CRITICAL AND CREATIVE THINKING TEST ITEMSCLASS X SUB: SCIENCE CHAPTER-16 : SUSTAINABLE MANAGEMENT OF

RESOURCES INDEX

S.No:

Topic Page Number

1 Richness of Species in Hotspots

2 Threats to Biodiversity : Habitat Loss

3 Focus on Integrated Natural Resource Management

4 Forest: A Survival Cover

5 Some Traditional Water Harvesting Structures

6 Dam-An essential Water Reservoir

7 Conservation of Forest

8 Grey Water recycling, why?

9 Conflicting Data: How fast is the World Losing its Forests?

10 Water Management-Rain water harvesting

CREATIVE AND CRITICAL THINKING SKILLS PRACTICE ASSESSMENT TOPIC – RICHNESS OF SPECIES IN HOTSPOTS

Domain- Scientific Literacy Theme- Management of Natural Resources

Class- XExpected Time : 15 minutes Total credit: 10

Description of Item –

1. TEXT INFORMATION2. Picture

LEARNING OUTCOMES –1. Student will be able to understand the need for

conservation of Biodiversity .2. Students will be able to understand the concept of

Species richness in various geographical regions .

TOPIC – RICHNESS OF SPECIES IN HOTSPOTS

Biodiversity, also called biological diversity, the variety of life found in a place on Earth or, often, the total variety of life on Earth. A common measure of this variety, called species richness, is the count of species in an area. Colombia and Kenya, for example, each have more than 1,000 breeding species of birds, whereas the forests of Great Britain and of eastern North America are home to fewer than 200. A coral reef of northern Australia may have 500 species of fish, while the rocky shoreline of Japan may be home to only 100 species. Such numbers capture some of the differences between places—the tropics, for example, have more biodiversity than temperate regions—but raw species count is not the only measure of diversity. Biodiversity encompasses the genetic variety within each species and the variety of ecosystems that species create. Although examining counts of species is perhaps the most common method used to compare the biodiversity of various places, in practice biodiversity is weighted differently for different species, the reason being that some species are deemed more valuable or more interesting than others. One way this “value” or “interest” is assessed by examining the diversity that exists above the species level, in the genera, families, orders, classes, and phyla to which species belong. For example, the count of animal species that live on land is much higher than the count of those that live in the oceans because there are huge number of terrestrial insect species; insects comprise many orders and families, and they constitute the largest class of arthropods, which themselves constitute the largest animal phylum. In contrast, there are fewer animal phyla in terrestrial environments than in the oceans. Some species have no close relatives and exist alone in their genus, whereas others occur in genera made up of hundreds of species. Given this, one can ask whether it is a species belonging to the former or latter category that is more important. On one hand, a taxonomically distinct species—the only one in its genus or family, for example—may be more likely to be distinct biochemically and so be a valuable source for medicines simply because there is nothing else quite like it. On the other hand, although the only species in a genus carries more genetic novelty, a species belonging to a large genus might possess something of the evolutionary vitality that has led its genus to be so diverse. The second way to weight species biodiversity is to recognize the unique biodiversity of those environments that contain few species but unusual ones. Dramatic examples come from extreme environments such as the summits of active Antarctic volcanoes e.g., Mt. Erebus and Mt. Melbourne

in the Ross Sea region, hot springs in the western United States or deep-sea hydrothermal vents .The numbers of species found in these places may be smaller than almost anywhere else, yet the species are quite distinctive. One such species is the bacterium Thermus aquaticus, found in the hot springs of Yellowstone. From this organism was isolated Taq polymerase, a heat-resistant enzyme crucial for a DNA-amplification technique widely used in research and medical diagnostics .

Source of image -Britannica .com

Kaus Silverwood is an endangered plant found in Hawai islands Answer the following questions based on the above paragraph-1. Biodiversity refers to –

a) count of species in an area .b) total variety of life found on earthc) variety of plants found on earth d) a particular species belonging to an area .

________________________________________________________________

Framework CharacteristicsCompetency Evaluating and designing scientific enquiry

Knowledge system Content knowledge

Context GlobalCognitive demand mediumItem format Simple MCQProficiency level 1

2. The tropics exhibit a greater genetic diversity due to –

a) less variations in the climate and constant environment b) availability of sunlight is more.c) tropical latitudes have remained undisturbed for many years d) all of above _________________________________________________________________

Framework Characteristics

Competency Evaluating and designing scientific enquiry

Knowledge system Content knowledge

Context Global

Cognitive demand medium

Item format Simple MCQ

Proficiency level 1

3. The second way to weight species biodiversity is to recognize the unique biodiversity of those environments that contain few species but unusual ones.How is Thermus aquaticus is considered an unusual species of bacteria? Explain your answer .

Framework CharacteristicsCompetency Evaluating and designing scientific enquiry

Knowledge system Content knowledge

Context Global

Cognitive demand medium

Item format Open construed response

Proficiency level 4

4. Some species have no close relatives and exist alone in their genus, whereas others occur in genera made up of hundreds of species. In your opinion ,which species is more important ,the one existing alone in their genus or the one which has hundreds of species in the genera . Explain your views .

Framework Characteristics

Competency Evaluating and designing scientific enquiry

Knowledge system Content knowledge

Context Global

Cognitive demand medium

Item format Open construed response

Proficiency level 4

5. Why are some bacteria growing in hot thermal vents important in medical diagnostics ?_______________________________________________________________________________________________________________________________________________________________________________________________________________

Framework CharacteristicsCompetency Evaluating and designing scientific enquiryKnowledge system Content knowledge

Context Global

Cognitive demand medium

Item format Short response

Proficiency level 3

Description of Answer key and Credits –Full credit -2Partial credit -1No credit -0

Ans 1 – b Total variety of life found on earth . Full credit -2 No credit -0 for wrong response Ans2 – d all of the above Full credit -2 No credit -0 for wrong response Ans-3 Thermus aquatics is considered to be unusual because it is found in a distinctive habitat like hot vents . A useful thermostable enzyme is extracted from it . Full credit -2 correct response Partial credit -1 partial response No credit -0 wrong response Ans 4 – The only species in a genus has more genetic novelty whereas many species in a genus has more evolutionary vitality due to which different species have evolved in the same genus . Full credit 2 -correct response Partial credit -1 partial response No credit – 0 wrong response Ans 5- Some bacteria like thermus aquatics growing in hot vents are important as enzyme Taq polymerase can be extracted from them which is used in PCR technique in medical diagnostics . Full credit- 2 correct response Partial credit -1 partial response No credit - wrong response

Domain: Scientific literacy Theme : Management of Natural Resources

Class : XExpected Time : 15 MinTotal Credit : 10

Description of Item : Text

√ Picture

Learning Outcome: Awareness and understanding of threats to biodiversity. Develop curiosity to know more about nature and harmful effect due to its destruction.

