MATTER AROUND US - KVS

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INDEX

CHAPTER:1 : MATTER AROUND US CLASS:IX

S.NO. NAME OF THE ITEM 1 Diffusion

2 Heating curve3 The factors that affect density4 Plasma

5 Evaporation

6 Matter7 Characteristics of Particles of Matter8 Holi9 Evaporation

10 Solubility11 Periodic classification of elements12 Properties of matter

CHAPTER 1: MATTER AROUND US

Question1. DIFFUSION

Diffusion refers to the random, microscopic movement of particles of one substance into other substance.

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Use this information to answer the following questions-

1. Diffusion depends upon(a) Temperature(b) Pressure(c) Molecular size

(i) Only (a)(ii) Only(b) (iii) Both (a) and (b)(iv) (a), (b), (c)

Domain: Scientific literacy Theme: matter around usUnit: diffusion

Class :IXExpected time: 4 minTotal Credit: 02

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Description of item:Text

Learning Outcome: relates[As per NCERT]

Scientific LiteracyFRAMEWORK CHARACTERISTICSCompetency 1.Explaining phenomenon scientificallyKnowledge –system PhysicalContext LowCognitive demandItem Format Simple MCQProficiency Level 1a

Credit Pattern :Full credit : 2Partial credit :0Nil credit : 0

Description of answer key and credits :Full credit – (iv)Nil credit – any other answer / missing.

2. Does change in temperature affect diffusion? Explain.



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Learning Outcome: explainschange in temperature affect diffusion

Scientific LiteracyFRAMEWORK CHARACTERISTICSCompetency 1.Explaining phenomenon scientificallyKnowledge –system PhysicalContext GlobalCognitive demand LOWItem Format Open constructedProficiency level

1b

Credit Pattern :Full credit : 2Partial credit : 1Nil credit : 0

Description of answer key and credits :Full credit – Yes. On increasing temperature kinetic energy of particles increasesNil credit – any other answer / missing.

3. Which of the following statement is correct?

(i) Diffusion is fastest in gases and slowest in solids.

(ii) Diffusion doesn’t take place in solids

(iii) Diffusion takes place from lower concentration to higher concentration

Domain: Scientific literacy Theme: matter around us Class :IX

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(iv)Diffusion is fastest in liquids

Scientific LiteracyFRAMEWORK CHARACTERISTICSCompetency 3. UNDERSTANDING

Knowledge –system PhysicalContext GlobalCognitive demand LOWItem Format Simple MCQProficiency level 1b

Credit Pattern :Full credit : 2Partial credit :0Nil credit : 0

Description of answer key and credits :Full credit –(i)Nil credit – any other answer / missing.

4. Which gas will diffuse faster Helium or hydrogen?

Unit: diffusion Expected time: 3 minTotal Credit: 02


Learning Outcome: DIFFUSION PROCESS

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Learning Outcome: differentiate and relate[As per NCERT]

Scientific LiteracyFRAMEWORK CHARACTERISTICSCompetency UNDERSTANDINGKnowledge –system PhysicalContext GlobalCognitive demand LOWItem Format Open constructedProficiency level 1a


Description of answer key and credits :Full credit –HydrogenNil credit – any other answer / missing.

Question2.HEATING CURVE

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Different substances have different melting points and boiling points, but the shape of their heating curves are very similar. For example heating curve for iron is shown below-

Answer the following questions-

1. What does the portion BC and DE represent?

Domain: Scientific literacy Theme: matter around usUnit: heating curve


Description of item:

Graph

Learning Outcome: analyses

Scientific Literacy

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FRAMEWORK CHARACTERISTICSCompetency 1.UNDERSTANDINGKnowledge –system PhysicalContext GlobalCognitive demand MediumItem Format closed constructedProficiency level 1bCredit Pattern :

Full credit : 2Partial credit : 1Nil credit : 0

Description of answer key and credits :Full credit – BC represents conversion of solid into liquid and DE represents conversion of liquid into gas

Nil credit – any other answer / missing.

2. What are the melting point and boiling point of iron?


Class :IXExpected time: 1minTotal Credit: 02


Graph

Learning Outcome: analyses[As per NCERT]

Scientific LiteracyFRAMEWORK CHARACTERISTICSCompetency 1.Explaining phenomenon scientificallyKnowledge –system PhysicalContext GlobalCognitive demand LOW

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Item Format closed constructedProficiency level 1b


Description of answer key and credits :Full credit – Melting point- 1500, boiling point- between 2500 and 3000Nil credit – any other answer / missing.

3. In portion BC, as the time increases temperature does not change, why?




GraphMapChart

Learning Out come :applying scientific concepts

Scientific Literacy

FRAMEWORK CHARACTERISTICSCompetency 3.Interpreting data and evidence scientificallyKnowledge –system PhysicalContext GlobalCognitive demand LOWItem Format closed constructed

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Proficiency level 1a


Description of answer key and credits :Full credit – Because when solid melts heat given is absorbed (as latent heat)Nil credit – any other answer / missing.

4. EF represents which phase of iron?(i) Liquid phase(ii) Solid phase(iii) Gaseous phase(iv) Solid and liquid phase together




Graph

Learning Outcome: analyses

Scientific LiteracyFRAMEWORK CHARACTERISTICSCompetency 3.Interpreting data and evidence scientificallyKnowledge –system PhysicalContext GlobalCognitive demand LOWItem Format Simple MCQ

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Proficiency level 1b


Description of answer key and credits :Full credit – (iii)Nil credit – any other answer / missing.

5. Melting points of different compounds are given below. According to the table,in which of the following compounds the force of attraction between the molecules is strongest?

(i)MgO(ii)Al2O3

(iii)MnO2

(iv)Co3O4

Domain: Scientific literacy Theme: matter around us Class :IX

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Unit:2. Heating curve Expected time: 4 minTotal Credit: 02


Chart

Learning Outcome: relatesLearning about force of attraction between the molecules

Scientific LiteracyFRAMEWORK CHARACTERISTICSCompetency 3.interpreting data and evidence scientificallyKnowledge –system PhysicalContext GlobalCognitive demand UnderstandingItem Format Simple MCQProficiency level 2


Description of answer key and credits :Full credit – (i)Nil credit – any other answer / missing.

Question3. THE FACTORS THAT AFFECT DENSITY

Density is the mass of any material per unit volume. Gases always have much lower density than the condensed phase. Density depends on temperature and pressure. For solids, it’s also affected by the way atoms and molecules stack together. A pure substance can take many forms, which don’t have the same properties. For example, carbon can take the form of

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graphite or diamond. Both are chemically identical, but they do not share an identical density value.

1. According to information provided above, on decreasing the temperature, the density of the same mass of the liquid increases. Explain what happens when the temperature of water is decreased?

Domain: Scientific literacy Theme: matter around usUnit: the factors that affect density



Learning Outcome: learning about temperature of liquid

Scientific LiteracyFRAMEWORK CHARACTERISTICSCompetency 1.Explaining phenomenon scientificallyKnowledge –system PhysicalContext GlobalCognitive demand LOWItem Format Open constructedProficiency level 2

Credit Pattern :Full credit : 2

Partial credit : 1Nil credit : 0

Description of answer key and credits :Full credit – : For water below a particular temperature density of water decreasesNil credit – any other answer / missing.

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2. Arrange the following in increasing order of their densities-smoke, honey, alcohol, wood, cotton, sea water, drinking water.



Description of item:Yes Text

ImageTableGraphMapChart

Learning Outcome: differentiates[As per NCERT]

Scientific LiteracyFRAMEWORK CHARACTERISTICSCompetency 1.Explaining phenomenon scientificallyKnowledge –system PhysicalContext GlobalCognitive demand LOWItem Format Open constructedProficiency level 1b



Description of answer key and credits :Full credit – : Smoke< alcohol< water< sea water< honey< cotton, woodNil credit – any other answer / missing.

3. According to the given diagram-

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(a) Volume of warm air = volume of cold air(b) Mass of warm air < mass of cold air(c) Weight of warm air= weight of cold air(d) Density of warm air< density of cold air

Which of the following is/are correct?

(i) (a) and (d)(ii) Only (a)(iii) (a), (b), (d)(iv) (a), (b), (c), (d)



Description of item:Yes TextYes Image

TableGraph

Learning Outcome: analysis

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MapChart

Scientific LiteracyFRAMEWORK CHARACTERISTICSCompetency 2.evaluating and designing scientific enquiryKnowledge –system PhysicalContext GlobalCognitive demand LOWItem Format Complex MCQProficiency level 1a



Description of answer key and credits :Full credit – : (iii)Nil credit – any other answer / missing.

4. If a tank of volume 100 m3 is completely filled with water, what is the mass of water in it? ( density of water= 1000 kg/m3)




Learning Outcome: calculates

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Scientific LiteracyFRAMEWORK CHARACTERISTICSCompetency 2.Evaluating and designing scientific enquiryKnowledge –system PhysicalContext GlobalCognitive demand MediumItem Format Open constructedProficiency level 3



Description of answer key and credits :Full credit – : 100000 kgNil credit – any other answer / missing.

5. Why oil floats on the surface of water?




Learning Outcome: differentiates

Scientific LiteracyFRAMEWORK CHARACTERISTICSCompetency 1.Explaining phenomenon scientificallyKnowledge –system Physical

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Context GlobalCognitive demand LOWItem Format Open constructedProficiency level 1b


Description of answer key and credits :Full credit – :Because density of oil is less than that of water.Nil credit – any other answer / missing.

Question 4.PLASMA

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Plasma is when the electrons are freed from their host atoms for a short time, due to high temperature. The state consists of super energetic and super excited particles. These particles are in the form of ionized gases but it is distinct from the gas because it possesses unique properties. Free electrical charges cause the plasma to be electrically conductive. The plasma may be formed by heating and ionizing a gas.Fire is plasma. Lightning is also plasma. When column of electrons flow from sky to ground, the air that it passes through lights up with energy.

Use the information given above to answer the following questions-1. Plasma has-

(i) Definite volume, definite density, definite shape(ii) Neither definite volume, nor definite shape, but definite density(iii) Indefinite volume, indefinite shape, indefinite density(iv) Definite volume and shape but indefinite density

Domain: Scientific literacy Theme: matter around usUnit: plasma


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Scientific Literacy

FRAMEWORK CHARACTERISTICSCompetency 3.Interpretig data and evidence scientificallyKnowledge –system PhysicalContext GlobalCognitive demand LowItem Format Simple MCQProficiency level 1b



2. Which of the following is/ are consists of plasma?Neon bulb, fluorescent tube, sun, star, ice.




Learning Outcome: to know about volume shape and density.

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Scientific LiteracyFRAMEWORK CHARACTERISTICSCompetency 3.Interpreting data and evidence scientificallyKnowledge –system PhysicalContext GlobalCognitive demand lowItem Format Open constructedProficiency level 1a


Description of answer key and credits :Full credit – : neon bulb, fluorescent bulb, sun, starNil credit – any other answer / missing.

3. Plasma is-(i) Interface between liquid and gas(ii) A type of liquid(iii) Gas(iv) Fourth state of matter



Description of item: Learning Outcome: applies learning[As per NCERT]

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Text

Scientific Literacy

FRAMEWORK CHARACTERISTICSCompetency 1.Explaining phenomenon scientificallyKnowledge –system PhysicalContext GlobalCognitive demand lowItem Format Simple MCQProficiency level 1b


Description of answer key and credits :Full credit – : (iv)Nil credit – any other answer / missing.

4. Arrange “solid, liquid, gas, plasma” in increasing order of their (i)energy (ii) relative distance between the atoms.

Template for preparation of Practice Items for Scientific LiteracyDomain: Scientific literacy Theme: matter around us

Unit: plasmaClass :IXExpected time: 3 minTotal Credit: 02

Description of item: Learning Outcome: applies learning[As per NCERT]

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Text

Scientific Literacy

FRAMEWORK CHARACTERISTICSCompetency 1.Explaining phenomenon scientificallyKnowledge –system PhysicalContext GlobalCognitive demand lowItem Format Open constructedProficiency level 1b


Description of answer key and credits :.(i) Full credit: solid< liquid< gas< plasma No credit:any other response (ii) Full credit: solid< liquid< gas< plasma No credit:any other response

Question 5.EVAPORATIONHritik has to go to school tomorrow. But he remembered that his school uniform got wet because of rain while coming from school today. He hung his uniform on a wire on terrace. But he hung his uniform without spreading it properly. His mother told him to spread his uniform otherwiseit will take more time to get dry. Hritik wondered why it is so. He asked his science teacher the reason. His science teacher explained this is because of evaporation.Answer the following questions using above information

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1. Why on spreading clothes get dry in lesser time?





Learning Outcome: relates

Scientific LiteracyFRAMEWORK CHARACTERISTICSCompetency 1.Explaining phenomenon scientificallyKnowledge –system PhysicalContext GlobalCognitive demand LowItem Format Open constructedProficiency level 1b


Description of answer key and credits :Full credit – Because on increasing surface area evaporation takes place fasterNil credit – any other answer / missing.

2. In which case clothes get dry sooner?(i) If wind speed is large(ii) If humidity is increased

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(iii) If weather is cold(iv) If clothes are hung in a closed room





Learning Outcome :applies scientific concepts.

Scientific LiteracyFRAMEWORK CHARACTERISTICSCompetency 3.Interpreting data and evidence scientificallyKnowledge –system PhysicalContext GlobalCognitive demand LowItem Format Simple MCQProficiency level 1a


Description of answer key and credits :Full credit – : (ii)Nil credit – any other answer / missing.

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3. Which of the following is example of evaporation(A) Ironing of wet clothes(B) Melting of ice cubes(C) Drying of wet hair(D) Sprinkling of water on roof in hot sunny day

Choose correct answer-(i) Only (A)(ii) Only (D)(iii) All of the above(iv) (B) and (C)




Learning Outcome:applies scientific concepts.

Scientific LiteracyFRAMEWORK CHARACTERISTICSCompetency 2.Evaluating and designing scientific enquiryKnowledge –system PhysicalContext GlobalCognitive demand LowItem Format Complex MCQProficiency level 1a


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4. Why in summers water is used to sprinkle on roof instead of any other liquid?




Learning Outcome: applies scientific concepts.

Scientific LiteracyFRAMEWORK CHARACTERISTICSCompetency 1.Explaining phenomenon scientificallyKnowledge –system PhysicalContext GlobalCognitive demand lowItem Format Open constructedProficiency level 1a


Description of answer key and credits :

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1. Full credit – Because water has large value of latent heat of vaporisation which helps to cool the hot surface.Nil credit – any other answer / missing.

Name of teacher/Item writer: Akanksha JainDesignation: PGT (Physics)Email: [email protected]

Name of vidyalaya: KVNER, BareillyName of region: Lucknow

MATTER IN OUR SURROUNDINGS

6. MATTER

Matter is defined as that which has mass and occupies space. This definition seems simple enough, yet there are profound issues which surround it. For example, there is currently no generally accepted scientific theory for why mass exists. It can be defined: mass characterizes an object's resistance to a change in its motion.But why it exists cannot yet be demonstrated. Mass just is, it just exists.As we look into it more, definitions start to become circular, as in the definition of space:space is that which is occupied by matter.So, any definition of space exists only if there is matter. Take the matter away and space ceases to exist.

All matter is particulate in nature. This basically means that between separate bits of matter there are spaces which contain no matter. In science it is called the "atomic nature of matter." It is generally agreed that the Greek philosopher Leucippus and his student Democritus were the first to propose this idea, about 440 B.C. This "atomic theory" was opposed by Aristotle 100 years later, who taught that all space is filled with matter, that there are no empty spaces. Aristotle's ideas were accepted as correct by almost all educated people, until the early 1800's, when atomic ideas began to be more generally accepted as correct. Today, we know that there are many different particles which make up matter. Some are long-lasting, such as the proton, while others are very, very short-lived, such as the top quark. The primary "particle" in chemistry is the atom. However, you probably know that there is a substructure to an atom; that it is made of protons, neutrons and electrons. You may also know that protons and

mailto:[email protected]

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neutrons are each made of three quarks. There are many other particles beyond the proton and neutron, some containing two quarks and some containing three.

There are two other categories of particles which appear to NOT be made of quarks: electrons and neutrinos. As far as science is currently able to tell, there are three types of particles with no substructure that we can detect: quarks, electrons and neutrinos. It may be that someday we will learn the electron, for example, is made of still smaller pieces like an atom is made of protons, neutrons and electrons. That would be pretty cool!

Q1. How is space related to matter? (1

Ans1. Space is that which is occupied by matter.

Domain: Scientific literacy Theme: MATTER IN OUR SURROUNDING Class : IXExpected time: 2 mins.Total Credit: 02


Learning Outcome: [As per NCERT] Relates processes and phenomenon with cause/effect.

Scientific LiteracyFRAMEWORK CHARACTERISTICSCompetency Competency 1: Explaining phenomena

scientificallyKnowledge –system Physical SystemContext GlobalCognitive demand LOWItem Format Open constructedProficiency Level 2

Description of answer key and credits :Ans. Space is that which is occupied by matter.Full credit – 02Partial credit : NilNil credit – 00

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Q2. How Aristotle theory opposed modern theory of atoms? (2)

A2. According to Aristotle all space is filled with matter whereas according to modern theory atoms have space between them where nothing exists.

Domain: Scientific literacy Theme: MATTER IN OUR SURROUNDING

Class : IXExpected time: 2 mins.Total Credit: 02


Learning Outcome: [As per NCERT] Differentiates objects based on properties and characteristics.


scientificallyKnowledge –system Physical SystemContext GlobalCognitive demand L0WItem Format Closed constructedProficiency Level 2

Description of answer key and credits :Ans. According to Aristotle all space is filled with matter whereas according to modern theory atoms have space between them where nothing exists.Full credit – 02Partial credit : 01Nil credit – 00Q3. What is primary particle of matter? (1)

A3. Atom

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Learning Outcome: [As per NCERT] Classifies materials/objects based on properties and characteristics.


scientificallyKnowledge –system Physical SystemContext Global

LowItem Format Open constructedProficiency Level 2Description of answer key and credits :Ans- Atom.Full credit – 02Partial credit : NilNil credit – 00

Q4. What are substructures of atoms? Name the particles used for making them? (2)

A4. Electron proton and neutron. Quarks



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Scientific LiteracyFRAMEWORK CHARACTERISTICSCompetency Competency 2: Evaluating and designing

scientific enquiryKnowledge –system Physical SystemContext GlobalCognitive demand L0WItem Format Closed constructedProficiency Level 2Description of answer key and credits :Ans-Electron proton and neutron. Quarks.Full credit – 02Partial credit : 01Nil credit – 00

Q5,Give any two particles which have no substructure.

A5. Quarks, electrons and neutrinos(any two).

Q5Domain: Scientific literacy Theme: MATTER IN OUR

SURROUNDINGClass : IXExpected time: 1 mins.Total Credit: 02



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scientificallyKnowledge –system Physical SystemContext GlobalCognitive demand L0WItem Format Closed constructedProficiency Level 2Description of answer key and credits :Ans- Quarks, electrons and neutrinos(any two).Full credit – 02Partial credit : 01Nil credit – 007. Characteristics of Particles of Matter

Every substance is made up of particles. These particles exhibit some characteristics. They can influence the state and properties of a substance. The three characteristics shown by particles of matter are as follows.

Particles Have Space Between ThemThere are small voids between every particle in a matter. This characteristic is the concept behind the solubility of a substance in other substances. Take a glass of water. Put a teaspoon of salt/sugar and mix them properly. You will observe that the volume of water has not changed. This is because the particles of salt/sugar get into the inter-particle spaces between the water particles. This proves that there are voids between particles of a substance. If you add more salt/sugar, it will dissolve until all the space between water particles get filled. When all the voids are filled solution is said to be saturated and now further dissolving is not possible.

Particles Are Constantly in Motion Particles of the matter show continuous random movements. The spreading of ink in a beaker of glass, the smell that comes from agarbattis, etc. are few illustrations that show the movement of particles of a substance. When the particles of two different types of matters intermix on their own, the phenomenon is called diffusion.Diffusion of particles becomes fast when the temperature is increased. A rise in temperature increases the kinetic energy of the particles, making them move more vigorously.

Particles Attract Each OtherTake an iron rod, a stick of chalk, and a pen. Try to break each one of these. Which one of these is easy to break? The iron rod is stronger than the other two items. What makes an item stronger? Yes, it’s the particles in them which are held by the inter-particle force of

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attraction.In every substance, there is an inter-particle force of attraction acting between its particles. To break something we need to overcome this force. The strength of the force differs from one substance to another.The inter-particle force of attraction and the kinetic energy of the particles primarily determine the physical state of any matter.

Q1. What is the role of voids in solubility? How can you explain unchanged volume of solvent when solute is dissolved in it on the basis of voids? (2)

A1. Dissolved substance fits into the voids of the solvent. This makes initial and final volume of solvent to remain unchanged.




Learning Outcome: [As per NCERT] Applies scientific concepts in daily life.


scientificallyKnowledge -system Physical SystemContext GlobalCognitive demand L0WItem Format Constructed

OPENProficiency Level 2Description of answer key and credits :Ans. Dissolved substance fits into the voids of the solvent. This makes initial and final volume of solvent to remain unchanged.Full credit – 02Partial credit : 01

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No credit – 00

Q2. What happens to the voids when the solution is saturated.

A2. All the voids are filled with solute and no vacant voids are left.




Learning Outcome: [As per NCERT] Relates processes and phenomena with causes/ effects.


scientificallyKnowledge -system Physical SystemContext GlobalCognitive demand L0WItem Format Open Constructed.Proficiency Level 2

Description of answer key and credits :Ans. All the voids are filled with solute and no vacant voids are left.Full credit – 02Partial credit : NILNo credit – 00

Q3. Write true or false

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i) Increase of temperature increases the number of voids in the solvent.

ii) Decrease of temperature increases rate of diffusion.

iii) Saturated solution becomes unsaturated when temperature is lowered.

iv) Diffusion of ink in water shows that all water particles move in one direction.

A3. i) F; ii) F; iii) F; iv) F




Learning Outcome: [As per NCERT] Relates processes and phenomena with causes/ effects


scientificallyKnowledge -system Physical SystemContext GlobalCognitive demand L0WItem Format Closed constructedProficiency Level 2

Description of answer key and credits :Ans-i)False, ii)False, iii)False, iv) False.Full credit – 04Partial credit : 01,02,03 as per the case.Nil credit – 00

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Q4. Name the factors determining the physical state of any matter.

A4. The inter-particle force of attraction and the kinetic energy of the particles primarily determine the physical state of any matter.




Learning Outcome: [As per NCERT] Explains processes and phenomena


scientific enquiryKnowledge -system Physical SystemContext GlobalCognitive demand L0WItem Format Closed constructedProficiency Level 1Description of answer key and credits :Ans- The inter-particle force of attraction and the kinetic energy of the particles primarily determine the physical state of any matter.Full credit – 02Partial credit : 01Nil credit – 00

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8. HOLI

In the morning of Holi festival Ravi got up early. He was very much enthusiastic to play colours with his friends. He took a plastic bucket which was transparent and his water gun along with some packets of powdered water colour in the yard which is in front of his house. Each packet of colour contained 10 grams of colour. The size of bucket was 10 litres. He filled the bucket with plain water and was about to add dry packet colour when his mother shouted to not to start playing so early. In the fear of being scolded Ravi quickly dropped the colour from packet in the bucket filled with water and rushed back to his house and sat near the window from where he could keep an eye over his belongings.

While his watch over bucket and other belongings Ravi observed that the particles of powdered colour are getting dissolved in the water in the bucket on their own without being disturbed by anyone. Initially a coloured cloud like structure appeared in the bucket of water which grew up in size and finally the whole bucket of water was evenly coloured. Ravi was very much enthusiastic to observe that how come the powered colour got mixed in bucket of water so well without being stirred by anyone.

Q1. What is the density of water colour prepared by Ravi if he mixed only one packet in the bucket. Give your answer in g/cm3.

A1. Density = 1g/litre = 10-3g/cm3.



