DELHI PUBLIC SCHOOL, DURGAPUR

CLASS VIII
SUBJECT – ENGLISH TERM 1 ASSIGNMENT 2
TOPIC – AN UNCOMFORTABLE BED
THE SENTENCE
LETTER WRITING (INFORMAL)
_________________________________________________________________________________

LITERATURE – An Uncomfortable Bed by Guy de Maupassant

Page-5

Q8. The speaker was awakened by a body falling over him (para16). What else did he feel and
hear at the same time? What and how did he realize what had really happened? (para18)

Ans As the speaker was awakened by a body falling over him, he felt a burning hot liquid on his
face, neck and chest. It made him howl with pain. At the same time, he heard a great noise, as if
many plates and dishes had fallen down. After a brief struggle with the body which had fallen
over him, the speaker managed to get up and rush out of the room.
It was then that he realized it was morning and in the light from the corridor, he saw
that the valet, while bringing his tea, had tripped over his bed and fallen down, along with the
plates he had been carrying. The hot liquid had been the tea.

Appreciating the text

Q. Irony is a term used to mean a situation or event which is the very opposite of what was
expected and which is sometimes funny as a result. What could be the irony in the story?

Ans. Right from his arrival at his friend’s house until bedtime, the speaker kept expecting some trick
to be played on him. He was suspicious and watchful, in order to avoid falling into any trap. He
was so careful, in fact, that in taking measures to guard himself against a prank, he set himself
up for an awkward situation, making his friends laugh and fooling himself.This is the irony of
the story.

Q. This story is in first person narrative- the speaker is a character in the story. How does
this style of narration help to build the irony?

Ans. The first person narrative helps to build the irony because this style of narration lets the reader
know exactly what is going on in the speaker’s mind. Had it been told by someone else, we as
readers, may not have known how nervous or suspicious the speaker must have felt or why he
took certain odd decisions, like placing a chair in front of the window or making his bed on the
floor. The first-person narrative traces the feelings of the speaker right from the start of his first
suspicion to growing nervousness to his final embarrassment clearly and helps build the irony
in the story.

NOTE-BOOK WORK
Q1,Q2, Q3,Q4, Q5, Q7. – This is to be done in your English Literature note-book.
(Please follow the classroom instructions for classwork and homework.)

EXTERNAL QUESTIONS –

Q1. What is the main cause of conflict between the narrator and his friends in the story?
Ans. The narrator secretly despises his friends for their mean-spirited pranks, and he visits only to
get the better of them. This is the main cause of conflict between the narrator and his friends.

Q2. Why was the narrator not ready to trust his friends?
Ans. The narrator thought that his friends have planned to play a practical joke on him because his
friends were fond of practical jokes and therefore the narrator was not ready to trust his friends.

Q3. What made the narrator grow suspicious?

Ans. The habit of his friends pranking him made the narrator suspicious of them.

GRAMMAR – THE SENTENCE (QUESTION TAGS)

EXTERNAL EXERCISES –

A. Add appropriate question tags to the following sentences.

1. I don't need to finish this today.

2. James is working on that
3. Your parents have retired,
4. The phone didn't ring,
5. It was raining that day
6. Your mum hadn't met him before
7. Jenni eats cheese
8. I said that already.
9. None of those customers were happy
10. You won't tell anyone.

B. Fill in the blanks with suitable question words.

1. ____________are you reading these days?

2. ____________ of you is the captain?
3. ____________ did you manage to keep everybody happy?
4. ____________ are these bags imported from?
5. ____________ of these teams would you like to join?
6. ____________ don’t you move the table there?
7. ____________ is in your pocket?
8. ____________ do you want to talk to?

NOTE-BOOK WORK
External Exercises - Ex.4 and Ex.7 from your Grammar book to be done in your English-
Language note-book.

C. WRITING – INFORMAL LETTER

NOTE-BOOK WORK
You are Rita/Raj from Delhi. Write a letter to your friend who lives in Tamil Nadu,
congratulating him on his brilliant success in the exam.

PLEASE NOTE-
Tasks to be done in your English-Literature, Language and Grammar note-books are clearly
marked in yellow.
 DELHI PUBLIC SCHOOL, DURGAPUR
CLASS – VII
HINDI LITERATURE ASSIGNMENT- 2
TOPIC – दमड़ीवाला
_______________________________________________________________________________
पाठ- दमड़ीवाला

पाठ परिचय – ‘दमड़ीवाला’ पाठ में यह बताया गया है दमड़ीवाला गि़ीब

होने पि भ़ी आश्रय में आए िाजा का ननस्सस्सवार्थ भाव से
आनतथ्य सत्काि किता है। वह पिोपकाि़ी उदाि तर्ा
संतोष़ी प्रकृ नत का है। वह कतथव्यपिायण है। वह समाज के
प्रनत अपने कतथव्यों को भ़ी नहीं भूलता। वह समझदाि तर्ा
बुनिमान है। हमें भ़ी दमड़ीवाले के गुणों को अपनाना चानहए
औि समाज तर्ा िाष्ट्र के प्रनत अपने कतथव्यों का ननवथहन
किना चानहए। हमें ननस्सस्सवार्थ भाव से सबकी सहायता किऩी
चानहए।
प्रश्नोत्ति –
प्रश्न क) ‘दमड़ीवाला’ कहाऩी से आपको क्या निक्षा नमलत़ी है?
उत्ति) ‘दमड़ीवाला’ कहाऩी से हमें यह निक्षा नमलत़ी है कक हमें पिोपकाि़ी तर्ा उदाि प्रकृ नत का होना चानहए। अनतनर्
देवतुल्य होते हैं । अतः हमें अपने अनतनर्यों का सम्मान किना चानहए। हमािे भ़ीति ननस्सस्सवार्थ सेवा की भावना
होऩी चानहए। हमें समाज के प्रनत अपने कतथव्यों का ननवाथह किना चानहए। अपने कायथ के प्रनत ननष्ठावान होना
चानहए तर्ा संतोष़ी प्रकृ नत का होना चानहए। अपने कायों को ईमानदाि़ी तर्ा समझदाि़ीपूवथक किना चानहए।
हमािे मन में सभ़ी के प्रनत प्रेम एवं अपनत्व का भाव होना चानहए।
प्रश्न ख) िाजा के सैननक उनसे क्यों नपछड गए?
उत्ति) िाजा जब वन-यात्रा को जा िहे र्े तो उन्होंने भूलवि अपऩी सवाि़ी हेतु त़ीव्र गाम़ी अश्व का चयन कि नलया। िाजा
को इस बात का तननक भ़ी आभास न र्ा कक उनके अश्व की गनत उनके सैननकों के अश्व की गनत से कहीं अनिक ऱ्ी।
इस कािण िाजा के सैननक उनसे नपछड गए।
प्रश्न ग) दमड़ीवाले ने िाजा का आनतथ्य सत्काि ककस प्रकाि ककया?
उत्ति) िाजा जब वन में भटक गए र्े तो उन्हें एक पहाड़ी पि एक छोट़ी -स़ी झोंपड़ी कदख़ी। वह झोंपड़ी एक गि़ीब दमड़ीवाले
की ऱ्ी। िाजा जब वहााँ पहाँचे तो दमड़ीवाले ने उनका हार्दथक अनभनंदन ककया। तदोपिान्त उसने िाजा को बैठने के नलए
आसन कदया। उन्हें िोट़ी नखलाई तर्ा पाऩी नपलाया। उसके बाद उसने र्के -हािे िाजा के नलए हवादाि स्सर्ान पि नवश्राम
की व्यवस्सर्ा की।
प्रश्न घ) िाजा ने दमड़ीवाले को अपना मुख्य सलाहकाि क्यों ननयुक्त ककया?

