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Class - XII

SAMPLE QUESTION PAPER - I

HINDI

Government of KeralaDepartment of Education

Prepared byState Council of Educational Research and Training (SCERT), Kerala

2015

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Guidelines for the Preparation of Question Paper forHIGHER SECONDARY EDUCATION 2015 - 16

IntroductionTerm evaluation is an important aspect of Continuous and Comprehensive Evaluation (CCE).It covers the assessment of learning aspect of the CCE. The Kerala School Curriculum 2013postulated that the examination system should be recast so as to ensure a method ofassessment that is a valid, reliable and objective measure of student development and apowerful instrument for improving the learning process. The outcome focused written testsare being used as tools for terminal assessment. Practical assessment is also considered forsome subjects. The syllabus, scheme of work, textual materials, teacher texts and learningexperiences may be considered while developing tools for term evaluation.In order to make the examination system effective and objective, quality of the questionpaper needs to be ensured. Questions of different types considering various learningoutcomes, thinking skills and of varying difficulty levels are to be included in the questionpaper. This makes question paper setting a significant task that has to be undertaken withthe support of proper guidelines.The guidelines for the preparation of the question paper have been divided into four headsfor its effective implementation and monitoring. The areas are i) preparatory stage, ii) natureof questions, iii) question paper setting and iv) structure of the question paper.

I. Preparatory stageBefore starting the process of question paper setting, the question paper setter shouldensure that she/he has:

Familiarised the current syllabus and textbook of the concerned subject. secured the list of Los (Learning Outcomes) relating to the subject. acquired the list of thinking skills applicable to the subject (See appendix). prepared a pool of questions from each unit of the subject. verified the scheme of work and weight of score for each unit/lesson. gone through guidelines for the preparation of question paper for higher

secondary education – 2014.

II Nature of questionsQuestions selected from the pool to be included in the question paper should reflect thefollowing features:

stem of the question text should be relevant to the question posed. multiple choice questions should be provided with four competitive distracters. the possibilities of higher order thinking skills should be considered while setting

MCQs time allotted for each question should be justified according to the thinking skills

involved.

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the scope and length of the answer should be clearly indicated. questions should be prepared by considering the learning level of the learner. the question should focus on the learning outcomes. a wide range of thinking skills and learning outcomes from each unit/lesson

should be considered. varied forms of questions should be covered. there should be a balance between the time allotted and the level of question. question should be very specific and free from ambiguity. question text should not be too lengthy and complicated. questions can be prepared based on a single or a cluster of learning outcomes

which is scattered over one particular unit or units. cluster of learning outcomes from different units can be considered only for graded

questions (questions with sub-divisions). the possibilities of graded questions reflecting different thinking skills can be explored. while preparing questions for language papers importance should be given to the

language elements, language skills, discourses, textual content and elements ofcreativity.

while preparing questions for subjects other than languages, importance should begiven to content, concepts and skills.

questions should cater the needs of differently abled learners and CWSEN(Children With Special Education Needs)

the questions should contain varied forms such as objective type with specificfocus to multiple choice test items and descriptive types (short answer and essaytypes).

directions regarding the minimum word limit for essay type questions should begiven.

sufficient hints can be provided for essay type questions, if necessary. maximum usage of supporting items like pictures, graphs, tables and collage may

be used while preparing questions. questions which hurt the feelings of caste, religion, gender, etc. must be completely

avoided.

III. Question paper settingDuring the process of question paper setting the question setter should:

prepare a design of the question paper with due weight to content, learningoutcomes, different forms of questions and thinking skills.

prepare a blue print based on the design. prepare scoring key indicating value points and question based analysis along

with the question paper. while preparing scoring key, thinking skills should also be integrated.

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60% weight should be given to thinking skills for conceptual attainment and 40% tothinking skills for conceptual generation.

15 to 20% weight of total scores must be given to objective type questions and upto 30% weight of total score must be given to essay type questions.

the highest score that can be given to a question in the question paper is limited to10% of the total score.

while fixing the time for answering a question, time for reading, comprehendingand writing the answer must be considered.

The total time limit of the question paper - two hours for 60 scores and 2.30 hoursfor 80 scores question papers with an extra cool-off time of 15 minutes.

IV. Structure of the question paperThe question paper should reflect the following features in general:

general instructions for the question paper should be given on the top. instructions for specific questions can be given before the question text. monotony of set patterns (objective or descriptive) should be avoided. questions should be prepared in bilingual form. there should not be any mismatch between the bilingual versions of the questions. choice can be given for questions up to 20% of the total score. while giving choice, alternative questions should be from the same unit with the

same level of thinking skills. in the case of languages, language of the questions and answers should be in the

particular language concerned. Necessary directions in this regard must be givenin the question paper.

THINKING SKILLSCategory/ Alternative termsprocesses

1. Remember Retrieve relevant knowledge from long-term memory1.1. Recognising identifying- (e.g. Recognize the dates of important events in Indian

history)1.2. Recalling retrieving - (e.g. Recall the major exports of India)2. Understand Construct meaning from instructional messages, including oral,

written and graphic information2.1. Interpreting clarifying, paraphrasing, representing, translating (e.g. Write an

equation [using B for the number of boys and G for the number ofgirls] that corresponds to the statement ‘There are twice as many boysas girls in this class’)

2.2. Exemplifying illustrating, instantiating (e.g. Locate an inorganic compound andtell why it is inorganic)

2.3. Classifying categorizing, subsuming (e.g. Classify the given transactions to berecorded in Purchase returns book and Sales returns book)

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2.4. Summarising abstracting, generalizing (e.g. Students are asked to read an untitledpassage and then write an appropriate title.)

2.5. Inferring concluding, extrapolating, interpolating, predicting (e.g. a studentmay be given three physics problems, two involving one principleand another involving a different principle and ask to state theunderlying principle or concept the student is using to arrive at thecorrect answer.)

2.6. Comparing contrasting, mapping, matching (e.g. Compare historical events tocontemporary situations)

2.7. Explaining constructing models (e.g. the students who have studied Ohm’s laware asked to explain what happens to the rate of the current when asecond battery is added to a circuit.)

3. Apply Carry out or use a procedure in a given situation3.1. Executing Carrying out (e.g. Prepare Trading and Profit and loss Account from

the Trial Balance given and find out the net profit.)3.2. Implementing using (e.g. Select the appropriate given situation where Newton’s

Second Law can be used)4. Analyse Break material into its constituent parts and determines how the

parts relate to one another and to an overall structure or purpose4.1. Differentiating discriminating, distinguishing, focusing, selecting (e.g. distinguish

between relevant and irrelevant numbers in a mathematical wordproblem)

4.2. Organising finding coherence, integrating, outlining, parsing, structuring (e.g.the students are asked to write graphic hierarchies best correspondsto the organisation of a presented passage.)

4.3. Attributing deconstructing (e.g. determine the point of view of the author of anessay in terms of his or her ethical perspective)

5. Evaluate Make judgements based on criteria and standards5.1. Checking coordinating, detecting, monitoring, testing (e.g. after reading a report

of a chemistry experiment, determine whether or not the conclusionfollows from the results of the experiment.)

5.2. Critiquing judging (e.g. Judge which of the two methods is the best way to solvea given problem)

6. Create Put elements together to form a coherent or functional whole;reorganize elements into a new pattern or structure

6.1. Generating hypothesizing (e.g. suggest as many ways as you can to assure thateveryone has adequate medical insurance)

6.2. Planning designing (e.g. design social intervention programmes forovercoming excessive consumerism)

6.3. Producing constructing (e.g. the students are asked to write a short story basedon some specifications)

Considering the intellectual level of learners, while setting the question paper;1. 60% weight may be given to thinking skills used for factual and conceptual

attainment and

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2. 40% weight may be given to thinking skills for conceptual generation (higher thinkingskills has to be ensured in this category). Thinking skills for conceptual generationmeans thinking skills needed for elaborating the concepts.Refer the range of thinking skills given above. We can include the thinking skills no.1.1to 3.2 (11 processes) under first category and 4.1 to 6.3 (8 processes) under secondcategory.

Guidelines for setting question paper - Hindi (Second Language)

EòÊ´ÉiÉÉ ºÉƤÉÆvÉÒ |ɶxÉÉå Eäò ʱÉB SÉÖxÉÒ VÉÉxÉä ÉɱÉÒ EòÊ´ÉiÉÉBÄ {ÉÉ ÂöªÉ{ÉÖºiÉEò EòÒ ½þÒ ½þÉåþ*

+xÉÖSUäônù ºÉƤÉÆvÉÒ |ɶxÉÉå Eäò ʱÉB SÉÖxÉä VÉÉxÉä ÉɱÉä JÉÆb÷ {ÉÉ ÂöªÉ{ÉÖºiÉEò Eäò {ÉÉ`¦ÉÉMÉÉå EòÉ +Æ¶É ½þÒ½þÉåþ*

{ÉÉ ÂöªÉ{ÉÖºiÉEò Eäò {ÉÊ®ú¦ÉÉʹÉEò ¶É¤nùÉlÉÇ Eäò +ÉvÉÉ®ú {É®ú ½þÒ {ÉÊ®ú¦ÉÉʹÉEò ¶É¤nùɴɱÉÒ ºÉƤÉÆvÉÒ |ɶxÉ{ÉÚUåô*

ÊxɤÉÆvÉÉi¨ÉEò |ɶxÉÉå Eäò ºÉÉlÉ +ɴɶªÉEò ºÉÚSÉxÉÉBÄ WÉ°ü®ú nåùþ*

+xÉÖ ÉÉnù EòÉ |ɶxÉ {ÉÉÄSÉ-Uô: ´ÉÉCªÉÉå EòÉ ºÉ®ú±É, ºiÉ®úÉxÉÖEÚò±É B´ÉÆ UôÉjÉÉä{ɪÉÉäMÉÒ +ÆOÉäWÉÒ JÉÆb÷ Eäò+ÉvÉÉ®ú {É®ú ½þÉå* +ÊvÉEòÉÊvÉEò +ÆOÉäWÉÒ ¶É¤nùÉå EòÉ Ë½þnùÒ ¶É¤nùÉlÉÇ ¦ÉÒ nåùþ*

