Class 8

SCERT AP Board 8th Class Social Solutions 11th A Lesson National Movement: The Early Phase 1885-1919 Textbook Questions and Answers.

AP State Syllabus 8th Class Social Studies Solutions 11th Lesson National Movement: The Early Phase 1885-1919

8th Class Social Studies 11th Lesson National Movement: The Early Phase 1885-1919 Textbook Questions and Answers

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Question 1.
Correct the false statements:
a. In the early phase of Indian National Congress it included only people from Bombay.
b. Indian industrialist began to establish companies in different parts of India.
c. People in India expected that India would become democratic after the First World War.
Answer:
a) In the early phase of Indian National Congress it included the intellectuals all over the Nation.
b) Swadeshi Movement gave tremendous impetus to Indian industry.
c) Everyone expected that the British would accept the just demands for democratic rule in India and bring in the constitutional reforms.

Question 2.
Write an imaginary dialogue between the extremist and moderate activists of Indian National Congress in the context of their a) main demands; and b) mode of mobilisation.
Answer:

Lucknow Meeting

Moderates: We will request them to increase our representation in our ‘Imperial Ligislative Council.
Extremists: Why should we request them ? Choice is ours. We need not request them. We should chose them and send out from our country.
Moderates: Let us agree it. But upto that we should pass our time. Our people should be in authority for our safety. So we are requesting to conduct civil services in our country.
Extremists: We cannot have independence with the policy of pray, petition and protest. We cannot get the support of our people also. Let us unite together and fight. Let us take the problem to the public. Let us have their support. We will neck out the British soon.
Moderates: Okay. We change our way as peoples’ way. Let us join our hands to them and have our independence.
All: “Vande Mataram” “Vande Mataram”.

Question 3.
After reading this chapter, Mariamma thinks that the early phase of national movement was largely participated by educated Indians. And many of their ideas were of western origin. Would you agree with her? Give reasons.
Answer:
Yes. I agree with her.
Reasons:

1. With the growth of English education in some major cities, a new consciousness, began to develop.
2. They opposed the inequalities and injustices of the old social system.
3. They pointed out the exploitation and injustice caused by the British rule and fought to end it. Thus they sprouted the nationalism in the minds of common people.

Question 4.
Why was it important to understand the economic impact of British rule in India?
Answer:
It was important to understand the economic impact of British rule in India to understand

1. how they were draining our resources.
2. how our crafts lost their status.
3. the reasons for our poverty.

Question 5.
What do you understand by swadeshi? What were the major areas of its impact?
Answer:
I understood Swadeshi ‘as goods produced in our own country’.
The major areas of its impact were:

1. Political
2. Social
3. Industrial
4. Foreign trade
5. Spiritual
6. Business (national trade)
7. Education
8. Cultural
9. Judicial

Question 6.
How did different parts of the country and people respond to division of Bengal ?
Answer:
One major trigger for the movement was the proposal for partition of Bengal into East and West Bengal in 1903 by Lord Curzon. The Nationalists immediately saw this as a political act by the government to divide the Bengali people and also weaken the national movement. Even the ordinary people of Bengal were enraged by this act and took to streets to protest against it. There were massive protests, petitions and campaigns but they were not heeded to and the government partitioned Bengal in 1905. Several protest meetings were held and together they decided to boycotting English cloth and salt. There was a tremendous mass response to this call. Boycott and public burning of foreign cloth, picketing of shops selling foreign goods became common in remote corners of Bengal as well as in many important towns and cities throughout the country. Women refused to wear foreign bangles and use foreign utensils, washermen refused to wash foreign clothes and even priests declined offerings which contained foreign sugar. This spontaneous unity of diverse social groups was the basis of Indian nationalism. The early nationalists were successful in germinating this nationalism.
There was also a call for boycott of all government institutions like schools, colleges, courts etc. People set up Swadeshi schools and colleges and parallel courts in which they settled their mutual disputes. Thus the people responded to division of Bengal.

Question 7.
Locate the following in map India:

1. Calcutta (Kolkata)
2. Madras (Chennai)
3. Bombay (Mumbai)
4. Lucknow

Answer:

Question 8.
Locate the following in the World map:

1. Britain
2. France
3. Russia
4. Germany

Answer:

Question 9.
A few leaders like Gandhiji, Tilak, Subhash Chandra Bose, Bhagat Singh sacrificed their lives for the sake of our nation.
What would have happened, if they did not do so?
Answer:
The British would have plundered our nation’s wealth more and more. The people of our country would have been suffered as slaves under the British rule and India would have become a very poor country.

Question 10.
Are there any movements taken place in your region recently? Why?
Answer:
Recently ‘Jai Andhra’ movement took place in our region on the occasion of separating Telangana from Andhra Pradesh.
Reasons:

1. Regional imbalances
2. Political ill healthness
3. Lack of broad outlook

Project

Question 1.
Collect photos of national leaders who participated in freedom struggle and prepare an album. Make a report on it and present in the class.
Answer:
Report :

1. The National Movement in India was an important epoch in the history of India and it helped to weld diverse people and sections of society into one nation. Ail the sections came together to not only fight aganist the British rule but also to build a new country.
2. The seeds of a new consciousness were sown in the second half of 19th century.
3. The educated Indians, after understanding the nature of British rule and enter into free-dom movement.
4. The early leaders like Dadabhai Naoroji, Pherozeshah Mehta, W.C Banerjee, etc, they realised that the unity of all people could be built only by accommodating the special requirements of different regions and religious communities of India.
5. The famous leaders they left their jobs and families and move throughout the country given speeches and create awareness about Indian Independence and to send out the British from India.
6. They promote democratic ideas among the people.
7. They gave call for Swadeshi and boycott for foreign goods.
8. After First World War they raised their voice against British and started movements very actively.
9. Like this so many of our leaders participated in the freedom movement and sacrifice their lives and given a great freedom for us now we are enjoying that.
10. If they did not sacrifice their lives for the sake of our nation, then we would not have achieved freedom from the British rule and would have continued to be their slaves till date.

8th Class Social Studies 11th Lesson National Movement: The Early Phase 1885-1919 InText Questions and Answers

Question 1.
Imagine yourself as a student participating in a burning of foreign cloth. Describe what all would have happened on that day and your feelings at that time. (Textbook Page No. 126)
Answer:
My name is Sarath Chandra Chatterji. I was studying B.A. – I year in Calcutta College. Britishers occupied our country. They were trying to cut it into pieces as a cake. Till now we, the Indians, are in faith of Law of ‘Karma’. But we wanted to teach them a lesson. We planned to burn the foreign goods in our area.

It is our centre. The roads were clear upto 2 p.m. But all of sudden they were crowded. In the junction we lit a fire. We, all our neighbourhood, threw the foreign cloths and all the foreign goods into the fire. The fire brightened the sky. We gave our slogan ‘Vande Mataram’ and it sounded as ‘Om’. Our eyes were flooded with tears. The light of the fire revealed our attitude towards freedom to the world. Our anger frightened the British.

We decided to attain freedom even by sacrificing our lives.

“Vande Mataram”
“Vande Mataram”

Question 2.
If authorities do not agree to the just requests of people, what do you think the people should do? (Textbook Page No. 126)
Answer:
The requests should be not only just but also legal. If the authorities do not agree, one should oppose them democratically and attain them.

Question 3.
During that period there were massive movements of people who opposed the war
and asked their governments to cease fighting with other countries and restore peace. Do you think it was correct? (Textbook Page No. 127)
Answer:
Yes, I think it was correct.
The reason:
India had no rivalry with Germany or its alliance. We were appealing and fighting with the British to quit India. So it seemed jovial to fight for them. So I think it was correct.

Question 4.
Do you know of any association in your village or town which discusses problems faced by all the people (not just of one caste or community)? What do they discuss? What suggestions do they have for solving those problems? Discuss some examples in the class. (Textbook Page No. 122)
Answer:
Yes, we have one such association in our village. It is ‘Mytri Sangham’. It has its members from all the levels and categories. This association looks after the law and order in our village. They conduct discussions at the time of critical problems. They intimate the issues to police authorities in time. If the people fail to receive, protection or just, they would question the authorities also.

Their suggestions: If the enemy is strong and foolish, we should make him to listen to our words with our own tricks. Later we should gather our own majority. Then only we should fight with him.
e.g.: A tiger puts three steps backward when it starts its trial for hunt. That is the technique.

Question 5.
Find out more about the First World War and its impact on the lives of ordinary people. (Textbook Page No. 127)
Answer:
We can say that World War – I broke out between the capitalists and communists. It continued for nearly 5 years. All the nations with its people took part in it. More than 10,000,000 people lost their lives. 6,500,000 were injured. 6,000,000 were missed. Many nations suffered a lot. Whole world shivered with the feeling of insecurity.

Question 6.
Why did the early nationalists believe that the British were responsible for the poverty and famines in India? (Textbook Page No. 124)
Answer:
Early nationalists were educated and intellectuals. They studied the economic impact of the British rule. They understood that the British was draining the Indian wealth in many ways.
e.g.: Enabling cheap selling of British goods in India and retraining Indian crafts and industries.
So they believed that the British were responsible for the poverty and famines in India.

Question 7.
Why do you think the early nationalists did not want to re-establish the rule of the old kings of India? Would it not have been better than the British rule? (Textbook Page No. 124)
Answer:
Yes. It would not have been better than the British rule.
Reasons:

1. Early nationalists treated India as a nation. Old kings divided India into small kingdoms.
2. The British rule was like hot pan, the old kings’ was like stove.
3. Many old kings were foreigners. ‘Swadeshi’ was their goal.

SCERT AP Board 8th Class Social Solutions 10th Lesson Landlords and Tenants under the British and the Nizam Textbook Questions and Answers.

AP State Syllabus 8th Class Social Studies Solutions 10th Lesson Landlords and Tenants under the British and the Nizam

8th Class Social Studies 10th Lesson Landlords and Tenants under the British and the Nizam Textbook Questions and Answers

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Question 1.
Make simple questions based on each section of the chapter (Landlords and Tenants under the British and the Nizam) and ask one another. Check if the answers are correct.
Answer:

1. What is Khudkasht?
   Answer:
   It means self-cultivated land.
2. Who introduced the Permanent Settlement of Tax and when?
   Answer:
   Cornwallis introduced this in 1793.
3. What happened if the Zamindars could not pay the tax?
   Answer:
   They became defaulters.
4. What are ‘ceded’ districts?
   Answer:
   Bellary, Ananthapur, Kurnool and Kadapa.
5. Who built the Prakasam Barrage?
   Answer:
   Sir Arthur Cotton.
6. Based on how many years, the Ryotwari war fixed?
   Answer:
   20, 30 years.
7. When was the American Civil War started?
   Answer:
   In 1861.
8. What was the forced labour without payment called?
   Answer:
   Vetti
9. What were the forms of income did the Zamindars expect from farmers?
   Answer:
   Ghee, milk, vegetables, gur, grass/straw, cowdung cakes etc.
10. With what did they compensate the old landlords in Hyderabad state?
    Answer:
    They paid ‘Rusum’, an annual payment.
11. Write an example for severe famine.
    Answer:
    Ganjam Famine.
12. Write the names of any two peasant movements.
    Answer:
    The Deccan riots of 1860s, Rampa fituries, Moppila agitations etc.

Question 2.
Compare the condition of tenant farmers before freedom and farmers of today. What differences and similarities do you find?
Differences:
Sometimes the tenant farmers could not pay the rent and deserted the lands. They borrowed loans from moneylenders. If they could not repay their loans on time, the moneylenders went to court to get their land auctioned to recover the loan money. The rent was 3 to 7 times more than its revenue.
The farmers of today are fixing and paying rents in a proper method. In time of need they borrow money from the banks.
Similarities:
Their conditions are pitiable in both periods. The owners of the lords are not working for the developmental activities. The cultivators are becoming permanent debtors.

Question 3.
During the freedom movement, the zamindars normally supported the British. Can you explain why?
Answer:
The policies of zamindars created a gap between them and their people. They earned more assets in the British reign. So they normally supported the British during the freedom movement.

Question 4.
What role did the moneylenders play in the lives of the peasants? In what way do you were they think supported by the British government?
Answer:
Farmers borrowed loans many times from moneylenders to pay revenues. If they could not repay their loans on time, the moneylenders also went to court to get their land auctioned to recover the loan money.

Due to this British rule, for collecting land revenue, many peasants fell into deep debt trap. The moneylenders became richer and richer as more and more peasants came under their grip.

The British government did not show any interest in the welfare of the farmers as it showed in collecting revenue. Thus the moneylenders were supported by the British.

Question 5.
What were the similarities and differences between the Doras and the Zamindars of Awadh?
Answer:
Differences :

1. Doras were under the Nizam’s rule. Zamindars were under the British rule.
2. Doras paid revenue collection to Nizam, but Zamindars paid to the British.
3. Doras illtreated their tenants and farmers, Zamindars made them suffer only economically.

Similarities :

1. Both suffered the peasantry.
2. Both had large fields.
3. They were independent in others’ rule.

Question 6.
What kind of measures did the British take to improve agriculture? Did it have the desired impact? Give your reasons.
Answer:
Some British administrators believed that it is the duty of the government to invest in large scale irrigation works. They built anicuts and canals. They recognised the ownership of the land. They fixed the revenue per acre by taking the yield, prices, market conditions, crops etc., into consideration.

Before the cultivation they made necessary advances to the ryots to purchase seeds, implements, bullocks and to repair old wells or dig new ones. This proved very effective and that year saw a bumper crop and good revenue collection. So I think their approach was right.

Question 7.
How did the Ryotwari settlement also give rise to landlordism?
Answer:
Even in the Ryotwari areas the land revenue was fixed at a very high level. Unlike in the Zamindari areas it was fixed for twenty to thirty years. After expiry of the tenure period the revenue was revised, taking the changed conditions into consideration. The land revenue was so high that in the beginning it had to be collected by force. Soon however as prices rose faster than the land revenue and the ryots found it more profitable to employ tenants to cultivate their lands and receive rent from them.

Soon the Ryotwari area too was full of landlords who rented out their lands to helpless tenants for very high rents. The tenants had to pay rent that was three to seven times more than the land revenue paid by the ryots to the government. (That is if a ryot paid Rs.100/- as land revenue for a piece of land to the government, he was able to get Rs. 300/- to 700/- from the tenants for the same land.) As a result they too did not have any interest in investing in improving agriculture, but only in renting it out at higher and higher rates.
Thus the Ryotwari settlement also gave rise to landlordism.

