CBSE Class X Teachers Manual for Science

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FORMATIVE ASSESSMENT MANUAL FOR TEACHERS SCIENCE

CLASS – X

CENTRAL BOARD OF SECONDARY EDUCATION Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110 092 India

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Formative Assessment Manual for Teachers in Science Class X

PRICE : Rs.

FIRST EDITION 2010 CBSE, Delhi, India COPIES:

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PUBLISHED BY

: The Secretary, Central Board of Secondary

DESIGN, LAYOUT

: Chandu Press, D-97, Shakarpur, New Delhi-110092, Phone :

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Education, Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110092

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CONTENTS 

Acknowledgements



Preface



Continuous and Comprehensive Evaluation



Page No.

Chapter-1

Chemicals Reactions & Equations

1

Chapter-2

Acids, Bases and Salts

12

Chapter-3

Metals and Non-metals

24

Chapter-4

Carbon and its Compounds

35

Chapter-5

Period Classification of Elements

59

Chapter-6

Life Processes

75

Chapter-7

Control and Coordination

86

Chapter-8

How do Organisms Reproduce ?

95

Chapter-9

Heredity and Evolution

103

Chapter-10 Light: Reflection and Refraction

109

Chapter-11 Human Eye and Colourful World

122

Chapter-12 Electricity

132

Chapter-13 Magnetic Effect of Current

144

Chapter-14 Source of Energy

153

Chapter-15 Our Environment

157

Chapter-16 Management of Natural Resources

162



170



Additional Active Learning Experiences

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Acknowledgements ADVISORY ●

Shri Vineet Joshi, Chairman – CBSE

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Smt. Chitralekha Gurumurthy, Director – Academic

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Dr. Sadhana Parashar, Head (Innovations & Research)

EDITING ●

Mr. R.P. Sharma, CBSE

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Mr. N.K. Sehgal

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Ms. Monika Mehan

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Ms. Charu Maini

MATERIAL PRODUCTION ●

Mr. N.K. Sehgal

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Ms. Monika Mehan

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Ms. Charu Maini

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Mr. I.K. Gogia

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Ms. Neeta Rastogi

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Ms. Neelma Puri

Subject Co-ordination ●

Mr. R.P. Sharma, Consultant, CBSE

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A

Preface

t the centre of the transformation that School Education is undergoing presently is

the new perspective to assessment and its relationship to the teaching-learning process. It is widely agreed that assessment influences what is taught and how teaching and learning are delivered. There is also a widespread belief among educational researchers and practitioners that assessment can and often does constrain rather than enhance learning outcomes. If we restrict our choices of teaching and learning activities to exercises that simply rehearse for examinations, then we run the risk of failing our learners during the teaching and learning process as a whole. Another pitfall in working towards assessment is that learners may concentrate simply on doing the bare minimum needed in order to guarantee a pass. Hence the challenge of changing the traditional system of examination and evaluation has emerged as a major focus. By introducing Continuous and Comprehensive Evaluation at the secondary level in all its affiliated schools, CBSE has sent out a clear message that assessment must take into account all the aspects of the personality development of the learner and that since learning is a continuous process, assessment also has to be continuous. CCE fundamentally shifts the focus from testing to learning by perceiving assessment as an integral part of the overall framework of teaching and learning. It follows from this that when incorporated into classroom practice, assessment tends to lose its individual identity, getting subsumed into the instructional process. Such a conceptualization necessitates a greater thrust on formative assessment. It must be said, at this stage, that though many schools have been practicing CCE and as a consequence, formative assessment procedures for classes I-VIII for many years, the overall thrust still continues – assessment for ‘measuring’ rather than ‘enhancing’ learning. In other words, there has been a general lack of conceptual clarity with regard to the formative assessment practices among stakeholders as a result of which, many apparently formative assessment tools and procedures have, in effect, been summative in nature, ie, exercises to gauge, at a particular point in time, student learning relative to content standards. Although the information gleaned from this type of assessment is important, it can only help in evaluating certain aspects of the learning process. It brings us to the vital need of strengthening formative assessment because our overall aim is to facilitate learning by improving the teaching-learning process on the basis of information gathered from assessment. i

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In this sense formative assessment is a part of the instructional process, underpinning the importance of student involvement. Students need to be involved both as assessors of their own learning and as resources to other students bringing into focus the importance of self and peer assessment besides teacher assessment. Research shows that the involvement in and ownership of their work increases students’ motivation to learn. The most significant advantage of formative assessment is that it makes learning an enjoyable experience because of student involvement, enhanced learning and unobtrusive techniques of assessment. Summative assessment constitutes a public recognition of achievement and we are fairly familiar with most of the tools and procedures of summative assessment. However, many teachers may find it a challenge to develop effective formative assessment tools; they may also experience some difficulties in integrating them with classroom instruction. In order to provide conceptual clarity in this regard and to place some illustrative examples of formative assessment tasks in the hands of the teachers, the Board is bringing out a series of Manuals for classes IX and X in all the major subjects. This manual in Science for Class IX is one of them. The tasks exemplified in this Manual are of different types such as 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. The tasks provided are varied and cater to the different multiple intelligences. It is fervently hoped that teachers and students will derive maximum benefit from these publications. By studying the contents carefully and by using the tasks in classroom teaching, teachers would be able to build their capacity not only for enhanced learning to take place but also for preparing their own materials to add value to curriculum delivery. Certain practical guidelines have been included in the manuals to enable schools and teachers to implement formative assessment within the CCE framework as proposed by the Board for classes IX and X. This document has been prepared by a group of Science teachers and other subject experts and I record the sincere appreciation of the Board to each of these contributors. I also convey my appreciation to Dr. Sadhana Parashar, Head (I & R), Mr. R.P. Sharma, Consultant, CBSE for conceptualizing and coordinating the task of deciding the content and bringing out the manual. I sincerely hope that with the availability of rich materials, teachers will be able to implement the CCE scheme in the right spirit in all the schools affiliated to CBSE. Comments for improvement of the manual are always welcome. (VINEET JOSHI) Chairman  

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Continuous and Comprehensive Evaluation Education aims at making children capable of becoming responsible, productive and useful members of a society. Knowledge, skills and attitudes are built through learning experiences and opportunities created for learners in school. It is in the classroom that learners can analyse and evaluate their experiences, learn to doubt, to question, to investigate and to think independently. The aim of education simultaneously reflects the current needs and aspirations of a society as well as its lasting values and human ideals. At any given time and place they can be called the contemporary and contextual articulations of broad and lasting human aspirations and values. An understanding of learners, educational aims, the nature of knowledge, and the nature of the school as a social space can help us arrive at principles to guide classroom practices. Conceptual development is thus a continuous process of deepening and enriching connections and acquiring new layers of meaning. Alongside is the development of theories that children have about the natural and social worlds, including themselves in relation to others, which provide them with explanations for why things are the way they are and the relationship between cause and effect. Characteristics of learning •

All children are naturally motivated to learn and are capable of learning.

•

Understanding and developing the capacity for abstract thinking, reflection and work are the most important aspects of learning.

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Children learn in a variety of ways-through experience, making and doing things, experimentation, reading, discussion, asking, listening, thinking and reflecting, and expressing themselves in speech or writing-both individually and with others. They require opportunities of all these kinds in the course of their development.

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Teaching something before the child is cognitively ready takes away real learning. Children may ‘remember’ many facts but they may not understand them or be able to relate them to the world around them.

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Learning takes place both within school and outside school. Learning is enriched if the two arenas interact with each other. Art and work provide opportunities for holistic learning that is rich in tacit and aesthetic components. Such experiences are essentially to be learnt through direct experience and integrated into life.

•

Learning must be paced so that it allows learners to engage with concepts and deepen understanding rather than remembering only to forget after examinations. At the same time learning must provide variety and challenge, and be interesting and engaging. Boredom is a sign that the task may have become mechanically repetitive for the child and of little cognitive value. iii

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•

Learning can take place with or without mediation. In the case of the latter, the social context and interactions, especially with those who are capable, provide avenues for learners to work at cognitive levels above their own.

Place of Evaluation in the Curriculum A curriculum is what constitutes a total teaching-learning program composed of overall aims, syllabus, materials, methods and assessment. In short it provides a framework of knowledge and capabilities, seen as appropriate to a particular level. Evaluation not only measures the progress and achievement of the learners but also the effectiveness of the teaching materials and methods used for transaction. Hence evaluation should be viewed as a component of curriculum with the twin purpose of effective delivery and further improvement in the teaching learning process. If properly understood, evaluation or assessment will not be perceived as something administered by the teachers and taken by the learners on the conclusion of a period of learning. When evaluation is seen as an end of the learning exercise, both the teachers and the learners will tend to keep it outside the teaching-learning process, rendering assessment broadly irrelevant and alien to the curriculum. Further such a perception associates anxiety and stress with evaluation for learners. On the contrary, if evaluation is seen as an integral part built into the teaching learning process; it will become continuous like both teaching and learning. When evaluation is subsumed into teaching-learning, learners will not perceive tests and examinations with fear. It will lead to diagnosis, remediation and enhancement of learning. The scope of evaluation in schools extends to almost all the areas of learners’ personality development. It should include both scholastic and co-scholastic areas, i.e. it should be comprehensive in nature. This is in line with the goals of education. Evaluation is continuous and reveals the strengths and weaknesses of learners more frequently, so that the learners have better opportunity to understand and improve themselves. It also provides feedback to the teachers for modifying their teaching strategies. In view of getting a complete picture of the child’s learning, assessment should focus on the learner’s ability to –

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learn and acquire desired skills related to different subject areas.

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acquire a level of achievement in different subject areas in the requisite  measure

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develop child’s individual skills, interests, attitudes and motivation

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understand and lead a healthy and a productive life.

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monitor the changes taking place in a child’s learning, behaviour and progress over time.

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respond to different situations and opportunities both in and out of school.

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apply what is learned in a variety of environments, circumstances and situations

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work independently, collaboratively and harmoniously.

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analyze and evaluate.

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be aware of social and environmental issues

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participate in social and environmental projects and causes.

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retain what is learned over a period of time.

Thus assessment is a useful, desirable and an enabling process. To realize this one needs to keep the following parameters in mind – The need to: •

assess the learner.

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use a variety of ways to collect information about the learner’s learning and progress in subjects and cross curricular boundaries.

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collect information continuously and record the same.

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give importance to each learner’s way of responding and learning and the time it takes to do so.

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report on an ongoing continuous basis and be sensitive to every learner’s responses.

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provide feedback that will lead to positive action and help the learner to do better

In the assessment process, one should be careful NOT to: •

label learners as slow, poor, intelligent etc.

•

make comparisons between them.

•

make negative statements.

Continuous and Comprehensive Evaluation Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based evaluation of students that covers all aspects of a students’ development. It is a developmental process of a child which emphasizes on two fold objectives. These objectives are continuity in evaluation on one hand and assessment of broad based learning and behaviourial outcomes on the other. The term ‘continuous’ is meant to emphasise that evaluation of identified aspects of students ‘growth and development’ is a continuous process rather than an event, built into the total teaching-learning process and spread over the entire span of academic session. It means regularity of assessment, diagnosis of learning gaps, use of corrective measures and feedback of evidence to teachers and students for their self evaluation. The second term ‘comprehensive’ means that the scheme attempts to cover both the scholastic and the co-scholastic aspects of students’ growth and development. Since abilities, attitudes and aptitudes can manifest themselves in forms other than the written v

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word, the term refers to application of a variety of tools and techniques (both testing and non-testing) and aims at assessing a learner’s development in areas of learning like: •

Knowledge

•

Understanding/Comprehension

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Application

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Analysis

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Evaluation

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Creativity

Objectives of CCE are: •

To help develop cognitive, psychomotor and affective skills.

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To lay emphasis on thought process and de-emphasise memorization.

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To make evaluation an integral part of teaching-learning process.

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To use evaluation for improvement of students’ achievement and teaching – learning strategies on the basis of regular diagnosis followed by remedial instruction.

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To use evaluation as a quality control device to maintain desired standard of performance.

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To determine social utility, desirability or effectiveness of a programme and take appropriate decisions about the learner, the process of learning and the learning environment.

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To make the process of teaching and learning a learner-centered activity.

Features of CCE are:

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The ‘continuous’ aspect of CCE takes care of ‘continual’ and ‘periodicity’ aspect of evaluation.

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Continual means assessment of students in the beginning of instruction (placement evaluation) and assessment during the instructional process (formative evaluation) done informally using multiple techniques of evaluation.

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Periodicity means assessment of performance done frequently at the end of unit/ term (summative)

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The ‘comprehensive’ component of CCE takes care of assessment of all round development of the child’s personality. It includes assessment in Scholastic as well as Co-Scholastic aspects of the pupil’s growth.

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Scholastic aspects include curricular areas or subject specific areas, whereas coscholastic aspects include Life Skills, Co-Curricular Activities, Attitudes, and Values.

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Assessment in scholastic areas is done informally and formally using multiple techniques of evaluation continually and periodically. The diagnostic evaluation takes place at the end of a unit/term test. The causes of poor performance in some units are diagnosed using diagnostic tests. These are followed up with appropriate interventions followed by retesting.

•

Assessment in Co-Scholastic areas is done using multiple techniques on the basis of identified criteria, while assessment in Life Skills is done on the basis of Indicators of Assessment and checklists. Source - Examination Reforms, NCERT

The functions of CCE are: •

It helps the teacher to organize effective teaching strategies.

•

Continuous evaluation helps in regular assessment to the extent and degree of learner’s progress (ability and achievement with reference to specific scholastic and co-scholastic areas).

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Continuous evaluation serves to diagnose weaknesses and permits the teacher to ascertain an individual learner’s strengths and weaknesses and her needs. It provides immediate feedback to the teacher, who can then decide whether a particular unit or concept needs re-teaching in the whole class or whether a few individuals are in need of remedial instruction.

•

By continuous evaluation, children can know their strengths and weaknesses. It provides the child a realistic self assessment of how he/she studies. It can motivate children to develop good study habits, to correct errors, and to direct their activities towards the achievement of desired goals. It helps a learner to determine the areas of instruction in which more emphasis is required.

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Continuous and comprehensive evaluation identifies areas of aptitude and interest. It helps in identifying changes in attitudes, and value systems.

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It helps in making decisions for the future, regarding choice of subjects, courses and careers.

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It provides information/reports on the progress of students in scholastic and coscholastic areas and thus helps in predicting the future successes of the learner.

Continuous evaluation helps in bringing awareness of the achievement to the child, teachers and parents from time to time. They can look into the probable cause of the fall in achievement if any, and may take remedial measures of instruction in which more emphasis is required. Many times, because of some personal reasons, family problems or adjustment problems, the children start neglecting their studies, resulting in a sudden drop in their achievement. If the teacher, child and parents do not come to know about this sudden drop in the achievement and the neglect in studies by the child continues for a longer period then it will result in poor achievement and a permanent deficiency in learning for the child. The major emphasis of CCE is on the continuous growth of students ensuring their intellectual, emotional, physical, cultural and social development and therefore will not vii

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be merely limited to assessment of learner’s scholastic attainments. It uses assessment as a means of motivating learners in further programmes to provide information for arranging feedback and follow up work to improve upon the learning in the classroom and to present a comprehensive picture of a learner’s profile. It is this that has led to the emergence of the concept of School Based Continuous and Comprehensive Evaluation.

Source : Ncert Scholastic and Co-scholastic Assessment In order to have Continuous and Comprehensive evaluation, both scholastic and coscholastic aspects need to be given due recognition. Such a holistic assessment requires maintaining an ongoing, changing and comprehensive profile for each learner that is honest, encouraging and discreet. While teachers daily reflect, plan and implement remedial strategies, the child’s ability to retain and articulate what has been learned over a period of time also requires periodic assessment. These assessments can take many forms but all of them should be as comprehensive and discreet as possible. Weekly, fortnightly, or quarterly reviews (depending on the learning area), that do not openly compare one learner with another and are positive and constructive experiences are generally recommended to promote and enhance not just learning and retention among children but their soft skills as well.

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School Based Continuous & Comprehensive Evaluation There has been a consistent move towards reducing the load on the student by making public or board examination stress free. Over the decade there has been a high pitched race towards more marks and thus more competitiveness among students and schools. The move of the CBSE to replace marks with grades is a step in the right direction. The paradigm shift is to empower schools by creating a workable school based continuous and comprehensive scheme. School Based Continuous and Comprehensive Evaluation system should be established to: •

reduce stress on children

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make evaluation comprehensive and regular

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provide space for the teacher for creative teaching

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provide a tool of diagnosis and remediation

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produce learners with greater skills Position Paper on Aims of Education - NCF 2005, NCERT

Aims of School Based CCE •

Elimination of chance element and subjectivity (as far as possible), de-emphasis of memorization, encouraging Comprehensive evaluation incorporating both scholastic and co-scholastic aspects of learners development.

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Continuous evaluation spread over the total span of the instructional time as an integral built-in aspect of the total teaching-learning process.

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Functional and meaningful declaration of results for effective use by teachers, students, parents and the society.

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Wider uses of test results for purposes not merely of the assessment of levels of pupils’ achievements and proficiencies, but mainly for its improvement, through diagnosis and remedial/enrichment programmes.

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Improvement in the mechanics of conducting examinations for realizing a number of other allied purposes. ix

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Introduction of concomitant changes in instructional materials and methodology.

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Introduction of the semester system from the secondary stage onwards.

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The use of grades in place of marks in determining and declaring the level of pupil performance and proficiency.

The above goals are relevant for both external examination and evaluation in schools Characteristics of School Based Evaluation •

Broader, more comprehensive and continuous than traditional system.

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Aims primarily to help learners for systematic learning and development.

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Takes care of the needs of the learner as responsible citizens of the future.

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Is more transparent, futuristic and provides more scope for association among learners, teachers and parents.

School based evaluation provides opportunities to teachers to know the following about their learners: •

What they learn

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How they learn

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What type of difficulties / limitations they face in realising learning objectives together

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What the children think

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What the children feel

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What their interests and are dispositions

The focus has shifted to developing a deep learning environment. There is a paradigm shift in the pedagogy and competencies of ‘controlling’to ‘enriching’to ‘empowering’schools. Traditional Schooling

Enriching Schooling

Empowering Schooling

•

Teacher centred

• Student centred

• Experience centred

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Subjects and classes

• Self Directed

• Virtual authenticity

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Sorting and ranking individuals

• Continuous assessment

• Multi literacies

Competency:

Competency:

Competency:

•

Memory

• Critical thinking

• Risk taking

•

Competitive

• Collaborative

• Ethical

• Creative

• Interactive

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There are four Assessment Paradigms Assessment of Learning Most commonly, assessment is defined as a process whereby someone attempts to describe and quantify the knowledge, attitudes or skills possessed by another. Teacher directedness is paramount and the student has little involvement in the design or implement of the assessment process in these circumstances– •

Summative

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Teacher designs learning

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Teacher collects evidence

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Teacher judges what has been learnt (and what has not)

Assessment for Learning The assessment for learning involves increased levels of student autonomy, but not without teacher guidance and collaboration. The assessment for learning is sometimes seen as being akin to ‘formative assessment’ and can be seen as informing teaching. There is more emphasis towards giving of useful advice to the student and less emphasis on the giving of marks and the grading function– •

Teacher designs learning

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Teacher designs assessment with feedback to student

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Teacher assesses what has been learnt (student develops insight into what has not)

Assessment as Learning ‘Assessment as learning’ is perhaps more connected with diagnostic assessment and can be constructed with more of an emphasis on informing learning. Assessment as learning generates opportunities for self assessment and for peer assessment. Students take on increased responsibility to generate quality information about their learning and that of others– •

Teacher and student co-construct learning

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Teacher and student co-construct assessment

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Teacher and student co-construct learning progress map

Assessment for learning and assessment as learning activities should be deeply embedded in teaching and learning and be the source of iterative feedback, allowing students to adjust, rethink and re-learn. Assessment in Learning The assessment in learning places the question at the centre of teaching and learning. It deflects the teaching from its focus on a ‘correct answer’ to focus on ‘a fertile xi

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question’. Through the inquiry, students engage in processes that generate feedback about their learning, which come from multiple sources, and activities. It contributes to the construction of other learning activities, lines of enquiry and the generation of other questions– •

Student at the centre of learning

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Student monitors, assesses and reflects on learning

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Student initiates demonstration of learning (to self and others)

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Teacher as coach and mentor

Teachers and students need to understand the purpose of each assessment strategy so that the overall assessment ‘package’ being used by learners and teachers accurately captures, generates and uses meaningful learning information to generate deep learning and understanding. Purpose of Assessment •

To ascertain what learning, change and progress takes place in the child over a period of time in different subjects of study and other aspects of the child’s personality.

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To find out the needs and learning style of every learner.

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To devise a teaching-learning plan that is responsive to the individual needs and learning styles.

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To improve the teaching-learning materials by adding value.

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To help every learner find out their interests, aptitudes, strengths and weaknesses so that the learner can evolve effective learning strategies.

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To measure the extent to which curricular objectives have been realized.

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To enhance the effectiveness of the teaching-learning process.

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To record the progress of every learner and communicate it to parents and other stakeholders.

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To maintain a dialogue between the teacher and the student and also the parents as a collaborative endeavor for overall improvement of the system.

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To involve the learners in the process through peer and self assessment.

Different stages in Assessment Examination is not assessment; it is only one of the tools of assessment. As we have seen above, assessment is an integral part of the teaching-learning process and hence cannot be seen as the final stage in isolation. The overall aim of assessment is to gather information to improve the teaching-learning process. So it has certain distinct stages. xii

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Stage-1: Gathering information about and evidence of the extent of effectiveness of teaching and learning We gather information in a variety of ways, using a number of tools. Observation, conversation and discussion, assignments, projects, different types of tests etc are some of the methods and tools we use for collecting information. Stage-2: Recording of Information The information gathered has to be systematically recorded because it constitutes not only rich inputs that have to be used for improving teaching and learning but also evidence to support the conclusion we come to about the progress made by the students. In order to make the recording effective, we must use different recording devices such as learner profile, ancecdotal records, case studies, report books etc. It is essential that the information is recorded in both quantitative and qualitative terms along with well thought out and objective observations by the teacher. It is also necessary to keep samples of students’ work as evidence to support the report of the teacher. The most important aspect of good recording and reporting is that it shows the progress of the learner in different domains over a period of time. Stage-3: Analysing and Reporting the Information Collected The recorded information constitutes valuable feedback that the teacher, the student and the parents should use to enhance the learning process. To do this, the gathered information has to be analysed periodically so that the teacher can draw conclusions about how a child is learning and progressing. Such analysis and the grading that is done is actually a mapping of the progress of students in a learning environment. Analysis and review also leads to unambiguous statements about the strengths of every child and the aspects requiring further improvement. The report has to be communicated to the learners and their parents so that they are able to collaborate with the teacher to take the necessary steps for improving learning. It is essential that the child is encouraged to compete with self rather than with others. One of the key components of engaging students in the assessment of their own learning is providing them with descriptive feedback as they learn. Research shows descriptive feedback to be the most effective instructional strategy to move students forward in their learning. Descriptive feedback provides students with an understanding of what they are doing well, links to classroom learning and specific input on how to reach the next step. Stage-4: Using the Information for Improvement Assessment should result in improvement. Though the student, the teacher and the parents are all stakeholders in this paradigm, it is the teacher who has to take the initiative to use the analysis of information on each learner to enhance learning. This calls for reflective practices. Some questions that the teacher could ask himself/ herself are: 1.

Are all the learners involved in the activities of the class?

2.

Are there learners who face problems in coping with the pace and flow of the teaching-learning process ?

3.

What are their problems and how should I help them? xiii

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4.

Is there something in my teaching strategy that has to be modified to make the class learn better? How should I go about it?

5.

Are there some learners who are not challenged by the materials and methods and hence lose motivation quickly? How should I respond to their special needs?

6.

Are there some lessons/ chapters/ units that pose difficulties to many learners? How should I add value to these portions of the syllabus?

7.

Have I identified certain common errors, mistakes and instances of lack of conceptual clarity from the information collected and analysed? How should I go about an effective programme of remediation?

8.

Is my classroom time management effective? What are the changes that I could introduce to make it more learner and learning oriented?

9.

Am I getting adequate support from the school management, my colleagues, the parents and the community? How can I involve all the stakeholders more actively in what I am doing for the benefit of my learners?

10. What are my own needs of professional development? How can I fulfil them in a continuous manner? Such reflective questions will help the teacher modify and refine the programme of teaching to achieve the learning objectives as well as to enhance his/ her professional competence continuously. By now it is well established that learning is a continuous process and it involves informal, formal and non-formal modes. It is also widely acknowledged that children learn by constructing their knowledge and it makes learning a process that takes place within the children rather than without. In this paradigm of constructivism, the teacher ought to recognize the importance of different stages of learning i.e., the initial stage where the existing knowledge of the learner is seen as the entry level, the second stage where new knowledge is understood and accommodated with the existing knowledge and the third stage where the constructed knowledge as a ‘whole’ is tested by the learner by applying it to real life situations for making sense of the world and the self and for drawing conclusions, problem solving, decision making etc. What constitutes knowledge at the third stage automatically becomes the learner’s existing knowledge for further learning and thus it is a cyclical process. The main purpose of assessment is to enhance the effectiveness of the learning process and hence it has to be integrated appropriately with every stage of learning. Since learning is continuous, assessment also must be continuous. Otherwise the learner will not be able to know whether she/ he is proceeding along the right lines, what is the stage at which he experiences difficulties, what are the new inputs and strategies that are required to successfully continue the process of construction of knowledge and what is the help that is expected from the teacher. Similarly the teacher also has to know at what stage of learning each learner is at a particular point of time, what are the changes that are to be made to the teaching strategies to make every child learn effectively and what further help can be provided. xiv

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For instance, when a child in class I comes to school, it is probable that the child has not had any formal schooling earlier. It does not mean that the child has no prior knowledge because learning, as has been pointed out earlier, can be through informal and non formal modes too. So the teacher’s duty is to identify the prior knowledge of the child while dealing with a particular concept or skill. It is only then that the teacher can facilitate the process of construction of knowledge by each learner. To ascertain the prior knowledge of the learner, the teacher has to adopt many tools and techniques, including questions. In the same manner, during the process of learning as well as at the subsequent stage of application of knowledge to real life, the teacher has to continuously assess the learner to facilitate a smooth process of accommodation, assimilation and extension. From the above, it may be apparent that assessment, which is in essence formative, has to be integrated with the teaching-learning process. Formative assessment by definition, is the process of finding out the felicity with which a learner is able to ‘form’ concepts and skills and hence it is process rather than product oriented. When assessment is divorced from the process of construction of knowledge, it ceases to be an effective learning-enhancing procedure. Hence teachers, principals, students and other stakeholders are to read this manual keeping in mind the broader prospective of the entire teachinglearning process instead of limiting it to assessment even though the manual is on formative assessment. It is to be understood then that all assessments, if they are to be effective, ought to be formative. However, there are subtle differences between formative and summative assessments which are more procedural than absolute. We can safely say that the broad frame work of formative assessment consists of a larger sub set of formative and a smaller sub set of summative assessments. Even a summative assessment could be used formatively when the information gathered from the summative assessment is used to improve the pedagogy, the materials and the assessment tools. When assessment is seen predominantly as formative, learners will be able to enjoy learning and they will not experience undue stress. On the other hand, when we give importance to only yearend or term-end summative tests or examinations, as has been the practice in many schools till recently, the system will throw up situations like the following: •

The examination time table was announced yesterday. When I went home and showed a copy of the time table to my mother, she got very excited. She gave me a lot of instructions about what I should and should not do. TV was out as was chatting with friends. Examination jitters and nerves suddenly gripped the entire household. When my father returned from office, he too joined the frenzied discussions which were all about preparation, hard work, marks and the frightening consequences of poor performance. I didn’t sleep that night. – Shruti

•

When I started writing the answer, my mind went completely blank. On the answer sheet in front of me I saw my father’s face. He was telling me how important it was that I should do much better than my elder sister who he called a ‘wash out’. In this trance like state I also heard my grandfather saying that if I didn’t do well, his dreams would be shattered. Infact they all said that this was the foundation of my life. – Deepak xv

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•

I am under a lot of stress ever since the time table for the examination was announced. If the Board results are not upto to the expectations, my performance will be assessed and I will be given junior classes from next session. I feel very frustrated and hassled. I should take some special classes and make the dull students practice many sample question papers. Let them also learn answers to important questions by heart. I should somehow make them get good marks. Otherwise I will not hear the end of it. – Kavita, a teacher

Aren’t we all familiar with such outpourings? Education ought to liberate children from fear, anxiety, stress, insecurity and humiliation and lead them to enlightenment. But, over the years we have turned this sublime process into a mundane instrument for material gains. When scoring marks, gaining admission, landing a job and creating wealth come to constitute the main purpose of education, it creates intense competition and consequently, enormous pressure on children. If we want to make learning an enjoyable experience for every child, the challenge of changing the traditional system of examination should be accorded top priority. MINDSET : We have got so used to the examination driven education system that any attempt to put alternatives in place is received with doubt and even skepticism. The examination- oriented education has created a well-defined paradigm whose main features could be identified as the following:

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•

Learning is geared towards appearing in an examination that usually comes at the end of the academic session.



•

So, teachers and students see assessment as something that comes after the stage of learning, i.e., first children learn and then they will be examined.



•

Since formal examinations are based on prescribed syllabi, teaching and learning becomes text book based where the teacher’s job is only to transact the information included in the text book.



•

Learning becomes synonymous with storage and retrieval of information with very little scope for individual thinking, originality and creativity.



•

Since examinations are conducted in the remote future, teachers and students tend to be relaxed initially and get increasingly anxious towards the end.



•

The build-up of stress becomes scary to students and they hardly ever look forward to examinations (unless of course they see them as the final obstacle before the release of tension and anxiety).



•

In this paradigm the teacher does not necessarily focus on the process of teaching- learning since it is only the final product that is going to be assessed as the student’s performance in the examination.



•

The student can and often does postpone learning till the last minute. On the one hand learning ceases to be continuous and on the other

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it becomes unrealistically daunting due to the accumulated volume of learning to be attempted within a limited period.

•

Students who have mastered the knack of cramming within a short period do well and those who lack this ability fare badly.

The above features, among all others that are often discussed and well known to all the stakeholders, have created a mindset that stems from the following beliefs.

•

If there is no examination, teachers will not teach and students will not learn.



•

Examination system is very comfortable for teachers because mostly they have only to teach the text books and prepare the students for the examinations at some distant future.



•

If teachers have to take up continuous and comprehensive assessment, they have to put in more work. Hence status -quo is more comfortable.



•

Assessment, if restricted to only the scholastic subjects, is a lot simpler than when it includes all the aspects of the student’s personality.



•

When assessment comes only at the end, teachers do not have the need to reflect on their practices and review them for causing better learning. It also means that no value addition is imperative to the materials and methods.



•

The Changing Scenario: Now the mindset has to change because, the world over, the child is seen as the centre of the teaching-learning process. Assessment should take into account individual differences in terms of sociocultural and economic background, learning strategies, styles and aptitudes. While the belief that ‘one size fits all’ has to be discarded, there is a need to individualise the teaching-learning process that is constantly improved to help every child learn, albeit in his/ her own way. It means that assessment should go hand in hand with the teaching-learning process, providing rich inputs to the teacher and the students to continuously enhance the effectiveness of the process. This can be achieved if



•

assessment is integrated with teaching-learning



•

the teacher uses assessment for ascertaining the strengths and weaknesses of the materials, the methods and the learners



•

the teacher makes use of assessment to improve his own teaching and the learning of every student



•

the learner gains an insight into his learning style and strategies and uses this insight to improve his learning.

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Scholastic Assessment The desirable behaviour related to the learner’s knowledge, understanding, application, evaluation, analysis, and creativity in subjects and the ability to apply it in an unfamiliar situation are some of the objectives in scholastic domain. In order to improve the teaching learning process, Assessment should be both Formative and Summative. Formative and Summative Assessment Formative Assessment is a tool used by the teacher to continuously monitor student progress in a non threatening, supportive environment. It involves regular descriptive feedback, a chance for the students to reflect on their performance, take advice and improve upon it. It involves students’ being an essential part of assessment from designing criteria to assessing self or peers. If used effectively it can improve student performance tremendously while raising the self esteem of the child and reducing the work load of the teacher. Features of Formative Assessment •

is diagnostic and remedial

•

makes the provision for effective feedback

•

provides the platform for the active involvement of students in their own learning.

•

enables teachers to adjust teaching to take into account the results of assessment

•

recognizes the profound influence assessment has on the motivation and self-esteem of students, both of which are cruicial influences on learning

•

recognizes the need for students to be able to assess themselves and understand how to improve

•

builds on students’ prior knowledge and experience in designing what is taught.

•

incorporates varied learning styles into deciding how and what to teach.

•

encourages students to understand the criteria that will be used to judge their work

•

offers an opportunity to students to improve their work after feedback,

•

helps students to support their peers, and expect to be supported by them.

Formative Assessment is thus carried out during a course of instruction for providing continuous feedback to both the teachers and the learners for taking decisions regarding appropriate modifications in the transactional procedures and learning activities.

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•

‘… often means no more than that the assessment is carried out frequently and is planned at the same time as teaching.’ (Black and Wiliam, 1999)

•

‘… provides feedback which leads to students recognizing the (learning) gap and closing it … it is forward looking …’ (Harlen, 1998)

•

‘ … includes both feedback and self-monitoring.’ (Sadler, 1989)

•

‘… is used essentially to feed back into the teaching and learning process.’ (Tunstall and Gipps, 1996)

Summative Assessment is carried out at the end of a course of learning. It measures or ‘sumsup’ how much a student has learned from the course. It is usually a graded test, i.e., it is marked according to a scale or set of grades. Assessment that is predominantly of summative nature will not by itself be able to yield a valid measure of the growth and development of the child. It, at best, certifies the level of achievement only at a given point of time. The paper pencil tests are basically a one-time mode of assessment and to exclusively rely on them to decide about the development of a child is not only unfair but also unscientific. Over emphasis on examination marks focusing on only scholastic aspects makes children assume that assessment is different from learning, resulting in the ‘learn and forget’ syndrome. Besides encouraging unhealthy competition, the overemphasis on Summative Assessment system also produces enormous stress and anxiety among the learners. Features of Summative Assessment •

Assessment of learning

•

Generally taken by students at the end of a unit or semester to demonstrate the “sum” of what they have or have not learned.

•

Summative assessment methods are the most traditional way of evaluating student work.

Summative Assessment •

“Good summative assessments--tests and other graded evaluations--must be demonstrably reliable, valid, and free of bias” (Angelo and Cross, 1993).

•

‘…assessment (that) has increasingly been used to sum up learning…’(Black and Wiliam, 1999)

•

‘… looks at past achievements … adds procedures or tests to existing work ... involves only marking and feedback grades to student … is separated from teaching … is carried out at intervals when achievement has to be summarized and reported.’ (Harlen, 1998)

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Scholastic Assessment (Part I A)

Formative Assessment (Flexible Timing) Tools

Summative Assessment (Written-End of term)

Techniques

•

Objective type

• Tests

• Objective type

•

Short Answer

• Assignments

• Short Answer

•

Long Answers

• Quizzes and Competitions

• Long Answers

•

Questions

• Projects

•

Observation schedule

• Debates

•

Interview schedule

• Elocution

•

Checklist

• Group discussions

•

Rating scale

• Club activities

•

Anecdotal records

•

Document Analysis

•

Tests and inventories

•

Portfolio analysis

Implications for the Teaching Community The on going process of transformation of school education in general and evaluation practices in particular has re-defined the teacher’s role. Some of the major implications are as follows:

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•

Teaching practices can no longer be a mechanical routine. Since formative assessment is an integral part of the classroom teaching, the teacher has to devise ways and means to use the feedback for improving curriculum transaction.

•

Teaching the text book will not be the main mode of classroom practices. Value addition in terms of interactive tasks, co-operative assignments and projects and integration of new content will be required to involve all the learners in the teaching-learning process.

•

Since formative assessment requires the teacher to devise appropriate tools and procedures that are specific to a unit or lesson taught, it will become imperative for the teacher to constantly add new materials and strategies to his/ her repertoire. It will also mean that the lesson plan becomes dynamic and constantly changing according to the needs of the lesson and the learners.

•

The teacher has to become a true knowledge worker, referring to sources, reading

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new materials, discussing curriculum-related issues with colleagues and experts, writing materials and taking up research. •

Teaching can no longer be a six or seven hour job. It is a profession and the practitioner has to prepare himself/ herself every day not only in the school but also outside the school.

•

Recording and reporting will necessarily become more detailed because a number of parameters sometimes ignored or only weakly attempted have to be included effectively. Teachers will be required to devote adequate time on a regular basis for formative assessment and its recording. It also means that teachers should develop tolerance for complexity and ambiguity.

In short, the mindset has to change and the teaching community should develop a greater sense of accountability. The Changing Paradigm Introduction of Continuous and Comprehensive Evaluation has brought about a seachange in the classroom. The main aspect of this change is the fact that assessment is becoming an integral part of the teaching-learning process. CCE and formative assessment are not new concepts and many schools have been practicing them for a long time now. However, assessment of scholastic and co-scholastic areas using a range of tools and indicators has provided the evaluation process a firmer scientific base as well as credibility. Similarly, though formative assessment has been part of the evaluation practices followed by schools, it has not been systematically used to identify learning gaps and for remediation. In a sense the system of unit tests, assignments and projects being used to reflect continuous assessment of learning has become more ‘summative’ in nature because the feedback is hardly used for improving the teaching-learning practices. It is necessary hence, to understand the concepts of formative assessment and summative assessment in proper perspective so that we are able to not only construct tools accordingly but also use them for the purposes for which we construct them. What is Formative Assessment ? Let us look at a task: Subject: Social Science Class: VIII Topic: Women, Caste and Reform Task: Dramatization Procedure: 1.

