SYLLABUS AND CURRICULUM

FINAL EXAM
Grade: 10
Subject: Science DURATION: 180 Min. Max. Marks: 70
ACADEMIC YEAR: 2025-26

The weightage or the distribution of marks over different dimensions of the question
paper shall be as follows :
1. Weightage to Learning Outcomes:

Sr.No Learning Outcomes Marks Percentage

of Marks
1. Remembering 21 30 %
2. Understanding 21 30 %
3. Application(Analysis+Evaluation) 21 30 %
4. Creativity 07 10 %
Total 70 100

Weightage to Content/Subject Units:

Sr.No. Sr.No. Units Marks Deletion
as per as per s
(Flexibility of + 1 marks
old revised
is permitted for each
editio edition
topic, while ensuring that
n
the total marks overall
remain within 70)

1. 1 Chemical Reactions and 4 No deletion

Equations
2. 2 Acids, Bases and Salts 6 No deletion

3. 3 Metals and Non metals 4 No deletion

4. 4 Carbon and its 6 No deletion

Compounds
6. 5 Life Processes 7 No deletion

7. 6 Control and Co- 5 No deletion

ordination
8. 7 How do Organisms 6 No deletion
Reproduce?
9. 8 Heredity 3 No deletion

10. 9 Light-Reflection and Refraction 6 No deletion

11. 10 Human Eye and 6 No deletion

Colourful world
12. 11 Electricity 7 No deletions

13. 12 Magnetic Effect of 6 No deletion

Electric Current
15. 13 Our Environment 4 No deletion

Total 70
3.Weightage to Forms of Questions:
Sr.No. Form of Questions Marks for Number of Total
each question questions Marks
1. Long Answer Type (LA) 4 3 12
2. Short Answer Type (SA-II) 3 4 12
3. Short Answer Type (SA-I) 2 14 28
4. Very Short Answer Type (VSA) 1 18 18
Total 39 70

4.The expected time for different types of question would be as

follows:
S.No. Form of Questions Approx. time Number of Approx. time
for each questions for each form
Question in (n) of Questions
mins (t) in mins (n x t)
1 Long Answer Type (LA) 12 03 36
2 Short Answer Type (SA-II) 7.5 04 30
3 Short Answer Type (SA-I) 5 14 60
4 Very Short Answer Type (VSA) 3 18 54
Total 150
As the total time is calculated on the basis of the number of questions
required to be answered and the length of their anticipated answers, it
would, therefore, be advisable for the candidates to budget their time
properly by cutting out the superfluous words and be within the expected
time limits.

5.Scheme of Options
(There will be no overall choice, However, there is an internal choice in
somequestions.)

6.Weightage to Difficulty level of questions:

S.No. Estimated difficulty level of question Percentage
1 Easy 20%
2 Average 60%
3 Difficult 20%

A question may vary in difficulty level from individual to individual, As

such, the assessment in respect of each question will be made by the paper
setter on the basis of general anticipation from the group as a whole taking
the examination. This provision is only to make the paper balanced in its
 weightage, rather than to determine the pattern of marking at any stage.

7.Number of Main Questions:

It has been decided to introduce serial wise question number and to do
away with sub-question among the questions.

Revised pattern of assessment /grading in science for Grade 10

with effect from the academic year 2025-26:
First First Innovative Test Final Practical’s Total
Mid Term Assignment/Project Board
Test (Internal Marks) Exam
marks marks marks marks marks marks
20 70 10 70 20 100

Final Board Exam:

Theory 70 marks + practical’s 20 marks + Innovative Test (Internal
Marks)10 marks

Internal marks, to be sent to the Goa Board, are solely based on an

innovative test. This may include activity-based assessments, project
work, case studies, or paper presentations.

Distribution of Practical marks in science for Grade 10

examination:
Max. Marks: 20 marks Duration: 1Hour
Long experiment: 10 marks
Short experiment: 5 marks
Journal: 5 marks
DIAGRAMS FOR EVALUATION (Creativity)
(ANNEXURE—1)
Ch. Name of Chapter Title of Diagrams Fig. No.
No
1 Chemical reactions and -------------------------
equations
2 Acids, Bases and Salts ------------------------
3 Metals and nonmetals Electrolytic refining of 3.12
copper
4 Carbon and its compounds A molecule of hydrogen 4.1
Single bond between two 4.2
hydrogen atoms
Double bond between two 4.3
oxygen atoms
Triple bond between two 4.4
nitrogen atoms
Electron dot structure of 4.5
methane
Electron structure of ethane 4.6
(b) (c)
Electron dot structure of 4.7
ethane
Complete molecule for two 4.8 (b)
structures of C4H10
Structure of cyclohexane 4.9
Structure of benzene 4.10
Formation of micelle 4.12
5 Periodic classification of -------------------------
elements
6 Life process Open and closed stomata 6.3
(a) (b)
Nutrition in amoeba 6.5
Human elementary canal 6.6
Excretory system in human 6.13
beings
7 Control and coordination Structure of neuron 7.1 (a)
Human brain 7.3
8 How do organisms reproduce? Binary fission in amoeba 8.1
Budding in hydra 8.4
 Leaf of Bryophyllum with 8.5
buds
Spore formation in 8.6
Rhizopus
Longitudinal section of 8.7
flower
Germination of pollen on 8.8
stigma
Germination 8.9
Human – female 8.11
reproductive system
9 Hereditary and evolution ---------------------------
10 Light –reflection and refraction Concave and convex mirror 10.2
(a) (b)
Ray diagram for the image 10.7
formation by a concave (a to f)
mirror
Note: (an alternate diagram
for 10.7 (f) is given below
the table
Formation of image by a 10.8
convex mirror
Converging action of 10.12
convex lens and diverging (a) (b)
action of concave lens
The position, size and the 10.16
nature of the image formed (a to f)
by convex lens for various
positions of the object
Nature, position and size of 10.17
the image formed by a (a) (b)
concave lens
11 The human eye and the The myopic eye and the 11.2
colourful world correction for myopia with (b) (c)
concave lens
The hypermetropic eye and 10.3
correction for (b) (C)
hypermetropia
Dispersion of white light by 11.5
a glass prism
12 Electricity A schematic diagram of an 12.1
electric circuit and the
 symbols of some commonly Table
used components in circuit 12.1
diagrams
Electric diagram for 12.2
studying ohms law
Resistors in series 12. 6
Resistors in parallel 12.7
13 Magnetic effect of electric ----------------------------
current
14 Sources of energy ----------------------------
15 Our environment -----------------------------
16 Management of natural ---------------------------
resources

