Group A: Physical Geography
Chapter 1 Earth as a Planet
Shape of the Earth: Concept of shape of the Earth, Proofs from the earliest days till today, Earth as an oblate spheroid, Concept of Geoid.
Size of the Earth: Size of the Earth in proportion to the other planets and its unique position in the solar system, Earth as the home of humankind, Measurements of the Earth, use of GPS.
Chapter 2 Movements of the Earth
Introduction: Concept of movements of the Earth (mentioning movements of other planets of the solar system), Brief history of observation on Earth’s movements
Rotation: Direction, speed, effects, Alteration of day and night, The Coriolis effect, Inclination of the Earth’s axis and its significance.
Revolution: Direction, speed, effects – Leap year, Aphelion and Perihelion, Yearly apparent movement of the Sun, Variation in lengths of days and nights, Equinoxes and Solstices, Change of seasons
Chapter 3 Determination of Location of a Place on the Earth’s Surface
Introduction: Necessity of determination of the location of a place on the Earth’s surface.
Latitudes: Concept of latitude, angular measurements, properties, important latitudes, their uses; Identification of Heat zones by latitudes.
Longitudes: Concept of longitude, angular measurement of longitudes, properties, Prime Meridian, their uses, longitude and time; Geographical Grid to find location, Concept of Great Circle, Concept of Antipodes and International Date Line, Mathematical calculations on longitudes and time and their relation to Antipodes, International Date Line, Leap year.
Chapter 4 Geomorphic Processes and Landforms of the Earth
Introduction: Elementary concept of geomorphic processes, Different major landforms of the Earth.
Mountains: Mountains – their types; Origin of Flood Mountains (based on Plate Tectonics), Characteristics of Fold Mountain, Concept of old and young Fold Mountains, Origin of Volcanic Mountains, Features of Volcanic Mountains, Origin and Features of Relict Mountains, Importance of Mountains.
Plateaus: Plateaus – their types; Inter-Montane Plateau, Volcanic Plateau, Dissected Plateau, Continental Plateau, Importance of Plateaus.
Plains: Plains – their types; Structural Plain, Erosional Plain, Depositional Plain, Importance of Rains.
Chapter 5 Weathering
Introduction: Concept of Weathering, Erosion, Mass Wasting, and Denudation.
Mechanical Weathering: Block Disintegration, Exfoliation, Granular Disintegration, and Frost action.
Chemical Weathering: Oxidation, Carbonation, Hydration and Hydrolysis.
Biological Weathering: Role of man, plant and animals
Effects of Weathering and Soil Erosion: Effects of Weathering – Soil Formation, Soil erosion and conservation measures.
Group B: Man and Environment
Chapter 6 Hazards and Disasters
Types of Hazards and Disasters: Concept of Hazards and Disasters; A general discussion of different types of Hazards and Disasters: Rood, Drought, Cyclone, Earthquake, Tsunami, Landslide, Avalanche, Blizzard, Volcanism, Forest fire; General nature of Hazards and Disasters in West Bengal, their impact.
Disaster Management: Concept of Disaster Management Role of Students, Disaster Management strategies in West Bengal.
Group C: Regional Geography (Including Maps and Scale)
Chapter 7 Resources of India
Introduction: Concept, classification, and conservation of resources.
Mineral Resources: Iron ore, Coal, and Petroleum – importance and uses, classification, regional distribution, reserves, trade.
Power Resources (Conventional and Non Conventional): Conventional and Nonconventional sources of power – their advantages and disadvantages; Conventional sources of power (Thermal, Hydel, Atomic) – uses and distribution; Non Conventional sources of power (Solar, Wind, Geo-Thermal) – uses and importance.
Chapter 8 West Bengal
Location, Administrative Divisions: Brief outline of West Bengal as a State of India after Independence, Geographical location, Neighbouring countries and states of West Bengal, Administrative divisions of West Bengal.
Physical Environment: Physiography and Drainage of West Bengal – Northern Mountains, Western Plateau, The Plains; Brief overview of the water resources of West Bengal, Merits and demerits of multiple use and overuse of water from river, canal, tank, well, groundwater, Climate of West Bengal, Seasons of West Bengal, Impact of monsoon on climate of West Bengal, Impact of change of season in human life, Soil and Nature Vegetation of West Bengal.
Major Economic Activities: Agriculture of West Bengal, Major crops (paddy, jute, tea); Industries (Iron & Steel, Jute, Cotton, Tea, Food Processing, Tourism, Information technology) of West Bengal – causes of development, problems and prospects; Small scale and Cottage industries of West Bengal; Major Cities, Ports and Tourist Sites of West Bengal.
Chapter 9 Maps and Scale
Fundamentals of Maps and Scale: Concept of map and scale, Maps – their Classification (Topographical Map, Mouza Map, Political Map, etc.), Uses and importance of maps, Scales – their types (Construction of scale not required), Uses and importance of scale.
WBBSE Class 9 Geography Type of Questions and Marks Distribution
| Question Types | Marks | |
| VSA | MCQ | 24 |
| Others | 16 + 10* | |
| SA | 8 | |
| LA | 32 (20 + 12) | |
| Total | 90 | |
| Map Work | 10 | |
| Grand Total | 100 | |
Chapter 1 Concerns About Our Environment
Chapter 1.1 Physical Science and Environment:
How can we interpret our environment in terms of physical science? – Structure of the atmosphere, The ozone layer, Greenhouse effect, and global warming.
Chapter 1.1 Rational Use of Energy:
Should we not conserve energy for future generations? – Harnessing energy resources for sustainable development.
Chapter 2 Behaviour of Gases
Chapter 2.1 Behaviour in the Bulk:
How does a gas behave under different conditions? – Pressure exerted by a gas and its volume, Boyle’s law, Charles’ law, Absolute temperature scale, Corrjbining Boyle’s and Charles’ laws, Ideal gas, Avogadro’s law, Ideal gas equation.
Chapter 2.2 Behaviour at the Molecular Level:
How can we describe behaviour of gases at the molecular level? – Molecular picture of an ideal gas, Deviation from ideal behaviour.
Chapter 3 Chemical Calculations
Chapter 3.1 Stoichiometric Equations:
How to answer ‘how much?’ – Conservation of mass in chemical reactions, Weight versus weight calculations.
Chapter 4 Thermal Phenomena
Chapter 4.1 Thermal Expansion:
How do different materials expand on heating? – Coefficient of expansion for solids, liquids, and gases.
Chapter 4.2 Thermal Conduction:
Does heat flow equally well through all solids? – Thermal conductivity.
Chapter 5 Light
Chapter 5.1 Reflection at Spherical Mirror:
What happens when the reflecting surface of a mirror is convex or concave? – Reflection of light at the spherical surface, Geometry of a spherical mirror, Reflection in the spherical mirror.
Chapter 5.2 Refraction of Light:
What happens when a light ray travels from one medium to another? – Laws of refraction, Familiarity with the structure of a glass slab and a prism, Refraction through a glass slab and a prism. Deviation of light rays due to refraction.
Chapter 5.3 Lenses:
How does a lens differ from a glass slab? – Familiarity with the structure of spherical lenses (concave and convex), Refraction through a lens (convex and concave), Image formation by thin lenses, Simple camera, and the Human eye as application image formation by a lens.
Chapter 5.4 Dispersion of Light:
What happens when white light passes through a prism?
Dispersion of white light as a result of refraction through a glass slab and a prism the idea of monochromatic and polychromatic and polychromatic light.
Chapter 5.5 Light Wave:
What kind of wave is a light wave, and how many different kinds of light waves are there? – Frequency, wavelength, and velocity of a wave, Uses and adverse effects of UV, X-ray, and gamma-ray, and Scattering of light.
Chapter 6 Current Electricity
Chapter 6.1 Electric Current, Potential Difference & EMF:
How does the charge start moving? – Electric charge, Electric potential difference, EMF, and electrical cell as a source of EMF, Electric current.
Chapter 6.2 Ohm’s Law:
What is resistance? – Relation between potential difference and current in a wire: Concept of resistance from Ohm’s law, EMF and internal resistance of a cell, Resistivity and conductivity, Series and parallel combination of resistances, Domestic circuits.
Chapter 6.3 Heating Effect of Electric Current:
How do we measure the consumption of electrical energy? – Joule’s law on the heating effect of current: Concept of electrical energy, Domestic uses of the heating effect of current.
Chapter 6.4 Electrical Power:
Electrical Power, the concept of a kilowatt-hour, B.O.T.
Chapter 6.5 Electromagnetism:
How does a current-carrying wire interact with a magnet? – Action of electric current on magnet: Ampere’s swimming rule, right-hand grasp rule, Action of magnet on current carrying wire: Fleming’s left-hand rule, Working principle of the motor.
Chapter 6.6 Electromagnetic Induction:
How can we get electricity from motion? – Concept of induced EMF and induced current, Basic idea of direct current and alternating current.
Chapter 6.7 Electric Generator:
How does a generator work? – Working principle and functioning of an electric generator.
Chapter 6.8 Domestic Electrical Circuit:
How are electrical wirings done in households? – Components used in domestic electrical circuit, Schematic representation of domestic electrical circuit in simplest form.
Chapter 7 Atomic Nucleus
Chapter 7.1 Radioactivity:
What is radioactivity and how is it related to the atomic nucleus? – Nature of α, β and γ rays, and their origin.
Chapter 7.2 Nuclear energy:
How can we get energy from the nucleus? – Concept of mass defect binding energy and fission, Fusion.
Chapter 8 Physical and Chemical Properties of Matter
Chapter 8.1 Periodic Table and Periodicity of the Properties of Elements:
What is meant by periodicity? – Brief history of the periodic table, Modern periodic table, Periodicity of properties of elements.
Chapter 8.2 Ionic and Covalent Bonding:
What holds the ions in a solid or atoms in a molecule? – Properties of ionic compounds, Ionic bonding, Properties of covalent compounds, Covalent bonding.
Chapter 8.3 Electricity and Chemical Reactions:
How are electricity and chemical changes related? – Electrolytes, Strong and weak electrolytes, Mechanism of electrical conduction in molten/solution states, Electrolysis, Applications of electrolysis.
Chapter 8.4 Inorganic Chemistry in the Laboratory and Industry:
Just how important are the inorganic chemicals? – Laboratory preparation of ammonia, Properties of ammonia, Major industrial uses and industrial manufacture of NH3 and urea, Laboratory preparation of hydrogen sulfide, Properties of H2S, Laboratory preparation and major uses of N2, Properties of N2, Industrial manufacture of HCl, HNO3, and H2SO4.
Chapter 8.5 Metallurgy:
How can we get the metals from their ores and use them? – Uses of Fe, Cu, Zn, and Al and their alloys, Ores, and minerals, Brief introduction to electronic theory of redox processes, Example of Thermite reaction, Metal corrosion: (a) Rusting of iron and its prevention (b) Corrosion of other metals and its health implications.
Chapter 8.6 Organic Chemistry:
How are some carbon compounds distinctly different from inorganic compounds of carbon? – Organic compounds are compounds of carbon, Tetravalency and catenation property of carbon, Structures of C2H6, C2H4, C2H2, Functional groups, Isomerism, Homologous series, IUPAC nomenclature of simple organic compounds, Industrial source and major uses of CH4, C2H4, C2H2, LPG & CNG, Reactions of CH4, C2H4, C2H2, Some other synthetic organic polymers, Biodegradable polymers, Uses and properties of ethyl alcohol and acetic acid, Harmful effects of methanol and ethanol, Denatured spirit.
