assess this task for Creative writing Expression Logical explanation of facts, if any Emotional identification with the character Activity: group discussion Topic: “declaration of the rights of man and citizen was historic not obly for france hut also for the entire world”.
Learning outcomes: the students will be able to 1. Comprehend the nature of the declaration 2. Analyze the impact on the polity, economy and society of france 3. All three aspects should clearly be distinguished to identify the anomaly in the declaration 4. Develop oratory skills and self confidence Procedure/strategy teacher should give the topic to the students one week in advance to collect additional information on various related aspects Discussion should be conducted under the following points The background Nature of the declaration People who were given the rights and who were not Impact on politics, economy and society of france Impact on other countries with special reference to india Feedback: 1. If from peer assessment or from teachers observation some shortcoming is found in understanding the concepts then the teacher should arrange some remedial measures. 2. Ex. If the student is failed to understand the implication of rights, the teacher can give simple examples from daily lives to make comprehension easier Activity: flow chart Topic: political system under pre- revolutionary France Study figure 7 in the text book which depicts a flowchart showing the political system under constitution of 1791 in a similar way draw a flow chart to depict the political system that prevailed in prerevolutionary france. The flow chart should depict the king estates general constituents of the three estates their respective roles taxpaying and non- tax paying population etc. Learning objectives: the students will be able to Understand the working of the political system in pre and post revolutionary france Compare two political systems Identify the difference between the two Develop the skill of presentation through a flow chart Learn to establish relationship between different organ Extension of activity I. The same presentation can be used to explain the division of powers as envisaged in france and compared with the division of powers as visualized in the indian constitution . II. this helps in developing across curricular links 39
Activity: Screening the picture A Tale Of Two Cities It could be followed by discussion Discussion helps in promoting a democratic environment in the class Teacher plays a moderator as students play with ideas and develop the skills of critical thinking . But it is only after children engage in self- study It is essential here the teacher watches the movie screening if to the class to identify the issues for discussion and approximate time Teacher can use any other dvd which depicts the historical period under study. This will help the students to understand the feel of the period, the setting, clothes. Mannerisms, characterization, issues related to historical imagination opposing views as expressed by various characters to understand perspective . This also can be linked to the other chapters which relates to the clothing as a social history and novels ( x std) Socialism in Europe and the Russian revolution In this chapter the teacher will explain the crisis in tsarist russia the teacher may differentiate between the nature of the france and russian revolution The students will be taught to use primary sources and evidences to identify the historical process in russia and will also learn to interpret historical evidences. Learning outcomes: Explore the history of socialism through a study of russian revolution Get familiarized with different types of ideas that inspired the revolution Comprehend the reasons for social conflict and final revolution in russia Relate the revolution to first world war Comprehend the impact of socialism on russia and on other countries Understand the legacy of the revolution The teacher must start with simple tasks for acquainting the students with terms and names used in the chapters, given below are questions which may be used for quick recapitulation, the teachers may use other tools such as simple word game, anagram true and false. Activity: TALK SHOW Topic: Collectivization of Farms
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After reading about collectivization and source d and e in the text book a talk show could be hosted in class. The topic of discussion will be collectivization of agriculture in the Soviet Union. Select one child as the anchor Form three suitable groups each representing I. The family of a poor landless peasant II. The family of a kulak III. Stalin and his followers The rest of the class will form the audience who will participate in the interactions during the show Learning outcomes The students will be able to do the following Understand the concept of collectivization Comprehend the advantages and disadvantages of the system Distinguish between its impact on the rich and poor and the reaction it brought against stalin Since the students are representing different classes of the society the students should know more about these classes from authentic sources. The teacher guide and prepare them to represent different sections in true perspective . The students should be guided to explore beyond text book The students in audience must be alive in activity. They can get involved in peer assessment , in doing so they also would prepare themselves to judge the performers Word Search This activity can be performed by individual children in their spare time This can also be distributed to each student in the day to be completed in one period Learning outcomes The students will be able to establish relationship between name and achievements Procedure Read the clues and encircle the suitable words from the grid You can find them vertically, horizontally or diagonally
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Activity POSTER MAKING /SLOGAN WRITING Topic : February revolution 1917 Learning outcomes: develops creative talent among students Analytical skill Logical presentation of talks Procedure “the lockout at a factory on the right bark of the river neva in Petrograd on 22nd February 1917 led to February revolution” Imagine yourself to be a worker participating the strike and the demonstration that followed prepare yourself for the same by marking the following. Suitable slogans Banners and posters Petition Assessment criteria It should be based on the creativity and new ideas generated Catch slogans and attractive banners must be appreciated This particular activity may not be assessed for marks Nazism and the rise of Hitler In this chapter the teacher orients the students about the various developments between the two world wars. On the other hand there was growth of social democracy and on the other there was the growth of totalitarian tendencies in Italy and Germany. The main points discussed are the basis of Hitler’s rise & the ideology of Nazism and the impact of Nazism Learning Outcomes: after reading this lesson the students will be able to do the following: Comprehend the factors responsible for the growth of Nazism and the disastrous nature of the ideology Explain the impact of Nazism in shaping the politics of modern world Get familiarized with the speeches and writings of nazi leaders Understand the discriminatory treatment of th jews and th holocaust Learning is fun Pyramid this activity is expected to help students in recapitulating learning Procedure: provide the grid for pyramid with numbers and empty squares number is from third square. The teacher will circulate the picture of a pyramid and clues to the students with the following instructions.
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Use your imagination Topic: HOLOCAUST IN GERMANY Learning outcomes: The students will be able to do the following To comprehend the suffering experienced by the jews in the nazi camp To acquire the skills of empathy Develop creative expression Procedure The teacher gives the following situations Imagine yourself a jewish boy who survived the holocaust in germany ,write a letter to your friend telling him about how you survived and what was your life like in a concentration camp Assessment Criteria Understanding of content/ condition of jews in nazi camp Creative expression Imagination skill Activity - DIALOGUE WRITING Topic: imaginary meeting between mahatma gandhi and adolf hitler Learning Outcomes: by doing this activity the students will be able to Develop creativity Comprehend the difference in ideology of gandhiji and hitler Develop ability of expression and analytical skill Imaginative skill Procedure: The teacher gives the following situation to the students Imagine a chance meeting of mahatma gandhi and adolf hitler A. Prepare a dialogue between them B. B. Each will put forward his views and beliefs C. End the dialogue by gandhiji convincing hitler about the need for world peace and nonviolence D. The best dialogue to be enacted Assessment criteria Argumentation Convincing power Creative expression
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FOREST SOCIETY AND COLONIALISM
In this chapter the teacher will focus on forest society and colonialism Explaining different aspects of forestry and main features of forest society Teacher also explains how colonial government exploited the resources and people of forest society for their advantage. The teacher would guide the students to use case studies as resource to understand specific problems of Indonesia Learning Outcomes: After completing this chapter the students will be able to Understand the relationship between forests and lively hood Comprehend the changes in forest societies under colonialism Use case study as source material and to compare the erects of colonialism in India and Indonesia Activity: LISTING FOREST PRODUCTS Learning Outcomes: after completing this activity the student would be able to do the following Understand the importance of forest products in our life Identify forest products out of various other products Recognize the properties of each product Developing the organizing skill Procedure Read the words given below in the box given below and list them under two headings I forest products 2. Non forest products II medicinal/ domestic/industrial Exhibition: The teacher will now instruct the students to collect any forest products from the list of categories. I. A limited time of two days may be given. II. Once everyone’s collection is over, a mini exhibition may be organized in a convenient place. III. Students would be required to explain which type of material was used to make the items of collection. IV. They also explain the utility of each product Activity : LIFE WITHOUT PAPER USE YOUR IMAGINATION Forest products Forest products are important source for making paper due to reckless cutting of trees, forests are fast disappearing. Under such circumstances imagine that one morning you woke up and found that all paper disappeared no paper is available anywhere Procedure Each student would be asked to write a narrative listing five problems that each member of your family would face in the course of the day in the absence of paper (time: one period) Learning outcomes Develops ability to use imagination and creative writing Develops power of observation and reasoning Develops creative expression Assessment Criteria: Each student must be assessed on the basis of the flow of writing ability and creative expression Narrative should be based on logical ideas Follow up If certain students fall short of required ability the teacher may find out some time to explain how to overcome those shortcoming
Activity: DEBATE Topic: deforestation is necessary for development The following points may be covered in the process of debating Long term vision Short term goals Examples as evidence to support their argument Matters related to regulation Rehabilitation 44
Effect on livelihoods Stake holders Space for protest in a democratic view Procedure The class will be divided into two groups. Each group’s member will contribute in the preparation of content for debate One member from each group will present group views before the class Assessment criteria Teacher will assess on the bases of following points Clarity of thought Knowledge of content Expression power Organization of content Peer assessment Activity: making class magazine Time given: ONE WEEK (i) the students will be asked to conduct research on people who are well known for contributing towards protection of environment such as o Medha Patkar o Sunderlal Bahuguna o Chandi Prasad Bhat o Rajendra Singh (ii) they will also read about the various movements organized by them (iii) after the research is complete, the teacher would divided the class into three groups (A) Group one to enact a scene based on their understanding of the movement (B) Group two to make posters for preservation of forests (C) Group three to write poem for preservations of forests, set them to music and sing in class Pastoralism in the modern world In this chapter the teacher will explain different forms of pastoralism and will show how pastoralism has become a way of life for many. The teacher would also sensitize the students on the impact of colonialism on the life of the pastoralists. Learning Outcomes: After completing the chapter the students will be able to Comprehend the nature of pastoral life and the change in the life of pastoralists. The teacher should be able to use different types of tasks and activities for formative assessment. The variety and flexibility of questions and activities may be help the teacher in making learning more meaningful and enjoyable. Activity: REPORT ON AN IMAGINARY INTERVIEW Time: one period Learning outcomes By doing this activity, the students will develop the following skills and ability Creative ability Logical expression Organization of facts and reporting in a comprehensive manner
Procedure Imagine yourself to be a reporter who has been assigned the hob of interviewing the pastoralists to know their response to the forest acts passed by the colonial government Prepare a report on the interview and your conclusion/s made on the basis of the question asked After teaching on forest acts the teacher can give this activity to the students, their work would be collected back after 30 minutes And will be assessed by the teacher Assessment criteria: Assessment will be made based on student’s following abilities Interviewing skills knowledge of forest acts Creative writing
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Comprehension of the nature of forest acts Learning with the map Look at the map which describes the location of the tribal population of india, by referring to the text fillup the various columns given below
Name of the Region where Source of Common Special characteristics special tribe they are located lively hood characteristics
The following activities will help the students to relate their learning from history textbook with that given in economies and geography text books, these activities need not be assessed Identify the pastoral communities and the economic activities they are engaged in Now look at the picture given below and answer the following questions
Where do you place the economic activities of the pastoral communities. Do you think these communities are an asset and therefore be considered as a human resource ? Question based on the fig:
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Do you think anybody involved in killing tigers in 2010 would pose for a photography like this explain with evidence Juxtapose the information provided in fig. 4.4 and fig 11. Was there any impact of monsoons in the life of pastoralists? The following activity will help the students in correlating textbook learning with real life learning. Study the following figures in this chapter
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NCF 2005 BY Y.P.SINGH ASSISTANT COMMISSIONER (A.R)
the school system is characterized by an inflexibility that makes it resistant to change; (b) learning has become an isolated activity, which does not encourage children to link knowledge with their lives in any organic or vital way; (c) schools promote a regime of thought that discourages creative thinking and insights; (d) what is presented and transmitted in the name of learning in schools bypasses vital dimensions of the human capacity to create new knowledge; (e) the “future” of the child has taken centre stage to the near exclusion of the child's" present”, which is detrimental to the well-being of the child as well as the society and the nation.
Children’s voices and experiences do not find expression in the classroom. Often the only voice heard is that of the teacher. When children speak, they are usually only answering the teacher’s questions or repeating the teacher’s words. Common sources of physical discomfort Long walks to school. Heavy school bags. Lack of basic infrastructure, including support books for reading and writing. Badly designed furniture that gives children inadequate back support and cramps their legs and knees. time tables that do not give young children enough breaks to stretch, move and play, and that deprive older children of play/sports time, and encourage girls to opt out. Especially for girls, the absence of toilets and sanitary requirements. Corporal punishment—beating, awkward physical postures. Observing something happen, say, the process of seed germination, in a real situation or observing different stages of milk collection, processing and packaging different kinds of products in a dairy farm. Participating in an exercise involving body and mind such as planning a role play around a theme and presenting it. Talking about and reflecting on something the child has experience of (e.g. dialogue on gender-differentiated practices in the family and society or participating in a mental game of numbers). Making something, say, a system of gear wheels or trying out an experiment to lift a load using a system of pulleys. After the experience, teachers could organize a discussion, an exercise involving, writing, drawing and display. She could identify along with the children questions to be thought about and answered. She could connect the experience with textbook knowledge and other references and deepen the experience. Such experiences and post - experience activities would be valuable at any level of schooling. Only the nature and complexity of the experience would need to change over the years. Language is key to organizing experiences. Hence, there should be a proper coordination between the kind of experience and the level of language development One period a week to be devoted to library reading. During this time, children sit and read silently in the library. They return the books borrowed the previous week and borrow new ones. If there is no library room, the teacher can bring out books appropriate to the age group and allow children to choose from the set. It is important to let the child choose rather than having the teacher distribute the books.
Library books can be brought into the language class. For class projects, children can be asked to look up a reference in the library. Children can be asked to write about the book they have read that week during the language class.
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Children can be asked to share a story they have read with the other children in class. The school library should be kept open during vacations. The concept of time on task is an essential reckoner for taking stock of the total time that children spend actively on earning.
This would include time spent on listening, reading, writing, doing activities, discussing, etc. It would not include waiting for one’s turn, copying from the board or revising. Particularly in multigrade classes, planning and designing of learning activities for children need to ensure that children’s time on task is maximized. Total study time that is expected from students in both face-to-face and self - study or homework needs to be accounted for while planning the syllabus or course of study for students, especially as they go into higher grades. Total homework time Primary: No homework up to Class II and two hours a week from Class III. Middle school: One hour a day (about five to six hours a week). Secondary and Higher Secondary: Two hours a day (about 10 to 12 hours a week). Teachers need to work together to plan and rationalize the amount of homework that they give children. Inclusive education is about embracing all. Disability is a social responsibility —accept it. No selection procedures to be adopted for denying admission to learners with disabilities. Children don't fail, they only indicate failure of the school. Accept difference… celebrate diversity. Inclusion is not confined to the disabled. It also means non-exclusion. Learn human rights … conquer human wrongs. Handicap is a social construct, deconstruct handicap. Make provisions — not restrictions; adjust to the needs of the child. Remove physical, social and attitudinal barriers. Partnership is our strength such as school – community; school – teachers; teachers – teachers; teachers – children; children – children; teachers – parents; school systems and outside systems. All good practices of teaching are practices of inclusion. Learning together is beneficial for every child. Support services are essential services. If you want to teach, learn from the child. Identify strengths not limitations. Inculcate mutual respect and inter-dependence. • care for children, and should love to be with them. • understand children within social, cultural and political contexts. • be receptive and be constantly learning. • view learning as a search for meaning out of personal experience, and knowledge generation as • A continuously evolving process of reflective learning. • view knowledge not as an external reality embedded in textbooks, but as constructed in the shared Context of teaching- learning and personal experience.
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• own responsibility towards society, and work to build a better world. • appreciate the potential of productive work and hands-on experience as a pedagogic medium both inside and outside the classroom. • analyze the curricular framework, policy implications and texts.
************************************************************************************************************************* GETTING STARTED WITH ALICE (GSWA) WORKSHOP MODULE DR. ANAND KV JAMNAGAR Reference to Letter dated No. F.110338-1/2012-KVSHQ(Acad.)17.02.2012 To expose the participants to the latest trends in use of ICT and with a focus to use it in the class rooms, the Getting started with Alice workshop will be organized during the In-service Course for PGT’s and TGT’s. This will be the ICT component of the in-service course to which a minimum of 10 hours are allocated in the In-service Course. (No. F.110338-1/2012-KVSHQ(Acad.) What is Alice: Alice is a 3D educational software created by Carnegie Melon University with support from Oracle. This software is used by schools to teach animation and create simple educational games. It enables a new way to think and learn by populating virtual worlds intelligently, breaking problem statements into small tasks, drawing up algorithmic expressions which help in problem solving. Getting Started with Alice will strengthen the e-initiatives of KVS. Following will be the outcomes of the workshop: 1. Develop skills in animation, storytelling, creating short animated movies. 2. Equip the teachers to use new innovative methods of teaching and learning in the classroom. It helps make concepts simple and fascinating to the learner. 3. Encourages team work and collaboration. 4. Engages the participants in visual thinking and fuelling creativity. 5. The Alice interface facilitates problem solving and logical thinking. 6.Instill interest to learn Java programming. How Alice can be used at school level The teachers should train their students on Alice and encourage them to create Alice worlds as a part of formative assessment. As a result students progressively develop key ICT skills beginning with the use of spreadsheets and power point presentations and then evolving through animation and programming. Duration of the workshop: Minimum 8 hours Conduct of the workshop: Choice of dates and format Any day except the first and last of the In-service course (Dec 28’2012 to Jan04’2013). Format :(Alternatives) o One whole day o Two half days o Daily 2 hours where participants are the trainers.
Who will train – Alice Master Trainers as assigned to each venue for PGT’s and TGT’s. List enclosed. The Course Directors may fix a mutually convenient date. The contact details of the Master Trainers is enclosed. Preparation at the venue of the workshop - Following are to be downloaded on each system JDK Alice 3.1.49 Alice 3.0.3 -In case the 3.1 version is not compatible High speed Internet connectivity to be available. One system per teacher participant is highly recommended. ( Ideal to develop skills on Alice)
Kindly note software has been sent to all Master trainers .Further Oracle Academy staff will coordinate with the venue school and assist in getting the computer labs ready.
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Course Content Welcome to Getting Started with Alice Alice and its benefits 15 minutes Initiating Alice 3 Telling a story visually Creating a scene by adding and positioning objects Using Procedures– Making objects move, say, turn, etc Declaring Procedures – Defining custom procedures Practice Session 90 minutes Using control statements and functions Using if and while statements Using expressions Using randomization and keyboard controls to manipulate motion Creating multiple camera angles Practice Session 120 minutes
Academic Toolkit Review: Review classroom integration and checklist Developing Individual projects 135 minutes
Converting the Alice world to a movie Sharing Alice Project Presentations on educational blogs Feedback120 minutes (480 minutes- 8 hours)
Point of contact of the Oracle Academy staff Kamal Peter –[email protected]/9900777677 Geet Singh [email protected]//9833413138 Madhurya – [email protected] /990044095 https://geetsingh.campfirenow.com
Chat 1: Is the uploaded 2-d pictures from net effectively works in alice? Is there any sites for 2d, 3d pictures? Any image can be imported as 2D for 3D images, there is no ready library outside Alice. But there are softwares where you can build your oqn 3D model and import it into ALice 3.1 You can save out a model from 3DStudio MAX. There is a free ASE converter, Biturn, available. We have not tested it out ourselves, so please let us know your results if you try it out! http://alice.org/index.php?page=faq#galleryMissingX What is Alice? 2. What is the difference between ALice 3 and Alice 3.1? To answer the questions: Alice is a 3D programming environment which teaches students animation and also introduces the to the concepts of Object Oriented Programming It is different from other animation tools as it introduces Logic and uses a problem solving approach to animation and story telling 2. Alice 3 is the Beta version of the software whereas Alice 3.1 is the actual release. Please note that Alice 3.1 is actually Alice 3.1.x. This means that Alice 3.1 is being constantly updated. x stands for the update. Like 3.1.35 or 3.1.49 etc http://alice.org/index.php?page=alice3/download_archive2 This link shows all the versions released so far. Every release has new objects introduced The following link os for general download http://alice.org/index.php?page=downloads/download_alice3.1 We have 12 templates in Alice 3.1 The format of file is .a3p a - Alice 3 - release p - projects 53
.a3p - alice 3 projects Alice 3.1 files will not work in Alice 3 Beta and vice versa Components of Alice interface Left side is the "Methods Panel" which has Procedures, Functions and Properties. The drop down bar just above the Methods Panel will show all the instances selected in the Alice world Notice where the Control statement are. This is a change from the Beta Version(in beta version the control statements are at the top) This clipboard is used for copying your statements from one procedure to the other. My First Method This is the area for program coding.Remember it is limited .A good programmer will have few/limited arguments. Then how does one program /animate ? One can do it by declaring procedures which may be for eg,Swim ,Walk Fly, First scene ,Second scene MyFirstMEthod is like the "Run" tab in the Beta Version. Remember we used to add all the provedures in the "Run" Tab? Only then they used to execute Code Editor Setup scene Scene Editor, Scene Menu Bar -6 menus File – New, Save, Open,Print,Revert, Exit Edit – undo, cut, copy, paste Project – Resource manager, Statitics,Find Run Window Help Blue Arrow: It is Object Tree. all the Objects you ad to your scene will be seen here. the objects are also called Instances. By default you will see this, this. Ground and this. Camera. NOTE: Camera also can be programmed like any other object. Ground stands for the template we have chosen. You can change this at any time either from the Scene Editor or from the Code Editor. This is for your project. It is an instance of the scene in your project. You can declare custom procedures on 'this' Handle Styles- 4 handles Default- for positioning objects Rotation = To rotate your object in x,y, x axes Translation – to move your objects in x,y, x axes. Axix – X-left, right. Y - up, down Z- front, back Resize – to change the size Gallery of objects –Library- 5 Folders –Similar properties –Object shapes. Shapes next to the folders in the gallery. Billboard is used when you import images from outside. These will be seen as 2D boards. Text Model is used to type anything that we require to be added to the scene. This also can be programmed like any other object Two methods to place objects in scene – Drag and Drop, Clicking on the object Three methods to Positioning objects One- shot procedures (Right click object in object tree) Co-ordinate positioning Drag using default handle Opacity is the property of the object's visibility. The range is from 0.0 and 1.0. 1.0 is the maximum and default value for any obejct. As you keep reducing the value, the object lightens and finally disappears when the value is 0.0. There are two ways to change the opacity of an object. 1. From the Scene Editor. In the Right hand side panel. 2. From the Code Editor window. Opacity is under "Properties" tab in the Methods Panel
TIP : While making an Alice world , introduce all objects and change their opacity to zero, except for those you want to begin with. Note opacity is a property of an object .Click code editor and click properties .You will find opactity tile.
Chat 2 : Vehicle has the same meaning as in the real world The Vehicle is the carreir. The object moves when the vehicle moves There are two methods to set the vehicle of an object By default the vehicle for any object is "this". That is the scene is the default vehicle Method 2 to set vehicle is from code editor in the methods panel, it is under procedures How o remove vehicle?. set vehicle back to this vehicle means setting an object on the scene By default, any object's vehicle is the scene called "this" in ALice 3.1s
Custom Procedures under scene add procedure 54 first step is to Click on the Scene Option. The drop down menu will show all the objects you have added to your scene for individual objects click on their name or near to the + sign to add procedures to them The major change in Alice 3.1is the concept of Super Class. You will all see that your Gallery is now more organized than it was in Alice 3 Beta Biped is the Super class and the Alien is the Object There are three ways to add a procedure. You can add a procedure on 1.Super Class 2. Class 3. object Very important to create multiple scenes to be able to keep your MyFirstMethod small and easy to debug and edit Once you add the procedure and drag and rop all the statements you require, always remember to go back to the Main scene, that is MyFirstMethod and drag and drop your custom procedure in MyFirst Method NOTE: Always remember to call your custom procedure in MyFirstMethodv Procedures: Two types - Predefined Procedures and Custom Procedures Predefined procedures are those which are already available in Alice like move, turn, etc So Custom procedures can be defined on the scene that is "this", on the super class, class and the objects Not between projects but you can definitely do it within the same project using clipboard. We understand that but this feature is not available as yet. We will recommend it for further upgrades Please note that when you change from one procedure to the other you will see the name in Red as in the screen TIP: To move your statements between different procedures within the same project, use the Clipboard TIP 2: To make a copy of the statements "Right click" on the statement and select "Copy to Clipboard" Images created by Paint can also be used with Alice Red colour in the code shows syntactical errors Chat 3 : Camera Markers, Text Models, Importing Audio, Importing Images and also few control statements
Cameras are used to To highlight any place or event, To highlight and also to set up different "Scenes" in our Alice world. Instead of creating different projects and then putting them together using an external software like Windows Movie Maker, we created different scenes using the Camera Markers IMPORTANT TIP: a3p files will NOT open if we double click on them. They will open ONLY from Alice
Click on the Small Arrow next to Markers and then Click on "Create Camera Marker". Once you click on Create Camera Marker, You will see a dialogue box as seen in the picture above. By default the marker name is given as Camera_Red, Camera_Green, etc. To move between one scenes to another, First click on marker then on first button. But Always remember to Use oly the First button. Go to the Code Editor. Select the Instance as "camera". From the "Procedures" tab. Use "MOve and Orient To Camera Marker. TIP: Always use Move and Orient to for Camera and Camera Markers. TIP 2: You can only program with the Camera and NOT Camera Marker. IMPORTANT: When you have multiple scenes and you want your animation to begin from, say Camera Marker Trees (our screenshot above), ensure that the your Camera is at Camera_Tree marker.
Camera Markers Camera Markers are different from Camera. They are used to define a locale, point and position in a scene. They help to scan the spread /expanse of the scene .Works well in most templates except the Room where u could encounter problems if the objects are not positioned properly. Let us learn how to set Camera Markers. •Place objects in the scene. When u are sure of their position then on the right hand side find Camera Markers and click on them. • It is good to rename. It is suggested not to remove the word camera .Just change the suffix after the underscore. Eg : Camera_Trees(Red), Camera _Billy (Green) Camera_ castle(Magenta) Camera markers have to set in the scene editor. They can be programmed in the code editor How to set duration? Duration - Click on the small arrow next to "add details"
Text Model is available in the scene editor. Text model can be used with ease through your presentation. One text model can serve for changing text through the presentation. In the Value field, Click on Custom Text String. You can use the handles to change position or resize it. Resize the text using Resize handle, pull it up using y-axis of translation/Under object properties use size and change width, height and depth. In many cases you might want to change the text for different scenes, in this case, you can use the SEt Value option from the Properties tab as follows. Deag and drop the setValue tile and select Custom String. To Resize in the Code Editor, Select the instance as "Text Model". Drag and drop the "resize" tile into the code editor and give the value you desire
For audio files you have to use only .wav or .mp3 files in Alice 3. Edit music files in Audacity To import Audio files you will have to Go to Project ans Resource Manager. To play your Audio file, go to the Code Editor. You can select either the scene, that is "THIS" as seen in the screenshot or you can select an object. When you want the music to play throughout your program, select "THIS". if we want character to sing then object. IMPORTANT: To play the audio through out the presentation. First Drag and Drop a "DO TOGETHER". DRag and drop the PLAY AUDIO tile. Within the Dotogether, drag and drop the DO IN ORDER tile. Add all your program statements in the Do in order tile
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Project --> Resource Manager --> Import Audio Code Editor --> Drag and Drop Play Audio to MyFirstMethod Do together --> Play Audio -->Do in oider --> All other statements Importing Images Project and Resource Manager Click on "Import Image
Select the IMage file from your system and Close this dialogue box add the images using the Billboard option from the scene editor FRONT PAINT ans select the image you have imported Next. Click on BACK PAINT and select the image you have imported TIP : Do not forget to Select your image from the FRONT PAINT and BACK PAINT Keep the size small. TIP : Use .png format images as far as possible. Being 2D sometimes you see it blank.Use default handle to turn it around. You can program your billboard as any other object diff betwn front & back? Front and back sides of the image Adding an image or music file to the project is called REFERENCING If you import them they become a part of Alice world only when referenced CHANGING TEMPLATES This Ground --> Properties --> set Paint Chat 4: control statements Do in Order :Do in Order is the default control statement in MyFirstMethod. The statements that are dropped in a do in order box will all be executed sequentially one after other. When you want to add a separate box of do in order, you just have to drag and drop the tile from the bottom into MyFirstMethod space and add your statements in it Count : Count is used when you want a certain statement to be executed multiple times. Count is a LOOP. IT IS TO BE REPEATED WITH SET OF INSTRUCTIONS . To use a Count loop, drag and drop the Count tile and select the number of times you want the statements executed. You can also use custom numbers for each in : For each in means - For each element in this array, execute the following statements. A small window will open with options Item type, Item Name and Array. item Type - Whole number, Decimals, Boolean etc. item Name - Any name you would like to give. Array - The values we want to set for the array. Alice the increment size is not given Do together is an example for Simultaneous execution. all the statements in the do together box will be executed at the same time while is a loop Variables have changing values. They are more like a property than procedure. Variables can be used as preset values. Variables can be used as preset values. Value Type - Integer, Decimal, Boolean, etc. Name - Any variable name you want to give like spin, etc. Initializer - the value for the variable. Without this you cannot declare a variable. Value type two option : variable, constant. Constant, then you cannot change the value of variable later on. When you hover you mouse over the variable name In this case Spin, you will see two black boxes getting highlighted. Drag and drop the variable in the statement where the box is highlighted For any body part movements only turn should be used Chat 5 : If.. Else What is snap? Snap will show the Grid in the Alice world. When you try to align one object with another object, you will see a green line, as seen at the Yellow arrow Is colliding is in Functions tab While is also a loop. infinite loop – will not end because the condition is true always Event Listener. The screen is next to MyFirstMethod tab Click on Scene and select InitializeEventListeners. From down Instance menu choose ClownFishClick add Event Listener- Choose Key board –ArrowkeyPress Listener. Next drag and drop the if tile into this box. Drag the "eisKey" tile into if. When you hover your mouse onto the eisKey tile, the if statement gets highlighted. Select the Arrow option. eisKey --> drop into True --> select Arrows (up,down....) Drag and drop the Move tile into if condition and select Forward. What we are doing here is - we are checking if the key pressed by the user is the UP arrow key. If it is the Up arrow key, then the fish will move forwardIf it is not the UP arrow key what should happen?. Drag and drop another IF tile into the Else space. Again eIsKey --> drop in True --> Select Arrow key
Activity –Have the clownfish enter the cave by using arrow keys First time click on the Clown fish.then the arrows.Make it active. No procedure for key listener ***************************************************************************************
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CLASS ROOM MANAGEMENT BY MR. ANIL KUMAR R.S Classroom Management What is Classroom Management? It’s effective discipline It’s being prepared for class It’s motivating your students It’s providing a safe, comfortable learning environment It’s building your students’ self esteem It’s being creative and imaginative in daily lessons And It’s different for EVERYONE!! WHY? Teaching Styles Personality/Attitudes Student population Not all management strategies are effective for every teacher Try different strategies to see if they work for you Why is Classroom Management Important? Satisfaction and enjoyment in teaching are dependent upon leading students to cooperate Classroom management issues are of highest concern for beginning teachers Principles for successful classroom management Deal with disruptive behaviors but also manage to minimize off-task, non-disruptive behaviors Teach students to manage their own behavior Students learn to be on-task and engaged in the learning activities you have planned for them It is more natural to be off-task than on Techniques for Better Classroom Control Focus attention on entire class Don’t talk over student chatter Silence can be effective Use softer voice so students really have to listen to what you’re saying Direct your instruction so that students know what is going to happen
Techniques for Better Classroom Control Monitor groups of students to check progress Move around the room so students have to pay attention more readily Give students non-verbal cues Engage in low profile intervention of disruptions Make sure classroom is comfortable and safe Techniques for Better Classroom Control Over plan your lessons to ensure you fill the period with learning activities Come to class prepared Show confidence in your teaching Learn student names as quickly as possible Transition vs. Allocated Time Allocated time: the time periods you intend for your students to be engaged in learning activities Transition time: time periods that exist between times allocated for learning activities Examples •Getting students assembled and attentive •Assigning reading and directing to begin •Getting students’ attention away from reading and preparing for class discussion Transition vs. Allocated Time The Goal: Increase the variety of learning activities but decrease transition time. Student engagement and on-task behaviors are dependent on how smoothly and efficiently teachers move from one learning activity to another Withitness Withitness refers to a teacher’s awareness of what is going on in the classroom A teacher has “withitness” if: When discipline problems occur, the teacher consistently takes action to suppress the misbehavior of exactly those students who instigated the problem When two discipline problems arise concurrently, the teacher deals with the most serious first
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The teacher decisively handles instances of off-task behavior before the behaviors either get out of hand or are modeled by others Withitness (continued) When handling misbehavior – make sure all students learn what is unacceptable about that behavior Getting angry or stressed does not reduce future misbehavior Deal with misbehavior without disrupting the learning activity Jones’ study of off-task behaviors 99% of off-task behaviors take one of several forms Talking out of turn, Clowning, Daydreaming, Moving about without permission Antisocial, dangerous behaviors make up a fraction of the time students spend off-task
Proximity and Body Language Eye contact, facial expressions, gestures, physical proximity to students, and the way you carry yourself will communicate that you are in calm control of the class and mean to be taken seriously. Be free to roam, Avoid turning ,back to class
Cooperation through communication Verbalize descriptions of behaviors and never value judgments about individuals Verbalize feelings but remain in control DO NOT USE SARCASM Do not place labels (good or bad) Do not get students hooked on praise Praise the work and behavior – not the students themselves Speak only to people when they are ready to listen Classroom Rules For Conduct Formalized statements that provide students with general guidelines for the types of behaviors that are required and the types that are prohibited A few rules are easier to remember than many rules Each rule in a small set of rules is more important than each rule in a large set of rules Necessary classroom rules of conduct Maximizes on-task behaviors and minimize off-task (esp. disruptive) behaviors Secures the safety and comfort of the learning environment Prevents the activities of the class from disturbing other classes Maintains acceptable standards of decorum among students, school personnel, and visitors to the school campus Establishing a “Businesslike” Atmosphere . . . Or, “Don’t Smile until Christmas” A Businesslike Atmosphere Take advantage of the first days of class Establish an environment in which achieving specified learning goals takes priority over other concerns It is much easier to establish this environment from the beginning rather than later 5 steps Take advantage of the new school year or term to set the stage for cooperation Be particularly prepared and organized Minimize transition time Utilize a communication style that establishing non-threatening, comfortable environment Clearly establish expectations for conduct Beginning a new year Take advantage of initial uncertainty Ride your “fences” PLAN for a favorable beginning Classroom/lab organization Ongoing routines Use learning activities with easy-to-follow, uncomplicated directions Use a disclosure statement Disclosure Statement Used to clearly communicate expectations to students and parents Refer back to the guidelines throughout the term Not a legally binding document
Components of Disclosure Statement Basic Course Outline Grading Procedures Include procedures for making up missed work, extra credit, homework expected, etc. Attendance Policies (should be consistent with school policy) Other class rules, policies, procedures 58
Safety considerations as necessary Accommodation for disabilities statement Signature of student and parent/guardian Room/lab arrangement Make sure all students can see and hear clearly (and you can see them clearly) Arrangement is determined by learning activity (lecture, class discussion, small group work, etc.) Allow room and easy access for proximity control Think through class procedures and learning activities and arrange the room in the best possible way Dealing with misbehavior Functions of Behavior Every behavior has a function Four primary reasons for disruptive behavior in the classroom Power, Revenge ,Attention Want to be left alone (i.e., disinterest or feelings of inadequacy) Functions of Behavior Many misbehaviors exhibited by students are responses to a behavior exhibited by the teacher Do not tolerate undesirable behaviors no matter what the excuse Understanding why a person exhibits a behavior is no reason to tolerate it Understanding the function of a behavior will help in knowing how to deal with that behavior Dealing with off-task behaviors Remain focused and calm; organize thoughts Either respond decisively or ignore it all together Distinguish between off-task behaviors and off-task behavior patterns Control the time and place for dealing with off-task behavior Provide students with dignified ways to terminate off-task behaviors Dealing with off-task behaviors Avoid playing detective Utilize alternative lesson plans Utilize the help of colleagues Utilize the help of guardians DO NOT USE CORPORAL PUNISHMENT
– A form of contrived punishment in which physical pain or discomfort is intentionally inflicted upon an individual for the purpose of trying to get that individual to be sorry he or she displayed a particular behavior Modifying off-task behavior patterns Use the principle of “Extinction”
– Whenever the positive rein forcers for a person’s voluntary behavior pattern are removed or cease to exist, the person will begin to discontinue that behavior Specify the exact behavior pattern to extinguish Identify positive reinforcers for the behavior Plan to eliminate positive reinforcement Establish a realistic time schedule Implement the plan Evaluate the effectiveness by observing behavior Modifying off-task behavior patterns Use the principle of “Shaping”
– Reinforce behaviors that are similar to the behavior to be learned – Subsequent actions that are more like the behavior to be learned than previous actions are reinforced – Subsequent actions that are less like the behavior to be learned than previous actions are not positively reinforced Attention Seeking Behavior Attention-seeking students prefer being punished, admonished, or criticized to being ignored Give attention to this student when he or she is on-task and cooperating “Catch them being good!” – and let them know you caught them Power Seeking Behavior Power-seeking students attempt to provoke teachers into a struggle of wills In most cases, the teacher should direct attention to other members of the class
Behavior: Rambling -- wandering around and off the subject. Using far-fetched examples or analogies.
POSSIBLE RESPONSES:
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Refocus attention by restating relevant point. Direct questions to group that is back on the subject Ask how topic relates to current topic being discussed. Use visual aids, begin to write on board, turn on overhead projector. Say: "Would you summarize your main point please?" or "Are you asking...?" Behavior: Shyness or Silence -- lack of participation
POSSIBLE RESPONSES: o Change teaching strategies from group discussion to individual written exercises or a videotape o Give strong positive reinforcement for any contribution. o Involve by directly asking him/her a question. o Make eye contact. o Appoint to be small group leader. Behavior: Talkativeness -- knowing everything, manipulation, chronic whining. POSSIBLE RESPONSES: o Acknowledge comments made. o Give limited time to express viewpoint or feelings, and then move on. o Make eye contact with another participant and move toward that person. o Give the person individual attention during breaks. o Say: "That's an interesting point. Now let's see what other other people think." Behavior: Sharpshooting -- trying to shoot you down or trip you up. POSSIBLE RESPONSES: o Admit that you do not know the answer and redirect the question the group or the individual who asked it. o Acknowledge that this is a joint learning experience. o Ignore the behavior. Behavior: Heckling/Arguing -- disagreeing with everything you say; making personal attacks. POSSIBLE RESPONSES: Redirect question to group or supportive individuals. Recognize participant's feelings and move one. Acknowledge positive points. Say: "I appreciate your comments, but I'd like to hear from others," or "It looks like we disagree."
Behavior: Grandstanding -- getting caught up in one's own agenda or thoughts to the detriment of other learners. POSSIBLE RESPONSES: o Say: "You are entitled to your opinion, belief or feelings, but now it's time we moved on to the next subject," or o "Can you restate that as a question?" or o "We'd like to hear more about that if there is time after the presentation." Behavior: Overt Hostility/Resistance -- angry, belligerent, combative behavior. POSSIBLE RESPONSES: o Hostility can be a mask for fear. Reframe hostility as fear to depersonalize it. o Respond to fear, not hostility. o Remain calm and polite. Keep your temper in check. o Don't disagree, but build on or around what has been said. o Move closer to the hostile person, maintain eye contact. 60 o Always allow him or her a way to gracefully retreat from the confrontation. Behavior: Overt Hostility/Resistance -- angry, belligerent, combative behavior (continued) POSSIBLE RESPONSES: Say: "You seem really angry. Does anyone else feel this way?" Solicit peer pressure. Do not accept the premise or underlying assumption, if it is false or prejudicial, e.g., "If by "queer" you mean homosexual..."
