Current Affairs 7th Class

*       Introduction   Animals require food for their energy and growth. But, they are not capable of making food by themselves. Therefore, they have to depend on the plant kingdom for their food and nutrition. Every animal, directly or indirectly depend on plants for their nutritional needs. However, the requirements of different components of nutrients is not in equal quantity in an animal body. Some nutrients are required in very less quantity, wherein some are required in large quantity. The nutrients, which are required in less quantity in an animal body are called micronutrients or trace elements. For example, minerals and vitamins. Micronutrients are called protective food as they provide the nutrients for the body to fight disease. The nutrients, which are required in large quantity in an animal body are called macro nutrients. For example, carbohydrates, fats, proteins and water. In this chapter, we will study about the requirement of nutrients and its utilization in animals.   *         Feeding and Digestion in Microorganism Microorganisms are living organisms. They require food for energy and reproduction. Some bacteria can prepare its own food, hence, they have autotrophic mode of nutrition. Some bacteria depend on other organism for their food, therefore, they have heterotrophic mode of nutrition. For example, a well-known microorganism Amoeba is single celled found in pond water. Amoeba can change its shape and position. It has finger like structure, called pseudopodia, which is used to capture the food.   Look at the following picture of food digestion in an Amoeba:       Amoeba feeds on microscopic organisms. It pushes its pseudopodia to the food particle, engulfs it and food particle is trapped in a food vacuole. Foods are digested by the digestive enzyme secretes by the vacuole. Undigested food is expelled outside by the vacuole. There are wide varieties of microorganisms, some are useful for us, and some are not. Bacteria present in human digestive system helps in the digestion process. They feed on food taken by us.     common.jpg           Amoeba feeds on which one of the following types of organism? (a) Microscopic organisms (b) Plants (c) Amoeba can eat big mammals (d) All of these (e) None of these   Answer: (a) Explanation Amoeba feeds on microscopic organisms. Therefore, option (A) is correct and rest of the options is incorrect.            Consider the following statements: Statement 1: AII microorganisms have autotrophs mode of nutrition. Statement 2: All microorganisms have heterotrophs mode of nutrition. Which one of the following is correct about the above statements? (a) Statement 1 is true and 2 is false (b) Statement 1 is false and 2 is true (c) Both statements are false (d) Both statements are true (e) None of these   Answer: more...

*       Feeding and Digestion process of a Grass (Plant) Eating Animal   Depending upon the food habit, animals are classified into three categories: (i)   Herbivores (ii)   Carnivores (iii) Omnivores The animals those who eat plants and plant's products only are known as herbivores. Animals that eat only flesh of other animals are called carnivores. And the animals that eat both plants and plant's products are called omnivores. Therefore, the grass eating animals come in the category of herbivores. Herbivores are also called primary consumer as they feed on plants and plant's products directly. Look at the following picture of digestive system of a herbivores or grass eating animal:                       These animals graze and take food through the mouth. In mouth food is mixed with saliva , secreted by the salivary glands. Teeth and tongue help in the process. This food is then transported from the mouth to the stomach, through esophagus. The largest part of the stomach is called rumen. Enzymes are secreted by the bacteria and protozoa in the rumen of the goat, for digestion. Fiber eaten by the goat is broken down into smaller substance in the rumen. It also helps to build proteins and all vitamin B needed by the goat. Undigested or partially digested food is then transported into the reticulum. Food is back transported from reticulum into the mouth for re chewing that is called chewing of cud. Vitamins are digested and absorbed by small intestine and the undigested food is expelled outside.     common.jpg            Which one of the following organs covers largest area in the digestive system of a grass eating animal? (a) Small intestine (b) Large intestine (c) Rumen (d) All of these (e) None of these   Answer: (c) Explanation Rumen is the largest organ in the digestive system of the grass eating animal. Therefore, option (C) is correct and rest of the options is incorrect.           Which one of the following parts in the digestive system of the grass eating animal transports the partially digested food back into the mouth for re-chewing? (a) Reticulum (b) Rumen (c) Large intestine (d) All of these (e) None of these   Answer: (a) Explanation Reticulum in the stomach of a grass eating animal transports partially digested food back into the mouth for re-chewing. Therefore, option (A) is correct and rest of the options is incorrect.

