PSEB 7th Class Maths Solutions Chapter 7 Congruence of Triangles Ex 7.1

Punjab State Board PSEB 7th Class Maths Book Solutions Chapter 7 Congruence of Triangles Ex 7.1 Textbook Exercise Questions and Answers.

PSEB Solutions for Class 7 Maths Chapter 7 Congruence of Triangles Ex 7.1

1. Identify the pairs of congruent figures and write the congruence in symbolic form.

Question (i).
PSEB 7th Class Maths Solutions Chapter 7 Congruence of Triangles Ex 7.1 1
Answer:
In figure
Radius of circle C1 = 2 cm
Radius of circle C2 = 1.5 cm
As radius of circle C1 ≠ Radius of circle C2
∴ Circle C1 is not congruent to circle C2

Question (ii).
PSEB 7th Class Maths Solutions Chapter 7 Congruence of Triangles Ex 7.1 2
Answer:
In figure
Length of line segment AB = 6 cm
Length of line segment MN = 7 cm
As length of line segment AB ≠ Length of line segment MN
∴ AB is not congruent to MN

Question (iii).
PSEB 7th Class Maths Solutions Chapter 7 Congruence of Triangles Ex 7.1 3
Answer:
In ΔXYZ and ΔPQR
XY = PQ, YZ = PR, XZ = QR
So, ΔXYZ and ΔPQR have the same size and shape
∴ ΔXYZ ≅ ΔQPR

PSEB 7th Class Maths Solutions Chapter 7 Congruence of Triangles Ex 7.1

Question (iv).
PSEB 7th Class Maths Solutions Chapter 7 Congruence of Triangles Ex 7.1 4
Answer:
In figure ΔABC and ΔDEF do not have the same size and shape
∴ ΔABC and ΔDEF are do not have the same size and shape.
∴ ΔABC and ΔDEF are not-congruent.

Question (v).
PSEB 7th Class Maths Solutions Chapter 7 Congruence of Triangles Ex 7.1 5
Answer:
PSEB 7th Class Maths Solutions Chapter 7 Congruence of Triangles Ex 7.1 6

Question (vi).
PSEB 7th Class Maths Solutions Chapter 7 Congruence of Triangles Ex 7.1 7
Answer:
PSEB 7th Class Maths Solutions Chapter 7 Congruence of Triangles Ex 7.1 8

2. If ΔPQR as ΔOMN under the correspondence PQR ↔ OMN, write all the corresponding congruent parts of the triangle.
Solution:
For better understanding of the correspondence, let us draw a diagram of given correspondence.
PSEB 7th Class Maths Solutions Chapter 7 Congruence of Triangles Ex 7.1 9
The correspondence is PQR → OMN
This means vertices P ↔ O, Q ↔ M, R ↔ N
Sides : PQ ↔ OM, QR ↔ MN, RP ↔ NO
and Angles: ∠PQR ↔ ∠OMN, ∠QRP ↔ ∠MNO, ∠RPQ ↔ ∠NOM

PSEB 7th Class Maths Solutions Chapter 7 Congruence of Triangles Ex 7.1

3. Draw any two pairs of congruent triangles.
Solution:
Two pairs of congruent triangles are :
(i) Draw a ΔABC in which AB = 5 cm, BC = 4 cm and CA = 6 cm.
Draw another ΔPQR in which PQ = 6 cm, QR = 5 cm and RP = 4 cm shown in the following figure.
PSEB 7th Class Maths Solutions Chapter 7 Congruence of Triangles Ex 7.1 10
PSEB 7th Class Maths Solutions Chapter 7 Congruence of Triangles Ex 7.1 11
Make a trace copy of ΔABC using a tracig paper and superinpose it on ΔPQR, where C falls on P, A falls on Q and B falls on R. We observe that ΔABC will corr. ΔPQR.
∴ ΔABC ≅ ΔQRP

