QUESTION PAPER ANALYSIS AND FRAMING QUESTIONS BASED ON VARIOUS OBJECTIVES

Science - Important Questions & Answers 

https://www.cbseguidanceweb.com/cbse-class-10-important-questions/

https://www.cbseguidanceweb.com/life-processes-class-10-important-questions/  

QUESTION PAPER ANALYSIS AND FRAMING QUESTIONS BASED ON VARIOUS OBJECTIVES 

Section A: 1-Mark Questions (Easy)

1. The S.I. Unit of potential difference is A) Ampere B) Volt C) Ohm D) Coulomb

   Objective: To assess the learner’s knowledge and recall of basic scientific facts.          Specification: The question tests factual knowledge related to the Unit of Measurement under the topic of Electricity. Bloom’s Level: Remembering (Lowest Level)      Difficulty Level: Easy Time Required to Answer: 20-30 seconds  Remarks: Suitable for quick assessments or quizzes but do not assess deeper understanding or higher-order thinking skills. Suitable for testing fundamental knowledge at the beginning of a unit.

2. What is the pH range of acidic solutions?          A) 0 to 7 B) 7 to 14 C) Exactly 7 D) 7 to 10

   Objective: To assess the learner’s knowledge of the pH scale. Specification: Tests factual knowledge related to acids and bases. Bloom’s Level: Remembering (Lowest Level) Difficulty Level: Easy Time Required to Answer: 20-30 seconds Remarks: Quick recall question, effective for initial assessments.

3. Define isotopes.

   Objective: To assess the learner’s knowledge of atomic structure. Specification: Tests basic understanding of isotopes. Bloom’s Level: Remembering (Lowest Level) Difficulty Level: Easy Time Required to Answer: 20-30 seconds Remarks: Basic recall question, useful for evaluating fundamental concepts.

4. What is the primary source of energy for the Earth? A) Wind B) Solar C) Geothermal D) Nuclear

   Objective: To assess the learner’s knowledge of energy sources. Specification: Tests factual knowledge related to energy sources. Bloom’s Level: Remembering (Lowest Level) Difficulty Level: Easy Time Required to Answer: 20-30 seconds Remarks: Simple question, ideal for quick assessments.

5. What is the unit of electric current? A) Ampere B) Volt C) Ohm D) Joule

   Objective: To assess the learner’s knowledge of electrical units. Specification: Tests factual knowledge related to electricity. Bloom’s Level: Remembering (Lowest Level) Difficulty Level: Easy Time Required to Answer: 20-30 seconds Remarks: Quick recall question, suitable for initial assessments.

Section B: 2-Mark Questions (Moderate)

6. Explain the reaction of metals with water.

   Objective: To assess the understanding of the chemical behavior of metals. Specification: Involves description of the reaction of metals with water. Bloom’s Level: Understanding Difficulty Level: Moderate Time Required to Answer: 1-2 minutes Remarks: Tests conceptual understanding of reactions involving metals.

7. What is covalent bonding? Describe with an example.

   Objective: To assess the understanding of chemical bonds. Specification: Requires explanation and an example of covalent bonds. Bloom’s Level: Understanding Difficulty Level: Moderate Time Required to Answer: 1-2 minutes Remarks: Evaluates comprehension of chemical bonding.

8. How does increasing the temperature affect the rate of a chemical reaction?

   Objective: To assess understanding of factors affecting chemical reactions. Specification: Based on the collision theory of chemical reactions. Bloom’s Level: Evaluating Difficulty Level: Moderate Time Required to Answer: 1-2 minutes Remarks: Tests conceptual understanding of reaction rates.

9. Explain the importance of decomposers in an ecosystem.

   Objective: To understand the role of decomposers. Specification: Requires explanation of ecological roles. Bloom’s Level: Understanding Difficulty Level: Moderate Time Required to Answer: 1-2 minutes Remarks: Tests ecological understanding.

10. What is the law of conservation of mass? Provide an example.

    Objective: To understand and recall a fundamental scientific law. Specification: Requires definition and an example. Bloom’s Level: Understanding Difficulty Level: Moderate Time Required to Answer: 1-2 minutes Remarks: Tests fundamental concepts in chemistry.

Section C: 3-Mark Questions (Moderate)

11. Explain Mendeleev's Periodic Law and how it helped in the classification of elements.

    Objective: To analyze the historical development of the Periodic Table. Specification: Involves historical context and impact of Mendeleev’s work. Bloom’s Level: Analyzing Difficulty Level: Moderate Time Required to Answer: 3-4 minutes Remarks: Tests analytical skills and understanding of periodic trends.

