Chapter

1
10.0 EQUATIONS OF UNIFORMLY
1.0 MOTION ACCELERATED MOTION
2.0 TYPES OF MOTION 10.1 First Equation of Motion
2.1 Translational Motion 10.2 Second Equation of Motion
(or Translatory Motion) 10.3 Third Equation of Motion
2.2 Rotational Motion (Rotatory 10.4 Distance Covered by the Particle
Motion) in nth Second
2.3 Vibratory (or Oscillatory) Motion
11.0 FREE FALL (MOTION UNDER
3.0 CONCEPT OF A POINT GRAVITY)
OBJECT (OR PARTICLE)
12.0 GRAPHICAL REPRESENTATION
4.0 DESCRIBING MOTION OF MOTION
5.0 SCALAR AND VECTOR 12.1 Distance-Time Graph
12.2 Displacement-Time Graph
QUANTITIES
12.3 Speed-Time Graph
5.1 Scalar Quantity
12.4 Velocity-Time Graph
5.2 Vector Quantity 12.5 Acceleration-Time Graph
5.3 Difference between Scalar &
Vector Quantities 13.0 EQUATIONS OF MOTION BY
GRAPHICAL METHOD
6.0 DISTANCE AND DISPLACEMENT 13.1 Derivation of v = u + at
6.1 Distance 1 2
6.2 Displacement 13.2 Derivation of s = ut + at
2
6.3 Comparison between
13.3 Derivation of v2 = u2 + 2as
Distance and Displacement
14.0 CIRCULAR MOTION
7.0 SPEED AND VELOCITY 14.1 Difference between Uniform
7.1 Speed Linear Motion and Uniform
7.2 Velocity Circular Motion
7.3 Comparison between Speed 14.2 Radian
and Velocity 14.3 Angular Displacement and
Unit One

Angular Velocity
8.0 UNIFORM AND NON UNIFORM 14.4 Relation between Linear Speed
MOTION and Angular Velocity
8.1 Uniform Motion 14.5 Centripetal Acceleration
8.2 Non-uniform Motion
EXERCISE 1 (ELEMENTARY)
9.0 ACCELERATION
EXERCISE 2 (SEASONED)
9.1 Uniform Acceleration
9.2 Non-uniform Acceleration or EXERCISE 3 (CBSE PATTERN)
Variable Acceleration EXERCISE4 (COMPETITIVE ASSESSMENT)
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MOTION (MOT)
(MOT-1)
1.0 MOTION
If we look around us, we find that there are number of objects which are in motion.
An object is said to be in motion if it changes its position with the passage of time.
Now observe the following bodies or objects to understand the meaning of the term "motion". Cars,
cycles, motorcycles, scooters, buses, rickshaws, trucks, etc. running on the road, birds flying in the
sky, fish swimming in water, all these objects are in motion. Very small objects like atoms and
molecules and very large objects like planets, stars and galaxies are also in motion.
Thus, all objects ranging from the smallest atom to the largest galaxy are in continuous motion.

2.0 TYPES OF MOTION

2.1 Translational Motion (or Translatory Motion)
Motion of a body in which all the points in the body follow parallel paths is called ‘translational
motion’. It is a motion in which the orientation of an object remains the same throughout the
journey . The path of a translatory motion can be straight or curved (see fig.1).

(a) A bo ok m oved a long a straight path w ith out cha nging its o rientat ion

(b) A bo ok m oved a long a curved path w ith out changing it s o rientation

Fig.1 Translational motion

On the basis of the path travelled by an object, the translational motion can classified as

(1) Rectilinear motion - If an object moves in a straight line, A

its motion is called rectilinear motion or one dimensional
motion. Motion of car along a straight path, motion of a piston B C
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in the cylinder are examples of rectilinear motion.

x x x
(2) Curvilinear motion - If an object moves along a curved
path without change in its orientation, its motion is called
A'
curvilinear motion. Motion of a car along a curved or circular B' C'
path, motion of an athlete on a circular track are examples
of curvilinear motion.
Fig. 2 Translational motion
The particles of the object shown
cover same distance in a given time.
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Class IX - Physics

2.2 Rotational Motion (Rotatory Motion)

Motion of a body turning about an axis is called rotational motion. In other words, ‘a motion in
which an object spins about a fixed axis is called rotational motion’. It is a motion in which the
orientation of an object continuously changes throughout the motion. The path of an object in a
rotational motion is always circular.
Some examples of rotational motion are :
(1) The Earth’s spin on its axis. (2) Motion of a fan or motor.
(3) Motion of blades of windmill. (4) Motion of a spinning top.
(5) Motion of a grinding stone.

(a) Motion of a ceiling fan (b) Motion of Earth about its axis (c) Motion of a spinning top

Fig.3 Some examples of rotational motion

In rotational motion, the particles of the object move through

A y
the unequal distances in a given time depending on their
B
location in the object (see fig.4). A'
x
The particle which is located near the axis of rotation, covers B'
less distance as compared to the particle that is located far
away from the axis.
l In translational motion at any instant of time every particle of
the body has the same velocity while in rotational motion at A x is o f
any instant of time particles of the body have different ro tatio n
velocities depending on their position from the axis of rotation. y>x
F ig.4 R o tat io n al m o tion : Par ticle s
l In rotation of a body about a fixed axis, every particle of the co ver u n eq ual distance s in a given
body moves in a circle, which lies in a plane perpendicular to tim e.
the axis and has its centre on the axis.

2.3 Vibratory (or Oscillatory) Motion

A body has vibratory motion if it moves to and fro about a fixed point.
Examples : (i) Motion of the pendulum of a wall clock.
(ii) Motion of a simple pendulum.
Bob
Fig. 5 Vibratory motion
3.0 CONCEPT OF A POINT OBJECT (OR PARTICLE)
Point object - An extended object can be treated as a point object when the distance travelled
by the object is much greater than its own size.
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A point object (or particle) is one, which has no linear dimensions but possesses mass.
Examples - (i) Study of motion of a train travelling from Jaipur to New Delhi. (ii) Revolution
of earth around the sun for one complete revolution.

4.0 DESCRIBING MOTION

When a tree is observed by an observer A sitting on a bench, the tree is at rest. This is because
position of the tree is not changing with respect to the observer A.
Now, when the same tree is observed by an observer B sitting in a superfast train moving with
a velocity v, then the tree is moving with respect to the observer because the position of tree is
changing with respect to the observer B.
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Fig. 6 Describing motion

Rest and motion are relative terms - There is nothing like absolute rest. This means that
an object can be at rest and also in motion at the same time i.e. all objects, which are stationary
on earth, are said to be at rest with respect to each other, but with respect to the sun they are making
revolutions. In order to study motion, therefore, we have to choose a fixed position or point with
respect to which the motion has to be studied. Such a point or fixed position is called a reference
point or the origin.

Illustration 1. Discuss whether the walls of your classroom are at rest or in motion.
Solution The walls of our classroom are at rest with respect to the ground or earth. But, they
are in motion with respect to an object or an observer outside the earth. This is because
the earth is moving about its own axis as well as it is revolving around the sun. Thus,
the state of rest and motion are not absolute, they are relative terms.

Illustration 2. In fig.7, motion a frying pan used in kitchen is shown. Is the motion of the frying pan
a translational motion ? Can it be considered as rotational motion ? Explain.

Fig.7

Solution The motion of frying pan shown in fig.7 cannot be considered as translational motion
though it is moving along a curved path. This is because its orientation is changing during
its journey. Also, the motion of frying pan cannot be considered as rotational motion
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though it is spinning. This is because, rotation means spinning of an object about a

fixed axis. Here, the flask is not spinning about a fixed axis. This type of motion is ‘a
combination of translational motion and rotational motion’.

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Class IX - Physics

l Motion of a car or cycle wheels is a combination of translational and rotational motion (see fig.8).

Tran s la tio n al
m o tio n

R o tat io na l m ot io n
Fig.8 Motion of a lylle wheel is a lombination of translational and
rotational motion. Motion of a wheel is also lalled ‘rolling motion’.

Illustration 3. Give two examples where we feel the presence of motion through indirect evidences.
Solution. (i) Trees, electric poles appear to move opposite to the direction of a moving train to the
observer sitting within the train.
(ii) Everyday we see that the Sun rises in the east and sets in the west. This is an
indirect evidence of the fact that the Earth spins about its own axis from west to east.
Illustration 4. A person is sitting in a moving train. Examine and define its state.
Solution. The person sitting inside the moving train is in motion when the frame of reference is
taken as the ground (Earth). But when we consider the moving train as the frame of
reference, the person is in the state of rest. So, to an observer standing on the ground,
the person appears to be moving and to an observer sitting inside the same moving
train, the person appears to be at rest.
Illustration 5. Give one example each of the following types of motion:
(a) Rectilinear motion (b) Curvilinear motion
(c) Oscillatory motion (d) Vibratory motion
(e) Combination of rotational and translational motion
Solution. (a) A stone falling vertically downward when released from some height.
(b) Motion of a javelin or shot put thrown by an athlete
(c) Swinging of pendulum bob
(d) Flapping of mosquito’s wings
(e) Motion of wheel of a running bicycle.
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Objective Questions
1. A body whose position with respect to surrounding does not change, is said to be in a state of :
(A) Rest (B) Motion (C) Vibration (D) Oscillation
2. Consider the following statements :
I : Train is at rest with respect to observer P ;
II : Train is in motion with respect to observer Q
(A) I and II can be true only at different times (B) I and II can be true at the same time
(C) If I is true, II can never be true (D) None of these
3. Motion along a straight line is called
(A) Rectilinear motion (B) Circular motion
(C) Oscillatory motion (D) Parabolic motion
4. Which of the following statement is correct
(A) Only absolute rest is possible
(B) Only absolute motion is possible
(C) Both absolute rest and absolute motion are possible
(D) Neither absolute rest nor absolute motion is possible
5. Which two fundamental properties are used to describe motion?
(A) Mass & distance (B) Length & time (C) Speed & mass (D) Distance & speed
Subjective Questions
6. Is it possible that the train in which you are sitting appears to move while it is at rest? Explain.
7. You are moving towards your home. Is your home at rest with respect to you or is it moving with
respect to you? Explain.
8. Is there any object in this universe which is at rest? Support your answer with explanation.
9. Two runners are running along parallel tracks in the same direction such that they cover equal
distance in equal time. Are they (i) At rest with respect to ground? (ii) Moving with respect
to each other?
10. Explain translational and rotational motion along with examples.
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Class IX - Physics

MOTION
(MOT-2)
5.0 SCALAR AND VECTOR QUANTITIES

5.1 Scalar Quantity

A physical quantity that is defined by its magnitude only is called a scalar quantity.
Examples - Mass, time, distance, speed, work, power, energy, electric charge, volume, density,
pressure, electric potential, temperature, etc.
Scalar quantities follow the algebraic (scalar) laws of addition.

5.2 Vector Quantity

A physical quantity that is defined by its magnitude as well as direction is called a vector quantity.
Examples - Velocity, acceleration, force, displacement, momentum, weight, area, torque, electric
field, magnetic field, etc.
Vector quantities follow the vector laws of addition.

5.3 Difference between Scalar & Vector Quantities

Scalar quantities Vector quantities
These quantities are completely These quantities are completely specified by their
1
specified by their magnitude only. magnitude as well as direction.
These quantities change by change in These quantities change by change in either their
2
their magnitude only. magnitude or direction or both.
These quantities are added or These quantities are added or subtracted by laws
3
subtracted by laws of ordinary algebra. of vector addition.

6.0 DISTANCE AND DISPLACEMENT

6.1 Distance
The length of the actual path between the initial and the final position of a moving object in the
given time interval is known as the distance travelled by the object.
Distance = Length of path I (ACB) I C
Distance is a scalar quantity. It is always taken positive.
II
Distance is measured by odometer in vehicles A B
Units - In SI system - metre (m). Fig. 9 Concept of distance
In CGS system - centimetre (cm). and displacement

6.2 Displacement
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The shortest distance between the initial position and the final position of a moving object in the
given interval of time is known as the displacement of the object.
Displacement = Length of path II (AB)
Displacement of an object may also be defined as the change in position of the object in a particular
direction. That is,
Displacement of an object = Final position – Initial position
of the object = xƒ – xi.

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During motion, displacement of an object may be zero but the

distance travelled by the object is never zero.
+ y-axis
Distance travelled by an object is either equal to or greater than
(Vertical direction)
the magnitude of displacement of the object.
x-axis
– +
Displacement is a vector quantity. (Horizontal direction)
Displacement can be positive, negative or zero. –
Units - In SI system - metre (m) Fig. 10 Sign convention
for displacement
In CGS system - centimetre (cm)

6.3 Comparison between Distance and Displacement

Distance Displacement
1 It is defined as the length of the actual It is the shortest distance between two
path traversed by a body. points which the body moves.
2 It is scalar quantity. It is a vector quantity.
3 It is always positive. It can be negative, positive or zero.
4 Distance can be equal to or greater Displacement can be equal to or less than
than displacement. distance.
5 Distance travelled is not a unique Displacement is a unique path between
path between two points. two points.
6 The distance between two points Displacement between two points does not
gives full information of the type of give full information of the type of path
path followed by the body. followed by the body.
7 Distance never decreases with time. Displacement can decrease with time. For
For a moving body, it is never zero. a moving body, it can be zero.
8 Distance in SI unit is measured in Displacement in SI unit is measured in
meter. meter.

Illustration 1. A honeybee leaves the hive and travels 2 m before returning. Is the displacement for
the trip the same as the distance travelled ? If not, why not ?

H one y bee

H ive
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Fig.11
Solution No, the displacement and the distance are not same. This is because the displacement
is the change of position of object in motion while distance is length of path travelled
by it.
Here, the distance travelled = 2 m
While, the displacement = 0, because the position of honey bee is not changed.

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Class IX - Physics

Illustration 2. Motion of a particle is shown below on a number line. Find the displacement from (a)
A to B (b) B to C (c) overall journey. Also, find distance for overall journey.
F in al p o sit io n In itial p o sition
C A B
Interm ediate p os ition

–8 –6 –4 –2 0 2 4 6 8 (in m eters )
Fig. 12
Solution (a) Displacement from A to B = xƒ – xi = (6) – (0) = +6 m
(b) Displacement from B to C = xƒ – xi = (–6) – (6) = –12 m
(c) Displacement of overall journey (i.e. A to B, B to C)
= xƒ – xi = (–6) – (0) = –6 m
Here, distance can also be found by adding positive values of displacement AB &
displacement BC. i.e.,Distance travelled during overall journey
= AB + BC = 6 + 12 = 18 m
Here Distance > |Displacement|
Whenever a particle changes its direction, distance is greater than displacement.

Illustration 3. A body falls from a height of 3 m. Find displacement and

distance. 3m

Solution Displacement = –3 m
Distance = 3 m
Fig. 13

Illustration 4. A particle moves along a circular path as shown in figure.

Find distance travelled and displacement.
1 R R
Solution Distance travelled = × (circumference of the circle) A B
2
Fig. 14
1
= × (2pR) = pR
2
Displacement = diameter AB = 2R

Illustration 5. In the fig.15, a car moves on the road from the 20 km mark (its initial position) to the
100 km mark. After that, it reverses and moves back to the 50 km mark (its final position).
Find the displacement and distance travelled by the car.

A B C
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20 k m 50 k m 100 k m

Fig.15
Solution Given, initial position, xi = + 20 km ; final position, xf = +50 km
Displacement = xf – xi = (+50) – (+20) = + 30 km
Now, distance travelled by car from A to C, AC = 100 – 20 = 80 km
Distance travelled by car from C to B, BC = 100 – 50 = 50 km
Total distance travelled by car = AB +BC = 80 + 50 = 130 km

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Objective Questions
1. For motion on a straight line path with constant velocity, the ratio of the magnitude of the dis-
placement to the distance covered is
(A) = 1 (B) ³ 1 (C) £ 1 (D) < 1

2. In 1.0 s, a particle goes from point A to point B, moving in a semicircle of radius 1.0 m (see figure).
The magnitude of the displacement is A
(A) 3.14 m
(B) 2.0 m

1.
(C) 1.0 m

0m
(D) zero B

3. Which of the following is not a characteristic of displacement :

(A) It is always positive
(B) It has both magnitude and direction
(C) It can be zero
(D) Its magnitude may be less than or equal to the actual path length of the object

4. A body is moving on a square track of side 1 m. It completes one revolution in 40 seconds. Calculate
its displacement in 4 minutes :
(A) 2m (B) 3m (C) 0 m (D) 24 m

5. Consider the motion of the tip of the minute hand of a clock. In one hour
(A) the displacement is zero
(B) the distance covered is zero
(C) the displacement is 2p × (length of minute hand)
(D) None of these

Subjective Questions

6. An object has moved through a distance. Can it have zero displacement?

7. An athlete completes one round of a circular track of diameter 200 m in 40 s. What will be the
distance covered and also the displacement at the end of 2 min 20 s?

8. In a long distance race, the athletes were expected to take four rounds of the track such that the
line of finish was same as the line of start. Suppose the length of the track was 200 m.
(i) What is the total distance to be covered by the athletes ?
(ii) What is the displacement of the athletes when they touch the finish line?
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(iii)Is the displacement of an athlete and the distance moved by him at the end of the race equal?

9. An athlete runs along a circular track of radius 50 m. Find the distance travelled and the displacement
3
of the athelete when he covers th of the circle.
4

10. An object moves 60 m due east and then 80 m due north. Find the distance travelled and the
magnitude of displacement.

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Class IX - Physics

MOTION
(MOT-3)
7.0 SPEED AND VELOCITY
7.1 Speed
Speed of a body is the distance travelled by the body per unit time. The rate of change of distance
is called speed.
distance travelled
Speed =
time taken
If a body covers a distance s in time t then speed,
s
v=
t
Unit - In SI system : m/s or ms–1
In CGS system : cm/s or cms–1
A commonly used unit of speed is km/h or kmh–1.
Speed is a scalar quantity, because it has magnitude but no direction. Speed is always taken
positive.
Uniform speed - When a body covers equal distances in equal intervals of time, the body is
to be moving with a uniform speed or constant speed.
Examples (i) A train running with a speed of 120 km/h. (ii) An aeroplane flying with a speed
of 600 km/h.
Non-uniform speed - When a body covers unequal distances in equal intervals of time, the body
is said to be moving with non-uniform speed or variable speed.
Examples - (i) A car running on a busy road. (ii) An aeroplane landing on a runway.
Average speed - The average speed of the body in a given time interval is defined as the total
distance travelled, divided by total time taken.
Total distance travelled
Average speed =
Total time taken

Instantaneous speed - The speed of a body at any particular instant of time during its motion
is called the instantaneous speed of the body. It is measured by speedometer in vehicles.

7.2 Velocity
The velocity of a body is the displacement of a body per unit time. y-a x is (V e r t ica l d ire c t io n )
+
Displacement
Velocity =
Time x -a x is
– + (H o r izo n ta l d ire ct io n )
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The displacement covered by a body per unit time or the speed of a

–
body in specified direction is called velocity.
Velocity is a vector quantity. It can be positive, negative or zero. Fig. 16 Sign convention for velocity

Unit - In SI system : m/s or ms–1

In CGS system : cm/s or cms–1

Uniform velocity - When a body covers equal displacements in equal intervals of time in a
particular direction, the body is said to be moving with a uniform velocity.

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Conditions for uniform velocity are A B C D m o tio n
(i) The body must cover equal displacements in equal
5m 5m 5m
intervals of time.
1s 1s 1s
(ii) The direction of motion of the body should not change.
Example - A train running towards south with a speed of
120 km/h. Fig. 17 Body moving with
uniform velocity

Non-uniform velocity/variable velocity - When a body covers unequal displacements in equal

intervals of time, the body is said to be moving with variable velocity.
When a body covers equal distances in equal intervals of time, but its direction changes, then the
body is said to be moving with variable velocity.
A
Example - In circular motion, a particle may have constant speed but
5m
its direction changes continuously thus, its velocity is non-uniform. 1s 1 s 5m
Conditions for variable velocity are (i) It should cover unequal
displacements in equal intervals of time. (ii)It should cover D B
equal distances in equal intervals of time but its direction
must change. 1s 1s
5m 5m
Examples - (i) A car running towards north on a busy road has
a variable velocity as the displacement covered by it per unit time C
changes with change
Fig. 18 Body moving with variable velocity
in the road condition.
(ii)The blades of a rotating ceiling fan, a person running around a circular track with constant speed
etc. are the examples of variable velocity.
Average velocity - Total displacement of a particle divided by total time taken is called average
velocity.
A B C D
m ot ion
Total displacement 5m 3m 7m
Average velocity =
Total time taken 1s 1s 1s

x 2 - x1
Vav = t - t Fig. 19 Body moving with non-uniform velocity
2 1

l Average speed is always greater than or equal to magnitude of average velocity. Average speed
is equal to average velocity when particle moves in a straight line without change in direction.
Instantaneous velocity is the velocity of a body at any particular instant of time during its motion.

7.3 Comparison between Speed and Velocity

Speed Velocity
1 It is defined as the rate of change of It is defined as the rate of change of
distance. displacement.
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2 It is a scalar quantity. It is a vector quantity.

3 It is always positive. It can be negative, positive or zero.
4 Speed is velocity without direction. Velocity is directed speed.
5 Speed in SI unit is measured in ms–1. Velocity in SI unit is measured in ms –1.
ACTIVE PHYSICS - On any cloudy day or night, sometimes we see frequent lightning and hear
the sound of thunder. The sound of thunder takes some time to reach us after we see the lightning.
This is because light travels with very high speed (= 3 × 108 m/s) while sound travels with much
lower speed (= 346 m/s).

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Class IX - Physics

To measure the distance (s) to the nearest point of thunder,

we first measure the time interval (t) between the lightning and
Cloud
thunder as observed by us using a stop watch.
Lightning
Thus, distance = speed of sound × time, or s = v × t = 346 × t
For example, if the time interval is 3 s then,
s = 346 × 3 = 1038m
Fig.20
8.0 UNIFORM AND NON-UNIFORM MOTION
A moving body may cover equal distances in equal intervals of time or different distances in equal
intervals of time. On the basis of above assumption, the motion of a body can be classified as
uniform motion and non-uniform motion.
60
8.1 Uniform Motion
50
Time (in second) 0 1 2 3 4 5 6
40

D ista n c e
Distance covered (in metre) 0 10 20 30 40 50 60
30
When a body covers equal distances in equal intervals of time,
20
however small may be the time intervals, in a particular direction,
10
the body is said to describe a uniform motion.
0 1 2 3 4 5 6
l Uniform motion always takes place in a straight line. Fig. 21 Distance-time
T im e graph
for uniform motion
Examples of uniform motion are
(i) An aeroplane flying at a speed of 600 km/h along north.
(ii)A train running at a speed of 120 km/h along east. (iii) Light energy travelling at a speed of
3 × 108 m/s in vacuum.
16
8.2 Non-uniform Motion
Time (in second) 0 1 2 3 4
D ista nc e

9
Distance (in metre) 0 1 4 9 16
4
1
0 1 2 3 4 5 6
T im e
Fig. 22 Distance-time graph for non-uniform motion
When a body covers unequal distances in equal intervals of time, the body is said to be moving
with a non-uniform motion.
l Any motion along a curved path is always non-uniform motion. Also, any motion in which particle
changes its direction is also non-uniform motion.
Examples of non-uniform motion are
(i) An aeroplane running on a runway before taking off.
(ii) A freely falling stone under the action of gravity.
(iii) When the brakes are applied to a moving car.
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(iv) A fan rotating with constant speed is also a non-uniform motion.

9.0 ACCELERATION
In uniform motion, the velocity remains constant with time. Thus, the change in velocity for any
time interval is zero. But, in non-uniform motion, velocity changes with time. Thus, the change
in velocity for any time interval has a non-zero value.
In non-uniform motion, a new physical quantity called 'acceleration' is used.
The rate of change of velocity of a moving body with time is called acceleration.

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Change in velocity + y-a xis (Ver tical

Acceleration = direct ion)
Time taken for change
– x-a xis (Horizontal
+ direction)
But change in velocity = final velocity – initial velocity.
–
Final velocity - Inital velocity v-u
Acceleration = a= Fig. 23 Sign convention for acceleration
Time taken for change t
If body moves with uniform velocity, then v = u and then acceleration is zero i.e. a = 0.
l Acceleration is a vector quantity. It can be negative, positive or zero.
Unit of acceleration- In SI system : m/s2 or ms–2
In CGS system : cm/s2 or cms–2
If the velocity of an object increases with time, such a motion is called 'accelerated motion'. In
such motion, acceleration 'a' is considered positive for numerical problems.
Example - An object starts from rest and its velocity goes on increasing with time.
If velocity of an object decreases with time, such a motion is called 'retarded motion'.
In such a motion, acceleration is called 'retardation' or 'deceleration' and it is considered negative
for numerical problems.
Example - A vehicle in motion is stopped by applying brakes.
9.1 Uniform Acceleration A B C D
When a body moving in a straight line undergoes equal m otion
changes of velocity in equal intervals of time, the body is said 1s 1s 1s
to be moving with a uniform acceleration. Also, uniform
acceleration means an acceleration having a constant 2m /s 4m /s 6m /s 8m /s
magnitude and a constant direction.
Examples - (i) Motion of a freely falling body. Fig.24 Uniformly accelerating body
(ii) Motion of a ball rolling down on an inclined plane.
9.2 Non-uniform Acceleration or Variable Acceleration A B C D
When a body undergoes unequal changes of velocity in equal m o tio n
1s 1s 1s
intervals of time, the body is said to be moving with non-
uniform acceleration.
2 m /s 5 m /s 1 1m / s 1 3m / s
Examples - Fig. 25 Non-uniformly accelerating body
(i) The motion of a bus leaving or entering the bus stop.
(ii) A car moving on a busy road has non-uniform acceleration.

Illustration 1. A car travels first half distance with a uniform speed u and next half distance with a
uniform speed v. Find its average speed.
d d
Solution Total distance = + =d [See fig.26]
2 2 d

Total time = t1 + t2 = t
A d/2 d/2 B
D\Allen-Junior wing\Physics\IX\Unit-1\01-Motion\2019-20

d/2 é sù t1 t2
\ t1 =
u
...(i) êë t = v úû u v

d/2
t2 = ...(ii) Fig.26
v
d
Vav = . Putting the value of equation (i) and (ii),
t
d d 2 2uv
Vav = = = \ Vav =
d/2 d/2 d æ 1 1ö v+u u+ v
+ çè + ÷ø
u v 2 u v uv
13
Class IX - Physics

Illustration 2. A car travels first half time with a uniform speed u and next half time with a uniform
speed v. Find its average speed.
t t
Solution d1 = u ´ , d2 = v ´ [See fig.27]
2 2
t
t t t/2 t/2
Total distance d = d1 + d 2 = u ´ + v ´ A B
2 2
d1 d2
ut vt t
d= + = (u + v) u v
2 2 2
Total time = t Fig. 27
Total distance
Average speed =
Total time taken
t
(u + v) u+ v
Vav = 2 \ Vav =
t 2

Illustration 3. A particle moves along a path as shown in figure. The time taken during the journey
is 2 seconds. Find the average speed and average velocity during the journey.
Solution Total distance travelled,
s = AB + BL = 6 + 8 = 14 m Fin al
C
p osit ion
s 14 t
Average speed, Vav = = = 7m / s m en
t 2 ce 8m
la
isp
Here, displacement rs = AC = AB 2 + BC 2 d
In itial A B
= 2 2 p o sit io n 6m
(6) + (8) = 100 = 10 m
ur r
s 10
\ Average velocity, V av = = = 5 m/s Fig. 28
t 2
Here, average speed is greater than average velocity because the direction of particle
changes during motion.

Illustration 4. In your everyday life, you come across a range of motions in which
(a) Acceleration is in the direction of motion.
(b) Acceleration is against the direction of motion.
(c) Acceleration is uniform.
(d) Acceleration is non-uniform.
Identify one example each of the above types of motion.
Solution (a) While increasing the speed of vehicle using the accelerator, the acceleration is in
the direction of motion.
D\Allen-Junior wing\Physics\IX\Unit-1\01-Motion\2019-20

(b) While applying brakes of a vehicle, its speed decreases with time. Here, the
acceleration is against the direction of motion.
(c) Motion of a particle under gravity has a uniform acceleration
(g = 9.8 m/s2, vertically downwards ).
(d) Motion of a car in a crowded traffic has non-uniform acceleration as
its speed varies (increases or decreases) as per the need.

14
 Moti on
Illustration 5. An object is sliding down on an inclined plane. The velocity changes at a constant rate
from 10 cm/s to 15 cm/s in 2 seconds. What is its acceleration?
Solution. The situation is shown in figure 29. Let us take BA as the positive direction. The velocity
at t=0 is u = +10 cm/s and that at t = 2s is v = +15 cm/s.

v-u 15 cm / s - 10 cm / s
Thus, a = = 2 sec
t
5 cm / sec
= = 2.5 cm/s2
2 sec
The acceleration is positive, which means it is in the direction BA. Fig. 29

Objective Questions
1. The position of a particle going along a straight line is x1 = 50m at 10.30 a.m. & x2 = 55m at 10.35
a.m. The velocity of the particle is :
(A) 2m/min (B) 5m/min (C) 1m/min (D) 0.5m/min

2. A body travels half the distance with speed of 20 m/s and the other half with speed of 30 m/s. The
average velocity of the body during whole journey is :
(A) zero (B) 24 m/s (C) 23 m/s (D) None of these

3. A 50 m long train passes over a bridge at a speed of 30 km/h. If it takes 36 seconds to cross the
bridge, the length of the bridge is :
(A) 100 m (B) 200 m (C) 250 m (D) 300 m

4. A car increases its speed uniformly from 10 m/sec to 60 m/sec in 10 sec. its acceleration is :
(A) 7m/s2 (B) 5 m/s2 (C) 6 m/s2 (D) None

5. The average velocity of a body is equal to the mean of its initial and final velocities. The acceleration
of the body is :
(A) uniform (B) variable (C) uniformly variable (D) zero

Subjective Questions
6. Two buses depart from Jaipur, one going to Kota and one to Delhi. Each bus travels at a speed
of 30 m/s. Do they have equal velocities? Explain.

7. One of the following statements is incorrect. (a) The car travelled around the track at a constant
velocity. (b) The car travelled around the track at a constant speed. Which statement is incorrect
and why ?
D\Allen-Junior wing\Physics\IX\Unit-1\01-Motion\2019-20

8. At a given instant of time, a car and a truck are travelling side by side in adjacent lanes of a highway.
The car has a greater velocity than the truck. Does the car necessarily have a greater acceleration?
Explain.

9. The average velocity for a trip has a positive value. Is it possible for the instantaneous velocity at
any point during the trip to have a negative value? Justify your answer.

10. The direction in which an object moves is given by the direction of velocity of the object and not by
the direction of acceleration. Give an example to justify this statement.

15
Class IX - Physics

MOTION
(MOT-4)

10.0 EQUATIONS OF UNIFORMLY ACCELERATED MOTION

When an object moves with a uniform acceleration, its motion is called 'uniformly accelerated
motion'.
v+u
In case of uniformly accelerated motion, the average velocity is given by Vav = ,
2
where v = final velocity, u = initial velocity
These equations give relationship between initial velocity, final velocity, time taken, acceleration
and distance travelled by the body.

10.1 First Equation of Motion

A body having an initial velocity 'u' acted upon by a uniform acceleration 'a' for time 't' such that
final velocity of the body is 'v'.
Change in velocity Final velocity – Initial velocity
Acceleration = =
Time taken Time taken
v-u
a= , or v – u = at , or v = u + at
t

10.2 Second Equation of Motion

It gives the distance travelled by a body in time 't'.
A body having an initial velocity 'u' acted upon by a uniform acceleration 'a' for time 't' such that
final velocity of the body is 'v' and the distance covered is 's'.
v+u
Vav =
2
Distance covered = average velocity× time taken
æ v + uö
s = çè ÷ ×t ... (1)
2 ø
but v = u + at (from first equation of motion) ... (2)
æ u + at + u ö æ 2u at ö æ at ö
Using (1) & (2), we get,s = ç ÷ × t = çè + ÷ × t =çu + ÷ t
è 2 ø 2 2ø è 2ø

1 2
or s = ut + at
2

10.3 Third Equation of Motion

A body having an initial velocity 'u' moving with a uniform acceleration 'a' for time 't' such that
D\Allen-Junior wing\Physics\IX\Unit-1\01-Motion\2019-20

final velocity is 'v' and the distance covered is 's'.

v+u
Vav =
2
Distance covered = average velocity × time taken
æ v + uö
s = çè ÷ ×t ... (1)
2 ø
Now, v = u + at, or v – u = at

16
 Moti on

æ v - uö
or t = çè ÷ ... (2)
a ø
From (1) & (2), we get,
æ v + uö æ v - uö v 2 - u2
s = çè ÷ø çè ÷ø =
2 a 2a
or 2as = v2 – u2 , or v 2 = u 2 + 2as

10.4 Distance Covered by the Particle in nth Second

Let Sn and Sn–1 be the displacement of a particle in n and (n – 1) seconds respectively. Then, the
displacement of the particle in nth second is given by
Snth = Sn – Sn–1 ...(1)
1 2
We know, S = ut + at ...(2)
2
When t = n, then from eqn. (2), we have
1 2
Sn = un + an ...(3)
2
When t = (n –1), then from eqn. (2) we have
1
Sn–1 = u(n – 1) + a(n – 1)2 ...(4)
2
Substituting the value of eqns. (3) and (4) in eqn. (1), we get

1 2 é 1 2ù
Snth = un + an – ê u ( n - 1) + a ( n - 1) ú
2 ë 2 û

1 a
=u– a + an or Snth = u + (2n – 1)
2 2

l Conversion from kmh–1 to ms –1 and vice-versa

1km 1000 m 5
= = m/s
h 60×60 s 18

5
Velocity in m/s = × velolity in km/h
18

×5
18 ®
¾¾¾
¬¾¾ ms –1
Km h–1 18 ¾
×
D\Allen-Junior wing\Physics\IX\Unit-1\01-Motion\2019-20

11.0 FREE FALL (MOTION UNDER GRAVITY)

Till 1600 AD, the teachings of the Greek philosopher Aristotle (384–322 BC) had held that heavier
objects fall faster than lighter ones. The Italian physicist Galileo Galilei gave the present day ideas
of falling objects. Now, it is an established fact that, in the absence of air resistance, all objects
dropped near the Earth’s surface fall with the same constant acceleration under the influence of the
Earth’s gravity.
Free fall is the motion of an object subject only to the influence of gravity. An object is in free fall as
soon as it is dropped from rest, thrown downward or thrown upward.

17
Class IX - Physics

Acceleration due to gravity - The constant acceleration of a freely falling body is called the
acceleration due to gravity.
l The acceleration due to gravity is the acceleration of an object in free fall that results from the
influence of Earth’s gravity. Its magnitude is denoted with the letter g. The value of g on the surface
of Earth is nearly 9.8 m/s2. In C.G.S. system, g = 980 cm/s 2 ; in F.P.S. system, g = 32 ft/s 2.
Earth’s gravity always pulls downward, so the acceleration (g) of an object in free fall is always
downward and constant in magnitude, regardless of whether the object is moving up, down, or is
at rest, and independent of its speed.

l If the object is moving downward, the downward acceleration makes it speed up; if it is moving
upward, the downward acceleration makes it slow down.

Illustration 1. Speeds of the identical cars are u and 4u at a specific instant. Find the ratio of the
respective distances of which the two cars are stopped from that instant.
v 2 - u12 u12
Solution. S1 = = ...(i)
2a 2a

v 2 - u 22 u 22 16u12
S2 = = = ...(ii)
2a 2a 2a
From (i) & (ii) S2 / S1 = 16

Illustration 2. A body travels 200 cm in first two seconds and 220 cm in next four seconds. What will
be the velocity at the end of the seventh second.
Solution Let u be the initial velocity, a be the acceleration of the body.
For first two seconds, distance travelled is 200 cm i.e., for t = 2 ; s = 200 cm.
1 2
Using second equation of motion, s = ut + at , we get,
2
u VC s v
1 s
200 = u(2) + a(2)2 or 200 = 2u + 2a
2 A C B
or u + a = 100 .....(1)
Fig.30

For next four seconds, distance travelled is 220 cm. This means for first (2 + 4) second
i.e., first 6 seconds, the distance travelled is 200 + 220 = 420 cm. Here, at t = 6 s ; s
= 420 cm. Again using second equation of motion, we get,
1
420 = u(6) + a(6)2 or 420 = 6u + 18a
2
or u + 3a = 70 .....(2)
D\Allen-Junior wing\Physics\IX\Unit-1\01-Motion\2019-20

Subtracting eq.(1) from eq.(2), we get, u + 3a = 70

– u + a = 100
––––––––––––––
2a = – 30
or a = – 15 cm/s2
Putting the value of a in eq.(1), we get, u – 15 = 100 or u = 115 cm/s
Now, we have to find velocity at the end of seventh second. Using first equation of
motion, v = u + at we get,
v = 115 + (–15)(7) = 115 – 105 = 10 cm/s

18
 Moti on

Illustration 3. A particle moving with constant acceleration form A to B in straight line AB has
velocities ‘u’ and ‘v’ at A and B respectively. Find the velocity at C, the mid point of
AB.
Solution Since C is the mid point of AB,
AC = CB = s (let)
Velocity at A, VA = u ; Velocity at B, VB = v ;
Velocity at C, VC = ?
Applying third equation of motion between A and C, we get,
VC2 = VA2 + 2as or VC2 = u2 + 2as .....(1)
Applying third equation of motion between C and B, we get,
VB2 = VC2 + 2as or v2 = VC2 + 2asor VC2 = v2 – 2as .....(2)
Adding eq.(1) + eq.(2), we get,
VC2 + VC2 = (u2 + 2as) + (v2 – 2as)

v 2 + u2
2VC2 = v2 + u2 or VC 2 =
2

v 2 + u2
or VC =
2

Illustration 4. A particle moving with uniform acceleration in a straight line covers 3 m in the 8th
second and 5 m in the 16th second of its motion. Find the distance travelled by it from
the beginning of the 6th second to the end of the 15th second.
Solution Let u be the initial velocity, a be the acceleration of the particle. Distance covered by
the particle in 8th second is 3 m. Using the equation for snth,
1 1
3=u+ a(2 ´ 8 - 1) or 3 = u + a(15) or 2u + 15a = 6 .....(1)
2 2
Distance covered by the particle in 16th second is 5 m. Again, using the equation
for snth,

1 1
5=u+ a(2 ´ 16 - 1) or 5 = u+ a(31) or 2u + 31a = 10 .....(2)
2 2

Eq.(2) – eq.(1) Þ (2u + 31a) – (2u + 15a) = 10 – 6

or 16a = 4 or a = (1/4) m/s2

1 15 9
Using eq.(1), we get, 2u + 15 × =6 or 2u=6 - = or u = (9/8) m/s
4 4 4
D\Allen-Junior wing\Physics\IX\Unit-1\01-Motion\2019-20

Now, we have to find the distance covered by the particle from the beginning of the 6th
second to the end of the 15th second. At the beginning of the 6th second, total time
elapsed is 5 second. First, we will find the velocity at the end of 5th second using first
equation of motion,

9 æ 1ö 9 5 19
v = u + at or v= + ç ÷ (5)= + = m/s
8 è 4 ø 8 4 8

19
Class IX - Physics

Now time taken between the beginning of the 6th second to the end of the 15th second
is actually 10 seconds (6th, 7th, 8th, 9th, 10th, 11th, 12th, 13th, 14th, 15th). [Caution
: If you subtract 15 – 6, you will get 9 seconds while actual time elapsed is 10 seconds]
1 2
Now, using second equation of motion, s = ut + at , we get,
2

æ 19 ö 1 æ 1ö 190 100 290

s = ç ÷ (10) + ç ÷ (10)2 = + = = 36.25 m
è 8ø 2 è 4ø 8 8 8

Illustration 5. A person, on the top of a building, throws one stone vertically upwards with a velocity
'u'. He throws an another stone from the same place in the downward direction with
a velocity 'u'. Find the ratio of velocities of two stones on the bottom of the building.

Solution For the stone thrown upward, Initial velocity = + u ; acceleration, a = – g ;

distance travelled, s = – H ; final velocity = – v1.

