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IN GEOGRAPHY
PRACTICAL WORK

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 ISBN 81-7450-595-4
First Edition
June 2006 Asadha 1928 ALL RIGHTS RESERVED

Reprinted  No part of this publication may be reproduced, stored in a retrieval system or

transmitted, in any form or by any means, electronic, mechanical, photocopying,
February 2007 Magha 1928 recording or otherwise without the prior permission of the publisher.
December 2007 Pausa 1929  This book is sold subject to the condition that it shall not, by way of trade, be lent,

May 2008 Jaishtha 1930 re-sold, hired out or otherwise disposed of without the publisher’s consent, in any
form of binding or cover other than that in which it is published.
February 2009 Magha 1930  The correct price of this publication is the price printed on this page, Any revised
January 2010 Magha 1931 price indicated by a rubber stamp or by a sticker or by any other means is incorrect
January 2011 Magha 1932 and should be unacceptable.

November 2013 Kartika 1935

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Research and Training, 2006 108, 100 Feet Road
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watermark Officer
Published at the Publication Division by the
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 FOREWORD

The National Curriculum Framework (NCF), 2005, recommends that children’s

life at school must be linked to their life outside the school. This principle
marks a departure from the legacy of bookish learning which continues to

ed
shape our system and causes a gap between the school, home and community.
The syllabi and textbooks developed on the basis of NCF signify an attempt
to implement this basic idea. They also attempt to discourage rote learning
and the maintenance of sharp boundaries between different subject areas.

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We hope these measures will take us significantly further in the direction of

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a child-centred system of education outlined in the National Policy on

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Education (1986).
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The success of this effort depends on the steps that school principals
and teachers will take to encourage children to reflect on their own learning

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and to pursue imaginative activities and questions. We must recognise that,
given space, time and freedom, children generate new knowledge by engaging
with the information passed on to them by adults. Treating the prescribed
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textbook as the sole basis of examination is one of the key reasons why other
resources and sites of learning are ignored. Inculcating creativity and initiative
is possible if we perceive and treat children as participants in learning, not
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as receivers of a fixed body of knowledge.

These aims imply considerable change in school routines and mode of
functioning. Flexibility in the daily time-table is as necessary as rigour in
©

implementing the annual calendar so that the required number of teaching

days are actually devoted to teaching. The methods used for teaching and
evaluation will also determine how effective this textbook proves for making
children’s life at school a happy experience, rather than a source of stress or
boredom. Syllabus designers have tried to address the problem of curricular
burden by restructuring and reorienting knowledge at different stages with
greater consideration for child psychology and the time available for teaching.
The textbook attempts to enhance this endeavour by giving higher priority
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and space to opportunities for contemplation and wondering, discussion in

small groups, and activities requiring hands-on experience.
The National Council of Educational Research and Training (NCERT)
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appreciates the hard work done by the textbook development committee

 vi

responsible for this book. We wish to thank the Chairperson of the advisory
committee for textbooks in Social Sciences, at the higher secondary
level, Professor Hari Vasudevan and the Chief Advisor for this book, Professor
M.H. Qureshi for guiding the work of this committee. Several teachers
contributed to the development of this textbook; we are grateful to their
principals for making this possible. We are indebted to the institutions and

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organisations which have generously permitted us to draw upon their
resources, material and personnel. We are especially grateful to the members
of the National Monitoring Committee, appointed by the Department of
Secondary and Higher Education, Ministry of Human Resource Development

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under the Chairpersonship of Professor Mrinal Miri and Professor G.P.

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Deshpande, for their valuable time and contribution. As an organisation

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committed to systemic reform and continuous improvement in the quality of
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its products, NCERT welcomes comments and suggestions which will enable

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us to undertake further revision and refinement.

Director
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New Delhi National Council of Educational

20 December 2005 Research and Training
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 TEXTBOOK DEVELOPMENT COMMITTEE

CHAIRPERSON, ADVISORY COMMITTEE FOR SOCIAL SCIENCE TEXTBOOKS AT HIGHER

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SECONDARY LEVEL
Hari Vasudevan, Professor, Department of History, University of Calcutta,
Kolkata

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CHIEF ADVISOR

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M. H. Qureshi, Professor, CSRD, Jawaharlal Nehru University, New Delhi
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MEMBERS

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Rupa Das, PGT, DPS, R.K. Puram, New Delhi
S.M. Rashid, Professor, Department of Geography, Jamia Millia Islamia,
New Delhi
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Sucharita Sen, Asstt. Professor, CSRD, Jawaharlal Nehru University,

New Delhi
Y. Sreekanth, Lecturer, DEME, NCERT, New Delhi
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MEMBER-COORDINATOR
Tannu Malik, Lecturer, DESSH, NCERT, New Delhi
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 Constitution of India
Part IV A (Article 51 A)

Fundamental Duties

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It shall be the duty of every citizen of India —
(a) to abide by the Constitution and respect its ideals and institutions, the
National Flag and the National Anthem;

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(b) to cherish and follow the noble ideals which inspired our national struggle

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for freedom;

