class 10 science chapter 15 case study questions

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Case Study Chapter 15 Our Environment

Please refer to Chapter 15 Our Environment Case Study Questions with answers provided below. We have provided Case Study Questions for Class 10 Science for all chapters as per CBSE, NCERT and KVS examination guidelines. These case based questions are expected to come in your exams this year. Please practise these case study based Class 10 Science Questions and answers to get more marks in examinations.

Case Study Questions Chapter 15 Our Environment

Case/Passage – 1 Food chains are very important for the survival of most species. When only one element is removed from the food chain it can result in extinction of a species in some cases. The foundation of the food chain consists of primary producers. Primary producers, or autotrophs, can use either solar energy or chemical energy to create complex organic compounds, whereas species at higher trophic levels cannot and so must consume producers or other life that itself consumes producers. Because the sun’s light is necessary for photosynthesis, most life could not exist if the sun disappeared. Even so, it has recently been discovered that there are some forms of life, chemotrophs, that appear to gain all their metabolic energy from chemosythesis driven by hydrothermal vents, thus showing that some life may not require solar energy to thrive.

Question: If 10,000 J solar energy falls on green plants in a terrestrial ecosystem, what percentage of solar energy will be converted into food energy? (a) 10,000 J (b) 100 J (c) 1000 J (d) It will depend on the type of the terrestrial plant.   

Question: If Ravi is consuming curd/yogurt for lunch, which trophic level in a food chain he should be considered as occupying ? (a) First trophic level (b) Second trophic level (c) Third trophic level (d) Fourth trophic level 

Question: The decomposers are not included in the food chain.The correct reason for the same is because decomposers: (a) Act at every trophic level of the food chain (b) Do not breakdown organic compounds (c) Convert organic material to inorganic forms (d) Release enzymes outside their body to convert organic material to inorganic forms 

Question: Matter and energy are two fundament  al inputs of an ecosystem. Movement of (a) Energy is bidirectional and matter is repeatedly circulating. (b) Energy is repeatedly circulation and matter is unidirectional. (c) Energy is unidirectional and matter is repeatedly circulating. (d) Energy is multidirectional and matter is bidirectional. 

Question: Which of the following limits the number of trophic levels in a food chain? (a) Decrease in energy at higher trophic levels (b) Less availability of food (c) Polluted air (d) Water   

Case/Passage – 2

The diagram below shows a food web from the sea shore

Question: The mussel can be described as (a) Producer (b) Primary consumer (c) Secondary consumer (d) decomposer   

Question: Which trophic level is incorrectly defined? (a) Carnivores – secondary or tertiary consumers (b) Decomposers – microbial heterotrophs (c) Herbivores – primary consumers (d) Omnivores – molds, yeast and mushrooms   

Question:  The given figure best represents:  

(a) Grassland food chain (b) Parasitic food chain (c) Forest food chain (d) Aquatic food chain   

Question: Why do all food chains start with plants? (a) Because plants are easily grown (b) Because plants are nutritious (c) Because plants can produce its own energy (d) Because plants do not require energy 

Question: In the food web, what two organisms are competing for food?

(a) A and B (c) A and C   (b) D and F (d) B and D   

Question: Consider the following statements concerning food chains: (i) Removal of 80% tigers from an area resulted in greatly increased growth of vegetation  (ii) Removal of most of the carnivores resulted in an increased population of herbivores. (iii) The length of the food chains is generally limited to 3 – 4 trophic levels due to energy loss (iv) The length of the food chains may vary from 2 to 8 trophic levels Which two of the above statements are correct? (a) (i), (iv) (b) (i), (ii) (c) (ii), (iii) (d) (iii), (iv)   

Question: Which of the following group of organisms are not included in ecological food chain? (a) Carnivores (b) Saprophytes (c) Herbivores (d) Predators     

Case/Passage – 3

Biosphere is a global ecosystem composed of living organisms and abiotic factors from which they derive energy and nutrients. And ecosystem is defined as structural and functional unit of the biosphere comprising of living and non-living environment that interact by means of food chains and chemical cyclesresulting in energy flow, biotic diversity and material cycling to form a stable, self-supporting system 

The diagram below shows a food web from the sea shore   

Question: The mussel can be described as (a) Producer (b) Primary consumer (c) Secondary consumer (d) decomposer 

Question: The given figure best represents: 

Case/Passage – 4

Food chains are very important for the survival of most species.

Question. Matter and energy are two fundamental inputs of an ecosystem. Movement of (a) Energy is bidirectional and matter is repeatedly circulating. (b) Energy is repeatedly circulation and matter is unidirectional. (c) Energy is unidirectional and matter is repeatedly circulating. (d) Energy is multidirectional and matter is bidirectional.

Question. Which of the following limits the number of trophic levels in a food chain? (a) Decrease in energy at higher trophic levels (b) Less availability of food (c) Polluted air (d) Water

Question. If 10,000 J solar energy falls on green plants in a terrestrial ecosystem, what percentage of solar energy will be converted into food energy? (a) 10,000 J (b) 100 J (c) 1000 J (d) It will depend on the type of the terrestrial plant.

Question. If Ravi is consuming curd/yogurt for lunch , which trophic level in a food chain he should be considered as occupying ? (a) First trophic level (b) Second trophic level (c) Third trophic level (d) Fourth trophic level

Question. The decomposers are not included in the food chain.The correct reason for the same is because decomposers: (a) Act at every trophic level of the food chain (b) Do not breakdown organic compounds (c) Convert organic material to inorganic forms (d) Release enzymes outside their body to convert organic material to inorganic forms

Case/Passage – 5

Observe the following diagram and answer the questions any four from (i) and (v)

Question. Effective segregation of wastes at the point of generation is very important. Select the appropriate statements giving the importance of waste segregation. I. less waste goes to the landfills II. better for public health and the environment III. help in reducing the waste IV. resulting in deterioration of a waste picker’s health (a) both I and II (b) both I and III (c) both II and III (d) both I and IV

Question. The given graph shows the amount of waste generated, dumped and treated in percentage. Identify the reason of low success rate of waste management process.

(a) only 15% of urban India’s waste is processed (b) less than 60% of waste is collected from households (c) more than 60% of waste is collected from households (d) both (a) and (b)

Question. Choose the waste management strategy that is matched with correct example. (a) Refuse Choose products that use less packaging (b) Reduce Give unwanted toys and books to hospitals or schools (c) Reuse Not using single use plastic (d) Repurpose Making flower pot from used plastic bottle

Question. Recycling of paper is a good practice but recycled paper should not be used as food packaging because (a) recycled papers may release color /dyes on food items (b) recycled papers are not absorbent (c) recycled papers can cause infection due to release of methane (d) recycled papers are costly

Question. According to the ‘Solid Waste Management Rule 2016’, the waste should be segregated into three categories. Observe the table below and select the row that has correct information

Case/Passage – 6

Biosphere is a global ecosystem composed of living organisms and abiotic factors from which they derive energy and nutrients. And ecosystem is defined as structural and functional unit of the biosphere comprising of living and non-living environment that interact by means of food chains and chemical cycles resulting in energy flow, biotic diversity and material cycling to form a stable, self-supporting system

Question. The given figure best represents:

(a) Grassland food chain (b) Parasitic food chain (c) Forest food chain (d) Aquatic food chain

Question. Consider the following statements concerning food chains: (i) Removal of 80% tigers from an area resulted in greatly increased growth of vegetation (ii) Removal of most of the carnivores resulted in an increased population of herbivores. (iii) The length of the food chains is generally limited to 3 – 4 trophic levels due to energy loss (iv) The length of the food chains may vary from 2 to 8 trophic levels Which two of the above statements are correct? (a) (i), (iv) (b) (i), (ii) (c) (ii), (iii) (d) (ii), (iv)

Question. Which trophic level is incorrectly defined? (a) Carnivores – secondary or tertiary consumers (b) Decomposers – microbial heterotrophs (c) Herbivores – primary consumers (d) Omnivores – molds, yeast and mushrooms

Question. The diagram below shows a food web from the sea shore

The mussel can be described as (a) Producer (b) Primary consumer (c) Secondary consumer (d) Decomposer

Question. Which of the following group of organisms are not included in ecological food chain? (a) Carnivores (b) Saprophytes (c) Herbivores (d) Predators

Class 10 Science Our Environment… Exam Questions

Question. List two items that can be easily recycled but we throw them in the dustbin. Answer :  Glass and plastic items can be easily recycled.

Question. State a way to prevent accumulation of harmful chemicals in our bodies. Answer : To minimize use of pesticides in agriculture.

Question. During heavy rain in a village the rainwater carried excessive fertilizers to a pond. How will it affect the fish population in the pond in the long run? Answer : The growth of fish will decrease as water gets polluted due to excessive algae growth.

Question. Write any two consequences if decomposers are removed from the ecosystem. Answer : (i) Dead organisms will pile up. (ii) There will be no replenishment of soil.

Question. State 10 percent law. Answer :  The energy available at any trophic level is only 10% of energy from previous trophic level.

Question. What will be the impact on ecosystems if bacteria,fungi/microorganism are removed from the environment? Answer :  Complex organic molecules will not breakdown into simple inorganic substances, preventing replenishment of soil.

Question. How is ozone layer important for human kind? Answer :  Ozone layer checks the entry of ultra violet rays of sun from reaching the earth. These rays otherwise can cause skin and blood cancer as well as defects in vision in human beings.

Question. A primary consumer in the food chain has 10000 J energy available. How much energy will be provided for tertiary consumer in this food chain? Answer :  100 J.

Question. Name the two components of an ecosystem. Answer :  Biotic and abiotic are two components of an ecosystem.

Question. In a food chain of frog, grass, insect and snake, assign trophic level to frog. Answer :  Grass$ Insect$ Frog$ Snake Frog is in 3rd trophic level i.e., secondary consumer.

Question. In a food chain of rabbit, grass and fox, assign trophic level to rabbit. Answer :  Grass$ rabbit$ fox Rabbit is a primary consumer or a herbivore or 1st trophic level.

Question. Name two decomposers operating in our ecosystem. Answer :  Bacteria and fungi.

Question. How do bacteria and fungi able to decompose some of the wastes in our ecosystem? Answer :  Bacteria and fungi have enzymes to break down complex organic substances to simple and smaller ones.

Question. Which chemical is used in fire extinguishers? How is it harmful? Answer :  Fire extinguishers use Chlorofluorocarbons (CFCs). It depletes ozone layer.

Question. What are the two main components of our environment? Answer :  Two main components of our environment are: a. Biotic (e.g., plants, animals etc.) b. Abiotic (e.g., soil, air, water etc.)

Question. In a certain study conducted on occurrence of DDT along food chains in an ecosystem, the concentration of DDT in grass was found to be 0.5 ppm (parts per million), in sheep it was 2 ppm and in man it was 10 ppm. Why was the concentration of DDT maximum in case of man? Answer :  DDT is non-biodegradable substance which accumulates at each trophic level. Since man is at the highest trophic level, there is maximum accumulation of DDT in him (biological magnification).

Question. Ozone is deadly poisonous, still it performs an essential function. How? Answer :  Ozone layer shields the surface of the earth and blocks the entry of UV rays from the sun.

Question. What is depicted in the below mentioned scheme? Answer :  Food chain/10% law.

Question. Why are plastics non-biodegradable substances? Answer :  Plastics cannot be broken down by the action of enzymes/bacteria/saprophyte.

Question. What is meant non-biodegradable waste? Identify biodegradable waste from the following: Empty packet of chips, empty plastic bottle of mineral water, empty paper box of sweets, empty tin of a cold drink. Answer :  Substances that do not break down by biological process are called non¬biodegradable waste. Empty paper box of sweets.

Question. Consider a food chain consisting of: wheat, rat, snakes, peacock: What will happen if all the snakes are killed? Answer :  If all snakes of food chain are killed the peacocks belonging to the next level will also die. Also the population of rats in the preceding level will highly increase.

Question. Choose one consumer each that belongs to the second and third trophic levels from the organisms given below: Eagle, frog, tiger, rabbit, fox Answer : (i) Second trophic level$ Rabbit (ii) Third trophic level$ Frog and fox.

Question. What happens during the first step of ozone formation in the atmosphere? Answer :  Oxygen in the presence of UV rays splits oxygen molecule into 2 oxygen atoms. (Image 55)

Question. Why are non-biodegradable substances not broken down by microbes? Answer :  Microbes are highly specific enzymes which can breakdown natural materials.

Question. What is an ecosystem? Answer :  Ecosystem is an interaction of physical and biotic factors present in an area among each other.

Question. Why is forest/lake considered a natural ecosystem? Answer :  Forests and lakes have both biotic and abiotic components which are present naturally and are interacting without man’s interference.

Question. If the energy available in phytoplanktons is 10,000 KJ, how much energy would a whale get on consuming them? Answer :  1000 J.

Question. List two man-made ecosystems. Answer :  Aquarium, crop land, park are man made ecosystem.

Question. ‘Save the Tiger’ campaign is being over¬emphasised these days by our government. What may be the possible reason? Answer :  Tiger stands at the top trophic level. To maintain ecological balance in nature and to preserve gene pool. Tiger is a threatened species. To help its survival, the Save the Tiger’ campaign is emphasized.

Question. When plants are eaten by primary consumers, a great deal of energy is lost as heat to the environment and some amount goes in carrying out various life processes. State the average percentage of energy lost in this manner. Answer :  90%.

Short Answer Questions

Question. a. What is the height of ozone from the equator? b. Name the rays against which ozone layer provides protection. c. Name one effect of depletion of ozone. Answer : i. 10 to 16 km. ii. UV rays. iii. Global wanning.

Question. Within the school premises while playing some students observed that some people are burning dry leaves. They knew that it would cause harm to the environment. They immediately went and to these people requested them to stop it. (i) How can the above activity be changed to make it environment friendly? (ii) ‘Students took initiative to stop the practice’. What values are displayed by them in this situation? (iii) How can we spread awareness among people about being environment friendly? Answer : (i) Dry leaves can be put in the cojnpost pit to make manure. (ii) Concern for environment, scientific temperament. (iii) Counselling, posters, print and audio visual media.

Question. What is wild life? How is it important? How is it being protected by government of India? Answer :  Wild life means our flora and fauna. It is important: a. to preserve bio-diversity. b. as each species has a position in the food chain so wildlife helps in balancing the nature. Various species of plants and animals are preserved in botanical gardens, national parks, zoological parks and wildlife sanctuaries.

Question. List three environmental friendly practices which you would like to form a part of your daily habits giving justification for each. Answer :  Three environmental friendly activities are: a. Should walk short distance to reduce use of vehicle running on fossil fuels. b. Use both sides of papers to reduce its use. Less trees will be cut to make more paper. c. Packing the gifts should not be practiced. It will reduce the use of shiny but non- biodegradable packing paper. Instead use the boxes and envelopes in which the gifts was received.

Question. State one important function of ozone layer in the atmosphere. How is it formed there? Which compounds are responsible for the depletion of ozone layer? How do these compounds enter into the atmosphere? Answer :  Ozone present in the upper regions of the atmosphere protects us from dangerous UV radiations. Formation of ozone layer : Ozone at the higher levels of the atmosphere is a product of UV radiations acting on oxygen (O2) molecule. The higher energy UV radiations split apart some molecular oxygen (O2) into free oxygen (O) atoms. These atoms then combine with the molecular oxygen to form ozone as shown: (Image 100) Chlorofluorocarbons (CFCs) are responsible for the depletion of ozone layer. These compounds enter the atmosphere.

Question. State two advantages of conserving (i) forests (ii) wild life Answer : (i) Advantages of conserving forest are termed as ‘biodiversity hotspots’. They have large number of species of plants and animals. (a) They purify air, help in recharging groundwater, bring rains and maintain the fertility of soil. (b) They are also a source of income for tribal people. (ii) Wild life is important (a) To preserve bio-diversity. (b) As each species has a position in the food chain so wildlife helps in balancing the nature.

Question. What are ozone holes? How do they form? Answer :  The coolants of Refrigerators and A/Cs use CFCs which release fluorine which react with ozone gas and break it into oxygen and a very reactive form of atomic oxygen which in turn can break another ozone molecule. Thus a chain reaction starts and layer of ozone becomes thinner at some places in upper atmosphere. These are called ozone holes.

Question. Distinguish between biodegradable , and nonbiodegradable substances. List two effects of each of them on our environment. Answer :

Effects of biodegradable substances: a. They release harmful gases like methane, ammonia, carbon dioxide, hydrogen sulphide, etc., during decomposition process. b. They release foul smell only during decomposition process but they do not cause any type of soil pollution. Effects of non-biodegradable substances: a. They persist in the environment for a long time and, thus, harm the various members of the ecosystem. b. They release very harmful gases when they are acted upon by physical processes like heat and pressure. c. They cause pollution of air, soil and water.

Question. Make an aquatic food chain up to tertiary consumer level. State the trophic level at which concentration of pesticide is maximum and why? Answer : Phytoplankton > Zooplankton -> Small fish > Bird. Tertiary consumer, E.g., Bird. Pesticides are not degradable and get progressively accumulated at each trophic level.

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Class 10 Science Case Study Questions PDF Download

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Are you searching for a comprehensive resource to improve your understanding and problem-solving skills in Class 10 Science? Look no further! In this article, we will explore the world of Class 10 Science case study questions and provide you with an opportunity to download a PDF resource containing a collection of case study questions designed specifically for this subject. Let’s dive in and enhance your knowledge!

