CHEMISTRY

There will be 2 formative assessments and 3 formal examinations in a session

• Formative assessments (FA1 and FA2) This will include a part of the syllabus of Term-1.

• Mid-Term Assessments (MT) This includes the entire syllabus of Term-1.

• Pre-Board-1 (PB1) This will include the entire syllabus for the session.

• Pre-Board-2 (PB2) This will also include the entire syllabus for the session.

Duration of Written
Type of Assessment Month Max Marks
Assessment

Formative Assessment FA1 FA2 (Written & Continuous

Jul, Aug 45 min Written 20 marks, IA 05 marks
Assessment)

Mid-Term Assessment (Written Assessment) Sep 3 hours Written 80 marks, IA 20 marks

Pre Board 1 (Written & Continuous Assessment) Dec 3 hours Written 80 marks, IA 20 marks

Pre Board 2 (Written & Continuous Assessment) Jan 3 hours Written 80 marks, IA 20 marks

Board Examination (Written Assessment) March 3 hours Written 80 marks

Final Result = [Written (FA1/FA2/MT/PB1/PB2)] (10 marks) + CCE (10 marks) + [Board Examination] (80 marks] = 100 marks
CCE will comprise of continuous assessment based on the following criteria:

[Link]. Tasks Evaluation criteria

PORTFOLIO (Class work /Homework record / Class Participation
I. • Regularity & Punctuality: Student records the tasks carried out in
and response/any exemplary work in the related area)
class as taking down notes, drawing diagrams, solving assignments
given in the prescribed notebooks in every period.

• Completes the home assignment at home and brings into class on

the day instructed.

• Neatness: The notebooks are maintained and the task is recorded

neatly.

• Attentiveness.

• Taking up responsibility in class and doing the task assigned.

• Participation in class discussion and contribution.

• Response of peers during class room interaction.

• Annotation, identification of key words / topics/ themes,

summarization and organization of ideas and content, photos,
presentations, art integrated learning, etc.

II. PRACTICAL AND LABORATORY WORK Manipulative skills of the student would be evaluated based on:

• Students would be carrying out a variety of activities/ • Following instructions

experiments during the academic session to facilitate learning by
•
doing.
investigations in the laboratory or in the field must be assessed.
• Students to work on various aspects of the practical task such as
[Link]. Tasks Evaluation criteria
designing, data collection, interpretation of results. • Working with coherence e and coordination in groups.

• The skills used during these activities will be continuously • Recording the activity, observation and interpretation in
evaluated throughout the academic session. appropriate manner giving appropriate figures.

• Ability to raise questions, generate hypothesis, experiment,

innovate and find solutions to questions/ problems encountered.

III. DIVERSE METHOD OF ASSESSMENT • Observation, oral tests, individual or group work, class discussion,
Quizzes, oral test, concept maps, project-work, posters, • field-work, concept maps, graphic organizers, visual representation
presentations, self and peer assessment, enquiry based scientific
investigations, etc. • Originality

Project: • Creativity

• Students will be doing a project on science in groups comprising of • Self-motivation and self-reflection
5-8 members each.
• Team work
• Students will frame their specific research question/ statement
and work on it.

• Science teachers will guide the students and the draft of the
project is to be discussed with the subject teacher at various stages.

• Work to include investigation in the form of experimentation or

data collection followed by its evaluation.

• Students will present their work in front of a chosen audience

using aids like multi-media, art, music, theatre etc.
The details of written assessment are mentioned below.

What are the skills being evaluated?

This section includes the cognition levels at which the students would be evaluated, marks distribution in terms of percentage for each cognition
level and the commonly used terminology for framing questions under each cognition level.

Cognition Level % What does it mean Where is it tested

Has the child acquired information regarding the facts, figures and theories discussed in Questions based on all
Knowledge 20 the class room? This includes questions like define, Stating Laws, Theories, Expansion the cognition levels
of abbreviations etc. would be asked in the
question paper as per
It tests whether the child has comprehended the concepts. This includes questions like the percentage
Understanding 30
describe, explain ,differentiate, compare, justify, reason, derive, classify, illustrate etc. distribution guided by
the CBSE.
Can the child apply the concepts he/she has learned in daily life situations? This
includes questions like Problem solving, numerical interpretation of data, reasoning ,
Application/skill 50
predicting, analyzing, synthesis, drawing diagrams, application in daily life situation
etc.

How will the students be evaluated?