Concave Mirror Ray Diagram :

When object is placed between F and P
DIAGRAM FOR EVALUATION
(not for drawing)
ANNEXURE –2
Ch. Name of the chapter Title of the diagram Fig.
No. no.
1 Chemical reactions and Electrolysis of water 1.6
equations
2 Acids, Bases and Salts ---------------------------
3 Metals and nonmetals Action of steam on metal 3.3
4 Carbon and its compounds ---------------------------
5 Periodic classification of ----------------------------
elements
6 Life processes Human respiratory system 6.9
Structural view of human 6.10
heart
Schematic representation of 6.11
transport and exchange of
oxygen and carbon dioxide
7 Control and coordination Reflex arc 7.2
Endocrine glands in human 7.7
beings (a) (b)
8 How do organism reproduce? Regeneration in planaria 8.3
Human – male reproductive 8.10
system
9 Heredity and Evolution ---------------------------
10 Light Refraction of light through a 10.10
rectangular glass slab
11 The human eye and colourful Human eye 11.1
world
12 Electricity -------------------
13 Magnetic effect of electric Field lines around a magnet 13.4
current
A simple electric circuit in 13.5
which a straight copper wire (a)(b)
is placed
A pattern of concentric 13.6
circles indicating field lines (a)
Flemings left hand rule 13.13
 Current is induced in coil 2 13.17
when current in coil 1 is
changed
Flemings right hand rule 13.18
14 Sources of energy Schematic diagram of a 14.4
biogas plant
A solar cooker 14.6
15 Our environment Food chain 15.1(a)
(b)(c)
Trophic levels 15.2
Food web 15.3
Diagram showing flow of 15.4
energy in an ecosystem
16 Management of natural Traditional water harvesting 16.3
resources system
 THE EVALUATION PATTERN FOR SCIENCE
GRADE: 10 SUB: SCIENCE YEAR:2025 - 26

Final Board Exam:

Theory 70 marks + practical’s 20 marks + Innovative Test (Internal
Marks)10 marks

INTERNAL ASSESSMENT SCHEME YEAR: 2025-26

(INNOVATIVE TEST)
SUB: SCIENCE MAX. MARKS: 20 (To be converted to 10 marks)

Internal Assessment Guidelines:

1.Activities and Assessment Criteria:
 A comprehensive list of activities and corresponding assessment
criteria, each carrying a maximum of 20 marks, is provided for
internal assessment.
2.Student Choice under Guidance (Individual Activity):
 Students are empowered to choose any one activity from the list
under the guidance of their teachers.
3.Maximum Marks Allocation:
 Each chosen activity is allotted a maximum of 20 marks,
ensuring a standardized evaluation framework.
4.Record Maintenance:
 A meticulous record of each student's activity must be
maintained in both hard and soft copies, facilitating scrutiny by
the Board.
5.Group Participation Option (Group Activity):
 Group participation is encouraged, with a maximum of four
students per group for a given activity.
6.Individual Contribution in Groups:
 In group activities, every student is required to actively
participate in presenting data. Additionally, each student must
maintain a separate report for evaluation.
7.Adaptation by Guide Teachers:
 Guide teachers have the flexibility to adapt or modify activities
based on subject-specific requirements, grade levels, and the
 unique interests of students. The emphasis is on promoting
creativity, critical thinking, and a hands-on learning approach.
8.Innovative Test for Internal Marks:
 Internal marks, to be sent to the Goa Board, are solely based on
an innovative test. This may include activity-based assessments,
project work, case studies, or paper presentations.
9.Timeline for Activity Completion:
 Each student is expected to complete the assigned activity
between July and December, ensuring a consistent and
structured approach to internal assessment.

TOPICS FOR ACTIVITY:

1.Activity: Science Museum Exploration and Project Presentation.
Organize a field trip to a science museum, allowing students to
explore various exhibits and projects. Instruct students to select 4 to 5
projects that they find more interesting and challenging. Encourage
students to collect detailed information about each chosen project.
Gather data on the scientific principles, innovations, and technologies
demonstrated in the projects. Arrange a session where students present
their findings.

2.Activity: Medicinal Plant Mini Biodiversity Register Creation for

the school.
Organize a field trip to local areas, parks, or botanical gardens where
students can find various medicinal plants. Instruct students to collect
samples of at least 5to 6 different medicinal plants. Guide students in
compiling the collected information into a comprehensive mini
biodiversity register. Organize the information systematically, making
it accessible for future reference. Arrange a session where students
present their findings.

3. Activity: Taking training from an electrical engineer or technician

on how to use a multimeter for measuring current, voltage, and
resistance:

4. Activity: Visiting a garbage treatment plant to learn about garbage

handling, segregation, and treatment.
5.Science Fair: Students can participate in a science fair where they
choose a scientific concept or experiment or a model to demonstrate.
They can create presentations, videos, or interactive models to
showcase their chosen topic.

6.Environmental Impact Study: Students can conduct a study on

the environmental impact of a local issue (e.g., deforestation,
pollution, depleting ground water table, sand dune destruction and its
effect on coastal vegetation or waste management). They can propose
solutions and present their findings.