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CBSE Class 10th – SCIENCE: Chapterwise Case Study Question & Solution

Case study questions provide a practical and real-life context for applying scientific concepts and principles. These questions require you to analyze a given scenario, identify relevant information, and utilize your scientific knowledge to solve problems or draw conclusions. Case study questions assess your ability to think critically, make connections, and apply scientific principles in a practical setting.

Chapterwise Case Study Questions for Class 10 Science

To support your preparation for Class 10 Science examinations, we have created a comprehensive PDF resource containing a collection of case study questions designed specifically for this subject. This PDF includes a variety of case studies covering different topics in Physics, Chemistry, and Biology. It will provide you with ample practice opportunities to enhance your analytical and problem-solving skills.

• Case Study Questions for Chapter 1 Chemical Reactions and Equations
• Case Study Questions for Chapter 2 Acids, Bases, and Salts
• Case Study Questions for Chapter 3 Metals and Non-Metals
• Case Study Questions for Chapter 4 Carbon and Its Compounds
• Case Study Questions for Chapter 5 Periodic Classification of elements
• Case Study Questions for Chapter 6 Life Processes
• Case Study Questions for Chapter 7 Control and Coordination
• Case Study Questions for Chapter 8 How do organisms reproduce?
• Case Study Questions for Chapter 9 Heredity and Evolution
• Case Study Questions for Chapter 10 Light reflection and refraction
• Case Study Questions for Chapter 11 Human eye and colorful world
• Case Study Questions for Chapter 12 Electricity
• Case Study Questions for Chapter 13 Magnetic effects of current
• Case Study Questions for Chapter 15 Our Environment

The above  Case studies for Class 10 Science will help you to boost your scores as Case Study questions have been coming in your examinations. These CBSE Class 10 Science Case Studies have been developed by experienced teachers of schools.studyrate.in for the benefit of Class 10 students.

• Class 10th Maths Case Study Questions

Benefits of Case Study Questions

Engaging with case study questions in Class 10 Science offers several benefits. Let’s explore some of them:

• Real-life application: Case study questions allow you to apply scientific concepts to real-life situations, enhancing your understanding of their practical relevance.
• Critical thinking skills: Analyzing case studies promotes critical thinking by challenging you to evaluate information, identify patterns, and draw logical conclusions.
• Problem-solving abilities: Case study questions require you to identify problems, propose solutions, and make informed decisions based on scientific evidence.
• Holistic learning: By examining different aspects of a case, you gain a broader perspective on scientific concepts and their interconnections.
• Preparation for higher education: Case study questions prepare you for future academic pursuits by developing skills necessary for scientific research and analysis.

Understanding the Structure of Case Study Questions

Case study questions typically present a scenario or a problem related to a scientific concept. The questions may require you to analyze data, interpret graphs, or propose solutions based on the given information. It is important to read the case study carefully, identify key details, and understand the context before attempting to answer the questions.

Tips for Analyzing and Answering Case Study Questions

To effectively analyze and answer case study questions, consider the following tips:

• Read the case study thoroughly: Take your time to understand the scenario, paying attention to key details and any scientific concepts mentioned.
• Identify the problem or objective: Determine the main question or objective that the case study aims to address. This will guide your analysis and help you stay focused.
• Break down the questions: Carefully read each question and break it down into smaller parts. Identify the specific information or data required to answer each question accurately.
• Apply scientific knowledge: Utilize your understanding of scientific principles and concepts to analyze the case study. Make connections between the given information and relevant scientific theories.
• Support your answers: Whenever possible, support your answers with scientific evidence or reasoning. Refer to specific data, graphs, or concepts from the case study to justify your conclusions.

Subject-wise Approach to Case Study Questions

Let’s explore how to approach case study questions in the subjects of Physics, Chemistry, and Biology.

In Physics case study questions, focus on understanding the principles and laws governing the given scenario. Analyze the data provided and apply relevant formulas and concepts to solve the problem. Consider factors such as motion, forces, energy, and electrical circuits, depending on the context of the case study.

Chemistry case study questions often involve analyzing chemical reactions, properties of substances, or experimental data. Pay attention to the details of the case study, such as reactants, products, conditions, and observations. Apply your knowledge of chemical reactions, bonding, and periodic trends to interpret and solve the problem.

Biology case study questions revolve around biological processes, organisms, and ecological relationships. Analyze the provided information, such as species interactions, environmental factors, or experimental results. Apply your understanding of biological concepts, such as genetics, evolution, ecosystems, and cellular processes, to address the questions effectively.

Importance of Practicing Case Study Questions

Practicing case study questions in Class 10 Science is crucial for several reasons:

• Application of knowledge: Case study questions enable you to apply scientific knowledge to real-life situations, enhancing your understanding and practical skills.
• Analytical thinking: Regular practice of case study questions hones your analytical thinking skills by challenging you to analyze complex scenarios and make informed decisions.
• Comprehensive understanding: Engaging with case studies offers a holistic understanding of scientific concepts, allowing you to grasp their practical implications and interconnections.
• Exam preparation: Practicing case study questions familiarizes you with the question patterns and formats commonly seen in Class 10 Science examinations, boosting your confidence and performance.

Case study questions offer a valuable opportunity to apply scientific knowledge in practical contexts. By engaging with these questions, you can develop critical thinking, problem-solving, and analytical skills necessary for success in Class 10 Science. Remember to carefully analyze the case study, apply your scientific understanding, and justify your answers with relevant evidence. Regular practice of case study questions will greatly enhance your overall performance in examinations.

Where can I find Class 10 Science case study questions?

You can download a comprehensive PDF resource containing Class 10 Science case study questions from schools.studyrate.in This resource is specifically designed to provide you with ample practice material.

Why is practicing case study questions important for exam preparation?

Regular practice of case study questions enhances your ability to apply scientific knowledge in practical contexts, improving your analytical thinking and problem-solving abilities. This ultimately contributes to better performance in Class 10 Science examinations.

How should I approach Class 10 Science case study questions?

Read the case study carefully, identify the problem or objective, and analyze the given information. Apply your scientific knowledge to address the questions and support your answers with relevant evidence.

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Case Study Questions Class 10 Science

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Download Case study questions for CBSE class 10 Science in PDF format from the myCBSEguide App . We have the new pattern case study-based questions for free download. Class 10 Science case study questions

This article will guide you through:

What are case study questions?

• Sample Papers with Case Study questions
• Class 10 Science Case Study question examples
• How to get case-based questions for free?
• How to attempt the case-based questions in Science?

Questions based on case studies are some real-life examples. The questions are asked based on a given paragraph i.e. Case Study.  Usually, 4-5 questions are asked on the basis of the given passage. In most cases, these are either MCQs or assertion & reason type questions. Let’s take an example to understand. There is one paragraph on how nitrogen is generated in the atmosphere. On the basis of this paragraph, the board asks a few objective-type questions. In other words, it is very similar to the unseen passages given in language papers. But the real cases may be different. So, read this article till the end to understand it thoroughly.

What is CBE?

CBSE stands for competency-based education. The case study questions are part of this CBE. The purpose of CBE is to demonstrate the learning outcomes and attain proficiency in particular competencies.

Questions on Real-life Situations

As discussed the case study questions are based on real-life situations. Especially for grade 10 science, it is very essential to have the practical knowledge to solve such questions. Here on the myCBSEguide app, we have given many such case study paragraphs that are directly related to real-life implications of the knowledge.

Sample Papers with Case Study Questions

Class 10 Science Sample Papers with case study questions are available in the myCBSEguide App . There are 4 such questions (Q.No.17 to 20) in the CBSE model question paper. If you analyze the format, you will find that the MCQs are very easy to answer. So, we suggest you, read the given paragraph carefully and then start answering the questions. In some cases, you will find that the question is not asked directly from the passage but is based on the concept that is discussed there. That’s why it is very much important to understand the background of the case study paragraph.

CBSE Case Study Sample Papers

You can download CBSE case study sample papers from the myCBSEguide App or Student Dashboard. Here is the direct link to access it.

Case Study Question Bank

As we mentioned that case study questions are coming in your exams for the last few years. You can get them in all previous year question papers issued by CBSE for class 1o Science. Here is the direct link to get them too.

Class 10 Science Case Study Question Examples

As you have already gone through the four questions provided in the CBSE model question paper , we are proving you with other examples of the case-based questions in the CBSE class 10 Science. If you wish to get similar questions, you can download the myCBSEguide App and access the Sample question papers with case study-type questions.

Case-based Question -1

Read the following and answer any four questions: Salt of a strong acid and strong base is neutral with a pH value of 7. NaCl common salt is formed by a combination of hydrochloride and sodium hydroxide solution. This is the salt that is used in food. Some salt is called rock salt bed of rack salt was formed when seas of bygone ages dried up. The common salt thus obtained is an important raw material for various materials of daily use, such as sodium hydroxide, baking soda, washing soda, and bleaching powder.

• Phosphoric acid
• Carbonic acid
• Hydrochloric acid
• Sulphuric acid
• Blue vitriol
• Washing soda
• Baking soda
• Bleaching powder

Case-based Question -2

• V 1  + V 2  + V 3
• V 1  – V 2  +V 2
• None of these
• same at every point of the circuit
• different at every point of the circuit
• can not be determined
• 20 3 Ω 203Ω
• 15 2 Ω 152Ω

Case-based Question -3

• pure strips
• impure copper
• refined copper
• none of these
• insoluble impurities
• soluble impurities
• impure metal
• bottom of cathode
• bottom of anode

How to Attempt the Case-Based Questions in Science?

Before answering this question, let’s read the text given in question number 17 of the CBSE Model Question Paper.

All living cells require energy for various activities. This energy is available by the breakdown of simple carbohydrates either using oxygen or without using oxygen.

See, there are only two sentences and CBSE is asking you 5 questions based on these two sentences. Now let’s check the first questions given there.

Energy in the case of higher plants and animals is obtained by a) Breathing b) Tissue respiration c) Organ respiration d) Digestion of food

Now let us know if you can relate the question to the paragraph directly. The two sentences are about energy and how it is obtained. But neither the question nor the options have any similar text in the paragraph.

So the conclusion is, in most cases, you will not get direct answers from the passage. You will get only an idea about the concept. If you know it, you can answer it but reading the paragraph even 100 times is not going to help you.

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CBSE Class 10 Science Case Study Questions Download Free PDF

If you are looking for the CBSE Class 10 Science Case Study Questions in PDF, then you are in the right place. CBSE 10th Class Case Study for the Science Subject is available here. These Case studies can help the students to solve the different types of questions that are based on the case study.

CBSE Board will be asking case study questions based on Science subjects in the upcoming board exams. Thus, it becomes an essential resource to study. 

The Science Subject case study for class 10th covers a wide range of chapters from the Science. Students willing to score good marks in their board exams can use it. The questions are highly interactive and it allows students to use their thoughts and skills to solve such kinds of questions.

Case Study Questions Class 10 Science

In board exams, students will find the questions based on assertion and reasoning . Also, there will be a few questions based on case studies. In that, a paragraph will be given, and then the MCQ questions based on it will be asked.

• Case Study Questions for Chapter 1 Chemical Reactions and Equations
• Case Study Questions for Chapter 2 Acids, Bases, and Salts
• Case Study Questions for Chapter 3 Metals and Non-Metals
• Case Study Questions for Chapter 4 Carbon and Its Compounds
• Case Study Questions for Chapter 5 Periodic Classification of elements
• Case Study Questions for Chapter 6 Life Processes
• Case Study Questions for Chapter 7 Control and Coordination
• Case Study Questions for Chapter 8 How do organisms reproduce?
• Case Study Questions for Chapter 9 Heredity and Evolution
• Case Study Questions for Chapter 10 Light reflection and refraction
• Case Study Questions for Chapter 11 Human eye and colorful world
• Case Study Questions for Chapter 12 Electricity
• Case Study Questions for Chapter 13 Magnetic effects of current
• Case Study Questions for Chapter 15 Our Environment

The above  Case studies  for CBSE Class 10 Science will help you to score good marks in the Case Study questions that have been coming in your examinations. These CBSE Class 10 Science Case Study have been developed by experts of cbseexperts.com   for benefit of Class 10 students.

Class 10 Science Assertion and Reason Questions

Case Study Type Questions in Science Class 10

Case Study Type Questions in Science Class 10 include the information or data. Students willing to solve them are required to read the passage carefully and then solve them. While solving the paragraph the ideal way is to highlight the key information or given data.

Because later it will ease them to write the final answers. Science Case study type questions consist of 4 to 5 questions that should be answered in an MCQ manner. 

While reading the paragraph students will get the clue in between about the possible answer of the question. They should definitely highlight those questions. This is the best way to solve such kind of Case study Type Questions.

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NCERT Solutions for Class 10 Science Chapter 15 Our Environment

Chapter 15 Our Environment Class 10 NCERT Solutions

Ncert solutions for class 10 science chapters:.

What is acid rain?

What is trophic level, what percentage of solar energy is trapped and utilized by plants, how ozone layer is advantage for us, what limits the number of trophic levels in a food chain, contact form.

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CBSE Class 10th - SCIENCE : Chapterwise Case Study Question & Solution

In board exams, students will find the questions based on assertion and reasoning. Also, there will be a few questions based on case studies. In that, a paragraph will be given, and then the MCQ questions based on it will be asked. For Science subjects, there would be 5 case-based sub-parts questions, wherein a student has to attempt 4 sub-part questions.

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NCERT Solutions for Class 10 Science Chapter 15 Our Environment

October 23, 2019 by Veerendra

NCERT Solutions For Class 10 Science Chapter 15 Our Environment : Students searching for NCERT solutions for class 10 science chapter 15 notes can refer to this article. Also, students can find our environment class 10 extra questions and answers. Solving these  NCERT Solutions For Class 10 Science Chapter 15 Our Environment will not only help students to secure good marks in board exams but also helps in cracking the competitive exams like JEE Main, NEET, JEE Advanced, etc., According to new CBSE Exam Pattern,  MCQ Questions for Class 10 Science pdf  Carries 20 Marks.

So students are advised to go through this detailed NCERT Solutions For Class 10 Science Chapter 15 Our Environment to build a strong foundation in the subject Science. Read on to find out everything about  cbse class 10 biology our environment NCERT Solutions .

• हमारा पर्यावरण कक्षा 10 विज्ञान हिंदी में
• Class 10 Our Environment Important Questions
• Our Environment Class 10 Notes
• Our Environment NCERT Exemplar
• Our Environment Class 10 Extra Questions

Class 10 Science Our Environment Mind Map

Before getting into the details of  our environment class 10 extra questions and answers, let’s have an overview of topics and subtopics under Class 10 Science Chapter 15 Our Environment:

• Our Environment
• Eco-System — What Are Its Components?
• How Do Our Activities Affect The Environment?

Free download NCERT Solutions for Class 10 Science Chapter 15 Our Environment PDF in Hindi Medium as well as in English Medium for CBSE, Uttarakhand, Bihar, MP Board, Gujarat Board, and UP Board students, who are using NCERT Books based on updated CBSE Syllabus for the session 2019-20.

NCERT Solutions for Class 10 Science Chapter 15 Intext Questions

Page Number: 260

• Grass represents first trophic level.
• Grasshopper represents second trophic level.
• Frog represents third trophic level.
• Eagle represents fourth tropic level.

Question 2 What is the role of decomposers in the ecosystem ? Answer: (i) Decomposers help in decomposing the dead bodies of plants and animals and hence act as cleansing agents of the environment. (ii) Decomposers also help in putting back the various elements of which dead plants and animals are made, back into the soil, air and water for reuse by the producers like crop plants. (iii) They help in recycling of the nutrients. (iv) They decompose dead remains thereby providing space for new life to settle in the biosphere.

Page Number: 262

Question 1 Why are some substances biodegradable and some non-biodegradable ? Answer: The microorganism like bacteria and other decomposer organisms (called saprophytes) present in our environment are specific in their action. They break down the materials or products made from natural materials (say, paper) but do not break down man-made materials such as plastics. So, it is due to the property of decomposer organisms of being specific in their action that some waste materials are biodegradable, whereas others are non-biodegradable.

Question 2 Give any two ways in which biodegradable substances would affect the environment. Answer: (i) Biodegradable substances are decomposed by the action of microorganisms and decomposed materials are recycled through geo-chemical cycle. (ii) These substances keep the environment clean.

Question 3 Give any two ways in which non-biodegradable substances would effect the environment. Answer: (i) They cause air, water and soil pollution. (ii) They may cause bio-magnification in the food chain and end up in humans.

Page Number: 264

Question 1 What is ozone and how does it affect any ecosystem ? Answer: Ozone (O 3 ) is an isotope of oxygen, i.e., it is a molecule formed by three atoms of oxygen. At the higher levels of the atmosphere, ozone performs an essential function. It shields the surface of the earth from ultraviolet (UV) radiations from the sun. These radiations are highly damaging to organisms. Ultraviolet rays can cause skin cancer.

Question 2 How can you help in reducing the problem of waste disposal ? Give any two methods. Answer: (i) Recycling : The solid wastes like paper, plastics and metals, etc. are recycled. (ii) Preparation of Compost: Biodegradable domestic wastes such as left over food, fruit and vegetable peels and leaves of potted plants, etc. can be converted into compost by burying in a pit dug into ground.

