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CONTINUOUS and COMPREHENSIVE

EVALUATION IN

SCIENCE

Class X

2011

State Council of Educational Research & Training


Varun Marg, Defence Colony, New Delhi-110024

content

Sl. No.

Page No.

1.

Introduction

2.

Continuous & Comprehensive Evaluation Scheme with

Special Focus on Science Education

3
11

3.

Suggestive Format for Formative Assessment

4.

Science Course structure and Semester wise syllabus as per


CCE Guidelines.

16

5.

Monthwise Syllabus of Science (Class X) by DOE

17

6.

Model Lessons with CCE

29

Lesson 1 : Electricity

31

Lesson 2 : Magnetic Effects of Electric Current

45

Lesson 3 : Metals and Non-metals

50

Lesson 4 : Chemical Reactions and Equations

62

Lesson 5 : Heredity and Evolution

79

Lesson 6 : How do Organisms Reproduce

87

7.

Suggested Science Projects for Formative Assessment

99

8.

Format for Certificate of School Based Assessment

111

iii

where the mind is without fear


Where` the mind is without fear


And the head is held high
Where knowledge is free
Where the world has not been
Broken up into fragments
By narrow domestic walls
Where words come out from
The depth of Truth
Where tireless striving wave stretches
Its arms towards perfection
Where the clean stream of reason
Has not lost its way into the
Desert sand of dead Habit
Where the mind is led forward
By Thee into even widening Thought & Action
Into that Heaven of Freedom
My Father, Let my country awake
- Rabindra Nath Tagore
iv

Introduction
Science is a dynamic expanding body of knowledge, covering ever-new domains of experience. In a
progressive forward looking society, science can play a truly liberating role and help people escape from
the vicious cycle of poverty, ignorance and superstition.
One important human response to the wonder and awe of nature from the earliest times has been
to observe the physical and biological environment carefully, look for any meaningful patterns and
relations, make and use new tools to interact with nature and build conceptual models to understand
the world. This human endeavour has led to modern science. Broadly speaking, the scientific method
involves several interconnected steps : observation; looking for regularities and patterns; making
hypotheses; devising qualitative or mathematical models; deducing their consequences; verification
of theories through observation or experimentation; arriving at the principles, theories and laws
governing the natural world.
All the committees and commissions on Education as well as National Policy on Education (1986)
focussed on the importance of making science education contemporary to the modern world and to
develop scientific temper and scientific attitude among children.
The National Curriculum Framework for Elementary & Secondary Education (1988) based on
the recommendations of NPE (1986) narrates : Education in science should aim at developing well
defined abilities in cognitive, affective and psychomotor domains such as power of observation,
spirit of enquiry, creativity, objectivity, the courage to question and aesthetic sensibility. (National
curriculum framework for Elementary and Secondary Education 1988).
The NCF 2005 indicates looking at the complex scenario of science education in India, three
issues stand out clearly. First, science education is still far from achieving the goal of equity enshrined
in our constitution. Second, science education in India, even at its best, develops competence, but
does not encourage inventiveness and creativity. Third, the overpowering examination system which
is the fundamental problem of science educations in India. (NCF 2005, Pg. 49).
For any qualitative change from the present scenario, science education must undergo paradigm
shift from rote learning to inquiry based approach with more emphasis on co-curricular and extracurricular activities aimed at stimulating investigative ability, inventiveness and creativity. The
examination system should launch new ways of testing students that would reduce the high level
of examination related stress and focus on testing multiple abilities rather than formal scholastic
competence.
Based on the recommendations of Examination Reforms by NCF 2005, CBSE has launched the
new pattern of evaluation system i.e. Continuous Comprehensive Evaluation which focusses on
multiple abilities of children in totality. Therefore the teachers role and responsibilities have been
magnified to perform classroom activities and continuously evaluate children from various angles.
SCERT has taken initiative in providing training and resource support in this novel endeavour. This
module is a modest attempt to discuss on various aspects of continuous comprehensive evaluation;
classroom teaching- learning activities of some lessons of science of class X and some suggestive
1

CONTINUOUS AND COMPReHENSIVE EVALUATION SCHEME


WITH SPECIAL FOCUS ON SCIENCE EDUCATION
The main aim of education is to make children capable of becoming responsible, productive and
useful members of the society. Knowledge, skills and attitude are built through learning experiences
created for learners in school. It is the classroom where learners can analyse and evaluate their
experiences; learn to question, investigate and think independently.
The aims of education also simultaneously reflect the current needs and aspirations of the
society as well as its lasting values and the immediate concerns of a community as well as broad
human ideals. Attitudes, emotions and values are thus an integral part of cognitive development,
and are linked to the development of language, mental representations, concepts and reasoning.
As childrens metacognitive capabilities develop, they become more aware of their own beliefs and
capable of regulating their own learning.
In the Indian education system, the term evaluation is associated with examination, stress and
anxiety. All efforts at curriculum definition and renewal come to naught if they cannot engage with
the bulwark of the evaluation and examination system embedded in schooling. Various commissions
and committees at Pre-and Post-independent phase of India have made recommendations
regarding reducing emphasis on external examination and encouraging internal assessment through
Continuous Comprehensive Evaluation. This aspect has been strongly taken care of in the National
Policy on Education 1986, which states that, ------Continuous and Comprehensive Evaluation that incorporates both scholastic and non-scholastic
aspects of evaluation, spread over the total span of instructional time [Para 8, 24 (iii), NPE 1986]
The need for Continuous and Comprehensive School based Evaluation has been reiterated
over the last few decades. The Kothari Commission report (1966) observed.
on the completion of the course, at the end of the lower or higher secondary stage, the student
should receive a certificate from the school also giving the record of his internal assessment as contained
in his cumulative record.
The report of the National Advisory Committee appointed by MHRD, Govt. of India (Yashpal,
Committee) titled Learning without Burden has stated that,
Board examination, taken at the end of class X and XII, have remained rigid, bureaucratic and
essentially uneducative and hence should be reviewed with a view to replacing text based and quiz-type
questioning which promotes rote learning and induces stress. and anxiety. Yashpal Committee report
MHRD, 1992
Based on this report the National Curriculum Framework 2005 (NCF 2005) proposing Examination
Reforms states.
Indeed, Boards should consider, as a long time measure, making the class X examination optional,
thus permitting students continuing in the same school (do not need Board Certificate) to take an school
examination instead. [NCF 2005 page 116]
3

The Scope of evaluation in schools extends to almost all the areas of learners personality
development. It should include both scholastic and co-scholastic areas, i.e. it should be comprehensive
in nature. This is in line with the goals of education. Continuous evaluation reveals the strength and
weaknesses of learners more frequently, so that the learners have better opportunity to understand
and improve themselves. It also provides feedback to the teachers for modifying their teaching
strategies.

Place of Evaluation in the curriculum:


A curriculum is what constitutes a total teaching learning programme composed of overall
aims, syllabus, materials, methods and assessment. The syllabus provides a statement of purpose,
means and standard against Which one can check the effectiveness of the programme and progress
made by the learners. Evaluation not only measures the progress and achievement of the learners but
also the effectiveness of the teaching materials and methods used for transaction. Hence, evaluation
should be viewed as a component of curriculum with the twin purpose of effective delivery and
further improvement in the teaching learning process. If evaluation is seen as an integral part built
into the teaching learning process, it will become continuous like both teaching and learning and
learners will not perceive tests and examinations with fear.

Continuous and Comprehensive Evaluation:


Continuous and Comprehensive Evaluation (CCE) refers to a system of school based
evaluation of students that covers all aspects of a students development.
In this scheme the term Continuous is meant to emphasize that evaluation of identified aspects
of students growth and development is a continuous process and spread over the entire span of
academic session. It means regularity of assessment, frequency of unit testing, diagnosis of learning
gaps, use of corrective measures, retesting and feedback of evidence to teachers and students for
their self evaluation.
The term Comprehensive means that the scheme attempts to cover both the scholastic and coscholastic aspects of students growth and development. Since abilities, attitudes and aptitudes can
manifest themselves in forms other than the written word, the term refers to application of variety of
tools and techniques and aims at learners development in various areas of learning.
Both these aspects of the evaluation process are assessed through Formative and Summative
Assessment.

Main Features of Continuous and Comprehensive Evaluation:


yy
yy

yy

The Continuous aspect of CCE takes care of Continual and Periodicity aspect of
evaluation.
Continual refers to assessment of students in the beginning of instruction and during the
instructional process (formative evaluation) done informally using multiple techniques of
evaluation.
Periodicity means assessment of performance done frequently at the end of unit/term
(summative evaluation)

yy

yy

yy
yy

The Comprehensive component of CCE takes care of assessment of allround development


of the childs personality. It includes assessment in scholastic as well as co-scholastic
aspects of the childs growth.
Scholastic aspects include curricular areas or subject specific areas viz language(s),
Mathematics, Science, Social Science whereas co-scholastic aspects include Life skills, cocurricular areas, attitudes, values etc.
Assessment in scholastic areas is done informally and formally using multiple techniques
of evaluation continually (formative) and periodically (summative).
Assessment in co-scholastic areas is done using multiple techniques on the basis of
identified criteria. Assessment in Life skills is done on the basis of indicators of Assessment
and checklists.
Source : Examination Reform
NCERT

Thus, the efforts of CBSE to provide a leadership and pioneering role in implementing
CCE is a major breakthrough to elevate the status of such school as equal partners of the
Board in assessing the attainment levels of the learner for public competition through a
separate independent certificate issued by the schools under the directive of the Board.

Proposed Evaluation Scheme by CBSE for Scholastic


Subjects
Main Features:
yy
yy
yy
yy

This evaluation scheme is open to all students of class IX and X


Students will be assessed by CCE in School itself.
CCE over one academic year will have two terms.
Each term will have two formative and one summative assessment.

Some techniques of Formative Assessment :


Class work

Quizzes

Observational Schedule-

Home work

Projects (Group/Individual)

Anecdotal Records

Oral Questions

Experiments

Assignments / Tests

Conversation / Interviews

Childs Portfolio

Grading System in CCE


The performance of a child in scholastic area will be assessed in terms of marks. Marks will be
known to the student but his report card will show grades only. Marks will be converted into grades
as per following pattern:

I.

Grading System for Scholastic Area


Scholastic A (Teaching subjects Viz. Languages, Maths, Science, Social Sc.)
Marks Range

Grade

Grade Point

91-100

A1

10

81-90

A2

71-80

B1

61-70

B2

51-60

C1

41-50

C2

33-40

21-32

E1

00-20

E2

Scholastic B (Work Experience, Physical Education, Art Education etc.)


Grade
yy
A+
yy
A
yy
B+
yy
B
yy
C

II. Grading System for co-Scholastic Area


Life Skills
yy
A+
yy
A
yy
B+
yy
B
yy
C
Attitudes & Values
yy
A+
yy
A
yy
B
Activities / Clubs
yy
A+
yy
A
yy
B

Some recommendations for Formative Assessment:


It is recommended by CBSE that Formative Assessment should begin in April at the onset
of the new session. Following are some recommendations for teachers while conducting
Formative Assessment :
yy

Prepare Assignments on a topic which assesses a variety of skills viz. problem solving,
graphical analysis, drawing with proper labelling etc.

yy

While marking the assignment, identify the key areas where the students need help.

yy

Explain these to the students using examples and showing exemplar work.

yy

Give another assignment to the student while re-assessing the identified skills.

yy

Allow the student the opportunity to improve on work done.

Formative Assessment in Science:


yy
yy

yy
yy
yy
yy
yy
yy
yy

Written Assignments MCQ, Descriptive Answers / paragraphs.


Experimental Work which may involve one or more of setting experiments, making
observation, handling data, making deductions, working safety etc.
Planning or Designing experiments to collect data or to investigate properties, laws,
phenomena etc.
Research which could be investigative or information gathering and deducing.
Group work research or experimental
Contextual Research Projects
Peer Assignment
Science Quiz
Seminar
Symposium

yy

Field Tour

yy

Class Response

yy

Model Making

yy

Project Work

yy

Modalities of C.C.E
Past Practices in Assessment
yy
yy

yy
yy
yy
yy
yy
yy
yy
yy
yy

Past practices were not a complete set of teaching learning process of over all development
of child.
The evaluation of child was based on one examination system at the last term of
examination, which is against the concept of continuous growth and development of a
child.
The entire curriculum load for a student was in one go at the final term which was against
the continuous and comprehensive teaching and learning process.
It created a cut throat competition for marks in examination in place of complete teaching
learning process.
Past practice was teacher centered and in static design.
The direction in decision on a subject was final without room to think by learner.
Learning process was passive based on lectures and explanation of teacher.
Knowledge was fixed as provided by teachers within four walls.
The Teaching-learning process was discipline centered rather than multidisciplinary.
The Scope of evaluation was limited
It gave linear experience rather than multi dimensional and varied experience as in C.C.E.

New Expectations in C.C.E.


yy

It is based on National Curriculum Framework-2005 (N.C.F.-2005) which is an outcome of


efforts of educationists for complete teaching learning process.

yy

In C.C.E. students have room for construction of own activities on varied subjects.

yy

C.C.E. encourages autonomy of a child.

yy

It encourages to learn through co-operation.

yy

Students have full active participation in learning process.

yy

It is free from tensions of cut throat competition of marks.

yy

It helps learners to construct knowledge.

yy

It emphasizes on attitude, values and skill development along with scholastic and coscholastic activities.

yy

It gives more opportunities for emotional development by promoting performing art,


music and hobbies.

yy

It gives more opportunities of psychomotor development with various interest based


activities like N.S.S., Scouts, Games and sports, Yoga & Gymnastics etc.

yy

It provides opportunities of continuous evaluation in place of one go evaluation.

yy

It provides functional autonomy to the child.

yy

Learner learns in diverse social context


8

yy

It provides multi waged and varied experience

yy

Students in C.C.E learn through co operation in peer group

yy

It is a multidisciplinary learning approach

yy

It encourages growth and development in formative assessment by diagnosis, remedial


measures, enhancement and effectiveness.

yy

It helps in developing childs individual skills, interests, attitudes and motivation

yy

It has no label of slow, poor or intelligent but various traits are graded

yy

It avoids comparison of two or more children.

yy

Students are aware of social and environmental issues and causes.

yy

It helps learner to retain what is learnt over a period of time.

yy

It is sensitive to every learners response as step wise learner develops the learning .

yy

Students work independently, collaboratively and harmoniously.

yy

C.C.E. monitor the changes taking place in childs learning, behavior and progress over
time.

importance of CCE for learners


yy
yy
yy

yy
yy
yy
yy
yy

Learner is able to know about his/her strengths and weaknesses.


Self assessment by the learner throughout the academic session motivate him to develop
good study habits and correct errors.
Learner develops better observation skills and learns to question why and how of different
phenomena observed/experiments done. This helps the learner to develop enquiry
approach.
Learner may develop thinking out of the box.
CCE can help in identifying aptitude and interest of the learner which can help in taking
decision for future.
C.C.E. will reduce tension for the learners as it is not examination oriented and thus help in
the overall development of the learner.
Learner will develop better inter - personal relation with peer group as CCE does not
encourage unhealthy competition about obtaing marks in examinations.
Application of CCE for science teaching will result in:
-
Better understanding of concepts.
-
Application of knowledge which is very important in science subjects.
-
Knowledge application results in:
i) Healthy living
ii) Better management of situations in case of crisis.
iii) Less dependence on other people for small household problems which will reduce
expenditure.

10

11

Observation

Observations, Viva,
Practical File etc.

Group
Discussion

Practical Work

Inquisitiveness, Analysis
presentation, Decision making
Inference, Observation,
Problem Solving, Drawing,
reporting, interpretive
procedural etc.

Critical thinking,
Problem Solving,
Time Management
Respect for peer,
Communication

Draws inference,
Able to set up right apparatus &
techniques,
Knowledge (viva)

Answer to Problem
Fair chance to others views
Raise relevant Question
Exhibit proper
body language

Regular submission, Correct


answers, neat work, Corrections
done.

Handwriting, Sharing,
Application of knowledge,
Problem Solving, Lateral
thinking

Question problems,
Note Book

Revises regularly, Completes


on time, Understands question,
Applies knowledge

Indicators of assessment

Written
Assignment
(HOTS)

Regularity, Analytical,
thinking, Knowledge
Time Management,
Comprehension

Skills to be assessed

Expression, Understanding of
subject. Relate knowledge with
reality, can apply knowledge to
solve problems

Pen-Paper Test and/or


MCQ

Tools & Techniques


used

Unit Evaluation Pen Paper Test egLanguage, Comprehension,


Thin-king, Knowledge
Descriptive Questions,
Objective Questions etc. application

Surprise
Assessment

Formative
Assessment

Informal

Formal

Informal

Formal

Informal

Formal/
informal

Suggestive Format for Formative Assessment (General)

10

10

10

10

10

M.M.

12

Observation

Model

Note :

Knowledge,
Appropriateness/Relevance
to the topic,
Critical thinking,
Time management

Innovative ideas,
Appropriateness,
Research, Problem Solving

Personal / Social skills,


Practical skills, Wholesome
Interest, Leadership,
Cooperation, Communication
, Resourcefulness,
Organisational skills

Knowledge, thinking time


management, Application,
knowledge, Problem Solving,
Lateral thinking

Skills to be assessed

Understanding,
Relevant reasoning,
Proper body language,
Follows time limit,
Expression

Submission on time
Appropriate content,
Incorporate new ideas,
Solution to a Problem

Presentation,
Technicalabilty,
Creative inputs,
Level of Understanding

Understanding Question,
Extra Knowledge,
Applies Knowledge

Indicators of assessment

Formal

Informal

Informal

Formal

Formal/
informal

(i) Time of assessment is at the sole discretion of the teacher/school calendar.


(ii) Maximum Marks of 10 or 20 as given are to be distributed over indicators of assessment by the teacher.