WBBSE Class 10 Physical Science Blueprint for 1st Summative Evaluation (Total Marks – 40)
| Theme/Sub-theme | MCQ (Group A) | VSA (Group B) | SA (Group C) | LA (Group D) | Total |
| 1. Concerns About Our Environment | 1 × 1 | 1 × 2 | 2 × 1 | – | 5 |
| 2. Behaviour of Gases | 1 × 1 | 1 × 2 | 2 × 1 | 3 × 1 | 8 |
| 3. Light | 1 × 3 | 1 × 3 | 2 × 1 | 3 × 2 | 14 |
| 4. Periodic Table and Periodicity of the Properties of Elements | 1 × 1 | 1 × 1 | 2 × 1 | 3 × 1 | 7 |
| 5. Ionic and Covalent Bonding | 1 × 1 | 1 × 1 | 2 × 2 | – | 6 |
| Total | 7 | 9 | 12 | 12 | 40 |
WBBSE Class 10 Physical Science Blueprint for 2nd Summative Evaluation (Total Marks – 40)
| Theme/Sub-theme | MCQ (Group A) | VSA (Group B) | SA (Group C) | LA (Group D) | Total |
| 1. Chemical Calculations | 1 × 1 | 1 × 1 | – | 3 × 1 | 5 |
| 2. Thermal Phenomena | 1 × 1 | 1 × 2 | – | 3 × 1 | 6 |
| 3. Current Electricity | 1 × 2 | 1 × 2 | 2 × 1 | 3 × 2 | 12 |
| 4. Electricity and Chemical Reactions | 1 × 1 | 1 × 2 | – | 3 × 1 | 6 |
| 5. Inorganic Chemistry in the Laboratory and in Industry | 1 × 1 | 1 × 1 | 2 × 1 | 3 × 1 | 7 |
| 6. Metallurgy | 1 × 1 | 1 × 1 | 2 × 1 | – | 4 |
| Total | 7 | 9 | 6 | 18 | 40 |
WBBSE Class 10 Physical Science Blueprint for 3rd Summative Evaluation/Selection Test (Total Marks – 90)
| Theme/Sub-theme | MCQ (Group A) | VSA (Group B) | SA (Group C) | LA (Group D) | Total |
| 1. Concerns about Our Environment | 1 × 1 | 1 × 2 | 2 × 1 | – | 5 |
| 2. Behaviour of Gases | 1 × 1 | 1 × 2 | 2 × 1 | 3 × 1 | 8 |
| 3. Chemical Calculations | 1 × 1 | – | – | 3 × 1 | 4 |
| 4. Thermal Phenomena | 1 × 1 | 1 × 1 | – | 3 × 1 | 5 |
| 5. Light | 1 × 2 | 1 × 2 | 2 × 1 | 3 × 2 | 12 |
| 6. Current Electricity | 1 × 2 | 1 × 2 | 2 × 1 | 3 × 2 | 12 |
| 7. Atomic Nucleus | 1 × 1 | 1 × 1 | – | 3 × 1 | 5 |
| 8. Periodic Table and Periodicity of the Properties of Elements | 1 × 1 | 1 × 2 | – | 3 × 1 | 6 |
| 9. Ionic and Covalent Bonding | 1 × 1 | 1 × 1 | 2 × 2 | – | 6 |
| 10. Electricity and Chemical Reactions | 1 × 1 | 1 × 2 | – | 3 × 1 | 6 |
| 11. Inorganic Chemistry in the Laboratory and Industry | 1 × 1 | 1 × 2 | 2 × 1 | 3 × 1 | 8 |
| 12. Metallurgy | 1 × 1 | 1 × 2 | 2 × 1 | – | 5 |
| 13. Organic Chemistry | 1 × 1 | 1 × 2 | 2 × 1 | 3 × 1 | 8 |
| Total | 15 | 21 | 18 | 36 | 90 |
Chapter 1 Control and Coordination Living Organisms
Chapter 2 Continuity of Life
Chapter 3 Heredity and Some Common Genetic Diseases
Chapter 4 Evolution and Adaptation
Chapter 5 Environment, Its Resources and Their Conservation
Chapter 1 Control and Co-ordination in Living Organisms
Chapter 1A Sensitivity and Response in Plants:
Discussions should include the following along with relevant diagrams: Living organisms exist in changing environments. Some changes are favourable and advantageous, while others are unfavourable or harmful. Sensitivity is the ability of organisms to detect change and respond to it. Changes that are detected and lead to responses are termed stimuli. Stimulus is a kind of energy. All living organisms respond to stimuli of one kind or another. Many stimuli arise externally from an organism, but others from an organism’s internal environment. As most plants are anchored organ¬isms, plant responses are less evident than those of animals. Rapid movements by plants are extremely rare. Generally, plant responses are slow growth movements or turgor movements. Explain plant sensitivity and response citing movements in mimosa and Desmodium. Brief mention of the contribution of Acharya Jagdish Chandra Bose in discovering the sensitivity of plants. Brief mention of plant movement as a response to stimuli. Types of plant movement: Tactic, Phototactic, Tropic: Phototropic, Hydrotropic, Geotropic, Nastic: Photonastic, Thermonastic, Seismonastic, Chemonastic (Brief mention of the stimuli and response in each case and one or two examples of each with relevant diagrams.) Comparison between Tactic, Tropic, and Nastic movements in Tabular form.
Chapter 1B Response and Chemical Co-ordination in Plants – Hormones:
A brief discussion on plant hormones as substances responsible for sensitivity and response in plants. Also mention hormones as plant growth substances mentioning the phenomena of apical and lateral growth, flowering, bud break, germination of seeds, and tropic movement in plants. Brief mention of the source, mode of transport, functioning, and fate of hormones in plants. Brief mention of the origin, chemical constituent (mention C, H, O, N only), and the role (as mentioned below) of Auxin, Gibberellin, and Cytokinin in plants with relevant diagrams. Auxin: Promotes apical dominance and inhibits lateral bud growth, cell division and cell enlargement, root growth at very low concentrations, fruit growth, and control of tropic movement. Gibberellin: Breks seed and bud dormancy, elongation of internodes, fruit growth. Cytokinin: Promotes cell division, and lateral bud growth, delays leaf senescence. Chemical names of synthetic hormones are not to be mentioned. The terms synthetic auxin and synthetic gibberellin can be used. Mention the role of synthetic hormones – rooting of cutting, dealy of pre-harvest fruit crop, artificial auxin as herbicide, developing parthenocarpic fruits.
Chapter 1C Response and Chemical Co-ordination in Animals – Hormones:
Briefly mention the erection of body hair, maintaining a constant level of glucose in the blood, combating stress, maintaining blood pressure, controlling BMR, control growth and secretion of reproductive glands in animals. Briefly mention the need for regulatory chemical molecules namely hormones for controlling these functions. Explain the source (endocrine glands), chemical nature, mode of transport, functioning, and fate of hormones; Explain the role of the hormone as messenger and regulator (feedback control with an example – TSH and Thyroxine). Mention the differences between plant hormones and animal hormones (in tabular form). Hypothalamus: Controls hormonal secretions of the anterior pituitary gland & produces the hormones of the posterior pituitary gland (ADH and Oxytocin). They remain stored in the posterior pituitary gland and released later on. Pituitary: ACTH, GH, TSH, GTH (FSH, LH, ICSH, LTH/Prolactin), ADH, Thyroid: Thyroxine, Adrenal: Adrenalin, Nor- adrenalin, Endocrine Pancreas: Insulin, Glucagon, Gonads: Testes – Testosterone, Ovary – Oestrogen, Progesterone. The name of endocrine glands, their location, the hormones secreted, and their role in the human body are to be mentioned. Causes and symptoms of the following hormonal disorders are to be mentioned separately – dwarfism, diabetes insipidus, goiter, and diabetes mellitus. A diagram of the human body is to be provided to show the location of the endocrine glands mentioned above. Mention the difference between endocrine and exocrine glands based on the following features (in tabular form): (i) Presence or absence of ducts, (ii) Place of action, (iii) Product secreted.
Chapter 1D Response and Physical Coordination in Animals – Nervous System:
Explaination in brief about neural control and coordination with examples from daily life, setting the stage for introducing neurons, nerves, and the nervous system. One example may be running: leg muscles need extra supplies of glucose and oxygen – Lungs breathe faster and deeper and the heart pumps rapidly to supply oxygen and glucose to the muscles quickly – the brain detects changes in oxygen and carbon dioxide content of the blood and sends nerve impulses to the diaphragm, intercostal muscles, and heart. The coordination of different systems is thus brought by the nervous system. Discussions should include the following along with relevant diagrams: Irritability or sensitivity is a characteristic feature of all living organisms. It refers to their ability to respond to a stimulus. The stimulus is received by a receptor. It is transmitted by means of nerves. Finally, an effector (muscle and gland) brings about a response. Between the receptors and effectors are the conducting cells of the nervous system, termed neurons. These are the basic structural and functional units of the nervous system. They are spread throughout the organism forming a complex communication network. Some common examples may be given to illustrate the pathway: Stimuli – Receptor – Nervecentre – Effector – Response (e.g. opening the door at the sound of a knock on the door/ doorbell). Mention the difference between the mode of action of hormones and the nervous system. Explain the structure and function of different parts of neurons (in tabular form with diagrams); Mention the neuroglia as supporting cells of the nervous system. A brief explanation of types of neurons – Sensory, Motor, Adustor/lntemeurone. A brief explanation of the inter-relationship between neurons, nerve fibers, and nerves (with diagram). Brief mention of Afferent, Efferent, and Mixed nerves with one or two examples of each. Brief mention of the formation of ganglia from the cell bodies of neurons and functions of ganglia. A brief explanation of location and function (Mention the role of neurotransmitter in the transmission of nerve impulse. Detailed mechanism of transmission of nerve impulse across the synapse not to be mentioned.) Central nervous system: Brain and spinal cord. Peripheral nervous system: Cranial and spinal nerves. Autonomic nervous system: Sympathetic and Parasympathetic (In dendrogram format – Mention the types of nervous system along with the main parts of the brain and their regions). Cerebral cortex, Thalamus, Hypothalamus, Mid-brain, Pons, Cerebellum, Medulla oblongata, Spinal cord (only location and one or two functions in brief in tabular form with diagram showing their locations). Brief mention of the location and function of Meninges and CSF. A brief explanation of reflex action with examples; Types – Inborn and acquired (with examples); Components of Reflex Arc with diagram (Receptor, Sensory neuron, Nerve Centre, Motor Neurone, Effector); Importance of different reflexes in everyday life – (i) Blinking eye (ii) Coughing (iii) Sneezing Eye (Outline structure and function in tabular form with a diagram showing different parts). Brief mention of binocular vision in humans and how it differs from monocular vision.
Chapter 1E Locomotion as a Type of Response in Animals:
Discussions should include the following along with relevant diagrams (for near and distant vision). Example from one daily life situation (Role of accommodation in case of pedestrians and vehicle drivers to avoid road accidents by taking note of obstacles, traffic signals, and road directions). The curvature of the lens can be modified to some extent by the ciliary muscles. The change in curvature of the lens can thus change its focal length. Accomodation is the ability of the eye lens to adjust its focal length. The eye adjusts the shape of the lens to keep objects in focus. Looking at distant objects: Ciliary muscles relaxed – Lens becomes thin – focal length of the lens increases. Looking at objects closer to the eye: Ciliary muscles contract – increasing curvature of the eye lens – Lens becomes thick – focal length of the lens decreases. Brief mention of the loss of power accommodation and in this context mention myopia, hyperopia, presbyopia, and their corrective measures (lenses used for correction) with diagrams. Cataract Brief explanation and corrective measure.
Chapter 2 Continuity of Life
Chapter 2A Cell Division and Cell Cycle:
Discussions should include the following along with relevant diagrams of DNA double helix (ribbon diagram), chromatin reticula, and chromosomes. Inside the nucleus of a cell, Fine reticulum-like structures are woven like threads around each other structures are DNA. DNA is a large biomolecule. The DNA remains in folded or partly open condition inside the nucleus, which is then termed as Chromatin Reticulum. In the folded condition, the DNA is wound tightly around proteins. This folded structure of DNA is termed a Chromosome. Chromatin reticula and chromosomes are actually different folding states of DNA molecules. Specific parts of the DNA carry the code for producing specific proteins which ultimately lead to the expression of different characters in an organism. Each of these parts of DNA is termed a Gene. Autosome and Sex Chromosome – Brief explanation with reference to humans. Mention the number of chromosomes in body cells and gametes in humans and briefly explain haploid and diploid states with reference to humans. Briefly explain the following in tabular form with diagrams Chromatid, Primary constriction or Centromere, Secondary constriction, oatelite, Telomere. Briefly mention DNA, RNA, and Proteins (Mention Purine and pyrimidine, 5C-Sugar, Phosphoric Acid, Histone, and non-histone proteins) – Structure and formula not to be included. Brief mention of euchromatin and heterochromatin. Brief discussion on the role of following cell organelles in cell division. Structural details not be mentioned, (i) Nucleus – it is the seat of the chromosomes that are to be divided, (ii) Cen- trosome and microtubule – Formation of spindle fibre, (iii) Ribosome – Helps in protein synthesis, (iv) Mitochondria – Supply energy required for cell division. Brief explanation of cell division and its significance (Growth, Reproduction, Repair). Amitosis, Mitosis, and Meiosis -Brief explanation mentioning the site of occurrence of each type with diagrams. Brief mention of the events (G,, S, G2, M) of the cell cycle with diagram and significance of the cell cycle (Mention that the loss of control at different points in the cell cycle results in uncontrolled cell division leading to formatting of tumor sometimes may becomes malignant and may result in cancer). Brief explanation with diagrams of different stages of Mitosis in plant and animal cells (Karyokinesis & its stages and Cytokinesis). Mention the difference between plant and animal mitosis based on the following features: (i) Formation of spindle fiber; (ii) Process of cytokinesis; Mention the significance of mitosis-growth, cell replacement & repair (eg. skin), regeneration (eg. legs in crustacean and arms in starfish), reproduction. Brief introduction of homologous chromosomes, sister and non-sister chromatid. A brief explanation of the following features of meiosis with the help of relevant diagrams: Separation of homologous chromosomes in Meiosis I as opposed to the separation of chromatids in Mitosis; separation of chromatids in Meiosis II (just like Mitosis); Reduction in chromosome number; Crossing over (exchange or segments between non-sister chromatids of homologous chromosomes). (The stages of meiosis are not mentioned.) The significance of meiosis is to be mentioned (maintenance of constant chromosome number of a species, producing variation in organisms, formation of gametes, alternation of generation). The basic differences between mitosis and meiosis are to be mentioned in tabular form based on the following features – (i) site of occurence; (ii) nature of division of chromosomes (equational as opposed to reductional); (iii) number of cells produced.
