JKBOSE Class 10 Science Most Repeated Questions – Physics, Chemistry & Biology
This practice set covers the important questions supplied for JKBOSE Class 10 Science revision. Physics, Chemistry and Biology are included with board-exam style answers, equations, diagrams-to-practise and step-by-step explanations. The wording "most repeated" follows the provided question list; students should still practise the complete syllabus and recent official papers.
Quick Subject Index
- Physics – Light; Human Eye and Colourful World; Electricity; Magnetic Effects of Electric Current
- Chemistry – Chemical Reactions; Acids, Bases and Salts; Metals and Non-metals; Carbon and its Compounds; Periodic Classification
- Biology – Life Processes; Control and Coordination; Reproduction; Heredity and Evolution; Our Environment; Management of Natural Resources
A. Physics – Most Repeated Questions
1. Light – Reflection and Refraction
Q1. State the laws of reflection of light.
Answer
First law: The incident ray, reflected ray and the normal at the point of incidence all lie in the same plane.
Second law: The angle of incidence is equal to the angle of reflection.
∠i = ∠r
In an exam, draw a normal at the point of incidence and clearly mark i and r.
Q2. Explain image formation by a concave mirror for different object positions.
Answer
Beyond C: Image forms between C and F; real, inverted and diminished.
At C: Image forms at C; real, inverted and same size.
Between C and F: Image forms beyond C; real, inverted and enlarged.
At F: Reflected rays become parallel; image is formed at infinity and is highly enlarged.
Between F and P: Image forms behind the mirror; virtual, erect and enlarged.
Diagram practice: draw the principal axis, pole P, focus F, centre C and at least two standard rays for each case.
Q3. Derive the mirror formula.
Solution
For a spherical mirror, using the standard ray diagram and the geometry of similar triangles under the paraxial approximation, the relation between object distance u, image distance v and focal length f is obtained.
1/f = 1/v + 1/u
Therefore, the mirror formula is:
1/v + 1/u = 1/f
Use the Cartesian sign convention consistently while solving numerical questions.
∴ Mirror formula: 1/v + 1/u = 1/f.
Q4. What is the difference between a real and a virtual image?
Real image: formed by actual convergence of light rays; it can generally be obtained on a screen and is usually inverted.
Virtual image: formed by apparent intersection of rays; it cannot be obtained on a screen and is generally erect.
Example: A concave mirror can form both real and virtual images depending on object position; a plane mirror forms a virtual image.
Q5. A concave mirror produces a three-times magnified real image of an object placed 10 cm in front of it. Find the image position.
Solution
Using Cartesian sign convention, object distance u = −10 cm. For a real inverted image, magnification m = −3.
m = −v/u
−3 = −v/(−10)
−3 = v/10
v = −30 cm
∴ Image is formed 30 cm in front of the mirror.
2. Human Eye and the Colourful World
Q6. Draw and explain the human eye.
Answer
Practise a labelled diagram showing cornea, iris, pupil, lens, ciliary muscles, retina, optic nerve and aqueous/vitreous regions.
Cornea: transparent front surface through which most refraction occurs.
Iris: controls the size of the pupil.
Lens: focuses light on the retina.
Retina: light-sensitive layer where the image is formed.
Optic nerve: carries visual signals to the brain.
Q7. What are the near point and far point of a normal human eye?
The near point is the minimum distance at which a normal eye can see an object clearly without strain.
Near point ≈ 25 cm
The far point is the maximum distance at which a normal eye can see clearly.
Far point = infinity
Q8. Explain myopia and hypermetropia and their correction.
Myopia: a distant object forms an image in front of the retina. It is corrected using a suitable concave lens.
Hypermetropia: a nearby object forms an image behind the retina. It is corrected using a suitable convex lens.
Diagram practice: show the defective eye first, then show the corrective lens bringing the focus onto the retina.
Q9. Why is the clear sky blue? Why do stars twinkle?
