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NCERT Solutions for Class 9 Social Science Chapter 10 Oceans and Life (PDF) – 2027

NCERT Solutions for Class 9 Social Science Chapter 10 Oceans and Life – step-by-step answers to every exercise and in-text question of the chapter, as per the latest NCERT syllabus for 2027. Read them online or download the free question-answer PDF.

This chapter (Part II, Chapter 1) takes you below the sea surface and along the coast. It explains ocean relief, the three movements of ocean water (waves, tides and currents) and the early warning systems that protect coasts from cyclones and tsunamis. It then covers marine resources, the Blue Economy, and the maritime zones and rules that decide who may use which part of the sea. By the end you should be able to explain how oceans shape climate, livelihoods and safety, and why they must be used sustainably.

NCERT Solutions for Class 9 Social Science Chapter 10 Oceans and Life PDF

All the answers are on this page below. The PDF also explains every answer – why it is right and how to check it – so download it for revision.

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NCERT Solutions for Class 9 Social Science Chapter 10 Oceans and Life – Questions and Answers

All 24 questions of the chapter (textbook pages Part II, 1 – 20) are answered below, in the order of the book – in-text questions, activities and the end-of-chapter exercises. Each answer is written the way you would write it in the exam.

The Big Questions — Page 1Chapter opener

The Big Questions
Q1What is the importance of ocean relief?
Answer

Ocean relief (submarine relief) is the set of landforms on the ocean floor: continental shelf, continental slope, abyssal plains, mid-ocean ridges, seamounts and trenches. It is important because:

  • Resources and fishing: the shallow continental shelf is rich in marine life and in oil and gas (page 3).
  • Ocean movements: the shape of ocean basins guides currents, and shallow floors near the coast make waves and tides rise higher.
  • Navigation: ships need enough depth. Very large tankers cross shallow channels such as the Singapore Strait only at high tide.
  • Hazards: trenches mark zones where undersea earthquakes can set off tsunamis.
  • Maritime rights: a country’s continental shelf is part of the sea area over which it has rights (Fig. 1.20).

So ocean relief decides where life is rich, where ships can sail, where resources lie and where danger comes from.

Q2How does ocean water movement impact life and environment?
Answer

Ocean water moves in three ways, and each one affects life and the environment:

MovementImpact on the environmentImpact on life and people
WavesShape coastlines by erosion (cracks, caves, arches, sea stacks, stumps) and deposition (beaches)Storm waves and tsunamis can destroy coastal homes and lives
TidesRise and fall of water twice a day; strong tidal currentsHelp ships enter harbours, bring fish close to the shore, can generate electricity
CurrentsCarry warm or cold water and change the temperature of coastsWhere warm and cold currents meet, waters are rich in nutrients and become fishing grounds

So water movement shapes the land, controls coastal climate and supports marine life and livelihoods, but it can also bring disasters.

Q3Why are maritime zones important for a country?
Answer

Maritime zones are areas of the sea, measured from a country’s baseline and defined by international law (UNCLOS). They tell everyone how far a country’s rights at sea go.

  • Territorial sea (up to 12 nautical miles): near-complete control, so the country can make laws on customs, immigration and pollution and guard its coast.
  • Contiguous zone (up to 24 nautical miles): limited control to check smuggling, tax evasion and illegal immigration.
  • Exclusive Economic Zone (up to 200 nautical miles): special rights over fish, oil and gas, which give food, energy and jobs.

Maritime zones are important because they protect a country’s security, secure the resources off its coast and prevent disputes, since every country follows the same agreed lines. Beyond them lie the high seas, open to all.

Q4How can we use ocean resources in a sustainable way?
Answer

Using ocean resources sustainably means using them today without destroying the ocean’s ability to provide them in the future. This is the idea of the Blue Economy: “the sustainable use of ocean resources to promote economic growth, improved livelihoods, and jobs, while preserving the health of the marine ecosystem” (World Bank, page 16). We can do this by:

  • Regulating fishing: no overfishing or illegal fishing; protect breeding seasons.
  • Reducing marine pollution: ships follow MARPOL; less plastic and sewage reach the sea.
  • Conserving marine areas such as coral reefs and mangroves.
  • Using renewable blue energy: tidal, wave and offshore wind energy, not only oil and gas.
  • Cooperating internationally, especially on the high seas.

