Revision Schedule class 11 chemistry

 

10-Day Revision Plan

Some Basic Concepts of Chemistry + Structure of Atom + Classification of Elements & Periodicity + Redox Reactions

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Day 1 — Basic Concepts (Part 1)

• Importance of chemistry, physical quantities & SI units
• Precision, accuracy, significant figures
• Laws of chemical combination (conservation of mass, definite proportions, multiple proportions, reciprocal proportions, Gay Lussac's law)
• Dalton's atomic theory (recap)
• Practice: significant figure & unit conversion problems

Day 2 — Basic Concepts (Part 2)

• Atomic mass, molecular mass, formula mass
• Mole concept, Avogadro number
• Molar mass, percentage composition
• Empirical formula & molecular formula (numericals)
• Stoichiometry and stoichiometric calculations
• Limiting reagent problems
• Practice: 10–12 mole concept/stoichiometry numericals

Day 3 — Structure of Atom (Part 1)

• Discovery of electron, proton, neutron
• Thomson's, Rutherford's atomic models (and their limitations)
• Atomic number, mass number, isotopes, isobars
• Electromagnetic radiation, Planck's quantum theory
• Photoelectric effect
• Bohr's model of hydrogen atom + line spectrum of hydrogen

Day 4 — Structure of Atom (Part 2)

• Limitations of Bohr's model
• Dual behaviour of matter (de Broglie equation)
• Heisenberg's uncertainty principle
• Quantum mechanical model of atom (basic idea)
• Quantum numbers: n, l, m, s — meaning and allowed values
• Shapes of s, p, d orbitals
• Aufbau principle, Pauli exclusion principle, Hund's rule
• Electronic configuration of atoms (practice writing configs)

Day 5 — Full Revision: Basic Concepts + Structure of Atom

• Redo all numericals (mole concept + quantum numbers) without notes
• Self-test: 15 MCQs + 5 short answers (30 min, timed)
• List weak points for later review

Day 6 — Classification of Elements & Periodicity (Part 1)

• Need for classification, brief history (Döbereiner, Newlands, Mendeleev)
• Modern periodic law, present form of periodic table
• Nomenclature of elements with atomic number >100
• Electronic configurations and types of elements (s, p, d, f block)
• Periods and groups, valence electrons

Day 7 — Classification of Elements & Periodicity (Part 2)

• Periodic trends: atomic radius, ionic radius
• Ionization enthalpy, electron gain enthalpy, electronegativity
• Trends across periods and down groups (with reasons)
• Periodic trends in chemical reactivity
• Anomalous properties of second period elements (diagonal relationship)
• Practice: trend-comparison and reasoning-based questions

Day 8 — Redox Reactions

• Classical idea of oxidation-reduction
• Oxidation number concept — rules for assigning
• Types of redox reactions: combination, decomposition, displacement, disproportionation
• Balancing redox equations:
  • Oxidation number method
  • Half-reaction (ion-electron) method
• Redox reactions in terms of electron transfer
• Practice: balance 10–12 redox equations using both methods

Day 9 — Full Revision: Periodicity + Redox

• Redo periodic trend diagrams and redox balancing from memory
• Solve previous year/HOTS questions (mixed from both chapters)
• Quick recap table: element block | trend | reason
• Mark remaining doubts for Day 10

Day 10 — Mock Test + Final Touch-Up

• Full mock test (1–1.5 hrs): mix of all 4 chapters — MCQs, numericals, short & long answers
• Evaluate and revisit weak areas
• Rapid-fire recap:
  • Mole concept formulas
  • Quantum numbers & electronic configuration rules
  • Periodic trends (across period/down group)
  • Redox balancing steps
• Final one-page cheat sheet read-through (all 4 chapters)

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Daily Tips

• Do at least 5–8 numericals daily (mole concept, redox balancing) — this chapter set is calculation-heavy.
• Keep a running "formula sheet" (mole formulas, quantum number rules, periodic trend summary).
• Use blank periodic table printouts to test yourself on trends without labels.
• Spend last 10 minutes each day writing electronic configurations of 5 random elements from memory.

