FA - Science - Class X

SCIENCE
Revised
FORMATIVE
ASSESSMENT
Ma n ua l for Tea chers
SCIENCE
CLASS X
Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110 092 India
SCIENCE
Formative Assessment Manual for Teachers, Science, Class-X

PRICE : `
FIRST EDITION - 2010, CBSE, India
SECOND EDITION - 2016, CBSE, India
COPIES: 20,000
"This book or part thereof may not be reproduced by

any person or agency in any manner."
The Secretary, Central Board of Secondary

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

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

PREAMBLE
1
WE, THE PEOPLE OF INDIA, having solemnly resolved to constitute India into a [SOVEREIGN
SOCIALIST SECULAR DEMOCRATIC REPUBLIC] and to secure to all its citizens :
JUSTICE, social, economic and political;
LIBERTY of thought, expression, belief, faith and worship;
EQUALITY of status and of opportunity; and to promote among them all
FRATERNITY assuring the dignity of the individual and the2 [unity and integrity of the Nation];
IN OUR CONSTITUENT ASSEMBLY this twenty-sixth day of November, 1949, do HEREBY ADOPT,
ENACT AND GIVE TO OURSELVES THIS CONSTITUTION.
1.
Subs, by the Constitution (Forty-Second Amendment) Act. 1976, sec. 2, for "Sovereign Democratic Republic (w.e.f. 3.1.1977)
2.
Subs, by the Constitution (Forty-Second Amendment) Act. 1976, sec. 2, for "unity of the Nation (w.e.f. 3.1.1977)
THE CONSTITUTION OF INDIA

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

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Con ten ts
SCIENCE
Acknowledgments
Preface
School Based Assessment - A Theoretical Perspective
Formative Assessment - An Overview
How to use this Manual?
21
Formative Assessment in Science
26
Formative Assessment
30
Chapter1:
Chemical Reactions and Equations
31
Chapter2:
Acids, Bases and Salts
45
Chapter3:
Metals and Nonmetals
67
Chapter4:
Carbon and its Compounds
84
Chapter5:
Periodic Classification of Elements
109
Chapter6:
Life Processes
126
Chapter7:
Control and Coordination
146
Chapter8:
How do Organisms Reproduce?
154
Chapter9:
Heredity and Evolution
164
Chapter10: Light: Reflection and Refraction
173
Chapter11: Human Eye and Colourful World
187
Chapter12: Electricity
198
Chapter13: Magnetic Effects of Electric Current
224
Chapter14: Sources of Energy
237
Chapter15: Our Environment
248
Chapter16: Management of Natural Resources
257
Some More Activities
266
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Chapter1
Chemical Reactions and Equations
SCIENCE
ACTIVITYI
Assessment Technique: Demonstration based worksheet
Learning Outcomes: The students will be able to
recognize a decomposition reaction.
comprehend that reactant is a single substance.
visualize that the products formed are more than two.
identify the gases evolved NO2 and O2.
Task: Individual
Time Required: 20 minutes
Procedure:
1.
The teacher
takes lead nitrate in a testtube and asks students to observe its colour. She/he heats the
test-tube over a Bunsen burner.

instructs the students to observe the gases evolved and the residue left in the testtube.
2.
brings a burning match-stick near the mouth of the test-tube and ask the students to observe the
flame of burning match-stick.
3.
brings a blue litmus paper moistened with water near the mouth of the test-tube.
4.
distributes the student - worksheet after the demonstration to collect students responses.
Assessment Criteria:
Correct response
31
SCIENCE
Test tube holder

Boiling tube
Lead nitrate
Burner
STUDENT WORKSHEET
Answer the following questions on the basis of the observations made during the demonstration:
1.
What was the colour of lead nitrate salt?

_____________________________________________________________________________________
2.
On heating the salt what did you observe?

_____________________________________________________________________________________
3.
What was the colour of the gas evolved?

_____________________________________________________________________________________
4.
What happened on bringing a burning matchstick near the mouth of the testtube?
_____________________________________________________________________________________
5.
Identify the gas evolved on the basis of your response at sr. no. 4.
_____________________________________________________________________________________
6.
Was there any change in colour of the moistened litmus paper when exposed to the gases evolved.
_____________________________________________________________________________________
7.
Identify the two gases evolved during heating of the salt on the basis of your observations.
_____________________________________________________________________________________
32
SCIENCE
8.
What was the colour of the residue left at the bottom of the testtube?
_____________________________________________________________________________________
9.
What is this type of chemical reaction called?

_____________________________________________________________________________________
10. Define the type of reaction in the above reaction.

_____________________________________________________________________________________
11. Write the balanced chemical equation for it.
_____________________________________________________________________________________
12. Give one more example of this kind of reaction.
_____________________________________________________________________________________
Suggestive remediation:
Development of observation skills Attention of the students should be drawn to observe the
colour of Lead Nitrate salt, the colour of the mixture of gases evolved and the colour of the
residue.
Some students may find it difficult to write the chemical equations. They should be encouraged
to memorize the symbols and valencies from NCERT book.
Some students may not be able to balance the chemical equations. Practice may be given to such
students by giving them worksheets on balancing of equations.
Few students may find it difficult to correlate the diagram of this activity performed in the
class. The diagram may be drawn on the black board and identify every item of the apparatus
with it.
ACTIVITYII
Learning Outcomes: The students will be able to:
identify the reactants and products of a chemical reaction.
write the word equations for the observed chemical reaction.
33
SCIENCE
write symbols and formulae for the reactants and products.
write a skeletal chemical equation.
balance the chemical equation.

Task: Individual/Students involvement
Procedure:
1.
The teacher performs activity no. 1.2 given on page 2 of Class X, NCERT science textbook in the
form of a demonstration. Students are involved in the demonstration.
2.
The activity may be performed in step-wise manner leading the students to write a balanced
chemical equation for the reaction as the class proceeds.
3.
The teacher uses the given worksheet after the demonstration to collect students responses.
Correct answer
STUDENT WORKSHEET
Answer the following questions:
Ql. Write the names of the reactants taking part in the chemical reaction.
Q2. Write the chemical formulae of both the reactants.
Q3. List the observation (s) which justify that a chemical reaction has taken place.
Q4. The products formed during the reaction are lead iodide and potassium nitrate. Write a word
equation for the complete chemical reaction that has taken place.
Q5. Write the skeletal equation with chemical formulae of reactants and products.
Q6. Fill the following table on the basis of the above skeletal chemical equation:
Element/Ion
Pb
NO3
K
I
34
Number on LHS
Number on RHS
SCIENCE
Q7. Is the equation balanced? If not, balance it.
Q8. Convert the following word equation to a balanced chemical equation:
Magnesium + Oxygen
Magnesium Oxide
Some students may find it difficult to write the molecular formulae for the given compound.
Students may be encouraged to memorise the symbols and valencies of from NCERT science
textbook.
Some students may break the polyatomic ions into their respective elements.
e.g.: Nitrate = 1 Nitrogen + 3 Oxygen. This will make the task of balancing the chemical
equation cumbersome for the students. The teacher may give some other examples of various
displacement and double displacement reactions involving polyatomic ions like nitrate,
sulphate and phosphate to emphasise that polyatomic ions should not be broken into elements
while balancing a displacement reaction.
ACTIVITYIII
Assessment Technique: Diagram based worksheet
name the reactants and products of the reaction.
compare the reactivity of the two elements on the basis of the products of the displacement
reaction.
recognise that it is a displacement reaction.

Task: Individual / students
Procedure:
1.
The students may be given the following worksheet with figure taken from class X, NCERT
textbook, after activity based teaching-learning of displacement reactions and its aspects.
2.
The students answer the questions and all the answers are discussed in class.
Correct answer
35
SCIENCE
STUDENT WORKSHEET
Observe the diagram given below carefully and answer the questions that follow:
Stand
Test tube
Thread
Copper sulphate
solution
Iron nail
(a) Iron nails dipped in copper sulphate solution

Ql.
After ten minutes of keeping the set up as shown in the figure, the colour of the iron nail and
intensity of copper sulphate solution changes. What does this indicate?
Q2.
Name the type of chemical reaction that takes place between copper sulphate and iron nail.
Q3.
Which of the two metals involved in the given process is more reactive?
Q4.
What change do you expect in the reaction mixture if a copper wire is kept immersed in an iron
sulphate solution?
Q5.
Write a balanced chemical equation for the reaction between copper sulphate and iron nails.
Some students may find it difficult to correlate the diagram to the activity performed in the
class; they may be encouraged to perform the activity themselves once again.
The students may be asked to describe the change in colour and texture of nails and colour of
solution in their own words while carrying out the activity before this sheet is given to them so
that, it doesn't become a rote learning exercise.
Some students may not be able to correlate that the reverse reaction is not possible as iron is
more reactive than copper, teacher may let the students perform this activity in groups to
appreciate that a more reactive element displaces a less reactive one in a displacement reaction.
36
SCIENCE
Some more easily available sets of metal and metal salt solutions, like zinc sulphate and
magnesium, copper and silver nitrate etc., should be given to the students to help them
understand the concept of displacement reactions completely.
Activity - Demonstration-Activities/ assessment of other types of reactions (namely

combination, double displacement reactions need to be given before Activity-IV)
ACTIVITYIV
Assessment Technique: MCQ based worksheet
write a word and a skeletal chemical equation.
recognise a balanced chemical equation.
categorise the given reactions ascombination, decomposition, displacement, double

displacement or redox reaction.
differentiate between the terms, corrosion and rancidity.

Task: Individual
Time Required: One period
Procedure:
1.
The students are given the following MCQ based worksheet after the teaching-learning process
of the whole chapter. The students complete the work and peer correction is to be done.
Correct answers
STUDENT WORKSHEET
Choose the correct option.
Q1. The given equation represents the reaction of sodium metal with water.
Sodium + Water
Sodium hydroxide + Hydrogen
Which of the following chemical equations represents a complete balanced chemical equation for
the given word equation?
37
SCIENCE
A.
2Na(s) + H2O
2NaOH(aq) + H2(g)
B.
Na(s) + 2H2O
NaOH(aq) +2H2(g)
C.
2Na(s) + 2H3O
2NaOH(aq) + 2H2(g)
D.
2Na(s) + 2H2O
2NaOH(aq) + H2(g)
Q2. Identify the chemical equation which represents a complete balanced equation for the reaction of
barium chloride with sodium sulphate to produce barium sulphate and sodium chloride.
A.
BaCl2(aq) + Na2SO4 (aq)
BaSO4(s) + 2NaCl(aq)
B.
2BaSO4(s) + 2NaCl(aq)
C.
2BaCl2(aq) + Na2SO4 (aq)
2BaSO4(s) + NaCl(aq)
D.
BaSO4(s) + NaCl(aq)
Q3. Ferric oxide reacts with aluminium to produce aluminium oxide and iron. The balanced chemical
equation for the given reaction is
Fe2O3
Ferric oxide
2Al
Al2O3
Aluminium
Aluminium oxide
2Fe
Iron
Which of the following substance is oxidized in the given reaction?

A.
Al2O3
B.
Fe2O3
C.
A1
D.
Fe
Q4. White silver chloride changes to grey in sunlight because of the formation of silver metal along
with the evolution of chlorine gas. Identify the chemical equation that gives a correct
representation of the process.
A.
2AgCl
C.
2Ag + Cl2
2Ag + Cl2
B.
AgCl
2AgCl
D.
Ag + Cl2
Ag + Cl2
2AgCl
Q5. When copper oxide is treated with hydrogen gas copper is produced along with water. The
balanced chemical equation for the given reaction is
CuO + H2
Cu + H2O
Which substance is oxidized in the given reaction?

A. H2
38
B. Cu
C. H2O
D. CuO
SCIENCE
Q6. The balanced chemical equation for the reaction of nitrogen with hydrogen to produce Ammonia
gas isA.
N2(g) + H2(g)
2NH3(g)
B. 2N2(g) + H2(g)
2NH3(g)
C.
N2(g) + 3H2(g)
2NH3(g)
D. 2N2(g) + H2(g)
2NH3(g)
Q7. Identify the chemical equation that correctly represents production of magnesium nitride by
burning magnesium metal in pure nitrogen from the following
A.
Mg3N2(s)
Mg(g) + N2(g)
C.
3Mg(g)+N2(g)
Mg3N2(g)
B.
Mg + N2
D. Mg3N2
Mg3N2
3Mg + N2
Q8. Which of the following reactions represents a combination reaction?

A.
CaO(s) + H2O(g)
B.
CaCO3(s)
C.
Zn + CuSO4(aq)
D.
2FeSO4(s)
Ca(OH)2(aq)
CaO(s) + CO2(g)
ZnSO4(aq) + Cu(s)
Fe2O3(s) + SO2(g) + SO3(g)
Q9. Complete the following statements by choosing correct type of reaction for x and y.
Statement 1: The heating of lead nitrate is an example of 'x' reaction
Statement 2: The burning of magnesium is an example of 'y' reaction.
A.
x
combination
B.
x
decomposition
C.
x
combination
D.
x
deplacement
y
decomposition
y
combination
y
deplacement
y
decomposition
39
SCIENCE
Q10. Which of the following reactions represents a double displacement reaction?
A.
BaCl2(aq) + Na2SO4(aq)
B.
2FeSO4(s)
C.
2Pb(NO3)2(g)
D.
Zn(s) + 2AgNO3(aq)
BaSO4(s) + 2NaCl(aq)
Fe2O3(s) + SO2(g) + SO3(g)

2PbO(s) + 4NO2(g) + O2(g)
Zn(NO3)2(aq) + 2Ag(s)
Q11. Complete the following statements by choosing correct options for x and y.
During the process of respiration, glucose combines with oxygen in the cells of our body
and 'x' a large amount of energy. Hence, respiration is an 'y' process.
A.
releases
endothermic
absorbes
endothermic
releases
exothermic
absorbs
exothermic
B.
C.
D.
Q12. The following reaction is an example of a

Fe2O3(s)
Ferric oxide
2Al(s)
Aluminium
Al2O3(s)
Aluminium oxide
2Fe(s)
Iron
A.
combination reaction
B.
double displacement reaction
C.
decomposition reaction
D. displacement reaction
Q13. Complete the following statements by substituting x and y with correct options
40
1.
Corrosion and rancidity are the result of 'x' reaction of iron articles and oils/fats
respectively.
2.
Galvanization is done to prevent corrosion of iron articles and 'y' are used to prevent
rancidity of oils or fats.
SCIENCE
A.
displacement
oxidants
oxidation
anti-oxidants
displacement
anti-oxidants
oxidation
anti-oxidants
B.
C.
D.
Q14. What happens when dilute hydrochloric acid is added to iron fillings?
A.
Hydrogen gas and iron chloride are produced
B.
Chlorine gas and hydroxide are produced
C.
Heat is absorbed, i.e. test tube becomes cold.
D.
Iron salt and water are produced
Students may be encouraged to come prepared with the complete chapter 'Chemical Reactions
and Equations'.
This worksheet will give a comprehensive overview of the students' understanding of concepts
dealt within the chapter. After administration of the assessment tool, a diagnosis of the
difficulty areas must be done and the concepts in which students faced problems must be retaught.
Before using the above worksheet, the teacher may evise the concepts and draw the attention of
the students towards categorizing the reactions into different types.
ACTIVITYV
revise oxidation and reduction reactions.
explain redox reactions.
41
SCIENCE
identify the substance oxidized, substance reduced, oxidizing and reducing agents.
write balanced chemical equations with correct formulae and symbols.

Task: Individual
Time Required: 20 minutes to each student
Procedure:
1.
The students are given the following worksheet and asked to answer the questions given in the
worksheet.
2.
The students answer the questions and submit for evaluation.
3.
All the answers are discussed in class.
Correct response
STUDENT WORKSHEET
Observe the diagram and answer the questions given below:
China dish
containing
copper powder
Wire gauze
Tripod stand
Burner
1. Why does the surface of copper powder become black on heating?

_____________________________________________________________________________________
_____________________________________________________________________________________
2. Name the black substance produced.
_____________________________________________________________________________________
____________________________________________________________________________________
42
SCIENCE
3. Write the balanced chemical equation for it.
_____________________________________________________________________________________
_____________________________________________________________________________________
4. If Hydrogen gas is passed over this heated material, what happens?
____________________________________________________________________________________
_____________________________________________________________________________________
5. Write the chemical equation for it.
____________________________________________________________________________________
_____________________________________________________________________________________
6. In the above reaction at S. No. 4, which substance is losing oxygen?
____________________________________________________________________________________
_____________________________________________________________________________________
7. In the above reaction, which substance is gaining oxygen?
____________________________________________________________________________________
_____________________________________________________________________________________
8. Identify the oxidizing and reducing agents.
____________________________________________________________________________________
_____________________________________________________________________________________
9. What are such reactions called?
____________________________________________________________________________________
_____________________________________________________________________________________
43
SCIENCE
10. In the reaction 2PbO(s) + C(s) 2Pb(s) + CO2(g), identify the substance oxidized and the substance
reduced.
____________________________________________________________________________________
_____________________________________________________________________________________
A few students may not be able to give satisfactory answers. The teacher may explain the
concept of oxidation and reduction again.
A worksheet on redox reactions may be given as a remedial exercise.
The students may be asked to identity redox reactions in daily life.
44
SCIENCE
Chapter2
Acids, Bases and Salts

ACTIVITYI
Assessment Technique: Activity based worksheet
correlate the colour of the pH paper to the pH value of the solution.
find relation between pH value and the nature of the medium.
categorise substances as acidic, basic or neutral on the bases of their pH values.

Task: Individual
Procedure:
1.
The students are given eight different solutions.
2.
They note the colour of pH paper after dipping it in the various samples.
3.
After noting the colour change they note down the approximate pH value.
4.
From the pH value they identify the nature of the sample.
Correct answer
STUDENT WORKSHEET
Activity: To test the pH value of solutions given in the table.
S. No.
Solutions
1.
Lemon juice
2.
Tap water
3.
NaOH solution
Colour of pH paper
after dipping
Approximate
pH value
Nature of substance
45
SCIENCE
4.
Dilute HCl
5.
Vinegar
6.
Baking soda solution
7.
Soap solution
8.
Solution of Glass cleaner
Q1. Which of the above solutions are acidic?

______________________________________________________________________________________
Q2. Which of the above solutions are basic?
______________________________________________________________________________________
Q3. Is any solution neutral?
______________________________________________________________________________________
Q4. Arrange the above solutions in the increasing order of pH value.
______________________________________________________________________________________
Q5. Which solution is:
a)
Most acidic _________________
b)
Most basic __________________
Q6. Does the soap solution also have hydrogen ions? If yes, why is it basic?
______________________________________________________________________________________
Q7. What would happen to the pH if we mix 1 mL of 0.1 M of solution of S. No. 3, will 1 mL of 0.1 M of
solution of S. No. 4.
______________________________________________________________________________________
Q8. Which acid is present in lemon juice? Why is it not corrosive?
______________________________________________________________________________________
46
SCIENCE
Development of observation skills in learners is an important expectation from

teaching/learning of science. Special focus and attention may be given to this aspect. Some
students may find it difficult to correlate the colour of pH paper with pH value. They may be
shown the colour changes of pH paper in acidic/basic/neutral medium or they may be given
the pH scale chart to refer.
ACTIVITYII
Assessment Technique: Wall magazine/bulletin board
recognize the acid and base that combine to form the given salt.
show that all salts are not neutral.
correlate common names, chemical names and properties of various salts.
signify the importance and uses of salts.

Task: Group
Approximate time given to each group:
710 days (for preparation) and 12 hours (presentation)

Procedure:
1.
The class is divided into groups of 57 students.
2.
Various salts are allotted to these groups and they are asked to prepare a wall magazine.
3.
The time frame for the completion of work and display is conveyed to the students.
4.
The various salts: Sodium Chloride, Sodium Carbonate, Sodium Hydrogen Carbonate,
Calcium Oxychloride and Calcium Sulphate are the salts for the wall magazine.
5.
The students collect information/pictures/photographs or any other illustrations/ relevant

material from different sources and make a presentation in the form of a wall magazine or a
bulletin board.
6.
Each student is asked questions by the teacher to assess his/her understanding and level of
contribution.
47
SCIENCE
The wall magazine/bulletin board may be assessed according to the following criteria:
Content
Presentation
Viva
Marking may be done in the following manner:

S. No. Name of the
student
Group
Salt
Content
Presentation
Viva
Total
Note:
1.
To ensure quality work, the teacher may convey some ideas to the students for preparing the
wall magazine.
2.
To ensure effective participation and cooperation, the teacher may monitor from time to time.
3.
To ensure that the project is completed on time, the teacher may remind the group after regular
intervals.
If a student is not able to collect information and relevant material, the teacher may guide by
providing names of references books, science journals, websites and other material.
If the wall magazine has not been displayed in the right manner, the teacher may assign a
48
SCIENCE
student from the other group who has done well or an art teacher who may enhance the
presentation skills of the students.
The teacher may encourage and council the students who are reluctant in cooperating with the
rest of the group.
ACTIVITYIII
Assessment Technique: Balancing the chemical equation
write balanced chemical equations for reactions of acids and bases with metals, carbonates and
hydrogen-carbonates, metallic oxides etc.
formulate the general chemical equations for the reactions of acids and bases.
draw inferences from various reactions shown by acids and bases.

Task: Individual
Procedure:
1.
The students are given the following worksheet after the teaching-learning of various reactions
of acids and bases to strengthen the concept.
2.
The students submit the worksheet for evaluation and all the answers are discussed in class.
Each of the following questions may be assessed giving equal weightage.
STUDENT WORKSHEET
Instruction:
Write balanced chemical equations for the following word equations:
A.
Reaction of acid with metal

Zinc + Hydrochloric acid
Zinc chloride + Hydrogen
General equation:_______________________________________
Balanced equation:______________________________________
49
SCIENCE
B.
Reaction of base with metal

Zinc + Sodium hydroxide
Sodium zincate + Water
C.
Reaction of acid with metal carbonate

Calcium carbonate + Hydrochloric acid
Calcium chloride + Carbon dioxide + Water
D.
Reaction of acid with metal hydrogen carbonate

Sodium hydrogen carbonate + Hydrochloric acid
Sodium chloride +
Carbon dioxide +Water

E.
Reaction of acid with metallic oxides

Magnesium oxide + Hydrochloric acid
Magnesium chloride + Water
Students may be encouraged to understand the valence and symbols given in NCERT Science
textbook so that they may be able to write the formulae of any given inorganic compound by
just criss-cross of valencies and do not take to rote memorization of each formula.
Initially some students may find it difficult to generalize the reactions. Encourage them by
writing more reactions of similar reactants on the board.

While using the above worksheet the teacher may also draw the attention of the students
towards categorizing the reactions into different types studied in the previous unit of
'Chemical Equations and Reactions'.
50
SCIENCE
An extension to the above worksheet may be designed by the teacher by asking students to
formulate their own reactions by taking reactants of their choice.
Another extension to the same may be done in the form of a game where members of one team
write reactants on the board and the members of the other team suggest the products. All this
will surely take the students away from rote memorisation of the reactions and will lead to
appreciation of the chemical reactions.
ACTIVITYIV
show that the strength of acids and based depends on the number of H+ and OH ions
produced respectively.
assign the pH range to acidic, basic or neutral solution.
correlate the type of ions produced in aqueous solutions to the type of medium.
find the relation between the colour of the pH paper and the nature of the solution.
Task: Individual
Procedure:
1.
The students are provided different solutions to identify the pH of each one of them.
2.
The students are given the worksheet after they have identified the pH of different solutions
given to them and note the approximate value after observing the colour of the pH paper.
In the table, five solutions are provided for noting the nature of the substance. For each solution
three parameters may be taken.
51
SCIENCE
STUDENT WORKSHEET
Different solutions are taken in different test tubes. pH paper is dipped into each of the solutions and the
observation table is completed on the basis of observations.
Vinegar
1M NaOH
Na2CO3 Solution
Orange Juice
1M HCl
Observation table:
S. No.
Solution
1.
Vinegar
2.
NaOH
3.
Na2CO3
4.
Orange Juice
5.
HCl
Colour of pH Paper
Approximate pH Value
Nature of Substance
The teacher is required to intervenes in between and tell the students about the strength of H+/H- ions in
solutions taken test tubes above. Help students to understand the relation between conc of H+H ions and
pH.
52
SCIENCE
This activity worksheet may be used to diagnose difficulties in understanding the concept of
pH value. In case the students are unable to complete the worksheet the teacher may explain
the topic to the students again.
ACTIVITYV
predict the products of a chemical reaction between an acid and a base.
write the word equations of the observed chemical reaction.
write symbols and formulae for the reactants and products.
balance the chemical equation for the observed reaction.
derive a general equation for neutralization reactions.

Task: Individual/ students involvement
Procedure:
1.
Activity No. 2.6 given on page 21 of Class X, NCERT science textbook is performed in the form
of a demonstration. Students are involved in the demonstration.
2.
The teacher may also bring about the concept of concentration of an acid by carrying out the
activity in four test tubes marked A, B, C and D containing varying strengths/concentrations of
base (NaOH).
3.
The pH of all the four NaOH solutions should be found with the help of universal indicator and
recorded by the students. In the table provided.
4.
The concentration of the acid (HCl) used for neutralisation is to be kept constant. The pH of acid
may be found and recorded.
5.
The teacher reiterates the-choice, use and need of indicator in this activity.
6.
The students count the number of drops of acid required for disappearance of the colour of the
solution neutralize the base.
Correct response
53
SCIENCE
STUDENT WORKSHEET
Ql.
Complete the following table according to the observations made during the demonstration of the
activity.
Test
tube no.
pH of
the base
Colour shown by
phenolphthalein
indicator
Number of drops of acid

required for complete
neutralisation. pH of acid =
1.
2.
3.
4.
Q2. Write the names of the reactants taking part in the chemical reaction.
Q3. List the observation (s) which justify that a chemical reaction has taken place.
Q4. Write a word equation and a balanced chemical equation for the complete chemical reaction
that has taken place.
Q5. Write a generalised equation for a neutralisation reaction.
Q6. Which of the four test tubes contains higher concentration of the base?
Q7. Does pH of a solution change with dilution?
The above activity, if performed involving the students, can prove an excellent tool for
removing misconceptions about strength and concentration of an acid and base. The same
activity may then be performed by choosing the set of a weak base (sodium carbonate) and
strong acid (HCI) or the set of a weak acid (oxalic acid) and strong base (NaOH).
54
SCIENCE
Some students may find it difficult to write the chemical reaction involved and a generalised
chemical equation. Such students may be encouraged to understand the symbols and valencies
from table 3.6 on page 37 of Class IX NCERT science textbook and revise writing and balancing
of chemical equations.
Some students may find it difficult to differentiate between the terms - a strong acid/ base and a
concentrated acid/ base. They may use the two terms inter changeably. Through this activity
teacher may clarify this doubt.
Extra caution may be taken in explaining precautions to the students. Attention of the students
may be drawn towards how to add the acid slowly with the help of a dropper without spilling
any acid.
Development of observation skills in learners is an important expectation from

teaching/learning of science. Special focus and attention may be given to this aspect.
As this activity involves working with acid and base, the concentration of the acids should not
be more than 0.01 M, approximately diluting 1mL of commercially available concentrated acid
to 1L aqueous solution.
0.4g of NaOH pallets may be dissolved in water to make a solution of 1L to get a 0.01M NaOH
solution. Same NaOH solution may be diluted further in the presence of students to get four
solutions of varying concentrations.
ACTIVITYVI
Assessment Technique: Diagram based explanation not given in NCERT book
apply knowledge of electrolysis to predict the important products formed in Chloralkali

process.
identify the products formed at the anode and cathode.
show the importance of the process and the products formed.

Task: Individual
Procedure:
1.
The students are given the following worksheet, after explaining the process of electrolysis.
55
SCIENCE
Correct answer
STUDENT WORKSHEET
Observe the diagram carefully and answer the following questions:
In the electrolysis cell of concentrated (aq) NaCl
a)
Products formed at anode is ___________________ and at cathode, _________________.
b)
Name the solution which flows out of the cell.

_________________________________________________________________________________
c)
How is sodium hydroxide obtained from concentrated (aq) NaCl? Write the balanced equation
of the reaction.
_________________________________________________________________________________
_________________________________________________________________________________
d)
How is chlorine gas obtained from (aq) NaCl solution?

_________________________________________________________________________________
_________________________________________________________________________________
e)
Name the three products of the electrolysis of concentrated (aq) KBr.

