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Continuous and
Comprehensive Evaluation
in Science
Class IX
2011
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Continuous and
Comprehensive Evaluation
in Science
Class IX
Chief Advisor
:
Rashmi Krishnan, Director, SCERT
Guidance
:
Dr. Pratibha Sharma, Joint Director, SCERT
Contributor
:
Harpreet Kaur Bedi, TGT, (N.Sc), GGSSS No-2, Uttam Nagar
J.B. Gupta, PGT (Physics), SBV No.1, Tilak Nagar
Lalit Gupta, TGT (N.Sc), GBSSS Hastsal
Laxmi Kant, TGT (N.Sc), GBSSS, A-1 Janakpuri
Ravinder Kaur, TGT (N.Sc) SKV, D-Block, Janakpuri
Sher Singh, PGT (Physics), Navyug School
Dr. Ravinder Pal, Sr. Lecturer, DIET Rajender Nagar
Online Training Co-ordinator :
Sapna Yadav, Sr. Lecturer, SCERT
Publication officer
:
Mukesh Yadav
Publication Team
:
Navin Kumar
Radha Prasad
I
N
D
E
X
1.
Introduction
2.
Chemistry
Chapter 1- Matter in our surroundings
10-17
3.
Chemistry
Chapter 2- Is matter around us pure
18-26
4.
Chemistry
Chapter 3- Atoms and molecules
27-33
5.
Physics
Chapter 4- Motion
34-49
6.
Physics
Chapter 5- Force and Laws of Motion
50-63
7.
Physics
Chapter 6- Gravitation
64-71
8.
Biology
Chapter 7- Cell
72-80
9.
Biology
Chapter 8- Tissues
81-88
Chapter 9- Why do we fall ill
89-97
10. Biology
1-09
I N T R O D U C T I O N
Teaching and evaluation have long been taken together in our education system. Whenever there is teaching, a
test to assess what the student has learnt will definitely follow. But in our past practices, the area of assessment
has been often too narrow i.e; limited to the cognitive domain only and the objective of assessment has been
just to declare how much the student has learnt. Moreover, there were only three tests in a year and on the basis
of these three tests the decision was taken to promote the student in to the next class or to retain him/her in the
same class. This encouraged rote learning and use of unfair means to pass the examination. The real learning had
always been ignored. Now, with the introduction of continuous and comprehensive evaluation from class III
onwards, a positive shift is being expected from rote learning to learning by doing. Continuous evaluation
through various activities, worksheets, projects etc. will definitely help the students learn better, reduce mental
stress and discourage the use of unfair means. Moreover, the learning area will expand from 'only the cognitive
domain' to all the three domains i.e., cognitive, psychomotor and affective. With this approach one can think of
realization of the aims of science education as stated in NCF 2005.
Aim of Science Education as per the guidelines of NCF 2005
The general aim of science education follow directly from the six criteria of validity: cognitive, content, process,
historical, environmental and ethical.
Science education should enable the learner to
•
know the facts and principles of science and its applications, consistent with the stage of cognitive
development,
•
acquire the skills and understand the methods and processes that lead to generation and validation of
scientific knowledge,
•
develop a historical and development perspective of science and to enable her to view science as a social
enterprise,
•
relate to the environment (natural environment, artifacts and people), local as well as global, and
appreciate the issues at the interface of science, technology and society,
•
acquire the requisite theoretical knowledge and practical technological skills to enter the world of work,
•
nurture the natural curiosity, aesthetic sense and creativity in science and technology,
•
imbibe the values of honesty, integrity, cooperation, concern for life and preservation of environment, and
•
cultivate 'scientific temper' - objectivity, critical thinking and freedom from fear and prejudice.
In order to realise the aim of science education, the content at the secondary stage has been organised around
themes that are potentially cross-disciplinary in nature. These themes are:
?
Food,
?
Materials,
?
The world of the living,
?
How things work,
?
Moving things,
?
People and ideas,
?
Natural phenomena and
?
Natural resources.
1.
The syllabus based on the above mentioned themes covers questions that need to be answered, the key
concepts, resources that a teacher may use to make the students learn along with a list of suggested activities.
The detailed syllabus for science (Class IX) as given by NCERT is
Theme/
Sub-theme
Questions
1. Food
Higher yields
What do we do
to get higher
yields in our
farms?
2. Materials
Material in our
clothing
What kinds of
clothes help us
keep cool?
Why do wet
clothes feel cool?
Key concepts
Plant and animal
breeding and
selection for
quality
improvement, use
of fertilizers,
manures;
protection from
pests and diseases;
organic farming.
Resources
Visit to any
fish/bee/dairy/pig
etc farms; data
showing harmful
effects of
insecticides;
process for the
preparation of
compost,
vermicompost.
Cooling by
Work done in
evaporation.
Class VII;
Absorption of heat. glassware, heat
source, black
paper,
thermometers.
Activities/
Processes
Collection of weeds
found in fields of
different crops; collection
of diseased crops;
discussion and studying
composting/
vermicomposting
(Periods 8)
Experiments to show
cooling by evaporation.
Experiments to show
that the white objects
get less hot.
(Periods 5)
Different kinds of In what way are
materials
materials
different from
each other? Is
there some
similarity in
materials?
In how many
ways can you
group the
different
materials you
see around; How
do solids, liquids
and gases differ
from each other?
Can materials
exist in all the
three states?
All things occupy
space, possess
mass. Definition of
matter.
Everyday
substances like
wood, salt, paper,
ice, steel, water,
etc.
To feel the texture,
observe the colour and
lustre, effect of air, water
and heat, etc. on each of
the materials
(Periods 4)
Solid, liquid and
gas; characteristicsshape, volume,
density; change of
state-melting;
freezing,
evaporation,
condensation,
sublimation.
Wax, water, ice,
oil, sugar,
camphor/
ammonium
chloride/
naphthalene.
Sorting out a medley of
materials, in various
ways. Observe shape and
physical state of different
materials.
Observe effect of heat
on each of the resources.
(Teacher to perform the
experiment for camphor,
ammonium chloride and
naphthalene).
(Periods 4)
2.
Theme/
Sub-theme
Questions
Key concepts
What are things
made of?
What are things
around you made
of?
What are the
various types of
chemical
substances?
Elements,
compounds and
mixtures.
Heterogeneous
and homogeneous
mixtures. Colloids
and suspensions.
Samples of
commonly
available elements,
compounds and
mixtures. Samples
of solution,
suspension and
colloid.
Do substances
combine in a
definite manner?
Equivalence - that x
grams of A is
chemically not
equal to x grams of
B.
Historical accounts. Titration using droppers
Glassware,
or syringes, quantitative
chemicals (oxalic
experiments.
acid, sodium
hydroxide,
magnesium
ribbon).
How do thing
combine with
each other?
Particle nature,
basic units: atoms
and molecules.
Kits for making
molecular
models.
Are there any
patterns which
can help us guess
how things will
combine with
each other?
Law of constant
proportions,
Atomic and
molecular masses.
Historical
account
including
experiments of
Lavoisier and
Priestley.
How do chemists
weigh and count
particles of
matter?
Mole concept.
Relationship of
mole to mass of
the particle and
numbers. Valency;
Chemical formulae
of common
compounds.
3.
Resources
Activities/
Processes
Discussion on claims 'Air
is a mixture' (Mixture of
what?
How can these be
separated?). ‘Water is
compound' and 'Oxygen
is an element'.
Discussion on the fact that
elements combine in a
fixed proportion through
discussion on chemical
formulae of familiar
compounds.
Simple numericals to be
done by the students. A
game for writing
formulae. e.g crisis
crossing of valencies to be
taught through dividing
students into pairs. Each
student to hold two
playcards: one with the
symbol and the other with
the valency. Keeping
symbols in place, teacher
to more only valencies to
form the formula of a
compound.
Theme/
Sub-theme
Questions
What is there
inside an atom?
Can we see an
atom or a
molecule under a
microscope or by
some other
means?
What is there
inside an atom?
Atoms are made up of smaller Charts, films
particles: electrons, protons, etc.
and neutrons.
These smaller particles are
present in all the atoms but
their numbers vary in
different atoms.
Isotopes and isobars.
Brief historical
account of
Rutherford's
experiment
How do the
various plants
around us differ
from each other?
How are they
similar?
What about
animals? How
are they similar
to an different
from each other?
Diversity of plants and
animals - basic issues in
scienctific naming, Basis of
classification.
Hierarchy of
categories/groups, Major
groups of plants (salient
features) Bacteria,
Thallophyta, Bryophyta,
Pteridophyta, Gymnosperms
and Angiosperms Major
groups of animals (salient
features) (Non-chordates up
to phyla and Chordates up to
classes).
Specimens of
some animals,
and plants not
easily
observable
around you.
Discussion of
diversity and the
characteristics
associated with any
group.
What is the living What are we
made up of?
being made up
What are the
of?
different parts of
our body? What
is the smallest
living unit?
Cell as a basic unit of life;
Prokaryotic and eukaryotic
cells, multicellular organisms;
cell membrane and cell wall,
cell organelles: chloroplast,
mitochondria, vacuoles, ER.
Golgi Apparatus: nucleus,
chromosomes - basic
structure, number.
Tissues, organs, organ
systems, organism.
Structure and functions of
animal and plant tissues (four
types in animals:
meristematic and permanent
tissues in plants).
Permanent
slides, model of
the human
body.
3. The World of
the Living
Biological
Diversity
Key concepts
4.
Resources
Activities/
Processes
(Periods 18)
(Periods 14)
Observation of
model of human
body to learn
about levels of
organizationtissue, organ,
system and
organism, observe
blood smears (frog
and human). Cheek
cells, Onion peel
cell, Spirogyra,
Hydrilla leaves
(cyclosis).
(Periods 12)
Theme/
Sub-theme
How do we
fall sick?
Questions
What are the various
causes of diseases?
How can diseases be
prevented?
How can we remain
healthy?
Key concepts
Resources
Health and its failure.
Disease and its causes.
Diseases caused by
microbes and their
prevention - Typhoid,
diarrhoea, malaria,
hepatitis, rabies, AIDS,
TB, polio; pulse polio
programme.
Activities/
Processes
Newspaper
articles,
information
from health
centres,
photographs of
various causal
organisms,
Photographs,
permanent
slides of
bacteria.
Surveying
neighbourhood to
collect information on
disease occurrence
pattern. Studying the
life cycle of the
mosquito and malarial
parasite. Discussion on
how malaria is spread,
how to prevent
mosquito breeding.
(Periods 10)
How do
substances
move from
cell to cell?
4. Moving
Things,
People and
Ideas
Motion
How do food and
water move from cell
to cell? How do gases
get into the cells?
What are the
substances that living
organisms exchanges
with the external
world? How do they
obtain these
substances?
Diffusion/exchange of
substances between
cells and their
environment and
between the cells
themselves in the living
system; role in
nutrition, water and
food transport,
excretion, gaseous
exchange.
How do we describe
motion?
Motion displacement,
velocity; uniform and
non-uniform motion
along a straight line,
acceleration distancetime and velocity
time graphs for
uniform and
uniformly accelerated
motion, equations of
motion by graphical
method, elementary
idea of uniform
circular motion.
5.
Looking at closed and
open stomata,
plasmolysis in Rhoeo
leaf peels.
(Periods 15)
Egg
membrane,
Rhoeo leaves,
sugar
microscope
slides.
Analysis of motion of
different common
objects. Drawing
distance-time and
velocity-time graphs for
uniform motion and for
uniformly accelerated
motion.
(Periods 12)
Theme/
Sub-theme
Questions
Key concepts
Resources
Activities/
Processes
Force and
Newton's laws
What makes things
change their state of
motion?
Force and motion.
Newton's laws of
motion, inertia of a
body, inertia and mass,
momentum, force and
acceleration. Elementary
idea of conservation of
momentum, action and
reaction forces.
Historical
accounts.
Experiences
from daily life,
wooden and
glass boards,
sand, balls,
wooden
support, some
coins (say of
Rs. 2 or Rs. 5),
tumbler,
balloons etc.
Demonstrating the
effect of force on
the state of motion
of objects in a
variety of daily-life
situations.
Demonstrate the
change in direction
of motion of an
objection by
applying force.
(Periods 10)
Gravitation
What makes things
fall?
Do all things fall in the
same way?
Gravitation; universal
law of gravitation, force
of gravitation of the
earth (gravity),
acceleration due to
gravity, mass and
weight, free fall.
Spring balance
Analysis of motion
of ball falling down
and of ball thrown
up. Measuring
mass and weight
by a spring
balance.
(Periods 7)
Work, energy
and power
How do we measure
work done in moving
anything?
How does falling
water make a mill
run?
Work done by a force,
energy, power, kinetic
and potential energy,
law of conservation of
energy.
Rope (or
string), board
or plank,
wooden block,
ball, arrow,
bamboo stick,
spring, etc.
Experiments on
body rolling down
inclined plane
pushing another
body. Experiments
with pendulum.
Experiments with
spring. Discussion.
(Periods 6)
Floating bodies
How does a boat float
on water?
Thrust and pressure.
Archimedes' principle,
buoyancy, elementary
idea of relative density.
Cycle pump,
board pins,
bulletin board,
mug, bucket,
water etc.
Experiments with
floating and sinking
objects.
(Periods 4)
6.
Theme/
Sub-theme
Questions
Key concepts
Resources
Activities/
Processes
How do we hear
from a distance?
How does sound
travel?
What kind of sounds
can we hear? What is
an echo? How do we
hear?
Nature of sound and its
propagation in various
media, speed of sound,
range of hearing in
humans, ultrasound,
reflection of sound, echo
and sonar, Structure of
the human ear (auditory
aspect only).
String, ball or
Experiment on
stone as bob,
reflection of sound
(Periods 10)
water tank,
stick, slinky,
rope, echo
tube, rubber
pipe etc.
Model or chart
showing
structure of the
ear.
5. How Things
Work
6. Natural
Phenomena
7. Natural
Resources
Balance in Nature
Why do air, water and
soil seem not to be
consumed? How does
the presence of air
support life on earth?
How have human
activities created
disturbances in the
atmosphere? How
does nature work to
maintain balance of its
components?
Physical resource, air,
water, soil, Air for
respiration, for
combustion, for
moderating
temperatures,
movements of air and its
role in bringing rains
across India.
Air, water and soil
pollution (brief
introduction). Holes in
ozone layer and the
probable damages. Biogeo chemical cycles in
nature, water, oxygen
carbon, nitrogen.
Daily
newspapers,
magazines and
other reading
materials.
Weather
reports over a
few months and
air quality
reports over the
same time
period. Case
study material.
Case studies of
actual situation in
India with more
generalised
overview of inter
relationship of air,
water soil, forests.
Debates on these
issues using
resources
mentioned
alongside, visit to
from an
environmental
NGO, discussion.
(Periods 15)
The teaching-learning activities that have been suggested in the syllabus can be summarized as:
•
Observations
•
Debates
•
Collections
•
Case studies
•
Demonstrations
•
Visits
•
Experiments
•
Projects
•
Discussions
•
Books
The students should be encouraged to perform activities, make models with their own hands, display their work
on bulletin boards and wall magazines, prepare scrap books, write accounts of their visits; display photographs
collected and maintain a portfolio.
7.
All these activities will help in the formative assessment of the students as per the guidelines of CBSE. Details of
CBSE guidelines for formative assessment (as displayed in their website) are as follows:Evaluation of Academic Subjects in Class IX & Class X.
Six assessments are proposed. These are valid for most schools; however they can be varied or adapted with
written communication to the Board.
