OBJECTIVE BASED QUESTIONS IN SCIENCE FOR CLASS VI : J. P, AGARWAL READER = ween Department of Measurement, Evaluation, Survey & Data Processing, National Council of Educational Research and Training Srl Aurobindo Marg, New Delhi-110016 1991P-l PREFACE The present brochure on "Objective-based Questions in Biology for Class VI " presents sot illustrative questions of various forms. The various parameters which guide and control the art of iten-writing, namely, the instructional objectives, content element, teaching learning techniques, forms of qucstions, individual differences, and rural-urban disparities in terms school environment and facilities have been taken into consideration while constructing questions and their marking schemes. An attempt has also been made to develop adequate guidelines for framing good questions of various forms. This is expected to create awareness of the various issues involved in writir> and storing an item, and help functionaries involved in the process of teaching and testing in improving the quality of their work and that of education as a whole, . In our system of pupil wvaluation, whether teacher based evaluation or public cxamination conducted by an external agency such as Schol Examining Board, the question occupies tho euntral position and therefore, it is @ genuine need tu inprove the quality of questions and to develop fairly detailed marking schemes, This is likely to make the evaluation system more and more valid and reliable,The material was initially developed in a workshop ! entitled "Development of Question Bank in Science for Glass VI" organised from 27th December 1985 to 2nd January 1986 at NIE Campus, New Delhi. This material was used in the training courses organised by the Depart~ ment and also in preparing "Unit Tests in Science for Gless Vi". The material wos updated in a workshop entitled “Adaptation and Vetting of Sample Questions in Science for Glass.Vi" drganised from January 22-25, 1.990 at the NIE Gampus in the light of New Textbook entitled "Science: A Textbook for Glass VI" published by the NCERT in 1987. The brochure includes objective-based questions of various forms on the unit of class VI Science and also guidelines to prepare and store questions for future use. It is hoped that thie material would help teachers in ~~ constructing objective bi sed questions as well as use these questions for various purposes including for unit test pericdical tests, terminal tests, etc. I express my sincere thanks to the edueationists and practising teachers who have contributed significantly in the development of this material. I am also grateful to Dr. H.S. Srivastave ex-Head, DMES8DP, NCERT for providing facilities and extending his wholc-hearted cuvperation and valuable suggestions. I owe my sonse of gratitude tu Dr. P.M.Patel, Proufessur and Hoad, DMES&DP, NCERT, New Delhi - 110016 for providing facilities and encouragement for getting the material in this mimesgraphed handbook.. P-3 i, I am.also thankful to shri Har Bhagwan’, ‘Section officer, DMESMDP fer providing all possible facilities zequired to bring this brobhure in the present form. My thanks are also due to Shri Jag Mohan Kapur; A.P.C., Shri Ramesh Chander, Assistant, Mrs. Annie Aphren, PsA.y Mrs. Mrudule Gautam, Mrs, Snch Dhami, Mr. D.S. Mandral, L.D.C. and Mr. Braham Singh, Gestetner Operator for helping me to bring this material in this form, I hope teachers and teacher-cducators would make use of this material in implementing the measures of examination’ reform, specially in making evaluation in Seience more broad based, formative and effective. Their comments and suggestions for the further improvemen of this brochure would be most weleome, NEW DELHI ~ . J.P. égarwel, Reader, 18.42.1991. DMES&DP, NCERTOBJECTIVE BASED QUESTIONS IN SCIENCE FOR. GLASS VIL. Foreword Preface . BAGKGROUND MATERIAL I Technique of Constructing Good Questions. IL Technique of Developing a Question Bank. OBJECTIVE BASED QUESTIONS ONE Multiple-choice questions 1.4 TWO Very~short Answer qeestions , Rel THREE Short Answer Questions Bel FOUR Long Answer Questions 41° EIVE Matching Exercises - Bel APPENDICES Ae Checklist for the Improvement of Questions. Be Proforma for the Design, the Blue~print, the Itemsheet, ... voting ke¥_ and Marking scheme, CG. List of Instructional Objectives of Science be Bibliography.Tecnnigue of Constructin,, Good Questions RAC TUNALE . The teacher 4s concerned primarily with the academic growth of nis pupils. He wants to know whether or got his students are loaming what ne considers important for then lo learn, and learning at a rate cormensurate with their abilityy Ke administers tests in order to obtain data bearing dn tnis question, Thus, he has a great responsibility of construction, administration, scoring, and interpretation of tests in addition to planning and organising instruction, Therefore, At becomes essential that he snould have at least some suitable literatur2 on constructing good questions along with a'sample of objective based items, This would help him construct nis own acaievenent tests aftur the und of each unit as well as for periodieal tests and terminal examinations, BabIC LIMMSIUNS OF 4 TEST Quast I A question is usually defined as a requsst to the . studxit to let the examiner know nis achievomunt with roference to a particular ability and a particular area Of content. In other words, a test-quostion is to seek y#iusnce on the bahavieural change brought about directly or indirectly as a result of the pre-planned instructionalfi toacninggl earning proccss organised. Besiavs, it also Be, programe, As such, a Guzstion is guidua ty a pre~ detemind obi votive of learning. es wll as by the’ ‘émpects to communicate the’ intuntions of the exeminur, cffectively and wxactly and te reosive and interpret the response’ reliably; ‘relevantly und efficiently. These aspects delineate the basic duimensions of a questions explicitvy as outlines Lelow + de 2. 3. 4, 7 a 9. 10. a. 12. Instructional objective of leaming and tusting, Content ‘area, Form of question, Languag of the question for exact and effective communication of the task, Structuring of the questién gor thu sdope “£ the answory . Use of directional words for sp2cifying the style of Fesponse, Appropriate difficulty levél of the qu_stion, Good discriminator bstween poor und brighter pupile, Value -points involv.d, Numorical weightege allocatvd, Estimated tims for the response, seluction of an appropriate situation for testing. én item-writsr takes care of thsse dimunsions of a question adequately and appropriately to frame good questions.Huw TU _CuNSTRIGE GOvD QUBSTIUNS A good question is cnaracturiswé by an exact and wéf.ctdye conmunication of the task to the saminoos in order to ruveal their ovidence of leaming in a mamer thet it cen be recived and interpreted reliably, relovantly and .fficiuntly, It is desired tnct bafore writing an item thy dtemwritur may dedide his intentions clearly keeping in mind the various dimensions of a quustion, For tnis purpore, he may use the itemsshzet (Appendix Bi), Only ons question shuld be written on one itan-Shset. The following guidslines wuld be useful for employing the dtun-shéyt appropriately. Bach iten-shoet has three major parts. The first part, given on ths top of the front page involves factual infomation about tne question, This information includes cluss and subject, name and number of the unit “and sub-unit, objuctive and its specification, Name of the textbook used, torm of question, tlarks elloceted, Estimated time, Eetimated difficulty level end Lets of preparation, Most of this dnformetion should be decided bufore writing the question, After completing this informetion, the questionGLASS & SULJECL + VI Science = Fuad UF QUEST IUN vas snould be ‘frawed adnarting strietly to these spooifictions (table 1). . . Tews 1+ Tw BEE Wis AN BxWELE UNIT 12+ Balance in Nature MARKS : 4 SUB-UNIL 12.2. Foo ins ESTLwIED TIM OBJECTIVE + Understanding BSL UIPEICUTY . Lava B SPECLFICHT1UNs vetasts error DaTEB OF PREPARATIUN. 26/11/86 TEX BOX USED . Seience (i:ew) wCERE Publication, 1987 Q.No.9 Nane the miseirg component from the following ‘emery. glow chain + fun <=} Goat Wolf—-—--} Bacteria 1 The second pert of the itamsheet is the vacant | space trovided on the front page, dure the question number is written on the Laft nand margin gollow:d by the actual gestion, On the right nend side, tne numerical marks allott .4 co the question should also be mentioned, The third part o£ tne atomshe.t 4s provided on its back side and is meant for giving tho scoring kuy or marking sahane of the quustion,The following instructions would help item writers in framing good objuctive based questions according to the specifications mentioned on tne itomsheut. 4, It should be bused on ths objective and spucification as stated in tny item sheet. | 2. It should test tne significant asp acts of learning and be well xelatud with the unit/sub-unit as mentioned in the Atom snouts 3. The form of the question should be the same as Listed in the item-sneet and be properly structursd witn resp2ct to scope ofthe answer and the desired difficulty leval of the question. 4, The Language of the question snould be simple, clear, evneise and unanbiguous so that examinees may comprehend the task clearly. The item should provide an anprorriate situation tor testing the desired ability. 5, Tne question snould have a precise and definite intunded enswer, The mudel answer andyor tne marking scheme should tally witn tho answor oxpected. . Te suould de.cnd aliost the same time as wentioned in the Atm shest. It should be recall:d that time given to reading @ quasticn, compreh@nding it, thinking for the answer, Writing the answur and quickly reviewing it is considor. as the tine fur attapting a question, Th» pupil's speed Of reading, thinking end writing may, nowav_r, be visualised in the context of average pupils of the concerned class.%. The value points anu warks allotted to the question shuld be justifiable end tally tue marks as stated in the item sheet: 8. Tt should use directional words appropriately Providing _ sutficiunt directions bout tne scope of the answer and the style of answeiny. 