_________________________________________________________________________________
_________________________________________________________________________________
56
SCIENCE
f)
Write the ionic equations taking place at:

i)
Anode: _______________________
ii)
Cathode: ______________________
Some students may find it difficult to understand electrolysis and correlate the diagram to
understand the decomposition of sodium chloride by pure alkali process.
Again some students may find it difficult to write the balanced chemical equations of the
Chloralkali process.
Some students may get confused between anions and cations. Teacher may have to explain
anode and cathode and the movement of the anions towards the electrodes.
ACTIVITYVII
Assessment Technique: Individual Worksheet
identify the acid and base that would combine to form the given salt.
correlate the acidic, basic or neutral nature of the salt to the strength of the acid and base which
may be used to obtain the salt.
Task: Individual
Procedure:
1.
The students are given the following worksheet to complete the table after the teaching
learning of reaction between acid and base. This worksheet may be used to introduce the
concept of 'salts' in the class.
2.
The students complete the worksheet and the answers are discussed in class.
Correct response
57
SCIENCE
STUDENT WORKSHEET
Q.
Complete the following table with the acids and bases used to form a particular salt. Also give the
idea whether the acid/base is strong or weak and nature of the salt. (First has been done for you.)
S.
No.
Salt
1.
Sodium chloride
2.
Potassium nitrate
3.
Zinc sulphate
4.
Sodium acetate
5.
Potassium carbonate
6.
Copper chloride
7.
Aluminium chloride
8.
Sodium hydrogen
carbonate
9.
Ammonium chloride
10.
Potassium sulphate
Acid
used
Strong/
Weak
(S/W)
Base
Used
Strong/
Weak
(S/W)
Predicted nature
of the
saltacidic,
basic or neutral
HCl
(S)
NaOH
(S)
Neutral
Students must be encouraged to understand the valance and symbol table 3.6, given in class IX,
NCERT science textbook on page 37 so that they may be able to write the formulae of any given
inorganic compound by just crisscross of valencies and do not take to rote memorization of
each formula.
Initially some students may find it difficult to identify the acid and base used to make the salt,
encourage them by telling them to write reactions of formation of salts.
Students may be told that a salt of a

weak acid + weak base = almost neutral
58
SCIENCE
strong acid + strong base = neutral
weak acid + strong base = basic
strong acid + weak base = acidic
While using the above worksheet, the teacher may also draw the attention of the students
towards acid, base indicators.
The predictions made by the students may be checked with the help of litmus paper or solution
so as to strengthen their understanding.
An extension to the above worksheet may be designed by the teacher by asking students to
formulate their own salts by taking acids and bases of their choice.
A list of acids and bases with categories as strong and weak may be given to the students a day
in advance before administering this worksheet. A list is given to help.
Acids
Strong/Weak
Hydrochloric acid
Strong
Sulphuric acid
Strong
Nitric acid
Strong
Phosphoric acid
Strong
Acetic acid
Weak
Oxalic acid
Weak
Carbonic acid
Weak
Bases
Strong/Weak
Sodium hydroxide
Strong
Potassium hydroxide
Strong
Ammonium hydroxide
Weak
Aluminium hydroxide
Weak
Copper hydroxide
Weak
Zinc hydroxide
Weak
59
SCIENCE
Another extension to the same may be done in the form of a game where students of one team
write name of a salt on the board and the members of the other team write its formula and
suggest the acid and base that may be used to form that salt and predict the nature of the salt. All
this will surely take the students away from rote memorisation of the concept.
ACTIVITYVIII
Assessment Technique: Multiple Choice Questions based worksheet
predict the names of acids and bases that would combine to give the given salts.
correlate the pH to the nature of substance i.e. acidic, basic or neutral.
correlate the type of ions produced in aqueous solution to the type of medium.
find relation between colour of an indicator and the nature of the medium.
Task: Individual
Procedure: The students may be given the following MCQ based worksheet after the teaching-learning of
the complete unit 'Acids. Bases and Salts' to strengthen the understanding of the concepts.
Correct answer
STUDENT WORKSHEET
Choose the correct option for the following questions from the four choices given. Each question has
only one correct answer.
Q1. An element common to all acids is
A.
chlorine
B.
nitrogen
C.
oxygen
D.
hydrogen
Q2. Bases on ionisation release
60
A.
hydrogen ions
B.
sodium ions
C.
chloride ions
D.
hydroxide ions
SCIENCE
Q3. ln general, salts
A.
are ionic compounds
B.
contain hydrogen ions
C.
contain hydroxide ions
D.
turn blue litmus red
Q4. When aqueous solutions of an acid and base are mixed

A.
no reaction occurs
B.
a new acid and a new base-are formed
C.
a salt and water is formed
D.
an acid and a salt is formed
Q5. When magnesium and hydrochloric acid react, they produce

A.
oxygen and magnesium chloride
B.
chlorine and magnesium oxide
C.
hydrogen and magnesium chloride
D.
hydrogen and magnesium oxide
Q6. When HCI (aq) is exactly neutralised by NaOH (aq), the hydrogen ion concentration in the
resulting mixture is
A.
always less than the concentration of the hydroxide ions
B.
always greater than the concentration of the hydroxide ions
C.
always equal to the concentration of the hydroxide ions
D.
sometimes greater and sometimes less than the concentration of the hydroxide ions
Q7. A common substance that contains acetic acid is

A.
vinegar
B.
ammonia water
C.
salad oil
D.
soap
Q8. A base used in the manufacture of soap is

A.
calcium hydroxide
B.
sodium hydroxide
C.
ammonium hydroxide
D.
zinc hydroxide
61
SCIENCE
Q9. Which of the following solutions will turn phenolphthalein pink?
A.
HCl (aq)
B.
CO2 (aq)
C.
KOH (aq)
D.
CH3OH (aq)
Q10. Fruit juices, such as orange juice, contain:

A.
boric acid
B.
citric acid
C.
sulphuric acid
D.
nitric acid
Q11. When dissolved in water, salts

A.
are non-electrolytes
B.
have a bitter taste
C.
are electrolytes
D.
release hydrogen ions
Q12. Of the following, the property that most closely relates to acids is
A.
a bitter taste
B.
contains the hydroxide ion
C.
sour taste
D.
salty taste
Q13. A solution turns red litmus to blue. It's pH is likely to be:

A.
B.
C.
D.
10
Q14. Which of the following represents a base?

A.
KOH
B.
KCI
C.
CH3OH
D.
CH3COOH
Some students may find it difficult to answer questions based on nature and formation of salts,
a separate worksheet only for revising salts concept may be prepared and given to them.
Some students may find it difficult to understand the meaning of an electrolyte. The teacher
may make them recall the concept of electrolysis of water done in unit 1 and correlate by giving
examples.
The teacher may also build a cross-curricular link with chemical effect of electric current.
62
SCIENCE
The concept that an electrolyte dissociates into ions in aqueous solution; acids, bases and salts
are electrolytes may be given to the students. With Q1, 2, 3 and 11 the concept of strong/week
electrolytes and strong/ weak acid and base may be strengthened.
Some students may find it difficult to correlate that all fruits contain at least one organic acid in
addition to other content material. When they measure the pH of 3-4 samples of juices they will
visualise the presence of acid in juices.
Some students may bear the misconception that all compounds with OH in the end are basic in
nature. Q9 and Q15 will help remove this.
The difficulty in solving Q6 may be removed by reiterating the ionic equationH+ + OH
H2O
If any of the ions is in higher concentration in the solution it will make the solution acidic or
basic accordingly.
ACTIVITYIX
Assessment Technique: Crossword puzzle worksheet
recall various products that are formed when acids or bases react with metals, metal carbonates
and hydrogen-carbonates, metallic oxides etc.
correlate common names, chemical names and properties of various salts in syllabus.
predict the change in colour for various indicators on change of medium.
understand various reactions shown by acids and bases.

Task: Individual
Procedure: The students are given the following worksheet to completing the crossword puzzle after the
teaching-learning of the complete unit 'Acids, Bases and Salts', to strengthen the concepts.
Correct solution
63
SCIENCE
STUDENT WORKSHEET
Solve the crossword puzzle
1
2
3
4
5
6
8
9
10
11
12
13
14
15
Down
64
1.
name of process of electrolysis of aqueous sodium chloride
2.
change in colour of litmus in basic medium
4.
chemical name of washing powder
5.
medicine for acidity and indigestion
6.
common name of sodium hydrogen carbonate
7.
change in colour of litmus in acidic medium
SCIENCE
8.
gas released when an active metal reacts with an acid
9.
common name of calcium sulphate hemihydrates
12.
acids and bases react to produce water and
Across
1.
gas released when a metal carbonate reacts with an acid
3.
This indicator gives reddish pink colour in acidic solution
10.
mixture of sodium hydrogen carbonate and tartaric acid to make cakes
11.
common name of dilute solution of acetic acid
13.
this indicator gives magenta pink colour in alkaline solution
14.
The reactions involving acids and bases ____________ one _____________ reactions.
15.
plaster of paris is obtained by heating _______________________.
Some students may find it difficult to correlate the common name of a salt, acid or a base to its
chemical name and formula, a comprehensive table may be prepared with four coloumns as
follows and students may be asked to search for various compounds in their syllabus and fill
the table as they proceed to learn more.
S. No.
Chemical Name
Common Name
Chemical
Formula
Spl. Information/
property of the
compound
Eg.l
Sodium
hydrogen
carbonate
Baking Soda
NaHCO3
Used to make crispy

pakoras, Baking
powder...
All the reactions of acids and bases may be recalled and general equations may be put on a chart
for quick recall.
Initially some students may find it difficult to start the cross word they may be given a clue to
start with appropriate answer to the clue they are sure of.
They may be told that gaps between two words are not left in a cross word.
65
SCIENCE
Solution to the cross word:
Answer Key
1
2
L
9
U
10
P
L
V I
11
B A
5
6
66
G Y
T
P
D
I
12
P H
R
I
15
A
N E
13
14
M E
C A
Chapter3
SCIENCE
Metals and Nonmetals

ACTIVITYI
Assessment Technique: Chemical equation based worksheet
enlist chemical properties of metals.

write balanced chemical equations for reactions of metals.
correlate reactivity of a metal with the conditions under which the metal reacts with water.
Task: Individual
Procedure:
1.
The students are given the following worksheet after the teaching-learning of the chemical
properties of metals, to strengthen the concepts.
2.
The students complete the worksheet and exchange the worksheet for peer correction.
Correct response
STUDENT WORKSHEET
Write balanced chemical equations for the following reactions1.
Steam is passed over red hot iron.

_________________________________________________________________________________
_________________________________________________________________________________
2.
Aluminium oxide reacts with sodium hydroxide.

_________________________________________________________________________________
_________________________________________________________________________________
67
SCIENCE
3.
Potassium oxide is dissolved in water.

_________________________________________________________________________________
_________________________________________________________________________________
4.
Iron is heated strongly in oxygen.

_________________________________________________________________________________
_________________________________________________________________________________
5.
Iodium reacts with water.

_________________________________________________________________________________
_________________________________________________________________________________
Some students may find it difficult to remember various reactions. They may be encouraged to
tabulate various reactions of metals.
Revisiting chapter 1 'Chemical Reactions and Equations' may be required for students who find
it difficult to write balanced chemical reactions.
Teacher may draw attention of the students towards categorising the reactions into various
types studied in chapter 1.
This worksheet may be used to help diagnose difficulties in the understanding of the concepts
of chemical properties of metals.
ACTIVITYII
Assessment Technique: Graphic worksheet
write electronic configuration of elements.
correlate the electronic configuration to the valence and type of bonds formed for elements.
draw electron dot structures of elements.
show formation of ionic compounds by transfer of electrons.
68
SCIENCE
Task: Individual
Procedure:
1.
The students may be given the following worksheet after the teaching-learning experience of
formation of compounds between metals and non-metals, i.e. formation of ionic bonds.
2.
Once the students complete the work, peer correction is done.
Correct answer
STUDENT WORKSHEET
The atomic numbers of three elements A, B and C are given. Answer the following questions on the
basis of the data taking:
A = 12
Ql.
B = 16
C=6
Write the electronic configurations of all the three elements.

_________________________________________________________________________________
_________________________________________________________________________________
Q2. Which of these elements is a metal?

_________________________________________________________________________________
_________________________________________________________________________________
Q3. Which element will form an anion of valency 2?
_________________________________________________________________________________
_________________________________________________________________________________
Q4. Which element will form a cation of valency 2?
_________________________________________________________________________________
_________________________________________________________________________________
69
SCIENCE
Q5. Show the formation of bond by-electron dots between elements A and B.
_________________________________________________________________________________
_________________________________________________________________________________
Q6. Which two elements will combine to form an ionic bond? Also write the formula.
_________________________________________________________________________________
_________________________________________________________________________________
Some students may find it difficult to write the electronic configuration of elements, they may
be guided to revisit the Bohr's atomic model given in chapter 'Structure of the Atom', class IX,
Science, NCERT textbook.
Some students may find it difficult to visualise and understand the bond formation through
electron transfer, as they may be kinaesthetic learners, such students may be helped by making
models with beads to understand the concept.
As an extension formation of covalent bonds may be dealt here after the students have
mastered the formation of ionic bonds.

Practice at recognising a metal and non-metal after looking at the electronic configuration may
be required, teacher may take care to give enough practice to the students.
ACTIVITYIII
predict the occurrence of the reactions.
identify the colours of the various metals and their salt solutions.
draw correlations between observations of the reactions taking place in different beakers to
reach a comprehensive conclusion about the reactivity series of metals.
Task: Individual
70
SCIENCE
Procedure:
1.
The students are given the following worksheet after they learn about the reactivity series of
metals.
2.
They are also shown the colours of the metals zinc, iron and copper.
3.
Beakers containing solutions of CuSO4, FeSO4 and ZnSo4 should be labelled of these solutions
4.
After 30 minutes, they would observe the activity in beakers in which the metals have been
dropped in various solutions and the beakers have been marked from A to E.
Correct answer
STUDENT WORKSHEET
Displacement Reaction
a)
Take 100 ml beakers and label them A, B, C, D and E. Take 50 mL of water in each beaker. Dissolve in
each beaker half a teaspoonful of each salt as shown below. Drop the metal in each beaker as
indicated.
CuSO4 + Zn
CuSO4 + Fe
ZnSO4 + Cu
FeSO4 + Cu
ZnSO4 + Fe
b)
Keep the beakers undisturbed for sometime.
c)
Record the observations.

1.
What changes do you observe in the beakers A and B?

_________________________________________________________________________________
_________________________________________________________________________________
71
SCIENCE
2.
Write the equations for reactions occurring in beakers A and B.

_________________________________________________________________________________
_________________________________________________________________________________
3.
Why do the changes occur in:

Beaker A _________________________________________________________________________
Beaker B _________________________________________________________________________
4.
Why there are no changes in:

Beaker C _________________________________________________________________________
Beaker D _________________________________________________________________________
Beaker E _________________________________________________________________________
5.
What is the change in colour in:

Beaker A _________________________________________________________________________
Beaker B _________________________________________________________________________
6.
Can you guess which is the most reactive metal out of iron, copper and zinc?
_________________________________________________________________________________
7.
Which is the least reactive metal of the three metals used?

_________________________________________________________________________________
8.
Now arrange these three metals in increasing order of reactivity.

_________________________________________________________________________________
Some students may not be able to remember the reactivity series, the teacher may put a chart in
the class-room showing reactivity series of metals.
This activity worksheet will be useful to diagnose the difficulties in the understanding of the
concepts of reactivity series of metals.
72
SCIENCE
The teacher may advice the students that the metals should be rubbed with sand paper to
remove the corrosion on the surface. If not, the reaction may not occur due to the oxide or
carbonate layer on the surface.
ACTIVITYIV
Assessment Technique: Concept based worksheet
write balanced chemical equations for reactions of metals.
correlate reactivity of a metal with the conditions under which a metal reacts with water.
Task: Individual
Procedure:
1.
The students are given the following worksheet after the teaching-learning of the extraction of
metals. Following information is reiterated and revised before giving the worksheet.
Metal Sulphides react with dilute acids to release H2S gas which has a smell of rotten
eggs.
Metal Carbonates react with dilute acids to release CO2 gas which is an odourless and
colourless gas released as brisk effervescence.
Zinc shows a valence of only +2.
Iron exists in two common valence states +2 and +3.
Copper exists in two common valence states of +1 and +2 .
2.
The students complete the worksheet and submit for evaluation.
Correct response
STUDENT WORKSHEET
Ql.
An ore of metal 'M' of medium reactivity on treatment with dilute hydrochloric acid gives a smell of
rotten egg. Draw a flow chart to depict various steps involved in the extraction of metal 'M' from its
ore.
73
SCIENCE
Q2. An ore on treatment with dilute hydrochloric acid releases brisk effervescence of a colourless and
odourless gas. Identify the type of ore and the method that may be used to get the oxide of metal from
the ore.
Q3. Following are the facts about a metal 'M'
Metal 'M' is extensively found as its ore M2O3
M2O3 combines with moisture present in the air to form flaky brown substance.
Metal M is capable of forming two chlorides- MCl2 and MCl3
Metal M may be extracted from its ore M2O3 by thermit reaction

a)
Identify metal M,
b)
Write the thermit reaction by which it may be obtained
c)
What is the brown flaky substance?
d)
What are the common valencies shown by metal 'M'?
Some students may find it difficult to remember various reactions and properties of metals,
their compounds and gases evolved during reactions of the carbonates and sulphide ores with
dilute acids. They may be encouraged to tabulate various reactions of metals in general form
and be familiar with all the reactions.
Revisiting chapter 1 'Chemical Reactions and Equations' may be required for students who find
it difficult to write balanced chemical reactions.
Attention of the students may be drawn towards categorising the reactions into various types
studied in chapter 1.
ACTIVITYV
understand the term electrolysis, electrodes (anode and cathode), electrolyte and ions (anions
and cations).
74
SCIENCE
distinguish between electrolytic reduction and electrolytic refining.
signify the need to refine metals.

Task: Groups/pairs
Procedure:
1.
The class is divided into groups / pairs.
2.
The students are given the following worksheet after teaching and learning of electrolytic
refining to strengthen the concepts. The following information is reiterated and revised before
distributing the worksheet.
Definition of electrolysis, electrodes and ions.
Refining of metals to remove impurities and obtain pure metals.
The anode is impure metal (copper) and cathode is pure metal (copper).
Movement of cations (copper ions) to the cathode and deposition of pure copper on the
cathode after reduction of metal ions to metal.
The insoluble impurities settle down below the anode and is known as anode mud.
The soluble impurities remain in the solution.
3.
Correct response
Understanding
Clarity of the topic of Electrolytic Refining of metals
75
SCIENCE
STUDENT WORKSHEET
Observe the diagram and answer the questions:
Battery
Impure
copper
as anode
Impurities
(anode mud)
1.
2.
Pure
copper as
cathode
Copper
sulphate
solution
Experimental set up for the electrolytic
refining of copper
In the electrolytic refining of copper, what is taken as:

a)
Electrolyte: _______________________________________________________________________
b)
Anode: __________________________________________________________________________
c)
Cathode: _________________________________________________________________________
Why is electrolytic refining of metals done?

______________________________________________________________________________________
3.
Why is acid added to the Copper sulphate solution?

______________________________________________________________________________________
4.
What happens to the soluble impurities in the impure copper plate which made the anode.
______________________________________________________________________________________
5.
What do you understand by anode mud?

______________________________________________________________________________________
6.
Name any other two metals which are refined by electrolytic methods.
______________________________________________________________________________________
76
SCIENCE
7.
Why is there no need for refining the metal Aluminum?

______________________________________________________________________________________
8.
On passing electric current through a solution of copper sulphate where does Copper get deposited?
______________________________________________________________________________________
Revising electrolytic refining maybe required for students who have forgotten important terms
such as electrolysis, electrolyte and electrode.
Some students may get confused between electrolytic reduction and electrolytic refining, so
the differences between the two should be highlighted in tabular form.
ACTIVITYVI
apply the knowledge of electrolysis to electroplating of metals.
enlist benefits of electroplating of metals.
identify the metals which should be made the anode and cathode.
Task: Individual
Procedure:
The students may be given the following worksheet after giving an explanation on electroplating as a
method for prevention of corrosion.
Correct interpretation of diagram
Appropriate answers
77
SCIENCE
STUDENT WORKSHEET
Observe the diagram given below carefully and answer the questions:
1.
The following diagram shows electroplating of an iron spoon with silver

Battery
e
Ag
Spoon (x)
Ag+
Ag+
AgNO3(aq)
Even without passing electric current Ag will deposit on Fe spoon according to

2AgNO3 + Fe
2.
78
2Ag + Fe(NO3)2 as Fe is more reactive than Ag.
a)
The metals of which X is made of is___________________________________________________
b)
Is the spoon anode or cathode?______________________________________________________
c)
A suitable electrolyte is ____________________________________________________________
d)
In case we need to electroplate the spoon with silver, suggest a suitable

i)
Anode _____________________________________________________________________
ii)
Electrolyte __________________________________________________________________
In purification of copper
a)
Impure copper is made ____________________________________________________________
b)
Pure copper is made ______________________________________________________________
c)
The used electrolyte is _____________________________________________________________
SCIENCE
d)
The formed slime (sludge) has economic importance because

________________________________________________________________________________
________________________________________________________________________________
The process of electrolysis maybe recalled so that the students may be able to relate it to
electroplating.
This worksheet may be used to diagnose any difficulties in the understanding of the concept of
electrolysis, electrolyte, anode and cathode.
ACTIVITYVII
Assessment Technique: Multiple Choice Questions based worksheet
draw correlation between the oxide of an element and pH of its aqueous solution.
predict the products of a reaction on the basis of reactivity series of metals.
apply the conceptual knowledge to daily uses of the elements.

Task: Individual
Procedure:
1.
The students are given the following MCQ based worksheet after the teaching-learning of the
complete unit 'Metals and Non-metals', to strengthen the concepts.
2.
The students exchange the worksheet for peer assessment.
3.
The teacher calls out the correct answers.
Each of the following questions may be assessed giving equal weightage
79
SCIENCE
STUDENT WORKSHEET
Choose the correct answer:
1.
All the following materials show property of malleability except

a) iron
2.
b) graphite
c) aluminium
d) silver
The solution of ash obtained after burning magnesium ribbon in air will turn
a) red litmus to blue because it is acidic in nature.
b) blue litmus to red because it is basic in nature.
c) blue litmus to red because if is acidic in nature.
d) red litmus to blue because it is basic in nature.
3.
4.
80
___X____is the product formed when sulphur reacts with oxygen, it dissolves in water to produce
___Y___ Choose correct option for x and y.
X
a)
SO2
Acid
b)
SO3
Neutral
c)
SO2
Base
d)
SO3
Acid
Sodium metal is stored in ___X___ because it reacts vigoursly with oxygen of air to produce ___Y___.
Choose the correct option for x and y.
X
a)
Water
Acidic oxide
b)
Alcohol
Neutral oxide
c)
Kerosene
Basic oxide
d)
Air tight container
Acidic carbonate
SCIENCE
5.
6.
Metal ___X___ reacts vigorously with water to produce gas__Y__which burns with the "pop" sound
Choose the correct option for x and y.
X
a)
Sodium
Oxygen
b)
Magnesium
Oxygen
c)
Sodium
Hydrogen
d)
Magnesium
Hydrogen
Which of the following can be beaten into thin sheets?

a) Aluminium
7.
b) Phosphorus
c) Sulphur
d) Oxygen
Read the following statements carefully and select the correct statements about the physical and
chemical properties of metalsI.
All metals are ductile
II. Generally metals are ductile

III. Metals which are more reactive than hydrogen react with acids to release hydrogen gas.
IV. All metals react with acids to release hydrogen gas.
The correct statements are:
8.
10.
a) 1 and IV
b) I and III,
c) II and III
d) II and IV
Aluminium can be converted into thin foils. This property of aluminium is because it is
a) ductile
b) malleable
c) a good conductor of heat
d) sonorous
Which material is the hardest in nature?

a) Iron
11
b) Graphite
c) Oxygen
d)
Sodium
d)
Iron
Which one of the following metal is used in thermometers?

a) Copper
b) Mercury
c) Aluminium
81
SCIENCE
12.
13.
14.
15.
82
Correct the statement by substituting x and y with correct option. X can't be drawn into wires because
it is not Y in nature:
X
Coal
Ductile
Copper
Malleable
Aluminium
Ductile
Graphite
Malleable
Zinc displaces copper from _X__ solution because it is __Y___ than copper. Substitute X and Y with
correct option:
X
Zinc sulphate
less reactive
Copper sulphate
more reactive
Sulphuric acid
more reactive
Copper sulphate
less reactive
Most metallic oxides are:

a) acidic is nature
b) neutral in nature
c) basic in nature
d) amphoteric in nature
___X___is used for decorating sweets. Select the correct answer about 'X' and the property 'Y' of this
metal by which it can be corrected into the foil.
X
a)
Silver foil
Ductile
b)
Copper foil
Malleable
c)
Aluminium foil
Ductile
d)
Silver foil
Malleable
SCIENCE
Some students may find it difficult to remember difference between ductility and malleability
Spending time on Q.13 and 15 will help remove this difficulty. Moreover some terms may be
given to the students eg. Drawn into wiresDuctility.
Some students may find it difficult to comprehend the difference between the sentences 'all
metals_____' and 'generally most metals have the property_____. Teacher should help them in
understanding the difference.
This worksheet may be used to help diagnose difficulties in understanding of the concepts of
physical and chemical properties of metals and non-metals.
83
SCIENCE
Chapter4
Carbon and its Compounds

ACTIVITYI
Learning Outcomes: The student will be able to
identify the salts which cause hardness of water.
observe the action of soap in hard and soft water.
recognize the action of detergents in hard and soft water.
Task: Individual
Procedure:
1.
The students are given six samples of salt solutions.
2.
They add a drop or two of soap solutions to each test tube and note down the observations in
the worksheets.
3.
They answer the questions given in the worksheet.
Conduct of experiment
Observations made
Correct answer
STUDENT WORKSHEET
Identify the salts which cause hardness in water.
84
CaCl2
Solution
NaCl
Solution
MgSO4
Solution
K2SO4
Solution
CaHCO3
Solution
MgCl2
Solution
SCIENCE
Q1. On adding few drops of soap solution to the above test tubes, which of them would lather with soap?
______________________________________________________________________________________
Q2. Which of the test tubes will form a scum?
______________________________________________________________________________________
Q3. What will you observe on adding detergent powder to the above test tubes?
______________________________________________________________________________________
Q4. Which salts caused hardness in water?
______________________________________________________________________________________
Q5. Which salts did not cause hardness in water?
______________________________________________________________________________________
Q6. On adding detergent powder in the above tubes and shaking them well, what did you see?
______________________________________________________________________________________
Q7. Would you be able to check if water is hard using a detergent? Why?
______________________________________________________________________________________
Q8. Are detergents effective in hard water? If so, why?
______________________________________________________________________________________
Development of observations skills in learners so as to be able to identify soft and hard water.
Therefore special focus and attention may be given to observations skills.

Some students may find it difficult to correlate soft and hard water with the formation of lather
and scum. They may be shown again the action of soaps and detergents.
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ACTIVITYII
Assessment Technique: Nomenclature worksheet
name hydrocarbons on the basis of structural formula.
write the structural formula of hydrocarbons.

Task: Individual
Procedure:
1.
Before distributing the worksheet, the teacher explains the concept of Nomenclature of
hydrocarbons. Naming of a carbon compound can be done using the following steps:
Identify the longest chain in the compound carrying functional group and count the
number of carbon atoms in it.
The number of carbon atoms in the longest chain form the root word
Prefixes and suffixes may be added to the root word according to their presence in the
compound as follows which are in accordance with NCERT class X science book
2.
Students complete the worksheet and peer assessment is done.
Correct answers
STUDENT WORKSHEET
Look at the following diagram showing electronic dot structure carefully and answer the questions that
H
follow:
xx
xx
xx
86
H .x
O=O
x
Nx
x
xN
xx
xx
xx
O
xx
II
III
.x
xx
O
xx
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Q1. Name the molecules whose electronic dot structures are depicted in diagram I and III
______________________________________________________________________________________
Q2. Identify the type of bond being formed in the molecules at I and III.
______________________________________________________________________________________
Q3. How many pairs of electrons are being shared between the two atoms of oxygen?
______________________________________________________________________________________
Q4. How many bonds are formed between two atoms of oxygen?
______________________________________________________________________________________
Q5. Write the structural formula of the compound being shown in diagram III.
______________________________________________________________________________________
Q6. Write the electronic dot structure of methane
H
H
C
H
______________________________________________________________________________________
Q7. Write the electronic dot structure of ethene.
H
H
C = C
______________________________________________________________________________________
Q8. Write the electronic dot structure of propane.
(CH3CH2CH3)
______________________________________________________________________________________
Q9.
Give the number of different type of bonds present in one molecule of propane.
______________________________________________________________________________________
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A few students may find it difficult to write the correct name or structure of the simple
hydrocarbons. They may be encouraged to name the simple compounds first by following the
rules.
ACTIVITYIII
observe that ethyl alcohol is a major component of wine.
observe that ethanol is oxidized to ethanoic acid on heating with alkaline KMnO4 or acidified
Potassium dichromate.
correlate the given facts about an organic compound to solve a problem for identification of an
unknown compound.
Task: Individual
Procedure:
1.
The following worksheet is distributed after teaching learning session on chemical and
physical properties of ethanol and vinegar. Teacher gives the following information to the
students:
CH3CH2OH is a major component of wine.
Alcohols on oxidation with alkaline KMnO4 or acidified K2Cr2O7 are converted to

carboxylic acids.
Example: CH3CH2OH
CH3COOH
Vinegar is 5-8% solution of Ethanoic acid, it is widely used as a preservative in pickles.

