46 Continuous+and+Comprehensive+Evaluation+Science+TGT+Class IX

7/29/2019 46 Continuous+and+Comprehensive+Evaluation+Science+TGT+Class IX

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Continuous and

Comprehensive Evaluation

in Science

Continuous and


in Science

Class IXClass IX

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20112011


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Continuous and


in Science

Class IX

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Chief Advisor : Rashmi Krishnan,

Guidance : Dr. Pratibha Sharma, Joint Director, SCERT

Contributor : Harpreet Kaur Bedi, TGT, (N.Sc), GGSSS No-2, Uttam Nagar

J.B. Gupta, PGT (Physics), SBV No.1, Tilak Nagar

Lalit Gupta, TGT (N.Sc), GBSSS Hastsal

Laxmi Kant, TGT (N.Sc), GBSSS, A-1 Janakpuri

Ravinder Kaur, TGT (N.Sc) SKV, D-Block, JanakpuriSher Singh, PGT (Physics), Navyug School

Dr. Ravinder Pal, Sr. Lecturer, DIET Rajender Nagar

Online Training Co-ordinator : Sapna Yadav, Sr. Lecturer, SCERT

Publication officer : Mukesh Yadav

Publication Team : Navin Kumar

Radha Prasad

Director, SCERT


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1. Introduction 1-09

2. Chemistry Chapter 1- Matter in our surroundings 10-17

3. Chemistry Chapter 2- Is matter around us pure 18-26

4. Chemistry Chapter 3- Atoms and molecules 27-33

5. Physics Chapter 4- Motion 34-49

6. Physics Chapter 5- Force and Laws of Motion 50-63

7. Physics Chapter 6- Gravitation 64-71

8. Biology Chapter 7- Cell 72-80

9. Biology Chapter 8- Tissues 81-88

10. Biology Chapter 9- Why do we fall ill 89-97

I N D E X


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Teaching and evaluation have long been taken together in our education system. Whenever there is teaching, a

test to assess what the student has learnt will definitely follow. But in our past practices, the area of assessment

has been often too narrow i.e; limited to the cognitive domain only and the objective of assessment has been

just to declare how much the student has learnt. Moreover, there were only three tests in a year and on the basis

of these three tests the decision was taken to promote the student in to the next class or to retain him/her in the

same class. This encouraged rote learning and use of unfair means to pass the examination. The real learning had

always been ignored. Now, with the introduction of continuous and comprehensive evaluation from class III

onwards, a positive shift is being expected from rote learning to learning by doing. Continuous evaluation

through various activities, worksheets, projects etc. will definitely help the students learn better, reduce mental

stress and discourage the use of unfair means. Moreover, the learning area will expand from 'only the cognitive

domain' to all the three domains i.e., cognitive, psychomotor and affective. With this approach one can think of

realization of the aims of science education as stated in NCF 2005.

Aim of Science Education as per the guidelines of NCF 2005

The general aim of science education follow directly from the six criteria of validity: cognitive, content, process,

historical, environmental and ethical.

Science education should enable the learner to

know the facts and principles of science and its applications, consistent with the stage of cognitive

development,

acquire the skills and understand the methods and processes that lead to generation and validation of

scientific knowledge, develop a historical and development perspective of science and to enable her to view science as a social

enterprise,

relate to the environment (natural environment, artifacts and people), local as well as global, and

appreciate the issues at the interface of science, technology and society,

acquire the requisite theoretical knowledge and practical technological skills to enter the world of work,

nurture the natural curiosity, aesthetic sense and creativity in science and technology,

imbibe the values of honesty, integrity, cooperation, concern for life and preservation of environment, and

cultivate 'scientific temper' - objectivity, critical thinking and freedom from fear and prejudice.

In order to realise the aim of science education, the content at the secondary stage has been organised around

themes that are potentially cross-disciplinary in nature. These themes are:

?Food,

?Materials,

?The world of the living,

?How things work,

?Moving things,

?People and ideas,

?Natural phenomena and

?Natural resources.

1.

I N T R O D U C T I O N


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The syllabus based on the above mentioned themes covers questions that need to be answered, the key

concepts, resources that a teacher may use to make the students learn along with a list of suggested activities.

The detailed syllabus for science (Class IX) as given by NCERT is

Theme/Sub-theme

Questions Key concepts Resources Activities/Processes

1. Food

Higher yields

What do we do

to get higher

yields in our

farms?

Plant and animal

breeding and

selection for

quality

improvement, use

of fertilizers,

manures;

protection frompests and diseases;

organic farming.

Visit to any

fish/bee/dairy/pig

etc farms; data

showing harmful

effects of

insecticides;

process for the

preparation ofcompost,

vermicompost.

Collection of weeds

found in fields of

different crops; collection

of diseased crops;

discussion and studying

composting/

vermicomposting

(Periods 8)

2. Materials

Material in our

clothing

What kinds of

clothes help us

keep cool?

Why do wet

clothes feel cool?

Cooling by

evaporation.

Absorption of heat.

Work done in

Class VII;

glassware, heat

source, black

paper,

thermometers.

Experiments to show

cooling by evaporation.

Experiments to show

that the white objects

get less hot.

(Periods 5)

Different kinds of

materials

In what way are

materials

different from

each other? Is

there some

similarity in

materials?

All things occupy

space, possess

mass. Definition of

matter.

Everyday

substances like

wood, salt, paper,

ice, steel, water,

etc.

To feel the texture,

observe the colour and

lustre, effect of air, water

and heat, etc. on each of

the materials

(Periods 4)

In how many

ways can you

group the

different

materials you

see around; How

do solids, liquids

and gases differ

from each other?

Can materials

exist in all thethree states?

Solid, liquid and

gas; characteristics-

shape, volume,

density; change of

state-melting;

freezing,

evaporation,

condensation,

sublimation.

Wax, water, ice,

oil, sugar,

camphor/

ammonium

chloride/

naphthalene.

Sorting out a medley of

materials, in various

ways. Observe shape and

physical state of different

materials.

Observe effect of heat

on each of the resources.

(Teacher to perform the

experiment for camphor,

ammonium chloride and

naphthalene).

(Periods 4)

2.


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What are things

made of?

What are things

around you made

of?

What are the

various types of

chemical

substances?

Elements,

compounds and

mixtures.

Heterogeneous

and homogeneous

mixtures. Colloids

and suspensions.

Samples of

commonly

available elements,

compounds and

mixtures. Samples

of solution,

suspension and

colloid.

Discussion on claims 'Air

is a mixture' (Mixture of

what?

How can these be

separated?). Water is

compound' and 'Oxygen

is an element'.

Do substances

combine in a

definite manner?

Equivalence - that x

grams of A is

chemically not

equal to x grams ofB.

Historical accounts.

Glassware,

chemicals (oxalic

acid, sodiumhydroxide,

magnesium

ribbon).

Titration using droppers

or syringes, quantitative

experiments.

How do thing

combine with

each other?

Are there any

patterns whichcan help us guess

how things will

combine with

each other?

Particle nature,

basic units: atoms

and molecules.

Law of constant

proportions,Atomic and

molecular masses.

Kits for making

molecular

models.

Historical

accountincluding

experiments of

Lavoisier and

Priestley.

Discussion on the fact that

elements combine in a

fixed proportion through

discussion on chemical

formulae of familiar

compounds.

How do chemists

weigh and count

particles of

matter?

Mole concept.

Relationship of

mole to mass of

the particle and

numbers. Valency;

Chemical formulae

of common

compounds.

Simple numericals to be

done by the students. A

game for writing

formulae. e.g crisis

crossing of valencies to be

taught through dividing

students into pairs. Each

student to hold two

playcards: one with the

symbol and the other with

the valency. Keeping

symbols in place, teacher

to more only valencies to

form the formula of a

compound.

Theme/

Sub-theme

Questions Key concepts Resources Activities/

Processes

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What is there

inside an atom?

