Manual Of Secondary - BYJU'S

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Manual of SecondaryScience KitClasses IX and X

First EditionNovember 2010 Agrahayana1932ALL RIGHTS RESERVEDqNo part of this publication may be reproduced, stored ina retrieval system or transmitted, in any form or by anymeans, electronic, mechanical, photocopying, recordingor otherwise without the prior permission of the publisher.qThis book is sold subject to the condition that it shallnot, by way of trade, be lent, re-sold, hired out orotherwise disposed of without the publisher ’s consent,in any form of binding or cover other than that in which itis published.qThe correct price of this publication is the price printedon this p age, Any revised price indicated by a rubberstamp or by a sticker or by any other means is incorrectand should be unaccept able.PD 1T VK National Council ofEducational Research andTraining, 2010OFFICES OF THE PUBLICATIONDEPARTMENT, NCERTRs 00.00NCERT CampusSri Aurobindo MargNew Delhi 110 016Phone : 011-26562708108, 100 Feet RoadHosdakere Halli ExtensionBanashankari III StageBangaluru 560 085Phone : 080-26725740Navjivan Trust BuildingP.O.NavjivanAhmedabad 380 014Phone : 079-27541446CWC CampusOpp. Dhankal Bus StopPanihatiKolkata 700 114Phone : 033-25530454CWC ComplexMaligaonGuwahati 781 021Phone : 0361-2674869Publication TeamPrinted on 80 GSM paperPublished at the PublicationDepartment by the Secretary,National Council of EducationalResearch and Training, SriAurobindo Marg, New Delhi110016 and printed at . . .Head, PublicationDepartment: Neerja ShuklaChief ProductionOfficerChief Editor: Shiv KumarChief BusinessManager: Gautam GangulyEditor: Vijay Kumar: Shveta UppalProduction Assistant :CoverManoj DubeyIllustrationsManoj Dubey, Rishi

iiiPREFACEThis Manual of Secondary Science Kit for Classes IX and X notonly describes the kit items and their uses, but also details theactivities based on NCERT IX and X science textbooks. Moreover,the experiments prescribed for Classes IX and X practicals byCBSE can also be done using this kit. Thus, the Science Kit servesas a portable laboratory whereas the manual supplements thescience textbooks.The activities in the manual are structured in a manner sothat the students can question, explore and finally discover theconcepts involved. The manual is based on an approach whereinattempts are made to inculcate the scientific enquiry andunderstanding of the subject matter among the students. Thesuccess and usefulness of the kit with manual will depend onhow best the teachers can motivate the students to use the itemsrather than a mere demonstration by them.Such an activity based approach has been followed inpreparation of the science textbooks in the NCERT and whichrequires that the students themselves do the different activities.In the process of doing the activities using the present sciencekit not only will the students feel the excitement, but it will alsogive them opportunities to think and explore and which may notbe achievable by a reading of the textbooks alone. Of course,this requires time and keen interest on the part of the teachers.It is hoped that the teachers would also enjoy making use of thekit and the manual.One of the significant reforms in chemistry laboratorypractices has been the adoption of microscale techniquethroughout the world. This technique not only cuts the cost ofthe chemicals and apparatuses to a considerable extent, butalso is safe and environment friendly. The various activities inchemistry are described using the items of the kit based on themicroscaller approach.The NCERT appreciates the hand work done by the experts,teachers, Workshop technical staff, Publication Department staffin the development of the kit and the manual. Special thanks are

ivMANUALOFSECONDARY S CIENCE KITdue to Prof. Dharam Prakash, NIE (Workshop), NCER T,Dr. Kuldeep Singh, Reader, NIE (Workshop), NCERT and Dr.Gagan Gupta, Reader, DESM , NCERT, who contributedsignificantly in preparation of the manual and kit.H.O. GuptaProfessor and HeadNIE, Workshop Department