NCERT Solutions for Class 10 Science Chapter 15 Textbook Chapter End Questions

Question 1 Which of the following groups contain only biodegradable item ? (a) Grass, flowers and leather (b) Grass, wood and plastic (c) Fruit peels, cake and lime juice (d) Cake, wood and grass Answer: (a) Grass, flowers and leather.

Question 2 Which of the following constitutes a food-chain ? (a) Grass, wheat and mango (b) Grass, goat and human (c) Goat, cow and elephant (d) Grass, fish and goat Answer: (b) Grass, goat and human.

Question 3 Which of the following are environment friendly practices ? (a) Carrying cloth-bags to put purchases in while shopping (b) Switching off unnecessary lights and fans (c) Walking to school instead of getting your mother to drop on her scooter (d) All of the above Answer: (d) All of the above.

Question 4 What will happen if we kill all the organisms in one trophic level ? Answer: The food chain would end and ecological balance would be affected.

• If the herbivores are killed, then the carnivores would not be able to get food and would die.
• If carnivores are killed, then the population of herbivores would increase to unsustainable level.
• If producers are killed, then the nutrient cycle in that area would not be completed.

Question 5 Will the impact of removing all the organisms in a trophic level be different for different trophic levels ? Can the organisms of any trophic level be removed without causing any damage to the ecosystem ? Answer: Yes, the impact of removing all the organisms in a trophic level will be different for different trophic levels. For example, on removing producers; herbivores would not be able to survive or they would migrate and ecosystem would collapse. If herbivores are removed, producers would grow unchecked and carnivores would not get food. If carnivores are removed, herbivores would increase to unsustainable levels and could destroy the producers. If decomposers are removed, the dead animals would pile up due to which the environment would become polluted. In addition to this, if dead animals will not decompose, the recycling of nutrients in the soil will be stopped and its fertility will be reduced. As a result the green cover of the earth will be lost. Thus to maintain the balance of the ecosystem the presence of organisms is necessary at each trophic level.

Question 6 What is biological magnification ? Will the levels of this magnification be different at different levels of the ecosystem ? Answer: Biological magnification : The increase in concentration of harmful chemical substances like pesticides in the body of living organisms at each trophic level of a food chain is called biological magnification. Yes, levels of bio-magnification would increase as the trophic level increases and would be the highest for topmost trophic level. It would affect their biological process such as growth, reproduction, etc.

Question 7 What are the problems caused by the non-biodegradable wastes that we generate ? Answer: The problems caused by the non-biodegradable wastes are :

• If the quantity of non-biodegradable matter increases in the nature then bio-magnification of poisonous chemicals in our body increases.
• If the non-biodegradal waste keeps on increasing there will not be left any substance for new organisms.
• The increasing quantity of non-biodegradable waste will cause imbalance of ecosystem.

Question 8 If all the waste we generate is biodegradable, will this have no impact on the environment ? [CBSE 2011, 2013] Answer: If all the waste we generate is biodegradable, it will also have impact on the environment. If it is disposed off properly, the problem of air, water and soil pollution can be lessened to an extent. There would be less health problems and humans would be disease-free. But if it is not disposed off properly, it will affect the environment adversely.

Question 9 Why is damage to the ozone layer a cause for concern ? What steps are being taken to limit this damage ? Answer: The damage to the ozone layer is a cause for concern because if the ozone layer in the atmosphere disappears completely, then all the extremely harmful ultraviolet radiations coming from the sun would reach the earth. These ultraviolet radiations would cause skin cancer and other ailments in men and animals and also damage the plants. In an attempt to protect the ozone layer, the United Nations Environment Programme (UNEP) unanimously forged an agreement among its member countries to freeze CFC production at 1986 levels.

Our environment: Eco-system, Environmental problems, Ozone depletion, waste production and their solutions. Biodegradable and non-biodegradable substances.

Formulae Handbook for Class 10 Maths and Science

Question 1. Why are some substances biodegradable and some non-biodegradable ? Answer: Substances that are broken down by biological processes are said to be biodegradable. In our environment, many of the substances are broken easily by decomposers (bacteria and fungi) as they possess specific enzymes for such activity. However, there are other substances also which are not broken down in this manner and are known as non-biodegradable substances. Since these substances are not degraded by bacteria and fungi, so they persist for a long time. These non-biodegradable substances will be acted upon by physical processes like heat and pressure.

Question 2. Give any two ways in which biodegradable substances would affect the environment. Answer:

• They may produce foul smell during decomposition process.
• They may produce some harmful gases such as ammonia, methane, carbon dioxide, etc., which can further-cause global warming.

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Question 3. Give any two ways in which non-biodegradable substances would affect the environment. Answer:

• These inert substances simply persist in the environment. This means that these substances require land area for dumping.
• Excess of fertilizers, pesticides and other chemicals changes soil chemistry and also affects aquatic life.
• Most of these chemicals and heavy metal are easily absorbed by the organisms. This causes biological magnification.

Download NCERT Solutions for Class 10 Science Chapter 15 Our Environment PDF

Question 1. What are trophic levels? Give an example of a food chain and state the different trophic levels in it. Answer: Each step or level of the food chain forms a trophic level. Consider the following food chain:

Question 2. What is the role of decomposers in the ecosystem? Answer: Role of decomposers in the ecosystem :

• They help in breaking down the complex organic into simple inorganic that go into the soil and are used up by the plants.
• They the nutrient pool of the putting In this way, ad as cleansing agents of nature.
• They help in maintaining the fertility of by adding humus content to it.

Question 1. What is ozone and how does it affect any ecosystem? Answer: Ozone (O 3 ) is a molecule formed by three atoms of oxygen. At the higher of the atmosphere, it shields the surface of the earth from ultraviolet (UV) radiation from the Sun. It may affect any ecosystem in the following ways :

• At the surface of the earth, it is a deadly poison for all lower forms of life.
• If this layer gets depleted, then it may cause cancer in human beings including other plants and animals.

Question 2. How can you help in reducing the problem of waste disposal? Give any two methods? Answer:

• By changing our lifestyle and change in attitude will reduce disposable waste.
• Reducing packaging.
• Recycling of waste.
• Preparing compost of biodegradable waste.

Question 1. Which of the following groups contain only biodegradable items? (a) Grass, flowers and leather (b) Grass, wood and plastic (c) Fruit-peels, cake and lime-juice (d) Cake, wood and grass Answer: (c) Fruit-peels, cake and lime-juice and (d) Cake, wood and grass

Question 2. Which of the following constitute a food-chain? (a) Grass, wheat and mango (b) Grass, goat and human (c) Goat, cow and elephant (d) Grass, fish and goat Answer: (b) Grass, goat and human

Question 3. Which of the following are environment-friendly practices? (a) Carrying cloth-bags to put purchases in while shopping (b) Switching off unnecessary lights and fans (c) Walking to school instead of getting your mother to drop you on her scooter (d) All of the above Answer: (d) All of the above

Question 4. What will happen if we kill all the organisms in one trophic level? Answer: If we kill all the organisms in one trophic level, then transfer of energy as well as matter to next higher level will stop. It will lead to over- population at one particular level causing amongst the individuals. This would seriously disturb the food chain and can cause the collapse of an ecosystem even.

Question 5. Will the impact of removing all the organisms in a trophic level be different for different trophic levels? Can the organisms of any trophic level be removed without causing any damage to the ecosystem? Answer: Yes, the impact Of removing all the Organisms in a trophic level will be different for different trophic levels. It will not be possible to remove any organism in any trophic level without causing damage to the ecosystem.

Question 6. What is biological magnification? Will the levels of this magnification be different at different levels of the ecosystem? Answer: The accumulation of harmful chemicals in the body of living organisms at different trophic levels in a food chain is called biological magnification. Yes, the concentration of these harmful chemicals will be different at different trophic levels. It will be maximum at the last trophic levels which is mostly of the top carnivores (quaternary consumers).

Question 7. What are the problems caused by the non-biodegradable wastes that we generate? Answer: (i) Non-biodegradable wastes persist in the environment for a long time and cause greater harm to the various members of the ecosystem by causing biological magnification. (ii) Non-biodegradable waste such as fertilizers, pesticides, weedicides, etc., changes the soil chemistry. in turn affects the fertility of soil and subsequently reduces the crop yield.

Question 8. If all the waste we generate is biodegradable, will this have no impact on the environment? Answer: Biodegradable waste will be recycled easily by the decomposers such as bacteria and fungi. It will have only this bad impact on our environment that, many Of the gases released during decomposition process may result in global warming.

Question 9. Why is damage to the ozone layer a cause for concern? What steps are being taken to limit this damage? Answer: The ozone shields the surface of the earth from ultraviolet (UV) radiation from the sun. These radiations are highly damaging as they can cause cancer in both plants and animals, damage to eyes and immune system. They can also lead to variations in global rainfall, ecological disturbances and dwindling of global food supplies. Due to these reasons, damage to the ozone layer is a major cause for concern. Steps which are taken to limit this damage :

• To decrease the use of synthetic chemicals like chlorofluorocarbons (CFCs) which are used as refrigerants and in fire extinguishers.
• In 1987, the United Nations Environment Programme (UNEP) succeeded in reaching an agreement to freeze CFC production at 1986

Multiple Choice Questions (MCQs) [1 Mark each]

Question 1. Identify the original source of the energy which flows through a food chain? (a) Carbon dioxide (b) Glucose (c) Oxygen (d) Sunlight Answer: (d) All the living organisms get energy directly or indirectly from the sunlight reaching the surface of Earth.

Question 3. Which of the following groups contains only biodegradable items? [NCERT] (a) Grass, flowers and leather (b) Grass, wood and plastic (c) Fruit-peels, cake and lime-juice (d) Cake, wood and grass Answer: (a), (c) and (d) substances that are broken down (decomposed) by the biological processes are said to be biodegradable e.g. fruit-peels, cake, lime-juice, wood, grass, leather, flowers, etc.

Question 4. Which of the following constitutes a food-chain? [NCERT] (a) Grass, wheat and mango (b) Grass, goat and human (c) Goat, cow and elephant (d) Grass, fish and goat Answer: (b) Each step of food chain form a trophic level. Producers (grass) forms the first trophic level, herbivore (goat) the second and carnivore (human) the third trophic level.

Question 5. Which of the following are environment- friendly practices? [NCERT] (a) Carrying cloth-bags to put purchases ‘ while shopping . (b) Switching off unnecessary light and fans (c) Walking to school instead of getting your mother to drop you on her scooter (d) All of the above Answer: (d) Cloth-bags are biodegradable, switching off unnecessary light and fans conserves electricity and limited use of petrol/diesel causes less pollution. Hence, all these practices are considered as environment friendly.

Question 6. Which of the following statements about food chain are correct? (a) It includes repeated eating, i.e. each group eats the other and is subsequently eaten by some other group of organisms. (b) It shows a series of branching lines and unidirectional flow of energy. (c) It shows the unidirectional flow of energy and proceeds in a progressive straight line. (d) Both (a) and (c) Answer: (d) A food chain is a series of organisms in an environment through which energy transfer occurs starting with a producer. It proceeds in straight line. Food chain does not consist of branching lines.

Question 8. An ecosystem includes (a) all living organisms (b) non-living objects , (c) both living organisms and non-living objects (d) sometimes living organisms and sometimes non-living objects Answer: (c) All the interacting organisms in an area taken together with the non-living constituents of the environment form an ecosystem. Thus, an ecosystem consists of biotic components including all living organisms and abiotic components constituting physical factors like temperature, rainfall, wind, soil and minerals.

Question 9. In the following groups of materials, which group (s) contains only non-biodegradable items? (i) Wood, paper, leather (ii) Polythene, detergent, PVC (iii) Plastic, detergent, grass (iv) Plastic, bakelitC DDT (a) (iii) (b) (iv) (c) (i) and (iii) (d) (ii) and (iv) Answer: (d) Substances that cannot be broken down by biological processes in nature are non-biodegradable. e.g. polythene, detergent, PVC, plastics, bakelite, DDT, etc. On the other hand, substances that are broken down (decomposed) by biological processes are said to be biodegradable, e.g. wood, paper, leather, grass, animal bones, etc.

Question 10. Which of the following statement is incorrect? (a) All green plants and blue-green algae are producers. (b) Green plants get their food from organic compounds. (c) Producers prepare their own food from inorganic compounds. (d) Plants convert solar energy into chemical energy. Answer: (b) Green plants prepare their food from inorganic compounds using radiant energy of the sun in the presence of chlorophyll. All green plants and blue-green algae are called producers as they can prepare food from inorganic substances by photosynthesis. Producers capture the solar energy and convert it into chemical energy.

Question 11. What will happen if deer is missing in the food chain given below? Grass → Deer → Tiger (a) The population of tiger increases. (b) The population of grass decreases. (c) Tiger will start eating grass. (d) The population of tiger decreases and the population of grass increases. Answer: (d) If deer is missing in the given food chain, there will not be sufficient food for the tigers. Some of the tigers will die because of starvation and hence, the population of tigers will decrease. Since, grass is eaten by deers, the population of grass will also increase whefl deer is missing.

Question 12. In a class activity, two students were asked to collect different items from their fellow mates and classify them as biodegradable and non- biodegradable. All the items have been identified except three. Find out which one is non-biodegradable among these? (a) Jute crafted bag (b) A sharpner (c) Empty fevistick (d) Both (b) and (c) Answer: (d) Both (b) and (c), i.e. the sharpener and the empty fevistick container. These products are made from plastic and hence are non-biodegradable.

Question 14. Which of the following limits the number of trophic levels in a food chain? (a) Decrease in energy at higher trophic levels (b) Deficient food supply (c) Polluted air (d) Water Answer: (a) Decrease in energy at higher trophic levels limits the number of trophic levels in a food chain. At each trophic level, a large portion of energy is utilised for the maintenance of organisms that occur at that trophic level. So, organisms at higher level gets less and less energy at successive levels. The. number of trophic levels are limited to 3-4 because after that, the energy available for the next level will be too small, i.e. it will be insufficient to sustain life of the organisms.

Question 15. If a grasshopper is eaten by a frog, then the energy transfer will be from (a) producer to decomposer (b) producer to primary consumer (c) primary consumer to secondary consumer (d) secondary consumer to primary consumer Answer: (c) In a food chain, if a grasshopper is eaten by a frog, then the energy transfer will be from primary consumer to secondary consumer. Grasshopper feeds on producers i.e. the grass/plants. So, it occupies the level of primary consumer. Frogs, eating grasshopper thus become the secondary consumer.

NCERT Solutions for Class 10 Science Chapter 15 Our Environment (Hindi Medium)

Eco-system It is defined as functional unit of nature, where living organisms interact among themselves and also with the surrounding physical environment. Hence, there are two main components of the ecosystem: Biotic: Living organisms such as plants, animals, microorganisms and humans. Abiotic: It includes physical factors such as temperature, rainfall, wind, soil and minerals. Examples of natural ecosystem: forests, ponds, lakes, etc, and human made or artificial ecosystems are gardens, crop-fields, aquarium etc.

Ecosystem consists of various organisms which can be classified as producers and consumers. Producers are the organisms which make organic compounds like sugar, starch, etc from inorganic substances with the help of sunlight and chlorophyll.

Consumers are the organisms which are dependent on producers for their nutrition. They can be grouped as herbivores, carnivores, omnivores, parasites, and decomposers.

Decomposers are the microorganisms (bacteria & fungi) which break down complex organic substances (dead remains & waste material of living organisms) into simpler inorganic substances that go back into the soil and are used up again by the plants. Thus, they help in proper cycling of the nutrients in an ecosystem.

Have you ever wondered why we need to clean aquarium but not lakes or ponds? It is because aquarium is an artificial and incomplete system which lacks producers, food chains, and decomposers. Hence, it lacks natural nutrients recycling and self¬cleaning abilities. In contrast lake or ponds are natural and complete ecosystem where there is perfect recycling of nutrients and thus does not need to be cleaned very often.

Waste Material Waste material can be broadly classified into two categories depending on their degradation:

Biodegradable Waste

• These are the wastes that can be broken down into simpler compounds by the action of bacteria or other saprophytes.
• In addition, physical processes such as high temperature and pressure also act on them however, under ambient conditions these substances persist in our environment for a very long time.
• Some examples of such wastes are food materials, kitchen wastes, and other natural wastes.
• Non-biodegradable Waste
• These are the substances that are not broken down into simpler compounds by the action of microorganisms.
• These substances may be inert and simply persist in the environment for a long time or may harm the various members of the eco-system.
• They are the main causes of air, water and soil pollution and diseases like cancer.
• Some examples of such waste are plastic, cans, metals, and chemicals for agricultural and industrial purposes.

Food Chains And Webs In an ecosystem, there exists a series of organisms feeding on one another. This series or organisms taking part at various biotic levels form a food chain. Alternatively, food chain can be defined as a linear network of food or energy flow starting from producer and ending at apex predator.

Trophic Level Based on the source of their nutrition or food, organisms occupy a specific place in food chain that is known as their trophic level. There are usually four trophic levels:

• I trophic level: It includes producers or autotrophs for e.g. phytoplankton, grass, trees etc.
• II trophic level: It includes primary consumer or herbivores for e.g. zooplanktons, grasshoppers, cow etc.
• III trophic level: It includes secondary consumer or small carnivore for e.g. birds, fishes, wolf etc.
• IV trophic level: It includes tertiary consumers or larger carni vores for e.g. level lion, tiger, man etc.

