FA Science (Class IX) PDF

ASSESSMENT
SCIENCE
Revised
FORMATIVE
ASSESSMENT
Manual for Teachers
CLASS IX
CENTRAL BOARD OF SECONDARY EDUCATION

Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110 092 India
Revised
FORMATIVE
ASSESSMENT
Manual for Teachers
SCIENCE
CLASS IX
Teachers' Manual on Formative Assessment in Science, Class-IX
FIRST EDITION 2010, CBSE, Delhi, India

SECOND EDITION 2016, CBSE, Delhi, India
COPIES: 20,000
"This book or part there of may not be reproduced

by any person or agency in any manner."
PUBLISHED BY
The Secretary, Central Board of Secondary Education

Shiksha Kendra, 2, Community Centre,
Preet Vihar, Delhi-110092
DESIGN & LAYOUT :
Multi Graphics, 8A/101, WEA Karol Bagh,

New Delhi-110005 Phone: 011-25783846, 47503846
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THE CONSTITUTION OF INDIA

PREAMBLE
1
WE, THE PEOPLE OF INDIA, having solemnly resolved to constitute India into a [SOVEREIGN
SOCIALIST SECULAR DEMOCRATIC REPUBLIC] and to secure to all its 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 the2 [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, sec. 2, for "Sovereign Democratic Republic (w.e.f. 3.1.1977)
2.
Subs, by the Constitution (Forty-Second Amendment) Act. 1976, sec. 2, for "unity of the Nation (w.e.f. 3.1.1977)
THE CONSTITUTION OF INDIA

Chapter IV A
FUNDAMENTAL DUTIES
ARTICLE 51A
Fundamental Duties - It shall be the duty of every citizen of India(a)
to abide by the Constitution and respect its ideals and institutions, the National Flag and the National
Anthem;
(b)
to cherish and follow the noble ideals which inspired our national struggle for freedom;
(c)
to uphold and protect the sovereignty, unity and integrity of India;
(d)
to defend the country and render national service when called upon to do so;
(e)
to promote harmony and the spirit of common brotherhood amongst all the people of India transcending
religious, linguistic and regional or sectional diversities; to renounce practices derogatory to the dignity of
women;
(f)
to value and preserve the rich heritage of our composite culture;
(g)
to protect and improve the natural environment including forests, lakes, rivers, wild life and to have
compassion for living creatures;
(h)
to develop the scientific temper, humanism and the spirit of inquiry and reform;
(i)
to safeguard public property and to abjure violence;
(j)
to strive towards excellence in all spheres of individual and collective activity so that the nation constantly
rises to higher levels of endeavour and achievement;
(k) who is a parent or guardian to provide opportunities for education to his/her child or, as the case may be,
ward between age of six and forteen years.
1.
Ins. by the constitution (Eighty - Sixth Amendment) Act, 2002 S.4 (w.e.f. 12.12.2002)
Preface
Formative Assessment emphasizes the fact that students are also the decision makers, a
perspective all-important, but ignored in our past assessment legacy. Conventional assessment
tends to increase the frequency of assessment in order to ensure students mastery of the perceived
standards, while on the other hand assessment for learning focuses on day-to-day development in
learning as students scale up the curricular scaffolding, leading up to desirable standards. It tells
teachers if and when students are acquiring the fundamentals of knowledge, interpretation and
skills. In short, student success does not rest merely on testing more frequently, on what teachers
and principals do with the results, or on how efficiently the data is managed, although these things
can contribute to student success.
By introducing Continuous and Comprehensive Evaluation (CCE) at the secondary level in all its
affiliated schools, CBSE has conveyed the message that assessment must take into account all the
aspects of the personality development of the learner and since learning is a continuous process,
assessment also has to be continuous. CCE fundamentally shifts the focus from testing to learning
by perceiving assessment as an integral part of the overall framework of teaching and learning. It
follows from this that when incorporated into classroom practice, assessment tends to lose its
individual identity and gets subsumed into the instructional process. Such a conceptualization
necessitates a greater thrust on formative assessment. It brings us to the vital need of strengthening
formative assessment because our overall aim is to facilitate learning by improving the teachinglearning process on the basis of information gathered from assessment.
There has been a general lack of conceptual clarity with regard to the formative assessment
practices among stakeholders as a result of which, many apparently formative assessment tools
and procedures have, in effect, been summative in nature, i.e., exercises to gauge, at a particular
point in time, student learning relative to content standards. Many teachers find it a challenge to
develop effective formative assessment tools; they also experience some difficulties in integrating
them with classroom instruction. In order to provide conceptual clarity in this regard and to place
some illustrative examples of formative assessment tasks in the hands of the teachers, the Board
had published a series of Manuals for classes IX and X in all the major subjects, to help teachers
understand and carry out formative assessment in classrooms.
We feel that as we are growing in our understanding and implementation of the CCE in a more
effective manner with each passing year, the teaching-learning material provided to the teachers
must be looked into again. A comprehensive feedback was taken by the Board from teachers in all
the schools affiliated to the Board on Formative Assessment Manuals for Teachers regarding the
quality. The observations and suggestions received after the publication of the first edition and the
opinion of experts in the field have also been taken into account. All the manuals have undergone a
deep scrutiny for errors and nearly every chapter in every manual reflects improvement.

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Contents
Preface
Acknowledgements
School Based Assessment - A Theoretical Perspective
Formative Assessment - An Overview
How to use this Manual?
21
Formative Assessment in Science
26
Formative Assessment
30
Chapter1
Matter in our Surroundings
31
Chapter2
Is Matter around us Pure?
47
Chapter3
Atoms and Molecules
60
Chapter4
Structure of the Atom
72
Chapter5
The Fundamental Unit of Life
80
Chapter6
Tissues
93
Chapter7
Diversity in Living Organisms
105
Chapter8
Motion
122
Chapter9
Force and Laws of Motion
135
Chapter10
Gravitation
149
Chapter11
Work and Energy
154
Chapter12
Sound
159
Chapter13
Why Do We Fall Ill?
167
Chapter14
Natural Resources
183
Chapter15
Improvement in Food Resources
196
Some More Activities
211
School Based Assessment

- A Theoretical Perspective
The National Curriculum Framework 2005 emphasizes the practice of assessment as an integral
part of the learning process that has the capacity to benefit both the learners as well as the
educational system, by giving credible feedback. It also acknowledges that the ongoing assessment
procedures and practices cater to a very narrow set of faculties that learners possess. The picture of
the learners' abilities provided by such assessment practices is largely incomplete, and their use
impedes the further growth of learners.
The vision behind introducing the Continuous and Comprehensive system of Evaluation (CCE)
was to provide feedback to the learners about their abilities at frequent intervals in order to aid
their learning and development. By strengthening and upgrading the design of assessment
practices used in schools, the much needed paradigm shift in approach to teaching and learning
can be brought about, which would eventually lead us to improvement in the quality of education.
With this in mind, the internationally accepted Modern Assessment Theory and Practice is being
introduced as the guiding light in bringing about a shift in how learners need to be assessed in
schools throughout the country.
Modern Assessment Theory in the CCE

The Modern Assessment Theory is directly aligned with the spirit of CCE as it situates the learner at
the heart of the learning process and enables teachers to practice efficient assessment and
management techniques. At the core is the developmental continuum that explicates the path of
growth for learners for every subject. With the help of authentic and concrete evidences the teacher
formulates her professional judgment about the learner and draws interpretations in order to locate
every child on the developmental continuum. The assessment tasks and grading scales must be so
designed that they enable the learners to exhibit the appropriate abilities in consonance with the
learning objectives. For this to be a reality, learners must be informed of the capacities they are to
develop so they can navigate through the developmental continuum with a purpose. Teachers
must communicate the learning objectives to the learners in simple and easy to understand
language to keep them informed of the path that must be followed to attain levels of mastery over
concepts and skills. The backbone of the theory is hence formed by the framework that operates as
the core of the teaching learning practices, and, the developmental continuum that defines the
standards of student performance. The theoretical nuances are easily executed in practice when the
image of the learner is attempted to be built upon.
Modern Assessment Theory and Formative Assessments

Formative assessment practices provide considerable scope for mapping the learner's academic
and non-academic progress along the developmental continuum. The Developmental Continuum
can be visualized as a stairway; each step leading the child to higher realms of knowledge,
understanding and performance. Each child's performance corresponding to what he or she
knows and can do, can be located along the developmental continuum. Through it, the child's
progression and development can be comprehensively mapped and can be positioned not in
discrete categories- as has been done for a long time in the history of assessment and testing, but in
continuity and quick succession, along a continuum that would embody a learner's growth and
development during the academic session.
Understanding Formative and Summative Assessments

The paradigm of school based assessments makes assessment an integral part of the teaching
learning process that guides the learning process and stimulates further learning.
The mode in which the assessment is conducted in the classrooms may range from being
unstructured such as teacher-student, student-students conversations, to a highly structured kind
such as paper-pencil tests or performance tasks.
For unstructured or slightly structured assessment tasks, students and/or their peers could be the
sources of evidence when they share their knowledge during the task. For such tasks self
assessment or peer assessment can be undertaken to give feedback to the learners about their
standards of achievements.
FORMATIVE ASSESSMENT
USE OF
EVIDENCES
TO IMPROVE
TEACHING
LEARNING
FEEDBACK TO
THE STUDENTS
ASSESSMENT CYCLE STUDENT NEEDS
INTERPRETATION
OF EVIDENCES
REPORTING TO PARENTS
SUMMATIVE ASSESSMENT
USE OF RESULT BY SCHOOL
LEARNING
OBJECTIVES
TEACHING
LEARNING
PROCESS
INCLUDING
ASSESSMENT
As evident from the above cycle, any assessment can be used as formative or summative. It
depends on the purpose of the assessment and difference in the way of reporting. The evidences
gathered by the assessments that do not form the base for further learning are not really formative
assessments. Hence, it must be noted that if and only if a teacher incorporates her insights and
feedback for the students in further learning processes in the classroom, only then can that
assessment be termed a 'formative assessment'. Departing from the above said principle would yet
again render an assessment as a 'summative' assessment since it would not have contributed in
further teaching input by the teacher based on learner performance and would have terminated the
learning cycle for the child.
Linking Assessments to Cognitive Levels of the Learners

Teachers are aware of the learning objectives that the students need to achieve as a result of the
teaching learning process. We then proceed to design lesson plans, activities and teaching methods
which revolve around the concept of the cognitive levels of learning, of which Bloom's six levels of
cognitive learning are the most familiar.
The six levels of Bloom's taxonomy of cognitive learning are as follows:
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
While our teaching learning process is based on this taxonomy, assessments also need to be linked
to the cognitive levels. For example:
Remembering (Multiple Choice)

1.
Particles of a liquid(a)
are most ordered
(b)
move randomly
(c)
have large intermolecular spaces
(d)
can slip and slide over each other
Applying (Multiple choice)

1.
With reference to Hooper, the author says, "Everything was going for him", What does it imply?
(a)
he had everything that a man aspires for
(b)
people admired him
(c)
he did what he wanted
(d)
he was capable of playing games
Analysis
1.
How was Private Quelch's knowledge exposed even further as the Sergeant's classes went
on?
Evaluation And Creation

1.
Do you agree with Harold's parents decision of hiding from him the fact that his father was a
boxer? Why / Why not?
2.
Democracy is seen to be good in principle, but felt, to be not so good in practice. Justify the
statement with suitable arguments.
Guidelines for Writing Multiple Choice Questions

Multiple choice questions are a form of assessment in which the question instructs the respondent
to choose one of the responses as the correct answer from a list of alternatives that are provided.
Multiple choice questions are being increasingly used by schools as one of the assessment tools for
measuring students' learning achievement.
Advantages of MCQ's
Multiple choice questions provide a level of versatility since they are adaptable for various levels of
learning outcomes including simple recall of knowledge, analysis of phenomena, application of
principles, interpreting cause and effect relationships, etc. They have a higher validity since more
questions can be given to the student and therefore greater coverage of the syllabus can be done.
Multiple choice questions have an increased reliability because of the objectivity that is involved in
marking; and also facilitate increased efficiency as papers can be easily checked and marked.
Parts of an MCQ
Multiple choice questions consist of a question or a stem, distractors (or the incorrect options) and
the key, i.e., the answer. The stem, in a multiple choice item, can be in the form of a direct question,
or in a sentence completion format or in the form of a picture or diagram. For example:
Q1. A tin foil of length a and breadth b is rolled to make a cylinder.
What will be the volume of the cylinder?
a)
ab/4
b)
4ab
c)
ab
d)
ab/4
STEM
DISTRACTORS
KEY - D
There are several guidelines for effectively developing good quality multiple-choice questions:
The question should be aligned with the learning objective.
A multiple choice question should focus on an important concept.
It may cover more than one concept when a higher cognitive level has to be tested.
The language should be simple, clear and unambiguous.
Answer options should be plausible and similar in context, ideas and focus.
Ensure that answer options do not overlap with each other.

2
Use "all of the above" and "none of the above" sparingly.
The stem and answer options should be framed in positive terms.
The answer options should not have opposites.
Modern Assessment Theory and Performance Standards

In the Modern Assessment Theory- marks and grades are NOT the determining factors to assess
the learners. It is descriptive standards that aid in positioning a child along the developmental
continuum and define the achievement standards for every learner. It must be borne in mind that a
child is not compared with a group, but is assessed through descriptors which are both extensive
and intensive in nature; those which support the image that is constructed of a child. While
building the image of any child, teachers need to be extremely reflective with regard to the factors
that reinforce the formed image. Teachers need to persistently collect evidences and thereafter
locate the child along the developmental continuum. It must be noted that an image once formed is
NOT the final image. Since learning is a process, thereby the image formation is a process too! At no
point must a teacher stop adding the evidences that consistently support and build the image of the
child.
In modern assessment we refer the student's performance to predetermined standards.
'Curriculum Standards' are the knowledge, skills, and understanding expected to be gained by the
student as a result of studying a course, while 'Performance Standards' are defined as how well the
student has achieved the curriculum or content standard. The higher the level of the performance
standard, the further the learner is along the developmental continuum.
Depending on the purpose of assessment and the learning objectives, a range of assessment
methods, not just MCQ's, should be used to generate a reliable and valid estimate of the students
learning. For example, other forms such as Short Answer Questions, Essay Type Questions (used
affectively to assess higher order cognitive skills), Performance Assessments (used for role play,
recitation, conducting a science experiment etc.), etc. can be used to extract information about the
learners' mastery over knowledge and skills.
Rubrics and Modern Assessment Theory

Teachers need to develop marking rubrics which are aligned to the performance standards. Only
then can marks actually have meaning. The rubrics are a guide for teachers to locate the student
along the developmental continuum. Only then would higher marks reflect higher cognitive skills.
Students and parents should be made aware of the marking criteria, because only then can they
actually see why the response was worth the marks it earned. They can also see what level the
student has to climb to, in order to get extra marks. In this way, the learner too can share the
responsibility of his growth and improvement.
An example of marking rubrics created for assessment tasks for Physics is provided below:
Learning Outcomes:
Students should be able to use appropriate terminology and reporting styles to communicate
information and understanding in Physics.
Students should be able to assess the impacts of applications of Physics on society and
environment.
Assessment task- essay item
Discuss the effects of the development of electrical generators on society and environment.
(6 marks)
Criteria
Marks
Demonstrates a thorough understanding of the effects of generators on society

and the environment by discussing a positive and a negative aspect of at least one
societal effect and at least one environmental effect.
56
EITHER
Provides at least one positive impact on both society and the environment
indicating a thorough understanding of the issues.
OR
Provides at least one negative impact on both society and the environment
indicating a thorough understanding of the issues.
OR
Provides positive and negative aspects of at least one societal effect and at least
one environmental effect, indicating a sound understanding of the issues.
34
States one impact each on societal issue and environmental issues.

OR
Indicates a sound understanding of a societal issue.
OR
Indicates a sound understanding of an environmental issue.
States either one aspect of a societal issue or one aspect of an environmental issue.
While making a professional judgment on how many marks to allot, only two things should be
kept in mind:
1)
Performance of the student and
2)
Criteria listed in the marking rubric
By making the rubrics transparent and the criteria explicit any subjectivity or bias is eliminated.
Well developed marking rubrics can be used to not only provide valuable feedback to the teacher,
but also to make the student aware about what it is that he has to do to improve or move along the
developmental continuum.
Realizing the Potential of Assessment: Keeping Up with the Times!

The world over, school boards, universities, international testing agencies, question-writing
companies, etc. follow the basic principles of the Modern Assessment Theory. Essentially, the aim
of the Modern Assessment Theory is to enable the learners to develop knowledge about their own
progress so they channelize their efforts towards becoming proficient in every domain of learning.
Teachers on their part are indispensible constructors of a truly educated child, and the theory
presents the teacher with concepts that have a strong psychological base, and tools that are
structurally sound and in consonance with the curriculum that is executed in schools. Schoolbased assessment needs to engage in assessment practices that are directed towards benefitting the
learner, instead of just 'marking' the level of achievement. The Ministry of Human Resources and
Development's initiative towards the same is the CCE, which needs to be backed up with tools and
techniques that are in congruence with its vision.
An Overview
Formative Assessment is a tool used by the teacher to continuously monitor student progress in a
non-threatening, supportive environment. It involves regular descriptive feedback, a chance for
the student to reflect on the performance, take advice and improve upon it. It involves the students
being an essential part of assessment from designing criteria to assessing self or peers. If used
effectively, it can improve student performance tremendously while raising the self-esteem of the
child and reducing the work load of the teacher.
What is Formative Assessment?

Formative assessment is defined as "information communicated to the learner that is intended to modify his
or her thinking or behaviour for the purpose of improving learning" (Shute, 2008, pg.154). It is part of a
feedback process in which a learner is able to evaluate his/her response in light of the information received, and
make adjustments. It can be used to:
(a)
identify gaps in knowledge.
(b)
help novice learners to identify important information.
(c)
correct procedural errors or misconceptions.
Formative Assessment is carried out during a course of instruction for providing continuous
feedback to both the teachers and the learners. It is also carried out for taking decisions regarding
appropriate modifications in the transactional procedures and learning activities.
' provides feedback which leads to students recognizing the (learning) gap and closing it it is
forward looking ' (Harlen, 1998)
' includes both feedback and self-monitoring.' (Sadler, 1989)
' is used essentially to get a feed back into the teaching and learning process.' (Tunstall and Gipps,
1996)
Formative Assessment is characterized by the following. It:
is diagnostic and remedial.
makes provision for effective feedback.
provides a platform for the active involvement of students in their own learning.
enables teachers to adjust teaching taking into account the results of assessment.

recognizes the profound influence assessment has on the motivation and self-esteem of
students, both of which are crucial influences on learning.
recognizes the need for students to be able to assess themselves and understand how to
improve.
builds on students' prior knowledge and experience in designing what is taught.
incorporates varied learning styles to decide how and what to teach.
encourages students to understand the criteria that will be used to judge their work.
offers an opportunity to students to improve their work after they recieve the feedback.
helps students to support their peer group and vice-versa.
Why Provide Formative Assessment?

Formative assessment is critically important for student learning. Without informative
feedback on what they do, students will have relatively little by which to chart their development."
(source: Yorke 2003)
Enhances motivation to learn
Helps students identify gaps in knowledge
Fosters self-study
Clarifies desired outcomes

Diagnoses specific misunderstandings
In summary, formative assessment allows students to make adjustment to what and how they are
learning. Feedback can also be used to make immediate adjustments to what and how you teach.
Comprehensive evaluation would necessitate the use of a variety of tools and techniques. This will
be so because both different and specific areas of learner's growth can be evaluated through certain
special techniques.
Formative Assessment...
is part of the learning process.
is used to improve learning.
enhances intrinsic student motivation.
is used to improve teaching.
Formative Assessment is feedback!

Learning without feedback is like learning archery in a darkened room Cross, 1998
1.
Clarifies what good performance is
2.
Facilitates self-assessment (reflection) in learning
3.
Delivers high quality information to students about their learning
4.
Encourages teacher and peer dialogue about learning
5.
Encourages positive motivational beliefs and self-esteem
6.
Provides opportunities to close the gap between current and desired performance
7.
Provides information to teachers to improve teaching
Formative Assessment Scheme

Focus on Formative Assessment
Share the learning outcomes
and assessment expectations with students
Use clearly defined criteria
Use examples and exemplars
Give specific feedback
(which will help)
Incorporate Students Self Assessment
Students keep a record of their progress
Teachers keep records of students progress
Specific Recommendations for Formative Assessment:

In order to fulfill the objectives of Formative Assessment and to enable students to improve
performance, teachers need to use a variety of assessment tools during the course of their teaching.
It is mandatory that the teachers use atleast three to four assessment tools during each term.
Teachers may use one written assessment, and two activities (one group and one individual) in one
10
formative assessment. The Home Work and Class assignments will not be counted towards
arriving at grades. In order to promote cooperative learning, one out of the two activities should be
a group activity. The teachers should assign one group project during each term to their students
which may be multi disciplinary.
Components of a Formative Assessment
Each Formative assessment can include:

1.
One Individual Activity

(Worksheet, Debate etc.)
2.
One Group Activity (Projects, Role Plays,

Group Discussion, Surveys etc.)
3.
Written Assessment
Best
Score
Average
Score
Activities to include to one group activity per assessment quiz, debate, projects, theatre etc.
One Multidisciplinary/interdisciplinary group project to be assigned to students in each

term.
For Assessment purposes the best score of one individual activity and one group activity to be
taken.
The final FA to be calculated as the average of the best score (one individual activity or a group
activity) and the score of written assessment
Formative Assessment can be carried through using multiple modes of assessment such as
assignments, quizzes, debates, group discussions, projects etc. It must be clearly communicated to
all teachers teaching various subjects that projects and assignments must be done as group
activities within the class and school time only. Each subject must have only one paper pencil test
under Formative Assessment. The other modes of assessment must be a part of classroom
interactive activities.
Given below is the list of suggestive activities for different subjects. This list is not exhaustive; it is
only to give an idea of the possible variety.
Languages
Oral and listening - these could be listening comprehension, prepared speech, conversation
or dialogue
Written assignments - short and long answer questions, creative writing, reports, newspaper
articles, diary entries, poetry etc.
11
Speeches - debates, oratory, recitation, extempore etc.
Research projects - information gathering, deductive reasoning
Analysis and synthesis and a presentation using a variety of forms including the use of
Information and Communication Technology (ICT)

Pair work/group work
Peer assessment
It is suggested in Languages at least a few assessments should be used for assessing Conversation
Skills.
Mathematics
Problem solving, Multiple Choice Questions (MCQs)
Data handling and analysis
Investigative projects
Mathematics Lab activities
Models including origami etc.
Research projects and presentations
Group projects
Peer assessment
Presentations including the use of Information and Communication Technology (ICT)
It is suggested for Mathematics that at least a few Formative Assessment tasks should be based on
the Mathematics Lab Activities .
Sciences
Written assignments, Multiple Choice Questions (MCQs)
Experimental work which may involve one or more of setting experiments, making
observations, handling data, making deductions, working safely etc.

Planning or designing experiments to collect data or to investigate properties, laws,
phenomena etc.
Research work which could be investigative or information gathering and deducing
Group work - research or experimental
Contextual research projects
Peer assessment
12
Science Quiz
Seminar
Symposium
Field Trips
Class Response
Model Making
It is suggested for Science at least some Formative Assessments should be based on Experiments
and hands-on activities.
Social Sciences
Written assignments- short and long answers
Commentaries
Source-based analysis
Projects-investigative, informative, deductive and analytical
Research
Group work - projects and presentations
Models and charts
Using authentic sources and primary texts
Open-book tests
Secondary sources
Comparison and contrast
It is suggested in Social Sciences that at least some assessment should be based on projects which
are done in groups as in-class activities under the direct supervision of the teacher.
A system of education and examination that teaches members of disadvantaged group the requisite
problem-solving and analytical skills needed by the job market is vital. Memorizing and regurgitating
textbooks is not a skill needed by the job market. An exam system that encourages this type of 'learning'
snuffs out creativity. To teach skills and create excellence, is the way-perhaps the only sustainable way toward real equity'.
Examination Reform; NCF 2005- NCERT
13
Myths about Formative Assessment

1.
"Formative assessment doesn't count."

It can! While formative assessment doesn't have to be graded, teachers have the option to
include formative assessment as a part of the grade, which students accumulate toward their
final grade in a unit or course.
2.
"Formative assessment has no impact on student learning or achievement."

It does! Studies show that strengthening formative assessment produces significant learning
gains. As well, formative assessment can enhance lifelong learning skills by helping students
to self-regulate their learning. (Black and William, 1998; Nicol and McFarlane-Dick, 2006)
3.
"Formative Assessment takes up more of teaching time and effort

It doesn't have to! Formative assessment techniques are often just good teaching techniques.
For example, included are: preparing planned question and answer sessions, gauging
student responses through a set of indicators, or providing online modules and self-study
quizzes linked to in-class sessions.
4.
"Formative Assessment = Multiple Choice Tests

Indeed, MCQ items can form the bases for formative assessment. However, providing
students with the opportunity to self-correct and self-study is an important element of
formative assessment. So "taking up the test" is as essential as participating in the test.
5.
"Students won't 'buy into' formative assessment."