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(c) to uphold and protect the sovereignty, unity and integrity of India;
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(d) to defend the country and render national service when called upon to

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do so;
(e) to promote harmony and the spirit of common brotherhood amongst all
the people of India transcending religious, linguistic and regional or
sectional diversities; to renounce practices derogatory to the dignity of
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women;
(f) to value and preserve the rich heritage of our composite culture;
(g) to protect and improve the natural environment including forests, lakes,
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rivers, wildlife and to have compassion for living creatures;

(h) to develop the scientific temper, humanism and the spirit of inquiry and
reform;
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(i) to safeguard public property and to abjure violence;

(j) to strive towards excellence in all spheres of individual and collective
activity so that the nation constantly rises to higher levels of endeavour
and achievement;
*(k) who is a parent or guardian, to provide opportunities for education to
his child or, as the case may be, ward between the age of six and
fourteen years.
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Note: The Article 51A containing Fundamental Duties was inserted by the Constitution
(42nd Amendment) Act, 1976 (with effect from 3 January 1977).
*(k) was inserted by the Constitution (86th Amendment) Act, 2002 (with effect from
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1 April 2010).
 ACKNOWLEDGEMENTS

The National Council of Educational Research and Training acknowledges

the contribution of Milap Chand Sharma, Reader, CSRD, JNU; Muzammil
Husain Quasmi, Lecturer, IASE, Jamia Millia Islamia; Aruna Gordan, PGT, St.

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Thomas School, New Delhi and C. Pargi, PGT, KV, Neemuch in the development
of this textbook.
Acknowledgements are also due to Savita Sinha, Professor and Head,
Department of Education in Social Science and Humanities for her valuable

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support at every stage of preparation of this textbook.

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The Council is thankful to the Survey of India for certification of maps

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given in the textbook. It also gratefully acknowledges the support of individuals
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and organisations as listed below for providing various photographs and other
materials used in the textbook-

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Milap Chand Sharma, CSRD, JNU for photographs of gentle slope,
steep slope, concave slope, convex slope, conical hill, plateau, V-shaped valley,
U-shaped valley, gorge, spur, cliff, waterfall and rapids in Chapter 5; Narendra
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Kumar Saini, Cartographer, JMI for box 1.1, Figures 1.1, 6.1, 7.1, 8.3 and 8.5;
Concept Publishing Company (Book : Fundamentals of Cartography by R.P.
Misra and A. Ramesh), New Delhi for Figures 1.4, 1.5 and 1.6 and NCERT
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textbook (Remote Sensing by Meenakshi) for Figures 7.3 and 7.6; Survey of
India for Figures 1.2, 1.3 and parts of toposheet on page nos. 66 and 68;
National Atlas and Thematic Mapping Organisation for Figures 1.7, 1.8, 1.9,
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1.10, 1.11, 1.12 and 1.13; Indian Institute of Remote Sensing, Dehradun for
Figures 6.4, 6.6, 6.8, 6.9 and 6.10; Regional Remote Sensing Service Centre,
Jodhpur for Figures 7.4; National Remote Sensing Agency, Hyderabad for
Figures 7.9, 7.11, 7.13, 7.14, 7.15, 7.16, 7.17 and image on page on 106;
Newspaper The Hindu for Figure 6.2 and Digital Globe Agency for Figure 7.10.
The Council also gratefully acknowledges the contributions of Anil Sharma,
DTP Operator; Sameer Khatana and Amar Kumar Prusty, Copy Editors;
Shrestha and Deepti Sharma, Proof Readers; Dinesh Kumar, Computer Station
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Incharge who have helped in giving a final shape of this textbook. The efforts
of Publication Department, NCERT are also duly acknowledged.
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The following are applicable to all the maps of India used in this book

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© Government of India, Copyright 2006
1.
2.
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The responsibility for the correctness of internal details rests with the publisher.
The territorial waters of India extend into the sea to a distance of twelve nautical miles measured from

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the appropriate base line.
3. The administrative headquarters of Chandigarh, Haryana and Punjab are at Chandigarh.
4. The interstate boundaries amongst Arunachal Pradesh, Assam and Meghalaya shown on this map are
as interpreted from the “North-Eastern Areas (Reorganisation) Act.1971,” but have yet to be verified.
5. The external boundaries and coastlines of India agree with the Record/Master Copy certified by
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Survey of India.
6. The state boundaries between Uttaranchal & Uttar Pradesh, Bihar & Jharkhand and Chhattisgarh &
Madhya Pradesh have not been verified by the Governments concerned.
7. The spellings of names in this map, have been taken from various sources.
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 CONTENTS

FOREWORD v

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CHAPTER 1
Introduction to Maps 1

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CHAPTER 2

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Map Scale 17

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CHAPTER 3

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Latitude, Longitude and Time 26

CHAPTER 4
Map Projections 35
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CHAPTER 5 49
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Topographical Maps

CHAPTER 6 69
Introduction To Aerial Photographs
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CHAPTER 7
Introduction To Remote Sensing 84

CHAPTER 8
Weather Instruments, Maps and Charts 107
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