Friday, May 13, 2022
Tuesday, May 10, 2022
Friday, April 22, 2022
BIOLOGY LESSON = CIRCULATORY SYSTEM COMPLETE NOTES AND IMPORTANT POINTS
Blood, tissue fluid and lymph are the three main fluids in our body.
Blood transports absorbed digested food, respiratory gases (oxygen and carbon dioxide), excretory materials (urea, excess salt, etc.), hormones, etc.
Blood distributes heat and forms a clot at any cut to prevent loss of blood.
Plasma is the liquid part and the RBCs, WBCs and platelets are the cellular elements.
Blood platelets (thrombocytes) are produced in bone marrow. Their average life is 3-4 days. They get destroyed in the spleen. They initiate clotting (coagulation) at the site of bleeding. They produce thromboplastin, which in the presence of calcium, converts prothrombin of plasma into thrombin. This in turn, converts soluble fibrinogen of plasma into threads of fibrin that entangle corpuscles to form a clot. The remainder, clear liquid, is serum.
Blood groups are important to know for blood transfusion. Blood group "0" is universal donor and blood group "AB" is universal recipient. Blood group Rh (positive or negative) is, in addition, particularly important in pregnancy cases.
Heart beat occurs in two main phases – systole (contraction) and diastole (relaxation).
(i) Bicuspid (Mitral) between the left atrium and the left ventricle
(ii) Tricuspid between the right atrium and the right ventricle
There is a double circulation of blood in our heart – pulmonary (lungs) circulation and systemic (body) circulation.
Capillaries are very narrow tubes with no muscles and allow diffusion of substances into and from the tissues.
Lymphatic system includes lymph vessels, lymph nodes, lymph glands such as tonsils and lymph organs like the spleen.
Spleen is the largest lymphatic organ – it acts as blood reservoir, produces lymphocytes, destroys worn out RBCs and produces RBCs (in embryo).
The main function of lymph is defence (by lymphocytes) against germs.
QUESTIONS :
Ans. Blood is a fluid connective tissue that performs a number of critical functions.
Q.4. State the function of the blood? OR Function of the circulatory system.
Ans. Blood is a liquid connective tissue and thus performs functions such as
1. Transportation of respiratory gases, hormones, nutrients.
2. Regulation of body temperature (thermoregulation).
3. Prevention against blood loss (through the clotting process).
4. Protection against invasion of foreign microbes through antibody and anti - toxin production (immunity)
Q.5. What is blood composed of?
Ans. The blood is composed of two main components
a) Plasma and
b) Blood corpuscles
Q.6. What are blood corpuscles.
Ans. They consist of the cellular part of the blood, about 42 - 45% of blood is made up of blood corpuscles, they are Erythrocytes (RBC’s), Leucocytes (WBC’s) and Thrombocytes (platelets).
Q.7. What is blood plasma?
Ans. The blood plasma is the fluid part, about 55 - 58% of blood is made up of plasma which contains, 90% water, 7 - 8% Blood proteins, 1% salt and other substances like hormones, respiratory gases, nutrients and excretory products.
Q.8. What are erythrocytes?
Ans. They are red blood cells, devoid of nucleus. They contain respiratory pigments haemoglobin which imparts red colour to blood.
Q.9. Where are red blood cells produced and destroyed?
Ans. The red blood cells are produced in the marrow of long bones, while in embryonic stage they are formed in the liver and spleenThe worn out RBCs are destroyed in the spleen, liver and bone marrow.
Q.10. Give functions of erythrocytes.
Ans. The functions of erythrocytes are as follows.
Wednesday, April 20, 2022
MERCHANT OF VENICE ACT 4 SUMMARY
In Venice, the Court convenes for Antonio’s trial. The duke of Venice greets Antonio and expresses pity for him, calling Shylock an inhuman monster who can summon neither pity nor mercy. Antonio says he knows the duke has done all that he can to lawfully counter Shylock’s malicious intentions, and that since nothing else can be done, Antonio will respond to Shylock’s rage “with a quietness of spirit” (IV.i.
Bassanio, who has arrived from Belmont, attempts to argue with Shylock, but Antonio tells him that his efforts are for naught. Hatred and predation, Antonio suggests, come as naturally to some men as they do to the wolf. Bassanio offers Shylock six thousand ducats, twice the amount of the original loan, but Shylock turns down the offer, saying he would not forfeit his bond for six times that sum. When the duke asks Shylock how he expects to receive mercy when he offers none, Shylock replies that he has no need for mercy, as he has done nothing wrong. Just as the slave-owning Christians of Venice would refuse to set their human property free, Shylock will not relinquish the pound of flesh that belongs to him.
