Category: Class 11

Tamilnadu State Board New Syllabus Samacheer Kalvi 11th Maths Guide Pdf Chapter 8 Vector Algebra – I Ex 8.3 Text Book Back Questions and Answers, Notes.

Tamilnadu Samacheer Kalvi 11th Maths Solutions Chapter 8 Vector Algebra – I Ex 8.3

Question 1.
Find \(\vec{a}\) . \(\vec{b}\) when
(i) \(\vec{a}\) = î – 2ĵ + k̂ and \(\vec{b}\) = 3î – 4ĵ – 2k̂
(ii) \(\vec{a}\) = 2î + 2ĵ – k̂ and \(\vec{b}\) = 6î – 3ĵ + 2k̂
Answer:
(i) \(\vec{a}\) = î – 2ĵ + k̂ and \(\vec{b}\) = 3î – 4ĵ – 2k̂
\(\vec{a}\) . \(\vec{b}\) = (î – 2ĵ + k̂) . (3î – 4ĵ – 2k̂)
= (1) (3) + (-2) (-4) + (1) (-2)
= 3 + 8 – 2
= 9

(ii) \(\vec{a}\) = 2î + 2ĵ – k̂ and \(\vec{b}\) = 6î – 3ĵ + 2k̂
\(\vec{a}\) . \(\vec{b}\) = (2î + 2ĵ – k̂) . (6î – 3ĵ + 2k̂)
= (2) (6) + (2) (-3) + (-1) (2)
= 12 – 6 – 2 = 12 – 8 = 4

Question 2.
Find the value λ for which the vectors \(\vec{a}\) and \(\vec{b}\) are perpendicular, where
(i) \(\vec{a}\) = 2î + λĵ – k̂ and \(\vec{b}\) = î – 2ĵ + 3k̂
(ii) \(\vec{a}\) = 2î + 4ĵ – k̂ and \(\vec{b}\) = 3î – 2ĵ + λk̂
Answer:
When \(\vec{a}\) and \(\vec{b}\) are ⊥^r then \(\vec{a} \cdot \vec{b}\) = 0
\(\vec{a}\) ⊥^r \(\vec{b}\) ⇒ \(\vec{a} \cdot \vec{b}\) = 0
(i) (2) (1) + (λ) (-2) + (1) (3) = 0 ⇒ λ = 5/2
(ii) (2) (3) + (4) (-2) + (-1) (λ) = 0
6 – 8 – λ = 0
-λ – 2 = 0 ⇒ -λ = 2 ⇒ λ = -2

Question 3.

Answer:

Question 4.
Find the angle between the vectors
(i) 2î + 3ĵ – 6k̂ and 6î – 3ĵ + 2k̂
(ii) î – ĵ and ĵ – k̂
Answer:
(i) 2î + 3ĵ – 6k̂ and 6î – 3ĵ + 2k̂
Let θ be the angle between the given vectors, then

(ii) î – ĵ and ĵ – k̂
Let θ be the angle between the given vectors, then

Question 5.

Answer:

Question 6.
Show that the vectors \(\vec{a}\) = 2î + 3ĵ + 6k̂ \(\vec{b}\) = 6î + 2ĵ – 3k̂ and \(\vec{c}\) = 3î – 6ĵ + 6k̂ are mutually orthogonal.
Answer:
Given \(\vec{a}\) = 2î + 3ĵ + 6k̂ \(\vec{b}\) = 6î + 2ĵ – 3k̂ and \(\vec{c}\) = 3î – 6ĵ + 6k̂
\(\vec{a}\) . \(\vec{b}\) = (2î + 3ĵ + 6k̂) . (6î + 2ĵ – 3k̂)
= (2) (6) + (3) (2) + (6) (-3)
= 12 + 6 – 18
= 0
∴ \(\vec{a}\) and \(\vec{a}\) are perpendicular.

\(\vec{b}\) . \(\vec{c}\) = (6î + 2ĵ – 3k̂) . (3î – 6ĵ + 6k̂)
= (6) (3) + (2) (- 6) + (-3) (2)
= 18 – 12 – 6
= 0
∴ \(\vec{b}\) and \(\vec{c}\) are perpendicular.

\(\vec{c}\) . \(\vec{a}\) = (3î – 6ĵ + 6k̂) . (2î + 3ĵ + 6k̂)
= (3) (2) + (-6) (3) + (2) (6)
= 6 – 18 + 12
= 0
∴ \(\vec{c}\) and \(\vec{a}\) are perpendicular.
Hence \(\vec{a}\), \(\vec{b}\), \(\vec{c}\) are mutually perpendicular vectors.

Question 7.
Show that the vectors – î – 2ĵ – 6k̂, 2î – ĵ + k̂ and – î + 3ĵ + 5k̂ from a right-angled triangle.
Answer:

CA = \(\sqrt{1+9+25}\) = \(\sqrt{35}\)
AB ≠ BC + CA
∴ The given vectors form a triangle, Also
AB² = 41, BC² = 6, CA² = 35
AB² = BC² + CA²
∴ ∆ ABC is a right angled triangle.

Question 8.

Answer:

Question 9.
Show that the points (2, – 1, 3), (4, 3, 1), and (3, 1, 2) are collinear.
Answer:
Let the given points be
A (2, -1, 3), B (4, 3, 1) and C (3, 1, 2)


AB = 2√6, BC = √6, CA = √6
BC + CA = √6 + √6 = 2√6
∴ BC + CA = BA = 2√6
Hence the given points A, B, C are collinear.

Question 10.
If \(\vec{a}\), \(\vec{b}\) are unit vectors and θ is the angle between them, show that
(i)
(ii)
(iii)
Answer:
Given \(\vec{a}\) and \(\vec{b}\) are unit vectors.
∴ |\(\vec{a}\)| = 1 and |\(\vec{b}\)| = 1

(i)

(ii)

(iii)

Question 11.

Answer:

Question 12.
Find the projection of the vector î + 3ĵ + 7k̂ on the vector 2î + 6ĵ + 3k̂
Answer:
The given vectors are î + 3ĵ + 7k̂ and 2î + 6ĵ + 3k̂
Projection of î + 3ĵ + 7k̂ on 2î + 6ĵ + 3k̂ is

Question 13.
Find λ, when the projection \(\vec{a}\) = λî + ĵ + 4k̂ on \(\vec{b}\) = 2î + 6ĵ + 3k̂ is 4 units.
Answer:
The given vectors are
\(\vec{a}\) = λî + ĵ + 4k̂ , \(\vec{b}\) = 2î + 6ĵ + 3k̂
Also given that projection of \(\vec{a}\) and \(\vec{b}\) is 4 units.

Question 14.

Answer:

Tamilnadu State Board New Syllabus Samacheer Kalvi 11th Maths Guide Pdf Chapter 8 Vector Algebra – I Ex 8.4 Text Book Back Questions and Answers, Notes.

Tamilnadu Samacheer Kalvi 11th Maths Solutions Chapter 8 Vector Algebra – I Ex 8.4

Question 1.
Find the magnitude of \(\vec{a}\) × \(\vec{b}\) if \(\vec{a}\) = 2î + ĵ + 3k̂ and \(\vec{b}\) = 3î + 5ĵ – 2k̂
Answer:
The given vectors are \(\vec{a}\) = 2î + ĵ + 3k̂
\(\vec{b}\) = 3î + 5ĵ – 2k̂

Question 2.
Show that

Answer:

Question 3.
Find the vectors of magnitude 10√3 that are perpendicular to the plane which contains
î + 2ĵ + k̂ and î + 3ĵ + 4k̂
Answer:
Let the given vectors be \(\vec{a}\) = î + 2ĵ + k̂
\(\vec{b}\) = î + 3ĵ + 4k̂

Question 4.
Find the unit vectors perpendicular to each of the vectors \(\vec{a}\) + \(\vec{b}\) and \(\vec{a}\) – \(\vec{b}\), where \(\vec{a}\) = î + ĵ + k̂ and \(\vec{b}\) = î + 2ĵ + 3k̂
Answer:

Question 5.
Find the area of the parallelogram whose two adjacent sides are determined by the vectors î + 2ĵ + 3k̂ and 3î – 2ĵ + k̂
Answer:

Question 6.
Find the area of the triangle whose vertices are A(3, -1, 2), B(1, -1, -3), and C(4, -3, 1)
Answer:
The given vertices of the triangle ABC are
A(3, -1, 2), B(1, -1, -3) and C(4, -3, 1)

Question 7.

Answer:

Question 8.
For any vector \(\vec{a}\) prove that

Answer:

Question 9.

Answer:

Question 10.
Find the angle between the vector 2î + ĵ – k̂ and î + 2ĵ + k̂ using vector product.
Answer:
Let the given vector be \(\vec{a}\) = 2î + ĵ – k̂ and \(\vec{b}\) = 2î + ĵ – k̂

Tamilnadu State Board New Syllabus Samacheer Kalvi 11th Maths Guide Pdf Chapter 8 Vector Algebra – I Ex 8.5 Text Book Back Questions and Answers, Notes.

Tamilnadu Samacheer Kalvi 11th Maths Solutions Chapter 8 Vector Algebra – I Ex 8.5

Choose the correct or the most suitable answer from the given four alternatives:

Question 1.
The value of \(\overrightarrow{\mathbf{A B}}+\overrightarrow{\mathbf{B C}}+\overrightarrow{\mathbf{D A}}+\overrightarrow{\mathbf{C D}}\) is
(1) \(\overrightarrow{\mathbf{A D}}\)
(2) \(\overrightarrow{\mathbf{C A}}\)
(3) \(\overrightarrow{0}\)
(4) \(-\overrightarrow{\mathbf{A D}}\)
Answer:
(3) \(\overrightarrow{0}\)

Explaination:

Question 2.
If \(\overrightarrow{\mathbf{a}}+2 \overrightarrow{\mathbf{b}}\) and \(3 \overrightarrow{\mathbf{a}}+\mathbf{m} \overrightarrow{\mathbf{b}}\) are parallel, then the value of m is
(1) 3
(2) \(\frac{1}{3}\)
(3) 6
(4) \(\frac{1}{6}\)
Answer:
(3) 6

Explaination:

Question 3.
The unit vector parallel to the resultant of the vectors î + ĵ – k̂ and î – 2ĵ + k̂ is
(1)
(2)
(3)
(4)
Answer:
(4)

Explaination:

Question 4.
A vector \(\overrightarrow{\mathbf{O P}}\) makes 60° and 45° with the positive direction of the x and y axes respectively. Then the angle between \(\overrightarrow{\mathbf{O P}}\) and the z – axis is
(1) 45°
(2) 60°
(3) 90°
(4) 30°
Answer:
(2) 60°

Explaination:
Given the angle made by \(\overrightarrow{\mathbf{O P}}\) with x – axis and y – axis are 60° and 45° respectively. Let the angle made by \(\overrightarrow{\mathbf{O P}}\) with the positive direction of z – axis be θ. Then

Question 5.
If \(\overrightarrow{\mathbf{B A}}\) = 3î + 2ĵ + k̂ and the position vector of B is î + 3ĵ – k̂ then the position vector A is
(1) 4î + 2ĵ + k̂
(2) 4î + 5ĵ
(3) 4î
(4) – 4î
Answer:
(2) 4î + 5ĵ

Explaination:

Question 6.
A vector makes equal angle with the positive direction of the coordinate axes . Then each angle is equal to
(1) cos^-1\(\left(\frac{1}{3}\right)\)
(2) cos^-1\(\left(\frac{2}{3}\right)\)
(3) cos^-1\(\left(\frac{1}{\sqrt{3}}\right)\)
(4) cos^-1\(\left(\frac{2}{\sqrt{3}}\right)\)
Answer:
(3) cos^-1\(\left(\frac{1}{\sqrt{3}}\right)\)

Explaination:
Let the angles made by a vector with the coordinate axes be α, α, α. Then
cos² α + cos² α + cos² α = 1
[If α, β, γ are the angles made by a vector with coordinate axes respectively, then
cos² α + cos² β + cos² γ = 1]
3 cos² α = 1

Question 7.
The vector \(\overrightarrow{\mathbf{a}}-\overrightarrow{\mathbf{b}}, \overrightarrow{\mathbf{b}}-\overrightarrow{\mathbf{c}}, \overrightarrow{\mathbf{c}}-\overrightarrow{\mathbf{a}}\) are
(1) parallel to each other
(2) unit vectors
(3) mutually perpendicular vectors
(4) coplanar vectors
Answer:
(4) coplanar vectors

Explaination:

[The condition for the three vectors \(\vec{a}\), \(\vec{b}\), \(\vec{c}\) to be coplanar is \(\vec{a}\) = λ\(\vec{a}\) + μ\(\vec{b}\) where λ, μ are scalars. That is one vector is a Linear combination of the other two vectors.]

Question 8.
If ABCD is a parallelogram, then \(\overrightarrow{\mathbf{A B}}+\overrightarrow{\mathbf{A D}}+\overrightarrow{\mathbf{C B}}+\overrightarrow{\mathbf{C D}}\) is equal to
(1) 2 \((\overrightarrow{\mathbf{A B}}+\overrightarrow{\mathbf{A D}})\)
(2) 4 \(\overrightarrow{\mathbf{A C}}\)
(3) 4 \(\overrightarrow{\mathbf{B D}}\)
(4) \(\overrightarrow{0}\)
Answer:
(4) \(\overrightarrow{0}\)

Explaination:

Question 9.
One of the diagonals of parallelogram ABCD with \(\vec{a}\) and \(\vec{b}\) as adjacent sides is \(\vec{a}\) + \(\vec{b}\). The other diagonal BD is
(1) \(\vec{a}\) – \(\vec{b}\)
(2) \(\vec{b}\) – \(\vec{a}\)
(3) \(\vec{a}\) + \(\vec{b}\)
(4) \(\frac{\overrightarrow{\mathbf{a}}+\overrightarrow{\mathbf{b}}}{2}\)
Answer:
(2) \(\vec{b}\) – \(\vec{a}\)

Explaination:

Question 10.
If \(\vec{a}\), \(\vec{b}\) are the vectors A and B, then which one o the following points whose position vector lies on AB, is
(1) \(\vec{a}\) + \(\vec{b}\)
(2) \(\frac{2 \vec{a}-\vec{b}}{2}\)
(3) \(\frac{2 \vec{a}+\vec{b}}{3}\)
(4) \(\frac{\vec{a}-\vec{b}}{3}\)
Answer:
(3) \(\frac{2 \vec{a}+\vec{b}}{3}\)

Explaination:

Question 11.
If \(\vec{a}\), \(\vec{b}\), \(\vec{c}\) are the position vectors of three collinear points, then which of the following is true?
(1) \(\overrightarrow{\mathbf{a}}=\overrightarrow{\mathbf{b}}+\overrightarrow{\mathbf{c}}\)
(2) \(2 \overrightarrow{\mathbf{a}}=\overrightarrow{\mathbf{b}}+\overrightarrow{\mathbf{c}}\)
(3) \(\overrightarrow{\mathbf{b}}=\overrightarrow{\mathbf{c}}+\overrightarrow{\mathbf{a}}\)
(4) \(4 \overrightarrow{\mathbf{a}}+\overrightarrow{\mathbf{b}}+\overrightarrow{\mathbf{c}}=0\)
Answer:
(2) \(2 \overrightarrow{\mathbf{a}}=\overrightarrow{\mathbf{b}}+\overrightarrow{\mathbf{c}}\)

Explaination:

Question 12.
If \(\vec{r}\) = \(\frac{9 \vec{a}+7 \vec{b}}{16}\), then the point p whose position vector \(\vec{r}\) divides the line joining the points with position vectors \(\vec{a}\) and \(\vec{b}\) in the ratio
(1) 7 : 9 internally
(2) 9 : 7 internally
(3) 9 : 7 externally
(4) 7 : 9 externally
Answer:
(1) 7 : 9 internally

Explaination:

Question 13.
If λî + 2λĵ + 2λk̂ is a unit vector, then the value of λ is
(1) \(\frac{1}{3}\)
(2) \(\frac{1}{4}\)
(3) \(\frac{1}{9}\)
(4) \(\frac{1}{2}\)
Answer:
(1) \(\frac{1}{3}\)

Explaination:

Question 14.
Two vertices of a triangle have position vectors 3î + 4ĵ – 4k̂ and 2î + 3ĵ + 4k̂. If the position vector of the centroid is î + 2ĵ + 3k̂, then the position vector of the third vertex is
(1) – 2î – ĵ + 9k̂
(2) – 2î – ĵ – 6k̂
(3) 2î – ĵ + 6k̂
(4) – 2î + ĵ + 6k̂
Answer:
(1) – 2î – ĵ + 9k̂

Explaination:
Let ABC be a triangle with centroid G. Given that

Question 15.

(1) 42
(2) 12
(3) 22
(4) 32
Answer:
(3) 22

Explaination:

Question 16.
If \(\vec{a}\) and \(\vec{b}\) having same magnitude and angle between them is 60° and their scalar product \(\frac{1}{2}\) is then |\(\vec{a}\)| is
(1) 2
(2) 3
(3) 7
(4) 1
Answer:
(4) 1

Explaination:

Question 17.
The value of θ ∈ (0, \(\frac{\pi}{2}\)) for which the vectors \(\vec{a}\) = (sin θ) î + (cos θ) ĵ and \(\vec{b}\) = î – √3ĵ + 2k̂ are perpendicular is equal to
(1) \(\frac{\pi}{3}\)
(2) \(\frac{\pi}{6}\)
(3) \(\frac{\pi}{4}\)
(4) \(\frac{\pi}{2}\)
Answer:
(1) \(\frac{\pi}{3}\)

Explaination:

Question 18.

(1) 15
(2) 35
(3) 45
(4) 25
Answer:
(4) 25

Explaination:

Question 19.