From second equation of motion, we have, v2 = u2 + 2as

or (–v1)2 = (+u)2 + 2(–g)(–H) or v12 = u2 + 2gH or v1 = u 2 + 2gH .....(1)

For the stone thrown downward, Initial velocity = – u ; acceleration, a = – g ;

distance travelled, s = – H ; final velocity = – v2.

v2 = u2 + 2as or (–v2)2 = (–u)2 + 2(–g)(–H)

or v22 = u2 + 2gH or v2 = u 2 + 2gH .....(2)

From eq.(1) and eq.(2), we get that v1 = v2, therefore v1 : v2 = 1 : 1

D\Allen-Junior wing\Physics\IX\Unit-1\01-Motion\2019-20

20
 Moti on

Objective Questions
1. A particle starts from rest with a uniform acceleration. It travels a distance x in first two seconds
& a distance y in the next two seconds. Then :
(A) y = x (B) y = 2x (C) y = 3x (D) y = 4x

2. A train is travelling at a speed of 90 km/h. Brakes are applied so as to produce a uniform retardation
of 0.5 m/s2. Find how far the train will go before it is brought to rest :
(A) 600 m (B) 625 m (C) 650 m (D) 675 m
–1 –2
3. A body with an intial velocity of 3 m s moves with an acceleration of 2 m s , then the distance
th
travelled in the 4 second is _______m.
(A) 10 (B) 6 (C) 7 (D) 28
–2
4. If a ball thrown vertically up attains a maximum height of 80 m, its initial speed is (g = 10 m s )
–1 –1 –1 –1
(A) 40 m s (B) 20 m s (C) 50 m s (D) 10 m s

5. A ball is released from the top of a tower of height h metres. It takes T sec. to reach the ground.
T
what is the position of the ball from ground in second :
3
h 7h 8h 17h
(A) m (B) m (C) m (D) m
9 9 9 18

Subjective Questions
6. A marble rolling on a smooth floor has an initial velocity of 0.4 m/s. If the floor offers a retardation
of 0.02 m/s2, calculate the time it will take to come to rest.

7. A car starts with velocity 10 m/s and accelerates at rate 5 m/s2. Find the final velocity when the
car has travelled a distance 30 m.
–1
8. A stone is vertically projected up with a velocity of 25 m s . Find its time of descent.
–2
(Take g = 10 m s )

9. A body is dropped from a height of 2 m. It penetrates into the sand on the ground through a
distance of 10 cm before coming to rest. What is the retardation of the body in the sand?

10. A balloon is ascending at the rate of 5 m/s at a height of 100 m above the ground when a packet
is dropped from the balloon. After how much time does it reach the ground ? (g = 10 m/s 2 )
D\Allen-Junior wing\Physics\IX\Unit-1\01-Motion\2019-20

21
Class IX - Physics

MOTION
(MOT-5)

12.0 GRAPHICAL REPRESENTATION OF MOTION

Graph - A graph is a line, straight or curved, showing the relation between two variable quantities,
of which one varies as a result of the change in the other.
The quantity which changes independently is called independent variable and the one which changes
as a result of the change in the other is called dependent variable.
y-a xis
12.1 Distance–Time Graph
This graph is plotted between the time taken and the distance covered.

D ista nc e (m )
The time is taken along the x-axis and the distance covered is taken
along the y-axis.
x-a xis
l The slope of the distance-time graph gives the speed of the body. T im e(s)
Fig. 31 S-t graph for a body at rest

When the body is at rest the position of the body does not change with time. The distance-time
graph of such a body is a straight line parallel to x-axis.

When the body is in uniform motion, v = constant.

600
Now, s = v × t 500
x2 B
Since v is constant 400
D ista nce

\ s µ t, thus, the distance-time graph of such a body 300 (x 2 – x 1 )

x1 200
is a straight line, inclined to x-axis. C
100

Slope = = tan q 0 2 4 6 8 10 1 2
t 1 Time t 2
x 2 - x1
Slope = t - t = v Fig. 32 S-t graph for a body in
2 1
uniform motion (a = 0)
Thus, slope of distance-time graph gives speed of the body.

l In a distance-time graph, more the slope of the graph of an object

A
in motion, more will be its speed and vice-versa.
d ista n ce

B
Example - In given graph (fig. 33) speed of particle A is greater vA > vB
than the speed of particle B because slope of graph of particle A is
greater than slope of graph of particle B.
D\Allen-Junior wing\Physics\IX\Unit-1\01-Motion\2019-20

Fig. 33 Two particles moving

with different velocities
x
l In the given graph (figure 34), speed of particle A is equal to sam e velo cit y
B
speed of particle B because graphs of both have same slope.
When the body is in non-uniform motion, distance-time graph
x0 A
is a curve. For example, in uniformly accelerated motion,
1 2
s = ut + at O t
2
Fig. 34 Two particles moving
with same velocities
22
 Moti on
Since s µ t2, definitely the graph is not a straight line, it is a curve.

distance

distan ce
time t im e

Fig. 35 S-t graph of an accelerated Fig. 36 S-t graph of a retarded

motion (speed increasing with time) motion (speed decreasing with time)

l A distance-time graph can never be parallel to y-axis (representing distance), because this line has
inclination of 90°, and slope = tan q = tan 90° = infinite, which means infinite speed; it is impossible.
l Distance-time graph is always positive. It is always increasing, never decreasing.

12.2 Displacement-Time Graph

Here, displacement is taken on y-axis and time is taken on x-axis.
l Displacement-time graph can be positive or negative, it can be increasing or decreasing.

s
s = constant
sµt
sµt
2

s s
t t t

A body at rest A body in A body in uniformly

(s = constant) uniform motion accelerated motion
(v = 0) (s = v × t)
1
( s = ut + at 2 )
2
Fig.37 D isp lacem ent-tim e graphs for different state s of m otion

12.3 Speed-Time Graph

Here, speed is taken on y-axis and time is taken on x-axis.
l Speed-time graph is always positive, it can be increasing or decreasing.
l Area enclosed under speed-time graph gives the distance covered by the body.

v v v
v = co ns tan t
D\Allen-Junior wing\Physics\IX\Unit-1\01-Motion\2019-20

vµt

t t t
A b o dy at re st A bo dy in A b o dy in un ifo rm ly
(v = 0) u nifo rm m ot io n accelerated m o t ion
(v = consta nt) (v = u + at)

F ig .3 8 S p ee d -t im e gra p h s fo r d iffe ren t sta te s o f m o tio n

23
Class IX - Physics

12.4 Velocity-Time Graph

The variation in velocity with time for an object moving in a straight line can be represented by
a velocity-time graph. In this graph, time is represented along the x-axis and velocity is represented
along the y-axis.
The slope of the velocity-time graph gives the acceleration of the body.
Area enclosed under a velocity-time graph gives the displacement of the body.
When the body is at rest, v-t graph is a straight line lying on
the time axis. (Fig. 39)

Fig. 39

When the body is in uniform motion, the body moves with

constant velocity. The velocity of the body is uniform, hence the

velocity
magnitude remains same. The graph is a straight line parallel to x-
axis (time-axis). Since the velocity is uniform, its acceleration is
zero. The slope of the graph in this case is zero.

T im e
Fig. 40 v-t graph for an objelt
in uniform motion

When the body is moving with a uniform acceleration, v2

ve lo c it y
v 2– v 1
v -v v1
slope = 2 1 = tan q = a Thus, slope of v–t graph gives
t 2 - t1 t 2– t 1
acceleration of body.
O t1 t2
T im e
Fig. 41 v-t graph for an object
moving with uniform acceleration
When the body is moving with a non-uniform (variable) acceleration, velocity-time
graph is not a straight line, but is a curve.

l Speed or velocity-time graph line can never be parallel to y-axis (speed axis),
because inclination becomes 90°, then tan 90° is infinite i.e. infinite acceleration; v
it is impossible.
l Velocity-time graph can be positive or negative. It can be increasing or
t
decreasing.
Fig. 42 v-t graph for an object moving
with non-uniform acceleration
D\Allen-Junior wing\Physics\IX\Unit-1\01-Motion\2019-20

12.5 Acceleration-Time Graph

Here, acceleration is taken on y-axis and time is taken on x-axis.
l Acceleration-time graph can be positive or negative, it can be increasing or decreasing.
l Area enclosed under acceleration-time graph gives change in velocity.

24
 Moti on

a a a a = constant

t t t

A bo dy at re st A b ody in A bo dy in u niform ly
(a = 0) uniform m otion accelerated m otion
(a = 0) (a = constant)
Fig.43 Acceleration-tim e g raphs for different state s o f m otion

13.0 EQUATIONS OF MOTION BY GRAPHICAL METHOD

Figure 44 represents a velocity-time graph, in which AB represents the initial velocity u, CE represents
final velocity v, such that the change in velocity is represented by CD, which takes place in time t,
represented by AE.

13.1 Derivation of v = u + at y-a xis

Acceleration = slope of the graph line BC C

CD CE - DE Velocity (m /s)
a= = at
BD BD B v
éQ DE = AB = u ù D
v-u êQ BD = AE = t ú u u
or a = ê ú A
t x-a xis
êë Q CE = v úû t E
tim e (second s)
v – u = at
v = u + at Fig. 44

1
13.2 Derivation of s = ut + at2
2
Distance travelled = Area of trapezium ABCE
= Area of rectangle ABDE + Area of triangle BCD
1 1
= AB × AE + (BD × CD) = u × t + [t × (v–u)]
2 2
éQ BD = AE = t ù
ê ú
ëQ CD = CE – DE = v – u û
1
=u×t + [t × (u + at – u)] [Q v = u + at]
2
1 2
s = ut + at
D\Allen-Junior wing\Physics\IX\Unit-1\01-Motion\2019-20

13.3 Derivation of v2 = u2 + 2as

From the velocity-time graph, distance covered = Area of trapezium ABCE
1 1
Þs= (AB + CE) × AE \s = (u + v) × t ...(i)
2 2
Change in velocity
Acceleration =
Time

25
Class IX - Physics

v-u v-u
a= \t= ...(ii)
t a
Substituting the value of t in equation (i)
(v + u) (v - u)
s= ´ [Q A2 – B2 = (A + B) × (A – B)]
2 a

v 2 - u2
s= , or v2 – u2 = 2as , or v 2 = u 2 + 2as
2a

14.0 CIRCULAR MOTION

When a particle moves along a circular path, its motion is called 'circular motion'.
v v
l In a circular motion, velocity of particle is tangential to the circular path.
If the body covers equal distances along the circumference of the circle, in
equal intervals of time, then motion is said to be a uniform circular
motion. When a body moves along a circular path, then its direction of
motion changes continuously. Thus, a circular motion is always a
non-uniform motion. v v
Fig. 45 Circular motion of a particle
l A uniform circular motion is a motion in which speed remains constant but direction of velocity
changes continuously.
Examples of uniform circular motion are (i) An athlete running on a circular track with
constant speed.
(ii) Motion of tips of the second hand, minute hand and hour hand of a wrist watch.
ACTIVE PHYSICS -Take a piece of thread and tie a small piece of stone
at one of its ends. Move the stone to describe a circular path with constant
speed by holding the thread at the other end (fig. 46). When the stone is
released, it will move in a direction tangential to the circular path. If we
release the stone from different positions direction of movement of stone will
be different for different positions. But, it is always tangential to the circular
path at the position where the stone is released. Fig. 46

14.1 Difference between Uniform Linear Motion And Uniform Circular Motion

Uniform Linear Motion Uniform Circular Motion

1 The direction of motion The direction of motion
does not change. changes continuously.
2 The motion is The motion is accelerated.
non-accelerated.
D\Allen-Junior wing\Physics\IX\Unit-1\01-Motion\2019-20

14.2 Radian B
It is the SI unit for measuring plane angles in physics.
The arc AB of the circle has length l and subtends an angle q at the centre C. l

l q A
arc C
If ÐACB = q radians Then, q = \ q= r r
radius
when l = r, then q = 1 radian.
One radian is defined as the angle subtended at the centre of the
circle by an arc which is equal in length to its radius. Fig. 47 Plane angle in
terms of radian

26
 Moti on
Angle subtended by the circumference at the centre,
2pr 360 o
q= = 2p radians ; 2p radians = 360° ; 1 radian =
r 2p
1radian = 57.3o

14.3 Angular Displacement and Angular Velocity

Q
l
w

C r P

Fig. 48 An object in circular motion

The angle covered by a body moving along a circular path in a given interval of time is called
'angular displacement'.
The angle covered by a body per unit time is called angular velocity.
It is usually denoted by w and measured in radians per sec.
If q is the angle covered in time 't' then,
Angular displacement q
Angular velocity = \ w=
Time taken t
Unit - Angular displacement q : radian
Angular velocity w : rad/s
14.4 Relation between Linear Speed and Angular Velocity
Let us consider a particle moving along a circular path of radius 'r' with constant angular velocity
'w'. Let it covers an angle 'q' during a time interval 't'. Let the distance covered during time interval
't' be 'l'.
l
Angular displacement = q = r
l = rq ... (1) v
q
Also, angular velocity, w = ... (2)
t
l
Now, linear speed, v =
t
rq ac
or v= [using (1)]
D\Allen-Junior wing\Physics\IX\Unit-1\01-Motion\2019-20

t
æ qö
or v = rç ÷
è tø
or v = rw [using (2)] Fig. 49 Circular motion always
has radially inward acceleration
2pr
Also, linear speed =
T
where 'T' is the time period for 1 revolution.

27
Class IX - Physics

14.5 Centripetal Acceleration

Circular motion is always accelerated and it has a radially inward acceleration called 'centripetal
acceleration'.

v2
ac =
r

(rw)2 r 2w 2
Also, ac = = = rw 2
r r

Illustration 1. Figure shows distance-time graph of two objects A and B. Which object is moving with
greater speed when both are moving?

B
distance

time®
Fig. 50
Solution. The line for object B makes a larger angle with the time-axis. Its slope is larger than
the slope of the line for object A. Thus, the speed of B is greater than that of A.

Illustration 2. Figure 51 represents the speed-time graph for a particle. Find the distance covered by
the particle between t = 10 min. and t = 30 min.
Speed (km/h) ®

Speed (km/h) ®

15 15
D C
10 10

5 5
B
0 10 20 30 40 10 20 30 40
time (min) ® time (min) ®
(a) (b)
Fig. 51
Solution. We draw perpendicular lines from the 10-minute point and the 30-minute point to the
D\Allen-Junior wing\Physics\IX\Unit-1\01-Motion\2019-20

line of graph (see fig. 51 (b)). The distance covered is equal to the area of the rectangle
ABCD. Its value is
ABCD = (30 min.–10 min.) × (10 km/h)
= 20 min. × 10 km/h

20 10
= h × 10 km/h = km.
60 3

28
 Moti on

Illustration 3. Find the distance coverd by a particle during the time interval t = 0 to t = 20 s for
which the speed-time graph is shown in figure.

20

Speed (in m/s) ®

15

10

0 5 10 15 20 25
time (in sec.) ®
Fig. 52
Solution. The distance covered in the time interval 0 to 20 s. is equal to the area of the shaded
triangle. It is
1 1
× base × height = × (20 s) × (20 m/s) = 200 m.
2 2

Illustration 4. What is the angular velocity in rad/s of the hour, minute and second hand of clock?
Solution Time period of revolution of hour hand, T 1 = 12 hours = 12 × 60 × 60 s
2p 2p p
Angular velocity of hour hand, w1 = = = rad/s
T1 24 ´ 60 ´ 60 43200
Time period of revolution of minute hand, T2 = 1 hour = 1 × 60 × 60 s
2p 2p p
Angular velocity of minute hand, w2 = = = rad/s
T2 1´ 60 ´ 60 1800
Time period of revolution of second hand, T 3 = 1 minute = 1 × 60 s
2p 2p p
Angular velocity of second hand, w3 = = = rad/s
T3 1´ 60 30

Illustration 5. A particle is moving with constant speed in a circular path. Find the ratio of average
p
velocity to its instantaneous velocity when the particle describes an angle q = .
2
q qR pR
Solution Time taken to describe angle q, t = = =
w v 2v
Total displacement 2R 2 2
Average velocity = = = v
totaltime p R/2v p
Instantaneous velocity = v
2 2
The ratio of average velocity to its instantaneous velocity = ans.
p
D\Allen-Junior wing\Physics\IX\Unit-1\01-Motion\2019-20

29
Class IX - Physics

Objective Questions
1. Motion represented in the following graph is :
(A) uniform
(B) Accelerated x
(C) Retarded
(D) None of these t

2. The variation of velocity of a particle moving along a straight line is shown

in the figure. The distance travelled by the particle in 4s is: 20
(A) 25m (B) 30m
(C) 55m (D) 60m 10

1 2 3 4
3. A cyclist goes around a circular track once every 2 minutes. If the radius of the circular track is 105
m, what will be his speed? (Take p = 22/7)
(A) 2.5 m/s (B) 3.5 m/s (C) 4.5 m/s (D) 5.5 m/s

4. Which of the following statement is not true?

(A) The motion along circular path is accelerated
(B) A force is needed to produce a circular motion
(C) The direction of velocity along circular motion remains unchanged
(D) A body moving along circular path may have uniform speed

5. The velocity- time graph of a body moving in a straight line is v(m/sec.)

shown in figure. The displacement and distance travelled by 5
the body in 6 seconds are respectively.
4
(A) 8 m, 16 m 3
(B) 16 m, 8 m 2
1
(C) 16 m, 16 m 0 (sec.)
1 2 3 4 5 6 t
–1
(D) 8 m, 8 m
–2
Subjective Questions
6. What is represented by the slope of v–t graph ?

7. Figure shows the velocity-time graphs for two objects, A and B,

moving along the same direction. Which object has greater
acceleration ?

8. State with reasons which of these can not possibly represent one-dimensional motion of a particle.
D\Allen-Junior wing\Physics\IX\Unit-1\01-Motion\2019-20

9. A body covers a semicircle of radius 7 cm in 5 sec. Find its speed.

10. Uniform circular motion is an example of accelerated motion. Explain.

30
 Moti on

l Electric current has a direction, still it is considered as a scalar quantity. It does not follow the vector
laws of addition, it simply follows the scalar (algebraic) laws.

l Two vectors are equal if they have the same magnitude and the same direction.

l Arrows (or rays) are used to represent vectors. The direction of the arrow gives the direction of the
vector. The length of the arrow is proportional to the magnitude of the vector.

P Q

l Distance ³|Displacement|

Distance is equal to magnitude of displacement when a body moves in a straight line in a particular
direction or it is in uniform motion.

l The displacement of a particle in a given interval of time is independent of choice of origin.

l If an object moves without rotation, its motion is called translational motion. A translational motion
can have straight or curved path.

l In uniform motion, velocity of particle remains constant i.e., its magnitude as well as direction are
constant.

l In uniform motion, average speed/velocity is equal to instantaneous speed/velocity at any point of

time.

Speed ³ |Velocity|.

l Speed is equal to velocity when a particle moves in a straight line without change in direction.

l Direction of velocity represents direction of motion of body. Also, sign of velocity represents the
direction of motion of body.

l If acceleration of a particle is zero, this means its velocity is constant i.e. the particle is in uniform
motion.

l In uniformly accelerated motion, acceleration is constant in both magnitude as well as direction.

l The acceleration needed to keep an object moving in a circular path is called centripetal acceleration.
It always acts towards the centre of circular path.
D\Allen-Junior wing\Physics\IX\Unit-1\01-Motion\2019-20

31
Class IX - Physics

1. A body covers a distance of 5 m along a semicircular path from its one end to another end. Then
the ratio of its distance covered to its displacement is :
(A) 11 : 7 (B) 12 : 5 (C) 8 : 3 (D) 7 : 5

2. A dog runs 120 m away from its master in a straight line in 9.0s, and then runs halfway back in
one-third the time. Calculate its average speed
(A) 10m/s (B) 15m/s (C) 20m/s (D) 5m/s

3. A particle covers each 1/3 of the total distance with speed V1, V2 and V3 respectively. Find the
average speed of the particle:
V1 V2 V3 2V1V2 V3 3V1V2 3V1V2V3
(A) V V + V V + V V (B) V V + V V + V V (C) V V + V V (D) V V + V V + V V
1 2 2 3 1 3 1 2 2 3 1 3 1 2 2 3 1 2 2 3 1 3

4. A farmer has to go 500 m due north, 400 m due east and 200 m due south to reach his field.
If he takes 20 min to reach the field, what is the average velocity of farmer during the walk ?
(A) 35 m/min. (B) 45 m/min. (C) 25 m/min. (D) 55 m/min.

5. The position of a particle going along a straight line is x1=100m at 10:00 A.M. and x2=200m at
10:30 P.M. The velocity of particle is:
10:00 AM 10:30 PM

Origin X
A B
100 m
200 m
(A) 0.3m/min (B) 0.133m/min (C) 6.66m/min (D) 0.5m/min

6. Choose the correct statement:

(A) A body having zero velocity will not necessarily have zero acceleration.
(B) A body having zero velocity will necessarily have zero acceleration.
(C) A body having uniform speed has uniform acceleration.
(D) A body having non-uniform velocity has zero acceleration.

7. Two trains of length 500 m and 1000 m moving in opposite direction with same speed crosses
each other in 10 sec, find their speed ?
(A) 75 m/s (B) 150 m/s (C) 100 m/s (D) None of these

8. Two boys start running towards each other from two points, they are 120 m apart. One runs with
D\Allen-Junior wing\Physics\IX\Unit-1\01-Motion\2019-20

a speed of 5 m/s and other with a speed of 7 m/s. When and where do they meet each other from
first point ?
(A) 10 s, 50 m (B) 10 s, 70 m (C) 24 s, 50 m (D) 17 s, 70 m

9. If the time of fall of two objects are in the ratio 1 : 2, find the ratio of the heights from which they
fall?
(A) 1: 2 (B) 2: 1 (C) 1: 4 (D) 4: 1

32
 Moti on

10. A stone dropped from top of a tower reaches the ground in 4s. The height of the tower is about:
(Take g = 10ms–2)
(A) 20m (B) 40m (C) 80m (D) 160m

11. A body falls freely from rest. It covers as much distance in the last second of its motion as covered
in first three seconds. The body has fallen for a time of:
(A) 3s (B) 5s (C) 7s (D) 9s

12. A ball dropped from a height covers half of its total journey from top of a tower in 0.5s. The height
of the tower is: (Take g = 9.8ms–2)
(A) 4.9 m (B) 9.8 m (C) 2.45 m (D) 8.6 m

13. A car moving with an initial velocity u is brought to rest by application of brakes which provides
uniform retardation of 2.5ms–2 for 10s. The value of u is:
(A) 20ms–1 (B) 25ms–1 (C) 30ms–1 (D) 35ms–1

14. A stone is thrown vertically upward with an initial velocity u from the top of a tower. It reaches
the ground with a velocity 3u. The height of the tower is

3u 2 4u 2 6u 2 9u 2
(A) (B) (C) (D)
g g g g

15. A person standing near the edge of the top of a building throws two balls A and B. The ball A is
thrown vertically downward and the ball B is thrown vertically upward with the same speed. The
ball A hits the ground with a speed vA and the ball B hits the ground with a speed vB . We have.
(A) vA > vB
(B) vA < vB
(C)vA = vB
(D) The relation between A and B depends on height of the building above the ground.

16. The distance of a particle as a function of time is shown below. The ¥

graph indicates that d
(A) The particle starts with certain velocity but the motion is retarded
and finally the particle stops
(B) The velocity of the particle is constant throughout
(C) The acceleration of the particle is constant throughout in the 0 t
direction of motion
(D) The particle starts with some constant velocity, the motion is accelerated, and finally the
particle moves with some constant velocity.
D\Allen-Junior wing\Physics\IX\Unit-1\01-Motion\2019-20

17. Figure BC represents a body moving :

Displacement

(A) backward with uniform velocity

(B) forward with uniform velocity A B
(C) backward with non uniform velocity
(D) forward with non uniform velocity O time
C

33
Class IX - Physics

18. Which of the following distance–time graphs is not possible :

Distance Distance

(A) (B)

Time Time

Distance Distance

(C) (D)

Time Time

19. The speed of a particle in distance–time graph given below is :

Time
5 sec

0 20 m Distance

(A) 1/4 m/sec (B) 4 m/sec (C) 10 m/sec (D) zero

20. In the graph given below :

(A) The body first accelerates & then decelerates
x
(B) The body first decelerates & then accelerates
(C) Body has negative velocity
(D) None of these t

21. Two persons A & B are moving along a straight line & their motion is represented in the graph
shown. Who has a greater velocity :

B
A
D\Allen-Junior wing\Physics\IX\Unit-1\01-Motion\2019-20

t
(A) A (B) B (C) Cannot be predicted (D) both have equal velocity

34
 Moti on

22. The area shown in Figure represents :

(A) momentum

(B) acceleration

Velocity
(C) displacement

(D) speed

Time
23. For the velocity time graph given below :

V
10 m/s
15s 20s
0
5s 10s t(s)
–10 m/s

(A) Displacement in 20s is 75 m (B) Distance travelled in 20s is 125 m

(C) The body has taken only one turn (D) All the above

24. The velocity versus time graph of a body moving along a straight line is as shown in fig. The ratio
of displacement and distance covered by body in 5 seconds is:
v (m/s)
2

0
1 2 3 4 5 t (s)
–1

–2

(A) 2 : 3 (B) 3 : 5
(C) 1 : 1 (D) 1.5 : 5

25. If a body is moving with a constant speed of 10ms–1 in a circular path of radius 2m. The angular
velocity of the body is:
D\Allen-Junior wing\Physics\IX\Unit-1\01-Motion\2019-20

(A) 10 rad/s (B) 5 rad/s (C) 7.5 rad/s (D) 2 rad/s

35
Class IX - Physics

SEASONED

1. A particle moving in a straight line covers half the distance with speed 3 m/s and the other half of
the distance is covered in two equal time intervals with speed of 4.5 m/s and 7.5 m/s respectively.
Then the average speed of particle during this motion is :
(A) 4m/s (B) 4.5 m/s (C) 5 m/s (D) 5.5 m/s
2. Particle has initial velocity 9 ms–1 due east and constant acceleration of 2 ms–2 due west. If the
n
distance covered by it in fifth second of its motion is m , then the value of ‘n’ is :
10
(A) 5 (B) 10 (C) 15 (D) 20
3. A car starts from rest and moves with constant acceleration. Then the ratio of the distance covered
by it in the nth second to that covered in n seconds is :
2 1 2 1 2 1 2 1
(A) 2
- (B) + (C) - (D) +
n n n2 n n n2 n n2

4. A body A starts from rest with an acceleration a1. After 2s, another body B starts from rest with an
acceleration a2. If they travel equal distances in 5th second after start of motion of A, the ratio of
a1:a2 is:
(A) 5:9 (B) 9:5 (C) 5:7 (D) 7:5
a (ms–2)
5. The acceleration of a cart started at t = 0, varies with time
as shown in figure. The car starts from rest. Then the 5
distance travelled by cart in 30 seconds is:
20 30 t (s)
(A) 100m (B) 1000 m 0
10
(C) 1500 m (D) 3000 m
–5

6. A driver driving a truck at a constant speed of 20 ms–1 suddenly saw a parked car ahead of him by
95 m. He could apply the brake after some time to produce retardation of 2.5 ms–2. An accident
was just avoided, his reaction time is :
(A) 0.5 s (B) 0.75 s (C) 0.8 s (D) 1 s
7. A body is released from a great height and falls freely towards the earth. Another body is released
from the same height one second later. Then, the separation between the two bodies, two seconds
after release of the second body is : (Take g = 9.8 ms–2)
(A) 9.8 m (B) 4.9 m (C) 24.5 m (D) 19.6 m
8. Between two stations a train accelerates uniformly at first, then moves with constant speed and
finally retards uniformly. If the ratios of time taken are 1 : 8 : 1 and the greatest speed is 60 km/hr,
find the average speed over the whole journey.
(A) 60 km/hr (B) 54 km/hr (C) 30 km/hr (D) 20 km/hr
D\Allen-Junior wing\Physics\IX\Unit-1\01-Motion\2019-20

9. A hot air balloon starts rising from ground with an acceleration of 1.25ms–2. After 8s, a stone is
dropped from it. The stone will:
(A) cover a distance of 40m before hitting the ground
(B) have a displacement of 50m on hitting the ground
(C) reach the ground in 4s
(D) start moving downward instantly after being released
10. A bus is moving with a constant velocity 10 m/s on a straight road. A scooterist wishes to overtake
the bus in 100 s. If the bus is at a distance of 1 km from the scooterist, then the velocity with which
scooterist should chase the bus is :
(A) 50 m/s (B) 40 m/s (C) 30 m/s (D) 20 m/s
36
 Moti on

CBSE PATTERN
1
1. A particle is moving in a circle of diameter 5 m. What is its displacement when it complete 1
2
revolutions.

2. A body thrown in the vertically upward direction rises upto a height h and comes back to the
position of start. Calculate:
(A) The total distance travelled by the body.
(B) The displacement of the body.

3. An object starts with initial velocity u and attains a final velocity of u. The velocity of the ojbect is
changing at a uniform rate. Write the formula for calculating the average velocity Vau.

4. What kind of motion of a body is represented by the graphs given below?

Distance

Distance

Time Time
(a) (b)

5. Why is the motion of an athelte moving along the circular path an accelerated motion?

6. Four speed-time graphs are shown below:

y y y y
Speed(m/s)

Speed(m/s)

Speed(m/s)

Speed(m/s)

x x x
Time(s) Time(s) Time(s) Time(s)
(a) (b) (c) (d)

Which graph represents the following case?

(a) A ball thrown vertically upwards and returning to the band of the thrower?
(b) A body decelerating to a constant speed and then accelerating.
Speed (m/s) Time(s)
(a) (b)
(c) (d)
D\Allen-Junior wing\Physics\IX\Unit-1\01-Motion\2019-20

7. What do the graphs shown below indicate?

y y
Speed (ms–1)

Speed (ms–1)

x x
Time (s) Time (s)

37
Class IX - Physics

8. The graph given below is the distance-time graph of an object. y

100
(i) Find the speed of the object during first four seconds of 75

Distance(m)
50 P Q
its journery.
25
(ii) How long was it stationary? 25
R x
0 2 4 6 8 10 12 14 16
(iii) Does it represents a real situation? Justify your answer.
Time(s)

9. Joseph jogs from one end A to the other end B of a straight 300 m road in 2 minutes 50 seconds
and then turns around and jogs 100 m back of point C in another 1 minute. What are Joseph's
average speeds and velocities in jogging?

10. Rajeev went from Delhi to Chandigarh on his motorbike. The odometer of the bike read 4200 km
at the start of trip and 4460 km at the end of his trip. If Rajeev took 4h 20 minutes to complete his
tirp, find the average speed in kmh–1 as well as in ms –1.

11. Starting from a stationary position, Rehan paddles his bicycle to attain a velocity of 6 m/s in 30 s.
Then he applies brakes such that the velocity of the bicycle comes down to 4 m/s in the next 5 s.
Calculate the acceleration of the bicycle in the cases.

12. A car is moving on straight road with a uniform acceleration. The following table gives the speed
of the car at various instants of time:

Time (s) 0 10 20 30 40 50

Speed(ms–1) 5 10 15 20 25 30

(i) Draw the shape of speed-time graph representing the above sets of observations.

(ii) Find the acceleration of the car. [CBSE 2010]

13. The V-T graph of cars A and B which starts from the same
place and move along a straight road in the same direction, is
A

90
ar

shown.
C

80 A
70
Calculate : 60
D E CarB
50
V(m/s)

(i) The acceleration of car A between 0 and 8 s. 40

30
(ii) The acceleration of car B between 2 s and 4 s. 20
D\Allen-Junior wing\Physics\IX\Unit-1\01-Motion\2019-20

10
(iii) The points of time at which both the cars have the same C B
0 1 2 3 4 5 6 7 8 9
velocity.
Time(s)
(iv) Which of the two cars is ahead after 8 sec. and by how much? [CBSE 2010]

38
 Moti on

14. The distance-time graph of two trains are given below. The trains start simultaneously in the same
direction.
Y
A
200
B
Q
150
P

Distance(km)
100 R

50

S
X
0 1 2 3
Time(h)
(i) How much ahead of A is B when the motion starts?
(ii) What is the speed of B?
(iii) When and where will A catch B? [CBSE 2010]

15. An object starts linear motion with a velocity 'u' and under uniform acceleration a it acquires a
velocity 'u' in time 't'. Draw velocity-time graph. From this graph obtain the following equations.
(a) u = u + at
1
(b) S = ut + at2 [CBSE 2010]
2
D\Allen-Junior wing\Physics\IX\Unit-1\01-Motion\2019-20

39
Class IX - Physics

1. A student starts with a velocity 40 km/hr for school at 4 km away from his house. Due to closing of
school he returns soon to his house with a velocity of 60 km/hr. His average velocity will be :
(Rajasthan/NTSE Stage - I 2007)
(A) zero (B) 10 km/hr (C) 48 km/hr (D) 50 km/hr

2. A graph given, shows the variation of velocity and time of two bodies A and B. Choose an alternative
for their average velocities (NSEJS 2009)

(A) Average velocities of both are same since they have same initial and final velocities
(B) Average velocities of both are same since both cover equal distance in equal interval of time
(C) Average velocity of A is greater than that of B since it covers more distance than B in 10 sec.
(D) Nothing can be said since their accelerations are not given

3. A ball is thrown vertically upwards. Ignore air resistance. Take the upward motion as positive.
Which one of the following graphs represents the velocity of the ball as a function of time? (Time is
plotted along the horizontal axis in all cases.) (NSEJS 2009)

(A) (B) (C) (D)

4. Which of the given velocity - time graphs matches the given acceleration- time graph which you see
at the right? (Time is plotted along the horizontal axis in all cases.) (NSEJS 2009)

t
D\Allen-Junior wing\Physics\IX\Unit-1\01-Motion\2019-20

(A) (B) (C) (C)

40
 Moti on

5. There are two tracks A and B as shown in the figure. The direction of gravity is also shown in the
figure. If two similar balls begin to move at same uniform velocity at the same time which of the two
balls will reach the end of the track first? (INJSO 2010)

(A) Ball on track A (B) Ball on track B

(C) They will reach on the same time (D) Cannot decide by the data given.

6. Let there be a rigid wheel rolling without sliding on a horizontal surface.

The path of point ‘A’ as seen by an observer on the ground, when the wheel is moving along x
axis is: (INJSO 2010)

(A) (B)

x x

(C) (D)
x
x

7. A velocity - time graph for a moving object is shown below. What would be the total displacement
during time t = 0 to t = 6s ? (Orissa/NTSE Stage - I 2013)
D\Allen-Junior wing\Physics\IX\Unit-1\01-Motion\2019-20

5
v
6 t(s)
m/s
0
1 2 3 4 5 7 8 9 10

–5

(A) 10 m (B) 20 m (C) 2.5 m (D) 0.0 m

41
Class IX - Physics

8. A ball hits a wall horizontally with a velocity of 6.0 ms–1. After hitting wall it rebounds horizontally
with a velocity of 4.4 ms–1. If the balls remains in the contact of wall for 0.040 sec. The acceleration
of ball would be (take direction of initial velocity as positive)
(Uttarakhand/NTSE Stage - I 2014)
(A) –260 m/s2 (B) +260 m/s2 (C) –26 m/s2 (D) +26 m/s2

9. A body covers half the distance with a speed of 20 m/s and the other half with 30 m/s. The average
speed of the body during the whole journey is : (West Bengal/NTSE Stage - I 2014)
(A) Zero (B) 24 m/s (C) 25 m/s (D) None of the above

10. A body starts from rest at time t = 0, the acceleration time graph is shown in figure. The maximum
velocity attained by the body will be : (Delhi/NTSE Stage - I 2014)

10

2
a(m/s )

O 11 t(s)

(A) 1110 m/s (B) 55 m/s (C) 650 m/s (D) 550 m/s

11. A body falling from rest describes distances S1, S2 and S3 is the first, second and third seconds of its
fall. Then the ratio of S1 : S2 : S3 is (Delhi/NTSE Stage - I 2014)
(A) 1 : 1 : 1 (B) 1 : 3 : 5 (C) 1 : 2 : 3 (D) 1 : 4 : 9

12. Value of one Fermi is : (Madhya Pradesh/NTSE Stage - I 2014)

(A) 10–13 metre (B) 10–14 metre (C) 10–15 metre (D) 10–16 metre

13. The graph below describe the motion of a ball rebounding from a horizontal surface being released
from a point above the surface. (Haryana/NTSE Stage - I 2014)

t
The quantity represented in the y-axis is the ball's :
(A) Displacement (B) Velocity (C) Acceleration (D) Momentum

14. The acceleration versus time graph of an object is as shown in figure. The corresponding velocity-
time graph of the objects is : (Rajasthan/NTSE Stage - I 2014)
D\Allen-Junior wing\Physics\IX\Unit-1\01-Motion\2019-20

v v v v
(A) (B) (C) (D)
t t t t
42
 Moti on

15. A bullet of mass 10g travelling horizontally with a velocity of 160 ms –1 strikes a stationary wooden
block and comes to rest in 0.02 s. The distance of penetration of the bullet into the block will be:
(Rajasthan/NTSE Stage - I 2014)
(A) 1.20 m (B) 1.60 m (C) 2.00 m (D) 2.40 m

16. The velocity-time graph of a body falling from rest under gravity and rebounding from a solid
surface is represented by (Rajasthan/NTSE Stage - I 2014)

v
v v v

(A) (B) (C) (D)

t
t t O t
O O O

17. A ball is thrown vertically upwards with a given velocity 'u' such that it rises for T seconds (T > 1),
What is the distance traversed by the ball during the last one second of ascent (in meters) ?
(Acceleration due to gravity is g m/s2.) (NTSE Stage - II 2015)
1 2 1
(A) gT (B) vT + g[T 2 - (T - 12 )]
2 2
g 1
(C) (D) g[T 2 - (T - 1)2 ]
2 2

18. A man running with a uniform speed 'u' on a straight road observes a stationary bus at a distance
'd' ahead of him. At that instant, the bus starts with an acceleration 'a'. The condition that he would
be able to catch the bus is- (NTSE Stage - II 2015)

u2 u2 u2 u2
(A) d £ (B) d £ (C) d £ (D) d £
a 2a 3a 4a

19. A stone is dropped from the top of a tower. Its velocity after it has fallen 20 m is (take g = 10 m/s2)
(Bihar/NTSE Stage - I 2015)
(A) –10 m/s (B) 10 m/s (C) 30 m/s (D) 20 m/s

20. A body is dropped from certain height from a uniformly ascending balloon. The correct graph
showing variation of velocity with time for body is : (Haryana/NTSE Stage - I 2015)

(A) (B)
D\Allen-Junior wing\Physics\IX\Unit-1\01-Motion\2019-20

(C) (D)

43
Class IX - Physics

21. Which motion does the graph of distance and time shows for accelerated motion ?
(Gujarat/NTSE Stage - I 2015)
(A) Non uniformly accelerated

Distance
(B) Constant velocity

(C) Uniformly accelerated

(D) Uniformly retarded motion Time

22. A car travels 40 kms at an average speed of 80 km/h and then travels 40 kms at an average speed
of 40 km/h. The average speed of the car for this 80 km trip is: (Rajasthan/NTSE Stage - I 2015)
(A) 40 km/h (B) 45 km/h (C) 48 km/h (D) 53 km/h

23. A particle starts its motion from rest under the action of a constant force. If the distance covered in
first 10s is S1 and that covered in first 20s is S2 then. (Delhi/NTSE Stage - I 2015)
(A) S2 = S1 (B) S2 = 2S1 (C) S2 = 3S1 (D) S2 = 4S1

24. A ball thrown vertically upward returns to the thrower after 6s. The ball is 5 m below the highest
point at t = 2s. The time at which the body will be at same position, (take g = 10 m/s2)
(Delhi/NTSE Stage - I 2015)
(A) 2.5s (B) 3s (C) 4s (D) 5s

25. The speed of a train decreases from 80 km/hour to 60 km/hour in 5 seconds. In the process, find out
the acceleration of the train. (Uttarakhand/NTSE Stage - I 2015)
2 2
(A) 2.22 m/sec (B) –2.22 m/sec (C) –1.11 m/sec2 (D) 1.11 m/sec2

26. Correct relation is ............. (Madhya Pradesh/NTSE Stage - I 2015)

(A) v2 = u2 + 2a2s2 (B) v2 = u2 – 2a2s2
(C) v2 = u2 + 2as (D) v2 = u2 + 2a2s

27. A person takes time t to go once around a circular path of diameter 2R. The speed (v) of this person
would be: (Rajasthan/NTSE Stage - I 2015)

t 2pR pR 2
(A) (B) (C) (D) 2pR.t
2pR t t

28. A body thrown vetically up reaches a maximum height and returns back. Its acceleration is–
(NSEJS-2016-17)
(A) Downward during both ascent and descent
D\Allen-Junior wing\Physics\IX\Unit-1\01-Motion\2019-20

(B) Downward at all positions except at the highest point, where it is zero
(C) Upward during both ascent and descent
(D) Downward during ascent and upward during descent

29. The brakes applied to a car produce an acceleration of 8 m/s2 in the opposite direction to the
motion. If the car takes 3 seconds to stop after the application of brakes, the distance it travels
during the time will be– (Rajasthan/NTSE Stage - I 2016)
(A) 30 m (B) 36 m (C) 25 m (D) 40 m

44
 Moti on

30. Consider the following five graphs (note the axes carefully). Which of the following represents motion
at constant speed ? (NTSE Stage - I 2017)

acceleration
Distance

Velocity
Speed
(A) (B) (C) (D)

Time Time Time Time

Acceleration

(E)

Time
(A) D only (B) D and E (C) A, B and C (D) A and D

31. A ball is shot vertically upward with a given initial velocity. It reaches a maximum height of 100 m.
If on a second shot, the initial velocity is doubled then the ball will reach a maximum height of
(NTSE Stage - I 2017)
(A) 70.7 m (B) 141.4 m (C) 200 m (D) 400 m.