9. The question snould not increase unnecessary reading load, -Mherafare, there shovld be no superfluous information in the question, it should be written in a concise manner but convey the task exactly and efiectively, 40. The answer should demand the number df-Words well within the range decided for a particular form of questions, Preparation of questions cn the item-sheet is * cunventort, economic und parposaful, After try-out, you may make necussary changes and ‘store for using it in future years as well. In tais way, you may have your own question~ bank having good objective-based questions for use in unit tests, periodical tests and terminal oxaminations. PHEPARALIUN Ui £CURING-KEY AND rwRKLKG-SCABrS + The correct answer of an objective question is temed ‘key! and so, its marking schene is usually designsted as 'scoring-key'. In fact, 4t involves only one value-point and that too, is not re-written because in an objective question, the answer is recorded by mentioning or indicating73 the corresponding serial number of tne correct alternative only. In all other forms, a question may involve vne or more value points and so tne expected answer is split yalue-point-wise, A sequence of these value-points is called tue marking scnote, Samples of marking scnenes for all forms of questions ore provided under the sangl. unit tests/questions, It is recownended to prepare th: answer, whetner in the form of scoring-key or marking-scheme, simultaneously witn tne construction of a question at’ the space provided on the Lack side of the item-shwet (Table 2). It helps in revealing the mistakes, if any, elther in “the question or in the expected answer. Tnus, it provides an effective means in inproving the quality 6£-cuestion, Makring schemes are-slsq usef\yl im chedking inter- examiner variability end tnus, nelp increase objectivity, reliability and validity of the question, In fact) a properly prepared markingischeme gives sufficient directions to the evariners for awardias arks valuowolis wice. Tais. helps than in maintaining consistency turougnout the poried of scoring pupils‘ answer scripts. “Moreover, their work can also be reviewed by another examiner with tne help of the marking scuene, kh Meaningful feed-back may also ce offured to the students soquainting tuam wnat is the expected answor of-a question both with respect to value points and style of answering them, He also i , ears how it is assessed.288 Preparation of marking schene for a question begins with splitting of the expected unswer into significant value poants, provided it,invelves moze than one value poant, £aqh walue-point is then assigned numerical weightage, As far as possible all the value points of a question should have almost always equal numerical weightage, It helps: avoid mistakes at the time of scuring .y the examiners. In general, ‘no value-point should be kept less!tnaif ¥y ark, Somiet tines,’ @ question way "involve 5-6 velue-points, but the itemwriter (ox paper setter) has asked,tu give only 4 value points. In such cases, clear instruction should be provided in the Peginning of tne marking schaye of the said question, d.e., any four out of the following: 1 wark/should list all possible value-points. .nveh then, 1£ you fesl. that there hey be ‘some other value points, you:mey add as one of the . last value, point, “any other, éne or more correct ,ones"y It Ws advisable to discuss both tne question and its marking scheme with your follow colleagues dealing the same subject. This invariably helps improve the quality of the question as well as of the marking schame, TAELE 24 ITgu SHBEP WITH A MARKING §CHBWE wt ‘worn Lie vis ‘roti PULMTWISE MARKS . MARKS, oo Green plants a el . 1 Note + If a stunt gives a : suitable namu of gr2uh \ Plants it may be accopted 49 cOrcect answor age 1 : grasses29% piePgssel Suh YP UUGSTIONE ¢ rae itunwriter should select the most appropriate form of question an the light of the objective to be assessed and tne content area to be sampled, All forms of questions can be catergorised as * free-response questions"or "fixed response questions". The essay (or Long-answer) questions cone under the/ category. The short-answer questions are also classified as free-resporse questions, but in them, response is restricted fran moderate to a very large extent. It is, therefore, desirable to call than “restrict 2d-response" questiono. he other two types, i.e, very snort answer and objective questions due to naving "fixed “or ‘almost fixed! responses are called "Yixed response questions ", ‘tne present-day essay questions are now) no Longer, essay quéstions in tne real pense since they nave been deprived off of the cnaracteristics which traditional essay questions nad enjoyed in the past i.e. no restriation in Length or scope except the time constraint on tne part of tne examinee, This type of ‘open-ended! nature is now not allowed. Moreover, the scope of the arswur as well as style of presentation are also set in present-day essay questions, It would, therefore, be better to call than “Longeanswer or “axtended answer" quustions,The various fonns of Gigstions as usually clas; Sifted ane given -in table 3, a me fe TABLE 3% FURMS UF QUESTIONS. FREE RESPONGSS QUESTIUNS . FIXED RESEUNSSS QUEST ins a -—-5 : ee D - 7 i : 7 @raditional Long- “Short Very y Objective Essay Answer Angwor © Short= Qsstions Wuestions’ .. Questions Questi- answer - (0) (8) (ua) . ons questions . Pao (sa) , (SA) : Essay questions (traditional essay or-long-answer), Short~answer questions. and Very Short answer questions are often grouped together as ."Supply-type" questions because while attempting them, the examinocs supply the answer, On the other, hand, the objzctive questions are classified as " sclection-type” questions as in thom, cxaminces selact the most appropriate answer from aniong a Limited number of alternataves already given in the question itself. The supply type questions, as discussed earlier, are differentiated in various tyres, simply on the basis of the length of tne expected answer or tne nunber of value~points involved in answering than. Both of these aspects are related to each other and also with estimated time for reading the qugstions, comprehending the task,sais tninking for the appropriate answer, writing the enever and :wviewing it by the av-rage pupils of a particular class. Tnus, basieally the classification of surply type questions is on the basis of the length of the expected answer, but it is a relative expression and cannot be fixed in absolute terms because the length of the answer varies witn the maturation lev of pupils, ubjective questions are selection+type of questions of fixed responce variety. These are further classified in a2 number 9€ €onns, i.e. True-felse, Matening, hultiple- enuice, atogy tyze, Terminology type, completion type, ation type, etc. It would-be interesting to know that vecy short answer questions do have some of these types surely, snalegy type, Terminology type, ccmpletion type, etc, Jut these tyjes under Very-short answer form involve eunply answer instead of selecting of an appropriate answer from among already given alternatives, J. fect, analogy ty, , Lerminology type, completion type and classification type are the specific forms of both nult2ple-choice questiens and very-short-answer qsestions familiarity witn different forms of question is * pre-requisite for framing good questions. Therefore, itenwriters should collect sufficient information on Verivus fomis of questions and their sub-categories as welle423 as how to construct ard improve them, A check-list 4s provided an appendix --4: for checking each individual quastion for approp¥iate characteristics and improving At accordingly. ‘However, atry-out would be necessary to “get the data for iten-analysis begcre stroing the question in te ‘Question Bank’. 7iG RATEONALEs The teacher employs ‘mestions at various stayes of his instructional programme, 1se., in introducing, developing and culminating a topic of teaching, in assessing the progress of his pupils, in finding-out the effectiveness of his instructional progranme, and in certifying achievement of his pupils, Thus, a question serves a very important role in organising class~ room instruction with a view to bringing qualitative improvement as well as to stinwlating pupils for better learning. an appropriate use of questions makes teaching and leaming diagnostic, formative and effective. Therefore, there 4s a need to make available a sample of good questions for the use vf teachers, The National Policy on Bducation, 1986 has also recommended to make assessment of performance as an integral part of teaching and learning (NPE , para 8.23) and use examinations as a powerful instrutent for improving teaching end leaming (para 6,24). An appropriate implementation of these reconmendations demands dovelopment of cuestionbanks for teachers and paper-setters. Upasani (1986) pleads, though indirectly, for a genuine need of question-banks for students as well. He observost "A student who is going to be cxamined in a particular subject must know hov he is going to be examined, This can best bo indicated by a large“number of questions on different portibns of the tls preseribsa syllabus. Tt is through such questions that a.student can understand what is expected ‘of him dn an examination". Upasanits ‘viewpoint appears significant, specially, in the light of frequent changes in the syllabuses and in the formats‘ o£ question-porers. . Most toachers alongvith training in teeching-methodoloy Havé also received sone know-how in the techniques of Ltemeuritin, But’ is gonerally seen that they do not have adequate tine at their disposal for constructing items. They may also lack in having adequate practic. in itom-writing and vetting. More= over, evory teacher 4s not capable of framing good objectives hhased questions in all the content=areas. This is also equally applicable for paper-setters of public examinations who are required to framea setiof 2-3 question-papers, usually, within a week's timo,’ Thorcforé; under thee si. tits, the “only ramedy is to provide ready made stock of good quastions of different forms as sample material or if feasible, exhaustive question-benks. ; (CHARACTERISTICS OF A QUESTION BANK: : A question benk is often defined as a planned librory having a fairly large numbor of good quality questions properly classified, coded and arranged accordingly. The2154 torm "ouestion-bank! was coined to signify a stiock of items put it ie not a haphazard collection of questions. In fact, the questions and arranged in @ scientific order as books arc cataloguedare pleced in a library. On this basis, 'Test-item nibrery! would be more appropriate term than the question bank. It is further argued that like a library, it provides a thorough Jmowledge of the concemod subject, though in the forr o£ answers tor scoring keys and matking schemes) of the questions. The whilosophy behind it is that the sum total of imovledge (in wider’ senso of ter) of eny subject can be poressed in terms of answers given to a comprehensive set of itens of various forms, Thus, a set of objectives based questions of good quality covering the every part of the subject extensively represents thé course content completely. The basic characteristics of a question~bank (or test-ltens library) are generally stated os mentioned belows 1. whe questions are framed to cover the entire subject . area comprehensively. | 2 They measure almost all objectives and their specifications as far as feasible, 36 The questions of a partioular form avoid repetition and overkepping. This means“that the same instructional objective sampling the same content area or a part ofia Qe 3e 4. 