*       Feeding and Digestion in a Human Body   Feeding and digestion in a human body starts from mouth. Food particle from the mouth is transported into stomach through the food pipe and thereafter to small intestine. After the absorption of nutrients, undigested food is transported to large intestine where small amount of salt and water is absorbed.   Look at the following picture of digestive system in the human body:         *           Mouth part of the Digestive System Mouth of the human body is called buccal cavity. Teeth in the mouth breakdown the injected food into small pieces with the help of saliva, which is secrete by salivary glands. Saliva breaks down the starch into sugars. The functions of different teeth are different. Two pairs of teeth at the front in each jaw are called incisor. Incisors work for biting and cutting of the food. A pair of teeth which is called canine works for piercing and tearing the food. There are four pairs of teeth in each jaw which work for chewing and grinding called premolars and molars respectively. Look at the following picture of different types of teeth in the mouth of the human body:     Mouth of a human body has a tongue for tasting the injected food. Taste buds on the tongue sense the taste of the injected food and send it to the brain for identification of the kinds of taste. Specific area on the tongue senses the specific taste as shown in the picture below.                  Look at the following picture of structure of tongue in the mouth of the human body: There are huge amount of taste buds on the tongue of the human body. Salty and sweet taste buds are located at the front of the tongue. Sour taste buds are on both sides of the tongue and bitter taste buds are on the back side of the tongue. Taste buds from the tongue can disappear due to the smoking, not eating enough vitamins, head injury and effect of radiation.   *           Digestion of Food in the Stomach of a Human Body Partially digested food enters into the stomach through oesophagus or food pipe. Wall of the food pipe pushes the injected food downwards into the stomach. When food pipe unable to push the injected food downward, it is vomited out. Stomach secretes, mucous, hydrochloric acid and digestive juice. Hydrochloric acid kills bacteria present in the injected food entered into the stomach through the food pipe.   *          Function of Small and Large Intestine Now food enters into the small intestine from the stomach, Villi on the wall of the more...

Learning objective  
  • To learn to terms data, frequency, frequency distribution, mode class interval, etc.
  • To learn how to arrange observations (data) in grouped data.
  • To learn how to find Arithmetic mean of the given data.
  • To understand the way to represent the given data in the form of pictograph and Bar graph.
  • To learn how to interpret the data given in the graph (pictograph and Bar graph).
  INTRODUCTION Extraction of meaningful information by collection of data, organising, summarizing, presenting and analyzing the data is a branch of mathematics called statistics. Data is defined as the particular information in numeric form.   PRIMARY DATA If the data is collected by the investigator herself/himself with the specific purpose, then such data is called the primary data.   SECONDARY DATA If the data collected by someone else other than investigator are known as secondary data.   GROUPED DATA The data can be represented into classes or groups. Such a presentation is known as grouped data. Firstly it may arrange in ascending or descending order and then divide into groups.   RAW DATA Raw data is the data which is not arranged in any particular fashion or pattern. It is the original form of data.   FREQUENCY It is a number which tells that how many times does a particular observation appear in a given data.   For example: In a data 5, 1, 4, 5, 1, 3, 2, 2, 5, 1, 1, 6, 4, 3, 4, 7, 6 the frequency of 1 in this data is 4 because it occurs four times in the observation. The observation having maximum frequency is known as mode. For example: 7, 6, 5, 5, 4, 3, 2, 2, 5, 1, 3. 5 occurs three times in the given data. \[\therefore \]  5 is the mode.   FREQUENCY DISTRIBUTION A tabular arrangement of data sharing their corresponding frequencies is called a frequency distribution.   CLASS INTERVAL The group in which the raw data is condensed is called a Class interval. Each class is bounded by two figures.   GROUPING OF DATA Let us observe the marks obtained by 25 students in Mathematics as follows: 56, 31, 41, 64, 53, 56, 64, 31, 88, 53, 28, 33, 70, 70, 61, 74, 74, 64, 56, 32, 53, 53, 56, 61, 53. We observe that there are few students who get same marks, e.g., 74 marks is obtained by 2 students, 53 is obtained by 5 students etc. Let us more...