7. Health and Nutrition Awareness Campaign:

Students can create an awareness campaign on health and nutrition.
They can design informative materials, conduct surveys, and
Propose practical tips for a healthy lifestyle.

8.Activity: "Empower Tomorrow: Students Unite in Saying No to

Drugs, Alcohol, and Tobacco"
Student-Led Awareness Campaign: "Say No to Drugs,
Alcohol, and Tobacco” Host workshops with guest speakers,
counsellors, or recovering individuals to share personal stories and
insights. Involve teachers, parents, and locals in supporting the
campaign. Organize events to create a supportive and informed
community. Encourage students to express their commitment through
creative outlets like art, poetry, or music. Create a social media
campaign using school accounts or student-driven platforms. Conduct
pre- and post-campaign surveys to measure changes in awareness and
attitudes

9.Activity: Understanding and Managing Electricity Consumption.

Learn how to calculate and compare electricity bills, visit the
electricity department for insights, work on the last eight months'
bills, develop strategies to reduce bills, identify personal limitations in
using appliances, and check the effectiveness of changes made in
reducing electricity consumption.
10. Activity: Visit to Plantation, Garden, or Plant Nursery.
The main objective of this science activity is to study and
document essential information about 6 to10 different plants. This
includes their scientific names, local names, water and manure
requirements, growth periods, pesticides used, economical value,
ornamental properties, medicinal values, and any other relevant
data. The goal is to gain a comprehensive understanding of
various plant species and their ecological and economic
significance.

11.Activity: "Nature's Engineers: Understanding the Ecological

Dynamics of Bee Farms and Bee Diversity"
Plan visit to a bee farm. Understand the structure and functioning of a
bee farm, Identify and classify the types of bees present on the farm
and the availability of flowers, the role of different bee species in honey
Production, Examine the stages involved in honey production. Learn
about the collection, processing, and packaging of honey. Investigate
the equipment and materials used in beekeeping. Explore the various
products derived from bees and their market value.

12.Activity: "Health Empowerment in Action: Exploring Vital

Measurements and Essential First Aid Practices at the Community Health
Centre"
Schedule interviews with medical officers, nurses, and attendants.
Discuss their roles, responsibilities, and experiences in providing
immediate care. Request a practical demonstration of basic healthcare
skills such as wound dressing, vital sign monitoring, and first aid
techniques. Learn the proper technique for measuring blood pressure.
Understand the significance of blood pressure readings and their
impact on health. Explore the process of blood sugar level testing.
Gain insights into the importance of monitoring blood sugar levels,
especially for individuals with diabetes. Acquire basic knowledge and
skills for providing immediate care in common accidents. Learn how
to assess and respond to injuries, burns, and cuts. Understand the
initial response to emergencies such as heart attacks, epilepsy, and
fainting. Learn the appropriate steps for handling severe conditions
until professional medical help arrives. Explore first aid measures for
common health issues like loose motion and vomiting. Learn about
different methods for measuring and managing fever.

13.Activity: Unveiling the Secrets of Salt Pans through

Exploration.
Plan visit to salt pans, participate in hands-on activities related to salt
harvesting under the guidance of salt farmers. Experience the various
tools and techniques used in the salt formation. learn about the
process of salt formation, and gather information from salt farmers,
understand the methods involved in salt production, explore the health
benefits of consuming salt, and assess the market value of locally
produced salt. Understand the nutritional value of locally produced
salt and its uses. Document the pricing, packaging, and distribution of
salt products.

14.Activity: "Pristine Waters Unveiled: A Journey Through

Water Treatment – Understanding Purification Processes, Storage
and distribution Systems"
Plan your visit to the water treatment plant, ensuring a thorough
understanding of the water purification process and storage systems.
Explore the step-by-step process of water purification at the treatment
plant. Learn about the various techniques and technologies employed
for removing impurities. Take a guided tour of the water treatment
facilities, including filtration units, chemical treatment areas, and
disinfection processes. Observe the journey of water from its source
to the final purified state. Arrange for discussions with water
treatment experts and engineers. Learn about the challenges faced in
water treatment and the innovations in the field. Understand how
treated water is stored, tested, and distributed to consumers.

15.Activity: Exploring Aquaculture/Pisciculture: A Comprehensive

Study on Types of Cultured Fish and Shellfish
To observe and gain insights into culture practices used by visiting
a fish farms. The project aims to understand the methods employed
in fish farming, the ecosystem's dynamics, the precautions taken,
and the role of pesticides and food in ensuring a healthy fish
population, economical value involved, etc.
16.Activity: Visit to Paddy Field /Sugarcane Field / Cotton Field /
cashew plantation. (Select any one)
To observe and gather information about agricultural practices
in different fields, focusing on paddy cultivation / sugarcane field /
cotton cultivation / cashew plantation. Understand the methods of
farming, irrigation practices, water requirements, types
of manure and pesticides used, seasonal variations, economical
value and any precautions taken by local farmers.

17.Activity: Exploring Biodiversity in Mangroves: A Scientific

Expedition.
Survey the mangrove area and note the different species encountered.
Identify and record bird species through observation and
birdwatching. Conduct seining and visual surveys to document fish
diversity. Sample mud and water for microorganisms through core
sampling and water quality testing.

18.Study of mangrove ecosystem: Understand various food chains

and food web operating in that ecosystem with the help of sketches /
photos /videos. Also, list the usefulness of this ecosystem.

19.Study of sand dune ecosystem: List the floral and faunal

Biodiversity in the sand dune ecosystem. Also, do research on the
impact of various tourism related activities on the biodiversity of
sand dune ecosystem.

20.A case study of lifestyle diseases affecting respiratory, excretory,

Circulatory, etc. system/s, the reasons, long term impacts and
suggestion of ways and means to create a healthy mind in a healthy
body.

21.Preparation of an herbarium of wild flowering and non-

flowering plants in your school campus / locality and study usefulness
of it.
22.Study the effect of different types of detergents on stain removal
and compare cleaning capacity of different samples of soap in soft
water and hard water.