(1) 225
(2) 275
(3) 325
(4) 300
Answer:
(4) 300

Explaination:

Question 20.
If \(\vec{a}\) and \(\vec{b}\) are two vectors of magnitude 2 and inclined at an angle 60°, then the angle between \(\vec{a}\) and \(\vec{a}\) + \(\vec{b}\) is
(1) 30°
(2) 60°
(3) 45°
(4) 90°
Answer:
(1) 30°

Explaination:

Question 21.
If the projection of 5î – ĵ – 3k̂ on the vector î + 3ĵ + λk̂ is same as the projection of î + 3ĵ + λk̂ on 5î – ĵ – 3k̂, then λ is equal to
(1) ± 4
(2) ± 3
(3) ± 5
(4) ± 1
Answer:
(3) ± 5

Explaination:

Question 22.
If (1, 2, 4) and (2, – 3λ – 3) are the initial and terminal points of the vector î + 5ĵ – 7k̂ then the value of λ is equal to
(1) \(\frac{7}{3}\)
(2) \(-\frac{7}{3}\)
(3) \(-\frac{5}{3}\)
(4) \(\frac{7}{3}\)
Answer:
(4) \(\frac{7}{3}\)

Explaination:


Equating the like terms
5 = – 3λ – 2
3λ = – 5 – 2 = – 7
λ = \(-\frac{7}{3}\)

Question 23.
If the points whose position vectors 10î + 3ĵ, 12î – 5ĵ and aî + 11ĵ are collinear then a is equal to
(1) 6
(2) 3
(3) 5
(4) 8
Answer:
(4) 8

Explaination:
The position vectors of the three points are

The condition for the three points A, B, C are collinear is the area of the triangle formed by these points is zero.

Question 24.

(1) 5
(2) 7
(3) 26
(4) 10
Answer:
(3) 26

Explaination:


(4x + 1) – 7 – (2 + x) = 70
4x + 1 – 7 – 2 – x = 70
3x – 8 = 70
3x = 70 + 8
3x = 78
x = \(\frac{78}{3}\) = 26

Question 25.
If \(\vec{a}\) = î + 2ĵ + 2k̂, |\(\vec{b}\)| = 5 and the angle between \(\vec{a}\) and \(\vec{b}\) is \(\frac{\pi}{6}\), then the area of the triangle formed by these two vectors as two sides, is
(1) \(\frac{7}{4}\)
(2) \(\frac{15}{4}\)
(3) \(\frac{3}{4}\)
(4) \(\frac{17}{4}\)
Answer:
(2) \(\frac{15}{4}\)

Explaination:

Tamilnadu State Board New Syllabus Samacheer Kalvi 11th English Guide Pdf Poem 1 Once Upon A Time Text Book Back Questions and Answers, Summary, Notes.

Tamilnadu Samacheer Kalvi 11th English Solutions Poem 1 Once Upon A Time

11th English Guide Once Upon A Time Text Book Back Questions and Answers

1. Based on your understanding of the poem answer the following questions in one or two sentences each:

Question i.
What do you associate with the title of the poem?
Answer:
The title of the poem is associated with fables of the past when good prevailed not only in society but in the hearts of people.

Question ii.
What is the relationship between the narrator and the listener?
Answer:
The narrator is the father and the listener is his son.

Question iii.
What happens to the poet when he visits someone for the third time?
Answer:
The third time the poet visits someone, the door is shut on his face.

Question iv.
Pick out the expressions that indicate conflicting ideas.
Answer:

• To say “Goodbye” when one means “Good-riddance”
• To say “Glad to meet you” without being glad
• To say “It’s been nice talking to you” after being bored.

Question v.
How does the poet compare his face with dresses?
Answer:
One keeps changing the dresses every day according to fashion and season; Likewise, the author keeps changing his faces. He has a different face for office, home, friends, party, and street.

Question vi.
What does the poet mean when he says “goodbye”?
Answer:
He means “good-riddance” when he says “goodbye”.

Question vii.
What pleasantries does the poet use to fake cordiality?
Answer:
The poet says “glad to meet you” when the poet means the visit is disturbing him. When one’s talk is boring, The poet says, “It’s nice talking to you”. He says “Goodbye” when he actually wants to say “good riddance”. The poet says the above to fake cordiality.

Question viii.
What does he desire to unlearn and relearn?
Answer:
He desires to unlearn muting things and relearn real qualities of childhood.

Question ix.
How is the poet’s laugh reflected in the mirror?
Answer:
The poet’s laugh in the mirror shows only his teeth, not his heart or human warmth. The teeth appear like a snake’s fangs. The false laughter could conceal enough poison to kill a person.

Question x.
What does the poet long for?
Answer:
The poet longs for his childhood days that are innocent and happy.

Question xi.
Mention the qualities the child in the poem symbolizes.
Answer:
A child is guileless. He /she is innocent. He multiplies his joy and halves his sorrow by sharing them with friends. A child does not have lasting anger and is quick to forgive and forget wrongs done to him. His friendship is genuine and laughter natural and spontaneous.

2) Fill in the blanks choosing the words from the box given and complete the summary of the poem:

Question 1.
The poet Okara in this narrative monologue painfully condemns the (a) ______ displayed by adults, both in their words and actions. Here, a father laments to his son about the negative changes that creep into the attitude and behaviour of humans, when they grow into (b) ______. He says that people used to be (c)_______ when they laugh and the honesty would be reflected in their eyes. But, people of modern times laugh (d) ______. Their handshakes used to be warm and happy conveying a sense of togetherness, but nowadays the handshakes have become a mere (e) ______. He warns his son that people are not trust-worthy and have become so selfish that they are concerned only about their own (f)________ benefits.

People utter words of welcome and exchange (g) ______, but those words come only from the tip of their tongues and not from the depth of their hearts. Humans have learned the art of changing their (h) ______ expressions according to situations merely to ensure social acceptance. They wear (i) ______ and exhibit multiple faces. The narrator admits that he has also changed into a hypocrite. However, he tells his son that though he (j)_______ his expressions, he does all these against his will. He says he wants to become a (k) ______ again and laugh genuinely.

He wants to (l)______ the unreal things and (m) how to laugh as he had done once upon a time. When he laughs before the (n) ______, he sees no expression. His teeth are bare like that of the (o)_______ of a snake. So, he asks his son to show him how to laugh the way he used to laugh when he was a kid like him.

Answer:
a) Duplicity
b) adults
c) genuine
d) superficially
e) falsity
f) personal
g) pleasantries
h) facial
i) masks
j) fakes
k) child
l) unlearn
m) relearn
n) mirror
o) fangs

3a) Interpret each of the expressions used in the poem in one or two lines:

Question i.
Laugh with their eyes.
Answer:
Eyes are the windows of the soul, so when one laughs heartily and with true feelings, it gets reflected in their eyes.

Question ii.
Shake hands without hearts.
Answer:
It is a handshake that does not show warmth but a routine formality.

Question iii.
Like a fixed portrait smile.
Answer:
A smile that remains fixed and does not change with personal feelings and moods.

Question iv.
Hands search my empty pockets.
Answer:
In society at present relationships are measured in terms of how much money/power one has.

Question v.
To unlearn all these muting things.
Answer:
Getting rid of falseness in one’s behavior makes one laugh unpleasant.

3b) Read the following sets of poetic lines and answer any form of the following:

i) But now they only laugh with their teeth
While their ice-block- cold eyes

Question a.
Who are they?
Answer:
They refer to the people of modern times.

Question b.
Explain ice-block – cold – eyes
Answer:
It means modern people greet each other with a laugh, which does not reach the eyes. In short, the eyes lack a feeling of warmth.

Question c.
Identify the figure of speech used here.
Answer:
The figure of speech used here is a metaphor.

ii) Most of all, I want to relearn
How to laugh, for my laugh in the mirror Shows only my teeth like a Snake’s bare fangs !’

Question a.
Why does the poet want to relearn how to laugh?
Answer:
The poet wants to get rid of falseness in his behaviour. So he wants to relearn how to behave in a natural way.

Question b.
Whom does the poet want to relearn from?
Answer:
The poet wants to relearn from his son.

Question c.
Mention figure of speech used here.
Answer:
The figure of speech used here is Simile.

Additional Appreciation Questions:

(i) Once upon a time, son
They used to laugh with their hearts And laugh with their eyes:

Question a.
Who does ‘they’ refer to?
Answer:
They refer to the people of the present world.

Question b.
How did they laugh?
Answer:
They laugh with their hearts and eyes.

(ii) There was a time indeed
They used to shake hands with their hearts.
But that’s gone, son
Now they shake hands without hearts
Write their hands search
My empty pockets.

Question a.
When did people shake their hands with hearts?
Answer:
People shook hands with their hearts before the arrival of modernism.

Question b.
What does the phrase ‘Search my empty pockets’ mean?
Answer:
Search my empty pockets means evaluating a poet’s worth.

(iii) “I have learned to wear many faces”
And I have learned too
To laugh with only my teeth.
And shake hands without my heart.

Question a.
What did the poet learn to wear?
Answer:
The poet learned to wear many faces.

Question b.
Find out the alliterated words
Answer:
hands-heart

(iv) So, show me, son
How to laugh; show me how used to laugh and smile.

Question a.
Whom does the poet ask to show?
Answer:
The poet asks his son to show how to laugh.

Question b.
What does he want to learn from his son?
Answer:
He wants to learn how to laugh.

Figure of Speech:

C. Explain the following with reference to the context:

i) Once upon a time, son
They used to laugh with their eyes:

Reference:
These lines are taken from Poem – “Once upon a time”, poet – “Gabriel Okara”.
Context:
The poet says these words while explaining the behaviour of the people in the past.
Explanation:
The poet tells his son about the behaviour of people in the olden days. He remembers a time when people had true feelings for one another. They would laugh from the heart which reaches their eyes with the same warm feeling. They meet one another with genuine feeling.

ii) There will be no thrice

Reference:
These lines are taken from Poem – “Once upon a time”, poet – “Gabriel Okara”.
Context:
The poet brings out the sarcastic feeling through this line.
Explanation:
The poet says that today in the modern world people receive their guests and say come again and ask them to feel at home. But those words do not come from their heart. When the guests visit them once or twice they will be given a warm welcome. When it continues for the third time the doors of the people remain shut for the guest.

iii) I have learned to wear my faces
Like dresses ……………

Reference:
These lines are taken from Poem – “Once upon a time”, poet – “Gabriel Okara”.
Context:
Here the poet talks about the innate changes in him.
Explanation:
The poet changes his behaviour according to the situation which prevails at that time and slowly disappears his natural behaviour. In this context, he compares his change of behaviour with that of changing dresses suitable for different occasions.

iv) I want to be what I used to be.

Reference:
These lines are taken from Poem – “Once upon a time”, poet – “Gabriel Okara”.
Context:
The poet said these words while expressing his longing desire for his childhood days.
Explanation:
The poet has a deep desire to go back to the innocence of childhood. He is dissatisfied with his own changed self. He wants to relearn how to behave in a natural way and wants to get rid of his fake behaviour. In this context, he uttered the above words.

4. Answer the following questions in about 100-150 words each:

Question I.
Explain the things the poet has learned when he grew into an adult.
Answer:
The poet has learned many fake attitudes and behaviour when he grew into an adult. As he has to thrive in society, he is forced to wear a face mask. The poet feels that he behaves differently in different situations. He behaves differently in the office compared to the way he behaves at a party, or on the street. In this context, he feels that he changes his face like that of changing dresses on different occasions. This fact gets conveyed through the lines

I have learned to wear many faces Like dresses

The poet is sure that the different face that he puts on is not his real face. He also learned to have an artificial smile on all occasions. He learned to say things that he doesn’t really mean because they are the correct things to say in that situation.

For example, He sometimes politely greets a person by saying “Glad to meet you” even though he may not be interested in meeting him or her. He also learned to laugh only with teeth which is expressionless and shake hands without his heart which makes it a routine formality. He feels sad that like other adults in today’s world he has forgotten how to be a natural person.

Question II.
This poem is nothing but criticism of modern life. Justify this statement.
Answer:
The poem ‘Once Upon A Time’ is for sure considered a criticism of modern life. Throughout the poem, the poet laments about the fake behaviour of the people in the present day. They do not laugh wholeheartedly and their hands shake has no warmth in it. Everything seems to be a mere formality.

In society at present relationships are measured in terms of how much money one has. People utter Words of welcome and exchange pleasantries but those words come only from the tip of their tongues and not from the tip of their hearts. They have also learned the art of changing their facial expressions according to situations merely to ensure social acceptance.

Moreover, their smiles are “Like a fixed portrait smile” which has no specific expressions in it. They are not trust-worthy and have become so selfish that they are concerned only about their own personal benefits. Even when they utter words of a good deed they mean something else in their mind which clearly gets conveyed from the lines.

To say Glad to meet you without being glad;
Thus it is made clear that the poem is just a criticism of modern life.

Question III.
“Face is the index of the mind” Does this adage concur with the views of the poet?
Answer:
The face is described as the index of mind since it evidently reflects the inner feelings of an individual. It produces sentiments, thoughts, and emotional feelings in a very strong way as compared to other parts of the body. Some scholars see the face as an advertisement of real occurrences deep in the mind.

In this poem ‘Once Upon A Time,’ the poet brings forth the falsity of the people who does not get revealed in their face in any way. They change their facial expressions according to situations merely to ensure social acceptance. They wear masks and exhibit multiple faces. The lines – home face, office face, street face, host face, the cocktail face reveals the above fact.

Even when they utter words of pleasantries they have something else in their mind which does not get revealed in their face. They say “It’s been nice talking to you”, after being bored. Thus the above facts clearly reveal that the adage “ Face is the index of the mind” does not concur with the views of the poet.

கவிஞரைப் பற்றி:

கேப்ரியேல் ஒக்காரா (Gabriel Okara) 1921 ம் ஆண்டு பிறந்த நைஜீரிய கவிஞரும், புதின எழுத்தாளரும் ஆவார். இவருடைய கவிதைகள் அதிகமான மொழிகளில் மொழிபெயர்க்கப்பட்டுள்ளன. The call of the river nun என்ற இவரது கவிதை நூல் நைஜீரிய இலக்கிய விழாவில் சிறந்த இலக்கிய விருதை 1953 ல் பெற்றுள்ளது.

இவரின் சில கவிதைகள் Black Orpheus என்ற புத்தகத்தில் வெளிவந்ததன் மூலம் 1960ல் தலைச்சிறந்த எழுத்தாளராக உருவாக்கிக் கொண்டவர்.ஆகவே இவருக்கு Commonwealth கவிஞர் விருதும் வழங்கப்பட்டுள்ளது.

ஒக்காராவின் கவிதைகள் மக்களின் எதார்த்த வாழ்வைப்பற்றி தொடங்கி, மகிழ்ச்சியான தருணங்களை சொல்லி மீண்டும் எதார்த்த வாழ்க்கைக்கு இட்டுச் செல்வதாக அமைந்திருக்கும். ஒக்காரா தன்னுடைய கவிதையிலும், உரை நடையிலும் ஆப்ரிக்காவின் சிந்தனைகள், கிராமிய வழக்கு ஆகியவற்றை எடுத்துயம்புவதாக உருவாக்கியிருக்கிறார்.

The voice இவரின் மிகச்சிறந்த படைப்பு. The Fisherman’s invocation (1978), Little snake and Little frog (1981) An adventure to Juju Island (1992) ஆகியவை இவரின் சிறந்த படைப்புகள்.

கவிதையைப் பற்றி:

இக்கவிதை ஒரு தந்தை தன் மகனிடம் பேசுவதாக ஒக்காரா அமைந்திருக்கிறார். கவிதையாளர் தான் சிறுவயதாக இருக்கும் போது கற்றுக் கொண்ட நல்ல பழக்க வழக்கத்தையும், சிறு குழந்தைகளின் நல்ல உள்ளத்தையும் அதிகமாக நேசிப்பதாகவும், தானும் அந்த சிறுவயதான குழந்தைபோல் மகிழ வேண்டுமென்றும், இப்போது உள்ள உலக மாயையை வெருப்பதாகவும் தன் எளிய நடையில் தன் மகனிடம் கூறுகிறார்.

Once Upon a Time Summary in Tamil

மகனே, முன்னொரு காலத்தில்
இனிமையான இதயத்தோடும்
நேரிய அன்பு பார்வையோடும் புன்னகைத்தார்கள்
ஆனால் இப்போதோ வெறும் உதட்டளவில் புன்னகைக்கிறார்கள்,

அவர்களது நேசமில்லா கண்கள்
உள்ளொன்று வைத்து புறமொன்று பேசுகின்றன.
உண்மையில் ஒரு காலம் இருந்தது
அவர்கள் தங்கள் இதய அன்போடு கைகுலுக்கிக் கொண்டார்கள்

ஆனால் மகனே அவை தற்போது இல்லை
தற்போது மனம் இல்லாமல் கைகுலுக்கிக் கொள்கிறார்கள்
அவர்கள் இடது கைகள்
காலியாக உள்ள என் பைகளை துழாவுகின்றன.

உங்கள் வீடாக கருதுங்கள், மறுபடியும் வாருங்கள்
மனிதர்கள் சொல்கிறார்கள், நானும் வரும்போதெல்லாம் என் வீடாக கருதினேன்
திரும்பவும் சென்றேன், வீட்டைப் போல்
உணர்ந்தேன், முதல் முறை, இரண்டாம்முறை

ஆனால் மூன்றாவது முறை
அவர்கள் எனக்கு கதவுகளை மூடிக்கொண்டார்கள்.
அதனால் நான் பலபாடங்களை கற்றுக்கொண்டேன், மகனே
நான் ஆடைகள் போன்று பல முகங்களை

அணிய கற்றுக்கொண்டேன் – வீட்டின் முகம்,
அலுவலக முகம், தெரு முகம், தொகுப்பாளர் முகம்
கவலை உணர்ச்சிகளை காட்டும் முகம், நிலையான உருவப்பட புன்னகைப்போல்
அப்புன்னகை நிலையான ஏமாற்றமும் செயற்கையாக இருந்தது.

நானும் கற்றக்கொண்டேன்
செயற்கையாக சிரித்துக்கொள்ள கற்றுக்கொண்டேன்
மனம்மில்லாமல் கைகுலுக்கிக் கொண்டேன்
“பிரியாவிடை (good bye) சொல்ல கற்றுக்கொண்டேன்

“ஒழிந்தது நல்லதே” என நினைக்கும் இடத்தில்:
”சந்தித்ததில் மகிழ்ச்சி என சொல்ல வேண்டியிருந்தது
மகிழ்ச்சியாக இல்லாமல் அவர்களிடம் “உங்களோடு
பேசுவதில் மகிழ்ச்சி அடைகிறேன் என சலிப்புடன் பொய் கூறினேன்.