उत्ति) िाजा को ईमानदाि , कतथव्यननष्ठ , उदाि तर्ा संतोष़ी व्यनक्त की तलाि ऱ्ी। दमड़ीवाला गि़ीब र्ा। उसके परिवाि में
चाि सदस्सय र्े। उसकी िोज़ की आमदऩी छह दमड़ी ऱ्ी। चाि दमनडयों से परिवाि के चािों सदस्सयों का भिण-पोषण
होता र्ा। एक दमड़ी वह आपातकाल़ीन समय के नलए खज़ाने में ज़मा किता र्ा औि िेष बचे एक दमड़ी को अपने
आस-पास के गि़ीब को देकि समाज के प्रनत अपने दानयत्व को ननभाता र्ा। िाजा ने जब दमड़ी वाले की उदािता ,
ननस्सस्सवार्थ सेवाभाव औि समाजसेव़ी भावना के संबंि में जाना तो वे दमड़ीवाले से अत्यंत प्रभानवत हए औि उसे अपना
मुख्य सलाहकाि ननयुक्त कि कदया।
प्रश्न ङ) क्या प्रिानमंत्ऱी द्वािा सैननकों को दानयत्वह़ीन कहा जाना उनचत है? तकथ सनहत उत्ति दें।

उत्ति) मेिे अनुसाि िाजा के सैननक कतई दानयत्वह़ीन नहीं र्े औि न ह़ी िाजा से नपछड जाने में उनका कोई दोष ह़ी र्ा। िाजा
ने भूलवि अपऩी सवाि़ी के नलए त़ीव्रगाम़ी अश्व का चयन ककया र्ा। अंततः सैननक अपने दानयत्व का ननवाथह किते हए
िाजा की तलाि में भटकते-भटकते दमड़ीवाले की झोंपड़ी तक पहाँच ह़ी गए औि िाजा को सकु िल अपने सार् महल ले
आए।
 DELHI PUBLIC SCHOOL ,DURGAPUR
CLASS - VII
HINDI LITERATURE ASSIGNMENT- 2
TOPIC- HANSTE GAATE
______________________________________________________________________________
पाठ- हँसते- गाते-

श दाथ-
कदम बढ़ाना - आगे बढ़ाना
िनभय - िबना डरे
आँख दखाना - डराना
िगरे ए - कमज़ोर
गले लगाना - यार से उठना

1. िलिखत ो र-

क) किव ब से कस कार आगे बढ़ने के िलए कह रहे ह?

उ र- किव ब से हँसते-गाते ए आगे बढ़ने के िलए कह रहे ह।

ख) किव के अनुसार सबके दल को कस कार जीता जा सकता है?

उ र- किव के अनुसार सबके दल को मधुर बोल से जीता जा सकता है।

ग) किव के अनुसार हम कसे गले लगाना चािहए?

उ र- किव के अनुसार हम िगरे ए अथात असहाय ि िजसे सहयता क ज रत है उ ह गले लगाना
चािहए।

घ) हम कस कार क आदत अपनानी चािहए?

उ र- किव कहते ह क हम अ छी आदत अपनानी चािहए।

ङ) ‘हँसते गाते’ किवता के मा यम से किव या कहना चाहते ह?

तुत पाठ के मा यम से किव हम िबना डरे हँसते-हँसते जीवन क राह म आगे बढ़ने क ेरणा देते ह। वे कहते
ह क हम अपने मधुर बोल से सबके दल को जीतना है और जो कमज़ोर है उ ह यार से ऊपर उठाना है अथात
उसक सहायता करनी है।

अ यास काय
1. दो-दो पयायवाची श द िलिखए-
घर- ................, .................. यार-..................., .................... आँख-................, ..................

*****************************0******************************
 DELHI PUBLIC SCHOOL, DURGAPUR
BENGALI STUDY MATERIAL
2nd ASSIGNMENT
CLASS –7

piÉ-ApiÉ (DnÄlQ¾cÊ ¢hcÉ¡p¡Nl)