Creative and Critical Thinking (CCT) Practice Assessment

Topic-: Threats to Biodiversity: Habitat lossOver-exploitation of natural resources in some cases lead to exhaustion, particularly by excessive forestry, fishing and hunting. This over-exploitation may be explained in part by human overpopulation in some areas of the planet, ever-increasing world demand for these resources and the development of international trade. Humans rely on technology to modify their environment and replace certain functions that were once performed by the natural ecosystem. Other species cannot do this. Elimination of their ecosystem – whether it is a forest, a desert, grassland, a freshwater estuary, or a marine environment – will kill the individuals within most species. Remove the entire habitat within the range of a species and, unless they are one of the few species that do well in human-built environments, the species will become extinct. Habitat loss is a process of environmental change in which a natural habitat is rendered functionally unable to support the species present. This process may be natural or unnatural, and may be caused by habitat fragmentation, geological processes, climate change, or human activities such as the introduction of invasive species or ecosystem nutrient depletion. In the process of habitat destruction, the organisms that previously used the site are displaced or destroyed, reducing biodiversity.Human destruction of habitats has accelerated greatly in the latter half of the twentieth century. Natural habitats are often destroyed through human activity for the purpose of harvesting natural resources for industry production and urbanization. Clearing habitats for agriculture, for example, is the principal cause of habitat destruction. Other important causes of habitat destruction include mining, logging, and urban sprawl. Habitat destruction is currently ranked as the primary cause of species extinction worldwide.Biodiversity loss in Sumatra: (a) One sub-species of orangutan is found only in the rain forests of Borneo, while the other sub-species of orangutan is found only in the rain forests of Sumatra. These animals are examples of the exceptional biodiversity of (c) the islands of Sumatra and Borneo. Other species include the (b) Sumatran tiger and the (d) Sumatran elephant, both of which are critically endangered. Rainforest habitat is being removed to make way for (e) oil palm plantations such as this one in Borneo’s Sabah Province

Consider the exceptional biodiversity of Sumatra. It is home to one sub-species of orangutan, a species of critically endangered elephant, and the Sumatran tiger; however, half of Sumatra’s forest is now gone. The neighbouring island of Borneo, home to the other sub-species of orangutan, has lost a similar area of forest, and forest loss continues in protected areas. The orangutan in Borneo is listed as endangered by the International Union for Conservation of Nature (IUCN), but it is simply the most visible of thousands of species that will not survive the disappearance of the forests of Borneo. The forests are being removed for their timber, and to clear space for plantations of palm oil, an oil used in Europe for many items including food products, cosmetics, and bio diesel.A five-year estimate of global forest cover loss for the years 2000–2005 was 3.1 percent. In the humid tropics where forest loss is primarily from timber extraction, 272,000 km2 was lost out of a global total of 11,564,000 km2 (or 2.4 percent). In the tropics, these losses also represent the extinction of species because of high levels of endemism.Since the Neolithic Revolution, about 47% of the world’s forests have been lost to human use. Present-day forests occupy about a quarter of the world’s ice-free land, with about half of these occurring in the tropics. In temperate and boreal regions, forest area is gradually increasing (with the exception of Siberia), but deforestation in the tropics is of major concern.Feeding more than seven billion human bodies takes a heavy toll on the earth’s resources. This begins with the appropriation of about 38 percent of the earth’s land surface and about 20 percent of its net primary productivity. Added to this are the resource-hungry activities of industrial agribusiness: everything from crops’ need for irrigation water, synthetic fertilizers, and pesticides, to the resource costs of food packaging, transport (now a major part of global trade), and retail.

Answer the following Questions based on the information given above -

Q1. What are the causes of habitat destruction?(i) Agricultural purposes(ii) Mining(iii) Logging(iv) All of the above

Framework CharacteristicsCompetency Interpreting data and based on previous

knowledgeKnowledge system Content knowledgeContext GlobalCognitive demand MediumItem format Simple MCQProficiency level 1

Q 2. What is the primary cause of species extinction world-wide?

Framework CharacteristicsCompetency Interpreting data and evidence scientificallyKnowledge system Content knowledgeContext GlobalCognitive demand MediumItem format Close constructed responseProficiency level 2

Q 3. With your understanding, circle “Yes” or “No” for the following statements?

(a) The biodiversity refers number and variety of species of plant and animal life within a region.

Yes/ No

(b) Loss of biodiversity is not affected by habit loss. Yes/ No

Framework CharacteristicsCompetency Interpreting data and evidence scientificallyKnowledge system Content knowledge and acquire from previous

knowledge.Context GlobalCognitive demand MediumItem format Open constructed responseProficiency level 3

Q 4. What are harmful effects of natural habitat destruction other than loss of biodiversity?

_______________________________________________________________________

Framework CharacteristicsCompetency Explain phenomenon and think scientifically.Knowledge system Previous knowledgeContext GlobalCognitive demand MediumItem format Open constructed responseProficiency level 3

Q 5. Healthy ecosystems and environments are necessary for the survival and flourishing of human and other organism. Give some of the ways or idea to reduce human’s negative impact on the environment.

________________________________________________________________________

Framework CharacteristicsCompetency Critical thinking, knowledge of scienceKnowledge system Epistemic Context GlobalCognitive demand MediumItem format Open constructed responseProficiency level 4

Creative and Critical Thinking (CCT) Practice Assessment

Scoring KeyDescription of Answer Key and Credits:Credit Pattern :Full Credit : 02Half Credit : 01Nil Credit : 00 Answer- 1Full Credit : (iv) All of the aboveNo Credit : any other response____________________________________________________________________Answer-2Full Credit: Habitat destructionPartial credit: - NilNo credit :- no response/ wrong response

______________________________________________________________________Answer-3Full Credit : (a) Yes (b) NoNo credit : No response__________________________________________________________________Answer- 4Full Credit: Other harmful effects of habitat destruction are climatic change, laid to natural calamities like flood and drought and disturb the natural food-chain or ecosystem. Partial Credit: Any two points from above answer. No credit : no response / wrong responseAnswer- 5.Full Credit: . There are number of ways to reduce human’s negative impact on the environment. One approach is environmental management, second approach is management of human consumption of resources and third approach adds cultural and political concerns into the sustainability matrixPartial credit : one correct responseNo Credit : no response/ wrong response

CREATIVE AND CRITICAL THINKING (CCT) PRACTICE ASSESSMENT

DOMAIN: SCIETIFIC LITERACY

_____________DESCRIPTION OF ITEM: TEXT

THEME: MANAGEMENT OF NATURAL RESOURCES

LEARNING OUTCOMES:

CLASS – XTIME EXPECTED- 15 MIN.TOTAL CREDIT101.Students will be able to understand about

natural resources and their management.