32. The position of two blocks at successive 0.20-second time intervals are represented by the numbered
squares in the figure below. The blocks are moving towards right.
(NSEJS-2017-18)

Block a 1 2 3 4 5 6 7

Block b
1 2 3 4 5

The acceleration of the blocks are related as follows :

(A) acceleration of ‘a’ is greater than acceleration of ‘b’.
(B) acceleration of ‘a’ equals acceleration of ‘b’. Both accelerations are greater than zero.
(C) acceleration of ‘b’ is greater than acceleration of ‘a’
(D) acceleration of ‘a’ equals acceleration of ‘b’. Both acceleration are zero

33. If x, v and t represent displacement (m), velocity (m/s) and time (s) respectively for a certain particle
then which pair of the following graphs can be best correlated to each other.
(NSEJS-2017-18)
D\Allen-Junior wing\Physics\IX\Unit-1\01-Motion\2019-20

x v v v

t t t t
Fig.I Fig.II Fig.III Fig.IV
(A) I & II (B) I & III (C) I & IV (D) None of these

45
Class IX - Physics

34. The velocity-time graph of motion of two cars A and B is shown in the figure
(NTSE Stage - II 2018)
Car B

Car A

Velocity
(v)

t0
time (t) ¾®

Choose the correct statement.

(A) Accelerations of two cars are equal to each other at time t = t0.
(B) Accelerations of two cars are equal to each other at an instant greater than t0.
(C) Accelerations of two cars are equal to each other at an instant earlier than t0.
(D) At no instant in the interval 0 £ t £ t0, the two accelerations are equal.

35. Velocity-time graph of a body moving with uniform acceleration is shown in the diagram. The
distance travelled by the body in 3 seconds is (NTSE Stage - I 2018)

30
velocity(m/s)

20

10

0 Time(s)
1 2 3
(A) 90 m (B) 45 m (C) zero (D) 10 m

36. A tiny ball of mass m is initially at rest at height H above a cake of uniform thickness h. At some
moment the particle falls freely, touches the cake surface and then penetrates in it at such a constant
rate that its speed becomes zero on just reaching the ground (bottom of the cake). Speed of the ball
at the instant it touches the cake surface and its retardation inside the cake are respectively
(NSEJS-2018-19)

æH ö æH ö
(A) 2gh and g ç - 1÷ (B) 2g(H - h) and g ç - 1÷
èh ø èh ø

æh ö æh ö
(C) 2gh and g ç - 1÷ (D) 2g(H - h) and g ç - 1÷
èH ø èH ø

37. Two particles P1 and P2 move towards origin O, along X and Y-axes (NSEJS-2018-19)
D\Allen-Junior wing\Physics\IX\Unit-1\01-Motion\2019-20

at constant speed u1 and u2 respectively as shown in the figure. At t O

P1
= 0, the particles P1 and P2 are at distances a and b respectively u1
from O. Then the instantaneous distance s between the two particles
u2
is given by the relation.
(A) s = [a2 + b2 + (u12 + u22)t2 – 2t(au1 + bu2)]1/2
(B) s = [a2 + b2 + (u12 + u22)t2 – 2t(bu1 + au2)]1/2 P2
(C) s = [a + b + (u + u )t + 2t(au1 + bu2)]
2 2
1
2
2
2 2 1/2

(D) s = [a2 – b2 + (u12 + u22)t2 – 2t(au1 + bu2)]1/2

46
 Moti on

ANSWERS
CHECK POST-1
1. (A) 2. (B) 3. (A) 4. (D) 5. (B)

CHECK POST-2
1. (A) 2. (B) 3. (A) 4. (C) 5. (A) 6. Yes
7. Distance = 2200 m, Displacement = 200 m 8. (i) 800 m (ii) 0

9. Distance = 235.7 m, Displacement = 50 2 m 10. Distance=140m, Displacement = 100 m

CHECK POST-3
1. (C) 2. (B) 3. (C) 4. (B) 5. (A)

CHECK POST-4
1. (C) 2. (B) 3. (A) 4. (A) 5. (C) 6. 20 s
2
7. 20m/s 8. 2.5 s 9. 200 m/s 10. 5 s

CHECK POST-5
1. (B) 2. (C) 3. (D) 4. (C) 5. (A)

EXERCISE-1 : (ELEMENTARY)
Que. 1 2 3 4 5 6 7 8 9 10
Ans. A B D C B A A A C C
Que. 11 12 13 14 15 16 17 18 19 20
Ans. B C B B C A A D B B
Que. 21 22 23 24 25
Ans. B C D B B

EXERCISE-2 : (SEASONED)
Que. 1 2 3 4 5 6 7 8 9 10
Ans. A A C A B B C B C D

EXERCISE-3 : (CBSE PATTERN)

D\Allen-Junior wing\Physics\IX\Unit-1\01-Motion\2019-20

u+ v
1. 5 m (from initial position to final position) 2. 2h, 0 3. v avg =
2
8. (i) 12.5 m/s 9. 1.74 m/s, 0.87 m/s 10. 60 km/h, 16.67 m/s
11. 0.2 ms-2,–0.4m/s2 12. (ii) 0.5 ms-2
13. (i) 10ms-2 (ii) 20ms-2 (iii) at t = 2s and at t = 6s (iv) B is ahead of A by 10 m
14. (i) 100 km (ii) 25 km/h
(iii) After 2 hours A will catch B at a distance of 150 km from the starting point of A.

47
Class IX - Physics

EXERCISE-4 : (COMPETITIVE ASSESSMENT)

Que. 1 2 3 4 5 6 7 8 9 10
Ans. A C C A B A A A B B
Que. 11 12 13 14 15 16 17 18 19 20
Ans. B C A D B C C B D A
Que. 21 22 23 24 25 26 27 28 29 30
Ans. C D D C C C B A B D
Que. 31 32 33 34 35 36 37
Ans. D D B C B B A

D\Allen-Junior wing\Physics\IX\Unit-1\01-Motion\2019-20

48
 Chapter

1
Matter In Our Surroundings
1.0 INTRODUCTION

2.0 MATTER
2.1 Physical Nature of Matter

2.2 Characteristics of Particles of Matter

3.0 CLASSIFICATION OF MATTER

3.1 Properties of Solids

3.2 Properties of Liquids

3.3 Properties of Gases

3.4 Comparision of Some Important Characteristics of Solid, Liquid and Gas

3.5 Plasma

3.6 Bose-Einstein Condensate-BEC (5th state of matter)

4.0 CHANGE OF STATE OF MATTER

4.1 Effect of Change of Temperature
Unit One

4.2 Effect of Change of Pressure

5.0 EVAPORATION
5.1 Factors effecting evaporation

EXERCISE-1 (ELEMENTARY)
EXERCISE-2 (SEASONED)
EXERCISE-3 (CBSE PATTERN)
EXERCISE-4 (COMPETITIVE ASSESMENT)
 Matter in Our Su rroundings

MATTER IN OUR SURROUNDINGS (MOS)

(MOS–1)
1.0 INTRODUCTION
There are a large number of things around us which we see and feel. The nature and behaviour of
different types of substances around us are different. These substances differ in their shape, size,
colour, smell, texture, etc. Since ancient times, human beings have been eager to understand their
surroundings.
According to ancient Indian philosophers, all matter whether living or non-living is made up of five
basic constituents commonly called panch tatvas, i.e., air, earth, fire, sky and water.
However, scientists have classified matter into the following two types on the basis of their properties.
1. Physical Classification : On the basis of physical properties, matter has been classified as
solids, liquids and gases.
2. Chemical Classification : On the basis of chemical properties, matter has been classified
as elements, compounds and mixtures.

Matter

Physical Classification Chemical Classification

Solids Liquids Gases Pure substances Mixtures

Solution
Elements Compounds Colloidal
Suspension
Metals Non-metals Metalloids

Inorganic Organic
compounds compounds

Classification of matter
2.0 MATTER
Matter is the material of which the universe is composed. Matter may be defined as something
that occupies space, possesses mass, and offers resistance to any stress (force applied
on it).
A definite variety of matter, all samples of which have the same properties is commonly called a
Allen-Junior wing\Chemistry\(2019–20)\IX\Matter in Our Surroundings

substance. For example, sugar is a substance because even the smallest particle of sugar is sweet.
General Characteristics of Matter
(i) The Matter has Mass : If we take two pieces of bricks of different size, we will find that one
is lighter while the other is heavy. The small sized brick is lighter because it contains less matter,
while big sized brick is heavier because it contains more matter.
Hence, the amount of matter present in anything is called its mass. The things may be invisible
even then they will have some mass e.g., air.
(ii) The Matter Occupies Space : You must have experienced this phenomenon during your
everyday life. If one stool is placed in the corner of your drawing room, you know another stool
cannot be placed in the same corner. Therefore, it is clear that matter occupies space.
1
Class IX : Chemistr y
(iii) The Matter has Inertia : If any thing is lying on any place, it will remain there until and
unless some external force disturbs its position. Similarly if anything is in motion, it will remain
in motion till some external force stops it. This is known as property of inertia. The matter itself
cannot change its position.
(iv) The Matter is effected by the gravity : If anything is thrown upward with a certain force
it will automatically come back to the ground because of force of attraction exerted by the
earth. This attraction is called gravity.

2.1 Physical Nature of Matter

For a long time there were 2 views about the physical nature of matter:
(i) Continuous nature :- like a block of wood or sheet of glass.
(ii) Particulate nature :- that means matter is made up of particles like sand.
To understand whether the matter is continuous or particulate in nature, hold a sheet of glass
in your hand, it appears continuous. Now throw it on the floor, it breaks into very small or
tiny particles. This shows that matter is not continuous but is made up of small particles.
These particles which make up all the matter around us are either atoms or molecules
however these particles differ from one kind of matter to the other.

2.1.1 Matter is Made up of Particles

The ancient philosophers held the view that matter is continuous, like a block of wood. But this is
not true. Actually, matter is made up of discrete particles.

ACTIVE CHEMISTRY 1
To show that matter is made of small particles:
Take a beaker. Fill half of it with water. Mark the level of water in the beaker. Add some sugar to
the water and dissolve it with the help of a glass rod. You will see that the sugar has disappeared,
but there is no change in the level of water. Can you see where has the sugar gone?
This can be explained by assuming that matter is not continuous, rather it is made up of particles.
Sugar contains a large number of separate particles. These particles when dissolved in water
occupy the vacant spaces between the particles of water. That is why, the water level in the
beaker did not rise.

Adding Sugar
Glass Rod

Water level
Allen-Junior wing\Chemistry\(2019–20)\IX\Matter in Our Surroundings

does not change

Experiment to show that matter is made of particles

The best evidence for the existence and movement of particles in liquids was given by Robert
Brown in 1827. Robert Brown suspended extremely small pollen grains in water. On looking through
the microscope, it was found that the pollen grains were moving rapidly throughout water in a very
irregular way (or zig-zag way). It was also observed that warmer the water, faster the pollen grains
move on the surface of water.
2
 Matter in Our Su rroundings
It can be explained as follows : Water is made up of tiny particles which are moving very fast. The
pollen grains move on the surface of water because they are constantly being hit by the fast moving
particles of water. So, though the water particles (or water molecules) are too small to be seen, but
their effect on the pollen grains can be seen clearly. The random motion of visible particles (pollen
grains) caused by the much smaller invisible particles of water is an example of Brownian motion.

Pollen grain

Invisible moving particles of water

(Which continuously hit the pollen
grain and make it move)

The zig-zag path of a single pollen grain

The zig-zag movement of the small particles suspended in a liquid (or gas) is called Brownian
motion. Brownian motion increases on increasing the temperature. The existence of Brownian
motion gives us two consolations about the nature of matter:

Brownian motion µ Temperature

(i) That matter is made up of tiny particles, and

(ii) That the particles of matter are constantly moving.

Objective Questions
1. The zig-zag movement of the small particles suspended in a liquid is called :
(A) Random movement (B) Brownian movement
(C) Colloidal properties (D) Helical movement

2. Brownian movement was first observed in :

(A) Pollen grains (B) Wheat grains
Allen-Junior wing\Chemistry\(2019–20)\IX\Matter in Our Surroundings

(C) Water molecules (D) None of the above

3. Speed of particles :
(A) Increases with increase in temperature (B) Increases with decrease in temperature
(C) Decreases with increase in temperature (D) None of the above

4. The best evidence for the existence and movement of particles in liquids was given by :
(A) Robert Hook (B) Robert Brown
(C) Robert Charles (D) None of the above

3
Class IX : Chemistr y
5. The zig – zag movement of the pollen grains over water surface proved :
(A) That the particles of matter are constantly moving
(B) That matter is made up of tiny particles
(C) Both (A) and (B)
(D) Neither (A) nor (B)

Subjective Questions
6. Which of the following are matter ? Chair, air, love, smell, hate, almonds, thought, cold, cold drink,
smell of perfume. [NCERT]

7. Define matter. How can we say that matter is made of particles?

8. Write a note on the particulate nature of matter?

9. Explain Brownian motion with the help of movement of pollen grains in the water?

10. Explain classification of matter on the basis of their physical properties?

Allen-Junior wing\Chemistry\(2019–20)\IX\Matter in Our Surroundings

4
 Matter in Our Su rroundings

MATTER IN OUR SURROUNDINGS

(MOS–2)
2.2 Characteristics of Particles of Matter
The important characteristics of particles of matter (like atoms or molecules) are the following :
(i) The particles of matter are minutely small.
(ii) The particles of matter have spaces between them.
(iii) The particles of matter are constantly moving.
(iv) The particles of matter attract each other.
2.2.1 The particles of matter are very-very small :
ACTIVE CHEMISTRY 2
Step-1- Take some crystals of blue vitriol (copper sulphate) and dissolve them in 100 mL of water.
The solution will turn blue.
Step-2- Take about 10 mL of the blue solution prepared in step 1. Add it to another 100 mL of
fresh water.
Step-3 -Take about 10 mL of the solution prepared in step 2. Add it to another 100 mL of fresh
water.
In this way, repeat the exercise 5 to 8 times. You will find that the last solution is still blue though the
intensity of the colour has gradually decreased.

Just a few crystals of copper sulphate can colour a huge volume of water
This indicates that a few crystals of copper sulphate are able to colour an enormously large volume
of water. This also shows that a small crystal of copper sulphate contains millions of small particles.

2.2.2 Particles of Matter have Space between Them

ACTIVE CHEMISTRY 3
We take about 100 mL of water in a beaker and mark the level of water. Also take 50 gm of sugar.
Dissolve the sugar by stirring and we get a sugar solution.
The level of sugar solution in the beaker is at the same mark where water level was initially in the beaker.
Allen-Junior wing\Chemistry\(2019–20)\IX\Matter in Our Surroundings

It shows that particles of sugar go into the spaces between various particles of water due to which
there is no change in the volume.
The particles (or molecules) in water are not tightly packed, they have spaces between them.

Solid Liquid Gas

Matter have spaces between the particles
5
Class IX : Chemistr y

2.2.3 Particles of Matter are Constantly Moving

ACTIVE CHEMISTRY 4
To show that particles of matter are in continuous motion and to study the effect of temperature on
their speed.
Take an agarbatti (incense stick) and place it in a corner of a room. You will get its smell only when
you go closer to it. Light the agarbatti and place it in a corner of the room. You will get smell even
in the opposite corner of the room to the one where you have placed the agarbatti.
This activity tells us that
(i) The particles of matter are in continuous motion.
(ii)The speed with which the particle move increases with the increase in temperature.
The particles of perfume in the incense stick get mixed up with particles of the air and spread out.
Because of this spreading of particles, it is possible to get smell even when we are at a distance.
This explains why we have to be close to get the smell of the agarbatti and we can get smell of the
agarbatti when lighted even at a distance.
Diffusion
"The spontaneous intermixing of particles of two or more different substances is called diffusion "
The rate of diffusion becomes faster with increase in temperature because at higher temperature,
the particles have more energy and hence move faster.
Diffusion is,
(i) Fastest between two different gases.
(ii) Slower between two different liquids or a solid and a liquid.
(iii) Slowest (or almost negligible) in case of two different solids.
Rate of diffusion : Gas > Liquid > Solid

2.2.4 Particles of Matter Attract Each Other

There are some forces of attraction between the particles of matter which bind them together.
(A) Cohesive force- The force of attraction between the particles of same substances is called
cohesive force.
Example: Water-water molecules.
(B) Adhesive force- The force of attraction between the particles of different substances.
Example: Water-glass molecules.
Note – The Kinetic Energy of particles increases with increase in temperature.

K.E. µ Temperature
Allen-Junior wing\Chemistry\(2019–20)\IX\Matter in Our Surroundings

Illustration 1. The diver is able to cut through water in a swimming pool. Why ?
Solution The diver is able to cut through water in the swimming pool because matter is not
continuous, but it is made up of particles which have vacant spaces between them.
Moreover, the attractive forces between molecules of water are not very strong. The
diver can easily cut through water by applying force to displace water and occupy its
place.
Illustration 2. We can get the smell of perfume sitting several meters away, why?
Solution This is because perfumes contain volatile solvent which carries pleasant smelling
vapours. They diffuse quite fast and can reach to people sitting several meters away.

6
 Matter in Our Su rroundings

Illustration 3. We can easily move our hand in the air but to do the same through a solid block of
wood we need a karate expert. Why?
Solution In air the interparticle attractive forces are negligible and hence, it is easy to separate
the particles in air and we can easily move our hand through it.
In a solid block of wood, the interparticle forces are very strong and hence, it is not
easy to separate the particles. Therefore, it is not easy to move our hand through a
solid block of wood (only a karate expert can do it).

Objective Questions
1. The chemical name of blue vitriol is :
(A) Copper sulphide (B) Copper sulphate (C) Copper carbonate (D) Copper sulphite

2. Which statement is not correct:

(A) Particles of matter have spaces between them (B) Particles of matter are very-very small
(C) Particles of matter are constantly moving (D) Particles of matter are stationary

3. The rate of diffusion decreases :

(A) With rise in temperature (B) With rise in kinetic energy of molecules
(C) With decrease in temperature (D) No effect of temperature and K.E

4. Diffusion is based on :
(A) Motion of the particles of matter (B) Size of the particles of matter
(C) Shape of the particles of matter (D) None of these

5. The blue colour of copper sulphate will spread more quickly in warm water because :
(A) K.E. of particles decrease (B) Diffusion and K.E. of particles both decrease
(C) Diffusion and K.E. of particles increases (D) None of them

Subjective Questions
6. Explain with the help of an activity that particles of matter have spaces between them?

7. Explain with the help of an activity that particles of matter are minutely small?

8. Explain by giving some examples that particles of matter attract each other?
Allen-Junior wing\Chemistry\(2019–20)\IX\Matter in Our Surroundings

9. Give reasons for the following observation. The smell of hot sizzling food reaches you several metres
away, but to get smell from the cold food you have to go close. [NCERT]

10. What are the characteristics of particles of matter ? [NCERT]

7
Class IX : Chemistr y

MATTER IN OUR SURROUNDINGS

(MOS–3)
3.0 CLASSIFICATION OF MATTER
On the basis of physical states, all the matter can be classified into three groups : Solids, Liquids
and Gases. For example :
(i) Sugar, sand, iron, wood, rocks, minerals and ice are solids.
(ii) Water, milk, oil, kerosene, petrol, and alcohol are liquids, and
(iii) Air, oxygen, hydrogen, carbon dioxide and steam are gases.

3.1 Properties of solids

The solids are known for their hardness and rigid nature. The important characteristics of the solid
state are as following :

1. Solids have a fixed shape

Solids generally have fixed shape. They do not change their shapes even when they are put in
different containers. For example,
(i) Blue crystals of copper sulphate have needle like shape which they retain whether kept in a
beaker or in a china dish or placed on the palm of your hand.
(ii) The shape of sugar or salt crystal remains fixed whether we take it in our hand, put it in a
plate or in a jar. This suggests their rigid nature.
Exceptions:
Some solids can change their shape under force but regain the same when the applied force is
removed.
(i) A rubber band can be stretched on applying force. However, when the stress or the force is
removed, the rubber band regains its original shape.
(ii) A sponge being a solid can be compressed easily because it has minute holes in which air is
trapped. When a sponge is pressed, air is expelled out and it gets easily compressed. On
releasing the pressure, the air gets filled again and the sponge regains its original shape.

2. Solids keep their volume which means that they have fixed volume.
Volume is the space occupied by a substance. The solids have fixed volume. Actually in the solid
state, the constituents are very closely packed in space and interparticle forces are strong. As a
result, the solids keep their volume. The density of a solid may be defined as :
Mass occupied by a solid per unit volume and is obtained by dividing the mass of a particular
solid by the volume occupied by that mass of the solid.
Allen-Junior wing\Chemistry\(2019–20)\IX\Matter in Our Surroundings

The unit of density: kg/L or kg/dm3. (1L = 1 dm3)

3. Solids can be hardly compressed on applying pressure.

It is very difficult to compress a solid on applying pressure. Actually, the constituent particles are
so closely packed in a solid that they either do not come closer or do so only slightly when some
pressure is applied. However, there are some exceptions. For example, a sponge.

4. Solids have negligible kinetic energy of the particles.

The kinetic energy is linked with movement of the particles from one place to the other. Since the
constituents in the solid state are very closely packed, they have negligible kinetic energy.
However, they have little vibratory motion due to which the particles do not change their positions.

8
 Matter in Our Su rroundings

5. Solids do not have the property of diffusion.

When particles of one substance occupy the vacant spaces present in the particles of the other
substance, this is called diffusion. Due to the absence of kinetic energy in the particles of a solid,
there is hardly any diffusion.
6. Intermolecular forces :
The particles of matter exert attractive forces upon one another. These forces are called
intermolecular forces or interparticle forces. These are attractive forces and depend upon the
nature of the particles. The stronger the forces of attraction, closer the particles are. When the
intermolecular forces are very strong, the particles are packed close together and matter takes
the solid form.
7. Expansion or contraction :
Solids expand or contract very little on being heated or cooled. The action of heat generally
increases the energy of the particles of a solid. As these particles become more energized, they
vibrate about their mean position of rest more frequently. But they not so energetic so as to
escape from their fixed positions. So, the extent of expansion in a solid is small. On cooling, the
particles of a solid lose energy and vibrate weakly. But as the particles do not leave their fixed
positions, they do not come closer. This explains why solids contract very little on cooling.
8. Melting point and boiling point :
The melting point and boiling point of a solid are usually high. A solid remains a solid because
its melting point and boiling point are higher than the room temperature.
9. Number of free surfaces :
There is no limit to the number of free surfaces that a solid can have.
Explanation of solid state on the basis of molecular structure :
In case of solids, the intermolecular spaces are very small and intermolecular forces are very
large. Thus, the molecules in a solid can vibrate about their mean positions, but cannot change
their position. It is on account of this molecular arrangement that solids have definite shape and
definite volume. Furthermore, they are incompressible.
Examples
Rocks, stone, wood, metals like iron, copper, nickel and ice etc. are some typical examples of the
substances which are in the solid state.

3.2 Properties of Liquids

The liquids are less rigid than the solids and the molecular motion is also comparatively more. Both
these characteristics in the liquid state are because of the presence of lesser interparticle forces.
The important characteristics of the liquid state of a substance are listed.
1. Liquids do not have fixed shapes.
Liquids do not have fixed shapes and take up the shape of any container in which these are
Allen-Junior wing\Chemistry\(2019–20)\IX\Matter in Our Surroundings

placed.
2. Liquids have fluidity and not rigidity.
Unlike solids, the liquids have fluidity and not rigidity i.e., they have tendency to flow. This is
due to lesser interparticle or intermolecular forces that are present in the liquid state as compared
to the solid state. However, the liquids differ in their relative fluidity.For example, water flows at
a faster rate than honey because in honey, the particles are more closely packed.
3. Liquids occupy definite volume or keep their volume.
Though the liquids do not have definite shape but they do have definite volume.This means that
like a solid, a liquid cannot be compressed on applying pressure. Actually, the intermolecular
forces in the liquids are strong enough that the pressure which is applied on it. Therefore, the
particles in a liquid do not change their positions and come closer.

9
Class IX : Chemistr y
4. Liquids have lesser density as compared to solids.
As compared to solids, liquids are generally light. This is on account of greater number of
interparticle spaces in the liquid state as compared to the solid state of the same substance. But
there are certain exceptions also. Ice (solid state) floats over water (liquid state). Both are
chemically the same and are made from H2O molecules. Actually, the structure of ice is more
porous as compared to water. Therefore, for a given mass, the volume of ice is more than water
and its density is comparatively less. As a result, ice floats over water.
5. The kinetic energy of the particles in the liquid state is more than in the solid
state.
The particles in the liquid state are less closely packed as compared to the solid state. As a result,
the interparticle forces are weaker. Therefore, the kinetic energy of the particles in the liquid
state of a substance is more than in solid state. It further increases with the rise in temperature.
6. Particles in the liquid state can easily diffuse.
Due to lesser interparticle forces of attraction, the particles in a liquid state can diffuse more
readily than the solid state of a substance. This also helps in the intermixing of certain liquids. For
example, water and alcohol both are liquids and can easily mix to form a liquid mixture or solution.

3.3 Properties of Gases

Out of the three states of matter, the interparticle spaces are the maximum in the gaseous state. The
interparticle forces which hold the different particles in the gaseous state together are the minimum.
As a result, rigidity is the minimum while fluidity is the maximum. The important properties of this
state of matter are listed.
1. Gases do not have fixed shape.
Gases do not have any shape of their own. They acquire the shape of the container in which
they are filled or kept.
2. Gases have maximum fluidity and least rigidity.
Since the interparticle spaces are the maximum in the gaseous state, the attractive forces are the
least. As a result, the fluidity is very large while rigidity is negligible.
3. Gases do not keep their volume and are highly compressible.
Since the interparticle distances in the gaseous state are very large, they can be changed (increased
or decreased) by altering the pressure. Thus, a gas can be compressed to a large extent on
applying pressure. This means that change in pressure can bring a change in volume or we can
say that gases do not keep their volume.
Remember :-
Increase in pressure decreases the volume of the gas.

Decrease in pressure increases the volume of the gas.

4. The kinetic energy of the particles in the gaseous state is very high.
Allen-Junior wing\Chemistry\(2019–20)\IX\Matter in Our Surroundings

Among the three states of matter, the kinetic energy of the particles is the maximum in the
gaseous state and the interparticle forces are very weak. As a result, the particles or the molecules
of a gas can move quite freely from one place to the other. This means that their translatory
motion is very large and kinetic energy is quite high. It can further increase when the temperature
of the gas is increased.
5. Gases exert pressure.
Pressure of a gas is because of the hits which their particles record on the walls of the container.
Since particles in a gas have high kinetic energy, they strike on the walls of the container with
force. As a result, they exert pressure. Please note that greater the number of hits recorded per
unit area of the wall of the container, more will be the pressure of the gas.

10
 Matter in Our Su rroundings
6. Gases diffuse very rapidly.
Since the interparticle spaces are very large and interparticle forces are quite weak, the particles
of one gas can readily move into the empty spaces of the another gas. This also means that the
gases diffuse very rapidly.
7. Effect of heating and cooling:
A gas can be made to expand or contract on heating or cooling. On heating, the energy of the
gas particles is increased. As a result, the gas particles move faster and also go farther away
from each other. This results in the expansion of the gas.
On cooling, the energy of the gas particles decreases and so the movement of the particles is
slowed down. The particles also come much closer to each other, leading to the increase in the
intermolecular forces of attraction. This causes them to contract.
Explanation of a gas on the basis of molecular structure :
In case of gases, the intermolecular spaces are 1000
times or more than the liquids. This in turn weakens
the intermolecular forces to almost negligible
magnitude. The molecules of a gas are free to move
about in any direction. This accounts for the fact that
gases have no definite shape or volume and occupy
all the available space. Furthermore, because of large
intermolecular space, they are easily compressible. Arrangement of molecules in a gas
The kinetic energy of molecules of gases is maximum and they move about randomly at a high
speed. These randomly moving high speed molecules hit against the sides of containing vessel.

3.4 Comparision of some important characteristics of solid, liquid and gas

S.No. Solid Liquid Gas

Solids have fixed shape and Liquid have fixed volume but no Gases have no fixed volume
1 definite volume. definite shape. They take the and shape. They take shape
shape of container. and volume of container.
Solids have high densities. Liquids have moderate to high Gases have very low densities.
2 They are heavy. densities. They are generally They are very light.
less dense than solids.
Solids are rigid and have slight They have slight compressibility They have high compressibility.
3
or no compressibility. but more than solids.
Solids show only slight Liquids show slight expansion Gases expands considerable on
4
expansion on heating. on heating but more than solids. heating.
Solids stay where they are Liquids can be poured. Gases spread out quickly.
5
placed.
Solids have their melting and They have their melting point They have their melting and
Allen-Junior wing\Chemistry\(2019–20)\IX\Matter in Our Surroundings

boiling points above room below room temperature but boiling points both below room
6
temperature. boiling point higher than room temperature.
temperature
Intermolecular forces are very Intermolecular forces are strong Intermolecular forces are very
strong and constituent particles enough to keep the particles weak and the particles are free
7 are closely packed. together but not strong enough to move.
to keep them in fixed positions.
Solids do not diffuse. Liquids can diffuse more than Gases have strong tendency for
8
solids. diffusion.
9 Solids do not flow. Liquids generally flow easily. Gases flow easily.
11
Class IX : Chemistr y

Illustration 1. Why are gases so easily compressible whereas it is almost impossible to compress a
solid or a liquid?
Solution Easy compressibility of gas is due to large volume occupied by gaseous molecules.
Same amount of liquid and solid occupy lesser volume. It indicates high separation
among the gaseous particles.

Illustration 2. To show that solids are completely incompressible, liquids are only slightly compressible
while gases are highly compressible.
Solution Take three 100 mL syringes and close their nozzles by rubber corks. Remove the pistons
from all the syringes. Leave the first syringe as such, fill the second syringe with water
and the third syringe with pieces of chalk. Try to compress the contents by pushing the
piston in each syringe. The observations are shown in figure.

Piston Piston Piston

Gas Liquid Solid

(Air) (Water) (Chalk)
Rubber Rubber Rubber
Cork Cork Cork

The piston of the first syringe which contains air moved in considerably on applying
pressure. This means that on applying pressure, air (gas) gets compressed to a smaller
volume. In other words, gases are highly compressible.
The piston of the second syringe which contains water (a liquid) moved only slightly on
applying pressure. This means that liquids are only slightly compressible.
The piston of the third syringe which contains chalk pieces (a solid) did not move in at all.
This means that solids are completely incompressible.
Allen-Junior wing\Chemistry\(2019–20)\IX\Matter in Our Surroundings

Objective Questions
1. If the interparticle force of attraction is much stronger as compared to the separating force the
matter exists as :
(A) Solid (B) Liquid (C) Gas (D) None of these

2. An increase of temperature causes :

(A) Increase in K.E. of molecules (B) Decrease in K.E. of molecules
(C) No effect on K.E. of molecules (D) Can’t say

12
 Matter in Our Su rroundings

3. Which of the following have fixed volume :

(A) Solids (B) Liquid (C) Gas (D) Both (A) and (B)

4. Which form of matter is more stable at higher temperature :

(A) Solid (B) Liquid (C) Gas (D) All

5. Solids have negligible K.E. of the particles because :

(A) They have high inter molecular force
(B) They have little vibratory motion in molecules
(C) Particles of solids do not change their mean position
(D) All of the above

Subjective Questions
6. The mass per unit volume of a substance is called density (density = mass/volume). Arrange the
following in order of increasing density ; air, exhaust from chimneys, honey, water, chalk, cotton
and Iron. [NCERT]

7. Give reasons :
(a) A gas fills completely the vessel in which it is kept.
(b) A gas exerts pressure on the walls of the container.
(c) A wooden table should be called a solid.
(d) Gaseous substances have maximum compressibility. [NCERT]

8. Out of solids, liquids and gases, which one has :

(a) maximum movement of particles.
(b) maximum interparticle forces of attraction.
(c) minimum spaces in between constituent particles.

9. Liquids generally have lower density as compared to solids. But you must have observed that ice
floats on water. Why ? [NCERT]

10. (a) List two properties that liquids have in common with solids.
(b) List two properties that liquids have in common with gases.
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13
Class IX : Chemistr y

MATTER IN OUR SURROUNDINGS

(MOS–4)
3.5 Plasma

Definition : Plasma is a fourth phase of matter, separate from the traditional solids, liquids, and
gases.
Plasma was first identified (as "radiant matter") by Sir William Crookes in 1879.
l Composition- Plasma may be formed by heating and ionizing a gas. It is a collection of
charged particles that respond strongly and collectively to electromagnetic fields, taking the
form of gas like clouds or ion beams.
l Plasma is distinct form of a gas because it possesses unique properties.
l Plasma has neither a definite volume nor a definite shape.
l Free electrical charges (not bound to atoms or ions) cause plasma to be electrically conductive.
Examples : Flame, interstellar nebulae, lightening stars, and even the empty vastness of space are all
example of the plasma state of matter. You can find plasma inside fluorescent lights and neon signs.
Since the particles in plasma are electrically charged (generally by being stripped of electrons), it is
frequently described as an "ionized gas.

3.6 Bose-Einstein Condensate-BEC (5th State of Matter)

A Bose-Einstein condensate is a gaseous superfluid phase formed by atoms cooled to temperature
very near to absolute zero. The first such condensate was produced by Eric Cornell, Ketterle and
Carl Wieman in 1995, using a gas of rubidium atoms cooled at 170 nanokelvins (nK). Two other
scientists, Satyendra Bose and Albert Einstein, had predicted it in 1920. They didn't have the
equipment and facilities to make it happen in 1920, If plasmas are super hot and super excited
atoms, the atoms in a Bose Einstein condensate (BEC) are total opposite. They are super-unexcited
and super-cold atoms.
The BEC forms at super low temperatures. At zero Kelvin all molecular motion stops.
When you get to a temperature near absolute zero, atoms begin to clump. The result this clumping is
the BEC. A group of atoms takes up the same place, creating a "super atom." There are no longer
thousands of separate atoms. They all take on the same qualities and for our purposes become one
blob.

4.0 CHANGE OF STATE OF MATTER

A substance may exist in any of the three states of matter (i.e. solid, liquid or gas) depending upon
Allen-Junior wing\Chemistry\(2019–20)\IX\Matter in Our Surroundings

the conditions of temperature and pressure. By changing the conditions of temperature and pressure,
a substance can be made to exist as solid, liquid or a gas. The most familiar and common example
is water. It exists in all the three states:
· solid : ice
· liquid : water and
· gas : water vapour
Ice is a solid and may be melted to form water (liquid) which on further heating changes into steam
(gas). These changes can also be reversed on cooling.

14
 Matter in Our Su rroundings

Heat Heat

Ice Water Steam

(Solid) (Liquid) (Gas)

Change in three states of matter

State of a matter can be changed by the following ways :
1. By changing the temperature, and
2. By changing the pressure
4.1 Effect of Change of Temperature
By increasing the temperature (by heating), a solid can be converted into liquid state; and the
liquid can be converted into gaseous state (or vapour state). And by decreasing the temperature
(by cooling), a gas can be converted into liquid state; and a liquid can be converted into solid state.
These points will become more clear from the following discussion.
4.1.1 Interconversion of a solid into a liquid : Melting
To study the change of state of ice to water. Stand

Half fill the beaker with ice cubes and place it over
a wire gauze and tripod stand. Suspend a Celsius
thermometer from the iron stand, such that its bulb Thermometer
is touching the water level. Place a glass stirrer in
the ice. Stirrer
Record the temperature of ice. You will find it is
0°C (273 K). Now heat the beaker on a low bunsen Beaker
flame and continuously stir the contents of beaker.
Record the temperature five to six times, till all the Ice
ice melts. You will observe that temperature Wire gauze
throughout remains 0°C (273 K), till all the ice melts.
This process of changing a solid into a liquid state Tripod stand
Allen-Junior wing\Chemistry\(2019–20)\IX\Matter in Our Surroundings

by the absorption of heat energy is called melting

Burner
or fusion and the temperature at which it takes
place is called melting point.

Explanation of change of state from solid to liquid on the basis of molecular

structure.
When a solid is heated, its molecules absorb heat energy and hence the kinetic energy of its molecules
increases. Due to this increased kinetic energy the molecules start vibrating about their mean position
with a greater amplitude. This in turn increase the intermolecular spaces and weaken the
intermolecular forces. This continues till a stage is reached when the kinetic energy of the molecules
becomes more than the intermolecular forces. At this stage the molecules start interchanging their
positions and hence the solid changes into liquid state.
15
Class IX : Chemistr y
4.1.2 Liquid to solid change : Freezing
If the water at 0°C (273 K) is placed in a freezing mixture, it is observed that temperature remains
0°C (273 K), till all the water changes into ice. This process of changing a liquid into solid state is
called freezing or solidification and the temperature at which this takes place is called freezing point.
4.1.3 Liquid to gas change : Boiling
Half fill the beaker with water and place it over a wire gauze and tripod stand. Suspend a Celsius
thermometer from the iron stand, such that its bulb is touching the water level. Place a glass stirrer
in the water.
Record the temperature of water. Heat the beaker on a low Bunsen flame and continuously stir the
water with glass stirrer. Go on recording the temperature till water starts boiling. Allow the water to
boil for few minutes and record its temperature.
You will notice that temperature of water rises till it starts boiling. The temperature of boiling water is
100°C (373 K). If we continue heating the water it changes into steam, but the temperature remains
constant, i.e., 100°C (373 K).

Stand

Thermometer

Stirrer

Beaker
Steam

Wire gauze

Tripod stand

Burner

Note :
The temperature of boiling water may not be 100°C (373 K), because the boiling point also depends
upon atmospheric pressure, the height of a place from sea level etc.
This process of changing a liquid (water) into vapour state (steam) by the absorption of heat
energy is known as boiling or vaporisation. It must be remembered that boiling is a bulk process in
which the gaseous state is formed from all parts of liquid followed by the agitation of liquid. The
Allen-Junior wing\Chemistry\(2019–20)\IX\Matter in Our Surroundings

temperature at which boiling takes place is called boiling point or in other words – the temperature
at which the vapour pressure of any liquid becomes equal to atmospheric pressure then that
temperature is known as boiling point of that liquid.
Explanation of change of state from liquid to gas on the basis of molecular structure.
When a liquid is heated, its molecules absorb heat energy and thus their kinetic energy starts
increasing. As the average kinetic energy of the molecules is continuously increasing, therefore, the
temperature of the liquid rises. Furthermore, with the increase in the kinetic energy the molecules
vibrate with a greater amplitude about their mean positions. This in turn increases intermolecular
spaces and weaken intermolecular forces. This continues till the kinetic energy of the molecules
becomes more than the intermolecular forces. At this stage the energetic molecules rapidly leave
the liquid and change into gaseous state.
16
 Matter in Our Su rroundings
4.1.4 Gas to liquid change : Condensation
If the steam at 100°C (373K) is cooled, it is observed that temperature remains constant at 100°C
(373 K), till all the steam changes into water at 100°C (373 K). The process of changing gas into
liquid state is called liquefaction or condensation and the temperature at which it takes place is
called liquefaction point.

4.1.5 Sublimation
The process due to which a solid directly changes into gaseous state on heating, without changing
first into liquid state and the vice-versa on cooling, is known as sublimation.
Example : Ammonium chloride, camphor, iodine, naphthalene, solid carbon dioxide (dry Ice),
anthracene undergoe sublimation.
heating
Sublimation can be represented as Solid Gas
cooling

Sublime : A gaseous form, directly formed from a solid on heating, is known as sublime.
Sublimate : A solid state of matter formed directly from its gaseous state on cooling, is called
sublimate.
Examples of sublimation
(i) In very cold places, the snow does not melt but sublimes directly to vapours.
(ii) In frost-free refrigerators, ice on the walls of the freezer sublimes when warm air is circulated
through the compartment during the defrost cycle.
Cotton plug
ACTIVE CHEMISTRY 5
(a)Take some camphor or ammonium chloride. Inverted
(b)Powder it and put in a china dish. funnel

(c) Place an inverted funnel over the china dish. S olidified

cam phor
(d)Put a cotton plug on the stem of the funnel.
Vap ou rs of
(e) Heat the china dish slowly. cam ph or
Observation C hina dish
We observe that solid camphor on heating gets Ca m ph or
converted into vapour which gets condensed on
the funnel.
Solid state is directly converted into gaseous state. Bu rner
This experiment shows sublimation process.