Chapter 2B Reproduction:
Discussions should include the following along with relevant examples: Reproduction is the production of a new generation of individuals of the same species. It is one of the fundamental characteristics of living organisms. Reproduction is not necessary to maintain the life of an individual organism, unlike essential life processes like nutrition, respiration, or exertion. But reproduction is essential for the continuation of species. A brief explanation of the modes of reproduction with one or two examples of each – Asexual and sexual. Difference between asexual and sexual reproduction based on the following features: (i) Number of parents; (ii) Production of gametes; (iii) Dependence on mitosis or meiosis; (iv) Nature of offspring. Only the types are to be mentioned with examples and diagrams in tabular form. Detailed process not to be mentioned. Fission (Amoeba and Plasmodium), budding (Yeast and Hydra), fragmentation (Spirogyra), spore formation (Bryophyta, Pteridophyta, Fungi), and regeneration (Planaria). A brief explanation of vegetative propagation with diagrams and one example of each type. Detailed process not to be mentioned. Types of vegetative propagation (brief explanation with one example of each): Natural – Root: Fleshy root (Sweet potato); Stem; Offset (Water hyacinth); Leaf: Adventitious bud (Bryophyllum). Artificial – Cutting, Grafting, and Micropropagation. Discussion on micropropagation should include only the following: ‘Micro’ refers to the small size of the material used, usually isolated cells or small pieces of tissue. The material is grown in special culture solutions (with added nutrients and plant hormones, particularly auxins and cytokinins), so the process is also known as tissue culture. Basically, it is the propagation of plants by tissue culture. This process ensures rapid propagation of desired varieties of plants. Brief explanation with a schematic diagram of alternation of generation with one example from germ. Discussions should include the following with relevant diagrams: (i) Different parts of a flower – sepals, petals, stamens, and carpels; (ii) Stamens and carpels – the reproductive parts of a flower containing germ cells; (iii) Stamen – male reproductive part; produces pollen grains of yellowish colour; (iv) Carpel – female reproductive part; consists of stigma, style, and ovary; ovary contains ovules and each ovule has an egg cell. A brief explanation of pollination and its types (self and cross-pollination) with examples and diagrams. Merits and demerits of self and cross-pollination in tabular form are to be mentioned based on the following – (i) the necessity of agents and (ii) the emergence of new characters in the offspring. A brief explanation of agents of pollination with one common example of each in tabular form – air (paddy), water (hydrilla), insect (mango), and bird (shimul). Discussions should include the following with relevant diagrams: Pollen grains transferred from the stamen to the stigma – male germ cells produced by pollen grain fuses with female gamete present in ovule – fusion of germ cells (fertilization) – zygote – divides several times to form embryo within the ovule – ovule gradually converts into seed and the ovary grows and ripens to form a fruit – seed contains future plant or embryo which develops into a seeding under appropriate conditions (Double fertilization and development of endosperm not to be mentioned). Discussions should include the following with relevant diagrams: Growth is a fundamental characteristic of all living organisms. The growth of an organism consists of a permanent and more or less irreversible increase in size and shape, commonly accompanied by an increase in solid matter, dry mass, and amount of cytoplasm. It is basically an irreversible increase in dry mass of living material. The development could be described as an increase in complexity. Starting with an individual cell, the growth of a multicellular organism can be divided into three phases – (i) Cell division – an increase in cell number as a result of mitosis and cell division; (ii) Cell enlargement – and irreversible increase in cell size as a result of uptake of water or the synthesis of living material; (iii) Cell differentiation – the specialization of cells; in its broad sense, the growth also includes this phase of cell development. Briefly mention the five phases of human development namely infancy, childhood, adolescence, adulthood, and senescence or late adulthood.
Chapter 3 Heredity and Common Genetic Disease
Chapter 3A Heredity:
Discussions should include the following with relevant examples: Members of a family share many similarities in appearance, such as height, eye color, and hair colour. People may also note that there are differences in the manner in which characteristics are inherited by offspring. Offsprings do not look exactly like their parents. An Austrian monk, Gregor Johann Mendel performed a series of simple experiments and discovered how heredity worked. Heredity is the transmission of characteristics or traits from one generation to another through reproduction. Sometimes alteration may occur in chromosome structure or number or there may be an alteration in a gene due to a change in DNA composition. This phenomenon is termed mutation. This permanent change in chromosome or DNA may result in a difference in the expression of characters, termed variation. A brief explanation of variation with suitable examples from human-free and attached ear lobe, roller, and normal tongue. Explain key terms associated with heredity with proper examples – (i) Characteristics or traits, (ii) Allele, (iii) Locus, (iv) Unit of inheritance (Factor/Gene), (v) Monohybrid and dihybrid Cross, (vi) Homozygous and heterozygous organisms, (vii) Hybridization, (viii) Pure and hybrid, (ix) Parental generation, (x) Filial generations (F,, F ), (xi) Dominant and recessive characteristics, (xii) Phenotype and genotype (Explain through sample cross). Mendel’s work on the pea plant is to be mentioned. Explanation of cross-pollination as practiced by Mendel (eg. removing another from a flower of a plant and transferring pollen grains from a flower of another plant to that flower with the help of a brush) with the help of proper diagrams. Reasons behind Mendel’s success to be mentioned. The seven pairs of contrasting characters as chosen by Mendel to be mentioned in tabular form with diagrams. Explanation of Mendel’s experiments on Heredity (Monohybrid and Dihybrid Cross) with examples from Pea plant and Guineapig using checkerboard. Explaining deduction of Mendel’s Laws (Law of Segregation and Law of Independent Assortment) with reference to pea plant and guineapig. A brief explanation of incomplete dominance using the four O’Clock (Mirabilis jalapa) flower as an example. A brief explanation of the Process of sex determination in man with special emphasis on the role of the father in determining the sex of the offspring.
Chapter 3B Some Common Genetic Diseases in Population:
Symptoms and causes (autosome/sex chromosome) of thalassemia, hemophilia, and colour blindness are to be mentioned briefly. Discussions should include the following, Thalassemia is a type of genetic disorder where haemoglobin is produced in decreased amounts. The decreased amount of haemoglobin in the blood causes anemia, which reduces the oxygen-carrying capacity of the blood. It also results in iron overload, either from the disease itself or from frequent blood transfusions. Iron overload may cause damage to the heart, liver, and endocrine system. The damage is characterized by excessive deposits of iron. Mention the role of genetic counseling in preventing thalassemia before marriage in families that carry the thalassemia trait.
Chapter 4 Evolution and Adaptation
Chapter 4A Evolution:
Discussions should include the following with relevant examples. The word evolution means change of life forms over a period of time. It is the central most important idea in biology that complex living organisms evolved from relatively simple ones. Evolution is the cause of biodiversity on earth. Brief outline of the chemical origin of life mentioning Miller and Urey’s experiment. Following evolutionary events to be mentioned with the help of schematic diagram (Not to be elaborated and time frame not to be mentioned): Formation of earth – origin of life – the origin of unicellular life – photosynthetic bacteria begin to release oxygen into the atmosphere – origin of multicellular organisms – fish-like vertebrates evolve land plants evolve, drastically changing earth’s landscape and creating new habitats – four-limbed vertebrates move on to the land. Lamerckism and Darwinism as put forward by Lamarck and Darwin respectively, to be explained with examples. Brief explanation of the evidence of evolution with examples and diagrams: Paleontological: Fossil history of Horse – increase in size, lengthening of limbs and feet, reduction of lateral digits, increase in length and thickness of the third digit; Comparative anatomy (examples to be mentioned): (i) Analogous and Homologous structures – convergent and divergent evolution to be mentioned; (ii) Vestigial organs; (iii) Structure of vertebrate heart (Fish, am-phibia, reptile, bird and mammal). Comparative embryology – At comparable stages of development, the vertebrate embryos all possess the following- external branchial grooves (visceral clefts) in the pharyngeal region and a series of internal paired gill pouches, segmental myotomes (muscle blocks) evident in the rail-like structure.
Chapter 4B Survival Strategies:
Adaptation: Discussions should include the following; A behaviour is an action carried out by an organism under the control of the nervous system in response to environmental cues or to the actions performed by an organism. A cue may be an odor, sound, or visual! signal. Put more simply, behaviour is what an animal does. Behavior allows animals to survive and reproduce and is, thus, critical to the evolutionary process. Adaptation is a modification in the form, physiological functioning or behavior of an organism over generations in response to environmental change in order to survive and reproduce in a particular environment. Adaptive character or adaptation evolves in a population of organisms by the process of natural selection. Brief mention of following adaptive features: (i) Morphological – Cactus (Conversion of leaf into spine or reduction in the number of Leaf); swim bladder of fish and air sac of bird; (ii) Physiological – Mechanism of salt adaptation in Sundri; Camel’s ability to withstand extreme water loss and the shape of RBC in Camel, (iii) Behavioural (Mention the following survival strategies with diagrams. Not to be elaborated further): Problem-solving in Chimpanzees: Chimpanzees pull leaves of a tree branch and then stick the branch into the entrance of a termite nest to “fish” for food. They also crack open nuts using pieces of wood in a “hammer and anvil” technique. They are even observed to eat the leaves of medicinal plants when infected with certain parasites. Communication in Honeybees: Honeybees go out to locate food sources. A honeybee returns to the hive after successfully locating a source of food, she performs the set of maneuvers on a honeycomb that resembles a figure 8 while waggling her abdomen. Based on the way she is dancing and the duration of her dance, other bees are able to leave the hive and quickly locate the food source.
Chapter 5 Environment, Its Resources and Their Conservation
Chapter 5A Nitrogen Cycle:
Discussions should include the following with relevant diagrams: Stages of the nitrogen cycle: (i) Nitrogen Fixation: Atmospheric, biological, and industrial (ii) Ammonification(iii) Nitrification (iv) Denitrification. Discussion should include the following: Human activities such as the use of fertilizers greatly increase the amount of nitrogen that is cycling between the living world and the soil, water, and atmosphere. This may result in Increased global concentrations of nitrous oxide (N2O), a potent greenhouse gas, in the atmosphere as well as increased regional concentrations of other oxides of nitrogen (including nitric oxide, NO) that may cause air pollution; Substantial acidification of soils and of the waters of streams and lakes in several regions.
Chapter 5B Environmental Pollution:
Discussions should include the following with relevant examples: Pollution is an undesirable change in the physico-chemical and biological characteristics of the biosphere that has adverse effects on living organisms and the environment. Mention the causes and effects of Air, Water, Soil, and Noise pollution in tabular form: Air pollution – Cause: Greenhouse gases, SPM Effect: Acid rain and its consequences, Lung disease; Water pollution – Cause: Agricultural runoff, pathogenic organisms; Effect: Disease (cholera, typhoid, etc.), Eutrophication; Soil pollution – Cause: Pathogenic organisms, Chemicals (fertilizers, pesticides, herbicides, etc.); Effect: Effect on human (through direct contact with soil or via inhalation of soil contaminats), Biological magnification; Noise pollution – Cause: Vehicle, Industry; Effect: Effect on human (ear and heart), effect on animals.
Chapter 5C Environment and Human Population:
Problems to be mentioned: over-exploitation and depletion of natural resources, deforestation and loss of ecosystems, shrinking of agricultural land, shortage of fresh water, air and water pollution, changes in atmospheric condition and global warming, destruction of wetland and its consequences, scarcity of food. Discussions should include a brief explanation of the environmental causes behind Lung diseases and cancer. Lung diseases; Asthma – a condition in which breathing is difficult; environmental triggers for asthma include naturally occurring triggers such as animal dander, plant pollen, dust & mold and manmade triggers such as chemicals. Bronchitis – inflammation of the airways of the lungs, can be caused by breathing in of certain chemicals or smoke; welders, firefighters, and smokers are some of the people at risk. Cancer: Cancers have been linked to environmental toxins (poisons). Pesticides, herbicides, and radioactive substances have the potential to cause cancer. Smokers are at increased risk for developing lung cancer. Tobacco chewers are at increased risk of developing oral cancer.