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Learning Outcome: [As per NCERT] Calculates using the data given

Scientific LiteracyFRAMEWORK CHARACTERISTICSCompetency Competency 3: Interpreting data and evidence

scientificallyKnowledge –system Physical SystemContext Local/National Cognitive demand L0WItem Format Open constructedProficiency Level 3

Description of answer key and credits :Ans. Density = 1001g/litre = 1.001g/cm3.Full credit – 02Partial credit : 01No credit – 00

Q2. What is name of the process observed by Ravi? How does this process depend on temperature?(2)

A. Diffusion. Rate of diffusion increases on increasing temperature.



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scientificallyKnowledge –system Physical SystemContext Local/NationalCognitive demand L0WItem Format Open ConstructedProficiency Level 2Description of answer key and credits :Ans. Diffusion. Rate of diffusion increases on increasing temperature.Full credit – 02Partial credit : NILNo credit – 00Q3. State true and false

i) Particles of liquid are always in random motion.

ii) Kinetic energy of liquid particles decreases on increasing temperature.

iii) Smell of incense stick gets distributed only in the bottom level of the closed room where it is lightened.

iv) Smell of perfume sprayed in one part of the room spreads quickly throughout the room in summer season as compared to winter.

A3. i)T; ii)F; iii)F; iv)T



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Learning Outcome: [As per NCERT] Relates processes and phenomena with causes/ effects


scientificallyKnowledge –system Physical SystemContext Local/NationalCognitive demand L0WItem Format Open constructedProficiency Level 2Description of answer key and credits :Ans-i)True, ii)False, ii) False, iv) TrueFull credit – 04Partial credit : 01,02,03 as per the case.No credit – 00

Q4. How many buckets of water are required to be mixed with the coloured bucket to make the solution colour less. What does the result signifies.

A4. Infinite. Particles of matter are extremely small in size.




Learning Outcome: [As per NCERT] Applies learning to hypothetical situations

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scientificallyKnowledge –system Physical SystemContext Local/NationalCognitive demand L0WItem Format Open ConstructedProficiency Level 2Description of answer key and credits :Ans- Infinite. Particles of matter are extremely small in size. Full credit – 02Partial credit : 01No credit – 00

9. Evaporation

Evaporation takes place all around us, always and everywhere. Science has been studying it more carefully for more than 120 years and so far we have all been convinced that we have a good understanding of this phenomenon. However, when we look into the details of the process of evaporation, we suddenly see how much we have missed.

Seemingly, we already know everything there is to know about evaporation. However, we've had another surprise: it turns out that small drops are stragglers and they evaporate more slowly than their larger counterparts, according to physicists from the Warsaw Institutes of the Polish Academy of Sciences.

When a gas molecule approaches a liquid surface at a distance of several to a dozen or so mean free paths, it virtually stops colliding with other molecules in its environment. At this point, a typical description of the phenomenon by means of thermodynamics is no longer sufficient. Near the surface of the liquid, energy transport takes place in a different manner, ballistic ally. The gas molecule simply takes its energy and hits the surface, sometimes several times.

If the drop is large, its surface from the point of view of the gas molecule will be practically flat. Therefore, when such a molecule bounces off the surface, it can collide with another nearby gas molecule and hit the surface again, depositing another portion of energy into it. The situation changes when the drop decreases in size and its surface becomes more

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and more curved. The particle then bounces off the surface generally once, after which it flies off into space. The transfer of energy to the interior of the liquid is thus less effective. As a result, the drops evaporate more slowly the smaller they are, and the process can be slowed down at least several times.

Q1. What do you mean by straggler. Who is termed as straggler in which group? Why is it so? (2)

A1. Someone in a group which becomes separated from the others in some manner.Small liquid drop is considered as straggler in a group of liquid drops. It is so because it evaporate more slowly as compared to their larger counterparts.




Learning Outcome: [As per NCERT] Relates processes and phenomenon with cause/effect.


scientificallyKnowledge -system Physical SystemContext GlobalCognitive demand L0WItem Format Open constructedProficiency Level 3Description of answer key and credits :

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Ans. Someone in a group which becomes separated from the others in some manner. Small liquid drop is considered as straggler in a group of liquid drops. It is so because it evaporate more slowly as compared to their larger counterparts.Full credit – 02Partial credit : 01No credit – 00

Q2. Write true of false

i) Evaporation takes place at a particular temperature.

ii) Surface exposure has no role in evaporation.

iii) Evaporation decreases on increasing humidity.

iv) Process of evaporation brings about cooling effect.

A. i)F; ii)F; iii)T; iv)T






scientificallyKnowledge -system Physical SystemContext Local/NationalCognitive demand L0WItem Format Open Constructed

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Proficiency Level 2Description of answer key and credits :Ans.i) False; ii)False; iii)True; iv)TrueFull credit – 04Partial credit : 01,02,03 as per the case.No credit – 00Q3. Which phenomenon can not merely be described by means of thermodynamics. What else is required to be considered?

A3. Evaporation. Ballistic collision of gas molecules with liquid molecules and energy transfer between them must be considered.




Learning Outcome: [As per NCERT] Relates processes and phenomena with cause/effect.


scientificallyKnowledge -system Physical SystemContext GlobalCognitive demand L0WItem Format Closed constructedProficiency Level 3Description of answer key and credits :Ans-Evaporation. Ballistic collision of gas molecules with liquid molecules and energy transfer between them must be considered. Full credit – 02Partial credit : 01No credit – 00

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Q4. What do you mean by distance of several to a dozen or so mean free paths?

A4. The distance under consideration is several times of the distance of mean free path or it is almost 12 times of the distance of mean free path.




Learning Outcome: [As per NCERT] Analyses


scientific enquiryKnowledge -system Physical SystemContext GlobalCognitive demand L0WItem Format Open ConstructedProficiency Level 2Description of answer key and credits :Ans-. The distance under consideration is several times of the distance of mean free path or it is almost 12 times of the distance of mean free path.Full credit – 02Partial credit : 01No credit – 00

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10. SOLUBILITY

Rekha and Harish were newly married. Rekha’s father is a government contractor and is very rich. Before marriage Rekha enjoyed all sort of lavishness, she never washed clothes never done any cooking and there were many things to which she was new. One day Harish asked her to make a lemonade for him. Although Rekha never went to kitchen yet she had an idea that to make a lemonade all she needed is a lemon, water sugar and ice and she knew that all these things are required to be mixed well.

Being new to the kitchen she added ice to the water first and then started dissolving sugar crystal to the cold water. Contrary to her thought she found it very difficult to dissolve sugar crystalsto cold water where as she had observed her mother to dissolve sugar crystals in water very easily. She was unable to find what the problem is.

Q1. Why Rekha was unable to dissolve sugar in water as easily as her mother? (2)

A1. She added ice to the water first which makes dissolving of sugar difficult.






scientificallyKnowledge –system Physical SystemContext Local/National Cognitive demand L0WItem Format Open constructedProficiency Level 2Description of answer key and credits :

48

Ans. She added ice to the water first which makes dissolving of sugar difficult.Full credit – 02Partial credit : NILNil credit – 00Q2. What had she done to make the process easy?

A2. She should have dissolved sugar in water first and later on added ice to it.






scientific enquiryKnowledge –system Physical SystemContext Local/National Cognitive demand L0WItem Format Open constructedProficiency Level 2Description of answer key and credits :Ans. She should have dissolved sugar in water first and later on added ice to it.Full credit – 02Partial credit : NILNil credit – 00

Q3. What is the effect of temperature on solubility?(2)

49

A3. Solubility increases on increasing temperature.




Learning Outcome: [As per NCERT] Classifies



Description of answer key and credits :Ans-Solubility increases on increasing temperature.Full credit – 02Partial credit : NILNil credit – 00Q4. What is saturated solution?

50

A4. If we go on adding solute to the solvent then after some stage solute stops dissolving in the

solvent. At this stage solution is said to be saturated.




Learning Outcome: [As per NCERT] Classifies objects on the basis of their properties.


scientificallyKnowledge –system Physical SystemContext Local/National Cognitive demand L0WItem Format Open constructedProficiency Level 3Description of answer key and credits :Ans- If we go on adding solute to the solvent then after some stage solute stops dissolving in the solvent. At this stage solution is said to be saturated. Full credit – 02Partial credit : NILNil credit – 00

Q5. How can a solution be made unsaturated by changing temperature?

51

A5. If temperature is increased saturated solution becomes unsaturated and allows mixing of

more solute to the solvent.




Learning Outcome: [As per NCERT] Analyses and interprets.



Description of answer key and credits :Ans- If temperature is increased saturated solution becomes unsaturated and allows mixing of more solute to the solvent.Full credit – 02Partial credit : 01Nil credit – 00

Name - Anurag Jayaswal

Email [email protected]


52

School - K.V. Raebareli

Mobile - 8543060560

11.PERIODIC CLASSIFICATION OF ELEMENTS

I.DOBEREINER’S TRIADSAccording to Dobereiner, all elements occurred in groups of three, when arranged in increasing order of atomic masses. He referred to these groups as triads. In a triad the elements had similar chemical properties. Triads of the Dobereiners classification:Triad1:Element Atomic massLithium (Li) 7Sodium (Na) 23Potassium (K) 39Triad2:Element Atomic massChlorine (Cl) 35.5Bromine (Br) 80Iodine (I) 127Triad3:Element Atomic massCalcium (Ca) 40Strontium (Sr) 88Barium (Ba) 137Dobereiner’s law of triads states that, the atomic mass of the middle element of a triad is the arithmetic mean of the atomic masses of the other two elements. Example:In the triad of lithium, sodium and potassium. The atomic mass of lithium is 7 and the atomic mass of potassium is 39. The average of masses of lithium and potassium gives atomic mass of sodium 23. Drawbacks:All the known elements could not be arranged in the form of triads.This law did not hold good for elements with very low or very high atomic mass. Example: The arithmetic mean of the atomic masses of fluorine 19 and bromine 80, which comes to 49.5, varies significantly from the atomic mass of chlorine, which is 35.5. Q1. What do you mean by triad?A1. Any group consisting of three elements or objects is known as triad. (2)Domain: Scientific literacy Theme: PERIODIC Class : IX

53

CLASSIFICATION OF ELEMENTS

Expected time: 2 mines.Total Credit: 02




scientificallyKnowledge –system Physical SystemContext GlobalCognitive demand LOWItem Format Open constructedProficiency Level 1Description of answer key and credits :Ans. Any group consisting of three elements or objects is known as triad. Full credit – 02Partial credit : NILNil credit – 00

Q2. If three consecutive elements of Dobereiner’s triad have atomic mass x,y,z then what is the relation between x,y and z? (2)A2. y=(x+z)/2 or 2y=x+z.Domain: Scientific literacy Theme: PERIODIC



54


Learning Outcome: [As per NCERT] Calculates using data given.


scientific enquiryKnowledge –system Physical SystemContext GlobalCognitive demand LOWItem Format Open constructedProficiency Level 2Description of answer key and credits :Ans. y=(x+z)/2 or 2y=x+z.Full credit – 02Partial credit : 01Nil credit – 00

Q3. Does every known element had its unique place in Dobereiner’s triad? (2)A3. No Dobereiner’s triad does not cover each and every element.Domain: Scientific literacy Theme: PERIODIC





Scientific Literacy

55

FRAMEWORK CHARACTERISTICSCompetency Competency 1: Explaining phenomena

scientificallyKnowledge –system Physical SystemContext GlobalCognitive demand LOWItem Format Open constructedProficiency Level 1Description of answer key and credits :Ans-No Dobereiner’s triad does not cover each and every element.Full credit – 02Partial credit : NILNil credit – 00

Q4. What is the basis of arranging elements inDobereiner’s triad? (2)A4. The elements in the triads exhibit same chemical property according to Dobereiner.Domain: Scientific literacy Theme: PERIODIC






scientificallyKnowledge –system Physical SystemContext Global

56

Cognitive demand LOWItem Format Closed

ConstructedProficiency Level 1Description of answer key and credits :Ans- The elements in the triads exhibit same chemical property according to Dobereiner.Full credit – 02Partial credit : NILNil credit – 00

Q5. Mention any two criteria for rejection of Dobereiner’s triad? A5. Criteria for rejectioni)All the known elements could not be arranged in the form of triads.ii) This law did not hold good for elements with very low or very high atomic mass.

Domain: Scientific literacy Theme: PERIODIC CLASSIFICATION OF ELEMENTS



Learning Outcome: [As per NCERT] Analyses and interprets.


scientificallyKnowledge -system Physical SystemContext GlobalCognitive demand LOWItem Format Closed

ConstructedProficiency Level 2Description of answer key and credits :

57

Ans- Criteria for rejectioni)All the known elements could not be arranged in the form of triads.ii) This law did not hold good for elements with very low or very high atomic mass. Full credit – 02Partial credit : 01Nil credit – 00 Newland’s Law of OctavesIn the year 1864, the British chemist John Newlands attempted to arrange the 56 elements known at that time. He arranged them in an ascending order based on their atomic masses and observed that every 8th element had similar properties. On the basis of this observation, Newland’s law of octaves was formulated.

The law of octaves states that every eighth element has similar properties when the elements are arranged in the increasing order of their atomic masses. An illustration detailing the elements holding similar properties as per Newland’s law of octaves is provided below.

Newlands compared the similarity between the elements to the octaves of music, where every eighth note is comparable to the first. This was the first attempt at assigning an atomic number to each element. However, this method of classifying elements was met with a lot of resistance in the scientific community.

Limitations of Newland’s Law of Octaves

The key shortcomings of Newland’s law of octaves are listed below.

Several elements were fit into the same slots in Newland’s periodic classification. For example, cobalt and nickel were placed in the same slot.

Elements with dissimilar properties were grouped together. For example, the halogens were grouped with some metals such as cobalt, nickel, and platinum.

Newland’s law of octaves held true only for elements up to calcium. Elements with greater atomic masses could not be accommodated into octaves.

The elements that were discovered later could not be fit into the octave pattern. Therefore, this method of classifying elements did not leave any room for the discovery of new elements.

https://byjus.com/chemistry/atomic-number-mass-number/

https://byjus.com/chemistry/atomic-number-mass-number/

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Q1. What are octaves? (2)

A1. Octaves are similar sounding notes in the music. Two consecutive octaves are separated by 7 notes.



Description of item:TextImage



scientificallyKnowledge –system Physical SystemContext GlobalCognitive demand LOWItem Format Open constructedProficiency Level 1Description of answer key and credits :Ans. Octaves are similar sounding notes in the music. Two consecutive octaves are separated by 7 notes.Full credit – 02Partial credit : 01Nil credit – 00Q2. Why Newland compared the elements to the octaves? (2)

A2. As in music octaves sound similar to each other, in the same manner when the elements are arranged in the increasing order of their atomic massesthen every eighth element has similar properties.

59






scientificallyKnowledge –system Physical SystemContext GlobalCognitive demand LOWItem Format Open constructedProficiency Level 2Description of answer key and credits :Ans. As in music octaves sound similar to each other, in the same manner when the elements are arranged in the increasing order of their atomic masses then every eighth element has similar properties.Full credit – 02Partial credit : 01Nil credit – 00

Q3. According to Newland’s law of octaves hydrogen is similar in properties to which two elements shown in the figure?

A3. Fluorine (F) and Chlorine (Cl).



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Learning Outcome: [As per NCERT] Analyses and interprets data/figure.


scientific enquiryKnowledge –system Physical SystemContext GlobalCognitive demand MediumItem Format Closed

ConstructedProficiency Level 2Description of answer key and credits :Ans. Fluorine (F) and Chlorine (Cl).Full credit – 02Partial credit : 01Nil credit – 00Q4. Will the elements discovered after Newland can fit into the octave pattern?

A4. No. Elements having mass number greater than calcium do not follow to Newland’s law of octaves.





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scientificallyKnowledge –system Physical SystemContext GlobalCognitive demand LOWItem Format OPEN

ConstructedProficiency Level 2Description of answer key and credits :Ans. No. Elements having mass number greater than calcium do not follow to Newland’s law of octaves. Full credit – 02Partial credit : 01Nil credit – 00

Q5. This law holds good up to which element?

A5. Calcium.






scientifically

62

Knowledge –system Physical SystemContext GlobalCognitive demand LOWItem Format Closed

ConstructedProficiency Level 1

Description of answer key and credits :Ans. Calcium. Full credit – 02Partial credit : NILNil credit – 00

III. Mendeleev's PeriodicTable

In 1869, just five years after John Newlands put forward his Law of Octaves, a Russian chemist called Dmitri Mendeleev published a periodic table. Mendeleev also arranged the elements known at the time in order of relative atomic mass, but he did some other things that made his table much more successful.

Mendeleev realized that the physical and chemical properties of elements were related to their atomic mass in a 'periodic' way, and arranged them so that groups of elements with similar properties fell into vertical columns in his table.

Sometimes this method of arranging elements meant there were gaps in his horizontal rows or 'periods'. But instead of seeing this as a problem, Mendeleev thought it simply meant that the elements which belonged in the gaps had not yet been discovered. He was also able to work out the atomic mass of the missing elements, and so predict their properties. And when they were discovered, Mendeleev turned out to be right. For example, he predicted the properties of an undiscovered element that should fit below aluminium in his table. When this element, called gallium, was discovered in 1875 its properties were found to be close to Mendeleev's predictions. Two other predicted elements were later discovered, lending further credit to Mendeleev's table.

https://corrosion-doctors.org/Periodic/Periodic-Newlands.htm

https://corrosion-doctors.org/Biographies/MendeleevBio.htm

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Modern day periodic tables are expanded beyond Mendeleev's initial 63 elements. Most of the current periodic tables include 108 or 109 elements. It is also important to notice how the modern periodic table is arranged. Although we have retained the format of rows and columns, which reflects a natural order, the rows of today's tables show elements in the order of Mendeleev's columns. In other words the elements of what we now call a 'period' were listed vertically by Mendeleev. Chemical 'groups' are now shown vertically in contrast to their horizontal format in Mendeleev's table. (reference)

Q1. Fill in the blanks (1x4=4)

i) According to Mendeleev periodic elements with same properties are arranged in …………. columns.

ii) …….. number of elements were later discovered which successfully fit in the gap of Mendeleev’s periodic table.

iii) Properties of ………… were already predicted by Mendeleev whereas it was discovered in 1875, almost four years after the construction of Mendeleev periodic table.

iv) In modern periodic table the rows and columns of Mendeleev periodic table have been ………...

A1. i)vertical; ii)three; iii)gallium; iv)interchanged






https://corrosion-doctors.org/Biographies/MendeleevBio.htm

http://www.genesismission.org/

64

scientificallyKnowledge –system Physical SystemContext GlobalCognitive demand LOWItem Format Close Gap – Supplying Missing DataProficiency Level 2Description of answer key and credits :Ans. i)vertical; ii)three; iii)gallium; iv)interchangedFull credit – 04Partial credit :01,02,03 as the case may be.Nil credit – 00

Q2. Give one basic difference between Mendeleev periodic table and modern periodic table. (2)

A2. In modern periodic table periodic elements are arranged horizontally whereas in Mendeleev periodic table they were arranged vertically.

or

In modern periodic table chemical groups are arranged vertically whereas in Mendeleev periodic table they were arranged horizontally.




Learning Outcome: [As per NCERT] Differentiates objects on the basis of their properties.

Scientific Literacy

65

FRAMEWORK CHARACTERISTICSCompetency Competency 1: Explaining phenomena

scientificallyKnowledge -system Physical SystemContext GlobalCognitive demand MediumItem Format Closed

ConstructedProficiency Level 3Description of answer key and credits :Ans. In modern periodic table periodic elements are arranged horizontally whereas in Mendeleev periodic table they were arranged vertically.Full credit – 02Partial credit : 01Nil credit – 00

Q3. How Mendeleev’s positive attitude is exhibited from above reference?

A3. Sometimes the method of arranging elements in Mendeleev periodic table left gaps in his horizontal rows or 'periods'. But instead of seeing this as a problem, Mendeleev thought it simply meant that the elements which belonged in the gaps had not yet been discovered. He was also able to work out the atomic mass of the missing elements, and so predict their properties. When they were discovered, Mendeleev turned out to be right.




Learning Outcome: [As per NCERT] Analyses and interprets data.


scientifically

66

Knowledge -system Physical SystemContext GlobalCognitive demand MediumItem Format Closed

ConstructedProficiency Level 2Description of answer key and credits :Ans. Sometimes the method of arranging elements in Mendeleev periodic table left gaps in his horizontal rows or 'periods'. But instead of seeing this as a problem, Mendeleev thought it simply meant that the elements which belonged in the gaps had not yet been discovered. He was also able to work out the atomic mass of the missing elements, and so predict their properties. When they were discovered, Mendeleev turned out to be right.Full credit – 02Partial credit : 01Nil credit – 00

Q4. How many more elements were further added to modern periodic table after Mendeleev?

A4. Modern day periodic tables are expanded beyond Mendeleev’s initial 63 elements. Most of the current periodic tables include 108 or 109 elements i.e. 45 to 46 elements were discovered lateron.






scientificallyKnowledge -system Physical System

67

Context GlobalCognitive demand MediumItem Format Closed

ConstructedProficiency Level 2Description of answer key and credits :Ans. Modern day periodic tables are expanded beyond Mendeleev’s initial 63 elements. Most of the current periodic tables include 108 or 109 elements i.e. 45 to 46 elements were discovered later on.Full credit – 02Partial credit : 01Nil credit – 00

Features of Modern Periodic Table

The elements of group 1, 2, 13, 14, 15, 16, and 17 are known as the main group elements or normal elements. The elements of groups 3, 4, 5, 6, 7, 8, 9, 11 and 12 are known as the transition elements. Group 18 is called noble gases or inert gases. Their outermost shell is completely filled. Due to this stable electronic configuration, they generally don’t react with the other elements.

When we talk about the periods of a modern periodic table, one should keep in mind that the number of shells present in an atom determines its period number. The elements of period one will have only one shell, elements of period two will have two shells and so on. The first period of the modern periodic table is the shortest period as it contains only two elements. The period number two and three consists of eight elements each and is known as short groups. Period four and five have eighteen elements and are known as the long group. In the modern periodic table, group number 3 of period six contains the lanthanide series which are the rare earth elements. We have radioactive elements (actinides) present in group 3 of period seven.

Q1. How many shells are there in an element belonging to fourth period. (2)

A1. 4 shells.



Description of item: Learning Outcome: [As per NCERT] Classifies objects on the basis of their properties.

https://byjus.com/chemistry/transition-elements/

https://byjus.com/chemistry/periodic-table/

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TextImage


scientificallyKnowledge –system Physical SystemContext GlobalCognitive demand LOWItem Format Closed

ConstructedProficiency Level 1Description of answer key and credits :Ans. 4 shells.Full credit – 02Partial credit : NILNil credit – 00

Q2. Elements which are unstable belong to which group and which period?

(2)

A2. Group III, Period VII.





69


scientificallyKnowledge –system Physical SystemContext GlobalCognitive demand LOWItem Format Closed

ConstructedProficiency Level 2Description of answer key and credits :Ans. Group III, Period VII.Full credit – 02Partial credit : 01Nil credit – 00Q3. Why Nobel gases are said so?

A3. Nobel gases are inert their outer most orbit is having 8 electrons and hence completely

filled due to which they do not react with any other element. Due to their non reactive nature

they are termed as nobel.





Scientific LiteracyFRAMEWORK CHARACTERISTICS

70

Competency Competency 2: Evaluating and designing scientific enquiry

Knowledge –system Physical SystemContext GlobalCognitive demand LOWItem Format Open constructedProficiency Level 2Description of answer key and credits :Ans. Nobel gases are inert their outer most orbit is having 8 electrons and hence completely filled due to which they do not react with any other element. Due to their non reactive nature they are termed as nobel.Full credit – 02Partial credit : 01Nil credit – 00Q4. Which is the shortest period in modern periodic table and how many elements are there in

it?(2)

A4. I period , 2 elements






scientificallyKnowledge –system Physical SystemContext GlobalCognitive demand ApplyingMedium

71

Item Format Closed Constructed

Proficiency Level 2Description of answer key and credits :Ans. I period , 2 elements.Full credit – 02Partial credit : 01Nil credit – 00

Q5. Which two periods are long groups and how many elements are there in the two groups

combined?(2)

A5. Group IV and Group V. In all they have 36 elements.






scientificallyKnowledge –system Physical SystemContext GlobalCognitive demand ApplyingLOWItem Format Closed


72

Description of answer key and credits :Ans. Group IV and Group V. In all they have 36 elements.Full credit – 02Partial credit : 01Nil credit – 00

V.Classification of Elements in Modern Periodic Table

There are eighteen vertical columns known as groups in the modern periodic table which are arranged from left to right and seven horizontal rows which are known as periods.