Scales of measuring the temperature : Sublimation process.

Allen-Junior wing\Chemistry\(2019–20)\IX\Matter in Our Surroundings

l Thermometers with Celsius scale are calibrated from 0°C to 100°C

l Thermometers with Fahrenheit scale are calibrated from 32°F to 212°F
l Kelvin scale of temperature is S.I. scale and is very common these days. Temperature on this
scale is shown by the sign K.
9
°F = (°C) + 32°
5
K = °C + 273.16 (or 273.0 for convenience)
Note-
(a) Mercury is used in glass thermometers because it does not stick with glass.
(b) Kelvin scale is the best scale for measuring temperature as it has no negative sign.
17
Class IX : Chemistr y
Conversion of temperature on Celsius scale to Kelvin scale
For example : 0°C = 0 + 273 = 273 K
100°C = 100 + 273 = 373 K

Illustration 1. 413K temperature on Celsius scale, Fahrenheit scale will manifest at respectively
°C 413K - 273
Solution = = 140º C
100 100

K - 273 F - 32 140 F - 32
= ® = = 284°F
100 180 100 180

Illustration 2. Convert the following temperature to the Kelvin scale.

(a) 27°C (b) 378°C
Solution. (a) 27 + 273 = 300 K (b) 378 + 273 = 651 K

Objective Questions
1. The process of changing a liquid into gaseous state is called :
(A) Boiling (B) Vaporisation (C) Both (A) and (B) (D) Condensation

2. Inter conversion of solid into liquid is called :

(A) Transition (B) Diffusion (C) Fusion (D) Boiling

3. The process of changing a liquid into solid state is called :

(A) Freezing (B) Fusion (C) Diffusion (D) Melting

4. SI Unit of temperature is :
(A) Degree celsius (B) Kelvin (C) Calorie (D) None of these

5. Choose the correct relation between Celsius and Kelvin :

(A) °C = K – 273 (B) K = 273 –°C
(C) K = °C+273 (D) Both (A) and (C) are correct

Subjective Questions
6. Convert the following temperatures to the Celsius & Fahrenheit scales : [NCERT]
(a) 300 K (b) 573 K. (c) 293 K (d) 470 K
Allen-Junior wing\Chemistry\(2019–20)\IX\Matter in Our Surroundings

7. What is the physical state of water at : [NCERT]

(a) 250°C (b) 100°C (c) 0°C

8. Kelvin scale is better than celsius scale for expressing the temperature. Why ?

9. Explain the phenomena of melting and boiling on the basis of molecular structure.

10. Define :
(a) Melting point (b) Freezing point (c) Boiling point

18
 Matter in Our Su rroundings

MATTER IN OUR SURROUNDINGS

(MOS–5)
4.1.6 Latent heat
When heat is supplied to change the state of a substance, there is no rise in temperature of the
substance.
The latent heat of a substance is the amount of heat absorbed (or given out) by a unit mass of the
substance to change its state without change of temperature. Latent means ‘hidden’.
The S.I. unit of latent heat is “Joules per kilogram” which is written in short form as J/kg.
The latent heat is used up in overcoming the force of attraction between the molecules of the
substance.
Latent heat is of two types :
(1) Latent heat of fusion.
(2) Latent heat of vaporisation.

· Latent heat of fusion

The latent heat of fusion of a substance is the amount of heat required to convert a unit mass of the
substance from the solid state to the liquid state without change of temperature. If we use the S.I.
unit of heat called “joule” and the S.I. unit of mass called “kilogram”, then the definition of latent
heat of fusion becomes : The latent heat of fusion (or latent heat of melting) of a solid is the quantity
of heat in joules required to convert 1 kilogram of the solid (at its melting point) to liquid, without
any change in temperature. For example, ice melts at 0°C , so the latent heat of fusion of ice is the
heat required to change 1 kilogram of ice at 0°C to water at the same temperature (which is about
3.34 × 105 joules/kg).

Latent Heat of Fusion (Solid to Liquid Change)

The latent heat of fusion can be studied by
performing an experiment as follows: We take
some crushed ice in a beaker and suspend a
Thermometer
thermometer in it. We note the temperature of ice. 110
100
It is found to be 0°C. We now heat the ice gently 90
80
by using a small flame of the burner. On heating, Stirrer 70
60 Beaker
ice starts melting to form water. We keep on 50
40
recording the temperature of melting ice on the 30
20
thermometer every minute. As more heat is given, 10
Allen-Junior wing\Chemistry\(2019–20)\IX\Matter in Our Surroundings

more ice melts to form water but the thermometer

0
10
Temperature 0°C
reading remains at 0°C. As long as there remains Ice (Melting)
even a little of ice in the beaker, the temperature Wire gauze
does not rise, it remains constant at 0°C. This
shows that there is no rise in temperature during
the melting of ice. It is only when all the ice has Burner
melted that the temperature of water (formed from Iron
stand Tripod stand
ice) starts rising on further heating.

Melting of ice to form water

19
Class IX : Chemistr y
· Latent heat of vaporisation
The latent heat of vaporisation of a liquid is the quantity of heat in joules required to convert 1
kilogram of the liquid (at its boiling point) to vapour or gas, without any change in temperature.
It has been found by experiments that 22.5 ×105 joules of heat is required to change 1 kilogram
of water (at its boiling point, 100°C) to steam at the same temperature of 100°C. So, the latent
heat of vaporisation of water is 22.5 × 105 joules per kilogram (or 22.5 × 105 J/kg).

Latent Heat of vaporisation (Liquid to Gas Change)

The latent heat of vaporisation can be studied by
performing an experiment as follows : We take some
water in a beaker and suspend a thermometer in
Thermometer
it. We heat this water by using a burner and note 110

its temperature after every minute. As heat is given,

100 Temperature 100°C
90

the temperature of water rises gradually until 100°C 80

70
is reached. At the temperature of 100°C, water boils Stirrer 60
50 Beaker
and starts changing into steam (which is a gas). 40
30
As more heat is given to water, more steam is 20

formed but the thermometer reading remains at 10

0
Steam
100°C showing that there is no rise in temperature 10

during the boiling of water. Thus, once the water Water (Boiling)
has begun to boil, the temperature remains constant
at 100°C until all the water has changed into steam. Wire gauze
The heat which is going into boiling water but not
increasing its temperature is the energy required to
change the state of water from liquid to gas (or Burner
vapour). This is known as the latent heat of Iron
stand Tripod stand
vaporisation of water.

Boiling of water to form steam

4.1.7 Specific Heat
The specific heat of a substance is the amount of heat which is required to raise the temperature of
a unit mass of the substance by 1° C. Now, if we measure the heat in “joules” and mass in
“kilograms”, then the definition of specific heat becomes. The specific heat of a substance is the
amount of heat in joules required to raise the temperature of 1 kilogram of the substance by 1°C.
The specific heat of a substance is usually represented by the symbol C or S. The specific heat of a
substance varies slightly with temperature. The change in the specific heat of a substance with
temperature is due to the changes which occur in the structure and organization of the molecules in
a substance with change in temperature.
Allen-Junior wing\Chemistry\(2019–20)\IX\Matter in Our Surroundings

Units of Specific Heat

The S.I. unit of specific heat is “joules per kilogram per degree celsius”, which is written in short
form as : J/kg/°C or J/kg°C or J kg–1 °C–1.

4.2 Effect of Change of Pressure

The physical state can be changed by changing pressure. Pressure causes a change in the interparticle
separation.
(i) Increase of pressure (compression) decreases the interparticle separation. Thus particles come
closer to each other. This causes an increase in the force of interparticle attraction.
(ii) Decrease of pressure (expansion) increases the interparticle separation. This causes a decrease
in the force of interparticle attraction.
20
 Matter in Our Su rroundings

W
P1

W P2 W

V1
V2

(a) Low pressure more (b) High pressure, less

separation between separation between
particles and large particles and small
volume of gas volume of gas

( P2 > P1 and V2 < V1 )

Illustration 1. Why cooking food takes longer time on mountains and lesser time in pressure cookers?
Solution The boiling point of a liquid depends upon the pressure acting on it. It increases, if the
pressure is increased and decreased if the pressure acting on it is decreased. For example,
water boils at 373 K at sea level where the pressure is 1 atmosphere. However, on
mountains, it boils at a lower temperature where the pressure is less than 1 atmosphere.
Conversely, in a pressure cooker it boils at a higher temperature where the pressure is
more than one atmosphere. It is because of this reason that cooking of food takes
longer time on mountains and lesser time in pressure cookers.

Illustration 2. Why solid CO2 is also known as dry ice?

Solution If carbon dioxide is cooled under high pressure, it can be directly converted into solid
carbon dioxide called dry ice. If the pressure on dry ice is decreased to one atmosphere,
it sublimes, i.e., it directly gets converted into the gaseous state (i.e., carbon dioxide
gas) without passing through the intervening liquid state. As a result, unlike ordinary
ice, dry ice does not wet the surface on which it is kept. It is because of this reason that
solid carbon dioxide is called dry ice. It is used as a refrigerant under the name dricold.

Objective Questions
Allen-Junior wing\Chemistry\(2019–20)\IX\Matter in Our Surroundings

1. Latent heat causes :

(A) Rise in temperature of substance (B) Change in physical state of substance
(C) Both (A) and (B) (D) None of the above

2. Which of the following conversion requires larger amount of energy :

(i) 1 kg of ice at 0°C ¾® 1 kg of water at 0°C
(ii) 1 kg of water at 100°C ¾® 1 kg of steam at 100°C
(A) Conversion (i)
(B) Conversion (ii)
(C) Both require same amount of energy
(D) Heat energy required in two conversions cannot be compared
21
Class IX : Chemistr y
3. Latent heat of vaporisation causes state change at which temperature :
(A) 100°C (B) 373 K
(C) Both (A) and (B) (D) Below boiling point of liquid

4. The unit of latent heat is :

(A) Joules per kilogram (B) Calories per gram per 0C
(C) Ergs per K (D) All of these

5. The value of latent heat of vaporisation of water in Cal/gm is :

(A) 80 (B) 540 (C) 334 (D) 225

Subjective Questions
6. The three states of substance i.e. solid, liquid and gas can be easily reversed. Explain.

7. What produces more severe burns, boiling water or steam? Why ? [NCERT]

8. Why is ice at 273 K more effective in cooling than water at same temperature ? [NCERT]

9. Differentiate between latent heat of fusion and latent heat of vaporisation. Compare the two values
for water, ice and steam (whichever involved).

10. Draw and explain the temperature time graph involved in the melting of ice.

Allen-Junior wing\Chemistry\(2019–20)\IX\Matter in Our Surroundings

22
 Matter in Our Su rroundings

MATTER IN OUR SURROUNDINGS

(MOS–6)
5.0 EVAPORATION
Evaporation is a process by which a liquid changes into vapour at any temperature below its
boiling point.
Cause of evaporation
In a liquid the particles in the interior are attracted equally from all the sides by other fellow molecules.
Now the particles are continuously moving. During such movements some particles hit the other
particles and take their energies and become more energetic. Thus the particles with high kinetic
energy overcome the force of attraction and come at the surface. These energetic molecules further
escape from the influence of the other molecules and pass as vapour into the atmosphere. This
process of escape of the particles on their own from the surface of the liquid is the cause of
evaporation.
5.1 Factors Effecting Evaporation :
The evaporation of liquids can be increased or accelerated by the following factors.
1. Surface area available for evaporation :
Evaporation is a surface phenomenon which means that only the particles or molecules of the
liquid present on its surface change into vapours. Thus, greater the surface area of the liquid
more will be the rate or extent of evaporation. For example,
• Sometimes we are in a hurry and we often put hot milk or tea in a saucer before sipping it. Since
the surface area has increased, the evaporation becomes fast. As a result, the temperature of the
liquid in the saucer gets lowered and we can sip the same quite comfortably.
• We often spread wet clothes in order to dry them in air. By doing so, there is again an increase
in surface area available for the evaporation of water. The clothes soon get dry.
2. Increase in temperature:
We observe that the evaporation of water or of any other liquid becomes fast if the atmospheric
temperature is high or we can say that the evaporation of a liquid is fast in summer as compared
to winter. Actually, the increase in temperature also increases the kinetic energy of the particles
or molecules of the liquid. They acquire greater tendency to change to the vapour state. As a
result, the evaporation becomes fast.
3. Decrease in humidity:
Humidity represents the amount of water vapours present in air. At a certain temperature or
weather conditions, air around us can hold only a certain amount of water as vapours. In case,
the humidity level or amount of water vapours in air is already high, then the rate of evaporation
decreases. For example, we sweat a lot in hot and humid weather. Under the conditions, the air
around us has already high percentage of water vapours. This means that the sweat that comes
out of our skin gets less opportunity to evaporate and it remains sticking to our body. Therefore,
Allen-Junior wing\Chemistry\(2019–20)\IX\Matter in Our Surroundings

we are likely to sweat more in its weather.

4. Increase in the speed of wind
The speed of the wind around us has also some effect on evaporation of the liquid. We often
notice that the wet clothes dry fast on a windy day. Actually, with the increase in wind speed, the
particles of water vapours present in air also move away and the air which replaces it, is
comparatively dry. This will enhance or increase the rate of evaporation.
5. Nature of the liquid:
We have so far discussed the external factors which influence the extent of evaporation. Apart
from these, another factor which is of great importance is the nature of the liquid which is
evaporating. We often see that alcohol evaporates at a faster rate than water. In fact, the boiling
point of alcohol (350 K) is less than that of water (373 K).
23
Class IX : Chemistr y
This means that interparticles forces of attraction in alcohol are less than in water. Therefore,
alcohol will evaporate faster than water. Thus, we conclude that lesser the boilling point of a
liquid, more is its tendency to change into vapours or to evaporate.

Illustration 1. Why evaporation causes cooling?

Solution During evaporation, cooling is always caused. This is because evaporation is a
phenomenon in which only the high energy particles leave the liquid surface. As a
result, the particles having low energy are left behind. Therefore, the average molecular
energy of the remaining particles left in the liquid state is lowered. As a result, there is
decrease in temperature on the part of the liquid that is left. Thus, evaporation causes
cooling.
Examples :
(a)When we pour some acetone (nail polish remover) on our palm, we feel cold. This is
because the particles gain energy from our palm or surroundings and leave the palm
feeling cool.
(b)We sprinkle water on the roof or open ground after a sunny hot day. This cools the roof
or open ground. This is because the large latent heat of vaporization of water helps to
cool the hot surface.
Illustration 2. Why the wet clothes dry up very slowly in a humid air?
Solution It is because in humid air the rate of evaporation is very slow and wet clothes loose moisture
very slowly.

Objective Questions
1. The phenomenon of evaporation occurs :
(A) From the bulk of the liquid (B) From the surface of the liquid
(C) Both from bulk as well as surface of the liquid (D) From solid state

2. Which type of clothes should we wear to keep ourselves comfortable during hot summer days?
(A) Cotton clothes (B) Polyester clothes (C) Synthetic clothes (D) Can’t be said

3. Evaporation is a/an _________ process :

(A) Exothermic (B) Endothermic
(C) Photochemical (D) May be exothermic or endothermic

4. The correct order of evaporation of :

Water, Alcohol, Petrol and Kerosene is :
(A) Water > Alcohol > Kerosene > Petrol (B) Alcohol > Petrol > Water > Kerosene
(C) Petrol > Alcohol > Water > Kerosene (D) Petrol > Alcohol > Kerosene > Water
Allen-Junior wing\Chemistry\(2019–20)\IX\Matter in Our Surroundings

5. Which factor does not affect the evaporation :

(A) Surface area (B) Temperature (C) Pressure (D) Nature of liquid

Subjective Questions
6. Why does our palm feel cold when we put some acetone (or perfume) on it ? [NCERT]
7. Will the rate of evaporation be faster or slower after raining ?
8. A cooler is quite effective on a hot and dry day. Explain. [NCERT]
9. What is evaporation? Exaplain about the factor affecting evaporation.
10. Why are we able to sip hot tea faster from saucer rather than from a cup ? [NCERT]

24
 Matter in Our Su rroundings

l Degree of hotness or coldness of a body is measured by temperature

C K - 273 F - 32
= =
100 100 180
C – Celsius scale, K – Kelvin scale, F – Fahrenheit scale

l Pressure = force acting per unit area = F

A
Units:
CGS : dyne/cm 2
MKS : Newton/m2 (1N/m2 = 1Pa)
Relation : 1 N/m2 = 10 dyne/cm2
l Kinetic energy : Kinetic energy is the energy due to motion. For a body of mass m having speed v,
the kinetic energy is = ½ mv2
l Liquids are quite often called fluids. We generally suffer from dehydration in extreme hot weather
due to the excessive loss of fluids.
l Osmosis should not be confused with diffusion. Osmosis takes place between a pure liquid (generally
water) and the dilute solution of some salt/sugar prepared in water. When the two are separated by
some semi-permeable membrane such as parchment membrane, the particles of the solvent (water)
pass through the membrane into the solution. This is called osmosis. Thus, osmosis may be regarded
as a special case of diffusion which occurs only in liquids that are separated by a semi- permeable
membrane.
l Even the lighter gases can rise upwards and heavier gases can move downwards. This means that
the diffusion of the gases is not influenced by gravity. For example, invert a cylinder containing
hydrogen gas (colourless) over a cylinder containing nitrogen dioxide (reddish brown) and separate
the two cylinders by a lid. Now, remove the lid. What will you observe? Both the cylinders will
acquire the same colour i.e., light brown. This means that hydrogen gas has moved downwards
and nitrogen dioxide upwards. Both the cylinders contain a uniform mixture of these two gases and
are light brown in colour.
l In air, all the constituting gases remain uniformly mixed. CO2 which is heavier than both N2 and O2
does not form the lower layer in the atmosphere.
l Cooking gas (LPG) is obtained by compressing petroleum gas into cylinders. Its major constituent
is butane (C4H10)
l CNG (compressed Natural gas) is used as fuel in internal combustion engines. (ii) Oxygen in
compressed form is supplied to hospitals for serious patients in cylinders. (iii) LPG (Liquefied
petroleum gas) which is used in home for cooking.
Allen-Junior wing\Chemistry\(2019–20)\IX\Matter in Our Surroundings

l Impurities decreases the freezing point and increases boiling point of liquids.
l Three conditions of temperature and pressure which decide the state of matter.
If the melting point of a substance is above the room temperature at the atmospheric pressure, it is
called solid. If the boiling point of a substance is above room temperature under atmospheric
pressure, it is classified as liquid. If the boiling point of the substance is below the room temperature
at the atmospheric pressure, it is called gas.
l Condensation happens because of loss of energy. Gases are really excited atoms. When they lose
energy, they slow down and begin to collect. They can collect into one drop. Water condenses on
the lid of pot when you boil water. It cools on the metal and becomes a liquid again.

25
Class IX : Chemistr y

1. Which of the following has the strongest interparticle force at the room temperature?
(A) Nitrogen (B) Mercury (C) Iron (D) Chalk

2. Dry ice is –
(A) Water in solid state (B) Water in gaseous state
(C) CO2 in liquid state (D) CO2 in solid state

3. The physical state of matter which can be easily compressed –

(A) Liquid (B) Gas (C) Solid (D) None of these

4. Which one of the following sets of phenomena would increase on raising the temperature?
(A) Diffusion, evaporation, compression of gases
(B) Evaporation, compression of gases, solubility
(C) Evaporation, diffusion, expansion of gas
(D) Evaporation, solubility, diffusion, compression of gasses

5. The property to flow is unique to fluids. Which one of the following statements is correct?
(A) Only gases behave like fluids (B) Gases and solids behave like fluids
(C) Gases and liquids behave like fluids (D) Only liquids are fluids

6. Match the following and choose the correct answer :-

(i) Solid (a) Super energetic particles
(ii) Liquid (b) No shape nor fixed volume at a given pressure
(iii) Gas (c) Has definite shape
(iv) Plasma (d) Definite volume with less molecular forces than that in solids
(A) (i) – a, (ii) – b, (iii) – c, (iv) – d (B) (i) – c, (ii) – d, (iii) – b, (iv) – a
(C) (i) – c, (ii) – d, (iii) – a, (iv) – b (D) (i) – a, (ii) – d, (iii) – b, (iv) – c

7. What happens to the volume of the resulting solution when sugar is dissolved in it :
(A) Volume will increase (B) Volume will decrease
(C) Volume first increases then decreases (D) No change in volume

8. The large volumes of gases can be put into small volumes of cylinders because of their property
known as :
(A) Sublimation (B) Compressibility (C) Evaporation (D) Solidification

9. A few substances are arranged in the increasing order of ‘forces of attraction’ between their
particles. Which one of the following represents a correct arrangement ?
(A) Water, air, wind (B) Air, sugar, oil
Allen-Junior wing\Chemistry\(2019–20)\IX\Matter in Our Surroundings

(C) Oxygen, water, sugar (D) Salt, juice, air

10. The state of matter with only one free surface is _______.
(A) liquid (B) gas (C) solid (D) plasma

11. In which of the following conditions, the distance between the molecules of hydrogen gas would
increase?
(i) Increasing pressure on hydrogen contained in a closed container
(ii) Some hydrogen gas leaking out of the container
(iii) Increasing the volume of the container of hydrogen gas
(iv) Adding more hydrogen gas to the container without increasing the volume of the container
(A) (i) and (iii) (B) (i) and (iv) (C) (ii) and (iii) (D) (ii) and (iv)
26
 Matter in Our Su rroundings

12. Intermolecular attractions are least in :

(A) Solids (B) Gases (C) Liquids (D) All of these

13. Which is more effective in cooling ?

(A) Water at 0°C (B) Water at 100°C (C) Ice at 0°C (D) All of these

14. Latent heat of vaporisation is used to :

(A) Overcome the forces of attraction between molecules in solid state
(B) Increase the kinetic energy of molecules in liquid state
(C) Overcome the forces of attraction between molecules in liquid state
(D) Increase the kinetic energy of molecules in vapour state.

15. At higher altitudes :

(A) Boiling point of a liquid increases (B) Boiling point of a liquid decreases
(C) No change in boiling point (D) Melting point of solid increases

16. The value of latent heat of fusion of water in Cal/gm is :

(A) 80 (B) 540 (C) 334 (D) 225

17. Mercury is used as a thermometric liquid because it has :

(A) lowest latent heat of fusion (B) Lowest specific heat among all the liquids
(C) High specific heat among all the liquids (D) Can’t say

18. Two gases of air which dissolve in water by diffusion are :

(A) Nitrogen and Helium (B) Oxygen and carbon dioxide
(C) Oxygen and Nitrogen (D) Carbon dioxide and Helium

19. The necessary condition (s) for the liquification of a gas is/are :
(A) By cooling (B) By compression (C) Both (A) and (B) (D) None of these

20. The quantity of heat in joules required to convert 1 kilogram of the solid to liquid, without any
change in temperature is called :
(A) Fusion (B) Transition
(C) Latent heat of fusion (D) Latent heat of vaporization

21. Which of the following substances undergo sublimation process ?

(A) Naphthalene (B) O2 (C) Ice (D) N2

22. The temperature at which liquid starts boiling at atmospheric pressure is known as –
(A) Melting point (B) Boiling point (C) Latent heat (D) Condensation
Allen-Junior wing\Chemistry\(2019–20)\IX\Matter in Our Surroundings

23. Convert the temperature of 270 K to the Celsius scale –

(A) – 3°C (B) – 4°C (C) 2°C (D) 5°C

24. In rainy day evaporation process takes place:

(A) Fastly (B) Moderately (C) No change (D) Very slowly

25. On increasing the temperature of the liquid the rate of evaporation is –

(A) Increases (B) Decreases (C) No change (D) None of these

27
Class IX : Chemistr y

1. Select the correct statement :

(A) Diffusion is not possible in solids in any condition.
(B) Solids have limited free surfaces.
(C) Liquids always have fixed shape.
(D) None of these.

2. Column I Column II
(i) Solids (a) No free surface
(ii) Liquids (b) Negligible diffusion
(iii) Gases (c) Show high compression
(d) Intermediate force of attraction
(e) Maximum density
(f) Minimum volume
(g) Composed of particles.
Choose the correct option
(A) (i)- a, b, c (ii)- b, e, g (iii)- a, c, g, f (B) (i)- b,c,f,g (ii)- d,g,e (iii)- a, g
(C) (i)- b, e, f, g (ii)- d,g (iii)- a, c, g (D) None of these

3. Temperature is a measure of ___________.

(A) total kinetic energy of molecules (B) total potential energy of molecules
(C) average potential energy of molecules (D) average kinetic energy of molecules

4. Which of the following is correct about solid carbon dioxide –

(A) It is used in theatres to give special effects.
(B) It is cold substance.
(C) It is used to keep freeze food and to keep ice-cream cold.
(D) All of them.

5. During phase change of any substance the utilised heat is not recorded on thermometer because :
(A) That heat is used up to increase the intermolecular force of attraction between the particles
(B) That heat is used up to decrease the intermolecular spaces between the particles
(C) That heat is used up to increase the temperature of the substance
(D) None of these

6. Which of the following statements is not correct –

(A) The density of ice is less than the density of water.
(B) To convert a temperature on the Kelvin scale to Celsius scale, subtract 273 from the given
Allen-Junior wing\Chemistry\(2019–20)\IX\Matter in Our Surroundings

temperature.
(C) To convert a temperature on the Celsius scale to Kelvinscale, add 273 to the given tempera-
ture.
(D) Vaporisation of a liquid causes cooling.

7. Statement-I : Liquid particles move faster as compared to solid particles.

Statement-II : The particles moving with high speed have low kinetic energy.
(A) Statement I and II are true and statement II is the correct explanation of statement-I
(B) Statement I and II are true and statement II does not explains statement I
(C) Statement I is true but statement II is false.
(D) Statement I and II both are false
28
 Matter in Our Su rroundings

8. Choose the correct statement :

(A) Liquids have their melting point above room temperature but boiling point lower than room
temperature.
(B) Gases have their melting and boiling points both above room temperature.
(C) Solids have their melting point and boiling point both below room temperature
(D) None of these

9. Densities of gases change with :

(A) temperature and volume (B) pressure only
(C) temperature only (D) pressure and temperature

10. The following diagram shows the three state of matter and how they can be interchanged. Name
the changes A to E.

Solid
A E
B

C
Liquid Gas
D

(A) A-freezing, B-melting, C-condensation, D-sublimation, E-vapourization

(B) A-sublimation, B-melting, C-vapourization, D-condensation, E-freezing
(C) A-freezing, B-melting, C-condensation, D-vapourization, E-sublimation
(D) None of these
Allen-Junior wing\Chemistry\(2019–20)\IX\Matter in Our Surroundings

29
Class IX : Chemistr y

Very short answer type questions

1. A gas exerts pressure on the walls of the container. Assign reason?

2. What happens to the heat energy which is supplied to the solid, once it has started melting?

3. A rubber band changes its shape when stretched. Can it be regarded as solid ?

4. When a crystal of copper sulphate is placed at the bottom of a beaker containing water, the colour
of water slowly becomes blue, why ?

5. Change the following Celsius temperature to Kelvin scale –

(i) – 273°C (ii) – 100°C (iii) – 40°C (iv) +30°C

Short answer type questions

6. For any substance, why does the temperature remain constant during the change of state ?

7. When sugar is dissolved in water, there is hardly an increase in volume. Which characteristic of
matter is illustrated by this observation ? [NCERT]

8. Arrange in the order indicated for solid, liquid and gas.

(i) Effect of pressure - increasing order
(ii) Empty spaces in the particles - decreasing order
(iii) Tendency to flow - decreasing order
(iv) Thermal expansion - increasing order.

9. When ice comes in contact with skin, there is a cooling sensation. However, in case of steam severe
burns are formed on the skin. How will you account for this ? [NCERT]

10. Alka was making tea in a kettle. Suddenly she felt intense heat from the puff of steam gushing
Allen-Junior wing\Chemistry\(2019–20)\IX\Matter in Our Surroundings

out of the spout of the kettle. She wondered whether the temperature of the steam was higher
than that of the water boiling in the kettle. Explain?

Long answer type questions

11. (a) What is the reason for the existence of the three states of matter ?
(b) What will happen when solid ammonium chloride is heated ?
(c) The room temperature is 25°C. What is the corresponding temperature on the Kelvin scale ?
(d) What happens to the particle motion if the temperature of the gas is increased ?

30
 Matter in Our Su rroundings

12. The graph below shows the heating curve for a pure substance. The temperature rises with time
as the substance is heated.

Temperature (°C) ¾®
D
110
C

15
A B
Time ¾®

(a) What is the physical state of the substance at the points A, B, C and D?
(b) What is the melting point of the substance ?
(c) What is its boiling point
(d) What happens to the temperature while the substance is changing state ?
(e) The substance is not water. How can you judge from the graph?

13. What is the difference between evaporation and boiling?

14. Explain molecular structure of solid, liquid and gaseous state?

15. Name A, B, C, D, E and F in the following diagram showing change in its state. [NCERT]

Increase heat and decrease pressure

E

A B
Solid Liquid Gas
D C

F
Decrease heat and increase pressure
Allen-Junior wing\Chemistry\(2019–20)\IX\Matter in Our Surroundings

31
Class IX : Chemistr y

1. When 20 KJ of heat is removed from 1.2 kg of ice originally at –15°C, its new temperature
is- [INJSO/ STAGE - 2/2009]
(A) –18°C (B) –23°C (C) –26°C (D) –35°C

2. When a compressed gas is allowed to expand through a small orifice cooling effect is caused if
[INJSO/ STAGE - 2/2011]
(A) The temperature of the gas is less than the inversion temperature
(B) The temperature of the gas is greater than the inversion temperature
(C) The temperature of the gas is equal to the critical temperature
(D) The temperature of the gas is 273 K

3. Temperature of a body can be measured on different scales, Celsius (C) and Fahrenheit (F). When
thermometer measuring in ºC and ºF were used to measure temperature of various bodies, the
following table was obtained: [RAJ/NTSE/STAGE - 1/2012]

ºC ºF
Ice 0 32
Hot Water 70 158
Boiling Water 100 212

Tap Water 25 F1

Then F1 is :
(A) 77 (B) 57 (C) 88 (D) 91

4. A drop each of two non-corrosive & non irritating liquids A & B at a temp of 22°C are placed on the
skin. Liquid A gives a more cooling sensation than liquid B. Which of the following can be said
about the liquid A & B? [RAJ/NTSE/STAGE - 2/2013]
(A) Liquid A has high boiling point than that of liquid B
(B) Liquid A has high latent heat of vaporisation than that of liquid B
(C) Liquid A has lower latent heat of vaporisation than that of liquid B
(D) The boiling point of liquid A and B are equal

5. Boiling point of water is [RAJ/NTSE/STAGE - 1/2013]

(A) 273K (B) 0K (C) 373K (D) 100K

6. If temperature of a certain mass of aluminum having specific heat capacity of 0.8 J/g°C is lowered
by 6°C and heat lost is 96J, then mass of aluminum is : [NSEJS/ STAGE-1/2013-14]
Allen-Junior wing\Chemistry\(2019–20)\IX\Matter in Our Surroundings

(A) 20g (B) 48g (C) 60g (D) 16g

7. By which property are gases and liquids different from solids ? [NTSE Stage-1/2014]
(A) Volume (B) Mass (C) Conductivity (D) Fluidity

8. Two identical beakers labeled as (X) and (Y) contain 100 cm3 of water each at 20°C. To the water
in the beaker (X) 100 g of water at 0°C was added and stirred to mix thorougly. To the beaker (Y)
100 g of ice at 0°C was added and stirred till it melted into water. The water in the beaker (Y) will
be [NTSE STAGE - 2/2014]
(A) hotter than water in beaker X (B) colder than water in beaker X
(C) heavier than water in beaker X (D) lighter than water in beaker X

32
 Matter in Our Su rroundings
9. Which of the following are the correct examples of matter? [NTSE STAGE - 2/2014]
(A) Glass bottle, water and noise (B) Air, wood and vacuum
(C) Silver foil, hot air and chalk (D) Sand, oxygen and light flash

10. The boiling point of a gas is –80°C. This temperature is equivalent to [NTSE Stage-1/2015]
(A) –193 K (B) 193 K (C) 353 K (D) –353 K

11. Melting point of a substance is 10ºC. What does this mean ? [NSEJS-2016]

(A) The substance is a liquid at 10º C

(B) The substance is a solid at 10º C

(C) There is an equilibrium between solid phase and liquid phase at 10º C

(D) The substance is 50% solid and 50% liquid at 10º C

12. What occurs when H2O(l) evaporates [NSEJS/ STAGE - 1/2015-16]

(i) Covalent bonds are broken.
(ii) Only dipole-dipole forces are overcome
(iii) Heat is absorbed by water from the surroundings
(iv)lt becomes oxygen and hydrogen gas
(A) Only (i) and (iii) occurs (B) Only (ii) and (iii) occurs
(C) (i), (iii) and (iv) occurs (D) (i), (ii), (iii) and (iv) take place

13. Some ice pieces kept at a temperature –5°C are heated gradually to 100°C in a beaker. The tem-
peratures of the contents are plotted against time. The correct plot is-
[NTSE STAGE - 2/2017]
Temperature (°C)

100°C
Temperature (°C)

100°C

(A) (B)
4 °C 0 °C
0 °C Time –5 °C
Time –5 °C
Temperature (°C)

Temperature (°C)

100°C 100°C
Allen-Junior wing\Chemistry\(2019–20)\IX\Matter in Our Surroundings

(C) (D)
0 °C 0 °C
Time –5 °C Time –5 °C

14. The substance showing sublimation property among the following is [NTSE Stage-1/2018]
(A) common salt (B) copper sulphate (C) potassium nitrate (D) camphor

33
Class IX : Chemistr y

ANSWERS
CHECK POST-1
1. (B) 2. (A) 3. (A) 4. (B) 5.(C)

CHECK POST-2
1. (B) 2. (D) 3. (C) 4. (A) 5.(C)

CHECK POST-3
1. (A) 2. (A) 3. (D) 4. (C) 5.(D)

CHECK POST-4
1. (C) 2. (C) 3. (A) 4. (B) 5.(D)

CHECK POST-5
1. (B) 2. (B) 3. (C) 4. (A) 5. (B)

CHECK POST-6
1. (B) 2. (A) 3. (B) 4. (D) 5.(C)

EXERCISE-1 (ELEMENTARY)

Que. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Ans C D B C C B D B C A C B C C B
Que. 16 17 18 19 20 21 22 23 24 25
Ans A B B C C A B A D A

EXERCISE-2 (SEASONED)

Q ue. 1 2 3 4 5 6 7 8 9 10
Allen-Junior wing\Chemistry\(2019–20)\IX\Matter in Our Surroundings

Ans D C D D D D C D D C

EXERCISE-4 (COMPETITIVE ASSESSMENT)

Que. 1 2 3 4 5 6 7 8 9 10 11 12 13 14
Ans B A A C C A D B C B C B C D

34
 Chapter

1
1.0 INTRODUCTION 12.0 SINGLE MEMBRANE BOUND
ORGANELLES
2.0 DISCOVERY OF CELL 12.1 Endoplasmic Reticulum
2.1 Compound Microscope 12.2 Golgi Complex
12.3 Lysosome
3.0 CELL THEORY
13.0 NON- MEMBRANOUS
3.1 Extension of cell theory
ORGANELLES
13.1 Ribosomes
4.0 SIZE AND SHAPE OF CELL
13.2 Centrosomes
4.1 Size of cell
4.2 Shape of cell
14.0 CELL INCLUSION

5.0 UNICELLULAR ORGANISMS

15.0 ANIMAL CELL VS PLANT CELL
V/S MULTICELLULAR
ORGANISMS
16.0 DIFFERENCE BETWEEN
6.0 BASIC STRUCTURE OF THE PROKARYOTIC AND
CELL
EUKARYOTIC CELL

7.0 CELL WALL

17.0 CELL DIVISION

8.0 CYTOPLASM EXERCISE 1 (ELEMENTARY)

EXERCISE 2 (SEASONED)
9.0 PLASMA MEMBRANE
EXERCISE 3 (CBSE PATTERN)
Unit O ne

9.1 Transport across plasma

membrane EXERCISE 4 (COMPETITIVE
ASSESSMENT)
10.0 NUCLEUS
11.0 DOUBLE MEMBRANE BOUND
ORGANELLES
11.1 Mitochondria
11.2 Plastid
 The Fundamental Unit of Life

THE FUNDAMENTAL UNIT OF LIFE

(TFUL-1)

1.0 INTRODUCTION
Cell is the fundamental unit of living organisms.
The word cell came from latin word cellula meaning small room. Plant cell was the first cell to be
discovered by scientists.
Cell is the structural and functional unit of living beings which consists of a membrane covered
mass of protoplasm.
Cytology (Cytos - cell, logos - study) is the study of form and structure of cells as well as their
organelles with the help of a microscope. These days cytology has been replaced by cell biology.
Cell biology is the branch of biology that deals with the study of structure, biochemistry, physiology,
reproduction, evolution and genetics of cells.

2.0 DISCOVERY OF CELL

(i) Robert Hooke – (1665) observed dead cell which resembled honeycomb like structures
in cork (comes from bark of tree). He called them as cellulae.
(ii) Anton Van Leeuwenhoek (1674) was the first to observe a living cell in pond water.
(iii) Robert Brown (1831) discovered the nucleus.
(iv) J. E. Purkinje (1839) used the term protoplasm. It is living matter present inside the cell.
(v) Knoll and Ruska (1932) of Germany designed the electron microscope which was employed
to study the ultrastructure (fine structure) of cell and various cell organelles in 1940s.

2.1 Compound Microscope

Eye piece
Draw
tube
Stopper
Body tube
Coarse adjustment

Fine
Nose piece
adjustment
D\PN & CF 2019-20\Biology\IX\MODULE\Unit-1\01-The Fundamental Unit Of Life

Oil immersion objective

Arm High power objective
Low power objective
Slide
Stage
Condenser
Reflector

Base

Fig. 1 Compound Microscope

1
Class IX : Biology
A compound microscope has more than one lens. It has an upper tubular part called the body tube.
It has magnifying lenses at both of its ends. The upper part has a magnifying lens called eyepiece.
The lower part has a place where 2 or 3 magnifying lenses are attached. These are called as the
objectives. The object to be examined is placed on the stage under the objective. Light on the
object is focussed through the mirror, and the object is seen through the eyepiece.

ACTIVE BIOLOGY
Aim- Observation of plant cells.
Method
(i) Separate out a thin onion scale from an onion.
(ii) Tear it from the concave side so as to get a transparent, thin and membranous onion peel
piece called epidermis.
(iii) Now keep this onion peel piece in a watch glass containing water.
(iv) Cut out a small portion of this peel and place it flat on a glass slide, having a drop of
water, with the help of a thin camel-hair paint brush.
(v) Add a drop of safranin.
(vi) Drain out the excess stain and mount the onion peel in a drop of glycerine under a coverslip.
(vii) Examine the slide under low and high powers of a compound microscope.

Fig.2 Separation and mounting of onion peel

Observation- The epidermal cells of onion peel can be seen as regularly arranged linear or
rectangular compartments with rigid cell walls. Nucleus is pushed towards the periphery due to
presence of a central vacuole.
Precautions
D\PN & CF 2019-20\Biology\IX\MODULE\Unit-1\01-The Fundamental Unit Of Life

(i) Immediately put the peel of onion bulb in a water containing petri-dish to avoid its folding
and drying.
(ii) Spread the peel uniformly on the slide.
(iii) Excess of stain should be drained off.
(iv) There should be no air bubble under the coverslip.

ACTIVE BIOLOGY
Aim- To prepare a temporary stained slide of squamous epithelial cells of cheek of man.
Method
(i) Wash your mouth and scrap a little of the internal lining of your mouth with a clean
tooth pick or ice-cream spoon.
(ii) Place the scrapping in a watch glass containing a very small quantity of normal saline with
the help of needle.
2
 The Fundamental Unit of Life

(iii) After cleaning, transfer the material to a glass slide.

(iv) Put a drop of methylene blue and wait for a couple of minutes.
(v) Wipe off the extra stain with a dropper or blotting paper.
(vi) Put a drop of glycerine on the stained material.
(vii) Place a coverslip. Tap the coverslip with the blunt end of needle so as to spread the cells.
(viii) Observe the temporary mount under low and high power of microscope.