Energy Flow

• The flow of energy is unidirectional.
• The green plants in a terrestrial ecosystem capture about 1 % of the energy of sunlight that falls on their leaves and convert it into food energy.
• On an average only 10% organic matter is present at each step and reaches the next level of consumers. It is because a great deal of energy is lost as heat to the environment and rest goes into digestion, in doing work and in growth & reproduction.
• In addition, the loss of energy at each step is so great that very little usable energy remains after four trophic levels and this is the reason that a food chain usually contain maximum of four trophic levels.
• Generally, there are greater number of individuals at lower trophic levels of an ecosystem (the greatest number is of the producers)
• Each organism is generally eaten by two or more other kinds of organisms which in turn are eaten by several other organisms.

Environmental Problems Depletion of the ozone layer: Ozone (O 3 ) is a molecule formed by three atoms of oxygen. It is located in upper part of the atmosphere called stratosphere and it acts as shield absorbing UV radiation from sun.

• At higher levels of atmosphere, high energy UV radiations split apart some moleculer oxygen (O 2 ) into free oxygen (O) atoms. These atoms then combine with the molecular oxygen to form ozone.
• Ozone depletion permits entry of harmful UV radiations which lead to diseases like skin aging, irritation & cancer, snow- blindness, cataract, etc.
• Ozone-depleting substances: CFCs, HCFCs, hydrobromofluorocarbons, etc.

Waste disposal: Improvements in our life-style have resulted in greater amounts of waste material generation. For e.g. increased use of disposable items, plastic bags, packing materials etc have resulted in much of our waste becoming non-biodegradable.

Following methods can be helpful in managing the garbage we produce: categorization of waste materials into biodegradable, recyclable & non-biodegradable, reduction in use of non- biodegradable substances such as plastics, thermocol etc, burning & proper dumping of waste.

It is interesting note that how unknowingly some harmful chemicals enter our bodies through the food chain. It happens by two ways: Overuse of several pesticides: These chemicals are either washed down into the soil or into the waterbodies. From the soil, these are absorbed by the plants along with water and minerals, and from the water bodies these are taken up by aquatic plants and animals

Biological magnification: It is defined as an increase in the concentration of the toxicant at successive trophic levels. These chemicals are not degradable and the organism can neither metabolize nor excrete them and thus they get accumulated progressively at each trophic level. In addition, human beings occupy the top level in any food chain and thus a maximum concentration of these chemicals gets accumulated in our bodies.

Now that you are provided all the detailed information regarding NCERT Solutions For Class 10 Science Chapter 15 Our Environment and we hope this detailed article on class 10 science chapter 15 NCERT solutions is helpful. If you have any questions regarding this article or  NCERT Solutions For Class 10 Science Chapter 15 Our Environment, drop your comments in the comment box below and we will get back to you as soon a possible.

NCERT Solutions for Class 10 Science All Chapters

• Chapter 1 Chemical Reactions and Equations
• Chapter 2 Acids, Bases and Salts
• Chapter 3 Metals and Non-metals
• Chapter 4 Carbon and Its Compounds
• Chapter 5 Periodic Classification of Elements
• Chapter 6 Life Processes
• Chapter 7 Control and Coordination
• Chapter 8 How do Organisms Reproduce?
• Chapter 9 Heredity and Evolution
• Chapter 10 Light Reflection and Refraction
• Chapter 11 Human Eye and Colourful World
• Chapter 12 Electricity
• Chapter 13 Magnetic Effects of Electric Current
• Chapter 14 Sources of Energy
• Chapter 15 Our Environment
• Chapter 16 Management of Natural Resources

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Important Case Study Questions for CBSE Class 10 Science Exam 2024 with Answers

Download case study questions for class 10 science to prepare for the cbse board exam 2024. these multiple choice type questions with answers are published by the cbse board to provide sample questions to students..

CBSE Class 10 Science Case Study Questions 2024: Get here the questions based on case studies to practise for the CBSE Class 10 Science exam 2024. The CBSE Class 10 Science Question Bank on Case Studies, provided in this article, can be very helpful for understanding how the source based or case based questions are asked in the board exam. This question bank is published by the CBSE Board itself which makes it a very reliable source for the board exam preparations. Each question has five sub-questions with each followed by four options and a correct answer. Students can easily download these sample questions in PDF format and refer to the same for their exam preparations.

Note: Check the reduced CBSE Syllabus for Class 10 Science for 2024 Exam and then practise the case study questions accordingly for the CBSE Class 10 Board Exam 2024.  

Important*  Important Last Minute Tips and Resources for CBSE Class 10 Science Exam 2024

SCIENCE- Class X

Sample Case Studies

1. Read the following and answer any four questions from 1.1 to 1.5:

Marble’s popularity began in ancient Rome and Greece, where white and off-white marble were used to construct a variety of structures, from hand-held sculptures to massive pillars and buildings.

1.1 The substance not likely to contain CaCO 3 is

a) Dolomite

b) A marble statue

c) Calcined gypsum

d) Sea shells.

Answer: c) Calcined gypsum

1.2 A student added 10g of calcium carbonate in a rigid container, secured it tightly and started to heat it. After some time, an increase in pressure was observed, the pressure reading was then noted at intervals of 5 mins and plotted against time, in a graph as shown below. During which time interval did maximum decomposition took place?

a) 15-20 min

b) 10-15 min

c) 5-10 min

Answer: d) 0-5 min

1.3 Gas A, obtained above is a reactant for a very important biochemical process which occurs in the presence of sunlight. Identify the name of the process -

a) Respiration

b) Photosynthesis

c) Transpiration

d) sphotolysis

Answer: b) Photosynthesis

1.4 Marble statues are corroded or stained when they repeatedly come into contact with polluted rain water. Identify the main reason.

a) decomposition of calcium carbonate to calcium oxide

b) polluted water is basic in nature hence it reacts with calcium carbonate

c) polluted water is acidic in nature hence it reacts with calcium carbonate

d) calcium carbonate dissolves in water to give calcium hydroxide.

Answer: c) polluted water is acidic in nature hence it reacts with calcium carbonate

1.5 Calcium oxide can be reduced to calcium, by heating with sodium metal. Which compound would act as an oxidizing agent in the above process?

b) sodium oxide

d) calcium oxide

Answer: d) calcium oxide

2. Read the following and answer any four questions from 2.1 to 2.5:

The reaction between MnO2 with HCl is depicted in the following diagram. It was observed that a gas with bleaching abilities was released.

2.1 The chemical reaction between MnO 2 and HCl is an example of:

a) displacement reaction

b) combination reaction

c) redox reaction

d) decomposition reaction

Answer: c) redox reaction

2.2 Chlorine gas reacts with _______ to form bleaching powder.

a) dry Ca(OH) 2

b) dil. solution of Ca(OH) 2

c) conc. solution of Ca(OH) 2

Answer: a) dry Ca(OH) 2

2.3 Identify the correct statement from the following:

a) MnO 2 is getting reduced whereas HCl is getting oxidized

b) MnO 2 is getting oxidized whereas HCl is getting reduced.

c) MnO 2 and HCl both are getting reduced.

d) MnO 2 and HCl both are getting oxidized.

Answer: a) MnO 2 is getting reduced whereas HCl is getting oxidized

2.4 In the above discussed reaction, what is the nature of MnO 2 ?

a) Acidic oxide

b) Basic oxide

c) Neutral oxide

d) Amphoteric oxide

Answer: b) Basic oxide

2.5 What will happen if we take dry HCl gas instead of aqueous solution of HCl?

a) Reaction will occur faster.

b) Reaction will not occur.

c) Reaction rate will be slow.

d) Reaction rate will remain the same.

Answer: b) Reaction will not occur.

Also, check below other important study material released by the CBSE Board:

CBSE Class Maths Case Study Questions for All Chapters (Published by CBSE)

MCQs for Class 10 English Footprints without Feet (Published by CBSE)

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NCERT Solutions for Class 10 Science Chapter 15- Our Environment

Cbse class 10 science ncert solutions chapter 15 – our environment.

Free PDF download of Ncert Solutions with Answers for CBSE Class 10 Science Chapter 15- Our Environment prepared by expert Science teachers from latest edition of CBSE(NCERT) books only by CoolGyan to score more marks in CBSE board examination.

You can also Download  Maths Revision Notes Class 10  to help you to revise complete Syllabus and score more marks in your examinations.

Page No. 257

1. Why are some substances biodegradable and some non-biodegradable?

Ans.  Substances which can be acted upon by micro-organism (decomposer) are called biodegradable. For example- vegetable wastes, paper, cotton etc.

On the other hand, materials which are not acted upon by decomposers are called non-biodegradable. For example- plastic, glass, polyethene etc.

2. Give any two ways in which biodegradable substances would affect the environment.

Ans. (a)  They will serve as breeding ground for flies and mosquitoes which are carriers of disease like cholera, malaria etc.

(b)  They produce foul smell, thus causing air pollution.

3. Give any two ways in which non-biodegradable substances would affect the environment.

Ans. (a)  Excess use of non-biodegradable pesticide and fertilizers run off with rain water to water bodies causes water pollution.

(b)  They may choke the sever system of city or town that may overflow over roads.

Page No. 261

1. What are trophic levels? Give an example of a food chain and state the different trophic level in it.

2. What is the role of decomposers in the ecosystem?

Ans.  They decompose dead remains of plants and animals and their wastes organic products into simple inorganic substances which are released into the atmosphere for reuse by the plants. Thus, they help in recycling of materials.

Page No. 264

1. What is a ozone and how does it affects any ecosystem?

Ans.  Ozone is a form of oxygen. It has the molecular formula O 3 . It is present at a higher level in the atmosphere. It protects the ecosystem from the harmful effects of ultraviolet rays coming from the Sun. UV rays may cause skin cancer, cataract to us.

2. How can you help in reducing the problems of waste disposal? Give any two methods.

Ans.  The following measures can be adopted for reducing the problem of waste disposal:

(i)  Reduce the volume of wastes by burning in incinerator.

TEXTBOOK EXERCISES

1. Which of the following groups contain only biodegradable items?

(a) Grass, flowers and leather (b) Grass, wood and plastic (c) Fruit peels, cake and lime-juice (d) Cake, wood and grass

Ans.  Groups (a), (c) and (d).

2. Which of the following constitute a food chain?

(a) Grass, wheat and mango (b) Grass, goat and human (c) Goat, cow and elephant (d) Grass, fish and goat.

Ans. (b)  Grass, goat, human

3. Which of the following are environment-friendly practices?

(a) Carrying cloth-bag to put purchases in while shopping.

(b) Switching off unnecessary lights and fans.

(c) Walking to school instead of getting your mother to drop you on her scooter.

(d) All of the above.

Ans. (d)  All of the above.

4. What will happen if we kill all the organisms in one trophic level?

Ans.  If we kill all the organisms in one trophic level, the number of individuals in the next trophic level will decrease due to non-availability of food. Also, the number of individuals in the previous trophic levels will increase because there is no one to feed on them. This will cause imbalance in the environment.

5. Will the impact of removing all the organisms in a trophic level be different for different trophic levels? Can the organisms of any trophic level be removed without causing any damage to the ecosystem?

Ans.  Yes, the impact of removing all the organisms of a trophic level will be different for different trophic levels. The effect will be time related. If we remove all the producers, primary consumers will be affected instantly. Secondary consumers will affect after a gap and tertiary consumers after a longer gap.

6. What is biological magnification? Will the levels of this magnification be different at different levels of the ecosystem?

Ans.  The phenomenon of progressive increase in concentration of certain harmful non-biodegradable chemicals such as DDT at different trophic levels of food chain is called biological magnifications.

The concentration of harmful chemicals will be different at different trophic levels. It will be lowest in the first trophic level and highest in the last trophic level of the food chain.

7. What are the problems caused by non-biodegradable wastes that we generate?

Ans. (a)  Non-biodegradable pesticides and fertilizers run off to water bodies to cause water pollution.

(b)  Some of the non-biodegradable pesticides like DDT enter the food chain and cause biomagnifications in humans and other animals.

8. If all the wastes we generate is biodegradable, will this have no impact on the environment?

Ans.  It will have only short term impact on environment, the action of decomposers will slow down and some air/water pollution will be caused. However, in longer term, there will be no impact of biodegradable wastes on the environment.

9. Why is damage to the ozone layer a cause for concern? What steps are being taken to limit this damage?

Ans.  Ozone layer prevents ultraviolet radiations from the Sun from reaching the earth. Ultraviolet rays cause cancer, cataract and damage to the immune system of human beings.

In 1987, United Nations Environment Programme (UNEP) succeeded I forging an agreement between nations to freeze chlorofluorocarbons (CFCs) production to 1986 levels. CFCs are the main cause of ozone layer depletion.

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Important Questions Class 10 Science Chapter 15

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Important Questions Class 10 Science Chapter 15- Our Environment

Class 10 Science Chapter 15, “Our Environment”, provides information about air, its components, wind, air found in soil and its value, oxygen and how vital it is for living things, the atmosphere and how vital plants are to our survival. The students will study the interactions between various elements of the environment and the effects of people and their actions on the environment. Students will comprehend the many pollutants brought to the environment and how these wastes affect the ecosystem negatively.

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Science is a practical subject and it requires that students regularly engage in problem-solving activities to enhance their understanding of each concept. To aid students with a single repository of questions our team has created a question bank of Important Questions Class 10 Science Chapter 15. We have carefully chosen questions from various sources such as NCERT textbook, exemplars, and past years’ question papers. 

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CBSE Class 10 Science Important Questions 2022-23

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Important Questions Class 10 Science Chapter 15 – With Solutions

Regularly practising questions has proven helpful for a lot of students. Extramarks strongly recommends students to refer to our question bank of Important Questions Class 10 Science Chapter 15. Since the questions cover a full chapter and the solutions come with detailed step-by-step instructions, students are able to revise the chapter while solving these questions. 

Below are a few questions and their answers from our question set of Important Questions Class 10 Science Chapter 15.

Question 1. Which one of the following is an artificial ecosystem?

(d) Crop field

Answer 1: (d) Crop field

Explanation: Crop field is an artificial ecosystem.

Question 2. An ecosystem includes

(a) non-living objects

(b) all living organisms

(c) both living organisms and non-living objects

(d) sometimes living organisms and sometimes non-living objects

Answer 2 : (c) both living organisms and non-living objects

Explanation: A network of living and nonliving organisms and their interactions is referred to as an ecosystem.

Question 3. In the given food chain, suppose the amount of energy at the fourth trophic level is 5 kJ. What will be the energy available at the producer level?

Grass → Grasshopper → Frog → Snake → Hawk

(c) 500 k J

(d) 5000 k J

Answer 3: (d) 5000 k J

Explanation:

The energy availability of a given trophic level is 10 times that of the following trophic level. Therefore, 50 kJ of energy is present at the third trophic level. The energy content of the first level trophic level (Producer) is 5000 KJ, while the second level trophic level is 500 KJ.

Question 4. Accumulation of non-biodegradable pesticides in the food chain in an increasing amount at each higher trophic level is known as

(a) eutrophication

(b) pollution

(c) biomagnification

(d) accumulation

Answer 4: (c) biomagnification

When toxins that remain in the environment are indirectly absorbed by living organisms through food, this process is known as biomagnification. When a higher-order organism consumes a lower-order organism that contains such compounds, the chemicals potentially accumulate in the higher-order organism.

Question 5. Organisms which synthesise carbohydrates from inorganic compounds using radiant energy are called

(a) decomposers

(b) producers

(c) herbivores

(d) carnivores

Answer 5: (b) producers

Food is created by producers using sun energy from carbon dioxide and water. Producers include some microorganisms and plants.

Question 6. In an ecosystem, the 10% of energy available for transfer from one trophic level to the next is in the form of

(a) heat energy

(b) light energy

(c) chemical energy

(d) mechanical energy

Answer 6: (c) chemical energy

Food serves as a vehicle for the passage of energy from one trophic level to the next. A chemical source of energy is food.

Question 7. Organisms of a higher trophic level which feed on several types of organisms belonging to a lower trophic level constitute the

(a) food web

(b) ecological pyramid

(c) ecosystem

(d) food chain

Answer 7: (a) food web

A food chain is an interaction between different group of organisms through which food and energy move through an ecosystem. All of the local wildlife and the non-living elements of its habitat make up an ecosystem. Ecological pyramids visually represent the trophic organisation and energy flow in an ecosystem. The food web comprises higher trophic level species that consume various lower trophic level organisms.

Question 8. The flow of energy in an ecosystem is always

(a) unidirectional

(b) bidirectional

(c) multidirectional

(d) no specific direction

Answer 8: (a) unidirectional

Energy flows from prey to predator; it cannot travel in the opposite direction. As a result, energy only moves in one direction.

Question 9. Excessive exposure of humans to U V-rays results in

(i) damage to the immune system

(ii) damage to lungs

(iii) skin cancer

(iv) peptic ulcers

(a) (i) and (ii)

(b) (ii) and (iv)

(c) (i) and (iii)

(d) (iii) and (iv)

Answer 9: (c) (i) and (iii)

Our body’s upper surface is affected by UV radiation. As the skin is the first layer of the immune barrier, UV rays can cause skin cancer, and their effects on the skin also impact our immune systems.

Question 10. Which of the following limits the number of trophic levels in a food chain?

