Science Textbook for Class X PDF - NCERT

SCIENCE TEXTBOOK FOR CLASS X 2024-25  1064 – SCIENCE ISBN 81-7450-636-5 Textbook for Class X First Edition ALL RIGHTS...

SCIENCE TEXTBOOK FOR CLASS X 2024-25  1064 – SCIENCE ISBN 81-7450-636-5 Textbook for Class X First Edition ALL RIGHTS RESERVED December 2006 Agrahayana 1928 q No part of this publication may be reproduced, stored in a retrieval system or Reprinted transmitted, in any form or by any means, electronic, mechanical, photocopying, November 2007, January 2009, recording or otherwise without the prior permission of the publisher. December 2009, November 2010, q This book is sold subject to the condition that it shall not, by way of trade, be lent, re-sold, hired out or otherwise disposed of without the publisher’s consent, in any January 2012, November 2012, form of binding or cover other than that in which it is published. October 2013, December 2014, q The correct price of this publication is the price printed on this page, Any revised December 2015, February 2017, price indicated by a rubber stamp or by a sticker or by any other means is incorrect and should be unacceptable. January 2018, January 2019, August 2019, January 2021 and November 2021 OFFICES OF THE PUBLICATION DIVISION, NCERT Revised Edition NCERT Campus October 2022, Kartika 1944 Sri Aurobindo Marg New Delhi 110 016 Phone : 011-26562708 Reprinted 108, 100 Feet Road Hosdakere Halli Extension March 2024 Chaitra 1946 Banashankari III Stage Bengaluru 560 085 Phone : 080-26725740 PD 700T SU Navjivan Trust Building P.O.Navjivan © National Council of Educational Ahmedabad 380 014 Phone : 079-27541446 Research and Training, 2006, 2022 CWC Campus Opp. Dhankal Bus Stop Panihati Kolkata 700 114 Phone : 033-25530454 CWC Complex Maligaon Guwahati 781 021 Phone : 0361-2674869 ` 210.00 Publication Team Head, Publication : Anup Kumar Rajput Division Chief Editor : Shveta Uppal Chief Production : Arun Chitkara Officer Chief Business : Amitabh Kumar Printed on 80 GSM paper with NCERT Manager (In charge) watermark Assistant Production : Rajesh Pippal Published at the Publication Division by the Officer Secretary, National Council of Educational Research and Training, Sri Aurobindo Marg, Cover, Layout and Illustrations New Delhi 110 016 and printed at Digital Expressions Swapna Printing Works (P) Ltd., Doltala, Doharia, Post - Ganganagar, Dist - North 24 Parganas, Kolkata- 700 132 2024-25  F O R E W O R D The National Curriculum Framework, (NCF), 2005, recommends that children’s life at school must be linked to their life outside the school. This principle marks a departure from the legacy of bookish learning which continues to shape our system and causes a gap between the school, home and community. The syllabi and textbooks developed on the basis of NCF signify an attempt to implement this basic idea. They also attempt to discourage rote learning and the maintenance of sharp boundaries between different subject areas. We hope these measures will take us significantly further in the direction of a child-centred system of education outlined in the National Policy on Education (1986). The success of this effort depends on the steps that school principals and teachers will take to encourage children to reflect on their own learning and to pursue imaginative activities and questions. We must recognise that, given space, time and freedom, children generate new knowledge by engaging with the information passed on to them by adults. Treating the prescribed textbook as the sole basis of examination is one of the key reasons why other resources and sites of learning are ignored. Inculcating creativity and initiative is possible if we perceive and treat children as participants in learning, not as receivers of a fixed body of knowledge. These aims imply considerable change in school routines and mode of functioning. Flexibility in the daily time-table is as necessary as rigour in implementing the annual calendar so that the required number of teaching days are actually devoted to teaching. The methods used for teaching and evaluation will also determine how effective this textbook proves for making children’s life at school a happy experience, rather than a source of stress or boredom. Syllabus designers have tried to address the problem of curricular burden by restructuring