2.
The students complete the worksheet and exchange it for peer correction.
Correct response
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SCIENCE
STUDENT WORKSHEET
Study the given problem carefully and answer the following questions:
Problem:
An organic compound A (C2H6O) is a constituent of wine. This compound, on heating with alkaline
potassium permanganate gets oxidised to give another compound B which turns blue litmus red.
Q1. Identify compound A. Write its chemical name and chemical formula.
Chemical name_________________________________________________________________________
Chemical formula______________________________________________________________________
Q2. Identify compound B. Write its chemical name and its chemical formula.
Chemical name_________________________________________________________________________
Chemical formula______________________________________________________________________
Q3. Identify the functional groups in the compounds A and B.
______________________________________________________________________________________
Q4. Write the chemical equation for the reaction of A with alkaline KMnO4 to produce B.
______________________________________________________________________________________
Q5. Name the type of reaction that takes place for formation of B from A.
______________________________________________________________________________________
Q6. What is the nature of compound B?
______________________________________________________________________________________
Q7. What is 58% solution of B in water called?
______________________________________________________________________________________
Some students may not be able to identify the compounds in the given problem. Help them to
understand the properties of the organic compounds. Encourage the students to make a table
of properties of all the organic compounds in their course.
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Some students may find it difficult to write the chemical formula or identify the functional
groups of the compounds, they may be helped by giving some extra task of solving problems,
writing the formula and identification of the functional group.
Teacher may take up a quiz in the class where one group poses the question and other answers.
ACTIVITYIV
Assessment Technique: Data based worksheet
discover that in a homologous series the difference in the formula of two adjacent compounds
is of 'CH2' and difference in molecular mass is '14 u'.
appreciate that chemical properties of members of a homologous series are similar. Formulate
the general formula for a homologous series.
predict the next members of a homologous series.

Task: Individual
Procedure:
Teacher distributes the worksheet to the students after, they have learnt to derive a general formula for
compounds with same functional groups. The following brief idea about a homologous series may be
given to the students.
A series of compounds with same functional group is called a homologous series.
Each homologous series can be given a general formula in which number of carbon atom is
denoted by n and then number of hydrogen is related to n. If any other hetro element like 'O'
(oxygen) is present in the compound, its number is also written as a subscript. e.g. general
formula of alkane series is CnH2n + 2
If one knows the general formula of a homologous series, the molecular formula of members
can be written. After the completion of the worksheet teacher may add other significant
information related to the concept.
Correct answers
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STUDENT WORKSHEET
Instructions: Answer the following questions on the basis of the data given:
Few pairs of organic compounds are given below:
A.
CH3OH and C2H5OH
B.
C2H5OH and C3H7OH
C.
C3H7OH and C4H9OH
Atomic mass: C = 12u, H = 1u, O = 16u

Q1. Calculate the difference in formula and molecular masses in the pairs given above A, B, and C.
For pair (A) Difference in formula:________; Difference in molecular mass:________
For pair (B) Difference in formula:________; Difference in molecular mass:________
For pair (C) Difference in formula:________; Difference in molecular mass:________
Q2. What is common in the above result?
Q3. Name the functional group/groups present in the hydrocarbons listed above.
Q4. Arrange the above hydrocarbons in order of increasing number of carbon atoms.
Q5. What is such type of series called?
Q6. Write a general formula for the series formed in Question No. 4 indicating the number of C, H
and O atom.
Q7. With the help of the result of Question No. 1 write the next two members of this series obtained
in Question No. 4.
i)
_____________________________________________________________________________
ii)
_____________________________________________________________________________
Some students may find it difficult to generalize that two adjacent members of series of same
type of compounds have difference of 'CH2' group in formula and '14u' in molecular mass.
Teacher may help them realise this by giving more examples.
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Some students may find it difficult to make the general formula. Teacher may help them by
giving more examples of series with other functional groups (eg. alkenes, alkynes etc.)
Some students find it difficult to extend the series by adding more members. Teacher may
explain, the concept again to them.
Further teacher may add that chemical properties of the members of a homologous series are
same as they all have same functional group and chemical properties of a compound mainly
depends on the functional group present in it. Data about physical properties of members of a
homologous series may be shared with the students to make them appreciate the constant
gradation in the physical properties of the homologues.
ACTIVITYV
Assessment Technique: Project
aquire the skill of naming hydrocarbons.
write the structural formula of hydrocarbons.

Task: Individual
Time Required: One week
Procedure:
1.
The teacher gives this task to the students after explaining the concept of nomenclature of
hydrocarbons.
2.
Naming of a carbon compound can be done using the following steps. Identify the longest
chain in the compound carrying functional group and count the number of carbon atoms in
that. The number of carbon atoms in the longest chain form the root word.
Number of carbons
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Root Word
1.
meth
2.
eth
3.
prop
4.
but
5.
pent
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Number of carbons
3.
Root Word
6.
hex
7.
hept
8.
oct
9.
non
10.
dec
Prefixes and suffixes may be added to the root word according to their presence in the
compound as follows (the following rules suffice the class X syllabus of CBSE and are in
accordance with NCERT class X science book)Prefix + Root word + primary suffix + secondary suffix
Primary suffixes
Identification group
Class of compound
Suffix
Single bonds
Alkane
ane
Double bond
Alkene
ene
Triple bond
Alkyne
yen
Prefixes
Structure of functional Group
Class of compound
Prefix
CI, Br
halides
Chloro,
Bromo
Secondary Suffixes
Structure of
functional Group
Suffix
Class of
compound
OH
alcohols
ol
CHO
aldehydes
al
CO
ketones
one
COOH
Carboxylic acids
oic acid
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Teacher's Advice to Students
Selection of hydrocarbons is very important in learning nomenclatures. Students may be suggested to
choose. It chain & branched chain hydrocarbons both saturated & unsaturated, containing upto five
carbon atoms only.
STUDENT WORKSHEET
Time: 5-6 Days
Aim of the Project:
To study the technique of naming different hydrocarbons, both saturated & unsaturated and their isomers,
containing upto 05 carbon atoms and also write their structural formula.
Project Report:
The students may be asked to prepare a written report of the project undertaken using the format given
below:
Aim of the project
Introduction
Theory
Procedure
Result
Presentation
Content
Result
Creativity
Viva
A few students may find it difficult to write the correct name or structure of the simple
hydrocarbons, they may be encouraged to name the simple compounds first by following the
ruies.
Some students may and it difficult to differentiate between aldehydes, ketones and alcohols
when written in condensed form, they may be helped by writing the open and condensed
structures of the same compound.
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Some students may forget to count the carbon of carboxyl group in the base (root) chain.
Teacher may reiterate that all the carbons that are linked to each other in a chain without any
hetro atom (O, N etc.) in between, are to be counted in the chain.
ACTIVITYVI
Assessment Technique: Content based worksheet
revise chemical properties of hydrocarbons, alcohols and carboxylic acids. Write chemical
equations for the organic reactions with main products formed during the reaction.
recognise various reagents likea reducing or an oxidising agent used in organic reactions.
Task: Individual
Procedure:
1.
The worksheet is given to the students to assess their understanding of the chemical properties
shown by hydrocarbons, alcohols and carboxylic acids.
2.
A revision of the following concepts may be done:
Hydrocarbons burn in oxygen to give carbon dioxide, water and heat.
Alcohol when heated with Alkaline KMnO4 or acidified K2Cr2O7 is converted to carboxylic
acid.
Unsaturated hydrocarbons add hydrogen in the presence of catalysts such as Palladium

or nickel give saturated hydrocarbons.
In the presence of sunlight, saturated hydrocarbons undergo substitution reacton with

chlorine.
Alcohols react with sodium metal to form sodium alkoxide and hydrogen gas.
On heating ethanol with excess conc. H2SO4 at 443K, ethene and water are formed.
When carboxylic acid and alcohol react in presence of a mineral acid, sweet smelling ester
is formed and ester which is hydrolysed in presence of an acid or a base to give back
alcohol and carboxylic acid.
Carboxylic acid reacts with a base like NaOH to give sodium salt of carboxylic acid and
water.
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Carboxylic acid reacts with carbonates and hydrogen carbonates to give salts, water and
carbon dioxide.
3.
The students complete the worksheet and exchange for peer assessment.
The reactions should clearly show the catalyst used and the major products formed. Balancing
of organic reactions is must. Reactions given in NCERT. chapter IV, class X text book may be
used as criteria of marking.
STUDENT WORKSHEET
Write balanced chemical equation for the following chemical reactions:
A.
Combustion of Methane.
______________________________________________________________________________________
B.
Reaction of ethanol with hot alkaline potassium permanganate

______________________________________________________________________________________
C.
Reaction of propene with Hydrogen in presence of palladium or nickel

______________________________________________________________________________________
D.
Reaction of Methane with chlorine in presence of sunlight

______________________________________________________________________________________
F.
Reaction of ethanol with Sodium Metal

______________________________________________________________________________________
G.
When ethanol is made of react with hot conc. Sulphuric Acid

______________________________________________________________________________________
H.
Reaction of ethanoic acid with ethanol in presence of conc. H2SO4

______________________________________________________________________________________
I.
Reaction of ethyl ethanoate (CH3COOC2H5) with Sodium hydroxide

______________________________________________________________________________________
J.
Reaction of ethanoic acid with sodium hydroxide

______________________________________________________________________________________
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SCIENCE
K.
Reaction of ethanoic acid with Sodium bicarbonate

______________________________________________________________________________________
Some students may find it difficult to write the correct formula of an organic compound.
Teacher may encourage the students to write the general formulae and the functional groups of
organic compounds in their syllabus on a chart and revisit naming of organic compounds.
Some students may find it difficult to understand the products of the chemical reaction or
balance the equation. The teacher may ask them to tabulate all the reactions of a particular
functional group together and draw correlations in the reactions. Correlations serve as a
memory tool.
ACTIVITYVII
write the general formula of homologous series.
apply the general formula of a homologous series to identify any compound in the series.
Task: Individual
Procedure:
1.
The teacher distributes this worksheet to the students after teaching - learning the concept of
The 'Homologous Series'. The students complete it and submit for evaluation
2.
The teacher discusses the following points with students:
A series of compounds in which each member differs from its preceeding or succeeding
member by a - CH2 group is called a homologous series.
Difference in the formula and molecular mass of two consecutive compounds members of
same homologous series is '-CH2' and -14 u respectively.
A homologous series can be identified with a general formula which helps in determining the
other members of the series.
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Correct answers
STUDENT WORKSHEET
Instructions:
Arun wrote few series of hydrocarbons and left blanks in between. Look at the chemical formula in the
series of hydrocarbons carefully and answer the questions that follow:
I
II
IV
III
CH4
C2H4
C2H2
CH3OH
C2H6
C3H6
C2H5OH
CH3COOH
C3H8
C4H6
C4H7OH
C4H5COOH
C4H10
C5H10
C5H8
C3H7COOH
Ql.
What is the difference in the formula and molecular mass between C2H6 and C3H8; C3H8 and
C4H10 ?
_________________________________________________________________________________
Q2. What is the name given to such series of compounds?

_________________________________________________________________________________
Q3. Substitute the blanks A, B, C, D with correct chemical formula of the compound.
A. _________________________
B. _________________________
C. _________________________
D. _________________________
Q4. Name the functional group present in the series IV and V.

_________________________________________________________________________________
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Q5. Which is the first member of the alkane series?
_________________________________________________________________________________
Q6. What is the general formula of the homologous series of alkyne and alcohol.
_________________________________________________________________________________
Q7. Write the chemical formula of 6th member of alkyne series and 7th member of alcohol series.
_________________________________________________________________________________
Some students may not be able to make and use the general formula of homologous series of
alkyne and alcohol. They may be given more practice using different examples from same and
different homologous series.
Some students may not be able to identify the compound and functional group present in that.
Help them to identify the same.
ACTIVITYVIII
Assessment Technique: Facts based Worksheet
show that carbon forms compounds by sharing electrons.
demonstrate that alkanes are saturated but alkenes and alkynes are unsaturated hydrocarbons
where pair of carbons are bonded with double and triple covalent bonds respectively.
Task: Individual
Procedure:
1.
Teacher may give this worksheet to the students after discussing about the nature of carbon atom and
its bonding ability.
2.
Teacher may discuss the following:

Compounds of carbon and hydrogen are called hydrocarbons.
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Carbon forms covalent bonds by sharing electrons.
Alkenes are unsaturated hydrocarbons with a pair of adjacent carbon atoms bonded together
with double bond.

Alkenes are unsaturated hydrocarbons with a pair of adjacent carbon atoms bonded together
with triple bond.
Hydrocarbons on combustion produce CO2 , H2O and heat energy.
Functional groups are atoms or group of atoms present in hydrocarbons which determine its
chemical properties.
Correct response
STUDENT WORKSHEET
Kalyani got a fact sheet about carbon atom which has stormed her brain with many questions.
Atomic number of carbon is 6.
It is tetravalent in nature that is why one carbon atom combines with 4 hydrogen atoms to form
methane.
It can neither give electron nor take electron to form a compound.
It has a versatile nature and form many compounds like alkanes, alkenes, alkynes, alcohols,
carboxylic acids.
The chemical properties of compounds are determined by the functional group present in it.
Few of the questions are listed below, can you help her get the answers.
Q1. What is the electronic configuration of carbon?
_________________________________________________________________________________
_________________________________________________________________________________
Q2. Carbon is tetravalent in nature. What does it mean?
_________________________________________________________________________________
_________________________________________________________________________________
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Q3. What is the valance of carbon in ethane?
_________________________________________________________________________________
_________________________________________________________________________________
Q4. In bond formation, carbon neither gives electrons or takes electrons. Then how does it complete
its octet and what is the type of bond formed?
_________________________________________________________________________________
_________________________________________________________________________________
Q5. What is a hydrocarbon?
_________________________________________________________________________________
_________________________________________________________________________________
Q6. What is the structural difference between alkanes and alkenes?
_________________________________________________________________________________
_________________________________________________________________________________
Q7. When carbon is burnt, carbon dioxide is formed. Name the products formed when
hydrocarbons are burnt.
_________________________________________________________________________________
_________________________________________________________________________________
Q8. What is a functional group?
_________________________________________________________________________________
_________________________________________________________________________________
Q9. Why does carbon form many compounds? (Give two reasons).
1.
_____________________________________________________________________________
2.
_____________________________________________________________________________
Questions to be added on chemical properties by compounds containing diff. functional groups.
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A few students may be puzzled to find out the valence of carbon in ether. Teacher may need to
explain that valence of carbon never changes (Valence is the capacity to form bonds. Carbon
has four electrons in outermost shell and its valance is 4)
A few students may write that alkanes are saturated and alkenes are unsaturated hydrocarbon
or alkenes have one pair of carbon atoms bonded with double bond.
A few students may not correlate that one of the major components of hydrocarbon is carbon
and therefore their combustion also leads to the production of CO2 ,H2O, heat and light Teacher
may help them to understand.
ACTIVITYIX
Assessment Technique: Formula based worksheet (Brain storming)
establish the relation between name, molecular formula & structures of compounds.
apply the concept of nomenclature of hydrocarbons.

Task: Individual
Procedure:
Teacher distributes the worksheet to the students to assess their understanding of nomenclature of
hydrocarbons and skill of drawing the structure of the hydrocarbon. The students complete it and
discuss the answers.
Correct answers
STUDENT WORKSHEET
Instructions:
Given below are the name, molecular formula and structure of a few compounds. In one of the three
columns, there is some error. Identify the wrong entry and write the correct answer in the box given beside.
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Name of compound
Propanol
Propanol
Chlorobutane
Ethanoic acid
Propanone
Structure
Formula
C3H8O
C3H6O
C4H8Cl
C2H5COOH
C3H7O
C =O
Heptyne
C7H14
Cl
OH
C H
Some students may not be able to establish the relation of compounds name, molecular
formula, structure; they need to be given more practice.
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Some students may not be able to understand the molecular formula. Some may not include the
carbon of carboxyl group in base chain. Teacher may need to guide them.
Some students may not check the valence of the carbon atom e.g.(in heptyne) and so may not
find any error in point no. 5. They need explanation about the same point.
ACTIVITYX
Assessment Technique: Individual worksheet
enlist the chemical properties of hydrocarbons.
identify the reactants used and products formed in different reactions.

Task: Individual
Procedure:
Teacher distributes the worksheet to the students after teaching - learning the properties of hydrocarbons.
The students complete it and exchange for peer assessment.
Correct answer
STUDENT WORKSHEET
Instructions:
Mr. Puri explained the chemical properties of hydrocarbons to students and wrote the chemical equations
for the reactions. Suddenly the bell rang. As he moved out, Rishel rubbed a few compounds from the
blackboard. Now students are in a fuss. Can you help them in placing chemical formula of correct
compound to complete the chemical equation for the reactions:
104
1.
CH4 + O2
2.
CH3C H 2 O H
_________________+ H2O + heat and light

Alkaline KMnO4
_________________
SCIENCE
3.
_________________
Ni Catalyst
4.
CH4 + _________
5.
2CH3CH2OH+2Na
6.
CH3CH2OH
7.
CH3CH2OH + CH3COOH
8.
CH3CH2COOC2H5 + NaOH
9.
CH3COOH + _______________
10.
CH3COOH + NaHCO3
CH3Cl + HCl
Sunlight
Hot. Conc. H2SO4
_______________
_______________
Acid
_______________
_______________ + C2H5OH
CH3COONa + H2O
CH3COONa + H2O + _______________
Some students may find it difficult to identify the product or guess the reactant used in the
chemical reaction.
Teacher may help them understand these through proper explanation and repeat the revision
exercise.
ACTIVITYXI
Assessment Technique: Individual worksheet (Match the column)
apply the technique of naming of hydrocarbons.
identify the reactants used and products formed in different reactions.
appreciate a general formula of a Homologous series.
Task: Individual
Procedure:
1.
Teacher distributes the worksheet to the students after teaching learning of nomenclature of
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the hydrocarbons. Following points may be revised in relation to the nomenclature of
hydrocarbons.
Carbon in the basic chain with functional group is identified and named using suitable
prefix or suffix for the functional group e.g. if it is alkene, suffix used is 'ene' and if alyne
suffix used is 'yne'.
To name a cyclic alkane suffix used is cyclo.
C6H6 is benzene.
Types of bonds and use of general formula of a homologous series should be recalled
prior to that.
2.
General formula of alkanes series is CnH2n+2. In it all the bonds are single.
General formula of alkenes is CnH2n. It contains one double bond.
General formula of alkynes series is CnH2n2. It contains one triple bond.
The students complete the worksheet and peer correction is done.
Correct match
STUDENT WORKSHEET
A.
Instructions:
Match the structures of hydrocarbons given in column B with their IUPAC names in column C and
write the corresponding S. No. to the correct name in column A
Column A
Column B
H
Column C
Column A
Column B
H
O
2Butane
Pentene
Column C
H
H
H
O
Propene
Butanone
H3C
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OH
SCIENCE
Column A
Column B
Column C
Column A
Column B
Column C
H
H
4
C C
C H
C H
C
H
Ethane
Ethanoic Acid
OH
H3C
B.
Methanol
H
H
C H
Benzene
C
C
H Cyclohexane
Methanal
Instructions:
Put the number of the hint from the list in the square with appropriate match. Check your answer by
adding the numbers to see if the sum of the rows across and down add upto the same number, the
magic number.
CH3COOH
C5H10
CH3COOH
Magic Number
CH3CH2Cl
HCHO
C15H32
Magic Number
CH3COCH3
C6H10
C2H5OH
Magic Number
Magic Number
Magic Number
Magic Number
Hint List:
1.
Ethanol
2.
Chloroethane
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SCIENCE
3.
An alkene
4.
Methanal
5.
Its diluted form is used as Vinegar
6.
Ketone with 3 carbon atom
7.
An alkyne
8.
Contains a triple bond
9.
An alkane
Some students may not recall the prefix for a particular number of carbon and may name the
base chain wrong.
Some students may confuse the prefix 'al' for alcohol'.
A few students may not differentiate the structure cyclohexane and benzene.
A few students may not count the carbon of carboxyl group in the base chain. The teacher may
repeat the revision exercise.
A few students may not associate all the squares with the correct hint, confusion may be
between methanol and methanal.
Students can check themselves by adding the number in the rows and think over the answer
again or teacher may help them to recall.
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Chapter5
SCIENCE
Periodic Classification of Elements

ACTIVITYI
learn the salient features of the Modern Periodic table.

show the trends of different properties on the periodic table.
Task: Individual
Procedure:
1.
This worksheet is given to the students after discussing the salient features of the periodic table
using a chart displaying Modern Periodic Table. The students complete it and peer correction is
done.
2.
The following points may be discussed in class:

The valence electrons change across a period but remains same in a group.
Atomic size decreases across a period but increases down the group.
Metallic character decreases across a period but increases down the group.
Non metallic character increases across a period but decreases down the group.
Correct answer
STUDENT WORKSHEET
Read the following lines written about the Modern Periodic Table and fill in the blanks:
I am the Modern Periodic Table, where elements are arranged on the basis of ______________. I have
______________ horizontal rows called______________ and ____________ vertical columns called
______________. My first period is very short with __________ elements and 2 and 3 periods contain
____________elements, 4 and 5 has____________ elements. 6 period has____________elements but 7
period is____________, with space for more elements. 17 group is of____________ 18 is of____________.
Atomic size of my elements____________ across the period but____________ down the group same as the
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metallic character but the non metallic character is____________to the number of valence electrons
____________across the period so varies the valency but valency of the elements is ____________in a
group. All the properties of elements are the periodic function of ____________.
A few students may not recollect the salient features of the Modern Periodic Table. The table
can be displayed for the help.
A few students may not recall the trend in different properties. Teacher may explain the same
again.
Teacher may suggest the students to sing recite the poem.
ACTIVITYII
Assessment Technique: Diagram/ (Periodic Table) based worksheet
appreciate the periodic trends in properties of elements.
learn salient features of modern periodic table.
study and analyse the given table for the placement and properties of elements in the Modern
Periodic Table.
Task: Individual
Procedure:
The teacher distributes the worksheet after the teaching-learning about the Modern Periodic Table. The
following information may be discussed with the students before they start working on the worksheet:
Elements of 1st group are called alkali metals,
2nd group elements are called alkaline earth metals,
Elements of group 17 are called halogens and that of group 18, are called noble gases.
Atomic number of elements increases from left to right in the period and top to bottom in the
group in periodic table,
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Valency (the combining capacity) of an element is
1.
The number of, valence electrons if the number is equal to or less than 4.
2.
(8 - Valence electrons) if the number of valence electrons is more than 4.
3.
The group number for elements of group 1 and 2.
In the same group, number of valence electrons and so the valency of the elements is same.
Atomic sizes of the elements decrease from left to right in a period and increases top to bottom
in a group.
Metallic character increases down the group and decreases from left to right.
Generally, non-metallic character increases going from left to right in a period and decreases
down the group.

Number of shells in an element is equal to the number of period in which the element is placed.
The group number of an element may be found as
2.
(i)
If the number of valence electrons is equal to 1 or 2, it indicates the group number.
(ii)
If the number of valence electrons is 3 to 8 then group number = (10 + valence electrons)
The following worksheet may be assessed by giving an equal weightage to all the questions.
STUDENT WORKSHEET
Following table represents, a part of the Modern Periodic Table containing first three periods in which five
elements have been represented by the letters a, b, c, d and e (these are not the chemical symbols of the
elements)
Groups
13
14
15
16
17
18
Period
1
2
3
b
d
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SCIENCE
Ql.
Select the letter (s) which represent alkali metal.

_________________________________________________________________________________
Q2. Select the letter (s) which represent a noble, gas.

_________________________________________________________________________________
Q3. Select the letter(s) which represent a halogen.
_________________________________________________________________________________
Q4. Where would you place an element 'f' with electronic configuration 2, 8, 4 in the given table?
_________________________________________________________________________________
Q5. How many valence electrons are present in the element denoted by b?
_________________________________________________________________________________
Q6. What is the valencey of element represented by c?
_________________________________________________________________________________
Q7. Select the element with highest metallic character.
_________________________________________________________________________________
Q8. How many shells are present in element represented by 'd'?
_________________________________________________________________________________
Q9. What is the similarity in the electronic configuration of elements represented by 'a' and 'd'?
_________________________________________________________________________________
Q10. Select the elements which form univalent ions.
_________________________________________________________________________________
Suggestive Remediation
Some students may find it difficult to comprehend that element 'a' i.e. hydrogen is not an alkali
metal. Teacher may help them by making them understand that hydrogen shares similarities in
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SCIENCE
its properties to both the alkali metals and halogens. So the position of halogen in the periodic
table is ambiguous.
Teacher may have to give the meanings of the words- univalent, bivalent, trivalent and
tetravalent ions to the students.
Some students may find it difficult to identify the place of elements in the periodic table, for this
the teacher may have to carry out a revision exercise, in predicting the position of an element
whose electronic configuration is given or vice-versa.
ACTIVITYIII
learn the salient features of Mendeleev's periodic table.
appreciate the basis of classification of Mendeleev's classification of elements.
find out the discrepancies and demerits in Mendeleev's Periodic Table.
understand the merits of Mendleeve's periodic classification.
study and analyse the given classification table to appreciate the placement of various elements
by Mendeleev.
Task: Individual
Procedure:
1.
The teachers may give the following worksheet to the students after teaching- learning of need
to classify elements and attempts by Dobereiner and Newland to classify the known elements,
emphasizing upon the chemical properties and atomic masses that were taken into
consideration.
Correct answers
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SCIENCE
STUDENT WORKSHEET
Study the following Periodic table published in a journal in 1872 and answer the questions that follow:
Group
II
III
IV
VI
VII
VIII
Oxide
R2O
RO
R2O3
RO2
R2O5
RO3
R2O3
RO4
Hydride
RH
RH2
RH3
RH4
RH3
RH2
RH
B A
B A
Periods
B A
B A
B A
B A
1.
H
1.008
2.
Li
6.939
Be
9.012
B
10.81
C
12.011
N
14.007
O
15.999
F
18.998
3.
Na
22.99
Mg
24.31
Al
29.98
Si
28.09
P
30.974
S
32.06
Ci
35.453
4. First
series:
K
39.102
Ca
40.08
Zn Ga
65.37 69.72
Cu
63.54
Second
series:
5. First
series:
Rb
85.47
Sr
87.62
Ag
107.87
Second
series:
6. First
series:
Cs
132.90
Second
series:
Au
1.96,97
Sc
44,96
Y
88.91
Cd In
112.40 134.82
Ba
137.74
La
138.91
Hg Tl
200.59 204.37
V
50.94
Ti
47.90
Ge
72.59
As
74.92
Nb
92.91
Zr
91.22
Sn
118.69
Sb
121.75
Hi
178.49
Pb
207.19
Ta
180.95
Cr
5020
Se
78.96
Mn Fe
54.94 58.93
W
583.85
Co
58.71
Ni
58.71
Rh
102.91
Pd
106.4
Br
79.909
Mo
95.94
Te
127.60
Transition series
Tc Ru
99 101.07
I
126.90
Os
192.2
Ir
192.2
Pt
195.09
Bi
208.98
Q1. Which chemical compounds of the elements, were used to identify the chemical properties and
classify the element.
a)
____________________________________________________________________________
b)
____________________________________________________________________________
Q2. Who propounded the given periodic table?