(a) Decrease in energy at higher trophic levels

(b) Sufficient food supply

(c) Polluted air

Answer 10: (a) Decrease in energy at higher trophic levels

The energy availability of a given trophic level is 10 times that of the following trophic level. When we get to the fourth trophic level, we have access to a tiny amount of producing energy.

Question 11. Which of the statement is incorrect?

(a) All green plants and blue-green algae are producers

(b) Green plants get their food from organic compounds

(c) Producers prepare their own food from inorganic compounds

(d) Plants convert solar energy into chemical energy

Answer 11: (b) Green plants get their food from organic compounds

Solar energy is used to make food from green plants. Inorganic materials CO2 and water are utilised to manufacture carbohydrates using solar energy.

Question 12. The percentage of solar radiation absorbed by all the green plants for the process of photosynthesis is about

Answer 12:   (a) 1 %

Photosynthesis occurs when green plants employ 1% of the radiation that is absorbed by their leaves.

Question 13. In the given Figure 15.1, the various trophic levels are shown in a pyramid. At which trophic level is maximum energy available?

Image source: NCERT textbook

Answer 13: (c) T1

Explanation: The energy supply for producers is at its highest. At the next level, an organism uses only 10% of the energy. Therefore, T1>T2>T3>T4.

Question 14. What will happen if deer is missing in the food chain given below? Grass → Deer → Tiger

(a) The population of tigers increases

(b) The population of grass decreases

(c) Tiger will start eating grass

(d) The population of tigers decreases, and the population of grass increases

Answer 14: (d) The population of tigers decreases, and the population of grass increases.

The population of grass will rise if there are no predators. Lack of food will cause the tiger population to decline.

Question 15. If a grasshopper is eaten by a frog, then the energy transfer will be from

(a) producer to decomposer

(b) producer to primary consumer

(c) primary consumer to secondary consumer

(d) secondary consumer to primary consumer

Answer 15: (c) primary consumer to secondary consumer

A key consumer is a grasshopper since it eats grass. Suppose a frog is consuming a grasshopper. The secondary consumer will be a frog.

Question 16. Disposable plastic plates should not be used because

(a) they are made of materials with lightweight

(b) they are made of toxic materials

(c) they are made of biodegradable materials

(d) they are made of non-biodegradable materials

Answer 16: (d) they are made of non-biodegradable materials

Explanation: Since plastics cannot biodegrade, they begin to accumulate in the environment and endanger living things.

Question 17. What are the trophic levels? Give an example of a food chain and state the different trophic levels in it.

The several levels in the food chain where food or energy is transferred are referred to as trophic levels.

Grass → Goat → Man

In the food chain,

• The first trophic level in the food chain is grass.
• The goat represents the second trophic level.
• The third trophic level is the man.

Question 18. Why is improper disposal of waste a curse to the environment?

Wastes threaten all living things by polluting our environment, including the air, land, and water.

Question 19. What is the role of decomposers in the ecosystem?

The function of a decomposer in the ecosystem

 is as follows:

• They purify the environment by rotting the corpses of animals and plants.
• They aid in nutrient recycling.
• By rotting the dead, they provide room in the environment for new life.
• They assist in recycling different components back into the water, soil, and air for use by producers like crop plants.

Question 20. Write the food chain of a pond ecosystem.

Phytoplanktons

Small aquatic animals larvae, shrimps, Insects

Question 21. Why are some substances biodegradable and some are non-biodegradable?

As microbes like bacteria and decomposers like saprophytes have distinct roles to play, certain chemicals are biodegradable, and some are not at all. They may only break down natural materials like paper, wood, etc.; synthetic materials like plastics cannot be broken down. On the basis of this, some compounds are biodegradable, and others are not.

Question 22. What are the advantages of cloth bags over plastic bags during shopping?

The following are some benefits of using cloth bags instead of plastic ones when shopping.

• They can support heavier loads than plastic bags.
• They decompose naturally.
• They are reusable.
• They do cause any harm to the environment.

Question 23. Why are crop fields known as artificial ecosystems?

Crop fields tend to contain altered biotic and abiotic components and thus they are referred to as artificial ecosystems.

Question 24. Give any two ways in which non-biodegradable substances would affect the environment.

The following are some effects that non-biodegradable materials might have on the environment:

• They pollute the air, the soil and the water.
• They might make the food chain bio-magnified, which would put humans at the bottom.

Question 25. Differentiate between biodegradable and non-biodegradable substances. Cite examples.

Biodegradable substances are those that can disintegrate through a biological process. Examples: fruits and vegetable wastes, wood, paper etc.

Non-biodegradable substances are those that a biological process cannot break down. Examples: glass, plastic, metals, and toxic chemicals.

Question 26. What is ozone, and how does it affect the ecosystem?

Three oxygen atoms combine to form the molecule known as ozone, which is an isotope of oxygen. The primary purpose of the ozone layer is to shield the surface of the planet from the sun’s harmful UV rays. These rays can cause skin cancer and are dangerous to living things.

Question 27. What help can we offer to reduce the problem of waste disposal? Give any two methods.

The following are some strategies to lessen the issue of waste disposal:

• 3 R’s: One can lessen the issue of waste disposal by adhering to the three Rs. Reduce, reuse and recycle are the three R’s. Air pollution can be decreased by people using public transportation more frequently and driving less. Plastic recycling and reuse are other options to reduce trash disposal.
• Getting compost ready: You can compost all biodegradable garbage, including kitchen waste.

Question 28. Explain the role of decomposers in the environment.

Decomposers aid in the recycling of nutrients by breaking down dead and decaying living stuff. As the dead matter is removed, the environment will be cleaned.

Question 29. What will happen if we kill all the organisms at one trophic level?

If we eradicate every organism at one trophic level, the food chain will collapse, and the ecosystem will become unbalanced. Animals in the upper trophic levels will therefore perish, greatly accelerating the growth of those in the lower trophic level. All these will have an impact on the ecosystem’s general balance.

Question 30. People do not clean ponds or lakes, but an aquarium needs to be cleaned. Why?

Compared to a pond or lake, a natural and full ecosystem, an aquarium is an artificial ecology that is insufficient. Hence it needs to be cleaned.

Question 31. Will the impact of removing all the organisms in the trophic level be different for different trophic levels? Can the organisms of any trophic level be removed without causing any damage to the ecosystem?

Yes, the effects of eliminating every organism at a trophic level will vary depending on the trophic level. For instance, removing all the producers could result in the principal consumers dying off or migrating, upsetting the trophic levels. This applies to all levels. As a result, the food chain disruption caused by the removal of creatures at any level would disrupt the ecosystem as a whole. The lower-level creatures are very necessary for the higher-level animals to survive.

Question 32. Indicate the flow of energy in an ecosystem. Why is it unidirectional? Justify.

The energy flow in an ecosystem can be indicated as follows:

The green plants in an ecosystem capture around 1% of the energy of sunlight that is trapped by the leaves and converts it into food energy.

When primary consumers eat green plants, a great amount of energy is lost into the environment as heat; some amount goes into digestion and doing other works, and the rest goes for growth and reproduction. Around 10% of the food consumed is stored into the body for the next level of consumers below.

Therefore, 10% is mostly  taken as the average value for the amount of organic matter present at each step and reaching the subsequent level of consumers.

Since this little energy is available for the next level of consumers, food chains thus generally consist of only three or four steps. The loss of such amount of energy at each step is so great that little usable energy remains after four trophic levels for others.

There are generally more number of individuals at the lower trophic levels of an ecosystem; the highest number is of the producers, green plants.

The extent and complexity of food chains vary greatly in any ecosystem. Each organism in general is eaten by two or more other types of organisms, which in turn are consumed by several other organisms. So there is no straight line food chain, the relationship can be shown as a series of branching lines called a food web.

The energy flow is unidirectional because the energy captured by the autotrophs does not revert to the solar input, and the energy that passes to the herbivores does not return to the autotrophs. As it passes through the various trophic levels, it is no longer available at the former level. Secondly, the energy available at each of the trophic levels gets reduced progressively due to the loss of energy at each level.

Question 33. What is biological magnification? Will the levels of this magnification be different at different levels of the ecosystem?

The gradual increase in the concentration of non-biodegradable pollutants in the food chain is known as biological magnification. All of the remaining trophic levels of ecosystems are impacted by the rise in magnification at the subsequent levels, and the concentration may differ from the first level as a result.

Question 34. What are decomposers? What will happen in their absence from the ecosystem?

Bacteria and fungi, which are microorganisms, decompose the corpses and waste products of other creatures. These bacteria are the decomposers because they convert complex organic materials into straightforward inorganic ones that are then assimilated by plants once more in the soil.

Suppose there are no decomposers in the ecosystem. In that case, there won’t be any recycling of materials in the biosphere, which would result in a buildup of dead plants and animals in the environment. The environment would also finally be bereft of all the resources required to support and preserve life.

Question 35. What problems are caused by the non-biodegradable wastes that we generate?

Following are the problems caused by non-biodegradable wastes:

• Microorganisms cannot decompose these substances.
• As the quantity keeps on increasing, dumping becomes a major problem.
• Non-biodegradable wastes like heavy metals often enter the food chain mostly in the upper trophic levels.
• They may percolate to the groundwater, which causes soil infertility and disturbance in the pH of the soil.

Question 36. If all the waste we produce/generates is biodegradable, will this have no impact on the environment?

Microorganisms break down biodegradable waste into simpler materials that companies can use as raw materials. The consequences of a surplus of biodegradable wastes,

However, it is as follows:

• The biodegradable wastes emit a foul stench that can be dangerous to people when inhaled because of how slowly they decompose.
• The dumping sites may serve as a breeding ground for dangerous organisms that can harm plants, animals and humans.
• Depletion of oxygen could occur as aquatic organism populations grow.

Question 37. Give differences between a food chain and a food web.

Question 38. Why is ozone layer depletion a cause for concern? What are the steps being taken to reduce this damage?

The ozone layer shields the planet. It blocks harmful UV rays from entering the Earth since they could lead to skin cancer. But air pollutants like chlorofluorocarbons are the main culprit behind the ozone layer deterioration (CFCs). Overexposure to UV radiation harms plants because it prevents photosynthesis and kills plankton and destroyers. These are the reasons why the ozone layer is deteriorating.

The steps being taken to reduce this damage are as follows:

• Avoid using and buying aerosol sprays that contain chlorofluorocarbons (CFCs).
•  Avoid using fire extinguishers that contain halogenated hydrocarbons, which are extremely harmful to the ozone layer.
• Refrain from purchasing insulation produced with CFCs.

Question 39. Suggest suitable mechanisms for waste management in the fertiliser industries.

The following actions must be done to manage waste in the fertiliser industry.

• Combustion equipment that may be oxidised is used to reduce gaseous emissions. The technique involves heating the pollutants to a high temperature. Air pollutants, such as certain gases, vapours and flammable compounds are controlled by adsorption equipment. A significant quantity of solid surface area is necessary for the surface phenomenon known as adsorption. The removal of offensive and odorous compounds is accomplished with this procedure.

There are three ways to manage effluents.

• Control can occur inside the factory at the site of generation; 
• Wastewater can be pre-treated before being discharged to municipal treatment 

facilities.

• At the factory, wastewater can be treated entirely before being recycled or discharged directly into receiving water.

Question 40. What are the by-products of fertiliser industries? How do they affect the environment?

Nitrogen and sulphur oxides are the most frequent by-products of the fertiliser industries. They enter the atmosphere and disseminate to all neighbouring locations. In addition to being dangerous for living things, gases have a corrosive effect on many different things. Acid rain is another effect they have. Forests, crops and aquatic biota are all severely harmed by acid rain.

The two most frequent by-products of the fertiliser industry are nitrous oxides and sulphur oxides. These oxides disperse over the surrounding areas after entering the atmosphere. In addition to being hazardous to living things, sulphur and nitrogen oxides have a corrosive effect on a variety of materials. Acid rain caused by sulphate oxides affects aquatic biota, agriculture and forests.

Question 41. Explain some harmful effects of agricultural practices that have an effect on the environment.

The following are negative environmental implications of agricultural operations.

Soil degradation Significant cropping reduces soil fertility. Additionally, it can eventually cause desertification by causing soil erosion.

Pollution: The use of artificial fertilisers and pesticides results in pollution of the soil, water and air.

Water shortage: Excessive groundwater use for agriculture causes the water table to drop. This causes a severe water shortage in many locations.

Biomagnification: Chemical pesticides that are non-biodegradable accumulate in organisms at each trophic level

 in ever-increasing concentrations.

Deforestation: Wildlife habitat has been lost as a result of 

careless tree cutting for agricultural purposes. As a result, the natural ecology is also harmed.

Question 42. Give one method which could be applied to reduce our intake of pesticides through food to some extent.

Our consumption of pesticides through food may be somewhat reduced by utilising biological ways for managing insects in crop fields and by washing fruits and vegetables before eating.

Question 43. What is an ecosystem?

Answer 43 :

A biosphere’s structural and functional unit is known as an ecosystem. It is made up of living things and those around them that aren’t alive. These things interact with one another through food chains and biogeochemical cycles to provide energy flow, biotic diversity, and material cycling to create a stable, self-supporting system.

Question 44. Why is a lake considered to be a natural ecosystem?

The lake is an ecosystem where living things develop, reproduce, interact with abiotic elements and engage in other natural processes unaided by humans. As a result, the lake is referred to as a natural ecosystem.

Question 45. In the following food chain, plants provide 500 J of energy to rats. How much energy will be available to hawks from snakes?

Plants → Rats → Snakes → Hawks

Only 10% of the energy in an ecosystem, or 10% law, is transmitted from one trophic level to the next; the remaining 90% is lost to the environment. As a result, if plants (which are producers at the first trophic level) send 500 J of energy to rats at the second trophic level, rats will then transfer 50 J of energy to snakes at the third trophic level, who will then only pass 5 J of energy to hawks at the fourth or last trophic level.

Plants →           Rats →                 Snakes →        Hawks

5000J 500J 50J 5J 

Question 46. In the given food chain, 100 J of energy is available to the lion alone. How much energy was available to the producers?

Plants → Deer → Lion 

The next trophic level receives only 10% of the energy according to the 10% law of energy flow in an ecosystem. As a result, if a lion has access to 100 J of energy in the given food chain, plants or producers have 10,000 J at their disposal.

10,000J 1000J 100J

Question 47. List two biotic components of a biosphere. 

Two biotic components of a biosphere are:

(i) Producers – Include species like all-green plants and blue-green algae (cyanobacteria) that can produce their own food from basic inorganic substances.

(ii) Consumers – Include species that cannot synthesise their food and must instead use the resources and energy that the producers have stored or eat other organisms, such as all animals.

Question 48. Why are green plants called producers?

As the plants make their own food using CO2 and water in the presence of sunlight and chlorophyll, they are known as producers.

Question 49. In a food chain of frog, insect grass and snake, assign a trophic level to the frog.

In the given food chain, the frog belongs to the third trophic level, as shown here:

Grass  Insect Frog Snake

T 1 T 2 T 3 T 4

Question 50. Why do producers always occupy the first trophic level in every food chain?

The green plants known as producers are autotrophs or plants that can produce food using CO2 and water in the presence of sunlight. They provide all non-producers or consumers with food, either directly or indirectly. As a result, producers are found at the top of the food chain.

Question 51. We often use the word environment. What does it mean?

The environment is the physical or biological environment in which an organism exists. An organism’s immediate surroundings, which comprise biotic and abiotic elements, literally make up its habitat.

Question 52. List two examples of the natural ecosystem .

The two examples of the natural ecosystem are:

• Forest ecosystem
• River ecosystem

Question 53. What is meant by the term ‘biomass’?

The entire amount of organic or living materials in an environment is known as its biomass.

Question 54. Bacteria and fungi are called decomposers. Why?

Since these microbes convert the complex organic matter found in dead plants and animals into simpler components, bacteria and fungi are referred to as decomposers.

Question 55. If in a food chain, 10,000 joules of energy are available to the producer, how much energy will then be available to the secondary consumer to transfer it to the tertiary consumer?

According to the 10% law, 10% of the energy produced by the producer will be made available to primary consumers, 10% to secondary consumers, and so on.

Producer Primary consumer Secondary Consumer

10,000 J 1,000 J 100 J

As a result, the secondary consumer will have 100 J of energy available to transfer to the tertiary consumer.

Question 56. Considering the following food chain that occurs in a forest:

Grass → Deer → Lion

If 10000 J of solar energy is available to grasses, how much energy would be available to the deers to transfer it to the lions?

The deer has 1000 J of energy ready to transfer to the lion. The following is a picture of this:

Grass →  Deer → Lion

10,000 J 1000 J 100 J

Question 57. What is meant by biological magnification?

The process of accumulating non-biodegradable substances (pesticides, etc.) into the bodies of creatures along the food chain, which continue to increase in concentration at each trophic level, is known as biological magnification or biomagnification.

Question 58. Give example to illustrate that indiscriminate use of pesticides may result in the degradation of the environment.

Chemicals known as pesticides are employed to eradicate plant and animal pests. They are poisonous and non-biodegradable. For instance, overuse of DDT reduces the number of fish-eating bird species. Such birds collect DDT as they moved up the food chain. The development of the eggshell gets hampered. Due to the shell being thin and the weight of the bird during incubation, it shatters. Consequently, their population shrinks.

Question 59. List two reasons to show that the existence of decomposers is essential in an ecosystem.

