Monday, December 7, 2015

Short notes on Edexcel A2 Biology - Part 3

5.3 Global warming
Role of (herbivorous/omnivores) animal in recyling carbon
  • reference to {carbon / organic / eq} compounds in plant material ;
  • idea that digestion provides respiratory substrates ;
  • carbon dioxide released (from respiration) ;
  • (this carbon dioxide is) available for photosynthesis ;
  • reference to woodlice {eaten / decompose} ;
Role of microorganisms in recycling carbon
  • reference to {decomposition / decay / putrefaction } (by microorganisms) ;
  • reference to respiration ;
  • releases carbon dioxide for photosynthesis / eq ;
  • methane released in anaerobic (conditions);
  • (methane) available as fuel / eq ;
Biofuels may help to reduce global warming
  • reference to biofuels being (possibly)carbon neutral ;
  • idea that {plants / crops} are used for biofuels;
  • idea that carbon dioxide used for photosynthesis (by plants / in production of biofuels) ;
  • idea of using biofuels to replace fossil fuels ;
Disadvantage of using biofuels to reduce global warming
  • land has to be cleared to grow plants for biofuels / eq ;
  • burning produces carbon dioxide / the plants growing there would have been {photosynthesising / using carbon dioxide} / machinery uses fossil fuels / loss of habitat ;
  • decomposition of dead plant material (after clearing) / eq ;
  • produces carbon dioxide / eq ;
  • idea that the land could have been used for food production ;
  • less food produced / eq ;
  • ref to use of fertilisers ;
  • idea of eutrophication OR use oil-based products
Production of biofuels may not be carbon neutral
  • idea that biofuel production may (overall) results in more carbon dioxide in the atmosphere ; OR idea that carbon neutral means that the carbon dioxide produced equals the carbon dioxide used ;
  • idea of forests as carbon {sinks / eq} ;
  • idea that {clearing land / deforestation} results in (net) increase in carbon dioxide (in atmosphere) ;
  • (less plants means) less carbon dioxide {removed / used / eq} by photosynthesis ;
  • {burning / eq} trees produces carbon dioxide ;
  • idea that (increased) decomposition produces carbon dioxide;
  • idea of using {(fossil) fuels / petrol / diesel} by {lorries / machinery / eq}produces carbon dioxide ;
  • {burning /eq} of biofuels produces carbon dioxide ;

Combustion of biofuels may lead to global warming
  • reference to production of {greenhouse gases / named greenhouse gas} ;
  • idea that these gases {build up/ remain / form a layer} in (upper) atmosphere;
  • which {absorb / trap / eq} {heat energy / infra-red / IR / eq} ;
  • reflected from earth’s surface ;
  • idea that increased levels of these gases increase the greenhouse effect ;
  • idea that (mean) temperature of earth’s {surface / atmosphere} is increasing ;
Forest fires may lead to global warming
  • reference to {fires / burning / eq} produces carbon dioxide ;
  • which is a greenhouse gas ;
  • idea that these gases {build up / remain / form a layer / increase} in (upper) atmosphere;
  • which {absorb / trap / eq} {heat energy / infra red / IR / eq} ;
  • reflected from earth’s surface ;
  • idea that increased levels of these gases increase the greenhouse effect ;
  • idea that (mean) temperature of earth’s {surface / atmosphere} is increasing ;
  • idea that less carbon dioxide {removed / used / eq} by photosynthesis ;
Greenhouse effect by methane and carbon dioxide
  • (carbon dioxide and / or methane) are greenhouse gases / eq ;
  • which {absorb / trap / eq} {heat / infra red / IR / long wave} (radiation) / eq ;
  • {reflected / (re)radiated} from the Earth’s surface / eq ;
  • prevent {heat / infra red / IR / long wave / eq} (radiation) escaping ;
  • idea of temperatures maintained higher (than they would be) ;
Reduction in use of fossil fuels may not prevent further global warming
  • carbon dioxide produced {by using / in production of / eq} fossil fuels / eq ;
  • no (direct) evidence that increased carbon dioxide leads to global warming / eq ;
  • reference to carbon dioxide released from {other processes / named process} ;
  • idea of removal of {carbon sinks / named example / eq} (also) leads to increase in carbon dioxide ;
  • stated example of any other greenhouse gas released from another source e.g. CFC, water vapour, methane ;
  • description of source e.g. ruminant animals, paddy fields, melting ice, clearance of peat land ;
  • idea of natural {cycles / events / phenomena / eq} may be involved (in global warming) e.g. solar, volcanoes ;
  • idea of evidence from past is being used ;
  • idea of {(past evidence) is not in indicator of future events / limitations of (climatic) models} ;
  • idea that scientists may be biased ;
  • description of bias e.g. employed by {company / country} with vested interest, self promotion ;
  • specific example of problem with / disadvantage of} alternative source of energy ;
Why body temperature effects rate of development of animals
  • reference to increase in {metabolic rate / enzyme activity / eq} as temperature rises ;
  • reference to increase in {kinetic / eq} energy of molecules (as temperature rises) / eq ;
  • reference to increase in {enzyme- substrate complexes / energy of collisions / eq} (as temperature rises) ;
  • idea of {inactivation at lower temperatures/ denaturation at higher temperatures} of enzymes ;
  • idea that temperature affects {differentiation / growth /division / eq} ;