Allow individual to solve the problem being addressed. He or she may not be able to offer solutions and will sometimes undermine his or her own position. Ignore behavior. Talk to him or her privately during a break. As a last resort, privately ask the individual to leave class for the good of the group. Behavior: Griping -- maybe legitimate complaining. POSSIBLE RESPONSES: o Point out that we can't change policy here. o Validate his/her point. o Indicate you'll discuss the problem with the participant privately. o Indicate time pressure. Behavior: Side Conversations -- may be related to subject or personal. Distracts group members and you. POSSIBLE RESPONSES: Don't embarrass talkers. Ask their opinion on topic being discussed. Ask talkers if they would like to share their ideas. Casually move toward those talking. Make eye contact with them. Standing near the talkers, ask a near-by participant a question so that the new discussion is near the talkers. As a last resort, stop and wait.
School Policies How to stay out of trouble Be familiar with school policies from the start! Policies relating directly to students:
• Attendance/Tardy Policy Academic/Grading Policies Telephone use (school phones, cell, pagers) Student Dress and Grooming Policies Safe School Policies
– Weapons, fighting, intimidation, verbal abuse, etc. Alcohol, Tobacco, and Drug Policies Sexual Harassment Policy Policies you’ll need to be aware of as a teacher
• Internet/Email use policies Family Educational Rights and Privacy Act (FERPA) Policies Policies regarding the reporting of abuse, neglect, suicide threats, etc. Emergency procedures – Fire, earthquake, bomb threat, intruder, etc. • Field Trip policies Accident reporting procedures Reporting academic progress Purchasing guidelines Substitute teachers
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– Requests for, planning, etc. Use of videos, movies, and instructional materials If you advise a student group (CTSO): Be familiar with: Travel policies Fundraising policies Activity absence policies Student organization finance policies
INTERPRETATION OF CLIMATIC DIAGRAMS By MR. Awadhesh Kumar Principal KV ONGC
DIAGRAM SOWING THE HORIZONTAL DISTRIBUTION OF TEMEPERATURE Figure 9.3 depicts the latitudinal variation in the net radiation balance of the earth — the atmosphere system. The figure shows that there is a surplus of net radiation balance between 40 degrees north and south and the regions near the poles have a deficit. The surplus heat energy from the tropics is redistributed pole wards and as a result the tropics do not get progressively heated up due to the accumulation of excess heat or the high latitudes get permanently frozen due to excess deficit.of warm and cold ocean currents; (v) local aspects. The latitude : The temperature of a place depends on the insolation received. It has been explained earlier that the insolation varies according to the latitude hence the temperature also varies accordingly.
DIAGRAM SHOWING THE FORMATION OF SEASONS
Objectives
1. Describe the tilt of the Earth's axis. 2. Explain the terms vernal equinox, summer solstice, autumnal equinox, and winter solstice. 3. Sketch a diagram showing the Earth orbiting the sun with tilted axis, and how this relates to the seasons in the northern and southern hemispheres. 4. Explain when and how it can be light at one of the poles 24 hours a day. 5. Explain when and how it can be dark at one of the poles 24 hours a day. 6. Explain why it is winter in one hemisphere while it is summer in the other hemisphere. 7. Explain how the seasons relate to the length of the day; explain why the day is longer in summer and shorter in winter.
This section addresses, in whole or in part, the following Georgia GPS standard(s):
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SKE1. Students will describe time patterns (such as day to night and night to day) and objects (such as sun, moon, stars) in the day and night sky. SKE1c. Recognize that the Sun supplies heat and light to Earth.
S1E1. Students will observe, measure, and communicate weather data to see patterns in weather and climate. S1E1c. Correlate weather data (temperature, precipitation, sky conditions, and weather events) to seasonal changes.
S2E2. Students will investigate the position of sun and moon to show patterns throughout the year. S2E2c. Relate the length of the day and night to the change in seasons (for example: Days are longer than the night in the summer.)
S4E2. Students will model the position and motion of the earth in the solar system and will explain the role of relative position and motion in determining sequence of the phases of the moon.
S4E2c. Demonstrate the revolution of the earth around the sun and the earth’s tilt to explain the seasonal changes. S6E2c. Relate the tilt of the Earth to the distribution of sunlight throughout the year and its effect on climate.
This section addresses, in whole or in part, the following Benchmarks for Scientific Literacy:
Because the Earth turns daily on an axis that is tilted relative to the plane of the earth's yearly orbit around the sun, sunlight falls more intensely on different parts of the earth during the year. The difference in heating of the earth's surface produces the planet's seasons and weather patterns.
This section addresses, in whole or in part, the following National Science Education Standards:
The sun is the major source of energy for phenomena on the earth's surface, such as growth of plants, winds, ocean currents, and the water cycle. Seasons result from variations in the amount of the sun's energy hitting the surface, due to the tilt of the earth's rotation on its axis and the length of the day.
Seasonal Changes Note that the Earth's axis is tilted at 23 and a half degrees to the orbital plane around the Sun.
The Earth orbits the sun in 365.24220 days.
This is the TROPICAL YEAR.
At this point, the Sun returns to its starting position on the celestial sphere. (Note that the .24220 days is equal to 5 hours, 48 minutes and 46 seconds. This is a little less than 6 hours. This is the reason that we have a LEAP YEAR every 4 years.)
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Diagram showing the Earth with tilted axis revolving around the Sun, and how this relates to the seasons in the northern and southern hemispheres. Note that the axis is always tilted in the same direction. When the axis and pole point TOWARD the Sun, it is SUMMER in that hemisphere. When the axis and pole point AWAY FROM the Sun, it is WINTER in that hemisphere.
Basic terms relating to the seasons:
Summer solstice = The sun is as high or as far north as it gets all year. First day of Summer (June 21 or 22) The Sun is directly above the Tropic of Cancer (N-hemisphere)
Winter solstice = The Sun is at its lowest, and the farthest south it gets all year. First day of Winter (Dec 21 or 22) The Sun is directly above the Tropic of Capricorn (S-hemisphere).
Equinox = The Sun is directly above the equator. Rises due E and sets due W.
Vernal equinox = Spring equinox. First day of spring (March 21 or 22).
Autumnal equinox = Fall equinox First day of autumn (Sept 22 or 23).
Unusual things having to do with the seasons:
The Arctic Circle is at 66.5o N latitude. The latitude may seem odd, but note that 90o - 23.5o (which is the angle of tilt of the earth's axis) = 66.5o
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In the northern hemisphere summer, north of the Arctic Circle there are 24 hours of daylight. (Land of the Midnight Sun.) The sun does not rise or set during the day. It stays up. The sun rises to a maximum altitude of 23.5o above the horizon at the Summer Solstice. The sun moves around in a circle above the horizon during the day.
In winter, there are 24 hours of darkness north of the Arctic Circle. The sun stays below horizon.
Sun rises above horizon at North Pole on the Vernal Equinox, and sets on Autumnal Equinox.
At the South Pole (south of the Antarctic Circle), similar patterns of darkness and light occur, but opposite to those of the Arctic Circle.
When the northern hemisphere is having its summer, the southern hemisphere is having its winter.
When it is light 24 hours a day at the North Pole, it is dark 24 hours a day at the South Pole.
Also note that the length of the day is longer in summer and shorter in winter. This is related to the tilt of the Earth's axis as it goes around the sun. You can easily see that it is light in summer 24 hours a day at the North Pole. The length of day (daylight) is longer in summer (and shorter in winter) where you live, for the same reason.
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STATISTICS What is statistics? By M.Reddenna& Anil Kumar Resource Persons Introduction to Statistics Measures of Central Tendency Two Types of Statistics
• Descriptive statistics of a POPULATION Relevant notation (Greek):
– mean – N population size – sum Inferential statistics of SAMPLES from a population.
– Assumptions are made that the sample reflects the population in an unbiased form. Roman Notation: – X mean – n sample size – sum Be careful though because you may want to use inferential statistics even when you are dealing with a whole population.
Measurement error or missing data may mean that if we treated a population as complete that we may have inefficient estimates.
– It depends on the type of data and project.
– Example of Democratic Peace.
• Also, be careful about the phrase “descriptive statistics”. It is used generically in place of measures of central tendency and dispersion for inferential statistics. Another name is “summary statistics”, which are univariate: 65
– Mean, Median, Mode, Range, Standard Deviation, Variance, Min, Max, etc. Measures of Central Tendency These measures tap into the average distribution of a set of scores or values in the data.
– Mean
– Median
– Mode What do you “Mean”? The “mean” of some data is the average score or value, such as the average age of an MPA student or average weight of professors that like to eat donuts.
Inferential mean of a sample: X=(X)/n Mean of a population: =( X)/N
Problem of being “mean” The main problem associated with the mean value of some data is that it is sensitive to outliers.
Example, the average weight of political science professors might be affected if there was one in the department that weighed 600 pounds. Donut-Eating Professors The Median (not the cement in the middle of the road) Because the mean average can be sensitive to extreme values, the median is sometimes useful and more accurate.
The median is simply the middle value among some scores of a variable. (no standard formula for its computation) What is the Median? Percentiles If we know the median, then we can go up or down and rank the data as being above or below certain thresholds.
You may be familiar with standardized tests. 90th percentile, your score was higher than 90% of the rest of the sample. The Mode (hold the pie and the ala) (What does ‘ala’ taste like anyway??) The most frequent response or value for a variable.
Multiple modes are possible: bimodal or multimodal. Figuring the Mode Measures of Dispersion (not something you cast…) Measures of dispersion tell us about variability in the data. Also univariate.
Basic question: how much do values differ for a variable from the min to max, and distance among scores in between. We use:
– Range
– Standard Deviation
– Variance
Remember that we said in order to glean information from data, i.e. to make an inference, we need to see variability in our variables.
Measures of dispersion give us information about how much our variables vary from the mean, because if they don’t it makes it difficult infer anything from the data. Dispersion is also known as the spread or range of variability. The Range (no Buffalo roaming!!)
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• r = h – l
– Where h is high and l is low
In other words, the range gives us the value between the minimum and maximum values of a variable.
Understanding this statistic is important in understanding your data, especially for management and diagnostic purposes. The Standard Deviation A standardized measure of distance from the mean.
Very useful and something you do read about when making predictions or other statements about the data. Formula for Standard Deviation
Example of S in use Boehmer- Sobek paper.
– One standard deviation increase in the value of X variable increases the Probability of Y occurring by some amount.
Let’s go to computers! Type in data in the Excel sheet. Variance Organizing and Graphing Data Goal of Graphing? Presentation of Descriptive Statistics Presentation of Evidence
Some people understand subject matter better with visual aids
Provide a sense of the underlying data generating process (scatter-plots) What is the Distribution? Gives us a picture of the variability and central tendency.
Can also show the amount of skewness and Kurtosis. Graphing Data: Types Creating Frequencies
• We create frequencies by sorting data by value or category and then summing the cases that fall into those values.
How often do certain scores occur? This is a basic descriptive data question. Ranking of Donut-eating Profs. (most to least) a branch of mathematics that provides techniques to analyze whether or not your data is significant (meaningful) Statistical applications are based on probability statements Nothing is “proved” with statistics Statistics are reported Statistics report the probability that similar results would occur if you repeated the experiment Statistics deals with numbers Need to know nature of numbers collected Continuous variables: type of numbers associated with measuring or weighing; any value in a continuous interval of measurement. Examples: Weight of students, height of plants, time to flowering Discrete variables: type of numbers that are counted or categorical Examples:
Numbers of boys, girls, insects, plants Can you figure out… Which type of numbers (discrete or continuous?)
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Numbers of persons preferring Brand X in 5 different towns The weights of high school seniors The lengths of oak leaves The number of seeds germinating 35 tall and 12 dwarf pea plants Answers: all are discrete except the 2nd and 3rd examples are continuous. Populations and Samples Population includes all members of a group Example: all 9th grade students in America Number of 9th grade students at SR No absolute number
Sample Used to make inferences about large populations Samples are a selection of the population Example: 6th period Accelerated Biology Why the need for statistics? Statistics are used to describe sample populations as estimators of the corresponding population Many times, finding complete information about a population is costly and time consuming. We can use samples to represent a population. Sample Populations avoiding Bias Individuals in a sample population Must be a fair representation of the entire pop. Therefore sample members must be randomly selected (to avoid bias) Example: if you were looking at strength in students: picking students from the football team would NOT be random Is there bias? A cage has 1000 rats, you pick the first 20 you can catch for your experiment A public opinion poll is conducted using the telephone directory You are conducting a study of a new diabetes drug; you advertise for participants in the newspaper and TV All are biased: Rats-you grab the slower rats. Telephone-you call only people with a phone (wealth?) and people who are listed (responsible?). Newspaper/TV-you reach only people with newspaper (wealth/educated?) and TV( wealth?). Statistical Computations (the Math) If you are using a sample population Arithmetic Mean (average) The mean shows that ½ the members of the pop fall on either side of an estimated value: mean Looking at profile of data: Distribution What is the frequency of distribution, where are the data points? Histogram-Frequency Distribution Charts Mode and Median Mode: most frequently seen value (if no numbers repeat then the mode = 0) Median: the middle number If you have an odd number of data then the median is the value in the middle of the set If you have an even number of data then the median is the average between the two middle values in the set. Variance (s2) Mathematically expressing the degree of variation of scores (data) from the mean A large variance means that the individual scores (data) of the sample deviate a lot from the mean. A small variance indicates the scores (data) deviate little from the mean r2 or R2…is the fraction of the variation in the values of y that is explained by the least-squares regression line of y on x. Standard Deviation An important statistic that is also used to measure variation in biased samples. S is the symbol for standard deviation Calculated by taking the square root of the variance So from the previous example of pea plants: The square root of 2.5 ; s=1.6 Which means the measurements vary plus or minus +/- 1.6 cm from the mean What does “S” mean? We can predict the probability of finding a pea plant at a predicted height… the probability of finding a pea plant above 12.8 cm or below 3.2 cm is less than 1% S is a valuable tool because it reveals predicted limits of finding a particular value The Normal Curve and Standard Deviation Standard Error of the Sample Means
AKA Standard Error The mean, the variance, and the std dev help estimate characteristics of the population from a single sample 68
So if many samples were taken then the means of the samples would also form a normal distribution curve that would be close to the whole population. The larger the samples the closer the means would be to the actual value But that would most likely be impossible to obtain so use a simple method to compute the means of all the samples A Simple Method for estimating standard error Probability Tests What to do when you are comparing two samples to each other and you want to know if there is a significant difference between both sample populations (example the control and the experimental setup) How do you know there is a difference How large is a “difference”? How do you know the “difference” was caused by a treatment and not due to “normal” sampling variation or sampling bias? Laws of Probability The results of one trial of a chance event do not affect the results of later trials of the same event. p = 0.5 ( a coin always has a 50:50 chance of coming up heads) The chance that two or more independent events will occur together is the product of their changes of occurring separately. (one outcome has nothing to do with the other) Example: What’s the likelihood of a 3 coming up on a dice: six sides to a dice: p = 1/6 Roll two dice with 3’s p = 1/6 *1/6= 1/36 which means there’s a 35/36 chance of rolling something else… Note probabilities must equal 1.0 Laws of Probability (continued) The probability that either of two or more mutually exclusive events will occur is the sum of their probabilities (only one can happen at a time). Example: What is the probability of rolling a total of either 2 or 12? Probability of rolling a 2 means a 1 on each of the dice; therefore p = 1/6*1/6 = 1/36 Probability of rolling a 12 means a 6 and a 6 on each of the dice; therefore p = 1/36 So the likelihood of rolling either is 1/36+1/36 = 2/36 or 1/18 The Use of the Null Hypothesis Is the difference in two sample populations due to chance or a real statistical difference? The null hypothesis assumes that there will be no “difference” or no “change” or no “effect” of the experimental treatment. If treatment A is no better than treatment B then the null hypothesis is supported. If there is a significant difference between A and B then the null hypothesis is rejected... T-test or Chi Square? Testing the validity of the null hypothesis Use the T-test (also called Student’s T-test) if using continuous variables from a normally distributed sample populations (ex. Height) Use the Chi Square (X2) if using discrete variables (if you are evaluating the differences between experimental data and expected or hypothetical data)… Example: genetics experiments, expected distribution of organisms. T-test T-test determines the probability that the null hypothesis concerning the means of two small samples is correct The probability that two samples are representative of a single population (supporting null hypothesis) OR two different populations (rejecting null hypothesis) Comparison of A and B
Z table (sample table with 3 probabilities Example z-test You are looking at two methods of learning geometry proofs, one teacher uses method 1, the other teacher uses method 2, they use a test to compare success. Teacher 1; has 75 students; mean =85; stdev=3 Teacher 2: has 60 students; mean =83; stdev= = (85-83)/√3^2/75 + 2^2/60 = 2/0.4321 = 4.629 Example continued Chi square Used with discrete values Phenotypes, choice chambers, etc. Not used with continuous variables (like height… use t-test for samples less than 30 and z-test for samples greater than 30) O= observed values E= expected values
http://course1.winona.edu/sberg/Equation/chi-squ2.gif Interpreting a chi square Calculate degrees of freedom # of events, trials, phenotypes -1
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Example 2 phenotypes-1 =1 Generally use the column labeled 0.05 (which means there is a 95% chance that any difference between what you expected and what you observed is within accepted random chance. Any value calculated that is larger means you reject your null hypothesis and there is a difference between observed and expect values.
How to use a chi square chart What to do if you have more than 250 data points beside panic? Free downloadable program called “R” http://www.r-project.org/ Click on CRAN mirror, choose US, choose UC Berkeley to download program See link to R powerpoint (use any Excel file for practice data) www.grochbiology.org/R-statisticsPowerPoint.ppt If you need help email Ms. Faerber at MV ([email protected])... Only if you are my student no outsiders please.
MR. ANIL KUMAR RESOURCE PERSON GLOBAL WARMING
What is Global Warming? An increase in the average temperature of the Earth’s atmosphere and oceans
Our Changing Climate The snow cover in the Northern Hemisphere and floating ice in the Arctic Ocean have decreased Sea level has risen 4-8 inches over the past century
Global surface temp. could rise 1-4.5°F (0.6-2.5°C) in the next fifty years, and 2.2-10°F (1.4-5.8°C) in the next century What causes it? Greenhouse Gas Emissions Animal agriculture, manure, natural gas, rice paddies, landfills, coal, and other anthropogenic sources contribute about 450 million tons of methane each year
Atmospheric concentrations of CO2 and CH4 have increased by 31% and 149% respectively above pre-industrial levels since 1750 Greenhouse Gas Emissions Kyoto Protocol 1997, Kyoto, Japan developed countries agreed to specific targets for cutting their emissions of greenhouse gases Industrialized countries committed to an overall reduction of emissions of greenhouse gases to 5.2% below 1990 levels for the period 2008 - 2012 Objective is the stabilization of greenhouse gas concentrations in the atmosphere at a level that would prevent dangerous anthropogenic interference with the climate system Conclusion Global Change is multifaceted (climate, nitrogen, land use, invasive, biodiversity, air quality, etc.) The greenhouse effect is a natural process which is necessary to maintain living conditions on the planet However, the natural planetary greenhouse effect has been augmented by human activities, including primarily fossil fuel use and deforestation. Responsibility to improve environmental conditions lies upon all of us as individuals Concentrate on preventing environmental degradation before it starts Alternatives are feasible and can be used
INNOVATIVE METHODS OF TEACHING By Y.P. Singh Assistant Commissioner ABSTRACT/PURPOSE Evaluate traditional methods of teaching as well as multimedia teaching methods Teaching must include two major components sending and receiving information Any communication methods that serve this purpose without destroying the objective could be considered as innovative methods of teaching. Benefits of innovative methods Improve Learning process Strengthen governance
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IMPORTANCE OF EDUCATION All religions attaches great importance to knowledge and education. When the Qur'an began to be revealed, the first word of its first verse was 'Iqra' that is, read. “Education is the manifestation of perfection already in man” – (Swami Vivekananda) They are not students of our generation, where they sit down and listen. I think things have changed now; they want to explore, cut and paste. ANALYSIS OF TRADITIONAL METHOD OF TEACHING LIMITATIONS
Teaching in classroom using chalk and talk is “one way flow” of information Teachers often continuously talk for an hour without knowing students response and feedback. The material presented is only based on lecturer notes and textbooks. There is insufficient interaction with students in classroom. More emphasis has been given on theory without any practical and real life time situations. Learning from memorization but not understanding. Innovative Methods of Teaching I hear and I forget. I see and I believe. I do and I understand. - Confucius MULTIMEDIA LEARNING PROCESS Traditional And Multimedia Learning Traditional Method – A One Way Flow Mind Map Innovative way – Mind Map. Developed by Tony Buzan 1960. Making notes with keywords and images. visual and sensory tools at our disposal. Recollect information for long time.
AN EXAMPLE OF MIND MAP FOR SCALAR QUANTITIES TEACHING WITH SENSE OF HUMOUR Laughter is a natural, universal phenomenon, with beneficial effects, both physical and psychological. Everyone loves a teacher with an infectious sense of humor. Cordial relationship. Ability to relax people and reduce tension. Advertising strategy. Cartoon When there is a willingness to change, there is hope for progress in any field. Students enjoys humor in forms of funny anecdotes Z TO A APPROACH This approach attempts to explain the application part of a particular concept first.
Strengths Makes a particular concept clear Students develop interest to know exactly the concept. Creates long lasting memory/correlation of a concept.
Weaknesses 71
Take quite long time for a teacher to introduce a concept Initial difficulty in understanding a particular concept will be encountered. LEANING TOWER OF PISA EXPERIMENT – EXAMPLE TO Z – A APPROACH Concept Simulation - reenacts Galileo's experiment of two different objects falling at the same rate. MNEMMONICS - WORDS- WORDS –WORDS APPROACH
Concept approach. Associated meaning. Increase word power Dictionary. INNOVATIONS Internet ready phones Handheld computers Digital cameras Mp3 players Laptops E-learning INNOVATIVE METHODS TEACHER THE GREATEST INNOVATOR Anyone who stops learning is old, whether at twenty or eighty. Anyone who keeps learning stays young.
To teach is to learn twice Teachers should guide without dictating, and participate without dominating
The critical factor is not class size but rather the nature of the teaching as it affects learning.
LEARNING NEVER ENDS
SCHOOL SAFETY BY AWADHESH KUMAR PRINCIPAL KV ONGC
Learning objective • Define the mock drill or exercise • Need and importance of the mock drill • Explain the phases to organize mock drill for earthquake • Precaution need to taken in organizing mock drill • Define requirements for managing evacuation and rescue operations • Demonstrate the mock drill Why Mock Drill or Exercise? To test emergency preparedness level of the school To correct mistakes of various role players in the school. To avoid misunderstanding in roles and responsibilities For better coordination among the teams To make it accustom so as to react instantly/correctly To check the proper functioning of instruments used by disaster response teams (Task forces) as per SDMP. To test various elements of the SDMP and train teachers, school staff and students on how to practice proper actions. Display the Dos & Don'ts and Evacuation Plan of your school building with safe and unsafe places. Every class must be oriented & a movie on mock drill should be shown. Observers should be located at danger places to prevent any injury All Students & staff members must be aware about assembly point & warning sign for drills. o Each class room should be checked for damaged benches & other furniture which may harm students during drill. Identify safe & danger zone in school & find out the solution for danger zone. 72
Explain evacuation plan to students, teachers & other staff of school Give specific instructions on what to do during an earthquake e.g., Duck, Cover & Hold Give specific instructions about what to do as soon as the shaking stops e.g., Don’t run walk fast. Inform students & teachers about evacuation route & assembly point Prior to drill identify & assign observer at various point. A bell/siren will be blown for one minute, which signifies earthquake shaking. During the warning all the students /teachers will do Duck, Cover & Hold. As soon as warning signal stops, the teacher of particular class check the building damage if any and decide to evacuate the pre determined assembly point Class teacher and class leader will leave the room in last. School’s Evacuation task force will guide in evacuating the building. Those who are assumed to be injured will remain in their class. Teacher will ensure that all person have evacuated properly. After head counting is done different task forces will be activated as below, ***************************************************************************************
PROJECT BASED LEARNING BY M.REDDENNA Resource Person Field Work Some Ideas about Topics of Field Work and their Contents One should be careful about making a choice about the objectives of the field work. Ideally, it should be connected to the issue/issues that the students have learnt in the school. Table 1.1 provides some ideas about possible topics, suggested sites for field work, major focus and some important variables.
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**************************************************************************************************************** CLIMATIC CLASSIFICATION By Anil Kumar Resource Person KÖPPEN CLIMATE CLASSIFICATION SYSTEM
Dr. Vladimir Köppen of Austria, devised a climate classification system in 1918 based on the average annual air temperature and total annual precipitation data for areas around the world. It was the most widely used and recognized climate classification system in Geography for many decades. Most revised climate classification systems are based on Dr. Köppen’s initial system. Dr. Köppen was a climatologist and a plant geographer. He was looking for boundaries between major vegetation groups that seemed to correspond to climatic boundaries. Each climate was identified and defined according to total annual precipitation and average annual temperature values. A shorthand version was produced using letters to designate 5 broad climate groups, with further subdividing into subgroups distinguished by seasonal characteristics of temperature and precipitation. Five major groups: A - tropical rainy climate average temp > 180C- no rainy season- large annual rainfall - ppt>evap B - dry climates evap>ppt - no surplus water = no perennial streams C - Mild humid climates Summer and winter seasons with temps in coldest month< 180C>-30C (640F -270F) D - Snowy-forest climates Coldest month temp <-30C. Warmest >100C E - Polar climates Avg temp (warmest month) <100C Subgroups 2nd letters are applied only to dry B climates S - semiarid (steppe) 75
W - Arid (desert)
2nd letters – referring to precipitation) f - moist, adequate year-round ppt, no dry season (applied to A,C, and D) w - dry season in winter (low sun season) s - dry season in summer (high sun season) m - rainforest climate (short dry season within monsoon type of ppt - mainly A climates) 3rd letter to denote further variations in climate (temperature) a - hot summer (>220 C) C & D climates b - warm summer (<220 C) C & D climates c - cool, short summer (< 4 months with temps >100 C) C & D climates d - very cold winters (<-380 C-coldest month) C & D climates h- dry-hot (mean annual temp > 180 C) B climates only k - dry-cold (mean annual temp <180 C) - B climates only Combinations of these letter groups form distinct climates Af - Wet Equatorial - Tropical rainforest rainfall of driest month >6 cm Am - Monsoon /Trade Winds rainfall of driest month <6 cm (strong dry season) Aw, Cwa – Wet-Dry Tropical - one month with ppt <6 cm BSh - Dry Tropical - Steppe climate Dry Tropical Semiarid with grasslands BWh - Dry Tropical - Arid climate (15-250 N/S deserts) BWh, BWk, BSh, BSk - Dry Subtropical (25-330 N/S deserts) Cfa - Moist Subtropical - mild humid climate - no dry season Csa, Csb - Mediterranean - mild humid climate with dry (warm-hot) summer Cfb, Cfc – Marine West Coast – year-round ppt, greatest in winter months Dfa, Dfb, - Moist Continental - Snowy-forest climate moist winter; no dry season Dwa, Dwb - Moist Continental - Snowy-forest climate with a dry winter BWk, BSk – Dry Mid-Latitude – cP in winter, mT in summer Dfc, Dfd, Dwc, Dwd – Boreal Forests – greatest temp. range of all climates ET - Tundra climate - warmest month average temp <00 C > 100 C EF - Perpetual frost climate - mean monthly temps <00 C *******************************************************************************************************
CCS& CCA RULES BY Y.P. SINGH ASSISTANT COMMISSIONER SESSION OVERVIEW
Provision Of Article 311 Of The Constitution Of India Applicability Of Ccs(Cca) Rules,1965 Interrelation Between Ccs(Cca) Rules, 1965 And Ccs(Conduct) Rules,1964 LEARNING OBJECTIVE To familiarize the participants with the various provisions of the CCS (CCA) Rules,1965
Correct understanding and application of the CCS (CCA) Rules
Widen learner’s knowledge in matters of service jurisprudence CCS(CCA) RULES,1965 RULE-1 Came into effect with from 1-12-1965
RULE 2 76
* appointing authority * cadre authority * disciplinary authority * head of the department * head of office RULE 3 - APPLICATION.
Applies to all central Government Servants including civilians in defence services
Does not apply to railway servants, members of All India Services, persons in casual employment etc CLASSIFICATION OF SERVICES RULE 4 - civil services of the union are classified as:
GROUP A, B, C, D
RULE 6 - CLASSIFICATION OF POSTS. CIVIL POSTS OF THE UNION ARE CLASSIFIED AS GROUP A,B,C,D
Appointing athorities (rules 8 & 9) Group ‘A’ posts : president Groups ‘B’, ‘C’ & ‘D’ posts:-authorities specified in the schedule. Rule 10 - Suspension
Authorities who can place Govt servants under suspension:-
Appointing authority or any authority to which it is subordinate
Disciplinary authority Rule 10 - suspension An order of suspension deemed to have been made or otherwise shall remain in force till it is modified or revoked by the authority competent to do so
Suspension can be revoked by the authority who suspended the employee
Rule 10 - suspension Deemed suspension:
A govt servant under custody for more than 48 hours for criminal or other charge From the date of conviction if he is sentenced to a term of imprisonment for more than 48 hrs RULE 11 - PENALTIES Minor Penalties
(i) Censure (ii) Withholding of promotion (iii) Recovery from pay (iv) Reduction to lower stage in time scale-not Exceeding 3 years (v) Withholding of increments RULE 11 - PENALTIES MAJOR PENALTIES: (v) Reduction to lower stage in time Scale
(Vi) Reduction to lower time scale of Pay, grade, post or service which Will ordinarily be bar to promotion
(Vii) Compulsory retirement 77
RULE 11 - PENALTIES MAJOR PENALTIES:
(viii) Removal from service
(ix) Dismissal from service -In respect of Proven cases of acceptance of illegal Gratification it is mandatory to impose one Of the major penalties mentioned above EXPLANATIONS TO RULE 11 The following are not considered as penalties
Withholding of increment for failure to pass exams Non-promotion after consideration of the case by DPC Reversion from higher officiating post on consideration of unsuitability to hold such post Reversion of a govt servant appointed on probation DIES-NON NEITHER COUNTED AS SERVICE NOR IS A BREAK IN SERVICE
WHEN A DAY CAN BE MARKED AS DIES-NON Absence without proper permission When on duty left without proper permission While in office refused to perform duties RULE 12 -DISCIPLINARY AUTHORITIES
PRESIDENT MAY IMPOSE ANY PENALTY ON ANY GOVT SERVANT
APPOINTING AUTHORITY
ANY AUTHORITY SPECIFIED IN THE SCHEDULE TO RULES 5, 9(2),12(2) AND 24 RULE 13 - AUTHORITY TO INSTITUTE PROCEEDINGS.
President or any authority empowered by him may institute disciplinary proceedings against any govt servant
A disciplinary authority competent to impose any minor penalty can initiate major penalty proceedings RULE 14 - PROCEDURE FOR IMPOSING MAJOR PENALTIES
NO PUNISHMENT WITHOUT ORDERING AN INQUIRY
DISCIPLINARY AUTHORITY MAY ITSELF INQUIRE INTO THE CHARGES
DRAW UP IMPUTATIONS OF MISCONDUCT OR MISBEHAVIOUR IN DEFINITE AND DISTINCT ARTICLE RULE 14 - PROCEDURE FOR IMPOSING MAJOR PENALTIES
Draw statement of imputations of misconduct or misbehaviour in support of each article including relevant facts, statement of admissions, confessions, etc
A list of documents and a list of witnesses RULE 14 - PROCEDURE FOR IMPOSING MAJOR PENALTIES
Appoint an inquiry authority (IO) A presenting officer Govt servant shall appear in person before the io May also take the assistance of a defence assistant The IO shall return a finding of guilt to a charge to which the govt servant pleads guilty TYPES OF CASES WHICH MERIT ACTION FOR MAJOR PENALTIES Attempt to obtain illegal gratification Misappropriation of govt property Falsification of govt records Gross irregularity or negligence with a dishonest motive Misuse of official position
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Disclosure of secret or confidential information False claims on the govt like ta/med. Claims etc RULE 14 – INQUIRY REPORT AFTER THE CONCLUSION OF INQUIRY, A REPORT SHALL BE PREPARED WHICH SHALL CONTAIN:
Articles of charge and the statement of the imputations of misconduct or misbehaviour The defence of the govt servant in respect of each article of charge An assessment of evidence in respect of each article of charge The findings on each article of charge RULE 15 - ACTION ON INQUIRY REPORT REMIT FOR FURTHER INQUIRY DISAGREE WITH THE FINDING OF IO ACCEPT THE REPORT & FORWARD COPY OF THE SAME TO CO CONSIDER REPRESENTATION IMPOSE PENALTY OR DROP CHARGES RULE 16 - PROCEDURE FOR IMPOSING MINOR PENALTIES Issue charge sheet as for minor penalty Hold inquiry if warranted Take representation if any from the dgs Record findings on each article Impose any one of the minor penalties RULE 17 - COMMUNICATION OF ORDERS Orders of the disciplinary authority shall be conveyed in writing along with copy of the finding on each article of charge
Where there is disagreement the reasons for disagreement shall also be supplied RULE 18 - COMMON PROCEEDINGS
WHERE TWO OR MORE GOVT SERVANTS ARE INVOLVED
COMMON PROCEEDINGS AGAINST THE ACCUSED AND THE ACCUSER RULE 19 - SPECIAL PROCEDURE IN CERTAIN CASES ORDERS CAN BE PASSED WITHOUT FOLLOWING PROCEDURES IN THE FOLLOWING CIRCUMSTANCES:
It is not reasonably practicable to hold inquiry In the interest of the security of state Conviction leading to penalty RULES 20 & 21
RULE 20 - RELATING TO OFFICERS LENT TO STATE GOVTS
RULE 21 - RELATING TO OFFICERS BORROWED FROM STATE GOVTS RULE 22 - APPEALS ORDERS AGAINST WHICH N0 APPEAL LIES
ANY ORER MADE BY THE PRESIDENT
AN ORDER OF INTERLOCUTORY NATURE IN A DISCIPLINARY PROCEEDING
ANY ORDER PASSED BY IO IN THE COURSE OF INQURY RULE 23 - ORDERS AGAINST WHICH APPEAL LIES An order of suspension An order imposing penalties An order enhancing any penalty An order of reversion while officiating in a higher post Reducing or withholding pension RULE 24 - APPELLATE AUTHORITY A govt servant may prefer appeal against any orders To the appointing authority where the order appealed against is made by an authority subordinate to it To the president RULE 25 - PERIOD OF LIMITATIONS 79
No appeal lies beyond 45 days Appellate authority may entertain appeal after expiry period if satisfied
RULE 26 - FORM AND CONTENT OF APPEAL Separately and in his own name To the authority to whom appeal lies Shall not contain any disrespectful or improper language RULE 27 - CONSIDERATION OF APPEAL Appellate authority to ensure the laid down procedure have been complied with Finding of the da are warranted by the evidence on record The penalty imposed is adequate, inadequate or severe RULE 27 - CONSIDERATION OF APPEAL (Contd.) Pass Orders Confirm Enhance Reduce Set Aside The Penality
RULE 28 Implementation Of Order In Appeal RULE 29 - REVISION The president or any other empowered authority may at any time either on his own motion or otherwise call for records and revise any order made under these rules and may RULE 29 - REVISION (Contd.) Confirm, modify or set aside the order; or Confirm, reduce, enhance or set aside the penalty imposed by the order;or Remit the case to the authority which made the order to make such further enquiry as it may consider proper; or Pass such other orders as it may deem fit. RULE 29-A - REVIEW The president may, at any time, either on his own motion or otherwise review any order passed under CCS (CCA) Rules 1965, when any new material or evidence which could not be produced earlier has come or has been brought to his notice
ISSUES RELATED TO HUMAN AND ECONOMIC GEOGRAPHY By Y.P.Singh Assistant Commissioner . Thinking Geographically Thinking about space Thinking about place Thinking about region Thinking about scale Thinking about connections Key Issue 1- Thinking about Space Read the Introduction Geographers observe regularities across earth and depict them on maps Thinking about Space Spatial thinking is the most fundamental asset of a geographer ( Space to a Geographer is like time to a historian) The process of understanding why people and activities are distributed across the space Geographers ask where and why not why and when The key difference between historians and geographers is first hand experience Distribution Look around the room; Is the room set up regularly or in chaotic fashion? Why do you think it was set up this way? Communities, cultures and cities are set up the same way, why? The arrangement of a feature in space is known as distribution There are three main properties of distribution; density, concentration and pattern Density The frequency in which something occurs in space is called density; look at the desk, how dense are they? Arithmetic density is the density in which the total number of objects in one area; this is used in population Ex. 59 million people divided into the square miles 94,251 = 626 persons per square mile
– Large population does not mean large density, Why not? China has 1.2 billion people but is not the highest density, 80
why?
– Density is also unrelated to poverty, Switzerland vs. Mali – Physiological Density- number of people in an area suitable for farmland, could mean difficulty in growing food – Agricultural Density- number of farmers in an area, could mean inefficient agriculture – High Housing Could mean what?
Concentration The extent of a features spread over space is concentration Describes changes in distribution •NY concentration decreases as what happens Concentration and distribution are different •Think of the same amount of houses in a neighborhood with different yard sizes Baseball teams and expansion teams •How do they change over time compared to concentration and density? Pattern Geometric arrangements of objects in space Grids laid down by the Land ordnance of 1785
•How about Greenville •30 Baseball teams are located in the Metropolitan areas of the north Maps Two dimensional or flat scale model of the earths surface •Most important tool of a Geographer Cartography the art of map making- one of the oldest professions- 2300 BC- Babylonians There are two functions- 1- reference material 2- Geographic information Start on pg 6 and carry over to 8, Write down the people and the differences they brought to map making skills Contemporary mapping Remote Sensing- the acquisition of data from long distance Satellites can analyze small areas called pixels or picture element Geographic Information System (GIS) Analyze many components of a map at once layered on each other, Population and geography etc.. GPS- We know this one- Time travel can be proved through this phenomena Projection The process of transferring data from a spherical reference to a flat reference Four types of distortion can accrue Shape Distance Size Direction Equal area projections are mostly used Size of populated areas are more important Key Issue 2- Thinking about Place Feeling for the feature that contribute to the distinctiveness of a particular place Location The position something occupies on earth’s surface Names Toponym- is the name given to a place on earth Names of places related to figures or objects, Charleston Religious Sayings, Eureka Physical environment Offensive racial names and slurs are going to be changed Changes due to political upheaval; Eastern Europe or the Middle East 81
Names and Places British- N America and Australia Portuguese- Brazil Spanish- Latin America Dutch- S. Africa Site The physical character of a place Rivers, Hilltops, Islands have been good places to start cities, why? Can they make more? NY Situation The location of a place relative to another place Helps us find an unfamiliar place by locating a familiar one The situation also allows us to see the importance of a location compared to accessibility to another place Mathematical Situation Location can be found precisely through the meridians and parallels Meridian- an arc between north and south poles –Each Meridian is located through the use of longitude –Greenwich, England- Prime Meridian 0 Longitude »All others have numbers between 0 and 180 degrees Parallel- circle around the globe; right angles to the meridian –Each parallel can be found through latitude –Equator is 0, North and South poles are 90 Each degree is divided into 60 min and then into 60 sec –Precise location of all features on a map Time from Longitude Time Zones- 24 zones divided into 15 degrees of Longitude, map on pg 15 Greenwich Mean Time- or Universal Time is the master reference why? International Date Line- past 180 degrees either way adjust the time by 24 hours Determining Longitude Longitude is man made creation; Longitude act of 1784 established it permanently Key Issue 3- Thinking about Region Region – An area of earth described by one or more specific characteristic, North East vs. South East – A region gains its uniqueness through human and environmental differences, BBQ vs. Bagels Formal Region – Also called a formal region- described by homogeneous characteristics; language, economy, crop, government Problem lies in the minorities of that region
• Functional Region – Also known as a nodal region- organized around a node or focal point • Shops, services, newspapers, radio, TV Vernacular region – Perceptual region- cultural identity ,map pg 18, north vs. South, east vs. West •Seen for the south as a place of pride and for others a place to avoid
• Regional Integration/ Culture – Culture- customs, traits, beliefs, material belongings, traditions of a particular group •2 traits of culture – What people care about
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•Language, Religion, Ethnicity define this – What people take care of •Wealth, food, clothing, shelter –MDC- More developed Economically, USA, Japan, made goods –LDC- Less developed Economically, Africa, Middle East, Agricultur
• Cultural Ecology- Human environment relationship – Environmental determinism- people actions are caused by their environment •Alexander Humbelt, Carl Ritter, Fredrick Ratzel, Ellen Churchhill Semple, Ellsworth Huntington – Possibilism- peoples actions are limited to their environment, Domestication of animals •Resources, food production, buildings etc.. – Wealth and technology influence both of these, how? – Sensitive Land Reclaiming- Polder- land that was covered by water, – Insensitive Land Reclaiming- Disney Land, sand bars, make shift land, levees, canals Key issue- 4 Thinking about Scale
• Scale- the scope of a particular idea or function, “ Think globally act locally” • Map Scale – Relation of something's size and its actual size on the earth – Most are scaled down, obviously • Spatial Association • Scaling from a very small portion to a very large portion depending on your need, Globalization – The force or process that involves the entire world • Globalization of Economy – Transitional Corporations- Lead the charge of globalization, GE, BP •All economies are global and effect each other in the manner
• Globalization of Culture – Uniform culture across the globe, mcdonalds, MTV, what fosters this growth?
