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in
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 --:: Contents ::--
Preface

1. Syllabus for FA 1.

2. Lab Activities for10 marks.

1) Factors affect the rate of evaporation of water.
2) The effects of different substances on fruit oxidation.
3) To observe chemical displacement reaction.
4) Determine the focal length of a concave mirror.

3. Project works 10 marks.

1) Collect information about working of natural geysers.
2) Comparing specific heat of water and vegetable oil.
3) Collect the information about natural food preservatives.
4) Uses of concave and convex mirrors in our daily life.

4. Written Works - Note books for 10 marks.

1) How to allot marks for written works - note books.

5. Slip test for 20 marks.

1) Formative Assessment 1 Model Paper

_______________________________________________________________________
By
K V RAMANA & G V RAMA PRASAD
8008423323 & 7799884688
_______________________________________________________________________
www.physicalscience4ever.blogspot.in

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 PREFACE

We (K V RAMANA & G V RAMA PRASAD) decided to prepare ALL IN ONE, A

Complete Book of Formative Assessments for the help of all Physical Science 4 Ever blog
users. As a part of that book we presently prepared this for “ALL IN ONE, Formative
Assessment 1’’ book. We will try to give you a complete ALL IN ONE, A Complete Book of
Formative Assessments for F.A – 2, F.A – 3 and F.A - 4.

Working towards improving the children's learning through observing and recording
their performance, while they are participating in teaching learning processes like project
works, lab activities, slip tests, etc., is called Formative Assessment.

It is used by the teacher to continuous observe children's progress in a non-formal

way and in supportive environment. It gives regular descriptive feedback, rather than
marks and grades, which give a chance for the students to reflect on their performance,
take advice and improve upon it.

For class 10 formative assessments have to evaluate through four measures.

1) Lab Activities (10 marks)
2) Written works ( 10 marks)
3) Project works (10 marks)
4) Slip test (20 marks)

Teacher should conduct the above four tools for every formative assessment. Let us
know in detail inside pages.

We very much thankful to all the viewers of our physicalscience4ever blog for giving
this opportunity to help you in the view PHYSICAL SCIENCE, what we like. This book is
only for the private use. No one should use this for commercial proposes.

Yours,
K V RAMANA & G V RAMA PRASAD,
Srikakulam District.
8008423323 & 7799884688.

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 1. Syllabus for FA 4

For 10th Class Formative Assessment Syllabus as follows.

1) Heat – Unit: 1
2) Chemical Reactions and Equations – Unit: 2
3) Reflection of light by different surfaces – Unit: 3
Students should read thoroughly Heat (Unit: 1), Chemical reactions and
equatins (Unit: 2) and Reflection of light by different surfaces (Unit: 3). They must
read the complete lesson and try to understand deeply, the concepts in each lesson.
They observe the figures given in the text book and ask himself some questions
about figures for easy answering CCE model questions.
_______________________________________________________________________
2. Lab Activities for10 marks
_______________________________________________________________________
In Formative Assessment Lab Activity is an important tool. Student should
participate in lab activity to perform activities which are mentioned in the text book
under the title of Lab Activity. Teacher should access student in Participate in Lab
Activities (Experiments) and Lab Record. Teacher should observe students when
they are working individually, in groups, how they select and arrange apparatus,
observations and recordings. Student should write their lab record. Lab record is
200 pages notebook and is helpful for the student to observe how they did the
experiment. 6 marks are awarded for this lab record and 4 marks for performance.

Items in Lab Record:

Aim : It explains why we perform the experiment.
Apparatus : Here we should mention required apparatus and materials,
chemicals.
Precautions : We should mentioned the precautions that must fallow while
performing experiment.
Procedures : Here we should write the process.
Reporting : We should report our observations in the form of table,
flowchart etc.
Result analysis: Analyze the above data.
Generalization: We come to certain conclusion based on the experiments.

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EXPERIMENT 1: FACTORS AFFECT THE RATE OF EVAPORATION OF WATER
Aim : To prove the factors affect
the rate of evaporation.
Material required:
 5 plates that can hold 100ml water,
 1 glass that can hold 100ml water (the
area of the mouth of the glass must be
at least 3 times smaller than the plate)
 600 ml water
 1 fan
Evaporaton : Evaporation is the process by
which liquid spontaneously turns into gas. In
the case of water, it turns into water vapor.
Proceedure:
4) The last two plates are filled with 100ml of
water each. One of the plates is placed
directly in the path of the wind from the
fan and the other plate is placed away from
the fan. The wind from the fan will reduce
the air pressure around the first plate. The
rate of evaporation of the water is observed
every 10 minutes. The results are recorded
in the table below.

