10th maths formative assessment- iii_fa-3 Download 10th science formative assessment- iii_fa-3 Download CBSE Guidelines for the Scheme of CCE for Class X We would like to bring to your notice the CBSE guidelines for the scheme of Continuous and Comprehensive Evaluation that will be followed for the students of the present Class X.
Evidence of Assessments (EAs)The CBSE has decided to issue uniform certificates to all the students appearing in class X in March 2011 Examination irrespective of the fact whether they are assessed by the Board or by the School in Summative Assessment-II (SA-II). To ensure the reliability, validity and fairness of assessment, the Board is collecting marks/grades assigned at school level through specially designed software. Besides the collection of marks/grades, the Board is simultaneously doing a random collection and verification of the ‘Evidence of Assessments (EAs)’ conducted at school level under Formative assessment and Summative assessment. These ‘Evidence of Assessments (EAs)’ and the marks awarded will be verified by the subject experts appointed and empanelled by the Board at the Regional level. The objective is to assess the ‘Practices of School Based Assessment’. The experts would submit their report on these ‘Evidence of Assessments (EAs)’ vis-a-vis award of marks. Their report will help in verifying the school based assessments as well as provide feedback to the Board about implementation of CCE scheme at grassroots level. The schools which will be shortlisted by the Regional Office will be requested to send the ‘Evidence of Assessments (EAs)’ for SA-1, FA3 & FA4. This material (FA tasks and SA answer sheets) is being collected initially in five subjects: Hindi, English, Mathematics, Science and Social Science. Please ensure that these ‘Evidence of Assessments (EAs)’ sent to the Board comprise of the performance of five students taken from each of the three categories i.e. top, middle and bottom levels of achievements. Thus, your school if selected, should be submitting fifteen Evidence of Assessments (EAs) (FA tasks and SA answer sheets) for every assessment i.e. 15 for FA (FA3, FA4 taken together) and 15 for SA1. This is applicable only to one subject which will be communicated to you by the Regional Offices. FORMATIVE ASSESSMENT The school is required to send details about all the fifteen FA tasks in the subject as directed by Regional Office which should include the break-up of marks as well as the parameters for assessment. If the nature of the Evidence of Assessments (EAs) is such that it cannot be posted or transported such as oral testing, seminars, group discussion, model, chart etc. a brief write-up as already prepared by the teacher on the assignment may please be sent along with marks awarded. This should include the details of the task assigned to students individually or in groups as well as the strategies adopted and the parameters used for assessment. The schools should send only those tasks that have been taken into account for arriving at the grades for FA3 and FA4. SUMMATIVE ASSESSMENT Question Paper used and its marking scheme in the subject should also be attached with SA answer sheet irrespective of whether you have used the question paper sent by the Board or your own question paper. The Board would initiate similar exercise for the co-scholastic areas shortly. You are requested to keep the ‘Evidence of Assessments (EAs)’ for the Co-scholastic areas also in safe custody. After you are informed by the Regional Office, please ensure that all the ‘Evidence of Assessments (EAs)’ in the subject indicated by the Regional Office are sent through speed post or hand delivered (at school’s cost) to the concerned Regional Office latest by 20th March 2011 along with the checklist for collection of evidence. SELECTION OF THE SAMPLES Summative Assessment: i.Arrange all the students of class X (all sections) in increasing orde r of marks calculated for SA-1. ii.Divide the total number of students in three groups as follows: Top one-third students,Middle one-third students, and Bottom one-third students.For example: If there are 100 students in Class X in a School, the three groups may consist of 33, 33 and 34 students after they have been arranged in increasing order of marks. iii. Pick up the top five students from the first group, the last five students from the third group and any five students from the middle group. iv. This set of fifteen students is your sample for whom ‘Evidence of Assessments (EAs)’ are to be sent. Formative Assessment: i. Arrange all the students of class X (all sections) in increasing order of marks calculated for FA3 & FA4 taken together. ii. Divide the total number of students in three groups as follows: a. Top one-third students, b. Middle one-third students, and c. Bottom one-third students.For example: If there are 100 students in Class X in a School, the three groups may consist of 33, 33 and 34 students after they have been arranged in increasing order of marks. iii. Pick up the top five students from the first group, the last five students from the third group and any five students from the middle group. iv. This set of fifteen students is your sample for whom ‘Evidence of Assessments (EAs)’ are to be sent. Note : Samples of 15 students selected for Summative Assessment and 15 students selected for Formative Assessments may differ depending on the performance of students. Source: CBSE Circular No. 12, 2011 CBSE SUMMATIVE ASSESSMENT-II SAMPLE PAPER [Links]
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1. Species maintain continuity by reproduction. 2. Variation in different degrees occur. 3. Variants have unequal chances of survival. 4. In sexually reproducing individuals, for the same trait genes have two copies. Unidentical copies bear dominant and recessive nature. 5. Traits separately inherited, yields new combinations of traits in progeny. 6. The sex of human progeny is determined by the sex chromosomes inherited from father. 7. Variation in combination with geographical isolation might lead to speciation. 8. Evolutionary relationship among living organisms become visible in hierarchy of classification. 9. Study of living forms as well as dead remains of organisms emerges as evolutionary scene. 10. DNA changes accumulated over a time span has resulted in evolution of complex organs like eye as exhibited by structure of eye in different animals. 11. Features like feathers have evolved as a function of change in allocated task. 12. Evolution is not progress from lower to higher forms. 1 mark questions :- 1. Which of the two exhibit greater variation : asexual or sexual reproduction? 2. Why all the variants don't have equal chances of surviving? 3. What is heredity? 4. At which place on earth did humans appeared first? 5. Give the name of plant studied by Mendel? 6. Name the acid which is information source for making proteins in cells. 7. What is the chemical nature of enzymes? 8. Define gene.9. Which one of the two is shorter in length 'X' or 'Y'? Chapter - 9 Heredity and Evolution read more............ Points to remember:-
