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.
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.
WBBSE Class 10 Physical Science MCQ Questions in English Medium
Detailed explanations in West Bengal Board Class 10 Geography Book Solutions Chapter 5.9 Population of India offer valuable context and analysis.
Answer in short : 2 Marks
Question 1.
What do you mean by population growth ?
Answer:
Population growth refers to the increase in number of people residing in a particular place over a particular period of time.
Question 2.
What things are affected by population growth ?
Answer:
Population growth affects the socio-economic aspects of the country. It influences the levels of development, economic status, nature of utilisation of resources, etc.
Question 3.
What do you mean by sustainable development ?
Answer:
Sustainable development refers to the process of meeting human development goals while sustaining the ability of natural systems to provide resources and services upon which the economy and society depend. It is the organising principle for sustaining finite resources necessary to provide for the needs of future generations.
Question 4.
How do climate and relief affect the distribution of population in India?
Answer:
Relief : Plain land is more attractive for people rather than mountainous or plateau regions due to ease of economic activities like agriculture, industry, transport, etc.
Climate : Regions having moderate or maritime climate attract population much more rather than harsh and extreme climates. Eg – the coastal plains of Kerala are much more populated than the rugged himalayan ranges.
Question 5.
How does the presence of minerals influence population distribution in India?
Answer:
Presence of mineral resources boost the growth of industries. Availability of jobs attracts much population in these regions. Eg.- Chotanagpur Plateau.
Question 6.
What is the influence of transport and communication system and presence of ports on population distribution?
Answer:
Regions with good transport facilities and communication networks attract population for trade, commerce and other activities. Presence of ports boosts the transport system by waterways. Also, ports provide employment to a huge population at different levels.
Question 7.
What do you mean by urbanization ?
Answer:
Urbanization is the process of development of towns and cities from village due to high growth rate of population, availability of modern facilities of livelihood and easier and better means of life. It is the process of conversion of rural areas into urban areas.
Question 8.
How does scope of employment influence the process of urbanization?
Answer:
Rural areas cannot provide work to a large population due to various limitations. Scope of employment is comparatively higher and varied in urban areas. Hence, much population is attracted towards towns and cities, leading to more urbanization.
Question 9.
How does urbanization cause accommodation problems ?
Answer:
The rapidly growing population in the urban areas becomes difficult to house in the already existing set-up of the area. Hence, growth of slums and downtrodden areas are seen in the fringes of towns and cities.
Question 10.
How does proportion of unemployed population increase in urban areas?
Answer:
People from rural areas come to urban areas in search of employment. But the urban areas also have certain limitations in providing employment to the people. Hence, a huge portion of the expecting population remains unemployed and the proportion of the total unemployed population gradually increases.
Question 11.
What do you mean by Census?
Answer:
Census is the method of counting the total population of a particular region and calculating the birth rate, death rate, growth rate, along with the literacy rate, economic and social aspects etc.
Question 12.
What do you mean by the ‘growth rate of population’?
Answer:
The increase in population over a period of time due to the difference in birth and death rates is called ‘the growth rate of population’.
Question 13.
What is ‘overpopulation’?
Answer:
The condition where the total population of a country is more than the amount of available resources, is called overpopulation.
Question 14.
What is ‘underpopulation’?
Answer:
The condition where the total population of a country is less than the amount of available resources is called underpopulation.
Question 15.
What is optimum population ?
Answer:
The condition where the total population of a country is in parity with the total amount of resources available, is called optimum population.
Question 16.
What do you mean by density of population?
Answer:
The total population residing in a unit area of a country or a state or region, is known as the density of population.
Question 17.
What do you mean by negative growth rate of population ?
Answer:
In countries where the death rate is greater than the birth rate, population decreases rather than increases over time. This is known as the negative growth rate of population.
Question 18.
What do you mean by zero growth rate of population?
Answer:
The condition where the birth rates and death rates of population of a country are equal, the absolute population does not increase and rather remains constant over a period of time. This is known as the zero growth rate of population.
Question 19.
What is sex ratio?
Answer:
The ratio of the total number of females to every 1000 males of a country is known as the sex ratio.
Question 20.
What is ‘decadal growth rate of population’?
Answer:
The rate of growth of population over 10 years or between two consecutive census years is known as the ‘decadal growth rate of population’.
Question 21.
What is yearly growth rate of population?
Answer:
The rate of growth of population over a time period of one year is known as the yearly growth rate of population. It can be calculated by dividing the decadal growth rate by 10 .
Question 22.
What is Crude Birth Rate?
Answer:
The number of live children born in a country in a year with respect to every 1000 people, is known as the Crude Birth Rate or CBR.
Question 23.
What is Crude Death Rate ?
Answer:
The number of people dying every year in a country with respect to every 1000 people, is known as the Crude Death Rate or CDR.
Question 24.
What is Infant Mortality Rate ?
Answer:
The number of infants dying in a year in a country to every 1000 live children born in the same year is known as the Infant Mortality Rate or IMR.
Question 25.
What do you mean by the dependent population?
Answer:
The number of people lying within the age group of 0-14 years and over 60 years is known as the dependent population.
Question 26.
What is ‘dependency ratio’?
Answer:
in The ratio between the dependent population and the rest of the population of the country on which they depend, is called the dependency ratio.
Question 27.
What is normal increase of population?
Answer:
The increase of population of a country over a period of time due to difference between birth and death rates of population is known as the normal or natural increase of population.
Question 28.
What is ‘Birth rate’?
Answer:
The number of live children born in a country in a year to every 1000 people of the country, is known as the Birth rate.
Question 29.
What is ‘Death rate’?
Answer:
The number of people dying in a year in a country in every 1000 people of the country is known as Death rate.
Question 30.
What is Age-sex ratio ?
Answer:
The ratio between the males and females of different age groups of a country is known as the age-sex ratio.
Question 31.
What do you mean by ‘Life Expectancy’ ?
Answer:
The expected age till which a child may live, is known as the Life Expectancy. In 2013 , the life expectancy in India was 67.5 years.
Question 32.
What do you mean by literacy rate?
Answer:
The percentage of population of a country that can read and write in any language, calculated over a period of 10 years or census years, is known as the literacy rate. According to census of 2011, literacy rate of India is 73.0%
Question 33.
What is a ‘town’?
Answer:
According to the census definition, any area that lies under the municipal or notified Area, consists of a population of at least 5000 or density of population is at least 400 per sq km., and at least 75% people are engaged in nonagricultural works, is called a town. In some cases, all the criteria may not be fulfilled due to some exceptional qualilites.
Question 34.
What is a city ?
Answer:
An urban centre whose population lies within 1 lakh to 10 lakhs is known as a city.
Question 35.
What is a Metro city ?
Answer:
An urban centre whose population is more than 10 lakhs is known as a metro city. In India, according to the 2011census, there are 44 metrocities.
Question 36.
What is a Mega city ?
Answer:
An urban centre whose population is more than 50 lakhs is known as a mega city. Eg.- greater Kolkata, greater Mumbai etc.
Question 37.
What is a statutory town ?
Answer:
A town that is governed by a municipality, corporation, cantonment board or Notified Town Area Committee is known as a Statutory town.
Question 38.
What is a ‘Smart City’ ?