Observation

Observation

Project

Debate

Oral / Pen paper test

Tools & Techniques


used

Quiz

Formative
Assessment

10

10

10

10

M.M.

Formative Assessment in Science


Suggested Assessment Tools and Techniques
Any of the following assessment tools and technique may be used for carrying out different
formative assessment. Any other suitable tools may also be designed and used, by teachers.
Class Response Assessment worksheets
yy
Demonstration based
yy
Graph based
yy
Diagram based
yy
Numerical based
yy
Flow chart
yy
Crossword puzzle/games
yy
Writing of Balanced chemical Equations/Formulae/Units
yy
MCQs
Active-Learning Assessment Tools
yy
Model Making
yy
Chart Making
yy
Assignments
yy
Popular Science Book Review
yy
Current Science events/news report
yy
Hands-on practical examination
yy
Class Work / Home Work Assessment
yy
Group Work-Seminar / Symposium / Presentation / Bulletin Board Display / Role Play
yy
Survey / Field Visit
yy
Project Work-Group or individual
yy
Short Formal Written Paper-pen Test
Important notes for Teachers
yy
Hands-on practical examination may be necessarily conducted once in each term.
yy
Class work and Home work assessment may also be conducted necessarily once in each
term.
yy
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%.
yy
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.

13

Formative assessment of practical skills/mcqs


in Science
Categories of Practical Skills the teacher could assess:
A. Procedural and Manipulative Skills
To
yy
select appropriate apparatus / instruments for performing the experiment.
yy
know the limitations of the apparatus / instruments regarding their size, least count and
accuracy.
yy
arrange / assemble set and adjust the apparatus systematically.
yy
handle the apparatus, instruments, chemicals carefully to avoid any damage or injury.
yy
perform the experiment with reasonable efficiency and accuracy.
yy
separate and remove desired parts of a specimen for detailed study without damaging it.
yy
use appropriate methods and materials for specimen mounting.
yy
locate and rectify the errors in apparatus, instruments, etc.
yy
add chemicals in appropriate quantity.
yy
dismantle the experimental set-up carefully.
yy
practise the precautions in handling sensitive apparatus or chemicals or flame.
B. Observational Skills
To
yy
find the least count of the instrument.
yy
read the instrument correctly.
yy
notice colour change, evolution of gases, formation of precipitates, chemical reactions,
etc., carefully.
yy
notice the relevant details in the given specimens minutely locate the desired parts in a
specimen accurately.
yy
take observations carefully and in a systematic manner.
yy
read graph correctly.
C. Drawing Skills
To
yy
make proper observation tables.
yy
draw circuit diagrams, ray diagrams, experimental set-ups sketches, etc. correctly and
proportionately.
yy
label sketches and diagrams correctly.
yy
draw graphs from observed data correctly.

14

D. Reporting and Interpretative Skills


To
yy
make a proper plan for recording the observations.
yy
record the observations / data / information correctly and systematically.
yy
classify and categorize organisms.
yy
make correct calculations / predictions.
yy
use proper formulae and mode of summarizing and reporting the result.
yy
report the result using correct symbols, units, terms and chemicals equations.
yy
interpret the observations and results correctly.

15

DIRECTORATE OF EDUCATION
Govt. of NCT Delhi
WEEKLY SYLLABUS
2011 - 2012
(As per CCE Guidelines)
Subject - Science
Class - X

FIRST TERM
S.NO.

UNIT

MARKS

Chemical Substances
Chemical reaction; Acids, Bases & Salts, Metals &
Non Metals

29

World of Living
Life processing is Control & coordination in animals
& plants

19

Effects of current
Electricity, Magnetic effects of current

26

Natural Resources
Sources of energy

06
TOTAL

80

S.NO.

UNIT

MARKS

Chemical Substances Nature and Behaviour


Carbon compounds; Periodic classification of elements

21

World of Living
Reproduction; Heredity & evolution

27

Natural Phenomena
Light Reflection & Refraction, Human eye and the
colourful world

26

Natural Resources
Our environment, Management of natural resources.

06

SECOND TERM

TOTAL

1640

80

WEEKLY SYLLABUS
2011 - 2012
(As per CCE Guidelines)
Subject - Science
Class - X

I Term (APRIL II - SEPTEMBER 11)


II Term (October 11 - March 12)
Month

Date

April

01.04.11 to
02.04.11

No. of Chapter / Topic


Days
2

Practical/Activity

CHAPTER-1

ACTIVITY

Chemical reactions and


equations

Burning of Mg Ribbon (1.1)

writing of chemical equations


04.04.11 to
08.04.11

11.04.11 to
16.04.11

a) Balancing and importance of


chemical equations

ACTIVITIES

Combination, decomposition,
displacement, double
displacement, precipitation,
neutralization.

b) Reaction of CuSo4 solution with Fe


nails dipped in it. (1.9)

Oxidation & Reduction.

a) Heating the crystals of FeSO4 and Pb


(NO3)2 (1.5, 1.6)

a) Formation of slaked lime by the


b) Types of chemical reactions:- reaction of CaO with water. (1.4)

Corrosion & Rancidity.

c) To observe rusting of iron.

b) Reaction between sodium sulphate


solution & barium chloride solution.
(1.10)
c) Oxidation of Cu to CuO (1.11)

April

18.04.11 to
23.04.11

CHAPTER-2

ACTIVITIES

Acids, bases & Salts

a) Identifications of acids & bases


using different indicators (2.1)

(Their definitions in terms of


furnishing of H+ and OH- ions)

b) Passing CO2 through slaked lime


(2.2)

Common & Chemical Properties


of Acids & bases, Reaction with c) Reaction of metal carbonates &
metals, Metal carbonates &
bicarbonates with acids (2.5)
bicarbonates, metallic oxides,
non- metallic oxides
April/
May

25.04.11 to
30.04.11

Reaction between aqueous


PRACTICAL 1
solutions of acids & bases,
Strength of acids & bases what is To find the pH of the following
41

17

pH ? Concept of pH scale,
Importance of pH in everyday
life.

samples by using pH paper:dil HCI, NaOH, ethanoic acid, lemon


juice, water, NaHCO3
PRACTICAL 2
To study the properties of acids &
bases (HCl & NaOH) & their reactions
with
i) Litmus. ii) Zn Metal. iii) Na2CO3

May

02.05.11 to
07.05.11

Preparation & uses of sodium


hydroxide, bleaching powder,
baking soda, washing soda &
Plaster of Paris.
CHAPTER - 14
SOURCES OF ENERGY

ACTIVITIES
a) To list different forms of energy
used by us & their sources (14.1),
(14.2)
b) To prepare a model of solar cooker
(14.6)

Different forms of energy.


c) To learn about different types of
conventional & non conventional power plants.
sources of energy, Fossil fuelsCoal & petroleum, Renewable
sources-solar energy, biogas,
wind energy, water & tidal
energy.
May

09.05.11 to
10.05.11

Nuclear energy.
Renewable & Non-renewable
sources.
Yuva Module 3.12 Vol. 3 Pg
585
Chapter- Towards zero waste.

May /
June

11.05.11 to
30.06.11

SUMMER VACATION

LIST OF SUGGESTED PROJECTS


1) Renewable & non-renewable
sources of energy
2) Global warming & climate changesfactors & solutions.
3) Rain water harvesting-methods &
importance
4) To study the biodiversity of a given
area (eg. Lodhi Garden, Asola wild life
sanctuary, Aravalis). at visit to

1842

biodiversity park
5) To record Max. & Min. Temp. for a
month & derive conclusions.
July

July

01.07.11 to
02.07.11

04.07.11 to
08.07.11

CHAPTER-3

ACTIVITIES

Metals & Non Metals

To observe physical properties of


metals such as Fe, Zn & Cu and non- Physical properties of metals & metals such as graphite, Sulphur,
non metals.
iodine (3.1-3.7)
Chemical properties of metals & ACTIVITIES
non metals :1) To test for conductivity of metals.
i) Reaction with oxygen (air)
(3.13)
ii) Reaction with water
iii) Reaction with acids

2) To study the chemical reactions of


metals with oxygen, water acids,
solutions of other metal salts (3.8-3.12)

iv) Reaction with other metal salt


solutions
11.07.11 to
16.07.11

Reactivity series of metals


formation & properties of ionic
compounds.
Basic metallurgical processes.
Extraction of metals belonging
to less active, moderately active
& highly active metals.

ACTIVITY
Corrosion - 3.14.

Corrosion & its prevention.


18.07.11 to
23.07.11

CHAPTER 6

ACTIVITY

Life processes

To test the presence of CO2 in exhaled


air (6.4)

Living Beings, what are life


processes ?
Basic concept of
Nutrition - Autotrophic &
Heterotrophic nutrition.

PRACTICAL 6
To prepare a temporary mount of leaf
stomata
PRACTICAL 7

Nutrition in Amoeba & Human


beings.

To show that light is necessary for


photosynthesis.

Respiration - Aerobic &


Anaerobic respiration.

PRACTICAL 8

Human Respiratory System.

1943

To show that CO2 is released during

Yuva: module 7.2 vol.4 Pg 726


CHAPTER : if i had only junk
food to eat everyday....!
25.07.11 to
30.07.11

respiration.

Transportation in Human being:- ACTIVITIES


Structure & function of heart.
Blood vessels & blood cells
Blood pressure.
Transportation in plants.
Excretion in human beings &
plants.

Study the following life processes with


the help of charts/models:1) Digestion/Nutrition
2) Respiration
3) Circulation/ Transportation
4) Excretion/ Nephron.

Structure of excretory system in


human beings.
Structure & function of nephron.
Aug.

01.08.11 to
06.08.11

CHAPTER 7

ACTIVITIES

Control & Coordination

1) To observe reflex action in one's


body

Nervous system in animals.


Structure & function of neuron.

2) To observe the functioning of taste


Voluntary & involuntary actions. buds. (7.1, 7.2)
3) To study tropism in plants (7.3)
Reflex action.
Human brain-different parts &
their function.
Coordination in plants- response
to stimulus.
Hormones in plants & animals
Functions of different hormones.
Endocrines glands in human
beings (male & female).
08.08.11 to
12.08.11

15.08.11 to
20.08.11

CHAPTER 12

PRACTICAL-3

ELECTRICITY

To study the dependence of potential


difference (V) across a resistor on the
Electric current, potential
current (I) passing through it and
difference, electric circuit, Ohms determine its resistance. Also plot a
law, Resistance, Resistivity,
graph between V & I.
factors on which resistance of a
conductor depends.
Series & Parallel combinations
of resistors & their applications

2044

PRACTICAL-4
To determine the equivalent resistance

in daily life.

of two resistors when connected in


series
PRACTICAL-5
To determine the equivalent resistance
of two resistors when connected in
parallel.

Aug. /
Sept.

22.08.11 to
27.08.11

Heating effects of electric current ACTIVITIES


and its applications in daily life.
a) To prepare a simple circuit
Electric power
b) To study the symbols of different
Inter relation between P, V, I and components of a circuit.
R.

29.08.11 to
03.09.11

CHAPTER 13

ACTIVITIES

Magnetic Effective of Electric


Current

Refer NCERT book: activity 13.1,13.2,


13.2.

Magnetic field, field lines, field


due to a current carrying
conductor, Right hand thumb
rule, Field due to current
carrying coil/solenoid
Sept.

05.09.11 to
09.09.11

12.09.11 to
17.09.11

19.09.11 to
27.09.11
Sept. /
Oct.

28.09.11 to
01.10.11

Force on a current carrying


ACTIVITIES
conductor in a magnetic field
Activity 13.8
Fleming's Left hand rule,
electromagnetic induction,
Induced potential difference,
Induced current, Fleming's, right
hand rule, Direct current,
Alternating current: frequency of
AC Advantage of AC over DC,
Domestic Electric circuits.
12.09.10 FIRST CCEP

Yuva: Module 3.5 Vol.3 Pg 46

REVISION

Chapter: Meditation and preexamination stress.

SUMMATIVE ASSESSMENT -

I
4

Discussion of SA-I question


paper.

2145

PRACTICAL-1
PRACTICAL-1

CHAPTER-4

a) To observe the action of Zn, Fe, Cu


& Al metals on the following salt
solutions.

CARBON & ITS


COMPOUNDS
Unique properties of carbon

i) ZnSO4 ii) FeSo4 iii)CuSo4 iv)


Al2(So4)3 (aq)
b) Arrange Zn, Fe, Cu & Al metals in
the decreasing order of reactivity on
the above result.

Oct.

03.10.11 to
06.10.11

AUTUMN BREAK

07.10.11 to
15.10.11

Bonding in carbon compounds.

ACTIVITIES

Covalent bond, homologous


series,

Refer NCERT book

6
_
7
_

17.10.11 to
22.10.11

Activity no. 4.1, 4.2, 4.3

Nomenclature of carbon
compounds containing functional
groups - halogens, alcohols,
Ketones, Aldehydes, alkenes,
alkynes, difference between
saturated & unsaturated
hydrocarbons.
Chemical properties of carbon
compounds such as combustion,
oxidations, addition &
substitution reactions.
Ethanol & ethanoic acidProperties & uses soaps &
detergents.

PRACTICAL -2
To study the following properties of
acetic acid- odours, solubility in water,
effect on litmus, Reaction with
NaHCO3.
ACTIVITIES
Refer NCERT book
activities no. 4.5, 4.7, 4.8, 4.9, 4.10,
4.12

24.10.11 to
29.10.11

CHAPTER-15

ACTIVITIES

OUR ENVIRONMENT

Refer NCERT book

Ecosystem, environmental
Activity no. 15.1, 15.8
problems- Ozone depletion,
waste production & their
solutions, Biodegradable and non

2246

biodegradable substances.
Oct. /
Nov.

31.10.11 to
05.11.11

YUVA
Module 10.8 Vol.5 Page 1138
Chapter I too will work for a
clean & safe environment
(School)
CHAPTER-5
Periodic Classification of
Elements

Methodology of this session to be used


while teaching L-15.

Related activities from NCERT book


Activity no. 5.4

Need for classification, Modern


periodic table
Nov.

07.11.11 to
11.11.11

Gradation in properties, Valency, Activity nos. 5.5-5.11


Atomic number, Metallic & non
metallic properties.

14.11.11 to
19.11.11

CHAPTER-2

ACTIVITIES

REPRODUCTION

Refer NCERT book

Asexual modes of reproduction Fission, Fragmentation,


Regeneration, Budding,
Vegetative propagation, Spore
formation, Sexual mode of
reproduction importance of
variation in Sexual reproductiongerm cells & zygote.

Activities no. 8.1, 8.2, 8.3, 8.5, 8.6,

21.11.11 to
26.11.11

PRACTICAL-5
To study
a) Binary fission in amoeba
b) Budding in yeast; with the help of
prepared slides

Sexual reproduction in flowering ACTIVITY


plants.
To study the germinating seed of gram.
Reproduction in human beingsPRACTICAL-6
male & female reproductive
systems.
To determine the percentage of water
Reproductive health need for & absorbed by raisin.
methods of family planning, safe
sex Vs HIV/AIDS.
Child bearing & women's health

Nov./
Dec.

28.11.11 to
03.12.11

CHAPTER-9

ACTIVITY

Heredity & Evolution

Refer NCERT book

Heredity rules for the inheritance Activity no. 9.1

2347

of traits.
Mendel's experiment.
Dec.

05.12.11 to
09.12.11

Mendel's law- independent


inheritance of two separate traits
(shape & colour of pea), sex
determination. Basic concepts of
Evolution- acquired & inherited
traits, Speciation, Analogous &
Homologous organ fossils,
Evolution by stages.

12.12.11 to
17.12.11

12.12.11 SECOND CCEP.

ACTIVITIES

CHAPTER-16

Refer activities

Management of Natural
Resources

16.3, 16.5, 16.6, 16.9

Conservation & judicious use of


natural resources Forest & wild
life, Coal & petroleum
Conservation. examples of
people's participation for
conservation of natural
resources. big dams: advantages
& limitations; alternatives if any
Water harvesting, Sustainability
of natural resources
Yuva
Module 2.21 Vol. 2 Pg 264
CHAPTER: Eco Club.
19.12.11 to
24.12.11

Chapter-10

ACTIVITIES

Light-Reflection & Refraction

Refer text book activities

Laws of Reflection of light,


10.1, 10.2, 10.5
Image in a plane mirror,
Spherical mirrors, Image
formation by spherical mirror.
Representation of these image
with the help of ray diagrams.
Uses of concave & convex
mirrors. Sign convention for
reflection by spherical mirrors.
Mirror formula & Magnification
Dec/ Jan

26.12.11 to

WINTER BREAK

Suggested Projects

2448

15.01.12

1. Life & work of any scientist:


a) Michael faraday b) Ohm
c) Flemming d) Mendeleev
e) Gregor Mendel f) Charles Darwin
2. Ozone layer: its Depletion &
solutions
3. Global warming
4. Rain water harvesting
5. Report on Chipko movement
6. Conservation of forests& wild life.

Jan

16.01.12 to
21.01.12

23.01.12 to
28.01.12

Jan. /
Feb.

30.01.12 to
04.02.12

Refraction of Light

ACTIVITIES

Refraction through a rectangular


glass slab, laws of refraction of
light, Refractive index & its
significance. Refraction by
spherical lenses. Image
formation by convex & concave
lens.

Refer text book activities

Sign convention for spherical


lenses.

PRACTICAL-4

10.7, 10.8
PRACTICAL
To determine the focal length of
concave mirror & convex lens by
obtaining the image of distant object.

Lens formula & magnification


Power of a lens.

To trace the path of ray of light passing


through a rectangular glass slab for
different angles of emergence &
interpret the results.

CHAPTER-11

ACTIVITIES

Human Eye & The Colourful


World:-

1. Structure of an eye with the help of


chart/model.

