DELHI PUBLIC SCHOOL, DURGAPUR

CLASS VIII
ASSIGNMENT – 05(TERM II-2024-25)
SUBJECT – ENGLISH
TOPIC – MY FINANCIAL CAREER
REPORTED SPEECH
FORMAL LETTER

ENGLISH LITERATURE – MY FINANCIAL CAREER

Book Questions (Page 155, Ex. B)
Ex. B.
Q1. The moment I cross the threshold of a bank and attempt to transact business there, I become an
irresponsible idiot.
a. What is the narrator’s state of mind when he enters the bank?
Ans. When he goes to the bank, he feels nervous. The bank, the clerks, the wickets, and the sight of the money
everything creates horror in the mind of the narrator. As soon as he enters the bank, he becomes an irresponsible
idiot.
b. What ‘rattles’ him?
Ans. The clerks, the small windows in front of the counters, the sight of money – everything ‘rattles’ him.

c. Where does the humour originate from in this sentence?

Ans. The words ‘irresponsible idiot’ and ‘everything rattles me’ generates humour, because bank is not a place
to be feared of, at all and neither can make anybody an ‘idiot’, under any circumstance. The humour is mainly
derived from the narrator's exaggerated nervousness and the subsequent comedic situations. Leacock
experiences anxiety and nervousness upon entering the bank. His emotions are characterized by a sense of
intimidation and confusion, leading to humorous and awkward interactions with the bank staff.

Q3. Reckless with misery, I made a plunge.

‘Yes, the whole thing.’
a. What caused the narrator to be reckless with misery?
Ans. The narrator was reckless with misery because people in the bank rattled him and, in that nervousness, he
had made mistakes as well.

b. What is meant by the word ‘plunge’? What plunge did he make?

Ans. ‘Plunge’ refers to dive into something quickly and suddenly.
The narrator took a plunge of withdrawing the entire amount of fifty-six dollars from the bank and not depositing
any amount whatsoever.

c. Who was checking with the narrator? What was the reaction of the others at the bank?
Ans. The clerk was checking with the narrator.
All the clerks had stopped writing and was staring at the narrator with astonishment and surprise.

EXTRA QUESTIONS:
Q1. What makes the narrator nervous?
Ans. The narrator is nervous in the bank The whole set up and people, the counters, people at the counters, the
sight of money, the sight of clerks, the windows and the doors everything makes him nervous.

Q2. Write the character sketch of the narrator in My Financial Career.

Ans. The narrator is a man who is nervous and gets upset when he goes to the bank. He behaves like a foolish
(CLASS-VIII/ASSIGNMENT-05/TERM-4-2024-25 Page 1 of 5)
man in the bank and has no control over his emotions and behaviour. We can say that he does not have the
emotional intelligence to keep a balance on his feelings, emotions and behaviour and actions.
He is overall a gentleman with a pretty good intellect and wisdom. Since he is working and has received an
increment in the salary, we assume that he would be sound and good at his work place. The narrator seems to
be an honest man who is ready to speak about his weakness openly in the story. This shows his honesty and
openness as a human being.
The narrator is man who wants to improve his weakness. This can be noted when he goes to the bank despite
knowing his major weakness. We can say that he is a man who wants to change and move in life. The narrator
is also a sensitive man in his emotions. When he listens an echo of laugher after he comes out of the bank he is
somewhat not too happy. He decides that he would never do any business with the bank because he feels insulted
by the people.
The narrator is also a status conscious person we see that when the accountant asks his about withdrawing all
the money. he does not accept his mistake rather he is in his imaginary world what people will think about him.
This reflects his social ego in his personality. One side of his personality shows fear towards banking process
and other side of him shows he wants to behave like a sound and able person in the society.

Q3. Why is the bank manager annoyed with the narrator in "My Financial Career"?
Ans. The bank manager in "My Financial Career" is annoyed with the narrator because the narrator, Stephen
Leacock, causes unnecessary confusion by requesting to meet with the manager for a minor transaction of
opening a small account. Initially, the manager mistakes him for a detective or a wealthy individual due to his
serious demeanour, which leads to further expectations and misunderstandings. The situation escalates to the
point where the manager's irritation is evident through his body language and tone.

Q4. What did the manager mistake the narrator for in "My Financial Career"?
Ans. The manager thinks that the narrator in "My Financial Career" is a detective or a millionaire with a large
sum of money that he wishes to deposit. This misunderstanding explains why the bank manager allows him into
his office, only to treat him with ill-disguised contempt when he finds out he isn't who he thought he was.

HOMEWORK
EXTRAPOLATORY QUESTION:
Q1. Imagine yourself to be the accountant of the bank where the narrator visited. Elaborate the situation in
which the narrator was and how it all turned out to be a humorous venture in the bank.

ENGLISH LANGUAGE - REPORTED SPEECH

EXTRA EXERCISE:
A. Change it into indirect speech:
1. Salil said to his friend, “You are ill.”
2. Tarun said to his friend, “Our school is closed today.”
3. The little boy said. “I met my friend yesterday.
4. Father said to his son, “Don’t do it again.”
5. My teacher said to Uday, “Please open the door.”
6. She said, “Let us have a picnic on Sunday.”
7. “Can I see the manager?” I said
8. Mother said to him, “May you live long.”
9. Dilip said to me, “Are you going to school?”
10. The team said, “Hurrah! We have won the game.”

(CLASS-VIII/ASSIGNMENT-05/TERM-4-2024-25 Page 2 of 5)
ENGLISH WRITING SKILL – FORMAL LETTER
FORMAT
(Sender’s Address)
House No
Name of Street
City
Date

(Address of the Receiver)

The Editor
Name of the Newspaper
Place of publication

Subject …………………………

Salutation
(Sir/Madam)

BODY OF THE LETTER

Paragraph 1- Define your purpose of writing the letter. You can start by ―Through the columns of your
esteemed newspaper, I would like to draw the attention of the concerned authorities/ concerned readers
to the problem

Paragraph 2- Define the problem in detail. Specify at least three effects of the problem.

Paragraph 3- Write the conclusion and the solutions you have if any.
(Minimum of 2 preferred solutions) or request the authorities to solve the problem.

(Subscription)
Yours sincerely
Signature
Name

Example -
Q1. You are Farida/ Farhan. Write a letter to your Principal requesting him to exempt you from games for a
month due to severe illness.
(Sender’s Address)
24, Gandhi Avenue
Jamuria
(CLASS-VIII/ASSIGNMENT-05/TERM-4-2024-25 Page 3 of 5)
Durgapur - 5

(Date)

7 December 2024

(Address of the Receiver)

The Principal
Jiyapur Public School, Raniganj
Raniganj - 12

Subject – Requesting for exemption from games period for a month

Dear Madam/ Sir

(Salutation)

BODY OF THE LETTER

Paragraph 1- With due respect, I would like to request you to exempt me from games period for a month.

Paragraph 2- I have not been keeping well for a month now. The doctor has diagnosed me last week whereby
some sort of breathing trouble has been detected. As a result, he has advised me not to be under the sun for a
long stretch of time and follow a healthy routine for at least two months from now. I will resume my classes
immediately after the doctor suggests me to do so.

Paragraph 3- I would be highly obliged if you grant my plea and oblige me thereby.

(Subscription)
Yours sincerely
Farida Akhtar
(VIII G)

Q1. You are Avani/ Arjun. You have been selected for English Skit on Annual Day of your school, Sacred
Heart School, Mumbai. You have to assist you mother for a treatment at Chennai for a few days due to which
you will be missing your rehearsals. Write a letter to the principal in 120 words requesting him/her to grant
you the leave so that you can join the practice sessions with whole heartedness after your mother’s check-up.

Please Note- All the tasks on Literature, Language, Writing Skill need to be completed in your English
Assignment Note-book.
(CLASS-VIII/ASSIGNMENT-05/TERM-4-2024-25 Page 4 of 5)
 DELHI PUBLIC SCHOOL, DURGAPUR
CLASS- VIII
ASSIGNMENT – 05 (TERM II-2024-25)
SUBJECT- HINDI (2nd LNGUAGE)
TOPIC- कुं डलिय ाँ और ग ाँव के गणी र म
----------------------------------------------------------------------------------------------------------------

प ठ – कुं डलिय ाँ और ग व
ाँ के गणी र म

रचन क र- लगररधर कलवर य और ड . भगवती शरण लमश्र

1. लनम्नलिलखत प्रश्नों के उत्तर लिलखए-

(i) सफित गणों से लमिती है य भ ग्य से ? तकक देते हुए अपने लवच र लिलखए ।

(ii) कलव धन से भी ज्य द ककसे महत्वपूणक म नत है और क्यों ?

(iii) दोनों भ इयों में कौन-कौन-से गण थे?

(iv) दोनों भ इयों की श दी ककस शतक पर हुई ?