Revision Schedule grade 10 chemistry

 

10-Day Revision Plan

Chemical Reactions & Equations + Acids, Bases and Salts

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Day 1 — Chemical Equations Basics

• Writing and balancing chemical equations (hit-and-trial method)
• Word equations → symbol equations
• Types of reactions: Combination & Decomposition
  • Sub-types of decomposition: thermal, electrolytic, photolytic
• Practice: Balance 15–20 equations from NCERT

Day 2 — More Reaction Types

• Displacement and Double Displacement reactions
• Precipitation reactions (identify precipitate formation)
• Oxidation & Reduction — definitions in terms of gain/loss of oxygen and hydrogen
• Redox reactions — identify oxidised/reduced species in given equations
• Practice: Identify reaction type for 20 mixed equations

Day 3 — Everyday Applications

• Effects of oxidation in daily life: Corrosion and Rancidity
• Ways to prevent rancidity (antioxidants, airtight containers, refrigeration, nitrogen flushing)
• Quick revise Day 1 & 2 concepts (10 min flash recall, no notes)
• Solve 5 previous-year/HOTS questions

Day 4 — Full Revision: Chapter 1

• Complete NCERT in-text + end-of-chapter questions
• Make a one-page equation/keyword cheat sheet
• Self-test: 15 MCQs + 5 short-answer questions (timed, 30 min)

Day 5 — Acids and Bases: Properties

• Chemical properties of acids and bases
• Reaction of acids/bases with metals (H₂ gas test)
• Reaction with metal carbonates/bicarbonates (CO₂ test)
• Reaction of acids with bases (neutralization)
• Natural, synthetic, and olfactory indicators (litmus, turmeric, onion/vanilla)

Day 6 — pH Concept

• pH scale (0–14), pH paper vs universal indicator
• Relation between H⁺ ion concentration and pH
• Importance of pH in everyday life:
  • Human body (stomach acid, tooth decay)
  • Plants and animals (soil pH, aquatic life)
  • Digestion (antacids)
• Practice pH-based numericals/diagram questions

Day 7 — Salts (Part 1)

• Family of salts, pH of salt solutions (acidic/basic/neutral salt)
• Common salt (NaCl) — preparation & uses
• Chlor-alkali process → NaOH, Cl₂, H₂ and their uses
• Bleaching powder — preparation, formula (CaOCl₂), uses

Day 8 — Salts (Part 2)

• Baking soda (NaHCO₃) — preparation, uses, reaction on heating
• Washing soda (Na₂CO₃·10H₂O) — preparation from baking soda, uses
• Plaster of Paris (CaSO₄·½H₂O) — preparation, setting reaction, uses
• Water of crystallization — concept + examples (gypsum, blue vitriol)
• Revise Day 5–7 with a self-made table (salt | formula | prep | uses)

Day 9 — Full Revision: Both Chapters

• Redo all equations from both chapters without looking (write from memory)
• Diagram practice: activity setups (e.g., zinc + acid, rusting experiment)
• Solve previous year board questions (both chapters mixed)
• List down formulas/definitions still shaky — mark for Day 10

Day 10 — Mock Test + Final Touch-Up

• Take a full mock test (1 hour): mix of MCQs, short answer, long answer, HOTS
• Evaluate and identify weak spots
• Rapid-fire revision of:
  • All reaction types with examples
  • All salt formulas and uses
  • pH values of common substances
• Final cheat-sheet read-through (both chapters, 20–30 min)

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Daily Tips

• Spend the last 10 minutes of each day writing 5 equations from memory.
• Keep a single running list of "confusing points" — review it every 2 days.
• Use active recall (self-quiz) over passive re-reading wherever possible.

Chapter: Acids, Bases and Salts

Class: X   |   Subject: Science (Chemistry)

Time Allowed: 40 minutes                                                                                                                    Maximum Marks: 20

General Instructions:

(i) All questions are compulsory.

(ii) Questions 1–3 are Multiple Choice Questions (1 mark each).

(iii) Questions 4–5 are Assertion–Reason type (1 mark each).

(iv) Questions 6–7 carry 2 marks; 8–9 carry 3 marks; Question 10 carries 5 marks.

(v) All questions are based on real-life/competency-based scenarios — read each carefully before answering.

 

Section A — Multiple Choice Questions (1 × 3 = 3 marks)

1. A student spills a few drops of a colourless liquid on the lab bench. On testing with blue and red litmus paper, the blue litmus turns red but the red litmus shows no change. The liquid is most likely:

(a) A basic solution such as dilute NaOH

(b) An acidic solution such as dilute HCl

(c) A neutral solution such as common salt solution

(d) Distilled water

2. Ravi adds a pinch of baking soda to a test tube containing dilute acetic acid. He observes brisk effervescence. When he passes the gas produced through freshly prepared lime water, it turns milky. The gas evolved is:

(a) Hydrogen gas

(b) Oxygen gas

(c) Carbon dioxide gas

(d) Sulphur dioxide gas

3. A farmer is advised to treat his acidic soil before sowing crops. Which of the following would he most appropriately add to the soil to neutralise its excess acidity?