vACKNOWLEDGEMENTThe National Council of Educational Research and Training(NCERT), expresses its gratefulness to Dr. K.K. Arora, Reader(Chemistry), Department of Chemistry, Zakir Hussain College, NewDelhi; Shri. J.P. Agarwal, Principal (Retd), Ashok Vihar-III, NewDelhi; Dr. K.K. Gupta, Reader (Retd), Shalimar Bagh, New Delhi;Dr Vijay Sharda, Reader, Department of Chemistry, Zakir HussainCollege, New Delhi; Dr. Gita Mathur, Reader in Botany, Departmentof Botany, Gargi College, Siri Fort Road, New Delhi; Prof. Ved Ratna(Retd.), Saraswati Vihar, New Delhi; Shri Kanhaiya Lal, Principal(Retd.), Delhi Gate, Ghaziabad; Prof. Sunita Malhotra, Director,School of Science, IGNOU; Dr. Rashmi Sharma, Lecturer inChemistry, NERIE, Shillong; Prof. B.B. Swain, Bhubaneswar(Orissa); Dr. A.K. Vashistha, Principal, G.B. S.S.S., Jafrabad; ShriRaja Kishore Nayak, TGT, DMS, RIE Ajmer; Shri. Anil Kumar Jena,TGT, DMS, RIE Bhubaneswar; Prof. H.C. Jain, (Retd. Principal),RIE Ajmer; Mrs. Sini Annie Abraham,TGT, DPS, R.K. Puram,Sec-12, New Delhi; Dr. Babeeta Chrungu Kaula, Sr. Lecturer,Department of Botany, Zakir Hussain College, New Delhi; Dr. SaritaKumar, Reader, Acharya Narendra Dev College, New Delhi;Satheesh H.L, TGT, DMS, Mysore; Mrs. Nishi Saraswat, PGT,Kendriya Vidyalaya-I, Delhi; Prof. S.C. Jain, RIE, Bhubaneswar;Mrs Vandana Singh,TGT, Kendriya Vidyalaya, JNU, New Delhi;Mr. D.C. Pandey, Jalvayu Vihar, Noida; Mr. R.S. Dass, (Retd.) VicePrincipal, Vaishali, Ghaziabad; Dr. S.V. Sharma, Sr. Lecturer inPhysics, RIE, Ajmer; Mrs. Amina Ansari, TGT, Sardar PatelVidyalaya Lodhi Estate, New Delhi; Mr. Johnson David, (Retd.Lecturer), Biology, E-215, Saraswati Kunj Society, Plot No.25, I.P.Extension Delhi; Mrs. Raji Kamlasanan, PGT, DTEA Sr. Sec.School, R.K. Puram, Sec-4, New Delhi; Mrs. Meeta Purkayastha,PGT, New State Academy Senior Sec. School, Pitampura, NewDelhi; Sunila Masin,TGT, Friends Girl’s Higher Secondary School,Sohappur M.P; Pradeep Kumar Sharma, Govt. M. School, M.P;Mandharlal Patel, Govt. R.N.A, Sr. Secondary School, Piperiya,M.P; Mr. R.P. Sharma, Education Officer Science, CBSE, SikshaSadan,17, Rouse Avenue, New Delhi; S.L.Varte, Lecturer, DESM,

viMANUALOFSECONDARY S CIENCE KITNCERT; Prof. R.S. Sandhu, DESM, NCER T; for their contributionin the development, reviewing, editing, refining and finalisation ofthe manuscript of the “ Manual of Secondary Science Kit” forClasses IX and X.Special thanks are due to Dr. Kuldeep Singh, Reader, NIE,Workshop, NCERT, New Delhi; Prof. Dharam Prakash, NIE,Workshop, NCERT, New Delhi; Dr. S.K. Dash, Reader, RIE,Bhubaneswar; Dr. Gagan Gupta, Reader, DESM, NCERT, NewDelhi, for their significant contribution in preparation of themanual and the kit.The Council acknowledges the supports and facilities providedby NIE, Workshop and its staff; Shri Anil Nayal (Draftsman), ShriManoj Dubey (JPF); Shri Ajay Ambwani (Computer Assistant);Shri Ramesh Kumar (DTP Operator) and Davendra Kumar Sikka(UDC) for development of the Kit Manual and technical supportof Shri P. Chandra, Shri. G.D. Sharma (technician), Shri NarendraKumar, Shri Attar Singh, Shri Amarnath, Shri Satish Sharma,Shri Rambhool Singh and Shri Rajendra Kumar of NIE, Workshop,NCERT, New Delhi.