The presence of decomposers in an ecosystem is crucial because:

• i) Without them, dead plants and animals would remain on the ground, and their constituent parts, such as soil, air, and water, would never be returned to their natural habitats. In this scenario, the organic waste would continue to build up, and the cycle of life and death would be disturbed.

(ii) Decomposers are an essential component of the ecosystem because they renew or supply the nutrients that make the soil fruitful.

Question 60. State with reasons any two possible consequences of the elimination of decomposers from the Earth. 

The removal of decomposers would have the following effects: 

• i) Producers would not have access to raw materials for food production since there would be no recycling of nutrients. The food chains will suffer as a result.

(ii) In the absence of decomposition, dead plants and animals will continue accumulating, polluting the ecosystem.

Question 61.

What does a trophic level signify in a food chain? State the significant position of autotrophs and herbivores in a food chain. 

Each of the various hierarchical levels of a food chain operating in an ecosystem is represented by a trophic level. These levels are comprised of organisms that share the same role in the food chain and the same nutritional link to the main energy sources.

The first trophic level is represented by the location of producers (or autotrophs) in a food chain. They clean up solar energy and put it at the disposal of customers. The second trophic level in a particular food chain comprises the primary consumers, often known as herbivores, who eat only plants.

Question 62.

(a) From the given group of organisms, create a food chain most advantageous for humans with regard to energy.

Hawk, Snake, Rat, Goat, Cereal plant, Human being

(b) State the possible disadvantages if any cereal plant is growing in soil rich in pesticides.

(c) draw a food web using the organisms mentioned above.

(a) The food chain with the greatest energy benefits for people is:

Cereal plant → Human being

(b) When the cereal plant is growing in pesticides-rich soil, the pesticides are absorbed by the developing plant together with water and minerals. When animals consume these cereal plants, the animals consume these harmful chemical pesticides. Biological amplification refers to the rise in the concentration of dangerous pesticides in the bodies of living things at each trophic level of a food chain. Pesticides can kill non-target species as well. The microbial community of the soil can alter due to widespread pesticide use in agriculture.

Image Source: Learncbse.com

Question 63.

(a) What is an ecosystem?

(b) name two natural ecosystems.

(c) We do not need clean ponds or lakes, but an aquarium needs to be cleaned regularly. Why it is so?

(a) The term “ecosystem” refers to a biological system’s structural and functional unit made up of both living things and their non-living surroundings.

(b) Pond ecosystems and grassland ecosystems are two examples of natural ecosystems.

(c) Ponds and lakes are self-sufficient natural ecosystems. Thus they don’t require routine maintenance. However, aquariums are artificial ecosystems and contain mostly living fish rather than real ecosystems, which depend on the presence of other species to maintain balance, so they must be routinely cleaned and maintained. Additionally, since there are no producers or decomposers in an aquarium, fish waste or excretory products, such as ammonia, could transform into hazardous chemicals and build up to lethal amounts, killing the fish. As a result, artificial ecosystems like aquariums require routine cleaning.

Question 64.

What is meant by the trophic level in a food chain? Illustrate a terrestrial food chain with different trophic levels. The energy flow in a food chain is always unidirectional. Why it is so?

Trophic levels are the many stages that correspond to the organisms in a food chain where the exchange of food and energy occurs.

Four trophic levels in the given terrestrial food chain:

Grass → Rabbit → Wild cat → Tiger

Energy flow is unidirectional from the sun to producers and then to a variety of subsequent consumers, i.e.,

Solar radiations → Producers → Herbivores → Carnivores

It cannot pass in a reverse direction; there is always a decrease in energy flow and content with rising trophic levels. A greater amount of energy is lost at every step in the form of heat and is later used up in various metabolic activities.

Question 65.

Define an ecosystem. Draw a block diagram showing the flow of energy in an ecosystem.

An ecosystem is structural and functional until the biosphere. It comprises living organisms and their non-living environment that interact by means of food chains and biogeochemical cycles resulting in energy flow, biotic diversity and material cycling to form a stable, self-sustaining system.

Green plants retain about 1% of the solar energy incident on the Earth to carry out the process of photosynthesis. Plants, in performing their metabolic activities, use a part of this trapped energy, and some portion of the energy is released as heat into the atmosphere. The remaining part of the energy is chemical energy stored in the plants as photosynthetic products and by-products. When these green plants are eaten by herbivores, the chemical energy stored in the plants gets transferred to these animals. These animals (herbivores) utilise some of the energy for metabolic activities, and some energy is released as heat while the rest of the energy is stored in their body. This process of energy transfer is repeated up to the top carnivores. In an ecosystem, the transfer of energy follows the 10 percent law, i.e., only 10 percent of the energy is transferred to each trophic level from the lower trophic level. Nearly 90 percent of energy is lost when it moves from one trophic level to the next.

The given block diagram shows a unidirectional flow of energy at different trophic levels in a freshwater ecosystem:

Image Source: bartleyby.com

Question 66.

Explain how pesticides make their way into a food chain and subsequently get into our bodies. 

Pesticides like DDT and other toxic non-biodegradable compounds enter species’ bodies through food chains, where they get concentrated at each trophic level. Biomagnification, also known as biological magnification, is this phenomenon. For instance, in a food chain working in a pond, river, or lake, the water includes negligible toxic pesticides, such as DDT, 0.02 ppb (parts per billion). The concentration of these compounds rises to 5 ppm when phytoplanktons and zooplanktons ingest this water. Fish that consume them build up 240 ppm. 1600 ppm of these compounds were identified in humans and birds that consumed this fish. As a result, the chemical concentrations at each trophic level grow.

Question 67.

“Our food grains such as rice and wheat, the vegetables and fruits and meat are found to contain comparable amounts of pesticide traces.” State the reasons to explain how and why it happens.

To keep crop plants safe from pests and diseases, pesticides are harmful chemicals sprayed on them. These chemicals combine with the soil and the water. These pesticides are absorbed by the developing plants together with water and other minerals from the soil and water. Poisonous pesticides are ingested by herbivorous animals through the food chain when they eat these plants. Similar to this, pesticides enter the bodies of carnivorous animals when they eat these herbivores. As a result, depending on the trophic level they occupy in a food chain, different amounts of pesticide residues can be found in plant items such as food grains, vegetables, fruits and animal meat.

Question 68.

What is meant by a food chain? 

“The actual number of trophic levels in a food chain is quite limited.” Give a reason to justify this statement.

A food chain is the arrangement of living organisms in a community in which one organism eats or feeds upon another to transfer food and energy. Trophic levels refer to the numerous points along a food chain when food (or energy) is transferred. In actuality, a trophic level is formed by each link in a food chain that represents an organism.

Since only 10% of the energy is used at each trophic level to maintain the organisms that exist there, and the majority of the remaining energy is lost as heat, the number of trophic levels in a food chain is constrained. Because of this, organisms at each trophic level transfer less energy to the one below them than they do to the one above. The ultimate member of the food chain has less energy available to it the longer the food chain is. Because the energy available to the following organism will be too tiny and insufficient to sustain that organism’s life, food chains often have three to four trophic levels.

Question 69.

State two ways of effective plastic waste collection in the school.

There are two efficient ways to collect plastic waste: 

• i) using special dust-bins for collecting plastic; (ii) using reusable containers for cafeteria and school events; and (iii) promoting the use of less plastic in packed lunches.

Question 70.

Name any two uses of ‘single-use plastic’ in daily life.

Single-use plastic, also known as throwaway plastic, is frequently used for plastic packaging and refers to goods that are meant to be used just once before being discarded or recycled. Grocery bags, bottles, straws, food packaging, containers, cups and silverware are a few of these.

Question 71.

If we discontinue the use of plastics, how can an environment-friendly substitute be provided?

Best alternatives can be the use of glass, stainless steel, silicone containers and platinum. Cloth bags can easily replace plastic bags. Use wooden cleaning brushes, kitchen utensils and cutting boards, pottery and other ceramics products, etc.

Question 72.

Do you think microbes shall work similarly in landfill sites as they work in the laboratory? Justify your answer.

Given that it is challenging to duplicate the precise ambient conditions needed for the microorganisms to grow in these two environments, germs may not behave the same way in landfill sites as in laboratories. However, they will function similarly in landfill sites because of the same downstream processing and other mechanisms.

Question 73.

The ozone layer depletion is a cause of concern. Why?

The stratospheric layer of the atmosphere’s ozone layer, which is ozone rich, serves as a shield to keep damaging UV rays from reaching the Earth’s surface. As a result, it is important to be concerned about the ozone layer.

Question 74.

Write one negative effect of the affluent lifestyle of a few persons of society on the environment. 

The affluent lifestyle of a select few people leads to the exploitation and excessive use of resources, which makes them scarce and increases waste production, which upsets the equilibrium of the ecosystem.

Question 75.

Why is the excessive use of CFCs a cause of concern? 

Chlorofluorocarbons, sometimes known as CFCs, are strong chemicals that emit active chlorine into the atmosphere, where it combines with ozone molecules to turn them into oxygen. The ozone layer thins as a result. Therefore, excessive CFC consumption is a problem.

Question 76.

What is the role of ozone in the upper atmosphere?

The protective shell of ozone (O3) in the upper atmosphere absorbs the majority of the sun’s harmful UV light, which can be hazardous to people, animals and plants. It safeguards us from several health risks.

Question 77.

Why we should discard biodegradable and non-biodegradable wastes in two separate dust bins? 

Biodegradable wastes are naturally broken down by bacteria, which reduce them to their simplest components. This allows the nutrients to be recycled throughout the biotic and abiotic ecosystem components. Non-biodegradable trash cannot be disposed of organically since bacteria cannot break them down. Such wastes are recycled, burned or dumped in landfills among other options. Disposing of the two types of waste in separate dustbins is best because their disposal methods are different.

Question 78.

Why did the United Nations act to control the production of chlorofluorocarbons (CFCs) used in refrigerators?

Since CFCs are the primary compounds contributing to ozone depletion, the United Nations has taken action to regulate their manufacture.

Question 79.

“Industrialisation has severely deteriorated the environment.” Give four reasons to support this statement.

Our ecology has become worse as a result of industrialisation in the following ways:

• The need for an additional land area to construct new enterprises has increased due to rapid industrialisation. The clearance of forest land satisfies this desire. One of the main causes of ecological unbalance, biodiversity loss, and unstable ecosystems are deforestation.
• Industries degrade the environment by releasing a variety of toxic gases. People nearby who breathe these fumes can get a number of respiratory conditions as a result.
• Many different sectors release large amounts of effluent and liquid waste, much of which is thrown into adjacent bodies of water. This pollutes the water. Diverse aquatic creatures perish in dirty water, and humans contract a variety of ailments from drinking it.
• The appropriate breakdown of the solid waste discharged from factories is not ensured and is just dumped on open ground. Ibis contributes to land contamination, which lowers soil quality and brings on a variety of human and animal ailments.

Question 80.

Why has the Government of India imposed a ban on the use of polythene bags? Suggest two alternatives to these bags and explain how this ban is likely to improve the environment.

Due to the fact that polythene bags are non-biodegradable and do not affect bacteria, the Indian government has banned their use. As a result, they cannot break down and remain in the environment for a long time, harming the ecology. These bags clog drains, causing water logging and mosquito breeding, which in turn causes numerous ailments like malaria and dengue. The alternatives to polythene bags are jute bags and cloth bags.

Question 81.

“Affluent lifestyle has negatively affected the environment.” Justify the given statement with the help of an example. 

The way of life of humans has improved as technology has developed over time. People’s attitudes have altered as a result of these changes in their life. When individuals have more resources at their disposal, they often abuse and overuse them, which leads to the production of vast amounts of waste material. For instance, the disposable lifestyle has compelled people to use more items like plastic cups, bags and other items that accumulate in the environment and do not degrade, harming the ecosystem.

Similar to how excessive use of air conditioners, refrigerators, plastic foams, etc. emits large amounts of CFCs, which are to blame for ozone depletion.

Question 82.

“To segregate the household waste, we should have two separate dustbins, one for the biodegradable waste and the other for the non-biodegradable waste.” Justify this statement by suggesting the proper way of disposal of these wastes. 

In order to dispose of household waste, two distinct dustbins should be used, one for biodegradable waste and the other for non-biodegradable waste. It is crucial to separate biodegradable trash from non-biodegradable waste before disposing of them properly. Biodegradable waste can be composted, whilst non-biodegradable garbage can be recycled, burnt or dumped.

Question 83.

We often observe domestic waste being decomposed in the by-lanes of residential colonies. Suggest ways to make the fellow residents realise that improper waste disposal is harmful to the environment. 

Making people aware of the negative effects of garbage disposal is one way to get them to understand that incorrect waste disposal

 is bad for the environment.

(i) By holding seminars on the harmful impacts of waste on the environment, they can be made aware.

(ii) Using flyers and posters to spread awareness.

(iii) Establishing an eco-club in the community to raise awareness of the negative impacts that garbage has on the environment, such as: 

• Improper trash disposal releases hazardous gases into the environment, making it dirty and unhealthy for living things.
• The waste will enter water bodies with rainwater and contaminate the water, endangering aquatic life.
• It gives mosquitoes a place to nest, which causes the spread of diseases, including dengue, malaria and filariasis.
• Hazardous substances from waste contaminate the soil and can harm plants when their roots ingest them. This will surely have a negative/detrimental effect on the ecosystem and the health of humans and other creatures.

Question 84.

(a) Write two negative effects of used plastic bags on the natural environment. Suggest alternatives that can be used instead of plastic bags.

(b) List any two suitable practices that can be followed to dispose of the waste produced in our homes.

(a) There are two negative effects of plastic bag use on the environment:

(i) Plastic bags are non-biodegradable materials that bacteria do not break down. As a result, they cannot disintegrate and remain in the ecosystem for a long time, harming the fertility and quality of the soil.

(ii) Plastic bags clog drains, which causes water logging and mosquito breeding, which spreads a number of diseases.

The alternatives to polyethene bags are jute and cloth bags.

(a) Techniques for getting rid of the waste generated in our homes:

• Sorting of garbage into biodegradable and non-biodegradable categories.
• Manure can be made from biodegradable waste.
• Non-biodegradable garbage needs to be dumped in places where municipal authorities may pick them up and properly and scientifically dispose of them.
• Utilise empty bottles and jars to store food and other stuff.

Question 85.

How and where is ozone formed in the atmosphere? Explain how it affects an ecosystem.

Ozone levels in the stratosphere are kept constant because the two reactions are in equilibrium. 

Ozone blanket is another name for the ozone layer. It serves as a shield to guard against the damaging effects of UV radiation on all forms of life. Due to the admission of high-energy UV radiations into the Earth’s surface caused by any thinning or depletion of the ozone layer, adverse impacts on plants, animals and people result.

Following are some negative effects of ozone depletion on people, animals and plants:

• Herpes and skin cancer incidence.
• Damage to vision, photo burning and an increase in eye cataracts are all potential side effects.
• Immune system dysfunction lowers the body’s ability to resist illness.
• Increased mortality of embryos.
• Plant photosynthesis is declining by 10 to 25%.
• Global warming

Benefits of Solving Important Questions Class 10 Science Chapter 15

Below is a list of a few benefits of solving questions from our Important Questions Class 10 Science Chapter 15:

• Our question bank of Important Questions Class 10 Science Chapter 15 is based on the latest CBSE syllabus and adheres to the NCERT exam-guidelines and format. So it covers questions of different formats including MCQs, fill in the blanks, short-form / medium-form and long-form answers. So students can be exposed to actual board exam-type paper patterns. This helps students to boost their confidence during the actual exams and score higher marks.
• The answers are prepared by experienced Science teachers with decades of experience. Additionally, there is a separate team to constantly review and revise the answers. So all our solutions are as per the latest CBSE syllabus and students can confidently rely on our solutions.
• By practising different advanced level questions provided in the Important Questions Class 10 Science Chapter 15, students can thoroughly brush up on the concepts given in the chapter. This will help them revise the concepts again and give them a chance to analyse their shortcomings and overcome them before they face the final examinations. Additionally, stick to a study schedule and follow it religiously to come out with flying colours. 

The answers given to all questions in our Class 10 Science Chapter 15 Important Questions adequately cover all of the key points with explanations. 

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Q.1 A solenoid is 1 m long and 2 cm in diameter and has 50 turns/cm. A current of 5 A is flowing through it. Calculate the magnetic induction:

a) Inside the solenoid. b) At one end on the axis of solenoid.

Marks: 5 Ans

a) Inside the solenoid: B = µ 0 NI length = 1m = 100cm Where, Number of turns, N = 50 /cm x 100cm = 5000 µ 0 = 4 x 10 -7 Current flowing through solenoid, I = 5 A. Thus, B = (5000 x 4 x 10 7 x 5) T B = x 10 2 T.

Q.2 What is the principle behind the working of electric generator? Explain its working with the help of well labeled diagram.

Principle of working(Electric generator): The electric generator works on the principle that when a conductor is moved in a magnetic field then current is induced in the conductor. The direction of the induced current is given by Flemings left hand rule.

Construction and Working: The construction of a simple electric generator is shown in the figure below:

It has a rectangular coil which is placed between two strong horse-shoe magnets. On the periphery of coil large turns of insulated copper wire is wound. Here the ends A and D of the coil are connected to slip rings R 1 and R 2 . They rotate along with the coil, while two carbon brushes B 1 and B 2 keep contact with them.