Blue sky: sunlight is scattered by particles in the atmosphere. Shorter wavelengths such as blue are scattered more strongly than longer wavelengths such as red, making the sky appear blue.
Twinkling: starlight passes through atmospheric layers of changing density and refractive index. Continuous atmospheric refraction changes the apparent brightness and position slightly, producing twinkling.
3. Electricity
Q10. State Ohm’s law and describe the V–I graph.
At constant temperature and other physical conditions, the potential difference across a conductor is directly proportional to the current through it.
V ∝ I
V = IR
For an ohmic conductor, a V–I graph is a straight line passing through the origin. Its slope on a V-versus-I graph gives resistance.
Q11. Derive equivalent resistance in series and parallel.
Series: the same current I flows through each resistor and total voltage is the sum.
V = V₁ + V₂ + V₃ = I(R₁+R₂+R₃)
Rₛ = R₁ + R₂ + R₃
Parallel: the same potential difference V acts across each resistor and currents add.
I = I₁+I₂+I₃ = V(1/R₁+1/R₂+1/R₃)
1/Rₚ = 1/R₁ + 1/R₂ + 1/R₃
For two resistors in parallel: Rₚ = R₁R₂/(R₁+R₂).
Q12. Differentiate resistance and resistivity.
Resistance R: opposition offered by a particular conductor to current. It depends on length, area, material and temperature.
Resistivity ρ: a property of the material, defined through:
R = ρL/A
SI unit of resistance: ohm (Ω). SI unit of resistivity: ohm metre (Ω m).
Q13. A 2 m wire has area 0.5 mm² and resistivity 1.6 × 10⁻⁸ Ωm. Find its resistance.
Convert area:
0.5 mm² = 0.5 × 10⁻⁶ m² = 5 × 10⁻⁷ m²
Use R = ρL/A:
R = (1.6×10⁻⁸ × 2)/(5×10⁻⁷)
R = 0.064 Ω
∴ Resistance = 0.064 Ω.
Q14. A bulb is rated 220 V–100 W. Find its resistance and current.
Use P = VI.
I = P/V = 100/220 = 5/11 A ≈ 0.455 A
Also, P = V²/R:
R = V²/P = 220²/100 = 484 Ω
∴ Current ≈ 0.455 A and resistance = 484 Ω.
4. Magnetic Effects of Electric Current
Q15. State Fleming’s Left Hand Rule and Right Hand Rule.
Left Hand Rule: stretch the thumb, forefinger and middle finger of the left hand mutually perpendicular. Forefinger gives magnetic field direction, middle finger current direction, and thumb force/motion direction for a current-carrying conductor.
Right Hand Thumb Rule: hold a straight current-carrying conductor in the right hand with thumb in current direction; curled fingers show magnetic field direction around it.
Q16. Describe magnetic field lines around a straight conductor, circular loop and solenoid.
Straight conductor: concentric circles are formed around the wire; direction is found by the right-hand thumb rule.
Circular loop: field lines near the centre become nearly parallel and the loop behaves like a magnetic dipole.
Solenoid: field inside is strong and nearly uniform for a long solenoid; the pattern resembles a bar magnet outside.
Practise labelled field-line diagrams for all three.
Q17. What is an electromagnet? How can its strength be increased?
An electromagnet is a temporary magnet produced when electric current flows through a coil, usually wound around a soft iron core.
Its strength can be increased by increasing the current, increasing the number of turns per unit length and using a suitable soft iron core.
Q18. Explain the working of an electric motor.
An electric motor converts electrical energy into mechanical energy.
A current-carrying coil placed in a magnetic field experiences forces on its two sides. These forces act in opposite directions and produce a turning effect.
A split-ring commutator reverses the current in the coil after each half turn, keeping the torque in the same rotational direction.
Carbon brushes supply current to the rotating coil.
Diagram must label armature/coil, magnet, split rings, brushes, battery and axle.