Type of assessment
Percentage of weightage
in academic session
Month
Term wise weightage
FA 1+2 = 20%
FIRST TERM
Formative Assessment-1
10%
April-May
Formative Assessment-2
10%
July-August
Summative Assessment-1
20%
September
SA1 = 20%
SECOND TERM
Formative Assessment-3
10%
October-November
Formative Assessment-4
10%
January-February
Summative Assessment-2
40%
March
FA 3+4 = 20%
SA2 = 40%
Total Formative Assessments = FA1 + FA2 + FA3 + FA4 = 40%
Summative Assessments = SA1 + SA2 = 60%
Modalities of Assessment
Role Plays, Crossword Puzzle, Flow Charts, Popular Science, Book Review, Field Trips, Class Work/Home Work
Assignments, Group Work, Survey, Project Work, Worksheets, Games and Multiple Choice Questions.
Suggested Assessment Tools and Techniques
Any of the following assessment tools and techniques may be used for carrying out different formative
assessments.
Class Response Assessment worksheets
?
Demonstration based
?
Graph based
?
Diagram based
?
Numerical based
?
Flow chart
?
Crossword puzzle/games
?
Writing of Balanced chemical Equations / Formulae/Units
?
MCQs
8.
Active-learning assessment tools
?
Model making
?
Chart making
?
Assignments
?
Popular Science Book Review
?
Current Science events/news report
Hands-on practical examination
Class work/home work Assessment
Group work - Seminar/Symposium/Presentation/Bulletin Board Display/Role Play Survey/Field Visit
Project Work-Group or individual
Short formal written Paper-pen test
Important
Hands-on practical examination may be necessarily conducted once in each term. Class work and Home Work
assessment may also be conducted necessarily once in each term. It is suggested that for science, at least one out
of four formative assessments in the year are experiments.
Any one formative assessment may include one short written paper-pen test/hands-on practical examination
and a maximum of two other assessments using any of the above suggested tools. The average of these
assessments may be calculated out of 10%. Due care may be taken to ensure that students are not put to any
stress due to over assessment in the form of Formative Assessments.
Record Keeping
It is absolutely essential that teachers maintain a clear record of the formative assessments conducted because
they will be verified by CBSE from time to time. The following points have to be kept in mind while recording FA.
•
Individual report book as suggested by CBSE has to be maintained in addition to student report form.
•
A separate consolidated marks register must be maintained reflecting the following for each student.
-
Tools of Formative Assessment (quiz, MCQs, debate, group discussion, creative writing, presentation
etc) must be recorded.
-
Maximum marks, marks obtained and weightage for 10 marks for each of the four formative
assessments must be maintained.
-
Cumulative total in FA must be calculated and recorded.
School may devise a suitable format for the marks register. Many schools are computerising the entire process of
recording the assessments. While evolving such a programme, care may be taken to ensure that all the relevant
particulars are included in the programme.
Lesson wise activities and tips for Formative Assessment
9.
C H E M I S T R Y
CHAPTER-1
Matter In Our Surroundings
10.
Matter In Our Surroundings
Chapter- 1
CONCEPT MAP
Made up of particles
Particles are very small
Physical nature of matter
Particles have
space between them
Solid state
Gaseous state
Matter
State of matter
Liquid state
Characteristics of
particles of matter
Particles attract
each other
Particles are continuously moving
Evaporation
Changing its state
Effect of change of pressure
Effect of change of temperature
Factors affecting evaporate
Evaporation cause cooling
11.
Assessment teaching
Multiple Choice Question (MCQ)
Task
Individual
Objectives - To enable the students to
?
know various factors affecting the rate of evaporation.
?
explain the different phenomenon occurring in every day life.
Time: 05 min
Procedure : You may
?
explain the factors affecting evaporation.
?
tell them various phenomenon happening the surrounding.
?
connect the phenomenon with the factors affecting the process
Assessment parameters : 1 mark each for correct answer.
Student Work Sheet
Choose the best correct option in the following questions:
Q.1 Rate of vaporization increases with:
a. an increase of surface area.
b. an increase of surface temperature.
c. decrease in humidity.
d. all of the above
Q.2 We prefer to wear cotton clothes in the summer because:
a. Cotton is good absorber of heat.
b. Cotton is good absorber of sweat.
c. Cotton is bad absorber of sweat.
d. Cotton clothes are cheaper.
Q3. Humidity is:
a. Amount of water vapours present in the air.
b. Amount of oxygen present in the air.
c. Amount of dust present in the air.
d. Amount of heat present in the air.
Q4. Clothes dry faster if:
a. humidity in air increases.
b. wind speed decreases.
c. wind speed increases.
d. temperature decreases.
Q5. When some ice cold water is kept in the tumbler, water droplets are seen on its outer surface due to
the process of:
a. Evaporation of water.
b. Sublimation of ice.
c. Condensation of water vapours.
d. Solidification of vapours.
Suggestive Remediation
Some students may not understand the concept of humidity they should be clarified by giving examples.
12.
Chapter 1
Matter in our surroundings
Class Work | Home work Assessment
Assessment technique
Class work / Home work assignment
Objective : To help the learners to
?
take active part and interest in doing class work / home work.
?
inculcate the habit of regularity and neatness in doing assigned task.
?
reinforce learning through additional tasks.
?
inculcate the habit of self learning and extended learning.
General guide line about class work:The class work includes the task assigned by the teacher to the student in the class, during the lesson or at the
end of teaching period and may include:
?
Work sheet to be completed for recapitulation of the topic.
?
Practice of formula, chemical equations, numerical, diagrams etc.
?
Oral questions being asked from individual students during the lesson.
?
Practice of graph diagram, ray diagram, circuit diagram date etc.
?
Any group work/activity.
Parameters of assessment may include:
?
Correctness of the task performed.
?
Time taken/ regularity of the task performed.
?
Neatness of the work.
Detailed record of students response and achievements in the class may be maintained in a register for
assessment purpose.
Home Work : The H.W includes the tasks/assigment to be done by the students as home and may include:
?
Practice questions meant for reinforcement of learning (These questions may be framed in such a way
that they are not able to copy answers directly done the prescribed text books).
?
Questions based on application of class room learning to real life situation.
?
Questions based on enhancement of skills related to drawing diagrams, solving numerical, writing of
formulae & chemical equation etc.
?
Tasks related to rectification of mistakes/errors.
Area of assessment may include:
?
Regularity in submission of H.W.
?
Completeness and neatness of H.W.
?
Over all quality of answers.
The note book of the students may be corrected once or twice in each of the two terms and the detailed records
be maintained. The marks allocation to different parameters of assessment may be decided by individual
school/teachers.
13.
Chapter 1
Matter in our surroundings
Assessment technique
Crossword Puzzle
Objectives: To enable the learners to
•
Learn that three states of matter can be inter changed.
•
Change of state takes place due to change in temperature or pressure.
•
S I unit of temperature is Kelvin.
•
Learn the name of various processes used during change of state.
•
Understand some substances directly change state from solid to gas.
Task:
Individual worksheet
Approximate time:
15 minutes
Procedure: Following information may be given to the students
?
Matter exists in three states.
?
Matter can be changed in all three states under different conditions of temperature & pressure.
?
Fusion is the process of changing a solid into liquid on heating.
?
Sublimation is the process of changing state directly from solid to gas without changing into liquid state.
?
Kelvin is the S.I unit of temperature.
?
Condensation is the process of changing a gas into liquid by cooling.
?
When a liquid is cooled it changes into solid state & the process is called solidification.
?
Vaporisation is the process of changing a liquid into gaseous state on heating.
?
Processes related with change of state may be explained giving various examples.
Assessment Parameters : One mark for each correct completion of the blank
Student Work Sheet
Instructions : Given below is the cross word puzzle and the class, complete the puzzle using given clues.
1
2
3
4
5
6
7
14.
Down
1.
Process of changing water to water vapours on heating.
2.
Process of changing of a liquid into solid.
3.
Physical state of water at 120°C.
Across
4.
Process of changing a solid directly to gaseous state.
5.
Process of changing a solid into liquid.
6.
Process of changing a gas into liquid on cooling.
7.
S.I unit of temperature.
Suggestive Remediation
Some students may not be able to clearly distinguish among various processes. They may be helped to have
clear understanding by giving more examples.
15.
Chapter 1
Matter in our surroundings
Assessment technique
Role Play
Objectives: Students will be able to
?
identify three states of matter.
?
compare the property of force of attraction among particles.
Task:
4 Groups of 5 Students
Approximate Time:
3-5 Minutes
Procedure: The teacher may
?
make four groups of five students each, rest of the students will observe.
?
guide the group in following way:
w
first group should hold each other from back and lock arms.
w
second group should hold hands to form a human chain.
w
third group should form a chain by touching each other with only their finger tips.
w
the fifth group of student should run around and try to break the human chains one by one into as
many small groups as possible.
Guide theme as to depict the?
matter exists in three states.
?
particles of matter have force acting between them.
?
the force keeps the particles together.
?
the strength of the force varies from one kind of matter to another.
Assessment Parameters: One mark for each of the following indicators:
1. Does the child understand the task given? Yes/No.
2. Is the child able to work in a team? Yes/No.
3. Is the child able to apply the concepts in the practical situation? Yes/No.
4. Can the child think logically & rationally? Yes/No.
5. Does the child raise any inquiry about the concept? Yes/No.
6. Does the child have good understanding in the following concepts? Yes/No. (Mark each).
w
Different states of matter.
w
Particles of matter have force acting between them.
w
The force keeps the particles together.
w
The strength of the force varies matter to matter.
Suggestive Remediation:A few students may find it difficult to understand the interaction between students behaving as particle & the
particles of matter. The teacher may explain it to them.
16.
Chapter 1
Matter in our surrounding
Assessment techinique
Activity based work sheet
Objectives: To enable the students to understand:
?
That particles of matter have space between them.
?
That particles of matter are continuously moving.
?
That particle of matter has force of attraction between them.
Task
In Groups
Procedure/Direction:?
The teacher may form three groups of five students each. Rest of the students may observe the
activities.
?
One activity may be assigned to each group.
?
Activity 1.1 of NCERT Book may be given to first group.
?
Activity 1.4 may be given to second group.
?
Activity 1.7 to be given to third group.
?
Guide students on the basis of activities performed by each group as follows:
?
Particles of matter have space between them.
?
Particles of matter are continuously moving
?
Particles of matter have force of attraction.
Assessment Parameters:?
Performance of Activity: 2 marks
?
Observation by the groups: 2 marks
?
Questions: 6 marks
Answer the following questions on the basis of activity performed.
Questions for group- 1
Q.1
What happed to the substance (Salt) added ?
Q.2
Does the level of water changed?
Q.3
What do you conclude from the activity?
Questions for group- 2
Q.4
What do you observe immediately after adding the ink in water?
Q.5
Which process is responsible for spreading of with the water?
Q.6
What do you conclude from the activity?
Questions for group- 3
Q.7
Which substance breaks easily?
Q.8
Breaking of which substance is most difficult?
Q.9
What do you conclude by this activity?
Suggestive Remediation: - Some students may not be able to draw correct conclusions. Teacher many help
giving explanation. Other activities of the book related with the concept may be performed.
17.
C H E M I S T R Y
CHAPTER-2
Is Matter Around Us Pure
18.
Is Matter Around Us Pure
Chapter- 2
CONCEPT MAP
Non-metals
Properties
Metals
Elements
Metalloids
Solutions
Compounds
Pure
Homogenous
Mixture
Matter around
us
Hetrogeneous
Evaporation
Colloids
Suspensions
Centrifugations
Seperation
techniques
Crystallisation
Sublimations
Properties
Seperations of
immiscible
Chromatography
Distillation
& Fractional
distillation
19.
Chapter 2
Is Matter Around Us Pure
Assessment technique
Data based worksheet
Objectives: To enable the students to
?
Understand and identify the solutions, suspensions and colloids.
?
Differentiate among solutions, suspensions & colloids.
?
Enhance their communication skills.
Task
Individual
Procedure:- The following information may be given to the students
?
A solution is a homogeneous mixture of two or more substances.
?
A suspension is a heterogeneous mixture in which the solutes particles do not dissolve but remain
suspended in the medium.
?
A colloid is a heterogeneous mixture in which the solute particles are uniformly spread throughout
the solution. Size of solute particles is relatively smaller than in suspensions.
?
The students may be asked to conduct a survey of their homes and prepare a list of various
materials used in daily life. They may be further asked to describe them as solutions, suspensions &
colloids and then prepare a survey report.
Student Work Sheet
Time 2-3 days
Aim of the survey: To Identify and classify the materials commonly used at home and around into solutions,
suspensions and colloids
Format of the Report
1.
2.
3.
4.
5.
6.
7.
Aim of the survey
Introduction with purpose
Method used for survey
Information
Interpretation of data
Conclusion
Reference
Assessment Parameters:
Presentation
Data collection and Reporting
Analysis
Viva
3 marks
3 marks
2 marks
2 marks
Suggestive Remediation:
1.
The purpose of this activity is to relate classroom learning with student's surroundings.
2.
Some students may not perform accordingly. They should be helped by giving more examples.
20.
Chapter 2
Is Matter Around Us Pure
Assessment technique
Activity based worksheet
Objectives : To enable the students to
?
Understand that a mixture is composed of more than one kind of pure substances.
?
Be aware
with the two groups of mixtures i.e; Homogenous mixtures & Heterogeneous
mixtures.
?
Understand the characteristics of mixtures.
Task
In Groups
Procedure / Directions
The teacher may
?
Divide the students of the class into four groups A, B, C and D.
?
Each group takes a beaker containing 100 ml of water.
?
Group A adds 1 spatula full of KMnO4 crystals.
?
Group B adds 2 spatula full of KMnO4crystals.
?
Group C adds 1 spatula full of KMnO4 and sand each.
?
Group D adds 2 spatula full of KMnO4 and sand each.
Observations may be written in the following table:
S.No.
substance added
Colour
Visibility of
particles
Visibility of particles
beam of light (torch)
A
B
C
D
Note: Any other salt like Copper Sulphate can also be taken in place of KMnO4.
?
On the basis of observation, the teacher may explain homogenous & heterogeneous mixture.
?
Answer the questions in the work sheet after carrying out the activity.
Assessment Parameters
Observation Table 4 marks
Q.1 to 6 - 1 mark each
Q.1 What is in the colour of KMnO4 Solution?
Q.2 Does all KMnO4 get dissolved in water?
Q.3 Out of A and B group, which has more intensity of colour in solution.
Q.4 Particles of Substance are seen in which groups?
Q.5 In which groups, particles are visible in beaming light?
Q.6 Classify the groups A, B, C, D, mixtures as homogenous & heterogeneous.
Suggestive Remediation: ?
Teacher may explain the characteristics of Homogeneous mixtures and Heterogeneous mixtures.
?
The teacher should clarify the difference in properties of students, colloids & suspensions.
21.
Chapter 2
Is Matter Around Us Pure
Assessment technique
Multiple choice question
Task
Individual
Objectives:- To enable the students to
?
Learn that a mixture in composed of various components.
?
Be aware about the various separation techniques used to separate components.
?
Understand the different properties of the component on which they are separated.
Time:
10 Minutes
Procedure : You may
?
Explain different properties of the components of mixtures.
?
Give detailed explanation of various separation techniques used for separating mixture.
Assessment Parameters: 1 Mark for each correct answer
Student Work sheet
Choose the best correct option in the following as :Q1.
The used tea leaves are separated from prepared tea by the method of:
a. Centrifugation b. Filtration c. Evaporation d. Sublimation
Q2.
Separating funnel technique is used to separate components which are:
a. Miscible liquids b. Immiscible liquids c. Solid & liquid d. Solid and gas
Q3.