Can we see an

atom or a

molecule under a

microscope or by

some other

means?

What is there

inside an atom?

Atoms are made up of smaller

particles: electrons, protons,

and neutrons.

These smaller particles are

present in all the atoms but

their numbers vary in

different atoms.

Isotopes and isobars.

Charts, films

etc.

Brief historical

account of

Rutherford's

experiment

(Periods 18)

3. The World of

the Living

Biological

Diversity

How do the

various plants

around us differ

from each other?

How are they

similar?

What about

animals? How

are they similar

to an different

from each other?

Diversity of plants and

animals - basic issues in

scienctific naming, Basis of

classification.

Hierarchy of

categories/groups, Major

groups of plants (salient

features) Bacteria,

Thallophyta, Bryophyta,

Pteridophyta, Gymnosperms

and Angiosperms Major

groups of animals (salientfeatures) (Non-chordates up

to phyla and Chordates up to

classes).

Specimens of

some animals,

and plants not

easily

observable

around you.

Discussion of

diversity and the

characteristics

associated with any

group.

(Periods 14)

What is the living

being made up

of?

What are we

made up of?

What are the

different parts of

our body? What

is the smallestliving unit?

Cell as a basic unit of life;

Prokaryotic and eukaryotic

cells, multicellular organisms;

cell membrane and cell wall,

cell organelles: chloroplast,

mitochondria, vacuoles, ER.Golgi Apparatus: nucleus,

chromosomes - basic

structure, number.

Tissues, organs, organ

systems, organism.

Structure and functions of

animal and plant tissues (four

types in animals:

meristematic and permanent

tissues in plants).

Permanent

slides, model of

the human

body.

Observation of

model of human

body to learn

about levels of

organization-

tissue, organ,system and

organism, observe

blood smears (frog

and human). Cheek

cells, Onion peel

cell, Spirogyra,

Hydrilla leaves

(cyclosis).

(Periods 12)

Theme/

Sub-theme


Processes

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Theme/

Sub-theme


Processes

How do we

fall sick?

What are the various

causes of diseases?

How can diseases beprevented?

How can we remain

healthy?

Health and its failure.

Disease and its causes.

Diseases caused bymicrobes and their

prevention - Typhoid,

diarrhoea, malaria,

hepatitis, rabies, AIDS,

TB, polio; pulse polio

programme.

Newspaper

articles,

informationfrom health

centres,

photographs of

various causal

organisms,

Photographs,

permanent

slides of

bacteria.

Surveying

neighbourhood to

collect information ondisease occurrence

pattern. Studying the

life cycle of the

mosquito and malarial

parasite. Discussion on

how malaria is spread,

how to prevent

mosquito breeding.

(Periods 10)

How do

substances

move from

cell to cell?

How do food and

water move from cell

to cell? How do gases

get into the cells?

What are the

substances that living

organisms exchanges

with the external

world? How do they

obtain these

substances?

Diffusion/exchange of

substances between

cells and their

environment and

between the cells

themselves in the living

system; role in

nutrition, water and

food transport,

excretion, gaseous

exchange.

Egg

membrane,

Rhoeo leaves,

sugar

microscope

slides.

Looking at closed and

open stomata,

plasmolysis in Rhoeo

leaf peels.

(Periods 15)

4. Moving

Things,

People and

Ideas

Motion

How do we describe

motion?

Motion -

displacement,

velocity; uniform and

non-uniform motion

along a straight line,

acceleration distance-

time and velocity

time graphs for

uniform and

uniformly accelerated

motion, equations of

motion by graphical

method, elementary

idea of uniform

circular motion.

Analysis of motion of

different common

objects. Drawing

distance-time and

velocity-time graphs for

uniform motion and for

uniformly accelerated

motion.

(Periods 12)

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Theme/

Sub-theme


Processes

Force and

Newton's laws

What makes things

change their state of

motion?

Force and motion.

Newton's laws of

motion, inertia of abody, inertia and mass,

momentum, force and

acceleration. Elementary

idea of conservation of

momentum, action and

reaction forces.

Historical

accounts.

Experiencesfrom daily life,

wooden and

glass boards,

sand, balls,

wooden

support, some

coins (say of

Rs. 2 or Rs. 5),

tumbler,

balloons etc.

Demonstrating the

effect of force on

the state of motionof objects in a

variety of daily-life

situations.

Demonstrate the

change in direction

of motion of an

objection by

applying force.

(Periods 10)

Gravitation What makes things

fall?

Do all things fall in the

same way?

Gravitation; universal

law of gravitation, force

of gravitation of the

earth (gravity),

acceleration due to

gravity, mass and

weight, free fall.

Spring balance Analysis of motion

of ball falling down

and of ball thrown

up. Measuring

mass and weight

by a spring

balance.

(Periods 7)

Work, energy

and power

How do we measure

work done in moving

anything?

How does falling

water make a mill

run?

Work done by a force,

energy, power, kinetic

and potential energy,

law of conservation of

energy.

Rope (or

string), board

or plank,

wooden block,

ball, arrow,

bamboo stick,

spring, etc.

Experiments on

body rolling down

inclined plane

pushing another

body. Experiments

with pendulum.

Experiments with

spring. Discussion.

(Periods 6)

Floating bodies How does a boat float

on water?

Thrust and pressure.

Archimedes' principle,

buoyancy, elementary

idea of relative density.

Cycle pump,

board pins,

bulletin board,

mug, bucket,

water etc.

Experiments with

floating and sinking

objects.

(Periods 4)

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Theme/

Sub-theme


Processes

How do we hear

from a distance?

How does sound

travel?

What kind of soundscan we hear? What is

an echo? How do we

hear?

Nature of sound and its

propagation in various

media, speed of sound,range of hearing in

humans, ultrasound,

reflection of sound, echo

and sonar, Structure of

the human ear (auditory

aspect only).

String, ball or

stone as bob,

water tank,stick, slinky,

rope, echo

tube, rubber

pipe etc.

Model or chart

showing

structure of the

ear.

Experiment on

reflection of sound

(Periods 10)

5. How Things

Work

6. Natural

Phenomena

7. Natural

Resources

Balance in Nature

Why do air, water and

soil seem not to be

consumed? How does

the presence of air

support life on earth?

How have human

activities created

disturbances in the

atmosphere? How

does nature work to

maintain balance of its

components?

Physical resource, air,

water, soil, Air for

respiration, for

combustion, for

moderating

temperatures,

movements of air and its

role in bringing rains

across India.

Air, water and soil

pollution (brief

introduction). Holes in

ozone layer and the

probable damages. Bio-

geo chemical cycles in

nature, water, oxygen

carbon, nitrogen.

Daily

newspapers,

magazines and

other reading

materials.

Weather

reports over a

few months and

air quality

reports over the

same time

period. Case

study material.

Case studies of

actual situation in

India with more

generalised

overview of inter

relationship of air,

water soil, forests.

Debates on these

issues using

resources

mentioned

alongside, visit to

from an

environmental

NGO, discussion.

(Periods 15)

The teaching-learning activities that have been suggested in the syllabus can be summarized as:

Observations Debates

Collections Case studies

Demonstrations Visits

Experiments Projects

Discussions Books

The students should be encouraged to perform activities, make models with their own hands, display their work

on bulletin boards and wall magazines, prepare scrap books, write accounts of their visits; display photographs

collected and maintain a portfolio.

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All these activities will help in the formative assessment of the students as per the guidelines of CBSE. Details of

CBSE guidelines for formative assessment (as displayed in their website) are as follows:-

Evaluation of Academic Subjects in Class IX & Class X.

Six assessments are proposed. These are valid for most schools; however they can be varied or adapted with

written communication to the Board.