(ii) Draw a ΔXYZ in which XY = 5 cm, YZ = 6 cm and ZX = 3 cm. Draw another ΔLMN in which LM = 5 cm, MN = 6 cm and NL = 3 cm. Since both ΔXYZ and ΔLMN have the same size and shape.
PSEB 7th Class Maths Solutions Chapter 7 Congruence of Triangles Ex 7.1 12

4. If ΔABC ≅ ΔZYX, write the parts of ΔZYX that correspond to.
(i) ∠B
(ii) CA
(iii) AB
(iv) ∠C
Solution:
First of all we draw a diagram of given correspondence.
PSEB 7th Class Maths Solutions Chapter 7 Congruence of Triangles Ex 7.1 13
The correspondence is ABC ↔ ZYX.
This means A ↔ Z, B ↔ Y, C ↔ X
Therefore
(i) ∠B = ∠Y
(ii) CA = XZ
(iii) AB = ZY
(iv) ∠C = ∠X

PSEB 7th Class Maths Solutions Chapter 7 Congruence of Triangles Ex 7.1

5. Multiple Choice Questions :

Question (i).
If ΔABC as ΔXYZ under the correspondence ABC ↔ XYZ. Then
(a) ∠A = ∠Z
(b) ∠X = ∠B
(c) ∠A = ∠X
(d) ∠C = ∠X.
Answer:
(c) ∠A = ∠X

Question (ii).
Two line segments are congruent if,
(a) They are parallel
(b) They intersect each other
(c) They are part of same line
(d) They are of equal length.
Answer:
(d) They are of equal length.

Question (iii).
Two triangles ΔABC and ΔLMN are congruent AB = LM, BC = MN. If AC = 5 cm then LN is :
(a) 3 cm
(b) 15 cm
(c) 5 cm
(d) Can’t find.
Answer:
(c) 5 cm

PSEB 7th Class Maths Solutions Chapter 7 Congruence of Triangles Ex 7.1

6. Two right angles are always congruent. (True/False)
Answer:
True

7. Two opposite sides of a rectangle are always congruent. (True/False)
Answer:
True

PSEB 9th Class Maths Solutions Chapter 1 Number Systems Ex 1.3

Punjab State Board PSEB 9th Class Maths Book Solutions Chapter 1 Number Systems Ex 1.3 Textbook Exercise Questions and Answers.

PSEB Solutions for Class 9 Maths Chapter 1 Number Systems Ex 1.3

Question 1.
Write the following in decimal form and say
what kind of decimal expansion each has:

(i) \(\frac{36}{100}\)
Answer:
The decimal expansion of \(\frac{36}{100}\) is terminating.

PSEB 9th Class Maths Solutions Chapter 1 Number Systems Ex 1.3

(ii) \(\frac{1}{11}\)
Answer:
PSEB 9th Class Maths Solutions Chapter 1 Number Systems Ex 1.3 1
Thus, \(\frac{1}{11}\) = 0.0909…. = \(0.\overline{09}\)
The decimal expansion of \(\frac{1}{11}\) is non- terminating.

(iii) 4\(\frac{1}{8}\)
Answer:
4\(\frac{1}{8}\) = \(\frac{33}{8}\)
PSEB 9th Class Maths Solutions Chapter 1 Number Systems Ex 1.3 2
Thus, 4\(\frac{1}{8}\) = 4.125
The decimal expansion of 4\(\frac{1}{8}\) is terminating.

(iv) \(\frac{3}{13}\)
Answer:
PSEB 9th Class Maths Solutions Chapter 1 Number Systems Ex 1.3 3
Thus, \(\frac{3}{13}\) = 0.230769230769…. = \(0.\overline{230769}\)
The decimal expansion of 4\(\frac{2}{11}\) is non-terminating recurring.

PSEB 9th Class Maths Solutions Chapter 1 Number Systems Ex 1.3

(v) \(\frac{2}{11}\)
Answer:
PSEB 9th Class Maths Solutions Chapter 1 Number Systems Ex 1.3 5
Thus, \(\frac{2}{11}\) = 0.1818….. = \(0 . \overline{18}\)
The decimal expansion of \(\frac{2}{11}\) is non-terminating recurring.