(a) Quick lime (calcium oxide)

(b) Gypsum

(c) Common salt

(d) Sulphuric acid

Section B — Assertion–Reason Type (1 × 2 = 2 marks)

For questions 4 and 5, two statements are given — one labelled Assertion (A) and the other labelled Reason (R). Choose the correct option:

(a) Both A and R are true, and R is the correct explanation of A.

(b) Both A and R are true, but R is not the correct explanation of A.

(c) A is true, but R is false.

(d) A is false, but R is true.

4. Assertion (A): Dilute acids are generally stored and transported in plastic containers rather than metal containers.

Reason (R): Acids react with reactive metals to liberate hydrogen gas, which can corrode a metal container over time.

5. Assertion (A): While diluting a concentrated acid, the acid should always be added slowly to water, and not water to acid.

Reason (R): The process of dissolving an acid in water is highly exothermic, and adding water to concentrated acid can cause the mixture to splash out due to sudden local heating.

Section C — Short Answer Type I (2 × 2 = 4 marks)

6. A shopkeeper stores an antacid tablet on his shelf to treat acidity. A customer complains of a burning sensation in the stomach after a heavy meal and asks how the tablet works.

Explain, with a chemical equation, how an antacid tablet (containing milk of magnesia) relieves acidity. Name the type of reaction involved.

7. Two test tubes, A and B, contain colourless solutions. A student adds a few drops of phenolphthalein to test tube A and it turns pink; the same indicator added to test tube B shows no colour change.

Identify the nature (acidic/basic/neutral) of the solution in each test tube. Justify your answer using the property of phenolphthalein.

Section D — Short Answer Type II (3 × 2 = 6 marks)

8. A milkman adds a very small amount of baking soda to fresh milk before storing it for a few hours in summer, to prevent it from turning sour quickly.

(a) State whether baking soda is acidic, basic or neutral in nature.

(b) Explain how adding it shifts the pH of milk and helps delay souring. (c) Write the chemical name and formula of baking soda.

9. During an experiment, a student takes dilute sulphuric acid in a test tube and drops a few pieces of zinc granules into it. She observes bubbles of a gas forming, and on bringing a burning matchstick near the mouth of the test tube, it burns with a 'pop' sound.

(a) Identify the gas evolved and write a balanced chemical equation for the reaction.

(b) Why does the gas burn with a pop sound?

(c) Name one metal that would NOT show this reaction with dilute acids, and give a reason.

Section E — Long Answer Type (5 × 1 = 5 marks)

10. A water-treatment plant supervisor needs to make chlorine-free drinking water safe for a village that primarily has hard, slightly acidic water. He plans to use bleaching powder for disinfection and lime for treating the acidity of water and soil around the reservoir.

(a) Name the chemical compound used as bleaching powder, and write the chemical equation for its preparation from slaked lime.

(b) Explain why bleaching powder is used for disinfecting drinking water.

(c) Name the type of lime used to reduce soil/water acidity and write its chemical formula.

(d) A student says, 'Plaster of Paris and bleaching powder are prepared from the same raw material.' Justify whether this statement is correct, identifying the common raw material.

(e) State one precaution that should be taken while storing bleaching powder.

 

— End of Question Paper —

Methods of separation / Separation techniques

https://drive.google.com/drive/folders/1fG9K0SBJCg0JGXjjs3E6yfeinznDR4VU?usp=drive_link

Assignment 1

Topic: Methods of separation / Separation techniques

 Q1 Define crystallisation.State the principle on which it works.

Q2 When is distillation used and where is fractional distillation used? Give one example of each.

Q3 Riya wants to separate a mixture of sand and salt.She directly filters the mixture without adding water. Will she succed? Justify.

Q4 A chemist has a mixture of ammonium chloride and sand .He heats the mixture and notices white fumes depositing on the upper part of apparatus.

(i) Name the process.

(ii) Which substance is separated?

 (iii) Why does this method work?

Q5 A student is given a mixture of oil, water and salt. She performs the following steps:

Uses a separating funnel.

Then, the remaining solution evaporates.

Answer the following:

(i) Why is a separating funnel used first?

(ii) What type of mixture is oil and water?

(iii) Which property is used in the funnel?

(iv) What is obtained after evaporation?

(v) Name the processes used overall.