Learning Objectives:
  • To learn about a definite relationship between elements.
  • To learn how to obtain a figure with the help of preceding figure.
The word "series" is defined as anything that follows to forms a specific pattern or in continuation of a given pattern or sequence. In this type of non-verbal test, two sets of figures pose the problem. The sets are called problem Figures and Answer Figures. Each problem figure changes in design from the preceding one. The answer figure set contains 4 figures marked (a), (b), (c), (d). You are required to choose the correct answer figure, which would best continue the series.   TYPE I A definite relationship between elements in given figures. Example 1: Study the problem figures marked A, B and C carefully and try to establish the relationship between them. From the answer figures marked (a), (b), (c) and (d), pick out the figure which most appropriately completes the series. Problem Figures   Answer Figures Solution: (d) Note the direction of arrow which changes alternately. The dots are also changing alternately. Hence we are looking for a figure in which the arrow points down and the dots positioned as in figure (b).     Example 2: Problem Figures   Answer Figures Solution:(b) The four boxes are changing position in the following way: At first, middle boxes change position (diagonally) and extreme boxes remain stationary, then extreme boxes change position and middle boxes remain stationary and so on.     Example 3: Problem Figures   Answer Figures Solution: (c) The same figures rotates up-side-down in alternative figures.     Example 4: Problem Figures   Answer Figures Solution: (d) The figures is rotated at 90° (in four directions) and the fifth figure in the series will be same as the first figure.     Examples 5: Problem Figures   Answer Figures Solution: (a) The bigger ball's diameter more...

Learning Objectives:
  • To understand the terms perimeter and area.
  • To learn how to find the perimeter of square, rectangle and triangles etc.
  • To learn how to find the area of square, rectangle, triangle, and parallelogram etc.
  • To understand how to calculate the area of rectangular path.
  • To learn how to calculate the circumference and area of circle.
  PERIMETER AND AREA PERIMETER: Perimeter is the total boundary length of a closed figure. The commonly used units of perimeter are kilometer, meter and centimeter.
Shape Total no. of sides Perimeter
  1. Square   4   4\[\times \]length of a side
  2. Rectangle   2 length   2 width   2\[\times \]length + 2 \[\times \]width = 2 (length + width)
  3. Triangle (Equilateral)   3   3\[\times \]length of a side
  4. Triangle (isosceles)   2 equal   1 unequal   2\[\times \]length of equal sides + 1 length of different side
 5. Triangle (Scalene)   3 (all unequal)   Sum of all unequal sides
  Example: Find the perimeter of
  • A square with side 2.5 m
  • A rectangle with length 30 cm and width 20 cm
  • A scalene triangle with sides, 2 cm, 3 cm & 5 cm
  • Solution:
  • A square with side 2.5 m
  • Perimeter\[=4\times \]side                                    \[=4\times 2.5\]                                    \[=10\,m\]
  • A rectangle with \[\ell =30\] and \[w=20\,cm\]
  • Perimeter\[=2\,(\ell +w)\]    \[=2\,(30+30)\]    \[=2\times 50\]    \[=100\,cm\]
  • A scalene triangle with sides = 2, 3 & 5 cm
  • Perimeter = 2 + 3 + 5     = 10 cm. AREA: Area is the amount of surface covered by any shape more...