Affect of global warming on distribution
  • idea that global warming will increase the temperature (at the latitudes) ;
  • idea that temperatures (at these latitudes) may become too high for any of the species ;
  • idea that new temperature may be above the maximum to complete development or above the upper lethal limit ;
  • idea that species move { to cooler regions / eq} ;
  • ref to change in {food source / predators / competition / eq}

Saturday, December 5, 2015

Short notes on Edexcel A2 Biology - Part 2

5.2 How ecosystem works
NPP
  • (rate of) {production of / energy incorporated into / eq} {biomass / organic material / eq} ;
  • reference to {losses in respiration / GPP – respiration / eq} ;
  • in {producers / plants};
Why NPP may increase due to increase in temperature
  • idea that the rate of {(bio)chemical / metabolic / photosynthetic / named} reactions increases ;
  • idea of increase in {movement / kinetic energy} of {enzyme / substrate / molecules / particles} / eq ;
  • idea of (increase in reaction rate) because of more enzyme substrate interaction ;
Importance of NPP to farmer to use a land for cattles
  • cattle {are primary consumers / herbivores / eat grass / eat plants / eq} ;
  • (therefore) gain energy (available as NPP) ;
  • idea of grazing capacity of the grassland ;
  • idea of affect on yield of {meat / milk / eq} ;
  • idea of changing to a more {efficient / NPP yielding} crop ;
Factors which may influence NPP
  • grazing / {consumers / herbivores / named herbivore} / eq ;
  • trampling / eq ;
  • shading by {plants / named plant} / eq ;
  • competition from other plants / eq ;
  • disease / eq ;
Succession
  • idea of (a sequence of) changes in {a community / organisms / species / plants} ;
  • over a period of time / eq ;
Climax community
  • idea of final {stage / sere / community} ;
  • feature of community described e.g. self-sustaining , stable, one dominant species, a few codominant species ;
Importance of conserving endangered plants
  • idea of conservation of {genetic diversity / genetic variation / biodiversity} ;
  • idea of extinction ;
  • idea of aesthetic reasons ;
  • idea that these plants may be useful e.g. as medicines ;
  • idea that other animals depend on these plants as a {source of food / habitat} ;
Nich
  • idea of the {role / purpose / interaction / eq} of {organism / sea anemone / species / eq} ;
  • reference to trophic level(s) ;

Succession
  • reference to lichens and mosses as pioneer community ;
  • able to grow in {little / no} soil / eq ;
  • (that) breaks up (rock) fragments / forms {thin / shallow / eq} soil;
  • reference to {plants / eq} with {small / short / eq} roots ;
  • (able to) grow in {thin / shallow / eq} soil / eq ;
  • idea that changes in soil structure enable {trees / shrubs} to grow / eq ;
  • general points to be included:
    • reference to soil able to {hold / retain / contain / eq} {water / minerals} ;
    • as plants {lose leaves / die / decay / eq} ;
    • reference to {organic matter / humus / eq} {increases / released / eq} ;
    • reference to competition effects ;
Climax community
  • includes (both) animals and plants / has many species / has high biodiversity / eq ;
  • reference to {interaction / eq} between species / eq ;
  • idea of balanced equilibrium of species ;
  • reference to {dominant / codominant} (plant or animal) species ;
  • reference to stable if no {change to environment / human influence} ;

