Class 7

Practicing Ganita Prakash Class 7 Solutions and RBSE Class 7 Maths Chapter 1 Large Numbers Around Us Solutions Question Answer helps develop logical thinking and accuracy.

RBSE Class 7 Maths Chapter 1 Large Numbers Around Us Solutions

Ganita Prakash Class 7 Chapter 1 Solutions

Class 7 Maths Ganita Prakash Part 1 Chapter 1 Solutions

In-Text Questions
Page 4

Question 1.
Write each of the numbers given below in words :
(a) 3,00,600
(b) 5,04,085
(c) 27,30,000
(d) 70,53,138
Solution:
(a) Three lakh six hundred
(b) Five Iakh four thousand eighty five
(c) Twenty seven lakh thirty thousand
(d) Seventy lakh fifty three thousand one hundred thirty eight

Page 5

Question 1.
Write the corresponding number in the Indian place value system for each of the following:
(a) One Iakh twenty three thousand four hundred and fifty six
(b) Four lakh seven thousand seven hundred and four
(c) Fifty Iakhs five thousand and fifty
(d) Ten Iakhs two hundred and thirty five
Solution:
(a) 1,23,456 .
(b) 4,07,704
(e) 50,05,050
(d) 10,00,235

Pages 8-9

Question 1.
How many zeroes does a thousand lakh have’
Solution:
A thousand Iakh has 8 zeroes.

Question 2.
How many zeroes does a hundred thousand have?
Solution:
A hundred thousand has 5 zeroes.

Page 11

Question 1.
Write the five nearest neighbours for these numbers:
(a) 3,87,69,957
(b) 29,05,32,481
Solution:
(a)

Nearest thousand	3,87,70,000
Nearest ten thousand	3,87,70,000
Nearest lakh	3,88,00,000
Nearest ten lakh	3,90,00,000
Nearest crore	4,00,00,000

(b)

Nearest thousand	29,05,32,000
Nearest ten thousand	29,05,30,000
Nearest lakh	29,05,00,000
Nearest ten lakh	29,10,00,000
Nearest crore	36,00,00,000

Question 2.
I have a number for which all five nearest neighbours are 5,00,00,000. What could the number be? How many such numbers are there?
Solution:
The number could be any number within the range of 4,99,99,995 to 5,00,00,004. There are 10 such numbers.

Page 14 (Math Talk)

Question 1.
Using the meaning of multiplication and division, can you explain why multiplying by 5 is the same as dividing by 2 and multiplying by 10?
Solution:
The explanation is given by the following examples:
(1) 110 × 5 = 110 × \(\frac {10}{2}\) [∵ 5 = \(\frac {10}{2}\)]
= 55 × 10 = 550
(2) 820 × 25 = 820 × \(\frac {100}{4}\) [∵ 25 = \(\frac {100}{4}\)]
= 205 × 100 = 20500

Class 7 Maths Ganita Prakash Chapter 1 Solutions

Figure it Out (Page 3)

Question 1.
According to the 2011 Census, the population of the town of Chintamani was about 75,000. How much less than one lakh is 75,000?
Solution:
One lakh = 1,00,000

So, 75,000 is less than one lakh by 25,000.

Question 2.
The estimated population of Chintamani in the year 2024 is 1,06,000. How much more than one lakh is 1,06,000?
Solution:
One lakh = 1,00,000

So, 1,06,000 is more than one lakh by 6,000.

Question 3.
By how much did the population of Chintamani increase from 2011 to 2024?
Solution:
Population of Chintamani in 2011 = 75,000
Population of Chintamani in 2024 = 1,06,000

So, the population of Chintamani increased from 2011 to 2024 by 31,000.

Figure it Out (Pages 6-7)

Question 1.
For each number given below, write expressions for at least two different ways to obtain the number through button clicks. Think like Chitti and be creative.
(a) 8300
(b) 40629
(c) 56354
(d) 66666
(e) 367813
Solution:
(a) (8 × 1000)+ (3 × 100) = 8300
(83 × 100) = 8300
(5 × 1000)+ (33 × 100) = 8300

(b) (4 × 10000) + (6 × 100) + (2 × 10) + (9 × 1) = 40629
(40 × 1000) + (6 × 100) + (2 × 10) + (9 × 1) = 40629
(30 × 1000) + (100 × 100) + (6 × 100) + (2 × 10) + (9 × 1) = 40629

(c) (5 × 10000) + (6 × 1000) + (3 × 100) + (5 × 10) +(4 × l) = 56354
(5 × 10000) + (6 × 1000) + (2 × 100) + (15 × 10) +(4 × 1) = 56354
(5 × 10000) + (6× 1000) + (1 × 100) + (25 × 10) +(4 × 1) = 56354

(d) (6 × 10000) + (6 × 1000) + (6 × 100) + (6 × 10) +(6 × 1) = 66666
(5 × 10000) + (16 × 1000) + (6 × 100) + (6 × 10) +(6 × 1) = 66666
(4 × 10000) + (26 × 1000) + (5 × 100) + (16 × 10) +(6 × 1) = 66666

(e) (3 × 100000) + (6 × 10000) + (7 × 1000) + (8 × 100) + (1 × 10) + (3 × 1) = 367813
(3 × 100000) +(6 × 10000) + (7 × 1000) +(7 × 100)+ (11 × 10) + (3 × 1) = 367813
(3 × 100000) + (6 × 10000) + (5 × 1000)+ (28 × 100) + (1 × 10) + (3 × 1) = 367813

Question 2.
For the numbers in the previous exercise, find out how to get each number by making the smallest number of button clicks and write the expression.
Solution:
(i) 8300 = (8 × 1000) + (3 × 100)
(ii) 40629 = (4 × 10000) + (6 × 100) + (2× 10)+ (9× 1)
(iii) 56354 = (5 × 10000) + (6 × 1000) + (3 × 100) + (5 × 10) + (4 × 1)
(iv) 66666 = (6×l 0000) + (6 ×l 000) + (6 × 100) + (6 × 10) + (6 × 1)
(v) 367813 = (3 × 100000) + (6 × 10000) + (7 × 1000) + (8 × 100) + (1 × 10) + (3 × 1)

Question 2.
Do you see any connection between each number and the corresponding smallest number of button clicks?
Solution:
The expression for the least button clicks gives the Indian place value notation of the numbers.

Question 3.
If you notice, the expressions for the least button clicks also give the Indian place value notation of the numbers. Think about why this is so.
What if we press the +10,00,000 button ten times? What number will come up? How many zeroes will it have? What should we call it?
Solution:
This is on account of the place value of each digit in the given number.
If we press the +10,00,000 button ten times, the number 100 lakhs will come up. It will have 1 followed by seven zeros. We call it a crore.
Thus, 1 crore is written as 1,00,00,000.