2.Students will be able to use natural resources judiciously and sustainably.

TOPIC – FOCUS ON INTEGRATED NATURAL RESOURCE MANAGEMENTIntegrated natural resource management (INRM) is a process of managing natural resources in a systematic way, which includes multiple aspects of natural resource use (biophysical, socio-political, and economic) meet production goals of producers and other direct users (e.g., food security, profitability, risk aversion) as well as goals of the wider community (e.g., poverty alleviation, welfare of future generations, environmental conservation). It focuses on sustainability and at the same time tries to incorporate all possible stakeholders from the planning level itself, reducing possible future conflicts. The conceptual basis of INRM has evolved in recent years through the convergence of research in diverse areas such as sustainable land use, participatory planning, integrated watershed management, and adaptive management. INRM is being used extensively and been successful in regional and community based natural management.

Source -Google images

Answer the following questions on the basis of above information:1. What are the different aspects of use of natural resources?a.) Socio-political b) biophysical c) economic d) all of the above___________________________________________________________________________________________________________________________________________________________

FRAMEWORK

COMPETENCYKNOWLEDGE BASEDCONTEXTCOGNITIVE DEMANDITEM FORMATPROFICIENCY LEVEL

CHARACTERISTICS

Evaluating knowledgeConceptualGlobalAverageSimple MCQ1

2. INRM includes goals of wider community, what do you mean by goals of wider community?____________________________________________________________________________________________________________________________________________________

FRAMEWORK

COMPETENCYKNOWLEDGE BASEDCONTEXTCOGNITIVE DEMANDITEM FORMATPROFICIENCY LEVEL

CHARACTERISTICS

Interpret dataContent knowledgeGlobalMediumClose constructed3

3. Which areas form the conceptual basis of INRM?________________________________________________________________________________________________________________________________________________________________FRAMEWORK

COMPETENCYKNOWLEDGE BASEDCONTEXTCOGNITIVE DEMANDITEM FORMATPROFICIENCY LEVEL

CHARACTERISTICS

Critically evaluationContent knowledgeGlobalMediumClose constructed3

4. What is the main aim of INRM?______________________________________________________________________________________________________________________________________________________

FRAMEWORK

COMPETENCYKNOWLEDGE BASEDCONTEXTCOGNITIVE DEMANDITEM FORMATPROFICIENCY LEVEL

CHARACTERISTICS

Evaluating knowledgeConceptual knowledgeGlobalAverageClose constructed2

5. In your opinion, what will be the attitude of human to the natural resource’s management after COVID-19 ERA?

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________

FRAMEWORK

COMPETENCYKNOWLEDGE BASEDCONTEXTCOGNITIVE DEMANDITEM FORMATPROFICIENCY LEVE

CHARACTERISTICS

Exploring knowledgeContent knowledgeGlobalHighOpen constructed3

SCORING KEY CCTCREDIT PATTERN: FULL CREDIT: 02 PARTIAL CREDIT:01 NIL CREDIT: 00Description of Answer Key and Credits:

1. Full credit : option DNo credit : any other option

2. Full credit: poverty alleviation, welfare of future generations, environmental conservation(2 or more responses)Partial credit: any 1 response

3. Full credit : 2 or more responses ( sustainable land use, participatory planning, integrated watershed management, adaptive management)Partial credit: one response

4. Full credit: focuses on sustainability, to incorporate all possible stakeholders from planning the level itself, reducing possible future conflicts.( other related responses)Partial credit: any one of above

5. Full credit: global crisis inspires people to change thinking in an ecological direction and mobilize communities, increasing scale of environmental protection, reclamation of degraded environment etc. ( any other close related response)No credit: vague or irrelevant answer

CREATIVE AND CRITICAL THINKING SKILLS (CCT) PRACTICE ASSESSMENT

Domain : Scientific Literacy Theme: Management of Natural Resources

Class: XExpected Time: 15 minTotal Credit :10

Description of Item: Text ; Image Learning outcome : Identify the need of conservation of forests

TOPIC - Forest : a survival cover

Source: https://www.dailymotion.com/video/x2zn3yk Demand for forest products and services in the country is increasing with rapid economic growth, industrialization and increase in population. The recorded forest area in India is about 76.5 million ha (23% of total land mass). However, the actual forest/tree cover is just about 19% of the total geographical area. The per capita forest area in the country is 0.08 ha as compared to the world average of 0.64 ha. A study was carried out to: i) assess the status of forests in India, ii) analyse the trends in production and consumption of forest products and iii) estimate demand and supply of forest products in future. The results of the study reveal that the area under forests registered a decline over the period. There is a need for an increase in area under forest of up to one third of total geographical area as recommended by the Indian Forest Policy to meet the requirement of forest products as well as the protection of ecological assetsSource: http://www.fao.org/3/XII/0228B1.htm#:~:text=Demand%20for%20forest%20products%20and,of%20the%20total%20geographical%20area.Q1. Forest are considered as ‘biodiversity hot spots. Why? ___________________________________________________________________Framework CharacteristicsCompetency Interpret scientificallyKnowledge system Content knowledgeContext NationalCognitive demand MediumItem format Closed constructed responsesProficiency 1

Q2. The given picture indicates direct participation of local people in forest conservation. This picture depicts:

https://en.wikipedia.org/wiki/Chipko_movementa) Joint forest management b) Chipko Movement c) Beej Bachao Andolan d) Tribal dance.

Framework CharacteristicsCompetency Interpret scientificallyKnowledge system Content knowledgeContext NationalCognitive demand MediumItem format MCQProficiency 1

Q3. Which of these cannot be a cause for the depletion of flora and fauna?

a) Agricultural expansion b)Large scale developmental projects.

c)Gazing and fuel wood collection. d)Rapid industrialization and urbanization.

Framework CharacteristicsCompetency Interpret scientificallyKnowledge system Content knowledgeContext NationalCognitive demand MediumItem format MCQProficiency 2

Q4. Stakeholders in respect of forest are those people who utilize various forest products. These are:(i)The people who live in and around the forest.(ii) Industrialist engaged in manufacture of furniture, plywood and sports goods.