This section includes the structure of question paper and the marks distribution pattern for various types of questions.
 FORMATIVE ASSESSMENTS (FA1, FA2)
[Physics (6 marks) + Chemistry (6 marks) + Biology (8 marks): Total = 20 marks] (Duration: 45 Min)

Marks for each questions No. of questions Total Marks

Section
PHY CHEM BIO PHY CHEM BIO PHY CHEM BIO

MCQ ½ ½ ½ 3 3 2 1.5 1.5 1

Section A (Objective type)
AR ½ ½ 1 1 1 2 0.5 0.5 2

Section B (Very short Answer) 2 2 2 2 2 1 4 4 2

Section C (Short Answer) - - 3 - - 1 - - 3

TOTAL 6 6 6 6 6 8
 MIDTERM and ANNUAL EXAM

[Physics (25 marks) + Chemistry (25 marks) + Biology (30 marks): Total = 80 marks] (Duration: 3 Hrs.)

Marks for each questions No. of questions Total Marks

Section BIO
PHY CHEM BIO PHY CHEM BIO PHY CHEM

MCQ 1 1 1 2 7 7 2 7 7
Section A
(Objective type)
A&R 1 1 1 1 1 2 1 1 2

Section B (Short Answer) 2 2 2 2 1 3 4 2 6

Section C (Short Answer) 3 3 3 3 2 2 9 6 6

Section D (Long Answer) 5 5 5 1 1 1 5 5 5

(4×1) or (4×1) or (4×1) or

Section E (Case Study) (Q & A type) 1 1 1 4 4 4
1+1+2 1+1+2 1+1+2

10 13 16 25 25 30
TOTAL

This is subject to change as per CBSE directives.

What you need to know?

This section contains the details of the syllabus/ portion, for assessments, and the SCM schedule. It gives an overview of the specific objectives topic
wise. The expected outcome, i.e. what the students must know after the subtopic is covered is mentioned in the form of learning outcomes.
 TERM-I (02.04.2023 TO 27.09.2023) CLASS-X, CHEMISTRY

No. of Portion for Assessments

Month Course Description Learning Outcome Activity
Period & Topics of SCMs

April CHAPTER 1 Students will be able to AV SUPPORT 3 FA1 (23.07.2024)

CHEMICAL • Recognize and differentiate [Link] • Chemical reactions and

REACTIONS AND chemical and physical changes. watch?v=tV0bxq3Dz88 equations
EQUATIONS
• Relate chemical changes to daily LAB ACTIVITY Topic: Combination
• Characteristics of life situations. reaction, decomposition
• To study the characteristics
chemical reactions. reactions, displacement
• Observe chemical changes and of the following reactions
reactions and redox
• Chemical equations identify the characteristics of a
• Evolution of gas - Action of reaction
chemical reaction.
• Converting word dilute HCl on Zn
FA2 (20.08.24)
equation to chemical • Differentiate between
• Change of colour - Reaction of
equation. exothermic and endothermic • Acids, Bases and Salts
Fe with Copper sulphate.
reactions.
• Balancing of chemical
• Change in temperature -
equations. • Represent chemical changes into
Dissolution of NaOH and
word equation and skeleton
NH4Cl in water
equation.

• Translate the word equation into

chemical equation using symbols
and formulae.

• Calculate the number of atoms in

 No. of Portion for Assessments
Month Course Description Learning Outcome Activity
Period & Topics of SCMs

reactants and products and Topics of SCMs

balance the chemical equation.
• Chemical reactions and
• Correlate the law of conservation equations
of mass to balance chemical
• Acids, Bases and Salts
equations.
• Metals and Non-metals
Types of chemical Students will be able to • Art Integration: [Link].1 6
reactions
• Analyze the changes to identify Study of lines, strokes,
• Combination reaction the types of chemical reactions. colours , shades: Drawing
mind map creatively
• Decomposition • Explain and classify various
showing different types of
reaction types of chemical reactions.
chemical reactions.
• Displacement reaction • Classify the different types of
HOME ACTIVITY: Electrolysis
decomposition reaction.
• Double displacement of water
reaction. • Draw labeled diagram for the
[Link]
electrolysis of water.
• Oxidation and atch?v=Uar43DVphHA
reduction reaction. • Draw conclusion that water is
LAB ACTIVITY
made up of hydrogen and
oxygen combined in the ratio of (Practical course)
2:1 by volume.
To perform and observe the
• Explain processes like following reactions and
 No. of Portion for Assessments
Month Course Description Learning Outcome Activity
Period & Topics of SCMs

displacement of metals from classify them into:

their salt solutions on the basis
(a) Combination reaction
of reactivity series
(b) Decomposition reaction
• Differentiate between single
displacement, double (c) Displacement reaction
displacement and precipitation
(d) Double displacement
reactions
reaction
• Identify the oxidizing and
(i) Action of water on quick
reducing agents in a redox
lime.
reaction.
(ii) Action of heat on ferrous
• Cite examples of chemical
sulphate crystals
processes from real life and
identify the type of the reaction (iii) Iron nails kept in copper
sulphate solution