Figure it Out (Page 9)

Question 1.
Read the following numbers in Indian place value notation and write their number names in both the Indian and-American systems :
(a) 4050678
(b) 48121620
(c) 20022002
(d) 246813579
(e) 345000543
(f) 1020304050
Solution:
(a)4050678
= 40,50,678 (in Indian place value notation)
= Forty lakh fifty thousand six hundred seventy eight (in Indian system)
= 4,050,678 (in American system)
= Four million fifty thousand six hundred seventy eight (in American system)

(b) 48121620
= 4,81,21,620 (in Indian place value notation)
= Four crore eighty one lakh twenty one thousand six hundred twenty (in Indian system) = 48,121,620 (in American system)
= Forty eight million one hundred twenty one thousand six hundred twenty (in American system)

(c) 20022002
= 2,00,22,002 (in Indian place value notation)
= Two crore twenty two thousand two (in Indian system)
= 20,022,002 (in American system)
= Twenty million twenty two thousand two (in American system)

(d) 246813579
= 24,68,13,579 (in Indian place value notation)
= Twenty four crore sixty eight lakh thirteen thousand five hundred seventy nine (in Indian system)
= 246,813,579 (in American system)
= Two hundred forty six million eight hundred thirteen thousand five hundred seventy nine (in American system) .

(e) 345000543
= 34,50,00,543 (in Indian place value notation)
= Thirty four crore fifty lakh five hundred forty three (in Indian system)
= 345,000,543 (in American system)
= Three hundred forty five million five hundred forty three (in American system)

(f) 1020304050
= 1,02,03,04,050 (in Indian place value notation)
= One arab two crore three lakhs four thousand fifty (in Indian system)
= 1,020,304,050 (inAmerican system) = One billion twenty million three hundred four thousand fifty (inAmerican system)

Question 2.
Write the following numbers in Indian place value notation:
(a) One crore one lakh one thousand ten
(b) One billion one million one thousand one
(c) Ten crore twenty lakh thirty thousand forty
(d) Nine billion eighty million seven hundred thousand six hundred
Solution:
(a) One crore one lakh one thousand ten = 1,01,01,010 (in Indian place value notation)
(b) One billion one million one thousand one = 1,001,001,001 (inAmerican system) = 1,00,10,01,001 (in Indian system notation)
(c) Ten crore twenty lakh thirty thousand forty = 10,20,30,040 (in Indian place value notation)
(d) Nine billion eighty million seven hundred thousand six hundred
= 9,080,700,600 (inAmerican system)
= 9,08,07,00,600 (in Indian place value notation)

Question 3.
Compare and write ‘>’ or‘=’:
(a) 30 thousand …………… 3 lakhs
(b) 500 lakhs ……………….. 5 million
(c) 800 thousand ……………….. 8 million
(d) 640 crore ………………… 60 billion
Solution:
(a) < (b) >
(c) <
(d) <

Figure it Out (Page 14)

Question 1.
Find quick ways to calculate these products:
(a) 2 × 1768 ×50
Solution:
2 × 1768 ×50
= 2 × 1768 × \(\frac {100}{2}\) [∵ 50 = \(\frac {100}{2}\)]
= 1768 × 100 = 176800

(b) 72 × 125 [Hint: 125 = \(\frac {1000}{8}\)]
Solution:
72 × 125 = 72 × \(\frac {1000}{8}\)
= 9 × 1000 = 9000

(c) 125 × 40 × 8 × 25
Solution:
125 × 40 × 8 × 25 [∵ 25 = \(\frac {100}{4}\)]
= 125 × 40 × 8 × \(\frac {100}{4}\)
= 125 × 40 × 200 = 125 × 8000
= \(\frac {1000}{8}\) × 8000 [∵ 125 = \(\frac {1000}{8}\)]
= 10,00,000

Question 2.
Calculate these products quickly.
(a) 25 × 12 = ……………..
Solution:
25 × 12 = \(\frac {100}{4}\) × 12 [∵ 25 = \(\frac {100}{4}\)]
= 100 × 3 = 300

(b) 25 × 240 = …………………
Solution:
25 × 240 = \(\frac {100}{4}\) × 240 [∵ 25 = \(\frac {100}{4}\)]
= 100 × 60 = 6,000

(c) 250 × 120 = ………………….
Solution:
250 × 120 = \(\frac {1000}{4}\) × 120 [∵ 250 = \(\frac {1000}{4}\)]
= 1000 × 30 = 30,000

(d) 2500 × 12 = ………………….
Solution:
2500 × 12 = 25 × 100 × 12
\(\frac {10}{4}\) × 100 × 12 [∵ 25 = \(\frac {100}{4}\)]
= 100 × 100 × 3
= 10,000 × 3 = 30,000

(e) …………… × ………………… = 120000000
Solution:
10000000 × 12 = 120000000

Figure it Out (Pages 19-21)

Question 1.
Using all digits from 0-9 exactly once (the first digit cannot be 0) to create a 10-digit number, write the—
(a) Largest multiple of 5
(b) Smallest even number
Solution:
(a) Largest multiple of 5 = 9876543210
(b) Smallest even number = 1023456798

Question 2.
The number 10,30,285 in words is Ten lakhs thirty thousand two hundred eighty five, which has 43 letters. Give a 7-digit number name which has the maximum number of letters.
Solution:
Required 7-digit number = 77,77,777
= Seventy seven lakh seventy seven thousand seven hundred seventy seven
This number in words has 60 letters.

Question 3.
Write a 9-digit number where exchanging any two digits results in a bigger number. How many such numbers exist?
Solution:
Required 9-digit number = 12,34,56,789
There exist only one such number.

Question 4.
Strike out 10 digits from the number 12345123451234512345 so that the remaining number is as large as possible.
Solution:
The largest possible number is 5534512345.

Question 5.
The words ‘zero’ and ‘one’ share letters ‘e’ and ‘o’. The words ‘one’ and ‘two’ share a letter ‘o’, and the words ‘two’ and ‘three’ also share a letter ‘t\ How far do you have to count to find two consecutive numbers which do not share an English letter in common?
Solution:
There exist no two such consecutive numbers.

Question 6.
Suppose you write down all the numbers 1,2,3,4,…, 9,10,11,…. The tenth digit you write is ‘1’ and the eleventh digit is ‘O’, as part of the number 10.
(a) What would the 1000th digit be? At which number would it occur?
(b) What number would contain the millionth digit?
(c) When would you have written the digit ‘5’ for the 5000th time?
Solution:
Numbers 1-9 contribute 9 digits (1 digit each)
Numbers 10-99 contribute 90 × 2 = 180 digits (2 digits each)
Numbers 100-999 contribute 900 × 3 = 2700 digits (3 digits each)

(a) Total digits upto 99 = 9 + 180 = 189
So, the 1000^th digit will lie in the 3 digit numbers range.
Remaining digits = 1000 – 189 = 811
Number of 3 digit numbers to reach 811 digits
= \(\frac {811}{3}\) = 270, with 1 remaining number.
So, first we need to write the first 270 3-digit numbers starting from 100.
So, 270^th 3-digit number = 100 + 270 -1 = 369
So next number is 370.
Hence, the 1000^th digit is the’I^st digit of 370, which is 3 and the 1000^th digit occurs within the number 370.