Key Issue 5- Thinking about Connections
• Space Time connection- the time it takes for something to reach another place, News • Spatial Interaction – In the past people had to move or travel to spread information, what do we rely on now? • Networks 83
– Chains of communication that connect places •ABC, CBS, Airline Hubs •Distance decay- The further one place is from another the less interaction they have to its eventual disappearance • Cultural Diversity – Spatial diversity is often learned by children, ballet lessons vs. Baseball practice – Often through areas of a neighborhood, West Greenville vs. Botany Woods •Why do people seclude themselves to these places? •What about homosexuals? Pets? –Self - Identification support this thought, look at the lunch room • Diffusion – Process in which characteristics spread across one place to another – Hearth- The place in which an original idea will start •A culture must be willing to try something new, Democracy in Athens • Relocation Diffusion People movement- AIDS, language Climate is often classified by German Vladimir Koppen- Five specific main climates
•Tropical Climates •Dry Climates •Warm mid-latitude climates •Cold mid-latitude climates •Polar climates Expansion Diffusion Spread of feature through snowballing process, 3 types
•Hierarchical Diffusion –Spread of an idea through authority, good or bad •Contagious Diffusion –Contagious disease, AIDS, Influenza, Swine Flue •Stimulus Diffusion –Spread of underlying characteristics even though it apparently fails, Computers, Cell Phones Diffusion of Culture and Economy
– Outsourcing jobs leads to this diffusion •Uneven Development- the increasing gap between well off and well being of people
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RIGHT TO EDUCATION ACT & HUMAN RIGHTS By Y.P. Singh Assistant Commissioner
Right of Children to Free and Compulsory Education Act The Right of Children to Free and Compulsory Education Act, 2009
An Act to provide for free and compulsory education to all the children of the age of six and fourteen years.
Citation Act No. 35 of 2009
Enacted by Parliament of India Date assented to 26 August 2009 Date commenced 1 April 2010
The Right of Children to Free and Compulsory Education Act or Right to Education Act (RTE), is an Indian legislation enacted by the Parliament of India on 4 August 2009, which describes the modalities of the importance of free and compulsory education for children between 6 and 14 in India under Article 21a of the Indian Constitution.[1] India became one of 135 countries to make education a fundamental right of every child when the act came into force on 1 April 2010.
History
Present Act has its history in the drafting of the Indian constitution at the time of Independence[5] but are more specifically to the Constitutional Amendment that included the Article 21A in the Indian constitution making Education a fundamental Right. This amendment, however, specified the need for a legislation to describe the mode of implementation of the same which necessitated the drafting of a separate Education Bill.
A rough draft of the bill was composed in year 2005. It received much opposition due to its mandatory provision to provide 25% reservation for disadvantaged children in private schools. The sub-committee of the Central Advisory Board of Education which prepared the draft Bill held this provision as a significant prerequisite for creating a democratic and egalitarian society. Indian Law commission had initially proposed 50% reservation for disadvantaged students in private schools.
Passage
The bill was approved by the cabinet on 2 July 2009. Rajya Sabha passed the bill on 20 July 2009 and the Lok Sabha on 4 August 2009. It received Presidential assent and was notified as law on 26 August 2009 as The Children's Right to Free and Compulsory Education Act. The law came into effect in the whole of India except the state of Jammu and Kashmir from 1 April 2010, the first time in the history of India a law was brought into force by a speech by the Prime Minister. In his speech, Manmohan Singh, Prime Minister of India stated that, "We are committed to ensuring that all children, irrespective of gender and social category, have access to education. An education that enables them to acquire the skills, knowledge, values and attitudes necessary to become responsible and active citizens of India."
Highlights
The Act makes education a fundamental right of every child between the ages of 6 and 14 and specifies minimum norms in elementary schools. It requires all private schools to reserve 25% of seats to children (to be reimbursed by the state as part of the public-private partnership plan). Kids are admitted in to private schools based on caste based reservations. see Page 9 and Point no 4 of This Document. It also prohibits all unrecognized schools from practice, and makes provisions for no donation or capitation fees and no interview of the child or parent for admission. The Act also provides that no child shall be held back, expelled, or required to pass a board examination until the completion of elementary education. There is also a provision for special training of school drop-outs to bring them up to par with students of the same age.
The RTE act requires surveys that will monitor all neighbourhoods, identify children requiring education, and set up facilities for providing it. The World Bank education specialist for India, Sam Carlson, has observed:
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The RTE Act is the first legislation in the world that puts the responsibility of ensuring enrollment, attendance and completion on the Government. It is the parents' responsibility to send the children to schools in the U.S. and other countries.
The Right to Education of persons with disabilities until 18 years of age is laid down under a separate legislation- the Persons with Disabilities Act. A number of other provisions regarding improvement of school infrastructure, teacher-student ratio and faculty are made in the Act.
Implementation and funding
Education in the Indian constitution is a concurrent issue and both centre and states can legislate on the issue. The Act lays down specific responsibilities for the centre, state and local bodies for its implementation. The states have been clamouring that they lack financial capacity to deliver education of appropriate standard in all the schools needed for universal education. Thus it was clear that the central government (which collects most of the revenue) will be required to subsidize the states.
A committee set up to study the funds requirement and funding initially estimated that Rs 171,000 crores or 1.71 trillion (US$38.2 billion) across five years was required to implement the Act, and in April 2010 the central government agreed to sharing the funding for implementing the law in the ratio of 65 to 35 between the centre and the states, and a ratio of 90 to 10 for the north- eastern states. However, in mid 2010, this figure was upgraded to Rs. 231,000 crores, and the center agreed to raise its share to 68%. There is some confusion on this, with other media reports stating that the centre's share of the implementation expenses would now be 70%. At that rate, most states may not need to increase their education budgets substantially.
A critical development in 2011 has been the decision taken in principle to extend the right to education till Class X (age 16) and into the preschool age range. The CABE committee is in the process of looking into the implications of making these changes.
Advisory Council on Implementation
The Ministry of HRD set up a high-level, 14-member National Advisory Council (NAC) for implementation of the Act. The members include
Kiran Karnik, former president of NASSCOM Krishna Kumar, former director of the NCERT Mrinal Miri, former vice-chancellor of North-East Hill University Yogendra Yadav - social scientist. India Sajit Krishnan kutty Secretary of The Educators Assisting Children's Hopes (TEACH)India. Annie Namala, an activist and head of Centre for Social Equity and Inclusion Aboobacker Ahmad, vice-president of Muslim Education Society, Kerala. Status of Implementation
A report on the status of implementation of the Act was released by the Ministry of Human Resource Development on the one year anniversary of the Act. The report admits that 8.1 million children in the age group six-14 remain out of school and there’s a shortage of 508,000 teachers country-wide. A shadow report by the RTE Forum representing the leading education networks in the country, however, challenging the findings pointing out that several key legal commitments are falling behind the schedule. The Supreme Court of India has also intervened to demand implementation of the Act in the Northeast. It has also provided the legal basis for ensuring pay parity between teachers in government and government aided schools Haryana Government has assigned the duties and responsibilities to Block Elementary Education Officers–cum–Block Resource Coordinators (BEEOs- cum-BRCs) for effective implementation and continuous monitoring of implementation of Right to Education Act in the State.
Precedents
It has been pointed out that the RTE act is not new. Universal adult franchise in the act was opposed since most of the population was illiterate. Article 45 in the Constitution of India was set up as an act:
The State shall endeavour to provide, within a period of ten years from the commencement of this Constitution, for free and compulsory education for all children until they complete the age of fourteen years.
As that deadline was about to be passed many decades ago, the education minister at the time, M C Chagla, memorably said:
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Our Constitution fathers did not intend that we just set up hovels, put students there, give untrained teachers, give them bad textbooks, no playgrounds, and say, we have complied with Article 45 and primary education is expanding... They meant that real education should be given to our children between the ages of 6 and 14 - M.C. Chagla, 1964.
In the 1990s, the World Bank funded a number of measures to set up schools within easy reach of rural communities. This effort was consolidated in the Sarva Shiksha Abhiyan model in the 1990s. RTE takes the process further, and makes the enrolment of children in schools a state prerogative. Criticism
The act has been criticized for being hastily-drafted, not consulting many groups active in education, not considering the quality of education, infringing on the rights of private and religious minority schools to administer their system, and for excluding children under six years of age. Many of the ideas are seen as continuing the policies of Sarva Shiksha Abhiyan of the last decade, and the World Bank funded District Primary Education Programme DPEP of the '90s, both of which, while having set up a number of schools in rural areas, have been criticized for being ineffective and corruption-ridden. Quality of education
The quality of education provided by the government system remains in question. While it remains the largest provider of elementary education in the country forming 80% of all recognized schools, it suffers from shortages of teachers, infrastructural gaps and several habitations continue to lack schools altogether. There are also frequent allegations of government schools being riddled with absenteeism and mismanagement and appointments are based on political convenience. Despite the allure of free lunch-food in the government schools, many parents send their children to private schools. Average schoolteacher salaries in private rural schools in some States (about Rs. 4,000 per month) are considerably lower than that in government schools. As a result, proponents of low cost private schools, critiqued government schools as being poor value for money.
Children attending the private schools are seen to be at an advantage, thus discriminating against the weakest sections, who are forced to go to government schools. Furthermore, the system has been criticized as catering to the rural elites who are able to afford school fees in a country where large number of families live in absolute poverty. The act has been criticized as discriminatory for not addressing these issues.
Well-known educationist Anil Sadagopal said of the hurriedly-drafted act:
It is a fraud on our children. It gives neither free education nor compulsory education. In fact, it only legitimises the present multi-layered, inferior quality school education system where discrimination shall continue to prevail.
Entrepreneur Gurcharan Das noted that 54% of urban children attend private schools, and this rate is growing at 3% per year. "Even the poor children are abandoning the government schools. They are leaving because the teachers are not showing up." However, other researchers have countered the argument by citing that the evidence for higher standards of quality in private schools often disappears when other factors (like family income, parental literacy- all correlated to the parental ability to pay) are controlled for.
Public-Private Partnership
In order to address these quality issues, the Act has provisions for compensating private schools for admission of children under the 25% quota which has been compared to school vouchers, whereby parents may "send" their children in any school, private or public. This measure, along with the increase in PPP (Public Private Partnership) has been viewed by some organizations such as the All-India Forum for Right to Education (AIF-RTE), as the state abdicating its "constitutional obligation towards providing elementary education".
Infringement On Private Schools
RTE Act In September 2012, the Supreme Court subsequently declined a review petion of the Act.
Barrier for orphans
The Act provides for admission of children without any certification. However, several states have continued pre-existing procedures insisting that children produce income and caste certificates, BPL cards and birth certificates. Orphan children are often unable to produce such documents, even though they are willing to do so. As a result, schools are not admitting them, as they require the documents as a condition to admission
Admissions
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Kids are admitted in to private schools based on caste based reservations
AGENDA . Understanding the Charter . How can your agencies use it . What are the consequences . Challenging discriminatory practices . Creating a Human Rights Based Approach to our clients’ needs Human Rights are more than Values and behaviours that we think other countries don’t hold or implement, so we often claim they don’t value Human Rights as well as we do Services and facilities of a public nature affect human rights Public decisions do
HUMAN RIGHTS in a nutshell 1. Belong to everyone – they can’t be taken away from marginalised individuals 2. Are about the relationship between the state and individuals 3. Provide a floor, not a ceiling, of basic standards, below which the state must not fall and which it must protect or fulfil 4. KEY PRINCIPLES: Fairness Respect Equality Dignity In a democratic society Overview
• Human rights protection necessary for stability • Victorian Charter of Human Rights and Responsibilities includes other rights than those named in the Charter e.g. UNCRC • You can’t ‘sue’ for a breach, but • There are many ways to make them work in Victoria Case Study 1 – Darlene’s little problem What are the human rights issues in this case? How might they be used to help Darlene? Darlene’s little problem Darlene is receiving unemployment benefits but keeps being cut off by Centrelink for non compliance. She had been sacked from her last job as an aged carer when the manager learned, through malicious gossip passed on by one of her co-employees, that Darlene was on a methadone program. Now she can’t find the resources to pay for her prescriptions; the doctor who had been her prescriber has retired and there’s no other provider within cooee of her home in rural Victoria, and it seems that the clinic she wanted to attend is probably going to close down. What human rights issues are involved in this issue? What steps could you take to help her deal with these issues? Definitions in the Charter Human Rights Basically Civil and Political Rights (ICCPR) Include any other right or freedom recognised by law Belong to people, not corporations ‘Public Authority’ must respect them, including: Public servants and statutory officers, local government Statutory entity with functions ‘of a public nature’ Any entity with functions of a public nature when exercising them on behalf of the state or a public authority HUMAN RIGHTS PROTECTED BY THE CHARTER ARE: . Recognition and equality before the law . As a person; . without discrimination; . To equal protection of the law; and
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. special programs for disadvantaged are permitted . Life . Protection from cruel, inhuman or degrading treatment . Forced work . Freedom of expression . Peaceful assembly and freedom of association . Freedom of movement . Privacy and reputation . Freedom of thought, conscience, religion and belief . Protection of families and children . Taking part in public life . Cultural rights . Property rights . Right to liberty and security of person . Humane treatment when deprived of liberty . Children in the criminal process have special rights . Fair hearing for an accused criminal . Rights in criminal proceedings . Right not to be tried or punished more than once . Retrospective criminal laws not allowed
How the Charter works . Parliament intends to establish a culture of respect for Human Rights in Victoria . Statements of compatibility must be made in parliament when laws are introduced . Parliament may override application of human rights in exceptional circumstances* . Existing laws must be interpreted to be compatible with the Charter wherever possible . All Public Authorities must act compatibly with the Charter . Supreme Court can declare statutes incompatible, direct minister to amend them . Parliament remains supreme in determining whether to pass or retain legislation incompatible with the Charter principles. Who is bound by the charter? Applies to all public authorities (and ngos/private contractors performing public functions) Is intended to promote individuals’ right to be heard Almost a‘Super Law’ – so far as possible all legislation has to be interpreted to be Compatible With The Charter or a Declaration of incompatibility will be issued by THE Supreme Court DEMOCRATIC DIALOGUE – proposed laws have to be measured against human rights protected by the Charter. NB – this is one way for NGOs to hold government to account Overall Charter protects individuals who are natural persons, not corporations Duties on three branches of government Parliament – compatibility statements (VEOHRC keeps a register) Courts – interpret all Acts compatibly if possible Executive – obligation to act compatibly, breach may be relied on in some legal proceedings In addition to FOI, Privacy, Administrative law, Whistleblowers protection, Ombudsman, anti-discrimination laws etc. – and the rules of natural justice THE CHARTER PROVIDES A human right can be limited such reasonable limits as can be demonstrably justified in a free and democratic society based upon human dignity, equality and freedom and taking into account all relevant factors: The nature of the right The importance of the purpose of the limitation The nature and extent of the limitation The relationship between the limitation and its purpose
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Any less restrictive means reasonably available to achieve the purpose that the limitation seeks Case Study 2: Stan’s detox nightmare Stan wants to get clean. He is a single father responsible for the care of 4 young children and they live in a rotten neighbourhood. He can’t get better rental accommodation either because agents claim the premises aren’t suitable for children, or because of his drug history and inability to provide referees. He lost his last job because of his dependency. He is about to lose his accommodation because of complaints by neighbours. Stan recently hurt himself and was treated in Emergency in the local hospital treatment but they refused to admit him, after treatment of his physical injuries, because he would need intensive detox in addition to regular medical care. He has made inquiries about detox facilities and found a number of possibilities, but none that will accommodate his need to take care of the children. What human rights issues are involved here? How could a Charter argument help Stan? HOW NGOs CAN USE THE CHARTER
• Demanding protection of human dignity • Challenging discrimination • Promoting participation and HR sensitive decision-making • Challenging brutality • Taking positive steps to protect human rights • Using human rights principles where resources are an issue • Using human rights to challenge blanket policies • Protecting human rights in contracted-out services DIGNITY Staff refused to clean the room of a man detained in a maximum security psychiatric centre in seclusion, where he repeatedly soiled himself, or move him saying he would just ‘do it again.’ The advocate challenged the treatment of the man on the basis of inhumane and degrading treatment, and his right to privacy, successfully.
CHALLENGING DISCRIMINATION A psychiatric hospital had a practice of sectioning asylum seekers who didn’t speak English without an interpreter. An NGO successfully challenged this practice on human rights ground: it was a breach of their right not to be discriminated against on the basis of language, and their right to liberty.
PROMOTING PARTICIPATION A disability support team had a policy of providing support to users who wanted to participate in social activities, but refused to provide a worker for a gay man who wanted to go to a gay pub. Heterosexual users regularly went to clubs and pubs of their choice. The man’s advocate challenged this on the basis of the man’s right to respect for his privacy and not to be discriminated against on the basis of sexuality Challenging brutality A mentally ill young man placed in residential care for treatment was found bruised by his parents, who raised the issue with the managers and felt their concerns were dismissed, and their visiting rights were then removed. The parents challenged this on the basis of their son’s right not to be treated in an inhumane and degrading way and respect for family life. Positive steps to protect human rights A social worker used human rights language to get accommodation for a woman and children fleeing from a violent prtner. She argued the housing authority had a positive duty to protect them from inhumane and degrading treatment and to protection of their lives. Another social worker managed to invoke a local authority’s positive obligation to protect a man suffering from panic disorder to get them to issue him with a bus pass, because he could not use public transport effectively – i.e. had to get off the bus every few minutes to calm down Using human rights to get resources An advocate successfully argued that an aged woman with mental illness and disturbed behaviour while in hospital for treatment should not be moved from the hospital and put into residential care against her wishes, on cost grounds, because she had the human right to privacy and choice, and so resources were found to support her care at home, where she wanted to live. A disabled woman’s payments were reduced to the point where she could no longer afford a personal assistant to help her with toileting, leading to aggravation of her serious kidney condition. Challenging blanket policies The education authority policy provided school transport for children with special needs who lived more than 3 miles from school and refused to provide it to a child living 2.8 miles away, unable to travel independently. This was successfully challenged on the basis of its being a disproportionate interference with the child’s right to private life 90
Create your own case study SO WHAT SHOULD YOU DO? 1. Adopt a Human Rights Based Approach to services . If you are contracted/funded to provide a ‘government service’, you may be a ‘public authority’ yourself, for those functions, and need to comply with the Charter . Every employee in your service needs to understand Charter Rights and how they work . Breaches of charter considerations may mean public decisions or actions can be challenged as unlawfully made, and at the very least, should be remade . Can’t ‘sue’ over breach of a Charter right, but can lobby, argue and utilise existing laws and e.g. ombudsman, internal review processes, VCAT, anti discrimination laws, . VEOHRC can intervene in legal action, review (by invitation) a public authority, and must report on the first four years of the charter’s effectivenes
2. A HRBA to our work . Claim human rights as a tool for social change and in our own work . Use human rights arguments while having a central voice in policy debates . Use HRBAs in our own work and partnerships . Prioritise human rights in our work, raising awareness and capacity – how can issues we work on relate to human rights issues . Identifying human rights principles we already work to . Work in dialogue and partnerships to raise awareness and use of human rights tools to influence and challenge discriminatory assumptions about our clients 3. Use a checklist for action . FRED. Does this situation raise human rights issues? . What specific human rights are affected? . Who owns those rights? . Who or what is responsible for respecting and considering those rights? . Has the responsible decision-maker considered those rights having regard to due process? . If the human right has been limited by the decision-maker, is the limitation Reasonable. . Demonstrably justified in a free and democratic society based upon . human dignity, equality and freedom? and . did it take into account all relevant factors? . The nature of the right . The importance of the purpose of the limitation . The nature and extent of the limitation . The relationship between the limitation and its purpose . Any less restrictive means reasonably available to achieve the purpose that the limitation seeks ?
4. Use Charter Opportunities
Set the agenda – don’t accept decision makers’ preferences e.g. about allocation of resources Integrate equal opportunity laws and human rights agendas to impact the largely untouched rights of drug and alcohol affected human beings and their families Build partnerships and capacities of those working to tackle social exclusion and inequality to use HRBAs in their work
TEACHING OF PHYSICAL GEOGRAPHY By Anil Kumar Resource Person Transaction of Themes
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Physical Geography The subject matter of Geography relates to everything that exists around us and has a direct bearing on our life. If we consider the two broad branches of geography, it is the physical geography that forms the natural environment whereas the human geography represents the cultural environment. Since last few decades with ever increasing awareness about the environmental issues the physical geography has assumed greater importance and hence in the present era it is necessary to restate the aims of teaching physical geography. Objective The basic aim of teaching physical geography is to introduce the students to the world that exists around them and the process that control the status of natural environment. The resource base ofthe human comes from the natural environment. The rampant utilization ofthe resources and its ill effects leading to environmental degradation canonly be understood through the study of physical geography. The everincreasing frequency of catastrophic events if is to be countered then it isnecessary that the processes leading to such events are well appreciatedby the students. Any natural hazard is basically the manifestations ofnormal processes operating with abnormally high intensities. Hence tomitigate the hazards the understanding of the exact nature of process isnecessary and this can only be achieved through the study of physical geography. Teaching Schedule The content of the two books, Fundamentals of Physical Geography and India: Physical Environment are such that it will be difficult for teachers to consider teaching the topics from the two books simultaneously. Moreover the first book Fundamentals of Physical Geography deals with the conceptual part of physical geography while the second book India: Physical Environment describes the physiographic characteristics of the region. Unless the conceptual portion is completed it will be difficult to deal with the regional characteristics. It is advisable that the teachers complete the teaching of book Fundamentals of Physical Geography and follow with the India: Physical Environment. The teaching objectives and outcome of the lessons given in the textbooks are as under –
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Approach In this illustrative Lesson, we shall be concentrating on Climate of India, with some reference to various topics covered in the first book Fundamentals of Physical Geography. The text given in both the books is quite self-explanatory and does not warrant detailed discussion in this module. Only a few points are discussed below.
ATMOSPHERIC COMPOSITION & STRUCTURE By M.Reddenna Resource Person Atmospheric Structure and Composition
Definitions Atmosphere: The thin envelope of gases surrounding the earth Highly compressible Density decreases rapidly with height Air: A mechanical mixture of gases and aerosols Vertical Structure of Atmosphere Troposphere (surface to about 8-20 km) Upper boundary varies from about 8 km (poles in winter) to about 20 km (tropics) Weather and climate layer Most of atmosphere’s mass; all of its water Stratosphere (8-20 km up to about 50 km) Ozone (O3) Layer Temperature inversion Mesosphere (50-80 km) Temperature decreases with height. Why? Thermosphere (80-? km) Temperature inversion. Why?
Homosphere vs. Heterosphere Transition zones between layers Tropopause Stratopause Mesopause 99
Defining Layers by Function – the Ozonosphere Roughly corresponds to the stratosphere How does the ozone layer work? Why is there a “hole” in the ozone layer? Why no “hole” where the pollution is produced? Defining Layers by Function – the Ionosphere Upper mesosphere + thermosphere Produces the aurora borealis and aurora australis D Layer – absorbs AM radio waves; disappears at night E Layer – weakens at night F Layer – reflects AM radio waves Composition of the Air Uniform gases Nitrogen (N2) 78%, (O2) 21%, Argon (Ar) 1%, trace gases (Neon, Helium, Methane (CH4), etc.) Variable gases Water Vapor (H2Ov), O3, CO2 Aerosols Solid: Ice/salt crystals, soil particles, volcanic dust Condensation nuclei Liquid: Water droplets (cloud, fog) Origin of the Atmosphere Volcanoes release H2, CO2, H2Ov, N2, NH3, CH4 No O2 or O3, so no land organisms! One-celled aquatic organisms release CO2 to atmosphere when breaking down food through fermentation \Simple aquatic plants took in CO2 and released O2 to atmosphere via photosynthesis O3 formed from the O2 CO2 gets stored in shells and decaying plants N2 builds up in atmosphere
CONSTRUCTIVIST APPROACH BY Y.P. SINGH ASSISTANT COMMISSIONER
Welcome to Constructivism as a Paradigm for Teaching and Learning. Start with the Explanation section to gain a good understanding of the CONCEPT of constructivism. Then go on to Demonstration, where we move from CONCEPT TO CLASSROOM!
What is constructivism? How does this theory differ from traditional ideas about teaching and learning? What does constructivism have to do with my classroom? Expert interview What is the history of constructivism, and how has it changed over time? What are some critical perspectives? What are the benefits of constructivism?
What is constructivism?
Constructivism is basically a theory -- based on observation and scientific study -- about how people learn. It says that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. When we encounter something new, we have to reconcile it with our previous ideas and experience, maybe changing what we believe, or maybe discarding the new information as irrelevant. In any case, we are active creators of our own knowledge. To do this, we must ask questions, explore, and assess what we know.
In the classroom, the constructivist view of learning can point towards a number of different teaching practices. In the most general sense, it usually means encouraging students to use active techniques (experiments, real-world problem solving) to create more knowledge and then to reflect on and talk about what they are doing and how their understanding is changing. The teacher makes sure she understands the students' preexisting conceptions, and guides the activity to address them and then build on them.
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Constructivist teachers encourage students to constantly assess how the activity is helping them gain understanding. By questioning themselves and their strategies, students in the constructivist classroom ideally become "expert learners." This gives them ever-broadening tools to keep learning. With a well-planned classroom environment, the students learn HOW TO LEARN.
You might look at it as a spiral. When they continuously reflect on their experiences, students find their ideas gaining in complexity and power, and they develop increasingly strong abilities to integrate new information. One of the teacher's main roles becomes to encourage this learning and reflection process.
For example: Groups of students in a science class are discussing a problem in physics. Though the teacher knows the "answer" to the problem, she focuses on helping students restate their questions in useful ways. She prompts each student to reflect on and examine his or her current knowledge. When one of the students comes up with the relevant concept, the teacher seizes upon it, and indicates to the group that this might be a fruitful avenue for them to explore. They design and perform relevant experiments. Afterward, the students and teacher talk about what they have learned, and how their observations and experiments helped (or did not help) them to better understand the concept.
Contrary to criticisms by some (conservative/traditional) educators, constructivism does not dismiss the active role of the teacher or the value of expert knowledge. Constructivism modifies that role, so that teachers help students to construct knowledge rather than to reproduce a series of facts. The constructivist teacher provides tools such as problem-solving and inquiry-based learning activities with which students formulate and test their ideas, draw conclusions and inferences, and pool and convey their knowledge in a collaborative learning environment. Constructivism transforms the student from a passive recipient of information to an active participant in the learning process. Always guided by the teacher, students construct their knowledge actively rather than just mechanically ingesting knowledge from the teacher or the textbook.
Constructivism is also often misconstrued as a learning theory that compels students to "reinvent the wheel." In fact, constructivism taps into and triggers the student's innate curiosity about the world and how things work. Students do not reinvent the wheel but, rather, attempt to understand how it turns, how it functions. They become engaged by applying their existing knowledge and real-world experience, learning to hypothesize, testing their theories, and ultimately drawing conclusions from their findings. The best way for you to really understand what constructivism is and what it means in your classroom is by seeing examples of it at work, speaking with others about it, and trying it yourself. As you progress through each segment of this workshop, keep in mind questions or ideas to share with your colleagues. How does this theory differ from traditional ideas about teaching and learning? As with many of the methods addressed in this series of workshops, in the constructivist classroom, the focus tends to shift from the teacher to the students. The classroom is no longer a place where the teacher ("expert") pours knowledge into passive students, who wait like empty vessels to be filled. In the constructivist model, the students are urged to be actively involved in their own process of learning. The teacher functions more as a facilitator who coaches, mediates, prompts, and helps students develop and assess their understanding, and thereby their learning. One of the teacher's biggest jobs becomes ASKING GOOD QUESTIONS. And, in the constructivist classroom, both teacher and students think of knowledge not as inert factoids to be memorized, but as a dynamic, ever-changing view of the world we live in and the ability to successfully stretch and explore that view.The chart below compares the traditional classroom to the constructivist one. You can see significant differences in basic assumptions about knowledge, students, and learning. (It's important, however, to bear in mind that constructivists acknowledge that students are constructing knowledge in traditional classrooms, too. It's really a matter of the emphasis being on the student, not on the instructor.)
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Curriculum begins with the parts of the Curriculum emphasizes big concepts, whole. Emphasizes basic skills. beginning with the whole and expanding to include the parts.
Strict adherence to fixed curriculum is Pursuit of student questions and interests is highly valued. valued.
Materials are primarily textbooks and Materials include primary sources of workbooks. material and manipulative materials.
Learning is based on repetition. Learning is interactive, building on what the student already knows.
Teachers disseminate information to Teachers have a dialogue with students, students; students are recipients of helping students construct their own knowledge. knowledge.
Teacher's role is directive, rooted in Teacher's role is interactive, rooted in authority. negotiation.
Assessment is through testing, correct Assessment includes student works, answers. observations, and points of view, as well as tests. Process is as important as product.
Knowledge is seen as inert. Knowledge is seen as dynamic, ever changing with our experiences.
Students work primarily alone. Students work primarily in groups
What does constructivism have to do with my classroom?
As is the case with many of the current/popular paradigms, you're probably already using the constructivist approach to some degree. Constructivist teachers pose questions and problems, then guide students to help them find their own answers. They use many techniques in the teaching process. For example, they may:
prompt students to formulate their own questions (inquiry) allow multiple interpretations and expressions of learning (multiple intelligences) encourage group work and the use of peers as resources (collaborative learning)
More information on the above processes is covered in other workshops in this series. For now, it's important to realize that the constructivist approach borrows from many other practices in the pursuit of its primary goal: helping students learn HOW TO LEARN.
In a constructivist classroom, learning is . . .
Students are not blank slates upon which knowledge is etched. They come to learning situations with already formulated knowledge, ideas, and understandings. This previous knowledge is the raw material for the new knowledge they will create.
Example: An elementary school teacher presents a class problem to measure the length of the "Mayflower." Rather than starting the problem by introducing the ruler, the teacher allows students to reflect and to construct their own methods of measurement. One student offers the knowledge that a doctor said he is four feet tall. Another says she knows horses are measured in "hands." The students discuss these and other methods they have heard about, and decide on one to apply to the problem.
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The student is the person who creates new understanding for him/herself. The teacher coaches, moderates, suggests, but allows the students room to experiment, ask questions, try things that don't work. Learning activities require the students' full participation (like hands-on experiments). An important part of the learning process is that students reflect on, and talk about, their activities. Students also help set their own goals and means of assessment.
Examples: A middle-school language arts teacher sets aside time each week for a writing lab. The emphasis is on content and getting ideas down rather than memorizing grammatical rules, though one of the teacher's concerns is the ability of his students to express themselves well through written language. The teacher provides opportunities for students to examine the finished and earlier drafts of various authors. He allows students to select and create projects within the general requirement of building a portfolio 1. Students serve as peer editors who value originality and uniqueness rather than the best way to fulfill an assignment.
1.
In a history class, asking students to read and think about different versions of and perspectives on "history" can lead to interesting discussions. Is history as taught in textbooks accurate? Are there different versions of the same history? Whose version of history is most accurate? How do we know? From there, students can make their own judgments.
Students control their own learning process, and they lead the way by reflecting on their experiences. This process makes them experts of their own learning. The teacher helps create situations where the students feel safe questioning and reflecting on their own processes, either privately or in group discussions. The teacher should also create activities that lead the student to reflect on his or her prior knowledge and experiences. Talking about what was learned and how it was learned is really important.
Example: Students keep journals in a writing class where they record how they felt about the class projects, the visual and verbal reactions of others to the project, and how they felt their own writing had changed. Periodically the teacher reads these journals and holds a conference with the student where the two assess (1) what new knowledge the student has created, (2) how the student learns best, and (3) the learning environment and the teacher's role in it.
The constructivist classroom relies heavily on collaboration among students. There are many reasons why collaboration contributes to learning. The main reason it is used so much in constructivism is that students learn about learning not only from themselves, but also from their peers. When students review and reflect on their learning processes together, they can pick up strategies and methods from one another.
Example: In the course of studying ancient civilizations, students undertake an archaeological dig. This may be something constructed in a large sandbox, or, as in the Dalton School's "Archaeotype" software simulation, on a computer. As the students find different objects, the teacher introduces classifying techniques. The students are encouraged to (1) set up a group museum by developing criteria and choosing which objects should belong, and (2) collaborate with other students who worked in different quadrants of the dig. Each group is then asked to develop theories about the civilizations that inhabited the area.
The main activity in a constructivist classroom is solving problems. Students use inquiry methods to ask questions, investigate a
103 topic, and use a variety of resources to find solutions and answers. As students explore the topic, they draw conclusions, and, as exploration continues, they revisit those conclusions. Exploration of questions leads to more questions. (See the CONCEPT TO CLASSROOM workshop Inquiry-based Learning)
Example: Sixth graders figuring out how to purify water investigate solutions ranging from coffee-filter paper, to a stove-top distillation apparatus, to piles of charcoal, to an abstract mathematical solution based on the size of a water molecule. Depending upon students' responses, the teacher encourages abstract as well as concrete, poetic as well as practical, creations of new knowledge.
Students have ideas that they may later see were invalid, incorrect, or insufficient to explain new experiences. These ideas are temporary steps in the integration of knowledge. For instance, a child may believe that all trees lose their leaves in the fall, until she visits an evergreen forest. Constructivist teaching takes into account students' current conceptions and builds from there.
What happens when a student gets a new piece of information? The constructivist model says that the student compares the information to the knowledge and understanding he/she already has, and one of three things can occur:
The new information matches up with his previous knowledge pretty well (it's consonant with the previous knowledge), so the student adds it to his understanding. It may take some work, but it's just a matter of finding the right fit, as with a puzzle piece. The information doesn't match previous knowledge (it's dissonant). The student has to change her previous understanding to find a fit for the information. This can be harder work. The information doesn't match previous knowledge, and it is ignored. Rejected bits of information may just not be absorbed by the student. Or they may float around, waiting for the day when the student's understanding has developed and permits a fit.
Example: An elementary teacher believes her students are ready to study gravity. She creates an environment of discovery with objects of varying kinds. Students explore the differences in weight among similarly sized blocks of Styrofoam, wood, and lead. Some students hold the notion that heavier objects fall faster than light ones. The teacher provides materials (stories, posters, and videos) about Galileo, Newton, etc. She leads a discussion on theories about falling. The students then replicate Galileo's experiment by dropping objects of different
weights and measuring how fast they fall. They see that objects of different weights actually
usually fall at the same speed, although surface area and aerodynamic properties can affect the rate of fall. ****************************************************************************************************************
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CHILD RIGHTS BY AnilKumar Resource Person Children's rights Rights
Theoretical distinctions
Claim rights and liberty rights Individual and group rights Natural and legal rights Negative and positive rights
Human rights
Civil and political Economic, social and cultural Three generations
Children's rights are the human rights of children with particular attention to the rights of special protection and care afforded to minors, including their right to association with both parents, human identity as well as the basic needs for food, universal state- paid education, health care and criminal laws appropriate for the age and development of the child, equal protection of the child's civil rights, and freedom from discrimination on the basis of the child's race, gender, sexual orientation, gender identity, national origin, religion, disability, color, ethnicity, or other characteristics. Interpretations of children's rights range from allowing children the capacity for autonomous action to the enforcement of children being physically, mentally and emotionally free from abuse, though what constitutes "abuse" is a matter of debate. Other definitions include the rights to care and nurturing. "A child is any human being below the age of eighteen years, unless under the law applicable to the child, majority is attained earlier." According to Cornell University, a child is a person, not a subperson. The term "child" often, but does not necessarily, mean minor, but can include adult children as well as adult nondependent children.There are no definitions of other terms used to describe young people such as "adolescents", "teenagers," or "youth" in international law, but the children's rights movement is considered distinct from the youth rights movement.
The field of children's rights spans the fields of law, politics, religion, and morality.
Justifications A boy working as a "clock boy" on the streets of Merida, Mexico.
As minors by law children do not have autonomy or the right to make decisions on their own for themselves in any known jurisdiction of the world. Instead their adult caregivers, including parents, social workers, teachers, youth workers, and others, are vested with that authority, depending on the circumstances. Some believe that this state of affairs gives children insufficient control over their own lives and causes them to be vulnerable. Louis Althusser has gone so far as describe this legal machinery, as it applies to children, as "repressive state apparatuses".
Structures such as government policy have been held by some commentators to mask the ways adults abuse and exploit children, resulting in child poverty, lack of educational opportunities, and child labor. On this view, children are to be regarded as a minority group towards whom society needs to reconsider the way it behaves.
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Researchers have identified children as needing to be recognized as participants in society whose rights and responsibilities need to be recognized at all ages.
Historic definitions of children's rights
Consensus on defining children's rights has become clearer in the last fifty years. A 1973 publication by Hillary Clinton (then an attorney) stated that children's rights were a "slogan in need of a definition".According to some researchers, the notion of children’s rights is still not well defined, with at least one proposing that there is no singularly accepted definition or theory of the rights held by children. Children’s rights law is defined as the point where the law intersects with a child's life. That includes juvenile delinquency, due process for children involved in the criminal justice system, appropriate representation, and effective rehabilitative services; care and protection for children in state care; ensuring education for all children regardless of their race, gender, sexual orientation, gender identity, national origin, religion, disability, color, ethnicity, or other characteristics, and; health care and advocacy.