Students will be divided into groups. They will in their groups, discuss and prepare a short skit on any of the social ills prevalent in the Indian Society at different periods of time.

2.

The social ills may include Sati, Child Marriage, Female Infanticide, Denial of Education to Women and Gender Disparity. xxi

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3.

Each group will prepare a small skit and perform it. Each student will be asked to speak some dialogue.

4.

After the presentation, students will have a discussion.

Learning Objectives: •

To enable the learners to gain an insight into the social evils prevalent in India at different periods of time.

•

To provide an opportunity to the learners to reflect on social evils and verbalize their feelings.

Skills: To develop in the students the ability to •

Write scripts

•

Deliver dialogue

•

Act

•

Work in teams

Assessment The performance of the groups will be assessed on the basis of content, dialogue-delivery and clarity of concept. Time: •

Discussion and script writing: 2 periods;

•

Presentation: 1 period

Follow up: The presentations could be discussed by the class. Wherever the concept is not clear, teacher could encourage students to give their comments. The teacher could also revisit any part of the lesson that has not been clearly understood by the students. Is this a formative or summative assessment task? It has the following features:

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•

The main objective is to enable the learners to gain an understanding of the concept of social evils perpetrated against the girl child and the woman in India at different periods of time.

•

The task is part of the teaching-learning of the topic of women, caste and reform.

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•

The task involves students in group interaction and presentation.

•

After the task is completed, the teacher gives feedback for improvement. Also, if needed, the lesson may be reviewed.

•

Assessment is done on the basis of well-defined criteria.

•

The task is done in the classroom as part of the lesson.

•

The main purpose is not to measure the knowledge of the learners. The task aims to provide conceptual clarity to the learners through experiential learning.

•

It also encourages further learning.

These attributes are at the heart of Formative Assessment. Let us now look at the following questions given in a test: What are the different social evils prevalent in Indian society at different times? How have they affected girl children and women? Write your answer in about 200 words. This is a typical question that figures in a summative test or examination. Here the main aim is to measure the extent of knowledge of the learners in the lesson tested. The answers of the learners will be marked or graded on the basis of value points and a marking scheme. The information collected by the teacher may not be used to diagnose the problems faced by learners or for remediation since the test is usually conducted after completing the unit or lesson. However, if a short quiz or test is conducted on the topic when the lesson is in progress to ascertain the learning gaps for the purpose of providing further help to learners, it will be formative in nature. So, by and large the way in which a tool is used, i.e. for enhancing learning or for ascertaining and measuring the extent of learning, decides whether it is for formative or summative purpose. For our own conceptual clarity let us look at the attributes of Formative and Summative Assessment in detail. Formative Assessment •

Formative Assessment is the assessment that takes place during a course or programme of study.

•

It is an integral part of the learning process.

•

It is often informal, i.e., it is carried out by teachers while teaching.

•

It provides feedback to both teacher and learner about how the course is going and how learning can be improved during the course.

•

It helps teacher and learner answer the following questions:



–

Are the learners doing what they need to do?



–

Are the teaching and learning strategies chosen by the teacher in need of modification? xxiii

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When the cook tastes the soup, that’s formative; when the guests taste the soup, that’s summative.” – Robert Stakes. Summative Assessment •

Summative Assessments are given periodically to determine at a particular point in time what students know and do not know.

•

Summative Assessments are usually associated with standardized tests such as Board Examination, Half-yearly and Annual Examination and even Unit Tests.

•

They are spread out and occur after instruction every few weeks, months or once a year.

•

Hence they are tools to help evaluate the effectiveness of programmes, school improvement goals, alignment of curriculum and student placement.

•

Since they are used to ‘sum up’ learning they are called Summative Assessments.

•

They are always formal in nature.

•

These assessments happen too far down the learning path to provide information at the classroom level and to make instructional adjustments and interventions during the A good comprehensive assessment programme balances formative and summative assessments.

• Formative Assessment is assessment for learning

• Summative Assessment is assessment of learning



• Formative Assessment is

• Summative Assessment is essentially



PEDAGOGY

EVALUATION



• Formative Assessment can be thought of as ‘PRACTICE’

• Summative Assessment can be seen as PERFORMANCE AFTER PRACTICE

• A good comprehensive assessment programme balances formative and summative assessments

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What is NOT Formative Assessment? It is seen that under the guise of continuous evaluation schools conduct a series of ‘tests’. There are tests for almost every day of the week or every month of the academic session. The argument put forth is that only by conducting frequent tests continuous assessment can be ensured. However, such practices can hardly he called formative assessments because they are not integrated with the teaching-learning process. Nor is the information collected by the teachers from such tests effectively and systematically used for improving the teaching-learning process. Case Study Students of class IX are given the following project in science: Project on Communicable Diseases • Collect information about communicable diseases by referring to books and journals and surfing the internet. • Present the information in a folder with illustrations, pictures and photographs. •

The folders should be submitted for evaluation within 15 days.

•

The folders will be evaluated on the following criteria: Content, Neatness of Presentation and Illustration

Students complete the task individually and submit the folders by the dead line. Teacher grades the work of the students as per the assessment criteria. Question: •

Is it a good formative task?

•

How are the students helped by the teacher and peer groups in doing the task?

•

What are the objectives of the project?



—

To assess the student’s ability to collect information and present them? Or



—

To enable the students to deepen their learning?

If the purpose is to help the learners acquire a deeper understanding of the topic of the project then the project should be organized differently. •

Teacher should discuss the project with the learners.

•

They will explore ways in which information could be gathered, understood and adapted. xxv

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•

Provide scope for group work so that learners study the topic collaboratively and help and support each other.

•

Teacher monitors the entire process at regular intervals, giving feedback for correction, modification and refinement.

•

Besides submitting a folder, the learners are also required to make a presentation to the class or take a viva voce.

•

Assessment is done by involving the learners in peer assessment.

•

The information gathered by the teacher and the learners is used to improve and further the teaching-learning process.

One major concern with regard to such projects and assignments is that the teacher has very little scope to ensure that they are done by the students themselves. It is now common knowledge that projects and assignments can be ‘bought’ from shops. Instances of parents doing the projects are also not uncommon. Furthermore, downloading information from the internet also leads to very little learning. Hence, to use projects and assignments as effective tools of formative assessment, the teacher should take certain precautions: –

Make the learners do the task as far as possible in the school itself under the direct supervision of the teacher.

–

Discuss the project with the learners and monitor their progress at every stage.

–

Involve them in the assessment process through self and peer assessment.

–

Give descriptive feedback as an instructional strategy to move students forward in their learning.

–

Help students link their classroom learning with the task and their experience.

–

Follow it up with activities like revisiting some of the concepts, explanations etc. What does this Manual contain?

After the introduction of CCE in schools affiliated to CBSE in class IX during 2009-10, the Board felt it necessary to provide a holistic picture of CCE to all the stakeholders, particularly the teachers. Hence a Teacher’s Manual on Continuous and Comprehensive Evaluation -Class IX & X was brought out. Besides giving detailed information about the scheme of CCE, fundamentals of assessment of co-scholastic and scholastic areas, dimensions of school-based assessment and tools and techniques of evaluation for formative and summative purposes have also been included in the manual. The termwise split up of weightage for formative and summative assessments has also been provided in the manual. As a sequel to this publication, the Board decided to bring out a series of manuals to provide exemplar and illustrative materials on Formative Assessment in Languages, Mathematics, Science and Social Science for classes IX and X. Detailed guidelines with xxvi

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specifications for Summative Assessment have already been provided to schools. It is the formative assessment that needs to be strengthened and hence these manuals. Objectives of the Manual on Formative Assessment 1.

To clarify the concept of formative assessment within the broad framework of CCE.

2.

To integrate formative assessments (FA 1, FA 2, FA 3 & FA 4) with the materials prescribed and classroom procedures.

3.

To help teachers and learners use formative assessment for enhancing the teaching– learning process.

4.

To provide a rich source of formative assessment tasks for the units/ lessons in Languages, Mathematics, Science and Social Science for classes IX and X.

5.

To help teachers use the Formative Assessment tasks given in the manuals for generating further tasks on their own.

6.

To enable teachers to gain conceptual clarity with regard to Formative and Summative Assessments.

7.

To motivate teachers to build their capacity to add value to materials and methods.

8.

To help teachers plan and manage time effectively.

9.

To provide guidelines to schools to record formative and summative assessments in a systematic manner.

10. To provide scope for teacher development in the area of assessment as well as for consultations and enrichment. 11. To initiate a healthy and meaningful interaction between different stakeholders on CCE and the place of formative assessment in this scheme. 12. To make the teaching -learning process enjoyable for both the teachers and the learners. Content: The manual contains the following broad areas. 1.

Formative Assessment & Summative Assessment: Concept and distinction.

2.

What are NOT good formative assessment practices.

3.

Overall framework of Formative Assessment with split up of units, time frame, periodicity, number of tasks for each formative assessment, calculation of weightage and recording, analysis and follow-up.

4.

Formative Assessment Tasks for different units/ lessons in Languages, Mathematics, Science and Social Science for classes IX & X. xxvii

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Overall Framework of Formative Assessment in Classes IX & X - Scholastic Areas Scholastic Part 1 (A) 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 Month weightage in academic session

Term wise weightage

FIRST TERM Formative Assessment-1

10%

April-May

Formative Assessment-2

10%

July-August

Summative Assessment-1

20%

September

FA 1+2 = 20%

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% Smmative Assessments = SA1 + SA 2= 60% The following points have to be noted by teachers and students (For Classes IX &  X).

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•

There are two formative assessments each in the first and second term.

•

Each Formative Assessment is again divided into smaller assessments (class assignments, quiz, projects, written tests) which can carry different marks.

•

Each formative assessment has a weightage of 10% which can be arrived at by taking an average of all tasks or the best three or four.

•

The total weightage of all the four formative assessments is 40%.

•

The time-frame, split up of syllabus as per the four formative assessments, and the minimum number of suggested tasks for each formative assessment have been given in the annual planner for each subject. The annual planner is only suggestive and schools can adapt it as per their needs.

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Formative Assessment and Classroom Teaching The formative assessment tasks have been designed keeping the following principles in mind: •

Formative assessment is an integral part of classroom practices. So they have been related to the syllabus to be transacted.

•

The tasks generally specify the following:



–

Unit/ Lesson



–

When to conduct the task.



–

Approximate time required for each task.



–

Objectives of the task.



–

Task specifications.



–

Procedure for conducting the task including preparation, if any.



–

Criteria for assessment



–

Feedback and follow-up.

Teachers, however, have the freedom to make minor modifications in the overall design of the task to suit their requirements. The most important aspect to be kept in mind is that these tasks are meant to be integrated with the teaching-learning process, i.e. while teaching a unit/ lesson (and NOT after). Also the follow up in terms of providing further help to clear doubts, remove problems faced by learners and make modifications in teaching methods and strategies has to be given utmost importance. Hence FA tasks will figure in the teaching plans developed by teachers. Split-up of Syllabi To facilitate smooth implementation of CCE, CBSE has already provided split-up of syllabi for all the subjects term-wise. This manual has further sub-divided the syllabi reflecting the name and number of units/ lessons covered for FA 1, FA 2, SA 1, FA 3, FA 4 and SA 2. Though the weightage for each of the four Formative Assessments is 10 %, the number of units/ lessons may vary for each of these depending on the time available in the annual academic calendar. Teachers are advised to study the suggested annual calendar at the beginning of the academic session and collaboratively design their own annual plan making any minor modifications they feel necessary to suit their specific needs. However it is necessary that the overall scheme is retained to ensure that continuous and comprehensive evaluation is carried out in its true spirit. Summative and Formative Assessments In the first term the weightage given to formative assessment (FA 1 + FA 2) is 20%. The weightage given to SA 1 is 20%. Schools should assess the students in the entire xxix

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syllabus meant for the first term in SA 1. What it means is that there may be one or two units that are transacted after FA 2. These units will be included for assessment in SA 1. Similarly, in the second term, the rest of the syllabus will be assessed in SA 2. It implies that teachers need not be unduly concerned about assessment of the units/ lessons that are taught after conducting FA 4. These units/ lessons along with the others meant for second term will be covered by SA 2 for 40%. It is also to be noted that if any unit/ lesson has not been formatively assessed due to time constraint, it will be assessed summatively at the end of each term. Procedure for Formative Assessments •

The suggested split up of syllabi will be followed by teachers for formative assessment.

•

The minimum number of formative assessment tasks as suggested in the annual plan have to be conducted. However, teachers can give more than the minimum number of tasks depending on the need and time available.

•

The performance of students in each task will be assessed on the basis of assessment criteria given.

•

The total of marks obtained by each student in the formative tasks will be calculated and reduced to 10 marks. For instance, if three tasks of 5 marks each have been given for FA 1 and a student obtains 3, 3 and 2 in these tasks, the total obtained by the student will be 8 out of 15. The weightage for 10 will be (8 ÷ 15) × 10 = 5.33 = 5 = Grade C2 (The total will be rounded off to the next whole number if the decimal is 0.5 or more. If less, it will be ignored). Similarly the mark will be calculated for FA2, FA3 and FA4 and the total will yield the marks in formative assessment out of 40% marks for the whole academic session.

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 FAmust be calculated and recorded.

Schools 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. xxx

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•

Recorded evidence of student performance and teacher/ self/ peer assessment has to be collated and maintained so that queries of parents may be answered based on such evidence. In this context the importance of student portfolio gains significance. It is suggested that every student maintain a portfolio consisting of the best of their written work in each subject. These should include the work submitted as draft as well as the edited and improved versions to demonstrate the progression of learning over a period of Teacher will find it convenient to open individual student portfolio folders at the beginning of an academic session, discussing with students the importance of and the procedure for maintaining the portfolios.

•

It is to be noted that the assessment has to be reflected in the report book only as grades. The grades will be on the 9 point grading scale as given below: 91 - 100

A1

81 - 90

A2

71 - 80

B1

61 - 70

B2

51 - 60

C1

41 - 50

C2

33 - 40

D

21 - 32

E1

00 - 20

E2

•

The marks in the consolidated marks register will be calculated to arrive at the weightages for different FAs & SAs and the equivalent grades will be entered in the Report Book. What it means is that the assessment of each task in FA and each SA test will be carried out in terms of marks which will be entered in the consolidated Marks Register. Grades to be entered in the Report Book once in each term will be calculated accordingly from the consolidated Marks Register.

•

Apart from the above records, schools will also maintain a Results Register for each section which could be consolidated for primary and secondary classes at the end of the academic session. Task Types Appropriate for Formative Assessment

The Teacher’s Manual on CCE throws much light on the types of assessment tools available to the teacher. It also mentions that all the tools are not appropriate for formative assessment. In this manual an attempt has been made to clarify what is NOT formative assessment. Since the purposes of formative and summative assessments differ, the tools have to be chosen carefully. However, as a general rule, the following will help teachers in making a decision in this regard: •

Formal Paper Pencil tests are not always suitable for formative assessment because schools tend to make use of them more for summative rather than for formative purpose. xxxi

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•

Similarly, Projects and Assignments that need much work outside the school and class hours also may not be ideal for formative assessment. The reasons are obvious:



–

Without proper monitoring, these tasks may lose their validity and credibility. (Students may just copy or download from the internet. Parents and others may actually do the projects and assignments. Now a days projects and assignments could be bought from ‘Education Shops’!)



–

To be formative, the tasks should involve collaboration, discussion, reflection and improvement.

On account of these reasons, projects and assignments should be very carefully used as tools of formative assessment. However, in the hands of imaginative and resourceful teachers, they may become effective formative assessment tools. •

What can be effectively assessed through formative assessment cannot be assessed through summative assessment. Presentation skills, Analytical skills, Practical skills and all the co-scholastic areas have to be assessed formatively.

•

By combining formative and summative assessments all the aspects of a learner’s personality development can be comprehensively covered.

Some of the Precautions that can be taken

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a)

Give realistic projects and assignments.

b)

It is not enough if we make the project or assignment simple and realistic. In order to ensure that further learning has taken place and that the students are able to link new knowledge with what they have learnt in the class, the teacher could interview each student on the project. The interview, if conducted imaginatively, could be very brief but at the same time give proof of the student’s own research and presentation.

c)

Make projects a group activity so that it can be done in the classroom itself. Groups will decide, with the teacher’s help, what projects they will work on, division of the project into smaller units, allotment of smaller units among members etc. It means that project work should be discussed in the class to make it work.

d)

Fix a time frame and interact with groups to see where they are at different stages, what they are doing and whether they need any help. This will instill seriousness of purpose, besides motivating the students to take up their work with keen interest.

5.

As pointed out earlier, the formative and summative tools are determined by the purpose for which they are used.



a.

If the purpose is to formally ascertain at a given point in time what students know and do not know, then it is summative.



b.

If the purpose is to informally get information regarding how the course is going, how learning can be improved during the course itself, what are the

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challenges faced by individual learners and how the teacher should address them, then it is formative. So it is the purpose of the tools that usually determines whether it is for formative or summative assessment. Having said this, we can still make an attempt to identify assessment tools that are more suitable for formative assessment than for summative assessment. Since summative assessment is formal and is usually a paper-pen test, what cannot be assessed by such means can be assessed only through formative assessment tools. Suggested Tools for Formative Assessment Language •

Listening Comprehension

•

Reading Comprehension

•

Debate/ speech/ Group Discussion/ Role Play /Presentation

•

Dramatization/ Dialogue/ Conversation/ Commentary

•

MCQs/ Quiz

•

Grammar Exercises.

•

Writing/ Completing a poem, story, script, play, diary entry etc.

•

Web Charts, Concept Mapping

•

Visual Representation

•

Letter, E-mail, data interpretation, article, bio sketch and dialogue completion

It is suggested that at least one out of four tasks should be used for assessing convesation skills in the form of listening comprehension or convesation. Mathematics •

Data handing and analysis.

•

Group projects

•

Problem solving

•

Maths Lab Activities

•

Quiz/ oral questions

•

Experiments

•

Presentations xxxiii

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•

Chart, model making

•

Visual Representation

•

Simple and interesting assignments

•

Mathematical puzzles based on various theorems.

It is suggested that for Mathematics at least one activity out of four should be used for assessing performances in maths lab activities. Science •

Experiments

•

Information gathering and deducing

•

Presentations on science concepts/ experiments

•

Investigations for stated problems

•

MCQs and Science Quiz

•

Simple and interesting assignments

•

Group assignments and projects

•

Model Making

•

Science symposium/ seminar.

•

Preparation of various compounds/salts

•

explanation of different natural phenomenon using scientific principles.

It is suggested that for science, at least one out of four formative assessments in the year are experiments. Social Science

xxxiv

•

Written assignments involving inference, interpretation and evaluation

•

Commentaries

•

Simple projects (group & individual)

•

Presentations (group & individual)

•

Quiz and MCQ’s

•

Models and charts.

•

Debates

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•

Symposium / Seminar

•

Conducting intervenes of historical figures

•

Role plays

•

Dramatization of historical events

It is suggested that in social Science at least one out of four should be band on project. In addition to the tools listed above teachers can devise other informal ways in which formative assessment can be done. For instance observation of student’s performance in the class (participation, answering questions etc) can also be used effectively for formative assessment. Written tests have not been included in the above list because they tend to become formal and hence are more suitable for summative assessment. Moreover, if written tests are also used for formative purposes, there will be a tendency to use them more often as they are relatively easy to construct and administer. This will lead to an increase in the stress level of students. They are better used for summative assessment. This, however, does not prevent teachers from holding one minute tests, open book tests and concept-based questions expecting written answers during the course of teaching a unit or lesson. The answers have to be analysed and discussed to provide conceptual clarity and address gaps in learning. Some of the formative assessment tasks included in this manual involve a fair bit of writing. However, they are all to be attempted in the class with scope for feedback. How to use this Manual As already mentioned, this manual contains a number of formative assessment tasks for classes IX & X in all the main scholastic subjects. Teachers can make use of them in a planned manner not only to assess learning but also to enhance the effectiveness of their own teaching. Some suggestions for the effective use of the formative tasks are given below: a.

Planning

At the beginning of the academic session teachers of the same subject can consult each other and draw out a plan of formative assessment for the entire session. A suggested annual planner is given for each subject in the manual. The annual plan drawn up by each school should include the following details:

–

How many formative tasks will be used for FA 1, FA 2, FA 3 and FA 4. (The number of tasks should not be less than the minimum suggested)



–

The identified tasks from the manual (Teachers are, however, free to add their own tasks to the ones given in the manual)



–

While deciding/ choosing the tasks, care should be taken to select a variety so that knowledge and skills are covered comprehensively and there is no scope for monotony to set in the tasks may be chosen in such a way that they assess different skills and competencies using a variety of modes of assessment.

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b.

Classroom Strategies



Since the tasks are to be integrated with classroom instruction, teachers have to embed them in their lesson plans.



Task specification as given in the manual may be used by teachers in the following manner:

Objectives:

These specify the learning outcomes for each task and hence help teachers and learners in developing a focus. They are also meant to be kept in view at the time of assessment.

Procedure:

A task may need some preparations on the part of the teacher. These are included under ‘Procedure’. The different steps to be followed, precautions to be taken and suggestions for collecting information are also provided under this heading.

Criteria for Assessment In order to make the assessment objective and systematic, specific criteria have been provided for each task along with suggested marks. It is essential that the teachers put up these criteria or read them out to the class before commencing a task. Learners should know on what basis they will be assessed. It will also give them task clarity. The scores obtained by students in each of the tasks conducted must be recorded. The record of assessment should also be maintained. Wherever a written product emerges, it may be made part of the student portfolio. Feedback/ Follow Up This is a crucial stage in formative assessment. The performance of students gives valuable information about their understanding, conceptual clarity, problems faced and gaps in learning. Based on this information, teachers could give feedback and undertake follow up activities for remediation and enrichment. The information will also enable teachers to modify their practices for enhanced effectiveness of learning. Some Challenges Teachers may face certain challenges in integrating formative assessment with teaching. This may be due to •

Large class size

•

Scarcity of time

•

Constraints imposed by logistics

•

Strategy to assess group/ pair tasks.

With the help of proper planning these challenges could be overcome. Some suggestions are given below:

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Large Class Size •

Choose tasks that involve group work and pair work.

•

Tasks that require written answers from the learners could be peer assessed.

•

Answers to MCQs and other objective type questions could be marked by students themselves by exchanging their work sheets as the teacher calls out the answers.

•

All the students in a class need not be assessed in one period. It means that the tasks may be distributed among groups of students so that the teacher is able to assess them in different periods. The implication is that in large classrooms all the students need not be assessed in all the tasks. By planning the tasks carefully, all the skills can however be covered by rotating the tasks among groups of students.

•

It follows from this that all the students need not be involved in the same task at a time. In order to cater to multiple intelligence, teachers could adopt a flexible approach with regard to giving tasks to students. For instance, students good in written work may be given tasks different from students good at practical work.

Time Management Since the number of teaching periods for each subject is pre-determined, teachers may feel that conducting formative assessment tasks within the allotted periods may prove to be difficult. However, it is to be borne in mind that formative assessment is to be built into the teaching-learning process and it only represents a change in the methods to be adopted for curriculum transaction. By reducing explanations and frontal teaching, adequate time could be found for tasks and activities. Some other suggestions are: •

Proper planning will result in efficient time management.

•

Complete the preparations for each task well before the class begins so that there is no wastage of time.

•

Use self and peer assessment strategically.

•

Train learners in the initial part of the term to collaborate with each other and the teacher.

•

Over a period of time they will be able to maintain efficiency and brisk pace.

•

It is essential that the scoring sheet with names of students is prepared at the beginning of the academic session as per the annual plan. Columns for FA 1, FA 2, FA 3, FA 4 may be provided along with details of the tasks selected for each assessment and the maximum marks so that recording of scores does not take much time.

•

Train the students in maintaining their portfolios. every subject in which the best written products When students are helped to take responsibility some burden on the teachers besides leading to

A folder may be maintained for could be filed by each student. for record keeping, it will ease better time management. xxxvii

AglaSem Schools

Logistics Photocopying of worksheets may not be feasible in all the schools. Teachers have to adopt a few strategies to overcome this problem. Suggestions •

Only elaborate worksheets and those with diagrams and pictures need to be photocopied.

•

Wherever possible, the worksheet can be put up on the blackboard.

•

If technology is accessible, worksheets could be projected with the help of an LCD projector.

•

MCQ’s and objective type questions could be read out and students instructed to write only the answers on a sheet of paper.

•

Instructions for pair work, group work and whole class work could be read out once or twice.

•

Share with the Principal and school administration the requirement of photocopies in advance so that the school makes adequate arrangements.

•

Always use both the sides of the sheet of paper for photocopying. It may mean that more than one task is photocopied on a single sheet. After the students complete one task the sheets may be collected and redistributed for the next task.

•

Whenever possible, worksheets could be shared by two or more students.

•

Train the students to observe economy in the use of paper/ worksheet.

Strategy to assess group/ pair tasks. Initially teachers may find it a little difficult to assess group/ pair tasks because the product is usually from more than one student. Some suggestions are given below to help the teachers in this regard:

xxxviii

–

Wherever possible group and pair tasks could be broken down into smaller areas and each member of the group could be assigned an area.

–

Where the above is not feasible, the contribution of each student to group work has to be observed and monitored.

–

Usually after group discussion a presentation is to be made by each group. Care may be taken to rotate the presentation among all the students so that over a period of time all are given an opportunity to present the group’s views.

–

Group tasks may be assessed for the entire group/ pair. It means that members of each group may get the same mark/ grade. However, in pair tasks it is easier to assess the performance individually.

–

Since formative assessment is informal, group tasks may be assessed on broad parameters such as participation, contribution and effectiveness of each member of the group.

AglaSem Schools

–

It is necessary that the teacher monitors group tasks properly to ensure that every student is participating and no student dominates. Conclusion

This It is with that

document has laid emphasis on teacher-preparedness, planning and co-ordination. suggested that at the time of drawing out an annual plan, the principal interacts each subject committee and helps the teachers prepare a plan of action ensuring assessment is integrated with the teaching-learning process.

It may be necessary to prepare detailed lesson plans for each unit/ lesson besides the overall plan for the first and second term. While the lesson plan should essentially be an innovative tool evolved by each teacher depending on the concepts to be taught, the needs of the learners and other socio-cultural factors, it is perhaps advisable to include certain broad areas in the lesson plan to make it reflect the integration of continuous and comprehensive evaluation. While these broad areas, along with the format of the lesson plan could be decided by each school, the following components could be included to ensure holistic planning: •

Content/ topic/ lesson.

•

Concepts/ skills

•

Instructional Objectives.

•

Levels -entry, process, integration, exit.

•

Tools of assessment with specific questions

•

Remediation.

It is also suggested that the formative tasks may be assessed for ten marks or multiples of ten to facilitate easy calculation of weightage. Similarly, self evaluation by students could be encouraged by integrating ICT and developing student self-access tools. While it will provide ample scope for learner autonomy, it will also reduce the burden on the teachers. Finally a word about projects. This document specifies that projects should, as far as possible, be done in the school itself. But certain projects that call for extensive research and work involving hands and using different materials may be difficult to be carried out within school hours. Since the main concern is about the genuineness and credibility of the work submitted for assessment by the students, if adequate care is taken by the teacher in monitoring the project work, students may be allowed to do some part of it outside the schools. Detailed guidelines on the precautions to be taken in this regard have been provided in this manual. By making the projects realistic and simple, teachers can ensure authenticity of the work of students.

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AglaSem Schools

How to use this material ? The formative assessment tasks suggested in this document are meant to be integrated with the teaching-learning process. The response of students to every task needs to be analysed carefully and areas of learning difficulty may be identified. Follow up action in terms of further academic inputs and remediation deserves to be given utmost attention. The format of tasks included in this document specify the following: • Chapter/unit • Assessment tool/technique • Objectives of the task • Approximate time • Procedure for conducting the task • Assessment parameters/criteria for assessment • Student worksheet • Feedback and remedial follow-up. Thus, there is sufficient emphasis on pedagogical aspects of teaching learning process. The teacher has to be very clear about the purpose/objective of every task, the procedure, the criteria for assessment and the follow-up action resulting in enhanced learning as well as effective teaching methodology.

The following key dimensions of this material deserve special attention: • The included tasks are suggestive in nature and may be modified or adapted for actual use. • Though an effort has been made to cover all the chapters included in the prescribed NCERT textbook, the materials is neither exhaustive nor complete. Many more similar or different tasks may be designed by the subject teachers to cater to local specific requirements. • It is not essential that only the tasks included in this document are to be used for different formative assessments. The teachers have complete autonomy to design their own tasks. However, the overall purpose of formative assessment should not be lost sight of . • The document includes variety of technique and tasks for carrying our assessment. Any of these tasks may be used by the teacher depending upon the nature of the unit, desired learning outcomes, availability of time, class-size and availability of resources. • Special care may be taken that the students are not burdened due to over assessment in the form of frequent formative assessments. A single formative assessment may include only minimum but sufficient number of meaningful tasks. • The main objective of formative assessment is to diagnose the areas of learning difficulties and provide necessary remediation for enhanced learning. Feedback to the teacher as well as learner may be given utmost focus and attention. xl

AglaSem Schools

Formative Assessment in Science Suggested Assessment Tools and Techniques Any of the following assessment tools and techniques may be used for carrying out different formative assessments. This document includes examples of many such tools. Any other suitable tools may also be designed and used. •

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

•

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. • 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. xli

AglaSem Schools

xlii

AglaSem Schools Formative Assessment Manual for Teachers

Chemicals Reactions & Equations - Chapter 1

Chemical Reactions & Equations Assessment Technique:

Chapter 1

Demonstration Based Worksheet

Objectives: To enable the students to: ●

Recognise a chemical change

●

Differentiate between a chemical and physical change

●

List the observations that help to indicate a chemical change

●

Understand that a chemical reaction leads to a chemical change

●

Develop scientific skills of observation, drawing conclusions and handling chemicals

Task:

Individual

Procedure ●

Activity No. 1.3 given on page 2 of Class X, NCERT science textbook may be carried out in the form of a demonstration. Students may be involved in the demonstration.

Assessment Parameters: The following questions may be assessed giving equal weightage of 1 or 2 marks to each question.

Student Worksheet

Time: 10 min

Answer the following questions on the basis of observations made during the demonstration. Ql. What did you observe happening at the bottom of the test tube in the activity performed? Q2. Did you feel any change in the temperature on touching the bottom of the test tube? Q3. Suggest whether the heat is being released or absorbed during the process of the activity? Q4. What observations tell us that addition of dilute acid to zinc granules leads to a chemical change? Q5. Give example of one physical and one chemical change from your daily life. Suggested Remediation: ●

Extra caution may be taken in explaining precautions to the students. 1

AglaSem Schools Chapter 1 - Chemicals Reactions & Equations

Formative Assessment Manual for Teachers

●

Attention of the students should be drawn towards how to add the acid slowly with the help of a dropper without spilling any acid.

●

The bottom of the test tube becomes very hot if substantial amounts of acid and metal are taken. Care ought to be taken while handling the test tube.

●

Development of observation skills in learners is an important expectation from teaching/ learning of science. Special focus and attention may be given to this aspect.

●

As this activity involves working with acids, the concentration of the acids should not be more than 0.01M or even more dilute. Approximately diluting lmL of commercially available concentrated acid to 1L aqueous solution.

Chemical Reactions & Equations Assessment Technique:

Chapter 1

Demonstration Based Worksheet

Objectives: To enable the students to: ●

Identify the reactants and products of a chemical reaction

●

Write the word equations for the observed chemical reaction

●

Write symbols and formulae for the reactants and products

●

Write a skeletal chemical equation

●

Balance the chemical equation

●

Understand and appreciate the need to balance a chemical equation

Task:

Individual

Procedure: 1.

Activity No. 1.2 given on page 2 of Class X, NCERT science textbook may be performed in the form of a demonstration. Students may be involved in the demonstration.

2.

The activity may be performed in step-wise manner leading the students to write a balanced chemical equation for the reaction as the class proceeds.

Assessment Parameters: Q1. — Q6. Carries 1 mark each Q7. — Q8. Carries 2 mark each

2

AglaSem Schools Formative Assessment Manual for Teachers

Chemicals Reactions & Equations - Chapter 1

Student Worksheet

Time:20 minutes

Answer the following questions : Ql. Write the names of the reactants taking part in the chemical reaction during the demonstration. Q2. Write the chemical formulae of both the reactants. Q3. List the observation (s) which justify that a chemical reaction has taken place. Q4. The products formed during the reaction are lead oxide and potassium nitrate. Write a word equation for the complete chemical reaction that has taken place. Q5. Write the skeletal equation with chemical formulae of reactants and products. Q6. Fill the following table on the basis of the above skeletal chemical equation: Element/Ion

Number on LHS

Number on RHS

Pb –

NO3 K I Q7. Is the equation balanced? If not, balance it. Q8. Convert the following word equation to a balanced chemical equation:

Magnesium + Oxygen

Magnesium Oxide

Suggested Remediation: ●

Some students may find it difficult to write the molecular formulae for the given compound. Students may be encouraged to memories the symbols and valencies from Table 3.6 on page 37 of Class IX, NCERT science textbook.

●

Some students may break the polyatomic ions into their respective elements. Eg: Nitrate  = 1 Nitrogen + 3 Oxygen. This will make the task of balancing the chemical equation cumbersome for the students. The teacher may give examples of various displacement and double displacement reactions involving polyatomic ions like sulphate and phosphate to emphasise that polyatomic ions need not be broken into elements while balancing a displacement reaction.

3

AglaSem Schools Chapter 1 - Chemicals Reactions & Equations

Formative Assessment Manual for Teachers

Chemical Reactions & Equations

Chapter 1

Assessment Technique: Diagram based Worksheet Objectives: To enable students to●

Recognise a displacement reaction.

●

Understand the products formed during a displacement reaction.

●

Compare the reactivity of the two elements on the basis of the products of the displacement reaction.

Task:

Individual Worksheet

Procedure: The students may be given the following worksheet with figure 1.8 given on page 10 of class X NCERT textbook, after activity based teaching-learning of displacement reactions and its aspects. Assessment Parameters: Each of the questions may be given one mark each.

Student Worksheet

Time: 10 minutes

Observe the diagram given below carefully and answer the questions that follow:

(a) Iron, nails dipped in copper sitiphate solution 4

AglaSem Schools Formative Assessment Manual for Teachers

Chemicals Reactions & Equations - Chapter 1

Ql. After ten minutes of keeping the set up as shown in the figure, the colour of the iron nail changes, what does this indicate? Q2. Name the type of chemical reaction that takes place between copper sulphate and iron nail. Q3. Which of the two metals involved in the given process is more reactive? Q4. What change do you expect in the reaction mixture if a copper wire is kept immersed in an iron sulphate solution? Q5. Write a balanced chemical equation for the reaction, between copper sulphate and iron nail. Suggested Remediation ●

Some students may find it difficult to recall and correlate the diagram to the activity performed in the class; they may be encouraged to perform the activity themselves once again.

●

The students may be allowed to describe the change in colour and texture of nail and colour of solution in their own words while carrying out the activity before this sheet is given to them so that, it doesn’t become a rote learning exercise.

●

Some students may not be able to correlate that the reverse reaction is not possible as iron is more reactive than copper, teacher may let the students perform this activity in groups to appreciate that a more reactive element displaces a less reactive one in a displacement reaction.

●

Some more easily available sets of metal and metal salt solutions, like zinc sulphate and magnesium, copper and silver nitrate etc. should be given to the students to help them understand the concept of displacement reactions completely.

Chemical Reactions & Equations

Chapter 1

Assessment Technique: MCQ based worksheet Objectives: To enable students to: ●

Write a word and a skeletal chemical equation.

●

Recognise a balanced chemical equation.

●

Categorise the given reactions as- combination, decomposition, displacement, double displacement or redox reaction.

●

Differentiate between the terms corrosion and rancidity.

5

AglaSem Schools Chapter 1 - Chemicals Reactions & Equations

Task:

Formative Assessment Manual for Teachers

Individual

Procedure: The students may be given the following MCQ based worksheet after the teaching-learning process of whole chapter. This would be a great help in diagnosing the difficulty areas in the chapter. Assessment Parameters: Each of the following questions may be assessed giving equal weight age of 1 mark to each question.

Student Worksheet

Time: 30 minutes

There are 15 multiple choice questions, only one of the options in every question is correct. Choose the correct option. Q1. The given equation represents the reaction of sodium metal with water. Sodium hydroxide + Hydrogen





Sodium + Water



Which of the following chemical equations represents a complete balanced chemical equation for the given word equation?



A.

2Na(s) + H2O

2NaOH(aq) + H2(g)



B.

Na(s) + 2H2O

NaOH(aq) +2H2(g)



C.

2Na(s) + 2H3O

2NaOH(aq) + 2H2(g)



D.

2Na(s) + 2H2O

2NaOH(aq) + H2(g)

Q2. Identify the chemical equation which represents a complete balanced equation for the reaction of barium chloride with sodium sulphate to produce barium sulphate and sodium chloride.

A.

BaCl2(aq) + Na2SO4 (aq)

BaSO4(s) + 2NaCl(aq)



B.

BaCl2(aq) + Na2SO4 (aq)

2BaSO4(s) + 2NaCl(aq)



C.

2BaCl2(aq) + Na2SO4 (aq)

2BaSO4(s) + NaCl(aq)



D.