Suppose coil starts rotating in the clockwise direction than current is induced in the coil, which flows from points ABCD. The direction of current is given according to the Flemings left hand rule.

After half rotation of the coil, arm CD starts moving up while AB starts moving down. Now the flow current induced is reversed, that is current flows through DCBA. Hence we may say that after every half cycle direction of flow of current is reversed. Because of this reason the current produced by the generator is also called as alternating current.

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Cbse class 10 science important questions, chapter 1 - chemical reactions and equations.

Chapter 2 - Acids, Bases and Salts

Chapter 3 - metals and non-metals, chapter 4 - carbon and its compounds, chapter 5 - periodic classification of elements, chapter 6 - life processes, chapter 7 - control and coordination, chapter 8 - how do organisms reproduce, chapter 9 - heredity and evolution, chapter 10 - light reflection and refraction, chapter 11 - human eye and colourful world, chapter 12 - electricity, chapter 13 - magnetic effects of electric current, chapter 14 - sources of energy, chapter 16 - management of natural resources, faqs (frequently asked questions), 1. is chapter 15 an important chapter from the exam perspective for class 10.

Yes, it is definitely important from the exam perspective for Class 10 as it contains a weightage of around 3%. Apart from that, one should not skip this chapter as it is important for the students to learn about the environment, its components, factors that affect it, and how you can preserve it for a better tomorrow. 

2. What environmental factors affect the student's learning?

When students positively perceive their classroom environment, they are more likely to learn. Students will be motivated enough to learn if their academic environment promotes a sense of community and competence and allows them autonomy.

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Case Study MCQ Questions Chapter 15 Our Environment Class 10 Science

Please see below Case Study MCQ Questions Chapter 15 Our Environment Class 10 Science. These MCQ Questions with Answers for Case study have been designed as per the latest syllabus and examination guidelines of Class 10 Science.  Cased Study Based MCQ Questions for Class 10 Science  are expected to come in the upcoming exams. We have provided a lot of case studies for all chapters in standard 10 science. Please solve the MCQ Questions and compare with the answers provided by our teachers.

Chapter 15 Our Environment Class 10 Science Case Study MCQ Questions

Food chains are very important for the survival of most species. When only one element is removed from the food chain it can result in extinction of a species in some cases. The foundation of the food chain consists of primary producers. Primary producers, or autotrophs, can use either solar energy or chemical energy to create complex organic compounds, whereas species at higher trophic levels cannot and so must consume producers or other life that itself consumes producers. Because the sun’s light is necessary for photosynthesis, most life could not exist if the sun disappeared. Even so, it has recently been discovered that there are some forms of life, chemotrophs, that appear to gain all their metabolic energy from chemosythesis driven by hydrothermal vents, thus showing that some life may not require solar energy to thrive.

Question. Matter and energy are two fundamental inputs of an ecosystem. Movement of (a) Energy is bidirectional and matter is repeatedly circulating. (b) Energy is repeatedly circulation and matter is unidirectional. (c) Energy is unidirectional and matter is repeatedly circulating. (d) Energy is multidirectional and matter is bidirectional.

Question. Which of the following limits the number of trophic levels in a food chain? (a) Decrease in energy at higher trophic levels (b) Less availability of food (c) Polluted air (d) Water

Question. If Ravi is consuming curd/yogurt for lunch, which trophic level in a food chain he should be considered as occupying ? (a) First trophic level (b) Second trophic level (c) Third trophic level (d) Fourth trophic level

Question. The decomposers are not included in the food chain.The correct reason for the same is because decomposers: (a) Act at every trophic level of the food chain (b) Do not breakdown organic compounds (c) Convert organic material to inorganic forms (d) Release enzymes outside their body to convert organic material to inorganic forms

Question. If 10,000 J solar energy falls on green plants in a terrestrial ecosystem, what percentage of solar energy will be converted into food energy? (a) 10,000 J (b) 100 J (c) 1000 J (d) It will depend on the type of the terrestrial plant.

The diagram below shows a food web from the sea shore

Question. In the food web, what two organisms are competing for food?

(a) A and B (c) A and C (b) D and F (d) B and D

Question. Consider the following statements concerning food chains: (i) Removal of 80% tigers from an area resulted in greatly increased growth of vegetation (ii) Removal of most of the carnivores resulted in an increased population of herbivores. (iii) The length of the food chains is generally limited to 3 – 4 trophic levels due to energy loss (iv) The length of the food chains may vary from 2 to 8 trophic levels Which two of the above statements are correct? (a) (i), (iv) (b) (i), (ii) (c) (ii), (iii) (d) (iii), (iv)

Question. Why do all food chains start with plants? (a) Because plants are easily grown (b) Because plants are nutritious (c) Because plants can produce its own energy (d) Because plants do not require energy

Question. Which of the following group of organisms are not included in ecological food chain? (a) Carnivores (b) Saprophytes (c) Herbivores (d) Predators

Question. The mussel can be described as (a) Producer (b) Primary consumer (c) Secondary consumer (d) decomposer

Question. Which trophic level is incorrectly defined? (a) Carnivores – secondary or tertiary consumers (b) Decomposers – microbial heterotrophs (c) Herbivores – primary consumers (d) Omnivores – molds, yeast and mushrooms

Waste management is essential in today’s society. Due to an increase in population, the generation of waste is getting doubled day-byday. Moreover, the increase in waste is affecting  the lives of many people. Waste management is the managing of waste by disposal and recycling of it. Moreover, waste management needs proper techniques keeping in mind the environmental situations. For instance, there are various methods and techniques by which the waste is disposed of. You must have come across 5 R’s to save the environment: refuse, reduce, reuse, repurpose and recycle.

Question. According to the ‘Solid Waste Management Rule 2016’, the waste should be segregated into three categories. Observe the table below and select the row that has correct information:  

Question. Recycling of paper is a good practice but recycled paper should not be used as food packaging because:  (a) recycled papers take lots of space. (b) recycled papers can’t cover food properly. (c) recycled papers can cause infection. (d) recycled papers are costly.

Question. The given graph shows the amount of waste generated, dumped and treated in percentage. 

Identify the Reason of low success rate of waste management process. (a) only 15% of urban India’s waste is processed. (b) less than 60% of waste is collected from households. (c) more than 60% of waste is collected from households. (d) both (a) and (b).

Question. Choose the waste management strategy that is matched with correct example:    

Question. Effective segregation of wastes at the point of generation is very important. Select the appropriate statements giving the importance of waste segregation.  I. less waste goes to the landfills. II. better for public health and the environment. III. help in reducing the waste. IV. resulting in deterioration of a waste picker’s health. (a) both I and II (b) both I and III (c) both II and III (b) both I and IV

Observe the food web given below and answer any four questions from 

Question. Why do all food chains start with plants?    (a) Because plants are easily grown. (b) Because plants are nutritious. (c) Because plants can produce its own energy. (d) Because plants do not require energy.

Question. In the following food web, what two organisms are competing for food?

(a) A and B (b) A and C (c) D and F (d) B and D

Question. The mussel can be described as    (a) Producer (b) Primary consumer (c) Secondary consumer (d) decomposer

Question. Which trophic level is incorrectly defined?    (a) Carnivores : Secondary or tertiary consumers (b) Decomposers : Microbial heterotrophs (c) Herbivores : Primary consumers (d) Omnivores : Molds, Yeast and Mushrooms

Various components of an ecosystem maintain a balance in nature. Disturbance in any component of the environment cause an imbalance. One of the main environment problem caused by human activities is global warming. Global warming is a phenomenon caused by the increasing concentration of greenhouse gases in the atmosphere resulting due to enhanced greenhouse effect.

Question. Study carefully the following figure representing greenhouse effect and Select the correct statement regarding this.

(a) Much of the long wavelength infrared radiations re-radiated by the earth’s surface are absorbed are by the atmospheric greenhouse gases. (b) CO 2 , CH 4 , CFCs and N 2 O are the gases which are responsible for greenhouse effect. (c) The atmosphere is transparent to the incoming short-wavelength radiations and is translucent to the long-wavelength infrared radiations. (d) All of these

Question. Greenhouse effect is due to ___________.  (a) accumulation of O 3  and depletion of CO 2 . (b) accumulation of both O 3  and CO 2 . (c) accumulation of CO 2  and depletion of O 3 . (d) presence of green plant on the earth.

Question. Refer to the given pie chart showing the contribution of different gases to global warming. Identify gases P, Q R and S. Select the incorrect statement regarding.

(a) P could be a gas that increases in atmosphere due to excessive use of fossil fuel. (b) Q could be a gas produced by complete combustion of biomass. (c) R could be synthetic gaseous compounds used as refrigerants in air conditioners and refrigerators. (d) S could be a gas produced by combustion of nitrogen rich fuel.

Question. What could not be a source of gas Q given in the above pie chart?  (a) Marshes (b) Cattle (c) Jet fuel (d) Flooded paddy field

Question. If there is no CO 2  in the atmosphere, then what will be the most likely consequence of this on the temperature of earth?  (a) The temperature remain unchanged as it depends upon the oxygen content of the atmosphere. (b) The temperature would increase as less greenhouse gases will be absorbed by CO 2 . (c) The temperature would decrease CO 2  is the principal greenhouse gas. (d) None of these.

Some harmful non-biodegradable chemicals i.e., pesticides (e.g. DDT) and heavy metals (e.g., mercury, arsenic cadmium, etc.) enter the bodies of organism through the food chain and  go on concentrating at each trophic level. This phenomenon is called bio-magnification or biological magnification.

Question. Refer to the given table.

According to the given data. The correct order in a food chain will be (a) E → C → D → A → B (b) B → D → A → E → C (c) C → E → A → D → B (d) C → E → A → B → D

Question. A group of scientist analysed samples of five different animals from a river for possible accumulation of DDT in their body due to bio-magnification. The result obtained is shown in the given graph. 

The correct order of the food chain operating in a river is (a) S → P → Q → R (b) S → Q → R → P (c) P → R → Q → S (d) P → Q → S → R

Question. When animals are sprayed with poisons, they may die immediately, but their bodies still contain the poison. The poison in their bodies will then be passed on to the animals which eat them. What would be the consequence of a mass poisoning of the rabbit population in a grazing food chain and why?  (a) Plants would die quickly as they are eaten by rabbits. (b) Grasshopper would die quickly as all animals in the food web would be affected. (c) Western rattlesnakes would quickly become poisoned as they eat rabbits. (d) Hawk would become poisoned as they feed on rabbits.

Question. Refer to the food chain given below. Phytoplankton → Zooplankton → Small fish → Large fish → Fish eating birds If concentration of DDT in small fish estimated to be 0.5 ppm, then amount of DDT in Zooplankton and Large fish would respectively be  (a) 0.04 ppm, 2ppm (b) 2 ppm, 0.04 ppm (c) 0.04 ppm, 0.04 ppm (d) 2 ppm, 0.5 ppm

Question. Higher amount of DDT disturb calcium metabolism of bird. This results in.    (a) thickening of their egg shells. (b) premature breaking of eggs. (c) death of their embryos. (d) both (b) and (c).

Biosphere is a global ecosystem composed of living organisms and abiotic factors from which they derive energy and nutrients. And ecosystem is defined as structural and functional unit of the biosphere comprising of living and non-living environment that interact by means of food chains and chemical cycles resulting in energy flow, biotic diversity and material cycling to form a stable, self-supporting system

Question. The given figure best represents:

(a) Grassland food chain (b) Parasitic food chain (c) Forest food chain (d) Aquatic food chain

Question. Which trophic level is incorrectly defined? (a) Carnivores – secondary or tertiary consumers (b) Decomposers – microbial heterotrophs (c) Herbivores – primary consumers (d) Omnivores – molds, yeast and mushrooms The diagram below shows a food web from the sea shore

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Extra Questions for Class 10 Science Chapter 15 Our Environment

Get extra questions for Class 10 Science Chapter 15 Our Environment with PDF. Our subject expert prepared these solutions as per the latest NCERT textbook. These extra questions will be helpful to revise the important topics and concepts. You can easily download all the questions and answers in PDF format from our app.

Our Environment Class 10 Science Extra Questions with Answers

Question 1: How is the increase in demand for energy affecting our environment adversely?

Answer: The increase in demand for energy affects our environment adversely. Due to this increase, pollutants like CO, CO 2 , SO 2 , etc., are released in to the atmosphere which leads to greenhouse effect.

Question 2: Why is ozone layer getting depleted at the higher levels of the atmosphere

Answer: Ozone layer is getting depleted at the higher levels of the atmosphere due to effect of chlorofluorocarbons (CFCs) which are used as refrigerants and in fire extinguishers.

Question 3: Name any two abiotic components of an environment.

Answer: Two abiotic components of an environment are temperature and rainfall.

Question 4: What are the two main components of our environment?

Answer: The two main components of our environment are the biotic or living components and abiotic or non-living components.

Question 5: Why are green plants called ‘producers’?

Answer: Green plants are called ‘producers’ because they can produce food by photosynthesis in the presence of sunlight.

Question 6: Which disease is caused in human beings due to depletion of ozone layer in the atmosphere?

Answer: Skin cancer is caused in human beings due to the depletion of ozone layer in the atmosphere.

Question 7: What will happen if we kill all the organisms in one trophic level?

Answer: If we kill all the organisms in one trophic level, the following effects will take place:

• The population of organisms in previous trophic level will increase.
• The organisms in next trophic level will not be able to get the food, so they will migrate to some other ecosystem or die.
• It will cause an ecological imbalance in the food chain.

Question 8: Why did United Nations act to control the production of chlorofluorocarbons (CFCs) used in refrigerators?

Answer: CFCs deplete the ozone layer around the earth, hence their production is controlled by United Nations.

Question 9: Which compounds are responsible for the depletion of ozone layer? [Delhi]

Answer: The compounds responsible for the depletion of ozone layer are chlorofluorocarbons (CFCs).

Question 10: Define ‘trophic level’.

Answer: Trophic level is the position that an organism occupies in a food chain, where transfer of food or energy takes place.

Question 11: What are the various steps in a food chain called?

Answer: The various steps in a food chain are called trophic levels.

Question 12: What is the important function of presence of ozone in earth’s atmosphere?

Answer: The important function of presence of ozone in earth’s atmosphere is that it shields the surface of the earth from ultraviolet (UV) radiations of the sun.

Question 13: Give an example to illustrate that indiscriminate use of pesticides may result-in the degradation of the environment.

Answer: The pesticides used in crop field are washed down into the water bodies. From water bodies, these are absorbed by aquatic plants and animals of a food chain and thereby degrades the environment.

Question 14: Why is it necessary to conserve our environment?

Answer: It is necessary to conserve our environment to prevent depletion of natural resources and environmental damage, thereby sustaining life.

Question 15: What is meant by a biodegradable waste?

Answer: Biodegradable wastes are those substances which are broken down into simpler, harmless substances in nature in due course of time by the biological processes such as action of microorganisms like certain bacteria.

Examples: Urine and faecal matter, sewage, agricultural residue, paper, wood, cloth and cattle dung.

Question 16: What is the role of decomposers in the ecosystem?

Answer: Role of decomposers in the environment:

• They return the nutrients to the nutrient pool.
• They help in completing the different bio-geochemical cycles, thus they maintain the balance in the ecosystem.

Question 17: What step is being taken to limit the damage to the ozone layer?

Answer: Steps is being taken to limit the damage to the ozone layer are:

• Judicious use of aerosol spray propellants such as fluorocarbon and chlorofluorocarbons which cause depletion or hole in ozone layer.
• Control over large scale nuclear explosions and limited use of supersonic planes.

Question 18: Why are some substances non- biodegradable?

Answer: Some substances are non-biodegradable because they cannot be broken down into simpler harmless substances in nature.

Question 19: Which class of chemicals is linked to the decrease in the amount of ozone in the upper atmosphere of the earth?

Answer: The chemical compound Chlorofluorocarbon is responsible for decrease of ozone in the upper atmosphere of the earth.

Question 20: Name two decomposers operating in our ecosystem.

Answer: Bacteria and fungi.

Question 21: Select two non-biodegradable substances from the following waste generated in a kitchen: spoilt food, paper bags, milk bags, vegetable peels, tin cans, used tea leaves.

Answer: Milk bags and tin cans.

Question 22: What happens when higher energy ultraviolet radiations act on the oxygen at the higher level of the atmosphere?

Answer: When high energy ultraviolet radiations act on oxygen, ozone is produced:

Question 23: In a food chain, 10,000 joules of energy is available to the producer. How much energy will be available to the secondary consumer to transfer it to the tertiary consumer?

Answer: 10 J will be available to the secondary consumer to transfer to the tertiary consumer.

Question 24: Write the name and formula of a molecule made up of three atoms of oxygen.

Answer: Ozone and its chemical formula is O 3 .

Question 25: List two man-made ecosystems.

Answer: Garden and Pond are man-made ecosystems.

Question 26: Consider the following food chain which occurs in a forest: Grass → Deer → Lion. If 10000 J of solar energy is available to the grass, how much energy would be available to the deer to transfer it to the lion?

Answer: 10 J energy would be available to deer to transfer to lion.

Question 27: Which of the following belong to the first trophic level of a food chain? Grass, Grasshopper, Plants, Rat, Tiger

Answer: Grass and plants belong to the 1st trophic level of a food chain.

