DELHI PUBLIC SCHOOL GHAZIABAD SUMMER ERUDITION 2011 CLASS X

PAST AND PRESENT

Mark Twain, American author: "India is the cradle of the human race, the birthplace of human speech, the mother of history, the grandmother of legend, and the great grandmother of tradition. Our most valuable and most instructive materials in the history of man are treasured up in India only." Indian Culture Few countries in the world have such an ancient and diverse culture as India's. Stretching back in an unbroken sweep over 5000 years, India's culture has been enriched by successive waves of migration which were absorbed into the Indian way of life. It is this variety which is a special hallmark of India. Its physical, religious and racial variety is as immense as its linguistic diversity. Underneath this diversity lies the continuity of Indian civilization and social structure from the very earliest times until the present day. Modern India presents a picture of unity in diversity to which history provides no parallel. Come and discover India from its Past to the Present. "It is impossible not to be astonished by India. Nowhere on earth does humanity present itself in such a dizzying, creative burst of cultures and religions, races and tongues. Enriched by successive waves of migration and marauders from distant lands, every one of them left an indelible imprint which was absorbed into the Indian way of life. Every aspect of the country presents itself on a massive, exaggerated scale, worthy in comparison only to the superlative mountains that overshadow it. It is this variety which provides a breathtaking ensemble for experiences that is uniquely Indian. Perhaps the only thing more difficult than to be indifferent to India would be to describe or understand India completely. There are perhaps very few nations in the world with the enormous variety that India has to offer. Modern day India represents the largest democracy in the world with a seamless picture of unity in diversity unparalleled anywhere else."

This is an integrated project where in all academic subjects would have individual projects: Details : all subjects have one project each. Each project carries 5 marks (to be evaluated in FA 1) Date of submission : 30 June 2011

ENGLISH
OBJECTIVE: To make the students realize what a pivotal role technology plays in our lives. To try and understand how much we have evolved (pros and cons). VALUES To appreciate the comforts we enjoy today because of high end technology at play. To value and respect the same.
The prototypical traditional market place was the bazaar, garage sale, swap meet, flea market, farmer's market. The market place was a physical meeting place, a space set aside for the particular purpose of trade. The actual transactions were carried out in simple real-world interactions between people. The process was entirely physical and social and bazaar was held in open air, at crossroads and on pavements. The objects of money themselves, the bills and coins have no intrinsic value. Even in the simplest most physical form of marketplace, we already accept one virtual aspect of the system: the value of currency. (Barter; Gold/silver currency) These marketplaces were composed entirely of physical objects and real-world interactions. The goods for sale were real physical objects, objects that a buyer can inspect and consider before purchasing their district-level data. Modern marketplaces have changed some of the shopping experience but have largely left the physical aspect of the traditional marketplace intact. The commons has been replaced by the mall. Some of us no longer buy our oranges from Farmer Joe, they now come from somewhere else where oranges grow better and are sold to us in a supermarket. The specifics have changed but the marketplace is still largely physical. The purchased items are real objects, the arena of commerce is a physical space, and we still make our purchases by talking to real people.

TASK :

Market in Olden Days

Present Day Market

Compare and contrast the two pictures of the market place under the following headings. Bring out the differences and similarities between the two in paragraph form (Each heading approximately 50 words) 1. 2. 3. 4. 5. Infrastructure Use of Technology Ambience and Hygiene Modes of Payment Products sold and Marketing Strategies

Assessment Criteria: Content Presentation Accuracy Creativity Punctuality TOTAL :

1 mark 1 mark 1 mark 1 mark 1 mark 5 marks

HINDI
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MATHS

Pythagoras

Domenico-Fetti Archimedes

Objective: To be aware of development of Mathematics over a period of 4000 years. To appreciate the contribution made by Mathematicians all over the world. Task: List down any three discoveries in mathematics in the era given below. Also write down the names of the Mathematicians who made these discoveries / Geographical boundaries where these discoveries were made. ERA Prehistoric mathematics Ancient Near East 2.1 Mesopotamia 2.2 Egypt African Mathematics Greek and Hellenistic mathematics Chinese mathematics Indian mathematics Islamic mathematics Roman and medieval European mathematics Renaissance mathematics 9.1 Renaissance of the 12th century 9.2 Italian Renaissance Scientific revolution 10.1 17th century 10.2 18th century Modern mathematics 11.1 19th century 11.2 20th century 11.3 21st century

1 2

3 4 5 6 7 8 9

10

11

Life lines: Mathematics Books Website: en.wikipedia.org/wiki/History_of_mathematics#prehistoric_mathematics Assessment Criteria: Content: 3 marks Presentation / Creativity: 1 marks

The area of study known as the history of mathematics is primarily an investigation into the origin of discoveries in mathematics and, to a lesser extent, an investigation into the mathematical methods and notation of the past. Before the modern age and the worldwide spread of knowledge, written examples of new mathematical developments have come to light only in a few locales. The most ancient mathematical texts available are Plimpton 322 (Babylonian mathematics c. 1900 BC), the Rhind Mathematical Papyrus (Egyptian mathematics c. 20001800 BC) and the Moscow Mathematical Papyrus (Egyptian mathematics c. 1890 BC). All of these texts concern the socalled Pythagorean theorem, which seems to be the most ancient and widespread mathematical development after basic arithmetic and geometry. The Greek and Hellenistic contribution greatly refined the methods (especially through the introduction of deductive reasoning and mathematical rigor in proofs) and expanded the subject matter of mathematics. The study of mathematics as a subject in its own right begins in the 6th century BC with the Pythagoreans, who coined the term "mathematics" from the ancient Greek (mathema), meaning "subject of instruction". Chinese mathematics made early contributions, including a place value system. The HinduArabic numeral system and the rules for the use of its operations, in use throughout the world today, likely evolved over the course of the first millennium AD in India and was transmitted to the west via Islamic mathematics. Islamic mathematics, in turn, developed and expanded the mathematics known to these civilizations. Many Greek and Arabic texts on mathematics were then translated into Latin, which led to further development of mathematics in medieval Europe. From ancient times through the Middle Ages, bursts of mathematical creativity were often followed by centuries of stagnation. Beginning in Renaissance Italy in the 16th century, new mathematical developments, interacting with new scientific discoveries, were made at an increasing pace that continues through the present day.