Assignment 2

Topic: Methods of separation / Separation techniques

Q1 What type of mixtures can be separated by chromatography?

Q2 Can we separate two liquids A( boiling point 353K) and B(boiling point 365K) present in a mixture by simple distillation?

Q8 Why is fractionating column used in fractional distillation?

Q3 The fractional distillation method is suitable for separating which type of mixture? Explain with two examples.

Q4 Differentiate between simple distillation and fractional distillation.

Q6 Explain how petroleum is refined using fractional distillation?

Chemical kinetics

 Topic 1

 Topic 2

 Topic 3

 Topic 4

 Topic 5 : First order thermal decomposition of gaseous compound

1. Consoder the following first order thermal decomposition of SO2Cl2 at a constant volume:

SO2Cl2 (g) --> SO2 (g) + Cl2(g)

If the total pressure of the gases is found to be 200 torr after 10 s and 300 torr upon complete decomposition of SO2Cl2. Calculate rate constant.

IV EVS PA

NOTE UNDERSTAND THE WORKSHEETS THROUGHLY AND THESE ATTEMPT THESE COMPETANCY BASED QUESTIONS  

CHAPTER 8                                         CLASS IV                                             REVISION TEST

Q1.Identify and explain

Look at the farming tools or machinery listed (you may provide images or names in your actual paper).

1. Identify each tool or machine.

2. Describe one practical use for each in farming.

3. Suggest one simple safety or efficiency tip when using any one of them.

Q2.Explain, connect, and evaluate

a) Explain what a weed is and what the practice of weeding involves.
b) Describe how the presence of weeds affects crop growth and yield.
c) Suggest one practical step a farmer or gardener can take to reduce weed impact, and briefly explain why it helps.

Q3.Explain, compare, and evaluate

a) Explain what manure is, how it is made, and how it is used in farming.
b) Compare manure with chemical fertilizers, noting at least one similarity and one difference in their use or effects.
c) Name two examples of chemical fertilizers.

Q4.Explain and infer

a) Discuss whether fertilizers and pesticides can be harmful to humans, and in what ways.
b) Explain what happens when fertilizers or pesticides are washed off by rain—where do they go, and what might be the effect?
c) Propose one measure to reduce such harmful runoff in a local farming or gardening context..

Q5.a) Investigate whether there are pesticides or pest‑control methods that are less harmful to humans. Provide one example or idea.

b) Explain a safe, traditional, or natural way to protect grains or crops from pests—for instance, using neem leaves or another locally available method.
c) Suggest one simple step to test or promote this method in your community or school, mentioning one expected benefit.

Revision test

Class IV

Chapter 9

Q1: What is the first step in the digestive process when food enters the mouth?

(a) It is mixed with digestive juices

(b) It is chewed and ground by teeth

(c) It travels down the food pipe

(d) It is absorbed into the bloodstream

Q2: What role does saliva play in digestion ?

(a) It breaks down proteins

(b) It helps to breakdown food into smaller particles

(c) It absorbs food into the bloodstream

(d) It moves food through the digestive path

Q3: What is the primary function of the small intestine in digestion?

(a) To grind anḍ crush food

(b) To absorb water from the food

(c) To breakdown food into tiny particles and absorb nutrients

(d) To store waste food

Q4: What is the substance in the mouth that helps breakdown starch?

(a) Saliva

(b) Bile

(c) Gastric juice

(d) Pancreatic Juice

Q5: What happens when food passes through the food pipe?

(a) It gets absorbed into the bloodstream

(b) It is churned broken down further

(c) it moves through by muscle contractions

(d) It is digested and absorbed by the stomach.

Q6: Which part of the digestive system is responsible for breaking down food into nutrients that can be absorbed by the body?

(a) Mouth

(b) Stomach

(c) Small Intestine

(d) Large Intestine

Q7: What happens after food is broken down in the small intestine?

(a) It is expelled through the anus .

(b) It is absorbed into the bloodstream.

(c) It moves to the large intestine for digestion

(d) It enters the stomach for further digestion.

Q8: Where is solid waste formed after digestion?

(a) Mouth

(b) Stomach

(c) Small Intestine

(d) Large Intestine

Q9: What does your body do with the food that is absorbed into the bloodstream?

(a) It is converted into waste

(b) It is used to produce energy and maintain growth.

(c) It is stored in the large intestine

(d) It is passed into the stomach for further breakdown

Q10: What does iodine solution do when applied to foods that contain starch?

(a) It turns the food green.

(b) It turns the food black or blue.

(c) It turns the food red.