and reorienting knowledge at different stages with greater consideration for child psychology and the time available for teaching. The textbook attempts to enhance this endeavour by giving higher priority and space to opportunities for contemplation and wondering, discussion in small groups, and activities requiring hands-on experience. The National Council of Educational Research and Training (NCERT) appreciates the hard work done by the textbook development team responsible for this book. We wish to thank the Chairman of the advisory group in science and mathematics, Professor J.V. Narlikar and the Chief Advisor for this book, Professor Rupamanjari Ghosh, School of Physical Sciences, Jawaharlal Nehru University, New Delhi, for guiding the work of this committee. Several teachers contributed to the development of this textbook; we are grateful to them and their principals for making this possible. We are indebted to the institutions and organisations which have generously permitted us to draw upon their resources, material and personnel. We are especially grateful to the members of 2024-25 the National Monitoring Committee, appointed by the Department of Secondary and Higher Education, Ministry of Human Resource Development under the Chairmanship of Professor Mrinal Miri and Professor G.P. Deshpande, for their valuable time and contribution. As an organisation committed to systemic reform and continuous improvement in the quality of its products, NCERT welcomes comments and suggestions which will enable us to undertake further revision and refinement. Director New Delhi National Council of Educational 20 November 2006 Research and Training (iv) 2024-25  RATIONALISATION OF CONTENT IN THE TEXTBOOK In view of the COVID-19 pandemic, it is imperative to reduce content load on students. The National Education Policy 2020, also emphasises reducing the content load and providing opportunities for experiential learning with creative mindset. In this background, the NCERT has undertaken the exercise to rationalise the textbooks across all classes. Learning Outcomes already developed by the NCERT across classes have been taken into consideration in this exercise. Contents of the textbooks have been rationalised in view of the following: Overlapping with similar content included in other subject areas in the same class Similar content included in the lower or higher class in the same subject Difficulty level Content, which is easily accessible to students without much interventions from teachers and can be learned by children through self-learning or peer-learning Content, which is irrelevant in the present context This present edition, is a reformatted version after carrying out the changes given above. 2024-25 2024-25  P R E F A C E This textbook of Science for Class X is a continuation of our attempt in the Class IX Science textbook to comply with the guidelines of the National Curriculum Framework-2005. We had to work within a limited time frame and also had our own constraints coming in the way of this radical change. The revised and re-structured syllabus for Class X covers selected topics in the broad themes of — Materials, The World of the Living, How Things Work, Natural Phenomena and Natural Resources. We have interpreted the syllabus to present a coherent coverage of scientific concepts related to our daily life on the select topics. It is an integrated approach to science at this level, with no sharp divisions into disciplines such as Physics, Chemistry, Biology and Environmental Science. There has been a conscious attempt to address the relevant social concerns in this science textbook wherever possible — the concerns for people with special needs, the issues of gender discrimination, energy and environment have found their natural place in this book. Students have been encouraged to get into the debates on some of the management concerns (for sustainable development, for example) so that they can arrive at their own decisions after a scientific analysis of all the facts. This book has some features which are meant to enhance its effectiveness. The theme of each chapter has been introduced with examples from daily life, and if possible, by a relevant activity that the students have to perform. The entire approach of the book is, in fact, activity-based, i.e., the