Tuesday, December 1, 2015

Short notes on Edexcel A2 Biology - Part 1

5.1 Photosynthesis
Thylakoids
  • (made of) membranes ;
  • (arranged as) {stacks / grana / eq} ;
  • contain {pigment / chlorophyll} / eq ;
  • (arranged as) quantasomes / photosystems ;
Advantage of growing crop in glasshouse rather than open field
  • crops can be grown {out of season / all year round} / eq ;
  • plants photosynthesise 24 hours a day / eq ;
  • idea of less physical damage from {weather /animals / eq} ;
  • pest control easier / eq ;
  • ref to control of other named factor, eg CO2, temperature, humidity, water supply ;
Difference between abiotic and biotic factors
ref to biotic factors involve {organisms / living} abiotic are {physical / chemical / non-living} (factors) / eq ;
Using quadrat to obtain mean density of two species in an ecosystem
  • ref to {several / many / more than 2} readings ;
  • ref to use of random quadrat positions ;
  • description of suitable process to give random positions / eq ;
  • ref to {known / stated} area of quadrat ;
  • number of individuals in each quadrat {counted/ recorded} / eq ;
  • description of how mean density calculated using total count e.g. total number (of each species) divided by total area sampled ;
Reasons for not using all the light hitting the surface of a leaf is not used
  • idea of reflection ;
  • reference. to {incorrect / eq } {wavelength / colour / frequency} ;
  • idea of {not hitting the {chloroplast / chlorophyll}} / it is transmitted ;
  • idea of light being in excess e.g. at max. photosynthesis so more light can be used ;
Light dependant stage of photosynthesis (also see A2 revision guide page 9)
  • reference to {thylakoids / thylakoid (membranes)} ; in {granum / grana} ;
  • (light energy) raises energy level of electrons / {chlorophyll / electrons}excited / eq ;
  • electrons released from {chlorophyll /photosystem / eq} / eq ;
  • reference to electron {carrier / eq} ;
reference to series of {redox / oxidation & reduction / eq} reactions ;
  • reference to energy level of electrons {falls / eq} ;
  • reference to {synthesise ATP from ADP +P /phosphorylate ADP} ;
  • reference to photophosphorylation ; reference to ATP {synthetase / synthase /ase} ;
  • reference to {chemiosmosis / eq} ;
  • idea of electrons from {photolysis / eq} used to replace those lost ;
  • reference to involvement of {accessory pigments / named example} ;


Production of oxygen in light-dependent reaction of photosynthesis
  • reference to energy from light ;
  • reference to photolysis ;
  • of water ;
Structure of chloroplast involved in ATP formation
  • reference to {granum / grana} ;
  • reference to (a granum is) a stack of {thylakoids / membranes} OR grana are connected by lamellae ;
  • reference to (thylakoids contain) {electron carriers / eq} / chlorophyll / photosystems ;
  • reference to (membranes contain) {ATPase / ATPase channel} ;
  • idea that {electron carriers / ATPase /eq} are associated with {thylakoid / thylakoid membranes} ;
Why can't light independent stage of photosynthesis occur without light dependant stage
  • idea that products of light- dependent stage are {needed for / used in / eq} {light-independent stage / Calvin cycle} ;
  • reference to (products of light- dependent stage) are {reduced NADP / eq} and ATP ;
  • reference to use of {reduced NADP / eq} for {reduction / eq} of {carbon dioxide / GP / eq} ;
  • reference to use of ATP as source of energy ;
Importance of thin lamina in leaves
  • idea of {fast / maximum} {gas exchange / uptake of carbon dioxide / eq};
  • idea of penetration of light ;
  • idea that carbon dioxide is used in the {light-independent stage / Calvin cycle / formation of GP}; OR
  • idea that light is used in {light-dependent stage / photolysis / photophosphorylation /eq } ;
Importance of midrib in leaves
  • transport (in xylem) of water (to the leaves) / eq ;
  • transport (in phloem) of {sucrose / sugar / carbohydrates } (away from the leaves) / eq;
  • (water) for {light-dependent reaction / photolysis / source of hydrogen (ions)}; OR
  • idea of (transporting sugar) to make more room for more carbohydrate synthesis ;
How GALP is used to synthesise cellulose
  • GALP is a 3C molecule / eq ;
  • reference to conversion (of GALP) to glucose / eq;
  • idea of enzymes involved in the synthesis of {glucose / cellulose} ;
  • (which is) β glucose ;
  • reference to formation of glycosidic bonds ;
  • between C1 and C4 / these bonds are 1-4 (glycosidic bonds) ;
  • by condensation ;
  • reference to {straight / unbranched} (chains of glucose) ;
  • reference to cellulose as a {polysaccharide / polymer of glucose / eq} ;