    Learning Objectives:
    • To understand the concept of ratio and proportion.
    • To learn how to find the value of required quantity by using unitary method.
    • To understand percentage and some important formulae related to percentage.
    • To understand the terms cost price, selling price, profit, loss, discount, marked price etc,
    • To learn some formulae which are useful to calculate CP, SP, profit, loss, discount, marked price etc.
    • To understand the concept of simple interest and learn how to calculate it.
      RATIO Ratio is comparison of two or more quantities of the same kind using division. It shown as a: b. The first term a is called antecedent and term b is called consequent. IMPORTANT FACTS ABOUT RATIO:
  • In a ratio, the order of terms is very important, i.e., the ratio \[2:3\] is different from the ratio \[3:2.\]
  • Since ratio is a fraction, the ratio will remain unchanged if each term of the ratio is multiplied or divided by the same non-zero number.
  •                 \[e.g.\,\,4:7=\frac{4}{7}=\frac{4\times 3}{7\times 3}=\frac{12}{21}\]                 \[\Rightarrow \,\,4:7=12:21\]
  • (a) Ratio exists between quantities of the same kind, i.e.
  •         (i)    Ratio cannot exist between height and weight.         (ii)   We cannot write a ratio between the age of a student and marks obtained by him. (b) Since ratio is a number, it has no units. (c) To find the ratio of quantities of same kind, quantities should be in same unit.
  • To compare two ratios, we either convert them into equivalent like fractions (fractions with same denominator by finding the LCM of the denominators) or convert them to decimal form.
  • e.g. To compare 3 : 5 and 2 : 3                 \[\frac{3}{5}\]and\[\frac{2}{3}\] LCM of 5 and 3 = 15                 \[\frac{3}{5}=\frac{3}{5}\times \frac{3}{3}=\frac{9}{15}\]and \[\frac{2}{3}\times \frac{5}{5}=\frac{10}{15}\] Since \[\frac{10}{15}>\frac{9}{15}\Rightarrow \frac{2}{3}>\frac{3}{5}\] i.e. \[2:3>3:5\]
  • A ratio\[a:b=\frac{a}{b}\]is in its lowest terms if the HCF of a and b is 1.
  • e.g. To convert the 15 : 35 in its lowest term \[15=3\times 5\] \[35=7\times 5\] H.C.F.\[=5\] Dividing both the terms by HCF \[\frac{15\div 5}{35\div 5}=\frac{3}{7}=3:7\]
  • Increase or decrease in a given ratio \[a:b\]
  • If a given quantity increases or decreases in the ratio\[a:b,\]then new quantity\[=\frac{b}{a}\]of the original quantity. The fraction by which the original quantity is multiplied to get the new (increased) quantity is called the multiplying ratio (or factor). \[\frac{\text{New}\left( \text{increased} \right)\text{quantity}}{\text{Original quantity}}=\text{Multiplying factor}\] e.g. (i)   To increase 24 kg in the ratio\[2:3.\] New weight after increase\[=\frac{3}{2}\]of \[24=\frac{3}{2}\times 24=36\,kg.\] (ii)   To decrease Rs. 104 in the ratio \[8:5\] New amount after decrease \[=\frac{5}{8}\times more...