Group number Group name Property

Group 1 or IA Alkali metals They form strong alkalis with water

Group 2 or IIA Alkaline earth metals They also form alkalis but weaker than group 1 elements

Group 13 or IIIA Boron family Boron is the first member of this family

Group 14 or IVA Carbon family Carbon is the first member of this property

Group 15 or VA Nitrogen family This group has non-metals and metalloids

Group 16 or VIA Oxygen family They are also known as chalcogens

Group 17 or VIIA Halogen family The elements of this group form salts.

Group 18 Zero group They are noble gases and under normal conditions they are inert.

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Q1.What do we obtain when we react alkali metals with water?

A1. Strong alkali.






scientificallyKnowledge –system Physical System

74

Context GlobalCognitive demand LOWItem Format Closed

ConstructedProficiency Level 1Description of answer key and credits :Ans. Strong alkali.Full credit – 02Partial credit : NILNil credit – 00

Q2.What is the difference in the alkali obtained after reacting water with Group I and that with Group II.

A2. Stronger alkalis are obtained with Group I as compared to Group II.




Learning Outcome: [As per NCERT] Differentiates objects on the basis of their properties.



ConstructedProficiency Level 2Description of answer key and credits :

75

Ans. Stronger alkalis are obtained with Group I as compared to Group II.Full credit – 02Partial credit : NILNil credit – 00

Q3. What is the basis of arranging elements in modern periodic table?

A3. Atomic number.






scientificallyKnowledge –system Physical SystemContext GlobalCognitive demand LOWItem Format Closed constructedProficiency Level 2Description of answer key and credits :Ans Atomic number.Full credit – 02Partial credit : NILNil credit – 00

Q4. What is the atomic number of last element in Halogen Family?

A4. 117.

76






scientificallyKnowledge -system Physical SystemContext GlobalCognitive demand LOWItem Format Closed

constructed Proficiency Level 2Description of answer key and credits :Ans. 117.Full credit – 02Partial credit : NILNil credit – 00

Q5. Which is the only liquid metal existing at room temperature? In which group and period does it lie?

A5. Mercury. Group 12 and Period 6.



77






Description of answer key and credits :Ans. Mercury. Group 12 and Period 6.Full credit – 02Partial credit : 01Nil credit – 00

Name - Anurag Jayaswal

Email [email protected]

School - K.V. Raebareli

Mobile - 8543060560


78

SCIENTIFIC LITERACY

THEME :12.

UNIT 1 : DIFFUSION

Rohit was passing through a road on his car. He passed by a dumping ground which was about 200m from the road. The smell from dumping ground was intolerable for him. Even the perfume of the car could not help him. He discussed the reason for spreading the smell to the long distance with his teacher. He explained thoroughly about the reason for spreading the smell and then Rohit explained it to his grandfather with the help of a diagram

Question 1

What is the reason for spreading the smell to long distance?

(a) Evaporation(b) Diffusion(c) Sublimation(d) Transpiration

Template for preparation of Practice Items for Scientific LiteracyDomain: Scientificliteracy Theme: matter around us

Unit name: diffusionClass : IXExpected time: 5 mins.Total Credit: 02

79


Learning Outcome:[As per NCERT] ability to get and grasp the main idea.

analysis of given text.

Scientific LiteracyFRAMEWORK CHARACTERISTICSCompetency UnderstandingKnowledge –system Physical systemContext PersonalCognitive demand MediumItem Format Multiple choice questionProficiency Level 2

Credit Pattern :Full credit : 2Partial credit : 1No credit : 0

Description of answer key and credits :Full credit – b (diffusion )

No credit – any other answer / missing.

Question 2

How will you explain it with the help of given diagram?

80

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________





interpretation of diagram.

Scientific LiteracyFRAMEWORK CHARACTERISTICSCompetency UnderstandingKnowledge –system Physical systemContext PersonalCognitive demand MediumItem Format closed ended questionProficiency Level 2


Description of answer key and credits :Full credit – In the given diagram two types of molecules are shown. Orange is representing air molecules and red are molecules of smell coming from dumping ground. Initially the smell is near the garbage but with time the particles move and mix with the particles of air and the smell spreads in all around.

81


Question 3

Explain why the perfume of the car could not remove the smell of dumping ground?

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________





relation with given text.

Scientific LiteracyFRAMEWORK CHARACTERISTICSCompetency UnderstandingKnowledge –system Physical systemContext PersonalCognitive demand MediumItem Format open ended questionProficiency Level 2


82

Partial credit : 1No credit : 0

Description of answer key and credits :Full credit – the perfume of car could not remove the bad smell of dumping ground because number of molecules of bad smell is more than the particles of perfume. Also the air conditioning of car cools the air and stops the spreading of perfume particles.


Question 4

Which motion the particles perform during diffusion?

---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------





use of conventional knowledge

Scientific LiteracyFRAMEWORK CHARACTERISTICSCompetency UnderstandingKnowledge –system Physical systemContext PersonalCognitive demand Medium

83

Item Format closed ended questionProficiency Level 2


Description of answer key and credits :Full credit – brownian motion.


Name of the Teacher/Item Writer: MANISHA GUPTADesignation: PGT (PHYSICS )Email: [email protected] no.:

9452241952Name of the Vidyalaya: KV AMC, LUCKNOW

KVS Region: LUCKNOW REGION.


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Unit 2 : EVAPORATION

A diagram is given here to show the process of evaporation and boiling of water.

Question 1

Which of the following is correct?

(a) The temperature of boiling and evaporation is equal.(b) The temperature of boiling is smaller than the temperature of evaporation.(c) The temperature of boiling is higher than the temperature of evaporation.(d) The temperature of boiling and evaporation varies from substance to substance.


Unit name:EVAPORATIONClass : IXExpected time: 05 mins.Total Credit: 02

Description of item: Learning Outcome:[As per NCERT] ability to get and grasp the main idea.

85

Image Relates the phenomena with diagram

Scientific LiteracyFRAMEWORK CHARACTERISTICSCompetency UnderstandingKnowledge –system Physical systemContext GlobalCognitive demand MediumItem Format Multiple choice questionProficiency Level 2


Description of answer key and credits :Full credit – (c ) the temperature of boiling is higher than the evaporation.


Question 2

Explain the reason for the formation of the bubbles when vapour pressure is equal to atmospheric pressure.

---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------


Unit name:EVAPORATIONClass : IXExpected time: 05mines.Total Credit: 02

86

Description of item:Image


Understanding and analysis of given diagram.

Scientific LiteracyFRAMEWORK CHARACTERISTICSCompetency UnderstandingKnowledge –system Physical systemContext globalCognitive demand MediumItem Format open ended questionProficiency Level 3


Description of answer key and credits :Full credit – when vapour pressure is equal to atmospheric pressure then air dissolved in water heats up and moves upward in the form of bubbles.


Question 3

If you put some sprit on your palm, it vanishes in few seconds and your palm becomes cold.is it the phenomena of evaporation or vaporization? Explain.

--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

87

----------------------------------------------------------------------------------------------------------------------------------------------------------------


Unit name:EVAPORATIONClass : IXExpected time: 05 mins.Total Credit: 02

Description of item:Image


relation with given text.



Description of answer key and credits :Full credit – it is the phenomena of evaporation because it evaporates at low temperature by absorbing the heat of palm.


88

Question 4

Arrange in ascending order in terms of energy required.

Evaporation, vaporization, diffusion,


Unit name: EVAPORATIONClass : IXExpected time: 05 mins.Total Credit: 02

Description of item:Table


relation with given phenomena.

Scientific LiteracyFRAMEWORK CHARACTERISTICSCompetency UnderstandingKnowledge –system Physical systemContext GlobalCognitive demand MediumItem Format open ended questionProficiency Level 2



89

Full credit – diffusion, < evaporation, < vaporization


Name of the Teacher/Item Writer: MANISHA GUPTADesignation: PGT (PHYSICS )Email: [email protected]

Phone no.: 9452241952

Name of the Vidyalaya: KV AMC, LUCKNOW

KVS Region: LUCKNOW REGION.

UNIT 3 :CROSSWARD

ACROSS:

i. State of matter containing super excited particles of high energy order. (6)ii. Force between particles of matter. (14)iii. Heat during change in state. (6)iv. Phenomena of conversion of liquid into solid. (8)

DOWN

1. Phenomena of converting solid into liquid. (7)2. Surface phenomena resulting at lowering of temperature. (11)3. State of matter designed as incompressible. (5)4. The substance found in all the three states on earth. (5)

1

2

i 3

ii


90

4 iii

iv


Unit name:crosswordClass : IXExpected time: 20 mines.Total Credit: 08



Use of scientific conventions and phenomena

Scientific LiteracyFRAMEWORK CHARACTERISTICSCompetency Applying scientific knowledge to

presentsituationKnowledge -system Physical systemContext GlobalCognitive demand MediumItem Format closed ended questionProficiency Level 3



91

Full credit – ACROSSi. Plasmaii. Intermoleculariii. Latentiv. freezing

DOWN1. melting2. evaporation3. solid4. water



Phone no.: 9452241952

Name of the Vidyalaya: KV AMC, LUCKNOWKVS Region: LUCKNOW REGION.

UNIT 4 : SPECIAL CHARACTERISTICS OF WATER

Rita was helping her mother in doing household work. While opening the freezer of refrigerator she observed some water vapors were coming out of it. She was surprised to see that it was a cold steam. She served the cold drink with ice-cubes to the guests and thinking the special behavior of water.She had studied that normally solids are denser than liquid but here the solid state of water is floating on water. It means ice is lighter than water. She also remembered that once she was reading a book in which the life of animals living in Antarctica was given. The animals at Antarctica live in water at -40 degree Celsius. She observed different phenomena of water and all the three states of water at different temperature.

Question 1

The water vapor coming out of the freezer were of the temperature

(a) 0oC(b) 0 K(c) Room temperature(d) 100oC


92


Unit name:SPECIAL CHARACTERISTICS OF WATER


Description of item:text



Scientific LiteracyFRAMEWORK CHARACTERISTICSCompetency UnderstandingKnowledge –system Physical systemContext PersonalCognitive demand MediumItem Format Multiple choice questionProficiency Level 2


Description of answer key and credits :Full credit – (a) 0oC


Question 2

93

Normally the density of solid is greater than its liquid state, then why ice floats on water?

---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------






understanding and analysis of given text.

Scientific LiteracyFRAMEWORK CHARACTERISTICSCompetency UnderstandingKnowledge –system Physical systemContext GlobalCognitive demand Understanding and analyzing mediumItem Format open ended questionProficiency Level 3



94

Full credit – while freezing some air is trapped between the molecules of water due to which density of ice is reduced and it becomes lighter than water. Hence it floats on water.


Question 3

The temperature of ice is usually 0oC, and at poles of earth the temperature is about -20oC at north pole and -60oC at south pole. How can the animals survive at such low temperature?

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Explaination and interpretation of given text

Scientific LiteracyFRAMEWORK CHARACTERISTICSCompetency UnderstandingKnowledge –system Physical systemContext GlobalCognitive demand MediumItem Format open ended questionProficiency Level 3

Credit Pattern :

95

Full credit : 2Partial credit : 1No credit : 0

Description of answer key and credits :Full credit – the temperature of poles is very low but due to anomalous expansion of water the temperature of surface reduces but the temperature of deep water is always above zero. So the animals can survive.


Question 4

Ice is known as frozen water. Snow is also known as frozen water. What is the difference between two?

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differentiating the properties of matter

Scientific LiteracyFRAMEWORK CHARACTERISTICSCompetency UnderstandingKnowledge –system Physical system

96

Context globalCognitive demand RememberingmediumItem Format open ended questionProficiency Level 3


Description of answer key and credits :Full credit – ice and snow both are frozen water but snow is made in the form of crystals so it shines while ice is not crystalline.



Phone no.: 9452241952


UNIT 5 : FIVE STATES OF MATTER

Joy was watching a program on his LED television. He was watching a channel about the exploration of earth and solar system. In the programmed it was shown that sun is made up of hydrogen and helium gases. Due to nuclear fusion it release energy which is the cause of burning of Sun. due to extremely high energy the Sun is highly ionized.During the program he thought about the state of matter present in sun and other stars. He knew only about three states of matter soli, liquid and gas. But in stars and at the core of galaxy which matter is present? He also thought about the solar storms in which very long flair coming out of it. What is the state of such solar flares? He decided to know more about it, so he discussed it with his science teacher.Question 1

On discussing with his teacher Joy came to know that there are five states of matter. These are:


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1. ---------------------------------------------------------------------------------------------------------------------2. ---------------------------------------------------------------------------------------------------------------------3. ---------------------------------------------------------------------------------------------------------------------4. ---------------------------------------------------------------------------------------------------------------------5. ---------------------------------------------------------------------------------------------------------------------


Unit name:FIVE STATES OF MATTER





Scientific LiteracyFRAMEWORK CHARACTERISTICSCompetency UnderstandingKnowledge -system Physical systemContext GLOBALCognitive demand MediumItem Format closed ended questionProficiency Level 2



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Full credit – solidliquidgasplasmaBose-Einstein condensate


Question 2

How will you explain the fourth state of matter called plasma?

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Unit name:FIVE STATES OF MATTER




relation with given text and use of conventional knowledge

Scientific LiteracyFRAMEWORK CHARACTERISTICSCompetency UnderstandingKnowledge -system Physical systemContext Universe relatedCognitive demand MediumItem Format closed ended questionProficiency Level 2

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Description of answer key and credits :Full credit – The fourth state of matter is plasma which is highly ionized gas with high energy free electrons.


Question 3

Where can you find the fourth state of matter around you? Give three places.

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Unit name: FIVE STATES OF MATTER





Scientific LiteracyFRAMEWORK CHARACTERISTICSCompetency Applying scientific knowledge to present

situation

100

Knowledge -system Physical systemContext PersonalCognitive demand MediumItem Format open ended questionProficiency Level 2


Description of answer key and credits :Full credit – The fourth state of matter can be found in sun, LED television, and during lightening.


Question 4

You can not find the fifth state of matter called Bose- Einstein Condensate around you. Why?

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Unit name: FIVE STATES OF MATTER


Description of item:TEXT



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Description of answer key and credits :Full credit – The fifth state of matter which is known as Bose-Einstein condensate cannot be found around us because this can be created at extremely low temperature which is not possible around us.



Phone no.: 9452241952



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INDEX

CHAPTER: 2:IS MATTER AROUND US PURE CLASS:IX

S.NO. NAME OF THE ITEM 1 separation of mixtures2 Total Dissolved Solids3 Tyndall Effect4 Alloys in our life

5 Boiling point and melting point6 Is matter around us pure.7 Chromatography8 Colloids CHAPTER 2: IS MATTER AROUND US PURE

Domain: Scientific Literacy

Theme: 1.SEPARATION OF Mixtures

Class: IXExpected time:5minTotal Credit:6marks

Learning Outcome :- Student will be able to understand the difference between mixture and pure substances.Mixtures are constituted by more than onekind of pure form of matter, known as asubstance. A substance cannot be separatedinto other kinds of matter by any physicalprocess. We know that dissolved sodiumchloride can be separated from water by thephysical process of evaporation. However,sodium chloride is itself a substance andcannot be separated by physical process intoits chemical constituents. Similarly, sugar isa substance because it contains only one kindof pure matter and its composition is the samethroughout.Soft drink and soil are not singlesubstances. Whatever the source of asubstance may be, it will always have thesame characteristic properties.Therefore, we can say that a mixturecontains more than one substance.

QUESTION 1. How mixtures are different from pure substances………………………………………………………………………………………………………………………………Scientific Literacy:FRAMEWORK CHARACTERISTICSCompetency The ability to explain phenomena scientifically.Knowledge system Procedural knowledge,Context GlobalCognitive demand MediumItem format TextProficiency level 2

Description of answer Key and Credit:Question 1Full Credit:2 A substance cannot be separated into other kinds of matter by any

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physical Process but a mixture can be.Partial Credit 1 - Combination of substances.Nil Credit:0 Any other order

QUESTION2. What are the main components of soft drinks?(1)………………………………………………………………………………………………………………………………………Scientific Literacy:FRAMEWORK CHARACTERISTICSCompetency Interpreting data and evidence scientificallyKnowledge system Epistemic knowledge.Context GlobalCognitive demand MediumItem format TextProficiency level 3

Question 2Full Credit: 2 Carbon dioxide, sugar, colour, preservativeand water.Partial Credit: 1 two of the aboveNil Credit:0 Any other response

QUESTION 3. How can we separate sodium chloride from water?(1)a. Crystallizationb. Condensation c. Evaporationd. Filtration

i) Both a & bii) Both c & diii) Both a & civ) Both b &

d………………………………………………………………………………………………………………………………………

Scientific Literacy:FRAMEWORK CHARACTERISTICSCompetency The ability to explain phenomena scientifically.Knowledge system Procedural knowledge, epistemic knowledge.Context GlobalCognitive demand MediumItem format TextProficiency level 3Question 3Full Credit: 2 (iii) Crystallization /EvaporationPartial Credit:1 No Partial CreditNil Credit:0 Any other response

Name of the Teacher/Item writer: Kiran

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Designation: PGT ChemistryEmail: [email protected] No.:9419114213

NamDomain: Scientific Literacy Theme: 2.Total Dissolved Solids Class: IX

Expected time: 5 minutesTotal Credit:8

Description of ItemSelf Composed

Text

Indiatoday ImageNA TableNA GraphNA MapNA Poem

Learning Outcome:students can draw upon moderately complex content knowledge to identify or construct explanations of familiar phenomena.

Drinking water is the basic need of the living organisms and for humans clean drinking water these days has become an essentiality. Although the administration does a lot of efforts to provide clean and filtered drinking water but some times due to any seepage or lag at the level of water treatment plants, the water gets laiden with some undesirable solutes.andThe drinking water may be sometimes have eventhethat we get today is flushed with hazardous chemicals from different water treatment plants. The main contaminant present in water is TDS (Total dissolved solids) that are may beleft in water after normal filtration process. It is a measure of the dissolved combined content of all inorganic and organic substances present in a liquid in molecular, ionized form. The problem worsens when the sewage received by the treatment plant come from some industrial installations which may have some heavy elements considered to cause cancer and other abnormalities.Contaminants larger than 2 microns is termed as TDS. Moderate to high TDS not only poses health hazards, but also leads to unpleasant taste. These days water purifiers come with a RO facility &TDS controller to ensure water safety for consumption

1. Which of the following are not toxic ions even if present in water upto a limited quantity?

(a) Nitrate(b) Potassium (c) Cadmium (d) Arsenic

Scientific Literacy:FRAMEWORK CHARACTERISTICS

Competency Explain phenomena scientifically

https://en.wikipedia.org/wiki/Inorganic_compound

https://en.wikipedia.org/wiki/Organic_compound

https://en.wikipedia.org/wiki/Molecule

https://en.wikipedia.org/wiki/Ion

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Knowledge system Knowledge of scienceContext GlobalCognitive demand LOWItem format Simple MCQProficiency level 1BAns. Credit Pattern:Full Credit: 2Partial Credit: 0Nil Credit: 0

Description of answer Key and Credit:Full Credit: (b) PotassiumPartial Credit: NilNil Credit: Other responses and missing.

2. My father went to a shop to purchase an RO filter. The owner of the shop showed him different variants and told him that these days new filters have arrived which are based on use of TDS controllers. What may be the need to do so?(a) TDS need to be regulated to adjust amount of ions acceptable in human

body.(b) It is not needed. (c) TDS are not necessary for human body. (d) None of these.

Scientific Literacy:FRAMEWORK CHARACTERISTICSCompetency Explain phenomena scientificallyKnowledge system ProceduralContext GlobalCognitive demand MediumItem format MCQProficiency level 4

(e)Ans. Credit Pattern:Full Credit: 2Partial Credit: 0Nil Credit: 0

Description of answer Key and Credit:Full Credit: TDS need to be regulated to adjust amount of ions

acceptable in human body.Partial Credit:Nil Credit: Other responses and missing.

3. Which inorganic ion if present in excess causes dental diseases in childhood?

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Competency Evaluate and design scientific enquiryKnowledge system Knowledge of scienceContext GlobalCognitive demand MediumItem format Short answer type questionProficiency level 2

Ans. Credit Pattern:Full Credit: 2Partial Credit: 0Nil Credit: 0

Description of answer Key and Credit:Full Credit: Fluoride ionPartial Credit: NilNil Credit: Other responses and missing

4. Anil wants to know the principle behind RO filters working and asked his teacher to explain it. What would be the answer by the teacher?


Competency Evaluate and design scientific enquiryKnowledge system ProceduralContext GlobalCognitive demand MediumItem format Short answer type questionProficiency level 3Ans.Credit Pattern:Full Credit: 2Partial Credit: 1Nil Credit: 0

Description of answer Key and Credit:Full Credit: It works on principle of Reverse Osmosis.Impure water

is subjected to pressure and pressed against the semipermeable membrane.

Applied pressure > Osmotic pressure. This makes water molecules move from the higher concentrated to the less concentrated side- the reverse to osmosis.

Partial Credit: It works on the principle of Reverse OsmosisNil Credit: Other responses and missing.

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Name of the Teacher/Item writer:KiranDesignation: PGT ChemistryEmail:[email protected] No.:9419114213Name of the Vidyalaya:Kendriya Vidyalaya BantalabKVS Region: Jammu Regione of the Vidyalaya:KVS Region: Jammu Region


Theme: 3.Tyndall Effect Class: IXExpected time:3 minTotal Credit: 5 marks

Description of ItemSelf

ComposedText

Wikipedia ImageNil TableNA GraphNA MapNA Poem

Learning Outcome:- Students will be able to understand tyndall effect and explain it different situations in daily life.

A group of students took an old shoe box and covered it with a black paper from all sides. They fixed a source of light (a torch) at one end of the box by making a hole in it and made another hole on the other side to view the light. They placed a milk sample contained in a beaker/tumbler in the boxas shown in the given figure They were amazed to see that milk taken in the tumbler was illuminated. They tried the same activity by taking a salt solution but found that light simply passed through it.

Q2.1 Explain why the milk sample was illuminated. Name the phenomenon involved.(2)………………………………………………………………………………………………………………………………………………Scientific Literacy:FRAMEWORK CHARACTERISTICSCompetency The ability to explain phenomena scientifically, Knowledge system Procedural knowledge, epistemic knowledge.Context GlobalCognitive demand Medium

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Item format Text

Description of answer Key and Credit:Question 2.1Full Credit: Because of the small size of colloidal particles, we cannot

see them with naked eyes. But, these particles can easily scatter abeam of visible light This scattering of a beam of light is calledthe Tyndall effect

Partial Credit: -Scattering of light.-size of colloidal particles

Nil Credit: Any other response

Q2.2 Same results were not observed with a salt solution. Explain.(2)……………………………………………………………………………………………………………………………………………Scientific Literacy:FRAMEWORK CHARACTERISTICSCompetency Evaluate and design scientific enquiry.Knowledge system Procedural knowledge, epistemic knowledge.Context GlobalCognitive demand MediumItem format TextDescription of answer Key and Credit:Question 2.2Full Credit: Salt solution is a true solution and the size of particles is very

small and cannot scatter the lightr.Partial Credit: -It is not colloid

-Particles are very smallNil Credit: Any other response

Q2.3) Can you suggest two more solutions which would show the same effect as shown by the milk solution?(1)……………………………………………………………………………………………………………………………………………Scientific Literacy:FRAMEWORK CHARACTERISTICSCompetency The ability to explain phenomena scientificallyKnowledge system .Knowledge of scienceContext GlobalCognitive demand MediumItem format Short answer typeProficiency level 3Description of answer Key and Credit:Question 2.3Full Credit: Cheese, butter, air and mist.(Any colloidal)Partial Credit: No Partial CreditNil Credit: Any other response

Name of the Teacher/Item writer: Sanjeev Kumar Bhandari

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Designation: PGT ChemistryEmail: [email protected] No.: 9418076011Name of the Vidyalaya: Kendriya Vidyalaya HiranagarKVS Region: Jammu Region

Domain: Scientific Literacy Theme:4.ALLOYS IN OUR LIFE

Class: IXExpected time: 4 minutesTotal Credit:3

Description of Item Self Composed

Text

Thought.com ImageNCERT TableNA GraphNA MapNA Poem

Learning Outcome:able to draw on everyday content knowledge and basic procedural knowledge to identify an appropriate scientific explanation

Alloys are normally formed in order to improve the quality of the metal. Actually in an alloy the properties of compound are different from those of components. For example, iron which is regarded as the backbone of an industry is never used in pure form as it is brittle. If we add to it a small amount of carbon (0.1 to 1.5%) steel is formed which is an alloy. It is very hard and strong as compared to iron.