23.Comparative study of circulatory systems: compare the

circulatory system of different animals focussing on adaptations that
enhance their life processes such as oxygen transport and waste
removal.

24.Effect of light intensity / colours of photosynthesis: This project

involves testing the effect of light intensity / various colours on
the rate of photosynthesis using the aquatic plants.

25.Chemical reactions in everyday life: Study of various chemical

reactions that occur in daily activities from cooking to cleaning
in plants and animals around us, etc.

26.The science behind food preservation: Investigate methods like

canning, freezing and drying to understand how to preserve food.

27.Effects of pollution on local water sources: Research the impact

of pollution on rivers, lakes or ground water in your area. Special
mention of “declining fish catch”.

28.Bio-diversity and conservation: Explore the importance of

biodiversity and efforts to conserve endangered species.
Management of resources, recycling resources (case studies).

29.Effectiveness of natural indicators in acid base titration:

Extraction and characterisation of natural dyes for indicators.
Study the extraction processes by natural dyes from plants /
Fruits (Turmeric, Onion, Clove, Red cabbage, Beetroot, etc)
and analyse their chemical composition for potential use as
indicators. Investigate its accuracy and reliability.
30. "Millets Marvel: A Scientific Exploration into the Nutritional
Bounty and Culinary Wonders of Millets"(Use of millets in diet)
Conduct a scientific study on the nutritional content of different millet
varieties. Explore the health benefits and dietary advantages of
incorporating millets into daily nutrition. Invite nutrition specialists to
conduct workshops on the health benefits of millets. Organize
interactive sessions to address questions and concerns about millet
consumption. Provide hands-on cooking sessions to demonstrate the
versatility of millets in various dishes. Create a visually appealing
cookbook or recipe guide featuring millet-based dishes.
Include nutritional information and cooking tips. Prepare a
comprehensive report summarizing survey results.
Highlight key insights, attitudes, and areas for improvement regarding
millet awareness, Health benefits and consumption.

Example 1:
Activity: Science Museum Exploration and Project Presentation.
Objective: To enhance students' understanding of scientific concepts
through hands-on exploration and effective presentation skills.
Visit to Science Museum: Organize a field trip to a science museum,
allowing students to explore various exhibits and projects. Instruct
students to select 5 to 6 projects that they find more interesting and
challenging.
Data Collection: Encourage students to collect detailed information
about each chosen project. Gather data on the scientific principles,
innovations, and technologies demonstrated in the projects.
Documentation: Instruct students to document their findings in the
form of written reports or research papers. Include details such as
project objectives, scientific principles involved, and any notable
applications.
Preparing Presentation: Guide students in creating a PowerPoint
presentation summarizing their chosen projects. Emphasize the
importance of clear visuals, concise content, and effective
communication.
Peer Presentation: Arrange a session where students present their
projects to their classmates. Encourage a Question &Answer session
to foster discussion and deeper understanding.
Assessment: Evaluate the depth of understanding displayed in the
project documentation and presentation. Assess the clarity of
communication, creativity, and the ability to connect theoretical
knowledge with real-world applications.
Allocation of marks: Allocate marks based on the overall quality of
the documentation and the effectiveness of the presentation.
Emphasize the application of scientific concepts and critical thinking
demonstrated by the students. This activity not only engages students
in real-world exploration but also sharpen their research and
presentation skills, aligning with the innovative test requirement.

Example 2:
Activity: Medicinal Plant Mini Biodiversity Register Creation for the
school.
Objective: To promote awareness of local biodiversity, understand the
medicinal properties of plants, and contribute to the creation of a mini
biodiversity register for the school.
Field Trip and Plant Collection: Organize a field trip to local areas,
parks, or botanical gardens where students can find various medicinal
plants. Instruct students to collect samples of at least 5to 6 different
medicinal plants.
Documentation: For each collected plant, students should document
the following:
Local Name: Commonly used names for the plant in the local
community.
Scientific Name: The botanical or scientific name of the plant.
Potential Medicinal Uses: Research and document the traditional or
potential medicinal uses of each plant.
Brief Description: Include information about the appearance, habitat,
and any distinctive features of the plant.
Creation of Mini school Biodiversity Register: Guide students in
compiling the collected information into a comprehensive mini
biodiversity register. Organize the information systematically, making
it accessible for future reference.
Presentation: Have students present their findings to the class,
highlighting the importance of preserving local biodiversity and the
medicinal value of the identified plants.
Assessment: Evaluate the accuracy and completeness of the
documented information for each plant. Assess students'
understanding of the significance of biodiversity and the medicinal
properties of the collected plants.
Allocation of marks: Allocate marks based on the quality of
documentation, presentation skills, and the depth of understanding
demonstrated by each student. Emphasize the relevance of the
collected data for the creation of a biodiversity register. This activity
not only engages students in hands-on exploration of their local
environment but also contributes valuable information to the
preservation of biodiversity.

Example 3:
Activity: Multimeter Training for Electrical Measurements under the
guidance of an electrical engineer or technician.
Objective: To provide students with practical training on using a
multimeter to measure current, voltage, and resistance under the
guidance of an electrical engineer or technician.
Guest Speaker / Technician Arrangement or student personally
take training from known local technician: Coordinate with a
knowledgeable electrical engineer or technician to conduct a training
session on multimeter usage.
Introduction to Multimeter Functions: The training begins with an
overview of the multimeter, including its various settings and
functions. Emphasis on the importance of accurate electrical
measurements in various applications.
Voltage Measurement: Detailed instruction on setting up the
multimeter for measuring voltage. Practical demonstrations on
measuring voltage across different electrical components.
Current Measurement: Explanation of the process of setting up the
multimeter for measuring current. Hands-on practice with various
circuits to measure current accurately.
Resistance Measurement: Instruction on configuring the multimeter
for measuring resistance. Practical exercises involving resistors and
circuits to measure resistance values.
Safety Guidelines: Emphasize safety protocols when working with
electrical equipment. Discuss precautions and best practices to ensure
the safety of both equipment and individuals.
Hands-on Practice: Students engage in hands-on practice sessions
under the supervision of the engineer or technician. Each student is
provided with the opportunity to perform measurements on different
circuits.
Question and Answer Session: Encourage students to ask questions
and seek clarification on any aspects of using the multimeter for
electrical measurements.
Encourage the creation of reports or presentations summarizing
the key learnings.