How GP is used to synthesise starch
  • idea of conversion of GP to GALP / eq ;
  • using ATP and reduced NADP / eq ;
  • idea of conversion (of GALP) to {glucose /hexose} eq ;
  • (which is) α glucose ;
  • reference to formation of glycosidic bonds ;
  • these bonds are 1-4 and 1-6 (glycosidic bonds)/ eq ;
  • by condensation ;
  • ref to amylose and amylopectin ;
  • credit details of amylose e.g. straight chain, 1-4 bonds ;
  • credit details of amylopectin eg branched, 1-4 and 1-6 bonds ;

Monday, November 9, 2015

Thajweed Revision

1. ޤަލްޤަލާގެ ޞިފަ ފުރިހަމައަށް ދިނުމުގައި ސަމާލުވާންވީ ކަންތައްތަކަކީ ކޮބާ؟
ޤަލްޤަލާ كبرى އާއި ޤަލްޤަލާ صغرى ގެ އަޑު ތަފާތުކުރުން
ޤަލްޤަލާ ކުރުމުގައި ޤަލްޤަލާގެ އަކުރަކީ ބަރު އަކުރެއްނަމަ އަޑު ބަރުކުރުން އަދި ލުއި އަކުރެއްނަމަ އަޑު ލުއިކުރުން
ޤަލްޤަލާ ކުރުމުގައި ހަމްޒާގެ އަޑު ފަހަތުން އަންނަގޮތަށް ޤަލްޤަލާ ނުކުރުން
ޤަލްޤަލާ أكبر އަދާކުރުމުގައި ހޭދަކުރާ ވަގުތާއި ޤަލްޤަލާ كبرى އަދާކުރުމުގައި ހޭދަވާ ވަގުތަށް ސަމާލުވުން
ދެސުކުން ވިދިވިދިގެން އަންނަ ހާލަތުގައި ޤަލްޤަލާ އަދާކުރު ސަމާލުވުން
ވިދިވިދިގެން ޤަލްޤަލާގެ ދެއަކުރުގައި ސުކުންޖެހިގެން އައުމުން އަދާކުރުމުގައި ވަރަށްބޮޑަށް ސަމާލުވުން
جهر - شدّة ފުރިހަމަވުމަށްފަހު އަވަހަށް އަޑު ނައްޓާލުން
ފުރިހަމައަށް މަޙްރަޖަށް ވާޞިލްވުން
ފިއްޔަކާއި ނުވަތަ ސުކުނަކާއި ވައްތަރުވާނޭފަދައިން ޤަލްޤަލާ ނުކުރުން

2. ض އަށް إستطالة ގެ ޞިފަ ދީފައި ظ އަށް އެޞިފަ ނުދެވުނީ ކީއްވެ؟
ظ ގައި އިޠްބާޤްގެ ޞިފަ އޮތް ކަމުގައިވިޔަސް މަޚްރަޖު ބަންދުވެފައި ނުވުމުގެ ސަބަބުން އަކުރުގެ އަޑު ނިކުމެގެން ދެއެވެ. ނަމަވެސް ض އަދާކުރުމުގައި އަޑު އޮންނާނީ މަޚްރަޖުގައި މުޅިން ބަންދުވެފައެވެ. އެހެންކަމުން ضގެ އަޑު ދެމިގެން ދިއުމައްޓަކައި ކޮންމެހެން إستطالة ކުރަންޖެހެއެވެ.