viiCONTENTS12PrefaceNCERT Secondary Science KitList of Secondary Science Kit ItemsActivitiesiii1-45-229.1 Matter in Our Surroundings23-27ACTIVITY 9.1.1How will you show and compare thecompressibility of gases and liquids?ACTIVITY 9.1.2How will you determine the boiling point ofwater and melting point of ice?ACTIVITY 9.1.3How will you study the phenomenon ofsublimation?ACTIVITY 9.1.4How does the rate of evaporation of differentliquids differ?9.2 Is Matter Around Us Pure28-39ACTIVITY 9.2.1How to prepare the saturated solution ofcommon salt in distilled water?ACTIVITY 9.2.2How to prepare a solution of common salt of10 per cent composition by volume.ACTIVITY 9.2.3How to separate the components of a mixturecontaining sand, common salt and camphor?ACTIVITY 9.2.4How to prepare and identify a homogenousmixture and a heterogeneous mixture?ACTIVITY 9.2.5How to differentiate between a homogenoussolution, colloidal solution and suspension onthe basis of transparency, filteration andTyndal effect?ACTIVITY 9.2.6How to separate a mixture of two immiscibleliquids?ACTIVITY 9.2.7How to differentiate between a mixture and acompound?9.3 Atoms and Molecules40-41ACTIVITY 9.3.1How to verify the law of conservation of massin a chemical reaction?

viiiMANUALOFSECONDARY S CIENCE KIT9.4 Structure of the Atom42ACTIVITY 9.4.1How to build static model of electrondistribution in atoms in different orbits of firsteighteen atoms?9.5 The Fundamental Unit of Life43-52ACTIVITY 9.5.1(a)How to study the parts of a dissectionmicroscope and their functions?ACTIVITY 9.5.1(b)How to study the parts of a compoundmicroscope and their functions?ACTIVITY 9.5.2(a)How to study plant cells?ACTIVITY 9.5.2(b)How to study animal cells?ACTIVITY 9.5.3How to study the process of osmosis?ACTIVITY 9.5.4How to study the processes of plasmolysis anddeplasmolysis?9.6 TissuesACTIVITY 9.6.1ACTIVITY 9.6.253-55How to identify the different types of planttissues?How to identify different types of animaltissues?9.7 Diversity in Living Organisms56-68ACTIVITY 9.7.1How to study diversity in plants?ACTIVITY 9.7.2How to differentiate a dicot from a monocotplant?ACTIVITY 9.7.3How to prepare a herbarium sheet?ACTIVITY 9.7.4How to study diversity in animals?ACTIVITY 9.7.5How to study the life cycle of an insect?ACTIVITY 9.7.6How to study the life cycle of malarial parasite(Plasmodium)?ACTIVITY 9.7.7How to study diseases in locally availablecrops?9.8 MotionACTIVITY 9.8.169How to determine the direction of motion of abody moving in a circular path?9.9 Force and Laws of Motion70-76ACTIVITY 9.9.1(a)How are the directions of action and reactionforces related?ACTIVITY 9.9.1(b)Are the direction of action and reaction forcesrelated?

ixACTIVITY 9.9.2ACTIVITY 9.9.39.10 GravitationACTIVITY 9.10.1ACTIVITY 9.10.2ACTIVITY 9.10.3ACTIVITY 9.10.4ACTIVITY 9.10.5How to demonstrate third law of motion?Does the total momentum of a system of bodiesremain the same when they collide?77-83Does the pressure depend upon area on whichthe force is exerted?How does the pressure vary with the depth ofa liquid?Why do you feel an upward push when a solidis immersed in a liquid?How can you determine that the density of asolid denser than water?Does a body experience a buoyant force whenit is immersed fully or partially in a liquid? Whatis the relation between this force and the weightof the liquid displaced by the body?9.11 Work and Energy84-86ACTIVITY 9.11.1How to determine if potential energy possessedby an object depend upon its position orconfiguration?ACTIVITY 9.11.2Are potential and kinetic energiesinterconvertible?9.12 SoundACTIVITY 9.12.1ACTIVITY 9.12.2ACTIVITY 9.12.3ACTIVITY 9.12.487-92Are vibrations essential for producing sound?How can you produce longitudinal waves in aslinky?How can you determine the speed of a pulsepropagated through a stretched slinky?How can you study the reflection of sound?10.1 Chemical Reactions and Equations93-101ACTIVITY 10.1.1How do we know that a chemical reaction hastaken place?ACTIVITY 10.1.2What are the different types of chemicalreactions?ACTIVITY 10.1.3What happens when an electric current ispassed through water?ACTIVITY 10.1.4How will you study a redox reaction?10.2 Acids, Bases and Salts102-114ACTIVITY 10.2.1How will you identify the acidic and basicnature of substances using differentindicators?

