Andaman and Nicobar Islands
Andaman and Nicobar Islands — Study Notes
NCERT-aligned · 10 notes · 3 shown free
Before you read
ExplanationBefore you read
This introductory section invites students to observe the map of the Andaman and Nicobar Islands carefully. The map shows the two main island groups: the Andaman group and the Nicobar group, located in the Bay of Bengal. Students are asked to read a set of sentences related to the islands and identify and correct the incorrect ones. This activity aims to develop map-reading skills and geographical awareness about the location and grouping of the islands. For example, students learn that Katchall is an island in the Nicobar group, not the Andaman group, and that the Nicobar Islands lie to the south of the Andaman Islands, not to the north. The scale of the map is also used to estimate distances between islands, such as Katchall and Nancowry being more than a hundred miles apart. This exercise helps students understand the spatial distribution and relative positions of the islands in relation to India and each other.
- The Andaman and Nicobar Islands are two distinct groups located in the Bay of Bengal.
- Katchall is part of the Nicobar group, not the Andaman group.
- Nancowry is an island in the Nicobar group.
- The Nicobar Islands lie to the south of the Andaman Islands.
- The islands are located to the east of mainland India, not to the west.
- Map scale helps estimate distances between islands.
- 📌 Andaman Islands: A group of islands in the Bay of Bengal, north of the Nicobar Islands.
- 📌 Nicobar Islands: A group of islands south of the Andaman Islands in the Bay of Bengal.
- 📌 Map scale: A tool to measure distances on a map relative to actual distances.
I
ExplanationI
This section narrates several personal stories of courage and survival from the Andaman and Nicobar Islands during the devastating tsunami of 26 December 2004. The tsunami was triggered by a massive undersea earthquake and caused widespread destruction. The stories highlight how people sensed the danger and took quick action to save themselves and others. For example, Ignesious, a cooperative society manager in Katchall, was alerted by his wife who felt the earthquake. He took precautions like securing his television before rushing out. However, the tsunami's suddenness led to tragic losses in his family. Similarly, Sanjeev, a policeman, saved his family but lost his life trying to rescue another. Meghna, a thirteen-year-old, survived by floating on a wooden door for two days, and Almas, a ten-year-old, survived by clinging to a log after her family was swept away. These stories emphasize human resilience and the unpredictability of natural disasters. They also suggest that some animals sensed the tsunami before it struck, indicating a possible sixth sense or acute hearing. The section ends with a comprehension check to reinforce understanding of these narratives.
- The 2004 tsunami was caused by an undersea earthquake and hit the Andaman and Nicobar Islands severely.
- Ignesious and his family experienced the earthquake and tsunami, but lost several family members.
- Sanjeev, a policeman, saved his family but died trying to rescue another person.
- Meghna survived two days at sea by holding onto a wooden door.
- Almas survived by clinging to a floating log after her family was swept away.
- Animals reportedly sensed the tsunami before it struck, fleeing to safety.
- 📌 Tsunami: A large and powerful sea wave caused by undersea earthquakes or volcanic eruptions.
- 📌 Tremors: Small shakes or vibrations of the earth during an earthquake.
- 📌 Traumatised: Deeply shocked and distressed by a traumatic event.
II
ExplanationII
This section tells the story of Tilly Smith, a ten-year-old British schoolgirl who saved many lives during the 2004 tsunami at Phuket beach in Thailand. Tilly recognized the warning signs of a tsunami because of a geography lesson she had taken just
Practice Questions — Andaman and Nicobar Islands
Includes NCERT exercise questions with answers
Q1.(i) The earth trembled, but not many people felt the ______. (tremble) (ii) When the zoo was flooded, there was a lot of ______ and many animals escaped into the countryside. (confuse) (iii) We heard with ______ that the lion had been recaptured. (relieve) (iv) The zookeeper was stuck in a tree and his ______ was filmed by the TV crew. (rescue) (v) There was much ______ in the village when the snake charmer came visiting. (excite)
Answer:
(i) The earth trembled, but not many people felt the tremor. Explanation: 'tremble' is a verb; the noun form 'tremor' fits the blank. (ii) When the zoo was flooded, there was a lot of confusion and many animals escaped into the countryside. Explanation: 'confuse' is a verb; 'confusion' is the noun form. (iii) We heard with relief that the lion had been recaptured. Explanation: 'relieve' is a verb; 'relief' is the noun. (iv) The zookeeper was stuck in a tree and his rescue was filmed by the TV crew. Explanation: 'rescue' can be noun or verb; here noun fits. (v) There was much excitement in the village when the snake charmer came visiting. Explanation: 'excite' is a verb; 'excitement' is the noun form.
Explanation:
Each blank requires the noun form of the verb given in brackets. - tremble → tremor - confuse → confusion - relieve → relief - rescue → rescue (noun) - excite → excitement
Q2.Say whether the following sentences are in the Active or the Passive voice. Write A or P after each sentence as shown in the first sentence. (i) Someone stole my bicycle. _A_ (ii) The tyres were deflated by the traffic police. ________________ (iii) I found it last night in a ditch near my house. ________________ (iv) It had been thrown there. ________________ (v) My father gave it to the mechanic. ________________ (vi) The mechanic repaired it for me. ________________
Answer:
(i) Someone stole my bicycle. _A_ (Active) (ii) The tyres were deflated by the traffic police. _P_ (Passive) (iii) I found it last night in a ditch near my house. _A_ (Active) (iv) It had been thrown there. _P_ (Passive) (v) My father gave it to the mechanic. _A_ (Active) (vi) The mechanic repaired it for me. _A_ (Active) Explanation: - Active voice sentences have the subject performing the action. - Passive voice sentences have the subject receiving the action. - Sentences with 'was/were + past participle' or 'had been + past participle' are passive.