(iii) Forest department of government.(iv) Wild-life and nature enthusiasts

Which among these should have the authority to decide the management of forest produce?

Framework CharacteristicsCompetency Interpret scientificallyKnowledge system Content knowledgeContext NationalCognitive demand MediumItem format Open constructed responsesProficiency 3

Q5.Being a responsible Indian citizen, how can you as an individual make a difference in managingForests and wildlife?

_____________________________________________________________________

Framework CharacteristicsCompetency Interpret scientificallyKnowledge system Content knowledgeContext NationalCognitive demand MediumItem format Open constructed responsesProficiency 4

CREATIVE AND CRITICAL THINKING SKILLS (CCT) PRACTICE ASSESSMENTDomain: Scientific Literacy Theme: Management of water

resources Classes: XExpected time: 15minTotal Credit: 10

Description of Item:

1.Text 2.Image

Learning Outcome: Students will be able to identify traditional water resources. Students will be able to explain the necessity of traditional water

resources Students will be able to appreciate the involvement of the community in

maintaining the water resources. Students will be able to explain the necessity of the traditional water

harvesting structures.

TOPIC -SOME TRADITIONAL WATER HARVESTING STRUCTURES

Scoring Key : Full Credit - 02 Partial Credit - 01 No Credit - 00 Description of Answer Key and Credits1. Full credit :Forests are considered 'biodiversity hot spots' because large number of life forms (such as bacteria, fungi, fern, nematodes, insects, birds, reptiles, mammals, gymnosperms and angiosperms) are found there. These are the regions with large biodiversity of endangered species, many of them being highly endemic.Partial credit : Any one of the above point No credit :Wrong answer/Not attempted _____________________________________________________________________________2.Full credit: b) Chipko Movement No credit :Wrong answer/Not attempted _____________________________________________________________________________ 3.Full credit c)Gazing and fuel wood collection. No credit : Wrong answer/Not attempted _____________________________________________________________________________ 4. Full credit:The local people who live in or around the forests . They take the materials only up to their needs from the forest resources and try to replenish these resources. No credit :Wrong answer/Not attempted ________________________________________________________________________________5. Full credit: With the help of community activities focus on conserving forests and wildlife. When visiting a forest follow all principles of conservation. Help government and organizations engaged in conservation of forests and wildlife. Partial credit : Any two points / relevant conservation measure No credit : Wrong answer/Not attempted

Tankas (small tank) are underground tanks, found traditionally in most Bikaner houses. They are built in the main house or in the courtyard. They were circular holes made in the ground, lined with fine polished lime, in which rainwater was collected. Tankas were often beautifully decorated with tiles, which helped to keep the water cool. The water was used only for drinking. If in any year there was less than normal rainfall and the tankas did not get filled, water from nearby wells and tanks would be obtained to fill the household tankas. In this way, the people of Bikaner were able to meet their water requirements. The tanka system is also to be found in the pilgrim town of Dwarka where it has been in existence for centuries. It continues to be used in residential areas, temples, dharamshalas and hotels.KhadinA khadin, also called a dhora, is an ingenious construction designed to harvest surface runoff water for agriculture. Its main feature is a very long (100-300 m) earthen embankment built across the lower hill slopes lying below gravelly uplands. Sluices and spillways allow excess water to drain off. The khadin system is based on the principle of harvesting rainwater on farmland and subsequent use of this water-saturated land for crop production.

Traditional stepwells are called vav or vavadi in Gujarat, or baolis or bavadis in Rajasthan and northern India. Built by the nobility usually for strategic and/or philanthropical reasons, they were secular structures from which everyone could draw water. Most of them are defunct today.Stepwell locations often suggested the way in which they would be used. When a stepwell was located within or at the edge of a village, it was mainly used for utilitarian purposes and as a cool place for social gatherings. When stepwells were located outside the village, on trade routes, they were often frequented as resting places. Many important stepwells are located on the major military and trade routes from Patan in the north to the sea coast of Saurashtra. When stepwells were used

exclusively for irrigation, a sluice was constructed at the rim to receive the lifted water and lead it to a trough or pond, from where it ran through a drainage system and was channelled into the fields.An ahar is a catchment basin embanked on three sides, the 'fourth' side being the natural gradient of the land itself. Ahar beds were also used to grow a rabi (winter) crop after draining out the excess water that remained after kharif (summer) cultivation.Pynes are artificial channels constructed to utilise river water in agricultural fields. Starting out from the river, pynes meander through fields to end up in an ahar. Most pynes flow within 10 km of a river and their length is not more than 20 km.

The ahar-pyne system received a death-blow under the nineteenth-century British colonial regime. The post-independent state was hardly better. In 1949, a Flood Advisory Committee investigating continuous floods in Bihar's Gaya district concluded that "the fundamental reason for recurrence of floods was the destruction of the old irrigational system in the district."Acknowledgement: CSE .net -- rainwaterharvesting.orgAnswer the following questions based on the above information-

1. Name the traditional water harvesting structure of Bihar.

_____________________________________________________________

FRAMEWORK CHARACTERISTICSCompetency Evaluating factsKnowledge-system Content knowledgeContext GlobalCognitive demand AverageItem format Short answerProficiency Level 1

2. Select the correct sentence /sentences from the following.

(a) Water stored in Khadins were used for farming.(b) The destruction of Aharpynes system lead to flood in Gaya District.(c) The Baolis and Vavadi are functional today also.

FRAMEWORK CHARACTERISTICSCompetency Critically evaluate scientific dateKnowledge-system Content knowledgeContext GlobalCognitive demand MediumItem format True or falseProficiency Level 2

3. The traditional water harvesting structures were used for drinking and farming purposes. Give examples from the passage for the same.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

FRAMEWORK CHARACTERISTICSCompetency Evaluating knowledge Knowledge-system Content knowledgeContext GlobalCognitive demand MediumItem format Short answer

Proficiency Level 2

4. You have to examine the inference in the context of the passage and write I,II,III,IVI. Inference is definitely trueII. Inference is probably true.III. Data is inadequate.IV. Inference is false.

(a) The location of step wells could tell the utility of it.(b) These structures reduced the frequency of floods due to rains.(c) Stepwells were used exclusively for irrigation only.(d) These traditional structures did not use the water required for all purposes to the

community.

