Science
CLASS 10
NCERT Textbook & Solution
TERM-II
Class 10 Science NCERT textbook has 16 chapters in which TERM I has 8 chapters.
All the questions and answers that are present in the CBSE NCERT Books has been included in this page. We have provided all the Class 10 Science NCERT Solutions with a detailed explanation i.e., we have solved all the question with step by step solutions in understandable language. So students having great knowledge over NCERT Solutions Class 10 Science can easily make a grade in their board exams.
We have given Key concepts, Learning Objectives and Learning Outcomes so that students can understand what to study and what concept he will be using while solving certain type of problems.
Working on NCERT Solutions for Class 10 will help students to get an idea about how to solve the problems. With the help of these NCERT Solutions for Class 10 Science you can easily grasp basic concepts better and faster. Moreover, it is a perfect guide to help you to score good marks in CBSE board examination. Just click on the chapter wise links given below to practice the NCERT Solutions for the respective chapter.
We have extensively covered all exercises and every single question of all units of the NCERT Class 10 Science textbook.
The detailed syllabus has been discussed below along with the Key Concepts and Learning outcomes. So that learning can be Joyful.
Chapter 4
Carbon and Its Compounds
Syllabus
Learning Objectives
Learning Outcomes
Syllabus
Carbon compounds: Covalent bonding in carbon compounds. Versatile nature of carbon. Homologous series.
Learning Objectives
- Classify carbon compounds in homologous series in order to predict their properties.
- Illustrate the chemical properties of carbon compounds (like combustion, oxidation, addition & substitution) along with balanced chemical reaction.
- Identify how carbon compounds react with hydrogen in the presence of nickel catalyst, in order to write a balanced chemical reaction.
- Identify how carbon compounds react with chlorine in the presence of sunlight, in order to write a balanced chemical reaction.
- Observe how carbon compounds burn in oxygen, in order to classify them as saturated or unsaturated.
- Perform physical and chemical tests in order to distinguish between Ethanol & Ethanoic acid based on their properties (reaction with other substances).
- Describe the process of micelle formation in order to understand how soaps work.
- Draw structures of carbon compounds and show types of bonds (single/double/triple) in order to classify them as alkanes/alkenes/alkynes.
- Draw structures of carbon compounds with functional groups, in order to predict their properties due to functional groups and type of bonding present.
- Write down electron shell configuration of carbon in order to predict formulae of carbon compounds and illustrate the structure of molecules of carbon compounds with chain, branched & ring structure.
- Draw structures of carbon compounds in order to classify them as saturated or unsaturated.
- Identify the functional group, type of bonding, number of C atoms present in a carbon compound, in order to correctly name them.
Learning Outcomes
- Plans and conducts investigations/experiments to arrive at and verify the facts, principles, phenomena or to seek answers to queries on their own, such as compares the foaming capacity of different types of soap samples,
- Draws labelled diagrams/flow charts/concept map/graphs, such as electron dot structure of atoms and molecules.
- Uses scientific conventions to represent units of various quantities/symbols/formulae/equations.
Chapter 5
Periodic classification of elements
Syllabus
Learning Objective
Learning Outcomes
Syllabus
Periodic classification of elements: Need for classification, early attempts at classification of elements (Dobereiner’s Triads, Newland’s Law of Octaves, Mendeleev’s Periodic Table), Modern periodic table, gradation in properties, valency, atomic number, metallic and non-metallic properties.
Learning Objective
- Interpret the arrangement of elements in the MPT.
- Analyse the usefulness of MPT in studying the chemical behaviour of elements.
- Arrange the elements on the basis of their properties like oxides and hydrides, in order to form Mendeleev’s Periodic Table.
- Compute the group and period number of an element given its atomic number, in order to determine its place in MPT.
- Compute the number of shells & valence electrons of an element given its position in MPT, in order to determine its properties.
- Predict the position of elements in the MPT in order to explain the trends in groups and periods.
- Predict the trend of atomic size across the period and down the group, in order to explain arrangement of elements in MPT.
- Calculate the average atomic mass given masses of different elements, in order to identify Dobereiner’s Triads.
- Arrange elements in order of increasing atomic masses, in order to form Newlands’ Octaves.
- Identify the achievements and limitations in Mendeleev’s periodic table with respect to arrangement of elements.
Learning Outcomes
- Explains processes and phenomena, such as nutrition in human beings and plants, transportation in plants and plants, transportation in plants and animals, extraction of metals from ores, placement of elements in modern periodic table, displacement of metals from their salt solutions on the basis of reactivity series, working of electric motor and generator, twinkling of stars, advance sunrise and delayed sunset, formation of rainbow, etc.
- Draws conclusion, such as traits/features are inherited through genes present on chromosomes, a new species originates through evolutionary processes, water is made up of hydrogen and oxygen, properties of elements vary periodically along the groups and periods in periodic table, potential difference across a metal conductor is proportional to the electric current through it, etc.