Type of assessment Percentage of weightage

in academic session

Month Term wise weightage

FIRST TERM

Formative Assessment-1 10% April-May FA 1+2 = 20%

Formative Assessment-2 10% July-August

Summative Assessment-1 20% September SA1 = 20%

SECOND TERM

Formative Assessment-3 10% October-November FA 3+4 = 20%

Formative Assessment-4 10% January-February

Summative Assessment-2 40% March SA2 = 40%

Total Formative Assessments = FA1 + FA2 + FA3 + FA4 = 40%

Summative Assessments = SA1 + SA2 = 60%

Modalities of Assessment

Role Plays, Crossword Puzzle, Flow Charts, Popular Science, Book Review, Field Trips, Class Work/Home Work

Assignments, Group Work, Survey, Project Work, Worksheets, Games and Multiple Choice Questions.

Suggested Assessment Tools and Techniques

Any of the following assessment tools and techniques may be used for carrying out different formativeassessments.

Class Response Assessment worksheets

?Demonstration based

?Graph based

?Diagram based

?Numerical based

?Flow chart

?Crossword puzzle/games

?Writing of Balanced chemical Equations / Formulae/Units

?MCQs

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Active-learning assessment tools

?Model making

?Chart making

?Assignments

?Popular Science Book Review

?Current Science events/news report

Hands-on practical examination

Class work/home work Assessment

Group work - Seminar/Symposium/Presentation/Bulletin Board Display/Role Play Survey/Field Visit

Project Work-Group or individual

Short formal written Paper-pen test

Important

Hands-on practical examination may be necessarily conducted once in each term. Class work and Home Workassessment may also be conducted necessarily once in each term. It is suggested that for science, at least one out

of four formative assessments in the year are experiments.

Any one formative assessment may include one short written paper-pen test/hands-on practical examination

and a maximum of two other assessments using any of the above suggested tools. The average of these

assessments may be calculated out of 10%. Due care may be taken to ensure that students are not put to any

stress due to over assessment in the form of Formative Assessments.

Record Keeping

It is absolutely essential that teachers maintain a clear record of the formative assessments conducted because

they will be verified by CBSE from time to time. The following points have to be kept in mind while recording FA.

Individual report book as suggested by CBSE has to be maintained in addition to student report form.

A separate consolidated marks register must be maintained reflecting the following for each student.

- Tools of Formative Assessment (quiz, MCQs, debate, group discussion, creative writing, presentation

etc) must be recorded.

- Maximum marks, marks obtained and weightage for 10 marks for each of the four formative

assessments must be maintained.

- Cumulative total in FA must be calculated and recorded.

School may devise a suitable format for the marks register. Many schools are computerising the entire process of

recording the assessments. While evolving such a programme, care may be taken to ensure that all the relevantparticulars are included in the programme.

Lesson wise activities and tips for Formative Assessment

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10.

C H E M I S T R Y

C H A P T E R - 1

Matter In Our Surroundings


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Made up of particles Particles are very small

Physical nature of matter

Solid state

State of matterGaseous state

Liquid state

Evaporation

Factors affecting evaporate

Evaporation cause cooling

Matter

Particles have

space between them

Characteristics ofparticles of matter

Particles attracteach other

Changing its state Effect of change of pressure

Effect of change of temperature

Particles are continuously moving

CONCEPT MAP

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Matter In Our SurroundingsChapter- 1


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Assessment teaching Multiple Choice Question (MCQ)

Task Individual

Objectives - To enable the students to

?know various factors affecting the rate of evaporation.

?explain the different phenomenon occurring in every day life.

Time:05 min

Procedure : You may

?explain the factors affecting evaporation.

?tell them various phenomenon happening the surrounding.

?connect the phenomenon with the factors affecting the process

Assessment parameters : 1 mark each for correct answer.

Student Work Sheet

Choose the best correct option in the following questions:

Q.1 Rate of vaporization increases with:

a. an increase of surface area.

b. an increase of surface temperature.

c. decrease in humidity.

d. all of the above

Q.2 We prefer to wear cotton clothes in the summer because:

a. Cotton is good absorber of heat.

b. Cotton is good absorber of sweat.

c. Cotton is bad absorber of sweat.d. Cotton clothes are cheaper.

Q3. Humidity is:

a. Amount of water vapours present in the air.

b. Amount of oxygen present in the air.

c. Amount of dust present in the air.

d. Amount of heat present in the air.

Q4. Clothes dry faster if:

a. humidity in air increases.

b. wind speed decreases.

c. wind speed increases.

d. temperature decreases.

Q5. When some ice cold water is kept in the tumbler, water droplets are seen on its outer surface due to

the process of:

a. Evaporation of water.

b. Sublimation of ice.

c. Condensation of water vapours.

d. Solidification of vapours.

Suggestive Remediation

Some students may not understand the concept of humidity they should be clarified by giving examples.

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Chapter 1

Matter in our surroundings

Class Work | Home work Assessment

Assessment technique Class work / Home work assignment

Objective : To help the learners to

?take active part and interest in doing class work / home work.

?inculcate the habit of regularity and neatness in doing assigned task.

?reinforce learning through additional tasks.

?inculcate the habit of self learning and extended learning.

General guide line about class work:-

The class work includes the task assigned by the teacher to the student in the class, during the lesson or at the

end of teaching period and may include:

?Work sheet to be completed for recapitulation of the topic.

?Practice of formula, chemical equations, numerical, diagrams etc.

?Oral questions being asked from individual students during the lesson.

?Practice of graph diagram, ray diagram, circuit diagram date etc.

?Any group work/activity.

Parameters of assessment may include:

?Correctness of the task performed.

?Time taken/ regularity of the task performed.

?

Neatness of the work.Detailed record of students response and achievements in the class may be maintained in a register for

assessment purpose.

Home Work : The H.W includes the tasks/assigment to be done by the students as home and may include:

?Practice questions meant for reinforcement of learning (These questions may be framed in such a way

that they are not able to copy answers directly done the prescribed text books).

?Questions based on application of class room learning to real life situation.

?Questions based on enhancement of skills related to drawing diagrams, solving numerical, writing of

formulae & chemical equation etc.

?Tasks related to rectification of mistakes/errors.

Area of assessment may include:

?Regularity in submission of H.W.

?Completeness and neatness of H.W.

?Over all quality of answers.

The note book of the students may be corrected once or twice in each of the two terms and the detailed records

be maintained. The marks allocation to different parameters of assessment may be decided by individual

school/teachers.

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Chapter 1


Assessment technique Crossword Puzzle

Objectives:To enable the learners to

Learn that three states of matter can be inter changed.

Change of state takes place due to change in temperature or pressure.

S I unit of temperature is Kelvin.

Learn the name of various processes used during change of state.

Understand some substances directly change state from solid to gas.

Task: Individual worksheet

Approximate time: 15 minutes

Procedure:Following information may be given to the students?Matter exists in three states.

?Matter can be changed in all three states under different conditions of temperature & pressure.

?Fusion is the process of changing a solid into liquid on heating.

?Sublimation is the process of changing state directly from solid to gas without changing into liquid state.

?Kelvin is the S.I unit of temperature.

?Condensation is the process of changing a gas into liquid by cooling.

?When a liquid is cooled it changes into solid state & the process is called solidification.

?Vaporisation is the process of changing a liquid into gaseous state on heating.

?Processes related with change of state may be explained giving various examples.

Assessment Parameters : One mark for each correct completion of the blank

Student Work Sheet

Instructions : Given below is the cross word puzzle and the class, complete the puzzle using given clues.

3

1

2

4

5

6

7

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Down

1. Process of changing water to water vapours on heating.

2. Process of changing of a liquid into solid.

3. Physical state of water at 120C.

Across

4. Process of changing a solid directly to gaseous state.

5. Process of changing a solid into liquid.

6. Process of changing a gas into liquid on cooling.

7. S.I unit of temperature.


Some students may not be able to clearly distinguish among various processes. They may be helped to have

clear understanding by giving more examples.