12. Describe the process of photosynthesis and its significance in the ecosystem.

    Objective: To understand and explain the biological process of photosynthesis. Specification: Involves explanation and significance of photosynthesis. Bloom’s Level: Understanding Difficulty Level: Moderate Time Required to Answer: 3-4 minutes Remarks: Tests depth of knowledge in biology.

13. Explain the phenomenon of dispersion of light through a glass prism.

    Objective: To understand the dispersion of light. Specification: Involves explanation with diagrams of light dispersion. Bloom’s Level: Understanding Difficulty Level: Moderate Time Required to Answer: 3-4 minutes Remarks: Tests conceptual understanding of optics.

14. How does a current-carrying conductor placed in a magnetic field experience a force?

    Objective: To understand the interaction between electricity and magnetism. Specification: Requires explanation of the magnetic force on conductors. Bloom’s Level: Understanding Difficulty Level: Moderate Time Required to Answer: 3-4 minutes Remarks: Tests understanding of practical applications of electromagnetism.

15. Explain the process of evaporation and its factors.

    Objective: To understand the process and influencing factors of evaporation. Specification: Involves detailed explanation of evaporation. Bloom’s Level: Understanding Difficulty Level: Moderate Time Required to Answer: 3-4 minutes Remarks: Tests understanding of physical processes.

Section D: 4-Mark Questions (Difficult)

16. How do neurons transmit impulses? Explain the structure and function of a neuron.

    Objective: To understand the mechanism of nerve impulse transmission. Specification: Requires detailed explanation and diagram of a neuron. Bloom’s Level: Understanding Difficulty Level: Moderate Time Required to Answer: 4-5 minutes Remarks: Assesses comprehensive understanding of biology.

17. Compare asexual and sexual reproduction with examples.

    Objective: To compare different reproductive strategies. Specification: Involves comparison and examples of reproduction methods. Bloom’s Level: Analyzing Difficulty Level: Moderate Time Required to Answer: 4-5 minutes Remarks: Evaluates comparative analysis skills in biology.

18. Explain Ohm’s Law and how it helps in determining the relationship between voltage, current, and resistance in an electric circuit.

    Objective: To understand and apply Ohm’s Law. Specification: Involves explanation and application of electrical concepts. Bloom’s Level: Applying Difficulty Level: Moderate Time Required to Answer: 4-5 minutes Remarks: Tests application of electrical principles.

19. Describe the working principle of an electric motor.

    Objective: To understand the principles and applications of electromagnetism. Specification: Requires detailed explanation of an electric motor’s workings. Bloom’s Level: Understanding Difficulty Level: Moderate Time Required to Answer: 4-5 minutes Remarks: Tests understanding of electromagnetism in practical applications.

20. Explain how the volume of a gas changes when the temperature is increased at constant pressure.

    Objective: To understand gas laws and their practical implications. Specification: Involves explanation of the relationship between temperature and gas volume. Bloom’s Level: Applying Difficulty Level: Moderate Time Required to Answer: 4-5 minutes Remarks: Tests application of physical principles.

Section E: 5-Mark Questions (Difficult, Including Diagrams)

21. Explain Mendel’s laws of inheritance with suitable examples. Draw a diagram to illustrate monohybrid and dihybrid crosses.

    Objective: To analyze and explain Mendelian genetics. Specification: Involves detailed explanation and diagram of genetic crosses. Bloom’s Level: Analyzing

SOME MORE EXAMPLES 

1. Objective: To understand the concept of refraction and its applications.

Question: Explain why a pencil partially submerged in water appears bent at the surface. Specification: Focuses on the concept of light refraction. Bloom’s Level: Analyzing Difficulty Level: Moderate Time Required to Answer: 2-3 minutes

2. Objective: To analyze the relationship between voltage, current, and resistance in an electric circuit.

Question: How does increasing the resistance in a circuit affect the current, assuming the voltage is constant? Specification: Based on Ohm’s Law (V=IR). Bloom’s Level: Analyzing Difficulty Level: Moderate Time Required to Answer: 2-3 minutes

3. Objective: To comprehend the principle of conservation of momentum.

Question: Describe what happens to the total momentum of a system when two objects collide in an isolated system. Specification: Focuses on the conservation of momentum in collisions. Bloom’s Level: Understanding Difficulty Level: Moderate Time Required to Answer: 2-3 minutes