5. a iss The teacher gets 4 roady made stock of shestjorig te various puroses including their use in organistig teaching, ‘alagnosing pupiist strengths’ ana woakqentes, preparing class-room tests and tomminal cxaminations, This saves his time for other purposos. The student gets a samplo of questions together with marking-scheme which helps him understand what 4s ompey of him in an cxamination. It also makes him clear bw his answers aro scored. The paper-settcr by having question-bank needs to spena vory little time in developing examination paper and marking scheme. The quality of such test papers is superior to those framed in the absence of Suitable quostion-banks. The test characteristics reliability, volidity and objectivity of the question papers is imroved because they have tried-out, questions. The nature of questions demands to bring changes in teaching methodology and curricular materials. “this backwash effect on teaching improves’ classroom instruction and ifluences curriculum developments6. Tha process of #0scwig questions end Lit ccy-out, dn itself, is an educative process. It clarifies - the instructional objectives in fairly precise and detailed terms, traina the item-writers in framing appropriate questions and in techriques of item-analysis, end helps unde: stand the varios areas of content by éeveloping detailed marking schemess VA @he quos:ioa bank assist3 teachers to incorporate avaluation as an integral part of teaching end learning by using the available evaluation msterial for formative and continuous evaluation, FLATIING PND PREPARATION OF A QUESTION BANK: . Tho teachers may plan and devclop their own question banks with the help of fellow subject teachers as a cooperative venture. However, they may eso sgcure help” . from their local District Inntitute of Waucation and Training (DIET), State Council of Educstional Research and Treining (SCERT), College of Bducation, and other state agencies of education. The National Council of Educstioncl Research and Training, New Delhi 110016 also proviées know-how and sample naterials for this purpose, ‘the Devartment of Measurement, | gvéluation, Survey and Date Processing of tha NCERT has been4, 5a Be Ie Be 1164 it is allowa for. tasting by different forms of questias Even a fom’ of question may semple the same content are “ miasuing a aickerent ability. “this Eloxibility is useful to heve ample scope for the ‘tost-writors for selecting a questi > of pre-determined form, testing see . ' @ particular ability ohd content arca, The content validity of each question is asgertainea by a group of subject teachers and subject specialists, The item-characteristics, c.g. difficulty value, @iscrimination index, time allocation, otc. are know for gach question by trying~out in actual class room situations , ates Bach item provides complete information with regard to class and subject, antent unit and sub-unit, objective and its specification, form of ousstion, time allocated, marks allotted, difficulty volue, @igcrimipation index, and date of try-out. All questions of a particular form %£ questions use the same format: The language of the question is simple, clear, precise, and unembiguous in order to communicate the tesk dntended oxactly and effcctivelys _size. 9. ° - The questions needed for various purposes are mado available, e.g: for prognosis, diagnosis, written tests, oral tests, practical tests, classroom terching, project work and assignments. 1o., ‘The question provides a foolproof scoring key of a detailed anallylitidal marking schane invariably. Thus, a quostion bank is a scientifically classified and organised collection of a lerge number of questions of good quality and their, answers (or scoring key and marking scheme) which aro appropriately defined in terms of their item charectoristics, - FUNCTIONS OF A QUESTION BANKs Question banks are developed to fulfil certain pre~ determined purposes. In general, it makes available to the teachers and paper-settexs 9 i-rec number'-F - | “> cMons along with the associated information for their day-to~day use. A proper use of them by the teachers makes ovaluation a part and parcel of the teaching learning process brings ality improvement in-school instruction, helps to better understand the curriculur materials, and influences the ‘evelopment and improvement of curricula. It is useful to tenchers, paper-sctters, examining agencies and students in a nunber of ways as muntioned below,a 204 working for omamination reform since long. ghe purpose for preparing question-banks should be made clear in advance: In general, as stated earlier, “its piimary function is to provide good okjective-based questions of various forms for organising instructicn, giving pupils class work and home-assignmonts, proparing unit tests and oral test, diagnosing pupils! strength and weaknesses for romodiation, developing question-papers for, termina, examinations, ote, These tasks, should bo viewnd, in advance, so that appropriate questions may be had in the quoetion bank accondingly, the following procedure vould be useful in developing an appropriete question banks FIRST STEP PREPARATION OF DESIGN AND BLUE PRINT 1 A detailed list of instructional objectives is. developed class-wis.; 1 rubjectew: The subject matter is organised into moaningful units, 4€ it is not already done. Appropriate forms of questions should be selected, ise. longwanswer (or essay), short~answer, very~short- answer, multiple-choice, column matching, master- matching, comjetion end true-false questions. Their various dimensions should also be fimed as discussedin.the previous “0 _- 3 entitled tata. of ‘constructing Good Questions", keeping in view the three dimensions of a question, wmitowise designs an@ blue-~ptints for the question pank should also be developed, In general the . following decisions may help in developing a designs (a) (b) (ec) Weightages to Objectives: Knowledge s 30% marks Understanding "4 45% macks Application and Skills 25% marks — Weightages to Forms of Questions: Long=answer Questions % 20% marks Short Answer Quéstions + 40% marks Very Short Answer Quect/onss 20% marks Objective Questions + | 7 20% marks. Weightages to Content Sub-unitss If the’ sub-units have almost similar significance ‘and reguire almost the same time for teaching them; it would be better to allocate similar weightages to them. If not, the reletive woightages in terms of yercenteges of marks may be decided considering the significance and4229 and,depth of the unit. |, (a) idhtages to item ditficuitys DAgEichlt Questions! 30% marks Average Questionst 50% marks, 4 Basy questions + 20% marks. (ce) _Parallel questionss Usually long-onswor questions have intemal options. ‘ Therefore, parallel questions for each question (or as desired) should also be a planned to construct. (2) Parallel ‘forms’ of question papers * certain schools need parallel forms of the question-papixs. I£ that is so, snvion in the design may r€corded accordingly so that dtemwriters may constcuet-¢nough parallel questions of various Forms 6£ questions. P roforma ‘similiar to that ‘employed For unit tests and oxanlination papers is used for this purpose’ (Appendix -B)+ on similar,lines, blue-ptint for the question benk is prepared.te a Be 4 RUCTION OF -QOESTE The construction of questions should follow the guidelines laid down by the blue print. However, “there should be a conscious effort to frame question to all possible specifications. A proforma provided in Appendix - C would be useful in locating which of the specification is left out altogether. Bach question is written on an itamshect and its marking scheme or scoring-key is also prepared simultaneously, A proforma of item-sheet and scoring key and Marking scheme is given in Apoendix - By The questions constructed and used in the tests of previous years if,eny,-are also reviewed critically by using a "check-list" for the improvemént of questions encluses in appendix-A, wecoved items are selccted and stored in the question-bank, Bach question shovld be critically reviewed and improved accordingly, by a groip of subject teachers,ses “warpo gree “comme AND GiculoTOATION Of Quist. The questions should be appropriately. coded for classification and storage in such a manner that the desired question can easily bo located. Avtentative plan for coding “48 given in table 5 If the questions are to be stored by computers, a’ ten digit code is to be employady For ¢xenple, the, question méntioned in table number 4 givon below my be coded as 405/052/421 However, the same may be coded as 98 7Ri9/8,29/“C/%-1 when stored nanually, FOURTH STEP: TRY-OUT OF QUESTIONS: The questions shoula be tried-out, in order to obtain statistical data about how they behave with a sample, The main statistical procedure uscd is item-analysis, specially "to know the @ifficulty velue and discrimination index of each quc~cioa, , This helps kuovlng ‘the un: the question and on “his basis, in‘rekaining, modifying or rejecting an item, TABI 4s Ss, LEO which of the following substtnces titnsférs energy from the light reaction step te the dark reaction step,? (1) Chlorophyll (3) are (2) Water molecule (4) ate‘qaane 53 A TEMPATKVE PLAN FOR copInG Classes, O-der Tower Primary Upper Primery Secondary Classes Senior See"ndary. Subjects, &.g- Bovironpental study Scien : Physics chemistry . Biolngy vathematioe hits, eg. Units of 88/Bio, Multicellularity in plants : Malticellularity in Animals. SubsUnits, e.g. of 88/Bi0 70-5 Merpholegy &nd anatomy. NbsMrption @nd a ovement of water, Mineral Gnd Nyfutrition Photosynthesis Repreduction Form of Question e.g, long Masver (or Essay) Short Answer Very Short %never Multiple-choice ‘Tre flse Mbbreviated fom eS w sc ss Nbbrevisted form Environ sex Phy Chem Bio math Unit Nunbers v-5 U-G chapter nu-bers 5,26. “5727 5,28 ; 5.29 5.30 Aobreviated form ra sa vsA Tr CODE FOR TUE COMPUTER STORING dne digit noo 06 two digits 6 127 "20 29 vat 2 30 7. One digit2 208 — Matching (or column) MatcHing) Completion 6, ‘ Instructional Objectives, e.ge Aobrevieted one * ig form Knowledge Understanding Application ‘Skill . upon Ts | Specifications,e.g.of * analyses Gives reasons Esteblishes relationship Makes hypothesis Develops an alternate or plan of action Ie Arabic numeral # one digit UReNe Predicts Infers Generalizes Judges warn worm ee STEP V2_ STORAGE OF QuESTrONS IN QUESTION BANK: The questions may be written on cards of having a size B" x 5" for storing them manually in steolalmirah with 45 cabinets. It is advisable to classify them in the sequence, class“subjedt-unit- topiokfomn of question and _ Anstructional objective wise. The same sequece may be followed-as stated earlier for coding and computer storing.2 27 8 HOW 70 }AKE USE OF QUESTION BANKS. The question bank contains a large number of questions of various’ forms on: each unlit of a subject. It can be used by teachers, paper~setters and pupils as follows: le Teachers may select suitable questions, specially very short answer questions for their day-to-day teaching, 4,0+, for-intieducing, developing end _ reviewing a topic or ufit sf stuay,.