Question 8.
Why were famines caused under British rule? Do you think it was because of failure of rains or floods?
Answer:
The rains and floods caused one or two famines during the British rule. Most of the famines occurred due to their dictatorial rule. They exported food grains in the famines. They had no interference when the merchants created artificial scarcity by hoarding food grains. They didn’t work for the welfare of the people in India. So the famines were caused.

Question 9.
In what way can a government help to prevent famines even in times of crop failure?
Answer:
A government can help even in times of crop failure :

1. by supplying agricultural products from the areas of surplus.
2. by providing water facilities.
3. by postponing the E.M.Is of their loans.
4. by drying and storing the surplus crop.

Question 10.
Imagine that you are giving a representation to a British Government Enquiry committee. Write down the grievances of tenant farmers in the form of an appeal.
Answer:

Memorandum

13-07-1845.

Sir,

Being Indians, we are ashamed of paying more rents for our own lands. Peasants, landlords and zamindars are not interested in any developmental activities. So we have no irrigation facilities and others. We are not able to get even common yield. The revenue system introduced by the British government is not favourable to us. The rents are increasing day by day. At present they are seven times more than the revenue. Our assets are ready to be auctioned. So we request you to handle the situation carefully keeping all these things in view. Once again we request you to improve our living standards.

Thanking you,

Yours obediently,
Andhra Pradesh Tenant Farmers Association

Question 11.
Locate the following in the given India map.

1. Ganjam
2. Awadh
3. Hyderabad
4. River Godavari

Answer:

Question 12.
Read the paragraph under the heading ‘Countless Collections, Cesses and Payments’ and answer the following:
How are we paying the taxes nowadays?
Answer:
Now-a-days we are paying some taxes directly govt, through its related department. Some other taxes are paid indirectly.

Project

Question 1.
Make teams of five students and interview five elders of the village to know about how things were during the British days. At least two of them should be women, and at least one person should be from the artisans. Talk to them at length and prepare detailed reports about what they have to say.
Report
Answer:
Britishers developed India according to their needs. They were selfish in this attitude. Some people supported and some opposed them. During the colonial period some gained some lost. We were treated as second class civilians in our own motherland. Women were uplifted with the introduction of women education, abolition of child marriages and widow re-marriages. But the handicrafts were suppressed. The introduction of motors and machines caused this. They are still in the same situation. On the whole the British rule caused mixed results.

Question 2.
Find out about famines in your area. What did people do in those times?
Answer:
Our area is located in Chittoor district. There is a great famine in recent year. It is caused due to lack of rainfall and crop failure. In these times people are migrated due to lack of rainfall and crop failure to urban areas in search of livelihood. These people mostly worked as daily – wage labourers, watchmen in colonies, apartments and shops. Some of them also engaged in granite and construction industry on the city’s outskirts.

Question 3.
Find out about families that migrated to distant places like Kuwait, Saudi Arabia from your area.
Answer:
Ours is a Village in Kadapa district in Andhra Pradesh. Once many people worked in our fields. But many of them went to Saudi and Kuwait for household and industrial works. They earned good incomes there and increased their assets here. We can say that the rich people in our area are mostly the migrated ones.

8th Class Social Studies 10th Lesson Landlords and Tenants under the British and the Nizam InText Questions and Answers

Question 1.
Did the Zamindar own all the lands of the villages in the Mughal times? (Textbook Page No. 111)
Answer:
No. They owned some of the village lands. They had the power to collect revenue from the villagers. Rest of the land was owned by peasants and others.

Question 2.
What did the Zamindars do for the Mughal government and what did they get in return? (Textbook Page No. 111)
Answer:
The Zamindars collected the revenue from the peasantry on behalf of Mughal emperors. In return they received a share of revenue collected. Sometimes they also had right to collect some small local taxes.

Question 3.
How the changes would have affected the position of the farmers who tilled the land for several generations? (Textbook Page No. 113)
Answer:

1. This settlement inadvertently converted all the peasants into the tenants.
2. Since rent collected was much higher than the revenue, the cultivators could not pay and sometimes deserted the lands. These were the affects.

Question 4.
What is the difference between revenue and rent? (Textbook Page No. 113)
Answer:
Revenue: Tax on land which is paid to the zamindars or government.
Rent: Amount paid to the owners of the land for using and cultivating it.

Question 5.
In what ways did the government invest in agriculture during the early British rule? Do you think it could have been done by farmers themselves? (Textbook Page No. 115)
Answer:

1. The Britishers made necessary advances to the ryots to purchase seeds, implements, bullocks and to repair old wells or dig new ones.
2. They constructed anicuts & canals.
   It could not have been done by farmers themselves.

Question 6.
How did the land revenue lead to peasants losing their lands to the money lenders? What would the money lenders have done with the land? (Textbook Page No. 114)
Answer:
The peasants were forced to work on the zamindars’ fields and many peasants could not cultivate their own fields properly. They could not improve their fields. Their plight can be seen in a government report written in 1878. The report says that the peasants do not try to dig well on their lands or irrigate it, nor do they try to bund their fields or dig drains or use fertilisers. “They do nothing to improve their land because they fear they can be evicted from their land at any time. If they improve their farming, the zamindar immediately increases the share he takes from them. But the zamindars also prevent the peasants from improving their fields because they are afraid that the peasants would then start asserting their rights over the land.”

Question 7.
In what forms did the zamindars take away the produce of the tenants? (Textbook Page No. 118)
Answer:

1. The peasants were forced to do ‘Vetti’ in the lands of zamindars.
2. The zamindars also tried to extract as much money as they could from the peasants under a variety of pretexts.
3. The peasants also had to regularly supply ghee, milk, vegetables, gur, straw, cow dung cakes etc., free of cost to zamindar’s house.
   Thus they paid in form of labour, cash and kind.

Question 8.
How did the position of the revenue collectors change in the Nizam state? (Textbook Page No. 119)
Answer:
In the Hyderabad State under the Nizam rule there were many forms of subordinate chieftaincies like Jagirdars, Samsthanamdars and Inamdars which ruled like independent chiefs. They collected revenue from the lands under them, and gave a small part to the Nizam as ‘peshkash’ and kept the remaining with them. They were also responsible for the administration of their areas.

The large landlordsrwere called ‘Doras’. The Doras lived in large fortified houses called ‘gadi’ and had a large retinue of servants and soldiers. They had vast lands cultivated by tenants and also lands directly cultivated with forced labour. They acted as village money lenders too. They also had judicial powers over the entire village. They settled all village disputes and were usually partisan towards the upper castes.
Thus their position was raised to higher cadre.

Question 9.
How was a ‘dora’ different from an ordinary landlord? (Textbook Page No. 119)
Answer:
The large landlords were called Doras. They had a large retinue of servants and soldiers. Ordinary landlords were under the control of these ‘doras’. Landlords should follow the orders of ‘Doras’. This is the difference between them.

Question 10.
Do you think the Zamindars would have helped the independent cultivators in any way? Give reasons for your answer. (Textbook Page No. 112)
Answer:
Zamindars were acted as mediaters during Mughal period and helped the cultivators. But during the British they didn’t help the cultivators. As a result in the long run, the zamindars also suffered and became defaulters. Numerous zamindaris were sold off at auctions organised by the East India Company. Anyone who failed to pay the revenue, lost his zamindari.

Question 11.
How do you think it was possible for the zamindars to keep increasing their incomes without increasing investment in the land? (Textbook Page No. 114)
Answer:
The prices of grains in the market rose and cultivation slowly expanded. This meant an increase in the income of the zamindars but no gain for the Company as it could not increase the revenue demand that had been fixed permanently. Even then the zamindars did not have an interest in improving the land. Some had lost their lands in the earlier years of the settlement; others now saw the possibility of earning without the trouble and risk of investment. As long as the zamindars could give out the land to tenants and get rent, they were not interested in improving the land.

Question 12.
Who do you think would have benefited from the Ryotwari Settlement – the farmers, the landlords or the British? Give reasons. (Textbook Page No. 116)
Answer:
The landlords would have benefited from the Ryotwari settlement.
Reasons:

1. There was an increase in the number of landlords in the Ryotwari area.
2. They showed much interest in giving their lands on rents rather than cultivation.

Question 13.
Compare these actual outcomes with what you had predicted. How similar or different was it? (Textbook Page No. 116)
Answer:
I think that the conditions of the cultivators may get improved with the Ryotwari system. But my prediction goes on wrong. Farmers became as landlords and the tenants as coolies.

Question 14.
Why do you think the ryots not invest in improving agriculture or extending agriculture? (Textbook Page No. 116)
Answer:
The prices rose faster than the land revenue and the ryots found it more profitable to employ tenants to cultivate their lands and receive rent from them. So they did not invest in improving agriculture or extending agriculture.

Question 15.
Imagine and describe the condition of the landless tenants of the ryots. (Textbook Page No. 116)
Answer:
The landless tenants had to pay the revenue and the rent many times more than their yield. They had no chance to develop their fields or to invest on it. They had to approach moneylenders to meet their expenditure. If they could not repay their loans on time, the moneylenders also had to go to court to get their land auctioned to recover the loan money.

The agricultural prices were determined by the international market. As a result the tenants had to bear more losses. If they cultivated cash crops, it would have resulted in scarcity of food. As a result, they had to desert the lands. Many people migrated to South Africa, Mauritius, Fiji and other distant places as coolies during ‘Ganjam Famine’.

Question 16.
Discuss the changes in the lives of traditional crafts persons and village artists. (Textbook Page No. 118)
Answer:
Traditional crafts persons are adding technology to their tradition. As the prices are high, there is no demand for their products. Village artists had enjoyed the encouragement of the Kings and Zamindars. Now they lack it. So their lives are in worse condition.

Question 17.
Why do you think it was necessary to defeat the palegars before the Ryotwari Se ttlement could be introduced? (Textbook Page No. 115)
Answer:
Palegars resisted the imposition of British rule and indulged in constant war and looting. They had armed followers. Identifying the orizinal land owners was very difficult. So they should be subdued first. I think law and order should be restored before the Ryotwari settlement.

Question 18.
If you live in the ‘Ceded Districts’, find out about the palegars who fought with the British. (Textbook Page No. 115)
Answer:
Mahy wars were broken out between Palegars and the British from 1798 to 1805. First war was fought between Veerapandya and the British in 1799. Second main war was fought between a group of Palegars and the British. After a long andexpensive campaign-the-British finally defeated the revolting Palegars of whom many were beheaded and hanged while others were deported to the Andaman Islands. Of the Palegars who submitted to the British some of them granted Zamindari status, which had only tax collection rights and disarmed them completely.

Question 19.
Who ultimately profited from production for export market and why? (Textbook Page No. 117)
Answer:
Peasants very often borrowed money from moneylenders in order to pay land revenue. As usually the peasants borrowed money from them for the production so as to do export market. As the demand was reduced, they incurred losses. They suffered a lot as they could not earn enough to pay back the loans they had taken. The moneylenders became richer and richer as more and more peasants came under their grip.

Question 20.
Have you heard of any similar rapid rise or decline in prices of any agricultural produce in our own times? Find out about its impact on the farmers. (Textbook Page No. 117)
Answer:
In recent past, there was an increase in the prices of rice and red gram. Later they were reduced by the government. Peasants grew some crops thinking of high profits. If the demand fell, they would get losses that year.

Question 21.
Why do you think the zamindars kept the soldiers and small forts? (Textbook Page No. 112)
Answer:
Zamindars had some villages under their control. They were the mediators between the rulers and the ruled. They had much income also. So they lived in small forts. To protect their people from thefts and attacks, to collect revenues they needed soldiers. So they maintained them.

Question 22.
Who do you think gained the most from the ‘Permanent Settlement’- the British Government, the zamindars or the peasants? Give your reasons. (Textbook Page No. 113)
Answer:
The Zamindars gained most from the ‘Permanent settlement’.
Reasons:

1. The zamindars paid only 10% of prefixed revenue. They did not pay the surplus collection to the British.
2. Peasants had to pay more revenue. Those who could not pay the revenue, lost their land. They changed as tenant farmers.

Question 23.
In what ways did the zamindari system fail in the objectives with which the British had introduced it? (Textbook Page No. 114)
Answer:

1. Zamindars did not develop the lands.
2. They did not invest on lands.
3. Land revenue is very high.
4. There were no exceptions at the time of famines and crop failures.
5. East India Company frequently changed the zamindars in auctions.
6. The Zamindars were interested in their earning but not in constructive ideas and works.
7. Some landlords and moneylenders got profited.
   Due to these reasons the Zamindari system failed in the objectives.

Question 24.
When the ‘Permanent Settlement’ was introduced, there was no detailed lanjd survey. Why do you think was it needed for the ‘Ryotwari Settlement’? (Textbook Page No. 115)
Answer:
As the Zamindars were middlemen, the Britishers could not get proper income. Peasants suffered a lot from lack of developmental activities. So the British planned to collect revenue directly from the peasants by providing various facilities. So the detailed land survey is needed for the ‘Ryotwari Settlement’.

Question 25.
Why did the high revenue rates prevent zamindars and farmers from improving agriculture? (Textbook Page No. 117)
Answer:
As they paid heavy rates of rents and revenue from their income, they were not able to improve agriculture. They used the remaining amounts for their household purposes.

Question 26.
Why did the war in America lead to increase in prices of cotton in India? (Textbook Page No. 117)
Answer:
In 1861, there was Civil war in America and British factories turned to India for supply of cotton. As a result cotton prices soared high.

Question 27.
Why do you think the peasants were not willing to invest in their lands? (Textbook Page No. 118)
Answer:
They had no funds to invest in their lands. They had fear that they could be evicted from their land at anytime. If they improved their forming, the Zamindars immediately increased the share he took from them. But the Zamindars also prevented the peasants from improving their fields because they were afraid that the peasants would then start asserting their rights over the land.

Question 28.
Among all forms of exploitation, the peasants hated ‘vetti’ the most? Can you explain why? (Textbook Page No. 119)
Answer:
During the colonial period the peasants were forced to do ‘vetti’ on the personal land of the landlords. The soldiers would even catch peasants walking on the road and force them to do vetti in the zamindar’s fields.

1. Many peasants could not cultivate their own fields properly.
2. They could not improve their fields.
3. They could not earn incomes.
4. This was an inhumane activity.
   So the peasants hated ‘vetti’.

 

SCERT AP Board 8th Class Social Solutions 5th Lesson Forests: Using and Protecting Them Textbook Questions and Answers.