The list of alloys is very lengthy. A few popular alloys along with their composition and are given below:

S.NO. ALLOYS COMPOSITION1. BRASS COPPER + ZINC(UPTO 50%)2. BRONZE COPPER + TIN (UPTO 12%)3. GUN METAL COPPER (85-90%) + TIN (8-12%) + ZINC (1-3%)4. SOLDER LEAD(50%) + TIN (50%)5. BELL METAL COPPER (77%) + TIN(23%)

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QUESTIONS:QUESTION 1 An alloy which does not contain Tin is-(a) Brass (b) solder(c) Bronze (d) Bell metal

Scientific Literacy:FRAMEWORK CHARACTERISTICSCompetency scientific data to draw conclusionKnowledge system Knowledge of scienceContext GlobalCognitive demand LOWItem format Simple MCQProficiency level 1

Credit Pattern:Full Credit: 2Partial Credit: 10Nil Credit: 0

Description of answer Key and Credit:Full Credit: (a)BrassPartial Credit: NilNil Credit: other responses and missing.

QUESTION 2. In general metals are alloyed to increase hardness, increase tensile strength, increase resistance towards corrosion and lower melting point etc. Based upon this Solder is used for welding electrical wires because of:

(a) Hardness (b) High tensile strength(c) Lower melting point(d) Resistant toward corrosion

Scientific Literacy:FRAMEWORK CHARACTERISTICSCompetency Explain phenomena scientificallyKnowledge system Procedural-Knowledge about scienceContext GlobalCognitive demand MediumItem format Simple-MCQProficiency level 2


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Description of answer Key and Credit:Full Credit: (c) lower melting pointPartial Credit: NilNil Credit: Other responses and missing.

QUESTION 1.3: Pure Gold is known as 24 Caratgold which is very soft. If it is directly used in pure form for making jewellery, it will deform easily. For making jewellery, it is alloyed with copper or silver to make it hard and 22 Carat gold is formed. 22 Carat gold contains 91% of gold and 9% other metals.On the basis of above information, Circle Yes or No for each:

a 22 Carat gold is an alloy. Yes/ Nob Gold is a non-metal. Yes/No


Competency the information to draw scientific conclusionKnowledge system Knowledge of scienceContext GlobalCognitive demand MediumItem format OBJECTIVE TYPEProficiency level 2Credit Pattern:Full Credit: 2Partial Credit: 1Nil Credit: 0

Description of answer Key and Credit:Full Credit: (a) Yes ,(b) No in that order.Partial Credit: Any one correct answerNil Credit: Other responses and missing.

Name of the Teacher/Item writer KiranDesignation: PGT ChemistryEmail: [email protected] No.: 9419114213

Name of the Vidyalaya:Kendriya Vidyalaya BantalabKVS Region: Jammu Region

Domain: Scientific Literacy Theme:5. BOILING POINT AND MELTING POINT

Class: IXExpected time: 8 minutesTotal Credit:8

Description of ItemSelf Composed TextByju.com ImageNCERT Tablewww.freep.com Graph

Learning Outcome:Students Will be able to differentiate boiling and melting points

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NA MapNA Poem

IFIfa solid is to be converted into a liquid the spaces in between the particles have to be increased. Similarly if a liquid is to be converted into a gas the space between the particles have to be further increased. By changing inter-particle distances or inter-particle force of attraction one state of matter can be converted into another.

Ques 1- How inter-particle distance is related to force of attraction between the particles?

Scientific Literacy:

FRAMEWORK CHARACTERISTICSCompetency Explain phenomena scientificallyKnowledge system Procedural

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Context GlobalCognitive demand MediumItem format Short answer type questionProficiency level 2

Full Credit: 2Partial Credit: 1Nil Credit: 0

Description of answer Key and Credit:Full Credit: force of attraction between the particles of matter is

inversely proportional to the distance between the particles.If force of attraction is increased, then distance between particles will be reduced.

Partial Credit: Concept is little bit clear: like (attraction and distance are related) (attraction and distance are opposite to each other)

Nil Credit: missing and other responses

Ques 2 – What factors affect the inter conversion of states.


FRAMEWORK CHARACTERISTICSCompetency Explain phenomena scientificallyKnowledge system EpistemicContext GlobalCognitive demand MediumItem format MCQProficiency level 2


Description of answer Key and Credit:Full Credit:

a) Inter-particle force of attractionb) Inter-particle distancesc) Temperature of the systemd) Pressure on the system

Partial Credit: Any two of aboveNil Credit: missing and other responses

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Ques 3 – It is observed that pulses takes more time to cook in an open vessel but take less time in a pressure cooker. Give reason.


FRAMEWORK CHARACTERISTICSCompetency Explain phenomena scientificallyKnowledge system Physical Knowledge about scienceContext Global openCognitive demand MediumItem format MCQProficiency level 3


Description of answer Key and Credit:Full Credit:

Due to closed container, evaporated water can-not leave the system. Vapours increase pressure above the food. Increased temperature increases more vapours.

More vapours = more pressure

Vapours reach super high temperature & thus result in fast cooking.

Partial Credit: Any two points from the answerNil Credit: missing and other responses

Ques 4 –The force of attraction between the particles is directly proportional to the boiling point. See the table given below:

Name of the substance Boiling point in kelvin

Ether 308KAcetone 329KBenzene 353KAlcohol 351KWhich of the above liquids have the weakest force of attraction.


FRAMEWORK CHARACTERISTICSCompetency the scientific data to draw the conclusionKnowledge system Knowledge of science

115

Context GlobalCognitive demand MediumItem format Short answer type questionProficiency level 2


Description of answer Key and Credit:Full Credit: EtherPartial Credit: NilNil Credit: missing and other responses

Name of the Teacher/Item writer:KIranDesignation: PGT ChemistryEmail:[email protected] No.: 9419114213

Name of the Vidyalaya:Kendriya Vidyalaya BantalabKVS Region: Jammu RegionDomain: Scientific Literacy Theme: 6,Is matter

around us pure.Class: 9th

Expected time:15 minutesTotal Credit:12


ComposedText

Yes (NCERT)

Image

Nil TableNA GraphNA MapNA Poem

Learning Outcome: Students will be able to:Define matter and distinguish pure and impure matter

Anything that occupies some space, having mass, volume and can be felt by one or more out of five senses is called matter. The purest form of matter is called an element. An element is a substance which cannot be split up into two or more simpler substances by the usual chemical methods of applying heat, light or electric energy.

A pure substance consists of a single type of particles. All the elements and compounds are pure substances because they contain only one kind of

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particles. eg. Hydrogen, Carbon, Oxygen, Carbon-monoxide,Copper, Gold, Silver.

A pure substance has a fixed composition as well as a fixed boiling point and melting point. The presence of impurities generally increases the melting and boiling point of the pure substances

Q: 1.1 Which of the statement is true about pure substancesa. Homogeneous mixtures are pure as they have same composition throughout.b. 22 carat goldis pure in nature.c. Elements are not pure in nature.d. Gold and carbon dioxide both are pure in nature.Scientific Literacy:

FRAMEWORK CHARACTERISTICSCompetency Evaluate and design scientific enquiryExplain the

phenomenon scientificallyKnowledge system Knowledge of science-Physical Context GlobalCognitive demand LowItem format Simple Multiple choice question.Proficiency level 2


Q: 1.2 The boiling point of pure water is 100oC. What likely be the effect on the boiling point of water if 150 gm NaCl is added to one litre of water ?______________________________________________________________________________________________________________________________.Scientific Literacy:

FRAMEWORK CHARACTERISTICSCompetency Interpret data and evidencescientificallyEvaluate and design

scientific enquiryKnowledge system Knowledge of science-Physical Context GlobalCognitive demand MediumItem format Closed constructiveProficiency level 4


Q: 1.3 Carbonmonoxide gas can be separated into carbon and oxygen gas by ________________.

a. Chemical methods

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b. Applying heat,c. Sunlight or electric energyd. None of the above.Scientific Literacy:

FRAMEWORK CHARACTERISTICSCompetency Use scientific evidences to draw conclusionKnowledge system Procedural Context GlobalCognitive demand LowItem format Simple Multiple choice question.Proficiency level 2


Q: 1.4The melting point of 1 Kg carbon dioxide is –79°C. What will be the melting point of 500gmCarbondioxide?

Scientific Literacy:FRAMEWORK CHARACTERISTICS7Competency Interpret Data and Evidence ScientificallyKnowledge system Physical Context GlobalCognitive demand LowItem format Closed constructiveProficiency level 1


Q: 1.5 Why table salt resist free flow and becomes damp during rainy season moisture if exposed to damp air although sodium chloride does is not hygroscopic?Scientific Literacy:FRAMEWORK CHARACTERISTICS7Competency Evaluate and design scientific enquiryKnowledge system Earth Context GlobalCognitive demand HighItem format Closed constructiveProficiency level 5

Credit Pattern:Full Credit: 2Partial Credit: 1

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Nil Credit: 0

Q: 1.6 Universe is made up of matter justify this statement?

Scientific Literacy:FRAMEWORK CHARACTERISTICS7Competency Evaluate and design scientific enquiryKnowledge system Earth Context GlobalCognitive demand HighItem format Closed constructiveProficiency level 5


Description of answer Key and Credit:ANSWER 1.1:-Full Credit: (D)(d) Gold and carbon dioxide both are pure in nature.Partial Credit: Only if one factor is mentioned like Gold or CarbonmondioxideNil Credit: Other responses.(A), (B) and (C)

ANSWER 1.2:-Full Credit: Boiling point of water will increase.Partial Credit: 101oC or aboveNil Credit: Boiling point of water will remains constant or decreasies.

ANSWER 1.3:-Full Credit: (D) None of the above.Partial Credit: ------Nil Credit: Other responses.(A), (B) and (C)

ANSWER 1.4:-Full Credit: Same –79°C.Partial Credit: ------Nil Credit: Other responses or missing

ANSWER 1.5:-Full Credit: The presence of CaCl2 and MgCl2 impurities in table salt absorb

moisture if exposed to moist air and resist free flow.

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Partial Credit: Due to the presence of impurities.Nil Credit: Any other or missing.

ANSWER 1.6:-Full Credit: Space research have shown that all the star, planet and satellites

are very big in size and made up of solid particle and sometimes possess (gaseous) atmosphere. Even our earth planet contains soil, mineral rocks, water and atmosphere therefore according to the definition mentioned anything that occupies some space, having mass, volume and can be felt by one or more out of five senses is called matter.

Partial Credit: Universe is made up of solid liquid and gases.Nil Credit: Any other or missing.


Theme: 7Is matter around us pure.

Class: 9thExpected time:10 minutesTotal Credit:08

Description of Item :-

Self Composed Text

Yes ImageNil TableNA GraphNA MapNA Poem

Learning Outcome: Able to use basic or everyday content and procedural knowledge to recognize sublimation process.

All the mixtures are impure substances. A mixture does not have a fixed composition or a fixed melting point and boiling point. All the mixtures are impure substances. A mixture does not have a fixed composition or a fixed melting point and boiling point. Energy is usually neither given out nor absorbed in the preparation of a mixture. A mixture shows the properties of its constituents.A mixture can be separated into its constituents by the physical processes (Like filtration, evaporation etc.) sublimation, distillation, solvents, magnet, etc.)

Q: 2.1 Which of the statement is correct:-a. A mixture is easy to prepare in which heat is given

off during the preparation.b. Mixture can be formed easily by mixing the components but difficult to separate the

components by physical methodc. A mixture exhibit the properties of its constituents.

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d. A mixture is always homogeneous in nature.Scientific Literacy:

FRAMEWORK CHARACTERISTICSCompetency Interpret Data and Evidence ScientificallyExplain the

phenomenon scientificallyKnowledge system Knowledge of science-Physical Context GlobalCognitive demand LowItem format Simple MCQProficiency level 1

Q: 2.2 Which two substances can be separated by sublimation. a. Sand and saltb. Salt and camphorc. Sand and Ammonium chlorided. Camphor and Ammonium Chloride

Scientific Literacy:FRAMEWORK CHARACTERISTICSCompetency the scientific data to draw conclusionKnowledge system Knowledge of science-Physical Context GlobalCognitive demand LowItem format Open constructiveProficiency level 2

Q: 2.3 tThe miscible solution of alcohol and water can be separated using ___________ method.

a. Filtration b. Separating funnelc. Fractional Distillationd. Evaporation

Scientific Literacy:FRAMEWORK CHARACTERISTICSCompetency Explanation of phenomenonKnowledge system Procedural Context GlobalCognitive demand MediumItem format Simple MCQProficiency level 2

Q: 2.4 A 100 g sample obtained for investigation contains a heterogeneous mixture of table salt, sand particle and iron pieces. How will you separate these components?

Scientific Literacy:FRAMEWORK CHARACTERISTICSCompetency Explanation of phenomenonEvaluate and design a scientific

enquiry

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Knowledge system Procedural Context GlobalCognitive demand MediumItem format answer typeProficiency level 3


Description of answer Key and Credit:

ANSWER 2.1:-Full Credit: (C) A mixture exhibit the properties of its constituents.Partial Credit: --Nil Credit: Any other or missing.

ANSWER 2.2:-Full Credit: Camphour and NaCl.(d)Partial Credit: NH4Cl and sand or any other correct.Nil Credit: Wrong or missing.

ANSWER 2.3:-Full Credit: (C) Fractional DistillationPartial Credit: DistillationNil Credit: Any other or missing.

ANSWER 2.4:-Full Credit: Iron pieces can be attracted with the help of magnet. While

dissolving the remaining two components in water and applying filtration sand particles gets filtered in the filter paper. Finally we can recover table salt by evaporating the solution.

Partial Credit: Incomplete answer with correct procedure.Nil Credit: Wrong or missing.

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Domain: Scientific Literacy Theme: Is matter around us pure.

Class: 9thExpected time:10 minutesTotal Credit:6

Description of Item :-Self Composed TextYes ImageNil TableNA GraphNA MapNA Poem

Picture: Mc.Graw Hill –Ryerson Higher school chemistry 11V4

.

Students will be able to define solution, its types and be able to make a saturated solution

All the homogeneous mixtures are called solutions. A solution is made up of two parts i.e., a solute and a solvent. Usually the component which is present in larger amount is called solvent and the other is called solute. The solutions made by dissolving various solutes in water are called aqueous solutions. A concentrated or saturated solution contains more amount of solute than dilute solution.

Hot Packs and Cold Packs: Using the Energy of Physical Changes You just learned about the enthalpy changes that are associated with phase changes. Another type of physical change that involves a heat transfer is dissolution. When a solute dissolves in a solvent, the enthalpy change that occurs is called the enthalpy of solution, ΔH soln. Dissolution can be either endothermic or exothermic.

Manufacturers take advantage of endothermic dissolution to produce cold packs that athletes can use to treat injuries. One type of cold pack contains water and a salt, such as ammonium nitrate, in separate compartments. When you crush the pack, the membrane that divides the compartments breaks, and the salt dissolves. This dissolution process is endothermic. A cold pack, for instance, can bring the solution

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from room temperature down to 0°C. The usable time, however, is limited to around half an hour. Most hot packs use anhydrous CaCl2.

Q: 3.1To make saturated solution of salt and water, one should (a) Increase the amount of water(b) Increase both the amount of water and salt(c) Increase the temperature increase the amount of salt.(d) keeping the temperature constant

Scientific Literacy:FRAMEWORK CHARACTERISTICSCompetency Interpret data & evidence scientificallyKnowledge system Knowledge of science-Physical Context GlobalCognitive demand LowItem format SimpleMCQProficiency level 2

Q: 3.2ToThedissolution of ammonium chloride salt in water generally used in cold packs involves_______________ reaction with the the ____________________of energy.

(a) Exothermic ,release(b) Endothermic ,absorption(c) Exothermic, absorption.(d) Endothermic, release

Scientific Literacy:FRAMEWORK CHARACTERISTICSCompetency Interpret data & evidence scientificallyKnowledge system LivingContext GlobalCognitive demand MediumItem format MCQProficiency level 2

Q: 3.3 Name the solute and solvent present in soda based coldrinkcold drinkbottle ?

Scientific Literacy:FRAMEWORK CHARACTERISTICSCompetency Interpret data & evidence scientificallyDevise & Evaluate

scientific enquiryKnowledge system Knowledge of science-Physical systemContext GlobalCognitive demand MediumItem format Closed constructiveProficiency level 2

Credit Pattern:Full Credit: 2Partial Credit: 1

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Nil Credit: 0

Description of answer Key and Credit:ANSWER 3.1:-

Full Credit: (C) Increase the temperature increase the amount of salt.Partial Credit: ---Nil Credit: Any other or missing.

ANSWER 3.2:-Full Credit: (B) Endothermic ,absorptionPartial Credit: ---Nil Credit: Any other or missing.

ANSWER 3.3:-Full Credit: SOLUTE :- CO2 gas, sweetner,and permitted colour etc.

SOLVENT :- WaterPartial Credit: CO2 and WaterNil Credit: Any other or missing.

Domain: Scientific Literacy Theme: Is matter around us pure.

Class: 9thExpected time:15 MINUTESTotal Credit: 10

Description of Item :-Self Composed TextYes ImageNil TableNA GraphNA MapNA Poem

Source: NCERT &Mc.Graw Hill –Ryerson book to understand idea of the objective.Picture: Mc.Graw Hill –Ryerson Higher school chemistry 11V4

Learning Outcome: Able to use basic or everyday content and procedural knowledge to recognize the concept of solubility.

The maximum amount of a solute which can be dissolved in 1 litre of a solution at a specified temperature is known as the solubility of that solute in that solvent.

Like dissolves like is the basic law of solubility.Generally the solubility of solid in liquid increases with temperature and unaffected by pressure

At 20°C, the solubility of table salt in water is 36 g/100 mL.A)20 g of NaCl dissolve to form an unsaturated solution.

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B)36 g of NaCl dissolve to form a saturated solution.C)If40 g of NaCl are added to 100 mL of waterthen 36 g dissolve to form a saturated solution and 4 g of undissolved solute are left. When the above solution is heated it again becomes unsaturated and more salt can be added till stage of supersaturation is achieved.

The graph below shows the solubility of various substances plotted against the temperature of the solution.

Q: 4.1Which substance is least soluble at room temperature? Which substance is most soluble at room temperature?

Scientific Literacy:FRAMEWORK CHARACTERISTICSCompetency Interpret data & evidence scientificallyKnowledge system PhysicalContext GlobalCognitive demand HigherItem format Closed constructiveProficiency level 3

Q: 4.2Which substance decreases in solubility as the temperature increases?

Scientific Literacy:FRAMEWORK CHARACTERISTICSCompetency Interpret data & evidence scientificallyKnowledge system PhysicalContext GlobalCognitive demand MediumItem format Closed constructiveProficiency level 3

Q:4.At what temperature is the solubility of potassium chlorate equal to 40 g/100 g of water?Scientific Literacy:

FRAMEWORK CHARACTERISTICSCompetency Interpret data & evidence scientificallyKnowledge system PhysicalContext GlobalCognitive demand MediumItem format Closed constructiveProficiency level 2

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Q:4.4 20 mL of a saturated solution of potassium nitrate at 50°C is cooled to 20°C. Approximately what massof solid will precipitate from the solution?

Scientific Literacy:FRAMEWORK CHARACTERISTICSCompetency Interpret data & evidence scientificallyKnowledge system PhysicalContext GlobalCognitive demand MediumItem format Closed constructiveProficiency level 4

Q: 4.5 Would you expect to find more mineral deposits near a thermal spring or near a cool mountain spring? Explain.

________________________________________________________________________________________________________________________________________________________________.Scientific Literacy:

FRAMEWORK CHARACTERISTICSCompetency Interpret data & evidence scientificallyKnowledge system EarthContext GlobalCognitive demand HigherItem format Closed constructiveProficiency level 6


Description of answer Key and Credit:ANSWER 4.1:-

Full Credit: Least soluble:-KCIO3Most soluble:- NaNO3

Partial Credit: ----Nil Credit: Any other or missing.

ANSWER 4.2:-Full Credit: Ce2(SO3)3 Partial Credit: ----Nil Credit: Any other or missing.

ANSWER 4.3:-Full Credit: 82 to 88oCPartial Credit: ----Nil Credit: Any other or missing.

ANSWER 4.4:-Full Credit: Amount of Potassium chlorate = (80-30)g

=50g.

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Partial Credit: ----Nil Credit: Any other or missing.

ANSWER 4.5:-Full Credit: At the site of hot spring because minerals are more soluble in

hot water but as the hot spring comes in contact with cold water many of the valuable minerals gets precipitated. As the solubility decreaseswith temperature.

Partial Credit: Hot water.Nil Credit: Any other or missing.

Name of the Teacher/Item writer: Ram ParshadDesignation: PGT ChemistryEmail: [email protected] No.: 7780846215Name of the Vidyalaya: Kendriya Vidyalaya No 1 Gandhinagar JammuKVS Region: Jammu RegionDomain: Scientific Literacy

Theme: Centrifugation Class: IXExpected time:3 minTotal Credit: 4 marks


ComposedText


Learning Outcome :- Students will be able to understand centrifugation and its application in different situations in daily life.

Now-a-days, we get full-cream, toned and double-toned varieties of milk packed in polypacks or tetra packs in the market. These varieties of milk contain different amounts of fat. Sometimes the solid particles in a liquid are very small and pass through a filter paper. For such particles the simplefiltration technique cannot be used for separation. Such mixtures are separated by centrifugation. The principle is that the denser particles are forced to the bottom and the lighter particles stay at the top when spun rapidly.This technology has wider applications besides dairy, it is also used industrial installations for various types of separation.

Q3.1)(a) What do you observe on churning the milk? (1)……………………………………………………………………………………………………………………………………Scientific Literacy:

FRAMEWORK CHARACTERISTICSCompetency The ability to explain phenomena scientificallyKnowledge system Procedural knowledge, Context global issuesCognitive demand MediumItem format Short answer typeProficiency level 3

128

Description of answer Key and Credit:Question 3.1Full Credit: On churning milk the cream gets separated out.Partial Credit: No partial creditNil Credit: Any other response

Q3.2)(b) Explain how the separation of cream from milk takes place. (2)………………………………………………………………………………………………………………………………………………Scientific Literacy:

FRAMEWORK CHARACTERISTICSCompetency Evaluate and design scientific enquiry.Knowledge system Procedural knowledge,.Context GlobalCognitive demand MediumItem format TextProficiency level 3Description of answer Key and Credit:

Question 23.2Full Credit: The principle is that the denser particles are forced to the

bottom and the lighter particles stay at the top when spun rapidly.