hý ¢hLÒf ¢i¢šL fËn-À Ešl -
1z j¿¹hÉ : föl ­My¡­S h­e O¤­l O¤­l r¥d¡u a«o·¡u L¡al q­u f­sz k¤¢š² : L«a¡”¢mf¤­V L¡alh¡­LÉ Bq¡l
Hhw Sm fË¡bÑe¡ L­lz -
(i) j¿¹hÉ k¤¢š² c¤CC p¢WL
(ii) j¿¹hÉ ¢WL k¤¢š² pÇf¤ZÑ i¥m
(iii) j¿¹hÉ i¥m k¤¢š² pÇf¨ZÑ ¢WL
2z j¿¹hÉ : CE­l¡¢fu¡e piÉ hÉ¢š²¢V B­j¢lL¡l B¢cj ¢eh¡p£ ApiÉ hÉ¢š²­L ay¡l Nªq ­b­L c§l c§l L­l
a¡¢s­u ¢c­u¢R­mez L¡lZ : B­j¢lL¡l B¢cj ¢eh¡p£ ApiÉ hÉ¢š²¢V ay¡l Ol ­b­L j§mÉh¡e ¢S¢ep Q¥¢l
L­l¢Rmz
(i) j¿¹hÉ L¡lZ c¤CC p¢WL
(ii) j¿¹hÉ ¢WL L¡lZ pÇf¤ZÑ i¥m
(iii) j¿¹hÉ i¥m L¡lZ pÇf¨ZÑ ¢WL
3z j¿¹hÉ : CE­l¡¢fu¡e piÉ hÉ¢š²¢V hupÉN­Zl p‰ïø q­u f­sez L¡lZ :-
(i) ¢a¢e e£mL¥¢Wl j¡­W ­jm¡ ­cM­a ¢N­u q¡¢l­u k¡e
(ii) ¢a¢e Ni£l Al­ZÉ jªNu¡u ¢N­u q¡¢l­u k¡e
(iii) ¢a¢e a£l de¤L ¢e­u q¢l­Zl ¢fR­e d¡Ju¡ Ll­a ¢N­u h­el j­dÉ q¡¢l­u k¡e
4z j¿¹hÉ : ­p±SeÉ J pchÉhq¡l ¢ho­u piÉ S¡¢a A­fr¡ ApiÉ S¡¢a A­eL Eæaz k¤¢š² : LM­e¡ LM­e¡ piÉ
S¡¢al eªnwp BQlZ Hhw ApiÉ S¡¢al ¢nø¡Q¡l a¡­cl hÉhq¡­l fËL¡n f¡uz
(i) j¿¹hÉ L¡lZ c¤CC p¢WL
(ii) j¿¹hÉ ¢WL L¡lZ pÇf¤ZÑ i¥m
(iii) j¿¹hÉ i¥m L¡lZ pÇf¨ZÑ ¢WL

2. “L£ h¢mu¡ f§hÑL«a eªnwp BQl­Zl ¢e¢jš rj¡ fË¡bÑe¡ L¢l­hez”

(i) H i¡he¡ L¡l ?
(ii) ­L¡e BQlZ­L eªnwp hm¡ q­u­R ?
(iii) ay¡l rj¡ fË¡bÑe¡l L¡lZ L£ ?
Ešl :-
(i) Hi¡he¡ ab¡L¢ba piÉ CE­l¡f£u hÉ¢š²lz
(ii) HL¢ce HL B­j¢lL¡l B¢cj ¢eh¡p£ fö ¢nL¡­l SeÉ p¡l¡¢ce h­e h­e O¤­lJ ­L¡e ¢nL¡l e¡ ­f­u r¥d¡u-
a«o·¡u ¢ea¡¿¹ L¡al q­u, p¢æ¢qa HL CE­l¡f£ul h¡pÙÛ¡­e Ef¢ÙÛa q­u p¡j¡eÉ Bq¡l J Sm fË¡bÑe¡ L­lz
¢L¿¹¥ piÉ CEJlf£u hÉ¢š²¢V a¡ ¢c­a Aü£L¡l L­le Hhw a¡­L h¡¢s ­b­L a¡¢s­u ­cuz HC BQlZ­L
eªnwp hm¡ q­u­Rz
(iii) HLC AhÙÛ¡u piÉ CE­l¡f£u hÉ¢š²l p­‰ B­j¢lL¡l B¢cj ¢eh¡p£¢V ¢hfl£a BQlZ L­l¢R­mez ¢a¢e a¡­L
¢el¡f­c h¡¢s ­f±yR¡­a p¡q¡SÉ L­l¢R­mez öd¤ a¡C eu, Bq¡l J h¡pÙÛ¡e ¢c­u ­pC l¡­œ B¢cj A¢dh¡p£¢V
piÉ CE­l¡f£u hÉ¢š²¢Vl fË¡Z lr¡ L­l¢R­mez CE­l¡f£u hÉ¢š²¢V kMe B­j¢lL¡l ¢eh¡p£¢V­L ¢Qe­a f¡­le
aMe ¢a¢e ¢e­Sl f§hÑL«a BQl­Zl SeÉ m¢‹a q­u f­se Hhw a¡l j­dÉ Ae¤­n¡Qe¡ ­h¡­dl pª¢ø quz Bl
HC Afl¡d­h¡d b­L piÉ CE­l¡f£u hÉ¢š²¢V ­no fkÑ¿¹ rj¡ fË¡bÑe¡ L­lez

Class-VII – Sabhya O Asabhya (2nd Assignment)--Page 1 of 2

3. “k¡ ­hV¡, HM¡e qC­a Q¢mu¡ k¡z”
(i) ­L, L¡­L HLb¡ h­m­R ?
(ii) hš²¡ LMe HLb¡ h­m ¢Rm ?
(iii) Lb¡¢V ­n¡e¡l fl BN¿¹¥L L£ L­l¢Rm ?
Ešl :-
(i) DnÄlQ¾cÊ ¢hcÉ¡p¡Nl l¢Qa ‘piÉ J ApiÉ’ N­Òf HC Lb¡…¢m ab¡L¢ba piÉ CE­l¡f£u hÉ¢š²¢V B­j¢lL¡l
B¢cj ¢eh¡p£¢V­L h­m­Rz
(ii) HL¢ce HL B­j¢lL¡l B¢cj ¢eh¡p£ fö ¢nL¡­ll SeÉ p¡l¡¢ce h­e h­e O¤­lJ ­L¡e ¢nL¡l e¡ ­f­u
r¥d¡u-a«o·¡u ¢ea¡¿¹ L¡al q­u, p¢æ¢qa HL CE­l¡f£ul h¡pÙÛ¡­e Ef¢ÙÛa q­u p¡j¡eÉ Bq¡l J Sm fË¡bÑe¡
L­lz ­pC pju piÉ CE­l¡f£u hÉ¢š²¢V HCLb¡…¢m h­m¢Rmz
(iii) Lb¡¢V ­n¡e¡l fl r¥d¡u-a«o·¡u L¡al B­j¢lL¡l B¢cj ¢eh¡p£¢V ¢ea¡¿¹ qa¡n q­u ­pM¡e ­b­L fËÙÛ¡e L­lz
4. “Aaxfl ay¡q¡l A¿¹xLl­Z ¢hmrZ i­ul Ecu qC­a m¡¢Nmz”
(i) L¡l i­ul Lb¡ hm¡ q­u­R ?
(ii) ­L¡e f¢l¢ÙÛ¢a­a i­ul Ecu qu ?
(iii) iu ­f­u ¢a¢e L£ L­l¢R­me ?
Ešl -
(i) DnÄlQ¾cÊ ¢hcÉ¡p¡Nl l¢Qa ‘piÉ J ApiÉ’ N­Òf piÉ CE­l¡f£u hÉ¢š²¢Vl i­ul Lb¡ hm¡ q­u­Rz
(ii) HL¢ce CE­l¡f£u hÉ¢š²¢V hå¥h­NÑl p­‰ ¢nL¡­l k¡ez ­pM¡­e jª­Nl A­eÄo­Z ¢a¢e Al­ZÉl j­dÉ CaxÙ¹a ïjZ
L­l, Ah­n­o Ni£l Al­ZÉ fË­hn L­lez ­pM¡­e ¢a¢e h奭cl p‰ïø qez C¢aj­dÉ påÉ¡l AåL¡l ­e­j
B­p, aMe ¢a¢e ­L¡e f­b ­N­m AlZÉ ­b­L h¢qNÑa q­a f¡l­he a¡ ¢eZÑu Ll­a ApjbÑ qez g­m a¡l
j­e i­ul Ecu quz
(iii) Ni£l Al­ZÉ piÉ CE­l¡f£u hÉ¢š²¢V hå¥h­NÑl p‰ïø q­m, fËb­j ¢a¢e h奭cl e¡j d­l EµQü­l X¡­Lez ¢L¿¹¥
L¡­l¡ Ešl e¡ ­f­m ­no fkÑ¿¹ a¡l j­e i­ul Ecu quz a¡R¡s¡ p¡l¡¢c­el f¢lnË­j ¢a¢e ¢ea¡¿¹ LÓ¡¿¹ Hhw
r¥d¡u-a«o·¡u Ahpæ q­u f­s¢R­mez HC AhÙÛ¡u ¢a¢e fË¡Z lr¡l SeÉ ¢ea¡¿¹ qa¡n q­u ­m¡L¡m­ul
E­Ÿ­nÉ CaxÙ¹a R¥­V ­hs¡ez

