Prasanna

On this page, you will find Playing with Numbers Class 6 Notes Maths Chapter 3 Pdf free download. CBSE NCERT Class 6 Maths Notes Chapter 3 Playing with Numbers will seemingly help them to revise the important concepts in less time.

CBSE Class 6 Maths Chapter 3 Notes Playing with Numbers

Playing with Numbers Class 6 Notes Conceptual Facts

1. A number which divides a given number exactly is called a factor of the given number.

2. Every number is a factor of itself and 1 is a factor of every number.

3. Every number is a multiple of its factors.

4. Every factor is less than or equal to its multiple.

5. Every multiple of a given number is greater than or equal to that number.

6. A natural number which is not divisible by any number except 1 or itself is called prime number.

7. 2 is the only natural number which is even as well as prime. All the prime numbers except 2 are odd.

8. 2 is the smallest prime number.

9. Numbers which are not prime are called composite numbers.

10. 1 is neither prime nor composite number.

11. Two numbers are called co-prime if they have only 1 as common factor.

12. Pairs of prime numbers differ by 2 are called twin primes.

13. The factors of a given number are Finite but it may have infinite number of multiples.

14. Rule for divisibility:

• A number is divisible by 2 if it has 0 or even digits at its units place.
• A number is divisible by 3 if the sum of its digits is also divisible by 3.
• A number with 3 or more digits is divisible by 4 if the number found by last two digits of the number is divisible by 4.
• A number is divisible by 5, if it has only 0 or 5 in its units place.
• A number is divisible by 6, if it is divisible by 2 and 3 both.
• A number with 4 or more digits is divisible by 8 if the number formed by its last 3 digits are divisible by 8.
• A number is divisible by 9 if the sum of all the digits of the number is divisible by 9.
• A number is divisible by 11 if the difference between the sum of the digits at odd places taken from the right, and the sum of all the digits at even places is either 0 or divisible by 11.

15. The HCF of two or more given numbers is called the highest common factor.

16. The LCM of two or more given numbers is called lowest common multiple.

17. HCF of co-prime numbers is 1.

18. LCM of co-prime numbers is equal to their product.

19. Product of any two numbers is equal to the product of their HCF and LCM.

20. To simplify expressions involving brackets, the four fundamental operations (-, +, x, ÷) and ‘of operations, we always use the BODMAS Rule.

21. To simplify numerical expressions, we remove parenthesis ( ), curly brackets { } and square brackets [ ], strictly in this order.

On this page, you will find NCERT Class 8 Geography Chapter 5 Notes Pdf free download. CBSE Class 8 Social Science Notes Geography Chapter 5 SST Industries will seemingly, help them to revise the important concepts in less time.

Industries Class 8 Notes Social Science Geography Chapter 5

CBSE Class 8 Geography Chapter 5 Notes Understanding the Lesson

1. The change of raw materials into products of more value for the people is done by secondary activities or manufacturing for example, conversion of a tree into pulp and pulp that has changed into paper and paper changed into notebooks.

2. The finished product has more value and utility than the raw material that it is made from because at each stage value is added to them during the manufacturing process.

3. Industry is referred to an economic activity that is concerned with production of goods, extraction of minerals or the provisions of services.

4. Industries are classified on the basis of:

• Raw material: Depending on the types of raw material used by the industry the industries may be agro-based, mineral-based, forest-based and marine-based.
• Agro-based: Industries that use plant and animal-based products as their raw materials.
• Minerals based: Industries that are primary and use mineral ores as their raw materials. The product of these industries feed other industries.
• Marine based: Industries which use products from the sea and oceans as raw materials.
• Forest-based: Industries that utilise forest produce as raw materials.

5. Size: It refers to the amount of capital involved invested, number of people employed and the volume of production.

• Based on size, industries can be classified as small scale and large scale industries.

6. Ownership: Industries can be classified into:

• Private-sector industries: owned and operated by individuals or a group of individuals.
• Public sector industries: These are owned and operated by the government.
• Joint sector industries: These are owned and operated by the state and individuals or a group of individuals.
• Cooperative sector industries: These are owned and operated by the producers or suppliers of raw materials, workers or both.

7. The factors that affect the location of the industries are the availability of raw material, land, water, labour, power, capital, transport and market.

8. Industrialisation often leads to the development and growth of towns and cities.

9. An industrial system contains of inputs, processes and outputs.

10. Industrial region is a location where a number of industries locate close to each other and share benefits of their closeness.

11. Information technology is an emerging industry and the major hubs of this industry are the Silicon Valley of central California and Bengaluru, India.

12. Iron and Steel industry also comprises various inputs, processes and outputs. It is a feeder industry whose products are used as raw material for other industries. The process of conversion of Iron ore into steel involves many stages.

13. Steel is often known as the backbone of modern industry as almost everything used today is either made of iron or steel or has been made with tools and machinery of these metals.

14. The location of the iron and steel industry was where the raw materials, power supply and running water were easily available. This was the scenario before 1800 A.D. but the later ideal location for the industry was near coal fields and close to canals and railways. After 1950, iron and steel industry began to be lo­cated on large areas of flat land near sea ports. This is because the steel works had become very large and iron ore had to be imported from overseas.