      Learning Objectives:
    • To understand integers, decimal, rational number and their representation on number line.
    • To learn, addition, subtraction, multiplication and division of integers, decimal number and rational numbers.
    • To learn how to compare decimal numbers and rational numbers.
    • To learn how to convert fraction to decimal and decimal to fraction.
      INTEGERS VARIOUS TYPES OF NUMBERS:
  • Natural numbers: All numbers from 1 to infinite \[\infty \] are known as natural numbers. Thus, \[1,\text{ }2,\text{ }3....\infty \] are natural numbers.
  • Whole numbers: All natural numbers including zero is known as whole numbers i.e., \[0,\text{}1,\text{ }2,\text{ }3....\infty \] are whole numbers 0 + natural numbers = whole numbers
  • Note: All natural numbers are whole number but zero is the only whole number which is not natural number.
  • Integers: All natural numbers, 0 and negative numbers are called integers. Thus ............. \[-\,5,-\,4,-\,3,-1,\,0,\,1,\,2,\,3,\]……………..etc, are all integers.
  • (i) Positive integers: All natural numbers are positive integers such as 1, 2, 3, 4, ............... etc. (ii) Negative integers: All negative numbers are negative integers such as ...,\[-\,4,-3,-2,-1\] (iii) Zero is neither negative nor positive integer. Note:
  • Both the positive and negative integer are called directed numbers as they indicate direction. These are also known as signed numbers because of the\[+\]or\[-\]sign.
  • The sum of any integer and its negative integer is always zero i.e.,\[a+\left( -a \right)=0.\]
  • REPRESENTATION OF INTEGERS ON NUMBER LINE:  Every positive integer is greater than the negative integer. Zero is less than every positive integer but greater than every negative integer.  ADDITION OF INTEGERS:
  • If two positive or two negative integers are added, we add their values without considering their signs and put common sign before the sum.
  • Examples: Add: (i) \[36\,\,\,+27\] \begin{matrix}   + & 36  \\   + & 27  \\   + & 63  \\\end{matrix}   (ii) \[-\,36\,\,\,-27\] \begin{matrix}   - & 36  \\   - & 27  \\   - & 63  \\\end{matrix}
  • To add a positive and a negative integer, we calculate the difference in their numerical values regardless of their signs and put the sign of greater numerical value integer to the value of difference.
  • Examples: Add: (i) \[+\,36\,\,\,-27\] \begin{matrix}   + & 36  \\   - & 27  \\   + & 9  \\\end{matrix}   (ii) \[-\,\,36\,\,\,+27\] \begin{matrix}   - & 36  \\   + & 27  \\   - & 9  \\\end{matrix}   PROPERTIES OF ADDITION OF INTEGERS:
  • Closure property of addition: The sum of two integers is always an integer.
  • Examples: (i) \[4+3=7,\]which is an integer (ii) \[4\,+\left( -\,3 \right)=1,\]which is an integer (iii) \[-\,4+3=-1,\]which is an integer (iv) \[-\,4+\left( -\,3 \right)=-7,\]which is more...

    Learning Objectives:
    • To understand simple equation and how to solve equations.
    • To understand how to form an equation from the given statement and vice-versa.
    • To understand algebraic expression and its types.
    • To learn how to add, subtract and multiply two or more algebraic expressions.
    • To understand the terms exponent and base and laws of exponents.
    • To learn how to apply various algebraic identities.
      SIMPLE EQUATION EQUATION: A statement of inequality which contain one or more unknown quantities or variables is known as equation. Example: \[x+4=11\]   ROOT OF THE EQUATION OR SOLUTION: A number which satisfies an equation is called the solution or root of the equation. Example: In \[5+x=7,\]\[2\] is the solution or root of the equation. If we want to check it,                 \[5+x=7\]            \[x=2\]                 \[5+2=7\]                 \[7=7\]   SOLVING SIMPLE EQUATION: To solve the simple equations the following facts should be remember.
  • The same number can be added to both sides of an equation.
  • The same number can be subtracted to both sides of an equation.
  • The same number can be multiplied to both sides of an equation.
  • The same number can be divide to both sides of an equation.
  • Example: Solve an equation \[x+4=12\] Solution:             \[x+4=12\]                                 \[x+4-4=12-4\]                                 \[x=8\] Explanation: We want only\[x\]to remain on the left side to have this, we will have to subtract 4. To keep the equation balanced, we will have to subtract 4 from right side also.   TRANSPOSITION: Any term of an equation may be taken from one side to the other with a change in its sign. This does not affect the equality of equation. This process is called transposition. Example: Solve\[5x-6=4x-2\] Solution: \[5x-6=4x-2\] \[\Rightarrow \]               \[5x-4x=-2+6\] [Transposing \[4x\] to LHS and\[-6\]to RHS] \[\Rightarrow \]               \[x=4\] Check: Substituting\[x=4\]in the given equation, we get \[\text{LHS}=5\times 4-6=20-6=14,\]and \[\text{RHS}=4\times 4-2=16-2=14\] \[\therefore \] \[\text{LHS = RHS}\] Equation in which variable appear on both sides: Example: \[5x+4=3x+20\] Solution: \[5x+4=3x+20\] we want to subtract\[3x\]from right side, we can do so by subtracting \[3x\] from both sides. \[5x+4-3x=3x+20-3x\] \[2x+4=20\] we want to remove 4 from LHS we can do so by subtracting 4 from both sides. \[2x+4-4=20-4\] \[2x=16\]Dividing both sides by 2. \[\frac{2x}{2}=\frac{16}{2}\] \[x=8\] Forming Simple Equation: Example: When you add 3 to one-third of z, you get 30. Find the value of z. Solution:             \[\frac{z}{3}+3=30\] more...