1) For this experiment, the independent

variables are the water- surface area,
temperature and air pressure. The
dependent variable is the rate of water Path of the wind away from
from a fan the fan
evaporation. The constants (control
variables) are the amount of water used in Observation
each experiment. The results show that the plate with the larger
2) The glass and one of the plates are filled space area, the plate placed under the sun
with 100ml of water each. The water in the and the plate placed under the fan had the
plate will have a larger surface area than water evaporating faster.
the water in the glass. The rate of
evaporation is observed every 10 minutes. specimen Environment result
The results are recorded in the table below. Glass of water Small surface
area
Plate of water Larger surface ✔
area
Plate of water Lower
indoors temperature
Plate of water Higher ✔
3) Two of the plates are filled with 100ml of under the sun temperature
water each. One of the plates is placed Plate of water Higher air
indoors where the temperature is cooler away from the fan pressure
and the other plate is placed directly under Plate of water Lower air ✔
the sun where the temperature is higher. under the fan pressure
The rate evaporation of the water is
✔ - indicates a faster rate of evaporation
observed every 10 minutes. The results are Result:
recorded in the table below. The rate of evaporation of water will be faster
with a larger surface area, higher temperature
or lower air pressure environment, is proven
to be true.

Precautions :
1. Observe the levels of water in the plates
carefully.
Indoor Outdoor 2. Take same quantity and temperature of
(cooler temperature) (higher temperature) water at the beginning of the each experiment.

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 EXPERIMENT 2 : THE EFFECTS OF DIFFERENT SUBSTANCES ON FRUIT OXIDATION

Aim : To prove the effects of different

4) After few minutes we observe the colour
substances on fruit oxidation.
Material required: changes of each piece and write the data in
 4 fruits – apple, avocado, potato and the table.
banana.
 Lemon juice, vinegar, clear soda, olive Type of fruit
oil, water and salt water,

avocado

banana
Fruit oxidation : We ever noticed that

potato
apple
Specimen
fruits turn brown when we cut them. They
turn brown when they are in contact with the
air. Fruits contain enzymes that react with the
oxygen. The fruit starts to oxidize turn brown. In air brown brown brown brown

Procedure: Lemon juice ✔ ✔ ✔ ✔

1) For this experiment, we take four types of
fruits. i.e apple, avocado, potato and Vinegar ✔ ✔ ✔ ✔
banana.
Clear soda ✔ ✔ ✔ ✔
2) Each fruit cut into seven pieces.
3) We submerged the each piece in six types Olive oil ✔ ✔ ✔ ✔
of solutions. i.e lemon juice, vinegar, clear
soda, olive oil, water and salt water. and Water X X X X
take one piece in open air.
Salt water X X X X
✔ - indicates the substance which prevent
browning of the surface of the fruit
Observations:
1) The fruit pieces which are in the open air
turn brown quickly.
2) Lemon juice, vinegar and clear soda
prevent food from turning brown quickly.
3) Olive oil also prevents from browning.
4) Water and salt water are the lease effective.
Result:
1) Lemon juice, vinegar and clear soda are
acidic, they lower the pH of the food
surface.
2) Olive oil prevents from browning because it
doesn’t let the oxygen reach the fruit.
3) Water and salt water don’t prevent
browning.
Learning outcome:
To prevent browning or oxidation by covering
the fruit to avoid its contact with air or by
lowering the pH on the surface, that is making
it more acidic.
Precautions:
3. Observe the colours of the fruit surfaces
carefully.

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 EXPERIMENT 3 : TO OBSERVE CHEMICAL DISPLACEMENT REACTION

Aim: To observe displacement reaction. Observations:

Apparatus : Hydrochloric acid, copper (II)
sulphate, two test tubes, Iron nails and sand
paper
Procedure : dish shows the grayish colour of iron.
1) Take two iron nails and clean them by
rubbing with sand paper.
2) Take two test tubes and mark them as A and
B.
3) Take about 10ml of copper sulphate solution
in each test tube. Record the physical
properties of the solution.
4) Dip one Iron nail in copper sulphate solution
of test tube A and keep it undisturbed for 20
minutes.
5) Keep other iron nail and test tube aside.
6) compare the colours of the solutions in the
test tubes.
7) Now take the iron nail from copper sulphate
solution and compare with the other iron
nail that has been kept aside.
1) There is a brown coating on the iron nail
dipped in the copper sulphate solution.
Whereas the iron nail placed in the Petri
2) The colour of the solution of copper sulphate
in which the iron nail was dipped changes
to light greenish, whereas the colour of
copper sulphate solution in the other test
tube does not change.
Analysis:
1) The brown coating on the iron nail shows
that copper is deposited on the iron nail by
displacing iron.
2) The greenish colour of the solution in the test
tube shows that Fe2+ ions are present in the
solution.
3) This shows that iron is more reactive than
copper, as Fe2+ ions have displaced
Cu2+ ions from copper sulphate solution.
Chemical equation:
Fe (s) + CuSO4 (Aq)→ FeSO4 (Aq)+ Cu (s)
Result : This is a single displacement reaction
in which copper has been displaced from iron
from copper sulphate solution.
Precautions:
1) Clean the iron nails by rubbing with sand
paper to remove rust, dust or greasy
surface.
2) Avoid touching copper sulphate solution or
nail dipped in copper sulphate solution as
copper sulphate is poisonous.