Question 28: Name the phenomenon in which non-biodegradable chemicals get accumulated progressively at each trophic level of a food chain.

Answer: Biological magnification.

Question 29: How is ozone formed in the upper atmosphere? Why is the damage of ozone layer a cause of concern to us? State a cause of this damage.

Answer: Ozone is formed in upper atmosphere by the reaction of ultraviolet (UV) radiations on oxygen (O 2 ) molecule.

The damage to ozone layer is a cause of concern to us as due to its damage, more ultraviolet rays reach the earth’s surface causing various health hazards.

A cause of this damage is the presence of large amount of chlorofluorocarbons in the atmosphere.

Question 30: State two problems caused by the non- biodegradable waste that we generate in our daily life.

Answer: Two problems caused by non-biodegradable waste that we generate in our daily life are:

• It clogs drains.
• It causes water and soil pollution.

Question 31: What are biodegradable and non- biodegradable substances? Select two biodegradable pollutants from the following: Agricultural waste, glass, plastic, sewage, DDT.

Answer: Biodegradable substances are those substances which are broken down into simpler, harmless substances in nature in due course of time by the biological processes such as microorganisms like certain bacteria.

Non-biodegradable substances are those substances which cannot be broken down into simpler, harmless substances in nature.

Two biodegradable pollutants are agricultural waste and sewage.

Question 32: Construct an aquatic food chain showing four trophic levels.

Answer: Food chain in aquatic ecosystem:

Question 33: Explain ‘biological magnification’ with the help of an example.

Answer: Pesticides used in crops are washed down into the soil. From soil these are absorbed by plants along with water and minerals and thus, they enter the food chain. While consuming the crops, human beings also consume these pesticides which get accumulated in our bodies. This phenomenon is known as biological magnification.

Question 34: Describe how decomposers facilitate recycling of matter in order to maintain balance in the ecosystem.

Answer: Decomposers are microorganisms that obtain energy from the chemical breakdown of dead organisms of animals or plants. These microorganisms breakdown the complex organic substances of dead organisms into simple inorganic substances that go into the soil and are used up once more by the plants. Decomposers thus, help in recycling of matter.

Question 35: Explain the phenomenon of “biological magnification” How does it affect organisms belonging to different trophic levels particularly the tertiary consumers?

Answer: The process in which harmful chemicals enter a food chain and get accumulated progressively at each trophic level is called biological magnification.

Harmful and toxic chemicals enter our bodies when they are added to soil and water. Use of pesticides to protect the food crops from diseases and pests and chemical wastes of factories are dumped in open or disposed off into rivers. These chemicals are washed down into the soil and ultimately to water table or get absorbed or taken up from the soil by the plants along with water and minerals and in this way harmful chemicals enter the food chain. The quantity of these harmful chemicals increases with increase in trophic level of the food chain because these substances are not degradable. Man is at the top of the food chain, so concentration is maximum in human beings.

Thus, accumulation of DDT has been maximum in man as DDT is used to destroy pests. DDT is accumulated in the following way in this food chain:

This is the reason why our food grains such as wheat and rice, vegetables and fruits and even meat contain varying amounts of pesticides residues. So, the highest trophic level at the extreme right of food chain has the maximum concentration of harmful chemicals in a food chain.

Question 36: “Damage to the ozone layer is a cause for concern.” Justify this statement. Suggest any two steps to limit this damage. ‘

Answer: Ozone layer prevents the harmful ultraviolet radiation to enter the atmosphere and reach the earth’s surface. Depletion of ozone layer has become a cause for concern because it can cause serious effects on human body and other organisms of the environment like fatal diseases such as skin cancer, changes in genetic material DNA, eye damage, etc.

Two steps to limit this damage are as follows:

Question 37: (a) What is ‘environmental pollution’? (b) Distinguish between biodegradable and non-biodegradable pollutants. (c) Choose the biodegradable pollutants from the list given below: Sewage, DDT, radioactive waste, agricultural waste.

Answer: (a) Environmental pollution is an undesirable change in the physical, chemical or biological characteristics of the natural environment, brought about by man’s activities. This pollution may affect the soil, rivers, seas or the atmosphere.

(c) Biodegradable pollutants are sewage and agricultural waste.

Question 38: Why are bacteria and fungi called decomposers? List any two advantages of decomposers to the environment.

Answer: Bacteria and fungi breakdown the dead remains and waste products of organisms. These microorganisms are called the decomposers as they breakdown the complex organic substances into simple inorganic substances that go into the soil and are used up once more by the plants.

Two advantages of decomposers to the environment are as follows:

• Decomposers feed, on the dead bodies of plants and animals. They return the simple components to soil and help in making the steady state of ecosystem by recycling of nutrients. They, therefore, create a balance in the environment.
• They also act as scavengers or cleansing agents of the atmosphere

• NCERT Solutions
• NCERT Solutions for Class 10
• NCERT Class 10 Science
• Chapter 15 Our Environment

NCERT Solutions for Class 10 Science Chapter 15: Our Environment

Ncert solutions class 10 science our environment – cbse free pdf download.

* According to the CBSE Syllabus 2023-24, this chapter has been renumbered as Chapter 13.

Download Exclusively Curated Chapter Notes for Class 10 Science Chapter – 15 Our Environment

Download most important questions for class 10 science chapter – 15 our environment.

The questions and the detailed answers to the questions will help students to comprehend the concepts and the ideas given in the CBSE Class 10 Science examination. To score good marks in the exams, students are advised to study from NCERT Solution for Class 10 .

This chapter gives knowledge on air, constituents of air, wind, air present in soil and its importance, oxygen and its importance for living organisms, and the atmosphere and its importance for plants and our survival.

Important topics covered in NCERT Solutions for Class 10 Science Chapter 15 Our Environment

• Is air present everywhere around us?
• What is air made up of?
• How does oxygen become available to animals and plants living in water and soil?
• How is the oxygen in the atmosphere replaced?
• Chapter 1 Chemical Reactions and Equations
• Chapter 2 Acids, Bases and Salts
• Chapter 3 Metals and Non-metals
• Chapter 4 Carbon and Its Compounds
• Chapter 5 Periodic Classification of Elements
• Chapter 6 Life Processes
• Chapter 7 Control and Coordination
• Chapter 8 How Do Organisms Reproduce?
• Chapter 9 Heredity and Evolution
• Chapter 10 Light Reflection and Refraction
• Chapter 11 The Human Eye and Colourful World
• Chapter 12 Electricity
• Chapter 13 Magnetic Effects of Electric Current
• Chapter 14 Sources of Energy
• Chapter 16 Sustainable Management

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Access Chapter-wise NCERT Solutions for Class 10 Science Chapter 15 – Our Environment

In-text questions page: 260.

Q1. What are the trophic levels? Give an example of a food chain and state the different trophic levels in it.

In the food chain, the transfer of food or energy takes place at various levels, and these levels are known as trophic levels.

Grass → Goat → Man

In the food chain,

• Grass represents the first trophic level.
• The goat represents the second trophic level.
• Man represents the third trophic level.

Q2. What is the role of decomposers in the ecosystem?

The following are the roles of decomposers in the ecosystem:

• They act as a cleansing agent of the environment by decomposing dead plants and animals.
• They help in recycling nutrients.
• They provide space for new beings in the biosphere by decomposing the dead.
• They help in putting back the various elements into water, soil and air for the reuse of producers like crop plants.

In-text Questions Page: 262

Q1. Why are some substances biodegradable and some non-biodegradable?

The reason why some substances are biodegradable and some are non-biodegradable is because the microorganisms, like bacteria, and decomposers, like saprophytes, have a specific role to play. They can break down only natural products like paper, wood, etc., but they cannot break down human-made products like plastics. Based on this, some substances are biodegradable and some are non-biodegradable.

Q2. Give any two ways in which biodegradable substances would affect the environment.

The following are the ways in which biodegradable substances would affect the environment:

• They keep the environment clean as they are easily decomposed.
• They can easily go through the geochemical cycle with the help of decomposers.

Q3. Give any two ways in which non-biodegradable substances would affect the environment.

The following are the ways in which non-biodegradable substances would affect the environment:

• They cause air, soil and water pollution.
• They may cause bio-magnification in the food chain resulting in the end of humans.

In-text Questions Page: 264

Q1. What is ozone, and how does it affect the ecosystem?

Ozone is a molecule formed by the three atoms of oxygen and is known as an isotope of oxygen. The main function of the ozone layer is to provide protection to the earth’s surface from the harmful UV rays of the sun. These rays are harmful to living organisms and may result in skin cancer.

Q2. How can you help in reducing the problem of waste disposal? Give any two methods.

The following are the ways to reduce the problem of waste disposal:

• 3 Rs: By following the 3 Rs, one can reduce the problem of waste disposal. The 3 Rs are reduce, recycle and reuse. Reducing the usage of private vehicles and opting for public transport can reduce air pollution. Recycling and reusing plastics is also a way to reduce waste disposal.
• Preparation of compost: All biodegradable wastes, like kitchen waste, can be dumped in the compost.

Exercise Questions Page: 264

Q1. Which of the following groups contain only biodegradable items? a. Grass, flowers and leather b. Grass, wood and plastic c. Fruit peels, cake and lime juice d. Cake, wood and grass

a) Grass, flowers and leather c) Fruit peels, cake and lime juice d) Cake, wood and grass

Above are the groups that contain only biodegradable items. Since plastic is not a biodegradable substance, that group cannot be considered biodegradable.

Q2. Which of the following constitutes a food chain? a. Grass, wheat and mango b. Grass, goat and human c. Goat, cow and elephant d. Grass, fish and goat

b. Grass, goat and human

Here, the grass is the producer, the goat is the primary consumer, and the human is the secondary consumer.

Q3. Which of the following are environment-friendly practices? a. Carrying cloth bags to put purchases in while shopping b. Switching off unnecessary lights and fans c. Walking to school instead of getting your mother to drop you on her scooter d. All of the above

Solution: d) All of the above

Q4. What will happen if we kill all the organisms at one trophic level?

If we kill all the organisms in one trophic level, the food supply to the next level will stop, resulting in an imbalance of the ecosystem. As a result, animals in the higher levels will die, making the growth of animals in the lower trophic level increase in an enormous way. All of this will affect the overall balance in the ecosystem.

Q5. Will the impact of removing all the organisms in the trophic level be different for different trophic levels? Can the organisms of any trophic level be removed without causing any damage to the ecosystem?

Yes, the impact of removing all the organisms in a trophic level will be different for different trophic levels. For example, if all the producers are removed, there is a chance of death or migration of the primary consumers, which will upset the trophic levels. This is the same for all levels. Therefore, the removal of organisms at any level would upset the whole ecosystem as the food chain is disturbed. The survival of the higher-level animals is completely dependent on the animals at the lower levels.

Q6. What is biological magnification? Will the levels of this magnification be different at different levels of the ecosystem?

Biological magnification can be defined as the progressive increase in the concentration of non-biodegradable wastes in the food chain. As there is an increase in the magnification at the successive trophic levels of the ecosystems, all the other levels do get affected, and the concentration may vary when compared to the first level.

Q7. What are the problems caused by the non-biodegradable wastes that we generate?

The following are the problems caused by non-biodegradable wastes:

• These substances cannot be decomposed by microorganisms.
• As the quantity increases, dumping becomes a problem.
• Non-biodegradable wastes, like heavy metals, may enter the food chain at the upper trophic levels.
• They may escape to the groundwater, which causes soil infertility and disturbance in the pH of the soil.

Q8. If all the waste we generate is biodegradable, will this have no impact on the environment?

Biodegradable wastes are decomposed by the microorganisms into simpler substances which can be used by the producers as raw materials. But the following are the effects of too many biodegradable wastes:

• As the decomposition of biodegradable wastes is slow, they produce an awful smell, and when inhaled by humans, it can be harmful.
• The dumping areas can be a place where harmful organisms may start to breed, which can be harmful to humans as well as plants and animals.
• An increase in the number of aquatic organisms may result in the depletion of oxygen.

Q9. Why is damage to the ozone layer a cause for concern? What steps are being taken to limit this damage?

The ozone layer is a protective cover for the earth. It prevents harmful UV rays from entering the earth as these rays are harmful and can result in skin cancer. But, air pollutants like chlorofluorocarbons (CFCs) are the main reason for the depletion of the ozone layer. Too much of UV rays are harmful to plants as they affect photosynthesis and destroy planktons and decomposers. These are the reasons why the damage to the ozone layer is a cause of concern.

As a step to limit this, many developing and developed countries have signed and are obeying the directions of UNEP (United Nations Environment Programme) to freeze or limit the production and usage of CFCs.

NCERT Solutions for Class 10 Science Chapter 15 – Our Environment

Chapter 15 Our Environment is one of the important chapters in Class 10 Science, with a mark weightage of 3 marks. In Chapter 15 of NCERT Solutions for Class 10 Science, students will learn in detail about the ecosystem and its component, along with the various human activities that affect the environment.

Topics covered in this chapter

• Food Chains and Webs – 2 questions (2 long)
• Managing the garbage that we produce – 3 questions (3 long)

All organisms, such as microorganisms, plants, animals and human beings, along with the physical surroundings, interact with each other and maintain a balance in nature. All these interacting organisms, along with non-living constituents of the environment, form an ecosystem. Chapter 15 of NCERT Solutions Class 10 Science discusses how various components in the environment interact with each other and how humans impact the environment.

Key Features of NCERT Solutions for Class 10 Science Chapter 15 – Our Environment

• Provide comprehensive answers to the chapter questions.
• Lucid language is used that can be understood by all.
• Genuine and appropriate answers are provided.
• These solutions can be referred to for CBSE exams, Olympiads and other competitive exams.
• Concise answers are provided to help students understand better.

Frequently Asked Questions on NCERT Solutions for Class 10 Science Chapter 15

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Case Study Question for Class 10 Science (CBSE Board)

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Case Study and Passage Based Questions for Class 10 Science Chapter 10 Light Reflection and Refraction

• Last modified on: 1 year ago
• Reading Time: 10 Minutes

In CBSE Class 10 Science Paper, Students will have to answer some questions based on  Assertion and Reason . There will be a few questions based on case studies and passage based as well. In that, a paragraph will be given, and then the MCQ questions based on it will be asked.

Here, we have provided case based/passage based questions for Class 10 Science  Chapter 10 Light Reflection and Refraction .

Question 1:

Read the following and answer any four questions from (i) to (v).

The spherical mirror forms different types of images when the object is placed at different locations. When the image is formed on screen, the image is real and when the image does not form on screen, the image is virtual. When the two reflected rays meet actually, the image is real and when they appear to meet, the image is virtual.

A concave mirror always forms a real and inverted image for different positions of the object. But if the object is placed between the focus and pole. the image formed is virtual and erect.

A convex mirror always forms a virtual, erect and diminished image. A concave mirror is used as doctor’s head mirror to focus light on body parts like eyes, ears, nose etc., to be examined because it can form erect and magnified image of the object. The convex mirror is used as a rear view mirrors in automobiles because it can form an small and erect image of an object.

(i) When an object is placed at the centre of curvature of a concave mirror, the image formed is (a) larger than the object (b) smaller than the object (c) same size as that of the object (d) highly enlarged.

(ii) No matter how far you stand from a mirror, your image appears erect. The mirror is likely to be (a) plane (b) concave (c) convex (d) either plane or convex.

(iii) A child is standing in front of a magic mirror. She finds the image of her head bigger, the middle portion of her body of the same size and that of the legs smaller. The following is the order of combinations for the magic mirror from the top. (a) Plane, convex and concave (b) Convex, concave and plane (c) Concave, plane and convex (d) Convex, plane and concave

(iv) To get an image larger than the object, one can use (a) convex mirror but not a concave mirror (b) a concave mirror but not a convex mirror (c) either a convex mirror or a concave mirror (d) a plane mirror.

(v) A convex mirror has wider field of view because (a) the image formed is much smaller than the object and large number of images can be seen. (b) the image formed is much closer to the mirror (c) both (a) and (b) (d) none of these.

Question 2:

The lenses forms different types of images when object placed at different locations. When a ray is incident parallel to the principal axis, then after refraction, it passes through the focus or appears to come from the focus.

When a ray goes through the optical centre of the lens, it passes without any deviation. If the object is placed between focus and optical center of the convex lens, erect and magnified image is formed.

As the object is brought closer to the convex lens from infinity to focus, the image moves away from the convex lens from focus to infinity. Also the size of image goes on increasing and the image is always real and inverted.

A concave lens always gives a virtual, erect and diminished image irrespective to the position of the object.

(i) The location of image formed by a convex lens when the object is placed at infinity is (a) at focus (b) at 2F (c) at optical center (d) between Fand 2F

(ii) When the object is placed at the focus of concave lens, the image formed is (a) real and smaller (b) virtual and inverted (c) virtual and smaller (d) real and erect

(iii) The size of image formed by a convex lens when the object is placed at the focus of convex lens is (a) small (b) point in size (c) highly magnified (d) same as that of object

(iv) When the object is placed at 2F in front of convex lens, the location of image is (a) at F (b) at 2 F on the other side (c) at infinity (d) between F and optical center

(v) At which location of object in front of concave lens, the image between focus and optical centre is formed (a) anywhere between centre and infinity (b) at F (c) at 2F (d) infinity

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3 thoughts on “ Case Study and Passage Based Questions for Class 10 Science Chapter 10 Light Reflection and Refraction ”

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