Physics. Chapter 6- Gravitation. 64-71. 8. Biology. Chapter 7- Cell. 72-80. 9.
Biology ... The detailed syllabus for science (Class IX) as given by NCERT is.
Theme ...
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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