(b) Numbers 1 -9 contribute 9 digits (1 digit each)
Numbers 10-99 contribute 90 × 2
= 180 digits (2 digits each)
Numbers 100-999 contribute 900 × 3 = 2700 digits (3 digits each)
Numbers 1000-9999 contribute 9000 × 4 = 36,000 digits (4 digits each)
Numbers 10,000-99999 contribute
90,000 × 5 = 4,50,000 digits (5 digits each)
Numbers 1,00,000 – 9,99,999 contribute 9,00,000 × 6 = 54,00,000 digits (6 digits each)
To reach the millionth digit: upto 5-digit numbers = 9 + 180 + 2700 + 36,000 + 4,50,000 = 4,88,889
Remaining numbers in the 6-digit range = 10,00,000 – 4,88,889 = 5,11,111
The number of 6 digit numbers required = 5,11,111 ÷ 6 = 81,185, with 1 remaining number.
So, the 85,185^th 6-digit number = 85,185 + 1,00,000 – 1 = 1,85,184
The millionth digit occurs in the number = 185,184 + 1 = 1,85,185

(c) Digit 5 in the range of 1 – 9 = 1
Digit 5 in the range of 10 – 99 = 19
Digit 5 in the range of 100 – 999 = 280
Digit 5 in the range of1000 – 9999 = 3700
Total 1 + 19 + 280 + 3700 = 4000
For the 5000th number, we need 5000 – 4000 = 1000 more numbers which come in 10000 – 99999.
Thus the last number is 13995. Which has the digit 5 and the 5000th number.

Question 7.
A calculator has only ‘+10,000’ and ‘+100’ buttons. Write an expression describing the number of button clicks to be made for the following numbers:
(a) 20,800
(b) 92,100
(c) 1,20,500
(d) 65,30,000
(e) 70,25,700
Solution:
(a) 20,800 = 20000 + 800
= (2 × 10,000) + (8 × 100)

(b) 92,100 =90,000+ 2100
= (9 × 10,000) + (21 × 100)

(c) 1,20,500= 1,20,000 + 500
= (12 × 10,000) + (5 × 100)

(d) 65,30,000 = (653 × 10,000)

(e) 70,25,700 = 70,20,000 + 5700
= (702 × 10,000) + (57 × 100)

Question 8.
How many lakhs make a billion?
Solution:
10000 lakhs make a billion.

Question 9.
You are given two sets of number cards numbered from 1-9. Place a number card in each box below to get the (a) largest possible sum (b) smallest possible difference of the two resulting numbers.

Solution:
To get the largest possible sum, we have to take the largest numbers in boxes :

Now to get the smallest possible difference:

Question 10.
You are given some number cards; 4000, 13000, 300, 70000, 150000, 20, 5. Using the cards get as close as you can to the numbers below using any operation you want. Each card can be used only once for making a particular number.
(a) 1,10,000 : Closest I could make is 4000 × (20 + 5) + 13000 = 1,13,000
(b) 2,00,000:
(c) 5,80,000:
(d) 12,45,000:
(e) 20,90,800 :
Solution:
(a) Closest number
= (25 × 4000) +(1 × 13000)
= 1,00,000 + 13,000= 1,13,000

(b) Closest number
= (1 × 1,50,000) +(4 × 13,000)
= 1,50,000 + 52,000 = 2,02,000

(c) Closest number
= (8 × 70,000) +(5 × 4,000)
= 560000 + 20000 = 580000

(d) Closest number
= (8 × 150000) + (3 × 13000) + (20 × 300)
= 1200000 + 39000 + 6000 = 12,45,000

(e) Closest number
= (500 × 4000) + (1 × 70000) + (1 × 13000)+ (26 × 300)
= 20,00,000 + 70,000 + 13,000 + 7800
= 2090800

Question 11.
Find out how many coins should be stacked to match the height of the Statue of Unity. Assume each coin is 1 mm thick.
Solution:
Height of the statue of unity = 180 metres
= 180 × 1000 mm = 180000 mm
Thickness of one coin = 1 mm
Number of coins that should be stacked
= \(\frac {180000}{1}\) = 180000

Question 12.
Grey-headed albatrosses have a roughly 7 feet wide wingspan. They are known to migrate across several oceans. Albatrosses can cover about 900-1000 km in a day. One of the longest single trips recorded is about 12,000 km. How many days would such a trip take to cross the Pacific Ocean approximately?
Solution:
Distance for the trip = 12,000 km
Albatrosses can cover about 900 to 1000 km/ day.
Time taken by the Albatrosses to cross the pacific ocean (using their fastest speed)
= \(\frac{\text { Distance }}{\text { Speed }}\)
= \(\frac{12,000 \mathrm{~km}}{1000 \mathrm{~km} / \text { day }}\) = 12 days (about)
Time taken by the Albatrosses to cross the pacific ocean (using their slowest speed)
= \(\frac{12,000 \mathrm{~km}}{900 \mathrm{~km} / \text { day }}\) = 13.3 days
So, Albatrosses would take approximately between 12 days to 13.3 days to cross the pacific ocean.

Question 13.
A bar-tailed godwit holds the record for the longest recorded non-stop flight. It travelled 13,560 km from Alaska to Australia without stopping. Its journey started on 13 October 2022 and continued for about 11 days. Find out the approximate distance it covered every day. Find out the approximate distance it covered every hour.
Solution:
Approximate distance it covered every day
= \(\frac {13560}{11}\)
= 1233 km approximately
1 day = 24 hours
∴ Approximate distance it covered every hour
= \(\frac {1233}{24}\)
= 51 km approximately

Question 14.
Bald eagles are known to fly as high as 4500-6000 m above the ground level. Mount Everest is about 8850 pi high. Aeroplanes can fly as high as 10,000-12,800 m. How many times bigger are these heights compared to Somu’s building?
Solution:
Height of Somu’s building = 40 m
\(\frac {4500}{40}\) = 112 times
\(\frac {6000}{40}\) = 150 times
\(\frac {8850}{40}\) = 221 times
\(\frac {10000}{40}\) = 250 times
\(\frac {12800}{40}\) = 320 times

Start practicing the Exploring Society India and Beyond Class 7 Solutions and Class 7 SST Part 2 Chapter 4 Turning Tides: 11th and 12th Centuries Question Answer to consolidate your knowledge effectively.