Centrifugation technique is used to separate:
a. Cream from milk b. Ammonium chloride and salt c. Alcohol & water d. Iron filling & sulphur
Q4.
Which one is a correct method of separating iron filings from sulphur powder:
a. Heating with water b. Passing the mixture over a magnet c. Heating in a china dish
d. Using a separating funnel
Q5.
The process of cooling a hot and concentrate solution of a substance to obtain crystals of the solute is
called:
a. Evaporation b. Sublimation c. Crystallization
d. Chromatography
Q6.
Identify the method used to separate more than two components of a mixture whose difference in
boiling point is <25°C:
a. Distillation b. Fractional distillation
c. Crystallization
d. Centrifugation.
Q7.
A simple distillation technique is used for the mixture if:
a. Two liquids are miscible
b. They boil without decomposition
c. They have sufficient
difference in their boiling points
d. All the above
Q8.
For water purification system in water works, the following steps are carried out:
1. Loading
2. Sedimentation
3. Chlorination
4. Filtration
the correct sequence of steps is:
a. 2,1,4,3
b. 2,3,4,1
c. 2,1,3,4
d. 4,1,2,3
Q9.
A mixture containing sand, Sodium chloride, Ammonium chloride and iron filing may be separated by
using following steps:
1.By using magnet
2. Filtration
3. Evaporation
4. Sublimation
The correct sequence of steps would be.
a. 1,2,3,4
b. 1,4,2,3
c. 1,3,2,4
d. 4,3,2,1
Q10. The process of crystallization is used to:
a. Purify a large number of water soluble salts
b. Purification of salt that we get from sea water
c. Separate crystals of alum (phitkari) from impure sample
d. All the above
Suggestive Remediation
The teacher may quote more examples of separation techniques from daily life and may co-relate.
22.
Chapter 2
Is Matter Around Us Pure
Assessment technique
Flow Diagram based worksheet
Objectives:- To enable the students to:
?
Learn that components of heterogeneous mixture like air, the constituents may be separated by
fractional distillation.
?
Be aware that various techniques of separation are used in fractional distillation.
Procedure:?
You may show a picture of flow chart of the fractional distillation of air to obtain the gases, present in it
(Fig 2.11, page 22, NCERT IX).
?
You may tell the various components (gases) present in air.
?
The students need to be told that this technique of separation is used to separate fractions with the
sufficient difference in their boiling points and volume.
Student work sheet
Time 10 minutes
Look at the following flow diagram carefully and answer the questions as follows:
Air
Compressed and cooled by..................pressure and decreasing......................
(1)
(2)
........................air
(3)
allow to warm up slowly in
fractional distillation column
gases get separated at different heights
S.No.
Oxygen
Argon
Nitrogen
Boiling Points (oC)
-183
-186
-196
0.9
78.1
% air by volume
...............................
(4)
Q.1
Fill the blanks:
1……………….
1x4 = 4 marks
2……………….
3……………….
4……………….
Q.2
The process of separation of a mixture shown in the flow diagram, called ………. 1 mark
Q.3
The above process used to separate the ………….. mixture of gases in air with the sufficient difference
in their ……….
0.5 x 2= 1 mark
Q.4
Arrange the gases present in the air in increasing order of their boiling points.
1 mark
Q.5
Which gas forms the liquid first as the air if cooled?
1 mark
Q.6
Why is the warm up of liquid air is done slowly?
1 mark
Q.7
Which of the fraction of air has highest boiling point?
1 mark
23.
Chapter 2
Is Matter Around Us Pure
Assessment technique
Crossword Puzzle
Objectives:- To help the learners to?
Be aware that Heterogeneous mixtures are composed of different kind of components with
different properties.
?
Identify different techniques used for separating the components of a mixture.
?
Be aware with the apparatus used in the technique.
Procedure: Teacher may provide following information to the students:
?
Components of a mixture can be separated using physical methods.
?
Following separation techniques are used for separating these components of a mixture. Filtration,
distillation, centrifugation, sublimation, using separating funnel, chromatography, crystallization and
fractional distillation.
?
The above mentioned techniques may be explained in detail giving examples of each.
Assessment parameters: 1 mark for each correct completion of the blank.
Student work sheet
Instructions:- Given below is the crossword puzzle and the clues, complete the puzzle using given clues.
2
1
3
4
5
6
7
Down
Q.1
Q.2
Q.3
Process of separating two miscible liquids.
Technique of separating cream from milk.
Method of separating salt from sea water.
Across
Q.4
Q.5
Q.6
Q.7
Method of purifying solids.
Process of changing a solid directly into gaseous state.
Technique of separating two or more colours of a dye.
A method of separation of insoluble solid from a mixture.
24.
Chapter 2
Is Matter Around Us Pure
Field visit
Assessment technique
Questionnaire
Objectives:- To enable the students to?
Develop interest in out-of-school activities and learning.
?
Broaden their understanding of science concepts and principles.
?
Enhance knowledge through extended learning.
?
Difficult interrelation between classroom learning and every day life applications.
?
Connect classroom learning to the school.
Approximate time: 5-6 hours
Procedure Suggestive steps to be followed. Before the visit
The teacher may:
?
Plan the visit well in advance.
?
Plan may be discussed with school authorities, authorities of the place of visit, parents and students.
?
Brief the children on where they would be going.
?
Clearly spell out the do's and don'ts to be followed during the trip.
?
Instruct students to carry note book, pen crayons or any other items necessary for trip.
?
Keep pupil teacher ratio 20:1 during trip for better learning and management.
?
Prepare a questionnaire in advance to assess the students after the trip.
?
Inform the students that they will be assessed on the basis of questionnaire following the trip.
During the visitStudents should be encouraged to take notes, sketch pictures, ask questions or make collection of national
that would help them later.
After the visitOne day after the visit, the students may be given the questionnaire in the classroom. Their responses may
be analysed and appreciated. Assessment may be carried out on the basis of response to the items included
in the questionnaire may be designed in advance
Suggestive field trips
Chapter-2 Is matter around us pure?
1.
2.
To understand the separation process centrifugation the following visits can be arranged.
a.
To visit a diagnostic laboratory for blood and urine tests.
b.
To visit dairy where butter separated from creamy milk.
To understand the techniques used to purify the drinking water, visit:
- Water works in the city
25.
Sample Questionnaire
Name: __________________
Class & Section _____________
Time: 20 min
Max Marks 10
Instructions:- Answer the following questions on the basis of your observation and understanding during the
visit.
1.
Name the diagnostic laboratory you visited, where is it located?
2.
Mention the samples being tested over there.
3.
Name the various techniques used for testing the different samples.
4.
What kind of technique was adopted to separation cream from milk.
5.
Name the chemical being added in water works for killing germs.
( More questions may be added related to the trip.)
Assessment criterion:- 1 mark for every correct answer
26.
27.
C H E M I S T R Y
CHAPTER-3
Atoms & Molecules
28.
Atoms & Molecules
Chapter- 3
CONCEPT MAP
Elements
Atomic mass
Symbols
Mole concepts
Atoms &
Molecules
Chemical formula
Molecular
mass
Compounds
29.
Chapter 3
Atoms & Molecules
Assessment technique
Numerical based worksheet
Objectives:- To help the learners to:
?
Calculate the molecular mass and formula unit mass of compound.
?
The molecular mass of a substance is the sum of the atomic mass of all the atoms in a molecule
of the substance.
?
Understand that word ‘formula unit mass’ is used for those substances whose constituent
particles are ions.
Task
Individual work sheet
Procedure: Following information may be given to the students:
?
All atoms have been assigned relative atomic masses in whole number.
?
Their relative atomic masses are expressed in atomic mass unit, written as 'ì' (unified mass).
?
The molecular mass of a substance is the sum of the atomic mass of all atoms in a molecule.
?
Molecular mass can be calculated by adding atomic mass unit of all atoms in a molecule.
?
Molecular mass is also expressed in atomic mass unit (ì).
?
Word ‘formula unit mass’ is used for those substances whose constituents particles are ions.
?
‘Formula unit mass’ is calculated in same number as we calculate the molecular mass.
Assessment Parameters
Correct placement of atomic mass
2
Correct addition of atomic mass
2
Correct unit of molecular mass
1
Student worksheet
Given that:
Atomic mass of C=12ì, H=1ì, O=16ì, Ca = 40ì
Solve the given numerical on the basis of above information
Q.1
Calculate the molecular mass of glucose (C6H12O6).
(5)
..............................................................................................................................................................
..............................................................................................................................................................
..............................................................................................................................................................
Q.2
Calculate the ‘formula unit mass’ of calcium carbonate CaCO3.
(5)
..............................................................................................................................................................
..............................................................................................................................................................
..............................................................................................................................................................
Suggestive Remediation:Some students may not be able to calculate the molecular mass in formula and formula unit mass of compounds.
They may be given more numericals for practice to enhance their numerical skills.
30.
Chapter 3
Atoms & Molecules
Assessment technique
Multiple choice questions
Task
Individual work sheet
Objectives:- To enable the students to:
?
Learn the symbol of elements.
?
Understand atomicity of elements (Non-metals).
?
Differentiate between molecules of elements and molecules of compounds.
Procedure:
?
You may explain how symbol are given to element and how they are written.
?
Numbers of atoms of an element constituting molecules is known as its atomicity is highlighted.
?
Students may practice writing chemical formula of few molecules of element and molecules of
compound.
?
Learners should be clear about certain symbol of Latin and Greek language.
Time
10 minutes
Assessment Parameter: 1 Mark for each correct answer
Student Work sheet
Choose the best correct option in the following questions:
Q1.
Q2.
Q3.
Q4.
Q5.
Symbol of sodium is:
a. S
b. SO
c. Na
d. N
Ag is the symbol of:
a. Argon b. Aluminium
c. Gold
Atomicity of phosphorous is
a. Tetra atomic b. Diatomic
d. Silver
c. Triatomic
Elements present in the molecule of Ammonia are
a. Hydrogen and oxygen b. Nitrogen & hydrogen c. Carbon and oxygen
Mono atomic element is
a. Helium b. Hydrogen
c. Nitrogen
Q6.
Chlorine is represented by the symbol of:
a.C
b. Cl
c. Cu d. Ch
Q7.
S8 is
a. Molecule of a compound
c. Molecule of an element
Q8.
d. Monoatomic
d. Hydrogen & chlorine
d. Sulphur
b. Polyatomic ion
d. None of them.
'Ferrum' is the latin name of which element
a. Florine
b. Iron
c. Phosphorous
Q9.
Potassium is represented by the symbol
a. P
b. Pb
c. K
d. S
Q10.
O2 is a
a. Molecule of an element
d. Iodine.
b. Molecule of a compound
c. Polyatomic ion
d. None of them
Suggestive Remediation:Many students, may not be able to have a clear concept of molecule of elements and molecules of
compound, it may be clarified giving more examples.
Sufficient practice of symbol may be practiced in tabular form to enhance their learning skills.
31.
Chapter 3
Atoms & Molecules
Assessment technique
Data based work sheets
Objectives:- To enable the learners to
?
Learn and write the symbol of cations and anions with their correct valancies.
?
Learn and write symbol of some important polyatomic ions.
?
Write the formula of a compound by taking cation and anion as per their valancies.
Procedure: Following information may be given to students
?
Metal elements have positive valancies.
?
Non metal elements have negative valancies.
?
The valancies or changes on the ion must balance.
?
If a compound is made of a metal and a non metal, the name of symbol of the metal is written first.
?
In compounds for metal with polyatomic ions, the ion is enclosed in a bracket before writing the number
to indicate the ratio.
Assessment parameter 1 mark for every correct answer.
Student work sheet
Time
10 minutes
MM: 5
Instructions: Observe the table 3.6 NCERT text base IX given below correctly:
On the basis of above table answer the following questions:
Q1.
Magnesium has two______ valencies while Chloride has one______ valency.
Q2.
The chemical formula of Calcium carbonate would be __________.
Q3.
Oxide (O2-) has negative valencies because oxygen is a ________ element.
Q4.
What will be the no. of sodium ions in the compound Sodium oxide?
Q5
Write the formula of Aluminium sulphate.
Suggestive Remediation:?
Few students may not be able to differentiate between the elements & ions, concept of ions should be
explain in detail to clarify the term.
?
The teacher should practice the formation of compounds especially polyatomic ions.
32.
Chapter 3
Atoms & Molecules
Assessment technique
Work sheet (Match the following)
Objectives:- To help the students to:
?
Identify the symbol of elements.
?
Recognise the molecules of elements and molecules of compounds and differentiate
between them.
Task
Individual work sheet
Time
10 minutes
Procedure:?
The students
are given a worksheet that has a table showing names of ions/elements, symbol & their
charges.
?
Symbol
of elements/ions and amount of charge on them is not in the correct order.
?
The students
shall make connecting line to match the correct name with the symbol & charges.
?
One example
in the table has been done for the students.
Student Work sheet
Time
10 minutes
Instructions:- Make connecting lines to match the name of element ion with its correct symbol and charge
on them. One example in the table has been done for you. (You may use scale for drawing the
lines)
Name of Elements
Sodium
Calcium
Aluminium
Chloride
Oxide
Nitride
Symbol
Cl
Na
N
Ca
Al
o
Valencies or charges
+2
+3
-3
+1
-2
-1
Name of Ion
Suggestive Remediation:?
Some students may not be able to match the symbol and charges correctly; teacher may explain further
symbol & valencies.
?
Teacher may practice other symbol & charges as given in the table 3.6 (NCERT Book)
33.
Chapter 3
Atoms & Molecules
Assessment technique
Individual work sheet
Objectives: To enable the students to?
Learn laws of chemical combination,:?
First law is “Law of conservation of mass.”
?
Second law is “Law of constant proportion.”
?
Aware that both the laws were established by Lavoisier and Joseph L. Proust.
?
Aware that these laws give easy evidence of existance of atoms.
Approximate time
20 minutes
Procedure: The teacher may
?
Explain “Law of conservation of mass” and “Law of constant proportion.”
?
Let the student know that “matter can neither be created nor be destroyed.” (Suitable example may be
given to establish this law).
?
Let the student know that “a pure chemical compound always contain same elements combined together
in the fixed proportion by mass what may be source of the compound.” (Suitable example may be given
to establish this law).
Assessment Parameters: Marks for every correct answer may be fixed (may be shown in front of question).
Student work sheet
Instruction:- Answer the following questions:
Q.1
Name the two laws of chemical combination.
(1)
Q.2
Which law establishes that “matter can neither be created nor be destroyed?"
(1)
Q.3
Which law tells that a compound always has the same composition, what ever is the source of
compound?
(1)
Q.4
Name the scientists who proposed the laws of chemical combination.
(1)
Q.5
Consider the equation:C
12g
+
O2
CO2
32g
44g
by which law the above reaction is proved.
Q.6
Q.7
(1)
Read the statement–
“Water molecule will always contain hydrogen and oxygen in the same ratio of 1:8 by mass
irrespective to its source of origin” by which law the above statement is proved.
(1)
Find x in the reaction follows–
(2)
AgNo3 + Nacl = AgCl + NaNo3
3.4g
Q.8
1.5g
x
2.8g
Explain with an example in which the law of constant proportion is established.
Suggestive Remediation:?
Some students may find it difficult to understand the both laws of chemical combination. Explain with
example both the laws.
?
The activity 3.1 of IX NCERT may be preformed to make the “Law of conservation of mass” more easy.
?
This can be extended by correlating the laws of chemical combination with “Dalton's Atomic theory.”
34.
(2)
35.
P H Y S I C S
CHAPTER-4
Motion
36.
Motion
Chapter- 4
CONCEPT MAP
MOTION
A continues change in the position of object is called motion.
The change in position of the object is
called displacement.
Displacement per unit time is called
velocity.