Observation- The cells are flat and polygonal in P lasm a

m em bra ne
shape with distinct round nucleus in the middle. Vacuo le
Each cell is bounded by a thin cell membrane. N u c le u s
Cytoplasm is lightly stained.
M ito chon dria
Precautions
(1) Do not scrap the cheek too hard as it may injure
the buccal mucosa.
(2) Scrapped material should be spread uniformly on
the slide.
(3) Excess of stain should be drained off.
(4) There should be no air-bubble under the coverslip.
Fig. 3 Cheek Cells
3.0 CELL THEORY
The "cell theory" was formulated by two German biologists, M.J.Schleiden in 1838, a botanist and
T.Schwann, a zoologist in 1839.
According to them, the cell is the structural and functional unit of all living beings.
Cell theory, states that - Bodies of the living beings are made up of cells.
Activities of an organism are the sum total of activities of its cells.
Cells arise de novo/spontaneously.

3.1 Extension of Cell Theory

(i) R. Virchow, in 1855 extended the cell theory and suggested that all living cells arise from
pre-existing living cells (Omnis cellula e cellula). This was important because prior to
this realization there was a belief in the spontaneous creation of life.
(ii) Later, Louis Pasteur, in France gave experimental evidence to support Virchow’s extension
of the cell theory.
(iii) After extension of cell theory it is known as cell doctrine or modern cell thoery

4.0 SIZE AND SHAPE OF CELL

4.1 Size of Cell
D\PN & CF 2019-20\Biology\IX\MODULE\Unit-1\01-The Fundamental Unit Of Life

(i) Largest cell : In animals – Ostrich egg [15 cm in diameter]

In plants – Acetabularia [6-10 cm]
(ii) Longest cell : In animals – Nerve cell [upto 1 meter]
In plants – Fibre.
(iii) Smallest cell : PPLO – Pleuro Pneumonia Like Organism [Mycoplasma – 0.1 to 0.5 µm.]
(iv) Normal size of human cell – 20 µm to 30 µm in diameter.

4.2 Shape of Cell

Shape of cell mainly depends upon the specific function it performs.
(i) Elongated – Nerve cell (ii) Discoidal/saucer – RBC
(iii) Spindle – Muscle cell (iv) Spherical – Eggs.
(v) Branched – Pigment cell of the skin. (vi) Slipper shaped – Paramecium
(vii) Cuboidal – Germ cells of gonads. (viii) Polygonal – Liver cells.
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Class IX : Biology

Fig.4 Different shapes of cells of human body

5.0 UNICELLULAR ORGANISMS V/S MULTICELLULAR ORGANISMS

The organisms which are made up of single cell are called unicellular organisms.
Example: Bacteria, Amoeba, Paramecium, Chlamydomonas.
The single cell is able to perform all the life processes, like obtaining food, respiration, excretion,
growth and reproduction.
The organisms which are made up of numerous cells are called multicellular organisms.
E.g. Fungi (except yeast), plants and animals.
All the cells of multicellular organisms have similar basic structure and perform similar basic function.

6.0 BASIC STRUCTURE OF THE CELL

PLANT CELL

PROTOPLAST CELL WALL

PLASMA MEMBRANE PROTOPLASM

NUCLEUS CYTOPLASM
D\PN & CF 2019-20\Biology\IX\MODULE\Unit-1\01-The Fundamental Unit Of Life

CYTOPLASMIC HYALOPLASM
ORGANELLES

MEMBRANOUS NONMEMBRANOUS
ORGANELLES ORGANELLES
Single Endoplasmic reticulum Ribosomes
membrane Golgi complex Centriole
bound Lysosomes
Double
Mitochondria
membrane
Plastids
bound
4
 The Fundamental Unit of Life

1. Study of cell structure under microscope is :

(A) Cytology (B) Cell Biology (C) Cytochemistry (D) Anatomy

2. Which of the following does not have cellular structures?

(A) PPLO (B) Rickettsia
(C) Viruses (D) Archaebacteria

3. Human egg is larger than human sperm because it has :-

(A) Larger nucleus (B) More membrane
(C) More cytoplasm (D) All of the above

4. Larger sized organisms have :

(A) Larged sized cell (B) More non-cellular material
(C) Higher no. of cells (D) More cellular excretions

5 The smallest animal egg is of:

(A) Ostrich (B) Duck
(C) Human female (D) Hen

6. Who discovered cell and how? [NCERT Based Question]

7. Why is the cell called structural and functional unit of life? [NCERT Based Question]

8. Why viruses are exception of cell theory?

9. Name the factor on which shape of cell depends.

10. Which property of multicellular organisms differentiate them from unicellular organisms?
D\PN & CF 2019-20\Biology\IX\MODULE\Unit-1\01-The Fundamental Unit Of Life

5
Class IX : Biology

THE FUNDAMENTAL UNIT OF LIFE

(TFUL-2)
7.0 CELL WALL
It is the outermost structure found outside the plasma membrane in all the plant cells, bacteria,
blue-green algae, some protists and all fungi. It is absent in the animal cells.
n Structure
Cell wall of plant cells is rigid, strong, thick, porous and non-living structure. It is formed of a fibrous
polysaccharide called cellulose and hemicellulose. Cell wall is a protective and supportive coat. It
also provides a definite shape to the cell.
Adjacent walls are cemented by calcium and magnesium pectate which forms the middle lamella.

Fig. 5 Cell wall

Tabl e : C o mposi t i o n o f cel l wal l i n di ffer ent o r gani sm s.

Nature Location
Cellulose Plant tissues
Suberin/Lignin Cork tissues/Bark
D\PN & CF 2019-20\Biology\IX\MODULE\Unit-1\01-The Fundamental Unit Of Life

Chitin Fungi
Silica Plant protistans (diatoms)
Peptidoglycan Bacteria

n Functions
1. It permits the plant cell to become turgid. As water enters the vacuole by osmosis, the plant
cell expands. The cell wall has to be strong enough to resist this expansion and so enable the
cell to become turgid.
2. It provides mechanical strength to support the cell. The cellulosic microfibrils are very strong.
The strength may be increased by the addition of lignin in tissues such as xylem.
3. It is permeable to water and substances in solution.

6
 The Fundamental Unit of Life
4. It has narrow pores, called pits, through which fine strands of cytoplasm, called plasmodesmata
are able to pass.
5. Plasmodesmata:- These are cytoplasmic connections and they maintain continuity of
cytoplasm among the neighbouring cells. Plasmodesmata are useful in transferring stimuli,
nutrients and other materials between adjacent cells.

8.0 CYTOPLASM
Cytoplasm is that part of the protoplasm that surrounds the nucleus. It occupies the space between
the plasma membrane and the nuclear membrane and constitutes the bulk of the cell. Chemically,
cytoplasm contains about 90% water, 7% proteins, 2% carbohydrates and lipids and 1% inorganic
materials, minerals, vitamins, etc.
Cytoplasm contains many specialized living parts called cell organelles. Each cell organelle has a
characteristic shape and specific functions.
n Role of Cytoplasm :
(1) Participates in intracellular distribution of nutrients, metabolites and enzymes.
(2) Helps in exchange of materials between cell organelles.
(3) Acts as a site of chemical reactions like glycolysis (step of respiration), synthesis of fatty acids etc.

9.0 CELL MEMBRANE

Cell membrane is also called as Plasma Membrane or Plasmalemma. It is the limiting boundary
of each cell which separates the cytoplasm from its surroundings. It is found in both plant as well
as animal cells and serves as a selectively-permeable barrier to the outside environment. It is the
outer most covering of a cell in case of animals and lies below the cell wall in case of plants.
n Structure of Plasma membrane
(1) The plasma membrane is flexible and made up of organic molecules called lipids and proteins.
(2) Singer and Nicholson gave the fluid mosaic model of plasma membrane. According to them
it consists of a protein layer sandwiched between bilayer of lipids. It is 75 Å thick.
(3) It is flexible and can be folded, broken and reunited.
(4) Being selectively permeable in nature, it allows the entry and exit of some materials in and
out of the cell.
D\PN & CF 2019-20\Biology\IX\MODULE\Unit-1\01-The Fundamental Unit Of Life

Fig.6 Fluid mosaic structure of the plasma

membrane given by Singer and Nicholson
7
Class IX : Biology

n Functions of plasma membrane :

(1) Holding cell contents : Cell membrane holds the semifluid protoplasmic contents.
(2) Protection : Plasma membrane protects the animal cells from injury. Plant cell possesses
wall over the plasmalemma for extra protection and support.
(3) Individuality : It maintains form and individuality of the cell.
(4) Organelles : Cell membranes delimit a number of sub cellular structures or organelles, like
nucleus, mitochondria, plastids, Golgi apparatus.
(5) Cell recognition : With the help of glycolipids and glycoproteins, cell membranes are able
to differentiate similar cells from dissimilar ones, foreign substances and tissues from familiar
material. Cell recognition is useful for tissue formation and defence against microbes.
(6) Antigens : Cell membranes possess antigens which determine blood grouping, acceptance
or rejection of a transplant.
(7) Cell Junctions : Formed by modification of plasma membrane and help in keeping animal
cells together.
(8) Microvilli : These are membrane evaginations which are specialized for increasing
absorption.
(9) Membrane Transport : Plasma membrane permits the entry and exit of some materials in
the cells. It also prevents movement of some other materials. Therefore, the plasma membrane
is called a selectively permeable membrane.

9.1 Transport Across Plasma Membrane

Substances may pass across the membrane with or without expenditure of energy.

Types of Transport

Passive Active
Substances pass across the membrane Substances pass across the membrane
without the expenditure of energy. with the expenditure of energy.

Types of passive transport:

Diffusion
D\PN & CF 2019-20\Biology\IX\MODULE\Unit-1\01-The Fundamental Unit Of Life

The process of movement of substance (solid, liquid and gas) from the region of its higher
concentration to the region of its lower concentration so as to spread uniformly in the given space
is called diffusion.

Diffusion Across Cell Membrane- Metabolic gases (CO2 and O2) move out and into the cells
through diffusion. Respiration of the cell produces carbon dioxide. As the concentration of CO 2
(which is cellular waste) increases inside the cell as compared to the outside, CO2 diffuses out of
the cell in the external medium. Similarly, concentration of oxygen is always higher in the external
medium as compared to the cell where it is being consumed in respiration. Therefore oxygen
diffuses from outside to the inside of the cell.

8
 The Fundamental Unit of Life

Osmosis
Osmosis can be defined as the diffusion of water or solvent across semi-permeable membrane from
a region of its higher concentration to the region of its lower concentration. Plasma membrane
functions as semipermeable membrane.
Example of osmosis:
(i) Absorption of water by plant roots.
(ii) Absorption of water by unicellular fresh water organisms.
Types of osmosis-Osmosis is of two types, endosmosis and exosmosis.
Endosmosis is the osmotic entry of water into a cell or system.
Exosmosis is the osmotic withdrawal of water from a cell or system.
Plant and animal cells placed in salt or sugar solution will behave in one of the following ways
depending upon the concentration of external solution.
(i) Hypotonic solution- The external solution is dilute as compared to cell contents. It has more
water content as compared to the water content inside the cell. The cell membrane allows passage
of water in both direction. Due to difference in concentration of water molecules, there is net
flow of water molecules into the cell. The phenomenon is called endosmosis.
(ii) Isotonic solution- The external solution has the same concentration as that of the cell content.
Therefore, water content is equal on both sides. The amount of water entering the cell is equal
to the amount of water leaving the cell. Therefore, there is no net movement of water. The cell
size will remain the same.
(iii) Hypertonic solution- The external solution has more osmotic concentration as compared
to that of cell. The amount of water is less outside as compared to inside of the cell. Since more
water is present inside the cell, more of it will pass out. The phenomenon is called exosmosis.

Animal cell
D\PN & CF 2019-20\Biology\IX\MODULE\Unit-1\01-The Fundamental Unit Of Life

Shrunken cell

Plant cell

Turgid Normal Plasmolysed

Fig 7. Movement of water in a cell in different types of solution.

9
Class IX : Biology

ACTIVE BIOLOGY
Aim- Demonstration of endosmosis and exosmosis
Method
Put dry raisins or apricots in a petri dish having plain water. Observe after about 30 minutes.
Observation- Raisins or apricots swell up due to endosmosis. Some swollen raisins can be placed
in concentrated sugar or salt solution. After 15 – 30 minutes, the raisins will shrink to its original
form. It is due to exosmosis.
Swollen Salt
Raisins Water Water Raisins Solution

Endosmosis Exosmosis
Fig.8 Dried raisins placed in water

ACTIVE BIOLOGY
Aim- Demonstration of Endosmosis and Exosmosis.
Method
Dip two equal sized raw eggs in dilute hydrochloric acid for an hour or so. The shells made up of
calcium carbonate get dissolved. Wash the two eggs with water 2-3 times. Each egg is now
surrounded by semipermeable membrane. Place one egg in water and the other in concentrated
salt solution. Observe after 5 minutes.
Observation- The egg placed in water swells up because of endosmosis. The egg placed in salt
solution shrinks due to exosmosis.

ACTIVE BIOLOGY
Aim - To prove the phenomenon of plasmolysis in the plant cells.
Method
Prepare peels from the purple coloured side of Rheo leaves by twisting and tearing. Boil one peel
for killing its cells. Keep the other peel fresh. Mount the two peels on different slides in a drop of
water. Observe the cells. They appear roughly similar in the two slides having cytoplasm and
coloured sap. Replace the drop of water with strong sugar or salt solution (hypertonic solution).
For this a drop of solution is placed on one edge of cover slip and water is removed with the help
D\PN & CF 2019-20\Biology\IX\MODULE\Unit-1\01-The Fundamental Unit Of Life

of blotting paper from the edge. Repeat once or twice to ensure that the peel dips in strong solution.
Observe after 1-5 minutes.
Observation- When a plant cell or complete Rheo leaf is placed in a hypertonic solution, then
exosmosis occurs from the central vacuole of the plant cell. The protoplasm starts separating from
the cell wall and is finally completely separated. This condition when a fully turgid (with swollen
protoplasm) cell changes into flaccid cell (with shrunken protoplasm) is called plasmolysis and the
cell is called plasmolyzed. This also proves the exosmosis. The green chloroplasts help one to see
plasmolysis taking place more easily.
But no plasmolysis occurs when Rheo leaf is first boiled in water for a few minutes and then placed in
hypertonic solution. This shows that only living cells possess semipermeable membranes and are therefore
able to exhibit osmosis.

10
 The Fundamental Unit of Life
Active transport- In active transport energy is supplied to the system to transport molecules in
the direction opposite to the concentration gradient.
Active transport through vesicles is called bulk transport. Macromolecules, liquid droplets, etc. are
transported in bulk (large quantity by vesicles formed by infolding and unfolding of cell membranes)
using ATP.
It is common in secretory and excretory cells.
It is of two types:
infectious agent
(1) Endocytosis
phagocyte
Endocytosis is the ingestion of material by the cells
through the plasma membrane. It is a collective term
that describe two similar process :
phagocytosis (cell eating), pinocytosis (cell drinking).
Lysosome
They are pathways for specifically internalizing solid
particles, small molecules, ion and macromolecules and Intracellular
fluid material respectively. All require energy, so may be vacuole

regarded as forms of active transport.

Fig. 9 Phagocytosis by WBC's through pseudopodia

(2) Exocytosis (Cell Vomiting)- Just as materials can be brought into the cell by invagination
and formation of a vesicle, the membrane of a vesicle can fuse with the plasma membrane and
extrude its contents to the surrounding medium.This is the process of exocytosis. Exocytosis
occurs in various cells to remove undigested residues of substances brought in by endocytosis, to
secrete substances such as hormones, enzymes.

1. Hardness of woody tissues is due to :

(A) Silica (B) Lignin (C) Cellulose (D) Suberin
D\PN & CF 2019-20\Biology\IX\MODULE\Unit-1\01-The Fundamental Unit Of Life

2. Protoplasm excluding nucleus is called :

(A) Cytoplasm (B) Endoplasm (C) Ectoplasm (D) Protoplast

3. Heating will make the cell membrane:

(A) Permeable (B) Impermeable (C) Semi-permeable (D) Partially permeable

4. Red blood corpuscle placed in 0.5% NaCl solution will show :-

(A) Bursting (B) Plasmolysis (C) Turgidity (D) No change

5. Salting of playground kill weeds due to :-

(A) Plasmolysis (B) Non-availability of water
(C) Exclusion of air (D) Both B & C
11
Class IX : Biology
6. Cell membrane spends energy in :-
(A) Diffusion of gases
(B) Movement of solute from lower to higher concentration
(C) Movement of solute from higher to lower concentration
(D) Movement of solvent

7. What do you mean by the term protoplast?

8. What changes takes place in cell wall at the time of fruit ripening?

9. What is the role of membrane carbohydrate in cell-cell recognition?

10. Why is plasma membrane called selectively permeable membrane? [NCERT Based Question]

11. What will happen if both animal and plant cell are placed in hypotonic solutions?

12. What would happen if shelled raw egg and deshelled boiled egg are placed in water ?

13. How do substances like CO2 and water move in and out of the cell ? [NCERT Based Question]

D\PN & CF 2019-20\Biology\IX\MODULE\Unit-1\01-The Fundamental Unit Of Life

12
 The Fundamental Unit of Life

THE FUNDAMENTAL UNIT OF LIFE

(TFUL-3)
10.0 NUCLEUS-HEADQUARTER OF THE CELL
Discovered by – Robert Brown (1831)
"Nucleus is a double membrane bound dense protoplasmic body, which controls all cellular
metabolism and encloses the genetic information of the cell".
Nucleus is considered as the controller or director of the cell.

n Structure of the Nucleus

It is made up of following four components :
Ribosomes

RER
Nucleolus Nuclear Pores

Chromatin
material

ER

Outer Membrane
Inner Membrane Nuclear
Perinuclear Space Envelope
Ribosomes
Nucleoplasm

Fig.10 Structure of nucleus

(a) Nuclear membrane/ Nuclear envelope/Karyotheca
(b) Nuclear sap/Nucleoplasm/Karyolymph.
(c) Nucleolus.
(d) Chromatin threads.
(a) Nuclear envelope : Nucleus is surrounded by two membranes, that separates nucleoplasm
from cytoplasm. The nuclear membrane has minute pores. These are called nucleo-pores.
(b) Nucleoplasm : The part of protoplasm which is enclosed by nuclear membrane is called
nucleoplasm. It contains chromatin threads and nucleolus.
(c) Nucleolus : Discovered by Fontana. Usually one nucleolus is present in each nucleus but
D\PN & CF 2019-20\Biology\IX\MODULE\Unit-1\01-The Fundamental Unit Of Life

sometimes more than one nucleoli are present. It is a site of rRNA and ribosome synthesis.
(d) Chromatin threads: A darkly stained network of long and fine threads called chromatin threads
are present in nucleoplasm. Chromatin threads are intermingled with one another forming a network
called chromatin reticulum. Whenever the cell is about to divide the chromatin material gets organized
into chromosomes.
Chromosomes are chemically made up of DNA and histone proteins. DNA carries all genetic
information which is passed on to the next generation. The functional segments of DNA are called
genes.
n Functions of Nucleus
The nucleus performs following functions :
(1) It controls all the metabolic activities of the cell.
(2) It brings about growth of the cell by directing the synthesis of structural proteins.
13
Class IX : Biology
(3) It takes part in the formation of ribosomes.
(4) It regulates the cell cycle.
(5) It contains genetic information and is concerned with the transmission of hereditary traits from
one generation to another.
On the basis of presence or absence of a well developed nucleus, organisms can be of two
types :
Plasma
membran
(1) Prokaryotes : Organisms which lack membrane e Ribosom
es
Cell wall
bound organelles and a well defined nucleus and
the genetic material lies freely in the form of nucleoid
or genophore are known as prokaryotes.
Ex. Bacteria, blue green algae. Nucleoid Circular DNA

Fig.11 Bacteria
(2) Eukaryotes : Organisms which have a well organized nucleus are known as eukaryotes.
Ex. All plant and animal cells.

11.0 DOUBLE MEMBRANE BOUND ORGANELLES

11.1 Mitochondria
Discovered by Kollikar but Benda gave the name as mitochondria.
They are known as power house of the cell.
Mitochondria occurs in both plant and animal cells as sausage shaped bodies.

n Structure of Mitochondria
It is enclosed by double membranes. The outer membrane is smooth and porous whereas the inner
membrane is folded inwards to form finger like projections, cristae. These increase the surface area
of the inner membrane for ATP generating chemical reactions. Cristae bear F0 – F1 particles or
oxysomes which is the site of ATP synthesis.
The inner cavity of mitochondria is filled with a gel like substance called matrix. Matrix contains
respiratory enzymes, 70 S ribosomes and circular DNA.

Mitochondrial
DNA
D\PN & CF 2019-20\Biology\IX\MODULE\Unit-1\01-The Fundamental Unit Of Life

Matrix
Inner mitochondrial
Outer mitochondrial
membrane
membrane

Cristae
FO-F1 particle
Peri- mitochondrial
space

Fig.12 Diagram of Mitochondria

14
 The Fundamental Unit of Life
n Functions of Mitochondria
1. Act as site of cellular respiration : (Kreb’s cycle.)
2. Contain all the enzyme which bring about oxidative phosphorylation, i.e., formation of ATP
which is required for all activities of the body.
3. Form middle piece of sperm and give energy for the movement of its tail.

1. In non-dividing cell most of DNA is located in :

(A) Mitochondria (B) Chloroplast (C) Chromosomes (D) Chromatin

2. A well organised nucleus is present in :

(A) Bacteria (B) Prokaryotes (C) Eukaryotes (D) Both (A) & (B)

3. Nucleolus is :
(A) Distinct membrane bound organelle (B) Part of nucleus
(C) DNA component (D) Part of chromosome

4. Mitochondrial matrix contains :

(A) Enzymes (B) DNA and RNA (C) Ribosome (D) All

5. What do you mean by term nucleoid or genophore ?

6. Why nucleus is known as the control centre of the cell ?

7. Why is inner membrane of mitochondria folded ?

8. How can mitochondria make their own protein ?

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15
Class IX : Biology

THE FUNDAMENTAL UNIT OF LIFE

(TFUL-4)
11.2 Plastid
Plastids are major organelles found in the cells of plants and algae.
Plastids are the site of manufacture of starch used by the cell. Plastids are responsible for
photosynthesis, storage of products like starch, proteins, fats.
They are double membrane bound cell organelles.
Plastids are of three types on the basis of the presence or absence of pigments.
Leucoplast Chromoplast Chloroplast

Non Pigmented, White in Pigmented plastid. All colours Green pigment, chlorophyll, is
colour except green found in them.
Phaeoplast-Brown, Rhodoplast-
Red

Important for food storage. Found in flowers, fruits, leaves Found in aerial parts of the plant
e.g.Aleuroplast (Protein), etc. which are green in colour.
Elaioplast (Oil), Amyloplast
(Starch)

* The chlorophyll in photosynthetic prokaryotic bacteria known as bacteriochlorophyll is associated

with membranous vesicles (bag like structures) but not with plastids as in eukaryotic cells.

n Structure of chloroplast
Chloroplasts are usually disc-shaped and surrounded by a double membrane.
Each chloroplast consists of two parts :
(i) Grana : Grana are membranous, flattened, discoidal sacs piled over each other. Each granum
of the chloroplast is formed by superimposed closed compartments called Thylakoids. In each
thylakoid, photosynthetic units are present which possesses chlorophyll molecules. The grana
are interconnected by tubular membranes called the intergranal frets or stromal lamellae.
(ii) Stroma : It is granular transparent substance also called as matrix. Grana are embedded in it.
Besides grana they also contain lipid droplets, starch grains, ribosomes, DNA etc.
D\PN & CF 2019-20\Biology\IX\MODULE\Unit-1\01-The Fundamental Unit Of Life

stromal

Fig.13 Diagram of Chloroplast

16
 The Fundamental Unit of Life
n Functions of chloroplast
Chloroplasts are the site for photosynthesis.
They contain enzymes necessary for the process of photosynthesis.
Grana is site of light reaction and stroma is site of dark reaction of photosynthesis.
* Both mitochondria and chloroplast have a circular DNA and 70S ribosome of their own and make
some of their own proteins but are dependent on nuclear DNA for some proteins that's why they
are called semi-autonomous cell organelles.

12.0 SINGLE MEMBRANE BOUND CELL ORGANELLES

12.1 Endoplasmic Reticulum
Term ‘endoplasmic reticulum’ was coined by Porter, Claude and Fullan in 1945. ER is a
complex network of membrane bound channels or sheets, tubules and vesicles. At some places
it communicates with plasma membrane, nuclear membrane and golgi complex.
It consists of three forms-cisternae, vesicles and tubules.
Cisternae are broad, flat and elongated parallel sacs.
Vesicles are spherical in shape.
Tubules are branched tube like spaces.
D\PN & CF 2019-20\Biology\IX\MODULE\Unit-1\01-The Fundamental Unit Of Life

Fig. 14 : Endoplasmic Reticulum

n Types of Endoplasmic Reticulum

A. Rough Endoplasmic Reticulum – Ribosomes are present on its surface giving it rough
appearence. It is also known as granular endoplasmic reticulum. They synthesize proteins and
enzymes.
B. Smooth Endoplasmic Reticulum – Ribosomes are absent on its surface giving it smooth
appearence. It is also known as agranular endoplasmic reticulum. They synthesize lipids.
n Functions of Endoplasmic Reticulum
(1) ER serve as channels for the transport of materials between various regions of cytoplasm or
between cytoplasm and nucleus.
(2) It also functions as a cytoplasmic framework providing a surface for some of the biochemical
activities of the cell.
17
Class IX : Biology
(3) RER helps in protein synthesis.
(4) SER plays an important role in detoxifying many poisons and drugs and is also the site of lipid
synthesis.
(5) Some of proteins and lipids synthesized by RER and SER help in building cell membrane. This
is known as 'Membrane Biogenesis'.

12.2 GOLGI COMPLEX

Discovered by Camillo Golgi (1898)
Position : It is located near the nucleus.
n Structure : It is a membranous structure which originates from the smooth endoplasmic reticulum.
Formed of interconnected stacks of flattened membranous sacs called cisternae.
Besides cisternae, the golgi complex also bears large vacuoles and clusters of small vesicles.
In plant cells, the Golgi complex exists as freely distributed sub-units of Golgi apparatus and are
called dictyosomes.

Transport vesicle s
reaching form ing face
C is face

Cisternae

Golgi Ground
substance Trans face
Tubule C oated
S ecretory ve sicles
leav ing mature vesicles
face
Fig.15 Diagram of Golgi complex
n Function
(i) It is involved in cell-secretion and acts as storage, modification and condensation or packaging
membrane.
(ii) It forms the Acrosome of sperm.
(iii) It forms the lysosomes and secretory vesicles.
(iv) It is the site for formation of glycolipids and glycoproteins.
(v) Synthesis of cell wall material (Polysaccharide synthesis).
(vi) Cell plate formation during cell division.
D\PN & CF 2019-20\Biology\IX\MODULE\Unit-1\01-The Fundamental Unit Of Life

12.3 Lysosome
Discovered by Christan de Duve.
Lysosomes are spherical bag like structures covered by a single membrane without any definite shape
or size.
Lysosomes hold hydrolytic enzymes called acid hydrolases.
The purpose of the lysosome is to keep the cell clean by digesting any foreign materials as well as
worn-out cell organelles. They might be used to digest or break down the cell when it dies.
They occur in animal cells and a few plant cells.
During disturbances in cellular metabolism i.e. in case of cell damage, lysosomes burst and their
enzymes are released into the cytoplasm and they digest their own cell. So they are also called as
"Suicidal Bags".

18
 The Fundamental Unit of Life

Fig. 16 Various forms of lysosomes

n Functions of Lysosomes :
1. Lysosomes take part in digestion of food obtained through phagosomes. It is known as
intracellular digestion.
2. Lysosomes of white blood cells take part in natural self defence of the body.
3. In the metamorphosis of many animals like amphibians certain embryonic parts like tails,
gills are digested with the help of lysosomes.
4. Worn-out structures are destroyed by lysosomes.
5. Lysosomes of sperms provide enzymes for breaking membrane of the egg.

1. Plastid which can form all other types of plastids is :

(A) Leucoplast (B) Chromoplasts (C) Chloroplast (D) None of the above

2. Chromoplasts are formed from chloroplasts during :

(A) Ripening of tomato (B) Ripening of chillies
D\PN & CF 2019-20\Biology\IX\MODULE\Unit-1\01-The Fundamental Unit Of Life

(C) Development of carrot (D) Both A & B

3. Pollutants and carcinogens are detoxified by :

(A) SER in liver (B) RER in liver (C) RER in kidney (D) SER in kidney

4. Golgi apparatus take part in secretion of :

(A) Protein (B) Glycoproteins (C) Hormones (D) All

5. Golgi apparatus receives biochemicals with the help of transition vesicles formed by :
(A) ER (B) Plasmalemma (C) Lysosomes (D) Nucleus

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Class IX : Biology
6. Which one is lysosomal activity:
(A) Reabosorption of tadpole tail (B) Removal of foreign particle
(C) Digestion of wornout cell organelle (D) All

7. Main function of lysosomes is:

(A) Secretion (B) Respiration
(C) Extracellular digestion (D) Intracellular digestion

8. Lysosome containing inactive enzymes are called:

(A) Primary lysosome (B) Secondary lysosome
(C) Autophagosme (D) Residual bodies

9. Name the cell organelle in which following structures are present :

(i) Cristae (ii) Oxysomes (iii) Thylakoids (iv) Chromosome

10. What do you mean by semi-autonomous cell organelles. Explain with the help of an example.

11. Bacteria do not have chloroplasts but some bacteria are photoautotrophic in nature and perform
photosynthesis . Which part of bacterial cell perform this ?

12. What would happen to the life of a cell if there was no golgi apparatus? [NCERT Based Question]

13. How E.R. helps in membrane biogenesis?

14. Why are lysosomes known as suicidal bags ? [NCERT Based Question]

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20
 The Fundamental Unit of Life

THE FUNDAMENTAL UNIT OF LIFE

(TFUL-5)

13.0 NON-MEMBRANOUS CELL ORGANELLES:

13.1 Ribosomes
Ribosomes are the smallest cell organelles which can be seen only through an electron microscope.
Ribosomes are dense, round bodies that may occur freely in the cytoplasm known as free ribosomes
or may remain attached to the surface of endoplasmic reticulum known as bound ribosomes.
Chemically, ribosomes are made up of ribonucleoprotein i.e. proteins and rRNA.
They are found in the both prokaryotic as well as eukaryotic cells. The cytoplasmic ribosomes of
eukaryotes are 80S and in prokaryotic cells and cell organelles like mitochondria and chloroplast,
they are 70S type. Each ribosome consists of two unequal subunits, larger dome shaped and smaller
ovoid. The two subunits of 80 S ribosomes are 60 S and 40 S while 70 S type ribosomes have
50 S and 30 S subunits. (S is the sedimentation coefficient)

n Function of Ribosomes
Ribosomes help in the process of protein synthesis. They are, therefore, called the protein factories
of the cell.

Fig. 17 Ribosomes

13.2 Centrosomes
D\PN & CF 2019-20\Biology\IX\MODULE\Unit-1\01-The Fundamental Unit Of Life

Centrosomes are distinct regions in the cytoplasm close to the nucleus. They are found only in
animal cells and lower plants. In higher plant cells, the centrosome is absent. Centrosome is not
bounded by any membrane.
n Function
By arranging spindle fibres, they assist in cell division.

14.0 CELL INCLUSION

Due to metabolic activities in the cell several nonliving substances are produced in it. They are also
called ergastic bodies. They may be present in soluble or insoluble state and can be organic or
inorganic in nature.

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Class IX : Biology
Vacuoles
Vacuoles are membrane bound non-cytoplasmic sacs that contain non living liquid or solid contents.
They are common fluid filled vacuoles which occur in both plant and animal cells. In animal and
young plant cells, sap vacuoles are small. In mature plant cells, there is a large central vacuole
occupying 50–90% of cell volume. The covering membrane of the sap vacuole is called tonoplast.
The fluid content of the vacuole is called cell sap. Sap vacuole stores salts, sugar, amino acid,
organic acids and some proteins. It is also a dump for waste products in plant cells. Sap vacuole
helps in maintaining turgidity and rigidity of the cell. It is also required in osmotic absorption of
water.
Functions: Vacuoles help to maintain the osmotic pressure in a cell (osmoregulation). They
provide turgidity and rigidity to the plant cells.
They may contain pigments like anthocyanin.
They store waste products or plant metabolites like tanin and latex.
Contractile vacuole : Present in unicellular freshwater organisms and take part in osmoregulation
and excretion.

15.0 ANIMAL CELL VS PLANT CELL

Animal cell Plant cell
Cell wall Absent Present
Lysosomes Lysosomes present in cytoplasm Lysosomes usually not evident
Chloroplast Animal cells don't have Plant cell have chloroplasts because
chloroplasts they make their own food
Vacuole One or more small vacuoles One, large central vacuole taking up 90%
of cell volume.
Centrioles Present in all animal cells Present only in lower plant forms.

Ro ugh endoplasm ic reticu lum M iddle lam ella

Plasm o de sm ata C ell w alls of adjacent cells

N uclear pore
Free ribosom e s scattered
throughout c y toplasm
N uclear envelope E ndoplasm ic reticulum
bound ribosom e s
N ucleolus
C ross-sectio n o f a pSa n t cell
D\PN & CF 2019-20\Biology\IX\MODULE\Unit-1\01-The Fundamental Unit Of Life

C hloroplasts
C ell sur face Ro ugh endoplasm ic reticu lum
m em brane
S m o oth endoplasm ic
reticulum
M itochondrian
M icrotu bule – o ften near
cell p eripher y
C y toplasm G olgi apparatus

Tonoplast
G olgi ve sic le
Vacuo le
C ross-section o f a plant cell

Fig. 18 Plant cell

22
 The Fundamental Unit of Life

A b so rp tio n o r secretio n at M icrov illu s-in creased sur face

b ase o f m icrov illi area fo r ab so rp tio n o r secretio n
E xo c y tosis o f
P in o c y to t ic ve sicle
sec retor y pro d u ct

S ec reto r y ve sic le o r
secretor y 'gran u le' Tw o c en trio le s righ t-an gled
to eac h o ther a n d close to n uc leus
G o lgi ve sic le s

N uc lear en velop e
G o lgi (d ou b le m em bra ne)
app aratu s
N uc lear p o re
C ell su rfac e
m e m bra ne
N uc leolus

C y top lasm
R o ug h
end op lasm ic
reticu lu m Free rib osom e s scattered
M itoc ho n dria E n doplasm ic ret icu lu m throu gh o ut c y top lasm
Lyso so m e b ou n d w ith ribo so m e s
S m o o th en doplasm ic
rect ic ulum

Fig. 19 Animal Cell

16.0 DIFFERENCE BETWEEN PROKARYOTIC & EUKARYOTIC CELL

Characteristic Prokaryotes Eukaryotes
Size of cell Typically 0.2 to 2.0 µ m in diameter Typical 10 to 100 µm in diameter
Nucleus No nuclear membrane or nucleoli True nucleus, consisting of
nuclear membrane & nucleoli
Membrane Absent Present ; examples include
enclosed lysosomes, Golgi complex,
organelles endoplasmic reticulum
mitochondria, chloroplasts
Ribosomes 70S type 80S type,
70S type in organelles
Cell division Binary fission, Amitosis Mitosis, meiosis
D\PN & CF 2019-20\Biology\IX\MODULE\Unit-1\01-The Fundamental Unit Of Life

17.0 CELL DIVISION

Cell division is an important phenomenon that occurs in all living beings. By this process, new
cells are formed. In unicellular organisms, cell division is a means of reproduction. In multicellular
organisms, life begins from a single cell, the zygote, which divides and re-divides to form a
multicellular living organism with a complex organization.
Two types of cell division occur in organisms. These are mitosis and meiosis. Mitotic cell division
occurs in somatic cells while meiotic cell division occurs in reproductive cells during the gamete
formation. Cell division includes two events. These are :
(i) Nuclear division or karyokinesis, followed by the,
(ii) Division of cytoplasm or cytokinesis

23
Class IX : Biology
Table : Differences between Mitosis and Meiosis

M itosis M eiosis
It occurs in specialized cells or reproductive
1. It occurs in all kind of cells
cells at the time of gamete formation.
2. It involves a single division resulting in the It involves two successive divisions resulting
formation of two daughter cells. in the formation of four daughter cells.

3. The number of chromosomes remain the The number of chromosomes are reduced
same in the daughter cells produced. to half in the daughter cells.

4. Daughter cells produced in this type of Daughter cells produced in this type of
division have the genetic make up division have genetic make up different
identical to parent cell. from the genetic make up of parent cell.

5. It is of a short duration. It is of a long duration.

1. Which of the following is an inclusion?

(A) Mitochondria (B) Lysosome (C) Golgi complex (D) Starch grain

2. Eukaryotic ribosomes are –

(A) 30s (B) 50s (C) 80s (D) 70s

3. Which of these occupy 50-90% of the cell volume in plant cells?

(A) Vacuole (B) ER (C) Dictyosomes (D) Nucleus

4. "Palade particles" are–

(A) Ribosomes (B) Golgi vesicles (C) Lysosomes (D) Sphaerosomes

5. Centriole is associated with –

(A) DNA synthesis (B) Reproduction (C) Spindle formation (D) Respiration

6. Why do plant cells possess large sized vacuole ?

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24
 The Fundamental Unit of Life

n Virsuses are exception of cell theory.

n Multicellular organisms are more efficient than unicellular organisms due to division of labour.

n The cell membrane is an active part of cell, it is selectively permeable.

n The cytoplasm surrounding Golgi body have fewer or no other organelles. It is called Golgi ground
substance or zone of exclusion.

n Largest cell organelle – Nucleus, Smallest – Ribosome

n Centrosome – Centrioles and centrosphere are collectively called centrosome. Two centrioles are
located just outside the nucleus and lie at right angle (90°). It initiate cell division by arranging
spindle fibres between 2 poles of cell.

n Undifferentiated cells: These are unspecialized cells which by mitotic divisions give rise to new
cells for the formation and maintenence of tissues.

n Differentiated cells: These are specialized cells formed from the unspecialized cells by change in
structure and function during development and growth of an organism.

n Dedifferentiated cells: These are specialized cells reverted to a more generalized (embryonic),
actively dividing state. Dedifferentiation often occurs for regeneration.
D\PN & CF 2019-20\Biology\IX\MODULE\Unit-1\01-The Fundamental Unit Of Life

25
Class IX : Biology

1. Which of the following is incorrect?

(A) Smallest cell ® Mycoplasma (B) Smallest cell ® Nerve cell
(C) Largest single cell ® Ostrich's egg (D) None of these

2. Which of the following statement is not a part of final cell theory?

(A) RBC follows cell theory
(B) All living organisms are made up of cells and products of cells
(C) All cells arise from pre-existing cells
(D) All of these

3. What is the component of middle lamella that binds neighbouring cells together ?
(A) Calcium phosphate (B) Sodium pectate (C) Calcium pectate (D) Sodium phosphate

4. The barrier between the protoplast and outer environment in a plant cell is –
(A) Cell membrane (B) Nuclear membrane (C) Cell wall (D) Tonoplast

5. Which of the following is not the function of cell wall?

(A) Interaction with outside world (B) Provide structural support and shape
(C) Prevent from bursting and collapsing (D) Exchange of nutrients takes place through it

6. In which kind of transport, molecules will go with the help of protein–

(A) Passive transport (B) Active transport (C) Facilitated transport (D) None of these

7. Root hair absorbs water from soil through –

(A) Osmosis (B) Active transport (C) Diffusion (D) Endocytosis

8. Which of the following phenomena is commonly referred as 'cell drinking'?

(A) Exocytosis (B) Pinocytosis (C) Endocytosis (D) Phagocytosis

9. What does a nucleus of a typical animal cell contain?

(A) Chromosomes (B) Genes (C) DNA (D) All of these

10. Identify human cells which lack nucleus–

(A) WBC (B) RBC (C) Nerve cell (D) Smooth muscle

11. Nucleoplasm is continuous with cytoplasm through–

(A) Centriole (B) Golgi apparatus
(C) Nuclear pores (D) Endoplasmic reticulum
D\PN & CF 2019-20\Biology\IX\MODULE\Unit-1\01-The Fundamental Unit Of Life

12. The function of the nucleolus in the cell is

(A) Formation of mRNA (B) Synthesis of DNA
(C) Synthesis of RNA and ribosomes (D) None of these

13. Nucleus is separated from surrounding cytoplasm by a nuclear envelope which is –

(A) Single and porous (B) Double and porous
(C) Single and nonporous (D) Double and nonporous

14. In chloroplasts, chlorophyll is present in the –

(A) Stroma (B) Thylakoids (C) Outer membrane (D) Inner membrane

15. Starch granules are present in

(A) Thylakoid (B) Stroma (C) Outer membrane (D) Inner membrane
26
 The Fundamental Unit of Life
16. Which one is common amongst nucleus, chloroplast and mitochondria:
(A) Cristae (B) Thylakoids
(C) Nucleic acid (D) Carbohydrate metabolism

17. Endoplasmic reticulum sometime contains –

(A) Ribosomes (B) Lysosomes (C) Golgi bodies (D) None of these

18. The cell organelle associated with cell secretion is

(A) Plastid (B) Mitochondrion (C) Golgi apparatus (D) Nucleolus

19. Which cell organelle take part in formation of acrosome?

(A) Nucleus (B) Chromosome (C) Golgi complex (D) Mitochondria

20. Lysosomes are the reservoirs of

(A) Fat (B) RNA
(C) Secretory glycoproteins (D) Hydrolytic enzymes

21. What would happen if lysosomes get ruptured inside the cells, in which they are present -
(A) Cells will swell (B) Cells will die
(C) Cells will shrink (D) Nothing would happen

22. If the nucleus is the cell's "control centre" and chloroplasts are "solar collectors". Which of the fol-
lowing might be called the cell's combination "food processor" and "garbage disposer"?
(A) Lysosome (B) Ribosome (C) Golgi apparatus (D) Nucleolus

23. Double membrane is absent in –

(A) Mitochondrion (B) Chloroplast (C) Nucleus (D) Lysosome

24. Ribosomes are the centre for –

(A) Respiration (B) Photosynthesis (C) Protein synthesis (D) Fat synthesis.