2. प ठ ध ररत रचन त्मक प्रश्न

(i) आपके अनस र ककसी भी क म को करने से पहिे क्य और क्यों लवच र कर िेन च लहए ? अपने शब्दों में लिलखए ।

(ii) ‘लगररधर की कुं लडलिय ाँ’ से हमें क्य लशक्ष लमिती है? लिलखए ।

(iii) ‘चुंचि जि कदन च ररको, ठ उाँ न रहत लनद न’- प्रस्तत पुंलि के द्व र कलव क्य कहन च हते हैं ? स्पष्ट करें ।

(iv) ‘ग ाँव के गणी र म’ कह नी आपको क्यों अच्छी िगती है? तकक देते हुए अपने लवच र लिलखए ।

****ज्ञ न उस दीपक के सम न है जो अुंधक र लमट त है

और ज्ञ न क प्रक श फै ि त है***

(CLASS-VIII/ASSIGNMENT-05/TERM-II/2024-25/Page 1)
 DELHI PUBLIC SCHOOL, DURGAPUR
CLASS- VIII
ASSIGNMENT - 05 (TERM II-2024-25)
SUBJECT- BENGALI 2ND LANGUAGE
TOPIC-BANGLARMUKH AMI DEKHIYACHI, UPOSARGO

h¡wm¡l j¤M B¢j ­c¢Mu¡¢R

S£he¡e¾c c¡n
fËnÀ-Ešl :-
1. “¢Ræ M”e¡l j­a¡ kMe ­p ­e­Q¢Rm....”
(i) L¡­L, ­Le ¢Ræ M”e¡l j­a¡ hm¡ q­u­R ?
(ii) HC e¡­Ql j­dÉ ¢c­u L¢h ¢L­pl f¢lQu ¢c­u­Re ?
Ešl -
(i) jdÉk¤­Nl jep¡j‰m L¡­hÉl AeÉaj fËd¡e e¡l£ Q¢lœ ­hým¡­L lh£­¾cÊ¡šl k¤­Nl ¢hMÉ¡a L¢h S£he¡e¾c c¡n
‘h¡wm¡l j¤M B¢j ­c¢Mu¡¢R’ L¢ha¡u ¢Ræ M”e¡ l©­f ­c¢M­u­Rez M”e¡ HL dl­el e¡¢Q­u f¡¢M, a¡l eª­aÉl
j­dÉ l­u­R a¡l fË­Zl clc - ¢L¿¹¥ ­LE k¢c a¡l nl£­ll ­L¡e Awn ¢Ræ L­l ­cu a­h a¡l eªaÉ q­h
Ll¦Z¡¢¿¹L k¿»e¡l RVgV¡¢ez jªa ü¡j£l ­n¡­L ¢hdÆÙ¹ ­hým¡ ü¡j£l fË¡Z ¢g­l f¡Ju¡l B¢aÑ­a C­¾cÊl pi¡u ­k
eªaÉ L­l¢Rm a¡l R¾c ­ke Hdl­el k¿»e¡u ¢Rm ¢hÜz
(ii) ­hým¡l HC e¡­Ql j­dÉ ¢c­u L¢h a¥­m dl­a ­Q­u­Re f¢ahËa¡ h¡P¡m£ e¡l£l q©c­ul fËL«a L¡je¡­Lz jep¡l
­L¡­f jªa m¢M¾c­ll fË¡Z ­gl¡­e¡l Bn¡u ­hým¡ C­¾cÊl pi¡u ­e­Q¢Rm, ­cha¡­cl a¥ø Ll­a Hhw L¢h
S£he¡e¾c ­hým¡l ­hce¡il¡ fË¡bÑe¡ J eª­aÉl p­‰ HL¡aÈ L­l­Re h¡wm¡l pjNË fËL«¢al pš¡­Lz g­m ec£,
j¡W, iy¡Vg¥m JC lje£l f¡­ul O¤P¥­ll j­a¡ ­Ly­c¢Rm ­ppju, Hl j­dÉ ¢c­u L¢h öd¤ ­hým¡l k¿»e¡ eu,
°chm¡¢“a pjNË j¡eh¡aÈ¡l f¢lQu ¢c­u­Rez
2. “h¡wm¡l j¤M B¢j ­c¢Mu¡¢R, a¡C B¢j fª¢bh£l l©f / My¥¢S­a k¡C e¡ Bl,”
(i) ‘h¡wm¡l j¤M’ hm­a L¢h L£ h¤¢T­u­Re ?
(ii) fª¢bh£l l©f My¥S­a e¡ k¡Ju¡l ­ef­bÉ L¢hl ­L¡e j¡e¢pLa¡ L¡S L­l­R ?
Ešl -
(i) lh£­¾cÊ¡šl h¡wm¡ L¢ha¡l SN­al AeÉaj L¢hf¤l¦o S£he¡e¾c c¡­nl h¡mÉ J °L­n¡l ­L­V­R h¢ln¡­ml
EeÈ¥š² fËL«¢al jd¤l p¡¢æ­dÉ, a¡C a¡yl j­el j­dÉ ­fË¡¢ba q­u ­N­R h¡wm¡l fË¢a HL Ni£l AeeÉ Ae¤i¨¢az
h¡wm¡l j¤M B¢j ­c¢Mu¡¢R L¢ha¡u L¢h ‘h¡wm¡l j¤M’ hm­a h¡wm¡­c­nl ­p±¾ckÑ j¡d¤kÑ­L h¤¢T­u­Re Hhw öd¤
fËL«¢al ­p±¾ckÑC eu, h¡wm¡ a¡l ­m¡L pwú«¢aNa ­p±¾c­kÑJ pjªÜz l©f lp Nåju h¡wm¡l h¡¢qÉL J
BiÉ¿¹l£Z ­p±¾ckÑ­L Ae¤i­hl N¡ta¡u, q©c­ul Eo·a¡u ­k Lai¡­h i¡­m¡­h­p­Re a¡lC hZÑju A¢ihÉ¢š²
B­m¡QÉ L¢ha¡¢Vz
(ii) h¡wm¡­c­nl p­‰ a¡yl ¢e¢hs B¢aÈL ­k¡N, L¢h a¡yl j¡a«i¨¢jl ­p±¾c­kÑ j¤‡ - A¢ii¨a a«çz fª¢bh£l Bl
­L¡b¡J k¢c Ha ­p±¾ckÑ b¡­LJ ah¤ L¢hl Ae¤i­h h¡wm¡l fËL«¢a, C¢aq¡p ­Qae¡, ­f±l¡¢ZL ­Qae¡, ­m¡L
pwú«¢al i¡he¡, S£he fË£¢a, jªaÉ¥ ­Qae¡ ¢j­m¢j­n HL¡L¡l q­u ­N­Rz h¡wm¡l HC l©f fËaÉr L­l B­h­N
BÒf¥a q­u­Re L¢hz a¡C L¢h AeÉ ­L¡e ÙÛ¡­el l©f My¥S­a k¡­he e¡z
3. “jd¤Ll ¢XP¡ ­b­L e¡ S¡¢e ­p L­h Qy¡c QÇf¡l L¡­R” -
(i) ‘jd¤Ll ¢XP¡’ L£ ?
(ii) ‘e¡ S¡¢e ­p L­h’ Awn¢Vl à¡l¡ L¢h L£ ­h¡T¡­a ­Q­u­Re ?
Ešl -

(CLASS-VIII/ASSIGNMENT -05/TERM -II-2024-25 PAGE 1 of 7)

(i) jdÉk¤­Nl ¢hm¡phým h¡¢ZSÉal£­L jd¤Ll ¢XP¡ hm¡ qaz jep¡j‰m L¡­hÉl e¡uL Qy¡cpc¡Nl jd¤Ll ¢XP¡ ¢e­u
h¡¢Z­SÉ ­k­aez ¢a¢e ¢R­me ­p k¤­Nl ph­Q­u hs h¢ZL, ¢a¢e pç¢XP¡ ¢e­u h¡¢Z­SÉ ­hl­m jep¡l ­L¡­f a¡
X¥­h k¡uz
(ii) e¡ S¡¢e ­p L­h Awn¢Vl à¡l¡ L¢h HL A¢e¢cÑø pjuL¡m­L Ae¤ih L­l­Re Hhw LÒfe¡l B­m¡­L Aa£a
J haÑj¡­el ­jmhåe O¢V­u­Rez a¡C ¢a¢e ­i¡­ll ­c¡­um f¡¢Ml fËp‰ ­b­L pµR­¾c ­k­a ­f­l­Re jd¤Ll
¢XP¡l A¢dL¡l£ Q¡yc QÇf¡l L¡­Rz ¢a¢e LÒfe¡ L­l­Re, kMe Qy¡c pc¡Nl jd¤Ll ¢XP¡ ¢e­u h¡¢Z­SÉ ­k­ae
aMeJ HjeC ¢qSm hV aj¡­ml e£m R¡u¡ju h¡wm¡l Afl©f ­p±¾ckÑ ­Q¡­M fsaz AbÑ¡v Ae¡¢c Ae¿¹L¡m
­b­LC ­ke h¡wm¡l fË¡L«¢aL ­n¡i¡ ¢hl¡Sj¡ez
4. “Q¡¢l¢c­L ­Q­u ­c¢M fõ­hl Ù¹¨f”-
(i) ‘fõ­hl Ù¹̈f’ ­L¡e ­L¡e N¡­Rl ? HCph N¡R Bl ­L ­L ­c­M­Re h­m L¢h E­õM L­l­Re ?
(ii) HC E­õ­Ml j­dÉ ¢c­u L¢h h¡wm¡l ­L¡e l©­fl Bi¡p ¢c­a ­Q­u­Re ?
Ešl -
(i) L¢ha¡u L¢h S£he¡e¾c c¡n HM¡­e ­k ­k N¡­Rl fõ­hl Ù¹̈f ­c­M­Re ­p…¢m qm - S¡j, hV, Ly¡W¡m, ¢qSm,
Aněz
L¢h S£he¡e¾c E­õM L­l­Re, NË¡j h¡wm¡l ¢ejÑ¡e (¢epNÑ) fËL«¢al HC lf ­c­M¢Rm HL¢ce QÇfL eN­ll Qy¡c
pc¡Nl - kMe Qy¡c pc¡Nl Q­m¢R­me jd¤Ll ¢XP¡ ¢e­u h¡¢ZSÉ k¡œ¡uz ­c­M¢Rm ­hým¡ p¤¤¾cl£J - kMe ­p
N¡P¥­ll S­m ­im¡u jªa ü¡j£l ­cq ¢e­u ­i­p Q­m¢R­me a¡yl fË¡Z ¢g­l ­f­a ü­NÑl E­Ÿ­nÉz
(ii) NË¡j h¡wm¡l ¢ejÑ¡Z (¢epNÑ) fËL«¢al Afl©f ¢Qœ­el jdÉ ¢c­u HM¡­e HL¢c­L ­kje H­c­nl ¢p‡, j­e¡j¤‡Ll
­p±¾c­kÑl R¢h g¥¢V­u a¥­m­Re, L¢h AeÉ¢c­L HL I¢a­qÉl ­k¡N O¢V­u ¢c­u­Re pk­aÀz ­pC I¢aqÉ h¡wm¡l
fË¡Q£e piÉa¡ J pwú«¢al f¢lQuh¡q£z jep¡j‰m L¡­hÉl k¤­Nl Qy¡c pc¡Nl, ­hým¡ - Bl Hk¤­Nl L¢h h¡wm¡l
­k Af¢lh¢aÑa l©f ­c­M­Re HM¡­eC ­ke dl¡ f­s­R h¡wm¡l ¢Ql¿¹e AiÉ¿¹l£Z l©fz k¡ A¡hqj¡eL¡m d­l a¡l
Ae¤fj ­p±¾c­kÑ j¡e¤o­L j¤‡ L­l ­l­M­Rz
5. “L«o·¡ à¡cn£l ­SÉ¡vpÀ¡ kMe j¢lu¡ ­N­R ec£l Qs¡u” -
(i) ‘L«o·¡ à¡cn£’ hm­a ­L¡e ¢a¢bl Lb¡ hm¡ q­u­R ? aMe Q¾cÊ¢LlZ ­Lje b¡­L ?
(ii) ‘­SÉ¡vpÀ¡ kMe j¢lu¡ ­N­R’ Lb¡¢Vl AbÑ f¢lØg¥V Llz
Ešl -
(i) B­m¡QÉ Awn¢V L¢h S£he¡e¾c c¡­nl ­mM¡ ‘l©fp£ h¡wm¡’ L¡hÉNË­¿Ûl A¿¹ÑNa ‘h¡wm¡l j¤M B¢j ­c¢Mu¡¢R’
L¢ha¡ ­b­L Nªq£az
‘L«o·¡ à¡cn£’ ¢a¢b hm­a ­h¡T¡u L«o· f­rl à¡cnaj ¢a¢bz L«o· fr hm­a Aj¡hnÉ¡l Lb¡ hm¡ quz HC
pj­ul h¡­l¡aj ¢ce ‘L«o·¡ à¡cn£’ ¢a¢b e¡­j f¢l¢Qaz
Aj¡hnÉ¡l ¢ce BL¡­n Qy¡c b¡­L e¡z à¡cn£ ¢a¢b­a BL¡­n Qy¡c J­W ¢WLC, ¢L¿¹¥ ­h¢nrZ ÙÛ¡u£ qu e¡ Hhw
Qy¡­cl B­m¡l j­dÉ K‹ÆmÉ Lj b¡­Lz
(ii) ‘­SÉ¡vpÀ¡ kMe j¢lu¡ ­N­R’ hm­a h¤¢T­u­Re ­k, Qy¡­cl r£Z B­m¡ ­no q­u ­N­Rz ­hým¡ jªa ü¡j£ ¢e­u ph
håe ¢Ræ L­l Q­m­Re ¢el¦­Ÿ­nl A¢ij¤­Mz ec£l Qs¡u à¡cn£l r£Z B­m¡ R¢s­u f­s­mJ ­hým¡l ­im¡
fkÑ¿¹ ­ke ­p B­m¡ H­p ­f±yR¡u¢ez rZÙÛ¡u£ Çm¡e B­m¡ ec£l Qs¡­QC q¡¢l­u k¡uz Hi¡­h L¢ha¡l HC Aw­n
jªa ­SÉ¡vpÀ¡ Hhw ­hým¡l jªa ü¡j£ HL¡aÈ q­u E­W­Rz
6. “nÉ¡j¡l elj N¡e ö­e¢Rm,” -
(i) L¡l ­mM¡ ­L¡e L¢ha¡l Awn ? nÉ¡j¡ ¢L ?
(ii) nÉ¡j¡l N¡e­L elj N¡e hm¡ q­u­R ­Le ?
Ešl -
(i) B­m¡QÉ Awn¢V L¢h S£he¡e¾c c¡­nl ­mM¡ ‘l©fp£ h¡wm¡’ L¡hÉNË­¿Ûl A¿¹ÑNa ‘h¡wm¡l j¤M B¢j ­c¢Mu¡¢R’
L¢ha¡ ­b­L Nªq£az
nÉ¡j¡ HL dl­el f¡¢Mz nÉ¡j¡ h¡wm¡ ­c­n N¡e N¡uz

