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FST-1 EM SOLVED ASSIGNMENT 2019 Page 1

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1. Discuss social organisation; and improvements in agriculture, crafts and trade during the ‘Gupta Period ‘.
SOLUTION.
Social Organisation
In the Gupta empire, the main mode of production was still agriculture. The Gupta kings continued the land acquisition
started by the Mauryans. Samudragupta conquered a number of forest kingdoms in the valleys of the Ganges, Narmada and
Mahanadi. The pattern of land settlement in this period was, however, very different from that of the Mauryan-s, Stale
control and ownership of the cleared land was greatly reduced and land passed into private ownership. New laws were
enacted to allow individuals to administer land and collect taxes, irrespective of whether they tilled the land or not. Most of
the Gupta kings, . irrespective of their individual religious faith, were secular as far as the state was coricerned. Buddhism,
Jainism and traditional Hindu institutions were all supported by the state though grants and patronage.
Improvement of Techniques and Crafts

In this period, there was a spurt in agriculture, as new techniques and seeds were introduced. More importantly, the crafts
greatly improved in terms of quality as well as variety. We shall discuss the improvements in agriculture and crafts in this
section. We shall also tell you how the growth in trade helped this process.
 Agriculture
Pepper and spices were grown for export as well as domestic consumption. A wide variety of crops like rice, wheat, barley,
sesame, pulses, beans and lentils, vegetables such as cucumbers, onions, garlic, pumpkin, and betel were grown. New fruits
like pears and peaches were introduced for the first time. All this did not take place at random or as a matter of chance.
There were proper manuals which gave information on the type and quality of soil required for each plant, various plant
diseases, the distances between plants as well as sowing techniques (e.g., working of the soil before sowing). These
manuals also described techniques for processing grain, vegetables and fruits. As a wide variety of soil types had to be
cultivated, new varieties of agricultural implements also appeared. Weights and designs of ploughshares for different types
of soil were fixed and the use of iron for making agricultural implements became widespread.
 Crafts
Rapid strides were made during this era in metallurgical and weaving crafts. Rust-proof iron and copper alloys were found
and worked into intricate articles for civilian as well as military purposes . The quality of the articles was so good that they
were widely exported, even as far as Africa. In the design of these articles, there was, to an extent, Greco-Roman and
Central Asian influence. However, on the whole, they had a local character. In weaving, techniques were perfected for the
making of cotton and silk materials. ' Manufacture of dyes and their widespread use in colouring textiles came into practice.
Indian textile materials, especially from Varanasi and Bengal became famous for their light weight and fine texture. The
textiles became popular in the West and became an important commodity for export and trade.
Guilds or 'shrenis' of artisans in this new situation of reduced state intervention, became powerful and important. They
enjoyed a great deal of independence and often drew up contracts among individuals, and even entered into agreements
with state authorities. The 'shrenis' borrowed capital from individuals and paid them back with interest. This gave a
tremendous impetus to improve the crafts.

 Trade
The importance of direct producers became greater as internal and external trade reached unprecedented volume and
proportions. Opening up of previously inaccessible and uninhabited regions, organisation of better transport,
communication and trade routes helped the growth of trade. The existence of a huge market, spread over a vast empires,
gave rise to extensive circulation of money through a flourishing trade. For merchants, just as for artisans, there existed
associations which were also known as shrenis. The main trade routes were based around the rivers Ganges and Indus. The
state still supervised the influx and sale of commodities. Internal trade was augmented by rapid development of foreign
trade, actively encouraged through the foreign diplomatic contacts established by the Kushanas, the Satavahanas and the
Guptas. Improvement in navigation by the Indians, especially using the knowledge of monsoons, and a new design of
seaworthy ships played an important role in this. The Indians traded with Arabs, the Mediterranean countries, especially
Rome, Africa, south-east Asian countries such as Java, Sumatra and Sri Lanka. The existence of these associations too,
helped the growth of trade.
Decline of the Gupta Empire

By the second half of the fifth century A.D.. the Gupta Empire got considerably weakened. The Huns attacked from the
north and occupied not only Punjab and Rajasthan, but eastern Malwa and a good portion of central India. Inscriptions of
Huns have been found in central India. Internally, the Governors appointed by the Gupta kings tended to become
independent. By the beginning of the sixth century A.D., they had started issuing land grants in their own right. Especially,
the loss of western India deprived the Guptas of the rich revenues from trade and commerce. Maintenance of a large
professional army and the practice of land grants, for religious and other purposes, became more and more difficult with
depleted economic resources. As the economy began to break down, the demand for crafts and commodities was greatly
reduced, leading to many of the skilled workers taking up non-productive professions. The migration of a guild of silk-
weavers from Gujarat to Malwa in 473 A.D. is one such instance.
2. With the help of suitable examples describe the Method of Science.
SOLUTION We have seen above that science is a social institution, in which a large number of people, all over the world,
are involved in an organised way. They carry out certain tasks in society, such as extending the frontiers of knowledge or
applying science to solve practical problems. The methods and the practices that they follow can be broadly described as
the "method of science". The methods of exploring and enlarging scientific knowledge are continuously evolving through a
complex interplay of mental and practical activity. Science cannot be given a purely intellectual character. For, removing it
from the din and dust of practical life, and from physical and manual work, distorts science in the Imp run. The method of
science is made up of a number of operations, some mental, seine manual. Observation and experiment are essential for
science. Now, everyone, whether a scientist or not, observes things and phenomena. Rut, to a scientist, the important
question is what to observe and how to observe it. Scientists also have to make sure that observations are. as far as
possible, independent of their sentiments and wishes. However, systematic observation alone does not tell us "why things
are as they are". Based on previous knowledge or observations, a speculative framework or a hypothesis is generally built
to answer the question 'why'. Experiments are set up to prove the first hypothesis. or to find under what conditions the
idea is valid. This leads to formulation of more reliable laws and theories which, of course, are not considered
unchangeable. Each law is valid within certain boundaries or conditions. Application of laws to real life brings out these
limitations, and leads to new hypotheses, further experiments and better laws.
Strategy of Science