students are required to construct knowledge themselves from these activities. The emphasis is not on definitions and technical terms, but on the concepts involved. Special care has been taken so that the rigour of science is not lost while simplifying the language. Difficult and challenging ideas, which are not to be covered at this stage, have often been placed as extra material in the boxes in light orange. The excitement of doing science comes from pursuing the unknown — the students would have the opportunity to think and explore somewhat beyond the syllabus and may feel the urge to continue their scientific expedition at higher levels. All such box items, including brief biography of scientists, are, of course, non-evaluative. Solved examples are provided, wherever felt necessary, to clarify a concept. The in-text questions after a main section are for the students to check their understanding of the topic. At the end of each chapter, there is a quick review of the important points covered in the chapter. We have introduced some multiple choice questions in the exercises. There are problems of different difficulty levels answers to the multiple- choice questions and numericals, and hints for the difficult questions are included at the end of the book. 2024-25  This book has been made possible because of the active participation of many people. I wish to thank Professor Krishna Kumar, Director, NCERT, Prof. G. Ravindra, Joint Director, NCERT, and Professor Hukum Singh, Head, Department of Education in Science and Mathematics, NCERT, specially for their keen interest in the development of the book and for all the administrative support. I wish to put on record my sincere appreciation for Dr Anjni Koul, the member-coordinator of the textbook development committee, for her extraordinary commitment and efficiency. It has been a real pleasure working with my textbook development team and the review committee. The chosen editorial team worked extremely hard, on tight deadlines, to bring the book close to the shape that we dreamt of. Fruitful discussions with some members of the MHRD Monitoring Committee helped in providing the final touches to the book. I do not have the words to acknowledge the professional and personal inputs I received from some of my close friends during the preparation of this book. We warmly welcome comments and suggestions for improvement from our readers. RUPAMANJARI GHOSH Professor of Physics School of Physical Sciences Jawaharlal Nehru University New Delhi (viii) 2024-25  TEXTBOOK DEVELOPMENT COMMITTEE CHAIRMAN, ADVISORY GROUP FOR TEXTBOOKS IN SCIENCE AND MATHEMATICS J.V. Narlikar, Emeritus Professor, Inter-University Centre for Astronomy and Astrophysics (IUCAA), Ganeshkhind, Pune University, Pune CHIEF ADVISOR Rupamanjari Ghosh, Professor, School of Physical Sciences, Jawaharlal Nehru University, New Delhi MEMBERS Alka Mehrotra, Reader, DESM, NCERT, New Delhi Animesh K. Mohapatra, Reader, Regional Institute of Education, Ajmer B.B. Swain, Professor (Retd.), Department of Physics, Utkal University, Orissa B.K. Sharma, Professor, DESM, NCERT, New Delhi B.K. Tripathi, Reader, DESM, NCERT, New Delhi Brahm Parkash, Professor, DESM, NCERT, New Delhi Charu Maini, PGT, Salwan Public School, Gurgaon, Haryana Dinesh Kumar, Reader, DESM, NCERT, New Delhi Gagan Gupta, Reader, DESM, NCERT, New Delhi H.L. Satheesh, TGT , DM School, Regional Institute of Education, Mysore Ishwant Kaur, PGT, DM School, Regional Institute of Education, Bhopal J.D. Arora, Reader, Hindu College, Moradabad, Uttar Pradesh Meenambika Menon, TGT, Cambridge School, Noida, Uttar Pradesh Puran Chand, Professor and Jt. Director (Retd.), Central Institute of Educational Technology NCERT, New Delhi Reeta Sharma, Reader, Regional Institute of Education, Bhopal R.P. Singh, Lecturer, Rajkiya Pratibha Vikas Vidyalaya, Kishan Ganj, Delhi Satyajit Rath, Scientist, National Institute of Immunology, JNU Campus, New Delhi S.K. Dash, Reader, Regional Institute of Education, Bhubaneswar Sunita Ramrakhiani, PGT, Ahlcon Public School, Delhi Uma Sudhir, Eklavya, Indore, Madhya Pradesh Vandana Saxena, TGT, Kendriya Vidyalaya-4, Kandhar Lines, Delhi Cantt., New Delhi Vinod Kumar, Reader, Hans Raj College, Delhi University, Delhi MEMBER- COORDINATOR Anjni Koul, Lecturer, DESM, NCERT, New Delhi (ix) 