Types of rights
Children's rights are defined in numerous ways, including a wide spectrum of civil, cultural, economic, social and political rights. Rights tend to be of two general types: those advocating for children as autonomous persons under the law and those placing a claim on society for protection from harms perpetrated on children because of their dependency. These have been labeled as the right of empowerment and as the right to protection. One Canadian organization categorizes children's rights into three categories:
Provision: Children have the right to an adequate standard of living, health care, education and services, and to play and recreation. These include a balanced diet, a warm bed to sleep in, and access to schooling. Protection: Children have the right to protection from abuse, neglect, exploitation and discrimination. This includes the right to safe places for children to play; constructive child rearing behavior, and acknowledgment of the evolving capacities of children. Participation: Children have the right to participate in communities and have programs and services for themselves. This includes children's involvement in libraries and community programs, youth voice activities, and involving children as decision-makers.
In a similar fashion, the Child Rights Information Network, or CRIN for short, categorizes rights into two groups: Economic, social and cultural rights, related to the conditions necessary to meet basic human needs such as food, shelter, education, health care, and gainful employment. Included are rights to education, adequate housing, food, water, the highest attainable standard of health, the right to work and rights at work, as well as the cultural rights of minorities and indigenous peoples.
Environmental, cultural and developmental rights, which are sometimes called "third generation rights," and including the right to live in safe and healthy environments and that groups of people have the right to cultural, political, and economic development.
Amnesty International openly advocates four particular children's rights, including the end to juvenile incarceration without parole, an end to the recruitment of military use of children, ending the death penalty for people under 21, and raising awareness of human rights in the classroom.[1] Human Rights Watch, an international advocacy organization, includes child labor, juvenile justice, orphans and abandoned children, refugees, street children and corporal punishment. Scholarly study generally focuses children's rights by identifying individual rights. The following rights "allow children to grow up healthy and free":Freedom of speech
Freedom of thought Freedom from fear Freedom of choice and the right to make decisions Ownership over one's body
Other issues affecting children's rights include the military use of children, sale of children, child prostitution and child pornography.
Difference between children's rights and youth rights Main article: Youth rights
"In the majority of jurisdictions, for instance, children are not allowed to vote, to marry, to buy alcohol, to have sex, or to engage in paid employment."[ Within the youth rights movement, it is believed that the key difference between children's rights and youth rights is that children's rights supporters generally advocate the establishment and enforcement of protection for children 106 and youths, while youth rights (a far smaller movement) generally advocates the expansion of freedom for children and/or youths and of rights such as suffrage.
Parental rights See also: Parents' rights movement
Parents affect the lives of children in a unique way, and as such their role in children's rights has to be distinguished in a particular way. Particular issues in the child-parent relationship include child neglect, child abuse, freedom of choice, corporal punishment and child custody.[22][23] There have been theories offered that provide parents with rights-based practices that resolve the tension between "commonsense parenting" and children's rights.[24] The issue is particularly relevant in legal proceedings that affect the potential emancipation of minors, and in cases where children sue their parents. A child's rights to a relationship with both their parents is increasingly recognized as an important factor for determining the best interests of the child in divorce and child custody proceedings. Some governments have enacted laws creating a rebuttable presumption that shared parenting is in the best interests of children.[26]
Movement Main article: Children's rights movement See also: Timeline of children's rights in the United Kingdom and Timeline of children's rights in the United States
The 1796 publication of Thomas Spence's Rights of Infants is among the earliest English-language assertions of the rights of children. Throughout the 20th century children's rights activists organized for homeless children's rights and public education. The 1927 publication of The Child's Right to Respect by Janusz Korczak strengthened the literature surrounding the field, and today dozens of international organizations are working around the world to promote children's rights.
Opposition
The opposition to children's rights far outdates any current trend in society, with recorded statements against the rights of children dating to the 13th century and earlier. Opponents to children's rights believe that young people need to be protected from the adultcentric world, including the decisions and responsibilities of that world. In the dominate adult society, childhood is idealized as a time of innocence, a time free of responsibility and conflict, and a time dominated by play. The majority of opposition stems from concerns related to national sovereignty, states' rights, the parent-child relationship Financial constraints and the "undercurrent of traditional values in opposition to children's rights" are cited, as well. The concept of children's rights has received little attention in the United States.
International law Further information: International child abduction
The Universal Declaration of Human Rights is seen as a basis for all international legal standards for children's rights today. There are several conventions and laws that address children's rights around the world. A number of current and historical documents affect those rights, including the 1923 Declaration of the Rights of the Child, drafted by Eglantyne Jebb and her sister Dorothy Buxton in London, England in 1919, endorsed by the League of Nations and adopted by the United Nations in 1946. It later served as the basis for the Convention on the Rights of the Child.
Convention on the Rights of the Child Main article: Convention on the Rights of the Child
The United Nations' 1989 Convention on the Rights of the Child, or CRC, is the first legally binding international instrument to incorporate the full range of human rights—civil, cultural, economic, political and social rights. Its implementation is monitored by the Committee on the Rights of the Child. National governments that ratify it commit themselves to protecting and ensuring children's rights, and agree to hold themselves accountable for this commitment before the international community. The CRC is the most widely ratified human rights treaty with 190 ratifications. Somalia and the USA are the only two countries which have not ratified the CRC. The CRC is based on four core principles, namely the principle of non discrimination, the best interests of the child, the right to life, survival and development, and considering the views of the child in decisions which affect them (according to their age and maturity). The CRC, along with international criminal accountability mechanisms such as the International Criminal Court, the Yugoslavia and Rwanda Tribunals, and the Special Court for Sierra Leone, is said to have significantly increased the profile of children's rights worldwide.
Vienna Declaration and Programme of Action
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Vienna Declaration and Programme of Action urges at Section II para 47, all nations to undertake measures to the maximum extent of their available resources, with the support of international cooperation, to achieve the goals in the World Summit Plan of Action. And calls on States to integrate the Convention on the Rights of the Child into their national action plans. By means of these national action plans and through international efforts, particular priority should be placed on reducing infant and maternal mortality rates, reducing malnutrition and illiteracy rates and providing access to safe drinking water and basic education. Whenever so called for, national plans of action should be devised to combat devastating emergencies resulting from natural disasters and armed conflicts and the equally grave problem of children in extreme poverty. Further para 48 urges all states, with the support of international cooperation, to address the acute problem of children under especially difficult circumstances. Exploitation and abuse of children should be actively combated, including by addressing their root causes. Effective measures are required against female infanticide, harmful child labour, sale of children and organs, child prostitution, child pornography, as well as other forms of sexual abuse.[36] This gave an influence to adoptions of Optional Protocol on the Involvement of Children in Armed Conflict and Optional Protocol on the Sale of Children, Child Prostitution and Child Pornography.
Enforcement
A variety of enforcement organizations and mechanisms exist to ensure children's rights. They include the Child Rights Caucus for the United Nations General Assembly Special Session on Children. It was set up to promote full implementation and compliance with the Convention on the Rights of the Child, and to ensure that child rights were given priority during the UN General Assembly Special Session on Children and its Preparatory process. The United Nations Human Rights Council was created "with the hope that it could be more objective, credible and efficient in denouncing human rights violations worldwide than the highly politicized Commission on Human Rights." The NGO Group for the Convention on the Rights of the Child is a coalition of international non-governmental organisations originally formed in 1983 to facilitate the implementation of the United Nations Convention on the Rights of the Child.
Many countries around the world have children's rights ombudspeople or children's commissioners whose official, governmental duty is to represent the interests of the public by investigating and addressing complaints reported by individual citizens regarding children's rights. Children's ombuds people can also work for a corporation, a newspaper, an NGO, or even for the general public.
United States law Further information: Timeline of children's rights in the United States, International child abduction in the United States, and Child labor laws in the United States
Children are generally afforded the basic rights embodied by the Constitution, as enshrined by the Fourteenth Amendment to the United States Constitution. The Equal Protection Clause of that amendment is to apply to children, born within a marriage or not, but excludes children not yet born.[4] This was reinforced by the landmark US Supreme Court decision of In re Gault. In this trial 15-year-old Gerald Gault of Arizona was taken into custody by local police after being accused of making an obscene telephone call. He was detained and committed to the Arizona State Industrial School until he reached the age of 21 for making an obscene phone call to an adult neighbor. In an 8–1 decision, the Court ruled that in hearings which could result in commitment to an institution, people under the age of 18 have the right to notice and counsel, to question witnesses, and to protection against self- incrimination. The Court found that the procedures used in Gault's hearing met none of these requirements.
There are other concerns in the United States regarding children's rights. The American Academy of Adoption Attorneys is concerned with children's rights to a safe, supportive and stable family structure. Their position on children's rights in adoption cases states that, "children have a constitutionally based liberty interest in the protection of their established families, rights which are at least equal to, and we believe outweigh, the rights of others who would claim a 'possessory' interest in these children." Other issues raised in American children's rights advocacy include children's rights to inheritance in same-sex marriages and particular rights for youth
BRAINSTORMING BY COURSE DIRECTOR,ASSOCIATE COURSE DIRECTOR& RESOURCE PERSONS Brainstorming From Wikipedia, the free encyclopedia Jump to: navigation, search For other uses, see Brainstorm (disambiguation). This article has an unclear citation style. The references used may be made clearer with a different or consistent style of citation, footnoting, or external linking. (February 2013)
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Brainstorming
Brainstorming is a group or individual creativity technique by which efforts are made to find a conclusion for a specific problem by gathering a list of ideas spontaneously contributed by its member(s). The term was popularized by Alex Faickney Osborn in the 1953 book Applied Imagination. Osborn claimed that brainstorming was more effective than individuals working alone in generating ideas, although more recent research has questioned this conclusion.[1] Today, the term is used as a catch all for all group ideation sessions.
Origin
Advertising executive Alex F. Osborn began developing methods for creative problem solving in 1939. He was frustrated by employees’ inability to develop creative ideas individually for ad campaigns. In response, he began hosting group-thinking sessions and discovered a significant improvement in the quality and quantity of ideas produced by employees. Osborn outlined the method in his 1963 book Applied Imagination.
Osborn's method
brainstorming activity conducting
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Osborn claimed that two principles contribute to "ideative efficacy," these being :
1. Defer judgment, 2. Reach for quantity.[2]
Following these two principles were his four general rules of brainstorming, established with intention to :
reduce social inhibitions among group members, stimulate idea generation increase overall creativity of the group.
1. Focus on quantity: This rule is a means of enhancing divergent production, aiming to facilitate problem solving through the maxim quantity breeds quality. The assumption is that the greater the number of ideas generated, the greater the chance of producing a radical and effective solution. 2. Withhold criticism: In brainstorming, criticism of ideas generated should be put 'on hold'. Instead, participants should focus on extending or adding to ideas, reserving criticism for a later 'critical stage' of the process. By suspending judgment, participants will feel free to generate unusual ideas. 3. Welcome unusual ideas: To get a good and long list of ideas, unusual ideas are welcomed. They can be generated by looking from new perspectives and suspending assumptions. These new ways of thinking may provide better solutions. 4. Combine and improve ideas: Good ideas may be combined to form a single better good idea, as suggested by the slogan "1+1=3". It is believed to stimulate the building of ideas by a process of association. Applications
Osborn notes that brainstorming should address a specific question; he held that sessions addressing multiple questions were inefficient.
Further, the problem must require the generation of ideas rather than judgment; he uses examples such as generating possible names for a product as proper brainstorming material, whereas analytical judgments such as whether or not to marry do not have any need for brainstorming
Brainstorming groups
Osborn envisioned groups of around 12 participants, including both experts and novices. Participants are encouraged to provide wild and unexpected answers. Ideas receive no criticism or discussion. The group simply provides ideas that might lead to a solution and apply no analytical judgement as to the feasibility. The judgements are reserved for a later date.
Variations Nominal group technique Main article: nominal group technique
Participants are asked to write their ideas anonymously. Then the facilitator collects the ideas and the group votes on each idea. The vote can be as simple as a show of hands in favor of a given idea. This process is called distillation.
After distillation, the top ranked ideas may be sent back to the group or to subgroups for further brainstorming. For example, one group may work on the color required in a product. Another group may work on the size, and so forth. Each group will come back to the whole group for ranking the listed ideas. Sometimes ideas that were previously dropped may be brought forward again once the group has re-evaluated the ideas.
It is important that the facilitator be trained in this process before attempting to facilitate this technique. The group should be primed and encouraged to embrace the process. Like all team efforts, it may take a few practice sessions to train the team in the method before tackling the important ideas.
Group passing technique
Each person in a circular group writes down one idea, and then passes the piece of paper to the next person, who adds some thoughts. This continues until everybody gets his or her original piece of paper back. By this time, it is likely that the group will have extensively elaborated on each idea.
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The group may also create an "idea book" and post a distribution list or routing slip to the front of the book. On the first page is a description of the problem. The first person to receive the book lists his or her ideas and then routes the book to the next person on the distribution list. The second person can log new ideas or add to the ideas of the previous person. This continues until the distribution list is exhausted. A follow-up "read out" meeting is then held to discuss the ideas logged in the book. This technique takes longer, but it allows individuals time to think deeply about the problem.
Team idea mapping method
This method of brainstorming works by the method of association. It may improve collaboration and increase the quantity of ideas, and is designed so that all attendees participate and no ideas are rejected.
The process begins with a well-defined topic. Each participant brainstorms individually, then all the ideas are merged onto one large idea map. During this consolidation phase, participants may discover a common understanding of the issues as they share the meanings behind their ideas. During this sharing, new ideas may arise by the association, and they are added to the map as well. Once all the ideas are captured, the group can prioritize and/or take action.
Electronic brainstorming
It is a computerized version of the manual brainstorming technique typically supported by an electronic meeting system (EMS) but simpler forms can also be done via email and may be browser based, or use peer-to-peer software.
With an electronic meeting system, participants share a list of ideas over a network. Ideas are entered independently. Contributions become immediately visible to all and are typically anonymized to encourage openness and reduce personal prejudice. Modern EMS also support asynchronous brainstorming sessions over extended periods of time as well as typical follow-up activities in the creative problem solving process such as categorization of ideas, elimination of duplicates, assessment and discussion of prioritized or controversial ideas.
Proponents such as Gallupe et al. argue that electronic brainstorming eliminates many of the problems of standard brainstorming, including production blocking (i.e. group members must take turns to express their ideas) and evaluation apprehension (i.e. fear of being judged by others). This positive effect increases with larger groups A perceived advantage of this format is that all ideas can be archived electronically in their original form, and then retrieved later for further thought and discussion. Electronic brainstorming also enables much larger groups to brainstorm on a topic than would normally be productive in a traditional brainstorming session. When exposed to others’ ideas, attention is focused by the group member on these ideas and this attention has been proposed to cognitively stimulate the brainstormer. Therefore, the individual members of the brainstorming group perform better during the session because people see everyone else’s ideas on the computer screen (via chat room or e-mail), explaining the positive effects of EBS. Additionally, during an EBS session, participants have control over their activity and can attend to the ideas of others while also creating their own, continually exposing participants to a flow of ideas. EBS techniques have been shown to produce more ideas and help individuals focus their attention on the ideas of others better than a brain writing technique (participants write individual written notes in silence and then subsequently communicate them with the group) The production of more ideas has been linked to the fact that paying attention to others’ ideas leads to non-redundency, as one will try to avoid to replicate or repeat another participant’s comment or idea.
The fact that individuals are not physically visible has also been shown to be an important component to the superiority of EBS over other methods, such as brain writing. Due to the fact that participants are not typically in a room with the group, social cues such as facial expression and verbal language are not available, and therefore, attention is paid to the task at hand and the ideas rather than the people involved[4]
Some web-based brainstorming techniques allow contributors to post their comments anonymously through the use of avatars. This technique also allows users to log on over an extended time period, typically one or two weeks, to allow participants some "soak time" before posting their ideas and feedback. This technique has been used particularly in the field of new product development, but can be applied in any number of areas requiring collection and evaluation of ideas.
Some limitations of EBS include the fact that it can flood people with too many ideas at one time that they have to attend to, and people may also compare their performance to others by analyzing how many ideas each individual produces (social matching).
Directed brainstorming
Directed brainstorming is a variation of electronic brainstorming (described above). It can be done manually or with computers. Directed brainstorming works when the solution space (that is, the set of criteria for evaluating a good idea) is known prior to the session. If known, those criteria can be used to constrain the Ideation process intentionally.
In directed brainstorming, each participant is given one sheet of paper (or electronic form) and told the brainstorming question. They are asked to produce one response and stop, then all of the papers (or forms) are randomly swapped among the participants. 111
The participants are asked to look at the idea they received and to create a new idea that improves on that idea based on the initial criteria. The forms are then swapped again and respondents are asked to improve upon the ideas, and the process is repeated for three or more rounds.
In the laboratory, directed brainstorming has been found to almost triple the productivity of groups over electronic brainstorming.
Guided brainstorming
A guided brainstorming session is time set aside to brainstorm either individually or as a collective group about a particular subject under the constraints of perspective and time. This type of brainstorming removes all cause for conflict and constrains conversations while stimulating critical and creative thinking in an engaging, balanced environment. Innovative ideas consistently emerge.
Participants are asked to adopt different mindsets for pre-defined period of time while contributing their ideas to a central mind map drawn by a pre-appointed scribe. Having examined a multi-perspective point of view, participants seemingly see the simple solutions that collectively create greater growth. Action is assigned individually.
Following a guided brainstorming session participants emerge with ideas ranked for further brainstorming, research and questions remaining unanswered and a prioritized, assigned, actionable list that leaves everyone with a clear understanding of what needs to happen next and the ability to visualize the combined future focus and greater goals of the group. www.theglobalbrainstorm.com is currently Beta testing the mass use of this way of working and will publish results. 12 months of field trials report a consistent time saving of 75% (reducing 1 hour brainstorming sessions to 15 minutes), increased levels of contribution, productivity and motivation and a frequent emergence of innovative ideas.
Individual brainstorming
"Individual brainstorming" is the use of brainstorming in solitary. It typically includes such techniques as free writing, free speaking, word association, and drawing a mind map, which is a visual note taking technique in which people diagram their thoughts. Individual brainstorming is a useful method in creative writing and has been shown to be superior to traditional group brainstorming.
Research has shown individual brainstorming to be more effective in idea-generation than group brainstorming.
Question brainstorming
This process involves brainstorming the questions, rather than trying to come up with immediate answers and short term solutions. Theoretically, this technique should not inhibit participation as there is no need to provide solutions. The answers to the questions form the framework for constructing future action plans. Once the list of questions is set, it may be necessary to prioritize them to reach to the best solution in an orderly way.
"Questorming" is another phrase for this mode of inquiry.
Incentives and brainstorming
Some research indicates that incentives can augment creative processes. Participants were divided into three conditions. In Condition I, a flat fee was paid to all participants. In the Condition II, participants were awarded points for every unique idea of their own, and subjects were paid for the points that they earned. In Condition III, subjects were paid based on the impact that their idea had on the group; this was measured by counting the number of group ideas derived from the specific subject's ideas. Condition III outperformed Condition II, and Condition II outperformed Condition I at a statistically significant level for most measures. The results demonstrated that participants were willing to work far longer to achieve unique results in the expectation of compensation.
Criticism
Some research claims to refute Osborn's claim that group brainstorming could generate more ideas than individuals working alone.[1] Research from Michael Diehl and Wolfgang Stroebe demonstrated that groups brainstorming together produce fewer ideas than individuals working separately.[11] Their conclusions were based on a review of 22 other studies, 18 of which corroborated their findings.[1]
Sources of brainstorming inadequacy
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Diehl and Stroebe identified three processes that derailed brainstorming efforts. These processes were free riding, evaluation apprehension, and blocking. Other processes, such as the social matching effect and the illusion of group productivity, can also undermine brainstorming efforts.
Free riding: Individuals may feel that their ideas are less valuable when combined with the ideas of the group at large. Indeed, Diehl and Stroebe demonstrated that even when individuals worked alone, they produced fewer ideas if told that their output would be judged in a group with others than if told that their output would be judged individually. However, experimentation revealed free riding as only a marginal contributor to productivity loss, and type of session (i.e., real vs. nominal group) contributed much more. Evaluation apprehension: Evaluation apprehension was determined to occur only in instances of personal evaluation. If the assumption of collective assessment were in place, real-time judgment of ideas, ostensibly an induction of evaluation apprehension, failed to induce significant variance.
Blocking: Blocking describes the reality that only one person may gainfully voice his or her ideas in a group at any given time. Diehl and Stroebe examined the question of whether this effect could reduce idea-generation, as ideas suppressed long enough to listen to another group-member's ideas might be forgotten. Their research confirmed this hypothesis.
Social matching effect: The social matching effect is the tendency for individuals in a group to match the level of productivity by others in the group. When one (or a few) group members feel that they are contributing more to the brainstorming process than others, they express a tendency to reduce their contributions to the group's lower standards, as over contribution is more effortful than under contribution.
Illusion of group productivity: Members of groups often overestimate their productivity, a tendency known as the illusion of group productivity. As groups rarely have objective standards to determine how well they are performing, individual members can only guess at the group's effectiveness. Members of groups working on collective tasks are likely to feel that their group is more productive than most.[13] Further, individual members overestimate their own contributions to the group. In one research study, members who were asked to generate ideas in a brainstorming session were asked to estimate how many ideas they personally provided. Group members claimed to present 36% of the ideas on average, when they actually only contributed about 25% of the ideas.
Diehl and Stroebe's sources of brainstorming inadequacy suggest that the act of listening to others might stifle creativity. On the other hand, the variations on brainstorming that produce the "social matching effect" would necessarily violate Osborn's principle of "focus on quantity" while those that produce "the free rider problem" and "evaluation apprehension" would necessarily violate "defer judgment." As such, Diehl and Stroebe's critiques, while valuable for identifying problem areas for potential have limited relevance to Brainstorming as popularized by Osborn, which required specific conditions at odds with Diehl and Strobe's test procedures.
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Activities Performed by Participants Group work Preparation of concept based question for class XII
Sr.No Name Topic 1 Mr Vidya Nand Yadav Geography as a Discipline 2 Mr Vimal Kumar THE EARTH 3 Mr Nagesh Kumar The Origin and Evolution of the Earth 4 Mr Delip Singh Bhati Interior of the Earth 5 Mr Mahesh Kumar Distribution of Oceans and Continents LANDFORMS 6 Ms Sulekha Rana 7 Ms Poonam Vaid Minerals and Rocks Dr.Himansu Sekhar Rana Landforms and their Evolution 8 9 Mr M.Rangarao Geomorphic Processes & Structure and Physiography 10 Ms Darkshan Siddiqui Ms A.R.Kohila Drainage System 11 12 Ms Bina Rajan Biodiversity and Conservation CLIMATE, VEGETATION AND SoIL-India 13 Mr Shmsher Singh 14 Mr R.Saminathan Climate -India 15 Mr Rajesh Ranjan Bharti Soils 16 Mr Ashwini Kumar Natural Vegetation -India 17 Mr Dhananjay Upadhyay Natural Hazards And Disasters: Causes Consequences -India 18 Mr Pawan Kumar Sharma Natural Hazards and Disasters -Management - India 19 Mr Ramnarayan Yadav India — Location 20 Ms Sneh Lata Human Settlements 21 Ms Nikita Verma Movements of Ocean Water 2 Ms Asha Kiran Koul Transport and Communication 23 Ms Chitra Lekha Tiwari Tertiary and Quaternary Activities 24 Mr Rajesh Singh Secondary Activities 25 Dr.Abbal Singh Primary Activities 26 Mr Ajit Singh Meena Population Composition & Human Development 27 Mr Krishan Kumar Sharma Life on the Earth & Water in the Atmosphere 28 Mr Girish Kumar Singh International Trade 29 Mr Pratyush Kumar Water (Oceans) 30 Mr S.R.Yadav Composition and Structure of Atmosphere 31 Mr Mahendra Kumar Solar Radiation, Heat Balance and Temperature 32 Mr Anil Kumar Human Geography Nature and Scope 33 Ms Sukhbir Kaur World Climate and Climate Change 34 Dr.(Mrs.)Gopa Mukherjee Atmospheric Circulation and Weather Systems 35 Mr Kapil Nath Yadav The World Population 114
Distribution, Density and Growth
V.N.Yadav PGT (GEOGRAPHY) TOPIC ALLOTED-GEOGRAPHY AS A DISCIPLINE
Q.which scholar coined the term Geography? Ans. Erathosthenes Q.2 Which discipline attempts temporal synthesis? Ans. History Q.3 What is Geography? Ans. The word has been derived from two roots from Greek language geo (earth) and graphos (description) Put together, they mean description of the earth. Q.4 What is relation of geography with other sciences? Ans. Geography draws a great deal of its contents from other Sciences –both natural as well as social sciences. Q.5 What are the major approaches to study Geography? Ans. 1 Systematic study 2. Regional study Q6 Who introduced systematic Geographical approach? Ans. Alexander Von Humboldt Q.7 Why is Geography often called of Mother of all sciences? Ans. Because all other subjects are originated from earth. Q.8 Name the branches of Geography based on systematic approach. Ans. 1. Physical Geography 2. Human Geography 3. Biogeography Q.9 What are the different branches of Physical Geography? Ans. (i) Geomorphology is devoted to the study of landforms, their evolution and related processes. (ii) Climatology encompasses the study of structure of atmosphere and elements of weather and climates and climatic types and regions. (iii) Hydrology studies the realm of water over the surface of the earth including oceans, lakes, rivers and other water bodies and its effect on different life forms including human life and their activities. (iv) Soil Geography is devoted to study the processes of soil formation, soil types, their fertility status, distribution and use. Q. 10 What are the different branches of Human Geography? Ans (i) Social/Cultural Geography encompasses the study of society and its spatial dynamics as well as the cultural elements contributed by the society. (ii) Population and Settlement Geography (Rural and Urban). It studies population growth, distribution, density, sex ratio, migration and occupational structure etc. Settlement geography studies the characteristics of rural and urban settlements. (iii) Economic Geography studies economic activities of the people including agriculture, industry, tourism, trade, and transport, infrastructure and services, etc. (iv) Historical Geography studies the historical processes through which the space gets organised. Every region has undergone some historical experiences before attaining the present day status. The geographical features also experience temporal changes and these form the concerns of historical geography. Q.11 What are the different branches of Bio-Geography? Ans. The interface between physical geography and human geography has lead to the development of Biogeography which includes: (I)Plant Geography which studies the spatial pattern of natural vegetation in their habitats. (ii) Zoo Geography which studies the spatial patterns and geographic characteristics of animals and their habitats. (iii) Ecology /Ecosystem deals with the scientific study of the habitats characteristic of species. (iv) Environmental Geography concerns world over leading to the realisation of environmental problems such as land gradation, pollution and concerns for conservation has resulted in the introduction of this new branch in geography. Q.12What are diffenent branches based on regional approach? Ans. 1. Regional Studies/Area Studies Comprising Macro, Meso and Micro Regional Studies 2. Regional Planning Comprising Country/Rural and Town/ Urban Planning 3. Regional Development 4. Regional Analysis There are two aspects which are common to every discipline, these are: (i) Philosophy (a) Geographical Thought (b) Land and Human Interaction/ Human Ecology (ii) Methods and Techniques (a) Cartography including Computer Cartography
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(b) Quantitative Techniques/Statistical Techniques (c) Field Survey Methods (d) Geo-informatics comprising techniques such as Remote Sensing, GIS, GPS, etc
2 Mr Vimal Kumar The Earth
Class 11th Question Bank Physical Geography Topic: The Earth A. One mark questions: 1. Name the most popular hypothesis that considered that the planets were formed out of a cloud of material associated with a youthful sun which was slowly rotating? Ans – Nebular Hypothesis by Emanuel Kant 2. Who proposed the concept of wandering star approached to the sun in result the cigar shaped extension of material separated from the sun to form the planets? Ans- Chamberlin & Moulten 3. Which two arguments are called binary theories of the origin of planet? Ans- (i) Nebular hypothesis of Emanuel Kant (ii) Wandering star hypothesis of Chamberlin & Moulten 4. What is the other name of Big Bang Theory? Ans- Expanding Universe Hypothesis 5. What is meant by expansion of universe? Ans- It means increasing in space between the galaxies. 6. Which theory is associated with the tiny ball concept? Ans- Big bang theory. 7. What is light year? Ans- a light year measure the distance in at a speed of 300000 Km/ Second. The distance covered by the sun rays in one year is called a light year. B. Three marks Questions. 8. Discuss the three stages of Big Bang theories? (i) In the beginning, all matter forming the universe existed in one place in the form of a “tiny ball” (singular atom) with an unimaginably small volume, infinite temperature and infinite density. (ii) At the Big Bang the “tiny ball” exploded violently. This led to a huge expansion. It is now generally accepted that the event of big bang took place 13.7 billion years before the present. The expansion continues even to the present day. As it grew, some energy was converted into matter. There was particularly rapid expansion within fractions of a second after the bang. Thereafter, the expansion has slowed down. Within first three minutes from the Big Bang event, the first atom began to form. (iii) Within 300,000 years from the Big Bang, temperature dropped to 4,500 K(Kelvin) and gave rise to atomic matter. The universe became transparent. The expansion of universe means increase in space between the galaxies. An alternative to this was Hoyle’s concept of steady state. It considered the universe to be roughly the same at any point of time. However, with greater evidence becoming available about the expanding universe, scientific community at present favours argument of expanding universe.
Q9. Discuss the three steps of the formation of the planet. Formation of Planets:- The following are considered to be the stages in the development of planets: (i) The stars are localized lumps of gas within a nebula. The gravitational force within the lumps leads to the formation of a core to the gas cloud and a huge rotating disc of gas and dust develops around the gas core. (ii) In the next stage, the gas cloud starts getting condensed and the matter around the core develops into small rounded objects. These small-rounded objects by the process of cohesion develop into what is called planetesimals. Larger bodies start forming by collision,and gravitational attraction causes the aterial to stick together. Planetesimals are a large number of smaller bodies. (iii) In the final stage, these large number of small planetesimals accrete to form a fewer large bodies in the form of planets Q10. Differentiate between Jovian and terrestrial planet? Ans. The difference between terrestrial and jovian planets can be attributed to the following conditions: (i) The terrestrial planets were formed in the close vicinity of the parent star where it was too warm for gases to condense to solid particles. Jovian planets were formed at quite a distant location. (ii) The solar wind was most intense nearer the sun; so, it blew off lots of as and dust from the terrestrial planets. The solar winds were not all that intense to cause similar removal of gases from the Jovian planets. (iii) The terrestrial planets are smaller and their lower gravity could not hold the escaping gases. Q11. Discuss the formation of the moon. 5 Marks 116
Ans- The moon is the only natural satellite of the earth. Like the origin of the earth, there have been attempts to explain how the moon was formed.
Therory of Big Splat:- In 1838, Sir George Darwin suggested that initially, the earth and the moon formed asingle rapidly rotating body. The whole mass became a dumb-bell-shaped body and eventually it broke. It was also suggested thatn the material forming the moon was separated from what we have at present the depression occupied by the Pacific Ocean. However, the present scientists do not accept either of the explanations. It is now generally believed that the formation of moon, as a satellite of the earth, is an outcome of ‘giant impact’ or what is described as “the big splat”.A body of the size of one to three times that of mars collided into the earth some time shortly after the earth was formed. It blasted a large part of the earth into space. This portion of blasted material then continued to orbit the earth and eventually formed into the present moon about 4.44 billion years ago started getting separated depending on their densities. This allowed heavier materials (like iron) to sink towards the centre of the earth and the lighter ones to move towards the surface. passage of time it cooled further and solidified and condensed into a smaller size. This later led to the development of the outer surface in the form of a crust. During the formation of the moon, due to the giant impact, the earth was further heated up. It is through the process of differentiation that the earth forming material got separated into different layers. Starting from the surface to the central parts, we have layers like the crust, mantle, outer core and inner core. From the crust to the core, the density of the material increases.
Q12. How was the Lithosphere and Atmosphere layers structure of the earth developed? 5 Marks Evolution of Lithosphere:- In the cooling phase of the earth the high density material sink towards the centre of the earth and the low density material remain outer periphery of the earth. 1. High density material became the core of the earth 2. Moderate density material remain as the mantle of the earth 3. Low density material remain as the crust of the earth.
Evolution of the Atmosphere:- 1.The first stage is marked by the loss of primordial atmosphere. 2. second stage, the hot interior of the earth contributed to the evolution of the atmosphere. 3. Finally, the composition of the atmosphere was modified by the living world through the process of photosynthesis. Q13. Discuss the evolution of the hydrosphere realm of the earth. 5 Marks Evolution of the Hydrosphere:- The early atmosphere largely contained water vapour, nitrogen, carbon dioxide, methane, ammonia and very little of free oxygen. Degassing took place. 2. Continuous volcanic eruptions contributed water vapour and gases to the atmosphere. As the earth cooled, the water vapour released started getting condensed 3. The carbon dioxide in the atmosphere got dissolved in rainwater and the temperature further decreased causing more condensation and more rains. 4. The rainwater falling onto the surface got collected in the depressions to give rise to oceans. The earth’s oceans were formed within 500 million years from the formation of the earth. Q14. Give a detail account of the origin of the life on the earth. 5 Marks Ans:- 1. The last phase in the evolution of the earth relates to the origin and evolution of life. It is undoubtedly clear that initially the earth or even the atmosphere of the earth was not conducive for the development of life. 2. Modern scientists refer to the origin of life as a kind of chemical reaction, which first generated complex organic molecules and assembled them. This assemblage was such that they could duplicate themselves converting inanimate matter into living substance. 3. The record of life that existed on this planet in different periods is found in rocks in the form of fossils. 4. The microscopic structures closely related to the present form of blue algae have been found in geological formations much older than some 3,000 million years. It can be assumed that life began to evolve sometime3,800 million years ago. 5. The summary of evolution of life from unicellular bacteria to the modern man is through the Geological Time
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3 Mr NAGESH KUMAR The Origin and Evolution of the Earth THE ORIGIN AND EVOLUTION OF THE EARTH Q1.What do you mean by Nebula? Q2. What do you meant by the process of differentiation? Q3. Why do planets differ in size and temperature? Q4. What is degassing? Q5. What are the inner planets Q6. What do you mean by outer planets? Q7. Who presented the Tidal Hypothesis? Q8. What do you mean by Angular Momentum? Q9. How was the atmosphere of the earth formed? Q10. What was the nature of the earth surface initially? Q11. Distinguish between Terrestrial Planets and Jovial Planets? Q12. What are the stages considered in the development of Planets? Q13. Describe the origin of the moon. Q14. Discuss the Big ’Bang Theory’ regarding the origin of Universe. Q15. Discuss the stages in the evolution of the earth and explain also each of the stage in brief.
ANSWERS Ans.1. A giant cloud of gas and dust in space having a swirling motion. Ans2. The process through which the earth forming material got separated into different layers is called differentiation. Ans3. The planets differ in size and temperature due to their varying distances from the sun. Ans4. The process through which the gases were outpoured from the interior is called degassing. Ans 5. Mercury, Venus, Earth and Mars are called as inner planets as they lie between the sun and the belt of Asteroids. Ans6. Jupiter, Saturn, Uranus and Neptune are far away from the sun and are known as outer planets. Ans7. Sir James Jeans a British scientist presented Tidal Hypothesis. Ans8. The product of the moment of inertia and angular velocity of a rotating body is called its angular momentum. Ans9. The higher gaseous material started floating over the crust over the earth forming atmosphere. Ans10. In the beginning our earth was barren, rocky and hot sphere with a very thin atmosphere consisting of hydrogen and helium. Ans11. A) The terrestrial planets were formed near the sun whereas jovial planets were formed at further distances. B) The solar winds was most intense near the sun which blow off lots of gases and dusts from the terrestrial planets. Further away, it was very weak and could not remove gases from the jovial planets. C) The terrestrial planets are smaller in size and have low gravitational pull as such they could not hold the escaping gases. Ans12. A) The planets are formed from the stars which are localized lumps of gas within a nebula. A large rotating disc of gas and dust develops around the gas core due to great gravitational force within the lumps. B) IN the second stage gas clouds starts getting condensed and the matter around the core develop into smaller rounded objects called planetesimals. C) In the final stage, planetesimals accrete to form larger bodies called planets. Ans13. There are two theories regarding the origin of moon: 1. The earth and moon formed a single body which was rotating at a high speed and eventually broke and moon was formed by the material which got separated from the earth. 2.The present scientists believe that the formation of moon is a result of giant impact or the big splat.It blasted a large part of the earth into the space and ultimately assumed the shape of the moon. Ans14. The Big Bang Theory or the expending universe hypothesis is the most important of all modern theories regarding the origin of universe. 118
1) Initially all the matter existing today is concentrated in one place in the form of a tiny ball with unimaginable small volume, infinite temperature and infinite density.
2)At the time of Big Bang about 13.7 billion years before this tiny ball explodes violently. This leads to its expansion continuing up to the present time. As the size increases some energy gets converted into matter. A rapid expansion starts within the fractions of a second after the bang which later slows down. The first atom starts to be formed within the first three minutes of the big bang event. 3)Temperature dropped 4500k within three lakh years from the big bang and gave rise to atomic matter. The universe became transparent. Ans15. Evolution of the Earth: In the beginning our earth was barren , rocky and hot sphere with a very thin atmosphere consisting of hydrogen and helium. At present the earth the earth is very beautiful with a lot of greenery, water and atmosphere. These conditions are conductive to the existence of life on the earth which have led to evolution of life between 4600 million years and the present. The earth has a layered structure with each layer, from the outermost end of the atmosphere to the centre of the earth having different materials. Lithosphere and atmosphere were formed in successive stages. Life on the earth evolved at a much later stage.
4 Mr DELIP SINGH BHATI Interior of the Earth
Name Of The Chapter: Interior Of Earth Q.1 Name different sources about interior of earth. Ans. Direct sources: 1. Density 2. Temperature 3. Pressure Indirect sources: 1. Mines 2. Volcanic eruptions 3. Meteors Q.2 Define focus. Ans. The point inside the surface of earth, which is point of earthquake’s initial rupture, is called focus or hypocenter. Q.3 What is epicenter? Ans. The epicenter is the point at ground level directly above the hypocenter. Q.4 Name three types of earthquake waves. Ans. Primary waves, Secondary waves and Long waves Q.5 Name three fundamental layers of earth’s interior. Ans. Crust, Mantle and Core. Q.6 What are the various sources of heat inside the earth. Ans. 1 Radioactivity 2. Q.7 What is Richter scale? Ans. Richter scale is a 10 point logarithmic scale used to quantify the energy released during the earthquake. It was developed in 1935 by Charles Francis Richter. Q.8 Name different intrusive landforms formed by cooling of magma inside the earth’s surface. Ans. 1Batholith 2 Lacolith 3 Lapolith 4 Phacolith 5 Sill 6 Dyke Q.9 What is earthquake shadow zone ? Ans. Zone on the surface of earth where earthquake waves are not recorded are called shadow zones. A zone between 103 to 142 from epicenter is identified as shadow zone for both types of waves. S waves shadow zone is between 103 to 103 from epicenter. Q.11 Define asthenosphere. Ans. The upper part of mantle upto 400 kms. depth is known as asthenosphere. It is the main source of magma that finds way to surface during volcanic eruptions. Q.12 Differentiate between Gutenburg discontinuity and Mohorovicic discontinuity. Ans. Gutenburg discontinuity: 1. The transitional zone between mantle and core. 2. Its depth is approximately 2900 kms from the surface. 3. It was discovered by Beno Gutenburg in 1926 119
Mohorovicic discontinuity: 1. Transitional zone between crust and mantle. 2. Its depth is approximately 100 kms from the surface. 3. It was discovered by Yugoslav seismologist Mohorovicic in 1909.