3. إذلاق އަދި إصمات ބައެއް ޢިލްމުވެރިން ޞިފަތަކުގެ ބާބުގައި ހިމަނުއްވާފައި ނުވަނީ ކީއްވެ؟
މިދެޞިފަ ތަޖުވީދު ޢިލްމާއި ގުޅުންކުޑަކަމުންނެވެ. މިދެޞިފަ ޞިފަތަކުގެ ބާބުގައި ބަޔާން ނުކުރުމުން އަކުރުގެ އަޑަށް ބަދަލުތަކެއް ނާދެއެވެ. އަދި މިދެޞިފައަކީ ޞަރުފުގެ ޢިލްމަށް ޚާއްޞަ ދެޞިފައެވެ.

4. އިޠްބާޤް ކުރުމަށްވުރެ އިސްތިޢުލާ ޚާއްޞަވެ ފުރިހަމަވާނެ ކަމަށް ބުނާބަހުގެ މާނައަކީ ކޮބާ؟
އިސްތިޢުލާ ކުރުމުން އިޠްބާޤެއް ނުވާނެއެވެ. ނަމަވެސް އިޠްބާޤް ކުރުމުން އިސްތިޢުލާ ވާނެއެވެ. އެހެންކަމުން އިޠްބާޤްގެ ކޮންމެ އަކުރަކީ އިސްތިޢުލާގެ އަކުރެކެވެ. ނަމަވެސް އިސްތިޢުލާގެ ކޮންމެ އަކުރަކީ އިޠްބާޤްގެ އަކުރެއް ނޫނެވެ.

Friday, October 30, 2015

Some similarities and differences between Hinduism and Buddhism and the Islamic perspective on these

Similarity between Hinduism & Buddhism

1. Karma

Adherence of both in Hinduism and Buddhism believes in Karma. Karma is what determines fate of an individual during the next life. It is believed that every soul will evolve through the circle of births and rebirth – Samsara – until karmas are resolved. In Buddhist philosophy, the main problem is how Karma is possible as there is no self to be reborn.

Islamic perspective: People will be punished in the Hell fire due to the evil deeds which they have committed in this life and people will be rewarded in Paradise as a consequence of the righteous deeds in this life. Allah, may He be exalted, says (interpretation of the meaning): “And to Allah belongs all that is in the heavens and all that is in the earth, that He may requite those who do evil with that which they have done (i.e. punish them in Hell), and reward those who do good, with what is best (i.e. Paradise).” (An-Najm 53: 31)

2. Samsara

Continuous cycle of birth and rebirth is called Samsara. The reason behind Samsara is avidya (ignorance and wrong knowledge about reality). Both the Hindus and Buddhists believe in Samsara. Only way to get ridge and liberate from Samsara as per Buddhism is Buddhist path. In Hinduism Moksha (liberation from Samsara) is possible achieved by following ascetic practices.

Islamic perspective: There are many Quranic verses and Saheeh Hadith which talks about the life after death, but the continuous cycle of birth and death is against the Islamic teaching. Soul of His slaves will be restored by Allah and they will not die after this new creation. Allah, may He be exalted, says (interpretation of the meaning): “He will sip it unwillingly, and he will find a great difficulty to swallow it down his throat, and death will come to him from every side, yet he will not die and in front of him, will be a great torment.” (Ibrahim 14:17)

3. Moksha and Nirvana

Nirvana or removing desires by following eight fold path is the ultimate goal of the life as per Buddhist believes. Literal meaning of Nirvana is “blowing out” or “extinction”. Extinguishing fire that cause suffering is called Nirvana. Nirvana is what leads to Moksha. Ultimate goal of human life in Hinduism is Moksha, that is liberation from the Samsara. So the concepts Moksha and Nirvana are similar philosophical concepts in Hinduism and Buddhism which free oneself from Samsara and saves from sufferings of this life.

Islamic perspective: Moksha and/or Nirvana is irrelevant to Muslims as there is no such thing as Samsara.


Differences between Hinduism & Buddhism

1. Incarnation

Hindus believes in Avatars. They consider Buddha as the seventh incarnation of Vishnu, but Buddhists don’t believe in incarnation and they don't consider Buddha to be a God.

Islamic perspective: Islam completely rejects the idea of incarnation of God Almighty and it is considered as Shirk. Allah, may He be exalted, says (interpretation of the meaning): “Surely, they have disbelieved who say: "Allah is the Messiah ['Iesa (Jesus)], son of Maryam (Mary)." ” (Al Maida 5:72)

2. Concept of God

Buddhism does not have a concept of God and hence it is more like a philosophy rather than a religion. They even don't have a creational story, hence they are not considered as a universal religion. On other hand Hindus believes in Gods and they worship several idols.