So far we have talked of using the method of science to solve problems and to ensure that the solutions are satisfactory.
But, how do problems arise? Why should a problem be solved? In a broad sense, economic and social necessities pose
problems to be solved. For example, the need to cure common diseases, or to produce food for all in a given climate and
soil are some such problems. In a capitalist society, the desire to sell a product may also paste problems. For an individual
scientist, however, the problem he solves is often a logical extension of the work of an earlier scientific worker. It is also to
be noted that important advances in science are made by people who are just curious and who want to resolve the so
called mysteries of nature. Some of the great scientists of the past like Helton, Darwin and Einstein belong to this category.
Science, in the modem times, is a collective and organised activity, in which hundreds of thousands of men and women are
actively involved. They work with apparatus, which appears strange and even mysterious to a layman. They perform
complex calculations and speak a language which the common people find difficult to understand. Scientists are generally
thought of as a set apart in society. The large and diverse scientific activity, which is organised, gives science the nature of
an "institution". we show you some of the activities in which scientists are involved. While the influence of science on our
daily lives has grown, it has not become easily understandable to most of us. These days. scientists limit themselves more
and more to narrow areas of specialised activity. What is more, the specialisation is so narrow that often one section of the
scientific community fails to understand the other. For example, scientists specialising in the study of insects may not know
much about other areas of life sciences such as the study of worms, snakes or monkeys. Specialisation in science means a
deep study of a limited range of questions or phenomena. Thus, it may help in rapid solution of some problems. However,
too narrow a Specialisation often leads to loss of broad scientific understanding. It inhibits the scientist's ability to see the
relation of one set of questions to another set, thus hampering the growth of knowledge. Specialisation also leads to the
use of special terms and phrases or what may be called jargon. This prevents common people from understanding science
and using it for their benefit in everyday life. Very often it leads to stagnation and decay of scientific activity. When we think
of science as a social institution, then the objectives of science are, in a general sense, social objectives. The general
economic and ideological atmosphere of society determines the broad motivation for scientific activity. And the specific
areas of social life. such as trade or "markets". industrial development, agriculture, natural resources, health etc., set
definite problems for scarce to solve. Unfortunately. military activity has also been one of the major social goals for science
throughout history. Such goals do not lead to human welfare and, in fact, pervert scientific activity Most scientists in
modem time have taken a position against such a perversion of their work
3. Describe characteristics of planets of solar system.
SOLUTION
The planets
Below is a brief overview of the eight primary planets in our solar system, in order from the inner solar system
outward:

Mercury
The closest planet to the sun, Mercury is only a bit larger than Earth's moon. Its day side is scorched by the sun
and can reach 840 degrees Fahrenheit (450 Celsius), but on the night side, temperatures drop to hundreds of
degrees below freezing. Mercury has virtually no atmosphere to absorb meteor impacts, so its surface is
pockmarked with craters, just like the moon. Over its four-year mission, NASA's MESSENGER spacecraft has
revealed views of the planet that have challenged astronomers' expectations.
 Discovery: Known to the ancients and visible to the naked eye
 Named for: Messenger of the Roman gods
 Diameter: 3,031 miles (4,878 km)
 Orbit: 88 Earth days
 Day: 58.6 Earth days
Venus

The second planet from the sun, Venus is terribly hot, even hotter than Mercury. The atmosphere is toxic. The
pressure at the surface would crush and kill you. Scientists describe Venus’ situation as a runaway greenhouse
effect. Its size and structure are similar to Earth, Venus' thick, toxic atmosphere traps heat in a runaway
"greenhouse effect." Oddly, Venus spins slowly in the opposite direction of most planets.
The Greeks believed Venus was two different objects — one in the morning sky and another in the evening.
Because it is often brighter than any other object in the sky — except for the sun and moon — Venus has
generated many UFO reports.

 Named for: Roman goddess of love and beauty
 Day: 241 Earth days
Earth
The third planet from the sun, Earth is a water world, with two-thirds of the planet covered by ocean. It’s the only
world known to harbor life. Earth’s atmosphere is rich in life-sustaining nitrogen and oxygen. Earth's surface
rotates about its axis at 1,532 feet per second (467 meters per second) — slightly more than 1,000 mph (1,600
kph) — at the equator. The planet zips around the sun at more than 18 miles per second (29 km per second).