AP State Syllabus 8th Class Social Studies Solutions 5th Lesson Forests: Using and Protecting Them

8th Class Social Studies 5th Lesson Forests: Using and Protecting Them Textbook Questions and Answers

Improve your learning
Question 1.
Do you agree with the following statements? Give reasons for your agreement or Contradiction.
a) The notion of private property is important to protect the forest.
b) All forests need to be protected by human beings.
c) Over the centuries most people living on earth have reduced their dependence on forest for their livelihood.
Answer:
a) I agree with this statement. They were sent out of their homes and they lost that ‘ours’ feeling.
b) I agree with this statement. The trees and human beings are interdependent. So all forests need to be protected by human beings.
c) Yes, I agree with this. Many other kinds of employment and business opportunities were created on the earth. So the dependence on forests is reduced.

Question 2.
Create a timeline to show the major changes in use of forest over centuries. It may be necessary to look at your textbooks from previous classes.

Event	Changes affecting tribal life	Impact on forest
Emergence of agriculture
Arrival of the colonial rulers
Government rules

Answer:

Event	Changes affecting tribal life	Impact on forest
1. Emergence of agriculture	Due to this the tribals changed their traditional foods, and began to cultivate crops like cereals, grains etc.	Due to this tribals started shifting or podu cultivation. Forest land changed as agricultural land, but they took care to ensure the regeneration of animals and trees.
2. Arrival of the colonial rulers	After their arrival the tribals lost their control and rights over the forests. The laws restricted the customary rights of tribals and uses of forests. They became homeless.	Forests were under the control of Britishers and Forest Department. The land was handed over to farmers and zamindars. Britishers consumed much wood as the industries were developed.
3. Government rules	Things did not really change for the better of the tribal people even after independence. The govt, continued to follow the British forest policy. As a result of these policies the condition of the tribal people continued to worsen.	In 1988, the government declared National Forest Policy. The primary task is to associate the tribals in the protection and regeneration of forests. This led to Joint Forest Management (JFM). Next the Parliament passed Forest Rights Act in 2006 and resto­red the tribals rights on forests. At last the forests came into the hands of tribals.

Question 3.
Based on the details given in the above text, or from what you already know about the forests, compare the type of forest that is closest to your area of living on the following aspects.

Density of trees	Types of trees found	Special features of trees

Answer:
Ours is a Maredumilli village in East Godavari district. Our forest is as follows.

Density of trees	Types of trees found	Special features of trees
650 to 750 trees per acre	1) Maredu	– called as Bilwavriksh; favourite of Lord Shiva.
	2) Peepal	– favourite of Lord Vishnu. It has more electromagnetic power.
	3) Neem	– It is a form of energy. We treat it as ‘Amma’.
	4) Amla	– Medicinal plant (Lord Vishnu).
	5) Teak	– Hard wood; used for household purpose.
	6) Devdar	– It is descended directly from ‘Devlok’.
	7) Sal	– Hard wood; favoured by Vishnu; best for construction.

Question 4.
Observe the map of forests in Andhra Pradesh and find out which district (s) has/have the maximum forest covered area?
Answer:
Visakhapatnam, East Godavari, Srikakulam and Prakasam districts have the maximum forest covered areas in our state.

Question 5.
A few children in a school participated in Vanamahotsavam programme and they planted some saplings. How do you respond to this?
Answer:
I appreciate this action very much. The children’s participation in this brightens the future of the country. But they should take care of their plants till they grow.

Question 6.
Read the paragraph under the heading ‘Forests of Andhra Pradesh’ and answer the question:
You read about some of the important kinds of forests in our state But how large are our forests? Are they increasing or decreasing? Let us find out. About 64,000 sq kilometres of the state are declared as forest by the government. This is about 23% of all land in the state.

However, all this is not really forested as only about 16% of our land has tree cover to qualify as forest. This means that is about 7% of our forest lands are open grounds and with very few trees. Even this forest cover is dwindling due to felling, encroachment, mining etc. Every year about one hundred sq kilometres of forests are lost in our state
What suggestions do you have for increasing the forest cover in our state?

Answer:

1. Government should adopt social forestery scheme.
2. Plantations should be taken in bare lands in forests.
3. Consumption of forest products should be minimised.
4. Renewable sources of energy should be invented.
5. Forests should be protected from illegal activities.
6. Awareness should be created about the necessity of forests among the common people.
7. Plantations should be taken in the area of used up mines.

Question 7.
Locate the various places mentioned below different photographs of forests given in this chapter in an Atlas. What similarities and differences can you find among them?
Answer:
Similarities & Differences

Name of the Forest	Physiographic conditions	Location	Trees
1. Evergreen Forests	Regions which get very high rainfall and also have a very warm climate.	Equatorial regions or regions like Kerala and Andamans in India have evergreen forests. We do not have such forests in our state.	Dense forests with a very large variety of trees. Jamun, canes, bamboos, kadam etc. are some characteristic trees.
2. Decidious Forests	These grow in regions when it rains in only some months and is warm and dry during most of the year.	Most of the forests of our state fall in this catageory.	Vegi, Ageisa maddi, Billu Neem, Teak, Velaga, Yepi, Buruga and Moduga etc.
3. Thorny Forest	These grow in very dry areas with little rainfall and high temperatures.	These are located in Y.S.R. Kadapa, Chittoor Anantapur districts in our state.	Babul (Thumma) Balusu, Regu, Sandal Neem etc.

Question 8.
What are the differences between Ever green forests and Deciduous forests?
Answer:
Difference between Evergreen forests and Deciduous forests:

1. Evergreen forests: Evergreen plants in evergreen forests have leaves or needles that stay on the plant throughout all of the seasons. This does not mean that the needles or leaves never die or fall off. It means that when they do, they are replaced by new ones and the plant is never without greenary.
2. Deciduous forests: Deciduous trees in deciduous forests lose their leaves flow September onwards, with some trees, this is accompanied by stunniodelus autumn colours. This happens at different points throughout the autumn, depending upon, the species of tree and weather at the point that this occurs.

Question 9.
Observe the pictures and write a comment.

Answer:
Tragically, human beings operate under the belief, that they have the right to do what they please to animals.
On the earth, the plant kingdom and the animal kingdom appeared first, before human kingdom. But now the later occupied more land on the earth. So the forests and wild life are to be protected.
Additional Information:

Mineral kingdom
↓
Plant kingdom
↓
Animal kingdom
↓
Human kingdom

8th Class Social Studies 5th Lesson Forests: Using and Protecting Them InText Questions and Answers

Question 1.
You have read about forests and people living forests in the previous classes. Can you recall some of them and talk about people who live in the forests? (Textbook Page No. 49)
Answer:
“Good morning all of you. Forests are lifeline of the lives. The area of forest should be 33% of the area of any country. But in India it is 23% only. These figures show our critical condition. Adivasis are 8% of our total population. Approximately 60% of them live in forests. They lead their lives in the lap of nature. Their traditions, customs, religious rituals, groups, agriculture – in every issue, they are different from others. Their welfare is our welfare. Save trees, they save us. Thank you one and all”.

Question 2.
What is a forest? There can be many ways of defining a forest. Write a definition of forests. Then discuss jointly in the class and write down points which seem to be correct to most students. (Textbook Page No. 50)
Answer:
A large tract of land covered by trees is called a forest.
Definitions:

1. A forest is best defined as an ecosystem or assemblage of ecosystems dominated by trees and other woody vegetation.
2. A place where the environment is covered from all sides with trees and wildlife means.

Correct points:

1. It is ecosystem.
2. It is dominated by trees.
3. There are another woody vegetations also.
4. Its place is covered with trees, from all sides.
5. There is wildlife also.

Question 3.
Find out how the mangrove trees adapt to the special conditions of sea coasts.
(Textbook Page No. 54)
Answer:
Mangroves, like desert plants have special adaptations for growing in low moisture and high salt conditions.
One special strategy for coping with high concentrations of salt is special salt – excreting glands on leaves.
Another is exclusion of salt from entering roots with water uptake. They have specialised aerial breathing roots known as pneumatophores.

Question 4.
You may remember reading about Equatorial forests in Nigeria. What are the main differences between the forests of Andhra Pradesh and the Equatorial forests? (Textbook Page No. 54)
Answer:

Forests of equatorial regions	Forests of Andhra Pradesh
1. These are extended on either side of the equator.	1. These are only to the north of the equator.
2. These are highly densed.	2. These are less densed.
3. The ground is wet and swampy.	3. The ground is semi wet and semi dry.
4. More species are found here.	4. Limited species are found here.
5. These are not fit for transport facilities.	5. These are fit for transport facilities.

Question 5.
Do you think there is any difference between a plantation of Eucalyptus trees or tea shrubs and a forest? Discuss in the class. (Textbook Page No. 57)
Answer:
Forest trees grow in both height and breadth. The diameter at the top should be more or less equal to its height.
Eucalyptus trees are long, but at the top they are not broad enough. The plantations in tea estates are grown upto a height of 3 to 4 feet. Otherwise, it will be useless. So I think there is a difference between these three varieties.

Question 6.
What was the difference between the protection of forests by the tribal people and by the Forest Department? (Textbook Page No. 58)
Answer:
Tribals treated the forest as their mother. Their birth, life, death-every event was in the laps of forests. They felt no difference between them and forest. So they didn’t cause any harm or loss to the forests. In agriculture also they took necessary safety measures.

But the Forest Department officials usually belonged to distant and rich communities. They regarded the tribal people as ignorant and dangerous. They had no positive feeling about the forests.

This is the difference between protection of forest by the tribal people and by the Forest Department.

Question 7.
Can each of you draw a picture of a forest and compare them? (Textbook Page No. 49)
Answer:
In some pictures the forests are dense.
In some pictures there are gaps between tree trunks.
In some pictures some plain ground is visible in the forest.

Question 8.
Write a caption on the above cartoon in the contest of forest. (Textbook Page No. 50)
Answer:

1. “More usage makes us stand on the edge of a blade”.
2. “In front, there is crocodiles’ festival”. (Jovial cartoon)

Question 9.
Do you think it is important to have forests ? What will happen if all the forests are cleared and used up for growing crops, building factories or mines or houses for people to live ? Can’t we live without forests? Discuss in your class. (Textbook Page No. 51)
Answer:
Both plant and human kinds are interdependent. We cannot live or lead life on the earth without forests. We breathe in O₂ and breathe out CO₂ and the plants vice-versa. 1/3 of the total land on the earth should be covered with trees or forests. Otherwise it leads to natural disasters.

Question 10.
“Every year about 100 sq. km of forests are lost in our state” – Is this a satisfactory situation? Discuss in your class. (Textbook Page No. 54)
Answer:
No, this is not a satisfactory situation. This affects our biodiversity, rainfall and soils etc. We can say this as critical condition.

Question 11.
Discuss in the class which way would have been better. (Textbook Page No. 58)
Answer:
It would have been better if the tribal people left alone to lead their traditional lives in the forests. Our government also followed the British policy which was not fair.

Question 12.
In what way do you think it (Forest Right act) makes up for the injustice done to the tribal people in the past 200 years?
Answer:
The act confers on forest dwellers and other traditional users of forests, their traditional rights over the forest and also title to lands they use. If implemented properly, this act can be used to undo the wrongs done to the tribal people for generations.

Question 13.
Discuss this in the class – do you think it is the correct way to redress the wrongs done to the tribal people? How will it help in protecting the forests? What other steps need to be taken for this? (Textbook Page No. 61)
Answer:
I think this is the right way to redress the wrongs done to the tribal people. They are the children of the forests and they alone can protect them. But there should be some supervision on them to avoid the usage of forest products for commercial purpose. If they are provided with some minimum needs this could be controlled.

Question 14.
Some of you may be familiar with a nearby forest – its trees, plants, animals, rocks, streams, birds and insects. Describe to the class the forest in detail and what you do there. (Textbook Page No. 49)
Answer:
Ours is Maredumilli in East Godavari district. Our village is itself in a forest. This is on Bhadrachalam road. We are in the lap of nature’s beauty. Bamboo, Peepal, Neem, Amla, Teak, Sal etc., are the main trees here. Coffee and rubber plantations are also here. We can see wild animals also rarely. Different birds, colourful flies make us happy. Visitors from different places come here to enjoy the nature. We collect and eat the tubers, fruits, honey. If they are excess, we will take them to our nearest town to sell them. With these earnings we take our grains and cereals from the town.

Question 15.
Have you ever been to a forest to collect firewood, leaves or fruits and tubers? Tell everyone in the class about it and also make a list of all the things people in your area collect from the forests. How are they used? (Textbook Page No. 49)
Answer:
We live in Salur, Salur mandal in Vizianagaram district. My father Ramachandra Rao works in Private company Once we planned for ‘Chandi Homam’. We had to collect ‘Samidhalu’ (dry sticks of sacred trees) from the nearest forest. My friends and I went to the forest. We collected Peepal’s, Bilwa’s samidhalu. During that time we were afraid very much.
The people of this forest collect honey, medicinal plants, tree barks, amla, gum, tamarind etc., from the forest. They use them as their food and sell the unused in the nearest towns.

Question 16.
Our folk tales and Puranas and stories repeatedly mention forests. Can you relate in the class some such stories about the forests ? (Textbook Page No. 49)
Answer:
Ramayana and Mahabharata are the two great epics of our country. These two tell us about the ‘Aranya vasa’. This is the story of Ramayana. After the announcement of ‘Rama Pattabhishekam’, Kaika sent him to forests for 14 years. Rama went to the forest of ‘Dandakaranya’ with his brother Lakshmana and wife Sita. It is in Bastar district in central India. As the forest is known for this ‘Dandana’ (punishment), it got its name Dandakaranya. He lived there for a few years. When Ravana took away Sita with him, Rama went to Lanka to kill him. Later he killed Ravana in the war and returned to ‘Ayodhya’ after 14 years of exile.

Question 17.
Many forests are sacred and are worshipped by the people. Some forests are famous as the abode of some gods and goddesses. Find out about them and tell everyone in the class about them. (Textbook Page No. 49)
Answer:
At the end of ‘Dwapara yuga’ all the rishis and sages went to ‘Lord Brahma’. They requested ‘Brahma’ to suggest them a ‘sacred’ place to continue their further penance and to save themselves from the effect of ‘Kali’. Then Brahma took a sacred wheel and rolled it down on the earth and said wherever that wheel stopped, that would be the place. It stopped in ‘Naimisha’ which was in between Panchala and Kosala kingdoms. At present it is Sitapur, in Uttar Pradesh. It is on the banks of ‘Gomathi’ river. Now it is famous with its name ‘Naimisaranya’. This story is mentioned in Mahabharatha, Siva Purana etc.