சந்தித்தது மகிழ்ச்சியாக உள்ளது” என சலித்து பொய் கூறினர்
ஆனால் நம்பு மகனே
நான் உன்னைப்போல் இருக்கும்போது
நான் எனக்கு பிடித்ததை செய்வேன்

எல்லாவற்றையும் மிகைப்படுத்திக் கூறும் செயல்களை
கற்காமல் இருக்க, நான் திரும்பவும்
சிரிக்க கற்றுக்கொண்டேன், கண்ணாடியில் சிரிக்க,
உதட்டளவில் பாம்பின் விஷம் கொண்ட பற்கள் போல.

மகனே என்னிடம் காட்டு
எப்படி மகிழ (சிரிக்க) வேண்டும் என்று; என்னிடம் வெளிப்படுத்து
நான் எவ்வாறு புன்னகைத்தேன் என்று
அன்றோரு காலம் நான் மகிழ்ந்தது போல்.

Tamilnadu State Board New Syllabus Samacheer Kalvi 11th English Guide Pdf Prose Chapter 6 The Accidental Tourist Text Book Back Questions and Answers, Summary, Notes.

Tamilnadu Samacheer Kalvi 11th English Solutions Prose Chapter 6 The Accidental Tourist

11th English Guide The Accidental Tourist Text Book Back Questions and Answers

A. Answer the following in one or two sentences:

Question 1.
Give a few instances of Bryson’s confusing acts.
Answer:
Whenever he went looking for the lavatory in a cinema he used to stand in an alley on the wrong side of a self-locking door. For getting his room number while staying in a hotel, he often visited the hotel desks.

Question 2.
What were the contents of the bag?
Answer:
The contents of the bag were a frequent flyer cards, newspaper cuttings, loose papers, tobacco pipes, magazines, passports, English money, and film.

Question 3.
Describe the fluttery cascade of things tumbling from the bag.
Answer:
Documents came raining down, coins bounced to a variety of noisy oblivions, and the lidless
tobacco rolled crazily disgorging its contents.

Question 4.
Why did the author’s concern over tobacco shift to his finger?
Answer:
When the author saw the racing tobacco box disgorging its content, he worried about the need to buy expensive tobacco in England. But when he saw his own bleeding finger that he had gashed while forcefully opening the jammed zip, he shifted his cry to his finger.

Question 5.
What happened to Bryson when he leaned to tie his shoelace?
Answer:
When he learned to tie his shoelace someone in the seat ahead of him threw his seat back to relax and he found himself pinned in the crash position.

Question 6.
How did Bryson free himself from the crash position?
Answer:
Bryson was able to disentangle himself only by clawing the leg of the man sitting next to him.

Question 7.
Give a brief account of the embarrassing situation of Bryson when he knocked down the drink.
Answer:
Bryson knocked down twice the soft drink onto the lap of a sweet little lady sitting beside him twice. He didn’t know how it happened repeatedly.

Question 8.
What was Bryson’s worst accident on a plane?
Answer:
During one of the flights, the author was jotting down his thoughts on a notebook. The important thoughts reflected how well he behaves in public places. His recorded thoughts were, “buy socks”, “clutch drinks carefully”. He was sucking the pen thoughtfully. He was oblivious of the fact that the pen was leaking. The leaked ink had left scrub-resistant navy blue on his mouth, gum, chin, tongue, and teeth for several days.

Question 9.
What did Bryson wish to avoid in his life?
Answer:
Bryson wished to avoid seismic event while rising from a dining table, leaving 14 inches of coat outside while getting into a car and dirtying light-colored trousers.

Question 10.
How would stay away from liquid mischief benefit Bryson?
Answer:
Staying away from liquid mischief would naturally reduce the expense on laundry bills.

B. Answer in about three to four sentences:

Question 1.
Why doesn’t Bryson seem to be able to do easily what others seem to? Give a few reasons.
Answer:
Bryson does not seem to do what others do easily because he gets confused very easily. He is also a man of forgetfulness.

Question 2.
What was the reaction of Bryson’s wife to his antics?
Answer:
Mrs. Bryson saw the quixotic behaviour of her husband. She was neither angry nor exasperated. But she just expressed her deep sense of wonder. She said, ‘I can’t believe you do this for a living”.

Question 3.
Briefly describe the ‘accidents’ encountered on the flight by Bryson.
Answer:
Once when he leaned over to tie a shoelace, he was pinned helplessly in the crash position when someone in the seat ahead of him threw his seat back to relax. The most embarrassing situation was when he knocked down a soft drink onto the lap of a lady repeatedly. The worst experience was sucking his pen thoughtfully without knowing that it was leaking and that his mouth, chin, tongue, teeth, and gums remained navy blue for several days.

C. Based on your understanding of the text, answer the following questions in a paragraph of about 100-150 words:

Question 1.
‘To this day, I don’t know how I did it’ – What does ‘it’ refer to?
Answer:
Once, the author knocked a soft drink onto the lap of a sweet little lady sitting beside him. The flight attendant came and cleaned her up and brought him a replacement drink. Instantly he knocked ‘it’ onto the woman again. To this day, the author does not remember how he spilled the drink twice on the same lady passenger seated next to him in the aeroplane.

He just remembers reaching out for the new drink and watch helplessly as his arm, like some cheap prop in one of those 1950 horror movies with a name swept the drink from its perch and onto her lap. The sweet lady was an mm. She looked at him with a stupefied expression. She uttered an oath that started with oh! and ended with sake. In between, she used some words the author had never heard before in public.

“I don’t know what is messier, my room, or my life.”

Question 2.
‘But, when it’s my own-well, I think hysterics are fully justified’- How?
Answer:
It is a general fact that we human beings never worry much when something disastrous happens to others. At the same time, it hurts us a lot when the same situation is being faced by us. The same is the feeling of Bill Bryson when there was a cut on his finger. When he was about to open his carry-on bag for taking out the card, the zip got jammed. He enforced his utmost effort to open it.

Because of this incident, there was a deep cut on his finger out of which blood started shedding out in a lavish manner. He never bothered about the flow of blood when it was for others. But now he was there in panic mode and felt like crying in an uncontrollable manner. This clearly justifies the statement But, when it’s my own – well, I think hysterics are fully justified’.

Question 3.
Bring out the pun in the title “The Accidental Tourist”.
Answer:
The title “accidental tourist” implies that a man travels a lot and is always confused. He gets into trouble because of his unintentional acts and clumsiness. He does not happen to travel by accident because he should buy a ticket, go to the airport, and board the aircraft with a careful plan. But during his travel, he does meet with numerable accidents.

The latter interpretation is very apt for the author. The story depicts many humorous travel experiences like being pinned in a crash position in his own seat by a fellow passenger, spilling a drink on a co-passenger, making his own teeth, gum, chin and tongue scrub-resistant navy blue by his unwise mannerism of sucking the pen, while thinking. The author accidentally gets into trouble often. Hence the pun in the use of “accidental” is pertinent.

“Fill your life with adventures, not things Have stories to tell, not stuff to show.”

Question 4.
Can a clumsy person train himself/herself to overcome shortcomings? How this could be done.
Answer:
No man is perfect in this world. There may be shortcomings in their life in one way or the other. There is no use feeling worried about it. On the other hand, one must think of some fruitful ideas to overcome those shortcomings. In this story, we come to know that Bryson often forgets the room number of his stay. A person like him can tackle such a situation by noting down the important dates, numbers, and their schedule in their diary.

A person like him gets confused just because of nervousness. It is their over-excitement that makes them do everything in a haphazard way. This can be controlled if they practice doing meditation regularly Nothing is difficult. Everything lies in the hands of the clumsy person who likes to come out of it ‘Practice makes a man perfect’ .If he practices doing the above-said ideas, naturally he can overcome his shortcomings to a great extend.

Question 5.
As a fellow passenger of Bill Bryson on the flight, make a diary entry describing his clumsy behaviour during the trip and the inconveniences caused to others as a result of his nervousness.
Answer:
On that fateful day, I was standing in front of the check-in counter just behind a crazy man. He was making odd movements with his hands. It appeared that he was trying to open something. He had yanked the zip of his bag open. It spilled ejecting all the important contents. The funny thing was, the funnyman was running behind a tin of tobacco which had already disgorged its content. Then he suddenly cried, “My finger”. Maybe he had hurt his finger. The funniest side of the whole episode was that he ignored his passport, currency, coins, and other fluttering travel documents. I had my sincere sympathy with the man but I couldn’t help laughing noiselessly because the fellow was really eccentric.

He did not have a sense of proportion. He gave importance to trifles and ignored the major things lying down fluttering in the corridor of the airport. During his flight, he disgorged/spilled the contents of his drink and profusely tendered his apology to the lady next to him. He appeared as real as a buffoon when he appeared sheepish with navy blue ink smeared on his gum, teeth, chin, and tongue. It reminded me of a lion-faced monkey.

Reading:

Read the passage and answer the questions that follow:

Caesar, the Hero of Mumbai on 26/11:

1. Mumbai: Caesar, the last surviving hero of his kind, died of a heart attack on Thursday. Caesar, a Labrador Retriever, was covered with tri-colour and given an emotional farewell from the city Police Force. The Mumbai Police Commissioner too marked the passing of the hero with a tweet.

2. Caesar, who was 11 years old was the sole survivor among the dogs of Mumbai Police who took part in bomb detection operations during the terrorist attack on Mumbai that began on November 26, 2008. He died of a heart attack at a farm in Virar where he and his three canine buddies had been sent after retirement. During the terror attack in Mumbai, Caesar saved several lives when he sniffed out the hand grenades left by the terrorists at the busy CST railway station.

3. Caesar was also a part of the search team at Nariman House, where terrorists were holed up for three days. Earlier he was also pressed into service for bomb search operation after the 2006 serial train blasts and July 2017 blast in Mumbai. The Mumbai police officials also tweeted their grief saying, “Services of retired members of Dog Squad during 26/11 will be unforgettable. We will remember our heroes forever:’’

Answer the following questions:

Question 1.
Labrador retriever was covered with tri-colour. What does this signify?
Answer:
It signifies that Caesar was given due respect by the government during its funeral Ceremony.

Question 2.
How did Caesar save several lives at the CST railway station?
Answer:
He saved several lives by sniffing out the busy CST railway station.

Question 3.
Which word in the passage (paragraph 3) means the same as ‘force’.
Answer:
The word which means the same as ‘forced’ is pressed.

Question 4.
“Services of retired members of Dog Squad during 26/11 will be unforgettable”. Mention three services rendered by Caesar.
Answer:
Caesar took part in bomb detection operations during the terrorist attack on Mumbai in 2008. He sniffed out the hand grenades and saved the lives of many people at CST railway station.

Question 5.
Caesar is a Labrador breed of dogs. Name a few other native breeds that are used by the Police force.
Answer:
He was also a part of the search team at Nariman house where terrorists were hold up for 3 days.

Question 6.
Try to rewrite the news item in your mother tongue without losing the spirit and flavour of the text. Give a suitable title to your translated version.
Answer:
German Shepherd, Belgian Malinois, Boxers, Doberman Pinscher, Blood hound and Giant Schnauzer.

ஆசிரியரைப் பற்றி:

அமேரிக்காவில், அயோவா மாகாணத்தில், 1951ல் பிறந்த இவர் ஒரு ஆங்கிலோ அமேரிக்கா இனத்தவர் ஆவார். இவரது தாய் ஐரிஷ் இனத்தவர். இவர் பெரும்பாலான காலத்தை இங்கிலாந்திலேயே கழித்துள்ளார்.

இவர் ஐரோப்பாவை சுற்றிப்பார்த்து அதன் அனுபவங்களை வைத்துக்கொண்டு, புத்தகங்கள் எழுதியுள்ளார். அமேரிக்காவில் உள்ள ட்ரேக் பல்கலைகழகத்தின் வேந்தராக பணியாற்றியுள்ளார். Notes from a small Island neither here nor there, Travels in Europe போன்றவை இவரின் படைப்புகள் ஆகும்.

பாடத்தைப் பற்றி:

நம்மில் ஒருசிலர் நம்முடைய சிறு தவறுகளால் சிக்களில் மாட்டிக் கொள்கிறோம். இது நாமே தேடிக் கொள்வது. பெரும்பாலும் நம்மில் சிலர், தங்களின் ஞாபக மறதியின் காரணமாக நமக்கு துன்பத்தை தேடிக்கொள்கிறோம்.

இதனால் நாம் அடையும் துன்பங்களை இந்த கட்டுரையின் ஆசிரியர் பில் பிரைசன் நகைச்சுவையுடன் விளக்குகிறார். தனது விமானப்பயணங்களின் போது, தான் சந்திக்கும் சிறு நெருக்கடிகளை தனக்கே உரித்தான நகைச்சுவையுடன் அவர் விளக்குவது இக்கட்டுரையின் தனிச்சிறப்பு.

The Accidental Tourist Summary in Tamil

எல்லாவற்றிலும் நான் மிகவும் சிறந்தவன் அல்ல, உண்மையான உலகத்தில் வாழ்வது மிகவும் சிறந்தது. சில மக்கள் தெளிவாக சிரமம்மின்றி செய்வதை நினைத்து நான் ஆச்சரியப்படுகிறேன். அது எனக்கு நன்றாக உள்ளது.

உதாரணமாக, நான் தியேட்டரில் கழிப்பறை தேடி செல்லும் போது கடைசியில் ஒரு சந்தில் (Alley) தானியங்கி கதவின் முன் நின்றிருப்பேன், நான் தினமும் மூன்று அல்லது நான்கு முறை ஹோட்டல் மேசைக்கு திரும்பி வந்து எனது அறை எண்ணை கேட்டு செல்வேன். நான் குட்டையாக (குள்ளமாக) இருப்பதால் எளிதில் குழம்பிவிடுவேன்.

நான் கடைசியாக எனது குடும்பத்துடன் பெரிய ஒரு சுற்றுலா பயணத்திற்கு சென்றதை நினைத்துக் கொண்டிருந்தேன். அது (Easter) காலம், ஒரு வார காலம் நாங்கள் இங்கிலாந்து சென்றோம். நாங்கள் Bostonல் உள்ள (logan) விமான நிலையத்தில் டிக்கெட் சரிபார்த்து கொண்டிருந்தோம்.

அப்போது திடீரென பிரிட்டிஸ் விமானப்படையின் flyer திட்டத்தில் சேர்ந்தது நினைவுக்கு வந்தது. அதன் அட்டையில் (card) என் பையில் வைத்திருப்பது ஞாபகம் வந்தது. அது என் கழுத்தை சுற்றி இருந்ததும் நினைவில் வந்தது. அங்கு தான் பிரச்சனை தொடங்கியது.

என் பையின் ஜிப்பை திறக்கமுடியவில்லை . ஆதலால், அதை அதிக அழுத்தம் (jerk) (yanked) கொண்டு இழுத்தேன். அதை சில மணித்துளிகள் அழுத்தம் கொடுத்து இழுத்தேன். ஆனால் அதை திறக்கமுடியவில்லை. ஆதலால் மிக கடினமாக மிகுந்த உறுமல்லுடன் இழுத்தேன்.

திடீரென அந்த ஜிப் வழிவிட்டது. ஒரு வழியில் அந்த பையில் இருந்தது. செய்தித்தாள் துண்டுகள் மற்றும் இதர காகிதங்கள், 14 ounce குழாய், புகையிலை டின், பத்திரிக்கைகள் பாஸ்போர்ட், ஆங்கில ரூபாய்கள், படம் – ஆடம்பரமான டென்னிஸ் கோர்ட் ஆகிய அனைத்தும் வெளியே வந்தது.

நூறு வரிசைப்படுத்தப்பட்ட ஆவணங்கள் கவனமான (fluttery) நீர் வீழ்ச்சி (cascade) போல் கீழே இறைச்சலோடு இயங்குவதை (dumb struck) கண்டேன். நாணயங்கள் பல்வேறு சப்தங்களை எழுப்பியது புகையிலை டப்பாவின் தகரம் நீண்டு வழியிலேயே (concourse) சிதறப்போயிருந்தது. அதன் உள்பொருளை வெளியே பரப்பிவிட்டு வெறுமையாக்கியது.

”எனது புகையிலை” என வருந்தினேன், நான் புகையிலைக்கு இங்கிலாந்தில் அதிகமாக செலவழிக்க வேண்டுமே? என மனதில் வந்து சென்றது. பிறகு “என் விரல்! என் விரல்! எனது விரல் பையின் ஜிப்பில் பட்டு ஆழமாக கீரல் விழுந்ததால் கத்தினேன். அது விலைமதிப்பற்ற இரத்தத்தை வெளியிட்டது. (அதாவது நான் இரத்தத்தை சிந்துவதில் நல்லவன் அல்ல, ஆனால் அது என்னுடையது.

வளிப்பு நோய் (Hysterics) உள்ளோர் இதை நியாயப்படுத்துவார்கள் என நினைக்கிறேன். இந்த நேரத்தில் எனது மனைவி பதற்றத்துடன் – கோபம், எரிச்சல் இல்லாமல் ஆனால் சிறிய திகைப்புடன் “நீங்கள் வாழ்வதற்கு இப்படிச் செய்வீர்கள் என நான் நம்பவில்லை,” என்று சொன்னாள்.

ஆனால், நான் கொஞ்சம் பயந்தேன். எதிர்பாராத (catastrophes) நிகழ்வுகள் பயணத்தின் போது நிகழும். ஒரு முறை விமானத்தில், நான் கீழே குனிந்து எனது shoe lace யை மாட்டிக்கொண்டிருந்தேன், சற்று நேரத்தில் எனது முன் இருக்கையில் இருந்தவர் பின்னாக முழுவதுமாக சாய்ந்தார்.

எனது அருகே இருந்தவர் கால்களை இருபக்கமும் போட்டுக் கொண்டார். நானும் அவரிடம் இருந்து விடுதலை பெற நினைத்தேன். எனது விமான பயணத்தில் இது மட்டுமே எனது மோசமான அனுபவங்கள் அல்ல.