- Teachers should also make use of question-banks for preparing unit tésts, periodical tests and terminal examinations. For this purpose, they should develop the design and blue print and ther, select questions . according to the requirement of the blue print. Teachers may also use question banks for selecting suitable tasks or questions for proi-++ --":, class= work and home assignments, oral tests, and practical tests, : 4 Paper-setters should also use question-banks for preparing good question-papers for public examinations. They should first develop the blue print on the basis of the design provided by the Examining agency, and then should select appropriate Questions from the question-bank as per requirementsHowever, they must vt copy-out questions cesting ‘application, Jt would always be better to frame new application questions or use questions after having made certain changes, De Students should also get a set of selected questions from the ouebtion benk on ‘eth’ unftl* This would educate them for about type of questions, scope and style of answers, and method of scoring. REV. EW AND AUGMELITATION OF QUESTION BANK The questions of question bank should be reviewed every year and out dated qunstions must be replaced by new ones, If there is a change in the curriculum, all the questions should be revieweu and updated and recoded if necessary. In addition, enrichment of the question should always be given due importance. Such a qusstion bank bank is definitely liable to bring improvement in teaching and learning, on one hand, and will help regain faith in out examination system of the ather,ONE MULTIPLE ~ CHOICE QUESTIONS Multiple-choice questions are employed in knowing pupil achievements involving a wide variety of instructional objectives belonging to the congnitive gomain except abilities involving organisation and expression of ideas. Objective-based multiple-choice test items are provided here, each with four alternatives in 1.1 along with their 'Key' in 1.2 and "Question-wise analysis" in 1.3 All quostions are one stark each. 1.1 SAMPLE MULTIPLE-CHOICE QUESTIONS Which are of the following diseases is a non-infectious disease? (1) Small pox (2) Heart attack (3) Malarie (4) cholera Which of the following scientists discovered ponicillin ? (1) Alexander Flaming (2) Edward Jenner (3) Marie Curie (4) Leeuwenhock. Which of the following is the fastest mode of tronsport in India ? (1) Steamer" (2) Electric train (3) aeroplane (4) Gar.. 1.2 Which of the following invented by scdonticte for prevention of infectious diseases 7 (1) Penicillin (2) Vaccine (3) Polonium (4) Radium. Suppose you have to buy quality mangoes: from your local market. You have not done this task earlier, which of the following steps would you like to take first ? (1) Observation of mangoes for their quality. (2) Collection of information about good quality mangoes. (3) Collection of data about the local price of the good quality mangoes. °(4) Thinking about the price of the good quality mangoes + Which oneof the following is a good use of scientific knowledge for all people ? (1) Bullets (2) Bombs (3) Narcoties (4) Television. The eradication of small pox has been mainly due to (1) Vaccination, (2) taking vitamins, (3) drinking more mulk in the diet- (4) taking more proteins in the diet.10. di. In all compounds the molecules are always of (1) one kind of atoms only. ¢ (2) different kindsof atoms, (3) only two kinds of atoms. (4) at the most three kinds of atoms. Which one of the following sets of substances comprises of only nonwmetailic elements ? (1) Silvers sulphur and oxygen (2) Sulphur, Oxygen and carbon (3) Oxygen, carbon and copper (4) Garbon, copper and sugar Any material having different kinds of atoms cannot be classified as (1) a mixture + (2) a compound. ~ (3) an elements (4) a solution. A student transferred 50 ml of water into four vessles of similar size but of different shapes. Onobservation, he recorded that water always took the shape of the vessel. Which one of the following conclusions can be drawn safely based on these observations ? (1) Liquids ehange ~ their shape but their volume remains fixed. 42) Water takes the shape and volume of the vessel in which it is poured. (3) Water dues not have a fixed shape. (4) water always has a fixed volume.12. 14. In which one of the following mixtures int. Pic need a separating funnel to separate the ; components ? (1) Alcohol, ind water (2) ceconut oi1 and water (3) Sand and water (4) sugar and water Which one of the following processes is almost similar.to hand-picking 2.1: (1) Loading (2) Centrifugation (3) Grystallization (4) Magnetic separation. Which of the following mixturés can be separcted only by sublimation ? (1) Common salt 2nd cgmphor (2) Common salt and ammonium chloride (3) ammonium sride and camp ar (4) Iron filings and Icdine. Ramesh cvllected water from a pond in a glass container. He nuticed that it was muddy due to the presence uf very fine suspended clay particles. He usud alum t> get clear water from it. Which vf the folluwing sequences of processes would be involved in this work ? c (1) Sedimentation-Loading-Decantation (2) Decantation-Loacing~Sedimentati on. (3) Luading~Secimentation-Deeantation (4) Loading-Decantation-Sedimentation16. i7. 18. 19. 15 A Mixture 42 suse Guu cumieun Lusucaue can be separated by . (1) decantatiuny (2) distillation. (3) sublimation, (4) dissolving in water, Three liquids, P,Q and R have boiling points 70°C, 50"G and 90°C respectively. In which one of the following sequences will the liquids distil over ? (1) Q, Py (2) BR, P, (3) @ R, (4) P, @ R The area of a feather can be determined by vu Ow (1) meter scale. (2) thread and metre scale. (3) graph paper, (4) measuring tape, Qe metric ton is equal to (a) thor qvintel, (2) —th— quintet, (3) 10 quintals, (4) 100 quintals.20. 2n. 22. ae Which one uf the fsllowing sets represents the stanéard units »f length, mass anc time 2 (1) Centimetre, gran and minute (2) Metre, gram and second (3) Centimeter, kilogram and iwur’ (4) Metre, kilogram and’ Secunds Krishan a student sf closs VI measured the length of a table with his h andspan and found it equal tc | 30 handspans. His teacher aisujmeasured the sane table with his own handspan but found it equal to & handspans only. Which of the following reusuns may be the inst probable explanaticn for this difference in weasurement ? (1) Krishon has committed mistake in counting hancspans during the measurement. (2) Krishan's teacher has committed mistake in suunting his hen'spuns during th. me rsurcmnt. (3) Krishan handspan is larger than that of his teacher. (4) Krishan's handspen is smaller than.that of his teacher. . The full ms-n and the new mvon nights occur every month. Such changes are recognised as (1) reversible, (2) perivdic . (3) chemical, (4) drreversible.23. 24. 25. 1.7 When 2 match stick is struck un the side of a match box, it catches fire. The side of the match box also gats a scratch. It means that an inter- action between tw. substances may (1) affect buth partners. (2) camage both partners. (3) produce fire , (4) damage one or the sther, Given that (i) a gloss tumbler breaks, (4a) Iron rusts,, (dad) malk changes int curds Now which one of the following changes holds govd (i) and (44) but not fort (iia). (1) Chemical change ‘ (2) Fast change (3) Irreversible change (4) Uncesirable change Which set of the three changes in each case belungs t» periucie end xeversible type 2 (1) Burning of paper, swinging of a pendulum, eardh quakes. : (2) Phases of moun, change of seasons, ageing. (3) Beating of heart, weathering of rocks, falling uf leaves. (4) wheels %€ a moving jeep, high and low tides, movement of a hanc-saw while in use.26. 27. 28 29. “Which one of the following controlled ? (1) Busting of iron (2) Formation, of curd (3) Falling of leaves (4) Occurence of full moon which one of the following (i) Yawning (2) Hour-hand of a working (8) Dissolving >f sugar in (4) Melting 2f ice-cream Which one of the following change 2 Lal changes cannot be is a periocie change 2 clock water is a slow anc desirable (1) Dead plants decay to form manure. (2) The iron-grili of a housw gets rusted, (3) A lamp is lighted with a mateh-stick, (4) A tree is uprooted during a storm. A substance is advec to water, brisk evuluticn of a gas takes place and container becumes hot, fhis represents a (1) chemical change involving absorption of energy. (2) chemical change involving production of energy. (3) physical chance involving production of heat (4): physical change involving absorption of heat31. 32. 1.9 The substances X and Y were put separately in two tumblers of water ‘A and B respectively. Lot of water vapours and tiny drops of water were seen in tumblers A & B respectively. The changes involved in tumblers are (1) Energy is evolved on addition of X and Y. (2) Energy is absorbed on addition of X and Y. (3) Energy is absorbed on addition of X and energy is evolved on adeition of Y+ (4) Energy is evolved on additign of X and energy is absorbed on addition of Y. Which one of the following sets of three changes each, belongs to periodic and reversible types ? (1) Seasonal changes, streteh of a rubber bare, high and low tices. (2) Burning of paper, pendulum swings, earthquakes. (3) Phases of moon, rusting of iron, ageing (4) Heart beats, weathering of rocks falling of tree leaves. Halley's coment appeared in the years 1910 and 1986. It will again appear in the year 2062. This represents a . (4) Physical changes (2) Periodie change. (3) Non-perivdic change. (4) Chemical change.33. 34, 3h. 36. Which one vf the following motions is a Tandém mot! (2) The motion ofia fly (2) A ball rollang un the ground (3) vibrations of a’ stretched string (4) an Athlete's Tun on a circular track Which ‘one 2 the following sets of lever Possesses fulcrum in between the lead and offort? (1) A bottle opener and a fishing roa. (2) A fishing road and a beam balance. (3) A baam balance ond a pair of plicrs. (4) A pair of pliers and a bottle opener. an athlete runs four rounds on a circular track. Suppose she takes the same time in each and every round. Then her motion can be classificd most appropriately as (1) periodic linear motion, (2) periodic circular motion (3) circular motitn unly, (4) linear motion only, Which of the following organisms is active during the day ? (1) Borthworm (2) Moth (3) Housefly (4) Mosquit.37. 38. 39. Leld ere Which of the f-llowing ‘animals is a vertebrate ? (1) Amoeba (2) Spider (3) Barthworm (4) Pigeon A student found that Mango tree may produee newer brenches almost every year. Hydri lla plant preduees new leaves in almost every season. The branches 2f Neum tree g> un increasing year after year but man anc monkey do not increase in length after a particular age. The smoeba does not also enlarge after attaining a particular size. Which vf the following ecnelusions c.uld be drawn on on the basis of this information? (1) All plants anc animals grow throughout their- life. (2) all plants anu animals have » varied life Span. (3) all organisms exhibit growth. (4) All organisms have a fixed pericd of growth. Which of the following organisms is a microscopic animal ? (2) Mushroom (2) Octopus (3) Ampeba_ (4) snail41 42. 43. 4a, Which une of the fullowing is the simplest usar organism in its urganisation ?- . (1) Wheat plant (2)anoeba (3) Hydra (4) Moss plant Which one of the following is the simplest Living organism in its organisation ? (1) Wheat plant (2) Amoeba (3) Hydra (4) Moss plant Which of the fulluwing is a thread like organism? . (2) Paramvecaum (2) Spirogyra (3) Tapeworm (4) Barthworm ’ Which of the fuLlowing characteristics is common to butterfly, mosquito, sparrow, and vulture ? (1) All can fly with the help of wings. = - (2) AL eat plant products as fucd. (3) All increase in size throughout their life. (4) All possess bones, When you g. tu a garden you observe earthworms, butterfly, sparruw, snake, rabbit and a dog.45. 47. Lel2 Which one uf the following characteristies is commun in them ? (1) Laying egas (2) Moving with their limbs (3) Flying in air (4) Respiring. The group of animals whieh can interbreed among themselves are ectegorised as (1) family, . (2) genus. (3) community, (4) species. which one of the following gharacteristics is most essential for the aquatic life of a fish 7 (1) Taal (2) Fins (3) Gills (4) Streamlined body. Water was thorvughly boiled and then allowed to cool in a closed vessel. This water was filled in an open aquarium, Immediately after this, following four animals were transferred into it, Whieh one of them would have divd son? (1) Frog (2) Fish (3) Turtle (4) Water snake‘49, Sl. 52. The character shared by the whale and a bat is the: possession of (1) ‘hairs | (2) Wings, (3) Limbs, (4) netk, Which one »f thé following sets of animals is similar in having a baekbune ? (1) Man, @og, snake and earthworm (2) Dog, snake, fish and pigeon (3) Sneke, fish, starfish and pigeon (4) fish, pigeon, scorpion and man Which of the fullowing organs belongs to the circulatony system 2? (1) Kidney (2) Pancreas (3) Brain (4) Heart Which of the fullowing senses would help yu to distinguish between ice and ice-cream with your eyes closed ? (1) Sense of heat (2) Sense of cold (3) Sense of touch (4) Sense of pain Relationship between banyan tree and suppurting rovt is almnst the same as between53. 