 Orbit: 365.24 days
 Day: 23 hours, 56 minutes

Mars
The fourth planet from the sun, is a cold, dusty place. The dust, an iron oxide, gives the planet its reddish cast.
Mars shares similarities with Earth: It is rocky, has mountains and valleys, and storm systems ranging from
localized tornado-like dust devils to planet-engulfing dust storms. It snows on Mars. And Mars harbors water
ice. Scientists think it was once wet and warm, though today it’s cold and desert-like.
Mars' atmosphere is too thin for liquid water to exist on the surface for any length of time. Scientists think
ancient Mars would have had the conditions to support life, and there is hope that signs of past life — possibly
even present biology — may exist on the Red Planet.
 Named for: Roman god of war
 Day: Just more than one Earth day (24 hours, 37 minutes)

Close-up of Jupiter's Great Red Spot as seen by a Voyager spacecraft.
Jupiter
The fifth planet from the sun, Jupiter is huge and is the most massive planet in our solar system. It’s a mostly
gaseous world, mostly hydrogen and helium. Its swirling clouds are colorful due to different types of trace gases.
A big feature is the Great Red Spot, a giant storm which has raged for hundreds of years. Jupiter has a strong
magnetic field, and with dozens of moons, it looks a bit like a miniature solar system.

 Named for: Ruler of the Roman gods
 Orbit: 11.9 Earth years
 Day: 9.8 Earth hours
The shadow of Saturn's moon Mimas dips onto the planet's rings and straddles the Cassini Division in this natural
color image taken as Saturn approaches its August 2009 equinox.
Saturn
The sixth planet from the sun is known most for its rings. When Galileo Galilei first studied Saturn in the early
1600s, he thought it was an object with three parts. Not knowing he was seeing a planet with rings, the stumped
astronomer entered a small drawing — a symbol with one large circle and two smaller ones — in his notebook, as
a noun in a sentence describing his discovery. More than 40 years later, Christian Huygens proposed that they
were rings. The rings are made of ice and rock. Scientists are not yet sure how they formed. The gaseous planet is
mostly hydrogen and helium. It has numerous moons.
 Named for: Roman god of agriculture

 Orbit: 29.5 Earth years

 Day: About 10.5 Earth hours
Near-infrared views of Uranus reveal its otherwise faint ring system, highlighting the extent to
which the planet is tilted.
Uranus
The seventh planet from the sun, Uranus is an oddball. It’s the only giant planet whose equator is nearly at right
angles to its orbit — it basically orbits on its side. Astronomers think the planet collided with some other planet-
size object long ago, causing the tilt. The tilt causes extreme seasons that last 20-plus years, and the sun beats
down on one pole or the other for 84 Earth-years. Uranus is about the same size as Neptune. Methane in the
atmosphere gives Uranus its blue-green tint. It has moons and faint rings.
 Discovery: 1781 by William Herschel (was thought previously to be a star)
 Named for: Personification of heaven in ancient myth
 Orbit: 84 Earth years
 Day: 18 Earth hours

Neptune’s winds travel at more than 1,500 mph, and are the fastest planetary winds in the
solar system.
Neptune
The eighth planet from the sun, Neptune is known for strong winds — sometimes faster than the speed of sound.
Neptune is far out and cold. The planet is more than 30 times as far from the sun as Earth. It has a rocky core.
Neptune was the first planet to be predicted to exist by using math, before it was detected. Irregularities in the
orbit of Uranus led French astronomer Alexis Bouvard to suggest some other might be exerting a gravitational
tug. German astronomer Johann Galle used calculations to help find Neptune in a telescope. Neptune is about 17
times as massive as Earth.
 Discovery: 1846
 Named for: Roman god of water
 Day: 19 Earth hours

Pluto and its moons orbit the sun near the edge of our solar system.
Pluto (Dwarf Planet)
Once the ninth planet from the sun, Pluto is unlike other planets in many respects. It is smaller than Earth's
moon. Its orbit carries it inside the orbit of Neptune and then way out beyond that orbit. From 1979 until early
1999, Pluto had actually been the eighth planet from the sun. Then, on Feb. 11, 1999, it crossed Neptune's path
and once again became the solar system's most distant planet — until it was demoted to dwarf planet status.
Pluto will stay beyond Neptune for 228 years. Pluto’s orbit is tilted to the main plane of the solar system —
where the other planets orbit — by 17.1 degrees. It’s a cold, rocky world with only a very ephemeral
atmosphere. NASA's New Horizons mission performed history's first flyby of the Pluto system on July 14,
2015. [Related: New Horizons' Pluto Flyby: Latest News, Images and Video]
 Discovery: 1930 by Clyde Tombaugh
 Named for: Roman god of the underworld, Hades
 Day: 6.4 Earth day
Planet Nine
Planet Nine orbits the sun at a distance that is 20 times farther out than the orbit of Neptune. (The orbit of
Neptune is 2.7 billion miles from the sun at its closest point.) The strange world's orbit is about 600 times farther
from the sun than the Earth's orbit is from the star.