BaCl2(aq) + Na2SO4 (aq)

BaSO4(s) + NaCl(aq)

Q3. Ferric oxide reacts with aluminum to produce aluminum oxide and iron. The balanced chemical equation for the given reaction is

6



Al2O3 + Fe2O3 + 2Al Ferric oxide Aluminum Aluminum oxide



Which of the following substances is oxidized in the given reaction?



A.

Al2O3

B.

Fe2O3

C.

2Fe Iron

A1



D.

Fe

AglaSem Schools Formative Assessment Manual for Teachers

Chemicals Reactions & Equations - Chapter 1

Q4. White silver chloride changes to grey in sunlight because of the formation of silver metal along with the evolution of chlorine gas. Identify the chemical equation that gives a correct representation of the process.

A.

2AgCl



C.

2Ag + Cl2

2Ag + Cl2 2AgCl





B.

AgCl

D.

Ag + Cl2

Ag + Cl2 2AgCl

Q5. When copper oxide is treated with hydrogen gas copper is produced along with water. The balanced chemical equation for the given reaction is Cu + H2O

CuO + H2

Which substance is oxidized in the given reaction?



A.

H2

B.

Cu



C.

H2O



D.

CuO

Q6. The balanced chemical equation for the reaction of nitrogen with hydrogen to produce Ammonia gas is

A.

N2(g) + H2(g)



C.

N2(g) + 3H2(g)



B.

2N2(g) + H2(g)

2NH3(g)

2NH3(g)

D.

2N2(g) + H2(g)

2NH3(g)

2NH3(g)

Q7. Identify the chemical equation that correctly represents production of magnesium nitride by burning magnesium metal in a pure nitrogen atmosphere from the following–

A.

Mg3N2(s)



C.

3Mg(g)N2(g)

Mg(g) + N2(g)

B.

Mg + N2

Mg3N2(g)

D.

Mg3N2



Mg3N2 3Mg + N2

Q8. Which of the following reactions represents a combination reaction?

A.

CaO(s) + H2O(g)



B.

CaCO3(s)



C.

Zn + CuSO4(aq)



D.

2FeSO4(s)

Ca(OH)2(aq) CaO(s) + CO2(g) ZnSO4(aq) + Cu(s) Fe2O3(s) + SO2(g) + SO3(g)

Q9. Complete the following statement by choosing correct type of reaction for x and y.

Statement 1: The heating of lead nitrate is an example of 'x' reaction Statement 2: The burning of magnesium is an example of 'y' reaction.” A.

B.

x

y

combination

decomposition

x

y

decomposition

combination 7

AglaSem Schools Chapter 1 - Chemicals Reactions & Equations

C.

D.

Formative Assessment Manual for Teachers

x

y

combination

deplacement

x

y

deplacement

decomposition

Q10. Which of the following reactions represents a double displacement reaction?

A.

BaCl2(aq) + Na2SO4(aq)



B.

2FeSO4(s)



C.

2Pb(NO3)2(g)



D.

Zn(s) + 2AgNO3(aq)

BaSO4(s) + 2NaCl(aq)

Fe2O3(s) + SO2(g) + SO3(g) 2PbO(s) + 4NO2(g) + O2(g) Zn(NO3)2(aq) + 2Ag(s)

Q11. Complete the following statement by choosing correct options for x and y. “During the process of respiration, glucose combines with oxygen in the cells of our body and ‘x’ a large amount of energy. Hence, respiration is an ‘y’ process.” A.

B.

C.

D.

x

y

releases

endothermic

x

y

absorbes

endothermic

x

y

releases

exothermic

x

y

absorbes

exothermic

Q12. The reaction: 2Al(s) Fe2O3(s) + Ferric oxide Aluminium is an example of a–

8

Al2O3(s) + Aluminium oxide

2Fe(s) Iron



A.

combination reaction



B.

double displacement reaction



C.

decomposition reaction



D.

displacement reaction

AglaSem Schools Formative Assessment Manual for Teachers

Chemicals Reactions & Equations - Chapter 1

Q13. Complete the following statement by substituting x and y with correct options “Corrosion and rancidity are the result of ‘x’ reaction of iron articles and oils/fats respectively. Galvanization is done to prevent corrosion of iron articles and ‘y’ are used to prevent rancidity of oils or fats.” A.

x

y

displacement

oxidants

x

y

oxidation

anti-oxidants

x

y

displacement

anti-oxidants

x

y

oxidation

anti-oxidants

B.

C.

D.

Q14. Which of the following statements about the reaction below is incorrect? +



C(s)

2Pb(s)

+

CO2(g)



2PbO(s)



(i)



(iii) Carbon is getting oxidized

(iv) Lead oxide is getting reduced



A.

(i) and (ii)







B.

(iii) and (iv)



C.

(i), (ii) and (iii)





D.

all

Lead is getting reduced



(ii) Carbon dioxide is getting oxidized

Q15. What happens when dilute hydrochloric acid is added to iron fillings?

A.

Hydrogen gas and iron chloride are produced



B.

Chlorine gas and hydroxide are produced



C.

heat is absorbed, i.e. test tube becomes cold.



D.

Iron salt and water are produced

Suggested Remediation: ●

Students must be encouraged to come prepared with the complete chapter ‘Chemical Reactions and Equations’. 9

AglaSem Schools Chapter 1 - Chemicals Reactions & Equations

Formative Assessment Manual for Teachers

●

This worksheet will give a comprehensive overview of the students understanding of concepts dealt with in the chapter. After administration of the assessment tool, a diagnosis of the difficulty areas must be done and the concepts in which students have faced problems must be re-taught.

●

Before carrying out the above worksheet, the teacher may take a revision class and draw the attention of the students towards categorizing the reactions into different types studied in this chapter.

Chemical Reactions & Equations

Chapter 1

Assessment Technique: Balanced Chemical Equation Worksheet Objectives: To enable the students to●

Write formulae of the compounds and elements appearing in a chemical reaction.

●

Write a skeletal equation on the basis of the given information.

●

Balance the reaction.

Task:

Individual

Procedure: The students may be given the following worksheet after the teaching-learning process of writing a balanced chemical equation to strengthen the concept. Assessment Parameters: Each of the following questions may be assessed giving equal weight age of 2 marks to each question, one mark for skeletal equation and one for balancing.

Student Worksheet

10

Time: 20 minutes

Q.

Write balanced chemical equations for the following word equations:



A.

Calcium hydroxide + Carbon dioxide





Skeletal equation:______________________________________





Balanced equation: ______________________________________



B.

Zinc + Silver nitrate





Skeletal equation:______________________________________





Balanced equation:______________________________________

Calcium carbonate + Water

Zinc nitrate + Silver

AglaSem Schools Formative Assessment Manual for Teachers

Chemicals Reactions & Equations - Chapter 1



C.

Aluminium + Copper chloride





Skeletal equation:______________________________________





Balanced equation:______________________________________



D.

Potassium bromide (aq) + Barium iodide (aq) Barium bromide(s)





Skeletal equation:______________________________________





Balanced equation:______________________________________



E.

Zinc carbonate(s)





Skeletal equation:______________________________________





Balanced equation:______________________________________

Aluminium chloride + Copper

Potassium iodide (aq) +

Zinc oxide(s) + Carbon dioxide(g)

Suggested Remediation ●

Students must be encouraged to recall and memories the valance and symbol table 3.6, given in class IX, NCERT science textbook on page 37 so that they may be able to write the formulae of any given inorganic compound by just criss-cross of valencies and do not take to rote memorization of each formula.

●

Initially some students may find it difficult to balance the equations directly by counting, they must be encouraged to write all the elements and their number in the skeletal equation on LHS and RHS in a tabular form.

●

While carrying out the above worksheet, the teacher may also draw the attention of the students towards categorizing the reactions into different types studied in this unit.

11

AglaSem Schools Chapter 2 - Acids, Bases and Salts

Formative Assessment Manual for Teachers

Acids, Bases and Salts

Chapter 2

Assessment Technique: Balancing the chemical equation Objectives: To enable students to●

Write balanced chemical equations for reactions of acids and bases with metals, carbonates and hydrogen-carbonates, metallic oxides etc.

●

Appreciate that the general chemical equations for the reactions of any acid or any bases are same.

●

Conceptualise various reactions shown by acids and bases.

Task:

Individual

Procedure: The students may be given the following worksheet of writing balanced chemical equations after the teaching-learning of various reactions of acids and bases to strengthen the concept. Assessment Parameters: Each of the following questions may be assessed giving equal weight age of 2 marks to each question. 0.5 mark for general equation and 1.5 for balanced equation.

Student Worksheet

12

Time: 20 minutes

Q.

Write balanced chemical equations for the following word equations:



A.

Reaction of acid with metal





Calcium + Hydrochloric Acid





General equation:_______________________________________





Balanced equation:______________________________________



B.

Reaction of base with metal





Zinc + Sodium Hydroxide





General equation:_______________________________________





Balanced equation:______________________________________



C.

Reaction of acid with metal carbonate





Calcium carbonate + Hydrochloric acid dioxide + Water





General equation:_______________________________________





Balanced equation:______________________________________

Calcium chloride + Water

Sodium zincate + Water

Calcium chloride + Carbon-

AglaSem Schools Formative Assessment Manual for Teachers

Acids, Bases and Salts - Chapter 2



D.

Reaction of acid with metal hydrogen carbonate





Sodium hydrogen carbonate + hydrochloric acid Carbon dioxide +Water





General equation:_______________________________________





Balanced equation:______________________________________



E.

Reaction of acid with metallic oxides





Magnesium oxide + Hydrochloric acid





General equation:_______________________________________





Balanced equation:______________________________________

Sodium chloride +

Magnesium Chloride + Water

Suggested Remediation ●

Students must be encouraged to recall and memorise the valance and symbol table 3.6, given in class IX, NCERT science textbook on page 37 so that they may be able to write the formulae of any given inorganic compound by just criss-cross of valencies and do not take to rote memorization of each formula.

●

Initially some students may find it difficult to generalize the reactions, encourage them by writing more reactions of similar reactants on the board.

●

While carrying out the above worksheet the teacher may also draw the attention of the students towards categorizing the reactions into different types studied in the previous unit of 'Chemical Equations and Reactions'.

●

An extension to the above worksheet may be designed by the teacher by asking students to formulate their own reactions by taking reactants of their choice.

●

Another extension to the same may be done in the form of a game where students of one team write reactants on the board and the members of the other team suggest the products. All this will surely take the students away from rote memorisation of the reactions and will lead to appreciation of the chemical reactions.

Acids, Bases and Salts Assessment Technique:

Chapter 2

Demonstration Based Worksheet

Objectives: To enable the students to: ●

Identify the products of a chemical reaction between an acid and a base.

●

Write the word equations for the observed chemical reaction 13

AglaSem Schools Chapter 2 - Acids, Bases and Salts

Formative Assessment Manual for Teachers

●

Write symbols and formulae for the reactants and products

●

Balance the chemical equation for the observed reaction.

●

Derive a general equation for neutralization reactions.

●

Understand and appreciate the function of an indicator to indicate completion of a neutralisation reaction.

Task:

Individual

Procedure: 1.

Activity No.2.6 given on page 21 of Class X, NCERT science textbook may be performed in the form of a demonstration with the following suggested variations. Students may be involved in the demonstration.

2.

The teacher may also bring about the concept of concentration of an acid by carrying out the activity in four test tubes marked A,B, C and D containing varying strengths/ concentrations of base ( NaOH).

3.

The pH of all the four NaOH solutions should be found with the help of universal indicator and recorded by the students. In the table provided.

4.

The concentration of the acid (HCl) used for neutralisation is to be kept constant. The pH of acid may be found and recorded.

5.

The teacher may again reiterate the-choice, use and need of indicator in this activity.

6.

Let the students count the number of drops of acid required to change the colour of the solution and neutralize the base.

Assessment Parameters: Each of the questions that follow may be given one mark each and Ql may be given a weightage of 4 marks to total up to 10 marks.

Student Worksheet

Time:20 minutes

Answer the following questions one by one as the chemical reaction demonstrated in the class is taken forward: Ql. Complete the following table according to the observations made during the demonstration of the activity. Test tube no. 1 2 3 4 14

pH of the base

Colour shown by phenolphthalein indicator

Number of drops of acid required for complete neutralisation. pH of acid =

AglaSem Schools Formative Assessment Manual for Teachers

Acids, Bases and Salts - Chapter 2

Q2. Write the names of the reactants taking part in the chemical exaction during the demonstration. Q3. List the observation (s) which justify that a chemical reaction has taken place. Q4. Write a word equation and a balanced chemical equation for the complete chemical reaction that has taken place. Q5. Write a generalised equation for a neutralisation reaction. Q6. Which of the four test tubes contains higher concentration of the base? Q7. Does pH of a solution change with dilution? Suggested Remediation: ●

The above activity if performed with patience involving the students will prove an excellent tool for removing misconceptions about strength and concentration of an acid and base. The same activity may then be performed by choosing the set of a weak base sodium carbonate and strong acid-HCI or the set of a weak acid oxalic acid and strong base NaOH.

●

Some students may find it difficult to write the chemical reaction involved and a generalised chemical equation. Such students may be encouraged to memories the symbols and valencies from Table 3.6 on page 37 of Class IX. NCERT science textbook and revise writing and balancing of chemical equations.

●

Some students may find it difficult to differentiate between the terms - a strong acid/ base and a concentrated acid/ base. They may use the two terms inter changeably, through this activity teacher may clarify this doubt.

●

Extra caution may be taken in explaining precautions to the students. Attention of the students should be drawn towards how to add the acid slowly with the help of a dropper without spilling any acid.

●

Development of observation skills in learners is an important expectation from teaching/ learning of science. Special focus and attention may be given to this aspect.

●

As this activity involves working with acid and base, the concentration of the acids should not be more than 0.01 M or even more dilute. Approximately diluting 1mL of commercially available concentrated acid to 1L aqueous solution.

●

0.4g of NaOH pallets may be dissolved in water to make a solution of 1L to get a 0.01M NaOH solution. Same NaOH solution may be diluted further in presence of students to get four solutions of varying concentrations.

15

AglaSem Schools Chapter 2 - Acids, Bases and Salts

Formative Assessment Manual for Teachers

Acids, Bases and Salts

Chapter 2

Assessment Technique: Concept Based Worksheet Objectives: To enable the students to●

Recall that an acid reacts with a base to produce salt and water.

●

Identify the acid and base that would combine to form the given salt.

●

Correlate the acidic, basic or neutral nature of the salt to the strength of the acid and base which may be used to obtain the salt

●

Appreciate that all salts are not neutral.

●

Conceptualise the formation and nature of a salt.

Task:

Individual

Procedure: The students may be given the following worksheet of completing the table after the teachinglearning of reaction between acid and base to form salt to strengthen the concept. This worksheet may be used to introduce concept of 'salts' in the class. Assessment Parameters: Each of the following questions may be assessed giving equal weightage of 2 marks to each salt.

Student Worksheet Q.

Complete the following table with the acids and bare used to form a particular salt. Also give the idea whether the acid /base is sting or weak and nature of the salt. First one is being done for you. S. No.

16

Time: 30 minutes

Salt

1

Sodium chloride

2

Potassium nitrate

3

Zinc sulphate

4

Sodium acetate

5

Potassium carbonate

Acid used

Strong/ weak (S/W)

Base used

HCl

(S)

NaOH

Strong/ Predicted nature weak of the salt-acidic, (S/W) basic or neutral (S)

Neutral

AglaSem Schools Formative Assessment Manual for Teachers 6

Copper chloride

7

Aluminium chloride

8

Sodium hydrogen carbonate

9

Ammonium chloride

10

Potassium sulphate

Acids, Bases and Salts - Chapter 2

Suggested Remediation ●

Students must be encouraged to recall and memorise the valance and symbol table 3.6, given in class IX, NCERT science textbook on page 37 so that they may be able to write the formulae of any given inorganic compound by just criss-cross of valencies and do not take to rote memorization of each formula.

●

Initially some students may find it difficult to identify the acid and base used to make the salt, encourage them by telling them to write reactions of formation of salts.

●

Students may be told that a salt of a-



weak acid + weak base = almost neutral strong acid + strong base = neutral weak acid + strong base = basic strong acid + weak base = acidic

●

While carrying out the above worksheet the teacher may also draw the attention of the students towards acid, base indicators.

●

The predictions made by the students may be checked with the help of litmus paper or solution so as to strengthen their understanding.

●

An extension to the above worksheet may be designed by the teacher by asking students to formulate their own salts by taking acids and bases of their choice.

●

A list of acids and bases with categories as strong and weak may be given to the students a day in advance before administering this worksheet. A list is given to help. Acids

Strong/ weak

Hydrochloric acid

Strong

Sulphuric acid

Strong

Nitric acid

Strong

Phosphoric acid

Strong 17

AglaSem Schools Chapter 2 - Acids, Bases and Salts

●

Formative Assessment Manual for Teachers

Acetic acid

Weak

Oxalic acid

Weak

Carbonic acid

Weak

Bases

Strong/ weak

Sodium hydroxide

Strong

Potassium hydroxide

Strong

Ammonium hydroxide

Weak

Aluminium hydroxide

Weak

Copper hydroxide

Weak

Zinc hydroxide

Weak

Another extension to the same may be done in the form of a game where students of one team write name of a salt on the board and the members of the other team write its formula and suggest the acid, base that may be used to form that salt and predict the nature of the salt. All this will surely take the students away from rote memorisation of the concept.

Acids, Bases and Salts

Chapter 2

Assessment Technique: Multiple Choice Questions Based Worksheet Objectives: To enable the students to●

Recall that an acid reacts with a base to produce salt and water.

●

Recognise the acid and base that would combine to give the given salt.

●

Correlate the pH to acidic, basic or neutral.

●

Correlate the type of ions produced in aqueous solution to the type of medium.

●

Find relation between colour of an indicator and the nature of the medium

Task:

Individual

Procedure: The students may be given the following MCQ based worksheet after the teaching-learning of the complete unit ‘Acids. Bases and Salts’ to strengthen the concepts. Assessment Parameters: Choice of each correct answer carries 1 mark. 18

AglaSem Schools Formative Assessment Manual for Teachers

Acids, Bases and Salts - Chapter 2

Student Worksheet

Time: 20 minutes

Choose the correct option for the following questions from the four choices given. Each question has only one correct answer. Q1. An element common to all acids is

A.

Chlorine





B.

Nitrogen



C.

Oxygen





D.

Hydrogen



Q2. Bases on ionisation release

A.

hydrogen ions





B.

sodium ions



C.

chloride ions





D.

hydroxide ions

Q3. ln general, salts

A.

are ionic compounds

B.

contain hydrogen ions



C.

contain hydroxide ions

D.

turn litmus red

Q4. When aqueous solutions of an acid and base are mixed

A.

no reaction occurs



C.

a salt and water is formed



B.

a new acid and a new base-are formed

D.

an acid and a salt is formed

Q5. When magnesium and hydrochloric acid react, they produce

A.

Oxygen and magnesium chloride



B.

Chlorine and magnesium oxide



C.

Hydrogen and magnesium chloride



D.

Hydrogen and magnesium oxide

Q6. When HCI(aq) is exactly neutralised by NaOH(aq), the hydrogen ion concentration in the resulting mixture is

A.

always less than the concentration of the hydroxide ions



B.

always greater than the concentration of the hydroxide ions



C.

always equal to the concentration of the hydroxide ions



D.

sometimes greater and sometimes less than the concentration of the hydroxide ions

Q7. A common substance that contains acetic acid is

A.

Vinegar







B.

Ammonia water



C.

Salad oil





D.

Soap

19

AglaSem Schools Chapter 2 - Acids, Bases and Salts

Formative Assessment Manual for Teachers

Q8. A base used in the manufacture of soap is

A.

Calcium hydroxide



B.

Sodium hydroxide



C.

Ammonium hydroxide

D.

Zinc hydroxide

Q9. Which of the following solution will turn phenolphthalein pink?

A.

HCl(aq)







B.

CO2(aq)



C.

KOH(aq)





D.

CH3OH(aq)

Q10. Fruit juices, such as orange juice, contain:

A.

Boric Acid





B.

Citric Acid



C.

Sulphuric Acid



D.

Nitric Acid

Q11. When dissolved in water, salts

A.

Are non-electrolytes



B.

Have a bitter taste



C.

Are electrolytes



D.

Release hydrogen ions

Q12. A base can be prepared by the reaction between

A.

An active non-metal and water



B.

A gas and water



C.

A sulphide and water



D.

An active metal and water

Q13. Of the following, the property that most closely relates to acids is

A.

A bitter taste





B.

Contains the hydroxide ion



C.

Sour taste





D.

Salty taste

Q14. A solution turns red litmus to blue. It’s pH is likely to be:

A.

2



B.

5



C.

7





D.

10



D.

CH3COOH

Q15. Which of the following represents a base?

A.

KOH

B.

KCI

C.

CH3OH

Suggested Remediation:

20

●

Some students may find it difficult to answer questions based on nature and formation of salts, a separate worksheet only for revising salts concept may be prepared and given to them.

●

Some students may find it difficult to understand the meaning of an electrolyte. The teacher may make them recall the concept of electrolysis of water done in unit 1 and correlate by giving examples.

●

The teacher may also build a cross-curricular link with chemical effect of electric current.

AglaSem Schools Formative Assessment Manual for Teachers

Acids, Bases and Salts - Chapter 2

●

The concept that an electrolyte dissociates into ions in aqueous solution; acids, bases and salts are electrolytes may be given to the students. With Q1, 2, 3 and 11 the concept of strong/week electrolytes and strong/ weak acid and base may be strengthened.

●

Some students may find it difficult to correlate that all fruits contain only organic acids and compounds. They may be asked to recognize and differentiate organic and inorganic compounds.

●

Some students may bear the misconception that all compounds with OH in the end are basic in nature Q9 and Q15 will help remove this.

●

The difficulty in solving Q6 may be removed by reiterating the ionic equationH+ + OH



H2O

If any of the ions is in higher concentration in the solution it will make the solution acidic or basic accordingly.

Acids, Bases and Salts

Chapter 2

Assessment Technique: Crossword Puzzle Worksheet Objectives: To enable students to●

Recall various products that are formed when acids or bases react with metals, metal carbonates and hydrogen-carbonates, metallic oxides etc.

●

Correlate common names, chemical names and properties of various salts in their syllabus.

●

Recall the change of colour for various indicators on change of medium.

●

Conceptualise various reactions shown by acids and bases.

Task:

Individual

Procedure: The students may be given the following worksheet of completing the cross word puzzle after the teaching-learning of the complete unit ‘Acids, Bases and Salts’ to strengthen the concepts. Assessment Parameters: Each correct solution may be given one mark.

21

AglaSem Schools Chapter 2 - Acids, Bases and Salts

Formative Assessment Manual for Teachers

Student Worksheet

Time: 20 minutes 1 2

3 4 5 6

7

8 9

10

11

12

13

14

15

22

Down 1. 2. 4. 5. 6. 7. 8. 9. 12.

name of process of electrolysis of aqueous sodium chloride (2 words) Change in colour of litmus in basic medium (3 words) chemical name of washing powder (2 words) medicine for acidity and indigestion common name of sodium hydrogen carbonate (2 words) Change in colour of litmus in acidic medium (3 words) Gas released when an active metal reacts with an acid common name of calcium sulphate herruhydrate (3 words) Acids and bases react to produce water and—

Across 1. 3. 10. 11. 13. 14. 15.

Gas released when a metal carbonate reacts with an acid (2 words) This indicator gives reddish pink colour in acidic solution (2 words) mixture of sodium hydrogen carbonate and tartaric acid to make cakes (2 words) Cornrnon name of dilute solution of acetic acid This indicator gives magenta pink colour in alkaline solution Acids and bases react to give ____________ reaction Plaster of Paris is obtained by heating

AglaSem Schools Formative Assessment Manual for Teachers

Acids, Bases and Salts - Chapter 2

Suggested Remediation: ●

Some students may find it difficult to correlate the common name of a salt, acid or a base to its chemical name and formula, a comprehensive table may be prepared with four coloumns as follows and students may be asked to search for various compounds in their syllabus and fill the table as they proceed to learn more. S.No.

Chemical Name

Eg.-l

Sodium hydrogen carbonate

Common Name

Chemical Formula

Spl. Information/ property of the compound

Baking Soda

NaHCO3

Used to make crispy pakoras, Baking powder...

●

All the reactions of acids and bases may be recalled and general equations may be put on a chart for quick recall.

●

Initially some students may find it difficult to start the cross word they may be given a clue to start with appropriate answer to the clue they are sure of.

●

They may be told gaps between two words are not left in a cross word.

Solution to the cross word Answer Key 1C 2R 3M

E

T

1

N

K

H

Y

L

D

0

T

R

()

A

R

B

0

N

D

0

R

A

N

G

E

I

O

X

I

6B

B

0

N

D

L

A

L

T

L

K

K

U

A

E

1

N

I * II

U M

U

9P

A

I

E

C

V

E

L

L

N

T

I

D

C

R

A

G

D

5 5A

B

10 B

11 V

A

H

A

A

K

I

N

G

P

0

W

D

E

S

S

R

0

R

T

0

E

G

B

E

D

D

R

A

12 S

0

A

1

1

13 P

E

0

N

N A I

H

E

N

0

L

P

H

T

11

A

L

I

s

A

T

I

0

N

U

M

A

L

E

A 14 N

E

U

T

R 1

15 G

Y

P

S

23

AglaSem Schools Chapter 3 - Metals and Non-Metals

Formative Assessment Manual for Teachers

Metals and Non-metals

Chapter 3

Assessment Technique: Chemical Equation Based Worksheet Objectives: To enable students to– ●

Recall chemical properties of metals.

●

Write balanced chemical equations for reactions of metals.

●

Correlate reactivity of a metal with the conditions under which metal reacts with water.

Task:

Individual Worksheet

Procedure: The students may be given the following worksheet after the teaching-learning of the chemical properties of metals to strengthen the concepts. Assessment Parameters: Each of the following questions may be assessed giving weightage of 2 marks to each.

Student Worksheet Write balanced chemical equations for the following reactions1.

Steam is passed over red hot iron.

2.

Aluminium oxide reacts with sodium hydroxide.

3.

24

Potassium oxide is dissolved in water.

Time: 10 minutes

AglaSem Schools Formative Assessment Manual for Teachers 4.

Metals and Non-Metals - Chapter 3

Iron is heated strongly in oxygen.

5.

Calcium reacts with water.

Suggested Remediation: ●

Some students may find it difficult to remember various reactions. They may be encouraged to tabulate various reactions of metals in general form and be familiar with all the reactions.

●

Revisiting chapter 1 ‘Chemical Reactions and Equations’ may be required for students who find it difficult to write balanced chemical reactions.

●

Teacher may draw attention of the students towards categorising the reactions into various types studied in chapter 1.

●

This worksheet should be able to help diagnose any difficulties in the understanding of the concepts of chemical properties of metals.

Metals and Non-metals

Chapter 3

Assessment Technique: Demonstration Based Worksheet Objectives: To enable Students to●

Draw correlations between observations made during different sets of experiments to reach a comprehensive conclusion about the reactivity series of metals.

●

Recall reactivity series of metals to predict the products of a reaction.

●

Apply the conceptual and experimental knowledge about the metals to the uses that these are put to in daily life.

Task:

Individual Worksheet

Procedure: 1.

Activity No.3.12 given on page 44 of Class X, NCERT science textbook may be performed in the form of a demonstration with the following suggested variations. Students may be involved in the demonstration. 25

AglaSem Schools Chapter 3 - Metals and Non-Metals

Formative Assessment Manual for Teachers

2.

The activity of studying the interaction of metals such as magnesium, zinc, iron, tin, lead, copper, aluminium with salt solution of other metalst may also be carried out. Experiment no l1 given on page number 51, NCERT, Laboratory Manual, Science, class X may be followed for this.

3.

The students may also the shown that gold and silver do not react with any of the salt solutions.

Assessment Parameters: Each of the following questions may be assessed giving weight age as follows, adding total to 20 marks.

Table-1: 1 marks



Table-2: 2 marks

Table-3: 2 marks



Q2: 2 marks





Q3: 2 marks

Q4: 4 marks



Q5: 2 marks





Q6: 2 marks

Student Worksheet



Time: 40 minutes

Answer the following questions Ql. Complete the following tables according to the observations made during the demonstration of the activity. Table 1 Metal

Colour/appearance of metal before putting into solution

Zinc Iron Copper Magnesium Table 2 Aqueous Solution ofZinc sulphate Iron sulphate Copper sulphate Magnesium sulphate Silver Nitrate 26

Colour/appearance of solution before putting metst into

AglaSem Schools Formative Assessment Manual for Teachers

Metals and Non-Metals - Chapter 3

Table 3: Put a cross in case no reaction is observed and write the colour change in case a reaction takes place. Aqueous Solution ofMetal

Zinc Sulphate

Magnesium sulphate

Copper Sulphate

Iron sulphate

Silver nitrate

Zinc Iron Copper Magnesium Q2. List the observation (s) which justify that a chemical reaction has taken place when iron metal felling is pure but into copher sulphate solution. Q3. In the following reaction M and N are metals. NS is a salt of metal M. Following reaction takes place when M is added to aqueous solution of NS. M + NS

MS+N

Which of the two metals is more reactive? For the same metals M and N, predict the interaction between MP and N, Where MP is another salt of the metal M.

Q4. Write balanced chemical equations for reaction of magnesium in with (i) Zinc Sulphate (ii) Silver Nitrate Q5. We can safely store copper sulphate solution in an silver vessel, justify this statement. Q6. Arrange the metals taken in the increasing order of their reactivity. Suggested Remediation: ●

Some students may find it difficult to realise that reverse reaction is not feasible. This doubt may be cleared by letting the students perform the activitiy test them selves.

●

This activity-worksheet should be able to help diagnose any difficulties in the understanding of the concepts of chemical properties of metals.

●

Some students might report no reaction for the sets where reactions are expected this may happen if metals already have an oxide or carbonate layer on their surface. The teacher may advice the students to clean the metals by rubbing them with a piece of sand paper.

●

Some students may find it difficult to write the balanced chemical equations for the reactions taking place. It may be reiterates the need to memorise the valencies of the elements and polyatomic ions from Table 3.6 on page 37, class IX, NCERT, Science book. 27

AglaSem Schools Chapter 3 - Metals and Non-Metals

Formative Assessment Manual for Teachers

Metals and Non-metals

Chapter 3

Assessment Technique: Electron dot structures & bonding worksheet Objectives: To enable the students to●

Recall writing of electronic configuration of elements.

●

Correlate the electronic configuration to the valence and type of bonds formed for elements.

●

Write electron dot structures of elements.

●

Understand and show formation of ionic compounds by transfer of electrons.

Task:

Individual

Procedure: The students may be given the following worksheet after the teaching-learning experience of formation of compounds between metals and non-metals, i.e. formation of ionic bonds. Assessment Parameters: Each of the following questions may be assessed giving weightage as follows. Ql. 3 marks







Q2. 1 mark







Q3. l mark

Q4. 1 mark







Q5. 2 marks







Q6. 2 marks

Student Worksheet

Time: 10 minutes

The atomic numbers of three elements A, B and C are given Answer the following questions on the basis of the data:

A = 12



B = 16



C=6

Ql. Write the electronic configurations of all the three elements. Q2. Which of these elements is a metal? 28

AglaSem Schools Formative Assessment Manual for Teachers

Metals and Non-Metals - Chapter 3

Q3. Which element will form an anion of valency 2? Q4. Which element will form a cation of valency 2? Q5. Show the formation of bond by-electron dots. Q6. Which two elements will combine to form an ionic bond? Also write the formula. Suggested Remediation: ●

Some students may find it difficult to write the electronic configuration of elements, they may be guided to revisit the Bohr’s atomic model given in chapter ‘Structure of the Atom’, class IX, Science, NCERT book.

●

Some students may find it difficult to visualise and understand the bond formation through electron transfer, as they may be kinaesthetic learners, such students may be helped by making models with beads to understand the concept.

●

As an extension formation of covalent bonds may be dealt here after the students have mastered the formation of ionic bonds.

●

Practice at recognising a metal and non-metal after looking at the electronic configuration may be required, teacher may take care to give enough practice to the students.

Metals and Non-metais

Chapter 3

Assessment Technique: Balanced Reactions Based Worksheet Objectives: To enable students to●

Recall chemical properties of metals.

●

Write balanced chemical equations for reactions of metals.

●

Correlate reactivity of a metal with the conditions under which metal reacts with water. 29

AglaSem Schools Chapter 3 - Metals and Non-Metals Task:

Formative Assessment Manual for Teachers

Individual Worksheet

Procedure: The students may be given the following worksheet after the teaching-learning of the extraction of metals to strengthen the concepts. Following information may be reiterated and revised before giving the worksheet. ●

Metal Sulphides react with dilute acids to release H2S gas which has a smell of rotten eggs.

●

Metal Carbonates react with dilute acids to release CO2 gas which is an odourless and colourless gas released as brisk effervescence.

●

Zinc shows a valence of only +2.

●

Iron exists in two common valence states +2 and +3.

●

Copper exists in two common valence states of +1 and +2 .

●

Figure 3.10 showing a flow chart for the steps involved in the extraction of metals from ores on page no.50, NCERT Class X Science Textbook.

Assessment Parameters: Each of the following questions may be assessed giving weightage as follows. Ql. 4 marks

Q2. 2 marks

Student Worksheet

Q3. 4 marks

Time: 10 minutes

Ql. An ore of metal ‘M’ of medium reactivity on treatment with dilute hydrochloric acid gives a smell of rotten egg’: Draw a flow chart to depict various steps involved in the extraction of metal ‘M’ from its ore. Q2. An ore on treatment with dilute hydrochloric acid releases brisk effervescence of a colourless and odourless gas. Identify the type of ore and the method that may be used to get the oxide of metal from the ore. Q3. Following are the facts about a metal ‘M’-

30



●

Metal ‘M’ is extensively found as its ore M2O3



●

M2O3 combines with moisture present in the air to form flaky brown substance.



●

Metal M is capable of forming two chlorides- MCl2 and MCl3



●

Metal M may be extracted from its ore M2O3 by thermit reaction





a.

Identify metal M,





b.

Write the thermit reaction by which it may be obtained

AglaSem Schools Formative Assessment Manual for Teachers

Metals and Non-Metals - Chapter 3





c.

What is the brown flaky substance?





d.

What are the common valencies shown by metal ‘M’?

Suggested Remediation: ●

Some students may find it difficult to remember various reactions and properties of metals, their compounds and gases evolved during reactions of the carbonates and sulphide ores with dilute acids. They may be encouraged to tabulate various reactions of metals in general form and be familiar with all the reactions.

●

Revisiting chapter 1 ‘Chemical Reactions and Equations’ may be required for students who find it difficult to write balanced chemical reactions.

●

Attention of the students may be drawn towards categorising the reactions into various types studied in chapter 1.

Metals and Non-metals

Chapter 3

Assessment Technique: Multiple Choice Questions Based Worksheet Objectives: To enable students to●

Recall various physical and chemical properties of metals and non-metals.

●

Draw correlation between the oxide of an element and pH of its aqueous solution.

●

Recall reactivity series of metals to predict the products of a reaction.

●

Apply the conceptual knowledge to daily uses of the elements.

Task:

Individual

Procedure: The students may be given the following MCQ based worksheet after the teaching-learning of the complete unit ‘Metals and Non-metals’ to strengthen the concepts. Assessment Parameters: Each of the following questions may be assessed giving equal weightage of 1 mark to each correct answer.

Student Worksheet:

Time: 30 minutes

Choose the most current in each of the following : 1.

Ail the following materials show property of malleability except



a.

Iron

b.

Graphite

c.

Aluminium



d.

Silver 31

AglaSem Schools Chapter 3 - Metals and Non-Metals

Formative Assessment Manual for Teachers

2.

The solution of ash obtained after burning magnesium ribbon in air will turn.



a.

Red litmus to blue because it is acidic in nature.



b.

Blue litmus to red because it is basic in nature.



c.

blue litmus to red because if is acidic in nature.



d.

Red litmus to blue because it is basic in nature.

3.

___x____is the product formed when sulphur reacts with oxygen, it dissolves in water to produce ___y___ Choose correcl oplion for x and y. X

4.

Y

a

SO2

Acid

b

SO3

Neutral

c

SO2

Base

d

SO3

Acid

Sodium metal is stored in ___x___ because it reacts vigoursly to produce ___y___ Choose the correct option for x and y. X

5.

a

Water

Acidic oxide

b

Alcohol

Neutral oxide

c

Kerosene

Basic oxide

d

Air tight container

Acidic carbonate

Metal ___x___ reacts vigorously with water to produce gas__y__which burns with the “pop” sound Choose the correct option for x and y. X

32

Y

Y

a

Sodium

Oxygen

b

Magnesium

Oxygen

c

Sodium

Hydrogen

d

Sodium

Sodium oxide

AglaSem Schools Formative Assessment Manual for Teachers

Metals and Non-Metals - Chapter 3

6.

Which of the following can be beaten into thin sheets?



a.

7.

Read the following statements carefully and select the correct statements about the physical and chemical properties of metals-



I.

All metals are ductile



II.

Generally metals are ductile



III. Metals which are more reactive than hydrogen react with acids to release hydrogen gas.



IV. All metals react with acids to release hydrogen gas.



The correct statement of the above are-



a)

1 and IV



b)

I and III,



c)

II and III

d)

II and IV

8.

Aluminium foil is used for wrapping food because-



a.

It is ductile



b.

It is malleable



c.

It is a good conductor of heat

d.

It is sonorous

9.