(CLASS-VIII/ASSIGNMENT -05/TERM -II-2024-25 PAGE 2 of 7)

(ii) nÉ¡j¡ f¡¢Ml N¡e­L elj N¡e hm¡ q­u­R L¡lZ nÉ¡j¡l N¡e AaÉ¿¹ p¤¤­lm¡, Ll¦Z h­m a¡­a ­hce¡l p¤¤l g¥­V
J­W h­mC a¡l N¡­el p¡­b elj ¢h­noZ fc¢V hÉhq¡l L­l ‘elj N¡e’ hm¡ q­u­Rz
pfËp‰ hÉ¡MÉ¡ :
7. “gZ£jep¡l ­T¡­f n¢Vh­e a¡q¡­cl R¡u¡ f¢su¡­R;”
Evp : fËL«¢a­fËj£ L¢h S£he¡e¾c c¡­nl ‘l©fp£ h¡wm¡’ L¡hÉNË­¿Ûl a«a£u pwMÉL L¢ha¡ ab¡ ‘h¡wm¡l j¤M B¢j
­c¢Mu¡¢R’ L¢ha¡ ­b­L HC Awn¢V Nªq£az
fËp‰ : f¢õh¡wm¡l ­p±¾ckÑj¤‡ L¢h S£he¡e¾c h¡wm¡l ¢epNÑ l©f ­c­M f¢la«çz l©f lp Nåju h¡wm¡l h¡¢qÉL J
BiÉ¿¹l£Z ­p±¾ckÑ­L Ae¤i­hl N¡ta¡u, q©c­ul Eo·a¡u ­k Lai¡­h i¡­m¡­h­p­Re a¡lC hZÑju A¢ihÉ¢š²
B­m¡QÉ L¢ha¡¢Vz
hÉ¡MÉ¡ : HC Aw­n l­u­R HL¢V ¢ÙÛl ¢Q­œl Ae¤fj l©f, R¢h…¢m H­p­R flfl - X¥j¤l N¡­Rl hs f¡a¡l e£­Q h­p
B­R ­i¡­ll ­c¡­um f¡¢M - a¡l Q¡¢l¢c­L e¡e¡ N¡­Rl e¡e¡ fõ­hl Ù¹̈fz ü¡i¡¢hL i¡­hC ­pC fõh¡hªa
n¡M¡…¢ml R¡u¡ f­s f¡­nC ­h­s JW¡ gZ£jep¡l ­T¡­fz gZ£jep¡l fËp‰ E­õ­Ml p§­œ ¢a¢e H¢N­u ­N­me
jep¡l fËp­‰ Hhw n¢V h­e R¡u¡l Lb¡u Øfø q­u J­W ­k I h­el ¢fR­e E­W­R Fo¡l B­m¡z ­pC
B­m¡l ¢hfl£­a f­s­R R¡u¡z

8. “h¡wm¡l ec£ j¡W i¡yVg¥m O¤P¥­ll j­a¡ a¡yl ­Ly­c¢Rm f¡uz”

Evp : fËL«¢a­fËj£ L¢h S£he¡e¾c c¡­nl ‘l©fp£ h¡wm¡’ L¡­hÉl a«a£u pwMÉL L¢ha¡ ab¡ ‘h¡wm¡l j¤M B¢j ­c¢Mu¡¢R’
L¢ha¡ ­b­L HC Awn¢V Nªq£az
fËp‰ : L¢ha¡¢V ¢hQ¡l Ll­m ­cM¡ k¡u, Aa£a haÑj¡e Hhw i¢hoÉa A­eL pjuC ¢j­n ­N­R HLp­‰ - haÑj¡e
­fËr¡f­V Qm­a Qm­a B­m¡R¡u¡ju d§pl f¢l­høe£l j­dÉ L¢h Q­m ­N­Rez a¡C hm­a f¡¢l B­m¡QÉ fËp‰¢V
e¡e¡ ¢cL ­b­L a¡vfkÑ j¢™az
hÉ¡MÉ¡ : haÑj¡e L¡­ml ¢hou qm Øfø, HL¡m BlJ Øføal qm Fo¡l B­m¡ Byd¡¢l­a R¡a¡l j­a¡ hs X¥j¤l f¡a¡l
e£­Q h­p b¡L¡ p¤¤L㣠­c¡­um f¡¢Ml fËp­‰z a¡­cl R¡u¡ qm fËm¢ðaz HC R¡u¡p§­œ Aa£­a jep¡j‰­ml k¤­N,
­pM¡­e Hm ¢is L­l Qy¡c pc¡Nl, a¡yl f¤œhd§ ­hým¡ - a¡l S£h­el Qlj ¢hfkÑu, a¡lfl jªa ü¡j£l ­cq ¢e­u
Bj¡­cl ­Qe¡ N¡P¥­ll S­m ­im¡ i¡¢p­u­R ü­NÑl E­Ÿ­nÉz ü¡j£l S£he ¢g­l f¡Ju¡l fËaÉ¡n¡u, ­cha¡­cl
fËpæ Ll­a C­¾cÊl pi¡u a¡l eªaÉ f¢l­hnez ­pC eª­aÉ ­hým¡l A¿¹l¡aÈ¡ ­Ly­c¢Rm, ­p L¡æ¡u k¤š² q­u ­Nm
h¡wm¡l ec£ j¡W iy¡Vg¥mz eaLÑ£l O¤P¥­ll ­h¡­m ­n¡e¡ ­Nm a¡­cl L¡æ¡z ­p¢c­el ­hým¡l p­‰ HL¡aÈ q­u­R
h¡wm¡l ec£, j¡W, i¡yVf¤m - ü¡i¡¢hLi¡­h a¡l¡J E­àN¡L¥m, a¡l¡J k¿»e¡c£ZÑ, a¡l¡J AnË¥pSmz HM¡­eC l­u­R
a¡l fË¡p¢‰La¡z

9. “¢Ræ M”e¡l ja kMe ­p ­e­Q¢Rm C­¾cÊl pi¡uz”