Iron nail and copper sulphate solutions

compared before and after the experiment

These books is meant for class X students in AP & TS.

In this we have given CCE Notes with full explanations of

questions given in the lesson. They are very useful to
understand clear concept. We also give all type of
examples and applications at related topics so as to learn
crystal clearly about that concept.

We give one Project and one Lab Activity in the given

syllabus, explain a DIY project/experiment for doing the
students at their home to enjoy the learning, include some
CCE Model Questions, CCE Bits that are given previously
in examinations for understanding the question pattern.

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EXPERIMENT 4: DETERMINE THE FOCAL LENGTH OF A CONCAVE MIRROR
Aim : To determine the focal length of a
Calculation:
concave mirror by obtaining image of distance
object
Material required: Average value of the focal length (f) =
A concave mirror, a mirror holder or stand, a
15.2 + 15.1 + 14.9 + 15.1 60.3
small screen, scale etc., = = = 15.07 𝑐𝑚
Procedure: 4 4
1) Fix a concave mirror on the stand and place
Focal length of a concave mirror = 15.07 cm
it on the table near an open window of the
classroom.
2) Locate distant tree from the open window.
3) Place the screen in front of the mirror.
4) Adjust the position of the concave mirror
and the screen so that a sharp, inverted and
diminished image of a distant object is
formed on the screen.
5) Note the position of the screen and concave
mirror stand with the help of the scale.
6) Find theh distance between the centre of the
concave mirror and screen. This distance is
equal to the focal length of concave mirror.
Record the focal length in the table. Result:
7) Repeat the experiment a few times by 1) The rays of light coming from a distant
changing the position of the mirror stand object e.g. sun or a distant building can be
and and note the corresponding change
considered to be parallel to each other.
position of the screen.
8) Calculate theh average value of the focal When these parallel rays of light fall on a
length. concave mirror along its axis, reflect and
meet at a point in front of the mirror, which
Observation and calculation:
is called as focus of the mirror.

Position 2) A real, inverted and very small image size is

Position
of the Focal length of formed at the focus of the mirror.
of the
Sl. concave the concave
white 3) The distance between the pole of the
No mirror mirror
screen (Q) concave mirror and the focus is know as the
(P) (Q-P) (in cm)
(in cm)
(in cm) foccal length of the concave mirror.

1 2 17.2 f= 17.2-2=15.2 Precautions:

1) The concave mirrors should be fixed in the
2 4 19.1 f=19.1-4=15.1 vertical plane.
2) The base of the concave mirror stand and
3 5 19.9 f=19.9-5=14.9 the screen should be parallel to the meter
scale.
4 8 23.1 f=23.1-8=15.1 3) Record the position of screen only when
defined, inverted and diminished image of
the object is formed on the screen.

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 3. Project works 10 marks

In Formative Assessment project work is another tool which contains 10 marks.

There are different types of projects in every lesson under the academic standards
information skills and projects. So teachers select any type of project from improve
your learning or from content. Based on the resources teachers has a choice to select
any other topics which is related to content. Projects are different types. Based on
members, project nature and procedure. (By interview, by collecting information, by
observing nature)
Steps in Project Report:
1. Name of the project: Write the name of the project which you select to do.
2. Objectives: Write what you learnt after completion of the project.
3. Tool: Required materials are written in this field.
4. Procedures: Write step by step procedure.
5. Table: Draw a table if the project has.
6. Conclusion: Write what you know from this project.
7. Resources: From where you get the relevant material.
8. Thanks giving: Give thanks for supporters.
Project Report Assessment:
Preparation, conducting project - 3 marks
Project report - 5 marks
Discussion on project - 2 marks

_______________________________________________________________________
By
K V RAMANA & G V RAMA PRASAD
8008423323 & 7799884688