எனது முக்கியமான எண்ணங்களை நான் புத்தகங்களில் எழுதுவதே எனது மோசமான தருணங்கள். (சாக்ஸ் வாங்க கிளட்ச் பானங்கள் கவனமாக….) யோசித்துக்கொண்டு பேனா நுனியை வாயில் வைத்து உறிஞ்சினேன். எனது அருகே உள்ள சிறுவயது பெண்மணியின் உரையாடலில் மூழ்கினேன்.

20 நிமிடங்கள் அவளை தொடர்ந்து பார்த்துக் கொண்டிருந்தேன். பின்னர் கழிப்பறை நோக்கி சென்றான். அப்போது தான் நான் பார்த்தேன் பேனாவின் மை என் வாய், கண்ணம், நாக்கு, பல் மற்றும் ஈறுகள் அனைத்திலும் தெரிந்தது. Navy blue, பல நாட்களாய் என் வாயிலிருந்து போகாமல் இருந்தது.

நான் சிறந்த பண்பாளனாய் (suave) இருக்க எவ்வளவு சிரமப்படுகிறேன் என நீங்கள் உணர்ந்திருப்பீர்கள் என நான் நம்புகிறேன். டைனிங் டேபிள் இருந்து பார்க்காமல் ஒரு Besimicevent செய்தேனே என முயற்சி செய்து பார்க்க வேண்டும்.

எனது 14 இன்ச் கோர்ட்டை மறவாமல் எடுத்துவந்து காரில் ஏறி ஜன்னலை சாத்த வேண்டும். மெல்லிய நிறங்களைக் கொண்ட ஆடைகள் அணிந்து அந்த நாள் இறுதிவரை, நான் முன்பு செய்தது போல் chewing Gum, Ice cream, cough syrup and motor oil செய்யக்கூடாது. ஆனால், அது அவ்வாறு நடக்காது.

இப்போது விமானத்தில் உணவு உபசரிக்கப்படுகிறது. “அப்பாவின் சாப்பாட்டு மூடியை திறங்கள்” அல்லது “உங்கள் தலைகளை மூடுங்கள் குழந்தைகளே அப்பா தற்போது அவரது உணவை சாப்பிட போகிறார்.

என என் மனைவி கூறுகிறாள் “ஆம், நான் என் குடும்பத்துடன் பறக்கும் போது நடப்பது. நான் தனியாக செல்லும் போது சாப்பிட, குடிக்க எனது shoe lace கட்ட முயற்சிக்க மாட்டேன்.

எனது வாயின் அருகே பேனாவை கொண்டு செல்ல மாட்டேன். நான் மிகமிக அமைதியாக இருப்பேன். சிலநேரம் என்கையில் இருந்து வடியும் நீரே எனக்கு பிரச்சனையைக் கொடுக்கும். இது சிரிப்பிற்குரிய விஷயம் அல்ல, ஆனால் இவையனைத்தும் எனது லாண்டரி பில்லில் சேர்க்கப்படும்.

என்னுடைய அன்றாட flyer milesயை நான் இன்னும் பெறவில்லை. நான் செய்தது இல்லை. எனது கார்டை-நேரத்திற்கு என்னால் பெற முடியாது. எனக்கு தெரிந்த அனைவரும் – Bali-க்கு முதல் வகுப்பு ஏர் மைல்ஸ் செல்கின்றனர். என்னால் எதையும் பெறமுடியவில்லை . நான் வருடத்தில் 100,000 மைல்கள் பறப்பேன், ஆனால் 23 ஏர் லைன்கள் மூலம் மொத்தம் 212 air miles உள்ளன.

இது எனது கவன கோளாறு. நான் ஞாபகம் செய்தும் அது பதிவு செய்யப்படவில்லை . எழுத்தரிடம் கேட்டபோது அவர் எனக்கு இதில் உரிமை இல்லை என்றும் தெரிவித்தார். ஜனவரி, ஆஸ்திரேலியா விமானத்தில் இந்த விமானத்தில் zillion air miles பெறப்போகிறது – நான் எனது கார்டை எழுத்தரிடம் கொடுக்கும்போது அவள் தலை நிமிர்ந்து பார்த்து இதில் “யாருக்கும் உரிமை இல்லை,” என்றாள்.

“ஏன்”?
இந்த டிக்கெட் B. Bryzon பேரிலும் அந்த கார்டு W. Bryzon பேரில் உள்ளது.

நான் அவளிடம் விவரித்து Bill மற்றும் William பற்றிய மதிப்புகளை (value) பற்றி எடுத்துக் கூறினேன், ஆனால் அவள் அதை ஏற்கவில்லை.

அதனால் எனது air miles யை பெற வில்லை , முதல் வகுப்பில் என்னால் Bali-க்கு பயணம் செல்ல முடியவில்லை. இருந்தாலும் நல்லதுதான், இவ்வளவு தூரம் என்னால் சாப்பிடாமல் இருக்க முடியாது.

Tamilnadu State Board New Syllabus Samacheer Kalvi 11th English Guide Pdf Prose Chapter 5 The Convocation Address Text Book Back Questions and Answers, Summary, Notes.

Tamilnadu Samacheer Kalvi 11th English Solutions Prose Chapter 5 The Convocation Address

11th English Guide The Convocation Address Text Book Back Questions and Answers

Textual Inside Questions:

Question 1.
What does the speaker try to covey in the beginning of his speech?
Answer:
The speaker tries to convey that he is going to repeat some of the key principles spoken by some eminent personalities in the past years.

Question 2.
How can a university trim and train guide and lead a person to function better in society?
Answer:
A university can trim and train a person by making him realize his duty as a citizen of a democracy. It has to fashion out of him an individual fitted and equipped for the task of making democracy fruitful and effective.

Question 3.
According to Dr. S. Radhakrishnan universities ensure the democratic way of life for future generations how?
Answer:
Universities ensure the democratic way of life by mere appreciation of others points of view and adjustment of differences through discussions. It is kept healthy by individual responsibility. Universities make a person recall the struggles of the past and realize the dangers and challenges of the present.

Question 4.
List the contributions of the educated youth to society.
Answer:
Educated youth must render their service in toning up the society, in bringing light into the dark alleys, sunshine into dingy places, solace into the afflicted, hope into the despondent and a new life unto everyone.

A. Answer the following questions briefly in a sentence or two:

Question 1.
Who does the speaker claim to represent?
Answer:
The speaker claims to represent the common man.

Question 2.
Why are universities necessary for a society?
Answer:
Universities are necessary because they impart wisdom and service to an individual and equip him for the task of bettering society in all its age.

Question 3.
What was the role of scholars and poets in olden days?
Answer:
In olden days scholars and poets adorn the chambers of royalty or the gilded mansions of lords. Their wisdom was meant for high society people not for common man.

Question 4.
In what ways have universities improved society?
Answer:
Universities are the repositories of knowledge and the nursing ground for emissaries of thought, wisdom, and service. They equip individuals in the task of bettering society. Universities have in fact eschewed monarchy and autocracy and have initiated the era of democracy. Thus universities have helped society.

Question 5.
Universities develop broad-mindedness. How does Dr. Radha Krishnan drive home this idea?
Answer:
Universities develop the true spirit of democracy. It develops good qualities such as appreci¬ating others points of view and having healthy discussions etc.

Question 6.
What should the youngsters aim in life after graduation?
Answer:
The immediate aim is to acquire the means for a decent living but they are highly indebted to the community which they should replenish richly.

Question 7.
How can a graduate give back to his/her society?
Answer:
A graduate can give back in terms of service like toning up society, bringing light into the dark alleys sunshine into dingy places, and solace into the afflicted.

B. Answer in three or four sentences:

Question 1.
‘Wisdom was meant for the mansion, not for the market place’ What does this statement signify?
Answer:
This statement signifies that knowledge, in the olden days was meant only for high society peo¬ple and not for the common or downtrodden ones.

Question 2.
According to the speaker, how should universities mould the students of the present day?
Answer:
The universities mould the students by putting a task before them which demands patience and perseverance, faith in himself and others, and confidence in his inherent ability to shoul¬der the responsibilities.

Question 3.
How does Arignar Anna highlight the duties and responsibilities of graduates to society?
Answer:
The graduates must perform their duties in terms of service like toning up society, bringing light into dark alleys, sunshine into dingy places, solace into the afflicted, and new life to everyone.

Question 4.
Students are instilled with some of the essential values and skills by the universities that Enumerate them.
Answer:
The universities train and guide the students in many ways. They induce in students patience and perseverance faith in himself and others and confidence in his inherent ability to shoulder the responsibilities.

Question 5.
What are the hindrances a graduate faces in his/her way?
Answer:
The main hindrance is the influence of the environment which disturbs an individual’s hope and determination. Apart from this unpleasant sight of practices and tyranny of all sorts dis¬courage even the people with robust optimism.

C. Answer the following questions, based on your understanding of the speech of Dr.Annadurai:

Question 1.
How do universities mould students apart from imparting academic education to them?
Answer:
The role of University today is not confined as in the past. Its functions have been enlarged and play a vital role in moulding students. It trains and guides the students before they are asked to do their duty as a citizen of a democracy.

It provides tasks to the Students which inher¬its patience and perseverance, faith in himself and in others, and confidence in his inherent ability to shoulder the responsibilities. In fact, the main responsibility of the universities is to fashion out of a student on individual fitted and equipped for the task of making democracy fruitful and effective.

It also induces in him the quality of appreciating other’s points of view and adjustment of differences through discussions. In short, it moulds the student in such a way that he can face any challenges of the present in an optimistic way.

Question 2.
The common men contribute to the maintenance of institutions of higher education Explain this statement.
Answer:
The younger generation of the present age is deeply indebted to their community or society for getting the privilege to enjoy a university education. Most of the money needed for maintaining institutions of higher education come from the revenues collected from the community through the state.

Naturally, a good proportion of that revenue comes from the tillers and the toilers. These are the common men who were not provided with an opportunity to enter university. They are the one who willingly submits themselves to their discomfort. They don’t like their next generation to have the same discomfort.

Instead, they want them to lead a better life. This thought of the common men is to be really appreciated. Thus the younger generation has got the responsibility to repay this society in terms of their service. That is the best way in which they can pay their tribute to the common men who indirectly help them in their university education.

Question 3.
How does the speaker highlight the importance of giving back to society?
Answer:
The graduates must realize the contribution made by common men towards their higher ed¬ucation. They can aptly repay it only in terms of their service to humanity. It is not an easy task. They have to overcome many hindrances to perform their service successfully. They may have to face the unpleasant sight of practices, tyranny of all sorts which will discourage them.

But they must realize that a continuous stream of men and women endowed with the spirit of service has been carrying on the crusade successfully and have conferred rich benefits on humanity. The Tamilians have been holding this ideal for more than two thousand years as expressed in Purananuru. It celebrates the selfless spirit and courage of people who served society by sharing everything with their fellow men. So as inheritors of that rich legacy the graduates must overcome their hindrances and serve society to the best of their abilities.

You were one of the fresh graduates at the convocation function of the University. You had the rare privilege of listening to the enlightening speech of Dr. Arignar Anna. Write a letter to your friend describing the core ideas of his speech and the impact of the speech on you.

5/20, II street,
Trichy.

DearAyush,

I am very delighted to share my experience at the convocation function of my university. I had the great privilege to listen to the speech of Dr. Anna Durai which imparts a great impact on me. I would like to share my experience with you. He started his speech by saying universities which are the repositories of knowledge play a vital role in the life of an individual.

I come to know that universities in olden age train scholars, who in turn render their service only to the royal society and not to the common men. But now the function of university has been enlarged which moulds an individual in all ways and equips him for the task of making democracy fruitful It is the duty of the graduate to repay the society in terms of service in the path of which he has to overcome many obstacles.

We are expected to follow the ideals expressed in Purananuru and serve society to the best of our abilities. His speech was really very impressive and enlightening It kindles the spirit in me to serve society. His enlightened speech indulges an optimistic outlook in my view. I even took an oath of serving this society to my fullest.

Reading:

The following is a letter by Nobel Laureate Rabindranath Tagore to Mahatma Gandhi. Follow the diction, fluency, and style of the great Indian writer who has contributed excellent writings to Indian Literature. You can improve your vocabulary by familiarising some of the words used in the letter using a dictionary.
Gandhi Letter 23A: From Rabindranath Tagore.

Shanti Niketan,
April 12, 1919.

Dear Mahatmaji,

Power in all its forms is irrational it is like the horse that drags the carriage blindfolded. The moral element in it is only represented in the man who drives the horse. Passive resistance, a force which is not necessarily moral in itself, can be used against truth as well as for it.

The danger inherent in all force grows stronger when it is likely to gain success, for then it becomes a temptation. I know your teaching is to fight against evil with the help of the good. But such a fight is for heroes and not for men led by impulses of the moment.

Evil on one side naturally begets evil on the other, injustice leading to violence and insult to vengefulness. Unfortunately, such a force has already been started, and either through panic or through wrath our authorities have shown us the claws whose sure effect is to drive some of us into the secret path of resentment and others into utter demoralization.

In this crisis, you, as a great leader of men, have stood among us to proclaim your faith in the ideal which you know to be that of India, the ideal which is both against the cowardliness of hidden revenge and the cowed submissiveness of the terror-stricken…

I have always felt, and said accordingly, that the great gift of freedom can never come to a people through charity. We must win it before we can own it. And India’s opportunity for winning it will come to her when she can prove that she is morally superior to the people who rule her by their right of conquest.

Armed with her utter faith in goodness she must stand unabashed before the arrogance that scoffs at the power of the spirit. And you have come to your motherland in the time of her need to remind her of her mission, to lead her in the true path of conquest, to purge her present-day politics of its feebleness which imagines that it has gained its purpose when it struts in the borrowed feathers of diplomatic dishonesty.

This is why I pray most fervently that nothing that tends to weaken our spiritual freedom may intrude into your marching line, that martyrdom for the cause of truth may never degenerate into fanaticism for mere verbal forms, descending into the self-deception that hides behind sacred names.

With these few words for an introduction allow me to offer the following as a poet’s contribution to your noble work:

Give me the supreme courage of love,
this is my prayer,
the courage to speak,
to do, to suffer at thy will,
to leave all things or be left alone.

Give me the supreme faith of love,
this is my prayer,
the faith of life in death,
of the victory in defeat,
of the power hidden in the frailness of beauty,
of the dignity of pain that accepts hurt,
but disdains to return it.

Very sincerely yours,
Rabindranath Tagore.

A. Answer the following questions:

Question 1.
Who according to Gandhi, can fight against evil and how?
Answer:
According to Gandhi, a person who follows nonviolent methods can fight against evil.

Question 2.
What is Gandhiji’s ideal?
Answer:
Gandhiji’s ideal is against the cowardliness of hidden revenge and the cowed submissiveness of the terror-stricken.

Question 3.
According to Tagore, when will India get the opportunity to win the gift of freedom?
Answer:
India will get the opportunity to win the gift of freedom when she can prove that she is morally superior to the people who rule her by their right of conquest.

Question 4.
How does Tagore acknowledge Gandhi s noble work?
Answer:
Tagore acknowledges Gandhiji’s noble work by offering or dedicating a poem to him.

Question 5.
Find words from the passage which mean the same as the following:

Question a.
a malevolent desire for revenge (para 1)
Answer:
Vengefulness

Question b.
tactful (para 2)
Answer:
diplomatic

Question c.
despise (para 3)
Answer:
disdain

Question 6.
Find words from the passage which are antonyms of the following:

Question a.
artificially (para 1)
Answer:
naturally

Question b.
strength (para 2)
Answer:
weaken

ஆசிரியரைப் பற்றி:

முனைவர் காஞ்சிபுரம் நடராஜன் அண்ணாதுரை (15 Sep 1909 – 3 Feb 1969) அறிஞர் அண்ணாதுரை என்றும் அழைக்கப்படுவார். அரசியல்வாதியான இவர் 1967 முதல் 1969 வரை தமிழ் நாட்டின் முதலமைச்சராக இருந்தார். நாடக ஆசிரியர், நாடக நடிகர், எழுத்தாளர், விமர்சகர், சொற்பொழிவாளர், அரசியல் நிர்வாகி, கதாசிரியர் என்ற பன்முக தன்மை கொண்டவர்.

சமூக அரசியல், இலக்கிய புத்தகங்கள் பலவற்றை எழுதியுள்ளார். அமேரிக்காவின் யேல் பல்கலைகழகத்தால் சப் ஃபெல்லோஷிப் விருது வழங்கி கௌரவிக்கப்பட்டார். இது அமேரிக்கர் அல்லாத ஒருவருக்கு வழங்கப்பட்ட முதல் கொளரவமாகும். இதே சமயம் அண்ணாமலைப் பல்கலைக்கழகத்தில் கௌரவ முனைவர் பட்டம் வழங்கி கௌரவிக்கப்பட்டார்.

பாடத்தைப் பற்றி:

1967 ஆம் ஆண்டு நவம்பர் 18ம் தேதி அண்ணாமலை பல்கலைகழகத்தில் நடைபெற்ற பட்டமளிப்பு விழாவில் முன்னாள் தமிழக முதல்வர் C.N.அண்ணாதுரை அவர்கள் மாணவர்களுக்கு ஆற்றிய உரையின் ஒரு பகுதி இப்பாடமாகும்.

இறுதி ஆண்டு பயின்று முடித்த மாணவர்கள் சமூகத்தை எதிர்கொள்ள வேண்டிய, சமூகத்திற்கு செய்ய வேண்டிய பணிகள் கடமைகளை பற்றி இப்பாடத்தில் விரிவாக காண்போம்.

The Convocation Address Summary in Tamil

நம்மை சுற்றி வருவது, போவது என்ன?

சமூகத்தில் நடைபெறும் செயல்கள், கட்டமைப்பின் வளர்ச்சி, கல்வி, உடல் நலம் etc…. அனைத்து எல்லா வகையிலும் தேவையான வளங்கள் ஆகும். அனைத்து வகையான வளங்களும் மனித முயற்சியால் கொண்டு – வரப்பட்டவை. சமூகத்தில் பலதரப்பட்ட பகுதியில் இருந்து இந்த முயற்சி கொண்டுவரப்பட்டது. இன்று நாம் சுவைக்கும் வளர்ச்சியின் கனிகள் பாடப்படாத பல ஹீரோக்களின் முயற்சியின் மூலமாக வந்தவை.