Motivation to learn actually increases when students see the gap between what they thought
they knew and what they actually know. Therefore, feedback from formative testing can
improve learning (providing the testing is not too frequent). (Iverson et al, 1994, BangertDownes et al, 1991 in Rushton, 2005).
6.
"More the Formative Assessment, better is the learning"

Just a few Formative Assessments with the correct tools and techniques will help the child to
improve his / her performance.
7.
"Every formative assessment needs to be documented and recorded"

It is not essential, Formative Assessment may only be for helping the child to improve.
The reason why we use different methods:
14
1.
Learning in different subject areas and aspects of development is to be assessed.
2.
Learners may respond better to one method as compared to another.
3.
Each method contributes in its own way to teacher's understanding of learner's learning.
In order to help students improve their performance levels, the schools shall diagnose their
learning difficulties through formative tests right from the beginning of the academic year and
bring it to the notice of parents at appropriate intervals of time. They will recommend suitable
remedial steps to enhance their learning capability. Similarly, gifted children should be provided
with further reinforcements by giving them additional assignments, enrichment material and
mentoring. Due provision should be made in the class timetable for mentoring and to address
different kinds of learners. The teacher also needs to incorporate strategies for dealing with
differently abled students in his/her class.
The Formative Assessment should normally be made on recorded evidences based on anecdotal
records to be maintained by the class teacher or the subject teacher.
It is advisable to communicate levels of attainment to the students and parents during the course of
the academic year, so that with their cooperation remedial measures are taken in time for
enhancing the performance of the students. The overall assessment should be followed by
descriptive remarks from the class teacher about the positive and significant achievements,
avoiding negative assessment even by implication.
It implies:
1.
Sharing learning goals with students.
2.
Involving students in self assessment.
3.
Providing feedback which leads to students recognising weakness and taking

corrective/remedial steps.
4.
Being confident that every student can improve.
15
What is Formative Assessment?

Let us look at a task:
Subject: Social Science
Class: VIII
Topic: Women, Caste and Reform
Task: Dramatization
Time Required:
Discussion and script writing: 2 periods;
Presentation: 1 period
Procedure:
1.
Students are divided into groups. They discuss and prepare a short skit on any of the social
ills prevalent in the Indian society at different periods of time.
2.
The social ills may include Sati, Child Marriage, Female Infanticide, Denial of Education to
Women and Gender Disparity.
3.
Each group prepares a small skit and performs it. Each student is then asked to speak some
dialogue.
4.
After the presentation, students engage in discussion.
Learning Outcomes: The students will be able to

gain an insight into the social evils prevalent in India at different periods of time.
reflect on social evils and verbalize their feelings.
Skills:
To develop in the students the ability to
Write scripts
Deliver dialogues
Act
Work in teams
Assessment Criteria:
The performance of the groups will be assessed on the basis of content, dialogue-delivery and
clarity of concept.
16
Follow up:
The presentations could be discussed by the class. Wherever the concept is not clear, teacher
could encourage students to ask questions. The teacher could also revisit any part of the lesson
that has not been clearly understood by the students.
Is this a Formative or Summative Assessment task?
It has the following features:
The main objective is to enable the learners to gain an understanding of the concept of social
evils perpetrated against the girl child and women in India at different periods of time.
The task is part of the teaching-learning on the topic of women, caste and reform.
The task involves students in group interaction and presentation.
After the task is completed, the teacher gives feedback for improvement. Also, if needed, the
lesson may be reviewed.
Assessment is done on the basis of well-defined criteria.
The task is done in the classroom as part of the lesson.
The main purpose is not to measure the knowledge of the learners. The task aims to provide
conceptual clarity to the learners through experiential learning.
It also encourages further learning.

The above attributes are at the heart of Formative Assessment.
Let us now look at the following question given in a test:

What are the different social evils prevalent in Indian society at different times? How have they affected girl
children and women? Write your answer in about 200 words.
This is a typical question that figures in a Summative test or examination. Here the main aim is to
measure the extent of knowledge of the learners in the lesson tested. The answers of the learners
will be marked or graded on the basis of value points and a marking scheme. The information
collected by the teacher may not be used to diagnose the problems faced by learners or for
remediation since the test is usually conducted after completing the unit or lesson.
However, if a short quiz or test is conducted on the topic when the lesson is in progress to ascertain
the learning gaps for the purpose of providing further help to learners, it will be Formative in
nature.
17
So, by and large the way in which a tool is used, i.e. for enhancing learning or for ascertaining
and measuring the extent of learning, decides whether it is for Formative or Summative
purpose.
What is NOT Formative Assessment?

It is seen that under the guise of continuous evaluation schools conduct a series of 'tests'.There are
tests for almost every day of the week or every month of the academic session. The argument put
forth is that it is only by conducting frequent tests that continuous assessment can be ensured.
However, such practices can hardly be called formative assessments because they are not
integrated with the teaching-learning process nor is the information collected by the teachers from
such tests effectively and systematically used for improving the teachings learning process.
Case Study
Students of Class IX are given the following project in Science:
Project on Communicable Diseases
Collect information about communicable diseases by referring to books and journals and
surfing the internet.
Present the information in a folder with illustrations, pictures and photographs.
The folders should be submitted for evaluation within 15 days.
The folders will be evaluated on the following criteria:

Content, neatness of presentation and illustration
Students complete the task individually and submit the folders by the deadline. The teacher grades
the work of the students as per the assessment criteria.
Questions:
Is it a good formative task?
How are the students helped by the teacher and peer groups in doing the task?
What are the objectives of the project?
To assess the student's ability to collect information and present it?

Or
To enable the students to deepen their learning?
If the purpose is to help the learners acquire a deeper understanding of the topic of the project then
the project should be organized differently.
18
The teacher should discuss the project with the learners.
They explore ways in which information could be gathered, understood and adapted.
Provide scope for group work so that learners study the topic collaboratively and help and
support each other.

The teacher should monitor the entire process at regular intervals, giving feedback for
correction, modification and refinement.

Besides submitting a folder, the learners are also required to make a presentation to the class
or take a viva voce.

Assessment is done by involving the learners in peer assessment.
The information gathered by the teacher and the learners is used to improve and further the
teaching-learning process.
One major concern with regard to such projects and assignments is that the teacher has very little
scope to ensure that they are done by the students themselves. It is now common knowledge that
projects and assignments can be 'bought' from shops. Instances of parents doing the projects are
also not uncommon. Furthermore, downloading information from the internet also leads to very
little learning.
Hence, to use projects and assignments as effective tools of formative assessment, the teacher
should take certain precautions:
Ensure that the learners do the task in the school itself under the direct supervision of the
teacher.
Discuss the project with the learners and monitor their progress at every stage.
Involve them in the assessment process through self and peer assessment.
Give descriptive feedback as an instructional strategy to move students forward in their
learning.
Help students link their classroom learning with the task and their experience.
Follow it up with activities like revisiting some of the concepts, explanations etc.
What does the Manual contain?

After the introduction of CCE in schools affiliated to CBSE in class IX during 2009-10, the Board
found it necessary to provide a holistic picture of CCE to all the stakeholders, particularly the
teachers. Hence a Teacher's Manual on Continuous and Comprehensive Evaluation - Class IX and
19
X was brought out. Apart from giving detailed information about the scheme of CCE,
fundamentals of assessment of co-scholastic and scholastic areas, dimensions of school-based
assessment and tools and techniques of evaluation for formative and summative purposes have
also been included in the manual.
As a sequel to this publication, the Board decided to bring out a series of manuals to provide
exemplar and illustrative materials on Formative Assessment in Languages, Mathematics, Science
and Social Science for classes IX and X. The board has received comments and suggestions on the
FA manuals from the stakeholders since their publication and hence decided to revise them. A
comprehensive feedback on each and every activity/task was collected from the teachers of the
schools affiliated to the Board and this revised edition is a result of that feedback.
We aim to strengthen the formative assessment and provide the teachers, detailed guidelines and
support material for formative assessment through the manuals.
Objectives of the Manual on Formative Assessment
20
1.
To clarify the concept of formative assessment within the broad framework of CCE.
2.
To integrate formative assessments (FA 1, FA 2, FA 3 & FA 4) with the materials prescribed

and classroom procedures.
3.
To help teachers and learners use formative assessment for enhancing the teaching-learning
process.
4.
To provide a rich source of formative assessment tasks for the units/ lessons in Languages,
Mathematics, Sciences and Social Sciences for classes IX and X.
5.
To help teachers use the Formative Assessment tasks given in the manuals for generating
further tasks on their own.
6.
To enable teachers to gain conceptual clarity with regard to Formative Assessments.
7.
To motivate teachers to build their capacity to add value to materials and methods.
8.
To help teachers plan and manage time effectively.
9.
To provide guidelines to schools to record Formative Assessments in a systematic manner.
10.
To provide scope for teacher development in the area of assessment as well as for
consultations and enrichment.
11.
To initiate a healthy and meaningful interaction between different stakeholders on CCE and
the place of formative assessment in this scheme.
12.
To make the teaching - learning process enjoyable for both the teachers and the learners.
How to use this Manual?

This series of manuals includes a number of Formative Assessment tasks for classes IX and X in all
the main scholastic subjects. Teachers can use them in a planned manner not only to assess learning
but also to enhance the effectiveness of their own teaching. Some suggestions for the effective use
of formative tasks are given below:
a)
Planning
At the beginning of the academic session teachers of the same subject may consult each other
and draw out a plan of formative assessment for the entire session. A suggested annual
planner is given for each subject in the manual. The annual plan drawn up by each school
should include the following details:
b)
The number of formative tasks to be used for FA 1, FA 2, FA 3 and FA 4. (The number of

tasks should not be less than the minimum suggested)
The identified tasks from the manual (Teachers are, however, free to add their own
tasks to the ones given in the manual)
While deciding/choosing the tasks, care should be taken to select a variety so that
essential knowledge and skills are covered comprehensively and there is no scope for
monotony to set in. For example, in languages, the different skills like reading, writing,
speaking and listening and language areas like literature and grammar have to be
covered in formative assessment. The plan could distribute tasks over the four formative
assignments in such a way that all these aspects are assessed at least twice or thrice in a
session. Similarly, the tasks may be chosen in other subjects in such a way that they assess
different skills and competencies using a variety of modes of assessment.
Classroom Strategies
Since the tasks are to be integrated with classroom instruction, teachers have to embed them
in their lesson plans.
Task specification as given in the manual may be used by teachers in the following manner:
Learning Outcomes:
Identifying the learning outcomes for each task helps teachers and learners in developing a
focus. They are also meant to be kept in mind at the time of assessment.
Procedure:
A task may need some preparations on the part of the teacher. These are included under
21
'Procedure'. The different steps to be followed, precautions to be taken and suggestions for
collecting information are also provided under this heading.
Assessment Criteria
In order to make the assessment objective and systematic, specific criteria have been
provided for each task. It is essential that the teachers put up these criteria or read them out to
the class before commencing a task. Learners should know on what basis they will be
assessed. It will also give them task clarity. The scores obtained by students in each of the
tasks conducted must be recorded. The record of assessment should also be maintained.
Wherever a written product emerges, it may be made part of the student portfolio.
Feedback/Follow up
This is a crucial stage in formative assessment. The performance of students gives valuable
information about their understanding, conceptual clarity, problems faced and gaps in
learning. Based on this information, teachers could give feedback and undertake follow up
activities for remediation and enrichment. The information will also enable teachers to
modify their practices for enhanced effectiveness of learning.
Some Challenges
Teachers may face certain challenges in integrating formative assessment with teaching. This may
be due to:
Large class size.
Scarcity of time.
Constraints imposed by logistics.
Strategy to assess group/pair tasks.

With the help of proper planning these challenges could be overcome.
Some suggestions:
Large Class Size
Choose tasks that involve group work and pair work.
Tasks that require written answers from the learners could be peer assessed.
Answers to MCQs and other objective type questions could be marked by students
themselves by exchanging their work sheets as the teacher calls out the answers.
All the students in a class need not be assessed in one period. It means that the tasks may be
distributed among groups of students so that the teacher is able to assess them in different
22
periods. The implication is that in large classrooms all the students need not be assessed in all
the tasks/activities. By planning the tasks/activities carefully, all the skills can, however, be
covered by rotating them among groups of students.
It follows from this that all the students need not be involved in the same task at a time. In
order to cater to multiple intelligence, teachers could adopt a flexible approach with regard to
assigning tasks to students. For instance, students good at written work may be given tasks
different from those good at practical work.
While framing the time table some double periods could be provided in each subject. Tasks
involving debates, presentations, group discussions, dramatization, role plays etc could be
conducted during the double periods.
Time Management
Since the number of teaching periods for each subject is pre-determined, teachers may feel that
conducting formative assessment tasks within the allotted periods may prove to be difficult.
However, it is to be borne in mind that formative assessment is to be built into the teachinglearning process and it only represents a change in the methods to be adopted for curriculum
transaction. By reducing explanations and frontal teaching, adequate time could be found for tasks
and activities.
Some other suggestions are:
Proper planning will result in efficient time management.
Complete the preparations for each task well before the class begins so that there is no
wastage of time.
Use self and peer assessment strategically.
Train learners in the initial part of the term to collaborate with each other and the teacher.
Over a period of time they will be able to maintain efficiency and a brisk pace.
It is essential that the scoring sheet with names of students is prepared at the beginning of the
academic session as per the annual plan. Columns for FA 1, FA 2, FA 3 and FA 4 may be
provided along with details of the tasks selected for each assessment and the maximum
marks so that recording of scores does not take too much time.
Train the students in maintaining their portfolios. A folder may be maintained for every
subject in which the best written products could be filed by each student. When students are
helped to take responsibility for record keeping, it will ease some burden on the teachers
besides leading to better time management.
23
Logistics
Photocopying of worksheets may not be feasible in all schools. Teachers have to adopt a few
strategies to overcome this problem.
Suggestions:
Only elaborate worksheets and those with diagrams and pictures need to be photocopied.
Wherever possible, the worksheet may be put up on the blackboard.
If technology is accessible, worksheets could be projected with the help of an LCD projector.
MCQ's and objective type questions could be read out and students instructed to write only
the answers on a sheet of paper.
Instructions for pair work, group work and whole class work could be read out once or twice.
Share with the Principal and school administration the requirement of photocopies in
advance so that the school makes adequate arrangements.
Always use both sides of the sheet of paper for photocopying. It may mean that more than
one task is photocopied on a single sheet. After the students complete one task the sheets may
be collected and redistributed for the next task.
Whenever possible, worksheets could be shared by two or more students.
Train the students to observe economy in the use of paper/ worksheet.
Strategy to assess group/pair tasks

Initially teachers may find it a little difficult to assess group/ pair tasks because the product is
usually from more than one student.
Some suggestions to help the teachers in this regard:
Wherever possible group and pair tasks could be broken down into smaller areas and each
member of the group could be assigned an area.

Where the above is not feasible, the contribution of each student to the group work has to be
observed and monitored.
Usually after group discussion a presentation is to be made by each group. Care may be taken
to rotate the presentation among all the students so that over a period of time all are given an
opportunity to present the group's views.
Group tasks may be assessed for the entire group/pair. It means that members of each group
may get the same mark/grade. However, in pair tasks it is easier to assess the performance
individually.
24
Since formative assessment is informal, group tasks may be assessed on broad parameters
such as participation, contribution and effectiveness of each member of the group.

It is necessary that the teacher monitors group tasks properly to ensure that every student is
participating and no student dominates.
Conclusion
This document emphasises teacher-preparedness, planning and co-ordination. It is suggested that
at the time of preparing an annual plan, the Principal interacts with each subject committee and
helps the teachers prepare a plan of action, ensuring that assessment is integrated with the
teaching-learning process.
It may be necessary to prepare detailed lesson plans for each unit/ lesson besides the overall plan
for the first and second term. While the lesson plan should essentially be an innovative tool evolved
by each teacher depending on the concepts to be taught, the needs of the learners and other sociocultural factors, it is perhaps advisable to include certain broad areas in the lesson plan to make it
reflect the integration of continuous and comprehensive evaluation. While these broad areas,
along with the format of the lesson plan could be decided by each school, the following
components could be included to ensure holistic planning:
Content/topic/lesson.
Concepts/skills.
Instructional Objectives.
Levels entry, process, integration, exit.
Tools of assessment with specific questions.
Remediation.
It is also suggested that the formative tasks may be assessed for ten marks or multiples of ten to
facilitate easy calculation of weightage. Similarly, self evaluation by students could be encouraged
by integrating ICT and developing student self-access tools. While it provides ample scope for
learner autonomy, it also reduces the burden on the teachers. Finally a word about projects. This
document specifies that projects should, as far as possible, be done in the school itself. But certain
projects that call for extensive research and work involving hands and using different materials,
may be difficult to be carried out within school hours. Since the main concern is about the
genuineness and credibility of the work submitted for assessment by the students, if adequate care
is taken by the teacher in monitoring the project work, students may be allowed to do some part of
it outside school. By making the projects realistic and simple, teachers can ensure authenticity of
the work of students.
25
ii
Formative Assessment in Science

The formative assessment tasks suggested for science are meant to be integrated with the teachinglearning process. The response of students to every task needs to be analysed carefully and areas of
learning difficulty may be identified. Follow up action in terms of further academic inputs and
remediation deserves to be given utmost attention.
The following key dimensions of this material deserve special attention:
The included tasks are suggestive in nature and may be modified or adapted for actual use.
Though an effort has been made to cover all the chapters included in the prescribed NCERT
textbook, the materials is neither exhaustive nor complete. Many more similar or different
tasks may be designed by the subject teachers to cater to local specific requirements.
It is not essential that only the tasks included in this document are to be used for different
formative assessments. The teachers have complete autonomy to design their own tasks.
However, the overall purpose of formative assessment should not be lost sight of.
The document includes variety of techniques and tasks for carrying our assessment. Any of
these tasks may be used by the teacher depending upon the nature of the unit, desired learning
outcomes, availability of time, class-size and availability of resources.
Special care may be taken so that the students are not burdened due to over assessment in the
form of frequent formative assessments. A single formative assessment may include only
minimum but sufficient number of meaningful tasks.
The main objective of formative assessment is to diagnose the areas of learning difficulties and
provide necessary remediation for enhanced learning. Feedback to the teacher as well as
learner may be given utmost focus and attention.
Illustration
Graphical representation of motion is one of the important concepts in chapter-8 on Motion in
Class-IX.
The task given below aims at assessing whether the students can read and interpret a velocity-time
graph correctly for the motion of a body or not.
Task: Velocity-time graphs for the motion of two bodies A and B are as shown. Observe the given
graphs carefully and answer the questions that follow.
26
(i)
Which of the two bodies is moving with constant velocity?
(ii)
Which of the two bodies has higher velocity at time t = 1s
(iii) Which of the two bodies has higher velocity at time t = 4s

(iv) At what time is the velocities of two bodies A and B equal?
(v)
What are the velocities of the bodies A and B at time t = 1s?
Above questions included in the student worksheet have been designed in such a manner that one
can assess whether they can read and interpret the given graphs correctly or not.
Depending upon the analysis of responses, the teachers will be required to provide necessary
additional inputs and explanations in order to help the students understand the related concept.
27
ii
Suggested
Assessment Tools and Techniques
Any of the following assessment tools and techniques may be used for carrying out different
formative assessments. This document includes examples of many such tools. Any other suitable
tool may also be designed and used.
Class Response Assessment worksheets
Demonstration based
Graph based
Diagram based
Numerical based
Flow chart
Crossword puzzle/games
Writing of Balanced chemical Equations/Formulae/Units
MCQs
Active learning assessment tools
Model making
Chart making
Assignments
Popular Science Book Review
Current Science events/news report
Hands-on practical examination
Class work Assessment
Group work - Seminar/Symposium/Presentation/Bulletin Board Display/Role Play
Survey/Field Visit
Project Work-Group or individual
Short formal written Paper-pen test
28
Important
Hands-on practical examination may be necessarily conducted once in each term.
Any one formative assessment may include one short written paper-pen test/hands-on
practical examination and a maximum of two other assessments using any of the above
suggested tools. The average of these assessments may be calculated out of 10%.
Due care may be taken to ensure that students are not put to any stress due to over assessment
in the form of Formative Assessments.
29
ii
Important Notes:
It is recommended that teachers choose the formative tasks and number of tasks per unit or
chapter judiciously so as to cover a variety of skills and learning objectives.
It is not necessary that all the tasks suggested for each chapter/unit be conducted in class and
nor is it necessary for all tasks/activities to be assessed or marked. However, students should
be aware of the activities/tasks which will be considered for assessment.
Activities should be built into the teaching-learning process and be a seamless part of the
classroom process.
The marks for each task may be decided by the teachers; however, the weightage for each
Formative Assessment should be calculated for 10%.
All activities related to Formative Assessment such as language games, quizzes, projects, role
plays, script writing etc. must be done as 'in class' and 'in school' activities, supervised by the
teacher.
The Portfolio can include:
Photographs: Provide an insight into the child's emotional, social and psychological aspects
of development.
Paintings and other examples of artistic endeavour: Provide evidence of a learner's abilities,
thoughts and attitudes.
Audio-Video Recordings: Specific situation or over a time span to cover important processes
and aspects that can be recorded and analysed later.
Self-Assessment Sheets: Portfolio to provide evidence of the learner's self-evaluation.
Peer Assessment Sheets: Excellent for assessing team and group based activities, social
projects and peer related behaviour. Can be incorporated into the learner's Portfolio to
provide evidence of the learner's Life skills.
Parent Assessment Sheets: Can be incorporated into the learner's Portfolio to provide
evidence of evaluation done by the parent.
For more information on Portfolio please refer to CCE Manual.
30
Chapter 1
Matter in our Surroundings
ACTIVITYI
Assessment Technique: Role play
Learning Outcomes: The students will be able to:
compare the properties of the three states of matter at the practical level.
visualise the effect of heat and pressure on the states of matter.

Task: Group Activity
Time Required: 3-5 minutes to every group
Procedure:
The teacher:
1.
divides the class in three groups of five students each (hence fifteen students would be
involved in this activity at a time). Rest of the students observe and can do peer
assessment.
2.
assigns each team a task to act like the 'state of matter' assigned to them. The use of verbal
mode, bodily kinesthetic mode and props to communicate their idea/view depend on the
discretion of the group.
3.
guides them as to depict the

a)
interparticle distances
b)
interparticle forces of attraction
c)
kinetic energy possessed by the particles
d)
effect of heat and pressure on the state
1. Do the students understand the task given? Yes /No
2. Are the students able to work in a team? Yes /No
3. Are the students inquisitive about different states of matter? Yes /No
4. Can the students think logically and rationally? Yes /No
31
5. Are the students able to apply theoretical knowledge in real life situation? Yes /No
6. Do the students have good understanding of the following concepts?
Interparticle distance
Yes /No
Interparticle forces of attraction
Yes /No
Kinetic energy possessed by the particles
Yes /No
Effect of heat on the state of matter
Yes /No
Effect of pressure on the state of matter
Yes /No
Suggestive Remediations:
A few students may find it difficult to understand the correspondence between observing
themselves as particles and the particles of matter. The teacher may explain it to them.
ACTIVITYII
Assessment Technique: Activity based worksheet
appreciate that liquids cannot be compressed though we say that the interparticle
distances in liquids are more as compared to solids.
observe that the gases can be compressed.
visualise how the application of pressure can bring about change of state and relate it to
liquified gas in LPG cylinders.
visualise and compare interparticle distances between gases and liquids.