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Project Work 1: Collect information about working of natural geysers
Name of the project: Collect the information
about working of natural geyser and prepare a
report.
Objective: To know the causes to form hot
geysers, the places at which hot geysers located
in India, the information about hot geysers.
Type of project: collecting information
Method of study: Collect the information from
internet and various news papers.
Data collection: Natural geysers are hot
springs that intermittently throw up a jet of hot
water, stream, etc. The earth's crust has cracks
and vents. Water occupies these and gets
heated due to geothermal energy.
Due to heating, water turns into steam
and pressure increases. In this case, if the
opening of the vent/ crack is narrow, it erupts
like a volcano; otherwise it flows like a stream.
The ''Old Faithful'' geyser at Yellowstone
National Park in the US is one of the most
famous.
Some geysers are located in Haryana,
Himachal Pradesh, west Bengal states in
India.
The geothermal energy and expansion
of vapour at low pressures and high
temperatures causes the geysers. The
formation of geysers is a hydro-geological
phenomenon under certain conditions. They
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are nearby volcanoes and due to the
presence of magma. The small holes in Earth
are called “surface vents”. There are
fractures, fissures, porous spaces, cavities in
side Earth’s crust. There is water available
inside Earth up to the depth of about 10 km.
The rocks are very very hot there. This
system of water reservoir holding water,
getting heated and coming out through the
vents is called a plumbing system. Along
these vents SiO2 or geyserites is
deposited and makes the vents smooth and
hard. They enable high pressure to be
maintained along the vents.
After certain duration, the pressure of
water inside Earth comes down, so geysers
stop. The water on the surface seeps
through pores in Earth and this slowly
collects back into the reservoirs of the
geysers. Thus the geyser cycle again starts.
They exist in about 1000-1500 places
on Earth. There are a lot of them in the USA,
especially at Yellowstone National Park at
Wyoming. The Grand geyser in USA erupts
for about 10 minutes every 12 hours. There
is a valley of Geysers in Russia in Kamchatka
peninsula. This is the major one in Euro-
Asia. In India there are some including one
famous one in Hariyana.
There are around 80 in El Tatio,
Chile. There are some in Taup Volcanic zone
in (North Island of) New Zealand. It is
supposed to have reached 160 meters high.
In Iceland too there are famous geysers
including the Great Geyser.
Chumatang Geyser
 Some geysers in India
S.
Place State Speciality
No
1 Sohna Haryana
Vasistha Himachal Caused by
2
Bharath Pradesh sulphur gases
Himachal Water has no
3 Manikaran
Pradesh odour. The
Indian faith that
this water will be
Himachal
4 Bhadrinath cure the bone
Pradesh
diseases when
we bath.
Himachal The water has
7 Ganganani
Pradesh basic property
8 Garam pani Assam
White Rice Preparation in Manikaran geyser 9
Usap dev Maharast
Posap dev ra
Ladakh
10 Chumathang
area
We will prepare
Madhya white rice while
11 Chaval pani
Pradesh we insert the rice
in this water.
West
12 Bakareswar
Bengal

There are many hot geysers in Sikkim. The

geysers in Sikkim have Sulphur gases. So these
Tapovan geyser are known as “Sulphatara Geysers”. The
average temperature in these geysers is 500C.
The water vapour in geysers contains Sulphur
gases are called “Sulphatara geysers”.

Rajgiri geyser in Bihar

FAMOUS GEYSERS IN THE WORLD

Thapakund geyser in Bhadrinath
CONCLUSION:
Natural geysers are hot springs that
intermittently throw up a jet of hot water,
stream, etc. The geothermal energy and
expansion of vapour at low pressures and high
temperatures causes the geysers.
Sources:
1. News papers,
2. Internet
3. Physical Science text books and magazines.

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 Project Report
Name of the project: Collect the information
about working of natural geyser and prepare a
report.
Class : 10th
Subject: Physical Science
School:
Time taken for the project: 5 days
Apparatus/references: Internet, news papers,
magazines etc.,
Details of the project:
We collect information about natural
geysers and formation of geysers in various
science magazines and internet. we prepared this
project by discussing with our team members and
teachers.
Observations:
1) We have learnt the causes of formation of
natural geysers.
2) We have collected data of various geysers in
india.
Project work 2 Comparing Specific Heat of Water and Vegetable Oil
Title of the project: Comparing specific heat of
water and vegetable oil
Objectives: To establish the relationship
between rising of temperature and heat energy
of various liquids, by compare the specific heat
values of water and vegetable oil
Hypothesis: The rate of rise in temperature
depends on the nature of the substance. The
temperature of a body is directly proportional to
the average kinetic energy of particles of the
body. If the specific heat is high, the rate of rise
(or fall) in temperature is low, if same quantity
of heat supplied.
Assessment: Experimental verification
Material required: Two identical test tubes,
water, oil, balance, heat source, two
thermometers, laboratory stand.etc.,
Introduction: The specific heat of a substance is
the amount of heat required to raise the
temperature of 10C in unit mass of the
substance. The specific heat capacity expresses
a “willingness” of a substance to change its
temperature – the greater the value, the more
easily the temperature increases or decreases.
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Project outcome:
Natural geysers are hot springs that
intermittently throw up a jet of hot water, stream,
etc. The geothermal energy and expansion of
vapour at low pressures and high temperatures
causes the geysers.
Names of the group members and work
division:
S. Name of the
Work allotted
No. member
1
2
3
4
5
Date of submission: Signatures
In the case of solids, an important role in the
temperature increase is played also by thermal
conductivity of the material. In this experiment,
we will measure liquids, where the heat
exchanges by convection and the influence of
thermal conductivity is negligible.
Procedure:
1) Fill one of the two test tubes and one of
them filled with 50g of oil and other with
50g of water, both at room temperature.
2) Take a large jar with water and heat it up
800C.
3) Insert two thermometers through holes of
the corks, one each into two test tubes and
clamp them to a retort stand and place
them in a jar of hot water.
4) Note the initial temperature and begin to
heat both liquids. Write the values of
temperature and time in the table. Draw
the time – temperature graph and observe
the graph.
5) When one of the measured temperatures
exceeds 80 °C, turn off the heat source and
stop the measurement.
 opposite result – at this time, water has a
higher temperature.