நாம் பெற்றதை சமூக வளர்ச்சிக்காக திரும்பக் கொடுப்பது நமது கடமை. துன்பமிக்க மாணவன்/மாணவி தனது பணியில் ஜொலித்தால் அவன்/அவள் சேவை அங்கத்தின் ஊக்கமாக கருதப்படுவர். இந்த சமூகம் ஒவ்வொரு பட்டதாரியையும் கவனமாக பேணிக்காக்கின்றது. அவன்/அவள் மலர்ந்து தன் சிறகை விரித்து பறக்க நாம் சமூகத்தில் இருந்து பெற்றதை திரும்பி கொடுப்பதற்கு பட்டமளிப்போ (graduation) சிறந்த நேரம் ஆகும்.

இந்த நிறுவனத்தில் எனக்குவழங்கப்பட்ட தனிப்பட்ட மரியாதைக்காக நான் நன்றி செலுத்துகிறேன். இந்த பெருமைமிகு அவைக்கு முன்னால் இன்று நான் பட்டமளிப்பு முகவுரை வழங்கப்போகிறேன். இந்த மகிழ்ச்சியான தருணத்தில் இங்கே இருப்பது எனக்கு மகிழ்வைத் தருகிறது. இந்த ஆண்டு பட்டம் பெரும் பட்டதாரிகள் அனைவருக்கும் நல்ல பொழிவான எதிர்காலம் அமைய வாழ்த்துகிறேன். சரியான வழிகாட்டுதல் அவர்களுக்கு அமைவது சுலபமானது அல்ல.

உண்மை என்னவென்றால் என் கட்டுபாட்டு வரம்புகளை நான் அறிந்திருக்கிறேன் என்பது எனக்கு நிம்மதி தருகிறது, நான் என் கருத்துக்களை அல்லது கோட்பாடுகளை ஒரு சிறப்பு முத்திரையாக வழங்க முயற்சிக்க மாட்டேன்.

ஆனால் கடந்த ஆண்டுகளில் எனக்கு அறிவுரை வழங்கிய அனைவருக்கும் நான் திரும்பவும் (reiterate) சில கொள்கைகளை தெளிவாக சொல்லப்போகிறேன்.

(enunciated) ஆங்காங்கே மேற்கோள்கள் வைத்து, கல்வியுடன் தொடரப்பட்ட பல்வேறு துறைகளில் நிபுணர்களின் கண்டுபிடிப்பிற்காக சாதாரணமனிதக் கண்ணோட்டத்தை சுமந்து கொண்டு வர வேண்டும்.

இது சாதாரண மனிதனின் காலம் – சிலர் பலவகை வேதனைகள் பெற்றிருக்கலாம் – அவனுடைய பார்வைக்கு அது பெரிதாக தெரியும். நான் அவரை அனைத்து வலிமை பிரதிநிதித்துடன் கருதுவேன்.

பள்ளிகளின் அமைப்பு முறை எண்ணங்கள், தத்துவம் மற்றும் அரசியல், அறநெறி மற்றும் பொருளாதாரம் அனைத்தும் அவனுக்காக அமைய வேண்டும். பல்கலைக்கழகங்கள் அறிவின் களஞ்சியங்கள் (repositories) மற்றும் பிரதிநிதிகள் (emissaries) எண்ண த்திற்கு (Nursing ground) போலவும், மெய்யளிவு மற்றும் சேவை தனிச்சிறப்பை முக்கியத்துவம் பெற்று தினமும் வளர்ச்சி அடைகிறது.

எல்லா வயதிலும் சமூகத்தை முன்னேற்றும் பொருட்டு மேலும் மேலும் தனிநபர் (eschewed) இந்த வேலை செய்கின்றான். நாம் பெற்று தவிர்த்த முடியாட்சி மற்றும் சர்வாதிகாரம் (Autocracy) ஜனநாயகம் காலத்தைத் தோற்றுவிக்கும்.

முடியாட்சி அல்லது நிலப்பிரதித்துவ நாட்களில் பல்கலைக் கழகங்கள் அறிஞர்களுக்கும், கவிஞர்களுக்கும் பயிற்சி அளித்தது. வசதியான வாழ்க்கை வாழவும் மற்றும் lords, noblesக்கு அரண்மனைகளில் பயிற்சி வழங்கப்பட்டது. அவர்களின் மெய்யறிவு மாளிகைக்கு பயன்படுத்தப்பட்டது. சந்தை வெளியில் பயன்படுத்தப்படவில்லை.

அந்த நாளில் நாட்கள் கணக்கிடப்படுவதில்லை. மக்களை ஆக்கிரமிக்கும் (confronting) பிரச்சினைகளை எதிர் கொள்வதற்கு பிரத்தியேக அறிஞர்கள் இருந்தார்கள். அவர்கள் தனியாக இடத்தில் வேலை செய்வார்கள். தத்துவ கவிதைகளின் விலையுயர்ந்த நூழிலையை ஆடையாக உடுத்தி சாதாரண மக்களின் சத்தம் கேட்காத இடத்தில் வாழ்ந்தார்கள்.

பழங்காலத்தில் இருந்ததை விட இப்போது பல்கலைகழகத்தில் கட்டுப்படுத்த படுவதில்லை (cloistered). அதன் செயல்பாடு அதன் அடிப்படையில் அல்ல. ஆனால் அதன் களம் விரிவுப்படுத்தப்பட்டுள்ளது. அது பொதுவாக எடுத்துக் கொள்ளப்படுகிறது. ஆனால் செதுக்கி, பக்குவப்படுத்தி, வழிகாட்டி, நடத்தி செல்லும் முன்பு அவன் குடிமகனாக ஜனநாயகத்து கடமையைச் செய்ய வேண்டும்.

இந்த திட்டம் நமக்கு நம்பிக்கை தந்தாலும் இவை நமக்கு பொறுமை, விடாமுயற்சி (Preseverance) அவனிடம் உள்ள நம்பிக்கை , அவனுடன் பிறந்த (inherent) செயல்கள் முக்கியத் – துவத்திற்கு தோல் கொடுக்கின்றனர்.

பொது மனிதன் ஒரு சாத்தியமான ஆட்சியாளர் கடமையில் இருந்து தோன்றுகிறார். இன்று பல்கலைகழகத்தின் பொறுப்பானது, ஜனநாயகம் பயனளிக்கும் திறனுடன் செயல்படுவதற்காக பயனுள்ள ஒரு தனிநபரை உருவாக்குவதாகும்.

Brussels பல்கலைக்கழகத்தில் நமது முன்னால் குடியரசுத் தலைவர் Dr. S. Radhakrishnan உரையாற்றிய போது, அவர் இவ்வாறு கூறினார், அரசு தன்மைகள் விட ஜனநாயகம், முறையான செயல்பாடாக கருதப்படுகிறது. நாம் பல்கலைக்கழகத்தின் ஜனநாயகத்தின் உண்மை உணர்வுகளை வளர்க்க வேண்டும்.

உரையாடலில் மேற்கொள்ளும் வித்தியாசங்களுக்கும் அடுத்தவர் கூறும் செய்திகளுக்கும் செவி சாய்க்க வேண்டும். அவனை திடமாகவும் சுகமாகவும் வைப்பது தனிமனிதனின் பொறுப்பு மற்றும் அனுசரிப்புமாகும். பல்கலைக்கழகத்தில் பழங்காலத்தில் நடந்த பிரச்சினைகளை நினைத்து தற்போதைய நிலைமைகள், வாய்ப்புகள், சவால்கள் மற்றும் அனைத்தையும் எதிர் கொள்ள வேண்டும்.

இந்த வருடத்தின் பட்டதாரிகளே, நல்ல எதிர்காலம் அமைய உங்களை வாழ்த்துகிறேன். அடுத்து, ஒவ்வொருவருக்கும் நான் தெரிவிக்க நினைப்பது, பட்டதாரிகள், மனித செயல்பாடு பெறுவதற்கான அடிதளம். மனித செயல்பாட்டின் முதல் ஊக்குவித்தல் இதுதான். யாரும் இதை நிராகரிக்க முடியாது.

ஆனால் ஒரே குறிக்கோள் அல்ல. தனித்தனி பொருள் முன்னேற்றத்தைக் காட்டிலும் உயர்ந்த மற்றும் உன்னதமான ஒன்று நீங்கள் எதிர்பார்க்கப்படுவது இந்த பல்கலைகழகத்தின் கல்வி மகிழ்ந்து பெருமைப்பட கூடியதே, நீங்கள் வாழ்ந்த இந்த சமூகத்திற்கு இந்த கல்வியை திரும்ப கொடுக்க வேண்டும்.

மேல்நிலை கல்வி நிலையங்கள் அமைக்க மாநிலம் முழுவதிலிருந்து வருவாய் பெறப்படுகிறது. இந்த வருவாய் அனைத்தும் உணவை விளைவிப்பவர் (tillers) தினக் கூலிகள், கல்வியை அனுபவிக்க முடியாதவர்களிடமிருந்து பெறப்படுகிறது. இதையெல்லாம் அனுபவிக்க முடியாதவர்கள்.

அவர்கள் தங்களின் சுகத்தை இழந்து அடுத்து தலைமுறையின் நல்வாழ்விற்கு உழைக்கிறார்கள். பட்டதாரிகளே, நான் உங்களிடம் கேட்கிறேன், என்னகைமாறுசெய்ய போகிறீர்கள்? சமூகத்திற்கு உங்கள் பங்களிப்பு என்ன? நீங்கள் நிரப்பாத வரையில் வரவிருக்கும் தலை முறையினர் ஒரு வெற்றிடத்தை மட்டுமே காண முடியும். உனது உயர்கல்வி சமூகத்தின் பொறுப்புணர்வை மேம்படுத்தும்.

உனது தனிப்பட்ட முன்னேற்றம், உங்களிடமிருந்து போதுமான வருமானத்தை சமுதாயம் எதிர்பார்பதற்கு உரிமை உண்டு. சமுதாயத்தை உயர்த்துவது, பணங்களில் இல்லை , உனது கடமையில் இருக்கிறது. இருளுள்ள இடத்தில் வெளிச்சம் கொண்டு வர, பாதிக்கப்பட்டோருக்கான ஆறுதல் அழிக்க ஒவ்வொருவரும் மனச்சோர்வின்றி (despondent) உழைக்க புதிய வாழ்க்கையை எதிர்பார்க்கிறேன்.

சேவை முடிவடையும் வரை, சொற்பொழிவுகள் இனிப்பு நாகரிகமாக மாறும். Jefferson கூறுவது போல் ”வாய்ப்புகள் ஜனநாயகத்தில் இருந்து எழும் சாதனைகள் ஒரு பிரதிநிதித்துவத்தை கனவு கண்டாக வேண்டும்”.

நான் சமுதாயத்தைச் சேவிக்கும் மிகச் சிறந்த பணியில் உங்கள் உதவியையும் ஒத்துழைப்பையும் தேடும் போது, தயவுசெய்து கண் சிமிட்டி சிரிக்காமல் சொல்லுங்கள், அது சொல்வதற்கு மிகவும் இனிமையானது. என்வழியில் ஆகியோரின் துன்பங்கள் பற்றி தெரியாது, உன் சூழலில் உள்ள செல்வாக்கை ஒதுக்கி தூக்கி போடுகிறேன்.

உன் பயணம் தொடங்கி போகும் இந்த உலகத்தில் உன் நம்பிக்கை இருளாக இருக்கலாம். உங்கள் உறுதியை தொந்தரவாக செய்யலாம். உங்களிடம் உள்ள கோட்பாடுகளிலிருந்து பரவலாக வேறுபடுகின்ற பழக்கவழக்கங்களுடனான நேர்மையான பார்வையை நீங்கள் எதிர்கொள்ள நேரிடலாம்.

நீங்கள் சுயநல வாதிகள், சித்திரவதைகள், மற்றும் நோயாளி தொழிலாளி துரோகம் காணலாம். கொடுமை உன்னை நேரிட்டு பார்க்கலாம். உனது ஒவ்வொரு அடியும் உனக்கு பிரச்சனை தரும். வலுவான நம்பிக்கையுடன் கூடிய மக்கள் உங்களுக்கு ஊக்கமளிப்பார்கள்” என்று நான் கருதுகிறேன். நிச்சயமாக அவர்கள் உனக்கு எளிதாகவும், ஆறுதலாகவும் இருப்பர்.

முழு முயற்சியுடன், முழு உத்வேகத்துடன் ஆண்களும் பெண்களும் சமுகத்திற்காக உழைத்தால் நம் சமூகத்தை வெற்றிகரமான சமூகமாக மாற்ற முடியும் என்பதை நாம் உணர்ந்து கொள்ள வேண்டும்.

தமிழாகிய நாம் இரண்டு ஆயிரம் ஆண்டுகளாக நமது புறநானூறு (182)ற்றை தூக்கிநிற்கிறோம். நீ தான் உன் சிறந்த ஆற்றலிலிருந்து இந்த சூழ்நிலைகளை எதிர்கொண்டு சமூக சேவை செய்யவேண்டும்.

இந்த அகண்ட உலகத்தில் உன்னை நம்பிக்கையுடன் அனுப்புகிறேன். இதைவைத்து நீ வெற்றி பெற வேண்டும். இந்நிறுவனம் உனக்கு அளித்த உணர்வுகள் மற்றும் மனநிலை கொண்டு உனது வாழ்க்கை பிரகாசமாக அமையட்டும். உங்கள் மிளிர்வு இந்த இடத்தை பிரகாச மாக்கட்டும். என்னுடைய வாழ்த்துக்களை ஏற்றுக் கொண்டு முன்னேறி செல்லுங்கள். புன்னகை தேசத்திற்கு …..

Tamilnadu State Board New Syllabus Samacheer Kalvi 11th Maths Guide Pdf Chapter 8 Vector Algebra – I Ex 8.2 Text Book Back Questions and Answers, Notes.

Tamilnadu Samacheer Kalvi 11th Maths Solutions Chapter 8 Vector Algebra – I Ex 8.2

Question 1.
Verify whether the following ratios are direction cosines of some vector or not.
(i) \(\frac{1}{5}, \frac{3}{5}, \frac{4}{5}\)
(ii) \(\frac{1}{\sqrt{2}}, \frac{1}{2}, \frac{1}{2}\)
(iii) \(\frac{4}{3}, 0, \frac{3}{4}\)
Answer:
(i) \(\frac{1}{5}, \frac{3}{5}, \frac{4}{5}\)


[If l, m, n are direction cosines of a vector then l² + m² + n² = 1]
∴ The given ratio \(\frac{1}{5}, \quad \frac{3}{5}, \quad \frac{4}{5}\) do not form the direction cosines of a vector.

(ii) \(\frac{1}{\sqrt{2}}, \frac{1}{2}, \frac{1}{2}\)

[If l, m, n are direction cosines of a vector then l² + m² + n² = 1]
∴ The given ratio form the direction cosines of a vector.

(iii) \(\frac{4}{3}, 0, \frac{3}{4}\)

[If l, m, n are direction cosines of a vector then l² + m² + n² = 1]
∴ The given ratio do not form the direction cosines of a vector.

Question 2.
Find the direction cosines of a vector whose direction ratios are
(i) 1, 2, 3
(ii) 3, -1 , 3
(iii) 0, 0, 7
Answer:
(i) 1, 2, 3
The given direction ratios are a = 1, b = 2 , c = 3

(ii) 3, – 1, 3
The given direction ratios are a = 3, b = – 1 , c = 3

(iii) 0, 0, 7
The given direction ratios are a = 0, b = 0, c = 7

Question 3.
Find the direction cosines and direction ratios for the following vectors.
(i) 3î – 4ĵ + 8k̂
Answer:

(ii) 3î + ĵ + k̂
Answer:

(iii) ĵ
Answer:
ĵ = 0î + ĵ + 0k̂
The direction ratios of the vector ĵ are (0, 1, 0)
The direction cosines of the vector ĵ are

(0, 1, 0)
Direction ratios = (0, 1, 0)
Direction cosines = (0, 1, 0)

(iv) 5î – 3ĵ – 48k̂
Answer:

(v) 3î – 3k̂ + 4ĵ
Answer:

(vi) î – k̂
Answer:

Question 4.
A triangle is formed by joining the points (1, 0, 0), (0, 1, 0) and (0, 0, 1). Find the direction cosines of the medians.
Answer:
Let ABC be the triangle and D, E, F is the midpoints of the sides BC, CA, AB respectively. Then AD, BE, CF are the medians of ∆ ABC.
Given that the vertices of the triangle are A (1, 0, 0) , B (0, 1, 0 ) and C (0, 0, 1).

Question 5.
If \(\frac{1}{2}, \frac{1}{\sqrt{2}}\), a are the direction cosines of some vector, then find a.
Answer:
Given \(\frac{1}{2}, \frac{1}{\sqrt{2}}\), a are the direction cosines of some vector, then


[If l, m, n are direction cosines of a vector then l² + m² + n² = 1]

Question 6.
If (a, a + b , a + b + c)is one set of direction ratios of the line joining (1, 0, 0) and (0, 1, 0), then find a set of values of a, b, c.
Answer:
Let A be the point (1, 0, 0) and B be the point (0, 1, 0) (i.e.,) \(\overrightarrow{\mathrm{OA}}=\hat{i}\) and \(\overrightarrow{\mathrm{OB}}=\hat{j}\)
Then \(\overrightarrow{\mathrm{AB}}=\overrightarrow{\mathrm{OB}}-\overrightarrow{\mathrm{OA}}=\hat{j}-\hat{i}=-\hat{i}+\hat{j}\)
= (-1, 1, 0)
= (a, a + b, a + b + c)
⇒ a = -1, a + b = 1 and a + b + c = 0
Now a = -1 ⇒ -1 + b = 1 ;a + b + c = 0
⇒ b = 2; -1 + 2 + c = 0 ⇒ c + 1 = 0
⇒ c = -1
∴ a = -1; b = 2; c = -1.
Note: If we taken \(\overrightarrow{\mathrm{BA}}\) then we get a = 1, b = -2 and c = 1.