Q.13 What is earthquake? Mention some hazardous effects of earthquakes. Ans. An earthquake is a shock or tremor which is result of sudden release of energy in the earth’s surface. Some immediate effects of earthquake are- 1. Ground shaking 2. Land and Mudslides 3. Soil liquefaction 4. Avalanches 5. Ground Displacement 6. Structural collapse 7. Tsunami
Q.14 Explain the fundamental layers of the earth. Ans. 1. Crust: (i) It is the outermost layer of earth. (ii) Its thickness varies between 5kms under oceanic surface and 30 kms under continental surface. (iii) Its average density is 3g/cm3.
2. Mantle: (i) Layer beneath the crust is called mantle. (ii) Its thickness is approximately 2900 kms. (iii) Silica and magnesium are major constituents of this layer. 4. Core: (i) Innermost layer of earth (ii) It extends from 2900 kms to 5973 kms up to the earth’s centre. (iii) It is made up of heavy elements such as nickel and iron.
Q.15 What is the significance of the curved paths of earthquake waves in the interior of earth. Ans. All the three P,S,L waves follow curved paths in the interior of earth which proves that density varies and increases inside the earth. P and S waves are recorded along the surface upto a distance of 11,000km from the focus of the earthquake. Their velocity also increases with increases with depth up to 2900 km. Beyond this S waves disappear and P waves travel with reduced velocity. This process shows that core of the earth behaves like liquid while mantle uptoa depth of 200km behaves like solid. On reaching the core, S waves disappear and P waves are deflected as a result of which there are no waves for a distance of 5000 km. This area is known as shadow zone. The presence of shadow zones on the earth shows that earth’s crust is composed of heavy material like nickel and iron whose density is11-12gm/cm3.
5 Mr MAHESH KUMAR Distribution of Oceans and Continents GEOGRAPHY
MODEL QUESTIONS
CHAPTER : DISTRIBUTRION OF OCEAN & CONTINENTS
1 Mark questions
Q.1. Who proposed ‘Continental Drift Theory, ?
Ans: Alfred Wegner, a German meteorologist proposed continental drift theory in 1912.
Q.2. What was Pangaea ? 120
Ans: In the beginning there was a single continental landmass on the earth. It is named as Pangaea by Wegner.
Q.3. In which two components Pangaea was split ?
Ans: Two components of Pangaea are :
a. Laurasia b. Gondwanaland
Q4. What was Panthalassa ?
Ans: The mega ocean that surrounded the Pangaea was called as Panthalassa.
Q.5. Give any two examples of minor plates.
Ans: Two minor plates are:
a. Nazca Plate, b. Cocos Plate c. Arabian Plate d. Philippines Plate (Any Two)
Q.6. What is subduction?
Ans: The process of shrinking of a plate below another plate along convergent boundaries is called subduction.
Q.7. How many major plates are there on the earth’s surface?
Ans. There are seven major plates on the lithosphere.
Q.8. Which plate is called an oceanic plate?
Ans. The Pacific plate is called as an Oceanic plate.
Q.9. What is meant by ‘basins’ ?
Ans. Low lying plains and ditches are called as basins.
Q.10. What is plate tectonic?
Ans. The theory that states the continents are moving as plates on a semiliquid surface is called as plate tectonic.
Q.11. Where was the Indian subcontinent located in about 140 million years before the present?
Ans: The Indian sub-continent was located as south as 600 S latitude in about 140 million years before the present.
3 Marks Questions
Q.1. Name the major plates of the earth.
Ans. There are seven major plates on the earth.
a. Pacifica Plate b. Antarctica & the surrounding plate c. North American Plate
d. South America Plate e. India-Australia-New Zealand Plate
f. Africa with eastern Atlantic floor plate g. Eurasia and the adjacent oceanic plate
Q.2. What do you understand by mid-oceanic ridge?
Ans. Mid-oceanic ridge form and interconnected chain of mountain system within the Atlantic ocean. It is the largest mountain chain on the earth’s surface. Through submerged under the oceanic water it is characterized by a central rift system at the crest, a fractionated plateau and flank zone all among its length.
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Q.3. Explain three types of plate boundaries.
Ans. There are three types of plate boundaries:
a. Divergent Boundaries: Here the plate move away from each other and a new crust is generated. b. Convergent Boundaries: Boundary where one plate dived under another. Here the crust is destroyed. c. Transform Boundaries: Where the crust is neither product nor destroyed as the plates slide horizontally past each other.
5 Marks Question
Q.1. What are the evidences in support of the continental drift theory?
Ans: The evidences in support of the continental drift theory are :
a. The Matching of Continents( Jig-Saw Fit): The shorelines of Africa and South America facing each other, the match was tried at 1000 fathom line instead of the present shoreline. b. Rocks of same across the ocean: The belt of ancient rocks of 2000 million years age is from Brazil coast matching with those from western Africa. c. Tillite: Tillite are the sedimentary rocks formed out of deposits of glaciers. The Gondwana sytem of sediments from India is known to have its counter parts in six different land masses of southern hemisphere. The glacial tiliite provide an ambiguous evidences of palaeoclimates and also of drifting of continents. d. Placer deposits The occurrence of rich placer deposits of gold Ghana coast and the absolute absent of source rocks in the region is an amazing fact. The gold bearing veins are in Brazil plateau when the two continents lay side by side. e. Distribution of fossils: The species of plants and animals are found in different parts of Gondwana land. The observations shows that lemurs occur in India, Madagascar and Africa.
Q.2. Describe the movement of the Indian plate.
Ans: The Indian plate include peninsular India and the Australian continental ocean. The northern plate boundary is in the form of subduction zone of the Himalayas in the east. It extends through Rakinyoma mountain of Myanmar towards the island are along the Java Trench. The eastern margin is a spreading site lying to the east of Australia in the form of an oceanic ridge in south-west Pacific. The western margin follows Kirthar mountain of Pakistan. It further extends along the Makrana coast and joins the spreading site from the Red Sea rift south-eastward along the Chagos Archipelago. The boundary between the Indian and Antarctic plate is also marked by oceanic ridges running in roughly west-east direction and merging into the spreading site, a little south of New Zealand.
LANDFORMS 6 Ms SULEKHA RANA Q 15 What is glacier? Name two types of glaciers. Ans- Mass of ice moving downwards 1. Continental glacier 2. Valley glacier Q.16 Explain at least five Erosional features made by glaciers. Ans. 1 Cirque – Most common landforms in glaciated mountains .often found at heads of glacial valleys . they are deep long and wide troughs or basins with very steep con cave to vertically dropping high walls at its head as well as sides . 2 .Tarn(cirque) lake –quite often after disappearance of glacier within the cirques a lake of water appears . this is called tarn lake . 3 Horn –horns form through headword erosion of the cirque walls . If three or more radiating glaciers cut headward until their cirque meet, high, sharp pointed and steep sided peaks called horns form. 4. Serrated Ridge- The divides between cirque side walls or head walls get narrow because of progressive erosion and turn into serrated ridge sometime referred to as arêtes with sharp crest and zig zag out line. 5. Glacial Valleys/Troughs- Glaciated valleys are trough-like and U-shaped with broad floors and relatively smooth, and steep sides. Fiords - Very deep glacial troughs filled with seawater and making up a shore lines (in high latitudes) are called fiords.
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Q17. Explain depositional landforms made by glaciers. Ans .The major landforms made by glaciers:- i)Glacial Till-The un assorted coarse and fine debris dropped by melting glacier. ii) Moraines-Long ridges of deposits of glacial till. Four types of moraines are :- a) Terminal Moraines b )Lateral moraines c)Ground moraines d)Medial moraines. iii)Outwash plain-The plains at the foot of the glacial mountains or beyond the limits of continental ice sheet are covered with glacio-fluvial deposits in the form of broad flat alluvial fans. iv)Drumlin-Smooth oval shaped ridge like features composed mainly of glacial till with some masses of grave and sand .They might be of 1km in length and 30 m or so in height. v)Esker-When glacier melt in summer the water flows on the surface of the ice or seeps down along the margins or even moves through holes in the ice .It accumulates beneath the glacier and flow like streams Such stream flow over the ground with ice forming its banks Very coarse materials like boulders and blocks along with some minor fractions of rock debris settle in the valley beneath the glacier. After the ice melts they can be seen as ridge called esker. {explain the above points} Q18.Mention any five erosional and depositional features made by waves. Ans. i) Cliff-When the coast facing the sea has a steep face it is called as sea cliff .Cliff may range from a few meters to 30 m or more. ii)Cave-The lashing of waves against the base of cliff and the rock debris that smashed against the cliff along with lashing wave creates hollows and these gets widened and depend to form sea cave. iii)Stack –The roofs of cave collapse and sea cliffs recedes further inland. Retreat to cliff may leave some remnants of rock standing isolated as a small islands just off the shore .Such resistant masses of rocks originally part of the cliff or hill are called sea stacks. iv) Beaches –Streams and rivers from land and waves of sea brings the sediments and deposit on the shorelines .The deposition of coarse pebbles and cobbles make the ridges. v)Bars and barriers-A ridges of sand and shingle formed in the sea in the off shore zone lying approximately parallel to the coast is called off shore bars. When bars show up above water they are called barrier bars. Q19.Mention any five erosional and depositional features made by winds. Ans. Erosional landforms- i) Mushroom rock-Many rock outcrops in the deserts easily susceptible to wind deflation and abrasion are worn out quickly leaving some remnants of resistant rocks polished beautifully in the shape of mushroom ii)Playas -In basins with mountains and hills around and along, the drainage is towards the centre of the basin and due to gradual deposition of sediment from basin margins, a nearly level plain forms at the centre of the basin. In times of sufficient water, this plain is covered up by a shallow water body. Such types of shallow lakes are called as playas. iii) Pediplain, peniplain-When high relief in desert areas is reduced to low featureless plains a remnant feature called pediplain is formed. Depositional landforms- i)Sand dunes – These are hills of wind blown sand .These are found in the areas of like sands coasts in deserts .On the sandy shores of lakes and along river banks .They may be in any shapes ii) Barkhans - Barkhans are crescent or moon shaped dunes formed in a perpendicular direction to the wind .The windward side is convex and gentle while the leeward side is steep .Its ends are called horns They resemble a sickle or bow. Explain the above points. Q12.What is medical tourism? Ans. When medical treatment is combined with international tourism activities, it lends itself to what is commonly known as medical tourism. Q13.What is future of medical tourism in India?
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Ans. About 55000 patients from USA visited in 2005 for treatment .This is still a small number compared with the millions of surgeries performed each year. India has emerged as a leading country of medical tourism in the world. World class hospitals located in the metropolitian cities cater to the patients all over the world. Q14.What is trade? What is its aim? Ans. Trade is essentially buying and selling of items produced all over. It is of two types-wholesale and retail trade. The trade services are intended for profit .All this work takes place in towns and cities and are known as trading centres. Q15.What are the major components of services? Ans. Major components of services may be grouped as follows:- 1.Business services including advertising, legal services, public relations and consultancies. 2.Finance,insurance and real estates including saving and banking services. 3.Wholesale and retail trading linking the producers with consumers.
4.Transport and communication including post and telegraph services. 5.Entertainment including television, radio, films and publishing. 6.Government services including bureaucrat ,police, army etc.
Q16.Explain any three characteristic of periodical markets of rural areas in the world. Ans i)These markets are held weekly or fortnight at a particular place. ii) In villages the periodical markets are called by different names such as penlh. iii)In this periodical markets the local items are sold and purchased by the local people. iv)Mostly daily use articles are sold in these markets. v) Different articles are sold on cheap rate as the purchases belong to the village people.
Q17.How does the climate of a region attract tourist? Explain with example from different regions of the world. Ans. Climate plays an important role in tourism .It attracts tourists towards the natural scenes and to enjoy the natural attraction . The climatic condition of Switzerland attract the tourist for the skating on the ice and snow in the mountainous region. The marine climate of Goa and Singapore also attracts the tourist for boating and water games
Q18. What is the importance of tourism? Explain with examples the four factor of tourist attraction in the world. Ans. Tourism is very helpful to learn the natural relief and climate of a place. Tourism is like industry an item of craftsmanship. It earns the foreign exchange. Factors of tourism attraction in the world :- Natural places-i) Mountains and hilly areas of the world. ii)Beach attraction Cultural Centers-Some parts of the world are rich in cultural heritage. Our heritage consists of ancient temples and shrines. Pilgrim centers are visited every year by the lakhs of devotees. Historical Centers ,Business Centers ,Adventure Centers ,Mountaineering ,Medical Tourism Centers Q19.What are Mandis? Ans. Wholesale markets are known as mandis
7 Ms POONAM VAID Minerals and Rocks MINERAL AND ROCKS
Prepared by: Mrs Poonam Vaid K.V. Sector 8,Rohini ,Delhi Q1.What is the percentage of earth’s crust composed of eight elements? Ans.98% Q2.Name the eight elements? Ans. Oxygen, silicon, aluminum, iron, sodium, potassium, magnesium.
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Q3.What is the weight of iron in the earth’s crust?(in percent) Ans3. Weight of iron 5%. Q4.Define mineral? Ans. Mineral is a naturally occurring organic and inorganic substance having orderly atomic structure and chemical and physical composition. Q5. How many minerals have been named and identified? Ans 2000have been named and identified. Q6.What is the basic source of minerals? Ans6. The basic source of all minerals is hot magma. Q7.What are physical characteristics of minerals? Ans. External crystal form cleavage,fracrure,luster,colour,streak,transparency,structure,hardness,specific gravity. Q8.What is the range of degree of hardness? Ans8.The degree of hardness is 1-10.
Q9.What is specific gravity? Ans9.Ratio between the weight of a given object and the weight of an equal volume of water. Q10.Match the following with the mineral given:- Ans. Quartz Talc Apatite Gypsum Topaz Calcite Corundum Fluorite Diamond Apatite Calcite Feldaspar Fluorite Quartz Feldspar Topaz Talc Corundum Gypsum Diamond
Q11.Which minerals do not contain metal content? Ans. Sulphur, Phosphate, Nitrates. Q12.Give an example of non-metallic mineral. Ans. Cement. Q13.Define Rock? Ans. A rock is an aggregate of one or two minerals. Q14. Which minerals are mostly found in rocks? Ans. Feldspar and quartz are commonly found in rocks. Q15.Write the characteristics of some of the major minerals . Ans15. Mineral Colour Composition Use availability Feldspar Cream-pink Silicon Ceramics,glass +O2 making,half of the earth’s crust Quartz White, colourless Sand +granite radar Pyroxene Green, black Ca+Al+Mg+Fe+Si 100% on the earth’s crust Amphibole Green/ black Al+Ca+Si+Fe+Mg 7%,asbestos Mica Colourless K+Al+Mg 4% of the earths crust,electrical instruments Olivine Green Mg+Fe+Si Jwellery in basalt rocks
Q16.Classify minerals according to their metal content.
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Ans16.Mettalic Minerals :-1.Precious metals-gold, silver, platinum 2.Ferrous metals:-iron, various types of steel 3.Non-ferrous:-copper, lead, tin, zinc, aluminum Q17.What is petrology? Ans 17. Petrology is the study of rocks in all their aspects,composition,texture,structure,origin,occurrence,alteration and relationship with other rocks.
Q18.Define the terms –metamorphism, dynamic metamorphism, foliation, banding. Ans. Metamorphism :Already consolidated rocks undergo recrystalisation and reorganization of materials. Dynamic metamorphism: Mechanical disruption and reorganization of original minerals due to breaking and crushing. Banding: Arrangement of different groups into alternating thin or thick ,light or dark layer. Foliation: Arrangement of minerals or grains in metamorphic rocks. Q19. Classify rocks with their characteristics. Ans. Rocks are of three types:- 1.Igneous Rocks: i)Formed from magma by cooling and solidifying. ii)They are primary rocks.
Example ;granite, baslt, pegmatite. 2.Sedimentary Rocks: i)Formed due to sedimentation. ii)The process of solidification is lithification. iii)There are three made of formation of this type of rock i.e. Mechanically,Organically and Chemically. 3.Metamorphic Rocks: Change in the form due to pressure, volume and temperature. eg.marble
Q20.What is Rock cycle? Explain. Ans.Rock cycle is a continuous process through which old rocks are transformed into new ones. Sedimentary into metamorphic, igneous into metamorphic.T he crustal rocks(igneous, metamorphic and sedimentary. Once formed may be carried into mantle through subduction process,part or whole plate in the zone,melt down due to increase in temperature into molten magma,source of magma.
DR.HIMANSU SEKHAR RANA Landforms and their Evolution 8
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Topography, Landforms, and Geomorphology
Basic Definitions
1.Define Topography, Landforms& Geomorphology. . Topography refers to the elevation and relief of the Earth’s surface. . Landforms are the topographic features on the Earth’s surface. . Geomorphology is the study of earth surface processes and landforms. Topography Topography is a term used to describe the Earth’s surface. Topography includes a variety of different features, collectively referred to as landforms. Topography is measured by the differences in elevation across the earth’s surface. Differences between high and low elevation are referred to as changes in relief. Scientist examine topography using a variety of different sources ranging from paper topographic maps to digital elevation models developed using specialized geographic information systems commonly referred to as a GIS. Landforms Landforms are the individual topographic features exposed on the Earth’s surface.
Landforms vary in size and shape and include features such as small creeks or sand dunes, or large features such as the Mississippi River or Blue Ridge Mountains.
Landforms develop over a range of different time-scales. Some landforms develop rather quickly (over a few seconds, minutes, or hours), such as a landslide, while others may involve many millions of years to form, such as a mountain range.
Landform development can be relatively simple and involve only a few processes, or very complex and involve a combination of multiple processes and agents.
Landforms are dynamic features that are continually affected by a variety of earth-surface processes including weathering, erosion, and deposition.
Earth scientists who study landforms provide decision makers with information to make natural resource, cultural management, and infrastructure decisions, that affect humans and the environment. Classify the landforms on the basis of scale. Landforms and Scale: Crustal Orders of Relief First Order of Relief: The broadest landform scale is divided into continental landmasses, which include all of the crust above sea-level (30% Earth’s surface), and ocean basins, which include the crustal areas below sea-level (70% of Earth’s surface)
Second Order of Relief: The second order of relief includes regional-scale continental features such as mountain ranges, plateaus, plains, and lowlands. Examples include the Rocky Mountains, Atlantic Coastal Plain, and Tibetan Plateau. Major ocean basin features including continental shelves, slopes, abyssal plains, mid-ocean ridges, and trenches are all second-order relief landforms.
Third Order of Relief: The third order of relief includes individual landform features that collectively make up the larger second-order relief landforms. Examples include individual volcanoes, glaciers, valleys, rivers, flood plains, lakes, marine terraces, beaches, and dunes. Each major landform categorized within the third order of relief may also contain many smaller features or different types of a single feature. For example, although a flood plain is an individual landform it may also contain a mosaic of smaller landforms including pointbars, oxbow lakes, and natural levees. Rivers, although a single landform, may be classified by a variety of channel types including straight, meandering, or braided.
Crustal Orders of Relief Geomorphology Geomorphology is the process-based study of landforms.
. Geo-morph-ology originates from Greek: Geo meaning the “Earth”, morph meaning its “shape”, and ology refers to “the study of”. . Scientists who study landforms are Geomorphologists. Geomorphology defines the processes and conditions that influence landform development, and the physical, morphological, and structural characteristics of landforms.
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What are the questions help the geomorophologists to study the land forms? Geomorphologists who study landforms often seek to answer fundamental questions that help them study landforms, such as:
What is the physical form or shape of the landform? What is the elevation and topographic relief of the landform? How did the landform originate? What is the distribution of the landform and where else does it occur? Are their any patterns associated with the landform or topography? What is the significance of the landform in relation to other elements of the landscape or environment? Has the landform or geomorphology been altered by humans? Does the landform or geomorphology affect humans What is Uniformitarianism?
Uniformitarianism Uniformitarianism is a common theory held by earth scientists that states “the present is the key to the past”. Uniformitarianism implies that the processes currently shaping the Earth’s topography and landforms are the same processes as those which occurred in the past. By studying geomorphology, we are better able to interpret the origin of landforms and infer their future evolution within the landscape. Such applications are especially important for predicting, preventing, and mitigating natural hazards impact to humans, and managing our natural resources for future generations. How can constructive and destructive processes modify the landforms Constructive processes build landforms through tectonic and depositional processes. Tectonic processes include movements at plate boundaries, earthquakes, orogeny, deformation, and volcanic activity. Deposition is the accumulation or accretion of weathered and eroded materials. Destructive processes break down landforms through weathering, erosion, and mass wasting. Weathering is the disintegration of rocks by mechanical, chemical, and biological agents. Erosion is the removal and transportation of weathered material by water, wind, ice, or gravity. Mass wasting is the rapid down-slope movement of materials by gravity. Other Agents and Processes that Affect Landform Development Climate: temperature, precipitation, water cycle, atmospheric conditions Time: fast and slow rates of change People: influences on natural resources and earth surface processes Constructive Processes Destructive Processes Genetic Landform Classification The genetic landform classification system groups landforms by the dominant set of geomorphic processes responsible for their formation. This includes the following processes and associated landforms: Tectonic Landforms Extrusive Igneous Landforms Intrusive Igneous Landforms Fluvial Landforms Karst Landforms Aeolian Landforms Coastal Landforms Ocean Floor Topography Glacial Landforms Within each of these genetic classifications, the resulting landforms are a product of either constructive and destructive processes or a combination of both. Landforms are also influenced by other agents or processes including time, climate, and human activity. What are tectonic land forms? Tectonic Landforms Mountains: Orogenesis and Deformation Folding Faulting Fractures Domes and Basins Horst and Graben Rift Valleys Major Mountain Ranges: 128
Rocky Mountains Appalachian Mountains Himalayan Mountains Andes Mountains Define Orogenesis. Orogenesis Orogenesis is the thickening of the continental crust and the building of mountains over millions of years and it translates from Greek as “birth of mountains”, (oros is the Greek word for mountain). Orogeny encompasses all aspects of mountain formation including plate tectonics, terrane accretion, regional metamorphism, thrusting, folding, faulting, and igneous intrusions. Orogenesis is primarily covered in the plate tectonics section of the earth science education materials, but it is important to review for the landform section because it includes deformation processes responsible for mountain building. Deformation Deformation processes deform or alter the earth’s crust by extreme stress or pressure in the crust and mantle. Most deformation occurs along plate margins from plate tectonic movements. Folding and faulting are the most common deformation processes. Folding occurs when rocks are compressed such that the layers buckle and fold. Faulting occurs when rocks fracture under the accumulation of extreme stress created by compression and extensional forces. Folding Folding occurs when rocks are compressed or deformed and they buckle under the stress. The diagram below is a cartoon illustrating how rocks fold. Folding Anticlines and synclines can take on slightly different geometries depending on the compressional forces that form them. Very intense compressional forces form tight isoclinal folds, less intense compressional forces produce open folds. Folds can be asymmetric, upright, overturned, or curved. A fold pushed all the way over onto its side is called recumbent. Twisting or tilting during rock deformation and compression can cause folds to form at different angles. Some folds are very small and can be viewed in hand held specimens, while other folds are as large as a mountain and can be viewed from aerial photos.
Folding Faulting Faulting occurs when the rocks fail under deformation processes. A fault is a planar discontinuity along which displacement of the rocks occurs. There are four basic types of faulting: normal, reverse, strike-slip, and oblique. Geologists recognize faults by looking for off-set rock layers in outcrops. Faults may also be recognized by debris, breccia, clay, or rock fragments that break apart or are pulverized during the movement of the rocks along the fault plane. Fault ‘gouge’ is a term used to describe the material produced by faulting. If a fault plane is exposed, there may be grooves, striations (scratches), and slickenslides (symmetrical fractures) that show evidence of the rocks movement. Large fault systems, such as the San Andreas fault can be seen from aerial imagery Fractures and Joints Joints occur where a rock breaks but there is no displacement or faulting associated with the break. Joints are not singular features, but they occur in sets within a given type or area of a rock. Fractures are breaks in rocks that are often singular more random features and are not associated with a set of joints. Fractures often occur in association with faults or folds. Crustal movements, deformation, or other tectonic related movements can cause rocks to joint or fracture. Joints and fractures form from compression, tension, or shear stress and can range in size from millimeters to kilometers. Common forms of jointing are columnar, sheet jointing, and tensional joints. Columnar jointing occurs when igneous rocks cool and develop shrinkage joints along pillar-like columns. Sheeting joints occur when the layers of rock release pressure and exfoliate along parallel planes. Brittle fractures and tensional joints are caused by regionally extensive compressional or elongated pressures along folds in the crustal rocks. Sometimes, jointing is obvious, but the processes that caused it may be unknown, or difficult to identify. Fractures and joints create a variety of pathways for water to flow through, which weaken the rock and facilitate chemical, biological, and mechanical weathering processes.
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Jointing Domes and Basins Domes and basins are large, elongated folds formed by broad warping processes including mantle convection, isostatic adjustment, or swelling from a hot spot. Upwarping produces domes, while downwarping produces basins. Geologists identify dome and basin structures by the stratified ages of the rock folds: Domes contain strata which increase in age toward the center as the younger layers are eroded from the top and sides. Basins contain strata which is youngest toward the center and the oldest rocks form the flanks or sides. Horst and Graben: Basin and Range Horst and graben topography is generated by normal faulting associated with crustal extension. The central block termed graben is bounded by normal faults and the graben drops as the crust separates. The graben forms an elongated valley that is bound by uplifted ridge-like mountainous structures referred to as horsts. Some horsts may tilt slightly producing asymmetric, tilted terrane or mountain ranges. In the Western United States, horst and graben fault sequences are described as “Basin and Range” topography. Rift Valleys Rift valleys are fault structures formed by normal faults. Rising magma below the crust upwells, forcing the lithosphere to fracture, as it fractures and cracks, one or more faults cause the crustal rocks to separate forming a rift valley. Rift valleys can eventually form lakes or seas such as the Red Sea, which separates Africa from the Arabian Peninsula. Rift valleys can become inactive and fill in with volcanic material, such as the rift structure in the United States which extends from Lake Superior to Oklahoma. Major Mountain Ranges of the World Antarctica: Antarctic Peninsula, Transantarctic Mountains Africa: Atlas, Eastern African Highlands, Ethiopian Highlands Asian: Himalayas, Taurus, Elburz, Japanese Mountains Australia: MacDonnell Mountains Europe: Pyrenees, Alps, Carpathians, Apennines, Urals, Balkan Mountains North American: Appalachians, Sierra Nevada, Rocky Mountains, Laurentides South American: Andes, Brazilian Highlands Rocky Mountains The Rocky Mountains, which extend from British Columbia to Texas were formed by the Laramide Orogeny 40-80 million years ago; however, there is still active uplift today. Colorado’s Front Range, the Sangre de Cristo Mountains of Colorado and New Mexico, the Franklin Mountains in Texas, and Wyoming’s Bighorn Mountains are all part of the “Rocky Mountain Range”.
Appalachian Mountains The Appalachian Mountains extend along the eastern margin of North America from Alabama to Maine in the United States, and through the southeastern provinces of Canada to Newfoundland. The Appalachian Mountains were formed during the Paleozoic Era from several orogenic episodes, the Taconic Orogeny (Ordovician ~480 mya), followed by the Acadian Orogeny (Devonian ~400 mya), and lastly the Alleghany Orogeny (Permian ~ 300 mya). Each of these major orogenic episodes involved multiple events of folding, faulting, metamorphism, emplacements of igneous intrusions, and uplift. The Appalachian Mountains are divided into four major provinces: Piedmont, Blue Ridge, Valley and Ridge, and Appalachian Plateau. Andes Mountains The Andes Mountains began forming during the Jurrasic period (~200 mya) when plate tectonics forced the oceanic Nazca plate to subduct beneath the continental South American plate. The subduction zone between the plate margins marks the Peru-Chile ocean trench which is 26,500 ft (8,065 meters) below sea level. Tectonic forces along this active continental margin are forcing the ongoing uplift, folding, faulting, and thrusting of bedrock forming the Andes Mountains. The Andes are the longest mountain range on land and they extend along the entire western coast of South America. They are divide into three sections: (1) Southern Andes in Argentina and Chile, (2) Central Andes including the Chilean and Peruvian cordilleras an parts of Bolivia, and (3) Northern sections in Venezuela, Columbia, and Ecuador, including to parallel ranges the Cordillera Occidental and the Cordillera Oriental. The Andes Mountains contain many active volcanoes, including Cotopaxi in Ecuador, one of the largest active volcanoes in the world. European Alps The European Alps began forming during the Alpine Orogeny (~ 20-120 mya) with the collision of the African Plate moving northward into the European Plate. This motion is still active today as the Alps continue to uplift, fold, fault, and accrete. The Alps are the largest mountain range in Europe and they extend from Austria and Slovenia in the east, through Italy,
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Switzerland, Germany, and France in the west. Major orogenic events involved recumbent folding and thrust faulting of crystalline basement rocks that today form some of the highest peaks in the Alps. The Alps were one of the first mountain ranges to be studied by geologists and as a result many geomorphic terms, especially those relating to glaciation and ‘alpine’ environments, were first defined in the European Alps. Himalaya Mountains Himalaya orogeny began 45-54 million years ago from the collision between the India and Eurasian Plates and is still active today. When two continental plates collide, the Earth’s crust at the plate boundaries is folded, faulted, overthrusted, uplifted forming an extensive continental mountain range. Today, the Himalayas separate the Indian sub-continent from the Tibetan Plateau and they are recognized as the tallest above sea level mountains on Earth. The Himalayas contain 10 of the tallest mountain peaks on Earth >8,000 meters , including Mount Everest with a peak of 8850 meters (29,035 ft). In addition, the Himalayas include three major individual mountain ranges, the Karakoram, Hindu Kush, and Toba Kakar. Shallow, intermediate, and deep earthquakes are associated with this zone, and scientists predict that several major earthquakes will occur in the region posing a significant hazard to millions of people.
Explain the volcanic land forms. Volcanic Landforms: Extrusive Igneous Cinder Cones Shield Volcanoes Strato (Composite)Volcanoes Lava Domes Caldera Volcanic Necks Volcanic Hot-Spots
Cinder Cones Cinder cones are relatively small cone shaped hills (< 2000 ft of relief) formed by the accumulation of cinders and ash during volcanic eruptions. The cinders form from bursting bubbles of gas in the magma that eject lava into the air. The summit my be truncated or bowl-shaped where the magma emerges from a single central vent or volcanic neck. Cinder cones are formed from an accumulation of ejected tephra and scoria rocks. Tephra and scoria occur in a range of different sizes from fine ashes to large volcanic rock fragments. Once the magma is ejected into the air, it cools, hardens, and is deposited on the summit or slopes of the cinder cone. The pyroclastic tephra and scoria rocks are produced from gas- rich basaltic magma, and is usually reddish-brown to black in color. Cinder cones generally form from a single volcanic episode and are rarely associated with eruptions lasting more than a decade. Cinder cones can be found in combination with shield and strato volcanos and can occur at convergent or divergent plate boundaries. Cinder cones are the most common type of volcano and often occur in large numbers within a region forming ‘volcano fields’. Flagstaff Arizona contains a volcanic field of nearly 600 cinder cones.
Shield Volcanoes Shield volcanoes are broad shaped mountain landforms built by the accumulation of fluid basaltic lava. Their slopes are often very gentle and may be < 5 degrees, and their summits, or peaks, are relatively flat. They received their name because their gently domed form resembles the exterior of a warrior’s shield. Most shield volcanoes originate from the ocean floor and have ‘grown’ to form islands or seamounts. Hawaii and the Galapagos Islands are examples of shield volcanoes that formed in the ocean and emerged as mountainous, island landforms. Magma, or lava, discharges from both the summit and rifts along the slopes. Most lava that forms shield volcanoes erupts as a flow from fissures; however, occasional high intensity pyroclastic ejections may occur. Shield volcanoes usually have either smooth, ropy pahoehoe lava, or blocky, sharp aa lava. Shield volcanoes form the largest volcanoes on Earth.
Strato Volcanoes Strato-volcanoes, also referred to as composite cones, are large, nearly symmetrical mountainous landforms, formed by a combination of lava flows and intense pyroclastic eruptions. Eruptions are violent and the ejected material is primarily a gas-rich, high viscosity (resistance to flow) magma with an andesitic composition. Eruptions can also produce extensive ash deposits.
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Most strato volcanoes are located along the ring of fire which is a geographic zone that rims the Pacific Plate where it is in contact with the Eurasian, North American, and Indo-Australian Plate. Well-known strato volcanoes occur in the Andes, the Cascade Range of the United States and Canada (including Mount St. Helens, Mount Ranier, and Mount Garibaldi), and the volcanic islands of the western Pacific from the Aleutian Islands to Japan, the Philippines, and New Zealand. Caldera Calderas are bowl-shaped collapse depressions formed by volcanic processes. Calderas most likely result from one of three collapse type events: 1. Collapse of the summit following an explosive eruption of silica-rich pumice and ash pyroclastics 2. Collapse of the summit following the subterranean or fissure drainage of the magma chamber 3. Collapse of a large area following the discharge of silica-rich pumice and ash along ring fractures that may or may not have been previously active volcanoes Crater Lake in Oregon is an example of a 700 year old caldera that formed from the eruption and collapse of Mount Mazama. Today it is filed in with rainwater and forms a lake. A small cinder cone, named Wizard Island, formed inside the caldera and today it emerges as an island in the lake. Many of the calderas on Hawaiian volcanoes formed after the magma drained through fissures in the central magma chamber and the summit eventually collapses. Yellowstone National Park contains a caldera that is >43 miles across and was formed by an intense pyroclastic eruption that ejected ash fragments as far as the gulf of Mexico.
Lava Domes Lava domes are rounded, steep-sided mounds built by very viscous magma that is resistant to flow and builds up forming a dome. The magma does not move far from the vent before cooling and it crystallizes in very rough, angular basaltic rocks. A single lava dome may be formed by multiple lava flows that accumulate over time. Volcanic Hot Spots Volcanic hot-spots occur where a mass of magma ascends toward the earth’s surface as a mantle plume, releasing basaltic magma that generates volcanic activity at a locally specific site. Hot-spots do not occur along plate boundaries but instead form as intraplate volcanic features characterized by magma upwelling. Once a hot spot is generated it may stay active for millions of years. Hot spots may produce thermal effects in the ground water and the crust producing geothermal power often in the form of steam. In Iceland and Italy geothermal power is used to generate electricity for industrial and municipal use. The Hawaiian Islands formed over the last 5 million years from a hot spot in the Pacific Ocean. As the Pacific plate moves over the hotspot, it generates a chain of islands that emerge as seamounts above the ocean’s surface. Hot spot activity is currently most active on the big island, Hawaii.
Volcanic Necks Volcanic necks are remnant cooled lava pipes that are exposed after the exterior volcanic mountain is weathered and eroded. Volcanic necks are a good example of differential weathering. The magma cooled in the interior pipes is more resistant than the ejected deposits that accumulate on the exterior. As a result, when the volcanic mountain erodes, it leaves behind the remnant more resistant volcanic neck. Flood Basalts Flood basalts, also referred to as plateau basalts, are massive accumulations of basaltic lava that are molten enough to flow for miles before cooling. Flood basalts form from lava released from fissures in the crust, and are not produced by classic volcanic mountain-related eruptions. The Columbia Plateau in northwest United States was formed when multiple fissures released successive lava flows producing regionally extensive flood basalts. Volcanic Landforms: Intrusive Igneous
Batholiths Plutons Stocks Monadnocks Laccoliths Dikes
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Sills Veins Batholith
Batholiths are massive igneous intrusions that form linear bodies that extend for hundreds of kilometers across the landscape and can be several kilometers thick. Some batholiths may incorporate groups of smaller plutons in addition to their massive structure. Batholiths form below the earth’s surface as intrusions of magma emplaced during tectonic processes. Following emplacement they may be uplifted and exposed by weathering and erosion processes. Some batholiths are metamorphosed by heat and pressure. For example, many of the batholiths in the Appalachian Mountains are metamorphosed igneous intrusions. Plutons
Plutons are intrusive igneous rocks which form below the Earth’s surface and are surrounded by sedimentary or metamorphic rocks. Plutons are formed as magma forces its way up through other rocks and solidifies before reaching the surface. Some plutons are remnant magma chambers that once fueled volcanic activity. Plutons become exposed on the landscape as the other rocks surrounding them are removed by weathering and erosion. Some plutons appear as small or large hills while others appear as tabular, flat rock exposures. Sills, Laccoliths, and Dikes
Sills and laccoliths are igneous intrusions that form near the earth’s surface. They are concordant features meaning that they form parallel to existing strata or structures. Sills form near the surface from very fluid magma that cools quickly they are usually mostly basaltic rocks with an aphanitic (fine-grained) texture. Laccoliths are similar to sills, accept they are formed by more viscous magma which collects in a lens shape prior to cooling as a concordant igneous intrusion near the surface. This process may force the overlaying strata to form a slightly domed structure over the bulging laccolith. Dikes are tabular intrusions of igneous rock that form when magma injects into fractures. Dikes are discordant features, meaning that they cut through layers of rock. Magma can force the rock apart separating the fracture. The cooled magma can range in thickness from centimeters to kilometers and may be more resistant to erosion than the surrounding rocks enabling them to protrude outward amidst their surroundings.
Monadnocks
Monadnocks are large hills or mountains of bedrock that stand out in the landscape. Monadnocks persist in the landscape because they consist of a more resistant rock material than the surrounding rock types which have been weathered and eroded away. In South Carolina, most monadnocks consist primarily of metamorphosed igneous intrusions, which are more resistant to weathering than the surrounding rocks. Little Mountain, Table Rock, Caesar’s Head, and Glassy Mountain, are all examples of monadnocks in South Carolina.
Mr M.RANGARAO
Explain the land forms produced by the river River Systems and Fluvial Landforms River Systems and Fluvial Landforms Longitudinal Profile and Watersheds South Carolina Rivers Lakes and Dams Mountain Streams Straight Rivers Braided Rivers Meandering Rivers Anabranching Rivers Gulleys River Terraces River Canyons Waterfalls Flood plains Alluvial Fans
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River Systems and Fluvial Processes Rivers are one of the most dominant agents of landscape change because their flowing waters are continually eroding, transporting, and depositing sediments.
Rivers are critically important to people because they provide fresh drinking water, transportation of people, goods, and wastes, hydro-electric power generation, irrigation, and recreation.
Rivers, although very important to people, are also very dangerous because flooding is among one of the most frequent and widespread natural hazards that can damage or destroy land, property, and life.
Because rivers systems are so important to humans, it is necessary for scientists to understand how rivers affect the landscape and also how humans affects rivers. Having this information enables people to better manage for future water resource needs and prevent hazardous situations. Longitudinal Profile and Watersheds
The longitudinal profile of a river is an elevation cross-section of the entire watershed from the source of flowing water to the mouth of the stream.
The source area of flowing water is defined as the headwaters. Headwaters are the highest elevation where water collects to form a stream network and is generally formed by either snow-melt runoff, a natural spring, or rainwater. The mouth of the stream is typically defined by the stream’s ultimate base level, and this generally corresponds with the sea level where the river meets the ocean. Base level is the lowest elevation that a stream can erode its channel. Local or temporary base levels may be formed by reservoirs or waterfalls. A river’s gradient (slope) is steepest near the headwaters and gentlest near the mouth. As rivers flow from their headwaters to their base level they carve valleys into the landscape by eroding, transporting, and depositing weathered rocks, soil, and sediment.