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+ v…M…®… ={…±…Œ§v…™……ƒ

1.1 n¬ ¥…¥…‰n˘“ ™…÷M…“x… EÚ ¥…i…… EÚ“ |…¥…fiŒii…™…… {…Æ˙ S…S……« EÚÆ˙E‰Ú EÚ ¥…i…… EÚ“ +…∫¥……n˘x…- ]ı{{…h…“  ±…J…i…… ΩË*

1.2 {…j… EÚ“ ∂…˱…“ {…Ω˛S……x…EÚÆ˙  ¥… ¶…xx… |…∫…ΔM…… {…Æ˙ {…j…  ±…J…i…… ΩË*

1.3 {…j… E‰Ú +…∂…™… EÚ…  ¥…∂±…‰π…h… EÚÆ˙E‰Ú  ¥…v……Δi…Æ˙h… EÚÆ˙i…… ΩË*

1.4 ¶……π…h… EÚ“ ∂…˱…“ {…Ω˛S……x…EÚÆ˙  ¥… ¶…xx… ∫……®…… V…EÚ  ¥…π…™…… {…Æ˙ ¶……π…h… i…Ë™……Æ˙ EÚÆ˙i…… ΩË*

1.5 ¶……π…h… EÚ… +…∂…™…O…Ω˛h… EÚÆ˙E‰Ú ∫¥…i…Δj…i…… EÚ… ®…Ω˛i¥… {…Ω˛S……x…EÚÆ˙  ]ı{{…h…“  ±…J…i…… ΩË*

1.6 +ΔO…‰W…“ E‰Ú UÙ…‰]‰ı-∫…‰ +x…÷SU‰Ùn˘… EÚ… ÀΩ˛n˘“ ®… +x…÷¥……n˘ EÚÆ˙i…… ΩË*

2.1 ∫…¢ÚÆ˙x……®…… EÚ“ ∂…˱…“M…i…  ¥…∂…‰π…i……Bƒ {…Ω˛S……x…EÚÆ˙ +…∫¥……n˘x… EÚÆ˙i…… ΩË*

2.2  ¥… ¶…xx… |…∫…ΔM……Â EÚ…  ¥…v……Δi…Æ˙h… EÚÆ˙i…… ΩË*

2.3 ∫…¢ÚÆ˙x……®…… E‰Ú +…∂…™… EÚ…  ¥…∂±…‰π…h… EÚÆ˙E‰Ú  ]ı{{…h…“  ±…J…i…… ΩË*

2.4 ®…v™…EÚ…±…“x… ¶…Ci…EÚ ¥… ∫…⁄Æ˙n˘…∫… E‰Ú {…n˘… EÚ“  ¥…∂…‰π…i……+… {…Æ˙ S…S……« EÚÆ˙E‰Ú ¥™……J™…… EÚÆ˙i…… ΩË*

2.5 ∫…⁄Æ˙n˘…∫… E‰Ú {…n˘… EÚ… +…∫¥……n˘x… EÚÆ˙E‰Ú  ¥…v……Δi…Æ˙h… EÚÆ˙i…… ΩË*

2.6  °Ú±®…“ M…“i…… EÚ“  ¥…∂…‰π…i……Bƒ {…Ω˛S……x…EÚÆ˙ +…∫¥……n˘x… EÚÆ˙i…… ΩË B¥…Δ  ]ı{{…h…“  ±…J…i…… ΩË*2.7 ÀΩ˛n˘“ E‰Ú |…S……Æ˙-|…∫……Æ˙ ®… ÀΩ˛n˘“  °Ú±®…“ M…“i…… EÚ“ ¶…⁄ ®…EÚ… B¥…Δ |……∫…Δ M…EÚi…… {…Ω˛S……x…EÚÆ˙ M…“i…… EÚ…

∫…ΔEÚ±…x… EÚÆ˙i…… ΩË*

2.8  ¥…Y……x…, ¥…… h…V™… B¥…Δ ®……x… ¥…EÚ“ E‰Ú I…‰j… ®…Â |…™…÷Ci… {…… Æ˙¶…… π…EÚ˙ ∂…§n˘…Â EÚ… |…™……‰M… EÚÆ˙i…… ΩË*

3.1 +…i®…EÚl…… EÚ“ ∂…˱…“M…i…  ¥…∂…‰π…i……Bƒ {…Ω˛S……x…EÚÆ˙  ¥… ¶…xx… |…∫…ΔM…… EÚ…  ¥…v……Δi…Æ˙h… EÚÆ˙i…… ΩË*

3.2 ÀΩ˘n˘“i…˙Æ˙ ¶……π…“ EÚ ¥…i…… EÚ“  ¥…∂…‰π…i……Bƒ {…Ω˛S……x…EÚÆ +…∫¥……n˘x…- ]ı{{…h…“  ±…J…i…… ΩË*

3.3 ∫…®…EÚ…±…“x… EÚΩ˛…x…“ EÚ“ +¥…v……Æ˙h…… {……EÚÆ˙ EÚΩ˛…x…“ E‰Ú {……j……Â E‰Ú S… Æ˙j… {…Æ˙  ]ı{{…h…“  ±…J…i…… ΩË*

3.4 EÚΩ˛…x…“ E‰Ú +…∂…™… EÚ…  ¥…∂±…‰π…h… EÚÆ˙E‰Ú  ¥… ¶…xx… |…∫…ΔM……Â EÚ…  ¥…v……Δi…Æ˙h… EÚÆ˙i…… ΩË*

3.5 Ω˛…<E⁄Ú EÚ ¥…i…… EÚ“  ¥…∂…‰π… ∂…˱…“ {…Ω˛S……x…EÚÆ˙ =∫…EÚ“ ¥™……J™…… EÚÆ˙i…… ΩË*4.1 +x…⁄ n˘i… EÚ ¥…i…… E‰Ú +…∂…™… EÚ…  ¥…∂±…‰π…h… EÚÆ˙E‰Ú +…∫¥……n˘x…- ]ı{{…h…“  ±…J…i…… ΩË*4.2 ∫…Δ∫®…Æ˙h… EÚ“ ∂…˱…“M…i…  ¥…∂…‰π…i……+… ∫…‰ +¥…M…i… Ω˛…‰EÚÆ˙  ¥… ¶…xx… |…∫…ΔM…… EÚ…  ¥…v……Δi…Æ˙h… EÚÆ˙i…… ΩË*4.3 ∫…®…EÚ…±…“x… EÚ ¥…i…… EÚ“  ¥…∂…‰π…i……Bƒ {…Ω˛S……x…EÚÆ˙ +…∫¥……n˘x…- ]ı{{…h…“  ±…J…i…… ΩË*4.4 ¥™…ΔM™… EÚ“ |……∫…Δ M…EÚi…… {…Ω˛S……x…EÚÆ˙ +…∫¥……n˘x… EÚÆ˙i…… ΩË +…ËÆ˙  ]ı{{…h…“  ±…J…i…… ΩË*4.5 ¥™…ΔM™… E‰Ú +…∂…™… EÚ…  ¥…∂±…‰π…h… EÚÆ˙E‰Ú |…∫…ΔM…… EÚ…  ¥…v……Δi…Æ˙h… EÚÆ˙i…… ΩË *4.5  ¥… ¶…xx… ∫……®…… V…EÚ  ¥…π…™…… EÚ“ +¥…v……Æ˙h…… {……EÚÆ˙ =∫…‰ "Œ∫EÚ]ı' E‰Ú ∞¸{… ®… |…∫i…÷i… EÚÆ˙i…… ΩË*

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Qn. Content/Unit L.O No Score PercentageNo.

Weight to content & Learning Outcomes

1. +Énù ÉÒ EòÉ SÉä½þ®úÉ 4.3 1 1.25

2. +Énù ÉÒ EòÉ SÉä½þ®úÉ 4.3 1 1.25

3. +Énù ÉÒ EòÉ SÉä½þ®úÉ 4.3 2 2.5

4. +Énù ÉÒ EòÉ SÉä½þ®úÉ 4.3 7 8.75

5. WɨÉÒxÉ BEò º±Éä]õ EòÉ xÉÉ¨É ½èþ 3.1 1 1.25

6. WɨÉÒxÉ BEò º±Éä]õ EòÉ xÉÉ¨É ½èþ 3.1 2 2.5

7. WɨÉÒxÉ BEò º±Éä]õ EòÉ xÉÉ¨É ½èþ 3.1 3 3.75

8. WɨÉÒxÉ BEò º±Éä]õ EòÉ xÉÉ¨É ½èþ 3.1 7 8.75

9. WɨÉÒxÉ BEò º±Éä]õ EòÉ xÉÉ¨É ½èþ 3.1 1 1.25

10. (i) ¨ÉÆÊWÉ±É EòÒ +Éä®ú 2.8 1 1.25

(ii) ¨ÉÆÊWÉ±É EòÒ +Éä®ú 2.8 1 1.25

(iii) ¨ÉÆÊWÉ±É EòÒ +Éä®ú 2.8 1 1.25

(iv) ¨ÉÆÊWÉ±É EòÒ +Éä®ú 2.8 1 1.25

(v) ¨ÉÆÊWÉ±É EòÒ +Éä®ú 2.8 1 1.25

(vi) ¨ÉÆÊWÉ±É EòÒ +Éä®ú 2.8 1 1.25

(vii) ¨ÉÆÊWÉ±É EòÒ +Éä®ú 2.8 1 1.25

(viii) ¨ÉÆÊWÉ±É EòÒ +Éä®ú 2.8 1 1.25

11. nù´ÉÉ 4.5 7 8.75

12. ¤Éä]õÒ Eäò xÉÉ¨É 1.2, 1.3 4 5

13. ½þÉ<EÚò 3.5 5 6.25

14. ºÉÚ®úÒxÉÉ¨É ¨Éå {ɽþ±ÉÉ ÊnùxÉ 2.2 7 8.75

15. ¨Éä®äú ¦ÉÉ®úiÉ´ÉÉʺɪÉÉä 1.4 8 10

16. ºÉÚ®ÒúxÉÉ¨É ¨Éå {ɽþ±ÉÉ ÊnùxÉ 2.2 8 10

17. ´É½þ ¦É]õEòÉ ½Öþ+É {ÉÒ®ú 4.2 8 10

18. ¨Éä®äú ¦ÉÉ®úiÉ´ÉÉʺɪÉÉä 1.6 8 10

19. nù´ÉÉ 4.5 8 10

Sample Question Paper (Part - II Hindi ) - SET 1

9

No. Type No. of Questions Score Percentage

1 Objective 5 12 152 Short Answer 9 44 553 Essay 5 (c) 24 (c) 30

Total 19 80 100

WEIGHT TO FORM OF QUESTIONS

No. Thniking Skills Score Percentage

1 For Conceptual Attainment 49 602 For Conceptual Generation 31 40

Total 80 100

WEIGHT TO THINKING SKILLS

Thinking skills for Thinking skills forConceptual attainment Conceptual Generation