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Chapter 1


Assessment technique Role Play

Objectives:Students will be able to

?identify three states of matter.

?compare the property of force of attraction among particles.

Task: 4 Groups of 5 Students

Approximate Time: 3-5 Minutes

Procedure: The teacher may

?make four groups of five students each, rest of the students will observe.

?guide the group in following way:

wfirst group should hold each other from back and lock arms.

w

second group should hold hands to form a human chain.wthird group should form a chain by touching each other with only their finger tips.

wthe fifth group of student should run around and try to break the human chains one by one into as

many small groups as possible.

Guide theme as to depict the-

?matter exists in three states.

?particles of matter have force acting between them.

?the force keeps the particles together.

?the strength of the force varies from one kind of matter to another.

Assessment Parameters: One mark for each of the following indicators:

1. Does the child understand the task given? Yes/No.

2. Is the child able to work in a team? Yes/No.

3. Is the child able to apply the concepts in the practical situation? Yes/No.

4. Can the child think logically & rationally? Yes/No.

5. Does the child raise any inquiry about the concept? Yes/No.

6. Does the child have good understanding in the following concepts? Yes/No. (Mark each).

wDifferent states of matter.

wParticles of matter have force acting between them.

wThe force keeps the particles together.

wThe strength of the force varies matter to matter.

Suggestive Remediation:-

A few students may find it difficult to understand the interaction between students behaving as particle & the

particles of matter. The teacher may explain it to them.

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Chapter 1

Matter in our surrounding

Assessment techinique Activity based work sheet

Objectives:To enable the students to understand:

?That particles of matter have space between them.

?That particles of matter are continuously moving.

?That particle of matter has force of attraction between them.

Task In Groups

Procedure/Direction:-

?The teacher may form three groups of five students each. Rest of the students may observe the

activities.

?One activity may be assigned to each group.

?Activity 1.1 of NCERT Book may be given to first group.

?Activity 1.4 may be given to second group.

?Activity 1.7 to be given to third group.

?Guide students on the basis of activities performed by each group as follows:

?Particles of matter have space between them.

?Particles of matter are continuously moving

?Particles of matter have force of attraction.

Assessment Parameters:-

?Performance of Activity: 2 marks

?Observation by the groups: 2 marks

?Questions: 6 marks

Answer the following questions on the basis of activity performed.

Questions for group- 1

Q.1 What happed to the substance (Salt) added ?

Q.2 Does the level of water changed?

Q.3 What do you conclude from the activity?


Q.4 What do you observe immediately after adding the ink in water?

Q.5 Which process is responsible for spreading of with the water?

Q.6 What do you conclude from the activity?


Q.7 Which substance breaks easily?

Q.8 Breaking of which substance is most difficult?

Q.9 What do you conclude by this activity?

Suggestive Remediation: - Some students may not be able to draw correct conclusions. Teacher many help

giving explanation. Other activities of the book related with the concept may be performed.

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18.

C H E M I S T R Y

C H A P T E R - 2

Is Matter Around Us Pure


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Non-metals

ElementsMetals

PureCompounds

Matter aroundus

Properties

Solutions

Mixture

Hetrogeneous

Suspensions

Homogenous

Colloids

Evaporation

SeperationtechniquesCentrifugations

Seperations ofimmiscible

SublimationsProperties

Chromatography

Distillation& Fractionaldistillation

Crystallisation

Metalloids

CONCEPT MAP

19.

Is Matter Around Us PureChapter- 2


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Chapter 2


Assessment technique Data based worksheet

Objectives:To enable the students to

?Understand and identify the solutions, suspensions and colloids.

?Differentiate among solutions, suspensions & colloids.

?Enhance their communication skills.

Task Individual

Procedure:- The following information may be given to the students

?A solution is a homogeneous mixture of two or more substances.

?A suspension is a heterogeneous mixture in which the solutes particles do not dissolve but remain

suspended in the medium.

?A colloid is a heterogeneous mixture in which the solute particles are uniformly spread throughout

the solution. Size of solute particles is relatively smaller than in suspensions.

?The students may be asked to conduct a survey of their homes and prepare a list of various

materials used in daily life. They may be further asked to describe them as solutions, suspensions &

colloids and then prepare a survey report.

Student Work Sheet

Time 2-3 days

Aim of the survey: To Identify and classify the materials commonly used at home and around into solutions,

suspensions and colloids

Format of the Report

1. Aim of the survey

2. Introduction with purpose

3. Method used for survey

4. Information

5. Interpretation of data

6. Conclusion

7. Reference

Assessment Parameters:

Presentation 3 marks

Data collection and Reporting 3 marksAnalysis 2 marks

Viva 2 marks

Suggestive Remediation:

1. The purpose of this activity is to relate classroom learning with student's surroundings.

2. Some students may not perform accordingly. They should be helped by giving more examples.

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21.

Chapter 2


Assessment technique Activity based worksheet

Objectives : To enable the students to

?Understand that a mixture is composed of more than one kind of pure substances.

?Be aware with the two groups of mixtures i.e; Homogenous mixtures & Heterogeneous

mixtures.

?Understand the characteristics of mixtures.

Task In Groups

Procedure / Directions

The teacher may

?Divide the students of the class into four groups A, B, C and D.

?Each group takes a beaker containing 100 ml of water.

?Group A adds 1 spatula full of KMnO crystals.4

?Group B adds 2 spatula full of KMnO crystals.4

?Group C adds 1 spatula full of KMnO and sand each.4

?Group D adds 2 spatula full of KMnO and sand each.4

Observations may be written in the following table:

Note: Any other salt like Copper Sulphate can also be taken in place of KMnO .4

?On the basis of observation, the teacher may explain homogenous & heterogeneous mixture.

?Answer the questions in the work sheet after carrying out the activity.

Assessment Parameters

Observation Table 4 marks

Q.1 to 6 - 1 mark each

Q.1 What is in the colour of KMnO Solution?4

Q.2 Does all KMnO get dissolved in water?4

Q.3 Out of A and B group, which has more intensity of colour in solution.

Q.4 Particles of Substance are seen in which groups?

Q.5 In which groups, particles are visible in beaming light?

Q.6 Classify the groups A, B, C, D, mixtures as homogenous & heterogeneous.

Suggestive Remediation: -?Teacher may explain the characteristics of Homogeneous mixtures and Heterogeneous mixtures.

?The teacher should clarify the difference in properties of students, colloids & suspensions.

S.No. substance added Colour Visibility of

particles

Visibility of particles

beam of light (torch)

A

B

C

D


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Chapter 2


Assessment technique Multiple choice question

Task Individual

Objectives:-To enable the students to

?Learn that a mixture in composed of various components.?Be aware about the various separation techniques used to separate components.

?Understand the different properties of the component on which they are separated.

Time: 10 Minutes

Procedure : You may

?Explain different properties of the components of mixtures.

?Give detailed explanation of various separation techniques used for separating mixture.

Assessment Parameters: 1 Mark for each correct answer

Student Work sheet

Choose the best correct option in the following as :-Q1. The used tea leaves are separated from prepared tea by the method of:

a. Centrifugation b. Filtration c. Evaporation d. Sublimation

Q2. Separating funnel technique is used to separate components which are:

a. Miscible liquids b. Immiscible liquids c. Solid & liquid d. Solid and gas

Q3. Centrifugation technique is used to separate:

a. Cream from milk b. Ammonium chloride and salt c. Alcohol & water d. Iron filling & sulphur

Q4. Which one is a correct method of separating iron filings from sulphur powder:

a. Heating with water b. Passing the mixture over a magnet c. Heating in a china dish

d. Using a separating funnel

Q5. The process of cooling a hot and concentrate solution of a substance to obtain crystals of the solute iscalled:

a. Evaporation b. Sublimation c. Crystallization d. Chromatography

Q6. Identify the method used to separate more than two components of a mixture whose difference in

boiling point is


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Chapter 2


Assessment technique Flow Diagram based worksheet

Objectives:-To enable the students to:

?Learn that components of heterogeneous mixture like air, the constituents may be separated by

fractional distillation.