Task: Individual worksheet, Group activity
Time Required: One period
Procedure:
The teacher may give the following instructions in the class and let the students perform the given
activity before attempting the questions in the worksheet individually.
32
1.
Take a plastic syringe.
2.
Pull out its piston to have the maximum capacity in the syringe. Note the initial position
of the piston in the syringe (using the outer rim of the piston may be convenient)
3.
Plug the nozzle of the syringe by fixing on to a rubber stopper and then either hold it
tightly with thumb or press it against the table.
4.
Push the piston in, observe carefully and note how far you were able to push the piston,
note the reading on the syringe or measure it with the help of a scale.
5.
Remove the rubber cork and fill the syringe with water, oil and sand in turn.
6.
Repeat the process of plugging the nozzle and pushing the piston again (i.e. steps 2-4) for
each of the material chosen respectively.
7.
Care should be taken to apply nearly same force on the piston while pushing indifferent
substances.
Performance of activity
Tabulated observations
STUDENT WORKSHEET
Complete the following observation table:
S. No.
Material in the
Cylinder of syringe
1.
Air
2.
Water
3.
Oil
4.
Sand
Initial Position of Final position of Difference

the piston before the piston after
compression
compression
Remarks
Answer the following questions on the basis of the activity performed:

Q1. Was the syringe empty in the first step?
______________________________________________________________________________
Q2. What do you infer about the inter-particle spaces in liquids as compared to that in gases?
______________________________________________________________________________
33
Q3. How would your observation differ if we had filled the cylinder of syringe with
a) cotton wool
b) a cylindrical wooden piece cut to size of the inner diameter of the syringe
c) mustard seeds
d) chalk pieces
e) erasers
f)
plastic beeds
g) naphthalene balls
a) __________________________________________________________________________
b) __________________________________________________________________________
c) __________________________________________________________________________
d) __________________________________________________________________________
e) __________________________________________________________________________
f)
__________________________________________________________________________
g) __________________________________________________________________________
A brainstorming session would be necessary with the students, before they actually start
performing the activity. Let the students make hypothesis about what they think would
happen when they press air, water, oil and sand in the syringe.
A few students may not be able to understand the correspondence between ability to
apply pressure and the interparticle spaces in matter. This can be made to understood
with an analogy of sponge. But the sponge analogy has to be used very carefully bringing
home the idea that sponge has air spaces but between the gas molecules/particles it is not
so.
Answering Q.3 might be difficult for students. However, let them make a guess.
Encourage them to discuss what exists in between the particles. Help them visualize that
space is needed for the gas particles to move about randomly.
34
ACTIVITYIII
Assessment technique: Activity based worksheet
examine and record the change in temperature before, during and after the change of
state of given substance.
compare the effect of heat before, during and after the change of state ( phase change).
conclude that there is no change in temperature during phase change and use this
information to arrive at the concept of latent heat.

draw and use graphs for interpretation of data.
apply the knowledge of latent heat to some real life situations.
Task: Group of two to three students for activity and individual worksheet
Procedure:
The teacher may form groups of two or three students in the class and give following instructions
for performing the activity.
1.
Take a 250 mL beaker. Fill half the beaker with slightly crushed ice.
2.
Put a thermometer into the beaker containing ice. The bulb of the thermometer must be
surrounded by ice.
3.
Place the beaker in a water bath/trough of water at a temperature of approx 500C.
4.
Record the temperature after every 1 minute till the ice melts. Record the temperature at
intervals of 2 minute for the next 8-10 minutes. Write your readings in the observation
table given.
5.
Record these observations and plot a temperature vs time graph.
7.
Answer the questions in the worksheet, after carrying out the activity.
Observation table
Graph with scale
35
STUDENT WORKSHEET
Observations:
S. No.
Time
(min)
State of Matter
Temperature
(C)
1.
2.
3.
Temperature C
Graph: Melting of ice, temp. vs time
Time (min.)
Questions
1)
Once ice starts melting the temperature remains at ___________C.
Choose the correct option for Qs. 13:

Q1. Which one of the following is an incorrect statement?
(a)
36
Cooling is produced during melting.
Remark (Change in
temperature Yes/No)
Q2.
(b)
The temperature changes steadily on heating.
(c)
The melting point of ice is 0C.
(d)
Once melting starts, the temperature stays at 0C until all the ice melts.
Melting is an __________________ process. (exothermic/endothermic)
Q3. When heat is supplied to a solid substance

(a)
the kinetic energy of its particles increases.
(b)
the kinetic energy of its particles remains unchanged.
(c)
the potential energy of its particles increases.
(d)
there is no change in the potential and kinetic energy of its particles.
Q4. Account for the observation that at the melting point, even though heat is being
constantly supplied, the temperature does not rise till all the solid changes into liquid.
____________________________________________________________________________
____________________________________________________________________________
Q5. Why does water become cold if we add some ice cubes to it?
____________________________________________________________________________
____________________________________________________________________________
Some students may face difficulty in reading the temperature. They may be asked to
practice before performing the activity.
Some students may find it difficult to draw the graph. They may be guided.
Some students may find it difficult to interpret the graph. They may be helped.
It may be difficult for some students to accept that temperature of a substance may
remain constant even when heat is supplied to it. They may be helped to understands
that during a change in state, the energy supplied by heating is used up in increasing the
potential energy of the particles due to which there is no change in temperature.
37
ACTIVITYIV
Assessment technique: Multiple Choice Questions (MCQs)
explain different processes and phenomenon on the basis of properties of different states
of matter.
Time Required: 20 minutes
Task: Individual activity
Procedure:
1.
The teacher may discuss the following in class before distributing the worksheets :
Matter exists in three different states.
Matter can be converted from one state to another.
Existence of different processes on the basis of properties of different states
2.
The students will complete the worksheet based on their understanding.
Correct answer
STUDENT WORKSHEET
Choose the correct option in the following questions:
Q1. Which of the following change represents sublimation?
(a) solid
liquid
(b) solid
gas
(c) liquid
gas
(d) gas
liquid
Q2. Gases have

(a) high rigidity.
(b) fixed volume.
(c) high melting point.
(d) high compressibility.
38
Q3. Evaporation
(a) takes place below melting point.
(b) is a bulk phenomenon.
(c) takes place above boiling point.
(d) is a surface phenomenon.
Q4. Particles of a solid
(a) are most ordered.
(b) move randomly.
(c) have large intermolecular spaces.
(d) can slip and slide over each other.
Q5. Which of the following can be used to liquify gases?
(a) Increasing pressure and decreasing temperature.
(b) Decreasing both pressure and temperature.
(c) Keeping pressure and temperature constant.
(d) Increasing temperature and keeping pressure constant.
Q6. Which of the following is a property of solids?
(a) They take up the shape of the container .
(b) Interparticle spaces are large.
(c) They have fixed shape independent of the shape of container.
(d) They generally have very low melting points.
Q7. The solid that would sublime on heating is
(a) wax.
(b) solid carbon dioxide.
(c) ice.
(d) butter.
39
Q9. A substance melts at 25C and boils at 85C, Which of the following statements about it is
correct?
(a) It would be in solid state at 15C
(b) It would be in gaseous state at 90C
(c) It would be in liquid state at 26C
(d) It would be in liquid state at 24C
Q10.Given that melting points of four solids A, B, C and D are 78C, 262C, 100C and 168C which
of the following statements is correct?
(a) Interparticle forces are minimum in C
(b) Interparticle forces are maximum in A
(c) Interparticle forces are maximum in B
(d) Interparticle forces are not related to melting point of a substance
40
1.
The concepts in which students give wrong answers or are not able to make a fair
judgement need to be taught again.
2.
Diffusion is a phenomenon in which particles move on their own and cause intermixing.
Students use the words diffusion and intermixing interchangeably, they should be
explained the difference.
3.
Some students might find it difficult to visualise diffusion of sugar in water and also why
salt and sugar do not diffuse. A real activity may be set up to clarify the doubt.
4.
Students also have a misconception about the spaces between the particles and their
motion in different states of matter. It should be clarified.
5.
Students usually have a misconception about evaporation, boiling and the role of
temperature in bringing about these two processes. It may be clarified.
6.
It may be difficult for some students to correlate the properties of the three states of matter
and the physical conditions like temperature and pressure, best suited for bringing about
a given change in the state. The correlation may be explained.
ACTIVITYV
Assessment Technique: Diagram based worksheet
learn that pressure and temperature determine the state of a substance
appreciate that the three states of matter are interconvertible.
understand that with the change in temperature and pressure, the state of the matter may
change.
Procedure:
1. The following information may be given to the students:
Pressure and temperature determine the state of matter.
Three states of matter are interconvertible.
When heat is provided, solid may change to liquid and the process is called melting.
Liquid may be converted into solid by cooling and the process is called fusion.
When heat is provided to a liquid, the kinetic energy of its particles may increase to such a
level that the liquid may change to its vapour.

By applying pressure or reducing temperature, vapour may be converted into liquid.
A few solids, on heating, are directly converted to their vapour and on cooling, vapour is
converted back to solid. The phenomenon is called sublimation.

2. The teacher distributes the worksheet among the students
3. The students complete the worksheet and the answers are discussed in the class.
3. Assessment Criteria:
Correct answer
41
STUDENT WORKSHEET
Instructions:
Study the figure given below for inter conversion of states of matter carefully and answer the
questions that follow:
Liquid
c
d
e
Solid
a
f
Gas
b
Q1. Name the process and also mention if heating or cooling is required.
a)
When liquid changes into gaseous state

_________________________________________________________________________
b)
When solid changes into gaseous state without changing into liquid state
_________________________________________________________________________
c)
When liquid changes into solid

_________________________________________________________________________
d)
When gas changes into liquid

_________________________________________________________________________
e)
When solid changes into liquid

_________________________________________________________________________
f)
When gas changes into solid without changing into liquid

_________________________________________________________________________
Q2. To which state of matter a liquid changes on increasing its temperature?

_____________________________________________________________________________
42
Q3. What change do we expect on increasing pressure and lowering temperature of a gas?
_____________________________________________________________________________
Q4. When a liquid is cooled, it may change into a new state of matter. Name that state.
_____________________________________________________________________________
Q5. Give reason why the size of naphthalene balls placed in cupboards goes on decreasing
with time.
_____________________________________________________________________________
Suggestive Remediation:
A few students may not understand how state changes with rise in temperature. They
may be helped to understand the change of state on the basis of kinetic energy of particles.
Separate explanation may be given for the process of sublimation.
ACTIVITYVI
Assessment Technique: Numerical based worksheet
learn that temperature can be measured on two different scales-degree celsius and kelvin.
appreciate that measurement in two scales are inter-convertible.
convert the given temperature from one scale to another scale.

Procedure:
The following information may be given to the students in the class:
1.
Temperature can be measured in two different scales - C and Kelvin (K)
2.
The SI unit of temperature is Kelvin
3.
K =C + 273
43
4.
C = K 273
5.
Some examples of interconversion may be given to the students.
STUDENT WORKSHEET
Instructions: Answer the following questions.
Q1. Convert the following temperature to the Celsius scale:
a)
470 K
________________________________________________________________________
b)
300 K
________________________________________________________________________
c)
298 K
________________________________________________________________________
Q2. Convert the following temperature to the Kelvin scale:

a)
25C
________________________________________________________________________
b)
373C
________________________________________________________________________
c)
273C
________________________________________________________________________
A sample of water was heated from 25C to 30C.

(a)
What were the initial and final temperatures of water in Kelvin scale?
____________________________________________________________________________
____________________________________________________________________________
(b)
How much was the rise in temperature on Celsius scale?

____________________________________________________________________________
____________________________________________________________________________
44
(c)
How much was the rise in temperature on Kelvin scale?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Q3.
A boy is carrying two buckets, one in each hand. One bucket contains water at 300C and
other at 300F. A coin is dropped in each bucket. Which bucket will show the coin reaching
the bottom first?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Q4.
a)
Celsuis is the most commonly used unit of temperature, but the SI unit of
temperature is Kelvin. Why?
_______________________________________________________________________
_______________________________________________________________________
b)
Apart from Kelvin and Celsius scales which other unit of measuring temperature do
we use in daily life?
_______________________________________________________________________
_______________________________________________________________________
c)
Write the following temperatures in all the three units

i)
Average human body temperature
__________
__________
_________
ii)
Boiling point of alcohol
__________
__________
_________
Formula used
Calculations
Understanding and clarity
45
Students must be explained the formula for calculating Fahrenheit scale.
Few students may not be able to apply the formula correctly. Sufficient practice may be
provided for the same.
Some students may put the sign of degree with Kelvin. They may be instructed clearly not
to repeat this mistake.
46
Chapter 2
Is Matter around us Pure?
ACTIVITYI
Assessment technique: Data based worksheet
differentiate between mixture and pure substance.
differentiate between element and a compound.
enhance their communication skills.

Time Required: 2-3 days
Procedure:
1.
The following information may be given to the students
An element is a pure substance made up of same type of atoms.
A compound is a pure substance composed of two or more elements that are

chemically combined with one another in a fixed proportion.
A mixture is formed on combining two or more different substances physically in
any proportion.
2.
The students are directed to conduct a survey of their home and prepare a list of various
materials used in daily life.
3.
They may be further asked to classify these materials as pure substances or mixtures and
classify pure substances into elements and compounds and then prepare a survey report.
4.
The teacher provides a sample format to record data.
47
STUDENT WORKSHEET
Aim of the survey: To classify the materials commonly used at home into mixture and pure
substances; elements and compounds.
Format of the report
1.
Aim of the survey
2.
Introduction (with purpose)
3.
Information collected in tabular form
4.
Interpretation of data
5.
Conclusion
6.
References
Area of assessment
Marks
Presentation
Data collection and reporting
Analysis
Viva
The purpose of this activity is to connect classroom learning with life outside school. It is
possible that some of the students are not able to classify commonly used materials into
elements, mixtures and compounds. They may be helped to do so by taking suitable
examples from everyday life.
ACTIVITYII
Assessment technique: Diagram based worksheet
demonstrate that two miscible liquids with sufficient difference in boiling point can be
separated through the technique of distillation.

recognize different components of an apparatus used for the separation of miscible
liquids through distillation.
48

Procedure:
1.
The teacher shows the experimental set up or the diagram of the distillation set up to the
students and also tells them the names of its different components.
2.
The teacher shows the separation of two liquids through the process of distillation (e.g.
water + ethanol).
3.
The students need to be told that this technique of separation is used to separate two
miscible liquids with sufficient difference in their boiling points.
STUDENT WORKSHEET
Look at the given diagram carefully and answer the questions which follow:
11
12
(a)
Identify the process shown in the above diagram.
(b)
Label the parts 112 of the diagram.
(c)
Which type of mixtures can be separated using this process? What condition should the
constituents must satisfy?
(d)
Can a mixture of immiscible liquids be separated by this method? If No/Yes, why?
49
(e)
Which process is used to separate a mixture of two miscible liquids having very close
boiling points?
Correct answers based on knowledge and understaing
Labelling
A few students may not be able to identify different parts of the apparatus. They may be
helped with repeated explanation.
You may give examples of more pairs of miscible liquids with their boiling points for
better understanding and retention of the concept by the students.
In order to motivate students, you may involve some of them to arrange the apparatus.
ACTIVITYIII
Assessment Technique: Individual worksheet
categorise a variety of mixtures based on their properties.
know the use of mixtures in daily life.

Procedure:
1.
The teacher distributes the worksheet and asks the students to answer the questions.
2.
The students complete the worksheet and the answers are discussed in class.
STUDENT WORKSHEET
Q1. Name the type of solution which will result by mixing any two of the following materials:
milk, water, alcohol, vinegar, lemon juice, acetone, salt, sugar, turmeric powder, wheat
flour, egg white.
Q2. Classify the following mixtures on the basis of their composition:
blood, salt solution, soil, tomato juice, brass, pepsi, clouds, iron ore, vinegar, mango pickle.
50
Q3. Complete the following table:

Mixture
Phases of matter
Homogeneous
Heterogeneous
Smoke
Saline solution
Solid, Liquid
Muddy water
Vinegar
Smog
Oil in water
Understanding of the concepts
Application of knowledge
Some students may need help in completing the table. The teacher may guide them
accordingly.
ACTIVITYIV
differentiate between solutions, suspensions and colloids.
enlist their properties.
signify their importance in daily life.

Procedure:
1. The teacher distributes the worksheet and instructs students to complete it.
2. The students complete the worksheet and peer assessment is done.
51
STUDENT WORKSHEET
Fill in the blanks by using appropriate words:
Q1. Solution is a _____________ mixture while a suspension is a _________ mixture.
Q2. Particles of a colloid____________ be seen with a naked eye while the particles of a
suspension _____________ be seen, with a naked eye.
Q3. The path of light is visible through _______________ and _______________ but not
through ________________.
Q4. Solid particles from ____________ and ____________ cannot be separated by filtration
while they can be filtered from ____________.
Q5. Solid particles are ____________ in suspension while ____________ in solution.
Q6. Solute particles settle in ____________ but not in ____________ and ____________ when
left undisturbed.
Q7. Dust particles in the air are seen due to ____________ effect.
Q8. A solution is ____________ when more solute can be dissolved in it while it is
____________ when no more solute can be dissolved in it.
Q9. In a sugar solution, sugar is ____________ and water is ____________.
Q10. In a solution usually solute is present in ____________ quantity and solvent is present in
____________ quantity.
Q11. More solute in a solution makes it ____________ while a small amount of solute makes it
____________.
Q12. Complete the following table:
Mixture
Coloured gemstone
Shaving cream
Mud
Rubber
Jelly
Milk of magnesia
52
Dispersing medium
Dispersed phase
Type
Correct answers.
Some students may find it difficult to complete the table, the teacher may help them.
If some concept is not clear to the students, teacher should explain it again with examples.
ACTIVITYV
learn that the amount of solute present in a given amount of solution is called the
concentration of the solution.
calculate the concentration in terms of mass by mass percentage of the solution.
calculate the concentration of a solution in terms of mass by volume percentage of

solution.
enhance numerical skills.

Procedures:
1. The following information may be given to the students
Amount of solute present in a given amount (mass or volume) of solution or solvent is
called the concentration of solution.
Amount of solute
Amount of solute
Concentration of a solution =
OR
Amount of solvent
Amount of solution
Concentration of solution is expressed in terms of mass by mass percentage of a solution

Amount of solute
X 100
Amount of solvent
53

Concentration of solution may be expressed in terms of mass by volume percentage of a
Amount of solute
solution =
X 100
Amount of solution
2. The worksheet is distributed among the students.
3. The students complete it and all the answers are discussed in class.
Assessment Area
Mass of solute and solvent or mass of solute and volume of solution
Mass of solution formula or 1 litre = 1000 mL
Calculation of mass of solution or volume of solution
Formula of mass to mass percentage of solution or mass to volume percentage of solution
Substitution of values
Calculation and answer
STUDENT WORKSHEET
Instructions: Solve the following numerical:
Q1. A solution contains 60 g of common salt in 240 g of water. Calculate the concentration in
terms of mass by mass percentage of the solution.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Q2. 10 g of sugar is present in 1 litre of sugar solution. Calculate the concentration in terms of
mass by volume percentage of the solution.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
54
A few students may not be able to calculate the concentration of a solution. They may be
helped to understand related definitions and then solve the numerical.
A few students may forget to include the mass of solute in the mass of solution. This may
be explained.
ACTIVITYVI
calculate the amount of solute and solvent required to prepare a solution of a given
concentration.
handle different apparatus and measuring and weighing technique.

Procedure:
1. The teacher asks the students to calculate the amount of salt in grams and measure the volume
in ml of water to be taken for preparing the solution.
2. They measure and weigh the salt and the volume of the water to be taken.
3. Then they mix the salt in water and gently stir it to prepare a 10% salt solution.
4. The prepared solution is poured into the measuring cylinder and the volume is noted again.
Understanding
Correct response
Calculation made
55
STUDENT WORKSHEET
Solve the following and answer the questions:
To prepare a 10% salt solution in 50mL of solution:
Apply the formula:
Concentration of a solution =
Amount of solute
X 100
Amount of solution
Amount of solute = __________ g

Amount of solution = ___________ mL
Hence amount of solvent = ____________ mL
Q1. Did the volume of water increase on adding the salt? If not, why?
____________________________________________________________________________
____________________________________________________________________________
Q2. What can you say about the property of matter from the above activity?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Q3. A saturated solution is prepared by dissolving 36g of sugar in 100g of water at 293k.
Calculate the concentration of this solution.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Q4. A solution is prepared by dissolving 5g of salt and 8g of sugar in 77g of water. Calculate
the mass percent of each component of the solution.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
56
Some students may not be able to calculate the concentration of a solution. They may be
helped to understand related definitions and then solve the numerical.
A few students may forget to include the mass of solute in the mass of solution. This may
be explained.
ACTIVITYVIII
Assessment Techniques: Activity based worksheet
demonstrate the general principle of chromatography.
enhance observation skills of students.
show that chromatography can be used to separate the colours which are soluble in the
same solvent and have different rate of flow values.
Time Required: Two periods
Procedure: The teacher distributes the worksheet and instructs the students to:
1.
take a thin strip of filter paper.
2.
mark a sharp line with a pencil on the filter paper about 2cm above its lower end.
3.
mix equal quantities of blue and red inks in a small pot. Put a very small drop of the
mixture of inks in the centre of the line on the filter paper strip. Allow it to dry.
4.
take 5 mL of solvent in a boiling tube. (Teacher may specify which solvent is to be used
and may further clarify its properties.)
5.
suspend the strip of filter paper in the boiling tube with the help of a pin and rubber cork
in such a way that about 1cm of the strip dips in the solvent but the ink spot is above the
surface of the solvent.
6.
allow the boiling tube to stand undisturbed in the vertical position for about an hour.
7.
remove the filter paper and dry it. Chromatogram can be observed in the form of different
colours on the paper.
8.
answer the questions in the worksheet and submit for evaluation.
57
Understanding
Creativity
Correct response
STUDENT WORKSHEET
Time: 1 Hour.
Q1. Label the above diagrams.

____________________________________________________________________________
____________________________________________________________________________
Q2. What happened to the liquid on the filter paper?
____________________________________________________________________________
____________________________________________________________________________
58
Q3.
How many coloured spots were observed on the filter paper?

____________________________________________________________________________
____________________________________________________________________________
Q4.
Why do you observe the spots above the line while the ink spot was drawn at the bottom?
____________________________________________________________________________
____________________________________________________________________________
Q5.
Why did the component colours rise to different heights?

____________________________________________________________________________
____________________________________________________________________________
Q6.
What can you conclude from this demonstration?

____________________________________________________________________________
____________________________________________________________________________
Q7.
Give example of any two materials with which the same effect can be demonstrated.
____________________________________________________________________________
____________________________________________________________________________
The students can perform this activity in groups of 4 to 5 students and the teacher may
help them to set up the apparatus.
Some students may not understand why the colours reach different heights, the teacher
may explain them.
Few students may not be able to draw conclusions from the observations, so it is
suggested that each group should have a student to guide the group in the right direction.
59
Chapter 3
Atoms and Molecules
ACTIVITYI
Assessment Technique: Data based worksheet
explain that atoms of different elements chemically combine together in a definite

proportation by their mass to form molecules of a compound.
write the chemical formula of compound (molecule of a compound) if the elements

present in a molecule and their simplest ratio are known.
compute the number of atoms of an element present in a compound if the number of

atoms of other element and the simplest ratio between the two is given.
Procedure:
1. The following information is given to the students in the class and the worksheet is distributed
Atoms of different elements join together chemically in a definite proportion by their

mass to form molecules of a compound.
If elements present in a molecule of a compound and their ratio by mass is known then the
simplest ratio of elements (by numbers) can be calculated and chemical formula of the
molecule can be written.
2. Students may practice writing chemical formula of few compounds whose elements' ratio by
mass and simplest ratio is given.
3. The students complete the worksheet and submit for evaluation.
Correct answers
60
STUDENT WORKSHEET
Instructions: Observe the data given below carefully:
Compound
Combining Elements
Ratio By Mass
Simplest Ratio
Water
Hydrogen, Oxygen
1:8
2:1
Ammonia
Nitrogen, Hydrogen
14:3
1:3
Carbon dioxide
Carbon, Oxygen
3:8
1:2
Magnesium sulphide
Magnesium, Sulphur
3:4
1:1
On the basis of data given above answer the following questions:

Q1.
What is the ratio by number of atoms for a water molecule?

H:O = _______________________________________________________________________
Q2. Ammonia is formed by chemically combining _________________ and ________________

element.
Q3. The chemical formulae of carbon dioxide would be ____________________.
Q4. Constituting elements of magnesium sulphide are ______________________________ and
__________________ .
Q5. What will be the number of hydrogen atoms in one molecule of ammonia if number of
nitrogen atoms in ammonia is one.
_____________________________________________________________________________
Few students may not be able to understand the relation between ratio by mass and
ratio by number. This may be clarified.

Few students may not remember the symbols of the elements. They may be asked to do
the same.
Few students may not recall the correct notation of writing chemical formula
particularly the following, they may be explained.
61
a) First letter of a symbol of an element is written in capital and the second in small
letter.
b) Number of atoms in an element should be written as subscript (O2).
ACTIVITYII
demonstrate the formation of a compound.
write the chemical formula of a compound if valencies are known.

Task: Group activity
Time Required: One Period
Procedure:
1.
The teacher divides the class in groups of two, three or four.
2.
Each group is assigned the role of one metal or a non metal or a polyatomic ion.
3.
An element is asked to group with another element to form a compound.
4.
If required, the element or ion may be written carrying their valency with their symbols
on a play card. Students may be asked to write the formula on the board also.
Correct symbol
Correct valency
Correct formula of the compound
Effective presentation
Illustration:
Magnesium goes and makes a chemical formula of compound with two chlorines.
If the student knows the valency of magnesium and chlorine, they can form the
compounds.
62

They may indicate their valency at the top of their symbols.
They may hold other atoms or ions if necessary.

Some students may not be able to understand the correspondence between valency and
chemical formula. This may be explained as to complete an octet, the atoms of an element
have to combine with other atom and form a compound.
ACTIVITYIII
understand that a mole is a group of 6.022X 1023 particles and is called Avogadro number.
realize that the mass of 1 mole of a particular substance is fixed.
understand that the molar mass of any element is same as its atomic mass but unit is
changed from 'u' to 'g' (gram).
calculate the 'molar mass', the number of moles and number of particles in a given mass of
a substance.
Procedure:
1.
Following information is given to the students in the class
A group of 6.022 X 1023 particles (atoms, molecules or ions) is called 1 mole of a

substance.
A mole = 6.022 X 1023 particles (in number) of anything. This number is called
Avogadro number.
One mole of any species (atoms, molecules, ions) is that quantity in number which
has mass equal to its atomic or molecular mass in grams.
Numerical value of molar mass of the atom of an element is equal to the atomic mass
of that atom but unit changes from 'u' to 'g').
63

Molar mass of an atom is also known as gram atomic mass.
The molar mass of a particular substance is fixed.
Number of moles in given mass of any element or compound is given by

given mass (m)
The number of moles (n) =
Molar mass (M)
=
given number of particles (N)

Avogadro number (No)
Number of particles present in any given mass of element or molecule can be given
by Given Mass (m)

The number of atoms or molecules (N) =
x Avogadro number (No)
Molar Mass (M)
2.
The students are given the worksheets to complete.
Calculation of molar mass
Formulae
Substitution of values in the formulae
STUDENT WORKSHEET
Given that:
Molar Mass of C-12 g, O-16 g, Avogadro's number 6.022 X 1023
Solve the given numerical on the basis of the above information:
Q.1 Calculate the mass of 0.5 mole of CO2.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
64
Q.2 Calculate the number of particles in 8 g of oxygen.

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
A few students may not be able to calculate the molar mass of the compound.
A few students may not be able to apply the correct formula to calculate the number of
moles or number of particles.
Some students may not be able to understand the difference between atomic mass and
molar mass or may use incorrect unit.
In all such cases, more practice may be given to the students to understand the basic concepts and
ACTIVITYIV
Assessment Technique: Crossword puzzle
solve the crossword based on their understanding of the concepts.