- Takes initiative to know about scientific discoveries/inventions, such as Mendel’s contribution in understanding the concept of inheritance, Dobereiner for discovering triads of elements, Mendeleev for the development of the periodic table of elements.
Chapter 8
How do organisms reproduce?
Syllabus
Learning Objectives
Learning Outcomes
Syllabus
- Reproduction: Reproduction in animals and plants (asexual and sexual) reproductive health-need and methods of family planning.
- Safe sex vs HIV/AIDS.
- Child bearing and women’s health.
Learning Objectives
- Describe the changes taking place in female body after/without fertilization, in order to understand human reproduction.
- Illustrate the process of fission in amoeba, leishmania & plasmodium, in order to understand how unicellular organisms divide.
- Illustrate the process of fragmentation in Spirogyra & spore formation in Rhizopus, in order to understand how multicellular organisms with simple body design divide.
- Illustrate the process of regeneration in Planaria, in order to understand how fully differentiated multicellular organisms divide.
- Illustrate the process of budding in Hydra, in order to understand how fully differentiated multicellular organisms use regenerative cells to divide.
- Illustrate the process of vegetative propagation in plants like sugarcane, roses, grapes in order to understand how plants reproduce without seeds.
- Label the different parts of a flower and explain their functions, in order to understand how flowers reproduce to form fruit.
- List down the changes occuring in male and female body in teenage years, in order to understand effects of puberty.
- Illustrate the male reproductive system, in order to understand its function in reproduction.
- Illustrate the female reproductive system, in order to understand its function in reproduction.
- Illustrate the process of fission in amoeba, leishmania & plasmodium, in order to understand how unicellular organisms divide.
- Illustrate the process of fragmentation in Spirogyra & spore formation in Rhizopus, in order to understand how multicellular organisms with simple body design divide.
- Illustrate the process of regeneration in Planaria, in order to understand how fully differentiated multicellular organisms divide.
- Illustrate the process of budding in Hydra, in order to understand how fully differentiated multicellular organisms use regenerative cells to divide.
- Illustrate the process of vegetative propagation in plants like sugarcane, roses, grapes in order to understand how plants reproduce without seeds.
- Illustrate the male reproductive system, in order to understand its function in reproduction.
- Illustrate the female reproductive system, in order to understand its function in reproduction.
- List down the ways to avoid fertilization, in order to avoid pregnancy and maintain reproductive health.
- List down the reasons for changes in DNA copying and their effect on ecosystem, in order to understand importance of variations.
Learning Outcomes
- Relates processes and phenomena with causes/effects, such as hormones with their functions, tooth decay with pH of saliva, growth of plants with pH of the soil, survival of aquatic life with pH of water, etc.
- Explains processes and phenomena, such as nutrition in human beings and plants, transportation in plants and plants, transportation in plants and animals, etc.
- Draws labelled diagrams/flow charts/concept map/graphs, such as digestive, respiratory, circulatory, excretory and reproductive systems etc.
- Applies scientific concepts in daily life and solving problems, such as takes precautions to prevent sexually transmitted infections, uses vegetative propagation to develop saplings in gardening, performs exercise to keep in good health, avoids using appliances responsible for ozone layer depletion, applies concept of decomposition reaction of baking soda to make spongy cakes, etc.
- Draws conclusion, such as traits/features are inherited through genes present on chromosomes, a new species originates through evolutionary processes.
Chapter 9
Heredity and Evolution
Syllabus
Learning Objectives
Learning Outcomes
Syllabus
Heredity: Heredity; Mendel’s contribution- Laws for inheritance of traits: Sex determination: brief introduction.
Learning Objectives
- Explain the combination of sex chromosomes, in order to understand how sex is determined in humans.
- State and explain Mendel’s traits of inheritance, in order to understand how traits are inherited from one generation to next.
- Classify the given traits as inherited or acquired, in order to understand which traits cause a change in genes.
- Explain how changes in DNA can lead to stronger/better species, or formation of new species altogether, in order to understand natural selection & speciation.
- Identify if a given pair of organs is analogous or homologous, in order to find relationship between species.
- Observe different fossils and identify the differences and similarities, in order to understand the timeline of evolution.
- State and explain Mendel’s traits of inheritance, in order to understand how traits are inherited from one generation to next.
Learning Outcomes
- Explains processes and phenomena, such as nutrition in human beings and plants, transportation in plants and plants, transportation in plants and animals.
- Draws labelled diagrams/flow charts/concept map/graphs, such as digestive, respiratory, circulatory, excretory and reproductive systems, etc.
- Draws conclusion, such as traits/features are inherited through genes present on chromosomes, a new species originates through evolutionary processes, etc.