Evp : fËL«¢a­fËj£ L¢h S£he¡e¾c c¡­nl ‘l©fp£ h¡wm¡’ L¡­hÉl a«a£u pwMÉL L¢ha¡ ab¡ ‘h¡wm¡l j¤M B¢j ­c¢Mu¡¢R’
L¢ha¡ ­b­L HC Awn¢V Nªq£az
fËp‰ : EÜ«a¡w­nl hš²¡ üuw L¢h, f¡W­Ll E­Ÿ­nÉ L¢h HLb¡ h­m­Rez jep¡l ­L¡­f ü¡j£q¡l¡ ­hým¡l C­¾cÊl pi¡u
e¡­Ql fËp­‰ Hhw ­hým¡­L ¢Ræ M”e¡l p­‰ a¥me¡ L­l B­m¡QÉ Aw­nl Aha¡lZ¡z
hÉ¡MÉ¡ : M”e¡ h¡wm¡­c­nl HL¢V ¢h­no f¡¢M, k¡l Qm¡ ­gl¡l j­dÉ HLdl­el e¡­Ql R¾c f¡Ju¡ k¡uz¢L¿¹¥ ­LE k¢c
a¡l nl£­ll ­L¡e Awn ¢Ræ L­l ­cu a­h a¡l eªaÉ q­h Ll¦Z¡¢¿¹L k¿»e¡l RVgV¡¢ez ­hým¡ eªaÉ f¢Vup£
q­mJ, jªa ü¡j£l ­n¡­L ¢hdÆÙ¹ ­hým¡ ü¡j£l fË¡Z ¢g­l f¡Ju¡l B¢aÑ­a C­¾cÊl pi¡u ­k eªaÉ L­l¢Rm a¡l
R¾c ­ke Hdl­el k¿»e¡u ¢Rm ¢hÜz a¡C k¿»e¡l ¢cL ­b­L ¢Ræ M”e¡ Hhw ­hým¡ HL¡aÈ q­u ­N­Rz

(CLASS-VIII/ASSIGNMENT -05/TERM -II-2024-25 PAGE 3 of 7)

 উপসগ
উপসগ হেলা ভাষায় ব ব ত িকছু অব য়সূচক শ াংশ যােদর িনজ কােনা "অথ নই, িক অেথর দ াতনা তিরর মতা আেছ"।
উপসগ শ বা শ মূেলর েত বেস নতুন অথবহ শ তির কের, শ াংেশর েত বেস না। উপসগ যু হেল কােনা শে র
িবপরীত শ তির হয় অথবা অেথর উৎকষ বা সংেকাচন হয়। “বাংলা ভাষায় িকছু অব য় আেছ যারা ধাতু বা শে র আেগ যু হেয়
তােদর অথ বদল কের দয়। এেদরই বলা হয় উপসগ। “শ বা ধাতুর আিদেত যা যাগ হয় তােক বেল উপসগ।
কারেভদ
বাংলা ভাষায় অধশতািধক উপসগ রেয়েছ। এই উপসগ েলােক সাধারণত িতন ভােগ ভাগ করা হেয় থােক:
 তৎসম (সং ৃ ত) উপসগ: এ ধরেনর উপসগ সং ৃ ত শে র আেগ বেস। বাংলা ভাষায় ব ব ত তৎসম উপসগ ২০ ,
যথা: অিত-, অিধ-, অনু -, অপ-, অিপ-, অব-, অিভ-, আ-, উপ-, উ -, -, িন- িন -/িনর-, পরা-, পির-, -, িত-
, িব-, সু - ও স -।
 খাঁ বাংলা উপসগ: এ ধরেনর উপসগ বাংলা শে র আেগ বেস। বাংলা ভাষায় ব ব ত খাঁ বাংলা উপসগ ২২ , যথা: অ-
, অঘা-, অজ-, অনা-, আ-, আ -, আন-, আব-, ইিত-, উ -, কদ-, -, িন-, পািত-, িব-, ভর-, রাম-,অন-, স-, সা-
, সু- ও হা-।
উে খ , আ-, িন-, িব-, সু- — এই চার উপসগ সং ৃ ত ও বাংলা উভয় ভাষােত ব ব ত হয়। ব বহােরর উপর িনভর কের িনধারণ
করা হয় এরা খাঁ বাংলা না সং ৃ ত উপসগ।
 িবেদিশ উপসগ:

 ফারিস উপসগ - কম-, কার-, দর-, না-, িনম-, িফ-, ব-, ব-, বর-, বদ-।
 আরিব উপসগ - আম-, খাস-, খেয়র-, গ -, বােজ-, লা-।
 উ িহি উপসগ - হর-, হেরক।

 ইংেরিজ উপসগ - ফু ল-, সাব-, হাফ-, হড-।

 তৎসম উপসগ
উপসগ য অেথ ব ব ত উদাহরণ
- কৃ / সম ক ভাব, চলন, ু ত
খ ািত িস , তাপ, ভাব
আিধক গাঢ়, চার, বল, সার
গিত েবশ, ান
ধারা-পর রা বা অনুগািমত েপৗ , শাখা, িশষ
পরা- আিতশয পরাকা া, পরা া , পরায়ণ
িবপরীত পরাজয়, পরাভব
অপ- িবপরীত অপমান, অপকার, অপচয়, অপবাদ
িনকৃ অপসং ৃ িত, অপকম, অপসৃি , অপযশ, অপব য়
ানা র অপসারণ, অপহরণ, অপেনাদন
িবকৃ িত অপমৃতু
স - সম ক েপ স ূণ, সমৃ , সমাদর
স ুেখ সমাগত, স ুখ
িন- িনেষধ িনবৃি
িন য় িনবারণ, িনণয়
(CLASS-VIII/ASSIGNMENT -05/TERM -II-2024-25 PAGE 4 of 7)
 আিতশয িনদাঘ, িনদা ণ, িনগূঢ়
অভাব িন লুষ, িন াম
অব- হীনতা, িত ল অব া, অবমাননা
সম কভােব অবেরাধ, অবগাহন, অবগত
িনে , অেধামুিখতা অবতরণ, অবেরাহণ, অবল ন
অ তা অবেশেষ, অবসান, অেবলা
অনু- প াৎ অনুেশাচনা, অনুগামী, অনুজ, অনুচর, অনুতাপ, অনুকরণ
সাদৃশ অনুবাদ, অনু প, অনুকার
পৗনঃপুন অনু ণ, অনুিদন, অনুশীলন
সে অনু ল, অনুক া
িনর-/িনঃ- অভাব িনর র, িনরব, িনজ ব, িনরহ ার, িনরা য়, িনধন
িন য় িনধারণ, িনণয়, িনভর
বািহর, বিহমুিখতা িনগত, িনঃসরণ, িনবাসন
দুর- ম দুভাগ , দুদশা, দুনাম
ক সাধ দুলভ, দুগম, দুরিত ম , দুমল
ূ
িব- িবেশষ েপ িবধৃত, িব , িব ান, িবব , িব
অভাব িবিন , িববণ, িবশৃ ল, িবফল
গিত িবচরণ, িবে প
অ কৃ ত িবকার, িবপযয়
সু- উ ম সুক , সুকৃিত, সুচির , সুি য়, সুনীল
সহজ সুগম, সুসাধ , সুলভ
আিতশয সুচতু র, সুক ন, সুধীর, সুিনপুণ, সুতী
উৎ- ঊ মুিখতা উদ ম, উ িত, উৎি , উদ ীব, উে ালন
আিতশয উে দ, উ , উৎফু , উৎসুক, উৎপীড়ন
িত উৎপাদন, উ ারণ
অপকষ উৎেকাচ, উ ৃ ল, উৎকট
অিধ- আিধপত অিধকার, অিধপিত, অিধবাসী
উপির অিধেরাহণ, অিধ ান
ব াি অিধকার, অিধবাস, অিধগত
পির- িবেশষ েপ পিরপ , পিরপূণ, পিরবতন
শষ পিরেশষ, পিরসীমা
সম ক েপ পির া , পরী া, পিরমাণ
চতু িদক পির মণ, পিরম ল, পির মণ
িত- সদৃশ িতমূিত, িত িন
িবেরাধ িতবাদ, িত ী
পৗনঃপুন িতিদন, িতমাস
অনু প কাজ িতঘাত, িতদান, তু পকার
উপ- সামীপ অেথ উপ ল, উপক

(CLASS-VIII/ASSIGNMENT -05/TERM -II-2024-25 PAGE 5 of 7)

 সদৃশ উপ ীপ, উপবন
ু উপ হ, উপসাগর, উপেনতা .
িবেশষ উপনয়ন, উপেভাগ
অিভ- সম ক অিভব ি , অিভ , অিভভূ ত
গমন অিভযান, অিভসার
স ুখ বা িদক অিভমুখ, অিভবাদন
অিত- আিতশয অিতকায়, অত াচার, অিতশয়
অিত ম অিতমানব, অিত াকৃ ত
আ- পয আকণ , আমরণ, আসমু
ঈষৎ আর , আভাস
িবপরীত আদান, আগমন
অিপ- যিদ অিপচ [ াচীন বাংলায় ব ব ত], অিপিনিহিত

 িবেদিশ উপসগ
 ফািস উপসগ
আরিব য অেথ
উপসগ উদাহরণ
প যু
কা- কাজ কারখানা, কারসািজ, কারচু িপ, কারবার, কারদািন
মধ ,
দ - দরপ নী, দরপা া, দরদালান, দরখা
অধীন
নিতবাচ
না- নাচার, নারাজ, নাম ুর, নােখাশ, নালােয়ক
ক
িন- অেধক িনমরািজ, িনমখুন, িনমেমা া
িফ- িত িফ-েরাজ, িফ-হ া, িফ-বছর, িফ-সন, িফ-মাস
ব - ম বদেমজাজ, বদরাগী, বদমাশ, বদহজম, বদনাম, ব াত, বদহাল, বদব ত
নিতবাচ বআদব, বআে ল, বকসুর, বকায়দা, বহায়া, বনিজর, বগিতক, বতার, বকার, বশর
ব-
ক/নয় ম,
বাইের,
ব - বরখা , বরদা , বরেখলাপ, বরবাদ
মেধ
- সিহত বমাল, বনাম, বকলম, বহাল
ক - কমেজার, কমব ত, কমআে ল, কমেপা ত
দ - িনজ দ খত
িতন
স- সতার, সপায়া
(৩)
 আরিব উপসগ
উপসগ আরিব প য অেথ যু উদাহরণ
আ - সাধারণ আমদরবার, আমেমা ার
খা - িবেশষ খাসমহল, খাসখবর, খাসদরবার, খাসদখল
লা- নিতবাচক/েনই লাজবাব, লােখরাজ, লাওয়ািরশ, লাপা া
গ - অভাব গরিমল, গরহািজর, গররািজ