25. The sedimentation coefficient of complete ribosome in bacterial cell is

(A) 70S (B) 80S (C) 78S (D) 60S

26. Which of the following is a nonliving cell inclusion?

(A) Vacuoles (B) Ribosomes (C) Centrosomes (D) Golgi complex

27. An animal cell differs from a plant cell in respect to –

(A) ER (B) Cell wall (C) Ribosomes (D) Cell membrane.
D\PN & CF 2019-20\Biology\IX\MODULE\Unit-1\01-The Fundamental Unit Of Life

28. Which one of the following is common in plant and animal?

(A) Mitochondria (B) Chloroplast (C) Centriole (D) Cell wall

29. Which of the following organelle lack membranes?

(A) Ribosome (B) Mitochondria (C) Golgi complex (D) Nucleus

30. Which of the following organelle is exclusively found in animal cells?

(A) Mitochondria (B) Chloroplast (C) Vacuole (D) Centriole

27
Class IX : Biology

1. When the cell is small, then :–

(A) Nucleus will be small (B) Nucleus will be very large
(C) It will be metabolically more active (D) It will be metabolically less active

2. A cell is plasmolysed after being kept in a hypertonic solution. What will be present between cell
wall and plasmalemma ?
(A) Isotonic solution (B) Hypertonic solution
(C) Air (D) Hypotonic solution

3. A transport which uses energy to pump molecules against a concentration gradient is known as
(A) Diffusion (B) Facilitated diffusion (C) Active transport (D) All of these

4. Nuclear membrane is absent in :

(A) Penicillium (B) Agaricus (C) Volvox (D) Nostoc

5. What are plasmids ?

(A) Naked genomic DNA (B) Smaller DNA other than genomic DNA
(C) Enveloped DNA (D) None of these

6. Which of the following would not be considered part of a cell's cytoplasm?

(A) Ribosome (B) Nucleus (C) Mitochondrion (D) Microtubule

7. A single human cell has approximately.........long thread of DNA distributed among

its.......chromosomes :-
(A) 2 cm, 46 (B) 2 metre, 46 (C) 2 cm, 23 (D) 2 metre, 23

8. Which organelle releases oxygen?

(A) Ribosome (B) Golgi apparatus (C) Mitochondria (D) Chloroplast.

9. Mitochondria are not found in–

(A) Human RBC (B) Human liver cells (C) Human nerve cells (D) Frog liver cells

10. Select the incorrect pair :

(A) Leucoplast – Carotene (B) Amyloplast – Starch
(C) Elaioplast – Oils (D) Aleuroplasts – Proteins

11. Which part of sperm provide energy for its movement :–

(A) Tail (B) Middle piece (C) Acrosome (D) Both B and C
D\PN & CF 2019-20\Biology\IX\MODULE\Unit-1\01-The Fundamental Unit Of Life

12. In which types of cell lysosomes are abundantly found :–

(A) Storage cell (B) Glandular cell (C) Phagocytic cell (D) Nerve cell

13. In meiosis chromosome number becomes :-

(A) Half of its parent chromosome (B) Same as that of parent chromosome
(C) One fourth of its parent chromosome (D) None of the above

14. Meiosis occurs in :–

(A) Liver (B) Kidney (C) Gonad (D) Brain

15. The number of mitotic divisions required to produce 128 cells from a single cell is :–
(A) 7 (B) 14 (C) 8 (D) 36

28
 The Fundamental Unit of Life

Very short answer type questions

1. Why are mitochondria called the power house of the cell ? [NCERT Based Question]

2. What name is given to the Golgi apparatus occuring in plant cells? Why is it named differently in
plant cells ?

3. Why are lysosomes called scavengers ? [NCERT Based Question]

4. How does Amoeba obtain its food ? [NCERT Based Question]

5. Name the plant part which provides resistance to microbes to withstand hypotonic external media
without bursting.

6. Why does rough endoplasmic reticulum look rough under microscope ?

7. Name the cell organelle known as kitchen of the cell.

8. Name the two organelles in a plant cell that contain their own genetic material and ribosomes.
[NCERT Based Question]
Short answer type questions
1. List various advantanges of division of labour.

2. How is rough ER different from smooth ER? What functions do they perform in a cell ?

3. What are different types of plastids? What are their functions ?

4. Categorize the cells on the basis of presence or absence of nuclear membrane.

5. 0.9% of NaCl solution is considered isotonic for RBCs. If RBCs are placed in 2% NaCl solution,
what will happen to the cells? What is such a solution called ?

6. What does DNA molecule contain ? Name the functional segment of DNA. In which form is the
DNA present in a cell when the cell is not dividing ?

Long answer type questions

1. With the help of a neat labelled diagram explain the structure and function of nucleus.
D\PN & CF 2019-20\Biology\IX\MODULE\Unit-1\01-The Fundamental Unit Of Life

2. What is the main function of each of the following organelles:

(i) Cell wall (ii) Plasma membrane (iii) Chromosomes (iv) Nucleolus
(v) Mitochondria (vi) Chloroplasts (vii) Golgi apparatus (viii) Lysosomes
(ix) Centrioles (x) Vacuoles.

3. Distinguish between cell wall and cell membrane.

4. Comment on the following :

(i) Chloroplast is called "Kitchen of the cell" (ii) Chloroplast is semi-autonomous structure
(iii)Lysosomes are Garbage disposer. (iv) Lysosomes are polymorphic cell organelle.

29
Class IX : Biology

1. When a cell is fully turgid, which often following will be zero? (IJSO/2007)
(A) Turgor pressue (B) Wall pressue (C) Suction pressure (D) Osmotic pressure

2. Grapes were put in a concentrated sugar solution. On examination after 12 hours, the grapes were
shrunken. This is because, (KVPY/2007)
(A) Grapes become sweeter (B) Water evaporates from the solution
(C) Sugar induces disintegration of grapes (D) Loss of water from grapes by osmosis

3. True statement is (NTSE Stage-1 (Raj.) /2007)

(A) Plant cell has cell membrane (B) Number of Ribosome is constant
(C) Protein synthesis is done in Plastids (D) The shape of animal cells is always spherical

4. If a nucleus is removed from a living cell, the remaining part will be-
(NTSE Stage-1 (Raj.) /2007)
(A) Nucleoplasm (B) Protoplasm (C) Cytoplasm (D) Cell sap

5. Example of cell organelle which do not have a unit membrane is - (Raj/NTSE Stage-1/Cell/07)
(A) Mitochondria (B) Lysosome (C) Ribosome (D) Plastid

6. If the analogy of a city is applied to a eukaryotic cell then which of the following statements is
correct?
(A) Nucleus as a library and ribosome as a slaughter house (KVPY/2008)
(B) Nucleus as a cargo station and mitochondria as powerhouse
(C) Mitochondria as powerhouse and Golgi as a cargo sorting facility
(D) Mitochondria as powerhouse and nucleus as slaughter house

7. Plasmolysis is not observed in boiled plant tissue because: (KVPY/2008)

(A) The cell wall becomes impermeable to water
(B) The cell membrane disintegrates
(C) The cell wall disintegrates
(D) The cell membrane becomes impermeable to water

8. Elephants eat grass and both have cells. Read the following statements regarding cells. Identify the
correct ones. (NTSE Stage-1 (Raj.) /2008)
(i) Elephant cells are bigger than grass cells
(ii) Elephant cells have plastids and small vacuoles
(iii) Grass cells have cell walls and vacuoles
(iv) Grass cells have cilia and chloroplasts
(v) Elephant cells have cell membrane and mitochondria
D\PN & CF 2019-20\Biology\IX\MODULE\Unit-1\01-The Fundamental Unit Of Life

Which one of the following alternatives is correct?

(A) (i) and (iii) (B) (ii) and (iii) (C) (iii) and (v) (D) (iv) and (v)

9. Proteins are synthesized on (KVPY/2009)

(A) Cytoskeleton (B) Mitochondria (C) Ribosomes (D) Golgi apparatus

10. Which one of the following is the smallest in size? (KVPY/2009)

(A) Bacteria (B) Mitochondria (C) Mammalian cell (D) Virus

11. Largest cell is (NTSE Stage-1 (Raj.) /2009)

(A) Red Blood cell (B) Green Algae cell
(C) Egg of ostrich (D) Animal cell

30
 The Fundamental Unit of Life
12. Genetic characters of a living being are transferred to the offsprings by
(NTSE Stage-1 (Raj.) /2011)
(A) Ribosomes (B) Chromosomes (C) Lysosomes (D) Plasma

13. Genetic information is stored in (NTSE Stage-1 (Raj.) /2011)

(A) DNA (B) RNA (C) Ribosomes (D) Lysosomes

14. The plasma membrane of an animal cell is composed of (NTSE Stage-1 (Raj.) /2011)
(A) Lipids & Cellulose (B) Proteins only (C) Proteins & Cellulose(D) Lipids & Proteins

15. Lipids and proteins constituting the cell membrane are synthesized at :
(Chandigarh/NTSE Stage-1/Cell/2013)
(A) Endoplasmic reticulum (B) Mitochondria
(C) Golgi apparatus (D) Lysosomes

16. Ribosomes are the centre for : (MP/NTSE Stage-1/Cell/2013)

(A) Respiration (B) Protein synthesis (C) Photosynthesis (D) Fat synthesis

17. Organisms lacking nuclear membrane and cell organelles is called as :

(MP/NTSE Stage-1/Cell/2013)
(A) Prokaryote (B) Eukaryote (C) Protozoa (D) Virus

18. What happens when a cell placed in hypertonic solution? (MP/NTSE Stage-1/Cell/2013)
(A) Endosmosis (B) Exosmosis (C) Deplasmolysis (D) Imbibition

19. Ribosome is present in both eukaryotic and prokaryotic cells, it infers that ribosome is -
(Haryana/NTSE Stage -1/Cell/2013)
(A) Necessary for protein synthesis
(B) A membrane less organelle
(C) Independent of nucleus
(D) Meeting body's energy requirement in all the above conditions.

20. Mitochondria and chloroplasts are similar because – (Delhi/NTSE Stage-1/Cell/2013)

(A) Both have nuclei (B) Both have 80s ribosomes
(C) Both have DNA (D) Both have single membrane envelope

21. Cell organelle which differentiates plant cell from animal cell is – (Raj, Chan./NTSE -1/2013)
(A) Cell Membrane (B) Plastids (C) Nucleolus (D) Vacuoles

22. Cell organelle that allows certain substances to enter or come out from the cell is
D\PN & CF 2019-20\Biology\IX\MODULE\Unit-1\01-The Fundamental Unit Of Life

(NTSE -1/Raj./2014)
(A) Ribosome (B) Plasma membrane (C) Centrosome (D) Golgi body

23. Cell organelle 'Bioplast' was given another name by Benda, which is (NTSE -1/Raj./2014)
(A) Chloroplast (B) Mitochondria (C) Ribosome (D) Lysosome

24. Which one of the following statements about cell organelles and their function is correct?
(NTSE-II./2015)
(A) Mitochondria are associated with anaerobic respiration.
(B) Smooth endoplasmic reticulum is involved in protein synthesis.
(C) Lysosomes are important in membrane biogenesis.
(D) Golgi bodies are involved in packaging and dispatching of materials.

31
Class IX : Biology
25. Cell organelle which functions in the storage, modification and packaging of substances manufactured
in the cell is– (STSE/2015)
(A) Mitochondria (B) Golgi apparatus
(C) Endoplasmic reticulum (D) Lysosome

26. Genetic material (DNA) in plants occurs in which of the following cell organelles? (NSEJS/2015)
(A) Nucleus (B) Nucleus and chloroplast
(C) Nucleus, chloroplast and mitochondria (D) Chloroplast and mitochondria

27. When a red blood cell was placed (RBC) in 3 different solutions, the following morphological obser-
vations were made under a microscope. (NSEJS/2015)
Solution 1 Solution 2 Solution 3
Normal morphology Swollen Shrunken or crenated
The above three solutions can be classified in the order of
(A) isotonic, hypotonic and hypertonic (B) hypotonic, isotonic and hypertonic
(C) hypotonic, hypertonic and isotonic (D) isotonic, hypertonic and hypotonic

28. Gram positive bacteria will have one of the specific characters. Identify it (NSEJS/2015)
(A) They have more peptidoglycan in their cell walls
(B) The show red colour on gram staining
(C) Flagella found all over the body
(D) They will have mesosomes as the extension of cell memberane

29. Mitochondrial equivalent in prokaryotic bacterial cell is (NSEJS/2015)

(A) Ribosomes (B) Thylakoid
(C) Cytoplasmic plasma membrane (D) Cyanosomes

30. Which cell organelle is known as "powerhouse of the cell"? (NTSE/2015)

(A) Mitochondria (B) Lysosome
(C) Golgi apparatus (D) Endoplasmic reticulum

31. Which among the following cell organelles is able to make its own proteins? (NTSE/2015)
(A) Lysosome (B) Golgi apparatus
(C) Plastid (D) Endoplasmic reticulum

32. Which cell organelle is called "suicide bags"? (NTSE/2016)

D\PN & CF 2019-20\Biology\IX\MODULE\Unit-1\01-The Fundamental Unit Of Life

(A) Centrosome (B) Chromosome (C) Lysosome (D) Mesosome

33. In a cell which cell organelle other than nucleus contains DNA? (NTSE/2016)
(A) Lysosome (B) Golgi bodies
(C) Endoplasmic reticulum (D) Mitochondria

34. In a human cell undergoing Meiosis, what are total number of cellular DNA molecules
present during Prophase-I (NSEJS/2016)
(A) 23 (B) 46 (C) 69 (D) 92

35. Which of the following is NOT produced by the endoplasmic reticulum? (NSEJS/2016)
(A) Lipids (B) Proteins (C) Monosaccharides (D) Hormones

32
 The Fundamental Unit of Life
36. Rhodoferax fermentans is a speices of photosynthetic bacteria. From your knowledge about
bacteria in general, indentify the components that CAN NOT be present in this organism–
(NSEJS/2016)
(A) Chloroplasts (B) ATP (C) Ribosomes (D) Cell wall

37. Thin cuboidal strips are made by slicing a potato. They are all made to be exactly 8 cm long
and 2 mm wide. Each strip is placed in sugar solutions of different concentration. After soaking
it for 5 hours, their lengths are measured again. The following graph shows the results of the
experiment. What concentration of sugar solution is isotonic with the contents of the cells of the
potato. (NSEJS/2016)

(A) 0.2 (B) 0.4 (C) 0.6 (D) 0.1

38. Nucleus of the cell was discovered by : (NTSE Stage-I/2017)

(A) Robert Hooke (B) Leeuwenhoek (C) Robert Brown (D) Virchow

39. Turgidity of cell is maintained by: (NTSE Stage-I/2017)

(A) Vacuole (B) Lysosome (C) Plastid (D) Golgi body

40. Which amongst the following are not plastids: (NSEJS/2017)

(A) Leucoplasts (B) Chromoplasts (C) Amyloplasts (D) Tonoplasts

41. During a study the number of cells was recorded to increase as follows: (NSEJS/2017)
64 ® 128 ® 256 ® 512 ® 1024. This represents:
D\PN & CF 2019-20\Biology\IX\MODULE\Unit-1\01-The Fundamental Unit Of Life

(A) Budding (B) Meiosis (C) Binary fission (D) Fragmentation

42. Health is all about 'eating-fasting' balance. When you fast for extended periods, your cells clean out
and recycle the intracellular garbage. The organelles responsible for this are: (NSEJS/2017)
(A) Microtubules (B) Microfilaments
(C) Golgi Apparatus (D) Lysosomes

43. Eukaryotic organisms have different levels of organization. Select the combination where the levels
are arranged in the descending order. (NTSE-II./2018)
(1) DNA, chromosome, cell, nucleus, tissue (2) Tissue, cell, nucleus, chromosome, DNA
(3) Nucleus, cell, DNA, chromosome, tissue (4) Tissue, cell, chromosome, nucleus, DNA

33
Class IX : Biology
44. The cell organelle discovered by de Duve is [NTSE Stage-I/Raj./2018]
(1) Plastid (2) Ribosome (3) Lysosome (4) Centrosome

45. The intracellular organelle that is responsible for formation of acrosomal vesicle is:
(a) Endoplasmic reticulum (b) Golgi apparatus (NSEJS/2018)
(c) Mitochondrion (d) None of the above

46. A student recorded the data for five types of cells as given below: (NSEJS/2018)

Character P P Q R S T
Cell wall + + – – +
Centrioles – – – + _
Chloroplast – + – – _
Mitochondrion – + + + +
Nucleus – + - + +
Plasma membrane + + - + +
RNA/DNA + + + + +
Vacuoles + + - + +

The five cell types P, Q, R, S and T are:

(a) P - Bacterium, Q - Plant, R- Virus, S - Animal, T - Fungus
(b) P - Bacterium, Q - Plant, R- Virus, S - Fungus, T - Animal
(c) P - Fungus, Q - Plant, R- Bacterium, S - Animal, T - Virus
(d) P - Plant, Q - Bacterium, R- Virus, S - Animal, T - Fungus

D\PN & CF 2019-20\Biology\IX\MODULE\Unit-1\01-The Fundamental Unit Of Life

34
 The Fundamental Unit of Life

ANSWERS
CHECK POST - 1
1. (A) 2. (C) 3. (C) 4. (C) 5. (C)

CHECK POST - 2
1. (B) 2. (A) 3. (A) 4. (A) 5. (A) 6.(B)

CHECK POST - 3
1. (D) 2. (C) 3. (B) 4. (D)

CHECK POST - 4
1. (A) 2. (D) 3. (A) 4. (D) 5. (A) 6.(D)
7. (D) 8. (A)

CHECK POST - 5
1. (D) 2. (C) 3. (A) 4. (A) 5. (C)

EXERCISE-1 ELEMENTARY)
Q ue. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Ans. B A C C D C A B D B C C B B B
Q ue. 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Ans. C A C C D B A D C A A B A A D

EXERCISE-2 (SEASONED)
Q ue. 1 2 3 4 5 6 7 8 9 10
Ans. C B C D B B B D A A
Q ue. 11 12 13 14 15
Ans. B C A C A

EXERCISE-4 (COMPETITIVE ASSESSMENT)

Que. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Ans. C D A C C C B C C D C B A D A
D\PN & CF 2019-20\Biology\IX\MODULE\Unit-1\01-The Fundamental Unit Of Life

Que. 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Ans. B A B A C B B B D B C A A C A
Que. 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45
Ans. C C D D C A B C A D C D B C B
Que. 46
Ans. A

35
 Chapter

1
1.0 INTRODUCTION

2.0 RATIONAL NUMBERS

3.0 METHOD TO CONVERT NON-TERMINATING DECIMAL TO

THE FORM P/Q

4.0 IRRATIONAL NUMBERS

4.1 Representation of irrational numbers on the number line

4.2 Method to find x for any given positive real number x geometrically

5.0 REAL NUMBERS

5.1 Representation of real numbers on the number line by means of
magnifying glass
5.2 Operations on real number

6.0 PROPERTIES OF IRRATIONAL NUMBERS

7.0 LAWS OF EXPONENTS

8.0 RATIONALISATION

9.0 SQUARE ROOT OF a + b

Unit One

EXERCISE-1 (ELEMENTARY)
EXERCISE-2 (SEASONED)
EXERCISE-3 (CBSE PATTERN)
EXERCISE-4 (COMPETITIVE ASSESSMENT)
 Nu mber System

NUMBER SYSTEM (NS)

(NS–1)
1.0 INTRODUCTION
We all know the numbers. We are playing with the numbers since our childhood. All the numbers
which we studied till now are rational numbers. We also studied the representation of rational
numbers on number line and about basic algebraic operations like addition, subtraction,
multiplication, division, L.C.M., H.C.F., etc on rational numbers.
In this chapter we shall learn a new type of numbers called Irrational numbers. We will also learn
the represenatation of irrational numbers on the number line and basic operations related to irrational
numbers. All the rational and irrational numbers taken together are known as real Numbers.

2.0 RATIONAL NUMBERS

p
The rational numbers are all numbers that can be expressed in the form of where p and q are
q
integers & co-prime and q ¹ 0.
2
Ex. , – 3, 0, 4.33 etc.
3
Rational numbers between two numbers- One way to find a rational number between two
rational numbers is to find their average, called the mean.
x+y
To find a rational number between x and y, we will find the mean of x and y. i.e. is a rational
2
number lying between x and y. This number will be the mid-value of that two numbers.

Illustration 1. Find 4 rational numbers between 4 and 5.

Solution Let a = 4, b = 5 and n = 4
a(n + 1) 4(4 + 1) 20 b(n + 1) 5(4 + 1) 25 20 é 21 22 23 24 ù 25
= = ; = = ; , , , , ,
(n + 1) (4 + 1) 5 (n + 1) (4 + 1) 5 5 êë 5 5 5 5 úû 5
21 22 23 24
Hence, 4 rational numbers between 4 and 5 are 4, é , , , ù , 5
êë 5 5 5 5 úû

Illustration 2. Find 3 rational numbers between 2 and 5.

Solution Let a = 2, b = 5
2+ 5 7
A rational number between 2 and 5 = =
Allen-Junior wing\ (2019-20) Mathematics\IX\1.Number System

2 2
7
7 2+
Second rational number between 2 and = 2 = 11
2 2 4
7
7 + 5 17
Third rational number between and 5 = 2 =
2 2 4
é 7 11 17 ù
Hence, three rational numbers between 2 and 5 are : 2 ê , , ú 5
ë2 4 4 û

1
Class IX : Mathematics

6 7
Illustration 3. Find three rational numbers between and .
5 5
7 6 æ 7 -6ö
6 7 -
æ b - aö 5 5 ç 5 ÷ æ 1 ö
Solution Let a = , b = , n = 3, d = ç = = =
5 5 è n + 1 ø 3 + 1 ç 4 ÷ çè 20 ÷ø
÷
çè ÷ø

6 7
\ 3 rational numbers between and are :
5 5
(a + d), (a + 2d) & (a + 3d)
6 1 24 + 1 25
Ist =a+d= + = =
5 20 20 20

6 1 24 + 2 26
IInd = a + 2d = + 2´ = =
5 20 20 20

6 3 ´ 1 24 + 3 27
IIIrd = a + 3d = + = =
5 20 20 20

6 7
Hence, 3 rational numbers between and are
5 5

24 é 25 26 27 ù 28 6 é 5 13 27 ù 7
,ê , , ú, or , ê , , ú ,
20 ë 20 20 20 û 20 5 ë 4 10 20 û 5

3.0 METHOD TO CONVERT NON-TERMINATING DECIMAL TO THE FORM P/Q

In a non-terminating decimal, we have two types of decimal representations
(a) Pure recurring decimal (b) Mixed recurring decimal
(a) Pure recurring decimal
It is a decimal representation in which all the digits after the decimal point are repeated.
Following are the steps to convert it in the form p/q.
Step-1 : Denote pure recurring decimal as x.
Step-2 : Write the number in decimal form by removing bar from top of repeating digits.
Step-3 : Count the number of digits having bar on their heads.
Step-4 :Multiply the repeating decimal by 10, 100, 1000, ... depending upon 1 place repetition,
2 place repetition, 3 place repetition and so on present in decimal number.
Step-5 : Subtract the number obtained in step 2 from a number obtained in step 4.
Step-6 : Find the value of x in the form p/q.
(b) Mixed recurring decimal
Allen-Junior wing\ (2019-20) Mathematics\IX\1.Number System

It is a decimal representation in which there are one or more digits present before the repeating
digits. Following are the steps to convert it to the form p/q.
Step-1 : Denote mixed recurring decimal as x.
Step-2 : Count the number of digits after the decimal point which do not have bar on them. Let
it be 'n'.
Step-3 :Multiply both sides of x by 10n to get only repeating decimal numbers on the right side
of the decimal point.
Step-4 :Further use the method of converting pure recurring decimal to the form p/q and get the
value of x.

2
 Nu mber System

Illustration 4.Express each of the following pure recurring decimals in the form p/q.

(i) 0.6 (ii) 0.585 (iii) 23.43

Solution : (i) Let x = 0.6 Then, Þ x = 0.666 ... (i)

Here we have only one repeating digit, so we multiply both sides of (i) by 10 to get
Þ 10x = 6.66 ... (ii)
On subtracting (i) from (ii), we get ;
10x – x = (6.66 .......) – (0.66........)
6 2
Þ 9x = 6 Þx= Þx=
9 3

2
Hence 0.6 =
3

(ii) Let x = 0.585 Þ x = 0.585585585 ... (i)

Here we have three repeating digits, so we multiply both sides of (i) by 103 = 1000
to get
Þ 1000x = 585.585585 ... (ii)
On subtracting (i) from (ii), we get
1000x – x = (585.585585........) – (0.585585 ......)
Þ 999x = 585
585 195 65
Þ x= = =
999 333 111

65
Hence, 0.585 =
111
(iii) Let x = 23.43 Þ x = 23.434343 ... (i)
Multiplying both sides of (i) by 100, we get
100 x = 2343.4343 ... (ii)
Subtracting (i) from (ii) we get
100 x – x = (2343.4343.........) – (23.4343........)
2320
Þ 99x = 2320 Þ x=
99
Alter method
Allen-Junior wing\ (2019-20) Mathematics\IX\1.Number System

43
We have, 23.43 = 23 + 0.43 = 23 +
99

43
[Using the above rule, we have 0.43 = ]
99

23 ´ 99 + 43 2277 + 43 2320
Þ 23.43 = = =
99 99 99

3
Class IX : Mathematics

Illustration 5.Express the following mixed recurring decimals in the form p/q :
(i) 0.32 (ii) 0.123 (iii) 15.712
Solution (i) Let x = 0.32
Clearly, there is just one digit on the right side of the decimal point which is without bar.
So, we multiply both sides of x by 10 so that only the repeating decimal is left on the right
side of the decimal point.
\ 10 x = 3.2 Þ 10x = 3 + 0.2
2
Þ 10 x = 3 +
9
9´3+ 2 29
Þ 10 x = Þ 10 x =
9 9

29
Þ x=
90

(ii) Let x = 0.123

Clearly, there are two digits on the right side of the decimal point which is without bar. So,
we multiply both sides of x by 102 = 100 so that only the repeating decimal is left on the
right side of the decimal point.

\ 100 x = 12.3 Þ 100x = 12 + 0.3

3 12 ´ 9 + 3
Þ 100x = 12+ Þ 100x =
9 9

108 + 3
Þ 100x =
9

111
Þ 100x =
9

111 37
Þ x= =
900 300

(iii) Let x = 15.712 ; 10 x = 157.12

Þ 10 x = 157 + 0.12

12 4
Þ 10 x = 157 + Þ 10 x = 157 +
99 33
Allen-Junior wing\ (2019-20) Mathematics\IX\1.Number System

157 ´ 33 + 4 5181 + 4
Þ 10 x = Þ 10 x =
33 33

5185
Þ 10 x =
33

5185 1037
Þ x= =
330 66

4
 Nu mber System

p
1. Express each of the following in form
q

(i) 0.7 (ii) 0.32 (iii) 23.47 (iv) 1.34

p
2. Express 0.34 - 0.2 + 0.6 in form.
q

2 3
3. Insert three rational number between and
7 5

x
4. If = 0.6 + 0.4 , find the value of x.
9

5. If 10x = 0.3 - 0.2 find the value of x.

Allen-Junior wing\ (2019-20) Mathematics\IX\1.Number System

5
Class IX : Mathematics

NUMBER SYSTEM
(NS–2)

4.0 IRRATIONAL NUMBERS

A number is called an irrational number, if it can not be written in the form p/q, where p & q are
integers and q ¹ 0. All Non-terminating & Non-repeating decimal numbers are Irrational numbers.

E.g. 2, 3, 3 2, 2 + 3, 2 + 3 , p, etc....
Decimal expansion of irrational numbers
Every irrational number can be expressed as non-terminating and non-repeating decimal.
E.g. 2 = 1.4142135........

Illustration 1.Insert three irrational number between 1.1 and 1.11

Solution 1.1 = 1.100
1.11 = 1.110
\ Three irrational number between 1.1 and 1.11 are
(i) 1.10101001000.....
(ii) 1.10202002000....
(iii) 1.10303003000....

Illustration 2.Insert three irrational number between 2 and 3

Solution 2 = 1.414....
3 = 1.732...
Three irrational number between 2 and 3 are
(i) 1.51010010001....
(ii) 1.52020020002....
(iii) 1.53030030003.....

4.1 Representation of irrational numbers on the number line

Consider the number line and mark a point O on it and let it represent zero. Let A represent 1 on
the number line. So, OA = 1. At A draw AB perpendicular to OA. Let AB = OA = 1

\ By Pythagoras Theorem, OB = (OA)2 + (AB)2 = (1)2 + (1)2 = 1+1 = 2

B B1 L M
Allen-Junior wing\ (2019-20) Mathematics\IX\1.Number System

Ö4
Ö
Ö2 1
Ö3
Ö Ö5
Ö
1
1 1

0 1 A A1 A2 K A3
Ö2 Ö3
Ö 2 Ö5
Ö

6
 Nu mber System

Taking O as centre and radius = OB = 2 , draw a circle cutting the number line at A1, wheree
OA1 = OB = 2
Þ A1 represents 2 on number line.
Now draw A1B1 perpendicular to number line at A1 and let A1B1 = 1

\ OB1 = (OA1 )2 + (A 1B1 )2

= ( 2)2 + (1)2 = 2+1 = 3

Taking O as centre and OB1 = 3 as radius, draw a circle cutting the number line at A2
where OA2 = OB1 = 3
Þ A2 represents 3 on number line
Continue this process and get the point K on number line where

OK = OL = (OA 2 )2 + (A 2L)2 = ( 3)2 + (1)2 = 3+1 = 4 =2

Þ K represents 2 on number line.
Again, get a point A3 on number line where

OA3 = OM = (OK)2 + (KM)2 = (2)2 + (1)2 = 4 +1 = 5

Þ A3 represents 5 on number line.
In this way, we can show that there exists points on Number Line representing 6, 7, 8 etc.
which are irrational numbers.
Hence, there exist points on number line which represent irrational numbers.
In fact for every irrational number, there exists a unique point on the number line.

Illustration 3. Represent 2 on the number line.

Solution. For representing 2 on the number line we denote 0 (zero) on the line by the point O
and 1 Unit Length by the point A such that OA = 1 Unit Length.
Steps of Construction
(i) Draw the line segment OA = 1 unit.
(ii) Draw AB = 1 unit, perpendicular to OA. (by using compass)
Allen-Junior wing\ (2019-20) Mathematics\IX\1.Number System

2
1
P
2 l
–1 O 1 A
2

7
Class IX : Mathematics

(iii) Join O to B.
Now, also by Pythagoras Theorem, we
have
OB2= OA2 + AB2

OB = OA 2 + AB 2 = (1) 2 + (1)2 = 1 + 1 = 2

(iv) With O as centre and OB as a radius, draw an arc to intersect the number line l at P.
Hence, it is clear that OP = OB = 2

Thus, the point P represent the number 2 on the number line l.

4.2 Method to find x for any given positive real number x geometrically
(i) Let x be a positive real number. Take AB = x units and BC = 1 unit on the real line l.
(ii) Find the mid point O of AC and draw a semicircle with centre O and radius OA or OC.
(iii) At B, draw a line BD ^ AC, where D is a point on the semicircle.
(iv) Join OD.
(v) Further, with centre B and radius BD, draw an arc intersecting the real line l at P.
Therefore, BP = BD = x.

Öx
O Öx
x units l
A B C P
1 unit

Justification : We have, In right triangle OBD,

x +1
OD = OA = OC = units (radius of the semicircle)
2

æ x +1 ö æ x - 1ö
OB = OC – BC = çè - 1÷ units = ç
2 ø è 2 ÷ø units
In right DOBD, we have OD2 = OB2 + BD2
BD2 = OD2 – OB2
and BD = OD 2 - OB 2 [By Pythagoras theorem]

2 2
æ x + 1ö æ x - 1ö
Allen-Junior wing\ (2019-20) Mathematics\IX\1.Number System

= çè ÷ø - çè ÷ units
2 2 ø

æ x + 1 x - 1ö æ x + 1 x - 1ö
= çè + ÷ç - ÷ units [Q A2 – B2 = (A + B)(A – B)]
2 2 øè 2 2 ø

= x ´ 1 units = x units. So, BD = x units.

Thus, x exists for all positive real numbers.
Hence, the point P represents x on the real line.

8
 Nu mber System

Illustration 4. Represent 3.2 geometrically on the number line.

Solution Let l be the number line.

Draw a line segment AB = 3.2 units and BC = 1 unit.
Find the mid point O of AC.
Draw a semicircle with centre O and radius OA or OC.
Draw BD ^ AC intersecting the semicircle at D. Then
BD = 3.2 units.
Now, with centre B and radius BD, draw an arc
intersecting the number line l at P.
Hence, BD = BP = 3.2

1. Find two irrational numbers between 2 and 2.5

2. Find one rational and one irrational number between

0.101001000100001....... and 0.1001000100001......

3. Find two rational numbers between 2 and 3

4. Find two irrational numbers between 2 and 3.

5. Represent the following irrational number on number line

(i) 5 (ii) 10 (iii) 6

6. Represent the following on number line

(i) 9.3 (ii) 11.2
Allen-Junior wing\ (2019-20) Mathematics\IX\1.Number System

9
Class IX : Mathematics

NUMBER SYSTEM
(NS–3)

5.0 REAL NUMBERS

Rational numbers together with irrational numbers are said to be real numbers. That is, a real
number is either rational or irrational.
Eg. 2, – 3/2, 0, 1.5, 2, 3 5, 5 11,p etc. are real numbers.

5.1 Representation of real numbers on the number line by means of magnifying glass
The process of visualization of numbers on the number line through a magnifying glass is known as
successive magnification. Sometimes, we are unable to check the numbers like 3.765 and 4.26 on
the number line we seek the help of magnifying glass by dividing the part into subparts and subparts
into again equal subparts to ensure the accuracy of the given number.
Represent 3.765 on the number line. This number lies between 3 and 4. The distance 3 and 4 is
divided into 10 equal parts. Then the first mark to the right of 3 will represent 3.1 and second 3.2
and so on. Now, 3.765 lies between 3.7 and 3.8. We divide the distance between 3.7 and 3.8 into
10 equal parts.
3.76 will be on the right of 3.7 at the sixth mark, and 3.77 will be on the right of 3.7 at the 7th mark and
3.765 will lie between 3.76 and 3.77 and so on.

3.7 3.8
3 4
3.1 3.2 3.3 3.4 3.5 3.6 3.9

3.76 3.77 3.80

3.70
3.71 3.72 3.73 3.74 3.75 3.78 3.79

3.765 3.770
3.760
3.761 3.762 3.763 3.764 3.766 3.767 3.768 3.769

Illustration 1. Represent 3.728 on the number line through successive magnification.

Solution We have to locate the point 3.728 on the number line. This number lies between
3 and 4.
Allen-Junior wing\ (2019-20) Mathematics\IX\1.Number System

You go to 3.7. You divide the portion of the number line between 3 and 4 in 10 equal
parts. Now first mark from the left will give you 3.1, the 2nd mark will give you 3.2 and
so on.
To get 3.7 you reach at 7th mark.
Again to get 3.72, you divide the portion of the number line between 3.7 and 3.8 in
10 equal parts, to get 3.72, you reach 2nd mark from the left.
3.7

0 1 2 3 4

10
 Nu mber System

Again to reach 3.728 you further divide the portion of the number line between 3.72
to 3.73 in 10 equal parts.
3.72

3.7 3.8
To get the point 3.728 on the number line you reach 8th point from right to 3.72 on
this subdivision.
3.728

3.72 3.73

Illustration 2. Visualize 4.26 on the number line, up to 4 decimals places.

Solution 4.26 = 4.262626

4 4.2 4.3 5
4.1 4.4 4.5 4.6 4.7 4.8 4.9

4.26 4.27 4.30

4.20
4.21 4.22 4.23 4.24 4.25 4.28 4.29

4.260 4.262 4.263 4.270

4.261 4.264 4.265 4.266 4.267 4.268 4.269

4.2620 4.2622 4.2623 4.2630

4.2621 4.2624 4.2625 4.2626 4.2627 4.2628 4.2629

5.2 Operations on real number

5.2.1 Addition and subtraction of Irrational numbers
Two Irrational numbers can be added or subtracted if their irrational part are same.
For example we can add 2 3 and 3 3 as the irrational parts of both the numbers are same. If
Allen-Junior wing\ (2019-20) Mathematics\IX\1.Number System

their irrational parts are same then add their rational parts and write the irrational parts as it is, as
shown
\ 2 3 + 3 3 = 5 3
The same procedure is followed for the subtraction.
We cannot add 5 3 and 2 5 as their irrational part are different.

11
Class IX : Mathematics

(
Illustration 3. Add 3 2 + 5 3 and ) ( 2+ 3 )
Solution (3 2+5 3) + ( ) ( ) (
2+ 3 = 3 2+ 2 + 5 3+ 3 = 4 2 + 6 3 )
5.2.2 Multiplication of irrational numbers
To multiply irrational numbers, multiply the rational parts and irrational parts separately.

Illustration 4. Multiply 7 5 and 2 5

Solution : 7 5 ´ 2 5 = (7 ´ 2) ´ ( 5 ´ 5 ) = 14 ´ 5 = 70
5.2.3 Division of irrational numbers
To divide irrational numbers, divide the rational parts and irrational parts separately.

Illustration 5. Divide 10 6 by 5 2

10 6 10 6
Solution 10 6 ¸ 5 2 = = ´ =2 3
5 2 5 2

1. Add ( 4 2 + 6 3 ) and ( 3 2 - 2 3 )

2. Add ( 3 + 7 5 ) and ( 4 3 + 6 5 )

3. Add ( 3 3 + 4 + 2 6 ) and ( 2 + 3 + 5 6 )

4. Subtract ( 3 2 - 5 5 ) from ( 6 2 + 3 5 )

5. Multiply ( 2 5 + 7 3 ) and ( 3 + 2)

6. Multiply ( 2 - 2 ) and ( 3 3 + 6 2 )
Allen-Junior wing\ (2019-20) Mathematics\IX\1.Number System

7. Divide 6 2 by 3 2

8. Simplify ( 4 + 3 )( 4 - 3 )

9. Simplify ( 3 + 2 )( 3 5 - 6 )

10. Simplify ( 5 - 2 )( 2 - 3 )

12
 Nu mber System

NUMBER SYSTEM
(NS–4)

6.0 PROPERTIES OF IRRATIONAL NUMBERS

(a) Negative of an irrational number is an irrational number. Eg:- – 3,– 4 5 are irrational.

(b) Sum and difference of a rational and an irrational number is an irrational number.

For example :
(i) Two numbers are 2 and 3
Sum = 2 + 3 , is an irrational number..
Difference = 2 – 3 , is an irrational number..
Also 3 – 2 is an irrational number..
(ii) Two numbers are 4 and 3
3
Sum = 4 + 3
3 , is an irrational number..
Difference = 4 – 3
3 , is an irrational number..

(c) Sum and difference of two irrational numbers is not necessarily an irrational number.
For example :
(i) Two irrational numbers are 3 , 2 3

Sum = 3 + 2 3 = 3 3 , is an irrational.
Difference = 2 3 – 3 = 3 , is an irrational.