Unit/Content Objective Short Answer Essay Objective Short Answer Essay Total+Énù ÉÒ EòÉ SÉä½þ®úÉ 2(1 x 2) 9(2+7) 11

WɨÉÒxÉ BEò º±Éä]õEòÉ xÉÉ¨É ½èþ 1(1) 12(3+2+7) 1(1) 14

¨ÉÆÊVÉ±É EòÒ +Éä®ú 8(1 x 8) 8

¤Éä]õÒ Eäò xÉÉ¨É 4(1) 4

½þÉ<EÚò 5(1) 5

nù´ÉÉ 7(1) 8(1) 15

ºÉÚ®úÒxÉÉ¨É ¨Éå {ɽþ±ÉÉÊnùxÉþ 7(1) 8(1) 15

´É½þ ¦É]õEòÉ ½Öþ+É{ÉÒ®ú 8(1) 8

¨Éä®äú ¦ÉÉ®úiÉ´ÉÉʺɪÉÉä 8(1) 8(1) 16Total 11 30 8 1 14 32(C) 96(C)

BLUE PRINT

* Choice for 2 Essay Questions Score 16

10

ºÉÚSÉxÉÉ : ÊxɨxÉʱÉÊJÉiÉ EòÊ´ÉiÉÉÆ¶É {Égåø +Éè®ú 1 ºÉä 4 iÉEò Eäò |ɶxÉÉå Eäò =iiÉ®ú ʱÉJÉå*""EÖò±ÉÒ!'' {ÉÖEòÉ®úiÉä ½þÒEòÉä<Ç ¨Éä®äú +Ænù®ú SÉÉéEòÉ* BEò +Énù ÉÒ+ÉEò®ú JÉc÷É ½þÉä MɪÉÉ ¨Éä®äú {ÉɺÉ*ºÉɨÉÉxÉ ÊºÉ®ú {É®ú ±ÉÉnäù¨Éä®äú º´ÉÉʦɨÉÉxÉ ºÉä nùºÉ Eònù É +ÉMÉä¤ÉgøxÉä ±ÉMÉÉ ´É½þVÉÉä ÊEòiÉxÉÒ ½þÒ ªÉÉjÉÉ+Éå ¨ÉåføÉä SÉÖEòÉ lÉÉ ¨Éä®úÉ ºÉɨÉÉxÉ*

1. ªÉ½þ ÊEòºÉ EòÊ´ÉiÉÉ EòÉ +Æ¶É ½èþ? 1(¨ÉÉiÉÞ¦ÉÚʨÉ, +Énù ÉÒ EòÉ SÉä½þ®úÉ, ºÉ{ÉxÉä EòÉ ¦ÉÒ ½þEò xɽþÓ, EÖò¨ÉÖnù ¡Úò±É ¤ÉäSÉxÉä ´ÉɱÉÒ ±Éc÷EòÒ)

2. EÖò±ÉÒ {ÉÖEòÉ®úiÉä ºÉ¨ÉªÉ EòÉèxÉ EòÊ´É Eäò {ÉÉºÉ +ÉEò®ú JÉc÷É ½þÉä MɪÉÉ? 13. ´É½þ ºÉɨÉÉxÉ ÊºÉ®ú {É®ú ±ÉÉnùäø ¤ÉgøxÉä ±ÉMÉÉ - EèòºÉä? 24. EòÊ´ÉiÉÉÆ¶É EòÒ +ɺ´ÉÉnùxÉ-Ê]õ{{ÉhÉÒ Ê±ÉJÉå* 7ºÉÚSÉxÉÉ: "WɨÉÒxÉ BEò º±Éä]õ EòÉ xÉÉ¨É ½èþ' +Éi¨ÉEòlÉÉ EòÉ +Æ¶É {Égåø +Éè®ú 5 ºÉä 9 iÉEò Eäò |ɶxÉÉå Eäò =iiÉ®ú

ʱÉJÉå*

½þ ÉÉ®äú {ÉÉºÉ ºÉ¨ÉªÉ xÉ lÉÉ* ¶ÉÉnùÒ EòÒ iÉèªÉÉÊ®úªÉÉÄ ¶ÉÖ°ü Eò®úxÉÒ lÉÓ* ¦ÉʴɹªÉ ÊxÉÊvÉ ºÉä ¦ÉÒ EÖòUô ½þWÉÉ®ú ¯û{ÉB Ê{ÉiÉÉVÉÒ ÊxÉEòɱɱÉÉB lÉä* nùÒnùÒ ¤É½ÖþiÉ ¦ÉÉ´ÉÖEò ½þÉä MÉ<Ç lÉÒ +Éè®ú ¤ÉÉiÉ-¤ÉÉiÉ ¨Éå ®úÉä {Éc÷iÉÒ lÉÒ* ¨ÉÆb÷{É ±ÉMÉÉ ÊnùªÉÉ MɪÉÉ* ¶ÉÉnùÒ Eäò EòÉbÇ÷ Uô{É

SET - ISSSSSAAAAAMMMMMPPPPPLLLLLE QE QE QE QE QUUUUUEEEEESSSSSTTTTTIIIIIOOOOON PN PN PN PN PAAAAAPPPPPEEEEER 2015 - 2016R 2015 - 2016R 2015 - 2016R 2015 - 2016R 2015 - 2016

PART - II

HINDIHINDIHINDIHINDIHINDI Maximum : 80 Scores

HSE-II Time : 2 ½ hrsCool off time : 15 Minutes

General Instruction to candidates. There is a 'cool-off time' of 15minutes in addition to the writing time of 2 ½ hrs.

. You are neither allowed to write your answers nor to discuss anything with others during the cool-off time.

. Use the 'cool-off time' to get familiar with questions and to plan your answers

. Read the questions carefully before answering.

11

MÉB* Éä½þ ÉÉxÉ +ÉxÉä ±ÉMÉä* ½þ±nùÒ-iÉä±É SÉgøÉxÉÉ ¶ÉÖ°ü ½þÉä MɪÉÉ* ½þ É ºÉ¤É ªÉ´ÉºlÉÉ ºÉä ºÉÆiÉÖ¹]õ lÉä {É®ú ÉxÉ VÉèºÉä +¦ÉÒ ºÉä JÉɱÉÒ-JÉɱÉÒ +Éè®ú =nùÉºÉ lÉÉ* VÉÉä ={ÉκlÉiÉ lÉÉ =ºÉEòÒ +xÉÖ{ÉκlÉÊiÉ +¦ÉÒ ºÉä Ênù±É ¨Éå PÉ®ú Eò®ú MÉ<Ç lÉÒ*5. "WɨÉÒxÉ BEò º±Éä]õ EòÉ xÉÉ¨É ½èþ' ÊEòºÉEòÒ ®úSÉxÉÉ ½èþ?

(ʽþ ÉÉƶÉÖ VÉÉä¶ÉÒ, ¨ÉèÊlɱÉÒ ¶É®úhÉ MÉÖ{iÉ, BEòÉÆiÉ ¸ÉÒ´ÉɺiÉ´É, +¨ÉÞiÉÉ |ÉÒiɨÉ) 16. Ê{ÉiÉÉVÉÒ ÊEòºÉºÉä ¯û{ÉB ÊxÉEòÉ±É ±ÉÉB lÉä? 27. ¶ÉÉnùÒ EòÒ CªÉÉ-CªÉÉ iÉèªÉÉÊ®úªÉÉÄ EòÒ MÉ<È? 38. ={ɪÉÖÇCiÉ JÉÆb÷÷ EòÉ ºÉÆIÉä{ÉhÉ Eò®åú* 79. ºÉÆIÉä{ÉhÉ Eäò ʱÉB =ÊSÉiÉ ¶ÉÒ¹ÉÇEò nåù* 110. ºÉÚSÉxÉÉ : EòÉä¹ öEò ºÉä ºÉ½þÒ Ë½þnùÒ ¶É¤nù SÉÖxÉEò®ú ʨɱÉÉxÉ Eò®åú * (1 x 8 = 8)

Advance VÉÒ´ÉÉhÉÖPercentage >ðVÉÉÇGeography {Éä¶ÉMÉÒBacteria ´ÉÉÊhÉVªÉHumanities |ÉÊiɶÉiÉEnergy ¨ÉÉxÉÊ´ÉEòÒCommerce |ÉÊiɨÉÉxÉPattern ¦ÉÚMÉÉä±É

ºÉÚSÉxÉÉ : "nù ÉÉ' Eò½þÉxÉÒ EòÉ +Æ¶É {Égåø*

ʨÉjÉ xÉä Eò½þÉ, ""JÉè®ú, ¨ÉÖZÉä EòÉäÊ¶É¶É iÉÉä Eò®ú ±ÉäxÉä nùÒÊVÉB* +É{É ºÉ¤É ±ÉÉäMÉ ¤Éɽþ®ú ½þÉä VÉÉ<B*''

ºÉ¤É ¤Éɽþ®ú SɱÉä MÉB* ʨÉjÉ +xÉÆMÉ VÉÒ Eäò {ÉÉºÉ ¤Éè äö +Éè®ú ¤ÉÉä±Éä*11. ºÉÆEäòiÉÉå Eäò +ÉvÉÉ®ú {É®ú ʨÉjÉ +Éè®ú +xÉÆMÉ VÉÒ Eäò ¤ÉÒSÉ EòÉ ´ÉÉiÉÉDZÉÉ{É iÉèªÉÉ®ú Eò®åú* 7• ʨÉjÉ nÂù ÉÉ®úÉ +xÉÆMÉ VÉÒ EòÒ |ɶÉƺÉÉ Eò®úxÉÉ• ʨÉjÉ EòÉä näùJÉEò®ú +xÉÆMÉ VÉÒ EòÉ JÉÖ¶É ½þÉäxÉÉ