Human eye, functioning of eye


lens; defects of vision & their
correction.

2. To identify the students in the class


with eye defects.

Yuva
Module 6.2 Vol. 3
Chapter: Eating wisely! Eating
well.
Feb.

06.02.12 to
10.02.12

Application of spherical mirrors


& lenses.
Refraction of light though prism.
Atmospheric Refractions,

2549

ACTIVITIES
Refer activity 11.2 from NCERT book.

Scattering of light.
13.02.12 to
18.02.12

REVISION
Yuva: Module 10.6 Vol. 5
Pg 1121

Revision of Practicals & MCQ of SAII

I can improve my performance in


the coming board exam.
20.02.12 to
29.02.12

March

6+3

REVISION

01.03.12 to
31.03.12

Revision of practical & MCQ of SA-II

SUMMATIVE ASSESSMENT
& RESULT

EXAMS II

SCIENCE COURSE STRUCTURE


PREPARED BY :
1) Mrs. Azra Halim, T.G.T (N.Sci), SKV, Daya Nand Road, N.D
2) Mrs. Nasreen Jawaid, T.G.T(N.Sci). GG Middle Sch., Bulbulikhana
N.D.
3) Mrs. Alka Bahl, T.G.T(N.Sci), GGSSS, Ram Nagar, Paharganj, N.D.

2650

CCE Doing the right thing with available resources.


Possible Gaps in CCE

Remedies or Measures

1.

As CCE requires learning progress of students


at regular time intervals sometimes it is not
possible due to shortage of teachers.

Zero vacancy can be done by employing


unemployed youth as guest teachers

2.

Under CCE-teaching should be based on


learning needs and potential of different
students which is not possible due to high
student teacher ratio.

Teacher can divide the class into homogeneous


groups and teacher should be flexible in
selecting the technique according to the
learning needs of particular groups.

3.

Evaluation can be biased and controversial

(a) For this teacher can notify assessment criteria


ahead of evaluation.
(b) Peer assessment will also help in noncontroversial evaluation.

4.

Sometime teachers can be non-judgemental


about certain personality traits

All subject teachers can sit together once a


month and discuss the specific personality
traits of an individual child before grading him/
her.
It is better to explain students about the
acquiring of various skills and become self
reliant.

5.

Due to grading system-there is no difference


between student scoring 91 or 100

It is better that students will learn to gain


knowledge not that learning should be
examination oriented only. New method will
be learning focussed and not examination or
mark focussed.

6.

Students may begin to lose the urge to


study as less portion to study and no Board
examination.

7.

For students CCE-means more projects and


more of assignments

For this school principal should chalk out a


systematic plan before the starting of the
session with consultation of teachers. Week
wise schedule of formative assessment for every
subject listing various techniques according to
the content & concept of the chapter can be
planned ahead

8.

Grading system will not help students to


decide their stream efficiently & effectively
for higher class.

27

For this aptitude tests can be given by the


students guidance can be provided by the
teachers & information about various courses
available for higher studies can be provided by
teachers and/or experts as guest speakers.

9.

No more competition may lead to less


seriousness.

There can be competition in various groups


in a class, then different schools at zonal level,
district level national level etc. so that the spirit
of competition gets enliven.

10. Students to lose interest for lack of individual


attention by teacher

Activity Technique used by teacher should be


such that it is related with learners daily life
experience and of his/her interest. Teacher
should try to take care of individual students
ability & interest

11. Due to Socio-Economic problem students


are unable to buy material suggested by
teacher for activities

(a) Teacher should give information about


the source of material to be used, from the
surrounding.
(b) Teachers of same Subject can jointly prepare
the list of items required to carry out activity in
the class and can purchase the items out of TLM
money given to teachers annually & can share
the same items for different sections of the
students of same class.

12. Excursion tours are wastage of time

Proper guidance can be given by the teacher


before taking the students for a tour. Report
to be prepared and presented by groups of
students after coming back. These reports and
presentations will be evaluated by teachers
/ experts at school level / zonal level / district
level / and marks / grades be awarded.

28

MODEL LESSONS
WITH CCE
ON
SCIENCE
CLASS X

29

30

Lesson : 1
Electricity
Introduction- Electricity is indispensible to us. It helps us in providing light, heat, water, comfort,
information, communication, transport, medical treatment and entertainment. All of us have seen the
electric poles around our house. From these poles, electricity reaches our houses through electrical
wires. The source of all electricity is charge. Charged objects can exert forces on each other. Like
charges repel each other, unlike charges attract. Another important thing about the charged particles
is that they can flow, the flow of charged particles is called an electric current. But they do not flow
on their own. For flow of charges there has to be a potential difference. In this chapter we are dealing
with the fundamental ideas of electricity, the governing rules and its applications in various areas. We
shall also understand the heating effect of current, the electric energy, power and their applications.

31

Learning Objectives (General)


1.
2.
3.
4.
5.

To develop interest & the habit of inquisitiveness.


To develop observational, analytical and interpretational skill
To develop the logical and decision making approach.
To enable the students to organise their thoughts and application of knowledge in daily
life experiences.
Learning by doing develops the experimental skill

Learning Objectives (Specific)


After completing the lesson the students will be able to:

State the basics of electricity.

Explain the working of domestic circuit, Iron, heater, fuse, bulbs etc.

Show practically how electricity moves, both in series and parallel circuits.

Develop computing skill of consumption of electricity in their own houses and
neighbourhood.

Follow the basic safety measures while working with electrical appliances

Teaching Learning Material


1.
2.
3.
4.
5.
6.
7.
8.

Dry cells - three of 1.5v each.


Ammeter
Voltmeter
Key
Resistance Coil of 1, 2 & 3
Variable resistance or rheostat
Insulated copper wire for connections.
Clips

32

Lesson Plan : Electricity


Topic - Resistance of a system of resistors
Proposed topic is based on assumption that students have already studied Ohms law and have
idea of resistance
Teaching
Points
1. Recalling
of Ohms
Law

Teaching learning Activities


Assessment Techniques
(Divide the class in groups of 5-6 Students)
Teacher Activities
Student Activities
The teacher : will The students : Separate
distribute the required
the items needed to
material to each group.
set the electric circuit
shown on blackboard
Draws the circuit diagram
from given sets of items
on
blackboard
and
in groups:
explain
1. Voltmeter
2. Ammeter
3. Key
4. 6V battery

Asks the students to set


up the items provided in
electric circuit as shown

on blackboard.

Gives ten minutes to set


up the items properly for
the electric circuit shown,
and observes each group
by moving in the class.

Helps/corrects
the
students and instructs
as : Switch off the circuit
once they have checked
it for Ammeter which
shows deflection on right
side to zero. Voltmeter
shows deflection on right
side to zero.

Teacher notes down


the response of each
group by interacting
individually with each

group member.

and evaluates the group


using
active-learning
tool-Activity performance
and by class response
assessment worksheets

Teacher will evaluate through


following techniqus:

5. Resistance of 2

1.
Hands-On
Examination.

6. Rheostat

Practical

Setup the electric circuit


shown by the teacher in Evaluation Criteria
groups.
Collection of items - 1mark
Ensure
about Setting of items - 1mark
connectivity
of Checking of Circuit - 1 mark
components in Electric
circuit with the help of Observation of reading - 1
mark
teacher.
Note down the variation Calculation or Conclusion - 1
in reading of voltmeter mark
and
ammeter
by Total - 5 marks
changing
resistance
with the rheostat as
2. Class Response Assessment
per the instruction of
Worksheets (Attached at the
teacher.
end of the lesson)
V

Evaluation Criteria Five


Students found
I
approximately equal to Questions - marks each
2
Total - 5 marks
After completion of the
worksheets, the students
could exchange their
work sheets with their
peer and correct it.

33

Distribute
the
class
response
assessment
worksheets to the class.

Call out or write on Black


board the correct answers
while
the
students
correct them on their
worksheets.

2. Resistance The Teacher :


in Series
Writes on

Students :
blackboard

V
I

like= constant = R, called


resistance.

Asks the students to take


1, 2 and 3 resistance
from the set of items
given to them.
Asks the students to
connect the resistances
and draws the diagram

on black board.

Asks the students to join


the resistors end to end.

Explain the students


that when resistors are
connected end to end
then their combination
is
called
series
combination.

Asks the studetns to


connect the electric
components as per circuit
diagram shown on black
board or chart paper.

Asks the students to plug


the key, note the ammeter
reading.

Gives instruction to
change the position of
ammeter to anywhere
in between the resistors
and note the ammeter
reading each time.

3.
Hands-On
Practical
Examination
Note down in class
work copy the key
points explained by the Evaluation Criteria
teacher
Collection of items - 1 mark
Try to connect
resistances

the

Setting of resistances - 1
mark

Setting of Electric circuit - 1


Some groups takes the mark
help of teacher
Reading of voltmeter at
different positions - 2 marks
Reading of Ammeter at
different Position - 2 marks
Conclusion - 3 marks
Total - 10

Setup the electric circuit


as per the instruction of
teacher.

34

Asks do they find any


change in the ammeter
reading

Teacher
concludes
ammeter reading is
same independent of its
position in electric circuit.
and confirms that in series

combination of resistors,
the current through each
resistor is same.

Students note down the


reading of ammeter by
changing its position, as
directed by teacher.

To repeat all steps using


voltmeter by connecting

it as shown in electric
circuit.

To connect the voltmeter


across XY, note the
reading;
Now connect it across XP,
note the reading
To connect it across PQ,
note the reading

To connect the voltameter
again across QY, note the
reading.
Teacher asks the students
to observe that total
potential
difference
across a combination of
resistors in series is equal
to the sum of potential
difference across the
individual resistors.

Means V = V1 + V2 + V3
Conclusion by Teacher:
Teacher concludes by
writing on blackboard
that - I is same for all
resistors connected in
series
V is different for all
resistors connected in
series.
By ohms law we know
that V = IR

written

test

One question maybe asked


to each group to explain.

Q.1. Name the necessary


condition of an electric
Students note down the circuit
key points in class work
copy.
Q.2. Terminals of a resistance
are interchangeable. Explain

Now the teacher instructs:


Ohms Law

4. Oral or
(Questions):

Students note down the Q.3. What do you mean


by series combination of
reading of voltmeter by
resistances?
changing its position
Q.4. How can you arrange
a given set of resistors so
that the same current flows
Students note down
through all?
the key points about
potential difference.
Q.5. What is the effective
resistance of three resistors
of the same value connected
in series?
Students
conclude
the relation between
equivalent resistance Total - 5 marks
of individual resistors
connected in series of
and the current also with
the potential difference.

Students
in
group
discuss on and note
down the points in their
note book.

35

Similarly V1 = IR1

V2 = IR2

V3 = IR3

So V = V1 + V2 + V3 means

IR = IR1 + IR2 + IR3

They also clarify


calculations or
difficulty
from
teacher.

R = R1 + R2 + R3

R5 = R1 + R2 + R3

If several resistors are


formed in series, the
resistance of combination
equals the sum of
individual
resistance
denoted by R5

R5 is more than any value


of individual resistance

the After completion of the


the
groups
any activities
the members will discuss on the
above question assigned
for 5 - 8 minutes and after
that group presentation will
be convened which will be
evaluated by the teacher and
other groups.
This group discussion and
group presentation can take
place in the next period of
science after the group is
prepared with display chart
or model or any other device
for explanation.

R e s i s t a n c e Teacher :
Students :
in
parallel Asks the students to take Connect the resistances
again 1, 2 and 3
combination
1, 2 and 3 as
resistance from the set of
directed by teacher.
items given to them.
Asks the students to
connect the resistances
as shown on blackboard.

Explains that this type


of
combination
of
resistors is called parallel
combination
Gives the following
instructions while moving
in class, observing the
students
- To connect the electric
components as per circuit
diagram shown on blackboard
chart.

-To plug the key, note the reading


of ammeter and voltmeter. Note
the reading

Set the items in electric


circuit as drawn by the
teacher on blackboard.

Note down the readings of


voltmeter and ammeter by
changing their positions in
electric circuit.

36

Hands
on
practical
examination by group of
students.
Evaluation criteria
Same as given in assessment
technique no. 3

of voltmeter and ammeter


by connecting as shown
on blackboard.

To connect the voltmeter


in parallel with resistor
1 and ammeter in
series with 1, note the
readings

Students take the help 6.


Oral
test
/Group
Presentation
of teacher.
i) What do you understand
by parallel combination of
resistances?
Students note down
the key points for ii) How can you arrange a
parallel combination of given set of resistors so that
the same voltage drop occurs
resistors.
across all?

Now do the same procedure


with resistors 2 and 3.

Teacher
help
the
students to reaching the
conclusion.

Concludes
the
observation and writes
the key points on black
board after discussing
with students:

iii) What is the effective


resistance of three resistances
of the same value connected
in parallel?
iv) Why is the resultant
resistant
of
parallel
combination of resistances
always less than the
minimum resistance present
in the combination?

Ammeter reading is different


for its connection with 1, 2
and 3

v) Is it possible to have
both series and parallel
combinations of resistances
in the same circuit?

Total current I equals the sum


of separate current through
each branch
I = I1 + I2 + I3
Voltmeter reading remains
same
By Ohms law V = IR
or I =

Total - 5 marks for each


question assigned to group

V V V V
= + +
R R1 R 2 R 3

7. Home work Assessment


worksheet
(attached)
Evaluation
criteria
Ten
questions - 1 mark each

I = I1 + I2 + I3 means
V V V V
= + +
R R1 R 2 R 3

Teacher will ask some


questions orally to
recaptulate the content.
Teacher will help the
students to apply the
understanding of the
concept in applicances
used at home like
electric bulb, electric
heater etc. and can plan
more activities to revise
the content.

Total - 10 marks

Students apply their


knowledge
and
understand that electric
bulb and electric heater
cannot be connected in
series.

37

Formative Assessment
I. Class Response Assessment Worksheet
Total - 5 marks ( mark each)
Which two circuit components are connected in parallel in the circuit diagram ?
a. Rheostat and voltmeter
b. Voltmeter and resistor
c. Voltmeter and ammeter
d. Ammeter and resistor
2. In a voltmeter there are 20 divisions between the 0 mark and 0.5 v mark. The least count
of voltmeter isa. 0.20v
b.
0.025v
c.
0.050 v
d.
0.250 v
3. The current flowing through a resistor connected in a electrical circuit and potential
difference developed across its ends are shown
1.

The value of resistance of the resistor in ohms is


a. 25
b.
20
c.
15
d.
10
4. Which of the, following graphs shows a relationship between current and voltage as per
ohms law?
a.
b.
c.
d.

5.

6.
7.
8.
9.

Which of the following is the correct relation between V, I & R.


a.
b.
c.
d. R = VI
I
R
V
V=
V=
R=
R
I
I
The unit of resistance is
a. Ohm
b.
Volt
c.
coulomb
d.
Ampere
The instrument used for current measurement isa. Galvanometer b.
Voltmeter
c.
frequency meter
d.
Ammeter
The symbol
indicates
a. Key
b.
Resistor
c.
Bulb
d.
Rheostat
Symbol commonly used in circuit diagrams for wires crossing without joining isa.
b.
c.
d.

38

10. Which of the following material can not be used in connecting wires for connecting the
components of electric circuit.
a. Aluminium b.
Bakelite
c.
Copper
d.
Iron

Class Response Assessment Worksheet


Answer Key :

Q. No. Correct Choice

10

39

II. Home work Assessment worksheet


1.
2.
3.

4.
5.
6.
7.
8.
9.
10.

Total - 10 marks (1 mark each)

How should the two resistances of 2 each be connected so as to produce an equivalent


resistance of 1?
You are given three resistance of 1, 2 and 3. How with the help of these resistances you
can get 6?
In a resistive electric circuit, two resistances are connected in series across a battery of 220
V and the voltage drop across one resistance is 150 V, calculate the voltage drop across the
other resistance.
Judge the equivalent resistance when the following are connected in parallel (i) 1 and
106 (ii) 1, 103 and 106
Give one advantage of connecting electrical devices in parallel with the battery, instead of
connecting them in series.
What is disadvantage of a series circuit?
When two resistors of 10 are placed in parallel. Find the current flowing in them with a
potential source of 5 Volt.
When two resistors of 10 are placed in series. Find the current flowing in them with a
potential source of 5 Volt.
Draw a schematic diagram of an electric circuit consisting of a battery of two cells each of
1.5V, 5, 10 and 15 resistor and a plug key, all connected in series.
What is the effective resistance in the given circuit?

Class Response Assessment Worksheet


Answer Key :









Q. No. Correct Choice


1
Parallel combination
2 Series Combination
3
70 v
4 Slightly less than 1
5 Components keep working if one device fails.
6 Circuit breaks if one device fails.
7
0.5 A in each resistor.
8
0.25 A
9

10

5
40

III. Science Quiz : Topic Electricity


Objectives To enable the students to
Revise the concepts given in the chapter
Recall the mathematical formula involved
Observe and interpret the graph
Answer the questions based on the content of the chapter
Situation The activity is conducted in the class to cover a chapter /revision of the chapter. Class
is divided into teams, a team may contain 10 to 12 students
Time required 15 minutes for a team.
Skill developed Thinking, Problem solving, Alertness, Scientific Attitude, Creativity
Material Required Blackboard, Chalk, Question bank prepared by teacher, stop watch
Procedure (a) Teacher makes clear the rules for quiz to all the teams, as follows.
1. There will be three rounds for each team. (detail is given at the end of activity)
2. It a team gives wrong answer or no answer then 1 mark will be deducted and bonus marks
will be awarded to answering team.
3. Teacher draws a score board on the black board as shown, Tally method can be used for
awarding marks.
Round
Ist

Team A
IIII

Team B
II

Team C

2nd
3rd
Total

III
II

II
III

IIII I
III

Team D
III
III

4.