What happens when dilute sulphuric acid is poured on a copper plate? a. No reaction takes place b. Zinc sulphate formed c. Copper chloride formed d. Copper sulphate formed.

Zinc

b.

Phosphorus











c.

Sulphur



d.

Oxygen

10. Which material is hard in nature?

a.

Iron

b.

Graphite

c.

Oxygen



11.

Which one of the following metal is used in thermo meters? a. Copper b. Mercury c. Aluminium d. Iron

d.

sodium

12. Correct the statement by substituting the x and y with correct option.

X can’t be drawn into wires because it is not Y in nature. X

Y

a

Coal

Ductile

b

Copper

Malleable

c

Aluminium

Ductile

d

Coal

Malleable 33

AglaSem Schools Chapter 3 - Metals and Non-Metals

Formative Assessment Manual for Teachers

13. Zinc replaces copper from _X__ solution because it is __Y___than copper. Substitute X and Y with correct option. X

Y

a

Zinc sulphate

Less reactive

b

Copper sulphate

more reactive

c

sulphuric acid

more reactive

d

Copper sulphate

Less reactive

14. Most metallic oxides are

a.

Acidic is nature



b.

Neutral in nature



c.

Basic in nature



d.

Amphoteric in nature

15. ___X___is used for decorating sweets because it is_Y___ in nature? Substitute X and Y with correct choice. X

Y

a

Silver foil

Ductile

b

Copper foil

Malleable

c

Aluminium foil

Ductile

d

Silver foil

Malleable

Suggested Remediation:

34

●

Some students may find it difficult to remember difference between ductility and malleability Spending time on Q.13 and 15 will help remove this difficulty. More over some mnemonic may be given to the students eg. Drawn into wires-Ductility.

●

Some students may find it difficult to comprehend the difference between the sentences’all metals —’ and ‘generally most metals have the property— teacher should help them in understanding the difference.

●

This worksheet should be able to help diagnose any difficulties in the understanding of the concepts of physical and chemical properties of metals and non-metals.

AglaSem Schools Formative Assessment Manual for Teachers

Carbon and its Compounds - Chapter 4

Carbon and its Compounds

Chapter 4

Assessment technique: Content based worksheet Objectives: To enable students to-: ●

Learn that ethyl alcohol is a major component of wine.

●

Learn that vinegar is 5-8 % solution of ethanoic acid.

●

Understand that ethanol is oxidized to ethanoic acid on heating with Alkaline KMnO4 or acidified Potassium dichromate.

●

To correlate the given facts about an organic compound to solve a problem identification of unknown compound

Task:

Individual

Proc:edure: The following worksheet may be given to the students after a teaching-learning episode on chemical and physical properties of ethanol and vinegar. Teachers may give the following information to the students as a recall before giving them the worksheet ●

CH3CH2OH is a major component of wine.

●

Alcohols on oxidation with Alkaline KMnO4 or acidified Potassium dichromate are converted to carboxylic acids.

●

Example: CH3CH2OH

●

Vinegar is 5-8% solution of ethanoic acid, it is widely used as a preservative in pickles.

CH3COOH

Stupent Worksheet

Time = 10 min

Study the given problem carefully and answer the following questions: ProblemAn organic compound A (C2H4O2) is a constituent of wine. This compound, on heating with alkaline potassium permanganate gets oxidised to, give, another compound B which turns blue litmus red. Q1. Identify compound A. Write down its chemical name and chemical formula.

Chemical name___________________________________________________



Chemical formula___________________________________________________

35

AglaSem Schools Chapter 4 - Carbon and its Compounds

Formative Assessment Manual for Teachers

Q2. Identify compound B. Write down its chemical name and its chemical formula.

Chemical name___________________________________________________



Chemical formula___________________________________________________

Q3. Identify the functional groups in the compounds A and B.

Q4. Write the chemical equation for. the reaction of A with alkaline KMnO4 to produce  B.

Q5. Name the type of reaction that takes place for formation of B from A.

Q6. What is the nature of compound B?

Q7. What is 5-8 % solution of B in water called? Suggested Remediation: ●

Some students may not be able to identify the compounds in the given problem. Help them recall the properties of the organic compounds in the 10th std syllabus. Encourage the students to make a table of properties of all the organic compounds in their course.

●

Some students may find it difficult to write the chemical formula or identify the functional groups of the compounds they may be helped by giving some extra task of solving problems, writing the formula and identification of the functional group.

●

Teacher may take up a quiz in the class where one group poses the question and other answers.

Carbon and its Compounds

Chapter 4

Assessment technique: Demonstration based worksheet Objectives: To enable students to

36

●

Understand that alcohols and carboxylic acid react in presence of an acid catalyst to form esters and the reaction is known as etherification reaction.

●

Learn that esters are sweet smelling compounds and are used in making perfumes and flavouring agents.

AglaSem Schools Formative Assessment Manual for Teachers

Carbon and its Compounds - Chapter 4

●

Enhance their observation skill.

●

Correlate the occurrence of a chemical reaction to the evolution of sweet odour.

Task:

Individual

Procedure: Teachers may perform activity no. 4.8 on page 73, of class X NCERT Science textbook and may explain that — ●

Alcohols and carboxylic acid react in presence of acid catalyst to form esters and the reaction is known as etherification.

●

The chemical reaction involved in the process is-



CH3COOH + CH3CH2OH

●

The mixture is to be heated in a water bath as alcohol is inflammable.

●

Esters are sweet smelling compounds and are used in making perfumes and flavouring agents.

CH3COOC2H5

Assessment criteria — The teacher may mark the answers to the questions given in the worksheet by keeping a weight age of 2 marks each for Q .l & Q.2 and 1 mark each for Q3 to Q8

Student Worksheet

Time: 10 min

On the basis of the activity performed, answer the following questions Ql. Name the two reactants taken.

(a)

__________________________________



(b) __________________________________

Q2. Identify the functional group present in the two reactants.

(a)

__________________________________



(b) __________________________________

Q3. Why is the reaction mixture heated on a water bath? Q4. Mention one identification characteristic of the product formed.

37

AglaSem Schools Chapter 4 - Carbon and its Compounds

Formative Assessment Manual for Teachers

Q5. What is the general name of the functional group of the product formed? Q6. Give one use of the group of compounds to which the product formed belongs. Q7. What is the name given to this type of reactions. Q8. Write a chemical equation for the reaction that has taken place. Suggested Remediation: ●

Some students may find it difficult to understand the formation of an ester and linkages in the ester group when carboxylic acid and alcohol react with each other. The teacher may explain this by depicting the removal of water from the reactants on the board and making the students recall that concentrated sulphuric acid is a dehydrating agent, i.e it removes water. The teacher may even show charring of a paper when conc. sulphuric acid drops fall on it.

●

As an extension to the above activity the teacher may help the students appreciate the reverse reaction of esterification, i.e. saponification.

●

Some students may find it difficult to give reason for heating the reaction mixture on a water bath, help them in understanding this by -



1.

making them compare the boiling points of water, alcohol and acetic acid



2.

drawing their attention towards the fact that these organic compounds are highly inflammable and undergo combustion to produce CO2 and water

Carbon and its Compounds

Chapter 4

Assessment Technique: Data based worksheet Objectives: To enable the students to:

38

●

learn that a group of compounds with same functional group are called Homologues

●

discover that in a homologous series the difference in the formula of two adjacent compounds is of ‘-CH2’ and difference in molecular mass is ‘-14 u’

●

appreciate that chemical properties of members of a Homologous series are similar,. formulate the general formula for a homologous series.

●

Predict the next members of a Homologous series.

AglaSem Schools Formative Assessment Manual for Teachers Task:

Carbon and its Compounds - Chapter 4

Individual

Procedure: Teacher may give this worksheet to the students after, they have learnt to derive a general formula for compounds with same functional groups. The following brief idea bout a Homologous series may be given to the students. ●

A series of compounds with same functional group is called a Homologous series.

●

Each Homologous series can be given a General formula in which number of carbon atom is denoted by n and then number of hydrogen is related to n. If any other hetro element like ‘O’ (oxygen) is present in the compound, its number is also written as a subscript. e.g. general formula of aekan series is CnH2n + 2

●

If one knows the general formula of a Homologous series, the molecular formula of members can be written. After the completion of the worksheet teacher may add other significant information related to the concept.

Assessment Pararneters Question 1:

carries 3 marks

Question 2:

6 carries 1 mark each

Question 7:

carries 2 marks.

Student Worksheet

Time: 15 minutes

Instructions: Few pair of .organic compounds are given below: A.

CH3OH & C2H5OH

B.

C2H5OH & C3H7OH

C.

C3H7OH & C4H9OH

Atomic mass : C = 12 u, H = 1 u, O = 16 u Answer the following questions on the basis of above data. Q1. Calculate the difference in formula and molecular masses in the pairs given above a, b, and c.

For pair (a) Difference in formula:________; Difference in molecular mass:________



For pair (a) Difference in formula:________; Difference in molecular mass:________



For pair (a) Difference in formula:________; Difference in molecular mass:________

Q2. What is common in the above result? 39

AglaSem Schools Chapter 4 - Carbon and its Compounds

Formative Assessment Manual for Teachers

Q3. Name the functional Group / Groups present in the Hydrocarbons listed above. Q4. Arrange the above hydrocarbons in order of increasing number of carbon atoms. Q5. What is such type of series called? Q6. Write down a general formula for the series formed in Question No. 4 indicating the number of C, H and O atom. Q7. With the help of the result of Question No. 1 write the next two members of this series obtained in Question No. 4.

i)

_______________________________________________________________



ii)

_______________________________________________________________

Suggested Remediation: ●

Some students may find it difficult to generalize that two adjacent members of series of same type of compounds have difference of -’CH2 group in formula and ‘14 u’ in molecular mass. Teacher may help them realise this by giving more examples.

●

Some students may find it difficult to make the general formula, teacher may help them by giving them examples of series with other functional groups (eg. alkenes, alkenes etc.)

●

Some students find it difficult to extend the series by adding more members. Teacher may explain, the concept again to them.

●

Further teacher may add that chemical properties of the members of a Homologous series are same as they all have same functional group and chemical properties of a compound mainly depends on the functional group present in it. Data about physical properties of members of a homologous series may be shared with the students to make them appreciate the constant gradation in the physical properties of the homologues.

Carbon and its Compounds:

Chapter 4

Assessment Technique: Project Objectives: To enable the students to ●

Gain expertise in the skill of naming hydrocarbons

●

Write the structural formula of hydrocarbons

Task:

Individual

Procedure: The teacher may give this task to the students after explaining the concept of nomenclature of hydrocarbons. 40

AglaSem Schools Formative Assessment Manual for Teachers

Carbon and its Compounds - Chapter 4

Naming of a carbon compound can be done using the following steps. Identify the longest chain in the compound carrying functional group and count the number of carbon atoms in that. The number of carbon atoms in the longest chain form the root word. Nunber of carbons

Word Root

1

meth

2

eth

3

prop

4

but

5

pent

6

hex

7

hept

8

oct

9

non

10

dec

Prefixes and suffixes may be added to the root word according to their presence in the compound as follows (the following rules suffice the class X syllabus of CBSE and are in accordance with NCERT class X science book)Prefix + Root word + primary suffix + secondary suffix Primary suffixes Identification group

Class of compound

Suffix

Single bonds

Alkane

ane

Double bond

Alkene

ene

Triple bond

Alkyne

yne

Prefixes Structure of functional qroup CI, Br

Class of compound halides

Prefix – Chloro, – bromo

41

AglaSem Schools Chapter 4 - Carbon and its Compounds

Formative Assessment Manual for Teachers

Secondary Suffixes Structure of functional qroup

Class of compound

Suffix

-OH

alcohols

-ol

-CHO

aldehydes

-al

-CO–

ketones

-one

-COOH

Carboxylic

-oic acid

acids

Student Worksheet

Time: 5-6 Days

Aim of the Project: To study the technique of naming different hydrocarbons and name minimum 30 hydrocarbon and also write their structural formula. Project Report: The students may be asked to prepare a written report of the project undertaken using the format given below: ●

Aim of the Project

●

Introduction

●

Theory

●

Procedure

●

Result

Assessment parameters: Area of Assessment



Value Points

Presentation Content









2

Result









2

Creativity







2

Viva

2

Total 42

2









10

AglaSem Schools Formative Assessment Manual for Teachers

Carbon and its Compounds - Chapter 4

Suggested Remediation: ●

A few students may find it difficult to write the correct name or structure of the simple hydrocarbons, they may be-encouraged to name the simple compounds first by following the ruies.

●

Some students may and it difficult to differentiate between baldheads, ketenes and alcohols .when written in condensed form, they may be helped by writing the open and condensed structures of the same compound.

●

Some students may forget to count the carbon of carboxyl group in the base(root) chain. Teacher may reiterate that all the carbons that are linked to each other in a chain without any hetro atom (O, N etc.) in between are to be counted in the chain.

Carbon and its Compounds

Chapter 4

Assessment Technique: Diagram Based Worksheet Objectives: To enable the students to ●

appreciate that some elements form compounds by sharing of electrons to form, covalent bonds Understand that carbon with four valence electrons, forms only covalent bonds.

●

Correlate the bonds formed as single, double or triple to the number of pairs of electrons shared between the atoms, learn writing electronic dot structure for formation of covalent compounds calculate and identify the number and types of bonds in a compound formed by sharing of electrons.

Task:

Individual Procedure

Teachers may give this worksheet to the students after teaching-learning experience of bonding in carbon. ●

Carbon has 4 electrons in outermost shell so it can neither loose electrons nor accept electrons to attain a noble gas configuration as both the processes involve high energy. So it forms bond by sharing its valence electrons with atoms of other elements to gain an orate of electrons. The shared electrons belong to the outermost shells of both the atoms and lead to both atoms attaining the noble as configuration.

●

The bond formed by sharing electrons is called covalent bond, Not only carbon, but many other elements form molecules by sharing electrons.

●

A single covalent bond represented by a line between the two atoms, is formed by sharing one pair of electrons.

●

A double bond represented by two lines between the two atoms, is formed by sharing two pair of electrons. 43

AglaSem Schools Chapter 4 - Carbon and its Compounds ●

Formative Assessment Manual for Teachers

A Triple bond represented by three lines between the two atoms, is formed by sharing 3 pairs of electrons between two atoms.

Assessment Parameters: Question 1 - 8



carries one mark each.

Question 9



carry 2 marks.

Student Worksheet

Time: 10 minutes

INSTRUCTIONS: Look at the following diagram showing electronic dot structure carefully and answer their questions that follow: Figure 4.3, 4.4, 4.5 page 44 of class X, NCERT, Science Text Book. Q1. Name the molecule whose electronic dot structure is depicted in diagram I and III Q2. Identify the type of bond being formed in the molecules shown above. Q3. How many pairs of electrons are being shared between the two atoms of oxygen?

Q4. How many bonds are formed between two atoms of Oxygen?

Q5. Write down the structural formula of the compound being shown in diagram III.

Q6. Write the electronic dot structure of Methane.

Q7. Write the electronic dot structure of ethene

Q8. Write the electronic dot structure of propane

Q9. Give the number of different type of bonds present in one molecule of propane.

44

AglaSem Schools Formative Assessment Manual for Teachers

Carbon and its Compounds - Chapter 4

Suggested Remediation: ●

Some students may not know the molecular formula of methane, ethane and propane, teacher may give them the formula before asking to write the electron dot structures of these compounds.

●

Some students may and it difficult to recollect the number of valence electrons in carbon and hydrogen atom and their placement around the central atom for bond formation. They may be helped by asking them to write the electronic configurations of the elements to find the number of valence electrons and valiancy some students may miss, a bond while counting different type of bonds.

●

They may be asked to be cautious while counting the number of bonds in case of double and triple bonded compounds.

Carbon and its Compounds

Chapterh 4

Assessment Technique: Content based Assessment. Objective: To enable the students to ●

Recall chemical properties of hydrocarbons, alcohols and carboxylic acids. Write chemical equations for the organic reactions with main products formed during the reaction.

●

Draw correlations between the type of functional group and the chemical properties of organic compounds.

●

Recognise various reagents like -a reducing or an oxidising agent used in organic reactions.

Task:

Individual

Procedure: The following formative assessment sheet may be given to the students to assess their understanding of the chemical properties shown by hydrocarbons, alcohols and carboxylic acids. A revision of the following concepts may be done before the assessment. ●

Hydrocarbons burn, in oxygen to give carbon dioxide, water and heat.

●

Alcohol when heated with Alkaline KMnO4 or acidified potassium dichromate, are converted to carboxylic acid.

●

Unsaturated hydrocarbons add hydrogen in the presence of catalysts such as Palladium or nickel to give saturated hydrocarbons.

●

In the presence of sunlight, saturated hydrocarbons undergo substitution reacting with chlorine.

●

Alcohol react with sodium metal to form sodium alkoxide and hydrogen gas. 45

AglaSem Schools Chapter 4 - Carbon and its Compounds

Formative Assessment Manual for Teachers

●

On heating ethanol with excess cone. H2SO4 at 443K ethane and water is formed.

●

When carboxylic acid and alcohol reacting presence of acid, sweet smelling ester is formed and ester react in presence of an acid or a base to give back the alcohol and carboxylic acid.

●

Carboxylic acid reacts with a base like NaOH to give sodium salt of carboxylic acid and water.

●

Carboxylic acid reacts with carbonates and hydrogen carbonates to give salts, water and carbon dioxide.

Assessment Parameters: One mark for every correct chemical equation. The reactions should clearly show the catalyst used and the major products formed. Balancing of organic reactions is not must. Reactions given in NCERT. chapter IV, class X text book may be used as criteria of marking.

Student Worksheet

Time: 20 minutes

Write balanced chemical equation for the following chemical reaction:

46

A.

Combustion of Methane.

B.

Reaction of ethanol with hot alkaline potassium permanganate.

C.

Reaction of propene with Hydrogen in presence of palladium or nickel

D.

Reaction of Methane with chlorine in presence of sunlight.

F.

Reaction of ethanol with Sodium Metal

G.

When ethanol is reacted with hot conc. Sulphuric Acid.

H.

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

I.

Reaction of ethylethanoate (CH3COOC2H5) with Sodium hydroxide.

AglaSem Schools Formative Assessment Manual for Teachers

Carbon and its Compounds - Chapter 4

J.

Reaction of ethanoic acid with sodium hydroxide.

K.

Reaction of ethanoic acid with Sodium bicarbonate

Suggested Remediation: ●

Some .students may find it difficult to write the correct formula of an organic compound. Teacher may encourage the students to write the general formulae and the functional groups of organic compounds in their syllabus on a chart and revisit the naming of organic compounds.

●

Some students may find it difficult to recall the products of the chemical reaction or balance the equation. The teacher may ask them to tabulate all the reactions of a particular functional group together and draw correlations in the reactions. Correlations serve as a memory tool.

Carbon and its Compounds

Chapter 4

Assessment technique: Content Based (or Writing chemical formula) Objectives: To enable the students to ●

Write down the molecular formula of hydrocarbons.

●

Recognise the functional group through the name of the hydrocarbon.

●

Appreciate that if molecular formula and functional group present in the compound is known, structure of the compound can be written.

Task:

Individual

Procedure: This worksheet may be given to the students after teaching them the nomenclature of the hydrocarbons and skill of drawing the structure of hydrocarbon. Assessment parameter: Every correct answer carries 1 mark.

Student Worksheet

Time: 10 min.

Instructions: Write the molecular formula and draw the structure for the following compounds. 47

AglaSem Schools Chapter 4 - Carbon and its Compounds Compound

Formative Assessment Manual for Teachers

Molecular formula

Structure

Ethanoic acid Bromopentane Butanone Hexanal Heptyne Suggested Remediation: ●

Some students may not be able to recall the molecular formula of the compound so may draw the structure wrong, Teacher may need to repeat the revision exercise.

●

A few students may not count Carbon of Carboxyl group in the base chain and may write ethanoic acid as C2H5COOH. Teacher may need to revise the concept- and explain then that all the carbons that are linked to each other in a chain without any hetero atom in between are to be counted in root chain.

●

Some students may assume the hexanal to be an alcohol.

●

Some students may not consider the balance of carbon while writing the structure of compound e.g. Heptyne and carbon may be forming 5 bonds. Teacher need to explain to them the significance of number of bonds fermed by a carbon atom.

Carbon and its Compounds

Chapter 4

Assessment technique: Data based Worksheet Objectives: To enable the students to ●

Understand the Homologous series and its characteristics.

●

Write the general formula of Homologous series.

●

Apply the general formula of a homologous series to identify any compound in he series.

Task:

Individual

Procedure: Teacher may give this worksheet to the students after teaching - learning the concept of The homologous series. Teacher may give the following information to the students as a recall:● 48

A series with the hydrocarbons having same functional group is called Homologous series.

AglaSem Schools Formative Assessment Manual for Teachers

Carbon and its Compounds - Chapter 4

●

Difference in the formula and molecular mass of two consecutive compounds members of same

●

Homologous series is ‘-CH2’ and -14 u respectively.

●

A homologous series can be identified with a general formula which helps in determining the other members of the series.

Assessment parameters: As indicated in the worksheet.

Student Worksheet

Time: 10 minutes

Instructions: Arun wrote few series of hydrocarbon and left blanks in between. Look at the chemical formula in the series of hydrocarbons carefully and answer the questions that follow: I

II

III

CH4

C2H4

C2H2

IV CH3OH

V

C2H6

C3H6

B

C2H5OH

CH3COOH

C3H8

A

C4H6

C3H7OH

C2H5COOH

C4H10

C5H10

C5H8

C

C3H7COOH

D

Ql. What is the difference in the formula and molecular mass between C2H6 & C3H8 ; C3H8 and C4H10? Q2. What are such series of Hydrocarbons called? Q3. Substitute the blanks A,B,C,D with correct chemical formula of the compound.

A.

_________________________



B.

_________________________



C.

_________________________



D.

_________________________

Q4. Name the functional group present in the series IV & V. Q5. Which is the first member of the alkane series? Q6. What is the general formula of the homologous series of alkyne and alcohol. Q7. Name the chemical formula of 6th member of alkyne series and 15th member of alcohol series.

49

AglaSem Schools Chapter 4 - Carbon and its Compounds

Formative Assessment Manual for Teachers

Suggested Remediation: ●

Some students may not be able to make and use the general formula of homologous series of alkyne and alcohol. They may be given more practice using different examples from same and different homologous series.

●

Some students may not to able to identify the compound and functional group present in that Help them to recall the same.

Carbon and its Compounds

Chapter 4

Assessment technique: Facts based Worksheet Objectives: To enable the students to ●

Learn the basic facts about carbon atom like electronic configuration, valency and its combustion.

●

understand the versatile nature of carbon atom.

●

Appreciate that carbon forms compounds by sharing electrons.

●

Learn that alkanes are saturated but alkenes and alkynes are unsaturated

●

hydrocarbons where pair of carbons are bonded with double and triple covalent bond respectively.

Task:

Individual

Procedure: Teacher may give this worksheet to the students after discussing about the nature of carbon atom and its bonding ability Teacher may give the following information to the students as a recall:●

Compounds of carbon and hydrogen are called Hydrocarbons.

●

Carbon forms covalent bonds by sharing the electrons.

●

Alkanes are saturated hydrocarbons with a pair of carbon atoms bonded together with double bond.

●

Alkynes are unsaturated hydrocarbons with a pair of carbon atoms onded together with triple bond.

●

Hydrocarbons on combustion produce CO2, H2O heat and energy.

●

Functional group are atoms or group of atoms present in hydrocarbon which determines its chemical properties.

Assessment parameters: As indicated in the worksheet. (Q1-Q8 1 mark) 50

AglaSem Schools Formative Assessment Manual for Teachers

Carbon and its Compounds - Chapter 4

Student Worksheet

Time : 10 min

Kunal got a fact sheet about carbon atom which has stormed his brain with many questions. ●

Atomic number of carbon is 6.

● It is tetravalent in nature that is why one carbon atom combines with 4 Hydrogen atom to form methane. ●

It can neither give electron or take electron to form a compound.

● It has a versetile nature and form many hydrocarbon like alkanes alkenes, alkynes, alcohol, carboxylic acid. ● The chemical properties of hydrocarbon , are determined by the functional group present in it. Few of the questions are listed below can you help him with the answers . Try it Q1. What is the electronic configuration of carbon?

Q2. Carbon is tetravalent in nature. What does it mean ?

Q3. What is the valance of carbon in ethane?

Q4. Carbon neither gives electron or takes electron then how does it complete its octet and what is the type of bond to formed.

Q5. What is a hydrocarbon?

51

AglaSem Schools Chapter 4 - Carbon and its Compounds

Formative Assessment Manual for Teachers

Q6. What is the difference between alkanes and alkenes?

Q7. When carbon is burnt carbon dioxide is formed. Name the products formed when hydrocarbons are burnt.

Q8. What is a functional group?

Q9. Why does carbon form many compounds? (Give two reasons)

1.



2.

Suggested Remediation: ●

A few students may be puzzled to find out the valence of carbon in ether. Teacher may need to explain. As carbon that valence of carbon never changes (Valence is the Capacity to form bonds has four electron in outermost shell its valuance is 4)

●

A few students may write that alkanes are saturated and alkenes are unsaturated hydrocarbon or alkenes have one pair of carbon atoms bonded with double bond.

●

A few students may not correlate that one of the major component of hydrocarbon is carbon and therefore their combustion also leads to the production of CO2 and H2O heat and light Teacher may help them to understand.

Carbon and its Compounds

Chapter 4

Assessment technique: Formula Based Worksheet (Brain storming) Objectives: To enable the learners to ● 52

Learn the molecular formula of a hydrocarbon and with its structure and versa.

AglaSem Schools Formative Assessment Manual for Teachers

Carbon and its Compounds - Chapter 4

●

Establish the relation between Hydrocarbon’s molecular formula and structure and name

●

Apply the concept of nomenclature of hydrocarbon.

Task :

Individual

Procedure: Teacher may give this worksheet to the students to access their understanding of Nomenclature of hydrocarbons and skill of drawing the structure of the hydrcabon, Assessment parameter: Each question carries 2 marks

Student Worksheet

Time: 10 min.

Instructions: Given below are the name, molecular formula and structure of a few hydrocarbons. In one of the three columns, there is some error. Identify the wrong entry and write the correct answer in the box given beside. Hydrocarbon Formula Structure

Propanol

Chlorobutane

Ethanoic acid

Propanone

C3H8O

H H H | | | H — C —C—C = O | | H H

C4H8CI

H H H | | | H — C —C—C — | | | H H H

H | C — Cl | H

H H O | | || C2H5COOH H — C — C — C — OH | | H H

C3H7O

H O H | || | H — C — C — C —H | | H H

53

AglaSem Schools Chapter 4 - Carbon and its Compounds

Heptyne

C7H14

Formative Assessment Manual for Teachers

H H H | | | H — C —C—C — | | | H H H

H H | | C — C—C = C—H | | H H

Suggested Remediation: ●

Some students may not be able to establish the relation of hydrocarbon-name, molecular formula, structure , they need to be given more practice.

●

Some students may not be able to recall the molecular formula.

●

Some may not include the carbon of carboxyl group in base chain. Teacher may need to guide them.

●

Some students may not check the valence of the caron atom e.g.(in Heptyne) and so may not find any error in question 5. They need to explain the same.

Carbon and its Compounds

Chapter 4

Assessment technique: Content based Objectives: To enable the students to ●

understand and learn the chemical properties of Hydrocarbons..

●

Identify the reactants used and products formed in different reactions.

Task:

Individual

Procedure: Teacher may give this worksheet to the students after teaching - learning the properties of Hydrocarbons. Assessment parameter-1 mark for each correct answer

Student Worksheet Instructions: Mr.Puri explained the chemical properties of hydrocarbons to students and wrote the chemical equations for the reactions. He asked the students to note them in their note books . Suddenly the bell rang . As he moved out, Rishel rubbed a few compounds from the blackboard. Now students are in a fuss . Can you help them in placing chemical formula of correct compound to complete the chemical equation for the reactions:

54

AglaSem Schools Formative Assessment Manual for Teachers

Carbon and its Compounds - Chapter 4

Try– 1.

CH4 + O2

_________________+ H2O + heat and light

2. CH3–CH2–OH Alkaline KMnO4

_________________

H H | | Ni Catalyst 3. _________________ R—C—C—R | | R R Sunlight 4. CH4 + _________ CH3Cl + HCl _______________ 5. CH3CH2OH+2Na Hot. Conc. H2SO4 6. CH3CH2OH _______________ Acid 7. CH3CH2OH + CH3COOH _______________ 8.

CH3CH2COOC2H5 + NaOH

9.

CH3COOH + _______________

10. CH3COOH + NaHCO3

_______________ + C2H5OH CH3COONa + H2O CH3COONa + H2O + _______________

Suggested Remediation: ●

Some students may find it difficult to identify the product or guess the reactant used in the chemical reaction.

●

Teacher may help them recall the learning and repheat the revision excerise.

Carbon and its Compounds

Chapter 4

Assessment technique: Match the column Objectives: To enable the students to ●

learn the nomenclature of the hydrocarbons apply the understanding of technique of naming of hydrocarbons

●

Identify the reactants used and products formed in different reactions.

Task :

Individual 55

AglaSem Schools Chapter 4 - Carbon and its Compounds

Formative Assessment Manual for Teachers

Procedure: ●

Teacher may give this worksheet to the students after teaching - learning of Nomenclature of the hydrocarbons. Following points may be recalled in concern with the nomenclature of hydrocarbons.

●

Carbon in the basic chain with functional group is identified and named using suitable prefix or suffix for the functional group e.g. if it is alcohol suffix used is ‘ol’ and if aldehyde suffix used is ‘ol’.

●

To name a cyclic alkane suffix used is cyclo .

●

C6H6 is benzene.

Assessment parameter: 1 mark for every correct match.

Student Worksheet

Time: 10 min.

Instructions: Match the structures of hydrocarbons given in column B with their IUPAC names in column C and write the corresponding s.no. number to the correct name in column A

56

AglaSem Schools Formative Assessment Manual for Teachers

Carbon and its Compounds - Chapter 4

Suggested Remediation: ●

Some students may not recall the prefix for a particular number of carbon and may name the base chain wrong.

●

Some students may confuse between the prefix ‘al’ is for alcohol’.

●

A few students may not differentiate the structure cyclohexane and benzene.

●

A few students may not count the carbon of carboxyl group in the base chain. Teacher may repeat the revision exercise.

Carbon and its Compounds

Chapter 4

Assessment technique: Match the column Objectives: To enable the students to ●

Understand the nomenclature of the hydrocarbons.

●

Identify the name of a hydrocarbon.

●

Appreciate the general formula of a Homologous series.

Task:

Individual

Procedure: Teacher may give this worksheet to the students to practice the nomenclature of the hydrocarbons after teaching the same. Types of bonds and use of general formula of a Homologous series should be recalled prior to that. ●

General formula of Alkanes series is CnH2n+2.ln it all the bonds are single.

●

General formula of Alkenes is CnH2n. It contains one double bond.

●

General formula of Alkynes series is CnH2n–2. It contains one triple bond.

Assessment parameter: 1 mark for every correct match and one mark for completing and verifying the magic square correctly.

Student Worksheet

Time: 10 min.

Instructions: Put the number of the hint from the list into the square with appropriate match. Check your answer by adding the numbers to see if all the sum of the rows both across and down add upto the same number, the magic number. 57

AglaSem Schools Chapter 4 - Carbon and its Compounds

Formative Assessment Manual for Teachers

CH3COOH

C5H10

CH3COOH

Magic number

CH3CH2CI

HCHO

C15H32

Magic number

CH3COCH3

C6H10

C2H5OH

Magic number

Magic number

Magic number

Magic number

HINT LIST: 1.

Ethanol

2.

Chloroethane

3.

An alkene

4.

Methanal

5.

Its dil. Form is used as Vinegar.

6.

Ketone with 3 carbon atom.

7.

An alkyne

8.

Contains a triple bond.

9.

An alkane.

Suggested Remediation:

58

●

A few students may not associate all the squares with the correct hint, confusion may be between methanol and methanal.

●

Students can check themselves by adding the number in the rows and think over the answer again or teacher may help them to recall.

AglaSem Schools Formative Assessment Manual for Teachers

Period Classification of Elements - Chapter 5

Period Classification of Elements

Chapter 5

Assesment Technique: Data Based Worksheet Objectives: To enable the students to

●

Learn the salient features of the Modern Periodic table.



●

Understand the trends of different properties on the periodic table.

Task:

Individual

Procedure: ●

This worksheet may be given to the students after recalling the salient features of the periodic table using a chart displaying Modern Periodic Table.

●

The valence electrons change across a period but remains same in the groups and so the valency.

●

Atomic size decreases across a period but increases down the group.

●

Metallic character decreases across a period but increases down the group.

●

Non metallic character increases across a period but decreases down the group.

Assessment Parameter ½ mark for each correct answer

Student Worksheet Read the following lines written about the Modern Periodic Table and fill in the blanks

I am the Modern Periodic Table, where elements are arranged on the basis of ______________. I have ______________ Horizontal rows called______________ and ____________ vertical columns are called ______________. My first period is very short with __________ elements and 2 and 3 Period contain ____________elements, 4 and 5 has____________ elements. 6 period has____________elements but 7 period is____________. With space for more elements. 17 group is of____________ 18 is of____________. Atomic size of my elements____________ across the period but____________ down the group same as the metallic character but the non metallic character is____________to that Number of valence electrons ____________across the period so varies the valency but valency of the elements is ____________in a group. All the properties of elements are the Periodic fuction of ____________. 59

AglaSem Schools Chapter 5 - Period Classification of Elements

Formative Assessment Manual for Teachers

Suggested Remediation: ●

A few students may not recollect the salient features of the modern periodic table.

●

the table can be displayed for the help.

●

A few students may not recall the trend in different properties.

●

Teacher may explain the same again.

●

Teacher may suggest the students to learn the Poem.

Period Classification of Elements

Class 5

Assesiytent Technique: Diagram/ (Periodic Table) Based Worksheet Objectives: To enable the students to ●

Appreciate the periodic trends in properties of elements.

●

Learn salient features of new periodic table.

●

Study and analyse the given table for the placement and properties of elements in the Modern Periodic Table.

Task:

Individual

Procedure: The teacher, may give the following worksheet after the teaching-learning about the modern periodic table. The following information may be recalled with the students before they start working on the worksheet:

60

●

Elements of 1st group are called alkali metals,

●

2nd group elements are called alkaline Earth metals,

●

Elements of group 17 are called Halogens and that of group 18, are called noblegases.

●

Atomic number of elements increases from left to right in the period and top to bottom in the group in periodic table.,

●

Valency (the combining capacity) of an element can be .determined by-



1.

The number of,valence electrons if the number is equal to or less than 4.



2.

(8 - Valence electrons) if the number of valence electrons is more than 4.



3.

The group number for elements of group 1 and 2.

AglaSem Schools Formative Assessment Manual for Teachers

Period Classification of Elements - Chapter 5





●

In the same group, number of valence electrons and so the valency of the elements is sames.





●

Atomic sizes of the elements decreases left to right in a period and increases top to bottom in a group generally.





●

Metallic character increases down the group and decreases from left to right.





●

Generally non-metallic character increases going from left to right in a period and decreases down the group.





●

Number of shells in an element is equal to the number of period in whichthe element is placed.





●

The group number of an element may be found as-







1.

If the number of valence electrons is equal to 1 or 2, it indicates the group number.







2.

If the number of valence electrons is 3 to 8 then group number = (10 + valence electrons).

Assessment Parameters: The following worksheet may be assessed by giving an equal weightage of 5 mark each to all the questions.

Student Worksheet

Time: 15 min.

Following table represents, a part of the Modern Periodic Table containing first three periods in which five elements have been represented by the letters a, b, c, d and e (these are not the chemical symbols of the elements) Groups à

1

2

13

14

15

16

17

18

e

c

Period â 1

a

2 3

b d

Ql. Select the letter (s) which represent alkali metal.

61

AglaSem Schools Chapter 5 - Period Classification of Elements

Formative Assessment Manual for Teachers

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

Q3. Select the letter(s) which represent a halogen.

Q4. Where would you place an element ‘f’ with electronic configuration 2,8,4 in the given table?

Q5. How many valence electrons are present in the element denoted by b?

Q6. What is the valencey of element represented by c?

Q7. Select the element with highest metallic character.

Q8. How many shells are present in element represented by ‘d’?

Q9. What is the similarity in the electronic configuration of elements representd by ‘a” and ‘d’?

Q10. Select the elements which form univalent ions.

Suggested Remediation ●

62

Some students may find it difficult to comprehend that element ‘a’ i.e. hydrogen is not an alkali metal. Teacher may help them by making them recall that hydrogen shares similarities in its properties to both the alkali metals and halogens. So the position of halogen in the periodic table is ambiguous.

AglaSem Schools Formative Assessment Manual for Teachers

Period Classification of Elements - Chapter 5

●

Teacher may have to give the meanings of the words- univalent, bivalent, trivalent and tetravalcnt ions to the students..

●

Some students may find it difficult to identify the place of elements in the periodic table, for this the teacher may have to carry out a revision exercise, in predicting the position of an element whose electronic configuration is given or vice-versa.

Period Classification of Elements

Chapter 5

Assesment Technique: Data Based Worksheet Objectives: To enable the students to – ●

Learn the salient features of Mendeleev’s periodic table

●

Appreciate the basis of classification of Mendeleev’s classification of elements.

●

Find out the discripencies and demerits in Mendeleev’s Periodic Table.

●

Understand the merits of Mendleeve’s periodic classification.

●

Study and analyse the given classification table to appreciate the placement of various elements by Mendeleev.