Total displacement divided by the total
time is called average velocity.
Length of the path travelled by
object is called distance.
If object covers equal interval of
time, it is called uniform motion.
In uniform motion object moves with
constant speed.
The slope of the position time graph is
the velocity.
For non-uniform motion the distance
time graph is not straight line.
The slope of the velocity-time graph is
acceleration and the area under the
graph is distance.
For the uniform motion distance time
graph is straight line and the slope of
the graph is the speed of object.
37.
Distance per unit time is called
speed.
Total distance divided by total time
is called average speed.
Chapter 4
Motion
LEARNING OBJECTIVES
Student must able to:•
•
•
Understand the difference between displacement and distance.
Understand the uniform and non-uniform motion.
Plot position-time graph and to determine the velocity, average velocity and average speed from this
graph.
Distinguish the average velocity and average speed.
Plot velocity time graph and to determine the acceleration, distance and displacement from this
graph.
Find the relation v= u+at, s = ut+½ at2 And v2 = u2 + 2as
Solve the problems based on graphs and equation of motion.
Interpret the data to plot the graph and to understand the graph given.
•
•
•
•
•
Assessment Technique
Activity based
Objectives: To enable the learner to:•
•
•
•
Understand the displacement and distance.
Measuring the displacement and distance.
Differentiate the distance and displacement.
Relate the displacement in terms of distance.
Task
Individual
Approximate Time
20 minutes
Procedure
•
•
•
Teacher may provide the situation by drawing the path followed by an object in motion.
Students may be asked to measure the path and difference in initial and final position.
Students may be asked to write the distance and displacement for each situation in two columns.
Assessment Parameters
One mark for each correct answer
Student Work sheet
1. An object moves from point A to C. Find the displacement and distance traveled by the object in the
following cases.
(A)
A
(B)
C
B
A
(objects moves along a staright line)
(C)
(D)
B
5
A C
A
(objects moves from A to B then return to C)
B
(objects moves
vertically up
from A to B
then return
to C)
(E)
(objects moves from
A to B through
(i) B (ii) through C
A
B
(objects moves from A to B
then to C)
B
C
C
C
[Note- The scale can be choosen as 1cm= 10m]
38.
Answer any five of the followings:
1. Is displacement equal to the distance?
2. Can displacement be equal to the distance?
3. In what type of motion displacement is equal to the distance?
4. Can displacement be greater than the distance?
5. Can displacement be zero?
6. Can distance be zero for non-zero displacement?
7. In what type of motion distance is greater than displacement?
8. Can displacement be same for two objects, if distance travelled by them is unequal?
Suggestive Remediation
•
Physical significance of displacement and distance may be given taking examples from everyday life.
•
The concepts involves is that:
(a)
Displacement can not be greater than distance.
(b)
Displacement can be equal to distance.
©
Displacement can be zero distance cannot may be explained through examples.
39.
Chapter 4
Motion
Assessment Technique
Graph Based work sheet
Objectives: To enable the student to
•
Read the position-time graph correctly.
•
Interpret the given graph for motion of a body and comparing it with the motion of another
body.
•
Solve simple problems based on graphical representation of motion.
Task
Individual
Approximate Time
20 Minutes
Procedure
•
The teacher may draw and explain position-time graph for motion of a body for
(i) uniform motion
(ii) non-uniform motion.
•
Different examples and different graphs for these motions may be discussed in the class room.
•
Few related oral questions may be asked to ensure learning of graphical representation of motion.
Assessment Parameter
One mark for each correct answer
Student Work Sheet
Position-time graphs for two objects A and B are given below:
Position
x (m) 24
A
20
16
B
12
8
4
0
5
10
15
20
25
30
35
40
45
t(S)
•
Do the objects start from rest?
•
Do the objects meet each other during their journey?
•
Do the objects have uniform motion?
•
Write the intervals of time for which motion of object A and object B respectively is uniform.
•
Write the ratio of distance covered by object A to object B from t= 0 to t= 20s.
•
Write the time for which object A is in motion and object B is not in motion.
40.
Student Work sheet
Positions of three objects A, B and C with respect to time are given in the table below:
TIME
t(s)
0
5
10
15
20
25
30
A
position
of A
x1(m)
0
2
4
6
8
10
12
B
position
of B
x2(m)
0
0
0
6
12
12
12
position
of C
x3(m)
0
4
8
12
16
20
24
C
•
Plot the position-time graph for all the three objects A, B and C and distinguish the motion of the three.
•
For time interval t= 10s to t= 15s which of the object moves faster?
•
For time interval t= 20s to t= 25s which of the object moves faster? And which of the object moves
slower?
•
Specify the nature of the graph for the motion of different objects.
•
Prepare a similar table for velocity with respect to time.
Suggestive Remediation
•
General representation of motion is a comparatively higher level of learning skill in class IX. Students
response to the given worksheet may be analysed carefully and suitable additional inputs may be
provided to help the students who are not able to understand the same.
•
Physical significance of graphical representation of motion may be given taking examples from everyday
life.
41.
Assessment Technique
Data based work sheet
Objectives: To enable the student:•
Read the given data correctly
•
Plot the given data graphically
•
Correlate the given data to motion in real life situation
•
Compute simple data based numerical
•
Compute simple graph based numerical
Task
Individual
Approximate Time
10 minutes
Procedure:
•
Write an arbitrary data on motion on blackboard and explain it to the students.
•
Ask them to read it carefully and conclude it to different kind of motion.
•
Help them to correlate the given data to motion in everyday life situation.
Assessment Parameters
One mark for every correct answer
Student Work Sheet
Position-time for the motion of an object is given in the table below:
TIME
t(s)
position
of
x(m)
0
4
8
12
16
20
0
2
4
6
8
10
•
Plot a position-time graph for this motion.
•
Write three points of your observation based on this graph.
•
Plot a velocity-time graph for this motion.
•
Write two points of your observation based on this graph.
•
How will you decide whether the motion is straight line or not on the basis of position-time graph and
velocity time graph?
Suggestive Remediation
?
Some students may not be able to distinguish between displacement– time and distance time graphs.
They may be helped to understand this difference by taking suitable examples.
?
The underlying concept may clarified by different examples from everyday life.
42.
Assessment Technique
Graph based worksheet
Objectives: To help the students to:?
Interpret the given graphical representation of motion a body.
?
Distinguish between graphs corresponding to uniform motion and uniformly accelerated
motion.
?
Read data from a given graph.
?
Correctly identify graphs corresponding to, accelerated and retarded motion.
Task
Individual
Approximate time
10 minutes
Procedure: The teacher may
?
Give examples and draw graphs for different kind of motion of a body.
?
Explain the difference between graphs corresponding to uniform linear increase/decrease in velocity.
?
Give examples from daily life situations corresponding to graphical representation of motion.
?
Give examples to help students to convert a “given data into graph” and using a graph to read data.
Assessment Parameters– One mark for every correct answer
Student worksheet
The velocity time graph for two objects A and B are given below:
A
20
18
16
v(ms-¹)
B
14
12
10
8
6
4
2
0
5
10
15
20
25
30
35
t(s)
?
After what time of start A meet B?
?
After what time of start B meet A?
?
After what distance of start A meet B?
?
After what distance of start B meet A?
?
Do A and B have same velocity?
?
Do A and B have ever have same velocity?
?
Does the motion of A and B straight-line motion?
?
For t= 15s to t= 2s which object move fast?
?
For what time interval change in velocity of object A is more?
?
For what time interval change in velocity of object B is more?
43.
40
45
50
Student work sheet
Velocity- time graph of an object is given below:
u(ms-1)
30
25
20
15
10
5
0
10
20
30
40
50
60
70
80
90
100t(S)
5
10
15
20
?
Does the object always move with acceleration?
?
Is the motion of the object a straight line motion without change in direction?
?
Does the object cover equal distance and displacement for entire journey?
?
For what intervals of time, the distance and displacement of the object are equal?
?
Does the difference of distance and displacement for t= 50s to 70s and t= 60s to 80s equal?
Student worksheet
Velocity- time graphs for the objects A and B are given below:
v(ms-¹)
20
18
16
14
12
10
8
6
A
B
4
2
0
5
10
15
20
25
35
30
40
45
50
?
For what time interval object A has maximum acceleration?
?
For what time interval object B has maximum acceleration?
?
For what time interval A has minimum acceleration?
?
For what time interval distance covered by object A and B equal?
?
For what different instant of time object A and object B have equal velocity?
?
What are the distances travelled by object A and object B?
44.
Student worksheet
Velocity -time graphs for the objects A and B are given below:
B
A
35
v(ms-¹)
30
25
20
15
10
5
0
10
20
30
50
40
60
70
t(s)
?
For what time interval object A, has maximum acceleration?
?
For what time interval object B has maximum acceleration?
?
For what time interval A has minimum acceleration?
?
For what time interval distance covered by object A and B equal?
?
For what different instant of time object B has equal velocity?
?
What are the distances traveled by object A and object B?
Student work sheet
Plot velocity time graph for the following motion:
?
For a freely falling object.
?
For an object moving along a straight line with changing velocity at constant rate.
?
For an object thrown vertically up to the certain height and returns back to the same point where from it
is thrown.
?
For an object moving with constant velocity.
?
Also plot position-time and distance -time graph for all the above cases.
Suggestive Remediation
?
A few students may not be able to read the given graph correctly and may fail to co-relate the two
columns.
?
They may be explained the nature of different graphs in small steps.
?
The significance of a parallel to the time axis and on the time axis itself graph may be explained.
?
Suitable simple examples/practice exercises may be given to draw corresponding to given data.
?
The difference in the graphs, corresponding to a linear variation and non-linear variation (straight line
and curved graphs respectively) may be brought out.
45.
Assessment Technique
Numerical Based work sheet
Objectives: To help the students to:?
Convert units from one system to another correctly.
?
Select and use correct formulae for desired computation.
?
Make calculations using correct formulae.
Task
Individual work sheet
Procedure:
?
Help the students to convert units of a given physical quantity from one system to another by taking
appropriate examples.
?
Help the students learn different formulae for desired calculations e.g.
2
2
v = u+at, s = ut +½ at2, v = u +2as
uav = total distance
Total time
?
Provide practice for making calculations using correct formula and units.
Approximate time
5 minutes for each question
Assessment Parameters
Correct formula
1 mark
Correct substitution
1 mark
Solving problem
2 marks
Correct answer with unit
1 mark
Students worksheet
1
The distance traveled by a student between two points is 1.4 times the displacement. If difference of
distance and displacement is 0.4 m then find the distance and the nature of the path.
2
A bus covers half the distance of its journey in 2h and rest half the distance in 3h. If total distance
covered is 24km, find the average speed of the bus.
3
A car covers half the distance of its journey with the speed of 20 kmh-1 and rest of the distance with
the speed of 30 kmh-1. Find the average speed of car.
4
An object moves with the speed 20 kmh-1 for 2h and then with the speed of 30 kmh-1 for 3h. Find the
average speed of the object.
5
A student moves a distance AB and BC where AB = BC = 20km and takes time from A to B 2h and from
B to C 3hr. As shown in figure.
A
C
B
Find the average speed and average velocity.
6
A driver of a bus moving with the speed of 50 kmh-1 decides to stop the bus in 10 minutes. At what
distance before the stop point he should apply the break?
7
The velocity of an object changes from 4 ms-1 to 12 ms-1 while it covers a distance of 400m. Find the
acceleration of the object. How long will it take to cover next 400m?
8
A stone tied to a rope is whirled along a circular path of radius 14m. The time taken by stone from a
point and its path to another point, which is just diametrically opposite, is 6s. Find the speed of the
stone.
46.
9
The position-time graph of the motion of an object is given below. Find distance and displacement of
the object and the average velocity of the object.
Position
x(m) 90
80
70
60
50
40
30
20
10
0
5
10
15
20
25
30
35
40
t(S)
10
The velocity of an object reduced from 16 ms-1 to 8 ms-1 and covers a distance of 40m. How long will it
take to come to rest? What more distance will to cover before come to rest?
Suggestive Remediation:
-1
-1
?
Some students may not be able to convert the units from kmh to ms . They may be helped to learn the
same.
?
Others may not know that the units for average speed for forward and return journey have to be in the
same systems. This point may be emphasized upon and clarified.
?
Still others may not realize to assume the distance P and Q to be an unknown quantity and may not be
able to start the solution. Sufficient explanation may be given for solving numerical based on such
situations.
47.
Assessment Technique
Multiple Choice Questions work sheet
Objectives: To help the students to:?
Understand fundamental concepts related to motion of a body.
?
Solve simple numerical problems of motion.
?
Understand graphical representation of motion.
?
Relate / Connect classroom learning to everyday life situation.
Task
Individual
Approximate Time
20 minutes
Procedure: After having taught the chapter on motion, the teacher may summarise core concept with
detailed explanations to the students in the form of summary. The worksheet based on key concepts may be
given to students to assess their learning.
Assessment Parameters:- Two marks for every correct answer.
Student Worksheet
Multiple Choice Questions with one choice correct
1
If an object moves along a straight line without changing the direction of its motion, than its
(a)
displacement > distance
(b)
displacement < distance
(c)
displacement = distance
(d)
2 displacement = distance
2
In a play a student moves 3 steps forward and two steps backward along a straight line. If total
number of steps moved by student is 50 then his
(a)
displacement = distance covered
(b)
displacement = 1/5 distance covered
(c)
displacement = 3/2 distance covered
(d)
displacement = 2/3 distance covered
3
In uniform circular motion
(a)
distance is always greater than displacement.
(b)
displacement cannot be zero.
(c)
displacement is equal to distance covered.
(d)
displacement can be greater than zero.
4
In uniform motion
(a)
speed remains constant.
(b)
velocity remains constant.
(c)
acceleration remains constant.
(d)
acceleration remains zero.
5
For a moving object
(a)
average speed is always greater than average velocity.
(b)
average speed is always equal average velocity.
(c)
average speed may greater than or equal average velocity.
(d)
average speed is less than average velocity.
48.
6
Match the equations of motion given in column B with the corresponding graph given in column A.
Column A
Distance
Column B
Distance
(I) v = u + at
(a)
(b)
Time
Time
Velocity
(iii) v = 0
Velocity
(d)
(c)
(iv) v = at
Time
Time
Distance
Velocity
(e)
(ii) v = D/t
(v) s=ut-1/2at2
(vi) v2=at
(f)
(vii) s=ut+1/2at2
Time
Time
Distance
(g)
Time
7
A student goes to his friend's house with the speed of 30 kmh-1. He finds that the house of his friend
is closed. He come back immediately with speed of 40 kmh-1.
(a)
His average speed > average velocity
(b)
His average speed = average velocity
(c)
His average speed < average velocity
(d)
His average speed = 30+40 kmh-1
2
8
In the given velocity -time graph
(a)
Average velocity = average speed
(b)
Average velocity is zero.
(c)
Average velocity is greater than average speed
(d)
Average velocity is small than average speed
9
For an object moving in straight line
(a)
Speed is the magnitude of velocity
(b)
Average speed is the magnitude of average velocity
(c)
Distance is equal to the displacement
(d)
Distance is less than the displacement
10
For an accelerated motion always its
(a)
Speed changes
(b)
Magnitude of velocity changes
(c)
Velocity changes
(d)
Neither its speed nor its velocity changes
49.
Velocity
Time
Assessment Technique
Project work
Objects: To enable the students to:?
Understand, identify and verify the concept learnt.
?
Generate the data related to the variables.
?
To present the data in such a way that the students can read the data and plot the graph.
?
Conclude the data by computation and graphs.
