FR. AGNEL SCHOOL, GAUTAM NAGAR
SUMMER HOLIDAY HOMEWORK 2013-14 (CLASS X)
SUBJECT : MATHEMATICS
1) Find the greatest number that will divide 445,572 and 699 leaving remainder 4, 5 and
6 respectively.
2) Find the HCF of 65 and 117 and express it in the form of 65m + 117n.
3) If‘d’ is the HCF of 56 and 72, find x and y satisfying d = 56x + 72y.
4) Find the value of a and b so that the polynomial 3x3 + ax2 – 13x + b is divisible by
x2 – 2x – 3.
5) Obtain all the zeroes of the polynomial f(x) =x4 – 3x3 – x2 +9x – 6 if two of its zeroes
are -√3 and √3.
6) Check whether 2x2 – x + 3 is a factor of 6x5 – x4 + 4x3 – 5x2 – x – 15.
7) If the polynomial 6x4 – 8x3 + 17x2 + 21x + 7 is divided by another polynomial
3x2 + 4x + 1 , the remainder comes out to be ax + b .Find a and b.
8) Given that x - √5 is a factor of the cubic polynomial x3 – 3√5x2 + 13x - 3√5 , find all
the zeroes of the polynomial.
9) Prove that √11 is irrational.
10)Find a quadratic polynomial the sum and product of whose zeroes are (-3/(2√5))
and (-1/2) respectively. Also find its zeroes.
11)Find all the zeroes of 2x4 – 9x3 + 5x2 + 3x – 1,if two of its zeroes are (2+√3) and (2-√3).
12)Divide (6 + 19x + x2 – 6x3 ) by (2 + 5x – 3x2 ) and verify the division algorithm using the
result :- Dividend = Divisor × Quotient + Remainder
SUBJECT : HINDI
SUBJECT : BIOLOGY
BIOLOGY PROJECT –
1) An individual investigatory project on either Digestive or Respiratory disorders related to present day
lifestyle . A fairly detailed Project report should be submitted ( hard copy ) by 15th July.
2) An assignment on nutrition and respiration given to the students in the class.
SUBJECT : PHYSICS
Students are required to do an activity/Project on topic Electricity OR Magnetic effects of
current. The project can be done in groups in which a group should have a maximum of five
students.
This project can be done in groups and each group should have a group leader.
There has to be a report of the activity/project. The format of the report is as follows:
1.
2.
3.
4.
5.
Name of the activity/project.
Name of the group members.
Theoretical Concept/ Principle involved.
Brief description of activity/Procedure Involved
Conclusion/ Result.
Group leaders are required to give or send the name of students doing a particular project to their
teachers. They can either do it personally or send a mail to their concerned teachers regarding this
matter. This is not a project which requires a copy from the net, you have to think in an innovative
manner and come up with some application of the various topics that you have studied.
SUBJECT : CHEMISTRY
NOTE 1. Project to be done in A4 size coloured sheet.
2. Photographs of the experimentation to be attached where ever possible.
3. FORMAT :SHEET 1
1.) Childs photograph while performing the experimentation
2.) Class and section
3.) Roll no.
4.) Session 2013-14
5.) FA II - activity
SHEET 2
AIM - To prepare a natural indicator using one of these
 Red cabbage extract
 China rose
 Turmeric
and note down the colour change for the following:
o
o
o
o
o
o
o
o
o
Bottle gourd
Ridge gourd
Bitter gourd
Tomato
Potato
Tea
Coffee
Vinegar
Lemon
o Raw mango
o Ripe mango
o Apple
o Litchi
o Sweet lime
o Coconut water
o Aerated drink
o Tamarind
o Soap solution
o Salt
o Sugar
And conclude whether the substance is acidic , basic or neutral
S.No.
SUBSTANCE
COLOUR OF INDICATOR IN
ACIDIC
BASIC
NEUTRAL
1
2
SO ON
On the basis of your experimentation explain:
 Why should we avoid aerated water.