Q19. What is electromagnetic induction? State Faraday’s law.
Electromagnetic induction is the production of an induced current or emf in a circuit when the magnetic flux linked with it changes.
Faraday’s law states that induced emf is proportional to the rate of change of magnetic flux.
ε ∝ −dΦ/dt
The negative sign represents Lenz’s law: the induced effect opposes the change producing it.
B. Chemistry – Most Repeated Questions
1. Chemical Reactions and Equations
Q20. What is a redox reaction? Give an example.
A redox reaction involves oxidation and reduction occurring together.
Example:
CuO + H₂ → Cu + H₂O
Here CuO loses oxygen and is reduced to Cu, while H₂ gains oxygen and is oxidised to H₂O.
Q21. Differentiate combination, decomposition, displacement and double displacement reactions.
| Type | General idea | Example |
|---|---|---|
| Combination | Two or more substances form one product. | CaO + H₂O → Ca(OH)₂ |
| Decomposition | One compound breaks into simpler substances. | CaCO₃ → CaO + CO₂ |
| Displacement | A more reactive element displaces another. | Zn + CuSO₄ → ZnSO₄ + Cu |
| Double displacement | Ions exchange between two compounds. | AgNO₃ + NaCl → AgCl + NaNO₃ |
Q22. What is corrosion? How can it be prevented?
Corrosion is the gradual deterioration of a metal due to chemical or electrochemical reaction with its environment. Rusting of iron is a common example.
Prevention methods include painting, oiling/greasing, galvanisation, alloying and electroplating, depending on the metal and application.
Q23. Why does the colour of copper sulphate solution change when an iron nail is dipped in it?
Iron is more reactive than copper, so iron displaces copper from copper sulphate solution.
Fe + CuSO₄ → FeSO₄ + Cu
CuSO₄ solution is blue, while FeSO₄ solution is pale green. Copper gets deposited on the iron nail.
Hence the blue colour changes toward green.
2. Acids, Bases and Salts
Q24. Give the chemical names and formulae of baking soda, washing soda, plaster of Paris and bleaching powder.
| Common name | Name | Formula |
|---|---|---|
| Baking soda | Sodium hydrogen carbonate | NaHCO₃ |
| Washing soda | Sodium carbonate decahydrate | Na₂CO₃·10H₂O |
| Plaster of Paris | Calcium sulphate hemihydrate | CaSO₄·½H₂O |
| Bleaching powder | Calcium oxychloride | CaOCl₂ |
Q25. What happens when an acid reacts with a metal, metal carbonate and base?
Acid + metal: salt + hydrogen gas.
Zn + 2HCl → ZnCl₂ + H₂
Acid + metal carbonate: salt + water + carbon dioxide.
2HCl + Na₂CO₃ → 2NaCl + H₂O + CO₂
Acid + base: salt + water; this is neutralisation.
HCl + NaOH → NaCl + H₂O
Q26. Write the reaction of zinc with dilute sulphuric acid.
Zn + H₂SO₄ → ZnSO₄ + H₂↑
Zinc displaces hydrogen from dilute sulphuric acid. Effervescence is observed because hydrogen gas is evolved.
Q27. What is pH? Explain the acidic and basic range.
pH is a measure related to the hydrogen-ion concentration of an aqueous solution.
pH = −log[H⁺]
At 25°C, pH below 7 is acidic, pH 7 is neutral and pH above 7 is basic. Lower pH generally means greater acidity; higher pH means greater basicity.
Q28. Why does tooth decay begin when mouth pH falls below about 5.5?
Acids produced by bacteria from food can lower the pH in the mouth. Below about 5.5, tooth enamel begins to be attacked more readily, increasing demineralisation and the risk of decay.
Maintaining oral hygiene and reducing frequent exposure to fermentable sugars helps reduce this risk.