Answer:
A ‘Smart City’ is one where the old and new problems regarding service sectors are solved with the help of information and technological methods. They are also sometimes called Digital Cities as the service related problems are tried to be solved with the help of information technology digitally.
Answer in brief : 3 Marks
Question 1.
What is the need for sustainable development?
Answer:
The need for sustainable development are as follows :
Question 2.
What do you mean by Density of population ?
Answer:
Density of population refers to the number of people residing in one unit area, i.e. 1 sq. km. It is calculated by :
Density of population is only a quantitative information. It does not give any idea about the economic standard of the country or the level of resource utilisation.
India’s density of population is 382 persons per sq. km. according to the 2011 census.
Question 3.
How does urbanization cause problems of sewage and garbage disposal?
Answer:
Urbanization leads to rapid increase in population in the urban centres which leads to several problems. One such problem is regarding sewage and garbage disposal. The huge volume of disposable solid and liquid wastes generated by the huge population is difficult to handle with the present sewage systems of the urban areas. Thus, waste dumps and water logging of drains occur in urban areas. The problems are even severe in slum areas. This leads to spread of diseases due to unhygienic conditions.
Question 4.
What do you mean by population explosion ?
Answer:
The condition of high rate of increase of population of a country over a small period of time is called ‘Population explosion’. Usually, if the yearly growth rate of population exceeds 2 \%, it may result in population explosion. Causes of population explosion are :
Question 5.
What are the causes of high birth rates in India ?
Answer:
The causes of high birth rates in India are:
Question 6.
What are the causes of reduction of death rates in India ?
Answer:
The causes of reduction of death rates in India are :
Question 7.
Mention the criteria set by the Census of India to designate a place as a town.
Answer:
The criteria set by the Census of India to designate a place as a town are :
Question 8.
What are the main functions carried out by urban centres in India ?
Answer:
The urban centres of India mainly carry out the economic activities of secondary, tertiary, quanternary and quinary sectors. The various functions of these urban centres are :
Answer in details : 5 Marks
Question 1.
Discuss the factors that influence distribution of population in India.
Answer:
The population of India is not equally distributed all over the country. The main factors that influence the regional distribution of population are :
◊ Relief : Plain land is more attractive for population rather than mountains or plateaus due to ease of economic activities like agriculture, industry, transport, etc.
◊ Climate : Regions having moderate or marine climate attract population much more rather than harsh and extreme climates. Eg.- Coastal plains of Kerala, Gangetic plains, etc.
◊ Soil : Agriculture depends on the quality of soil. Hence fertile regions attract more population rather than the infertile regions.
◊ Mineral resources and industry : Presence of mineral resources boosts the growth of industries. Availability of jobs attracts much population in these regions. Eg.- Chotanagpur plateau.
◊ Transport and Communication : Regions with good transport facilities and communication networks attract population for trade and commerce and other economic activities. Hence, population concentrates near big railway junctions, ports, transport bottle necks etc.
◊ Rivers : The river basins have always been the cradle of ancient civilisations. Availability of water for drinking, household, navigation, agriculture etc., formation of fertile alluvial soil, attracts population.
◊ Natural vegetation : Moderately forested regions attract population for economic activities like wood collection, wax, honey etc. Dense forests like equatorial rainforests as well as treeless regions like the Thar desert in Rajasthan, both repel population.
◊ Economic and political conditions : People concentrate in regions where there is economic and political stability rather than regions of disturbances.
◊ Others : Centres of religious (Mathura, Puri), historical (Agra), educational (Santiniketan), tourism (Darjeeling), interests etc. also attract population.
Question 2.
Discuss the causes of urbanization in India.
Answer:
The different causes of urbanization in India are:
Question 3.
Discuss the problems of urbanization in India.
Answer:
The major problems faced due to urbanization in India are :
◊ Unplanned growth of urban areas : Rapid concentration of population in urban areas lead to unplanned and non-systematic growth of towns and cities.
◊ Accommodation : The rapidly growing population is difficult to house in the already existing urban areas. Hence, growth of slums and downtrodden areas occur in the fringes of towns and cities.
◊ Availability of water : The amount of water available is not sufficient for the rapidly growing population. Hence, scarcity of water occurs.
◊ Unemployment : A huge section of rural population comes to urban areas in search of work. But all of them do not get employment. Hence, the total percentage of unemployed population in urban areas increases.
◊ Sewage and garbage disposal : The volume of disposable solid and liquid wastes generated by the excess population is difficult to handle with the present sewage systems of urban areas. Thus waste dumping and water logging of drains are common, especially in slum areas.
◊ Insufficient transport, education, medical and other facilities : The available transport, education, medical and other facilities are not enough for the rapidly growing population.
◊ Pollution and environmental degradation : Overpopulation causes high rates of pollution and misuses and over-uses of resources cause environmental degradation.
Question 4.
What are the positive and negative effects of population growth on the economy of the country?
Answer:
Population growth exerts both positive and negative effects on the economy of the country.
Positive effects :
Negative effects :
Question 5.
How does the increase in population hamper sustainable development in India ?
Answer:
Increase in population at very high rates cause many hindrances in the sustainable development of a country’s economy. In India, the problems caused by high rates of population increase are :
◊ Exhaustion of fossil fuels : Increase in population leads to excessive use of fossil fuels, which is reducing their amount from the nature as well as causing pollution.
◊ Fast rates of Urbanisation : Urban centres are developing at a faster rate to house the growing population. This in turn is increasing social insecurity, crime and degradation of value system. Also, this increases the use of green house gases and causes global warming and environmental degradation along with climatic changes.
◊ Destruction of forests : Increase in population demands more food for survival. Hence, the forests are being destroyed to create more agricultural fields. Forests are also cleaned for establishment of industries.
◊ Social problems : Rapid increase in population leads to growth of slum areas, hampers the sewage system, causes insufficient arrangement of service, transport, communication, medical, water supply, education and employment facilities.
Question 6.
What steps should be taken for sustainable development in India ?
Answer:
The steps that must be taken for sustainable development in India are :
◊ Population control : Growth rate of population must be controlled with the help of knowledge, education, science and technology in order to maintain a parity between population and available resources.
◊ Proper utilisation of resources : Proper and rational utilisation of resources, use of renewable resources more than non-renewable resources, etc. must be promoted.
◊ Save the fund resources: Renewable and flow resources must be used more instead of non-renewable and fund resources in order to save them for future generations.
◊ Environmental Consciousness : The environmental degradation must be taken care of. New forests must be created by planting more and more trees. Soil erosion must be prevented. Pollutions of all levels must be controlled.
◊ Eradication of poverty : Scope of employment must be increased so that people can earn a proper living.
◊ Decentralisation policies : Industries and administrative functions must be decentralised and distributed over a large area. So that the in-migrating population of the cities can be distributed outwards properly.
Question 7.
Discuss the causes of rapid growth of population in India.
Answer:
The causes of rapid growth of population in India are:
Question 8.
Classify India according to the distribution of population density over the country.