15. India has developed the iron and steel industry taking the advantage of raw materials, cheap labour, transport and market. All steel-producing centres are situated in a region that spreads over four states.

16. The important steel-producing centre in India and World are:

Jamshedpur:

• Before Independence i.e. 1947 there was only one iron and steel plant in the country TISCO (Tata Iron and Steel Company Limited) that was privately owned, but the government took the initiative of setting up several iron and steel plants.
• TISCO was started in 1907 at Sakchi later renamed as Jamshedpur. Geographically, Jamshedpur is the most conveniently situated iron and steel centre in the country.
• The development of the iron and steel industry had opened the doors to rapid industrial develop­ment in India.

17. Pittsburgh: An important steel city of the USA. The industry there enjoys the locational advantages. Pittsburgh is also one of the world’s best routes for shipping iron ore cheaply—the famous Great Lakes waterway. The Pittsburgh area has many factories other than steel mills.

18. Weaving clothes from yam is an ancient art.

19. Textile industries are divided on the basis of raw material used in them.

20. The cotton textile industry is one of the oldest industries in the world. Till the industrial revolution in the 18th century, cotton cloth was made using hand-spinning techniques (wheels) and looms.

21. India has a glorious tradition of producing excellent quality cotton textiles.

22. The first successful mechanized textile mill was established in Mumbai in 1854.

23. The first mill was established in 1859 in Gujarat (Ahmedabad). Ahmedabad had soon become the second-largest textile city of India after Mumbai.

24. Ahmedabad is situated very close to cotton growing area assuring easy availability of raw material.

25. Osaka is an important textile centre of Japan also known as the ‘Manchester of Japan’.

26. The information technology (I.T.) industry deals in the storage, processing and distribution of information.

27. The factors guiding the location of these industries are mainly resource availability, cost and infrastructure. The major hubs of IT industry are the Silicon Valley, California, and India.

• Bengaluru is located on the Deccan Plateau from where it gets it name ‘Silicon Plateau’.
• Silicon Valley, is a part of Santa Clara Valley, located next to the Rocky Mountains of North America.

28. There are also emerging information technology hubs in metropolitan centres of India such as Mumbai, New Delhi, Hyderabad and Chennai.

29. Bengaluru has always had a unique advantage as a city with the highest availability of middle and top management talent.

Industries Class 8 CBSE Notes Important Terms

Industry: Refers to an economic activity that is concerned with production of goods, extraction of minerals or the provision of services.

Industrial Disaster: In industries, accident/ disasters mainly occur due to technical failure or irresponsible handling of hazardous material and destruction caused by all this is termed as Industrial Disaster.

Smelting: It is the process in which metals are extracted from their ores by heating beyond the melting point.

Textile: It is derived from the Latin word texere which means to weave.

On this page, you will find NCERT Class 8 Civics Chapter 10 Notes Pdf free download. CBSE Class 8 Social Science Notes Civics Chapter 10 SST Law and Social Justice will seemingly, help them to revise the important concepts in less time.

Law and Social Justice Class 8 Notes Social Science Civics Chapter 10

CBSE Class 8 Civics Chapter 10 Notes Understanding the Lesson

1. Markets almost everywhere tend to be exploitative of people, whether as consumers, producers or as workers.

2. The government makes certain laws and these laws try to ensure that the unfair practices are kept at a minimum in the markets.

3. Private companies, contractors, etc. in order to gain maximization of profits, might deny workers their rights and not pay them wages.

4. As per the law on minimum wages, which is meant to protect workers, there are also laws that protect the interests of producers and consumers in the market.

5. These laws help ensure that the relations between the three parties – the worker; consumers and producer are governed in a manner that is not exploitative.

6. Enforcement of law becomes even more important when the law seeks to protect the weak from the strong.

7. To ensure that every worker gets fair wages, government has to regularly inspect worksites and punish those who violate the law.

8. Through making, enforcing and upholding the laws, the government can control the activities of individuals or private companies so as to ensure social justice.

9. The Right against Exploitation says that no one can be forced to work for low wages or under bondage.

10. Constitution also lays down that “A child below the age of 14 years shall not be employed to work in any factory or mines or engaged in any other hazardous employment”.

11. One reason why foreign companies come to India is for cheap labour. For lower pay, the companies can get longer hours of work. This can help in saving costs and earning higher profits.

12. Being lawmaker and enforcer, the government is supposed to ensure that safety laws are implemented.

13. Safety laws and non-enforcement of weak safety laws are seen in India.

14. Bhopal Gas Tragedy was the world’s worst industrial tragedy which took place in Bhopal where Union Carbide (UC) an American company had a factory in the city which was pesticides producer, there at midnight on 2^nd December 1984 methyl – isocyanite (MIC) started leaking killing a huge number of people. The installation of an MIC production unit in 1978 was a safety violation, the position of the government was that the state needs continuous investment of the Bhopal plant which provide job.