4. Objective: To explore the concept of photosynthesis in plants.

Question: How does the absence of light affect the rate of photosynthesis in plants? Specification: Based on the dependency of photosynthesis on light. Bloom’s Level: Understanding Difficulty Level: Moderate Time Required to Answer: 2-3 minutes

5. Objective: To understand the chemical properties of acids and bases.

Question: Why does adding an acid to a base result in a neutralization reaction? Specification: Covers the neutralization process in acid-base reactions. Bloom’s Level: Understanding Difficulty Level: Moderate Time Required to Answer: 2-3 minutes

6. Objective: To evaluate the factors affecting the rate of a chemical reaction.

Question: How does increasing the temperature affect the rate of a chemical reaction? Specification: Based on the collision theory of chemical reactions. Bloom’s Level: Evaluating Difficulty Level: Moderate Time Required to Answer: 2-3 minutes

7. Objective: To understand the concept of energy transfer in ecosystems.

Question: Explain the role of producers in an ecosystem and how they transfer energy to consumers. Specification: Focuses on the energy flow in ecosystems. Bloom’s Level: Understanding Difficulty Level: Moderate Time Required to Answer: 2-3 minutes

8. Objective: To comprehend the structure of an atom and isotopes.

Question: How do isotopes of an element differ from each other in terms of atomic structure? Specification: Based on the concept of isotopes. Bloom’s Level: Understanding Difficulty Level: Moderate Time Required to Answer: 2-3 minutes

9. Objective: To analyze the effects of forces on motion.

Question: What is the effect of balanced and unbalanced forces on the motion of an object? Specification: Based on Newton’s laws of motion. Bloom’s Level: Analyzing Difficulty Level: Moderate Time Required to Answer: 2-3 minutes

10. Objective: To understand the principle of conservation of mass in chemical reactions.

Question: Explain how the law of conservation of mass applies to a chemical reaction. Specification: Covers the concept of mass conservation in reactions. Bloom’s Level: Understanding Difficulty Level: Moderate Time Required to Answer: 2-3 minutes

11. Objective: To evaluate the impact of human activities on the environment.

Question: How does deforestation affect the carbon cycle and global climate? Specification: Based on environmental science concepts. Bloom’s Level: Evaluating Difficulty Level: Moderate Time Required to Answer: 2-3 minutes

12. Objective: To understand the functioning of the human digestive system.

Question: Describe the role of enzymes in the human digestive system. Specification: Focuses on biological processes in digestion. Bloom’s Level: Understanding Difficulty Level: Moderate Time Required to Answer: 2-3 minutes

13. Objective: To analyze the behavior of gases under different conditions.

Question: Explain how the volume of a gas changes when the temperature is increased at constant pressure. Specification: Based on the gas laws (e.g., Charles’s Law). Bloom’s Level: Analyzing Difficulty Level: Moderate Time Required to Answer: 2-3 minutes

14. Objective: To understand the concept of electric circuits and their components.

Question: How does connecting resistors in series and parallel affect the total resistance in a circuit? Specification: Covers the principles of series and parallel circuits. Bloom’s Level: Understanding Difficulty Level: Moderate Time Required to Answer: 2-3 minutes

15. Objective: To explore the properties and applications of electromagnetic waves.

Question: What is the difference between the wavelengths of visible light and X-rays, and how does this affect their uses? Specification: Focuses on the properties of electromagnetic waves. Bloom’s Level: Understanding Difficulty Level: Moderate Time Required to Answer: 2-3 minutes

16. Objective: To understand the principles of buoyancy and density.

Question: Why does an object float or sink when placed in a fluid? Specification: Based on Archimedes’ principle and density concepts. Bloom’s Level: Understanding Difficulty Level: Moderate Time Required to Answer: 2-3 minutes

17. Objective: To evaluate the implications of genetic inheritance.

Question: How does a mutation in a gene affect the phenotype of an organism? Specification: Covers basic genetics and mutation effects. Bloom’s Level: Evaluating 

Difficulty Level: Moderate Time Required to Answer: 2-3 minutes

18. Objective: To analyze the process of chemical bonding.

Question: Explain how ionic bonds are formed between atoms. Specification: Focuses on the concept of ionic bonding. Bloom’s Level: Analyzing Difficulty Level: Moderate Time Required to Answer: 2-3 minutes

19. Objective: To understand the principles of work, energy, and power.

Question: How is the concept of work related to energy transfer in a physical system? Specification: Based on mechanical work and energy principles. Bloom’s Level: Understanding Difficulty Level: Moderate Time Required to Answer: 2-3 minutes