Answer:
India can be classified into five regions with respect to distribution of population density.
i. Very high density of population (over 1001 persons per sq. \mathbf{k m ) : The states under this category are – West Bengal, Bihar, Kerala, and Union Territories of Pondicherry, Chandigarh, Daman and Diu. Amongst them, West Bengal has the highest density of population. Presence of fertile lands for agriculture, scope of industrial development, transport and communication skills make the areas densely populated. The Union Territories are important administrative units.
ii. High density of population (601-1000 persons per sq. km) : The regions under this category are – Uttar Pradesh, Tamil nadu, Punjab, Haryana, Goa, Dadra, Nagar Haveli, etc. Amongst them, Punjab, Haryana and Uttar Pradesh have the highest density of population.
iii. Medium density of population (401-600 persons per sq. km) : The regions under this category are – Assam, Tripura, Maharashtra, Andhra Pradesh, Jharkhand, Karnataka, Gujarat, Odisha, etc. Jharkhand and Odishsa are rich in minerals. Maharashtra, Andhra Pradesh and Karnataka are good in agriculture. Assam is rich in tea cultivation and oil reserves.
iv. Low density of population (301-400 persons per sq. km) : Madhya Pradesh, Rajasthan, Himachal Pradesh, Manipur, Chattisgarh, Jammu and Kashmir, Meghalaya, Nagaland, Sikkim, Uttaranchal, etc belong to this category. Lack of plain lands, adverse climatic conditions, lack of fertile lands, lack of employment facilities make these regions less dense in population.
v. Very low density of population (less than 50 persons per sq. km ) : Arunachal Pradesh, Mizoram, Andaman and Nicobar islands, etc. fall in this category. Rugged relief, infertile soil, lack of agriculture, adverse climate, dense forests, etc. make these regions so less populated.
Multiple Choice Questions (MCQ)
Question 1.
Our population was 121.02 crore according to the census :
(A) 1971
(B) 1981
(C) 1991
(D) 2011
Answer:
(D) 2011
Question 2.
The state has the highest population… :
(A) Kerala
(B) Uttar Pradesh
(C) West Bengal
(D) Bihar
Answer:
(B) Uttar Pradesh
Question 3.
The life expectancy in India is :
(A) more in the case of males
(B) more in the case of females
(C) equal in the case of males and females
(D) not comparable in the case of males and females as it keeps changing
Answer:
(A) more in the case of males
Question 4.
What is the number of females per thousand males as per the census?
(A) 967
(B) 937
(C) 936
(D) 940
Answer:
(D) 940
Question 5.
Where is the sex ratio lowest ?
(A) Punjab
(B) Andaman and Nicobar Islands
(C) Rajasthan
(D) Sikkim
Answer:
(B) Andaman and Nicobar Islands
Question 6.
Which among the following States supports the maximum percentage of tribal population?
(A) Madhya Pradesh
(B) Andhra Pradesh
(C) Sikkim
(D) Nagaland
Answer:
(D) Nagaland
Question 7.
The percentage of literates in India is :
(A) lower among males than females
(B) lower in urban areas than in rural
(C) higher among males
(D) is almost equal among males and females
Answer:
(C) higher among males
Question 8.
Which union territory has the highest literacy rate?
(A) Delhi
(B) Dadra and Nagar Haveli
(C) Chandigarh
(D) Pondicherry
Answer:
(C) Chandigarh
Question 9.
The lowest rate of literacy occurs in :
(A) Rajasthan
(B) Madhya Pradesh
(C) Andaman and Nicobar Islands
(D) Arunachal Pradesh
Answer:
(D) Arunachal Pradesh
Question 10.
Put the following in correct descending order of density of population as per the 1981 census : (I) Bihar (II) West Bengal (III) Kerala (IV) Uttar Pradesh
(A) III, II, IV, I
(B) I, II, III, IV
(C) III, II, IV, I
(D) II, III, I, IV
Answer:
(B) I, II, III, IV
Question 11.
What is the reason for the higher percentage of female workers in rural areas compared to the towns and cities in India ?
(A) Rural females are uneducated
(B) There are more employment opportunities for females in rural areas than in towns
(C) Rural women are more educated and job- oriented
(D) Subsistence agriculture forces women to take to work
Answer:
(D) Subsistence agriculture forces women to take to work
Question 12.
Which city has the largest population?
(A) Greater Bombay
(B) Delhi
(C) Kolkata
(D) Madras
Answer:
(C) Kolkata
Question 13.
The percentage increase in population in the decade 2001-2011
(A) 25 %
(B) 24 %
(C) 23 %
(D) 17.64 %
Answer:
(D) 17.64 %
Question 14.
Which of the following States has more women than men ?
(A) Sikkim
(B) Kerala
(C) Maharashtra
(D) None
Answer:
(B) Kerala
Question 15.
One of the chief effects of urbanization in India is :
(A) overcrowding in cities
(B) more jobs available
(C) lower standard of living
(D) stagnant agriculture
Answer:
(A) overcrowding in cities
Question 16.
Among the following, the most urbanised community in India is :
(A) Muslim
(B) Hindu
(C) Parsi
(D) Gujarati
Answer:
(C) Parsi
Question 17.
In India, how is the trend of urbanization illustrated ?
(A) Urbanization of many villages
(B) Employment opportunities in cities increasing
(C) Cities increasing in size at the cost of small towns
(D) None of the above
Answer:
(C) Cities increasing in size at the cost of small towns
Question 18.
Which is India’s most urbanized State ?
(A) Kerala
(B) Maharashtra
(C) Punjab
(D) Karnataka
Answer:
(B) Maharashtra
Question 19.
Which of the following would you consider a reason for India having a high “dependency” ratio?
(A) High rate of population growth
(B) Number of old people is high
(C) Large portion of population (nearly 42 %) in the age group 0-14 years
(D) Manpower is less
Answer:
(C) Large portion of population (nearly 42 %) in the age group 0-14 years
Question 20.
How many towns have been listed according to the 1981 census ?
(A) About 4000
(B) About 3700
(C) About 3500
(D) About 4500
Answer:
(A) About 4000
Question 21.
Which of the following combination of rivers and cities situated on their banks is wrong?
(A) Lucknow – Gomti
(B) Ayodhya – Saryu
(C) Badrinath-Aloknanda
(D) Vijayawada – Narmada
Answer:
(D) Vijayawada – Narmada
Question 22.
The percentage of working population of India engaged in agriculture is about
(A) 80
(B) 70
(C) 60
(D) 50
Answer:
(B) 70
Question 23.
Population of India has grown rapidly after 1921, mainly because
(A) Death rate has declined steeply
(B) Birth rate has increased rapidly
(C) Indians have returned from Burma, Sri Lanka and other countries.
(D) The number of persons migrating from India has declined.
Answer:
(A) Death rate has declined steeply
Question 24.
In 2011 the average age in India is
(A) 68.89 %
(B) 65.63 %
(C) 72.36 %
(D) 70-48 %
Answer:
(A) 68.89 %
Question 25.
Sex-ratio in India was always in favour of :
(A) Males
(B) Females
(C) Both sexes
(D) None of these
Answer:
(A) Males
Question 26.
The first census for the whole of India was taken in
(A) 1872
(B) 1881
(C) 1890
(D) 1901
Answer:
(C) 1890
Question 27.
The largest number of working population in India are engaged in
(A) Agriculture
(B) Pasture
(C) Mining
(D) Industry
Answer:
(B) Pasture
Question 28.
The highest density of population is in
(A) Sikkim
(B) West Bengal
(C) Bihar
(D) Uttar Pradesh
Answer:
(C) Bihar
Question 29.