Question 18.
Look at the map of Andhra Pradesh given on the showing the distribution of forests. Find out if your district has any forest and if yes, what kind of forest. (Textbook Page No. 54)
Answer:
Ours is East Godavari district. We have mangrove forest in our area.

Question 19.
Find out from your elders about their experience of CFM and also Social Forestry projects. (Textbook Page No. 60)
Answer:
Madras Forest Act was introduced in 1882 and later it was changed as A.P. Forest Act 1882. Again another act was introduced in 1915. Other forest policies and rules were declared in 1956, 1967, 1970 and 1971. Joint Forest Management (J.F.M.) was introduced in 1990. It was changed as Community Forest Management (C.F.M) in Telangana. While this programme helped to bring together the Forest Department and the local communities, it only forced the tribal people to give up their earlier podu lands for forest regeneration. During the same time, several Tiger Sanctuaries were established in the forests to protect wild life.

In 1976 government introduced Social Forestry Scheme. Its aim was taking the pressure off the forests making use of unused and fallow land. These should be afforested. With the introduction of this, government formally recognised the local communities right to forest resources.

Question 20.
Which is the nearest forest area from your village or town ? Find out why this area still has tree cover and has not been converted into fields or habitations or mines. (Textbook Page No. 51)
Answer:
Ours is Maredumilli village in East Godavari district. It is situated on a hill top. Rampachodavaram is very very near to us. These two are forest areas. These two stood independent in the British period also. Most of the area was under the control of tribals. No minerals were found in this area.

Question 21.
Due to historical factors and physical conditions, this remains as forest only.
a) Do you think it is possible for people to take care of forests and use them as well?
b) What would they have done if someone had tempted them to cut trees and sell them in the markets? (Textbook Page No. 56)
Answer:
a) It is possible. In present society many people are cultivating fruits and vegetables. They are protecting their gardens by selling the fruits and vegetables.
b) They definitely oppose and reject the suggestion. For ex: All their festivals are related to trees. Mamidi panduga, Gongura panduga, Mutyalamma panduga etc. They may cut a branch or some else but not the trees. They don’t cut their home.

Question 22.
List all the causes for the decline of forests in the last 200 years. Do you think Poducultivation was also responsible for this? Give your arguments. (Textbook Page No. 58)
Answer:
Causes for decline of forests :

1. Agriculture
2. Cattle rearing
3. Mega projects
4. Fires
5. Logging
6. Mangroves and shrimp farming
7. Mining, oil and gas

We can say that ‘Podu’ is also one of the reasons. The tribals left their traditional food, and depended on crops. So the land in forests is changed as agriculture land.

Question 23.
Why do you think the tribal people were not able to pay the land revenue demanded by the government? (Textbook Page No. 58)
Answer:
By one stroke of the government the tribal people were rendered homeless in their own homes. The government handed over these lands to zamindars and cultivators. The evicted tribal people had to work for these landlords. On the lands which the tribal people were to cultivate, they had to pay very high revenue. They had no habit or chance of saving money. So they were not able to pay the taxes.

Question 24.
Why do you think the government thought that forest was not important for tribal people’s development? (Textbook Page No. 60)
Answer:
I think that the government had lost its foresight and thought that forest was not important for tribal people’s development.

SCERT AP Board 8th Class Social Solutions 4th Lesson The Polar Regions Textbook Questions and Answers.

AP State Syllabus 8th Class Social Studies Solutions 4th Lesson The Polar Regions

8th Class Social Studies 4th Lesson The Polar Regions Textbook Questions and Answers

Improve your learning
Question 1.
Re-write the false statements with correct facts:
a) Animal body parts were used only in clothing.
Answer:
True: Animal body parts were used in food, construction of houses, clothes and in making weapons.

b) Major part of the food includes vegetables.
Answer:
True: Major part of the food includes animal meat and fish.

c) Popular games amongst the people in Tundra are closely related to their daily lives.
Answer:
True

d) Contact with people from outside impacted their health.
Answer:
True

Question 2.
Based on what you studied about equator regions in Class VII, how is polar region different?
Answer:

Equator region	Polar region
1. This extends from 0° to 23\(\frac { 1 }{ 2 } \)° North and South latitudes.	1. This extends from 66\(\frac { 1 }{ 2 } \)° N latitude to 90°N.
2. The Sun’s rays fall straight on this region.	2. The Sun’s rays fall slantingly on this region.
3. This region has 3 main seasons.	3. This region has 2 main seasons.
4. Formation of day and night occurs in one day.	4. Formation of day and night occurs in one year.
5. The people of this region lead settled life.	5. The people of this region lead nomadic life.
6. They have contacts with rest of the world.	6. They have less contacts with rest of the world.

Question 3.
What are the ways in which life of people in Tundra are dependent on climate of the region? Describe in the context of following aspects:

Food	Dress	Travel	Shelter

Answer:
Climate influences the people of the Tundra.

Food	Dress	Travel	Shelter
Cereals and grains are not cultivated here due to frozen ice. They should lead their life with meat and fish. They cannot even cook the food. So they should eat raw meat. They store the food in the frozen ice.	These people wear skins of animals and their fur. They should wear clothes from top of the head to bottom of the feet. They wear two piece dresses and and designed.	They need vehicles which are wide in shape to travel in ice. So they travel on platform like vehi­cles called sledges. These are drawn by polar dogs. They use kayaks and umiyaks to travel in waters in summers.	The land is covered with a layer of snow. Laying foundation is not possible. So they live in wooden tents covered with animal skins. And also they construct houses of ice blocks. They use ice blocks to sleep as cots.

Question 4.
In this chapter there are many aspects that are very different from the place where you live. Look at the subheadings in this chapter and make a list of them. Now create a wall paper with illustrations and descriptions comparing life in your location with that in the Tundra.
Answer:
The comparison between the life of the people of N. polar region and that of the people of the equatorial region

Question 5.
Imagine one entire day (24 hours) when the Sun does not set and another day when there is no Sun. What changes will you make in your daily lives ? Write a short note on them.
Answer:
When the Sun does not set: We should shut all the doors and windows of our house and make it dark to sleep. Rest of the day will be okay.
When there is no Sun: We should arrange lights probably flood lights to get light everywhere. Then we should perform our daily works.
This is possible for only one day.

Question 6.
Find out the five living places of Eskimos in the world map
Answer:
Greenland, Alaska, Canada, Siberia, Lapland are the five places shown in the below map.

8th Class Social Studies 4th Lesson The Polar Regions InText Questions and Answers

Question 1.
Which continent parts fall within this region? (Textbook Page No. 40)
Answer:
North America, Europe and some parts of Russia fall within this region.

Question 2.
Try to recall what happens as we move away from the equator. (Textbook Page No. 40)
Answer:
Temperature falls when we move from the equator to the poles.

Question 3.
Mention five points about the summer in Tundra. (Textbook Page No. 42)
Answer:

1. The Sun begins to shine in the tundra around February-March. In the beginning the Sunsets within a short time.
2. For almost three months from May to July, the Sun never sets.
3. The Sun does not rise overhead. It just hovers a little above the horizon. So it is never very warm.
4. Due to the relatively warm weather, some of the ice melts. The rivers, lakes melt and begin to flow.
5. When summer approaches, many multi-coloured plants, lichens, grass, shrubs and berries sprout around.

Question 4.
Fill in the blanks : (Textbook Page No. 42)
1. The Sun does not appear during the month of November, December and January.
2. At this time, the water freezes and the plants cover with the snow.

Question 5.
How do the people of Tundra get light in winter ? (Textbook Page No. 42)
Answer:
There will be no sunlight during the winter in the polar region. At this time, the light of stars
falls on the ice, reflects, and fills the region with bright colourful lights. These are known as ‘Aurora Borialisis’. During winter they get light with these Aurora borialisis, oil and fat lamps.
In what ways are the resources available in their surroundings used for making houses? (Textbook Page No. 45)

1. They use skins of animals and wood for tents.
2. They use logs and whale ribs in building round houses.
3. They form ice blocks (like bricks) and build domed houses.

Thus they use available resources in the surroundings.

Question 6.
Did you see any tree in the pictures on the previous page? (Textbook Page No. 42)
Answer:
No. Grass and small bushes are visible in the pictures given.

Question 7.
Look at the pictures in this chapter (The Polar Region). How has that dress and hunting changed? (Textbook Page No. 48)
Answer:
The people of the earlier times wore raw skins of animals. They are too heavy. They use the horns of animals, harpoons, sharp edged instruments to hunt.
In the modern times they wore designed caps, dresses which are light in weight. Guns occupied the place of traditional weapons.

Question 8.
Why do you think people probably always did not live in the Tundra region? (Textbook Page No. 43)
Answer:
There are no seasons or seasonal differences in tundras. They have likely temperatures and seasons. They face nominal summers. So they cannot cultivate crops here. They have no tasty foods and different kinds of foods. During winters the whole region becomes dark, deserted and desolate. So they did not live here throughout the year.

Question 9.
How is the house impacted by the climate? (Textbook Page No. 45)
Answer:
Their houses are called igloos. In summer, most Eskimos live in tents made of animal skins. In some areas, they made tents of wood and animal skins. They use logs and whale ribs also for this. They use stone slabs in some areas. Snow houses are made from blocks of packed snow, built into a dome. They build snow platforms for their sleep. As the area is covered with snow they cannot lay foundations and they cannot lead a settled life. Thus the house is impacted by the climate.

Question 10.
Do you think lives of people in Tundra have changed for better or worsened because of their interaction with outside world? Give reasons for your answer. (Textbook Page No. 48)
Answer:
The lives of people in Tundra have changed for better or worst both because of their interaction with the outside world.

The pattern of relations between the Eskimos and outsiders has been described as “boom and bust”. Waves of outsiders have brought brief periods of wealth, education, and employment. This was followed by periods of poverty and disorganisation. Peak periods have been those of whaling (1859 to 1910), the modern fur trade (1925 to about 1950), the building of military and defence bases (the mid-1950s), the building of urban centres (mid- 1960s), and oil exploration and development (the 1970s).

Each wave of activity has drawn the Eskimos into contact with different social and economic forces. The once isolated northlands have been opened up by air travel, highways, powerful modern ships, and satellite communications. These changes have produced great strains on the Eskimo way of life.

SCERT AP Board 8th Class Social Solutions 3rd Lesson Earth Movements and Seasons Textbook Questions and Answers.

AP State Syllabus 8th Class Social Studies Solutions 3rd Lesson Earth Movements and Seasons

8th Class Social Studies 3rd Lesson Earth Movements and Seasons Textbook Questions and Answers

Improve your learning

Question 1.
Do you think there is any correlation between the crops grown in your region and the seasons? Find out by discussing with your eiders and friends and write a short essay on it.
Answer:
Ours is a small village Anther vedipalem in East Godavari district. In our area, we have 3 crop seasons – Kharif, Rabi, and Zaid. The farmers cultivate paddy and maize in the Kharif season. This season is up to October and November. Rabi is cultivated as winter crop. In Rabi also some cultivate paddy and some cereals. Duration of this season is upto March and April. After that some fruits and vegetables are grown in the Zaid season. In addition to these we have coconut plantations which give fruits throughout the year. Due to these reasons there is correlation between crops and seasons.

Question 2.
Why do you think Andhra Pradesh does not receive any snowfall during winter months?
Answer:
Snow forms in the clouds that are below freezing. Andhra Pradesh is in tropical belt. To get snow the temperatures in Andhra Pradesh are not enough cold. So Andhra Pradesh does not receive any snowfall during winter season.

Question 3.
We have a rainy season. How do you think it is related to the movement of the Earth and the pattern of Sun’s rays? Does it occur in the summer or winter or in the season in between?
Answer:
The seasons occur due to the revolution and the pattern of Sun’s rays. During summer the Sun’s rays fall straightly on our area. Then the air in the atmosphere gets heated and moves up by forming low pressure belt. The winds from high pressure belt from the Indian ocean blow to this area and give rains. We receive rains after summer and in the beginning of winter due to these seasonal winds-monsoons.

Question 4.
Collect information about time of Sunrise and Sunset for different months of the year in your place (you can look up the local newspaper for this). Calculate the duration of day and night- how many hours every day – for every month. Do you see any pattern in this?
Answer:
I have opted Kanyakumari in Tamilnadu for this project. It is famous for its sunrise and sunset.

Date/Month	Sunrise	Sunset	Day time Duration	Night time Duration
1/1/2015	06-33	18-13	11-40	12-20
1/2/2015	06-40	18-27	11-47	12-13
1/3/2015	06-33	18-31	11-58	12-02
1/4/2015	06-18	18-29	12-11	11-49
1/5/2015	06-05	18-29	12-24	11-36
1/6/2015	06-01	18-34	12-33	11-27
1/7/2015	06-06	18-41	12-35	11-25
1/8/2015	06-12	18-40	12-28	11-32
1/9/2015	06-12	18-28	12-16	11-44
1/10/2015	06-08	18-11	12-03	11-57
1/11/2015	06-08	17-58	11-50	12-10
1/12/2015	06-18	18-00	11-42	12-18

After thorough observation I came to the following conclusion.
* The duration of night time is more in the months from August to January. The duration of day time is more in the months from February to July.

Question 5.
Explain the idea of rotation of the Earth to your parents or sisters or brothers. Write down their questions or doubts and try to answer them.
Answer:
I explained the earth’s rotation to my brother and sister. I write down their doubts here under.

1. Why does the earth rotate?
2. What is the speed of the earth’s rotation?
3. How can we prove the earth’s rotation?
4. Why is the axis of earth tilled?
5. What happens if earth stops its rotation?

Question 6.
Imagine that the Earth does not rotate but goes around the Sun around the year. What difference will it make to the seasons and distribution of temperature?
Answer:
The one portion of the earth which is infront of the sun would constantly get Sun’s heat and light and the other portion would remain cold and dark. This would make both portions unfit for life-the bright half would be too hot and the dark half would be too cold. This would happen if the earth did not rotate on its own axis.

Question 7.
Identify a country in the Temperate Belt in both Northern and Southern Hemisphere. Compare the seasons in those countries and your place. Which will be warmer in May- June and which will be cooler in December – January or in March or September Identify a country in the Temperate Belt in both Northern and Southern Hemisphere.
(OR)
Compare the seasons in those countries and your place.
Answer:
I have opted Russia in Northern hemisphere, Falkland Islands for this.
Moscow in Russia – It is located near 55.7558° N. latitude. The average temperatures are as follows.