(CLASS-VIII/ASSIGNMENT -05/TERM -II-2024-25 PAGE 6 of 7)

  ইংেরিজ উপসগ
উপসগ ইংেরিজ প য অেথ যু উদাহরণ
ফু ল- Full পূণ ফু ল-হাতা, ফু ল-শাট, ফু ল-বাবু, ফু ল-প া , ফু ল-েমাজা
হাফ- Half অেধক হাফ-হাতা, হাফ- েকট, হাফ- ু ল, হাফ-প া , হাফ-েনতা
হড- Head ধান হড-মা ার, হড-অিফস, হড-পি ত, হড-েমৗলিভ
সাব- Sub অধীন সাব-অিফস, সাব-জজ, সাব-ই েপ র
 িহ ু ািন উপসগ
উপসগ িহ ু ািন প য অেথ ব ব ত হেয়েছ উদাহরণ
হর- েত ক হরেরাজ, হরমািহনা, হরিকিসম, হরহােমশা, হেরক, হরতাল

(CLASS-VIII/ASSIGNMENT -05/TERM -II-2024-25 PAGE 7 of 7)

 DELHI PUBLIC SCHOOL, DURGAPUR
CLASS- VIII
ASSIGNMENT – 05 (TERM II -2024-25)
SUBJECT- MATHEMATICS
TOPIC – “Direct & Inverse proportion” and “Time & Work”
Multiple Choice Questions (MCQs):
1. If 25 metres of cloth costs of ₹ 1575, how many metres of it can be bought for ₹ 2016?
(a) 30 m (b) 32 m (c) 36 m (d) None of these
2. Traveling 900 km by rail costs ₹ 280. What would be the fare for a journey of 360 km when a person
travels by thesame class?
(a) ₹ 118 (b) ₹ 112 (c) ₹ 119 (d) None of these
3. If 8 kg sugar costs ₹ 148, how much sugar can be bought for ₹ 832.50?
(a) 45 kg (b) 50 kg (c) 60 kg (d) None of these
4. Manoj types 540 words during half an hour, how many words would he type in 6 minutes?
(a) 105 (b) 106 (c) 108 (d) None of these
5. If x and y vary inversely as each other and x = 10 when y = 6. Find y when x = 15.
(a) 5 (b) 6 (c) 4 (d) None of these
6. If x and y vary inversely as each other and x = 8, when y = 10. Find y when x = 2.
(a) 40 (b) 16 (c) 4 (d) None of these
7. A man can do a work in 20 days and a woman in 15 days. If they work on it together for 5 days, then the
fraction of the work that is left is:
(a) 1/12 (b) 1/10 (c) 5/12 (d) 7/15
8. P, Q and R can do a job in 20, 30 and 60 days respectively. In how many days can P do the job if he is
assisted by Q and R every third day?
(a) 11 days (b) 15 days (c) 17 days (d) 16 days
9. In a factory, 20 people can make 20 toys in 15 days working 10 hours per day. Then, in how many days can
25 persons make 30 toys working 20 hr per day?
(a) 6 days (b) 9 days (c) 10 days (d) 12 days
10. E and F are two friends working together to finish a work in 24 days and E alone can do the same work in
36 days. In how many days can F alone complete the work?
(a) 36 days (b) 24 days (c) 72 days (d) 48 days
11. Ankit alone can do a piece of work in 6 days and Bishal alone in 8 days. Ankit and Bishal undertook to do
it for ₹ 4800. With the help of Dinesh, they completed the work in 3 days. How much is to be paid to
Dinesh?
(a) ₹ 1375 (b) ₹ 1400 (c) ₹1600 (d) ₹ 1800

Very Short Answer Type Questions:

1. If the cost of 1 kg of sugar is ₹ 18, then what would be the cost of 3 kg sugar?
2. If the cost of 9 toys is ₹ 333, find the cost of 16 such toys.
3. A car can cover a distance 522 km on 36 litres of petrol. How far can it travel on 14 litres of petrol?
4. If 13 metres of a uniform iron rod weighs 23.4 kg than what will be the weight of 6 metres of the same rod?
5. A train covers a distance of 51 km in 45 minutes. How long will it take to cover 221 km?
6. If 15 oranges cost ₹ 70, what do 39 oranges cost?
7. A can do a piece of work in 24 days while B can do it in 30 days. In how many days can they complete it, if they
work together?
8. A can do a piece of work in 15 hours while B can do it in 12 hours. How long will both take to do it,
working together?
9. A and B, working together can finish a piece of work in 6 days, while A alone can do it in 9 days. How
much time will B alone take to finish it?

(CLASS-VIII/ASSIGNMENT -05/TERM -II-2024-25 PAGE 1 of 2)

10. Two motor mechanics, Ron and Sam, working together can overhaul a scooter in 6 hours. Ron alone can do
the job in 15 hours. In how many hours, can Sam alone do it?
11. A, B and C can do a piece of work in 8 days, 12 days and 15 days respectively. How long will they take to finish it if
they work together?
12. A can do a piece of work in 6 hours while B alone can do it in 16 hours. If A, B and C working together
can finish it in 8 hours, in how many hours can C alone finish the work?

Short Answer Type Questions:

1. In a student’s hostel with 32 students, a fixed quantity of food lasts for 45 days. If 16 more students join in, then the
food will last for how many days?
2. If 2:3 = x : 51. Find x.
3. If A : B = 2 : 3 and B : C = 4 : 5 then. Find A : C.
4. If 628 persons can complete the work in 84 days then in how many days 1256 persons will complete the same work?
5. A, B and C working together can finish a piece of work in 8 hours. A alone can do it in 20 hours and B
alone can do it in 24 hours. In how many hours will C alone do the same work?
6. A and B can finish a piece of work in 6 days and 4 days respectively. A started the work and worked at it
for 2 days. He was then joined by B. Find the total time taken to finish the work.
7. A can do a piece of work in 14 days while B can do it in 21 days. They began together and worked at it for
7 days. Then, A was not well and B had to complete the work. In how many days was the work
completed?
8. A, B and C can do a piece of work in 15, 12 and 20 days respectively. They started the work together, but
C left after 2 days. In how many days will the remaining work be completed by A and B?

Long Answer Type Questions:

1. Find the value of x and y if x : y = 2 : 3 and 2 : x = 1 : 2
2. A car is moving at a uniform speed of 45 km/h.
(a) How far will it travel in 5 hours?
(b) Find the distance covered in 40 minutes.
3. A and B can do a piece of work in 18 days; B and C can do it in 24 days while C and A can finish it in 36
days. In how many days can A, B, C finish it, if they all work together?
4. A and B can do a piece of work in 12 days, B and C in 15 days, and C and A in 20 days. How much time
will A alone take to finish the job?
5. Pipes A and B can fill an empty tank in 10 hours and 15 hours respectively. If both are opened together in
the empty tank, how much time will they take to fill it completely?
6. Pipe A can fill an empty tank in 5 hours while pipe B can empty the full tank in 6 hours. If both are
opened at the same time in the empty tank, how much time will they take to fill it up completely?
7. Three taps A, B and C can fill an overhead tank in 6 hours, 8 hours and 12 hours respectively. How long
would the three taps take to fill the empty tank, if all of them are opened together?
8. A cistern has two inlets A and B which can fill it in 12 minutes and 15 minutes respectively. An outlet C
can empty the full cistern in 10 minutes. If all the three pipes are opened together in the empty tank, how
much time will they take to fill the tank completely?
9. A pipe can fill a cistern in 9 hours. Due to a leak in its bottom, the cistern fills up in 10 hours. If the cistern
is full, in how much time will it be emptied by the leak?

10. Pipe A can fill a cistern in 6 hours and pipe B can fill it in 8 hours. Both the pipes are opened and after two
hours, pipe A is closed. How much time will B take to fill the remaining part of the tank?

(CLASS-VIII/ASSIGNMENT -05/TERM -II-2024-25 PAGE 2 of 2)

 DELHI PUBLIC SCHOOL, DURGAPUR
CLASS- VIII
ASSIGNMENT - 05 TERM-II (2024-25)
SUBJECT- PHYSICS

TOPIC: LIGHT AND VISION

SUB-TOPIC: (i) Refraction (iv) Human Eye
(ii) Dispersion of Light (v) How the Eye works
(iii) Spectrum

Refraction: The change in the direction of a light ray when it passes from one medium to another medium is
known as refraction.
Dispersion of Light: When white light is passed through a glass prism it splits into its spectrum of colours (in
order violet, indigo, blue, green, yellow, orange and red) and this process of white light splitting into its
constituent colours is termed as Dispersion.

Examples of dispersion of light:

• Formation of rainbow due to the dispersion of white
light through the water droplets.
• Passing of Sunlight through a prism
• Dispersion of light through the soap Bubbles
• Dispersion of light on the CDs

(CLASS-VIII /ASSIGNMENT -05/TERM-II/2024-25/ PAGE- 1 of 4)

Human Eye:
We see objects only when light coming from objects enters our eyes. Eye is one of our most important sense
organs which give us the sense of vision.
Structure of Human Eye:

1. Cornea: It is located at the front portion of the eye. It is transparent window that bulges outwards and
responsible for the maximum refraction (bending) of the light that enters the eye.
2. Iris: It is a thin circular, colour part structure. It works like the shutter of eye. It controls the amount of light
entering the eye.
3. Pupil: It is an adjustable circular opening that is located at the centre of the iris. Light enters into eye
through the pupil. When the light amount is high, iris contracts and allows less light into the eye. When the
light amount is low, iris dilates and allows more light into the eye.
4. Lens: It is made of a jelly transparent material and is a biconvex structure. It is present behind the pupil.
The size and thickness of the lens change as per the distance of an object by the ciliary muscle.
5. Retina: The screen of eye is referred to as retina because the light ray comes through the pupil and passes
through the lens and converges on a screen called retina. Retina is the light – sensitive inner lining of the back
of the eye.
Retina contains several nerve cells. There are two kinds of cells
(i) Cone cells, which are sensitive to bright light and sense colour.
(ii)Rods cells, which are sensitive to dim light.
6. Optic Nerve: It is located at the back of the eye. Optic nerves are the bundle of over one million nerves
fibres that carry visual messages from the retina to the brain.
7. Blind Spot: It is the small region where the optic nerve and the retina meet. It has no sensory cells. Hence
no image is formed at this spot on the retina.
Working of Eye:
(i) Light reflects off from the objects and enters the eyeball through a transparent layer of tissue at the front of
the called the cornea.
(ii) The cornea bends the light rays through the pupil- the dark opening in the center of the colored portion of
the eye.
(iii) The adjusted light passes through the eye’s natural crystalline lens.
(iv) The eye lens converges all the light rays on the retina and images are formed on retina real, small and
inverted.
(v) The retina converts these light rays into electrical signals that are relayed to the brain via the optic nerve.
The brain processes the information it receives, so that in turn, we can see.
Persistence of Vision:
The impression of an image does not vanish immediately from the retina. An image persists there for about
1/16th of a second. This feature is called persistence of vision. If still images of a moving object are flashed
on the eye at a rate faster than 16 per second, then the eye perceives this object as moving.