15. Therefore, government inspectors continued to approve the procedure in the plant.

16. People safety was being disregarded both by the government and by private companies.

17. In 1984, there were very few laws protecting the environment in India.

18. The environment was treated as a ‘free’ entity and any industry could pollute the air and water without any restrictions.

19. Bhopal tragedy causing disaster has brought the environment issues to the forefront.

20. Following the Bhopal gas tragedy the government under pressure introduced new laws on the environment. The polluter was to be held accountable for the damage done to the environment.

21. The court gave several judgments upholding the right to a healthy environment as intrinsic to the Fundamental Right to Life.

22. In Subash Kumar Vs State of Bihar (1991), the Supreme Court held that the Right to Life is a Fundamental Right under Article 21 of the Constitution and it includes the right to the enjoyment of pollution-free water and air for full enjoyment of life.

23. The government is responsible for setting up laws and procedures that can check pollution, clean rivers and induce heavy fines for those who pollute.

24. Laws are necessary in many situations, whether this be the market, office or factory for the purpose of protecting people from unfair practices.

25. The government has to make ‘appropriate laws’ and also has to enforce the laws.

26. Laws weak in nature and poorly enforced can cause serious harm.

27. The government has the leading role in this respect, people can exert pressure so that both private companies and the government act in the interests of society.

Law and Social Justice Class 8 CBSE Notes Important Terms

Consumer: An individual who buys goods for personal use and not for resale.

Producer: A person or organisation that produces goods for sale in the market. At times, the producer keeps a part of the produce for his own use, like a farmer.

Investment: Money spent to purchase new machinery or buildings or training so as to be able to increase/ modernise production in the future.

Worker’s union: An association of workers.

On this page, you will find NCERT Class 8 History Chapter 9 Notes Pdf free download. CBSE Class 8 Social Science Notes History Chapter 9 SST Women, Caste and Reform will seemingly, help them to revise the important concepts in less time.

Women, Caste and Reform Class 8 Notes Social Science History Chapter 9

CBSE Class 8 History Chapter 9 Notes Understanding the Lesson

1. 200 years ago things and conditions of the country were very different from that of today’s. Today’s society is far better from that of 200 years ago.

2. There was injustice done to women in past society.

3. Society was divided into castes.

4. Over time many of these social evils got extinct or on the verge of getting extinct.

5. Reasons behind the slow and gradual social change in society and getting it transformed includes the development of the new forms of communication.

6. Social evils were often taken as debates by Indian reformers and the reform groups in an attempt to change the society of that time practiced the debate with conclusion for the improvement of the society.

7. Raja Rammohan Roy (1772 – 1833) found reform association known as Brahmo Sabha and later it was known as Brahmo Samaj in Calcutta.

8. Reformers were the ones who felt that the changes were necessary in society and unjust practices needed to be done away with. This can be done according to them only by giving up old practices and orthodoxy and adopting a new way of life.

9. Raja Rammohan Roy was keen to spread western education in the country and bring freedom and equality for women.

10. Roy began campaigning against the ill practices of sati and was particularly moved by the problems faced by widows in their lives.

11. Roy’s writings showed that ancient texts do not sanction any widow burning.

12. Even the Britishers also criticised Indian traditions and customs.

13. In 1829, sati was banned.

14. The later reformers also adopted the way Raja Rammohan Roy had adopted. They used to find a verse or sentence in the ancient texts supporting their point of view as challenging a practice seemed harmful.

15. In 1856, widow remarriage law was passed by the Britishers after the suggestion by famous reformer Ishwarchandra Vidyasagar who claimed that ancient texts suggested that widow could remarry.

16. In south Veerasalingam Pantulu formed an association for widow remarriage.

17. Intellectuals and reformers in Bombay pledged themselves to working for the same cause.

18. Founder of reform association Arya Samaj, Swami Dayanand Saraswati also supported widow remarriage.

19. Conservatives continued opposing the new law.

20. Many reformers thought that education for girls was necessary in order to improve their condition.

21. Schools for girls were set up in Calcutta and Bombay.

22. Most of educated women were taught at home only by their liberal fathers or husbands. Some educated themselves for eg. Rashsundari Debi who secretly learned to read and write in the flickering light of candles at night.

23. School for girls in Punjab by Arya Samaj and in Maharashtra by Jyotirao Phule were set up.

24. Women of aristocratic Muslim households in North India read the Koran in Arabic. Some interpreted verses from Koran to argue for women’s education. This was in regard to encourage women to read about religion and domestic management in language they could understand.

25. By the 1880’s, women began entering the universities.

26. Many started writing critical views about the women in society.

27. example, Tarabai Shinde published a book – Stripurushtulna, criticising the social differences between men and women.

28. Pandita Ramabai (Sanskrit scholar) wrote book on miserable lives of upper caste Hindu women and founded widows home at Poona providing shelter for widows. Women there were trained to support themselves economically.

29. Some women not only limited themselves to writing books and all but also joined various nationalist and socialist movements from 1920’s.