• ʨÉjÉ nÂù ÉÉ®úÉ EòÊ´ÉiÉÉ-{ÉÉ ö Eò®úxÉä EòÒ Ê´ÉxÉiÉÒ Eò®úxÉÉ

ºÉÚSÉxÉÉ : ¤É½þÉnÖù®ú¶Éɽþ WÉ¡Ãò®ú Eäò JÉiÉ EòÉ ªÉ½þ ´ÉÉCªÉ {Égåø*

• Ênù±±ÉÒ´ÉɱÉä ¨ÉÖZÉEòÉä ®úÉäiÉä ½þÉåMÉä* ´Éä CªÉÉ ªÉ½þ xɽþÓ VÉÉxÉiÉä, ÊEò ¨Éé ¦ÉÒ =xÉEòÉä ®úÉäiÉÉ ½ÚÄþ*12. ={ɪÉÖÇCiÉ ´ÉÉCªÉ Eäò +ÉvÉÉ®ú {É®ú ¤É½þÉnÖù®ú¶Éɽþ WÉ¢ò®ú Eäò SÉÊ®újÉ {É®ú Ê]õ{{ÉhÉÒ Ê±ÉJÉå* 4

12

ºÉÚSÉxÉÉ : ÊxɨxÉʱÉÊJÉiÉ ½þÉ<EÚò {Égåø*

vÉxªÉ ½èþ ´É¹ÉÉÇJÉäiÉÉå ¨Éå EòÊ´ÉiÉÉBĤÉÉäiÉä ÊEòºÉÉxÉ*13. ½þÉ<EÚò EòÉ ¦ÉÉ´ÉÉlÉÇ Ê±ÉJÉå* 514. ºÉÉiÉ´Éå ʴɶ´É ˽þnùÒ ºÉ¨¨Éä±ÉxÉ ¨Éå ¦ÉÉMÉ ±ÉäxÉä Eäò ʱÉB ±ÉäJÉEò ºÉÚ®úÒxÉÉ¨É {ɽÖÄþSÉä* ®úɹ]Åõ{ÉÊiÉ Eäò =nÂùPÉÉ]õxÉ ¦ÉɹÉhÉ ºÉä ´Éä

¤É½ÖþiÉ |ɦÉÉÊ´ÉiÉ ½ÖþB* <ºÉEäò +ÉvÉÉ®ú {É®ú ±ÉäJÉEò EòÒ b÷ɪɮúÒ Ê±ÉJÉå* 7• ®úɹ]Åõ{ÉÊiÉ EòÉ ¦ÉɹÉhÉ

• ºÉÚ®úÒxÉÉ¨É ¨Éå ˽þnùÒ EòÉ |ÉSÉÉ®ú-|ɺÉÉ®ú

• ºÉÚ®úÒxÉÉ¨É +Éè®ú ¦ÉÉ®úiÉ Eäò ¤ÉÒSÉ EòÉ ºÉƤÉÆvÉ

ºÉÚSÉxÉÉ : 15 ºÉä 19 iÉEò Eäò |ɶxÉÉå ¨Éå ºÉä ÊEòx½þÓ iÉÒxÉ Eä =iiÉ®ú ʱÉJÉå* (3x8=24)15. ˽þnùÒ {ÉÖκiÉEòÉ Éå xÉä½þ°üVÉÒ EòÉ ¦ÉɹÉhÉ {ÉgøEò®ú =ºÉºÉä |ɦÉÉÊ´ÉiÉ BEò UôÉjÉÉ +{ÉxÉÒ ºÉ½äþ±ÉÒ Eäò xÉÉ¨É {ÉjÉ Ê±ÉJÉiÉÒ

½èþ* ´É½þ {ÉjÉ iÉèªÉÉ®ú Eò®åú*

• 1947 +MɺiÉ 14 EòÒ ¨ÉvªÉ®úÉÊjÉ EòÒ ´Éä±ÉÉ• º´ÉiÉÆjÉ ¦ÉÉ®úiÉ {É®ú xÉä½þ°üVÉÒ Eäò ºÉ{ÉxÉä

• ¦ÉÉ®úiÉÒªÉÉå EòÉ nùÉʪÉi´É16. ʴɹÉè±ÉÒ ºÉΤVɪÉÉÄ : º´ÉɺlªÉ Eäò ʱÉB ½þÉÊxÉEòÉ®úEò Ê´É¹ÉªÉ {É®ú ºÉÆMÉÉä¹`öÒ ¨Éå |ɺiÉÖiÉ Eò®úxÉä Eäò ʱÉB +ɱÉäJÉ iÉèªÉÉ®ú Eò®åú*

• ºÉΤVɪÉÉå ¨Éå ®úɺÉɪÉÊxÉEò JÉÉnÂùªÉ B´ÉÆ EòÒ]õxÉɶÉEòÉå EòÉ |ɪÉÉäMÉ• º´ÉɺlªÉ {É®ú ¤ÉÖ®úÉ +ºÉ®ú• Eò<Ç iÉ®ú½þ EòÒ ¤ÉÒ¨ÉÉÊ®úªÉÉÄ• ºÉJiÉ ÊxɪɨÉÉå EòÉ {ÉɱÉxÉ• VÉè É JÉÉnÂùªÉÉå EòÉ |ɪÉÉäMÉ

• PÉ®ú-PÉ®ú ¨Éå ºÉ¤VÉÒ-¤ÉÉMÉ17..... "´É½þ ¦É]õEòÉ ½Öþ+É {ÉÒ®ú' ºÉƺ¨É®úhÉ Eäò ºEÚò]õ®ú ÉɱÉä {ÉÉjÉ EòÉ +Éi¨ÉEòlÉÉÆ¶É iÉèªÉÉ®ú Eò®åú*

• Ê{ÉiÉÞʴɽþÒxÉ ¤ÉɱÉEò• MÉ®úÒ¤É ¤ÉSÉ{ÉxÉ• ºEÚò]õ®ú SɱÉÉEò®ú ®úÉä]õÒ EòÒ Eò¨ÉÉ<Ç• ¨ÉÉÄ EòÉ ={Énäù¶É• nÚùºÉ®úÉå EòÒ {ªÉÉºÉ ¤ÉÖZÉÉxÉä EòÒ EòÉäʶɶÉ

13

18. ÊxɨxÉʱÉÊJÉiÉ +ÆOÉäWÉÒ JÉÆb÷ EòÉ Ë½þnùÒ ¨Éå +xÉÖ ÉÉnù Eò®åúú*

Student life is very important. It is the foundation of future. It is a preparation for the wholelife. Future success depends on how it is spent. Students are the leaders of tomorrow. Astudent learns many new things. He enjoys games. He takes part in debates. It is a veryinteresting period.(foundation - xÉÓ´É, future - ¦ÉʴɹªÉ, preparation - iÉèªÉÉ®úÒ, whole life - {ÉÚ®úÉ VÉÒ´ÉxÉ, success - EòɨɪÉɤÉÒ,depend - ÊxɦÉÇ®ú, spent- ʤÉiÉÉxÉÉ, debate - ´ÉÉnù-Ê´É´ÉÉnù)

19. {ɪÉÉÇ É®úhÉ-¨ÉèjÉÒ ºÉ¨ÉÉVÉ Eäò ʱÉB Ê´ÉnÂùªÉÉ±ÉªÉ EòÉ ®úɹ]ÅõÒªÉ ºÉä ÉEò ªÉÉäVÉxÉÉ ºÉÆPÉ (NSS Unit) Eò{Écä÷ EòÒ lÉè±ÉÒ EòÉÊxɨÉÉÇhÉ Eò®ú ®ú½þÉ ½èþ* <ºÉEäò ʱÉB BEò Ê´ÉYÉÉ{ÉxÉ iÉèªÉÉ®ú Eò®åú*

• |ÉEÞòÊiÉ Eäò +xÉÖEÚò±É

• ºÉƺEÞòÊiÉ Eäò +xÉÖ°ü{É

• ¤Énù±ÉiÉÉ oùι]õEòÉähÉ

14

1 +Énù ÉÒ EòÉ SÉä½þ®úÉ 1 12 BEò +Énù ÉÒ 1 13 EòÊ´ÉiÉÉ EòÉ +É¶ÉªÉ OɽþhÉ Eò®úEäò ºÉ½þÒ =iiÉ®ú ʱÉJÉÉ ½èþ* 2 24 • EòÊ´É EòÉ {ÉÊ®úSÉªÉ ÊnùªÉÉ ½èþ* 1

• EòÊ´ÉiÉÉ EòÒ EòÉ´ªÉvÉÉ®úÉ +Éè®ú ®úSÉxÉÉEòÉ±É EòÒ ºÉÚSÉxÉÉ ½èþ* 1 7• EòÊ´ÉiÉÉ EòÉ ºÉÉ®ú ½èþ* 2• +{ÉxÉä oùι]õEòÉähÉ ¨Éå EòÊ´ÉiÉÉ EòÉ Ê´É¶±Éä¹ÉhÉ ÊEòªÉÉ ½èþ* 3

5 BEòÉÆiÉ ¸ÉÒ´ÉɺiÉ´É 1 16 ¦ÉʴɹªÉ ÊxÉÊvÉ 2 27 +É¶ÉªÉ OɽþhÉ Eò®úEäò ºÉ½þÒ =iiÉ®ú ʱÉJÉÉ ½èþ* 1 18 • ¨ÉÖJªÉ +ɶɪÉÉå EòÉ SɪÉxÉ ÊEòªÉÉ ½èþ* 2

• +xÉɴɶªÉEò ʴɺiÉÉ®ú EòÉä UôÉäc÷É ½èþ* 2 7• +{ÉxÉÒ ¦ÉɹÉÉ ¨Éå +É¶ÉªÉ |ɺiÉÖiÉ ÊEòªÉÉ ½èþ* 3