(iv) Reaction between sodium

sulphate and barium chloride
solutions.
 No. of Portion for Assessments
Month Course Description Learning Outcome Activity
Period & Topics of SCMs

• Oxidation in our daily Students will be able to • Art Integration: [Link]. 1

life. Writing creative pieces (prose
/ poetry / drama)
• Corrosion and
• Observe and draw conclusion
Rancidity Writing a poem on rusting
that metals corrode as they react
and corrosion of metals.
with components present in air.

• Apply the knowledge of

oxidation in daily life to protect
the metals from rusting and
preserve the food from becoming
rancid.
 No. of Portion for Assessments
Month Course Description Learning Outcome Activity
Period & Topics of SCMs

May/
CHAPTER 2 Students will be able to AV SUPPORT 3
June
ACIDS, BASES & SALTS [Link]
atch?v=RwHYLUoO-qs
• Introduction to acids • List/cite examples of natural
& bases. products containing acids and LAB ACTIVITY
bases.
• Physical properties of • To study the colour of the
acids and bases • Classify acids and bases on the following indicators in acidic
basis of their physical properties and basic solutions:
• Indicators
• Classify different types of (a) phenolphthalein
indicators
(b) methyl orange.
• Investigate and identify acids
and bases using different
indicators based on colour change

• Chemical properties of Students will be able to LAB ACTIVITY 4

acids and bases.
(Practical Course)
• What do all acid and
• Explain the reactions of acids and • To study the properties of
bases have in
bases with metals, metal acids & bases (dilute HCl &
common.
carbonates and metal dilute NaOH) by their
bicarbonates. reaction with
 No. of Portion for Assessments
Month Course Description Learning Outcome Activity
Period & Topics of SCMs

• Explain neutralization reaction (a) litmus solution (red and

blue)
• Explain the reaction of metallic
oxides with acids and non- (b) Zn metal
metallic oxides with bases.
(c) Solid Na2CO3
• Compare the nature of metallic
and non-metallic oxides.

• Write balanced chemical

equations for the reactions of
acids and bases.

• Correlate the conductivity of

acids and bases to the presence of
hydronium and hydroxide ions.

• Define and explain acids and

bases using Arrhenius concept.

• Strength of acid and Students will be able to LAB ACTIVITY 3

bases
• Relate the strength of acids and (Practical Course)
• Importance of pH in bases to the pH scale
• To find the pH of the
everyday life
• Analyze and comprehend the pH following samples by using
scale and predict the nature of pH paper :-
 No. of Portion for Assessments
Month Course Description Learning Outcome Activity
Period & Topics of SCMs

the substances from their pH (a) dil HCl,

value.
(b) dil NaOH soln
• Appreciate the importance of pH
(c) dil. Ethanoic acid
in everyday life
(d) Lemon juice
• Relate the process of tooth decay
with the pH of saliva. (e) Water

• Apply the knowledge of pH to (f) dil NaHCO3 soln

solve problems like indigestion,
acidity, tooth decay, healthy
growth of plants etc.

• Salt-Preparation and Students will be able to • To study the warning signs 4

properties on the containers of
• Correlate the neutralization
chemicals and understand
reaction to the formation of salts
their significance.
• Identify the acids and bases from
which the salt is formed.

• Classify the salts based on their

cation/anion

• Classify the salts based on their

pH
 No. of Portion for Assessments
Month Course Description Learning Outcome Activity
Period & Topics of SCMs

• Determine the pH of the salts

using pH paper

• Some Important Students will be able to • To study the action of heat

compounds - Sodium on blue crystals of hydrated
hydroxide, bleaching copper sulphate.
powder, baking soda, • Explain the chlor- alkali process
washing soda, plaster and draw a labeled diagram of
of Paris. the process

• Water of • Write balanced chemical

crystallization equation and explain the process
for preparation of Sodium
hydroxide, bleaching powder,
baking soda, washing soda,
gypsum and POP.