5. “¢LR¥ Bq¡l ¢cu¡ Bj¡l fË¡Zlr¡ Ll¦ez”

(i) L¡l ­mM¡ ­L¡e lQe¡l Awn ? ­L L¡­L HLb¡ h­m­R ?
(ii) LMe ¢a¢e HLb¡ h­m­Re ?
Ešl -
(i) DnÄlQ¾cÊ ¢hcÉ¡p¡Nl l¢Qa ‘piÉ J ApiÉ’ N­Òf Lb¡…¢m B­j¢lL¡l HL B¢cj A¢dh¡p£ CE­l¡f£u
piÉ hÉ¢š²¢V­L HLb¡ h­m­Rz
(ii) HLh¡l B­j¢lL¡l HL B¢cj A¢dh¡p£ S‰­m fö ¢nL¡­l ¢N­u p¡l¡¢ce föl A­eÄo­Z h­e h­e O¤­l r¥d¡u
J a«o·¡u A¢anu (M¤h) L¡al q­u f­sez ¢a¢e r¥d¡ J a«o·¡u HaV¡C Ahpæ q­u¢R­me, a¡lf­r aMe
f¡­u ­qy­V S‰m ­b­L ­hl qJu¡J LøLl q­u f­l¢Rmz B¢ch¡p£ hÉ¢š²¢V aMe ¢ea¡¿¹ ¢el¦f¡u q­u S‰­ml
¢eLVhaÑ£ HL CE­l¡f£u hÉ¢š²l h¡pÙÛ¡e ­cM­a f¡ez aMe Nªqü¡j£l L¡­R ¢N­u ¢e­Sl Apq¡u AhÙÛ¡l Lb¡
S¡¢e­u p¡j¡eÉ Bq¡l fË¡bÑe¡ L­l¢R­mez
h¡¢sl L¡S :-
1 “­p l¡¢œ ac£u L¥¢V­l Ah¢ÙÛ¢a L¢l­mez”
[L] ­L¡e l¡­al Lb¡ hm¡ q­u­R ? ac£u Lb¡l AbÑ ¢L ? ­L AhÙÛ¡e L­l¢R­me ?
2. “Bj¡l k¡ ¢LR¥ pwÙÛ¡e B­R, Bfe¡l f¢lQkÑ¡u ¢e­u¡¢Sa qC­h.........”
[L] ­L L¡­L LMe HLb¡ h­m­R ?
[M] HC hš²­hÉl jdÉ ¢c­u hš²¡l Q¢l­œl ­L¡e °h¢nøÉ fËL¡¢na q­u­R ?
Class-VII – Sabhya O Asabhya (2nd Assignment)--Page 2 of 2
 DELHI PUBLIC SCHOOL, DURGAPUR
BENGALI STUDY MATERIAL
CLASS – 7(3rd Lang)
2nd- Assignment

hÉ¡LlZ - k¤š²¡rl (c¤C J ¢ae h­ZÑl k¤š²¡rl)

1z dÆ¢e L¡­L h­m ?
E:- h¡LÚk­¿»l p¡q¡­kÉ EµQ¡¢la AbÑf§ZÑ BJu¡S­L dÆ¢e h­mz
Ec¡qlZ:- A, B, L, Mz

2z hZÑ L¡­L h­m ?

E:- dÆ¢el ¢m¢Ma l©f­L hZÑ h­mz
Ec¡qlZ:- A, B, L, Mz

3z k¤š²¡rl L¡­L h­m ?

E:- Ar­ll p­‰ Arl ­k¡N L­l ­k Arl °a¢l qu a¡­L k¤š² Arl h¡ k¤š²¡rl h­mz
Ec¡qlZ :- (LÚ + L) = ‚ (H¢V HL¢V k¤š²¡rl)z