Task
Individual
Approximate time
1 hour
Assessment Parameter
Identification of motion
1 mark
Generating data
2 marks
Recording and Presenting data
2 marks
Drawing conclusion
2 marks
Mentioning some interesting fact
1 mark
Total
10 marks
50.
Student work sheet
1
Topic - Uniform Motion
Procedure:
1
Take a time clock in round shape and measure the radius of its dial.
2
Generate the data for distance traveled by a tip clock hand and time taken.
3
Record and Present the data in tabular form.
4
Plot a distance time graph.
5
Conclude the motion of time hand in clock on the basis of data available and the graph plotted.
2.
Topic - Uniformly accelerated motion
Procedure:
1
Take a time clock.
2
Generate the data for the time taken by an object to fall freely from the different heights.
3
Record and present the data in tabular form.
4
Plot a height fall-time graph.
5
Conclude that acceleration of the object during its motion is constant.
Suggestive Remediation
Teacher may ask the students
?
To identify the objects with (i) uniform motion (ii) uniformly accelerated motion.
?
Generate data as per their convenience.
?
Choose the appropriate scale to plot the graph.
?
Draw conclusions as many as they can do.
51.
P H Y S I C S
CHAPTER-5
Force and Law of Motion
52.
Chapter- 5
Force and Law Of Motion
CONCEPT MAP
FORCE
An effort which can push, pull or twist the objects is
called force.
When force is applied to produce a relative motion
between two surface in contact an oppositional
force to oppose the cause of motion is developed
between the surfaces, it is called force of friction.
It can change the inertia of the object.
It is required to change the state of the object called
inertia.
Inertia depends on mass. For more mass inertia is
more for less mass inertia is less.
If two surfaces do not move with respect to each
other under an external force,the force of Bfriction is
called static force of friction which is equal to the
external force.
When there is a relative motion between two
surfaces, the force of friction is called kinetic force
of friction and it is always less than the external
force.
Force of friction is a necessary evil.
Force can change the momentum of the object.
An object will remain in its state until and unless
it is acted upon by an external force.
Momentum is the product of mass and velocity.
When object starts moving from rest, its inertia
changes from inertia of rest to inertia of motion.
The external force acting on the object is directly
proportional to the ratio change in momentum.
F= p
t
When a moving object comes to rest its inertia of
motion changes to inertia of rest.
F= p
t
If F=0, p=0
t
... t =/ 0 ... p=0
When an object changes the direction of its motion,
its inertia of direction changes.
?>P = Constant
If internal force acting on an object is zero, its
momentum remain conserved.
53.
LEARNING OBJECTIVES
Learner should be able to:?
Understand that the mass objects have tendency to remain in their state called inertia.
?
Identify the situation of consequences of change in inertia.
?
Understand that external force is required to change the inertia i.e., First law of motion.
?
Establish the relation between mass, acceleration and force i.e., Second law of motion.
?
Apply the conservation law of momentum and its consequence on the force (Third law of motion).
?
Solve the problems related to momentum, acceleration, mass and force.
?
Understand the concepts of balanced and unbalanced force.
?
Understand the force of friction its causes and consequences.
?
Interpret the velocity time graph, momentum time graph to calculate the force acting on an object.
Graph cum Numerical based worksheet
Assessment Technique
Objectives: To enable the learner to:?
Read and interpret the graph correctly.
?
Solve simple graph related numericals.
?
Apply laws of motion and equation of motion simultaneously to solve problems.
Task
Individual
Approximate time
10 minutes
Procedure: The teacher may
?
Plot the graph on the blackboard.
?
Explain the graph along with given figures.
?
Ask the students to answer the given questions based on the information given in the graph.
Assessment Parameters
?
Calculation of acceleration and force for part (a)
?
Calculation acceleration and force for part (b)
?
Interpretation for time interval
2 marks
2 marks
1 mark
Student Worksheet
The velocity-time graph of an object of mass 500g is as shown. Observe the graph carefully and answer the
following questions.
(a)
Calculate the force on the object in the time interval .
(b)
Calculate the force on the objet in the time interval of 30s-50s.
(c)
Justify the situation for the time interval 30s-60s.
v(ms-¹)
60
50
40
30
20
10
0
Suggestive Remediation
10
20
30
40
50
60
t(S)
?
Few students may apply the correct formula for calculations of acceleration and force but not use same
system of units and hence get incorrect answer. This may be emphasised upon.
?
The reasons for justification for correct answer in part (c) may be explained clearly.
54.
Assessment Technique
Matching/co-relating
Objectives: To enable the learners to get familiar with:?
Different effects of force.
?
Co-relating the effects with daily life situation.
?
The concept of force in terms of the different effects.
Procedure:
?
State different effects of force.
?
State some 'daily life situation' where the 'effects of force' are observed.
?
Ask the students to co-relate/match the different effects' with their corresponding 'daily-life situation'.
?
Ask the students to state some daily life situation corresponding to another effect of force, not
mentioned in the list given earlier.
Assessment Parameters
½ mark for each correct matching and 2 marks for two correct statements of daily-life situation.
Student worksheet
Instructions:
Q1. Read the given terms / situations in columns A and B carefully and match the two:
Column A
Column B
a. Push
i. Taking a sharp turn
b. Pull
ii. Drawing water from a well with the help of a rope
and container
c. Stretch
iii. A ball falling freely
d. Acceleration
iv. Shifting a table from one place to another
e. Squeeze
v. Putting a rubber band on a bundle of papers
f. Change in direction
vi. Polishing the shoes with help of a brush
Q2.
State one situation each from some daily life situations where a force
(a)
cause no motion.
(b)
cause accelerating motion.
Suggestive Remediation:
?
Make the students realize that the concept of a force is best understood in terms of its different effects.
?
Give students practice in naming different
(a)
'daily life situations' corresponding to different effects of force.
(b)
effects of force corresponding to given 'daily-life situation'.
55.
Assessment Technique
Demonstration based worksheet
Objectives: To enable the students to:?
Get into the habit of 'careful observation'.
?
State their observations.
?
Draw conclusions based on their observations.
?
Arrive at a general result based on their observations and conclusions.
Procedure:
?
Arrange a card board/play board at some angle to the ground to a place where a long stretch of floor is
'clear'.
?
Make provision for holding the board in its inclined position and for adjusting its angle of inclination.
?
Have two identical bottles, one completely filled with sand or water and other half-filled with sand or
water.
?
Let each bottle role down, from the inclined surface for a given angle of inclination.
?
Measure the distance (from the lower edge of the inclined surface), that bottles can travel the floor
before coming to rest.
?
Write the result of your observations on the black board or notebook.
Assessment Parameters:
1 mark for each correct observation (three observations)
1 mark for recording the observation (in tabular form)
1 mark of conclusion-arrived at
Student worksheet
Instructions
Observe the 'demonstration' and the data written on the black board carefully and answer the following
questions:
1.
Is the distance moved by both the bottles same?
2.
Does the distance moved by both the bottles change with change in inclination?
3.
Does the sand or water filled in both the bottles move?
4.
Why do the bottles come to rest after traveling different distances?
5.
Write the results of the demonstration in tabular form.
6.
State your 'general conclusion' if any, based on your observation.
Suggestive Remediation:
•
Make the students understand the role of friction in bringing the bottle at rest.
•
Explain why the force of friction is different in both the cases.
•
Help the students to understand how observations and 'data' can be based to arrive at some 'general
conclusion'.
56.
Assessment Technique
Activity based work sheet
Objectives: To enable the students to
•
Examine and record the cause and effect of the change.
•
Conclude the cause of change in terms of inertia and conservation of momentum.
•
Relate the observation with real life situation.
•
Apply the concept in real life situation.
Task
Individual
Procedure:
•
Set a five-rupee coin on a card covering an empty glass tumbler placed on a table as shown in the figure.
5
5
•
Give the card a sharp horizontal and fast flick with your figure.
•
Give the gentle flick to the card and notice the change in first observation.
•
Repeat the above two act by putting a less adhesive between the coin and the card and observe.
Assessment Parameter:
One mark for each observation (Three observations) one mark for each conclusion (two conclusions)
Student work sheet
Time
20 minutes
Instructions:
•
Take an empty glass tumbler, a coin (Rs.5) and a card.
•
Place the card covering the empty glass and put the coin on it.
•
Give fast flick to the card by your finger horizontally.
•
Give gentle flick to the card by your figure horizontally.
•
Put a small adhesive between the coin and card and repeat the above two activity.
•
Record and present your observations in tabular form.
•
Conclude the each observation.
Activity
Observation
Conclusion
1. fast flick
2. gentle flick
3. fast flick with small adheshive
4. gentle flick with small adhesive
Suggestive Remediation:
•
Teacher may explain the observation to understand the concept of inertia.
•
Teacher may help the students to understand the difference between fast flick and gentle flick.
•
Teacher may also explain the role of friction force between the card and the coin.
•
Teacher may clear the concept of rate of change in momentum to overcome the force of friction is
adequate or not.
57.
Assessment Technique
Data based work sheet
Objectives: To enable the student to:• Understand the relation between mass, acceleration and force.
• Know the relation between mass and acceleration for constant force.
• Calculate the force acting on a body from the acceleration and mass of the body.
• Express the result in proper unit.
Procedure:
•
The force acting on a body of mass m moving the acceleration 'a' is given as F= ma.
•
If F is constant, m ∝ 1 .
a
The product of different mass and acceleration may provide same force acting on different marks.
Some force produce different acceleration if acts on bodies of different masses.
•
•
Assessment Parameters
1 mark for each correct calculation.
Student Worksheet
Tasks
Individual
Time: 10 minutes
A force F is applied on different mass bodies. The different masses and acceleration of them produced by
forces F are given in two columns A and B. Match the mass given in column A with its corresponding
acceleration in column B for F= 12 N.
S.No.
Mass
Acceleration (ms-2)
1.
(a) 2
(i) 3
2.
(b) 3
(ii) 2
3.
(c) 4
(iii) 1.5
4.
(d) 6
(iv) 6
5.
(e) 8
(v) 4
Suggestion Remediation:
•
Help the students to recall the equation F= ma
•
Ask the students to get a by using the above equation as a= F/m of to get by using the equation m = F/a.
Assessment Technique
Graph based work sheet
Objectives: To enable the students to:•
Read the data given in the graph carefully.
•
Interpret the given graph correct.
•
Solve simple problems based on graphical representation.
Task
Individual
Procedure:
•
The teacher may draw and explain different types of graphs.
•
Different examples from real day life can be taken for their corresponding graphs.
•
Few related oral questions may be asked to ensure learning of graphical representation of motion.
Assessment Parameters
One mark for each correct answer
58.
Student Work sheet
Task
Individual
Approximate time
10 minutes
12
accelaration (ms-²)
-1
momentum (kgms )
Following graphs are plotted force a constant for acting on a body. Find the force acting on the body in each
case.
0
10
8
6
4
2
0
time(S)
2
1
3
4
5
6
mass (kg)
Suggestive Remediation:
•
Teacher can help the students to read the graph by taking few more examples.
•
Teacher can help the students to relate the variables, which are given in the graph.
•
Teacher can explain the difference between linear and curved graph.
The velocity-time graph of the motion of an object of mass 20 kg is given below
16
-1
v(ms )
14
12
10
8
6
4
2
0
5
10
15
20
25
35
30
40
45
50
t(S)
For which time interval the rate of change in momentum of the object is
(a) maximum
(b) minimum
(c) zero
For which time interval the change in momentum of the object is
(a) maximum
(b) minimum
(c) zero
For which time interval the force acting on the object is
(a)maximum
(b) minimum
(c) zero
In which of the following cases force acting on the object is (i) minimum (i) maximum and (iii) zero?
(a) An object of mass 10 kg starts moving with velocity 10 ms-1 and comes to rest in 10s.
(b) An object of mass 10 kg starts moving with velocity 10 ms-1 and comes to rest after traveling a
distance of 10m.
(c) An object of mass 10 kg starts moving with velocity 10 ms-1 reduces its velocity to 6ms-1 in 2s.
(d) An object of mass 10 kg falling freely from the height of 78.4m (g = 9.8 ms-2)
(e) An object of mass 10 kg moving with constant momentum.
(f) An object moving in straight line whose momentum changes from 10 kg ms-1 to 30 kg ms-1 in 4s.
59.
Student worksheet
Task
Individual
Approximate time
10 minutes
Position-time graph of an object of mass 2 kg is given below
For which time interval the momentum is
(a) Maximum
(b) Minimum
(c) Zero
Also find the difference of momentum for time interval 50-60s.
Position 60
x(m)
50
40
30
20
10
0
5
10 15 20 25 30 35 40 45 50 55
60 65 70 75
Assessment Technique
Work sheet
Observation based
Objective: To enable the students to
•
Conclude the given observation.
Procedure:
•
Teacher may help the students to understand the observations.
•
Teacher may help the students to relate the observation to daily life situation
Assessment Parameter: One mark for each conclusion
Students worksheet
Tasks
Individual
Approximate time
10 minute
In which of the following cases force acting on the object is (i) maximum (ii) minimum (iii) zero?
(a)
An object of mass 10 kg moving with constant velocity 20ms-1 .
(b)
An object of mass 5 kg whose velocity increases from 4 ms-1 to 20ms-1 in 5s.
(c)
An object of mass 10 kg moving with an acceleration of 4 ms-1 .
(d)
An object of mass 2 kg whose velocity changes 12 ms-1 to 24 ms-1 when it moves a distance.
60.
Students Work Sheet
Task
Individual
Approximate time
20 minutes
Topic: Every action has an equal and opposite reaction.
Procedure: Take two-spring balances of identical scales.
•
Place these two-spring balances on a horizontal surface. Fix their hooks into each other as shown in
figure.
Support ring
A
B
•
Apply the force on any one of the spring balance keeping the other spring balance at rest by holding it
with the help of the support ring or force can be applied on both the spring balance in opposite direction.
•
Generate the data by observing the reading'of both the spring balance for different applied force.
•
Record and present the data in tabular form.
•
Plot a graph between the readings of the spring balances.
•
Conclude your observations on the basis of reading the data and interpretation of graph.
Student Work Sheet
Task
Individual
Approximate Time
20 minutes
2. Topic: Force of friction depends on the natural of the surface.
Procedure: Take a wooden block or any block having a hook fixed on its one side as shown in the figure.
•
Place the block on the horizontal surface say tabletop having sunmica surface.
Block
Spring balance
A
•
Pull the block with the help of spring balance just to make it move.
•
Repeat the same with wooden surface, glass surface, wooden surface having powder spread over it, wet
surface of glass, etc instead of sun mica surface.
•
Generate the data by observing the reading of spring balance.
•
Record and present the data in tabular form.
•
Draw the bar diagram or graph on the basis of data.
•
Conclude your observation on the basis reading the data recorded or interpretation of graph.
61.
Student Work sheet
Task
Individual
Approximate time
10 minutes
Identify the action force (F1) and reaction force (F2) in the following cases:
(i)
A ball dropped from the height of 4.9 m and re-bouncing back.
(ii)
When a 50 kg man walk in a particular direction.
(iii)
A 500 g mass suspended with a spring balance of range 0-1000g.
(iv)
Two spring balances placed on a horizontal table. Their hooks are attached into each other and both
the spring balances are pulled out horizontally.
(v)
A plastic bottle having a balloon fixed at its open mouth suspended with the spring balance vertically
and being heated from bottom as shown in figure.
If all above conditions are ideal then how will you ensure that F1= F2 i.e., every action has an equal and
opposite reaction.
spring balance
An effort can change
(i)
The state of rest of the object
(ii)
The state of motion of the object
(iii)
The direction of the motion of the object
(iv)
Shape of the object
Write a statement about the force in terms of effort.
The object in rest possesses inertia of rest.