xACTIVITY 10.2.2ACTIVITY 10.2.3ACTIVITY 10.2.4ACTIVITY 10.2.5ACTIVITY 10.2.6MANUALOFSECONDARY S CIENCE KITWhat are the chemical properties of acids andbases?How will you estimate the pH of givensubstances using pH paper/ universalindicator solution?How can you identify bleaching powder,washing soda and baking soda from givensamples X,Y and Z .How will you show that crystals of coppersulphate contain water of crystallisation?How will you prepare SO2 gas and drawinference in respect of its:(i) effect on litmus paper.(ii) action on acidified K2 Cr2 O7.(iii) solubility in water.10.3 Metals and Non-metals115-124ACTIVITY 10.3.1How will you compare the physical propertiesof metals and non-metals?ACTIVITY 10.3.2How will you study the chemical properties ofmetals by observing their reactions with air,water and acids?ACTIVITY 10.3.3What is the action of metals such as Zn, Mg,Cu, and Al on their salts? What is the order oftheir reactivity in such reactions?ACTIVITY 10.3.4Do ionic compounds dissolve in both polar andnon-polar solvents?ACTIVITY 10.3.5Do ionic compounds conduct electricity?ACTIVITY 10.3.6Do moisture and air affect corrosion?10.4 Carbon and Its Compounds125-131ACTIVITY 10.4.1How will you study the following properties ofethanoic acid (1) odour (2) solubility in water(3) effect on litmus (4) reaction with sodiumbicarbonate.ACTIVITY 10.4.2How do ethanol and ethanoic acid react witheach other in the presence of conc. H 2SO4 ?ACTIVITY 10.4.3What happens when alkaline solution ofpotassium permanganate is added to alcohol?ACTIVITY 10.4.4How will you test hard water by using soap anddetergent solution?ACTIVITY 10.4.5How will you compare the foaming capacity ofsoap in hard water and distilled water?

xi10.5 Life ProcessACTIVITY 10.5.1ACTIVITY 10.5.2132-142How to study stomata?How to demonstrate the role of light inphotosynthesis?ACTIVITY 10.5.3How to demonstrate importance ofcarbondioxide in photosynthesis?ACTIVITY 10.5.4(a) How to demonstrate liberation of carbondioxidegas during respiration in human beings?ACTIVITY 10.5.4(b) How to demonstrate liberation of carbondioxidegas during respiration in plants?ACTIVITY10.5.5How to demonstrate the production of CO2during anaerobic respiration?ACTIVITY10.5.6How to observe the effect of salivary amylaseon food?ACTIVITY 10.5.7How to demonstrate the process of absorption(imbibition)?10.6 Control and Coordination143-144ACTIVITY 10.6.1(a) How to demonstrate phototropism in plants?ACTIVITY 10.6.1(b) How to demonstrate geotropism in plants?10.7 How do Organisms Reproduce145-148ACTIVITY 10.7.1How to observe organisms multiplying byasexual reproduction?ACTIVITY 10.7.2How do some plants propagate vegetatively?ACTIVITY 10.7.3How to study different parts of flower and theirrole in sexual reproduction.10.8 Heredity and Evolution149-151ACTIVITY 10.8.1How to compare homologous and analogousorgans in plants and animals?ACTIVITY 10.8.2How to study distribution of hereditarycharacters?10.9 Reflection and Refraction152-164ACTIVITY 10.9.1How do we observe the image formed by(i) concave (ii) convex reflecting surfaces?ACTIVITY 10.9.2What happens when sun rays are focussed bya concave mirror on a piece of paper?ACTIVITY 10.9.3How can the image of a lighted candle formedby concave mirror be studied?ACTIVITY 10.9.4How can the characteristics of the imageformed by a convex mirror be studied?ACTIVITY 10.9.5How can the image of an object formed in aplane mirror be studied?