Chapter 5D Biodiversity and Conservation:
Explanation of biodiversity and its importance (with relevant diagrams and pictures) namely in producing food, drugs & medicines, maintenance of ecological balance, climate control, economic importance (construction of the house and household furniture, production of paper, gum, resin, wax, leather, silk, wool, pearl etc.), influence on art and literature. Discussions should include the following: Four of the 34 globally identified biodiversity hotspots are in India. These hotspots are the Eastern Himalayas, Indo-Burma, Western Ghats, and Srilanka, Sundaland. The reasons behind the loss of biodiversity to be mentioned (with relevant examples pictures and diagrams) – the destruction of habitat due to changes in land use patterns, hunting and poaching, global warming and climate change, pollution, over-exploitation, natural calamities, the introduction of exotic species. The following factors are to be mentioned: Destruction of mangroves due to urbanization, agriculture, freshwater crisis, destruction of habitat, pollution, disbalance in prey-predator number, and submergence of islands due to rising sea level. Brief explanation of the terms – in-situ and ex-situ conservation, in-situ Conservation – National park, sanctuary, Reserve Forest, and Biosphere Reserve. [One or two characteristics with two examples of each type (one from West Bengal and one from the rest of India) in tabular form] ex-situ Conservation – Zoological Garden, Botanical Garden, and Cryopreservation. (Mention two characteristics with relevant examples for each). Discussions should include the following: Joint Forest Management (JFM): It was instituted by the Government of India. The pioneer project started in West Bengal in 1971 for the restoration and management of degraded Sal forests by the local inhabitants of the Arabari forest in the district of West Midnapore in West Bengal. It was initiated to meet the demands of the people and save forests from destruction. It involves the participation of common people in the protection and management of forests. People’s Biodiversity Register (PBR): It is a documented register prepared with the involvement of local people containing comprehensive information on the availability and knowledge of the local biological resource, their use, and the traditional folklore knowledge associated with them. Mention briefly with pictures of the conservation efforts of Tigers, Rhinoceros, Lions, Crocodile and Red Panda in India. Mention the name and place of one of the projects undertaken for each of their conservation.
First Summative Evaluation: 40
Month of Evaluation: April
Internal Formative Evaluation: 10
Second Summative Evaluation: 40
Month of Evaluation: August
Internal Formative Evaluation: 10
Third Summative Evaluation: 90
Month of Evaluation: December
Internal Formative Evaluation: 10
Note: Along with this theme, 4 themes from the first and second summative evaluations are to be included.
WBBSE Class 10 Life Science Blueprint for 1st Summative Evaluation (Total Marks – 40)
| Theme | Group A | Group B | Group C | Group D | Total Marks | Total Questions |
| MCQ 1 Mark |
VSAQ 1 Mark |
SAQ 2 Marks |
LAQ 5 Marks |
|||
| Chapter 1 | 1 × 5 = 5 | 1 × 5 = 5 | 2 × 3 = 6 | 5 × 2 = 10 | 26 | 15 |
| Chapter 2A | 1 × 3 = 3 | 1 × 4 = 4 | 2 × 1 = 2 | 5 × 1 = 5 | 14 | 9 |
| Total | 8 | 9 | 8 | 15 | 40 | 24 |
Group A – MCQ: All questions are compulsory. There will be no alternative for MCQ.
Group B – VSA: Out of 11 questions, 9 questions are to be attempted. One (1) extra question is to be set from each theme. VSA questions may be of four types – answer in one word or in one sentence, fill in the blanks, true/false, and match column A with column B. In column matching two points are to be kept in mind – (i) For each correct matching one (1) mark is allotted, (ii) There should be at least one (1) extra option in Column B.
Group C – SA: Out of 6 questions, 4 questions are to be attempted. One (1) extra question is to be set from each theme.
Group D – LA: 3 questions are to be attempted. Alternative question from the same theme is to be set for each question. 5 marks can be given as a whole or can be divided into 3 + 2 or 2 + 3.
WBBSE Class 10 Life Science Blueprint for 2nd Summative Evaluation (Total Marks – 40)
| Theme | Group A | Group B | Group C | Group D | Total Marks | Total Questions |
| MCQ 1 Mark |
VSAQ 1 Mark |
SAQ 2 Marks |
LAQ 5 Marks |
|||
| Chapter 2B,2C,2D | 1 × 3 = 3 | 1 × 2 = 2 | 2 × 1 = 2 | 5 × 1 = 5 | 12 | 7 |
| Chapter 3 | 1 × 3 = 3 | 1 × 2 = 2 | 2 × 2 = 4 | 5 × 1 = 5 | 14 | 8 |
| Chapter 4 | 1 × 3 = 3 | 1 × 2 = 2 | 2 × 2 = 4 | 5 × 1 = 5 | 14 | 8 |
| Total | 9 | 6 | 10 | 15 | 40 | 23 |
Group A – MCQ: All questions are compulsory. There will be no alternative for MCQ.
Group B – VSA: Out of 9 questions, 6 questions are to be attempted. One (1) extra question is to be set from each theme. VSA questions may be of four types – answer in one word or in one sentence, fill in the blanks, true/false, and match column A with column B. In column matching two points are to be kept in mind – (i) For each correct matching one (1) mark is allotted, (ii) There should be at least one (1) extra option in Column B.
Group C – SA: Out of 8 questions, 5 questions are to be attempted. One (1) extra question is to be set from each theme.
Group D – LA: 3 questions are to be attempted. Alternative question from the same theme is to be set for each question. 5 marks can be given as a whole or can be divided into 3 + 2 or 2 + 3.
WBBSE Class 10 Life Science Blueprint for 3rd Summative Evaluation (Total Marks – 90)
| Theme | Group A | Group B | Group C | Group D | Total Marks | Total Questions |
| MCQ 1 Mark |
VSAQ 1 Mark |
SAQ 2 Marks |
LAQ 5 Marks |
|||
| Chapter 1 | 1 × 3 = 3 | 1 × 5 = 5 | 2 × 3 = 6 | 5 × 1 = 5 | 19 | 12 |
| Chapter 2 | 1 × 3 = 3 | 1 × 5 = 5 | 2 × 2 = 4 | 5 × 1 = 5 | 17 | 11 |
| Chapter 3 | 1 × 3 = 3 | 1 × 3 = 3 | 2 × 2 = 4 | 5 × 1 = 5 | 15 | 9 |
| Chapter 4 | 1 × 3 = 3 | 1 × 3 = 3 | 2 × 2 = 4 | 5 × 1 = 5 | 15 | 9 |
| Chapter 5 | 1 × 3 = 3 | 1 × 5 = 5 | 2 × 3 = 6 | 5 × 2 = 10 | 24 | 13 |
| Total | 15 | 21 | 24 | 30 | 90 | 54 |
Group A – MCQ: All questions are compulsory. There will be no alternative for MCQ.
Group B – VSA: Out of 26 questions, 21 questions are to be attempted. One (1) extra question is to be set from each theme. VSA questions may be of four types – answer in one word or in one sentence, fill in the blanks, true/false, and match column A with column B. In column matching two points are to be kept in mind – (i) For each correct matching one (1) mark is allotted, (ii) There should be at least one (1) extra option in Column B.
Group C – SA: Out of 17 questions, 12 questions are to be attempted. One (1) extra question is to be set from each theme.
Group D – LA: 6 questions are to be attempted. Alternative question from the same theme is to be set for each question. 5 marks can be given as a whole or can be divided into 3 + 2 or 2 + 3.
The question pattern is indicative of the Madhyamik Examination.
Chapter 1 Life and its Diversity
Basic Properties of Life: How a living being is different from a non-living object?
Life shows some basic properties that are absent in non-living objects, e.g., the capacity to reproduce itself/new life, to uptake and use energy (metabolism), to respond to stimuli, etc. Explain in brief and in a simple way the basic properties of life with examples.
How does life come into being on Earth and when?
Chemical Origin of Life from Non-living Objects some 3.7 billion years ago; And then the evolution of the diversity of life forms from the earliest life form. A brief outline of the abiotic origin of life: pre-biotic conditions → precursor, biomolecules → coacervate/microsphere → protocells → earliest life forms.
Sources of Variations in Life: Heritable chance variations arise during the reproduction of living organisms and their adaptations to varying environments; Amount of diversity of the (biodiversity)-more than 30 million species and further variations within a species.
Biology is the Study of Patterns and Processes of Life and its Diversity: Why study Biology?
Biological studies at different levels and aspects. Different branches of Biology: what do they study (e.g. Biochemistry, Molecular biology, Immunology, Genetics, Histology, Anatomy, Physiology, Ecology, Behavioural Biology, Evolution, and other branches). Infusions of knowledge from other branches of science into Biology. Application of Physics, Chemistry, Mathematics, Statistics, Computers, and other branches; emergence of new branches of Biology. Applications of Modern Biology: Applications of Biology in agriculture, medicine, space science, and in other fields.
Classification of Diversity of Life: Taxonomy:
(a) Taxonomy and Taxonomic Hierarchy: Why taxonomy? What are the basic features of Linnaean taxonomy?
Development of modern taxonomy in Europe when naturalists started encountering a high diversity of new living organisms, especially from the tropics. A very brief history regarding the birth of modern taxonomy till Linnaeus. Hierarchical arrangement of classified groups. Explain the seven steps of taxonomic hierarchy schematically-(kingdom to species)-concerning one example from a plant (Mango) and one from an animal (Man). Binomial nomenclature: Explain briefly binomial nomenclature with an example.
(b) Five Kingdoms of Life: Five kingdoms of life: Name five kingdoms of life, mentioning three salient features of each kingdom-nature of cell and cellular organization, metabolic process, ecological role, and two common examples.
(c) Classification of Kingdom Plantae: How do different plants differ from each other?
Major groups (Algae, Bryophyta, Pteridophyta, Gymnosperm Angiosperm-Monocotyledon, and Dicotyledon). Comparing the distinguishing features of major groups with examples (tabular form).
(d) Classification of Kingdom Animalia: How different animals are similar and different from each other?
All major Phyla under Non-Chordata; Classification of Chordates upto class level. Three distinguishing features and two common examples of each group.
Chapter 2 Levels of Organization of Life
Biomolecules and their Behaviour: What are we made up of? Why these compounds are so important for our existence?
Elementary idea about the compounds of life-inorganic: water, acids, bases, salts, gases, etc. Organic: (i) Smaller molecules – simple sugars, amino acids, fatty acids, nucleotides (ii) Macromolecules-complex carbohydrates, protein, lipid, and nucleic acids. Different categories of biomolecules with examples (in a chart). Basic structural/compositional features of each type of biomolecule (detailed structure to be avoided). The major role of them in life processes (e.g. proteins act as structural materials, enzymes, etc. Role of ATP as the energy currency of a cell, etc.). Vitamins: Vitamin A, D, E, K, B-complex & C and their roles in the human body. Minerals: Mention the names of different minerals and their general role in the human body.
Cell: What are the organelles of a cell and how a cell is organized with such organelles?
Cell wall, cell membrane, cytoplasm, nucleus, mitochondria, plastid, endoplasmic reticulum, Golgi body, lysosome, vacuole, ribosome, centriole, microtubule. Elementary idea about the structures and functions of different organelles with the help of diagrams. Prokaryotic and eukaryotic cells; Plant and animal cells. Difference between Prokaryotic and eukaryotic cells with the help of diagrams; Difference between plant and animal cells with the help of diagrams.
Tissue: (i) Plant Tissue and its Distribution: What is a tissue? How plant tissues can be classified into different types?
Concept of tissue as an organization level within a multicellular living body. Tissues are organizations of similar or different types of cells performing particular functions in a multicellular living body. Meristematic tissue: Characteristic features, distribution, and functions (with diagrams), Permanent tissue: Characteristic features, distribution, types, and functions in tabular form (with diagrams)
(ii) Animal Tissue: What are the bases of differentiation/classification of animal tissues?
Tissue types: Describing different animal tissues (epithelial, connective, muscular, and nervous) – distribution, structure, and functions of each tissue (with the help of diagrams in tabular form)
Major Organs of the Human Body and their Function: What is an organ? How do different organs play a vital role in the human body?
Concept of an organ: Explaining an organ with examples – Skin, stomach, pancreas, lung, heart, spleen, kidney, brain, spinal cord, testes, and ovary – position and their routes. Elucidating the positions of different organs with the help of diagrams/ real pictures and two functions of each organ (with diagram in tabular form)
Chapter 3 Physiological Processes of Life
Plant Physiology: (i) Photosynthesis: What is the fate of entrapped solar energy in the plant body?