Task:

Individual

Procedure: ●

The teachers may give the following worksheet to the students after teaching- learning episode of need to classify elements and attempts by Dobereiner and Newland to classify the then known elements, emphasizing about the chemical properties and atomic masses that were taken into consideration.

Assesment Critera: Q1. 4 and 7 carry 2 marks each, rest of the questions carry I mark each.

Stundent Worksheet

Time : 20 min.

Instroctions: Study the following Periodic table published in a journal in 1872 and answer the questions that follow:

63

AglaSem Schools Chapter 5 - Period Classification of Elements

Formative Assessment Manual for Teachers

Group à

I

II

III

IV

V

VI

VII

VIII

Oxide

R 2O

RO

R2O3

RO2

R2O5

RO3

R2O7

RO4

Hydride

RH

RH2

RH3

RH4

RH3

RH2

RH

Periods â

A B A B A B A B A B A B A B

1.

H 1.008

2.

Li 6.939

Be 9.012

B 10.81

C 12.011

N 14.007

O 15.999

F 18.998

3

Na 22.99

Mg 24.31

Al 29.98

Si 28.09

P 30.974

S 32.06

Ci 35.453

4. First series:

K 39.102

Ca 40.08

Second series: 5. First series:

Cu 63.54 Rb 85.47

Second series: 6. First series:

Zn Ga 65.37 69.72 Sr 87.62

Ag 107.87 Cs 132.90

Second series:

Au 1.96,97

Sc 44,96

Y 88.91

Cd In 112.40 134.82 Ba

137.74

La 138.91

Hg Tl 200.59 204.37

Ti 47.90 Ge 72.59 Zr 91.22 Sn 118.69 Hi 178.49

V 50.94 As 74.92 Nb 92.91

Cr 5020 Se 78.96

Ta 180.95

Mn fe Co Ni 54.94 58.93 58.71 58.71 Br 79.909

Mo 95.94

Sb 121.75 Te 127.60 W 583.85

Transition series

Tc Ru Rh Pd 99 101.07 102.91 106.4 I 126.90 Os Ir Pt 192.2 192.2 195.09

Pb 207.19 Bi 208.98

Q1. Which chemical compounds of the elements, were used to identify the chemical properties and classify the element.

a.



b

Q2. Who propounded the given periodic table?

Q3. How many periods and groups are there in the given periodic table?.

Q4. What trend is being followed by the atomic mass of elements ,in the given periodic table?

64

AglaSem Schools Formative Assessment Manual for Teachers

Period Classification of Elements - Chapter 5

Q5. In group VIII Cobalt is placed before Nickel though atomic mass of cobalt is more than nickel. Do you find any other pair of elements where an element of higher atomic mass is placed before element of lower atomic mass, give eg.?

Q6. The scientist left some gaps in the Periodic table. How do you think this, helped in the classification ?

Q7. What is the basis of classification of elements in the given periodic table?

a.



b.

Suggested Remediation: ●

Some students may find it difficult to comprehend the basis of the periodic table-Help them by emphasising to spend some time searching solutions to Q. no. 1 and 5

●

Help the students appreciate the fore sight of the scientist to predict the placement and properties of undiscovered elements.

●

After the students activity following information may be given to the students.

●

Mendeleev classified the elements on the basis of atomic masses and chemical properties.

●

He arranged elements in the increasing order of their atomic mass.

●

He left gaps in the periodic table for the new elements to be discovered.

●

In Mendleeve’s Periodic table the elements with same type of oxides and hydrides were grouped together.

●

A few elements with higher atomic masses got placed before lower atomic mass element in order to keep elements with similar properties together.

Period Classification of Elements

Chapter 5

Assessment Technique: Role Play Objectives: To enable the students to ●

Get familiarized with the elements present in different groups in the Modern Periodic Table.

●

Learn and state different properties of the elements. 65

AglaSem Schools Chapter 5 - Period Classification of Elements

●

Formative Assessment Manual for Teachers

Understand and state the variations in trends of different properties of elements belonging to the same group.

Task :

Group Task

Procedure: ●

The Teacher may divide the whole class in ‘8’ groups and assign each group of students a group number from the Modern Periodic table (1,2,13-18).

●

Each group may be asked to collect the information about the elements of the group assigned to them.

●

Each group may be asked to share information with the class in some interesting manner and also explain how the properties of elements are changing down the group (Within 5-8 minutes)

Assessment Parameters: ●

Correct Name of the elements of the group : 1

●

Description of different properties (minimum 5 different properties)

●

explanation of Change in different properties : 2 marks

●

Effective Presentation :









5marks

2 marks

Suggested Remediation: ●

Some group of students may not speak or arrange the elements of the group in proper sequence (as given in periodic table). Teacher may explain the significance of arranging/ learning the elements in exact sequence as it will help them understand the trends of different properties better.

●

A few students may not understand the significance of knowing atomic number to know electronic configuration and finding out the valency of the element. The teacher may explain that and it will further help-them understand other properties and trends in change in the properties.

●

A few students may find it difficult to understand the change in metallic and nonmetallic character of the elements in a group. Help them to discover the trend in the change in metallic and non metallic characters with the change in the atomic size of the elements of the same group.

●

Since it is a self-learning promoting exercise, encouragement may be given to those who find the task difficult.

Illustration: Group 2

66

—

Hello We are the Members of group 2

—

I am Berrilium, I am__________, I am __________

AglaSem Schools Formative Assessment Manual for Teachers

Period Classification of Elements - Chapter 5

—

I am Berrilium

—

My Atomic Number is __________.

—

My atomic size/ radius is__________.

—

My electronic configuration is__________.

—

Number of valence electron, present in my outer most shell is/are__________.

—

Look, our atomic number is increasing down the group.

—

Our atomic radius is also increasing down the group.

—

Because with every period a new shell is being added to us.

—

Oh ! Our valency is same.

—

Going down the group our metallic character is also increasing (with reason)

—

We are a happy family and we are called Alkaline Earth Metals and so on.

Note: Students themselves may bring new ideas of presentation, This may motivate the students to learn better.

Period Classification of Elements

Chapter 5

Assessment Technique: Project Objectives: To enable the students to●

Understand the need of classifying elements.

●

Appreciate the classification of elements done by different scientists.

●

Discover Salient features of each classification.

●

Understand the requirement of change in methods of classification with time.

Task:

Individual

Procedure: ●

The teacher may ask the students to work on the project after giving a brief idea of the classification of elements, the need of classification and related work of different scientist.

●

The Students may be asked to collect the information and prepare a written report of the project undertaken by them using the format given below: 67

AglaSem Schools Chapter 5 - Period Classification of Elements

Formative Assessment Manual for Teachers



–

Aim of the Project.



–

Introduction.



–

Material Required (if any).



–

Procedure.



–

Presentation of the Information / Data Collected.



–

Conclusion.



–

Reference used

Assessment Parameters:

Area of Assessment









Value Points



Presentation











2



Relevance of the Content









2



Analysis and conclusion









2



Viva



Creativity

















2













2

Suggested Remediation: ●

A few students may not be able to collect information from different sources or may write the content from the text book, students may be motivated to search material from different sources.

●

A Few students may not be able to analyze the data collected and understand the merits and demerits of different classification of elements. Teacher may help the students understand the significance of classifying the element in periods and groups.

●

After the completion of the project, teacher may give the detailed information about the periodic classification of elements, involving them in the lesson, which may hold the students interest better.

Period Classification of Elements Assessment Technique:

Chapter 5

Data based worksheet

Objectives: To enable the students to-

68

●

Write the electronic configuration of a particular element, knowing its atomic number

●

Find the number of valence electrons in an element and so the valency of element

●

Calculate the, valency of an element if its atomic number is known.

●

Discover the variation in the valency of the elements in the same period.

AglaSem Schools Formative Assessment Manual for Teachers

Task:

Period Classification of Elements - Chapter 5

Individual

Procedure: ●

The teacher may give the following worksheet to the students after teaching-learning experience of the Modern Periodic Table. The following information may be recalled with the students before they start working on the worksheet.

●

Valency (the combining capacity) of an element can be determined by



1.

The number of valence electrons, if the number is equal to or less than 4.



2.

(8 - Valence electrons) if the number is more than 4.



3.

In the same group, number of valence electrons and so the valency of the elements is same.



4.

In the same period, number of valence electrons changes and so the valency of the elements.



5.

In a period going from left to right first the valiancy of the elements increases up to 4 than decrease down to zero to the noble gas element.

Assessment Parameters : Question. 2,3,5,7 carries 1 mark each and Question 1,4,6 carry 2 mark each.

Student Work Sheet

Time : 10 Minutes

Instruction: Atomic Number of the elements of 3 period of Modern Periodic table are listed below. Study the data carefully and answer the questions that follows: Period 3 elements:

Na

Mg

Al

Si

P

S

C

Ar

Atomic Number:

11

12

13

14

15

16

17

18

Q1. What are the atomic numbers of Sodium and Phosphorus respectively? Write their respective electronic configurations.

a.



b.

Q2. Write down the number of valence electrons in an atom of sodium and phosphorus respectively.

a.



b. 69

AglaSem Schools Chapter 5 - Period Classification of Elements

Formative Assessment Manual for Teachers

Q3. What are the Valencies, of Sodium and Phosphorus.

a.



b.

Q4. What are the Valencies, of Sulphur and Chlorine atom.

a.



b.

Q5. Comment upon the similarity in the valency of Sodium and Chlorine, though they are the members of different groups.

a.



b.

Q6. If the number of valence electrons in an atom is known how would you calculate its valency?

a.



b.

Q7. Going left to right in a Period, how does the Valency of elements vary?

a.



b.

Suggested Remediation:

70

●

Some students may find it difficult to comprehend that valency of an element may be found if the atomic number of element is known. Teacher may help them by explaining that the atomic number tells us the number of electrons present in the atom and from which electronic configuration may be written and so the number of valence electrons in the atom and the valence may be found.

●

Some students may write the valency of sulphur wrong. The teacher may help them recall that if the number of valency electron is more than 4, Valency of the element will be calculated as (8- no. of valence electrons).

●

Some students may find it difficult to understand / discover the trend in the variation in valency in the period. Teacher may suggest to write the valency of elements in different periods. More practice will help them to understand and internalise the concept

●

A few students may be able to tell the number of valence electrons but not the valence, they may be given more practice.

AglaSem Schools Formative Assessment Manual for Teachers

Period Classification of Elements - Chapter 5

Period Classification of Elements

Chapter 5

Assessment Technique: Diagram / Data based worksheet Objectives: To enable the students to●

Appreciate the periodic trends in change in metallic and non-metallic character of elements.

●

Study and analyse the given table for the placement and property of the elements in the Modern Periodic table.

Task :

Individual

Procure: The teacher may give the following worksheet after the teaching learning about the modern periodic table. The following information may be recalled with the students before the start working on the worksheet. –

Elements of 1st group are called alkali metals.

–

Metallic character increases down the group because of the increase in the size of the atom of the elements because of which the electrons from the outermost shall can easily be removed.

–

Metallic character decreases from left to right in a period because of the increase in the effective nuclear charge.

–

Non-metallic character increase from left to right in a period because of jncrease in effective nuclear charge.

–

Non-metallic character decreases down the group because of increase in the size of the atom.

Assessment Parameters: Question No. 1-6

carries 1 mark each

Question No. 6 & 7

carry 2 marks each

Student Work Sheet Instructions:

A part of the modern periodic table with elements represented by the letter of English Alphabet (not the elements symbols) is given below:



Observe that carefully and answer the questions that follows:

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AglaSem Schools Chapter 5 - Period Classification of Elements

Groups à

1

2

Formative Assessment Manual for Teachers

13

14

H I

15

16

17

18

J

L

N

K

M

O

periods â I

A

II

B

III

C

F

IV

D

G

V

E

p

Q1. What are the elements of group one called?

Q2. Select the letter which represents the most reactive metal?

Q3. What is the name given to group 17 elements?

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

Q5. Which element is most likely to be a metalloid?

Q6. What will be the chemical formula of a compound formed by combining the elements represented by F and L?

Q7. How the metallic character of elements vary in a group and why?

Q8. How the non-metallic character of elements vary in a period & why?

Suggested Remediation:

72

●

Some students may find it difficult to identify the place of element in the Periodic Table and for this the teacher may have to carry out a revision exercise.

●

Some students may not be able to comprehend the logic behind the trend in change in metallic and non-metallic characters, teacher may explain the basics of metallic and non-metallic character and the change in them again.

AglaSem Schools Formative Assessment Manual for Teachers

Period Classification of Elements - Chapter 5

Period Classification of Elements

Chapter 5

Assessment Technique: Data based Assessment Objectives: To enable the students to: ●

Appreciate that atomic radius is the distance between the centre of the nucleus and the outermost shell of an isolated atom and it is measured in pico meter.

●

Discover that going from left to right in a period elements, have atomic radius in decreasing order.

●

Draw the inference from the given data.

Task :

Individual

Procedure : The teacher may give the following information to the students as a recall before giving them the worksheet. ●

The atomic size refers to the radius of an atom.

●

The atomic size or atomic radius is the distance between the centre of the nucleus and the outermost shell of an isolated atom.

Assessment Parameters: Q. 1-7 carry 1 mark each, question no 5 carries 2 marks and 6 carry 3 marks.

Student Worksheet

Time : 10 minutes

Instructions :

Atomic Radius of few elements of 2nd period are given below, the elements are randomly arranged and are not in the order they are placed in a periodic table Elements of 2nd period Atomic Radius (pm)

B 88



Be 111

O 66



N 74



Li C 152 77

Now answer the following question: Q1. What is atomic radius of an element? Q2. What is the unit of atomic radius? Q3. Arrange the above elements in decreasing order of atomic radius.

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AglaSem Schools Chapter 5 - Period Classification of Elements

Formative Assessment Manual for Teachers

Q4. How does the atomic radius vary going from left to right in a period? Q5. Why does the atomic radius decrease on going from left to right in a Period? Explain: Q6. If the elements in the given data are the members of Group 1, 2, 13, 14, 15 and 16, predict and identify the .group number of each element as in the periodic table Group 1 element _________________ Group 2 element _________________ Group 13 element _________________ Group 14 element _________________ Group 15 element _________________ Group 16 element _________________ Q7. Will the size of the next element in the some period in group 17 be more or less than the group 16 element. Suggested Remediation:

74

●

Some students may find it difficult to comprehend that elements are arranged in the decreasing order of their atomic radius in a period in the Modern Periodic Table. Teacher may explain the concept using the Modern Periodic Table.

●

Some students may find it difficult to explain the reason behind the variation in the atomic radius going from left to right in a period. Teacher may help, explaining the impact of effective nuclear charge and encourage them to write their answer in points this will bring thorough understanding.

●

As an extension anomalies in the trend for radius of noble gases may be discussed, after the students have understood the general trend followed by the elements.

AglaSem Schools Formative Assessment Manual for Teachers

Life Processes Assessment Technique :

Life Processes - Chapter 6

Chapter 6

Individual Worksheet

Objectives: To enable the students to ●

Recall that all living beings respire to release energy

●

Recognise that respiration is a chemical reaction

●

Correlate the chemical reaction involved in respiration with presence/absence of Oxygen

●

Understand that there may be complete or incomplete breakdown of glucose depending upon the location and availability of oxygen

●

Appreciate that energy is produced in varying quantities when glucose is broken down during cellular respiration

Task :

Individual Work

Approximate Time :

15 Minutes

Procedure: ●

The students are given a worksheet that has a flow chart of breakdown of glucose by various pathways in living organisms.

●

The students will fill in the blank spaces in the flow chart and then answer the questions given below the flow chart.

Student Worksheet Time: 15 minutes

Max. Marks 5

Instructions: Given below is a flow chart of breakdown of glucose by various pathways. Fill in the blank spaces in the flow chart and answer the questions given below the flow chart.

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AglaSem Schools Chapter 6 - Life Processes

Formative Assessment Manual for Teachers

1.

What is the source of glucose molecules that are involved in cellular respiration in plants?

2.

What is the source of glucose molecules that are involved in cellular respiration in animals?

3.

What is the specific reason for muscle cramps that are caused due to sudden physical exercise?

4.

Out of the three types of reactions given in the flow chart, which reactions can be termed as aerobic? (Write the number specified in the flow chart)

5.

Out of the three types of reactions given in the flow chart, which reactions can be termed as anaerobic? (Write the number specified in the flow chart)

Criteria for Assessment:

76

●

Marks for each correct answer in the flow chart = ½ Total Marks for Flow chart: ½ × 5 = 2½

●

Marks for each correct answer to the questions = ½ Total Marks for answers to questions : ½ × 5 = 2½

Total: 2½ + 2½ = 5

AglaSem Schools Formative Assessment Manual for Teachers

Life Processes - Chapter 6

Suggested Remediation: ●

The teacher may indicate that respiration reactions cause a decrease in the size of the substrate molecule (glucose) and are hence termed as catabolic.

●

A few students may not be able to give satisfactory answers. The teacher may explain the concepts again and a similar worksheet may be given to them as a remedial exercise.

●

The teacher may also prepare an alternative worksheet where the reactions may be written in a tabular format with some areas left blank:

Type of respiration (aerobic / anaerobic)

●

Location in the cell

Substrate used

Intermediate formed

End products

The students may be asked to find out the cause of muscle fatigue in athletes, marathon runners and people who go for trekking. They may find out the role of regular physical activity and role of medicines in alleviating the symptoms of fatigue.

Life Processes

Chapter- 6

Assessment Technique : Individual Worksheet Objectives: To enable the students to ●

Recall the parts of excretory system in Human beings

●

Realize that nephron is an integral part of the excretory system

●

Understand the role of kidneys in removal of waste products

Task :

Individual Work

Approximate Time:

15 Minutes

Procedure: ●

The students are given a worksheet that has a diagrammatic representation of the excretory system and the structure of nephron.

●

The students may observe the diagrams and answer the questions that follow:

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AglaSem Schools Chapter 6 - Life Processes

Formative Assessment Manual for Teachers

Student Worksheet

Time: 15 minutes

Instructions: Given below is the diagrammatic representation of the excretory system and the structure of nephron. Observe them carefully and answer the questions given in the worksheet.

1.

In which part of the excretory system are the nephrons located?

2.

Name the blood vessel that brings nitrogenous wastes to the kidneys for removal.

3.

Name the blood vessel that is taking the blood away from the kidneys after the removal of nitrogenous wastes

4.

Which part of the nephron is connected to the ureters?

5.

In the diagram of excretory system, add arrows (pointing upwards/downwards) in the aorta and vena cava to show the movement of blood.

6.

Complete the following table using the word bank given in the box below.



Word Bank: oxygenated, deoxygenated, with nitrogenous wastes, without nitrogenous wastes

Name of the blood vessel Type of blood

78

Renal Vein

Renal Artery

1.

1.

2.

2.

AglaSem Schools Formative Assessment Manual for Teachers

Life Processes - Chapter 6

Criteria for Assessment : ●

Marks for each correct answer for questions 1–4 = ½ mark each (½ × 4 = 2)

●

Correct answer for question no. 5 = 1 mark (½ + ½)

●

Correct answer for question no. 6 = ½ × 4 = 2 marks Total Marks: 2 + 1 + 2 = 5

Suggested Remediation:

●

A few students may not be able to give satisfactory answers. The teacher may explain the concepts again and a similar worksheet may be given to them as a remedial exercise.



●

The teacher may also prepare an alternative worksheet in which a crossword puzzle is prepared taking parts of the excretory system as ‘words’ and their function/description/ location as clues.



●

Through this worksheet, the teacher should help the students to understand that using terms like ‘pure’ and ‘impure’ for blood may not be correct since blood in renal artery may be ‘pure’ in terms of presence of oxygen but ‘impure’ in terms of presence of nitrogenous wastes.

Life Processes

Chapter 6

Assessment Technique : Diagram based Objectives : To help the student to ●

Recall that stomata are the ‘breathing pores’ of leaf

●

Recognise the parts of a stomatal complex

●

Correlate the structure of guard cells with the specific functions performed by the stomatal pore

●

Appreciate the balance which exists in plants w.r.t the changes in environmental conditions.

Task : Approximate :

Individual worksheet Time: 15 minutes

Procedure : This worksheet may be used to evaluate the understanding of the ‘role of stomata in plants’ after the topic ‘Autotrophic Nutrition’ has been completed in class.

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AglaSem Schools Chapter 6 - Life Processes

Formative Assessment Manual for Teachers

Student Worksheet

Time: 15 minutes

Instructions : Observe the diagram of stomata given below and answer the questions that follow:

1.

Where are stomata present in the leaf?

2.

In diagram ‘A’, one area has been marked with a question mark '?' Name this area.

3.

The area mentioned in question -‘2’ is not been shown diagram ‘B’. What could be the reason for this?

4.

The guard cells in diagram ‘A’ are different in shape and size from the guard cells in diagram ‘B’. Which of the following sentences gives the correct reason:



a)

Guard cells swell up during the day and shrink at night



b)

Guard cells swell when water flows into them causing the stomatal pore to open. They shrink when water moves out and the stomatal pore closes.



c)

The uneven thickness of cell wall of the guard cells enables them to open and close at regular intervals.

5.

What will happen if there are no stomata in a plant?

Criteria for assessment : 1 mark for every correct answer Total: 1× 5 = 5 Suggested Remediation :

80

●

The students should be able to understand the importance of stomata through this worksheet.

●

Some students may not be able to answer the questions. The teacher may explain the concepts again and relate it to processes like photosynthesis and respiration. The following examples / relationships may be used:

AglaSem Schools Formative Assessment Manual for Teachers

Life Processes - Chapter 6



(a)

Stomata close when the temperature in high



(b) Stomata allow the plant to withstand heat by loosing water vapour- a process similar to sweating in human beings.



(c)



(d) Role of stomata in cloud formation



(e)

The raw materials for photosynthesis are obtained by the plants in different ways. CO2 enters through stomata. Gases that move in and out of stomatal pore during day and at night.

Life Processes

Chapter 6

Assessment Technique: Diagram based individual Worksheet Objectives: To enable the students to ●

Recognize the various parts of heart

●

Realize the importance of heart as an important organ for transportation of substances

●

Understand the role of veins and arteries in transportation

●

Appreciate the fact that oxygenated and deoxygenated blood are not mixed in the human heart for greater energy-efficiency

Task :

Individual Work sheet

Approximate Time:

15 Minutes

Procedure : ●

This worksheet may be used to assess the student’s understanding of the working of the human heart.

●

The students may be given this worksheet that has a diagrammatic representation of a four-chambered heart.

●

The student may observe the diagram and answer the questions given in the worksheet.

Student Worksheet

Time: 15 minutes

Instructions: Given below is the diagrammatic representation of a four-chambered heart. Observe the diagram carefully and answer the questions given in the worksheet.

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AglaSem Schools Chapter 6 - Life Processes

Formative Assessment Manual for Teachers

1.

Name one group of organisms that has a four chambered heart.

2.

Name the chamber marked as ‘A’ and specify whether it will receive oxygenated blood or deoxygenated blood.

3.

Name the chamber marked as ‘B’ and specify whether it will receive oxygenated blood or deoxygenated blood.

4.

Name the chamber marked as ‘C and specify whether it will receive oxygenated blood or deoxygenated blood.

5.

Name the chamber marked as ‘D’ and specify whether it will receive oxygenated blood or deoxygenated blood.

6.

Name the blood vessel that brings blood to chamber ‘A’.

7.

Name the blood vessel that carries blood away from chamber ‘B’.

8.

Name the blood vessel that brings blood to chamber ‘C.

9.

Name the blood vessel that carries blood away from chamber ‘D’.

10. What will happen if the blood in chambers ‘A’ and ‘C mix? Criteria for Assessment : Marks for each correct answer = ½ marks Total Marks: ½ × 10 = 5 marks Suggested Remediation :

82

●

A few students may not be able to give satisfactory answers. The teacher may explain the concepts again and a similar worksheet may be given to them as a remedial exercise.

●

The teacher may also prepare an alternative worksheet where incomplete labelling has been done, for example: Pulmonary _______, right______, _______ventricle etc.

AglaSem Schools Formative Assessment Manual for Teachers ●

Life Processes - Chapter 6

The students may be asked to prepare a ‘Flowchart’ showing movement of blood. The teacher may specify the starting point (right atrium or aorta). This may be done as a group activity. The flow-charts may be assessed by ‘peer assessment’ method where students of different groups may assess the flowcharts. This would enhance the learning experience.

Life Processes

Chapter-6

Assessment Technique : Role Play Objectives: To help the students to : ●

Understand the working of the various organs of the digestive system

●

Differentiate between types of food digested at different areas in the alimentary canal

●

Recognise the order in which the organs are present

●

Understand the role of each organ in digestion of food

●

Appreciate the relationship between structure and fuction of the organs of the digestive system.

Task :

Group Work

Approximate time given to each group: 4-5 minutes Procedure: 1.

The students will be asked to enact the role of a particular organ/part of the digestive system or Respiratory System. This activity may be done in groups too, where one student enacts and the others hold the relevant charts/ material required for role play.

2.

The student enacting the part of the digestive/ respiratory system must follow the following steps



●

Introduction



●

Specify area where you are present



●

Explanation of structure/function



●

Role in digestion/ respiration



●

What will happen if you are not there/ you stop working?



●

Any extra information related to working of the organ/part, disease etc.

3.

Each group may make a presentation in about five minutes. 83

AglaSem Schools Chapter 6 - Life Processes

Formative Assessment Manual for Teachers

4.

Organ/part of the digestive system or Respiratory System that can be given for Role play:



Mouth, Oesophagus, Salivary Glands, Liver, Gall Bladder, Stomach, Small Intestine, Large Intestine, Pancreas, Nasal Passage, Trachea, Lungs, Alveoli, Diaphragm, Larynx.

Illustration: Topic for Role play: Stomach The student enacting the role of stomach starts speaking: “Hello Friends, I am stomach, a very important organ of the digestive system. I am large, muscular and expand when food enters my cavity. I am placed just below the thoracic cavity towards the left side. I am actually present in the area below the diaphragm known as the abdominal cavity, receive the food from the oesophagus and then pass it to the duodenum. I regulate the exit of food by a sphincter muscle. It is important that food enters the duodenum in small quantities for efficient digestion. My muscular walls secrete digestive juices. These digestive juices consist of hydrochloric acid, a protein digesting enzyme called pepsin and mucus. The acid facilitates enzyme action and also kills harmful microorganisms. Mucus protects my inner lining from the action of acid. Pepsin facilitates the digestion of proteins. If I am not present, or if I stop working, then digestion of proteins will be affected. Food that is eaten by a person will not be stored and sent to small intestine in a regulated manner. In other words, a person will not be able to eat a normal sized meal but will have to eat more often, that too in small quantities. I am that part of the alimentary canal where the lumen is widest. I cannot digest the food completely, but when assisted by other organs of the digestive system, I perform my role efficiently. Note to the teacher : The teacher may help the students to prepare effective presentations by providing guidelines and facilitating the availability of the reference material. Criteria for Assessment: ●

Effectiveness of the presentation (2)

●

Justification of the role (2)

●

Creativity (1)

Sample record Sheet for Assessment:

84

AglaSem Schools Formative Assessment Manual for Teachers S. N.

Name of the student

* ** ***

Organ/Topic

Role

Life Processes - Chapter 6

Effectiveness Justification Creativity Total (5) of the of the role ***(1) presentation **(2) *(2)

May include communication skills, confidence, clarity of thought etc. May include content of role play and reasoning Something extra done by the student that is relevant to the role and improves effectiveness of the Role play.

Suggested Remediation : ●

Some students may not be able to perform the ‘Role Play’ activity properly.

●

The teacher may guide them by helping them to collect the relevant material and dividing the work for an effective presentation.

●

The teacher may also provide an alternative assignment (Ppt., worksheet, wall magazine) to such students.

85

AglaSem Schools Chapter 7 - Control and Coordination

Formative Assessment Manual for Teachers

Control and Coordination

Chapter 7

Assessment Technique : Diagram based worksheet Objectives : To help student to: ●

Recall functions of Nervous system

●

Recognise the importance of a reflex action in our day to day life.

●

Correlate between information received and quick response

●

Identify tissues/cells involved in a reflex arc

●

Differentiate between voluntary actions and a reflex action

●

Understand and appreciate the importance of quick response

Task :

Individual Worksheet

Approximate Time : 10 minutes Procedure : The following worksheet may be given to the students to assess their basic understanding of a Reflex Arc after completing the unit.

Student Worksheet

Time: 10 minutes

Instructions : Read the questions carefully and answer them. 1.

86

The diagram given below shows a reflex arc. Add the following labels to the diagram. Muscle; Sensory neuron; Relay neuron; Motor neuron; Pain receptors in skin

AglaSem Schools Formative Assessment Manual for Teachers 2.

List in order the 3 different neurons involved in a reflex arc from the stimulus to the response in a proper order. Stimulus

3.

Control and Coordination - Chapter 7

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

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

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

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

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

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

Response

Name 2 different reflex actions produced in response to two specific stimuli.

Reflex action 1 ........................................................................................................................ Reflex action 2 ........................................................................................................................ Criteria For Assessment : Q1. ½ mark × 5 = 2½ marks





Q2. ½ mark × 3 = 1½ marks

Q3. ½ mark × 2 = 1 mark





Total = 5 marks

Suggested Remediation : ●

This worksheet has been developed to help student to gradually proceed from recalling to understanding and then relating to real life situation.

●

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

●

To help students to understand the concept of a reflex arc and relating it with real life situation, teacher may also ask/suggest students the name of the sense organ and corresponding muscles/gland in various reflex actions.

●

If some students are not able to give satisfactory answers, the teacher may explain the concepts using real-life situations and adding the names of the parts of nervous system involved.

●

The worksheet may be simplified, if need be, in the following manner:



–

Labeling lines may be added in the diagram for question 1.



–

The names of the neurons may be given in question 2 and the students may be asked to place it in proper order.



–

The stimuli for the two parts of question 3 may be specified and the student may be asked to then write the specific reflex action that would take place in response to the stimuli.

87

AglaSem Schools Chapter 7 - Control and Coordination

Formative Assessment Manual for Teachers

Control and Coordination

Chapter 7

Assessment Technique : MCQ based work sheet Objectives : To enable student to: ●

understand structure and function of organs involved in controlling and coordinating body functions

●

appreciate that structures of organs are complementary to their respective functions

●

Identify specific regions of organs/tissues/ cells involved in control and coordination in animals

Task :

Individual Worksheet

Approximate Time :

15 minutes

Procedure : ●

This MCQ based worksheet may be used at the end , after summing up the lesson to assess knowledge, comprehension, application and analytical capabilities/skills of the students.

●

The worksheet will be distributed to the students who may complete it in the class in 15 minutes.

Student Worksheet

Time : 15 minutes

Instructions: Select the correct option from the four different choices given for each question.

88

1.

The sensory receptors in our body to detect smell are

a.

auditory receptors

c.

Olfactory receptors

b.

gustatory receptors

d.

tactile receptors

2.

Upon receiving a signal the dendrite tip of a nerve cell sets off a chemical reaction that

a.

creates an electrical impulse in the dendrite.

c.

creates an electrical impulse in the next neuron.

b.

releases some chemicals in the cell body of the neuron.

d.

creates a stimulus.

3.

The chemicals that cross the synapse to start a similar electrical impulse in the next neuron are released from

AglaSem Schools Formative Assessment Manual for Teachers

Control and Coordination - Chapter 7

a.

the dendritic tip

c.

the end of the axon

b.

the cell body

d.

the axon

4.

Part of the neuron where information is acquired is

a.

dendrite

c.

Cell body

b.

axon

d.

Nerve ending

5.

Part of the neuron through which information travels as an electrical impulse is

a.

dendrite

c.

Cell body

b.

axon

d.

Nerve ending

6.

Part of the neuron where the impulse is converted into a chemical signal for onward transmission is

a.

dendrite

c.

Cell body

b.

axon

d.

Nerve ending

7.

Give below parts of a neuron and their functions in two different columns. Match the part to the correct function. i) dendrite

1. the impulse is converted into a chemical signal For onward transmission

ii) axon

2. where information is acquired

iii) nerve ending

3. through which information travels as an electrical impulse

a.

i3

ii 1

iii 2

c.

i1

ii 3

iii 2

b.

i2

ii 1

iii 3

d.

i2

ii 3

iii 1

8.

The order of sequence of tissues involved in producing of a reflex action when a bright light is focused on the eye would be

a.

effectors, sensory neuron, relay neuron, motor neuron, receptor

c.

effectors, motor neuron relay neuron, sensory neuron, receptor

b.

receptor, sensory neuron, relay neuron, motor neuron, effectors

d.

receptor, motor neuron, relay neuron, sensory neuron, effectors 89

AglaSem Schools Chapter 7 - Control and Coordination 9.

Formative Assessment Manual for Teachers

Given below the parts of brain and one function associated with each part–in two separate columns. Match the part to the correct function. i) Forebrain

1. blood pressure and vomiting

ii) Cerebellum

2. walking in a straight line

iii) Medulla

3. hearing and sight

a.

i3

ii 2

iii 1

c.

i3

ii 1

iii 2

b.

i2

ii 3

iii 1

d.

i1

ii 3

iii 2

10. Functions of forebrain are a.

Sensation of feeling full, control of voluntary muscles, hearing, sight.

c.

control of voluntary muscles, control of blood pressure, hearing, sight

b.

control of voluntary muscles, hearing, sight, posture of the body

d.

Sensation of feeling full, control of involuntary muscles, hearing, sight

Criteria for Assessment: For every correct answer ½,

Total: ½ × 10 = 5 Marks

Suggested Remediation : ●

The questions which are generally not answered by majority of the students indicate that students need help in both, the content and the skill.

●

Teacher may cover this particular content once again and may use the assessment skill often, formally or informally to help students develop reflexes to answer such questions correctly. The students may be asked to answer similar questions after a few days.

Control and Coordination

Chapter 7

Assessment Technique: Worksheet Objectives: To help the students to: ● Identify the various steps involved in movement of information through a neuron ● Recognise the parts of a neuron involved in transmission of a nerve impulse Task :

Individual work sheet

Approximate Time : 15 minutes Procedure: The student is given a worksheet that has a diagrammatic representation of a nerve cell. Certain steps related to the movement of information through neurons are given in a tabular form. They have not been placed in the correct order. The student shall allot the number to each step to put them in correct sequence. 90

AglaSem Schools Formative Assessment Manual for Teachers

Control and Coordination - Chapter 7

Student Worksheet

Time : 15 minutes

Instructions: Given below is a worksheet in which certain steps related to the conduction of information through neurons are given in a tabular form. They have not been placed in the correct order. Allot a number to each step in order put them in correct sequence. Step number Description of the Step The electrical impulse travels along the dendrite An electrical impulse is created at the dendrite. Stimulus provides the information. Information is acquired at the end of the dendritie tip of the nerve cell. The electrical impulse travels from cell body to axon to the end of axon. The chemicals cross the synapse and reach the dendrite of the next neuron. The information sets off a chemical reaction The electrical impulse travels from dendrite to the cell body. The chemicals start a similar electrical impulse in the dendrite of the next neuron. At the end of the axon, the electrical impulse sets off the release of some chemicals Criteria for Assessment: ½ mark for each correctly numbered step

Total: ½ × 10 = 5

Suggested Remediation : ●

A few students may not be able to number the steps in the proper sequential order. The teacher may provide hints or ask the students to write the steps on different pieces of paper and then arrange them near the diagram of nerve cell.

●

The Teacher may also prepare a worksheet where the events are written in the correct sequence but some key-works are missing (close activity or fill in the blank). A word bank may also be provided.

Control and Coordination

Chapter 7

Assessment Technique : Activity Match-the-events’ based Worksheet Objectives : To enable the students to ●

Understand how control and coordination takes place in plants and animals

●

Recognize the chain of events that occur after a stimulus is received

●

Associate the chain of events that occur after a stimulus, to the response

●

Appreciate the role of hormones and nervous system in initiating a response 91

AglaSem Schools Chapter 7 - Control and Coordination Task :

Formative Assessment Manual for Teachers

Individual Work

Approximate Time : 15 Minutes Procedure: ●

The students are given a worksheet that contains a table about stimuli and responses that occur in plants and animals.

●

The stimuli are given in the bottom row and the responses in the top row of the table

●

In the middle hows of the table are the chain of events that lead to a particular response.

●

Using connecting lines, the students will connect each stimulus to the chain of events and finally to the response it produces.

●

The students may use different colours for different events.

●

One example has been done in the table.

Student Worksheet

Time : 15 minutes MM = 5

Instructions: Given below is a table of various stimuli and responses that occur in plants and animals. The stimuli are given in the bottom row the responses in the top row. In the middle rows of the table are the “chain of events” that lead to a particular response. Using connecting lines, connect each stimulus to the chain of events and finally to the response. You may use a different colour for each event. One example has been done for you. It clings to the object Insulin secretion reduced Cells on the ‘shady' side grow longer Blood carries hormone to different parts of the body Electricalchemical signals move from cell to cell Touching a hot object

92

Body ready to deal with emergency situation More oxygen to muscles Signal from sensory neuron to spinal cord Cells change shape

Leaves droop Cells on the side exposed to light do not grow at the same rate Amount of water in the cells changes Receptor sends message to a neuron

Detected by pancreas

Receptor = skin

Emergency situation

Touching a leaf (touch-me-not Plant)

Suggested Remediation mechanism Signal moves to motor neuron

Plant appears to bend towards light Movement occurs

Heart beats faster

Unequal growth

Part of the tendril close to the object does not grow as rapidly Synthesis of auxin at shoot tip

Auxin diffuses to The cells release shady side more insulin

Sugar level in blood rise

Part of tendril away from the support grows rapidly Tendril of pea plant comes in contact with support

Hand is moved away Tendril circles around the object Blood sugar level falls

Adrenalin secreted Light on a growing plant from one direction

AglaSem Schools Formative Assessment Manual for Teachers

Control and Coordination - Chapter 7

Criteria for Assessment: Marks for each correct ‘chain of events’ = 1

Total: 1 × 5 = 5

Suggested Remediation : ●

Some students may not be able to connect the stimuli to chain of events and finally the response. Such students may be explained the concepts again and then given a similar worksheet.