2024-25  A C K N O W L E D G E M E N T S The National Council of Educational Research and Training (NCERT), besides expressing its gratefulness towards the members of the Textbook Development Committee for their contribution in the development of the Science Textbook for Class X, also acknowledges the contribution of the following members for reviewing, editing, refining, and finalisation of the manuscript of the book. Kanhiya Lal, Principal (Retd.), Directorate of Education, NCT, Delhi; Ranveer Singh, Lecturer, Sarvodaya Bal Vidyalaya, Timarpur, Delhi; Bharat Poorey, Professor (Retd.), Govt. Post Graduate College, Indore; Gagandeep Bajaj, Lecturer, S.P.M. College, Delhi University, Delhi; Ravinder Kaur, TGT, Kendriya Vidyalaya, Rohini, Delhi; Renu Puri, TGT, N.C. Jindal Public School, New Delhi; Sarita Kumar, Reader, Acharya Narendra Dev College, Delhi University, Delhi; Shashi Prabha, Lecturer, DESM, NCERT, Delhi; Rashmi Sharma, Lecturer, NERIE, Shillong; Sushma Jaireth, Reader, DWS, NCERT, New Delhi; Y.P. Purang, Addl. Director of Education (Retd.), NCT, Delhi; Neeta Agarwal, TGT, D.L.D.A.V. Model School, Pitampura, Delhi; Roma Anand, TGT, D.L.D.A.V., Pitampura, Delhi; Veer Pal Singh, Reader, DEME, NCERT, New Delhi and S.L. Varte, Lecturer, DESM, NCERT, New Delhi. The Council also acknowledges the valuable contribution of Sunita Farkya (Professor, DESM), Pushplata Verma (Assistant Professor, DESM), K.C. Tripathi (Professor, DEL) and Jatindra Mohan Misra (Professor, DEL) in updating Chapter 16 titled "Sustainable Management of Natural Resources", and also in the review of this textbook. The contribution of R.S. Sindhu, Professor (Retd.), DESM; V.P. Srivastava, Professor (Retd.), DESM; R.K. Parashar, Rachna Garg (Professors, DESM); V.V. Anand, Professor (Retd.), RIE Mysore; S.V. Sharma (Professor, RIE Mysore); V.P. Singh (Professor, RIE Ajmer); R. Joshi, Associate Professor (Retd.), DESM; C.V. Shimray, Ruchi Verma (Associate Professors, DESM); Ram Babu Pareek (Associate Professor, RIE Ajmer); A.K. Srivastava, Rejaul Karim Barbhuiya, Pramila Tanwar (Assistant Professors, DESM); R.R. Koireng (Assistant Professor, DCS); V. Tangpu (Assistant Professor, RIE Mysore) and Akhileshwar Mishra (Head Master, DMS, RIE Bhubaneswar), in the review of this textbook in 2017-18 are acknowledged. Special thanks are due to Hukum Singh, Professor and Former Head, DESM, NCERT, New Delhi, for providing all academic and administrative support. The Council also gratefully acknowledges the support provided by the APC Office of DESM, administrative staff of DESM; Deepak Kapoor, Incharge, Computer Station, DESM; Saima and Arvind Sharma, DTP Operators and Rajesh Handa, Illustrator; Mohd. Qamar Tabrez and Musarrat Parveen, Copy Editors; Seema Yadav, Proof Reader. The efforts of the Publication Department, NCERT are also highly appreciated. (x) 2024-25  CONTENTS CONTENTS Foreword iii Rationalisation of Content in the Textbooks v Preface vii Chapter 1 Chemical Reactions and Equations 1 Chapter 2 Acids, Bases and Salts 17 Chapter 3 Metals and Non-metals 37 Chapter 4 Carbon and its Compounds 58 Chapter 5 Life Processes 79 Chapter 6 Control and Coordination 100 Chapter 7 How do Organisms Reproduce? 113 Chapter 8 Heredity 128 Chapter 9 Light – Reflection and Refraction 134 Chapter 10 The Human Eye and the Colourful World 161 Chapter 11 Electricity 171 Chapter 12 Magnetic Effects of Electric Current 195 Chapter 13 Our Environment 208 Answers 218-219 (xi) 2024-25  THE CONSTITUTION OF INDIA PREAMBLE WE, THE PEOPLE OF INDIA, having solemnly resolved to constitute India into a 1 [SOVEREIGN SOCIALIST SECULAR DEMOCRATIC REPUBLIC] and to secure to all its citizens : JUSTICE, social, economic and political; LIBERTY of thought, expression, belief, faith and worship; EQUALITY of status and of opportunity; and to promote among them all FRATERNITY assuring the dignity of the individual and the 2[unity and integrity of the Nation]; IN OUR CONSTITUENT ASSEMBLY this twenty-sixth day of November, 1949 do HEREBY ADOPT, ENACT AND GIVE TO OURSELVES THIS CONSTITUTION. 1. Subs. by the Constitution (Forty-second Amendment) Act, 1976, Sec.2, for "Sovereign Democratic Republic" (w.e.f. 3.1.1977) 2. Subs. by the Constitution (Forty-second Amendment) Act, 1976, Sec.2, for "Unity of the Nation" (w.e.f. 3.1.1977) (xii) 2024-25