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Rat Aa, wa (Resides + offastena) Raleraidies al ehet alls, (ava Gris : dals) aseewllst all Ba Ba, dhol (sua Graris + Geutedt) adler nye 28 amet aHeeALSH Waal AVA RAL ait apmid Was dU ard HAMS WA Ged was Rear of 8 atk dl. 25-10-2017 seis 4a164/1217/1036/65-el WAAL SAK NCERT «ti usayeardied MA % aL Red Fle sai ued AA ayaa NCERT, “tal Geel ater usilr MAL X ct Rarer Breet ruseydtsd apradbil agate 0A Radiol aie sc opel UH UAL UNAS AL atte, yea B. aL Musepelsd atte a Al aod Peau abana, mA AWA WA saad men B aA wladai aad aiqae cea Hla yariatua sal ual au wisayeds wie Sell Ua BAL ULsAUrdtsell Hel HE Bs Be Gael SBA eu sari ael, 2 SHAK WA NCERT=t WAAR ef RID, cbse Gua eeu, Praudl As BRratr sehr wie seal sel A suswpase ify 434 saavti mal, Hi J. Me, 3. Asawa (RIE, cdhua), 2. sett x24 (RIE, citwa), sf fli £8, di. ais alla, A saa ddA, a Gea wa, al Aga wa 21 all oul waa Gud wl Matti Shed aad A vied wi well 8. wage WamyzdsA Ne, Gualol AA alata otaat 2 aig ata ypc sine Aavii uel B, dat enti Guaevri A Huda aGari wel vant ae dai yal auasel 8. NCERT, “idl Reddlett Besse Mee AAetL LOU AA, AD. cued aas) Pras sels wa ‘ell, 13-01-2020, stilt ya aught : 2019, YAryset : 2020 MELAS + prc eer suet wswpds An, Rewer’, Wer 10-3, oils adl vl ouadl, RapsFOREWORD ‘The National Curriculum Framework, (NCF), 2005, recommends that children’s life at school must ‘be linked to their life outside the school. This principle marks a departure from the legacy of bookish learning which continues to shape our system and causes a gap between the school, home and community. The syllabi and textbooks developed on the basis of NCF signify an attempt to implement this basic idea. They also attempt to discourage rote learning and the maintenance of sharp boundaries between different subject areas. We hope these measures will take us significantly further in the direction of a child-centred system of education outlined in the National Policy on Education (1986). The success of this effort depends on the steps that school principals and teachers will take to encourage children to reflect on their own learning and to pursue imaginative activities and questions. ‘We must recognise that, given space, time and freedom, children generate new knowledge by engaging \ith the information passed on to them by adults. Treating the prescribed textbook as the sole basis of examination is one of the key reasons why other resources and sites of learning are ignored. Inculcating, creativity and initiative is possible if we perceive end treat children as participants in learning, not as receivers of a fixed body of knowledge. ‘These aims imply considerable change in schcol routines and mode of functioning, Flexibility in the daily time-table is as necessary as rigour in implementing the annual calendar so that the required number of teaching days are actually devoted to teaching, The methods used for teaching and evaluation will also determine how effective this textbook proves for making children’s life at school a happy experience, rather than a source of stress or boredom. Syllabus designers have tried to address the problem of curricular burden by restructuring and reorienting knowledge at different stages with greater consideration for child psychology and the time available