(vi) \(\frac{329}{400}\)
Answer:
PSEB 9th Class Maths Solutions Chapter 1 Number Systems Ex 1.3 4
Thus, \(\frac{329}{400}\) = 0.8225
The decimal expansion of \(\frac{329}{400}\) is terminating recurring.

Question 2.
You know that \(\frac{1}{7}\) = \(0 . \overline{142857}\). Can you predict what the decimal expansions of \(\frac{2}{7}\), \(\frac{3}{7}, \frac{4}{7}, \frac{5}{7}, \frac{6}{7}\) are, without actually doing the long division? if so, how? [Hint: Study the remainders while finding the value of \(\frac{1}{7}\) carefully.]
Answer:
While finding the decimal expansion of \(\frac{1}{7}\) by long division, we observe that the remainder 3, 2, 6, 4, 5 and 1 repeat in that order and the digits 1, 4, 2, 8, 5 and 7 repeat in that order in the quotient. So, in the decimal expansion of \(\frac{2}{7}\), the same digits recur beginning with 2. Thus,
PSEB 9th Class Maths Solutions Chapter 1 Number Systems Ex 1.3 6

PSEB 9th Class Maths Solutions Chapter 1 Number Systems Ex 1.3

Question 3.
Express the following in the form \(\frac{p}{q}\), where p and q are integers and q ≠ 0:
(i) 0.\(\overline{6}\)
Answer:
Let x = 0.\(\overline{6}\)
∴ x = 0.6666…
∴ 10x = 6.6666…
∴ 10x = 6 + x
∴ 10x – x = 6
∴ 9x = 6
∴ x = \(\frac{6}{9}\)
∴ x = \(\)
Thus. 0.\(\overline{6}\) = \(\frac{2}{3}\)

(ii) 0.4\(\overline{7}\)
Answer:
Let x = 0.4\(\overline{7}\)
∴ x = 0.4777…..
∴ 10x = 4.7777…..
∴ 10x = 4.3 + 0.4777…..
∴ 10x = 4.3 + x
∴ 9x = 4.3
∴ 9x = \(\frac{43}{10}\)
∴ x = \(\frac{43}{90}\)
Thus, 0.4\(\overline{7}\) = \(\frac{43}{90}\)

(iii) 0.\(\overline{001}\)
Answer:
Let x = 0.\(0 . \overline{001}\)
∴ x = 0.001001001 ……
∴ 1000 x = 1.001001001 ……
∴ 1000 x = 1 + 0.001001001 ……
∴ 1000 x = 1 + x
∴ 999 x = 1
∴ x = \(\frac{1}{999}\)
Thus, \(0 . \overline{001}\) = \(\frac{1}{999}\)

PSEB 9th Class Maths Solutions Chapter 1 Number Systems Ex 1.3

Question 4.
Express 0.99999 ….. in the form \(\frac{p}{q}\). Are you surprised by your answer? With your teacher and classmates discuss why the answer makes sense.
Answer:
Let x = 0.99999 …..
∴ 10x = 9.99999 ……
∴ 10x = 9 + 0.99999 ……
∴ 10x = 9+x
∴9x = 9
∴ x = 1
Thus, 0.99999 ….. = 1
in other words, 0.\(\overline{9}\) = 1.
This also follows the rule mentioned in ‘Remember’ section that 0.\(\overline{m}\) = \(\frac{m}{9}\). As per rule, 0.\(\overline{9}\) = \(\frac{9}{9}\) = 1.

The answer seems to be tricky. Actually, there is no situation that gives the decimal expansion of a rational number \(\left[\frac{p}{q}\right]\) as 0.\(\overline{9}\).
This is an imaginary illustration of recurring decimal number.
You may say that 0.\(\overline{3}\) + 0.\(\overline{6}\) = 0.\(\overline{9}\) But in simple fraction form 0.\(\overline{3}\) and 0.\(\overline{6}\) add up to give 1. Thus, 0.\(\overline{9}\) = 1.