c¤C h­ZÑl k¤š²¡rl ­k¡N L­l nëNWe :-

‚ = (LÚ + L) = H‚¡, ¢d‚¡l, L¥‚¥Vz

ˆ = (PÚ + L) = Aˆ, nn¡ˆ, fˆSz

ó = (mÚ + L) = Eó¡, E¢ó, hómz

ú = (pÚ + L) = aúl, ejú¡l, f¤lú¡lz

´M = (PÚ + M) = n´M, nª´Mm, ju§lf´M£z

‰ = (PÚ + N) = A‰, N‰¡, h‰z

ÒN = (mÚ + N) = hÒN¡, g¡ÒN¥e, hÒN¡q¢lZz

µQ = (QÚ + Q) = EµQ, h¡µQ¡, EµQ¡lZz

’ = (UÚ + Q) = Q’m, p’u, ­h¢’z

ÕQ = (nÚ+Q) = ¢eÕQu, f¢ÕQj, fÕQ¡vz

µR = (QÚ + R) = CµR¡, a¥µR, ¢h­µRcz

‹ = (SÚ + S) = p‹¡, m¢‹a, p‹ez

CLASS – 7 - Juktakhar : Page 1 of 4

 ” = (UÚ + S) = M”¢e, j”¢l, f¢”L¡z

‘ = (SÚ + U) = ¢h‘, ¢h‘¡e, A‘z

– = (VÚ + V) = W¡–¡, A–¡¢mL¡, A–q¡¢pz

¸V = (ZÚ + V) = L¸VL, O¸V¡, h¸Vez

ø = (oÚ + V) = eø, Lø, c¤øz

ÒV = (mÚ + V) = E­ÒV¡, fÒVe, f¡ÒV¡z

ØV = (pÚ + V) = ¢ØVj¡l, ­ØVne, ØV¥¢XJz

˜ = (ZÚ + W) = L˜, L¥˜¡, EvL˜¡z

™ = (ZÚ + X) = N™¡l, f¢™a, M™ez

— = (XÚ + X) = m¡—¥, B—¡, N—¡¢mL¡z

š² = (LÚ + a) = iš², lš², nš²z

š = (aÚ + a) = ¢Qš, ¢hš, Eš¡fz

¿¹ = (eÚ + a) = A¿¹, n¡¢¿¹, ¢Q¿¹¡z

ç = (fÚ + a) = aç, c£¢ç, pç¡qz

Ù¹ = (pÚ + a) = l¡Ù¹¡, n¡¢Ù¹, ¢e­Ù¹Sz

› = (aÚ + b) = E›¡e, E¢›a, E›¡fez

ÙÛ = (pÚ + b) = p¤¤ÙÛ , A¢ÙÛ , fËÙÛ¡ez

Ÿ = (cÚ + c) = ­l¡Ÿ¥l, E­ŸnÉ, EŸ¡mLz

¾c = (eÚ + c) = R¾c, Be¾c, j¢¾clz

ë = (hÚ + c) = në, Së, na¡ë£z

‡ = (NÚ + d) = c¤‡, j¤‡, c‡z

Ü = (cÚ + d) = öÜ, h¤Ü, k¤Üz

CLASS – 7 - Juktakhar : Page 2 of 4

 å = (eÚ + d) = Aå, hå, Nåz

Çf = (jÚ + f) = LÇfe, QÇfL, cÇf¢az

Òf = (mÚ + f) = NÒf, AÒf, ¢nÒf£z

×f = (oÚ + f) = f¤×f, h¡×f, ¢e×f¡fz

ñ = (jÚ + i) = Blñ, lñ¡, Nñ£lz

r = (LÚ + o) = mr, cr, fl£r¡z

¢ae h­ZÑl k¤š²¡rl ­k¡N L­l në NWe :-

rÁ = (LÚ + oÚ + Z) = a£rÁ, a£rÁa¡, a£rÁd£

rÈ = (LÚ + oÚ + j) = mrÈ£, mrÈZ, p§rÈ

µRÅ = (QÚ + RÚ + h) = EµRÅ¡p, EµRÅ¢pa

‹Æ = (SÚ + SÚ + h) = E‹Æm, ­fË¡‹Æm E‹Æma¡

šÄ = (aÚ + aÚ + h) = ašÄ, jqšÄ, a¡¢šÄL

aÈÉ = (aÚ + jÚ + k) = j¡q¡aÈÉ, ­c±l¡aÈÉ

¿» = (eÚ + aÚ + l) = j¿», k¿», a¿»

¾à = (eÚ + cÚ + h) = à¾à,

¾cÊ = (eÚ + cÚ + l) = C¾cÊ, Q¾cÊ, lh£¾cÊ

åÉ = (eÚ + dÚ + k) = påÉ¡, ¢håÉ¡Qm

æÉ = (eÚ + eÚ + k) = pæÉ¡p£, pæÉ¡p

OÑÉ = (lÚ + OÚ + k) = AOÑÉ

nÄÑ = (lÚ + nÚ + h) = f¡nÄÑ f¡¢nÄÑL

âÑ = (lÚ + cÚ + l) = BâÑ BâÑa¡

øÊ = (oÚ + VÚ + l) = l¡øÊ, EøÊ

CLASS – 7 - Juktakhar : Page 3 of 4

Ù» = (pÚ + aÚ + l) = AÙ», hÙ», n¡Ù»

ÙÛÉ = (pÚ + bÚ + k) = ü¡ÙÛÉ ü¡ÙÛÉh¡e ü¡ÙÛÉha£

Ù¹É = (pÚ + aÚ + k) = ANÙ¹É

×fË = (oÚ + fÚ + l) = ¢e×fË­u¡Se, ¢e×fËc£f

åÊ = (eÚ + dÚ + l) = AåÊ, låÊ AåÊfË­cn

ÇfË = (jÚ + fÚ + l) = pÇfË¢a, pÇfË£¢a pÇfËc¡e

ò = (jÚ + iÚ + l) = pòj

dÆÑ = (lÚ + dÚ + h) = FdÆÑ Ae¤dÆÑ

CLASS – 7 - Juktakhar : Page 4 of 4

 DELHI PUBLIC SCHOOL, DURGAPUR
MATHEMATICS STUDY MATERIAL-2
CLASS – VII
CHAPTER - 2
FRACTIONS
Fractions are numbers that represent a part of the whole.

A fraction represents a part of a whole. A fraction is written in the form: a / b where a is the
numerator, and b is the non-zero denominator.

When an object or a group of objects is divided into equal parts, then each individual part is a
fraction.

Proper Fraction
A fraction where the numerator is less than the denominator, then it is known as a proper fraction.
i.e., Numerator < Denominator
For example,

Note:

 The value of proper fraction after further simplification is always less than 1.

Improper Fraction
A fraction where the numerator is greater than the denominator, then it is known as an improper fraction.
i.e., Numerator > Denominator
For example,

CL---VII—FRACTIONS: Page 1 of 3
Note:

 All the natural numbers can be represented in the form of fractions, where the denominator is
always equal to 1.
 The simplification of improper fraction results in the value which is equal or greater than 1, but
not less than 1.

Mixed Fraction
A mixed fraction is the combination of a natural number and fraction. It is basically an improper fraction.

Note:

 Mixed fractions can always be converted into a fraction.