_________________________________________________________________________________
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Q3. How many periods and groups are there in the given periodic table?
_________________________________________________________________________________
Q4. What trend is being followed by the atomic mass of elements in the given periodic table?
_________________________________________________________________________________
Q5. In group VIII cobalt is placed before nickel though atomic mass of cobalt is more than nickel. Do
you find any other pair of elements where an element of higher atomic mass is placed before
element of lower atomic mass. Give example?
_________________________________________________________________________________
Q6. The scientist left some gaps in the periodic table. How do you think this helped in the
classification?
_________________________________________________________________________________
Q7. What is the basis of classification of elements in the given periodic table?
a)
____________________________________________________________________________
b)
____________________________________________________________________________
Some students may find it difficult to comprehend the basis of the periodic table. Help them by
emphasising to spend some time searching solutions to Q. no. 1 and 5
Help the students appreciate the foresight of the scientist to predict the placement and
properties of undiscovered elements.
After the students activity, following information may be given to the students:
Mendeleev classified the elements on the basis of atomic masses and chemical properties.
He arranged elements in the increasing order of their atomic mass.
He left gaps in the periodic table for the new elements to be discovered.
In Mendleeve's Periodic Table the elements with same type of oxides and hydrides were
grouped together.
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SCIENCE
A few elements with higher atomic masses got placed before lower atomic mass element
in order to keep elements with similar properties together.
ACTIVITYIV
Assessment Technique: Role play
get familiarized with the elements present in different groups in the Modern Periodic Table.
learn and state different properties of the elements.
state the variations in trends of different properties of elements belonging to the same group.
Task: Group work
Time Required: Two Periods
Procedure:
1.
The teacher divides the whole class in '8' groups and assigns each group of students a group
number from the Modern Periodic table (1, 2, 1318).
2.
Each group is asked to collect the information about the elements of the group assigned to them.
3.
Each group shares information with the class in some interesting manner and also explains how
the properties of elements are changing down the group (within 5-8 minutes)
Correct name of the elements of the group
Description of different properties (minimum 5 different properties)
Explanation of change in different properties
Effective presentation
Some students may not speak or arrange the elements of the group in proper sequence (as given
in periodic table). Teacher may explain the significance of arranging/learning the elements in
exact sequence as it will help them understand the trends of different properties better.
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A few students may not understand the significance of knowing atomic number to know
electronic configuration and finding out the valency of the element. The teacher may explain
that and it will further help them understand other properties and trends in change in the
properties.
A few students may find it difficult to understand the change in metallic and nonmetallic
character of the elements in a group. Help them to discover the trend in the change in metallic
and non metallic characters with the change in the atomic size of the elements of the same
group.
Since it is an exercise to promote self-learning, encouragement may be given to those who find
the task difficult.

Illustration: Group2
Hello! We are the members of group 2
I am Berrilium, I am__________, I am __________
I am Berrilium
My Atomic Number is __________.
My atomic size/ radius is__________.
My electronic configuration is__________.
Number of valence electron, present in my outer most shell is/are__________.
Look, our atomic number is increasing down the group.
Our atomic radius is also increasing down the group.
Because with every period a new shell is being added to us.
Oh! Our valency is same.
Going down the group our metallic character is also increasing (with reason)
We are a happy family and we are called Alkaline Earth Metals and so on.
Note:
Students themselves may bring new ideas of presentation, This may motivate the students to learn better.
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SCIENCE
ACTIVITYV
write the electronic configuration of a particular element, knowing its atomic number.
find the number of valence electrons in an element and so the valency of element.
calculate the valency of an element if its atomic number is known.
discover the variation in the valency of the elements in the same period.
Task: Individual
Procedure:
1.
The teacher distributes the worksheet to the students after teachinglearning experience of the
Modern Periodic Table. The following may be discussed with the students before they start
working on the worksheet:
Valency (the combining capacity) of an element can be determined by
The number of valence electrons, if the number is equal to or less than 4.
(8 Valence electrons) if the number is more than 4.
In the same group, number of valence electrons and so the valency of the elements is
same.
In the same period, number of valence electrons changes and so the valency of the
elements.
In a period going from left to right first the valency of the elements increases up to 4 than
decrease down to zero to the noble gas element.
One marks for every correct answer.
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SCIENCE
STUDENT WORKSHEET
Instruction:
Atomic Number of the elements of 3 period of Modern Periodic Table are listed below. Study the data
carefully and answer the questions that follow:
Period 3 elements:
Na
Mg
Al
Si
Ar
Atomic Number:
11
12
13
14
15
16
17
18
Q1. What are the atomic numbers of sodium and phosphorus respectively? Write their respective
electronic configurations?
a)
____________________________________________________________________________
b)
____________________________________________________________________________
Q2. Write down the number of valence electrons in an atom of sodium and phosphorus
respectively.
a)
____________________________________________________________________________
b)
____________________________________________________________________________
Q3. What are the valencies of sodium and phosphorus?

a)
____________________________________________________________________________
b)
____________________________________________________________________________
Q4. What are the valencies of sulphur and chlorine atom?

a)
____________________________________________________________________________
b)
____________________________________________________________________________
Q5. Comment upon the similarity in the valency of sodium and chlorine, though they are the
members of different groups.
a)
____________________________________________________________________________
b)
____________________________________________________________________________
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SCIENCE
Q6. If the number of valence electrons in an atom is known how would you calculate its valency?
a)
____________________________________________________________________________
b)
____________________________________________________________________________
Q7. By going left to right in a period, how does the valency of elements vary?
a)
____________________________________________________________________________
b)
____________________________________________________________________________
Some students may find it difficult to comprehend that valency of an element may be found if
the atomic number of element is known. Teacher may help them by explaining that the atomic
number tells us the number of electrons present in the atom and from which electronic
configuration may be written and so the number of valence electrons in the atom and the
valence may be found.
Some students may write the valency of sulphur wrong. The teacher may help them revise that
if the number of valence electron is more than 4, valency of the element will be calculated
negative (as it tends to gain electrons rather than releasing.)
Some students may find it difficult to understand/discover the trend in the variation in valency
in the period. Teacher may suggest to write the valency of elements in different periods. More
practice will help them to understand and internalise the concept.
A few students may be able to tell the number of valence electrons but not the valence, they may
be given more practice.
ACTIVITYVI
Assessment Technique: Diagram/Data based worksheet
appreciate the periodic trends of change in metallic and non-metallic character of elements.
study and analyse the given table for the placement and property of the elements in the Modern
Periodic Table.
Task: Individual
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SCIENCE
Procedure:
1.
The teacher may give the following worksheet after teaching learning about the Modern
Periodic Table. The following information may be revised with students before they start
working on the worksheet.
Elements of 1st group are called alkali metals.
Metallic character increases down the group because of the increase in the size of the atom
of the elements because of which the electrons from the outermost shall can easily be
removed.
Metallic character decreases from left to right in a period because of the increase in the
effective nuclear charge.
Non-metallic character increases from left to right in a period because of increase in

effective nuclear charge.
Non-metallic character decreases down the group because of increase in the size of the
atom.
Correct answers
STUDENT WORKSHEET
Instructions:
1.
A part of the Modern Periodic Table with elements represented by the letter of English.
alphabet (not the elements symbols) is given below:
2.
Observe carefully and answer the questions that follow:

Groups
13
14
H
I
15
17
18
16
Period
A
B
C
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SCIENCE
Q1.
What are the elements of group one called?

____________________________________________________________________________
Q2.
Select the letter which represents the most reactive metal of groups-1?
____________________________________________________________________________
Q3.
What is the name given to group 17 elements?

____________________________________________________________________________
Q4.
Select the element which represents the most reactive non-metal?

____________________________________________________________________________
Q5.
Which element is most likely to be a metalloid or semi-metal?

____________________________________________________________________________
Q6.
What is the chemical formula of a compound formed by combining the elements

represented by F and L?
____________________________________________________________________________
Q7.
How does the metallic character of elements vary in a group and why?
____________________________________________________________________________
Q8.
How does the non-metallic character of elements vary in a period and why?
____________________________________________________________________________
Some students may find it difficult to identify the place of element in the Periodic Table the
teacher may carry out a revision exercise for this purpose.

Some students may not be able to comprehend the logic behind the trend in change in metallic
and non-metallic characters, teacher may explain the basics of metallic and non-metallic
characters and the change in them again.
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ACTIVITYVII
Assessment Technique: Data based assessment
appreciate that atomic radius is the distance between the centre of the nucleus and the
outermost shell of an isolated atom and it is measured in pico meter.
discover that going from left to right in a period elements have atomic radius in decreasing
order.
draw the inference from the given data.

Task: Individual
Procedure
1.
The teacher discusses the following information before distributing the worksheet:
The atomic size refers to the radius of an atom.
The atomic size or atomic radius is the distance between the centre of the nucleus and the
outermost shell of an isolated atom.
2.
The students answer the questions in worksheet and submit for evaluation.
Teacher may use her own criteria for assessment.
STUDENT WORKSHEET
Instructions:
Atomic radius of few elements of 2nd period are given below, the elements are randomly arranged
and are not in the order they are placed in a periodic table
Elements of 2nd period
Be
Li
Atomic Radius (pm)
88
111
66
74
152
77
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SCIENCE
Now answer the following questions:
Q1. What is atomic radius of an element?
_________________________________________________________________________________
Q2. What is the unit of atomic radius?
_________________________________________________________________________________
Q3. Arrange the above elements in decreasing order of atomic radius.
_________________________________________________________________________________
Q4. How does the atomic radius vary from left to right in a period?
_________________________________________________________________________________
Q5. Why does the atomic radius decrease from left to right in a period?
_________________________________________________________________________________
Q6. If the elements in the given data are the members of group 1, 2, 13, 14, 15 and 16 group, predict
and identify the group number of each element as in the periodic table
Group 1 element
_________________
Group 2 element
_________________
Group 13 element _________________

Group 14 element _________________
Group 15 element _________________
Group 16 element _________________
Q7. Will the size of the next element in the same period in group 17 be more or less than the group 16
element.
_________________________________________________________________________________
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Some students may find it difficult to comprehend that elements are arranged in the decreasing
order of their atomic radius in a period in the Modern Periodic Table. Teacher may explain the
concept using the Modern Periodic Table.
Some students may find it difficult to explain the reason behind the variation in the atomic
radius going from left to right in a period. Teacher may explain the impact of effective nuclear
charge and encourage them to write their answer in points, this will bring thorough
understanding.
As an extension anomalies in the trend for radius of noble gases may be discussed, after the
students have understood the general trend followed by the elements.
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SCIENCE
Chapter6
Life Processes
ACTIVITYI
recognise that respiration is a chemical reaction.
correlate the chemical reaction involved in respiration with presence/absence of Oxygen.
understand that there may be complete or incomplete breakdown of glucose depending upon
the location and availability of oxygen.

appreciate that energy is produced in varying quantities when glucose is broken down during
cellular respiration.
Task: Individual
Procedure:
1.
The students are given a worksheet that has a flow chart of breakdown of glucose by various
pathways in living organisms.
2.
The students fill in the blank spaces in the flow chart and then answer the questions given
below the flow chart.
3.
126
The teacher evaluates the answers and discusses them with students in class.
SCIENCE
STUDENT WORKSHEET
Instructions:
Given below is a flow chart of breakdown of glucose by various pathways. Fill in the blank spaces in
the flow chart and answer the questions given below the flow chart.
1.
What is the source of glucose molecules that is involved in cellular respiration in plants?
2.
What is the source of glucose molecules that are involved in cellular respiration in animals?
The weightage to every question in the worksheet be assigned accordingly to the concept being
assessed.
The teacher may indicate that respiration reactions cause a decrease in the size of the substrate
molecule (glucose) and are hence termed as catabolic.
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SCIENCE
concepts again and a similar worksheet may be given to them as a remedial exercise.
The teacher may also prepare an alternative worksheet where the reactions may be written in a
tabular format with some areas left blank:
Type of respiration
(aerobic/anaerobic)
Location
in the cell
Substrate used
Intermediate
formed
End products
The students may be asked to find out the cause of muscle fatigue in athletes, marathon runners
and people who go for trekking. They may find out the role of regular physical activity and role
of medicines in alleviating the symptoms of fatigue.
ACTIVITYII
realize that nephron is an integral part of the excretory system.
explain the role of kidneys in removal of waste products.

Task: Individual
Procedure:
128
1.
The students are given the worksheet that has a diagrammatic representation of the excretory
system and the structure of nephron.
2.
The students observe the diagrams and answer the questions that follow:
SCIENCE
STUDENT WORKSHEET
Instructions:
Given below is the diagrammatic representation of the excretory system and the structure of nephron.
Observe them carefully and answer the questions given in the worksheet.
Excretory system in human beings
Structure of a nephron
1.
In which part of the excretory system are the nephrons located?
2.
Name the blood vessel that brings nitrogenous wastes to the kidneys for removal.
3.
Name the blood vessel that is taking the blood away from the kidneys after the removal of
nitrogenous wastes.
4.
Which part of the nephron is connected to the ureters?
5.
In the diagram of excretory system, add arrows (pointing upwards/downwards) in the aorta
and vena cava to show the movement of blood.
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SCIENCE
6.
Complete the following table using the word bank given in the box below.
Name of the blood vessel
Renal Artery
Renal Vein
1.
1.
2.
2.
Type of Blood
Word Bank: oxygenated, deoxygenated, with nitrogenous wastes, without nitrogenous wastes
One mark for every correct question.
The teacher may also prepare an alternative worksheet in which a crossword puzzle is
prepared taking parts of the excretory system as 'words' and their function/
description/location as clues.
The teacher may help the students to understand using terms like 'pure' and 'impure' for blood
since blood in renal artery may be 'pure' in terms of presence of oxygen but 'impure' in terms of
presence of nitrogenous wastes.
ACTIVITYIII
Assessment Technique: Conceptual understanding based worksheet
define the terms autotrophic and photosynthesis.
list the various sources of mineral elements needed for plant growth.
describe the process and path of exchange of gases between the plants and the environment.
appreciate the balance of gases created in the environment by the plants.
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SCIENCE
Task: Individual
Procedure:
1.
This worksheet may be used to evaluate the students after explaining the process "Autotrophic
Nutrition" in the class.
2.
The students answer the questions given in the worksheet and submit for evaluation.
STUDENT WORKSHEET
Answer the questions:
1.
What do you understand by the term 'autotrophic'?

______________________________________________________________________________________
______________________________________________________________________________________
2.
Show the gaseous exchange taking place in the above diagram with the help of arrows.
______________________________________________________________________________________
3.
Name the pigment that makes the plants autotrophic.

______________________________________________________________________________________
4.
Name the cell organelle in which it is present.

______________________________________________________________________________________
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SCIENCE
5.
Name two raw materials necessary for photosynthesis.

______________________________________________________________________________________
_____________________________________________________________________________________
6.
What is the byproduct of photosynthesis?

______________________________________________________________________________________
______________________________________________________________________________________
7.
How is the byproduct of photosynthesis important for us?

______________________________________________________________________________________
______________________________________________________________________________________
8.
What would happen if plants could not trap sun's energy?

______________________________________________________________________________________
______________________________________________________________________________________
9.
Name the essential element required by the plant for the synthesis of proteins.
______________________________________________________________________________________
______________________________________________________________________________________
10.
In what form the essential element required for photosynthesis is taken up from the soil?
______________________________________________________________________________________
______________________________________________________________________________________
Correct answers
A few students may not be able to answer all the questions. The teacher may explain the content
related to the questions and help them to complete the worksheet.
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SCIENCE
ACTIVITYIV
define the process of 'Respiration'.
explain the process of respiration.
identify the parts of respiratory system and their functions.
recognize the problems/diseases caused in the lungs and their reasons.
appreciate the importance of pollution free environment.
Task: Individual
Procedure:
1.
The students are given a worksheet which has a diagram.
2.
The students observe the diagram to understand the process of respiration. Then they answer
the questions given in the worksheet.
STUDENT WORKSHEET
Study the diagram given below.
Pharynx
Entrance of air
Gullet or esophagus
Larynx
Windpipe or trachea
Body wall
Bronchus
Pleura covering
the lung
Alveoli
Pleural cavity
Space occupied
by heart
Left lung
cut open
Right lung
(external view)
Diaphragm
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SCIENCE
Q1. Complete the following sentences using the appropriate words:
a)
The smallest tubes in the lungs are _______________________.
b)
The _______________________ prevents food from entering the larynx.
c)
The pharynx is a passage for __________________________ and ____________________.
d)
The alveoli are surrounded by _________________________.
e)
Air entering your body is first moistened and warmed in the ___________.
Q2. Write true or false for each statement given below:

______1.
Emphysema can result in the blood being low in hemoglobin.
______2.
The greatest contributing factor to lung cancer is inhaling the tar in cigarette smoke.
______3.
People who produce too much mucus in the bronchial tubes have a disease called
emphysema.
______4.
A lung disorder often associated with allergies is called asthma.
______5.
The diaphragm is a muscle beneath the lungs.
Correct answer
concept again and a similar type of worksheet may be given to them.
ACTIVITYV
explain the process of blood circulation in human body.
identify the parts of circulatory system and their functions.
relate the functions of heart and lungs.
appreciate the importance of four chambered heart in human beings.
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SCIENCE
Task: Individual
Procedure:
1.
The teacher discusses the following with the students:
The heart is muscular coneshaped organ about the size of a clenched fist of the same
individual. It is located in the upper body (chest area) between the lungs and with its pointed
end (called the apex) downwards, forwards, and pointing towards the left. The main purpose
of the heart is to pump blood around the body.
The heart is divided into separate right and left sections by the interventricular septum, or
"septum". Each of these (right and left) sections is also divided into upper and lower
compartments known as atria and ventricles, respectively.
2.
The students are given the worksheet and asked to complete it.
STUDENT WORKSHEET
Q1. Observe and study the parts of the heart. Understand the circulation of blood in the heart.
Superior
Vena Cava
Aorta
Pulmonary
Artery
Pulmonary
Vein
Right
Atrium
Left
Atrium
Mitral
Valve
Pulmonary
Valve
Tricuspid
Valve
Left
Ventricle
Aortic
Valve
Right
Ventricle
Inferior Vena Cava
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SCIENCE
Q2. Find these words hidden in the word search, and then use them to complete the sentences
below.
H
heart
minute
contraction
lower
relaxation
seventy
higher
ventricles
beat
exercise
rate
A heart beat is one ____________________ followed by one ____________________ of the heart.

Each ____________________ ____________________ can be heard from outside the body as two
soft 'thumps'. The first is the atria contracting and forcing blood down into the ventricles. The
second is the ____________________ contracting and forcing blood out of the heart and round
the body. When at rest the heart beats about ________________ times every ________________.
During _________________ the demand for oxygenated blood increases and the heart
_______________ is ________________. During sleep the heart rate can be _________________
than seventy beats per minute.
Correct answers
concept again and a simpler worksheet may be given to them.
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SCIENCE
ACTIVITYVI
identify organs and functions of the given life process and name them.
explain the organ system.
relate the functions of each organ of the life process.
Task: Individual
Approximate Time: 15 minutes
Procedure:
The teacher explains the organs and their functions to perform various life processes before
giving this worksheet. Students observe and study the diagram and answer the questions
given in the worksheets by labelling the organs of the diagram with arrows.
STUDENT WORKSHEET
1.
Observe the organs involved in one of the human life processes given in the worksheet ;
(i)
2.
Name the organ system.
Label the following organs in the organ system:

(i)
Where bile juice is produced.
(ii)
Where bile juice is stored.
(iii) Where food is changed into acidic medium.

(iv)
Where food is changed from acidic medium to alkaline medium.
(v)
Where food is completely digested.
(vi)
Where large amount of water from food is absorbed.
(vii) From where undigested food is excreted.
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SCIENCE
3.
Name the process by which food moves all along the gut.
4.
Name the muscle that regulates the movement of food from stomach to small intestine.
Correct answer
A few students may not be able to do satisfactory work. The teacher may explain the concept
again.
A simpler worksheet may be prepared by the teacher for them.
ACTIVITYVII
recognise the parts of a stomatal complex.
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SCIENCE
correlate the structure of guard cells with the specific functions performed by the stomatal
pore.
appreciate the balance which exists in plants w.r.t the changes in environmental conditions.
Task: Individual
Procedure:
1.
The teacher distributes the worksheet in class.
2.
The worksheet is used to evaluate the understanding of the 'role of stomata in plants' after
completion of the topic 'Autotrophic Nutrition' in class.
3.
STUDENT WORKSHEET
Instructions: Observe the diagram of stomata given below and answer the questions that follow:
Guard cells
(swollen/turgid)
(swollen/t
/ urgid)
Guard cells
(shrunken/flaccid)
Chloroplast
Cell Wall
Vacuole
Va
V
cuole
A
Nucleus
Nu
N
cleus
Stoma Open
(A)
Stoma Closed
(B)
1.
Where are stomata present in the leaf?
2.
In diagram 'A', one area has been marked with a question mark? Name this area where?
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SCIENCE
3.
The area mentioned in question -'2' is not been shown diagram 'B'. What could be the reason for
this?
4.
The guard cells in diagram 'A' are different in shape and size from the guard cells in diagram 'B'.
Which of the following sentences gives the correct reason:
5.
a)
Guard cells swell up during the day and shrink at night.
b)
Guard cells swell when water flows into them causing the stomatal pore to open. They
shrink when water moves out and the stomatal pore closes.
c)
The uneven thickness of cell wall of the guard cells enables them to open and close at
regular intervals.
What will happen if there are no stomata in a plant?
Correct response
The students should be able to understand the importance of stomata through this worksheet.
Some students may not be able to answer the questions. The teacher may explain the concepts
again and relate it to processes like photosynthesis and respiration. The following
examples/relationships may be used:
a)
Stomata close when the temperature is high.
b)
Stomata allow the plants to withstand heat by loosing water vapoura process similar to
sweating in human beings.
c)
The raw materials for photosynthesis are obtained by the plants in different ways. CO2
enters through stomata.
d)
Stomata play an important role in cloud formation
e)
Gases move in and out of stomatal pore during day and at night.
ACTIVITYVIII
Assessment Technique: Diagram based individual worksheet
recognize the various parts of heart.
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SCIENCE
realize the importance of heart as an important organ for transportation of substances.
understand the role of veins and arteries in transportation.
appreciate the fact that oxygenated and deoxygenated blood are not mixed in the human heart
for greater energy-efficiency.
Task: Individual
Procedure:
1.
The students are distributed the worksheet that has a diagrammatic representation of a fourchambered heart.
2.
The teacher instructs the students to complete the worksheet.
3.
The students observe the diagram and answer the questions given in the worksheet.
4.
This worksheet is used to assess the student's understanding of the working of the human
heart.
STUDENT WORKSHEET
Instructions: Given below is the diagrammatic representation of a four-chambered heart. Observe the
diagram carefully and answer the questions given in the worksheet.
Left
Right
1.
Name group of organisms that has a four chambered heart.
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SCIENCE
2.
Name the chamber marked as 'A' and specify whether it will receive oxygenated blood or
deoxygenated blood.
3.
Name the chamber marked as 'B' and specify whether it will receive oxygenated blood or
deoxygenated blood.
4.
Name the chamber marked as 'C and specify whether it will receive oxygenated blood or
deoxygenated blood.
5.
Name the chamber marked as 'D' and specify whether it will receive oxygenated blood or
deoxygenated blood.
6.
Name the blood vessel that brings blood to chamber 'A'.
7.
Name the blood vessel that carries blood away from chamber 'B'.
8.
Name the blood vessel that brings blood to chamber 'C.
9.
Name the blood vessel that carries blood away from chamber 'D'.
10.
What prevents the back flow of blood from ventricles to atrium.
One mark to every correct response
The teacher may also prepare an alternative worksheet where incomplete labelling has been
done, for example: Pulmonary _______, right______, _______ventricle etc.

The students may be asked to prepare a 'Flowchart' showing movement of blood. The teacher
may specify the starting point (right atrium or aorta). This may be done as a group activity. The
flowcharts may be assessed by 'peer assessment' method where students of different groups
may assess the flowcharts. This would enhance the learning experience.
ACTIVITYIX
Assessment Technique: Role play
understand the working of the various organs of the digestive system.
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differentiate between types of food digested at different areas in the alimentary canal.
recognise the order in which the organs are present.
explain the role of each organ in digestion of food.
appreciate the relationship between structure and functions of the organs of digestive system.
Task: Group
Time Required: 45 minutes to each group
Procedure:
1.
The students are asked to enact the role of a particular organ/part of the digestive system or
respiratory system. This activity is done in groups too, where one student enacts and the others
hold the relevant charts/ material required for role play.
2.
The student enacting the part of the digestive/respiratory system follows the following steps
Introduction
Specify area where you are present
Explanation of structure/function
Role in digestion/ respiration
What will happen if you are not there/ you stop working?
Any extra information related to working of the organ/part, disease etc.
3.
Each group makes a presentation in about five minutes.
4.
Organ/part of the digestive system or respiratory system that can be given for role play:
Mouth, Oesophagus, Salivary Glands, Liver, Gall Bladder, Stomach, Small Intestine, Large
Intestine, Pancreas, Nasal Passage, Trachea, Lungs, Alveoli, Diaphragm, Larynx.
Illustration:
Topic for Role play: Stomach
The student enacting the role of stomach starts speaking:
Hello Friends, I am stomach, a very important organ of the digestive system. I am large, muscular and
expand when food enters my cavity."
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SCIENCE
I am placed just below the thoracic cavity towards the left side. I am actually present in the area below the
diaphragm known as the abdominal cavity. I receive the food from oesophagus and then pass it to
duodenum. I regulate the exit of food by a sphincter muscle. It is important that food enters the duodenum
in small quantities for efficient digestion.
My muscular walls secrete digestive juices. These digestive juices consist of hydrochloric acid, a protein
digesting enzyme called pepsin and mucus. The acid facilitates enzyme action and also kills harmful
microorganisms. Mucus protects my inner lining from the action of acid. Pepsin facilitates the digestion of
proteins.
If I am not present, or if I stop working, then digestion of proteins will be affected. Food that is eaten by a
person will not be stored and sent to small intestine in a regulated manner. In other words, a person will
not be able to eat a normal amount of meal but will have to eat more often in small quantities.
I am that part of the alimentary canal where the lumen is widest. I cannot digest the food completely, but
when assisted by other organs of the digestive system, I perform my role efficiently.
Note: The teacher may help the students to prepare effective presentations by providing guidelines and
facilitating the availability of the reference material.
Effectiveness of the presentation
Justification of the role
Creativity
Sample record sheet for assessment:
S. No.
144
Name of the
student
Organ/
topic
Role
Effectiveness Justification Creativity

***
of the role
of the
**
presentation
*
Total
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S. No.
Name of the
student
Organ/
topic
Role
Effectiveness Justification Creativity

***
of the role
of the
**
presentation
*
Total
May include communication skills, confidence, clarity of thought etc.
**
May include content of role play and reasoning
***
Something extra done by the student that is relevant to the role and improves effectiveness of
the role play.
Some students may not be able to perform the 'Role Play' activity properly.
The teacher may guide them by helping them to collect the relevant material and dividing the
work for an effective presentation.
The teacher may also provide an alternative assignment (PPTs, worksheets, wall magazine) to
such students.
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SCIENCE
Chapter7
Control and Coordination

ACTIVITYI
recognise the importance of a reflex action in our day to day life.
correlate between information received and quick response.
identify tissues/cells involved in a reflex arc.
differentiate between voluntary actions and a reflex action.
appreciate the importance of quick response.

Task: Individual
Procedure:
1.
The following worksheet is given to the students to assess their basic understanding of a reflex
arc after completing the unit.
2.
The students answer the questions and submit for evaluation.
STUDENT WORKSHEET
Instructions: Read the questions carefully and answer these.
1.
146
The diagram given below shows a reflex arc. Add the following labels to the diagram. Muscle;
Sensory neuron; Relay neuron; Motor neuron; Pain receptors in skin
SCIENCE
2.
List the three different neurons involved in a reflex arc in sequence from the stimulus to the
response in a proper order.
Stimulus
3.
............................
............................
............................
............................
............................
............................
Response
Name two different reflex actions produced in response to two specific stimuli.
Reflex action 1 ..........................................................................................................................................
Reflex action 2 ..........................................................................................................................................
Correct answers
This worksheet has been developed to help student to gradually proceed from recalling to
understanding and then relating to real life situations.

Teacher may ask them to show arrows in the diagram to mark the direction of flow signal which
forms a reflex arc.