The duke says that he has sent messages to the learned lawyer, Doctor Bellario, asking him to come and decide on the matter. News comes that a messenger has arrived from Bellario, and Salarino runs off to fetch him. Meanwhile, Bassanio tries, without much success, to cheer up the despairing Antonio. Nerissa enters, disguised as a lawyer’s clerk, and gives the duke a letter from Bellario. Shylock whets his knife, anticipating a judgment in his favor, and Gratiano accuses him of having the soul of a wolf. Shylock ignores these slurs and states resolutely, “I stand here for law” (IV.i.
Portia enters, disguised as Balthasar. The duke greets her and asks whether she is familiar with the circumstances of the case. Portia answers that she knows the case well, and the duke calls Shylock and Antonio before her. Portia asks Antonio if he admits to owing Shylock money. When Antonio answers yes, Portia concludes that the Jew must be merciful. Shylock asks why he must show mercy, and, in one of the play’s most famous speeches, Portia responds that “[t]he quality of mercy is not strained,” but is a blessing to both those who provide and those who receive it (IV.i.
Portia asks whether Antonio is able to pay the money, and Bassanio offers Shylock twice the sum owed. If need be, Bassanio says, he is willing to pay the bond ten times over, or with his own life. Bassanio begs the court to bend the law slightly in order to exonerate Antonio, reasoning that such a small infraction is a little wrong for a great right. Portia replies, however, that the law shall not be broken—the decrees of Venice must stand. Shylock joyfully extols Portia’s wisdom, and gives her the bond for inspection. She looks it over, declares it legal and binding, and bids Shylock to be merciful. Shylock remains deaf to reason, however, and Portia tells Antonio to prepare himself for the knife. She orders Shylock to have a surgeon on hand to prevent the merchant from bleeding to death, but Shylock refuses because the bond stipulates no such safeguard.
Antonio bids Bassanio farewell. He asks his friend not to grieve for him and tells Bassanio that he is happy to sacrifice his life, if only to prove his love. Both Bassanio and Gratiano say that, though they love their wives, they would give them up in order to save Antonio. In a pair of sarcastic asides, Portia and Nerissa mutter that Bassanio’s and Gratiano’s wives are unlikely to appreciate such sentiments. Shylock is on the verge of cutting into Antonio when Portia suddenly reminds him that the bond stipulates a pound of flesh only, and makes no allowances for blood. She urges Shylock to continue collecting his pound of flesh, but reminds him that if a drop of blood is spilled, then he will be guilty of conspiring against the life of a Venetian citizen and all his lands and goods will be confiscated by the state. Stunned, Shylock hastily backpedals, agreeing to accept three times the sum, but Portia is insistent, saying that Shylock must have the pound of flesh or nothing. When Shylock finds out that he cannot even take the original three thousand ducats in place of the pound of flesh, he drops the case, but Portia stops him, reminding him of the penalty that noncitizens face when they threaten the life of a Venetian. In such a case, Portia states, half of Shylock’s property would go to the state, while the other half would go to the offended party—namely, Antonio. Portia orders Shylock to beg for the duke’s mercy.
The duke declares that he will show mercy: he spares Shylock’s life and demands only a fine, rather than half of the Jew’s estate. Shylock claims that they may as well take his life, as it is worthless without his estate. Antonio offers to return his share of Shylock’s estate, on the condition that Shylock convert to Christianity and bequeath all his goods to Jessica and Lorenzo upon his death. Shylock consents and departs, saying simply, “I am not well”
After Shylock leaves, the duke invites Portia, still in the disguise of a young lawyer, to dinner. Portia declines, saying that she must leave immediately for Padua. As she leaves, the duke tells Antonio to reward the young law clerk, since it was he who saved Antonio’s life. Bassanio thanks Portia, though he does not see through her disguise, and offers her the money he brought with him in order to pay off Shylock. Portia declines the gift and says that having delivered Antonio from Shylock’s clutches is payment enough. Bassanio insists that she take some token from him, and she eventually agrees. Portia asks Antonio for his gloves and Bassanio for his ring, which she herself gave Bassanio on the condition that he never part with it. Bassanio pulls his hand away, calling the ring a trifle and claiming that he will not dishonor the judge by giving him such a lowly gift. Instead, Bassanio offers to find the most valuable ring in Venice, but Portia remains firm, and demands the trifle or nothing. When Bassanio admits that the ring was a gift from his wife, who made him promise never to part with it, Portia claims that the excuse is convenient and used by many men to hold onto possessions they would rather not lose. With that, she takes her leave. Antonio urges Bassanio to let the law clerk have the ring, saying that he should value Antonio’s love and the gentleman’s worth more than his wife’s orders. Bassanio gives in and sends Gratiano to run after Portia and present her with the ring. Antonio and Bassanio then leave for Antonio’s house to plan their trip to Belmont.