FRAMEWORK CHARACTERISTICSCompetency Interpret data Knowledge-system Content knowledgeContext GlobalCognitive demand MediumItem format inference

Proficiency Level 3

5. Evaluate the uses of step wells in different locations.

----------------------------------------------------------------------------------------------------------------------------------

FRAMEWORK CHARACTERISTICSCompetency Evaluating ways of exploring Knowledge-system Content knowledgeContext GlobalCognitive demand MediumItem format Open constructed Response

Proficiency Level 4

SCORING KEY-CCT CREDIT PATTERN – Full Credit -2 Partial credit -1 No credit -0Ans1 Full credit – , Ahar - pynes , No credit -no response Ans2 Full credit – b No credit – no response Ans 3 Full credit – Khadins ,Stepwells and ahar pyne were used for irrigation purpose Partial credit – any two examples No credit – no response Ans 4 Full credit – a- ii ,b- i ,c- iii ,d- iv No credit – wrong response Ans 5 Full credit – Stepwells were used for Utility purposes ,social gatherings, irrigation purposes, serving the soldiers who were enroute etc Partial credit – any two response No credit – no response

CREATIVE AND CRITICAL THINKING (CCT) PRACTICE ASSESSMENT DOMAIN: SCIETIFIC LITERACYDESCRIPTION OF ITEM: TEXT

THEME: MANAGEMENT OF NATURAL RESOURCES

LEARNING OUTCOMES: Students will be able to understand about the

advantages and disadvantages of Dams.

CLASS – XTIME EXPECTED- 15 MIN. TOTAL CREDITS - 10.

TOPIC – DAM - AN ESSENTIAL WATER RESERVOIRDams are essential for storing and providing sufficient water to the population. Dams are required to fulfil water demand in agriculture, industries and domestic usage. Generating hydroelectric power is one of the most important purposes of building a dam. Other than fulfilling our daily needs, they are also important as a tourist spot and are a site for fishing, boating and other recreational activities. Dams play a significant role in reducing or preventing floods. Dams are a lifeline when there is a water scarcity or in case of drought.There are numerous advantages of building a dam and that is the reason why a government invests so much money in the construction and maintenance of Dams. But there are certain disadvantages related to it. Some of the disadvantages are:

a. Building a dam is very expensive, the government needs to ensure that strict guidelines are followed and a very high standard is maintained.

b. They must operate for many years in order to become profitable enough to compensate for the high building cost.

c. People residing in villages and towns in the nearby area, where there are chances of flooding, have to be relocated. They lose their businesses and farms.

d. Sometimes people are removed forcibly to set up hydro-power plant and it poses a serious ethical concern.

e. The building of large dams can cause serious changes to the earth’s surface and lead to geological damage. It can trigger frequent earthquakes; however, modern

planning and design of dams have reduced the possibility of occurrence of certain disasters.

Image source – google Answer the following questions on the basis of above information:

6. What type of energy/power is generated by Dams?

a. Mechanical b) Biophysical c) Nuclear d) Hydroelectric

__________________________________________________________________FRAMEWORK

COMPETENCYKNOWLEDGE BASEDCONTEXTCOGNITIVE DEMANDITEM FORMATPROFICIENCY LEVEL

CHARACTERISTICS

Evaluating knowledgeConceptualGlobalAverageSimple MCQ2

7. Why does the government invest so much money in the construction and maintenance of Dams?

________________________________________________________________________________FRAMEWORKCOMPETENCYKNOWLEDGE BASEDCONTEXTCOGNITIVE DEMANDITEM FORMATPROFICIENCY LEVEL

CHARACTERISTICSInterpret dataContent knowledgeGlobalMediumClose constructed3

8. List 3 disadvantages of Dams?

______________________________________________________________________FRAMEWORK

COMPETENCYKNOWLEDGE BASEDCONTEXTCOGNITIVE DEMANDITEM FORMATPROFICIENCY LEVEL

CHARACTERISTICS

Critically evaluationContent knowledgeGlobalMediumClose constructed3

9. What do you understand by “ Dams are a lifeline when there is water scarcity“?

_________________________________________________________________________________________________________________________________________________

FRAMEWORK

COMPETENCYKNOWLEDGE BASEDCONTEXTCOGNITIVE DEMANDITEM FORMATPROFICIENCY LEVEL

CHARACTERISTICS

Evaluating knowledgeConceptual knowledgeGlobalAverageClose constructed2

10. In your opinion, what materials should be used to construct a Dam?

FRAMEWORK

COMPETENCYKNOWLEDGE BASEDCONTEXTCOGNITIVE DEMANDITEM FORMATPROFICIENCY LEVEL

CHARACTERISTICS

Exploring knowledgeContent knowledgeGlobalHighOpen constructed3

SCORING KEY CCTCREDIT PATTERN:FULL CREDIT: 02PARTIAL CREDIT:01NIL CREDIT: 00

Description of Answer Key and Credits:

6. Full credit : option DNo credit : any other option

7. Full credit: Dams are required to fulfil water demand in agriculture, industries and domestic usage. (2 or more responses)Partial credit: any 1 response

8. Full credit : 2 or more responses (Expensive, flooding due to large dams, ethical concerns, geological challenges)Partial credit: one response

9. Full credit: Dams are essential for storing and providing sufficient water to the population.( other related responses)Partial credit: any one of above

10. Full credit: Heavy stonesNo credit: Irrelevant answer

CREATIVE AND CRITICAL THINKING (CCT) PRACTICE ASSESSMENT

Domain: Scientific Literacy Theme: Management of Natural Resources

Conservation of Forest

Class: -XExpected time: 15minsTotal Credit: 10

Description of Item:

1.Text 2.Image

Learning Outcome:

Students will be able to understand the role of forest.

Students will be able to explain the need of forest conservation.

Students will be able to realize their role in conservation of natural resources.

TOPIC -Conservation of Forest.

Forest conservation is the practice of planting and maintaining forested areas for the benefit and sustainability of future generations. The conservation of forest also stands & aims at a quick shift in the composition of trees species and age distribution. Forest conservation involves the upkeep of the natural resources within a forest that are beneficial to both humans and the environment. Forests are vital for human life because they provide a diverse range of resources: they store carbon &act as carbon sink, produce oxygen which is vital for existence of life on the earth, so they are rightly called as earth lung, help in regulating hydrological cycle, planetary climate, purify water, provide wild life habitat(50% of the earth's biodiversity occurs in forests), reduce global warming, absorb toxic gases & noise, reduce pollution, conserve soil, mitigate natural hazards such as floods& landslides & so on.Now-a-days, forest cover is depleting rapidly due to many reasons such as an expansion of agriculture, timber plantation, other land uses like pulp and paper plantations, urbanization, construction of roads, industries, constitutes the biggest and severe threat to the forest causing serious environmental damage. Thus, there is need of public awareness. This paper offers various strategies for the conservation of forest & awareness to people, which plays a vital role for maintaining a proper balance of environment. So, we must get involved in this national task.