Procedure: The teacher distributes the worksheet and the following information may be given to
the students:
1.
Smallest unit of any matter is called an atom.
2.
Molecule is a group of atoms that are held together by a chemical bond.
3.
Compound is a form of matter formed when elements combine chemically in fixed ratio
of their mass.
65
4.
A compound having two different elements is called a binary compound.
5.
Charged atom or group of atoms is called ion.
6.
An element can be represented by a letter or letters. The abbreviation is called chemical

symbol.
7.
The abbreviation that shows how many atoms of each element are present in one
molecule of compound is called chemical formula.
8.
Mole is a group of 6.022 x 10 particles.
9.
The relative atomic mass of the atom of an element is the average masses of the atom as
compared to 1/12th the mass of one carbon-12 atom.
23
Correct response
STUDENT WORKSHEET
Instructions: Given below is the crossword puzzle and the clues. Complete the puzzle using
given clues.
5
3
66
Down
1.
An abbreviation that shows how many atoms are present in one molecule of a compound
(8,7)
2.
In a pure chemical compound elements are always present in a definite proportion by

their _________ (4)
3.
The basic building block of matter (4)
4.
Simplest compound block of matter (4)
5.
A group of two or more elements held together by a chemical bond (8)
6.
The relative mass of an atom is obtained by comparison with the mass of an isotope of
_________ atom (6)
Across
1.
A substance that is made up of two or more elements that are chemically combined (8)
2.
Mass of one mole of substance. (5, 4)
3.
Letter or letters that abbreviate an element name (8, 6)
4.
Charged atom or group of atoms is called ___________ (3)
The task aims at providing fundamental knowledge about an atom, a molecule, an

element and a compound. Some students may not be able to clearly distinguish between
various terms. They may be helped to have clear understanding by giving more
examples.
In order to ensure better understanding, students may be encouraged to design their own
crossword puzzles in groups.
ACTIVITYV
Assessment technique: Mapping worksheet
write molecular formula of an element if its atomicity is known.
67

correlate between a mole and number of particles.
establish that mass of one mole of any species/particles is fixed and it is numerically
equal to the relative atomic mass expressed in grams.
correlate that mole, mass and number of an atom, molecule or ion are related to each
other.
Procedure:
1.
The teacher distributes the worksheet.
2.
The following information may be revised with the students before they start working on
the worksheet.
One mole of any substance contains 6.022X1023 number of the particles. As one
dozen of any material would contain 12 numbers of the same kind.

Mass of one mole of an atom is equal to its gram atomic mass i.e., relative atomic
mass expressed in grams.
Mass of one mole of molecules would be equal to gram molecular mass, i.e.
molecular mass expressed in grams.
Information related to relative atomic mass and atomicity of sulphur is given to the
student. They may be asked to complete the given concept map.
Correct response for all parts.
68
STUDENT WORKSHEET
One atom of sulphur has a relative atomic mass 32u. Its molecule has eight sulphur atoms
bonded together to form a puckered ring structure. Use this information to complete the
following map.
Gram
atomic
mass
Atomic
symbol
Molecular
formula
Mass of
one mole
atoms
Gram
molecular
mass
Number of
atoms in
one mole
Sulphur
Mass of
one mole of
molecules
Symbol of
one mole
atoms
Number of
atoms in 1
mole
molecule
Number of
molecules in
1 mole
molecule
Symbol of
one
molecule
69
A few students may find it difficult to understand the difference in number of atoms in
one mole of atoms and one mole of molecules. They may be helped to understand the
same by taking different simple examples like of hydrogen.
More examples may be taken to reinforce the concept.
ACTIVITYVI
Assessment Technique: Placards with symbols and valencies of elements/ions.
use letter or letters that abbreviate an element/ion and is called a chemical symbol.
show that ions are positively or negatively charged and the oppositely charged ions are
held together by a chemical bond to form a molecule.
infer that valency is the combining capacity and is used to find out how the ions will
combine to form a compound.
Time Required: 2 days for preparation, 23 periods for the activity.
Procedure:
70
1.
The students in the class are divided into 68 groups.
2.
Names of some ions may be allotted to each group.
3.
The students prepare placards with symbols and valencies separately.
4.
Group I students ask students of group II to write the chemical formula of a compound.
Each student of the group writes the chemical formula.
5.
Group I student form the formula and accordingly the marks to be given to the student for
the correct answer.
6.
Then group II students ask the group I students to write the formula.
7.
The above activity would be completed for the remaining groups of the class.
Each member of the group will be given marks for writing the correct formula. A viva
may be conducted and student's participation may be assessed. The group work may be
assessed on the basis of the given format:
S. No.
Name of the
Student
Group
(1) Correct
Formula
(1) Viva
(1)
(1)
(5) Total
Presentation Participation
1.
2.
3.
4.
5.
6.
The teacher may identify the students who have not been able to form the correct
chemical formula. Such students may be told to learn the names and symbols of ions
given in NCERT text book for class IX.
71
Chapter 4
Structure of The Atom
ACTIVITYI
Assessment Technique: Role Play
state the number of protons, neutrons and electrons, number of shells, valency etc., of an
atom of a given element.
draw the structure of atoms of elements having different atomic numbers.

Time Required: 2-3 minutes to every group (one period)
Procedure:
1.
The class is divided in the groups of three each. They may be assigned the role of an
element (atomic numbers 1 to 18)
2.
Every group is asked to collect detailed information about the elements assigned to them
like number of protons, neutrons, electrons present in its atom. The information about
total number of shells in its atom, valency and some important properties of the element
may also be collected.
3.
Based on the informations collected, the groups prepare a script for role play.
4.
Each group is given 2-3 minutes time for the presentation.
The students may also be asked to demonstrate the structure of the atom showing electronic
configuration in their own way.
Correct number of protons, electrons and neutrons in an atom of the element.
Correct structure of the atom of given element showing different shells and distribution
of electrons.
One or two main properties of the element.
Effective presentation and any additional information.
72
A few students may not be able to understand the correspondence between number of
electrons in the outermost orbit and valency. The teacher may explain it to them in clear
terms. Some students may not be able to draw the structure of an atom particularly the
electronic configuration of electrons correctly. They may be helped to understand the
procedure for drawing the same.
Since it is an exercise for promotion of self-learning, encouragement may be given to those

who take more time to understand.
The teacher may provide a sample script as given below.

An Illustration
Hello Friends, I am Hydrogen.
My atomic number is one.
I have one electron and one proton.
I have no neutrons in my nucleus.
I have only one shell 'K' with one electron.
My valancy is one.
I can either give or take one electron or else I can share one electron to complete my octate.
I am a non-metal.
I am the lightest element.
ACTIVITYII
recognize the purpose of conducting Rutherford's experiment.
list the main observations made during conduct of Rutherford's alpha-scattering

experiment.
draw conclusions from the observations made during the conduct of experiment.
explain the historical significance of Rutherford's alpha-particles scattering experiment

about structure of an atom.
73

Procedure:
1.
The teacher may explain Rutherford's alpha-particle scattering experiment using a chart
or a diagram on the Black Board.
2.
The major observations made during the actual conduct of the experiment and
conclusions drawn from these observations may be highlighted.
3.
The historical significance of the experiment in relation to the structure of atom may also
be highlighted.
4.
The students are then given the worksheet to complete.
Correct answers
STUDENT WORKSHEET
Instructions: Read the following questions carefully and tick (
) the correct answer:
Q1. Thin layer of which metal was used in Rutherford's alpha-particle scattering experiment(a) Aluminium
(b)
Gold
(c) Silver
(d) Zinc
Q2. In Rutherford's experiment, most of the alpha-particles were observed to
Q3
74
(a) pass undeflected
(b) be deflected
(c) be thrown back
(d) be absorbed
Rutherford's experiment on scattering of alpha-particles showed for the first time that the
atom has
(a) electrons
(b) protons
(c) nucleus
(d) neutrons
Q4. When alpha-particles are sent through a thin metal foil, most of them go straight through
the foil because
(a) alpha-particles are much smaller than electrons.
(b) alpha-particles are positively charged
(c) most part of the atom is empty space
(d) alpha-particles move with low velocity
Q5 Rutherford's alpha-particles scattering experiment helped in estimating the relative size of
(a)
nucleus
(b)
atoms
(c)
electrons
(d)
neutrons
Many students may have their queries with regard to the use of thin Gold foil or alpha
particles for conduct of this experiment. A clear explanation may be given for better
understanding of the underlying concepts.
Many students may not be able to correlate the observation and inferences drawn with
regard to the structure of the atom. The correlation between observations and inferences
may be highlighted.
ACTIVITYIII
calculate the maximum number of electrons present in a shell of an atom.
calculate maximum number of electrons which can be accommodated in the outermost
shell of an atom.
know that the shells in an atom are filled in stepwise manner.
draw the electronic configuration of an atom of a given atomic number.
75

Procedure:
1. The following information related to the topic may be given to the students:
(a) The total number of electrons present in an atom of an element is distributed in different
shells in a systematic manner.
(b) The maximum number of electrons present in a shell is given by the formula 2n, n being
the number of the orbit.
(c) The maximum number of electrons which can be accommodated in the outermost shell is 8.
(d) Shells are filled in a stepwise manner.
2. After having given the above information, one or two examples of electronic configuration of
atoms of different atomic numbers may be given and the atomic structures for these atoms may
be drawn on the board.
3. Then, the students are instructed to complete the worksheet.
STUDENT WORKSHEET
Instructions: Draw electronic configuration of following atoms of given atomic numbers on a
sheet of paper:
(i)
Li (Lithium) with atomic number 3
(ii)
O (Oxygen) with atomic number 8
(iii) Ne (Neon) with atomic number 10

(iv) Na (Sodium) with atomic number 11
(v)
Ar (Argon) with atomic number 18
Correct and neat drawing of electronic configration
A few students may not understand the formula for maximum number of electrons.
76
which can be present in a shell as 2n. They may be helped to understand the same by
taking different values of n.
Others may not remember that the maximum number of electrons present in an
outermost orbit cannot be more than 8 and may use the formula 2n mechanically. They
may be helped to remember and understand about the same by taking more examples.
ACTIVITYIV
Assessment Technique: Crossword puzzle
appreciate historical aspect of development of structure of an atom.
infer that atom has sub atomic particles-electrons, protons and neutrons in it.
deduce that positively charged central part of the atom is called nucleus.
write the electronic configuration of an atom when the atomic number is known.
Procedure:
1.
The worksheet is distributed among the students.
2.
The following information may be given to the students:
Rutherford called the central part of the atom where the whole mass and positive
charge of atom is centred as nucleus.
The scientist named Chadwick first gave the idea of presence of neutrons in an
atom.
An atom has sub atomic particles called protons, neutrons and electrons.
Bohr proposed that electrons revolve around the nucleus and are present in an atom
in discreet orbits.
If atomic number of an element is known, arrangement of electrons in its atom can

be written.
Keeping in mind that outermost shell cannot have more than 8 electrons and K shell
can have a maximum of 2 electrons.
77
Before filling electrons in the next shell, the previous shell should be completely
filled.
Combining capacity of an element is called valency of that element.
Atom of the same element with same atomic number and different mass number are
called isotopes.
Atoms of different elements with same mass number and different atomic number
are called isobars.
3. The teacher calls out the answers once the students complete the worksheet.
Correct answer
STUDENT WORKSHEET
Given below is a crossword puzzle. Fill in the blanks to form a complete word/term by using
the given clues. You may fill one alphabet in every small square.
3
1
2
1
4
3
4
78
Down
1.
Scientist who discovered that electrons are present in an atom in discreet orbits, K, L, M,
N (4)
2.
Atoms of different elements with same mass number of protons but different atomic
number. (7)
3.
Scientist who discovered the Neutron (8)
4.
Combining capacity of an atom. (7)
5.
Negatively charged particles in an atom. (8)
6.
No. of electrons in outermost shell of the oxygen atom. (3)
Across
1.
Scientist who discovered the Nucleus (10)
2.
Atoms with same number of protons but different number of Neutrons. (8)
3.
Central part of a atom. (7)
4.
Neutral particle in the nucleus of an atom. (7)
Students are likely to enjoy this activity provided they are given proper guidelines and
sufficient practice.
The beginners may find it difficult to perform the activity. They may be helped separately
to complete the puzzle.
79
Chapter
The Fundamental Unit of Life

ACTIVITYI
revise and list the components/parts of a plant cell and animal cell.
identify the components/parts of a cell.
relate the components of a cell with their other names and functions.

Procedure: The teacher distributes this worksheet after the students have studied the lesson.
STUDENT WORKSHEET
Instructions: Answer the questions given in the worksheet. Question number 1 is solved.
Unit of Life Cell
80
E
F
M ITOCHOND RIA
NUCLEUS
RIBOSOM E
LYSOSOME
GOLGIBODY
CHLOROPLAST
S. No.
Column A
Column B
Function
Part of the cell
1.
Gives support to the cell

and provides surface for
biochemical activity
2.
Produces energy in the cell
3.
Controls all the functions

of the cell
4.
Prepares food for the cell
5.
Digests or destroys the

cell during starvation or
in damaged state
6.
Manufactures protein
7.
Stores, packages and

exports substances in
vesicles or vacuoles
Q1.
i)
Endoplasmic Reticulum
Column C
Other name (known as)
Skeleton of the cell
Find the given words in the maze.

Mitochondria, nucleus, ribosome, golgibody, chloroplast and lysosome.
Q2.
ii)
Match these words with the functions given in column 'A' of the table and write
them in column 'B'.
iii)
Mention the other name of these parts of the cell by which they are called in
column 'C'.
Which parts of the cell were discovered by Robert Brown and Camillo Golgi?
i)
______________________________________________________________________
ii)
______________________________________________________________________
Correct response
81
Some of the students may not be able to answer these questions. The teacher may explain
the content again and then ask them to do the worksheet.
ACTIVITYII
discover the movement of molecule (solute) in a liquid (solvent).
observe and discover the facts of diffusion and osmosis.
classify and identify different types of solution (hypotonic, hypertonic and isotonic).
Time Required: One week
Materials Required:
1.
Dry raisins
2.
Tap water
3.
Concentrated salt solution
4.
Weighing balance
Procedure:
82
1.
The teacher divides the class in 5 groups. Each group chooses a leader. Groups are given
material to perform the activity in laboratory.
2.
Groups are asked to perform the following steps and note down the data/changes
observed.
i)
Weigh few raisins (4 to 6 raisins) and note down their weight.
ii)
Keep these raisins in a beaker containing water for 4 to 6 hrs.
iii)
Weigh the soaked raisins and again note down their weight.
iv)
Observe the shape/size and weight of raisins and discuss the reasons amongst the
group.
v)
Again weigh the same amount of raisins.
vi)
Keep these raisins in a beaker containing concentrated salt, allow them to soak for 4
to 6 hrs.
vii) Weigh the soaked raisins and again note down their weight.
viii) Observe the shape/size and weight of raisins and discuss the reasons amongst the
group.
ix)
3.
Now compare the data of raisins soaked in tap water with raisins soaked in salt
solution.
The teacher discusses the content with the students with dates and observations.
STUDENT WORKSHEET
Instruction:
Answer the following questions on the basis of your observations of the experiment
demonstrated in the class room.
Q1. In the following figures, there is a membrane at the bottom of the Utube.
In figure side 'A' of the Utube contains pure water and side 'B' contain 20% sugar solution.
Observe Utube after some time and answer the questions given below.
i)
Why is the level of side 'B' rising in Utube?
ii) Which side is hypertonic compared to the other?
Side A
Side 'A'
Side 'B'
Before
N2O
Side B
Side 'A'
Semi permeable membrane
Side 'B'
After
83
Q2. Put tick mark in the box which is most suitable for the statements given:
S. No.
Statement
1.
The concentration of dissolved substances in

the solutions is lesser than the concentration
inside the cell
2.
When a cell is placed in this solution, water will

enter in the cell by osmosis resulting in osmotic
pressure
3.
The concentration of dissolved substances in

the solution is same as the concentration inside
the cell
4.
The concentration of dissolved substance in the

solution is more than the concentration inside
the cell
5.
When this solution is injected into the body, no

cell disruption occurs because no net osmosis
occurs
6.
Putting a plant in this solution will result in

water loss and cause the plant to wilt
Isotonic
Cell
Hypotonic Hypertonic
Cell
Cell
Q3. A salt water Paramecium is transferred to a fresh water pond. What can happen to it?
Q4. Pure water is always what; (Hypertonic, Hypotonic or Isotonic), compared to any cell?
Why?
Understanding
Correct answers
Group dynamics
A few students may not be able to answer correctly. The teacher should demonstrate the
experiment and ask them to observe carefully. Then the teacher may give the same sheet
to them again.
The teacher can also prepare a simple worksheet for them.
84
ACTIVITYIII
Assessment Technique: Individual worksheet (Flow Chart Based)
recognize the structure and location of organelles in plant cell and animal cell.
explain the role of cell organelles based upon their function.
correlate the structure and function of some organelles.

Procedure:
1.
The structure, location and function of various cell organelles may be explained to the
students in a period.
2.
The students are given the worksheet with flowchart of cell organelles. The students fill
up the blank spaces in the flow chart to complete it.
STUDENT WORKSHEET
Instructions: Given below is an incomplete flowchart on cell organelles.
Some boxes/spaces in the flowchart have been left blank. Complete the flowchart adding
terms/names/functions as and where required.
85
Cell Organelles
Endoplasmic
Reticulum
Has
ribosomes
attached to
membranes
_____________
No
ribosomes
attached to
membranes
____________
Mitochondria
Packaging of
products
Suicide bags
of the cell
Produces
Produce
ATP
Known as
Have their
own
__________
__________
___________
Not present
in
___________
___________ ___________
Produces
Plastids
Storage sacs
for solid or
liquid
contents
_________ _________
Correct answer
A few students may not be able to complete the flow-chart. They can be explained the
topic again and asked to do an alternate assignment where the answers are given (for
example: match the following or multiple choice questions).
ACTIVITYIV
Assessment Technique: Individual Worksheet (diagram based)
learn the names of parts of plant cell and animal cell
identify the cell organelles based on their structure and location
recognize the similarities between plant and animal cell
86

Procedure:
1.
The worksheet with the diagram of plant and animal cell is given to the students.
2.
The student label the parts that are common in both plant and animal cell.
STUDENT WORKSHEET
Time: 15 minutes
Instructions:
Given below are the diagrams representing a plant cell and an animal cell. Label any five
organelles common in both the cells.
Correct response
Few students may not be able to label the required parts properly. The teacher may
explain the diagram again in the class.
87
If the number of students who have not labelled the parts properly is more, then the
worksheet may be modified (labeling lines may be added with a blank space that the
students will use to write the word).
ACTIVITYV
identify the different types of cells
learn the names and functions of different organelles/ parts of the cell
understand the difference in structure, location and function of cell organelles
appreciate the relationship between structure and function of cell organelles

Procedure:
1.
The worksheet, that has the Multiple Choice Questions (MCQs), is given to the students.
2.
The students select the correct answer from the four different choices given for each
question.
3.
After completion, students exchange their worksheets.
4.
The teacher calls out the correct answers and peer correction is done.
STUDENT WORKSHEET
Instructions: Select the correct option from the four different choices given for each question.
Q1. Gaseous exchange in cells takes place by:
(a) osmosis
(b) exocytosis
(c) diffusion
(d) endocytosis
Q2. A cell may swell up and even burst if:

(a)
88
the concentration of water molecules within the cell is higher than the concentration
of water molecules in the surrounding medium
(b)
the concentration of water molecules in the surrounding medium is higher than the
concentration of water molecules within the cell
(c)
the concentration of water molecules is same in the cell and in the surrounding
medium
(d)
it is a plant cell and surrounded by a hypotonic solution.
Q3. Chromosomes are made up of

(a)
DNA and Protein
(b)
RNA and Protein
(c)
DNA and RNA
(d)
Protein and Carbohydrates
Q4. The process of plasmolysis in plant cell may be defined as

(a)
breakdown/bursting of plasma membrane in a hypotonic medium
(b)
shrinkage of cytoplasm in hypertonic medium
(c)
breakdown of plasma membrane due to mechanical injury to the cell
(d)
shrinkage of plasma membrane due to excessive heat outside
Q5. Amoeba acquires its food through a process known as
Q6.
(a)
endocytosis
(b)
exocytosis
(c)
plasmolysis
(d)
diffusion
Prokaryotes have an undefined nuclear region which is known as

(a)
nucleus
(b)
nucleoid
(c)
nucleolus
(d)
nucleic acid
Q7. A cell organelle that is not surrounded by a membrane is

(a)
golgi apparatus
(b)
ribosome
(c)
chloroplast
(d)
endoplasmic reticulum
Q8. Which of the following is a function of cell wall?

(a)
Cell wall provides functional strength
89
(b)
Cell wall enables the cells to withstand greater changes in surrounding medium
(c)
Cell wall permits the cells to develop more and more extracellular connections
(d)
Cell walls enable the cells to exchange gases and minerals
Q 9. Which of the following is a common feature of mitochondria and plastids?

(a)
Presence of DNA and Ribosomes
(b)
Ability to produce ATP
(c)
Deeply folded inner membrane
(d)
Presence of matrix called stroma
Q10. Which cell organelle is actively involved in membrane biogenesis?

(a)
ER
(b)
Golgi Apparatus
(c)
Lysosomes
(d)
Vacuoles
Correct answer
A few students may not be able to give the correct answers to a few questions. The
concepts related to such questions may be explained again. The students may be asked
to answer similar questions after a few days.
ACTIVITYVI
Assessment Technique: Individual Worksheet (demonstration based)
understand the process of osmosis.
relate this process to various events/ activities that occur in day-to-day life.
correlate the change in shape in certain plant parts with this process.
compare the change in shape with the direction of movement of water molecules.
90

Procedure:
1.
The process of osmosis may be explained to the students. (This may be done during the
previous period, if need be).
2.
Prepare an experimental set up consisting of two beakers. One beaker has water to which
peeled pieces of carrot have been added. In the second beaker, saturated sugar/salt
solution has been put in which peeled pieces of carrot have been added. Prepare this setup and keep it for 6-8 hours or overnight before taking it to the class.
3.
Show the experimental setup to the students explaining the content of each beaker and
the time duration for which carrots were immersed in the solution.
4.
Ask the students to observe the carrots in the two beakers and compare the physical state
of the carrots carefully.
5.
Students are asked to answer the questions given in the worksheet.
STUDENT WORKSHEET
Time: 15 minutes
1.
What is the difference in the physical state of the carrots as observed in the two beakers?
2.
Name the process involved that has caused a change in the carrot piece in one beaker.
3.
Why has the above process occurred?
4.
Name the type of solutions in beaker A and B with respect to the carrot pieces.
5.
Name one process in your daily life which works on the same principle.
6.
Give the diagrammatic representation of the process that has taken place in the second
beaker.
Correct answer
91
A few students may not be able to give the correct answers. They can be explained the
concept again and asked to observe an alternative set up (raisins in water etc.) where they
will explain the movement of water molecules based on this process.
Extended Learning: Need not be evaluated
Answer the following questions:
Would the results be different if the carrots were not peeled?
What would be the criteria for the solution that should be used to make the carrot pieces
swell up?
92
Chapter
Tissues
ACTIVITYI
Assessment Technique: Individual worksheet (diagram based)
identify the diagram of a neuron.
recognise the different parts of a nerve cell (neuron)

Procedure:
1.
The students are given a worksheet that has incomplete diagram of a nerve cell in which
specific parts have been labeled using numbers only.
2.
The students read the questions given below the diagram and make additions in the
diagram / answer the questions accordingly.
STUDENT WORKSHEET
Time: 15 minutes
Instructions: Study the diagram given below and then answer the questions in the space
provided in not more than one sentence.
93
Q1. Complete the diagram by drawing the missing parts.

Q2. Identify the parts numbered 1, 2 and 3:
1.
_______________________________________________________________________
2.
_______________________________________________________________________
3.
_______________________________________________________________________
Q3. What is the term given to the gap between two nerve cells?
____________________________________________________________________________
Q4. Name the part of the neuron from which the nerve impulse is transferred to the second
neuron.
____________________________________________________________________________
Correct answer
A few students may not be able to give the correct answers/draw the missing parts. They
should be helped. However, the teacher should ensure that such students are given an
alternative assignment as class work after a few days.
ACTIVITYII
Assessment Technique: Worksheet (match the following)
identify the tissues based on their location and function
learn the functions of various tissues
recognize the parts of an organism where a particular tissue is present

94
Procedure:
1.
The students are given a worksheet that has a table showing names of tissues, location
and functions of tissues.
2.
The description of location and function of the tissues are not placed in the correct order
with the name of the tissue.
3.
The students make connecting lines to match the correct name with the location and
function of that tissue.
4.
One example in the table has been done for the students (Parenchyma).
STUDENT WORKSHEET
Time: 10 minutes
Instructions: Make connecting lines to match the name of the tissue with its correct location
and function. One example in the table has been done for you. You may use a pencil for drawing
the lines.
Name of
the tissue
Parenchyma Collenchyma
Scleren
chyma
Apical
meristem
Lateral
meristem
Intercalary
meristem
Location
Leaf stalk
and below
the
epidermis
Growing
Leaves and
tips of stem parts of the
and roots
plant that
store food
Present on
the sides
of stem
and root
Husk of
coconut,
veins of
leaves, hard
covering
of seeds
and nuts
Present at
base of
leaves or
internodes
Function
Increases
girth of
stem and
root
Store
water and
nutrients in
stem and
root
Strength
and
protection
to plant
parts
Increases
length
of stem
and root
Flexibility
and
mechanical
support
Helps in
growth of
branches
and leaves
Correct answer
95
Some students may not be able to identify the correct location or function for a particular
plant tissue. The teacher may explain the concept again or may show diagrams of the
actual location of a tissue in the plant.
The teacher may allow the students to use the text book to do the worksheet, if need be.
However, a follow up should be done of the student's understanding of the concept after
2-3 days. A pen and paper test or a similar worksheet can be given to the students.
ACTIVITYIII
Assessment Technique: Individual worksheet (MCQ based)
identify the tissues based on their structure, location and function in living organisms
learn the names of different tissues present in plants and animals.
understand the difference in structure, location and function of tissues present in plants
and animals.
appreciate the relationship between structure and function of tissues.