1. Reproduction is essential for continuity of living organisms. 2. It involves creation of a DNA copy along with the formation of additional cellular apparatus during cell division. 3. Basically it is of two types – Asexual and sexual. Some plants like Rose and Banana are prolifrated by vagetative propogation. 4. There are examples of asexual reproduction where new generation arises from a single cell or single individual as in fission, fragmentation, regeneration, budding, spore formation. 5. Sexual reproduction involves two individuals to produce off spring. 6. Variation occurs due to DNA copying mechanism and sexual reproduction. 7. Reproduction in flowering plants involve transfer of pollen grains from anther to stigma – pollination. Gametes fertilize to form zygote. 8. Changes occur in boys and girls at puberty, beard and moustache in boys and growth in breast region in girls apart from other changes. These changes indicate sexual maturation and biological preparedness for reproduction. 9. Sexual reproduction takes place by fusion of both male and female gametes resulting in the formation of zygote which gives rise to offspring. 10. Awareness regarding family planning and sex related communicable diseases (STDs) help individual to maintain normal reproductive health. 11. Condoms, oral pills, copper T are some of the contraceptives to avoid pregnancy. 1 mark questions :- 1. Why simply copying of DNA in a dividing cells not enough to maintain continuity of life? 2. How does plasmodium undergo fission? 3. How spirogyra reproduces by fragmentation? Full Study Chapter - 8 How Do Organisms Reproduce Click here POINTS TO REMEMBER:
1) ECOLOGY – The study of the interaction of living organisms with each other and their surroundings is called ecology. 2) ENVIRONMENT – Everything that surrounds organisms and influences its life. a) Biotic components of environment --- The living organisms .e.g. Plants and animals. b) Abiotic components of environment --- The nonliving components like water, air, light, etc. It is the sum total of all external conditions and influences that affect the life and the development of organisms i.e.,it includes all the biotic and abiotic factors. 3) ECOSYSTEM – All interacting organisms in an area together with the nonliving constituents of environment. (Functional unit of an environment) Functions of ecosystem:- a) Flow of energy b) Cycling of nutrients(bio-geo chemical cycles). 4) PRODUCERS --- They make the energy from sunlight available to the rest of the ecosystem. 5) CONSUMERS --- Animals can not manufacture their own food. They are called consumers. 6) BIODEGRABLE ---- Substances that are broken down by the action of bacteria or other saprophytes. e. g. – Paper. 7) NONBIODEGRABLE --- Substances that are not broken down by the action of bacteria or saprophytes. e. g. Plastic. 8) FOOD CHAIN ---- The process of one organism eating the other. GRASS -> GRASSHOPPER -> FROG -> SNAKE Importance of food chain 1.It helps in transfer of food energy from one organism to another. 2.It is a pathway for the flow of energy. 3. It helps in understanding the interdependence amongst different organisms. Trophic levels are the various steps in the food chain . Producers --- first trophic level Herbivores --- second trophic levels Carnivores --- third trophic level Top carnivores --- fourth trophic level 9) FOODWEB ----- It is a network of food links between populations in a community. 10) FLOW OF ENERGY -Ten percent law Energy available at each successive trophic level is 10 % of the previous level. (Lindeman 1942) The law states that, “ only a 10 % amount of the total available energy is transferred from one trophic level to the next. The rest 90% of energy is used up or lost to the surrounding.” 11) BIOLOGICAL MAGNIFICATION --- Progressive accumulation of nonbiodegradable waste at various trophic levels of food chain. 12. Differences between food chain & food web Food chain 1. The process of eating & being eaten to transfer food energy. 2. It forms a part of food web. 3. It has limited populations. Food web 1. It is a system of interconnected food chains. 2. It contains many food chains. 3. It has several populations of different species. 13. HOW DO OUR ACTIVITIES AFFECT THE ENVIRONMENT? Two major problems:- a) Depletion of ozone layer b) Disposal of wasteGood ozone and bad ozone The thick blanket of ozone layer in the atmosphere which forms a protective cover & prevents UV radiation from reaching the earth‘s surface. This is called good ozone and is found in the stratosphere. Ozone when present in the troposphere act as a pollutant . This harmful ozone is called bad ozone. 14. Depletion of ozone layer : The ozone layer protects all the organisms from the harmful ultra violet rays. Ozone depleting substances: CFCs, N2O, CH4 , CCl4 These chlorine containing compounds are used in: Aerosols, solvents, refrigerants and fire extinguishers. Ozone hole developed over Antartica. 15. Effects of ozone depletion on human health- Due to depletion of ozone layer UV radiations reaches the earth and cause: i) skin cancer ii) increased chances of cataract iii) suppression of immune system . Managing the garbage we produce 16. Reasons for large production of garbage i) Improvement in life style ii) Changes in attitude (more things become disposable) iii) Population explosion iv) Changes in packaging(non -biodegradable) More topics to read FORMATIVE ASSIGNMENT - III 10th Our Environment 10th Our Environment HIGHER ORDER THINKIN SKILLS (HOTS) QUESTIONS 10th physics Chapter - 15 Our Environment POINTS TO REMEMBER |
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