Conclusion:
If we repeat the experiment, we come to
the conclusion that it is not a random
measurement error - at the beginning of each
measurement, the water begins to heat up more
quickly and later on is “caught up” by the oil;
clearly, this is a manifestation of a certain

Observations: physical law.

Time – temperature: The answer lies in the mechanism of heat

Time exchange in liquids, which is mainly by
Sl. Temperature of Temperature
(in convection. As water has low viscosity flows
no oil of water
sec) relatively easily, but oil has larger viscosity
1 0 25 25 circulates more slowly. Therefore, if we heat the
2 30 25 25 bottom of the container, it takes a relatively
3 60 25 27 long time before the heated oil rises from the
4 90 27 30 bottom to the thermometers, which registers

5 120 35 35 the temperature increase. For water, this

6 150 44 40 process is significantly faster, therefore the

7 180 55 47 temperature of water always starts to increase

Time-temperature graph: first and then it is followed by the (steeper)

temperature increase of oil.
The above explanation can be
experimentally demonstrated by submerging
the thermometers to the bottom of the test
tubes. In such an arrangement, the effect of
different flow on the measured temperature
fades out and oil heats up faster.
LEARNING OUT COME:
When the Specific heat is more, the
temperature rise is less. As the temperature rise
is less for water, it has more specific heat than

As mentioned above, the graph gives us oil.

information that the oil is heated more than References : Science Magazine, internet

water during the measurement. Its specific heat articles,www. physicalscience4ever.blogspot.in

capacity is therefore smaller. At first, it is

obvious that if we ended the measurements (for
example at 90 seconds) we would obtain

14 www.physicalscience4ever.blogspot.in
 PROJECT REPORT
Title of the Project : Comparing Specific Heat Experiences faced: Previous versions of
of Water and Vegetable Oil physical science text books give valuable
Class : 10 th information regarding this experiment.
Subject : Physics Project outcome :
School : The rate of rise in temperature depends on the
Time frame : 2 days nature of the substance. The temperature of a
Material/Sources used tools: water Two body is directly proportional to the average
identical test tubes, water, oil, balance, kinetic energy of particles of the body. If the
heat source, two specific heat is high, the rate of rise (or fall) in
thermometers; laboratory stand.etc., temperature is low for same quantity of heat
Details of procedure followed: supplied.
We have experimentally prove that the Name of the group members and work
relation between specific heat and rising of allotment:
temperature. S. Name of the
Work allotted
Finding Observations: No. member
1
 The graph gives us information that the oil 2
is heated more than water during the 3
measurement. Its specific heat capacity is 4
5
therefore smaller.
Date of Submission: Signatures

PROJECT 3 : COLLECT INFORMATION ABOUT NATURAL FOOD PRESERVATIVES.

Name of the project: Collect the information
about natural food preservatives used in our
daily life.
Objective: To know food preservatives to
control oxidation of food.
Type of project: collecting information
Method of study: Collect the information from
internet and various news papers.
Data collection: Food preservation is the
name for a number of processes that help to
preserve food. This means that the food treated
Drying strips of fish
that way will go bad (spoil from bacteria) later
that if it had not been treated that way. For For centuries humankind has been using
thousands of years, humans have used preservatives to extend the shelf life of various
methods of preserving food, so that they can foods, making them last longer and keeping
store food to eat later. The simplest methods of their colour, taste and nutrients intact.
preserving food, such as drying strips of fish or Nowadays processed foods come with a lot of
meat in the hot sun have been used for artificial preservatives, but there are several
thousands of years, and they are still used in natural preservatives that we can use to
the 2000s by indigenous peoples. preserve food as well.