(CLASS-VIII /ASSIGNMENT -05/TERM-II/2024-25/ PAGE- 2 of 4)

Care of Eyes:
Eyes are very important sense organ and they are sensitive too. So, It is necessary to take proper care of your
eyes. Some points for care of eyes are as follows:
(i) If there is any problem you should go to an eye specialist.
(ii) Too bright or too dim light is bad for eyes. Insufficient light causes eyestrain and headaches.
(iii) Do not look at the sun or a powerful light directly.
(iv) Never rub your eyes. If particles of dust go into your eyes, wash your eyes with clean water. If there is no
improvement go to a doctor.
(v) Always read the book and news paper at the normal distance for vision. Do not read by bringing your
book too close to your eyes or keeping it too far.

Very short Answer type questions:

Q1 How many colours are there in a spectrum of white light?
Ans. Seven
Q2 Name the scientist who studied that if a white light is passed through a prism, it splits into different
colours.
Ans. Sir Issac Newton
Short Answer type questions:
Q3 Explain the phenomenon of dispersion of light.

Ans. Dispersion is defined as the phenomenon of splitting of white light into different colours on passing
through a transparent medium such as prism. When white light is passed through a prism, it splits into
seven colours. It is observed that the colours are in the following order: Violet (V), Indigo (I), Blue
(B), Green (G), Yellow (Y), Orange (O) and Red (R).The order of colours can be remembered by the
acronym VIBGYOR. This coloured band is called spectrum of white light.
Q4 Explain the term 'spectrum'. Why does a glass prism split white light into its constituent colours?
Ans. The splitting up of white light into its constituent colours is called dispersion. The patch of coloured
light obtained due to dispersion through a glass prism on the screen is known as a spectrum. A glass
prism splits white light into its constituent colours because of deviation. Different colours of light are
deviated by different amounts. Hence the colours separate out on emerging from the prism.
Q5. Why does refraction occur?
Ans. The speed of light changes when it passes from one medium to the other with different optical density.
This causes the refraction of light.
Q6. Will a spectrum be formed if blue light falls on a prism? Give reasons.
Ans. No, a spectrum will not be formed if blue light falls on a prism. This is because unlike white light, blue
light is made up of a single colour; therefore, it will not further break into more colours after bending.
Q7. How many images of a candle will be formed if it is placed between two parallel plane mirrors
separated by 40 cm?
Ans. Here, mirrors are placed parallel to each other 40 cm apart. Therefore, the infinite number of images
will be formed.
Q8. Name the spot inside the human eye where the image is not visible.
Ans. Blind spot
Q9. Name the liquid found between the cornea and lens..
Ans. Aqueous humour
Q10. What is the far point and near point of the human eye with normal vision?
Ans. In optics, the farthest and closest points at which an object can be brought into focus by the eye are
(CLASS-VIII /ASSIGNMENT -05/TERM-II/2024-25/ PAGE- 3 of 4)
 called far point and near point of the eye respectively. The far point of the human eye with normal
vision is infinity. The near point of the human eye with normal vision is 25 cm.
Q11. Differentiate between rod and cone cells.
Ans. Rods are the rod-shaped cells present in the retina of an eye which are sensitive to dim light whereas
cones are the cone-shaped cells present in the retina of the eye which are sensitive to bright light.
Q12. What is power of accommodation?
Ans. The process by which the ciliary muscles change the focal length of an eye lens to focus distant or
near objects clearly on the retina is called power of accommodation.
Q13. What kind of lens is there in our eyes? Where does it form the image of an object?
Ans. Convex lens is there in our eyes. It forms image of an object on the retina.
Q14. What is the blind spot in an eye?

Ans. A small portion in the retina which is insensitive to light is called blind spot. Blind spot is an area on
the retina where the nerve endings enter the optic nerves. Since, this area has no visual receptors such
as rods and cones, the images falling on this area cannot be detected.

Home Assignment:
1. What is the order of colours in a spectrum of 'white light'?
2. Light bends as it passes from one medium to another. What is this phenomenon called?
3. What is 'white light'?
4. Describe an activity to show that the incident ray, the reflected ray and the normal at the point of
incidence lie in the same plane.
5. What is the angle of incidence of a ray if the reflected ray is at an angle of 90° to the incident ray?
6. Describe the structure and parts of the human eye.
7. What is function of iris?

8. Name the liquid found between the lens and the retina. What is the function of this liquid?

****************

(CLASS-VIII /ASSIGNMENT -05/TERM-II/2024-25/ PAGE- 4 of 4)

 DELHI PUBLIC SCHOOL, DURGAPUR
CLASS- VIII
ASSIGNMENT - 05 (TERM 2-2024-25)
SUBJECT- CHEMISTRY
TOPIC- CHEMICAL EFFECTS OF ELECTRIC CURRENT

SUB TOPICS :

 Conduction of electricity in liquids

 Tester using compass needle
 Activity to demonstrate the change in colour in potato caused by the chemical effect of electric
current.
CONTENT :

 Conduction of electricity in liquids

Molten metal and mercury which is a liquid metal conducts electricity through them due to the flow of
free electrons.
Other liquids conduct electricity because of the movement of the ions present in them.
An atom or a radical that becomes charged by losing or gaining one or more electrons is called an ion.
A liquid or solution of a substance which can conduct electricity is called an electrolyte.
Electrolytes are of two types: strong electrolytes and weak electrolytes.
A strong electrolyte is a liquid or solution which conducts electricity very well. A strong electrolyte is a
very good conductor of electricity because it contains a lot of ions in it. Example – sulphuric acid,
hydrochloric acid, sodium hydroxide, potassium hydroxide, common salt solution and copper sulphate
solution.
A weak electrolyte is a liquid or solution which conducts electricity to a lesser extent. A weak
electrolyte is a weak conductor of electricity because it contains lesser number of ions. Example –
vinegar, lemon juice, carbonic acid solution, ordinary water and rain water.
Non electrolytes are chemical compounds which do not conduct electricity when dissolve in water.
Example – distilled water.
The ions are free to move about in an electrolyte. When a voltage is applied across electrodes placed in
the electrolyte, the ions start moving in an orderly fashion. The positive ions move towards the cathode
(negative electrode) and the negative ions move towards the anode (positive electrode). Their flow
constitutes a current through the electrolyte. That is why liquids that have ions, such as acids and
solutions of salts and bases, conduct electricity.
When an ionic compound melts, it breaks up into ions, which flow when a voltage is applied. So, molten
ionic compounds are also electrolytes and conduct electricity.

(CLASS-VIII/ASSIGNMENT -05/TERM -II-2024-25 PAGE 1 of 3)

 LED ( Light Emitting Diode)

LED needs less electric current to glow compared to the normal bulb. The difference is, an LED does
not need to burn filament to produce light. So, weak conductors can be tested with an LED-based
tester. For example, materials like salt solutions which conduct electricity less easily than metal can
be tested.
 Tester using compass needle
We take the tray from the inside of a discarded matchbox and wrap an electric wire a few times
around the tray. We place a small compass needle inside it. Now, we connect one free end of the
wire to the one terminal of a battery and leave the other end free.
We take another piece of wire and connect it to the other terminal of the battery and join the free
ends of two wires momentarily.
The compass needle shows deflection due to the magnetic effect of current. Our tester with two free
ends of the wire is ready.

(CLASS-VIII/ASSIGNMENT -05/TERM -II-2024-25 PAGE 2 of 3)

 Activity to demonstrate the change in colour in potato caused by the chemical effect of electric
current.

We cut a potato into two halves and insert the copper wires of a tester into it. After half an hour,
we notice that there is a greenish blue spot on the potato around one wire whereas there is no
such spot around the other wire The wire connected to the positive terminal, which had a
greenish blue spot around it. This discovery was very useful because it could be used for
identifying the positive terminal of a cell or a battery concealed in a box. Current produced a
chemical effect in the potato. Fresh fruits and vegetables conduct electricity to some extent due
to the presence of various salt solution in them.

Home Assignment: (To be answered in Assignment note book)

Q1. How do liquids conduct electricity?

Q2. Give examples of weak electrolyte , strong electrolyte and non electrolyte.
Q3. How will you distinguish between strong electrolyte and weak electrolyte?
Q4. Why can we use magnetic compass as a tester for electrical conductance
in liquids?
Q5. What will you observe when we cut a potato into two halves and insert the
copper wires of a tester into it ?