Assessment: Evaluate students based on their proficiency in setting

up and using the multimeter for accurate measurements. Assess their
understanding of safety measures and their ability to troubleshoot
issues during measurements.
Allocation of marks: Allocated marks should reflect the students'
mastery of multimeter functions, accuracy in measurements, and
adherence to safety protocols. Emphasize the practical application of
knowledge gained during the training session.

Example 4:
Activity: Garbage Handling and Treatment Plant Visit.
Objective: To provide students with firsthand experience and
knowledge about the processes involved in garbage handling,
segregation, and treatment at a garbage treatment plant.
Field Trip to a Garbage Treatment Plant: Organize a field trip to a
local garbage treatment plant. Ensure that students have the
opportunity to observe and interact with professionals working at the
facility.
Introduction to Garbage Handling: Begin the visit with an
introduction to the various types of garbage and waste materials.
Discuss the challenges associated with improper garbage disposal.
Segregation Processes: Explore the segregation methods employed at
the plant. Witness the sorting of different types of waste, including
recyclables, organic matter, and non-recyclables.
Treatment Techniques: Provide an overview of the treatment
processes used to manage different types of waste. Discuss methods
such as composting, recycling, and waste-to-energy technologies.
Environmental Impact Discussion: Engage students in a discussion
about the environmental impact of effective garbage handling and
treatment. Discuss the benefits of recycling and responsible waste
management practices.
Question and Answer Session: Encourage students to ask questions
about the processes they observe. Facilitate a discussion on the
importance of individual and community efforts in waste reduction.
Documentation: Instruct students to document their observations and
insights during the visit.
Encourage the creation of reports or presentations summarizing
the key learnings.
Assessment: Evaluate students based on their engagement during the
visit and the quality of their documentation. Assess their
understanding of the importance of proper garbage handling and
treatment.
Allocation of marks: Allocated marks should reflect the students'
ability to comprehend and communicate the processes involved in
garbage handling and treatment. Emphasize the application of
knowledge gained through the visit to real world situations.

Example 5:
Activity: Student-Led Awareness Campaign: "Say No to Drugs,
Alcohol, and Tobacco"
Objectives: Clearly outline the goals of the campaign, specifying
what the students aim to achieve in terms of awareness and education.
Raise awareness about the dangers of drug abuse, alcohol
consumption, and tobacco use. Educate fellow students and the
community about the physical and mental health risks associated with
these substances. Promote a healthy and drug-free lifestyle.
Organize Workshops (To be organised by students): Plan and
conduct educational workshops, inviting professionals or experts to
speak about the dangers of substance abuse.
Interactive Elements: Include interactive elements such as Q&A
sessions, group discussions, or activities to engage participants.
Poster and Art Campaign: (Student Artwork) Encourage students to
create impactful posters and artwork addressing the harmful effects of
drugs, alcohol, and tobacco.
Exhibition: Host an exhibition within the school, showcasing the
student created visuals.
Create Content: Develop engaging content for social media
platforms, example: short videos.
Community Outreach: (Collaboration) Partner with local
community organizations, health professionals, and NGOs to extend
the campaign beyond the school.
Community Events: Organize events in the local community, such as
seminars or awareness walks.
Documentation and Reporting: Document Progress, Keep a record
of campaign activities, including visuals, feedback, and key learnings.
Create a Report: Develop a comprehensive report summarizing the
campaign's impact and outcomes.
Evaluation: Assess the impact of the campaign through surveys,
feedback sessions.

Example 6:
Activity: Understanding and Managing Electricity Consumption.
Objective of the Activity: ________________________________
Data Collection:
Gather electricity bills for the last six months.
Record the consumption in kilowatt-hours (kWh) and note any
variations.
Factors Influencing Electricity Consumption:
Calculating Average Monthly Consumption:
Calculate the average monthly electricity consumption over the six-
month period.
Insights from Electricity Department Visit:
Gain insights from a visit to the electricity department regarding
billing procedures and common issues.
Understand how to interpret electricity bills and address concerns.

Comparative Analysis:
Create visual representations (graphs or charts) to compare monthly
consumption.
Identify peak months and factors contributing to higher usage.
Identifying Energy-Intensive Appliances:
Identify and list appliances that contribute significantly to electricity
consumption.
Determine their energy efficiency ratings.
Calculating Electricity Costs:
Calculate the cost per unit of electricity (kWh) based on the current
tariff.
Sum up the total cost for each month.
Proposed Strategies to Reduce Consumption:
Research and suggest energy-efficient alternatives for high-
consumption appliances.
Propose behavioral changes, such as turning off lights and appliances
when not in use.
Recommend the use of smart home devices for efficient energy
management.
Steps Taken to Reduce Consumption:
Implement specific measures to reduce electricity consumption.
Document changes made to lifestyle or appliances.
Understand the factors contributing to fluctuations in the bills.
Post-Implementation Data Collection:
Record electricity consumption for the next two months after
implementing changes.
Note any significant reductions in usage and costs.
Presentation:
Prepare a visual and engaging presentation with slides.
Include graphs, charts, and images to illustrate data and changes
made.
Documentation:
Create a detailed report documenting the entire project.
Include a summary of data, analysis, proposed strategies, steps taken,
and post-implementation results.
Conclusion:
Summarize the project's findings and outcomes.
Reflect on the effectiveness of the implemented strategies in reducing
electricity consumption and costs.
Allocation of marks:

Example 7: (Any one activity to be selected)

Activity: Aquaculture / Pisciculture / Bee farming Exploration
Objectives: _________________________________
Selection of Aquaculture Facility:
Identify and contact a local aquaculture / pisciculture / Bee farming
facility.
Obtain permission to visit and gather information for the science
activity.
Preparation and Documentation:
Prepare a set of questions and topics to explore during the visit.
Create a documentation plan, outlining the key aspects to observe and
record.
Visit to Aquaculture / Bee farm Facility:
Conduct a visit to the selected aquaculture / Bee farm facility.
Observe and document the infrastructure, water management systems,
and fish rearing / Bee farming practices.
Information Gathering:
Collect information on the types of fish / shells / Bees being farmed,
breeding practices, and growth cycles.
Understand the water quality management system, including filtration
and aeration (In case of aquaculture).
Precautions Taken:
Investigate the biosecurity measures in place to prevent diseases.
Explore quarantine procedures for new fish arrivals and measures to
control the spread of infections.
Pesticides Used:
Inquire about the use of pesticides in aquaculture.
Identify the types of pesticides used, their purpose, and the frequency
of application.
Document any measures taken to minimize environmental impact.
Food Used:
Gather information on the types of feed provided to the fish.
Understand the nutritional requirements and feeding schedules.
Inquire about any sustainable or alternative feed practices.
Data Collection:
Record quantitative data, such as fish growth rates and water quality
parameters.
Document qualitative observations, including the overall health and
behavior of the fish.
Photography and Visuals:
Take photographs and videos to visually document the aquaculture /
Bee farming practices.
Capture images of fish / Bee, equipment, and any noteworthy aspects
of the facility.
Economical value: ________________________
Documentation and Presentation:
Compile all gathered information into a comprehensive document.
Develop a visually appealing presentation with key findings and
visuals.
Conclusion:
Summarize the insights gained from the aquaculture bee farm facility
visit. Reflect on the significance of sustainable aquaculture practices
for environmental conservation and food production.
Allocation of marks:
 MAPPING SYLLABUS WITH CG’s, COMPETENCIES, LO’S
CHAPTER CURRICULA COMPETENCIE LEARNING PEDAGOGICA REVISED
R GOALS S OUTCOME L OUTCOMES BLOOM’s
S TAXONOMY
CG’S LO’s PO’S
Chemical CG-1 C 1.1, LO1, LO2, PP1, PP2, PP3, R/U/Ap/An/Ev/C
Reactions CG-8 C 1.2 LO3, LO5, PP4 PP5, PP7, r
and C 8.1 LO7, LO8, PP10, PP12,
Equations LO9, LO10, PP13, PP14,
LO11, PP12, PP13,
LO12, PP14, PP16
LO13,
LO15,
LO16,
LO17,
LO18, LO19
Control and CG-3 C 3.2 LO1, LO2, PP4, PP5, R/U/Ap/An/Ev/C
Coordinatio CG-4 C 4.3 LO3, LO4, PP12, PP13, r
n CG-8 C 8.1 LO6, LO11, PP14, PP12,
LO12, PP13, PP14,
LO13, PP16
LO16,
LO17,
LO18, LO19
Electricity CG-2 C 2.2 LO3, LO6, PP3, PP4, PP5, R/U/Ap/An/Ev/C
LO7, LO8, PP6, PP8, r
LO9, LO10, PP10, PP12,
LO11, PP13, PP14,
LO12, PP15 PP16
LO13,
LO14,
LO15,
LO16,
LO17,
LO18, LO19
Life CG 3 C3.1, C3.2, LO1, LO3, PP1, PP2, PP4 R/U/Ap/An/Ev/C
Processes CG-4 C3.3, C4.1, LO4, LO5, PP5, PP12, r
CG-8 C4.3, C8.1 LO6, LO11, PP13, PP14,
LO12, LO15 PP16
LO16,
LO17,
LO18, LO19
Acids, Bases CG-1 C1.1 LO1, LO2, PP1, PP2 PP4 R/U/Ap/An/Ev/C
and Salts CG-7 C7.1 LO3, PP5, PP7, r
CG-8 C8.1 LO4, LO5, PP10, PP12,
LO7, LO8, PP13, PP14,
LO9, PP16
LO10,
LO11,
LO12,
LO13, LO15
 LO16,
LO17,
LO18, LO19
Light CG-2 C2.4 LO1, LO3, PP4, PP5, PP8, R/U/Ap/An/Ev/C
CG-7 C7.1,2,3 LO6, LO7, PP10, PP12, r
CG-8 C8.1 LO8, PP13,
LO9, LO10, PP14, PP16
LO11,
LO12,
LO13,
LO15,
LO16,
LO17,
LO18, LO19
Heredity CG-8 C-8.1 LO3, LO11, PP4, PP5, R/U/Ap/An/Ev/C
CG-9 C-9.1, C9.2, LO12, PP11, PP12, r
LO14, LO15 PP13, PP14,
LO16, LO17 PP16
LO18, LO19
How do CG-3 C-3.2, C4.3, LO2, LO3, PP4, PP5, R/U/Ap/An/Ev/C
Organisms CG-4 C- 5.1, LO4 PP10, PP12, r
Reproduce? CG-5 C- 8.1 LO6, LO11, PP13, PP14,
CG-8 LO12, PP16
LO15,
LO16, LO17
LO18, LO19
Magnetic CG-1 C-1.1 LO3, LO4, PP3, PP4, PP5, R/U/Ap/An/Ev/C
Effect of CG-2 C-2.2, C2.3 LO5 PP8, PP10, r
Electric CG-6 C-6.2 LO6, LO8, PP12, PP13,
Current CG-8 C-8.1 LO10, LO11 PP14, PP16
LO12,
LO13,
LO15,
LO16, LO17
LO18, LO19
Carbon and CG-1 C-1.1 LO1, LO2, PP1, PP2, PP4, R/U/Ap/An/Ev/C
its CG-7 C-7.1, C7.2 LO3 PP5, PP7, r
Compounds CG-8 C-8.1 LO6, LO7, PP12, PP13,
LO8, LO9, PP14, PP16
LO10
LO11,
LO12, LO15
Metals and CG-1 C-1.1, C1.2 LO1, LO2, PP1, PP2, PP4, R/U/Ap/An/Ev/C
Non metals LO3, PP5, PP7, r
LO5, LO6, PP12, PP13,
LO7, LO8, PP14, PP16
LO9
LO10,
LO11,
LO12,
LO13, LO15
Human Eye CG-2 C-2.4, C2,5 LO1, LO2, PP4, PP5, PP8, R/U/Ap/An/Ev/C
and CG-6 C-6.2 LO3, PP12, PP13, r
Colourful CG-7 C-7.1,2,3 LO4, LO5, PP14, PP16
world CG-8 C-8.1 LO6, LO7,
LO8,
LO11,
LO12, LO15
Our CG-3 C-3.1,2,3,4 LO1, LO2, PP1, PP2, PP4, R/U/Ap/An/Ev/C
Environmen CG-8 C-8.1 LO3, LO6, PP5, PP9, r
t LO11, PP12, PP13,
LO12, LO15 PP14, PP15,
PP16
 MODEL QUESTION PAPER 2025-26
Grade: 10 Duration: 3 HRS
SUB: SCIENCE MARKS:70
__________________________________________________________________
General Instructions
Read the following instructions carefully and follow them:

i. There are 39 questions under sections A, B, C, and D in the question paper.

All questions are compulsory.
ii. Question No. 1 to 18 (Sec. A) are multiple choice questions carrying one
mark each.
iii. Question No 19 to 32 (Sec.B ) are short answer type question, carrying 2
marks each
iv. Question No. 33 to 36 (Sec. C) are short answer type questions carrying 3
marks each.
v. Question No.37 to 39 (sec. D) are long answer type questions, carrying 4
marks each.
vi. There is no overall choice in the question paper. However, an internal
choice has been provided for 3 questions of 2 marks each, 2 questions of 3
marks each and one question of 4 marks. Only one of the choices in such
questions has to be attempted.
vii. In addition to this, separate instructions are given for each question
wherever necessary.

Section A
Select the correct alternative given below each statement and complete the
statement
1. The reaction in which heat energy is absorbed is known as -----------------
 an exothermic reaction
 a decomposition reaction
 an oxidation reaction
 an endothermic reaction

2. When battery having terminal potential difference 4 V is connected across an

unknown resistor there is a current of 100 mA in the circuit. The value of the
resistance of the resistor is :----------
 0.4 Ω
 4Ω
 40 Ω
 400 Ω
3. Which of the following is the correct sequence of air passage during
inhalation?
 Nostrils - larynx --- Pharynx - trachea -- lungs
 Nostrils - trachea -- pharynx -- larynx -- alveoli
 Larynx - nostrils -- pharynx -- lungs -- trachea
 Nostrils - pharynx -- larynx -- trachea -- alveoli

4. Which of the following prepares our body for the action in emergency
situation?
 Testosterone
 Growth hormone
 Adrenaline
 Insulin

5. In the following diagram, what are the functions of parts A, B and C

sequentially?

 A: makes egg , B: transfers egg to uterus , C: nourishes the foetus

 A: nourishes the foetus , B: makes egg, C: transfers egg to uterus
 A: transfers egg to uterus ,B: makes egg , C: nourishes the foetus
 A: nourishes the foetus, B: transfers egg to uterus , C: makes egg

6. Consider the following statements in connection with the electrolytic refining

of copper

(i) A is pure copper and its cathode

(ii) B is pure copper and its anode
(iii) A is anode and B is cathode but both are pure copper
(iv) Anode B is impure copper whereas cathode A is pure copper
The correct statements are
 (i) and (ii) only
 (ii) and (iii) only
 (i) and (iv) only
 (ii) and ( iv) only
7. At the time of short circuit, the current in the circuit -----------------
 decreases
 remains constant
 increases abruptly
 becomes zero

8. Calcium Oxide reacts vigorously with water releasing large amount of heat to
produce _______.
 Calcium hydride
 Calcium hydroxide
 Calcium carbonate
 Calcium bicarbonate

9. The focal length of the eye lens increases when eye muscles:
 are relaxed and lens becomes thinner
 contract and the lens become thicker
 are relaxed and the lens become thicker
 contract and lens becomes thinner

10. You have three solutions X,Y and Z. The pH of solution ‘X’ is 6, ‘Y’ is 7 and
‘Z’ is 8. The solution having more hydrogen ion concentration is / are --------
 X
 Y
 Z and Y
 X and Y

11) A sexually transmitted disease caused by bacteria is ___

 Warts
 Gonorrhoea
 Pneumonia
 HIV- AIDS

12. The significance of transpiration in agriculture is that…….…

 it helps to conserve water
  it increases crop yield
 it regulates temperature
 it reduces soil erosion

13. To relieve pain and irritation caused due to indigestion, we consume -----
 antiseptics
 antibiotics
 antagonists
 antacids

14. In a food chain the energy available for transfer at different trophic levels is in
the form of ------------------
 Heat energy
 Light energy
 Mechanical energy
 Chemical energy

15. In the given food chain, suppose the amount of energy at the fourth trophic
level is 5 KJ, what will be the energy available at the producer level?
 5 KJ
 50 KJ
 500 KJ
 5000 KJ
16. Rasika calculated magnification of an image formed by a spherical mirror. At
the end she added a negative sign to the value. This indicates the image
formed is
 real and erect
 virtual and inverted
 virtual and erect
 real and inverted

Directions: Question numbers 17 and 18 are Assertion – Reasoning based
questions: These consists of of two statements – Assertion (A) and Reason (R)
Answer these questions selecting the appropriate options given below:
 Both A and R are true and R is the correct explanation of A.
 Both A and R are true and R is not the correct explanation of A .
 A is true but R is false.
 A is false but R is true.
 17. Assertion (A): Sex of the children will be determined by what they inherit
from their mother.
Reason (R) : Women have XX sex chromosome.
18. Assertion(A) : Sodium oxide is an amphoteric oxide .
Reason ( R) : Metal oxides which react with both acids as well as bases are
known as amphoteric oxide .