Help students to understand the concept of a reflex arc and relating it with real life situations.
Teacher may also ask/suggest students the name of the sense organ and corresponding
muscles/glands in various reflex actions.
If some students are not able to give satisfactory answers, the teacher may explain the concepts
using real-life situations by adding the names of the parts of nervous system involved.
The worksheet may be simplified, if need be, in the following manner:
Labeling lines may be added in the diagram for question 1.
The names of the neurons may be given in question 2 and the students may be asked to
place it in proper order.
The stimuli for the two parts of question 3 may be specified and the student may be asked
to then write the specific reflex action that would take place in response to the stimuli.
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SCIENCE
ACTIVITYII
Assessment Technique: MCQ based work sheet
understand structure and function of organs involved in controlling and coordinating body
functions.
appreciate that structures of organs are complementary to their respective functions.
identify specific regions of organs/tissues/cells involved in control and coordination in
animals.
Task: Individual
Procedure:
1.
The teacher use MCQ based worksheet at the end, after summing up the lesson to assess
knowledge, comprehension, application and analytical capabilities/skills of the students.
2.
The worksheet is distributed to the students and they are asked to complete it in the class.
STUDENT WORKSHEET
Instructions: Select the correct option from the four different choices given for each question:
1.
2.
The sensory receptors in our body to detect smell are

a) auditory receptors
c) olfactory receptors
b) gustatory receptors
b)
tactile receptors
Upon receiving a signal, the dendrite tip of a nerve cell sets off a chemical reaction that
a) creates an electrical impulse in the dendrite.
b) releases some chemicals in the cell body of the neuron.
c) creates an electrical impulse in the next neuron.
d) creates a stimulus.
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SCIENCE
3.
4.
5.
6.
7.
The chemicals that cross the synapse to start a similar electrical impulse in the next neuron are
released from the
a) dendritic tip
c) end of the axon
b) cell body
d) axon
Part of the neuron where information is acquired is

a) dendrite
c) cell body
b) axon
d) nerve ending
Part of the neuron through which information travels as an electrical impulse is called
a) dendrite
c) cell body
b) axon
d) nerve ending
Part of the neuron where the impulse is converted into a chemical signal for onward
transmission is
a) dendrite
c) cell body
b) axon
d) nerve ending
Given below are the parts of a neuron and their functions in two different columns:
i) dendrite
1. the impulse is converted into a chemical signal for onward transmission
ii) axon
2. where information is acquired
iii) nerve ending 3. through which information travels as an electrical impulse

Choose the correctly matched option:
8.
a)
i3
ii 1
iii 2
c)
i1
ii 3
iii 2
b)
i2
ii 1
iii 3
d)
i2
ii 3
iii 1
The order of sequence of tissues involved in production of a reflex action when a bright light is
focused on the eye would be
a) effectors, sensory neuron, relay neuron, motor neuron, receptor
b) receptor, sensory neuron, relay neuron, motor neuron, effectors
c) effectors, motor neuron relay neuron, sensory neuron, receptor
d) receptor, motor neuron, relay neuron, sensory neuron, effectors
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SCIENCE
9.
Given below are the parts of brain and one function associated with each partin two separate
columns.
i) Forebrain
1. blood pressure and vomiting
ii) Cerebellum
2. walking in a straight line
iii) Medulla
3. hearing and sight
Choose the correctly matched option:
10.
a) i 3
ii 2
iii 1
c)
i3
ii 1
iii 2
b) i 2
ii 3
iii 1
d)
i1
ii 3
iii 2
Functions of forebrain are

a) Sensation of feeling full, control of voluntary muscles, hearing, sight.
b) control of voluntary muscles, hearing, sight, posture of the body.
c) control of voluntary muscles, control of blood pressure, hearing, sight.
d) Sensation of feeling full, control of involuntary muscles, hearing, sight.
Correct answer
The questions which are generally not answered by majority of the students indicate that
students need help in both, the content and the concept clarification. Proper explanations may
be provided for the same.
Teacher may cover this particular content once again and may use the assessment skill often,
formally or informally to help students develop reflexes to answer such questions correctly.
The students may be asked to answer similar questions after a few days.
ACTIVITYIII
identify the various steps involved in movement of information through a neuron.
recognise the parts of a neuron involved in transmission of a nerve impulse.
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SCIENCE
Task: Individual
Procedure:
1.
The students are given a worksheet that has a diagrammatic representation of a nerve cell.
2.
Certain steps related to the movement of information through neurons are given in a tabular
form. They have not been placed in the correct order. The student shall allot the number to each
step to put them in correct sequence.
STUDENT WORKSHEET
Instructions: Given below is a worksheet in which certain steps, related to the conduction of information
through neurons, are given in a tabular form. They have not been placed in the correct order. Allot a
number to each step in order to put them in correct sequence.
Step number
Description of the Step

The electrical impulse travels along the dendrite.
An electrical impulse is created at the dendrite.
Stimulus provides the information.
Information is received at the end of the dendrite tip of the nerve cell.
The electrical impulse travels from cell body to axon to the end of axon.
The chemicals cross the synapse and reach the dendrite of the next neuron.
The information sets off a chemical reaction
The electrical impulse travels from dendrite to the cell body.
The chemicals start a similar electrical impulse in the dendrite of the next neuron.
At the end of the axon, the electrical impulse sets off the release of some chemicals
Correct answers
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SCIENCE
A few students may not be able to number the steps in the proper sequential order. The teacher
may provide hints or ask the students to write the steps on different pieces of paper and then
arrange them near the diagram of nerve cell.
The teacher may also prepare a worksheet where the events are written in the correct sequence
but some key-works are missing (close activity or fill in the blank). A word bank may also be
provided.
ACTIVITYIV
Assessment Technique: Match-the-events worksheet
understand how control and coordination work in plants and animals.
recognize the chain of events that occur after a stimulus is received.
associate the chain of events that occur after a stimulus, to the response.
appreciate the role of hormones and nervous system in initiating a response.

Task: Individual
Procedure:
1.
The students are given a worksheet that contains a table about stimuli and responses in plants
and animals.
2.
The stimuli are given in the bottom row and the responses in the top row of the table.
3.
In the middle rows of the table are the chain of events that lead to a particular response.
4.
Using connecting lines, the students connect each stimulus to the chain of events and finally to
the response it produces.
152
5.
The students may use different colours for different events.
6.
One example has been done in the table.
SCIENCE
STUDENT WORKSHEET
Instructions: Given below is a table of various stimuli and responses that occur in plants and animals. The
stimuli are given in the bottom row and the responses in the top row. In the middle rows of the table are the
chain of events that lead to a particular response. Using connecting lines, connect each stimulus to the
chain of events and finally to the response. You may use a different colour for each event. One example has
been done for you.
Correct answers
Some students may not be able to connect the stimuli to chain of events and the response. Such
students may be explained the concepts again and then given a similar worksheet.
The teacher may show demonstrations of the 'stimulus' and the related 'response' before the
worksheet is given to the students.

Alternatively, a group activity may be given to the students who have not been able to get a
good score in this worksheet. The group activity may involve a single stimulus response
(allotted by the teacher) where the students have to identify and exhibit the chain of events
through a model, a wall magazine or a Power Point presentation.
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SCIENCE
Chapter8
How do Organisms Reproduce?

ACTIVITYI
Assessment Technique: Crossword puzzle worksheet
recognize various types of reproduction exhibited by animals and plants.
learn the names/terms associated with reproduction.
relate certain identifying features to specific parts where they are found.
Task: Individual /Group
Procedure:
1.
The students are given a worksheet individually or in pairs that has a crossword puzzle and
clues to complete the crossword.
2.
The students read the given clues carefully and fill up the blocks with appropriate
words/terms.
STUDENT WORKSHEET
Solve the crossword puzzle:
1
6
8
10
11
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SCIENCE
The Clues
Across:
1.
Malarial parasite reproduces this way
4.
Male reproductive part of a flower
5.
Also called 'Future shoot'
6.
Female reproductive part of a flower
7.
A contraceptive that creates a mechanical barrier
9.
An organism that reproduces by budding and regeneration
11.
The leaves of this plant produce buds for reproduction
Down:
2.
In animals, embryo gets nutrition through this
3.
A sexually transmitted disease
8.
This part of the flower ripens to form a fruit
10.
It passes from one generation to the other
Correct answer
A few students may not be able to guess the correct terms/names. The teacher may help them
by giving additional hints which may be in the form of pictures.
If the students have not learned the characteristics, or, if this activity is given before the chapter
is discussed in class, then the students may be allowed to use the text book.
ACTIVITYII
Assessment Technique: Hands on activity
identify the different parts of a flower and a seed.
differentiate between male and female reproductive structures in flowers.
develop the skill of dissection.
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SCIENCE
Task: Group / Individual
Procedure:
1.
The class is divided into groups of 2-4 students.
2.
Each group is asked to bring a flower and a few seeds that have been soaked overnight in water.
3.
The students may bring any of the following flowers and seedsSuggested flowers: China rose, tube rose, salvia, poppy, lily
Seeds: Bengal gram, green moong, kidney Beans (rajma)
4.
The students are asked to bring some material like: scissors, brush, handlens, needle, two
whitecoloured sheets of paper.
5.
The teacher guides the students and provides a list of parts that have to be displayed:
For example, parts to be displayed during flower dissection- stalk, sepal, petal, stamen, pistil
(or just stigma and style)
Parts to be displayed during seed dissection: Cotyledon, plumule, radicle (or just embryo and
cotyledons).
Each group dissects one flower and one seed. They remove the parts one at a time and place
them on the sheet of paper giving appropriate names to identify the parts.
This activity may be assessed on the basis of the following criteria:
Dexterity in dissection (skill)
Correct identification of parts
Besides this, each student may be asked questions individually by the teacher to assess his/her
understanding (viva).
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SCIENCE
S. No.
Name of
the student
Group
Dexterity in
dissection (skill)
Correct identification
of parts
Viva
Total
A few students may not be able to dissect the flower or seed properly. The teacher may help
them so that they are able to perform the activity skillfully.
Some students may not be able to identify the parts of the flower/seed. The teacher may check
to ensure that the flower/seed that is being dissected is not damaged. S/he may also provide a
picture/diagram of the dissected flower/seed so that the students know what is expected from
them.
In case, there are more number of students who are unable to dissect the flower/seed, the
teacher may draw the required diagrams on the blackboard or demonstrate the dissection
before it is done by the students.
ACTIVITYIII
Assessment Technique: MCQ based worksheet
identify the parts of an organism involved in reproduction.
learn the names and functions of different parts of the reproductive system/reproductive
structures.
understand the difference in structure, location and function of the reproductive parts.
appreciate the relationship between the reproductive structure and functions.
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SCIENCE
Task: Individual
Procedure:
The worksheet that has the Multiple Choice Questions (MCQs) is given to the students. The students
have to select the correct answer from the four different choices given for each question.
STUDENT WORKSHEET
Instructions: Select the correct option from the four different choices given for each question:
1.
2.
3.
4.
5.
6.
158
The information source for making proteins is:

a) rough Endoplasmic reticulum
c)
DNA
b) hormones
d) enzymes
Binary fission in some organisms occurs in definite orientation in relation to the cell structures.
One such organism is:
a) leishmania
c) amoeba
b) plasmodium
d) bacteria
Plants that have lost their capacity to produce seeds, reproduce by:
a) spores
c) fission
b) vegetative propagation
d) regeneration
A stamen consists of two parts namely:

a) anther and style
c)
anther and filament
b) stigma and style
d) filament and style
A bisexual flower contains:

a) stamens only
c) either stamens or carpels
b) carpels only
d) both stamens and carpels
The part of the flower that ripens to form a fruit is:

a) ovule
c) carpel
b) ovary
d) egg cell
SCIENCE
7.
8.
9.
10.
The testes perform the following function/functions:

a) produce testosterone
c) produce male gametes and hormone
b) produce sperms
d) produce sperms and urine
Fertilisation in human beings takes place in:

a) uterus
c) cervix
b) vagina
d) fallopian tube
Condom is a method of control that falls under the following category:

a) surgical method
c) mechanical method
b) hormonal method
d) chemical method
The common passage for sperms and urine in the male reproductive system is:
a) ureter
c) seminal vesicle
b) urethra
d) vas deferens
Correct answer
A few students may not be able to give the correct answers to a few questions. The concepts
related to such questions may be explained again. The students may be asked to answer similar
questions after a few days.
ACTIVITYIV
Assessment Technique: Model making
identify different parts of a flower.
learn the names and functions of different parts of a flower.
understand the relationship between size, location and function of different parts of a flower.
appreciate the relationship between various parts of a flower and their role in reproduction.
Task: Group
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SCIENCE
Time Required: Two hours
Procedure:
1.
2.
Each group prepares a model of a flower highlighting the parts of a flower.
3.
The time-frame for completion of work and display is conveyed to the students.
(The teacher may allot a space in the desired area (classroom, laboratory, corridors etc) for display.
The following guidelines may be given to the students:
The size of the model: 18" by 18"

Materials used (suggested, the student may use other materials too): Board for the base, clay
dough, beads, yellow soil, handmade paper, paper flags for labeling etc.
Prepare the model of a flower showing the parts required for various functions
The Model may be assessed according to the following criteria
Presentation of the model*
Placement of the structures/accuracy**
understanding and level of contribution (viva).***
S. No.
*=
Name of the
Student
Group
Presentation
*
Placement of
structures/Accuracy
**
Viva
***
Availability of material used

Cost effectiveness -durability
** = Relevance to the chosen topic -aesthetically pleasing -explicitly conveys content

*** = Two questions based on the Model
160
Total
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The models made by some students may not be very accurate or presentable. The teacher may
allot the material to such groups from another group that has done well.
The students may also be asked to do peer assessment and give suggestions to the group they
are assessing so that they may improve their work. The groups may be allowed to make the
improvements and then their work can be reassessed.
ACTIVITYV
Assessment Technique: Picture based worksheet
identify the different modes of reproduction in different organisms.
differentiate between different types of asexual reproduction.
recognize the type of reproduction found in angiosperms.
relate the different features of a developing embryo and its functions.

Task: Individual
Procedure:
1.
The students are given a worksheet that has few pictures.
2.
They are instructed to observe the pictures and answer the questions on the basis of their
knowledge and observation.
3.
The students complete the worksheet and submit for peer evaluation.
4.
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STUDENT WORKSHEET
Q1. Name the methods by which the organisms given in the diagrams reproduce.
FigureA
_________________________
FigureD
_________________________
FigureB
_________________________ _________________________
FigureE
FigureF
_________________________ _________________________
Q2. Observe the diagram and answer the following questions:
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FigureC
SCIENCE
a) Which part of an ovary develops into seed?
______________________________________________________________________________
b) Which part inside the ovule develops into an embryo?
______________________________________________________________________________
c) Name the part that forms a fruit.
______________________________________________________________________________
d) What happens to petals, sepals, style and stigma when the fruit is formed?
______________________________________________________________________________
Correct answers and understanding

A few students may not be able to answer the questions correctly. In this case the teacher will
ask the students to learn the content again. If the students have any problem in understanding
the matter, the teacher will explain it again. Then they will be asked to solve the worksheet
again.
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SCIENCE
Chapter9
Heredity and Evolution

ACTIVITYI
Introduction: Industrial Melanism is a term used to describe the adaptation of a population in response to
pollution. One example of rapid Industrial Melanism occurred in populations of peppered moths in the
area of Manchester, England from 1845 to 1890. Before the industrial revolution, the trunks of the trees in
the forest around Manchester were light grayish-green due to the presence of lichens. Most of the
peppered moths in the area were light colored with dark spots. As the industrial revolution progressed,
the tree trunks were covered with soot and turned dark. Over a period of 45 years, the dark variety of the
peppered moth became more common.
describe the importance of coloration in avoiding predation.
relate environmental change to adaptive changes in organisms.
explain how natural selection causes populations to change over a period of time.
analyze how colour affects the organism's ability to survive in certain environments.
Task: Group activity (2 students) followed by individual worksheet
Procedure:
In laboratory, teacher simulates how predators locate prey in different environments. Teacher tells
students about Industrial Melanism in England.
Then the students are asked to perform the following activity and then answer the questions given in the
worksheet:
164
1.
Cut 30 circles from newspaper and 30 circles from white sheet (can be made with punching
machine). These are symbols of two types of moths.
2.
Place a sheet of white paper on the table and let one student spread 30 white circles and 30
newspaper circles over the surface. Ensure that the other student is not looking at it.
SCIENCE
3.
The other student is a "predator", who will now use forceps to pick up as many circles as s/he
can in 15 seconds.
4.
Record your data in the row for 'trial 1' in the table.
5.
Repeat this activity and record your data in the row for 'trial-2' in the table.
6.
Repeat this trial with 30 white circles and 30 newspaper circles on a newspaper background.
7.
Record your data in the row for 'trial 3' in the table.
8.
Repeat this activity and record your data in the row for 'trial-4' in the table.
Starting Population
Trial
Number Picked up
Background
Newspaper circles White circles Newspaper circles White circles
1.
White
30
30
2.
White
30
30
3.
Newspaper
30
30
4.
Newspaper
30
30
STUDENT WORKSHEET
Instructions: Observe the data filled in the table and answer the following questions on the basis of pattern
you have observed.
1.
Which moth (circle) coloration is the best adaptation for a dark (newspaper) background?
2.
Give one evidence for your answer given in question 1.
3.
Which coloured moth would be found in larger numbers in the next generation after trial 1?
4.
Which coloured moth would be dominating the population after three generations?
5.
What is this phenomenon called as?
Correct answer
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SCIENCE
1.
The students must be made aware of the sources of error that may be responsible for incorrect data.
A few sources of error are:
The circles that have been prepared using the 'punching machine' may not have been counted
properly.
At times, these circles tend to stick to one another, so care should be taken that they are
separated properly.
The newspaper, that is used for cutting circles and as a background, may have coloured
pictures or light/white areas.
2.
Some students may not be able to answer the questions given in the worksheet. The teacher may
explain the concepts again and give an alternate activity (crossword puzzle or a concept map with
pictures/figures).
ACTIVITYII
Assessment Technique: Flow chart based worksheet
understand the concept of evolution.
recognise the evidences that support evolution.
correlate accumulation of variations with formation of new species.

appreciate the process of Natural Selection operating in nature.
understand how evolution takes place.
Task: Individual
Procedure:
166
1.
After completing the chapter, teacher distributes the worksheet to students to assess their
understanding of the topic.
2.
The students complete the worksheet.
SCIENCE
STUDENT WORKSHEET
Instructions: Given below is a concept map about evolution. Use the words given in the wordbank to fill
up the gaps in the concept map.
can result in
occurs through the process of
artificial selection
means
established by
who was a
EVOLUTION
can also occur through
such as
which is supported by
moleculer evidence
fossil evidence
such as
such as
such as
like the
forelimbs of bats and whales
Word Bank: Anatomical evidence, Broccoli etc. from wild cabbage, change over time, DNA, Darwin,
Dinosaur bones, Homologous structures, Natural selection, New species, Naturalist.
Correct answers
Any wrong answer would indicate that the student is not understanding the concept associated
with it. Teacher may review the response of other students and identify the areas of strengths
and weaknesses and provide inputs to help students to improve.
Teacher may provide hints in the form of pictures.
A film on evolution may be shown before the worksheet is given to the students.
167
SCIENCE
ACTIVITYIII
observe the way by which prey is picked up by predators.
interpret the significance of their merging colour in nature.
establish the relationship between their body colour and population.

Task: Group
Procedure:
1.
The teacher instructs the students to form pairs for the activity and gives the following
materials to each pair:
30 circles from newspapers and 30 circles from white sheet (can be made with hole punch
machine) these two types of circles are symbolic of two types of moth.
one white A4 sheet.
one newspaper sheet of A4 size.
one forcep
data sheet with worksheet
2.
The teacher stimulates the curiosities of the students on how predators locate prey in different
environment. The teacher asks the students to follow the steps of the activity given in their data
sheet and record their data.
3.
The worksheet is distributed and students discuss the answers in pairs and answer the
questions.
Steps to be followed:
Place a sheet of white paper on the table and let one student spread 30 white circles and 30
newspaper circles over the surface (ensure that the other student) is not looking at it.
The other student is a "predator", who will now use forceps to pick up as many of the circles as
he can in 15 seconds.
This trial will be repeated with white circles and newspaper circles on a newspaper
background.
168
SCIENCE
Record the data in chart below:
Starting Population
Trial
Number Picked up
Background
Newspaper
White
1.
White
30
30
2.
White
30
30
3.
Newspaper
30
30
4.
Newspaper
30
30
Newspaper
White
10
STUDENT WORKSHEET
Instruction: Observe the data you just filled in the table. Answer the following questions on the basis of
pattern you have observed.
Observe the table given below and answer the questions.
Ar
No. of Light
Moths Captured
No. of Dark
Moths Captured
537
112
484
198
392
210
246
281
225
337
193
412
147
503
84
550
10
56
599
169
SCIENCE
1.
What happens to the population of Light Moths after nine years? Why?
_________________________________________________________________________________
2.
What happens to the population of Dark Moths after nine years? Why?
_________________________________________________________________________________
Correct answers
A few students may not be able to understand the predator and prey relation [with coloured
(news paper) circles and white circles on white paper and newspaper]. The teacher will have to
explain to them after they complete the activity or they may be asked to repeat the activity.
ACTIVITYIV
Assessment Technique: Experiment based activity
understand evolution better.
acquire practical skills in handling of apparatus.

Task: Individual group
Material Required: Microscopes, slides, cover slips, lecithin (from local pharmacy), food colours, water
dropper, blotting paper.
Procedure:
1.
Either divide the students into groups of 23 students or give them individual task.
2.
The students are instructed to:
place are small drop of lecithin solution on a slide and one drop of coloured water next to
it.
put a cover slip to cover both the lecithin and water.
3.
170
Students are asked to examine the boundary between water and lecithin.
SCIENCE
4.
The students carefully examine at the start and after regular intervals during the period.
5.
They draw a picture of what they see gradually.
6.
They watch it under low, medium and high power of microscope, but they should label each
sketch made with different magnification powers.
7.
After 20 minutes, students exchange the coloured water with clean water by placing a piece of
blotting paper along the water end of cover slip to draw out coloured water.
8.
A drop of clean water is to be placed at the lecithin end.
9.
The students repeat it as many times as required till fairly clear water around the vesicle, that
has formed, is obtained.
10.
Vesicles should be visible as coloured spots containing undiluted water.
11.
The students draw the sketch of few vesicles.
Correct answers
Some students may find it difficult to efficiently hold the slides and put the water drops over the
slide, teacher may help and guide them to do so.
Some students feel hesitant in performing experiments as they do not get result every time,
teacher may assure the students about the result of this experiment and explain the process
again.
ACTIVITYV
Assessment Technique: Experiment based activity
develop an understanding about the laws of inheritance.
appreciate the discovery and usefulness of punnett squares in the study of inheritance.
Task: Individual/group task
Material Required: Peas, two bags
171
SCIENCE
Procedure:
1.
The teacher instructs the students to fill two bags with peas.
The first bag represents the original cross between a yellow pea parent and a green pea
parent.
This bag should be filled with only yellow peas.
2.
While describing the cross between the two parents, the teacher asks the students, what they
think the offsprings of F1 generation will look like.
3.
After students have offered some suggestions, she tells one student to pull a handful of peas out
of this first bag.
4.
The students observe that only yellow peas come out of the bag, just as only offsprings
producing yellow peas from this cross.
5.
The second bag represents the cross between two yellow F1 offspring plants.
In this bag, put a combination of yellow and green peas: 3/4 yellow and 1/4 green.
6.
While describing the cross between the two F1 plants, the teacher asks students, what they think
the offsprings of this cross will look like and instructs a student to take out a handful of peas of
the second bag.
The peas in the second bag represent the F2 offsprings of this cross.
7.
Thus, students observe this time, some of the offsprings are green.
8.
The students count the number of yellow peas and the number of green peas drawn from the
bag, they observe that the F2 plants produce peas at an approximate ratio of 3 yellow: 1 green.
9.
The teacher introduces punnet square to predict the inheritance of traits in living beings.
10.
The teacher prepares blank punnet squares where the students enter the probability.
Correct answers
Some students may not be able to understand. The teacher may explain the activity again.
Charts of punnet squares can also be used for making the students clear about the concept.
172
Chapter10
SCIENCE
Light: Reflection and Refraction

ACTIVITYI
define refractive index in terms of angles of incidence and refraction.
compare the refractive indices of different media.
correlate refractive index with speed of light.

Procedure:
1.
The teacher:
states and explains Snell's Law
defines absolute refractive index and relative refractive index
explains the difference between absolute refractive index and relative refractive index
using illustrative examples
explains the correlation between refractive index and the speed of light
states the meaning of the term 'optical density'
2.
She distributes the worksheet and instructs the students to complete it
Correct answer
173
SCIENCE
STUDENT WORKSHEET
Instructions: The path of a light ray, from air to three different media A, B, and C, for a given angle of
incidence, is as shown. Study the diagrams carefully and answer the following questions
600
600
60
Air
500
Air
400
450
A
Air
1.
Which of the three media A, B or C has maximum optical density?
2.
Through which of the three media, will the speed of light be maximum?
3.
Will the refractive index of B relative to C be more than unity or less than unity?
4.
Will the light traveling from A to B bend towards or away from the normal?
5.
If na, nb and nc denote refractive indices of the three media, arrange na, nb and nc in descending
order?
6.
What inference can be drawn about the optical density of the three media from the above
diagram?
7.
For which ray of light, incident on any of the three media, will these three media show identical
behaviour.
8.
If a ray of light is incident in medium C, at an angle of 400, what will be its angle of refraction in air?
9.
If angle of incidence is increased, what will be the change in the angle of refraction?
Some of the students may not be able to understand the difference between relative refractive
index and absolute refractive index. The same may be clearly explained.
174
SCIENCE
The fact that the absolute refractive index is always greater than unity, whereas the relative
refractive index may be more or less than unity should be clearly highlighted
The dependence of speed of light, on refractive index may be clearly explained.
ACTIVITYII
draw correct ray diagrams showing image formation by lenses for different positions of the
object
differentiate between real and virtual images
appreciate the specific applications of the lenses in daily life on the basis of the nature of the
image formed
apply Cartesian sign conventions correctly

Task: Individual
Procedure:
1.
The teacher
draws and explains specific rays, used to obtain the images, in case of lenses for different
position of the object.
discusses the nature, size and position of the images, formed by the convex/concave
lenses
states Cartesian sign conventions and explains its use by means of extensive illustrative
examples
2.
She instructs the students to complete the worksheet.
Correct answers
175
SCIENCE
STUDENT WORKSHEET
Instructions: Study each of the diagrams given below and answer the following questions:
I.
1
1.
Draw reflected rays for incident rays (1), (2), (3).
2.
If PF = 7cm. How much is PC?
3.
Do all these rays obey laws of reflection?
II.
1
176
SCIENCE
1.
Draw incident rays for reflected rays (1) and (2).
2.
Is focus a real point or a virtual point for this mirror.
III.
1 cm
2F
2F
12 cm
1.
Draw refracted rays and find position of image.
2.
Fill in the blanks u = _________, v = __________, f = ___________

Object size O = _____________, Image size I = ___________
3.
IV.
V.
VI.
Is the image smaller, equal or longer than object?
A boy finds a piece of glass. He keeps it on letter 'A' written on a piece of paper. He finds that the letter
'A' appears to be raised, but no change in its size even on lifting the glass piece.
a)
What could be the whole glass from which it has broken off?
b)
Why does the letter 'A' appear to be raised?
A mirror forms real and same size image when some object is placed at a distance of 20 cm from it.
a)
What is the position of image?
b)
What is the focal length of the mirror?
c)
Where is the object placed with respect to mirror?
Are all real images inverted and all virtual images erect? The image on cinema screen is erect and real.
How is that possible?
VII. You are given three mirrors A, B and C. You are told that they are plane, convex and concave mirrors
but not in that order. Without touching their surface how will you find out which is what type?
177
SCIENCE
VIII.
2F
1.
Complete the ray diagram.
2.
State the position of image.
3.
State size and nature of image
2F
2F
IX.
2F
178
1.
Complete the ray diagram.
2.
State the position and nature of image.
3.
Hold a concave lens in your hand and look through it at any object. Can you see the object? Can
you obtain it on a screen?
4.
Will the size (height) of object and image be positive or negative.
SCIENCE
X.
2F
Do all spherical mirrors and lenses ultimately show spread of rays?