- Takes initiative to know about scientific discoveries/inventions, such as Mendel’s contribution in understanding the concept of inheritance, etc.
Chapter 12
Electricity
Syllabus
Learning Objectives
Learning Outcomes
Syllabus
Ohm’s law; Resistance, Resistivity, Factors on which the resistance of a conductor depends. Series combination of resistors, parallel combination of resistors and its applications in daily life. Heating effect of electric current and its applications in daily life. Electric power, Interrelation between P, V, I and R.
Learning Objectives
- Plot a graph between voltage and current, in order to prove ohm’s law & find resistance.
- Define resistivity and its range for different materials, in order to classify substances as conductors, alloys and insulators.
- Evaluate the charge flowing through a conductor in a given time, in order to calculate current flowing through it.
- Determine work done in moving a charge across two points, in order to calculate potential difference between two points.
- Calculate power, in order to represent electric consumption in domestic circuits.
- Evaluate the charge flowing through a conductor in a given time, in order to calculate current flowing through it.
- Determine work done in moving a charge across two points, in order to calculate potential difference between two points.
- Calculate power, in order to represent electric consumption in domestic circuits.
- Identify the electrical components and their functions, in order to build a functioning circuit.
- Explain and calculate the heating effect of electric current, in order to learn working of appliances like heater, iron and fuse.
- Determine the resultant resistance in a series and a parallel combination, in order to identify the suitable combination like house, etc.
Learning Outcomes
- Plans and conducts investigations/experiments to arrive at and verify the facts, principles, phenomena or to seek answers to queries on their own, ohm’s law, working of electric motor and generator, resistance of a system of resistors, electric power, etc.
- Electric current and potential difference using ammeter and voltmeter, etc.
- Applies scientific concepts in daily life and solving problems, uses appropriate electrical plugs (5/15A) for different electrical devices, avoids using appliances responsible for ozone layer depletion.
- Derives formulae/equations/laws, such as equivalent resistance of resistors in series and parallel, etc.
Chapter 13
Magnetic Effects of Current
Key Concepts
Learning Objectives
Learning Outcomes
Key Concepts
Magnetic effects of current: Magnetic field, field lines, field due to a current carrying conductor, field due to current carrying coil or solenoid; Force on current carrying conductor, Fleming’s Left Hand Rule, Electric Motor, Electromagnetic induction. Induced potential difference, Induced current.
Fleming’s Right Hand Rule.
Learning Objectives
- Draw magnetic field lines for a bar magnet, in order to identify the magnetic field strength at different points around a magnet.
- Represent magnetic field lines for a straight current carrying conductor, in order to identify the magnetic field strength at different points around it.
- Draw magnetic field lines for at current carrying circular loop, in order to identify the magnetic field strength at different points around it.
- Outline magnetic field lines for at current carrying solenoid, in order to identify the magnetic field strength at different points around it.
- Discuss electromagnetic induction, in order to understand how a moving magnet can be used to generate electric currents.
- State Fleming’s Left-Hand rule, in order to understand the working of an electric motor.
- Explain Fleming’s right hand rule, in order to understand the working of an electric generator.
- Analyse the significance of neutral, earth and live wire, in order to understand formation of a domestic electrical circuit.
Learning Outcomes
- Relates processes and phenomena with causes / effects, such as deflection of compass needle due to magnetic effect of electric current, etc.
- Explains processes and phenomena, such as working of electric motor and generator, etc.
- Oersted discovery that electricity and magnetism are related, discovery of relation between potential difference across a metal conductor and the electric current through it by ohm, etc.
- Exhibits creativity in designing models using eco-friendly resources, electric motor and generator, etc.
Chapter 15
Our Environment
Key Concepts
Learning Objectives
Learning Outcomes
Key Concepts
Our environment: Eco-system, Environmental problems, Ozone depletion, waste production and their solutions. Biodegradable and non-biodegradable substances.
Learning Objectives
- Classify different waste products as biodegradable or non-biodegradable, in order to assess their effect on environment.
- Tabulate the organisms feeding on one another (producers, consumers, decomposers) and energy transfer between them, in order to form a food chain or a food web.
- Describe the formation & properties of ozone, in order to identify ways to protect it from depletion.
- Classify biotic and abiotic components and their interaction with each other, in order to describe an ecosystem.
Learning Outcomes
- Applies learning to hypothetical situations, such as what happens if all herbivores removed from an ecosystem?
- What will happen if all non-renewable sources of energy are exhausted?
- Makes efforts to conserve environment realizing the interdependency and interrelationship in the biotic and abiotic factors of environment, such as appreciates and promotes segregation of biodegradable and non-biodegradable wastes, takes steps to promote sustainable management of resources in day to day life, advocates use of fuels which produces less pollutants, uses energy efficient electric devices, uses fossil fuels judiciously, etc.