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Oil
When food comes into contact with air, it
oxidises and starts to go bad. Oil slows down
this oxidation process and keeps
microorganisms from coming into contact with
the food.
Preservation of pickles in oil
Salt
Salt has been used through the ages
to preserve meats and vegetables.
Microorganisms that spoil food tend grow in
water, but salt absorbs this water and
prevents them from growing. Salt also
prevents yeast and bacteria from decaying the
food.
Preserving food with salt
Sugar
Like salt, sugar also preserves food by
absorbing the excess water and preventing
microorganisms from growing. This is why
jams, jellies and other fruits preserves don’t go
bad even after the jar has been opened.
The fruits are boiled so that the moisture
content is reduced and the unwanted bacteria
are killed. Then, the process of sugaring is
done in order to prevent any regrowth of
bacteria, followed by sealing the final product
in an airtight, sterilized jar.
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Preserving jams with sugar
Lemon juice
Lemon juice contains plenty of citric acid and
ascorbic acid, also known as Vitamin C. Acidity
prevents microorganisms from growing in the
food and spoiling it. Vitamin C is also a
powerful antioxidant that prevents food from
oxidising.
Example: To prevent the apples slices from turning
brown, put the slices in a bowl and squeeze a lemon juice
over the slices. Gently mix the slices with a wooden
spoon so that they are coated with the lemon juice.
Using lemon juice to prevent apple pieces
Vinegar
Like lemon juice, vinegar is also extremely
acidic, for it contains high amounts of acetic
acid. Made of fermented sugar and water
solutions, vinegar is commonly used to preserve
pickles and canned foods, as it kills microbes
and prevents the food from going bad.
Vinegar is now becoming popular as a natural
preservative in processed meat and poultry
items as well.
Cloves
Cloves have been used for thousands of years in
Indian and Chinese medicines as a natural
preservative. Containing high amounts of
phenolic compounds, which have antioxidant
properties, they keep food from going bad by
preventing the growth of fungus and bacteria.

Vitamin E
it’s an antioxidant and nutrient. Vitamin E is
abundant in whole wheat, rice germ, and
vegetable oils. It is destroyed by the refining
and bleaching of flour. Vitamin E is used
because it prevents oils from going rancid.
Recent studies indicate that large amounts of
Vitamin E may help reduce the risk of heart
disease and cancer.
Neem Oil
When neem oil is used as a preservative, it
functions as an antiseptic, anti-fungal, anti-
bacterial, anti-viral, and anti-parasitic.
Neem oil is effective at keeping oils from going
rancid, but it doesn't do as well protecting the
product from bacteria and yeast because it is
not a broad spectrum preservative.
Citric acid
It’s an acid, flavouring and chelating agent: ice
cream, sherbet, fruit drink, candy, carbonated
Smoking:
Smoking is a treatment for food, to make it last
longer. It is mainly used for meat and fish. The
food which is either cured or salted is exposed
to the smoke of a fire. This will reduce the
amount of water by between ten and forty
percent. It also changes the texture and adds
flavour.
Smoking of fish
17 www.physicalscience4ever.blogspot.in
beverages, instant potatoes. It is versatile,
widely used, cheap and safe. iT is an
important metabolite in virtually all living
organisms and is especially abundant
naturally in citrus fruits and berries. It is
used a strong acid, a tart flavouring and an
antioxidant.
Food Drying
Food drying is a method of food
preservation in which food is dried
(dehydrated or desiccated). Drying inhibits
the growth of bacteria, yeasts and mold
through the removal of water. Water is
traditionally removed through evaporation
(air drying, sun drying, smoking or wind
drying), although today electric food
dehydrators or freeze-drying can be used to
speed the drying process and ensure more
consistent results.
A collection of dried mushrooms
CONCLUSION:
Food preservation is essential because it
extends the length of time during which the
food is nutritionally viable and safe to
eat. Most fresh fruits, vegetables and animal
products spoil quickly without refrigeration,
dehydration or preservation. We use many
natural preservation techniques in our daily
life.
Sources:
1. News papers,
2. Internet
3. Physical Science text books and magazines.
4. www.en.wikipedia.org
 Project Report

Name of the project: Collect the information Project outcome:

about natural food preservatives used in our Food preservation is essential because it
daily life. extends the length of time during which the
Class : 10th food is nutritionally viable and safe to
Subject: Physical Science eat. Most fresh fruits, vegetables and animal
School: products spoil quickly without refrigeration,
Time taken for the project: 5 days dehydration or preservation. We use many
Apparatus/references: Internet, news papers, natural preservation techniques in our daily
magazines etc., life.
Details of the project: Names of the group members and work
We collect information about natural division:
food preservative methods from internet and
various science magazines. We collect S. Name of the
Work allotted
information from our neighbors which methods No. member
that they used to preserve food long time. We 1
prepared this project by discussing with our
team members and teachers. 2
Observations: 3
1) We have learnt the causes of oxidation of
food material. 4
2) We have collected data from our villagers 5
about various food preventing methods that
they use in their daily life. Date of submission: Signatures