Punctuality :

1 mark

SCIENCE
Objective : To create awareness regarding conservation of animals and plants

Task : Find the information on animals and plants that has become extinct or are on the verge of extinction and answer the following questions: 1. Mention four names along with the picture of the flora or the fauna which has become extinct or is on the verge of extinction. Analyse the factors responsible for extinction of flora and fauna. List down the dos and donts that you must follow to conserve rich biodiversity.

2.

3.

4. Write two projects taken by Indian Government.

Life line:
Science Books Website: en.wikipedia.org/ wiki.answer.com

Rapid environmental changes typically cause extinctions. One estimate is that less than 1% of the species that have existed on Earth are extinct. Global warming is also considered to be a major threat to global biodiversity. For example coral reefs -which are biodiversity hotspots - will be lost in 20 to 40 years if global warming continues at the current trend. In 2004, an international collaborative study on four continents estimated that 10 percent of species would become extinct by 2050 because of global warming. "We need to limit climate change or we wind up with a lot of species in trouble, possibly extinct," said Dr. Lee Hannah, a co-author of the paper and chief climate change biologist at the Center for Applied Biodiversity Science at Conservation International. Conservation biology matured in the mid20th century as ecologists, naturalists, and other scientists began to research and address issues pertaining to global biodiversity decline. The conservation ethic advocates management of natural resources for the purpose of sustaining biodiversity in species, ecosystems, the evolutionary process, and human culture and society. Conservation biology is reforming around strategic plans to protect biodiversity. Preserving global biodiversity is a priority in strategic conservation plans that are designed to engage public policy and concerns affecting local, regional and global scales of communities, ecosystems, and cultures. Action plans identify ways of sustaining human well-being, employing natural capital, market capital, and ecosystem services. A new study published by WWF International addresses the threat of rapid climate change and its impacts on the flora and fauna. For many species, the natural mechanisms of adaptation are no longer capable of coping with the sheer speed of change. Taking the increasing frequency of extreme weather situations into account, the authors of the study conclude that the consequences of global warming are much greater than generally assumed hitherto. Their examples range from plants coming into flower earlier to the growing numbers of forest fires resulting from more and longer periods of dry weather. In order to avoid disastrous consequences, the WWF and the EU consider it essential to limit the increase in global mean temperature to a maximum of 1.5C above pre-industrial levels.

Assessment Criteria:
Content: 3 marks Presentation / Creativity: 1 marks Punctuality : 1 mark

SOCIAL STUDIES
Topic: Education Then & Now from Macaulay to Kapil Sibal
In the past few years Education has experienced a complete revolution according the need of the changing world. In this journey of change, the above project is designed so that students will be able to comprehend the changing education system in India from the Past to the Present. Objectives: Students will able to analyze the need for changing the nature of education from time to time. Students will be able to compare the education pattern from the colonial period to the present time. In fact they will be able to understand the important developments in the field of education. Finally they will able to relate themselves with the current educational scenario. Task: Write any four features of each of the following important developments in the field of education from the list given below: Macaulays Minute 1835 Hunter Commission 1882 University Grant Commission 1956 Enactment of Compulsory Education Kapil Sibals Revolution & Introduction of C.C.E.

Education is not the filling of a pail, but the lighting of a fire. William Butler Yeats Education pattern has undergone a gradual change over a period of 200 years. In this journey of change education is inevitably perceived as the universal social panacea. Especially a revolution is experienced in the last two - three years in India where the government claims school curriculum are ubiquitously made and that if designed scientifically and efficiently, it can solve the problems of our society. With the arrival of the British Raj in India the modern European education came to India. British Raj was reluctant to introduce mass education system as it was not their interest. The colonial educational policy was deliberately one of reducing indigenous culture and religion, an approach which became known as Macaulayism. In 1901 the literacy rate in India was only about 5% though by Independence it was nearly 20%. Following independence in 1947, Maulana Azad, India's first education minister envisaged strong central government control over education throughout the country, with a uniform educational system. However, given the cultural and linguistic diversity of India, it was only the higher education dealing with science and technology that came under the jurisdiction of the central government. The government also held powers to make national policies for educational development and could regulate selected aspects of education throughout India. The central government of India formulated the National Policy on Education (NPE) in 1986 and also reinforced the Programme of Action (POA) in 1986. In this journey of transformation where efforts are made by educationists to bring such a curriculum which lift up the holistic development of the child. In fact, currently CCE system has been initiated by Mr. Kapil Sibal, the minister of Human Resource development in India. CCE has been started to improve the quality of Education and was meant to lessen the burden of studies on Students. Taking this initiative in mind the government initiated to create Followers into Leaders, from Thinkers to Innovators. Hence it is an effort that in future, Education builds the man so it builds the nation.