 An improper fraction can be converted into a mixed fraction.
 A mixed fraction is always greater than 1.

Like Fractions
The fractions which have the same denominators are called like fractions.
For example 1/2, 3/2, 5/2, 7/2 are like fractions.

Unlike Fractions
The fractions which have unequal denominators or different denominators are called, unlike fractions.
For example 1/2, 1/3, 1/4, 1/5, are unlike fractions.

Equivalent Fractions
When two or more fractions have the same result after simplification for which they represent the same
portion of the whole, then such fractions are equal to each other and are called equivalent fractions.
For example, 1/2 and 2/4 are equivalent.
1/3 and 3/9 are equivalent .

Unit Fractions
A fraction is known as a unit fraction, when the numerator is equal to 1.

 One half of whole = ½

 One-third of whole = 1/3

Adding Fractions
Addition of fractions is easy when they have a common denominator.
For example, ⅔ + 8/3 = (2+8)/3 = 10/3
Hence, we need to just add the numerators here.
CL---VII—FRACTIONS: Page 2 of 3
Adding with Different Denominators
If the denominators of the two fractions are different, we have to simplify them by finding the LCM of
denominators and then making it common for both fractions.
Example: ⅔ + ¾
The two denominators are 3 and 4
Hence, LCM of 3 and 4 = 12
Therefore, multiplying ⅔ by 4/4 and ¾ by 3/3, we get;
8/12 + 9/12
= (8+9)/12
= 17/12

Subtracting Fractions
The rule for subtracting two or more fractions is same as for addition. The denominators should be
common to subtract two fractions.
Example: 9/2 – 7/2 = (9-7)/2 = 2/2 = 1

Subtracting with Different Denominators

If the denominators of the two fractions are different, we have to simplify them by finding the LCM of
denominators and then making it common for both fractions.
Example: ⅔ – ¾
The two denominators are 3 and 4
Hence, LCM of 3 and 4 = 12
Therefore, multiplying ⅔ by 4/4 and ¾ by 3/3, we get;
8/12 – 9/12
= (8-9)/12
= -1/12

CL---VII—FRACTIONS: Page 3 of 3
 DELHI PUBLIC SCHOOL, DURGAPUR
SESSION: 2022-23
ASSIGNMENT - 2
SUB: PHYSICS CLASS: VII WEEK: 2nd

TOPIC: Clinical and Laboratory thermometer,

SUB-TOPIC: Comparison and differences

❖ Range of a clinical thermometer: The normal temperature of a human body is 370 C. The temperature of
human body normally does not go below 350 or above 420 C. So a clinical thermometer has the range 350 to
420 C.
❖ Range of a laboratory thermometer: The range of a laboratory thermometer is generally from –10°C to 110°C. The
mercury does not fall or rise in a clinical thermometer when taken out of the mouth as the kink prevents
mercury level from falling on its own.
❖ For heat transfer to take place the two bodies should be at different temperature.
❖ Heat will always flow from a hotter body to a colder body.

Very short Answer type questions:

Q1 What is freezing point?
Ans. The fixed temperature at which freezing of a liquid occurs is called freezing point. Like freezing point
of water is 00C.
Q2 What is boiling point?
Ans. The temperature at which vaporisation occurs is called boiling point.
Q3 The hotness of an object is determined by its _____?
Ans. Temperature
Q4 How is temperature measured?
Ans. Temperature is measured in degree Celsius or degree Fahrenheit
Q5 An iron ball at 400 C is dropped in a bucket of water at 400 C. What will be the final temperature of the
iron ball?
Ans. The iron ball will remain at 400 C.
Short Answer type questions:

Q1 What are the similarities and differences between clinical and laboratory thermometer?
Similarities Both thermometers are used to measure temperature and both of them use mercury.
Differences Clinical thermometer is used to measure human body temperature whereas laboratory
Ans. thermometer is used to measure temperature of other object which has higher temperature than human
body temperature..
Clinical thermometer has a kink in its capillary while a laboratory thermometer doesn’t.
Q2 What are the differences between a clinical and a digital thermometer?

Ans. The main difference between them is Clinical thermometer works with the help of mercury
while Digital Thermometer works with cells. Clinical thermometer is more accurate than digital one
when it's cells are weak.
Q3 Draw and label a clinical thermometer?

Ans.

Q4 How to use a clinical thermometer?

1)Wash with antiseptic solution.
Ans 2) Give a jerk to it so the mercury can fall down to the minimum temperature.
3) Place the bulb of thermometer under tongue for one minute.
4) After one minute take out the thermometer and find out the reading which is shown by the mercury.
Home Assignment:
Q1. Why does a clinical thermometer have small range?

Q2. What is the concept behind kink in a clinical thermometer but not in a laboratory thermometer?

Q3. Why is sometimes alcohol used as a thermometric liquid?

Q4. Alcohol is a colour less liquid but how it is made useful in a thermometer?

Q5. Draw and label a laboratory thermometer.

Q6. Can a clinical thermometer be used to measure the temperature of boiling water ? Give reasons.

****************
 DELHI PUBLIC SCHOOL, DURGAPUR
SESSION: 2022-23
ASSIGNMENT - 2
SUB:- CHEMISTRY CLASS: 7
________________________________________________________________________________
TOPIC: PHYSICAL AND CHEMICAL CHANGES
 CONTENT :

 Dissolving solid in liquid – Salt, sugar, glucose and many other solids dissolve in water. In

solution of sugar in water basic property of sugar and water does not change, no new substance

is formed and we can get back the components by the process of distillation i.e the process is

reversible so it is a physical change.

 Miscible liquids like alcohol and water mix together. Basic properties of both the liquids remain

same , no new substance is formed and we can get back the components by normal or fractional

distillation based on the difference in their boiling points. So this change is a physical change.

 Some gases like oxygen and carbon dioxide dissolve in water to some extent. We can get back

the gases by heating the water and no new substance is formed in this process so this change is a

physical change.

Activity – Tearing of paper – We take a sheet of paper and tear it into a number of small pieces.

We cannot join the cut pieces of paper to make the original sheet of paper. But each small piece

of paper is still paper, it has not changed into something else. Only the size and shape of paper

has changed but no new substance has been formed. So tearing of paper is a physical change.

Activity- Melting of ice- We take some ice in a beaker and keep it aside for sometime. We see

that ice melts to form water. Actually the ice receives heat from the surrounding air to melt and

form water. Though ice and water look different , they both are made of water molecules. So no

new substance produces. The process can be reversed easily by freezing the water to form ice

again. So melting of ice is a physical change.