PROJECT 4 : USES OF CONCAVE AND CONVEX MIRRORS IN OUR DAILY LIFE

Name of the project: Uses of concave and reflecting surface. The surface may be
convex mirrors in our daily life either convex (bulging outward) or concave
Purpose of the project: To know the role of (bulging inward). Most curved mirrors have
spherical mirrors in our daily life. surfaces that are shaped like part of a sphere, but
Hypothesis : Concave mirrors produces real and other shapes are sometimes used in optical
inverted images. Convex mirrors produces devices.
erect and diminished images.
Material used: Internet, concave mirror, convex
mirror, some pictures in science books
Proceedure :
We collect data about the uses of curved mirrors
from internet and science magazines. We know
about the use of the mirrors in our daily life. We
observed the convex mirror which used as rear
view mirror of vehicles and understand the
properties of the mirror. We observed the usage of
enlarged Image in the concave mirror
convex mirrors in head lights of the vehicles, torch
lights. We collect some data about the history of
mirrors and their properties in the internet.
Data collection:
Intruduction: The most familiar type of mirror is
the plane mirror, which has a flat screen
surface. Curved mirrors are also used, to
produce magnified or diminished images or focus
light or simply distort the reflected image.
A curved mirror is a mirror with a curved

18 www.physicalscience4ever.blogspot.in
 dimished image in convex mirror
Uses of concave mirrors:
A concave mirror, or converging mirror, has a
reflecting surface that bulges inward. Concave
mirrors reflect light inward to one focal point.
They are used to focus light. Unlike convex
mirrors, concave mirrors show different image
types depending on the distance between the
object and the mirror.
 Convace mirrors used by dentists to see
enlarged images of teeth.
 Concave mirrors used by doctors for examining
eyes, ears, nose and throat.
 Concave mirror used in solar cooker.
 It is used in shaving to get an enlarged and erect
image of the face .
 The concave mirror is used in front lights of
cars to reflect the light. It is also used in
torch lights
19 www.physicalscience4ever.blogspot.in
 The concave mirror is used in the solar ovens
and the solar furnaces to collect a large
amount of solar energy in the focus of the
mirror for cooking food , heating water ,
recharging power backups or melting metals
respectively .
 Concave mirrors are used in the electron
microscopes and magnifying glasses , They are
used in the visual bomb detectors and they are
used in the flash light mirror of camera
Uses of convex mirrors:
A convex mirror, fish eye mirror or diverging
mirror, is a curved mirror in which the reflective
surface bulges toward the light source. Convex
mirrors reflect light outwards, therefore they are
not used to focus light. Such mirrors always form
a virtual image, since the focal point (F) and the
centre of curvature (2F) are both imaginary points
"inside" the mirror, that cannot be reached. As a
result, images formed by these mirrors cannot be
projected on a screen, since the image is inside the
mirror. The image is smaller than the object, but
gets larger as the object approaches the mirror.
 Convex mirror is used as a rare view mirror or
a vehicles.
 To know the traffic in the curved paths in PROJECT REPORT
hospitals. Name of the project: Uses of concave and
convex mirrors in our daily life.
Class : 10th
Subject: Physical Science
School: …………………………………
Time taken for the project: 5 days
Apparatus/references: Internet, news papers,
magazines etc.,
 Used as reflectors in street lights. Details of the project:
We collect data about mirrors from internet
and science magazines. We know about the use of
the mirrors in our daily life. We observed the
convex mirror which used as rear view mirror of
vehicles and understand the properties of the
mirror. We observed the usage of convex mirrors
in head lights of the vehicles, torch lights. We
 To know the traffic in the ghat roads. prepared this project by discussing with our
team members and teachers.
Observations:
1) The images in the rare view mirrors seems to
be small.
2) Our image in side the steel boul seems big and
outside seems small.
3) In the torch light the concave mirror is used to
obtain strain light beam.
4) The light inserted at focus of the concave
 The convex mirror is suitable for convenient
mirror in the head lights of the cars.
shop and big supermarket and any other
corner where need anti-thief. Project outcome:
We understand the use of sperical mirrors in our
Observations:
daily life. With the help of our parents and
 The images in the rare view mirrors seems to teachers we collected some data in the internet and
be small. various science magazines about the mirrors. We
 Our image in side the steel boul seems big and understand the usage of spherical mirrors in
outside seems small. various fields.
 In the torch light the concave mirror is used to Names of the group members and work
division:
obtain strain light beam.
S. Name of the
 The light inserted at focus of the concave Work allotted
No. member
mirror in the head lights of the cars. 1
Conclusion :
2
 We understand the use of sperical mirrors in
our daily life. With the help of our parents and 3
teachers we collected some data in the internet 4
and various science magazines about the
5
mirrors. We understand the usage of spherical
mirrors in various fields.
Date of submission Signatures
References : internet and science magazines .