    Learning Objectives:
    • To know about angles like complementary, supplementary adjacent, alternate, etc.
    • To understand how different types of angles formed when a transversal passes through two parallel lines.
    • To know about the types of triangle and their properties.
    • To understand and learn how to apply Pythagoras theorem.
    • To learn different congruence condition like ASA, SSS, SAS, RHS for two triangles.
    • To learn how to construct angle, parallel lines, and triangles for given measurement.
    • To understand the term symmetry, line of symmetry and rotational symmetry.
    • To know about different parameters of solid shapes.
      LINES AND ANGLES Angle: An angle is an indication between two rays with the same initial point. Initial point is known as vertex and the two rays are the arms. An angle is represented by the symbol\[\angle \].    OA & OB are arms O is vertex   SUPPLEMENTARY ANGLES Two angles are said to be supplementary if the sum of their measures is \[180{}^\circ \] Thus, \[\angle A\] and \[\angle B\] are supplementary if \[\angle A+\angle B=180{}^\circ \] Example: If \[\angle A=60{}^\circ \] and \[\angle B=120{}^\circ \] then \[\angle A\] and \[\angle B\] are supplementary. Since\[\angle A+\angle B=180{}^\circ \]   COMPLEMENTARY ANGLES Two angles are said to be complimentary if the sum of their measures is\[90{}^\circ .\] Example: If \[\angle A=46{}^\circ \] and \[\angle B=44{}^\circ \] then \[\angle A\] and \[\angle B\] are complementary, since \[\angle A+\angle B=90{}^\circ .\]   ADJACENT ANGLES Two angles with same vertex, one common arms and the other arms lying on opposite sides of common arm are called adjacent angles. In the figure \[\angle BOC\] and \[\angle AOB\] are adjacent angles.   LINEAR PAIR OF ANGLES Two adjacent angles are said to form linear pair of angles if their non-common arms are two opposite rays, \[\angle AOC\]and\[\angle BOC\]are two adjacent angles. Their non-common arm OA and OB are two opposite rays.   Two important results are obtained from linear pair of angles. 1.            The sum of all angles formed on the same side of a line at a given point on the line is \[180{}^\circ \]\[\,\angle AOC+\angle COB=180{}^\circ .\]   The sum of all angles around a point is\[360{}^\circ .\] Thus\[\angle AOB+\angle BOC+\angle COD+\angle DOA=360{}^\circ \] VERTICALLY OPPOSITE ANGLES When two lines intersect on a point four angles are formed. Angle 1 is vertically opposite to angle 3. Angle 2 is vertically opposite to angle 4. Note: If two lines intersect to each other vertically opposite angles are equal.   PARALLEL LINES Two lines or line segment in a plane which do not intersect and the perpendicular distance between them remain constant are called parallel lines. TRANSVERSAL A line which intersects two or more more...


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