●

The teacher may show demonstrations of the ‘stimulus’ and the related ‘response’ before the worksheet is given to the students.

●

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

Control and Coordination

Chapter 7

Assessment Technique : Diagram based work sheet Objectives : To enable the students to ●

Recall the names of various endocrine glands present in our body

●

Recognise the importance of the role these glands play in body metabolism

●

Identify the location of endocrine glands in our body

●

Correlate the glands with their respective function/functions

●

Appreciate the balancing act of hormones, secreted by these glands

●

Differentiate between endocrine glands and exocrine glands

Task :

lndividual Work

Procedure : This worksheet may be given to the students to assess their basic understanding of endocrine glands and their coordinating role in body’s functions, after completing the unit.

Student Worksheet

Time : 15 minutes

Instructions : Observe the diagram given below carefully and write names of the endocrine glands A, B, C, D and E in the given boxes. Mention, name of one hormone produced each of these glands, in the table provided One example (F) has been done for you.

93

AglaSem Schools Chapter 7 - Control and Coordination

S.No.

Endocrine Gland

1

A=

2

B=

3

C=

4

D=

5

E=

6

F = Testis

Formative Assessment Manual for Teachers

Hormone released

Testosterone

Criteria for assessment : Each correct labeling (name of the endocrine gland) = ½ mark Name of the hormone = ½ mark

Total: ½ × 5 + ½ × 5 = 5 marks

Suggested Remediation : ●

94

Students may find it confusing to differentiate between endocrine and exocrine glands. It may be difficult for an average student to remember the names of all glands and the hormones secreted by them.

AglaSem Schools Formative Assessment Manual for Teachers

Control and Coordination - Chapter 7

●

Teacher may guide students to read the names of glands given in the diagram after carefully observing the location of the glands.

●

A ‘Match the following’ worksheet (endocrine glands and hormones) may be given to the students to know more about endocrine system.

Extra Worksheet (need not be evaluated) ♦

Hormone - A hormone is a chemical secreted by an endocrine _____________ and carried by _____________to target organs where it performs a specific _____________.

♦

Functions of Hormones Based on the time taken to produce an action the hormones may be fast-acting (e.g. Adrenaline a hormone that increases heart _____________ and breathing rates when we get a fright), or may be slow-acting (e.g. Human Growth Hormone regulates the many body processes involved in _____________).

♦

Complete the following table: Endocrine Gland Pituitary

Hormone Secreted

Target Organ

human growth hormone all cells antidiuretic hormone

kidneys

Thyroid

Thyroxine

all cells

Parathyroid

parathyroid hormone

bones, kidneys

Adrenal

adrenaline (‘fight flight’ hormone)

Pancreas

insulin

all cells

glucagon

all cells

oestrogen

sex organs

progesterone

sex organs

testosterone

sex organs, muscle

Gonads (Testes and Ovaries)

Function

or most cells

95

AglaSem Schools Chapter 8 - How do Organisms Reproduce ?

Formative Assessment Manual for Teachers

How do Organisms Reproduce?

Chapter 8

Assessment Technique : Individual Worksheet Objectives : To enable the students to ●

Recognize various types of Reproduction exhibited by animals and plants.

●

Learn the names / terms associated with reproduction.

●

Relate certain identifying features to specific parts where they are found.

Task :

Individual Work

Approximate Time :

15 Minutes

Procedure : ●

The students are given a worksheet that has a crossword puzzle and clues to complete the crossword.

●

The students shall read the given clues carefully and fill up the blocks with appropriate word/term.

Student Worksheet 1

2

3

4

5

6 7

9

8

10

11

96

B

R

Y

O

P

H

Y

L

L

U

M

AglaSem Schools Formative Assessment Manual for Teachers

How do Organisms Reproduce ? - Chapter 8

The Clues Across: 1-

Malarial parasite reproduces this way

4-

Male reproductive part of a flower

5-

Also called ‘Future shoot’

6-

Female reproductive part of a flower

7-

A contraceptive that creates a mechanical barrier

9-

An organism that reproduces by budding and regeneration

11- The leaves of this plant produce buds for reproduction Down: 2-

ln animals, embryo gets nutrition through.........

3-

A sexually transmitted disease

8-

This part of the flower ripens to form a fruit

10- It passes from one generation to the other Criteria for Assessment : Marks for each correct word added in the puzzle = ½

(Total Marks: ½ × 10 = 5)

Suggested Remediation : ●

A few students may not be able to guess the correct terms/names. The teacher may help them by giving additional hints which may be in the form of pictures.

●

If the students have not learned the characteristics, or, if this activity is given before the chapter is discussed in class, then the students may be allowed to use the text book.

How do Organisms Reproduce?

Chapter 8

Assessment Technique : Flower and Seed Dissection Objectives: To help the students to : ●

Identify the different parts of a flower and a seed

●

Differentiate between male and female reproductive structures in flowers.

●

Develop the skill of dissection

●

Recognise the various parts of a seed and a flower. 97

AglaSem Schools Chapter 8 - How do Organisms Reproduce ? Task :

Formative Assessment Manual for Teachers

Group Work / Individual Work

Time Required :

30 minutes

Procedure : 1.

The class is divided into groups of 2-4 students.

2.

Each group may be asked to bring a flower and a few seeds that have been soaked overnight in water.

3.

The students may be asked to bring any of the following flowers and seeds-

Suggested flowers : China Rose, Tube rose, salvia, poppy, Lily Seeds : Bengal Gram, green Moong, Kidney Beans (Rajma) 4.

The students may also be asked to bring some material like: scissors, brush, hand- lens, needle, two white/coloured sheets of paper.

5.

The teacher may guide the students and provide a list of parts that have to be displayed:



For example, Parts to be displayed during flower dissection- Stalk, Sepal, petal, stamen, pistil (or just stigma and style)



Parts to be displayed during seed dissection: Cotyledon, plumule, radicle (or just embryo and cotyledons).



Each group shall dissect one flower and one seed. They shall remove the parts one-ata-time and place them on the sheet of paper giving appropriate names to identify the parts.

Criteria For Assessment : This activity may be assessed on the basis of the following criterion: ●

Dexterity in Dissection (Skill)

●

Correct identification of parts

●

Besides this, each student may be asked questions individually by the teacher to assess his/her understanding (Viva).

Marking may be done in the following manner: S.N.

98

Name of the Student

Group

Dexterity in Dissection (Skill)

Correct identification of parts

(2)

(2)

Viva (1)

Total (5)

AglaSem Schools Formative Assessment Manual for Teachers

How do Organisms Reproduce ? - Chapter 8

Suggested Remediation: ●

A few students may not be able to dissect the flower or seed properly. The teacher may help them so that they are able to perform the activity skillfully.

●

Some students may not be able to identify the parts of the flower/ seed. The teacher may check to ensure that the flower/ seed that is being dissected is not damaged. She may also provide a picture /diagram of the dissected flower / seed so that the students know what is expected from them.

●

In case, there are more number of students who are unable to dissect the flower / seed, the teacher may draw the required diagrams on the Blackboard or demonstrate the activity before it is done by the students.

How do Organisms Reproduce ?

Chapter 8

Assessment Technique : Individual Worksheet MCQ based) Objectives : To enable the students to ●

Identify the parts of an organism involved in reproduction

●

Learn the names and functions of different parts of the reproductive system/ reproductive structures.

●

Understand the difference in structure, location and function of the reproductive parts organs

●

Appreciate the relationship between the reproductive part / organ, its structure and its function

Task : Approximate Time :

Individual Work 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

Time : 15 minutes

Instructions: Select the correct option from the four different choices given for each question. 1.

The information source for making proteins is

a.

Rough Endoplasmic reticulum

c.

DNA

b.

Hormones

d.

Enzymes 99

AglaSem Schools Chapter 8 - How do Organisms Reproduce ?

100

Formative Assessment Manual for Teachers

2.

Binary fission in some organisms occurs in definite orientation in relation to the cell structures. One such organisms is:

a.

Leishmania

c.

Amoeba

b.

Plasmodium

d.

Bacteria

3.

Plants that have lost their capacity to produce seeds, reproduce by

a.

Spores

c.

Fission

b.

Vegetative propagation

d.

Regeneration

4.

A stamen consists of two parts namely:

a.

Anther and style

c.

Anther and filament

b.

Stigma and style

d.

Filament and style

5.

A bisexual flower contains

a.

Stamens only

c.

Either stamens or carpels

b.

Carpels only

d.

Both stamens and carpels

6.

The part of the flower that ripens to form a fruit is:

a.

Ovule

c.

Carpel

b.

Ovary

d.

Egg cell

7.

The testes perform the following function/functions:

a.

Produce testosterone

c.

Produce male gametes and hormone

b.

Produce sperms

d.

Produce sperms and urine

8.

Fertilisation in human beings takes place in

a.

Uterus

c.

Cervix

b.

Vagina

d.

Fallopian Tube

AglaSem Schools Formative Assessment Manual for Teachers

How do Organisms Reproduce ? - Chapter 8

9.

Condom is a method of control that falls under the following category:

a.

Surgical Method

c.

Mechanical method

b.

Hormonal Method

d.

Chemical Method

10. The common passage for sperms and urine in the male reproductive system is: a.

Ureter

c.

Seminal Vesicle

b.

Urethra

d.

Vas deferens

Criteria for Assessment : Marks for each correct answer = ½

(Total Marks: ½ × 10 = 5)

Suggested Remediation: ●

A few students may not be able to give the correct answers to a few questions. The concepts related to such questions may be explained again. The students may be asked to answer similar questions after a few days.

How do Organisms Reproduce ? Assessment Technique

Chapter 8

Model Making

Objectives: To enable the students to ●

Identify the different parts of a flower

●

Learn the names and functions of different parts of a flower

●

Understand the relationship between size, location and function of parts of a flower

●

Appreciate the relationship between various parts of a flower and their role in reproduction

Task :

Group Work

Approximate Time :





Two hours (can be done as work home too)

Procedure : 1.

The class is divided into groups of 3-4 students.

2.

Each group may prepare a model of a flower highlighting the parts of a flower.

3.

The time-frame for completion of work and display is conveyed to the students.

(The teacher may allot a space in the desired area (classroom, laboratory, corridors etc) for display. 101

AglaSem Schools Chapter 8 - How do Organisms Reproduce ?

Formative Assessment Manual for Teachers

The following guidelines may be given to the students : ●

The size of the model : 18” by 18”

●

Materials used (Suggested, the student may use other materials too): Board for the base, clay dough, beads, yellow soil, handmade paper, paper flags for labeling etc.

●

Student Activity: The students shall prepare the model of a flower showing the parts required for various functions.

Criteria for Assessment : The Model may be assessed according to the following criteri a ●

Presentation of the model*

●

Placement of the structures/Accuracy**

●

Besides this, each student may be asked questions individually by the teacher to assess his/her understanding and level of contribution (Viva).***

Marking may be done in the following manner: S. N.

Name of the Student

Group

Presentation (1½ )*

Placement of structures/Accuracy (1½)**

Viva (2)***

Total (5)

* = Availability of material used

Cost effectiveness -Durability

** = Relevance to the chosen topic -Aesthetically pleasing -Explicitly conveys content *** = Two questions based on the model Suggested Remediation :

102

●

The models made by some students may not be very accurate or presentable. The teacher may allot a buddy to such groups from another then group that has done well.

●

The students may also be asked to do peer assessment and give suggestions to the group they are assessing so that they may improve their work. The groups may be allowed to make the improvements and then their work can be reassessed.

AglaSem Schools Formative Assessment Manual for Teachers

Heredity and Evolution - Chapter 9

Heredity and Evolution Assessment Technique

Chapter 9

Activity based Worksheet

Introduction: Industrial Melanism is a term used to describe the adaptation of a population in response to pollution. One example of rapid industrial melanism occurred in populations of peppered moths in the area of Manchester, England from 1845 to 1890. Before the industrial revolution, the trunks of the trees in the forest around Manchester were light grayish-green due to the presence of lichens. Most of the peppered moths in the area were light colored with dark spots. As the industrial revolution progressed, the tree trunks became covered with soot and turned dark. Over a period of 45 years, the dark variety of the peppered moth became more common. Objectives: To enable the students to ●

Describe the importance of coloration in avoiding predation

●

Relate environmental change to adaptive changes in organisms

●

Explain how natural selection causes populations to change over a period of time

●

Analyze how colour affects the organism’s ability to survive in certain environments

Task : Group activity (2 students) followed by Individual worksheet Approximate Time: 30 minutes ( 15 minutes for activity and 15 minutes for worksheet) Procedure : In lab, teacher may simulate how predators locate prey in different environments. Teacher may tell students about Industrial Melanism in England. Then the students may be asked to perform the following activity: 1.

Cut 30 circles from newspaper and 30 circles from white sheet (can be made with punching machine ). These are symbolic of two types of Moths.

2.

Place a sheet of white paper on the table and have one student spread 30 white circles and 30 newspaper circles over the surface. Ensure that the other student) isn’t looking.

3.

The other student is a “predator”, who will now use forceps to pick up as many of the circles as he can in 15 seconds.

4.

Record your data in the row for ‘trial 1’ in the table.

5.

Repeat this activity and record your data in the row for ‘trial-2’ in the table.

6.

Repeat this trial with 30 white circles and 30 newspaper circles on a newspaper background.

7.

Record your data in the row for ‘trial 3’ in the table.

8.

Repeat this activity and record your data in the row for ‘trial-4’ in the table. 103

AglaSem Schools Chapter 9 - Heredity and Evolution

Trial

Background

Formative Assessment Manual for Teachers

Starting Population Newspaper circles

White circles

1

White

30

30

2

White

30

30

3

Newspaper

30

30

4

Newspaper

30

30

Number Picked up Newspaper circles

Student Worksheet

White circles

Time: 15 minutes MM= 5

Instructions : Observe the data filled in the table and answer the following questions on the basis of pattern you have observed. 1.

Which moth( circle) coloration is the best adaptation for a dark (newspaper) background?

2.

Give one evidence for your answer given in question 1.

3.

Which coloured moth would be found in larger numbers in the next generation after trial 1?

4.

Which coloured moth would be dominating the population after three generations?

5.

What is this phenomenon called as?

Criteria For Assessment : Each correct answer = 1 mark

Total = 1 × 5 = 5

Suggested Remediation : The students must be made aware of the sources of error that may be responsible for incorrect data. Some such sources of error are: ●

The circles that have been prepared using the ‘punching machine’ may not have been counted properly.

●

At times, these circles tend to stick to one another, so care should be taken that they are separated properly.

●

The newspaper that is used for cutting circles and as a background may have coloured pictures or light/white areas.

Some students may not be able to answer the questions given in the worksheet. The teacher may explain the concepts again and give an alternate activity (crossword puzzle or a concept map with pictures/figures.

104

AglaSem Schools Formative Assessment Manual for Teachers

Heredity and Evolution - Chapter 9

Heredity and Evolution Assessment Technique

Chapter 9

Flow Chart based assessment

Objectives : To help the students to ●

Understand the concept of evolution

●

Recognise the evidences that support evolution

●

Correlate accumulation of variations with formation of new species

●

Appreciate the process of Natural Selection operating in nature

●

Understand how evolution takes place

Task :

(Individual Worksheet)

Approximate Time: 15 minutes Procedure : After completing the chapter, teacher may give this worksheet to students to assess their understanding of the topic.

Student Worksheet

Time: 15 minutes

Instructions : Given below is a concept map about evolution. Use the words given in the wordbank to fill up the gaps in the concept map.

105

AglaSem Schools Chapter 9 - Heredity and Evolution

Formative Assessment Manual for Teachers

Word Bank : Anatomical evidence, Broccoli etc. from wild cabbage, change over time, DNA, Darwin, Dinosaur bones, Homologous structures, Natural selection, New Species, Naturalist, Criteria for Assessment : Marks for each correct answer = ½ mark

Total = ½ × 10 = 5

Suggested Remediation : ●

Any wrong answer would be an indicator of student’s not understanding the concept it is associated with. Teacher may review the response of other students and identify the areas of strengths and weaknesses and provide inputs to help students to improve.

●

Teacher may provide hints in the form of pictures.

●

A film on evolution may be shown before the worksheet is given to the students.

Heredity and Evolution Assessment Technique :

Chapter 9 Individual Worksheet

This worksheet has been developed not only to assess the student’s understanding of the concept of ‘Sex Determination in Human Beings’ but also to make the students aware of the misconceptions related to this topic. Even today, in many parts of India, the women are largely held responsible for/the sex of the child they give birth to. Through his activity, the students will realize that it is the fathers sperms that determine the sex of the child. Since it is a matter of chance whether an ‘x’ carrying sperm or a ‘Y’ carrying sperm fertilizes the ‘x’ carrying egg.. neither the mother nor the father should be blamed for the sex of the child. The, teacher must discuss this issue after the worksheet has been completed by the students Objectives : To enable the students to ●

Understand that in human beings the sex of the individual is genetically determined

●

Identify the sex chromosomes in human males and human females

●

Realize that sex of a child is largely determined by the sex chromosome that he / she inherits from his / her father.

Task :

Individual Work

Approximate Time: 15 Minutes Procedure :

106

●

The students are given a worksheet that has a pictorial representation of ‘Sex Determination’ in human beings

●

The students may observe the pictorial representation and answer the questions given in the worksheet.

AglaSem Schools Formative Assessment Manual for Teachers

Student Worksheet

Heredity and Evolution - Chapter 9

Time: 15 minutes

Instructions: Given below is the pictorial representation of ‘Sex Determination’ in human beings. Observe the pictorial representation and answer the questions given in the worksheet.

107

AglaSem Schools Chapter 9 - Heredity and Evolution

Formative Assessment Manual for Teachers

1.

Select the correct statement by putting a ‘’ or a ‘×’ in the box provided.



a)

Women have a perfect pair of sex chromosomes while men have a mismatched pair of sex chromosomes.



b)

Men have a perfect pair of sex chromosomes while women have a mismatched pair of sex chromosomes.

2.

A women is going to give birth to a baby. The chances of the child being born a male are _______________ and female are_______________.

(You may add a percentage for the answer) 3.

(i)

Sperms i.e. the male gametes are similar in



(ii) Eggs i.e the female gametes are similar in



Choose the correct words from the word bank given. Word Bank: shape, size, genetic constitution

4.

(i)



(ii) If the child is a female, then the chromosome inherited from the mother is _______________and from the father is_______________

5.

Which sex chromosome have you inherited from your



Father :_______________



Mother :_______________

If the child is a male, then the chromosome inherited from the mother is_______________ and from the father is_______________

Criteria for Assessment : Marks for each correctly answered question = 1 (Total Marks: 1 × 5 = 5) Suggested Remediation :

108

●

The teacher will have to ensure that students are comfortable while discussing this topic. The teacher can plan an ‘ice breaker’ where a TV serial or a movie or a book or an article dealing with the same issue can be discussed in the class.

●

As an additional activity, the teacher may ask the students to write articles to newspapers on the same issue or a ‘Poster-Making’ and ‘Slogan Writing’ competition may be organised on the same topic.

●

Sex/gender in human beings is genetically determined. The teacher may ask the students to make a ‘Paper Presentation’ on criteria for sex determination in different organisms.

●

A few students may not be able to give satisfactory answers. The teacher may explain the concepts again and a similar worksheet may be given to them as a remedial exercise.

AglaSem Schools Formative Assessment Manual for Teachers Light : Reflection and Refraction - Chapter 10

Light: Reflection and Refraction Assessment Technique:

Chapter 10

Diagram Based Worksheet

Objectives : To enable the learner to ●

Draw correct ray diagrams showing image formation by lenses for different positions of the object.

●

Differentiate between real and virtual images.

●

Appreciate the specific applications of the lenses in daily life on the basis of the nature of the image formed.

●

Apply Cartesian sign conventions correctly.

Task :

Individual diagram based worksheet.

Assessment Time: 25 minutes. Procedure : The teacher may ●

Draw and explain specific rays, used to obtain the images, in case of lenses for different position of the object.

●

Discuss the nature, size and position of the images, formed by the convex/concave lenses

●

State Cartesian sign conventions and explain its use by means of extensive illustrative examples Assessment Parameters : As indicated

Student Worksheet Instructions : Study each of the diagrams A, B, C and D given below carefully and follow the instructions in the given questions. A

A 1.2 cm

B 2F



F

F

2F

12 cm

1.

Complete the above ray diagram to show the image formation

(2) 109

AglaSem Schools Chapter 10 - Light : Reflection and Refraction 2.

In the diagram



Object size = ...............

3.

For the image obtained

Formative Assessment Manual for Teachers

u = ............... cm



(1)



Image size = ............... cm



(1)

4.

Will the magnification obtained in this case be numerically equal to, less than or greater than unity?



v = ............... cm

B 1.2 cm

2F

F

F

2F

12 cm

1.

Complete the above ray diagram to show the image formation

2.

In this figure : f = ............... cm





3.

What is the nature of the image formed?

4.

Will the numerical value of magnification be equal to, more than or less than unity?



u = ............... cm

(2)

(1) (1)

C

2F

F



110

1.

Complete the ray diagram showing the image formation.

(2)

2.

State the nature of the image formed.

(1)

3.

Will the image position and the focal length, be positive or negative?

(2)

4.

Give one application of this lens for this position of the object.

(1)

AglaSem Schools Formative Assessment Manual for Teachers Light : Reflection and Refraction - Chapter 10 D

Device X

A

1.

Name the Phenomenon responsible for change in the path of rays

(1)

2.

Identify the device X

(1)

3.

What is point A called?

(!)

4.

Which physical quantity does the reciprocal of the distance, between the device and the Point A, denote? (1)

5. Write S I unit of the quantity named in point 4 above. Suggested Remediation :

(1)

●

Some students may not understand the details of the change in the path of light rays (i) incident parallel to the principal axis, (ii) passing through the optical centre and (iii) passing through the focus. The same may be highlighted

●

Difference in the nature of the images formed, i.e. real image and vitual image, may be clearly explained on the basis of the path of the light rays after refraction.

●

Analyse the errors committed by the students with regard to applications of the sign conventions. The proper use of positive and negative signs, with object size, image size, object distance and image distance may be explained with the help of extensive examples.

Light: Reflection and Refraction

Chapter 10

Assessment technique Diagram based worksheet Objectives : To enable the learner to Define refractive index in terms of angles of incidence and refraction Compare the refractive indices of different media Correlate refractive index with speed of light Assessment Time: 20 minutes Procedure : The teacher may 111

AglaSem Schools Chapter 10 - Light : Reflection and Refraction

Formative Assessment Manual for Teachers

●

State and explain snell's law

●

Define absolute refractive index and relative refractive index

●

Explain the difference between absolute refractive index and relative refractive index using illustrating examples

●

Explain the correlation between refractive index and the speed of light.

●

State the meaning of the term optical density'.

Assessment Parameter : One more for every correct answer.

Student Worksheet

Instructions : The path of a light ray, from air to three different media A, B, and C, for a given angle of incidence, is as shown. Study the diagrams carefully and answer the following questions 600

600

Air 500

A

Air 450



600

B

Air 400



C

1.

Which of the three media A, B or C has maximum optical density?

(1)

2.

Through which of the three media, will the speed of light be maximum?

(1)

3.

Will the refractive index of B relative to C be more than unity or less than unity? (1)

4.

Will the light traveling from A to B bend towards or away from the normal?

5.

If na, nb and nc denote refractive indices of the three media, arrange na, nb and nc in descending order? (1)

6.

What inference can be drawn about the optical density of the three media from the above diagram? (1)

7.

For which ray of light, incident on any of the three media, will these three media show identical behaviour. (1)

8.

If a ray of light is incident in medium, at an angle of 40o, what will be its angle of refraction in air? (1)

9.

If angle of incidence is increased, what will be the change in the angle of refraction?  (1)

(1)

Suggested Remediation :

112

●

Some of the students may not be able to understand the difference between relative refractive index and absolute refractive index. The same may be clearly explained.

●

The fact that the absolute refractive index is always greater than unity, whereas the relative refractive index may be more or less than unity should be clearly highlighted

●

The dependence of speed of light, on refractive index may be clearly explained.

AglaSem Schools Formative Assessment Manual for Teachers Light : Reflection and Refraction - Chapter 10

Light: Reflection and Refraction Assessment Technique

Chapter 10

Numerical based worksheet

Objectives : To enable the learners to ●

Use the expression for magnification, and the lens formula to solve simple numerical problems.

●

Correlate the situation given in the problem with the images formed by the lenses.

●

Appreciate why a given lens finds a specific application in daily life.

●

To express all the given physical quantities, in consistent units, for use in a specific numerical problem.

Assessment task : Individual numerical based worksheet. Assessment Time: 15 minutes Procedure : The teacher may ●

Explain the nature of images formed by spherical lenses for different positions of the object.

●

Discuss nature of the images formed by (i) a concave lens (always virtual and diminished) and (ii) a convex lens (real: smaller/magnified and virtual; only enlarged).

●

Give illustrative examples for the formulae learnt and the relevant diagrams through simple numerical problems

●

Emphasise that all the physical quantities given in a numerical problem should be expressed in consistent units.

Assessment parameter : One mark for every correct answer.

Student Worksheet Instructions : Study the following situation carefully and answer the questions that follow:

A lens produces an erect image, of size 12 mm, when an object of size 6 mm is placed 12 cm from its optical centre.

1.

What is the nature of the lens?



2.

What is the magnification produced?



3.

What can we say about the position of the object to get an image of the type given? 113

AglaSem Schools Chapter 10 - Light : Reflection and Refraction

Formative Assessment Manual for Teachers



4.

Draw the relevant diagram to justify your answer to the above question.



5.

Calculate the image distance and the focal length of the lens.



6.

What is the power of this lens?



7.

●

Generally, the students find it difficult to solve even simple numerical problems. Sufficient practice should be given to the students in solving of the numerical problems based on different types of images formed by lenses.

●

The numerical situations given should be correlated with the relevant diagrams to enable the students to guess the expected range of the unknown parameter, viz u, v or f.

●

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

●

Some students may not convert the given quantities in consistent units. The need for the same should be strongly emphasized.

Give an application, in daily life, of this type of lens, in a situation similar to the one given here. Suggested Remediation :

Light: Reflection and Refraction

Chapter 10

Assessment Technique Numerical based Worksheet Objectives : To enable the learner to ●

Use sign conventions in case of spherical mirrors

●

Use mirror formula relating u, v and f to calculate any one of three unknown quantities

●

Use the expression m = u = 0 , for magnification

●

Relate a given numerical situation with the relevant appropriate diagram for image formation.

v

I

Assessment Task : Individual numerical based worksheet Assessment Time: 15 minutes Procedure : The teacher may

114

●

Discuss the nature of images, formed by spherical mirrors for different positions of the object.

●

Give examples to illustrate the use of sign convention.

AglaSem Schools Formative Assessment Manual for Teachers Light : Reflection and Refraction - Chapter 10 ●

Define magnification and explain that its numerical value may be equal to, more than, or less than unity

●

Explain the use of the mirror formula relating u, v and f to calculate any one of there quantities when the other two are given. Assessment parameter : One mark may be given for each correct answer.

Student Worksheet Instructions : Study the following situation carefully and answer the questions that follow. A spherical mirror produces an image 48cm, in front it, when an object is positioned 12cm from its pole.



1.

Identity the nature of the mirror.

(1)

2.

Is the image magnified or diminished ?

(1)

3.

State whether the image formed is real or virtual.

(1)

4.

Is the image formed erect or inverted ?

(1)

5.

In the above situation u = ............... cm v = ............... cm

(1)

6.

Calculate the focal length of the mirror.

(1)

7.

Calculate the magnification of the image.

(1)

8.

Draw the ray diagram, showing the formation of the image in the above case

(1)

9.

If the object size is 5mm, calculate the size of the image formed.

(1)

10. Write any two applications of the type of spherical mirror used here. Suggested Remediation : 1.

(1)

Some of the students may not comprehend the correlation of the relative size of the image, with the given values of object and the image distances. The same may be explained with the help of the formula m=

I v = 0 u

2.

The fact that only a real image can be formed in front of a spherical (concave) mirror may not be clear to the students. This point needs to be strongly emphasised.

3.

Some students may find it difficult to apply the sign convention correctly. The same may be clarified through a number of different examples.

115

AglaSem Schools Chapter 10 - Light : Reflection and Refraction

Formative Assessment Manual for Teachers

Light: Reflection and Refraction

Chapter 10

Assessment Technique

Diagram based Worksheet

Objectives : To enable the learner to ●

Differentiate between converging and diverging mirrors.

●

Differentiate between concave, convex and plane mirror on the basis of the nature of the image formed by these.

●

Draw the path of a few specific rays after reflection from the surface of a spherical mirror.

●

Appreciate the applications of mirrors in daily life

Assessment Task : Diagram based individual worksheet Assessment time : 10 minutes Procedure : The teacher may ●

Familiarize the students with different types of mirrors.

●

Explain the converging nature of a concave mirror and the diverging nature of a convex mirror in terms of the law of reflection.

●

Draw the path of few specific rays, i.e. (i) incident parallel to the principal axis, (ii) incident through the focus and (iii) incident through the centre of curvature of the mirror.

●

Explain the nature of images formed by spherical mirrors for different positions of the object.

●

Discuss the possible applications of mirrors in daily life, based on the nature of images formed by them. Assessment parameters : ½ mark for every correct answer

Student Worksheet Instructions : Study the diagrams given below carefully and answer the following questions

116



AglaSem Schools Formative Assessment Manual for Teachers Light : Reflection and Refraction - Chapter 10 1.

Which of the three mirrors is a convex mirror?

2.

Identify the mirror which reflects a parallel incident beam of light as (i) parallel beam (ii) a converging beam

3.

For the reflected rays, shown in the above diagrams, draw the corresponding incident rays in (i) Fig (1), (ii) Fig (2), (iii) Fig (3).

4.

Which of the three mirrors always produces an image equal in size to the size of the object?

5.

Which of the three mirrors can produce a diminished as well as an enlarged image?

6.

Which of the mirrors always produces an image of size smaller than that of the object ?

7.

Which of the three mirrors, A, B and C, is used by a dentist to observe cavities in the teeth?

8.

Which mirror is used by doctors to focus light an a particular part of the human body, say inside the nose, throat etc.?

9.

Which of the mirrors is used to check shop-lifting?

10. Which of these three mirrors is used as the rear-view mirror in automobiles? Suggested Remediation : ●

The learners response may be analysed carefully to identify the types of errors committed. The mistakes may be highlighted and the correct answers may be given with explanation.

●

Many students do not understand why a ray of light, parallel to the principal axis, bends towards the principal axis in the case of a concave mirror but goes away from the principal axis in the case of a convex mirror. The same may be explained clearly through the laws of reflection.

●

The three incident rays, commonly used to get the details of the images formed by a concave/convex mirror may be discussed and enough practice given in their use.

●

The use of the mirrors for specific purposes should always he correlated with relevant diagram to enhance the drawing skills and the application of the same in our daily life.

Light: Reflection and Refraction

Chapter 10

Assessment Technique : Drawing skill based worksheet Objective: To enable the learner to ●

Draw ‘to the scale’ ray diagrams for images formed by a convex lens for different object positions.

●

Measure and tabulate the changes in image positions and sizes with change in object position.

●

Interpret data and draw inferences based on her/his interpretation. 117

AglaSem Schools Chapter 10 - Light : Reflection and Refraction

Formative Assessment Manual for Teachers

Assessment Task: Individual drawing of to the scale' ray diagrams. Assessment Time: 25 minutes Procedure: The teacher may discuss with the students: ●

The difference between real image and the virtual image

●

The prominent rays used to obtain the image, formed by lenses for different positions of the object.

Assessment Parameter : 1.

3 Marks for each ‘to the scale’ ray diagram.

2.

2 Marks for each inferences drawn.

Student Worksheet Instructions : Read the followings instructions carefully and do as directed: ●

Consider a convex lens of focal length 60cm and an object of size 12cm

●

Choose a scale where 6cm corresponds to 1cm

●

Take the object to be at a distance of 45cm from the convex lens and draw the corresponding ray diagram for image formation.

●

Repeat for object distances of 30cm, 24cm, 15cm..

●

Complete the table given below: Object Size = 12 cm

Object Distance

Focal Length = 60 cm Image

Distance

Size

Nature

45 cm 36 cm 30 cm 24 cm

118



Complete the ‘inference statements’ based on your interpretation of the data collected by you:



For an object kept within the focus of a convex lens



a.

the image is .......................................... in nature.

AglaSem Schools Formative Assessment Manual for Teachers Light : Reflection and Refraction - Chapter 10

b.

The image moves .......................................... to /from the focus as the object is moved progressively closer to the optical centre.



c.

The image size keeps on progressively .......................................... as the object is moved progressively away from the focus of the lens.



d.

For all object distances less than the focal length, the image is ............................ with respect to the object.

Suggested Remediation : Some of the students may fail to appreciate why the given scale has been selected. The teacher will guide students about ●

Choosing an ‘appropriate scale’ in each situation.

●

Drawing ‘to the scale’ ray diagrams.

●

Observing any regularity/pattern present in a (given) data

●

Drawing conclusions on the basis of observed regularity/pattern in the (given) data.

[Note: the ‘focal length,’ ‘object size’ and ‘object distances’ values given here are only Suggestive in nature and the teacher can make appropriate changes in these for assigning work to different students].

Light: Reflection and Refraction

Chapter 10

Assessment Technique : Drawing skill based worksheet Objective : To enable the learner to : ●

Draw ‘to the scale’ ray diagrams for images formed by a concave lens.

●

Measure and tabulate the (small) changes, in image positions and sizes, with changes in object position.

●

Interpret data and draw inferences based on his/her interpretation.

Assessment Task : Careful individual drawing of 'to the scale' ray diagrams. Assessment Time : 30 minutes Procedure : The teacher will ask the students to ●

Consider a concave lens having a focal length of magnitude 50 cm and an object of size 10  cm

●

Choose a scale where 5cm corresponds to 1cm

●

Draw ray diagrams corresponding to object distances of 100  cm, 75  cm, 50  cm, 40  cm and 25  cm.

●

Measure the image distance and image size in each case and tabulate her/his data. 119

AglaSem Schools Chapter 10 - Light : Reflection and Refraction

Formative Assessment Manual for Teachers

●

Complete the following ‘inference statements’: for a concave lens:



(a)



(b) the image formed moves .......................................... to/from the optical centre as the object moves closer to the optical centre of the lens. With the object distance more than the magnitude of the focal length of the lens.



(c)



(d) The image size keeps on .......................................... as the object moves closer to the optical centre of the lens



(e)

the image formed is always ................................ in nature

The image formed moves .............to/from the optical center as the object moves closer to the optical center of the lens with the object distance less than the magnitude of the focal length of the lens.

The image/size is ------------- than the size of the object.

Assessment Parameters : 3 marks for each ‘to the scale’ ray diagram 1 marks for each of the inferences drawn

Student Worksheet Instructions : Read the followings instructions carefully and do as directed. ●

Consider a concave lens having a focal length of magnitude 50cm and an object of size 10 cm

●

Choose a scale where 5cm corresponds to 1cm

●

Take the object to be at a distance of 100cm from the concave lens and draw the corresponding ray diagram

●

Repeat for object distances of 75cm, 50cm, 40cm and 25cm

●

Complete the table given below: Object Size = 10 cm

Focal length magnitude = 50 cm

Nature of lens taken: concave Object Distance 100 cm 75 cm 50 cm 40 cm 25 cm 120

Image Distance

Size

Nature

AglaSem Schools Formative Assessment Manual for Teachers Light : Reflection and Refraction - Chapter 10

Complete the ‘inference statements,’ based on your interpretation of the data collecter by you, for a concave lens



a.

the image is always ............................ in nature.



b.

The image moves ........(nearer/away)............. to /from the focus as the object is moved progressively closer to the optical centre.



c.

The image size keeps on progressively ........(decreasing/increasing) ............. as the object is moved progressively away from the focus.



d.

For all object distances less than the focal length, the image is ........(diminished/ magnified) ............. with respect to the object.

Suggested Remediation : The teacher may guide students about ●

Choosing an ‘appropriate scale’ in each situation

●

Drawing ‘to the scale’ ray diagrams

●

Observing any regularity/pattern present is a (given) data

●

Drawing conclusions on the basis of the observed regularity/pattern in the (given) data.

[Note: The ‘focal length magnitude’, ‘object size’ and ‘object distances’ values given are only Suggested in nature and the teacher can make appropriate changes is them for assigning work to different students.]

121

AglaSem Schools Chapter 11 - Human Eye and Colourful World

Formative Assessment Manual for Teachers

Human Eye and Colourful World

Chapter 11

Assessment Technique: Application based work sheet. Objective : To enable the student to learn about the ●

approximate size (say, r,) of the (normal) eye-ball

●

that, in case of human eye, the distance between the screen (the retina) and the eye-lens remains (nearly) fixed irrespective of the distance of the object

●

That during normal relaxed vision, u = – ∞ and v = r.

●

That for u ≈ – 25cm, and v = r, the eye is looking at an object kept at the least distance of distinct vision.