Partial Credit: No partial creditNil Credit: Any other response

Q3.3)(c) Can you suggest some other applications of centrifugation in daily life.(1)………………………………………………………………………………………………………………………………………………


Competency Evaluate and design scientific enquiry.Knowledge system epistemic knowledge.Context GlobalCognitive demand MediumItem format Short answer typeProficiency level 3

Question 33.3Full Credit: • Used in diagnostic laboratories for blood and urine tests.

• Used in dairies and home to separate butter butter milkPartial Credit:

Any one exampleNil Credit: Any other response

Name of the Teacher/Item writer: Sanjeev Kumar BhandariDesignation: PGT Chemistry

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Email: [email protected] No.: 9418076011

Name of the Vidyalaya: Kendriya Vidyalaya HiranagarKVS Region: Jammu RegionDomain: Scientific Literacy

Theme: 7.Chromatography Class: IXExpected time:3 minTotal Credit: 4 marks

Description of ItemSelf Composed Text


Learning Outcome:- Students will be able to define chromatography And be able to enlist its application in different situations in daily life.

The ink that we use has water as the solvent and the dye is soluble in it. Water has the property to rise in the capillary action. Any material that has small pores or channels will provide water a route to follow. Here the forces of attraction between two water molecules in relation to force of attraction between water molecule and the material molecule will decide whether water will rise or not.As the water rises on the filter paper it takes along with it the dye particles. Usually, a dye is a mixture of two or more colours. The coloured component that is more soluble in water, rises faster and in this way the colours getseparated. This process of separation of components of a mixture is known as chromatography.Kroma in Greek means colour. This technique was first used for separation of colours, so this name was given. Chromatography is the technique used for separation of those solutes that dissolve in the same solvent. With the advancement in technology, newer techniques of chromatography havebeen developed. You will study about chromatography in higher classes.

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Q4.1)(a) How can we separate the components of ink.(2)……………………………………………………………………………………………………………………………………………Scientific Literacy:

FRAMEWORK CHARACTERISTICSCompetency The ability to explain phenomena scientificallyKnowledge system Procedural knowledge, Context GlobalCognitive demand MediumItem format Short answer typeProficiency level 3

Description of answer Key and Credit:Question 14.1Full Credit: Process of chromatography using a filter paper.Partial Credit: - Chromatography or by filter paper (any one)Nil Credit: Any other response

Q4.2)(b)What is the meaning of word kroma What do you think is the need to keep the filter paper in vertical position?………………………………………………………………………………………Scientific Literacy:FRAMEWORK CHARACTERISTICSCompetency Evaluate and design scientific enquiry

Knowledge system Epistemic knowledgeof scienceContext GlobalCognitive demand MediumItem format TextShort answer typeProficiency level 3


Question 2Full Credit: In the vertical position the effect of gravity on molecules will

give better resultsPartial Credit:

(Nil)Nil Credit: Any other responseQ4.3)( What do you think, should the filter paper be fully immersed in the solvent or just touch the solvent. Give one reason.……………………………………………………………………………………………………………………………………………


131

Competency Interpret data and evidence scientificallyKnowledge system Epistemic knowledgeof scienceContext GlobalCognitive demand MediumItem format Short answer typeProficiency level 3

Question 4.3Full Credit:

Filter paper should just be in contact with the solvent.Then only the rise of solvent be detected.

Partial Credit: one responseNil Credit: Any other response

Name of the Teacher/Item writer: Sanjeev Kumar BhandariDesignation: PGT ChemistryEmail: [email protected] No.: 9418076011

Name of the Vidyalaya: Kendriya Vidyalaya HiranagarKVS Region: Jammu Region


Theme: Solutions Class: IXExpected time:3 minTotal Credit: 5 marks


ComposedText

Nil ImageNil TableNA GraphNA MapNA Poem

Learning Outcome :- Students will be able to: define a solution & enlist the types of solution & properties of solution.

A solution is a homogeneous mixture of two or more substances. You come across various types of solutions in your daily life. Lemonade, soda water etc. are all examples of solutions. Usually we think of a solution as a liquid that contains either a solid, liquid or a gas dissolved in it. But, we can also have solid solutions (alloys) and gaseous solutions (air). Alloys are homogeneous mixtures of metals and cannot be separated into their components by physical methods. But still, an alloy is considered as a mixture because it shows the properties of its constituents and can have variable composition. For example, brass is a mixture of approximately 30% zinc and 70% copper. In a solution there is homogeneity at theparticle level. For example, lemonade tastes the same throughout. This shows that particles of sugar or salt are evenly distributed in the solution.

QUESTION .5.1What are solutions? Give examples.(2)………………………………………………………………………………………………………………………………

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Scientific Literacy:FRAMEWORK CHARACTERISTICSCompetency The ability to explain phenomena scientifically, interpret

data and evidence scientifically, and evaluate and design scientific enquiry.

Knowledge system epistemic knowledge.Context .Cognitive demand MediumItem format Short answer type

Proficiency level 2Description of answer Key and Credit:Question 5.1Full Credit: A solution is a homogeneous mixture of two or more

substances. Lemonade, soda water Partial Credit: Mixture of two substancesNil Credit: Any other order

QUESTION.5.2 Give examples of solid solutions and gaseous solutions.(2)………………………………………………………………………………………………………………………………………Scientific Literacy:FRAMEWORK CHARACTERISTICSCompetencyKnowledge system epistemic knowledge.Context GlobalCognitive demand MediumItem format Short answer typeProficiency level 3Description of answer Key and Credit:Question 25.2Full Credit: Solid solution- Alloy, Gaseous solution- AirPartial Credit: Any one mentionedNil Credit: Any other response

QUESTION .5. What justification can you give to prove that brass is a solution although it is solid?………………………………………………………………………………………………………………………………………

Scientific Literacy:FRAMEWORK CHARACTERISTICSCompetency evaluate and design scientific enquiry.Knowledge system Procedural knowledge,.Context .GlobalCognitive demand Medium

133

Item format Short answer typeProficiency level 3Description of answer Key and Credit:Question 3Full Credit: Alloys are homogeneous mixtures of metals. An alloy is

considered as a mixture because it shows the properties of its constituents and can have variable compositionBrass is a mixture/alloy of Copper and zinc and have uniform composition throughout its structure.

Partial Credit: Any one of:Copper + Zinc / Properties of both / uniformity of composition everywhere in its structure

Nil Credit: Any other response


Name of the Vidyalaya: Kendriya Vidyalaya HiranagarKVS Region: Jammu Region


Theme: Separating Oxygen from air.

Class: IXExpected time:3 minTotal Credit: 4 marks

Learning Outcome:- Student will be able to :i) fractional distillation ii) identify its application in getting oxygen from air. If we want oxygen gas from air, we have to separate out all the other gases present in the air. The air is compressed by increasing the pressure and is then cooled by decreasing the temperature to get liquid air. This liquid air is allowed to warm-up slowly in a fractional distillation column, where gases get separated at different heights depending upon their boiling points.

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QUESTION 1. Arrange the gases present in air in increasing order of their boiling points.(2)………………………………………………………………………………………………………………………………Scientific Literacy:FRAMEWORK CHARACTERISTICSCompetency The ability to explain phenomena scientifically.Knowledge system Procedural knowledge, epistemic knowledge.Context Personal, local/national and global issuesCognitive demand MediumItem format Short answer typeProficiency level 2Description of answer Key and Credit:Question 1Full Credit: Nitrogen < Argon < OxygenPartial Credit: No Partial creditNil Credit: Any other order

QUESTION2. Which gas gets separated firstin liquid form as the liquidair passes through the expansion jet………………………………………………………………………………………………………………………………………

Scientific Literacy:FRAMEWORK CHARACTERISTICSCompetency .Use the data to draw scientific conclusionKnowledge system Procedural knowledge, epistemic knowledgeContext global.Cognitive demand MediumItem format Short answer typeProficiency level 2Description of answer Key and Credit:Question 2Full Credit: OxygenPartial Credit: No Partial CreditNil Credit: Any other response

135

QUESTION 3. Why the process whose figure is given above is named so?………………………………………………………………………………………………………………………………………Scientific Literacy:FRAMEWORK CHARACTERISTICSCompetency The ability to explain phenomena scientifically.Knowledge system Epistemic knowledgeContext .GlobalCognitive demand MediumItem format TextProficiency level 3


Question 3Full Credit: Fractional Distillation: because the air can be separated in its

fractions as per the composition of air.Partial Credit: the first or the second pointNil Credit: Any other response


Name of the Vidyalaya:Kendriya Vidyalaya HiranagarKVS Region: Jammu Region

Domain: Scientific Literacy Theme: 8.COLLOIDS Class: IXExpected time: 7 minutesTotal Credit: 8


ComposedText

Wikipedia ImageNCERT TableNA GraphNA MapNA Poem

Learning Outcome: Able to make a solution.a. Differentiate homogenous and heterogeneous solutionsb. Correlate the learning with the real life situation

Rahul went to a hilly tourist resort. In the morning he was excited to see a beautiful scene of scattered sun rays passing through the canopy of a dense forest.

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Image Courtesy Wikipedia

The forest mist contains tiny droplets of water which acts as colloids dispersed in air and creates tyndall effect. It makes the path of light visible to us. We came across many colloidal system in our daily life such as fog, cloud, milk, gemstone, face cream,jelly etc. colloidal solutions are hetrogeneous in nature consisting of two phases called the dispersed phase and dispersion medium. For example:

Example Type Dispersed phase Dispersion medium

Milk Emulsion Liquid LiquidFog Aerosol Liquid GasShaving cream Foam Gas Liquid

Ques 1- State the nature of colloid

a) Hetrogenousb) Homogenousc) Both a and bd) Neither a nor b

FRAMEWORK CHARACTERISTICSCompetency Explain phenomena scientificallyKnowledge system ProceduralContext GlobalCognitive demand LOWItem format SimpleMCQProficiency level 1B


Description of answer Key and Credit:Full Credit: Option a2Partial Credit: 0Nil Credit: missing or other options

Ques 2 – Name the dispersion medium and dispersed phase in butter.

FRAMEWORK CHARACTERISTICSCompetency Explain the phenomenon scientifically-Interpreting data

137

and evidence scientificallyKnowledge system Knowledge of scienceContext GlobalCognitive demand MediumItem format Short answer type questionProficiency level 2


Description of answer Key and Credit:Full Credit: Water with milk solution because milk and water make

a colloidal solution which scatters a beam of light.Partial Credit: Any one point mentionedNil Credit: water with salt solution / missing/and other response

Ques 3 –In the given picture two containers having water with salt solution and water with milk solution are given. Which one of the two will show tyndall effect?

Image Courtesy Wikipedia


FRAMEWORK CHARACTERISTICSCompetency Interpreting data and evidence scientificallyto draw

conclusionKnowledge system Epistemic-Knowledge about scienceContext GlobalCognitive demand HighItem format Short answer type questionProficiency level 3


138

Description of answer Key and Credit:Full Credit: Milk solution

dDispersion medium –LiquidDispersed phase – liquid

Partial Credit: Only one point mentioned

Nil Credit: other option

Ques 4 – Why are medicines used in colloidal form?


FRAMEWORK CHARACTERISTICS

Competency Interpreting data and evidence Explain the process scientifically

Knowledge system Epistemic, PhysicalContext GlobalCognitive demand HighItem format Short answer type questionProficiency level 3Credit Pattern:Full Credit: 2Partial Credit: 10Nil Credit: 0

Description of answer Key and Credit:Full Credit: they are easily absorbedPartial Credit: -Nil Credit: missing and other responsesName of the Teacher/Item writer: Kiran Designation: PGT ChemistryEmail: [email protected] No.: 9419114213Name of the Vidyalaya:Kendriya Vidyalaya BantalabKVS Region: Jammu Region

139

CHAPTER:3: ATOMS AND MOLECULES CLASS:IX

S.NO. NAME OF THE ITEM 1 Refined sugar

2 When an Atom Isn’t an Atom3 Ions and their compounds

4 Law of Conservation of Mass5 Dalton made atoms scientifically useful

CHAPTER:3: ATOMS AND MOLECULESTest item:1Refined sugar

Sucrose is a common sugar. It is a disaccharide, a molecule composed of two monosaccharide units ie glucose and fructose. Sucrose is produced naturally in plants, from which table sugar is refined. It has a molecular formula C12H22O11.Refined sugar is made by extracting and processing the sugar naturally found in foods like corn, sugar beets, and sugar cane. This refined sugar is then added to foods for various purposes, such as to boost flavor.Refined sugar is harmful for health. Children are very fond of ice cream, cold drinks, chocolates, and sweets, etc. which contain refined sugar. Higher intake of refined sugar forms acid in mouth which reacts with calcium phosphate present in enamel and tooth decay starts. These days children have lots of cavities. Lots of people are suffering from diabetes.

Q1.1 The chemical compound present in cane sugar isa. Sucroseb. Glucosec. Fructosed. Lactose

____________________________________________________Q1.2 The molecular mass of sucrose is

a. 352 u

140

b. 342 uc. 364 ud. 326 u

_____________________________________________________Q1.3 If 3.42 gm of sucrose is dissolved in 18gm of water in a beaker. Estimate the number of

oxygen atoms in the beaker.

______________________________________________________________________________

Q1.4How much do you agree with the following statement?

Strongly Agree

Agree Disagree Strongly disagree

a Refined sugar is the only cause of tooth decay

One should always have sugar free diet

Marking Scheme

Testem:1Refined sugar

Domain : Scientific literacy Theme Atoms and molecules Class I time 5 minTotal Credit 2

Description of itemRefined Sugar

Text

Sucrose Image

Learning Outcome: Identification of chemical compound

Scientific literacy

FRAME WORK CHARACTERISTICS

141

Competency Explain phenomena ScientificallyKnowledge -system Content knowledgeContext Science and technologyCognitive demand MediumItem format Simple multiple ChoiceProficiency Level 1

Credit Pattern

Full credit: 2

Partial credit: 1Nil credit: 0

Description of Answer Key and Credits:

1.1 Full credit :2 if response is a as Sucrose is produced naturally in plants No credit :0 if response is b, c, d

Domain : Scientific literacy Theme Atoms and molecules Class IXExpected time 5 minTotal Credit 2


Text

Sucrose Image

Learning Outcome : Estimate molecular weight of compound

Scientific literacy

FRAME WORK CHARACTERISTICSCompetency Explain phenomena ScientificallyKnowledge -system Content knowledgeContext Science and technologyCognitive demand MediumItem format Simple multiple Choice

142

Proficiency Level 2Credit Pattern

Full credit: 2



1.2 Full credit :2 if response is b as sucrose has a molecular formula C12H22O11;12 x 12+22 x 1 + 11 x 6 = 342

No credit :0 if response is a, c, d



Text

Sucrose Image

Learning Outcome : Estimate number of atoms from given solution

Scientific literacy

FRAME WORK CHARACTERISTICSCompetency Evaluating and designing Scientific EnquiryKnowledge -system Content knowledgeContext Science and technologyCognitive demand MediumItem format Close constructed ResponseProficiency Level 3

Credit Pattern

Full credit: 2



1.3 Full credit :2 if response is 6.68 x 1023 :0.01mole of sucrose contains 11 x 6.022 x 1023 = 6.6242 x 1022 oxygenTotal oxygen in solution =(6.022+.662) x 1023 =6.684 x 1023

143

Partial credit :1 for correct formula No credit :0 for wrongly calculated



Text

Sucrose Image

Learning Outcome :Knowledge of harmful effects of excess consumption of sugar

Scientific literacy

FRAME WORK CHARACTERISTICSCompetency Explain phenomena ScientificallyKnowledge -system Content knowledgeContext HealthCognitive demand MediumItem format Open constructed responseProficiency Level 3

Credit Pattern

Full credit: 2



1.4 (a) Full credit:2 if response is strongly disagree

Partial credit :1 if response disagree No credit :0 other response or missing

144

(b) Full credit :2 if response is strongly disagree

Partial credit :1 if response disagree No credit :0 other response or missing

Name of the Teacher:Mrs. Vidhi MathurDesignation: PGT (Physics)E-mail:[email protected] No. : 9414447481Name of the Vidyalaya: KV No.4 JaipurKVS Region: Jaipur

Test item: 2 when an Atom Isn’t an Atom

As we said before, An atom has a neutral charge and an equal number of protons and electrons. Electrons arrange themselves in layers or rings called “shells.” One shell holds up to 8 electrons. An atom can have many shells, depending on how many electrons it has. Shells always fill up all the way to 8 before adding a new shell. The outermost shell may have fewer than 8 electrons. The electrons in the outermost shell are known as valence electrons. Sometimes (such as during bonding), these valence electrons jump and attach to another atom. If an atom gains or losses electrons, its charge changes and it isn’t neutral anymoreit does not remain neutral. The atom is then known as an ion.If an atom LOSES electrons, its charge becomes POSITIVE and it’s called a cation.If an atom GAINS electrons, its charge becomes NEGATIVE and it’s called an anion.

Fig1. Fig2.

2.1 The atomic numbers of six elements A,B,C,D ,E and F are given below :Elements A B C D E FAtomic number 9 19 18 13 12 16

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(i) Which atom will form an ion having 1 unit positive charge?

_______________________________________________

(ii) Which atom will form an ion having 2 units negativecharge?

_________________________________________________

(iii) Which atom will not form an ion?

_________________________________________________

2.2 Name the atomic species which contains 11 protons, 10 electrons and 12 neutrons.

________________________________________________________

2.3 The atomic number of an element X is 12.

(i) What must an atom X do to attain the nearest inert gas electron configuration?

____________________________________________________________________(ii) Which inert gas is nearest to X?

____________________________________________________________________

2.4 WhySodium ion, magnesium ion, oxide ion and Neon atom have different atomic number but same electron arrangement of 2, 8.

___________________________________________________________________

146

Marking scheme

Test item: 2 When an Atom Isn’t an Atom

Scientific literacy

FRAME WORK CHARACTERISTICSCompetency Interpreting data and evidence ScientificallyKnowledge -system Content knowledgeContext Science and technologyCognitive demand MediumItem format Short response itemsProficiency Level 3

Credit Pattern

Full credit: 2



2.1 (i) Full credit: 2 if response is B because of one electron in outermost shell, which it lose and have 1 unit positive charge.

No credit :0 for other response(ii) Full credit: 2 if response is F because of six electrons in outermost shell, it will gain 2 electrons and have 2 units of negative charge.

No credit:0 for other response(iii) Full credit: 2 if response is C, as it has 8 electrons in outermost shell.

No credit -0 for other response


Description of itemWhen an Atom Isn’t an Atom

Text

Cation and anion

Image

Learning Outcome: Identification of ions

147



Text

Cation and anion

Image

Learning Outcome: Identification of ions on the basis of number of protons,electrons and neutrons.

Scientific literacy

FRAME WORK CHARACTERISTICSCompetency Explain phenomena ScientificallyKnowledge -system Content knowledgeContext Science and technologyCognitive demand MediumItem format Short response itemsProficiency Level 2

Credit Pattern

Full credit: 2



2.2 Full credit:2 if response is Sodium ion or Na +.As in positive ions number of protons are more than number of electrons

No credit :0 for other response

148



Text

Cation and anion

Image

Learning Outcome: Knowledge and formation of ions

Scientific literacy

FRAME WORK CHARACTERISTICSCompetency Evaluating and designing Scientific EnquiryKnowledge -system Content knowledgeContext Science and technologyCognitive demand MediumItem format Close constructed responseProficiency Level 3

Credit Pattern

Full credit: 2



2.3 (i) Full credit :2 if response is lose 2 electrons as there are 2 electrons in outermost shell

No credit :0 for other response(ii) Full credit: 2 if response is Neon, atomic number of Ne is 10.

No credit :0 for other response

149



Text

Cation and anion

Image

Learning Outcome: Differentiate ions and atoms on the basis of number of protons

Scientific literacy

FRAME WORK CHARACTERISTICSCompetency Explain phenomena ScientificallyKnowledge -system Content knowledgeContext Science and technologyCognitive demand MediumItem format Close constructed responseProficiency Level 3

Credit Pattern

Full credit: 2



2.4 Fullcredit: 2 if response is -their nuclei contain different number of protons. No credit :0 for other response

Name of the Teacher:Mrs. Vidhi MathurDesignation: PGT (Physics)E-mail:[email protected] No.: 9414447481Name of the Vidyalaya: KV No.4 JaipurKVS Region: Jaipur

TEST ITEM -3

Ions and their compounds

150

Ions are charged particles like cations which contain positive charge and are formed by loss of electrons.

Anions are negatively charged particles which are formed by gain of electrons. An ion may contain a single atom, two or more atoms which is called as the polyatomic ion.

Q1. Aluminium ion combines with Sulphate ion to form Aluminium sulphate and its correct formula is:

(a) AlSO4

(b) Al2SO4

(c) Al2(SO4)3

(d) Al3(SO4)2

Q2. Match the entries of column I with appropriate column II and choose the correct option

Column I Column II

(i) Ammonium hydroxide (p) NH4NO3

(ii) Ammonium carbonate (q) NH4OH(iii) Ammonium nitrate (r)(NH4)3PO4

(iv) Ammonium phosphate (s) (NH4)2CO3

(a) (i) – q; (ii) – s; (iii) – p; (iv) – r(b) (i) – q; (ii) – p; (iii) – s; (iv) – r(c) (i) – s; (ii) – r; (iii) – p; (iv) – q(d) (i) – s; (ii) – p; (iii) – q; (iv) – r

Q3. Calcium carbonate decomposes to calcium oxide and carbon dioxide. The valancy of calcium ion in calcium oxide and oxygen in carbon dioxide are:

151

(a) 2 and 2(b) 1 and 2(c) 2 and 1(d) 1 and 1

Q4. A Non-metal X gain 2 electrons then

(a) Non-metal X has 2 neutrons less than neutral atom(b) Non-metal X has 2 protons more than neutral atom(c) Non-metal X has 2 electrons more than neutral atom(d) Non-metal X has 2 protons less than neutral atom

Q5.When combined with a metal, ions of the halogens will have a charge of

(a) +2 (b) +1 (c) -1(d) -2

Marking Scheme

Test item 3: Ions and their compounds

152


Description of itemIons and their compounds

Text

Elements of more than one valency

Image

Learning Outcome –understand the construction of formula of ionic compound.

Scientific literacy

FRAME WORK CHARACTERISTICSCompetency Explaining phenomena ScientificallyKnowledge -system Content knowledgeContext PersonalCognitive demand MediumItem format Simple multiple choiceProficiency Level 1

Credit Pattern

Full credit: 2Partial credit: 1Nil credit: 0Description of Answer Key and Credits:3.1 (i) Full credit: 2 (c) Al2(SO4)3

(ii) Nil credit: 0 for other response or no response



Text


Image

Learning Outcome –understand the construction of formula of ionic compound.

153

Scientific literacy

FRAME WORK CHARACTERISTICSCompetency Explaining phenomena ScientificallyKnowledge -system Content knowledgeContext PersonalCognitive demand MediumItem format Complex multiple choiceProficiency Level 1

Credit Pattern

Full credit: 2



3.2 (i) Full credit: 2 (a) i-q,ii-s,iii-p,iv-r




Text


Image

Learning Outcome -understand the concept of valency.

Scientific literacy

FRAME WORK CHARACTERISTICSCompetency Explaining phenomena ScientificallyKnowledge -system Content knowledgeContext Charged ionsCognitive demand MediumItem format Simple multiple choiceProficiency Level 1

154

Credit Pattern

Full credit: 2



3.3 (i) Full credit: 2(a) 2and 2




Text


Image

Learning Outcome -understand the formation of ions .

Scientific literacy


Credit Pattern

Full credit: 2



155

3.4 (i) Full credit: (C)Non-metal X has 2 electrons more than neutral atom




Text


Image

Learning Outcome -understand the formation of ions

Scientific literacy


Credit PatternFull credit: 2Partial credit: 1Nil credit: 0Description of Answer Key and Credits:

3.5 (i) Full credit: ( c) -1


Name of the Teacher:Mr. Anil KumarDesignation: Vice PrincipalE-mail:[email protected]@gmail.comPhone No. : 9001921157Name of the Vidyalaya: KVHanumangarhKVS Region: Jaipur

Test item: 4 Law of Conservation of Mass

156

PRINCIPLE: The Law of Conservation of Mass states that mass can neither be created nor destroyed in a chemical reaction.