A watershed or basin is the area of land bound by a local elevation ridge, referred to as a drainage divide, where all the water within that area drains downstream from its headwaters to a single outflow location. A watershed can include an entire river system from it headwaters to ultimate base level, or smaller watersheds can encompass tributary sub-basins that are part of the larger watershed. Drainage divides are high elevation ridges that separate one watershed from another. Longitudinal Profile and Watersheds South Carolina Rivers and Basins Dams and Lakes
Mountain Streams Mountain streams are high-gradient, low-order streams sourced from springs, rainfall, or snowmelt. They often contain a v- shaped valley, bedrock stream bottom, rapids, waterfalls, and a very narrow flood plain. Mountain streams form the headwaters of larger river basins and they generally contain the largest sediment sizes including boulders, cobbles, gravel, and coarse sand. Mountain streams often contain localized pools upstream and or downstream of small elevation drops, this pattern is referred to as a step-pool sequence. These pools are often important to aquatic ecology and increased biodiversity in mountain streams. Braided Braided river patterns occur in high-energy environments that contain an excessive sediment load that is deposited on the bed of the channel. The stream loses the capacity to transport the sediments and it forces its way through the accumulation of sediments forming an interwoven network of channels. The islands between the braided channels are ephemeral and dynamic. The sediment is continually remobilized, transported and deposited, leaving minimal time for vegetation to establish, as a result they are rarely vegetated. Braided channels tend to be wide and shallow with defined banks that are higher than the mid-channel islands. Braided channels occur downstream of areas with high sediment loads. Their sediment textures vary from silts, sands, and gravels depending on the sediment source. Meandering Meandering river patterns are low-gradient, sinuous channels that contain multiple, individual meander bends that are laterally migrating across the flood plain. As they migrate or move across the flood plain they are continuously eroding, transporting, and depositing alluvial sediments. Meandering rivers and their hydrologic conditions create a variety of depositional and erosional landform features that collectively form the flood plain valley. The primary features of meandering channels are the aggrading pointbar deposit on the inside of a meander bend and eroding cut bank along the outside of the bend. As the channel migrates laterally across the flood plain, sediments are eroded from the outer cutbank and deposited on the inner pointbar. Occasionally, meandering channels cut-off entire meander bends; these cut-offs are incorporated into the flood plain as oxbow lakes or in-filled channels.
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Entrenched Meanders Entrenched meanders occur when a river channel cuts down into the flood plain or bedrock and the channel is trapped within a single course and it can not migrate laterally but erodes the landscape by down-cutting. This process will often leave behind numerous terraces of varying width and expose multiple layers of rock. The Colorado River flowing through the Grand Canyon in Arizona, provides a classic example of entrenched meanders. Down cutting began as the Colorado Plateau was uplifted about 5 million years ago and the river responded by eroding into the valley and has maintained roughly the same course ever since. Anabranching Anabranching river patterns contain multiple channels that weave a mosaic through semi-permanent alluvial vegetated islands. The islands are often the same height as the flood plain and were likely isolated from the flood plain by meander bend cutoffs, channel avulsions (abandonment of an entire channel segment), or mid-channel deposition and subsequent vegetation. Anabranching rivers often occur in alternating combination with other river forms, such as meandering, braided, or straight rivers. Anabranching rivers provide added habitat complexity and support rich biodiversity. Straight Flood plains Flood plains are the landform adjacent to the river channel that is influenced by modern river processes. Flood plains are constructive, depositional landforms created by stream flow and sediment deposition. Flood plain environments are composed of a mosaic of different landform features including cutbanks, pointbars, natural levees, crevasse channels and crevasse splays, infilled channels and oxbow lakes, backswamps, and occasionally yazoo tributaries and other flood plain channels. River Terraces River terraces are older remnant flood plain surfaces that are higher in elevation than the modern flood plain. They may occur on one or both sides of the valley. Terraces are formed when the river channel cuts down into the flood plain and laterally erodes the alluvial valley, carving a new river channel and flood plain entrenched within the older flood plain surfaces. Down cutting can occur because of hydrologic or sedimentary changes in the headwaters or valley gradient changes caused by a retreating sea-level and lowered or extended base-level. Terraces can also form from tectonics and valley uplifting. Terraces are generally isolated from the more recent river processes and may only flood during 100 or 500 year flood events. River terraces are often archeological hot spots because they contain artifacts from historic colonies that used the river and flood plain.
Waterfalls Waterfalls occur where faults in the bedrock. Less resistant materials are weathered more quickly than resistant rocks, creating stair-stepped ledges or drop offs where waterfalls occur. Less resistant rocks may also form pools between resistant rocks that form waterfalls. Faults and fractures often provide natural pathways for the down slope movement of water. flow causes the knick-point to slowly migrate upstream. Most waterfalls in South Carolina occur along streams in the Blue Ridge, Piedmont, and the along the Regional Fall Line where there are rock layers of varying resistance. Alluvial Fans Alluvial fans are fan-shaped fluvial deposits that accumulate at the base of stream where it flows out from a steep gradient and enters into a lower-gradient flood plain or valley setting. The stream enters the valley carrying a higher capacity sediment load than it can continue to carry, and as a result it deposits the sediments as an alluvial fan. Alluvial fans generally form in arid environments with a high sediment load and where there is minimal vegetation to disrupt the fan formation. Alluvial fans may form from a single high-flow event or from the accumulation of multiple events. Gullys Gullys are formed by hillslope erosion. Rainwater runoff draining over the surface of a hillslope generates erosive overland flows that remove weathered rocks and soil. When multiple gullys form they produce a disconnected network of headwater channels that dissect the hillslope and increase soil erosion. Gullys primarily form on disturbed hillslopes where forest and vegetation have been cleared.
Explain the landforms produced by underground water Karst Landforms . Caverns . Sinkholes . Disappearing Streams
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. Springs . Towers Caverns Limestone caverns and caves are large sub-surface voids where the rocks has been dissolved by carbonation. Caverns and their various features form below the ground water table where dissolved minerals drip through the ceiling of the cave through fractures and joints in the limestone. Over time this mineral-rich ground water dissolves the rocks until eventually entire caverns are formed. Calcium carbonate precipitates out of the saturated carbonate solution and accumulates as deposits. Stalactites are deposits that grow from the ceiling downward and stalagmites are deposits that grow from the ground up. If the stalactite and stalagmites join they form a continuous column. Mammoth Cave in Kentucky and Carlsbad Caverns in New Mexico are two of the largest cave systems in North America and the world. Not all caves are formed by karst processes. Some caves are formed by lava tubes and others are formed by the erosion forces of large amounts of ground water flow. Sinkholes Sinkholes are collapsed limestone features that develop in karst landscapes. Sinkholes form when the limestone bedrock is chemically weathered by naturally occurring chemicals in the ground water. The ground water slowly dissolves the limestone rock below the surface until it eventually becomes unstable and collapses creating local depressional features. Sinkholes occur in a range of sizes, and can be temporarily, seasonally, or permanently filled with water. Sinkholes pose a threat to developed areas, because if they occur beneath houses or other infrastructure they may collapse with the sinkhole. Increased pressure on water resources and depleted ground water tables can trigger sinkholes to collapse under the pressure of gravity or the void formed by the depleted ground water. Disappearing Streams Disappearing streams are streams that flow on the surface and then seemingly “disappear” below ground. Disappearing streams disappear into a sinkhole or other karst solution features such as caves. They may also disappear into factures or faults in the bedrock near the stream. Disappearing streams are also referred to as losing streams, sinks, or sieves. Disappearing streams will often continue flowing underground and may resurface at another location downstream from where they disappeared. Disappearing streams often maintain a connection with the local or regional ground water, and thus it is important to protect their drainage basin from polluted run-off to prevent ground water contamination from harmful pollutants or chemicals.
Springs Karst springs are locations where groundwater emerges from the limestone and flows across the surface forming a stream or contained pool. The flow of Karst springs is generally dependant on the weather and climate. Some are more permanent than others, while others only flow following rainfall or snowmelt events. Springs that are connected to aquifers flow year-round and support rich aquatic biodiversity. Karst springs generally do not support good water quality, and thus are not safe for drinking without filtering the water first; however, the springs often provide fun recreational opportunities and can be a popular place for swimming and snorkeling. Towers Karst towers create a unique topography where the landscape is mottled with a maze of steep, isolated limestone hills. The towers are weathered features formed where the limestone beds are thick and highly jointed, as a result the remnant towers contain caves and a variety of other passageways for water to percolate along fractures in the joints. Karst towers occur in tropical climates of Puerto Rico, western Cuba, southern China, and northern Vietnam. Lush vegetation from the tropical climates produce greater carbon dioxide that concentrates as a carbonic acid in the rain water which facilitates the weathering processes which form karst towers.
Describe the landforms produced by winds Aeolian Landforms Dunes Loess Formations Carolina Bays Dunes Dunes are formed as mounds or ridges of aeolian sand deposits and are then sculpted by near- surface wind processes, such as saltation. Saltation transports sediment up slope on the windward side and once the sediments reach the crest they fall over and accumulate as a steeper slope on the leeward side of the dune, referred to as the slip face. This section will cover barchan, transverse, longitudinal, parabolic, and star dunes. An area covered by many dunes is an erg.
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Barchan dunes are solitary, crescent shaped dunes with their tips pointing downwind. They form where sand source is limited, wind direction is constant, and the ground is void of vegetation. They can reach heights of 30 meters and spread nearly 300 meters.
Transverse dunes are a series of long ridges that are parallel to one another, and are perpendicular to the prevailing wind. They form in areas where the prevailing winds are steady, there is an abundant supply of sand, and vegetation is sparse. They can reach heights of 200 meters and may extend for 100’s of kilometers. Dunes Loess Loess deposits are regionally extensive accumulations of windblown silt resulting from thousands of dust storms. During the dust storms, silt is entrained, transported, and deposited as loess. Loess deposits are generally sourced from either glacial or desert terranes, and silt may be transported for 100's of miles before being deposited. Loess deposits are generally coarsest and thickest close to their source, and they decrease in thickness and grain size with increasing distance from their source. Loess is not stratified, meaning it lacks distinctive layers. Instead they are massive accumulations of silt. Loess deposits range from 30 to >100 meters thick, and they provide very fertile soils for agriculture and farmland. The most extensive loess deposit occurs in western and northern China, and it contains sediments that were blown from the deserts of Central Asia. In the United States, extensive loess deposits occur in South Dakota, North Dakota, Nebraska, Iowa, Missouri, Mississippi, and Illinois. These deposits were sourced from glacial sediments. Yardang A yardang is an elongate ridge or remnant rock feature sculpted by abrasive wind erosion. Yardangs occur in arid environments where prevailing winds come from a single direction. The winds must be strong, steady, and carry a coarse-sediment load that weathers the exposed face of the yardang. Yardangs are sculpted into a variety of forms, and some may resemble common objects or human-like forms. Mega-yardangs are those that are several kilometers wide and hundreds of meters high, meso-yardangs are only a few meters high and 10-15 meters long, and micro-yardangs may only be a few centimeters in size. Riverine Dunes and Sand Sheets Riverine sand dunes occur on flood plains throughout the South Eastern United States Coastal Plain. They sit 10-30 feet above the flood plain and are composed of thick uniform deposits of well-sorted fine to coarse sands. Most dunes are oriented from the northwest to southeast, and in many cases they parallel river channels. From their orientation and shape, it is suggested that most are transverse dunes. Recent-dating indicate that dunes formed during the late Quaternary, with most dune ages ranging from 15,000-100,000 years old.
Riverine sand sheets are depositional eolian landforms that occur in association with riverine sand dunes. They extend leeward (downwind or away from the wind) from the dune and become progressively thinner with increasing distance away from the dune. The sand sheets are composed of the same homogenous sands that form the dunes. Carolina Bays Carolina Bays are oval or elliptical, depressional wetland features enclosed by a low sandy ridge. The depth of Carolina Bays varies depending on their size and land use history, most average about 5-15 feet deep; however, some have been measured with depths greater than 30 feet . Sand rims enclosing the Carolina Bays also vary in size, but generally range from 5-15 feet. The origin of Carolina Bays is currently debatable. Most Geologists agree that they are eolian landforms. Carolina Bays were formed 100,000-30,000 years ago, during the Quaternary and occur through the coastal plain of Georgia, South Carolina, North Carolina, Virginia, and Maryland. Carolina Bays occur in varying stages of flooding dependant on their land-use history, rainfall, and connection to ground water. Carolina Bays can be dry, temporarily flooded, or support a permanent lake.
Ms DARKSHAN SIDDIQUI What are the land forms produced by waves and explain them in detail.
Coastal Landforms Littoral Zone Beaches Barrier Islands Beach Ridges Spits Deltas Coastal Cliffs 137
Marine Terraces Wave-Cut Scarps Littoral Zone The littoral zone extends inland to the highest water line during storms and seaward to the furthest area where shoreline wave processes stop influencing sediment transport and deposition on the seafloor and includes several coastal landforms. The shoreline refers to the exact area where the land meets the sea, and coast refers to the land adjacent to the shoreline. The ‘coastal area’, includes the coast, shoreline, and near-shore area. The littoral zone is a continuously changing environment, and it can shift inland or seaward depending on changes in sea level. Rising sea-level will submerge the coastal areas, and a drop in sea level will produce coastline emergence. Sea level is commonly referred to and measured as mean sea level (MSL). Mean sea level is a value based on the average tidal levels recorded hourly for a given site over at least a 19-year record. Present MSL measurements indicate that sea level is currently rising.
Beaches Beaches are depositional landforms along the coastal area where sediment is transported and deposited by waves and currents. Although the sediment along the beach is continually being mobilized there is an overall net accretion of deposition. The width of the beaches vary from one location to another and from one shoreline to another. In some locations a shoreline might even lack a beach altogether. Most beaches are dominated by sand-sized quartz grains, and shells or shell fragments. However, this can be highly variable depending on the landscape that drains into the ocean and near-shore sediment sources. For example, some beaches in the Hawaiian islands consist of coarse, red and black rock fragments formed by weathered lava; and in France and Italy many beaches consist of pebbles and cobbles. Sediment movement along the beach is referred to as beach drift, and it generally follows long shore currents traveling along a directional trend produced as waves approach the shallower water in the surf zone near the shoreline. Barrier Islands Barrier islands, also referred to as barrier beaches, are long, narrow, depositional landforms, that form parallel to the coastline and may or may not connect to the mainland. They are the first line of protection against hurricane storm surge. They are generally composed of quartz sands, and they form along coasts where there is a substantial supply of sand entering the ocean from Coastal Plain rivers. Barrier islands often form where tidal process are minimal. The landward side of the barrier islands may contain tidal flats, marshes, swamps, lagoons, coastal dunes, and beaches. Similar to beaches, barrier islands form in relation to, long-shore current processes and overtime adjust to sea-level changes. Classic examples of barrier islands include North Carolina’s Outer Banks and Texas’s Padre Island. Both of these barrier islands have National Park Service lands that preserve natural coastal processes and protect plant and wildlife habitat from human impacts.
Beach Ridges Beach ridges are wave-deposited ridges that form parallel to the coastline. They are composed of gravel, sands, and shell fragments, and in some cases they may be capped by aeolian sands blown from the beach. If sea-level retreat or regional uplifting occurs after the deposition of a beach ridge it is incorporated into the mainland as a raised elevation ridge near the coast. Beach ridges may be deposited one after another or they may be separated by swale like features that form marshes, swamps, and other low-lying wetland environments.
Spits Spits are elongate depositional landforms that are attached at one end to the coast and extend outward from the coast. Spits are formed by a combination of wave and current deposits. As the waves and current lose energy near the mouth of a bay the sediments deposit as elongate spit landforms. The spit may curve slightly back towards land in response to the waves refarction pattern hooking back toward the land at the end of the spit. In some cases they may extend outward across the mouth of a bay. If the spit extends enough sediments to eventually cut off the mouth of the bay it becomes a bay barrier and the bay becomes a lagoon.
Sea Cliffs Sea cliffs are erosional landforms formed by the undercutting action of the sea against the coastline. The eroded sea cliff becomes notched inland where the waves erode the coastline and eventually the overhanging land collapses into the ocean. This process causes the sea cliff to slowly retreat inland eroding more and more of the coastline. In undeveloped areas sea cliff related erosion does not pose a hazard. Unfortunately extensive areas of the California and Oregon coast are developed near sea cliffs that are threatened by the erosive force of the Pacific Ocean. Sea Arch Sea arches form by erosive wave refraction on opposite sides of a headland. The abrasion from both sides erodes an arch by opening a passageway through the headland. If the arch erodes to the top of the headland, the seaward extension of the headland becomes isolated from the coastline and 138
forms a sea stack. In the Hawaiian islands, sea arches maybe linked by pre-existing lava tubes that form weakness in the headlands, which erode forming a sea arch. In other places, sea arches may form along weaknesses or jointing in the bedrock.
Wave-Cut Scarps and Platforms Wave cut scarps are erosional cliff-like features formed by sea waves breaking against a base of a higher-elevation coastline. The wave-cut platform is a relatively flat bench-like surface that is deposited by the eroded coastline. Wave-cut scarps and platforms often form in a progressive series, relative to long-term environmental changes, such as sea- level change and or tectonic uplift. Marine Terraces Continental Shelf and Slope The continental shelf is a submerged extension of the continental crust that slopes gently outward from the modern shoreline to the deep ocean basin. The continental shelf varies in width from being almost non-existent along some continental margins to extending outward for nearly 1500 kilometers (930 miles) in other places. On average it extends outward for about 80 kilometers (50 miles) and has an average slope of about 1 degree (2 meters/kilometer or 10 feet/mile).
Deep-Ocean Basin The deep ocean basins includes all areas of the ocean beyond the continental shelf and slope, and excluding mid-ocean ridges. The average depth is 3800 meters (12,500 feet), but varies considerably on account of shallow volcanic seamounts and deep trenches. The Pacific Ocean contains the largest ocean basins and accounts for nearly 50% of all salt water on the Earth. The Atlantic Ocean contains the next largest ocean basins, located on either side of the Mid-Atlantic Ridge, and also contains many shallow seas including the Caribbean, Gulf of Mexico, Baltic, and Mediterranean. The Arctic and Indian Ocean contain the smallest basins. The deep ocean basin covers about 30% of Earth’s surface. Trenches, volcanic seamounts, and abyssal plains are all part of the deep ocean basin. Deep-Ocean Basin Features Abyssal plains are nearly flat feature-less surfaces and may be the most level areas on Earth. They are very flat because they consist of massive accumulations of sediment, deposited over the ocean floor that bury the underlying topography. Volcanic seamounts are submerged volcanic mountains, either active or inactive. The occasionally protrude above the surface, exposing their peaks. Trenches are deep ocean features were plates are submerging into the mantle. Trenches are associated with volcanic island arcs and areas of intense earthquake activity. Marianas Trench in the South Pacific Ocean is the deepest trench, and is more than 35,000 feet (10,668 meters), or almost 6.6 miles (10.6 kilometers) deep. The Navy dove into the deepest part of this trench in January 1960
Mid-Ocean Ridges Mid-ocean ridges are areas of sea-floor spreading along divergent plate boundaries. New oceanic crust is formed along the narrow ridge crest, where magma rises and solidifies. Mid-ocean ridges are characterized by linear, high elevation ridges, extensive faulting, and occasionally volcanic activity. The Mid-Atlantic Ridge extends almost the entire length of the North and South Atlantic Ocean and is one of the most prominent subterranean ocean floor features. It rises 3000 meters above the ocean basin floor and is closely monitored by scientists. The Mid-Indian Ridge is another prominent feature, and it is actually a continuance of the Mid-Atlantic Ridge system, stretching from below South Africa up to India and Egypt. Rift Zone Rift zones are fault structures formed by normal faults along active boundaries. Rising magma below the crust upwells, forcing the lithosphere to fracture, as it fractures and cracks, one or more faults occur causing the rock layers to separate forming a rift valley. Rift valleys can eventually form lakes or seas such as the Red Sea, which separates Africa from the Arabian Peninsula.
Glaciers are very slow but make very significant land forms how ? Glacial Landforms
Ice sheets and Alpine Glaciers Ice Field and Ice Caps Piedmont Glacier Tidal Glaciers and Icebergs Glacial U-shaped Valleys Fjords 139
Hanging Valleys Cirques and Cirque Glaciers Arêtes, Horns, Cols Lateral and Medial Moraines End and Terminal Moraines Paternoster Lakes Kettles Erratics Drumlins Outwash Plain
Glaciers Glaciers are large masses of “flowing” ice formed by the accumulation and compaction of recrystallized melted snow. Glacial landforms are divided into two broad categories which occur in distinct geographic regions: ice sheets which occur high latitude polar environments and alpine glaciers which occur in high altitude mountain environments.
Ice sheets are high latitude polar glaciers that cover extensive areas of continental landmasses, for this reason they are also referred to as “continental glaciers”. Glacial ice sheet formation requires long periods of extremely low temperatures, which allows snow to collect over vast areas covering the underlying terrain. The accumulation of snow forms dense layers that are thousands of meters thick. Antarctica and Greenland are both almost completely covered by glacial ice sheets. Alpine glaciers are long, linear glaciers that occupy high altitude mountain valleys, for this reason they are also referred to as “valley glaciers”. Alpine glaciers flow down valley, and increase in size as they accumulate and absorb smaller tributary glaciers from the mountainous terrain. Alpine glaciers can be found all around the world, and presently occur in may of the major mountain ranges in the world including the Rockies, Andes, and Himalayas. Alpine glaciers may also occur in high-latitude, polar or arctic mountains, such as those in Alaska.
Geomorphologist’s often refer to glaciers as “rivers of ice” because like rivers, continental and alpine glaciers “flow” down-valley through the landscape eroding, transporting, and depositing weathered materials along their the path. It is this combination processes that forms the diverse array of constructive and destructive glacial landforms.
Ice Sheets and Alpine Glaciers An ice sheet is a continuous widespread, mass of glacial ice which blankets the entire landscape, and in their most extensive form, ice sheets may cover an entire continent. It is estimated that 90 percent of Antarctica and nearly 80 percent of Greenland are covered by ice sheets. Both of these ice sheets are so thick, that portions the Earth’s crust below them are isostatically depressed, placing the actual landmass thousands of feet below sea-level. As the ice melts and the weight is removed, the landmass will slowly rebound and rise back up to sea-level. Both the Antarctic Ice Sheet and Greenland Ice Sheet are over 9800 feet thick in some places, and the only landmasses exposed are the highest elevation mountain peaks. Ice Field and Ice Caps Piedmont Glacier Piedmont glaciers are formed where multiple valley glaciers flow out from the mountainous terrain and coalesce into a singe large glacier, spreading over the lowland topography. Piedmont glaciers continue to grow as long as they are fed by valley glaciers. Piedmont glaciers often source rivers and streams that form from glacial melt water and till deposits. Tidal Glaciers and Icebergs Tidal glaciers are the portion of either alpine or continental glaciers which spill out into the sea and float on the surface of the saltwater. The glacial ice over the water breaks by calving off into large icebergs. Icebergs are large floating blocks of ice that calved off from tidal glaciers. Icebergs usually calve off along crevasses or cracks in the ice, but can also fail from a combination of melting and gravitational pull. Icebergs vary in size and thickness, and some reach heights more than 100 feet!
Glacial “U-Shaped” Valleys Glacial valleys are formed by the abrasive action of glacial ice as it slowly carves a “u-shaped” path through the mountainous valleys. Prior to the formation of the glacier, most valleys are initially formed as a “v-shaped” stream valley eroded by flowing water. Once the valleys becomes occupied by the glacier, the glacial ice spreads from one side of the valley to the other, completely filling in the valley floor and up the hill slopes. As the glaciers moves down-valley it abrasively erodes the pre- formed “v-shaped” stream valley into a “u-shaped” glacial valley.
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Fjords Fjords are flooded troughs that form where glacial u-shaped valleys intersect the ocean and the sea floods inland filling up the valley. Fjords can form during active glaciation or post-glaciation depending on sea-level. When a glacier intersects the ocean, the glacier can continue to erode and carve the valley below sea-level. The water that fills in above the glacier and floods the valley forms a fjord. Fjords can also form post-glaciation by rising sea-level or changes in elevation along the coastline from melting ice. Hanging Valleys Hanging valleys are abrupt, cliff-like features that are formed at the confluence where smaller tributary glaciers merge with larger valley glaciers. The scour of the larger glacier carves the valley into a u-shape, removing the original gradient of the tributary confluence, as a result the tributary valley is left stranded or “hanging” above the larger valley. Hanging valleys are only visible after the glacier melts and reveals the underlying topography. Hanging valleys are often the sight of dramatic plunging waterfalls.
Cirques and Cirque Glaciers Cirques are bowl-shaped eroded, depressions near-mountain top ridges where snow accumulates and forms the head of an alpine glacier. Glaciers in this early phase of formation are often referred to as cirque glaciers. The confluence of multiple cirque glaciers merges to form a valley glaciers. Cirque glaciers feed valley glaciers a relatively steady source of new snow. When glaciers retreat, the cirque is often the last part of the glacier to melt. Arêtes Cols and Horns Arêtes are saw-tooth, serrated ridges in glacial mountains. Arêtes separate adjacent cirques and adjacent valleys. Arête is French for “knife-edge”, and the ridges are appropriately named! Cols form when two cirque basins on opposite sides of the mountain erode the arête dividing them. Cols create saddles or passes over the mountain. Horns are a single pyramidal peak formed when the summit is eroded by cirque basins on all sides. Horns form majestic mountain peaks and create many challenges for adventurous climbers. Matterhorn, in the Swiss Alps, is a well known horn. Lateral and Medial Moraines Moraines are formed by the deposition of glacial till as the glacier melts. Moraines are defined by where the glacial till was deposited relative to the moving, melting glacier. The four most common moraine types are lateral, medial, end, and terminal moraines. Lateral moraines are long linear ridges of glacial till deposited along the side of the glacier parallel to its direction of movement.
Medial moraines are long linear ridges that form along the contact where tributary glaciers with lateral moraines merge to join larger valley glaciers. Medial moraines form were the glaciers merge together the till deposits become incorporated as dark ridges of sediment oriented down valley and aligned parallel through the middle of the glacier. Terminal and End Moraines Paternoster Lakes Patternoster lakes are a connected string of small, circular lakes that occur in valleys previously occupied by glaciers. Patternoster lakes are post glacial erosional features filled with rainwater or glacial meltwater. The depressions where the lakes form are usually the result of either differential erosion of the bedrock, or the creation of small dams formed by glacial till deposits or end moraines. Initially, melted glacial ice fills the depressions creating a string of lakes. Over time, precipitation or springs provide a renewable source of freshwater. Kettles Kettles are small depressions in the landscape, often filled with water, that form post-glaciation. Kettles form when large blocks of ice are left by a retreating glacier and the land surrounding the abandoned ice block accretes from the accumulation of glacial deposits. After the ice block melts, only a void or kettle remains. The kettle can also be deepened by the melting and subsidence of the ground below where the ice block previously lay. Kettles formation is most common where glaciers retreat from the steep terrain and flow into lower-lying valleys. Kettles may or may not form lakes. Those that contain water are often sourced by rainfall or snowmelt. Erratics Erratics are large, isolated boulders deposited by retreating, melting glaciers. They are post-glacial depositional features that provide evidence of past glaciations. As glaciers move across the landscape they pick up sediments by plucking them off the surface. This process incorporates sediments into the glacial ice and transports them down-valley. When the glacier melts, these sediments are deposited. Erratics, are generally the largest rocks left behind by the retreating glaciers. They are generally smooth from glacial abrasion and appear “misplaced” in the landscape. Drumlins Drumlins are long, linear hills of glacial till deposited by ice sheets. The term “drumlin” comes from the Irish word “druim” which translates to ridge. Drumlins are similar to medial and lateral moraines, except that they are usually smaller and may be irregular shaped relative to the direction of glacial movement. Drumlin fields are areas with numerous drumlins.Outwash Plains and 141
Eskers Glacial outwash plains are extensive stratified deposits of glacial till below a glacier that usually form braided streams. They are choked with glacial till and are fed by melt-water flowing from the base of the glacier. Outwash plains form a complicated network of braided channels, flowing through a mess of glacial till sediment deposits. The streams partially sort the mess of sediments, transporting the finer materials further downstream and leaving behind the coarser till deposits. Eskers form along melt water channels that are emerging from tunnels beneath the glacier. They are depositional ridges of sands and gravel that mark the “course” of the melting glacier or course of the melt water tunnel. Eskers form interesting sinuous ridges across a landscape marking the location of a melt water tunnels from a glacier.
CLASS XI GE OGRAPHY Q U ESTION P APER Q.N. I. What is Geosyncline ? Q. N. 2.What do you mean by physioography Q.N.3.What is karewa ? Q.N.4. Name two salt water lakes in North West Himalaya ? QN5. What are duns ? Q.N.6.Which is the oldest fold mountain in India ? Where is it located ? QN.7.Name two passes of western Ghats ? QN.8.What is horst ? Q.N.9. What is Shiwalik ? QN.10.Where is loktak lake situated ? QN.11.State three characteristics of Himalya wich indicate their youthful stage ? Qn.12.What are three parallel ranges of Himalayas ? QN13. The diagram given above shows A cross S ection of Himalaya mountain.Name the relief features marked by A.B.C.. QN.14. Distinguish between Bhabar and Tarai ? QN.15. Give three characteristics of Peninsular Plateau of India . QN. 16. Describe in short main physical features of India . QN.17. Make a comparision of Island groups of Arabian Sea and Bay of Bengal . QN.18 If You move from Badrinath to sundarban delta along course of the river Ganga, What major geomorphologic features will you come across ? Ans18.Sunderban delta is on the mouth of Ganga and Brahmaputra delta in Bay of Bengal. Badrinath is situated along Ganga river in Uttaranchal in Himalaya. If we move from Badrinath to Sunderban delta we will cross a number of geomorphologic features. We will see valley,waterfall, hills ,landslide, meander etc. At last swampy and mar4shy delta which is formed by Ganga.
Ans19.Eastern Ghat: It borders the peninsular interior on the east coast. These are not very high. These are divided in northern hills and southe3rn hills.The northern hillos are forested than the southern hills. These hills are irregular. Western Ghat: These flank the Deccan lava plateau onb the west.It’s height is 900 to 1100 meters. These get more rainfall. On these hills vegetation changing from evergreen to deciduous. Ans 20. Doab is flood plain formed between two rivers. It separates two rivers.eg: 1.Bist Jalandhar Doab : It is between Sutlej and beas doab. 2.Bari Doab: It is between Ravi and Chenab. 3.Chaj Doab:It is between Chenab and Jhelum. 4. Sind sagar Doab: It I s between Chenab and Indus river. Ans 20. Map Work.
Prepared by:D.Siddiqui PGT Geography KV No 1. AFS Gorakhpur
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Ms A.R.KOHILA Drainage System 11 XI INDIA-DRAINGE SYSTEM
1 MARK QUESTIONS Q1.Define Drainage system. Ans: The flow of water through well-defined channels, the net work of such channels is called a drainage system. Q2 what is a drainage pattern? Ans: The drainage pattern of an area is the outcome of the geological time period, topographyand the periodicity of the flow. Q3 What is a drainge basin? Ans: An area drained by a river and its tributaries is called a draingebasin. Q4 What is watershed? Ans: The boundary line separating one drainge basin from the other is known as the watershed. Q5 Give an Indian example of dendritic drainage pattern. Ans: Great plain is the example of Dendritic pattern Q6 Which rivers are older in age and origin than the Himalayan rivers ? Q7 Which plateau acted as te water divide between ie Indus and ganga drainge systems? Ans: Potwar plateau (Delhi ridge) Q8Which is the largest tributary of the Indus. Ans: The Chenab is the largest tributary of the Indus. Q9 Where do the Beas river meets the sutluj river? ANS: The Beas river meets the sutluj near Harike. Q10 Where do the Ganga river enter the plain? Ans:The Ganga enters the plain at Haridwar Q11 Namethe two distributaries of the Ganga. Ans: 1.Bahirathi 2. Hugli
Q12 Where the Bramaputra river enter the plain? Ans:The Bramaputra river enter India west of sadiya town in Arunachalpradesh. Q13 What is water regime? Ans: A pattern of seasonal flow of water in a river is called its water regime. Q14 Name the source of river kaveri. Ans: The Kaveri rises in Brahmagiri hills of Kogadu district of Karnataka. Q15 What is the longest river of Kerala? AnsBharathapuzha.
3 MARK QUESTIONS Q16 Distiguish between Dendritic and Trellis drainge pattern. Ans: Dendritic drainge pattern resembling the branches of a tree is known as dendritic Ex-the river of northern plain. Trellis drainge pattern – when the primary tributaries of river flow parallel to each other and secondary tributaries join them at right angles, the pattern is known as trellis. Q17 Describe some specific characteristics of the Brahmaputra river system. Ans:1.Its irgin in the chemayungdung glacier of the kailash range. 2.It emerges as a turbulent and dynamic river after carving out a deep gorge in the central himalaya near Namcha Barwa. 3.It flows into the bay of Bengal and the just before falling into it,itforms braided streams of the distributaries due to excess deposit of sediments and silts. Q18 Write a note on the Ganga basin. Ans: 1. The ganga is the most important river of India both from the point of view of its basin and cultural significance. 2.It rises in the Gangotri glacier near Gaumukh in the uttarkhasi district of uttarkhand.
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3.The river has a length of 2525km. It covers about 8.6lakh sq.km area in India alone. 4. The river finally discharges itself into the bay of Bengal near the sagar island. 5mark questions: Q19 How is the regime of the Himalayan rivers different peninsular rivers. Ans:1. The Ganga has its minimum flow during the January-june period.The maximum flow is attained either in august or in September. 2.The Ganga maintain a sizeable flow in the early part of summer due to snow melt before the monsoon rains begins. 3.Thetwo peninsular rivers display interesting difference in their regimes compared to the Himalayan river. 4.The Narmada has a very low volume of discharge from January to july but it suddenly rises in august when the maximum flow is attained . 6.The Godavari has the minimum discharge in may and the maximum in july in august. Q20 Why are the rivers are polluted/ Ans:1. Industrial affluent and waste get disposed in the river. 2. Most of the cremation grounds are on the bank of river 3.The dead bodies are sometimes thrown in the river. 4. On the occasion of some festivals, the flowers and statues are immersed in the river. 5.Large scale bathing and washing of clothes also pollute river waters.
12 Ms BINA RAJAN Biodiversity and Conservation 13 Mr SHMSHER SINGH CLIMATE, VEGETATION AND Soil-India
NATURAL VEGETATION 1 Mark question 1 List out one of the wide spread natural vegetation of India. Tropical deciduous forest. 2 Mention two wet land sites in India which are protected as water –fowl habitats under the convention of wetlands of international importance (Ramsar convention) Chilika Lake, Keolado National Park (Bharatpur) 3 As per the recommendation of national forest policy how much area of the country should be under forest cover? 33% 4 Which state/Union terriotory of India has zero percent forest area? Lakshadweep 5 In which year wild life protection act was enacted? 1972 6 which project was started by the govt of India to conserve wild life in 1992? Project Elephant 7 Expand MAB Man and biosphere 3 Marks questions 1 Diferentiate between tropical evergreen forests and semi evergreen forests. Tropical evergreen forests: Found in areas having high rainfall, well stratified,evergreen ,height up to 60 meters Semi evergreen forests: Found in less rainy parts Not well stratified, Mixture of evergreen and semi evergreen 2 Why tropical evergreen forests are called as evergreen forests,in which parts of India there are tropical evergreen forest? 144 a)There is no definite time for trees to shed their leaves, Flowering and fruition. b) So many species are found such as rosewood,magogony,aini ebony etc. c) Optimum climatic conditions These are found in west coast,east coast and north eastern parts of India. 3 Mention any three characteristics of tropical thorny forests. a) Wide spread forests in India, b) Spread over regions which receive rainfall between 70-200 cm, c) On the basis of availability of water these forests are further divided into moist and dry deciduous forests. 4 Define biosphere reserve.Mention four biosphere reserve of India who have been recognized by the UNESCO on world network of biosphere reserve. A biosphere reserve is a unique and representative ecosystem of terrestrial and coastal areas which are internationally recognized with in the frame work of UNESCO. Following biosphere reserve of India has been recognized by UNESCO. Nilgiri a) Nanda Devi b) Sunderbans c) Gulf of Mannar. 5 Discuss the objectives of social forestry. a) Social forestry means the management and protection of forests and b) afforestation on barren lands with the purpose of helping in the c) environment, d) social e) rural forestry. 6 Describe the physical factors which are responsible for the growth of natural vegetation. 1 Climate a) Temperature b) Rain fall 2 Topography 3 Altitude 5 Marks questions 1 Mention any five aims of national forest policy of India 1988. a) Bringing 33% of the geographical area under forest cover. b) Maintaining environmentally stability and to restore forests where ecological balance was disturbed. c) Conserving the natural heritage of the country,its biological diversity ad genetic pool. d) Checks soil erosion,extension of the desert lands and reduction of floods and drought. e) Increasing the forest cover through forestry and afforestation on degraded land (Any relevant point) 2 Decreasing bio diversity is matter of concerns mention any five factors responsible for shrinking bio diversity. a) Deforestation b) Industrial and technological advancement c) Pressure on forests d) Hunting e) Forest fire (Any relevant point) 3 What steps have been taken by the govt. for conservation of forests? a) Establishment of national parks and biosphere reserves b) Wild life protection act 1972 c) Ban on hunting and gathering d) Awareness campaign by the govt. e) Social forestry. 4 Mention do and don’t when u visit a national park. a) Remains as quite as possible. 145
b) Dressed as per the natural environment such as khaki, brown or olive green with the scenery. c) Don’t pollute the environment like as air pollution, water pollution and noise pollution etc. d) Hire a professional guide. e) Don’t forget to take camera for making your visit memorable.