for teaching. The textbook attempts +o enhance this endeavour by giving higher priority and space to opportunities for contemplation and wondering, discussion in small groups, and activities requiring hands-on experience. ‘The National Council of Educational Research and Training (NCERT) appreciates the hard work done by the textbook development team responsible for this book. We wish to thank the Chairman of the advisory group in science and mathematics, Professor J.V. Narlikar and the Chief Advisor for this book, Professor Rupamanjari Ghosh, School of Physical Sciences, Jawaharlal Nehru University, New Delhi, for guiding the work of this committee, Several teachers contributed to the development of this textbook; we are grateful to them and their principals for making this possible. We are indebted to the institutions and organisations which have generously permitted us to draw upon their resources,‘material and personnel. We are especially grateful o the members of the National Monitoring Committee, appointed by the Department of Secondary and Higher Education, Ministry of Human Resource Development under the Chairmanship of Professor Mrinal Miri and Professor GP. Deshpande, for ‘their valuable time and contribution. As an organisetion committed to systemic reform and continuous improvement in the quality of its products, NCERT welcomes comments and suggestions which will enable us to undertake further revision and refinement, Director ‘New Delhi ‘National Council of Educational 20 November 2006 Research and Training )Gm” This textbook of Seience for Class X is @ continuation of our attempt in the Class IX Science textbook to comply with the guidelines of the National Curriculum Framework-2005. We had to ‘work within a limited time frame and also had our own constraints coming in the way of this radical change, The revised and re-structured syllabus for Class X covers selected topics in the broad themes of — Materials, The World of the Living, How Things Work, Natural Phenomena and Natural Resources. We have interpreted the syllabus to present a coherent coverage of scientific concepts related to our daily life on the select topics. It is an integrated approach to science at this level, with no sharp divisions into disciplines such as Physics, Chemistry, Biology and Environmental Science. ‘There has been a conscious attempt to address the relevant social concerns in this science textbook wherever possible — the concems for people with special needs, the issues of gender discrimination, energy and environment have found their natural place in this book, Students have been encouraged to get into the debates on some of the management concerns (for sustainable development, for example) so that they can arrive at their own decisions after a scientific analysis of all the facts. This book has some features which are meant to enhance its effectiveness. The theme of each chapter has been introduced with examples from daily life, and if possible, by a relevant activity that the students have to perform. The entire approach of the book is, in fact, activity-based, ie., the students are required to construct knowledge themselves from these activities. The emphasis is not (on definitions and technical terms, but on the concepts involved. Special care has been taken so that