3. Metals and Non-metals
Q29. Differentiate between metals and non-metals.
| Metals | Non-metals |
|---|---|
| Generally lustrous, malleable and ductile. | Generally dull and brittle when solid. |
| Generally good conductors of heat and electricity. | Generally poor conductors, with important exceptions. |
| Usually form cations by losing electrons. | Often form anions or share electrons. |
These are general trends; exceptions should be remembered where relevant.
Q30. What is the reactivity series of metals?
A commonly used order from more reactive to less reactive is:
K > Na > Ca > Mg > Al > Zn > Fe > Pb > (H) > Cu > Hg > Ag > Au
The series helps predict displacement reactions and the broad method used for extraction of metals from ores.
Q31. Explain extraction of metals of low, middle and high reactivity.
Low reactivity: ores of some less-reactive metals may be converted to the metal by relatively simple heating or reduction, depending on the ore.
Middle reactivity: ores are generally converted to oxides by roasting/calcination and then reduced using a suitable reducing agent such as carbon or carbon monoxide.
High reactivity: metals such as sodium, calcium and aluminium cannot be obtained by ordinary carbon reduction; their compounds are commonly reduced by electrolytic methods.
In a board answer, write the extraction steps with a relevant example and balanced equation where asked.
Q32. What is an alloy? Give two examples.
An alloy is a homogeneous mixture or solid solution of two or more elements, at least one of which is a metal, prepared to obtain useful properties.
Examples: brass = copper + zinc; bronze = copper + tin.
Q33. Why is sodium kept under kerosene?
Sodium is highly reactive and reacts vigorously with oxygen and moisture. The reaction can produce heat and may cause fire.
Kerosene prevents direct contact of sodium with air and water, so it is stored under kerosene.
4. Carbon and its Compounds
Q34. What is a homologous series?
A homologous series is a family of organic compounds having the same functional group and similar chemical properties, with successive members differing by a −CH₂− unit.
Example: alkanes: CH₄, C₂H₆, C₃H₈, C₄H₁₀.
Q35. Explain electron-dot structures of ethane, ethene, ethyne, ethanol and ethanoic acid.
Carbon has four valence electrons and generally forms four covalent bonds. In electron-dot structures, shared electron pairs are shown between bonded atoms.
Ethane: C₂H₆ has a C–C single bond.
Ethene: C₂H₄ has a C=C double bond.
Ethyne: C₂H₂ has a C≡C triple bond.
Ethanol: C₂H₅OH contains the hydroxyl (−OH) group.
Ethanoic acid: CH₃COOH contains the carboxyl (−COOH) group.
For the exam, practise the actual dot diagrams with every valence electron pair shown.
Q36. Differentiate between saturated and unsaturated hydrocarbons.
Saturated: contain only carbon–carbon single bonds; example ethane, C₂H₆.
Unsaturated: contain at least one C=C or C≡C bond; examples ethene, C₂H₄ and ethyne, C₂H₂.
Unsaturated compounds commonly undergo addition reactions, such as hydrogenation.
Q37. Explain the cleansing action of soap.
Soap molecules have a hydrophobic hydrocarbon tail and a hydrophilic ionic end.
The hydrophobic tail interacts with oily dirt while the hydrophilic end interacts with water. Soap molecules form micelles around grease, allowing oily particles to remain suspended in water and be washed away.
A labelled micelle diagram is useful for a long-answer question.
Q38. What happens when ethanol is heated with alkaline KMnO₄?
Ethanol is oxidised to ethanoic acid under suitable oxidation conditions.
CH₃CH₂OH + 2[O] → CH₃COOH + H₂O
Alkaline KMnO₄ acts as an oxidising agent; reaction conditions can affect the exact product/form in the reaction mixture.
5. Periodic Classification of Elements
Q39. State the Modern Periodic Law.
The physical and chemical properties of elements are periodic functions of their atomic numbers.
Atomic number, rather than atomic mass, is the basis of the modern periodic arrangement.