●

That the amazing ‘power of accommodation’ of the human eye does not really involve a very large percentage change in the focal length of the eye-lens.

Task : Individual numerical problem Assesment time: 20 Minutes Procedure Task : The teacher may explain to the students that: ●

size of the normal eye-ball may be taken as close to 2.0cm.

●

object distance, during normal relaxed vision, of very far off objects, is infinite.

●

minimum object distance, during the seeing of nearby objects, has to be (nearly) 25cm for the normal eye.

●

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

●

Power of a lens (in diopters) equals the reciprocal of the focal length (in meters).

Assessment Parameters : 1 mark for each correct answer.

Student Worksheet Instructions : You are given that the size of the normal eyeball is nearly 2cm and the normal eye can adjust the focal length of its eye-lens to see objects situated anywhere from 25cm to an infinite distance away from it Now answer the following questions:

122

1.

What is the focal length (in metres) of the (normal) eye-lens when it is viewing a very far off object ?

2.

What is the power of the eye-lens in this case ?

3.

A normal eye is viewing an object kept 25cm away from it. What is the focal length of the eye-lens in this case ?

4.

What is the power of the eye-lens for this (normal) near-viewing?

AglaSem Schools Formative Assessment Manual for Teachers 5.

Human Eye and Colourful World - Chapter 11

How much is the percentage change, in the focal length of the eye-lens, when it adjusts itself, from its normal relaxed position, to the position where the eye can see the ‘nearby object’ clearly?

Suggested Remediation: Some of the students may not understand that the size of the eye-ball is equal to the image distance irrespective of the position of the object. The teacher may help the students ●

realize that in the case of the human eye, the distance between the lens and the screen (the retina) remains fixed and that this distance is (nearly) equal to the size of the eyeball.

●

use lens formula  v − u = f  to calculate the focal length of the eye-lens for both (i) very far–off (ii) normal near–viewing.

●

calculate the percentage change in the focal length of the eye-lens and appreciate that it is not a very large change.

●

appreciate the wonderful capacity of the human eye—its amazing 'power of accommodation'

1

1

1

Human Eye and Colourful World

Chapter 11

Assessent Technique: Individual Worksheet Objective : To enable the learner to get familiar with ●

some natural phenomenon based on the dispersion of light.

●

places, time and situations under which these phenomenon are best observed

●

The ways and means of presenting these observed phenomenon through suitable drawings/paintings/photographs

Assessment Task: Listing, Recapitulation, Drawing Procedure : The teacher may discuss with the students ●

about some natural phenomenon like the rainbow, the red colour of sky at sunset and sunrise times, the blue of sky - based on the multicolored nature of sun light.

●

about cause/s – reflection, refraction, total internal reflection, scattering etc.- that are associated with these different phenomenon.

●

to look for other interesting natural phenomenon through surfing the net, talking with seniors, reading from books etc.- that are associated with the multicoloured nature of white light.

●

record their interesting observations through suitable (coloured) drawings/paintings/ photographs etc. 123

AglaSem Schools Chapter 11 - Human Eye and Colourful World ●

Formative Assessment Manual for Teachers

to try and visit places, far from the haze and dust of crowded cities, for a clearer and better observation of these natural phenomenon.

Assessment Parameters : Two marks for listing of natural phenomenon

One mark for the recapitulation of the place or (approximate) time of their observations



Two marks for (at least one) drawing/painting/photograph of the natural phenomenon observed.

Student Worksheet Instructions: Do as directed: 1.

Make a list of the natural phenomenon associated with the multicoloured nature of white light.

2.

When and where did you observe/last observe (any one/some of) the phenomenon listed above?

3.

Draw a drawing or make/collect a painting or give your own/otherwise available photograph of the natural phenomenon that you liked and appreciated the most.

Suggested Remediation : ●

Some of the students may not be keen to study the phenomenon and collect relevant information/pictures of the same. The teacher may aruse their curiosity by explosive them to the wonderful world of natural phenomenon like the rainbow, the ‘red-colour’ of the sky at sun-rise and sun-set, the blue of the sky and so on.

●

The teacher may also collect information- to the extent possible – from the net, books, newspaper and magazine reports – about some not so common phenomenon, based on the multicoloured nature of sunlight.

●

The teacher may encourage and motivate her/his students to appreciate the boundless beauties and wonders of nature and to do their best to cause least damage to nature and natural surroundings.

The Human Eye and Colourful World Assessment Technique:

Matching Type Worksheet

Objectives : To enable the learner to

124

●

Understand the structure of the human eye.

●

Correlate the parts of the human eye to their practical function.

Chapter 11

AglaSem Schools Formative Assessment Manual for Teachers

Human Eye and Colourful World - Chapter 11

●

Study the types of defects in the human eye and their correction.

●

Differentiate between the main defects of the eye and to investigate their cause/s.

●

Appreciate the role of ciliary muscles and correcting lenses (when needed) to get a clear vision of the objects situated anywhere between 25 cm to infinity. Assessment Time : 15 minutes

Procedure : The teacher may ●

Describe the structure of the eye using a labeled diagram

●

Discuss the function of different parts of the eye

●

Explain the types of defects of vision and their cause/s.

●

Discuss the location of near point/far point of defective eye and compare the same with those of a normal eye.

●

Describe how the use of lenses helps in correction of eye defects.

Assessment parameters : Half mark for each correct answer.

Student Worksheet Instructions : The following table lists a few functions/phrases/statements in column A. Match these items in column A to the corresponding terms in column B. Note that more than one item in column A may match with the same item in column B. The matching for A1 and A2 is given as an illustration. Column A A1 Light-sensitive screen

Column B B1 Hypermetropia

A2 Cells on this part generate electrical signals B2 Retina upon illumination A3 Near-sightedness

B3 Deviation

A4 Corrected by using bifocal lenses

B4 Myopia

A5 Inability to see nearby objects clearly

B5 Ciliary muscels

A6 With objects at 25cm, the image is formed B6 Increased focal length of the eye-lens behind the retina A7 Modify the curvature of the eye-lens

B7 Presbyopia

A8 Milky and cloudy eye-lens

B8 Cataract 125

AglaSem Schools Chapter 11 - Human Eye and Colourful World

Formative Assessment Manual for Teachers

Column A

Column B

A9 Near point of the eye moves away

B9 Reddish colour of the sky

A10 Distance of the far point decreases

B10 Scattering of light

A11 Corrected by a converging lens

B11 Refraction

A12 Corrected by a concave lens

B12 Scattering of light

A13 Relaxed ciliary muscles

B13 Twinkling of stars

A14 Difficulty in reading blackboard while B14 Spectrum. sitting in the last row. A15 Caused by excessive curvature of the eye B15 Increase in size of the eye-ball lens A16 Caused by increased focal length of the eye B16 decrease in size of the eye-ball. lens A17 Caused by light passing through thinner layers of air A18 Makes the sky appear bluish A19 The band of coloured components of white light A20 The phenomenon causing advanced sunrise and delayed sunset. A21 Caused by changing physical conditions of the atmosphere A22 Angle formed between the incident ray and the emergent ray in a prism. Illustrative answers. 1.

[A1, B2] ⇒

2.

[A2, B2]

A1 A2

B2

Suggested Remediation:

126

●

Some of the students tend to omit the detailed functioning of some parts of the human eye. The detailed functions of each part e.g. how a ciliary muscle controllers the focal length/curvature of he eye in relaxed/compressed position, should be highlighted.

●

The correction of eye defects, requires the detailed study of each of the defects of the human eye. Their causes, their effect on near point/far point and role of the correcting lenses should be discussed in detail and supported with relevant ray diagrams.

AglaSem Schools Formative Assessment Manual for Teachers

Human Eye and Colourful World - Chapter 11

Human Eye and Colourful World Assessment Technique

Chapter 11

Diagram based worksheet

Objectives: To enable the students to ●

Learn the function of the lens in a human eye.

●

Differentiate between the defects myopia and hypermetropia in terms of the image formed by the eye lens.

●

Study the use of spectacle lenses in correction of the Defects of vision.

Assessment Task: Individual worksheet Approximate Time: 15 minutes. Procedure: The teacher may ●

Discuss the meaning of the power of accommodation of the normal eye.

●

Explain the defects myopia and hypermetropia using diagrams.

●

Describe the change in the far point/near point a defective eye.

●

Explain using diagrams how appropriate lenses are used to correct the (relevant) defect of vision.

Assessment parameters: One mark for each correct answer.

Student Worksheet Instructions : Complete each of the following diagrams to show the image formation. The nature of the eye, normal/myopic / hypermetropic is indicated with each diagram. A.

Normal eye, object at 25 cm from the eye lens.

O N 25 cm

B.

Hypermetropic eye, object at 25 cm from the eye lens.

O 25 cm

127

AglaSem Schools Chapter 11 - Human Eye and Colourful World C.

Myopic eye, object at infinity.

D.

Hypermetropic eye

E.

Myopic eye

Formative Assessment Manual for Teachers

Suggested Remediation:

128

1.

Analyse the response of the students carefully to identify the type of errors committed by them.

2.

Some of the students may fail to draw the (correct ray) diagrams. They may not be aware of the fact that a myopic eye produces image (of a distant object) in front of the retina whereas a hypermetropic eye produces the image (of a nearby object) behind the retina. These points may be highlighted.

3.

Generally, the students fail to comprehend the role of a convex correcting lens as a converging lens and that of a concave lens as a diverging lens. These facts should be clearly explained, with appropriate ray diagrams and enough practice should be given to the students to develop the skill of drawing the correct ray diagrams.

AglaSem Schools Formative Assessment Manual for Teachers

Human Eye and Colourful World - Chapter 11

The Human Eye and Colourful World

Chapter 11 Diagram based worksheet

Objective: To enable the learner to ●

Discover that white light is a mixture of colours

●

Appreciate that the dispersion is caused by the difference in angles of deviation caused by a prism for different colours

●

Correlate dispersion to certain observations in daily life and in nature

Assessment Task: Individual student worksheet Assessment Times: 10 minutes Procedure: The teacher may ●

Explain the phenomenon of dispersion of light by means of a diagram and discuss the cause thereof.

●

Correlate the phenomenon with observations in daily life, e.g. colours seen in a fountain/waterfall on a sunny day.

●

Discuss Newton's double prism experiment, where a recombination of colours by the second prism gives back white light.

Assessment Parameter: One mark may be allotted for each correct answer.

Student Worksheet Instructions: Study the diagram given below carefully and answer the questions that follow.

ite Wh

t

ligh

1.

Complete the above diagram indicating the names of the emerging colours in correct sequences. (1)

2.

Name the phenomenon involved.

(1)

3.

Give an example of the phenomenon occurring in (i) daily life (ii) nature

(1) 129

AglaSem Schools Chapter 11 - Human Eye and Colourful World

Formative Assessment Manual for Teachers

4.

Name the colour which deviates the (i) most (ii) least

(1)

5.

Explain a method to recombine the separated colours to get back white light.

(1)

Suggested Remediation: Some of the students fail to understand the cause of dispersion. The fact that the refractive index of the material of a prism and hence the deviation caused depends on the colour of light may be highlighted. ●

The fact that the refractive index increases from red to violet may be emphasized.

The Human Eye and Colourful World

Chapter 11

Assessment Technique: Matching Type worksheet Objectives: To enable the learner to ●

Appreciate the role of human eye as the most sensitive and wonderful sense organ.

●

Understand the similarity of the human eye with a camera.

●

Identify the role/function of different parts of the human eye.

●

Differentiate between a normal eye and a defective eye.

●

Differentiate between myopia and hypermetropia

●

The role and use of lenses in correcting the defects of eye.

Assessment Task: Individual worksheet. Approximate Time: 20 minutes. Procedure: The teacher may ●

Describe the construction of human eye by mean of a neat and labeled diagram/a3-D model.

●

Explain the function of each part of the human eye

●

Describe the defects of human eye

●

Explain the causes of these defects.

●

Illustrate diagrammatically the role and use of lenses to correct these defects.

Assessment Time: 15 minutes. Assessment parameters: Half mark for each correct answer.

130

AglaSem Schools Formative Assessment Manual for Teachers

Human Eye and Colourful World - Chapter 11

Student Worksheet Instructions: A few defects of the human eye and the functions/relevant definition, information about different parts of the-human eye are listed in columns A and B below. Select the pairs, in the two column, that match each other. One Illustrative answer is given in the end. Column A A1 The human eye

Column B B1 regulates and controls the amount of light entering the eye

A2 Automatic accommodation B2 delicate membrane with very large number of light sensitive of the eye cells A3 Retina

B3 behaves like a photographic camera

A4 Ciliary muscles

B4 Inability to see nearby objects clearly.

A5 Myopia

B5 carry electrical signal, generated by the image to the brain

A6 Cataract.

B6 Dark muscular diaphragm which controls the size of the pupil

A7 Presbyopia

B7 milky and cloudy crystalline lens of the eye

A8 Iris

B8 ability of eye to see objects, between 25cm to infinity, clearly

A9 Pupil

B9 increase or decrease in the curvature of the eye lens

A10 Optic nerves

B10 for object at infinity, the image is formed in front of the retina

A11 far sightedness

B11 decreased power of accommodation due to old age.

Illustrative Answer [A1 ; B3] Suggested Remediation: ●

The questions in the worksheet are simple knowledge based questions. A poor response, in the above worksheet, indicates lack of proper understanding of the structure of the human eye and function of its different parts. The structure of eye and the function of each parts of he eye may be highlighted.

131

AglaSem Schools Chapter 12 - Electricity

Formative Assessment Manual for Teachers

Electricity

Chapter 12

Assessment Technique: Symbol based worksheet Objectives: To enable the students to ●

Get familiarised with the symbols of different circuits elements.

●

Appreciate the significance and advantages of using symbols for drawing circuit diagrams.

●

Learn to draw simple circuits diagrams by using symbols.

Procedure: The teacher may explain to the students ●

The need for using symbols for drawing circuit diagrams.

●

The common symbols used for different circuit elements.

●

The method used for drawing circuit diagrams in terms of symbols and give them sufficient practice in drawing simple circuit diagrams.

Assessment Time: 10 minutes. Assessment Parameters: (½) mark for each correct matching and 1 mark for drawing the given circuit diagram in terms of symbols.

Student Worksheet Instructions: In the following two columns, the names of some common circuit elements and their symbols are given but not in the correct sequence.

Match the given symbols with their corresponding circuit elements.



Column A

1.

Open plug key

2.

A wire joint

3.

A resistor

4.

Wires crossing without joining

5.

Variable resistance/rheostat

6.

A closed plug key

7.

A battery

8.

An ammeter.

9.

A voltmeter

10. A Cell

Column B +

A

+

– –

+ +

V

–

Suggested Remediation: ● 132

Some students may not be familiar with the various symbols commonly used for drawing electrical circuit diagrams.

AglaSem Schools Formative Assessment Manual for Teachers

Electricity - Chapter 12

●

The teacher may familiarize them with these symbols.

●

The advantage and significance of using symbols, in drawing circuit diagrams needs to be well explained and strongly emphasized.

●

The students may be given sufficient practice in drawing circuit diagrams using appropriate symbols.

Electricity

Chapter 12

Assessment Technique: Numerical based worksheet Objectives: To enable the students to ●

Understand the meaning of parallel combination of resistors.

●

Learn the way of connecting a given number of resistors in parallel.

●

Realize that the p.d. across each of the resistors, connected in parallel is equal.

●

Understand that the currents flowing, through each of the resistors connected in parallel are different.

●

Understand that in a parallel combination more current flows through the lower resistance than in a higher resistance.

●

Learn that the total current, drawn from the given battery, by a parallel combination of resistors, is more than that drawn individually, even by the least of the individual resistances.

Procedure: The teacher may ●

Describe the meaning of parallel combination of resistors.

●

Emphasize that the potential difference, across each of the resistors, connected in parallel, is equal.

●

Discuss that the current drawn by each of the resistors, connected in parallel, is different and varies inversely as the resistance.

●

Derive the relation 1 = 1 + 1 + 1 Rp

R1

R2

R3

Assessment parameter: 1 mark for each correct answer. Instructions: Observe the given circuit diagram carefully and answer the questions that follow:

133

AglaSem Schools Chapter 12 - Electricity

Formative Assessment Manual for Teachers

1.

What are the currents drawn by the least and the highest of the three resistors?

2.

What is the current drawn by the 6 Ω resistor?

3.

What would be the reading of the ammeter?

4.

How much current does the least of the three resistors, draw from the given battery?

5.

Is the equivalent resistance of the parallel combination shown, more or less than the least (= 4 – 2) Ω, of the individual resistances?

Suggested Remediation: Some of the students may fail to understand the characteristic features of the parallel combination of resistors. The teacher may explain that 1.

The voltage across each of the three resistors, connected in parallel is the voltage of the battery, i.v., 6V.

2.

The current through each of the three resistors can be calculated by using Ohm’s law. It varies inversely with the value of the resistance

3.

The ammeter reading is the sum of the three currents, flowing through each of the three resistors.

4.

The equivalent resistance, of the parallel combination, is less than the least of the individual resistances because it draws more (total) current than the least (= 4Ω ) of the individual resistances.

Electricity

Chapter 12

Assessment Technique: Concept based worksheet Objectives: To enable the students to learn that the formula = R = s

l A

(i)

Implies that the resistance of a wire is directly proportional to its length provided s and A are kept constant.



●

That the area of cross section, of a cylindrical wire, varies as the square of its radius (or diameter)

(ii) That the resistance of a wire is inversely proportional to its area of cross section (or diameter squared) provided r and l remain constant. (iii) That for wires of same length (l) and same area of cross section (A), the resistance is directly proportional is s, the resistively of the material of the wire. Assessment Task: Individual worksheet Assessment Time: 15 minutes Procedure: (1) The teacher may explain to the students how the formula R=s leads to the conclusions: 134

l A

AglaSem Schools Formative Assessment Manual for Teachers (i)

R ∝l

for constant values of L and A

(ii)

R ∝l

l A

or R ∝ l

l (diameter) 2

Electricity - Chapter 12

for constant values of l and s

(iii) For different wires of equal length and radius/diameter, the resistance is more for a wire of material of larger resistivity. 2.

The students will also be made to realize that the graph between two quantities (R and l) (for constant s and A)) and ( R and

l A

(or R and

l

d2

), for constant l and r)

and (R and r (for constant l and A (or d)) would be a straight line. Assessment Time: 15 minutes. Assessment Task: Individual worksheet Assessment Parameter: 1 mark for each correct answer. Instructions: Read the given information carefully and answer the questions that follow: (1) The resistivity of copper is less than that of aluminum which, in turn is less than that of constantan. (2) There are nine wires, labeled as A, B, C, D, E, F, G, H, I, that have been designed as per the tabular details given below: Wire A B C D E F G H I

Length l 2l 3l l l l l l L

Diameter d d d d 2d 3d d/2 d/2 d/2

Material Constantan Constantan Constantan Copper Copper Copper Copper Constantan Aluminium

Resistance R1 R2 R3 R4 R5 R6 R7 R8 R9

Answer the following questions: 1.

Arrange the three values R1, R2, R3 in increasing order.

2.

Arrange the three values R7, R8, R9 in decreasing order.

3.

Which of the two



(i)



(ii) R1 and R8



has a lower value?

R4 and R6

135

AglaSem Schools Chapter 12 - Electricity

Formative Assessment Manual for Teachers

4.

Will the graph between R1, R2, R3 (on the y-axis) and their corresponding length values (on the x-axis) be a straight line?

5.

What is the likely value of the ratio R4/R6?

Suggested Remediation: Some of the students may fail to appreciate the relation between resistance and the diameter. The teacher may clearly explain to the students that (1) The area of cross section changes as the square of the diameter (2) That the resistance of a wire is directly proportional to its length provided s and A are kept constant.

●

That the area of cross section, of a cylindrical wire, varies as the square of its radius (or diameter)

(3) That the resistance of a wire is inversely proportional to its area of cross section (or diameter squared) provided r and l remain constant. (4) That for wires of same length (l) and same area of cross section (A), the resistance is directly proportional is s, the resistively of the material of the wire.

Electricity

Chapter 12

Assessment Technique: Concept based worksheet Objectives: To enable the students to learn that ●

Commercial unit of electrical energy is kwh and it equals 3.6 × 106 J

●

Rate of electrical energy consumption per hour by a device equals its power in kW.

●

Resistance of a device, operated at a given (standard) voltage (V), equals V2/P where P is its power in watts.

●

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

Assessment Time: 20 minutes. Assessment Task: Individual work sheet Procedure: The following information may be given to the students: ●

The commercial unit of electrical energy is kWh.

●

The rate of electrical energy consumption (in kWh) per hour by a device equals its power in kW.

●

The resistance of a device, operating on the mains voltage (say V volt) equals – V2/P.

Assessment Parameters: One mark for each correct answer. 136

AglaSem Schools Formative Assessment Manual for Teachers

Electricity - Chapter 12

Student Worksheet An electric geyser is known to consume 2.2 ‘units’ of electrical energy per hour of its use. It is designed to work on the mains voltage of 220V. 1)

What is the ‘power-rating’ of this device?

2)

What is the current flowing through this device when it is connected across the ‘mains’?

3)

What is the ‘resistance’ of this device?

4)

Does the resistance of this device remain constant during its operation/working?

5)

Which of the two- a 100W, 220V lamp, or a 10W, 220V night lamp – has a higher resistance?

Suggested Remediation: Correlating energy consumption in kWh, with power rating of a device, will be clearly understood if the teacher clearly explains ‘definition’ of the commercial unit of electrical energy and its relation with the joule. (1kWh = 3.6 × 106 J) ●

The students should be made to appreciate that the numerical value of the power rating (is kW) of a device equals the numerical value of the commercial units of electrical energy conserved by it is one hour.

●

Some of the students may not be able to directly relate resistance to the power of a device.

●

The teacher may explain how a combination of the formula : (power = voltage × current), with Ohm’s law; (Resistance = resistance =

●

( voltage) power

2

voltage ) current

leads to the formula :

The students may be made to realize that for the same value of their operating voltage (the mains voltage), the device, with a higher power rating, will have a lower resistance than that a device with a lower power rating.

Electricity

Chapter 12

Assessment-Technique: Picture-based worksheet Objectives: To enable the students to ●

Identity different components/devices used in domestic electric circuits

●

Understand the practical use of each of these components

●

Learn the advantages/ safety features of the different electric components/ devices

Assessment Time: 10 minutes. 137

AglaSem Schools Chapter 12 - Electricity

Formative Assessment Manual for Teachers

Assessment Technique: Individual Worksheet Procedure: The teacher may ●

Show different components commonly used in domestic electric circuits using a chart

●

Explain the use and role of each of there components

●

Point out the advantages/safety features of these different components.

●

The pictures/programs of the devices/components mentioned in the worksheet may be used

Assessment Parameters: ½ mark for each correct identification.

Student Worksheet Instructions: ●

Look at the pictures/photographs of some of the commonly used components/devices used in domestic electric circuits as given below. Identify each one of these and write their name against the picture/photograph.

Note: (In the actual worksheet, pictures of the following devices are to be drawn. Name have not to be written)

Picture/photograph.



Name of the component/device

Of



Cartridge fuse

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



Three pin socket (light)

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



C F L (compact fluorescent lamp)

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



Kit-kat fuse

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



Domestic electricity meter

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



The mains switch

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



Three pin plug (light)

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



Three wire cable

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



Three pin plug (power)

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



Three pin socket (power)

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

Suggested Remediation : Most of the students generally fail to identify the components commonly used in household electrical circuits. They also do not know about the advantages of using low power devices (like the CFL) for lighting over the conventional electric lamps.

138

The teacher may 1.

tell the students the names of the components/devices they are not familiar with.

2.

highlight the safety features (child safety lock etc.) of the sockets now being used.

AglaSem Schools Formative Assessment Manual for Teachers

Electricity - Chapter 12

3.

point out the difference between the ‘LIGHT’ and ‘POWER’ circuit plugs and sockets.

4.

make her/his students aware of the advantages of using CFLs in place of conventional electric bulbs.

Electricity

Chapter 12

Assessment Technique: Diagram Based Worksheet Objectives: To enable the students to know the ●

Basic lay-out design of domestic electric wiring.

●

Role of each of the three wires used in domestic electric wiring.

●

Correct position of the electricity meter,

●

Correct position of the fuse and the switches in the domestic circuit.

●

Importance of using the ;earth-wire’ while working with metallic body appliances.

●

Reasons for arrangement of devices, ‘in parallel’ with each other, in domestic circuits.

Assessment Time: 15 minutes. Assessment Task: Individual Worksheet. Procedure: The teacher may explain to the students. ●

The basic design of the electric wiring in household circuits clearly underlying the role of the neutral, the live and the earth wires.

●

The role of the safety devices like the fuse wire and the earth wire.

●

The correct position of the fuse, the main switch and the switches in the circuit.

●

The fact that the appliances in the household circuit are connected in parallel so as to provide them the necessary voltage for their proper operation and the facility of switching these on or off independently.

Assessment parameter: ●

1 mark each for finding out each fault in the domestic wiring circuit shown

●

1 mark each for suggesting the correction needed in each of the fault found above.

Student Worksheet Instructions: A novice electrician designed the following circuit for the ‘electric wiring’ in a certain household. His senior, however, told him to make five important changes/corrections in this circuit. 139

AglaSem Schools Chapter 12 - Electricity

Formative Assessment Manual for Teachers

Identify five faults in the above circuit and suggest and write the five corrections needed, in brief, that you think the senior electrician must have suggested to this novice. Suggested Remediation: Some of the students may not be able to understand the use of wire of different colours associated with the live, the neutral and the earth wire. The same should be clearly explained. The facts that electric sockets should always have proper earthing, as also the necessity of fixing the fuse and the switch in live wire, should be clearly explained to the students.

Electricity

Chapter 12

Assessment Technique: Numerical based worksheet Objectives: To enable the student to ●

Understand the meaning of ‘series combination’ of resistors.

●

Learn the way of connecting a given number of resistors in series.

●

Realize that the currents flowing through all the resistors connected in series is equal.

●

Understand that the potential drop across a number of resistors connected in series are different.

●

Understand that in a series combination the p.d. across the higher resistance is more than that across a lower resistance.

●

Learn that the total current drawn from the given battery, by the series combination is less than that drawn individually by the highest of the individual resistors.

Assessment Time: 15 minutes. Assessment Task: Numerical Based Worksheet. Procedure: The teacher may ● 140

Describe meaning of the series combination of resistors.

AglaSem Schools Formative Assessment Manual for Teachers

Electricity - Chapter 12

●

Emphasise that there is only a single path (in a series combination) for flow of current and hence the same current ----- pass through each of the resistors.

●

Discuss that the potential difference gets divided, across the resistances, in direct proportion to the value of the resistances.

●

Derive the relation R = R1 + R2 + R3, for the series combination and explain that the total equivalent resistance, of a series combination of resistors is more than the highest of the individual resistances.

Assessment Parameters: 1 mark for each correct answer.

Student Worksheet Instructions: Observe the given circuit carefully and answer the questions that follow:

1.

What is the total equivalent resistance of the circuit?

2.

What would be the reading of the ammeter?

3.

What would be the reading of a voltmeter connected between the points Q and R?

4.

What would be the reading of the ammeter if only the highest of the three resistors (= 5Ω) were present alone in the circuit?

5.

What would be the reading of a voltmeter connected between the points P and S?

Suggested Remediation: Some of the students may fail to understand the characteristic features of the series combination of resistors. The teacher may explain that in a series combination 1.

The current flowing through all the resistors (in the series combination) is same.

2.

The voltage drops, across different resistors, in a series combination, are different.

3.

The equivalent resistance, of the series combination of a number of resistors, is more than the highest of the individual resistances.

Electricity

Chapter 12

Assessment Technique: (True/False) statements based worksheet Objectives: To enable the students to 1.

be aware of the safety precautions needed in the use of electricity

2.

appreciate the necessity and importance of putting these precautions in use in day-today life. 141

AglaSem Schools Chapter 12 - Electricity 3.

Formative Assessment Manual for Teachers

understand the significance of the statement that ‘Electricity is a good servant but a bad master’.

Assessment Time: 10 minutes. Assessment Task: Individual Worksheet. Procedure: The teacher may (i)

Apprise the students with ‘the do’s and don’ts‘ related to the use of electricity in our day-to-day life.

(ii) describe the very important need of following safety precautions while using electrical application (iii) ask the students to write ‘Yes’ or ‘No’ against each statement. (iv) assess the ‘awareness level’ of his/her students with respect to the important safety precautions and make them realize the importance and significance of the same. Assessment Parameters: One mark for each correct answer.

Student Worksheet Instructions: Read the following statements carefully and select ‘Yes’ or ‘No’ against each in terms of its correctness, or otherwise, vis-à-vis safe use of electricity in our day to day life. 1. 2. 3. 4. 5. 6. 7. 8. 142

It is the standard practice to connect a fuse wire in the neutral wire of the household wiring. We can use either a two pin (plug and socket), or a three pin (plug and socket), while working with an electric iron. It is always a good habit not to touch an electric switch with wet hands. Every household circuit should have a proper ‘earth wire’ installed in it. While replacing a ‘fuse wire’, the electrician must use a fuse wire of the correct rating. The electrician must always follow the correct colour code while ‘wiring’ the household circuits. The electrician can carry out the ‘repairs’ of an electric toaster while it is connected to the mains. We must always stay away from the ‘high tension wires’, it any, in our neighborhood.

Yes/No Yes/No Yes/No Yes/No Yes/No Yes/No Yes/No Yes/No

AglaSem Schools Formative Assessment Manual for Teachers

Electricity - Chapter 12

9.

If does not really matter if the string, attached Yes/No to a flying kite, momentarily comes in contact with a live wire. 10. At the ‘very start’, the household wiring Yes/No should have a ‘main switch’ and a ‘main fuse’, poth but in the Live wire. (Note: The teacher can add to/readjust the statements given here in the context of any special safety precautions needed in her/his area) Suggested Remediation: Some students may not be aware of the basic safety precautions needed for a proper and safe use of electricity. The teacher should . 1.

make them aware of the basic safety precautions.

2.

make them aware of the importance of ‘earthing’ the metallic bodies of electrical appliances.

3.

make them aware of using ‘fuse wires’/MCB’s of the correct rating.

4.

make them realize that we should use ‘electricity as a good servant’ and not let it become ‘a bad master’.

143

AglaSem Schools Chapter 13 - Magnetic Effect of Current

Formative Assessment Manual for Teachers

Magnetic Effect of Current

Chapter 13

Assessment Technique: Matching scientific terms/features to their correct meaning Objectives: To enable the students to get familiar with ●

The basic details of the A.C. supply used in domestic electric circuits in India.

●

Some of the basic features of the design of domestic electric circuits.

●

Some features/anomalies that get associated with the domestic electric supply.

Procedure Task: The teacher may explain to the students: 1.

The A.C. supply to Indian household circuits has a frequency of 50Hz.

2.

The A.C. supply reaches its peak value twice in each cycle and therefore, 100 times in one second.

3.

The potential difference between the live and the neutral wire in an Indian domestic electric circuit, has an (average, rms) value of (nearly) 220V.

4.

The colours of the three wires, used in Indian domestic electric circuits are as follows:



LIVE wire

:

Red (or Brown)



NEUTRAL wire :

Black (or Blue)



EARTH wire

Green (or Yellow)

:

5.

The neutral and the earth wires, in a domestic household circuit are at the same potential, i.e., the p.d. between these is zero.

6.

The A.C. supply makes use of Transformers, both at the generating stations and at local substations.

7.

The ‘distribution box’ is an important component of the domestic electric circuit.

8.

The ratings of the fuse wires (always put in the LIVE wire) for the domestic ‘power and light’ circuits are 15 A and 5 A respectively.

Assessment Parameters: One mark for each correct matching. Instructions: The following columns give some features of the A.C. supply in India and their relevant values/details.

144

Match the items in these two columns:

AglaSem Schools Formative Assessment Manual for Teachers

Magnetic Effect of Current - Chapter 13

Column A

Column B

a

(Average, rms) Potential difference (in volts) between the live and the neutral wires in a household in India

(i)

b.

Value of the frequency of the A.C. supply, in India

(ii) Green (Yellow)

c.

No of times the household supply voltage attains its peak value Transformer (iii) in one second

d.

Colour of the ‘Earth wire’ in household wiring

e.

(Average rms) potential difference (in volts) between the neutral 50 (v) and the ground wires in a domestic electric circuit.

f.

Colour of the wire in which the ‘switch’ needs to be put in a 00 (vi) domestic electric circuit.

g.

Rating of the fuse wire (in A) used in domestic ‘Power circuits’. (vii) 15

h.

220 An important device present in the ‘local sub-station’ of a (viii) locality.

i.

An important device present in the domestic electric circuit.

j.

100 An abrupt increase in the current flowing in a domestic electric (x) circuit.

Short circuit

(iv) Distribution Book

(ix) Red (Brown)

Suggested Remediation: Based on the evaluation of the worksheet, you may identify the facts not clearly understood by the students and reinforce the same.

Magnetic Effect of Current

Chapter 13

Assessment Technique: (True/False) statements based Worksheet. Objectives: To enable the students to understand ●

The basic features of magnetic field lines.

●

The basic rules for finding the direction of the magnetic field in different cases.

●

The similarity between the magnetic field of a bar magnet with that due to a long current carrying solenoid.

●

The fact that the force due to a magnetic field is not along its own direction but along a direction perpendicular to its own direction.

●

That a current carrying wire experiences the maximum force when it is oriented perpendicular to the direction of the magnetic field.

●

That we use Fleming’s left hand rule for finding the direction of force experienced by a current carrying wire (or a moving charge) in a perpendicular magnetic field whereas the right rand rule is used for finding the direction of induced current. 145

AglaSem Schools Chapter 13 - Magnetic Effect of Current

Formative Assessment Manual for Teachers

Assessment Time: 15 minutes Assessment Time: Individual Worksheet Procedure: The teacher may explain to the students the i.

right hand thumb rule for the magnetic field due to a straight wire

ii.

Fleming’s left hand rule.

iii.

Fleming’s right hand rule.

iv.

condition under which a current carrying wire experiences the maximum force in a magnetic field.

v.

basic properties of magnetic field lines.

Assessment Parameters: ½ mark for each correct labeling. 1 mark for each ‘corrected version’ of the statements labeled as ‘false’.

Student Worksheet Instructions: The following statements are associated with the characteristic features/ properties of the magnetic field. You have to label these statements as ‘True or False’. Also write the corrected (or True) version of the statements labeled as ‘false’ by you. 1.

We use the ‘right hand thumb rule’ for finding the direction of the magnetic field due to both a (current carrying) straight wire as well as a circular coil.

2.

Fleming’s left hand rule helps us to find the direction of the induced current.

3.

The magnetic field, due to a bar magnet, is quite similar to that due to a long current carrying solenoid.

4.

We can use Fleming’s right hand rule to find the direction of the force experienced by a current carrying wire in a magnetic field.

5.

A current carrying wire experiences the maximum force due to a given magnetic field when it is aligned parallel to the direction of the magnetic field.

6.

The pattern of the magnetic field lines, due to a long straight current carrying wire, is that of circles, centered on a point on the wire.

7.

A small compass needle can be used to plot the pattern of magnetic field lines.

8.

We can also observe the pattern of magnetic field lines by using iron-filings.

9.

We can ‘separate-out’ the north and south poles of a magnet.

10. The magnetic field near the centre and close to the axis of a long solenoid is quite uniform. Suggested Remediation: Based on the performance/evaluation of the worksheet, the teacher will identify the scientific facts/rules not clearly understood by the students.

146

●

the basic details of Fleming’s left hand and the right hand rule.

●

the ‘facts’ from the above questions about which the students have some difficulty.

AglaSem Schools Formative Assessment Manual for Teachers

Magnetic Effect of Current - Chapter 13

Magnetic Effect of Current

Chapter 13

Assessment Technique: Application based worksheet Objectives: To enable the students to ●

Learn that the force, due to a magnetic field on a moving charge is not along the direction of the magnetic field itself.

●

Get familiar with Fleming’s left hand rule for finding the direction of the force due to a magnetic field.

●

Learn to apply the rule for finding the direction of force in different situations.

●

Realize that electrons move in a direction opposite to that of current.

Assessment Time: 15 minutes Assessment Task: Individual Worksheet Procedure: The teacher may ●

Discuss the statement of Fleming’s left hand rule.

●

Tell the students about an ‘easy way’ to remember this rule.

●

Illustrate the use of this rule in some simple situations.

●

Ask the students to use this rule for finding the direction of force, due to a given magnetic field, in different given situations.

●

Help the students to know about the care needed in using this rule in case of moving negative charges.

●

Emphasize that a magnetic field does not exert any force on a charge moving paralled, or antiparallel to the field direction.

Assessment Parameters: One mark for each correct answer. Instructions: Answer the questions given below: 1.

An electron is moving



(a)



(b) from south to north, in the plane of the paper in a region where there is a uniform magnetic field directed from west to east, in the plane of the paper itself.



(c)



from west to east in the plane of the paper in a region where there is a uniform magnetic field, directed inwards and perpendicular to the plane of the paper

from south to north, in the plane of the paper, in a region where there is a uniform magnetic field directed from north to south, in the plane of the paper itself. State the direction of the force, experienced by the electron, in each case. 147

AglaSem Schools Chapter 13 - Magnetic Effect of Current

Formative Assessment Manual for Teachers

2.

A proton is moving in a region where there is a uniform magnetic field directed outwards and perpendicular to the plane of the page. It experiences a force directed from west to east in the plane of the page itself. What is the direction of motion of this proton?

3.

An electron, moving from south to north in the plane of the page in a region where there is a uniform magnetic field, experiences a force that is directed from west to east in the plane of the page itself. What is the direction of this uniform magnetic field?