20. Objective: To evaluate the effects of magnetic fields on current-carrying conductors.

Question:  Describe how a current-   carrying conductor placed in a magnetic field experiences a force. Specification: Focuses on the interaction between electricity and magnetism. Bloom’s Level: Evaluating Difficulty Level: Moderate Time Required to Answer: 2-3 minutes

FOLLOW THESE FOR DEVELOPING QUESTIONS 

1. The SI unit of electric current is:

   • A) Volt
   • B) Ampere
   • C) Ohm
   • D) Coulomb

2. Which of the following is a renewable source of energy?

   • A) Coal
   • B) Petroleum
   • C) Natural Gas
   • D) Solar Energy

2-Mark Questions:

• Objective: To assess understanding of concepts and ability to apply them to simple problems.
• Specification: These questions often involve numerical problems, short explanations, or diagram-based questions.
• Bloom's Level: Understanding
• Difficulty Level: Moderate
• Time Required to Answer: 1-2 minutes
• Remarks: These questions assess a deeper understanding of concepts and the ability to apply them to real-world scenarios.

Example Questions:

1. State Ohm's law. Draw a circuit diagram to verify Ohm's law experimentally.
2. Define power. Derive the expression P = VI.

3-Mark Questions:

• Objective: To assess understanding of concepts, ability to apply them to complex problems, and analytical skills.
• Specification: These questions typically involve numerical problems, explanations, or diagram-based questions requiring multiple steps.
• Bloom's Level: Applying, Analyzing
• Difficulty Level: Moderate to Difficult
• Time Required to Answer: 3-5 minutes
• Remarks: These questions test a deeper understanding of concepts and the ability to apply them to complex situations.

Example Questions:

1. An electric bulb is rated 220 V, 100 W. When it is operated on 110 V, what will be the power consumed?
2. Draw a ray diagram to show the image formation by a convex lens when the object is placed between the focus and the optical centre. State the nature and size of the image formed.

5-Mark Questions:

• Objective: To assess understanding of concepts, ability to apply them to complex problems, analytical, and evaluative skills.
• Specification: These questions typically involve numerical problems, explanations, or diagram-based questions requiring multiple steps and critical thinking.
• Bloom's Level: Analyzing, Evaluating, Creating
• Difficulty Level: Difficult
• Time Required to Answer: 5-10 minutes
• Remarks: These questions test a comprehensive understanding of concepts and the ability to apply them to real-world scenarios.

Example Questions:

1. (a) Draw a circuit diagram of an electric circuit containing a cell, a resistor, a rheostat, an ammeter, and a voltmeter. (b) How can you determine the resistance of the resistor using this circuit? (c) State the precautions to be taken while performing this experiment.
2. (a) What is the difference between renewable and non-renewable sources of energy? (b) Discuss the advantages and disadvantages of using solar energy. (c) Suggest ways to conserve energy.

 PU JEE study materials 

Use this site science resources

https://online.anyflip.com/nzeux/efwk/mobile/index.html

To help you prepare a variety of sound-producing teaching aids using PVC pipes, here is a curated list of over 10 DIY video guides. These cover different types of instruments, from simple whistles to complex percussion sets.

🥁 Percussion & Xylophone Style

1. Mini-Tubulum (4 Bass Pipes): A compact version of the large pipe drum, perfect for classroom demos.

   • Watch: Build a Mini-Tubulum

2. Full PVC Pipe Xylophone: A detailed look at a larger xylophone-style instrument that uses fly swatters as mallets.

   • Watch: Xylophone Built out of PVC Pipe

3. The "RimbaTubes": Inspiration for a professional-grade PVC instrument showing what is possible with advanced tuning.

   • Watch: My PVC Instrument - Snubby J

4. Live Techno Pipe Performance: A great video to show students how these instruments sound in a high-energy, modern context.

   • Watch: Pipe Guy Live Performance

5. Simple PVC Xylophone Build: Another perspective on creating a tuned percussion set.

   • Watch: PVC Pipe XYLOPHONE

🎷 Wind & Flute Style

6. Transverse Flute (A Major): A tutorial on how to drill and tune a side-blown flute.

   • Watch: How to make a PVC DIY transverse flute

7. Native American Style Flute: A guide to making a vertical flute using thin-wall PVC.

   • Watch: DIY Native American Style Flute

8. Tin Whistle / Penny Whistle: Learn how to make different sizes, including Alto and Low whistles.

   • Watch: PVC Tin Whistle Tutorial

9. Aquatic Slide Pan Flute: A unique, simple build that uses water or a slide mechanism to change pitch.

   • Watch: The Aquatic Slide Pan Flute

10. Panpipes (Pan Flute): Simple steps to bind different lengths of pipe into a handheld instrument.

    • Watch: Make your own Pan flute with PVC

🔊 Unique & Experimental

11. PVC Didgeridoo: A very easy build (under $12) that teaches students about drones and circular breathing.

    • Watch: Build a PVC Didgeridoo

12. 10 DIY Musical Instruments Compilation: Includes various ideas using everyday materials, several of which involve piping.