Islamic perspective: “Allah! La ilaha illa Huwa (none has the right to be worshipped but He), the Ever Living, the One Who sustains and protects all that exists” (Al Baqarah 2:255)

3. Revealed scriptures

Hinduism has a long history of literate tradition. They have two types of texts, namely Shruti and Smriti. Shruti are considered as divinely revealed sacred scriptures while Smriti scriptures being human origin are seen as that which is learned, remembered and written down in order to explain Shruti. However Buddhism does not have a divine scripture and the sayings of Buddah – the Sutras – were passed down orally for first four hundred years.

Islamic perspective: Vedas and Sutras are not the word of God, but we believe in the last and final message sent by Almighty Allah. Allah, may He be exalted, says (interpretation of the meaning): “That (this) is indeed an honourable recital (the Noble Quran). In a Book well-guarded (with Allah in the heaven i.e. Al-Lauh Al-Mahfuz). Which (that Book with Allah) none can touch but the purified (i.e. the angels). A Revelation (this Quran) from the Lord of the 'Alamin (mankind, jinns and all that exists)”. (Al-Waqi'a 77-80)

4. Cast system

Hindus believe in cast system and also they believe one being in high cast or lower cast in this life is because of the deeds he/she committed in the life before. They would not want to help people of other cast (specially Shudras, the untouchables), as according to Hindu belief, one becomes a Shudra due to accumulation of bad deeds. It is mentioned in Rigveda book 10 hymn 90 verse 12 & Manu Smriti chapter 1 verse 31; “So that the world would prosper, Brahma created Brahmana from his mouth, Kshatriya from his arm, Vaishya from his thighs and Shudra from his feet”. Also it is mentioned in Manu Smriti Chapter 8 verse 413; "The Shudra has been created by Brahma to serve the Brahmin. Even if master frees the Shudra, he is not free since Shudra is slave by birth“. Manu Smriti chapter 8 verse 281 says "If a Shudra tries to sit down on the same seat as of Brahmin, he should be branded on the hip or his buttocks should be cut off”. On other hand, Buddhism does not have the concept of cast system. It is reported that the Buddha said: By birth one is not an outcaste, By birth one is not a Brahmin; By deeds alone one is an outcaste, By deeds alone one is a Brahmin.

Islamic perspective: Allah, may He be exalted, says (interpretation of the meaning): “Verily, the most honourable of you with Allah is that (believer) who has At-Taqwa [i.e. one of the Muttaqun (pious - see V. 2:2). Verily, Allah is All-Knowing, All-Aware.” (Al-Hujrat 49:13)


Reference

Thasneem & Bibi (2003): Comparitive Religion – Aqueeda 301 Module 12 to 21 Notes, baisnotes [Online]. Available at https://baisnotes.wordpress.com/. Accessed on 22nd December 2014, 22:05

Al-Hilali,M. & Khan,M. (1404 A.H.) Translation of the meaning of the noble Qur'an in the English language. King Fahd Complex for the printing of the holy Qur'an, Madinah, K.S.A

Buddha Dharma Education Association & BuddhaNet (2008) Life of the Buddha (Part Two) 24. The Buddha on the Caste System [Online]. Available at http://www.buddhanet.net/e-learning/buddhism/lifebuddha/2_24lbud.htm. Accessed on 24th December 2014, 14:10

Wednesday, October 28, 2015

Qari Course Level 4 - Sample Questions

10. رخوة ގެ ލުޣަވީ މާނަ އަދި އިސްޠިލާޙީ މާނަ ލިޔޭ!
ލުޣަވީ މާނަ: ލުއިކަން ނުވަތަ ފަސޭހަކަން
އިސްޠިލާޙީ މާނަ: رخوة ގެ އަކުރުތައް އަދާކުރުމުގައި މަޚްރަޖުގެ މައްޗަށް ބުރަވެވޭ މިންވަރު ކުޑަވުމުން ނުވަތަ ނިކަމެތިވުމުގެ ސަބަބުން އަކުރު އަދާކުރުމުގައި އަޑު ދެމިގެން ދިއުމެވެ.