Teacher should make effort in a sense so that each student gets minimum one chance to
answer.
5. While getting the answer from the students teacher can make out the weak points of the
students for the chapter and may plan for his remedial teaching. There will be 3 round in
the quiz:
Ist round, One word answer, five questions will be asked to each team, 1/2 minutes for each
question, Total time needed - 2 minutes.

Example of Questions

Total marks-05

Q.1. Name the charge responsible for the conduction in a conductor?


Q.2. What type of connection we use at home?
Q.3. Name the device used to safeguard electrical devices at home?
Q.4. Who is responsible for driving current in a conductor?
Q.5. What is SI unit of electric potential
Q.6. Name the instrument used to measure electric current?
41

Round II
2nd round, numerical based questions, five questions will be asked to each team, 1 minutes for
each question will be given. Student can use pen and paper for computation work.
TOTAL TIME : 5 MINUTES, TOTAL MARKS - 5 (FOR EACH TEAM)

Examples for Questions


Q.1. A conductor of resistance 10 is connected to a cell of emf 2 V. What will be current
following through the conductor?
Q.2. Calculate the amount of heat energy produced in 5 minutes by an electric heater rated at
1000w.
Q.3. If the length of conductor having resistivity 1.5 10-8 Ohm-m is doubled, calculate its new
resistivity.
Q.4. An electric bulb is rated 220V and 100W. When it is operated on 110v, what will be the
power consumed?
Round III
3rd round, Rapid fire round, True/False type five question will be asked from each team. 30 sec
will be provided for each question Total time needed 2 minutes, Total marks 05

Examples for True/False Questions:


State True/False
1.

When bulb are connected in series, the lower power bulb glows brighter

2.

Nichrome is used for making standard resistances as it readily varies its resistance with
temperature.

3.

A body can have a charge less than an electron

4.

All Conductors conduct equally.

5.

1kwh is used as unit to compute electricity bill.

42

Science Quiz
Topic Electricity
Answer Key to Questions
Round I
1.
2.
3.
4.
5.
6.

Electron
Parallel Connection
Fuse wire
Cell or Battery
Volt
Ammeter

Round II
1.
2.
3.
4.

0.2 A
3 105 J
No change in resistively
50 w

Round III
1.
2.
3.
4.
5.
6.

True
False
False
False
False
True

43

IV. Symposium : Topic Electricity


Objective To enable the students to :
Learn some topics by self study
Make use of learning resource centre like library, internet etc.
Develop confidence to present a topic before an audience.
Situation The activity is conducted in the class.
Time required 5 minutes for a student.
Skill developed public speaking, verbal expression, knowledge of content.
Procedure
Teacher may distribute the topics among the students related with the knowledge of chapter
Electricity.
Students are given four to five days for their preparation.
On the day fixed by teacher for symposium students can be asked to present papers on their
topics in presence of the principal, other teachers, senior students etc.
Areas of assessment:
Depth of content - 3
Presentation of content - 3
Use of audio visual aids 2
Comprehension of the topic 2
(Answer to questions raised during discussion)
Total 10
Evaluation could be done by a team of judges comprising of science teachers, senior students
and/or guest expert from outside.

Examples for topic of Symposium






Electricity is an unavoidable source of energy


Practical application of Heating effect of current.
Calculation of Electrical energy consumed and saving tips.
Study of factors on which the resistance of a conductor depends
Importance of parallel circuits in daily life

44

lesson : 2
Magnetic Effects of Electric Current
Introduction
Imagine a world where there is no electricity, no electric light, no trains, no telephones, no
electric motor, no electrical appliances, no generators and no personal computers! In previous lesson
students learned about the basic laws concerning steady electric current. In this lesson students will
study about relation between electricity and magnetism.
Electricity & magnetism were considered separate and unrelated phenomena for a long time.
In 1820 experiments on electric current by Oersted, Ampere and a few other scientists established
the fact that electricity and magnetism are inter-related. They found that electric current deflects the
magnetic compass needle placed in its surrounding. This naturally raises the question like:
Is the converse effect possible?
Can moving magnets produce electric current?
After doing the suggested activities in the class and studying this chapter students will find the
answers to above questions themselves.

45

Learning Objectives
After learning this chapter with the suggested methods students will:
Understand the relationship between electricity and magnetism.
Develop observational & decision making skill by doing the activity themselves.
Try to correlate the daily life experience while using electrical appliances with the concept
taught in the class.
Learn appropriate technique to perform the activity/experiment. himself/herself
Develop interest in knowing the construction and working of various appliances
Be able to apply theoretical knowledge in practical situation e.g. checking of fuse
Be able to make working model of electromagnet and electric motor
Be able to handle appliances at home more efficiently

Material Required
1. Bar magnet
2. Magnetic compass (Twelve in number)
3. Copper connecting wire
4. Enamelled copper wire
5. Sand paper
6. Torch bulb or led
7. Cell of 9v
8. Card Board
9. Pencil and eraser
10. Key
11. Rheostat
12. Ammeter
Teaching
point

Teaching learning Activites

Evaluation

Teacher Activity
Students Activity
M a g n e t i c Class is divided into groups of 4 students. Each group has Oral Assessment to check
field around following materials:
the previous knowledge of
a conductor i. Copper wire of gauze 20 and of length 15 cm
students
on passing
Q.1. All the components of this
ii. magnetic compass
electric
circuit area joined in series or
c u r r e n t iii. Cell iv. Key v. Sand paper
are in parallel?
through it. vi. copper connecting wire vii. Torch bulb or LED
Q.2. Where is the magnet in
magnetic compass?
Q.3. Why does a compass
needle get deflected near a
bar magnet?

46

The teacher will : draw the Each group wil complete the
following circuit diagram on the circuit diagram and follow
Black Board
teachers instructions for
performing the experiment.

Direction of
magnetic
f i e l d
produced
w h e n
current
is passed
through
a straight
conductor

and gives instruction:


Place the compass needle near
the Cu wire XY and observe
the deflection in the magnetic
compass.
What this deflection in magnetic
compass shows?
Teacher gives instruction :
Half of the groups in the class
will make circuit as per diagram
(a) Rest of the groups will make
circuit as diagram (b)
On completing the circuit,
Switch on the Key and note
down the direction of deflection
of magnetic compass needle

Q.4. What is the pattern of


magnetic field lines of a bar
magnet.

Q.5. What is the direction of


Each group member will these field lines
observe the deflection and
note down the observation

Q.6. Does direction of


magnetic field produced
depends on the direction
of electric current passed
through the conductor?
Students will answer from
the observations of two
experiments:
Circuit a & b
students will also be evaluated
by teacher while performing
the experiments.

Tracing of Teachers Instruction


magnetic
field due
to current
passing
through
a straight
conductor

The teacher can evaluate


students while they are
arranging the materials,
make the circuit, perform the
activity and note down the
observation and discuss in
gorups.

(i) Insert the thick copper wire Students will perform the
through the centre, normal to the activity in groups as per
plane of the rectangular cardboard teachers instruction and
(ii) Use cellotape to fix the cardboard note down the observations,
so that it does not slide up or down. & write inferences for group
presentation.
(iii) Make the circuit as shown in
circuit diagram

47

(iv) Place a compass needle near


the wire on the card board

Questions for involvement of


students in class-activity

(v) Now switch on the key.

The students follow the


(vi) Take another compass instructions and perform the
needle & keep its pole touching
activity in groups.
the N-pole of previous needle
and also mark the poles with
pencil dots. Repeat this with The question asked by the
number of needles.
teachers are discussed by
(vii) Now remove all the needles the students and group
and join the dots.
presentation is made on
(viii) Now again place the needle the problems asked by the
slightly away as compared to teachers and also problems
previous position and repeat
also problems arisen during
the steps (v), (vi) & (vii).
the activity.
(ix) Again a bigger circle with
bigger radus is formed.
(x) Again place a magnetic
needle on the card board and
switch on the current and
mark with the pencil dot, the
deflection of the needle.

Q.1. What is the shape of


magnetic field produced
from a straight wire carrying
current
Q.2. How we concluded that
magnetic field increases with
the increase in current?
Q.3. How we concluded that
magnetic field produced
depends on the distance?
Q.4. What is the direction
of concentric circles clock
wise or anti clockwise when
current moves into the plane
of the paper?

(xi)Now increase the current. Using


rheostat and again mark with the
pencil dot, the deflection of the
needle, which will also increase.

Q.5. If the direction of the


current passed through the
conductor is changed then
what will be the direction of
magnetic field produced?

(xii) Now for the same current


mark the deflection of the needle
when needle is near the wire and
when the needle is moved away
from the wire and observe that
deflection has decreased.

Q.6. Is the direction of the


arrow on the page is same or
in different direction from the
opposite side of the page?

(xiii) Make a dark circle on the


copy with a sketch pen and put an
arrow on it in clockwise direction.

The questions may be


discussed in groups and
answers | so | ntions are shared
through group presentation.

(xiv) Now reverse the same page


& see the direction of the arrow.

48

questionS for cce


1.
2.
3.
4.
5.
6.





10 marks
What important observation did Oersted make in his experiment with current carrying
conductor?
2
What is the form of magnetic field lines due to a straight current carrying conductor? 2
Name & state the rule to find the direction of magnetic field due to a straight current
carrying conductor.
2
On what factors deflection of magnetic needle depends when it is placed near the
conductor carrying current.
2
Draw the magnetic field lines around a straight current carrying conductor
2
10 marks for activity performance in the class :
Assessment criteria
S.No.
Marks
(i) organisation material
2
(ii) correct joining setting
4
(iii) observation
2
(iv) conclusion discussion 2

49

Lesson : 3
Metals and Nonmetals
Introduction:
There are 115 elements known till today. These elements can be classified into metals and Non
metals on the basis of their properties. Metals are usually hard, malleable, ductile, sonorous, good
conductor of heat and electricity.
Non metals are usually soft. They do not possess luster. They are not malleable and ductile rather
they are brittle. They are bad conductor of heat and electricity.
Metals and nonmetals have wide application in Industry, Agricultre, Construction of buildings,
furniture & equipments etc. They have brought revolution in every aspect of life.

Objectives
After completion of this lesson the students will be able to:


Distinguish between metals and Non metals on the basis of physical and chemical
properties.
Arrange metals in order of their activities in ascending order.
State and explain how ionic bond is formed and what are properties of Ionic compounds.
50

Be familiar with occurrence of metals, their extraction from their ores and ways of refining of
metals.
Explain the causes of corrosion, and preventive measures of corrosion.
Familaise about alloys, their importance and composition.
Perform experiments to show how metals & Non metals react with O2, water, acids & Dilute
salt solution etc.
State importance and different applications of metals & Non metals.

Teaching learning materials (TLM)


The following materials are required to study the reaction of metals with water
1. Samples of Metals like Na, K, Ca, Mg, Al, Fe, Cu, Au, Ag.
2. Test tubes with stand.
3. Beakers
4. Cold water, Hot water, Steam
5. Burner
6. Tripod Stand
7. Candle
8. Match box
9. Holder
10. Wire gauze
11. Glass Wool
12. Cork
13. Delivery tube
14. Tub
15. Tong
16. Filter papers

51

Lesson Plan
Teaching Points
Metals
metals

and

Teacher Activities

Students Activities

Non Assessment of previous knowledge i. Students tell


Teacher
can
ask
following aluminum is used.
questions:

Evaluation
that Based on responses
by Students.

ii. Gold & silver are used

i. Name a metal used for packing iii. Students answer that


food items.
iron & Aluminum is used.
ii. Give examples of metals used for iv. Students are not able
making jewellery.
to answer the question.
iii. Which metals are used for making
almirahs, windows, chair & table
etc.
iv. Name the metal which is stored
in kerosene oil safely.
Reaction of metals
The teacher will divide class into Students are asked to be
groups as A, B, C & D etc. The teacher cautious and perform the
will demonstrate reaction of Na & experiment in groups.
i) Reaction with cold
Ca with cold water
water
i. They write down
the observation and
chemical reaction in their
note book.

Oral Questions :
i. name a metal
which can be cut by
knife.
ii. Why H2
catches
immediately

gas
fire

Takes a beaker, half filled with cold


water. A small piece of Na is cut and ii. Students touch the iii. Which gas is
put between Filter paper to dry it, beaker & feel, it is hot
released when a
and put into beaker.
metal react with
Observation:
iii. Some students ask, water
Sodium reacts violenthy with cold why sodium is put in
water and evolved H2 gas which kerosene oil.
iv. Give examples of
catches fire immediately
some most reactive
Will write observation and chemical They discuss within metals
reaction on black board. Students groups & write about
are asked to perform the experiment exothermic reaction in
v. What will happen
in group with caution and touch their note book.
if Na is exposed to
the beaker to feel.
air.
Explain exothermic reaction to
students, and explains.
Why Na is put in kerosene oil

52

ii) Reaction with hot The teacher provides Mg ribbons Students took a beaker Teacher may ask :
water
half filled with cold water
and asks to put into cold water.
and put a piece of Mg
i. Mg do not react with
ribbon in it, and observe
cold water why?
Observation: No reaction
occurs.
ii. Why Mg start
Floating in water?
Now the teachers asks to put Mg
ribbon in hot water and Note down
observation & Chemical reaction
in note book. Teacher may write
unbalanced reaction on
black
board & may ask students to balance
reaction on their note books.

Students put magnesium


in hot water and observe
Observation :
Bubbles of H2 gas. Mg
start floating in water &
students write down these
in their note books.

iii. Whether Mg is
soft or hard.
iv.
name
the
products formed.
Due to reaction of
Mg with hot water.

v. Which is more
Students try to balance the reactive Na or Mg
reaction of Mg with hot why?
water in their note books.

Reaction with Steam

The Teacher instructs to put Al &


Fe in cold water and hot water
separately and to note down the
observations in note books.
Instructs students to be careful
of hot water

Will ask some students to


come and help in arranging
the apparatus. The teacher
will arrange the apparatus &
asks students to write down
the material used in setting
apparatus & to note down the
reaction in their note book.

53

Students in groups. Take


two beaker of cold water
& two beaker half filled
with hot water & put Al
& Fe respectively & note
down observation

Observation: No Reaction
take place

Questions to be
asked for discussion
&
evaluation
simultaneously:
i. which is less
reactive Mg or Al.
why?
ii. What is the color
of Aluminum.
iii. Aluminum
heavy or light

is

iv. Why water filled


Observation : No reaction test-tube is put in
inverted position.
take place. Students
write in their note book
v. Why H2 is filled in
with proper labelling.
a balloon.

Action of steam on a metal

Students
write
the
chemical reaction in
their note book & asked
to balance the chemical
reaction

Teacher demonstrate that when


metals like Al or Fe reacts with steam,
forms metal oxide & H2 gas. Teacher
writes the reaction on blackboard &
asks students to write the reactions in Students observe that
their note book and the experiment: level of water in inverted
When Aluminum reacts with steam, test tube decreases &
forms aluminum oxide and H2 gas H2 gas is releasing in
the form of bubbles & is
Reaction
collected in the inverted
Describes that H2 gas is obtained test tube.
by downward displacement of
water technique, because H2 gas is
insoluble in water and lighter than
air.
Reaction of Cu, Ag & Students are asked to take cold Take cold water hot water
Au with 3 states of water, hot water and steam and put and steam & Put Cu, Ag &
water
Cu, Ag & Au turn by turn & note the Au turn by turn in them.
Cold water
observation in their record.
Observation
Hot water
Nothing is visible to
Steam
students observe that no
reaction take place

vi. What is the colour


of Aluminum oxide
vii. Arrange Na,
Al and Mg in
decreasing order of
reactivity
Teacher asks the
following question:

How H2 gas is
collected in the
test tube?

What is the
name of the
technique?

i. What is the colour


of copper?
ii. Name the metals
used for making
electric wire.
iii. Metals can be
hammered
into
sheet, name the
term.
iv. Name a metal
which
is
best
conductor of heat &
electricity.

Conclusions:

The intensity of reaction of metals with water, differ from metal to metal. The most
reactive metals react even with cold water violently. Mg reacts with hot water. The
moderately reactive metals react with steam. The least reactive metals do not react
even with steam.
The order of reaction is as follows:
K > Na > Ca > Mg > Al > Zn > Fe > Cu > Au > Ag.

54

Worksheet for CCE


Very Short Answer Questions: (1 mark each)
1. What would happen to a copper vessel if it is left for a few days in humid atmosphere.
2. Which one of following is least reactive metal
a. Au
b.
Na
c.
Cu
d.
Ca
3. The process of electrolysis is used for obtaining such metals which are
a. Highly reactive
b.
Moderately reactive
c. Low reactive
d.
All types of metals
4. Write chemical equation for reaction taking place when Zinc Carbonate is calcined.
5. Name the constituents of stainless steel
6. Metals have very low melting points, will melt if you keep them on your palm, name them.
7. Choose amphoteric oxides out of the followings.
a. Sodium Oxide

b.
Carbon dioxide
c. Aluminum Oxide
d.
Potassium Hydroxide
8. Which metals do not corrode easily
9. Give reason why carbonate and sulphide ores are converted into oxides during the process
of extraction.
10. Identify the substances that are getting oxidized and reduced.