Density of population in Kerala per 8 q . km is
(A) 555
(B) 859
(C) 828
(D) 698
Answer:
(B) 859
Question 30.
Density of population in West Bengal per sq. km is
(A) 1029
(B) 1102
(C) 2013
(D) 2598
Answer:
(A) 1029
Question 31.
With respect to population, Lakshadweep comes under
(A) Very high density region
(B) High density region
(C) Medium density region
(D) Low density region
Answer:
(A) Very high density region
Question 32.
Which of the following states of India recorded the lowest density of population?
(A) Sikkim
(B) Nagaland
(C) Mizoram
(D) Arunachal Pradesh
Answer:
(D) Arunachal Pradesh
Question 33.
_______ recorded the highest density of population.
(A) West Bengal
(B) Bihar
(C) Uttar Pradesh
(D) Assam
Answer:
(B) Bihar
Question 34.
The lowest population was recorded in
(A) Sikkim
(B) Arunachal Pradesh
(C) Tamil Nadu
(D) Nagaland
Answer:
(A) Sikkim
Question 35.
The most urbanised state of India is _______
(A) Kerala
(B) Punjab
(C) Maharashtra
(D) Karnataka
Answer:
(C) Maharashtra
Question 36.
In which state do women out-number men ?
(A) West Bengal
(B) Kerala
(C) Punjab
(D) Tamil Nadu
Answer:
(B) Kerala
Fill in the blanks : 1 Mark
1. The word ‘Census’ is of ________ origin.
2. The Union Territory of _________ has very low density of population.
3. The Union Territory of ________ is the most densely populated.
4. High ______ leads to rapid increase in population in India.
5. _______ in known as the Pink city of India.
6. The word ‘urban’ comes from the French word _______.
7. Presently the number of megacities in India is ________.
8. Density of population is the ratio between total population and ________ of a region.
9. Zero population growth occurs where birth rate and death rate are
10. The largest megacity of India is _________.
Answer:
1. Latin
2. Andaman & Nicobar Islands
3. Delhi
4. birth rate
5. Jaipur
6. Orbis
7. 53
8. Total area
9. Same
10. Mumbai
State True or False : 1 Mark
1. The economies of urban centres are non-agricultural. [ ]
2. Optimum population is seen in the developing countries. [ ]
3. India is an over-populated country. [ ]
4. Chennai is known as the gateway of India. [ ]
5. Mumbai is the largest business city of India. [ ]
6. Rate of child death is highest in Kerala. [ ]
7. An Urban centre with population more than 1 lakh is called a class I city. [ ]
8. India is a developing country. [ ]
9. About 25 % of India’s total population line in Urban centres. [ ]
10. Shantiniketan is a cultural town in West Bengal. [ ]
Answer:
1. True
2. False
3. True
4. False
5. True
6. False
7. True
8. True
9. False
10. True
Answer in few words : 1 Mark
Question 1.
Which organisation records the population of India ?
Answer:
The Census of India.
Question 2.
What is the total population of India ?
Answer:
1,21,05,69,573 according to 2011 census.
Question 3.
What is the decadal growth rate of population?
Answer:
17.7 % according to 2011 census.
Question 4.
What is the density of population of India ?
Answer:
382 persons per sq. km.
Question 5.
What is the sex ratio of India ?
Answer:
943 (females per 1000 males)
Question 6.
What is the average literacy rate in India ?
Answer:
73 %
Question 7.
Mention the literacy rate of males and females in India.
Answer:
Male – 80.9%, Female – 64.6%
Question 8.
What is the level of life expectancy in India ?
Answer:
65.96 years.
Question 9.
Which relief regions are usually most populated ?
Answer:
Plain lands.
Question 10.
Which regions are usually scarcely populated ?
Answer:
Deserts and rugged mountainous regions.
Question 11.
Which soil regions attract more population?
Answer:
Fertile alluvial soil regions.
Question 12.
Where did the civilisations first grow in ancient times?
Answer:
River basins.
Question 13.
Why do people concentrate around forests ?
Answer:
For economic activities like collection of wood, wax, honey etc.
Question 14.
Name some places that attract huge population due to religious factors.
Answer:
Mathura, Puri, Varanasi etc.
Question 15.
Name some places that attract huge population due to historic factors:
Answer:
Agra, Murshidabad.
Question 16.
Name some educational centres.
Answer:
Santiniketan, Aligarh, Nalanda etc.
Question 17.
Name some tourist centres that attract large population.
Answer:
Kashmir, Shimla, Nainital, Digha etc.
Question 18.
What is the process of increase of population by huge numbers called?
Answer:
Population explosion.
Detailed explanations in West Bengal Board Class 10 Life Science Book Solutions Chapter 1D Response and Physical Coordination in Animal Nervous System offer valuable context and analysis.
Short Answer Type Questions : 2 Marks
Question 1.
What do you mean by reflex action? Give examples of reflex actions?
Answer:
It is defined as fast, unconscious, immediate, automatic and involuntary response of the body (through effectors) to a stimulus. It is monitored through spinal cord.
Example of reflex actions :
Question 2.
What are the different type of reflexes?
Answer:
There are two type of reflexes
1. Unconditioned reflexes
2. Conditioned reflexes
Unconditioned or Unconditional reflexes are those which are inherited. Our brain does not learn these reflexes. Eg. when we touch a hot plate, we immediately moves away our hand.
Conditioned reflexes are those which our brain has learned by repeating the action number of times. Eg. a typist is typing a letter without looking at the typewriter keys.
Question 3.
What is reflex are?
Answer:
The structural and functional unit that carries our reflex action is called a reflex arc. It consists of :
Question 4.
Which signals will get disrupted in case of a spinal cord injury?
Answer:
In case of a spinal cord injury, the signals coming from the nerves as well as the signals coming to the receptors will be disrupted. As both these signals meet in a bundle in spinal cord, so if there is any spinal cord injury then both these signals are disrupted.
Question 5.
What is myelinated nerve? What is Node of Ranvier?
Answer:
Node of Ranvier : At regular interval, the nerve fibre possesses constriction of neurilemma known as node of Ranvier.
Question 6.
What is a choroid? What is its function?
Answer:
Choroid is the middle layer of the eyeball, present just below the outer sclera and covers the 5/6th part of eyeball.
Function i. Prevents reflection as melanin is present.
ii. Supplies nutrients and oxygen as it contains blood vessels.
Question 7.
What is the difference between a reflex action and walking?
Answer:
| Reflex Action | Walking |
| i. A reflex action is an automatic and rapid (spontaneous) response to a stimulus. | i. Walking is a voluntary action. |
| ii. It is spontaneous reaction. Spinal cord is involved in it. | ii. It is a conscious and deliberate action i.e. it is done after a thought is processed by the brain. |
| iii. It does not involve any kind of thinking or feeling to control the reaction. | iii. It is the voluntary action that we have acquired through learning. |
| iv. Spinal cord is directly involved in it. | iv. It is directly controlled by hindbrain (cerebellum.) |
| v. When a bright light is focused on your eyes, we immediately close it. A knee-jerk are examples of reflex action. | v. Examples : Walking in a straight line, riding a bicycle, picking up a pencil (Voluntary actions and precision control). |
Question 8.
What happens at the synapse between two neurons?