11. إستعلاء إستفال މިދެސިފަ ދީގެން އަކުރު އަދާކުރުމުގައިވާ ތަފާތަކީ ކޮބާ؟
إستعلاء ގެ ސިފަދީގެން އަކުރު އަދާކުރާއިރު أقصى اللّسان މަތީތައްޔާއި ދިމާއަށް އުފުލޭނެއެވެ. އަދި މިއަކުރުތަކުގެ އަޑު ހުންނާނީ މަތީ ތައްޔާއިދިމާއަށް މައްޗަށެވެ. އެހެންކަމުން އަކުރުގެ އަޑުން އަނގައިގެތެރެ ހުންނާނީ ފުރައިލެވިފައެވެ. އަދި އަކުރުގެ އަޑު ބަރުވާނެއެވެ. ނަމަވެސް إستفال ގެ ސިފަދީގެން އަކުރު އަދާކުރާއިރު أقصى اللّسان އޮންނާނީ މަތީތައްޔާއި ދުރުވެފައެވެ. އަދި އަކުރުގެ އަޑު އަނގަތެރެއިން ހުސްކޮށްލެވޭނެއެވެ. މިހެންކަމުން މިއަކުރުތަކުގެ އަޑު ހުންނާނީ ލުއިކޮށެވެ.

12. ނޭވާއާއި އަޑުގެ ތަފާތަކީ ކޮބާ؟
ނޭވައަކީ ފުއްޕާމެއިން އުފެދިގެން އަންނަ ވައެވެ. ނަމަވެސް އަޑަކީ ވައިގެ ބައިތައް އިންސާނާގެ ކަންފަތަށް ނަގައިގަނެވޭ ގޮތަށް ތެޅޭގެޅުމަށް ކިޔާނަމެކެވެ.

13. رخوة ގެ އަކުރުތަކަށް މިނަން ދެވުނު ސަބަބަކީ ކޮބައިކަން ބުނެދީ!
رخوة ގެ އަކުރުތަކަށް މިނަންދެވުނީ މިއަކުރުތައް އަދާކުރުމުގައި ފަސޭހަކަމުންނެވެ. އަދި މަޚްރަޖުގެ މައްޗަށް ބުރަވެވޭ މިންވަރު ކުޑަކަމުގެ ސަބަބުން އަޑު ނިކުތުމުގައި އެއްވެސް ވަރަކަށް ބަންދުވުމެއް ނުވާތީއެވެ.

14. إطباق ކުރުމާއި إستعلاء ކުރުމުގައިވާ ތަފާތުތަށް ލިޔޭ!
إستعلاء ކުރުމަކީ أقصى اللّسان މަތީތައްޔާއި ދިމާއަށް އުފުލުމެވެ. މަތީތަލީގައި ދުލުގެ ފަހަތް ޖެހުން ނުވަތަ ދުލުގެ ފަހަތާއި މަތީތައްޔާއި ވަރަށްބޮޑަށް ގާތްވުން ލާޒިމެއް ނުކުރެއެވެ. ނަމަވެސް إطباق ކުރުމުގައި أقصى اللّسان އުފުލި މަތީތަލީގައި ޖެހުން ނުވަތަ މަތީތައްޔާއި ވަރަށްބޮޑަށް ގާތްވުން ލާޒިމެވެ.

15. ق غ خ ص ض ظ ط މިއަކުރުތަކަށް إستعلاء ގެ އަކުރުތަކުގެ ނަމުން ނަންދެވުނު ސަބަބަކީ ކޮބާ!
މިއަކުރުތައް އަދާކުރާއިރު أقصى اللّسان މަތީތައްޔާއި ދިމާއަށް އުފުލޭތީއެވެ.
16. إنفتاح އާއި إطباق ގެ ލުޣަވީ މާނަ އަދި އިސްޠިލާޙީ މާނަ ލިޔޭ!
إنفتاح ގެ ލުޣަވީމާނައަކީ ވަކިވުން ނުވަތަ ދުރުވުމެވެ. އިސްޠިލާޙީ މާނައަކީ އަކުރު އަދާކުރުމުގައި ދުލާއި މަތީ ތައްޔާ ދުރުވުމާއިއެކު އަކުރުގެ އަޑު ދުލާއި މަތީތައްޔާއިދެމެދު ހިފެހެއްޓިފައި ނުވުމެވެ.
إطباق ގެ ލުޣަވީމާނައަކީ ތަތްވުން، ނުވަތަ ކައިރިވުން، ގާތްވުން، އެކުވުން ފަދަ މާނަތަކެވެ. އިސްޠިލާޙީ މާނައަކީ، އަކުރު އަދާކުރުމުގައި ދުލުގެ ބައެއް ނުވަތަ ބޮޑުބައެއް މަތީތަލީގައި ޖެހުން ނުވަތަ ވަރަށްބޮޑަށް މަތީތައްޔާ ގާތްވުމާއިއެކު ދުލާއި ތައްޔާދެވެމު އަޑު ހިފަހެއްޓިފައި ހުރުމެވެ.