Concept of Photosynthesis: Photosynthesis is a process where light energy, normally from the sun, is converted into chemical energy (that can later be released to fuel the organism’s activities). This chemical energy is stored in carbohydrate molecules, such as sugars, which are synthesized from carbon dioxide and water – The site of Photosynthesis. All chlorophyll-containing plant parts (examples) – Components of Photosynthesis and their role-CO2, H2O, sunlight and pigments chlorophyll and carotenoids. A brief outline of the roles of different components of photosynthesis; Explaining absorption and action spectra. Process: light-dependent phase and light-independent phase. A brief outline of major steps only Light-dependent phase: trapping of sunlight → activation of chlorophyll → photosynthesis of water → formation of end products of light-dependent phase (NADPH, O2, and ATP); Light-independent phase: Fixation of CO2 → formation of PGA → reduction of PGA → resynthesis of RuBP → synthesis of glucose (do not discuss the role of enzymes). Significance of Photosynthesis. Trapping and conversion of solar energy into food for plants and other organisms; O2 – CO2 balance.
(ii) Mineral Nutrition: How mineral nutrients are associated with the survival of plants?
Concepts of Macro-and Micro-nutrients with examples. Criteria for being qualified as macro-and micro-nutrients; Listing macro-and micro-nutrients; General functions of essential mineral nutrients; (e.g. formation of protoplasm, structure of enzyme, oxidation-reduction reaction, osmotic balance, formation of chlorophyll, buffer effect)
(iii) Transpiration: How do plants eliminate the excess water from their body?
Explanation: Elimination of excess water in the form of vapour; Comparing transpiration and evaporation – Sites of transpiration. Identifying the sites (stomata, lenticel, cuticular pore) – Factors controlling transpiration. Temperature, humidity, air movement, light, structure of leaf (leaf surface, cuticle, stomata) – Significance. explain the significance (beneficial and harmful role).
(iv) Movement of Water, Food, and Gases: How different substances are transported in plant bodies?
Passive transport diffusion and osmosis – Features of diffusion and osmosis. Active transport – Elementary idea (lower to higher concentration, involvement of carrier molecule and requirement of energy) and examples – Cell to cell transport. Ascent of sap (role of root pressure and transpiration pull). Role of diffusion, osmosis, and active transport identifying the forces responsible for the movement of materials; Identifying, showing, and labeling the direction of flow of water; Recognizing the steps in the ascent of sap. Characteristic features of phloem transportation. Identifying showing and labeling the direction of the flow of food; Recognizing the steps in the translocation of food.
Respiration: (i) Organ level Respiration: Why Respiratory organs are so important?
Characteristic features of respiratory organs – Moist, extensive, and vascularized surface area – Respiratory sites of plants. Respiratory sites in plants – stomata, lenticels, pneumatophores – Respiratory organs of animals. Respiratory organs of animals – body surface, trachea(insect), gill(fish), lungs, and accessory respiratory organs (fish) – Lungs and breathing in humans. Inspiration, expiration, the role of the diaphragm and intercostal muscle; explaining with diagram the process of breathing (with the help of a working model of lungs) – Lungs and healthy life. Explaining in brief the role of breathing exercises and increased lung volume; cigarette smoking is harmful to the respiratory system.
(ii) Cellular Respiration: What is cellular respiration? In what way do different types of respiration differ from each other? How energy is utilized?
Concepts of cellular respiration. Oxidation of cellular substrate and production of energy; distinguishing respiration and combustion. Types of cellular respiration (Aerobic, Anaerobic, and Fermentation). Explain the occurrence, process of oxidation, and production of energy for each type of cellular respiration, the Steps of cellular respiration, and cellular sites where they occur. Mention the different steps of cellular respiration, i.e. Glycolysis → Krebs cycle → Terminal respiration. Signification of respiration, Mention cytoplasm and mitochondria as the sites. Liberation of energy and O2 – CO2 balance.
Nutrition: How do organisms process food inside their body?
Concepts of nutrition. Utilization of food for energy production, growth and repair, disease resistance – Types of nutrition. Plants: Explaining autotrophic and different types of heterotrophic nutrition (parasitic, symbiosis, saprophytic, and insectivory) with examples; Animals: parasitic, symbiotics, saprozoic, coprophagy, sanguinivory – Holozoic nutrition. Steps of holozoic nutrition and associated parts of the alimentary canal in humans. Alimentary system. Explaining the components of the dietary system and their role in nutrition; identifying, showing, and labeling parts of the alimentary system. Overview of digestion.
Mechanical and enzymatic digestion, hydrolysis – brief mention, hydrolysis, Digestive enzymes. Explaining the types with examples; site of secretion and their role in digestion (in tabular form); comparing and contrasting digestive enzymes. Absorption, Assimilation, and Egestion. Overview of absorption, assimilation, and egestion (site and process) – Metabolism. Explaining the fate of nutrients inside the cell; the brief idea of two types of metabolism with examples and mention significances, Dietary food intake, energy requirement, and associated problems. Concept of a balanced diet, BMR and its value; Calculation of energy required daily for an adult human; explaining metabolism-related problems in the human body.
Circulation: How different important substances are transported in the body of an organism? How is water utilized in the human body? Why blood is so important for human life?
Concept of circulation: Movement of nutrients, respiratory gases, metabolic wastes, synthesized substances, minerals, heat; Explaining components of the circulatory system of human blood, blood vessels, and heart, Types of circulation. Open and closed circulation with diagrams and examples of body fluids. Location and role of different body fluids-blood, lymph, sweat, urine, CSF, synovial fluid, tissue fluid, intracellular fluid, and Composition of blood (Plasma, Blood cell). Presenting composition of blood (with the help of chart); Plasma: Composition and functions; Blood cell (with the help of chart): origin, life span, and cellular characters of blood cells and their functions (in tabular form); Comparing and contrasting different blood cells with proper diagram, Blood group, and blood donation. Explaining the basis of grouping of blood (ABO & Rh factor); blood groups and significance (ABO incompatibility, Cross matching, Haemolysis). Misconception about blood donation. Coagulation of blood – Explaining coagulation of blood; factors involved (fibrinogen, prothrombin, tissue thromboplastin, calcium ion); major steps of the process and significance, Internal structure of human heart – Explaining chambers, valves, associated blood vessels, heart wall junctional tissues with the help of diagram or real pictures – Course of circulation of blood through heart – Explaining course of blood circulation through different chambers of heart; elementary idea of double circulation with diagram.
Excretion: How are metabolic wastes eliminated?
Concept of excretion: Explaining excretion (catabolism and production of harmful substances, their transport and elimination); outlining the water balance story of the human body and significance of excretion. Process of excretion in plants – Explain briefly the features of excretion in plants and processes (shedding of bark, leaves, and fruits with examples), Excretory products of plants. Nitrogenous and non-nitrogenous excretory products (tabular form) are excretory organs in animals. Contractile vacuole, flame cell, nephridia, malpighian tubule, kidney.
Excretory system of humans: Explaining, identifying, labeling, and analyzing the different parts of the excretory system of humans with the help of a diagram and their function – Nephron. Explaining and identifying structural components of nephron with the help of a diagram and their function; the role of the nephron in the formation of urine (ultra-filtration of blood, active reabsorption of ions, secretion of excretory substances, and passive reabsorption of water) – Accessory excretory organs of human. Explaining the roles of liver, lungs & skin.
Chapter 4 Biology and Human Welfare
Immunity and Human Diseases: How do human beings remain protected from disease-causing organisms? Who poses a threat to human health? How WASH can protect human beings from diseases?
Concept of immunity: Explaining the concepts of immunity, antigen, antibody, and immune response with a diagram. Concept of vaccine: Historical perspective – Edward Jenner and vaccination; different types of vaccine with examples. Pathogens and parasites causing human disease: Diarrhoea, malaria, diphtheria, pneumonia, tetanus, tuberculosis, dengue, Hepatitis A & B, AIDS (nature, symptoms, transmission) [In tabular form] Concept and components of WASH and its significance in eliminating disease burden – Developing knowledge and understanding about the importance of WASH and its impact on health and well being of human. Microbes in Human Welfare: How do microbes help us in our everyday lives?
Chapter 5 Environment and its Resources
Ecology and Ecological Organization: What is ecology and how are the organisms organized in nature?
Ecology is the study of interactions between organisms and their environment including other organisms. In ecology interactions of organisms and their organizations are studied at the Individual level. Adaptation to light, humidity, and temperature with examples from the plant/animal world. Population-level: Concept of population and factors of population growth (natality mortality and migration). Community level: A Set of interacting populations is called a community and possible types of interactions among them are competition, predation, parasitism, and co-operation-explain with simple examples. Ecosystem level (Structural aspect): Abiotic factors: light, temperature, water, atmosphere, topography- mention only the names of different factors through the chart. Biotic factors communities including autotrophs and heterotrophs (consumers, decomposers, and transformers)-an elementary idea with examples with the help of diagrams, charts (Functional aspects): Explaining with examples- food chain, food web, energy flow, and nutrient cycle.
Natural Resources and its Sustainable Use: How different natural resources are intimately connected with our existence on earth?
Natural resources: forest, water, food, and energy – their use and overuse. Forest: Use (forest functions: watershed protection, atmospheric regulation, erosion control, local use, productive use); cause of deforestation and consequences. Water: Use (drinking, agriculture, industry, etc.); over-utilization and water scarcity (case study) Rainwater harvesting. Food: Source (Agriculture, horticulture, animal husbandry, fishery, alternate food sources); World food problem (case study) and its effect. Energy: Use, growing energy needs, wastage of energy/Energy conservation in daily life.
WBBSE Class 9 Life Science Blueprint for 3rd Summative Evaluation (Total Marks – 90)
| Theme | Group A | Group B | Group C | Group D | Total Marks Per Theme | Total Number of Questions |
| MCQ One Mark Per Question |
VSA One Mark Per Question |
SA Two Marks Per Question |
LA |
|||
| Chapter 1 Life and its Diversity | 1 × 3 = 3 | 1 × 3 = 3 | 2 × 2 = 4 | 5 × 1 = 5 | 15 | 9 |
| Chapter 2 Levels of Organization of Life | 1 × 3 = 3 | 1 × 4 = 4 | 2 × 3 = 6 | 5 × 1 = 5 | 18 | 11 |
| Chapter 3 Physiological Processes of Life | 1 × 3 = 3 | 1 × 5 = 5 | 2 × 3 = 6 | 5 × 2 = 10 | 24 | 13 |
| Chapter 4 Biology and Human Welfare | 1 × 3 = 3 | 1 × 4 = 4 | 2 × 2 = 4 | 5 × 1 = 5 | 16 | 10 |
| Chapter 5 Environment and its Resources | 1 × 3 = 3 | 1 × 5 = 5 | 2 × 2 = 4 | 5 × 1 = 5 | 17 | 11 |
| Total | 15 | 21 | 24 | 30 | 90 | 54 |
Group A – MCQ: All questions are compulsory. There will be no alternative for MCQ.
Group B – VSA: Out of 26 questions, 21 questions are to be attempted. One (1) extra question is to be set from each theme. VSA questions may be of four types – answer in one word or one sentence, fill in the blanks, true/false, and match column A with column B. In column matching two points are to be kept in mind – (i) For each correct matching one (1) mark is allotted, (ii) There should be at least one (1) extra option in Column B.
Group C – SA: Out of 17 questions, 12 questions are to be attempted. One (1) extra question is to be set from each theme.
Group D – LA: 6 questions are to be attempted. Alternative questions from the same theme are to be set for each question. 5 marks can be given as a whole or can be divided into 3 + 2 or 2 + 3.
West Bengal Board Class 10 History Question Papers
Chapter 1 Ideas of History
Varieties of History: New Social History, History of Sports, History of Food habits and Cuisine, History of Performing Arts (Music, Dance, Drama, Cinema), History of Clothing, History of Transportation, History of Visual Arts (Painting, Photography), History of Architecture, Local History, Urban History, Military History, History of Environment, History of Science-Technology and Medicine, Women’s History – Discuss the main features of these different trends of history writing. (Relevant and contextual pictures and illustrations, newspaper reporting, etc.).
Methods of using sources in relation to Modern Indian History:
Government Documents (reports/narratives/letters of police/intelligence/government officials).
Autobiography and memoirs (Sattar Bathsar, Bipinchandra Pal; Jibansmrity, Rabindranath Tagore; Jibaner Jharapata, Sarala Devi Choudhurani).
Correspondence (Jawaharlal Nehru’s letters to Indira Gandhi-Letters from a Father to His Daughter)
Periodicals and Newspapers (Bangadarshan and Somprakash) – Short discussion on methods of using these types of sources in relation to Modern Indian History.
Did you know? Importance of Photography in Modern Indian History
Use and abuse of the Internet in collecting historical information
(Relevant and contextual pictures and illustrations, newspaper reporting, etc.).