xiiACTIVITY 10.9.6ACTIVITY 10.9.7ACTIVITY 10.9.810.10 ElectricityACTIVITY 10.10.1ACTIVITY 10.10.2ACTIVITY 10.10.3ACTIVITY 10.10.4ACTIVITY 10.10.5MANUALOFSECONDARY S CIENCE KITHow can refraction of light through arectangular glass slab be studied?What happens when Sun rays are focussed bya convex lens on a piece of paper?How can the nature of the images of a lightedcandle, be studied by convex lens?165-174Do components made of different materials offerdifferent electrical resistance?What are the factors on which the resistanceof a metallic conductor depends?Is the current passing through different pointssame in an electric circuit consisting ofdifferent resistors connected in series?Does the potential difference across differentresistors connected in series in an electriccircuit depend upon the value of a resistor?Whether the potential difference across theends of different resistors connected in aparallel combination are the same? Is thecurrent flowing through them are the same?10.11 Magnetic Effects of Electric Current175-187ACTIVITY 10.11.1Does a current carrying conductor producemagnetic field?ACTIVITY 10.11.2 What is the pattern of magnetic field linesaround a bar magnet?ACTIVITY 10.11.3 How to draw magnetic field lines around a barmagnet?ACTIVITY 10.11.4 How does a current carrying circular coilproduce a magnetic field?ACTIVITY 10.11.5 How does a conductor placed in a magneticfield behave when a current is passed throughit?ACTIVITY 10.11.6 What happens when a magnet is moved neara coil of wire?ACTIVITY 10.11.7 What is the effect of varying the current in acoil on placing another coil near it?

1NCERT SECONDARY SCIENCE KITI. ABOUT THE KIT AND ITS MANUALThe NCERT Secondary Science Kit with its manual providesvarious learner-centred activities on the various chapters ofscience textbooks for Classes IX and X based on the new syllabusdeveloped by the NCERT. The activities included in this manualalso fully cover the practicals prescribed by CBSE for Classes IXand X. The Kit contains scientific and general items, chemicals,glassware, tools, etc. Attempts have been made to make the itemslLow costlMultipurposelMicroscalerSome of the outstanding examples are W-tube, laboratorystand-cum-wise, compound and dissecting microscopes, bell-jarfor electrolysis, electroscope, lung apparatus, kerosene burner,slides, coils, optics kit, spring balance,etc.There has been specialprovision for use of microscale chemistry lab techniques whichreduces, hazards and wastage of chemicals and provides pollutionfree atmosphere.Most of the activities described in the manual can be performedby using items in the kit. However, some activities may require fewadditional items and which are easily available from thesurroundings. These activities/practicals are meant to encouragethe students to explore science concepts through their observationsand to understand these concepts through various activities/experiments. In order to links the contents of the manuals with thecontents of the textbooks, the names of the corresponding chaptersof the textbooks have been mentioned. Each chapter has problemoriented topics (in an interrogative form). In case, the teachers/students feel interested in additional activities, they are at libertyto do so by performing the extension activities.In order to guide your activities, structured performing stepsare suggested to facilitate the sequential development of theconcepts. Motivational questions on the activities are alsosuggested. Wherever required, the clues for answer to some

2MANUALOFSECONDARY SCIENCE KITquestions are given. Materials required to perform the activity arealso suggested.The attraction of putting together a set of teaching–learningaids/ apparatus in a portable container along with the manualshas given boost to this development of science kit programme.The science kit is, thus, an essential alternative to the lack of anyequipment in most of the schools in India and is a supplement tothe textbooks. The kit has the following advantages:lAvailability of necessary pieces of apparatus/items at oneplace.lMultipurpose use of each piece of apparatus.lEconomy of time in setting up of experiments.lPortability from one place to another.lProvision for teacher’s innovation.lLow cost and use of indigenous resources.The use of science kits has been highly recommended inNational Curriculum Framework (NCF), 2005, for effective learningthrough “hands-on minds-on” learning approaches.2. SCIENCE LEARNING APPROACH – “HANDS-ON MINDSON” LEARNINGThere has been a rapid expansion of scientific knowledgein recent years. Realisation of the relevance of scienceeducation as reflected in human thought, style, social valuesand culture have made it imperative to upgrade the curriculumand learning approaches of science in order to improve thequality of life. To develop and transform a learner into ascientifically li

This Manual of Secondary Science Kit for Classes IX and X not only describes the kit items and their uses, but also details the activities based on NCER T IX and X science textbooks. Mor eover , the experiments prescribed for Classes IX and X practicals by CBSE can also be done using this kit. Thus, the Science Kit serves

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