 Why genrally we have stomach ache or burning sensation on having gol gappas/chaat.
 When food stain is washed with soap it turns red.
NOTE: Take out juices of vegetables to check their nature.
SUBJECT : CHEMISTRY
1. Read the complete story, ‘The Diary of a Young Girl’ and attempt one of the following on ruled
sheets.
a) Comment on the relationship between the father and young Anne. (200 words)
OR
b) Compose a brief poem based on Anne Frank. Provide a suitable title for the same. Try
including poetic devices, imagery, a rhyme scheme etc. to your poem.
2. Find out about the herb mentioned below (according to your roll No.) and present your findings
in the form of charts or a P.P.T. discussing its botanical name (if any), origin, region of growth,
advantages, medicinal properties (if any) etc.
R. No.1- Aloe
vera
2.- Acai berry
3- Alfalfa
4- Arnica
5- Lemon grass
6- Barberry
7- Bay leaf
8- Bitter gourd
9- Bitter orange
10- Blueberries
11- Chili peppers
21- Fenugreek
31- Mint
41- Tea tree oil
12- Wheat grass
13- Celery
14- Cayenne
15- Chamomille
16- Cinchona
17- Clove
18- Cranberry
19- Dandelion
20- Eucalyptus
22- Flaxseed
23- Garlic
24- Ginger
25- Gingko
26- Ginseng
27- Grape
28- Guava
29- Hawthorn
30- Lavender
32- Thyme
33- Turmeric
34- Ajwain
35- Licorice root
36- Marigold
37- Papaya
38- Oregano
39- Neem
40- Lemon
42- Tulasi
43- Basil
44- Avocado leaf
45- Opium Poppy
46- Asafoetida
47- Sage
48- Cinnamon
49- Rosemary
50- Peppermint
3. Attempt all the integrated exercises in the work book.
4.
Read the newspaper every day, clip and collect articles in a file/ folder related to the following
topicsHealth and medicine
Education
Science
Environment
Travel and tourism
National integration
SUBJECT : FOUNDATION OF INFORMATION TECHNOLOGY
Q1. Explain the following terms –
(a) E- banking
(b) E-reservation
(c) E- learning
(d) E-shopping
(e) E-groups
(f) Social Networking
(Do the above question in your notebook)
Q2. Revise the following chapters:
1. Internet
2. Internet Services
Q3. Do the given worksheets and paste in the notebook.
Q4. Make a project on the topic “Internet Services”.
 Use A4 size pastel sheets.
 You must include at least 4 internet services.
Include screen shots of various web pages related to each service
SUBJECT : GEOGRAPHY
Class 10 Project Topic:
Women and Development
Instructions: The following seven points on the status of women would give you an idea about the present status
of women in India and help you to develop some idea about the position of women in our society. You are advised
to read further regarding some recent developments that took place with special reference to women and try to
get a deeper insight into the position and power women wield in this modern democratic state. The process of
development cannot move forward until equality is achieved between sexes.
After reading the following six points and some more readings you are required to answer some questions briefly
in your own words (100-150 words). Questions are given at the end.
1. Focus on India
India ranked 95 according to Human Development Report, 1998 and 104 by 2000. Strategies for emancipation
of women did help in improving the status of women world around to a considerable extend. The special
session of the UN in the year 2000Beijing) makes an evaluation of the achievements made by the member
states towards the goal of status enhancement of women.
2. 2. Starting of 19th Century
Social reformers and missionary educationists, with the active support of the colonial state, made efforts to
provide opportunities for women's education.
This led to the expansion of schools and the recruitment of women teachers. At the same time, there was
considerable debate during the reform movement regarding women's education and its purposes.
Efforts were made not only to provide women the educational opportunities but it was coupled with other
struggles against child marriage and the practice of sati and for the promotion of widow remarriage, and
general change in people's attitudes.
The efforts of social reformers and missionaries laid the foundation for the development of public education
for women. Gradual changes began with the involvement of women in large numbers in the freedom
movement.