30. After independence full suffrage was promised to women and men by nationalist leaders.

31. Reforms and social reformers also criticized caste inequalities.

32. In an effort to get rid of caste prejudices, many reformers violated caste taboos.

33. Christian missionaries began setting up schools for tribal groups and lower-caste children equipped with some resources to make their way into this changing world.

34. Poor people began leaving villages looking up for jobs in the cities.

35. Some also went out of country.

36. They all saw this as an opportunity to get away from the oppressive hold that upper caste landowners exercised over their lives and the daily humiliation they suffered.

37. By the 2^nd half of the 19^th century, people within the non-Brahmin caste began organising movements against caste discrimination and demanded social equality and justice.

38. The sects and movement were formed to go against the ill caste practices with their leaders from Non­Brahman castes trying to change the habits and practices which provoked the contempt of dominant castes. They tried creating sense of self-esteem among the subordinate castes.

39. Jyotirao Phule, one of the most vocal leaders among the “low castes’ people who was born in 1827 and studied in school set up by the Christian missionaries, carried many reforms.

40. He attacked Brahmans who were claiming their supremacy since they were Aryans.

41. He claimed that before the rule of the Aryans, there existed a golden age when warrior-peasants tilled land and ruled the Maratha countryside in just and fair ways.

42. The Satyashodhak Samaj was founded by him, propagating caste equality.

43. In 1873, Phule wrote a book named Gulamgiri (Slavery).

44. He established link between the conditions of the lower castes in India with the black slaves in America.

45. The movement of caste reform continued in the 20^th century by the other leaders like Dr. B.R. Ambedkar, E.V. Ramaswamy etc.

46. Dr Ambedkar, born in Mahar family, experienced caste discrimination in every day life.

47. After finishing school, Dr Ambedkar went to the U.S. for highers studies after getting a fellowship.

48. After his arrival back to India, he wrote extensively about the upper caste power in contemporary society.

49. In 1927 Dr Ambedkar started temple entry movement and Mahar caste followers participated in it.

50. Three such movements were led by Dr Ambedkar for temple entry between 1927 and 1935. He aimed at making everyone see the power of caste prejudices within the society.

51. Early 20^th century experienced the Non-Brahman movement.

52. Non-Brahman caste was getting access to education, wealth and influence.

53. Brahmanical claim to power was challenged extensively.

54. Ramaswamy Naicker or Periyar who became Congress member left Congress in disgust when he found that at a feast organised by the Nationalists, seating arrangements followed caste distinctions, lower castes were made to sit at a distance from the upper castes.

55. Periyar founded the self-respect movement.

56. He believed that untouchables had to free themselves, from all religions in order to achieve social equality.

57. Periyar was an outspoken critique of Hindu scripture, especially the codes of Manu, the Bhagavad Gita and the Ramayana.

58. The forceful speeches, writing and movement of lower caste leaders did lead to rethinking and some self criticism among the upper caste Nationalist leaders.

59. The debates and struggles over the caste continued even beyond the colonial period and are still going on in present time.

Women, Caste and Reform Class 8 CBSE Notes Important Terms

Suffrage: Right to vote.

Stripurushtulna: A book of comparison between men and women, published by Tarabai Shinde.

Indigenous: Originating or occurring naturally in a particular place; Native.

Aryan: Term meaning noble used as a self-designation by Indo-Iranian people.

Gulamgiri: Means slavery – book written by Phule in 1873.

Notes of History Class 8 Chapter 9 Time Period

1772-1833: Period of Raja Rammohan Roy.

1827: Jyotirao Phule was bom.

1829: Sati was banned.

1830: The BrahmoSamaj formed.

1856: Permitting widow remarriage.

1864: The Veda Samaj established in Madras (Chennai).

1867: The PrarthanaSamaj established at Bombay by Swami Vivekananda.

1873: Phule wrote a book named Gulamgiri.

1875: (i) Swami Dayanand founded the AryaSamaj.

(ii) The Mohammedan Anglo-Oriental College founded by Sayyid Ahmed Khan at Aligarh later be­came the Aligharh Muslim University.

1927-35: Ambedkar started a temple entry movement.

1929: A Law preventing child marriage called Child Marriage Restraint Act was passed.

On this page, you will find Whole Numbers Class 6 Notes Maths Chapter 2 Pdf free download. CBSE NCERT Class 6 Maths Notes Chapter 2 Whole Numbers will seemingly help them to revise the important concepts in less time.

CBSE Class 6 Maths Chapter 2 Notes Whole Numbers

Whole Numbers Class 6 Notes Conceptual Facts

1. The numbers 1, 2, 3, 4, 5, … which are used for counting are known as natural numbers. They are represented by N.

2. All natural numbers together with zero are called whole numbers. They are represented by W.
So, W = 0, 1, 2, 3, 4, …

3. Every natural number is a whole number but reverse not true.

4. 0 is the smallest whole number whereas 1 is the smallest natural number.