Question 5.
What can the maximum number of digits be in the repeating block of digits in the decimal expansion of \(\frac{1}{17}\)? Perform the division to check your answer.
Answer:
The maximum number of digits in the repeating block of digits in the decimal expansion of \(\frac{1}{17}\) can be 16(17 – 1).
PSEB 9th Class Maths Solutions Chapter 1 Number Systems Ex 1.3 7
Thus, \(\frac{1}{17}\) = \(0.\overline{0588235294117647}\)
Here, 17 – 1 16 gives the maximum possible number of digits in the repeating block of digits in the decimal expansion of \(\frac{1}{17}\). In some other cases, the number of digits in the repeating block of digits in the decimal expansion of \(\frac{1}{m}\) can be smaller than (m – 1), where m is a natural number.

For example, \(\frac{1}{13}\) = \(0 . \overline{076923}\) has only 6 digits (not 12) in the repeating block of digits in the decimal expansion.

PSEB 9th Class Maths Solutions Chapter 1 Number Systems Ex 1.3

Question 6.
Look at several examples of rational numbers in the form \(\frac{p}{q}\) (q ≠ 0), where p and q are integers with no common factors other than 1 and having terminating decimal representations (expansions). Can you guess what property q must satisfy?
Answer:
\(\frac{1}{2}\) = 0.5, \(\frac{1}{5}\) = 0.2, \(\frac{1}{10}\) = 0.1,
\(\frac{1}{4}\) = 0.25, \(\frac{1}{8}\) = 0.125, \(\frac{1}{16}\) = 0.0625,
\(\frac{1}{25}\) = 0.04, \(\frac{1}{125}\) = 0.008, \(\frac{1}{625}\) = 0.0016,
\(\frac{1}{20}\) = 0.05, \(\frac{1}{50}\) = 0.02 etc.
But, \(\frac{1}{3}\) = 0.\(\overline{3}\), \(\frac{1}{7}\) = \(0 . \overline{142857}\), \(\frac{1}{6}\) = 0.1\(\overline{6}\) etc.

This suggest that the decimal expansion of a rational number \(\frac{\boldsymbol{P}}{\boldsymbol{q}}\) is terminating if and only if q has no prime factors other than 2 and 5. in other words, q = 2m5n, where m and n are whole numbers.

Question 7.
Write three numbers whose decimal expansions are non-terminating non-recurring.
Answer:
We know that the decimal expansion of an irrational number is non-terminating non recurring. There are infinitely many irrational numbers. We can state few of them as below:
o.o1001000100001 …,
0.02002000200002…., 0.50500500050000… are a few required numbers in the decimal form. The decimal expansions of numbers like √2, √3, √5, \(\sqrt[3]{10}\), etc. are also non- terminating non-recurring.

Question 8.
Find three different irrational numbers between the rational numbers \(\frac{5}{7}\) and \(\frac{9}{11}\)
Answer:
We know that \(\frac{5}{7}\) = \(0 . \overline{714285}\) and \(\frac{9}{11}\) = \(0 . \overline{81}\)
There are actually infinitely many irrational numbers between these recurring decimals. Three irrational numbers between them can be stated as below:
0.720720072000 …, 0.750750075000 …
0.780780078000….
As you see, the above numbers are non-terminating non-recurring. Hence, they are irrational numbers.

Question 9.
Classify the following numbers as rational or irrational:
(i) √23
Answer:
√23 is an irrational number.

(ii) √225
Answer:
√225 = 15 is a rational number

PSEB 9th Class Maths Solutions Chapter 1 Number Systems Ex 1.3

(iii) 0.3796
Answer:
0.3796 is a rational number.

(iv) 7.478478……..
Answer:
7.478478…… = \(7 . \overline{478}\) is a rational number.

(v) 1.101001000100001…….
Answer:
1.101001000100001……. is an irrational number.

PSEB 8th Class Social Science Notes Chapter 22 National Movement 1919-1947 A.D.

This PSEB 8th Class Social Science Notes Chapter 22 National Movement 1919-1947 A.D. will help you in revision during exams.

