ORIENTATION PROGRAM FOR PUDUCHERRY TEACHERS �22.05.2023 – 25.05.2023

SESSION - I

ICE BREAKING SESSION-SUBJECT IDENTIFICATION

• My Father got transferred to a City, which is relatively highly populated than the current city
• Prices of all Goods in this city is relative to demand
• We met our relative in the market��

ICE BREAKING SESSION-SUBJECT IDENTIFICATION

• Periodic tests are being conducted for the students to assess their performance and the results are average
• There are 8 Periods in a day and teachers are finding it difficult to complete their portions and additional periods are required
• HOD’s are doing periodic checks which helped in improving the test performance of the students��

ICE BREAKING SESSION-SUBJECT IDENTIFICATION

• Society has entered a technological phase of Evolution during Pandemic
• In General, Evolution proceeds by a series of small changes, but rapid evolution was observed during the course of pandemic
• Because of the rapid evolution people worried about the future, but we know that the evolution can explain the past but it can never predict the future

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INTRODUCTION ABOUT CBSE

• The Central Board of Secondary Education (CBSE) is a National level board of education in India for public and private schools, controlled and managed by the Government of India.
• Established in 1929
• There are more than 27,000 schools in India and 240 schools in 28 foreign countries affiliated to the CBSE. All schools affiliated to CBSE follow the NCERT curriculum especially from class 9 to 12. 

INTRODUCTION ABOUT CBSE

CBSE offers academic subjects in 40 different languages, which are Arabic, Assamese, Bahasa Melayu, Bengali, Bhutia, Bodo, English, French, German, Gujarati, Gurung, Hindi Course-A, HindiCourse-B, Japanese, Kannada, Kashmiri, Lepcha, Limboo, Malayalam, Meitei (Manipuri), Marathi, Mizo, Nepali, Odia, Persian, Punjabi, Rai, Russian, Sanskrit, Sindhi, Spanish, Sherpa, Tamang, Tamil, Tangkhul, Telugu AP, Telugu Telangana, Thai, Tibetan, Urdu Course A and Urdu Course B

VISION AND MISSION OF CBSE

• The basic vision of CBSE is to inspire learning for physical, emotional, social and intellectual well being of students.
• The CBSE, a pace-setting National Board of School Education in the country, aspires to be a centre of unmatched excellence for providing quality education by continuously raising the educational standards to meet the National and Global needs through the dual process of affiliating schools within and beyond the National Geographical boundaries and conduct of examinations at the end of classes X and XII.

SUBJECTS OFFERED

• LANG I – ENGLISH
• LANG II – ANY LANGUAGE OTHER THAN ENGLISH
• MAIN SUBJECTS - MATHEMATICS

SCIENCE

SOCIAL SCIENCE

• SKILLED SUBJECTS ( OPTIONAL)

LANGUAGES OFFERED - VI TO X

• Arabic
• Assamese
• Bahasa Melayu
• Bengali
• Bhutia
• Bodo
• English - Language and Literature
• French
• German
• Gujarati
• Gurung
• Hindi Course-A
• Hindi Course-B
• Japanese
• Urdu Course A

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• Updated Kannada
• Kashmiri
• Lepcha
• Limboo
• Malayalam
• Manipuri
• Marathi
• Mizo
• Nepali
• Odia
• Persian
• Punjabi
• Urdu Course B

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• Rai
• Russian
• Sanskrit
• Sindhi
• Spanish
• Sherpa
• Tamang
• Tamil
• Tangkhul
• Telugu AP
• Telugu Telangana
• Thai
• Tibetan

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MAIN SUBJECTS

• MATHEMATICS- BASIC AND STANDARD
• SCIENCE
• SOCIAL SCIENCE

OTHER ACADEMIC ELECTIVES

• Carnatic Music (Vocal)
• Carnatic Music (Melodic Instruments)
• Carnatic Music (Percussion Instruments)
• Hindustani Music (Vocal)
• Hindustani Music (Melodic Instruments)
• Hindustani Music (Percussion Instruments)
• Painting
• Home Science
• National Cadet Corps (NCC)
• Computer Applications
• Elements of Business
• Elements of Book Keeping and Accountancy