5. We have no largest natural number or whole number.

6. The successor of a whole number is 1 more than the whole number.

7. The predecessor of a whole number is 1 less than the whole number but 0 has no predecessor.

8. All the natural numbers and whole numbers can be represented on number line.

9. On number line, positive numbers are taken on right side of the zero and negative numbers on left side.

Properties of whole numbers

If a, b, e are any whole numbers, then

• Closure property for addition: a + b is a whole number.
• Closure property for multiplication: a x b is a whole number.
• Commutative property for addition: a + b = b + a.
• Commutative property for multiplication: a x b = b x a
• Associative property for addition: a + (b + c) = (a + b) + c
• Associative property for multiplication: a x (b x c) = (a x b) x c
• Distributive property: a x (b + c) = a x b + a x c
• Identity for addition: a+0 = 0+a=a
• Identity for multiplication: a x 1 = 1 x a=a
• 0 ÷ a = 0 but a ÷ 0 is not defined.

On this page, you will find Knowing Our Numbers Class 6 Notes Maths Chapter 1 Pdf free download. CBSE NCERT Class 6 Maths Notes Chapter 1 Knowing Our Numbers will seemingly help them to revise the important concepts in less time.

CBSE Class 6 Maths Chapter 1 Notes Knowing Our Numbers

Knowing Our Numbers Class 6 Notes Conceptual Facts

1. To represent any number, we use ten symbols, namely 0, 1, 2, 3, 4, 5, 6, 7, 8 and 9 which are called digits or figure.

2. Numbers help us to compare collection of two or more similar objects and we can decide which collections is bigger or smaller.

3. Comparison of numbers helps us to arrange the objects in increasing or decreasing order.

4. If we shift the digits of a given number, then the new number is different from the original one. 853 is different from 358 but 202 remains same even after changing the unit place and hundredth place of the number. Why?

5. If we add one more to the greatest 5-digit number, we get the smallest 6-digit number
99999 (5-digit) + 1 = 100000 (6-digit).

6. Generally, numbers are written in two types of charts:

• Hindu Arabic Place – Value Chart
• International Place – Value Chart.

7. Estimation gives us a rough idea of the answer to a question involving operations on number.

8. In Roman numeration system, only symbols are used to express a number instead of digits.
I = 1, V = 5, X = 10, L = 50, C = 100, D = 500, M =1000

9. Zero on the extreme left of a number has no value.

10. Ascending order means arrangement from the smallest to the greatest.

11. Descending order means arrangement from the greatest to the smallest.

On this page, you will find NCERT Class 8 Civics Chapter 9 Notes Pdf free download. CBSE Class 8 Social Science Notes Civics Chapter 9 SST Public Facilities will seemingly, help them to revise the important concepts in less time.

Public Facilities Class 8 Notes Social Science Civics Chapter 9

CBSE Class 8 Civics Chapter 9 Notes Understanding the Lesson

1. Water is essential for life and for good health.

2. India has one of the largest number of cases of diseases such as diarrhoea, dysentery, cholera. Over 1600, Indians, most of them children below the age of five, reportedly die everyday because of water-related diseases.

3. The deaths can be prevented if people have access to safe drinking water.

4. The Constitution of India recognizes the right to water as being a part of the Right to Life under Article 21. In other words, there should be universal access to water.

5. The High Courts and the Supreme Courts have held that the right to safe drinking water is Fundamental Right.

6. Same as water there are other essential facilities that are needed to be provided to everyone, for eg. healthcare, sanitation, electricity, public transport, schools and colleges. These all are known as public facilities.

7. The important characteristic of the public facilities is that once it is provided, its benefits can be shared by many people.

8. One of the most important function of the government is to ensure that the public facilities are made available to everyone.

9. Though private companies provide the public facilities but they provide it with the purpose of profit-making and they provide facilities at a price that only some people can afford. This facility not available to all at an affordable rate.

10. Many people who cannot afford to pay for such facilities will be deprived of the opportunity to live a decent life.

11. The Right to Life that is guranteed in Constitution is for all persons living in this country.

12. There is no doubt that public facilities should be made available to all, in reality we see that there is a great shortage of such facilities.

13. The burden of shortfalls in water supply falls mostly on the poor. The middle class when faced with such shortages are able to cope up through a variety of private means.

14. Apart from the availability of water, access to safe drinking water is also available to some and this depends on what one can afford.

15. The supply of water per person in an urban area in India is about 135 litres per day.

16. A shortage of municipal water is often taken as a sign of failure of the government.

17. The facts say that:

• Throughout the world, water supply is a function of the government.
• There are areas in the world where public water supply has achieved universal access.
• The cases where the responsibility for water supply was handed over to private companies, there was seen a steep rise in the price of water, making if unaffordable for many.
• Within India, there are several cases of success in government water departments, though these are few in number and limited to certain areas of their work.
• Public facilities relate to our basic needs and the Indian Constitutions recognizes the right to water, health, education, etc., a being a part of the Right of Life.
• One of the major roles of the government is to ensure adequate public facilities for everyone.
• But progress on this front has taken far from satisfactory.
• There is a shortage in supply and there are inequalities in distribution.
• The important fact is, that every citizen of the country has a right to these facilities, and this should be provided to all in an equitable manner.