• List the properties and uses of

Sodium hydroxide, bleaching
powder, baking soda, washing
soda, gypsum and POP.

• Apply the concept of

decomposition reaction of baking
soda to make spongy cakes,
 No. of Portion for Assessments
Month Course Description Learning Outcome Activity
Period & Topics of SCMs

pakoras etc.

• Define water of crystallization

and correlate it with the crystal
nature of the salt.

July / CHAPTER 3 Students will be able to • AV SUPPORT

August
METALS AND NON- • Define the properties like [Link]
1
METALS malleability and ductility watch?v=0MgCeHqgCSQ

• Physical properties of • Distinguish metals and • Art Integration: [Link].

metals and non- nonmetals based on their Character sketch:
metals. physical properties.
Character sketch for different
• Classify materials / objects used metals and non-metals
in our daily life into metals and
• To observe and identify
nonmetals.
samples of Fe, Cu, Al, Mg, S
• Demonstrate the heat and etc.
electrical conductivity of metals
through experiment.

• Chemical properties of Students will be able to LAB ACTIVITY 3

metals and non-
• Explain the reaction of metals (Practical Course)
metals.
and nonmetals with air, water
 No. of Portion for Assessments
Month Course Description Learning Outcome Activity
Period & Topics of SCMs

and acids. • To observe the action of Zn,

Fe, Cu & Al metals on the
• Differentiate metals and
following salt solution &
nonmetals based on their
arrange them in the
chemical properties.
decreasing order of reactivity.
• Explain the displacement of
(a) ZnSO4 (aq.)
metals from their salt solutions
based on metal reactivity series. (b) FeSO4 (aq.)

• Arrange the metals in the order (c) CuSO4 (aq.)

of their reactivity.
(d) Al2(SO4)3 (aq.)
• Write balanced chemical
equations for the reactions.

METALS AND NON- Students will be able to • To demonstrate the flame 1

METALS test for certain salts like NaCl,
• Describe the formation of Ionic
KCl , BaCl2 and observe the
• Ionic Bond compounds.
colours imparted to the flame
• Illustrate the formation of Ionic
compounds using electron dot
structure.

• List and explain the properties of

Ionic compounds
 No. of Portion for Assessments
Month Course Description Learning Outcome Activity
Period & Topics of SCMs

• Metallurgy Students will be able to Art Integration: [Link].1 2

• Steps involved in • Explain the processes involved in • Study of lines, strokes,

metallurgy. the extraction of metals from its colours, shades
ores.
• To make mind map and flow
• Predict the method of extraction charts for steps involved in
for metals according to their metallurgy.
reactivity.

• Draw the flow chart for

extraction of metal from ores.

• Write the balanced chemical

equations involved in the
extraction of metals.

• Appreciate the significance of

Thermit reaction.

• Draw labeled diagram and

describe the principle of electro
refining.

• Corrosion Students will be able to CLASS ACTIVITY 1

• Analyze the reason of corrosion To study the conditions

 No. of Portion for Assessments
Month Course Description Learning Outcome Activity
Period & Topics of SCMs

of different metals necessary for the rusting of

iron.
• Investigate the conditions MT (23.09.2024)
needed for rusting of iron.
• Chemical reactions and
• Interpret the meaning of equations
sacrificial protection.
• Acids, Bases and Salts
• Find out ways to prevent
• Metals and Non-metals
corrosion of metals.

• Recall the composition of

different alloys and identify its
special property.

CHAPTER 4 Students will be able to AV SUPPORT 2

August/
Septembe CARBON AND ITS • Describe the formation of [Link]
r COMPOUNDS covalent bonds. watch?v=McYfCAXB2Jo

Covalent bond • Draw electron dot structures of • Art Integration: [Link].1

covalent compounds
• Study of various materials
• List the properties of covalent such as clay, plaster of Paris,
compounds. soft-stone, wood (blocks,
twigs and branches, roots,
Differentiate between ionic and
etc.)
 No. of Portion for Assessments
Month Course Description Learning Outcome Activity
Period & Topics of SCMs

covalent compounds. To demonstrate the formation

of covalent bonds using ball
and stick models for simple
hydrocarbons.

• Versatile nature of Students will be able to

carbon-Catenation
• Comprehend and define the
and tetravalency
terms tetra-valence and
catenation

• Define the term allotropy.