the rigour of science is not lost while simpli ing the language. Difficult and challenging ideas, which are not fo be covered at this stage, have often been placed as extra material in the boxes in light orange. The excitement of doing science comes ftom pursuing the unknown — the students would have the opportunity to think and explore somewhat beyond the syllabus and may feel the urge to continue their scientific expedition at higher levels. All such box items, including brief biography of scientists, are, of course, non-evaluative. Solved examples are provided, wherever felt necessary, to clarify a concept. The in-text questions after a main section are for the students to check their understanding of the topic. At the end of each. chapter, there is a quick review of the important points covered in the chapter. We have introduced some multiple choice questions in the exercises. There are problems of different difficulty levels, answers to the multiple-choice questions and numericals, and hints for the difficult questions are included at the end of the book.This book has been made possible because of the active participation of many people. I wish to thank Professor Krishna Kumar, Director, NCERT, Prof. G. Ravindra, Joint Director, NCERT, and Professor Hukum Singh, Head, Department of Education in Science and Mathematics, NCERT, specially for their keen interest in the development of the book and forall the administrative support. | wish to put on record my sincere appreciation for Dr Anjni Koul, the member-coordinator of the textbook development committee, for her extraordinary commitment and efficiency. It has been a real pleasure working with my textbook development team and the review committee. The chosen editorial team worked extremely hard, on tight deadlines, to bring the book close to the shape that we dreamt of. Fruitful discussions with some members of the MHRD Monitoring Committee helped in providing the final touches to the book. I do not have the words to acknowledge the professional and personal inputs T received from some of my close friends during the preparation of this book. We warmly welcome comments and suggestions for improvement from our readers. Rurawanant Guoste Professor of Physics School of Physical Sciences Jawaharlal Nehru University New Delhi oiTBOOK DEV MENT COMMITTEE CHAIRMAN, ADVISORY GROUP FOR TEXTBOOKS IN SCIENCE AND MATHEMATICS INV. Narlikar, Emeritus Professor, InterUniversity Centre for Astronomy and Astrophysics (IUCAA), Ganeshkhind, Pune University, Pune (Cuter Apvisor Rupamanjari Ghosh, Professor, School of Phy: | Sciences, Jawaharlal Nehru University, New Delhi ‘MeMmers: ‘Alka Mehrotra, Reader, DESM, NCERT, New Delhi Animesh K, Mohapatra, Reader, Regional Institute of Education, Ajmer B.B. Swain, Professor (Retd.), Department of Physics, Utkal University, Orissa B.K. Sharma, Professor, DESM, NCERT, New Delhi B.K. Tripathi, Reader, DESM, NCERT, New Delhi Brahm Parkash, Professor, DESM, NCERT, New Delhi Charu Maini, PGT, Salwan Public School, Gurgaon, Haryana Dinesh Kumar, Reader, DESM, NCERT, New Delhi Gagan Gupta, Reader, DESM, NCERT, New Delhi HLL, Satheesh, TGT, DM School, Regional Institste of Education, Mysore Ishwant Kaur, PGT, DM School, Regional Institute of Education, Bhopal J.D. Arora, Reader, Hindu