Q40. Give advantages of the Modern Periodic Table over Mendeleev’s table.
It arranges elements by increasing atomic number, which removes several anomalies associated with atomic-mass order.
Isotopes occupy the same position because they have the same atomic number.
Electronic configuration and periodic trends can be related naturally to group and period positions.
The modern table also provides a clearer placement of elements according to their atomic structure.
Q41. Explain trends of atomic size, metallic character and valency.
Across a period: atomic size generally decreases because effective nuclear attraction increases; metallic character generally decreases.
Down a group: atomic size generally increases because new electron shells are added; metallic character generally increases.
Valency: for many main-group elements it changes systematically across a period and remains generally similar down a group, based on valence electrons.
Q42. How is the position of an element determined from its electronic configuration?
The number of occupied electron shells gives the period number.
For main-group elements, the number of valence electrons helps identify the group and chemical behaviour.
Example: electronic configuration 2,8,1 has three shells, so it is in period 3; one valence electron places it in the alkali-metal group.
C. Biology – Most Repeated Questions
1. Life Processes
Q43. Explain photosynthesis.
Photosynthesis is the process by which green plants prepare food from carbon dioxide and water using light energy in the presence of chlorophyll.
6CO₂ + 6H₂O → C₆H₁₂O₆ + 6O₂
Light energy is captured by chlorophyll. Water is obtained mainly through roots, while carbon dioxide enters through stomata. The resulting carbohydrates provide chemical energy and raw material for growth.
Draw a simple labelled diagram showing leaf, sunlight, CO₂ entering through stomata and water moving from roots.
Q44. Differentiate aerobic and anaerobic respiration.
| Aerobic respiration | Anaerobic respiration |
|---|---|
| Usually uses oxygen. | Occurs without oxygen. |
| Complete breakdown of glucose to CO₂ and H₂O. | Partial breakdown; products depend on organism/cells. |
| Releases more energy. | Releases less energy. |
Q45. Explain the roles of bile, HCl and saliva in digestion.
Bile: helps neutralise acidic chyme and emulsifies fats, increasing the surface area for lipase action.
HCl: provides an acidic medium in the stomach, supports pepsin action and helps kill many microbes.
Saliva: moistens food and contains salivary amylase, which begins starch digestion.
Q46. Explain the structure and functioning of the human heart.
The human heart has four chambers: right atrium, right ventricle, left atrium and left ventricle.
Deoxygenated blood enters the right atrium, moves to the right ventricle and is pumped to the lungs through the pulmonary artery.
Oxygenated blood returns from the lungs to the left atrium, enters the left ventricle and is pumped to the body through the aorta.
Valves help prevent backflow and maintain one-way movement.
Practise a labelled four-chamber heart diagram with major blood vessels.
Q47. Draw and explain the human digestive system, respiratory system and nephron.
Digestive system: label mouth, oesophagus, stomach, liver, gall bladder, pancreas, small intestine, large intestine and rectum/anus.
Respiratory system: label nasal passage, trachea, bronchi, lungs, bronchioles and alveoli.
Nephron: label Bowman’s capsule, glomerulus, tubule, loop of Henle, collecting duct and associated blood vessels.
For diagrams, use clean lines, straight label lines and correct spellings.
2. Control and Coordination
Q48. Draw and explain the human brain.
Practise a labelled diagram showing cerebrum, cerebellum, medulla/brain stem, spinal cord and major visible regions.
Cerebrum: involved in conscious activities, thinking, memory and interpretation of sensory information.
Cerebellum: coordinates movement and helps maintain posture and balance.
Medulla/brain stem: controls several involuntary functions.
Q49. Differentiate between sensory and motor neurons.
Sensory neuron: carries nerve impulses from receptors/sense organs towards the central nervous system.
Motor neuron: carries impulses from the central nervous system towards muscles or glands (effectors).
Q50. Explain reflex arc.
A reflex action is a rapid, automatic response to a stimulus.