Falkland Islands: It is extended from 51 °S latitude to 52°S. Latitude.

The seasons are quite opposite in both hemispheres.
Ours is Vijayawada in Andhra Pradesh. This is located at 16°5200 N. latitudes. Here April and May are famous for high temperatures. Winter season will be in December and January. When compared to Russia and Falkland Islands, the summer temperatures and winter temperatures are both higher than their summer temperatures. But the seasons in these three areas are more or less equal.

Question 8.
What are the six seasons of Indian climate?
Answer:
The six seasons are:

1. Vasantham – Mid March – Mid May
2. Greeshrnam – Mid May to Mid July
3. Varsha – Mid July to Mid September
4. Sarath – Mid September – Mid November
5. Hemantham – Mid November – Mid. January
6. Sisiram – Mid January – Mid March

Question 9.
Read the first paragraph of this chapter and answer the following question

Human beings live along with a large community of plants and animals. We can observe constant change in the course of the year – the flowering and fruiting of trees and plants changes in the animal activity in our surroundings. As months pass by you would have noticed that trees shed leaves, stand bare, new shoots come forth, they flower and fruit. You may have also noticed that in different times of the year you get different kinds of vegetables and fruits. In some months it is very hot and in some it is cold or wet.

“What is the impact of seasons on the lives of human beings ?”
Answer:
Human beings live along with a large community of plants and animals. We can find a constant change in the course of the year – the flowering and fruiting of trees and plants changes the animal activity in our surroundings. As months pass by, trees shed leaves, stand bare, new shoots come forth, leaves grew again they flower and give fruits. In different times of the year we get different kinds of fruits and vegetables. In some months, it is very hot and in some months, it is cold or wet.

8th Class Social Studies 3rd Lesson Earth Movements and Seasons InText Questions and Answers

Question 1.
Can you relate what are the major seasons you have seen? (Textbook Page No. 33)
Answer:
The major seasons I have seen are Summer season, Rainy season and Winter season.

Question 2.
Can you describe What happen in each -how hot it gets, how much it rains, what happens to the plants and trees and animals, what food you get to eat etc.? (Textbook Page No. 33)
Answer:
Summer season: The atmospheric temperature is too hot i.e., upto 45°C. At the end of this season sometimes it rains. Plants, trees, human beings, animals long for water, food and cool air. This season is famous for watermelons, mangoes and palm fruits etc.

Rainy season: Heavy rains occur during this season. But temperature varies between 30°C to 35°C. We can see greenery everywhere. Cattle are well with their abundant feed. They give us plenty of milk. Many types of vegetables and mushrooms are available.

Winter season: Cold is heavy in this season. Temperature varies from 25°C to 30°C. Even then nights are too cold. Animals also long for warmth. During this season cauliflower, tomato and grapes etc., are available in plenty.

Question 3.
Do you think the trees observed ¡n the pictures are same or different? (Textbook Page No. 33)

Answer:
They are same.

Question 4.
What are the changes you can see in the trees?
Answer:

1. In the first picture it is covered by snow.
2. In the second picture the same tree has fully grown leaves.
3. In the third picture the same tree is sprouting leaves.
4. In the last picture ripe red leaves are falling from the same tree.

Question 5.
Imagine that the Earth goes around the Sun but its axis is not tilted. How will it affect the change in seasons in Andhra Pradesh? (Textbook Page No. 37)
Answer:
This happens if the Earth’s axis is not fitted. Andhra Pradesh is in tropical belt. So the Sun rays fall straight on this area. If the axis is not fitted, there will be continuous temperatures and summer throughout the year on this area. Rainy and winter seasons may not be possible. Most probably the three seasons may come on every day.

Question 6.
How will it affect the change in seasons in the northern region whose photograph you saw in the beginning of the chapter? (Textbook Page No. 37)
Answer:
The photographs are different in different seasons. If the earth’s axis is not tilted, the northern most area on the earth may get freezed. We cannot find any vegetation there.

Question 7.
Find out if there is anyone in the class who has lived in distant places where the seasons are different. Get them to describe what happens there. (Textbook Page No. 33)
Answer:
In my class one student named ‘Atchyut’ came from ‘Dehradun’. He is staying with his grand-parents. His parents are in ‘Dehradun’. He told that the seasons there are entirely different from us. They have heavy winters. Let us listen to his words.
“My name is Atchyut. I came here from ‘Dehradun’ which is at the feet of the ‘Himalayas’. We feel sweat during summer, even though we have less temperatures. Rains are too heavy during the rainy season. Coming to winter season – wow! it is too cold. Hot water should be used for every task in daily life. Warm water is used for drinking. We feel sunlight only after 8 a.m. We must use inners, sweaters, mufflers, caps, socks, and gloves. But our area is very beautiful”.

Question 8.
Find out which country is called the ‘land of midnight Sun’ and locate it on the globe. Find out its latitude and compare it with the latitude of Andhra Pradesh. (Textbook Page No. 34)
Answer:
Norway is called “Land of Midnight Sun. Its latitude is 60.47°N. Some other countries like,

1. Sweden -59.26°N.
2. Iceland – 64.83°N.
3. Lapland -67°N.
4. Denmark – 55.72°N.
5. Finland -62°43″N
6. Alaska -61°18″N
7. Russia – 54°82″N
8. Yukon – 63.63°N
9. Canada – 56°75″ N etc.

comes under this session also. Whereas Latitude as Andhra Pradesh is 80°E;

Question 9.
Look at the globe and find out the names of countries which are located to the south of equator. (Textbook Page No. 34)
Answer:
Asia: Indonesia, partly Maldives partly Sumatra.
Africa: Angola, Botswana, Burundi, South Africa, Tanzania.
Europe: No
North America: No
South America: Argentina, Chile, Bolivia
Australia: Australia, New Guinea

Question 10.
Did you find any continent which is located entirely to the North of the Equator ? (Textbook Page No. 34)
Answer:
Yes. They are Europe and North America.

Question 11.
Did you find any continent which is located entirely to the South of the Equator ? (Textbook Page No. 34)
Answer:
Yes. It is Australia.

Question 12.
Did you find any continent which is spread on both ideas of the North and South of the Equator ? (Textbook Page No. 34)
Answer:
Yes. It is Asia.

Question 13.
Can all the students of the class write down three questions regarding this magic of seasons? we will try to find answers for them. (Textbook Page No. 34)
a) What are the reasons behind the formation of seasons?
Answer:
Earth’s revolution and inclination of the axis are the reasons behind it.

b) In which season the earth tipped towards the sun? (A region)
Answer:
In summer season.

c) What happens if there are no seasons?
Answer:
No seasons, no life on the earth.
Identification of these countries on the globe: Self exercise

Question 14.
Find out if Andhra Pradesh is in the Tropical Belt or in the Temperate Belt. (Textbook Page No. 38)
Answer:
Andhra Pradesh is extended between 12°N to 19°N latitude (approximately). It is in Tropical Belt.

Question 15.
Will the Sun shine directly on our heads in Andhra pradesh during any month? If yes, in which month? (Textbook Page No. 38)
Answer:
The Sun’s rays fall straightly on Andhra Pradesh in the month of May.

Question 16.
Find out in which belt is Delhi and if it will get snowfall in winters. (Textbook Page No. 38)
Answer:
Delhi is located between 28°22″ N. latitude and 28°54″ N. latitude. It is in Temperate Belt. It records low temperatures but there is no snowfall.

SCERT AP Board 8th Class Social Solutions 2nd Lesson Energy from the Sun Textbook Questions and Answers.

AP State Syllabus 8th Class Social Studies Solutions 2nd Lesson Energy from the Sun

8th Class Social Studies 2nd Lesson Energy from the Sun Textbook Questions and Answers

Question 1.
Correct the false statements.
a) If a place is closer to sea, irrespective of its distance from equator, it will always be cooler.
Answer:
True

b) As you go up higher from the earth, it becomes warmer because sun is closer to you.
Answer:
False.
Correction: As you go up higher from the earth, it becomes cooler, because the temperature decreases at the rate of 6°C for every ascent of 1000 metres.

c) Sun heats the air first and then the earth.
Answer:
False.
Correction: Sun heats the earth first and then the air.

d) Global warming is related to oxygen.
Answer:
False.
Correction: Global warming is related to carbon-di-oxide.

Question 2.
What’s the difference between the highest temperatue in Table 2 and the lowest temperature in Table 1?

Table 1

Month	Maximum°C	Minimum °C
Jan	30	17
Feb	33	19
Mar	37	22
Apr	39	26
May	39	26
Jun	35	25
Jul	33	24
Aug	33	24
Sep	33	23
Oct	32	23
Nov	30	20
Dec	29	18

Table – 2

Month	Maximum°C	Minimum °C
Jan	32	19
Feb	32	21
Mar	32	23
Apr	33	25
May	33	26
Jun	30	24
Jul	29	24
Aug	28	24
Sep	29	24
Oct	32	24
Nov	33	22
Dec	32	21

Answer:
The highest temperature in Table 2 = 33°C
The lowest temperature in Table 1 = 17°C
The difference = 16°C

Question 3.
Suppose, the temperature in Moscow was – 8°C at 10 AM on 6 December. Twenty-four hours later it was 12°C higher. What was the temperature at 10 AM on 7 December?
Answer:
The temperature was 4°C.

Question 4.
Delhi and Mumbai are both situated on plains and their height above sea level is less than 300 metres. Why is there so much difference in their monthly average temperatures? In which months are the average temperatures in these two cities most similar? Can you explain?
Answer:
Mumbai experiences moderate climate while Delhi experiences extreme climate. This is because Mumbai’s coastal nature and tropical location ensures moderate temperature throughout the year. Delhi’s distance from the sea gives it an extreme type of climate.
The average temperatures in these two cities are more similar in the months of August and September.

Question 5.
Given below are the average monthly minimum and maximum temperatures of Jodhpur. Make a line graph of them. Which are the hottest and coldest months of the year?
Table: Average Monthly Maximum Temperatures in Jodhpur, Rajasthan (°C).

Month	Jan	Feb	Mar	Apr	May	Jun	Jul	Aug	Sep	Oct	Nov	Dec
Minimum	09	12	17	22	27	29	27	25	24	20	14	11
Maximum	25	28	33	38	42	40	36	33	35	36	31	27

Answer:
a) April, May and June are the hottest months in the year.
b) December, January and February are the coldest months in the year.

Question 6.
Given here are the average maximum temperatures of three places: A, B, and C. Make graphs of them. What can you guess about each place by looking at the Table and graphs?

Place	Jan	Feb	Mar	Apr	May	Jun	Jul	Aug	Sep	Oct	Nov	Dec
A	23	26	33	38	41	39	34	33	33	33	29	25
B	-3	1	6	12	17	21	25	24	21	14	8	2
C	31	32	33	32	32	29	29	29	30	30	30	31

Answer:
A and C are in hot regions and B is in cold region.

Question 7.
Give three possible explanations for the differences between the average temperatures in Thiruvananthapuram and Shimla in January.
Answer:

1. Tiruvananthapuram is situated on sea coast.
2. Shimla is on high altitude.
3. Tiruvananthapuram is near to the equator and Shimla is far away from the equator.

Question 8.
Between Bhopal, Delhi, Mumbai and Shimla, which two places show a similar temperature pattern? How can you explain the similarity between these two places?
Answer:
Bhopal and Delhi show a similar temperature pattern. This is because these two are far away from the sea.

Question 9.
Look at the graph of Minimum – Maximum temperature given below and answer the questions below.
a) What is the average highest temperature in July?
Answer:
28°C

b) How warm does it usually get in December?
Answer:
26°C

c) How cool does it usually get in June?
Answer:
20°C

d) Is there a bigger difference between night and day temperature in May or in August?
Answer:
In the month of May

e) When is summer?
Answer:
March, April and May months.

Question 10.
Nithin says thermal power is better to use, but Padmaja says that Solar Energy is better. Which of them do you support? Why?
(OR)
How is solar energy better than thermal power?
Answer:
Solar energy is better than thermal power because solar energy is clean, breath-takingly abundant and is a responsible renewable resource to meet much of the world’s energy needs, as well as a fundamental need of our body for vitamin D.

Question 11.
Read the para under the title “Height and Temperature” and comment on it.

At the peak of summer some people go from the plains to hilly places such as Ooty or Shimla to avoid the heat. Even in the summer months, the temperatures are low on high hills. The highest parts of a mountain generally have the lowest temperatures. Temperatures decreases with elevation (height).

Answer:
The temperature decreases with altitude. On an average, the temperature decreases by 3.5°F for every 1000 ft of altitude (6.5°C for every 1000 metres).
Additional information: The lapse rate depends on, if the air is dry or moist – in dry air, the temperature decreases more quickly, in moist air more slowly.

8th Class Social Studies 2nd Lesson Energy from the Sun InText Questions and Answers

Question 1.
Can you point out the difference between insolation and radiation? (Textbook Page No. 19)
Answer:
Insolation: The radiation received on the surface of a body is called insolation.
Radiation: When a body gives out energy it is called radiation.

Question 2.
What will happen if the atmosphere gets more polluted with smoke and duct? (Textbook Page No. 19)
Answer:
Some amount of solar rays are absorbed or reflected away by smoke or dust in the atmosphere. If the atmosphere gets more polluted with smoke and dust, it may absorb more heat. As a result the temperatures on the earth may raise. If it reflects more, there will not be heat on the earth. Both are dangerous to ‘the life’ on ‘the earth’.

Question 3.
Can you tell why there is difference in heating of land and water? (Textbook Page No. 21)
Answer:
The water is transparent and lets energy pass through. On the other land, the sun heats up only the top layer of the land. This is because the land is solid. A solid is opaque and does not let energy through. This is the difference in heating of land and water.

Question 4.
a) Where will the rays fall more slanting – in Japan or North Pole? (Textbook Page No. 20)
Answer:
In North pole.

b) Where will Sun’s rays fall more intensively, in Andhra Pradesh or Rajasthan?
Answer:
In Andhra Pradesh.

c) If the Earth is flat and not curved, then which will get more heat – Japan or the Equator, or both equally?
Answer:
Both equally,

d) Look at the globe and say which countries wifi be hotter and which will be cooler?
Answer:

1. Australia, Indonesia, Philippines, Cambodia, India, Chile, Brazil, Sudan, Uganda, etc. -hotter.
2. North America, Iceland, Scandinavia and Russia, etc. – cooler.