Question 7.
Show that the vectors 2î – ĵ + k̂ , 3î – 4ĵ – 4k̂, î – 3ĵ – 5k̂ form a right angled triangle.
Answer:

Question 8.
Find the value of λ for which the vector \(\vec{a}\) = 3î + 2ĵ + 9k̂ and \(\vec{b}\) = î + λĵ + 3k̂ are parallel.
Answer:

Question 9.
Show that the following vectors are coplanar
(i) î – 2ĵ + 3k̂, – 2î + 3ĵ – 4k̂, – ĵ + 2k̂
Answer:

(ii) 5î + 6ĵ + 7k̂, 7î – 8ĵ + 9k̂, 3î + 20ĵ + 5k̂
Answer:

Question 10.
Show that the points whose position vectors 4î + 5ĵ + k̂, – ĵ – k̂, 3î + 9ĵ + 4k̂ and -4î + 4ĵ + 4k̂ are coplanar.
Answer:
Let the given position vectors of the points A, B, C, D be


Equating the like terms on both sides
-4 = 3s – 7t ………… (1)
-6 = 10s – 5t ……….. (2)
-2 = 5s …………. (3)
(3) ⇒ s = \(-\frac{2}{5}\)
Substituting in equation (2) , we have
-6 = 10 × \(-\frac{2}{5}\) – 5t
-6 = -4 – 5t
-6 + 4 = -5t
⇒ -5t = -2
⇒ t = \(\frac{2}{5}\)
Substituting for s and t in equation (1), we have

Question 11.
If \(\vec{a}\) = 2î + 3ĵ – 4k̂ , \(\vec{b}\) = 3î – 4ĵ – 5k̂ and \(\vec{c}\) = – 3î + 2ĵ + 3k̂ , find the magnitude and direction cosines of
(i) \(\vec{a}\) + \(\vec{b}\) + \(\vec{c}\)
(ii) 3\(\vec{a}\) – 2\(\vec{b}\) + 5\(\vec{c}\)
Answer:
The given vectors are \(\vec{a}\) = 2î + 3ĵ – 4k̂ , \(\vec{b}\) = 3î – 4ĵ – 5k̂ \(\vec{c}\) = – 3î + 2ĵ + 3k̂
(i) \(\vec{a}\) + \(\vec{b}\) + \(\vec{c}\)

(ii) 3\(\vec{a}\) – 2\(\vec{b}\) + 5\(\vec{c}\)

Question 12.
The position vectors of the vertices of a triangle are î + 2ĵ + 3k̂ ; 3î – 4ĵ + 5k̂ and – 2î + 3ĵ – 7k̂. Find the perimeter of the triangle.
Answer:
Let A, B, C be the vertices of a triangle ABC.
Given the position vectors of the vertices A, B, C are given by


∴ The required perimeter of the triangle ABC is given by AB + BC + AC = \(\sqrt{44}+\sqrt{218}+\sqrt{110}\)

Question 13.
Find the unit vector parallel to

Answer:

Question 14.
The position vectors \(\vec{a}\), \(\vec{b}\), \(\vec{c}\) of three points satisfy the relation 2 \(\vec{a}\) + 7\(\vec{b}\) + 5\(\vec{c}\) = \(\vec{0}\). Are these points collinear?
Answer:

Question 15.
The position vector of the points P, Q, R, S are î + ĵ + k̂, 2î + 5ĵ, 3î + 2ĵ – 3k̂ and î – 6ĵ – k̂ respectively. Prove that the line and PQ and RS are parallel.
Answer:
Given that the position vector of the given points P, Q, R, S are

Question 16.
Find the value or values of m for which m (î + ĵ + k̂) is a unit vector.
Answer:
The given vector is m (î + ĵ + k̂)
Given that it is a unit vector.
∴ |m (i + j + k)| = 1
|m (i + j + k)| = 1
m (± \(\sqrt{1^{2}+1^{2}+1^{2}}\)) = 1
m = ± \(\frac{1}{\sqrt{3}}\)

Question 17.
Show that points A (1, 1, 1), B (1, 2, 3), and C (2, -1, 1 ) are vertices of an isosceles triangle.
Answer:
The given vertices of a triangle are
A(1, 1, 1) ,B(1 , 2, 3) and C (2, – 1, 1)
Position vector of A is \(\overrightarrow{\mathrm{OA}}\) = î + ĵ + k̂
Position vector of B is \(\overrightarrow{\mathrm{OB}}\) = î + 2ĵ + 3k̂
Position vector of C is \(\overrightarrow{\mathrm{OC}}\) = 2î – ĵ + k̂


∴ A, B, C are not collinear.
Hence A, B, C form a triangle.
AB = CA = √5
∴ ∆ABC is an isosceles triangle.

Tamilnadu State Board New Syllabus Samacheer Kalvi 11th Maths Guide Pdf Chapter 8 Vector Algebra – I Ex 8.1 Text Book Back Questions and Answers, Notes.

Tamilnadu Samacheer Kalvi 11th Maths Solutions Chapter 8 Vector Algebra – I Ex 8.1

Question 1.
Represent graphically the displacement of
(i) 45cm, 30° north of east
(ii) 80 km, 60° south of west
Answer:
(i) 45cm, 30° north of east

(ii) 80 km, 60° south of west

Question 2.
Prove that the relation R defined on the set V of all vectors by ‘\(\vec{a}\) R \(\vec{b}\) if \(\vec{a}\) = \(\vec{b}\)’ is an equivalence relation on V.
Answer:

Question 3.
Let \(\vec{a}\) and \(\vec{b}\) be the position vectors of the points A and B. Prove that the position vectors of the points which trisects the line segment AB are \(\frac{\overrightarrow{\mathbf{a}}+2 \overrightarrow{\mathbf{b}}}{3}\) and \(\frac{\overrightarrow{\mathbf{b}}+2 \overrightarrow{\mathbf{a}}}{3}\).
Answer:

Question 4.
If D and E are the midpoints of the sides AB and AC of a triangle ABC, prove that \(\overrightarrow{\mathbf{B E}}\) and \(\overrightarrow{\mathbf{D C}}\) = \(\frac{3}{2} \overrightarrow{\mathrm{BC}}\)
Answer:

Question 5.
Prove that the line segment joining the midpoints of two sides of a triangle is parallel to the third side whose length is half of the length of the third side.
Answer:
ABC be the triangle and D, E, F is the midpoints of the sides AB, BC, and AC respectively.
Let O be the origin and let \(\vec{a}\), \(\vec{b}\) and \(\vec{c}\) are the position vectors of the points A, B and C respectively.

∴ \(\overrightarrow{\mathbf{D E}}\) is parallel to \(\overrightarrow{\mathbf{B C}}\) and length of DE is half the length of BC. Similarly we can prove \(\overrightarrow{\mathbf{E F}}\) = \(\frac{1}{2} \overrightarrow{\mathrm{AB}} \cdot \overrightarrow{\mathrm{EF}}\)
parallel to \(\overrightarrow{\mathbf{A B}}\) and length of E is half the length of AB.
Also \(\overrightarrow{\mathbf{D F}}\) = \(\frac{1}{2} \overrightarrow{\mathrm{AC}}\)

\(\overrightarrow{\mathbf{D F}}\) is parallel to \(\overrightarrow{\mathbf{A C}}\) and length of DF is half the length of AC . Thus, the line segment joining the mid points of two sides of a triangle is parallel to the third side whose length is half of the length of the third side.

Question 6.
Prove that the line segments joining the midpoints of the adjacent sides of a quadrilateral form a parallelogram.
Answer:
Let ABCD be any quadrilateral D, E, F, G are the midpoints of the sides AB, BC, CD, AD respectively.





∴ EF and DG are parallel and equal.
∴ In the quadrilateral, DEFG’s opposite sides are parallel and equal. Therefore, DEFG is a parallelogram.

Question 7.
If \(\vec{a}\) and \(\vec{b}\) represent a side and a diagonal of a parallelogram , find the other sides and the other diagonal.
Answer:

Let ABCD be a parallelogram
Let \(\overrightarrow{\mathbf{A B}}\) = \(\vec{a}\)
\(\overrightarrow{\mathbf{A C}}\) = \(\vec{b}\)
Since ABCD is a parallelogram , we have

Question 8.
If \(\overline{\mathbf{P O}}+\overline{\mathbf{O Q}}\) = \(\overline{\mathbf{Q O}}+\overline{\mathbf{O R}}\), prove that the points P , Q , R are collinear.
Answer:

Let P, Q , R be the given points . Let O be the origin. Then the position vectors of
P, Q, R are \(\overrightarrow{\mathrm{OP}}\), \(\overrightarrow{\mathrm{OQ}}\) and \(\overrightarrow{\mathrm{OR}}\).

∴ P, Q, R lie on a straight line.
Hence, P, Q, R are collinear.

Question 9.
If D is the midpoint of the aide BC of i triangle ABC , prove that \(\overrightarrow{\mathbf{A B}}\) + \(\overrightarrow{\mathbf{A C}}\) = 2 \(\overrightarrow{\mathbf{A D}}\)
Answer:
Given D is the mid point of the side BC of a triangle ABC

Question 10.
If G is the centroid of a triangle ABC, prove that \(\overrightarrow{\mathbf{G A}}+\overrightarrow{\mathbf{G B}}+\overrightarrow{\mathbf{G C}}=\overrightarrow{\mathbf{0}}\)
Answer:

Let ABC be the triangle with centroid G. Let \(\vec{a}\), \(\vec{b}\) and \(\vec{c}\) be the position vectors of the vertices A, B and C respectively with respect to the origin O. Then

Question 11.
Let A, B, and C be the vertices of a triangle. Let D, E, and F be the midpoints of the sides BC, CA, and AB respectively. Show that \(\overrightarrow{\mathbf{A D}}+\overrightarrow{\mathbf{B E}}+\overrightarrow{\mathbf{C F}}=\overrightarrow{\mathbf{0}}\)
Answer:

Let ABC be the triangle. D, E, F are the mid points of the sides BC , CA , AB respectively . Let \(\vec{a}\), \(\vec{b}\) and \(\vec{c}\) be the position vectors of the vertices A, B, C respectively. Then

Question 12.
If ABCD is a quadrilateral and E and F are the midpoints of AC and BD respectively, then Prove that \(\overrightarrow{\mathbf{A B}}+\overrightarrow{\mathbf{A D}}+\overrightarrow{\mathbf{C B}}+\overrightarrow{\mathbf{C D}}=4 \overrightarrow{\mathbf{E F}}\)
Answer:

Given that ABCD is a quadrilateral. E and F are the midpoints of AC and BD.

Tamilnadu State Board New Syllabus Samacheer Kalvi 11th Maths Guide Pdf Chapter 7 Matrices and Determinants Ex 7.5 Text Book Back Questions and Answers, Notes.

Tamilnadu Samacheer Kalvi 11th Maths Solutions Chapter 7 Matrices and Determinants Ex 7.5

Choose the correct or the most suitable answer from the given four alternatives.

Question 1.
If a_ij = \(\) (3i – 2j) and A = [a_ij]_{3 × 2} is
(1)
(2)
(3)
(4)
Answer:
(2)

Explaination:

Question 2.
What must be the matrix X, if

(1)
(2)
(3)
(4)
Answer:
(1)

Explaination:

Question 3.
Which one of the following is not true about the matrix \(\left[ \begin{matrix} 1 & 0 & 0 \\ 0 & 0 & 0 \\ 0 & 0 & 0 \end{matrix} \right] \) ?.
(1) a scalar matrix
(2) a diagonal matrix
(3) an upper triangular matrix
(4) a lower triangular matrix
Answer:
(1) a scalar matrix

Explaination:
Let A = \(\left[ \begin{matrix} 1 & 0 & 0 \\ 0 & 0 & 0 \\ 0 & 0 & 0 \end{matrix} \right] \)
(1) a scalar matrix – not true
(2) a diagonal matrix – true
(3) an upper triangular matrix – true
(4) a lower triangular matrix – true

[(1) A square matrix A = [a_ij]_{m × n} is called a diagonal matrix if a_ij = 0 whenever i ≠ j
(2) A diagonal matrix whose entries along the principle diagonal are equal is called a scalar matrix.
(3) A square matrix is said to be an upper triangular matrix if all the elements below the main diagonal are zero.
(4) A square matrix is said to be a lower triangular matrix if all the elements above the main diagonal are zero.]

Question 4.
If A and B are two matrices such that A + B and AB are both defined, then
(1) A and B are two matrices not necessarily of same order
(2) A and B are square matrices of same order
(3) Number of columns of A is equal to the number of rows of B
(4) A = B
Answer:
(2) A and B are square matrices of same order

Explaination:
Given A and B are two matrices such that A + B and AB are both defined.
A + B defined means A and B are same order.
AB defined means , Number of columns of A equal to Number of rows of B.
A + B and AB are simultaneously defined.
Therefore A and B are of same order.

Question 5.
If A = \(\left[ \begin{matrix} λ & 1 \\ -1 & -λ \end{matrix} \right] \), then for what value of λ, A² = 0 ?
(1) 0
(2) ± 1
(3) – 1
(4) 1
Answer:
(2) ± 1

Explaination:

Question 6.
If A = \(\left[ \begin{matrix} 1 & -1 \\ 2 & -1 \end{matrix} \right]\), B = \(\left[ \begin{matrix} a & 1 \\ b & -1 \end{matrix} \right]\) and (A + B)² = A² + B², then the values of a and b are
(1) a = 4, b = 1
(2) a = 1, b = 4
(3) a = 0, b = 4
(4) a = 2, b = 4
Answer:
(2) a = 1, b = 4

Explaination:




L .2
Equating the like entrices
(a – 1)² = a² + b – 1 ………. (3)
o = a – 1 ………. (4)
2a+ 2 + ab + b = ab – b ………. (5)
4 = b ………. (6)
a = 1, b = 4

Question 7.
If A = \(\left[ \begin{matrix} 1 & 2 & 2 \\ 2 & 1 & -2 \\ a & 2 & b \end{matrix} \right] \)
the equation AA^T = 9I, where I is 3 × 3 identity matrix, then the ordered pair (a, b)
is equal to
(1) (2, -1)
(2) (- 2, 1)
(3) (2, 1)
(4) (- 2, – 1)
Answer:
(4) (- 2, – 1)

Explaination:


Equating the like entries
a + 2b + 4 = 0 …………. (1)
2a – 2b + 2 = 0
a – b + 1 = 0 …………. (2)
a² + b² + 4 = 9 …………. (3)

3b = – 3 ⇒ b = -1
Substituting in equation (1) we get
a + 2 × – 1 + 4 = 0
a – 2 + 4 = 0
a = – 2
Substituting the values a = – 2 , b = – 1 in equation (3)
we have
(- 2)² + (-1)² + 4 = 9
4 + 1 + 4 = 9
9 = 9
∴ The required value of the ordered pair (a, b) is
(a, b) = (- 2, – 1)

Question 8.
If A is a square matrix, then which of the following is not symmetric?
(1) A + A^T
(2) AA^T
(3) A^TA
(4) AA^T
Answer:
(4) AA^T

Explaination:
Given A is a square matrix.
A square matrix A is symmetric if A^T = A

(1) A + A^T
(A + A^T)^T = A^T + (A^T)^T
= A^T + A = A + A^T
∴ A + A^T is symmetric.

(2) AA^T
(AA^T)^T = (A^T)^TA^T
= AA^T
∴ AA^T is symmetric.

(3) A^TA
(A^TA)^T = A^T(A^T)^T
= A^TA
∴ A^TA is symmetric.

(4) A – A^T
(A – A^T)^T = A^T – (A^T)^T
= A^TA
∴ A – A^T is not symmetric.

Question 9.
If A and B are symmetric matrices of order n , where (A ≠ B) , then
(1) A + B is skew – symmetric
(2) A + B is symmetric
(3) A + B is a diagonal matrix
(4) A + B is a zero matrix
Answer:
(2) A + B is symmetric

Explaination:
Given A and B are symmetric matrices of order n.
∴ A^T = A and B^T = B
A matrix A is skew symmetric if A^T = – A
(1)(A + B)^T = A^T + B^T = A + B
A + B is not skew symmetric.
(2)(A + B)^T = A^T+B^T = A + B
∴ A + B is symmetric.
(3) A + B is a diagonal matrix is incorrect.
(4) A + B is a zero matrix is incorrect.

Question 10.
If A = \(\left[ \begin{matrix} a & x \\ y & a \end{matrix} \right] \) and if xy = 1, then det (AA^T) is equal to
(1) (a – 1)²
(2) (a² + 1)²
(3) a² – 1
(4) (a² – 1)²
Answer:
(4) (a² – 1)²

Explaination:

= (a² + x²) (y² + a²) – (ax + ay) (ax + ay)
= a² y² + a⁴ + x² y² + a² x² – ((ax)² + (ay)² + 2 (ax)(ay))
= a² x² + a² y² + a⁴ + (xy)² – a² x² – a² y² – 2a² xy
= a⁴ + (1)² – 2a²(1)
= a⁴ – 2a² + 1
|AA^T| = (a² – 1)²

Question 11.
The value of x, for which the matrix A = \(\left[ \begin{matrix} { e }^{ x-2 } & { e }^{ 7+x } \\ { e }^{ 2+x } & { e }^{ 2x+3 } \end{matrix} \right] \) is singular
(1) 9
(2) 8
(3) 7
(4) 6
Answer:
(2) 8

Explaination:

Question 12.
If the points (x, – 2), (5, 2), (8, 8) are collinear , then x is equal to
(1) – 3
(2) \(\frac{1}{3}\)
(3) 1
(4) 3
Answer:
(4) 3

Explaination:
Let the given points be (x₁, y₁) = (x, – 2) ,
(x₂, y₂) = (5, 2) and (x₃, y₃) = (8, 8)
The condition for the three points (x₁, y₁), (x₂, y₂) and (x₃, y₃) to be collinear is

\(\frac{1}{2}\) [x(2 – 8) + 2(5 – 8) + 1(40 – 16)] = 0
x × – 6 + 2 × – 3 + 1 × 24 = 0
– 6x – 6 + 24 = 0
– 6x + 18 = 0
6x = 18 ⇒ x = \(\frac{18}{6}\) = 3
x = 3

Question 13.
If \(\left| \begin{matrix} 2a & { x }_{ 1 } & { y }_{ 1 } \\ 2b & { x }_{ 2 } & { y }_{ 2 } \\ 2c & { x }_{ 3 } & { y }_{ 3 } \end{matrix} \right| \) = \(\frac{\text { abc }}{2}\) ≠ 0, then the area of the triangle whose vertices are

(1) \(\frac{1}{4}\)
(2) \(\frac{1}{4}\)abc
(3) \(\frac{1}{8}\)
(4) \(\frac{1}{8}\)abc
Answer:
(3) \(\frac{1}{8}\)

Explaination:

Question 14.
If the square of the matrix \(\left[ \begin{matrix} α & β \\ γ & -α \end{matrix} \right] \) is the unit matrix of order 2, then α, β, and γ should
(1) 1 + α² + βγ = 0
(2) 1 – α² – βγ = 0
(3) 1 – α² + βγ = 0
(4) 1 + α² – βγ = 0
Answer:
(1) 1 + α² + βγ = 0

Explaination:

– α² – βγ = 1
α² + βγ + 1 = 0

Question 15.