Note: The teacher may explain the following fact:
The rays do not stop at F and continue to move hence a parallel beam of light ultimately spreads.
ACTIVITYIII
Assessment Technique: Numerical based worksheet
use proper formula and apply it correctly.
arrive at the answer after calculations.
correlate observations and mathematical results.
179
SCIENCE
Task: Individual
Time Required: One to two periods
Procedure:
1.
The teacher
explains the nature of images formed by spherical lenses for different position of the
object.
discusses nature of the images formed by (i) a concave lens (always virtual and
diminished) and (ii) a convex lens (real: smaller/magnified and virtual; only enlarged).
gives illustrative examples for the formulae learnt and the relevant diagrams through
simple numerical problems.
emphasizes that all the physical quantities given in a numerical problem should be
expressed in consistent units.
2.
She instructs the students to clarify their doubts if any.
3.
After that the students are instructed to complete the worksheet.
Writing data and formula
Substitution of values and calculation
Reporting correct answer with proper unit
STUDENT WORKSHEET
Solve the following questions:
180
1.
A concave mirror has a focal length of 10 cm. What is its radius of curvature?
2.
An object is placed at a distance of 5 cm from a convex mirror, of focal length 7 cm. Calculate
position of image and its nature.
3.
An object is placed at a distance of 24 cm from a concave mirror of radius of curvature 24 cm.

Where will the image be formed? What will be the magnification produced?
4.
An object of height 1.5 cm is placed 45 cm away from a concave mirror of focal length 18 cm.
Calculate position of image and its size.
SCIENCE
5.
An object is placed in front of a concave mirror of focal length 10 cm. Where should a screen be
placed to obtain an image double the size of object?
6.
A convex mirror forms a virtual image at a distance of 4 cm from the mirror when the object is
placed12 cm away from the mirror in front of it. Calculate its focal length.
7.
A concave mirror has a focal length of 16 cm. An object of height 1.0 cm is placed at a distance of
10 cm from it in front of it. Calculate the size and distance of image formed.
8.
A concave mirror forms the image at a distance of 25 cm of an object which is at 10 cm away from
it. Calculate its focal length.
9.
A concave mirror of focal length 12 cm forms double the image of an object. Find out two
positions of object when such a thing is possible.
Answer:
1.
20 cm
2.
+2.9 cm
3.
24 cm and m = 1
4.
30 cm and I = 1cm
5.
15 cm
6.
6.7 cm
7.
26.7 cm and I = 2.7 cm
8.
7.1 cm
9.
18 cm and 6 cm
Generally, the students find it difficult to solve even simple numerical problems. Sufficient
practice should be given to the students in solving of the numerical problems based on different
types of images formed by lenses.
The numerical situations given should be correlated with the relevant diagrams to enable the
students to guess the expected range of the unknown parameter, viz u, v or f.

The virtual image produced by a convex lens is always magnified while that produced by a
concave lens is always diminished. This fact should be strongly highlighted.

Some students may not convert the given quantities in consistent units. The need for the same
should be strongly emphasized.
181
SCIENCE
ACTIVITYIV
Assessment Technique: Numerical based Worksheet
use sign conventions in case of spherical mirrors.
use mirror formula relating u, v and f to calculate any one of three unknown quantities.
use the expression m =
v 1
= for magnification.
u 0
relate a given numerical situation with the relevant appropriate diagram for image formation.
Task: Individual numerical based worksheet

Time Required: One to two periods
Procedure: The teacher
1.
discusses the nature of images, formed by spherical mirrors for different positions of the object.
2.
gives examples to illustrate the use of sign convention.
3.
defines magnification and explains that its numerical value may be equal to, more than, or less
than unity
4.
explains the use of the mirror formula relating u, v and f to calculate any one of their quantities
when the other two are given.
Correct answer
STUDENT WORKSHEET
Instructions: Read the following questions and solve them.
182
1.
A convex lens of focal length 20 cm is placed is front of an object at a distance of 24 cm. Calculate
the position of the image.
2.
A concave lens of focal length 1m is placed at a distance of 1 m from an object. Where and at
what distance will the image be formed?
3.
A concave lens of focal length 10 cm forms image at a distance of 6 cm from it. Calculate the
position of the object.
SCIENCE
4.
A convex lens forms an image of an object which is 10 cm in front of it at a distance of 15 cm away

from it. Calculate the focal length of the lens.
5.
A convex lens is 18 cm away from an object. Its focal length is 10 cm calculate position of the
image. If object is 1.5 cm tall, calculate size of the image.
6.
A concave lens forms the image at a distance of 6 cm of an object which is 15 cm away from it.
Calculate focal length of the concave lens.
7.
An object placed 15 cm away from a concave lens of focal length 12 cm. Calculate distance of the
image and magnification produced.
8.
Two lenses of +2D and 3D are placed in contact with each other. What is the power of resulting
lens? What is the focal length? Will the combination behave like a convex or a concave lens.
9.
You are given four lenses of powers +1.5, 2, 2.5 and +4 dioptres. Which lenses would you use
so that resulting power is
a) +2 dioptre
b) 1.0 dioptre
c) +3.0 dioptre
d) 0.5 dioptre
Calculate focal length for each combination.
Answers:
1.
120 cm
2.
0.5 cm
3.
15 cm
4.
6 cm
5.
12.9 cm
6.
10 cm
7.
6.7 cm and 0.4 cm
8.
1 D, 1m or 100 cm, concave lens
9.
(i)
2nd and 4th, f = 50 cm
(ii)
1st and 3rd, f = 100 cm
(iii) 1st, 3rd and 4th, f = 33.3 cm

(iv) 1st and 2nd, f = 200 cm
183
SCIENCE
Some of the students may not comprehend the correlation of the relative size of the image, with
the given values of object and the image distances. The same may be explained with the help of
the formula
The fact that only a real image can be formed in front of a spherical (concave) mirror may not be
clear to the students. This point needs to be strongly emphasised.
Some students may find it difficult to apply the sign convention correctly. The same may be
clarified through a number of different examples.
ACTIVITYV
Assessment Technique: Drawing skill based worksheet
draw 'to the scale' ray diagrams for images formed by a concave lens.
measure and tabulate the (small) changes, in image positions and sizes, with changes in object
position.
interpret data and draw inferences based on his/her interpretation.

Task: Drawing of 'to the scale' ray diagrams.
Procedure:
1.
The teacher instructs the students to follow the instructions given in the worksheet and
complete it.
Correct answers
STUDENT WORKSHEET
Read the followings instructions carefully and do as directed:
Consider a concave lens having a focal length of magnitude 50 cm and an object of size 10 cm
Choose a scale where 5 cm corresponds to 1cm
184
SCIENCE
Take the object to be at a distance of 100 cm from the concave lens and draw the corresponding
ray diagram
Repeat for object distances of 75 cm, 50 cm, 40 cm and 25 cm
Complete the table given below:

Object Size = 10 cm
Focal length magnitude = 50 cm
Nature of lens taken: concave

Image
Object Distance
Distance
Size
Nature
100 cm
75 cm
50 cm
40 cm
25 cm
Complete the 'inference statements,' based on your interpretation of the data collected by you for
a concave lens
a)
the image is always ............................ in nature.
b)
The image moves ........(nearer/away)............. to /from the focus as the object is moved
progressively closer to the optical centre.
c)
The image size keeps on progressively ........(decreasing/increasing) ............. as the object is

moved progressively away from the focus.
d)
For all object distances less than the focal length, the image is ........(diminished/ magnified)
............. with respect to the object.
185
SCIENCE
The teacher may guide students about:
Choosing an 'appropriate scale' in each situation
Drawing 'to the scale' ray diagrams
Observing any regularity/pattern present in a (given) data
Drawing conclusions on the basis of the observed regularity/pattern in the (given) data.
[Note: The 'focal length magnitude', 'object size' and 'object distances' values given are only
Suggested in nature and the teacher can make appropriate changes is them for assigning work to
different students.]
186
Chapter11
SCIENCE
Human Eye and Colourful World

ACTIVITYI
Assessment Technique: Application based work sheet.
estimate approximate size of the (normal) eye-ball.
show that, in case of human eye, the distance between the screen (the retina) and the eye-lens
remains (nearly) fixed irrespective of the distance of the object.

infer that the amazing 'power of accommodation' of the human eye does not really involve a
very large percentage change in the focal length of the eye-lens.

Task: Individualnumerical problem
Procedure:
1.
The teacher explains to the students that:

size of the normal eye-ball may be taken as close to 2.0 cm.
object distance, during normal relaxed vision, of very far off objects, is infinite.
minimum object distance, during the seeing of nearby objects, has to be (nearly) 25 cm for
the normal eye.

lens formula can be used to calculate the focal length of the eye-lens both for 'far-off' and
for 'near' viewing.

power of a lens (in diopters) equals the reciprocal of the focal length (in meters).
2.
She distributes the worksheet and instructs students to complete it.
Correct answers
187
SCIENCE
STUDENT WORKSHEET
Instructions: You are given that the size of the normal eyeball is nearly 2 cm and the normal eye can adjust
the focal length of its eye-lens to see objects situated anywhere from 25 cm to an infinite distance away from
it
Now answer the following questions:
1.
What is the focal length (in metres) of the (normal) eye-lens when it is viewing a very far off
object?
2.
What is the power of the eye-lens in this case?
3.
A normal eye is viewing an object kept 25 cm away from it. What is the focal length of the eyelens in this case?
4.
What is the power of the eye-lens for this (normal) near-viewing?
5.
How much is the percentage change, in the focal length of the eye-lens, when it adjusts itself,
from its normal relaxed position, to the position where the eye can see the 'nearby object'
clearly?
Some of the students may not understand that the size of the eye-ball is equal to the image distance
irrespective of the position of the object.
The teacher may help the students
realize that in the case of the human eye, the distance between the lens and the screen (the
retina) remains fixed and that this distance is (nearly) equal to the size of the eyeball.
1 1 1
use lens formula to calculate the focal length of the eye-lens for both (i) very faroff
v u f
(ii) normal nearviewing.
calculate the percentage change in the focal length of the eye-lens and appreciate that it is not a
very large change.

appreciate the wonderful capacity of the human eyeits amazing 'power of accommodation'
188
SCIENCE
ACTIVITYII
Learning Outcomes: To the students will be able to
explain some natural phenomenon based on the dispersion of light.
predict places, time and situations under which these phenomenon are best observed.
suggest the ways and means of presenting these observed phenomenon through suitable
drawings/ paintings/photographs.
Task: Individual
Procedure:
1.
The teacher discusses the following with the students

some natural phenomenon like the rainbow, the red colour of sky at sunset and sunrise
times, the blue of sky - based on the multicoloured nature of sun light.
cause/s reflection, refraction, internal reflection, scattering etc.- that are associated with
these different phenomenon.
2.
She asks the students to look for other interesting natural phenomenon through surfing the net,
talking with seniors, reading from books etc.- that are associated with the multicoloured nature
of white light.
3.
The students record their interesting observations through suitable (coloured) drawings/
paintings/ photographs etc.
4.
The students may visit places, far from the haze and dust of crowded cities, for a clearer and
better observation of these natural phenomenon.
Correct answer
189
SCIENCE
STUDENT WORKSHEET
Instructions: Do as directed:
1.
Make a list of the natural phenomenon associated with the multicoloured nature of white light.
2.
When and where did you observe/last observe/any one/some of the phenomenon listed?
3.
Draw a drawing or make/collect a painting or give your own/otherwise available photograph

of the natural phenomenon that you liked and appreciated.
Some of the students may not be keen to study the phenomenon and collect relevant
information/pictures of the same. The teacher may arouse their curiosity by exposing them to
the wonderful world of natural phenomenon like the rainbow, the 'red-colour' of the sky at
sun-rise and sun-set, the blue colour of the sky and so on.
The teacher may also collect information- to the extent possible from the net, books,
newspaper and magazine reports about some not so common phenomenon, based on the
multicoloured nature of sunlight.
The teacher may encourage and motivate the students to appreciate the boundless beauties and
wonders of nature and to do their best to cause least damage to nature and natural
surroundings.
ACTIVITYIII
Assessment Technique: Matching Type Worksheet
Leering Outcomes: The students will be able to
describe the structure of the human eye.
correlate the parts of the human eye to their practical function.
explain the types of defects in the human eye and their correction.
differentiate between the main defects of the eye and to investigate their cause/s.
appreciate the role of culinary muscles and correcting lenses (when needed) to get a clear vision
of the objects situated anywhere between 25 cm to infinity.

Task: Individual
190
SCIENCE
Procedure:
1.
The teacher
describes the structure of eye using a labeled diagram
discusses the function of different parts of the eye
explains the types of defects of vision and their cause/s.
discusses the location of near point/far point of defective eye and compares the same
with those of a normal eye.
describes how the use of lenses helps in correction of eye defects.
2.
She distributes the worksheet and instructs the students to complete it.
Correct answer
STUDENT WORKSHEET
Instructions:
The following table lists a few functions/phrases/statements in column A. Match these items in column A
to the corresponding terms in column B. Note that more than one item in column A may match with the
same item in column B.
The matching for A1 and A2 is given as an illustration.
Column B
Column A
A1
Light-sensitive screen
B1
Hypermetropia
A2
Cells on this part generate electrical
B2
Retina
signals upon illumination

A3
Near-sightedness
B3
Deviation
A4
Corrected by using bifocal lenses
B4
Myopia
A5
Inability to see nearby objects clearly
B5
Ciliary muscels
A6
With objects at 25 cm, the image is
B6
Increased focal length of the eye-lens
formed behind the retina
191
SCIENCE
Column A
Column B
A7
Modify the curvature of the eye-lens
B7
Presbyopia
A8
Milky and cloudy eye-lens
B8
Cataract
A9
Near point of the eye moves away
B9
Reddish colour of the sky
A10
Distance of the far point decreases
B10
Scattering of light
A11
Corrected by a converging lens
B11
Refraction
A12
Corrected by a concave lens
B12
Scattering of light
A13
Relaxed ciliary muscles
B13
Twinkling of stars
A14
Difficulty in reading blackboard while
B 14
Spectrum.
B15
Increase in size of the eye-ball
B16
decrease in size of the eye-ball.
sitting in the last row.

A15
Caused by excessive curvature of the

eye lens
A16
Caused by increased focal length of the

eye lens
A17
Caused by light passing through

thinner layers of air
A18
Makes the sky appear bluish
A19
The band of coloured components of

white light
A20
The phenomenon causing advanced

sunrise and delayed sunset.
A21
Caused by changing physical

conditions of the atmosphere
A22
Angle formed between the incident

ray and the emergent ray in a prism.
192
SCIENCE
Illustrative answers.
A1
1.
B2
[A1, B2]
A2
2.
[A2, B2]
Some of the students tend to omit the detailed functioning of some parts of the human eye. The
detailed functions of each part e.g. how a ciliary muscle controllers the focal length/curvature
of he eye in relaxed/compressed position, should be highlighted.
The correction of eye defects, requires the detailed study of each of the defects of the human
eye. Their causes, their effect on near point/far point and role of the correcting lenses should be
discussed in detail and supported with relevant ray diagrams.
ACTIVITYIV
explain the function of the lens in a human eye.
differentiate between the defects myopia and hypermetropia in terms of the image formed by
the eye lens.
show the usages of spectacle lenses in correction of the Defects of vision.

Task: Individual
Procedure:
1.
The teacher
discusses the meaning of the power of accommodation of the normal eye.
explains the defects myopia and hypermetropia using diagrams.
describes the change in the far point/near point of a defective eye.
193
SCIENCE
explains using diagrams how appropriate lenses are used to correct the (relevant) defect
of vision.
2.
The students complete the worksheet.
Correct answer
STUDENT WORKSHEET
Instructions: Complete each of the following diagrams to show the image formation. The nature of the eye,
normal/myopic / hypermetropic is indicated with each diagram.
A.
Normal eye, object at 25 cm from the eye lens
O
N
25 cm
B.
Hypermetropic eye, object at 25 cm from the eye lens
O
25 cm
C.
194
Myopic eye, object at infinity
SCIENCE
D.
Hypermetropic eye
Near point of the

(hypermetropic) eye
25 cm
E.
Myopic eye
F
For point of
the myopic eye
Analyse the response of the students carefully to identify the type of errors committed by them.
Some of the students may fail to draw the (correct ray) diagrams. They may not be aware of the
fact that a myopic eye produces image (of a distant object) in front of the retina whereas a
hypermetropic eye produces the image (of a nearby object) behind the retina. These points may
be highlighted.
Generally, the students fail to comprehend the role of a convex correcting lens as a converging
lens and that of a concave lens as a diverging lens. These facts should be clearly explained, with
appropriate ray diagrams and enough practice should be given to the students to develop the
skill of drawing the correct ray diagrams.
ACTIVITYV
Assessment Technique: Matching Type Worksheet
appreciate the role of human eye as the most sensitive and wonderful sense organ.
understand the similarity of the human eye with a camera.
identify the role/function of different parts of the human eye.
195
SCIENCE
differentiate between a normal eye and a defective eye.
differentiate between myopia and hypermetropia.
Task: Individual
Time Required: 20 minutes.
Procedure:
1.
The teacher
describes the construction of human eye by mean of a neat and labeled diagram/a3-D
model.
explains the function of each part of the human eye
describes the defects of human eye
explains the causes of these defects.
illustrates diagrammatically the role and use of lenses to correct these defects.
2.
After this, the students are given the worksheet to complete.
Assessment Time: 15 minutes

Correct answer
STUDENT WORKSHEET
Instructions: A few defects of the human eye and the functions/relevant definition, information about
different parts of the-human eye are listed in columns A and B below. Select the pairs, in the two column,
that match each other.
One Illustrative answer is given in the end.
Column A
196
Column B
A1 The human eye
B1 regulates and controls the amount of light entering the eye
A2 Accommodation of the eye
B2 delicate membrane with very large number of light sensitive

cells
SCIENCE
Column A
Column B
A3 Retina
B3
behaves like a photographic camera
A4 Ciliary muscles
B4 Inability to see nearby objects clearly.
A5 Myopia
B5
carry electrical signal, generated by the image to the brain
A6 Cataract
B6
Dark muscular diaphragm which controls the size of the pupil
A7 Presbyopia
B7 milky and cloudy crystalline lens of the eye
A8 Iris
B8 ability of eye to see objects, between 25 cm to infinity, clearly
A9 Pupil
B9 increase or decrease in the curvature of the eye lens
A10 Optic nerves
B10 for object at infinity, the image is formed in front of the retina
A11 Long sightedness
B11 decreased power of accommodation due to old age.
Illustrative Answer
[A1 ; B3]
The questions in the worksheet are simple knowledge based questions. A poor response in the
above worksheet indicates lack of proper understanding of the structure of the human eye and
function of its different parts. The structure of eye and the function of each part of the eye may
be highlighted.
197
SCIENCE
Chapter12
Electricity
ACTIVITYI
Assessment Technique: Symbol based worksheet
depict the symbols of different circuit elements.
appreciate the significance and advantages of using symbols for drawing circuit diagrams.
draw simple circuit diagrams by using symbols.
Procedure:
1.
The teacher explains to the students.

the need for using symbols for drawing circuit diagrams.
the common symbols used for different circuit elements.
the method used for drawing circuit diagrams in terms of symbols and give them
sufficient practice in drawing simple circuit diagrams.
2.
The teacher asks the student to complete the worksheet.

Correct Matching and Drawing of the given circuit diagram in terms of symbols.
STUDENT WORKSHEET
Instructions: In the following two columns, the names of some common circuit elements and their
symbols are given but not in the correct sequence.
Match the given symbols with their corresponding circuit elements.
Column A
198
1.
Open plug key
2.
A wire joint
Column B
SCIENCE
3.
A resistor
4.
Wires crossing without joining
5.
Variable resistance/rheostat
6.
A closed plug key
7.
A battery
8.
An ammeter
+
9.
A voltmeter
10.
A Cell
Some students may not be familiar with the various symbols commonly used for drawing
electrical circuit diagrams.
The teacher may familiarize them with these symbols.
The advantage and significance of using symbols, in drawing circuit diagrams needs to be well
explained and strongly emphasized.
The students may be given sufficient practice in drawing circuit diagrams using appropriate
symbols.
ACTIVITYII
infer that the resistance of a wire is directly proportional to its length provided specific
resistance and area are kept constant.

show that the resistance of a wire is inversely proportional to its area of cross section (or
diameter squared) provided specific resistance and l remain constant.
199
SCIENCE
show that for wires of same length (l) and same area of cross section (A), the resistance is
directly proportional s, the resistively of the material of the wire.
Task: Individual worksheet
Procedure:
1.
The teacher explains to the students how the formula
R=s
l
A
leads to the conclusions:
2.
a)
R l for constant values of s and A
b)
c)
For different wires of equal length and radius/diameter, the resistance is more for a wire
of material of larger resistivity.
l
l
or R
for constant values of l and s
A
(diameter ) 2
The students are made to realize that the graph between two quantities (R and l ) (for constant s
and A) and (R and
l
l
(or R and 2 ), for constant l and r) and (R and r (for constant
A
d
l and A (or d)) would be a straight line.

3.
The students are instructed to complete the worksheet.
Correct answers
STUDENT WORKSHEET
Instructions: Read the given information carefully and answer the questions that follow:
The resistivity of copper is less than that of aluminum which, in turn is less than that of
constantan.
There are nine wires, labeled as A, B, C, D, E, F, G, H, I, that have been designed as per the
tabular details given below:
200
SCIENCE
I.
Wire
Length
Diameter
Material
Resistance
Constantan
R1
2l
Constantan
R2
3l
Constantan
R3
Copper
R4
2d
Copper
R5
3d
Copper
R6
d/2
Copper
R7
d/2
Constantan
R8
d/2
Aluminium
R9

1.
Arrange the three values R1, R2, R3 in increasing order.
2.
Arrange the three values R7, R8, R9 in decreasing order.
3.
Which of the two

i)
R4 and R6
ii)
R1 and R8
has a lower value?

4.
Will the graph between R1, R2, R3 (on the y-axis) and their corresponding length values (on the xaxis) be a straight line?
5.
II.
What is the likely value of the ratio R4/R6?

Calculate as directed in every question:
201
SCIENCE
1.
a) Calculate effective resistance
2.
5
3.
2.5
5
6
4.

b) Calculate ammeter reading
A
5V
5.

b) Calculate ammeter reading
9V
202
SCIENCE
6.
A
2
b) Calculate potential difference between points A and B and

points B and C
C
4
c) Calculate current through branch AC and PQ
6V
9
7.
a) Calculate effective reading
1.5
b) Calculate current read by ammeter
c) Calculate potential difference across points P and Q
6V
2
8.
b) Calculate current drawn from cell
1.5 V
1
9.
a)
Calculate resistance between points A and B
A
2
2
2
2
1
B
203
SCIENCE
10.
a)
Calculate resistance
b)
Calculate reading of A
c)
Calculate reading of V
+ V
6
11.
3V
A +
A wire of R = 9 is cut in three equal length and there three lengths are connected in 11 with each
other. Calculate R' new resistance R', also.
R
Answer:
1.
1.33
2.
12
3.
5.0
4.
5 , 1
5.
4.5 , 2
6.
2 , 2V, 3V, IAC = 1A, IPQ = 2A
7.
6 , 1A, 4.5V
8.
3 , 0.5A
9.
10.
3 , 1A, 3V
11.
1
1 , 9
Suggestive remediation: Some of the students may fail to interpret and appreciate the relation between
resistance and the diameter.
The teacher may clearly explain to the students that
The area of cross section changes as the square of the diameter
The resistance of a wire is directly proportional to its length provided s and A are kept constant.
The resistance of a wire is inversely proportional to its area of cross section (or diameter
squared) provided r and l remain constant.

That for wires of same length (l) and same area of cross section (A), the resistance is directly
proportional to s, the resistivity of the material of the wire.
204
SCIENCE
ACTIVITYIII
define commercial unit of electrical energy.
show that rate of electrical energy consumption per hour by a device equals its power in kW.
desire that resistance of a device, operated at a given (standard) voltage (V), equals V2/P where
P is its power in watt.

establish that for all devices, working on a standard (mains) voltage, the resistance of a device is
lower when the power of the device is larger.

Task: Individual
Procedure:
1.
The following information may be discussed with the students:

The commercial unit of electrical energy is kWh.
The rate of electrical energy consumption (in kWh) per hour by a device equals its power
in kW.
The resistance of a device, operating on the mains voltage (say V volt) equals V2/P.
2.
The students complete the worksheet after discussion and submit for evaluation.
Assessment Parameters:
Correct answer
STUDENT WORKSHEET
I.
An electric geyser is known to consume 2.2 'units' of electrical energy per hour of its use. It is designed
to work on the mains voltage of 220V.
1)
What is the 'power-rating' of this device?
2)
What is the current flowing through this device when it is connected across the 'mains'?
3)
What is the 'resistance' of this device?
205
SCIENCE
II.
4)
Does the resistance of this device remain constant during its operation/working?
5)
Which of the two- a 100W, 220V lamp, or a 10W, 220V night lamp has a higher resistance?
1.
Two metals A and B are good conductors of elect. A melts at 5500C while B melts at 25000C.
Which one would you use for making filament of bulbs and which one for fuse wire?
2.
Three materials A, B and C are good conductor of etc. Given that:

A = 1.62 x 108 m
B = 44 x 10 m
6
C = 20.8 x 10
14
Select a good conductor and a good insulator. Which of these can be used for making wires and
which can be used for making cover of wires.
3.
Resistivity vs. Temp T graph is shown here for two materials
A and B.
a)
Which material shows longer ( m) inch in with inch in

temp?
b)
(m)
Which material can be used for making resistors?
T
(Temp.)
4.
A 100W bulb is connected to mains of 220V. What is the current

through it? What is the value of resistance of its filament?
5.
A 2kW geyser is heating water when connected to 220V supply. What is the current through it?
What is its R?
6.
a)
On switching on the circuit which bulb glows first.
( )
b)
206
A and B bulbs are of same rating. Which will glow more when circuit is switched on?
SCIENCE
A
c)
Bulb A is 40W and bulb B is 100W. When circuit is switched

on which bulb consumes more electric energy?
5V
A
d)
Which bulbs glow brighter?
7.
An LED (small bulb) is rated 2.5W. How many such bulbs can be
connected across 220V supply.
Bulbs A and B connected to 220V supply. Bulb A is 40W and Bulb B is
100 W which of them will glow brighter?
8.
9.
Two resistors A and B are connected in series and then in parallel.