Turning Tides: 11th and 12th Centuries Questions and Answers Class 7 SST Part 2 Chapter 4

Turning Tides: 11th and 12th Centuries Class 7 Question Answer

The Big Questions? (Page 97)

Question 1.
Why are the 11th and 12th centuries seen as a period of transition in Indian history?
Answer:
The 11th and 12th centuries seen as a period of transition in Indian history because of the following reasons-

• Invasions by Turkic powers penetrated deeper into north India.
• Many Indian rulers flourished in this time period.
• Indian rulers battling the invaders, conducting naval expeditions.
• Monuments were created, it projected India’s influence abroad.
• Many poets, philosophers, saints and scientists belong to this period, their work continue to illuminate as even today.

Question 2.
Which new powers emerged during this period? What were the essential features of their economic, military and administrative systems?
Answer:
Cholas, Chalukyas, Chauhans, Solankis, Turkish rulers emerged during this time period.
(i) Economic Features

• It was based on agriculture.
• Collection of land revenue and tributes from vassals.
• Growth of internal and overseas trade, especially with China and Southeast Asia.

(ii) Military Features

• Maintenance of large standing armies.
• Strong naval power, use of horses, elephants in warfare and transport.
• Turkish rulers relied heavily on cavalry and archers.

(iii) Administrative Features

• Under Muhammad Ghuri, a centralised administration developed.
• Need for efficient administration to support armies and warfare.
• Administrative systems laid the foundation of the Delhi Sultanate.

Question 3.
What high accomplishments in art, architecture, literature, science, etc., do we come across during this period?
Answer:
During this period, India saw great achievements in art, architecture, literature, and science. Magnificent temples like Kandariya Mahādeva at Khajuraho and Brihadīśhvara at Thanjavur were built. Scholars such as Bhoja and Someśhvara III produced important works, including Mānasollāsa, an encyclopaedia on royal life. Trade with China and Southeast Asia flourished, agriculture remained the economic base, and thinkers like Bhāskarāchārya advanced science. Literature in Sanskrit, Kannada, and Telugu also thrived, reflecting a rich cultural and intellectual era.

 Let’s Explore (Page 103)

Question 1.
In later centuries, the Somnatha temple was rebuilt and destroyed again several times; the existing temple was built in 1950 and inaugurated the next year by the then President of India, Rajendra Prasad. Why do you think it was decided to fund the construction entirely from public donations?
Answer:
It was decided to fund the construction from public donation to create a sense of unity, ownership and shared responsibility. It reflected the idea that temples belong to entire nation and society, not to any one group. It ensures that the temple was built with people’s participation and support, making it a symbol of collective faith.

 Let’s Explore (Page 121)

Question 1.
In Kalyani, Basavanna established an anubhava mandapa (literally, ‘pavilion of experience’), where men and women from every social, economic, religious or linguistic background, including saints and philosophers, could assemble to discuss all aspects of life, including moral values and religion.
(1) Why, in your opinion, did Basava want people from all backgrounds to come together and exchange ideas?
(2) If something like an anubhava mandapa existed today, what important topics do you think people ought to discuss there?
(3) What lessons can we draw from the anubhava mandapa spirit to create a just and civil society today?

Answer:
1. Basava wanted people from all backgrounds to come together and exchange ideas to

• Break social barriers like caste, gender, class.
• Promote equality and social harmony.
• Encourage free discussion and rational thinking.

2. ‘Anubhava Mandapa’ exist today also. People ought to discuss the following topics-

• Social equality, justice.
• Education and moral values.
• Environment protection and many more.

3. We can draw the following lessons-

• Respect everyone’s voice and opinion.
• Reject discrimination and superstition.
• Encourage compassion and mutual respect.
• Motivate for open dialogue, debate and discussion.

Turning Tides: 11th and 12th Centuries Class 7 Solutions

Question 1.
Why is the period under consideration in this chapter regarded as a major transition in Indian history? Give two examples each of change and continuity from this period.
Answer:
The 11th and 12th centuries were a timc of major transition in India because new powers from Central Asia, like the Ghurids, began establishing control over parts of the north, marking the start of foreign influence in the region. Two examples of changes during this period were-

• the beginning of Muslim rule in Delhi and
• the destruction of important centres of learning such as Nalanda.

Two examples of continuity-

• In Indian society, with culture, literature, and scientific knowledge continuing to flourish, as seen in the works of scholars like Bhaskaracharya, and
• Trade, both within India and with regions like China and Southeast Asia, remained strong.

Question 2.
Observe Fig. 3.27 in the previous chapter (See textbook page no. 94) and draw a similar ‘star of dynasties’ gathering all or most of the dynasties that appear in this chapter.
Answer:

Question 3.
Taking a map of the Subcontinent, draw a geographical tour that covers all or most dynasties in this chapter (you may draw inspiration from some of the ‘travels’ the chapter’s narration follows).
Answer:
To make a geographical tour of the dynasties from this chapter, imagine tracing a route across the Subcontinent :

• Start in Afghanistan with the Ghaznavids and Muhammad Ghuri.
• Move into Punjab and Delhi, where the Chahamanas (Chauhans) ruled.
• Travel east to Bihar and Bengal, home of the Senas and later Bakhtiyar Khilji’s conquest.
• Head south to Odisha, where the Eastern Gangas built temples at Puri and Konark.
• Continue into Karnataka, ruled by the Hoysalas and Western Chalukyas.
• Then to Tamil Nadu, where the Cholas rose to power with capitals at Thanjavur and Gangaikon dacholapuram.
• Finally, visit Madhya Pradesh, the land of the Paramaras under King Bhoja.

Question 4.
With the help of a map of India and Southeast Asia, can you calculate the approximate distance that Rajendra I’s fleet of ships had to navigate to reach their objective?
Answer:
Rajendra Chola I sent his naval expedition from Tamil Nadu. The fleet crossed the Bay of Bengal to reach southeast Asia (Srivijaya region). The approx. sea distance covered was about 1500 to 2000 kilometres. It shows strong naval powers and maritime skills of the Cholas.

Question 5.
Match these two pairs:

(a) Eastern Gangas	(i) Belur
(b) Chandellas	(ii) Brihadishvara temple
(c) Paramaras	(iii) Konark Sun temple
(d) Hoysalas	(iv) Kandariya Mahadeva temple
(e) Cholas	(v) Bhojeshwar temple

Answer:

(a) Eastern Gangas	(iii) Konark Sun temple
(b) Chandellas	(iv) Kandariya Mahadeva temple
(c) Paramaras	(v) Bhojeshwar temple
(d) Hoysalas	(i) Belur
(e) Cholas	(ii) Brihadishvara temple

Question 6.
Working in groups, compare the dynasties in this chapter and in the preceding one; create a table to list the dynasties present in both, those that disappear from the preceding period, and those that appear in this chapter’s period.
Answer:

Dynasties in Both Chapters	Dynasties Disappearing (Earlier Period Only)	Dynasties Appearing (This Chapter)
Chalukyas (Western Eastern). Rastrakutuas, Chandellas	Pratiharas, Palas, GurjaraPratiharas, Harșha’s kingdom (earlier north India powers)	Cholas, Hoysalas, Kakatīyas, Paramaras, Chahamanas (Chauhans), Ghaznavids & Ghurids, Eastern Gangas

Question 7.
Using the chapter and any additional reading, prepare a short note explaining
1. why centres of learning like Nalanda were important
2. how their destruction may have affected education and culture in India.
Answer:
1. Importance of centres of learning like Nalanda-Nalanda was a famous centre of learning in ancient India. Students came from different parts of India and abroad to study there. Many subjects such as Buddhism, philosophy, medicine, mathematics and astronomy were taught here.
2. Destruction of centres like Nalanda led to the loss of valuable manuscripts and knowledge. It caused decline in learning and research activities in India.