Scientists have not actually seen Planet Nine directly. Its existence was inferred by its gravitational effects on
other objects in the Kuiper Belt, a region at the fringe of the solar system that is home to icy objects left over
from the birth of the sun and planets.
Dwarf planets
The IAU definition of a full-fledged planet goes like this: A body that circles the sun without being some other object's
satellite, is large enough to be rounded by its own gravity (but not so big that it begins to undergo nuclear fusion, like a star)
and has "cleared its neighborhood" of most other orbiting bodies. Yeah, that’s a mouthful.
The problem for Pluto, besides its small size and offbeat orbit, is that it shares its space with lots of other objects in
the Kipper Belt, beyond Neptune. Still, the demotion of Pluto remains controversial.
The IAU planet definition puts other small, round worlds in the planet category, including the Kipper Belt
objects Eris, Haumea, and Makemake.
Also now a dwarf planet is Ceres, a round object in the Asteroid Belt between Mars and Jupiter. Ceres was actually
considered a planet when discovered in 1801 and then later deemed to be an asteroid. Some astronomers like to consider
Ceres as a 10th planet (not to be confused with Nibiru or Planet X), but that line of thinking opens up the possibility of there
being 13 planets, with more bound to be discovered.
4. Write an account on evidences that support human evolution.

SOLUTION
Scientists have discovered a wealth of evidence concerning human evolution, and this evidence comes in many forms.
Thousands of human fossils enable researchers and students to study the changes that occurred in brain and body size,
locomotion, diet, and other aspects regarding the way of life of early human species over the past 6 million years. Millions
of stone tools, figurines and paintings, footprints, and other traces of human behavior in the prehistoric record tell about
where and how early humans lived and when certain technological innovations were invented. Study of
human genetics show how closely related we are to other primates – in fact, how connected we are with all other
organisms – and can indicate the prehistoric migrations of our species, Homo sapiens, all over the world. Advances in
the dating of fossils and artifacts help determine the age of those remains, which contributes to the big picture of when
different milestones in becoming human evolved.
Palaeontology is a branch of earth sciences, which is essentially a study of plant and animal life in the past
geological periods, millions of years ago. It deals with the successive plants and animals which have inhabited the
earth since the earliest times, Evidence of their existence is left in the form of skeletons and bones buried in the
rocks. These are known as fossils. Crucial evidence of human evolution is provided by the study of these fossils.
Sometimes, the buried body and the skeleton of an animal disintegrate entirely. If the surrounding material is
sufficiently firm, a cavity may remain, having the exact outlines of the structures that disappeared. Such a cavity
is called mold, Similar to molds are the impressions. These are left by extinct objects or parts of the body upon
the surrounding material. The impression is made while the surrounding material is soft, like footprints in clay or

lava. Footprints of extinct animals are also impressions affording valuable information about the animals that
made them.
Modern humans arose at a time when the Earth was going through a very cold and icy period called the Ice Age,
which began about 75,000 years ago and ended about 10,000 years ago. The Ice Age was at its most severe about
18,000 years ago, a point which coincides with the development of prehistoric art, represented by colourful h
images painted on cave walls and rock shelters, Many thousands of carved and engraved pieces of bone and ivory
have been discovered from the same period. A great majority of images are, indeed, of animals we can recognize,
especially images of reindeer and bisons are plentiful; while paintings of people are strangely absent.
Biochemical studies show us that, as evolution proceeds and the species get differentiated, they accumulate
changes in the structure of their proteins and DNA. Longer the separation time, greater the changes. These
changes are expressed in terms of percent genetic distance which indicates the proportional difference between
the DNA of the two species. Comparative studies of the proteins of the African apes and humans showed that
chimpanzees, gorillas and humans are closely related to one another, while the Asian apes, i.e. the gibbon and
orangutan were the more distant cousins of this trio.
The study of human antiquities, especially of prehistoric period is known as archaeology. The biological and
cultural evolution of man proceeded side by side and the two influenced each other. Like the physical remains of
man, his cultural remains also lie buried in the ancient deposits. Often, the two categories of evidence are found
together in the same layers of the rock. With the passage of time, and the increasing capacity of his brain and
development in other bodily organs, man's culture became more and more varied and complex. He learnt the use
of new materials for making tools and developed new techniques for improving them. The use of tools had a
tremendous impact on increased access to food and therefore on cooperative living in colonies. In many areas,
archaeological remains show reindeer to be the principal source of meat they ate.
5. Citing examples explain as to how used resources and wastes can be reused.
SOLUTION.
Recycle your rubbish
 recycle glass by separating it from your other rubbish and using your parish glass collection
 buy rechargeable batteries rather than disposable, and then recycle them using the recycling banks
 recycle all your household metal packaging, ie:
 cans
 tins
 aerosol cans
 foil
 foil trays

 metal lids - aluminum and steel can be recycled again and again
 recycle plastic bottles - they're made from oil which is a finite, natural resource
 instead of throwing unwanted electrical goods away, take them to the household recycling centre where they'll
be split into their component parts and sent for recycling
 recycle into the paper banks:
 newspapers
 magazines
 brochures
 catalogues
 envelopes
 buy a £10 home composting kit from your local garden centre and turn your kitchen and green garden into
quality compost
Reduce your waste
 avoid goods with lots of packaging