• List the main allotropes of carbon

and distinguish between the
properties of allotropes.

• Saturated and Students will be able to LAB ACTIVITY

unsaturated carbon
• Define hydrocarbons. To distinguish between
compounds.
saturated and unsaturated
• Draw flowchart to show the
compounds using Bromine
classification of hydrocarbons.
water.
• Identify the types of
hydrocarbons.
 No. of Portion for Assessments
Month Course Description Learning Outcome Activity
Period & Topics of SCMs

• Differentiate between saturated

and unsaturated hydrocarbons.

• Differentiate between alicyclic

and aromatic compounds.

• Demonstrate an understanding
of how carbon atom bonds to one
another and other elements.

September MT REVISION AND MT EXAMS

TERM-II (30 - X, CHEMISTRY

No. of Portion for Assessments
Month Course Description Learning Outcome Activity
Period & Topics of SCMs

October • IUPAC Students will be able to 2 SCM

Nomenclature &
• Write structural and molecular Carbon and its compounds
structure of
formula of various hydrocarbons.
hydrocarbons
• Name hydrocarbons using
IUPAC nomenclature.
 No. of Portion for Assessments
Month Course Description Learning Outcome Activity
Period & Topics of SCMs

• Define the term isomers.

• Draw structural formulae of

common isomers.

• Functional groups and Students will be able to ACTIVITY 2 PRB-1 (December)

homologous series
• Comprehend the term functional • Model making atomic Entire syllabus of the
group. structure of organic session.
compounds can be made
• List the different types of
using clay, dough, toothpicks
functional groups.
etc.
• Identify and classify the
compounds based on their
functional groups. PRB-2 (January)

• Name and draw structural Entire syllabus of the

formulae of organic compounds session.
belonging to different functional
groups.

• Exhibit creativity in designing

models of organic compounds
using eco-friendly materials.

• Comprehend the term

homologous series.
 No. of Portion for Assessments
Month Course Description Learning Outcome Activity
Period & Topics of SCMs

• List the characteristics of

homologous series.

• Chemical properties of Students will be able to LAB ACTIVITY 2

carbon compounds.
• Explain the combustion, • To study the combustion
oxidation, addition and reaction of saturated and
substitution reactions of carbon unsaturated hydrocarbons.
compounds.

• Write balanced chemical

equations for the reactions.

• Compare the combustion

reaction of saturated and
unsaturated carbon compounds.

• Interpret the role of oxidizing

agent and catalyst in oxidation
and addition reactions.

• Demonstrate the bromine water

test to identify unsaturated
hydrocarbons.

• Preparation and Students will be able to • Art Integration: [Link].1 3

properties of ethanol. Study of lines, strokes,
• List the properties and uses of
 No. of Portion for Assessments
Month Course Description Learning Outcome Activity
Period & Topics of SCMs

ethanol colours, shades

• Describe the preparation of • Construct the mind map and

ethanol. flow charts to depict
chemical properties and
• Write the structural formulae of
reactions
ethanol.
• To study esterification
• Explain the dehydration reaction
reaction.
and the reaction of ethanol with
metals. • To study the reaction of
ethanol with sodium metal.
• Write balanced chemical
equation for the reactions.

November • Preparation and Students will be able to LAB ACTIVITY 2

properties of ethanoic
• List the properties and uses of (Practical course)
acid.
ethanoic acid.
• To study the following
• Explain the esterification properties of acetic acid
reaction and the reaction of
(a) odour
ethanoic acid with base and
metal carbonates/bicarbonates. (b) solubility in water

• Write balanced chemical (c) effect on litmus

equation for the reactions. • To study the reaction of
• Recommend methods to ethanoic acid with sodium bi
 No. of Portion for Assessments
Month Course Description Learning Outcome Activity
Period & Topics of SCMs

experimentally distinguish carbonate.

between alcohol and carboxylic
acid.

Soaps & Detergents Students will be able to • Art Integration: [Link]. 2

Writing creative pieces/
• Demonstrate an understanding
prose/ poetry/ drama/ role
of the composition of soaps and
play On cleansing action
detergents.
and various brands of soap
• Compare the advantages and
LAB ACTIVITY
disadvantages of using soaps and
detergents. (Practical course)

• Illustrate and describe the • To study the comparative

cleansing action of soap. cleaning capacity of a sample
of soap in soft and hard
• Plan and conduct an experiment
water.
to compare the cleaning action
of soap in hard water and soft
water.

November Revision for Preboards