56. 1.44 (1) pea plant and leaf tendril. (2) maize and tap root. (3) potato and swoollen rout, (4) passion flower and leaf tendril.' Krishan uprooted a plant and then fixed in an earthen pot. He watered the plant. Later he obserbed that the plant started wilting. One of the most probable ‘explanaticn is that ithe uprovted plant failed to (1) transport water tc the leaves. (2) absorb water from the scil, (3) retain water in the leaves¢ 7 (4) avoid loss of water from the leaves, Aerial roots in Banyan tree mainly serve for (1) supporting the plant, (2) storing the food. © (3) exchange sf gases. (4) preparation of fond, In which of the following plants the stem carries .out the functicn of leaves? (2) Banana (2) Jamun (3) Rose (4) Cactus Which set of tw structures is found in a bisexual flower ?57. 58 59 60. (2) Sepals and earpels (2) Stameng. and sepals (3) ‘Carpels and petals (4) Stamens and carpels Which one of the following functions belongs to stems nomally ? (1) Aksorption of water (2) Conduction of water and Nutrients (3) Absorption 7f water and minerals (4) Fixation of the plant in the ground, Which of the fvlluwing plants has simple leaves 7 (1) Kikar (2) Neem (3) Papaya (4) Rose Primary ro2t which persists throughvut the life 7 the plant is called as : (1) tap rest. (2) fibrous root. (3) adventitcus root. (4) aerzal root, Which one of the following structures reoresents the male part of a flower? (1) Sepals (2) Petals (3) Carpels (4) Stamens61. 6a. 84s 65. 1.16 Which of the following sets of plants possesses leaves with several leaflets? (1) Rese, neem and kiker (2) Rose, pipal 1c radish (3) Rose, pipal and papaya (4) Radish, neem and tomato Which one of the following structures is NOT & pert uf leaf? (1) Daf stalk (2) leaf blade (3) Leaf base (4) Leaf bud Water and nutrients are absorbed by the roots from the soil through (1) rout cape (2) rest heir, (3) zone of elong-tio (4) zone uf naturation ; Which vf the fullowing set of plants stures fuod material in their roots? (1) Garret, Hadish, Sweat Potat~ (2) Carrut, Radish, Putate (3) Radish, Sweat Potato, Ginger (4) Radish, beat, potato Which one of the following pairs of functions ore normally perfurmed by grecn leaves ?666 676 68 690 aa: (1) Respiration ond reproduction (2) Respiration and synthesis of food (3) Synthesis of fuud and absorption of water (4) Reproduction and absorptiun of water Leaves of green plants are very important because ; help to (1) give shape tu the plant (2) make earth cool and green . (3) make the plant beautiful, (4) produce foxd for all life on earth. Which uf the following ozganism has Head, Neck, throax and Abdomen ? (1) Frog (2) Man (3) Fish (4) Barthworm In 2 gollection of animals, male and female specimens were grouped separately. However, in animal this type of grouping was not possible. ni animal was (1) Cockroach , (2) rabbit , (3) fowl, (4) eatthwoxm , During certain months of the year sume treesluse all their leaves. This results in loss of10. Te ‘72. 1.18 (1) respiration’ (2) synthesis of food, (3) absorption of water fromsthe soil « (4) translocation of mineral salts. Whieh one of the following animal is having both male and female reproductive systems like a bisexual flower ? (1) Koel (2) Earthworm (3) Gow (4) Frog Relatinship between ear and hearing, is almost the same as the one between (1) mse and smelling, (2) eyes and light, (3) heart and memsry, (4) brain and taster A young baby crawled to the kitchen where his mother had prepared "halwa" in which she had added some cordimum. In kitchen the baby located the hot “halwa" containef® and as soon as he tried to take some “halwa" out of it he withdrew his hand and screamed loudly. Which sequence of sense led the baby tu seream ? (1) geell, tcuch, sight (2) Touch, smell, sight (3) gmell sight toyeh (4) sight, smell, touchTas 74. 7S. 76. h The struotures,of eyes, ears and tongue differ, This is because they” (1) are positioned et differcht places in the (2) add to the beauty of an animal (3) are sense organs , (4) perform different funttions. Your mother started observing a special type of fast in whieh she could take food prepared only from roots. She could take roots of (1) potato, Carrot and radish. (2) sweet potato, beet and carrot. (3) garrot, potato and radish (4) ginger, sweet potato and beet. While playing in a garden a naughty child plucked plant leaf, tore it into several pieces and seatt it on the soil. ‘After some days by chante he f that some more plants of the same kind had come at the places wHere he had thrown the pieces. was because of (a) vegetative reproduction (2) sexual reproduction (3) asexual reproduction (4) seed germination. Which of the fullowing is the best sequences of events whieh invulved when you run awey seeing » chasing you?7, 73, 19. + (2) Sight broin durects ty rmn, brein ec 1. 1.20 (1) Sight, inf4nn 1 t> brain, brain directs t> run, . inf srmation. (3) -In6ormation to brain, sight, brain directs to run. (4) Brain directs tu run, sight, information to brain. Fishes become restless when placed in distilled water due tu non-availability of (1) water plants (2) dissolved oxygen (3) mineral salts (4) water insects. The divers carry »xygen cylinders for breathing when they g* deep into the sea because (1) sea-water contains oxygen insufficient for breathing. (2) sea-water contains corbon dioxide in higher concentration. (3) man cannvt take in oxygen dissolved in water. (4) man does not like to take in uxygen of the sea-water. Suppose green plants do not teke in Garbon Gioxide and give out Oxygen. In this situation the animals living in water would die due to80. al ~ Ba. 41) non-availability of Oxyten) (2) nonwavailability of food. (3) aéeumulation of carbon dioxide,” (4) all of the above factors under 1,2 and 3, Which of the following properties of water 4s most useful for the fishes living in it ? (1) Solubility of Carbon dioxide (2) @lubility of Oxygen (3) Oduurless (4) Freezes at O° Which une of the following pair of salts causes hardness of water? (1) Sodium Chloride and Magnesium sulphate (2) Potassium chlorige and caleium chloride _-(3) Caleium Chloride and Magnesium chloride (4) Calcium sulphate and Potassium chloride Which of the fullawing sequence of processes is employed in purifying river water for drinking? (1) Sedimentation, Chlorination and Filtration. (2) Cnlorinatiwn, Sedimentation and Filtreticn. ’ (3) Sedimentation, Filtration and Chlorination. (4) Filtration, sedimentation and Ghlorination. * Mohan detormined the béiling point of two samples of water A and BY. It was found to be 100°C and 103°C for tne samples 'A and B' respectively. on the basis of this ubservation he concluded that84, 85. 86, a (1) bSth ‘samples contained pure water (aye Ritigl ed 9 Ao Their bUbe’ water, (3): Both. Sempats' Bhatia pure water. (4) sample 'B'* tohttlandd! burt! water. whieh one.bf the! Foueleng aes different from the * of" thkee? * cates (uy weting boa Se RRR 4 (2) @tilathg pol’ ss water! 6 (8) Feeezihg point br" Weter!* bes (4) Zero degree celsius Galeiun Magnesium Sodium Potassium chioride chloride’ ehloride chloride (a) (b) (e) (4) Test tube (1) contains atb in water Test tube (2) contains e+d in water ‘yest ’tibe (3)*bohtains ‘atd in; water Test tube (4) eontains bie in water Add a-pinch of Scap powder to each test tube and shake well, In whith test ‘tube there would be much lather? ‘ (i) Test*tube (1). (2) Test tubé (27 (3) Test tube (3) (4) Test tube (4) Givenbelow are four samples of water. .gqual volumes of'each sample is. filtered and then evaporated which sample would you predict to leave more residue as compared to uthers?87 88. 89, (1) River water” (2) 13 thetre @eep well water *, (3) £88 "née ed aoe “fanthn dl wate” (4) Ganal water Waieh of the following examples illustrates use of water as a medium of trinsportation by man? (1) Water-borne diseases are transported by water from one place t2 another. (2) Boats ¢arry govds and people from one place to another. (3) Seeds of several plants are carried away by water t» far off places. (4) Many animals swim in water for long distances in’search of food. whieh, Gf: the, following ‘processes involves loss of water /in. the fozm ef water, yapuur from plants? (4) prdteaynthesis + (2) Transpiretion (SdeReprodugtion (4) pollination: Mechanteal work is .said. toybe cune when a student (1) reads'a book-silently. - (2) pushes: a-wall of his class-roome (3) dregs @,table from one place to another. (4) vemaans. standing on the bench for five minytes. -90. 93, 1.24 which one of the following devices uses electric energy for doing mechanical work? (a) Blectric hucter (2) Blectric fan (3) Electcie bulb (4) Radio Which one of the following devices usually converts chemical energy into electrical energy? (1) Water wheel (2) Electric fan (3) Torch Cell (4) Dynams Whach one of the following energy changes is most essential for the survival of life on earth? (2) Change of light energy into chemical energy (2) Chance of ch: ical energy into light nergy (3) Change of chemical energy into heat energy (4) Change of lignt energy into heat energy Which of the following groups of substances is essential for the plants to prepare their fuod? (1) Water, oxygen and sun light (2) Water oxygen and carbondioxide (3) Sunlight oxygen and carbondioxide (4) Water, sunlight and carbondioxide which of the following causes decreases in rain fall?95. 96. 97. 98. aay veforestatidn and Industrial development - (2) afforestation and Industrial development, (3) Killing of animals and use of festilizers (4) Killing of birds and use of pesticides Which pair of organisms in the following are calle decomposers? (1) Birds and insects (2) Spiuers and well-lizards (3) Bacteria and fungi (4) Lions and snakes A person has an animal which can provide a large number of useful products. Which of the following group of products can be obtained from that onimalt (1) Egg, meat and milk (2) Milk, meat and gelatin (3) Gelatin, milk and egg (4) Honey,milk and gelatin Which one of the following is the source of coal? (1) Plants (2) Animals. (3) Sand Rocks (4) stones Which one of the following animals can provide leather. (1) starfish (2) Cow (3) Fish (4) crab99. 10). 11. 302. 103, . . 1.26 Which one of the follawihg products ig produced by using yeast? (1) Bread (2) curd . (3) Penicillin (4) Gelatin An animal proauces wax and honey. Identify that animal from amongst the following. (1) Bumble bee (2) Silk worm (3) Honey bee (4) Spider. Waich one of the following statements is. correct? (1) Yeast is produced from the eggs of fishes. (2) Bones of many animals are used for malcing gelatin. (3) Honey is produced from guava fruits. (4) Silk is prod iced from a goud variety of jute plant. which one of the following is produced from the stem of pine? (1) Fibre (2) Lac (3) Resins (4) nubber. Which one of the following statements is correct?105. 