?Be aware that various techniques of separation are used in fractional distillation.

Procedure:-

?You may show a picture of flow chart of the fractional distillation of air to obtain the gases, present in it

(Fig 2.11, page 22, NCERT IX).

?You may tell the various components (gases) present in air.

?The students need to be told that this technique of separation is used to separate fractions with the

sufficient difference in their boiling points and volume.

Student work sheet

Time 10 minutes

Look at the following flow diagram carefully and answer the questions as follows:

Air

Compressed and cooled by..................pressure and decreasing......................

........................air

(1) (2)

(3)

allow to warm up slowly infractional distillation column

gases get separated at different heights

S.No. Oxygen Argon Nitrogen

oBoiling Points ( C) -183 -186 -196

% air by volume 0.9 78.1

...............................(4)

Q.1 Fill the blanks: 1x4 = 4 marks

1. 2. 3. 4.

Q.2 The process of separation of a mixture shown in the flow diagram, called . 1 mark

Q.3 The above process used to separate the .. mixture of gases in air with the sufficient difference

in their . 0.5 x 2= 1 mark

Q.4 Arrange the gases present in the air in increasing order of their boiling points. 1 mark

Q.5 Which gas forms the liquid first as the air if cooled? 1 mark

Q.6 Why is the warm up of liquid air is done slowly? 1 mark

Q.7 Which of the fraction of air has highest boiling point? 1 mark

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Chapter 2


Assessment technique Crossword Puzzle

Objectives:- To help the learners to-

?Be aware that Heterogeneous mixtures are composed of different kind of components with

different properties.

?Identify different techniques used for separating the components of a mixture.

?Be aware with the apparatus used in the technique.

Procedure: Teacher may provide following information to the students:

? Components of a mixture can be separated using physical methods.

? Following separation techniques are used for separating these components of a mixture. Filtration,

distillation, centrifugation, sublimation, using separating funnel, chromatography, crystallization and

fractional distillation.

? The above mentioned techniques may be explained in detail giving examples of each.

Assessment parameters: 1 mark for each correct completion of the blank.

Student work sheet

Instructions:- Given below is the crossword puzzle and the clues, complete the puzzle using given clues.

Down

Q.1 Process of separating two miscible liquids.

Q.2 Technique of separating cream from milk.

Q.3 Method of separating salt from sea water.

Across

Q.4 Method of purifying solids.

Q.5 Process of changing a solid directly into gaseous state.

Q.6 Technique of separating two or more colours of a dye.

Q.7 A method of separation of insoluble solid from a mixture.

2

1

4

5

6

3

7

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Chapter 2


Field visit

Assessment technique Questionnaire

Objectives:-To enable the students to-

?Develop interest in out-of-school activities and learning.

?Broaden their understanding of science concepts and principles.

?Enhance knowledge through extended learning.

?Difficult interrelation between classroom learning and every day life applications.

?Connect classroom learning to the school.

Approximate time: 5-6 hours

Procedure Suggestive steps to be followed. Before the visit

The teacher may:

?Plan the visit well in advance.

?Plan may be discussed with school authorities, authorities of the place of visit, parents and students.

?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 note book, pen crayons or any other items necessary for trip.

?Keep pupil teacher ratio 20:1 during trip for better learning and management.

?Prepare a questionnaire in advance to assess the students after the trip.

?Inform the students that they will be assessed on the basis of questionnaire following the trip.

During the visit-

Students should be encouraged to take notes, sketch pictures, ask questions or make collection of national

that would help them later.

After the visit-

One day after the visit, the students may be given the questionnaire in the classroom. Their responses may

be analysed and appreciated. Assessment may be carried out on the basis of response to the items included

in the questionnaire may be designed in advance

Suggestive field trips

Chapter-2 Is matter around us pure?

1. To understand the separation process centrifugation the following visits can be arranged.

a. To visit a diagnostic laboratory for blood and urine tests.

b. To visit dairy where butter separated from creamy milk.

2. To understand the techniques used to purify the drinking water, visit:

- Water works in the city

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Sample Questionnaire

Name: __________________ Class & Section _____________

Time: 20 min Max Marks 10

Instructions:- Answer the following questions on the basis of your observation and understanding during thevisit.

1. Name the diagnostic laboratory you visited, where is it located?

2. Mention the samples being tested over there.

3. Name the various techniques used for testing the different samples.

4. What kind of technique was adopted to separation cream from milk.

5. Name the chemical being added in water works for killing germs.

( More questions may be added related to the trip.)

Assessment criterion:- 1 mark for every correct answer

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28.

C H E M I S T R Y

C H A P T E R - 3

Atoms & Molecules


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Atoms &

Molecules

Symbols

Elements

Atomic mass

Mole conceptsChemical formula

Compounds

Molecularmass

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CONCEPT MAP

Atoms & MoleculesChapter- 3


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Chapter 3

Atoms & Molecules

Assessment technique Numerical based worksheet

Objectives:-To help the learners to:

?Calculate the molecular mass and formula unit mass of compound.

?The molecular mass of a substance is the sum of the atomic mass of all the atoms in a molecule

of the substance.

?Understand that word formula unit mass is used for those substances whose constituent

particles are ions.

Task Individual work sheet

Procedure:Following information may be given to the students:

?All atoms have been assigned relative atomic masses in whole number.

?Their relative atomic masses are expressed in atomic mass unit, written as '' (unified mass).

?The molecular mass of a substance is the sum of the atomic mass of all atoms in a molecule.

?Molecular mass can be calculated by adding atomic mass unit of all atoms in a molecule.

?Molecular mass is also expressed in atomic mass unit ().

?Word formula unit mass is used for those substances whose constituents particles are ions.

?Formula unit mass is calculated in same number as we calculate the molecular mass.


Correct placement of atomic mass 2

Correct addition of atomic mass 2Correct unit of molecular mass 1

Student worksheet

Given that:

Atomic mass of C=12, H=1, O=16, Ca = 40

Solve the given numerical on the basis of above information

Q.1 Calculate the molecular mass of glucose (C H O ). (5)6 12 6

..............................................................................................................................................................

..............................................................................................................................................................

..............................................................................................................................................................

Q.2 Calculate the formula unit mass of calcium carbonate CaCO . (5)3

..............................................................................................................................................................

..............................................................................................................................................................

..............................................................................................................................................................


Some students may not be able to calculate the molecular mass in formula and formula unit mass of compounds.

They may be given more numericals for practice to enhance their numerical skills.

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Chapter 3

Atoms & Molecules

Assessment technique Multiple choice questions


Objectives:- To enable the students to:

?Learn the symbol of elements.

?Understand atomicity of elements (Non-metals).

?Differentiate between molecules of elements and molecules of compounds.

Procedure:

?You may explain how symbol are given to element and how they are written.

?Numbers of atoms of an element constituting molecules is known as its atomicity is highlighted.

?Students may practice writing chemical formula of few molecules of element and molecules of

compound.

?Learners should be clear about certain symbol of Latin and Greek language.

Time 10 minutes

Assessment Parameter: 1 Mark for each correct answer

Student Work sheet

Choose the best correct option in the following questions:

Q1. Symbol of sodium is:

a. S b. SO c. Na d. N

Q2. Ag is the symbol of:

a. Argon b. Aluminium c. Gold d. Silver

Q3. Atomicity of phosphorous isa. Tetra atomic b. Diatomic c. Triatomic d. Monoatomic

Q4. Elements present in the molecule of Ammonia are

a. Hydrogen and oxygen b. Nitrogen & hydrogen c. Carbon and oxygen d. Hydrogen & chlorine

Q5. Mono atomic element is

a. Helium b. Hydrogen c. Nitrogen d. Sulphur

Q6. Chlorine is represented by the symbol of:

a.C b. Cl c. Cu d. Ch

Q7. S is8

a. Molecule of a compound b. Polyatomic ion

c. Molecule of an element d. None of them.