(CLASS-VIII/ASSIGNMENT -05/TERM -II-2024-25 PAGE 3 of 3)

 DELHI PUBLIC SCHOOL, DURGAPUR
CLASS:VIII
ASSIGNMENT – 05 (TERM-II-2024-25)
SUBJECT: BIOLOGY
TOPIC – REACHING THE AGE OF
ADOLESCENCE

The Reproductive Phase in Human Beings-

Humans become capable of reproduction when their testes and ovaries begin to produce gametes- the
sperms and the ova. The males produce gametes over a longer duration in their life as compared to
females.
In females, the ovaries become active when the girl reaches puberty; this is normally, in between 11-13
years of age. One ovum, in one of the ovaries, becomes mature once in about 28 days and release from
the ovary, by a process called ovulation. The mature ovum enters the oviduct where it may get fertilised
by the sperm. If fertilised, the product is a single celled structure- zygote- it develops and reaches the
uterus. Uterus is a pear-shaped structure – muscular and elastic. Before the embryo enters the uterus, it
prepares itself to receive it by forming a thick lining of blood vessels.
If fertilisation does not occur, after the ovulation, the unfertilised egg disintegrates and the lining of the
uterine blood vessel is shed off. This, released of an unfertilised egg, with ruptured tissues, blood and
mucus, in the female, after the onset of puberty, through the vagina is called the menstruation. The cyclic
events take place between two successive menstruations, is called the menstrual cycle. The menstrual
flow lasts for 3-6 days. The first menstrual flow, that begins in a girl at puberty, is termed as menarche.
The menstrual cycle stops when the woman reaches 45-50 years of age. This is termed as menopause. In
general, menstruation occurs regularly at intervals of 28-30 days, in females. However, this period can
be variable.
Determination Of Sex of a Child-
Human beings have 46 chromosomes in the nuclei of their body cells. Of these, 44 are known as
autosomes and the last pair is termed as the sex chromosomes. The autosomes are responsible for control
of several body features, like height, eye colour, skin colour, except the sex; the sex chromosomes are
responsible for the determination of sex. Sex chromosomes are two types- X chromosomes and Y
chromosomes.
The last pair in the human males are XY set, while in the females are XX set.
The gametes – ovum or sperm, have half the number of chromosomes as that of cells occurring in all the
body cells.

MALES FEMALES
46 46
CHROMOSOMES CHROMOSOMES
IN IN
BODY CELLS BODY CELLE
(44XY) (44XX)

SPERMS EGGS
EITHER ALWAYS
22X OR 22Y 22Y

CL-VIII/ASSIGNMENT 05/TERM- II-2024-25/Page 1 of 2)

Human Sperms – either with X sex chromosomes or Y sex chromosomes.
Human Eggs— always with Y sex chromosomes.

During the fertilisation, if an egg (22 X) fuses with a sperm (22 Y), the resultant zygote will be
developed into – 44 XY, a male child; on the other hand, if an egg (22 X) fuses with a sperm (22 X),
now the resultant zygote will develop into – 44 XX- a female child.
Thus, we can conclude that, sex determination in humans is a matter of chance and depends on the sex
chromosome present in the sperms.
Role of Hormones in Completing the Life Cycle of Frog and Insects:
In the life cycle of a frog, the tadpole (larval stage) hatches from the eggs and passes through various
stages to become an adult. This transformation, from a tadpole to a frog, is known as ‘Metamorphosis’.
The hormone- thyroxine, produced by the thyroid gland of the frog, is essential to carry out this process
of metamorphosis. Iodine is needed for the production of thyroxine; it is made available by the water in
which the tadpoles are growing.
Insects also undergo metamorphosis, to change from larval to adult forms. This is regulated by the
relevant insect hormones, produced by some cells in their brain and endocrine glands, located elsewhere
in their body.

ANSWER THE QUESTIONS-

Q1. Fill the blank circles in the given circle and identify the sex of child A and child B-

Q2. In human female, each time during maturation and release of egg the inner wall of uterus thickens. Is
this thickening permanent? Give reason.
Q3. Name the male hormone responsible for secondary sexual characters.
Q4. Why do some adolescents develop pimples and acne on their faces?
Q5. Tick the correct option-
(a) For the metamorphosis, of tadpoles, which of the following elements must be available in water?
i. Chlorine. ii. Carbon iii. Sulphur. iv. Iodine.
(b) Structure present in a cell which is responsible for determination of the sex of a baby is-
i.. Cytoplasm. ii. Cell membrane. iii. Nucleus. iv. Chromosome.

************************

CL-VIII/ASSIGNMENT 05/TERM- II-2024-25/Page 2 of 2)

 DELHI PUBLIC SCHOOL, DURGAPUR
CLASS- VIII
ASSIGNMENT - 04 (TERM 2-2024-25)
SUBJECT- SOCIAL SCIENCE-CIVICS
TOPIC- COLONIAL EDUCATION AND ITS IMPACT

PRE-COLONIAL EDUCATION IN INDIA

• The system of education in India before the colonial period was traditional. It
was based on the customs and practices that had prevailed for centuries.
• Elementary education and higher education were imparted to Hindu students
by pathshalas and tols, respectively. The language of instruction was Sanskrit
and education was restricted to only young men of the higher castes.
• Girls usually did not have access to education. The subjects taught included
law, religion, astronomy, logic and literature.
• Learning was based on traditional texts.
• In the case of Muslim students, maktabs were for elementary education while
madrasas imparted higher education.
• The language of instruction was usually Persian or Arabic.
. A traditional school:
• had no classrooms, no textbooks, no roll call not even school buildings .
• It was based on the requirements of the local people and run by them.
• There was no fixed fee and the entire community supported the teachers and
usually paid in kind.

INSTITUTIONALISATION OF EDUCATION DURING THE COLONIAL

RULE

During the initial phase of the colonial rule, the English East India Company (EEIC)
showed little interest in improving the existing system of traditional education in
India. Some of the education institutions established during this earlier stage were as
follows:
• The Calcutta Madrasa: The Governor- General, Warren Hastings, laid the
foundation of the madrasa in 1781. Its aim was to teach Muslim law in
Persian and Arabic.
• The Sanskrit College: Jonathan Duncan set up the college in 1791, in
Benaras to study Sanskrit texts.
• The Delhi Anglo-Oriental College was set up in Delhi in 1792.

Differentiate between Anglicist and Orientalist

Impacts of Colonial Education

(CLASS-VIII/ASSIGNMENT -04/TERM -II-2024-25 PAGE 1 of 2)

Some positive impacts of English education on Indians were:

• coming into contact with rational and scientific ideas and with developments
in Western science and technology
• becoming familiar with the writings of Western philosophers such as
Rousseau, Voltaire and Paine, which inspired the Indian National Movement
• the emergence of English as the common language among educated Indians
that helped to spread new ideas among people living in different parts of India
and forged bonds of unity among them.

However, there were several negative impacts as well, such as:

• The growth of education was not uniform at all levels. More attention was
paid to the expansion of high schools and colleges.
• Primary education suffered because of lack of funds.
• Educational institutions came to be set up mainly in urban areas and there was
little effort to educate girls.
• It tended to be more expensive and only the rich and urban people could
afford it.
• The colonial authorities used education mostly as a tool to produce a section
of English- educated Indians who could assist them in administering the
territories under their rule.
• English medium education, therefore, neglected the study of Indian literature,
history, law and philosophy.
Woods Despatch

1) It made a provision for separading education from primary up to the

university level.

2) Departments of education world to be set up in all the provines.They were

expected to supervise education and provide financial aid to various
Educational Institutes in the province.

3) Teacher recruitment and training institutes for to be set up all over the
country.
Answer the following questions
1.Differentiate between Anglicist and Orientalist.
2. What are the positive impacts of Colonial Education?
3. What are the main provisions of Woods Despatch?

(CLASS-VIII/ASSIGNMENT -04/TERM -II-2024-25 PAGE 2 of 2)

 DELHI PUBLIC SCHOOL, DURGAPUR
CLASS- VIII
ASSIGNMENT - 05 (TERM 2-2024-25)
SUBJECT- GEOGRAPHY
TOPIC- MANUFACTURING

Sub Topic: Factors affecting location of industries, Major Industries

Factors affecting the location of Industries are
4. Market
 Acts as a deciding factor in the location of industries, especially plays a crucial role in case of
perishable commodities.
 Ventures situated close to the business sectors might lessen the expenses of transport
 Dairy products, confectionary, bread and pastry shop, ice, tins, jars fabricating, and so on tends to
be
 located near market.
5. Transport and Communication
 Transport and communication, by and large, impact the area of industry. Provides flexibility in the
location of industries.
 Well developed transport system helps in the easy availability of fuel, labour and raw materials in a
particular area.
 The intersection points of streams, streets, and railroads become murmuring places of modern
industries.
6. Capital
 Finance is crucial for the setting up of industry, for its running, and furthermore at the hour of its
development.
 This is why developed countries like USA and North West Europe has a strong industrial base as
there is adequate availability of capital as compared to underdeveloped countries.
7. Government Policy
 Tax, incentives, subsidies and nationalization plays a deciding role in the location of industries.
 For eg. Speical Economic Zones (SEZ) provides favourable condition for setting up of industries.

MAJOR INDUSTRIES:
A. Basic Industries
1. Iron and Steel:
 Raw materials used – Iron ore, coal, limestone, manganese, dolomite.
 Finished products- Stainless steel, steel plates, rods, sheets, bars, billets and so on.
 Example- Bhilai, Bokaro, Raurkela, Salem.

2. Chemicals:
 Raw materials used- Coal, petroleum, sulphur, limestone.
 Finished products- Fertilizers, pesticides, caustic soda, adhesives
 Example- Tata Chemicals, Pidilite.

(CLASS-VIII/ASSIGNMENT -05/TERM -II-2024-25 PAGE 1 of 2)

 B. Consumer goods industries

Automobiles:
 Raw materials used- Metals, plastics, glass, petroleum products.
 Finished products- Engines, tyres, transport trucks, batteries.

C. Agro based industries

Textile: Cotton textile and Woolen textile
 Raw materials used- Cotton, wool of sheep, mineral wool, glass wool.
 Finished products- Cotton clothes, carpets, woolen garments, blankets.

D. Mineral based industry

Cement:
 Raw materials used- Limestone, clay, shale, gypsum
 Finished product- Cement, fly ash, slag.

On the outline map of the world, colour and name the industrial regions as per given order. Paste it
in the assignment note book

c
d

(CLASS-VIII/ASSIGNMENT -05/TERM -II-2024-25 PAGE 2 of 2)

 DELHI PUBLIC SCHOOL, DURGAPUR
CLASS- VIII
ASSIGNMENT - 05 (TERM II-2024-25)
SUBJECT- HINDI (3rd LANGUAGE)
TOPIC- महाराजा रणजीत ससह , अनुच्छेद लेखन
______________________________________________________________________________

महाराजा रणजीत ससह

अभ्यास कायय :-

1. जब रणजीत ससह के मस्तक पर पत्थर से चोट लगी , तब वे ककस सवारी से जा रहे थे ?