 stop junk mail by contacting the Mailing Preference Service, or for locally distributed promotional mail, Customer
Services at Jersey Post
 borrow or hire goods rather than buying
 buy durable goods rather than disposable alternatives
 invest in a strong reusable shopping bag or basket instead of using supermarket carrier bags
 use modern washable nappies rather than disposables (this could save you £500 whilst your baby is in nappies)
 buy more fruit and vegetables that are:
 local
 fresh
 loose
 take a packed lunch to work or school in a reusable plastic container
 combine your recycling journeys instead of making lots of frequent journeys when you don't have much to
recycle
Reuse items wherever possible
Reusing is a great way to cut down on your waste. You can reuse items yourself, or pass them onto someone else
to use. Make an effort to:
 reuse carrier bags

 reuse scrap paper for writing notes
 reuse envelopes by sticking labels over the address

 donate old computer and audio visual equipment to community groups or schools
 buy things in refillable containers eg washing powders
 take old clothes and books to charity shops, or have a car boot sale
 look for long lasting (and energy efficient) appliances when buying new electrical items, and ensure these are
well-maintained to increase product life cycle
 use rechargeable batteries - they last for up to 1000 charges and can be recycled afterwards
 donate magazines to hospitals and waiting rooms
 try to sell unwanted furniture or give it to friends / charity
 put unwanted goods on Recycle
 buy products that have been made from recycled materials. That way, you are ensuring that there is still demand
for your recycled materials
6. ‘There is mismatch between man’s scientific ability to produce and social incapacity to utilise’. Justify this
statement.
SOLUTION. About 55.5 million people (22.7%) in our country are agricultural labourers who have neither land to cultivate
nor farm animals to keep. They are willing to work hard, and expect to be paid by the evening, since they lead a hand to
mouth existence. A vigorous employment-generation drive alone can improve their lot. For a number of historical reasons,
however, employment generation is equated in our country with distributing doles, and a job-seeker is treated as if he is a
burden to the society when he is actually offering his services, however modest, for his own benefit and the benefit of the
country, At every level from the policy-maker to the village-level worker, there is a need for an overhaul of our social
structure and outlook. Creation of job opportunities should be treated as a priority item of national service. Employment
can be generated through (i) developmental programmes of the Government and (ii) group action backed by bank finance
and village cooperatives. Marketing, storage, transport, distribution, processing and customer service are beyond the
capacity of individual villagers. These can only be ensured by village cooperatives, which, in turn, should be connected to
the national marketing grid.
The Government can take up massive programmes dealing with irrigation, supply bf drinking water and construction of
permanent roads and well-planned houses in the countryside. These permanent national assets will generate the much-
needed employment and provide purchasing power to villagers. With the help of banks and insurance agencies, village
cooperatives should pay special attention to problems of national importance that can be solved only through coordinated
group action. The twin problems of rapidly decreasing forest resources and extensive soil erosion can be effectively checked
by large-scale plantations on our cultivable wastelands and along roadside in villages. This is of utmost importance, since
we are presently cutting off ten trees for every one tree planted. Our duty is not over by just planting trees, but we should
take care of them till they reach a stage, when they can grow on their own.
The precariously low amounts of protein and fat in our diet is a matter of great concern. A well-organised marketing and
processing network has a tremendous potential to increase the cultivation of the protein-rich soybean which will prove a
boon to our malnourished people. Likewise, an all-out 'effort is needed to devote more attention to oilseed crops, including
oil palm. We are now importing a lot of edible oil. In rich nations, excessive intake of fat is discouraged as it would
aggravate the problem of heart diseases. But in our country, inclusion of more fat in the diet, barring that of a few affluent

people, is not only desirable, but is necessary because fats are not only a concentrated source of food calories but act as
important vehicle for some vitamins. The low per head availability of cloth is another alarming trend. Even in our best
cotton tracts, the average yield of cotton is only about 370 kg per hectare compared with 700 kg per hectare in Egypt,
where cotton cultivation is managed co-operatively without infringing on the rights of individual owners. In the
management of pests of cotton, rice, groundnut, sugarcane and plantation crops, as well as the control of the contagious
diseases of cattle, individual attention is futile and a community action of the entire village or block only, will prove
effective. Efficiently run cooperatives with adequate facilities for health care of plants and animals is the immediate need of
our villages.
7. Make a table showing the food groups and their major nutrients.
SOLUTION.
TABLE


8. Giving appropriate examples explain how recent technological advances have benefitted the modern
education system.
SOLUTION . With 2019 just around the corner, technology is already sweeping through classrooms as educators
and developers create more and more products designed to enhance education.
New technologies like AI, machine learning, and educational software aren't just changing the field for students,
they're shaking up the role of educators, creating philosophical shifts in approaches to teaching, and remodeling
the classroom. With an influx of new learning models available, traditional educational methods are bound to
evolve in the next decade. To get a better sense of where things are heading, Business Insider has taken a closer
look at technology's developing role in the field of education and outlined the advances that could be spelled out
for the future.
Technology is providing a way for learning models to become increasingly personalized.