17. إستفال ކުރުމާއި إتفتاح ކުރުމުގެ ތަފާތުލިޔޭ!
إستفال ކުރުމަކީ އަކުރު އަދާކުރުމުގައި ދުލުގެފަހަތް ނުވަތަ أقصى اللّسان މަތީ ތައްޔާ ދުރުވެ އަނގައިގެ ތެރޭގައިވާ ހުސްތަނަށް ތިރިކުރުމެވެ. ނަމަވެސް إتفتاح ކުރުމުގައި، ދޫ މަތީތައްޔާއި ދުރުވެފައި އޮތުމުން ފުދެއެވެ. أقصى اللّسان މަތީތައްޔާއި ދިމާއަށް އުފުލިފައި އޮތަސްވެސް إتفتاح ކުރެވޭނެއެވެ.

18. إذلاق ގެ ލުޣަވީމާނަ އަދި އިސްޠިލާޙީމާނަ އަދި ނަންދެވުނު ސަބަބު ލިޔޭ!
ލުޣަވީ މާނައަކީ ފަސޭހަކަމެވެ. އިސްޠިލާހީ މާނައަކީ، ދެތުންފަތުންނާއި ދުލުގެ ކައިރިފަށުން އަކުރުތައް ފަސޭހަކަމާއިއެކު ކިއުމެވެ. إذلاق ގެ އަކުރުތަކަށް މިނަން ދެވުނީ، މިއަކުރުތައް އަދާކުރުމުގައި ފަސޭހަކަމާއި އެކު އަވަސްކޮށް ދުލުގެ ކައިރިން ނުވަތަ ދެ ތުންފަތުގެ ކައިރިފަށުން އަކުރު ނިކުންނާތީއެވެ.

19. إصمات ގެ ލުޣަވީމާނަ އަދި އިސްޠިލާޙީމާނަ އަދި ނަންދެވުނު ސަބަބު ލިޔޭ!
ލުޣަވީ މާނައަކީ ކަމަކުން މަނާވެގަތުމެވެ. އިސްޠިލާޙީ މާނައަކީ، އަކުރުތައް އެއަކުރުތަކުގެ މަޚްރަޖުން އުނދަގޫކަމާއިއެކު ކިއުމެވެ. إصمات ގެ އަކުރުތަކަށް މިނަން ދެވުނީ رباعي ނުވަތަ خماسي ކަލިމައެއްގެ އަސްލުގައި ހަމައެކަނި إصمات ގެ އަކުރުތައް ހިމެނިގެންވާގޮތަށް ޢަރަބިބަހުގެ އެއްވެސް ކަލިމައެއް ނުވާތީއެވެ.


20. ز س ص އަށް ހަމައެކަނި ޙާއްޞަވާ ލާޒިމް ޞިފަތަކަކީ ކޮބައިކަން ބުނެދިނުމަށްފަހު އެނަންދެވުނު ސަބަބު ބުނެދީ!
ز س ص އަށް ހަމައެކަނި ޙާއްޞަވާ ލާޒިމް ޞިފައަކީ صفير އެވެ. އަދި صفير އަށް މިނަން ދެވުނީ، މި އަކުރުތައް އަދާކުރުމުގައި ދޫނި ސޫފާ ސޫފީގެ ގޮވުމުގައި އަޑާއި ވައްތަރު އަޑެއް އެކުލެވިފައިވާތީއެވެ.