Answer:
Synapse is a very small gap between the last portion of axon of one neuron and the dendron of the other neuron. It acts as a one way valve to transmit impulses. This is one directional flow of impulses because the chemicals are produced only on one side of the neuron i.e. the axon’s side. Via axon, the impulses travel across the synapse to the dendron of the other neuron.
Question 9.
How do we detect the smell of an agarbatti (incense stick)?
Answer:
The forebrain is the main thinking part of the brain. It has regions which receive sensory impulses from various receptors. Separate areas of the forebrain are specialised for hearing, smell, sight and so on. Olfactory receptors (present in nose) send the information about the smell of incense stick to forebrain. The forebrain interprets it along with information received from other receptors as well as with information that is already stored in the brain.
Question 10.
List the functions performed by Cerebrum.
Answer:
The cerebrum performs the following functions :
Question 11.
What are the functions of cerebellum?
Answer:
Question 12.
How brain is protected inside a human body?
Answer:
Brain is protected by a bony box called cranium, within which are present 3 layers of fluid-filled (called cerebrospinal fluid) membranes (called menings) for absorbing shock and buoyancy.
Question 13.
What is the role of the brain in reflex action?
Answer:
Brain has no role to play in creation of reflex action response. Instead spinal cord is the control centre of a reflex action. In fact brain becomes aware after the reflex arc has been formed.
Question 14.
State the function of cerebellum?
Answer:
The function of cerebellum are :
i. It regulates tone, posture and equilibrium of the body.
ii. It controls muscular construction.
Question 15.
State the functions of hindbrain?
Answer:
The functions of hindbrain are :
Question 16.
What is binocular vision?
Answer:
In case of human with the help of binocular vision single object is observed by both the eyes together.
Question 17
What are the different Parts of forebrain?
Answer:
The different parts of forebrain are
cerebrum, thalamus, hypothalamus and epithalamus.
Question 18.
What is synapse? What is its function?
Answer:
A synapse is junctional region in nervous system where one neuron ends and another neuron begins.
Function : It is to conduct nerve impulse from one neuron to another neuron.
Question 19.
Write any one function of each of cerebrum, cerebellum and medulla oblongata?
Answer:
Functions :
Question 20.
What is reflex arc?
Answer:
The complete neural path way involved in the phenomenon of reflex action is called reflex arc.
Question 21
What is blind spot?
Answer:
It is the spot where the optic nerve is joined on to the retina.
Question 22.
Write two difference between blind spot and yellow spot.
Answer:
| Yellow spot | Blind spot |
| i. Yellow spot is a particular area on the retina located almost at the centre of the horizontal axis of eye ball. | i. Blind spot is a particular disc like area within eyeball located just below the yellow spot. |
| ii. In contains cone cells and is the area of eye with best vision. | ii. It does not contain any photoreceptors and so image falling on it cannot be received. |
Question 23.
What is blind spot? Mention its function.
Answer:
Blind spot : A particular disc like area within the eyeball which is located just below the yellow spot and contains as photorecptors is called optic disc or blind spot.
Function : As there are no photoreceptors, image falling in this place cannot be received i.e. no vision takes place, hence the name blind spot.
Long Answer Type Questions : 5 Marks
Question 1.
Compare and contrast nervous and hormonal mechanisms for control and coordination in animals.
Answer:
| Nervous System Mechanism | Hormonal Mechanism |
| i. It consists of nerve impulses between PNS, CNS and Brain | i. It consists of endocrine system which secretes hormones directly into blood. |
| ii. The axons and dendrites transmit the information through a coordinated effort. | ii. The information is transmitted or transported through blood. |
| iii. The flow of information is rapid and the response is quick. | iii. The information travels slowly and the response is slow. |
| iv. Nerve impulses are not specific in their action. | iv. Each hormone has specific actions. |
| v. Effects are short lived | v. It has prolonged effects. |
Question 2.
What is the difference between the manner in which movement takes place in a sensitive plant and the movement in our legs?
Answer:
| Movement in sensitive plants | Movement in our legs |
| i. The movement in a sensitive plant is a response to stimulus (touch) which is a involuntary action. | i. Movement in our legs is a voluntary action. |
| ii. No special tissue is there for the transfer of information. | ii. A complete system CNS and PNS is there for the information exchange. |
| iii. Plant cells do not have specialised protein for movements. | iii. Animal cells have specialised protein which help muscles to contract. |
Question 3.
What is the need for a system of control and coordination in an organism?
Answer:
There are various organs in an organism. These organs must be carefully controlled and coordinated for the survival of an organism. In the body of an organism various fluids are secreted from the glands of the endocrine system. These hormones are responsible for the overall growth and development of an organism. All other daily decisions that include voluntary and involuntary action are controlled by central nervous system(CNS).
Question 4.
How are involuntary actions and reflex actions different from each other?
Answer:
Involuntary action is the set of muscle movement which do not require thinking. But it is controlled by brain, for example-beating of heartbeat, while on the other hand, the reflex action is rapid and spontaneous action in response to any stimulus. For example closing of eyes immediately when bright light is focused.
Question 5.
Name the three parts of hindbrain. Write function of each.
Answer:
| Parts of hindbrain | One function of each |
| i. Cerebellum | It maintains muscle tone, equilibrium and body posture |
| ii. Pons | It maintains respiration, heart rate and blood pressure. |
| iii. Medulla Oblongata | It controls visceral reflexes. |
Question 6.
Which part of the brain is known as relay station?
Answer:
Thalamus is known as relay station because :
i. Thalamus acts as chief relay centre for all sensory impulses inferring the cerebrum.
ii. It is also the relay centre for motor impulses coming out of the cerebrum in the central nervous system.
Question 7.
Illustrate the classification of human nervous system through a table
Answer:
Question 8.
Mention two structural and one functional difference between axon and dendron.
Answer:
Question 9.
What is meninges? Mention two refractory media present in the eyeball. What is unconditioned reflex action. Give example.
Answer:
The three layered fibrous covering of the Central Nervous System (Brain and spinal cord) to called meninges.
Two refractory media of eyeball-cornea, lens.
Unconditional reflex action: The reflexes which are not acquired but present at the time of birth is called unconditioned reflex action.
Example : Removal of fingertip from hot object.
Question 10.
Mention the functions of pupil, retina and ear ossicles.
Answer:
| Functions | |
| Pupil | It allows light to enter the interior of the eye |
| Retina | Rod cells present in retina are responsible for dim light vision and cone cells are responsible for detail perception. |
| Ear ossicles | Conduct sound vibration from ear drum into the membrane of the oval window of the internal ear. |
Question 11.
Write four differences between cerebrum and cerebellum.
Answer:
| Cerebrum | Cerebellum |
| i. Largest part of forebrain. | i. Largest part of hindbrain |
| ii. Present at the top of brain stem | ii. Present at the posterior side of brain stem. |
| iii. Corpus collosum joins the two hemispheres. | iii. Vermis joins the two hemispheres |
| iv. Seat of intelligence, judgement, memory etc. | iv. Regulation posture and balance of the body. |
Question 12.
Difference between afferent and efferent nerves.