Their VI graphs are drawn as shown. State which of the lines show
their series combination and which one shows parallel combination.
Give reason also.
Out of voltmeter and ammeter which one of them:
A
I (A)
V (v)
i)
slow resistance
ii)
is always connected in parallel
iii)
which of them is connected with their positive terminal to positive terminal of battery.
207
SCIENCE
Answer:
1.
A fuse, B filament
2.
A good conductor wire, C good insulator cover of wire
3.
B, A
4.
Please Provide
5.
Please Provide
6.
(a) both, (b) same, (c) A, (d) B
7.
88 EDS,
8.
A Series
9.
(i) Ammeter, (ii) Voltmeter, (iii) both
Suggestive remediation: Correlating energy consumption in kWh, with power rating of a device, will be
clearly understood if the teacher explains 'definition' of the commercial unit of electrical energy and its
relation with the joule. (1kWh = 3.6 106 J)
The students should be made to appreciate that the numerical value of the power rating (is kW)
of a device equals the numerical value of the commercial units of electrical energy conserved by
it is one hour.
Some of the students may not be able to directly relate resistance to the power of a device.
The teacher may explain how a combination of the formula: (power = voltage current), with
Ohm's law; (Resistance =
2
voltage
(voltage)
) leads to the formula resistance =
current
power
The students may be made to realize that for the same value of their operating voltage (the
mains voltage), the device, with a higher power rating, will have a lower resistance than that a
device with a lower power rating.
ACTIVITYIV
Assessment Technique: Picture-based worksheet
identity different components/devices used in domestic electric circuits.
state the practical use of each of these components.

elucidate the advantages/ safety features of the different electric components/ devices.
208
SCIENCE
Assessment Technique: Individual
Procedure:
1.
The teacher discusses

different components commonly used in domestic electric circuits using a chart
use and role of each of these components
advantages/safety features of these different components.
2.
She instructs the students to complete the worksheet and exchange for peer correction.
Correct answer
STUDENT WORKSHEET
Instructions:
Look at the pictures/photographs of some of the commonly used components/devices used in domestic
electric circuits as given below. Identify each one of these and write their name against the
picture/photograph.
Picture/photograph
Name of the component/device
1.
____________________________
209
SCIENCE
2.
____________________________
3.
____________________________
4.
____________________________
210
SCIENCE
5.
____________________________
6.
____________________________
7.
____________________________
211
SCIENCE
8.
____________________________
9.
____________________________
10.
____________________________
Suggestive remediation: Most of the students generally fail to identify the components commonly used in
household electrical circuits. They also do not know about the advantages of using low power devices (like
the CFL) for lighting over the conventional electric lamps.
212
SCIENCE
The teacher may
tell the students the names of the components/devices which they are not familiar with.
highlight the safety features (child safety lock etc.) of the sockets being used.
point out the difference between the 'LIGHT' and 'POWER' circuit plugs and sockets.
make her/his students aware of the advantages of using CFLs in place of conventional electric
bulbs.
ACTIVITYV
design a domestic electric wiring.
explain role of each of the three wires used in domestic electric wiring.
state correct position of the electricity meter the fuse and the switches in the domestic circuit.
signify the importance of using the 'earth-wire' while working with metallic body appliances.
reason out the arrangement of devices, 'in parallel' with each other, in domestic circuits.
Task: Individual
Procedure:
1.
The teacher discusses the following with the students:
The basic design of the electric wiring in household circuits clearly underlying the role of
the neutral, the live and the earth wires.
The role of the safety devices like the fuse and the earth wire.
The correct position of the fuse, the main switch and the switches in the circuit.
The fact that the appliances in the household circuit are connected in parallel so as to
provide them the necessary voltage for their proper operation and the facility of
switching these on or off independently.
2.
The students are given the worksheet to complete.
Correct answer
213
SCIENCE
STUDENT WORKSHEET
Instructions: A novice electrician designed the following circuit for the 'electric wiring' in a certain
household. His senior, however, told him to make five important changes/ corrections in this circuit.
Black
Earth
wire
Green
Neutral
wire
Live
wire
220 V
Red
Electricity
Board's fuse
Electricity
meter
Distribution
Box containing
main switch and fuses
for each circuit
Socket for electric Iron
Identify five faults in the above circuit and suggest and write the five corrections needed, in brief, that
you think the senior electrician must have suggested to this novice.
Some of the students may not be able to understand the use of wire of different colours
associated with the live, the neutral and the earth wire. The same should be clearly explained.
The facts that electric sockets should always have proper earthing, as also the necessity of fixing
the fuse and the switch in live wire, should be clearly explained to the students.
ACTIVITYVI
explain the meaning of 'series combination' of resistors.
demonstrate the way of connecting a given number of resistors in series.
show that the currents flowing through all the resistors connected in series is equal.
compute potential drop across resistors arranged in series and parallel.
214
SCIENCE
show that the total current drawn from the given battery, by the series combination is less than
that drawn individually by the highest of the individual resistors.
Task: Numerical based worksheet
Procedure:
1.
The teacher discusses the following with students and distributes the worksheet.
Meaning of the series combination of resistors.
There is only a single path (in a series combination) for flow of current and hence the same
current passes through each of the resistors.
The potential difference gets divided, across the resistances, in direct proportion to the
value of the resistances.
The relation R = R1 + R2 + R3, for the series combination and explains that the total
equivalent resistance, of a series combination of resistors is more than the highest of the
individual resistances.
2.
Correct answer
STUDENT WORKSHEET
Instructions: Observe the given circuit carefully and answer the questions that follow:
A
+
Q
1
9V
S
5
(-)
1.
What is the total equivalent resistance of the circuit?
2.
What would be the reading of the ammeter?
3.
What would be the reading of a voltmeter connected between the points Q and R?
4.
What would be the reading of the ammeter if only the highest of the three resistors (= 5) were
present alone in the circuit?
5.
What would be the reading of a voltmeter connected between the points P and S?
215
SCIENCE
Suggestive remediation: Some of the students may fail to understand the characteristic features of the
series combination of resistors. The teacher may explain that in a series combination
The current flowing through all the resistors (in the series combination) is same.
The voltage drops, across different resistors, in a series combination, are different.
The equivalent resistance, of the series combination of a number of resistors, is more than the
highest of the individual resistances.
ACTIVITYVII
Assessment Technique: Statements based worksheet (True/False)
enlist the safety precautions needed in the use of electricity.
appreciate the necessity and importance of putting these precautions in use in day-to-day life.
state the significance of the statement that 'Electricity is a good servant but a bad master'.
Task: Individual Worksheet
Procedure:
1.
The teacher discusses with the students
the 'do's and don'ts' related to the use of electricity in our day-to-day life.
the need of following safety precautions while using electrical appliances.
2.
The teacher distributes the worksheet and asks the students to write 'Yes' or 'No' against each
statement.
3.
She assesses the 'awareness level' of her students with respect to the important safety
precautions and makes them realize the importance and significance of the same.
Correct answer
216
SCIENCE
STUDENT WORKSHEET
Instructions: Read the following statements carefully and select 'Yes' or 'No' against each in terms of its
correctness, or otherwise, vis--vis safe use of electricity in our day to day life.
1.
It is the standard practice to connect a fuse wire in the neutral wire of the
household wiring.
Yes/No
2.
We can use either a two pin (plug and socket), or a three pin (plug and
socket), while working with an electric iron.
Yes/No
3.
It is always a good habit not to touch an electric switch with wet hands.
Yes/No
4.
Every household circuit should have a proper 'earth wire' installed in it.
Yes/No
5.
While replacing a 'fuse wire', the electrician must use a fuse wire of the
correct rating.
Yes/No
6.
The electrician must always follow the correct colour code while
'wiring' the household circuits.
Yes/No
7.
The electrician can carry out the 'repairs' of an electric toaster while it is
connected to the mains.
Yes/No
8.
We must always stay away from the 'high tension wires', it any, in our
neighborhood.
Yes/No
9.
It does not really matter if the string, attached to a flying kite,

momentarily comes in contact with a live wire.
Yes/No
10.
At the 'very start', the household wiring should have a 'main switch' and
a 'main fuse', both but in the Live wire.
Yes/No
(Note: The teacher can add to/readjust the statements given here in the context of any special safety
precautions needed in her/his area)
Suggestive remediation: Some students may not be aware of the basic safety precautions needed for a
proper and safe use of electricity. The teacher should .
make them aware of the basic safety precautions.
217
SCIENCE
make them aware of the importance of 'earthing' the metallic bodies of electrical appliances.
make them aware of using 'fuse wires'/MCB's of the correct rating.
make them realize that we should use 'electricity as a good servant' and not let it become 'a bad
master'.
ACTIVITYVIII
Assessment Technique: Multiple Choice Questions worksheet
solve numericals based on formula of electric current, electric potential and combination of
resistors.
state Ohm's Law and the factors affecting the resistance of a wire.
Task: Individual
Procedure:
1.
After teaching about electrical current, electrical potential, Ohm's Law and the factors affecting
Resistance, the worksheet is given to students to assess their learning.
2.
The teacher helps students learn different formulae.
3.
She provides practice for doing calculations.
Correct answer
STUDENT WORKSHEET
Instructions: Read the following questions carefully and put a tick mark against the correct answer:
Q1. Electric current is measured by
218
a)
a voltmeter
b)
an ammeter
c)
a potentiometer
d)
an anemometer
SCIENCE
Q2. An electric current of 3 Ampere flows through a circuit for 20 minutes. What is the amount of
charges flowing?
a)
60 C
b)
1C
c)
3600 C
d)
None of the above
Q3. If electric potential is denoted by V, work done is denoted by W and electric charge is denoted
by Q, then which of the following is a correct relation among all three?
a)
V = Q/W
b)
V = Q*W
c)
V = W/Q
d)
V = W*Q2
Q4. 25 Joule of work is done in moving a charge of 5 C across two points A and B. What is the
potential different between A and B?
a)
1/5 V
b)
125 V
c)
5V
d)
625 V
Q5. Ohm's Law states the relationship between

a)
Electric Current and Resistance
b)
Electric Current and Work
c)
Electric Current and Potential Difference
d)
Electric Current and Electric Charge
Q6. The resistance of a conductor is directly proportional to:

a)
Length of the conductor
b)
Area of cross section of the conductor
c)
Resistivity of the conductor
d)
All of the above
219
SCIENCE
Q7. ________________ is used exclusively for the filaments of the bulbs.
a)
Copper
b)
Aluminium
c)
Silver
d)
Tungsten
Q8. Area of a wire is increased by 4 times. The resistance of the new wire thus formed will
a)
increase 4 times
b)
decrease 4 times
c)
increase 16 times
d)
decrease 16 times
Q9. A bulb of resistance 100' draws a current of 3A from the circuit. What is the potential different of
the battery connected to the bulb?
a)
30 V
b)
300 V
c)
100/3 V
d)
3/100 V
Q10. 5 resistors of value 5' each are connected in parallel to a battery of 5 V. How much current is
drawn from the circuit?
a)
125 A
b)
5A
c)
1A
d)
1/5 A
Some students may not be able to remember formulae and relations of various quantities. They
may be asked to write all the formulae and relations once on a piece of paper and later use them
to solve problems.
220
SCIENCE
ACTIVITYIX
depict various symbols used to represent components of a circuit diagram.
draw a given circuit diagram using symbols.
construct real circuits with the help of the corresponding circuit diagram.
Task: Individual
Procedure:
1.
Teacher emphasizes on the need and importance of the symbols used to represent components
in circuit diagram.
2.
Teacher draws all the symbols and a circuit diagram using the symbols on the board and
instructs students also do the same in the class.
3.
For the reinforcement of the concept, worksheet is given to the students.
Correct answer
STUDENT WORKSHEET
Instruction: Draw a symbol based circuit diagram with the help of given guideline. After drawing circuit
diagram in worksheet, students have to make real circuits with the help of the given components.
Negative terminal of battery connected to a closed switch. Other end of the switch connected to
the ammeter. Other end of the ammeter connected to the bulb. Other end of the bulb is
connected to the positive terminal of the battery.
Positive terminal of the battery connected to a rheostat. The other end of the rheostat is
connected to the positive end of ammeter and a closed switch is connected to the negative
terminal of the battery.
Three resistors are connected parallel to each other. One end of each is connected to the positive
end of the battery and the other end is connected to the positive end of the ammeter. Negative
end of the ammeter is connected to the negative end of the battery.
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SCIENCE
Some students are confused with the close and open switch. They must be clearly told that
when switch is on for them, in the circuit it is actually in close position.
Some students may not remember all the circuit symbols. They may be helped by giving more
practice.
ACTIVITYX
Classify materials as conductors and insulators on the basis of their resistivity.
interpret the data correctly.

Task: Individual
writes the data on the board
asks students to read the data carefully
asks questions to know about the learning of the concept by the students
Correct answer
STUDENT WORKSHEET
Instructions: Read the given data carefully and then answer the questions with reasons.
222
Material
Resistivity ( m)
Silver
1.60 x 108
Copper
1.62 x 10
Aluminum
2.63 x 108
SCIENCE
Tungsten
5.20 x 108
Nickel
6.84 x 108
Iron
10.0 x 108
Chromium
12.9 x 108
Mercury
94.0 x 108
Manganese
1.84 x 106
Constantan (alloy of Cu and Ni)
49 x 106
Manganin (alloy of Cu, Mn and Ni)
44 x 10
Nichrome (alloy of Ni, Cr, Mn and Fe)
100 x 106
Glass
10 10
Hard rubber
1013 1016
Ebonite
1015 1017
Diamond
1012 1013
10
Paper (dry)
14
1012
Q1. On the basis of the given data, classify the materials given in data as conductors, alloys and
insulators on the basis of their resistivity values?
Q2. Which one is a better conductor: Silver or Manganese?
Q3. Copper and Aluminum wires are used for electrical transmission. Why?
Some students may not understand that though silver has least resistivity and hence the best
conductor but skill not used for electric transmission. They must be helped by discussing the
cost and availability of the silver as compared to copper.
223
SCIENCE
Chapter13
Magnetic Effects of Electric Current

ACTIVITYI
Assessment Technique: Matching type worksheet
state basic details of the A.C. supply used in domestic electric circuits in India.
explain some of the basic features of the design of domestic electric circuits.
point out features/anomalies that are associated with the domestic electric supply.

Procedure Task:
1.
The teacher discusses the following:

The A.C. supply to Indian household circuits has a frequency of 50 Hz.
The A.C. supply reaches its peak value twice in each cycle and therefore, 100 times in one
second.
The potential difference between the live and the neutral wire in an Indian domestic
electric circuit, has an (average, rms) value of (nearly) 220 V.

The colours of the three wires, used in Indian domestic electric circuits are as follows:
LIVE wire
Red (or brown)
NEUTRAL wire
Black (or blue)
EARTH wire
Green (or yellow)
The neutral and the earth wires, in a domestic household circuit are at the same potential,
i.e., the p.d. between these is zero.

The A.C. supply makes use of transformers, both at the generating stations and at local
substations.
The 'distribution box' is an important component of the domestic electric circuit.
The ratings of the fuse wires (always put in the LIVE wire) for the domestic 'power and
light' circuits are 15 A and 5 A respectively.
224
SCIENCE
2.
Then the worksheet is given to the students to complete.
Correct answer
STUDENT WORKSHEET
Instructions: The following columns give some features of the A.C. supply in India and their relevant
values/details.Match the items in these two columns:
Column B
Column A
a)
(Average, rms) potential difference (in volts) between the

live and the neutral wires in a household in India
(i)
Short circuit
b)
Value of the frequency of the A.C. supply, in India
(ii)
Green (yellow)
c)
No of times the household supply voltage attains its peak

value in one second
(iii) Transformer
d)
Colour of the 'Earth wire' in household wiring
(iv) Distribution Box
e)
(Average rms) potential difference (in volts) between the

neutral and the ground wires in a domestic electric circuit.
(v)
f)
Colour of the wire in which the 'switch' needs to be put in a

domestic electric circuit.
(vi) 00
g)
Rating of the fuse wire (in A) used in domestic 'Power

circuits'.
(vii) 15
h)
An important device present in the 'local sub-station' of a

locality.
(viii) 220
i)
An important device present in the domestic electric circuit.
(ix) Red (brown)
j)
An abrupt increase in the current flowing in a domestic

electric circuit.
(x)
50
100
Based on the evaluation of the worksheet, you may identify the facts not clearly understood by
the students and reinforce the same.
225
SCIENCE
ACTIVITYII
explain basic features of magnetic field lines.
enlist basic rules for finding the direction of the magnetic field in different cases.
bring out similarity between the magnetic field of a bar magnet with to a long current carrying
solenoid.
Task: Individual
Procedure:
1.
The teacher explains to the students:

right hand thumb rule for the magnetic field due to a straight wire.
basic properties of magnetic field lines.
2.
The worksheet is distributed and the students complete it.
Correct answer
STUDENT WORKSHEET
Q1. Fill in the blanks with appropriate word:
226
a)
Field lines come out of __________ pole while enters from _________ pole.
b)
Closeness of field lines indicate ____________ magnetic field strength.
c)
A magnet kept in magnetic field will move from _________ strength to ________ strength.
d)
In right hand thumb rule the thumb points in the direction of _____________.
e)
Field lines well inside a current carrying solenoid are _______________.
SCIENCE
Q2. Which of the following diagrams of field lines are possible?
(i)
(ii)
(iii)
(iv)
Q3. Make a circuit with a battery, key, rheostat, ammeter and a long conductor. Pass the conduct
through a cardboard and sprinkle iron filings on it. When current is switched on:
a)
Why do iron filings form concentric circles?
b)
If a compass needle is placed on the cardboard then its deflections (increases/decreases)

with current through the conductor.
c)
A compass needle is placed on the cardboard then its deflection (increases/decreases) as

it moves towards the wire.
d)
Deflection of compare needle (increases/decreases) if no. of turns in the coil increases.
227
SCIENCE
Q4. Using right hand thumb rule draw magnetic field lines around given conductors.
a)
b)
c)
d)
a beam of electrons
Q5. Draw field lines due to a bar magnet and a current carrying solenoid. If core of solenoid is (a)
air, (b) wood, (c) iron, which will show maximum magnetism?
Answers:
1.
a)
North, South
b)
High
d)
Current
e)
Parallel
c)
low to high
2.
Only (iv)
3.
a)
Due to magnetic field, iron fillings get magnetised. Field lines are in concentric circles
hence
b)
increases
c)
increases
d)
magnetic field increases
Suggestive remediation: Based on the performance/evaluation of the worksheet, the teacher will identify
the scientific facts/rules not clearly understood by the students and explain.
ACTIVITYIII
Assessment Technique: Application based questions worksheet
show that the force, due to a magnetic field on a moving charge is not along the direction of the
magnetic field itself
228
SCIENCE
get familiarised with Fleming's left hand rule for finding the direction of the force due to a
magnetic field
apply the rule for finding the direction of force in different situations
realize that electrons move in a direction opposite to that of current

Task: Individual
Procedure: The teacher distributes the worksheet and:
1.
discusses the statement of Fleming's left hand rule.
2.
tells the students about an 'easy way' to remember this rule.
3.
illustrates the use of this rule in some simple situations.
4.
instructs the students to use this rule for finding the direction of force, due to a given magnetic
field, in different given situations.
5.
helps the students to know about the care needed in using this rule in case of moving negative
charges.
6.
emphasizes that a magnetic field does not exert any force on a charge moving parallel, or
antiparallel to the field direction.
Correct answer
STUDENT WORKSHEET
Instructions: Answer the questions given below:
1.
An electron is moving
a)
from west to east in the plane of the paper in a region where there is a uniform magnetic
field, directed inwards and perpendicular to the plane of the paper
b)
from south to north, in the plane of the paper in a region where there is a uniform
magnetic field directed from west to east, in the plane of the paper itself.
c)
from south to north, in the plane of the paper, in a region where there is a uniform
magnetic field directed from north to south, in the plane of the paper itself.
State the direction of the force, experienced by the electron, in each case.
229
SCIENCE
2.
A proton is moving in a region where there is a uniform magnetic field directed outwards and
perpendicular to the plane of the page. It experiences a force directed from west to east in the
plane of the page itself. What is the direction of motion of this proton?
3.
An electron, moving from south to north in the plane of the page in a region where there is a
uniform magnetic field, experiences a force that is directed from west to east in the plane of the
page itself. What is the direction of this uniform magnetic field?
Suggestive remediation: Some students may fail to apply the rule learnt correctly in a given situation.
The students may also erroneously take the electron motion as the direction of current.
The teacher may help the students to:
Correctly apply Fleming's left hand rule.
Take due care, about the direction of current, while dealing with the motion of negatively
charged particles in a magnetic field.
Realize that this rule can be used to find the direction of any of the three vectors if the direction
of the other two are known/given.
Given extensive practice of application of the rule offering different situations.
ACTIVITYIV
infer current carrying conductor, in a uniform magnetic field, experiences a force.
show the effect of change in current on the force.
get familiar with Fleming's left hand rule.

Task: Required
Procedure:
1.
230
The teacher may 'set-up' the apparatus shown in the Figure 13.12 in NCERT Science Text Book
Page 230.
SCIENCE
2.
She demonstrates that the rod gets deflected when a current flows through it.
3.
She also demonstrates the effect of (i) increasing the current through the rod (ii) taking the rod
(slightly) nearer or farther from the horse shoe magnet.
4.
She writes the questions on blackboard or distributes the worksheet.
5.
The students discuss the questions in pairs/groups and write answers.
6.
All the answers are discussed in the class.
Correct answer
STUDENT WORKSHEET
Instructions:
You have observed the demonstrations carefully. Answer the following questions:
1.
Did the wire experience a force when no current was flowing through it?
2.
Which way did the rod get displaced when the current was first 'switched-on'?
3.
What was the effect of reversing the terminals of the battery?
4.
What was the effect, if any, of taking the rod nearer to the magnet?
5.
When the number of cells in the battery was increased what change did you observe in the
extent of displacement of the rod?
Suggestive remediation: Some of the students may not be able to draw the desired inference.
The teacher may explain to the students.
That a current carrying rod/wire can experience a force in a magnetic field.
She/he may tell them that this force increases with an increase in the current flowing through
the rod or with a decrease in the distance between the magnet and the rod.
She/he will also explain how the direction of the force experienced can be found by using
Fleming's left hand rule. Explain the rule.
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SCIENCE
ACTIVITYV
state Fleming's right hand rule for finding the direction of the induced current.
apply the rule for finding the direction of induced emf in a given situation.
differentiate between the physical situations in which Flemings right hand rule and the
situations, in which Fleming's left hand rule, are to be used.
Task: Individual
1.
discusses the statement of Fleming's right hand rule.
2.
describes the 'easy way' to remember this rule.
3.
illustrates the use of this rule is some simple situations.
4.
emphasizes the difference between the physical situations, in which this rule and the
situations, in which Fleming's left hand rule are to be used.
5.
asks the students to use this rule for finding the direction of the induced emf/current in some
given situations.
6.
helps the students to realize that when any two of the three (mutually perpendicular)
directions are given we can use this rule for finding the third unknown direction.
7.
a)
direction of movement of the conductor
b)
direction of magnetic field
c)
direction of induced current/emf
distributes the worksheet and students complete it.
Correct answer
232
SCIENCE
STUDENT WORKSHEET
1.
Will there be current induced in coil A due to current in coil B?

(i)
(ii)
N
If current induced in (i) is in anticlockwise direction then what will be the direction of current
when magnet is moved away?
2.
If induced current in coil A is in anti clockwise direction then

B
A
N
a)
Will there be induced current in B?
b)
What will be the direction of induced current?

A
3.
Core
a)
Will current be induced in A?
b)
If core is wood, will current induced be same as in case when core is of iron?
233
SCIENCE
4.
Using Fleming's right hand rule find out the direction in which coil ABCD will rotate?
B
D
(
5.
Do overhead cables carrying current in Earth's magnetic field experience force? Discuss in
class.
1.
Some students may fail to apply Flemings' rules correctly and may mix-up the right hand and
the left hand rules.
2.
The teacher may help the student to:
Clearly identify the difference between the physical situations in which the 'right hand
rule' and the situations in which the 'left hand rule,' are to be used.
Get practice in using Fleming's rules.
Know the 'easy way' of remembering Fleming's rules.
ACTIVITYVI
Assessment Technique: Statements based worksheet (True/False)
the basic features of magnetic field lines.
234
SCIENCE
the basic rules for finding the direction of the magnetic field in different cases.
the similarity between the magnetic field of a bar magnet with that due to a long current
carrying solenoid.
the fact that the force due to a magnetic field is not along its own direction but along a direction
perpendicular to its own direction.
that a current carrying wire experiences the maximum force when it is oriented perpendicular
to the direction of the magnetic field.
that we use Flemings left hand rule for finding the direction of force experienced by a current
carrying wire (or a moving charge) in a perpendicular magnetic field whereas the right rand
rule is used for finding the direction of induced current.
Task: Individual
Procedure:
1.
The teacher explains to the students the following and distributes the worksheet
right hand thumb rule for the magnetic field due to a straight wire.
basic properties of magnetic field lines.
2.
The students exchange the worksheet for peer assessment.
3.
The teacher calls out the correct answers.
Assessment Criteria: mark for each correct labeling.
STUDENT WORKSHEET
Instructions: The following statements are associated with the characteristic features/ properties of the
magnetic field. You have to label these statements as True or False. Also write the corrected (or True)
version of the statements labeled as false by you.
1.
We use the right hand thumb rule for finding the direction of the magnetic field due to both a
(current carrying) straight wire as well as a circular coil.
2.
Flemings left hand rule helps us to find the direction of the induced current.
235
SCIENCE
3.
The magnetic field, due to a bar magnet, is quite similar to that due to a long current carrying
solenoid.
4.
We can use Flemings right hand rule to find the direction of the force experienced by a current
carrying wire in a magnetic field.
5.
A current carrying wire experiences the maximum force due to a given magnetic field when it is
aligned parallel to the direction of the magnetic field.
6.
The pattern of the magnetic field lines, due to a long straight current carrying wire, is that of circles,
centered on a point on the wire.
7.
A small compass needle can be used to plot the pattern of magnetic field lines.
8.
We can also observe the pattern of magnetic field lines by using iron-filings.
9.
We can separate-out the north and south poles of a magnet.
10.
The magnetic field near the centre and close to the axis of a long solenoid is quite uniform.
Suggestive remediation: Based on the performance/evaluation of the worksheet, the teacher may identify
the scientific facts/rules not clearly understood by the students.
the basic details of Flemings left hand and the right hand rule.
the facts from the above questions about which the students have some difficulty.
236
Chapter14
SCIENCE
Sources of Energy
ACTIVITYI
Assessment Technique: Seminar
display skills of collecting and presenting.
confidently present a topic before an audience.
realize the need to adopt non-conventional and renewable sources of energy.
explain how to assess the practical adaptability of a particular source of energy.
Task: Group
Time Required: 3-4 days for preparation and 10 minutes for presentation by each group
Procedure:
1.
A Seminar may be conducted in the class to cover a chapter. The chapter to be taught may be
divided into different sections.
2.
The class is divided into groups of students. Each group is allotted a topic and each student,
within a group, is assigned a subtopic.
For example: The chapter 'Sources of Energy' will be divided into 8 topics including introduction and
recapitulation. The students will be advised to put special emphasis on the environmental
consequences of using a particular source of energy and on its sustainability i.e. how long will it last.
The teacher may divide a class of 40 students into 8 groups. Each group will be allotted a topic as
under:
Group
Topic
Assessing a good source of energy
Conventional sources of energy: Fossil Fuels
Conventional sources of energy: Thermal Power Plants and Hydro Power Plants
237
SCIENCE
Group
Topic
Using conventional sources of energy more effectivelyBiomass
Using conventional sources of energy more effectivelyWind Energy
Non-conventionals sources of energysolar energy
Non-conventional sources of energyenergy from Sea

(Tidal energy, wave energy and ocean thermal energy)
Non-conventional sources of energy - Geothermal and Nuclear energy
3.
The teacher divides each topic into 4-8 subtopics depending upon its complexity and each
subtopic is assigned to a student of every group. The student, in the group, may get any other
specific task to be performed in preparing the presentation. Necessary guidance is given to
every group for making the presentations. The areas of assessment would be shared with the
students beforehand.
4.
The teacher chooses a coordinator from each group who facilitates the working in each group,
ensuring that there is contribution from each participant. A maximum of 10 minutes may be
given to every group to make a presentation.
5.
The whole class participates in this seminar.
Student Activity:
Study the topic allotted to you.
Prepare the topic by using charts/diagrams/blackboard or make a power point presentation

(if facilities are available)
After the presentation, the student presenter will have to answer two questions put to him by
the audience.
Time Required: 4-5 periods (3 hours to 4 hours)
The criteria for assessment will be shared with the students before the seminar begins. The
students can be accessed on the basis of the format given below:
238
SCIENCE
S. No.
Name of the
Student
Group
Individual Viva Presentation

*
**
Performance
Content and relevance

to the topic ***
Total
1.
2.
3.
4.
5.
Remarks if any
Response to teacher's question

Response to audience question
**
Innovative introduction
Clarity and articulation or delivery
Use of visuals
***
Comprehension of concept
Integration of different points into a proper sequence (Holistic Approach)
Conclusion
A few students may not perform well during the presentation. The teacher may identify the
reason and guide the students accordingly.
The students may also be given an alternate activity (Questionnaire based on the presentation
made by other groups)

Debate about Construction of Dams Modern Indian temples True or False.
239
SCIENCE
ACTIVITYII
Assessment Technique: Crossword puzzle
recognize various available sources of energy.
state criteria that should be followed to select the right source of energy.
explain the various terms related to use of energy by man.

Task: Individual
Procedure:
1.
The students are given a worksheet that has a crossword puzzle and clues to complete the
crossword.
2.
The students read the given clues carefully and fill up the blocks with appropriate word/term.
STUDENT WORKSHEET
Instruction: Read the clues given below and fill up the blocks with appropriate word/term to compete the
crossword puzzle given below: One 'word' has been done for you.
1
5
6
7
8
10
240
SCIENCE
The Clues
Across:
3.
This principle is useful in solar cooker but can be harmful on earth
5.
Element used to make solar cells
6.
A black surface ____________ heat
7.
This fossil fuel mode industrial revolution possible
8.
A green house gas
10.
High rise structures constructed on rivers to produce hydro electricity
Down:
1.
Its construction, on River Ganga, was opposed
2.
Clean Fuel (abbreviation)
3.
Bio-gas is commonly called
4.
Nuclear power generation is based on this process
9.
This energy is converted to electrical energy in a thermal power plant
Marks for each correct word may be given

1.
The teacher may guide the students
about the different source of energy
about the advantages/disadvantages of different sources of energy.
to make suitable 'clues' for designing similar cross-word puzzles.
2.
A few students may not be able to guess the correct terms/names. The teacher may help them
by giving hints in the form of pictures.
3.
If the students have not learned the characteristics, or, if this activity is given before the chapter
is discussed in class, then the students may be allowed to use the text book.
241
SCIENCE
ACTIVITYIII
Assessment Technique: Group Work
interpret the eventual depletions of nonrenewable resources.
predict the effect of changing rate of use of nonrenewable resources on the future.
estimate the effect of increase in population on the use of nonrenewable resources in the
future.
appreciate the importance of conservation of nonrenewable resources.
Task: Group
Instructions: The teacher asks the students to form pairs for the activity. Each pair is asked to predict the
number of years in which the nonrenewable resources may get depleted and note down in the given data
sheet. The teacher provides them the following materials:
Materials required for each pair:
An open container for each pair
92 beans (dark coloured rajma) Represents nonrenewable resources.
8 beans (light coloured rajma) Represents renewable resources.
A scarf for blindfolding.
Data sheets A and B.
Procedure:
PARTA
The class is divided into pairs
Each pair keeps 92 dark coloured rajma and 8 light coloured rajma in the container.
Each pair predicts the number of years in which the nonrenewable resources may get depleted
and notes down in the given datasheet A.