The object in motion possesses inertia of motion.
The object having rotational motion possesses inertia of rotation.
The object in motion in one specified direction possessed inertia of direction.
Write a statement about inertia in terms of state. Also write a statement about force in terms of inertia.
Suggestive Remediation
•
Few of the students may not able to make use the observation to conclude it properly. Thus teacher may
help the students to transform the observation into formulation.
•
Teacher may help the students to understand the cause and effect and their relation based on
observation to draw the correct conclusion.
Assessment Technique
Project work
Objectives: To enable the students to:•
Identify the effect of force
•
Generate the date based on observations
•
Record and present the data in tabular form
•
Read the data and interpret the same
•
Draw the graph or making calculations based on observation
Assessment Parameter
Record and presentation of data
2 marks
Interpretation or drawing the graph
2 marks
Drawing conclusion
1 mark
62.
Student Worksheet
Task
Individual
Approximate time
20 minutes
3. Topic : Force of friction does not depend upon the area in contact.
Procedure:
•
Take a wooden block or any block of different length, breadth and height having its all surface uniformly
polished or rubber or smoothen.
•
Fix the three hooks on its different faces say face ABGH, EFGH, BCFG
G
F
H
E
C
B
A
D
•
Now pull the block with the help of spring balance, keeping it horizontal, just make it move.
•
Generate the data by observing the reading spring balance.
•
Record and present the data in tabular form.
•
Plot the graph on the basis of your observations recorded.
•
Conclude your observation on the basis of reading of the data recorded and interpreting the graph.
Suggestive Remediation
•
Teachers are advised to explain the working of instrument used in the project work.
•
Teacher may explain how to take readings and write them in proper form.
•
Teacher may help the students to present the data and make calculations or interpretation of data to
draw correct conclusions.
Assessment Technique
Numerical based work sheet
Objectives: To enable the students to:•
Understand that force is required to change the velocity of the object.
•
Understand the concept that force acting is the rate of change in momentum.
•
Apply the relation F = ma
•
Appreciate that the negative sign, in a result has its associated physical meaning.
•
Get familarised with SI units of momentum and force.
Procedure:
•
State the information/data for doing the necessary calculation.
•
Ask the students to calculate the required quantity.
•
Help them to understand the SI unit of momentum and force.
•
Help them to understand the significance of the 'negative sign' in their result.
63.
Assessment Parameters
One mark for each correct solution.
Student work sheet
Task
Individual
Approximate time
30 minutes
Instructions: Two forces are acting on a block of mass 40 kg. The block is at rest as shown in diagram
10N
10N
40 Kg
(i)
What is the reason to remain the block at rest?
(ii)
What is the net force acting on the block?
(iii)
Can the block be made move with the same force acting on it? Give justification of your
response.
(iv)
Is there any other force acting on the block, which is not seen in the diagram?
(v)
Write the relation between the different forces acting on the block.
Suggestive Remediation:
•
Teacher may help the students to understand the concept that for no change in position the net force
acting on the block is zero.
•
Teacher may help the student, to understand the concept of force of friction.
•
The external force in the figure is not adequate to overcome the force of friction. Hence, the block is at
rest.
•
To make the block move, either the weight of the block be reduced or the external force may be
increased.
Assessment Process
Multiple choice questions worksheet
Objectives: To help the students to:•
Understand fundamental concepts related the force acting on a body and produced
acceleration by it.
•
Solve simple numerical based on the equations of laws of motion.
•
Result / connect classroom learning about laws of motion to everyday life situations.
Task
Individual
Approximate Time
20 minutes
Procedure: After having taught the chapter on laws of motion, the teacher may summarise over concepts
with detail explanation to the students in form of a summary the work sheet based on key concepts may be
given to students to assess their learning.
Assessment Parameters: Two marks for every correct answer.
64.
Student Work sheet
Task
Individual
Approximate time
20 minutes
1.
A person traveling in bus is likely falls forward when the bus suddenly stops. It is due to
(a) Inertia
(b) change in momentum
(c) change in velocity
(d) force exerted by bus .
2.
A body under the action of two forks F1 and F2 is at rest. The F1 and F2 are related as
(a) F1>F2
(b) F1<F2
(c) F1= -F2
(d) F1=F2
3.
For a body moving with constant velocity
(a)
Net force acting on it is zero.
(b)
Force acting on a body is greater than force of friction between the body and the surface on
which it is moving.
(c)
Force acting on a body is smaller than the force of friction between the body and the surface
on which it is moving.
(d)
The body has non-zero acceleration.
4.
External force acting on two bodies A and B brings the same change in momentum in 2s and 4s
respectively. It is due to
(a)
More force on A
(b)
More force on B
(c)
More mass of A
(d)
More mass of B
5.
A block is being pulled by a spring balance on a horizontal surface. The spring balance reads 4 N when
the block does not move. The force of friction between the surface and the block is
(a) zero
(b) >4N
(c) <4N
(d) = 4N
4N
6.
The product of mass and velocity of an object changes from 4 kg ms-1 to 9kg ms-1 in 2.5s the force
acting on the object is
(a) 2N
7.
(b) 2.5N
(c) 5 N
(d) 10N
The momentum of body of mass 2 kg changes from 9kg ms-1 to 18kg ms-1 in 3.0s. The acceleration of
the body is
(a) 1.5 ms-2
(b) 3.0 ms-2
(c) 2 ms-2
(d) 6 ms-2
8.
Force of friction is always remains
(a)
in the direction of motion
(b)
in the opposite direction of motion
(c)
in such a direction that it opposes the cause of motion
(d)
in perpendicular direction of motion
9.
External force acting on a body is
(a)
directly proportional to change in momentum
(b)
directly proportional to rate of change in momentum
(c)
directly proportional to velocity
(d)
directly proportional to momentum
10.
Which of the following relation is not correct?
(a)
F= ma (b) F=
P (c) F= m.dv (d) F= mv
T
dt
65.
P H Y S I C S
CHAPTER-6
Gravitation
66.
Chapter- 6
Gravitation
CONCEPT MAP
Force of attraction
between mass
bodies
Universally all
mass bodies attract
each other
Directly proportional
to the product of the
masses
Pt is universal
phenomenon
G is the universal
gravitational constant
G=6.67×10-11N.m/kg2
Inversely proportional to
the square of the
distance between the
mass bodies
F=
Gm1m2
R2
Weight is the force of gravity
on mass object
mg= GMm
2
Weight is the force
which exerts pressure
Pressure is the
force per unit area
R
Weight is not constant, it
changes from place to place
g = GM
2
R
Weight of the object may be
zero for non zero mass
object
Floating objects have zero
weight
Pressure of the
liquid column
P=hdg
67.
Chapter 6
Gravitation
Learning Objectives
Student must able to:•
Understand the gravitational force between the mass bodies.
•
Know the factors on which force of gravitation depends.
•
Differentiate between mass and weight.
•
Understand the variation of weight.
•
Know about the factors on which acceleration due to gravity depends.
•
Understand the principle of floatation of the objects in liquid.
•
Apply the Archimedes principle.
•
Understand that pressure is the force per unit area.
•
Know that pressure exerted by liquid column does not depend upon the area of cross-section.
•
Know the relation of pressure exerted by liquid column P= hdg.
Assessment Technique
Conceptual Clarification work sheet
Objectives: To enable the students to learn that
•
The gravitational attraction due to earth acts vertically downwards on all objects.
•
The thrust up due to liquid acts vertically upward on any object immersed in it.
•
It is the comparative value of the density of (the material of) the object, and the density of
the liquid that decides whether the object will sink or float in the liquid.
Procedure:
•
Write the data of volume of water displacement by objects
•
Calculate the thrust up on the mass objects immersed in water.
•
Ask the students, why one object sinks and the other does not?
Assessment Parameters: One mark for each correct answer.
Student Work Sheet
Task
Individual
Approximate Time
10 minutes
Instructions:
•
Take two blocks, one of iron and the other of wood of same mass, say 100grams.
•
Immerse both the objects one by one in water kept in a graduated cylinder.
•
Observe and record the change in water level in graduated cylinder.
•
Observe and record which object sinks and which floats.
•
Carry out the following calculations:
(i)
Volume displaced by both the blocks
(ii)
Thrust up in both the cases
(iii)
Now conclude, why iron block sinks and wooden block does not?
(iv)
Make out the factors which are responsible for the floatation of object in liquids.
(v)
Give reasons for the difference in thrust up in both the cases.
68.
Suggestive Remediation
•
Teacher may help the students to read the volume correctly.
•
Teacher may help the students in calculating the thrust up force by providing the value of density of
water.
•
Teacher can explain that if an object displaces water (liquid) of weight greater than its own weight than it
floats otherwise it will sink.
Assessment Technique
Physical Interpretation of mathematical formula
Objectives: To enable the students to:•
Learn correct significance of scientific terms.
•
Interpret a mathematical formula correctly.
•
Make simple computation including change in the value of variables in a given relation.
•
Co-relate dependence of a physical quantity and factors on which it depends.
Assessment Parameter: One mark for one question or conclusion
Task
Individual
Approximate time
10 minutes
Instructions:
The value of two masses m1 and m2 and separation between them R is given in the following table but not in
series of correct combination. Choose the correct sequence of combination in such a way that force in each
case remains same.
S.No
m1(kg)
m2(kg)
R(m)
1
(i) m
(a) 4 m
(f) R
2
(ii) m/2
(b) 2 m
(g) 2R
3
(iii) 4m
(c) 4 m
(h) 3R
4
(iv) m
(d) 9 m
(i) R/2
5
(v) m/2
(e) m/2
(j) 4R
Suggestive Remediation: Special attention may be given to:•
The meaning and significance of the word 'universal' and value of G must be brought out clearly in the
expression F= Gm1m2
R2
•
Some students may not be able to interpret the mathematical relation correctly. Changing the value of
m1, m2 and R and its effect on F may be explained very clearly to help the students to help the students to
solve such problems.
69.
Assessment Technique
Numerical based work sheet
Objectives: To enable the students to:Learn the following relations:(I)
Thrust up = volume displaced x density of liquid x acceleration due to gravity.
Gm m
(ii) Gravitation force of attraction between two masses m1,m2 and separation R, F= R 1 2
2
(iii)
(iv)
The weight of the object is the force of gravity acting on it.
The acceleration due to gravity of a planet gp = GMp
Rp2
(v) Pressure is the force acting per unit area.
Procedure:
?
Teacher may provide the information or data for computation.
• Teacher will provide the data with proper unit.
• Teacher may explain the correct unit of density, volume, force and pressure.
• Teacher may explain the concept of pressure with the help of suitable illustration.
Task
Individual
Approximate time
30 minutes
Assessment Parameters
•
One mark for formula
•
One mark for substitution
•
Two marks for calculations
•
One mark for result with proper unit
Student work sheet
1. The force between two mass bodies at certain separation is F. If mass of both the bodies is made double
and separation is made half, then what will be the new force between the bodies?
2. If separation between two mass bodies R is increased as 2R, 3R, 4R and 5R respectively, then show the
variation of force graphically.
3. Calculate the acceleration due to gravity for planet earth. Take mass of the earth= 6.0 x 1024 kg, radius of
the earth= 6.4 x 106m.
4. The masses and radii of 5 planets are given in the table. Calculate acceleration due to gravity for each
planet and arrange them in increasing order.
S.No.
Mass
Radius
1
M
R
2
4M
R/2
3
2M
2R
4
M
4R
5
M/2
6R
5. Water is filled in jar of radius 10 cm to the height 20cm. Find the pressure exerted by water column at
the bottom of the jar. Take g=10 ms-2
Suggestive Remediation
•
Some of the students may use incorrect units in computation. The importance of using units of different
physical quantities in the same system may be highlighted.
•
It may be explained clearly that when the value of 'g' is not given in a problem, it may taken as 10 ms-2 in
order to simplify the calculations.
•
The relations may be written in different mathematical forms and sufficient practice may be given to
avoid mistakes in mathematical calculations.
•
The consistency of mass of a body at different places may be highlighted.
70.
Assessment Technique
Work sheet on connecting learning to real life situation
Objectives: To enable the students to:?
differentiate between force and pressure.
?
differentiate between mass and weight.
?
relate that pressure decreases with an increase in area over which the force acts.
?
appreciate how nature has made 'adequate adjustment' for different animals.
?
compare the pressure exerted, on ground by a human being, an elephant, and a camel.
Procedure:
•
Help the students to understand the (i) meaning of (ii) difference between force and pressure.
•
Guide the students to collect data about the mass/weight and foot size of animals like the elephant and
the camel.
•
Help them to estimate the area covered by the elephant/camel on the ground.
•
Help them to do the similar estimation for an average human being.
•
Ask them to appreciate the significance of the broad feet of the elephant/camel.
Assessment Parameters: One mark for each estimation/calculations.
Student Work Sheet
Task
Group
Instruction:
•
Divide the class in groups of five students each.
•
Ask each group to collect the data about the mass/weight of one of the animals.
•
Ask them to estimate the area of the foot of the animal taken up by the group.
•
Ask them to calculate the pressure exerted by each animal on the ground.
•
Ask them to present their data and estimation to the class.
•
Ask the students to appreciate the difference in the pressure exerted by the animals on the ground.
Suggestive Remediation
•
Some students may find difficulties to collect the relevant data. Help them in surfing the net; visiting
libraries and taking to them in the field.
•
Some students may find it difficult to calculate the pressure values in Nm-2. Help them in doing the
necessary calculations.
•
Make students appreciate the role of nature in ensuring that the huge weight of the elephant/camel does
not cause it to sink into the ground.
71.
Assessment Technique
Multiple choice to questions
Objectives: To enable the students to:•
Understand fundamental concepts related to the gravitational force, thrust up and pressure.
•
Solve simple numericals based on the mathematical relations.
•
Understand the graphical representation of the variables.
•
Relate/connect class room learning about the gravitation to everyday life situations.
Task
Individual
Approximate time
20 minutes
Procedure: After having taught the chapter on gravitation, the teacher may summarise core concepts with
detailed explanation to the students in the form of a summary. The worksheet based on key concepts may be
given to the students to assess their learning.
Assessment Parameters: Two marks for every correct answer.
Student work sheet
Instructions: Read the following questions carefully and put a tick mark (√) on the most correct answer.
1.
Which of the following is not the unit of pressure?
(a)
Pascal (b) bar (c) Nm-2 (d) kgm-2
2.
Acceleration due to gravity does not depend upon
(a)
the radius of the planet
(b)
mass of the planet
(c)
mass of the object placed at the planet
(d)
the distance of mass object from the surface of the planet
3.
Gravitational force between two masses placed at certain separation is directly proportion to
(a)
each mass
(b)
separation
(c)
square of separation
(d)
product of the masses
4.
Weight of the object does not depends on
(a)
the mass of the object
(b)
the mass of the planet
(c)
the radius of the planet
(d)
density of the material of the object
5.
Two different masses cannot have
(a)
different volumes
(b)
different densities
(c)
different weights
(d)
different weights per unit mass at same place
72.
6.
Pressure exerted by liquid at the bottom of which container is more?
(a)A
(b) B
(c) C
A
(d) D
B
D
C
7.
A floating body has
(a)
zero weight when inside the liquid
(b)
zero thrust up
(c)
weight equal to thrust up
(d)
zero mass
8.
A block of mass 12 kg is floating in liquid keeping its 1/3 part outside the liquid. What additional
mass is required to put above the block to get it completely inside the liquid?
(a) 6 kg (b) 12 kg (c) 3 kg (d) 18 kg
9.
The acceleration due to gravity of mass M and radius R is g. The value of acceleration due to gravity
on another planet of mass 2m and radius 2R will be
(a) g (b) g/2 (c) 2g (d) g/4
10.