    • Watch: 10 DIY Musical Instrument Ideas

13. PVC Drum Build: A quick short-form video showing how to create a drum-like head on a PVC base.

    • Watch: How to make a PVC Drum

🛠️ Quick Tip for Teachers

When making these, remember that pipe diameter affects the "thickness" or resonance of the sound, but pipe length is what changes the musical note (pitch). Always sand the edges of your cuts to ensure they are safe for students to handle!

Musical Saws, Chladni plates and a Homemade bow // HomeMade Science with Bruce Yeany

https://www.youtube.com/watch?v=2-A2_A_k2fE

https://www.youtube.com/watch?v=KtsqinIx1ME - evolution eng

https://www.selfstudys.com/books/cbse-prev-paper/english/class-10-chapter-wise/light-reflection-refraction/6943

https://chemix.org/

Online Teaching with Nidhi

1.FREE Canva Hacks💡for Teachers to Create⚡️Educational Content⚡️ in minutes

⏰Canva powerpoints do it with ease 

 

2.FREE Hacks to Create PPT using Chat GPT in 8 Mins!

Best Free Editing Tools & Resources for High-Quality YouTube Videos 

  

                                                                                          

 

 https://archive.org/details/mysore-university-kannada-vishwakosha-general-volume2/page/n3/mode/2up

use this wonderful source

https://www.education.gov.in/sites/upload_files/mhrd/files/nep/2020/KANNADA.pdf 

How do Electron Microscopes Work? 🔬🛠🔬 Taking Pictures of Atoms

Ch 3 metals and non metals

 https://www.youtube.com/watch?v=JAPWCJEo9Iw 

group 1 elements 

Here is a 40-mark question paper for Chapter 3 - "Metals and Non-Metals" for Class X Science, featuring a variety of question types including MCQs, 1-mark, 2-mark, 3-mark, 4-mark, and 5-mark questions. The questions are based on previous CBSE exams and focus on some of the more challenging aspects of the chapter.

Metals and Non-Metals - Class X Science

**Time Allowed: 2 Hours**  

**Maximum Marks: 40**

#### Section A: Multiple Choice Questions (MCQs) (1 × 5 = 5 Marks)

1. Which of the following metals does not react with dilute hydrochloric acid to produce hydrogen gas?

   a. Zinc

   b. Iron

   c. Copper

   d. Aluminium

2. The property of metals by which they can be beaten into thin sheets is called:

   a. Ductility

   b. Malleability

   c. Conductivity

   d. Sonority

3. Which of the following pairs will give displacement reactions?

   a. NaCl solution and copper metal

   b. MgCl₂ solution and aluminium metal

   c. FeSO₄ solution and silver metal

   d. AgNO₃ solution and copper metal

4. Which of the following is not an alloy?

   a. Steel

   b. Brass

   c. Bronze

   d. Graphite

5. Which metal is commonly used for galvanizing iron?

   a. Zinc

   b. Aluminium

   c. Copper

   d. Nickel

Section B: Very Short Answer Questions (1 × 3 = 3 Marks)

6. What is the chemical formula for rust?

7. Name the most reactive metal in the reactivity series.

8. Define an alloy.

 Section C: Short Answer Questions (2 × 3 = 6 Marks)

9. Explain why ionic compounds have high melting and boiling points.

10. Write the chemical equation for the reaction of iron with steam. Also, write the physical states of all the reactants and products.

11. What happens when a piece of sodium metal is dropped into water? Write the balanced chemical equation for the reaction.

 Section D: Short Answer Questions (3 × 3 = 9 Marks)

12. Differentiate between metals and non-metals on the basis of their physical properties. Give any three points.

13. Explain why sodium and potassium are stored in kerosene oil.

14. Describe the steps involved in the extraction of a metal from its ore. Provide a specific example in your explanation.

 Section E: Long Answer Questions (4 × 2 = 8 Marks)

15. (a) What are amphoteric oxides? Give two examples of amphoteric oxides.  