Question 5.
To get an idea of other temperatures, measure and note the temperature of the following things. Before you start measuring, guess the temperature of each one. (Textbook Page No. 23)

Thing	Temperature, °C
	Guess	Measurement
Water in bucket
Ice
Giass of cold water
Warm bath water

Answer:

Thing	Temperature, °C
	Guess	Measurement
Water in bucket	25°C	35°C
Ice	0°C	0°C
Glass of cold water	15°C	10°C
Warm bath water	70°C	76°C

Question 6.
It is safer and advisable to use thermometers that have a scale of -10°C to 110°C. Using such a thermometer, also measure and note the temperature of boiling water and hot tea. (Textbook Page No. 23)
Answer:

1. Temperature of boiling water: 100°C
2. Temperature of hot tea: 95°C,

Question 7.
Look at the number line below, you can see how + and – numbers are marked. (Textbook Page No. 24)

a) Which temperature is greater: 5°C or -5°C?
Answer:
5°C

b) At which of these two temperatures will we feel colder?
Answer:
-5°C

c) How many degrees difference is there between -5° and 5°?
Answer:
10°C

d) Write in short form each of the following temperatures:
i) 88 degrees below zero, Celsius
Answer:
-88°C
ii) 38 degrees above freezing, Celsius
Answer:
38°C
iii) 32 degrees below freezing, Celsius
Answer:
-32°C

e) Did you note the temperature in your classroom today? 88 degrees below zero Celsius is how many degrees lower than the temperature you measured?
Answer:
Classroom temperature = 28°C It is 116°C low.

f) The temperature of a normal human body is 37°C. How much hotter than normal body temperature is 50°C?
Answer:
13°C

g) How much colder than the normal body temperature is -5°C?
Answer:
42°C

h) Arrange the following temperatures from the highest to the lowest:
12°C, -16°C, 29°C, 0°C, – 4°C.
Answer:
29°C, 12°C, 0°C, -4°C – 16°C.

i) At which of the above temperatures will we feel hottest?
Answer:
At 29°C

j) At which of the above temperatures will we feel coldest?
Answer:
At -16°C.

Question 8.
Have you been to places that have different climate than where you live? Describe it in the class. (Textbook Page No. 18)
Answer:
I live in Vijayawada It is very hot place. I have been to Ooty during last vacation. It is a hill station in Tamilnadu. It is situated on Nilgiri hills. I went from Vijayawada to Coimbatore and there to Ooty. It is ‘queen of hill stations. It is too cool as it is situated on high altitude. There I stayed in a hotel opposite to ‘Horse Race Course’. There I visited Dodabetta peak, Love Dale, Wildlife Sanctuary, Botanical Gardens, Emerald lake etc., in Ooty. There I enjoyed the cold in summer. I took a resolution on the 1st January of this year that I would visit Ooty often in my life. I love the memories of my trip.

Question 9.
Table 1: (Average monthly temperature of Ananthapuram)

Month	Maximum,°C	Minimum, °C
Jan	30	17
Feb	33	19
Mar	37	22
Apr	39	26
May	39	26
Jun	35	25
Jul	33	24
Aug	33	24
Sep	33	23
Oct	32	23
Nov	30	20
Dec	29	18

Use the data in the Table 1 and plot the average minimum monthly temperatures for Ananthapuram on the same graph paper in which the graph of maximum temperatures is drawn for your understanding. The first two months have already been done for you in the Graph 1.

Look at the data and the graph and answer the following questions about Ananthapuram:
a) How cold does it usually get in November in Ananthapuram?
Answer:
20°C

b) Which month has the highest maximum temperature in Ananthapuram?
Answer:
April and May, 39°C

c) What is the difference between the highest maximum temperature and the lowest maximum temperature in the year?
Answer:
22°C.

d) Which three months are the hottest in Ananthapuram?
Answer:
March, April and May.

e) Which three months are the coldest?
Answer:
December, January and February

f) What is the average maximum temperature in January in Ananthapuram?
Answer:
30°C

g) From June through December, the average minimum monthly temperature keeps falling in Ananthapuram. Does the average maximum monthly temperature also keep falling?
Answer:
Yes, It is also falling.

h) What is the difference between the maximum and minimum temperature in May?
Answer:
13°C

i) What is the difference between the maximum and minimum temperature in August?
Answer:
9°C

j) Based on your answers to the above two questions, is there a larger difference between the maximum and minimum temperatures in the summer or in rainy season in Ananthapuram?
Answer:
There is not much variation.

Question 10.
Table 2: (Average monthly temperature)

Month	Maximum,°C	Minimum, °C
Jan	32	19
Feb	32	21
Mar	32	23
Apr	33	25
May	33	26
Jun	30	24
Jul	29	24
Aug	28	24
Sep	29	24
Oct	32	24
Nov	33	22
Dec	32	21

The average of maximum and minimum monthly temperatures are plotted on the Graph 2.
a) Which month has the lowest minimum temperature in Visakhapatnam? How much is it?
Answer:
In the month of January; It is 19°C.

b) Which is the hottest month in Visakhapatnam? How much was the average maximum temperature for that month?
Answer:
April, May and November months are too hot; 33°C.

c) Compare the temperatures of Ananthapuram and Visakhapatnam to answer the following:
i) In January, which place is colder?
Answer:
Ananthapuram
ii) In June, which place is hotter?
Answer:
Ananthapuram
iii) In which place, Ananthapuram and Visakhapatnam does the temperature remain more or less the same throughout the year?
Answer:
Visakhapatnam

Question 11.
Observe the following graphs.

Now answer the following questions.
a) Can you think of any other reason for this state of temperature?
Answer:
Due to altitude, mean sea level, etc. the state of temperature differs.

b) What will happen if the inversion occurs?
Answer:
When inversion occurs cold air underlies warmer air.

c) How many metres higher than Delhi is Shimla?
Answer:
Shimla is 1900 metres higher than Delhi.

d) Based on the difference in elevation, calculate the likely difference in temperature between the two places.
Answer:
Approximately 12°C.

e) Which month has the highest maximum temperature in Shimla? How much is the temperature?
Answer:
May month, it is 22°C.

f) Which month has the highest maximum temperature in Deihi? How much is it?
Answer:
May month. It is 40°C.

g) In September, the average maximum temperature in Shimla is ———–°C while in Delhi, it is ———–°C.
Answer:
17°C, 34°C.

h) Which is colder: Delhi in January or Shimla in July?
Answer:
Delhi in January is colder.

Question 12.
Sometimes, especially in mornings of winters, coal temperatures are found near the ground. You can see dew drops on the grass due to condensation. The cooler temperatures near the ground level are due to less amount of insolation received due to the shorter days and excessive radiation due to the longer nights. This is known as inversion. (Textbook Page No. 28)
a) Can you think of any other reason for this state of temperature?
Answer:
I find no other reason.

b) What will happen if the inversion occurs?
Answer:
When inversion occurs cold air underlies warmer air.

Question 13.
Observe the following graph.

a) Which of the three places shown in the graph is located near to the Equator?
Answer:
Singapore

b) What is the average yearly temperature in that place?
Answer:
27.8°C

c) Does it usually get much warmer in the summer than in the winter there?
Answer:
No, there is slight difference.

d) Is summer in Vladivostok warmer than the winter in Singapore?
Answer:
No, there is much difference.

e) Does it usually get warmer in July in Singapore or in Shanghai?
Answer:
Singapore

f) Which of the three places on the graph has the most extreme climate?
Answer:
Vladivostok

g) What is the warmest month in Shanghai?
Answer:
July and August

h) What is the average yearly temperature there?
Answer:
15.3°C

i) Which month has the lowest average maximum temperature in this place?
Answer:
January and February.

Question 14.
Use the maps in your Atlas to find out the latitude and the average temperature in January of each of the following places: The first one has already been done for you.

Place	Lat.	Temp, in January
Vijayawada, A.P.	17° N	between 20 and 22.5° C
Agra, U.P.
Madurai, T.N
Nagpur, M.H

a) According to this map, there is no place in India that has an average January temperature higher than 30°C. (Remember, this is the average. There may be some January days in some places that do get hotter than 30°C.)
Look at the map and find out which parts of India usually have the highest average temperature (in January).
b) If you look north from this place on the map, is the average January temperature higher or lower?
Answer:

Place	Lat.	Temp, in January
Vijayawada, A.P.	17°N	between 20 and 22.5° C
Agra, U.P.	27°N	22.3°C- 8°C
Madurai, T.N	9.93°N	30°C – 20°C
Nagpur, MH	21 °N	28°C – 12°C

a) Southern parts of India have the highest average temperature.
b) It is lower.

Question 15.
Why is the North cooler in winter? (Textbook Page No. 30)
Look at the following table, it shows sunrise and sunset in different cities in India on 10th January.

Place	Sunrise	Sunset
Visakhapatnam, A.P.	6:29	5:38
Agra, U.P.	7:09	5:42
Madurai, T.N.	6:37	6:12
Nagpur, MH	6:53	5:48
Hyderabad, T.S.	6:49	5:58
Kohima, Nagaland	6:02	4:40

Answer the questions below:
a) In which of these six cities does the sun rise first?
Answer:
Kohima (Nagaland)

b) In which of these cities does the sun set last?
Answer:
Madurai.

Question 16.
Find out the locations of Singapore, Shanghai and Vladivostok on the following picture of the globe.
Answer:

Project work
Question 1.
You know that the Sun is the source of heat on the Earth. But why do you think the heat varies from morning to night or from season to season and from place to place? We are listing some variations here. Try to think a reason for it and discuss in the class before you proceed to read this chapter. (Textbook Page No. 18)

1. Cool in the early morning and warmer in the afternoon.
2. Warm in summer and cool in winter.
3. Cool on hill tops and warm in the plains.
4. Warm in Equatorial region and cold in Polar region.

Answer:
The heat on the earth varies from morning to night or from season to season and from place to place. The reasons are latitude, altitude, distance from the sea, ocean currents, mountain barriers, air masses and prevailing wind system.
Reason 1: In the morning the Sun’s rays are slanting on a particular place. In the afternoon they are straight on the same place. This is due to rotation.

Reason 2: During the summer the Sun’s rays hit the earth at a steep angle. The light does not spread out as much, thus increasing the amount of energy hitting any given spot. Also the long day light hours allow the earth plenty of time to reach warm temperatures. This is due to revolution.

Reason 3: The average rate of decrease of the temperature of normal air with the increase in height. It is equal to 6°C/km. (Normal Lapse Rate)

Reason 4: The Sun’s rays fall straight on the equatorial region and starting on the poles.
This is due to curvature of the earth.

Question 2.
Measure the temperature for a week in different months throughout the year. You will be able to see the temperature differences that occur between the summer, winter, monsoon, and other seasons. (Textbook Page No. 23)
a) For the next week, measure the air temperature each day at the same time and place (Remember to choose a place that Is in the shade). Each day before you measure, write down your guess. Keep your record in a separate notebook.
Place: ———–
Time: ———–
Month: ———–

Date	Air Temperature, °C
	Guess	Measurement

b) Record the temperature every day for one week for few months.
c) Calculate the weekly average temperatures.
d) Discuss the variations between different weeks.
Answer:
Place: Bengaluru
Time: 12 Noon
Month: January

	Air Temperature, °C
Date	Guess	Measurement
18.1.2016	28°C	29°C
19.1.2016	27°C	30°C
20.1.2016	29°C	30°C
21.1.2016	29°C	30 C
22.1.2016	28°C	30°C
23.1.2016	27°C	30°C
24.1.2016	28°C	30°C

SCERT AP Board 8th Class Social Solutions 1st Lesson Reading and Analysis of Maps Textbook Questions and Answers.

AP State Syllabus 8th Class Social Studies Solutions 1st Lesson Reading and Analysis of Maps

8th Class Social Studies 1st Lesson Reading and Analysis of Maps Textbook Questions and Answers

Question 1.
Study the school atlas carefully by looking at various thematic maps.
Answer:
Self-exercise.

Question 2.
Do you think the use of maps has changed between the time of ancient Greeks and now? In what way is it similar and different?

	in ancient Greece	Now
Similarities
Differences

Answer:
Yes, I think so.

	In ancient Greece	Now
Similarities	They tried to make the maps accurate with the help of longitudes and latitudes.	The maps are very accurate and detailed with the help of satellites.
Differences	Maps were made to help the sailor.	Maps are used extensively for planning, development of countries.

Question 3.
Many people believe that making of maps by the Colonial powers was a more powerful tool for exploitation and control of the colonies than guns. Do you agree? Why?
Answer:
Yes, 1 agree with the given statement.
The reasons are –

1. When European powers coionised the entire continents like North and South Americas, Africa, Australia and Asia they needed to know about the places, their climate, crops, mineral resources and about the people living there.
2. They sent scientific expeditions consisting of map makers and others to explore the different parts of the world and prepare maps.
3. These teams fought their way into interiors of continents crossing mountains, deserts and rivers, fighting local peoples to get the necessary information. ,
4. This information and the maps enabled the colonial powers to establish their rule over these areas and also exploit their resources.

Question 4.
In what ways were the maps prepared by the British different from the one made by Ptolemy or Idrisi?
Answer:

British maps	Maps of Ptolemy or idrisi
1. They prepared maps to establish their rule over the areas and .also exploit their resources.	1. They prepared their maps for their kings and their interests.
2. These maps give more information of their colonies.	2. These maps give more correct information of Europe and nearby countries.
3. These are relevant to present day maps.	3. They show their continents in the centre of the earth.
4. These show the north towards the top of the map.	4. Al-Idrisi’s map shows the south towards the top of the map.

Question 5.
Read the text the “Use of maps in our times” and answer the following question:

As we saw above, maps were made and used for a variety of purposes: for trade, sailing, for conquests and colonising and for fighting wars. In our own times maps are used extensively for planning, development of countries. This requires planners to identify the problems faced by a region and its resources etc. This is done with the help of maps. For example, we can make a map of regions which have very little drinking -water. We can compare this map with maps showing water resources – rainfall, groundwater and rivers. Based on this comparison we can decide what is the best way to make drinking water available to all the people of the region – by sinking tube wells, or building dams across streams or making tanks (cheruvus) or bringing water from distant places in large pipes. Similarly, we can plan agricultural development, setting up new industries, building roads, hospitals and schools with the help of maps.

What are the various purposes for which maps are used in our times?
Answer:

1. In our own times maps are used extensively for planning and development of countries.
2. We can plan agricultural development, setting up new industries, buildings, roads,
   hospitals and schools with the help of maps.
3. Maps are also used by companies to plan their business work.