Ice is floating in water keeping its some part outside the water as shown in figure. The level of water
in the container after melting the ice will
(a)
increase
(b)
decrease
(c)
remains same
(d)
reaches to the position of ice level of M
11.
Pressure exerted by liquid column depends on
(a)
weight of liquid
(b)
area of cross- section of container
(c)
height of liquid column
(d)
volume of the liquid
M
L
73.
B I O L O G Y
CHAPTER-7
Cell
74.
Chapter- 7
Cell
CONCEPT MAP
CELL
Constituents of cell
Size of cell
Type of cells
Different
type of cells
Prokaryotic cell
HYPOTONIC
PLASMA
Eukaryotic cell
ISOTONIC
HYPERTONIC
CELL WALL
Plant cell
Animal cell
NUCLEUS
CYTOPLASM
CELL ORGANELLA
CELL
WALL
VACUOLE
ENDOPLASMIC
RETICULUM
GOLGI
APPARATUS
75.
LYSOSOME
MITOCHONDRION
PLASMA
Chapter 7
Cell
Assessment technique
Activity (individual)
Time
40 min
Learning objectives:
1.
To help students learn how to use a compound microscope.
2.
To help students understand how the various parts of a compound microscope are useful.
3.
Increase student’s appreciation of power of magnification of a compound microscope.
Procedure: The compound microscope is an essential tool in activities related to Biology. At the onset of the
activity after introducing microscope, to increase student’s inquisitiveness the teacher should pose some
questions to students1. Have you ever used a magnifying glass or a dissecting microscope?
2. How do you think lens of compound microscope are different?
3. What is the need of mirror under the stage?
4. How are adjusting apertures useful?
A number of such questions can be framed that increase student’s participation. Now three students can be
asked to view commonly available materials like hair strands, a thin thread, anthers of hibiscus, small mustard
seeds– let your imagination run riot and ask the students to see these under microscope.
Evaluation: As it is based on the initiation of students towards compound microscope the student can be
assessed on the following parameters–
1. Placing the objects on the stage of microscope
2. Use of lenses
3. Focusing of objects by adjustment of lenses
4. Focusing of light on stage
Suggestive:
?
This activity can only be successful if all the microscopes are in good working condition.
?
Only 4 parameters are enough for rating this activity at Class IXth level. In class Xth the students will
learn about the concept of focal length and magnification and rest can be added to scale then.
Assessment Technique
Activity (Role play through group task)
1hr
Time:
Learning objectives: At the end of this activity the students will be able to1.
Appreciate the difference between unicellular and mutlicellular organism.
2.
Understand that a single cell can function as a whole organism.
3.
Appreciate that since multicellular organisms are complex different cells must work together.
4.
Learn how to work as a team to achieve a common goal.
5.
Distribute the work for its effective execution.
Procedure: The students can be asked to get pictures of amoeba, paramecium, chlamydomonas and
bacteria. These are easily available on internet and various books and textbooks. Besides electron
microscope images of various cells of human beings, nerve cell, egg, sperm and blood cell, are also easily
available.
This activity can be distributed as a group task. Group A can comprise unicellular organism and Group B can
comprise the cells of multicellular organisms.
76.
Group A can gather information on unicellular organisms and with the help of role plays, explain each of
organism and what function is performed by each.
Group B needs to highlights the variation in SIZE and SHAPE of the cells of multicelluar organisms. With the
help of images the group can highlight this aspect. The use of electron microscope images help the students
understands the concept at micro level. The teacher can help provide an interface as she can now highlight
the following:
In unicellular organism the single cell performs all the functions whereas
in the multicellular organisms cells perform function as an integrated
society like in the family where each member is assigned a specific task for
smooth functioning.
Evaluation: At the end of the role play the following rating scale can be used:
Groups
Quality
Information
Explanation
The ratings can be on scale of 0-5. The activity gives ample scope to students to share the work amongst
themselves.
Suggestions: The role play can be carried further to give initiative to the students by designing a small quiz.
Each group can prepare questions and this can help in reinforcing the given tasks. Suggested questions:1. Name a unicellular organism which can make its own food.
2. Which unicellular organism can change its shape?
3. Name the largest cell in human body.
77.
Assessment Technique
Individual Work sheet
Time
10 Minutes
Learning Objectives: At the end of this activity the students will be able to1. Recall the name of cell organelle.
2. Associate each organelle with its function.
Procedure: Distribute the individual worksheets to each student to fill.
1
2
3
5
4
6
Clues:
Across:
7
3. These give colour to plants.
6. These are storage sacs for solids and liquids in a cell.
7. Power house of cell.
Down:
1. It serves as channels for transport of material within the cel.l
2. It carries the material to intra cellular and extracellular spaces.
4. The outermost covering of a plant cell.
Evaluation: Each right answer can be given 1 mark each.
Suggested: The teacher can follow this up with students by asking them to make more crossword puzzles like
this.
Assessment Technique
Individual activity (MCQ based work sheet)
Time
10 min
Learning objectives: To enable the students to–
1. Understand the function of various cell organelles.
2. Appreciate the different concepts related to a cell.
Procedure: The worksheet that has the multiple choice question (MCQ's) is given to the students. The students
have to select the correct answer from the four different choices given for each question.
78.
Student Work sheet
1.
Living cells were discovered by
(a)
Robert Hooke (b) Purkinje (c) Leeuwenhoek (d) Robert Brown
2.
The only cell organelle seen in prokaryotic cell is
(a)
mitochondria (b) ribosomes (c) plastids (d) lysosomes
3.
Which amongst the following is the best definition of osmosis-
(a)
movement of water molecules from region of higher concentration to a region of lower concentration
though a semi-permeable membrane.
(b)
movement of solvent molecules from its higher concentration to lower concentration.
(c)
movement of solvent molecules from higher concentration to lower concentration of solution through a
semi-permeable membrane.
(d)
movement of solute molecules from lower concentration to higher concentration of solution through
semi permeable membrane.
4.
Chromosomes are made up of
(a)
DNA (b) Protein (c) DNA and protein (d) RNA
5.
The undefined nuclear region of prokaryote are also known as
(a)
nucleus (b) nucleolus (c) nucleic acid (d) nucleoid
6.
Which cell organelle is involved in forming complex sugars from simple sugar
(a)
endoplasmic reticulum (b) ribosome (c) plastids (d) golgi apparatus.
7.
Kitchen of the cell is
(a)
mitochondria (b) endoplasmic reticulum (c) chloroplast (d) golgi apparatus
8.
Lysosomes arise from
(a)
endoplasmic reticulum (b) golgi apparatus (c) nucleus (d) mitochondria
9.
Lipid molecules in the cell are synthesized by
(a)
smooth endoplasmic reticulum (b) golgi apparatus (c) rough endoplasmic reticulum (d) plastids
10.
Which of these options are not functions of ribosomes?
(a)
It helps in manufacture of protein molecules.
(b)
It helps in manufacture of enzymes.
(c)
It helps in manufacture of hormones.
(d)
It helps in manufacture of starch molecules.
Evaluation: Marks for each correct answer= ½ (Total marks ½ x 10 = 5)
Suggested: A few students may not be able to give correct answers to a few questions. The concepts related to
such questions may be explained again, the students may be asked to answer simple questions after a few days.
79.
Assessment Technique
Group Activity
Time
20 min
Learning Objectives: To enable the students to
• Recognise the cell organelles.
• Learn the name of cell organelles.
• Relate the functions to the names of cell organelles.
Procedure: This activity can be bifurcated into two sub activities depending on availability of time.
1.
Solving the anagrams with respect to cell organelles.
2.
Associating the cell organelle with their functions.
A.
Prepare the chits for following anagrams (Jumbled words)
1.
MITOCHONDRIA
HAOTIRMICNDO
2.
VACUOLE
LEVCAO
3.
NUCLEUS
LSUNCEU
4.
ENDOPLASMIC RETICULUM
PLDOENCIMSA TIRE MULUC
5.
GOLGI APPARATUS
LGOIG RATPPAUSA
6.
PLASTIDS
TIPLASDS
7.
CELL WALL
ELLC ALLW
8.
PLASMA MEMBRANE
MAALSP BRAMEMNE
Carry out this activity as a quiz. Ask the groups (divide the class in 3 or 4 groups) to pick up a chit and
unjumble the cell organelle anagram. Write each correct word on Black/Green board once all words are on
board. Play the next part.
B.
Now ask each group (one by one) to assign function to each cell organelle.
Evaluation:
Give 2 marks each for unjumbling the words.
2 marks each for identifying the function.
1 mark as bonus point if the question passes.
Group name
Unjumbling the Anagram
Identifying the Function
Bonus Points
2 marks
2 marks
1 mark
Suggested: The concepts should be thoroughly reinforced if some students are unable to unjumble the
words. Some additional multiple choice questions can be given to students.
80.
Assessment technique
Model Making (Group task)
Time:
Learning Objectives:
•
The students will become familiar with celland cell components.
•
The students will be able to understand the different components of cells, both plant and animal, and the
organelles common and different in both cells.
•
At the end of the model making, students will be able to get a good overall impression of structure of cell.
Procedure: Before class prepare a gelatin (gelatine) mixture. (It is commonly available at all Bakery shops).
You can add any food colour preferably the lighter colours to make it more attractive. Now prepare the
following cell organelles –
(i)
Nucleus :
corrugated balls (small plastic balls with grooves on them)
(ii)
Mitochondria :
kidney beans (rajma)
(iii)
Endoplasmic :
insulated electrical wires can be used
(iv)
Ribosomes :
mustard seed (black)
(v)
Golgi apparatus :
aluminium wires, cover these with tape so that the ends are covered more
than the centre
(vi)
Lysosomes :
here we can use some jellies or jello candies (or synthetic jelly beans)
(vii)
Vacuoles:
water balloons or fill some gelatin liquid in balloons
This activity is to be carried in a group so the material to be arranged can be gathered in group. Now ask the
students to prepare flags by using toothpicks and paper tape. The flags can be prepared by folding the tape in half
around the toothpick.
Divide the class in two groups. Ask half to bring plastic containers (disposable) and other half to bring aluminium
foil containers (disposable).
Cell membrane
Cell wall
Nucleus
Mitochondrian
Endoplasmic
Small vacuoles
A
Animal cell
B
Plant cell
Chloroplast
reticulum
Golgi apparatus
Large
vacuole
Lysosome
Ribosome
A
B
Once all the things are arranged we can start the activity. (To cut out on loss of time the things needed can be
deposited in lab a day prior to activity). Heat the gelatin mixture gently, while the students work in their group the
teacher can guide students how to pour gelatin into containers. Allow the mixture to cool. While this happens the
teacher can explain the difference between plant and animal cell with the help of this VENN diagram.
81.
Now arrange the organelles, the nucleus, mitochondria, lysosome, golgi apparatus, ER with the help of a forcep
line mustard seeds around ER to make it RER.
Precautions – make sure the gelatin is semi-solid when you embed organelles this way they will be nicely set. You
can use refrigerator (if available, to set this model) once the material is set, ask the aluminium foil group to cut
the outer foil. Thus this can represent the animal cell (minus the cell wall) and the models set in plastic for
containers can be used to represent plant cell.
Evaluation: The given model can be evaluated on following parameters:
Group
Overall Impression
Arrangement of cell organelles
Explanation of Model
Suggested: The given model can be presented and can be displayed in science lab for future reference.
Assessment Technique
Individual Worksheet
Time
10min
Objectives: To enable the students to
•
Differentiate between prokaryotic cell and eukaryotic cell.
•
Identify these two cells based on size, nuclear region, chromosome, cell organelles.
Procedure:
1. A worksheet will be given to students with a table to be completed.
2. The student will complete the table as per instructions.
Type of cells
Prokaryotic cells
Parameters
Eukaryotic cells
size
nuclear region
chromosome
membrane bound cell
organelles
Evaluation: On completion of the table the students can be given ½ marks or 1 mark each for each right
completion.
½ x 8 = 4 marks or 1 x 8 = 8 marks
Suggested: The teacher can facilitate better learning by introducing the concept of the units such micro units.
82.
83.
B I O L O G Y
CHAPTER-8
Tissues
84.
Chapter- 8
Tissues
CONCEPT MAP
Plant Tissue
Permanent Tissue
Meristematic Tissue
Apical Meristem
Intercalary Meristem
Complex
Simple
Lateral Meristem
Parenchyma
Xylem
Collenchyma
Phloem
Sclerenchyma
Animal Tissue
Muscular
Tissue
Epithelial Tissue
Connective Tissue
Squamous
Areolar Tissue
Striated
Cuboidal
Adipose Tissue
Unstriated
Columnar
Bone
Cardiac
Stratified
Cartilage
Tendon
Ligament
Blood
85.
Nervous Tissue
Neurons
Chapter-8
Tissues
Assessment Technique
Individual Worksheet
(MCQ Based)
Objectives : To enable the students to:
• Learn the names of different tissues present in plants and animals.
• Identify the tissues based on their structure, location and function in living organisms.
• Understand the difference in structure, location and function of tissue present in plants and
animals.
Task
Individual Work
Approximate Time
15 minutes
Instructions: Select the correct option from the four different choices given for each question.
Q1.
Which at the following shows division of labour?
(a) Multicellular organism (b) Amoeba (c) Unicellular organism (d) Bacteria
Q2.
Growth of root takes place due to growth in :
(a) Apical Meristem (b) Intercalary meristem (c) Lateral meristem (d) Permanent tissue
Q3.
Which of the following parts have cartilage?
(a) Kidney (b) Lungs (c) Trachea (d) Heart
Q4.
Which of the following elements is not a part of the xylem tissue?
(a) Tracheid (b) Sieve tube (c) Vessel (d) Xylem Parenchyma
Q5.
Some parts of the plant are flexible due to the presence of:
(a) Parenchyma (b) Collenchyma (c) Sclerechyma (d) Meristematic Tissue
Q6.
Which of the following tissues connect two bones?
(a) Tendon (b) Cartilage (c) Ligament (d) Areolar connective tissue
Q7.
Which of the following is skeletal muscle?
(a) Neuron (b) Striated muscle (c) Smooth muscle (d) Cardiac muscle
Q8.
Which of the following is not composed of neurons:(a) Brain (b) Heart (c) Spinal cord (d) Nerves
Q9.
Which of the following is involuntary movement?
(a) Movement of food in the alimentary canal (b) Movement of hand (c) Neck movement
(d)Movement of lips
Q10.
The length of the stem increases due to:
(a) Apical meristem (b)Vertical Meristem (c) Lateral Meristem (d) Intercalary Meristem
Criteria for Assessment
Marks for each correct answer = 1
Total marks 1 x 10 = 10
Suggestive Remediation: A few students may not be able to give the correct answers to some of the question.
The concepts related to such question should be explained again. Ask similar questions after a few days.
86.
Activity
Task
Individual Work (Practical Based)
Time
30 minutes
Objective : To enable the students to
•
Identify and collect one soft and one hard stem.
•
Cut fine section of stems to prepare slides (Hard stem/soft stem).
•
Mount the horizontal section on the slide.
•
Identify types of simple permanent tissue in both slides.
Procedure:
1.
The student will collect two plants (a) soft stem plant (b) Hard stem plant.
2.
Cut very thin sections of each stem.
3.
Stain the sections with safranin.
4.
Place one neatly cut section of soft stem and one hard stem on two slides.
5.
Put a drop of glycerine on each section with cover slip and observe under a microscope.
S.No.
Activity
3 marks
2 Marks
1 Mark
1.
Cutting of horizontal
section
Very thin
Thin on one side and
thick on other side
Thick
2.
Staining
Very well stained
Well stained
Not uniformly
stained
3.