Total Mass of the Reactant = Total Mass of the Product

TECHNIQUE:

Take a solution of calcium chloride in a flask and a solution of sodium sulphate in a test tube. Tie a thread to the test tube and carefully lower it into the flask. Seal the flask with a cork to

make it airtight. Weigh the flask on a balance. It weighs around 300.23 grams. Tilt and swirl the flask and allow the contents of the test tube to come in contact with the

contents of the flask.

4.1Calcium chloride reacts with sodium sulphate to form a white precipitate of calcium sulphate and a solution of sodium chloride. A student weighs the flask again and found no change in the weight of the flask. He opened the flask now, what do you think about the change in the mass of the flask?__________________________________________________________________________

__________________________________________________________________________4.2 If10.0 g of CaCO3 on heating give 4.4 g of CO2 and x g of CaO. Estimate the mass of CaO.

__________________________________________________________________________

_________________________________________________________________________

4.3 Four students A, B, C and D verified the law of conservation of mass in a chemical reaction of calcium chloride and sodium sulphate .All of them used 108.2 g of calcium chloride and

157

115.1 g of sodium sulphate solution and mixed them in a beaker of mass 160g.They reported their results as follows :

Student Colourless mixture after mixing Mass of reaction mixture in the beaker including mass of beaker

A White precipitate 383.3 gB Brown precipitate 373.3 gC White precipitate 363.3 gD Brown precipitate 383.3 g

(i) Student A is correct only because he observed white precipitate of calciumsulphate.

YES/NO

(ii) Students A and C are correct because both observed white precipitate of calcium sulphate.

YES/NO

(iii) Student D is correct because he calculated mass of reaction mixture in the beaker including mass of beaker is 383.3 g.

YES/NO

(iv) Student A is correct because he observed white precipitate of calcium sulphate and evaluated mass of reaction mixture in the beaker including mass of beaker is 383.3 g.

YES/NO

4.4 Law of conservation of mass is not applicable to which type of reaction:

(a) Endothermic reaction (b) Exothermic reaction

(c) Displacement reaction (d) Nuclear reaction

Marking Scheme

Test item: 4 Law of Conservation of Mass


158

Description of itemLawof conservation of mass

Text

Experimental technique

Image

Learning Outcome: understand law of conservation of mass through experiment

Scientific literacy

FRAME WORK CHARACTERISTICSCompetency Interpreting data and evidence ScientificallyKnowledge -system Procedural knowledgeContext LocalCognitive demand MediumItem format Short response itemsProficiency Level 2

Credit Pattern

Full credit: 2



4.1 (i) Full credit :2 if student writes No change in the mass of the flask because law of conservation will be applicable as no gas will evolve in this reaction

(ii) Partial credit : 1 if writes No only(iii) Nil credit : 0 for other response or no response


Description of itemLaw of Text

Learning Outcome :To determine weight of the

159

conservation of massExperimental technique

Image

object

Scientific literacy

FRAME WORK CHARACTERISTICSCompetency Evaluating and designing Scientific EnquiryKnowledge -system Content knowledgeContext LocalCognitive demand MediumItem format Short response itemsProficiency Level 2

Credit Pattern

Full credit: 2



4.2 (i) Full credit :2 for correct reaction CaCO3 on heating CaO + CO2 ,mass of CaO = 10.0-4.4= 5.6g

(ii) Partial credit : 1 if writes 5.6 g(iii) Nil credit :0 for other response or no response


Description of itemLaw of conservation of mass

TextLearning Outcome: Estimate total mass of reactant and chemical reaction

160


Image

Scientific literacy

FRAME WORK CHARACTERISTICSCompetency Evaluating and designing Scientific EnquiryKnowledge -system Experimental knowledgeContext LocalCognitive demand MediumItem format Complex multiple ChoiceProficiency Level 2

Credit Pattern

Full credit: 2



4.3 (i) Full credit :2 if student writes NO,NO,NO,YES both white ppt of calciumsulphate and total mass 108.2+115.1+150= 383.3 g to be reported

(ii) Nil credit : 0 for other response or no response


Description of itemLaw of conservation of mass

Text


Image

Learning Outcome application of the law

161

Scientific literacy

FRAME WORK CHARACTERISTICSCompetency Explaining phenomena scientificallyKnowledge -system Content knowledgeContext LocalCognitive demand MediumItem format Simple multiple ChoiceProficiency Level 2

Credit Pattern

Full credit: 2



4.4 (i) Full credit :2 if answer is (d) as in nuclear reaction loss of mass is converted to energy (ii) Nil credit : 0 for other response or no response

Name of the Teacher:Mrs. Vidhi MathurDesignation: PGT (Physics)E-mail:[email protected] No. : 9414447481Name of the Vidyalaya: KV No.4 JaipurKVS Region: Jaipur

Test Item 5: "Dalton made atoms scientifically useful"

Although the concept of the atom dates back to the ideas of Democritus, the English meteorologist and chemist John Dalton formulated the first modern description of it as the fundamental building block of chemical structures. Dalton developed the law of multiple proportions (first presented in 1803) by studying and expanding upon the works of Antoine Lavoisier and Joseph Proust.Proust had studied tin oxides and found that their masses were either 88.1% tin and 11.9% oxygen or 78.7% tin and 21.3% oxygen (these were tin (II) oxide and tin dioxide respectively). Dalton noted from these percentages that 100g of tin will combine either with 13.5g or 27g of oxygen; 13.5 and 27 form a ratio of 1:2. Dalton found an atomic theory of matter could

162

elegantly explain this common pattern in chemistry – in the case of Proust’s tin oxides, one tin atom will combine with either one or two oxygen atoms.Dalton also believed atomic theory could explain why water absorbed different gases in different proportions: for example, he found that water absorbed carbon dioxide far better than it absorbed nitrogen. Dalton hypothesized this was due to the differences in the mass and complexity of the gases’ respective particles. Indeed,Dalton proposed that each chemical element is composed of atoms of a single, unique type, and though they cannot be altered or destroyed by chemical means, they can combine to form more complex structures (chemical compounds). Since Dalton reached his conclusions by experimentation and examination of the results in an empirical fashion, this marked the first truly scientific theory of the atom.Dalton’s importance in the development of modern atomic theory has been recognized by the designation of the atomic mass unit as a Dalton.

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5.1Which among the following is not a postulate of Dalton’s atomic theory?

I. Atoms cannot be created or destroyed II. Atoms of given element are identical in chemical properties but may have

differentphysical properties III. Compounds are formed by the chemical union of atoms of two or more elements in a

fixed proportion which are simple whole number. IV. Atoms are very tiny particles which cannot be further divided.

__________________________________________________________________________

5.2Why was Dalton’s atomic theory accepted?

__________________________________________________________________________________________

5.3 A time-travelling scientist from the early 1700s decides to run the following experiment: he takes a 10 gram sample of ethanol (CH3CH2OH) and burns it in the presence of oxygen in an open beaker. After the reaction is done, the beaker is empty.

(a) Do you think that this result violate the law of conservation of mass?

(b)They forgot one important point: the system should be closed if you want to check for conservation of mass

(c)In the early 1700s, scientists did not completely agree on the composition of air or even the definition of a gas—since they didn't know about atoms yet.

5.4Are all Daltons’ ideas about the atom true today?

______________________________________________________________________________________________

YES NO

YES NO

YES NO

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5.5. In the following drawing, the green spheres (G) represent atoms of a certain element. The purple spheres (P) represent atoms of another element. If the spheres touch, they are part of a single unit of a compound. Does the following chemical change represented by these symbols violate any of the ideas of Dalton’s atomic theory? If so, which one?

GG + GG + PP GPG + GPG

_________________________________________________________________________________________

Marking Scheme

Test item 5: "Dalton made atoms scientifically useful"


Description of itemDalton’s Atomic theory

Text

Various atoms and molecules

Image

Learning Outcome: identify the main points of Dalton’s Atomic theory

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Scientific literacyFRAME WORK

CHARACTERISTICS

Competency Evaluating and designing Scientific EnquiryKnowledge -system Content knowledgeContext GlobalCognitive demand MediumItem format Simple multiple choiceProficiency Level 2

Credit Pattern

Full credit: 2



5.1 (i) Full credit: 2 if student writes (II). Atoms of given element are identical in chemical properties but may have be different physical propertiesAs atoms of given elements are alike.


166



Text


Image

Learning Outcome: identify the main points of Dalton’s Atomic theory

Scientific literacy

FRAME WORK CHARACTERISTICSCompetency Evaluating and designing Scientific EnquiryKnowledge -system Content knowledgeContext GlobalCognitive demand MediumItem format Open ended responseProficiency Level 1

Credit Pattern

Full credit: 2



5.2 (i) Full credit: 2 if student understands that The theory of Dalton became commonly recognized because it was based on experimental quantitative data rather than mere qualitative observations.

(ii) Partial credit: 1 for Atoms are inseparable. Atoms may be rearranged during a chemical reaction


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Domain : Scientific literacy Theme Atoms and molecules Class IXExpected time3 minTotal Credit 6


Text


Image

Learning Outcome–Concept of Dalton’s Atomic theory

Scientific literacy

FRAME WORK CHARACTERISTICSCompetency Explaining phenomena ScientificallyKnowledge -system Content knowledgeContext GlobalCognitive demand MediumItem format Open constructed responseProficiency Level 2

Credit Pattern

Full credit: 2



5.3 (i) Full credit: 2 for NO,YES,YESIn this case, the products of our combustion reaction are in gaseous state, therefore it is needed to be very careful to collect the gaseous products to test if mass is conserved


168



Text


Image

Learning Outcome -understand the law of definite proportion

Scientific literacy

FRAME WORK CHARACTERISTICSCompetency Explaining phenomena ScientificallyKnowledge -system Content knowledgeContext GlobalCognitive demand MediumItem format Short response itemsProficiency Level 1

Credit Pattern

Full credit: 2



5.4 (i) Full credit: 2 No. At present, scientists can split an atom by bombarding it with neutrons. Also, we now know that different versions of the same element (isotopes) can exist. As a result, atoms of the same element can have different masses.


omain : Scientific literacy Theme Atoms and molecules Class IX

169

Expected time 2 minTotal Credit 2


Text


Image

Learning Outcome -understand the law of definite proportion

Scientific literacy

FRAME WORK CHARACTERISTICSCompetency Explaining phenomena ScientificallyKnowledge -system Content knowledgeContext GlobalCognitive demand MediumItem format Short response itemsProficiency Level 1

Credit PatternFull credit: 2Partial credit: 1Nil credit: 0Description of Answer Key and Credits:5.5 (i) Full credit: 2, This does not violate any of Dalton’s postulates: Atoms are neither created nor

destroyed, but are redistributed in small, whole-number ratios.


1Name of the Teacher: Mrs. VidhiMathurDesignation: PGT (Physics)E-mail:[email protected] No. : 9414447481Name of the Vidyalaya: KV No.4 JaipurKVS Region: Jaipur2. Name of the Teacher:Mr. Anil KumarDesignation: Vice PrincipalE-mail:E-mail:[email protected]@gmail.comPhone No. : 9001921157Name of the Vidyalaya: KVHanumangarh

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KVS Region: Jaipur

1

INDEXCHAPTER:4: STRUCTURE OF THE ATOM CLASS:IX

S.NO. NAME OF THE ITEM 1 The shielding gases2 The Bohr model and reality3 same place4 prediction and discovery

5 Equal weight elements6

Atomic Number and Mass Number

7 Isotopes8 Rutherford’s model of the atom9 valance

CLASS IX SCIENTIFIC LITERACY CHAPTER – STRUCTURE OF THE ATOM

(ITEM – 1)THE SHIELDING GASESShielding gases are inert or semi-inert gases that are commonly used in several welding processes. Their purpose is to protect the weld area from oxygen, and water vapour. Improper choice of a welding gas can lead to a porous and weak weld, or to excessive spatter; the latter while not affecting the weld itself, causes loss of productivity due to the labor needed to remove the scattered drops. Inertness of an element can be determined by Bohr Bury scheme. It is a scheme which governs the distribution of electrons in different orbits or shells. The arrangement of electrons in various energy levels of an atom is known as the electronic configuration. According to this scheme:i. The electrons first occupy the shell with the lowest energy i.e, closest to the nucleus.ii. The first or the innermost energy shell (K) can take only two electrons.iii. The second shell (L) can contain upto 8 electrons.iv. From third shell onwards, the shells become bigger. The third shell can accommodate as many as 18 electrons.

Annexure 4

Template for preparation Items for Scientific Literacy(ITEM-1)Domain: Scientific Literacy

Theme: Atomic structure-The schelding gas

Class(es):IXExpected time:10 minTotal Credit: 08

2

Description of Item:YES TextYes ImageNo TableNo GraphNo Map

Learning Outcome: (As per NCERT)(i) Applies learning of scientific concepts in day-to-day life (ii) Interprets and study data(iii) Conducts simple investigations to seek answers to queries

Question 1.Fact 1- Argon is used as a shielding gas during welding process.Fact 2- Improper choice of a welding gas can lead to a porous and a weak weld.Develop an argument in favour of above two arguments.--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

FRAMEWORK CHARACTERISTICCompetency Explaining phenomena scientificallyKnowledge system ContentContext GlobalCognitive demand MediumItem format Open constructed responseProficiency level III

Question 2. For the given formula 2n2, which one of the following value of n is valid to find out the number of electrons in a given shell? Also justify.a.) 1.2b.) 1.0c.) 0.1d.) 2.1

----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

FRAMEWORK CHARACTERISTICCompetency Interpreting data and evidence scientificallyKnowledge system ProceduralContext GlobalCognitive demand LowItem format Complex choice questionProficiency level II2

3

Question 3.Considering Bohr Bury scheme of electron distribution, which of the following is a pair of active elements?Cl, He, Ne, Mga.) Cl, Neb.) He, Mgc.) Cl, Mgd.) He, Ne

FRAMEWORK CHARACTERISTICcompetency Interpreting data and evidence scientificallyKnowledge system ContentContext GlobalCognitive demand MediumItem format Simple choice questionProficiency level III3

Question 4. Considering the following diagram calculate the atomic mass of the element ‘X’.

FRAMEWORK CHARACTERISTICCompetency Interpreting data and evidence scientificallyKnowledge system ContentContext GlobalCognitive demand LowItem format Short response itemProficiency level II3

4

(ITEM -2 )The Bohr model and realityAt first glance, the Bohr model looks like a two dimensional model of the atoms because it restricts the motion of the electrons to a circular orbit in a two dimensional plane. In reality the Bohr model is a one dimensional model. Only one coordinate is needed to describe the orbits in the Bohr model. But, electrons aren’t particles that can be restricted to one dimensional circular orbit. They act to some extent as waves and therefore exist in three dimensional space. Actually Bohr model proposed by Neils Bohr in 1915 is a modification of the earlier Rutherford Model. The main points of the Bohr model are-i. Electrons orbit the nucleus in orbits that have a set size and energy.ii. The energy or the orbit is related to its size. The lowest energy is found in the smallest orbit.iii. Radiation is absorbed or emitted when an electron moves from one orbit to another.

Annexure 4


Theme: Atomic structure-Bohr model


Description of Item:YES TextNo ImageNo TableNo GraphNo Map

Learning Outcome: (As per NCERT)(i) Interprets and study data(ii) Conducts simple investigations to seek answers to queries

Question 1. Statement-“ In reality the Bohr model is a one dimensional model.”Reason- It is because a circle can be defined by specifying only one dimension.What is that ‘one dimension’ ?--------------------------------------------------------------------------------------------------------------------------

5

FRAMEWORK CHARACTERISTICCompetency Interpreting data and evidence scientificallyKnowledge system ProceduralContext GlobalCognitive demand MediumItem format Close constructed responseProficiency level IV

Question 2.According to Bohr’s model of atom, what prevents an atom from being collapsed?a.) The nuclear forceb.) Movement of electrons in discrete energy levels.c.) The electron-electron repulsiond.) All of the above

FRAMEWORK CHARACTERISTICCompetency Explaining phenomena scientificallyKnowledge system Knowledge of scienceContext GlobalCognitive demand EasyItem format Simple multiple responseProficiency level I1

Question 3.“In order to overcome the objection raised against Rutherford’s model of the atom, Neil Bohr put forward his model of atom.”What was that ‘objection’?------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

FRAMEWORK CHARACTERISTICCompetency Explaining phenomena scientificallyKnowledge system ContentContext GlobalCognitive demand MediumItem format Closed constructed responseProficiency level II2

Question 4.According to current theory, electrons are arranged in energy levels around the nucleus. When electrons gain or lose energy, they jump between levels as they are rotating around the nucleus. Select the correct option

6

a.) As electrons gain energy, they move to ................(lower/higher) level.b.) As electrons lose energy, they move to ................(lower/higher) level.

FRAMEWORK CHARACTERISTICCompetency Interpreting data and evidence scientificallyKnowledge system ContentContext GlobalCognitive demand MediumItem format Simple binary choiceProficiency level III

(ITEM – 3)SAME PLACETwo atoms may have the same number of protons and, thus be of the same element, yet differ in their number of neutrons. Such atoms are called as isotopes, atoms of the same element having different masses. In other words isotopes are variants of a particular chemical element which differ in neutron number. The name comes from the Greek phrase isostopos,meaning “same place” because they have the same atomic number, isotopes of the same element occupy the same position on the periodic table. Isotopes are formally described as ZAE, where E is the element abbreviation, A is the atomic mass( sum of protons Z and neutrons N) and Z stands for the atomic number equivalent to that of protons.

Annexure 4


Theme: Atomic structure-Same place




Question 1.

7

For the stable Silver isotope designated as for instance, Ag is the element symbol; 47 is its atomic number and 93 is the mass number. From this piece of information discern out the number of neutrons of this particular stable isotope.--------------------------------------------------------------------------------------------------------------------------

FRAMEWORK CHARACTERISTICcompetency Interpreting data and evidence scientificallyKnowledge system ContentKnowledge of sciencecontext GlobalCognitive demand MediumItem format Short response itemProficiency level III3

Question2.Isotopes can also be indicated by simple nomenclature, for instance, Carbon -12 or Carbon- 13. What does the number 12, 13 represent here?a.) atomic numberb.) atomic massc.) number of neutronsd.) sum of protons and electrons

FRAMEWORK CHARACTERISTICcompetency Explaining phenomena scientificallyKnowledge system Knowledge of sciencecontext GlobalCognitive demand EasyItem format Simple multiple choiceProficiency level I1

Question 3.Which of the following does not match the characteristics of an isotopes?a.) isotopes of some elements are radioactiveb.) isotopes are the atoms of different elements.c.) isotopes differ in number of neutronsd.) isotopes have similar chemical properties.

FRAMEWORK CHARACTERISTICCompetency Explaining phenomena scientificallyKnowledge system Content Knowledge of scienceContext Global

8

Cognitive demand EasyItem format Simple multiple choiceProficiency level II

Question 4.Isotopes have similar chemical properties but different physical properties. ( Agree/ disagree)Justify.------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

FRAMEWORK CHARACTERISTICcompetency Explaining phenomena scientificallyKnowledge system ContentKnowledge of sciencecontext GlobalCognitive demand MediumItem format Open constructed responseProficiency level IV

9

Aexure 4

Template for preparation Items for Scientific LiteracyDomain: Scientific Literacy

Theme: Atomic structure-Prediction & Discovery




(ITEM – 4)PREDICTION AND DISCOVERYNeutrons were predicted by Ernest Rutherford and were discovered later. In 1919 Rutherford had discovered the proton, a positively charged particle within the atom’s nucleus. But he and other researchers were finding that the proton did not seem to be the only particle in the nucleus. As they studied atomic disintegration, they kept seeing that the atomic number(number of protons in the nucleus) was less than the atomic mass(average mass of the atom).The neutron is a subatomic particle, symbol n or no, with no net electric charge and a mass slightly greater than that of a proton. Neutrons with protons and electrons, make up an atom. Neutrons bind with protons with the residual strong force. They have a mass of 1.675 X 10-24g, which is a little heavier than the proton. They are1839 times heavier than electrons.Neutrons are electrically neutral elementary particles found in all atomic nuclei except light Hydrogen; the mass is equal to that of the proton and electron combined and they are unstable when isolated from the nucleus, undergoing beta decay. Neutrons balance

10

the movement of the protons inside the nuclei so the protons will not bump into each other and create an explosion.

Question 1.Why does hydrogen not have a neutron?----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

FRAMEWORK CHARACTERISTICCompetency Explaining phenomena scientificallyKnowledge system Knowledge of science-Physical systemcontentContext GlobalCognitive demand MediumItem format Open constructed responseProficiency level IV3

Question 2.If an element has 6 protons, 7 neutrons and 6 electrons, what type of charge does the atom has?a.) positiveb.) negativec.) neutralJustify you response.----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

FRAMEWORK CHARACTERISTICcompetency Explaining phenomena scientificallyKnowledge system Knowledge of science-physical systemcontext GlobalCognitive demand EasyItem format Simple MCQProficiency level I1

Question 3.Which one of the following isotope of hydrogen contains only one proton and no neutron in its nucleus?a.) Protiumb.) Deuteriumc.) Tritium

FRAMEWORK CHARACTERISTICCompetency Explaining phenomena scientificallyKnowledge system contentContext GlobalCognitive demand Easy

11

Item format Simple multiple choiceProficiency level I1

Question 4.The discovery of neutron quickly changed scientists’ view of the atom. Who got Nobel Prize in 1935 for the discovery of neutron in 1932?a.) J.J Thomsonb.) James Chadwickc.) Goldsteind.) Ernest Rutherford

FRAMEWORK CHARACTERISTICCompetency Explaining phenomena scientificallyKnowledge system ContentContext GlobalCognitive demand EasyItem format Simple multiple choiceProficiency level I

12

Annexure 4

Template for preparation Items for Scientific Literacy (ITEM-5)Domain: Scientific Literacy

Theme: Atomic structure-Equal weights




(ITEM – 5)EQUAL WEIGHT ELEMENTSIsobars are atoms or nuclides of separate chemical elements having the same number of nucleons( protons and neutrons). The name was given by Alfred Walter Stewart in 1918 originally “isobars”. It is derived from the Greek word isos, meaning “ equal” and baros, meaning “weight”. They have similar physical properties. For example, the isobars of iron and nickel have atomic number 26 and 28 respectively. However the mass number is 58. Both of them are transition elements and produce magnetic field. Both of them are fairly good reducing agents.

Question 1.

13

“Isobars have similar physical properties but different chemical properties.” (Agree/Disagree)Justify.------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

FRAMEWORK CHARACTERISTICcompetency Explaining phenomena scientificallyKnowledge system Knowledge of science- physical systemcontext GlobalCognitive demand MediumItem format Open constructed responseProficiency level 4

Question 2.Which radioactive element is used in the treatment of cancer?a.) Iodine-131b.) Uranium -234c.) Plutonium- 239d.) Cobalt- 60

FRAMEWORK CHARACTERISTICCompetency Explaining phenomena scientificallyKnowledge system Knowledge of science-physical systemContext GlobalCognitive demand EasyItem format Simple multiple choiceProficiency level I1

Question 3. Circle the two isobars present in the following options:80U40

40 X2482Y40

40Z22

FRAMEWORK CHARACTERISTICcompetency Interpret data and evidence scientificallyKnowledge system Knowledge of science-physical system

context GlobalCognitive demand EasyItem format Simple multiple choiceProficiency level 2

Question 4.Nickel and iron produce magnetic field. Which other element produce magnetic field?.........................