Tuesday, April 19, 2022
BIOLOGY COMPLETE SEM 2 SMART NOTES
The Circulatory System
NEED FOR TRANSPORT INSIDE THE BODY
FLUIDS IN OUR BODY
PROPERTIES OF BLOOD: THE BLOOD
FUNCTIONS OF BLOOD
(A) Transport By Blood:
B. PROTECTION BY BLOOD:
COMPOSITION OF BLOOD
PLASMA -
(1) Red Blood Cells (RBCs):
Life and death of RBCs:
Mammalian Red Blood Cells:
(2) WHITE BLOOD CELLS (WBCs) –
Functions Of Leukocytes (WBCs) Body defence:
(3) BLOOD PLATELETS (Thrombocytes) (Initiators of clotting of blood)
BLOOD TRANSFUSION AND BLOOD GROUPS (ABO and Rh systems)
The Excretory System
Kidneys
Internal Structure of the Kidneys
Structure of a Kidney Tubule
Blood supply to the Kidney Tubules:
(I) Ultrafiltration
(II) Reabsorption:
(III) Tubular Secretion:
Physical properties of urine- -
CONSTITUENTS OF URINE
REGULATION OF URINE OUTPUT
THE NERVOUS SYSTEM
Neuron:
Two major divisions of the Nervous System:
The Brain:
1) CEREBRUM (cerebrum: brain)
2) CEREBELLUM ("little brain")
3) MEDULLA OBLONGATA
The spinal cord
Sense Organs
RECEPTORS
THE EYES
THE EAR -
The Endocrine System
COMPUTER PRE BOARD QUESTION PAPER
1 ST PRE BOARD EXAMINATION 2021-22
SUBJECT – Computer Applications CLASS – X ===========================================================
Answers to this paper must be written on paper provided separately. You will not be allowed to write during the first 10 minutes. This time is to be spent in reading the question paper. The time given at the head of this paper is the time allowed for writing the answers. Attempt all questions from section A and any four questions from section B. The intended marks for questions or parts of questions are given in the brackets. [ ] Select the correct option for each of the following questions. ==================================================================
Section – A [10 Marks]
(Attempt all the questions)
Question (1)
SECTION B [40 Marks] (Attempt any four questions.)
Question (2)
Question (3)
Question (4)
Question (5)
Question (6)
Question (7)
Sunday, April 10, 2022
ICSE ENGLISH LANGUAGE ESSAY NOTES PART 1
INTRODUCTION
The skill of writing essays is an essential tool if you are to achieve the kind of grade you want in the courses you are studying. This is true whether you are studying at GCSE, AS or A levels at school or college, or trying to gain a degree at university.
There is no single, foolproof method of successful essay-writing. However, the advice and the practical guidance you will receive in this book will provide you with all you need to know about how to improve your grade assessments by putting into practice some simple, but invaluable, principles of essay writing.
These approaches will work for you whether you are facing assessment in timed examinations and/or being judged by coursework assignments. In essence, the principles of essay-writing apply to both situations: when you are under the pressure of an examination room, or, at home or in college with more time to produce your assignment essay.
There is no doubt at all that the people who do best in assessments of all kinds are those who understand exactly what is required of them and who manage to deliver exactly that. In other words, it is not just what you know, but how you apply that knowledge when you are being assessed that finally counts.
In the case of examination, you have to be effective at sitting examination in order to maximize your grade potential. Like almost everything else, there is an art to taking exams. In other words, what you are being examined on when you sit an exam is your ability to sit examinations.
Equally, with coursework, you have to know how to present yourself in the most favourable light to the assessor. There has been a good deal of controversy about the role of coursework in examination assessment and how important a component for the basis of a grade award it should be. Problems of plagiarism from the internet and how to ascertain that students’ coursework has indeed been produced by the students themselves without undue assistance have cast a cloud over the whole issue. However, it is highly likely that some element of coursework, however reduced, will remain an essential element of examination assessment. Thus, it will continue to be essential for examination candidates to produce coherent, well-written and structured essays for their coursework.
Essay-writing is, then, crucial in both instances: exams and continual assessment. In most subjects, a talent for essay-writing is essential to achieve high grades. Candidates who fall down in this aspect of their work will do harm to their own chances of achieving the higher grades. It is as important as that, not some optional extra you can add onto your knowledge of a subject. Essay-writing skills are an essential component of being a successful student at all levels.