College, Moradabad, Uttar Pradesh Meenambika Menon, 7GT, Cambridge School, Noida, Uttar Pradesh Puran Chand, Professor and Jt, Director (Retd.), Central Institute of Educational Technology NCERT, New Delhi Reeta Sharma, Reader, Regional Institute of Education, Bhopal RP. Singh, Lecturer, Rajkiya Pratibha Vikas Vidyalaya, Kishan Ganj, Del Satyajit Rath, Scientist, National Institute of Immunology, INU Campus, New Delhi S.K. Dash, Reader, Regional Institute of Education, Bhubaneswar Sunita Ramrakhiani, PGT, Ahlcon Public School, Dethi ‘Uma Sudhir, Eklavya, Indore, Madhya Pradesh ‘Vandana Saxena, TGT, Kendriya Vidyalaya-4, Kandhar Lines, Delhi Cantt., New Delhi ‘Vinod Kumar, Reader, Hans Raj College, Delhi University, Delhi MEMBER-COORDINATOR Anjni Koul, Lecturer, DESM, NCERT, New DelhiACKNOWLEDGEMENTS ‘The National Council of Educational Research and Training (NCERT), besides expressing its gratefulness towards the members of the Textbook Development Committee for their contribution in the development of the Science Textbook for Class X, also acknowledges the contribution of the following members for reviewing, editing, refining, and finalisation of the manuscript ofthe book. Kanhiya Lal, Principal (Retd.), Directorate of Education, NCT, Delhi; Ranveer Singh, Lecturer, Sarvodaya Bal Vidyalaya, Timarpur, Delhi; Bharat Poorey, Professor (Retd.), Govt. Post Graduate College, Indore; Gagandeep Bajai, Lecturer, S.PM. College, Delhi University, Dethis Ravinder Kaur, TGT, Kendriya Vidyalaya, Rohini, Delhi; Renu Puri, 7G7,N.C. Jindal Public School, New Delhi; Serita Kumar, Reader, Acharya Narendra Dev College, Delhi University, Delhi; Shashi Prabha, Lectwwer, DESM, NCERT, Delhi; Rashmi Sharma, Lecturer, NERIE, Shillong; Sushma Jaireth, Reader, DWS, NCERT, New Delhis Y-P. Purang, Addl. Director of Education (Retd.), NCT, Delhi; Neeta Agarwal, 7G7, D.L.D.A.V, Model School, Pitampura, Delhi; Roma Anand, TGT, D.L.D.AN,, Pitampura, Delhi; Veer Pal Singh, Reader, DEME, NCERT, New Delhi and S.L. Varte, Lecturer, DESM, NCERT, New Delhi. ‘The Council also acknowledges the valuable contribution of Sunita Farkya (Professor, DESM), Pushplata Verma (Assistant Professor, DESM), K.C. Tripathi (Professor. DI.) and Jatindra Mohan Misra (Professor, DEI in the review of this textbook, The contribution of R.S. Sindhu, Professor (Retd.), DESM; VP. Srivastava, Professor (Retd.), DESM; R.K. Parashar, Rachna Garg (Professors, DESM); V.V. Anand, Professor (Retd.), RIE Mysore; S.V. Sharma (Professor, RIE Mysore); VP. Singh (Professor, RIE Ajmer); R. Joshi, Associate Professor (Retd.), DESM; C.Y, Shimray, Ruchi Verma (Associate Professors, DESM); Ram Babu Pareek (Associate Professor, RIE Ajmer); A.K. Srivastava, Rejaul Karim Barbhuiya, Pramila Tanwar Assistant Professors, DESM); RR. Koireng (Assistant Professor, DCS); V. Tangpu (Assistant Professor, RIE Mysore) and Akhileshwar Mishra (Head Master, DMS, RIE Bhubaneswar), in the review of this textbook in 2017-18 are acknowledged. Special thanks are due to Hukum Singh, Professor and Former Head, DESM, NCERT, New Delhi, for providing all academic and administrative support. The Council also gratefully acknowledges the support provided by the APC Office of DESM, administrative staff of DESM; Deepak Kapoor, Incharge, Computer Station, DESM; Saima and Arvind Sharma, DTP