9 =ÊSÉiÉ ¶ÉÒ¹ÉÇEò ʱÉJÉÉ ½èþ* 1 110 (i) {Éä¶ÉMÉÒ 1 1

(ii) |ÉÊiɶÉiÉ 1 1(iii) ¦ÉÚMÉÉä±É 1 1(iv) VÉÒ´ÉÉhÉÖ 1 1(v) ¨ÉÉxÉÊ´ÉEòÒ 1 1(vi) >ðVÉÉÇ 1 1(vii) ´ÉÉÊhÉVªÉ 1 1(viii) |ÉÊiɨÉÉxÉ 1 1

11 • |ɺÉÆMÉÉxÉÖºÉÉ®ú +ʦɴªÉÊCiÉ ½èþ* 1• º´ÉɦÉÉÊ´ÉEò ¶ÉÖ û+ÉiÉ ½èþ* 1• |ɶxÉÉäiiÉú®ú ¶Éè±ÉÒ ½èþ* 2 7• |É´Éɽþ ɪÉiÉÉ ½èþ* 1• Eò±{ÉxÉÉ ½èþ* 1• º´ÉɦÉÉÊ´ÉEò +ÆiÉ ½èþ* 1

12 • SÉÊ®újÉ {É®ú |ÉEòÉ¶É b÷ɱÉxÉä ÉɱÉä ºÉÆ ÉÉnùÉå EòÉ Ê´É¶±Éä¹ÉhÉ ÊEòªÉÉ ½èþ* 1• SÉÊ®újÉ EòÒ Ê´É¶Éä¹ÉiÉÉ ºÉ¨ÉZÉÒ ½èþ* 1• ʴɶÉä¹ÉiÉÉ+Éå Eäò +ÉvÉÉ®ú {É®ú Ê]õ{{ÉhÉÒ Ê±ÉJÉÒ ½èþ* 1 4• SÉÊ®újÉ EòÒ Ê´É¶Éä¹ÉiÉÉ+Éå EòÉ ºÉ¨ÉlÉÇxÉ +{ÉxÉä oùι]õEòÉähÉ ºÉä ÊEòªÉÉ ½èþ* 1

Qn. Scoring key/Indicators split Score TotalNo.

Answer Key

15

13 • EòÊ´ÉiÉÉ EòÉ +É¶ÉªÉ OɽþhÉ ÊEòªÉÉ ½èþ* 1• +É¶ÉªÉ EòÉ Ê´É¶±Éä¹ÉhÉ ÊEòªÉÉ ½èþ* 1• EòÊ´ÉiÉÉ EòÉ ºÉÉ®ú ʱÉJÉÉ ½èþ* 2 5• +{ÉxÉÉ oùι]õEòÉähÉ |ÉEò]õ ÊEòªÉÉ ½èþ* 1

14 • +xÉÖ¦É´É EòÒ ºÉÚSÉxÉÉ ½èþ* 2• +xÉ֦ɴÉÉå EòÉä Gò¨É¤ÉnÂùvÉ ÊEòªÉÉ ½èþ* 2• ºÉÆ ÉänùxÉÉ EòÒ +ʦɴªÉÊCiÉ ½èþ* 2 8• +Éi¨ÉÊxɹ ö ¦ÉɹÉÉ ½èþ* 2

15 • ºÉ½þÒ ¶ÉÖ û+ÉiÉ ½èþ* 1• {ÉjÉ EòÒ ¦ÉɹÉÉ-¶Éè±ÉÒ +{ÉxÉÉ<Ç ½èþ* 2• °ü{É®äúJÉÉ EòÉ {ÉɱÉxÉ ÊEòªÉÉ ½èþ* 2 8• |ɺÉÆMÉÉxÉÖºÉÉ®ú ʴɹɪɴɺiÉÖ EòÉ SɪÉxÉ ½èþ* 3

16 • ¦ÉÚʨÉEòÉ ½èþ* 1• ˤÉnÖù+Éå EòÉä Ê´ÉEòʺÉiÉ ÊEòªÉÉ ½èþ* 2• +{ÉxÉä ¨ÉiÉ EòÉ ºÉ¨ÉlÉÇxÉ ÊEòªÉÉ ½èþ* 2 8• ¦ÉɹÉhÉ-¶Éè±ÉÒ ½èþ* 2• ={ɺÉƽþÉ®ú ½èþ* 1

17 • +xÉ֦ɴÉÉå EòÒ ºÉÚSÉxÉÉ ½èþ* 2• +xÉ֦ɴÉÉå EòÉä Gò¨É¤ÉnÂùvÉ ÊEòªÉÉ ½èþ* 2• ºÉÆ ÉänùxÉÉ EòÒ +ʦɴªÉÊCiÉ ½èþ* 2 8• +Éi¨ÉÊxɹ ö ¦ÉɹÉÉ ½èþ* 2

18 • JÉÆb÷ EòÉ +É¶ÉªÉ OɽþhÉ ÊEòªÉÉ ½èþ* 2• ±ÉIªÉ ¦ÉɹÉÉ ¨Éå +xÉÖ ÉÉnù ÊEòªÉÉ ½èþ* 3• ±ÉIªÉ ¦ÉɹÉÉ EòÒ ¶Éè±ÉÒ EòÉ {ÉɱÉxÉ ÊEòªÉÉ ½èþ* 3 8

19 • ºÉɨÉOÉÒ EòÒ ºÉ½þÒ {ɽþSÉÉxÉ ½èþ* 2• =ÊSÉiÉ ¶É¤nù/´ÉÉCªÉÉƶÉÉå EòÉ |ɪÉÉäMÉ ½èþ* 2• Ê´ÉYÉÉ{ÉxÉ EòÒ ¶Éè±ÉÒ +{ÉxÉÉ<Ç ½èþ* 2 8• +ÉEò¹ÉÇEò B´ÉÆ ®úÉäSÉEò ½èþ* 2

16

Qn. Content/ LO. Specific Form of Score TimeNo. Unit No. thinking Questions

skills (no.)

1 +Énù ÉÒ EòÉ SÉä½þ®úÉ 4.3 1.1 Objective 1 2mts

2 +Énù ÉÒ EòÉ SÉä½þ®úÉ 4.3 1.1 Objective 1 2

3 +Énù ÉÒ EòÉ SÉä½þ®úÉ 4.3 2.1 Short Answer 2 4

4 +Énù ÉÒ EòÉ SÉä½þ®úÉ 4.3 2.2 Short Answer 7 15

5 WɨÉÒxÉ BEò º±Éä]õ EòÉ xÉÉ¨É ½èþ 3.1 1.1 Objective 1 2

6 WɨÉÒxÉ BEò º±Éä]õ EòÉ xÉÉ¨É ½èþ 3.1 2.1 Short Answer 2 4

7 WɨÉÒxÉ BEò º±Éä]õ EòÉ xÉÉ¨É ½èþ 3.1 2.1 Short Answer 3 4

8 WɨÉÒxÉ BEò º±Éä]õ EòÉ xÉÉ¨É ½èþ 3.1 2.4 Short Answer 7 12

9 WɨÉÒxÉ BEò º±Éä]õ EòÉ xÉÉ¨É ½èþ 3.1 6.1 Objective 1 2

10 i) ¨ÉÆÊWÉ±É EòÒ +Éä®ú 2.8 1.2 Objective 1 2

ii) ¨ÉÆÊWÉ±É EòÒ +Éä®ú 2.8 1.2 Objective 1 2

iii) ¨ÉÆÊWÉ±É EòÒ +Éä®ú 2.8 1.2 Objective 1 2

iv) ¨ÉÆÊWÉ±É EòÒ +Éä®ú 2.8 1.2 Objective 1 2

v) ¨ÉÆÊWÉ±É EòÒ +Éä®ú 2.8 1.2 Objective 1 2

vi) ¨ÉÆÊWÉ±É EòÒ +Éä®ú 2.8 1.2 Objective 1 2

vii) ¨ÉÆÊWÉ±É EòÒ +Éä®ú 2.8 1.2 Objective 1 2

viii) ¨ÉÆÊWÉ±É EòÒ +Éä®ú 2.8 1.2 Objective 1 2

11 nù´ÉÉ 4.5 5.2 Short Answer 7 15

12 ¤Éä]õÒ Eäò xÉÉ¨É 1.2, 1.3 2.2 Short Answer 4 5

13 ½þÉ<EÚò 3.5 2.3 Short Answer 5 10

14 ºÉÚ®úÒxÉÉ¨É ¨Éå {ɽþ±ÉÉ ÊnùxÉ 2.2 6.2 Short Answer 7 12

15 ¨Éä®äú ¦ÉÉ®úiÉ´ÉÉʺɪÉÉä 1.4 6.2 Essay 8 15

16 ºÉÚ®úÒxÉÉ¨É ¨Éå {ɽþ±ÉÉ ÊnùxÉ 2.2 6.2 Essay 8 15

17 ´É½þ ¦É]õEòÉ ½Öþ+É {ÉÒ®ú 4.2 5.4 Essay 8 15

18 ¨Éä®äú ¦ÉÉ®úiÉ´ÉÉʺɪÉÉä 1.6 5.2 Essay 8 15

19 nù´ÉÉ 4.5 5.3 Essay 8 15

QUESTION BASED ANALYSIS - HINDI

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Government of KeralaDepartment of Education

Prepared byState Council of Educational Research and Training (SCERT), Kerala

2014

Class - XII

SAMPLE QUESTION PAPER - II

HINDI (PART II)

-2-

Qn. Content L.O No Score PercentageNo.

