This question paper evaluates a student’s understanding of Environmental Studies, including concepts related to ecology, ecosystems, biodiversity, environmental pollution, environmental laws, sustainability, and environmental protection strategies.
It allows students to answer in Hindi, English, or mixed language, ensuring flexibility and inclusivity.
The question paper is divided into three major sections—Section A (short-concept questions), Section B (descriptive questions), and Section C (long analytical/essay-type questions). The paper tests conceptual clarity, analytical ability, practical understanding, and awareness of environmental issues.
SECTION A – Very Short Answer Type Questions (2 × 7 = 14 Marks)
This section contains seven compulsory questions, designed to test fundamental concepts. Topics include:
Environment
Definition, components (biotic & abiotic) and segments (atmosphere, hydrosphere, lithosphere, biosphere).
Ecology
Basic ecological concepts; definition of producers, consumers, and decomposers.
Sustainable Development
Concept and importance in the modern world.
Pond Ecosystem
Structure, components, functional aspects, and energy flow.
Fluorosis
Meaning, causes (excess fluoride), symptoms, and preventive measures.
Global Warming
Definition, causes, responsible greenhouse gases (CO₂, CH₄, N₂O, CFCs).
Environmental Education
Meaning and how environmental literacy leads to environmental protection.
This section ensures students have basic scientific literacy about environmental concepts.
SECTION B – Short / Medium Answer Type (7 × any 3 = 21 Marks)
Students answer any three questions, which require explanation with examples, diagrams, and conceptual clarity.
Topics include:
Ecological Pyramids
Definition and explanation of upright and inverted ecological pyramids (number, biomass, energy).
Biogeochemical Cycles
Material cycles: explanation of the carbon cycle with diagram.
Key Environmental Incidents
Short notes on:
London Smog (1952)
Bhopal Gas Tragedy (1984)
Acid Rain
Definition, responsible gases (SO₂, NOx), causes, effects, and preventive measures.
Women’s Education Policies
Government strategies and schemes promoting girl/women education in India.
This section tests a student's ability to relate environmental knowledge with real-world examples.
SECTION C – Long / Essay Type (7 × 3 = 21 Marks)
Students must answer one question from each group, requiring detailed explanation, diagrams, analysis, examples, and justification.
GROUP 1
(a) Food Chain & Food Web
Concept, structure, types (grazing & detritus food chain), food webs, with examples and illustrations.
(b) Environmental Impact Assessment (EIA)
Meaning, significance, objectives, and detailed steps:
screening, scoping, baseline data, impact prediction, mitigation, reporting, review, public consultation, decision-making, monitoring.
GROUP 2
(a) Deforestation
Meaning, causes (urbanization, agriculture, mining), environmental impacts (soil erosion, biodiversity loss), and control measures.
(b) Energy Resources
Types of:
Conventional (coal, petroleum, natural gas, hydro)
Non-conventional (solar, wind, geothermal, biomass)
Comparison based on renewability, pollution, availability, and sustainability.
GROUP 3
(a) Transportation Emissions
Major pollutants (CO, NOx, SO₂, PM, hydrocarbons), causes, health/ecosystem impacts, and control strategies.
(b) Waterborne & Water-induced Diseases
Examples, causes, symptoms, effects, and remedies for diseases such as cholera, typhoid, diarrhoea, fluorosis, arsenicosis, etc.
GROUP 4
(a) Ozone Hole
Formation, depletion reactions involving CFCs, effects (UV-B exposure), and global control measures (Montreal Protocol).
(b) Greenhouse Effect
Meaning, major greenhouse gases, causes of enhanced greenhouse effect, environmental impacts, and mitigation strategies.
GROUP 5
(a) NGO and Environmental Protection
Meaning of NGO and the role of NGOs in awareness, conservation, policy advocacy, waste management, and community participation.
(b) Environmental Protection Act 1986
Key features, provisions, powers granted, and roles of major environmental laws such as:
Water Act (1974)
Air Act (1981)
Wildlife Protection Act (1972)
Forest Conservation Act (1980)
PURPOSE OF THE QUESTION PAPER
The aim is to evaluate whether students can:
Understand and explain environmental concepts
Analyze interrelationships among ecosystems
Identify environmental problems and propose practical solutions
Understand environmental policies, laws, and global issues
Apply scientific concepts to real-world environmental challenges