My belief is that the basic essay-writing skills are not that difficult to acquire. The reason why so many students fail to acquire these skills is that not enough attention has been paid to teaching them. It is inevitable that schools, colleges and universities spend most of their time teaching the core subject-matter of a course, but hardly any time in advising students how to put their ideas down on paper in the form of an essay. Yet, these skills are neither obscure nor too complex for the average student to learn. This book will show you a method of essay-writing in several simple steps and will provide sample essays. Once you have learned this method, you should be in a much stronger position to face up to the demands of essay-writing in your various courses and across the subject range.
CHAPTER 1
PLANNING YOUR ESSAY
Think about occasions when in everyday conversation you are asked your opinion about something or about how to do something. Isn’t your answer more likely to be well-received when you give the matter some thought before you jump in with both feet?
It is the same with essays, whether they are for coursework assignments or timed answers in classroom or examination situations. A little prior thought which is transformed into brief notes will pay dividends.
WHAT ARE YOU BEING ASKED TO DO?
Whatever the form of the assignment you are given, you have to focus on the specific task you are being asked to perform: not what you would like the task or subject to be, but the actual task the question is asking you to perform. Forget the fact that you know a great deal about particular 1 aspects of a subject and focus your energies on answering on the exact topic you have been asked about. You don’t make up the assignments you are set, your examiners do! So give them what they want, not the answer you would like to write, but the answer you’ve been asked to write.
That means reading the words of the question or the assignment with great care. Remember, give the examiners what they want, a response to the task they have set. Many a student has come a cropper by misreading the assignment or question and banging down almost all they know about a subject, regardless of whether it is relevant or not. Your essay may be absolutely brilliant in its own way, but if it’s not an essay written in answer to the set task, then you can kiss a good grade goodbye.
Answer the specific question that is set, not some other question that you might like to be answering. Relevance is all!
EXAMPLES
To help you decide that, a useful approach is to underline three or four key words from the question. Why? Because that will focus your thinking on the approach you need to take and concentrate your mind on giving the examiners what they want.
Why does Shakespeare’s Hamlet delay carrying out his revenge for the murder of his father?
Consider the words that have been underlined from the question. Underlining ‘Why’ reminds you are being asked for an explanation of Hamlet’s motives.
Underlining ‘Hamlet’ reminds you it is Hamlet’s motives for his behaviour that are relevant, not the motives of some other character.
Underlining ‘delay’ reminds you the question is about the reasons for his delay in carrying out the revenge.
Underlining ‘revenge’ focuses on the subject of the task that Hamlet has been given.
What are you being asked to do here? What is your task? How can you give the examiners an answer in essay form that the examiners want? To help you decide, underline key words from the question.
What were the origins of the First World War?
By underlining ‘origins’ and ‘First World War’, you have focused your thinking on the events that led to the outbreak of the war, not some other aspect of the war or the course of the war itself. You may know an enormous amount about the First World War as a whole, but the only relevant information you need to answer this question are the reasons for the outbreak of the war. Don’t show off the breadth of your knowledge just for the sake of it. Pick and choose well. Sift through the knowledge you have and apply it in a relevant manner to the assignment.
Should the government intervene to prevent different media (newspapers, magazines, television and radio channels) from being owned and controlled by a few media moguls?
Consider what you are being asked to do here. What are the key areas you would need to focus on? Would these underlined words help you to focus on the task that has been set?
Should the government intervene to prevent different media (newspapers, magazines, television and radio channels) from being largely owned and controlled by a few media moguls?
More words have been underlined than in the two examples above because it is a longer and more complex question. The words ‘government intervene’ have been underlined to focus on who or what should be or should not be intervening. The words ‘different media’ emphasises that you are being asked to consider several forms of media. The words ‘owned and controlled’ reminds you the question is about who holds the power in the media, and ‘few media moguls’ tells you to deal with the question of media power residing in the hands of a few people.
By underlining these key words, you should have focused your thoughts on the specific question you have been asked to discuss.
Whether it be a coursework assignment or a question in a examination paper, the best way to focus your thinking at the start is by underlining the key words of the question or assignment.
PRACTICE
1. In the following assignments or questions, underline the key words that would help you focus on what exactly you are being asked to do.
a) Argue the case for or against the banning of smoking in all public places.
b) Which is your favourite character from the set books you have read? Give your reasons for your choice and an analysis of how the character is represented by the author.
c) How did the Vietnam War expose some of the rifts in American society of the 1960s and 70s?
d) What does the term ‘post-feminism’ mean and do you agree or disagree that we are now living in a ‘post-feminist era’?