Public Facilities Class 8 CBSE Notes Important Terms

Sanitation: Provision of facilities for the safe disposal of human urine and faeces. This is done by construction of toilets and pipes to carry the sewerage and treatment of wastewater. This is necessary so as to avoid contamination.

Company: A company is a form of business set up by people or by the government. Those that are owned and promoted by individuals or groups are called private companies.

Universal access: It is achieved when everyone has physical access to a good and can also afford it. for instance, a tap connection at home will allow physical access to water, and if the price of water is low or is provided free, everyone will be able to afford it.

Basic needs: Primary requirements of food, water, shelter, sanitation, healthcare and education necessary for survival.

On this page, you will find NCERT Class 8 Geography Chapter 4 Notes Pdf free download. CBSE Class 8 Social Science Notes Geography Chapter 4 SST Agriculture will seemingly, help them to revise the important concepts in less time.

Agriculture Class 8 Notes Social Science Geography Chapter 4

CBSE Class 8 Geography Chapter 4 Notes Understanding the Lesson

1. The transformation from a plant to a finished product involves three types of economic activities.

• Primary
• Secondary
• Tertiary.

2. Primary activities include all those connected with extraction and production of natural resources.

3. Secondary activities are concerned with the processing of these resources.

4. Tertiary activities provide support to the primary and secondary sectors through services. Their examples are:

• Primary activities: Agriculture, fishing and gathering.
• Secondary activities: Manufacturing of steel, baking of bread and weaving of cloth, etc.
• Tertiary activities: Transport, trade, banking, insurance and advertising, etc.

5. Agriculture is a primary activity as it includes growing crops, fruits, vegetables, flowers and rearing of livestock.

6. 50% of persons engaged in agricultural activity in world and in India, two-thirds of population is still dependant on it.

7. Favourable topography of soil and climate are vital for agricultural activity.

8. The land on which the crops are grown is known as arable land.

9. Agriculture or farming can be looked at as a system and the important inputs are seeds, fertilisers, machinery and labour. Some of the operations involved are ploughing, sowing, irrigation, weeding and harvesting. The outputs from the system include crops, wool, dairy and poultry products.

10. Farming can be classified into two main categories. These are subsistence farming and commercial farming.

11. Subsistence Farming

• This type of farming is practised in order to meet the needs of the farmer’s family.
• Traditionally, low levels of technology and household labour are used to produce on small output.

12. There are further two divisions of subsistence farming:

13. Intensive farming

• This includes the farmer who cultivates on a small plot of land using simple tools and more labour.

14. Primitive farming

• This includes shifting cultivation and nomadic herding.

15. Shifting cultivation: It is practised in the thickly forested area. These areas are the areas of heavy rainfall and quick regeneration of vegetation. A plot of land is cleared by felling the trees and burning them. After the soil loses its fertility, the land is abandoned and the cultivator moves to a new plot. Shifting cultivation is also known as ‘slash and burn’ agriculture.

16. Nomadic herding: It is practised in the semi-arid and arid regions. In this type of farming, herdsmen move from place to place with their animals for fodder and water, along defined routes. This type of movement arises in response to climatic constraints and terrain.

17. Commercial farming is the type of farming in which crops are grown and animals are reared for sale in market. In this farming crops are grown for commercial purpose.

18. Mixed farming is in which the land is used for growing food and fodder crops and rearing livestock.

19. Plantations are a type of commercial farming where single crop of tea, coffee, sugarcane, cashew, rubber, banana or cotton are grown with the help of large labour and capital. Development of transportation network is very much essential for this type of farming.

20. A large variety of crops that are grown for fulfilling the requirement of the growing population are termed as major crops. These crops also supply raw material for Agro based industries.

21. Major food crops are

Rice:

• Major food crop of the world.
• Staple diet of the tropical and sub-tropical regions.
• Needs high temperature, humidity and rainfall.
• China leads in the production of rice followed by India.

22. Wheat: requires moderate temperature and rainfall during the growing season and bright sunshine at the time of harvest. It thrives best in well-drained loamy soil.

• In India it is grown in winter.

23. Millets: They are also known as coarse grains.

• They can be grown on less fertile and sandy soils.
• Hardy crop that needs low rainfall and high to moderate temperature and adequate rainfall.
• Jowar, Bajra and Ragi are grown in India.

27. Maize: Requires moderate temperature, rainfall and lot of sunshine.

28. Cotton: It requires high temperature, light rainfall, two hundred and ten frost-free days and bright sunshine for its growth.

• It grows best on black and alluvial soils.
• It is one of the main raw materials for the cotton textile industry.

29. Jute: It is also known as the ‘Golden Fibre’.

• Requires high temperature and heavy rainfall and humid climate.
• The crop is grown in the tropical areas.

30. Coffee: It requires warm and wet climate.

• Hill slopes are more suitable for the growth of this crop.
• Brazil is the leading producer.

31. Tea: This is a beverage crop grown on plantations.

• Requires cool climate and well-distributed high rainfall throughout the year for the growth of its tender leaves.
• Labour in large is required for the purpose of picking the leaves.