Value based questions: 1 Critically examine that conservation of bio diversity is related with community. It is rightly said that conservation of biodiversity is related with the participation of community. With out the participation of community all the efforts of govt are in vain until the participation of community with true spirit Blue cow, deer, chinkara in Rajasthan is very much conserved with participation of community of Bishnoi people. The banyan tree, people, Mahua is also remain conserved for centuries due to participation of the local community. Map Work Locate and label on the map of India. 1State /Union territory of India having highest percent forest area 2 Simlipal biosphere reserve. 3 Manas
1 Mark questions =7 3 Marks questions= 6 5 Marks questions =4 Value based questions=1 Map question=1
Shamsher Singh PGT Geography Kendriya Vidyalaya Plampur HimachalPradesh Chandigarh Region
14 Mr R.SAMINATHAN Climate -India 15 Mr RAJESH RANJAN BHARTI Soils
Chapter: 12 World climate and climatic change 1. Name the three approaches adopted to classify climate? Ans: 1. Emperical, 2. Genetic, and 3. Applied 2. Which approaches has been used by Koppen to classify the world climate? Ans: Emperical 3. What are the climatic components used by the Koppen to classify world climate? Ans : Mean monthly temperature and vegetation 4. What are the major clamtic type of dry climate (B type) Ans: Subtropical Steppe (BSh), Subtropical Desert (BWh), Mid latitude steppe (BSk), Mid latitude Desert (BWk) 5. What do you understand by the term climate change? Ans: Variability in the climate due to average change in the climatic elements such as temperature and rainfall etc . are know as climate change. 6. What do you mean by the term global warming? Ans: Average increase in temperature of the particular region or globe. 7. Name the two important green house gases presences in the atmosphere? Ans: Carbon dioxide (CO2), and Methane (CH4) 8. Give evidence which shows the variation in climate since the beginning of the earth? Ans: 1. Geological records shows alteration of glacial and interglacial period. 2. The ring in the trees provide clues about warm and cold period etc (any one) 146
9. Kyoto protocol commence in which year? What is the main purpose of this protocol? Ans: In the year 1997 Kyoto protocol commence. The Kyoto protocol is associated with the time bound reduction in the production of green house gases. The mechanism was made to reduce the emission of green house gases by the industrialized countries by year 2012 to 5% less than the level prevalent in the year 1990. 10. Why ozone gas in important for human being? Which layer of atmosphere experience highest concentration of Ozone gas? What are the reasons for the depletion of ozone layers? Ans: Ozone gas is important for us as it prevent the incoming ultraviolet rays which are harmful for human being. Ozone is basically concentrated in stratosphere of the atmosphere. Chlorofluorocarbon (CFC) is responsible for depletion of ozone layer. 11. What are the major climatic group being brought out by Koeppen to show the climatic reasons of the world? Ans: 1. A- Tropical humid Climate, 2-B- Dry Climate, 3. C-Warm temperate (Mid latitude) Climates, 4. D- Cold snow forest Climates, 5. E-Cold climates, and 6. H-Highland 12. What are the silent characteristic of the Tropical Humid Climate (A) Ans: 1.This climates exist between tropic of cancer and Tropic of Capricorn. 2.this has hot and humid condition throughout the year (ITCZ) 3. annual range of temperature is very low and annual rain fall is high. 13. Which are of the world experiences tropical monsoon climate (Am)? What are the main characteristic of this climate? Ans: Region experiences this climate are Indian sub continent, North eastern part of South America, and Northern Australia. Characteristics are : 1. Heavy rainfall occur mostly in summer, 2 winter is dry. 3. High annual range of rainfall. 14. Name two areas of the world experiences Mediterranean type of climate? What are the major characters of this climatic system? Ans: Regions are: Central California, Central Chile, areas around Mediterranean sea etc. (any two) Characteristics are : 1. These areas come under the influence of sub tropical high in summer and westerly wind in winter. 2. Lies in the region 30 to 40 degree north and south latitude. 15. What are the major causes of climate changes experiences over the period of time? Ans: causes can be put under two broad groups :
1. Astronomical: these includes (a) sunspots: it is the dark and cooler patches on the sun which increases and decreases in cyclic manner. (b) another astronomical theory is Millankovitch oscillations, which refer cyclic in variations in the earth’s orbital characteristics around the sun , the wobbling of earth and (c) the changes in the earth’s axial tilt. 2. Terrestrial cause: (a) volcanism is it throws up lots of aerosols remain in the atmosphere for a considerable period of time reducing sun’s radiation coming on earth. (b) human intervention : emission of green house gases in un-proportional manner (CO2, NH4, CFC etc)
16. What is green house effect? What are the main gases responsible for green house effect? What are the major causes of increase in concentration of carbon dioxide in the atmosphere? Ans: The processes through which the earth atmosphere gets warm due to absorption of radiation bye the atmospheric particle etc are called green house effect. The main Green house gases are : Carbon di-oxide(CO2), Methane, ChlorofloroCarbon, Ozon, carbon mono oxide etc. The major causes of concentration of CO2 in the atmosphere are: 1. Rapid industrialisation, 2. Deforestation, 3. High use of fossils fuel etc.
16 Mr ASHWINI KUMAR Natural Vegetation -India NATURAL VEGETATION 1 Mark question 1 List out one of the wide spread natural vegetation of India. Tropical deciduous forest. 2 Mention two wet land sites in India which are protected as water –fowl habitats under the convention of wetlands of international importance (Ramsar convention)
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Chilika Lake, Keolado National Park (Bharatpur) 3 As per the recommendation of national forest policy how much area of the country should be under forest cover? 33% 4 Which state/Union territory of India has zero percent forest area? Lakshadweep 5 In which year wild life protection act was enacted? 1972 6 which project was started by the govt. of India to conserve wild life in 1992? Project Elephant 7 Expand MAB Man and biosphere
3 Marks questions 1 Diferentiate between tropical evergreen forests and semi evergreen forests. Tropical evergreen forests: Found in areas having high rainfall, well stratified, evergreen ,height up to 60 meters Semi evergreen forests: Found in less rainy parts Not well stratified, Mixture of evergreen and semi evergreen 2 Why tropical evergreen forests are called as evergreen forests, in which parts of India there are tropical evergreen forest? a)There is no definite time for trees to shed their leaves, Flowering and fruition. b) So many species are found such as rosewood ,mahogony, aini ebony etc. c) Optimum climatic conditions These are found in west coast, east coast and north eastern parts of India. 3 Mention any three characteristics of tropical thorny forests. d) Wide spread forests in India,
e) Spread over regions which receive rainfall between 70-200 cm, f) On the basis of availability of water these forests are further divided into moist and dry deciduous forests. 4 Define biosphere reserve. Mention four biosphere reserve of India who have been recognized by the UNESCO on world network of biosphere reserve. A biosphere reserve is a unique and representative ecosystem of terrestrial and coastal areas which are internationally recognized with in the frame work of UNESCO. Following biosphere reserve of India has been recognized by UNESCO. Nilgiri d) Nanda Devi e) Sunderbans f) Gulf of Mannar. 5 Discuss the objectives of social forestry. f) Social forestry means the management and protection of forests and g) afforestation on barren lands with the purpose of helping in the h) environment, i) social j) rural forestry. 6 Describe the physical factors which are responsible for the growth of natural vegetation. 1 Climate 148
c) Temperature d) Rain fall 2 Topography 3 Altitude
5 Marks questions 2 Mention any five aims of national forest policy of India 1988. a) Bringing 33% of the geographical area under forest cover. b) Maintaining environmentally stability and to restore forests where ecological balance was disturbed. c) Conserving the natural heritage of the country, its biological diversity ad genetic pool. d) Checks soil erosion, extension of the desert lands and reduction of floods and drought. e) Increasing the forest cover through forestry and afforestation on degraded land (Any relevant point)
2 Decreasing bio diversity is matter of concerns mention any five factors responsible for shrinking bio diversity. f) Deforestation g) Industrial and technological advancement h) Pressure on forests i) Hunting j) Forest fire (Any relevant point) 4 What steps have been taken by the govt. for conservation of forests? a) Establishment of national parks and biosphere reserves b) Wild life protection act 1972 c) Ban on hunting and gathering d) Awareness campaign by the govt. e) Social forestry. 4 Mention do and don’t when u visit a national park. f) Remains as quite as possible. g) Dressed as per the natural environment such as khaki, brown or olive green with the scenery. h) Don’t pollute the environement like as air pollution,water pollution and noise pollution etc. i) Hire a professional guide. j) Don’t forget to take camera for making your visit memorable.
Value based questions: 1 Critically examine that conservation of bio diversity is related with community. It is rightly said that conservation of biodiversity is related with the participation of community. With out the participation of community all the efforts of govt are in vain until the participation of community with true spirit Blue cow, deer, chinkara in Rajasthan is very much conserved with participation of community of Bishnoi people. The banyan tree, people, Mahua is also remain conserved for centuries due to participation of the local community. Map Work Locate and label on the map of India. 1State /Union territory of India having highest percent forest area 2 Simlipal biosphere reserve. 3 Manas
1 Mark questions =7 3 Marks questions= 6 5 Marks questions =4 Value based questions=1 Map question=1
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Shamsher Singh PGT Geography Kendriya Vidyalaya Plampur HimachalPradesh Chandigarh Region
17 Mr DHANANJAY UPADHYAY Natural Hazards And Disasters: Causes Consequences - India 18 Mr PAWAN KUMAR SHARMA Natural Hazards and Disasters -Management - India Q11.Write a short note on disaster management bill 2005. Ans. The disaster management bill 2005 defines disaster as ca catastrophy mishappening calamity or great occurrence effecting any area arising from natural and manmade causes or by accident or negligence which results in substantial loss of life or human suffering or damage to destruction of environment and is of such nature or magnitude as to be.
Q12.Mention efforts by government of India established for early warning of Tsunamis. Ans .i) Early warning system has been stationed at Andaman Nicobar Islands. ii) Coastal area management . iii)International Tsunami Warning System. Q13.On which scale is the intensity of earthquake measured. Ans. Mercalli Scale.
Q14. Name three states which are effected by cyclones. Ans. Orissa ,A.P .,Tamil Nadu .
Q15. What is the average speed of cyclone and its duration. Ans. 20 km per hour and duration is 5 to 7 days.
Q16. What is the intensity of an earthquake? Ans. Intensity is the measure of damage caused by earthquake.
19 Mr RAMNARAYAN YADAV India — Location INDIA’S LOCATION MADE BY RAMNARAYAN YADAV
OBJECTIVE TYPE OF QUESTIONS(01 MARKS)
1. Name the southern most point of India. Ans – Indira point 2. What is the longitudinal extend of India? Ans- 68*7’ E to 97*25’E 3. What is the latitudinal extend of India? Ans- 8*4’N TO 37*6’N 4. Name the state which has the longest coastline Ans- Gujarat 5. Which ocean route links India with Europe Ans-Suez canal 6 What is the distance per degree of latitude? Ans- It is about 111 k.m 6. Which is the largest state in size of India? Ans- Rajasthan 7. Which is the smallest state of India in size? Ans- Goa 8. What is the length of land boundary of India? 150
Ans- 15200 km 9. which state has the maximum common boundary with other state? Ans- Assam 10. What is the length of India’s coastline? Ans 7516 km
SHORT TYPE OF QUESTIONS( 03 MARKS)
11.Name the neighboring countries of India? Ans- Pakistan, Afghanistan, Nepal, Bhutan, China, Bangladesh, Srilanka, Myanmar 12.Mention the states which have common frontier with Bangladesh? Ans- Assam, Meghalaya, tripura, Mizoram, West Bengal 13. Why do we need a standard meridian for India? Ans In order to bring uniformity in local time the standard meridian of 82*30’ east has been accepted, hence we can state that we need a standard meridian for India to maintain a standard time. 15. Name the two island groups which lies in India? Ans- Andaman Nicobar island and Lakshadweep 16. What do you mean by Indian Sub continent? Ans- India is located in central located , Pakistan in Northwest, Nepal in North, Bhutan in Northeast, Bangladesh in East and Srilanka in South
20 Ms SNEH LATA Human Settlements
FUNDAMENTALS OF HUMAN GEOGRAPHY HUMAN SETTLEMENT Q1.What is urbanization? Ans. It is defined as the process of change from rural to urban population. Q2. Define sub-urbanization. Ans .It is a new trend of people moving away from congested urban area to cleaner areas outside the city in search of a better quality of living.
Q3.What are the forms of rural settlements? Ans. i) Compact Settlement ii) Dispersed Settlement
Q4.Name the rural settlement pattern that develops around lakes or pond in the world. Ans. Circular pattern
Q5.What is the number of million cities(in 2005) in the world? Ans.438
Q6. Write down the two examples of conurbation from the world. Ans6.Greater London and Manchester
Q7.In which year Addis Abba was established? Ans. In 1878
Q8.Write down the name of Asia’s largest slum and also its location. Ans. Dharawi is the largest slum in Asia and is situated in Central Mumbai. 151
Q9.Define megacity. ANS.A mega city or megalopolis are those areas which have population of more than ten million people along with there suburbs.
Q10.Who was the architect of Canberra and in which year it was planned? Ans. Canberra was planned by Walter Burley Griffin in the year 1912.
Q11. Explain the classification of urban settlements. Ans.The classification of urban settlements are:- i)Population size ii)Administrative decision iii)Occupational structure.
Q12.Discuss the functional classification of towns giving suitable examples from each. Ansi) Administrative towns(eg. Delhi, London, Paris) ii) Cultural towns(eg. Jerusalem ,Varanasi, Mecca) iii) Trading and commercial towns---A.(agricultural market towns-Winnipeg , Kansas city) B.(banking and financial centers-Frankfurt, Amsterdam) Q13.Distinguish between rectangular and linear settlement patterns. Ans. Rectangular pattern Linear pattern 1This pattern develops along the crossing of roads 1 this patterns develops along the roads ,railways track or river banks or sea coast. 2.The lanes are straight and meet each other at the right 2.The lanes are straight but they do not intersect each angle. other at right angle. 3.It is in a rectangular shape 3.It is in linear shape.
Q14.What are the basis of classifying settlements? Ans. Settlements can be classified on the basis of size and function- A. Size-On the basis of size a settlement maybe a cluster or few hamlets,huts where lakh of people live together in large buildings. B. Functions-The settlement in which main function of humans are related to primary activities are rural settlement. On the other hand where more than 75% of people are engaged in secondary and tertiary occupations are called the urban settlements.
Q15.What is healthy city? Ans .WHO suggested that among other themes a healthy city must have – i)A clean and safe environment. ii) Meets and balances the needs of all its inhabitants iii)It involves the community in local government. iv) Provides easy accessible healthy services. Q16. Describe any five factors that affect the location of rural settlements of the world. Ans. The five factors that affect the location of rural settlements of the world i)Water supply ii) Land iii)Upland areas iv)Shelter materials v)Defense (explain the above in detail) Q17. Describe the pattern of rural settlements on the basis of forms or shapes in the different part of the world.
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Ans i)Linear pattern ii)Cross shaped pattern iii)Star like pattern iv)T-shaped pattern v)Circular pattern. (explain the above in detail) Q18.Define rural settlements .Explain the problems of rural settlements. AnsRural settlements are of small size and are dominated by primary activities such as agriculture,animal husbandry,fishing,minig etc. Problems of rural settlement are:- i.Water ii.General public facilities iiiPoor housing facilities iv)Transport & Communication. (explain the above points) Q19.Classify urban settlements on the basis of size,function and services available into five catagories. Ans.On the basis of size and function and services available urban settlement can be classified into five catagories as under:- i.Town ii.City iii.Connurbation iv.Megalopolis v.Million city (explain the above points) Prepared by : Sneh lata HUMAN SETTLEMENT(INDIA) Q1.What is human settlement? Ans1.A human settlement is the cluster of dwelling of any type or size where humans live in. Q2.Write down the local name of helmeted settlement? Ans2.Panna,Para,Palli,Nagla,Dhani are the local name of the helmeted settlement. Q3.Name two ancient towns. Ans3.Varanasi,Prayag(Allahabad) Q4.Name two medieval towns. Ans4.Delhi,Hyderabad,Jaipur . Q5.What is a city? Ans5.Urban centre with population of more than on lakh is called a city. Q6.What is a mega city? Ans6.City accommodating population more than 5 million are called mega city. Q7.How many metro cities (metropolitan cities) are there in India? Ans7.India has 35 million cities according to 2001 census. Q8.What is the population of class I cities in India? Ans8. 100000 and above. Q9.Name six mega cities of India. Ans9.Mumbai,Kolkata,Delhi,Chennai,Banglore,Hyderabad. Q10.What kind of functions do rural settlements perform? Ans10.People living in rural settlement are mainly engaged in primary activities such as agriculture, fishing etc. Q11.Name any two famous transport cities of India. Ans11.Kandla and Kolkata Q12.Name any two famous administrative cities of India. Ans12.Chandigarh and New Delhi Q13.What are the types of rural settlement? Explain any one characteristics of rural settlements in India? Ans13.The various type of rural settlement are:- I)Clustered ii)Semi clustered iii)Helmeted iv)Dispersed
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Characteristics of clustered settlement are:- 1.This settlement is compact closely built area of houses. 2.The house are compact and congested with narrow streets. 3.Agriculture is the main occupation of the people of these settlements. 4.These settlements are found in the Bundelkhand region in central India and in Nagaland and Rajasthan. Q14.Distinguish between compact and dispersed settlement. Ans14. The main differences between the compact and dispersed settlement are:- Compact Settlement Dispersed Settlements
1.These are found in fertile plains or river 1.These are found in mountanious highlands ,forested valleys. and desert area. 2.Main occupation is agriculture. 2.Main occupation is cattle rearing and lumbering etc.
3.Fields in compact settlements are small. 3.Fields in dispersed settlement are large. 4.People live together and lead social life. 4.People lead isolated life.
Q15.Explain the functional classification of towns in Indian context. Ans15. 1.Administrative town 2. Industrial towns 3.Transport towns 4.Commercial towns 5. Mining towns 6.Garrison Towns {EXPLAIN THE ABOVE POINTS WITH EXAMPLES}
Prepared By: Snehlata KV NTPC Badarpur New Delhi
21 Ms NIKITA VERMA Movements of Ocean Water CHAPTER 14 MOVEMENTS OF OCEAN WATER Q1. Why is ocean water called dynamic? Ans1.Ocean water is considered dynamic because it transfers energy and is in constant motion. Q2.Name three physical properties of ocean water? Ans2. The main physical properties of ocean water are 1.Salinity 2. Temperature 3.Density Q3.Which are the three external forces that influence the movement of ocean water? Ans3. The three external forces that influence the movement of ocean water are 1.Sun 2.Moon 3.Wind Q4.What type of water up wells from subsurface? Ans4.Cold water up wells when the upper warm water gets displaced from the ocean surface. Q5.What is oceanic wave?
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A5.Oceanic wave is the energy which moves across the ocean .The waves move in small circles under the influence of the wind. Q6.What is the speed of wind when water ripple forms over oceanic water? Ans6. The ripples are formed in oceanic water when breeze of two or less knots blow over oceanic water. Q7.What are tidal currents? Ans7.The tides which are channelled between islands or into bays and estuaries are called tidal current.
Q8.Where does the tidal bulge has greater height? Ans8.They are higher on wide continental shelves. Q9.Between the two tide generating tidal forces which one is greater ? Ans9. Force of the moon is greater than the centrifugal force. Q10. What is the method to derive velocity of wave? Ans10.Velocity of wave =Wave Length Wave Period Or It can be derived by measuring the time taken by a wavelength to pass through a fixed point. Q11.Where is Bay of Fundy located? Ans11.It is located in Canada and has gained popularity as worlds highest tide occurs in this place. Q12Name the place /region/state where a 3mw power project is coming up? Ans12.The place where the 3mw power project is coming up is Durgaduani / Sunderban / West Bengal Q13.What are the primary forces that influence the currents? Ans13 Three primary forces influencing the currents are:- 1.Solar energy 2.Wind 3.Gravity 4.Coriolis force. Q14What are gyres? Ans14.It is a large system of rotating oceanic currents caused by Coriolis effect eg. Gulf Stream is a gyre in the North Atlantic. Q15.What causes wave break? Ans15.The waves travel long distance and as they approach the beach they slow down due to the friction with the sea floor. When the depth of water reduces half to the wavelength of the wave they break Q16.What is the importance of tides? Ans16.The importance of tide are:- 1. Helpful in navigation especially for harbor near the rivers and within the estuaries. 2. Desilting of sediments 3. To generate electric power. Q17.Which aspect of ocean reveals the origin of waves
Ans17.Size and shape of the wave reveals its origin. Steepness of wave reveals that it is caused by local wind and are young whereas slow wave show that they are old and must have originated from far places. Q18.Why is the water near the equator higher than the mid latitudes? Ans18.The water near the equator expands because of the heating.Those leads to rise in water level upto 8cm higher in comparison to mid latitudes.This phenomena leads to the movement of water down slope i.e. towards higher latitude. Q19.What is the benefit of mixing of cold and warm water current? Ans19. The mixing of cold and warm water helps in 1.The replenishment of oxygen 2Favours the growth of planktons Q20.What are planktons? Ans20. Planktons are organisms that live in water like algae, bacteria, animals. They are also the primary food of the fishes. Thriving of planktons in the oceanic water where mixing of two varying currents takes place has led to the development of best fishing grounds in these areas. Q21.What are ocean current? What are the basis of classification of ocean current? Explain them. Ans21.OceanCurrent: Regular movement of water in definite path and direction under the influence of wind, gravity, coriolis force and heating by solar energy is called ocean current.It is classified on the basis of depth and temperature.
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On the basis of depth:-It is classified as surface current and deep water current. The former are upto a depth of 400m and form 10percent of the total oceanic water. Whereas the deep water make up the other 90 percent. On the basis of temperature:-These are again of two types i.e. cold and warm water. The cold water originate from polar areas. They decrease the temperature of any area .They are usually found along the west coast in low and mid latitude and in the higher latitude on the east coast. On the other hand warm water currents originate in low latitudes and these increase the temperature of the areas where these travel. In the low and mid latitude it is found in east coast whereas in higher latitude it is found in west coast.
Q22.What is tide? What are various type of tides? Ans22.Tide is periodical vertical motion(rise and fall) of water generated due to gravitational pull of sun and moon. It is also caused by the centrifugal force. The tide are classified on two basis: TIDE
Frequency Position Diurnal Spring Semi diurnal Neap Mixed
On basis of frequency:- 1.Diurnal tide are those which have one high and one low tide. 2.Semidiurnal tide is most common and has two high and two low tides everyday. 3.Mixed tide has variation in tide height and occurs along the North America in Pacific Ocean. On basis of position:- 1.Spring tide which occurs when the sun,moon and earth are in same line.They occur twice in month and are the high tide. 2.Neap tide is the low tide and occurs twice in a month when sun and moon are at right angle to each other .
Prepared By :Nikita Verma KV YOL Cantt. KANGRA
22 Ms ASHA KIRAN KOUL Transport and Communication CHAPTER 10 TRANSPORT AND COMMUNICATION Q1.What are the major means of transportation? Ans1.The major means of transportation are land, water and air. Q2.What are the types of land transportation? Ans2.The major types of land transport are roadways, railways and pipeline transport. Q3.What is NHAI stand for? Ans3. National Highway Authority of India. Q4.What is the total length of roads in India? Ans4. 33.1lakh kms. Q5.Who built the Shahi Royal Road and what were its two terminal points? Ans5.Sher Shah Suri built the Shahi Royal Road to strengthen and consolidate his empire from the Indus valley to Sonar valley in Bengal. Q6.What are the two segments of Grand Trunk (GT) road? Ans6.The two segment of GT road are NH1 from Delhi to Amritsar and NH2 from Delhi to Kolkata. Q7.Which state has the highest and lowest density of roads in India? 156
Ans7.Highest in Kerala(387 per hundred sq km). Lowest in Jammu &Kashmir (10.48 km per hundred sq km) Q8. Name the two terminal station of east-west corridor? Ans8. Silchar and Porbandar. Q9. Name the two terminal station of north- west corridor? Ans9.Srinagar to Kanyakumari
Q10.Which is the longest NH of India? Ans 10. NH no7 (Varanasi to Kanyakumari ) Q11. What is the national average density of road in India? Ans11. 75.42 km Q12.When was Border Road Organisation established? Ans12. In 1960 . Q13. Classify the roads on the basis of construction and maintenance. Ans13.On the basis of construction and maintenance roads are classified as National Highways,State Highway, District roads and Rural roads. Q14.Which is the highest motorable road in India? Ans14 The highest altitudinal road joining Chandigarh with Manali and Leh in Ladakh at an altitude of 4270metres above the mean sea level. Q15.When and where was the first railway introduced in India ? Ans15. In 1853 from Bombay to Thane covering distance of 34 kms. Q16.What are the two types of water transport ? Ans16.The two types are:-i) Inland Waterways and ii)Oceanic Waterways. Q17. Name the longest National Waterway of India. Ans17.National Waterway 1 from Allahabad to Haldia (1620 km) Q18.What is the total length of coastline of India? Ans18.7517 km Q19.When and where was the first air service started in India? Ans19. In 1911 from Allahabad to Naini . Q20.What are the two corporation of air transport in India? Ans20. Air India and Indian Airlines Q21.What is the dostance of Asia’s first cross country pipeline? Ans21.1157 km from Naharkatia(Assam) to Barauni(Bihar) Q22. Name the longest pipeline of India? Ans22.HVJ pipeline (1256km) connecting Hazira, Vijapur to Jagdishpur Q23. Explain the term PSLV. Ans23. Polar Satellite Launch Vehicle. Q 24.Which are the different railway gauges in India? Ans24.There are three railway gauges:- i) Broad Gauge-distance between two lines is 1.67 m. ii)Metre Gauge-distance between two lines is 1m. iii)Narrow Gauge-distance between two lines is 0.762m Q25.What is Golden Quadrilateral? Ans25.It comprises construction of 5846km long four/six lane ,high density traffic corridor which connects India’s four big metro cities of Delhi ,Mumbai, Chennai and Kolkata. Q26. What is internet? Ans26. Internet is like a huge warehouse of data with detailed information on various items. It enables the user to establish direct contact through email to get access to world knowledge and information. It is increasingly used for e-commerce and carrying out money transactions. It enables us with the facilities of direct communication. Q27.What is open sky policy?
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Ans27.To help the Indian exporters make their export more competitivethe government had introduced an open sky policy for cargo in April 1992 under this policy,foreign airlines or association of exporters can bring any freights to the country. 28.Explain the main features of pipeline transport. Also give two examples . Ans28 .i) Useful for transporting of gas and liquid material ii)It can be laid down in any kind of surface or climate. iii)Cost of transport is reduced. iv)Helps in quick supply of petroleum products. v)No wastage of petroleum because of leekage. vi)Environment friendly as no pollution is caused. Example: HVJ pipeline ,Jamnaga- Luni pipeline. Q29.What are the major problems of Indian railways? Ans29.i)Heavy expenditure in railway development ii)Swampy ,flood areas are not fit for its development. iii)Sand dunes in the desert areas are main problem for their development. iv)Forest are hurdles in the way of railway development. v)Highly effected by strikes due to political interference and bad weather etc. Prepared By: Asha Kiran Koul KV NO. 3 (2ndshift) Delhi cantt CHAPTER 12 WORLD CLIMATE AND CLIMATE CHANGE Q1.What are the three broad approaches of classifying climate? Ans1.They are Empirical, Genetic and Applied. Q2.Which is the most widely used classification of climate? Ans2 .Empirical climate developed by V. Koeppen. Q3.On what basis Koeppen classified the climate? Ans3.Koeppen based his classification on the basis of temperature and precipitation. Q4.Which are the two well known classification of climate? Ans4.The two well known climatic classification are 1.Classification of climate by Koeppen 2.Classification of climate by Trewartha Q5.Which type of climate is known for the mimimum range of temperature? Ans5.Equatorial climate
Q6.What are the characteristics of Steppe type of climate? Ans6.This climatic region is found in the transition zone between humid and dry climates. It is characterized by meager rainfall and low temperature. It is found in the interior parts of North America and Eurasia . Q7.What are the characteristics of Mediterranean type of climate. Ans7. 1.It is located between the Mediterranean sea and the west coast of continents in sub tropical latitudes between 30 degree to 40 degree latitudes.eg Central California, Central Chile along the coast in south eastern and south western Australia. 2.This climate is characterized by hot and dry summer and mild and rainy winter. 3.Average monthly temperature in summer is around 25 degree Celsius and in winter below 10 degree Celsius. 4.Annual precipitation ranges between 35 to 90 cm. Q8.What are the two types of Polar climate? Ans8.Polar climate consists of two types 1.Tundra 2.Ice cap Q9.What are greenhouse gases? Ans9.The greenhouse gases are carbon dioxide, chlorofluorocarbons, methane, nitrous oxide and ozone. Q10.What is dust bowl?
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A ns10.During 1930s severe drought occurred in South western plains of US described as the dust bowl. Q11.What is ozone hole? A11.The depletion of ozone concentration in the stratosphere is called the ozone hole. Q12.Distinguish between empirical and genetic classification. Ans12.Empirical classification is basd on observed data, particularly on temperature and precipitation. Genetical classification attempts to organize climate according to there causes. Q12.What are the characteristics of Tundra type of climate? Ans12.The major characteristics of Tundra type of climate are i)This region is permanently covered with snow. ii)There is short growing season supporting only low growing plants like mosses, lichens and flowering plants. iii)This region has very long day during summer. Q13.Enumerate the changes which have taken place in the last 10000 years with respect to climatic change. Ans13. The following climatic change have been experienced over the last ten thousand years are:- 1.India witnessed alternate wet and dry periods. 2.Archaeological findings show that Rajasthan desert experienced wet and cool climate around 8000B.C. 3.The period between 3000 B.C. to 1700B.C. had higher rainfall making Harrapan Civilization to flourish. 4.Since 500 to 300 million years the earth was warm but during pleistocene epoch the earth was having glacial and interglacial occurrences. Q14.What are the main causes of climate change? Ans14.The causes for climatic change are grouped into two types:- 1.Astronomical 2.Terrestial Astronomical causes are i)the change in the solar output associated with sun spot activities. Sunspots are dark and cooler patches on the sun which increase and decrease in a cyclic manner. ii)According to some meteorologist when the number of sunspot increase ,cooler and wetter weather and greater storminess occur. iii)Decrease in number of sunspot is associated with warm and dry conditions. iv)Another astronomical theory is Millankovitch oscillation which infer cycles in the variations in the earths orbital characteristics around the sun, the wobbling of the earth and the changes in the earths axial tilt. Terrestrial causes are i) Vulcanism is considered as one of the important terrestrial cause of climatic change. ii)Volcanic eruption throws lot of aerosols in the atmosphere which remain suspended in the atmosphere for considerable period of time reducing the sun’s radiation reaching the earth’s surface.eg. the recent Pinatoba and EL CION volcanic eruption the avg temperature of earth decreased to some extent iii) The most important anthropogenic effect on the climate is the increasing concentration of green house gases causing global warming. All these alter the amount of insolation received from the sun which in turn might have a bearing on the climate. Q15.What is greenhouse effect? Ans15.Due to the presence of green house gases the atmosphere is behaving like a greenhouse. The atmosphere transmits the incoming solar radiation but absorbs vast majority of longwave radiation emitted upwards by the earths surface. The gases that absorb longwave radiation are called green house gases. The processes that warms the atmosphere are often collectively referred to as the greenhouse effect. Q16.What are causes of global warming? Ans16.The major causes of global warming are as following:- i)Increase in carbon dioxide due to burning of fossil fuels ii) various agricultural activities iii)rapid industrialisation and technological changes have resulted in large supplies of carbondioxide, methane, cfc’s to the atmosphere. Q17.What are the effects of global warming? Ans17.The effects of global warming are:- i)rise in sea level due to melting of glacier and icecaps. ii)thermal expansion of the sea may inundate large parts of coastal area and islands leading to social problems.
159 iii)Many species will loose there habitat and will be on the verge of extinction iv)Health related problems will emerge. Q18.What are characteristics of tropical wet climate? Ans18.Characteristics of Tropical Wet Climate are:- 1.It is found near the equator. 2.The major areas are the Amazon basin in South America, Western Equatorial Africa and the Island of East Indies. 3.Significant amount of rainfall occurs in every month of the year as thundershowers in the afternoon. 4.Temperature is uniformly high. 5.The maximum temperature on any day is around 30 degree celcius while the minimum is 20 degree Celsius tropical evergreen forest with dense canopy cover enlarge biodiversity are found in this climate. Q19.Name the climatic groups and there characteristics according to Koeppen. Ans19.The climatic groups and there characteristics according to Koeppen are as following GROUP CHARACTERISTICS A -Tropical Average temperature of the coldest month is 18 degree Celsius or higher B-Dry climates Potential evaporation exceeds evaporation. C-Warm Temperate The average temperature of coldest month of the( mid latitude)climate is higher than -3degree Celsius but below 18 degree Celsius D-Cold snow forest climates Average temperature of the coldest month is -3 degree Celsius or below E-Cold climates Average temperature for all months is below 10 degree Celsius H-Highland Cold due to elevation
Q20.What is Kyoto Protocol? Ans20.At international level efforts have been initiated for reducing the emission of CHG’s into the atmosphere. This initiation was known as Kyoto Protocol which was proclaimed in 1997 and was brought into effect in 2005 by 114 nations. Under this all industrialized countries are suppose to reduce their emission by 5% the year 2012.
Prepared By: Asha Kiran Koul KV NO. 3 (2ndshift) Delhi cantt
23 Ms CHITRA LEKHA TIWARI Tertiary and Quaternary Activities TERTIARY AND QUATERNARY ACTIVITIES
Q 1 What are tertiary captivities?
Ans: the activities which in involve intangible outputs and are relevantly attached from material production such as the services of a technician or teacher.
2. Describe quaternary services?
The activities connecting knowledge such as education, information, r4esearch and development and more intellectual occupation whose task is to think, research and development and to develop ideas are quaternary activities.
3. What is digital divide?
Opportunities emerging from the information and communication technology (ITC) based development is unevenly spread across the globe. The countries can provide ITC access and benefits to its citizens are the deciding factors.
4. What do you mean by the post industrial societies?
In Post-Industrial; societies people are not engaged in processing of physical Row material directly. They are engaged in tertiary and quaternary activities.
5. What is global city? Name three Global cities? 160
The cities which are developing as international global economy and also in the production and transformation of international economic relation are called global cities.
Three major Global cities are New York, London, and Tokyo.
6. Explain KPO?
KPO stands for knowledge Processing outsourcing, KPO enables companies to create additional business opportunities.
7. Explain the words BPO?
BPO stands for business process outsourcing. It is information driven knowledge outsourcing.
8 Explain the term Genetic Engineering?
Genetic Engineering a new technological break which has application in the field of energy, medicine, health care transportation and manufacturing industries.
9Write a short note on departmental store?
Store delegates the responsibilities and authorities to departmental heads for purchasing of commodities and for overseeing the sale in different sectors of the store.
10. what are chain store?
Chain store is able to purchase merchandise most economically often going so far as to direct the goods to be manufacture to their specification. They employ highly skilled specialist in many executive tasks.
11. what is ICT ?
Information communication Technology is known as ICT .
12.What is the total registered employment in tourism ?
About 250 million .
13.What is total revenue earned by tourism ?
40% of GDP .
14.Which industries are fostered by tourism ?
1-Infrastructure . 2-Industries . 3-Retail sector . 4-Trading . 5-Craft industries .
15.Name two tourist regions of the worlds ? a---Mediterranean coast . b------Goa coast .
16.Which places concerning history and art attract tourism ?
1-Ancient towns . 2-Archaeological areas or sites . 3-Palaces . 4-Churches . 5-Forts etc
17.What are entrepreneurs ?
These are empowered workers which believe in self actualisation and not wealth .they believe in value system ,quality of life and creativity .
Q18.What is medical tourism?
Ans.When medical treatment is combined with international tourism activities,it lends itself to what is commonly known as medical tourism.
Q19.What is future of medical tourism in India?
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Ans. About 55000 patients from USA visited in 2005 for treatment .This is still a small number compared with the millions of surgeries performed each year. India has emerged as a leading country of medical tourism in the world. World class hospitals located in the metropolitian cities cater to the patients all over the world.
Q20.What is trade? What is its aim?
Ans.Trade is essentially buying and selling of items produced all over.It is of two types-wholesale and retail trade.The trade services are intended for profit .All this work takes place in towns and cities and are known as trading centres.
Q21.What are the major components of services?
Ans.Major components of services may be grouped as follows:-
1.Business services including advertising,legal services,public relations and consultancies.
2.Finance,insurance and real estates including saving and banking services.
3.Wholesale and retail trading linking the producers with consumers.
4.Transport and communication including post and telegraph services.
5.Entertainment including television,radio,films and publishing.
6.Government services including bureaucrat ,police, army etc.
Q22.Explain any three characteristic of periodical markets of rural areas in the world.
Ans i)These markets are held weekly or fortnight at a particular place. ii) In villages the periodical markets are called by different names such as penlh . iii)In this periodical markets the local items are sold and purchased by the local people. iv)Mostly daily use articles are sold in these markets. v) Different articles are sold on cheap rate as the purchases belong to the village people.
Q23.How does the climate of a region attract tourist? Explain with example from different regions of the world.
Ans.Climate plays an important role in tourism .It attracts tourists towards the natural scenes and to enjoy the natural attraction .
The climatic condition of Switzerland attract the tourist for the skating on the ice and snow in the mountanious region.
The marine climate of Goa and Singapore also attracts the tourist for boating and water games
Q24. What is the importance of touism? Explain with examples the four factor of tourist attraction in the world.
Ans. Tourism is very helpful to learn the natural relief and climate of a place. Tourism is like industry an item of craftsmanship. It earns the foreign exchange.
Factors of tourism attraction in the world :-
Natural places-i) Mountains and hilly areas of the world. ii)Beach attraction
Cultural Centres- Some parts of the world are rich in cultural heritage. Our heritage consists of ancient temples and shrines. Pilgrim centres are visited every year by the lakhs of devoties.
Historical Centers
Business Centers
Adventure Centers 162
Mountaineering
Medical Tourism Centers
Q25.What are Mandis?
Ans.Wholesale markets are known as mandis.
24 Mr RAJESH SINGH Secondary Activities
Question paper: XIth Class, Book second (India physical environment) chapter-7 , SOIL 1. Why is soil called resource? Answer: anything which useful for man is called resource., soil is important for agriculture and many other thing for human being
2. Formation of soil takes hundreds of year. Name any two factors responsible for the formation of soil? Answer: Parents material, climate, vegetation etc (any two)
3. There are three important layers of soil called horizon. Which horizon is the topmost zone? Answer: Horizon A
4. What are the bases for the classification of soil in India? Answer: Genesis, colour, composition, and location.
5. What is soil degradation? Answer: Soil degradation is defined as the decline in soil fertility, when the nutritional status declines and depth of the soil goes down due to erosion and misuses.
6. What is soil erosion? Name the agent responsible for soil erosion? Answer: Removals of upper layer of soil due to the some agent are called as soil erosion. Agent of soil erosion: Wind, running water, human activities, deforestation, over grazing etc
7. What are the different components of soil? Give some explanation in brief. Answer: Humus, water, air, mineral particles etc (any three)
8. Name the three zones (horizon) of soil and right down the reasons behind the importance of the top most horizons? Answer: Three zones of soils are : 1. Horizon a, Horizon B, and Horizon C Topmost zone is important because : 1. It has organic material, 2. Mineral, 3. Nutrients, 4. And water, etc.. All these components are responsible for growth of plants 9. How does forest responsible for controlling soil erosion? Answer: Plants keeps soils bound in locks of roots, and thus prevents erosion. They also add humus to the soil by shedding leaves and twigs. It prevents free flow of water and hence reduces the erosive capacity of the soil.
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10. What are the different types of soil found in India as per ICAR classification based on United State Department of Agriculture (USDA)? Which type of soil cover largest area India? Answer: Inceptisols, entisols, Alfisols, Vertisols, Aridisols, Ultisols, Mollisols, etc.. The largest area is covered by Inseptisols.