Q8. 'Ferrum' is the latin name of which element

a. Florine b. Iron c. Phosphorous d. Iodine.

Q9. Potassium is represented by the symbol

a. P b. Pb c. K d. S

Q10. O is a2

a. Molecule of an element b. Molecule of a compound c. Polyatomic ion d. None of them


Many students, may not be able to have a clear concept of molecule of elements and molecules ofcompound, it may be clarified giving more examples.

Sufficient practice of symbol may be practiced in tabular form to enhance their learning skills.

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Chapter 3

Atoms & Molecules

Assessment technique Data based work sheets

Objectives:- To enable the learners to

?Learn and write the symbol of cations and anions with their correct valancies.

?Learn and write symbol of some important polyatomic ions.

?Write the formula of a compound by taking cation and anion as per their valancies.

Procedure: Following information may be given to students

?Metal elements have positive valancies.

?Non metal elements have negative valancies.

?The valancies or changes on the ion must balance.

?If a compound is made of a metal and a non metal, the name of symbol of the metal is written first.

?In compounds for metal with polyatomic ions, the ion is enclosed in a bracket before writing the number

to indicate the ratio.

Assessment parameter 1 mark for every correct answer.

Student work sheet

Time 10 minutes

MM: 5

Instructions: Observe the table 3.6 NCERT text base IX given below correctly:

On the basis of above table answer the following questions:

Q1. Magnesium has two______ valencies while Chloride has one______ valency.

Q2. The chemical formula of Calcium carbonate would be __________.2-

Q3. Oxide (O ) has negative valencies because oxygen is a ________ element.

Q4. What will be the no. of sodium ions in the compound Sodium oxide?

Q5 Write the formula of Aluminium sulphate.


?Few students may not be able to differentiate between the elements & ions, concept of ions should be

explain in detail to clarify the term.

?The teacher should practice the formation of compounds especially polyatomic ions.

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Chapter 3

Atoms & Molecules

Assessment technique Work sheet (Match the following)

Objectives:- To help the students to:

?Identify the symbol of elements.

?Recognise the molecules of elements and molecules of compounds and differentiate

between them.


Time 10 minutes

Procedure:-

?The students are given a worksheet that has a table showing names of ions/elements, symbol & their

charges.

?Symbol of elements/ions and amount of charge on them is not in the correct order.

?The students shall make connecting line to match the correct name with the symbol & charges.

?One example in the table has been done for the students.

Student Work sheet

Time 10 minutes

Instructions:- Make connecting lines to match the name of element ion with its correct symbol and charge

on them. One example in the table has been done for you. (You may use scale for drawing the

lines)


?Some students may not be able to match the symbol and charges correctly; teacher may explain further

symbol & valencies.

?Teacher may practice other symbol & charges as given in the table 3.6 (NCERT Book)

Name of Elements

Name of Ion

Sodium Calcium Aluminium Chloride Oxide Nitride

Symbol Cl Na N Ca Al o

Valencies or charges +2 +3 -3 +1 -2 -1

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Chapter 3

Atoms & Molecules

Assessment technique Individual work sheet

Objectives: To enable the students to-

?Learn laws of chemical combination,:-

?First law is Law of conservation of mass.

?Second law is Law of constant proportion.

?Aware that both the laws were established by Lavoisier and Joseph L. Proust.

?Aware that these laws give easy evidence of existance of atoms.

Approximate time 20 minutes


?Explain Law of conservation of mass and Law of constant proportion.

?Let the student know that matter can neither be created nor be destroyed. (Suitable example may be

given to establish this law).?Let the student know that a pure chemical compound always contain same elements combined together

in the fixed proportion by mass what may be source of the compound. (Suitable example may be given

to establish this law).

Assessment Parameters: Marks for every correct answer may be fixed (may be shown in front of question).

Student work sheet

Instruction:- Answer the following questions:

Q.1 Name the two laws of chemical combination. (1)

Q.2 Which law establishes that matter can neither be created nor be destroyed?" (1)Q.3 Which law tells that a compound always has the same composition, what ever is the source of

compound? (1)

Q.4 Name the scientists who proposed the laws of chemical combination. (1)

Q.5 Consider the equation:-

C + O CO2 212g 32g 44g

by which law the above reaction is proved. (1)

Q.6 Read the statement

Water molecule will always contain hydrogen and oxygen in the same ratio of 1:8 by massirrespective to its source of origin by which law the above statement is proved. (1)

Q.7 Find x in the reaction follows (2)

AgNo + Nacl = AgCl + NaNo3 3

3.4g 1.5g x 2.8g

Q.8 Explain with an example in which the law of constant proportion is established. (2)


?Some students may find it difficult to understand the both laws of chemical combination. Explain with

example both the laws.

?The activity 3.1 of IX NCERT may be preformed to make the Law of conservation of mass more easy.

?This can be extended by correlating the laws of chemical combination with Dalton's Atomic theory.

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36.

P H Y S I C S

C H A P T E R - 4

Motion


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MOTION

A continues change in the position of object is called motion.

The change in position of the object iscalled displacement.

Length of the path travelled byobject is called distance.

Displacement per unit time is calledvelocity.

If object covers equal interval oftime, it is called uniform motion.

In uniform motion object moves withconstant speed.

Total distance divided by total timeis called average speed.

Total displacement divided by the totaltime is called average velocity.

For the uniform motion distance timegraph is straight line and the slope of

the graph is the speed of object.

For non-uniform motion the distancetime graph is not straight line.

The slope of the velocity-time graph isacceleration and the area under the

graph is distance.

Distance per unit time is calledspeed.

The slope of the position time graph isthe velocity.

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CONCEPT MAP

MotionChapter- 4


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Chapter 4

Motion

LEARNING OBJECTIVES

Student must able to:-

Understand the difference between displacement and distance.

Understand the uniform and non-uniform motion.

Plot position-time graph and to determine the velocity, average velocity and average speed from this

graph.

Distinguish the average velocity and average speed.

Plot velocity time graph and to determine the acceleration, distance and displacement from this

graph.2 2 2

Find the relation v= u+at, s = ut+ at And v = u + 2as

Solve the problems based on graphs and equation of motion.

Interpret the data to plot the graph and to understand the graph given.

Assessment Technique Activity basedObjectives: To enable the learner to:-

Understand the displacement and distance.

Measuring the displacement and distance.

Differentiate the distance and displacement.

Relate the displacement in terms of distance.

Task Individual

Approximate Time 20 minutes

Procedure

Teacher may provide the situation by drawing the path followed by an object in motion. Students may be asked to measure the path and difference in initial and final position.

Students may be asked to write the distance and displacement for each situation in two columns.


One mark for each correct answer

Student Work sheet

1. An object moves from point A to C. Find the displacement and distance traveled by the object in the

following cases.

[Note- The scale can be choosen as 1cm= 10m]

B CA BC

A

5

A

B

C

(objects moves along a staright line) (objects moves from A to B then return to C)

(objects moves

vertically up

from A to B

then return

to C)

(objects moves from A to B

then to C)

(objects moves from

A to B through

(i) B (ii) through C

(A) (B)

(C) (D) (E)

38.

A

C

B

B

A

C


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Answer any five of the followings:

1. Is displacement equal to the distance?

2. Can displacement be equal to the distance?

3. In what type of motion displacement is equal to the distance?

4. Can displacement be greater than the distance?

5. Can displacement be zero?

6. Can distance be zero for non-zero displacement?

7. In what type of motion distance is greater than displacement?

8. Can displacement be same for two objects, if distance travelled by them is unequal?


Physical significance of displacement and distance may be given taking examples from everyday life.