14

FRAMEWORK CHARACTERISTICCompetency Explaining phenomena scientificallyKnowledge system ContentContext GlobalCognitive demand EasyItem format closed constructed responseProficiency level I

ANSWER KEY AND CREDITSTHE SHIELDING GASES(ITEM-1)

1. Full credit: argon atomic number -18(2,8,8)The complete octet in the outer atomic shell makes argon stable and resistant to bonding with other elements.Partial credit: atomic number and electronic configuration or partial correct answer.No credit: answer missing or incorrect

2. Full credit: (b) 1.0 number of shell and number of electrons can’t be in fraction.Partial credit: (b) 1.0 no explanationNo credit: answer missing or incorrect

3. Full credit: (c)No credit: answer missing or incorrect

4. Full credit: number of protons=7, number of neutrons=7, atomic mass= no. of protons+no. of neutrons=7+7=14Partial credit: either 14 or formulaNo credit: answer missing or incorrect

THE BOHR MODEL AND REALITY(ITEM-2)1. Full credit: radius or diameter

No credit: answer missing or incorrect2. Full credit: (b)

No credit: answer missing or incorrect3. Full credit: according to Rutherford model electrons do not radiate energy while

revolving around nucleus. But they should. This is exactly why the Rutherford model failed.Partial credit: partially correct answerNo credit: answer missing or incorrect

4. Full credit: (a) higher (b) lower

15

No credit: answer missing or incorrect

SAME PLACE(ITEM-3)1. Full credit: mass number=93, no. of protons= 47

No. of neutrons= 93-47=46Partial credit: 46No credit:answer missing or incorrect

2. Full credit: (b)No credit: answer missing or incorrect

3. Full credit: (b)No credit: answer missing or incorrect

4. Full credit: agreeChemical properties are determined by the outer shell electrons and they have same atomic number and valency. Physical properties are determined by The interparticular forces in the bulk substances that is mass number. It determines the physical properties such as boiling/ melting/ density etc.Partial credit: agreeNo credit: answer missing or incorrect

PREDICTION AND DISCOVERY(ITEM-4)1. Full credit: Hydrogen has only one proton, the atom is safe and stable. If there are

two protons in nuclei and no neutron present, this atom will be unbalanced because neutrons balance the movement of the protons inside the nuclei so the protons will not bump into each other and create an explosion.Partial credit: partially correct answerNo credit: incorrect or missing answer

2. Full credit: (c)No credit: incorrect or missing answer

3. Full credit: (a)No credit: incorrect or missing answer

4. Full credit: (b)No credit: incorrect or missing answer

EQUAL WEIGHT ELEMENTS(ITEM-5)1. Full credit: isobars have same atomic mass and different atomic number so their

outer shell electrons differ which determine the chemical properties. Whereas physical properties are determined by the inter particular forces in the bulk substance i.e mass number. It determines the physical properties such as boiling/ melting/ density.Partial credit: partially correct answerNo credit: incorrect or missing answer

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2. Full credit: (d)No credit: incorrect or missing answer

3. Full credit: X and ZNo credit: incorrect or missing answer

4. Full credit: cobaltNo credit: incorrect or missing answer

Name of the teacher: Reena YadavDesignation: TGT ScienceEmail: [email protected] no. 8826367081

Name of the Vidyalaya: KV No.3 Delhi Cantt (II Shift)KVS Region: Delhi

PISA TEST ITEMCLASS IX CHAPTER – STRUCTURE OF THE ATOM

(ITEM-6)

Atomic Number and Mass Number

The composition of any atom can be illustrated with a shorthand notation called A/Z format. Both the atomic number and mass are written to the left of the chemical symbol. The "A" value is written as a superscript while the "Z" value is written as a subscript.

Atomic mass, the quantity of matter contained in an atom of an element. It is expressed as a multiple of one-twelfth the mass of the carbon-12 atom, 1.992646547 × 10−23 gram, which is assigned an atomic mass of 12 units. In this scale 1 atomic mass unit (amu) corresponds to 1.660539040 × 10−24 gram.

Annexure 4


Theme: Atomic number & Mass number

Class(es):IX-XExpected time:10 minTotal Credit: 08


https://www.britannica.com/science/matter

https://www.britannica.com/science/atom

https://www.britannica.com/science/chemical-element

https://www.britannica.com/science/carbon-chemical-element

17



Q1. Complete mass of an atom is concentrated in the__________.

Q1. Science Literacy

2. The number of electrons in an element X is 15 and the number of neutrons is 16. Which of the following is the correct representation of the element?(a) 31

15X(b) 31

16X(c) 16

15X(d) 15

16X

Q2. Science Literacy

Q3. The ion of an element has 3 positive charges. Mass number of the atom is 27 and the number of neutrons is 14. What is the number of electrons in the ion?Q3. Science Literacy

FRAMEWORK CHARACTERISTICSCompetency Interpreting data and evidence scientificallyKnowledge-system Knowledge of science- Physical system Content knowledgeContext GlobalCognitive demand Medium Item format Simple multiple choiceShort answerProficiency Level 2

FRAMEWORK CHARACTERISTICSCompetency Interpreting data and evidence scientificallyKnowledge-system Knowledge of science- Physical system Context GlobalCognitive demand Medium Item format Simple MCQProficiency Level 2FRAMEWORK CHARACTERISTICS

Competency Interprets and study dataKnowledge-system Knowledge of science- Physical system

18

Q4. The atomic composition of element A is the Number of neutrons =x, Atomic mass=12, Number of electrons =6 and of B is: Number of neutrons =y, atomic mass=28, number of electrons=number of electrons in A+8. Find The ratio of x and y.Q4. Science literacy

Context Social –HealthCognitive demand LowItem format Simple M.C.QProficiency Level Level 32

FRAMEWORK CHARACTERISTICSCompetency Explaining Phenomena ScientificallyKnowledge-system Knowledge of science- Physical system Context GlobalCognitive demand MediumItem format Closed constructed responseProficiency Level 2

19

Annexure 4


Theme: Atomic structure-IsotopesClass(es):IXExpected time:8 minTotal Credit: 08



Description of item: (ITEM-7)Isotopes

The number of neutrons in a nucleus affects the mass of the atom but not its chemical properties. Thus, a nucleus with six protons and six neutrons will have the same chemical properties as a nucleus with six protons and eight neutrons, although the two masses will be different. Nuclei with the same number of protons but different numbers of neutrons are said to be isotopes of each other. All chemical

elements have many isotopes.Isotopes of hydrogen The image shows the three isotopes of the element hydrogen. All three forms have one proton (pink) and one electron (dark green) but differ in the number of neutrons (grey) in the nucleus. Protium, or ordinary hydrogen (top), has no neutrons.

Deuterium, or hydrogen-2 (bottom left), has one neutron. Tritium, or hydrogen-3 (bottom right), has two neutrons.

Q1. Which pair of substances are isotopes ?I. 6

12C and 614CII. Carbon dioxide and carbon monoxide.

III. Diamond and graphite.IV. C2H4 and C3H6.

The correct answer is a. I and II

https://www.britannica.com/science/isotope


https://cdn.britannica.com/38/192338-050-AE92E225/image-isotopes-element-hydrogen-forms-neutrons-proton.jpg

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b. Only Ic. III and IV.d. II and III

Q1. Scientific literacy

Q2. An element has two isotopes, which may be represented as 238X and 235X.How does 238X differ from 235X ?


Q3. Based on

the understanding of the concept above, suggest correct option:

Answer as true or false. True/FalseThe atoms of different elements having same mass number but different atomic number are known as isobars.The sum of protons and neutrons in the isobars is always different.


FRAMEWORK CHARACTERISTICSCompetency Interpreting data and evidence scientificallyKnowledge-system Knowledge of science Content knowledgeContext GlobalCognitive demand Medium Item format Complex multiple choiceProficiency Level 2

FRAMEWORK CHARACTERISTICSCompetency Explaining Phenomena ScientificallyKnowledge-system Content knowledgeContext GlobalCognitive demand MediumItem format Closed constructed responseProficiency Level 2

FRAMEWORK CHARACTERISTICSCompetency Interpreting data and evidence scientificallyKnowledge-system Content knowledgeContext GlobalCognitive demand Medium Item format Simple multiple choiceProficiency Level 2

21

Q4. “Isotopes are electrically neutral” Do you agree.-----------------------------------------------------------------------------------------------------------------------

Q4. Scientific leteracy

Annexure 4


Theme: Atomic structure-Rutherford model of atom




(ITEM-8)Rutherford’s model of the atom

Q1: . What do you think would be the observation if the α-particle scattering experiment is carried out using a thin foil of lighter atoms like aluminium, etc.?FRAMEWORK CHARACTERISTICSCompetency Explaining Phenomena ScientificallyKnowledge-system Procedural knowledgeContext Local Cognitive demand High Item format Open Constructed-responseProficiency Level 3

FRAMEWORK CHARACTERISTICSCompetency Explaining Phenomena ScientificallyKnowledge-system Content knowledge of science.Context Global Cognitive demand Medium Item format Closed constructed responseProficiency Level 2

Rutherford directed beams of alpha particles (which are the nuclei of helium atoms and hence positively charged) at thin gold foil to test this model and noted how the alpha particles scattered from the foil.

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Q2: Where are the electrons in the Rutherford model of the atom?FRAMEWORK CHARACTERISTICSCompetency Explaining Phenomena ScientificallyKnowledge-system Content knowledge.Context Global Cognitive demand Medium Item format Closed constructed responseProficiency Level 1

Q3: Rutherford suggest that the positive charge in an atomic nucleus is concentrated in a tiny region rather than spread evenly throughout the atom. Do you agree?FRAMEWORK CHARACTERISTICSCompetency Explaining Phenomena ScientificallyKnowledge-system Procedural knowledgeContext GlobalCognitive demand MediumItem format Open constructed responseProficiency Level 2

Q4: Atomic models have been improved over the years. Arrange the following atomic models in the chronological order.(i) Rutherford’s atomic model (ii) Thomson’s atomic model(iii) Bohr’s atomic model(a) (i), (ii) and (iii)(b) (ii), (iii) and (i)(c) (ii), (i) and (iii)(d) (iii), (ii) and (i)

Q4. Science literacyFRAMEWORK CHARACTERISTICSCompetency Interpreting data and evidence scientificallyKnowledge-system Content knowledgeContext GlobalCognitive demand Medium Item format Complex multiple choiceProficiency Level 2

Q5: Science literacyCan the following questions be answered using Rutherford Model of atom

Yes/No

Electrons have negative charge.Neutron exists in the nucleus.

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FRAMEWORK CHARACTERISTICSCompetency Interpreting data and evidence scientificallyKnowledge-system Content knowledgeContext GlobalCognitive demand Medium Item format Simple multiple choiceProficiency Level 2

re 4


Theme: Atomic structure-Thomson model of atom




(ITEM-4)The Thomson Model of the Atom

In 1897, J.J. Thomson discovered the electron, the first subatomic particle. He also was the first to attempt to incorporate the electron into a structure for the atom. The internal structure of the atom had been a source of speculation for thousands of years. The Greeks taught that the atom was solid, as did Dalton. Although Dalton did allow for the fact that there might be a sub-atomic structure of which he was unaware.

Thomson faced two major problems: (1) how to account for the mass of the atom when the electron was only about 1/1000 the mass of the hydrogen atom (the more modern figure is 1/1836) and (2) how to create a neutral atom when the only particle available was negatively charged.

His solution was to rule the scientific world for about a decade and Thomson himself would make a major contribution to undermining his own model.

Thomson had been in the business of proposing atomic models since at least 1881.

Here is what he then said in 1899:

"I regard the atom as containing a large number of smaller bodies which I will call corpuscles, these corpuscles are equal to each other.... In the normal atom, this assemblage of corpuscles forms a system which is electrically neutral. Though the individual corpuscles behave like negative ions, yet when they are assembled in a neutral atom the negative effect is balanced by something which causes the space through which the corpuscles are spread to act as if it had a charge of positive electricity equal in amount to the sum of the negative charges of the corpuscles.... The detached corpuscles behave like negative ions, each carrying a constant negative charge which we shall call for brevity the unit charge; while the part of the atom left behind behaves like a positive ion with the unit positive charge and a mass large compared with that of the negative ion."

This last portion is interesting in that it proposes the correct mechanism for ionization; a negative electron is removed leaving behind a positive atom.

His next statement on the structure of the atom comes in a 1904 article.

“We suppose that the atom consists of a number of corpuscles moving about in a sphere of uniform positive electrification . . . .”

Source: https://www.chemteam.info/AtomicStructure/Thomson-Model-Intro.html

https://www.chemteam.info/AtomicStructure/Thomson-Model-Intro.html

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Q1: The negatively charged ion is known by which name?

Q2: Thomson model suggested the existence of nucleus. CommentFRAMEWORK CHARACTERISTICSCompetency Interpreting data and evidence scientificallyKnowledge-system Thinking Context GlobalCognitive demand LowItem format Closed constructed responseProficiency Level 1

Q3: Thomson compared his idea of atomic structure to a plum pudding. Invent an original analogy for Thomson’s plum pudding model of the atom.

FRAMEWORK CHARACTERISTICSCompetency Evaluating and designing Scientific EnquiryKnowledge-system Content knowledgeContext GlobalCognitive demand MediumItem format Open constructed responseProficiency Level 2

Q4: Do these statements state true with relation to Thomson Model?Thomson model suggested most of the atom is empty. YES/NOThe atom as whole is neutral YES/NO

FRAMEWORK CHARACTERISTICSCompetency Interpreting data and evidence scientificallyKnowledge-system Content knowledgeContext GlobalCognitive demand Medium Item format Complex multiple choiceProficiency Level 2

Domain: Scientific LiteracyTheme: Atomic StructureClass: 9th Expected Time : 30 MinutesTotal Credit: 08Learning Outcome: Knowledge about valency of an atom.Description of item:

FRAMEWORK CHARACTERISTICSCompetency Interpreting data and evidence scientificallyKnowledge-system Content knowledgeContext GlobalCognitive demand LowItem format Short response itemsProficiency Level 1

http://www.ck12.org/embed/#module=concept&handle=Atomic-Structure&branch=chemistry&nochrome=true&view_mode=embed

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exure 4





(ITEM-9)ValenceValence, also spelled valency, in chemistry, the property of an element that determines the number of other atoms with which an atom of the element can combine. Introduced in 1868, the term is used to express both the power of combination of an element in general and the numerical value of the power of combination.The explanation and the systematization of valence was a major challenge to 19th-century chemists. In the absence of any satisfactory theory of its cause, most of the effort centred on devising empirical rules for determining the valences of the elements. Characteristic valences for the elements were measured in terms of the number of atoms of hydrogen with which an atom of the element can combine or that it can replace in a compound. It became evident, however, that the valences of many elements vary in different compounds. The first great step in the development of a satisfactory explanation of valence and chemical combination was made by the American chemist G.N. Lewis (1916) with the identification of the chemical bond of organic compounds with a pair of electrons held jointly by two atoms and serving to hold them together. In the same year, the nature of the chemical bond between electrically charged atoms (ions) was discussed by German physicist W. Kossel. After the development of the detailed electronic theory of the periodic system of the elements, the theory of valence was reformulated in terms of electronic structures and interatomic forces. This situation led to the introduction of several new concepts—ionic valence, covalence, oxidation number, coordination number, metallic valence—corresponding to different modes of interaction of atoms.Q1. Why do Helium, Neon and Argon have zero valency?


https://www.britannica.com/science/chemistry

https://www.britannica.com/science/atom

https://www.merriam-webster.com/dictionary/empirical

https://www.britannica.com/science/hydrogen

https://www.merriam-webster.com/dictionary/compound

https://www.merriam-webster.com/dictionary/compounds

https://www.britannica.com/biography/Gilbert-N-Lewis

https://www.britannica.com/science/oxidation-number

https://www.britannica.com/science/coordination-number

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Q2. Helium has 2 electrons in its valence shell but its valency is not 2. Do you agree?


Q3. Ramesh answered that 35Cl and 37Cl have different valences. Do agree with his answer, justify.


Q4. An atom with 3 Protons and 4 Neutrons will have a valency ………………FRAMEWORK CHARACTERISTICSCompetency Interpreting data and evidence scientificallyKnowledge-system Content knowledgeContext GlobalCognitive demand Medium Item format Simple constructedProficiency Level 2

Answer Key & Credits

(ITEM-6)ATOMIC NUMBER AND MASS NUMBER

Q1.

Full Credit: 02Nil Credit: 00Description of Answer Key and Credits:Full credit: Nucleus.No credit: Other responses and missing

Q2.

27

Full Credit: 02Nil Credit: 00Description of Answer Key and Credits:Full credit: aNo credit: Other responses and missing

Q3.Full Credit: 02Nil Credit: 00Description of Answer Key and Credits:Full credit: We know that mass number= number of protons+ number of neutrons in any given atom. Here, mass number is 27 and there are 14 neutrons hence protons=27-14=13. In a neutral atom, number of protons=number of electrons. Hence in this case the number of electrons in the neutral atom will be 13. Now, since the atom carries +3 charge hence it will have 13-3=10 electrons.No credit: Other responses and missing.

Q4.Full Credit: 02Nil Credit: 00Description of Answer Key and Credits:Full credit: Number of neutrons in A = 12 – 6.Number of neutrons in B = 28 – 14.Required ratio is 3:7 No credit: Other responses and missing.

(ITEM-7)ISOTOPESQ1.

Full Credit: 02Half Credit: 01Nil Credit: 00

Description of Answer Key and Credits:Full credit: B, as they have same atomic number but different mass number.No credit: Other responses and missing

Q2. Full Credit: 02Nil Credit: 00Description of Answer Key and Credits:Full credit: Number of protons or atomic number are same in case of isotopes. Thus


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238Xhas 3 more neutrons.No credit: Other responses and missing.

Q3.Full Credit: 02Nil Credit: 00Description of Answer Key and Credits:Full credit: True, False in that orderNo credit: Other responses and missing

Q4.Full Credit: 02Nil Credit: 00Description of Answer Key and Credits:Full credit: Isotopes are electrically neutral because they possess an equal number of protons (+) and electrons (-).No credit: Other responses and missing

(ITEM-8)RUTHERFORD’S MODEL OF THE ATOM

Q1:Credit Pattern:Full Credit: 02Nil Credit: 00Description of Answer Key and Credits:Full credit : If alpha particle scattering experiment is carried out using a foil of any metal as thin as gold foil used by Rutherford, there would be no change in observations. But since other metals are not so malleable so, such a thin foil is difficult to obtain. If we use a thick foil, then more α-particles would rebound.No credit: Other responses and missing

Q2: Full Credit: 02Nil Credit: 00

Description of Answer Key and Credits:Full credit: Revolves around the nucleus.No credit: Other responses and missing


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Description of Answer Key and Credits:Full credit: Yes, as most of the alpha particles passed straight through the foil without being deflected. However, occasionally the alpha particles were deflected in their paths, and rarely the alpha particles were deflected backward at a 180 degree angle. Since like charges repel, Rutherford concluded that the cause of the deflections of the positively charged alpha particles had to be something within the atom that was also positively charged.No credit: Other responses and missing.

Q4:Full Credit: 02Half Credit: 01Nil Credit: 00

Description of Answer Key and Credits:Full credit: cNo credit: Other responses and missing

Q5:Full Credit: 02Nil Credit: 00

Description of Answer Key and Credits:Full credit: No,NoNo credit: Other responses and missing

The Thomson Model of the Atom

Q1:Credit Pattern:Full Credit: 02Nil Credit: 00

Description of Answer Key and Credits:Full credit : ElectronNo credit: Other responses and missing

Q2: Full Credit: 02Half Credit: 01Nil Credit: 00

Description of Answer Key and Credits:Full credit: No. It suggested that positive charge is spread throughout the atom.Partial credit: If answered only “No” No credit: Other responses and missing

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Description of Answer Key and Credits:Full credit: Any answer matching plum-pudding model.No credit: Other responses and missing.

Q4:Full Credit: 02Half Credit: 01Nil Credit: 00

Description of Answer Key and Credits:Full credit: No, Yes in that order..Partial credit: No or Yes in that order.No credit: Other responses and missing

(ITEM-9)ValenceQ1.

Full Credit: 02Nil Credit: 00

Description of Answer Key and Credits:Full credit: Helium has 2 electrons in its only energy shell, while Argon and Neon have 8 electrons in their valence shells. As these have maximum number of electrons in their valence shells, they do not have any tendency to combine with other elements. Hence they have a tendency equal to zero.No credit: Other responses and missing.

Q2.Full Credit: 02Nil Credit: 00

Description of Answer Key and Credits:Full credit:No. Its duplet is complete. Hence the valency is zero.No credit: Other responses and missing.

Q3. Full Credit: 02Nil Credit: 00

Description of Answer Key and Credits:Full credit:No.35Cl and 37Cl will have same valency. Valency is determined by number of protons or number of electrons. Since the number of protons/electrons are same in both the cases mentioned above, the valencies will be same.No credit: Other responses and missing.

Q4.

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Full Credit: 02Nil Credit: 00Description of Answer Key and Credits:Full credit: 1.No credit: Other responses and missing

Name of the Teacher/Item Writer: Satish KumarDesignation :PGT (Physics)Email :[email protected] No. :7982544474Name of the Vidyalaya : KeshavpuramKVS Region :Delhi

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INDEX

CHAPTER: 5 :THE FUNDAMENTAL UNIT OF LIFE CLASS:IX

S.NO. NAME OF THE ITEM 1 Structures outside the cell membrane2 Prokaryotic cells

3 Eukaryotic cells4 Mitochondria and Chloroplast

5 Cell Membrane6 Cytoplasm7 The Cell Nucleus8

Mitochondrial disease

9 Neurons CHAPTER: 5 THE FUNDAMENTAL UNIT OF LIFE

Practice Item -2 Structures outside the cell membraneMany cells also have structures which exist wholly or partially outside the cell membrane. These structures are notable because they are not protected from the external environment by the semipermeable cell membrane. In order to assemble these structures, their components must be carried across the cell membrane by export processes.

https://en.wikipedia.org/wiki/Semipermeable_membrane

33

Cell wall

Many types of prokaryotic and eukaryotic cells have a cell wall. The cell wall acts to protect the cell mechanically and chemically from its environment, and is an additional layer of protection to the cell membrane. Different types of cell have cell walls made up of different materials; plant cell walls are primarily made up of cellulose, fungi cell walls are made up of chitin and bacteria cell walls are made up of peptidoglycan.ProkaryoticCapsuleA gelatinous capsule is present in some bacteria outside the cell membrane and cell wall. Capsules are not marked by normal staining protocols and can be detected by India ink or methyl blue; which allows for higher contrast between the cells for observation.FlagellaFlagella are organelles for cellular mobility. The bacterial flagellum stretches from cytoplasm through the cell membrane(s) and extrudes through the cell wall. They are long and thick thread-like appendages, protein in nature. A different type of flagellum is found in archaea and a different type is found in eukaryotes.FimbriaeA fimbria (plural fimbriae also known as a pilus, plural pili) is a short, thin, hair-like filament found on the surface of bacteria. Fimbriae are formed of a protein called pilin (antigenic) and are responsible for the attachment of bacteria to specific receptors on human cells (cell adhesion). There are special types of pili involved in bacterial conjugation.

Q-2.1 The cell wallof onion is made up of(a) Protein(b) carbohydrates(c) vitamins(d) Hormones

Q-2.2What is the importance of cell wall?Ans- ______________________________________________________________

Q2.3- Which of the following is formed by Protein? Choose the most correct option.(a) Cell wall and Capsule(b) Only Capsule(c) Flagella and Fimbriae(d) Capsule and Fimbriae

Q2.4- Cell wall of mushroom is made up of(a) Cellulose(b) Chitin(c) peptidoglycan.

https://en.wikipedia.org/wiki/Cell_wall

https://en.wikipedia.org/wiki/Cellulose

https://en.wikipedia.org/wiki/Chitin

https://en.wikipedia.org/wiki/Peptidoglycan

https://en.wikipedia.org/wiki/Bacterial_capsule

https://en.wikipedia.org/wiki/India_ink#Uses_other_than_writing

https://en.wikipedia.org/wiki/Methyl_blue

https://en.wikipedia.org/wiki/Flagella

https://en.wikipedia.org/wiki/Fimbria_(bacteriology)

https://en.wikipedia.org/wiki/Pilus

https://en.wikipedia.org/wiki/Pilin

https://en.wikipedia.org/wiki/Antigenic

https://en.wikipedia.org/wiki/Cell_adhesion

https://en.wikipedia.org/wiki/Bacterial_conjugation


34

(d) AmylosePractice Item -3 for preparation of Practice Items for Scientific Literacy

Prokaryotic cellsMain article: Prokaryote

Structure of a typical prokaryotic cell

Prokaryotes include bacteria and archaea, two of the three domains of life.