PSEB 8th Class Social Science Notes Chapter 22 National Movement 1919-1947 A.D.

→ Truth and Non-violence: Mahatma Gandhi was the most important leader of our freedom movement after 1916 A.D.

→ He adopted the path of truth and non-violence and gave strength to our national movement.

→ All the movements started by him were based upon truth and non-violence.

→ Main Events of the Struggle: Khilafat Movement, the arrival of Simon Commission, Dandi March, Quit India Movement and some other events proved to be the milestones of the freedom struggle.

PSEB 8th Class Social Science Notes Chapter 22 National Movement 1919-1947 A.D.

→ Rowlatt Act: The British passed Rowlatt Act in 1919 A.D. to crush the national movement.

→ According to this Act, anyone could be arrested and put in prison without being tried in a court of law.

→ Jallianwala Bagh Tragedy: Many rallies and processions were held to protest against the Rowlatt Act at many places in India.

→ One such rally was held on 13th April 1919 A.D. in Jallianwala Bagh at Amritsar.

→ Hundreds of innocent people were killed and thousands wounded when General Dyer ordered firing on unarmed people attending the meeting.

→ Non-Cooperation Movement: This movement was started in 1920 A.D. by Gandhiji against British rule.

→ The Hindus and Muslims collectively opposed the government.

→ Khilafat Movement: This movement continued side by side with the Non-Cooperation Movement.

→ The Muslims had started this movement against British rule because the Government of England had not treated well the Sultan of Turkey.

→ Naujawan Sabha: Sardar Bhagat Singh founded Naujawan Sabha in 1925-26 A.D.

→ The main aim of Naujawan Sabha was to create a spirit of patriotism and self-sacrifice among the youth.

PSEB 8th Class Social Science Notes Chapter 22 National Movement 1919-1947 A.D.

→ Akali Movement or Gurudwara Reforms Movement: The management of the Gurudwaras in Punjab was in the hands of corrupt Mahants.

→ The Sikhs wanted to save the Gurudwaras from the clutches of such corrupt Mahants.

→ The Sikhs started the Gurudwara Reform Movement.

→ Babbar Akali Movement: Some Sikh leaders of the Gurudwara Reform Movement turned violent.

→ Their leader Kishan Singh established “Chakravarti Jatha” which propagated against the British loyalists.

→ Simon Commission: The Simon Commission was sent by the British Government in 1927 A.D. to know as to what more political concessions be granted to the Indians after the passing of the Government of India Act of 1919.

→ Purana Swaraj: In 1929, the Congress in its Lahore Session passed a resolution demanding complete Independence or “Poorna Swaraj”.

→ Civil Disobedience Movement: This movement was started by Mahatma Gandhi.

→ He along with his trusted followers, marched to Dandi (Gujarat) where he broke the Salt Law by making salt on the sea coast in March 1930 A.D.

→ The first phase of this movement ended in 1931.

→ Its second phase was started in 1932 A.D.

→ The Government arrested thousands of Satyagrahis and sent them to jails.

→ It also committed atrocities against them. The movement come to an end in 1934.

PSEB 8th Class Social Science Notes Chapter 22 National Movement 1919-1947 A.D.

→ Quit India Movement: During the Second World War, the Congress under the leadership of Mahatma Gandhi started the Quit India Movement in August 1942.

→ Prominent Congress leaders were imprisoned.

→ The government suppressed the movement mercilessly.

→ Freedom of India: India won her freedom from British rule.

→ It was partitioned into two countries – India and Pakistan in August 1947 A.D.

PSEB 8th Class Social Science Notes Chapter 21 National Movement 1885-1919

This PSEB 8th Class Social Science Notes Chapter 21 National Movement 1885-1919 will help you in revision during exams.

PSEB 8th Class Social Science Notes Chapter 21 National Movement 1885-1919

→ Nationalist Movement:

  • The nationalist movement started in India after the Revolt of 1857 A.D.
  • The main objectives of this movement were national freedom, democracy, social equality, and national development.