Short Answer type Questions: (2 marks each)


1. Define the term alloy. Write two advantages of making alloys.
2. Show what happens when iron reacts with steam and zinc is added to a solution of Iron
Sulphate.
3. Hydrogen gas is not evolved when a metal reacts with Nitric acid. Why?
4. Ionic compounds in the solid state do not conduct electricity but conducts in molten state
explain.
5. You must have seen tarnished copper vessels being cleaned with lemon or tamarind juice.
Explain why these sour substances are effective in cleaning the vessels.
6. Show the formation of MgCl2 by the transfer of electrons.
7. Give reason Calcium starts floating when it is dropped in water.
8. Complete and balance the following reactions
1. Al2O3 + HCl
2. Cu + O2
9. What is galvanization. How does this process prevent rusting.
10. Write the various steps involved in extraction of a metal from its ore which is liquid at room
temperature and is used in thermometers.
55

Short Answer Questions: (3 marks each)


1. How metals towards the top of activity series extracted illustrate with example
2. What are essential conditions of rusting of iron Elaborate it with activity.
3. Explain activity series of metals. Name one metal which is at top and one which is at the
bottom.
4. Give reasons
a. why carbon is not used for making aluminum from aluminum oxide.
b. Aluminum easily combines with oxygen but still it can be used for making kitchen
utensils.
5. Distinguish between followings
a. Ores and minerals
b. Calcination and Rusting
c. Metal and Non metal on the basis of chemical property
6. A student took sulphur powder on a spatula and heated it. He collected the gas evolved by
inverting a test-tube over it
a. What will be action of gas on
i. Dry litmus paper
ii. Moist litmus paper
b. Write a balanced chemical equation for the reaction taking place.

Long Answer Questions : (5 marks each)


1. What is meant by refining of a metal. Name the most widely used method of refining impure
metals. Describe with the help of a labelled diagram how this method may be used for
refining of copper.
2. A more reactive metal can displace less reactive metal from its salt solution. Name the process
A solution of copper sulphate was kept in an iron vessel. After a few days, the iron vassel was
found to have number of holes in it. Exlain giving the relevant chemical equation. Which of
the following pairs will give reaction? Why.
a. NaCl solution and copper metal
b. MgCl2 solution and Aluminium metal
c. FeSO4 solution and silver metal
d. AgNO3 solution and copper metal

56

Answer keys
Very Short Answer (1 mark each)
1. A green layer is formed due to formation of copper carbonate due to corrosion of copper.
2. Sodium is most reactive & gold is least reactive
3. Highly reactive metals
4.
5. Iron, Nickel and Chromium
6. Gallium and caesium
7. Aluminium oxide
8. Gold, Platinum, Titanium (any one)
9. Because it is easier to obtain a metal from its oxide form.
10. Al is oxidized into Al2O3., Mno2 is reduced to Mn.

Short Answer (2 marks each)


1. An Alloy is a homogeneous mixture of two or more metals or a non metals.
Advantages : To improve the properties of a metal like durability, resistance to corrosion
etc.
2. Iron rect with steam to form Iron (ii) (iii) oxide and H2 gas

Greenish FeSou solution becomes colourless due to formation of ZnSou.


Zn is more reactive than Fe & displaces it.
3. Because HNo3 is a strong oxidizing agent. It oxides H2 produced to water and it self gets
reduced to any of itrogen oxides like N2O, No. & No2.
4. Because movement of ions in solid is not possible due to their rigid stacture. In the molten
state, the electerostatic forces of attaraction between oppositely charged ions are overcome
due to heat. Thus ions move freely and conduct electricit.
5. Lemon or tamarind juice contain acids. The copper vessel is tarnished due to formation of
basic copper carbonate. The acid neutralize this basic copper carbonate and hence original
shine of copper vessel returns.
6. Formation of ionic bond in Mgcl2
(i) Formation of cation

(ii) Formation of Anion

57

(iii) Trasfer of electrons



7. Calcium starts floating because the bubbles of Hydrogen gas formed, stick to the surface of
the metal.

8.
9. The process of depositing a thin layer of zinc on the surface of iron.
10. Cinnabar (Hgs) is an ore of mercury. When ore is heated in Air, it is first converted ito mercuric
oxide (Hgo) & So2

The mecuiric oxide (Hgo) is reduced to mercury on further heating

Short Answer (3 marks each)


1. The metals towards the top of activity series are obtained by electrolytic reduction. Metals
like Na, Mg, Ca & Al are obtained by the electrolysis of their molten chlorides and oxides The
Metals are deposited at the cathode and chlorine or oxygen gas at the anode. The reactions
which occur at respective electrodes are as follows


2. Conditions for rusting of Iron are
a. Presence of Air (oxygen)
b. Presence of Water (Moistur)
Take three tst-tubes and place clean iron nails in each & label as A, B & C
Pour some water in test tube A & Corle it.
Pour boiled distilled water in test-tube B & add oil & cork it. Put anhydrous calcium chloride
in test-tube C & cork it. Leave them for some days. Iron nails rust in test tube A. Only,
as rails are exposed to both air and water. In test tube B, the nails are exposed to only
water & nails in test tube c are exposed to dry air only.

58

Rusting of Iron:

3. The Reactivity series is a list of metals arranged in the order of their decreasing activities. The most
reactive metals are found at the tip and least reactive at the bottom of reactivity series.

Most reactive metal Potassium


Least reactive metal Gold
4. (a) Because aluminium has more affinity for oxygen than carbon. Hence carbon is not able to
remove oxygen from aluminium oxide.
(b) Aluminium easily combines with oxygen to form a layer of aluminium oxide. This layer
acts as a protective layer and does not allow the metal underneath to react further.
5.
Ore
i) The mineral from which metal can be
extracted conveniently and economically.
ii) Each ore is mineral
Calcination
i) Conversion of Carbonate ore into metal oxide
form.
ii) Done in limited air
iii)
Metal
i) Forms Electeropositive ions i.e. Cations.
ii) Evolve H2 gas when reacts with oil ocids.
iii) Acts as reducing agent
iv) Forms Basic oxides mainly

59

Mineral
i) The Compounds which occur naturally in the
earth is crust
ii) Each Mineral is not ore
Roasting
i) Conversion of sulphide ore into metal oxide
form
ii) Done in the presence of air
iii)
Non Metal
i) Forms Electro negative ions. i.e. Arion.
ii) Do not evolve H2 as they do not react with
acids.
iii) acts as oxidising agent
iv) Forms acidic oxides mainly.

6. When Sulphur is burnt, it produces sulphur dioxide gas.



There is no action of SO2 gas on dry litmus paper.
The SO2 dissolve in water present in moist litmus paper to form sulphurous acid which turns blue
litmus paper red.

Answer Key
Long Answer Questions (5 marks each)
Refining of Metals: A process of removal of impurities from a crude metal.
Most widely used method is Electerolytic refining
Description:
The impure copper is made anode and a thin strip of pure copper metal is made cathode. The
acidified copper sulphate solution is taken in a tank. On passing the current through electrolyte, the
pure copper metal from anode dissolves into electerolyte. An equivalent a mount of Pure copper
metal is deposited on the cathode. The soluble impurities go into the electrolyte and involuble
insoluble settle down at the bottom of anode and are known as Anode mud. As process keeps on,
anode becomes thinner and thinner and cathode becomes thicker and thicker. The reactions which
occur of respective electerodes are as follows.

2. Displacement reaction
As Iron is more reactive metal than copper, it displaces copper from copper sulphate solution
and get dissolve. As a result Iron pot becomes thinner and thinner and ultimately holes are formed.
The reaction of copper metal with AGNo3 solution will take place, as copper is more reactive
than silver.

60

MCQ ON

Metal & Non Metals


1. An element react with oxygen to give a compound with high melting points. This compound
is also soluble in water. The element is likely to be:
a. Calcium
b. Carbon

c. Silicon

d. Iron
2. Where Sodium & Potassium are kept for safe storage
a. Water
b. Pine Oil
c. Kerosene Oil
d. Patrol
3. Which metal is best conductor of electricity.
a. Lead

b. Gold

c. Copper

d. Silver
4. Aqua regia is a mixture of
a. HNO3 & HCl in ratio of 1:3
b. HNO3 & Hcl in ratio of 3:1
c. HNO3 & H2SO4 in ratio of 1:3
d. HNO3 & H2SO4 in ratio of 3:1
5. Brass Contains
a. Copper and Tin
b. Copper and Zinc
c. Iron and Zinc
d. Lead and fin
6. Which one is used for preventing an iron frying pan from rusting
a. Applying grease
b. Applying paint
c. Applying a coating of Zinc.
d. All the above.
7. Which metal is found in free state
a. Sodium
b. Magnesium
c. Gold

d. Iron
8. Which Non metal is liquid at room temperature.
a. Iodine

b. Sulphur

c. Carbon

d. Bromine
9. Which metal forms amphoteric oxide.
a. Copper
b. Calcium
c. Zinc
d. Potassium
10. Which metal can react with very dilute HNO3 to evolve H2 gas.
a. Manganese
b. Sodium

c. Platinum
d. Aluminium

Answers Keys:
1. Calcium
2. Kerosene Oil
3. Silver
4. HNO3 & HCl in a ratio of 1 : 3
5. Copper and Zinc
6. Applying a coating of Zinc
7. Gold
8. Bromine
9. Zinc
10. Manganese
61

Lesson : 4
Chemical Reactions and Equations
Introduction of Chemical reactions
The process in which new substances with new properties are formed from one or more
substances is called chemical reaction.
The substances which take part in a chemical reaction are called as reactants and the substances
formed due to chemical reaction are called products.
Common examples from daily life
Burning of coal to give heat and ash, curdling of milk to change into smelly white substance on
exposure, ripening of fruits, cooking of food, burning of cracker are common examples of chemical
reaction in our daily life.
Chemical change
In the chemical reaction, reactants form new products as a permanent change with new properties.
Chemical Equation
A Chemical reaction is represented by a chemical equation. It involves use of symbols of elements,
chemical formula of reactants and products with mention of physical state of substances.
Rules for writing word equation
1. Write the names of the reactants on the left hand side (L.H.S) with (+) sign between
reactants.
2. Write the names of the products on the right hand side (R.H.S) with (+) sign between them.
3. Put an arrow between the reactants and products, with showing direction of an arrow from
reactants to products
When hydrogen combines with oxygen to form water we will write the reaction as-

Writing a skeletal chemical equation using the chemical formula of the reactants and products
in place of words to represent them with the help of symbols and formula.
Thus an statement is converted to a chemical equation without keeping balance in terms
of items of reactants and products is called as skeletal reaction.
Writing balanced chemical equations
A Chemical equations in terms of number of atoms equal in both reactants and products is
known as a balanced chemical equation.
Hit and trial method of balancing chemical equation
The reaction is balanced by putting the coefficient 2,3,4 etc before a formula in both the side so
that atoms in both the sides may be equal without a change in the chemical formula.
eg

62

In case of gas, volume at S.T.P. is considered to balance the reaction.

Step wise balancing of a equation

The equation is balanced.


Type of chemical reactions
i) Combination reaction : The reaction in which two or more elements or compounds combine
together through chemical bonds to form a single compound is called combination reaction
Some combination reactions

ii) Decomposition reaction : The reaction in which a compound decomposes to more simpler
compound is called Decomposition reaction.
It may be thermal, electrolyte or photo decomposition.

iii) Displacement reactions


A reaction in which an element and a compound react to form different substances by mutual
exchange of atoms or group of atoms.
iv) Double displacement reactions
A reaction in which new compounds are formed by mutual exchange of atoms or groups of
atoms in between two compounds is called as Double Displacement Reaction Example:
The arrangement of elements in a decreasing order is called reactivity series:
The displacement reaction strictly follow rate of reactivity series as per that the strong metal
replaces weak metal from its salt solution:
Li K Na Ba Ca Na Mg Al Zn H Pb Cu

63

Oxidation Reduction series:


Oxidation is a process which involves addition of oxygen or removal of hydrogen:
Examples are as under

Oxidation is facilitated by oxidizing agents and reduction is facilitated by reducing agent.


Corrosion
When metal in exposed to air and moisture after sometime a layer of hydrated oxide is formed
which weakness the metal corrosion can be checked by galvanization, electroplating or painting
Rancidity
The oxidation of food stuff when exposed to air is known as rancidity. It spoils its food fat or oil
splits into smaller organic compounds. Spoilage of meat is the example of rancidity.

Rules of writing
Chemical equation
Writing of skeletal
equation chemical
Writing balanced
Chemical equation
Hit and Trial Method
of Balancing Chemical
equation.

64

Learning Objectives
After completing the lesson, learners will be able to:
Realise that chemical change occur in daily life
Differentiate between chemical reaction and chemical change
Write chemical equation
Balance a chemical equation from skeleton reaction by Hit and Trial method.
Explain with example types of chemical reactions as:
- Combination reaction
- Decomposition reaction
- Displacement reaction
- Double displacement reaction
- Oxidation and reduction reaction
Oxidation reaction in our daily life
Corrosion and protection of metal
Rancidity of food stuff

Teaching learning materials (T.L.M.)


In order to perform and demonstrate a chemical reaction followings materials and apparatus
are required:
Test tubes
Test tube holder
Bottle brush
Spirit lamp
Delivery tube
Tong
Following chemicals are required as T.L.M. Metal sodium preserved in kerosene oil.
Metal powder of AL, Fe, Pb, Mg
Metal copper turning and zinc granule or pellets
Metal Magnesium as in ribbon form
Chemicals like CuSo4 (aq) , Al2(SO4)3 (aq), ZnSO4 (aq), FeSO4 (aq) Freshly prepared, dilute
H2SO4.
Carbon as a coke or coal or charcoal

65

Lesson Plan
Teaching Point
1. Combination
reaction
is
explained with
taking common
example of lime

Teaching Learning Activities


Teacher Oriented Activities
Students oriented activities
Teacher shows slake lime to Students
perform
the
students which is white is activity as per the instruction
nature
of the teacher, observe the
Water is taken in a trough in changes, feel and note down
on note book
good quantity.
Add a pinch of quick lime or
chuna to water.
Huge amount of heat and
milky solution is formed
Reaction involved

2. Magnesium on
burning in light
gives magnesium
oxide with bang
of light

Will demonstrate or guide


students for the activity of
burning of magnesium with
reproves to precantions to be
taken.

3. Decomposition
reaction
is
explained with
burning of Iron
oxide and Iron
sulphate
on
heating

Defines decomposition .
She/He shows many chemicals
which decompose easily.
Teacher take a pinch of salt of
iron oxide in a test tube and
heat on burner, by using test
tube holder
After some time iron oxide
decomposes and release
brown gases of SO2 and SO3

Evaluation (CCE)
By observation of chemicals
involved as reactant and
formed products, students
manipulation, skill is
observed.
Heat evolved is felt by
touching temperature of
product.
Q.1. What are the Chemicals
involved?

Q.2. What have you felt


after the reaction?
i) With the help of tong, Students
could
be
students hold a Mg ribbon. evaluated
through
while
ii) Take burner and keeping observation
performing
experiments,
tong away from body start
and precaution taken
heating.
property.
iii) Mg ribbon burns with
flash and glow to form ash
like content MgO.
Students
follow
and Teacher can evaluate
perform the experiment as students while performing
demonstrated by the teacher experiments and writing
in pair or in groups and note the equation.
down the observations
and discuss the chemical
reaction & equation and
write on note books.

Similarily green salt of FeSO4


H2O Decomposes.

66

4. Decomposition The teacher writes the


reaction burning procedure on chart paper and
of lead nitrate
give instruction to perform
the experiment by students.

5. Rusting of Iron

Burning of Lead nitrate

The compounds
can be identified
as insoluble salt
precipitate.

Teacher explains the activities


to be performed by the
students and note down
observation. She writes the
names of ingredients and the
chemical equation on Black
Board.

Teacher may
question

ask

the

- What is the name of the


salt formed.

- Name the gas evolved


ii) On heating a crackling
- Write the reaction in
sound
is
heard.
On
word and also chemical
decomposition of salt, a light
equation.
yellow (Pbo) salt is formed
in test tube and a brown
suffocating gas is escaped
out from the mouth of test
tube

iii) students note down


the observations and the
chemical equation in note
book
i) Iron nails are placed in half Students
perform
this
filled test tube of water
experiment and obseve
ii) This test tube is placed for changes after 3-4 days and
note down observation and
3-4 days openly.
write chemical equation.
iii) On observation after 3-4
days, brown mass on iron nail
is observed

Rusting is the
decayol
iron
metal in contact
with
moisture
and air to form
hydrated oxide,
which is known
iv) Rust brown powdery mass
as rusting
is formed.
6.
Double
decomposition
when two ionic
compounds
are mixed they
exchange of ions
to form new
compounds

i) Students take a pinch of


Pb (NO3)2 salt in a test tube,
hold the test tube with test
tube holder and heat the
same

Following questions may


be asked:
- What was the initial
colour of the nails.
- After 3-4 days why they
have turned brown.
- Write down the chemical
equation

- can ask more questions


from daily life.
i) Students take salt of Teacher can ask the
sodium
sulphate
and question:
dissolve the same in test i) What is the formula of
tube. A colourless solution is the colourless solution?
observed.
ii) Why a curd like solution
ii) Add few drops of Barium is formed?
chloride reagent solution
iii) Write down the
iii) A curdy white precipitate equation of the chemical
is observed which settle reaction in balanced form.
down after some time
Teacher will also evaluate
students observe & note
students
while
they
down and write the chemical
are
performing
the
equation.
experiment and discuss
their observation.

Note : All the activities / experiments are followed by group discussions, question answer
sessions to clarify the doubt and understand the concepts some suggestive questions are given for
assessment worksheet and/or of conducting quiz or any other activity for formative assessment.