These match the aims of SDG 14: Life Below Water.

Q5How do early warning systems help protect people from tsunamis and cyclones?
Answer

Early warning systems detect cyclones and tsunamis, predict where and when they will strike, and issue timely warnings so that people can evacuate and stay safe (page 9). For tsunamis they work in four steps (Fig. 1.15):

  1. Detection: seismic stations pick up undersea earthquakes in real time.
  2. Confirmation: Ocean Bottom Pressure Recorders and tsunami buoys confirm that a tsunami wave is passing.
  3. Tracking: coastal tide gauges and radars follow the waves.
  4. Warning dissemination: alerts go by satellite to government agencies and by SMS, email and coastal display boards to officials and the public.

For cyclones, satellites and Cyclone Warning Services track storms, and INCOIS and IMD forecast storm surges. The warning time lets people reach shelters, brings fishing boats back to shore and readies rescue teams. This has greatly reduced the loss of human and animal lives (page 10).

LET’S EXPLORE — Page 3Ocean Relief (looking at Fig. 1.2)

LET’S EXPLORE
Q1Looking at Fig. 1.2: How do you think these oceanic features would have been formed?
Sea levelContinentContinentalSlopeSeamountAbyssal HillVolcanicIslandSubmarineCanyonContinentalShelfContinentalRiseAbyssalPlainMid-OceanRidgeRiftValleyTrenchMagma
Fig. 1.2, page 2 — Submarine relief (redrawn, not to scale)
Answer

Most of these features were formed by the Earth’s internal forces (volcanic activity and movement of plates) and by deposition and erosion of sediments:

FeatureHow it was probably formed
Continental shelfThe edge of a continent covered by the sea; sediments brought by rivers make it shallow and gently sloping
Continental slope and riseThe slope is the true edge of the continent; sediment sliding down it piles up at its foot as the rise
Abyssal plainFine sediments settling slowly for millions of years bury the uneven rock and make the floor flat
Mid-ocean ridge and rift valleyPlates move apart, magma rises, cools and builds a long volcanic range; the crack along its crest is the rift valley
Seamount, volcanic islandUndersea volcanoes; one that grows above the sea surface becomes an island
TrenchOne plate bends down and sinks under another
Submarine canyonCut into the shelf and slope by fast, sediment-laden underwater currents
Q2Looking at Fig. 1.2 (shown with Q1 above): Which part of the ocean floor appears deep and shallow?
Answer

Shallow: the continental shelf along the edge of each continent. Coastal fish live on the shelf at depths of about 0–200 m (Fig. 1.17). The tops of seamounts and volcanic islands are also shallow.

Deep: the trench is the deepest part (the Mariana Trench is the deepest place on Earth). The wide, flat abyssal plain and the rift valley of the ridge are also deep.

The continental slope is where the depth increases sharply. So the floor is shallow near the continents, deep in the open ocean and deepest at the trenches, with ridges and seamounts rising from the deep floor.

Q3Looking at Fig. 1.2 (shown with Q1 above): How do you think these underwater features would have an effect on marine life and ocean movements?
Answer

Effect on marine life

  • The continental shelf is shallow, so sunlight reaches it and rivers bring nutrients. Plankton grow well, and so it is rich in fish and other marine life (page 3).
  • Seamounts and ridges push nutrient-rich deep water upwards, which attracts fish.
  • Abyssal plains and trenches are dark, cold and under huge pressure, so only a few specially adapted creatures live there.

Effect on ocean movements

  • The shape of ocean basins and continents guides the direction of currents (page 8). Ridges and seamounts bend deep currents.
  • Over the shallow shelf, waves slow down and grow taller before breaking; this is why tsunamis rise so high at the shore.
  • Shallow, narrowing gulfs make tides higher, as in the Gulf of Khambhat (about 12 m).