Typical pathway:
Receptor → sensory neuron → spinal cord/interneuron → motor neuron → effector
The pathway allows a quick response without waiting for conscious processing by the brain. The brain may receive information about the event afterwards.
Draw a labelled reflex-arc diagram.
Q51. What are plant hormones? Give functions of auxin, gibberellin, cytokinin and abscisic acid.
Auxin: promotes cell elongation and participates in phototropic responses.
Gibberellin: promotes stem growth and can help break seed dormancy in suitable conditions.
Cytokinin: promotes cell division and delays ageing of plant tissues.
Abscisic acid (ABA): generally inhibits growth and participates in stress responses and stomatal closure.
Q52. How does chemical coordination occur in animals?
Endocrine glands release hormones directly into the blood. Hormones travel to target tissues and regulate functions such as growth, metabolism, reproduction and responses to stress.
Examples include pituitary, thyroid, adrenal, pancreas and reproductive glands. Hormonal effects are generally slower than nerve impulses but may last longer.
3. How Do Organisms Reproduce?
Q53. Differentiate between asexual and sexual reproduction.
Asexual: usually involves one parent, no fusion of gametes, and generally produces genetically similar offspring.
Sexual: involves formation and fusion of gametes, usually from two parents or two gamete sources, and produces greater genetic variation.
Q54. Explain binary fission, budding, spore formation, regeneration and vegetative propagation.
Binary fission: one organism divides into two, as in Amoeba under suitable conditions.
Budding: a small outgrowth develops into a new individual, as in yeast.
Spore formation: spores formed in specialised structures can disperse and develop into new organisms.
Regeneration: an organism can produce a complete individual from a body fragment in organisms with suitable regenerative ability.
Vegetative propagation: new plants arise from vegetative parts such as stem, root or leaf.
Q55. Explain the role of placenta and contraception.
Placenta: forms a connection between maternal and foetal circulations and facilitates exchange of nutrients, oxygen and wastes; it also has endocrine functions.
Contraception: methods include barrier methods such as condoms, intrauterine devices, hormonal methods and surgical methods. The method chosen depends on individual circumstances and medical advice.
Q56. What diagrams should be practised for reproduction?
Practise labelled diagrams of the longitudinal section of a flower, human male reproductive system and human female reproductive system.
For the flower, focus on stigma, style, ovary, ovule, anther, filament, petals and sepals.
Keep reproductive-system diagrams large enough for labels to remain readable.
4. Heredity and Evolution
Q57. Explain Mendel’s monohybrid experiment.
Mendel crossed pea plants differing in one pair of contrasting traits, such as tall and dwarf plants.
The F₁ generation showed the dominant trait. When F₁ plants were self-pollinated, the recessive trait reappeared in F₂.
Tt × Tt → TT, Tt, Tt, tt
Genotypic ratio = 1:2:1 and, under complete dominance, phenotypic ratio = 3:1.
Draw a clear Punnett square and define dominant and recessive traits.
Q58. Differentiate dominant and recessive traits.
Dominant: expressed in a heterozygous condition under complete dominance.
Recessive: masked by the dominant allele in a heterozygous condition and expressed when the relevant recessive alleles are paired.
Q59. Differentiate acquired and inherited traits.
Acquired traits: develop during an organism’s lifetime due to environment, use, training or other experiences and are generally not encoded as inherited genetic changes in the way germ-line traits are.
Inherited traits: are transmitted genetically from parents to offspring through DNA.
Q60. Explain sex determination in humans.
Human females generally have XX sex chromosomes and males generally have XY.
An egg normally carries X, while sperm may carry X or Y.
X egg + X sperm → XX
X egg + Y sperm → XY
Thus the sperm chromosome contributes the X or Y chromosome in the usual XX–XY mechanism.
Q61. What is speciation?
Speciation is the formation of new species from existing populations.