100. Los. (1) Herbivorous animals eat other animals. (2) Carnivorous animals eat poth animal’ and plant! (3) onnivorous animals eat only plants. (4) Carnivorous animals eat other animals. What is the purpose of the formation of webs by spiders? (1) Decoration of their nests (2) Gatching small insects in the web (3) Attracting other spiders (4) swinging fur finding prey Which one of the following sets of things is esscntial for the plants to prepare their food? (1) Water, oxygen and sun light (2) Water, oxygen and carbondiuxdde (3) Sunlight oxygen and earbon dioxide (4) water, sunlight and sarbondioxide , Which of the following causes decreasesin rain fali (1) beforestation (2) Industrial development (3) Killing of wild animals 1 (4) Construction of large dams Which one of the fullowing pairs tis crouped under decomposers? (1) Birds and insects (2) Spiders ana woll lizards (3) Bacteria and Fungi (4) Lions and snakes108. 409. 110, iu. 112, 1-28 Which one of the following groups of products can be obtained from one single kind of animal? (1) Bgg,meat and milk. (2) Milk, meat and geletin “(3) Gelatin, milk and egg (4) Honey, milk and gelatin To protect the slopes of a newly built road from soil erosion, a contractor wants to grow some plants along the two sides of the road. Which of the following plznt would you suggest to him for this purpose? (1) Mustard plants with long tap root (2) Grasses with fibrous adventitious roots (3) Potato plants with modified tuberous stem (4) onion plants with modified buobous stein The nearest star to tho earth is (1) Pole~star. (2) sun, (3) Sirus, (4) Proxima Centauri. Ursa major is also known as (1) salpurush. (2) orion (3) Sapta rashi. (4) Virgo Most of stars are actually bigger than the sun but appear small because they are (1) less bright than the sun. (2) nearer tu the sun, (3) nearer tu the earths (4) fax away from the earth,Scoring key (3), (2) (4) (2) (4) qQ) (2) (a) (3) (2) (3) (4a) (a) (3) W (2) (2) q) (4) (4) (3) (2) a) (2) (4)1.31 Scoring Key (1) (a) (2) (3) (4) (2) (3) (3) (2) (2) (2) (3) (2) (3) (2) (2) (3) (2) (4) (2) 1 (1) 95 (3) 72 (3) 96 (2) 3 (4) 97 (1) ed (2) 98 (2)1a : ives Q.No. Scoring key Q. No. . Scoring Key SE i 99 qQ) 106 QQ) 100 (3) 407 * (3) 101 (2) 10% (2) 102 (3) 109) (2) 103 (4) 410 (2) 10+ (2) i (3) 105 (4) 112 . (4)i. ad OE MULTIPLE- CHOICE QUESTIONS q.N2. Objective Specification Unit Form Marks Rsti- Hstime— Num~ of Allo- mated ted ber Ques~ ted, time difficul _ tion (Manu level u Oar Lou interprets lel 1 8 2 ® Recognises 1.3 MG 1 1 c 3 ou Compares dbo Mo Lo B 4 U Identifies relationship 1.3 MG 1 1 8 5 A Analyses 12 mc OL 2 A cy u Compares il MC 1 1 83 7 K Recognises 13 MG ol 1 c 3 kK Recognises 2.4 MG 1 1 c 9 ou Classifies 2.3 MC 1 2 B Le uU uxtrapolates 2.4 MG L 1 A oA Infers, 2a uC ol 2 A woo Recogn) ws = 343 MG ° 1300 Identifies relationship 3.2 MC 1 2 A 14 u Discriminates 3.4 MC 1 i A 15 A Esteblishes relationship 3.3 MC 1 2 A wo kK Kecognises 3.2 MC 1 1 (C oo A Analyses 3.4 MG 1 i A do « Recognises 4.3 MC Ll a c 1? K Recognises 4.5 MC L fi B aooy Idontifios relationship 4.1 MG lL o2 BQ 2. 22 23 24 28 26 27 28 29 30 3L 32 33 34 35 36 37 38 39 “40 41 42 43 ey 45 A AK} ceoecnrno aca ® (2) CARR GPPTKRARGCHERA Makes hypothesis Recognises Generalises Analyses Relates Recognises Heengnises Recognises Analyses Analyses Compares Recognises Recognises Classifies Infers Kecognises Recognises Infers Recognises Compares Compares Recognises Compares explains Translates 4.1 5S. 5.2 Sel Sel 5.1 Sel Sal 5.4 5.3 5.3 5.4 6.1 6.3 6.1 Tel 7.3 7.3 Tal Tel Tal 762 762 742 762 MG Mc MG MC MC MG pre RR REE REDE REE DR FRR RR RE1.35 (2) (2) (3) (4) (5) (5) (7) (8) 46 u Identifies relationship 7.2 MC 1 a7 u Explains es ey B 63 u Identifies relationship 7.3 MG 1 1 B 49 u Compares nr Oe as B 30 K Recognises 8.2 MC 1 2 c BL K Recognises 83 MGC Ll oa G 52 u Relates Blo omc ol a B ss a Hhsthests 81 MC 1 2 A 54 K Recognises Bl MG Lo oa c 35 K Recognises 8.1 MC 1 c 56 U Gites examples 8.1 MG 1 1 B 97 K Recognises eerie eee eee c 5 u Cites examples 8.1 MC 1 21 B 59 K Recognises Bl MC 1 1 c 60 K Recognises Slee cea leer) c 6L A Analyses "8.1 Mc 1 L a 62 K Recognises Bl mc ol ou c 63 K Recagnises Blo om 1 1 c 64 u Classifies Ese deeegee cs sever recgeees B 65 u * Compares 8. MC ol 2 B 60 u Relates Blo omc lt B : Me ~nani cas oo me oa ok © 68 A analyses 8.2 Mc 1 L 69 U Explains 8.2 MC 1 1 Bwo ay) G3) a) wm! 70 u | Relates B.2 mC ol 4, a nota Analyses feo fear ec een eee i 720° A infers 8.2 MG Ol 2 A 73 u Interprets g.2 mc 1 1 B 14 u Classifies B.l' MG l 2 8 75 A Invers 8.1 MC 1l 2 A 76 A Analyses 8.2 MG OL 2 A ag K Recocnises 964 MG OL 1 ac 78 u Explains 93 MCL 2 B 19 A Rredicts Ol mG 1 2 a 80 K Recognises 10-3 MC 1 1 61 u Comperes 10.5 MC lL 2 B 82 u Identifies . relationship io.2 mc 1 2 B 83 a Judges 16.3 MGC Ll 2 & 84 Uo Relates 10.3 MC lL 21 B a5 es Infvrs hoes MC eeeet Uae A 86 a analyses 10.5 MC Ll 2 a 87 K Recoc rises 10.6 MG 1 i c 88 K Recognises lo.k McG Ll i c 89 K iuecognises dbl mG 1 a c 90 kK Reoognises ale2 MO 1 1 B OL u uelates di.2 Mo 1 1 B 92 A Judges qi.2 MG 1 1 A 93 x Recognises a2. uc ol 2 c 94 u Helctes far orc eee ye B95 uv Glossifies 12.2 mC lL 2 B O8 a analyses 12.1 MG ol 2 A oy K Recognises 12. MC ol sa c we OK ecugnises 1a. mo Ll ol c 9 «OK Recognises 12. MG Ll oa S iw OK Recognises 121 mG Lb 2 c OveeeU) compares io es fh al B 402 K Reovgnisus 12. mS LoL c 1030 Detects error 12.2 MG 1 1 B rs 9 95 Interprets frgea peed gree eeeeae a 1s K Recugnises 12. MC Ll 2 c woe UU Relates 123 MC ol 1 B iru Classifies fro ae MG mee ene B 10s u Compares 2. MG ol ol B eenee SueeR Stave procedurc nese CuEe mene) 4 410 K Recognises 13.1 WNC 1 1 Cc ul Kk Recognises 13.2 co Ll ob c sr) oO Explains Mal MG Ll oa 3 notet Use abbreviations as follow: (a) For objectives : Knowledge, U = Understanding, Application, § = Skill (2) For form of questions: MC = hiultiple-choice VSe~ Very short-answer, Sq=Snurt answer, La=Long answer, {c) For difficulty leve! of question: «= difficult, B= averege, C=Easy.IQ VERY-SHORT ANSWER QUESTIONS: Vory-short answer questions testing pupil achievémoap o are given here in 4.1 as sample material. Thcar markings . scheme and Question-wise Analysis are given in 4.2 and.4.3 respectively, All quesvions ar: ony mark each. 2.1 SAMPLE VERY-SHORT ANSWER QUESTIONS ig Name the Indian scientist who demonstrated sensitivity in plants. 2. Nome the machine which has replced hand stitching, 3. Mention any one device by which you can see very tiny things. 4. How can you make yoursclf audible in a lerge gathering? 5. Suppose the paper and printing were not yet developed through science. In such a situation what things coulu you use to do arilhmatical sums? 6. Name the process by which steam changes into water. 7 State any one difference between evaporation and i bioling of water. B Hydrogen is inflamable and oxygen is a supporter of combustion, whale water made up of these two is neither anflammable nor supports combustion. why? 9. Name the element which is present in sugcr and kerosene but not in water 10. Name any four constituents commonly found in air.ll. 12. 14 is 16 Vv 1g. n the basis of moleculcs how could you differentiate between pure water and impure water? Name the two metnous required for separating the three components of a mixture containing water, mustard oi] and sand. A basketful of two materials 'a' and 'B! were separated by winnowing. ‘Ihe heap of '&! was formed closer to .‘4he winnuwer, whereas that of 'B! was formed a little farther. Why does 'B' form a heap at a small distance away from the heap of 'A'? None a device which is generally used to measure column of a liquid. mention the range of markings (in °c) on a clanical thermometer. Name the phenomenon involved in making wall clocks. why should you usc a measuring tape instead of a ‘wooden metre scale to measure the periephely of a bicycle wheel? How many cm® are equal to 10 m* 2 Mohan's sister was having !1 gh fever. He measured her body temperature with e clinical thermometer. He weshed the thermomcter carefully andput its pulb under his own tongue for about a minute tv measure his body temperature. He was surprisod to know that the thermometer indicoted high fever when he was abright. quite/what mistcke Mohan might has mace in handling the clinical thurmometer?20., 22. 23. 24+ 25. 26 27. 28 29 2.3 one gram of sodium chloride is added tu-each of the tumblers 4 and 8 containing equal amourts of hot and cold water respectively. After sometim., sodium ehlo- ride disappeared in tunbler-a, while 2 small quantity of it was stall left in tumbler~B. Why was the interactiong ;reater in » than B ? Give an example vf a chenge while its noture is slow, uncesirable, irreversible and chemical. Give two examples of changes which are desirable as well as fast. The earth rotates perivcically on its own axis once in 24 hours. What will be the cffect on the length vf the day if this periodic motion slows aown? Give one example of man~made physical change. when you go up on the stairs, wher does the eneray come from? n solid substance w-s added in a class tumbler containing wate.. within no time water iietue not. Give reason for your answer. a small piece of metal was put into a tumbler contain= ing water. ‘There was a prisk reactivn. The piece of metal startad floating on the surface of water, and turned int» a globule. Explain the cause of the formation of the globul., State oscillatory motion. when a ball is thyown vertically upward, it moves up for some heaght anc then comes cuwn why?a7 ue. 39 46 Mention any one difference between random motion linear motion. : huntiun the life span of a normal lion. if all the animals living in a pond have the same f habit, whet would be its effect on their survival? Nome une feature which is common tu treos and shrub but it is not fuund in herbs. 1s mon herbivorous, carnivorous or omniverous? befine species in your own words. How many adult elephants will be equal to the weight of a blue whale approxinately? . ne a tres which remains unbranched normally throughout its life. acrange the following plants under three catecories. herbs anc shrubs: Radish, canna, jasmine and rose. Name an animal whose body is covered with hairs anc eon fly to certain extent. Nome an animal which js starshaped nun-chord>te, Mention any two micru srganisms. dention one Living largest animal found on land. Last two examples of herbs. Mention any two cheracteristics which are present in stems but not in roots. hh child plucked all the flowers of a musterd plant as and when they appeared what would be its effect of] th. plant? Name any two types 2f teeth found in the mouth of man which are uscc for grinding food.41. 