LET’S EXPLORE — Page 5Waves and the landforms they make

LET’S EXPLORE
Q1Find out the names of some famous sea beaches in our country and locate them on the map of India.
Answer

Some famous sea beaches of India, located on the map below:

Figure
Famous sea beaches of India (positions from latitude and longitude)
No.BeachState / UTCoast
1Shivrajpur Beach, near DwarkaGujaratWest
2Juhu Beach, MumbaiMaharashtraWest
3Calangute BeachGoaWest
4Om Beach, GokarnaKarnatakaWest
5Kovalam Beach, ThiruvananthapuramKeralamWest
6Marina Beach, ChennaiTamil NaduEast
7Promenade BeachPuducherry (UT)East
8Ramakrishna (RK) Beach, VisakhapatnamAndhra PradeshEast
9Puri BeachOdishaEast
10Digha BeachWest BengalEast
11Radhanagar Beach, Swaraj Dweep (Havelock Island)Andaman and Nicobar Islands (UT)Island

Beaches on the west coast face the Arabian Sea, those on the east coast face the Bay of Bengal, and Radhanagar is on an island in the Andaman Sea.

In-text Questions — Pages 5–6Tides (Fig. 1.5)

Q1Observe Fig. 1.5 and note the change in water level during high and low tides. Do you notice the oval layer around the Earth indicating water level? Can you also see how the water level rises during high tide and falls during low tide?
Spring tide (full moon)SunEarthMoonNeap tide (first-quarter moon)SunEarthMoonSpring tide (new moon)SunEarthNeap tide (third-quarter moon)SunEarthMoon(a)(b)
Fig. 1.5, page 6 — (a) Spring tide (b) Neap tide (schematic diagram of tidal forcing showing idealised bulges; redrawn)
Answer

Yes. The blue oval layer around the Earth is the ocean water. The pull of the Moon (and the Sun) stretches it into two bulges: one on the side facing the Moon and one on the opposite side.

  • Places under a bulge have a higher water level: high tide.
  • Places at the narrow sides of the oval, a quarter of the way round, have lower water: low tide.

As the Earth rotates, each place passes through both bulges and both narrow sides every day, so most places get two high tides and two low tides a day.

In (a) the Sun, Earth and Moon are in a line, the oval is most stretched, and the tides are highest and lowest (spring tide). In (b) the Sun and Moon pull at right angles, so the difference is smaller (neap tide).

THINK ABOUT IT — Page 8Ocean Currents (Fig. 1.9)

THINK ABOUT IT
Q1Observe the map carefully and note the movement patterns of cold and warm currents. Do you think these currents affect the temperature of nearby coastal regions?
Figure
Fig. 1.9, page 9 — Major ocean currents (redrawn on a coastline map; numbers explained in the key below; on a phone, swipe the map sideways)
KeyCurrents
Warm currents (red arrows)1 Gulf Stream; 2 North Atlantic Drift; 5 North Equatorial Current (Atlantic); 6 Equatorial Counter Current (Atlantic); 7 South Equatorial Current (Atlantic); 8 Brazilian Current; 11 Alaska Current; 13 North Pacific Drift; 14 North Equatorial Current (Pacific); 15 Equatorial Counter Current (Pacific); 16 South Equatorial Current (Pacific); 18 Kuroshio Current; 20 Agulhas Current; 22 South Equatorial Current (Indian); 23 Equatorial Counter Current (Indian)
Cold currents (blue arrows)3 Labrador Current; 4 Canaries Current; 9 Falkland Current; 10 Benguela Current; 12 California Current; 17 Humboldt (Peru) Current; 19 Oyashio Current; 21 West Australian Current; 24 West Wind Drift
Answer

Movement patterns

  • Warm currents (red) start near the Equator and flow towards the poles, mostly along the eastern coasts of continents: Gulf Stream, Kuroshio, Brazilian and Agulhas Currents.
  • Cold currents (blue) flow from high latitudes towards the Equator, mostly along the western coasts: California, Humboldt (Peru), Canaries, Benguela and West Australian Currents.
  • Together they form large loops, clockwise in the Northern Hemisphere and anticlockwise in the Southern Hemisphere, because of the winds and the Coriolis force.
  • The cold West Wind Drift flows eastward all round Antarctica.

Yes, they affect coastal temperature. The warm Gulf Stream keeps the waters near Norway warm, so sea ice does not form easily there even at 60°–70° latitude. The cold Labrador Current brings sea ice and icebergs to lower latitudes off Canada (page 8).