→ Early Phase (1885-1905 A.D.):

  • Many political organizations were formed in the second half of the 19th century like-Bombay Association, Indian Association, Madras Native Association, Poona Sarvjanic Sabha, and Madras Mahajan Sabha.
  • Indian National Congress was formed in 1885 A.D.
  • Congress adopted moderate policies in its early years like the spread of education, Industrial development, debt waiver of farmers, etc.

PSEB 8th Class Social Science Notes Chapter 21 National Movement 1885-1919

→ Indian Nationalist Movement (1905-1919 A.D.):

  • Even simple and general demands of Congress were not met by the British rulers.
  • Consciousness among people aroused and one extremist party was originated within Congress.

→ Origin of Extremists:

  • Partition of Bengal by Curzon, Russian defeat from Japan, the Russian revolution of 1905 A.D., and the Leadership of Lal-Bal-Pal gave encouragement to extremism.
  • Extremists wanted that their demands should be met by putting more and more pressure.

→ Boycott and Swadeshi Movement:

  • The movement which came out of anger at the partition of Bengal gave birth to Boycott and Swadeshi movement.
  • The main objective of this movement was to encourage local industries and to boycott British goods.

→ Extremist Leaders:

  • Lal-Bal-Pal were extremist leaders of Congress who wanted to attain Swaraj through struggle, Boycot,t, and Swadeshi.
  • They dominated Indian politics after 1905 A.D.

→ Revolutionaries:

  • Many youngsters of Punjab, Uttar Pradesh, Bengal-like states started revolutionary movements.
  • They believed in the killing of Britishers, the use of weapons, and self-sacrifice.

PSEB 8th Class Social Science Notes Chapter 21 National Movement 1885-1919

→ Gadar Movement:

  • Gadar Party was founded in San Fransisco (USA) in 1913 A.D.
  • Baba Sohan Singh Bhakna was appointed its President.
  • This organization tried to throw the British out of India through armed revolution under the leadership of Ras Bihari Bose and Kartar Singh Sarabha.

PSEB 8th Class Social Science Notes Chapter 20 The Changes in Arts, Painting, Literature and Architecture

This PSEB 8th Class Social Science Notes Chapter 20 The Changes in Arts, Painting, Literature and Architecture will help you in revision during exams.

PSEB 8th Class Social Science Notes Chapter 20 The Changes in Arts, Painting, Literature and Architecture

→ Arts and Literature in India: There is a great history of painting, literature, architecture, music-dance, cinema, etc. Political power in India changed in the 19th century and 20th century and that’s why important changes also took place especially in the sectors of literature and arts.

→ Novels: Novels were prosperous by novelists like Bankim Chandra Chatterjee, Madhusudan Dutt, Dinbandhu Mitra, Keshva Chandra Sen, etc.

PSEB 8th Class Social Science Notes Chapter 20 The Changes in Arts, Painting, Literature and Architecture

→ Fine Arts: Music, painting, and arts are mainly included in these arts. These arts were developed a great deal during British rule.

→ Architecture in Mumbai and Chennai: The British made marvelous buildings in Mumbai and Chennai. Most of these buildings were made in Indo-European style.

→ Important buildings of Mumbai: Prince of Wales Museum, Gate Way of India, Victoria Terminal, Rajabai Tower, etc.

→ Beautiful places of Chennai: Marina Beach and V.G.B. Golden Beach, Fort Saint George, War Memorial, High Court, etc.

PSEB 8th Class Social Science Notes Chapter 19 Colonialism and Urban Change

This PSEB 8th Class Social Science Notes Chapter 19 Colonialism and Urban Change will help you in revision during exams.

PSEB 8th Class Social Science Notes Chapter 19 Colonialism and Urban Change

→ Colonialism: The meaning of colonialism is the subjugation of one country by another which leads to political, economic, social, and cultural changes, we refer to the process of colonisation.

→ Urban Change: The meaning of urban change is the change in the position and importance of towns and cities due to change in the political condition of any country.

→ End of cities and advent of new cities: New cities and towns emerged when they became the centres of political power, economic activities, or centres of religious activities.