(d) It makes the food transparent.

Q1.Imagine the stomach were a straight tube instead of its normal bag‑like, expandable shape.

Explain what practical problems or changes in digestion might result. How would this altered shape affect the stomach’s roles such as storing, mixing, or starting to break down food?

Q2.Describe the role of the small intestine in digestion and nutrient absorption.

Show how specific structural features—like its length, folds, or tiny projections—support efficient absorption of nutrients into the body.

Q3.Compare, contrast, and evaluate:

• Compare the main functions of the stomach and the large intestine in the digestive process.

• Contrast how each organ contributes differently to digestion and overall health.

• Decide which of their functions is most critical for nutrition, and justify your choice briefly.

Q4 Compare systems and make a judgement:

Compare the digestive system of a human with that of an earthworm.

• Identify at least two similarities and two differences.

• Decide which system is more complex, and justify your choice based on number of parts, specialization, or processes involved.

Q5.Discuss how the food pipe (oesophagus) supports digestion—and what might happen if it does not work properly.

• Describe its role in moving food toward the stomach.

• Infer probable consequences on digestion or health if the food pipe couldn’t perform this role well.

Revision Test

Chapter 10

Class IV                                                          EVS                                                                       PA 3

Q1. A school eco-club starts a compost pit in the campus. They add vegetable peels, dry leaves, and some earthworms to the pit. After a few weeks, the waste turns into dark, crumbly manure.

(a) Explain how earthworms help in converting garbage into manure.
(b) Predict what would happen if earthworms were not added to the compost pit.
(c) Suggest two benefits of using compost manure in the school garden.

Q2. In your locality, wastewater from houses is carried through underground pipes to a treatment facility before being released into a nearby river.

(a) Identify the different stages that may be involved in treating sewage.
(b) Examine how these treatment methods help in maintaining public health.
(c) Evaluate the environmental benefits of treating sewage before releasing it into water bodies.

Q3. A city plans to build a new Sewage Treatment Plant (STP) because untreated sewage was earlier being discharged into open drains.

(a) Describe the role of a sewage treatment plant in waste management.
(b) Analyze the possible dangers to humans and the environment if sewage is not treated properly.
(c) Suggest two long-term benefits of setting up an STP in the city.

Q4. In a village near a river, some people practice open defecation along the riverbank. After the rainy season, many villagers fall sick due to water-borne diseases.

(a) Explain how improper outdoor defecation affects the environment.
(b) Analyze how it impacts public health.
(c) Justify why defecating near water sources should be strictly avoided.

Q5. A student eats food without washing hands after cleaning a garbage bin and later suffers from stomach infection.

(a) Explain why it is important to wash hands after handling decomposing waste or using the toilet.
(b) Describe the role of microbes in spreading diseases.
(c) Suggest two hygienic practices that can prevent the spread of infections.

Worksheet 1

Multiple Choice Questions:

1. During which stage of rice production are the husks removed?

     (a) Harvesting             (b) Threshing             (c) Miling             (d) Polishing

2. The by-product of rice polishing is often used for:

    (a) Animal feed             (b) Fertilizer             (c) Packaging         (d) Construction material

3. What role do microbes play in decomposing food waste?

    (a) Make food poisonous                     (b) Break down food into simpler substances

    (c) Produce toxic gases                            (d) Increase food weight

4. Why should we wash our hands after handling decomposed food?

    (a) To avoid spreading germs             (b) To remove dirt

    (c) To keep hands dry                         (d) To remove bad smell

5.What is the primary function of a septic tank?

    (a) Store waste permanently                 (b) Break down waste using microbes

    (c) Filter water for reuse                       (d) Incinerate waste

6. What happens to banana peels after they decompose?

    (a) They become fertilizer                     (b) They disappear completely

    (c) They turn into gas                            (d) They remain unchanged

7. Which method is most effective for treating sewage waste?

    (a) Boiling             (b) Filtration             (c) Sewage treatment plant             (d) Direct disposal into rivers

8. Why should outdoor defecation be avoided near water sources?

    (a) It looks unpleasant                            (b) It leads to water contamination

    (c) It causes soil erosion                         (d) It attracts animals

9. Why might covering decomposing food speed up the process?

    (a) It traps heat and moisture                 (b) It prevents flies

    (c) It keeps away sunlight                     (d) It allows ventilation

10. What is the role of bacteria in sewage treatment plants?

    (a) Produces foul smell                         (b) Break down organic waste

    (c) Removes water                                 (d) Solidifies waste