LET’S EXPLORE — Page 8Ocean Currents around India (Fig. 1.9)

LET’S EXPLORE
Q1Observe Fig. 1.9 and take a note on ocean currents along the coastline of India. What is the nature of ocean currents?
Figure
Part of Fig. 1.9, page 9 — Ocean currents in the Indian Ocean (redrawn; on a phone, swipe the map sideways)
Answer

Notes from the map

  • In the Arabian Sea, the current moves in a clockwise curve from the coast of Africa towards the west coast of India and on towards Sri Lanka.
  • South of Sri Lanka, the current turns north-eastward into the Bay of Bengal.
  • Just north of the Equator a current flows westward; just south of it the Equatorial Counter Current flows eastward, and further south the South Equatorial Current flows westward.
  • All the arrows near India are red; no cold current reaches India’s coast.

Nature: the currents along India’s coast are warm currents, because they come from the warm tropical waters near the Equator. They are also seasonal: in the northern Indian Ocean the currents follow the monsoon winds and reverse direction between summer and winter.

LET’S EXPLORE — Pages 9–10Cyclones and Tsunamis — Early Warning Systems

LET’S EXPLORE
Q1Most deaths during the 2004 Indian Ocean tsunami occurred in Indonesia. However, the Island of Simeulue was largely spared from the disaster. Researchers suggest that this was partly because of local folklore, passed down through generations, that helped residents recognise the warning signs of a tsunami and respond quickly. Talk to your elders and find out whether similar folk traditions or stories related to natural disasters exist in your culture. Share these with your classmates and discuss how traditional knowledge can help communities stay safe.
Answer

Sample findings (examples of such traditions, and what a coastal family’s elders might say):

  • On Simeulue, the story of smong (tsunami) says: if the ground shakes hard and the sea runs back, run to the hills. People did exactly this in 2004.
  • After 2004, reports said that indigenous communities of the Andaman Islands, such as the Onge, also reached higher ground in time, guided by knowledge passed down by their elders.
  • Fishing elders watch for signs of a coming storm: a heavy swell on a calm day, sea birds flying inland, and a sudden change in the wind and the colour of the sky.

How traditional knowledge helps:

  • People act at once, without waiting for an official message.
  • It works even when power, phones or the internet fail.
  • Stories, songs and sayings are easy to remember and pass on to children.

It saves most lives when it works together with modern early warning systems.

THINK ABOUT IT — Page 14Making early warnings work

THINK ABOUT IT
Q1If you receive a tsunami or cyclone alert on your phone right now, do you know the five steps your family should take to stay safe?
Answer

Five steps for the family:

  1. Stay calm and confirm. Check the alert on official sources (IMD, INCOIS, district administration, radio or TV). Do not spread rumours.
  2. Take the emergency kit: drinking water, dry food, medicines, torch, radio, charged phone and important documents in a waterproof bag.
  3. Move to safety as instructed. For a tsunami, go inland or to high ground at once, on foot if roads are crowded. For a cyclone, go to the nearest cyclone shelter or stay in a strong building away from windows.
  4. Help others and secure the home. Take care of elders, children and persons with disabilities; switch off electricity and gas; untie animals.
  5. Stay safe until the all-clear. Do not go to the beach to watch. A tsunami comes in several waves, and the calm eye of a cyclone is not its end.

LET’S EXPLORE — Page 18International Maritime Rules and Regulations

LET’S EXPLORE
Q1Maritime disputes are conflicts or disagreements between countries over territory, resources, or rights in naval areas such as oceans, seas, or coastal regions. Can you find out some countries that have conflicts over their territorial sea waters?
Answer

Some countries with disputes over sea areas:

Sea areaCountriesWhat the disagreement is about
South China SeaChina, the Philippines, Vietnam, Malaysia, BruneiSmall islands and reefs, fishing, oil and gas, and busy sea routes
East China SeaChina and JapanA group of small islands and the waters around them
Aegean SeaGreece and TurkeyWidth of territorial waters, islands and the continental shelf
Palk StraitIndia and Sri LankaFishermen crossing into each other’s waters
Sir Creek, Arabian SeaIndia and PakistanA boundary in a tidal creek that also decides the sea boundary

Some disputes have been settled peacefully under UNCLOS: the India–Bangladesh sea boundary in the Bay of Bengal was decided by an international tribunal in 2014.

Questions and activities — Page 20End of chapter

Questions and activities
Q1How do different features of the ocean floor affect human activities such as fishing, transport, and underwater exploration?
Answer

Fishing: the shallow, sunlit continental shelf (about 0–200 m deep) is rich in nutrients and marine life, so most fishing takes place there (pages 3 and 15). Seamounts and ridges attract fish in the open sea. Deep abyssal plains and trenches have few fish.