One student from each pair is blindfolded.
The other student asks the blindfolded student to remove 10 rajma beans from the container.
242
SCIENCE
The other students of the pair count the number of dark coloured rajma beans left in the
container and note down in the datasheet in the column of 1st year. He/she also puts the light
coloured rajma back into the container.
The blindfolded student again removes 10 rajmas from the contain. The other students again
count the dark coloured rajma left in the container and write the number in the data sheet for
2nd year. Light coloured rajmas are kept back in the container.
The same is repeated for 3rd, 4th, 5th, 6th years .............. till all the dark coloured rajmas are
removed from the container.
Each pair calculates the percentage of nonrenewable and renewable resources that remain for
each year. Now the students study the datasheet and compare their prediction with their
observation.
PARTB
Same steps are repeated but this time partners exchange their roles and each pair keeps 184
dark coloured rajma and 16 light coloured rajma in the container.

This time blindfolded student remove five more rajmsa each time (for each year) such as 15
rajma 1st 20 rajma, 2nd 25 rajmas, 3rd ............... . Five more rajma represents the increase in
use of nonrenewable resources every year. How to complete this task with 92 dark coloured
rajma?
After completing the datasheet students find out how long will the nonrenewable resources
last if the rate of use is increasing (may be due to increase in population or due to other
developments).
In this activity students discover how long it can extend the use of nonrenewable resources.
243
SCIENCE
Data Chart #A
Consumption
Level
Prediction:
Years to
Deplete
Year Year Year Year Year Year Year Year Year Year Year Year Total
1
2
3
4
5
6
7
8
9
10
11
12 Yeras
10
Constant:
Remove 10
beans each
year
10
10
10
10
10
10
10
10
10
10
10
Record #
beans
remaining
in Container
% Nonrewable
% Renewable
Data Chart #A
Consumption
Level
Constant:
Remove 5
beans each
year
Record #
beans
remaining
in Container
% Nonrewable
% Renewable
244
Prediction:
Years to
Deplete
Year Year Year Year Year Year Year Year Year Year Year Year Total
1
2
3
4
5
6
7
8
9
10
11
12 Yeras
10
15
20
25
30
35
40
45
50
55
60
65
SCIENCE
STUDENT WORKSHEET
Instructions: Observe the data sheets and answer the following questions:
Q1. Why were you asked to keep light coloured Rajma back into the container?
Q2. In which activity (Part 'A' or Part 'B') renewable resources get depleted faster? Why?
Q3. Mention any two ways by which you can meet the peoples demand of energy and also reduce
the depletion rate of nonrenewable energy source.
Team Work
Clarity and understanding
Correct answers
Suggestive Remediation
A few students may not be able to calculate the percentage correctly. They may be helped to
calculate.
A few students may not understand and conclude. The teacher should explain them and help
them in understanding the purpose of doing this activity.
ACTIVITYIV
Assessment Technique: Group work individual
identify the various sources of energy used by them in day to day life.
recognize the good source of energy.
differentiate between good and harmful source of energy.
differentiate between renewable and nonrenewable source of energy.
appreciate the use of renewable source of energy.

Task: Group work with individual worksheet
245
SCIENCE
Procedure:
1.
The teacher asks the students about the sources of energy they are using in day to day life and
their advantages and disadvantages. On the basis of their answers students list the
characteristics of a good fuel. Students are given an activity based on their class discussion.
2.
All the students of the class are divided into 4 to 6 groups. Each group chooses a leader.
3.
Students of each group collect the data required to fill in the table given below. After that the
leader of each group compiles the data and observes.
4.
The students are asked to answer the questions given in the worksheet.
STUDENT WORKSHEET
Fill the table and answer the questions given below:
S. No.
Name of a friend
Smita
Example
Type of fuel
used at home
Natural gas diesel
Name of the activity

where fuel was used
Cooking driving a car
1.
2.
3.
4.
1.
Is the fuel used exhaustible or inexhaustible?

_________________________________________________________________________________
2.
How does it affect our environment? Give any two reasons.

i)
____________________________________________________________________________
____________________________________________________________________________
ii)
____________________________________________________________________________
____________________________________________________________________________
246
SCIENCE
3.
Mention any two measures that you would take to reduce the utilization of such fuel.
i)
____________________________________________________________________________
____________________________________________________________________________
ii)
____________________________________________________________________________
____________________________________________________________________________
4.
S. No.
Give the name of the device in which the following types of energy are utilized
Forms of Energy
1.
Light Energy
2.
Wind Energy
3.
Mechanical Energy
4.
Sound Energy
5.
Heat Energy
Name of the Device
Correct answer
A few students may not be able to able to give satisfactory answers. The teacher may help the
child by explaining the concept again and a simpler worksheet may be given to them.
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SCIENCE
Chapter15
Our Environment
ACTIVITYI
Assessment Technique: Questionnaire based on field visit
A field visit helps to develop the interest of a student in out-of-school activities and learning. Such visits
enable the students to understand various biological concepts as they operate in natural surroundings and
real-life situations. Extended learning techniques like field visits help to build a concrete learning platform
for the students.
Learning Outcomes: The student will able to
revise the various components of an ecosystem.

identify the producers and consumers in an area.
explain the factors due to which the area can be classified as a natural or an artificial ecosystem.
understand how food chains operate in an ecosystem.
appreciate the role of each organism in a food chain for sustaining the ecosystem.
Task: Individual
Time Required: 3-4 hours
Procedure:
248
1.
A trip is organized to a garden/zoo/park/field after suitably briefing the students.
2.
The students observe the area and make a list of the various factors/ components/ organisms
observed.
3.
Students are encouraged to seek clarifications while making observations in their notebook.
They are also encouraged to read the information on the boards installed in these areas.
4.
The students take photographs.
5.
The students must be reminded categorically not to cause damage to the plants or tease or feed
the animals
6.
The students would be expected to answer a questionnaire after they come back.
SCIENCE
STUDENT WORKSHEET
Instructions: Answer the following questions based on your observations of the area that you have visited.
Questionnaire:
1.
Name four biotic and four abiotic components observed in this area.
Biotic Components
Abiotic Components
2.
Will this place be called a natural ecosystem or an artificial ecosystem? Give reasons for your
answer.
3.
List four producers and four consumers present in this area.

Producers
4.
Consumers
Construct one food chain that operates in this area. Identify the producers, primary consumers,
secondary consumers and tertiary consumers (if any) in the food chain.
Food Chain:
Producer
5.
Primary consumer
Secondary consumer
Tertiary consumer
Write any two points of environmental concern that have arisen in the area due to human
intervention.
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SCIENCE
Correct answer
The field trip can also be to a sanctuary/reserve forest/forest/river/sea beach.
Sometimes students are not able to go on a field trip. They may be shown a short documentary
of any of the areas of 'field visit' or they may be asked to gather literature about a wild life park
or sanctuary. A similar questionnaire may be used for the students.
A few students may not be able to give correct answers. They may be assigned a 'buddy' (a
student who has answered the questionnaire well). The students and his/her buddy may be
given the description of an area by the teacher and then asked to answer a similar
questionnaire.
If the number of students who are unable to answer a question is high, the teacher may explain
the related concept again. The concept may also be taken up as a topic for 'class discussion'.
ACTIVITYII
Assessment Technique: Wall magazine/ bulletin board
realize the need to conserve and preserve the environment.
explain various issues related to the environment.
realise how man's activities are harming the ecological balance.
appreciate the role of various communities and organizations towards protection of the
environment.
Task: Group
Approximate time given to each group:
710 Days (Preparation)

12 Hours (Presentation)
Procedure:
1.
250
SCIENCE
2.
Various issues / topics related to environment are allotted to these groups to prepare a wall
magazine or bulletin board.
3.
The time-frame for completion of work and display are conveyed to the students. The teacher
allots a space in the desired area (classroom, laboratory, corridors etc.) for display.
Suggested topics for wall magazine/bulletin board: Sustainable ecosystems, components of
ecosystems, global warming, climate change, food chains and food webs, artificial ecosystems,
biological magnification
Or variations like: Carbon Foot-prints- how to reduce them, organic farming, Vanmanotsava,
green house effect, Save Tiger, Let us not be a Dodo, The magic 3Reduce, Reuse, Recycle;
Water- the elixir of life, benefits of being a vegetarian can be given to the students.
4.
The students collect information/pictures/photographs or any other illustration/ relevant

material from different sources and make a presentation in the form of a wall magazine or a
bulletin board.
The wall magazine/bulletin board may be assessed according to the following criterion:
Information (content)
Presentation
Besides this, each student may be asked questions individually to assess his/her
understanding and level of contribution (viva).
S. No.
Name of the
Student
Group
Topic
Presentation
Content
Viva
Total
Note:
To ensure effective participation, the teacher may find out the work done on the project by each
member of the group and observe the same.
To ensure cooperation, the teacher may monitor from time to time.
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SCIENCE
To ensure quality work, the teacher may convey some ideas to the students for preparing the
wall magazine (collage, an array of photographs, newspaper cuttings, cartoons or drawings).
Some students may not be able to participate effectively in this activity.
The teacher may identify the specific reasons and help the students accordingly; for example, if
a student is not able to collect the relevant material, the teacher may provide guidance by
providing names of books, websites and other material.
If the wall magazine has not been displayed in the right manner, the teacher may assign a
'buddy' i.e. a student from a group that has done well, or an art teacher who may enhance the
presentation skills of the students.
ACTIVITYIII
Assessment Technique: Picture based worksheet
recognize various food chains and food webs operating around them.
differentiate between terrestrial and marine food chains.
classify organisms on the basis of their role in food chain and in an ecosystem.
Task: Individual
Procedure:
1.
The students are given a worksheet that has a pictorial representation of a terrestrial food chain
and a marine chain.
2.
The students observe the pictorial representation of the food chains and answer the questions
that follow.
STUDENT WORKSHEET
Instructions: Given below is the pictorial representation of a terrestrial food chain and a marine chain.
Observe carefully and answer the questions given in the worksheet.
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SCIENCE
Quaternary
consumers
Carnivore
Carnivore
Tertiary
consumers
Carnivore
Carnivore
Secondary
consumers
1
Carnivore
2 _______
Herbivore
Zooplankton
Primary
producers
Plant
A terrestrial food chain
1.
Phytoplankton
A marine food chain
Fill in the blank in the terrestrial food chain (Blank no. 1). Why is the rat given this term?
_________________________________________________________________________________
2.
Can the rat come at a lower position in the terrestrial food chain? Give reasons for your answer.
_________________________________________________________________________________
3.
Fill up the blank no. 2. Write one common feature of all organisms that are placed at this level in
a food chain.
_________________________________________________________________________________
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SCIENCE
4.
What will be the fate of this terrestrial food chain if all the rats were removed?
_________________________________________________________________________________
5.
Will the food chains be affected if the animals at the top carnivore level were removed? Give
reasons for your answer.
_________________________________________________________________________________
Correct answer
The teacher may also prepare an alternative worksheet where the 'situation' and the
'consequence' are placed in a jumbled fashion. The student may be asked to match the
'situation' with its correct consequence.
ACTIVITYIV
define food web and food chain operating in the environment.
observe the unidirectional flow of energy.
establish the relationship among all the organisms of a food web.
calculate the amount of energy at each trophic level.

Task: Individual
Procedure:
1.
254
This worksheet is used to evaluate the students after explaining the food chain and food web in
the class. Students are asked to observe and study the food web given below and answer the
questions given in the worksheet.
SCIENCE
STUDENT WORKSHEET
Observe the picture and answer the questions given below:
Tertiary
consumers
Coyote
Ringtail
Mountain lion
Bobcat
Secondary
consumers
Western
whiptail
Raven
Black tipped
jackrabbit
Pika
Pine
marten
Primary
consumers
Red-breasted
nuthatch
Pacific
tree frog
Edith's
Douglas's
checkerspot squirrel
Mule deer
Plants, Flowers, Producers

Nuts, Seeds, Fruit, and
Decomposers
Insects
1.
Find the number of food chains operating in the above food web.
______________________________________________________________________________________
2.
Name two primary consumers and two secondary consumers from the above food web.
i)
_______________________________________ ii)
___________________________________
iii)
_______________________________________ iv)
___________________________________
255
SCIENCE
3.
Find the food chain which has maximum number of organisms and write it.
______________________________________________________________________________________
4.
At which trophic level the number of organisms are more?

______________________________________________________________________________________
5.
Mention a food chain operating in the above food web which has four organisms.
i)
Also write the trophic level for each organism for the food chain written in answer no. 4.
ii)
If the energy available at the first trophic level of the food chain mentioned in answer no. 4 is
10000 Joules. Calculate the energy available in the organism of the last trophic level.
_________________________________________________________________________________
Correct answer
A few students may not be able to answer all the questions correctly. The teacher may explain
the content again in a simplified manner. Peer tutoring in small groups can also be tried, if need
be.
256
Chapter16
SCIENCE
Management of Natural Resources

ACTIVITYI
Assessment Technique: Group Presentation
show the ways in which use of natural resources can be managed and regulated effectively.
define the tasks for sustainable use of resources.
realise the need for conservation and preservation of natural resources.

Task: Group
Time Required: 34 days for preparation and 10 minutes for presentation by each group
Procedure:
1.
The class is divided into groups of students. Each group shall play the role of representatives of
an NGO working for the environment. The task given to each group is defined in the following
manner:
Common instructions for the students"You are representatives of an organization working for the protection of the
environment. You have been sent to an area where there are various issues related to
environmental degradation. Prepare an 'Action Plan' about how you shall work to
minimize the harmful effects on the environment"
2.
Group
The specific topics/issues that may be given to each group are:

Topics / Issues
You have been sent to an area that has recently been declared a 'Wildlife Sanctuary'. As a
result of poaching, a number of wild animals are listed in the endangered category. The
people from surrounding villages leave their cattle in that area to graze and also cut
trees.
You have been asked to go to an area where a large number of species are facing the
danger of extinction due to invasion of alien species that have been introduced by the
locals for short-term benefits.
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SCIENCE
Group
Topics / Issues
The area where you have to work has experienced a remarkable downfall in the
production and sale of fish. Only recently, a dam was built on the river that formed the
life-line of that group of villages.
The area defined for you to work is a 'landfill' on the outskirts of a city. That area has
become unfit for human habitation due to foul smell and increase in mosquito
population.
You have been sent to an area that faces acute water shortage even though that area
receives a lot of rain for 3 months. The ground water levels are receding and there has
been a shift in the climate from wet to arid.
The area where you have been asked to function is an area where farming is the main
occupation. Most of the surrounding forest area has been cleared to grow plants. That
area is facing a number of problems like: change in chemical nature of the soil, increase
in cases where lions and tigers have become man-eaters, decrease in productivity from
farms.
You are asked, to go to an area which is in the Himalayan belt. The temperature is
rapidly increasing and as a result the glaciers in that area are melting. The produce of
apple and other similar fruits from the orchards has decreased rapidly.
You are asked to go to area which is in the desert belt. The government wants to help the
local population to discover alternative ways of livelihood as farming alone cannot
sustain the population in that area.
3.
Every Action Plan is prepared according to the following guidelines (to be given by the teacher)
Name of the organization
Reason for forming this organization
Major challenges/tasks
How to ensure sustainable development in the area
Use/misuse of natural resources in that area
Major issues related to the environment
Role of government
258
SCIENCE
Role of citizens
Environmental Law
4.
The teacher selects a coordinator from each group who facilitates the working in each group
ensuring that there is contribution from each participant. A maximum of 10 minutes may be
given to every group to present the Action Plan.
5.
The whole class participates in this activity.
The criteria for assessment will be shared with the students before the seminar begins. The
students will be assessed on the basis of the format given below:
S. No.
Name of the
Student
1.
2.
3.
4.
5.
6.
Group
Individual Viva Presentation

*
**
Performance
Content and relevance

to the topic ***
Total
Remarks if any
*
Response to teacher's question

Response to audience question
**
Clarity and articulation or delivery
***
Integration of different points into a proper sequence
(holistic approach)
Conclusion
259
SCIENCE
A few students may not perform well during the presentation of the 'Action Plan'. The teacher
should identify the reason and guide the students accordingly.
made by other groups)
ACTIVITYII
Assessment Technique: Project Work
find out the ancient methods that were being used for conservation and preservation of natural
resources
compare the methods of utilization of natural resources in the past, present with how they
should be used in future
gain knowledge about the ancient architecture, methods of agriculture, building of dams and
practices to increase energy efficiency
suggest methods for more sustainable utilization of natural resources

Topic of the Project: Learning from the Past for Sustainable Management of Natural Resources
Introduction:
Since the beginning of civilization, man has been dependent on Natural resources to sustain himself. He
devised many methods to use these resources to ensure their sustainability and availability for
generations. However, the availability of these natural resources in their pristine forms is becoming
difficult and so we need to rethink and rebuild strategies to conserve and preserve our natural resources.
The project- Learning from the Past for Sustainable Management of Natural Resources will enable the
students to find out and relearn the methods of conservation and preservation of natural resources.
Task: Group
Time Required: One week for preparation and 10 minutes for presentation
Procedure:
1.
260
SCIENCE
2.
Various issues/topics related to Management of Natural resources is given to the students as

subtopics of their project.
3.
The time-frame for completion of work must be conveyed to the students.
4.
The teacher allots/suggests a 'buddy/mentor' (teacher of a related subject, scientist, municipal

corporation member, gardener, ecologist, architect) depending upon the topic allotted to the
student.
5.
Suggested sub-topics for project:

Rain water harvesting,
Water conservation,
Reduce Reuse Recycle,
King Ashoka-the environmentalist
Conservation practices in the Bishnoi Community
Water conservation practices in Rajasthan.
Environment friendly techniques in Mughal Architecture.
Utilisation practices that are forest-friendly
Dams in ancient India
6.
The students prepare the project under the following headings:

Introduction
Relevance to today's scenario
Need for conservation and preservation
Ancient practices (w.r.t. sub topic only)
Data collection
Data interpretation
Result and its interpretation
Bibliography
7.
Students collect information/pictures/photographs or any other illustrations/relevant

material from different sources.
261
SCIENCE
The project may be assessed according to the following criterion:
Information (content)
Data Collection and interpretation
Result and its interpretation

understanding and level of contribution (viva).

S. No.
Name of the
Student
Group
Topic Information Data Collection

(Content) and Interpretation
(1)
(1)
Result and its

Interpretation
(2)
Viva
(1)
Total
(5)
Some students may not be sufficiently active in the 'Project Work'. The teacher may assign them
smaller subtopics for which they may work independently.
Since strengthening 'student learning' is the main objective, so the students who are not
performing well in this activity may be given alternate worksheets and additional help.
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SCIENCE
ACTIVITYIII
Assessment Technique: Symposium on Biodiversity
A symposium is defined as a meeting or conference for the public discussion of some topic
especially one in which the participants form an audience and make presentations.
Biodiversity is the variation of life forms within a given ecosystem, biome or on the entire Earth.
Biodiversity is often used as a measure of the health of biological systems. The biodiversity
found on Earth today consists of millions of distinct biological species.
convey the message that maintaining biodiversity is an important aspect in conservation and
preservation of the environment.
realise that loss of biodiversity may lead to loss of ecological stability.
appreciate the fact that every organism plays an important role in the food chains and food
webs.
conduct research to find out the effect, the removal of a species from an area will have on the
ecosystem of that place.
Task: Group
Time Required: 2-3 minutes for each presentation (one week for preparation)
Procedure:
1.
The class is divided into groups (3-4 students in each group)
2.
Each group makes a presentation on the topic- Biodiversity.
3.
The basic format and assessment technique are shared with the students before the
presentations begin.
Basic format: Each group follows the following basic format for the presentation
Introduction
Importance of Biodiversity
Mention name of and describe one Biodiversity 'hotspot'.
One example where loss of biodiversity has affected the ecosystem of the area.
263
SCIENCE
Conclusion
Each presentation must be accompanied by audio and/or visual aids (charts, posters, Power
Point presentation, slide-show, video, speech, animal sounds etc.)
The students will be assessed on the basis of the format given below:
(To be shared with the students before the symposium begins)
S. No.
Name of the
Student
1.
2.
3.
4.
Group Presentation
*
Content and relevance to

the topic **
Remarks if any
Construction of an extensive and thorough
knowledge base in all problem aspects
Use of visuals/audio
**
Integration of different points into a proper
sequence (Holistic Approach)
Conclusion
***
Response to teacher's questions

Response to audience questions
264
Viva ***
Total
SCIENCE
A symposium helps to bring together information of one important topic delivered by different
speakers. A student besides improving his/her skills in speaking, collaboration, data collection
and presentation, also becomes aware of the importance of biodiversity.
Such activities should not be used to assess learning but should be a means to facilitate learning.
Therefore the teacher must ensure that opportunity for improvement is given to a student if
s/he is not able to perform well.
A few students may not perform well during the presentation. The teacher should identify the
reason and guide the students accordingly.
made by other groups).
265
SCIENCE
Some More Activities

CLASS WORK ASSESSMENT
Assessment Technique: Class work/assignment
take active part and interest in Class Work.
inculcate the habit of regularity and neatness in doing assigned tasks.
reinforce learning through additional tasks.
inculcate the habit of selflearning and extended learning.
General Guidelines:
Class Work:
The class work includes the tasks assigned by the teacher to the students in the class during the lesson
or at the end of teaching period and may include:
Worksheet to be completed as recapitulation of the topic
Practice of formulae, chemical equations, numericals, diagrams etc.
Oral questions being asked from individual students during the lesson
Practice of graphs, diagrams, ray diagrams, circuit diagrams, data etc.
Any group work / activity.
Parameters of Assessment may include:

Correctness of the task performed
Time taken/regularity of the task performed
Neatness of work
Detailed record of students' response and achievement in class work may be maintained in a register
for assessment purpose.
266
SCIENCE
FIELD VISIT
Assessment Technique: Questionnaire
Learning Outcomes: The student will be able to:
develop interest in out-of-school activities and learning.

broaden understanding of the concepts and principles.
enhance knowledge through extended learning.
appreciate interrelation between classroom learning and everyday life application.
connect classroom learning to life outside the school.
Time Required: 5-6 hours

Procedure: Suggestive steps to be followed:
Before the Visit: The teacher may
plan the visit well in advance. The plan may be discussed with school authorities, authorities of
the place of visit, parents and students. Some of the suggested places for visit may include
Science Park Centre, Zoological Park, Science Museum, A Factory, A Laboratory etc.
brief the children on where they would be going.
clearly spell out the do's and don'ts to be followed during the trip.
instruct students to carry notebook, pen, crayons and any other item necessary for the trip.
visit the place beforehand.
prepare a questionnaire in advance to assess the students after the trip.
inform the students that they will be assessed on the basis of a questionnaire following the trip.
During the visit:

Students should be encouraged to take notes, sketch pictures, ask questions or make collection
of material that would help them later.

After the visit:
One day after the visit, the students may be given the questionnaire in the classroom. Their
267
SCIENCE
responses may be analyzed and appreciated. Assessment may be carried out on the basis of
response to the items include in the questionnaire. The questionnaire may be designed in
advance.
Suggestive field visit:
Visit to a Thermal Power Plant
The said activity may be organized to visit a Thermal Power Plant. The authorities of the plant
may be contacted in advance and details of the visit may be discussed and decided. A guided
visit will certainly help the students know and learn more.
The students will understand about how electricity is generated in the plant and what
resources are used for this purpose. Different sections of the plant and working of different
sections/parts of plant may be explained by personnel working in the organization. Students
may also be encouraged to think about other ways of producing electricity and the kind of
natural resources used in other plants.
QUESTIONNAIRE
Time: 20 minutes
Instructions: Answer the following questions on the basis of your observations and understanding during
the visit.
268
1.
Name the power plant you visited, where is it located?
2.
Name the natural resource used for generation of energy in this plant.
3.
What kind of energy transformations take place in this power plant?
4.
How is the turbine made to rotate in this power plant?
5.
What kind of waste is generated in this power plant?
6.
How is the waste disposed off?
7.
What is the power generation capacity of this plant?
8.
State one advantage of power generation by this method.
9.
State one disadvantage of power generation by this method.
10.
Name any one other Power Plant in which another kind of natural resource is used.
SCIENCE
One mark to every correct answer

After assessing the response of students in the questionnaire, a general discussion about the
visit to the plant may be carried out and significant aspects of the plant be highlighted again.
SI UNITS
learn SI Units of different physical quantities
show how SI Units of different physical quantities are obtained from their definitions
recognise that one SI Unit may represent more than one physical quantity
Task: Individual
Procedure: The teacher may
1.
familiarize the students with SI Units of different physical quantities
2.
explain how the SI Units of different physical quantities are obtained from their definitions
3.
provide sufficient practice to students to correlate given SI Units with their corresponding
physical quantities
4.
give examples to explain that the same SI Units can represent more than one physical quantity.
Correct answer
269
SCIENCE
STUDENT WORKSHEET
Instructions: Fill in the blanks in the following
1.
The SI Unit of potential difference is

______________________________________________________________________________________
2.
The SI Unit of power of a lens is

______________________________________________________________________________________
3.
The SI Unit of focal length is

______________________________________________________________________________________
4.
The SI Unit of electric current is

______________________________________________________________________________________
5.
The SI Unit of electric energy is

______________________________________________________________________________________
6.
Watt is the SI Unit of

______________________________________________________________________________________
7.
Dioptre is the SI Unit of

______________________________________________________________________________________
8.
An example of a physical quantity having no unit is

______________________________________________________________________________________
9.
Ohm is the SI Unit of

______________________________________________________________________________________
10.
Two physical quantities having Joule as their SI Unit are

______________________________________________________________________________________
Knowledge and proper understanding of units of physical quantities is an important aspect of
learning of science. If some students are not able to learn the same, they may be helped to do the
same by repeated practice.
Derivation of units from fundamental definitions of different quantities may be explained
clearly.
270

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SCIENCE

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

Formative Assessment Manual for Teachers, Science, Class-X

"This book or part thereof may not be reproduced by

The Secretary, Central Board of Secondary

DESIGN & LAYOUT :

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

THE CONSTITUTION OF INDIA

THE CONSTITUTION OF INDIA

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

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

to safeguard public property and to abjure violence;

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School Based Assessment - A Theoretical Perspective

Formative Assessment - An Overview

How to use this Manual?

Formative Assessment in Science

Chemical Reactions and Equations

Acids, Bases and Salts

Metals and Nonmetals

Carbon and its Compounds

Periodic Classification of Elements

Control and Coordination

How do Organisms Reproduce?

Heredity and Evolution

Chapter10: Light: Reflection and Refraction

Chapter11: Human Eye and Colourful World

Chapter13: Magnetic Effects of Electric Current

Chapter14: Sources of Energy

Chapter15: Our Environment

Chapter16: Management of Natural Resources

Some More Activities

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comprehend that reactant is a single substance.

visualize that the products formed are more than two.

identify the gases evolved NO2 and O2.

test-tube over a Bunsen burner.

Test tube holder

What was the colour of lead nitrate salt?

On heating the salt what did you observe?

What was the colour of the gas evolved?

What is this type of chemical reaction called?

10. Define the type of reaction in the above reaction.

write the word equations for the observed chemical reaction.

write symbols and formulae for the reactants and products.

write a skeletal chemical equation.

balance the chemical equation.

name the reactants and products of the reaction.

recognise that it is a displacement reaction.

(a) Iron nails dipped in copper sulphate solution

Activity - Demonstration-Activities/ assessment of other types of reactions (namely

write a word and a skeletal chemical equation.

recognise a balanced chemical equation.

categorise the given reactions ascombination, decomposition, displacement, double

differentiate between the terms, corrosion and rancidity.

Sodium hydroxide + Hydrogen

BaCl2(aq) + Na2SO4 (aq)

BaCl2(aq) + Na2SO4 (aq)

2BaCl2(aq) + Na2SO4 (aq)

BaCl2(aq) + Na2SO4 (aq)

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Products formed at anode is ___ and at cathode, _.