Procedure:
1.
The worksheet that has the multiple choice questions (MCQs) is given to the students.
The students have to select the correct answer from the four different choices given for
each question.
2.
The teacher calls out the correct answers and the students make corrections in their
worksheets
STUDENT WORKSHEET
Time: 15 minutes
Q1. Girth of the stem increases due to
96
(a)
apical Meristem
(b)
vertical Meristem
(c)
lateral Meristem
(d)
intercalary Meristem
Q2. Which of the following statements is correct:

(a)
Some tissues in plants divide throughout the life
(b)
Some cells of animals have chloroplast
(c)
Plants also carry hemoglobin to conduct oxygen
(d)
All parts of a plant participate in photosynthesis
Q3. The length of the stem increases due to:
Q4.
(a)
apical Meristem
(b)
vertical Meristem
(c)
lateral Meristem
(d)
intercalary Meristem
Which of the following are characteristic features of cells of meristimatic tissue?

(a)
Actively dividing cells with dense cytoplasm, thick cell walls and prominent nuclei
(b)
Actively dividing cells with dense cytoplasm, thin cell walls and no vacuoles
(c)
Actively dividing cells with thin cytoplasm, thick cell walls and prominent nuclei
(d)
Actively dividing cells with thin cytoplasm, thin cell walls and no vacuoles
Q5. Some parts of the plant are flexible due to the presence of
(a)
parenchyma
(b)
collenchyma
(c)
meristimatic Tissue
(d)
sclerenchyma
Q6. Which of the following is a function of epidermis?
Q7.
(a)
Conduction of water
(b)
Circulation of gases
(c)
Conduction of food
(d)
Exchange of gases
Which of the following parts have cartilage?

(a)
Neck
(b)
Palm
(c)
Ear
(d)
Foot
Q8. Given below is a list of different types of muscles in human body

(i)
Smooth
(ii)
Striated
(iii) Cardiac
(iv)
Skeletal
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Which of the above mentioned muscles are termed as involuntary?

(a)
(i) and (ii)
(b) (i) and (iii)
(c)
(ii) and (iii)
(d) (ii) and (iv)
Q9. Which of the following elements of xylem tissue helps in sideways conduction of water?
(a)
Xylem Tracheids
(b) Xylem Parenchyma
(c)
Vessels
(d) Xylem Fibres
Q10. In the human body, fats are stored in

(a)
areolar tissue
(b) adipose tissue
(c)
epithelial Tissue
(d) cartilage
Correct answer
concepts related to such questions may be explained again. The students may be asked to
answer similar questions after a few days.
ACTIVITYIV
Assessment Technique: Individual worksheet (diagram based)
identify different types of plant tissue on the basis of their structure.
review the function of different types of tissues on the basis of their structure.
analyse and identify the state of tissues on the basis of their observations.
Procedure:
1.
98
The teacher distrubites this worksheet after s/he has completed the explanation in the class.
2.
Students observe various diagrams given in the worksheet and answer the questions on
the basis of their knowledge and observation.
STUDENT WORKSHEET
Instruction: Study the diagrams and answer the following questions.
Q1.
Fig. P
Fig. Q
a)
Which one from the above cells is group of plasmolysed cell?
b)
What will happen if 'Q' cells are kept in hypotonic solution?
c)
What will happen if 'P' cells are kept in hypertonic solution?
Fig. A
Fig. B
Fig. C
99
Q2.
a)
Name Fig. A, B and C tissues drawn above.
b)
Which tissue from the above can be modified to form air cavities?
c)
Which tissue from the above can provide both mechanical strength and flexibility?
d)
Which tissue can be commercially used to obtain jute?
a)
Label x, y and z in the above diagram.
b)
Which one of them develop from the same mother cell?
c)
Which one of them do not have a nucleus?
Q3.
Correct response
Few students may not be able to give correct answer. They should be given another
simpler worksheet with diagrams.
ACTIVITYV
Assessment Task: Individual work (diagram based)
recognize different types of animal tissues on the basis of their structure.
100

analyse the functions on the basis of structure and location of various types of animal
tissue.
Time required: 15 minutes
Procedure:
1.
The teacher distributes this worksheet after explaining animal tissues.
2.
Students observe the diagrams of various types of tissues and answer the questions on
the basis of their knowledge and observation.
STUDENT WORKSHEET
Q1.
Mast Cell
Yellow elastic fibres

Phagocyte
Cross
striations
White fibres
Nucleus at
centre of cell
Fibroblast
101
Striations
Cell layers
Cytoplasm
Nucleus
D
Epithelium
Basement
Membrarne
a)
Nucleus
Stratified eplithelium
Identify the above diagrams A, B, C, D, E and F.

A______________________ B______________________ C______________________
D______________________ E______________________ F______________________
b)
Where in the body the muscular tissue 'B' is found?

______________________________________________________________________
c)
Which muscular tissue from the above is attached to bones and help in body
movement?
_______________________________________________________________________
d)
Which tissue from the above is found in the skin?

_______________________________________________________________________
e)
Which one from the above forms the lining of kidney tubules?
_______________________________________________________________________
f)
Which one is found in between the bone and muscles in the bone marrow?
_______________________________________________________________________
g)
Label the parts in figure 'C'.

_______________________________________________________________________
Q2.
Give reasons for the following:

a)
Adipose tissue acts as an insulator?

________________________________________________________________________
________________________________________________________________________
b)
Respiratory tract has ciliated columnar epithelial tissue?

________________________________________________________________________
________________________________________________________________________
102
Correct observation
Application of knowledge
Some of the students may be unable to attempt all the questions. In such cases the teacher
should explain the content to them again.
ACTIVITYVI
Assessment Technique: Worksheet (diagram based)
identify the different types of plant tissues.
recognize the function of different plant tissues.
locate the position of different types of tissues in the T.S. of stem.

Time Required: 20 minutes (for demonstration)
Procedure:
1.
The teacher shows the T.S. of stem while teaching the different types of tissues in the
laboratory under the microscope. After finishing the content, the teacher distributes the
worksheet to get the feedback from the students.
STUDENT WORKSHEET
Instruction: Observe the given diagram carefully and recall your learning/knowledge, label
the tissue with name and number in the diagram 'A'.
In question number two, locate/label the position of the given tissue in the diagram and answer
questions (b) on the basis of the diagram and label.
103
(A) TISSUE
Q1.
Q2.
Name and label the following in the above diagram 'A'.

a)
Outer most protective tissue.
b)
Tissue present in the centre of T.S of the stem
c)
Layer below cortex
d)
Tissue below epidermis
e)
Bundle containing complex permanent tissue
f)
Tissue responsible for growth in diameter of a stem
g)
Tissue responsible for conduction of water.
h)
Tissue that transports food from leaves to other parts of the plant
a)
Locate the position of Apical meristem, intercalary meristem

and lateral meristem in the diagram 'B'.
b)
Which one from these tissues help in increasing the girth of a plant?
(B)
Correct answer
A few students may not be able to answer correctly. They should be explained again with
the help of the diagram as well as T.S. of a stem or root. The teacher may prepare another
worksheet for them.
104
Chapter 7
Diversity in Living Organisms
ACTIVITYI
Assessment Technique: Putting up a display on the Bulletin Board
learn to work as a team to achieve a common goal
distribute the work for its effective execution
recognize various groups of organisms based upon common features
appreciate the concept of diversity in the living world

Time Required: 7-10 days for preparation and 2-3 hours for the display
Procedure:
1.
The students in the class are divided into 6-8 groups.
2.
Topics from the chapter may be allotted to the students accordingly.
3.
The time frame for completion of work and display should be decided by the teacher and
then conveyed to the students.
4.
The students collect information, pictures, photographs or any other illustrations from
different sources such as old magazines/journals/newspapers/ internet etc.
5.
The students then make a presentation of the same on the display board.
6.
The display includes handwritten material in appropriate font size, collage, cartoons,
drawings, painting or any other way.
Each member of the group appears for a viva conducted by the teacher to assess the level
of his/her participation. The group work will be assessed on the basis of the format given
below:
105
Class IX Formative Assessment

Bulletin Board Evaluation Sheet
S. No.
Name
of the
student
1.
2.
3.
4.
5.
6.
Group
Topic
Viva
Presentation
Content and
relevance to the
topic
Total (5)
Remarks
if any:
Viva:
How did bio-diversity come about?
Name your favourite group of organisms and mention why is it your favourite?
What would happen if diversity was not classified?
State two common characteristics between two groups (eg. fish and mammals).
Presentation:
Aesthetically pleasing
Effort in collection of material
Individual effort in collective display
Innovation
Content and relevance to the topic:
Enough content
106

Relevance of content
Comprehensiveness of topic
Suggested Alternatives:
Display of various types of plants only,
only vertebrates,
only invertebrates,
Diversity of ecosystems.
The teacher may identify the students who have not displayed active participation in this
activity. Such students may be given an alternate topic for display board or an alternative
activity based on the similar topic.
ACTIVITYII
Assessment Technique: Individual worksheet (Game based- 'String the Beads')
learn the characteristic features of various groups of living organisms
identify groups based on common characters
recognize the organisms that belong to a particular group based on common characters.
Procedure:
1.
The worksheet with outline structure of a 'Bead Necklace' and a list of characters placed in
different categories is given to the students.
2.
Each necklace is given a name that is actually the 'term' for a group of living organisms.
3.
The students pick one character from each category and write it in the bead to list the
common characters of a group.
107
4.
In this way, the students 'string the beads' and the necklace is complete when all the beads
have been allotted characters from each category.
STUDENT WORKSHEET
Instructions:
Given below are outline structures of some 'Bead Necklaces' and a list of characters placed in
different categories. Each necklace is given a name that is actually the 'term' for a group of living
organisms. You have to pick one character from each category to list the common characters of a
group. In this way, you will 'string the beads' and the necklace will be complete when all the
beads have been allotted characters from each category.
The first bead has been completed for you from category A.
Categories
108
Eukaryotic
Cell
Unicellular
Vascular
Reproductive
Do not have
organs
differentiated tissues absent
inconspicuous
plant body
and
Reproduction
by naked
embryos
called spores
Prokaryotic
cell
Multicellular
True
Vascular
Reproduction
differentiation tissues present
by naked
of the plant
seeds
body is not
there
Both
unicellular
and
multicellular
Well
differentiated
plant body
Reproduction
by seeds that
are enclosed
in a fruit
Thallophytes
Eukaryotic
Cell
Bryophytes
Eukaryotic
Cell
Pteridophytes
Eukaryotic
Cell
D
109
Gymnosperms
Eukaryotic
Cell
Angiosperms
Eukaryotic
Cell
Correct answer
A few students may not be able to give proper terms in the beads. The teacher may explain
the characters again.
If the number of students who have not put the correct terms in the beads is large, then the
worksheet may be modified (a diagram based worksheet can be given where student
labels the relevant parts of an organism that indicate its belongingness to a group.)
110
ACTIVITYIII
Assessment Technique: Questionnaire based on a Field Visit
develop interest in out-of-school activities and learning
broaden their understanding and observation skills
enhance knowledge through extended learning
appreciate interrelation between classroom learning and natural surroundings

Time Required: 3-4 Hours
Procedure:
1.
The teacher organizes a trip to the zoo after suitably briefing the students.
2.
The students are encouraged to seek clarifications while making observations in their
notebook. They are also encouraged to read the information on the boards placed next to
the enclosures.
3.
The students must be reminded categorically not to tease or feed the animals.
4.
The students fill/answer a questionnaire before leaving the zoo.
STUDENT WORKSHEET
Time: 15 minutes
Instructions: Answer the following questions based on your observations of some of the
animals you have seen in the zoo.
Questionnaire:
1.
Name two reptiles that you saw. What do these reptiles eat?
2.
Name the carnivorous (cat family) that you saw? What is given to them to eat?
3.
How many kinds of deer did you see? What were they doing?
4.
Connect the carnivore and the deer through a food chain. Draw the food chain.
5.
Name two animals that have been brought to the zoo from other countries.
111
6.
Name five animals that you enjoyed seeing the most and why?
7.
Name the producers in the zoo?
8.
Name three primary consumers and three secondary consumers you saw in the zoo.
9.
What purpose do zoos serve? State the purposes.
10.
Did you enjoy your trip to the zoo? Yes or No. Give reasons.
Correct response
Suggested Alterative:
The field trip can instead be to a sanctuary/reserve forest/forest/river/sea beach/

garden and teacher may prepare the questionnaire accordingly.
Few students may not be able to give correct answers to all the questions. They may be
given another set of questions after some more time so that they can consult their
observation note book and be better prepared.
ACTIVITYIV
understand the need and basis for classification of living organisms
recognise the characteristic features of organisms on the basis of which they are classified
into different taxonomic categories
differentiate between different groups of organisms
appreciate diversity in the living world

112
Procedure:
1.
The worksheet that has the Multiple Choice Questions (MCQs) is given to the students.
each question.
2.
The students complete the worksheet and exchange for peer correction,
3.
The teacher calls out the correct answers.
STUDENT WORKSHEET
Time: 15 minutes
Q1. Which of the following statements is correct:
(a)
Whittaker proposed the five kingdom system of classification.
(b)
Charles Darwin described the idea of classification.
(c)
Woese divided Monera into Archaebacteria, eubacteria and cyanobacteria.
(d)
Aristotle classified animals on the basis of locomotion.
Q2. The classification follows the following pattern:

(a)
Species is the smallest category of interbreeding individuals.
(b)
A single Kingdom contains plants and animals both.
(c)
The binomial nomenclature has two parts one is family's name and the other is
species names.
(d)
Algae and plants are kept together because of being photosynthetic in nature.
Q3. Which of the following is a common feature of Monera and Protista?

(a)
Prokaryotic cell
(b)
Autotrophic mode of nutrition
(c)
Eukaryotic cell
(d)
Unicellular body design
113
Q4. Which of the following criteria can be used to differentiate between the members of
Kingdom Fungi and the members of Kingdom Plantae?
(a)
Requirement of substratum to grow upon
(b)
Mode of gaseous exchange
(c)
Composition of cell wall
(d)
Presence/ absence of locomotory organs
Q5. If pteridophytes had this feature, they would be placed in the same group as
gymnosperms. Which feature is this?
(a)
Seed bearing capacity
(b)
Plant body differentiated into root, stem and leaves
(c)
Vascular tissues
(d)
Well differentiated reproductive tissues
Q6. Which of the following animals is a true fish?

(a)
Silver fish
(b)
Jelly fish
(c)
Star fish
(d)
Dog fish
(ii)
Arthropoda
Q7. A list of groups of animals are given below.

(i)
Mollusca
(iii) Coelenterata
(iv) Annelida
An open circulatory system is present in which of the above mentioned?

(a)
(i) and (ii)
(b)
(i) and (iii)
(c)
(ii) and (iii)
(d)
(ii) and (iv)
Q8. Which of the following can be used as a criterion for scientific classification of living
organisms?
114
(a)
Amount of gaseous intake of the organism
(b)
The way of producing sound
(c)
Body design and complexity of the organism
(d)
Climate of the area
Q9. A well defined nucleus is absent in

(a)
algae
(b)
diatoms
(c)
blue-green algae
(d)
yeast
Q10. A two chambered heart is found in

(a)
rohu
(b)
snake
(c)
crocodile
(d)
toad
Correct answer
ACTIVITY V
Assessment Technique: Worksheet (Crossword Puzzle)
recognize the various groups in animal kingdom based on their specific features
learn the names of organisms associated with various groups of animal kingdom
relate certain identifying features to the names of phyla/groups

Task: Individual Activity
Procedure:
1.
The students are given a worksheet that has a crossword puzzle and clues to complete the
crossword.
2.
The students read the given clues carefully and fill up the blocks with appropriate
word/term.
115
Correct answer
STUDENT WORKSHEET
Time: 15 minutes
Instructions: Read the given clues carefully and fill up the blocks with appropriate word/term
to complete the crossword puzzle given below:
1
3
1
5
2
Across:
116
1.
The phylum of porous animals
2.
The phylum of thread like worms
3.
The phylum of flat worms
4.
The phylum of animals having jointed legs
5.
Phylum of fish
6.
Phylum of birds
Down:
2.
Phylum of the animals having Pseudocoelom.
6.
Phylum of metamerically segmented animals.
7.
Phylum of animals usually having a calcareous shell around them.
9.
Phylum of animals who can line on land as well in water.
Some students may not be able to complete the cross-word puzzle. They may be given an
alternate assignment (MCQ based).
The teachers may also provide pictures that can be used with clues to guess the correct
term.
ACTIVITYVI
review the order of classification.
identify the division of Plant Kingdom on the basis of given characteristics.
review the characteristics and compare them.

Procedure:
1.
The teacher distributes the worksheet after explaining the classification of plantae. It has
two questions.
2.
The students complete the worksheet and submit it to the teacher for evaluation.
117
STUDENT WORKSHEET
Instruction: Fillup the blanks in the flow chart given above in questions number 1 and complete
the sentences in question number 2 with scientific reasons.
Q1.
Plantae
1. ______________
2. ______________
Do not have well
differentiated body
3. Example ______
________________
Bryophyta
4. ______________
________________
5. ______________
________________
6. ______________
________________
Specialised tissue
for conduction
of water
7. ______________
________________
Bear naked
seeds
Angiosperm
8. ______________
________________
Monocot
9._________
__________
Dicot
10________
__________
Q2. Complete the following sentences:

a)
Birds are warm blooded animals because they

_________________________________________________________________________
_________________________________________________________________________
b)
Frog is kept in the class amphibia because

_________________________________________________________________________
_________________________________________________________________________
c)
Vertebrates are triplobastic because

_________________________________________________________________________
_________________________________________________________________________
118
d)
Whales are not kept in the class pisces because

_________________________________________________________________________
_________________________________________________________________________
e)
Frog is more advanced animal than fish because _

_________________________________________________________________________
_________________________________________________________________________
Understanding of concepts
A few students may not be able to answer these questions. The teacher should explain
these concepts with examples again and give them a simple worksheet.
ACTIVITYVII
Assessment Techniques: Individual Worksheet
review the characteristics of different kingdom and phylum.
indentify the kingdom and phylum on the basis of characteristics.
appreciate the classification which makes the study of organisms simpler.
get familiar with terms with their meanings.

Procedure:
1.
The teacher distributes worksheet after the students have learnt the lesson. The worksheet
contains three different types of questions.
2.
The students answer the questions and submit it to teacher for evaluation.
119
STUDENT WORKSHEET
Instruction: In question no. 1 fill the blanks in the given vein diagrams. In question no. 2 name
the organisms and phylum and in question no. 3 write scientific terms for the given statements.
Q1.
1. _______
True Body
cavity
2. _________
3. ___________ Pseudocoelom
cylindrical
4.____________
body
Dorsoventrally
1. __________
3.___________
Unicellular
Autotrophic
or
Heterotrophic
2. __________
4.___________
flat body
Fig. (a)
Fig. (b)
Q2. Name the following:

a)
Organisms (plants) that have hidden reproductive organs ______________.
b)
Plants that bear naked seeds ______________.
c)
Phylum with largest group of animals ______________.
d)
Phylum which has exclusively free living marine animals ______________.
e)
A mammal that lay eggs ______________.
f)
A reptile that has four chambered heart ______________.
Q3. Give scientific terms for the following:
120
a)
Blood filled cavity consisting of spaces in between the organs _____________.
b)
Skeletal rodlike structure providing dorsal support present in a chordate at some

stage of life or throughout their life ______________.
c)
When body can be divided into two equal halves by any plane passing through the
middle from top to bottom ______________.
d)
False body cavity ______________.
e)
When all body organs are derived from two germ layers ______________.
f)
The system of giving scientific name to organisms ______________.
Correct answers
A few students may be able to give correct answers to some of the questions. The teacher
should explain the terms with examples again.
121
Chapter 8
Motion
ACTIVITYI
analyze given data and extract meaningful information from it.
calculate average speed from the data given in the table.
convert given units to standard units.
enhance following skills:
Data analysis and data manipulation
Visual representation of data
Team work and collaboration
Concentration and precision in calculation and conversion.

Material Required: Indian Railways Time Table
122
Procedure:
1.
A sample table like one shown in the figure is provided to the groups/individual
students.
2.
Analysis of the table is done and time taken by the train to cover distance between two
stations is computed. This can be done by taking the difference of departure and arrival
time.
3.
The speed of the train is calculated using the formula average and recorded in the
worksheet.
4.
Average speed of the train for the entire journey is calculated by taking the total distance
covered and total time taken into account
5.
A graph between speed and time is drawn and compared with the average speed line by
superimposition graphs.
Correct answers
STUDENT WORKSHEET
Name of the student: ________________________________________________________________
S. No.
Station (From)
1.
HZ Nizamuddin
Station (to)
Jhansi Jn
Time Taken
(h)
Distance
(km)
Speed
(kmh-1)
4.41
403
93.6
2.
3.
Total
Conclusion:
-1
The average speed of the train is _____________ kmh .

Students may require some clarification on 24 hr. time system, station code and station
name.
Conversion of computed time to standard units may be reinforced.
Calculation of average speed and its formula may need some explanation.
123
ACTIVITYII
Assessment Technique: Graph based worksheet
interpret the given graphical representation of motion of a body.
distinguish between graphs corresponding to uniform motion and uniformly accelerated
motion.
read data from a given graph.
correctly identify graphs corresponding to, 'accelerated and retarded motions'.

Procedure: The teacher:
1.
gives examples and draws graphs for different kinds of motions of a body.
2.
explains the difference between graphs corresponding to uniform linear increase/

decrease in velocity.
3.
gives examples from daily life situations corresponding to graphical representation of

motion.
4.
gives examples to help students to convert a 'given data into a graph' and 'using a graph to
read data'.
Correct answers
124
STUDENT WORKSHEET
Instructions: Observe the given (i) graphs in column I and (ii) information in column II
respectively, and match the two:
Column I
Column II
(a)
(i)
Constant velocity
(ii)
Non-uniform speed
Velocity
Time
(b)
Displacement
Time
(c)
(iii) Body at rest

Distance
Time
(d)
(iv) Uniform acceleration

Velocity
Time
125
(e)
(v)
Uniform retardation
Velocity
Time
A few students may not be able to read the given graphs correctly and may fail to co-relate
the two columns. They may be explained the nature of different graphs in small steps.
The significance of a 'parallel to the time-axis' and 'on the time axis itself' graph may be
clearly explained.
Suitable simple examples/practice exercises may be given to draw graphs corresponding

to the given data.
The difference in the graphs, corresponding to a linear variation and non-linear variation
(straight line and curved graphs respectively) may be clearly brought out.
ACTIVITYIII
read the given data correctly.
plot the given data graphically.
correlate the given data to motion in real life situations.
compute simple data-based numericals correctly.
compute simple graph based numericals correctly.

126
Procedure:
1.
The teacher
writes some data related to the motion, on the blackboard and explain it to the
students.
asks them to read it carefully and correlates it to different kinds of motions.
helps them to correlate the given data to motions in real life situations.
2.
The students complete the worksheet and submit for evaluation.
Correct answer
STUDENT WORKSHEET
Instructions: Read the given time (t) and displacement (s) data carefully and answer the
questions which follow:
Time (t) in seconds
Displacement (s) in metres
16
16
10
(i)
Plot a displacement time graph for this motion.
(ii)
Plot a distance-time graph for the same motion.
(iii) For which time intervals the body possesses

(a)
Uniform retardation
(b)
Constant velocity
(iv) What will be the displacement of the body at

(a)
t = 35 seconds
(b)
t = 75 seconds
(iv) Give one example of this kind of motion in everyday life situation.
127
Some students may not be able to distinguish between displacement-time and distancetime graphs. They may be helped to understand this difference by taking suitable examples.
The underlying concepts may be clarified by taking different examples from everyday life.
ACTIVITYIV
convert units from one system to another correctly.
select and use correct formulae for desired computation.
make calculations using correct formulae.

Procedure:
1.
The teacher
helps the students to convert units of a given physical quantity from one system to
another by taking appropriate examples.
Distance
Time
Total Distance
Total Time
helps the students to learn different formulae for desired calculations e.g.
Speed = ________________
Average speed = ______________
provides practice for making calculations using correct formulae and units.
2.
Students solves the given numerical.

Correct answer
128
Instructions: Solve the numerical given below:

An object moves from point P to point Q with an average speed of 60 ms-1 and immediately
comes back from Q to point P with an average speed of 144 kmh-1. Calculate the average speed
over the whole journey in ms-1.
Some students may not be able to convert the units from kmh-1 to ms-1. They may be
helped to learn the same.
Others may not know that the units for average speed for forward and return journey
have to be in the same system. This point may be emphasized upon and clarified.
Still others may not realize to assume the distance between P and Q to be an unknown
quantity and may not be able to find a solution. Sufficient explanation may be given for
solving numericals based on such situations.
ACTIVITYV
familiarize with the tabular form of data related to motion of a body.
read and interpret the data correctly.
compare different data and relate it to different forms of motion.
translate given data into graphical representation.