Question 8.
Why do you think Mahmud of Ghazni carry out repeated raids from Afghanistan into India, while Muhammad Ghuri sought territorial expansion into India and long-term control? Write a short note on how their motives shaped the outcomes of their campaigns.
Answer:
Mahmud of Ghazni sought wealth through repeated raids while Muhammad Ghuri aimed for territorial expansion and long-term rule. Ghazni conducted around seventeen raids into India, targeting rich temples and cities. The outcome of his campaigns was the accumulation of wealth and weakening the Indian kingdoms. Muhammad Ghuri’s main objective was territorial expansion, the spread of Islam. The outcome of his compaigns was the foundation of the Delhi Sultanate after his death.

Start practicing the Exploring Society India and Beyond Class 7 Solutions and Class 7 SST Part 2 Chapter 3 Empires and Kingdoms: 6th to 10th Centuries Question Answer to consolidate your knowledge effectively.

Empires and Kingdoms: 6th to 10th Centuries Questions and Answers Class 7 SST Part 2 Chapter 3

Empires and Kingdoms: 6th to 10th Centuries Class 7 Question Answer

The Big Questions? (Page 61)

Question 1.
What major changes characterised this period?
Answer:
Large empires declined and many regional kingdoms emerged across India. India faced foreign invasions. Such as Hunas and Arabs, affecting Indian politics. Increased contact with foreign cultures led to exchange of ideas, trade, etc. Power became more decentralised, local rulers,
chiefş became important. Buddhism, Bhakt movement developed.

Question 2.
How did the political, cultural, an religious developments shape India during thi períod?
Answer:

• Political developments: The decline of large empires led to the rise of regional kingdoms. It strengthened local administration Rulers supported art, learning and religion.
• Cultural developments: Literature, an and architecture flourished. Works in Sanskrit and regional languages were produced. Cultura exchange with foreign travellers enriched Indian culture.
• Religious developments: Hinduism, Buddhism and Jainism continued to develop with Bhakti ideas promoted devotion and tolerance.

Question 3.
What was the impact of foreign invasions and interactions on Indian society and polity during this period?
Answer:
The impacts of foreign invasions and interactions on Indian society and polity are as follows-

• Foreign invasions weakened some Indian kingdoms but they also led to strong resistance and the rise of powerful regional rulers.
• Contact with foreigners led to an exchange of ideas, art, language and technology.
• New religious ideas entered India but Indian society largely showed tolerance and coexistence of different faiths.
• Indian society absorbed foreigners over time, leading to assimilation rather than complete domination.

Think About It (Page 67)

Question 1.
Does the above ceremony remind you a similar event discussed in Part 1 of this textbook?

Answer:
Yes, this ceremony reminds us of the Ashvamedha sacrifice discussed in Part 1 of this textbook.

Let’s Explore (Page 68)

Question 1.
Why was Kannauj so attractive to those powerful dynasties? Observe its location on the map (Fig. 3.3, see textbook page 63) and discuss in class.

Answer:
Kannauj was important due to its location in the fertile Ganges valley and its control over trade routes. Land near Kannauj was fertile and suitable for agriculture, ensuring economic prosperity. Controlling Kannauj meant controlling large part of north India, which was a symbol of power and prestige for the major dynasties of the time.

 Let’s Explore (Page 90)

Question 1.
What details do you observe in these coins (Fig. 3.26, see textbook page 90)? Why do the coins of Toramana and Skandagupta appear so similar? What conclusions can you draw?

Answer:

• The Huna rulers such as Toramana imitated the coinage of the contemporary powerful empires they interacted with or conquered, such as Gupta Emprie.
• The similarity between the coins indicates significant interaction between the Hunas and the Gupta Empire.
• It shows that the Hunas were influenced by Gupta administrative and cultural practices, particularly in matters of currency.

Let’s Explore (Page 91)

1. The Chachnama records that when King Dahar was killed, his widowed queen put up a brave resistance, and when the situation became hopeless, she immolated herself along with other ladies. Another queen ordered her treasure to be distributed among the brave soldiers and inspired them to stand against the invaders.

Question 1.
What does this suggest about the way the indigenous people responded to invasions?
Answer:
The indigenous people responded with extreme bravery, resistance and a willingness to make ultimate sacrifice to oppose the invaders.

Question 2.
Why do you think the queen chose to give away her treasure?
Answer:
The queen chose to give away her treasure to motivate and equip her soldiers to continue fighting the invaders.

Question 3.
What does this reveal about the role of women in warfare?
Answer:
This reveals that women played significant and active role in warfare, not just as passive victims, but as leaders, source of inspiration and resistance.

Think About It  (Page 92)

Question 1.
Sulaiman, a 9th-century Arab merchant and traveller, makes this comment on a Gurjara-Pratihara ruler: “This king maintains numerous forces, and no other Indian prince has so fine a cavalry. He is unfriendly to the Arabs …. there is no greater foe of the Muhammadan faith than he …. He has riches, and his camels and horses are numerous. … There is no country in India safer from robbers.” Why do you think the author calls the ruler a ‘foe to the Muslim faith’?
Answer:
The author calls the ruler a “foe to the Muslim faith” because he was strongly opposed to the Arabs. He maintained a powerful army, defeated Arab forces and ensured that no other Indian ruler supported them.

• By resisting Arab expansion and protecting India from their influence, he became an enemy of the spread of the Muslim faith.

Empires and Kingdoms: 6th to 10th Centuries Class 7 Solutions

Question 1.
If you lived in Kannauj during the struggle between the Palas, the Pratiharas and the Rashtrakutas, how would it change your daily life and your estimate of the rulers? Write a letter on this to your friend living in Kanchipuram.
Answer:
Kannauj
Date : 06-01-20XX
Dear Friend,
I hope you are safe and well in Kanchipuram. Life in Kannauj has become very difficult because of the constant struggle between the Palas, the Pratiharas and the Rashtrakutas. Our city has turned into a centre of conflict.

Our daily life is disturbed. Farmers are afraid to work in their fields, traders hesitate to travel, prices of food have increases. Heavy taxes are collected to support the army.

Rulers are brave and powerful but their continuous fights to control Kannauj have brought hardship to common people like us. We wish for peace so that life can return to normal and development can take place.