67

Questions for formative assessment


Chemical Reactions and Equations

I. Very short answer questions (V.S.A) (1 mark)


1. Arrange the following metals in the decreasing order of reactivity or electro positive character.
K Zn Na Fe Pb Cu
2. Which of them will be a reducing agent a metal or non metal?
3. Balance the chemical equation
4. Select the combination reaction from following
(i)
(ii)
5. Select the decomposition reaction from following
(i)
(ii)
6. Select the double displacement reaction
(i)
(ii)
7. Fill in the following about reactivity series of metal :
The . Metal replaces the . Metal from its salt solution.
8. Which of the following is not the necessary condition for rusting
(i) Presence of oxygen
(ii) Presence of catalyst
(iii) Presence of moisture
9. Which of the following is required for prevention of corrosion:
(i) coating of less electropositive metal
(ii) coating of more electropositive metal
10. Choose the correct about rancidity
(i) Rancidity is a reduction process
(ii) Rancidity is an oxidation process

68

Answer Key
1. K > Na > Zn > Fe > Pb > Cu
2. Non metal
3.
4.
5.
6.
7. Strong, Weak
8. Presence of catalyst
9. Coating with move electropositive metal
10. Rancidity is an oxidation process

II. Short answer type questions SA, (2 marks)


1. What happens when aqueous solution of Barium chloride is added to aqueous sodium
sulphate solution?
2. When silver coloured metal (A) is added to dilute sulphuric acid, solution (B) is formed which
is colourless solution and a gas (c) is evolved which is colourless name A, B and C and write
the equation?
3. An A blue coloured crystalline salt on heating decomposes to B white substance. W hen in
blue salt solution, a metal (Zinc) is added, its gives rise to colourless solution C wth leaving
behind D reddish brown metal.
Name the compounds A, B, C and D
4. A mixture of Chromium Oxide is heated with Aluminum powder on strong heat
a. Write the reacton?
b. Give one application of this reaction?
5. Define Rusting?
Give two methods of protection of metal trans rusting.

Answer Key
1.

2.

3.

4.

5.

White precipitate of BaSO4 is obtained. Reaction will be as


A is Zinc, B is ZnSO4 solutions C is H2gas and reactions will be
A, B, C, and D are respectivelyCuSO4, 5 H2O, CuSO4, ZnSO4 (aq), Cu (s)
(i)
(ii) This reaction is used in termite welding
(i) Rusting is a slow electrochemical process in which hydrated oxide of metal in formed from
metal when it comes in with air moisture
(ii) By Painting, by galvanization, by tinning
69

Short Answer type Questions SA2 (3 marks)


1. Convert the statement into balanced equations by hit and trial method.
a.
b.
c.
2. Balance the following skeleton equation by hit and trial method
a.
b.
c.
3. Select the oxidizing and reducing agent from the following:
4. Define oxidation. Give equations showing addition of oxygen and removal of hydrogen.
5. Define reduction. Give equations showing removal of oxygen and addition of hydrogen.

Answer Key
1.


2.


3.

(i)
(ii)
(iii)
(i)
(ii)
(iii)
(i) H2S is reducing agent and I2 is oxidizing agent
(ii) CuO is oxidizing agent and H2 is reducing agent
(iii) Zn is reducing agent and CuSo4 is oxidizing agent
4. Oxidation is defined as addition of oxygen to an element or compound or the removal of
hydrogen from a compound.
Addition of oxygen
Removal of Hydrogen

5. Reduction is addition of hydrogen or removal of oxygen from a compound.


Addition of Hydrogen
Removal of Oxygen

70

Long Answer Type Questions (5 marks)


1. (i) Explain the term corrosion?
(ii) Write the chemical reaction of corrosion of Iron?
(iii) Name two metals which corrodes easily?
(iv) Aluminum corrodes in moist air but is widely used is making utensils.
(v) what is galvanization and why do we use Zn for it?\
2. (i) What is rancidity? Where does it happen
(ii) what are anti oxidants? Why are they added fat and oil containing food to prevent from
rancidity?
(iii) why do most items puffed with nitrogen.

Answer Key
1. (i) The process of slow destruction of metals when exposed to air, moisture and pollutant
gases , in called as corrosion.
(ii)
(iii) Formation of green coating on copper and formation of thin layer of oxide on aluminum
are example of corrosion.
(iv) Aluminum forms oxide layer on exposure to air, this oxide layer further checks
corrosion.
(v) Galvanization is a process in which Zinc layer is applied on Iron. It is used to protect iron
from rusting.
2. (i) The oxidative deterioration of oils and fats leading to stinking smell or stale taste is known
as rancidity.
(ii) Anti Oxidants are those chemicals which an addition to fat and oil checks it from rancidityan
addition of anti oxidants fatty food is protected from stale.
(iii) Nitrogen is filled in potato chips & other food to create anaerobic (air free atmosphere)
which avoids rancidity.

71

Quiz competition
Instructions :
1.
2.
3.
4.

There will be four teams , team A, team B, team C and team D in all.
All the students will be equally divided in four rows of seating arrangement
There will be three rounds in all and 60 questions in M.C.Q., one word and rapid fire round
First round will comprise of four alternatives, in which one will be the correct answer. Such
20 questions will be of 40 points.
5. The questions will be asked first to team A than to team B, team C and team D.
6. If one team fails to answer, question will be asked to next team. If this team answers correctly,
Bonus points will be given to this team other wise question will be passed to next teams,
Bonus points is of one point.
7. Each team one by one will get an opportunity for M.C.Q type of questions in first round.
8. Second round will be of one word or one sentence. Answer will be sought as in first round
from each team along with bonus point criteria as above.
9. Third round will be rapid fire round, in which from each team 20 questions will be asked
without any Bonus point round
10. In all the rounds, team will have 04 students for M.C.Q, 04 students for one word and only
one (01) students for rapid fire round from each team. i.e. on the stage from each team 09
students can participate.
11. Each team in between each round will have a break of 05 minutes for team discussion.
12. For each question only thirty seconds will be limited to answer otherwise question will be
passed for next time.

1. First Round M.C.Q


1. Choose the double displacement reaction
(a)
(b)
(c)
(d)
2. When in a chemical reaction, a product is obtained as a precipitate, it is shown by the
following sign
(a)
(b)
(c)
(d)
KCI
3. KCIO
(a) Combination Reaction
(b) Decomposition Reaction
(c) Displacement reaction
(d) Double displacement reaction
72

4. Which one of the below given reaction is balanced


(a)
(b)
(c)
(d)
5.
The above reaction is an example of a :
(a) Combination reaction
(b) Double decomposition reaction
(c) Decomposition reaction
(d) Displacement reaction
6. On heating of Lead nitrate, a specific sound is heard on decomposition of lead nitrate.
(a) musical sound
(b) thunder sound
(c) Crackling sound
(d) all are correct
7. Which one is not observed when a clean nail of iron is added to a solution of copper sulphate
in water?
(a) a brown material is deposited on iron nail
(b) blue colour of copper sulphate fades.
(c) after sometime bule solution become greenish.
(d) a blue material is deposited on iron nail?
8. Which is correct about exothermic reactions?
(a) heat is absorbed.
(b) temperature of surounding decreases
(c) heat is neither absorbed nor evolved
(d) heat is evolved in the reaction
9. Which of the below given reaction is thermic reaction
(a)
(b)
(c)
(d)
10. Which one is correct about skeleton reaction
(a) skeleton reaction is balanced reaction
(b) skeleton reaction is a translation of statement in equation form.
(c) Skeleton reaction have statement and formula both.
(d) all are correct.

73

11. What is most appropriate statement about decomposition reaction given below:
(a) it is reverse of combination reaction
(b) it may have thermal decomposition
(c) it has electrolytic decomposition
(d) all are correct
12. which one of the following is not a decomposition reaction
(a)
(b)
(c)
(d)
13. Which one of the following & reaction is incorrect as per reactivity series of metals:
(a)
(b)
(c)
(d)
14. Which is not suitable conditions for rusting(a) Presence of Oxygen
(b) Absence of Oxygen
(c) Presence of water or moisture
(d) Presence of pollutant gases like Cu2, SO2 and NO2.
15. What is not correct about rusting of iron?
(a) It is an Oxidation Reaction
(b) It is a slow reaction
(c) It forms blue coloured oxide.
(d) It is a hydrated oxide of iron.
16. Which one is a correct statement about the reaction.
SO

(a) Iron is more reactive than copper


(b) Iron is less reactive than copper
(c) In this reaction Cu2+ ion is oxidised
(d) copper is same reactive as iron.
17. Which one is a correct statement about the reaction
(a)
(b)
(c)
(d)

Cu2+ (aq) is reduced to Cu (s)


Zn2+ (aq) is reduced to Zn (s)
Cu2+ is reduced to Cu (s) and a Zn (s) in oxidised to Zn2+ (aq)
All are correct
74

18. Which of the following is a decomposition reaction


(a)
(b)
(c)
(d)
19. What is incorrect about CuO, H2, Cu & H2O in a reaction.
(a)
(b)
(c)
(d)

Reduction of CuO takes place


Hydrogen is reducing agent.
Hydrogen is reduced to H2O
CuO is reduced to Cu(S)

20.
The above reaction which is an exothermic thermit reaction is also an example of
(a) Combination reaction
(b) Double displacement reaction
(c) Decomposition reaction
(d) Displacement reaction

Answer Key for 20 M.C.Q. Questions


1
2
3
4
5
6
7
8
9
10

d
b
b
a
d
c
d
d
a
e

11
12
13
14
15
16
17
18
19
20

d
c
d
b
c
a
c
c
c
d

75

Quiz
II Round
One word round
I.

Choose the correct alternative:


1. A permanent change in which original substance give rise to one or more products with
different property is called as a chemical change / physical change.
2. In a chemically balanced equation the number of atoms of each element in both the sides of
equation are equal / unequal.
3. In a skeleton reaction, we chage the formula to balance the reaction? Yes / No
4. In combination reaction, combination of elements or compound combine to form
one compound / more compound.
5. In a reactivity series of metals, right hand side metals are less reactive / more reactive

II. Choose and state as true or false


6. In exothermic reaction heat is evolved. True / False
7. Decomposition is possible by thermal decomposition, electrolytic decomposition and by
photo chemical decomposition. True / False
8. Displacement reaction of metals is based on reactivity series of metals. True / False
9. Oxidising agent is a substance which causes addition of oxygen or removal of hydrogen
from other substance. True / False
10. Reduction is a process which involves removal of hydrogen and addition of oxygen.
True / False

III. Give a word fill in the blank


11. substance which causes addition of oxygen or removal of hydrogen from other substance is
.. agent.
12. Presence of air, presence of moisture, presence of salt in water, electropositive metals leads
a metal to . .
13. metals are less electropositive and hence they do not corrode in moist
air.
14. A reaction in which an insoluble product formed during the reaction of two ionic compounds
in aqueous solution is called .. reaction.
15. A substance which causes addition of Hydrogen or removal of Oxygen from other substance
is called .
16. The arrangement of elements in decreasing order of their electro positive character is called
. .
17. When sodium metal is added to water, it gets .
18. In the order of decreasing order of reactivity in Ca > Al > Zn > H > Ag > Pt
The most reactive metal is .
19. In the order of decreasing order of reactivity as stated above the least reactie metal is .......................
76

20. In the order of Ca > Al > Zn > H > Ag > Pt


Choose the metal which from above can react with all the salt solutions.

Answer Key
1. Chemical change
2. Equal
3. No
4. One compound
5. More reactive
6. Ture (T)
7. T
8. T
9. T
10. F
11. Oxidising agent
12. Rusting
13. Noble metal or Ag, Au or Pt
14. Precipitation reaction
15. Reducing Agent
16. Reactivity series
17. Oxidised
18. Ca
19. Pt
20. Ca

Activity based One line - Two line quiz questions


1.
2.
3.
4.

Why do we preserve Sodium metal in kerosene oil?


What happens when we heat coloured crystalline copper sulphate?
In elelctrolysis of water, on which electrode hydrogen migrates and why?
What happens when quick lime is added to water? Name the reaction and compounds
formed.
5. What happens to green coloured Iron sulphate crystals on heating?
6. Why does white precipitate of AgCl changes to grey on exposure to light?
7. Why do silver or gold not react easily when expose to air or light?
8. Why does ZnSO4 solution not react with Cu(s)?
9. How would you conclude that rusting is a slow electrochemical reaction?
10. Why does milky white lime water, on exposure to air on walls give white colour?
11. What type of reaction is common in burning of food and fuel?
77

12. Why do Zinc granules give musical sound when react with dilute sulphuric acid?
13. In cracker of festivals, which reaction is involved?
14. Why does iron coated with zinc?
15. Why platinum does not react with dilute sulphuric acid?
16. Why does white mass settle down in a test tube when BaCl2 solution is added to NaCl
solution?
17. Is it possible to get silver when AgNO3(aq) with copper when solution is heated?
18. In protection of steel heavy machines why does machines are joined with magnesium plate?
19. Why does stainless steel not rust easily?

Answer to activity based one line-two line quiz


1. Sodium does not react with kerosene oil but reacts in water and air
2. Blue coloured copper sulphate crystals CuSO4 5 H2o looses water molecules on heating and
turn to white/
3. Hydrogen librates at cathode and hydrogen ion takes electrons from cathode.
4. Quick lime (CaO) in water forms lime water Ca(OH)2 milky white substance by a combination
reaction.
5. Green coloured ferrous sulphate crystals FeSO4, 7H2O looses and also decomposes to form
brown oxide of Iron Fe2O3 with evolution of SO2 and SO3.
6. In a photochemical reaction AgCl decompose to Ag(s) grey coloured mass.
7. Silver or gold are least electropositive metals and hence do not react easily when exposed to
air, water or light.
8. Only strong metal can replace weak metal from salt solution but not vice versa.
9. When Iron nails are exposed to air and water, it forms brown colour on nails atleast in 3-4 days.
10. When lime water sticked on walls react with CO2 of air to forms a layer of CaCO3 which is
white in colour.
11. Both burning of Fuel and food are oxidation reaction, in burning of fuel CO2 and heat is
released and in burning of Food, A.T.P. energy and CO2 are formed.
12. Why Musical sound in observed due to formation of hydrogen gas with formation of Zinc
sulphate when zinc granules react with dilute sulphuric acid.
13. In cracker explosion, on burning fuel or material like charcoal, sulphur or potassium chloride
react with oxygen in oxidation reation
14. Iron is coated with zinc to protect it from direct contact of air and moisture to avoid rusting.
15. Platinum is noble metal and has place right to hydrogen, hence donot react with dil sulphuric
acid.
16. In the reaction of BaCl2(aq) with NaCl(aq), BaSO4(s) precipitate is formed which is heavy and
insoluble in water.
17. Yes, silver nitrate solution reacts on heating with copper metal powder to form silver metal.
18. Magnesium plate provides electrons and avoid oxidation of Iron metal to protect heavy
machines from rusting.
19. Rusting is avoided in stainless steel by alloy formation.
78

lesson : 5
Heredity and Evolution
Introduction:
Reproductive processes give rise to new individuals. Variations arising before producing the
youngones, can be inherited sexually reproducing individuals have two copies of genes for the
same trait. If the copies are not identical, the trait that gets expressed is called the recessive trait. In
human beings, the sex of the child is determined on whether the paternal chromosome is x (girl) or
y (boy). Changes in the non-reproductive tissue caused by environmental factors are not inheritable.
Speciation may take place when variation is combined with geographical isolation
Evolutionary relationships are traced in the classification of organisms. Evolution can be worked
out by the study of not just living species, but also fossils. Comple organs may have evolved because
of the survival advantage of even the intermediate stages. Organs or features may be adapted to new
functions during the course of evolution.

Concept mapping

Objective
After going through this lesson, the learner will be able to:

Understand about inherited traits.

Explain rules for the inheritance of traits

Appreciate Mendels contributions

Relate how these traits get expressed

Compare acquired and inherited traits

Discuss speciation

Emphasize on evolution and classification
79

80

Teacher will help students to understand


monohybrid cross with the help of beads of
two colours.
Take 48 Red beads
Take 48 green beads
Put all the beads (48+48) in one beaker and
mix it well
Teacher will ask one students to pick 2 beads
without looking inside the beaker. It will be
either Red Red or Green Green or Red Green.
Teacher asks the students to make three
clusters of bead pairs picked by students :
say A,B,C
(A)
(B)
(C)
Red Red
Red Green
Green-Green
Now count the number of pairs in each category. Suppose it is

Teacher will ask the students to observe the


ears of all students in the class. Prepare a list
of students having free or attached earlobes
and calculate the percentage of students having each. Suggest a possible rule for the in
heritance of earlobe types.

Inheritance of Single Trait Activity


based on attached
earlobes and free
earlobes to show
possible rule for inheritance of single
character or trait.

Monohybrid
Cross to explain
inheritance of one
pair of characters
( a ) P h e n o t y p i c
Ratio
( b ) G e n o t y p i c
Ratio

Teachers Activity

Teaching Points

Students will count the pairs in each cluster


They will calculate genotypic ratio 1 : 2 : 1
& Phenotypic Ratio 3 : 1
If ratio do not come correctly; then repeat
experiment three times and take the average. The ratios are more accurate in the
bigger sample

Students will pick pair of beads and make


following clusters
Cluster Cluster Cluster

Students start activity with 96 beads of two


colours in a beaker as directed by teacher

observe each other's earlobe.


Making a count of both the types of
earlobes (a) Free earlobes and
(b) Attached earlobes
Calculating percentage of each type on
note book.

Discuss results with teacher
Note: Most of the students have free ear
lobes, only one or two or very few students
will have attached ear lobes.

Students

Students Activity

Teacher will carefully observe the


students while they are performing
the experiment.
Teacher will check counting, calculation and the ratio and continue marking at the same time.
Mark 1 - Handling Beads
Mark 1 - Taking out pairs
Mark 1 - Making Three Clusters
Mark 1 - Calculations of Phenotypic
and genotypic ratio
Mark 1 - Discussion on the concept
following questions will be asked;
Q1. What do you understand by genetic ratio?
Q2. What is the difference between
genetic and phenotypic ratio?

Questions: Teacher will ask some


simple questions to the students:
Q1. Do you have any member in your
family with attached earlobes?
Q2. Which kind of ear lobe is more
prevalent?