Question 6.
Prepare a few questions to know about different types of maps.
Answer:

1. How many kinds of maps are there?
2. What are different kinds of maps?
3. What are thematic maps?
4. What are political maps?
5. What do the physical maps show?
6. Which kind of maps show information about the climate of an area?
7. What are road maps?

8th Class Social Studies 1st Lesson Reading and Analysis of Maps InText Questions and Answers

Question 1.
In what ways do you think the sailors influenced the making of maps in early times?
(Textbook Page No. 6)
Answer:
The sailors travelled widely and wrote down descriptions of the land and people and their histories they saw or heard about. They prepared maps based on these travels and descriptions. Though these maps have not survived, historians have tried to recreate them with the help of their descriptions.

Question 2.
Do you think this free access to maps is a good thing? Why? (Textbook Page No. 8)
Answer:
No, I do not think so. Any government has to maintain secrecy in access to maps. Otherwise it helps the enemies. But at present satellite images reveal every place on the earth.

Question 3.
If someone wants to choose an appropriate place to set up a hospital, what kind of maps would be useful to her? Make a list.
Answer:

1. Map showing hospitals
2. Map showing laboratories
3. Map showing scanning centres
4. Map showing ill-health
5. Map showing bus routes
6. Map showing train routes and
7. Map showing blood banks.

Question 4.
Can you suggest how maps can be used to plan setting up new schools and colleges? What different kinds of maps would have to be studied for this? (Textbook Page No. 8)
Answer:
One has to observe the following matters to establish educational institutions.

1. School going children or college going youth.
2. Up locations of their schools and colleges.
3. Their distances
4. Area/land for establishing the institution.
5. Their financial status for fees determination, etc.

For this one has to Study

1. Population map
2. Residential area map
3. Transport map
4. Water facilities map, etc.

Question 5.
Find out about the lives of some of the great explorers like David Livingstone, Stanley, Amundsan, etc. Find out who sponsored their expeditions and why? (Textbook Page No. 8)
Answer:
a) David Livingstone: 19-3-1813 to 1-5-1873 – Scotland – UK – Explored Africa. Sponsored by London Missionary Society.
To develop trade and spread of Christianity
b) Sir Henry Morton Stanley : 28-1-1841 to 10-5-1904 – Denbigh – Wales – UK. Sponsored by New York Herald – To find David Livingstone.
c) Roald Amundsan: 16-7-1872 to 18-6-1928 – Borge – Ostfold – Norway.
Sponsored by Belgian Antarctic expedition – To discover the South pole.
d) Alfonsa – De – Albuquerque: 1453 to 16-12-1515 – Portuguese Sponsored by King Manuel I of Portugal.
To establish Portuguese colonial empire in the Indian Ocean.

Question 6.
Why do you think the map makers place their own country in the middle of the map? (Textbook Page No. 6)
Answer:
The map makers in the olden days were mostly depended on the books written by sailors. They were really patriots. They thought that their country was centre of the world and most important in the world. So they placed their own country in the middle of the map.

Question 7.
Why do you think the colonial powers invested so much money to prepare detailed maps? (Textbook Page No. 8)
Answer:
The information from the maps and map makers enabled the colonial powers to establish their rule over their colonies and also exploit their resources. So the colonial powers invested so much money to prepare detailed maps.

Question 8.
Why do you think maps are useful to armies in times of war? (Textbook Page No. 8)
Answer:
Maps were also in great demand during times of war as armies and airforces needed them.
They use strategy maps to illustrate an organization’s vision, mission, overarching strategies and key goals and initiatives.

Question 9.
Can you guess why? Can you locate India and Srilanka (which was shown much bigger that it is)? (Textbook Page No. 4)
Answer:
Peninsular India is-pushed into the northern India in Al Idrisi’s map. The coast has become more east-west aligned. The Deccan is surrounded on two sides of coasts running North- South ending in sharp point, Cape Comorin.
Sri Lanka is shown much bigger than it is. So it is not easy to locate India and Sri Lanka in Al Idrisi’s map. But I will try.
Note: To read this map we should turn it upside down.

Question 10.
Can you identify India, Arabia and Africa in map (Map of Da Ming Hun Yi Tu of China)? (Textbook Page No. 5)
Answer:
In this map India, Arabia and Africa were mapped from an Indian Ocean perspective. They are mis-shaped. They are on the bottom of left side of the map.

Andhra Pradesh SCERT AP State Board Syllabus 8th Class Social Studies Study Material Guide Pdf free download, 8th Class Social Textbook Solutions in English Medium and Telugu Medium are part of AP Board 8th Class Textbook Solutions.

Students can also go through AP Board 8th Class Social Notes to understand and remember the concepts easily. Students can also read AP 8th Class Social Important Questions for exam preparation.

AP State Board Syllabus 8th Class Social Studies Textbook Solutions Study Material Guide

AP 8th Class Social Study Material Pdf Download English Medium

8th Class Social Study Material Pdf Theme I Diversity on the Earth

• Chapter 1 Reading and Analysis of Maps
• Chapter 2 Energy from the Sun
• Chapter 3 Earth Movements and Seasons
• Chapter 4 The Polar Regions
• Chapter 5 Forests: Using and Protecting Them
• Chapter 6 Minerals and Mining

8th Class Social Studies Study Material Theme II Production, Exchange and Livelihoods

• Chapter 7 Money and Banking
• Chapter 8 Impact of Technology on Livelihoods
• Chapter 9 Public Health and the Government

AP 8th Class Social Study Material Pdf English Medium Theme III Political Systems and Governance

• Chapter 10 Landlords and Tenants under the British and the Nizam
• Chapter 11A National Movement: The Early Phase 1885-1919
• Chapter 11B National Movement: The Last Phase 1919-1947
• Chapter 12 Freedom Movement in Hyderabad State
• Chapter 13 The Indian Constitution
• Chapter 14 Parliament and Central Government
• Chapter 15 Law and Justice: A Case Study

AP Board Solutions Class 8 Social Theme IV Social Organisation and Inequities

• Chapter 16 Abolition of Zamindari System
• Chapter 17 Understanding Poverty
• Chapter 18 Rights Approach to Development

AP Board 8th Class Social Solutions Theme V Religion and Society

• Chapter 19 Social and Religious Reform Movements
• Chapter 20 Understanding Secularism

Social Study Material for 8th Class Theme VI Culture and Communication

• Chapter 21 Performing Arts and Artistes in Modern Times
• Chapter 22 Film and Print Media
• Chapter 23 Sports: Nationalism and Commerce
• Chapter 24 Disaster Management

AP 8th Class Social Textbook Solutions Telugu Medium Pdf

8th Class Social Guide Pdf Download Theme 1 భూమి – వైవిధ్యం

• Chapter 1 పటాల అధ్యయనం – విశ్లేషణ
• Chapter 2 సూర్యుడు – శక్తి వనరు
• Chapter 3 భూ చలనాలు – రుతువులు
• Chapter 4 ధృవ ప్రాంతాలు
• Chapter 5 అడవులు – వినియోగం, సంరక్షణ
• Chapter 6 ఖనిజాలు, గనుల తవ్వకం

Social Guide 8th Class Theme 2 ఉత్పత్తి, వినిమయం – జీవనాధారం

• Chapter 7 ద్రవ్యం, బ్యాంకింగ్
• Chapter 8 జీవనోపాధులు – సాంకేతిక విజ్ఞాన ప్రభావం
• Chapter 9 ప్రజారోగ్యం – ప్రభుత్వం

8th Class Social Studies Lessons Theme 3 రాజకీయ వ్యవస్థలు – పరిపాలన

• Chapter 10 బ్రిటిష్, నిజాంల పాలనలో భూస్వాములు, కౌలుదార్లు
• Chapter 11A జాతీయోద్యమం : తొలి దశ 1885 – 1919
• Chapter 11B జాతీయోద్యమం : మలి దశ 1919 – 1947
• Chapter 12 భారత ఎన్నికల వ్యవస్థ
• Chapter 13 భారత రాజ్యాంగం
• Chapter 14 పార్లమెంటు – కేంద్ర ప్రభుత్వం
• Chapter 15 చట్టం, న్యాయం – ఒక సన్నివేశ అధ్యయనం

AP 8th Class Social Textbook Pdf Theme 4 సామాజిక వ్యవస్థీకరణ – అసమానతలు

• Chapter 16 జమీందారీ వ్యవస్థ రద్దు
• Chapter 17 పేదరికం – అవగాహన
• Chapter 18 హక్కులు – అభివృద్ధి

8th Class Social Textbook State Syllabus Theme 5 మతం – సమాజం

• Chapter 19 సాంఘిక, మత సంస్కరణోద్యమాలు
• Chapter 20 లౌకికత్వం – అవగాహన

8th Class Social Textbook Pdf Andhra Pradesh Theme 6 సంస్కృతి – సమాచారం

• Chapter 21 ఆధునిక కాలంలో కళలు – కళాకారులు
• Chapter 22 సినిమా – ముద్రణా మాధ్యమాలు
• Chapter 23 క్రీడలు : జాతీయత, వాణిజ్యం
• Chapter 24 విపత్తులు – నిర్వహణ

Andhra Pradesh SCERT AP State Board Syllabus 8th Class Maths Textbook Solutions Study Material Guide Pdf free download in English Medium and Telugu Medium are part of AP Board 8th Class Textbook Solutions.

Students can also go through AP Board 8th Class Maths Notes to understand and remember the concepts easily. Students can also read AP 8th Class Maths Bits with Answers for exam preparation.

AP State Board Syllabus 8th Class Maths Textbook Solutions Study Material Guide

AP State 8th Class Maths Study Material Chapter 1 Rational Numbers

• Chapter 1 Rational Numbers Ex 1.1
• Chapter 1 Rational Numbers Ex 1.2
• Chapter 1 Rational Numbers Ex 1.3
• Chapter 1 Rational Numbers InText Questions

AP State 8th Class Maths Solutions Chapter 2 Linear Equations in One Variable

• Chapter 2 Linear Equations in One Variable Ex 2.1
• Chapter 2 Linear Equations in One Variable Ex 2.2
• Chapter 2 Linear Equations in One Variable Ex 2.3
• Chapter 2 Linear Equations in One Variable Ex 2.4
• Chapter 2 Linear Equations in One Variable Ex 2.5
• Chapter 2 Linear Equations in One Variable InText Questions

AP 8th Class Textbook Pdf Download Chapter 3 Construction of Quadrilaterals

• Chapter 3 Construction of Quadrilaterals Ex 3.1
• Chapter 3 Construction of Quadrilaterals Ex 3.2
• Chapter 3 Construction of Quadrilaterals Ex 3.3
• Chapter 3 Construction of Quadrilaterals InText Questions

AP 8th Class Maths Solutions Chapter 4 Exponents and Powers

• Chapter 4 Exponents and Powers Ex 4.1
• Chapter 4 Exponents and Powers Ex 4.2
• Chapter 4 Exponents and Powers InText Questions

8th Class Maths TS State Syllabus Guide Pdf Chapter 5 Comparing Quantities Using Proportion

• Chapter 5 Comparing Quantities Using Proportion Ex 5.1
• Chapter 5 Comparing Quantities Using Proportion Ex 5.2
• Chapter 5 Comparing Quantities Using Proportion Ex 5.3
• Chapter 5 Comparing Quantities Using Proportion InText Questions

AP 8th Class Maths Textbook State Syllabus Solutions Chapter 6 Square Roots and Cube Roots

• Chapter 6 Square Roots and Cube Roots Ex 6.1
• Chapter 6 Square Roots and Cube Roots Ex 6.2
• Chapter 6 Square Roots and Cube Roots Ex 6.3
• Chapter 6 Square Roots and Cube Roots Ex 6.4
• Chapter 6 Square Roots and Cube Roots Ex 6.5
• Chapter 6 Square Roots and Cube Roots InText Questions

AP Board 8th Class Maths Guide Chapter 7 Frequency Distribution Tables and Graphs

• Chapter 7 Frequency Distribution Tables and Graphs Ex 7.1
• Chapter 7 Frequency Distribution Tables and Graphs Ex 7.2
• Chapter 7 Frequency Distribution Tables and Graphs Ex 7.3
• Chapter 7 Frequency Distribution Tables and Graphs InText Questions

AP SCERT 8th Maths Solutions Chapter 8 Exploring Geometrical Figures

• Chapter 8 Exploring Geometrical Figures Ex 8.1
• Chapter 8 Exploring Geometrical Figures Ex 8.2
• Chapter 8 Exploring Geometrical Figures InText Questions

AP State 8th Class Maths Textbook Solutions Chapter 9 Area of Plane Figures

• Chapter 9 Area of Plane Figures Ex 9.1
• Chapter 9 Area of Plane Figures Ex 9.2
• Chapter 9 Area of Plane Figures InText Questions

8th Class Maths Textbook State Syllabus Pdf Chapter 10 Direct and Inverse Proportions

• Chapter 10 Direct and Inverse Proportions Ex 10.1
• Chapter 10 Direct and Inverse Proportions Ex 10.2
• Chapter 10 Direct and Inverse Proportions Ex 10.3
• Chapter 10 Direct and Inverse Proportions Ex 10.4
• Chapter 10 Direct and Inverse Proportions InText Questions

AP State Board 8th Class Maths Syllabus Chapter 11 Algebraic Expressions

• Chapter 11 Algebraic Expressions Ex 11.1
• Chapter 11 Algebraic Expressions Ex 11.2
• Chapter 11 Algebraic Expressions Ex 11.3
• Chapter 11 Algebraic Expressions Ex 11.4
• Chapter 11 Algebraic Expressions Ex 11.5
• Chapter 11 Algebraic Expressions InText Questions

AP 8th Maths Solutions Chapter 12 Factorisation

• Chapter 12 Factorisation Ex 12.1
• Chapter 12 Factorisation Ex 12.2
• Chapter 12 Factorisation Ex 12.3
• Chapter 12 Factorisation Ex 12.4
• Chapter 12 Factorisation InText Questions

AP State 8th Class Maths Textbook Pdf Chapter 13 Visualizing 3-D in 2-D

• Chapter 13 Visualizing 3-D in 2-D Ex 13.1
• Chapter 13 Visualizing 3-D in 2-D Ex 13.2
• Chapter 13 Visualizing 3-D in 2-D InText Questions

8th Class Maths Solution Pdf Chapter 14 Surface Areas and Volume (Cube-Cuboid)

• Chapter 14 Surface Areas and Volumes Ex 14.1
• Chapter 14 Surface Areas and Volumes Ex 14.2
• Chapter 14 Surface Areas and Volume InText Questions