(1) Δ
(2) kΔ
(3) 3 kΔ
(4) k³ Δ
Answer:
(4) k³ Δ

Explaination:

Question 16.
A root of the equation \(\left| \begin{matrix} 3-x & -6 & 3 \\ -6 & 3-x & 3 \\ 3 & 3 & -6-x \end{matrix} \right| \) = 0 is
(1) 6
(2) 3
(3) 0
(4) -6
Answer:
(3) 0

Explaination:


0 = 0
x = 0 satisfies the given equation.
Hence the root of the given equation is x = 0.

Question 17.
The value of the determinant of A = \(\left[ \begin{matrix} 0 & a & -b \\ -a & 0 & c \\ b & -c & 0 \end{matrix} \right] \) is
(1) -2 abc
(2) abc
(3) 0
(4) a² + b² + c²
Answer:
(3) 0

Explaination:

= 0 – a(0 – bc) – b (ac – 0)
= abc – abc = 0

Question 18.
If x₁, x₂, x₃ as well as y₁, y₂, y₃ are in geometric progression with the same common ratio, then the points (x₁, y₁), (x₂, y₂), (x₃, y₃) are
(1) vertices of an equilateral triangle
(2) vertices of a right angled triangle
(3) vertices of a right angled isosceles triangle
(4) collinear
Answer:
(4) collinear

Explaination:
Given x₁, x₂ , x₃, as well as y₁, y₂, y₃, are in geometric progression with the same common ratio.
∴ x₁ = a, x₂ = ar, x₃ = ar² ,
y₁ = b, y₂ = br, y₃ = br²
(x₁, y₁) = (a, b),
(x₂, y₂) = (ar ,br)
and (x₃, y₃) = (ar², br²)
Area of the triangle whose vertices are
(x₁, y₁),(x₂, y₂) and (x₃ y₃) is

= \(\frac{1}{2}\)ab[1(r – r²) – 1 (r – r²) + 1 (r³ – r³)]
= \(\frac{1}{2}\)ab[r – r² – r + r² + 0]
= \(\frac{1}{2}\)ab × 0 = 0
∴ The points (x₁, y₁),(x₂, y₂) and (x₃ y₃) are collinear.

Question 19.
If denotes the greatest integer less than or equal to the real number under consideration and – 1 ≤ x< 0, 0 ≤ y < 1, 1 ≤ z < 2 , then the value of the determinant

(1)
(2)
(3)
(4)
Answer:
(1)

Explaination:

Question 20.
If a ≠ b, b, c satisfy \(\left| \begin{matrix} a & 2b & 2c \\ 3 & b & c \\ 4 & a & b \end{matrix} \right| \) = 0 then abc =
(1) a + b + c
(2) 0
(3) b³
(4) ab + bc
Answer:
(3) b³

Explaination:

(a – 6) (b² – ac) = 0
Since a ≠ 6 , we have a – 6 ≠ 0
∴ b² – ac = 0
b² = ac
b³ = abc

Question 21.
If A = \(\left| \begin{matrix} -1 & 2 & 4 \\ 3 & 1 & 0 \\ -2 & 4 & 2 \end{matrix} \right| \) and B = \(\left| \begin{matrix} -2 & 4 & 2 \\ 6 & 2 & 0 \\ -2 & 4 & 8 \end{matrix} \right| \), then B is given by
(1) B = 4A
(2) B = – 4A
(3) B = – A
(4) B = 6A
Answer:
(2) B = – 4A

Explaination:

Question 22.
IfA skew-symmetric of order n and C is a column matrix of order n × 1, then C_T AC is
(1) an identity matrix of order n
(2) an identity matrix of order I
(3) a zero matrix of order 1
(4) an identity matrix of order 2
Answer:
(3) a zero matrix of order 1

Explaination:
Given A is a skew symmetric matrix of order n.
∴ A^T = – A
C is a column matrix of order n × 1
C^Tis of order 1 × n
∴ C^T A is of order (1 × n) × (n × n) = (1 × n)
C^TAC is of order (1 × n) × (n × 1) = (1 × 1)
Since A is a skew – symmetric matrix, we have
A^T = -A
(C^T AC)^T= C^T A^T (C^T)^T = C^T (-A) C
= -C^T AC
∴ C^TAC is a skew – symmetric matrix.
A matrix of order 1 is skew – symmetric if A is zero matrix.
Since C^TAC is a skew – symmetric and its order is 1.
∴ C^TAC is a zero matrix.

Question 23.
The matrix A satisfying the equation

(1)
(2)
(3)
(4)
Answer:
(3)

Explaination:

x + 3z = 1 ——– (1)
y + 3t = 1 ——- (2)
z = 0
t = – 1
(1) ⇒ x + 3 × 0 = 1 ⇒ x = 1
(2) ⇒ y + 3 × – 1 = 1 ⇒ y = 4
∴ A = \(\left[ \begin{matrix} 1 & 4 \\ 0 & -1 \end{matrix} \right] \)

Question 24.
If A + 1 = \(\left[ \begin{matrix} 3 & -2 \\ 4 & 1 \end{matrix} \right]\), then (A + I) (A – I) is equal to
(1)
(2)
(3)
(4)
Answer:
(1)

Explaination:

Question 25.
Let A and B be two symmetrh matrices of same order. ^Then which one of the following statement is not true?
(1) A + B is a symmetric matrix
(2) AB is a symmetric matrix
(3) AB = (BA)^T
(4) A^TB = MI^T
Answer:
(2) AB is a symmetric matrix

Explaination:
Given A and B are two symmetric matrices of the same order.
A = A^T , B = B^T
(1)(A+B)^T = A^T + B^T = A + B
A + B is symmetric.

(2) (AB)^T = B^T A^T BA
Thus (AB)^T ≠ AB
Hence , AB is not symmetric.

(3) AB = (BA)^T
= A^T B^T = AB
Statement is true.

(4) A^T B = AB^T Since A^T = A
B = B^T
Statement is true.

Tamilnadu State Board New Syllabus Samacheer Kalvi 11th English Guide Pdf Prose Chapter 4 Tight Corners Text Book Back Questions and Answers, Summary, Notes.

Tamilnadu Samacheer Kalvi 11th English Solutions Prose Chapter 4 Tight Corners

11th English Guide Tight Corners Text Book Back Questions and Answers

I. Choose the most appropriate answer for the following questions:

Question a.
‘Tight Corner’ means a _______.
i. difficult situation
ii. crowded corner
iii. tragic incident
iv. fierce fight
Answer:
i. difficult situation

Question b.
Barbizon refers to a _______.
i. kind of paint
ii. type of architecture
iii. region in Britain
iv. French school of painters
Answer:
i. kind of paint

Question c.
The narrator visited the sale-room as he _______.
i. wished to see an auction
ii. had a painting to sell
iii. was persuaded by his friend
iv. wanted to buy a painting
Answer:
iii. was persuaded by his friend

Question d.
The narrator had been a safe contributor at the auction, as _______.
i. there were bidders quoting higher prices
ii. he had a sound financial background
iii. his friend had lent him money
iv. he did not make any bidding
Answer:
i. there were bidders quoting higher prices

Question e.
“And I got it.” Here ‘it’ refers to the _______.
i. picture he wanted to buy
ii. money he asked for
iii. card to participate in the auction
iv. amount he had to pay
Answer:
ii. money he asked for

2. Answer the following questions:

Question a.
What is a tight corner? What happens when one finds oneself in a tight corner?
Answer:
Tight corner refers to the difficult or critical situation that one faces in his life. The person who finds himself in a tight corner becomes stressful both physically and mentally.

Question b.
What is the difference between a physical and mental tight comer?
Answer:
A physical tight corner is something which is visualized in person on spot. One can overcome this if he has extreme courageousness. Mental tight corner affects the whole system of a man as his mind is filled with stress till he comes out of it. In fact, it is more dangerous than physically tight corner.

Question c.
Why did the narrator visit Christie’s?
Answer:
The narrator visited Christie’s as his friend persuaded him to see the auction inside.

Question d.
The narrator heard his own voice saying,” and fifty”.What does this suggest?
Answer:
The narrator without his knowledge and any understanding of the situation said, ‘and forty’.

Question e.
What was the narrator’s financial condition?
Answer:
The narrator had exactly sixty-three pounds in the bank and he did not have securities even for five hundred pounds.

Question f.
The narrator could not pretend to have made a mistake in bidding. Why?
Answer:
The narrator could not pretend to have made a mistake in bidding because already he made many biddings earlier which made others think of him as a bloatocrat. Moreover, a genuine mistake of such a kind would have been rectified at once.

Question g.
What could have been the best way for the narrator, to get himself out of the tight comer?
Answer:
The best way for the narrator to get himself out of the tight corner was to confess his poverty to one of Christie’s staff and having the picture put up again.

Question h.
Why did the narrator feel he could have welcomed a firing party?
Answer:
It was his thought of bidding for fun which made him get caught in a tight corner. If he welcomed a firing party that would bring his death and he need not be humiliated in front of others.

Question i.
What was the bidder’s offer to the narrator?
Answer:
The bidder’s offer was to give fifty guineas to the narrator.

Question j.
How did the narrator take advantage of the situation?
Answer:
The narrator took advantage of the situation by asking a hundred guineas from the bidder who offered four thousand guineas for big Daubigny.

Text Inside Questions:

Question a.
Describe the activity that was going on in the saleroom at king street.
Answer:
The place was full. They were selling Barbizon pictures and getting tremendous sums even for little bits of things.

Question b.
What can you say about the author’s attitude when he high – handedly participated in the auction?
Answer:
An author is a nonchalant person who tries to have some fun in his life. At the same time, he knows his limitations.

Question c.
Why was the author sure he would not be caught?
Answer:
The author decided to bid safely by just raising the stake a little bit and leave it for real millionaires to go ahead. Thus he was sure that he would not be caught.

Question d.
What made the author ignore his friend’s warning?
Answer:
The author ignored his friend’s warning just because he liked to have some fun and was sure that he was not going to run any risks.

Question e.
How had the author managed the auction without getting involved in the deal?
Answer:
Although many bids ended up in four figures, they were started with a modest price of fifty to a hundred guineas only. He ventured till the figures reached only upto three digits. Thus he managed the auction without getting involved in the deal.

Question f.
What came as a shock to the author?
Answer:
There was bidding for four thousand guineas and as usual, he added fifty guineas to it. But to his surprise, none of them bid more than that.

Question g.
What did the falling of the hammer indicate?
Answer:
The falling of the hammer indicated “closure of the bid” and it mandated the highest bidder to pay and collect his purchase.

Question h.
What made the friend laugh heartily?
Answer:
The narrator had to pay four thousand and fifty guineas for his bidding. In reality, he had only sixty-three pounds. This made his friend laugh heartily.

Question i.
What kind of excuses did the narrator think he could make?
Answer:
The author speculated on the possibility of confessing his poverty to one of Christie’s staff and request to put up the picture for sale once again.

Question j.
Why did the friend desert the narrator, a second time?
Answer:
The narrator was standing on the outskirts of the little knot of buyers to pay the amount and get the picture. His friend who joined the narrator had a look at his face and could not control his laughter. Thus he deserted the narrator, a second time.

Question k.
How does the narrator describe the man who approached him?
Answer:
The man was a messenger of the high gods who wore a green baize apron and spoke in husky cockney tones.

Question l.
How does the Narrator show the presence of mind in the sudden turn of events?
Answer:
The man who bid for the picture first was ready to pay fifty guineas to the narrator. At that moment the narrator asked for a hundred guineas which shows his presence of mind.

Question m.
The narrator would not forget two things about his friend What are they?
Answer:
The author’s friend only persuaded him to go to Christie’s auction. Secondly, he was the only witness to the author ’s mental agony in trying to get out of the crisis.

3. Form a meaningful summary of the lesson by rewriting the numbers in the correct sequence:

1. The narrator had only 63 pounds with him and did not know how to manage the situation
2. The narrator thought of all his relations from whom he could borrow
3. Unfortunately, he had made the highest bid.
4. The narrator entered Christie’s as his friend persuade him to visit the sale-room.
5. Every time someone else made a higher bid and the narrator was not caught.
6. The narrator on a sudden impulse added 50 more guineas, to the amount offered.
7. His friend joined him then but left immediately unable to control his laughter.
8. He even thought of borrowing from moneylenders and confessing the truth to the staff at Christie’s.
9. The picture was declared sold to the narrator.
10. After some time a picture was put up and a bid for 4000 guineas was a raise
11. A sudden stroke of luck befell the narrator when he heard that the agent who had made the bid of 4000 guineas and buy the picture.
12. The narrator kept bidding just for fun.
13. The picture was given away to the other bidder and the narrator was saved from humiliation.
14. His friend had left the place roaring with laughter at the narrator’s predicament.
15. The narrator was quite happy at the offer but demanded 100 guineas instead of the 50. Now there was no need for him to make any payment.

Answers:

1. 8
2. 10
3. 6
4. 1
5. 5
6. 4
7. 12
8. 11
9. 7
10. 3
11. 13
12. 2
13. 15
14. 9
15. 14

4. Answer the following questions in a paragraph of about 100-150 words:

Question a.
Narrate the circumstances that led to the narrator getting into a tight corner, by his own folly.
Answer:
Lucas learned that an auction was in progress. His friend suggested that they peeped in, to watch the fun. Despite the caution from his friend, he started bidding at moderate rates. He had only 63 pounds in his account. A bidder was supposed to have a minimum of 500 pounds to take part in the bid. As bidding for most of the paintings were started with two or three digits in guineas, the author sailed through raising the stakes of many paintings and staying behind watching millionaires bid with higher prices. But one painting viz big Daubigny was launched at an offer price of 4000 Guineas.

Only one bidder showed interest. The rest were in silence. The author heard himself say “and fifty”. After seconds of uncomfortable silence, the dealer banged the hammer indicating the acceptance of the narrator’s offer of 4050 guineas for the painting. It was only then the narrator realized that he was in a tight comer. He wished a firing squad would be welcomed to eliminate him and put an end to his mental agony. He had no friend or relative or even money lenders who could extend him a loan to raise the money. He had got into a mess of his own choice.

“Auction houses run a rigged game. They know exactly how many people will be bidding on work and exactly who they are. In a gallery, works of art just need to pay. ”

Question b.
Trace the thoughts that went on in the mind of the narrator, when picture after picture was put up and sold at the auction.
Answer:
The narrator started bidding for fun and got into a difficult position of paying four thousand and fifty guineas for a picture which was useless for him. He had only sixty-three pounds with him and didn’t know how to pay for it.

He handed over his card to the clerk and without seeing the picture put for sale he, was thinking about the names of uncles and other persons from whom he might borrow money. He wondered of the money lenders who would as promissory notes.

He also thought of confessing his poverty to one of Christie’s staff and make them put up the picture again. All his thoughts ended in vain as the staff of Christie’s seemed unsympathetic and he was sure that they wouldn’t believe it to be a mistake.

Question c.
Explain how the narrator got out of the tight corner that he was in.
Answer:
When the author was perplexed beyond measure and was even ready to welcome a firing squad to bail him out of the current crisis, a divine chance presented itself to the narrator. The narrator had stupidly given an open bid to buy “big Daubigny” for 4050 guineas when he had only 63 pounds in his bank account.

However hard he tried, he could not recall the name of an “uncle” or a friend who could extend him a loan to cover the price of the painting. To delay disgrace, he was standing at the end of the queue of the successful bidders. Like a providential intervention, a mediator from the starting bidder who was ready to take the same painting for 4000 guineas enquired the narrator in a husky cockney tone if he was the gentleman who had bought, “big Daubigny”.

The narrator admitted it. To the narrator’s great relief, the mediator said the first bidder wanted to know if he would take 50 guineas for his interest. The author should have embraced him and wept for joy for bailing him out of a potential disgrace. But he made the best use of the opportunity exhibiting his guile, by asking him if that was the most he could offer. The mediator said that there was no harm in asking for some more. The narrator said he would take a hundred guineas. When the man left to find out the possibility both the author and his friend laughed.

But when the author saw the cheque for a hundred guineas, he became serious. He said with joy and shock, “of all the luck! well, I’m hanged”. Thus the narrator had a narrow escape from a tight comer. One could even say that the narrator escaped by the skin of his teeth.

“Call it a narrow escape, maybe it’s your lucky day. ”

Vocabulary:

Auction House Puzzler: (Text Book Page No. 111)

You have come across many terms associated with an auction, in the lesson. Now solve the crossword puzzle with words from the lesson. Make use of the clues given:

Across:

1. conducts auction
2. a protective garment
3. strip with numbers
4. offer

Down

1. painter
2. school of painting
3. auction house
4. painting

Answer:

Reading:

Read the following passage and answer the questions that follow:

The Stationmaster’s Supreme Sacrifice by Sanchari Pal (Adapted)

1. Thirty-three years ago, on the night of December 2, 1984, Bhopal was hit by a catastrophe that had no parallel in the world’s industrial history. An accident at the Union Carbide pesticide plant in Bhopal had released almost 30 tons of a highly toxic gas called methyl isocyanate, turning the city into a vast gas chamber.

The result was a nightmare; more than 600,000 people were exposed to the deadly gas cloud that left thousands dead and much more breathless, blind, and in agonizing pain. Few people know that during the Bhopal gas tragedy a heroic stationmaster risked his own life to save others.

2. On the evening of December 3, 1984, Ghulam Dastagir was settling down in his office to complete some pending paperwork. This work kept him in his office till lam in the night, when he emerged to check the arrival of the Gorakhpur Mumbai Express.