Weight to content & Learning Outcomes

1. ¨ÉÉiÉÞ¦ÉÚ欃 1.1 1 1.25

2. ¨ÉÉiÉÞ¦ÉÚ欃 1.1 1 1.25

3. ¨ÉÉiÉÞ¦ÉÚ欃 1.1 2 2.50

4. ¨ÉÉiÉÞ¦ÉÚ欃 1.1 7 8.75

5. ¤Éä]õÒ Eäò xÉÉ¨É 1.2, 1.3 7 8.75

6. (i) ¨ÉÆÊWÉ±É EòÒ +Éä®ú 2.8 1 1.25

(ii) ¨ÉÆÊWÉ±É EòÒ +Éä®ú 2.8 1 1.25

(iii) ¨ÉÆÊWÉ±É EòÒ +Éä®ú 2.8 1 1.25

(iv) ¨ÉÆÊWÉ±É EòÒ +Éä®ú 2.8 1 1.25

(v) ¨ÉÆÊWÉ±É EòÒ +Éä®ú 2.8 1 1.25

(vi) ¨ÉÆÊWÉ±É EòÒ +Éä®ú 2.8 1 1.25

(vii) ¨ÉÆÊWÉ±É EòÒ +Éä®ú 2.8 1 1.25

(viii) ¨ÉÆÊWÉ±É EòÒ +Éä®ú 2.8 1 1.25

7. nù´ÉÉ 4.5 1 1.25

8. nù´ÉÉ 4.5 3 3.75

9. nù´ÉÉ 4.5 2 2.50

10 nù´ÉÉ 4.5 7 8.75

11. nù´ÉÉ 4.5 1 1.25

12. ¨ÉÖ®úEòÒ =¡Çà ¤ÉÖ±ÉÉEòÒ 3.4 8(c) 10

13. ¤Éä]õÒ Eäò xÉɨÉ... 1.2 8(c) 10

14. ½þÉ<EÚò 3.5 5 6.25

15. ¨ÉÖ®úEòÒ =¡Çà ¤ÉÖ±ÉÉEòÒ 3.3 4 5

16. ´É½þ ¦É]õEòÉ ½Öþ+É {ÉÒ®ú 4.2 7 8.75

17. ¨Éä®äú ¦ÉÉ®úiÉ´ÉÉʺɪÉÉä 1.6 8(c) 10

18. ºÉÚ®ÒúxÉÉ¨É ¨Éå {ɽþ±ÉÉ ÊnùxÉ 2.2 8(c) 10

19. ¨Éä®äú ¦ÉÉ®úiÉ´ÉÉʺɪÉÉä 1.4 8 (c) 10

Sample Question Paper (Part - III Optional Hindi ) - SET II

-3-

No. Type No. of Questions Score Percentage

1 Objective 5 12 152 Short Answer 9 44 553 Essay 5 (c) 24 (c) 30

Total 19 80 100

WEIGHT TO FORM OF QUESTIONS

No. Thniking Skills Score Percentage

1 For Conceptual Attainment 49 602 For Conceptual Generation 31 40

Total 80 100

WEIGHT TO THINKING SKILLS

Thinking skills for Thinking skills forConceptual attainment Conceptual Generation

Unit/Content Objective Short Answer Essay Objective Short Answer Essay Total¨ÉÉiÉÞ¦ÉÚ欃 2(1 x 2) 9(2+7) 11

¤Éä]õÒ Eäò xÉÉ¨É 7(1) 8(1) 15

¨ÉÆÊWÉ±É EòÒ +Éä®ú 8(1 x 8) 8

nù´ÉÉ 1(1) 12(3+2+7) 1(1) 14

¨ÉÖ®úEòÒ =¡Çò ¤ÉÖ±ÉÉEòÒ 4(1) 8(1) 12

½þÉ<EÚò 5(1) 5

´É½þ ¦É]õEòÉ ½Öþ+É{ÉÒ®ú 7(1) 7

ºÉÚ®úÒxÉÉ¨É ¨Éå {ɽþ±ÉÉÊnùxÉþ 8(1) 8

¨Éä®äú ¦ÉÉ®úiÉ´ÉÉʺɪÉÉä 8(1) 8(1) 16Total 11 30 8 1 14 32(C) 96(C)

BLUE PRINT

* Choice for 2 Essay questions score 16

-4-

ºÉÚSÉxÉÉ : ÊxɨxÉʱÉÊJÉiÉ EòÊ´ÉiÉÉÆ¶É {Égåø +Éè®ú 1 ºÉä 4 iÉEò Eäò |ɶxÉÉå Eäò =iiÉ®ú ʱÉJÉå*xÉÒ±ÉÉƤɮú {ÉÊ®úvÉÉxÉ ½þÊ®úiÉ iÉ]õ {É®ú ºÉÖÆnù®ú ½èþ*ºÉÚªÉÇ-SÉÆpù ªÉÖMÉ ¨ÉÖEÖò]õ, ¨ÉäJɱÉÉ ®úixÉÉEò®ú ½èþ**xÉÊnùªÉÉÄ |Éä É |É´Éɽþ ¡Úò±É iÉÉ®äú ¨ÉÆb÷xÉ ½éþþ*¤ÉÆnùÒVÉxÉ JÉMÉ-´ÉÞÆnù, ¶Éä¹É¡òxÉ ËºÉ½þɺÉxÉ ½èþ**Eò®úiÉä +ʦɹÉäEò {ɪÉÉänù ½éþ, ¤ÉʱɽþÉ®úÒ <ºÉ ´Éä¹É EòÒ*½äþ ¨ÉÉiÉÞ¦ÉÚʨÉ! iÉÚ ºÉiªÉ ½þÒ, ºÉMÉÖhÉ ¨ÉÚÌiÉ ºÉ´Éæ¶É EòÒ**

1. <ºÉEäò ®úSÉxÉÉEòÉ®ú EòÉèxÉ ½éþ? 1(+ÉxÉÆnù ¤ÉJ¶ÉÒ, EÖÄò´É®ú xÉÉ®úɪÉhÉ, ¨ÉèÊlɱÉҶɮúhÉ MÉÖ{iÉ, VÉMÉnùÒ¶É MÉÖ{iÉ)

2. "®úixÉÉEò®ú' ¶É¤nù EòÉ ºÉ¨ÉÉxÉÉlÉÔ ¶É¤nù EòÉä¹`öEò ºÉä SÉÖxÉEò®ú ʱÉJÉäÆ* 1(xÉnùÒ, ºÉ¨ÉÖpù, iÉɱÉɤÉ, xÉɱÉÉ)

3. ¨ÉÉiÉÞ¦ÉÚ欃 Eäò +ɦÉÚ¹ÉhÉ CªÉÉ-CªÉÉ ½éþ? 24. EòÊ´ÉiÉÉÆ¶É EòÒ +ɺ´ÉÉnùxÉ-Ê]õ{{ÉhÉÒ Ê±ÉJÉå* 75. ¤Éä]õÒ Eäò +ÉĺÉÚxÉɨÉÉ xÉä ¤ÉÉnù¶Éɽþ Eäò ¨ÉxÉ EòÉä Ê´ÉSÉʱÉiÉ Eò®ú ÊnùªÉÉ* ´Éä =ºÉ ÊnùxÉ EòÒ b÷ɪɮúÒ ¨Éå <ºÉEòÉ

ÊVÉGò Eò®úiÉä ½éþ* ´É½þ b÷ɪɮúÒ Ê±ÉJÉå*♦ {ÉÊ®ú´ÉÉ®ú´ÉɱÉÉå EòÒ ºÉÉäSÉ*♦ Ênù±±ÉÒ´ÉÉʺɪÉÉå Eäò |ÉÊiÉ +ÉEÖò±ÉiÉÉ*♦ JÉiÉ {ÉgøxÉä {É®ú =i{ÉxxÉ nùnÇù*

7

SET - IISSSSSAAAAAMMMMMPPPPPLLLLLE QE QE QE QE QUUUUUEEEEESSSSSTTTTTIIIIIOOOOON PN PN PN PN PAAAAAPPPPPEEEEER 2015 - 2016R 2015 - 2016R 2015 - 2016R 2015 - 2016R 2015 - 2016

PART - II

HINDIHINDIHINDIHINDIHINDI Maximum : 80 Scores

HSE-II Time : 2 ½ hrsCool off time : 15 Minutes

General Instruction to candidates. There is a 'cool-off time' of 15minutes in addition to the writing time of 2 ½ hrs.

. You are neither allowed to write your answers nor to discuss anything with others during the cool-off time.

. Use the 'cool-off time' to get familiar with questions and to plan your answers

. Read the questions carefully before answering.

-5-

6. ºÉÚSÉxÉÉ : ºÉ½þÒú ʨɱÉÉxÉ Eò®åú* (8x1 = 8)Algebra ¦ÉÉèÊiÉEòÒAtom ºÉ¨ÉÉVÉ-Ê´ÉYÉÉxÉCommerce VÉè É-®úºÉɪÉxÉPhysics ´ÉÉÊhÉVªÉGravitation ¸ÉʨÉEò-ºÉÆPÉBio-chemistry MÉÖ ûi´ÉÉEò¹ÉÇhÉSociology {É®ú¨ÉÉhÉÖTrade Union ¤ÉÒVÉ MÉÊhÉiÉ

ºÉÚSÉxÉÉ : nù´ÉÉ Eò½þÉxÉÒ EòÉ +Æ¶É {Égåø +Éè®ú 7 ºÉä 10 iÉEò Eäò |ɶxÉÉå Eäò =iiÉ®ú ʱÉJÉå*EòÊ´É +xÉÆMÉ VÉÒ EòÉ +ÆÊiÉ¨É IÉhÉ +É {ɽÖÄþþSÉÉ lÉÉ* b÷ÉìC]õ®úÉå xÉä Eò½þ ÊnùªÉÉ ÊEò ªÉä +ÊvÉEò-ºÉä-+ÊvÉEò PÉÆ]ä-¦É®úEäò ¨Éä½þ¨ÉÉxÉ ½éþ* +xÉÆMÉ VÉÒ EòÒ {ÉixÉÒ xÉä Eò½þÉ ÊEò EÖòUô BäºÉÒ nù ÉÉ näù nåù, ÊVɺɺÉä ªÉä 5-6 PÉÆ]äõ VÉÒÊ´ÉiÉ ®ú½þ ºÉEåòiÉÉÊEò ¶ÉÉ¨É EòÒ MÉÉc÷Ò ºÉä +ÉxÉä ÉɱÉä ¤Éä]äõ ºÉä Ê¨É±É ±Éå* b÷ÉìC]õ®úÉå xÉä Eò½þÉ ÊEò EòÉä<Ç ¦ÉÒ nù ÉÉ <x½åþ PÉÆ]äõ-¦É®ú ºÉä+ÊvÉEò VÉÒÊ´ÉiÉ xɽþÓ ®úJÉ ºÉEòiÉÒ*