(ii) Two irrational numbers are 2 + 3 and 2 – 3

( ) ( )
Sum = 2 + 3 + 2 – 3 = 4, a rational number

Two irrational numbers are 3 + 3, 3–3

Difference = 3+3– 3 + 3 = 6, a rational number

(d) Product of a rational number with an irrational number is not always irrational.
For example :
(i) 2 is a rational number and 3 is an irrational number..
Allen-Junior wing\ (2019-20) Mathematics\IX\1.Number System

2 × 3 = 2 3 , an irrational
(ii) 0 a rational number and 3 an irrational number
0 × 3 = 0, a rational number

(e) Product of a non-zero rational number with an irrational number is always irrational.
For example :
4 4 4
(i) ´ 3= 3= is an irrational number..
3 3 3

13
Class IX : Mathematics

(f) Product of an irrational with an irrational is not always irrational.

For example :
(i) 3 ´ 3 = 3 ´ 3 = 9 = 3 a rational number
(ii) 2 3 ´ 3 2 = 2 ´ 3 3 ´ 2 = 6 6 an irrational number
(iii) 3
3 ´ 3 32 = 3 3 ´ 32 = 3 33 = 3 a rational number

( 2 + 3 )( 2 – 3 ) = (2) – ( 3 ) 2 2
(iv) = 4 – 3 = 1 a rational number

( 2 + 3 )( 2 + 3 ) = ( 2 + 3 ) ( 3) ( 3)
2 2
(v) = (2)2 + + 2(2) ´

=4+3+4 3=7+4 3
an irrational number.
Important Notes :
(i) –2 ¹ – 2, i.e., -2 is not an irrational number..

(ii) –2 ´ –3 ¹ ( –2 ´ –3 = 6 )
a . b = ab if atleast one of a, b is positive real number..
(iii) The set of rational numbers together with all irrational numbers form the set of real
numbers. It is denoted by R.

7.0 LAWS OF EXPONENTS

Let a > 0 be a real number and p and q be rational numbers.
Then we have
ap
(i) ap · aq = ap+q (ii) (ap)q = apq (iii) q
= ap-q
a
1
(iv) apbp = (ab)p (v) a–p = (vi) ap/q = (ap)1/q = (a1/q)p
ap
p
æ aö ap q

( a)
1 q
(vii) ç ÷ = p (viii) p p (ix) p
=a p
è bø b a=a
(x) If a ¹ 0, 1 and ax = ay Þ x = y {exponential equation}

Illustration 1. Evaluate the following

Allen-Junior wing\ (2019-20) Mathematics\IX\1.Number System

-1
(i) ( 3 64 ) 2 (ii) ( 25 )
-7
´ ( 5)
-5

7 -5 -3 / 2
æ 4ö æ 5ö æ 121 ö
(iii) ç ÷ ¸ ç ÷ (iv) ç
è 5ø è 4ø è 169 ÷ø
-1
-1 1 -1 -1
é 1ù 2
Solution (i) ( 3 64 ) 2 = ëê(64) 3 ûú =
´
(64)3 2 = (64) 6
-1 æ -1ö
6´ç ÷
è 6ø 1
= (26 ) 6 = 2 = 2-1 =
2

14
 Nu mber System

-7 -5 -7 -5
é 1ù é 1ù é 2´ 1 ù
(ii) ( 25 ) ´ ( 5)
-7 -5
= ëê(25) 2 ûú ´ ëê(5) 2 ûú = ëê(5) 2 ûú ´ (5) 2

-5
1 1 1 1
= (5)-7 ´ (5) 2 = 7
´ 5 = 5
= 19
5 7+
(5) 2 (5) 2 (5) 2

7 -5 7 -5 7 -5 2
æ 4ö æ 5ö æ 4ö æ 4ö æ 4ö æ 4ö 16
(iii) ç ÷ ¸ ç ÷ = ç ÷ ¸ç ÷ = ç ÷ =ç ÷ =
è 5ø è 4ø è 5ø è 5ø è 5ø è 5ø 25

-3 / 2 -3 / 2 -3
æ 11 ´ 11 ö æ 112 ö æ 11 ö
2´
2
(iv) ç = ç 2÷ = ç ÷
è 13 ´ 13 ÷ø è 13 ø è 13 ø

-3 3
æ 11 ö æ 13 ö 2197
= ç ÷ =ç ÷ =
è 13 ø è 11 ø 1331

Illustration 2. Find the value of 'x' in the following :

(i) 25x ÷ 2x = 5 220 (ii) 5x-2 ´ 32x-3 = 135

Solution (i) 25x ÷ 2x = 5 220

Þ 24x = 24 Þ 4x = 4
\ x =1

(ii) 5x-2 ´ 32x-3 = 135

Þ 5x ´ 5-2 ´ 32x ´ 3-3 = 5 ´ 33 Þ 45x = 53 ´ 36
Þ 45x = 453
\ x=3

Illustration 3. Simplify :

( 25)3 / 2 ´ ( 243)3 / 5 16 ´ 2n+1 - 4 ´ 2n

(i) (ii)
(16)5 / 4 ´ ( 8 )4 / 3 16 ´ 2n + 2 - 2 ´ 2n + 2
Solution We have,

(i)
( 25)3 / 2 ´ ( 243)3 / 5
(16)5 / 4 ´ ( 8 )4 / 3
(5 2 )3 / 2 ´ (35 )3 / 5 5 2´ 3 / 2 ´ 35 ´ 3 / 5 53 ´ 33 125 ´ 27 3375
= = = = =
Allen-Junior wing\ (2019-20) Mathematics\IX\1.Number System

(24 )5 / 4 ´ (23 )4 / 3 24 ´5 / 4 ´ 23 ´ 4 / 3 25 ´ 24 32 ´ 16 512

16 ´ 2n+1 - 4 ´ 2n
(ii)
16 ´ 2n + 2 - 2 ´ 2n + 2
24 ´ 2n+1 - 22 ´ 2n 2n+ 5 - 2n+ 2
= =
24 ´ 2n + 2 - 2 ´ 2n+ 2 2n+6 - 2n+ 3
2n+ 5 - 2n+ 2 2n+ 5 - 2n+ 2 1
= n+ 5 n+2
= n+ 5 n+2
=
2.2 - 2.2 2(2 -2 ) 2

15
Class IX : Mathematics

-3 / 4 éæ 25 ö -3 / 2 æ 5 ö -3 ù
Illustration 4. Simplify æ 81ö ´ êç ÷ ¸ç ÷ ú
çè ÷ø è ø è 2ø ú
16 ëê 9 û
Solution We have,
-3 / 4 éæ 25 ö -3 / 2 æ 5 ö -3 ù
æ 81ö 4 -3 / 4 éæ 5 2 ö -3 / 2 -3 ù
çè ÷ø ´ êç ÷ ¸ç ÷ ú = æ3 ö ´ ê ¸
æ 5ö ú
16 è ø è 2ø ú çè ÷ø
ëê 9 û ç 24 ÷
è ø êçè 32 ÷ø 2 ú
ë û
-3 / 4 -3 / 2
éæ 3 ö 4 ù éæ 5 ö 2 ù é æ 5 ö -3 ù 4 ´-3 / 4 é æ 5 ö 2 ´-3 / 2 æ 5 ö -3 ù
= ê çè 2 ÷ø ú ´ êç ÷ ú ¸ êç ÷ ú = æ 3 ö ´ ¸ç ÷ ú
è ø è ø çè ÷ø êç ÷
ëê ûú ëê 3 ûú ëê 2 ûú 2 è ø
ëê 3
è 2ø ú
û
-3 éæ 5 ö -3 æ 5 ö -3 ù
æ 3ö 2
3 é 3 3 2 ù
3
= ç ÷ ´ êç ÷ ¸ ç ÷ ú = æç ö÷ ´ êæç ö÷ ¸ æç ö÷ ú
è 2ø êëè 3 ø è 2ø ú è 3ø è ø è 5ø ú
û ëê 5 û
23 é 33 23 ù 23 é 33 5 3 ù
= ´ ê ¸ ú = 3 ´ê 3 ´ 3ú =1
33 ë 53 53 û 3 ë5 2 û

Illustration 5. Assuming that x is a positive real number and a, b, c are rational numbers, show
that :
a b c
æ x b ö æ xc ö æ x a ö
(i) ç c ÷ ç a ÷ ç b ÷ = 1
èx ø èx ø èx ø

1 / ab 1 / bc 1 / ac
æ xa ö æ xb ö æ xc ö
(ii) ç b ÷ ç xc ÷ ç xa ÷ =1
èx ø è ø è ø

a 2 + ab + b2 b 2 + bc + c 2 c 2 + ca + a 2
æ xa ö æ xb ö æ xc ö
(iii) ç b ÷ ç xc ÷ ç xa ÷ =1
èx ø è ø è ø

a+ b b+c c+a
æ xa ö æ xb ö æ xc ö
(iv) ç b ÷ ç xc ÷ ç xa ÷ =1
èx ø è ø è ø
Solution We have,
a b c
æ xb ö æ xc ö æ xa ö
(i) ç c ÷ . ç a ÷ . ç b ÷
èx ø èx ø èx ø

= (x b -c )a .(x c -a )b .(x a - b )c = x ab -ac .x bc - ba .x ac - bc

= x ab-ac + bc - ba + ac - bc = x 0 = 1.
Allen-Junior wing\ (2019-20) Mathematics\IX\1.Number System

1 / ab 1 / bc 1 / ac
æ xa ö æ xb ö æ xc ö
(ii) ç b ÷ ç xc ÷ ç xa ÷
èx ø è ø è ø

= (x a - b )1 / ab .(x b - c )1 / bc .(x c -a )1 / ac = x (
a - b) / ab
.x (
b - c ) / bc
.x (
c - a ) / ac

1 1 1 1 1 1 1 1 1 1 1 1
- - - - + - + -
= xb a .x c b x a c = xb a c b a c = x0 = 1

16
 Nu mber System

a 2 + ab + b2 b 2 + bc + c 2 c 2 + ca + a 2
æ xa ö æ xb ö æ xc ö
(iii) ç b ÷ ç xc ÷ ç xa ÷ [Since Q (a – b) (a2 + ab + b2)] = a3 – b3
èx ø è ø è ø

= x ( a - b ) ( a + ab + b ) .x ( b - c ) ( b + bc + c ) .x ( c - a ) ( c + ca + a )
2 2 2 2 2 2

= x a 3 - b 3 + b3 - c 3 + c 3 - a 3 = x 0 = 1

a+ b b+ c c+a
æ xa ö æ xb ö æ xc ö
(iv) ç b ÷ .ç c ÷ .ç a ÷
èx ø èx ø èx ø

( ) (x ) (x )
a+ b b - c b+ c c -a c + a
= x a-b

= x(a - b)(a + b) .x(b -c)(b+ c).x(c -a)(c + a)

2
= xa - b2 2
-c 2 2
-a2
.x b .x c
2
= xa - b2 + b2 - c 2 + c 2 - a 2
= x0 = 1

1. If a = x q + r y p , b = x r + p y q ,c = x p + q y r prove that a q -r ´ br - p ´ c p -q = 1 :

2. If 22x–y = 32 and 2x+y = 16 then find the value of x2 + y2 :

(25)5 / 2 ´ (243)2 / 5
3. Simplify: :
(16)3 / 4 ´ (8)5 / 3

4. Find the value of x, if 5x – 3 × 32x – 8 = 225

(x a + b )2 (x b + c )2 (x c + a )2
5. Simplify: :
(x a .x b .x c )4

6. Simplify :
-1 / 5 5 / 2
(A) [16 ] (B) (0.001)1/3

9n ´ 3 2 ´ [3- n / 2 ]-2 - (27)n 1

7. If 3m 3
= , prove that m – n = 1 :
3 ´2 27
Allen-Junior wing\ (2019-20) Mathematics\IX\1.Number System

8. If 3x + y = 243 and 22x + y = 128, then find the value of x3 + y3.

a+b b+c a +c
æ x a 2 + b2 ö æ x b2 + c2 ö æ x c2 + a2 ö 3
+ b3 + c 3 )
9. Prove that çç ab ÷÷ ç bc ÷ ç ac ÷ = x 2(a :
è x ø çè x ÷ø çè x ÷ø

a -1 a -1 2b 2
10. Prove that + = :
a -1 + b -1 a -1 - b-1 b 2 - a 2

17
Class IX : Mathematics

NUMBER SYSTEM
(NS–5)

8.0 RATIONALISATION
The process of converting irrational number to a rational number by multiplying it with another
number is called rationalisation. In this process the number with which it is multiplied is known as
rationalising factor (RF)
1. RF is not unique.
2. If one RF of a irrational number is known, then the product of this factor and any non-zero
rational number is also the RF of the given irrational number.
3. It is convenient to use the simplest of all RF's of the given irrational numberto convert it to a
rational number.
Rationalising Factor of Standard Form
1. n
a is a RF of n
a n -1 and vice - versa.
2. n
a m is a RF of n
a n - m and vice - versa.
3. a + b is a RF of a - b and vice-versa.
4. a+ b is a RF of a - b and vice-versa.

Illustration 1. Find the simple RF of

(i) 4
216 and (ii) 5
16

Solution. (i) 4
(23 )(3 3 ) = 23 / 4 ´ 33 / 4
So RF = 21/4 × 31/4 = (2 × 3)1/4 = 4
6
\ 4
6 is the simplest RF of 4
216 .
(ii)16 = 5 24 = 24 / 5
5

\ RF is 21/5 Þ (24/5) (21/5) 25/5 = 1

\ 5
2 is the simplest RF of 5
16

Illustration 2. Express the following with rational denominators.

2 23 3
Allen-Junior wing\ (2019-20) Mathematics\IX\1.Number System

(i) (ii) 3
14 25

2 14 2 14 14
Solution. (i) ´ = =
14 14 14 7

2 3 3 2 3 3 3 5 2 3 3 ´ 5 2 3 15
(ii) 3 = ´ = =
25 3 25 3 5 3 3
5 5

18
 Nu mber System

3
Illustration 3. Given that 2 = 1.414 , find the value of up to three decimal places.
2

3 3 2 3 2
Solution. = ´ = = 1.5 2 = 1.5 (1.414) = 2.121
2 2 2 2

2+ 5
Illustration 4. Rationalize the denominator of .
2- 5

(2 + 5)
2
2+ 5 é2+ 5 ù é2+ 5 ù
Solution =ê úê ú =
( 2) - ( 5 )
2 2
2 - 5 ë2 - 5 û ë2+ 5 û

4+4 5+5 9+4 5

= = = -(9 + 2 5)
4 -5 -1

1
Illustration 5. If x = 3 – 2 2 , find x2 + 2
x
Solution We have, x = 3 – 2 2 .

1 1 1 3+ 2 2
= = ´
x 3-2 2 3-2 2 3+ 2 2

3+ 2 2 3+ 2 2
= =
2
( 3) - (2 2)
2 9-8 = 3 + 2 2

1
Thus,x2 + = (3 – 2 2 )2 + (3 + 2 2 )2
x2
= (3)2 + (2 2 )2 – 2 × 3 × 2 2 + (3)2 + (2 2 )2 + 2 × 3 × 2 2
= 9 + 8 – 12 2 + 9 + 8 + 12 2 = 34

Illustration 6. Between 7 - 3 and 11 - 7 , which is greater ?

Solution. By rationlizing

( 7 - 3)( 7 + 3) 4
7- 3= =
7+ 3 7+ 3

( 11 - 7)( 11 + 7) 4
11 - 7 = =
Allen-Junior wing\ (2019-20) Mathematics\IX\1.Number System

11 + 7 11 + 7

The numerator of each of the irrational number is 4. But 11 + 7 > 7 + 3

4 4
\ >
7+ 3 11 + 7

7 - 3 > 11 - 7

19
Class IX : Mathematics

Illustration 7. Compare the following A = 8 + 7 and B = 10 + 5 .

Solution. Since there is a positive sign, square both the surds, we get,

( )
2
A2 = 8+ 7 = 8 + 7 + 2 56 = 15 + 2 56

( )
2
B2 = 10 + 5 = 10 + 5 + 2 50 = 15 + 2 50

As = 56 > 50, 15 + 2 56 > 15 + 2 50 Þ A > B

i.e., 8 + 7 > 10 + 5

2- 3+x
Illustration 8. Rationalize the numerator of
x -1
Solution Rationalizing factor of 2 - 3 + x is 2 + 3 + x

2 - 3 + x é2 - 3+ x ù é2+ 3 + x ù
\ =ê úê ú
x -1 ë x -1 û ë2+ 3 + x û

(2)2 - ( 3 + x)2 4 - (3 + x)
= =
(x - 1)(2 + 3 + x) (x - 1)(2 + 3 + x)

1-x -1
= =
(x - 1)(2 + 3 + x) 2 + 3 + x

1
Illustration 9. Express E = with a rational denominator..
5+ 3- 8
Solution The denominator is a trinomial surd, when an expression having all the three terms as
irrational number, we group any two of the three terms, say 5 and 3.
Thus 5 + 3 - 8 = ( 5 + 3) - 8
Consider the product

éë( 5 + 3 ) - 8 ùû = 5+ 3+ 8
( 5 + 3 - 8)( 5 + 3 + 8)

( 5 + 3 + 8)
=
2 15
Rationalizing the denominator
Allen-Junior wing\ (2019-20) Mathematics\IX\1.Number System

5 + 3 + 8 æ 15 ö
E= çè ÷
2 15 15 ø

5 3 + 3 5 + 2 30
=
30

20
 Nu mber System

Illustration.10 If both a and b are rational numbers, find the value of a and b in each of the following.

3+ 5 3+ 2 3
(i) =a+b 5 (ii) =a+b 3
3- 5 5-2 3

3+ 5
Solution. (i)
3- 5

3 + 5 is the rationalizing factor of 3 - 5 .

3+ 5 3+ 5 3+ 5 (3 + 5)2
\ = ´ =
3 - 5 3 - 5 3 + 5 (3)2 - ( 5)2

9 + 5 + 6 5 14 + 6 5 14 6 7 3
= = = + 5= + 5 =a+b 5
9-5 4 4 4 2 2

7 3
\ a= and b =
2 2

3+ 2 3
(ii)
5-2 3

5 + 2 3 is the RF of 5 – 2 3

3+2 3 3+2 3 5+2 3

\ = ´
5-2 3 5-2 3 5+2 3

15 + 10 3 + 12 + 6 3
=
(5)2 - (2 3)2

27 + 16 3 27 + 16 3
= = =a+b 3
25 - 12 13

27 16
Þ a= and b =
13 13

Illustration 11. Find the simplest rationalising factor of : 2 + 3 + 5

Solution. (2 + 3 + 5)(2 + 3 - 5) = (2 + 3)2 - ( 5)2

= 4 + 3 + 4 3 – 5 = 7 + 4 3 – 5 = 2 + 4 3 = 2(1+ 2 3 )
Now, RF of factor 1 + 2 3 is 1 – 2 3
Allen-Junior wing\ (2019-20) Mathematics\IX\1.Number System

= (1 + 2 3 ) (1 – 2 3 ) = 12 – ( 2 3 )2 = 1 – 4 × 3 = –11

\ (2+ 3 + 5 ) (2+ 3 – 5 ) (1– 2 3 )

= 2(1 + 2 3)(1 - 2 3) = 2(12 - (2 3)2 ) = 2(1 - 12) =–22, which is rational

Hence, (2 + 3 - 5)(1 - 2 3) is the simplest rationalising factor of 2 + 3 + 5 .

21
Class IX : Mathematics

6 6 4 3
Illustration 12.Simplify the following : + -
2 3- 6 3+ 2 6- 2
Solution. Rationalising the denominator of each term,
6 6 4 3
we have + -
2 3- 6 3+ 2 6- 2
6(2 3 + 6) 6( 3 - 2) 4 3( 6 + 2)
+ –
(2 3 - 6)(2 3 + 6) ( 3 + 2)( 3 - 2) ( 6 - 2)( 6 + 2)
6(2 3 + 6) 6( 3 - 2) 4 3( 6 + 2)
= 2 2
+ 2 2 –
(2 3) - ( 6) ( 3) - ( 2) ( 6)2 - ( 2)2

12 3 + 6 6 6´ 3- 2´ 6 4 3´ 6+4 3´ 2
= + –
12 - 6 3-2 6-2
12 3 + 6 6 6´3 - 2´6 4 3´6 + 4 3´ 2
= + –
6 1 4
= 2 3 + 6 + 3 2 ´ 2 - 22 ´ 3 - 32 ´ 2 - 6
= 2 3+ 6 +3 2-2 3-3 2- 6 =0

3+ 2 3- 2
Illustration 13.If x = and y = , find x2 + y2.
3- 2 3+ 2

3+ 2 3+ 2 3+ 2
Solution. We have, x = Þx= × [Rationalising the denominator]
3- 2 3- 2 3+ 2

( 3 + 2)
2
3+ 2+ 2 3 2
Þx= = = 5+2 6
( 3) 2
- ( 2)
2
3-2

Similarly, y = 5 – 2 6

Now, xy = (5 + 2 6 ) (5 – 2 6 ) = 52 – (2 6 )2 = 25 – 24 = 1
and, x + y = 5 + 2 6 + 5 – 2 6 = 10.
\ (x + y)2 = 102
Þ x2 + y2 + 2xy = 100
Þ x + y2 + 2 × 1 = 100
2

Þ x2 + y2 = 98

Illustration 14. Arrange 2, 3

3 and 4
5 in ascending order..
Allen-Junior wing\ (2019-20) Mathematics\IX\1.Number System

Solution L.C.M. of 2, 3, 4 is 12.

\ 2 = 2´ 6 26 = 12 64
3
3 = 3 ´ 4 34 = 12 81

5 = 4 ´ 3 5 3 = 12 125
4

as 64 < 81 < 125.

\ 12 64 < 12 81 < 12 125 Þ 2 < 3 3 < 4 5

22
 Nu mber System

9.0 SQUARE ROOT OF a+ b

Consider the real number a + b , where a and b are rational numbers and not perfect squares.
Equate the square root of a + b to x + y , where x and y are rational numbers and not perfect

squares. i.e., a+ b = x + y .

Squaring both sides , a + b = x + y + 2 xy .

Equating the rational number on the two sides of the above equation we get a = x + y...(i)
and equating the irrational numbers, we get
b = 2 xy ...(ii)
By solving (i) and (ii) we get the values of x and y.

Similarly, a- b = x - y (x>y)

Illustration.15 Find the square root of 7 + 4 3 .

Solution. Let 7+ 4 3 = x + y
Squaring both the sides,
7 + 4 3 = x + y + 2 xy Þ x + y = 7 and xy = 2 3 Þ xy = 12
(x–y)2 = (x+y)2– 4xy = 49 – 48
x – y = 1 Þ x = 4 and y = 3
x + y = 4 + 3 = 2+ 3 (x > y)

1. Rationalise the denominator of the following :

1 1
(i) (ii)
7- 6 5+ 2

2. Find the rationalising factor of : ( 3 + 10 - 5)

3. Rationalise the denominator of the following :

Allen-Junior wing\ (2019-20) Mathematics\IX\1.Number System

1 1
(i) (ii)
3– 2 2+ 3

a2
4. Rationalize the denominator of
a 2 + b2 + b
5. Simplify each of the following by rationalising the denominator :

5+ 6 7- 5
(i) (ii)
5- 6 7+ 5

23
Class IX : Mathematics

3+2 2
6. If = a + b 2 , where a and b are rationals. Find the values of a and b
3- 2

1
7. If x = , find the value of x3 – x2 – 11x + 3
2+ 3

1
8. If x = 2 + 3 , find x2 +
x2
3
æ 1ö
9. If x = 1 – 2 , find the value of çè x - ÷ø .
x

1
10. Rationalise the denominator of
3 - 2 -1

l Numbers which have no common factor other than one are known as co-prime numbers.
E.g. 2,3 , 5, 6; 7,8 etc.

l 'n' rational numbers between two distinct rational numbers x and y are given by {x + d}, {x + 2d},
y-x
{x + 3d} ,..., {x + nd} where d =
n+1

l Between any two distinct rational numbers x and y, there exists infinitely many rational numbers.
This is called Denseness property of Rational Numbers.

l Because p is an irrational number, it's decimal representation is non terminating and non-repeating.
Supercomputer calculations have determined over 1 trillion digits of the decimal representation of p.
The decimal representation of p truncated to 50 decimal places is
p = 3.14159265358979323846264338327950288419716939937510....

l An irrational number of the type n x , where it is not possible to find exactly the nth root of x, where
x is a positive rational number is called a Surd.

l The product of a real number multiplied by itself is 0 or positive. Therefore, if the solution of the
equation x2 = –1 is desired, a new set of numbers is required called Imaginary Numbers.

ap
Allen-Junior wing\ (2019-20) Mathematics\IX\1.Number System

l (i) ap · aq = ap+q (ii) (ap)q = apq (iii) = a p-q (iv) apbp = (ab)p
aq
p
1 æ aö ap
(v) a–p = (vi) ap/q = (ap)1/q = (a1/q)p (vii) ç ÷ = p
ap è bø b

l (i) x 2 =|x | i.e. square root of a number is always positive, never negative.

24
 Nu mber System

1. Which is false?
(A) Every natural number is a whole number.
(B) Every integer is a whole number.
(C) Every integer is a rational number.
(D) Every natural number is a rational number.

2. Decimal representation of a rational number cannot be

(A) Terminating
(B) Non-terminating
(C) Non-terminating repeating
(D) Non-terminating non-repeating

3. The rational form of 2.7435 is

27161 27 27161 27161

(A) (B) (C) (D)
999 99 9900 9000

4. The value of 5.2

45 46 47
(A) (B) (C) (D) None of these
9 9 9

5. Which of the following number is rational :

6 5 6
(A) ( 2+2 )
2
( )(
(B) 5 + 5 5 - 5 ) (C)
2 3
(D)
2

6. The sum of 0.5 + 0.2

7 7 7 7
(A) (B) (C) (D)
10 9 99 11

7. Which is true?
(A) There is no rational number between two irrational numbers.
(B) If x2 = 0.4, then x is a rational number.
(C) The only real numbers are rational numbers.
(D) The reciprocal of an irrational number is irrational.
Allen-Junior wing\ (2019-20) Mathematics\IX\1.Number System

8. The decimal expansion of the number 2 is

(A) A finite decimal (B) 1.4121
(C) Non-terminating recurring (D) Non-terminating non recurring

9. Two irrational numbers between 2 and 2.5 are :-

(A) 5 and 2´ 5 (B) 5 and 2´5 (C) 5 and 2 ´ 13 (D) None of these

25
Class IX : Mathematics

3- 3
10. The number is
3+ 3
(A) Rational (B) Irrational (C) Both (D) Can't say

1 1
11. If a = ,b= then the value of a2 +b2 is
3-2 2 3+ 2 2
(A) 34 (B) 35 (C) 36 (D) 37
1
12. How many repeating digits are there in decimal form of :
9900
(A) 2 (B) 3 (C) 1 (D) None of these

(
13. The product of 5 + 2 3 5 - 2 3 is )( )
(A) A rational number
(B) An irrational number
(C) Neither a rational nor an irrational number
(D) Either a rational or an irrational number

14. If n is a natural number, then n is

(A) always an irrational number
(B) Always a natural number
(C) Always a rational number
(D) Sometimes a natural number and sometimes an irrational numbers

15. An irrational number between 0.2101 and 0.2222.... is :

(A) 0.21010010001... (B) 0.101001000... (C) 0.21 (D) 0.2

16. The sum of two irrational number is :

(A) An irrational number
(B) A rational number
(C) Neither a rational nor a rational
(D) Either a rational or an irrational number

17. Which of the following is an irrational number ?

p
(A) 2 3 ´ 3 (B) 25 (C) (D) 1157.25
3
Allen-Junior wing\ (2019-20) Mathematics\IX\1.Number System

18. 3
4 × 4
8 is equal to
(A) 7
12 (B) 12
32 (C) 2 · 12 32 (D) 2 · 7 12

19. Value of 4
(81)-2 is

1 1 1
(A) (B) (C) 9 (D)
9 3 81

26
 Nu mber System

20. The exponential form of 2 3 is

(A) 61/2 (B) 61/3 (C) 61/4 (D) 6

1 1
21. If x - = 3 , then x 2 + 2 equals
x x
(A) 6 3 (B) 3 3 (C) 5 (D) 3

(0.6)0 - (0.1) -1
22. The value of -1 is
3 -1 3 æ 1ö
(3 / 2 ) (3 / 2) + ç - ÷
è 3ø

3 3 2 1
(A) (B) - (C) (D) -
2 2 3 2

23. If 9x – 1 = 32x – 1 – 486 then the value of x is

(A) 3.5 (B) 2.5 (C) 1.5 (D) 0

24. If 22x–y = 128 and 2x+y = 32 then x2 + y2

(A) 9 (B) 10 (C) 17 (D) 13

25. ( 5 + 8 ) + ( 3 - 2 ) - ( 2 - 6 ) when simplified is :

(A) Positive and irrational (B) Negative and irrational
(C) Positive and rational (D) Negative and rational
Allen-Junior wing\ (2019-20) Mathematics\IX\1.Number System

27
Class IX : Mathematics

1. The value of 5 3 - 3 12 + 2 75 on simplifying is

(A) 5 3 (B) 6 3 (C) 3 (D) 9 3

6
2. If 3 = 1.732, 5 = 2.236, then the value of is
5- 3
(A) 10.905 (B) 11.904 (C) 11.905 (D) None

2+ 3 2- 3
3. If a = ,b= , then the value of a + b is
2- 3 2+ 3
(A) 14 (B) –14 (C) 8 3 (D) – 3

1 1 1 1 1
4. The value of + + + +
3+ 8 8+ 7 7+ 6 6+ 5 5+2
(A) 0 (B) 1 (C) 4 (D) 5

5. Rationalizing factor of 1 + 2+ 3

(
(A) 1 + 2 - 3 ) 2 (B) 2 (C) 4 (D) 1 + 2 + 3

6. If p and q are natural number, then ( p+ q )( p - q is )

(A) Rational (B) Irrational
(C) Neither rational nor Irrational (D) None of these

2 -1
7. If 2 = 1.4142 , then is equal to
2 +1
(A) 2.4142 (B) 5.8282 (C) 0.4142 (D) 0.1718

a
é 1 ù a +1
a -a -1 a -1
8. The value of ê (x ) ú =
êë úû

1 a 1
(A) x (B) (C) x (D)
Allen-Junior wing\ (2019-20) Mathematics\IX\1.Number System

x xa

9. 4 3
x2 =
1/2 1/3 1/6
(A) x (B) x (C) x (D) x

10. The value of 3

24 + 3 81 - 3 192 , is
(A) 3
3 (B) 3 (C) 3 (D) None of these

28
 Nu mber System

Short answer type questions

1. Express the following in the form of p/q.
(i) .3 (ii) .54 (iii) .05
(iv) 1.3 (v) 0.621

2. Examine, whether the following numbers are rational or irrational :

(i) 7 (ii) 4 (iii) 2 + 3 (iv) 3+ 2

(v) 3+ 5 (vi) ( 2 - 2)2 (vii) (2 - 2)(2 + 2) (viii) ( 2 + 3)2

2
(ix) 5 -2 (x) - 8
5

3. (i) Write two irrational numbers between 0.21 and 0.2222....

5 5
(ii) Find three different irrational numbers between the rational numbers and
9 7

4. Find two irrational numbers between 0.5 and 0.55.

5. In each of the following express the result in the simplest form.

175
(i) 3
-108a 4 b 3 (ii) (iii) 8
512
27

27
(iv) 4
a 8 b6 c7 (v) 3
5 6 4 (vi) 2. 3 40 + 3. 3 625 + 4. 3 320
a b c
(vii) 8. 242 - 5. 50 + 3. 98

6. Find the rationalising factor of

(i) 3
49 (ii) 4
5 (iii) 7+ 3

7. Rationalise the denominator :

1 4 5 3 10
Allen-Junior wing\ (2019-20) Mathematics\IX\1.Number System

(i) (ii) (iii) (iv)

3+ 2 5 -1 5 7- 5

8. Find the values of

2 1 2 -2
(i) (125) 3 (ii) (27)3 (iii) (343)3 (iv) (512) 9
-1
(v) (8) 3

29
Class IX : Mathematics

9. If x = 3 – 2 2 , find the value of

1 1 1 2 1
(i) (ii) x + (iii) x+ (iv) x -
x x x x2

10. Determine a and b if

3+ 7 7+ 5 7- 5
(i) =a+b 7 (ii) - = a + 7 5b
3- 7 7- 5 7+ 5

5+ 3 11 - 7
(iii) = 94a + 3 3b (iv) =a– 77b
7-4 3 11 + 7

Long answer type questions

7 3-5 2
11. Simplify by rationalising the denominator : [CBSE]
48 + 18

3- 2 3+ 2
12. If x = and y = , find the value of x2 + y2 + xy [CBSE]
3+ 2 3- 2

1 1 1
13. Simplify : b-a c -a
+ a-b c -b
+ a -c
1+ x +x 1+ x +x 1+ x + x b -c

5- 3 5+ 3
14. If x = and y = , find the value of x2 + y2 – 6xy [CBSE]
5+ 3 5- 3

1 3 4
15. Simplify : - - .
11 - 2 30 7 - 2 10 8+4 3
Allen-Junior wing\ (2019-20) Mathematics\IX\1.Number System

30
 Nu mber System

1. If 2048 = 2× , 2187 = 3 y and 3125 = 5 z then value of x + y – z is :

NTSE STAGE 1 (2009)
(A) 1 (B) 9 (C) 13 (D) 23

æ 1ö æ 1ö æ 1ö æ 1ö æ 1ö
2. The value of çè 1 - ÷ ç1 - ÷ ç1 - ÷ ç1 - ÷ø × × × × × çè 1 - ÷ is : NTSE STAGE I (2010)
2ø è 3ø è 4ø è 5 nø

2
æ 1ö 1
(A) 1 (B) ç 1 - ÷ (C) (D) None of these
è nø n

3. If a = b x , b = c y and c = a z then the value of xyz is- NTSE STAGE 1 (2010)

(A) 4 (B) 3 (C) 2 (D) 1

4. The value of :

1 1 1 1 1 1 1 1
+ + + + + + + is :
9+ 8 8+ 7 7+ 6 6+ 5 5+ 4 4+ 3 3+ 2 2+ 1
NTSE STAGE 1 (2010)
(A) 7 (B) 5 (C) 2 (D) 1

5. Find the value of m for which 5 m ¸ 5 -3 = 55 NTSE STAGE 1 (2011)

(A) m = 2 (B) m = – 2 (C) m = 3 (D) m = 8

6. The HCF of any two prime numbers a and b, is NTSE STAGE 1 (2014)
(A) a (B) ab (C) b (D) 1

1 1 1
æ x b ö bc æ x c ö ca æ x a ö ab
7. The value of ç c ÷ ×ç a÷ × ç b ÷ is equal to NTSE STAGE 1 (2014)
èx ø èx ø èx ø

(A) 1 (B) –1 (C) 0 (D) abc

Allen-Junior wing\ (2019-20) Mathematics\IX\1.Number System

2 2
- b2
The square root of x b . xb +2ab . x a
2
8. is NTSE STAGE 1 (2015)
a+ b (a + b)2
2(a+b) a+b
(A) x (B) x 2 (C) x 2
(D) x

9. Expressing 0.23 + 0.23 as a single decimal, we get NTSE STAGE 1 (2016)

(A) 0.465 (B) 0.465 (C) 0.465 (D) 0.4654

31
Class IX : Mathematics
2 2 2 2 2 2 2 2
10. If (1 + 2 + 3 + ...... 12 ) = 650, then the value of (2 + 4 + 6 + ....... + 24 ) is
NTSE STAGE 1 (2016)
(A) 1300 (B) 2600 (C) 2500 (D) 42250

3+2 3
11. If = a + 3 b , then the value of a + b where a and b are rational numbers is
3- 3

NTSE STAGE 1 (2017)

(A) 5 (B) 8 (C) 2 (D) 16

12. Which of the following is not an irrational number ? NTSE STAGE 1 (2018)
7 2 11
(A) 2 + 5 (B) 2 (C) (D)
5 7 11

13. The multiplication of all prime numbers between 1 and 10 is NTSE STAGE 1 (2018)
(A) 105 (B) 945 (C) 210 (D) 1890

Allen-Junior wing\ (2019-20) Mathematics\IX\1.Number System

32
 Nu mber System

ANSWERS
CHECK POST-1
7 32 2324 121
1. (i) (ii) (iii) (iv)
9 99 99 90

73 1
2. 3. 0.3, 0.31 and 0.32 4. 10 5.
90 90

CHECK POST-2
3 8
1. 5 and 2 5 2. 0.101 & 0.1002000010001...... 3. and
2 5

4. 2.1 and 2.2

CHECK POST-3
1. 7 2 + 4 3 2. 5 3 + 13 5

3. 6 + 4 3 + 7 6 4. 3 2 + 8 5

5. 2 15 + 2 10 + 7 6 + 21 6. 6 3 - 3 6 + 12 2 - 12
7. 2 8. 13
9. 3 15 - 3 2 + 3 10 - 2 3 10. 10 - 15 - 2 + 6

CHECK POST-4
28125
2. 10 3. 4. 5 5. 1
256

1 1
6. (a) (b) 8. 35
4 10

CHECK POST-5

5- 2
1. (i) 7 + 6 (ii) 2. (3 + 10 + 5)(8 - 2 30)
3

3. (i) 3+ 2 (ii) 2 - 3 4. a 2 + b2 - b
Allen-Junior wing\ (2019-20) Mathematics\IX\1.Number System

31 + 10 6 13 9
5. (i) (ii) 6 - 35 6. a = ,b=
19 7 7
7. 0 8. 14 9. 8

æ 2 + 6 + 2ö
10. - ç ÷ø
è 4

33
Class IX : Mathematics

EXERCISE-1 (ELEMENTARY)
Que. 1 2 3 4 5 6 7 8 9 10
Ans. B D C C B B D D A B
Que. 11 12 13 14 15 16 17 18 19 20
Ans. A A A D A D C C A C
Que. 21 22 23 24 25
Ans. C B A C A

EXERCISE-2 (SEASONED)
Que. 1 2 3 4 5 6 7 8 9 10
Ans. D B A B A A C A D A

EXERCISE-3 (CBSE PATTERN)

1 6 5 4 23
1. (i) (ii) (iii) (iv) (v)
3 11 99 3 37
2. (i) Irrational (ii) Rational (iii) Irrational (iv) Irrational
(v) Irrational (vi) Irrational (vii) Rational (viii) Irrational
(ix) Irrational (x) Irrational
3. (i) 0.21010010001..., 0.21020020002... (ii) 0.6010010001......, 0.6020020002......
4. 0.5010010001..., 0.5020020002...

5 7
5. (i) –3ab. 3 4a (ii) (iii) 2 8 2 (iv) a2bc 4 b2c3
3 3

3 1
(v) 2
3 (vi) 35 3 5 (vii) 84 2
ab c a 2c

6. (i) 3
7 (ii) 4
125 (iii) 7 - 3

7. (i) 3 - 2 (ii) 5 + 1 (iii) 15 (iv) 5( 7 + 5)

1 1
8. (i) 25 (ii) 3 (iii) 49 (iv) (v)
4 2

9. (i) 3 + 2 2 (ii) 6 (iii) 2 2 (iv) – 24 2

1 1 9 1
10. (i) a = 8, b = 3 (ii) a = 0, b = , (iii) a = , b = 9 (iv) a = , b =
11 2 2 2

114 - 41 6
Allen-Junior wing\ (2019-20) Mathematics\IX\1.Number System

11. 12. 99 13. 1 14. 56 15. 0

30

EXERCISE-4 (COMPETITIVE ASSESSMENT)

Que. 1 2 3 4 5 6 7 8 9 10
Ans. C C D C A D A C B B
Que. 11 12 13
Ans. C D C

34
 Chapter

5
1.0 INTRODUCTION

2.0 DECIPHERING JUMBLED UP DESCRIPTIONS

3.0 RELATION PUZZLE

4.0 CODED RELATIONS

EXERCISE-1

EXERCISE-2

Unit Two
 Blood Relations

1.0 INTRODUCTION
The family relation test or the blood relationship Tests are about the relationship of a particular
person with another person of the same family based on the chain of relationships between other
members of the family. The candidate is given a problem depicting relationships among the various
members of a family in a roundabout chain and he has to decipher the vital link that would provide
a clue to the relation of two particular persons as asked in the question.

Since the success in these types of tests largely depends on the candidate’s knowledge of family
relationships, one should acquire the same in right earnest.

Having acquired such knowledge while answering questions on family relationships, the candidate
should sketch the situation by making a diagram based on the statements given in the direction
part of the question. This would make the chain of relationship clear and in front of the eyes for
conclusions.