8th Class Maths Textbook Telugu Medium Chapter 15 Playing with Numbers

• Chapter 15 Playing with Numbers Ex 15.1
• Chapter 15 Playing with Numbers Ex 15.2
• Chapter 15 Playing with Numbers Ex 15.3
• Chapter 15 Playing with Numbers Ex 15.4
• Chapter 15 Playing with Numbers Ex 15.5
• Chapter 15 Playing with Numbers Ex 15.6
• Chapter 15 Playing with Numbers InText Questions

AP Board 8th Class Maths Textbook Solutions in Telugu Medium

AP State 8th Class Maths Study Material Chapter 1 అకరణీయ సంఖ్యలు

• Chapter 1 అకరణీయ సంఖ్యలు Ex 1.1
• Chapter 1 అకరణీయ సంఖ్యలు Ex 1.2
• Chapter 1 అకరణీయ సంఖ్యలు Ex 1.3
• Chapter 1 అకరణీయ సంఖ్యలు InText Questions

AP State 8th Class Maths Solutions Chapter 2 ఏకచరరాశిలో రేఖీయ సమీకరణాలు

• Chapter 2 ఏకచరరాశిలో రేఖీయ సమీకరణాలు Ex 2.1
• Chapter 2 ఏకచరరాశిలో రేఖీయ సమీకరణాలు Ex 2.2
• Chapter 2 ఏకచరరాశిలో రేఖీయ సమీకరణాలు Ex 2.3
• Chapter 2 ఏకచరరాశిలో రేఖీయ సమీకరణాలు Ex 2.4
• Chapter 2 ఏకచరరాశిలో రేఖీయ సమీకరణాలు Ex 2.5
• Chapter 2 ఏకచరరాశిలో రేఖీయ సమీకరణాలు InText Questions

AP 8th Class Textbook Pdf Download Chapter 3 చతుర్భుజాల నిర్మాణాలు

• Chapter 3 చతుర్భుజాల నిర్మాణాలు Ex 3.1
• Chapter 3 చతుర్భుజాల నిర్మాణాలు Ex 3.2
• Chapter 3 చతుర్భుజాల నిర్మాణాలు Ex 3.3
• Chapter 3 చతుర్భుజాల నిర్మాణాలు Ex 3.4
• Chapter 3 చతుర్భుజాల నిర్మాణాలు Ex 3.5
• Chapter 3 చతుర్భుజాల నిర్మాణాలు Ex 3.6
• Chapter 3 చతుర్భుజాల నిర్మాణాలు InText Questions

AP 8th Class Maths Solutions Chapter 4 ఘాతాంకాలు మరియు ఘాతాలు

• Chapter 4 ఘాతాంకాలు మరియు ఘాతాలు Ex 4.1
• Chapter 4 ఘాతాంకాలు మరియు ఘాతాలు Ex 4.2
• Chapter 4 ఘాతాంకాలు మరియు ఘాతాలు InText Questions

8th Class Maths TS State Syllabus Guide Pdf Chapter 5 అనుపాతముతో రాశులను పోల్చుట

• Chapter 5 అనుపాతముతో రాశులను పోల్చుట Ex 5.1
• Chapter 5 అనుపాతముతో రాశులను పోల్చుట Ex 5.2
• Chapter 5 అనుపాతముతో రాశులను పోల్చుట Ex 5.3
• Chapter 5 అనుపాతముతో రాశులను పోల్చుట InText Questions

AP 8th Class Maths Textbook State Syllabus Solutions Chapter 6 వర్గమూలాలు, ఘనమూలాలు

• Chapter 6 వర్గమూలాలు, ఘనమూలాలు Ex 6.1
• Chapter 6 వర్గమూలాలు, ఘనమూలాలు Ex 6.2
• Chapter 6 వర్గమూలాలు, ఘనమూలాలు Ex 6.3
• Chapter 6 వర్గమూలాలు, ఘనమూలాలు Ex 6.4
• Chapter 6 వర్గమూలాలు, ఘనమూలాలు Ex 6.5
• Chapter 6 వర్గమూలాలు, ఘనమూలాలు InText Questions

AP Board 8th Class Maths Guide Chapter 7 పౌనఃపున్య విభాజన పట్టికలు, రేఖాచిత్రములు

• Chapter 7 పౌనఃపున్య విభాజన పట్టికలు, రేఖాచిత్రములు Ex 7.1
• Chapter 7 పౌనఃపున్య విభాజన పట్టికలు, రేఖాచిత్రములు Ex 7.2
• Chapter 7 పౌనఃపున్య విభాజన పట్టికలు, రేఖాచిత్రములు Ex 7.3
• Chapter 7 పౌనఃపున్య విభాజన పట్టికలు, రేఖాచిత్రములు InText Questions

AP SCERT 8th Maths Solutions Chapter 8 జ్యామితీయ పటాల అన్వేషణ

• Chapter 8 జ్యామితీయ పటాల అన్వేషణ Ex 8.1
• Chapter 8 జ్యామితీయ పటాల అన్వేషణ Ex 8.2
• Chapter 8 జ్యామితీయ పటాల అన్వేషణ InText Questions

AP State 8th Class Maths Textbook Solutions Chapter 9 సమతల పటముల వైశాల్యములు

• Chapter 9 సమతల పటముల వైశాల్యములు Ex 9.1
• Chapter 9 సమతల పటముల వైశాల్యములు Ex 9.2
• Chapter 9 సమతల పటముల వైశాల్యములు InText Questions

8th Class Maths Textbook State Syllabus Pdf Chapter 10 అనులోమ మరియు విలోమ అనుపాతములు

• Chapter 10 అనులోమ మరియు విలోమ అనుపాతములు Ex 10.1
• Chapter 10 అనులోమ మరియు విలోమ అనుపాతములు Ex 10.2
• Chapter 10 అనులోమ మరియు విలోమ అనుపాతములు Ex 10.3
• Chapter 10 అనులోమ మరియు విలోమ అనుపాతములు Ex 10.4
• Chapter 10 అనులోమ మరియు విలోమ అనుపాతములు InText Questions

AP State Board 8th Class Maths Syllabus Chapter 11 బీజీయ సమాసాలు

• Chapter 11 బీజీయ సమాసాలు Ex 11.1
• Chapter 11 బీజీయ సమాసాలు Ex 11.2
• Chapter 11 బీజీయ సమాసాలు Ex 11.3
• Chapter 11 బీజీయ సమాసాలు Ex 11.4
• Chapter 11 బీజీయ సమాసాలు Ex 11.5
• Chapter 11 బీజీయ సమాసాలు InText Questions

AP 8th Maths Solutions Chapter 12 కారణాంక విభజన

• Chapter 12 కారణాంక విభజన Ex 12.1
• Chapter 12 కారణాంక విభజన Ex 12.2
• Chapter 12 కారణాంక విభజన Ex 12.3
• Chapter 12 కారణాంక విభజన Ex 12.4
• Chapter 12 కారణాంక విభజన InText Questions

AP State 8th Class Maths Textbook Pdf Chapter 13 త్రిమితీయ వస్తువులను ద్విమితీయంగా చూపుట

• Chapter 13 త్రిమితీయ వస్తువులను ద్విమితీయంగా చూపుట Ex 13.1
• Chapter 13 త్రిమితీయ వస్తువులను ద్విమితీయంగా చూపుట Ex 13.2
• Chapter 13 త్రిమితీయ వస్తువులను ద్విమితీయంగా చూపుట InText Questions

8th Class Maths Solution Pdf Chapter 14 ఉపరితల వైశాల్యము మరియు ఘనపరిమాణం (ఘనము-దీర్ఘఘనము)

• Chapter 14 ఉపరితల వైశాల్యము మరియు ఘనపరిమాణం (ఘనము-దీర్ఘఘనము) Ex 14.1
• Chapter 14 ఉపరితల వైశాల్యము మరియు ఘనపరిమాణం (ఘనము-దీర్ఘఘనము) Ex 14.2
• Chapter 14 ఉపరితల వైశాల్యము మరియు ఘనపరిమాణం (ఘనము-దీర్ఘఘనము) InText Questions

8th Class Maths Textbook Telugu Medium Chapter 15 సంఖ్యలతో ఆడుకుందాం

• Chapter 15 సంఖ్యలతో ఆడుకుందాం Ex 15.1
• Chapter 15 సంఖ్యలతో ఆడుకుందాం Ex 15.2
• Chapter 15 సంఖ్యలతో ఆడుకుందాం Ex 15.3
• Chapter 15 సంఖ్యలతో ఆడుకుందాం Ex 15.4
• Chapter 15 సంఖ్యలతో ఆడుకుందాం Ex 15.5
• Chapter 15 సంఖ్యలతో ఆడుకుందాం Ex 15.6
• Chapter 15 సంఖ్యలతో ఆడుకుందాం InText Questions

AP State Board Syllabus 8th Class Textbook Solutions & Study Material

• AP Board 8th Class Maths Solutions
• AP Board 8th Class Physical Science Solutions
• AP Board 8th Class Biology Solutions
• AP Board 8th Class Social Studies Solutions
• AP Board 8th Class English Solutions
• AP Board 8th Class Hindi Solutions
• AP Board 8th Class Telugu Solutions
• AP 8th Class Telugu Important Questions
• AP 8th Class Physical Science Important Questions
• AP 8th Class Biology Important Questions
• AP 8th Class Social Studies Important Questions
• AP 8th Class Maths Bits with Answers
• AP 8th Class Physical Science Bits with Answers
• AP 8th Class Biology Bits with Answers
• AP 8th Class Social Studies Bits with Answers
• AP State Board 8th Class Maths Notes
• AP State Board 8th Class Physical Science Notes
• AP State Board 8th Class Biology Notes
• AP State Board 8th Class Social Studies Notes

Andhra Pradesh SCERT AP State Board Syllabus 8th Class Hindi Textbook Solutions Study Material Guide Pdf free download are part of AP Board 8th Class Textbook Solutions.

AP State Board Syllabus 8th Class Hindi Textbook Solutions Study Material Guide

• Chapter 1 हम होंगे कामयाब (गीत)
• Chapter 2 राजा बदल गया (कहानी)
• Chapter 3 प्यारा गाँव (संवाद)
• Chapter 4 कौन? (कविता)
• Chapter 5 धरती की आँखें (कहानी)
• Chapter 6 दिल्ली से पत्र (पत्र)
• Chapter 7 त्यौहारों का देश (कविता)
• Chapter 8 चावल के दाने (कहानी)
• Chapter 9 मैं सिनेमा हूँ… (आत्मकथा)
• Chapter 10 अनमोल रत्न (कविता)
• Chapter 11 हार के आगे जीत है (जीवनी)
• Chapter 12 बढ़ते क़दम (डायरी)
• पत्र लेखन
• निबंध लेखन
• शब्दकोश

Telangana & Andhra Pradesh SCERT AP State Board Syllabus 8th Class Physical Science Physics Study Material Guide Pdf free download, TS AP 8th Class Physical Science Physics Textbook Questions and Answers Solutions in English Medium and Telugu Medium are part of AP Board 8th Class Textbook Solutions.

Students can also go through AP Board 8th Class Physical Science Notes to understand and remember the concepts easily. Students can also read AP Board 8th Class Physical Science Important Questions (Physics & Chemistry) for exam preparation.

AP State Syllabus 8th Class Physics Study Material Pdf Download | 8th Class PS Guide

AP 8th Class Physics Study Material Pdf Download | 8th Class Physical Science Textbook Guide Question and Answer

AP 8th Class Physical Science Study Material Pdf Download English Medium

• Chapter 1 Force
• Chapter 2 Friction
• Chapter 3 Matter Around Us
• Chapter 4 Synthetic Fibres and Plastics
• Chapter 5 Metals and Non-Metals
• Chapter 6 Sound
• Chapter 7 Coal and Petroleum
• Chapter 8 Combustion, Fuels and Flame
• Chapter 9 Electrical Conductivity of Liquids
• Chapter 10 Reflection of Light at Plane Surfaces
• Chapter 11 Some Natural Phenomena
• Chapter 12 Stars and the Solar System

AP 8th Class Physics Textbook Questions and Answers Telugu Medium

Telangana SCERT Class 8 Physics Solutions | 8th Class PS Guide | 8th Class Physics Textbook Lessons

• Chapter 1 బలం
• Chapter 2 ఘర్షణ
• Chapter 3 మన చుట్టూ ఉన్న పదార్థం
• Chapter 4 కృత్రిమ దారాలు మరియు ప్లాస్టిక్లు
• Chapter 5 లోహాలు మరియు అలోహాలు
• Chapter 6 ధ్వని
• Chapter 7 నేలబొగ్గు మరియు పెట్రోలియమ్
• Chapter 8 దహనం, ఇంధనాలు మరియు మంట
• Chapter 9 ద్రవాల విద్యుత్ వాహకత
• Chapter 10 సమతలాల వద్ద కాంతి పరావర్తనం
• Chapter 11 కొన్ని సహజ దృగ్విషయాలు
• Chapter 12 నక్షత్రాలు – సౌరకుటుంబం

Andhra Pradesh SCERT AP State Board Syllabus 8th Class Telugu Textbook Solutions Study Material Guide Pdf free download are part of AP Board 8th Class Textbook Solutions.

Students can also read AP Board 8th Class Telugu Important Questions for exam preparation.

AP State Board Syllabus 8th Class Telugu Textbook Solutions Study Material Guide

• Chapter 1 అమ్మకోసం
• Chapter 2 ఇల్లు – ఆనందాల హరివిల్లు
• Chapter 3 నీతి పరిమళాలు
• Chapter 4 అజంతా చిత్రాలు
• Chapter 5 ప్రతిజ్ఞ
• Chapter 6 ప్రకృతి ఒడిలో
• Chapter 7 హరిశ్చంద్రుడు
• Chapter 8 జీవన భాష్యం
• Chapter 9 సందేశం
• Chapter 10 సంస్కరణ
• Chapter 11 భూదానం
• ఉపవాచకం Chapter 1 హద్దులు-హద్దులు
• ఉపవాచకం Chapter 2 గుశ్వం
• ఉపవాచకం Chapter 3 గులాబి అత్తరు
• ఉపవాచకం Chapter 4 మధుపర్కాలు
• ఉపవాచకం Chapter 5 జీవ గడియారాలు
• ఉపవాచకం Chapter 6 స్ఫూర్తి ప్రదాతలు
• వ్యాసాలు
• లేఖలు
• Grammar