 Activity – chalk stick to chalk dust- We crush a small piece of chalk into dust. Both the chalk

piece and chalk dust are just the same substance, only their size is different. No new substance is
 formed. We can add little water to the chalk dust and make a thick paste which can be moulded

into a chalk stick. So the process can be reversed. Thus the conversion of chalk stick into chalk dust

is a physical change.

Question Answer Session

1. Give one example of irreversible physical change.

Ans Breaking of glass.

2 Is stretching of a rubber band a physical change?

Ans. .Yes , only the size of the rubber band changes on stretching and it comes back to its original
size after we leave it and no new substance is formed
3 Is drying of wet clothes a physical change.
Yes, in this process just the water in the clothes get dried . If we pour water on it the cloth will become
Ans wet again and no new substance is formed.
4 Why dissolution of salt in water is a physical change?
In solution of salt in water basic property of salt and water does not change, no new substance
Ans is formed and we can get back the components by the process of distillation i.e the process is
reversible so it is a physical change.
5 How can we separate a mixture of miscible liquids like alcohol and water?
Ans we can get back the components by normal or fractional distillation based on the difference in
their boiling points.
Home Assignment:
Q1. Differntiate between Physical and Chemical changes
Q2. Classify the following as chemical change and Physical changes
a) the cooking of food
b) the evaporation of a liquid
c) the digestion of food
d) Burning
e) the condensation of water vapour
Q3. What are the following called ?
a) A reaction in which two or more reactants add up to form a compound
b) A reaction in which one substance breaks down into two or more simpler substances
c) A reaction in which acid and base react together to form salt and water
Q4. Discuss why the dissolving of salt in water is a physical change ?
Q5. Discuss an example of physical and chemical changes happening together .

****************
 DELHI PUBLIC SCHOOL, DURGAPUR
SESSION: 2022-23
ASSIGNMENT - II
SUB: BIOLOGY CLASS: VII

TOPIC: OBTAINING AND UTILISING FOOD

SUB-TOPIC: HETEROTROPHIC NUTRITION
Parasitic nutrition
Holozoic nutrition
Special types of nutrition

Parasitic nutrition-
Parasites live inside or on another organisms and draw nutrition from it and the organisms on which a
parasite live is called host.
Complete parasites: Animal parasites like -tapeworm, pinworm, hookworm live inside intestine of animals
including human.
Plant parasite like-dodder (amarbel) long yellow thread like stem twine around other plants
anddraw nutrition.
Partial parasites: Mistletoe- they make their own food in their green leaves but draw water and minerals from
other plants
Holozoic nutrition-
One organism feed upon another organism, its involves 5 steps-
(i) ingestion- intake of food.
(ii) digestion-breakdown of food.
(iii) absorption-digested food enter into blood.
(iv) assimilation-food carried by blood is utilized by the body.
(v) egestion-undigested food thrown out of the body.
Depend upon type of food holozoic animals classified as-
(i)herbivores-eat plants (ii)carnivores-eat animals flesh (iii)omnivores-eat both plants and animals.
Special types of nutrition-
Carnivorous plants trap insects to get their supply of nitrogenous compounds from which they make proteins.
Example -Pitchers plants have leaves that look like pitchers. The lid of the pitcher closes when an
insect lands on the pitchers. The trapped insects slides down the wall of the pitcher and is digested inside it.
Symbionts are organisms that live together for mutual benefit. A mutually beneficial association between
twoorganisms is called symbiosis.
Lichens for example, are symbionts consisting of a fungus and an alga that cooperate with each other to meet
their food requirements. The fungus provides minerals and water to the alga. The alga supplies the fungus with
food that it manufactures.

Home Assignment: Solve the following Basic Science Questions in the class work note book.
Q6. Name three things a green plant needs in order to photosynthesise.
Ans. Green plants require the following three things to prepare their food:
(i) Carbon dioxide (CO2)
(ii) Water (H2O)
(iii) Sunlight
Q7. What is the juice secreted by the liver called? What does it do?
Ans. Juice secreted by the liver is called bile. It helps in digestion of fats by breaking them down into
small droplets.
Q8. Name a parasite plant, and a parasite that lives in our intestine.
Ans. Cuscuta is a parasitic plant. Ascaris is a parasite that inhabits in our intestines.
Q9. What is digestion?
Ans. Digestion is the process of taking up of nutrients and breaking them down, physically and
chemically, into simpler form so that they could be absorbed.
Q10. Name a holozoic animal that is not a berbivore, carnivore or omnivore.
Ans. Earthworm, spider and housefly

MISTOE-TOE HOLOZOIC NUTRITION IN Amoeba

Rhizopus (BREAD MOULD) ROOT NODULES IN PEA PLANT

Solve the following.

Q6. Draw a well labeled diagram of open stomata.
Q7. How atmospheric nitrogen is made available to the plants?
Q8. Define the following terms.
(a) Alimentary Canal (b) Digestive system (c) Digestion (d) Mastication (e)Peristalsis
(f) Anti-peristalsis (g) Villi (h) Epiglottis
Q9. Where does mechanical digestion of food take place?
Q10. Differentiate between milk teeth and permanent teeth.

****************
 DELHI PUBLIC SCHOOL, DURGAPUR
SESSION - 2022-23
CLASS - VII
SUBJECT – HISTORY & CIVICS

ASSIGNMENT 02

TOPIC :- WHEN WHERE AND HOW

TOPIC SYNOPSIS:-
Meaning of the term ‘Hindustan’ changed during different historical periods like:
1. The term ‘Hindustan’ is today understood as India, the same term was used in the 13 th
century by Minhaj-i-Siraj, or the areas of Punjab, Haryana and the lands between the
Ganga and the Yamuna.
2. In the early 16th century, Babur used the term ‘Hindusatn’ to describe the geography,
fauna and culture of the inhabitants of the subcontinent.
3. In the Medieval period, the term ‘Hindustan, did not carry the political and national
entity, which we associate with it today.