→ If related rulers change their capital due to changes in the political power of any country, some cities lost their importance and were replaced by new cities.

PSEB 8th Class Social Science Notes Chapter 19 Colonialism and Urban Change

→ New cities during the British Rule: Three important cities developed during the British rule were Madras, Bombay, and Calcutta. These cities were also the centres of Presidencies.

→ Spread of Delhi: Delhi was made the capital of British India in 1911 A.D. As a result, Delhi spread very rapidly.

→ Facilities are available in cities: People were given different facilities of cleanliness, water, roads, lights, etc. for the development of cities. Different local institutions were established for this objective.

→ Law and Order: The police department was established for law and order of urban areas.

PSEB 8th Class Social Science Notes Chapter 18 Challenge to Caste System

This PSEB 8th Class Social Science Notes Chapter 18 Challenge to Caste System will help you in revision during exams.

PSEB 8th Class Social Science Notes Chapter 18 Challenge to Caste System

→ Caste System: Society in ancient India was divided into four main castes – Brahmins, Kshatriyas, Vaishyas, and lower castes.

→ Many other castes and sub-castes originated during the Rajput age with which the caste system became more complex.

→ Untouchability:

  • Brahmins had the highest place in a caste-based society.
  • They were greatly respected by all.
  • But the condition of lover castes was very pitiable.
  • They were not allowed to touch the people of higher castes. It was known as untouchability.

PSEB 8th Class Social Science Notes Chapter 18 Challenge to Caste System

→ The challenge to the Caste System: Caste-based differences were challenged by social reformers like Jyotiba Phule, Dr. Bhim Rao Ambedkar, Pariyar Ramaswami, and Mahatma Gandhi. They also demanded the rights of Scheduled Castes.

→ Legislations against Social Evils: The British government passed certain laws to restrict social evils like the Sati system (1829 A.D.) and Child Marriage (1891 A.D.)

→ Eradication of Untouchability: Social reformers tried a lot and that’s why Untouchability has been declared illegal by our Constitution.

PSEB 8th Class Social Science Notes Chapter 17 Women and Reforms

This PSEB 8th Class Social Science Notes Chapter 17 Women and Reforms will help you in revision during exams.

PSEB 8th Class Social Science Notes Chapter 17 Women and Reforms

→ Religious and Socio reform Movements:

  • Religious and socio reform movements were started in the 19th century in almost all the communities of Indian Society.
  • These movements attacked the supremacy of Brahmins, superstitions, and fundamentalism in the religious sector.
  • Their aim in social life was to eradicate the caste system, child marriage, and other social inequalities in society.

→ Raja Ram Mohan Roy and Brahmo Samaj:

  • Raja Ram Mohan Roy (1772-1833), founded Brahmo Samaj in 1828 A.D.
  • He started a movement to remove the Sati system and child marriage from society.
  • The name of Brahmo Samaj spread in the whole of the country under the leadership of Keshav Chandra Sen.

→ Spread of Reform Movements:

  • These movements also started in other parts of the country.
  • Prarthna Samaj was founded in Bombay (Mumbai) in 1862 A.D.
  • Many National Leaders like Mahadev Govind Ranade (1842-1901) took part in it.
  • Mahatma Jyotiba Phooley played an active role in the reformation of scheduled castes.

PSEB 8th Class Social Science Notes Chapter 17 Women and Reforms

→ Arya Samaj:

  • Arya Samaj was founded by Swami Dayanand in 1875 A.D.
  • He raised his voice against child marriage, Sati Pratha, and Dowry System.

→ Sikh Reform Movement:

  • Two main reform movements, related to Sikhs, were started Namdhari (Kuka) Movement and Singh Sabha Movement.
  • Out of these, Singh Sabha Movement achieved important achievements in the field of education and literature.

→ Other Reform Movements:

  • Swami Vivekanand founded Rama Krishna Mission to spread the teachings of his Guru Ramakrishna Paramhans.
  • Mrs. Annie Besant again tried to strengthen Theosophical Movement in 1893 A.D.