Part 1 Towards a New Collectivity
Chapter 2 Reform: Characteristics and Observations
19th Century Bengal: Reflections of Society in Periodicals, Newspapers, and Literature: Bamabodhini, Hindu Patriot and Hutom Pyanchar Naksha, Nildarpan, Grambarta Prakashika – Emphatically discuss these particular texts in relation to the general context. (Relevant and contextual illustrations, newspaper reporting, etc.)
19th Century Bengal – Educational Reforms: Characteristics and Observations: Conflicts between Oriental and Western Education, Growth of English Education, Women’s Education, and Iswarchandra Vidyasagar – Discussion should revolve around these issues. Particular emphasis should be given to these four topics: Initiatives for the spread of Western Education: Raja Rammohan Ray and Raja Radhakanta Deb, Initiatives for the spread of Western Education: David Hare and John Elliot Drinkwater Bethune, Calcutta Medical College and the Development of Medical Science, Calcutta University and the Growth of Higher Education.
Did you know? Madhusudan Gupta
(Relevant and contextual pictures and illustrations, newspaper reporting, etc.).
19th Century Bengal – Social Reforms: Characteristics and Observations: Activities of Brahma Samaj and its different denominations, Anti-Sati Movement, ‘Young Bengal’, Widow Remarriage Movement – Discuss these issues, contextually and briefly.
Did you know? Haji Mohammad Mohsin
(Relevant and contextual pictures and illustrations, newspaper reporting, etc.)
19th Century Bengal – Religious Reforms: Characteristics and Observations: Brahma Movement – Evolution, Divisions, Characteristics and Observations; Ramarkrishna’s ideas of Sarva Dharma Samanwaya (religious harmony); Swami Vivekananda’s ideas of Religious Reforms: Navya Vedanta (Neo Vedanta) – Characteristics and Observations.
Did you know? Lalan Faqir, Bijay Krishna Goswami
(Relevant and contextual pictures and illustrations, newspaper reporting, etc.).
Nature and Assessment of the ‘Bengal Renaissance’, Debates regarding the usage of the concept of Renaissance’ in relation to 19th Century Bengal:
(Relevant and contextual pictures and illustrations, newspaper reporting, etc.)
Chapter 3 Resistance and Rebellion: Characteristics and Analyses
A brief introduction to the Colonial Forest Law and reactions of the Adivasi people; in that context discuss the concepts of Rebellion, Uprising, and Revolution. Chuar Rebellion (second phase, Medinipur, 1798-1799), Kol Rebellion (1831-1832), Santhal Hool (1855-1856), Munda Rebellion (1899-1900) – Characteristics and Analyses of these Rebellions with very brief narratives.
Did you know? Rangpur Revolt (1783), Bhil Rebellion (1819)
(Relevant and contextual pictures and illustrations, newspaper reporting, etc, Maps with the dates and affected areas of these Rebellions and Revolts, Timeline of these Rebellions and Revolts).
Sanyasi-Fakir Rebellion (1763-1800), Wahabi-Farazi Movement in Bengal – Characteristics and Analyses of these Rebellions with very brief narratives.
Did you know? Pagal Panthi Revolt (first phase, 1825-1827), Tariqah-i-Muhammadiya
(Relevant and contextual pictures and illustrations, newspaper reporting, etc, Maps with the dates and affected areas of these Rebellions and Revolts, and Timeline of these Rebellions and Revolts).
Indigo Revolt – Characteristics and Analyses of the Revolt with a very brief narrative.
Did you know? Peasants’ Revolt in Pabna (1870)
(Relevant and contextual pictures and illustrations, newspaper reporting, etc, Maps with the dates and affected areas of these Rebellions and Revolts, and Timeline of these Rebellions and Revolts).
Chapter 4 Early Stage of Collective Action: Characteristics and Analyses
Revolt of 1857: Characteristics and Nature (Debates regarding the relationship with ideas of Nationalism) – A brief discussion. In this context emphasis should be given on the two topics; the attitudes of educated Bengali Society towards the Revolt of 1857 and the Queen’s Proclamation (1858).
(Relevant and contextual pictures and illustrations, newspaper reporting, etc, Maps with the dates and affected areas of these Rebellions and Revolts, and Timeline of these Rebellions and Revolts).
‘Age of Associations’: Characteristics and Analyses – Bangabhasa Prakashika Sabha, Landholders’ Association (ZamindarSabha), Indian Association, Hindu Mela – Discuss these four initiatives, particularly in relation to the above-mentioned context.
(Relevant and contextual pictures and illustrations, newspaper reporting, etc, Timeline of these above-mentioned Associations and other contemporary Associations).
Anandamath, Bartaman Bharat, Gora, and Bharatmata (painting) – Discuss briefly how a sense of nationalism is embedded within these works. In that context discuss the topic: Critiques of Colonial Society in Gaganendranath Tagore’s caricatures.
(Relevant and contextual pictures and illustrations, newspaper reporting, etc.).
Part 2 Multiple Voices of Collectivity
Chapter 5 Alternative Ideas and Initiatives (From mid-19th Century to the Early 20th Century): Characteristics and Observations:
Development of Printing press in Bengal: Relation between the printed text and dissemination of knowledge; Printing press as a commercial venture – discuss the initiatives taken by Upendrakishore Roychoudhury and the U.N. ROY & SONS in this context.
(Relevant and contextual pictures and illustrations, newspaper reporting, etc, Timeline of these above-mentioned processes and events).
Development of Science and Technical Education in Bengal: In that context briefly discuss the importance of the Indian Association for the Cultivation of Science, the Calcutta Science College, and the Basu Bigyan Mandir; a brief discussion on the development of Technical Education and particularly the role of the National Council of Education and the Bengal Technical Institute in that context.
(Relevant and contextual pictures and illustrations, newspaper reporting, etc, Timeline of these above-mentioned processes and events).
Critique of Colonial ideas regarding Education: A brief discussion on ideas of Rabindranath Tagore on Shantiniketan and his initiatives related to the Visvabharati; In this context discuss in short Tagore’s ideas about synthesis among Nature, Humans, and Education.
(Relevant and contextual pictures and illustrations, newspaper reporting, etc, Timeline of these above-mentioned processes and events).
Chapter 6 Peasant, Working Class, and Left Movements in 20th Century to the Early 20th Century India: Characteristics and Observations
Relations of the Indian National Congress and Left Politics with Peasant Movements in India:
Anti-Partition Movement in Bengal, Non-Cooperation Movement, Civil Disobedience Movement, and Quit India Movement – Discussion of Peasant Movements in relation to these four movements. In that context also discuss the Eka Movement and the Bardauli Satyagraha briefly.
(Relevant and contextual pictures and illustrations, newspaper reporting, etc, Timeline on these above-mentioned Movements).
Relations of the Indian National Congress and Left Politics with Working Class Movements in India: Anti-Partition Movement in Bengal, Non-Cooperation Movement, Civil Disobedience Movement, and Quit India Movement – Discussion of Working Class Movements in relation to these four movements. Discuss briefly the issue of the Workers and Peasants’ Party.
(Relevant and contextual pictures and illustrations, newspaper reporting, etc, Timeline of these above-mentioned Movements).
Nature, Characteristics, and Observations of the politics and participation of the Left in the Anti-Colonial Movements of 20th Century India
Did you know? M. N. Roy and Left Movement of India
(Relevant and contextual pictures and illustrations, newspaper reporting, etc, Timeline of these above-mentioned Movements).
Chapter 7 Movements Organized by Women, Students, and Marginal People in 20th Century India: Characteristics and Analyses
Nature, Characteristics, and Assessment of Women’s Movement in 20th Century India: Discussion of Women’s Movement in relation to the Anti-Partition Movement in Bengal, Non-Cooperation Movement, Civil Disobedience Movement and Quit India Movement. Discuss briefly the nature of women’s role in Armed Revolutionary struggles. In that context briefly discuss these topics: Deepali Sangha, Pritilata Waddedar, and Kalpana Dutta.
Did you know? Women’s Wing Indian National Army
(Relevant and contextual pictures and illustrations, newspaper reporting, etc, Timeline of these above-mentioned Movements).
Nature, Characteristics, and Assessment of Students’ Movements in 20th Century India: Discussion of Students’ Movement in Relation to the Anti-Partition Movement in Bengal, Non-cooperation Movement, Civil Disobedience Movement, and Quit India Movement. Discuss briefly the nature of students’ role in Armed Revolutionary struggles. In that context briefly discuss these topics: Anti-Circular Society, Bengal Volunteers, Surya Sen, Bina Das, Rashid AN Day.
(Relevant and contextual pictures and illustrations, newspaper reporting, etc, Timeline of these above-mentioned Movements).
Development of Dalit politics and Movements in 20th Century India: Nature, Characteristics and Analysis; Debate between Gandhi and Ambedkar regarding Dalit rights; Also discuss briefly the Namasudra Movement in Bengal.
(Relevant and contextual pictures and illustrations, newspaper reporting, etc, Timeline of these above-mentioned Movements).
Chapter 8 Post-Colonial India: Second Half of the 20th Century (1947-1964)
Initiatives undertaken and Controversies related to the accession of Princely States with India: (Discuss and demarcate the changing internal and external boundaries of India as a State in the context of the above-mentioned topic with two maps of India, one of 1947 and another of 1964).
Did you know? Kashmir Issue, Annexation of Hyderabad
(Relevant and contextual pictures and illustrations, newspaper reporting, etc, Timeline of these above-mentioned Movements).
Initiatives undertaken and Controversies related to the Refugee Problem in post-1947: In that context briefly discuss the topic: Partition in Autobiography and Memoirs.
(Relevant and contextual pictures and illustrations, newspaper reporting, etc, Timeline of these above-mentioned Movements).
Initiatives undertaken and Controversies related to Linguistic Reorganisation of States (Discuss and demarcate the changing internal boundaries of the Indian nation in the context of the above-mentioned topic with two maps of India one of 1948 and another of 1964)
Did you know? State Reorganisation Commission and Act (1953-1956)
Schedule of Languages in the Indian Constitution (up to 1964)
(Relevant and contextual pictures and illustrations, newspaper reporting, etc, Timeline of these above-mentioned Movements).
Guidelines for Farming Questions
The following types of questions may be framed –
Chapter 1 Ideas of History
History is the study of the progress of human civilizations. It is not confined to the stories of kings, dynasties, wars, and dates. History has broken the barriers of tradition and brought variety and growth in its studies. Thus History sheds light on New Social History, the History of Sports, the History of Food Habits and Cuisine, the History of Performing arts (Music, Dance, Drama, Cinema), the History of Clothing, the History of Transportation, History of Visual Arts (Painting, Photography), History of Architecture, Local History, Urban History, Military History, History of Environment, History of Science-Technology and Medicine, Women’s History, etc. This chapter also deals with Historiography i.e. the history of history writing discussing within its fold + the Rankian School, The Annales School, The Subaltern School, and The New Social History; Study of Modern India; The two main sources – primary sources (Government documents like reports, narratives, diary entries by police, etc), and the secondary sources (autobiography, memoirs; Jibansmriti, Jibaner Jharapata, Sattar Bathsar, correspondence; Letters from a father to his Daughter, Periodicals; Prabasi, Bangadarshan, Newspapers; Som Prakash) help in the reconstruction of History. Importance of photography and uses and Abuses of the Internet in collecting historical information.
Chapter 2 Reforms: Characteristics and Observations
19th century Bengal: Reflections of society through periodicals, newspapers, and literature, like Bamabodhini Patrika, Hindoo Patriot, Hutom Pyanchar Naksha, Nil Darpan, Grambarta Prakashika; Educational Reforms – (a) Role of Christian Missionaries and the Serampore Trio (b) Charter Act of 1813 (c) Anglicist and Orientalist Controversy, (d) Wood’s Despatch; setting up of Calcutta Medical College (1835) and the Universities of Calcutta, Mumbai, Madras (1857), the spread of education among women and the prominent role played by Vidyasagar, David Hare, J.E.D Bethune; Social Reform movements in the 19th century executed by the Brahmos and also the role of Young Bengal and Derozio; Religious Reforms – The Brahmo Movement and the idea of monotheism, Ramakrishna Dev’s idea of ‘Sarva Dharma Samanwaya’ and ‘Neo-Vedanta’ of Swami Vivekananda brought about religious enlightenment; Bengal-Renaissance and the intellectual awakening in 19th century Bengal. But the term is debatable.
Chapter 3
Resistance and Rebellion: Characteristics and Analyses
The victory at Plassey (1757) gave the English East India Company political control of India. The imperialist interest of the company or the British colonial power led them to execute various exploitative measures. To tap the huge natural resources of the Indian forests they formed the Indian Forest Act of 1865 and 1878 thereby depriving the tribal population of their traditional rights in the forests of India and forcing them to rise in rebellion. The imposition of the high rate of land revenue, the breaking down of the economic structure of the country, the oppression and misrule both on the peasants and landlords and zamindars, and the introduction of the sun-set law, the Permanent Settlement Act resulted in various revolts. It was these uprisings, rebellions, and revolts that eventually gave rise to the political consciousness and nationalist outlook of the people of India. Examples – Chuar Rebellion, Wahabi Movement, Indigo Revolt, etc.