7. Eò½þÉxÉÒ EòÉ ®úSÉxÉÉEòÉ®ú EòÉèxÉ ½èþ? 18. +xÉÆMÉ VÉÒ EòÒ {ÉixÉÒ xÉä b÷ÉìC]õ®ú ºÉä CªÉÉ Eò½þÉ? 39. b÷ÉìC]õ®ú xÉä CªÉÉ VÉ´ÉÉ¤É ÊnùªÉÉ? 210. JÉÆb÷ù EòÉ ºÉÆIÉä{ÉhÉ Eò®åú* 711. ºÉÆIÉä{ÉhÉ EäòʱÉB ¶ÉÒ¹ÉÇEò nåù* 1ºÉÚSÉxÉÉ : |ɶxÉ ºÉÆJªÉÉ 12 +Éè®ú 13 ¨Éå ºÉä ÊEòºÉÒ BEò EòÉ =iiÉ®ú ʱÉJÉå* (1 x 8 = 8)12. {ÉÊiÉ nÂù ÉÉ®úÉ ={ÉäÊIÉiÉ ¤ÉÖ±ÉÉEòÒ EòÉä ®úÉVÉ´ÉÆiÉÒ +{ÉxÉä ªÉ½þÉÄ +É¸ÉªÉ näùiÉÒ ½èþ* ºÉÆEäòiÉÉå Eäò +ÉvÉÉ®ú {É®ú ¤ÉÖ±ÉÉEòÒ

EòÉ +Éi¨ÉEòlÉÉÆ¶É iÉèªÉÉ®ú Eò®åú*♦ ®úÉVÉ´ÉÆiÉÒ Eäò ªÉ½þÉÄ +É¸ÉªÉ Ê¨É±ÉxÉÉ*♦ ®úÉVÉ´ÉÆiÉÒ nÂù ÉÉ®úÉ EòÉä ö®úÒ EòÒ SÉɤÉÒ {ÉEòc÷É VÉÉxÉÉ*♦ VÉÒ´ÉxÉ ¦É®ú SÉɤÉÒ xÉ UôÒxÉxÉä EòÉ ´ÉÉnùÉ Ê¨É±ÉxÉÉ*

13. Ê|ɪÉÉ Eäò xÉÉ¨É ÊxÉʨɹÉÉ EòÉ ªÉ½þ {ÉjÉ {Égåø* <ºÉEäò +ÉvÉÉ®ú {É®ú Ê|ɪÉÉ EòÉ VÉ´ÉɤÉÒ {ÉjÉ iÉèªÉÉ®ú Eò®åú*{ªÉÉ®úÒ Ê|ɪÉÉ,

ªÉ½þÉÄ ºÉ¤É EÖò¶É±É ½éþ* +ɶÉÉ ½èþ ÊEò iÉÖ É ±ÉÉäMÉ ¦ÉÒ ºÉEÖò¶É±É ½þÉä* ¤ÉÉ®ú½þ´ÉÓ EòIÉÉ EòÒ {É®úÒIÉÉ EèòºÉÒ lÉÒ?ºEÚò±É ´ÉÉ̹ÉEòÉäiºÉ´É Eäò +´ÉºÉ®ú {É®ú ¨ÉéxÉä VÉÖ±ÉÚºÉ xÉÉ]õEò ¨Éå ¦ÉÉMÉ Ê±ÉªÉÉ* ºÉ¦ÉÒ xÉä xÉÉ]õEò EòÒ ¤É½ÖþiÉ ºÉ®úɽþxÉÉEòÒ* {ÉgøÉ<Ç +SUôÒ iÉ®ú½þ SÉ±É ®ú½þÒ ½èþ* iÉÖ ½þÉ®úÉ CªÉÉ ½þÉ±É ½èþ? .................................................................................................................. ÉÉiÉÉVÉÒ +Éè®ú Ê{ÉiÉÉVÉÒ EòÉä Éä®úÉ |ÉhÉɨÉ* ÉÖxxÉäEòÉä ¨Éä®úÉ {ªÉÉ®ú* VÉ´ÉɤÉÒ {ÉjÉ EòÒ |ÉiÉÒIÉÉ ¨Éå*

iÉÖ ½þÉ®úÒ ºÉ½äþ±ÉÒÊxÉʨɹÉÉ

EòhhÉÚ®ú20 VÉÖ±ÉÉ<Ç 2015

-6-

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14. ½þÉ<EÚò EòÉ ¦ÉÉ´ÉÉlÉÇ Ê±ÉJÉå* 5ºÉÚSÉxÉÉ : "¨ÉÖ®úEòÒ =¡ÃÇò ¤ÉÖ±ÉÉEòÒ' Eò½þÉxÉÒ EòÉ {ÉÉjÉ ®úÉVÉ´ÉÆiÉÒ Eäò ªÉä EòlÉxÉ {Égåø*

♦ ¨Éé {ªÉÉ®ú ºÉä Eò¦ÉÒ =ºÉEòÉä ¨ÉÖ®úEòÒ ¤ÉÖ±ÉÉiÉÒ lÉÒ, Eò¦ÉÒ ¤ÉÖ±ÉÉEòÒ*♦ ®úÒ ¨ÉÖ®úEòÒ! ÊEòºÉEäò EòÉxÉÉå ¨Éå {Écä÷MÉÒ? +Éè®ú ÊEòºÉEòÒ xÉÉEò ¨Éå ¤ÉÖ±ÉÉEò EòÒ iÉ®ú½þ SɨÉEäòMÉÒ?

15. EòlÉxÉÉå Eäò +ÉvÉÉ®ú {É®ú ®úÉVÉ´ÉÆiÉÒ Eäò SÉÊ®újÉ {É®ú Ê]õ{{ÉhÉÒ Ê±ÉJÉå* 4ºÉÚSÉxÉÉ : ´ÉÉiÉÉDZÉÉ{É iÉèªÉÉ®ú Eò®åú*16. ºÉÆEäòiÉÉå Eäò +xÉÖºÉÉ®ú ºEÚò]õ®ú´ÉɱÉä +Éè®ú ±ÉäÊJÉEòÉ Eäò ¤ÉÒSÉ EòÉ ´ÉÉiÉÉDZÉÉ{É Eò±{ÉxÉÉ Eò®úEäò ʱÉJÉå* 7

♦ ºEÚò]õ®ú´ÉɱÉä EòÒ Eò½þÉxÉÒ♦ Ê{ÉiÉÞʴɽþÒxÉ ¤ÉɱÉEò♦ MÉ®úÒ¤É ¨ÉÉÄ♦ ¨ÉÉÄ EòÉ ={Énäù¶É♦ ¨ÉxÉ EòÉ ¤ÉÉnù¶Éɽþ

ºÉÚSÉxÉÉ: 17 ºÉä 19 iÉEò Eäò |ɶxÉÉå ¨Éå ºÉä ÊEòx½þÓ nùÉä Eäò =iiÉ®ú ʱÉJÉå* (2x 8 =16)17. ÊxɨxÉʱÉÊJÉiÉ +ÆOÉäWÉÒ JÉÆb÷ EòÉ Ë½þnùÒ ¨Éå +xÉÖ ÉÉnù Eò®åúú*

A great Indian leader Bal Gangadhar Tilak said, 'freedom is my birth right and I shall have it'.Yes, freedom is a fundamental right. Nobody likes to live in slavery. Everybody loves free-dom. Even birds and animals like to live in a free atmosphere. We salute our freedomfighters who gave their lives to make it possible for us to breath in free India.(birth right - VÉx¨ÉÉÊvÉEòÉ®ú, fundamental right - ¨É Ú±É +ÊvÉEòÉ®ú, slavery - MÉ Ö±ÉɨÉÒ,atmosphere - ´ÉÉiÉÉ´É®úhÉ, salute - ºÉ±ÉɨÉÒ nä ùxÉÉ, freedom fighters - º´ÉiÉÆjÉiÉÉ ºÉäxÉÉxÉÒ,lives - VÉÒ´ÉxÉ, make it possible - ºÉÆ¦É´É ½þÉäxÉÉ, to breath - ºÉÉÄºÉ ±ÉäxÉÉ)

18. ¨ÉÉxÉ ±Éå, +É{ÉEäò ºEÚò±É EòÒ Ê¡ò±¨É C±É¤É nÂù ÉÉ®úÉ ¶ÉÉä±Éä Ê¡ò±¨É EòÉ |Énù¶ÉÇxÉ ½þÉäxÉä ÉɱÉÉ ½èþ* =ºÉEäò ʱÉB BEò+ÉEò¹ÉÇEò {ÉÉäº]õ®ú iÉèªÉÉ®ú Eò®åú*

19. ʴɶ´É {ɪÉÉÇ É®úhÉ Ênù ÉºÉ ¨Éå {ɪÉÉÇ É®úhÉ EòÒ ºÉÖ®úIÉÉ EòÒ +ɴɶªÉEòiÉÉ Eäò ¨É½þi´É {É®ú BEò ¦ÉɹÉhÉ iÉèªÉÉ®ú Eò®åú*♦ {ɪÉÉÇ É®úhÉ EòÉ ¨É½þi´É*♦ {ɪÉÉÇ É®úhÉ EòÒ ºÉÖ®úIÉÉ*♦ {ɪÉÉÇ É®úhÉ Eä nùÉä¹ÉÉå EòÉ |ÉEòÉ®ú*♦ {ɪÉÉÇ É®úhÉ-|ÉnÚù¹ÉhÉ ®úÉäEòxÉä EòÉ ={ÉɪÉ*♦ VÉÉMÉ®úhÉ EòɪÉÇGò¨É

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1 ¨ÉèÊlɱÉҶɮúhÉ MÉÖ{iÉ 1 12 ºÉ¨ÉÖpù 1 13 EòÊ´ÉiÉÉ EòÉ +É¶ÉªÉ OɽþhÉ Eò®úEäò ºÉ½þÒ =iiÉ®ú ʱÉJÉÉ ½èþ* 2 24 • EòÊ´É EòÉ {ÉÊ®úSÉªÉ ÊnùªÉÉ ½èþ* 1

• EòÊ´ÉiÉÉ EòÒ EòÉ´ªÉvÉÉ®úÉ +Éè®ú ®úSÉxÉÉEòÉ±É EòÒ ºÉÚSÉxÉÉ ½èþ* 1 7• EòÊ´ÉiÉÉ EòÉ ºÉÉ®ú ½èþ* 2• +{ÉxÉä oùι]õEòÉähÉ ¨Éå EòÊ´ÉiÉÉ EòÉ Ê´É¶±Éä¹ÉhÉ ÊEòªÉÉ ½èþ* 3