32. Agricultural development can be defined as the efforts made in order to increase the farm production for meeting the growing demand of increasing population.

33. The ultimate aim of agricultural development is to increase food security.

34. Developing countries used to practise intensive agriculture where the crops are grown on smallholdings mostly for subsistence.

35. Due to lack of storage facilities farmers are forced to sell the produce even when the market is not favourable to them. Government has taken several steps to develop storage facilities.

36. Compared to that of Indian farming the farmers of the developed countries like the USA works same as a businessman works in order to earn profit on a large scale using a large land.

Agriculture Class 8 CBSE Notes Important Terms

Agriculture: Derived from Latin words in which ager or agri means soil and culture means cultivation. It is the science and art of cultivation of the soil, raisin crops and rearing livestock. It is also called farming.

Sericulture: commercial rearing of silkworms.

Pisciculture: Breeding of fish in specially constructed tanks and ponds.

Viticulture: Cultivation of grapes.

Horticulture: Growing vegetables, flowers and fruits for commercial use.

Mixed farming: The land is used for growing food and fodder crops and rearing livestock.

Organic farming: It is the type of farming in which organic manure and natural pesticides are used instead of chemicals. No genetic modification is done to increase the yield of the crop.

On this page, you will find NCERT Class 8 History Chapter 8 Notes Pdf free download. CBSE Class 8 Social Science Notes History Chapter 8 SST Civilising the Native, Educating the Nation will seemingly, help them to revise the important concepts in less time.

Civilising the Native, Educating the Nation Class 8 Notes Social Science History Chapter 8

CBSE Class 8 History Chapter 8 Notes Understanding the Lesson

1. English or British in India also aimed at civilising the natives other than the work of equatorial conquest and control over revenues.

2. Ideas of education which is taken for granted by us evolved in the last two hundred years.

3. Orientalist tradition:

4. In 1783, William Jones, junior judge at Supreme Court of the Company, arrived in Calcutta.

5. He was additionally a linguist who had studied Greek and Latin at Oxford, knew French, English, Arabic, and Persian. He even learnt Sanskrit from a pandit at Calcutta.

6. After he studied ancient India texts, laws, philosophy, religion, politics, morality, arithmetic, medicines and other sciences, he discovered that the interests he had were shared by many British officials in Calcutta.

7. With many officials of same interests Jones set up the Asiatic Society of Bengal and started a journal called Asiatick Researchers.

8. Jones and Colebrooke had shared a deep respect for the ancient cultures both of India and the west.

9. According to them Indian society attained glory in the ancient and had declined subsequently.

10. According to him understanding ancient period would enhance the future development of India.

11. In the process of becoming guardians of the Indian culture and its master the British specially Jones and Colebrooke went about discovering ancient texts; understanding their meaning and translating them in their own way.

12. The need to set up institutions that would encourage the study of ancient Indian text and teach Sanskrit and Persian literature and poetry was felt. It was felt because the British wanted to win a place in hearts of the natives.

13. The objective to set up institutions concluded with the establishment of madrasa set up in Calcutta in 1781, and the Hindu College in Benaras in 1791. These would be useful in the administration of the country – this was the belief of the Britishers.

14. The view of mastering and guardianship of Indian culture was not acceptable by all the Britishers it had seen a strong criticism also.

15. Criticism argued that the eastern literature was non-serious and light hearted and according to criticisms against orientalist it was wrong for British to spend so much effort encouraging the Ancient History.

16. James Mill was one among who attacked and criticized orientalists. According to him aim of education ought to be to teach what was actually useful and practical. So that the Indian would get familiar with the advancements of the west.

17. 1830 saw a great attack on the orientalists and one of the influential critics included Thomas Babington Macaulay who saw India as an uncivilised country. He urged British govt, in India to stop wasting public money in oriental learning.

18. Macaulay emphasised on teaching the English language in manner of civilising, changing the tastes value and cultures of the Indians.

19. The English Education Act 1835 was introduced following the Macaulay’s minute. It decided to make English as the medium of instruction for the higher and stop the oriental institutions promotions.

20. In 1854 educational despatch was sent to the Governor-General in India by the court of Directions of the East India Company in London. Issued by the President of the Board of Control of the Company named Charles Wood the despatch came to be known as Wood’s despatch.

21. Wood’s despatch aimed at emphasizing the practical benefit of the system of European learning.

22. The practical usage of Wood’s despatch pointed to Economic European learning. It was basically aimed at changing taste and desires of Indians and creating demand of the British goods in Indian market.

23. Wood’s despatch even argued that European learning would lead to impersonification of the moral character of the Indians.

24. Several measures introduced following the Wood’s Despatch 1854.

25. Education departments were set up with aim of extending control over matters regarding education.

26. Steps to establish in Calcutta, Madras and Bombay.

27. Universities established a system of university education.

28. Attempts were made in bringing the change within the school education also.

29. Adam report in 1830 found that there were over 1 lakh pathshalas in Bengal and Bihar with the enrollment of not more than 20 students each.