Answer the following questions based on the above information:-

1. Forest are called lungs of earth. Why?

FRAMEWORK CHARACTERISTICSCompetency Evaluating factsKnowledge-system Content knowledgeContext GlobalCognitive demand AverageItem format Simple MCQProficiency Level 1

2. Write the scientific term for development, management and full protection of existing forestcover so as to provide optimum sustainableyield.

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FRAMEWORK CHARACTERISTICSCompetency Critically evaluate scientific dateKnowledge-system Content knowledgeContext GlobalCognitive demand MediumItem format Simple MCQProficiency Level 2

3.Write one vital role of forest with respect to humans and environment.________________________________________________________________

4. Discuss two measures for conservation of forest.

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FRAMEWORK CHARACTERISTICSCompetency Interpret data Knowledge-system Content knowledgeContext GlobalCognitive demand MediumItem format Complex MCQ

Proficiency Level 2

5. As a responsible student, how can you help in forest conservation?_______________________________________________________________________________________________________________________________________

FRAMEWORK CHARACTERISTICSCompetency Evaluating ways of exploring Knowledge-system Content knowledgeContext GlobalCognitive demand MediumItem format Open constructed Response

Proficiency Level 3CREATIVE AND CRITICAL THINKING(CCT) PRACTICE ASSESSMENT

FRAMEWORK CHARACTERISTICSCompetency Evaluating knowledge Knowledge-system Content knowledgeContext GlobalCognitive demand MediumItem format Simple MCQ

Proficiency Level 2

SCORING KEY

Description of Answer Key and Credits :1. Full credit : Thy regulate hydrological cycle/provide oxygen for respiration of all animals/any relevant points.

2.Full credit : Forest conservation. No credit : Any other option

3. Full credit : 50% of earth’s biodiversity occurs in forest/reduce global warming/balance environment/any relevant point.

4. Full credit : Afforestation, social forestry, agro forestry, urban forestry (Any two) Partial credit – any one response correct

6. Full credit : Reduce the wastage of paper/Afforestation/any relevant point.

Creative and Critical Thinking skills (CCT)Practice AssessmentDomain - SCIENTIFIC

Theme -Management of Natural Resources

CLASS - XTIME – 15 min

Credit Pattern:

FullCredit: 02Half Credit:01Nil Credit: 00

LITERACY Total Credit : 08Description of Item –1. Text2.Image

LEARNING OUTCOMES - Student will be able to identify the structure and know function of Nervous Tissue.

Topic - Grey water Rrecycling, why ?While we are all washing our hands regularly to stay safe from the corona virus pandemic, we cannot afford to take water for granted by leaving taps on for the 20-second cleansing routine. And since you are now spending a lot more time indoors, how about looking at setting up a grey water system at home?Approximately 50-70% of the water used in your house results in grey water generation and not even 5% of this is recycled in urban households. This water is suitable for in-situ recycling using simple, low-cost technologies, and it is rather unfortunate that the concept is not commonplace in a water-starved country like India. Traditional in-built practices like landscaping with grey water and rainwater harvesting have diminished due to rapid urbanization and the commercialization of land. “Scientists and technocrats are working hard to find alternative ways to source fresh water, like desalination, cloud precipitation technologies, etc. But these advanced technologies are resulting in making water more expensive, artificial and unaffordable for the common man. So, when we have simple, reliable, eco-friendly and cost-effective methods like recycling, why should we opt for costly technologies?”Rising awarenessIf treated water (grey water) is utilised at source, additional costs of treatment, disposal, etc. can be avoided.An average Indian residing in an urban area utilises approximately 180 litres of water every day, of which 45-50 litres (25%) is spent on toilet flushing. “For a family of four, the total amount of grey water generated is approximately 400 litres per day. Using our solutions, this water can be recycled for gardening and toilet flushing, saving 400 litres of fresh water every day,” says Sathe, adding that a small family can potentially conserve 12,000 litres of fresh water every month.What people need to do is incorporate recycling systems during construction. Venkateshwaran of Sri City advises people to install a ‘dual plumbing’ mechanism to use grey water / STP treated water.Light grey water sources are bathrooms, showers, hand basins, laundry rinses and RO rejects, whereas dark grey water sources are dish washing, the first wash from the washing machine and kitchen sinks. At an economical level, every citizen can divert the bathroom wastewater to a small sump followed by a root zone treatment and gravity sand filters. This method doesn’t require power, chemical, or maintenance. Post filtration, this water can be pumped and used for flushing toilets. A minimum of 2.5 sq. ft space per person is adequate.A complete grey (light + dark) water reusing system, including kitchen waste, requires an oil/ grease trap and a sedimentation facility in addition to the system. “A four-member family can reuse 360 litres of water a day. An area of about 50-75 sq. ft. is required and the investment will range from ₹50,000 to ₹1.5 lakh, and will vary on a case-by-case basis. You can recover this amount in 2-3 years by saving on buying fresh water. Such a treatment facility can also be set up on an open terrace,” concludes Venkateswaran.

Answer the following questions based on the information given above:-

Q1. During the time of pandemic, judicious use of water has become all the more important because:-

a. Virus can be killed withb. waterc. 20-second cleansing routine might also lead to wastage of waterd. In lockdown we will not get to buy fresh watere. Earth has 70% water thus we need not worry

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FRAMEWORK CHARACTERISTICS COMPETENCY Explain Phenomenon Scientifically ,Identify environmental issues KNOWLEDGE SYSTEM

Content Knowledge

CONTEXT GlobalCOGNITIVE DEMAND MediumITEM FORMAT Simple MCQ QuestionPROFICIENCY LEVEL 2

Q2. Approximately _____ of the water used in house results in grey water generation

FRAMEWORK CHARACTERISTICS COMPETENCY Explain Phenomenon Scientifically ,Identify environmental issues KNOWLEDGE SYSTEM

Content Knowledge

CONTEXT GlobalCOGNITIVE DEMAND MediumITEM FORMAT Open Constructed and Simple MCQ QuestionPROFICIENCY LEVEL 4

Q3. Name some light grey and dark grey water sources._____________________________________________________________________

FRAMEWORK CHARACTERISTICS COMPETENCY Explain Phenomenon Scientifically ,Identify environmental issues KNOWLEDGE SYSTEM

Content Knowledge

CONTEXT GlobalCOGNITIVE DEMAND MediumITEM FORMAT Open Constructed and Simple MCQ QuestionPROFICIENCY LEVEL 2

Q4. State some uses of grey water.___________________________________________________________________