Every student learns differently, and technology allows educators to accommodate unique learning styles on a case-by-case
basis.
"We're currently challenging the paradigm that all seven-year-olds are exactly the same and should be exposed
to the same content," said Brian Greenberg, CEO of Silicon Schools, in an interview with Business Insider. "We're
starting to question what's right for this seven-year-old versus what's right for that seven-year-old."
Technologies like DreamBox, a math education software that's used in a number of classrooms across the US,
adapts to each student's skill level and lets students learn at a pace best suited to their needs.
Adaptive learning software is quickly replacing the role of textbooks in the classrooms and students are tackling
subjects with the aid of tailor-made computer programs that assist their needs.
Expect technology to present some philosophical shifts in education, as well

With technology making it easier than ever before to query Google or effortlessly calculate a math problem, educators are
determining the types of knowledge students need in order to thrive in a technology-saturated workforce.
While educational models of the past focused on providing students with the requisite skills to turn them into
skilled workers, the educators of today are more concerned with teaching students how to learn on their own.
"The real purpose of education is for the brain to be empowered with information," said Greenberg. "We're
teaching students to learn to think, to learn to learn, and to critically assess a situation."
Even with technology being used in more and more classrooms, teachers will be as important as ever.
"Technology is important, but it's really just the means to an end," Greenberg said. "The real magic is in giving
great educators freedom and license into how school works."

With more data available to track each classroom's progress, educators are provided with increasing insight into
how their students are struggling.
Math education software DreamBox provides educators with recordings and data into how students are learning
and progressing so that educators can focus on the areas where their classrooms need the most help.
In order for technology to function successfully in the classroom, DreamBox's SVP of Learning, Tim Hudson, says
that it needs to be in touch with educators and their needs. "It's important that we listen to teachers and
administrators to determine the ways technology can assist them in the classroom," Hudson told Business
Insider.
Artificial intelligence is poised to play an integral role as well.

AI makes one-to-one tutoring increasingly possible at enormous scale.
The U.S. Navy has introduced an AI-based tutoring system called Education Dominance into an entry-level IT
school in Pensacola. The platform works similarly to a human tutor, monitoring each student's progress and
providing personalized assessments and tests.
The Navy reported that the students who had worked with the digital tutor made enormous strides in their
education, and that they consistently tested higher than students who had studied without the program's
benefit.
The platform provides a glimpse into how educational models might work in the next 15 years: computers acting
as individual tutors in classrooms filled with diverse learning styles.
Students can assume more responsibility in the classroom.
With educators better equipped at understanding a student's learning process, classrooms are being formed
around small groups, with students who match each other's skill level working together.
Greenberg says that this shift in tailor-made learning groups provides students with independence in the
classroom.
"There's an increasing push for students to take more ownership and have more involvement into how they
learn," said Greenberg. "Creating agency in the classroom improves student's motivations."
With adaptive technology assisting individuals at every skill level, students are better equipped to learn on their
own.
These are the technologies that are making a difference in education right now.
In the future it's likely that we'll start seeing classrooms adopt a one-to-one ratio between kids and devices. Here
are the technology programs that are currently making waves in the field of education:

 Tablets like Google's Chromebook are an ideal classroom device because they're relatively cheap,
interchangeable, easy to manage, and provide access to a range of Google's educational software.
 For math, DreamBox, Zearn, and ST Math are software programs that adapt to students as they learn.
 In the area of language arts, programs like No Red Ink, Achieve 3000, and Newsela provide students with ways to
easily understand reading and writing.
 Software that allows educators to manage and test their classrooms like Quizlet are becoming widely used.
despite the inundation of technology within the classroom, its role still remains to be determined.
"Technology is not silver bullet solution," said Greenberg.
"We have to be honest that we don't have definitive proof one way or the other yet that technology is improving
education. We are cautiously optimistic that technology is having a very bold impact."
Technology's benefit in the classroom is all in the way it's used. When paired with interpersonal relationships,
thoughtful educators, and deliberate programs, technology can be an incredible asset, but Greenberg warns that
it isn't the end-all solution to education.
"It's not about having a kid stare at a screen for six hours a day," Greenberg said. "The real story for the future of
education will center around how educators structure and run their classrooms."
9. Draw a clear, bold and labelled illustration of basic units of computer.

SOLUTION
Basic computer components
A digital computer (see also analog computer) typically consists of a control unit, an arithmetic-logic unit, a
memory unit, and input/output units, as illustrated in the figure. The arithmetic-logic unit (ALU) performs simple
addition, subtraction, multiplication, division, and logic operations—such as OR and AND. The main computer
memory, usually high-speed random-access memory(RAM), stores instructions and data. The control unit fetches
data and instructions from memory and effects the operations of the ALU. The control unit and ALU usually are
referred to as a processor, or central processing unit (CPU). The operational speed of the CPU primarily
determines the speed of the computer as a whole. The basic operation of the CPU is analogous to a computation
carried out by a person using an arithmetic calculator, as illustrated in the figure. The control unit corresponds to
the human brain and the memory to a notebook that stores the program, initial data, and intermediate and final
computational results. In the case of an electronic computer, the CPU and fast memories are realized with
transistor circuits.

