Académique Documents
Professionnel Documents
Culture Documents
EVALUATION IN
SCIENCE
Class X
2011
content
Sl. No.
Page No.
1.
Introduction
2.
3
11
3.
4.
16
5.
17
6.
29
Lesson 1 : Electricity
31
45
50
62
79
87
7.
99
8.
111
iii
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
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.
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
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.
Quizzes
Observational Schedule-
Home work
Projects (Group/Individual)
Anecdotal Records
Oral Questions
Experiments
Assignments / Tests
Conversation / Interviews
Childs Portfolio
I.
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
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
yy
yy
yy
yy
yy
yy
yy
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.
yy
In C.C.E. students have room for construction of own activities on varied subjects.
yy
yy
yy
yy
yy
yy
It emphasizes on attitude, values and skill development along with scholastic and coscholastic activities.
yy
yy
yy
yy
yy
yy
yy
yy
yy
yy
yy
It has no label of slow, poor or intelligent but various traits are graded
yy
yy
yy
yy
It is sensitive to every learners response as step wise learner develops the learning .
yy
yy
C.C.E. monitor the changes taking place in childs learning, behavior and progress over
time.
yy
yy
yy
yy
yy
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
Handwriting, Sharing,
Application of knowledge,
Problem Solving, Lateral
thinking
Question problems,
Note Book
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
Surprise
Assessment
Formative
Assessment
Informal
Formal
Informal
Formal
Informal
Formal/
informal
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
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
Observation
Observation
Project
Debate
Quiz
Formative
Assessment
10
10
10
10
M.M.
13
14
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
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
Date
April
01.04.11 to
02.04.11
Practical/Activity
CHAPTER-1
ACTIVITY
11.04.11 to
16.04.11
ACTIVITIES
Combination, decomposition,
displacement, double
displacement, precipitation,
neutralization.
April
18.04.11 to
23.04.11
CHAPTER-2
ACTIVITIES
25.04.11 to
30.04.11
17
pH ? Concept of pH scale,
Importance of pH in everyday
life.
May
02.05.11 to
07.05.11
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)
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
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
ACTIVITY
Corrosion - 3.14.
CHAPTER 6
ACTIVITY
Life processes
PRACTICAL 6
To prepare a temporary mount of leaf
stomata
PRACTICAL 7
PRACTICAL 8
1943
respiration.
01.08.11 to
06.08.11
CHAPTER 7
ACTIVITIES
15.08.11 to
20.08.11
CHAPTER 12
PRACTICAL-3
ELECTRICITY
2044
PRACTICAL-4
To determine the equivalent resistance
in daily life.
Aug. /
Sept.
22.08.11 to
27.08.11
29.08.11 to
03.09.11
CHAPTER 13
ACTIVITIES
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
REVISION
SUMMATIVE ASSESSMENT -
I
4
2145
PRACTICAL-1
PRACTICAL-1
CHAPTER-4
Oct.
03.10.11 to
06.10.11
AUTUMN BREAK
07.10.11 to
15.10.11
ACTIVITIES
6
_
7
_
17.10.11 to
22.10.11
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
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
07.11.11 to
11.11.11
14.11.11 to
19.11.11
CHAPTER-2
ACTIVITIES
REPRODUCTION
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
Nov./
Dec.
28.11.11 to
03.12.11
CHAPTER-9
ACTIVITY
2347
of traits.
Mendel's experiment.
Dec.
05.12.11 to
09.12.11
12.12.11 to
17.12.11
ACTIVITIES
CHAPTER-16
Refer activities
Management of Natural
Resources
Chapter-10
ACTIVITIES
26.12.11 to
WINTER BREAK
Suggested Projects
2448
15.01.12
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
PRACTICAL-4
10.7, 10.8
PRACTICAL
To determine the focal length of
concave mirror & convex lens by
obtaining the image of distant object.
CHAPTER-11
ACTIVITIES
Yuva
Module 6.2 Vol. 3
Chapter: Eating wisely! Eating
well.
Feb.
06.02.12 to
10.02.12
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
March
6+3
REVISION
01.03.12 to
31.03.12
SUMMATIVE ASSESSMENT
& RESULT
EXAMS II
2650
Remedies or Measures
1.
2.
3.
4.
5.
6.
7.
8.
27
9.
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
32
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.
5. Resistance of 2
1.
Hands-On
Examination.
6. Rheostat
Practical
33
Distribute
the
class
response
assessment
worksheets to the class.
Students :
blackboard
V
I
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
34
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.
written
test
4. Oral or
(Questions):
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
R = R1 + R2 + R3
R5 = R1 + R2 + R3
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.
36
Hands
on
practical
examination by group of
students.
Evaluation criteria
Same as given in assessment
technique no. 3
Teacher
help
the
students to reaching the
conclusion.
Concludes
the
observation and writes
the key points on black
board after discussing
with students:
v) Is it possible to have
both series and parallel
combinations of resistances
in the same circuit?
V V V V
= + +
R R1 R 2 R 3
I = I1 + I2 + I3 means
V V V V
= + +
R R1 R 2 R 3
Total - 10 marks
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.
5.
6.
7.
8.
9.
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
10
39
4.
5.
6.
7.
8.
9.
10.
10
5
40
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
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)
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.
4.
5.
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
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
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
(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
48
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.
51
Lesson Plan
Teaching Points
Metals
metals
and
Teacher Activities
Students Activities
Evaluation
that Based on responses
by Students.
Oral Questions :
i. name a metal
which can be cut by
knife.
ii. Why H2
catches
immediately
gas
fire
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.
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.
53
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
Students
write
the
chemical reaction in
their note book & asked
to balance the chemical
reaction
How H2 gas is
collected in the
test tube?
What is the
name of the
technique?
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
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.
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
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.
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.
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
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
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.
63
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
65
Lesson Plan
Teaching Point
1. Combination
reaction
is
explained with
taking common
example of lime
2. Magnesium on
burning in light
gives magnesium
oxide with bang
of light
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?
66
5. Rusting of Iron
The compounds
can be identified
as insoluble salt
precipitate.
Teacher may
question
ask
the
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
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
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
Answer Key
1.
2.
3.
4.
5.
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
70
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.
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
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
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.
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
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?
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
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
Students Activity
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
Ratio is :
Either
Rb, Ry, Bg
One Domination
& one recessive
eg. Red + Black
character
Both
Domination
characters
9:3:3:1
One Dominating
and one recessive
character in reverse
order
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
Green - 0
Red - 2
Blue - 3
Black - 5
make population of 100 beads
Pick 10 beads
Red - 0
Blue - 4
Black - 6
Green - 40
Red - 10
Blue - 30
Black - 20
100
Green -
Red -
Blue -
Black -
Blue 0
Black 10
Blue - 3 30
Black - 7 70
100
83
Question
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)
84
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
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
87
88
CONCEPT MAPPING
Lesson Plan
Teaching points
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
i
seal
i
Dark
refrigerator
light
(Room temp)
(Room temp)
Evaluation
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.
S e x u a l
Reproduction
(plants) through
flowers
90
S e x u a l
Reproduction
Seed formation
in fruits
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.
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
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
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)
97
98
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.
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)
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
2.
3.
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.
9.
108
Project No. 6
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.
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
113
114
115
116
2.
3.
4.
5.
6.
7.
8.
9.
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
NOTES
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
NOTES
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................
..................................................................................................................................................................................