49 50 SL 26 Sr During a cycle accident a child lost his four teethy Wow he could not cut and bite apples though he could chew very well, Name the teeth lost. Despite presence of lungs, why should frogs live close +2 ponds? Name one organ attached to human intestine, which could be removed without any known harmful effect on hen Neme the largest knowneell in the animal world. Mention one function of the modified parts of stem in cucumber plant. Neme any two functions of leaves. why are the digits of hind limb of a frog webbed while that vf a lizard not? why are the eggs of most animals larger than their sperms? Mention the name given to the cover of air around the vorth. af mud is pasted on the perforations vf the cylinder in a wick stove, it stops burning ofter some time. Explain. . why dves the crumbled ball of paper burns only at the edges when you set fire to it while a plain piece of paper burns well? Explain, Mention two main gases found in air. ead carefully each of the following statements. The information provided in the underlined part is wronc. You have to correct it. Mention the correct part of each statement in your answer book alongith the S.No. of it as well as the Q. Number.:00. ol. 62 63 64, 65, 66. By 6%. Td. (4) air helps in crying wet clothes by carrying aNuy. water, croplets» (i1)Blectric fan circulates air making us feei cool by _stépping formation o; (121) Bicycle moves slower when its wheels hay gompressed air. a. Mention ony one source of saline water. Mention any two processes through which water 1s lost from our body. State the meaning of conservation’ of water in your own words. Define energy in your own words. Which kind of energy is stored in a cracker? Nome @ source uf energy used for turning big turbine nruna Lifts a box weaghing 5 Kg to a height of one meter, Vawsk lifts another box weighing 2 Kg to the height of two meters. Who does more work? The following organisms are present in an ecosystem Grass, rabbit, tiger, which of them 1s a prscucer? uf we consider an industrialised zity and a remote villace, which onc will have more polluted ait? Nome any two omnivorous *nimals which con fly? Nee the missing component from the following. energy flow chain. : Sun-goat ~-Wolf ~- Bacteria.“ph Td. 73. 74. TB. 7 7 2B. 2.7 Identical quettities of leaves-were kept in Delhi in summer and on a hall covered by snow, , at which place will the leaves wc mpose earlier? Suppose you get an opportunity to visit an industrial town and 2 village far away from it. ‘which of these two will nave less polluted air. Which substance of the green leaves ebsorbs energy of the sun? Name the missing componcnt in the f »llowing energy flow chain. Sun... ., $Goat.... 1.) Wolf.........5 Bacteria. Define light-year? Define constellations? Mention the reason for appearance of bright strecks of laght from a shuoving star? During total solar eclipse, some stars can be seen in the skye Give 1euson?2.2 WARKING SCHEME OF VSA_QUEST IONS Qo. Value Points (VP) : V.P.wwise Total] Qa) ee 1 Shri J G Bose ae i! 2 Sewing machine 1 7 3 Microscope 1 1 4 By using Loud Spesker which amplifies the voice WwW 1 5. any one of the following set, (1) Slate and chalk 1 (2) Board, Galam and Ink (Chalk) 1 (3) Blackboard and chalk 1 (4) any other set 1 1 6. Condensation 7 Anyone of the. following: (1) Evaporation of water takes plece on all temperatures while fixed temperatures .:. 1.quired for boiling. 1 (2) Evaporation is a slow process while boiling 1s a quicker process 1 1 Because weter is a compound, having properties different from those of its constituent elements. + 1 %. Carbon 1 12.9 (1) (2) (3) (4) 10. i. 12. 134 is. 16. wv 19. sny four of. ee (4 for 2 correct ones) (1) Oxygen . P (2) Nitrogen {3) Carbon dioxice det 1 (4) Water vapour (5) dust particles, etc. Pure water contains only one type of molecules whale there are more | thap one type of molecules in impure 1 1 Ay Decantation/or filtration B. use of separating funne] a4 1 Because 'B' is lighter than ‘a! and so wind carries it away 1 1 Measuring cylinder 1 1 35°C = 42’ 1 1 Periodic motion 1 l Because the measuring tape can be bent easily (but not the wooden meter scale) 1 a 1,00,900 (or 10x100x100) i 1 He did not biing the mercury level * below 35°C by giving a jerk to the thermometer 2-3 tames 1 122. 23. 24, 25 20 27 26. Due to the presence of hot water in A, the entire salt dissolves but not sd in B due to cold water Rusting of iron (or any other) phy two suitable exemples (4 mark each): (1) burning of coel; (2) taking @ photograph; (3) any other, 5 Duration of day and night will increase ony wef the following (1) Ploughang of a field (2) Glowing of an clectric bulb (3) any other correct one Body provides the energy The interaction/ch:age involves relvase of heat energy (1) nergy is releesed as heat; (2) which attacks on the edge of the metal piece that turns into 2 globule Useillatory motion is « motion in which a body shows to~and-fro motion (like a swing). 1 RRR RE Me29+ 30, 3l. 32. 33. 34. 3. Be 39 40. 41. 42+ 43. Because of the constant gravitational force acting on the ball In randum-motion, direction of motion changes irregularly while in Linear motion a body moves along a linc 25 years Tneir survival will be threatened Hard and woody stem omnivorous Similar individuals which interbreeds about thicty Coconut tree (or any other) (1) rerbs: radish and canna (2) Shrubs; jasmine and rose Bat (or any other) starfish fmeebs, Paramecium, Euglena, Baczilus “Escherichia, Chlamydomon Blephint Any two: Funaria, Sunflower,etc. fe RM RR OR RR RRR I Pree ee aq) 44. 45 46. 47 48 49 50. 51 52 53 57. (2) ény two (3 mark (1) Presence of (2) Presence of internodes, (3) Presence of leaves, (4) any other The plant will not bear fruits/secds. (1) Moler and (2) Premolar Incisors To moisten skin for cutaneous respiration mppendix Egg or Ostrich climbing any two: Photusynthesis, respiration, transpiration B.cause frogs swim in water for which webbed feet are suitable; Lizarcs co not swim and so do not necd Because egg contain food for growing vmbryo (or young one) atmosphere It does not get air (or oxygen) for burning Crumpled ball gets less air (or 03) fur burning than the plain piece. Ht Ree ree59. 60. 61. 62 63 64 66. Je 68. 69. WO. Th. 72. 73. m4, Any tae of the following: (2) oxygen, (2) Nitrogen,(3) any other 444 (1) Through evaporation of water 1 (2) By repid evaporation of sweat 1 (3) Its wheels do not have enough compressed air 1 sea water (or any other currect source) 1 any. (1) exhalation, (2) Sweating, (3) Urination ae It means careful and economic use of water. WH The abilaty to du work is called energy 1 Chemical energy 1 Running water (or steam) 2 aruna 1 urass i industrialised city L ny. twos, (1) sparrow (2) Crow (3) Any other Green plants Leaves stored in Delhi's summer Village air will be less polluted Ghlorophy11 Green plants (after the sun) Ree rer Pree Be76. 7%. 78. Distaence travelled by lint in one year is cAlled one light | year. 8 Groups of stars having recogais@ble shapes are called constellations. . Due to friction of sir in atmosnhore meteorstes burn and glow Due to dim light2415 F VSS, QU, Unit Form Herts ime Ditei~ Humber of Ciinute) culty ques- level wy gyn ERO eee) Gay NB) CY UY Recalis 43 VBA 4 1 c Rovalls “a4. V8h ata B Reels 1s VBA 1 1 ¢ i : Peteeiaaeniey ao vaho aad 3B bs ak Predicts a2 VSA a a A ‘6 K Recalls 22 V8A 1 4 c ty a Conpares 22 VSR 1 1 B jae Bxpleins 2.2 VSR 1 1k a jo ak analysas 2.3 VBh 1 1 Ak ito K Recalis Bl vVSi 4 42 c ‘oo Compares te VSA 4 1 B ‘28 Tdentifivs Ae veil 1 7 a 134 given redsons 3.2 vsa 1 EE A 4K Recells eed vsh i 1 c 18 x Recalla 4.6 VBa ae G 16% Recalls cr c wy iagleans 78h 1 1 z jet translaves 4.3 V8 1 1 B is 4 Analyscs dee vat 1 1 & go 4 Give reason 5 Ven 1 2 A av Cites oxemple 5 Vos 2 1 B 2 Cites oxamplcs 5 ves 4 2a 0 Mi Cites examples Explains’ Give reason ¥stablishes cause and effect. Recalls Expleias’”* Compares Recalls Predicts nalyses Recalls Recalls Recalls Gites oxamsles classifies cites exaunles Recalis tecalls Recalls Relates Compares Prodicte Clossifias Infez 563 5.3 6.1 Gok 6.1 72 Tol ed Td Tee 8.2 8.2 8.2 Vea VS vsh Vsh Val VS vsa vah Vsa Vsa vss Vasa VSA Vsh vsi. vse Rome Boe BBE Pe Pe eR eee et Be om rR Hee eReRP PRP ee eecgay aa 8A a 4 Bee VSh L a Bee VSS 1 1 Identifies al V8 3 1 relationship x Recalls 8.1 VSh 1 1 y Compares 82 Vase 1 1 ys Bsplains 8.2 Vos 1 1 x‘ Reoalls at VS 1 1 a Baphaone 9.2 Sh 1 1 se KX Recalls a 59 sdectifies nastok: 4 The 1x3 8 @ K Recalls 10.2 VSS 1 1 f K Recalls 40.6 VSA a 1 62 0 ‘translates 10.7 Voi 1 1 6 U ‘Trenslates a V8 1 1 “& K Recalls aie2 VSe 1 1 65 ok ‘Recalls 41.5 SA 1 1 bk Infers 11.1 Vsh 1 1 4 67 K Recalls vs. 1 4 c vB oh Recalls vSh 1 1 c i 0 Compares 121 VS. 1 1 3 7m OU Detects error tae VSS 1 1 BGO ns 7 inalyses 12.2 Vsh 2 oe 120 & infers . igez V8h a, ’ ’ 73 K Aecalls : a2 Vea 1 1 74 U Doteccs error 122 VBA 1 1 75 K Recalls 1351 SA 1 1 16 5 Recalls 182 Vas 1 1 m7 ou axnlains Lied V8a t 1 78 Gives reason 1310 YS. 1 aBel SHORE, ASHE: QUoSlTOrs Short-answer questions testing pupil achievement are constructed and given here as sample questions in 3.1 along with their markiny scheme a2 quesijon-wise anélysis in 3.2 and 3.8 respectively. All questions aro 2 marks cach. 1. Explein how science has proved advratagoous with regard to faeb travel. 2. wow vould you locate the fault wh nm your bicycle makes =» harsh sound on paddling? 5 Lention the vork of Nagrx jun? for which Indians remember hin 4, Suppose several factories are installed in your area 4ow vould these affect plents, animals and people adversely? f. 4 torch va. working perfoctly. After a month, its omer switened it at it did not ww... Leieion any fo: ry faults waich could hev2 occurred in the torch neking it out of orders 6 usabion aay two modes of land transport and explain alow theso heve nade our journey for long distances faster and comfortable. 7 State any two proparties of metals. State any cwo grupertios which are coumou in all the times bte tos of metter.10. 14. 12 13 14. 15. Below are given four groups having Inglish 4 Bach letter represents an object. Group 4: Ay B, + DE FY Group 2: 2B, B, 8, B, 3, B Group 3, L, KS Ly K, M Group 4: 6,1, H J, , 0 the four caly one group cen be further 4 boy on examining the groups concludes that out esi Name taas croup giving reasons for ti tying ty conclusion of the boys , With the help of three diagra:s show tho differ in arrargement of molecules in 4o2, wate and st Cuse 12 small circles for each diagram representing! 12 mcleeules. Change the size of the diagram vhen necessary) « , State two conditions necessary for separating two compenents of a mixture by sioviag. State the procedure for separaiing sugar fron @ mixture of sand and sugar ia the laboratory, Why metaod of centrifugation an¢ not fi employed in separating eream from mile? Explains Hohen vanted a sample of pure sugar. —2 usud the method of crystallizatio: instead cf vaporination Tustity his choles. ny mistake comion e81b nowd® and aephtnalene pore mixed up. Suggest a method to seperate thems1%, 18 es & 20. 21. 22. 5.3 During a dust storm, it wes not possizla to see an objecy even at & déguance of about Sm Afcor few minutes, it sgcrted raining -ad when the rain just stoppeé, the objects vere clearly visible even placed at a distounce of 50m Explain. With the help of sn oxample, state the princaple on Which the proce3s of sieving is based. You have to measure length of an object using A metre scale. State any two precautions vhich you vould take in tho measurement. For moasuring tim: of sport events instead of an ordinary vatch a step weten is used. Why? 4% shopkeeper gets the nandlo ov unis beam balance velded with the beam. State low this action of the shopkeeper helps him in cheating the customers? Give two examples of chaiges in vich there is an interaction, workin from a distance. Sxplain why cutting cf trees may be desizale for some and undesirable for others. Tumblers 'A' and contasn equcl amount of hot ané eold water respectively. 10 yrims of a solid substance is adde@ to each tnabler senarately but at the samo tama. After 5 minutos the subsh-nee @isaypeared in tumbler 'A' wiile it wis still left out almost half in twibler 'B'. Assign reason for this fester change in 's thaa "Bt, :Bae 25. 26. 