Suggested Remediation: Some students may fail to apply the rule learnt correctly in a given situation. The students may also erroneously take the electron motion as the direction of current.

You may help the students to: ●

Correctly apply Fleming’ left hand rule.

●

Take due care, about the direction of current, while dealing with the motion of negatively charged particles is a magnetic field.

●

Realize that this rule can be used to find the direction of any of the three vectors if the direction of the other two are known/given.

●

Given extensive practice of application of the rule offering different situations.

Magnetic Effect of Current

Chapter 13

Assessment Technique: Demonstration based worksheet Objectives: To enable the students to ●

Learn that current carrying conductor, in a uniform magnetic field, experiences a force.

●

Study the effect of change in current on the force

●

Observe a physical phenomenon and to make careful observation/deductions and to draw inferences.

Assessment Time: 15 minutes Assessment Task: Individual Worksheet Procedure:

The teacher may ‘set-up’ the apparatus shown in the Figure 13.12 in NCERT Text Book Page 230. She/he may demonstrate that the rod gets deflected when a current flows through it. She/he may also demonstrate the effect of (i) increasing the current through the rod (ii) taking the rod (slightly) nearer or farther from the horse shoe magnet.

Assessment parameters: One mark for each correct answer. 148

AglaSem Schools Formative Assessment Manual for Teachers

Magnetic Effect of Current - Chapter 13

Student Worksheet Instructions:

You have observed the demonstrations shown carefully. Please answer the following questions:



1.

Did the wire experience a force when no current was flowing through it?



2.

Which way did the rod get displaced when the current was first ‘switched-on’?



3.

What was the effect of reversing the terminals of the battery?



4.

What was the effect, if any, of taking the rod nearer to the magnet?



5.

When the number of cells in the battery was increased what change did you observe in the extent of displacement of the rod?

Suggested Remediation: Some of the students may not be able to draw the desired inference The teacher may explain to the students. ●

That a current carrying rod/wire can experience a force in a magnetic field.

●

She/he may tell them that this force increases with an increase in the current flowing through the rod or with a decrease in the distance between the magnet and the rod.

●

She/he will also explain how the direction of the force experienced can be found by using Fleming’s left hand rule.

Magnetic Effect of Current

Chapter 13

Assessment Technique: Diagram based worksheet Objectives: To enable the students to ●

Familiarize themselves with the role of the ‘compass needle’ in drawing magnetic field lines.

●

Familiarize themselves with the pattern of magnetic field lines of some simple current carrying conductors/coils/devices.

●

To understand the basic properties of magnetic field lines.

●

To appreciate the need and significance of using the term ‘Magnetic field lines’ rather than ‘Magnetic lines of force’.

Assessment Time: 15 minutes Assessment Task: Individual Worksheet Procedure: The teacher may ●

Draw the pattern of the magnetic field lines due to a bar magnet along straight current carrying wire, a circular coil and a solenoid, without naming any of them. 149

AglaSem Schools Chapter 13 - Magnetic Effect of Current

Formative Assessment Manual for Teachers

●

tell the students about each field line pattern and write the appropriate name under it.

●

explain to the students about the ‘need’ and ‘way of use’ of a compass needle for drawing magnetic field lines.

●

make them understand the basic properties of magnetic field lines.

Assessment Parameters: One mark for each correct answer.

Student Worksheet Instructions: Student worksheet

Note : The Worksheet may include Fig. 13.4 (page 225), Fig. 13.6 (page 227), Fig. 13.8 (page 228) and Fig. 13.10 (page 229) of NCERT Science Text Book for Class X.

Carefully observe the magnetic field lines patterns drawn here and answer the questions that follow: 1.

Write the ‘correct name’ of the device/coil/conductor that corresponds to each of the magnetic field line pattern shown above.

2.

A point is marked on one of the field lines and the south pole of a (small) compass needle made coincident with it. Along which direction will the compass align itself?

3.

Is there any similarity between any two of the field line patterns shown above? Identify the patterns.

4.

Do you observe any of the two field lines in any pattern crossing each other?

5.

Do the field lines shown here have a 'starting' and a and an 'end' point?

6.

What do the arrows on the field lines shown here signify?

7.

The magnetic field lines are closer to each other in some regions and farther apart in other regions. What does this relative packing of lines indicate?

Suggested Remediation: Some of the students may fail to associate a given pattern of magnetic field lines with the device causing it. The teacher may help the students to

150

●

Know about the magnetic field lines patterns of the bar magnet, straight wire, circular coil and the solenoid.

●

Understand the basic properties of the magnetic field lines.

●

Understand that the force due to a magnetic field on a moving charge is not along the field lines themselves, and hence the name ‘lines of force’ is not appropriate for them.

●

Know how a small compass needle helps to draw the magnetic field line patterns.

AglaSem Schools Formative Assessment Manual for Teachers

Magnetic Effect of Current - Chapter 13

Magnetic Effect of Current

Chapter 13

Assessment Technique: Diagram based worksheet Objectives: To enable the student to ●

Learn the statement of Fleming’s right hand rule for finding the direction of the induced current.

●

Get familiar with this rule for finding the direction of induced emf in a given situation.

●

Clearly differentiate between the physical situations in which this rule and the situations, in which Fleming’s left hand rule, are to be used.

Assessment Time: 20 minutes Assessment Task: Individual Worksheet

(Figure 13.18 on page 235 of NCERT Textbook may be drawn on the worksheet)

Procedure: The teacher may ●

Discuss the statement of Fleming’s right hand rule.

●

Describe the ‘easy way’ to remember this rule.

●

Illustrate the use of this rule is some simple situations.

●

Emphasize the difference between the physical situations, in which this rule and the situations, in which Fleming’s left hand rule are to be used.

●

Ask the students to use this rule for finding the direction of the induced emf/current in some given situations.

●

Help the students to realize that when any two of the three (mutually perpendicular) directions are given we can use this rule for finding the third unknown direction.



(a)



(b) direction of magnetic field



(c)

direction of movement of the conductor direction of induced current/emf

Assessment Parameter: One mark for each correct answer.

Student Worksheet Instructions: Answer the questions given below: 1.

A rectangular coil, ABCD is lying in the plane of the page as shown. A bar magnet, with its north pole pointing towards the page, is moved along a direction perpendicular to the plane of the page. What is the direction of the induced current in the coil? 151

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2.

A bar magnet, held with its north and south poles along the east, west direction/ respectively (in the plane of the page) is rapidly moved towards a circular coil held with its plane perpendicular to the plane of the page. What can we say about the direction of the induced current in the circular coil?

3.

For the set up shown here what can we say about the relative directions of deflection of the galvanometer needle when the key is (a) just plugged in (b) taken out after having been kept plugged is for some time? (Draw Fig. 13.17 in NCERT Text Book–page 235)

4.

What can we say about the direction of the magnetic field for the situation corresponding to the ‘right hand’ shown here? (Draw Fig. 13.18 in NCERT Text Book–page 235)

5.

What can we say about the direction of movement of the conductor, corresponding to the ‘right hand’ shown here? (Draw Fig. 13.18 in NCERT Text Book–page 235)

Suggested Remediation: ●

Some students may fail to apply Flemings' rules correctly and may mix-up the right hand and the left hand rules.

The teacher may help the student to.

152

●

Clearly identify the difference between the physical situations in which the ‘right hand rule’ and the situations in which the ‘left hand rule,’ are to be used.

●

Get practice in using Fleming's rules.

●

Know the 'easy way' of remembering Fleming's rules.

AglaSem Schools Formative Assessment Manual for Teachers

Source of Energy - Chapter 14

Source of Energy

Chapter 14

Assessment Technique : Seminar Objectives: To enable the students to ●

Learn some topics by self-study and collaboration

●

Understand how to collect and present data

●

Develop confidence to present a topic before an audience

●

Realize the need to adopt non-conventional and renewable sources of energy

●

Explain how to assess the practical adaptability of a particular source of energy.

Task :

Group Work

Approximate Time : 3-4 days for preparation and 10 minutes for presentation by each group Procedure: ●

A Seminar can be conducted in the class to cover a chapter. The chapter to be taught can be divided into different sections. The class will be divided into groups of students. Each group will be allotted a topic and each student, within a group, will be assigned a subtopic.

●

For example: The Chapter ‘Sources of Energy’ will be divided into 8 topics including introduction and recapitulation. The students will be advised to put special emphasis on the environmental consequences of using a particular source of energy and on its sustainablity i.e. how long will it last. The teacher may divide a class of 40 students into 8 groups. Each group will be allotted a topic as under: Group

Topic

A

Assessing a good source of energy

B

Conventional sources of energy: Fossil Fuels

C

Conventional sources of energy: Thermal Power Plants and Hydro Power Plants

D

Using conventional sources of energy more effectivelyBiomass

E

Using conventional sources of energy more effectivelyWind Energy

F

Non-conventional Sources of Energy - Solar Energy

G

Non-conventional Sources of Energy - Energy from Sea (Tidal energy, wave energy and ocean thermal energy)

H

Non-conventional Sources of Energy - Geothermal and Nuclear energy 153

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●

The teacher will divide each topic into 4-8 subtopics depending upon its complexity and each subtopic will be assigned to a student of every group. The student, in the group, may get any other specific task to be performed in preparing the presentation. Necessary guidance will be given to every group for making the presentations. The areas of assessment would be shared with the students beforehand.

●

The teacher could choose a coordinator from each group who would facilitate the working in each group, ensuring that there is contribution from each participant. A maximum of 10 minutes may be given to every group to make a presentation.

●

The whole class can participate in this seminar.

Student Activity: ●

Study the topic allotted to you.

●

Prepare the topic by using charts / diagrams / blackboard or make a power point presentation (if facilities are available)

●

After the presentation, the student presenter will have to answer two questions put to him by the audience.

Time Allotted: 4-5 periods, 3 hours to 4 hours (including assessment by the teacher) Criteria for Assessment: ●

The criteria for assessment will be shared with the students before the seminar begins. The students can be assessed on the basis of the format given below:

S. Name of the Group N. Student 1. A 2. B 3. C 4. D 5. E Remarks if any *

Individual Performance

Viva *1

Presentation **2

Content and relevance to the topic ***2

— Response to Teacher’s Question= ½ mark — Response to audience question= ½ mark ** — Innovative Introduction = ½ mark — Clarity and articulation or delivery ½ mark — Use of Visuals = 1 mark *** — Comprehension of concept = ½ mark — Integration of different points into a proper sequence (Holistic Approach) = 1 mark — Conclusion= 1 mark 154

Total (5)

AglaSem Schools Formative Assessment Manual for Teachers

Source of Energy - Chapter 14

Suggested Remediation: ●

A few students may not perform well during the presentation. The teacher should identify the reason and guide the students accordingly.

●

The students may also be given an alternate activity (Questionnaire based on the presentation made by other groups)

Source of Energy

Chapter 14

Assessment Technique : Individual Worksheet Objectives: To enable the students to ●

Recognize various available sources of energy.

●

Understand the criteria that should be followed to select the right source of energy.

●

Learn the various terms related to use of energy by man

Task :

Individual Work

Approximate Time : 15 Minutes Procedure: ●

The students are given a worksheet that has a crossword puzzle and clues to complete the crossword.

●

The students shall read the given clues carefully and fill up the blocks with appropriate word/term.

Student Worksheet

Time : 15 minutes

Instruction: Read the clues given below and fill up the blocks with appropriate word/term to compete the crossword puzzle given below: One 'word' has been done for you.

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2

3

4 4

5 S

6 7

8

8 9

I

L

I

C

O

N

7

9 10

10

The Clues Across: 3

This principle is useful in solar cooker but can be harmful on earth (5, 5, 6)

5

Element used to make solar cells

6

A black surface ____________ heat.

7

This fossil fuel mode industrial revolution possible

8

A green house gas

10

High rise structures constructed on rivers to produce hydro electricity.

Down: 1.

Its construction, on River Ganga, was opposed

2.

Clean Fuel (abbreviation)

3.

Bio-gas is commonly called

4.

Nuclear power generation is based on this process

9.

This energy is converted to electrical energy in a thermal power plant

Criteria for Assessment: Marks for each correct word added in the puzzle = ½ (Total Marks: 1/2 × 10 = 5) Suggested Remediation: The teacher may guide the students

156

●

about the different source of energy

●

about the advantages/disadvantages of different sources of energy.

●

to make suitable 'clues' for designing similar cross-word puzzles.

●

A few students may not be able to guess the correct terms/names. The teacher may help them by giving hints in the form of pictures.

●

If the students have not learned the characteristics, or, if this activity is given before the chapter is discussed in class, then the students may be allowed to use the text book.

AglaSem Schools Formative Assessment Manual for Teachers

Our Environment - Chapter 15

Our Environment

Chapter 15

Assessment Technique : Questionnaire based on Field Visit A field visit helps to develop the interest of a student in out-of-school activities and learning. Such visits enable the students to understand various biological concepts as they operate in natural surroundings and real-life situations. Extended learning techniques like field visits help to build a concrete learning platform for the students. Objectives: To enable the students to ●

Recall the various components of an ecosystem

●

Identify the producers and consumers in an area

●

Explain the factors due to which the area can be classified as a natural or an artificial ecosystem.

●

Understand how food chains operate in an ecosystem.

●

Appreciate the role of each organism in a food chain for sustaining the ecosystem.

Task :

Individual Work

Approximate Time: 3-4 Hours Procedure: 1.

A trip may be organized to a garden/zoo/park/field after suitably briefing the students.

2.

The students shall observe the area and make a list of the various factors/components/ organisms observed.

3.

Students may be encouraged to seek clarifications while making observations in their notebook. They can also be encouraged to read the information on the boards installed in these areas.

4.

The students may click photographs.

5.

The students must be reminded categorically not to cause damage to the plants or tease or feed the animals

6.

The students would be expected to answer a questionnaire after they come back.

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Student Worksheet Time: 15 minutes Instructions: Answer the following questions based on your observations of the area that you have visited. Questionnaire: 1.

Name four biotic and four abiotic components observed in this area. Biotic Components

Abiotic Components

2.

Will this place be called a natural ecosystem or an artificial ecosystem? Give reasons for your answer.

3.

List four producers and four consumers present in this area. Producers

4.

Consumers

Construct one food chain that operates in this area. Identify the producers, primary consumers, secondary consumers and tertiary consumers (if any) in the food chain. Food Chain: Producer

5.

158

Primary consumer

Secondary consumer

Tertiary consumer

Write any two points of environmental concern that have arisen in the area due to human intervention.

AglaSem Schools Formative Assessment Manual for Teachers

Our Environment - Chapter 15

Criteria for Assessment: Response to questionnaire: Each correct answer 2 marks

Total: 2 × 5= 10 marks

Suggested Remediation: ●

The field trip can instead also be to a sanctuary / reserve forest / forest / river / sea beach.

●

Sometimes students are not able to go on a field trip. They may be shown a short documentary of any of the areas of ‘field visit’ or they may be asked to gather literature about a wild life park or sanctuary. A similar questionnaire may be used for the students.

●

A few students may not be able to give correct answers. They may be assigned a ‘buddy’ (a student who has answered the questionnaire well). The students and his/her buddy may be given the description of an area by the teacher and then asked to answer a similar questionnaire.

●

If the number of students who are unable to answer a question, is more, then the teacher may explain the related concept again. The concept may also be taken up as a topic for ‘class discussion’.

Our Environment

Chapter 15

Assessment Technique : Wall Magazine/ Bulletin Board Objectives: To help the students to : ●

Realize the need to conserve and preserve the environment

●

Explain various issues related to the environment

●

Understand how man’s activities are harming the ecological balance

●

Appreciate the role of various communities and organizations towards.



protection of the environment.

Task : Group Work Approximate time given to each group : 7 - 10 Days (Preparation)











1-2 Hours (Presentation)

Procedure: 1.

The class is divided into groups of 4-7 students.

2.

Various issues / topics related to Environment are allotted to these groups to prepare a Wall magazine or Bulletin Board. 159

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3.

The time-frame for completion of work and display is conveyed to the students. (The teacher may allot a space in the desired area (classroom, laboratory, corridors etc.) for display.

4.

Suggested topics for wall magazine/Bulletin Board: Sustainable Ecosystems, Components of ecosystems, Global Worming, Climate Change, Food chains and food webs, artificial ecosystems, Biological Magnification



Or variations like: Carbon Foot-prints- how to reduce them, organic farming, Vanmanotsava, Green house Effect, Save Tiger, Let us not be a Dodo, The magic 3- Reduce, Reuse, Recycle; Water- the elixir of life, Benefits of being a vegetarian, can be given to the students.

5.

The students will collect information/ pictures/ photographs or any other illustrations/ relevant material from different sources and make a presentation in the form of a Wall magazine or a Bulletin Board.

Criteria for Assessment: The Wall magazine /Bulletin Board may be assessed according to the following criterion: ●

Information (Content)

●

Presentation

●

Besides this, each student may be asked questions individually by the teacher to assess his/her understanding and level of contribution (Viva).

Marking may be done in the following manner: S. N.

Note:

Name of the Student

Group

Topic Presenta- Content tion (1½) (1½ )

Viva (2)

Total (5)

●

To ensure effective participation, the teacher may find out the work done on the project by each member of the group and observe the same.

●

To ensure cooperation, the teacher may monitor from time to time.

●

To ensure quality work, the teacher may convey some ideas to the students for preparing the wall magazine (Collage, an array of photographs, newspaper cuttings, cartoons or drawings.

Suggested Remediation:

160

●

Some students may not be able to participate effectively in this activity.

●

The teacher may identify the specific reasons and help the students accordingly; for example, if a student is not able to collect the relevant material, the teacher may provide guidance by providing names of books, websites & other material.

●

If the wall magazine has not been displayed in the right manner, the teacher may assign a ‘buddy’ i.e. a student from a group that has done well, or an art teacher who may enhance the presentation skills of the students.

AglaSem Schools Formative Assessment Manual for Teachers

Our Environment - Chapter 15

Our Environment

Chapter 15

Assessment Technique : Individual Worksheet Objectives: To enable the students to ●

Recognize various food chains and food webs operating around them

●

Differentiate between terrestrial and marine food chains

●

Understand how and why the organisms are classified on the basis of their role in food chain and in an ecosystem.

Task

Individual Worksheet

Procedure:

Times : 15 min

●

The students are given a worksheet that has a pictorial representation of a terrestrial food chain and a marine chain.

●

The students may observe the pictorial representation of the food chains and answer the questions that follow.

Time: 15 minutes

MM = 5

Instructions: Given below is the pictorial representation of a terrestrial food chain and a marine chain. Observe them carefully and answer the questions given in the worksheet.

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1.

Fill in the blank in the terrestrial food chain (Blank no. 1). Why is the rat given this term?

2.

Can the rat come at a lower position in the terrestrial food chain? Give reasons for your answer.

3.

Fill up the blank no. 2. Write one common feature of all organisms that are placed at this level in a food chain.

4.

What will be the fate of this terrestrial food chain if all the rats were removed?

5.

Will the food chains be affected if the animals at the top carnivore level were removed? Give reasons for your answer.

Criteria for Assessment: Marks for each correct answer =1 (Total Marks: 1 × 5 = 5) Suggested Remediation :

162

●

A few students may not be able to give satisfactory answers. The teacher may explain the concepts again and a similar worksheet may be given to them as a remedial exercise.

●

The teacher may also prepare an alternative worksheet where the ‘situation’ and the ‘consequence’ are placed in a jumbled fashion. The student may be asked to match the ‘situation’ with its correct consequence.

AglaSem Schools Formative Assessment Manual for Teachers

Management of Natural Resources - Chapter 16

Management of Natural Resources

Chapter 16

Assessment Technique: Preparing an Action Plan (group work) Objectives: To enable the students to ●

Learn the ways in which use of natural resources can be managed and regulated effectively

●

Define the tasks for sustainable use of resources

●

Realise the need for conservation and preservation of natural resources

Task :

Group Work

Approximate Time : 3-4 days for preparation and 10 minutes for presentation by each group Procedure: ●

The class will be divided into groups of students. Each group shall play the role of representatives of an NGO working for the environment. The task given to each group shall be defined in the following manner:

●

Common instructions for the students-

●

‘You are representatives of on NGO working for protection of the environment. You have been sent to an area where there are various issues related to environmental degradation. Prepare an ‘Action Plan’ about how you shall work to minimize the harmful effects on the environment’

●

The specific topics/issues that may be given to each group are:

Group

Topics / Issues

A

You have been sent to an area that has recently been declared a ‘Wildlife sanctuary’. As a result of poaching, a number of wild animals are listed in the endangered category. The people from surrounding villages leave their cattle in that area to graze and also cut trees.

B

You have been asked to go to an area where a large number of species are facing the danger of extinction due to invasion of alien species that have been introduced by the locals for short-term benefits.

C

The area where you have to work has experienced a remarkable downfall in the production and sale of fish. Only recently, a dam was built on the river that formed the life-line of that group of villages.

D

The area defined for you to work is a ‘landfill’ on the outskirts of a city. That area has become unfit for human habitation due to foul smell and increase in mosquito population. 163

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E

You have been sent to an area that faces acute water shortage even though that area receives a lot of rain for 3 months. The ground water levels are receding and there has been a shift in the climate from wet to arid.

F

The area where you have been asked to function is an area where farming is the main occupation. Most of the surrounding forest area has been cleared to grow plants. That area is facing a number of problems like: change in chemical nature of the soil, increase in cases where lions and tigers have become man-eaters, decrease in productivity from farms.

G

You are asked, to go to an area which is in the Himalayan belt. The temperature is rapidly increasing and as a result the glaciers in that area are melting. The produce of apple and other similar fruits from the orchards has decreased rapidly.

H

You are asked to go to area which is in the desert belt. The government wants to help the local population to discover alternative ways of livelihood as farming alone cannot sustain the population in that area.

Every Action Plan will be prepared according to the following guidelines (to be given by the teacher) ●

Name of the NGO

●

Reason for forming this NGO

●

Major Challenges/Tasks

●

How to ensure sustainable development in the area

●

Use / Misuse of natural resources in that area

●

Major issues related to the environment

●

Role of Government

●

Role of citizens

●

Environmental Law

The teacher could choose a coordinator from each group who would facilitate the working in each group ensuring that there is contribution from each participant. A maximum of 10 minutes may be given to every group to present the Action Plan.

The whole class can participate in this activity.

Time Allotted: 4-5 periods, 3 hours to 4 hours (including assessment by the teacher) Criteria for Assessment: The criteria for assessment will be shared with the students before the seminar begins. The students will be assessed on the basis of the format given below:

164

AglaSem Schools Formative Assessment Manual for Teachers S. N.

Name of the Student

1.

A

2.

B

3.

C

4.

D

5.

E

6.

F

Group/ Name of the NGO

Individual Performance (1)

Management of Natural Resources - Chapter 16 Viva *(1)

Presentation **(1)

Content and relevance to the topic ***(2)

Total (5)

Remarks if any

*

— Response to Teacher’s Question = ½ mark — Response to audience question ½ mark

**

— Innovative Introduction = ½ mark — Clarity and articulation or delivery = ½ mark

***

— Comprehension of concept= 1 mark — Integration of different points into a proper sequence (Holistic Approach) = ½ mark — Conclusion= ½ mark

Suggested Remediation: ●

A few students may not perform well during the presentation of the ‘Action Plan’. The teacher should identify the reason and guide the students accordingly.

●

The students may also be given an alternate activity (Questionnaire based on the presentation made by other groups)

Management of Natural Resources

Chapter 16

Assessment Technique: Project Work Topic of the Project: Learning from t fie past for Sustainable Management of Natural Resources Introduction: Since the beginning of civilization, man has been dependent on Natural resources to sustain himself. He devised many methods to use these resources to ensure their sustainability and availability for generations. However, the availability of these natural resources in their pristine 165

AglaSem Schools Chapter 16 - Management of Natural Resources

Formative Assessment Manual for Teachers

forms is becoming difficult and so we need to rethink and rebuild strategies to conserve and preserve our natural resources. The project- “Learning from the past for sustainable management of natural resources” will enable the students to find out and relearn the methods of conservation and preservation of natural resources. Objectives: The students shall ●

Find out the ancient methods that were being used for conservation and preservation of natural resources.

●

Compare the methods of utilization of natural resources in the past, present with how they should be used in future.

●

Gain knowledge about the ancient architecture, methods of agriculture, building of dams and practices to increase energy efficiency.

●

Suggest methods for more sustainable utilization of natural resources.

Task: Group Work Approximate Time: One week for preparation and 10 minutes for Presentation Procedure:

166

●

The class is divided into groups of 4-7 students.

●

Various issues / topics related to Management of Natural resources are given to the students as subtopics of their project.

●

The time-frame for completion of work is conveyed to the students.

●

The teacher may allot/ suggest a ‘buddy/ mentor’ (Teacher of a related subject, scientist, Municipal corporation member, gardener, ecologist, architect) depending upon the topic allotted to the student.

●

Suggested sub-topics for Project:



o

Rain water harvesting,



o

Water conservation,



o

Reduce Reuse Recycle,



o

King Ashoka-the environmentalist



o

Conservation practices in the Bishnoi Community



o

Water conservation practices in Rajasthan.



o

Environment friendly techniques in Mughal Architecture.



o

Utilisation practices that are forest-friendly



o

Dams in ancient India

AglaSem Schools Formative Assessment Manual for Teachers

Management of Natural Resources - Chapter 16

●

The students shall prepare the project under the following headings:



o

Introduction



o

Relevance to today’s scenario



o

Need for conservation and preservation



o

Ancient practices (w.r.t. sub topic only)



o

Data collection



o

Data Interpretation



o

Result and its Interpretation



o

Bibliography

Students shall also collect information/ pictures/ photographs or any other illustrations/ relevant material from different sources. Criteria for Assessment: The Project may be assessed according to the following criterion: ●

Information (Content)

●

Data Collection and Interpretation

●

Result and its Interpretation

●

Besides this, each student may be asked questions individually by the teacher to assess his/her understanding and level of contribution (Viva).

Marking may be done in the following manner: S. N.

Name of the Student

Group

Topic

Information (Content) (1)

Data Collection and Interpretation (1)

Result and its Interpretation

Viva (1)

Total (5)

(2)

Suggested Remediation: ●

Some students may not be sufficiently active in the ‘Project Work’. The teacher may assign them smaller subtopics for which they may work independently.

●

Since strengthening ‘student learning’ is the main objective, so the students who are not performing well in this activity may be given alternate worksheets or even an ‘Open book test’ where most of the questions are ‘application based. 167

AglaSem Schools Chapter 16 - Management of Natural Resources

Formative Assessment Manual for Teachers

Management of Natural Resources

Chapter 16

Assessment Technique : Symposium on Biodiversity ●

A symposium is defined as a meeting or conference for the public discussion of some topic especially one in which the participants form an audience and make presentations.

●

Biodiversity is the variation of life forms within a given ecosystem, biome or on the entire Earth. Biodiversity is often used as a measure of the health of biological systems. The biodiversity found on Earth today consists of many millions of distinct biological species. The year 2010 has been declared as the International Year of Biodiversity.

Objectives: To enable the students to ●

Understand that maintaining biodiversity is an important aspect in conservation and preservation of the environment.

●

Realise that loss of biodiversity may lead to loss of ecological stability

●

Appreciate the fact that every organism plays an important role in the food chains and food webs.

●

Research to find out the effect the removal of a species from an area will have on the ecosystem of that place.

Task: Group Work Approximate Time: 2-3 Minutes for each presentation Procedure:

168

●

The class may be divided into groups (3-4 students in each group)

●

Each group has to make a presentation on the topic- Biodiversity.

●

The basic format and assessment technique shall be shared with the students before the presentations begin.

●

Time allotted for preparation: one week

●

Basic format: Each group shall follow the following basic format for the presentation—



o

Introduction



o

Importance of Biodiversity



o

Mention name of and describe one Biodiversity ‘hotspot’.



o

One example where loss of biodiversity has affected the ecosystem of the area.



o

Conclusion

AglaSem Schools Formative Assessment Manual for Teachers



o

Management of Natural Resources - Chapter 16

Each presentation must be accompanied by audio and/or visual aids (charts, posters, Power Point presentation, slide-show, video, speech, animal sounds etc.)

Criteria for Assessment: (To be shared with the students before the symposium begins) The students will be assessed on the basis of the format given below: S. N.

Name of the Student

1.

A

2.

B

3.

C

4.

D

Group

Presentation Content and relevance to *(2) the topic **(2)

Viva ***(1)

Total(5)

Remarks if any

*

— Innovative Introduction = 1/2 mark — Construction of an extensive & thorough knowledge base in all problem aspects = ½ mark — Use of Visuals/audio = 1 mark

**

— Comprehension of concept = ½ mark — Integration of different points into a proper sequence (Holistic Approach) = 1 mark — Conclusion = ½mark

***

— Response to Teacher’s Question = ½ mark — Response to audience question = ½ mark

Suggested Remediation: ●

A symposium helps to bring together information of one important topic delivered by different sprekers. A student besides improving his/her skills in speaking, collaboration, data collection and presentation, also becomes aware of the importance of biodiversity.

●

Such activities should not be used to assess learning but should be a means to facilitate learning , i.e. for learning, therefore the teacher must ensure that opportunity for improvement is given to a student if he/she is not able to perform well.

●

A few students may not perform well during the presentation. The teacher should identify the reason and guide the students accordingly.

●

The students may also be given an alternate activity (Questionnaire based on the presentation made by other groups). 169

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Formative Assessment Manual for Teachers

Class Work / Home Work Assessment Assessment Technique: Class Work / Home Work Assignment Objectives: To help the learners to : ●

Take active part and interest in Class Work / Home Work.

●

Inculcate the habit of regularity and neatness in doing assigned tasks.

●

Reinforce learning through additional tasks.

●

Inculcate the habit of self learning and extended learning.

General Guidelines: Class Work:

The Class Work includes the tasks assigned by the teacher to the students in the Class during the lesson or at the end of teaching period and may include:

o

Worksheet to be completed as recapitulation of the topic



o

Practice of formulae, chemical equations, numericals, diagrams etc.



o

Oral questions being asked from individual students during the lesson



o

Practice of graphs, diagrams, ray diagrams, circuit diagrams, data etc.



o

Any group work / activity.

Parameters of Assessment may include:





■

Correctness of the task performed



■

Time take / regularity of the task performed



■

Neatness of work

Detailed record of students' response and achievement in Class Work may be maintained in a register for assessment purpose. Home Work:



170

The Home Work includes the tasks / assignments to be done by the students at home and may include:

o

Practice questions meant for reinforcement of learning. (These questions may be designed in such a way that students are not able to copy answers directly from the prescribed textbooks).



o

Questions based on application of Classroom learning to real life situations.

AglaSem Schools Formative Assessment Manual for Teachers

Class Work/Home Work Assessment



o

Questions based on enhancement of skills related to drawing diagrams, solving numericals, writing of formulae and chemical equations etc.



o

Tasks related to rectification of mistakes / errors.

Areas of Assessment may include:





■

Regularity in submission of work



■

Completeness and neatness of work



■

Overall quality of answers

The notebooks 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 schools / teachers.

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

●

appreciate interrelation between classroom learning and everyday life application

●

connect classroom learning to life outside the school.

Approximate Time: 5-6 Hours Procedure: Suggestive steps to be followed: Before the Visit: The teacher may

o

plan the visit well in advance. The plan may be discussed with school authorities, authorities of the place of visit, parents and students. Some of the suggested places for visit may include Science Park Centre, Zoological Park, Science Museum, A Factory, A Laboratory etc.



o

brief the children on where they would be going.



o

clearly spell out the do's and don'ts to be followed during the trip.



o

instruct students to carry notebook, pen, crayons and any other item necessary for the trip. 171

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o

keep teacher pupil ratio of 1:20 during the trip for better learning.

o

visit the place beforehand.

o

prepare a questionnaire in advance to assess the students after the trip.

o

inform the students that they will be assessed on the basis of a questionnaire following the trip.

During the visit:

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

After the visit:

One day after the visit, the students may be given the questionnaire in the classroom. Their responses may be analyzed and appreciated. Assessment may be carried out on the basis of response to the items include in the questionnaire. The questionnaire may be designed in advance.

Suggested Field Visit:

Visit to a Thermal Power Plant



The said activity may be organized to visit a Thermal Power Plant. The authorities of the plant may be contacted in advance and details of the visit may be discussed and decided. A guided visit will certainly help the students know and learn more.



The students will understand about how electricity is generated in the plant and what resources are used for this purpose. Different sections of the plant and working of different sections / parts of plant may be explained by personnel working in the organization. Students may also be encouraged to think about the other ways of producing electricity and the kind of natural resources used in other plants.

Questionaire Time: 20 minutes

Max. Marks: 10

Instructions: Answer the following questions on the basis of your observations and understanding during the visit.

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1.

Name the power plant you visited, Where is it located ?



2.

Name the natural resource used for generation of energy in this plant.



3.

What kind of energy transformations take place in this power plant ?



4.

How is the turbine made to rotate in this power plant ?



5.

What kind of waste is generated in this power plant ?



6.

How is this waste disposed off ?

AglaSem Schools Formative Assessment Manual for Teachers

Class Work/Home Work Assessment



7.

What is the power generation capacity of this plant ?



8.

State one advantage of power generation by this method.



9.

State one disadvantage of power generation by this method.



10. Name any one other kind of Power Plant in which another kind of natural resource is used.

Assessment Criterion: One mark for every correct answer.

Popular Science Book Review Assessment Technique: Book Review Objectives: To help the learners to ●

inculcate the habit of book reading

●

develop interest in popular Science Literature

●

enhance knowledge through extended learning

●

relate learning of Science to everyday life.

●

strengthen science concepts through simple explanations

●

appreciate interrelationship between Science Technology and Society

●

develop a scientific and objective attitude

Approximate Time: 15-20 days Procedure: Students may be asked to read a popular science book preferably during vacations and write a book review on the same. A suggestive list of popular Science books related to different fields may be given to students. Some of the popular Science book publishers may include Vigyan Prasar, National Book Trust, NCERT, National Institute of Science Communication and Information Resources (NISCAIR) and Homi Bhabha Centre for Science Education (HBCSE). ●

A suggestive format of book review report may also be given to students in advance.

Assessment Parameters:

●

Language Used











2 marks



●

Clarity of thought











2 marks



●

Content











2 marks



●

Quality of Presentation









2 marks



●

Overall quality of report









2 marks





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AglaSem Schools Class Work/Home Work Assessment

Formative Assessment Manual for Teachers

Suggestive Format of Book Review:

(a) General: This section may include name of the book, author, publisher, price and number of pages etc.



(b) Brief Introduction: It may focus on title of the book (interesting or not) purpose of the book, concept / subconcepts covered, overall conceptualisation.



(c)



(d) Presentation: It may include language used (reader friendly or not) use of examples, data, co-relation with daily life situations, illustrations, coverage (its attractiveness) and overall simplicity or otherwise of the approach followed in the book.



(e)

Printing: It may focus on quality of paper used, colours used, illustrations / diagrams  / photographs, font size and font type.



(f)

Overall Impression: This section may highlight whether the book





●

provides enrichment and basis understanding of the topics / contents discussed in it.





●

is inspirational in natural.





●

reading was an enjoyable experience





●

helps to get a scientific / logical explanation of some 'myth' or 'superstition' relates to applications in everyday life.





●

relates to applications in everyday life.





●

deserves to be recommended to others.



The above suggested format may be changed or modified depending upon the need or requirement.

Progression of the Chapters: It may highlight logical sequence, clarity of concepts, richness of contents and suitability of content.

Few Suggested Science Popular Books:

174



●

Inventions that made history



–

Publication Division, Govt. of India



●

Science and Everyday life





–

Vigyan Prasar



●

Artificial Intelligence





–

NISCAIR



●

Seeing is not always believing



–

Vigyan Prasar



●

Life: From cell to cell



–

NISCAIR



●

Inventors who revolutionized our lives –

National Book Trust (NBT)



●

The Human Machines





–

NBT



●

You and your health





–

NBT



●

Heart disease and the layman



–

NBT

]

●

Kyon Aur Kaise



–

Vigyan Prasar







AglaSem Schools Formative Assessment Manual for Teachers

Class Work/Home Work Assessment

SI Units Assessment Technique: Individual Worksheet Objectives: To help the students to ●

learn SI Units of different physical quantities

●

understand how SI Units of different physical quantities are obtained from their definitions

●

recognise that one SI Unit may represent more than one physical quantity.

Task: Individual Approximate Time: 10 minutes Procedure: The teacher may ●

familiarize the students with SI Units of different physical quantities

●

explain how the SI Units of different physical quantities are obtained from their definitions

●

provide sufficient practice to students to correlate given SI Units with their corresponding physical quantities

●

give examples to explain that the same SI Units can represent more than one physical quantity.

Assessment Parameters: One mark for every correct answer.

Student Worksheet Instructions: Fill in the blanks in the following– 1.

The SI Unit of potential difference is

2.

The SI Unit of power of a lens is

3.

The SI Unit of focal length is

4.

The SI Unit of electric current is

175

AglaSem Schools Class Work/Home Work Assessment

Formative Assessment Manual for Teachers

5.

The SI Unit of electric energy is

6.

Watt is the SI Unit of

7.

Dioptre is the SI Unit of

8.

An example of a physical quantity having no unit is

9.

Ohm is the SI Unit of

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

Suggestive Remediation:

176

●

Knowledge and proper understanding of units of physical quantities is an important aspect of learning of Science. If some students are not able to learn the same. They may be helped to do the same by repeated practice.

●

Derivation of units from fundamental definitions of different quantities may be explained clearly.