SKILL MODULES BEING OFFERED BY CBSE IN MIDDLE SCHOOL

• Artificial Intelligence
• Beauty & Wellness
• Design Thinking & Innovation
• Financial Literacy
• Handicrafts
• Information Technology
• Marketing/ Commercial Application
• Mass Media - Being Media Literate

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• Travel & Tourism
• Coding
• Data Science
• Augmented Reality / Virtual Reality
• Digital Citizenship
• Life Cycle of Medicine & Vaccine
• Things you should know about keeping Medicines at home
• What to do when Doctor is not around
• Humanity & Covid-19

SKILL MODULES BEING OFFERED BY CBSE IN MIDDLE SCHOOL

• Blue Pottery
• Pottery
• Block Printing
• Food
• Food Preservation
• Baking
• Herbal Heritage
• Khadi

• Mask making
• Mass Media
• Making of a Graphic Novel
• Kashmiri Embroidery
• Embroidery
• Rockets
• Satellites
• Application of Satellites

CO SCHOLASTIC AREAS �

• ART EDUCATION
• HEALTH AND PHYSICAL EDUCATION
• WORK EXPERIENCE

PEDAGOGICAL PRACTICES BY THE TEACHER

• Teaching should be in the conversational modes rather than in the modes of authoritarian monologue
• The teacher needs to draw the attention of the children and gain their confidence
• Teachers should make deliberate attempts to explain the learning from the utility of the textual material taught in school to real life.

LESSON PLAN

Lesson/ Unit Plan, Specific Lesson Plans for the topics are to be prepared by the teachers. These plans may have the following parts

• Specific Learning Outcomes
• Pedagogical Strategies
• Activities/experiments/hands-on-learning
• Interdisciplinary Linkages and infusion Life-skills, Values, Gender sensitivity etc.
• Resources (including ICT)
• Feedback and Remedial Teaching Plan
• Inclusive Practices

CROSS CURRICULAR LINKAGES

• Connecting prior knowledge with new information. For example, Mathematical data handling and interpretation can be effectively applied in geography and science.
• Writing better-framed answers in history, geography and science when they have learnt how to write explanations/short descriptions in a language
• Integrating Life Skills like empathy, problem solving and interpersonal communications with the study of literature and other areas.
• Incorporating Universal Values, Life Skills, Constitutional Values with emphasis on realization of Fundamental Duties in all subjects.

EXAM PATTERN

Theory exam : 80 marks

Internal assessment : 20 marks

Periodic test -5 marks

Multiple assessment – 5 marks

Portfolio – 5 marks

Subject enrichment activities – 5 marks

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SESSION - II

CURRICULUM -MIDDLE SCHOOL AND SECONDARY SCHOOL

Interaction

What are the challenges in teaching science ?

What are the objectives of science education?

CURRICULAR EXPECTATIONS�

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• Develop understanding of concepts, principles, theories, and laws governing the physical world, consistent with the stage of cognitive development.
• Develop ability to acquire and use the methods and processes of science, such as observing, questioning, planning investigations, hypothesising, collecting, analysing and interpreting data, communicating explanations with evidences, justifying explanations, thinking critically to consider and evaluate alternative explanation, etc.
• Conduct experiments, also involving quantitative measurements.
• Appreciate how concepts of science evolve with time giving importance to its historical prospective.

CURRICULAR EXPECTATIONS

• Develop scientific temper (objectivity, critical thinking, freedom from fear and prejudice, etc.).
• Nurture natural curiosity, aesthetic sense, and creativity.
• Imbibe the values of honesty, integrity, cooperation, concern for life and preservation of environment.
• Develop respect for human dignity and rights, equity and equality.