2 . रणजीत ससह का स्वभाव कै सा था ?

3. मंत्री ने बुकिया से क्या कहा ?

4. बुकिया से महाराजा ने क्षमा क्यों मााँगी ?

व्याकरण संबध
ं ी प्रश्न:-

1. ननम्ननलनखत शब्दों के नवलोम नलनखए –

क) राजा x ____________

ख) अपराध x _____________

ग) महान x _____________

घ) अनाथ x __________________

ड.) बूिा x _____________

अनुच्छेद लेखन

1. नीचे कदए गए नवषय पर 80 से 100 शब्दों में अनुच्छेद नलनखए :-

क) सच्चा नमत्र

******** छोटे – छोटे कदम भी बड़ी मंनजल तक ले जाते हैं ।*******

(CLASS-VIII/ASSIGNMENT -05/TERM -II-2024-25 PAGE 1 of 1)

 DELHI PUBLIC SCHOOL, DURGAPUR
CLASS - VIII
ASSIGNMENT - 05 (TERM II-2024-25)
SUBJECT- BENGALI (3rdLANGUAGE)
TOPIC- SAMARTHAK SHABDA

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(CLASS-VIII(3L) BENGALI/ASSIGNMENT - 05 /2024-25/ PAGE 1 of 1)

 DELHI PUBLIC SCHOOL, DURGAPUR
CLASS-VIII
ASSIGNMENT-5, (TERM II-2024-25)
SUBJECT:- SANSKRIT 3L
TOPIC – अप ठतावबोधनम्, िच वणनम्, प लेखनम्, ाकरणम् ,सि धः,अ याः
________________________________________________________________
अधोिलिखतम् अनु छेदं प ठ वा द ानाम् उ रािण िलखत –
(Read the passage and answer the following question.)
अ माकं देशः भारतम् अि त । अ य राजधानी नव द ली अि त । देशे अ ा वशितः रा यािन नव के शािसत देशाः च सि त ।
िभ - धमाणां , िभ रीतीनां , िभ - भाषाणां च अवलि बनःजनाः अ िनवसि त । अयं देशः अनेकतायाः अनुपम्
उदाहरणम् अि त । ध या एषा भारतभूिमः ।

I. पूणवा येन उ रत ।
(Answer in a complete sentence.)
(क)अ माकं देशः कः अि त ?
(ख) का ध या अि त ?
(ग)अ य राजधानी कु अि त ?
(घ) भारत देशे कित रा यािन सि त ?
(ङ) अयं देशः क य अनुपम् उदाहरणम् ?
ाचायाय प दवसानाम् अवकाशाय िलिखतं ाथना – प ं म जूषायां द पदैः पूररयत –
(Complete the letter written to your principal by using the words from the box.)
परी ाभवनम्
ितिथः- 05.12.24
सेवायाम्
(i) -------------------
द ली पि लक – िव ालयःदुगापुरनगरम्
(ii) -------------------
िवषयः –प दवसानाम् -अवकाशाथम् आवेदन प म् ।
ारा ,
वग िशि का महोदयाः!,
(iii) -------------------
सिवनयं(iv) ------------------यत् अिनवाय – कायवशात् अहं(v) ---------------------- सह व गृहनगरं (vi) -------------------
ग छािम ।अतः अि मन्(vii) ------------------दश दना कात् प दश – दना क – पय तम्(viii)---------------- िव ालये
(ix)------------------ भिव यािम । एतदथ कृ पया अनुम त दाय अनुगृ ातु ।
भवतः(x) --------------- छा ः
क,ख,ग
क ा– अ मी ‘ए’
म जूषा :-
[िनवेदयािम, ाचायः, वप रवारे ण,महाशयाः,देवगृहम्,मासे,अहम्,अनुपि थतः,पि मब गालम्,आ ाकारी]

(CLASS-VIII/ASSIGNMENT-05/SANSKRIT 3L/TERM-II 2024-25/ PAGE- 1 of 4)

म जूषायां द श दानां सहायतया िच ं दृ वा प वा यािन सं कृ तेन िलखत ।
(Look at the picture and write five sentences in Sanskrit with the help of the words given in the box.)

म जूषा–[ह रितमा, कृ तेः,शोभनम्,गृहम्,पु पािण,वृ ाः,पवत देशम्,तडागः,जलम्,मनोहरम्]

कृ ित - ययः संयोजनम् कु त ।
(Join the words and suffixes.)
यथा – म्+तुमुन् = िमतुम् ।
(क) मोहनःिव ालयं (पठ् + तुमन
ु )् = ----------------ग छित ।

(ख) सः गृहं (खाद्+ तुमन

ु )् = ----------------------- ग छित।

(ग) रािधका त (हस् +तुमन

ु )् = -------------------ग छित ।

(घ) राके शः अ (िलख्+तुमन

ु )् = --------------- आग छित ।

(ङ) तिनषा उ ानं (धाव् +तुमन

ु )् = ---------------- ग छित ।

द ःै अ यैः र थानािन पूरयत ।

(Fill in the blanks with given indeclinable.)
म जूषा -[ कदा ,सव , सवदा, यत् , अिप ]
(क) अहम् ---------------------- फलं खादािम ।

(ख) --------------- काय कु प र मेण कु ।

(ग) ई रः ------------------------------- अि त ।

(घ) पु ! ---------------------------स यं वद्।

(ङ) वम् -------------------------------प ठ यिस ?

समुिचत पदेन र थानािन पूरयत ।

(Fill in the blanks with suitable words.)
थमा लता–(i)-----------लताः
ि तीया लताम्– (ii) --------लताः
तृतीया लतया –(iii) ------लतािभः
चतुथ लतायै –(iv) ---------लता यः
प मी लतायाः –(v) ---------लता यः

(CLASS-VIII/ASSIGNMENT-05/SANSKRIT 3L/TERM-II 2024-25/ PAGE- 2 of 4)

अथवा(or)
थमा – सा (i)------------- ताः

ि तीया –ताम् ते (ii)-----------

तृतीया –(iii)--------- ता याम् तािभः

चतुथ –त यै ता याम् (iv)---------

प मी –(v)--------- ता याम् ता यः

सि ध िव छेदम् कु त ।
(Disjoin the words.)
(क) िशवालयः
(ख) िहमालयः
(ग) पु तकालयः
(घ) िव ालयः
(ङ)गणेशः

िन िलिखत पदेषु सि ध छेदं कु त ।

(क) यु ावसरे = यु +अवसरे (ख) िव ालयम् = िव ा +आलयम्
(ग) सूया तः = सूय + आ तः (घ) िहमालयः = िहम +आलयः
(ङ) उमेशा = उमा +ईशा (च) सूय दये = सूय + उदये
(छ) प येदम् = प य + इदम् (ज) महे ः = महा + इ ः
(झ) एकै कम् = एक+ एकम् (ञ) महौषिधः = महा + ओषिधः
(ट) सदैव = सदा +एव (ठ) महौजः = महा + ओजः
(ड) येकम् = ित +एकम् (ढ़) वागतम् = सु +आगतम्
(ण) अ याव यकम्= अित +आव यकम् (त) इ या द = इित +आ द
(थ) गायकः = गै + अकः (द) पावकः = पौ +अकः
(ध) भवनम् = भो +अनम् (न) नािवकः = नौ + इकः

अ यानाम् अथ िलिख वा वा यािन रचयत् ।

(क) त - वहाँ - त िव ालयः अि त ।
(ख)एव - ही - वसुधा एव कु टु बकम् ।
(ग)अधुना - आज - अहम् अधुना िव ालयं ग छािम ।
(घ)अिप - भी - रामः अिप पठित ।
(ङ) यदा -कदा -जब कभी - यदा- कदा वृि ः (वषा) भिव यित ।
(च)सह- के साथ - मोहनेन सह अहम् अिप ग छािम ।

(CLASS-VIII/ASSIGNMENT-05/SANSKRIT 3L/TERM-II 2024-25/ PAGE- 3 of 4)

अधोिलिखत ोकषु र थानािन म जूषायाःउिचतं पदं िच वा पूरयत ।
(Fill in the blanks in the in the following couplets using the words from the help box.)
अिप (क)----------------- लंका न मे ल मण (ख) ----------------- ।
जननी (ग) ----------भूिमः च (घ) ------ अिप (ङ)------------- ॥
म जूषा – [ गरीयसी , ज म् , वगात्, वणमयी , रोचते ]
अधोिलिखत य ोक य िह दी भाषायाम् अथ िलखत ।
(Write the Hindi meaning of following shloka.)
(क) ओ३म् भूभुवः वः ।ति वतुवरे यम्
भग देव य धीमिह िधयो यो नः चो ात् ॥
अथवा (or)
(ख) ॐ तेजोSिस तेजो मिय धेिह , वीयमिस वीय मिय धेिह ,
बलमिस बलं मिय धेिह , ओजोSिस ओजो मिय धेिह ।
ॐ तेजि व नावधीतम तु !
******

(CLASS-VIII/ASSIGNMENT-05/SANSKRIT 3L/TERM-II 2024-25/ PAGE- 4 of 4)

 DELHI PUBLIC SCHOOL, DURGAPUR
CLASS VIII SESSION 2024-25
COMPUTER APPLICATION
PRACTICAL FILE

NAME:-
CLASS:- SEC:-
ADM NO.: ROLL NO.:-
 TABLE OF CONTENTS
Sl No. Contents Signature

Write a program in C++ to print the series like this using looping:
1.
2, 4,6, 8, 10,12,14 …………………. 100.

2. Write a program using array to take the marks of five subject from the user
and display the sum and percentage mark.

Write a C++ program to calculate the simple interest by using user defined
3.
function.

4. Write a Java program to accept radius of a circle and display its area and
circumference.

5. Write a java program to enter temperature in Fahrenheit and convert it to temperature

in Celsius using formula c = 5/9(f-32).

Instructions for project submission

a) Take printout of cover page and fill the details.
a) write the source code in A4 Paper.
c) Submit your project by 6th January,2025 in stick file only.

*****************************