The major family relationships are listed below

Father’s son, Mother’s son Brother

Mother’s or Father’s daughter Sister
Mother’s brother, father’s brother Uncle
Mother’s sister, father’s sister Aunt
Mother’s or father’s father Grandfather
Mother’s or father’s mother Grandmother
Grandfather’s or grandmother’s father Great grandfather
Grandfather’s or grandmother’s mother Great grandmother
Wife’s or husband’s brother Brother-in-law
Wife’s or husband’s sister Sister-in-law
Wife’s or husband’s father Father-in-law
Wife’s or husband’s mother Mother-in-law
Son’s wife Daughter-in-law
Daughter’s husband Son-in-law
Brother’s or sister’s son Nephew
Brother’s or sister’s daughter Niece
Uncle’s or aunt’s son or daughter Cousin
Brother’s wife Sister-in-law
19\D\PN & CF\2019-20\MAT\IX\Module-2\5. Blood Relations

Sister’s husband Brother-in-law

Son’s or daughter’s son Grandson
Son’s or daughter’s daughter Granddaughter

2.0 DECIPHERING JUMBLED UP DESCRIPTIONS

In this type of questions, a round-about description is given in the form of certain small relationships
and direct relationship between the persons concerned is to be deciphered.

55
Class IX : MAT

Illustration 1. Pointing towards a person in a photograph, Anjali said, "He is the only son of the
father of my sister's brother." How is that person related to Anjali?
(A) Mother (B) Father
(C) Maternal Uncle (D) None of these
Solution The relations may be analysed as follows:
Sister's Brother – Brother; Brother's Father – Father; Father's Son – Brother.
So, the person in the photograph is Anjali's Brother.
Hence, the answer is (D)

Illustration 2. Pointing out to a lady, Rajan said, "She is the daughter of the woman who is the
mother of the husband of my mother".Who is the lady to Rajan?
(A) Aunt (B) Grand Daughter
(C) Daughter (D) Sister
Solution The relations may be analysed as follows :
Mother's Husband – Father; Father's Mother – Grandmother; Grandmother's daughter
– Father's Sister; Father's Sister – Aunt .
So, the lady is Rajan's Aunt. Hence, the answer is (A)

3.0 RELATION PUZZLE

In this type, mutual blood relations or other informations of more than two persons are mentioned
and information about any two is mentioned.

Illustration 3. A and B are married couples. X and Y are brothers. X is the brother of A. How is Y
related to B?
(A) Brother in law (B) Brother (C) Son in law (D) Cousin
Solution. A and B are Husband and Wife.Since X and Y are brothers, and X is the brother of A,
Y is also the brother of A.Thus, Y is the brother in law of B.
Hence, the answer is (A)

Illustration 4. Read the following information carefully and answer the questions given below:
There are six children playing football namely A,B,C,D,E and F. A and E are brothers.
19\D\PN & CF\2019-20\MAT\IX\Module-2\5. Blood Relations

F is the sister of E. C is the only son of F's uncle. B and D are the daughters of the
brother of C's father.

1. How is C related to F?
(A) Cousin (B) Brother (C) Son (D) Uncle
Solution. F is E's and hence A's sister.So, C is also the son of F's uncle and is, therefore, F's
cousin.
Hence, the answer is (A).

56
 Blood Relations
2. How many male players are there?
(A) One (B) Three (C) Five (D) Six
Solution. As given A and E are brothers.Hence both are males. F is the sister of E and hence
female. C is the son and hence male, B and D are daughters and hence female. Thus,
there are three males.
Hence, the answer is (B).

4.0 CODED RELATIONS

In such questions, the relationships are represented by certain codes or symbols such as
+, –, ×, ¸, *,  etc. Then relationships between certain persons, given in the form of these codes,
are to be analysed.

Illustration 5. If A + B means A is the sister of B; A – B means A is the brother of B; A × B means A

is the daughter of B, which of the following shows the relation that E is the maternal
uncle of D?
(A) D + F × E (B) D – F × E
(C) D × F + E (D) None of these
Solution Here, the answer is (D).

Direction : Read the follwoing information carefully and answer the questions that
follow:
A + B means A is the son of B; A – B means A is the wife of B; A × B means A is the
brother of B; A ¸ B means A is the mother of B and A = B means A is the sister of B.

Illustration 6. What does P × R ¸ Q means?

(A) P is the son of R. (B) P is the father of Q.
(C) P is the uncle of Q (D) P is the nephew of Q.
Solution Clearly, P × R ¸ Q means P is the brother of R who is the mother of Q i.e. P is the uncle
of Q.
So, the answer is (C).
19\D\PN & CF\2019-20\MAT\IX\Module-2\5. Blood Relations

57
Class IX : MAT

SOME WORKED OUT ILLUSTRATIONS

Illustration 1.
‘S × T’ means that S is the mother of T, ‘S + T’ means that S is the father of T, ‘S – T’ means
that S is the sister of T. On the basis of this information, You have to select the option which shows
that A is the grandfather of T.
(A) A + S + B – T (B) A × B + C – T
(C) A + C – T (D) A + B – C – T
Solution.
(A)
Option (A) represents that A is the grandfather of T
(1) B – T means B is the sister of T.
(2) S + B means S is the father of B, hence S will be father of T [from information (i)]
(3) A + S means A is the father of S, hence A will be grandfather of B.

Illustration 2.
If ‘P $ Q’ means that P is the father of Q, ‘P # Q’ means that P is the mother of Q, ‘P * Q’ means
that P is the sister of Q. Then, how is Q related to N in N # L $ P * Q ?
(A) Grand-son (B) Grand-daughter
(C) Nephew (D) Data inadequate
Solution.
(D)
In the above question, the sex of Q is not given, hence exact relationship between N and Q cannot
be established. In other words, we can say that data is not adequate to answer the question.
Therefore, the correct answer is (D).

Illustration 3.
If ‘P + Q’ means that P is the mother of Q, ‘P × Q’ means that P is the father of Q, ‘P–Q’ means
that P is the sister of Q. Then, which of the following relationship shows that M is the daughter
of R ?
(A) R × M + N (B) R + N × M (C) R – M × N (D) Data inadequate
19\D\PN & CF\2019-20\MAT\IX\Module-2\5. Blood Relations

Solution.
(A)
M + N i.e., M is the mother of N, hence, the sex of M is determined as female. R × M i.e., R is
the father of M. Hence, R × M + N clearly means that M is the daughter of R. Therefore, the correct
answer is (A).

58
 Blood Relations
Illustration 4.
If A is the brother of the son of B's son, how is A related to B ?
(A) Son (B) Brother (C) Cousin (D) Grandson
Solution
(D)

+
A +

Here + male Hence, A is grandson of ‘B’

Illustration 5.
T is the son of P. S is the son of Q. T is married to R. R is Q's daughter. How is S related to T ?
(A) Brother (B) Uncle (C) Father-in-law (D) Brother - in - law
Solution
(D)
19\D\PN & CF\2019-20\MAT\IX\Module-2\5. Blood Relations

59
Class IX : MAT

1. If (i) M is brother of N (ii) B is brother of N; and (iii) M is brother of D, then which of the following
statements is definitely true ?
(A) N is brother of B (B) N is brother of D
(C) M is brother of B (D) None of these

Directions (2 to 4): A is the son of B. C, B’s sister, has a son D and a daughter E. F is the maternal
uncle of D.

2. How is A related to D ?
(A) Cousin (B) Nephew (C) Uncle (D) Brother

3. How is E related to F ?
(A) Sister (B) Daughter (C) Niece (D) Wife

4. How many nephews does F have ?

(A) nil (B) one (C) two (D) three

Directions (5 to 7):
(I) F is the brother of A, (II) C is the daughter of A,
(III) K is the sister of F, (IV) G is the brother of C.

5. Who is the uncle of G ?

(A) A (B) C (C) F (D) K

6. How many sisters F can have ?

(A) One (B) Two (C) No (D) Three

7. How is G related to K ?
(A) Daughter (B) Aunt (C) Nephew (D) None of these

8. A is father of X; B is mother of Y. The sister of X and Z is Y. Which of the following statement definitely
not true ?
(A) B is the mother of Z (B) X is the sister of Z
19\D\PN & CF\2019-20\MAT\IX\Module-2\5. Blood Relations

(C) Y is the son of A (D) B has one daughter

(E) B is the wife of A

9. Shobha is the niece of Ashish. Ashish’s mother is Priya. Kamla is Priya’s mother. Kamla's husband
is Hari. Krishna is the mother-in-law of Hari. How is Shobha related to Hari ?
(A) Daughter (B) Great grand daughter
(C) Grand niece (D) Great grandson’s daughter

60
 Blood Relations
Directions (10 to 13)
(i) In a family of six persons A, B, C, D, E and F, there are two married couples.
(ii) D is grandmother of A and mother of B.
(iii) C is wife of B and mother of F.
(iv) F is the grand daughter of E.

10. What is C to A ?
(A) Daughter (B) Grandmother
(C) Mother (D) Cannot be determined

11. How many male members are there in the family ?

(A) Two (B) Three
(C) Four (D) Cannot be determined

12. Which of the following is true?

(A) A is brother of F (B) A is sister of F
(C) D has two grandsons (D) Cannot be determined

13. Who among the following is one of the couples?

(A) CD (B) DE
(C) EB (D) Cannot be determined

Directions (14 to 15) : A + B means A is the son of B; A - B means A is the wife of B; A ´ B

means A is the brother of B; A ¸ B means A is the mother of B and A = B means A is the sister
of B.
14. What do P + R - Q mean?
(A) Q is the father of P (B) Q is the son of P
(C) Q is the uncle of P (D) Q is the brother of P

15. What does P × R ¸ Q means?

(A) P is the brother of Q (B) P is the father of Q
(C) P is the uncle of Q (D) P is the nephew of Q

16. Pointing towards a man in the photograph, Archana said, "He is the son of the only son of my
grandmother". How is that man related to Archana?
19\D\PN & CF\2019-20\MAT\IX\Module-2\5. Blood Relations

(A) Cousin (B) Nephew (C) Brother (D) Son

17. Pointing to a photograph, a lady tells Amit, "I am the only daughter of this lady and her son is your
maternal uncle." How is the speaker related to Amit's father?
(A) Sister-in-law (B) Wife (C) Either (A) or (B) (D) Neither (A) nor (B)

18. Rohit and Rohan ae brother. Soniya and Sunita are sisters. Rohit's son Sunita's brother. How is
Rohan related Soniya.
(A) Father (B) Brother (C) Grand father (D) Uncle

61
Class IX : MAT
19. Amit said, “This girl is the wife of the grandson of my mother.” How is Amit related to the girl?
(A) Father (B) Father-in-law (C) Grandfather (D) Husband

20. Introducing a girl, Vipin said, “Her mother is the only daughter of my mother-in-law. “How is Vipin
related to the girl ?
(A) Uncle (B) Father (C) Brother (D) Husband

21. Showing the lady in the park, Vineet said, “She is the daughter of my grand father’s only son”. How
is Vineet related to that lady?
(A) Brother (B) Cousin (C) Father (D) Uncle

22. Pointing to a man, Amit said, “His son is my son’s uncle”. How is that man related to Amit?
(A) Brother (B) Uncle (C) Father (D) Grandfather

23. Pointing to a man Asha said, “His brother’s father is the only son of my grand father”. How Asha
is related to the man.
(A) Mother (B) Aunt (C) Sister (D) Daugther

24. Pointing to a photograph, a man says to his friend, “She is the grand-daughter of the elder brother
of my father”. How is the girl in the photograph related to the man?
(A) Niece (B) Sister (C) Aunt (D) Sister-in-law

25. Pointing to a girl in the photograph, Amar said, “Her mother’s brother is the only son of my mother’s
father”. How is the girl’s mother related to Amar?
(A) Mother (B) Sister (C) Sister-in-law (D) Grandmother

19\D\PN & CF\2019-20\MAT\IX\Module-2\5. Blood Relations

62
 Blood Relations

1
.

Directions (1 to 4): Read the following information carefully to answer the ques-
tions given below.
(i) ‘A + B’ means ‘A is the father of B’.
(ii) ‘A - B’ means ‘A is the wife of B’.
(iii) ‘A × B’ means ‘A is the brother of B’.
(iv) ‘A ¸ B’ means ‘A is the daughter of B’.

1. If ‘P ¸ R + S + Q’, which of the following statement is true ?

(A) P is the daughter of Q (B) Q is the aunt of P
(C) P is the aunt of Q (D) None of these

2. If ‘P - R + Q’, which of the following statement is true ?

(A) P is the mother of Q (B) P is the father of Q
(C) P is the brother of Q (D) P is the sister of Q

3. If ‘P × R ¸ Q’. Which of the following statement is true ?

(A) P is the uncle of Q (B) P is the father of Q
(C) P is the brother of Q (D) P is the son of Q

4. If ‘P × R – Q’, which of the following statement is true ?

(A) P is the brother-in-law of Q (B) P is the brother of Q
(C) P is the uncle of Q (D) P is the father of Q

Directions (5 to 8):
K is brother of X. Z is son of X. P is daughter of K is married to N. G and X are sisters.

5. How is P related to G ?
(A) Niece (B) Sister (C) Daughter-in-law (D) Daughter

6. How is Z related to P ?
(A) Cousin (B) Uncle (C) Brother-in-law (D) Maternal uncle
19\D\PN & CF\2019-20\MAT\IX\Module-2\5. Blood Relations

7. How is N related to K ?
(A) Son (B) Son-in-law (C) Nephew (D) Father-in-law

8. How is G related to Z ?
(A) Aunt (B) Sister (C) Wife (D) Sister-in-law

63
Class IX : MAT

Directions (9 to 13): Read the following information to answer the given questions.
(i) B is the mother of D, who is not daughter of B
(ii) A is the son of M and brother of G
(iii) G is the sister of D.

9. Which of the following is not true ?

(A) D, A and G are cousins (B) D is the brother of A
(C) G is the sister of D (D) A is the brother of G

10. Which of the following can not be inferred from the information given ?
(A) B has three children (B) M has two sons
(C) A is younger to D (D) B has one daughter

11. What is M to D ?
(A) Husband (B) Son (C) Father (D) Mother

12. Which of the following is true ?

(A) B is the mother of M (B) D is the daughter of M
(C) M is the husband of B (D) G has only one brother

13. How is M related to G ?

(A) Mother (B) Father (C) Son (D) Brother

14. If M is Father of N , L is Brother of M and P is Mother of L, then what is the relation of N with P?
(A) Grand-Daughter (B) Grand-Son (C) Father (D) Data inadequate

15. Pointing to an old man, Kunal said, “His son is my son’s uncle.” How is the old man related to
Kunal ?
(A) Brother (B) Uncle (C) Father (D) None of these

16. Sachin is the brother of the son of Ajit’s son. Then what is the relationship of Sachin to Ajit ?
(A) Brother (B) Cousin (C) Nephew (D) Grandson

17. Ramesh is father of Mohan and Shyam is son of Mohan. What is the relation between Ramesh and
Shyam ?
19\D\PN & CF\2019-20\MAT\IX\Module-2\5. Blood Relations

(A) Son (B) Brother (C) Grandfather (D) Father

18. Pointing to a photograph of a boy Suresh said, "He is the son of my mother". How is Suresh related
to that boy?
(A) Brother (B) Uncle (C) Cousin (D) Father

64
 Blood Relations
19. A and B are children of D. Who is the father of A ?
To answer this question which of the statements (1) and (2) is necessary?
1. C is the brother of A and the son of E.
2. F is the mother of B.
(A) Only (1) (B) Only (2) (C) Either (1) or (2) (D) (1) and (2) both

20. If P $ Q means P is the brother of Q ; P # Q means P is the mother of Q ; P * Q means P is the

daughter of Q in A # B $ C * D, who is the father?
(A) D (B) B (C) C (D) Data is inadequate

21. Pointing of a lady a person said, "The son of her only brother is the brother of my wife". How is the
lady related to the person?
(A) Maternal aunt (B) Grand mother
(C) Sister of father-in-law (D) None of these

22. Sita introducing a man to her husband Ram, told "Grand father of his son is only a son of my
Grand father". How Sita is related to that man?
(A) Daughter-in-law (B) Sister (C) Daughter (D) Mother-in-law

23. Rahul told Anand, "Yesterday I detected the only brother of the daughter of my grand mother".
Whom did Rahul detect ?
(A) Son (B) Father (C) Brother (D) Father-in-law

24. Pointing to words a photograph, Ram said, "She is the mother of my brother's son's wife's sister".
How is the lady in the photograph related to ram;s brother?
(A) Sister (B) Daughter-in-law (C) Daughter (D) None of these

25. Looking at a photograph a person said, "I have no brother or sister but that man's father is my
father's son". At whose photograph was the person looking at?
(A) His son's (B) His nephow's (C) His father's (D) His own
19\D\PN & CF\2019-20\MAT\IX\Module-2\5. Blood Relations

65
Class IX : MAT

ANSWERS
EXERCISE-1

Ques. 1 2 3 4 5 6 7 8 9 10
Ans. C A C C C B C C B C
Ques. 11 12 13 14 15 16 17 18 19 20
Ans. D D B A C C B D B B

Ques. 21 22 23 24 25

Ans. A C C A A

EXERCISE-2

Ques. 1 2 3 4 5 6 7 8 9 10
Ans. C A D A A A B A A C
Ques. 11 12 13 14 15 16 17 18 19 20
Ans. C C B D C A C A B A

Ques. 21 22 23 24 25

Ans. C B B D A

*****

19\D\PN & CF\2019-20\MAT\IX\Module-2\5. Blood Relations

66
 Chapter

3
1.0 INTRODUCTION

2.0 PROBLEM SOLVING BY SUBSTITUTION

3.0 INTERCHANGE OF SIGNS AND NUMBERS

EXERCISE-1

EXERCISE-2

Unit Two
sakl;dfjks
 Mathematical Opera tions

1.0 INTRODUCTION
In mathematical logic, a symbol or an operator is given and the operation which could be performed
using that symbol or operator is also defined. This could be explained using following example.
AOB=A+B
Here, symbol O is defined as +. The question that could be asked are as follows:
[1] Find the value of 5 O 6.
5 O 6 = 5 + 6 = 11
[2] Compare the given expressions.
e.g., Which is the greater: 6 O 6 or 9 O 3?
6 O 6 = 12 and 9 O 3 = 12
6O6=9O3
Note : While solving these kind of problems one has to remember that the operation would be
performed as it is defined in the problem given. Sometimes a conventional operator with different
meaning may be given.
Then one has to perform the operation that is defined and not the conventional one.
i.e., if A × B = A + B
Then, value of 3 × 4 = 3 + 4 = 7 and not 3 × 4 = 12.

2.0 PROBLEM SOLVING BY SUBSTITUTION

In this type, you are provided with substitutes for various mathematical symbols or numerals,
followed by a question involving calculation of an expression or choosing the correct/incorrect
equation. The candidate is required to put in the real signs or numerals in the given equation
and then solve the questions as required.
Note : While solving a mathematical expression, proceed according to the rule BODMAS i.e.,
Brackets, Of, Division, Multiplication, Addition, Subtraction.

Illustration 1. If '+' means 'minus', 'x' means 'divided by', '¸' means 'Plus' and '–' means 'multiplied
by', then which of the following will be the value of the expression
252 × 9 – 5 + 32 ¸ 92?
(A) 95 (B) 168 (C) 192 (D) 200
19\d\PN & CF-2019-20\MAT\IX\Unit-2\Module 2\03_Mathematical Operation

Solution Putting the proper signs in the given expression, we get :

252 ¸ 9 × 5 – 32 + 92 = 28 × 5 – 32 + 92 = 140 – 32 + 92 = 232 – 32 = 200.
Hence, the answer is (D).

Illustration 2. If L stands for +, M stands for –, N stands for × , P stands for ¸, then
14 N 10 L 42 P 2 M 8 = ?
(A) 153 (B) 216 (C) 248 (D) 251
Solution Putting the proper signs in the given expression, we get :
14 × 10 + 42 ¸ 2 – 8 = 14 × 10 + 21 – 8 = 140 + 21 – 8 = 161 – 8 = 153.
Hence, the answer is (A).
25
Class IX : MAT

Illustration 3. If 20 – 10 means 200, 8 ¸ 4 means 12, 6 × 2 means 4, then

100 – 10 × 1000 ¸ 1000 + 100 × 10 = ?
(A) 0 (B) 20 (C) 1090 (D) 1900
Solution Given that : 20 – 10 = 200. But, actually 20 × 10 = 200. So, – means ×.
Given that : 8 ¸ 4 = 12. But, actually 8 + 4 = 12. So, ¸ means +.
Given that : 6 × 2 = 4. But, actually 6 – 2 = 4. So, × means –.
Thus, in the given mathematical language, – means ×, ¸ means + and × means –.
So, + means ¸. Putting the correct signs, we have :
Given expression = 100 × 10 – 1000 + 1000 ¸ 100 – 10
= 1000 – 1000 + 10 – 10 = 0.
Hence, the answer is (A).

Illustration 4. It is being given that : > denotes +, < denotes –, + denotes ¸, – denotes =, = denotes
'less than' and × denotes 'greater than ', find which of the following is a correct statement.
(A) 3 + 2 > 4 = 9 + 3 < 2 (B) 3 > 2 > 4 = 18 + 3 < 1
(C) 3 > 2 < 4 × 8 + 4 < 2 (D) 3 + 2 < 4 × 9 + 3 < 3
Solution Using proper notations, we have :
(A) Given statement is 3 ¸ 2 + 4 < 9 ¸ 3 – 2
11
or < 1, which is not true.
2
(B) Given statement is 3 + 2 + 4 < 18 ¸ 3 – 1
or 9 < 5, which is not true.
(C) Given statement is 3 + 2 – 4 > 8 ¸ 4 – 2
or 1 > 0, which is true.
(D) Given statement is 3 ¸ 2 – 4 > 9 ¸ 3 – 3
5
or – > 0, which is not true.
2
Hence, the answer is (C).

3.0 INTERCHANGE OF SIGNS & NUMBERS

Illustration 5. If the given interchanges namely : signs + and ¸ and numbers 2 and 4 are made in
signs and numbers, which one of the following four equations would be correct?
19\d\PN & CF-2019-20\MAT\IX\Unit-2\Module 2\03_Mathematical Operation

(A) 2 + 4 ¸ 3 = 3 (B) 4 + 2 ¸ 6 = 1.5

(C) 4 ¸ 2 + 3 = 4 (D) 2 + 4 ¸ 6 = 8
Solution. Interchanging (+ and ¸) and (2 and 4), we get :
(A) 4 ¸ 2 + 3 = 3 or 5 = 3, which is false.
(B) 2 ¸ 4 + 6 = 1.5 or 6.5 = 1.5, which is false.

10
(C) 2 + 4 ¸ 3 = 4 or = 4, which is false.
3
(D) 4 ¸ 2 + 6 = 8 or 8 = 8, which is true.
Hence, the answer is (D).

26
 Mathematical Opera tions

Illustration 6. Which one of the four interchanges in signs and numbers would make the given
equation correct?
3+5–2=4
(A) + and –, 2 and 3 (B) + and –, 2 and 5
(C) + and –, 3 and 5 (D) None of these
Solution By making the interchanges given in (A), we get the equation as 2 – 5 + 3 = 4
or 0 = 4, which is false.
By making the interchanges given in (B), we get the equation as 3 – 2 + 5 = 4
or 6 = 4, which is false.
By making the interchanges given in (C), we get the equation as 5 – 3 + 2 = 4
or 4 = 4, which is true.
Hence, the answer is (C).
19\d\PN & CF-2019-20\MAT\IX\Unit-2\Module 2\03_Mathematical Operation

27
Class IX : MAT

SOME WORKED OUT ILLUSTRATIONS

Directions : (1 to 2) : In each of the questions given below, two signs in the equations given
have been interchanged. Find out these two signs to make the equation correct.
Illustration 1.
3 ÷ 5 × 8 + 2 – 10 = 13
(A) + and – (B) × and ÷ (C) ÷ and – (D) ÷ and +
Solution (D)
Interchanging symbols + and – as given in option (A), the above equation becomes
3 ÷ 5 × 8 – 2 + 10

3 24
= ´ 8 - 2 + 10 = + 8 ¹ 13
5 5
Interchanging symbols × and ÷ as given in option (B), we get
3 × 5 ÷ 8 + 2 – 10

5
= 3´ + 2 - 10 ¹ 3
8
Interchanging symbols ÷ and – as given in option (C), we get
3 – 5 × 8 + 2 ÷ 10

2 2
= 3- 5´8 + = 3 - 40 + ¹ 13
10 10
Interchanging symbols ÷ and + as given in option (D), we get
3 + 5 × 8 ÷ 2 – 10

8
= 3+5´ - 10 = 3 + 20 - 10 = 13
2
Hence, option (D) is the correct answer

Illustration 2.
51 ÷ 3 + 17 × 2 – 12 = 10
(A) + and ÷ (B) – and × (C) ÷ and × (D) × and +
Solution (B)
19\d\PN & CF-2019-20\MAT\IX\Unit-2\Module 2\03_Mathematical Operation

Interchanging symbols – and ×, we get

51 ÷ 3 + 17 – 2 × 12

51
= + 17 - 24
3
= 17 + 17 – 24 = 10
Hence, option (B) is the correct answer.

28
 Mathematical Opera tions

Illustration 3.
If P denotes ‘÷’, Q denotes ‘×’, R denotes ‘+’, S denotes ‘–’, then what is the value of
18 Q 12 P 4 R 5 S 6 = ?
(A) 64 (B) 81 (C) 53 (D) 24
Solution (C)
Converting alphabets into mathematical symbols as given above, we get
18 × 12 ÷ 4 + 5 – 6
12
= 18 ´ +5-6
4
= 18 × 3 + 5 – 6
= 54 + 5 – 6 = 59 – 6 = 53
Hence, option (C) is the correct answer.

Illustration 4.
If ‘+’ means ‘×’, ‘–’ means ‘+’, ‘×’ means ‘÷’, and ‘÷’ means ‘–’, then 6 – 9 + 8 × 3 ÷ 20 = ?
(A) –2 (B) 6 (C) 12 (D) 10
Solution (D)
Interchanging the symbols as given in the above question, the above equation becomes
6 + 9 × 8 ÷ 3 – 20
8
= 6 + 9´ - 20 = 6 + 3 ´ 8 - 20
3
= 6 + 24 – 20 = 10
Hence, option (D) is the correct answer.
19\d\PN & CF-2019-20\MAT\IX\Unit-2\Module 2\03_Mathematical Operation

29
Class IX : MAT

1. If '<' means 'minus', '>' means 'plus', '=' means 'multiplied by ' and '$' means 'divided by', then
what would be the value of 27 > 81 $ 9 < 6?
(A) 6 (B) 33 (C) 36 (D) None of these

2. If × means –, + means ÷, – means × and ÷ means +, then 15 – 2 ÷ 900 + 90 × 100 = ?

(A) 190 (B) 180 (C) 90 (D) None of these

3. If '+' means 'divided by', '–' means 'add', '×' means 'minus' and '/' means 'multiplied by', what will
be the value of the following expression?
[{(17 × 12) – (4/2)} + (23 – 6)]/0
(A) Infinite (B) 0 (C) 118 (D) 219

4. If '–' stands for 'division', '+' for 'multiplication', '÷' for 'subtraction' and '×' for 'addition', then
which one of the following equations is correct?
(A) 4 × 5 + 9 – 3 ÷ 4 = 15 (B) 4 × 5 × 9 + 3 ÷ 4 = 11
(C) 4 – 5 ÷ 9 × 3 – 4 = 17 (D) 4 ÷ 5 + 9 – 3 + 4 = 18

5. If '+' stands for 'division', '÷' stands for 'multiplication', '×' stands for 'subtraction' and '–' stands
for 'addition', which one of the following is correct?
(A) 18 ÷ 6 × 7 + 5 – 2 = 22 (B) 18 × 6 + 7 ÷ 5 – 2 = 16
(C) 18 ÷ 6 – 7 + 5 × 2 = 20 (D) 18 + 6 ÷ 7 × 5 – 2 = 18

6. If L denotes ÷, M denotes ×, P denotes + and Q denotes –, then which of the following statements
is true?

3
(A) 32 P 8 L 16 Q 4 = –
2
19\d\PN & CF-2019-20\MAT\IX\Unit-2\Module 2\03_Mathematical Operation

173
(B) 6 M 18 Q 26 L 13 P 7 =
13
38
(C) 11 M 34 L 17 Q 8 L 3 =
3
(D) 9 P 9 L 9 Q 9 M 9 = – 71

7. If '×' stands for 'addition', '<' for 'subtraction', '+' for 'division', '>' for 'multiplication','–' for 'equal
to' , '÷' for 'greater than' and '=' for 'less than', then state which of the following is true?
(A) 3 × 4 > 2 – 9 + 3 < 3 (B) 5 × 3 < 7 ÷ 8 + 4 × 1
(C) 5 > 2 + 2 = 10 < 4 × 8 (D) 3 × 2 < 4 ÷ 16 > 2 + 4

30
 Mathematical Opera tions

Directions (8 and 9) : In each of the following questions, some symbols are represented by
letters as shown below.
+ – × ¸ = > <
B G E C D A F
Now, identify the correct expression in each case.
8. (A) 18 C 3 D 6 B 8 C 4 G 12 (B) 18 A 3 E 6 B 8 G 4 B 12
(C) 18 C 3 G 6 B 8 B 4 D 12 (D) 18 F 3 B 6 E 8 G 4 E 12
9. (A) 15 B 5 G 8 B 4 G 6 F 3 (B) 15 C 15 B 8 F 4 B 6 C 3
(C) 15 A 5 E 8 C 4 B 6 E 3 (D) 15 C 5 F 8 C 4 B 6 C 3

10. Directions : In the following question, different alphabets stand for various symbols as indicated
below :
Addition : O Subtracton : M Multiplication : A
Division : Q Equal to : X Greater than : Y
Less than : Z
Out of the four alternatives given in the given question, only one is correct according to the above
letter symbols. Identify the correct answer.
(A) 2 Z 2 A 4 O 1 A 4 M 8 (B) 8 Y 2 A 3 A 4 Q 2 A 4
(C) 10 X 2 O 2 A 4 O 1 M 2 (D) 12 X 4 O 2 Q 1 A 4 A 2

Directions (11 to 14) : In each of the following questions, if the given interchanges are made
in signs and numbers, which one of the four equations would be correct ?
11. Given interchanges : Signs – and ÷ and numbers 4 and 8.
(A) 6 – 8 ÷ 4 = – 1 (B) 8 – 6 ÷ 4 = 1 (C) 4 ÷ 8 – 2 = 6 (D) 4 – 8 ÷ 6 = 2

12. Given interchanges : Signs + and × and numbers 4 and 5.

(A) 5 × 4 + 20 = 40 (B) 5 × 4 + 20 = 85 (C) 5 × 4 + 20 = 104 (D) 5 × 4 + 20 = 95

13. Given interchanges : Signs + and – and numbers 4 and 8.

(A) 4 ÷ 8 – 12 = 16 (B) 4 – 8 + 12 = 0 (C) 8 ÷ 4 – 12 = 24 (D) 8 – 4 ÷ 12 = 8

14. Given interchanges : Signs – and × and numbers 3 and 6.

19\d\PN & CF-2019-20\MAT\IX\Unit-2\Module 2\03_Mathematical Operation

(A) 6 – 3 × 2 = 9 (B) 3 – 6 × 8 = 10 (C) 6 × 3 – 4 = 15 (D) 3 × 6 – 4 = 33

15. By applying which of the following meanings of arithmetical signs, will the value of
1
700 – 10 ÷ × 35 + 70 be zero ?
2
(A) × means ÷, + means ×, ÷ means +, – means –
(B) × means ÷, + means –, ÷ means ×, – means +
(C) × means +, + means –, ÷ means ×, – means ÷
(D) None of these

31
Class IX : MAT

Directions —(16-20) Symbols @, %, •, $ and # are used with following meanings–

‘A @ B’ means ‘A is smaller than B’. ‘A % B’ means ‘A is greater than B’.
‘A • B’ means ‘A is neither greater than nor smaller than B’.
‘A $ B’ means ‘A is either smaller than or equal to B.’
‘A # B’ means ‘A is either greater than or equal to B’.
Now in each of the following questions assuming the given statements to be true, find which of the
two conclusions I and II given below them is/are definitely true and give your answer accordingly.
Give answer-
(A) If only conclusion I is true.
(B) If only conclusion II is true.
(C) If neither conclusion I nor conclusion II is true.
(D) If both conclusions I and II are true.
16. Statements : G @ H , H • Q , Q $M
Conclusions : I. M % G
II. H $ M

17. Statements : F • B , B@E, E # J

Conclusions : I. F @ E
II. J $ B

18. Statements : R $ H, H % M, M # F
Conclusions : I. F $ H
II. F @ R

19. Statements : T # L, L % W, W @ V
Conclusions : I. L % V
II. T % W

20. Statements : K % L, L # T, I $ T
Conclusions : I. L % I
II. L • I

21. Find out the two signs to be interchanged for making following equation correct :
5 + 3 × 8 – 12 ÷ 4 = 3
(A) + and - (B) - and ÷ (C) + and × (D) + and ÷

22. Which of the following option will be correct if given interchanges :

19\d\PN & CF-2019-20\MAT\IX\Unit-2\Module 2\03_Mathematical Operation

Signs - and x and numbers 3 and 6.

(A) 6 - 3 × 2 = 9 (B) 3 - 6 × 8 = 10 (C) 6 × 3 - 4 = 15 (D) 3 × 6 - 4 = 33

23. If × stands for ‘addition’, ÷ stands for ‘subtraction’, + stands for ‘multiplication’ and -
stands for ‘division’, then 20 × 8 ÷ 8 - 4 + 2 = ?
(A) 80 (B) 25 (C) 24 (D) 5

24. If - means ×, × means +, + means ÷ and ÷ means -, then 40 × 12 + 3 - 6 ÷ 60 = ?

(A) 7.95 (B) 16 (C) 44 (D) None of these

25. If + means ÷, × means -, ÷ means × and - means+, than 8 + 6 × 4 ÷ 3 - 4 = ?

(A) -12 (B) - 20/3 (C) 12 (D) 20/3

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 Mathematical Opera tions

Directions (1 and 3) : In each of the following questions, different alphabets stand for various
symbols as indicated below :
Addition : O Subtracton : M Multiplication : A
Division : Q Equal to : X Greater than : Y
Less than : Z
Out of the four alternatives given in these questions, only one is correct according to the above
letter symbols. Identify the correct answer.
1. (A) 1 O 1 Q 1 M 1 Y 3 Q 1 (B) 2 Q 1 O 10 A 1 Z 6 A 4
(C) 3 O 2 O 10 Q 2 X 10 A 2 (D) 5 Q 5 A 5 O 5 Y 5 A 2

2. (A) 3 O 2 X 2 Q 1 A 3 O 1 (B) 6 M 2 Y 10 Q 2 A 3 O 1
(C) 10 A 2 Z 2 Q 2 A 10 Q 2 (D) 10 A 2 Y 2 Q 1 A 10 Q 2

3. (A) 8 Q 4 A 1 M 2 X 16 M 16 (B) 8 0 2 A 12 Q 10 X 18 Q 9
(C) 6 Q 2 O 1 O 1 X 16 A 1 (D) 2 O 3 M 4 Q 2 Z 1 A 2

4. If ÷ means x, x means +, + means – and – means ¸ , 'find the value of 16 × 3 + 5 – 2 ÷ 4.

(A) 9 (B) 10 (C) 19 (D) None of these

Directions (5 to 10) : In each of the following questions, the given equation becomes correct
due to the interchange of two signs. One of the four alternatives under it specifies the interchange
of signs in the equation which when made will make the equation correct. Find the correct
alternative.

5. 5 + 6 ÷ 3 – 12 × 2 = 17
(A) ÷ and x (B) + and x (C) + and ÷ (D) + and –

6. 2 × 3 + 6 – 12 ÷ 4 = 17
(A) x and + (B) + and – (C) + and ÷ (d) – and ÷

7. 16 – 8 ÷ 4 + 5 × 2 = 8
19\d\PN & CF-2019-20\MAT\IX\Unit-2\Module 2\03_Mathematical Operation

(A) ÷ and x (B) – and ÷ (C) ÷ and + (D) – and x

8. 9 + 5 ÷ 4 x 3 – 6 = 12
(A) + and × (B) ÷ and × (C) ÷ and – (D) + and –

9. 12 ÷ 2 – 6 × 3 + 8 = 16
(A) ÷ and + (B) – and + (C) × and + (D) ÷ and x

10. 10 + 10 ÷ 10 – 10 × 10 = 10
(A) + and – (B) + and ÷ (C) + and × (D) ÷ and +

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Class IX : MAT

11. If A > B, B > C and C > D, then which of the following conclusions is definitely wrong?
(A) A > D (B) A > C (C) D > A (D) B > D

12. If A + D = B + C, A + E = C + D, 2C < A + E and 2A > B + D, then

(A) A > B > C > D > E (B) B > A > D > C > E
(C) D > B > C > A > E (D) B > C > D > E > A

13. If A + B > C + D, B + E = 2C and C + D > B +E, it necessarily follows that

(A) A + B > 2E (B) A + B > 2C (C) A > C (D) A + B > 2D

Directions (14 to 15) : In each of the following questions, the two expressions on either side
of the sign (=) will have the same value if two terms on either side or on the same side are interchanged.
The correct terms to be interchanged have been given as one of the four alternatives under the
expressions. Find the correct alternative in each case.

14. 7 × 2 – 3 + 8 ÷ 4 = 5 + 6 × 2 – 24 ÷ 3
(A) 2, 6 (B) 6, 5 (C) 3, 24 (D) 7, 6

15. 8 ÷ 2 × 5 – 11 + 9 = 6 × 2 – 5 + 4 ÷ 2
(A) 5, 9 (B) 8, 5 (C) 9, 6 (D) 11, 5

Directions (16-20) : In the following questions, the symbols «, %, $, # and Ó are used with the
following meaning as illustrated below :
‘P $ Q’ means ‘P is smaller than Q’ ;
‘P « Q’ means ‘P is neither smaller than nor greater than Q’ ;
‘P # Q’ means ‘P is either greter than or equal to Q’ ;
‘P % Q’ means ‘P is greater than Q’ ;
‘P Ó Q’ means ‘P is either smaller than or equl to Q’.
Now is each of the following questions, assuming the given below them is/are definitely true ?
Given answer (A) if only conclusion I is true ; (B) if only conclusion II is true ; (C) if either
conclusion I or II is true ; (D) if neither conclusion I nor II is true ; and (E) if both conclusion I and
II are ture.
19\d\PN & CF-2019-20\MAT\IX\Unit-2\Module 2\03_Mathematical Operation

16. Statements : B # D, D « F, F % H
Conclusions : I. F « B II. F $ B

17. Statements : H $ J, J « N, N # T
Conclusions : I. T % H II. J # T

18. Statements : M % K, K # T, T « J
Conclusions : I. J Ó K II. T $ M

19. Statements : W Ó F, F % R, R # K
Conclusions : I. W $ K II. K « W
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 Mathematical Opera tions

20. Statements : V Ó R, R $ M, M « W
Conclusions : I. W % V II. V Ó W

21. If × means ÷, – means ×, ÷ means + and + means –, than (3 – 15 ÷ 19) × 8 + 6 = ?

(A) 8 (B) 4 (C) 2 (D) –1

22. If + means ×, ÷ means –, × means ÷ and – means +, what will be the value of
4 + 11 ÷ 5 - 55 = ?
(A) – 48.5 (B) – 11 (C) 79 (D) None of these

23. Which of the following option will be correct if given interchanges :

Signs + and – and numbers 4 and 8.
(A) 4 + 8 – 12 = 16 (B) 4 – 8 + 12 = 0 (C) 8 + 4 – 12 = 24 (D) 8 – 4 + 12 = 8

24. Which of the following option will be correct if given interchanges :

Signs + and x and numbers 4 and 5.
(A) 5 × 4 + 20 = 40 (B) 5 × 4 + 20 = 85 (C) 5 × 4 + 20 = 104 (D) 5 × 4 + 20 = 95

25. Which of the following option will be correct if given interchanges :

Signs – and ÷ and numbers 4 and 8.
(A) 6 – 8 ÷ 4 = – 1 (B) 8 – 6 ÷ 4 = 1 (C) 4 ÷ 8 – 2 = 6 (D) 4 – 8 ÷ 6 = 2
19\d\PN & CF-2019-20\MAT\IX\Unit-2\Module 2\03_Mathematical Operation

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Class IX : MAT

ANSWERS
EXERCISE-1

Ques. 1 2 3 4 5 6 7 8 9 10
Ans. D D B A D D C C D A
Ques. 11 12 13 14 15 16 17 18 19 20
Ans. C C B B C D A B B C
Ques. 21 22 23 24 25

Ans. B B C D B

EXERCISE-2

Ques. 1 2 3 4 5 6 7 8 9 10
Ans. B D A A A A B C B C
Ques. 11 12 13 14 15 16 17 18 19 20
Ans. C B B D C C B E D A
Ques. 21 22 23 24 25

Ans. C D B C C

*****

19\d\PN & CF-2019-20\MAT\IX\Unit-2\Module 2\03_Mathematical Operation

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