Teacher will go around the class and


observe all the students while they are
counting and observing each others
earlobes.
Teacher will mark on the basis of
performance of each child as per the
following criteria:
Mark 1 - Observation
Mark 1 - Counting
Mark 2 - Calculations
Mark 1 - Discussion

Evaluation

81

Genetic drift
i) To explain concept
of genetic drift and
evolution
ii) To explain influence of natural selection on evolution

Dihybrid Cross
i) to explain the in
heritance of two
pairs of characters.
ii) to explain Mendels laws of in
heritance in more
detail.
iii) to make students understand
that all characters
in an individual follow Mendels laws
of in heritance in
general.
iv) to explain dihybrid ratio 9:3:3:1

A
10
1 :

B
24
2 :
3 :

C
14
1
1

Teacher will explain that:


i) Through influence of Natural secleciton
neither the fixation 100%
nor the elimination 0%
ii) Influence of genetic drift
Fixation may be 100%
Elimination may be 0%

Make four clusters with following bead


pairs
(i) Red Yellow ; Red Yellow
(ii) Red Yellow ; Red black
(iii) Green Yellow ; Green Yellow
(iv) Green Yellow ; Green black
Teacher will discuss the concept of in heritance
of two characters through this experiment.

Teacher will give instructions to students to


pick one pair from Beaker I and one pair from
Beaker II without looking inside the beaker.

Teacher will instruct students to take:


4 Colour beads

Red : Green, Yellow, Black

48
48 48 48 beads





Ratio is :

Either
Rb, Ry, Bg

eg. Red + Yellow


Ry

One Domination
& one recessive
eg. Red + Black
character

Both
Domination
characters

9:3:3:1

eg. Black + Green


Bg

One Dominating
and one recessive
character in reverse
order

eg. Yellow + green


Both
gr
Recessive
Characters

Students are ready with:


- four colour beads (48 each)
- Two beakers
- Needle
- thread
With thread students in groups make bead
pairs as instructed by teacher.
One group of students picks 48 bead pairs
from both the beakers.
Other students arrange these bead pairs as
guided by teacher.
Students count the bead pairs in different categories. Note on the note book & calculate.
Discuss the concept of Dihybrid cross
Ratio

The students will write about the experiment, their observation, calculation with
the following note.
Note: Genetic ratio is the real genetic
picture of individual and phenotypic ratio
is external expression of genes based on
dominating and recessive traits.
Evaluation of Student activities.
Mark 1 : Arranging beads in four
beakers.
Mark 1 : Arranging beads in two
beakers. (24+24+24+24)
Mark 1 : Making pairs with the help
of needle and thread.
Mark 1 : Calculation of the dihybrid
ratio 9 : 3 : 3 : 1
Mark 1 : Discussion of the concept
Questions : Teacher will ask some
questions to students.
Q1. What is the difference between
monohybrid & dihybrid cross?
Q2. Do you think characters present
in an individual follow this kind of
inheritance?
Q3. Which experiment did Mendal
perform to study dihybrid cross?
[Plants with round & green (RRYY)
seeds and wrinkled & yellow (rryy)
Ratio 9 : 3 : 3 : 1
RRYY : RRyy : ggBB : ggyy

82

iii) To explain influence of genetic


drift
iv) To explain significance of genetic
drift
4
1
3
2

Green - 0
Red - 2
Blue - 3
Black - 5
make population of 100 beads
Pick 10 beads
Red - 0
Blue - 4
Black - 6

Again pick 10 beads

Green - 40
Red - 10
Blue - 30
Black - 20
100

Make population of 100 beads like

Green -
Red -
Blue -
Black -

2000 Beads : 500 each colour (Green, Red,


Blue & Black) mix all beads in one big beaker
pick 10 beads with tips of fingers Arrange
like for e.g.

In light of these results; teacher will discuss


the concept of genetic drift.

Blue 0
Black 10

Again Pick 10 beads

Blue - 3 30
Black - 7 70

100

Students will conduct the experiment till


only one colour beads are left from the previous stage again pick 10 beads result

[Teacher will observe the studetns


performing exercise and mark

Mark : Discussion of the concept of


genetic drift and its significance.

Mark 1 Noting down the elinination


of different colours.

Mark 1 Making population of 100


beads from these 10 beads propertionaly

Mark 1 Picking 10 beads and putting them in different cluster

Mark 1 Countihng 500 beads of each


colour and pulting 2000 beads in one
big beaker

83

Evolution caused In a given population, one can find out the


by Genetic Drift:
frequency of occurrence of alleles of a gene
or a locus. This frequency is supposed to remain fixed and even remain the same through
generations. Hardy-weinberg principal stated
it using algebric equations. Five factors are
known to affect Hardy-Weinberg equation.
These are :
gene migration / gene flow
genetic drift
mutation
genetic recombination
natural selection
The change may occur slowly through gene
migration or gene flow. But if the same
change occurs by chance; it is called genetic
drift. Sometime, the change is so different in
new population that they become a different
species. Thus the genetic drift may accentuate
these variations leading to appearance of new
species and hence evolution, occurs.

Students note down the main points on their


note book.

Q1. How genetic drift helps the process of evolution?

Question

Questions for Formative Assessment


MCQ (1Mark)
Put the no. of right answer in the Box.
1. An example of homologous organ is
(a) arm of man and fore-leg of dog
(b) our teeth and elephants tusk
(c) potato and runners of grass
(d) all the above
2. In evolutionary terms we have more in common with
(a) a Chinese man
(b) a butterfly
(c) a bacteria
(d) a chimpanzee
3. Each trait can be influenced by :
(a) paternal DNA
(b) maternal DNA
(c) Both paternal and maternal DNA
(d) Neither paternal nor maternal DNA

Very Short Answer (1mark)


1.
2.
3.
4.
5.
6.

Give one example of contrasting visible character of garden peas used by Mendel
out of following, which one will look tall plant and which one will look short plant
TT ; Tt ; tt
How many pairs of chromosomes do we have
Sex of child is determined by father or mother ?
what is speciation ?
classification of species is a reflection of their evolutionary relationship (true or false)

Short Answer (2 marks)


1.
2.
3.
4.
5.

What are homologous organs ?


Describe dominant and recessive trait
Explain influence of natural selection on genetic drift
What do you understand by medals contrasting characters ?
What is Phenotypic expression of genes ?

84

Short Answer (3 marks)


1.
2.
3.
4.
5.

How do Mendels experiments show that traits are inherited independently ?


How is the sex of the child determined in human beings ?
Give an example of characteristics being used to determine how close rare species are in
evolutionary terms.
Can the wing of a butterfly and the wing of a bat be considered homologous organs ? why
or why not ?
What is the difference between genetic ratio and phenotypic ratio ?

Long Answer (5 marks)


1.
2.
3.
4.
5.
6.

How do Mendels experiments show that traits may be dominant or recessive ?


What factors could lead to the rise of a new species ?
What are fossils ? what do they tell us about the process of evolution ?
How evolution and classification are interlinked ? Explain!
Describe analogous and homologous organs with examples
How is the sex of a child determined ?

Teacher will form (8-10) groups of students in class Group Discussion & Presentation and ask
each group to discuss on any one a following to questions / topics and make presentation :
what are fossils ?
How we do studies of organ structure on species that are no longer alive ?
How do we know that extinct species ever existed ?
How do we know how old the fossil is ?
which fossil is more recent the one which are found closer to the surface or the one are found
in deeper layers ? Explain
Is there any other way of dating fossils ? How can be done.
what do fossils tell us about the process of evolution ?
Evolution can be worked out by the study of not just living species but also fossils,
comment

85

crossword puzzle

heredity and evolution


Clues
I.

Across
1. ...................... arising during the process of reproduction can be inherited and promote survival
of the organism.
5. Name of the scientist famous for the theory of evolution. (6)
6. The scientist who invented laws of inheritance (6)
7. In nature, they have preserved traces of all living organisms (7)
10. Evolution is simply the generation of diversity and shaping of diversity by natural ............. (9)

II.

Down
2. The number of copies of genes for the same trait present in sexually reproducing individual (3)
3. In human being, who determines the sex of the child (6)
4. The incidence of formation of new species when variation is combined with geographical
isolation (10)
8. Our genetic foot prints can be traced back to our ................................... roots (7)
9. .................................. relationships are traced in the process of classification (12)
9
1

3
8

10

7
6

86

Lesson : 6
How Do Organisms Reproduce
Brief of the lesson
Reproduction ie producing offsprings of its own kind is an inherent property of all living beings.
Organisms create exact copies of themselves with tittle or no variations from the parents due to
sexual or asexual reproduction respectively lower organisms which are simple in organisation /
structure reproduce mainly by asexual means while higher / complex organisms reproduce sexually.
Sexual reproduction involves the formation of gametes by meiotic division. As well as random
fertilisation which is the cause of variation. Variations are necessary for the survival of the species in
the constantly changing environment.
Flower is the reproductive organ in Angiosperms and the outcome of sexual reproduction is the
seed or the embryo (baby plant)
In human beings puberty marks the maturity of sexual organs. Sexual reproduction involves
internal fertilization in fallopian tube and growth of foetus in the uterus. Viviparity and maternal care
ensures better survival of the new born. Various types of contraceptive measures and healthy living
practices ensure reproductive health of the population of the country

Learning objectives





Students will learn work in groups, compile data & deduce inference and develop enquiry
approach
Students will be able to compare and contrast.
Students will be able to conclude that fruit is a part of flowering plant that contains seeds.
Students will know the importance of reproduction and vast variations existing amongst
organisms through practical approach.
Students will develop the skill of observing through the microscope.
Students will be Able to compile data & represent it in th form of histograms / Charts /
graphs

Teaching Learning materials


Apparatus: Simple microscope, Compound microscope, slides, cover slips, Beaker Magnifying
glass etc; plastic knives.
Chemicals : Glycerine, Safranine
Materials : Permanent slide of amoeba/ paramaecuim showing binary fission, specimen / slide
of planaria, slide of rhizopus slide of hydra bread polybags, plain paper
Living : potato tuber, flowers of different kinds, seeds of rajmah or any other available, mushroom,
fruits (guava) lady finger, cucumber lemon, orange, tomato etc).

87

88

CONCEPT MAPPING

Lesson Plan
Teaching points

Teaching learning activity


Teacher Activity
Student Activity
1. Asexual repro- i) Explanation on black board Observe the slides
with diagrams / charts
duction
Draw the diagrams as seen
ii) Fixing up the permanent
a. Binary fission
slide of amoeba / paramaecium Identify
b. Budding
showing binary fission, yeast/
hydra
showing
budding,
rhizopus etc. under the micro
scope. Identity of the slide is not
to be disclosed
c. Reproduction i) Teacher will divide the class
through spores in groups.
in Molds
ii) Teacher will give the
procedure for the growth of
fungus as follows:
iii)

Bag A


i
Bread

Bag B

Bag C

i
Bread

i
Bread

water

water

water

i
seal

i
seal

Marks awarded on
correct identification
neat diagrams with
labelling
Adjustment
microscope

of

Each group will do the work at Questions


home with the food (Potato / When does the fungus
Tomato / leftover rice / Other
appear first?
food etc.) assigned. At least 2
From where does the
groups with same food .
fungus come?
Record the observations
Does the temp has any
everyday for 4-6 days in the
effect on fungal growth?
given format
What is the effect of
light on fungal growth
Does the type of food
have any effect on
fungal growth?

i
seal
i

Draw diagram as seen


under the microscope.


Dark
refrigerator
light
(Room temp)

(Room temp)

iv) Different Groups to do the


work with different foods.
One experimental setup will
be kept in the lab. also
The teacher will also prepare Bring the bag on the 4th/6th day.
Prepare a slide of fungus &
temporary mount of fungus.
compare with other groups
d) Spores
mushrooms

Evaluation

Make observation table


& give presentation
Marks to be awarded out
of 5
Keeping the above seven
points in view.

in i) The teacher will explain i) The students will break the Questions:
the procedure for observing mushroom stem & lay the What kind of design is
formed?
spores in mushroom.
mushroom gill side down on
What from mushroom
ii) Requirements: 1 fresh the plain paper
forms the design?
mushroom, 1 cup / bowl / ii) Cover the mushroom cap
glass, sheet of plain paper & with open end of bowl / What is the role of these
structures in the life of
transparent acrylic spray if glass / cup & leave for 1 hr. /
mushroom which form
available
overnight
the design?

iii) This activity shows iii) Spray the design with clear Draw diagram of the
the presence of spores in acrylic to save (if possible) &
mushroom
mushrooms (fungi).
attach in the activity copy
While students doing the
expt. teacher can evaluate
students

89

e)
Asexual
Reproducation
t h r o u g h
vegetative parts
in plants through
root, stem &
leaves.

i) The teacher will explain


budding in potato tuber.
ii) Every child to take one tuber
& weigh it.
iii) Count the no. of buds in
each tuber.
iv) Study the effect of temp.
v) Teacher will explain how
data on weight & no. of eyes
of the whole is to be compiled
& draw inference by making
histogram/graph (with & no. of
eyes) in the manner explained
below by the teacher.

i) Students will do a group activity


Take 4 pieces of the potato two
with at least two eyes each and
two without eyes.
ii) Ist experimental setup
A without eyes, A with
potatoes with eyes to be
put on wet cotton at room
temperature
marks to be awarded out
iii) IInd Exptt Setup
of 5
B with out eyes

on wet cotton in the


refrigerator students will
Record observations for 8-10
days according to format
given by the teacher.

Teacher will evaluate on


the given 5 points
Why do we see growth
in some pieces
What is the effect of
temperature on growth
What is so special about
eyes?
Observation table
If there is any relation
between the size /
weight of potato and
number of eyes.
Draw bar graph /
histogram (wt. Vs no. of
eyes)

S e x u a l
Reproduction
(plants) through
flowers

i) Teacher will explain the parts


of a flower on blackboard
with the help of specimens/
diagrams/ charts etc.
ii) Students will be asked to
bring any one flower to the
class. The next day.
Teacher will demonstrate by
cutting section of ovary.

i) The students will break the


flower after exchanging it
with their seating partner
ii) The students will identify
the parts & count the
number
iii) Draw the diagram as
observed, of all the whorls.
iv) They, will Dust Pollen on
the slide & observe under
microscope
v) Students will cut TS of ovary
and observe for ovules.

90

Is the flower complete /


incomplete
Colour of whorls
How many whorls are
there?
What is the number of
stamens?
What is the number of
carpels?
Why the stamen number
is generally more.
Draw diagram of pollen
as seen under the
microscope
Observe & draw diagram
of as seen

S e x u a l
Reproduction
Seed formation
in fruits

i) The teacher will explain seed


formation & parts of seeds
(Dicot & Monocot)
ii) Make groups in the class
and ask each group to bring
20 Rajmah seeds.
iii) He/She will explain the
procedure for seed germination
& record observations
iv) Students will be asked to
observe daily & calculate%
germintion.
formula for % germination no.
of seeds

Teacher will tell the students to


measure the length of radical
every day & note down the
observation on observation
Table.

Every group will observe the


seeds & record the colour, size
(on graph paper) and weight
of twenty seeds.
Group leader will give the
presentation.
Students will
Soak the seeds overnight and
bring in the class to do the
following experiment.
Take cotton / Sponge (Soaked
& Squeeze out water) & place
10 seeds in two petri dishes
Place one at room temp. And
the other in refrigerator
Record observations for 7-10
days and note down on the
Table.

Students to be evaluated
on the observations
made
Why are all the seeds in
the class not similar in
size, weight & colour?
Depending upon the
number of parameters
observe & presentation
given marks to be
awarded to each group
(Out of 3)
How
many
seeds
germinated
at
room temp. And in
refrigerator?
Write on observation
table along with %
Which part of seeds
comes out first?
Draw a diagram of
germinated seeds.
What is the average
percentage germination
at room temperature &
in refrigerator?
If there is any relation
between
the
%
germination and weight
Students will measure the of seeds.
length of radicle with the
help of thread and record the
observations in table given
below.

Evaluation may be done


by teacher on the basis
of above points

91

Question Bank
How do organisms reproduce
2 marks Questions
1. What is present in the nucleus of the cell? Name the chemical and its function which forms
these structures (1 + 1)
2. Name the type of reproduction producing variations? Why are variations necessary? (1 + 1)
3. Give one example each of the following: ( 4)
a. Organisms in which binary fission occurs
b. Organism causing kala-azar
c. Unicellular organism reproducing by multiple fission.
4. Draw labelled diagrams showing budding in hydra.
5. List 4 advantages of growing plants by vegetative propagation. ( 4)
6. How is the number of chromosomes maintained in a sexually reproducing organism? (4)
7. Draw labelled diagram of dicot embryo.
8. List two pubertal changes each, taking place in human male & female
9. Where are testes located? What will happen if they are present in the obdomen?
10. What is placenta? List 2 Functions of placenta.

Answer Key
1. Chromosomes (), Deoxyribo Nucleic Acid for full name (1) / DNA (), Gives information for
making proteins (1)
2. Sexual Reproduction (1), For survival of the species in the changing environment (1)
3. a) Amoeba () b) Leishmania () c) Yeast () d) Plasmodium ()
4.

5.



6.


i) Quick method
ii) Used in plants which do not produce seeds eg banana, jasmine.
iii) Plants produced are genetically identical to parents.
iv) Can be used for agricultural purposes.
i) In sexually reproducing organisms male and female parts produce Gametes. ( 4)
ii) Gametes are produced by Meiosis.
iii) Gametes have half the number of chromosomes.
iv) Fertilization Restores chromosome number
Or
92

7. Fig 8.9 of NCERT Text Book 3 lables (1), neat diag ()


8. Pubertal changes in female : i) Breast Enlargement (), ii) Mentsruation ()



male : i) Thick hair growth on face (), ii) Cracking of voice ()
9. Scrotal Sacs / Scrotum (1)
Sperm formation will not occur ()
due to higher temperature in the abdomen ()
10. Placenta is disc like special tissue () / embedded in the uterine wall () / It contains villi on
the embryo side () / Blood spaces on the mothers side of tissue () / (Any two)
Two functions :
a. Passage of glucose () / Oxygen () to the embryo (any one)
b.