Procedure: The teacher
1.
writes the data for different kinds of motion of bodies on the blackboard.
2.
asks students to read the given data carefully and relate it to different kinds of motion.
3.
plots the data in the form of graphs.
4.
asks further questions to clarify the related concepts.
129
Correct answer
STUDENT WORKSHEET
Instructions: The table given below shows distance (in cm) travelled by the bodies A, B and C.
Read this data carefully and answer the questions which follow.
Distance (in cm) covered by different bodies
Time
Body A
Body B
Body C
Ist second
20
20
20
2nd second
20
36
60
3rd second
20
24
100
4th second
20
30
140
5th second
20
48
180
(a)
(b)
130
Which of the bodies are moving with

(i)
Constant speed?
(ii)
Constant acceleration?
Which of the bodies cover

(i)
maximum distance in 3rd second?
(ii)
Minimum distance in 3rd second?
(c)
Which of the bodies are moving with non-uniform acceleration?
(d)
Sketch a distance time graph for motion of

(i)
body A
(ii)
body C
(e)
How much distance is covered by body C in 5 s?
(f)
How much distance is covered by body B in last three seconds?
(g)
Which of the bodies will cover least distance in the first three seconds?
Some of the students may not be able to correlate the given data to different kinds of
motion. They may be helped to understand the same by giving more detailed explanation
and additional examples.
Others may not be able to translate the given data in graphical form. They may be helped
to learn the same by providing additional explanation. A graph paper may also be used, if
needed.
ACTIVITYVI
Assessment Technique: Multiple Choice Questions worksheet
understand the fundamental concepts related to motion of a body.
solve simple numericals based on equations of motion.
understand graphical representation of motion.
relate/connect classroom learning about motion to everyday life situations.

Procedure:
1.
After teaching the chapter on motion, the teacher may summarise core concepts with
detailed explanation to the students in the form of a summary for reinforcement.
2.
The worksheet based on key concepts are given to students.
3.
Correct answer
131
STUDENT WORKSHEET
Instructions: Read the following questions carefully and put a tick mark () on the correct
answer.
Q1.
The given graph represents a body moving with
Distance
Time
(a)
constant velocity
(b)
constant acceleration
(c)
constant retardation
(d)
variable retardation
Q2. When the distance travelled by a body is directly proportional to time, it is travelling with
(a)
uniform acceleration
(b)
non-uniform acceleration
(c)
constant speed
(d)
variable speed
Q3. The distance covered by a car moving at a speed of 30 kmh-1 in 15 minutes is
132
(a)
7.5 km
(b)
9.0 km
(c)
15 km
(d)
120 km
Q4. The velocity of a body moving at an initial velocity of 20 ms-1 and having an acceleration of
4ms-2 after 2s will be
(a)
24 ms-1
(b)
28 ms-1
(c)
32 ms-1
(d)
40 ms-1
Q5. Which of the following equations is an equation of motion of a body

(a)
F= ma
(b)
p=mv
(c)
v-u2=2as
(d)
Ft=mv-mu
Q6. The slope of velocity-time graph of motion of a body represents
Q7.
(a)
distance
(b)
displacement
(c)
speed
(d)
acceleration
The velocity of a car increases from 36 kmh-1 to 108 kmh-1 in 10s. Its acceleration is
-2
(a)
2 ms
(b)
3 ms-2
(c)
20 ms-2
(d)
30 ms-2
133
Q 8. When a body is moving with constant acceleration and its initial velocity in not zero, its
velocity time graph is
Velocity
Velocity
Time
Time
(a)
(b)
Velocity
Velocity
Time
(c)
Time
(d)
Q 9. A ball is gently dropped from a height of 20 m. If its velocity increases uniformly at the
rate of 10 ms-2, after what time will it strike the ground?
(a)
0.1 s
(b)
1.0 s
(c)
0.2 s
(d)
2.0 s
Q 10. A body moving uniformly along a circular path has
134
(a)
constant velocity
(b)
constant speed
(c)
variable speed
(d)
variable velocity
Chapter 9
Force and Laws of Motion
ACTIVITYI
Assessment Technique: Graph cum numerical based worksheet
read and interpret the graph correctly.
solve simple graph related numericals.
apply laws of motion and equations of motion simultaneously to solve problems.

1.
plots the velocity-time graph on the blackboard.
2.
explains the graph along with the given figures.
3.
ask the students to answer the given questions based on the information given in the
graph.
Correct response
135
STUDENT WORKSHEET
Question: The velocity-time graph of an object of mass 50 g is as shown. Observe the graph
carefully and answer the following questions:
120
velocity
-1
(ms )
10
time (in seconds)

(a)
Calculate the force on the object in the time interval 0-3s.
(b)
Calculate the force on the object in the time interval 6-10s.
(c)
Is there any time interval in which no force is acting on the object? Justify your answer.
Few students may apply the correct formula for calculation of acceleration and force but
may not use same system of units and hence get incorrect answer. This may be
emphasized upon.
The reasons for justification of correct answer in part (c) may be explained clearly.
ACTIVITYII
Assessment Technique: Worksheet based on 'Matching'/Co-relating.
136

understand different effects of 'force'.
co-relate these effects with 'daily-life situations'.
understand the concept of force in terms of its different effects.

Procedure: The teacher:
1.
states 'different effects' of force.
2.
states some 'daily-life situations' where these 'effects of force' are observed.
3.
asks the students to co-relate/match the 'different effects' with their corresponding
'daily-life situations'.
4.
asks the students to state some 'daily-life situations' corresponding to another effect of
force, not mentioned in the list given earlier.
Correct answer.
STUDENT WORKSHEET
Instructions:
Q1. Read the given terms/situations given in columns A and B carefully and match the two:
Column A
(a)
Push
Column B
(i)
Taking out a note book from a table drawer
(b) Pull
(ii)
Using a bow and an arrow
(c)
(iii) A ball rolling down an inclined plane
Stretch
(d) Acceleration
(iv)
Opening a door to get into a room.
(e)
Squeeze
(v)
Batting
(f)
Change in direction
(vi)
Brushing teeth
137
Q2. State one situation each from some 'daily-life situation' where a force
(a) causes a 'slowing down'.
(b) only tends to start a motion.
Make the students realize that the concept of a 'force' is best understood in terms of its
different effects.
Students should practice in naming different:

(a)
'daily-life situations', corresponding to different effects of force.
(b)
effects of force corresponding to given 'daily-life situations'.
ACTIVITYIII
Assessment Technique: Numerical based worksheet.
calculate the value of momentum.
realize that the 'change', in a 'physical quantity', is to be calculated as final value minus
initial value.
understand that force equals the 'rate of change of momentum'.
appreciate that the negative sign, in a result has its associated physical meaning.
get familiarized with the SI units of momentum and force.
Procedure:
1.
State the information/data for doing the necessary calculations.
2.
Ask the students to calculate the required quantities.
3.
Help them to understand the SI units of momentum and force.
4.
Help them to understand the significance of the 'negative sign' in their result.
Correct answer
138
STUDENT WORKSHEET
Instructions:
Read the given information carefully and answer the questions that follow:
A hockey ball of mass 200 g, travelling from west to east, at 10 ms-1 is struck by a hockey stick.
As a result, the ball gets turned back and now has a speed of 5 ms-1. The ball and the hockey stick
were in contact for 0.2s.
(i)
Calculate the initial and final momentum of the ball.
(ii)
State the direction of momentum in each case.
(iii) Calculate the rate of change of momentum of the ball.

(v)
Calculate the force exerted by the hockey stick on the ball and state its direction.
(1)
Some students may write the momentum values without

(i)
correct sign and/or
(ii)
correct units.
Help them to understand that physical quantities like momentum and force even for
a one dimensional case, need a + or sign to differentiate their sense of motion along
one dimensional path.
Emphasize on the importance and significance of writing the correct SI units of different
physical quantities.
(2)
Help the students to understand that a decrease in momentum implies that the force has
acted in a direction opposite to the original direction of motion of the object.
(3)
Give the students sufficient practice in solving numerical problems to help them overcome
their fear of the same.
(4)
Emphasize how 'solving problems' helps in better understanding of the related concepts.
139
ACTIVITYIV
Assessment Technique: Research based project work
make a connect between theoretical physics and real world.
apply Newton's laws to design swings and rides.
explain observed phenomenon using Newton's laws.
Skills:
Collaboration
Research
Design and presentation
Time Required: 6 minutes per group (presentation time)

Task: A group of four students
Roller Coaster
Ferris Wheel
Free Fall
Pendulum
Procedure:
1.
The students are given the task to design an amusement park which has different rides.
2.
They design each ride keeping in mind the Newton's Laws.
3.
Sample ride sequence could be:

Roller coaster
Free fall
Bumper cars
140
Oscillating ship
Ferris wheel
4.
Groups make a presentation explaining their ride designs on the basis of Newton's Laws.
One example may be given.
Ride design schematics
Explanation on the basis of Newton's Laws
Presentation and neatness

Students may require an insight on how Newton's laws are helpful in an amusement park
design.
Additional information may be provided after presentation if one law is applicable in a

particular situation.
ACTIVITYV
develop keen observation and data recording skills.
compute acceleration of a moving body by recording distance and time.
establish the validity of Newton's Second Law of motion.

Skills:
Observation and recording data.
Data analysis and drawing inference.

Material Required: Cardboard, drawing pins, ruler, marker, toy cars, stop watch, spring balance.
141
Drawing Pins
Toy Car
Distance 'S'
Rubber Band
Ruler Marks
Procedure:
1.
Distribute the student's worksheet for recording data.
2.
Using the spring balance, weigh the toy cars (preferably a metal and a plastic one).
3.
On the cardboard covered with cartridge sheet, create ruler marks at the vertical center
towards left as shown in the figure.
4.
Make a rubber band catapult using drawing pins.
5.
Place the metal toy car at the centre of the catapult and pull it to some distance. Note the
mark up to where the catapult is pulled.
6.
Launch the car and record the time for covering the distance marked till the edge.
7.
Repeat the activity with pulling the catapult by a larger distance.
8.
Next, keeping the pulling distance same, repeat the activity with a plastic toy car.
*Note: Weight of the car can also be varied by fixing some coins of known weights over it.
Calculation of acceleration for two tables
Validation of Newton's Second Law
142
STUDENTS WORKSHEET
Name of the student: _____________________________________
Table1
S. No.
Distance up to
which catapult is
pulled (Force) (cm)
Distance
moved by the
toy car 'S' (m)
Time taken 't'

(s)
-2
a = 2S/t (ms )
1.
2.
3.
4.
Mass of the car as measured by the spring balance: ________________ kg

*Note: If your spring balance is calibrated to measure mass, record it directly else divide it by 9.8 to get
mass.
Table2
S. No.
Mass of the car

(kg)
Distance moved
by the toy car 'S'
(m)
Time taken 't'

(s)
a = 2S/t2 (ms-2)
1.
2.
Distance upto which catapult is pulled (Force): __________ cm.

Validation of Newton's Second Law
1.
Did you find any difference in the acceleration of the car when the catapult was pulled by
a larger distance?
____________________________________________________________________________
____________________________________________________________________________
2.
Was the acceleration different for the heavier car? If so, how much?
____________________________________________________________________________
____________________________________________________________________________
143
Conclusion:
Newton's Second Law is verified. From table 1, it is verified that acceleration is directly
proportional to force and, from second table, that it is inversely proportional to mass.
Concept of mass and its distinction with weight may need some explanation.
An overview of equations of uniformly accelerated motion may be required.
Additional explanation of how catapult could be used for applying constant force may be
done.
Some learners may make errors in conversion of units. Supervision may be required in
such cases.
ACTIVITYVI
Assessment Technique: Worksheet on connecting learning to real life situations
differentiate between force and pressure.
differentiate between mass and weight.
realize that pressure decreases with an increase in area over which the force acts.
appreciate how nature has made 'adequate adjustments' for different animals.
compare the pressure exerted, on the ground, by a human being and an elephant/camel.
Procedure:
144
1.
Help the students to understand the (i) meaning of (ii) difference between force and
pressure.
2.
Guide the students to collect data about the mass/weight and foot size of animals like the
elephant and the camel.
3.
Help then to estimate the area covered by the feet of these animals.
4.
Guide them to estimate the pressure exerted by the elephant/camel on the ground.
5.
Help them to do a similar estimation for an average human being.
6.
Make them appreciate the significance of the broad feet of the elephant/camel.
Two marks each for the first three steps and one mark each for the last four steps
STUDENT WORKSHEET
Instructions:
Do the following:
Obtain/collect data about the average mass (in kg) of the elephant/camel.
Obtain/collect data about the average area (in m2) covered by each foot of the elephant/
camel. Hence calculate the total area covered by all its feet.
Obtain/collect the above two items of data for the average human being.
Calculate the approximate weight (in N) of the elephant/camel/human being by

multiplying their respective masses with 10 (approximate value of 'g')
Estimate the pressure (in Nm-2) exerted by the elephant/camel, on the ground by
dividing its weight by the area covered by all its feet.
-2
Estimate the pressure (in Nm ) exerted by an average human being, on the ground, by
dividing the weight (of an average human being) with the area covered by all the feet
(of an average human being)
Compare the pressure value for the elephant/camel and that for the average human
being.
Some students may find it difficult to obtain/collect the relevant data. Help/guide them
in surfing the net, visiting libraries and talking to the peers in the field.
-2
Some students may find if difficult to calculate the pressure values in Nm . Help/guide
them in doing the necessary calculations.
145
Make students appreciate the role of nature in ensuring that the huge weight of the
element/camel does not cause it to sink into the ground.
ACTIVITYVII
Assessment Technique: Application based questions
understand the basic principles of pressure.
describe how air pressure responds to and is responsible for various phenomena.
Task: Individual/Group
"Air Pressure on a pop can"
Material Required:
Aluminium pop/soda can
Hot plate or Bunsen burner and sticker
Tongs or claw holder (the kind that can be attached to ring stands)
Bucket of cold water
Oven mitt (or equivalent) and safety glasses
Metric roulers
Procedure:
1.
Measure and record the height and diameter of the can.
2.
Put a small amount of water in the can, just enough to cover the bottom.
3.
Wear goggles and an oven mitt, place the can on the hot plate or use the tongs to hold the
can over the heat source. Do so, until there is steam coming out of the opening in the can.
This might take a couple of minutes.
4.
Invert the can quickly into the bucket of cold water and watch the result.
5.
Solve the following questions by your experience and observations.
Questions to solve:
1. Follow these three steps to calculate the total force that air pressure is exerting on the can:
146

Use the chart to find the average barometric pressure at your altitude. This value is the
pressure.
Use the dimensions of the can to calculate its approximate surface area.
Surface area = 2 (radius) (height) + (radius)2
Multiply the pressure by the can's surface area.
2. If all the force is being exerted on the outside of the can, why does not it collapse before you put
it in the cold water?
Understanding of concept
Practical skills
Logical application of knowledge
The teacher may supply alternative sources of heat if the students find oven difficult to
handle.
147
Chapter
10
Gravitation
ACTIVITYI

establish that acceleration due to gravity is independent of mass.
compute approximate numerical value of acceleration due to gravity.
draw conclusions from experimental data.

Skills:
Quick reflex action and motor skills
Data analysis and interpretation
Teamwork and collaboration
Concentration and precision in recording data

Task: Group of four students each
Material required: A tennis ball, a ping pong ball, cricket ball, inch tape or metre scale, stop watch.
Ping Pong Ball

Procedure:
1.
148
Divide the class in groups.
Tennis Ball
Cricket Ball
2.
Measure the height of a table in the classroom using an inch tape or a metre scale and
record it in the worksheet.
3.
Group leader to assign a group member the duty to record time with the stop watch.
4.
Place any one of the balls on the edge of the table or lift it from a convenient height and ask
a student to give a start signal.
5.
Acting on the signals the time of fall is to be noted using the stop watch.
6.
Repeat the same with other two balls and let students note down the time taken by the
balls to hit the ground.
Height 'h'
7.
Distribute the worksheet for students to complete.
8.
Discuss all the answers.
Recording accurate time interval using the stop watch
Correct application of formula to get result
Obtaining approximate value of 'g'
STUDENT WORKSHEET
1.
Name of the student: _________________________________________
2.
Height from which the ball is dropped 'h': _______________ m.
S. No.
Type of Ball
1.
Ping Pong Ball
2.
Tennis Ball
3.
Cricket Ball
Start Time (s)

(1)
Stop time (s)

(2)
Time Interval
't' (s2s1)
g = 2h/t
(ms-2)
149
Conclusion:
The value of acceleration due to gravity is __________________ ms2.
2
The known value of acceleration due to gravity near the surface of the earth is ________ ms .
Points to ponder:
1.
What may be the reasons for a value obtained in the above activity to be different from
the known value?
2.
A research on Galileo's experiment at Leaning Tower of Pisa may be done.
Students may require some clarification on how the formula to measure 'g' is arrived at.
Students may make calculation errors where squaring a decimal and then dividing by it is
involved. Mathematical tools may be reinforced.
Students may need some trial attempts to get the timing right.
ACTIVITYII
Assessment Technique: Physical Interpretation of Mathematical Formulae
learn correct significance of scientific terms.
interpret a mathematical formula correctly.
make simple computations involving change in the value of variables in a given relation.
corelate dependence of a physical quantity and factors on which it depends.

Procedure:
1.
The teacher distributes the worksheet and instructs the students to complete it.
2.
The students do as instructed and the teacher discusses the answers in class after
evaluation.
Correct answer
150
STUDENT WORKSHEET
Instructions:
Newton's Universal Law of Gravitation is expressed mathematically as F = G
m1 m2
d2
Answer the following question based on this law:

(i)
What is the meaning of the word 'Universal' in this law?
(ii)
This law holds good for any two bodies in the universe. Then why you or your friend
sitting near each other not feel any force of attraction?
(iii) Will the force of attraction between same two bodies be same or different when these
are, in turn, kept on (i) earth (ii) moon?
(iv) In what ratio will the force of attraction between same two bodies change when the
distance between them is
a) halved?
b) tripled?
(v)
In what ratio will the force of attraction change when mass of each of these bodies is
halved?
Special attention may be given to
The meaning and significance of the word 'Universal' may be highlighted. Extremely
small value of 'G' may also be brought out clearly.
Some students may not be able to interpret the mathematical relation correctly. Changing
the values of m1, m2 and d and its effect on change in F may be explained very clearly to
help the students solve such problems.
ACTIVITYIII
learn the relations, Density =
Mass
and
Volume
weight = mass x g
151

make simple calculations based on above relations.
Force
learn and use the relation, Pressure =

Area
appreciate the consistency of mass of a body at different places.
appreciate the necessity of using units of different physical quantities in the same system.
Procedure:
1.
The teacher
Mass
and weight, W = mg.
Volume
states and explains the units of mass, volume and density.
explains the relations, Density =
gives illustrative examples of use of the above relations.
explains the concept of pressure with the help of suitable illustrations.
highlights the necessity of use of correct units of different physical quantities

involved in a given situations.
2.
As indicated in the worksheet.
STUDENT WORKSHEET
Instructions:
A solid cube with 10 cm edge is made of a material of density 7000 kgm-2. Answer the following
questions based on this information:
(i)
Calcutate the volume of the cube in m3.
(ii)
Calculate the mass of the cube on Earth.
(iii) What will be the mass of the cube on the surface of moon?
(iv) Calculate the weight of cube on the surface of Earth.
152
(v)
If the cube is placed with one of the faces on a table, calculate the pressure exerted by the
cube on the table in Nm-2.
Some of the students may use incorrect units in calculation of volume and mass of the
cube. The importance of using units of different physical quantities in the same system
may be highlighted.
It may also be explained clearly that when the value of 'g' is not given in a problem, it may
be taken as 10 ms-2 in order to simplify the calculations.
The relation between mass, volume and density may be written in different mathematical
forms and sufficient practice may be given to avoid mistakes in mathematical

calculations.
Some students may tend to write different mass of the cube on moon. The constancy of
mass of a body at different places may be highlighted.
153
Chapter
11
Work and Energy

ACTIVITYI
Assessment Technique: Matching type worksheet
learn that energy exists in different forms.
understand that energy gets transformed from one form to another.

Procedure:
1.
The teacher
explains that energy exists in different forms in nature and that it gets transformed
from one form to another in different situations.

gives examples of
2.
objects possessing different forms of energy
change of energy from one form to another
The worksheet is distributed and the students complete it.
Correct answer
STUDENT WORKSHEET
Instructions:
Given below in column I are different physical situations in everyday life. Read the first column
carefully and write the corresponding energy transformation in column-II. One example has
been done for you.
ColumnI
Lighting of torch bulb
154
ColumnII
Chemical energy-electrical
energy-light/heat energy
Rotation of an electric fan
Paddling of a bicycle
Motion of a car
Weight lifting exercise
Release of an arrow from a bow
Stretching or compressing of a spring
Use of a solar cell
Rubbing of hands
Busting of crackers
Moving windmill
Playing tabla
Climbing up a staircase
Going up in lift
Kicking of a football
The assessment tool aims at helping the students to connect classroom learning to life
outside the school. It is important and essential to give more examples of energy
transformation in daily life.
In some physical situations, the energy transformation can be of more than one type.
Proper explanation may be provided to help the students understand these situations
clearly.
ACTIVITYII
Assessment Technique: Diagram based worksheet
learn conditions need to be satisfied for work to be done
understand positive and negative work done

155

Procedure:
1.
The teacher
explains the scientific meaning of work done.
states situations in which work is really done by a force.
2.
Correct answer
STUDENT WORKSHEET
Study the following diagram and note down your observations
Initial position
of the block
Force (F)
Final position
of the block
Direction of Motion
Distance Moved (s)
a)
List the factors on which the amount of work done depends.
b)
Deduce the formula for work done whenever a force is exerted on an object and it moves
over a distance.
c)
Write the SI unit for work done.
d)
Is work done a scalar or a vector quantity?
Examine the three situations illustrated diagrammatically and state whether the work done
would be positive or negative.
Direction of Force
1.
Direction of Motion
156
Direction of Motion
Direction of Force
2.
Direction of Force
3.
Direction of Motion
Think of situations from daily life illustrating the above three.
ACTIVITYIII
learn that energy is possessed by a body by virtue of its position or by virtue of its motion.
understand the two types of energy potential and kinetic energy.

Procedure:
1.
The teacher may photocopy the given worksheet and distribute among the students or
write the questions on the board.
2.
The students write the answers in their notebooks.
3.
All answers are evaluated and discussed in class.
The teachers may assess the students based on their understanding and clarity of
concepts.
157
STUDENT WORKSHEET
We can categorise energy possessed by a body into two types
1.
Potential energy
2.
Kinetic energy
Q1. Which of these is by virtue of the motion of the body and which is by the virtue of the
position of the body?
Now study the following and identify whether the bodies are possessing potential energy
or kinetic energy.
a)
Rotating wheel
b)
Stream of running water
c)
Water at the top of waterfall
d)
Blowing air
e)
Leaves and branches of tress with respect to ground
f)
A freely falling ball
g)
A moving vehicle
h)
A compressed spring
i)
A fired bullet
j)
A stretched catapult
Q2. Are the two forms of energy interchangeable? Explain with an example.
Carefully study your recent electricity bill. Find the units of electrical energy consumed
per month and rate of charges.
Suggest some methods of reducing your electricity bill.
158
Chapter 12
Sound
ACTIVITYI
Assessment Technique: Worksheet on connecting classroom learning to real life situations
learn the meaning of the term 'reverberation'.
understand why excessive 'reverberation' is undesirable.
know about the materials that can reduce 'reverberation'.
make a 'first hand survey' of some well known auditoriums.
Task: Individual or group activity

Time Required: One week
1.
explains the meaning of the term 'reverberation'.
2.
helps students to understand the kind of disturbance/problems that are likely to be

caused by excessive 'reverberation'.
3.
corelates 'reverberation effects' with the phenomenon of reflection and absorption of

sound.
4.
explains how reducing 'reflection' and increasing 'absorption' lead to a decrease in

'reverberation effects'.
5.
distributes the worksheet for students to complete it.
6.
discusses the answers in class.
Correct answer
159
STUDENT WORKSHEET
Instructions:
Answer the following questions and also carry out the other steps.
(i)
How do 'repeated reflection' of sound lead to the phenomenon of 'reverberation'?
(ii)
Why is excessive reverberation undesirable?
(iii) What basic steps are taken to reduce reverberation?

(iv) Collect information about few well known auditoriums and make a list of their names and
locations.
(v)
Also get information about different materials used on their seats, walls and ceilings and
reasons for the same.
Make a brief report of collected information.

Help the students to understand how excessive reverberation can lead to difficulties.
Help the students to understand that different materials have different reflective and
absorption powers with respect to sound.