FRAMEWORK CHARACTERISTICS COMPETENCY Explain Phenomenon Scientifically ,Identify environmental issues KNOWLEDGE SYSTEM

Content Knowledge

CONTEXT GlobalCOGNITIVE DEMAND MediumITEM FORMAT Open Constructed and Simple MCQ QuestionPROFICIENCY LEVEL 2

Scoring key -CREDIT PATTERN :FULL CREDIT -2PARTIAL CREDIT : 1NO CREDIT : 0

DESCRIPTION OF ANSWER KEY AND CREDITS -Answer to the Practice test Item –

1. b - Full creditAny other option – No Credit

2. Full credit – 50 to 70 %No credit for any other answer 3. Light grey water sources are bathrooms, showers, hand basins, laundry rinses and RO

rejects, whereas dark grey water sources are dish washing, the first wash from the washing machine and kitchen sinks. – Full Credit -2

No credit -04. flushing in toilets, gardening for plants, economical as money used in buying fresh water

could be saved- full credit for any 2Any one answer (partial credit) -1

Domain: Scientific literacy Theme : Management of Natural Resources

Class : XExpected Time : 15 MinTotal Credit : 10

Description of Item :TextImage

Learning Outcome: Understanding reason behind climatic change and making aware of future challenges respective to it.

Creative and Critical Thinking (CCT) Practice Assessment

Topic - Conflicting Data: How Fast Is the World Losing its Forests? The latest UN report on climate says reducing deforestation is crucial to slowing global warming. But researchers must first reconcile two contradictory sets of statistics on tree loss in order to determine whether promises made by nations to protect and restore forests are on target. The world is losing trees faster than ever. An area the size of Italy disappeared last year. Or did it? New research suggests three-quarters of those lost forests may already be re growing. That hardly means we are out of the woods. Fighting climate change and protecting biodiversity still needs a global campaign to reforest the planet. But it does suggest that, given the chance, nature will do much of the work. This week, a special report of the UN’s Intergovernmental Panel on Climate Change (IPCC) confirmed the vital role that ending deforestation can play in holding global warming to 1.5 degrees Celsius. To underline the point, the UN’s environment, development, and agriculture chiefs issued a joint statement declaring that “forests are a major, requisite front of action in the global fight against catastrophic climate change – thanks to their unparalleled capacity to absorb and store carbon. Stopping deforestation and restoring damaged forests could provide up to 30 percent of the climate solution.”But behind the challenging words lies a yawning data gap. For we still know remarkably little for sure about the true extent of deforestation and its contribution to carbon emissions and climate change. As Peter Holmgren, then director-general of the Centre for International Forestry Research in Indonesia, put it last year, the existing deforestation data is of “low quality,” relying either on satellite imaging that is “shallow, ambiguous, and generally incomparable” or on government data that may “under-report deforestation for political reasons.

There are two main data sources for tree loss, and they are increasingly contradictory. One, the Global Forest Watch (GFW), is compiled from satellite images by the World Resources Institute, a Washington think tank. It paints a gloomy picture, putting the decline in tree cover last year at 72.6 million acres, almost 50 percent more than in 2015. That analysis is supported by on-the-ground observations, especially in Southeast Asia, where forest continues to be converted to oil palm.

The other main source for deforestation data, the Global Forest Resources Assessment (FRA), which is compiled from government inventories by the Rome-based UN Food and Agriculture Organization, is less bleak. It estimates the annual net loss, once forest regrowth is considered, at barely a tenth as much: just 8.2 million acres. And it says deforestation rates have declined by more than 50 percent in the past decade.The drastic difference extends to data from individual countries. In the United States, China, Australia, Canada, Russia and several other countries, the FRA shows forests gains while the GFW shows big losses, says Holmgren.The problem is that while deforestation is sudden, complete, and easy to spot when comparing satellite images from one year to the next, forest regrowth is slow, incremental, and much harder to identify from year to year. Moreover, because the GFW does not assess what happens to the land after the forest is lost – whether it is cultivated or simply left alone – it can give no indication of whether the loss is likely to be permanent, or whether the forests could indeed regrow. And while both databases address the extent of tree cover, neither claims to address key changes in either biodiversity or the carbon uptake of those forests.The authors of the two analyses recognize the limitations. The two datasets are “complementary rather than contradictory,” says the World Resource Institute’s Nancy Harris. But the problem is that they give out very different and irreconcilable messages about the state of the world’s forests. One is highly pessimistic; the other guardedly optimistic.So how are we to decide what progress, if any, is being made to end the loss of the world’s forests, and whether promises by governments and corporations to end deforestation are on target? Forest researchers are belatedly coming to grips with the problem. Answer the following Questions based on the information given above -

Q1. What are the two main data sources that collect information about tree loss in world?(i) NFP and UNESCO(ii) GFW and FRA(iii) WHO and FRA(iv) NFP and WHO

Framework CharacteristicsCompetency Interpreting data and evidence scientifically,

knowledge of scienceKnowledge system Content knowledgeContext GlobalCognitive demand MediumItem format Simple multiple choiceProficiency level 1

Q2. Why its matter to predict the amount of tree loss in world?

__________________________________________________________________

Framework CharacteristicsCompetency Interpreting data and evidence scientificallyKnowledge system Content knowledge and critical thinkingContext GlobalCognitive demand MediumItem format Close constructed responseProficiency level 2

Q3. With your understanding, circle “Yes” or “No” for the following statements?

A)The GFW is compiled from satellite image of forest cover area and it says deforestation rates have declined by more than 50% in the past decade.

Yes/ No

B)The databases address the extent of tree cover; neither claims to address key change in either biodiversity or the carbon uptake of

those forests.

Yes/ No

____________________________________________________________________

Framework CharacteristicsCompetency Interpreting data and evidence scientificallyKnowledge system Content knowledge and understanding of dataContext GlobalCognitive demand MediumItem format Open constructed responseProficiency level 3

Q4. How will Earth respond to warming temperatures?

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Framework CharacteristicsCompetency Explain phenomenon scientificallyKnowledge system Previous knowledgeContext GlobalCognitive demand MediumItem format Open constructed responseProficiency level 3

Q5. What does the statement signify that “The two datasets are complementary rather than contradictory‘’?