→ Reform movement among Muslims was started by Nawab Abdul Latif:

  • The most important movement among Muslims was started by Sir Sayyed Ahmad Khan (1817-98).
  • The most important work done by him was the establishment of Mohammedan Anglo-Oriental College in 1875 A.D.

→ Impact of Reform Movements:

  • Important progress came in the field of upliftment of women as a result of reform movements.
  • Nationalism was aroused and a sense of unity came among the people.

PSEB 8th Class Social Science Notes Chapter 16 The Education and British Rule

This PSEB 8th Class Social Science Notes Chapter 16 The Education and British Rule will help you in revision during exams.

PSEB 8th Class Social Science Notes Chapter 16 The Education and British Rule

→ Spread of Education in India: After 1853 A.D., the British government started giving more stress on the spread of education. They also tried to increase government control on educational centres.

→ Wood’s Report of 1854 A.D: Following suggestions were given in Charles Wood’s report in 1854 A.D.

  • Universities like London be open in India.
  • Colleges are opened under Universities.
  • One educational department is opened in each province.
  • Special emphasis is given to women’s education.

→ Hunter Commission: The Hunter Commission was appointed in 1882 A.D. under the tenure of Lord Rippen. These were the suggestions of this commission

  • Government should not interfere in higher education.
  • Administration of aided schools should be given to local organizations.
  • Fees in schools should be reduced.

PSEB 8th Class Social Science Notes Chapter 16 The Education and British Rule

→ Efforts of Lord Curzon: In 1904 A.D., Lord Curzon passed an Act on Universities. Government control over Universities was increased by this Act.

→ Sadler Commission: Sadler Commission was appointed in 1917 A.D. for bringing reforms to Calcutta (Kolkata) University. Many changes were brought in the organization of Allahabad and Lucknow Universities after the suggestions of this commission.

→ Sargent Scheme: Sargent plan was made in 1943 A.D. According to this plan, Education has to be spread completely over the next 50 years.

→ Aligarh Movement: This movement was started by Sir Sayyed Ahmad Khan for bringing reforms in Muslim Society and for reform religion.

→ Contribution in the field of Education: Main Indian leaders who gave contributions to the Educational field were Raja Ram Mohan Roy, Ishwar Chandra Vidyasagar, Swami Dayanand Saraswati, Swami Vivekanand, etc.

PSEB 8th Class Social Science Notes Chapter 15 The Revolt of 1857

This PSEB 8th Class Social Science Notes Chapter 15 The Revolt of 1857 will help you in revision during exams.

PSEB 8th Class Social Science Notes Chapter 15 The Revolt of 1857

→ Revolt of 1857: In 1857 A.D, Indian rulers, soldiers, and the public rose in an armed revolt to oust the British from India. This revolt is known as the ‘First War of Indian Independence.

→ Political Causes: Indian rulers (of Jhansi, Nagpur, Sitara, Jaitpur, Bilaspur, etc.) and landlords were annoyed with the British on account of their annexationist policies. They collectively planned to struggle against the foreign rule.

→ Social and Economic Causes: The British ended the Sati practice, permitted widow marriage, and ruined Indian industries.

→ Military Causes: Indian soldiers were paid low salaries and were not treated well. The order to use greased cartridges enraged the Indian sepoys. It was the immediate cause of the revolt.

PSEB 8th Class Social Science Notes Chapter 15 The Revolt of 1857

→ Centres of Revolt: The main centres of revolt were Delhi, Kanpur, Jhansi, Gwalior, Varanasi, and Lucknow.

→ Leaders of the Uprising: The chief leaders of the revolt were Mughal Emperor Bahadur Shah Jafar, Rani Laxmi Bai, Nana Sahib, Tantaya Tope, etc.

→ Failure of the Revolt: There was no co-ordination among the Indian rulers. The rebels were not trained soldiers and had no means of communication. They had no sound financial resources and modern weapons of war like the British had.

→ Effects of Revolt: The rule of the Company came to an end. The number of Indians in the army was reduced. Differences between the Hindus and the Muslims increased.