Answer:
| Afferent nerves | Efferent nerves |
| i. It conducts nerve impulse from recteptors to Central Nervous System. | i. It conducts nerve impulse from Central Nervous System to effector organs. |
| ii. It is generally made up of pseudo- unipolar nerves | ii. It is generally made up of multipolar nerves. |
| iii. Its dendrites are longer than axon. | iii. Its dendrites are smaller than axon. |
| iv. Axon exters CNS. e.g. Olfactory nerves |
iv. Axon emerges out of CNS. e.g. Hypoglossal nerves. |
Question 13.
What is the relationship between ‘neurotransmitter’ and ‘synapse’?
Answer:
Neurotransmitters are secreted from the synaptic vesicles of the presynaptic knob of a synapse. The impulse through the neurotransmitter passes within synaptic fluid and is received by the receptors present or the postsynaptic knob of that synapse. Three fore-neurotransmitters are transmitting the impulse through the synapse from one neuron to another.
Question 14.
What is reflex arc? Mention its different parts. What is ganglion?
Answer:
| Definition | Different Parts | |
| Reflex arc | Reflex arc is spontaneous involuntary (automatic) motor response due to sensory stimulus | Receptor Afferent or sensory neuron Centre Efferent or motor neuron. |
Ganglion : The group or collection of nerve cell bodies ensheathed by a connective tissue layer outside the Central Nervous System is called ganglion.
Question 15.
What is the difference between nerve fibre and ganglion? Write two functions of lacrimal gland.
Answer:
The difference between nerve fibre and ganglion is :
| Nerve fibre | Ganglion |
| i. The single long unbranched process which arises from the cell body is called nerve fibre. | i. The group or collection of nerve cell bodies ensheathed by a connective tissue layer present outside the central nervous system is called ganglion. |
Two functions of lacrymal gland:
i. It keeps the eye moist.
ii. It secretes lysozyme enzyme that destroys bacteria.
Question 16.
Mention two functions each of medulla oblongata and spinal cord. State the rule of yellow spot and iris in vision.
Answer:
Role of yellow spot and iris for vision :
Yellow spot : It helps movement of eyes from word to word as we read a line through a printed page. It occurs to focus particular word at the yellow spot for acute vision.
Iris : It acts as shutter and adjust the amount of light entering the eye.
Question 17.
What is reflex arc? State two differences between conditioned and unconditioned reflexes?
Answer:
An arc like neural path through which reflex action takes place is called reflex arc.
| Conditioned reflex | Unconditioned reflex |
| i. It is acquired after birth | i. It is present from the birth. |
| ii. Its path can be changed through practices. | ii. Its path cannot be changed. |
Question 18.
Mention types of reflex action of the following with reasons :
(a) Removal of fingertip from hot object, (b) closure of eyelid due to falling of dust particles, (c) Playing a musical instrument.
Answer:
(a) Removal of fingertip from hot object is unconditioned reflex because this reflex is inborn.
(b) Closure of eyelid due to falling of dust particles is unconditioned reflex because this reflex is inborn.
(c) Playing a musical instrument is a conditioned reflex because it is acquired after continuous training.
Question 19.
Compare corpus callosum and vermis.
Answer:
Comparison of corpus callosum and vermis according to similarities :
i. Corpus callosum and vermis both are broadband of fibres.
Comparison of corpus callosum and vermis according to dissimilarities :
Corpus Callosum :
ii. Joins two cerebral hemispheres
Vermis:
ii. Joins two hemispheres of cerebellum
Question 20.
Discuss the components a typical reflex are with diagram
Answer:
Receptor : It is a specialised sensory ending which is stimulated by the environmental changes.
Afferent or sensory neurons : It forms afferent limbs of the reflex path. It conducts impulse from receptor to the centre.
Centre : The grey matter of the Central Nervous System acts as centre. Hence, the afferent neuron makes the synaptic connection with efferent neurone directly or through internuncial neurons, thus forming synapse or synapses respectively. In the synapse the sensory impulse is converted into the motor impulse.
Efferent or motor neuron : It forms the efferent limbs of reflex path. It carries nerve impulse from centre to effector organs.
Effector organ or effector: The muscle or gland where the motor neurone ends is called effector (muscle or gland).
Long Answer Type Diagram : 5 Marks
Question 1.
Draw a diagram of buman eye.
Answer:
Question 2.
Explain in brief the structure of human eye.
Answer:
The orbit is the bony cavity that contains the eyeball, muscles, nerves, and blood vessels, as well as the structures that produce and drain tears. Each orbit is a pear-shaped structure that is formed by several bones.
The outer covering of the eyeball consists of a relatively tough, white layer called the sclera (or white of the eye). Near the front of the eye, in the area protected by the eyelids, the sclera is covered by a thin, transparent membrane (conjunctiva), which runs to the edge of the cornea. The conjunctiva also covers the moist back surface of the eyelids and eyeballs.
Light enters the eye through the cornea, the clear, curved layer in front of the iris and pupil. The cornea serves as a protective covering for the front of the eye and also helps focus light on the retina at the back of the eye. After passing through the cornea, light travels through the pupil (the black dot in the middle of the eye). The iris – the circular, colored area of the eye that surrounds the pupil – controls the amount of light that enters the eye.
The pupil dilates (enlarges) and constricts (shrinks) like the aperture of a camera lens as the amount of light in the immediate surroundings changes. The iris allows more light into the eye when the environment is dark and allows less light into the eye when the environment is bright. The size of the pupil is controlled by the action of the pupillary sphincter muscle and dilator muscle. Behind the iris sits the lens. By changing its shape, the lens focuses light into the retina. Through the action of small muscles (called the ciliary muscles), the lens becomes thicker to focus on nearby objects and thinner to focus on distant objects.
The retina contains the cells that sense light (photoreceptors) and the blood vessels that nourish them. The most sensitive part of the retina is a small area called the macula, which has millions of tightly packed photoreceptors (the type called cones). The high density of cones in the macula makes the visual image detailed, just as a high-resolution digital camera has more megapixels. Each photoreceptor is linked to a nerve fibre. The nerve fibres from the photoreceptors are bundled together to form the optic nerve. The optic disk, the first pair of the optic nerve, is at the back of the eye. The photoreceptors in the retina convert the image into electrical signals, which are carried to the brain by the optic nerve.
There are two main types of photoreceptors: cones and rods. Cones are responsible for sharp, detailed central vision and color vision and are clustered mainly in the macula. The rods are responsible for night and peripheral (side) vision. Rods are more numerous than cones and much more sensitive to light, but they do not register color or contribute to detailed central vision as the cones do. Rods are grouped mainly in the peripheral areas of the retina.
Question 3.
Draw the synaptic region.
Answer:
Question 4.
Write in a tabular form the different parts of human brain with function.
Answer:
Question 5.
Write about the functional differences between sympathetic and parasympathetic nervous system.
Answer:
Question 6.
Differentiate the structural differences between sympathetic and parasympathetic nervous system.
Answer:
Multiple Choice Questions : 1 Mark
Question 1.
The brain is responsible for .
(a) thinking
(b) regulating the heartbeat
(c) balancing the body
(d) all of the these
Answer:
(d) all of the these
Question 2.
The gap between two neurons is called a
(a) dendrite
(b) synapse
(c) axon
(d) impulse.
Answer:
(b) synapse
Question 3.
The seat of intelligence and voluntary action in the brain is
(a) Diencephalon
(b) Cerebrum
(c) Cerebellum
(d) Medulla Oblongata
Answer:
(b) Cerebrum
Question 4.