Operators and Rajesh Handa, IMlustrator; Mohd. Qamar Tabrez. and Musarrat Parveen, Copy Editors; Seema Yadav, Proof Reader. The efforts of the Publication Department, NCERT are also highly appreciated. in updating Chapter 16 titled "Sustainable Management of Natural Resources", and alsoseat | waa 2 wae 3 wae 4 ws 5 MRA waza 7 Ms 8 waz 9 us2 10 see 11 ws2et 12 wat 13, ws 14 use 15) ws2t 16 aig sHIRLst Foreword Preface K6G3W9 alts yBurd a wlszed 1 BURL, Asas BA Aue 7 fagpal 2A 2ttugedl 31 BOA WA Adi aalerdd 58 erat 2uadl aailsea » Fs Bai % Reiaa ot cigert 4 wed Bll LA wort $2 8? 17 aargdfisa 2 Gest 142 matalurtaded 2A adlorat 160 driaaiine 219 Jao GPa 187 Raa 199 Raval godly 2 23 Besar Wed 242, aavagl walazer 256 AaBis ald 2516 weit (raz) 266 swans 281 - 282 IFIJRFE IINDIA PREAMBLE WE, THE PEOPLE OF INDIA, having |. solemnly resolved to constitute India into a ‘[SOVEREIGN SOCIALIST SECULAR DEMOCRATIC REPUBLIC] and to secure toallits citizens: JUSTICE, social, economic and political; LIBERTY of thought, expression, belief, faith and worship; EQUALITY of status and of opportunity; and to promote among them all FRATERNITY assuring the dignity of the individual and the “[unity and integrity of the Nation]; IN OUR CONSTITUENT ASSEMBLY |! this twenty-sixth day of November, 1949 do HEREBY ADOPT, ENACT AND GIVE TO OURSELVES THIS CONSTITUTION. 1. Subs. by the Constitution (Forty-second Amendment) Act, 1976, See.2, for "Sovereign Democratic Republe”(w.e-f.8.1.197) 2. Subs. by the Constitution (Forty-second Amendment) Act, 1976, See.2, for "Unity ofthe Nation” (w.e.£ 3.11977)“Facts are not science — as the dictionary is not literature.” Martin H. Fischer ysea 1 fey auals wBaurd 219 wlseel Lesozcs’ (Chemical Reactions and Equations) Piet wate dd caida VRRP Bui a wl ud 2 a ae a we — fw Guest ated ano ged wed amar ona, we adie dayddayetarr Avan ataiaaarid yea amiavii aud. sid 2uNAeL UL a vies da 8. we atuat adel Wee wert al, ANA A QA AA. Grader re MRBARaA WES vere age (eaoua) HA Axl atareri 355 A584 uRada oud B. cori oles A arauals Beata RA aa BoUGAti eatiad eae sl aye MOL, ead alas Beene aL B cud aval sl WAH A 2, AS aU wBw ad 2. cote ser uae un 3 Re sas uButed oul af B 2 ud Fe A eal aA} es WBA WS D 7 eu wader Ga Raat M2 ad aawd Jadls vafiod 2 : aug eAunndly saat ang 1 aoa aiseuc'sd abacquaed 258) sealaA AY GA F RoMareell uZl sua wedl (waka) ade wilaell aad Bw ade wis (wm)ai uBald am 8 a wGse A AaB slauds 8. Fork day eatin aR od wu aatll Aah siisauds Gead 8, Gufs ada ugha ad BUA sl AA MA} lA caida waded AA AS ver wader Heel AT aks wea ad — Bd asl ll asa 8. wm aarti URade sad af maaan NE w dori wRade wm ayll Geeta AP se gaues wail uRade A sar oaragl oun net Zagtad saadiset fed AL aru vic eggs ARG mat Ha F owe RUA HAS qeryeL Nar UALR crane? BS yRureil ell dM B, oat wazerMl BUNA yeL-yeL Wate aU aug 12 Ruri aA dott Rs gua Ra sour sel, Bis ve de wegyfts 11 WARS aallszel (Chemical Equations) aifased —wBaed yaoi Lid cela au yy ad ub - ed ROAR uel sib Qera aay Pat cou aad B cud a WARM adsUdout gidRa a B, aL AUR UBeUai aise 2agu adie al icf aS ona B. AA ana 203 wer atoll aie B. att, aL ALBA all ataen wl LB 2 aa ales amlszen eagual aud, Gufs wa Me aus alee att use add - ROAR + aaa RoaRUH ailsands (1) (u@ua) (twee) war (ii caldear eA aaa S26 aryaaat vevil AoARee BAA aA WBAA B, WBA eat oe