2% 30 31 32. You are given three materzals +-~ (1) plastic @ (2) ary hairs,” dnd (3) small bits of paper. Use these materisls to ilihstrate (1) interaction at a distance, and... (2): interaction in contact. “the earth moves round the sun in cac year, The ' motioa is periodic. Givan tyvo effects if the motioa of thy earth becoes -aon~pcrzodic, Mohn adds a spoon of table sals (sodium chloride) in 8 gless of woter, it starte dieanpeering slowly, end slowly. he vhen, stirs the witer with a spoon; the teble sali starts disappearing rapidly. Bxplain these observations in terms of interaction Explain with the help of two ex@plzs how interactia takes placy botwoen two subutances when they come in close contact. . With the help of a plastic comb aad fev small piece of p@per how woul yon demoustrats electrostatic force? 4 boy trevels a disla neo'of 1.8 Km 4: 20 minutes. Wret is the speed of the boy in meters per second? State che condition under which © force avting on 4 moving beaad increases ond (2) ‘ decressus Atsépoeds When you wale on diagrams of woltr and preaolar tww.") So show differences in their siz and shapes Nentica Any four exteraally visible ‘differences betweer. root and stere Dose: @ OA experamenc to sao vaat an cupty glass bottle cout-ins air. Sows cues whon oir is falled in a cube of a dieyele with a.bicycle pump, it bursts. Give two possible Teasons |£3. 44, 45, 46. 48. 49. 50. a Bebe y Why are there hol.s aromnd the bettom and the top of akerosens lentern. Give reasons. Wny are factories usually set up ontsice the township? . enticn two :a¢sons. Explain sow winumil]s can be used to generate electricity. State any feur ways by which pollstion of river wate! can be provented. herd water is neve: used in steaa engines, why? Give reason. : Draw a labelled diagraa of the apparatus used for Coterminin, tae boiling point of water. seseribe an activ>%, to snow that water is essential for the germinoticn of gram seeds. Expl ow the river water, pollvtcd by direct disposal of suvaic fad industriel vastos affects the healsh c7 3. 0} 1b dy used Tor fen Remesh collectes rain veter in tvo test-tubes 'At Qud 'Bt. |e rddod ® small quatity of soap in test tube '&'. Arbor slio’ing tau test tube, he got ® wood lather i» it. test-tube 'B', ho first dissclved a pi-ch of m@ga:si.u sulphate and then Adted A Little quantity of soap, &ftor shalcing this test-tube, re founé wveh less loimer then that of the tast-cubo "Al. Give coacl-sions vhich you vould draw on the besis of tris experiment.92. 63 54 55 56 57, 58° 5S, 60. 61. Draw a lebelled diasran of the apnar?tus used for dvtermining the melting point of ice. State two factors cu which the work done vy a force depends. Goal is said to be @ fossil fucl. ny? Wiy does @ cateprit 76 ayay a sail stone to a large distance? 4 studont drops 4 stone from a height of 1m. Aaother stucent drops the samc stcne froma nedgui of 2m It is found thet in the second case the stoae ésos more vork, Now state the conclusion’ you can draw from this activitye Define the terms consumer and producers giving an example of each. Drew graphically a fvod chain involving lions, bacseria, grasses cad rabbits and mention whieh of them is the priwary consuur and ‘shy? 4ow do flowers holy pony bee to vroduee nonoy? ‘now does neoter help in tho transfereace cv pollen grains from ono planr to the ocher. Draw graphically 2 food caia involving peacock, snéke, rau and wrott, end expl*in hor the population of rats are controlled there. State any two charactcristics of 8 oc onstellation, State two differences bowweun a star and a planet.64. 65. Cn a clear night s!y @ person was 1.aft aone in age dusert. Ifhs Wants to go towards east, how he ia find the direction? Drew and shov the position of various stérs in the constellation nemed "Orion". continuedWee Be@ 362 MASKING SG.EMA OF Sh QUESTIONS Value Points (VP) V.P. = Total wise Marks zr. two, 0.f, the, LoLowings . Man usgéd horse cart Cor bulloct cart) te in earlier times wideh was Later replaced by motor ear oz Bus invsated by scientists. a E, fo trovel faster, trzins voro invented which not only move fester but @lgo carry more pcople. a G, Aeroplanes ia air or steamer on sea were inveuted to move peosle still faster. 1 2 2 4. Observes to find out the part that wes mé@ling that soung 1 B. Observes more closely to decidu way it is making that sound 1 2 5. 4, Nagar june discove: ed methods of curing disetsos. 1 B. Tuis wetuod of trer.ment is callod “yurveda and is still pracciced ia Indio. i 2 a Ae Factorios omit smoke and hormfvl. @#sus in tao air. ¢ Be this makes air imure. Inwre air harms planis, anigdls and mane t5. 6. Waste products * heymful chemicals iu. .ch are released into rivors or ponds. 4 This makes wetor impure. Whe impure water harme ploats, animels and people. & any, fovy, of, the .fulluwing, (@ er), gach) G. D Ae Bult of the torch was fuccd Cor removed) 5 Calle were exhausted Cor 2sc0ved, Ths connection botween colls and bulb was broken Cor bacaiae loose); txt Cells were placed wrongi,’ Cor their polarity wae changed); Any other. Motor oa" or byseat We can travel fastec and conveniently for longer distances than 8 herge corte because’ the averag- speed etn be mainvained 50 km/n; the seating a*rangement is also suiisbly for sitting. ak fraina connects, cisivs rom cne corncr of the country Lo cnother meviug muca faster, ivests sa avurdge speeé of 60 ku/lj; many pcoul. can travel togetuor, sittin, /slcopia, Card coufortably; vater and food arrangementsGs 10, + O., Any a. . at ute “he Lekahe. are good. gor shot B. hetals Raya. CG. uotals, ar Gs Llnare made wp-ef moLectites > mw t Ay Group Weed ¢ 4 Becauag in tits group ald objegts are noither similar nor ifferant., 1 Atdent. is cxprcied fou, knee, At as. Ay Diagpew shoving @ rrangumens of mokyeiles in igo by 12 eigelce ¢ 4s closely waked toseties ao 2s8ling- B, Diagram sroving errénamnt of uolseuls in wetor by 12 carel.s avrancé¢ in 2-3: ¢ Hangs -yith wore spaci in daureea 7, cingles 9-2 + fee ag G Daagr-m swing Arrengeucai-o2 moLociiles “in steum by 12 c1'rcles scattered vite and thore angoccupying was woru place thin vas. : ng schome: -If.only one diagrau is correct give % mariss. If two diavrers arg correct give 1 mark. If oll the three diagrams are correct give 2 marks. 11. Basic condition. A, Both the comnonests shculd' be elit @nd one should be smaller than the other in size , . 24 Be Size of the holes in t'.¢ sicve should bo more than thit of the sar.t sir. component but less than th.t of the nite an 12, & ‘Taking the pixiuro in & beaker and ) other comor adam *caongh water to discdlve ths pugaz” =f 7. k Stirring it Well wative glass rod t411 all’ suger distulves. a G ° Falter it through ¢ fannel * . % ‘Dp. Bvapdrete-the filterst: so dryness “An a pore:1ain' disa to raccver suger 2 7%. A. Cream is‘ suspcadéd’ an thé wilt as fing pariteles end so esmos be éoptrated by filtration; he sizd of the ererm particlis is much smaller t of poras of the filter neper. E* 7" oi aa ute e(a) 4 15. 16. B. On centrifugation chess fino particles being lighter tlan cther suostences of the wilk move tavards the toy and join togetaer to form » ang thus en be taken out of the mith. be A. Lwaporation method vonlé lesvs impuritics CLongyi'1. sugar, 1 Be In the case of orvst2llizaiion method, crystéls of pure sug?r J1 sc .arate out leaving the impuriticy in the solution. . a Sheke tho mixturc vith voter for sone time. Common salt dissolvcs while 1 naphth@lene rowains 1 ~vluble. Water solation is evapovat.d to obtain golid comon salt. Ate oR Wapthetene ean de supavatad by subline - tion process (Discriniion of this process is necded). 1el 4, Presence of cust p-rsiclss :a air during tix cust storm ccuses poor visibility. 2 3. Daring the rein, the dust parsicles era loaded by th. vain sop ané hence sevtl.s down. eHwe 18. ce he Be Removal of dust particles incretses tho visibility énd so objects »lsced 4 at a distance of 50m becoms visidles $ 2 Yue basic principis involved in siov- ing is the separation of tvo solic¢s naving differcnt sizes with tho help of @ sicves + The sizo of the holes of 2 s:2ve should be moa then that of the smaller particles but Loss than that of tho bi,gur prrticlos, 3 For example, wheet four is sc,"-cated from its husk "sang @ sieve having holes lerger than the size of flour particles. a On sieving, whert “Lorn y tho holes of tue sieve and thus gots separatcd. ho lms heven, Leger size then that of th. pore ruuaiis in the sievo.Cor any other oxamlc) + 2 ‘The scale should be placcd rloag tha leagsh to bo wensurcde 1 lye must be kept exactly ebove bie polat where tke neisurement is to be taken, a 2Tnlike ordinat 7 watches stop watch can bo started aa¢ stonped when desirode 1 B, Thus the time tals by @ bs uveat ds accurately read. wais is not so with ordinary watches as tin. ecnsumcé during re-diag tio 1 is also added 1 "to & «Br volding the hendle with the ber, tc ths shovkeeper is able te manipul ine been eecoréing to his om wishes 1 3. hus ic can easily chuat the custoners by wider-veighing as the Dea voulé aot move freely on the cantrél exis. 1 2 Pry, E¥9, oRERBLAS, 5 w ' panes @etractany iron fillinie. 1 B. 2 lastie comb rubbed rg2i ery 4 ir attracting small bits of payer 1 CG Epriiag betwoen the onds of vias ecrrrin;, high voltage cerr.at,w tha ends ara brought closur. ss L ~ De a, other correce exemple 1 44 Guttang of tree is éesitanle tor v wio nge¢ tousy it es fuel 1B, But it is undegirable for those vho intend to mainta.a forosus in oraur to keep balance in nature 1 2 23, 4. Due to hot water, thero is greater interation in 'A' than in "st. 1 B. Due to greater interaction, the rate of change ineretses and so tas chenge is faster in 'A" thaa in ‘st 1 2 24, A Tho plastic comb attyacts sm71l bits of pepor whon it has bacn rubbed previously with dry hairs, ‘hg attraction of paper by cob illustrates (a) interaction at e distance. . 1 B. Tho rubbing of to comb with dr; hair illustrates (b) interscozon 1 in contact. y 1 2 froult to prséies the 25. 4, It woulabe di ne eee a i , my 1 Be Tilwquia dg dirtionrt, 45 proatet ‘the. ecligs. 1s i Land s if _ ' ‘rodveneos 4 1 2 . tee 1 a 2% ky gebié'sare and water “interact hea wey come in contact,B. Duc c¢ this interactions, t~blo salt starts dissolving slowly and slowly in vater (wnich anpcars as slov dis appeerance of sugar). é Stirriay of water increasvs iater~ action bot-.en table s cand vator & D, Ineretce an interaction Also increases the “Peo ¢f ghango and so cable salt sterte Jissolving rapidly. : 2 oxarmlass, & (i) During sharpening of a peacil pencil comes in cencect with blede. “he both interact Cor act on each other). + (ii) Due to this interaction, pneil is ned, bladc's edge got blunt. 2 B. (i) During striking a mate> stic on the side of 2 match box, tas tvo interact. + Git) 8 @ result of this teture Sebtaon mateh-stick ig ignited While the side of miteh~vux t a scratched, ae x ‘other oxample( s) a29. 30 31, Be De Be Rubbing the body of the cout Lato ary hair , t Bringing the rubbod comb ner thé tiny places of papers; + Picous of paper are attracted towards the comb; % Attraction 1g due to an elecurostotic forea oxerted by the rubbed comb. # a Disianco =Le2x1Q00N = 120011 20x608 12008 1 inst or 1 mytre per secont * 1 2 On applying force in the di of motion, the specd of tne bell increases. a On applying forec .1 the divection of moion the speod of the moving hall decrenscas 4 2 Presence of od) on a ecmonted flour mékes it smooth, Smooth surfuccs heve less friction 4 When tho ‘riction betvaen foot cad floor decroases chances of slig-iag Aneraases. ah 2