Prokaryotic cells were the first form of life on Earth, characterised by having vital biological processes including cell signaling. They are simpler and smaller than eukaryotic cells, and lack a nucleus, and other membrane-bound organelles. The DNA of a prokaryotic cell consists of a single circular chromosome that is in direct contact with the cytoplasm. The nuclear region in the cytoplasm is called the nucleoid. Most prokaryotes are the smallest of all organisms ranging from 0.5 to 2.0 µm in diameter.

A prokaryotic cell has three regions:

Enclosing the cell is the cell envelope – generally consisting of a plasma membrane covered by a cell wall which, for some bacteria, may be further covered by a third layer called a capsule. Though most prokaryotes have both a cell membrane and a cell wall, there are exceptions such as Mycoplasma (bacteria) and Thermoplasma (archaea) which only possess the cell membrane layer. The envelope gives rigidity to the cell and separates the interior of the cell from its environment, serving as a protective filter. The cell wall consists of peptidoglycan in bacteria, and acts as an additional barrier against exterior forces. It also prevents the cell from expanding and bursting (cytolysis) from osmotic pressure due to a hypotonic environment. Some eukaryotic cells (plant cells and fungal cells) also have a cell wall.

Inside the cell is the cytoplasmic region that contains the genome (DNA), ribosomes and various sorts of inclusions.The genetic material is freely found in the cytoplasm. Prokaryotes can carry extrachromosomal DNA elements called plasmids, which are usually circular. Linear bacterial plasmids have been identified in several species of spirochete bacteria, including members of the

https://en.wikipedia.org/wiki/Prokaryote

https://en.wikipedia.org/wiki/Prokaryotic

https://en.wikipedia.org/wiki/Prokaryote

https://en.wikipedia.org/wiki/Bacteria

https://en.wikipedia.org/wiki/Archaea

https://en.wikipedia.org/wiki/Three_domain_system

https://en.wikipedia.org/wiki/Domain_(biology)

https://en.wikipedia.org/wiki/Life

https://en.wikipedia.org/wiki/Biological_process

https://en.wikipedia.org/wiki/Biological_process

https://en.wikipedia.org/wiki/Cell_signaling

https://en.wikipedia.org/wiki/Cell_nucleus

https://en.wikipedia.org/wiki/Organelle

https://en.wikipedia.org/wiki/DNA

https://en.wikipedia.org/wiki/Circular_prokaryote_chromosome

https://en.wikipedia.org/wiki/Cytoplasm

https://en.wikipedia.org/wiki/Nucleoid

https://en.wikipedia.org/wiki/Cell_envelope

https://en.wikipedia.org/wiki/Plasma_membrane

https://en.wikipedia.org/wiki/Plasma_membrane

https://en.wikipedia.org/wiki/Cell_wall

https://en.wikipedia.org/wiki/Bacterial_capsule

https://en.wikipedia.org/wiki/Mycoplasma

https://en.wikipedia.org/wiki/Thermoplasma


https://en.wikipedia.org/wiki/Cytolysis

https://en.wikipedia.org/wiki/Osmotic_pressure

https://en.wikipedia.org/wiki/Hypotonicity

https://en.wikipedia.org/wiki/Plant_cell

https://en.wikipedia.org/wiki/Fungus

https://en.wikipedia.org/wiki/Cytoplasm

https://en.wikipedia.org/wiki/Genome

https://en.wikipedia.org/wiki/Extrachromosomal_DNA

https://en.wikipedia.org/wiki/Plasmid

https://en.wikipedia.org/wiki/Spirochete

https://en.wikipedia.org/wiki/File:Prokaryote_cell.svg

35

genus Borrelia notably Borreliaburgdorferi, which causes Lyme disease. Though not forming a nucleus, the DNA is condensed in a nucleoid. Plasmids encode additional genes, such as antibiotic resistance genes.

On the outside, flagella and pili project from the cell's surface. These are structures (not present in all prokaryotes) made of proteins that facilitate movement and communication between cells.

Q-3.1which type of cell were the first form of life on Earth.(a) Prokaryotes(b) Eukaryotes(c) Both(d) None of the above

Q-3.2 TheProkaryotic cell has the regionsi) cell envelopeii) Plasma membraneiii) Cellwalliv) peptidoglycanWhich among the above choices are correct?a) Only option- (i)b) Both the options (i) and (ii)c) Options (i), (ii) and (iii)d) None of the above options are correct

Q-3.3 Why does a raisin get swell up on dropping into water?Ans :--------------------------------------------------------------------------------------

Q-3.4 Component/s which are present in prokaryotes are1. Mitochondria2. Plasmids3. 70 S Ribosomes4. pili

(a) 1 (b) 2,3,4 (c) None of these

Practice Item -4 Eukaryotic cells

Plants, animals, fungi, slime moulds, protozoa, and algae are all eukaryotic. These cells are about fifteen times wider than a typical prokaryote and can be as much as a thousand times greater in volume. The main distinguishing feature of eukaryotes as compared to prokaryotes is compartmentalization: the presence of membrane-bound organelles (compartments) in which specific activities take place. Most important among these is a cell nucleus, an organelle that houses the cell's DNA. This nucleus gives the eukaryote its name, which means "true kernel (nucleus)". Other differences include:

The plasma membrane resembles that of prokaryotes in function, with minor differences in the setup. Cell walls may or may not be present.

https://en.wikipedia.org/wiki/Borrelia

https://en.wikipedia.org/wiki/Borrelia_burgdorferi


https://en.wikipedia.org/wiki/Nucleoid

https://en.wikipedia.org/wiki/Antibiotic_resistance



https://en.wikipedia.org/wiki/Life

https://en.wikipedia.org/wiki/Cell_envelope




https://en.wikipedia.org/wiki/Plants

https://en.wikipedia.org/wiki/Animals

https://en.wikipedia.org/wiki/Fungi

https://en.wikipedia.org/wiki/Slime_mould

https://en.wikipedia.org/wiki/Protozoa

https://en.wikipedia.org/wiki/Algae

https://en.wikipedia.org/wiki/Eukaryote

https://en.wikipedia.org/wiki/Cellular_compartment

https://en.wikipedia.org/wiki/Organelle



36

The eukaryotic DNA is organized in one or more linear molecules, called chromosomes, which are associated with histone proteins. All chromosomal DNA is stored in the cell nucleus, separated from the cytoplasm by a membrane. Some eukaryotic organelles such as mitochondria also contain some DNA.

Many eukaryotic cells are ciliated with primary cilia. Primary cilia play important roles in chemosensation, mechanosensation, and thermosensation. Each cilium may thus be "viewed as a sensory cellular antennae that coordinates a large number of cellular signaling pathways, sometimes coupling the signaling to ciliary motility or alternatively to cell division and differentiation.

Motile eukaryotes can move using motile cilia or flagella. Motile cells are absent in conifers and flowering plants. Eukaryotic flagella are more complex than those of prokaryotes.

An eukaryotic cell (left) and a prokaryotic cell (right)

Q4.1- Which of the following has a small volume?

(a) Eukaryote Cell (b) Prokaryote Cell(c) Nucleoid(d) Endoplasmic Reticulum

Q 4.2- Motile cells are present in –

(a) Animals (b) Flowering Plants(c) Conifers(d) All the above

Q4.3- How does a prokaryotic cell differ from thatof a eukaryotic cell?

Ans-----------------------------------------------------------------------------------------------------------------

Q4.4- Name the structure that act as sensory cellular antennae in some eukaryotic cells.

Ans……………………………………………………………………………………………………………………………………..

Practice Item 8

Mitochondria and Chloroplast

Mitochondria and Chloroplast -both are energy transformers of cells mitochondria = cellular respiration chloroplast = photosynthesis

https://en.wikipedia.org/wiki/Chromosome

https://en.wikipedia.org/wiki/Histone



https://en.wikipedia.org/wiki/Mitochondria

https://en.wikipedia.org/wiki/Cilium

https://en.wikipedia.org/wiki/Cilium#Primary_cilia

https://en.wikipedia.org/wiki/Mechanosensation

https://en.wikipedia.org/wiki/Antenna_(biology)

https://en.wikipedia.org/wiki/Motile_cilia


https://en.wikipedia.org/wiki/Conifers

https://en.wikipedia.org/wiki/Flowering_plants

https://en.wikipedia.org/wiki/Eukaryotic

https://en.wikipedia.org/wiki/Prokaryotic

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-both are not part of the endomembrane system -most of their proteins are synthesized by the free ribosomes in the cytosol -a few of the proteins are synthesized from their own ribosomes -both organelles contain small quantity of DNA that direct the synthesis of polypeptides produced by the internal ribosomes -both organelles grow and reproduce as semiautonomous organelles

Mitochondria -1-10 µm long -some cells contain a single large mitochondrion but most cells contain several mitochondria -enclosed by two membrane: outer and inner membrane with different permeability -cristae = fold of innermembrane to increase the surface area -matrix and intermembrane space -innermembrane of mitochondria contains: -electron transport chain -ATP synthase The energy from catabolism in the matrix is converted into ATP.

Chloroplast -is one of the generalized plant structure called plastids -found in mesophyll cells of the leaves and in algae -2-4 µm wide and 5-10 µm long

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-2 membranes: inner and outer membrane -stroma ~ matrix of mitochondria -thylakoids contain photosynthetic machinery of the chloroplast.

Question 1.(a) Which two organelle are named as ‘semi autonomous? ---------------------- ---------------------- (b) How will you justify this term for them? ----------------------------------------------------------------------------------------------Question 2. Observe the diagrams given above and write the difference between the inner membrane of Mitochondria and Chloroplast. -----------------------------------------------------------------------------------------------------------

Question 3. The organelle of endomembrane system can be-(a) Chloroplast(b) Nuclear membrane(c) Endoplasmic reticulum(d) Lysosomes

Choose the correct option-(i) Only a(ii) a and c(iii) b and c(iv) b, c and d

Question 4. Fill the blank columns-Energy transformation Organelle involved Name of the processLight energy to chemical energy

-------------------------- ----------------------

Chemical energy of food to ATP

-------------------------- ----------------------

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11.Cell Membrane

The cell membrane, also known as the plasma membrane, is a double layer of lipids and proteins that surrounds a cell and separates the cytoplasm (the contents of the cell) from its surrounding environment. It is selectively permeable, which means that it only lets certain molecules enter and exit. It can also control the amount of some substances that go into or out of the cell. All cells have a cell membrane.

Function of the Cell Membrane

The cell membrane gives the cell its structure and regulates the materials that enter and leave the cell. Like a drawbridge intended to protect a castle and keep out enemies, the cell membrane only allows certain molecules to enter or exit. Oxygen, which cells need in order to carry out metabolic functions such as cellular respiration, and carbon dioxide, a byproduct of these functions, can easily enter and exit through the membrane. Water can also freely cross the membrane, although it does so at a slower rate. However, highly charged molecules, like ions, cannot directly pass through, nor can large macromolecules like carbohydrates or amino acids. Instead, these molecules must pass through proteins that are embedded in the membrane. In this way, the cell can control the rate of diffusion of these substances.

Structure of the Cell Membrane

Phospholipids are a main component of the cell membrane. These are lipid molecules made up of a phosphate group head and two fatty acid tails. The properties of phospholipid molecules allow them to spontaneously form a double-layered membrane. When in water or an aqueous solution, which includes the inside of the body, the hydrophilic heads of phospholipids will orient themselves to be on the outside, while the hydrophobic tails will be on the inside.

11.1 Which of the following is NOT a component of the cell membrane?A. PhospholipidsB. SterolsC. Proteins

https://biologydictionary.net/cell/

https://biologydictionary.net/plasma-membrane/

https://biologydictionary.net/cytoplasm/

https://biologydictionary.net/cellular-respiration/

https://biologydictionary.net/amino-acids/

https://biologydictionary.net/diffusion/

https://biologydictionary.net/phosphate-group/

https://biologydictionary.net/head/

https://biologydictionary.net/phospholipid/

https://biologydictionary.net/solution/

https://biologydictionary.net/hydrophilic/

https://biologydictionary.net/hydrophobic/

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D. Nucleic Acids

11.2. The function of cell membrane is-A. To regulate entry and exit of specific types of moleculesB. To regulate amount of certain molecules that enter and exit the cellC. To receive signal moleculesD. All of the above

11.3 . Which part of a phospholipid molecule is hydrophilic?A. The phosphate group headB. The fatty acid tailsC. Both A and BD. Neither A nor B

11.4. Which other parts of acell has the same chemical composition as the cell membrane?

………………………………………………………………………………………………………………………….

11.5. Which type of substances cannot cross through the cell membrane?

………………………………………………………………………………………………………………..

Personal toolsSearch Site Navigation University Home

University A -Z12 CytoplasmIn the year 1665, Robert Hooke, an English researcher observed the fundamental unit of life through his coarse compound microscope. He coined the term “cell”, which was based on the Latin word called “Cella,” meaning, small rooms.

The fluid that fills up the cells is referred to as the cytoplasm. It encompasses the cytosol with filaments, ions, proteins, and macromolecular structures and also other organelles suspended in the cytosol. But new research suggests that the traditional definition of cytoplasm is no longer valid. Decades prior, it was considered to be a fluid-like substance, but new evidence reveals that it is similar to glass-forming liquids. The cytoplasm in the eukaryotic cells associates with the cell contents except for the nucleus. But in prokaryotic cells, as they do not possess a defined nuclear membrane, the cytoplasm possesses the genetic material of the cell. The cells, in comparison to the eukaryotes, are smaller and have an uncomplicated arrangement of the cytoplasm.

The cytoplasm is a fluid-like substance that fills up the cells. Cellular organelles and structures are suspended in the cytoplasm.

Search

https://www2.le.ac.uk/

https://byjus.com/biology/eukaryotic-cells/

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Cytoplasm Structure

Cell organelles are various structures existing inside cells. All these structures are distinct and perform specific functions. Cells have three main elements i.e., plasma membrane, and cytoplasm and the nucleus.

The plasma membrane or cell membrane is a bi-lipid membranous layer, parting the cell organelles from its outside environment and from the different cells. It is the external covering of a cell where all different parts, including cytoplasm and nucleus, are enclosed.

Next, is the nucleus, one of the biggest organelle. They have exclusive control of a cell. Lastly, the cytoplasm is a jelly-like material in which the cell organelles are implanted.

The cytoplasm is one of the basic components of the cell where cell organelles are embedded. It is a semi-liquid jelly-like element which attaches the nucleus and the cell membrane. Other cell organelles such as mitochondria, ribosomes, vacuoles, endoplasmic reticulum, etc., are all suspended in it.

It can easily be examined under a microscope through the staining technique. Functionally, it is the site for several chemical reactions within a cell. Most of the cellular metabolism takes place here.

Protoplasm

The protoplasm is generally referred to as the living part of the cell. It is the colourless, jelly-like substance composed of macromolecules, water and mixture of small molecules. It can be defined as the inorganic and organic substance which constitutes the cytoplasm, the nucleus, mitochondria and the plastids of the cell. It is the chief substance that is responsible for all the living processes.

The elements that make up the protoplasm are fats, proteins, enzymes, hormones, etc. which are either suspended or dissolved in the fluid component of the protoplasm.

Nucleus

The nucleus is an important element of the cells. It is a membrane-bound organelle that is typically found in the eukaryotic cells. Eukaryotes usually have a single nucleus, whereas some cell types do

https://byjus.com/biology/cell-organelles/

42

not possess a nucleus (RBC-Red Blood Cells).

12.1 If an animal cell is kept in highly concentrated sugar solution , it will-

a) Shrinkb) Swellc) No changed) Burst

12.2If a plant cell is kept in a water then changes can be seen –a) Only in the cell wallb) Only in the cell membranec) In nucleus and cell walld) In cell membrane and cytoplasm

12.3.If we extract the cytoplasm from a cell ,what would be the consequences ?

12.4 If there is no nucleus in a eukaryotic cell then-

a) Cell division will continueb) Normal metabolic activities will take placec) Cell will become hyperactived) The cell will die sooner or latterlater

12.5 Why is cytoplasm negatively charged?12.6 Nature of cytoplasm is acidic or basic? Justify.

Nature of cytoplasm is acidic or basic? Justif

17 The Cell Nucleus

The nucleus is a highly specialized organelle that serves as the information processing and administrative center of the cell. This organelle has two major functions: it stores the cell's hereditary material, or DNA, and it coordinates the cell's activities, which include growth, intermediary metabolism, protein synthesis, and reproduction (cell division).

The spherical nucleus typically occupies about 10 percent of a eukaryotic cell's volume, making it one

43

of the cell's most prominent features.

Chromatin and Chromosomes - Packed inside the nucleus of every human cell is nearly 6 feet of DNA, which is divided into 46 individual molecules, one for each chromosome and each about 1.5 inches long. Packing all this material into a microscopic cell nucleus is an extraordinary feat of packaging. For DNA to function, it can't be crammed into the nucleus like a ball of string. Instead, it is combined with proteins and organized into a precise, compact structure, a dense string-like fiber called chromatin.

The Nuclear Envelope - The nuclear envelope is a double-layered membrane that encloses the contents of the nucleus during most of the cell's lifecycle. The space between the layers is called the perinuclear space and appears to connect with the rough endoplasmic reticulum. The envelope is perforated with tiny holes called nuclear pores. These pores regulate the passage of molecules between the nucleus and cytoplasm, permitting some to pass through the membrane, but not others. The inner surface has a protein lining called the nuclear lamina, which binds to chromatin and other nuclear components. During mitosis, or cell division, the nuclear envelope disintegrates, but reforms as the two cells complete their formation and the chromatin begins to unravel and disperse.

17.1. Which of the following parts of the nucleus organizes DNA into chromosomes?(a)nuclear envelop (b)nucleolus( c) chromatin(d)pores

17.2. Put the following into the order from smallest to largest:chromosomes, DNA, chromatin.

………………………………………………………………………………………………………………………………….

17.3. Describe any two situations where DNA test can be used as a tool?

…………………………………………………………………………………………………………..………………………………………………………………………………………………………………….

17.4. Choose the incorrect statement about nuclear lamina.

(a) Filaments present in the inner membrane of the nucleus(b) Made up of lamin proteins(c) Provide mechanical support to nucleus(d) It has bounded with the ribosomes.

17.5. Assuming nucleus to be spherical, if volume of the eukaryotic cell is y unit then what will be the radius of the nucleus?

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

https://micro.magnet.fsu.edu/cells/nucleus/chromatin.html

https://micro.magnet.fsu.edu/cells/nucleus/nuclearenvelope.html

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18. Mitochondrial disease

The DNA within mitochondria is more susceptible to damage than the rest of the genome. This is because free radicals, which can cause damage to DNA, are produced during ATP synthesis. Also, mitochondria lack the same protective mechanisms found in the nucleus of the cell.

However, the majority of mitochondrial diseases are due to mutations in nuclear DNA that affect products that end up in the mitochondria.. As a general rule, cells that need the largest amounts of energy, such as heart muscle cells and nerves, are affected the most by faulty mitochondria.

Diseases that generate different symptoms but are due to the same mutation are referred to as genocopies.Conversely, diseases that have the same symptoms but are caused by mutations in different genes are called phenocopies. Leigh syndrome, which can be caused by several different mutations. Although symptoms of a mitochondrial disease vary greatly, they might include:

Over recent years, researchers have investigated a link between mitochondria dysfunction and aging. There are a number of theories surrounding aging, and the mitochondrial free radical theory of aging has become popular over the last decade or so.

The theory is that reactive oxygen species (ROS) are produced in mitochondria, as a by product of energy production. These highly charged particles damage DNA, fats, and proteins.

Because of the damage caused by ROS, the functional parts of mitochondria are damaged. When the mitochondria can no longer function so well, more ROS are produced, worsening the damage further .Although correlations between mitochondrial activity and aging have been found, not all scientists have reached the same conclusions. Their exact role in the aging process is still unknown.

http://www.med.unc.edu/neurology/files/documents/child-teaching-pdf/Mitochondrial%20Review%20DiMaro%2005.pdf

https://ghr.nlm.nih.gov/condition/leigh-syndrome

https://www.jci.org/articles/view/64125

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18.1. Which is the most common phenomenon of mitochondrial diseases?

…………………………………………………………………………………………………………………………………….

18.2., How do free radicals affect mitochondria?

……………………………………………………………………………………………………………

…………………………………………………………………………………………………………….

18.3. Name the cell(s) which uses maximum amount of energy?

……………………………………………………………………………………………………….

18.4.Leigh syndrome is an example of genocopy orphenocopy.

…………………………………………………………………………………………….

18.5. What is the difference between nuclear DNA and mtDNA?

……………………………………………………………………………………………………

19. Neurons

Neuron is a nerve cell that is the basic building block of the nervous system. Neurons are similar to other cells in the human body in a number of ways, but there is one key difference between neurons and other cells. Neurons are specialized to transmit information throughout the body.These highly specialized nerve cells are responsible for communicating information in both chemical and electrical forms..

There are three basic parts of a neuron: the dendrites, the cell body, and the axon. However, all neurons vary somewhat in size, shape, and characteristics depending on the function and role of the neuron. Some neurons have few dendritic branches, while others are highly branched in order to receive a great deal of information. Some neurons have short axons, while others can be quite long. The longest axon in the human body extends from the bottom of the spine to the big toe and averages a length of approximately three feet!

Action Potentials

https://www.verywellmind.com/structure-of-a-neuron-2794896

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How do neurons transmit and receive information? In order for neurons to communicate, they need to transmit information both within the neuron and from one neuron to the next. This process utilizes both electrical signals as well as chemical messengers.

The dendrites of neurons receive information from sensory receptors or other neurons. This information is then passed down to the cell body and on to the axon. Once the information has arrived at the axon, it travels down the length of the axon in the form of an electrical signal known as an action potential.

19.1. In what ways electric cell are similar to neurons?

……………………………………………………………………………………..

……………………………………………………………………………………

19.2. How are the nerve cells different from other cells of the body?

……………………………………………………………………………………….

………………………………………………………………………………………

19.3Inwhich part of neuron information transmits in the form of electrical signals ?

…………………………………………………………………………………………..

19.4.Which part of a neuron receives messages from the cell?

(a)dendrites

(b)soma

(c) axon

(d) neuron cell

19.5. Why is there electrical activity in the neurons?

……………………………………………………………………………………..

……………………………………………………………………………………

https://www.verywellmind.com/what-is-the-all-or-none-law-2794808

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Mitochondria -1-10 µm long -some cells contain a single large mitochondrion but most cells contain several mitochondria -enclosed by two membrane: outer and inner membrane with different permeability -cristae = fold of innermembrane to increase the surface area -matrix and intermembrane space -innermembrane of mitochondria contains: -electron transport chain -ATP synthase The energy from catabolism in the matrix is converted into ATP.

Chloroplast -is one of the generalized plant structure called plastids -found in mesophyll cells of the leaves and in algae -2-4 µm wide and 5-10 µm long

-2 membranes: inner and outer membrane -stroma ~ matrix of mitochondria -thylakoids contain photosynthetic machinery of the chloroplast.

Question 1.(a) Which two organelle are named as ‘semi autonomous?

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---------------------- ---------------------- (b) How will you justify this term for them? ----------------------------------------------------------------------------------------------Question 2. Observe the diagrams given above and write the difference between the inner membrane of Mitochondria and Chloroplast. -----------------------------------------------------------------------------------------------------------

Question 3. The organelle of endomembrane system can be-(e) Chloroplast(f) Nuclear membrane(g) Endoplasmic reticulum(h) Lysosomes

Choose the correct option-(v) Only a(vi) a and c(vii) b and c(viii) b, c and d

Question 4. Fill the blank columns-Energy transformation Organelle involved Name of the processLight energy to chemical energy

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Chemical energy of food to ATP

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MATTER AROUND US - KVS

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