Explanation:
Identify the voice by checking if the subject performs or receives the action. - (ii) 'were deflated by...' is passive. - (iv) 'had been thrown' is passive. Others are active.
Q3.Suppose you are one of the volunteers who went to the Andaman and Nicobar Islands for relief work after the tsunami. You work in the relief camps, distributing food, water and medicine among the victims. You listen to the various stories of bravery of ordinary people even as they fight against odds to bring about some semblance of normalcy in their lives. You admire their grit and determination. Write a diary entry. You may start in this way. 31 December, 2004 The killer tsunami struck these islands five days ago. But the victims are being brought in even now. Each one has a story to tell...
Answer:
Sample Diary Entry: 31 December, 2004 Today, I continued my work at the relief camp in the Andaman and Nicobar Islands. The devastation caused by the tsunami is beyond words. Despite the hardships, I am inspired by the courage and determination of the survivors. Many have lost their homes and loved ones but still show remarkable strength. I helped distribute food, water, and medicines to the victims. Their stories of bravery and hope remind me of the resilience of the human spirit. I hope our efforts bring some comfort and normalcy to their lives soon. Explanation: - The diary entry should reflect personal experience and emotions. - It should mention the relief work and admiration for the victims' courage. - The entry should be written in first person and dated.
Explanation:
The diary entry requires expressing feelings and observations as a volunteer. Include details about relief work and stories of bravery. Use first person narrative and date the entry.
Q4.The story shows how a little girl saved the lives of many tourists when a tsunami struck the beach, thanks to the geography lesson that she had learnt at school. She remembered the visuals of a tsunami and warned her parents. Do you remember any incident when something that you learnt in the classroom helped you in some way outside the classroom? Write your experiences in a paragraph of about 90–100 words or narrate it to the whole class like an anecdote.
Answer:
Sample Answer: Once, during a heavy rain, I remembered the safety tips taught in our science class about avoiding waterlogged areas and staying away from electrical poles. When I saw water accumulating near the electric pole in my street, I warned my family to stay indoors and avoid that area. This helped us stay safe from any possible electric shock or accident. This experience taught me the importance of paying attention in class as knowledge can help us in real-life situations. Explanation: - The answer should narrate a personal experience where classroom learning was useful. - It should be about 90-100 words. - The response can be written or narrated as an anecdote.
Explanation:
The question asks for a personal anecdote showing practical use of classroom knowledge. The answer should be concise and relevant.
Q5.working with the poem 1. Find three or four phrases in stanzas one and two which are likely to occur in a geography lesson. 2. Seen from the window of an aeroplane, the city appears (i) as haphazard as on ground. (ii) as neat as a map. (iii) as developed as necessary. Mark the right answer. 3. Which of the following statements are examples of "the logic of geography"? (i) There are cities where there are rivers. (ii) Cities appear as they are not from six miles above the ground. (iii) It is easy to understand why valleys are populated. (iv) It is difficult to understand why humans hate and kill one another. (v) The earth is round, and it has more sea than land. 4. Mention two things that are (i) clear from the height. (ii) not clear from the height.
Answer:
1. Phrases likely to occur in a geography lesson from stanzas one and two: - 'scaled six inches to the mile' - 'inevitability' - 'haphazard and without style' - 'cities where the rivers ran' - 'valleys were populated' 2. Seen from the window of an aeroplane, the city appears: (ii) as neat as a map. 3. Examples of "the logic of geography": (i) There are cities where there are rivers. (iii) It is easy to understand why valleys are populated. (v) The earth is round, and it has more sea than land. 4. Two things: (i) Clear from the height: - The city’s planned layout and proportion. - The earth is round and has more sea than land. (ii) Not clear from the height: - Why men hate each other, build walls, and kill. Explanation: - The poem describes geographical features and human behavior from different heights. - The logic of geography relates to natural features attracting human settlements. - Human emotions and conflicts are not visible from above.
Explanation:
Stepwise answers: 1. Identify geography-related phrases. 2. Choose correct description of city from options. 3. Select statements that reflect geographical logic. 4. Distinguish clear and unclear observations from height.
Q6.Which body of water surrounds the Andaman and Nicobar Islands?
Answer:
Bay of Bengal
Explanation:
The Andaman and Nicobar Islands are located in the Bay of Bengal, which is the northeastern part of the Indian Ocean. This location is significant for their geographical and strategic importance.
Q7.What separates the Andaman Islands from the Nicobar Islands?
Answer:
Ten Degree Channel
Explanation:
The Ten Degree Channel is the sea channel that separates the Andaman group of islands in the north from the Nicobar group in the south. It is named after its location near the 10° N latitude.
Q8.Approximately how many islands make up the Andaman and Nicobar Islands?
Answer:
About 572 islands
Explanation:
The Andaman and Nicobar Islands consist of around 572 islands, though only a few of these are inhabited. This large number contributes to the region's rich biodiversity and complex geography.