Guide the students about the
Sources of desired information.
Different absorptive and reflective powers of different substances used in walls and
ceilings.
Explain why, it is important to 'strike a balance' between 'reflection and absorption' of
sound in real world practical situations.
ACTIVITYII
read the graphical representation of sound waves correctly.
learn the relationship between velocity, frequency and wavelength of a sound wave.
solve simple numericals based on relation between velocity, frequency and time period.
160

1.
explains the terms frequency, time period and wavelength of a sound wave.
2.
gives graphical representation of sound waves.
3.
explains the meaning of terms frequency, time period and wavelength from graphical
representation.
4.
explains the relationship between velocity, frequency and wavelength of a wave.
5.
Correct answer
STUDENT WORKSHEET
Q.1 The given graph shows the displacement verses time relation for a disturbance travelling
with a velocity of 1500 ms-1.
2
0
Displacement (m)
4
3
6
5
Time (s)
Calculate the:
(i)
Time period
(ii)
Frequency
(iii) Wavelength of the disturbance.
161
Q.2 The velocity of sound in air is 340 m/s. Compute

(i)
its wavelength when the frequency is 250 Hz.
(ii)
its frequency when the wavelength is 85 cm.
Some students may not understand the meaning of frequency, wavelength and time
period from graphical representation. They may be helped in the same by giving
different examples.
Sufficient practice may be given to the students to solve variety of numericals based on
the mathematical relations.
ACTIVITYIII
learn basic definition and non-audible nature of 'ultra sounds'.
learn range of frequencies of 'ultrasounds' and the names of instruments/devices used to

produce them.
understand application of 'ultrasound' in industries.
learn application of 'ultrasounds' for medical purposes;
appreciate use of 'ultrasounds' by animals/birds like dogs and bats and by fishes, like the
dolphin.
Time Required: 15 Minutes
162
1.
explains the meaning of the term 'ultrasound'.
2.
let the students know the range of 'frequencies' of ultrasounds.
3.
makes the students aware about the applications of ultrasounds in industries and for
'medical purposes'.
4.
makes the students understand basic details of the use of ultrasounds by animals and
birds like dogs and bats, and by fishes like the 'dolphin.
5.
Correct answer
STUDENT WORKSHEET
Instructions:
(i)
Write the (approximate) range of frequencies of 'ultrasounds'.
(ii)
State one important use of 'ultrasounds' in industries.
(iii) State two important uses of 'ultrasound' for medical purposes.

(iv) Explain, in brief, how 'bats' make use of 'ultrasounds' in their daily life.
(v)
Is there any link between the intelligence of dolphins and their ability to 'hear'
ultrasounds.
The topic can be made interesting by relating it to a number of examples in daily life.
Make students aware of the range of frequencies of the 'ultrasounds'.
Provide students with information/diagrams/pictures/photographs of applications of

'ultrasounds' in industries and medical field.
Make students aware of how

(i)
bats use 'ultrasounds' for 'finding their way'.
(ii)
dolphin's use 'ultrasounds' to show their remarkable skills and intelligence.
ACTIVITYIV
understand the full form of the term SONAR and the meaning of this term.
learn basic details of use of SONAR for finding the distance, direction and speed of
underwater devices.
do numerical calculations associated with SONAR.
163

1.
explains the meaning of the term 'Navigation' and 'Ranging' in the full form of the term
SONAR.
2.
discusses why it is preferable to use 'ultra sounds', rather than audible sounds, in
SONARS.
3.
does simple numerical calculations to explain the use of 'SONAR' for finding the distance
and speed of underwater objects.
4.
Correct answer
STUDENT WORKSHEET
Read the following information carefully and answer the questions that follow:
A SONAR sends out ultrasounds, of frequency 60 kHz, towards an underwater sub

marine, at time t. The reflected signal, from the sub-marine is received at t = 2s. The
speed of the ultra sounds in sea water is 1530 ms-1
(i)
What is the full form of the term SONAR?
(ii)
What is the meaning of the term 'Navigation'?
(iii) What is the meaning of the term 'Ranging'?

(iv) What is the depth of the sub-marine?
(v)
Can we use SONAR for finding the speed of the sub-marine if it were moving
underwater?
Some students may find it difficult to understand the meaning of the terms 'Navigation'
and 'Ranging': Explain in general terms the broad meaning of these two terms.
Explain by taking some suitable example why the distance of the underwater object is
given by the relation. Distance = (speed in water) x half of the time between the 'sending'
and the 'receipt' of the underwater signal.
164
ACTIVITYV
Assessment Technique: Solve the Puzzle
learn different terms related to waves.
understand different properties of waves.
know the range of frequencies the sound waves to be audible and beyond audible.
understand the concept of as echo.

Procedure:
1.
The teacher distributes the worksheet with crossword puzzle grid and clues to the
students.
2.
The students complete the crossword and exchange the worksheet.
3.
The teacher calls out the correct answer and students do the peer assessment.
165
STUDENT WORKSHEET
Solve the crossword puzzle
1
9
6
M
10
Across:
2.
Travel in the form of crest and trough
7.
We cannot talk to each other without this
8.
It is from 20 Hz to 20000 Hz
9.
Quantity determined by frequency of sound
Down:
166
1.
Ultrasonography is used for its examination
3.
Used for detection of heartbeat of foetus
5.
Unit of frequency
4.
Repetition of sound due to reflection
10.
Animal which uses ultrasound technique
6.
It determines loudness of sound
Chapter 13
Why Do we Fall Ill?
ACTIVITYI
name and explain the factors that lead to a disease
differentiate between the factors that cause a disease and those that help in the spread of a
disease
identify the symptoms and preventive measures of diseases
understand the role of a doctor in controlling a disease

Task: Group work activity
Time Required: 4-5 minutes for each group.
Procedure:
1.
The class is divided into groups of five students each. Each group is allotted a topic/name
of disease.
2.
The students enact the roles of
main presenter,
microbe,
patient,
Vector,
Doctor and
any other role if required.
3.
Each group makes a presentation for about five minutes.
4.
Any of the following diseases can be given as topics to students: Malaria, Dengue,
Cholera, AIDS, Rabies, Kala-azar, Sleeping Sickness, Typhoid, Tuberculosis, Common
Cold, Hepatitis.
167
Illustration:
Name of the disease: Malaria
Main Presenter: Good morning everyone. With the onset of monsoons come a number of guests,
uninvited, who play havoc with our lives. These guests make their presence felt in a big way
when they cause fever, we shiver because of the microbe that these guests deliver
You guessed it right, I am talking about Malaria.
So let us meet Mr. Plasmodium
Plasmodium: A protozoan by origin, a pathogen by function, I cause Malaria, I make the
humans shiver, when I give them fever. Where is my carriage.
Female Anopheles Mosquito: Here I am, So where do you want to go Mr. Plasmodium?
Plasmodium: Carry me from this sick patient to the healthy one, bite him so I may enter. Then
your job is over, till I need to move again.
Female Anopheles Mosquito: I need human blood because it will nourish my eggs.
Patient: Help, I am feeling cold, I just cannot stop shivering, give me a blanket, just a few
moments ago I was sweating, and now this, HEEEELP.
Doctor to the patient: What is wrong with you? (he checks the pulse and temperature). You need
to get some blood tests done before I can decide on the mode of treatment. Meanwhile take this
medicine to control your fever (He scribbles the name of medicine on paper). Sleep under a
mosquito net so that mosquitoes don't bite you.
Patient: But I am already infected. How will it matter whether a mosquito bites me or not.
Doctor: When the female anopheles mosquito bite you and then bites a healthy person, the
healthy person may get infected too. Tell the others in your family too to use a mosquito net,
mosquito- repellant creams and keep their body parts covered at all times.
Main presenter: Also, do not allow water to collect in your colony/housing complex. It becomes
the breeding ground of mosquitoes.
Female Anopheles Mosquito: I love stagnant water. I can lay eggs in it. Let me grow and
reproduce, (points at the main presenter) do not listen to him.
168
The whole group comes together.

Main presenter: Malaria is a communicable disease. It is caused by a protozoan- Plasmodium,
that is carried by the Female Anopheles Mosquito from an infected person to a healthy person.
We can control its spread by controlling the mosquito population.
Remember: Prevention is better than cure.
Note to the teacher: The teacher may help the students to prepare effective presentations by providing
guidelines and facilitating the availability of the reference material.
Effectiveness of the presentation
Justification of the role
Creativity
Sample Record Sheet for Assessment:
S.
No.
Name
of the
student
Disease/
Topic
Role
Effectiveness
of the
presentation
Justification
of the
role
Creativity
Any
other
May include communication skills, confidence, clarity of thought etc.
**
May include content of role play and reasoning
***
Something extra done by the student that is relevant to the role and improves
effectiveness of the role play.
169
Some students may not be able to perform the 'Role Play' activity properly.
The teacher may guide them, by helping them to collect the relevant material and
dividing the roles for a particular disease.
The teacher may also provide an alternative assignment (worksheet, wall magazine) to
such students.
ACTIVITYII
identify the factors important for good health.
differentiate between chronic and acute diseases.
differentiate between infectious and non-infectious diseases.
understand the mode of spread of different diseases.
explain the principles of prevention and treatment of different diseases.

Procedure:
1.
2.
each question.
3.
The teacher calls out the correct answers.
STUDENT WORKSHEET
Time: 15 minutes
Instructions:
Select the correct option from the four different choices given for each question.
Q1.
170
Which of the following disease is caused by a protozoan?

(a)
Malaria
(b)
Common Cold
(c)
AIDS
(d)
Typhoid
Q2. It is difficult to make anti-viral drugs because

(a)
Viruses use the host-cell machinery to grow and divide
(b)
Viruses are surrounded by a protein coat
(c)
Viruses are on the borderline of living and nonliving
Q.3 Listed below are a few diseases:

(i)
Tuberculosis
(iii) Common cold
(ii)
Cancer
(iv) Viral fever
Which of the above mentioned diseases are classified as acute diseases?

(a)
(i) and (ii)
(b)
(ii) and (iii)
(c)
(iii) and (iv)
(d)
(i) and (iv)
Q4. Which of the following is important for individual health?

(a)
Living in a large and well-furnished home
(b)
Higher social status
(c)
Living in a clean, pollution free environment
(d) Good economic condition

Q5. The AIDS virus can be transmitted by:
(a)
Breast Feeding
(b)
Blood transfusion
(c)
Sexual contact
(d)
Hugs and hand shake
Q6. Mosquitoes should not be allowed to breed in the surroundings because:

(a)
They cause a number of diseases
(b)
They divide fast and cause pollution
(c)
Mosquitoes multiply and occupy the place completely
(d) They are vectors for many diseases

Q7. Which of the following statement is incorrect?
(a)
AIDS can be prevented from spreading
(b)
Prevention is better than cure
(c)
Vaccination provides protection against specific disease
(d) Treatment is better than prevention
171
Q8. Which one of the following diseases has been eradicated?

(a)
Polio
(b)
Sleeping sickness
(c)
Small Pox
(d)
Kala-azar
Q9. A person is living in an overcrowded, poorly ventilated house. He is most likely to suffer
from:
(a)
Water-borne disease
(b)
Cancer
(c)
Air-borne disease
(d)
AIDS
Q10. The antibiotic works on the following principle:

(a)
It makes the immune system of the patient strong so that he/she may not be infected.
(b)
It removes the vector of a disease.
(c)
It contains vitamins important to fight against the disease.
(d) It blocks the biochemical pathway important for the growth of the pathogen.
Correct answer
A few students may not be able to give the correct answers to a few questions. The concepts related
to such questions may be explained again. The students may be asked to answer similar questions
after a few days.
ACTIVITYIII
Assessment Technique: Individual worksheet (flow-chart based)
learn the common methods of transmission of diseases.
identify the various modes by which a disease may spread from an infected person to a
healthy person.
understand how some diseases may be prevented.

172
Procedure:
1.
The worksheet with a flow chart of common methods of transmission of diseases is given
to the students.
2.
The student answer the questions after observing the flow chart.
STUDENT WORKSHEET
Time: 20 minutes
Instructions:
Given below is a Flow chart of Common methods of Transmission of Diseases. Six modes of
transmission of diseases have been mentioned and numbered. Answer the questions given
below after observing the flow chart.
Common methods of Transmission of Diseases
1.
2.
3.
4.
5.
6.
173

1.
Name one disease spread by mode 1.
2.
How can you protect yourself from this disease?
3.
How could a person transmit disease causing organisms through air?
4.
Name a bacterial disease spread by mode 3.
5.
Name a disease that may be spread by a rabid animal.
6.
Name a disease that can be spread by animals.
7.
Name one disease spread by mode 4.
8.
How mosquitoes can spread a disease from an infected person to a healthy person.
9.
Name a disease spread by mosquitoes. (other than malaria)
10. Can you protect yourself from diseases that are transmitted through air?
Correct answer
A few students may not be able to answer the questions. The teacher may explain the topic
again or provide pictures that can be used as hints, for students.

If the number of students who have not answered the questions is more, then the
worksheet may be modified by adding more pictures and situations.
ACTIVITYIV
Assessment Technique: Comprehension/information based worksheet
find out the relationship between cause, prevention and control of a disease.
understand the importance of preventive measures like immunisation.
realise how and why a disease, at times, is classified as an epidemic.
differentiate between organisms/factors that cause a disease and organisms/factors that

spread a disease.
174

Procedure:
1.
Content of the chapter may be discussed in the class before this worksheet is given to
the students.
2.
The students read the passages given in the worksheet and answer the questions asked
in the passage with the help of the clues provided.
STUDENT WORKSHEET
Passage1
Ramu was suffering from measles. Two of his brothers and his sister decided that their
youngest brother Shyam should look after Ramu. There could be two possible reasons for them
to have taken such a decision. Use the clues given below to think of the two reasons.
Clues:
Immune, infected by microbe, vaccination, public health programme
Passage2
A disease assumes epidemic proportions when a large number of individuals of a population
get the disease. Cholera became an epidemic in Delhi, once when river Yamuna was flooded.
Use the following words to explain why.
Clues:
Water borne, safe drinking water, disease
Passage3
Mary had her blood examined and the doctor diagnosed the ailment as malaria. Use the
words/phrases to explain in two sentences how Mary got malaria.
Clues:
Person infected with malarial parasite, infected blood, mosquito
175
Correct answer
Some students may not be able to answer the questions. They may be explained the
concept again.
An alternate worksheet may be given to the students in which the answers are written
and some key words are missing (fill in the blanks).
ACTIVITYV
Assessment Technique: Individual worksheet (Disease Mapping)
diagnose the disease on the basis of symptoms.
classify the diseases.
list the symptoms of the disease.
identify the cause of the disease.

interpret the treatment for the disease.

Procedure:
176
1.
The teacher distributes worksheet after completing the lesson.
2.
STUDENT WORKSHEET
Q1. Instructions: Study the disease mapping model given below and prepare a model of
any other disease in the following sheet:
Classify the disease
(communicable or noncommunicable)
Pathogen that causes the disease

Streptococcal bacterium
(a type of bacteria)
Communicable
How is disease treated?
Name of
the Disease
Strep throat
Antibiotics
Precautious
Sore throat
Nausea and/or
vomiting
Rest and plenty

of liquids
Fever
Common Symptoms
Name of
the Disease
Precaution
Common Symptoms
177
Q2.Fill the blanks in the table given below:

S. No.
Name of the disease
Target Organ
1.
Malaria
______________
2.
Japanese encephalitis
______________
3.
Pneumonia
______________
4.
Jaundice
______________
Q3. Prepare a disease mapping model of an acute or chronic disease on the basis of the answer
of Q. No. 1:
Classify the disease
(Acute or chronic)
Name of
the Disease
Precautions
Common Symptoms
Correct answer
Some of the students may not be able to give correct answers. They should be explained
the content again and a simpler worksheet may be given to them.
178
ACTIVITYVI
Assessment Technique: Worksheet
list the group of organisms that cause diseases.
list the principles of treatment.
describe how pathogens cause diseases.
describe how our body fights with these pathogens and protects itself.
Task: Individual worksheet activity

Procedure:
1.
The teacher explains about the various types of germs that cause diseases and how our
body's defense system fights to protect itself.
2.
The teacher distributes the worksheet and the students complete it.
STUDENT WORKSHEET
Instructions: Read the questions given in the worksheet carefully and answer them.
Q1. Fill in the blanks using the words below to explain how the healthy immune system
functions.
(Virus, Bacteria, Illness, Antibodies, Normal, Antibiotics, Multiplies, Immune, Tcells, Bcells,
White blood cells, chemically protozoan, fungi)
a)
A germ ( __________________________________, _____________________________,

________________________, ________________________, etc.) invades the body and
quickly ________________________.
b)
The healthy _____________________________________ system fights back by

sending ________________________ to destroy the invaders.
c)
First, the ________________________ surround and 'eat' some of the invaders, then
________________________ notify the
d)
________________________ which, in turn, produce
179
e)
________________________ which destroy the disease causing germs.
f)
Germs that survive the attack can cause ________________________.
g)
________________________ help to finally destroy all the germs.
h)
________________________ health is restored.
Q2. What would be the principle of treatment for a person suffering from diarrhea?
a)
________________________________________________________________________
________________________________________________________________________
b)
________________________________________________________________________
________________________________________________________________________
Q3. Why a person suffering from disease caused by virus is not treated by antibiotics?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Correct answer
Some of the students may not be able to answer correctly. In such cases the teacher
should explain it with examples.

The teacher may have to prepare another simpler worksheet for them.
ACTIVITYVII
Assessment Technique: Survey (worksheet on the basis of survey)
become familiar with various diseases.
analyse the environment concern of the diseases.
learn the measures to control and prevent the disease.
classify the diseases into various categories.
180

Time Required: 23 days
Procedure:
1.
The teacher explains the students how to procure the information from neighbour's family
members and fill in the given worksheet.
2.
On the basis of information and knowledge, students analyse and fill rest of the columns.
STUDENT WORKSHEET
Table for Survey
Instruction: Visit your neighbours house and interview the family members to get the
information required for filling the table given in the worksheet. On the basis of the information
gathered and knowledge gained fill in rest of the columns in the table and give your comments.
Why do We Fall ill?
Family Members
S. No.
Disease
Treatment of
the diseases
Name Age Sex Profe Disease Home Self Doctor's

of the
ssion Suffering remedy treat advice
from
person
ment
(in the
past 2
years)
Type of diseases
Acute/
Chronic
Environmental
concern
Communi Inside Surrounding

Areas
cable/
House
Non
communi
cable
1.
2.
3.
4.
5.
181
Control Measures
Preventive Measure
Comments
Student's Comment
Teacher's Comment
A broad criteria for assessment has been given. The teacher may assess as per her/his own way.
Number of people interviewed
Type of diseases
Environmental concerns
Control and preventive measures
Student's comment
A few students may not be able to do the survey. They should be given another worksheet
as per their capability.
182
Chapter 14
Natural Resources
ACTIVITYI
Assessment Technique: Individual Worksheet (MCQ based)
list the natural resources available to human beings.
explain the concepts given in the chapter (pollution, soil formation, weather and climate,
biogeochemical cycles etc.).

appreciate the significance of natural resources in our life.

Procedure:
1.
2.
each question.
STUDENT WORKSHEET
Q1. What would happen if we have ozone in place of oxygen?
(a)
We will have greater protection from UV rays of Sun.
(b)
It will become poisonous and kill living forms.
(c)
Ozone is not stable so it will be converted back to oxygen.
(d)
Harmful radiations from the sun will reach the earth and damage many life forms.
Q2. Which one of the following factors does not lead to soil formation in nature?
(a)
Sun
(b)
Water
(c)
Wind
(d)
Polythene bags
183
Q3. Which of the following processes is not involved in carbon cycle?

(a)
Photosynthesis
(b)
Burning of fossil fuels
(c)
Transpiration
(d)
Respiration
Q4. The main biological process that returns oxygen to the atmosphere is
(a)
Burning of fossil fuel
(b)
Photosynthesis
(c)
Respiration
(d)
Rainfall
Q5. Which of the following is an important factor for the growth of plants?
(a)
Microflora of soil
(b)
Wind speed
(c)
Amount of humus present in the soil
(d)
Soil temperature
Q6. Soil erosion can be prevented by

(a)
Raising forests
(b)
Excessive use of fertilizer
(c)
Deforestation
(d)
Overgrazing by animals
Q7. Rainfall depends upon

(a)
The underground water label
(b)
The density pattern of human population in area
(c)
The number of water bodies in an area
(d)
The prevailing season in an area
Q8. Which of the following processes is a step involved in the water cycle operating in nature
(a)
Evaporation
(b)
Green house effect
(c)
Burning of fossil fuel
(d)
Water current in river
Q9. The factor responsible for depletion of the ozone layer is
184
(a)
Excessive use of automobiles
(b)
Excessive use of man-made compounds containing both fluorine and chlorine
(c)
Excessive formation of industrial units
(d)
Excessive deforestation
Q10. Which of the following acids fall on land with rain during lightening?
(a)
Nitric acid and Nitrous acid
(b)
Hydrochloric acid and Sulphuric acid
(c)
Sulphuric acid and Nitrous acid
(d)
Hydrochloric acid and Nitrous acid
Correct answer
A few students may not be able to give the correct answers to some questions. The
concepts related to such questions may be explained again. The students may be asked
to answer similar questions after a few days.
ACTIVITYII
Assessment Technique: Individual Worksheet (diagram based)
understand the role of plants in biogeochemical cycles.
identify the processes in biogeochemical cycles that involve plants.

Procedure:
1.
The topic of biogeochemical cycles may be explained to the students before giving the
worksheet.
2.
The student fill up the blank spaces in the columns for each biogeochemical cycle to
highlight the role of plants in the worksheet.
185
STUDENT WORKSHEET
Time: 15 minutes
Instructions:
Fill up the blank spaces in the columns for each biogeochemical cycle to highlight the role of
plants.
Role in Water Cycle:

Water vapour
produced by________
Role in Nitrogen Cycle:

Nitrogen fixing by
_________ in the roots
of __________ plants.
Role in Oxygen Cycle:

Oxygen returns to
the atmosphere by
the process of________
Role in Carbon Cycle:

Carbon incorporated
into life forms
by the process of______
Correct answer
A few students may not be able to complete the worksheet. They may be explained the
topic Biogeochemical cycles again and then an alternate worksheet may be given to
them.
186

If the number of students who have not completed the worksheet is large, then the
worksheet may be modified (some more pictures may be added in the worksheet that
may be used as 'hints' by the students.)
ACTIVITYIII
Assessment Technique: Seminar
learn some topics by self-study and collaboration.
understand how to collect and present data.
develop confidence to present a topic before an audience.

Time Required: 3 - 4 days for preparation and 10 minutes for presentation by each group
Procedure:
1.
A seminar can be conducted in the class to cover a chapter. The chapter to be taught can be
divided into different sections. The class will be divided into groups of students. Each
group will be allotted a topic and each student within a group will be assigned a subtopic.
2.
For example: The Chapter 'Natural Resources' will be divided into 8 topics including
introduction and recapitulation. The teacher may divide a class of 40 students into 8
groups. Each group will be allotted a topic as under:
Group
Topic
Air-The Breath of Life, Role of Atmosphere in Climate Control
The Movement of Air: Winds and Air Pollution
Water The Elixir of Life, Water Pollution
Mineral Riches in the Soil
Water Cycle and Rain
The Carbon Cycle and Green house Effect
Nitrogen Cycle and Nitrogen Fixation
Oxygen Cycle and the Ozone Layer
187
3.
The teacher divides each topic into 4-8 subtopics depending upon its complexity and each
subtopic is assigned to a student of every group.
4.
The student in the group may get any other specific task to be performed in preparing the
presentation.
5.
Necessary guidance is given to every group for making the presentations.
6.
The area of assessment would be shared with the students beforehand.
7.
The teacher could choose a coordinator from each group who would facilitate the
working in each group ensuring that there is contribution from each participant.
8.
The whole class can participate in this seminar.
Instructions for students:
Study the topic allotted to you.
Prepare the topic by using charts/diagrams/blackboard or make a PowerPoint

presentation (if facilities are available).
After the presentation, the student presenter will have to answer two questions put to
him/her by the audience.
The criteria for assessment will be shared with the students before the seminar begins.
The students will be assessed on the basis of the format given below:
S. No.
1.
2.
3.
4.
5.
6.
Remarks
if any
188
Name of
the Student
Group
Individual
Performance
Viva
Presentation
Content and
relevance to
the topic
Total
Response to teacher's question

Response to audience question
**
Innovative Introduction
Clarity and articulation or delivery
Use of visuals
***
Comprehension of concept
Integration of different points into a proper sequence (Holistic Approach)
Conclusion
A few students may not perform well during the presentation. The teacher should
identify the reason and guide them accordingly.
The students may also be given an alternate activity (questionnaire based on the
presentation made by other groups).
ACTIVITYIV
Assessment Technique: Individual worksheet (Flow Chart Based)
identify various methods by which carbon is cycled in nature.
describe the movement of carbon in living and nonliving components of nature.
interpret the importance of microbes (decomposers) in cycling of carbon in nature.