30. Adam discovered that the flexible pathshala system was suited best to local needs.

31. After 1854 interference of the British in local pathshalas brought change within the system, imposing routines, establishing rules, ensuring regular inspections.

32. Teaching was not based on textbooks and learning was to be tested through the system of annual examination.

33. Pathshalas accepting the new rules were supported through government grants.

34. The discipline imposed on Pathshalas resulted in inability to attend school by the children of poor families as during the time of harvest the children of poor families had to work in the fields. This inability was considered as the lack of desire of learning by the British.

35. Some Indians felt that western education would help the country in getting modernised so it was not only the British who were thinking about the education in India.

36. Mahatma Gandhi believed that the English education would enslave Indians. So at the time of national movement he urged students to leave educational institutions in order to show the British that Indians were no longer willing to be enslaved.

37. Mahatma Gandhi argued that education ought to develop a person’s mind and soul. Literacy on simply learning to read and write by itself did not court as education. So according to him in manner of creating capacity to understand one had to develop it with practical practices.

38. Rabindranath Tagore’s childhood experience of school days shaped Tagore’s ideas of education.

39. The manner to make school where child would be happy without any suffocations as he felt in his childhood. Rabindranath Tagore started the institution in 1901.

40. He believed in getting out of the restricting discipline of the schooling system set up by the British. Tagore’s school was set up 100 km away from Calcutta in a rural setting in manner to encourage creative learning.

41. Tagore saw his type of school as an adobe of peace (Santiniketan)

42. In many senses the way Tagore and Mahatma Gandhi thought about education in India was similar. Many individuals and thinkers thought differently about the national education system and its betterment. And this led to debate about this “national education” continuing till after independence.

Civilising the Native, Educating the Nation Class 8 CBSE Notes Important Terms

Linguist: Someone who knows and studies several languages.

Madrasa: An Arabic word for a place of learning; any type of school or college.

Orientalists: The one who has scholarly knowledge of the language and culture of Asia.

Munshi: A person who can read, write and teach Persian.

Vernacular: A term generally used to refer to a local language or dialect as distinct from what is seen as the standard language. In colonial countries like India, the Britishers used the term to mark the difference between the local languages of everyday use and English the language of the important masters.

Despatch: A message or report.

Notes of History Class 8 Chapter 8 Time Period

1773: William Jones, a junior judge at the Supreme Court arrived in Calcutta.

1781: A madarasa was set up in Calcutta.

1791: Hindu College was established in Benaras.

1830: William Adam, A Scottish missionary, toured the districts of Bengal and Bihar.

1835: English Education Act was introduced.

1854: The Court of directors of the East India Company in London sent an educational dispatch to the Governor-General of India, known as Wood’s Despatch.

On this page, you will find Algebra Class 6 Notes Maths Chapter 11 Pdf free download. CBSE NCERT Class 6 Maths Notes Chapter 11 Algebra will seemingly help them to revise the important concepts in less time.

CBSE Class 6 Maths Chapter 11 Notes Algebra

Algebra Class 6 Notes Conceptual Facts

1. In algebra, we generally use the letters like ‘a’, ‘b’, ‘c’ ‘d’, ‘x’, ‘y’, ‘z’ or any other symbol to represent an unspecified number.

2. These letters are called ‘literals’ or ‘variables’.

3. Numbers such as 2, 5, 6, -7, 8 etc. are called ‘constants’.

4. The literal numbers obey the four fundamental operations i.e., “+’, ‘x’, V.

5. We can establish some rules in making few geometrical shapes using matchsticks such as 2n, 3n or 5n
where n is variable and 2, 3, 5 are constants.

6. Rules of Arithmetics can also be represented by algebraic symbols.

• Commutative law of addition: a + b = b + a
• Commutative law of multiplication a x b = b x a
• Distributive law over addition a x (b + c) = a x b + a x c
• Associative law of addition (a + b) + c – a + (b + c)

7. Algebraic Expression: Expression like 4x + 5, y – 3, 4z – 3 are called as algebraic expression where x-, y and 2 are variables.

8. An algebraic equation has two sides, left hand side (LHS) and right hand side (RHS), with equal sign (=) between the two sides.

9. The value of the variable in an algebraic equation which satisfies the equation is called a solution to the equation.

On this page, you will find Mensuration Class 6 Notes Maths Chapter 10 Pdf free download. CBSE NCERT Class 6 Maths Notes Chapter 10 Mensuration will seemingly help them to revise the important concepts in less time.

CBSE Class 6 Maths Chapter 10 Notes Mensuration

Mensuration Class 6 Notes Conceptual Facts

1. Perimeter is the distance covered along the boundary formed by the closed figures.

2. Perimeter of rectangle = 2 (length + breadth)

3. Perimeter of square = 4 x length of the side

4. Perimeter of equilateral triangle = 3 x length of each side

5. Area of a rectangle = length x breadth

6. Area of a square = side x side

7. Unit of perimeter = cm or m or km

8. Unit of area = sq cm or sq m or sq km (cm² or m² or km²)