________________________________________________________________________

Framework CharacteristicsCompetency Critical thinking, knowledge of scienceKnowledge system Epistemic Context GlobalCognitive demand MediumItem format Open constructed responseProficiency level 5

Scoring Key Description of Answer Key and Credits:Credit Pattern :Full Credit : 02 Half Credit : 01 Nil Credit : 00

Answer- 1Full Credit : (ii) No Credit : any other responseAnswer-2Full Credit: Amount of tree loss cause global warming and climatic change throughout the world and It also laid to loss of biodiversity in earth.Partial credit: - any two point from above answer.No credit :- no response/ wrong response

Answer-3Full Credit : (a) yes (b) Yes No Credit : No response Answer- 4Full Credit: Increase the temperature of earth is due to global warming. Warming modifies rainfall patterns, amplifies coastal erosion, lengthens the growing season in some regions, melt ice caps and glaciers and alter the ranges of some infectious diseases.Partial Credit: Any three points from above full credit answer or close to it.No credit : no response / wrong responseAnswer- 5Full Credit : The statement says that both two analyses give out very different and irreconcilable

messages about the state of the world’s forests. One is highly pessimistic; the other guardedly optimistic. Both the data bases address the extent of tree cover; neither claims to address key change in either biodiversity or the carbon uptake of those forests.Partial credit : nilNo Credit : no response/ wrong response

CREATIVE AND CRITICAL THINKING (CCT) PRACTICE ASSESSMENTDomain: Scientific literacy

Theme-Management of natural resources: Water management

Class-XTime-15 minutesTotal credit -10

Description of item:1.Text2.Image

Learning outcome:*Students will know the impact of human activities on natural resources.*Students will become aware of water scarcity in future.*Students will become aware of water conservation.*Students will know the methods of rain water harvesting.*Students will understand the importance of rain water harvesting for aquifer, infiltration and ground water table.

Topic : Water Management-Rain water harvestingWe humans have become the principal driver of environmental change. Our actions are impacting our global environment, including our climate. This in turn impacts the amounts and spatial and temporal distributions of precipitation that falls on watersheds and the timing of its runoff. Coupled with changes in landscapes, due to growth in food and energy production and from the movement of people into urban centres, we are altering the quantity and quality of our freshwater resources on which we depend to survive, both physically and economically. We depend on water not only for life itself, but indeed for our economic well-being as well. Water plays a role in the creation of everything we produce. There are no substitutes and while it is renewable there is only a finite amount of it.In the past, we have made decisions regarding the management of our water resources that have not always helped us become more secure or sustainable..Nature replenishes the ground water resources annually through rainfall; by way of infiltration though soil layers. Due to urbanization, the soil surface exposed to natural recharge gets reduced. Therefore, natural recharge is diminishing, resulting in drying of wells. Rain water harvesting may be defined as process of augmenting the natural infiltration of rain water or surface run off rain water into the ground by some artificial methods.Broadly there are two ways of harvesting rainwater

1. Surface runoff harvesting2. Roof top rainwater harvesting

Rainwater harvesting is the collection and storage of rainwater for reuse on-site, rather than allowing it to run off. These stored waters are used for various purposes such as gardening, irrigation etc. Various methods of rainwater harvesting are described in this section.1. Surface runoff harvestingIn urban area rainwater flows away as surface runoff. This runoff could be caught and used for recharging aquifers by adopting appropriate methods.2. Rooftop rainwater harvestingIt is a system of catching rainwater where it falls. In rooftop harvesting, the roof becomes the catchments, and the rainwater is collected from the roof of the house/building. It can either be stored in a tank or diverted to artificial recharge system. This method is less expensive and very effective and if implemented properly helps in augmenting the groundwater level of the area.

Image courtesy:https:google.com

Answer the following questions based on the information given above-

(1)Ground water will not be depleted due to

(a) Afforestation(b) Thermal power plants(c)Loss of forest, and decreased rain fall(d)Cropping of high-water demanding crops

FRAMEWORK CHARACTERISTICSCompetency Evaluating factsKnowledge-system Content knowledgeContext GlobalCognitive demand AverageItem format Simple MCQProficiency Level 1

(2)Which of the following is not a method for water conservation?

(a) Rain water harvesting(b)Drip irrigation(c)Ground water extraction(d)None of these

FRAMEWORK CHARACTERISTICSCompetency Evaluating facts

Knowledge-system Content knowledgeContext GlobalCognitive demand AverageItem format Simple MCQProficiency Level 1

(3)What is catchment area of rain water harvesting?(a) Paved area like a terrace or courtyard of building(b) Unpaved area like lawn or open ground(c)Woody or grassy land(d)Both (a) and (b)

FRAMEWORK CHARACTERISTICSCompetency Evaluating factsKnowledge-system Content knowledgeContext GlobalCognitive demand AverageItem format Simple MCQProficiency Level 2

Note -For question number 4 and 5 two statements are given-one labelled Assertion (A) and the other labelled Reason(R).Select the correct answer to these questions from the codes (a),(b),(c) and (d) as given below:

(a) Both A and R are true and R is correct explanation of the Assertion.(b) Both A and R are true but R is not the correct explanation of the assertion(c) A is true but R is false(d) A is false but R is true

(4)Assertion (A) if I use rainwater from my rooftop to recharge the ground water, the benefits will disperse to other users in the neighbourhood.Reason(R): Ground water is not static and does not have boundaries. Hence the recharged water cannot be localised to the area where it is recharged._________________________________________________________________________

FRAMEWORK CHARACTERISTICSCompetency Evaluating factsKnowledge-system Content knowledgeContext GlobalCognitive demand AverageItem format Complex MCQProficiency Level 3

(5) Assertion (A): It is always good to use the rainwater after treatment like chlorination or boiling.Reason(R):Initial rainwater in urban areas is of poor quality because of air pollution and dirt from catchment areas.

FRAMEWORK CHARACTERISTICSCompetency Evaluating factsKnowledge-system Content knowledge

Context GlobalCognitive demand AverageItem format Closed response Proficiency Level 3

CREATIVE AND CRITICAL THINKING (CCT) PRACTICE ASSESSMENTCredit pattern:Full credit: 02Partial credit: 01No credit: 00Scoring Key(1)Ground water will not be depleted due toFull credit: 02 (a) AfforestationNo credit: any other response

(2)Which of the following is not a method for water conservation? Full credit: 02 (c) Ground water extractionNo credit: any other response

(3)What is catchment area of rain water harvesting? Full credit: 02 (d) Both (a) and (b) Partial credit: 01 (a) Paved area like a terrace or courtyard of building or (b) Unpaved area like lawn or open ground No credit: 00 (c) Woody or grassy land

(4) Full credit: 02 (a) Both A and R are true and R is correct explanation of the Assertion. No credit: any other response

(5) Full credit:02 (b) Both A and R are true but R is not the correct explanation of the assertion No credit: any other response