This necessitated some redefinition of their gender roles. There was recognition of the public roles of women.
Mahatma-Gandhi played an important role in channelizing women's role in the freedom struggle, which
meant involvement in the public domain. In the final analysis he too advocated women's education essentially
to improve their traditional roles as wives and mothers within the patriarchal family.
3. Constitutional Provisions in India
•
•
Article 14 : “… equal rights and opportunities to men & women…”
Article 15 : “… prohibits discrimination on any ground ..”
“ … renounce the practice derogatory to women’s …”
“ … right to means of livelihood to men and women …”
“ … equal pay for equal work …”
• Article 24 : “… no child below the age of fourteen years shall be
employed to work…in any other hazardous employment”
• Article 39 : “… the tender age of children are not abused…” “…to
enter avocations unsuited
to their age of strength…”
• Article 39 (c) directs the State to ensure equal pay for equal work.
• Article 42 : “… provision for just and human conditions of work and
maternity relief…” Article
44 advocates for a uniform civil code for the citizen.
Article 73 : “… participation of women in the political and grassroots & 74
development process …”
• Article 45 provides for free and compulsory education to all children upto the age of 14 within 10
years of coming into force of the Constitution.
• Article 47 highlights that the State is further committed to raising nutritional levels and health and
living standards of the people.
4. Empowerment of Women
Enhance self-esteem and self-confidence of women
Build a positive image of women
Developing ability to think critically
Fostering decision making and action through collective processes.
5. Gender Specific Programmes and Interventions
Department of Women and Child Development
Gender-specific interventions
Balika Smriddhi Yojana
Adolescent Girls Scheme
Integrated Child Development Services Programme
Kishori Shakti Yojana
Department of Education
District Primary Education
Mahila Samakhya
Department of Health and Family Welfare
Reproductive and Child Health Programmed
6. Present Scenario Gloomy Side
Even after more than 60 years of our independence a vast segment of the female population in India remains
illiterate. Though the percentage of literacy has increased among women in India over the years. The female
literacy rates in India are greatly constrained by the dropout rates among girls, especially at the upper primary
and secondary levels. In rural India for every 100 girls who enrolled in class 1 only one enters class XII.
In urban areas it is 14 girls at that level. Out of 100 girls enrolled in class 1 less than 40 joins class V (The
number of girls per 100 boys is also low especially at the higher education level).
7. General Note (Conclusion)
Male and female discrimination, work, power and the family are complicatedly intertwined. Mainly cultural
ideologies cause gender inequalities, which contribute to the misdistribution of power among family members.
The present and the past history of India relates that this misdistribution of power among family members
influences their roles, rights and obligation resulting in women often being overloaded with their jobs and family
obligations. It is believed that today's typical family life style and gender inequalities originated in the
industrialization of the late-nineteenth century, which brought a new form of the family life and cultural
ideologies. The valuation of women in the job market largely affects the valuation or position of women in their
family because men's higher earning power gives more power to men and less power to women. This results in
women's struggle with their dual role and the men's persistent lack of interest in family obligations.
After reading the seven points and some more readings you are required to answer the following questions
briefly in your own words (100-150 words)
1.How should education respond to the challenge of building a balance of power and the protection of women?
What does it take to enhance women's leadership roles in all major areas in international and domestic affairs?
2.What are the essential policies required for enforcing power parity between the sexes? Give few examples of
existing policies aimed to foster development of women.
3.Which social groupings of women tend to be excluded or ignored by the male society in our country? Why? What
roles do these women play in the economy? Are they organized in any kind of group or groups?
4.What examples did you observe, see, and read about in the media that convey gender-stereotyped messages? In
other words, how are male and female portrayed in children’s movies, books, magazines, TV programs and
advertisement, and local post signs? What impacts do these materials/programs/signs have on children and
general public?
SUBJECT : FRENCH
SUBJECT : SANSKRIT