Gort cl wet AEABIAL aAlsaatds sue 8. Bes alsee, WBAA BA lure AA dled Prauel eet WBARY UR a aia cal B. uRAdA als avlleemri all aze (LHS) aell a (4) Rage eat eed B, Ad BA, WAAL oP 2s (RHS) Aiell AA C4) Past tel aL B, ceed 2ASOUEL (arrow head) HINA a2 GH D WA A NBUMll Rau eai!a a. 2 GesLL 2auales avlleeet avid, (Writing a Chemical Equation) af wauaRes wlsaeda ave AT DA ay avert (Zeui) vy 41 ase 7 aveiel UA UUs allel Guar sala wud aus wilseld ew ay afr aid Gualell oid ala Ma. AS er eis war wewals wlseWe alae 2g aL aL 8. HABA, aIG yt dey AAR atsASsai Yared evel Guest US allere A wud arf asia : Mg + 0, > MgO (1.2) eel Faull sii ae (LHS) A well ae (RHS) 2at e8s drat wamugppilell aia ough 2 dell azriell s2, af oi dae CRBs dretetl UEMURA aa wud B PA a da di wiser aandia say O sew 3 wilererdl OA del ee wait tel ok WR as AREA WBaL abd mums, rails alle sae 8, wlls2e (12) AABLEEM gard amoral wa aed, mums Is wR 8, 1.1.2 widlGa UeUAlBs aells2e (Balanced Chemical Equations) Aa TXai a alll vai a eo-aizeed Fun (law of conservation of mass) 4lé gals AS wa ews wee cor (cer)e| eked ad well 3 el Rater ald well Bed 2 AS wer wats ward luwri seve 2Wei ardied ge en A wari wi Wai ard ga em Fed dU d. ofa aodiai se cli, AS wer wales war ag act vee a yet vat ole Ami Bhat eds ctrdleth NaMiapliel eeu wat 22d, dell oy moms wales ase ardid sed watt od 8, af aeuals alee (1.2) A adil 8 Daud, wd as wher aousa aediRa sai aed, wat 1.3 M2 wes aller AIA wud vy sel ata — Gis + aceules difs > Bis ade + aid Goulet subs avila ZnSO, + H 3) aud, 21008 lee Paull iA dae adel gei-gei adieu euepledl sau ase, Sern Reine ny Em) EUMGuDy wllset (1.3)Hi dled Faull oi ae eds aratt URHigeded aa, wrt au 8, del a amidifad 2eUMs alle sda d, fa calde was alee adit gard wie se — Fe + H,0 — Fe,0, + Hy a4) aru ufbared 2A aoilsecitaiturt 1: uals ailezerd ama sean Me awa ede aoeell g2d Te we (elise) stettel, aellsaeir arc sacl avid vatetinie vier Ad B2ere saail AR, [Fe] + [H,0] — [Fe,0,] + [Fh (sy adutt TT: apidia ws (15H vive 2eai gei-yei arden wougeil aud wel oud, ca SOBRE RN TS ee ETRE nC Steet) Tout) aitut TIT : aged vue abel ayy HRAURPAL HRIAeL aielweetL adler AgBAIE sa. ad wBas bef ol a GS ab 8. a eer aed ay wemepl fata drat vale sal ott MES (Raid) WU AIUEL Fe,O, A AM: Wat AGA crartl waicall 5212 A. eral dag BRU ae WALA B, eA soll cS IGarrtd ol As WUE d, aalGaertit waUEpaA aida Ra AB - @ seuaai 1 (H,0%i) 4(Fes0,p) Gi) Wadia seat AZ 1x4 4 Bh dase UA ate wid vg BF, urrugpeliell diva wtet seal MB BUUE wher curt Aci aekiwell 3 cried Bod oveel asta ell. GetsaEL als aUGRMVL werUIRBAL ‘waddle stu H12 ALU “4? ASUS (Coefficient) YA 4H,O aul ae Ueq HO, sada (HO), tall Uae 4A, 2H DA aidiet anilaea ol peor adi — Fe|+ 4[H,0] > [Fe,0,] + [H, (1.6) (ails Vd wei alse) adurt IV : Fe at H weal om war aridiltd tell, aU ae VA AS Ase wale sala ation aM. aie, 24 ait 21iMs dd aii ailseerii eudgert WRMUAPAA audi A. Fuga] ava aut au U2 aed aes Addie angel advan 4 52d y PER aici agent 8 (4H,0%i) 2 (Hai) Gi) wid sad ALE 8 2x4 arlseet 2 wud ad — Fe] + 4[H,0] — [Fe;0,] + 4[H,] (1.7) (ais A ardifad avllezet) Rewatta Vs Guise aefls2er astall aA aed ot dda ad ally dra Wale HAL a aaah 2 eA AY & dra] BHM MAL BAA A, seed (Anis) 2. G@ agenari 1(Fe i) 3(Fe,0,Hi) (ii) Wada Rat ALE 1x3 3 Fed writ sat 2, MWA SO 2S Fert WL URHIG arr, 3[Fe] + [0] > [Fe,0,] + [Fy (1.8) AOL VIE: tial aici afar AUT seat Hi aU aflsrerel OA ars aden BE aren wamugpiell axes $21, 3Fe + 4H,0 > FeO, + 4H (aridiRaa ails2e1) (1.9) welsee (LOM OA dae 2Wai drat Nem deal wid B. 4a, aL alse edit &, UUs arilsrallr adic seatefl aut ual Be ans gine (Hit and Trial) wal sea S, 1221} WA wed glar atttval ett Yeals AsouaLis a Meleeel Bid seated wae HA Ar atu VI: ofS azarae aeuai ame eaiyds Gude calder aida wearer LOA cual, gf eat weMlsaer tel truer eds WRus eA lure olfas aaa Bad wRdl wee a B 7 aU wisreri dried cbfesanaial Radel SWS wUlddl rade i, ramus aaa ay WREdINe Oita UE UMS AAA ure TRATES aoliel BA deiiel ciifas-erarariied Ged seari od G wRAdl ata uric aAzY, NaLdl, wellA WA at maRUBAA aA (B), (D, (aq) WA (6) Bar Del (notations) ati ealaavai 21a &. welbti ordeal gage uBAs aaaL flu Ae dea cl vel4 (aqueous) (aq) ae ama 3B. mda WALe22L (1.9) AA wa wal 3Fe(s) + 4H,0(g) > Fe,0,(s) + 4H,(g) (10) 2A alee BF HyOel aud (g) aiaued Guetor ena B 3, 2 uBuadi wel Gua aan (a) 223i Ravi saad d. muted ZA wal Bel Waal ot da ci BH URUARL alleen offAsaidruIrileil wuida searri rtadd ell, Fads aud wEu wz wBu wR Fl F cue, cous, Gelus aR aoflseari dled Paul Gua area A cag celaari aud 3, Gewea a COW) + 2Hye) OAR, CH,OH( aan aphasia. aie 6CO,(aq) + 124,00) CeH,,Og(aq) + 60, (aq) + 61,00) (1.12) (ead) aa abated Gualler at af di au uszerri MouG aude aallsze (1.2) aida sel aisall ? seus ulbad A ansestwal AeaRered uA wari anouadi wai w M2 als Ravi’ Ua O ? oA calda ails wBaei we aida awlsea ait : eidsier + sR > edgier selaads Gi) ABA salads + Rey ede > AR ue + Heya sears Gi) WB + eel > ABH sisfisauds + wisseed ola calda wBaed 412 ohsraeaadiel da aan aided aaals alert ail = ) AG seaiss A aur aden weld’ wudai sad a wou as wisi ARM age wi ABwr selaissd aaa wh 3, Gi) Ar aidjseuds stam (wellai) apres as sae (wel) awa wba sl aay selaids cia aA well Gari AB. 1.2 21s wBaurilat wsi2 (Types of Chemical Reactions) dea rxai aval a ov} AS we aM UBL eabeud AD Ae drat, vmugpild guide 244 drat WeRpA ad tll, Ger Manel Pail ae ad a4 raat quire i cael Barri iad ad on ad ott tel, wave UALS: uGuaiai waged a oi (2A due oie oA aL Vevel Gee 8, UEUAPA. eA rial oie Hate RA AA wre 3 MA da nectar sexi, 1.2.1 2ilefls2e wat (Combination Reaction) augla 13 Baan visadsl well wal waved Adan yout (Stacked time) Poin BRvot eliseuds yor a Aatll (Vigorously) well aa uBAL sel del tl BRLOL sUSgaands) Aaa B AA yon wUEO GAL Geant BB. CaO(s) + H,O(l) > Ca(OH),(aq) + GL (1.13) seta Red at a Bari WB sidsauds AA wie aeeaSA As oe Atay Heo SSS oud B Al wBar 3 Sai AF dell ay wBadaiel As x cluyed Geile aa ad adele vB 2 8. Rew? Ss a z & Zz aa aud, aud aioe Ruri Beals ay Gerseeie(l wal sled, Aaa aad, C@) + Og) > CO,e) (1.15) Gi) Hyg) A O,griel well Feria 2H,(g) + 02(g) > 2H,0(1) (1.16) aaa cual rad sel sla AA 3, wR AY Addl ay uevll (aval 3 aes) adiadA As ve flued Foil 228 cud a wRawia advise Raed 28 8, vaFt 14 we sama sedan 9f 8 3, ay want Gon Gem af Ba WEL Raed oer 48 8. Rel wBael 2 ai lust riled wa Gan set 4, AA Genus (Exothermic) 2aVufs wB4i £8 3, Gadus uBuriicti Aa Gesell — @ gerdl avyd amd (eee) CH,(g) + 205(g) > CO,(g) + 2H,0(g) (1.17) GH {a med HF wat Goudys wBu 8? aad A mmf Ma} waa we aU Beil xgeWe SB. AV & vias wid MA ania at Get WA B. wert caPeatd Mars a4 awe ered Rouler we &. 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