Procedure:
1.
The teacher explains carbon cycle with the help of the diagram. Then the students are
given the worksheet to complete.
189
STUDENT WORKSHEET
Instruction: Worksheet contains two questions. In the first question, fill the blanks given in the
flow chart/schematic diagram and in the second question choose the correct answers.
Q1. Fill in the blanks in the carbon cycle given below:
Carbon
dioxide in
atmosphere
Carbon dissolved
in sea water
Carbon in
green plants
weathering
Carbon in
land animals
death
excretion
and death
Carbon in marine
animals & plants
Carbon
in soft
parts
burial and
rock formation
burial and
rock formation
Carbon in coal
and natural gas
Carbon in oil
Carbon in limestone
Q2. Choose the correct answer for the following:

1.
190
Which represents a major storage location for inorganic carbon?

a)
atmosphere
b)
land
c)
water
d)
living things
Calcium
carbonate
in hard
parts
2.
3.
4.
5.
6.
Which process reduces the amount of carbon dioxide in the atmosphere?

a)
cellular respiration
b)
burning of fossil fuels
c)
photosynthesis
d)
acid deposition
which is the most common element found in peat?

a)
carbon
b)
oxygen
c)
hydrogen
d)
nitrogen
which of the following areas does not store inorganic carbon?

a)
Atlantic ocean
b)
atmosphere
c)
coal mine
d)
living fish
Which of the following is a product of photosynthesis?

a)
carbon dioxide
b)
water
c)
light energy
d)
sugar
Which one of the following is used up in cellular respiration?

a)
oxygen
b)
water
c)
carbon dioxide
d)
nitrogen
Correct answer
If students find it difficult to answer the question, the teacher should explain the concepts
again.
ACTIVITYV
identify the various steps by which nitrogen is circulated in nature.
describe the circulation of nitrogen in the biotic and abiotic components of biosphere and
the micro organisms involved.
191

interpret the balance of nutrients in nature and its importance.
appreciate the importance of microorganisms (bacteria) in movement of nitrogen in

nature.
Procedure:
1.
The teacher gives the below mentioned flow chart or draws it on the blackboard and also
gives the students a sample script written in the worksheet and asks them to prepare their
roles.
2.
The teacher also asks the students to choose two leaders to organise the whole roleplay.
3.
Students can prepare support materials for presentation. A sample script is provided to
the student which they can change as per their wish to make it more interesting.
STUDENT WORKSHEET
Instruction: Team leaders will distribute the roles to different students in the class. The
students will prepare plaque card for each role that they will wear on their waist while inacting.
Students will be standing in the above mentioned order (given in the schematic diagrams)
while inacting.
Nitrate
192
Nitrogen
Fixation
Rhizobium
bacteria
Nitrogen in the
form of nitrate
in the soil
Absorption
by
plants
Plant
(Protein)
Consumer
by
animals
Animal
(Protein)
Ab
Nitrobactor bacteria
Nitrate
Nitromonas bacteria
Putrefying bacteria
ion
pt
r
so
Ammonification
During Lightening
lan
p
by
n
tio
ica eria
f
i
n
ct
mo
ba
Am ying
f
tre
Pu
ts
Atmospheric fixation
Pseudomonas bacteria
Denitrification
Nitrogen in
the atmosphere
Ammonia
Following plaque card may be prepared:

1.
N2 in the atmosphere
2.
Rhizobium bacteria
3.
N2 fixation
4.
Plants (protein)
5.
Animals (protein)
6.
Decomposer (for plants)
7.
Decomposers (for animals)
8.
Ammonification
9.
Ammonia
10.
Nitrosomonas bacteria
11.
Nitrite
12.
Nitrobactor bacteria
13.
Nitrate
14.
Nitrification
15.
Pseudomonas bacteria
16.
Denitrification
17.
Atmospheric fixation (Lightning)
1.
Student (Atmosphere): I am the atmosphere. I have approximately 78% of nitrogen but

living organism cannot use this nitrogen directly. Plants and animals required nitrogen
for manufacturing protein.
2.
Student (Rhizobium): I am rhizobium bacteria. I reside in the root nodules of leguminous

plants and convert this atmospheric nitrogen into nitrate which will be in the soil
Nitrogen Fixation.
3.
Students (Plants): We are plants. When this nitrogen present in the soil gets dissolved in
water, our roots absorb them and it enters our body for manufacturing protein.
4.
Students (Animals): We are animals. We consume plants products to get protein from
them. These plants proteins gets digested in our body and change into amino acids. These
amino acids combine in specific sequence again to form animal protein.
193
5.
Students (Decomposer): I am decomposer bacteria. I change protein present in dead

plants into ammonia Ammonification.
6.
Student (Nitrosomonas bacteria): I am nitrifying bacteria. I convert (oxide) ammonia into

nitrite.
7.
Student (Nitrobactor bacteria): I am nitrifying bacteria. I convert (oxide) nitrite into

nitrate. Nitrate remains in the soil Nitrification.
8.
Student (Plants): I absorbed these nitrate from the soil in dissolved form for
manufacturing protein.
9.
Student (Pseudomonas bacteria): I change these nitrates from the soil directly into
atmospheric nitrogen in elemental from Denitrification.
10.
Student: During lightening, the high temperature and pressure created in the air convert
nitrogen into oxides of nitrogen. These oxides dissolves in water to give nitric acid and
nitrous acids. Then these acids mixes with rain water and fall on land.
Note: The teacher can ask the students to write the script for other biogeochemical process of nature for Role
Play.
S. No.
Name of
the student
Innovative Support Creativity Expression

Co
Response Response Conclusion
Total
Idea
ordination
to
to
Material
teacher audience
194
Marks
A few students may not be able to perform well during the presentation. The teacher
should identify the reason and guide the students accordingly.
The students may also be given an alternate activity (questions based on the presentation
made by other groups).
195
Chapter 15
Improvement in Food Resources
ACTIVITYI
Assessment Technique: Individual Worksheet (picture based)
learn various terms related to food production (mariculture, multiple cropping etc.).
find out the relationship between a picture and its relevant term.
recognize the pictures related to various sources of food and steps in food production.

Procedure:
1.
The worksheet with the relevant pictures related to Food Production is given to the
students.
2.
The student provide a title for the picture and state one desirable characteristic advantage
of each.
STUDENT WORKSHEET
Instructions:
Given below are five pictures related to Food Production.
Provide a title for these pictures from the terms given here, in the space provided.
State one desirable characteristic or advantage of each of these.
These may be written on a separate sheet.
Mari culture, Multiple Cropping, Composite Fish Culture, Poultry, Livestock Farming
196
4.
2.
(Rearing varieties of hen)

(Rearing milch animals)
1.
3.
(Growing crops on
the same land)
(Growing Peneaus monodon

The prawn found in sea)
5.
(Growing Catla, Rohu, Grassscarp
and mrigal together)
Correct answer
A few students may not be able to provide the correct title or write the relevant
characteristic/advantage. The teacher may explain the concepts again to these students.
If the number of students who have not labeled the parts properly is large, then the
worksheet may be modified (may be in the form of a crossword puzzle where the pictures
are used as hints).
197
ACTIVITYII
Assessment Technique: Paper presentation
identify the various steps involved in Improvement of Food Resources.
appreciate the role of some ancient techniques in improving productivity.
solve problems based on the knowledge/concepts based on this chapter.
analyze the hypothetical problems given by the teacher and do 'Research work' to find
out a possible solution.

Time Required: 3 - 4 minutes for each group
Procedure:
1.
The class is divided into groups of 3-4 students.
2.
The problems related to food production from plants and animals that are faced by a
farmer, may be written on slips of paper.
3.
Each group picks up a slip and then tries to find out the reason, factors responsible and
solution to the problem assigned to their group.
4.
Each group is given 2-3 days time to prepare a presentation about the problem/ situation.
They present this paper in class.
Problems/situations that may be given to the students:

The farmer cannot afford to purchase fertilizers for his farm. He wants to improve the
production of wheat in his farm. The soil is low on nutrients.

The farmer has noticed that inspite of using the best fertilizers and irrigation methods on
his farm, the yield is still low.

The cattle on the farm are not healthy and the milk yield is very low.
The farmer has spent a lot of money on installation of artificial beehives on the farm. But
the yield of honey is becoming less over the years.

The poultry birds on the farm are not healthy. The mortality rate of the birds is high.
198

The farmer visited a friend in New Zealand. He found that the exotic varieties of cattle
were giving a good yield of milk. He was impressed and decided to import these animals
to his country. However, the animals did not continue to thrive in his country. Infact they
frequently fell ill and some of them died.
Identification of problem
Suggesting a solution
Overall presentation
Some students may face difficulty in identifying the problem or they may not be able to
suggest the right solution. The teacher may guide these students by giving hints or
suggesting resources (books, websites) that may be used.
In case, a group is not performing well, they can be given an alternate assignment
(worksheet, MCQ etc.)
ACTIVITYIII
identify the reasons for an increase in food production.
explain the concepts given in the chapter (biotic and abiotic factors, Hybridization,
nutrient management etc.).
appreciate the significance of need of increase in food production.

Procedure:
1.
2.
each question.
199
STUDENT WORKSHEET
Choose the correct option:
Q1. To solve the food problem of the country, which among the following is important?
(a)
Easy access of people to the food grain
(b)
People should have money to purchase the grains
(c)
Increased production and storage of food grains
(d)
Increased sale of implements of agriculture
Q2. Which of the following statements are correct?

(i)
Hybridization means crossing between genetically dissimilar plants.
(ii)
Cross between two varieties is called as inter specific hybridization.
(iii) Introducing genes of desired character into a plant gives genetically modified crop.
(iv) Cross between plants of two species is called as inert-varietal hybridization.
(a)
(i) and (iii)
(b)
(iii) and (iv)
(c)
(ii) and (iv)
(d)
(ii) and (iii)
Q3. Which of the following is correct about manures?

(a)
Manures contain large quantities of synthetic nutrients.
(b)
In clayey soils, help in drainage and in avoiding water logging.
(c)
Manures decrease the water holding capacity in sandy soil.
(d)
Green manure is also known as vermicompost.
Q4. Poultry farming is undertaken for

(a)
egg and feather production
(b)
feather and chicken meat
(c)
egg and chicken meat
(d)
milk and egg
Q5. Which of the following is a weed?
200
(a)
Amaranthus
(b)
Parthenium
(c)
Antirrhinum
(d)
Cactus
Q6. Which of the following is a cropping pattern useful in increasing food production?
(a)
Plantation
(b)
Cropharvesting
(c)
Hybernation
(d)
Crop Rotation
Q7. Milk production from cows and buffaloes depends on which of the following factors?
(i)
Lactation period
(ii)
Type of food given to the animal
(iii) The country in which the animal is present

(iv) The breed of the cattle
(a)
(i), (ii) and (iii)
(b)
(i), (ii) and (iv)
(c)
(i), (iii) and (iv)
(d)
(ii), (iii) and (iv)
Q8. Which of the following is an Italian bee variety

(a)
apis cerana indica
(b)
apis mellifera
(c)
apis dorsata
(d)
apis florae
Q9. Which of the following combinations are most suitable for composite fish culture
(a)
Surface feeders and bottom feeders
(b)
Surface feeders, middle zone feeders and bottom feeders
(c)
Middle zone feeders and bottom feeders
(d)
Surface feeders only
Q10. Which of the following constitutes macro-nutrients only?

(a)
Calcium, sulphur and zinc
(b)
Nitrogen, phosphorous and potassium
(c)
Calcium, magnesium and copper
(d)
Nitrogen, iron and chlorine
Correct answer
201
ACTIVITYIV
Assessment Technique: Individual worksheet (flow-chart based)
identify the steps involved in improvement in Food Production in plants.
understand the importance of various steps at different stages in agriculture.
realise that food production depends on a number of factors and a disturbance in any one
of them can lead to low produce/ loss in productivity.
Procedure:
202
1.
The worksheet with the flowchart of various steps involved in Improvement in Food
Production in Plants may be given to the students.
2.
Some steps/processes/examples may be left blank.
3.
The students identify the missing steps/processes/examples and write them in space
provided in the worksheet.
STUDENT WORKSHEET
Instructions: Identify the missing steps/processes/examples in the flowchart given below and
complete it using the appropriate words.
Improvement in Food Resources (Plants)

Improvement in
Crop Variety
Improvement
Yield
Crop
Improvement
Nutrient
Management
Improved
Quality
and
Abiotic
Resistance
Change in
and
Macronutrients
Crop Protection
Management
Protection in the field

against Weeds,
Insects and Pests
Irrigation
Wells,
canals,
river lift
systems
and tanks
Protection during
Storage against Biotic
and Abiotic Factors
Manures
and
Mixed Cropping
Wider
Adaptability
Desirable
Crop Rotation
Methods of Crop Variety

Improvement
1. Hybridisation
2. Genetic manipulation (GMO)
203
Correct answer
A few students may not be able to identify the steps/processes/examples. The teacher
may explain the concepts again in the class.
If the number of students, who have not identified the steps/processes/examples, is

more, then the worksheet may be modified by giving some hints for each blank space.
ACTIVITYV
Assessment Technique: Individual worksheet (Game based on 'String the Beads')
learn the factors that are important for improvement for Food Production in plants and
animals,
identify the ways in which we can ensure better quality and quantity of food from plants
and animals.
Procedure:
204
1.
The worksheet with outline structure of a 'Bead Necklace' and a list of features placed in
different categories is given to the students.
2.
Each necklace is given a name that is actually a 'term' important for Food Production.
3.
The students pick one character from each category and write it in the bead to list the
common characters of a group.
4.
In this way, the students 'string the beads' and the necklace is completed when all the
STUDENT WORKSHEET
Instructions:
1. Given below are outline structures of some 'Bead Necklaces' and a list of characters placed
in different categories. Each necklace is given a name that is actually a 'term' important for
Food Production. You have to pick one character from each category to list the features of a
group. In this way, you will 'string the beads' and the necklace will be complete when all the
Categories
For Milk
and Drought
labour
Layers and
broilers
Fowl
Dwarf parent
preferred for
commercial chick
production
Mullets and
Bhetki
For egg
production
and chicken
meat
Marine and
fresh water
varieties
Peneaus
monodon
Lactation period
is important
while selecting
the right breed
Aseel and
Leghorn
Cheap source
of animal
protein
obtained
from water
Dairy and
draught
animals
Apis
dorsata,
Apis
mellifera
Large schools
are located in
open sea using
satellites and
eco-sounders;
Capture and
culture methods
are also used
Jersey, Red
Sindhi
For
production
Honey
Local and
Italian
variety
Bos
indicus
and Bos
bubalis
Value or quality of
product depends
upon pasturage
Rock bee and

little bee
205
Cattle Farming
E
B
Poultry Farming
E
B
206
Fish Production
E
B
Bee Keeping
E
B
207
Assessment Criteria :
Correct answer
A few students may not be able to give proper terms in the beads. The teacher may explain
the terms again.

If the number of students, who have not written the correct features, is large, the
worksheet can be simplified by adding a hint in each bead. The teacher may also prepare
a crossword puzzle giving appropriate hints for the terms.
ACTIVITYVI
Assessment Technique: Worksheet
interpret the need of animal husbandry.
list the different types of bees, birds and fish used for rearing.
identify the different methods of rearing of bees and fish.
appreciate the new techniques used for rearing of fish, bees and birds.
Procedure:
208
1.
This worksheet will be given after the students have learnt the lesson.
2.
3.
The teacher may go for peer evaluation.
STUDENT WORKSHEET
Instructions: This worksheet has four questions. Answer each question carefully.
Illustration:
stration:
Mrigal
Common Carp
Catla
Rohu
Q1. A farmer has decided to rear fish in his pond in the village. He has selected the above
mentioned for his pond.
a)
What type of fish culture is he trying to do?
b)
Mention the reason for choosing each one of them in the given table.
S. No.
Name of the Fish
1.
Rohu
2.
Mrigals
3.
Common carp
4.
Catla
Reason for selection
209
c)
Why is this type of fish culture better than others?
Q2. A farmer in a village has agricultural land and does cultivation of crop year after year. His
friend Mohan also does the cultivation of crop but along with it he has a poultry farm.
a)
Who is a better farmer?
b)
Why would you consider him a better farmer?
Q3. A farmer in the village does fumigation in his storage but his friend sprays insecticides/
pesticides in his storage.
a)
Who is adopting a better method?
b)
Why do you think he has adopted a better method?
Q4. a)
Which one from the following is an Italian variety of bee?

Apis cerana indica, A. dorsata, A. florae, A. mellifera
b)
Why do people prefer to rear Italian bee for commercial production of honey?
Correct answer
A few students may not be able to answer these questions correctly. The teacher should
give them a simpler worksheet.
210
Some More Activities

A Snake and A Ladder
Assessment Technique: Game based Quiz
revise the concepts given in the chapter.
answer questions based on the content of the chapter.
learn how to collaborate and find the solution to a problem/ answer to a question.
211
Procedure:
1.
A question bank of about 50 questions may be prepared. Each question is written on a chit
or a small card (discarded visiting cards may be used). A snake and a ladder with
hundred steps may be drawn on the board.
2.
The class is divided into four groups. Each group is given a colour. The teacher has board
pins/stickers of the same colour.
3.
The game is conducted by the teacher. A stop watch may be used to limit/record the time
for response.
4.
One by one, each group picks up a question chit and gives the answer after consulting
other members of the group.
5.
A correct answer takes the group five steps up the ladder. A wrong answer takes the
group into the mouth of the snake and reaches its tail. The next correct answer brings back
the group to the base of the ladder.
6.
The group that reaches the top of the ladder first, wins.
7.
The scores on the ladder are indicated by the board pins with coloured heads or coloured
stickers.
8.
From time to time, individual students may be asked to pick up a chit/card. The student's
response may be marked on the board in a manner described above.
9.
Effort should be made that every student gets a chance to answer a question.
Five points for the correct answer and negative marking is also there. The points may be converted
to marks that will be common for all students belonging to one group. However, every student may
be asked another question as viva to include an individual level of assessment too, in the activity.
Some students may not perform well in this activity or may not be active participants.
They may be guided by the teacher by giving them some questions for homework, the
answers for which may be spoken aloud in the class by the student.
The teacher may also develop remedial worksheets for such students.
212
CLASS WORK / ASSIGNMENT

Assessment Technique: Class work/assignment
take active part and interest in class work.
inculcate the habit of regularity and neatness in doing assigned tasks.
reinforce learning through additional tasks.
inculcate the habit of self-learning and extended learning.

General Guidelines:
Class Work:
The class work includes the tasks assigned by the teacher to the students in the class during the
lesson or at the end of teaching period and may include:
Worksheet to be completed as recapitulation of the topic

Practice of formulae, chemical equations, numericals, diagrams etc.
Oral questions being asked from individual students during the lesson
Practice of graphs, diagrams, ray diagrams, circuit diagrams, data etc.
Any group work / activity.
Parameters of Assessment may include:

Correctness of the task performed
Time taken/regularity of the task performed
Neatness of work
Detailed record of students' response and achievement in class work may be maintained in a
register for assessment purpose.
FIELD VISIT
Assessment Technique: Questionnaire
Learning Outcomes: The student will be able to:
develop interest in out-of-school activities and learning.
213
broaden understanding of the concepts and principles.
enhance knowledge through extended learning.
appreciate interrelation between classroom learning and everyday life application.
connect classroom learning to life outside the school.

Time Required: 5-6 hours
Procedure: Suggestive steps to be followed:
Before the Visit: The teacher may
plan the visit well in advance. The plan may be discussed with school authorities,
authorities of the place of visit, parents and students. Some of the suggested places for
visit may include Science Park Centre, Zoological Park, Science Museum, A Factory, A
Laboratory etc.
brief the children on where they would be going.
clearly spell out the do's and don'ts to be followed during the trip.
instruct students to carry notebook, pen, crayons and any other item necessary for the
trip.
visit the place beforehand.
prepare a questionnaire in advance to assess the students after the trip.
inform the students that they will be assessed on the basis of a questionnaire following the
trip.
During the visit:
Students should be encouraged to take notes, sketch pictures, ask questions or make collection of
material that would help them later.
After the visit:
One day after the visit, the students may be given the questionnaire in the classroom. Their
responses may be analyzed and appreciated. Assessment may be carried out on the basis of
response to the items included in the questionnaire. The questionnaire may be designed in
advance.
214
Suggestive field visit:

Visit to a Thermal Power Plant
The said activity may be organized to visit a Thermal Power Plant. The authorities of the
plant may be contacted in advance and details of the visit may be discussed and decided.
A guided visit will certainly help the students know and learn more.
The students will understand about how electricity is generated in the plant and what
resources are used for this purpose. Different sections of the plant and working of
different sections/parts of plant may be explained by personnel working in the
organization. Students may also be encouraged to think about other ways of producing
electricity and the kind of natural resources used in other plants.
QUESTIONNAIRE
Instructions: Answer the following questions on the basis of your observations and understanding
during the visit.
1.
Name the power plant you visited, where is it located?
2.
Name the natural resource used for generation of energy in this plant.
3.
What kind of energy transformations take place in this power plant?
4.
How is the turbine made to rotate in this power plant?
5.
What kind of waste is generated in this power plant?
6.
How is the waste disposed off?
7.
What is the power generation capacity of this plant?
8.
State one advantage of power generation by this method.
9.
State one disadvantage of power generation by this method.
10.
Name any one other Power Plant in which another kind of natural resource is used.
One mark for every correct answer

After assessing the response of students in the questionnaire, a general discussion about
215
the visit to the plant may be carried out and significant aspects of the plant be highlighted
again.
SI UNITS
Assessment Technique: Individual Worksheet
learn SI Units of different physical quantities.
show how SI Units of different physical quantities are obtained from their definitions.
recognise that one SI Unit may represent more than one physical quantity.
1.
familiarizes the students with SI Units of different physical quantities
2.
explains how the SI Units of different physical quantities are obtained from their
definitions
3.
provides sufficient practice to students to correlate given SI Units with their

corresponding physical quantities
4.
gives examples to explain that the same SI Units can represent more than one physical
quantity.
5.
distributes the worksheet and the students complete it.
Correct answer
STUDENT WORKSHEET
Instructions: Fill in the blanks, in the following:
216
1.
The SI Unit of potential difference is ______________________________________________
2.
The SI Unit of power of a lens is __________________________________________________
3.
The SI Unit of focal length is _____________________________________________________
4.
The SI Unit of electric current is __________________________________________________
5.
The SI Unit of electric energy is __________________________________________________
6.
Watt is the SI Unit of ___________________________________________________________
7.
Dioptre is the SI Unit of
8.
An example of a physical quantity having no unit is _________________________________
9.
Ohm is the SI Unit of ___________________________________________________________
10.
______________________________________________________
Two physical quantities having Joule as their SI Unit are ___________________________
Knowledge and proper understanding of units of physical quantities is an important

aspect of learning of science. If some students are not able to learn the same, they may be
helped to do the same by repeated practice.
Derivation of units from fundamental definitions of different quantities may be

explained clearly.
MATHEMATICAL FORMULAE
learn mathematical formulae for different physical quantities.
relate different physical quantities through mathematical expressions.
understand and appreciate the use of formula in learning of Science.

1.
states the fundamental SI units.
2.
explains the use of basic defining formula in arriving at the SI units of different physical
quantities.
217
3.
4.
explains the use of formula like velocity = Frequency . wavelength or

Change in momentum
force =
Time
highlights that a formula is a mathematical expression of physical definitions or
statements.
5.
cites examples of different mathematical expressions relating to different physical

quantities
6.
distributes the worksheets and the students complete it.
STUDENT WORKSHEET
Instructions:
Column I, given below is the list of few physical quantities. Column II gives mathematical
formulae for different quantities. However, the physical quantity and its formulae are not
written opposite to each other.
Read the two columns carefully and match the two by putting arrows:
Column-I
(1)
Kinetic Energy
(1)
mv
(2)
Potential Energy
(2)
W
t
(3)
Weight
(3)
GMm
R2
(4)
Pressure
(4)
l
T
(5)
Velocity
(5)
F/A
(6)
Power
(6)
mgh
(7)
Force
(7) mv2
(8)
Frequency
(8)
mg
(9)
Gravitational Force
(9)
ma
(10) Linear Momentum
218
Column-II
(10)
It is of utmost importance to know formula for different physical quantities. Special
attention may be given to ensure that all students are fully aware of the same.
In order to help students to learn these formulae, sufficient practice may be provided in
use of these formulae in solving numericals.
219
CENTRAL BOARD OF SECONDARY EDUCATION


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ASSESSMENT

CENTRAL BOARD OF SECONDARY EDUCATION

Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110 092 India

Teachers' Manual on Formative Assessment in Science, Class-IX

FIRST EDITION 2010, CBSE, Delhi, India

"This book or part there of may not be reproduced

The Secretary, Central Board of Secondary Education

DESIGN & LAYOUT :

Multi Graphics, 8A/101, WEA Karol Bagh,

THE CONSTITUTION OF INDIA

THE CONSTITUTION OF INDIA

to uphold and protect the sovereignty, unity and integrity of India;

to value and preserve the rich heritage of our composite culture;

to safeguard public property and to abjure violence;

- / & .  

Formative Assessment - An Overview

How to use this Manual?

Formative Assessment in Science

Matter in our Surroundings

Is Matter around us Pure?

Atoms and Molecules

Structure of the Atom

The Fundamental Unit of Life

Diversity in Living Organisms

Force and Laws of Motion

Work and Energy

Why Do We Fall Ill?

Improvement in Food Resources

Some More Activities

School Based Assessment

Modern Assessment Theory in the CCE

Modern Assessment Theory and Formative Assessments

Understanding Formative and Summative Assessments

ASSESSMENT CYCLE STUDENT NEEDS

Linking Assessments to Cognitive Levels of the Learners

Remembering (Multiple Choice)

are most ordered

have large intermolecular spaces

can slip and slide over each other

Applying (Multiple choice)

he had everything that a man aspires for

people admired him

he did what he wanted

he was capable of playing games

Evaluation And Creation

Guidelines for Writing Multiple Choice Questions

The question should be aligned with the learning objective.

A multiple choice question should focus on an important concept.

The language should be simple, clear and unambiguous.

Ensure that answer options do not overlap with each other.

Use "all of the above" and "none of the above" sparingly.

The stem and answer options should be framed in positive terms.

The answer options should not have opposites.

Modern Assessment Theory and Performance Standards

Rubrics and Modern Assessment Theory

Demonstrates a thorough understanding of the effects of generators on society

States one impact each on societal issue and environmental issues.

Performance of the student and

Criteria listed in the marking rubric

Realizing the Potential of Assessment: Keeping Up with the Times!

What is Formative Assessment?

identify gaps in knowledge.

help novice learners to identify important information.

- /& .