Cover Slip
Well kept, no bubbles
Neat but glycerin is
coming out
Dirty slide
4.
Prepared Slide
Very neat
Little bit dirty
Very dirty
Q1.
As per activity done
4 x 3 = 12
Q2.
Identify and write namse of simple permanent tissue in hard and soft stem.
1x2=2
Q3.
Draw simple permanent tissue you identify in Q No.2.
3x2=6
Total Marks – 20
Suggestive Remediation: A few students may not be able to cut the fine sections of stem. The teacher may
explain again or show all the steps of preparation of slide.
87.
Activity
Assessment Technique
Work sheet (puzzle)
Objectives: To enable the students to
•
Identify the tissues based on their function.
•
Learn the functions of various tissues.
•
Recognise the parts of an organism where a particular tissue is present.
Task
Individual work
Time
10 Minutes
Procedure : The students are given a work sheet that has ten puzzles. The students have to answer the name
of tissues.
Who am I ? (Name the tissue)
1.
I transport food in plants.
2.
I am present in brain.
3.
I make up the husk of coconut.
4.
I form the lining of kidney tubules.
5.
I am very flexible, strong and connect two bones.
6.
I store fat in your body.
7.
I am responsible for movement in your body.
8.
I form the inner lining of your mouth.
9.
I am connective tissue with a fluid matrix.
10.
I am present in respiratory tract and have cilia.
Criteria for Assessment: Marks for each correct answer = 1
Total
1 x 10= 10
Suggestive Remediation
• Some students may not be able to answer the puzzle. They may be explained the concept again. Teacher may
give some questions for homework.
Assessment Technique
Work Sheet
(Match the following)
Objective : To help the students to
•
Identify the elements of complex permanent tissue in plants.
•
Identify the functions of these complex permanent tissue.
Task
Individual work
Time
10 minutes
Procedure
Teacher may give the following information to the students:•
Xylem and phloem are complex permanent tissue
•
Complex tissues are made of more than one type of cells.
•
All these cells coordinate to perform a common function.
•
Xylem transport water and minerals vertically and side ways. Phloem transports food from leaves to other
parts of the plant in both directions.
88.
Chapter-8
Tissues
Student work sheet
Instructions
•
The students are given a worksheet that has a list of tissue elements and their function.
•
The students shall put them in the right box.
1.
Tracheids
2.
Xylem fibre
3.
Companion cells
4.
Transport water and minerals vertically
5.
Transports food from leaves to other parts of the plant.
6.
Mostly living cells
7.
Mostly dead cells
8.
Vessels
9.
Sieve tubes
10.
Phloem fibres
Xylem
Phloem
Criteria for Assessment – Each correct identification = ½ marks
Total ½ x 10 = 5 Marks
Suggestive Remediation
• Some students may not identify the elements of complex permanent tissue. They may be guided by the
teacher by again explaining the concept.
Assessment Technique
Individual Worksheet
(Diagram based)
Objectives: To enable the students to
•
Identify the diagrams of different animal tissues plant tissue.
•
Recognise the different parts of animal tissues plant tissue.
Task
Individual work
Approximate Time
15 Minutes
Procedure:
1.
The student will be given a worksheet that has the incomplete diagrams of animal, tissues, plant
tissue in which specific parts have been labeled using numbers only.
2.
The students shall read the questions given below the diagrams and make additions in the diagram/
answer the questions accordingly.
89.
Student Work sheet
Time
20 Minutes
Instructions: Study the diagrams given below and then answer the questions in the space provided.
1
2
Q1.
Q2.
Q3.
Q4.
Q5.
Q6.
1
2
B
A
Complete the diagram 'A' by drawing the missing parts.
Identity the parts numbered 1 & 2 in both diagrams.
What is the term given to the gap between two nerve cells?
What is the function of stomata in plants.
What does a neuron look like?
Find out the role of transpiration in the plants.
(2x1 = 2)
(½ x 4 =2)
(1)
(2)
(1)
(2)
Criteria for Assessment: Marks for each correct answer as given in worksheet
Total marks 10
Suggestive Remediation: A few students may not be able to give the correct answer draw the missing parts.
They can be given the home work assignment to draw plant and animal tissues and after a few days such
students one given an alternative classwork assignment.
Assessment Technique
Group activity (Quiz)
Time
15 minutes
Learning Objectives: To enable the students to learn name of different tissues.
• Relate the functions to the names of different plant & animal tissues.
Procedure: This activity can be bifurcated into two sub-activities.
1.
Solving the Anagrams (Jumbled words) with respect to plant & Animal tissue.
2.
Associating the tissues with their functions.
Prepare the chits for following Anagrams (Jumbled words)
1.
Isstue Suovnre
2.
Chenparyma
3.
Chymacollen
4.
Stemmenatic Isstue
5.
Meolph
6.
Biummca
7.
Melyx
8.
The lliapith Issuel
9.
Clerenschyma
10.
Diaccar Issuel
Correct Words:
1.
4.
Nervous tissue
Meristematic Tissue
2.
5.
Parenchyma
Phloem
3.
6.
Collenchyma
Cambium
7.
Xylem
8.
Epithelial Tissue
9.
Sclerenchyma
10.
Cardiac Tissue
A.
• Divide the class into two groups carry out this activity as a quiz. Ask the groups to pick up a chit and
unjumble the name of tissue.
90.
• Write each correct word on Black board. Once all words are on board, play the next part.
B. Now ask each group one by one to write function of these tissues.
Evaluation:
a. 1 mark each for unjumbling the words
1x10 = 10
b. 1 mark each for writing the function of tissue.
1 x 10 = 10
c. ½ mark as bonus point if the question passes.
Total Marks = 20
Group name
Unjumbling
the Anagram
Identifying
the function
Bonus Points
1 mark
1mark
½ mark
A
B
Assessment Technique
Individual work sheet (Puzzle)
Learning Objectives: At the end of this activity the students will be able to1. Recall the name of tissues.
2. Identify functions of plant and animal tissue.
Procedure: Distribute the individual worksheets to each student to fill.
Across
3.
Alimentary canal is ----------------- movement.
4.
Nervous tissue is made up of -----------------.
7.
Group of cells similar in structure and function -----------------.
8.
Tissue present in the growing regions of the plant -----------------.
Down
1.
Which type of connective tissue connects two bones?
2.
It is transported to all the body cells through blood.
5.
It provides mechanical support to plants.
6.
The epidermis of the leaf contains small pores. Name -----------------
2
1
3
I
5
4
E
6
S
7
8
C
M
91.
B I O L O G Y
CHAPTER-9
Why do we fall ill
92.
Chapter- 9
Why do we fall ill
CONCEPT MAP
Health
Failure of Health
Disease
Infectious diseases
Significance
of Health
Distinction
between
healthy
and disease free
Spread
Methods of transmission
Principles of Treatment
Principles of Prevention
93.
Non-Infectious diseases
air
water
vector
direct contact
Assessment technique
Game based quiz- group and individual activity
Time
30 Minutes
Learning objectives: To enable the students to
• Revise the concepts related to common diseases and their causes.
• Answer questions based on content of chapter.
• Learn how to collaborate and find the answer to a question.
Procedure:
1. The question bank of about 20 questions may be prepared. Each question is written on a card (use pastel
sheet or discarded visiting cards to mark the cards).
2. The class is divided into groups according to class size.
3. Now colour code the various groups, use coloured chalks on board (or use coloured stickes).
4. Draw the building on board or before class such an activity assigned for a chart to be made. So this can be
drawn on chart and time saved.
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
Team
Blue
Team
Pink
Team
White
Team
Green
5. The game is to be conducted by the teacher. A stop watch may be used to limit/record the time for
response.
6. One by one the questions related to various diseases can be asked to each team, each team answers
after consulting other members of group (10 questions to each team).
7. A correct answer takes the team 1 floor up on building.
94.
8. At the end of quiz whichever team reaches/scales highest floors wins.
9. The teacher may prepare a number of questions (question bank) and the game can be continued till all
the floors scaled.
10. Efforts should be made that every student gets to answer.
Evaluation: 1 point for each correct answer
• The question unanswered can be answered by teacher so the total points remain 10 in activity.
Each point can be converted to marks that will be common for all students belonging to a
group.
However, the individual viva based questions can also be added to include an individual level
of assessment.
Suggested: Some students may not participate actively in this process. The teacher can guide such students
by giving them some remedial work in the form of additional worksheets.
95.
Assessment technique:
Presentation (Group task)
Time
40 minutes (10 minutes to each group)
Learning Objectives: The students will be able to
1. Research and compare differences between communicable and non communicable
disease.
2. Explain a particular disease.
3. Identify how a person becomes infected with this disease.
4. Describe the symptoms of this disease.
5. Explain how this disease is treated.
Procedure: The teacher can guide the students to various books and internet sites to which the students can
consult for their presentation some examples are given belowa) Oxford's Children Encyclopedia
b) Children's Science Refresher
c) “Common cold on Influenza”
Internet sites like
a) www.microbe.org
b) www.nationalgeographic.com
c) www.discovery.com
d) www.worldhealthorganization.com
The students can also access discovery and related channels on T.V.
Now each group will come and give their presentation. The teacher can give a detailed assignment sheet
based on which the group will give the presentation.
Guidelines for Final Paper
I Verbal Presentation•
Name of a disease (Communicable or non-communicable).
•
Name the causitive agent and explain the symptoms of a disease.
•
How to treat and prevent the spread of disease.
II Presentation (on Paper)Each group can submit the report on following patterns
a) Cover page (include disease name, name of the team members)
b) Report should cover the following
•
Disease (Name) establish if communicable or non communicable
•
Causitive Agent
•
Symptoms
•
Spread
•
Treatment
•
Prevention
c) At the end of the report acknowledge the referred material be it books or website. Include at least 4
references.
96.
Evaluation: Total points for class presentation: 100 points
Oral presentation: 10 points
Writter presentation: Give 10 points each for correct format & presentation (Total 80 points)
•
Disease & causes (10 point)
•
Symptoms (10 points)
•
Spread (10 points)
•
How to treat the disease (10 points)
•
How to prevent further spread (10)
10 x 5 = 50 points
Reserve 20 points for diagrams or photographs
10 points for Reference
Teacher evaluation: At the end of presentation teacher can ask 5 questions one to each group member
related to topic (2 x 5 = 10 points). So in a nutshell:
Oral presentation
Written presentation
End of presentation
Total
:
:
:
:
10 points
80 points
10 points
100 points
The referred material can be books or website. This should include at least 4 references.
Evaluation:
Total points for class presentation
:
100 points
Oral/verbal presentation
:
10 points
Written Presentation
:
80 points
Teacher evaluation
:
10 points
Verbal Presentation:
GROUP
Disease
(comm/non-comm)
Symptoms
Treatment
Prevention
Use of pictures
Give 2 marks for
correct
identification
Give 2 marks if
all symptoms
covered
Give 2 marks if
all forms of
treatment
explored
Give 2 marks if
all forms of
treatment
stated
Give 2 marks if
electron
microscope
images charts
diagram used
Give 1 mark if one
correct
identification
Give one mark
if a few
symptoms
covered
Give 1 marks if
all forms of
treatment
explored
eatment
explored
Give 1 marks if
all forms of
treatment
stated
Give 1mark if
only a four
images
Give 0 marks if no
mention
Give 0 marks if
no symptoms
stated
Give 0 marks if
all forms of
treatment
explored
Give 0 marks if
all forms of
treatment
stated
Give 0 mark if
no image used
Kindly note 0 mark probability in column 4 will only come into focus if presentation is not given in that case
ask the group to prepare the presentation again.
Suggested: Follow up the presentation with class response ask if students enjoyed the process.
97.
Assessment Technique
Project (Individual task)
Time:
Title:
Learning objectives: To enable the students to•
Learn that various organisms cause different diseases.
•
Understand different organisms produce different symptoms of a disease
manifestation.
•
Learn the various ways of how to prevent and treat a disease.
Procedure: This assignment is to be given as a project. The teacher can give broad outlines about how to
prepare this project.
I.
Select a disease
II.
Classify under communicable and non-communicable diseases
III.
Write the causative agent
IV.
Symptoms of disease
V.
Treatment of disease
VI.
Prevention of disease
VII.
Diagrams/Images related to the disease.
All this information is to be collected, and given to the teacher concerned and deposited for evaluation.
Evaluation: As it is individual work, the teacher can evaluate as per following parameters –
1.
Correct identification of causative agent -1 mark
2.
Symptoms identification
2 marks
3.
Proper treatment
2 marks
4.
Proper prevention
2 marks
5.
Use of Images and illustration
2 marks
6.
Bibliography
1 mark
Total
10 marks
Suggested:
The teacher can guide students to read certain books like- Diseases and Man (NBT) and Websites like
a) www.mirobe.org
b) www.nationalgeographic.com
d) www.worldhealthorganization.com
98.
c) www.discovery.com
Why do we fall ill
Assessment Technique
Individual work sheet (flow chart based)
Objective: To enable the students to•
Recognize common methods of transmission of diseases.
•
Correlate the disease with methods of transmission.
Task
Individual work
Approximate Time
10 Minutes
Procedure
1. Infectious diseases and means of spread may be discussed in the class before this worksheet is given to
the students.
2. Given below is an incomplete flowchart on common methods of transmission of diseases. Some boxes in
the flow chart have been left blank. Complete the flow chart adding terms/mark as and where required.
Common Method of
Transmission of Diseases
Air
Direct contact
Cough
Pneumonia
Cholera
Rabid
Animals
Syphilis
Virus spread other
than the sexual
contact
Dengue
Criteria for Assessment: Marks for each correct answer = 1 mark
Total Marks = 1 x 10 = 10
Suggestive Remediation
A few students may not be able to complete the flow chart. They can explain the topic again and asked to do
an alternate assignment– Match the following.
99.
Why do we fall ill
Assessment Technique
Individual Worksheet (MCQ based)
Objectives: To enable the students to•
Understand the mode of spread of different diseases.
•
Differentiate between infectious and non-infectious diseases.
•
Differentiate between chronic and acute diseases.
•
Identify the symptoms and preventive measures of diseases.
Task
Individual work
Approximate Time
20 Minutes
Procedure:
The worksheet that has the multiple choice questions (MCQs) is given to the students. The students have to
select the correct answer from the four different choices given for each question.
Student Worksheet
Instruction:
Select the correct option from the four different choices given for each question.
Q1.
Which one of the below diseases is an acute disease?
(a) T.B.
Q2.
(b) Polio
(b) Bacteria
(d) Typhoid
(c) Protozoa
(d) Fungi
(b) by food
(c) By air
(d) By genes
Which one of the following diseases does not spread?
(a) Cancer
Q6.
(c) Tuberculosis
Which one of the following methods is not used for transmission of diseases?
(a) Direct contact
Q5.
(d) Common cold
Kala Azar is caused by –
(a) Virus
Q4.
(c) AIDS
Which one of the following diseases has been eradicated?
(a)Small pox
Q3.
(b) Elephantiasis
(b) Malaria
(c) AIDS
(d) Dengue
It is difficult to make anti-virus drugs because–
(a) Viruses are very small in size.
(b) Viruses are on the borderline of living and nonliving.
(c) Viruses use the host cell machinery to grow and divide.
(d) Viruses are surrounded by a protein coat.
Q7.
The disease causing microbes that enter the body through the nose are likely to go to the–
(a) Brain
Q8.
(b) Liver
(c) Lungs
(d) Heart
Disease spread through air is–
(a) Cholera
Criteria for Assessment
(b) Typhoid
(c) Common cold
(d) Dengue
Marks for each correct answer = 1
Total Marks = 1 x 8 = 8
100.