The concepts involves is that:

(a) Displacement can not be greater than distance.

(b) Displacement can be equal to distance. Displacement can be zero distance cannot may be explained through examples.

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Chapter 4

Motion

Assessment Technique Graph Based work sheet

Objectives: To enable the student to

Read the position-time graph correctly.

Interpret the given graph for motion of a body and comparing it with the motion of another

body.

Solve simple problems based on graphical representation of motion.

Task Individual

Approximate Time 20 Minutes

Procedure

The teacher may draw and explain position-time graph for motion of a body for

(i) uniform motion (ii) non-uniform motion. Different examples and different graphs for these motions may be discussed in the class room.

Few related oral questions may be asked to ensure learning of graphical representation of motion.

Assessment Parameter

One mark for each correct answer

Student Work Sheet

Position-time graphs for two objects A and B are given below:

Do the objects start from rest?

Do the objects meet each other during their journey?

Do the objects have uniform motion?

Write the intervals of time for which motion of object A and object B respectively is uniform.

Write the ratio of distance covered by object A to object B from t= 0 to t= 20s.

Write the time for which object A is in motion and object B is not in motion.

5 10 15 20 25 30 35 40 45

A

B

4

8

20

24

16

12

Positionx (m)

0

t(S)

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Student Work sheet

Positions of three objects A, B and C with respect to time are given in the table below:

Plot the position-time graph for all the three objects A, B and C and distinguish the motion of the three.

For time interval t= 10s to t= 15s which of the object moves faster?

For time interval t= 20s to t= 25s which of the object moves faster? And which of the object moves

slower?

Specify the nature of the graph for the motion of different objects.

Prepare a similar table for velocity with respect to time.


General representation of motion is a comparatively higher level of learning skill in class IX. Students

response to the given worksheet may be analysed carefully and suitable additional inputs may be

provided to help the students who are not able to understand the same.

Physical significance of graphical representation of motion may be given taking examples from everyday

life.

0 5 10 15 20 25 30

0 2 4 6 8 10 12

0 0 0 6 12 12 12

0 4 8 12 16 20 24

TIMEt(s)

positionof A

x (m)1

positionof Bx (m)2

positionof Cx (m)3

A

B

C

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Assessment Technique Data based work sheet

Objectives: To enable the student:-

Read the given data correctly

Plot the given data graphically

Correlate the given data to motion in real life situation

Compute simple data based numerical

Compute simple graph based numerical

Task Individual


Procedure:

Write an arbitrary data on motion on blackboard and explain it to the students.

Ask them to read it carefully and conclude it to different kind of motion.

Help them to correlate the given data to motion in everyday life situation.


One mark for every correct answer

Student Work Sheet

Position-time for the motion of an object is given in the table below:

Plot a position-time graph for this motion.

Write three points of your observation based on this graph.

Plot a velocity-time graph for this motion.

Write two points of your observation based on this graph.

How will you decide whether the motion is straight line or not on the basis of position-time graph and

velocity time graph?


?Some students may not be able to distinguish between displacement time and distance time graphs.

They may be helped to understand this difference by taking suitable examples.

?The underlying concept may clarified by different examples from everyday life.

0 4 8 12 16 20

0 2 4 6 8 10

TIMEt(s)

positionof

x(m)

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Assessment Technique Graph based worksheet

Objectives: To help the students to:-

?Interpret the given graphical representation of motion a body.

?Distinguish between graphs corresponding to uniform motion and uniformly accelerated

motion.

?Read data from a given graph.

?Correctly identify graphs corresponding to, accelerated and retarded motion.

Task Individual

Approximate time 10 minutes


?Give examples and draw graphs for different kind of motion of a body.

?Explain the difference between graphs corresponding to uniform linear increase/decrease in velocity.

?Give examples from daily life situations corresponding to graphical representation of motion.

?Give examples to help students to convert a given data into graph and using a graph to read data.

Assessment Parameters One mark for every correct answer

Student worksheet

The velocity time graph for two objects A and B are given below:

?After what time of start A meet B?

?After what time of start B meet A?

?After what distance of start A meet B?

?After what distance of start B meet A?

?Do A and B have same velocity?

?Do A and B have ever have same velocity?

?Does the motion of A and B straight-line motion?

?For t= 15s to t= 2s which object move fast?

?For what time interval change in velocity of object A is more?

?

For what time interval change in velocity of object B is more?

10 15 20 25 30 35 40 45 50

t(s)

B

A

05

2

4

6

8

10

12

1416

18

20

-)v(ms

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Student work sheet

Velocity- time graph of an object is given below:

?Does the object always move with acceleration?

?Is the motion of the object a straight line motion without change in direction?

?Does the object cover equal distance and displacement for entire journey?

?For what intervals of time, the distance and displacement of the object are equal?

?Does the difference of distance and displacement for t= 50s to 70s and t= 60s to 80s equal?

Student worksheet

Velocity- time graphs for the objects A and B are given below:

?For what time interval object A has maximum acceleration?

?For what time interval object B has maximum acceleration?

?For what time interval A has minimum acceleration?

?For what time interval distance covered by object A and B equal?

?For what different instant of time object A and object B have equal velocity?

?What are the distances travelled by object A and object B?

0 5 10 15 20 25 30 35 40 45 50

2

4

6

8

10

12

14

16

18

20

-)v(ms

10 20 30 40 50 60 70 80 90 100t(S)

5

10

15

20

25

30

15

10

5

0

20

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AB

-1u(ms )


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Student worksheet

Velocity -time graphs for the objects A and B are given below:

?For what time interval object A, has maximum acceleration?

?For what time interval object B has maximum acceleration?

?For what time interval A has minimum acceleration?

?For what time interval distance covered by object A and B equal?

?For what different instant of time object B has equal velocity?

?What are the distances traveled by object A and object B?

Student work sheet

Plot velocity time graph for the following motion:

?For a freely falling object.

?For an object moving along a straight line with changing velocity at constant rate.

?For an object thrown vertically up to the certain height and returns back to the same point where from it

is thrown.

?For an object moving with constant velocity.

?Also plot position-time and distance -time graph for all the above cases.


?A few students may not be able to read the given graph correctly and may fail to co-relate the two

columns.

?They may be explained the nature of different graphs in small steps.

?The significance of a parallel to the time axis and on the time axis itself graph may be explained.

?Suitable simple examples/practice exercises may be given to draw corresponding to given data.

?The difference in the graphs, corresponding to a linear variation and non-linear variation (straight line

and curved graphs respectively) may be brought out.

5

10

15

20

25

30

10 20 30 40 50 60 700

35

-)v(ms

AB

t(s)

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Assessment Technique Numerical Based work sheet


?Convert units from one system to another correctly.

?Select and use correct formulae for desired computation.

?Make calculations using correct formulae.


Procedure:

?Help the students to convert units of a given physical quantity from one system to another by taking

appropriate examples.

?Help the students learn different formulae for desired calculations e.g.

2 v = u+at, s = ut + at , v = u +2as

total distanceu =avTotal time

?Provide practice for making calculations using correct formula and units.

Approximate time 5 minutes for each question


Correct formula 1 mark

Correct substitution 1 mark

Solving problem 2 marks

Correct answer with unit 1 mark

Students worksheet

1 The distance traveled by a student between two points is 1.4 times the displacement. If difference ofdistance and displacement is 0.4 m then find the distance and the nature of the path.

2 A bus covers half the distance of its journey in 2h and rest half the distance in 3h. If total distance

covered is 24km, find the average speed of the bus.

-13 A car covers half the distance of its journey with the speed of 20 kmh and rest of the distance with

-1the speed of 30 kmh . Find the average speed of car.

-1 -14 An object moves with the speed 20 kmh for 2h and then with the speed of 30 kmh for 3h. Find the

average speed of the object.