Transport: ships need enough depth. Shallow areas such as the Singapore Strait force very large tankers (VLCCs) to wait for high tide (page 7). Ports need deep water near the coast. Seamounts and reefs are hazards, so ships rely on charts made by bathymetry. Undersea cables must be laid along routes that avoid deep trenches and steep slopes.

Underwater exploration: the shelf is easiest to explore, so offshore oil and gas are drilled there. Abyssal plains hold deep-sea minerals, but reaching them needs special technology. Trenches such as the Mariana Trench are so deep, dark and high in pressure that very few people have ever reached their floor.

Q2How do waves, tides, and ocean currents influence climate, marine life, and human activities around the world?
Answer
ClimateMarine lifeHuman activities
WavesMix the surface water with air, spreading heatShape coasts and build beaches where many creatures liveBeaches for tourism; storm waves and tsunamis destroy coastal property
TidesMix coastal waters twice a dayFish move close to shore at high tideHelp ships enter harbours; better catch for fishermen; tidal energy (Gulf of Kutch, Gulf of Khambhat, Sundarbans)
CurrentsWarm or cool coastal regions: the Gulf Stream keeps waters near Norway warm; the Labrador Current brings icebergsWhere warm and cold currents meet, waters are rich in nutrientsRich fishing grounds; help or slow ships; affect rainfall and farming on coasts

So these three movements spread heat, feed marine life and support trade, fishing and energy, but they can also bring disasters.

Q3Describe the importance of marine resources.
Answer

Marine resources are the materials and features of the oceans that have intrinsic or economic value. They are of two kinds: living (fish, marine organisms, aquatic plants) and non-living (minerals and energy). They are important for:

  • Food and livelihood: fish are a major source of protein; fishing and aquaculture give work to millions.
  • Energy: offshore oil and gas, and renewable “blue energy” from tides, waves and offshore wind.
  • Minerals and materials: sand, gravel and deep-sea minerals.
  • Trade and tourism: about 90% of world trade by volume is carried by sea; coastal tourism is a huge industry.
  • Environment: coral reefs and other ecosystems support a great variety of plants and animals.
  • Culture: the sacred śhaṅkha (conch) and kapardikā (cowrie shells, once used as money) are linked to the Samudra Manthana story.

For a country with a long coastline like India, they are the bedrock of local economies, so they must be used without harming marine ecosystems.

Q4Draw a poster that encourages people to protect marine resources. Include a slogan (like Save Our Seas or Fish for the Future) and explain your message in 2–3 sentences.
Answer

Sample poster

SAVE OUR SEASHealthy oceans, healthy livesNo plastic in the sea · Catch only whatthe sea can replace · Protect coral reefsThe ocean feeds us, gives us work andkeeps our climate steady. Let us keep it alive.
A sample poster: slogan, one strong picture and three actions

Message (2–3 sentences): Our seas give us food, jobs, energy and a steady climate, but plastic, oil spills and overfishing are killing marine life. If we keep plastic out of the sea, catch only as many fish as the sea can replace, and protect coral reefs and mangroves, the ocean will keep supporting us. Save Our Seas, for us and for the generations to come.

Q5Using a map of India, mark at least five coastal states that might need tsunami warnings.
Answer
Figure
Coastal states and Union Territories of India that need tsunami warnings

States marked: 1 Tamil Nadu, 2 Andhra Pradesh, 3 Keralam, 4 Odisha, 5 West Bengal. Also 6 Gujarat and 7 Maharashtra on the west coast, and the Union Territories A Andaman and Nicobar Islands and P Puducherry.

Reason: the east and south coasts face the earthquake zone near the Andaman Islands and Sumatra. In 2004, Tamil Nadu, Puducherry, Andhra Pradesh, Keralam and the Andaman and Nicobar Islands suffered the most damage (page 12).

Q6Work in a group and act out what would happen when a cyclone warning is issued. Highlight what role different people, like scientists, officials, and coastal villagers, would play.
Answer

Sample role-play plan

RoleWhat they do after the warning
Scientists (IMD, INCOIS)Track the cyclone by satellite and radar; forecast its path, landfall time, wind speed and storm surge; issue warnings
Officials (District Collector, disaster management)Open cyclone shelters, order evacuation, close schools, stock food, water and medicines, keep rescue teams ready
Fisheries department, Coast GuardStop fishing; call boats back to shore; send alerts to fishermen through GEMINI
Panchayat members, volunteersGo house to house, announce on loudspeakers, help elders and the disabled reach shelters
Coastal villagersPull boats ashore, tie down nets and roofs, pack emergency kits, move with their animals to shelters
Radio, TV, teachersSpread correct information and stop rumours

The play shows that a warning saves lives only when everyone plays their part quickly.