The activities of the internal organs are controlled by the
(a) Central Nervous System
(b) Peripheral Nervous System
(c) Autonomic Nervous System
(d) None of these
Answer:
(c) Autonomic Nervous System
Question 5.
Part of brain that controls respiration, heartbeat and peristalsis is
(a) Cerebrum
(b) Cerebellum
(c) Pons
(d) Medulla
Answer:
(d) Medulla
Question 6.
Which body organ is surrounded by meninges?
(a) Heart and Lungs
(b) Brain and Heart
(c) Brain and Spinal Cord
(d) Spinal Cord and Lungs
Answer:
(c) Brain and Spinal Cord
Question 7.
Part of brain that controls muscular coordination is –
(a) Cerebrum
(b) Cerebellum
(c) Pons
(d) Medulla
Answer:
(b) Cerebellum
Question 8.
Which part of the brain controls the posture and balance of the body?
(a) Cerebrum
(b) Cerebellum
(c) Pons
(d) Medulla
Answer:
(b) Cerebellum
Question 9.
Which of the following is not found in the central nervous system?
(a) Brain Stem
(b) Spinal Cord
(c) Sensory Neurons
(d) Cerebrum
Answer:
(c) Sensory Neurons
Question 10.
Look at the diagram below. What is the arrow pointing to?
Answer:
(c) Brain Stem
Question 11.
Two lobes of cerebral hemispheres are connected by
(a) vermis
(b) corpora quadrigemina
(c) corpus striatum
(d) corpus callosum
Answer:
(d) corpus callosum
Question 12.
Which of the following would be controlled by the cerebrum?
(a) Balance
(b) Breathing
(c) Remembering answers for a test
Answer:
(c) Remembering answers for a test
Question 13.
Why are brain stem injuries so serious?
(a) The brain stem stores your memories
(b) The brain stem controls your breathing.
(c) The brain stem gives you personality.
Answer:
(b) The brain stem controls your breathing.
Question 14.
How do the Peripheral Nervous System and the Central Nervous System differ?
(a) Only the PNS is made up of neurons
(b) The PNS stores our memories, the CNS does not
(c) The PNS receives sensory information from the outside world; the CNS interprets that information.
Answer:
(c) The PNS receives sensory information from the outside world; the CNS interprets that information.
Question 15.
Which system are the nerves in your fingers a part of?
(a) CNS
(b) PNS
(c) None
Answer:
(b) PNS
Question 16.
The peripheral nervous system allows you to
(a) Touch
(b) Smell
(c) Both of these
Answer:
(c) Both of these
Question 17.
Which of the following is one of the senses?
(a) Taste
(b) Sight
(c) Both of the these
Answer:
(c) Both of the these
Question 18.
What is it called when you pull your hand quickly away from a hot stove when you have accidentally touched it?
(a) Smart
(b) Reflex
(c) Cerebro impulse
Answer:
(b) Reflex
Question 19.
How does a reflex reaction differ from other types of reactions?
(a) Reflexes are not responded to by our brain, only our spinal cord
(b) Reflex reactions are carefully thought out in our cerebrum.
(c) The spinal cord is not involved.
Answer:
(a) Reflexes are not responded to by our brain, only our spinal cord
Question 20.
What does the iris of the eye do?
(a) It expands and contracts to allow different amounts of light in
(b) It sends the picture to the brain.
(c) It contains cones and rods to help create pictures of what we see.
Answer:
(a) It expands and contracts to allow different amounts of light in
Question 21.
Where does light enter first when it goes into the eye?
(a) optic nerve
(b) cornea
(c) retina
Answer:
(b) cornea
Question 22.
Which of the following best describes the autonomic nervous system?
(a) In general, these are the motor nerves that we control.
(b) These nerves are not under our control.
(c) They are the same as somatic nerves.
Answer:
(b) These nerves are not under our control.
Question 23.
Which of the following could be said about a neuron?
(a) A bundle of them together make up a nerve.
(b) Neurons transmit messages along their axons to the next neuron.
(c) Both of the above.
Answer:
(c) Both of the above.
Question 24.
Which of the following is the function a neuron?
(a) It is a sticky substance that protects the brain
(b) It surrounds the axons of many neurons to help transmit messages.
(c) It carries O2
(d) It supplies nutrient to brain.
Answer:
(b) It surrounds the axons of many neurons to help transmit messages.
Question 25.
Which of the following diseases attacks the myelin sheath of cells?
(a) Huntington’s disease
(b) Multiple sclerosis
(c) Arthritis
Answer:
(b) Multiple sclerosis
Question 26.
What are some possible symptoms of MS?
(a) Numbness
(b) Inability to walk for certain periods of time
(c) Both of the above
Answer:
(c) Both of the above
Question 27.
Which of the following is not found in the central nervous system?
(a) Cerebrum
(b) Brain Stem
(c) Spinal Cord
(d) Sensory Neurons
Answer:
(d) Sensory Neurons
Question 28.
Look at the diagram below. What is the arrow pointing to?
Answer:
(b) Cerebellum
Question 29.
Which of the following would be controlled primarily by the cerebrum?
(a) Balance
(b) Breathing
(c) Remembering answers for a test
(d) Reflexes
Answer:
(c) Remembering answers for a test
Question 30.
Why are brain stem injuries so serious?
(a) The brain stem stores your memories
(b) The brain stem controls your breathing.
(c) The brain stem gives you personality
(d) Brain stem injuries are extremely painful.
Answer:
(b) The brain stem controls your breathing.
Question 31.
We read a story about Phineas Gage. He was the man who had the large metal rod jammed through his face and the front part of his skull. Why do doctors think his personality changed so dramatically?
(a) His cerebrum was injured
(b) His cerebellum was damaged.
(c) His brain stem was severed.
(d) He lost his sense of sight.
Answer:
(a) His cerebrum was injured
Question 32.
How do the Peripheral nervous system and the Central Nervous System differ?
(a) Only the PNS is made up of neurons
(b) The CNS receives sensory information from the outside world; the PNS does not
(c) The PNS stores our memories, the CNS does not
(d) The PNS receives sensory information from the outside world; the CNS interprets that information.
Answer:
(d) The PNS receives sensory information from the outside world; the CNS interprets that information.
Question 33.
Name the system whose nerves are part of our fingers
(a) CNS
(b) PNS
(c) Immune system
(d) None
Answer:
(b) PNS
Question 34.
The peripheral nervous system allows you to
(a) Taste
(b) Touch
(c) Smell
(d) All of these
Answer:
(d) All of these
Question 35.
Which of the following has nerves that are part of the PNS?
(a) Brain
(b) Spinal Cord
(c) Skin
(d) Cerebellum
Answer:
(c) Skin
Question 36.
What is it called when you pull your hand quickly away from a hot stove when you have accidentally touched it?
(a) Smart
(b) Reflex
(c) Cerebro impulse
(d) None of these
Answer:
(b) Reflex
Question 37.
How does a reflex reaction differ from other types of reactions?
(a) Reflexes are not responded to by our brain, only our spinal cord.
(b) Reflex reactions are carefully thought out in our cerebrum.
(c) The spinal cord is not involved.
(d) B and C only.
Answer:
(a) Reflexes are not responded to by our brain, only our spinal cord.
Question 38.
What does the iris of the eye do?