2. Look at some examination papers in different subject areas and consider the questions. Underline the key words that would have helped you answer them.
MAKING A PLAN
Essays must have a planned structure. This is important for you, the writer of the essay. If you have a clear structure in your own mind, then it will be easier for you to organise your content and present it in a way that will represent your knowledge of the topic in the best possible light.
However, it is equally important for the reader of your essay. This will be the teacher or examiner(s) who will have to read your essay. It is essential that you make things as easy and understandable for them as possible. If you don’t have the assessors on your side because you have made things difficult for them by your lack of essay organisation, focus, clarity and continuity, then it is highly likely they will down-grade your essays. Meet the assessors more than halfway. Make their job easy for them. Impress them with your essay structure and your methodical way of setting about the set assignments.
Any essay has to have an overall structure and make sense as a whole. However, for the purpose of instilling a structured approach to essaywriting, it is useful to think of an essay as consisting of three main sections:
As you would expect, the second section, the development or body of the essay, will be by far the longest of the three. However, the opening and conclusion of the essay are equally important if you are to impress your assessor. Without this basic shape to your essay, your reader will query whether you have supplied a coherent response to the set task.
From now on, approach your essays with this structure in mind: an essay must have a definite opening, a considered development and an emphatic conclusion. All three sections have to be integral to the whole and be linked, but for the purpose of inculcating good practice, think in terms of essays with three parts to them. The body of the essay will be much the longer section of the three, but this main section must be preceded by an opening section and succeeded by a closing section.
PLANNING AND WRITING COURSEWORK ASSIGNMENTS
Clearly, you have much more time to make a plan for an essay answer when you are writing it for a coursework assignment than when you are in an examination or timed essay situation. As you have time at your disposal, it would be silly not to use it to create a structure for your essay in the form of notes and a step-by-step sequence.
There are various ways of how to do this: the important thing is for you to find a way that suits you. Having read the wording of the assignment carefully and underlined the key words, as advised in Golden Rule 2, you can now move to the next stage: making brief notes that will help you write your essay using relevant facts and analysis in a coherent structured manner. Begin by jotting down brief phrases that come to mind that seem relevant to answering the assignment.
Once you have done that preliminary work and you have chosen what is relevant to the assignment, you should then make a plan of how best to employ the notes to create a structured essay. To do this you need to work out a paragraph structure for your essay:
The overall objective is to impress your reader (the person who is going to assess your work) that you have written a relevant, coherent and wellstructured essay that answers the question that has been set.
In writing coursework assignment essays, it will pay to make a detailed plan before you start putting it down on paper.
EXAMINATIONS
In examination situations, where you are working against the clock and you have several questions to answer, you do not have the same time at your disposal to make such a detailed plan. However, despite the urgency that inevitably is part-and-parcel of any examination situation, it will be profitable to spend a few minutes making an essay plan, rather than plunging straight into writing your answers. Remember, in examinations, it is not how much you write, but the quality of what you write that will bring high grades. ‘How much did you write on question 3?’ is a very common enquiry of students to one another after the examination has ended. The implication of this question is that the longer your answer and the more pages of the answer book you have filled, the better you will have performed. That is decidedly not the case. An examination is not a competition among students to see who can slap down as many words as possible. There is absolutely no point in filling up booklet after booklet with answers that are not relevant or structured. As a former examiner, it was occasionally my sad duty to put a line through page after page of essay answers because they were totally irrelevant to the question.
Length of answer, then, is not the be-all and end-all. It is as well to remember that in any examination, you will normally only be able to use a fraction of what you know about any given subject. You have to reconcile yourself to that fact and decide what is most relevant to the assigned task from your body of knowledge about a given topic. Making brief notes before attempting an essay answer will help you to decide what is relevant from your overall well of knowledge and what is not.
When you have read the question and underlined the key words to focus your thoughts on what it is you are being asked to do, make brief notes in the form of words and phrases to help you focus further. These can be fairly random. Then take these notes and put them in the order you want to deal with them.
Now you have a structured approach to your examination essay. How long should you spend on this planning? My advice is not longer than five to seven minutes if the time allotted to writing the essay is an hour or less. You can get carried away making so many notes that you deprive yourself of vital time in writing the actual essay answer.
Allow time within an examination situation to make a brief structured plan for each of the essay answers you attempt.
PRACTICE
1. Look at some examination papers. Choose the questions you would have felt confident in answering and make a brief plan for your answers, bearing in mind the restricted time at your disposal.
2. Take some coursework assignments and make detailed plans of how you would write a relevant, coherent and well-structured response to the set task.
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