Chapter 4 Early Stages of Collective Action: Characteristics and Analyses
One hundred years after the battle of Plassey (1757) in the year 1857 a Great Revolt occurred due to the accumulation of discontent and grievances in the minds of the Indians towards their oppressive and imperialist Colonial rulers. The 19th century observed the growth of collective action in India which was manifested through the Revolt of 1857, the growth of associations, patriotic literature, and works of art like paintings. The collective organization and movements that took place in that period were predominantly against the British, against the age-old superstitions and to promote nationalism. There is a great deal of controversy among historians regarding the nature of the Great Revolt of 1857. Some British historians like Maleson, John Silly, John Keay, etc called it the Sepoy Mutiny which was supported by contemporary Indians like Akshay Kumar Dutta, Durgadas Banerjee, Dadabhai Naoroji, etc. J. B. Norton, Alexander Duff, Outram, Holmes, and even V. A. Smith and Karl Marx accepted the national character of the revolt or termed it a National Revolt. The revolutionary and nationalist thinker Vinayak Damodar Savarkar called it India’s First War of Independence, while R C. Joshi and others called it a National Struggle directed by the feudal lords. The English-educated Bengali intelligentsia being influenced by Western education and reforms of the colonial government did not support the sepoys. It was as a result of the Revolt of 1857, the English East India Company’s rule in India came to an end and power was transferred to the British crown. India was brought under the British crown by the Government of India Act of 1858. Queen Victoria’s famous proclamation was announced by Lord Canning at a grand durbar at Allahabad on 1st November 1858; Before the formation of the Indian National Congress in 1885 many associations were formed in different regions of India like Bombay, Madras, and especially in Bengal namely the Bangabhasa Prakashika Sabha, Landholders ’ society, Hindu Mela, Bharat Sabha, Poona Sarvajanik Sabha, Madras Mahajan Sabha etc.; To enlighten the people in nationalist ideas and patriotism a host of literary works were composed by Bankim Chandra (Anandamath), Rabindranath Tagore (Gora), and Swami Vivekananda (Bartaman Bharat). Their books played quite a significant role in arousing political awareness among the Indians. Mention must be made of the inspirational painting of ‘Bharat Mata’ by Abanindranath Tagore and the satirical sketches and cartoons (University Machine) by Gaganendranath Tagore in this context.
Chapter 5 Alternative Ideas and Initiatives
The social, religious, political, economic, and cultural ideas that developed in the first half of the 19th century underwent a great change and gave rise to new concepts and ideas in the second half of the 19th century. With the advent of Western education, social and political awareness started playing an important role in the minds of the Indian people and society. As a result, there was a drastic change in the thought process of the Indians and alternative ideas triumphed over the practiced ones. 19th century induced nationalism and ideas of national unity among the Indians which were further promoted with the development of the Indian press. Starting from the ‘Bengal Gazettee’ of Hicky (1780) to ‘Sambad Prabhakar’ of Iswarchandra Gupta (1831), newspapers helped generate knowledge and consciousness among the primarily urban people. The development of science and technology was limited during colonial rule. As a result, initiatives were taken by different notable Indians (like Mahendra Lal Sircar, Acharya Jagadish Chandra Bose, etc.) to develop scientific knowledge and research. It was the aim of the colonial government to produce Western-educated Indians who would only serve the need to rule the country. The Indians now started criticizing this colonial concept of education and thought of replacing it with alternative ideas of spreading education. The pioneering personality in this field was Rabindranath Tagore who subsequently formed, ‘Brahmacharyashram’ and ‘Visva Bharati at Shantiniketan, Bolpur.
Chapter 6 Peasant, Working Class, and Left Movements in 20th-Century India
The imperialist attitude of the British affected the peasant community in India strongly in the first half of the 20th Century who, being subjected to a lot of oppression and exploitation, rebelled against the landlords and the imperialist Government. The labour Movement in India which was much more organized aimed against the oppression and deprivation of the workers in the hands of the factory owners. The peasants did not play any significant role in the Anti-Partition Movement but they actively participated in the Non-cooperation Movement (1920), Civil Disobedience Movement (1930), and the Quit India Movement (1942). The working class played a significant role during the Anti-Partition Movement (1905) and organized several strikes against the mill and factory owners in the period. They also participated in the Non-cooperation Movement (1920) and Civil Disobedience Movement (1930). However, their participation in the Quit India Movement (1942) was limited.
Chapter 7 Movements Organised by Women, Students, and the Marginal People in the 20th Century
The 20th century saw the participation of women, students, and marginal people like the Dalits in organizing various movements. Women’s participation could be witnessed during the Anti-Partition Movement, the Non-cooperation Movement, the Civil Disobedience Movement, the Quit India Movement, and also in the armed revolutionary movement. Most of the anti-British movements during the 20th century reached a great dimension through the participation of the student community in India. They fearlessly took part in the Anti-Partition Movement, the Non-cooperation Movement, the Civil Disobedience Movement the Quit India Movement. The revolutionary group of students in Bengal, Bihar, Maharashtra, Punjab, and Uttar Pradesh made notable contributions in India’s struggle for freedom. The movement of the marginal class or the Dalits formed another important feature of the 20th-century movements.
Chapter 8 Post Colonial India Second Half of the 20th Century (1947-1964)
After 190 years of British domination, India won independence on 15th August 1947. But by the provision of the Indian Independence Act the native rulers had the choice to accede either to Pakistan or to India. This resulted in a lot of trouble and Sardar Vallabhbhai Patel, the first Home Minister of independent India was able to merge the native states into the Indian Union. However, Pakistan refused to accept the inclusion of Kashmir to India which resulted in a number of wars, tension between the two countries, and the creation of ‘Pakistan occupied Kashmir ’. The partition of India gave rise to the problems like communal riots and the issues related to the ‘Refugees’. Both the governments of India and Pakistan tried to solve the refugee Problem through the ‘Nehru-Liaquat’ Agreement of 1950. However, the influx of refugees to India continued even after this agreement. The linguistic policies adopted by the Nehru government after independence also created problems and ultimately the government had to concede to the demands of forming states on the basis of languages. By the State Reorganisation Act of 1956, the states of India were also reorganized. Till 1964, there were 14 recognized languages mentioned in the 8th schedule of our constitution. At present, there are 22 recognized languages. Hindi and English are recognized as the official languages of India.
West Bengal Board Class 10 History 1st Summative Evaluation (Total Marks – 40)
Internal Formative Evaluation: (Total Marks – 10)
Month of Evaluation: April
West Bengal Board Class 10 History 2nd Summative Evaluation (Total Marks – 40)
Internal Formative Evaluation (Total Marks – 10)
Month of Evaluation: August
West Bengal Board Class 10 History 3rd Summative Evaluation (Total Marks – 90)
Internal Formative Evaluation (Total Marks – 10)
Month of Evaluation: December
Note: Chapters prescribed for the First and Second Summative Evaluations are also to be included in the 3rd Summative Evaluation
WBBSE Class 10 History Blueprint for 1st Summative Evaluation (Total Marks – 40)
| Topic | MCQ (GR. A) | VSA (Gr. B) | SA (Gr. C) | AAT (Gr. D) | EAT (Gr. E) | Total |
| Chapter 1 | 1 × 2 = 2 | 1 × 2 = 2 | 2 × 1 = 2 | 1 question from each chapter. Answer any 2 questions | 1 question from each chapter. Answer any 1 question | |
| Chapter 2 | 1 × 4 = 4 | 1 × 2 = 2 | 2 × 2 = 4 | |||
| Chapter 3 | 1 × 4 = 4 | 1 × 2 = 2 | 2 × 2 = 4 | |||
| Questions to be given | 10 | 6 | 5 | 3 | 3 | 27 |
| Questions to be answered | 10 | 6 | 4 | 2 | 1 | 23 |
| Total Marks | 1 × 10 = 10 | 1 × 6 = 6 | 2 × 4 = 8 | 4 × 2 = 8 | 8 × 1 = 8 | 40 |
Note:
Group A: Consists of MCQ. Every question of this group should have four options of answer.
Group B: Should consist of very short answer-type questions (answer should be in a single sentence): True- False, Statement-Assertion. 2 questions from each item will be given (3 × 2 = 6)
Group C: Consists of short answer type conceptual questions. The answer should be in two or three sentences.
Group D: Consists of analytical answer-type conceptual questions. The answer should be in seven or eight sentences.
Group E: Consists of explanatory answer-type conceptual questions. The answer should be in fifteen to sixteen sentences. In this group marks division will be either 3 + 5 or 5 + 3 or 8.
WBBSE Class 10 History Blueprint for 2nd Summative Evaluation (Total Marks – 40)
| Topic | MCQ (GR. A) | VSA (Gr. B) | SA (Gr. C) | AAT (Gr. D) | EAT (Gr. E) | Total |
| Chapter 4 | 1 × 3 = 3 | 1 × 2 = 2 | 2 × 1 = 2 | 1 question from each chapter. Answer any 2 questions | 1 question from each chapter. Answer any 1 question | |
| Chapter 5 | 1 × 4 = 4 | 1 × 2 = 2 | 2 × 2 = 4 | |||
| Chapter 6 | 1 × 3 = 3 | 1 × 2 = 2 | 2 × 2 = 4 | |||
| Questions to be given | 10 | 6 | 5 | 3 | 3 | 27 |
| Questions to be answered | 10 | 6 | 4 | 2 | 1 | 23 |
| Total Marks | 1 × 10 = 10 | 1 × 6 = 6 | 2 × 4 = 8 | 4 × 2 = 8 | 8 × 1 = 8 | 40 |
Note:
Group A: Consists of MCQ. Every question of this group should have four options of answer.
Group B: Should consist of only two items: Match the Column and map pointing**, 3 questions from each item will be given (3 × 2 = 6)
Group C: Consists of short answer type conceptual questions. The answer should be in two or three sentences.
Group D: Consists of analytical answer-type conceptual questions. The answer should be in seven or eight sentences.
Group E: Consists of explanatory answer-type conceptual questions. The answer should be in fifteen to sixteen sentences. In this group marks division will be either 3 + 5 or 5 + 3 or 8.
WBBSE Class 10 History Blueprint for 3rd Summative Evaluation (Total Marks – 90)
Madhyamik Examination
| Topic | (GR. A) M.C.Q. each question – 1 mark | (Gr. B) Very short answer type (V.S.A) each question – 1 mark | (Gr. C)
Short answer type (S.A) each question – 2 marks |
(Gr. D)
Analytical answer type each question – 4 marks |
(Gr. E) Explanatory answer type each question – 8 marks |
|
| Chapter 1 | 1 × 2 | 1 × 2 | 2 × 2 | 2 questions from Chapter 1 or 2 | – | |
| Chapter 2 | 1 × 3 | 1 × 3 | 2 × 2 | 1 question from Chapter 2 or 3 | ||
| Chapter 3 | 1 × 2 | 1 × 3 | 2 × 2 | 2 questions from Chapter 3 or 4 | ||
| Chapter 4 | 1 × 3 | 1 × 3 | 2 × 2 | 1 question from Chapter 4 or 5 | ||
| Chapter 5 | 1 × 2 | 1 × 2 | 2 × 2 | 2 questions from Chapter 5 or 6 | ||
| Chapter 6 | 1 × 3 | 1 × 3 | 2 × 2 | 1 question from Chapter 6 or 7 | ||
| Chapter 7 | 1 × 3 | 1 × 3 | 2 × 2 | 2 questions from Chapter 7 or 8 | ||
| Chapter 8 | 1 × 2 | 1 × 1 | 2 × 2 | – | ||
| Questions to be given | 20 | 20 | 16 | 8 | 3 | 67 |
| Questions to be answered | 20 | 16 | 11 | 6 | 1 | 54 |
| Total Marks | 1 × 20 = 20 | 1 × 16 = 16 | 2 × 11 = 22 | 4 × 6 = 24 | 8 × 1 = 8 | 90 |
| Answer any 16 questions from 20. Have to answer from each item. | Answer any 11 questions from 16. | Answer a total of 6 questions from four segments. At least 1 question from each segment and another 2 from any segment. | Answer any 1 question from 3. |
Note:
Group A: Consists of MCQ. Every question of this group should have four options of answer.
Group B: Should consist of True-False, Match the Column, VSA (in one sentence), Map pointing** & Statement-Assertion. 4 questions from each item will be given.