SECTION B

19. xPb (NO₃)₂ → 2PbO + yNO₂ + O₂

In order to balance the above chemical equation write the value of the coefficient
x and y. Identify and name the type of chemical reaction.

20. Why are red lights specifically used as obstruction lights on tall towers and
buildings as shown in the picture?

Raj is an aeroplane pilot and he uses spectacles of power - O.5 D. What will be
the distance of far point of his eye?
21. Draw a ray diagram to show the image formation when an object is placed
between F and C of a Concave mirror.
22. Why are heating elements of electric toasters and electric irons made of alloy
rather than pure metals ?. Write the relation between ampere and coulomb
23. State the advantages of alternating current over direct current.
Mention the standard frequency of AC supply in India along with its unit.
24. How does pH value of mouth influence tooth decay? State one preventive
measure.
25. Draw the electron dot structure of methane.
CH3OH and C4 H9OH are considered as alcohols. Justify

26. Swimming pools are disinfected using chemical treatment. Name the
compound used and write its chemical formula.
27. Refer the given diagram and answer the following questions.

Identify the parts labelled as ‘a’ and ‘b’ and write one function of the part
labelled as ‘C ’

28. Raja was scared when he suddenly saw a snake while watering the plants.
What hormonal responses would occur in his body and why?

29. If one bacterium divides into two, and the resultant two divides again into
four, there are only minor differences between them. Why?
Write two examples of inherited traits in human beings.
30. Name the substances that bring about chemical coordination in plants.
A plant kept in shade, bends slowly towards the sunlight. Identify this
movement.

OR
30. Write one function of testosterone hormone. Rani is detected with high
blood sugar level. Identify the hormone that regulates this condition .
31. Identify the most reactive and least reactive element from those given below
Sodium, Silver, Copper, Zinc, Iron, Lead
How are the metals high up in the reactivity series obtained from their ores ?

OR
31. From the metals given below, identify 2 metals that are found in the native as
well as in the combined state.
Copper, Potassium, Silver, Calcium, Aluminium
How are metal carbonate ores converted into oxides?

32. For the given group of organisms construct a food chain:

Frog, Grass, Insect, Snake.
Write a point of difference between food chain and food web.
OR
32. Arrange the given group of organisms in ascending order of trophic levels.
Fish, Algae, Crocodile, Crane
. Write a point of difference between producers and decomposers.
 Section C
33.(i) Draw a neat diagram of human excretory system. Label left renal vein and
Urinary bladder.
(ii) State scientific reason why the urge to urinate can be controlled.

34. A student sitting at the back of the classroom cannot read clearly the letters
written on the blackboard.
(i) State the defect the student is suffering from.
(ii) How can the above defect be corrected?
(iii) If the far point is less than 80 cm and near point is more than 25 cm. State
any one cause of this refractive defect of vision.

35.(i) List two characteristics of an image formed by the convex lens.

(ii) State one use of the convex lens.
(iii) When a ray of light from air enters a water body at 30 degree with the
normal , in which direction will it bend with respect to the normal?
OR
35 (i) List two characteristics of an image formed by the Concave lens.
(ii) State one use of the Concave lens.
(iii) What happens to velocity when a ray of light travels from one medium to
another having equal refractive indices?

36. Ravi fixes a white sheet of paper on a drawing board. He places a bar magnet
in the centre and sprinkles some iron filings uniformly around the bar magnet .
Then Ravi taps gently and observes that iron filings arrange themselves in a
certain pattern.
(i) Why do iron filings arrange themselves in a certain pattern?
(ii) State two properties of magnetic field lines.
(iii) Why does the density of magnetic field lines increase towards the pole of a
magnet?

OR
36 (i) Two circular coils A and B are placed coaxially near to each other . If the
current in the coil A is changed, will some current be induced in the coil B?
Justify
(ii) What is the role the two conducting stationary brushes in a simple electric
motor?
(iii) Why do commercial motors usually use an electromagnet in place of
permanent magnet. Why?
 Section D
37.(i) A 40 W bulb is rated at 220 V . If 5 such bulbs are lit for 5 hours, calculate
the electrical energy.
(ii) Draw a labelled circuit diagram showing the parallel combination of two
resistors of 4 Ω and 6 Ω connected to an ammeter, a switch, and a voltmeter in the
above circuit.

OR
37.(i) A 100 W lamp and a 200 W lamp are connected to a 220 V electric main
supply. Calculate the current drawn by the lamps when connected in series
and in parallel.
(ii) Draw circuit diagram to show series combination of three resistors with a
battery, an ammeter, a switch and a voltmeter. Mark the direction of flow of
current and the polarity of the ammeter and voltmeter in the above circuit.
38. A scooter mechanic finds it difficult to clean his oily hands with soap and
water at his work place whereas the same soap resulted in better cleaning
action at his home when his hands were oily.
(i) Analyse the cause for effective cleaning of his hands at home
(ii) Suggest a suitable cleansing agent to be used at his work place.
(iii) Why does water alone not clean greasy stains on cloth?
(iv)How do soap micelles help in cleaning clothes?
39. (i) Write one point of distinction between mode of reproduction in rose and
bryophyllum plants.
(ii) Why are flowers of papaya and cucumber called as unisexual?
(iii) State the important role played by pollen tube in flowering plants.
(iv) Why are spores of rhizopus covered with thick walls?