I/O units, or devices, are commonly referred to as computer peripherals and consist of input units (such as
keyboards and optical scanners) for feeding instructions and data into the computer and output units (such as
printers and monitors) for displaying results. In addition to RAM, a computer usually contains some slower, but
larger and permanent, secondary memory storage. Almost all computers contain a magnetic storage device
known as a hard disk, as well as a disk drive to read from or write to removable magnetic media known as floppy
disks. Various optical and magnetic-optical hybrid removable storage media are also quite common, such as CD-
ROMs (compact disc read-only memory) and DVD-ROMs (digital video [or versatile] disc read-only memory).
Computers also often contain a cache—a small, extremely fast (compared to RAM) memory unit that can be used
to store information that will be urgently or frequently needed. Current research includes cache design
and algorithms that can predict what data is likely to be needed next and preload it into the cache for improved
performance.

Basic computer operation
The operation of such a computer, once a program and some data have been loaded into RAM, is as follows. The
first instruction is transferred from RAM into the control unit and interpreted by the hardware circuitry. For
instance, suppose that the instruction is a string of bits that is the code for LOAD 10. This instruction loads the
contents of memory location 10 into the ALU. The next instruction, say ADD 15, is fetched. The control unit then
loads the contents of memory location 15 into the ALU and adds it to the number already there. Finally, the
instruction STORE 20 would store the sum in location 20. At this level the operation of a computer is not much
different from that of a pocket calculator. In general, of course, programs are not just lengthy sequences of
LOAD, STORE, and arithmetic operations. Most importantly, computer languages include conditional instructions,
essentially rules that say, “If memory location n satisfies condition a, do instruction number x next, otherwise do
instruction y.” This allows the course of a program to be determined by the results of previous operations—a
critically important ability.
Logic design and integrated circuits
Logic design is the area of computer science that deals with the design of electronic circuits to carry out the
operations of the control unit, the ALU, the I/O controllers, and more. For example, the addition circuit of the
ALU has inputs corresponding to all the bits of the two numbers to be added and outputs corresponding to the
bits of the sum. The arrangement of wires and transistors that link inputs to outputs is determined by logic-
design principles. the design of the control unit provides the circuits that interpret instructions and control
subsequent behaviour. Clearly, it is critical that this circuitry be as efficient as possible; logic design deals with
optimizing the circuitry, not just putting together something that will work. Boolean algebra is the
mathematical tool used for logic design.

An important area related to architecture is the design of computer chips, or microprocessors, a type
of integrated circuit. A microprocessor is a complete CPU—control unit, ALU, and possibly some memory
(especially cache)—on a single integrated circuit chip. Additional memory and I/O control circuitry are linked to
this chip to form a complete computer. These thumbnail-sized devices contain thousands or millions of
transistors, together with wiring, to form the processing and memory units of modern computers.
The process of very-large-scale integrated (VLSI) circuit design involves a number of stages, which
characteristically are as follows: (1) creating the initial functional or behavioral specification, (2) encoding this
specification into a hardware description language, (3) breaking down the design into modules and generating
sizes and shapes for the eventual chip components, and (4) chip planning, which includes building a “floor plan”
to indicate where on the chip the components are to be placed and how they are to be interconnected. The
modularization, sizing, and planning stages are often iterated before a final design is reached. The final stage is
the formulation of the instructions for the automated production of the chip through an optical lithography
process. Computer scientists are involved not only in creating the computer-aided design (CAD) tools to support
engineers in the various stages of chip design but also in providing the necessary theoretical results, such as how
to efficiently design a floor plan with near-minimal area that satisfies the given constraints.
Advances in integrated-circuit technology have been incredible. For example, in 1971 the first
microprocessor chip (Intel Corporation’s 4004) had only 2,300 transistors, in 1993 Intel’s Pentium chip had more
than 3 million transistors, and by 1997 the number of transistors on such a chip was about 20 million. A new chip
design by International Business Machines Corporation (IBM), the Power4, containing approximately 170 million
transistors, is scheduled to be introduced in 2001. Meanwhile, memory chips reached a billion transistors per
chip before 1999.
As the growth of the personal computer industry in the 1980s and ’90s fueled research into ever more powerful
processors at ever lower costs, microprocessors became ubiquitous—controlling automated assembly lines,
traffic signal systems, and retail inventory systems, to name a few applications, and being embedded in many
consumer products, such as automobile fuel-injection systems, kitchen appliances, audio systems, cell phones,
and electronic games. See the section Impact of computer systems.
10. Elaborate the following:

a) Science influences entire social edifice,
SOLUTION
Science and technology are involved in all the processes of production, and, therefore, with all the goods we have at our
disposal. The pen you write with, the paper you write on, the food you eat, the clothes you wear, the medicine you take,
are a few examples. To produce these articles, work is done at home or in factories, or in the fields and forests. Since
millions of goods are needed to sustain society, production has become a highly organised activity. dealing with the History
of Science, how different kinds of social organisations arose as the methods and means of production changed in a society.
For example, when individuals could not sun live due to difficulty in procuring food and facing wild animals, they had to live
in groups, Since they had no way of preserving food, they had to share equitably whatever was gathered by way of food.
This "primitive" society changed when agriculture was discovered. 'This step by step process has been traced in the earlier
blocks, right up to the present times, when robotic production and biotechnology are indicating the path which a future
society might take. The great variety of goods produced through industry or agriculture has to reach buyers or consumers.
For that, trade and commerce and a system of transport are necessary, which science and technology have provided. You
know of the discovery of the wheel, which made animal drawn carts possible in the olden days. Nowadays, we have jet
aircraft travelling faster than sound, and huge ships transporting grain, oil or machines from one country to another. From
inter-tribal exchange of goods, we have come to have international trade. In a sense, the world has shrunk. Once upon a
time, 500 km was "too far" and one could not contemplate such a journey, then perhaps 2000 km was too far, because the
earth was thought to be flat and you could just drop off the edge, and now one can go from Delhi to London by regular
airlines in eight hours! The great production system, supported by an equally great and intricate trade and transport
system, has brought people and countries into greater interaction. Therefore, a system of communication has had to be
developed using science and technology. Here again, lungs have changed from shouting to one another, or signalling with
arms or lighting fires, to communicating by telephone, radio or computer. Our endue "cultural?' life has thus been altered,
or enriched, by modern means of communication. When decisions are to be made, information is needed, and that is now
increasingly stored by computers and retrieved as required. With change in the means of production, social organisations
have also changed. Problems of managing large societies have continuously been tackled by evolving newer methods and
patterns of governance. Thus, society has evolved from the early stages of primitive community living to slave societies,
kingdoms, republics, capitalism. and socialism.
b) Society influences scientific development.
SOLUTION

as science and technology provide all the "nuts and bolts", as well as many of the ideas that hold our society together,
society itself provides the environment and atmosphere for science and technology to either grow fast, or stagnate or even
decay! Science and technology do not exist independent of the society, its culture and the value system. They are a part of
the socio-economic and political framework of a given society. Motivation for the practical application of science and,
hence, its growth and use comes from the economic needs of the society. The economic planning and policy of a society
tletermine its social programmes and the purposes and goals of society's production activity, which in turn provides the
incentive for scientific growth. However, answers to questions like what kind of economic policy will be pursued, whether
the social programmes will be implemented, and to what extent, depends on the political and social organisation of a
society. Thus, science and technology can be more directly influenced by the general policies and social structure of a
society. For example, when economic growth is purely determined by market demands, artificial demands for goods are
created by advertising, even though there is no pressing need for them Ideas -f people are sought to be moulded by
propaganda carried on by radio or television or even by education. The competition to produce more goods, increase
profits or the desire to provide fancy goods to an influential section of a population results in one kind of development of
science and technology. On the other hand, if a society desires and plans to improve rural Me or give priority to public
health or provide a certain level of nutrition to all citizens, the tasks and consequent development of science and
technology should follow a different path.

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FST-1 EM SOLVED ASSIGNMENT 2019 Page 1

Improvement of Techniques and Crafts

FST-1 EM SOLVED ASSIGNMENT 2019 Page 2

Decline of the Gupta Empire

FST-1 EM SOLVED ASSIGNMENT 2019 Page 3

FST-1 EM SOLVED ASSIGNMENT 2019 Page 4

FST-1 EM SOLVED ASSIGNMENT 2019 Page 5

 Discovery: Known to the ancients and visible to the naked eye

 Diameter: 7,926 miles (12,760 km)

FST-1 EM SOLVED ASSIGNMENT 2019 Page 6

FST-1 EM SOLVED ASSIGNMENT 2019 Page 7

Close-up of Jupiter's Great Red Spot as seen by a Voyager spacecraft.

 Discovery: Known to the ancients and visible to the naked eye

FST-1 EM SOLVED ASSIGNMENT 2019 Page 8

 Orbit: 29.5 Earth years

FST-1 EM SOLVED ASSIGNMENT 2019 Page 9

FST-1 EM SOLVED ASSIGNMENT 2019 Page 10

Pluto (Dwarf Planet)

FST-1 EM SOLVED ASSIGNMENT 2019 Page 11

4. Write an account on evidences that support human evolution.

FST-1 EM SOLVED ASSIGNMENT 2019 Page 12

Recycle your rubbish

FST-1 EM SOLVED ASSIGNMENT 2019 Page 13

Reduce your waste

 avoid goods with lots of packaging

Reuse items wherever possible

 reuse carrier bags

FST-1 EM SOLVED ASSIGNMENT 2019 Page 14

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FST-1 EM SOLVED ASSIGNMENT 2019 Page 16

FST-1 EM SOLVED ASSIGNMENT 2019 Page 17

Technology is providing a way for learning models to become increasingly personalized.

Expect technology to present some philosophical shifts in education, as well

FST-1 EM SOLVED ASSIGNMENT 2019 Page 18

Artificial intelligence is poised to play an integral role as well.

Students can assume more responsibility in the classroom.

FST-1 EM SOLVED ASSIGNMENT 2019 Page 19

"Technology is not silver bullet solution," said Greenberg.

9. Draw a clear, bold and labelled illustration of basic units of computer.

Basic computer components

FST-1 EM SOLVED ASSIGNMENT 2019 Page 20

FST-1 EM SOLVED ASSIGNMENT 2019 Page 21

Basic computer operation

Logic design and integrated circuits

FST-1 EM SOLVED ASSIGNMENT 2019 Page 22

10. Elaborate the following:

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