Write back soon about your life there.
Yours lovingly,
XYZ

Question 2.
Emperors and kings during this period controlled only core regions and governed other regions through subordinate vassals. What would be the advantages and the challenges of such a system?
Answer:
Advantages

• It reduced the administrative burden on the central ruler and made administration casier.
• Kings could control large territories without being physically present everywhere.
• Local vassals understood regional problems better and could respond quickly.

Challenges

• Vassals were not loyal and could rebel against the king.
• Vassals sometimes did not follow orders or pay taxes.
• The central ruler had less direct control ovet distant regions.

Question 3.
In what ways were the invasions of the Hunas and the Arabs different in their aims, methods, and impact on the Indian subcontinent? Prepare a write-up, discuss and present it in the class.
Answer:
Hunas

• Aim: Their main aim was plunder and territorial control.
• Methods: They invaded through trade routes and used brutal warfare, destroying cities and settlements.
• Impact: Their invasions weakened the Gupta Empire, caused political instability. They did not establish a long lasting rule.

Arabs

• Aim: They aimed to expand their empire and spread Islam.
• Methods: They were well organised, used cavalry and tried to establish administrative control, especially in Sind.
• Impact: Invasions led to trade contacts, cultural exchange, introduction of new ideas. Their political control remained limited in India.
  It shows that the Hunas caused destruction and instability, the Arabs had a more lasting cultural and economic influence on the Indian subcontinent.

Question 4.
Imagine you are a common citizen watching the Prayaga assembly. How would you react to Harsha giving away most of his wealth?
Answer:
If I were a common citizen watching Harsha giving away most of his wealth at the Prayaga assembly, I would feel amazed and grateful. It would show that the king cared deeply for his people and believed in charity and equality. His generosity would inspire respect and loyalty among the people, I would feel proud to be ruled by such a selfless ruler.

Question 5.
Forming groups, let each group choose one Alvar and one Nayanar and prepare a biography poster or booklet. Include their life stories and a sample poem or two (in translation).
Answer:
(a) Biography of an Alvar SaintAndal

• Andal was a famous Alvar saint and the only woman among the twelve Alvars.
• She was a devoted follower of Lord Vishnu.
• She composed beautiful devotional hymns in Tamil. Her two well known works are Tiruppavai and Nachiyar Tirumali, which express deep love and devotion for Lord Vishnu.
• She is worshipped as a goddess in many Vishnu temples, especially to Srivilliputhur where a grand temple is dedicated to her.

(b) Biography of a Nayanar Saint-Appar

• Appar is also known as Tirunavukkarasar.
• He was a devoted follower of Lord Shiva and played an important role in spreading Shaivism.
• He taught love, devotion, humanity and service to god.
• Appar composed many devotional hymns in Tamil, which are included in the Tevaram.
• His songs inspired people from all castes and strengthened the Bhakti movement in south India.
  [Note: Students can represent the above information in the form of poster with pictures.]

Question 6.
You will notice that our maps show only ancient names for the kingdoms’ capitals and main cities. Using a pencil, mark the modern names next to their original names. Refer the current map of India and try to locate those cities on it.
Answer:

Ancient Name	Modern Name
Kanyakubja	Kannauj (Uttar Pradesh)
Kanchi	Kanchipuram (Tamil Nadu)
Manyakhet	Malkhed (Karnataka)
Ujjayini	Uijain (Madhya Pradesh)
Tanjavur	Thanjavur (Tamil Nadu)
Sthaneshvara	Thanesar (Haryana)

Modern names of ancient cities :

Question 7.
Match the ruler or the dynasty with the city.

(a) Rashtrakutas	(i) Kanchi
(b) Gurjara-Pratiharas	(ii) Tanjavur
(c) Cholas	(iii) Manyakheta
(d) Harshavardhana	(iv) Ujjayini
(e) Pallavas	(v) Kanyakubja

Answer:

(a) Rashtrakutas	(iii) Manyakheta
(b) Gurjara-Pratiharas	(iv) Ujjayini
(c) Cholas	(ii) Tanjavur
(d) Harshavardhana	(v) Kanyakubja
(e) Pallavas	(i) Kanchi

Start practicing the Exploring Society India and Beyond Class 7 Solutions and Class 7 SST Part 2 Chapter 2 India and Her Neighbours Question Answer to consolidate your knowledge effectively.

India and Her Neighbours Questions and Answers Class 7 SST Part 2 Chapter 2

India and Her Neighbours Class 7 Question Answer

The Big Questions (Page 29)

Question 1.
What defines a ‘neighbour’? Is it just shared land borders?
Answer:
A ‘neighbour’ is country that shares a land boundary. For example, India and Nepal. A maritime neighbour is a country connected by a shared, sea or ocean, even without a direct land border. For example, India and Sri Lanka. So, it is not just about shared land borders. It also includes countries in close proximity, such as maritime neighbours.

Question 2.
How do geography and history influence the nature of India’s relationships with her neighbours?
Answer:
India’s relations with its neighbours are shaped by both geography and history. Its long borders with Pakistan, China, Nepal, Bhutan, Bangladesh, and Myanmar, and sea links with Sri Lanka and the Maldives, affect trade, security, and culture. Shared rivers and mountains bring cooperation but also disputes. Shared culture, like Buddhism and Hindu traditions, built closeness. But colonial legacies, partition, wars with Pakistan, and clashes with China created tensions. Thus, India’s relations mix friendship and rivalry, with geography binding nations together and history both uniting and dividing them.

Question 3.
In what ways are India and her neighbours interconnected today?
Answer:
India and her neighbours are connected in many ways beyond borders. Trade, travel, and culture link them closely. People cross borders for work, study, and festivals, while countries share rivers, traditions, and history. They also cooperate on security, climate, and peace. These ties show that neighbours build strong relationships through cooperation, exchange, and shared responsibilities.

Let’s Explore (Page 30)

Question 1.
Identify the three large water bodies that surround India in the map. (See map on the page no. 31 of the Textbook.)

Answer:
Three large water bodies are-

• The Arabian Sea to the West
• The Bay of Bengal to the East
• The Indian Ocean to the South

India and Her Neighbours Class 7 Solutions

Question 1.
Explain who a maritime neighbour is with two examples with respect to India.
Answer:
A maritime neighbour is a country connected to another by a shared sea or ocean, even without a direct land border. Two examples with respect to India are-Sri Lanka and Maldives.

Question 2.
How has Buddhism created links with India’s neighbours? Give examples to explain your answer.
Answer:
Buddhism created strong cultural and spiritual links between India and her neighbours. Buddhism originated in India but it spread to Sri Lanka, Nepal, Bhutan, and Myanmar. For example-

• Buddhism is a powerful link between India and China. Buddhist monks and pilgrims travelled and shared teachings.
• Bhutan and India maintain deep spiritual connections. Bhutanese pilgrims visit sacred Buddhist sites in India.
• India holds special spiritual significance for the people of Myanmar, many of whom visit India during pilgrimages.
• Ancient stupas and monasteries exist in these countries.