(a) It expands and contracts to allow different amounts of light in
(b) It sends the picture to the brain
(c) It protects the eye from injury.
(d) It contains cones and rods to help create pictures of what we see.
Answer:
(a) It expands and contracts to allow different amounts of light in
Question 39.
Label the following arrows in the diagram of cross section of human eye?
Answer:
(b) Ligament
Question 40.
Which of the following is the correct path of light travelling into the eye?
(a) lens, cornea, retina, pupil, optic nerve
(b) cornea, optic nerve, pupil, retina, lens
(c) cornea, pupil, lens, retina, optic nerve
(d) retina, pupil, cornea, optic nerve, lens
Answer:
(c) cornea, pupil, lens, retina, optic nerve
Question 41.
Which of the following best describes the autonomic nervous system?
(a) It is the same as a reflex:
(b) In general, these are the motor nerves that we control
(c) These nerves are not under our control
(d) They are the same as somatic nerves.
Answer:
(c) These nerves are not under our control
Question 42.
Which of the following could be said about a neuron?
(a) It is the smallest functioning unit of the nervous system
(b) A bundle of them together make up a nerve
(c) Neurons transmit messages along their axons to the next neuron
(d) All of these
Answer:
(a) It is the smallest functioning unit of the nervous system
Question 43.
Which structure is labelled with the letter “X” in the following diagram?
(a) Dendrite
(b) Axon
(c) Synapse
(d) Neurotransmitter
Answer:
(d) Neurotransmitter
Question 44.
Myelin sheath is important because
(a) It is a sticky substance that protects the brain
(b) It surrounds the axons of many neurons to help transmit messages.
(c) It is the name of the man who had the first MRI.
(d) It is the same as a reflex reaction.
Answer:
(b) It surrounds the axons of many neurons to help transmit messages.
Question 45.
Which of the following diseases attacks the myelin sheath of cells?
(a) Huntington’s disease
(b) Multiple sclerosis
(c) Arthritis
(d) Sarin Gas
Answer:
(b) Multiple sclerosis
Question 46.
What are some possible symptoms of MS?
(a) Vertigo
(b) Numbness
(c) Inability to walk for certain periods of time.
(d) All of these
Answer:
(d) All of these
Very Short Answer Type Questions : 1 Mark
Question 1.
Which is the largest and most prominent part of the brain?
Answer:
Cerebrum.
Question 2.
Which part of the brain maintains posture and equilibrium of the body?
Answer:
Cerebellum
Question 3.
What is schwann cell?
Answer:
Membrane of a cell that surrounds the axolemma or myelin sheath of nerve fibre is called schwann sheath. The sheath contain cells at regular interval known as schwann cell.
Question 4.
What is the other name of long sightedness?
Answer:
Hyperopia
Question 5.
What is the other name of forebrain?
Answer:
Hypothalamus.
Question 6.
Name the part that joins brain and spinal cord?
Answer:
Medulla Oblongata
Question 7.
The following is a motor nerve.
Answer:
Oculomotor
Question 8.
The Part of brain that is joining it with spinal cord is –
Answer:
Medulla
Question 9.
Short Sightedness is also called
Answer:
Myopia
Question 10.
Where is node at ranvier located?
Answer:
Myelinated axon
Question 11.
Where is pupil situated?
Answer:
Iris
Question 12.
The balance organ of brain is
Answer:
Cerebellum
Question 13.
Cerebrum is the part of
Answer:
Forebrain
Question 14.
Where is image formed in eye?
Answer:
Retina
Question 15.
Which of the following is associated with schwann cell?
Answer:
Cell and body
Question 16.
Name the structure on which image is formed in the eye.
Answer:
Retina
Question 17.
Name the main part of CNS?
Answer:
Brain and spinal cord
Question 18.
Shape of lens of human eye –
Answer:
Convex
Question 19.
What is Corpus Callosum?
Answer:
Corpus callosum is a broad band of fibres which connects to cerebral hemispheres.
Question 20.
What is neurofibril?
Answer:
Neurofibrils are very fine filaments which are through the cell body from the dendrites to the axon (also present in axon and dendrites.)
Question 21.
The first pair of cranial nerve is –
Answer:
Olfactory nerve.
Question 22.
State one function of Iris.
Answer:
The Iris acts as shutter and adjusts the amount of light entering the eye.
Question 23.
In human, the number of spinal nerves is –
Answer:
31 pairs.
Question 24.
Where is vitreous humor located? What is its function?
Answer:
It is present in the compartment behind the lens.
Its function is refraction of light rays, maintenance of eyeball pressure.
Question 25.
The part of the body concerned with balance in human is –
Answer:
Cerebellum
Question 26.
Name the enzyme present in tear and state its function.
Answer:
Enzyme present in tear is Lysozyme.
It destroys bacteria.
Question 27.
The black pigmented tunic of human eye is –
Answer:
Choroid
Question 28.
What type of reflex will it be conditioned or unconditioned, where saliva is secreted due to chewing the food?
Answer:
Unconditioned reflex.
Question 29.
The region of human brain that regulates ‘body balance’ is
Answer:
cerebellum
Question 30.
Name the tenth cranial nerve.
Answer:
Tenth cranial nerve is Vagus.
Question 31.
Name the tissue that connects the lobes of the cerebellum.
Answer:
The tissue that connects the lobes of the cerebellum is vermis.
Question 32.
Name the fully like fluid present in the compartment of the eye.
Answer:
Vitreous humor.
Question 33.
Which chemical matter transmits nerve impulse from one neuron to another?
Answer:
Neurotronsmitter (eg. acetylcholine)
Question 34.
What is lacrimal gland?
Answer:
Lacrimal gland : At the upper and outer border of each eye, there is an almond shaped gland, known as lacrimal gland.
True and False :
1. The central nervous system is made up of the cerebrum, cerebellum, brain stem and spinal cord. [ ]
2. The cerebrum is part of the spinal cord. [ ]
3. The cerebellum is also called the “higher brain.” [ ]
4. The brain stem stores all of our memories. [ ]
5. A concussion is a bruise on the brain. [ ]
6. Injury to the brain may cause personality change. [ ]
7. Our senses are not a part of the Peripheral Nervous System. [ ]
8. Neurons look exactly like other body cells. [ ]
9. Nerve agents affect people in many different ways. [ ]
10. Damage to the nervous system is always the result of injury. [ ]
11. Multiple Sclerosis is a disease that affects the nervous system. [ ]
12. PNS stands for “Peripheral Nervous System” [ ]
13. The cerebellum helps to control our muscles and our balance. [ ]
14. Reflex actions happen slower than other types of reactions. [ ]
15. Nothing can be done to prevent concussion. [ ]
Answer:
1. True
2. False
3. False
4. False
5. True
6. True
7. False
8. False
9. True
10. False
11. True
12. True
13. True
14. False
15. False
Fill in the blanks :
1. ______ and ______ are two of the five senses.
2. The brain and spinal cord make up the ______ nervous system.
3. The space between two neurons is called the ________
4. Name three things that can cause damage in the nervous system _______, _______
5. _______ is the substance passed between two neurons.
6. Myelin sheath helps neurons to conduct messages ______
Answer:
1. sight, hearing
2 . central
3. synapse
4 . injury, chemicals, diseases
5. Neurotransmitter
6 . quickly