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OBJECTIVES OF CURRICULUM

Students should

• Achieve cognitive, affective and psychomotor excellence
• Enhance self-awareness and explore innate potential
• Attain mastery over laid down competencies
• Imbibe 21st century learning, literacy and life skills
• Promote goal setting, and lifelong learning
• Inculcate values and foster cultural learning and international understanding in an interdependent society

OBJECTIVES OF CURRICULUM

• Acquire the ability to utilize technology and information for the betterment of humankind
• Strengthen knowledge and attitude related to livelihood skills
• Develop the ability to appreciate art and show case talents
• Promote physical fitness, health and well-being
• Promote arts integrated learning

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Hand out - 1

• Hidden words

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SESSION - III

Model lesson plan

LESSON PLAN (2023 – 24)

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MONTH: JANUARY-2024 NO.OF PERIODS: 5

CLASS : VII WEEK: 1

SUBJECT: SCIENCE DATE:2/1/24-6/1/24

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TOPIC: LIGHT

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ACTIVITY

1.Pepare a small lesson plan for the topic of your choice-

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• OBJECTIVE
• METHOD OF TEACHING / PEDOGOLOGY
• ACTIVITIES
• ASSESSEMENT
• LEARNING OUTCOMES

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2. Suggest activities which will make the class interesting.

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WEBSITES

• www.cbse.nic.in
• NCERT website

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SESSION - V

QUESTION PAPER PATTERN

Periodic Assessment �i) Pen-Paper test – 5 marks�ii) Multiple assessment – 5 marks

MODEL QUESTION PAPER

MCQ 20 X 1 = 20

VSA 6 X 2 = 12 (30 – 50 WORDS)

SA 7 X 3 = 21 (50 – 80 WORDS)

LA 3 X 5 = 15 (80 – 120 WORDS)

CASE STUDY 3 X 4 = 12

TOTAL 80 marks

Internal assessment – 20 marks

• Periodic assessment – 5 marks
• Multiple assessment – 5 marks
• Subject enrichment – 5 marks
• Portfolio - 5 marks

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PERIODIC ASSESSMENT – 5 MARKS

• Unit test
• Slip test
• Mid term test
• Terminal exams

( average of 2 best tests)

Multiple assessment – 5 marks

• Oral test
• Quiz
• Concept map
• Project
• Posters
• Presentation/demonstrations
• Investigation
• Peer assessment
• Self assessment
• Model making
• Worksheets
• Skit
• Role play

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SUBJECT ENRICHMENT ACTIVITIES – 5 MARKS

• Lab activity/ virtual lab, if lab facility not available
• Record work
• Activity sheets
• Conduct of student in laboratory

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PORTFOLIO – 5 MARKS

• Test/ exam answer scripts with question paper
• Activity sheets
• Diagrams
• Record sheet (best)
• Class work pages (best)
• Art integration
• Achievements in Science related competitions
• Herbarium

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ACITIVITY

CREATING QUESTIONS

SESSION - V

DISCUSSION ON QUESTIONS

CASE STUDY

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ASSERTION AND REASONING

CASE STUDY BASED QUESTION�PHYSICS

CASE STUDY QUESTION NO:1

Read the passage given below and answer the following questions from (i) to (v).

As we know that, in case of concave mirrors when a ray of light parallel to principal axis strikes the mirror and after reflection it passes through principal focus of the concave mirror. Also, a ray which is passing through the principal focus of the concave mirror after reflection goes parallel to the principal axis. And the ray of light which is passing through the centre of curvature of concave mirror after reflection retraces the same path in backward direction. Because of converging property of concave mirrors they are used in solar furnaces to concentrate more light to produce huge amount of heat energy. They are also used in search lights, torches, head lights of vehicles so that a strong parallel beam of light will be produced. Also, in case of shaving mirrors concave mirrors are used to see larger face of the person.

While convex mirrors are used as rear view mirror in vehicles to see the traffic behind the person for safe driving. As these mirrors are curved outwards they has wider field of view. In convex mirrors the image formed is always diminished, virtual and erect.