Question 3.
What does ‘open border’ policy mean? How does the India-Nepal ‘open border’ policy affect the lives of people living along the border?
Answer:
Open border means free movement across borders without visa and passport. The Treaty of Peace and Friendship (1950) between India and Nepal opened borders for free movement of people and goods between the nations. This policy between India and Nepal has affected the lives of people significantly. It has enabled people from both the sides to access healthcare, education, employment and maintain family relations.

Question 4.
The chapter says, “Being neighbours is not just about geography.” Explain this statement with an example.
Answer:
The statement “Being neighbours is not just about geography” means that countries are connected in many ways beyond sharing borders. For example, India and Nepal are neighbours not only because they share land boundaries but also because they share deep cultural, religious, and historical ties. People travel freely, celebrate festivals together, and exchange traditions. Similarly, India and Sri Lanka are linked through the sea, trade, and shared history. These examples show that neighbours are connected through culture, cooperation, and common experiences, not just by geography.

Question 5.
What are the different ways in which India has helped smaller countries in her neighbourhood? Explain with examples.
Answer:
India has helped smaller countries in her neighbourhood in different ways. This can be explained with following examples-

• India helped to restore the Ananda temple in Myanmar that has been damaged by earthquake.
• India helped Afghanistan in education, healthcare and infrastructure development. India also supported Afghanistan in the construction of the Afghan Parliament building and the ZaranjDelaram highway.
• India helped Maldives during 2004 Tsunami, 2014 water crisis, and COVID-19 pandemic.

Question 6.
How do shared challenges become opportunities for cooperation? Were there examples in this chapter to illustrate this?
Answer:
Shared challenges can bring countries together because they need to help each other solve common problems. Issues like natural disasters, health crises, and climate change encourage cooperation. By working together, countries share resources, knowledge, and support, there by building trust and stronger relations. For example, India helped the Maldives during the 2004 tsunami, the 2014 water crisis in Male, and the COVID-19 pandemic. India also supports neighbouring countries during earthquakes and floods. These actions show that common problems can become opportunities for cooperation and better relations.

Question 7.
If borders were drawn only by culture and connections, how would the map look different?
Answer:
If borders were drawn only by culture and connections, the map would look very different. As-

• Areas with similar languages, food habits, traditions and festivals would come together.
• Cultural regions would be larger and not limited by political boundaries.
• Borders would be more flexible and overlapping showing cultural links.

Question 8.
On blanks maps:
(1) Label India’s neighbours.
(2) Draw arrows showing cultural flows (e.g., food, festivals, languages) between India and her neighbours.
(3) Imagine and redraw new “borders of friendship” that connect neighbours through rivers, trade routes, or cultural zones.
(4) Collect pictures of the flags of the countries listed in this chapter and write your observations.
Answer:
(1) India’s neighbours

(2) Cultural flow arrows

• India ↔ Nepal/Bhutan → Festivals, languages, traditions.
• India ↔ Bangladesh → Languages, food, music.
• India ↔ Sri Lanka → Buddhism, trade.
• India ↔ China → Trade
• India ↔ Myanmar → Trade, culture

(3) New ‘borders of friendship’
Rivers: Ganga-Brahmaputra region.
Trade routes: India-Southeast Asia sea routes.
Cultural zones: Buddhist and Hindu heritage regions.

(4) Students will do themselves. Sample is given below:

Start practicing the Exploring Society India and Beyond Class 7 Solutions and Class 7 SST Part 2 Chapter 1 The Story of Indian Farming Question Answer to consolidate your knowledge effectively.

The Story of Indian Farming Questions and Answers Class 7 SST Part 2 Chapter 1

The Story of Indian Farming Class 7 Question Answer

The Big Questions? (Page 1)

Question 1.
What are the main characteristics of Indian agriculture?
Answer:
The main characteristics of Indian agriculture are-

• Indian agriculture is mainly subsistence farming, where farmers grow crops for their own use.
• It depends heavily on the monsoon.
• Small landholdings, traditional methods, and use of family labour are common.
• Major crops vary by region.
• Agriculture supports a large population and is an important part of India’s economy.

Question 2.
How are farming, climate, soil, and watér interrelated?
Answer:
Farming depends on climate, soil, and water. Climate affects temperature and rainfall needed for crops. Soil provides nutrients for plant growth. Water is essential for irrigation. Good climate, fertile soil, and enough water help crops grow well, while poor conditions can reduce production. All these factors are closely connected.

Question 3.
How can traditional practices and contemporary ones complement each other?
Answer:
Traditional practices like crop rotation, organic manure, and water conservation are eco-friendly and protect soil health. Contemporary methods like modern machinery, improved seeds, and irrigation increase production. When used together, they improve yield while caring for the environment. This balance helps farmers grow more crops in a sustainable and efficient way.

 Let’s Explore (Page 7)

Question 1.
Imagine that your state received less than normal monsoon rains for two consecutive years. Which items are likely to disappear from your meals, or are likely to become difficult to access?
Answer:
With reference to Rajasthan: If Rajasthan receives less than normal monsoon rains for two consecutive years, water scarcity will increase. People may depend more on drought-resistant foods like bajra and dry pulses. Green vegetables may disappear from meals, wheat may difficult to grow, milk and milk products may reduce due to shortage of fodder for cattle.

 Let’s Explore (Page 9)

Question 1.
Prepare a list of the crops that are cultivated in your state or union territory in a year and classify them into kharif, rabi, and zaid.

Answer:
With reference to Rajasthan:
1. Kharif crops-Grown in rainy season June to October.
Examples-Bajra, Jowar, Maize, Groundnut.

2. Rabi crops-Grown in winter season October to March.
Examples-Wheat, Barley, Gram (Chana), Mustard, Peas.

3. Zaid crops-Grown in summer seasonMarch to June.
Examples-Watermelon, Muskmelon, Cucumber, Vegetables.

Let’s Explore (Page 11)

Question 1.
Try to name at least two states in each of the zones mentioned above.

Answer:
Major soil types and their states :

• Alluvial soil: Uttar Pradesh, Bihar, West Bengal
• Black soil: Maharashtra, Gujarat, Madhya Pradesh
• Red soil: Tamil Nadu, Karnataka, Odisha
• Laterite soil: Kerala, Karnataka, Assam
• Desert (Arid) soil: Assam, Odisha, Kerala
• Forest and mountain soil: Jammu and Kashmir, Himachal Pradesh.

Question 2.
Which type of soil is predominantly found in your state or union territory?
Answer:
Arid (Desert) soil is predominantly found in our state (Rajasthan).

Question 3.
Soils tell us stories about places-what might have happened over thousands of years during which the soils were being formed. Take a few samples of soil from your neighbourhood. Look carefully at them. (Examine the soil using a magnifying glass or microscope if you have access to either.) What do the samples consist of ? What might be the origins of the soil? Are there signs of human activity that you notice?