5 • +xÉÖ¦É´É EòÒ ºÉÚSÉxÉÉ ½èþ* 1• +Éi¨ÉºÉÆPɹÉÇ EòÒ +ʦɴªÉÊCiÉ ½èþ* 2 7• ºÉÆ ÉänùxÉÉ EòÒ +xÉÖ¦ÉÚÊiÉ ½èþ* 2• +Éi¨ÉÊxɹ ö ¦ÉɹÉÉ ½èþ* 2

6 (i) ¤ÉÒVÉ MÉÊhÉiÉ 1 1(ii) {É®ú ÉÉhÉÖ 1 1(iii) ´ÉÉÊhÉVªÉ 1 1(iv) ¦ÉÉèÊiÉEòÒ 1 1(v) MÉÖ ûi´ÉÉEò¹ÉÇhÉ 1 1(vi) VÉè É ®úºÉɪÉxÉ 1 1(vii) ºÉ¨ÉÉVÉ Ê´ÉYÉÉxÉ 1 1(viii) ¸ÉʨÉEò ºÉÆPÉ 1 1

7 ½þÊ®ú¶ÉÆEò®ú {É®úºÉÉ<Ç 1 18 • +ɶɪÉ-OɽþhÉ Eò®úEäò ºÉ½þÒ =iiÉ®ú ʱÉJÉÉ ½èþ* 3 39 • +ɶɪÉ-OɽþhÉ ÊEòªÉÉ ½èþ* 2 2

10 • ¨ÉÖJªÉ +ɶɪÉÉå EòÉ SɪÉxÉ ÊEòªÉÉ ½èþ* 2• +xÉɴɶªÉEò ʴɺiÉÉ®ú EòÉä UôÉäc÷É ½èþ* 2 7• +{ÉxÉÒ ¦ÉɹÉÉ ¨Éå +É¶ÉªÉ |ɺiÉÖiÉ ÊEòªÉÉ ½èþ* 3

11 =ÊSÉiÉ ¶ÉÒ¹ÉÇEò ʱÉJÉÉ ½èþ* 1 112 • +xÉÖ¦É´É EòÒ ºÉÚSÉxÉÉ ½èþ* 2

• +xÉ֦ɴÉÉå EòÉä Gò¨É¤ÉnÂùvÉ ÊEòªÉÉ ½èþ* 2 8• ºÉÆ ÉänùxÉÉ EòÒ +ʦɴªÉÊCiÉ ½èþ* 2• +Éi¨ÉÊxɹ ö ¦ÉɹÉÉ ½èþ* 2

13 • {ÉjÉ EòÉ +ɶɪÉOɽþhÉ ÊEòªÉÉ ½èþ* 2• ºÉ½þÒ ¶ÉÖ û+ÉiÉ ½èþ* 2• |ɺÉÆMÉÉxÉÖºÉÉ®ú VÉ´ÉÉ¤É ÊnùªÉÉ ½èþ* 2 8• {ÉjÉ EòÒ ¦ÉɹÉÉ ¶Éè±ÉÒ +{ÉxÉÉ<Ç ½èþ* 1• °ü{É®äúJÉÉ EòÉ {ÉɱÉxÉ ÊEòªÉÉ ½èþ* 1

Qn. Scoring key/Indicators split Score TotalNo.

Answer Key

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14 • EòÊ´ÉiÉÉ EòÉ +É¶ÉªÉ OɽþhÉ ÊEòªÉÉ ½èþ* 1• +É¶ÉªÉ EòÉ Ê´É¶±Éä¹ÉhÉ ÊEòªÉÉ ½èþ 1• EòÊ´ÉiÉÉ EòÉ ºÉÉ®ú ʱÉJÉÉ ½èþ* 2 5• +{ÉxÉÉ oùι]õEòÉähÉ |ÉEò]õ ÊEòªÉÉ ½èþ* 1

15 • SÉÊ®újÉ {É®ú |ÉEòÉ¶É b÷ɱÉxÉä ÉɱÉä ºÉÆ ÉÉnùÉå EòÉ Ê´É¶±Éä¹ÉhÉ ÊEòªÉÉ ½èþ* 1• SÉÊ®újÉ EòÒ Ê´É¶Éä¹ÉiÉÉ ºÉ¨ÉZÉÒ ½èþ* 1• ʴɶÉä¹ÉiÉÉ+Éå Eäò +ÉvÉÉ®ú {É®ú Ê]õ{{ÉhÉÒ Ê±ÉJÉÒ ½èþ* 1 4• SÉÊ®újÉ EòÒ Ê´É¶Éä¹ÉiÉÉ+Éå EòÉ ºÉ¨ÉlÉÇxÉ +{ÉxÉä oùι]õEòÉähÉ ºÉä ÊEòªÉÉ ½èþ* 1

16 • |ɺÉÆMÉÉxÉÖºÉÉ®ú +ʦɴªÉÊCiÉ ½èþ* 1• º´ÉɦÉÉÊ´ÉEò ¶ÉÖ û+ÉiÉ ½èþ* 1• |ɶxÉÉäiiÉ®ú ¶Éè±ÉÒ ½èþ* 2 7• |É´Éɽþ ɪÉiÉÉ ½èþ* 1• Eò±{ÉxÉÉ ½èþ* 1• º´ÉɦÉÉÊ´ÉEò +ÆiÉ ½èþ* 1

17 • JÉÆb÷ EòÉ +É¶ÉªÉ OɽþhÉ ÊEòªÉÉ ½èþ* 2• ±ÉIªÉ ¦ÉɹÉÉ ¨Éå +xÉÖ ÉÉnù ÊEòªÉÉ ½èþ* 3 8• ±ÉIªÉ ¦ÉɹÉÉ EòÒ ¶Éè±ÉÒ EòÉ {ÉɱÉxÉ ÊEòªÉÉ ½èþ* 3

18 • |ɺÉÆMÉÉxÉÖºÉÉ®ú ½èþ* 2• ʴɹɪɴɺiÉÖ EòÉ ºÉ½þÒ SɪÉxÉ ½èþ* 2• +xÉÖEÚò±É ¶É¤nù/´ÉÉCªÉÉÆ¶É VÉÉäc÷É ½èþ* 2 8• +ÉEò¹ÉÇEò °ü{É®äúJÉÉ ½èþ* 2

19 • ¦ÉÚʨÉEòÉ ½èþ* 1• ˤÉnÖù+Éå EòÉä Ê´ÉEòʺÉiÉ ÊEòªÉÉ ½èþ* 2• +{ÉxÉä ¨ÉiÉ EòÉ ºÉ¨ÉlÉÇxÉ ÊEòªÉÉ ½èþ* 2 8• ¦ÉɹÉhÉ-¶Éè±ÉÒ ½èþ* 2• ={ɺÉƽþÉ®ú ½èþ* 1

Qn. Answer key/Value points split Score TotalNo.

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Qn. Content/ LO. Specific Form of Score TimeNo. Unit No. thinking Questions

skills (no.)

1 ¨ÉÉiÉÞ¦ÉÚ欃 1.1 1.1 Objective 1 2mts

2 ¨ÉÉiÉÞ¦ÉÚ欃 1.1 1.1 Objective 1 2

3 ¨ÉÉiÉÞ¦ÉÚ欃 1.1 2.1 Short Answer 2 4

4 ¨ÉÉiÉÞ¦ÉÚ欃 1.1 2.2 Short Answer 7 15

5 ¤Éä]õÒ Eäò xÉÉ¨É 1.2,1.3 6.1 Short Answer 7 15

6 i) ¨ÉÆÊWÉ±É EòÒ +Éä®ú 2.8 1.2 Objective 1 2

ii) ¨ÉÆÊWÉ±É EòÒ +Éä®ú 2.8 1.2 Objective 1 2

iii) ¨ÉÆÊWÉ±É EòÒ +Éä®ú 2.8 1.2 Objective 1 2

iv) ¨ÉÆÊWÉ±É EòÒ +Éä®ú 2.8 1.2 Objective 1 2

v) ¨ÉÆÊWÉ±É EòÒ +Éä®ú 2.8 1.2 Objective 1 2

vi) ¨ÉÆÊWÉ±É EòÒ +Éä®ú 2.8 1.2 Objective 1 2

vii) ¨ÉÆÊWÉ±É EòÒ +Éä®ú 2.8 1.2 Objective 1 2

viii) ¨ÉÆÊWÉ±É EòÒ +Éä®ú 2.8 1.2 Objective 1 2

7 n´ÉÉ 4.5 1.1 Objective 1 2

8 nù´ÉÉ 4.5 2.1 Short Answer 3 4

9 nù´ÉÉ 4.5 2.4 Short Answer 2 4

10 nù´ÉÉ 4.5 2.4 Short Answer 7 15

11 nù´ÉÉ 4.5 5.2 Objective 1 2

12 ¨ÉÖ®úEòÒ =¡ÇÃò ¤ÉÖ±ÉÉEòÒ 3.4 6.2 Essay(c) 8 15

13 ¤Éä]õÒ Eäò xÉÉ¨É 1.2 6.3 Essay(c) 8 15

14 ½þÉ<EÚò 3.5 2.3 Short Answer 5 10

15 ¨ÉÖ®úEòÒ =¡ÇÃò ¤ÉÖ±ÉÉEòÒ 3.3 2.2 Short Answer 4 5

16 ´É½þ ¦É]õEòÉ ½Öþ+É {ÉÒ®ú 4.2 5.3 Short Answer 7 15

17 ¨Éä®äú ¦ÉÉ®úiÉ´ÉÉʺɪÉÉä 1.6 2.3 Essay 8(c) 15

18 ºÉÖ®ÒúxÉÉ¨É ¨Éå {ɽþ±ÉÉ ÊnùxÉ 2.2 5.2 Essay 8(c) 15

19 ¨Éä®äú ¦ÉÉ®úiÉ´ÉÉʺɪÉÉä 1.4 5.4 Essay 8(c) 15

QUESTION BASED ANALYSIS - HINDI