5 A student moves a distance AB and BC where AB = BC = 20km and takes time from A to B 2h and from

B to C 3hr. As shown in figure.

Find the average speed and average velocity.

-16 A driver of a bus moving with the speed of 50 kmh decides to stop the bus in 10 minutes. At what

distance before the stop point he should apply the break?

-1 -17 The velocity of an object changes from 4 ms to 12 ms while it covers a distance of 400m. Find the

acceleration of the object. How long will it take to cover next 400m?

8 A stone tied to a rope is whirled along a circular path of radius 14m. The time taken by stone from a

point and its path to another point, which is just diametrically opposite, is 6s. Find the speed of the

stone.

2 2

A BC

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9 The position-time graph of the motion of an object is given below. Find distance and displacement of

the object and the average velocity of the object.

-1 -110 The velocity of an object reduced from 16 ms to 8 ms and covers a distance of 40m. How long will it

take to come to rest? What more distance will to cover before come to rest?

Suggestive Remediation:

-1 -1?Some students may not be able to convert the units from kmh to ms . They may be helped to learn the

same.

?Others may not know that the units for average speed for forward and return journey have to be in the

same systems. This point may be emphasized upon and clarified.

?Still others may not realize to assume the distance P and Q to be an unknown quantity and may not be

able to start the solution. Sufficient explanation may be given for solving numerical based on such

situations.

10

20

30

40

50

60

70

90

80

Positionx(m)

t(S)

10 15 20 25 30 35 400 5

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Assessment Technique Multiple Choice Questions work sheet


?Understand fundamental concepts related to motion of a body.

?Solve simple numerical problems of motion.

?Understand graphical representation of motion.

?Relate / Connect classroom learning to everyday life situation.

Task Individual


Procedure: After having taught the chapter on motion, the teacher may summarise core concept with

detailed explanations to the students in the form of summary. The worksheet based on key concepts may be

given to students to assess their learning.

Assessment Parameters:- Two marks for every correct answer.

Student Worksheet

Multiple Choice Questions with one choice correct

1 If an object moves along a straight line without changing the direction of its motion, than its

(a) displacement > distance

(b) displacement < distance

(c) displacement = distance

(d) 2 displacement = distance

2 In a play a student moves 3 steps forward and two steps backward along a straight line. If total

number of steps moved by student is 50 then his

(a) displacement = distance covered

(b) displacement = 1/5 distance covered

(c) displacement = 3/2 distance covered

(d) displacement = 2/3 distance covered

3 In uniform circular motion

(a) distance is always greater than displacement.

(b) displacement cannot be zero.

(c) displacement is equal to distance covered.

(d) displacement can be greater than zero.

4 In uniform motion

(a) speed remains constant.

(b) velocity remains constant.

(c) acceleration remains constant.

(d) acceleration remains zero.

5 For a moving object

(a) average speed is always greater than average velocity.

(b) average speed is always equal average velocity.

(c) average speed may greater than or equal average velocity.(d) average speed is less than average velocity.

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6 Match the equations of motion given in column B with the corresponding graph given in column A.

-1

7 A student goes to his friend's house with the speed of 30 kmh . He finds that the house of his friend-1

is closed. He come back immediately with speed of 40 kmh .

(a) His average speed > average velocity

(b) His average speed = average velocity

(c) His average speed < average velocity-1

(d) His average speed = 30+40 kmh

2

8 In the given velocity -time graph

(a) Average velocity = average speed

(b) Average velocity is zero.

(c) Average velocity is greater than average speed

(d) Average velocity is small than average speed

9 For an object moving in straight line

(a) Speed is the magnitude of velocity

(b) Average speed is the magnitude of average velocity

(c) Distance is equal to the displacement

(d) Distance is less than the displacement

10 For an accelerated motion always its

(a) Speed changes

(b) Magnitude of velocity changes(c) Velocity changes

(d) Neither its speed nor its velocity changes

49.

Distance

Time

(g)

Velocity

Time

(e)

Velocity

Time

(d)

Distance

Time

(b)

Distance

Time

(f)

Time

Velocity

(c)

(a)

Distance

Time

Column A Column B

(I) v = u + at

(iii) v = 0

(ii) v = D/t

(iv) v = at

2(v) s=ut-1/2at

2(vi) v =at

2(vii) s=ut+1/2at

Velocity

Time


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Assessment Technique Project work

Objects: To enable the students to:-

?Understand, identify and verify the concept learnt.

?Generate the data related to the variables.

?To present the data in such a way that the students can read the data and plot the graph.

?Conclude the data by computation and graphs.

Task Individual

Approximate time 1 hour

Assessment Parameter

Identification of motion 1 mark

Generating data 2 marks

Recording and Presenting data 2 marks

Drawing conclusion 2 marks

Mentioning some interesting fact 1 mark

Total 10 marks

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Student work sheet

1 Topic - Uniform Motion

Procedure:

1 Take a time clock in round shape and measure the radius of its dial.

2 Generate the data for distance traveled by a tip clock hand and time taken.

3 Record and Present the data in tabular form.

4 Plot a distance time graph.

5 Conclude the motion of time hand in clock on the basis of data available and the graph plotted.

2. Topic - Uniformly accelerated motion

Procedure:

1 Take a time clock.

2 Generate the data for the time taken by an object to fall freely from the different heights.

3 Record and present the data in tabular form.4 Plot a height fall-time graph.

5 Conclude that acceleration of the object during its motion is constant.


Teacher may ask the students

?To identify the objects with (i) uniform motion (ii) uniformly accelerated motion.

?Generate data as per their convenience.

?Choose the appropriate scale to plot the graph.

?Draw conclusions as many as they can do.

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52.

P H Y S I C S

C H A P T E R - 5

Force and Law of Motion


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FORCE

An effort which can push, pull or twist the objects iscalled force.

It can change the inertia of the object.

Inertia depends on mass. For more mass inertia ismore for less mass inertia is less.

Force can change the momentum of the object.

Momentum is the product of mass and velocity.

The external force acting on the object is directly

proportional to the ratio change in momentum.pF=t

pF=t

If F=0, =0t

.. ... .t =/ 0 p=0

>P = Constant?

p

An object will remain in its state until and unlessit is acted upon by an external force.

When object starts moving from rest, its inertiachanges from inertia of rest to inertia of motion.

If internal force acting on an object is zero, itsmomentum remain conserved.

When force is applied to produce a relative motionbetween two surface in contact an oppositional

force to oppose the cause of motion is developedbetween the surfaces, it is called force of friction.

If two surfaces do not move with respect to eachother under an external force,the force of friction iscalled static force of friction which is equal to the

external force.

When there is a relative motion between twosurfaces, the force of friction is called kinetic force

of friction and it is always less than the externalforce.

Force of friction is a necessary evil.

When a moving object comes to rest its inertia ofmotion changes to inertia of rest.

When an object changes the direction of its motion,its inertia of direction changes.

B

It is required to change the state of the object calledinertia.

53.

CONCEPT MAP

Force and Law Of MotionChapter- 5


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LEARNING OBJECTIVES

Learner should be able to:-

?Understand that the mass objects have tendency to remain in their state called inertia.

?Identify the situation of consequences of change in inertia.

?Understand that external force is required to change the inertia i.e., First law of motion.

?

Establish the relation between mass, acceleration and force i.e., Second law of motion.?Apply the conservation law of momentum and its consequence on the force (Third law of motion).

?Solve the problems related to momentum, acceleration, mass and force.

?Understand the concepts of balanced and unbalanced force.

?Understand the force of friction its causes and consequences.

?Interpret the velocity time graph, momentum time graph to calculate the force acting on an object.

Graph cum Numerical based worksheet

Assessment Technique

Objectives: To enable the learner to:-?Read and interpret the graph correctly.

?Solve simple graph related numericals.

?

46 Continuous+and+Comprehensive+Evaluation+Science+TGT+Class IX

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