It can involve isolation of populations, accumulation of genetic variation, natural selection, genetic drift and reproductive isolation over generations.
Geographical isolation can reduce gene flow and allow separated populations to diverge.
5. Our Environment
Q62. What are food chain, food web and trophic levels?
Food chain: a sequence showing transfer of food and energy from one organism to another.
Example: grass → grasshopper → frog → snake → eagle.
Food web: interconnected food chains in an ecosystem.
Trophic level: each feeding position in a food chain, such as producers, primary consumers and higher consumers.
Q63. What is biological magnification?
Biological magnification is the increase in concentration of certain persistent, non-biodegradable pollutants at successive trophic levels of a food chain.
Top consumers can accumulate the highest concentrations because the substances persist and are transferred through feeding.
Q64. Differentiate biodegradable and non-biodegradable substances.
Biodegradable: can be broken down by microorganisms into simpler substances under suitable conditions; example vegetable waste.
Non-biodegradable: resist biological breakdown and can persist for long periods; examples include many plastics and certain synthetic chemicals.
Q65. What are harmful effects of ozone depletion?
Ozone in the stratosphere absorbs much of the Sun’s harmful ultraviolet radiation.
Depletion increases UV exposure, which can raise risks of skin damage and eye problems and can adversely affect plants and aquatic ecosystems.
6. Management of Natural Resources
Q66. Why should we conserve forests and wildlife?
Forests and wildlife maintain biodiversity, food webs, soil stability, water cycles and ecological balance.
Conservation also protects genetic resources and supports the long-term availability of ecosystem services for present and future generations.
Q67. What are the advantages of water harvesting?
Rainwater harvesting collects and stores rainwater or helps recharge groundwater.
Benefits include improving local water availability, reducing dependence on external supplies, helping groundwater recharge and reducing surface runoff and erosion when properly designed.
Q68. Differentiate renewable and non-renewable resources.
Renewable resources: can be replenished naturally on a human-relevant timescale when managed properly, such as sunlight and wind.
Non-renewable resources: exist in limited quantities and form extremely slowly, such as coal, petroleum and many mineral deposits.
Q69. What is sustainable management of natural resources?
Sustainable management means using natural resources carefully so that present needs are met without damaging ecosystems or reducing the ability of future generations to meet their needs.
It includes conservation, efficient use, reduction of waste, protection of biodiversity and participation of local communities where appropriate.
Diagram practice: Human eye, concave-mirror ray diagrams, human heart, digestive system, respiratory system, nephron, brain, reflex arc, flower, male/female reproductive systems and electric motor should be practised with clean labels. Never replace a required labelled diagram with only a paragraph.
Highest Priority Revision Topics
| Subject | Priority chapters/topics from the provided list | What to practise |
|---|---|---|
| Physics | Light, Electricity, Human Eye | Ray diagrams, formula derivations, numericals and defect correction |
| Chemistry | Chemical Reactions, Acids/Bases/Salts, Carbon | Balanced equations, reactions, definitions and structures |
| Biology | Life Processes, Reproduction, Heredity | Long answers, diagrams, processes and Mendelian crosses |
Science Board-Exam Revision Checklist
- Write definitions accurately and keep answers point-wise.
- Balance every chemical equation before finalising it.
- For Physics numericals, write formula → substitution → calculation → unit.
- Use the correct sign convention in mirror and lens numerical questions.
- Practise labelled diagrams with straight, readable label lines.
- For Biology long answers, write the process in logical sequence.
- Revise standard equations, reactions, diagrams and important terms repeatedly.
- Solve recent official JKBOSE papers separately to understand the actual paper pattern.
Exam-writing rule: Do not write only the final answer. For a 3–5 mark question, include the definition/statement, explanation or derivation, equation where required, labelled diagram where asked, and a clear concluding line.
Conclusion
Use this Science practice set for focused revision. Write definitions accurately, balance chemical equations, show Physics calculations step by step and practise every required labelled diagram.
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