    (b) Explain with the help of a balanced chemical equation how aluminium reacts with both acids and bases.

16. (a) Describe the process of electrolytic refining of copper with a neat labeled diagram.  

    (b) Why is electrolytic refining used? 

 Section F: Long Answer Question (5 × 1 = 5 Marks)

17. (a) Discuss the reactivity series of metals.  

    (b) Explain how the position of a metal in the reactivity series helps in predicting the outcome of its reactions with water, acids, and solutions of other metal salts.  

    (c) With the help of suitable examples, describe how the reactivity series is useful in predicting the method of extraction of a metal from its ore.

 Answer Key:

**Section A:**

1. c. Copper

2. b. Malleability

3. d. AgNO₃ solution and copper metal

4. d. Graphite

5. a. Zinc

**Section B:**

6. Fe₂O₃·nH₂O (Hydrated iron(III) oxide)

7. Potassium

8. An alloy is a mixture of two or more metals, or a metal and a non-metal, which retains the properties of a metal.

**Section C:**

9. Ionic compounds have strong electrostatic forces of attraction between oppositely charged ions, which require a large amount of energy to break, leading to high melting and boiling points.

10. \(\text{3Fe (s) + 4H}_2\text{O (g) → Fe}_3\text{O}_4\text{ (s) + 4H}_2\text{ (g)}\)

11. Sodium reacts vigorously with water to form sodium hydroxide and hydrogen gas:

    \(\text{2Na (s) + 2H}_2\text{O (l) → 2NaOH (aq) + H}_2\text{ (g)}\)

**Section D:**

12. Metals are usually hard and have high melting points; non-metals are usually soft and have low melting points. Metals are good conductors of electricity; non-metals are poor conductors. Metals are malleable and ductile; non-metals are brittle and non-ductile.

13. Sodium and potassium are highly reactive and can react vigorously with moisture or oxygen in the air, potentially causing a fire or explosion. They are stored in kerosene oil to prevent such reactions.

14. The extraction of a metal from its ore typically involves the steps of concentration of the ore, reduction of the metal compound to metal, and refining of the metal. For example, in the extraction of iron from its ore (hematite), the ore is first concentrated, then reduced in a blast furnace, and finally refined.

**Section E:**

15. (a) Amphoteric oxides are oxides that can react with both acids and bases to form salt and water. Examples: Aluminium oxide (Al₂O₃) and Zinc oxide (ZnO). 

    (b) Aluminium reacts with hydrochloric acid to form aluminium chloride and hydrogen gas:

        \(\text{2Al (s) + 6HCl (aq) → 2AlCl}_3\text{ (aq) + 3H}_2\text{ (g)}\)

        Aluminium reacts with sodium hydroxide to form sodium aluminate and hydrogen gas:

        \(\text{2Al (s) + 2NaOH (aq) + 6H}_2\text{O (l) → 2NaAlO}_2\text{ (aq) + 3H}_2\text{ (g)}\)

16. (a) Electrolytic refining of copper involves using an impure copper anode and a pure copper cathode. Copper sulfate solution is used as the electrolyte. When electricity is passed through the solution, pure copper from the anode dissolves into the solution and deposits on the cathode, while impurities settle at the bottom.

    (b) Electrolytic refining is used to obtain high-purity metals. It helps in removing impurities from the crude metal.

**Section F:**

17. (a) The reactivity series is a list of metals arranged in order of their decreasing reactivity. It helps in predicting how metals will react with acids, water, and other substances.

    (b) Metals higher in the reactivity series react more vigorously with water and acids and can displace metals lower in the series from their salts.

    (c) For example, sodium and potassium, being high in the series, react violently with water, whereas iron reacts slowly. In terms of extraction, metals high in the series are extracted by electrolysis (e.g., aluminium), while metals lower in the series can be extracted by reduction with carbon (e.g., iron).

This question paper should help challenge the students and test their understanding of the chapter "Metals and Non-Metals".

Acivity links 2024

Colourful Activities on Science Day :https://youtu.be/XRKeifn8Xxk?si=w0KStw5SPAJBaxRN   

 https://jigyasa-csir.in/activities/ 

https://vikaspedia.in/InDG

https://diksha.gov.in/play/collection/do_3135614393797099521445?contentType=TextBook 

https://ictsciencerekha.blogspot.com/2022/07/competency-based-lesson-plan-science.html 

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For 6 - 10 standard scince and Maths Activities  : https://www.tactivity.org/

salt analysis pu chemistry

salt analysis pu chemistry