20 www.physicalscience4ever.blogspot.in
 4. Written Works - Note books for 10 marks

For every student writing skill is very important to express what he

has understood in his own words. For these notebooks helps a lot, because of
this creativity, writing by thinking on their own they develop their scientific
knowledge. They have to work on writing with their own vocabulary, by using
their experiences of what they learnt. After classroom discussions ask them to
write explanation for those words according to their understanding. It helps to
content understanding and after that to write the answers on their own. Ask
them to write answers on their own for the questions under let's improve
learning for every unit.
How to evaluate the written work?
There are 10 marks for written work in constructive evaluation.
Written work should not be the copy from the book but it should be on his/her
own. Draw the diagrams wherever necessary. Words, sentences should be
meaningful without mistakes.

1. Slip test for 20 marks

As a part of constructive evaluation teacher should estimate the

student's understanding after teaching every lesson. Testing the student's
understanding at anytime but not in a specified time and making the students
that they are writing an exam is said to be a slip test. It is not like a unit test.
How to conduct the slip test?
Conduct the test without prior declaration after teaching the lesson.
20 marks for slip test. As part of constructive evaluation at FA times slip should
be conducted in any period of 45 minutes duration. Questions in the slip test
should some of the academic standards and they should write answers on their
own. Keep 200 page long notebook for slip tests. Four formative slip tests in an
academic year should be written in this text book only. Basing on the answers,
discuss with the children how they are in each academic standard. This is the
key issue in constructive evaluation and compulsory one too. Enroll the slip
tests grades in the register.

21 www.physicalscience4ever.blogspot.in
 FORMATIVE ASSESSMENT - 1
Time:45 Minutes. PHYSICAL SCIENCE MAX MARKS: 20
Name:…………………………………….… Class: 10th Roll No:……School:........................................
I. Answer the following questions: 2X4=8
1) A virtual image is formed, when an object placed infront of a concave mirror. Answer the
following questions based on the above statement.:
a) What is the position of the object?
b) Where is the image formed?
c) What is the relation between the distance of theo bject and focal length?
d) Write the characteristics of the image formed?
2) You have given some lead shots and asked to find out the specific heat of lead shots. Then,
a) Which apparatus you use?
b) How can you find out the specific heat of the lead shots?
II. Answer the following questions: 2X2=4
3) “This is responsible for spoiling of food”
In the above statement,
(1) What “this” refers?
(2) How can we prevent it?
4) Balance the following equation:
C3H8 + O2 → CO2 + H2O
III. Answer the following questions: 2X1=2
5) Rani observe that the water droplets formed on the walls of the glass tumbler when he poured
cold water in it. Why this happens?
1 1 1
6) = + : Mirros formula.
𝑓 𝑢 𝑣
In the above formula, what are f, u and v indicates?
IV. Write correct answer in the brackets: 6X1=6
7) Match the following: ( )
SET A SET B
1) Latent heat of vaporization ( ) A) 80 cal/gm
2) Latent heat of fusion ( ) B) 373 K
3) Boiling point of water ( ) C) 540 cak/gm
4) Melting point of Ice ( ) D) 273 K
(a) 1-a, 2-c, 3-b, 4-d (b) 1-a, 2-c, 3-d, 4-b
(c) 1-c, 2-a, 3-b, 4-d (d)1-c, 2-a, 3-d, 4-b
8) A: All decomposition reactions are endothermic.
B: Endothermic reactions liberates heat energy. ( )
(a) A right, B wrong (b) A wrong, B right (c) A right, B right (d) A wrong, B wrong
9) Which is wrong set. ( )
a) Oxidation: adding of oxygen
b) corrosion: Alloying
c) Rancidity: Galvanizing
d) Exothermic: + Q
10) Formula of Marble. ( )
(a) CaO (b) Ca(OH)2 (c) CaCO3 (d) CO2
ℎ𝑖
11) = ( )
ℎ𝑜
𝑣 𝑢 𝑣 𝑢
(a) (b) (c) − (d)−
𝑢 𝑣 𝑢 𝑣
12) This diagram is used to prove: ( )
(a) I law of reflection
(b) II law of reflection
(c) both I law of reflection and II law of reflection
(d) None

VISIT: www.physicalscience4ever.blogspot.in Prepared by: K. V.RAMANA & G.V.RAMAPRASAD

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About This Book

This book provides you all information for Formative Assessment 1

for Class X. We think this book helps to all the physical science learners. We
request to all the students try to write some more other Lab Activities and
Projects in the FA 1 syllabus.

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K V RAMANA, G V RAMA PRASAD,

SA, PHYSICAL SCIENCE, PGT, PHYSICAL SCIENCE, CRT,
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VISIT: www.physicalscience4ever.blogspot.in Prepared by: K. V.RAMANA & G.V.RAMAPRASAD