What might happen to the soil over time on account of this?
Answer:
With reference to Rajasthan:

• Soils are formed over thousands of years by the weathering of rocks.
• We have taken a sample of soil, it consists of sand, less moisture and humus.
• Origin of the soil is weathering of nearby rocks having sandy texture.
• Yes, human activities such as deforestation, overgrazing, instensive farming etc. are impacting arid soil and formation.

 Let’s Explore (Page 25)

Question 1.
Listen to the special programmes for farmers on the radio or watch a programme on television for a few days. Write down carefully the information that is shared through these mediums. Make a short report on the categories of information you gathered as well as questions that came to your mind during this activity.
Answer:

• Information about weather forecasts like rainfall, temperature and storms.
• Guidance on sowing time and suitable crops for the season.
• Information about irrigation methods and water management.
• Details about government schemes, subsidies and loans for farmers.
• Updates on market prices (mandi rates) of crops.

Questions that came to mind include:

• Which crop is best for my area?
• When should I sow or harvest?
• How can I protect crops from pests or drought?

The Story of Indian Farming Class 7 Solutions

Question 1.
Why do farmers in Kerala grow rice while farmers in Punjab grow mostly wheat? What would happen if they swapped?
Answer:
Kerala receives heavy rainfall from both the southwest and northeast monsoons and has tropical wet climate and suitable soil for rice. Rice needs a lot of water, so it grows well there. Punjab has fertile alluvial soil and a cooler winter season, which is ideal for wheat (a rabi crop). If they swapped, the crops might not grow well because climate, soil, and water availability are different in both regions. Wheat may not grow properly in Kerala’s hot and wet conditions, and rice may not grow easily in Punjab without enough water.

Question  2.
Match the following :

Answer:

Column A	Column B
(a) Kharif crops	(ii) Crops grown during the monsoon
(b) Rabi crops	(i) Crops during the winter
(c) Alluvial soil	(v) Soil rich in nutrients deposited by rivers
(d) Terrace farming	(iv) Crops grown in summer
(e) Alpine soil	(iii) Thin, rough, and rocky soil found in mountainous regions
(f) Zaid crops	(iv) Crops grown in summer

Question 3.
Why do certain crops thrive in specific regions?
Answer:
Certain crops thrive in specific regions because of differences in climate, soil type, rainfall, temperature, and availability of water. For example, black soil is good for cotton, and alluvial soil is good for wheat and rice. Crops grow best where the natural conditions suit their needs.

Question 4.
How has modern technology helped farmers?
Answer:
Modern technology has helped farmers in many ways as-

• Modern technology and machines like tractors, harvesters save time and labour.
• Seeds developed with scientific technology provide higher yield and are pre-resistant.
• Drip and sprinkler irrigation systems use water efficiently.
• Weather forecasting in advance and research help farmers to plan better.
• Modern technology, such as the Green Revolution are highly productive and can produce a substantial amount of crop quickly.

Question 5.
Why is sustainable agriculture important? Write a short note on this.
Answer:
Sustainable agriculture is important because it protect the environment by ecofriendly practices and by conserving soil and water. It helps maintain soil fertility and prevents soil erosion. Sustainable farming combines traditional wisdom with modern science. It uses organic manure, neem-based pesticides, and natural methods. This helps farmers grow crops without harming nature and ensures food for future generations.

Question 6.
Name some challenges that farmers face today. What might be their impact for people?
Answer:
Challenges that farmers face today are:

• Farmers face challenges like small holdings, climate change, non-affordability of modern equipment, and market challenges.
• It is also difficult for farmers to use tractors and other machines on their farms-the machines are designed for larger farms and are expensive to buy or rent.
• With increasing unpredictability of weather patterns and more frequent extreme events farmers face a higher risk of crop destruction, leading at times to heavy losses.

Impact on people-These challenges reduces crop production. As a result, food becomes costly and sometimes scarce causing difficulties for both farmers and consumers.

Question 7.
Have a debate in class on the topic “Traditional irrigation methods are better than modern ones.”
Answer:
Traditional irrigation methods are better: Traditional irrigation methods like wells, tanks, baolis and canals are eco-friendly and conserve water. They use local knowledge and are suitable for the climate and soil of the region. These methods are affordable and easy to maintain for small farmers. Traditional methods help in recharging groundwater and prevent overe-xtraction of water. Traditional system promote community participation and cooperation.

Modern irrigation methods are better : Modern irrigation methods like drip and sprinkler systems save more water. These methods provide water directly to plant roots, increasing crop yield. Modern irrigation methods reduce wastage of water and soil erosion. Modern methods save time and labour for farmers. These methods are more efficient and suitable for large scale farming.

Conclusion: Both traditional and modern irrigation methods have their own advantages. A balanced use of traditional wisdom along with modern technology can help in achieving sustainable agriculture.

Question 8.
Write a short essay describing what farming might be like when you are 60 years old. You could also draw / paint a picture to illustrate what you envision.
Answer:
When I am 60 years old, farming may be more advanced and eco-friendly. Farmers may use self-driven tractors, robotic harvester. Smaller urban farms might use vertical farming techniques. Data collection from sensors and satellites will allow farmers to monitor crop health and soil condition in real time.

Genetic engineering will play a major role in developing crops that are more resilient to climate change, require less water and have greater nutritional values. More focus will be on sustainable pathways. Integrated pest management will be likely to use to manage soil health. Vertical and indoor farming will be common in cities, providing fresh produce locally and reducing the need for long distance transportation.

Question 9.
Form small groups and discuss the issues affecting the Ganga basin. Prepare a presentation proposing your solutions and their rationale (your reasons). Share and discuss in class. Your teacher will guide you in this exercise.
Answer:
Issues affecting the Ganga Basin and their solutions.
1. Water Pollution:
Issue: Untreated sewage, industrial waste and religious activities pollute the river.
Solution: Proper treatment of sewage and industrial waste before releasing it into the river.

2. Overuse of Water :
Issue: Excessive use of river water for irrigation and domestic purposes reduces water level.
Solution: Judicious use of water and adoption of water saving irrigation methods.

3. Deforestation :
Issue: Cutting of trees in the basin leads to soil erosion and floods.
Solution: Afforestation and protection of forests in the river basin.

4. Floods :
Issue: Heavy rainfall and poor drainage cause frequent floods in the basin.
Solution: Construction of embankments, dams and proper flood management systems.

5. Solid Waste Dumping :
Issue: Garbage and plastic waste are dumped into the river.
Solution: Proper waste management and awareness among people to keep the river clean.

Question 10.
Looking at the crops listed in the section ‘Echoes from the Past’, which ones do you find in use in your home? What conclusion can you draw from your observations?
Answer:

• Rice, wheat, pulses, vegetables are used in our homes.
• We have observed that ancient farming knowledge is still in use.
• Indian agriculture has strong continuity.
• Traditional crops are important today.