Q7Suppose a foreign ship is sailing through India’s territorial sea. What principle allows the ship to pass through these waters, subject to certain conditions?
Answer

The principle of Innocent Passage.

It allows foreign ships to pass through a country’s territorial sea as long as they do not threaten its peace, good order or security. The conditions are:

  • The ship must move continuously, without stopping, except in emergencies or breakdowns.
  • It must not fish, carry out military operations or do anything else that is not peaceful.
  • It must obey India’s laws in the zone, such as those on customs, immigration and pollution.

So the ship may pass, but it may not use India’s territorial sea for its own purposes.

Q8A country has an Exclusive Economic Zone (EEZ) extending up to 200 nautical miles from its baseline. What rights does the country have over the natural resources in this zone?
Answer

In its EEZ, the country has special rights to explore, use and manage the natural resources of the water, the sea bed and the ground beneath it:

  • Living resources: fish and other marine life; it decides who may fish and how much.
  • Non-living resources: oil, natural gas and minerals.
  • Energy from tides, waves, currents and winds, and the right to build rigs and other structures for these uses.
  • The duty to conserve these resources and protect the marine environment.

However, the country does not fully own or control the waters of the EEZ: ships of other countries may still pass through peacefully (page 17).

LandHighseas01224200BaselineTerritorial sea (0–12 NM)Distances in nautical miles (NM), to scaleExclusive Economic Zone (EEZ)from the baseline up to 200 NMContiguous zone (12–24 NM)
Maritime zones measured from the baseline, drawn to scale
Q9Create a model of an ocean with ship routes, protected zones, and safety measures. Based on the model, explain how it follows maritime laws and protects the ocean.
Answer

Method: on a board or tray, paint the land and sea; mark the baseline and the 12, 24 and 200 nautical mile lines with string; add ship routes, protected zones and safety features with clay, paper and toothpick flags.

LANDPortWastecollectionBaseline12 NM24 NM200 NMTerritorialseaContiguouszoneExclusive Economic ZoneHigh seasShipping lane (inbound)Separation zoneShipping lane (outbound)Marine protectedarea (coral reef)Fishing zone(seasonal limits)Oil rig + safety zoneLighthouseMarker buoysTsunamibuoy
Sample plan of the model (top view; zone widths not to scale)

How the model follows maritime laws and protects the ocean:

  • Maritime zones (UNCLOS) show where the country has control and where the high seas begin.
  • Separate inbound and outbound shipping lanes with lighthouses and buoys follow COLREGs and prevent collisions.
  • Marine protected area around the coral reef, closed to ships and fishing, conserves marine life (SDG 14).
  • Fishing zone with seasonal limits regulates fishing and prevents overfishing.
  • Oil rig with a safety zone in the EEZ uses the country’s resource rights safely.
  • Tsunami buoy is part of the early warning system; a waste collection point at the port stops ships from dumping waste at sea (MARPOL).

Chapter 10 of 15 – Social Science

Also for This Chapter

NCERT Solutions Class 9 Social Science Chapter 10 Oceans and Life – Overview

ClassClass 9
SubjectSocial Science
Chapter10 – Oceans and Life
Textbook pagesPart II, 1 – 20
Questions solved24
Session2027
FormatFull answers on this page + PDF

NCERT Solutions Class 9 Social Science Chapter 10 – FAQs

Where can I download NCERT Solutions Class 9 Social Science Chapter 10 Oceans and Life PDF?

Read every answer on this page, or download the free PDF from the table at the top.

Is this for the 2027 session?

Yes, it follows the latest NCERT Class 9 Social Science book for 2027.

How many questions are solved in NCERT Class 9 Social Science Chapter 10?

All 24 questions of the chapter (textbook pages Part II, 1 – 20) – the in-text questions, activities and the end-of-chapter exercises.

How should I use these solutions?

Read the chapter in the NCERT book first, attempt the questions yourself, then check your answers here.

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