Removal of waste produced by embryo () / CO2 () (any one)

3 marks Questions:1. Draw diagram of male reproductive system and label scrotum, penis, blader, ureter, vas
deferens and testis. (6)
2. Draw labelled diagram of I.s. off lower. (6)
3. Draw diagram of pollen germinating on the stigma of the flower. Label female gamete, male
gamete, pollen tube, stigma, ovary & pollen grain (6)
4. Differentiate between self pollination and cross pollination
5. What is the fate of the following after fertilization:
a. Ovule
b.
Ovary
c.
Petals
d.
Stamens
e. Style
f.
Sepals





(6)
6. Match the following::

(6)

A
B
i. Spirogyra

(a) Spores
ii. Planaria

(b) Leaf buds
iii. Bryophyllum

(c) Stem cuttings
iv. Rhizopus

(d) underground stem
v. Sugarcane

(e) Regeneration
vi. Banana

(f ) Fragmentation
7. Justify giving reasons:
a. Complex organisms cannot give rise to new individuals through regeneration
b. Vegetative propagation is practised for growing only some types of plants.
c. Many diseases are sexually transmitted
8. How do the following help in contraception? Explain giving examples. (13)
93

a. Barrier Methods
b. Surgical Methods
c. Hormonal Pills
9. What are the different ways by which STDs can occur? (13)
10. i. How does uterus prepare itself to receive a fertilised egg?
ii. What happens when the egg is not fertilised? (1.52)

Answer Key
1. Fig 8.10 NCERT Text Book correct labels 6=3
2. Fig 8.7 NCERT Text Book stigma, style, ovary (), pistil, petal (), stamen, sepal () anther (),
filament and any 2 from the underlined answers.
3. Fig 8.8 NCERT Text Book six correct label (6)
4. Self pollination



Cross pollination
a. Flower is always bisexual
a. Flower can be unisexual/bisexual
b. Transfer of pollen from anther
b. Transfer of pollen from anther to

to stigma of the same flower
stigma of another flower of the same species
c. Agents for transfer of pollen
c. Agents like wind, water, insects etc are

are not required
required to transfer pollen
5. I) Ovule

Seed
ii) Ovary

Fruit
iii) Petals

wither and fall off
iv) Stamens
wither and fall off
v) Style

wither and fall off
vi) Sepals
wither and fall off
6.
A
B
i) Spirogyra
f ) Fragmentation
ii) Planaria
e) Regeneration
iii) Bryophyllum
b) Leaf Buds
iv) Rhizopus
a) Spores
v) Sugarcane
c) Stem cuttings
vi) Banana
d) Underground stem
7. a) Regeneration involves formation of the whole body from a small part. In complex organisms
since the body is highly differentiated regeneration is not possible.
b) Vegetative propagation is practised for:
i. Agricultural purposes for quick growth.
ii. Producing genetically identical population of plants having desired characteristics
iii. Producing plants which have lost the capacity to produce flowers & seeds. (any 2)
3. Many disease are sexually transmitted as sexual act is a very intimate connection of
bodies.
94

8. i. Barrier methods: Sperm does not reach egg, Condom


ii. Surgical methods : Blocking of sperm / Egg transfer, Blocking of vas deferens / Fallopian
tube
iii. Hormonal pills: Eggs are not released / fertilised, Oral pills in females change hormonal
balance
9. i. By having multiple sex partners.
ii. By transfusion of infected blood.
iii. By infected needles / syringes used by drug users.
iv. From infected mother to foetus.
10. i. Uterus becomes thick and spongy to receive fertilised egg. It nourishes the embryo
ii. If the egg is not fertilised, lining is not required, it breaks slowly & comes out through
vagina as blood & mucous known as menstruation.

95

Additional Quiz
Questions On Reproductive system (Humans)
One mark (MCQ)
1. Which part of male reproductive system produces sperm cells?
a. Testis
b.
Penis
c.
Urethra
d.

Sperm duct
Ans (a)

2. Sperm cells are adapted for their function by


a. Not having nucleus
b.
Having sharp edges to cut egg membranes
c. Streamlined shape
d.
None of the above
Ans (c)
3. How long is an average menstrual cycle from start to finish?
a. 20 days
b.
2 weeks
c.
28 days
d.
7 days
Ans (c)
4. At what period in menstrual cycle?
a. During menstruation
b.
Between 12 & 16 days
c. After 20 days
d.
Between 25 & 28 days
Ans (b)
5. What does the mothers blood take away from the baby & into the placenta?
a. Oxygen
b.
Water
c.
Carbon dioxide
d.
Food

Ans (c)
6. What happens to the uterine wall during menstruation?
a. It grows & becomes thicker ready to receive fertilized egg.
b. It is absorbed back into body
c. It gets thinner
d. It breaks away and leaves the body through vagina
Ans (d)
7. Which of the following is the correct description of human life cycle?
a. Babyhood, Childhood, Adolescence, Adulthood
b. Childhood, babyhood, adulthood, adolescence
c. Adolescence, babyhood, adulthood, childhood
d. None of the above
Ans (a)
8. Why is breast milk important to a new born baby?
a. It is at right temperature
b. It matches the needs of baby
c. It contain antibodies against common microbes
d. It tastes good.
96

9. Which of the following will affect the way a fetus grows?


a. Chemicals in cigarette smoke
b.
Alcohol
c. Drugs



d.
All of the above
Ans (d)
10. When a sperm is deposited into the vagina which route does it travel?
a. Vagina Ovary Uterus Oviduct
b.
Vagina Cervix Uterus Oviduct
c. Vagina Cervix Uteras Oviduct
d.
Vagina Uterus Cervix oviduct

Ans (b)

97

98

SUGGESTED SCIENCE PROJECTS


FOR
FORMATIVE ASSESSMENT
CLASS X

99

100

Project No. 1
Topic Refraction and lateral displacement in the glass slab. (Chapter Light
reflection & refraction)
Objective Understanding the concept of lateral displacement.
Skills development Demonstrative, Observational & interpreting.
Situation Class room, in groups under observation of teacher.
Material Required Glass Slab, Drawing Board, Laser Light, Drawing Pins. Scale, Paper,
Protractor, Pencil
Method
1. A plane sheet is fixed on the drawing board, with the help of Drawing pins.
2. Glass slab is placed at the middle and its boundary is marked with pencil
3. Draw normal ray at point A, and incident ray from point A making an angle of 30.
4. Position the laser light along the incident ray and slab on its boundary.
5. Place the scale along the line XY as shown in fig of arrangement
6. Switch on the laser light and see the light on the scale kept on the other side.
7. Note its reading on the scale.
8. Change the angle of incidence at least five times and again note the position of light on
the scale

9.

Now take the slab away, and find the position of light on the scale for each of the angles
already taken with slab and record the same.
10. In each case of observation find the displacement of light.
11. Note down the observation in each case and calculate the displacement of Light ray and
write conclusion / inference.

Assessment Criterials

Experimental Skill Setting of items as per direction of teacher and taking observations.
3 marks
Computing Skill, drawing skill, recording of observations in observation table 3 marks
101

2 marks
2 marks
Total 10 marks
To test the application of knowledge the following oral questions can be asked1. Will a block of any transparent medium displace the light laterally?
2. If the opposite sides of the slab are not parallel, what will happen?
3. Will the experiment be possible with white light?
Note Laser light is strong coherent light It should not be pointed to eye. The light should be
observed only with spot formed by it either on the wall or on scale.

Drawing Conclusions
Application of knowledge

Project No. 2
Topic Dispersion of white light by a prism.
Objective Understanding the concept of dispersion of light.
Skills developed Experimental skill, creative and observational skill.
Situation class room, in groups under observation of teacher.
Material required Small box of cardboard e.g., shoebox. Fitted with small tube light in it,
prism.
Method
1. With the help of teacher a small tube light is fitted in shoe box.
2. Cut out a very small hole on one side of the box as shown.

3.
4.

5.

Keep the shoebox on a table, when the tube light will be switched, on, a ray of white light
will emerge from the hole.
Keep the prism on the table such that the prism roots on its triangular base and white light
emerging from the slit through the shoebox falls on its refracting surface as shown in the
arrangement.
Look at the emergent ray from the other refracting side of the prism. If the emergent ray
is not visible, rotate the prism slightly. It will change the angle of incidence of the ray of
white light and the emergent light will become visible.
102

Observation:
Instead of one emergent ray of white light, emergent rays of various colours forming the
band of spectrum will be seen.
In spectrum, all colour bands may not appear separate, but there will be gradual change in
the colours at the boundaries of two bands.
Inference:
White light is made up of lights of seven different colours and each offers a separate refraction
on the refracting surface of the prism, as different colours travel through glass with different
speeds. So undergo different angles of deviation.
Violet light is bent the most and red light the least.

Project No. 3
Topic Force on a current carrying conductor in magnetic field.
Objective Understanding of factors on which force on a current carrying conductor
depends.
Skill development Organising, Creative, experimental, Observational and interpreting
skill.
Situation Class room, in groups under observation of teacher.
Materials required Copper wire, wooden stands rubber bands, marked paper, battery,
Key, horseshoe magnet
Method
1. Hang a copper wire between two wooden stands by using rubber bands. Fix a marked
paper behind the copper wire to note any change in its position.
2. Make connections to provide current in the copper wire from a battery. Use plug key in the
circuit
3. Keep a strong horseshoe magnet in such a way that the copper wire lies in between the
poles & note the position of the copper wire on the marked paper when the plug key is
open.
4. Observe the changes in the position of the copper wire when the plug Key is inserted.
5. Observe the changes in the position of the copper wire, by reversing the poles of magnet,
by changing the direction of current.
Note down the observations. Discuss in groups, prepare group presentation based on the
observations and inferences. The group leader of each groups with help of other group members will
present in front of the class.
Teacher will evaluate each member of the group through observation and can also prepare a
worksheet for further evaluation.

103

Project No. 4
lesson : Life Processes
1. The class is divided into groups of 5-6 students each.
2. Every student in the group is asked by the teacher to count the pulse rate of other members
of his/her group and record observations in the tabular form as given below:
S.No.
Name of
Student

Before
going for
Assembly

After
coming
from
assembly

Pulse Rate
While
sitting in
the class

After recess

After
games
period

After
getting
up in the
morning F

(by self )

1.
2.
3.
4.
5.
6.
Average
Pulse Rate

All 6 Reading All 6 Reading All 6 Reading All 6 Reading All 6 Reading All 6 Reading
6
6
6
6
6
6


3. After calculating the average pulse rate for the above 6 situations the group will plot a
graph.

4. Presentation to be given by each group with display on a chart


5. The following questions can be asked by the teacher:i. Under what conditions the pulse rate increases / decreases?
ii. What causes increase / decrease of pulse rate? (In relation to physical activity)
iii. Why does the pulse rate increase / decrease? (In relation to the body physiology)
6. The teacher should ask the students to listen to all the presentations carefully and can ask
the following additional questions from individual students.
a. In which group the average pulse rate was minimum for A / B / C / D / E / F. What was
the value?
b. In which group the average pulse rate was maximum for A / B / C / D / E / F What was
the value?
104

The teacher can prepare her/his own questions


7. Proposed marks distribution (MM10)
i. Recording of observations.

ii. Correct calculation of Average pule rate.
iii. Plotting of graph.



iv. One mark for each correct answer.
v. Neat Presentation.


vi. Participation by each child is a group.
vii. Marks for additional questions.

viii. Any other as per the teachers decision

105

(1)
(1)
(1)
(3)
(1)
(1)
(2)

Project No. 5
Group Work on Energy Conservation
Activity A
1. The class is divided into groups of 5-6 students each.
2. Every student in the group is asked to make the following observations:a. Name of the student:b. Address:c. Number of family members:i) Number above 18 yrs of age:ii) Number below 18 yrs of age:f. Number of rooms in the house:g. Number of Bulbs in the house and Total watts:h. Number of tube lights in the house and Total watts:i. Names of other electrical gadgets with total wattage:j. Electricity Bill for the month in rupees:3. To discuss on measures which can be taken to reduce the electricity bill of the house
4. To calculate the following:
a. Relation between the number of family members and consumption of electricity.
b. Relation between the average age and units of electricity consumed.
c. Relation between the number of rooms and units of electricity consumed.
[Note: 4a to 4c is based on group data]

Activity B
The below mentioned activity can be taken up section wise. [to have a healthy competition]
1. The science teachers need to find out the electricity bill of the school along with the number
of units consumed.
2. The students of the class (in this case class X) will be told about the same.
3. Each section will be assigned one month of the year. The students will do the following task
in the month assigned:
(i) The class will be divided into groups and each group will be assigned a specific area of
the building.
(ii) The students will check and switch off the extra lights/fans after every period in the
designated area.
(iii) Students of this class will visit other sections of other classes and discuss about the
need for energy conservation.
(iv) Students of this class will also put up at least one poster & one slogan on energy
conservation on each floor.

106

(v) On one designated day of the week one student will address the assembly and give his/
her feedback about the classes not taking care / taking care by switching off lights and
fans when not in use.
(vi) Proposed marks distribution (MM10)

a) Assembly talks







(2)

b) Talks in classes / sections covered





(2)

c) Display of posters / slogans






(2)

d) Electricity Bill for the month (whether increased / dicreased)

(4)



If no reduction in bill = 0/4


10% reduction in bill = 2/4
15% reduction in bill = 3/4
20% reduction in bill = 4/4

OR
Any other way depending upon the comparative performance of the classes.
The record for vi (a) to vi (d) can be maintained by the Science Club or Eco-club members of
Senior Secondary class.

107

NOTE FOR science TEACHERS


1.

Encourage the students to take more interest in Science.

2.

Make students appreciate that Science is the base of life on earth.

3.

Pay attention on understanding the concepts fully.

4.

After the concept is made clear; then go for applications with good examples.

5.

If you are teaching life processes; make students experience respiration in and
respiration out. They can also experience chewing of bread in mouth for some minutes.
When it becomes sweet starch is converted to sugar.

6.

Please do all activities indicated in theory book. Some activities - you can do in classroom
and some in the laboratory.

7.

Please do all Laboratory exercise (Practicals) in the lab properly so that students can
attempt Practical based MCQ confidently.

8.

Develop confidence in your students by being more concerned for them.

9.

It is our duty as teacher to groom our students.

10. Pay attention to each student

108

Project No. 6

Heredity and Evolution


Aim : To understand concept of probability through sex-determination in human beings.
Learning Objectives:
1. In human beings, there are two sexes - male & female
2. Sex of baby is determined by father:

3. Thus as per probability 50 percent children born should be girls and other 50 percent should be
boys.

Materials required : chart paper, survey sheets, marker, pen, pencil, crayens.

Procedure :
1. The students in groups of 4-5 students will do survey in 25 families either in own neighbourhood or
different relatives family.
2. Note the number of male and female children only (not parents) in the following table.
S. No.
1.
2.
3.
4.
5.
6.
7.
Total

No. of Boyz

No. of girls

3. After making total of all boys and all girls of 25 families, final out the propertion and note down. (It
will come more or less around 50 : 50)
Though, as per probability concept, if there are two children in the family - one should be boy
and the other should be girl. But it may or may not happen. Sometimes, there are both girls or both
boys. But when you calculate for large number of families, then proportion will come 50 : 50. Thus
concept of probability is better exhibited in bigger sample.
Affable in Nature, a bigger sample is operating all the time.
4. This experiment may be repeated with two colours, marbles. Put 50 red marbles and 50 green marbles
in a bag. Take out two marbles a time. Note green or red every time in a table. After doing 25 times calculate the ratio (it will be around 50 : 50)

Now plot your result on a chart paper with all calculations. High light two points:
1.

Concept of probability.

2.

Sex determination in human beings. Emphasising the role or male (father and certainly not
mother) in deciding sex of the child.

Discuss the results / findings with other groups.

109

Project No. 7
Budding in yeast
Lesson : How do organisms reproduce)
Learning Objectives:
1. Asexual reproduction requires only one partner.
2. Asexual reproduction may take place by fission, regeneration, budding or fragmentation.
3. In Yeat, asexual reproduction takes place by budding.
Materials Required :
Microscope, Beaker, eater, watch glass / petri dish, dropper, slide, coverslip, sugar, burner,
tripad stand, yeast powder, glass rod.
Procedure :
Take 50ml of water in beaker. Heat it till lukewarm. Add a spoon of sugar. Mit it. Then put a
pinch of yeast powder in this. Cover the beaker and keep overnight at room temperature.
Next day, take a drop of their solution on to a slide. Cover with Cover slip. Look under the
microscope. You will see many buds growing in the yeast.
Draw the diagrams & discuss. You may also make chart of this & display.
Budding in Yeasts

110

Appendix

111

112

Continuous and Comp


rehensive Evaluation

113

114

Continuous and Comp


rehensive Evaluation

115

116

Some tips for students on examination


1.

Read question Paper very carefully.

2.

Attempt those questions first where you are sure of answers.

3.

Draw diagrams wherever possible.

4.

Diagram should be neatly drawn and well labelled.

5.

Diagram should be self-explanatory.

6.

Alongwith the diagram; write two or three important points.

7.

Write answers point wise.

8.

Do not write long sentences or long paragraphs.

9.

Try your best not to leave any question unanswered.

10. underline mportant words, terms, and points with pencile or green/yellow pen/
highlighter.
11. Avoid using red pen.
12. Time yourself - you should complete your paper within the time limit.
13. Try to keep 10 minutes in the end for revision.
14. Do not leave blank papers between two answers in answer sheet.
15. Use smooth pen, pencil, and rubber for exam.
16. Do not waste paper - think for the environment

117

118

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