Historians and their Sources

 Historians use different types of sources to learn about past. This depends upon two
things
1. The period of their study
2. The nature of their investigation
 Some of the sources used by historians are
1. Inscriptions
Inscriptions are writings engraved on hand surfaces like metal, rock and stone. The study of
inscriptions is called epigraphy. In the medieval period inscriptions were initially made on the
faces of cliffs in the course of time they came to be engraved into metal such as coins and
copper plate. Several copper plates inscriptions have been found around temples in South
India.
Inscriptions belonging to the Chalukya period have been found at Aihole
Pattadakal(Karnataka).
2.Archaeology
Historians depend upon archaeology to learn about the ancient past. They excavate ancient
settlement and study the remains .
3.The sources of the medieval period of Indian history are:
i. Epigraphic evidence
iiNumismatic evidence
iii.Artistic evidence
iv.Literary evidence
 WORKSHEET

Label the Diagrams:-

On the outline of India locate:

1. Kanauj
2. Delhi
3. Northern plain
4. Any two southern kingdoms
Fill in the blanks:-
1. Babur wrote his autobiography called __________________.
2. The Christans regard ________________ as their holy book.
3. Firozshah Tughlaq wrote his autobiography called _________________.
4. Abul Fazal wrote ___________________.
5. Iban Batuta was a native of _______________.
6. ___________________ are places where old manuscripts records and documents are
stored.
7. Macro polo was a native of ___________________.
8. The successors of prophet Mohammad were known as ______________________.

Match the Followings:-

PART A PART B
Bharatvarsha Numismatics
Coins Vishnu Purana
Prithvirajraso Ibn Batuta
Morocco Chand bardai
Raj Trangini Poet
Amir Khusrau Kalhana
Spinning wheel Irrigation
Persian Wheel Weaving
Brahmanas Knowledge of Sanskrit

Answer the following questions:-

Q1. What are prashasti? Why are they not always authentic?

Ans. The long poems in praise of kings are called prashasti.

As the prashastis were normally written by court poets appointed by the king, they may
not be factually accurate so they are not authentic.

Q2. Where do we find inscriptions on the medieval period?

Ans. In the medieval period inscriptions were initially made on the faces of cliffs in the
course of time they came to be engraved into metal such as coins and copper plate. Several
copper plates inscriptions have been found around temples in South India.
Inscriptions belonging to the Chalukya period have been found at Aihole
Pattadakal(Karnataka).

Q3. What information do we get from the coins?

Ans. The information gathered from coins tells us about the king doms, confirms dates during
which particular king ruled, their special interests and achievements.

Q4. What kind of information can be drawn from paintings?

Ans. Paintings are an important source of important, especially for the medieval period of
Indian history. They illustrate the artistic progress of the time. Since rulers of kingdoms and
and other important people often had their portraits done, the paintings serve as a record of
the lines of descent of kings and nobles. They also tell us about the nature of society- the way
of dressing, the customs followed, important events, the life of the common people, along
with other features of that period.

NB. Write down the questions and answers in your class-work copy.
 DELHI PUBLIC SCHOOL, DURGAPUR
ASSIGNMENT-2
CLASS-VII
GEOGRAPHY
TOPIC- THE INTERIOR OF THE EARTH:
BRIEFING: Igneous rocks form when molten rock (magma or lava) cools and
solidifies. Sedimentary rocks originate when particles settle out of water or air, or by
precipitation of minerals from water. They accumulate in layers. Metamorphic rocks result
when existing rocks are changed by heat, pressure, or reactive fluids, such as hot, mineral-
laden water.
CLASS ASSIGNMENTS: (TO BE DONE IN CW NOTE BOOK IN CLASS)
IMPORTANT QUESTIONS:
Q1.Write some characteristics of Igneous Rocks.
ANS.
1) The igneous form of rocks does not include any fossil deposits. If there are any chances of
fossil deep inside the crust, it erupts out of the Earth’s surface and gets destroyed due to the
sheer heat these rocks produce.
2) Most of the igneous forms include more than one mineral deposit.
3) They can be either glassy or coarse.
4) These usually do not react with acids.
5) The mineral deposits are available in the form of patches with different sizes.
Q2.Differentiate between intrusive igneous rocks and extrusive igneous rock.
ANS.
Intrusive Igneous Rocks Extrusive Igneous Rocks
1.Intrusive igneous rocks are formed when the 1.Extrusive igneous rocks are formed by
magma cools and solidify below the surface of cooling the molten magma on the surface of
the Earth. the Earth. The molten magma comes on to the
Earth’s surface through cracks, fissures and
volcanic eruption
2.Since these rocks cools down slowly, they 2.Since these rocks solidify at a faster pace,
have coarse texture with large crystals they are smooth, crystalline and fine grained.

3. Formed from magma and usually dark in 3.Formed from lava and usually light in colour.
colour. Example: Dolomite Example: Basalt
. Q3.Write some characteristics of Igneous Rocks.
ANS.
(1) Sedimentary rocks are formed of sediments derived from the older rocks, plant and
animal remains and thus these rocks contain fossils of plants and animals.
(2) Sedimentary rocks contain several layers or strata
(3) Sedimentary rocks are characterized by different sizes of joints.
(4) Sedimentary rocks contain fossils.

Q4. Draw and describe rock cycle.(TO BE DONE IN C/W NOTE BOOK IN CLASS)
 DELHI PUBLIC SCHOOL, DURGAPUR
Computer Science Assignment-2 (2022-23)
CLASS- VII

Chapter 1: Playing And Editing Audio

1. What is Audacity?
Audacity is a software application to record and edit sound. It can be used to edit
either a single audio file or multiple ones. It is also used for mixing sound tracks.
2. Write the features of Audacity.
The basic features of Audacity are:
1.Audacity is based on the concept of sound editing. Sound editing is the process
of selecting and assembling sound recordings to produce a final sound mixture.
2. Audacity is free sound editing software that can be used for sound editing by
anyone.
3. Explain Sound editing in Audacity.
Sound editing creates a modified audio file by removing sections of audio, joining
them and making other changes in the audio. It can be done by using either a
single audio file or multiple ones.
4. Write The steps to import an audio file in Audacity are:
1. Go to File and select Import.
2. Select the audio file you want to import.
3. Double-click the desired audio file to import it.
5. What does a Warning dialog box informs in Audacity?
A Warning dialog box informs you that an Audacity project file (.aup) is being
saved. It will create a file that only Audacity can open.
6. What is Track Control Panel in Audacity?
Track Control Panel is present at the left end of a track in the Audacity interface.
7. What are the uses of Transport Toolbar buttons in Audacity?
You can use the buttons on the Transport Toolbar to pause, play or stop a track.
(CL-VII/CS/Assignment-2/2022-23/Page 1 )
8. Write the steps to export an audio file in Audacity.
1. File Export
2. Select the destination, name the file, select the appropriate type and save it.

(CL-VII/CS/Assignment-2/2022-23/Page 2 )