11. Irrigation is one of the important factors to increase productivity. But unscientific irrigation may lead to soil degradation? Explain how? Answer: 1. Over irrigation leads to the problem of water logging 2. it increases the salinity of the soil. 3 ex- most part of Punjab and Haryana are now facing such problem
12. Why is alluvial soil cover largest area in northern plain of India? What are the major types of alluvial soil? Give a brief explanation of each of them! Answer: They are the depositional soil. Develop bye the deposition of sediment being brought out by brought out by many rivers (Ganga, Yamuna, and many other tributaries of Ganga) coming from young folded sediment mountain system of Himalaya over the period of time. Type of alluvial soil: 1. Khadar: the new alluvium, fertile, flood prone. 2. Bhangar: Old alluvium, above the flood plain, relatively less fertile. 13. How are characteristics of black soil different from the characteristic of red soil? Answer: Black soil: black soil is very deep, soil is also known as Regur soil, or Black Cotton soil. Black soils are generally clayey, deep and impermeable. The soil swell and become sticky when wet and shrink when dried. So during the dry season, these soils develop wide cracks. Known as self ploughing. High Moisture retaining capacity and can retain moisture for long time. Black soil is rich in lime, iron, magnesia and alumina but lack phosphorous, nitrogen and organic matter . Red Soil: develop in crystalline igneous rocks in area of low rainfall in the eastern and southern part of the Deccan Pleatue. The soil develop a reddish colour due to a wide diffusion of iron in crystalline and metamorphic rocks. (it looks yellow when it occurs in a hydrated form). The fine grained red and yellow soils are normally fertile, whereas coarse grained soils found in dry upland areas are poor in fertility. They are generally poor in nitrogen, phosphorous and humus. 14. What are the character of laterite soil? Which area of India have such type of soil ? (show it with the help of map. Answer: Also known as brick soil. It develop in the areas with high temperature and high rain fall. The soil is the result of intense leaching due to tropical rains. With rain, lime and silica are leached away, and soils rich in iron oxide and aluminium compound are behind. Humus content of soils is removed fast by bacteria that thrives well in high temperature. These soils are poor in organic matter, nitrogen, phosphate and calcium while iron oxide and potash are excess. This soil is not much suitable for cultivation without application of fertilisers. Area which are under the laterite soil are : higher altitude of peninsular India, like western Ghat, Vindhyachal and Satpura range areas. Etc. 15. What are the different factors responsible for soil degradation? Which area of India is affected most? Answer: Factors : Deforestation, over grazing, soil erosion, over use of fertilisers , pesticides and herbicides, salinization, water logging, unscientific practice of agriculture in the sloppy areas of the mountain, urbanisation etc. (explain each factors) Area affected with soil degradation are : Punjab, Haryana, Himalayan areas, Flood prone zone and dry areas (show it with help of map) 16. What is soil conservation? Explain four important ways to reduce or stop soil degradation? Answer:
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Soil conservation is a method to maintain soil fertility, prevent soil erosion and exhaustion and improve the degraded condition of the soil. There are many ways of soil conservation.. 1. Conservation of soil in mountain area.. methods are.. (a) Contour bunding, (b) Terrace Farming (c) construct series of check dam etc.. 2. Stop overgrazing 3. Control or stop shifting cultivation and promote aforestation 4. Promote cover cropping, mix farming, crop rotation, 5. In order to stop headward extension of gullies, technique like gully plugging, terracing or promote planting cover vegetation 6. In arid or semiarid areas effort should be made to protect cultivable land from encroachment by sand dunes through developing shelter belts of trees and agro forestry. 7. Control over irrigation and overuse of fertilisers, pesticides etc.. and promote bio fertilisers. 8. Regulate flood .. etc. 9. 17. Show these places on map: a. area of black soil. b. area of arid soil c. area of peaty soil Answer: (A)Maharastra (mainly) Western Rajasthan and Laddakh region of Jammu and Kashmir. (a) Coastal areas (ex. Sunderban, West Bangal)
25 DR.ABBAL SINGH Primary Activities CHAPTER V PRIMARY ACTIVITIES PREPARED BY DR. ABBAL SINGH K.V. NO. 01 AFS
QUESTION BANK AND THEIR ANSWER AGRA ONE MARK QUESTION QU.1 Write any two types of Plantation crops. Ans. Banana &Coffee Qu. 2 In which country co-operative farming the most experiment? Ans. Denmark Qu.3 Mention the term “Growing of flowers.” Ans.Floriculture Qu. 4 In which type of agriculture is the farming of citrus fruits very important? Ans. Mediterranean region Qu. 5 Which type of agriculture is called slush & burn agriculture? Ans. Primitive subsistence. Qu. 6 Write any two primary activities. Ans. Hunting ,Agriculture, Mining ,Fishing etc. Qu. 7 What do you mean by red color workers? Ans. People engage in primary activities. Qu.8 What do you mean by Transhumance? Ans. Season migration of people with their herds.
Qu. 9 Name any two era based on civilization of minerals. Ans. Copper and Bronze era Qu. 10 Name the main crops grown in temperate grass land. Ans.Wheat THREE(03) MARKS QUESTIONS
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Qu. 11 What is truck farming ? Mention any two features of truck farming. Ans. This type of farming is practical in the peripheral areas of metropolitan cities where vegetables, fruits, milk are brought daily to the cities by trucks by travelling overnight. Features- (i) Farmers are engaged in growing of vegetables, fruits and flowers etc. (ii) They use HYV seeds, chemical and fertilizers. (iii) This farming requires a well developed network of roads connected with fields. Qu.12 What is plantation agriculture? Why is it practiced mainly in tropical and sub tropical areas of the world? Ans. It is special type of farming in which crops like tea, coffee, bananas and rubber etc are grown in big estates by using modern techniques. Crops are grown for commercial purposes. This agriculture requires more investment. Reasons for plantation agriculture in tropical areas- (i) Hot and humid climate (ii) Fertile soil (iii) Availability of cheap labour due to high density of population.
Qu. 13 What are the chief characteristics of features of dairy farming ? Ans. (i) It is most advanced type of farming which is centered on efficient rearing of milch animals. (ii) Heavy capital investment. (iv) Highly labour intensive as it involves rigorous care in feeding and mulching. (v) It is mainly practiced near the urban and industrial centers where there is ready market for fresh milk and dairy products.
Qu. 14 What are the types of farming according to farming organization ? Ans. (i) Co-operative: Group of farmers voluntarily pool their land and resources and form co-operative society. It is practiced in Denmark, Netherlands, Belgium, Sweden, Italy. In Denmark every farmer is a member of co-operative. (ii) Collective farming: It is based on social ownership of means of production and collective labour. It was adopted in USSR after 1917 revolution, farmers pool their resources like land, livestock and labour in collective farming. Qu. 15 Describe the main features of plantation agriculture practiced in the world. Ans. (i) Large estates for plantations. (ii) Large capital investment.. (iii) Single crop specialization. (iv) Managerial and technological support. (v)Scientific methods of cultivation. Qu. 16 Distinguish between intensive farming and extensive farming. Intensive Farming: (i) It is practiced in high density areas where population is large and agriculture land is limited. (ii) It is done in monsoon Asia. (iii) Land holdings are small (iv) Most of the agricultural operations are done by manual labour. (v) Yield per unit area is high but per labour productivity is low.
Extensive farming : (i) It is practiced in the interior parts of semi-arid land of mid latitudes. (ii) It is done in mid-latitudes (iii) The size of farm is very large (iv) All operations are mechanized. (v) Low yield per acre but high yield per labour.
Q 17 What is the meaning of market gardening and horticulture specialised in the cultivation of high value crops such as vegetables fruits and flowers soley for the urban market. Characterstics:
1 Farms are small. 2 Labour and capital intensive.
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3 Farms are located where there are good transportation links with the urban centers. 4 Less emphasis on the use of irrigation, HYV seeds, fertilizers green houses and artificial heating in colder regions. Q 18 Why Mediterranean agriculture is considered as one ne of the best and profitable type of agriculture? 1 Mediterranean agriculture is highly specialized commercial agriculture. 2 Viticulture or grape cultivation is a specialized of the Mediterranean region. 3 Best quality wines in the world with distinctive flavors are produced in this region. 4 Olives and figs are produced in this region. 5 The advantages of Mediterranean agriculture is that more valuable crops such as fruits and vegetables are grown in winters when there is great demand in European and North America market. Q 19 Describe in brief the commercial love stock rearing economic activity in the world. 1 Commercial live stock rearing is a specialized activity in which only one type of animal is reared. 2 It is practiced on permanent ranches. 3 The emphasis is on breading, genetic improvement, disease control and health care of the animals. 4 Products such as meat ,wool, hides and skin are processed and packed scientifically and exported to different world market. 5 New Zealand ,Australia, Argentina, Uruguay and USA are important countries where commercial live stock rearing is practiced.
26 Mr AJIT SINGH MEENA Population Composition & Human Development Question Bank (Solved) Chapter 3: Population Composition Chapter 4:Human Development In-Service Course 2013 For PGT GEOGRAPHY FRAMED BY : AJIT SINGH MEENA KV JANAKPURI SECOND SHIFT N. DELHI
SECTION A Fill in the blanks:- 1 Mark Each
Q.1 A population pyramid is used to show the ______of the population. Ans. A population pyramid is used to show the age-sex structure of the population. Q.2 The lowest sex ratio in the world has been recorded in_____ Ans. Latvia Q.3 The ______is important information about the status of women in a country. Ans. Sex ratio Q.4 The growth in developed countries is usually ______Ans. Zero or negative SECTION B One word questions:- 1 Mark Each Q.5 How many countries of Europe belong to low human development? Ans. None Q.6 Who created the Human Development Index in 1990 Ans. Pakistani economist Dr. Mahbub-Ul-Haq. Q.7 The pillar of human development that refers to making equal access to opportunities available to everybody? Ans. Equity Q.8 The approach in which Human Development is seen as being linked to income. Ans. Income approach Q.9 What is Human Development Index (HDI)? Explain. 2 Marks Ans. The human development index ranks the countries based on their performance in the key areas of health, education and access to resources. These rankings are based on a score between 0 to 1 that a country earns from its record in the key areas of human development.
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The human development index measures attainment in human development. Q10. Explain any two approaches of Human Development 5 Marks Ans. (i) Capability approach: This approach is associated with prof. Amartya Sen . Building human capabilities in the areas of health education and access to resources is the key to increasing human development. (ii) Income approach: This is one of the oldest approaches to human development. Human development is seen as being linked to income. The Idea is the level of income reflects the level of freedom an individual enjoys. Higher the level of income , the higher is the level of human development. Q11. Write down the difference between growth and development. 3 Marks Ans. Growth 1. It is quantitative and value neutral. 2. It may have positive or negative sign. 3. This means that change may be either positive or negative. Development: 1. It means a qualitative change which is always value positive. 2. It means that development cannot take place unless there is an increment or addition to the existing conditions. 3. Development occurs when positive growth take place. It occurs when there is a positive change in quality.
Q.12 What do you mean by constant population and declining population? 3 Marks Ans. Constant Population: A regular tapering pyramid shows unchanging birth and death over a long period of time. Australia’s age sex pyramid is bell shaped and tapered towards the top. This shows birth and death rates are almost equal leading to a near constant population. Declining population: A narrow base and narrow tapered top showing decline of birth and low death rate. The Japan’s age sex pyramid has a narrow base and a tapered top showing low birth and death rates.
The population growth in developed countries is usually zero or negative. Q13. How literacy does is an indicator of social economic development of any country? 4 Marks Ans. Literate population of a country reveals the standard of living , social status of females , availability of educational facilities and policies of govt. Level of economic development is both a cause and consequences of literacy. In Indian- literacy rate denotes the Percentage of population above 7 years of age who is able to read, write and having the ability to do arithmetic calculation with understanding. Q 14. Why occupational structure is a good indicator of the levels of economic development of a nation? 5 Marks Ans. The proportion of working population engaged in primary activities, manufacturing as secondary , transport, communication and other services as tertiary and the jobs related to research and developing ideas as quaternary activities is a good indicator of the level of economic development of a nation. This is because only a developed economy with industries and infrastructure can accommodate more workers in the secondary, tertiary and quaternary sector. If the economy is still in primitive stages, then the proportion of people engaged in primary activities would be high as it involves extraction of natural resources. Q15. Differentiate between rural population and urban population. 5 Marks Ans. Rural population 1. Rural areas are those where people engaged in primary activities. 2. Rural life is slow and social relation is formal and homely. 3. Low population density 4. Pollution is very low due to lack of factories and transportation/ 5. Rural population is more depend on natural resources and organic materials 6. Living standard is high. Urban Population – 1. Urban areas a re those where majority of the working population is engaged in non-primary activities. 2. Urban Life is fast and social relation and formal 3. High population density 4. Pollution is very high in urban population due to large amount of people, cars, buses, train, factories etc. 5. Urban population more depend on inorganic material man made, artificial resources 6. Living standard is low.
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Q.16 Describe working population. 2 Marks Ans. The population in the age group of 15-59 years indicates the chances of having working population.
Q.17 What is dependency ratio ? 2 Marks Ans. It refers to the proportions of children in age group of 0-14 which are dependent on the working population. Q.18 What do you mean by ageing population ? 2 Marks Ans. It refers to that population in which birth rates is low and the longevity among people is high. Q.19 What is higher life expectancy ? 2 Marks Ans. It means that people have a greater chance of living longer and healthier lives.
27 Mr KRISHAN KUMAR SHARMA Life on the Earth & Water in the Atmosphere INSERVICE COURSE FOR PGT GEOGRAPHY QUESTION PAPER WATER IN THE ATMOSPHERE XI MADE BY K.K SHARMA K.V NO-2 GWALIOR
OBEJECTIVE TYPE OF QUESTIOS (01 MARKS)
1. What is the greatest source of atmospheric moisture? Ans – Ocean 2. What is meant by humidity? Ans – The water vapour present in the air is termed as humidity. 3. Name the temperature at which a given sample of air becomes saturated. Ans – Dew point 4. Mention the highest clouds. Ans- Cirrus 5. Name the lowest clouds. Ans- Nimbus 6. What is latent heat? Ans- The heat stored in the water vapour is called latent heat 7. Which type of rainfall generally occurs on equatorial region? Ans – Convectional rainfall 8. Relative humidity is measured in which unit? Ans- percentage 9. What is frost? Ans – The frozen dew is called frost. 10. What are the two different type of Humidity? Ans- Absolute humidity and relative humidity SHORT TYPE OF QUESTIONS(03 MARKS) 11. What are the different forms of condensation? Ans- Dew, frost, fog , mist, clouds 12. Explain three different type of rainfall. Ans – Convectional rainfall, Orographic and cyclonic rainfall 13. Write three necessary conditions for the development of frost. Ans – Temperature below frizzing point - Clear sky - Long night 14. Diffentiate between Fog and Mist. Ans – Fog develop when warm damp current of air passes over a cold surface - Mist is a result of condensation on particles of smoke and dust 15. Write conditions favorable for the formation of Dew. Ans – Clear sky - Long night
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- Temperature above frizzing point 15. Discuss the salient features of World distribution of Precipitation. Ans – Rainfall decreases from equator toward poles - The coastal areas receives more rainfall 16. Mention the process of Cyclonic rainfall. Ans- When hot and hurried air masses meets a cloud the warm air tries to entre
the cold air the frontal region, but the cold air pushes the warm air from below. This moves the warm air on to the cold air mass and warm air begins to ascend. the water vapors of the warm humid air mass and warm air mass are condensed in ascend of the air mass and rainfall occurs.
17. What are the clouds? Give their different forms. Ans- Clouds are the minute droplets of water or tiny crystals of ice formed by the condensation of the water vapor in free air at considerable elevation. - Cirrus - Cumulus - Status - Nimbus
28 Mr GIRISH KUMAR SINGH International Trade CLASS-XII CHAPTER-9 (FUNDAMETAQL OF HUMAN GEOGRAPHY) QUESTION BANK INTERNATIONAL TRADE
Question number 1 to 13 carry 01 mark each. 1. How many parties are required to trade? Ans. Two parties are required:-Seller Purchaser 2. What do you mean by international trade? Ans. International trade is the exchange of goods and among countries across national boundaries. 3. What do you mean by Barter system? Ans. Exchange of goods and services without currency is known as barter system. 4. Explain the term Salarium. Ans. The word salary comes from the Latin word Salarium which means payment by salt. 5. Why international trade exists? Ans. International trade is type of specialization or division of labour. Each kind of specialization can give rise to trade. 6. What is volume of trade? Ans. It means the actual tonnage of goods traded usually measured by the total value and the value of goods exchanged. 7. Explain composition of trade. Ans. Composition of trade involves types of goods and services which are entering the world trade. 8. What do you understand by the term balance of trade? Ans. The difference between the value of export and import of a country is called the “Balance of trade”. 9. What are the two types of international trades? Ans. Two types:- Bilateral and Multi-lateral. 10. What do you mean by free trade? Ans. The act of opening up economies for trading is known as free trade or liberalization. 11. What are regional trade blocs? Ans. Regional trade blocs have come up in order to encourage trade between the countries with geographical proximity. 12. When was the WTO formed? Ans. The World Trade Organization was formed on 1St January 1995. 13. What do you understand by dumped goods?
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Ans. The practice of selling a commodity in two different countries at a price that differs for reasons not related to costs is called dumping.
From question number 14 to 17 are of 3 marks each. 14. What is a port? Give a classification of ports on the basis of their location. Ans. Port is place on seacoast from where exports and imports take place. It is a gateway of hinterland. Ports are classified according to the types of traffic which they handle. 1) Types of port according to cargo handled:-
Industrial ports commercial ports comprehensive ports 2) Types of port on the basis of location:- Inland ports Out ports 3) Types of ports on the basis of specialized functions: Oil ports Ports of Call Packet Station Entrepot Ports Naval port 15. Write the characteristics of Regional Trade Blocks of the world. Ans. The main characteristics of the Regional Trade Blocks are mentioned below:- To enhance and encourage the trade between countries with geographical proximity. To encourage the complementarities in trading items. Developed and promoted as the response to the failure of the global organizations. To curb the restrictions on trade of the developing world. Eliminated the trade traffic of their own member nations to promote free traded. ASEAN, SAFTA, EU, OPEC, are some major Regional Trading Blocs.
16. State the basis of international trade. Ans. Variation in the availability of natural resources. Differences in the level of economic development. Specialization in specific products. Disparities in economic growth. Development of means of transport. Political relations. Peace and war.
17. Explain the functions of WTO. Write some negative aspects about it. Ans. The basic functions of WTO are as follows:- To look after the promotion of free and fair trade in the world. Deals with the global rule of trade between nations. Sets rules for the glob al trading system and resolve disputes between its member countries. Covers trade in services such as telecommunication and banking.
Negative impacts of WTO:- free trade does not make ordinary people’s lives more prosperous but only results in the rich people and countries becoming richer. Issues of health, workers’ rights, child labour and environment are ignored.
29 Mr PRATYUSH KUMAR Water (Oceans)
PRATYUSH KUMAR PGT (GEOGRAPHY)
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K V AURANGABAD CANTT TOPIC –ALLOTED – WATER (OCEAN) Q.1A rock of coral elevation having generally an elongated shape is known as? Ans. Reef.
Q.2 Name the flat toped mountain found below sea level? Ans, Guyots
Q3 Identified the plain lying beyond continental shelf. Ans, Abyssal plain
Q 4 Name the water body having maximum salinity in the world. Ans lake van
Q 5 The point from where salinity increase sharply is known by which name? Ans Halocline
Q6 What are seamount? Ans It is a mountain with pointed summits, rising from the seafloor that does not reach the surface of the ocean. Seamounts are volcanic in origin. These can be 3,000-4,500 m tall.
Q,7 What do mean by hydrological cycle? Ans. The hydrological cycle, is the circulation of water within the earth’s hydrosphere in different forms i.e. the liquid, solid and the gaseous phases. It also refers to the continuous exchange of water between the oceans, atmosphere, landsurface and subsurface and the organisms.
Q. 8 What is continental shelf? Ans The continental shelf is the extended margin of each continent occupied by relatively shallow seas and gulfs. It is the shallowest part of the ocean showing an average gradient of 1° or even less. The shelf typically ends at a very steep slope, called the shelf break.
Q. 9 What is salinity ? How it is measured ? Introduce and describe factors affecting oceanic salinity. Ans. Salinity is the term used to define the total content of dissolved salts in sea water It is calculated as the amount of salt (in gm) dissolved in 1,000 gm (1 kg) of seawater. It is usually expressed as parts per thousand (o/oo) or ppt.
Factors affecting ocean salinity are mentioned below: (i) The salinity of water in the surface layer of oceans depend mainly on evaporation and precipitation. (ii) Surface salinity is greatly influenced in coastal regions by the fresh water flow from rivers, and in polar regions by the processes of freezing and thawing of ice. (iii) Wind, also influences salinity of an area by transferring water to other areas. (iv) The ocean currents contribute to the salinity variations. Salinity, temperature and density of water are interrelated. Hence, any change in the temperature or density influences the salinity of an area.
30 Mr S.R.YADAV Composition and Structure of Atmosphere INSERVICE COURCE FOR PGT (GEOG.) QUESTION PAPER COMPOSITION AND STRUCTURE OF ATMOSPHERE XI OBJECTIVE TYPE OF QUESTION(01MARKS) 1. What is atmosphere ? Ans. Blanket of air 2. What is the contribution of Nitrogen gas in the atmosphere ? Ans.78% 3.Name lower most layer of the atmosphere? Ans.trosphere. 4. In which layer of the atmosphere all the wether phenonema occurs ? Ans.Troposphere. ? 172
5. Which layer reflect the radio waves back to the earth surface ? of the atmosphere Ans. Ionosphee 6. In which layer of the atmosphere the temperature remain constant ? Ans. Stratosphere . 7. which gas is the most essential for life of human being ? Ans. Oxygen.tively 8. Which layer of the atmosphere absorvs the ultra-violet rays of the sun ? Ans. Ozonelayer. 9.What are aerosols ? Ans. The huge amount of sold& liquid particals are collectively called aerosols . 10. Which is the thired largest gas of the atmosphere ? Ans. Argan . SHORT TYPE OF QUESTION(03MARKS)
11. What are the elements of the weather ?
Ans. Temperature , Pressure , Wind direction , Humidity , Precipipation . 12. Explane the three main constituent of atmosphere ? Ans. Gasses , watervapour, Dustparticals. 13.Write three features of the troposphere ? Ans, - Lowest layer - Wether phenomena - Normal lapesrate of the temperature. LONG TYPE OF QUESTION(05 MARKS)
14. Describe the defferent type atmospheric layers ? Ans. – Troposphere ( lowest layer ) - Stratosphere ( second layer ) - mesosphere ( third layer ) - Thermosphere ( fourth layer ) - Exosphere ( fifth layer ) ( explanation of all is must ) 15. Explane the factores of climate ? Ans. –Latitude ,altitude ,wind direction ,nearness from the sea , ocean currents ,relief
31 Mr MAHENDRA KUMAR Solar Radiation, Heat Balance and Temperature
Solar Radiation,Heat Balance and Temperature
VERY SHORT ANSWER TYPE QUESTIONS: (one marks) Q.1 What is insolation? Ans. The incoming solar radiation is termed as insolation. It is in the form of mostly short waves. Q.2 What are the isotherms? Ans. These are imaginary lines joining places having equal temperature, reduced to sea level. Q.3 What are the way in which the atmosphere is heated? Ans. The atmosphere gets heated in the following ways: 1. Radiation 2. Conduction 3. Convection 4. Advection
Q.4 Which is the most important process of heating the atmosphere 173
Ans. Terrestrial Radiation Q.5What is air drainage? Ans. The cold air acts almost like water and moves down the slope to pile up deeply in the pockets and valley bottoms with warm airs above. This is called air drainage. It protects plants from the frost damages. Q.6 What is temperature? Ans. The degree of hotness or coldness of a body is called its temperature. SHORT ANSWER TYPE QUESTIONS: (Three Marks) Q.7 Why is the annual range of temperature high in the Siberian plain? Ans. The mean January temperature between 80 N and 50 N is minus 20 C and the temperature in July is more than 10 C. That is why annual range of temperature is very high. Q.8 What are the factor that control temperature distribution on the surface of the earth? Ans. The factors controlling the temperature distribution on the surface of the earth are: 1. Latitude of the place , Altitude of the place , Distance from the sea ,Ocean currents ,Local aspects ,Prevailing winds
Q.9What is meant by the vertical distribution of temperature? Ans. Decrease in temperature with increase in altitude in atmosphere at the rate of 1⁰ per 165 meters of height. This called normal lapse rate. Q. 10. What are the favorable conditions for inversion of temperature? Ans. The following conditions are favourable for inversion of temperature: 1. Long night 2. Clear sky 3. Calm air 4. Dry air 5. Snow covered surface
. Q.11.What is advection? Ans. The transfer of heat through the horizontal movement of air is called advection. It is more important than the vertical movement in mid-latitudes most of the diurnal variation in a day and night are caused by advection alone.
Q.12. What is the climatic significance of inversion of temperature? Ans. 1. It checks the process of convection and advection of air current. 2. Dense fog occurs in the valley bottom. 3. The upper layer of air becomes dry. 4. Dense smog results beneath the inversion layer. 5. Stratus clouds are formed below the inversion layer.
Long Answers types Questions: (five Marks)
Q.13 What are the basic mechanisms of heat transfer? Discuss its. Ans. There are four basic mechanisms of heat transfer. They are: 1. Conduction 2. Convection 3. Radiation 4. Advection
Q.14 Discuss the factors the factors controlling the horizontal distribution of temperature. Ans. The horizontal distribution of temperature is not uniform on the earth’s surface because of the following factors: 1. Latitude 2. Land Water Contrasts 3. Ocean Currents 4. Winds 174
Q.15. Write the favorable condition for inversion of the temperature. Ans: The following conditions favorable the development of the surface inversion of temperature: 1. Long nights 2. Clears sky 3. Snow covered surface 4. Slight air movement 5. Flattish surface with a few topographic depression
PREPARED BY: MAHENDRA KUMAR (PGT-Geography) K.V. ONGC, AGARTALA TRIPURA –WEST
32 Mr ANIL KUMAR Human Geography Nature and Scope
Anil kumar P.G.T. GEOGRAPHY K. V. LAWRANCE ROAD DELHI Topic Alloted – Nature And Scope Of Human Geography
Q.1 What do you mean by Human Geography? Ans. Human geography studies the inter-relationship between the physical environment and socio cultural environment created by human beings through mutual interaction with each other
Q.2 Which Subject is called the mother of all branches of Knowledge?
Ans. Geography
Q.3 What was the approach of Human geography in colonial period? Ans. Exploration and description along with regional approach.
Q.4 How did Ellen C Semple define Human Geography? Ans. “Human geography is the study of “the changing relationship between the unresting man and the unstable earth.”
Q.5 Who introduced the idea of Neo-Determinism? Ans. Griffith Tylor
Q.6 What is another meaning of Nomothetic? Ans. Theorising
Q.7 Write two Physical components of Geography?
Ans. 1 River 2 Mountain
Q.8 Write two symbols from the human anatomy as metaphor for Physical and human phenomena? Ans. 1 the ‘face’ of the earth, 2 ‘eye’ of the storm,
Q. 9 What is humanization of Nature? Ans. The people begin to understand their environment and the forces of nature with the passage of time. With social and cultural development, humans develop better and more efficient technology. They move from a state of necessity to a state of freedom. They create possibilities with the resources obtained from the environment. The human activities create cultural landscape.
Q. 10 Mention main characteristics of Possibilism?
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Ans The imprints of human activities are created everywhere; health resorts on highlands, huge urban sprawls, fields, orchards and pastures in plains and rolling hills, ports on the coasts, oceanic routes on the oceanic surface and satellites in the space. The earlier scholars termed this as possibilism. Nature provides opportunities and human being make use of these and slowly nature gets humanised and starts bearing the imprints of human Endeavour. Q. 11 How does technology loosen the shackles of Environment on human being? Ans. Human beings interact with their physical environment with the help of technology. Technology indicates the level of cultural development of society. Human beings were able to develop technology after they developed better understanding of natural laws. For example, the understanding of concepts of friction and heat helped us discover fire. Similarly, understanding of the secrets of DNA. Q.12 List out six approaches of Human Geography. Ans1 Exploration and description Regional analysis Areal differentiation Spatial organization Emergence of humanistic, radical and behavioural schools Post-modernism in Geography Q.13 Name the fields of Human Geography. Ans1 Social Geography Urban Geography Political Geography Population Geography Settlement Geography Economic Geography
33 Ms SUKHBIR KAUR World Climate and Climate Change PGT GEOGRAPHY IN –SERVICE COURSE 2013 QUESTION PAPER CHAPTER- SECONDARY ACTIVITIES XII MADE BY RAJESH SINGH K.V BEG PUNE OBJECTIVE TYPE OF QUESTION(01 MARKS) 1. Aluminium Industries is located near the sourse of which type of Idustrial ingredients? Ans- Energy 2. Iron and Steel industries is the type of which kind of industries? Ans- Heavy industries 3. where is Silicon Valley situated? Ans- California (USA) 4. Ruhr region is famous for which type of Minerals? Ans- Coal 5. What do you mean by footloose industries? Ans- The industries which are not based on any particular raw materials. 6. Give any two examples of food processing Industries. Ans- Confectionery industries, Pickling industries 7. Write any two features of cottage industries. Ans- Local market are used, local raw materials are consumed. SHORT TYPE OF QUESTIONS (03 MARKS) 8. Name the tree groups of industries of the World classified on the basis of Size and characteristics of each one of them. Ans- Cottage industries- run by the family member Small scale industries- run by the group of skilled craftsmen Large scale industries- run by large numbers of skilled craftsmen. 9. Explain any three characteristics of Large scale industries. Ans- - These includes mainly heavy and capitals intensive industries. - These are high-tech industries. - Specialisation in production 10. Explain three characteristics of Modern large scale manufacturing industry in the World.
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Ans - Large number of labours. - Complicated organization - Large scale production 11. Give any three features of Footloose industries. Ans - These located in wide variety of places. - These are not depend on any specific raw material - Produced small quantity 12. State any three economical importance of manufacturing industries in the development of a country. Ans - It provide large employment. - Raise national income - Boost agriculture and trade. 13 .Differentiate between basic and consumer industries. Ans - Basic industries provide bases for other industries, it promote industrialization, ex Iron and Steel industry - Consumer industries consumes raw material produced by basic industry, produces consumable product, Ex Soap detergent etc 14. Why are Petro- chemical complexes the USA are located mostly on the Coast..Give two reasons. Ans – Easy to export and import - Location of refineries on the Coastal areas.
15. Classify industries on the basis of Ownership. Give one example of each. Ans – Public sector - HAL - Private sector- TATA - Joint sector- Reliance petrochemical 16. Give three elements used by small scale industry ? Ans -Local raw material. - Simple power -Small scale production 17. – Explain three physical factors influencing the location the industries. Ans – land and relief - Climate - Natural vegetation 18. Why are modern manufacturing industries are concentrated in the few places in the World. Give three reasons. Ans - Nearness of raw material - Power resources - Transport facilities LONG TYPE OF QUESTIONS(05 MARKS) 19. Explain Why high tech industries in many countries are being attracted to the peripheral areas of metropolitan centres? Ans – Light industries use component parts - Power used from power grid - Small end products - Employ small labour force - Accessibility to near highways 20. Describe the factors affection localization of modern industries. Ans - Distance - Nearness to market - Power supply - Cheap and skilled labour - Transportation services
34 DR.(MRS.)GOPA MUKHERJEE Atmospheric Circulation and Weather Systems ATMOSPHERIC CIRCULATION AND WEATHER SYSTEM Q.1. What do you mean by “wind”. (1) 177
Ans. The horizontal movement of air is “wind”. Q.2. what is “atmospheric pressure”? (1) Ans. The weight of a column of air contained in a unit area from the mean sea level to the top of atmosphere is called atmospheric pressure. Q.3. What is “Lapse rate”? (1) Ans. The air pressure decreases with increasing height in the lower atmosphere. This is called “lapse rate”. Q.4. Define ‘Isobars’. (1) Ans. Isobars are lines connecting places having equal pressure. Q.5. What is ‘coriolis force’? (1) Ans. The forced exerted by the rotation of the earth is known as the coriolis force. Q.6. Define the term “geostrophic wind”. (1) Ans. When isobars are straight and when there is no friction the pressure gradient force is balanced by the Coriolis-force and the resultant wind blows parallel to the isobar. This wind is known as Geostrophic wind. Q.7. What is monsoon winds? (1) Ans. Winds blowing over south and south east Asia that are characterized by the reversal in wind direction with change in the season. Q.8. What are the three types of “Planetary winds”? (1) Ans. The three kinds of planetary winds are (i) Trade winds (ii) westerlies (iii) polar winds. Q.9. What is milibar? (1) Ans. The unit used by the meteorologist to measure the air pressure as the force per unit area. Q.10. Define ITCZ. (1) Ans. ITCZ or Inter Tropical Convergence zone, where the easterlies from either side of the equator converge. Q.11. What is the standard sea level pressure in milibar – choose the correct answer –-- (i) 1015.23 mb (ii) 110 mb (iii) 1013.25 mb (1) Ans. (iii) 1013.25 mb Q.12. What do you mean by “Southern Oscillation” (1) Ans. The change in pressure condition over Pacific Ocean is known as the Southern Oscillation. Q.13. What do you mean by “Katabatic wind”? (1) Ans. The cool air, of the high plateaus and ice fields draining into valleys is called “Katabatic wind”. Q. 14. What is “Airmass”? (1) Ans. The air with distinctive characterstic in terms of temperature and humidity over a homogeneous region is called airmass. Q.15. What is “Front”? (1) Ans. When two different air masses meet, the boundary zone between them is called a front. Q.16. Which type of cyclones are more destructive ? (1) Ans. The “Tropical cyclones”, which cross 20 degree N. latitude generally recurve and they are more destructive. Q.17. What is the “eye” of a cyclone ? (1) Ans. The “eye” of a cyclone is a region of calm with subsiding air. OR A mature tropical cyclone is characterized by the strong spirally circulating wind around the centre, called the “eye”. Q.18. Define “Water Sprouts”? (1) Ans. The tornado over the sea is called water sprouts. Q.19. What is ‘Planetary winds’ ? (1) Ans. Winds which blow throughout the year from one latitude to another in response to the latitudinal differences over pressure are known as planetary winds. Q.20. Draw the land and sea breezes and label it properly. (3) Q.21. Explain the land and sea breeze & draw a clear diagram. 2+1=(3) Ans. Land breeze – (a) Land is cooler than the sea in the night. (b) Air pressure is higher on the land. (c) Winds blow from the lands towards the seas. (d) The sea becomes cooler on account of the cool breezes from the land. 178
SeaBreeze- (a) Sea is cooler than the land in the day. (b) Air pressure is higher on the sea. (c) Winds blow from the sea towards the land. (d) The sea breeze is cooler and in cools the atmosphere of the land.
Q.22. Explain Mountain and valley winds. 1 ½ + 1 ½ = 3 Ans. VALLEY WIND MOUNTAIN WIND In mountainous region During the night the slopes Slopes get heated up get cooled and denser air descends during day time & air into valley as the mountain wind. moves up slope, this wind Is known as Valley wind. Q.23. Explain the different types of front. (3) Ans. When two different air masses meet, the boundary zone between them is called a Fronts. There are four types of fronts- (i) Cold. (ii) Warm. (iii) Stationary. (iv) Occluded. (to be explained) (v)
Q.24. Write short note on EL.Nino. (3) Ans. The warm water of the central Pacific Ocean slowly drifts towards South American coast and replaces the cool peruvian current. Such appearance of warm water off the coast of Peru is known as EL-NINO. (to be explained) Q.25. Explain the forces affecting the velocity and direction of wind . (5) Ans. Affecting forces – (i) Pressure gradient force. (ii) Frictional force. (iii) Coriolis force. - (points to be explained).
Q.26. Describe the general circulation of the atmosphere and draw a diagram to show the pressure belts of earth. (5) Ans. The seven pressure belts of the earth are :- (i) Equatorial low Pr. Belt. (ii) Sub tropical high pressure belt (N. Hemisphere). (iii) Sub tropical high pressure belt (S. Hemisphere). (iv) Sub polar low pressure belt (N. Hemisphere). (v) Sub polar low pressure belt (S. Hemisphere). (vi) Polar high pressure (N. Hemisphere). (vii) Polar high pressure (S. Hemisphere). Air circulation – (i) 30 deg. N & 30 deg. S – Easterlies. (ii) 30 deg. N & 60 deg N & 30 deg. S to 60 deg. S -----Westerlies. Q.27. Write a short note on Tropical Cyclone. (5) Ans. Tropical cyclones originate and intensify over warm tropical oceans. Conditions favourable for the formation of Tropical cyclones are. (i) Large surface with the temp. higher than 27 deg. C. (ii) Presence of coriolis force. (iii) Small variations in vertical wind speed. (iv) Weak low pressure area. (v) Upper divergence above the sea level. (to be explained).
Prepared by---- DR. (mrs.) Gopa Mukherjee
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P.G.T.Geography K.V.CTPS.,CHANDRAPURA
35 Mr KAPIL NATH YADAV The World Population Distribution, Density and Growth
Lesson two The world population: distribution density and growth Prepared by: Kalp Nath Yadav 1. A country of highest population growth rate in the world? Ans: Liberia (8.2%) 2. Define growth of population? Ans: change of population in particular area between two point of time is known as growth of population. 3. Which continent has the higher growth of population? Ans: Africa (2.4%) 4. What are the component of population change? Ans: there are three components: Birth rate, death rate and migration 5. Explain the term ‘migration’? Ans: the movement of people from one place to another place is known as Migration. 6. State any one problem occurred due to high growth of population? Ans: Depletion of resources.
7. define the term “positive growth of population”? Ans: this happens when the birth rate is more than that of death rate between two point of time or when people from other countries migrate permanently to a region. 8. Name four factors affecting the distribution of population? Ans. 1. Physical factors 2. Economic factors, 3. Cultural factors and 4. Political factors 9. What is population density? Ans: population density refers to the number of people residing per unit area. It is usually measure in person per square km. 10. What do you mean by Crude Birth Rate? The crude birth rate (CBR) is expressed as the number of lives birth in a year per thousand of population. 11. explain with examples the three economic factors influencing the distribution of population in the world? Ans: Minerals: it causes industrial development which attract large no of skilled and semi skilled workers. Example: Katanga Zambia copper belt in Africa is one such good example. Urbanization: high facilities, (education, Health, Transport and communication) and availability of employment opportunity. Example: Mumbai , Kolkata etc cities of india. Industrialisation: it provides employment opportunities and attract large number of people. Example Kobe, Osaka region of Japan. 12. Why do the people migrate? State the four streams of Migration? Ans: 1.Economic factors: in search of employment opportunity. 2. Social factors: Marriage, sense securities etc 3. Education and political factors Four streams of migration are: 1. Rural to rural 2. Rural to Urban3. Urban to rural. 4 Urban to urban
13. Distinguish between push and pull factors of migration? Ans : Push factors: 1.Operate at the place of origin, and made people to move to another areas. 2. The push factors generate less attractiveness of the place because of unemployment, poor living condition, political turmoil, unpleasant climate, natural disasters etc 180
Pull Factors: operates at the place of destination as people likely to move the place from different places. 2. Better job opportunities and living condition, peace and stabilities, securities of life and properties and pleasant climate.
14. Name the Five Major areas of high population density in the world? Ans: 1. East and far East Asia (China, Japan, South Korea.. ) 2. South and South East Aisa ((Malasia, Indonesia, Singapore etc) 3. North West Europe (Britain, Germany, Netherland, France etc) 4. East Coast of North America (USA) 5. South Asia (India, Bangladesh, Nepal , srilanka etc)
Reasons are : 1. Fertile land, Old civilization, Availability of water, Plain Areas. Etc.
15. Show it on map: 1. Area having high density of population in east Asia. 2. Country of Europe and Asia with negative population growth. 3. A country of highest population growth rate in the world.
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REFERENCE SITES OF GEOGRAPHY
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Free Wildlife Wallpapers Exotic backgrounds of tigers, polar bears, pandas, killer whales www.michaeldanielho.com/ Moradabad Map - Interactive Map www.gosur.com/moradabad-map/ Street View and Satellite Maps.
India Map Satellite Map Map www.mapsgalaxy.com/ Search Maps, Get Driving Directions Instantly with Free App! Get Directions Aerial Maps Street Maps Traffic Conditions Geography World Find Geography World Now Multiple Search Engines at Once! www.alhea.com/Geography+World GPS. Get Instant Access To GPS Maps & Directions w/Free Maps Toolbar! maps.inbox.com/
What Is Geography Toda la información acerca de What Is Geography www.tagu.com.ar/
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