Group C: Consists of short answer type conceptual questions. The answer should be in two or three sentences.
Group D: Consists of analytical answer-type conceptual questions. The answer should be in seven or eight sentences.
Group E: Consists of explanatory answer-type conceptual questions. The answer should be in fifteen to sixteen sentences. In this group marks division of the three questions will be either 3 + 5 or 5 + 3 or 8.
*This question pattern is indicative of the Madhyamik Examination.
**For the visually challenged students, Fill in the blanks will be given as an alternative.
Chapter 1 Measurement
Measurement and Units: Concept of measurement of physical quantities, units and utility of units, Different Systems [CGS, SI] of Units, Units of different quantities in different systems, all physical quantities do not have units (reason), Fundamental Units and Derived Units, Modem ideas regarding standard length and standard time, Units of Mass (1 kg, 1 g), Unit of volume (1L, 1 m3, 1 mL, 1 cm3, 1 dm3).
Units of quantities having very large and very small magnitude: Sizes of living organisms, from microorganisms to large living species, size of the universe (with the help of the unit of length and unit of time) from subnuclear to galactic objects.
Dimension: Dimensions of physical quantities. Use of exponents in the expression of units.
Measurement: Measuring instruments – the idea of least count, range of the instrument, and error in case of the following instruments only – scale, clocks, measuring cylinder, common balance.
Chapter 2 Forces and Motion
Rest and Motion: Role of the observer in deciding rest and motion. Translation is a change of position and rotation is a change of orientation. Difference between rotation and circular motion.
Equations of Motion: Displacement, speed, velocity, and acceleration. Uniform and non-uniform motion among a straight line. Algebraic and graphical representation (through velocity-time graph only). Representation of displacement and acceleration in velocity-time graph.
Newton’s 1st Law of Motion: Force as the cause, and acceleration (change of motion) as an effect: (a) Effective force and balanced force. Addition of forces-Parallelogram law, examples from daily life. Resolution of forces, components examples, (b) Inertia of rest and inertia of motion.
Newton’s 2nd Law of Motion: Newton’s 2nd Law of Motion. Force is the cause, acceleration is an effect, and F = ma is the postulate (law). Mass is the intrinsic property of an object, determining internal resistance (using F = ma). Units of force (Dyne and Newton).
Newton’s 3rd Law of Motion: Newton’s 3rd Law of Motion. Action (force) and reaction (force).
Different types of forces: Forces of different types with examples. Tension is the force between different parts of a string or wire. The idea of normal reaction force.
Linear momentum: Introducing the concept of momentum for an object with variable mass. Necessity of linear momentum as a physical quantity. Statement of Newton’s 2nd law of motion by using the concept of linear momentum. Obtaining F = ma, from this statement when m is constant.
Conservation of linear momentum: Idea of conservation of linear momentum.
Chapter 3 Matter: Structure and Properties
The pressure of liquid and air: Fluid Pressure: Thrust, force per unit area, pressure of a liquid at a point, some characteristics of liquid pressure. Description of Barometer. Measurement of atmospheric pressure by Barometer and forecast of weather. Siphon and its applications; Archimedes’ Principle: Archimedes’ Principle. Buoyancy, floatation, and apparent weight. Density and Relative density; Surface tension: Idea of surface tension from examples of daily life. Factors affecting surface tension of a liquid; Viscosity: Viscosity is the friction of a liquid. Laminar or streamlined and turbulent flow. Density and viscosity are two different quantities. Terminal velocity of an object in a viscous medium. Rate of flow of liquid; Bernoulli’s Theorem: Bernoulli’s Theorem; Elasticity: Elasticity, factors on which elasticity depends, Stress, Strain, Hooke’s law, Elastic constants (Young’s modulus only), and Elasticity in daily life. Ductility; Brittleness; Malleability.
Chapter 4 Matter: Atomic Structure; Physical and Chemical Properties of Matter
Chapter 4.1 Atomic Structure:
Discovery of the electron; Rutherford’s alpha particle experiment; Rutherford’s model of an atom; Limitations of Rutherford’s model; Discovery of Neutron; Electron, proton, and neutron; Qualitative presentation of Bohr-Rutherford model of an atom. Electronic orbits (K, L, M, N, shells); Isotope, isobar, and isotone; Nuclear force; Electronic configuration upto Z = 20; Absorption/emission of energy during electronic transitions between orbits.
Chapter 4.2 Mole Concept:
Mole as a unit of number. Avogadro’s number (NA) and its importance in chemistry, biology, and physics; Concept of gram atom and gram molecule; Atomic mass unit; Molar volume of gases at NTP; Use of molar mass, molar volume, and formula mass in chemical calculations.
Chapter 4.3 Solution:
True solution, colloidal solution, and coarse suspension; Diameter of particles in true and colloidal solutions and coarse suspension; Dissolution of small ions/molecules and macromolecules (protein, DNA, starch) in water; Different colloidal solutions (solid-in-liquid, solid-in-gas, liquid-in-gas, liquid-in-liquid). Emulsions and emulsifiers; Solubility of solids and gases in liquids; Saturated, unsaturated, supersaturated solutions; Crystallization; Concentration of solution and its units; Motion of particles in solution; Non-aqueous solvent.
Chapter 4.4 Acids, Bases, and Salts:
Arrhenius definition of acids and bases; Indicators; Industrial uses of NaOH, H2SO4, HCl, HNO3; Chemical properties of acids (H2SO4, HCl, HNO3; Chemical properties of alkali (NaOH); Safe handling of acids and bases; Importance of aqueous medium in respect of acid-base property; Qualitative introduction to pH; Effect of pH on tooth decay; importance of pH in agriculture and pisiculture; Acidic, basic and amphoteric oxides; Acidification of water due to dissolution of gaseous oxides (CO2, SO2, NO2), Neutralization, Antacids, Normal, acidic and basic salts.
Chapter 4.5 Separation of Components of Mixtures:
Distillation and Fractional distillation; Use of Separatory funnel.
Chapter 4.6 Water:
Physical properties of water that influenced proliferation and maintenance of life; Quality parameters of drinking water; Purification of water for drinking purposes; Soft and hard water; Water pollution; Arsenic compounds and fluoride in groundwater.
Chapter 5. Energy in Action. Work Power and Energy
Work: Definition of work, W = F.D. Unit of work. Work done by and against the force. No workforce; Power: Definition of power, p = w/t. Unit of power; Energy: Definition of energy. Potential energy. Kinetic energy. Conservation of Mechanical Energy.
Chapter 6 Heat
Calorimetry: Principles of calorimetry. Heat gained = Heat lost; Equivalence of work and heat: W = J.H; Latent heat: Change of state; Saturated and unsaturated vapour: Saturated and unsaturated vapour; Anomalous expansion of water: Effects of anomalous nature of water on marine life.
Chapter 7 Sound
Sources of sound: Vibration: Sound is produced by vibration. Mechanism of sound production in the human vocal chord. Some quantities are related to vibration amplitude, period, and frequency; Propagation of sound Wave: Necessity of medium for sound propagation; Waves: Longitudinal and Transverse wave. Some physical quantities related to waves: are amplitude, wavelength, period, wave frequency, and wave velocity. Relation among wave frequency, wavelength, and wave velocity V = n.λ; Some properties of sound: Reflection of sound. Echo. Reverberation of sound; Audible sound and its frequency range. Ultrasonic sound. Uses of ultrasonic sound; Characteristics of Sound: Loudness. Pitch. Quality of Sound.
The human ear and mechanism of hearing sound: Structure (Human ear). Sound Propagation through the different parts of the ear; Sound Pollution: Sound Pollution and its remedy.
WBBSE Class 9 Physical Science Blueprint for 1st Summative Evaluation (Total Marks – 40)
| Theme/Sub-Theme | MCQ (Group A) | VSA (Group B) | SA (Group C) | LA (Group D) | Total |
| 1. Measurement | 1 × 3 | 1 × 2 | 2 × 2 | 3 × 1 | 12 |
| 2. Force and Motion | 1 × 2 | 1 × 3 | 2 × 3 | 3 × 1 | 14 |
| 3. Atomic Structure | 1 × 3 | 1 × 2 | 2 × 3 | 3 × 1 | 14 |
| Total | 8 | 7 | 16 | 9 | 40 |
WBBSE Class 9 Physical Science Blueprint for 2nd Summative Evaluation (Total Marks – 40)
| Theme/Sub-Theme | MCQ (Group A) | VSA (Group B) | SA (Group C) | LA (Group D) | Total |
| 1. Mole Concept | 1 × 2 | 1 × 1 | 2 × 1 | 3 × 1 | 8 |
| 2. Matter: Structure and Properties | 1 × 2 | 1 × 3 | 2 × 1 | 3 × 1 | 10 |
| 3. Solution | 1 × 1 | 1 × 1 | 2 × 1 | 3 × 1 | 7 |
| 4. Acids, Bases, Salts | 1 × 2 | 1 × 1 | 2 × 1 | 3 × 1 | 8 |
| 5. Work, Power, Energy | 1 × 1 | 1 × 1 | 2 × 1 | 3 × 1 | 7 |
| Total | 8 | 7 | 10 | 15 | 40 |
1. In Group A: All the Multiple Choice Questions (MCQ) are compulsory. There will be no alternative to any question in this Group.
2. In Group B: VSA will contain – (i) answer in a single word or a single sentence, (ii) column matching, (iii) fill in the blanks, and (iv) true/ false type questions. In the first & second summative, there will be alternatives to a total of 3 questions from the same theme/sub-theme.
3. In Group C: In the first & second summative there will be an alternative to 3 questions from the same theme/sub-theme.
4. In Group D: In the first & second summative there will be an alternative to 3 questions from the same theme/sub-theme. In this Group, 3 marks may be broken as (2 + 1).
5. All alternatives should be internal i.e. an alternative to question (2a) should be designed as (2a) [Question] OR [Question], (2b), etc.
6. Each numerical question will have an alternative item from the same theme/sub-theme.
WBBSE Class 9 Physical Science Blueprint for 3rd Summative Evaluation/Selection Test (Total Marks – 90)
| Section | Theme/Sub-Theme | MCQ (Group A) | VSA (Group B) | SA (Group C) | LA (Group D) | Total |
| Physics | 1. Matter: Structure and Properties | 1 × 1 | 1 × 1 | 2 × 2 | 3 × 1 | 9 |
| 2. Measurement | 1 × 1 | 1 × 2 | 2 × 1 | – | 5 | |
| 3. Force and Motion | 1 × 1 | 1 × 2 | 2 × 1 | 3 × 1 | 8 | |
| 4. Work, Power, Energy | 1 × 1 | 1 × 2 | 2 × 2 | – | 7 | |
| 5. Sound | 1 × 1 | 1 × 2 | 2 × 1 | 3 × 1 | 8 | |
| 6. Heat | 1 × 1 | 1 × 2 | 2 × 1 | 3 × 1 | 8 | |
| Chemistry | 7. Atomic Structure | 1 × 1 | 1 × 2 | 2 × 1 | 3 × 1 | 8 |
| 8. Mole Concept | 1 × 1 | 1 × 2 | 2 × 1 | 3 × 1 | 8 | |
| 9. Solution | 1 × 1 | 1 × 2 | 2 × 1 | 3 × 1 | 8 | |
| 10. Acids, Bases and Salts | 1 × 2 | 1 × 2 | 2 × 1 | 3 × 1 | 9 | |
| 11. Separation of Components of Mixtures | 1 × 1 | 1 × 2 | 2 × 1 | – | 5 | |
| 12. Water | 1 × 1 | 1 × 2 | 2 × 2 | – | 7 | |
| Total | 13 | 23 | 30 | 24 | 90 | |
1. In Group A: All the Multiple Choice Questions (MCQ) are compulsory. There will be no alternative to any question in this Group.
2. In Group B: VSA will contain – (i) answer in a single word or a single sentence, (ii) column matching, (iii) fill in the blanks, (iv) true/ false type questions. In this group there will be alternatives to a total of 8 questions: alternative to 4 questions from Physics and 4 questions from Chemistry will be given. All alternatives will be from the same theme/sub-theme.
3. In Group C: (a) Eight (8) questions from Physics will have to be answered. There will be alternatives to 3 questions from the same theme, (b) Seven (7) questions from Chemistry will have to be answered. There will be an alternative to 3 questions from the same sub-theme.
4. In Group D: (a) Four (4) questions from Physics will have to be answered. There will be alternatives to 2 questions from the same theme, (b) Four (4) questions from Chemistry will have to be answered. There will be an alternative to 2 questions from the same sub-theme. In this Group, 3 marks may be broken as (2 + 1).
5. All alternatives should be internal i.e. an alternative to question (2a) should be designed as (2a) [Question] OR [Question], (2b), etc.
6. Each numerical question will have an alternative item from the same theme/sub-theme.