As he stepped on to the platform, the deputy stationmaster felt his eyes burn and a queer itching sensation in his throat. He did not know that poisonous fumes leaking from Union Carbide’s pesticide factory were stealthily enveloping the railway station.

3. Beginning to choke, Dastagir did not know then that twenty-three of his railway colleagues, including his boss, station superintendent Harish Dhurve, had already died. It was later reported that Dhurve had heard about the deadly gas and had immediately tried stopping the movement of trains passing through Bhopal before collapsing in his office chamber.

His suddenly worsening health and years of experience told Dastagirthat something was very wrong. Though he did not fully comprehend what was happening, he decided to act immediately when he did not get any response from the station master. He alerted the senior staff at nearby stations, like Vidisha and Itarsi, to suspend all train traffic to Bhopal.

4. However, the jam-packed Gorakhpur Kanpur Express was already standing at the platform and its departure time was 20 minutes away. Listening to his gut instinct, Dastagir summoned his staff and told them to immediately clear the train for departure. When they asked if they should wait until the order to do so came from the head office, Dastagir replied that he would take complete responsibility for the train’s early departure.

He wanted to ensure that the train left immediately, without any delay. His colleagues later recalled that Dastagir could barely stand and breathe as he spoke to them. Breaking all rules and without taking permission from anyone, he and his brave staff personally flagged off the train.

5. But Dastagir’s work was not done. The railway station was filling up with people, desperate to flee the fumes. Some were gasping, others were vomiting, and most were weeping. Dastagir chose to remain on duty, running from one platform to another, attending, helping, and consoling victims.

He also sent an SOS to all the nearby railway offices, asking for immediate medical help. As a result, four ambulances with paramedics and railway doctors arrived at the station. It was winter and the gas was staying low to the ground, a thick haze poisoning everything in its path.

Besieged by hordes of suffering people, the station soon resembled the emergency room of a large hospital. Dastagir stayed at the station, steadfastly doing his duty, knowing that his family was out there in the ill-fated city. That day all he had for his protection was a wet handkerchief on his mouth.

6. Ghulam Dastagir’s devotion to duty saved the lives of hundreds of people. However, the catastrophe didn’t leave him unscathed. One of his sons died on the night of the tragedy and another developed a lifelong skin infection.

Dastagir himself spent his last 19 years shuttling in and out of hospitals; he developed a painful growth in the throat due to prolonged exposure to toxic fumes. When he passed away in 2003, his death certificate mentioned that he was suffering from diseases caused as a direct result of exposure to MIC (Methyl Isocyanate) gas.

A memorial has been built at platform No.1 to pay tribute to those who sacrificed their lives in the line of duty on the fateful night of December 3, 1984. However, Ghulam Dastagir, who died later, is not one of them. A forgotten hero whose sense of duty and commitment saved countless lives, Dastagir’s story deserves to be recognized and remembered by our fellow countrymen.

Answer the following questions:

Question (i)
Why was the accident at union carbide unparalleled in the word’s industrial history?
Answer:
The accident was unparalleled in the world s Industrial history because it affected more than 600,000 people.

Question (ii)
How was Dastagir affected by the poisonous gas?
Answer:
He developed a painful growth in the throat due to prolonged exposure to toxic fumes.

Question (iii)
What was the action taken by the station superintendent?
Answer:
As soon as he heard about the deadly gas, he tried stopping the movement of trains through Bhopal.

ஆசிரியரைப் பற்றி:

எ.வே.லூக்காஸ் (1868-1938) ஒரு ஆங்கில நகைச்சுவை எழுத்தாளர், கட்டுரையாளர். நாடக ஆசிரியர், வாழ்க்கை வரலாற்று எழுத்தாளர், புத்தக வெளியீட்டாளர், கவிஞர், நாவலாசிரியர், சிறுகதை எழுத்தாளர், மற்றும் பத்திரிக்கை ஆசிரியர். லண்டன் புறநகர் பகுதியில் பிறந்தவர். தன் 16 வயதில் புத்தக விற்பனையாளரின் உதவியாளராக பணியாற்றியவர்.

பின்னர் பத்திரிக்கை துறையில் ஆர்வம் கொண்டு பிரிட்டனில் உள்ளூர் பத்திரிக்கையிலும், லண்டன் மாத இதழ் பத்திரிக்கையிலும் பணியாற்றினார். பெர்னார்ட் பார்ட்டன் என்ற குவாக்கர் கவிஞரின் வாழ்க்கை வரலாற்றை எழுத அவர் பணிக்கப்பட்டார்.

அதை சிறப்பாக எழுதியதால் சார்லஸ் லேம்பின் புத்தகங்களை மதிப்பிடும் வாய்ப்புக் கிடைத்தது. பின்பு இவர் 1904ல் பஞ்ச் என்ற இதழில் வாழ்நாள் முழுவதும் பணியாற்றினார். தன் சிறு கட்டுரைக்காக பிரபலமானார். பல பாடல்களையும், நாடகங்களையும் எழுதியுள்ளார்.

பாடச் சுருக்கம்:

இப்பாட பகுதியில் கதாசிரியர் தான் ஒரு இக்கட்டான சூழ்நிலையில் மாட்டிக் கொண்டு பின்னர் அதிலிருந்து எவ்வாறு தன் சாமர்த்தியத்தியத்தால் தப்பித்துக் கொள்கிறார் என்பதை தெளிவாக சொல்லியிருக்கிறார். தன் நண்பருடன் ஓவியங்களை ஏலம்விடும் இடத்திற்கு செல்கிறார்.

எல்லோரும் ஒவ்வொன்றாய் ஏலம்விட்டுக்கொண்டும், படங்களை வாங்கிக்கொண்டும் இருக்கையில் ஆசிரியர் விளையாட்டாக ஒரு ஓவியத்தை ஏலம் கேட்கிறார். ஆனால் இவரின் வங்கிக் கணக்கில் 63 பவுண்டுகள் மட்டுமே உள்ளது. ஆனால் விளையாட்டாக ஏலம் கேட்டிருக்கும் தொகையோ 4050 இனியாக்கள்.

விளையாட்டாக ஏலம் கேட்டு மாட்டிக் கொள்கிறார். இந்த சிக்கலாள தருனத்திலிருந்து தன் சமயோதித புத்திக்கூர்மையால் எப்படி இவர் இந்த இக்கெட்டான சூழ்நிலையில் இருந்து தன்னை காத்து கொள்கிறார் என்று இக்கட்டுரையில் விரிவாகக் காண்போம்.

Tight Corners Summary in Tamil

எங்கள் பேச்சி சிக்கலான நிலையில் மாட்டிக்கொள்ளும் நிகழ்வுகளைப்பற்றி ஓடிக்கொண்டிருந்தது, அதில் வாழத் தெரிந்தவர்கள் சாகசம் நிறைந்தவர்களாகவும் மற்றும் சமரசம் செய்ய தெரிந்தவர்களாகவும் இருப்பார்கள்.

ஒரு மனிதன் கடலோரப் பகுதியில் வடகிழக்கு France யில் பேரலையில் மாட்டிக்கொண்தாகவும், பின்பு சாமர்த்தியமாக தன் வலிமையினால் தப்பிவிட்டதாகவும் சொன்னார். மற்றொருவர் காயப்பட்ட புலியால் nதாக்கப்பட்டபோது யானையின் மீது இருந்தாக கூறினார்.

மூன்றாமவர் அவர் எரியும் வீட்டின் மூன்றாவது மாடியில் இருந்தார் எனவும் கூறினார். நான்காமவர் போரில் ஏவுகனையால் தாக்கப்பட்டார் எனவும் கூறினார்.

அவர்களில் ஒருவர் ஆனால் நீங்கள் எல்லோரும் உடல் ரீதியாக மாட்டிக்கொண்டவர்களை பற்றியே பேசுகிறீர்கள்”. கண்டிப்பாக அவர்கள் மனநிலையை விட உடல்நிலை இருக்கம் கொண்டவர்கள். நான் மிக மோசமான சிக்கலில் christies ல் இருந்தபோது சிக்கிக்கொண்டேன்”.

“Christie’s?” (க்ரைஸ்டீஸ்)

“ஆம். லண்டனில் பெரிதாக வணிகம் நடைபெறும் தெருவில் (St. Jame’s street) உள்ள எனது பழைய வெளிநாட்டு நண்பருடன் மதிய உணவு சாப்பிட்டேன், பின்னர் king streetயை கடந்தபோது, அவர் விற்பனை அறையை பார்வையிட என்னை வற்புறுத்தினார். அந்த இடம் மக்களால் நிறைந்து இருந்தது.

அவர்கள் Barbizon படங்களை விற்றனர், ஒவ்வொரு சிறு சிறு பொருட்களையும், படங்களையும் இரண்டாயிரம், மூவாயிரம் என நல்ல விலைக்கு விற்றனர். அவற்றில், காட்டுப்படங்கள், மாலை நேரத்து குளங்கள், மெய்ப்பர் ஆடுமேய்க்கும் சிறுவன் மற்றும் எப்போதும் போல உள்ள சாதாரன தலைப்பிலான படங்கள் இருந்தன.

எந்த ஏலமும் மூன்று இலக்க எண்களுக்கு மேல் ஏலத்திற்கு போகவில்லை. நான் வேடிக்கையாக ஏலத்தை கேட்டேன். என்னிடம் அறுபத்தி மூன்று பவுண்ட் மட்டுமே வங்கியில் இருந்தது. ஐந்நூறு பவுண்ட கடன் பெற நான் ஒரு பெரிய பணக்காரர் (bloatocrat) போல ஏல விற்பணையாளருடன் தலையை ஆட்டினேன்.

நீ கண்டிப்பாக மாட்டிக் கொள்வாய், என் நண்பன் என்னிடம் கூறினான் “இல்லை, நான் மாட்டிக்கொள்ள மாட்டேன்,” என்று கூறினேன். நான் எந்த விதமான இடர்களுக்கும் உள்ளாகமாட்டேன்” என்று நான் சொன்னேன்.

“நீண்ட நேரம் நான் சிக்கல் ஒன்றிலும் மாட்டிக்கொள்ளவில்லை ஒன்றும் செய்யவில்லை. பின்னர் ஒரு ஓவியத்தை ஏலத்திற்கு கொண்டுவந்தது வைத்தார்கள். சிவப்பு முகத்தை கொண்ட தொப்பியை அணிந்திருந்த ஒரு புதிய மனிதர் ஒரு படத்தை ஏலத்திற்காக முன்னே வைத்தார். யாரும் கேட்க இயலாத விலையை ஓவியத்திற்கு கேட்டு அனைவரையும் வியப்பில் ஆழ்த்தினர்.

முந்தைய ஏலம் (lots) நான்கு இலக்கங்களில் விற்கப்பட்டிருந்தாலம் ஐம்பது அல்லது நூறு Guineas என்று தொடங்கி, நான்கிலக்க எண்ணைத் தொட்டது. சிறப்பான முடிவை (crescendo) நோக்கி நான் அடிக்கடி பாதுகாப்பாக பங்களித்தேன். ஆனால் சிறிது நேரத்தில் புதியப்படம் வைக்கப்பட்டவுடன் வியாபாரி பரப்பரப்பாக ஆரம்பத் தொகையாக “நான்கு ஆயிரம் Guineas” என்று கூறினார்.

மிகுந்த சலசலப்பான உற்சாக ஒலி எழுந்தது. முடிவில் என் குரல் கூறியது, ”ஐம்பது!”. ஆழ்ந்த அமைதி நிலவியது. அப்போது ஏல அறிவிப்பாளர் ஏலத்தொகையை கேட்டவரையும் பின்பு எல்லோரையும் பார்த்தார்.

வியப்புடனும், அதிர்ச்சியுடனும் சிவப்பு முகம் வியாபாரி உயிரற்றவர் போல் தோன்றினார். அவர் தன்னுடைய பலத்தை பயன்படத்தியிருக்கிறார் என்று இப்போது நான் உணர்ந்தேன்.

“நான்கு ஆயிரத்து ஐம்பது Guineas வழங்கப்படும்”, திரும்பவும் அறையை நோட்டமிட்டுக்கொண்டு ஏலம் விடுபவர் கூறினார்.

எனது இதயதுடிப்பு நின்றது. இரத்தம் உறைந்தது (congealed). எந்த சத்தமும் இன்றி என் நண்பனின் கட்டுப்படுத்தப்பட்ட (smothered) சத்தம் மட்டுமே கேட்டது.

“நான்கு ஆயிரத்து ஐம்பது Guineas” நான்காயிரத்து ஐம்பதிற்கு ஏதாவது கேள்வி உண்டா ? பிறகு சுத்தியல் அடிக்கப்பட்டு ஏலம் முடிக்கப்பட்டது.

ஏல அறையின் உள்ளே இருக்க எனக்கு நெருக்கடியாக இருந்தது!, அறுபத்து மூன்று பவுன்டிற்கு நானூறு பவுன்ட் விலை மதிப்பு பெறாத எனக்கு பிடிக்காத அந்தப்படத்தை வேண்டாத, இந்நாளில் உயர்ந்த விலையான நான்காயிரத்து ஐம்பது guineas ற்கு வாங்கினேன்.

கனிவான ஆறுதல் பெற என் நண்பனை நோக்கி திரும்பினேன். நான் பார்த்தபோது என்னை தனியே விட்டு சென்றிருந்தான்; அந்த நிமிடம் பயந்தேன், ஆனால், என் நண்பன், தனிமையான இடத்தில் நின்று என் நிலையை பார்த்து சிரித்தான்.

நான் இதைக் கண்டு அதிர்ச்சியடைந்தேன். பணம் சேகரிப்பவரிடம் என் கார்டை ஒப்படைக்க நான் அங்கு இயல்பாக (nonchalantly) இருந்தேன். அடுத்து வரும் பிரச்சனையை சமாளிக்க நான் யோசித்தேன்- படங்கள் மேல் படங்கள் வந்து விற்பனை ஆகிறது .நான் எதையும் பார்க்கவில்லை.

நான் ஓடி சென்று கடன் வாங்க சாத்தியமாக இருக்குமென்று மாமாவின் (Uncles) பெயர் மனத்திரையுல் வருகிறதா எனப் பார்த்தேன். ஆனால் வரவில்லை. மறுபடியும் இப்படத்தை ஏலம் விட சாத்தியக்கூறு உள்ளதா? என வினவினேன். எனது ஏழ்மையை நான் Christies உள்ள ஒரு பணியாளரிடம் எடுத்துக்கூறினேன்.

அந்த படத்தை திரும்பவும் ஏலம் விட சொன்னேன். இதுதான் சிறந்த வழி – அனைத்து முயற்சியும் செய்தபிறகு நான் இந்த ஏலத்தை எவ்வாறு செய்ய போகிறேன், அந்த பணியாளர் வளமாக காட்சியளித்தாலும் இரக்கமற்றவர், இது ஒரு தவறு என்று யாரும் நம்பவில்லை. எத்தகைய தவறும் ஒரு நேரத்தில் சரி செய்யப்பட வேண்டும்.

சரியான நேரம் விற்பனை முடிவுக்கு வந்தது. நான் வியாபாரிகள் இருக்கும் வெளி இடத்திற்கு சென்றேன். அவர்கள் காசோலை எழுதிக்கொண்டும் வழிமுறைகள் சொன்னார்கள். எப்போதும் போல் நான்தான் கடைசி. அந்த நேரம் என் நண்பனுடன் சேர முயன்றேன், என்னை பார்த்தவுடன் அவன் கைக்குட்டையால் தன்முகத்தை மூடிக் கொண்டான்.

விதியின் படி நான் தனியாக விடப்பட்டேன் என் வாழ்நாளில் அதைபோல் முட்டாள்தனமாக நான் உணர்ந்ததில்லை. இரக்கமில்லாத மனிதரை பார்த்ததுமில்லை.

நேர்மையுள்ள வாழ்க்கையில் சில நேரங்களில் நல்லொழுக்கத்திற்கு அப்பால் வெகுமதிகள் பெற்றுள்ளது என்பதை உணர்ந்தேன். எனது காதில் ஒரு குரல் திடீரென சொன்னது, “மன்னித்துக் கொள்ளுங்கள், சார், நீங்கள் பெரிய மனிதர், பெரிய Daubigny படத்தை வாங்கிய சீமான் நீங்கள் தானே?”

“நான் தான் என்று ஒப்புக்கொண்டேன்”.

நன்று, நான்கு ஆயிரம் Guineas உங்களுக்கு அளித்தபெரிய மனிதர் உங்கள் ஏலத்தை ஐம்பது Guineasற்கு பெற்றுக் கொள்வீர்களா? என தெரிந்துகொள்ள நினைக்கிறார்.”

உயர்ந்த கடவுளின் தூதர் ஒரு கரடுமுரடான பச்சை கம்பளி மேலங்கி அணிந்து கொழகொழவென்ற Cockney குரலில் பேசினார். அவரை கட்டி தழுவி சந்தோசத்தில் நனைந்தேன். ஐம்பது Guineas எடுத்துகொண்டிருப்பேன். ஏன் நான் குறைந்த காசை (farthings எடுத்து) கொள்ள வேண்டும்.

”இது தான் கேட்கக் கூடிய அதிகபட்ச விலையா?” என்று கேட்டேன். “அவனிடம் சொல்லுங்கள் நான் நூறு எடுத்து கொள்கிறேன்”, நான் சொல்லி பிறகு பெற்றுக்கொண்டேன்.

என் நண்பனை நான் காணும் போது நானும் சிரித்து கொண்டிருந்தேன், ஆனால் அவன் அந்த காசோலை ‘ பார்த்தவுடன் மயங்கினான்”. “எல்லாம் அதிர்ஸ்டம். நல்லது நான் தொடங்குகிறேன்” என்றான்.

நான் அழைக்கவில்லையென்றால் நீ christies வந்திருக்க முடியாது என்பதை மறந்துவிடாதே” என்று நண்பன் சொன்னான், “நான் அதை மறக்க மாட்டேன்” என்று கூறினேன். “இது அழிக்கமுடியாத (indelibly) நெருப்பாக என் நெஞ்சில் இருக்கும். எனது முடி வெள்ளையாக மாறாது, பாருங்கள்?”