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CASE STUDY BASED QUESTION�PHYSICS

Questions:

1) In case of concave mirror when the image formed is virtual and erect?

2) In which case the image formed is of same size as the object in case of concave mirrors?

3) Which mirrors are called as converging and diverging mirror?

4) The focal length of concave mirror is______ and the focal length of convex mirror is _______.

Answers:

1) In case of concave mirrors, when the object is placed between pole P and focus F of the mirror then the image formed is behind the mirror which is enlarged, virtual and erect.

2) When the object is placed at centre of curvature C of the mirror then image formed is also at centre of curvature C which is of same size, real and inverted.

3) Concave mirror is called as converging mirror while convex mirror is called as diverging mirror.

4) The focal length of concave mirror is positive and the focal length of convex mirror is negative.

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CASE STUDY BASED QUESTION�CHEMISTRY

• Read the following and answer any four questions from 1 to 5:
• Marble’s popularity began in ancient Rome and Greece, where white and off-white marble were used to construct a variety of structures, from hand-held sculptures to massive pillars and buildings.

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1.The substance not likely to contain CaCO3 is

a) Dolomite b) A marble statue c) Calcined gypsum d) Sea shells.

2. Gas A, obtained above is a reactant for a very important biochemical process which occurs in the presence of sunlight. Identify the name of the process –

a) Respiration b) Photosynthesis c) Transpiration d) photolysis

3. Marble statues are corroded or stained when they repeatedly come into contact with polluted rain water. Identify the main reason

a) decomposition of calcium carbonate to calcium oxide

b) polluted water is basic in nature hence it reacts with calcium carbonate

c) polluted water is acidic in nature and hence it reacts with calcium carbonate

d) calcium carbonate dissolves in water to give calcium hydroxide.

4. Calcium oxide can be reduced to calcium, by heating with sodium metal. Which compound would act as an oxidizing agent in the above process?

a) Sodium b) sodium oxide c) calcium d) calcium oxide

Answer key

1. c

2. b

3. c

4. d

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CASE STUDY BASED QUESTION�BIOLOGY

Read the following and answer the questions. Food chains are very important for the survival of most species.

1) If 10,000 J solar energy falls on green plants in a terrestrial ecosystem, what percentage of solar energy will be converted into food energy?

a) 10,000 J b) 100 J c) 1000 J d) It will

depend on the type of the terrestrial plant.

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2) If Ravi is consuming curd/yogurt for lunch , which trophic level in a food chain he should be considered as occupying ?

a) First trophic level b) Second trophic level c) Third trophic level d) Fourth trophic level

3) Matter and energy are two fundamental inputs of an ecosystem. Movement of

a) Energy is bidirectional and matter is repeatedly circulating.

b) Energy is repeatedly circulating and matter is unidirectional.

c) Energy is unidirectional and matter is repeatedly circulating.

d) Energy is multidirectional and matter is bidirectional.

4) Which of the following limits the number of trophic levels in a food chain?

a) Decrease in energy at higher trophic levels c) Polluted air

b) Less availability of food d) Water

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Answers:

1) b 2) c 3) c 4) a

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HAND OUT - 2

SETTING QUESTIONS FOR CASE STUDY

ASSERTION AND REASONING

ASSERTION REASON QUESTIONS

In the following questions, a statement of assertion is followed by a statement of reason. Mark the correct choice as:

(a) Both assertion and reason are correct and reason is the correct explanation of assertion.

(b) Both assertion and reason are correct, but reason is not the correct explanation of assertion.

(c) Assertion is true, but reason is false.

(d) Assertion is false, but reason is true.

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ASSERTION AND REASONING �PHYSICS

Assertion: An ammeter is always connected in parallel with the circuit for which current has to be measured.

Reason: As the current in a series circuit is same.

Answer : (d) Assertion is false, but reason is true.

Explanation : In a series circuit the current measured will be same, this is the reason why ammeter is always connected in series with the circuit for which the measurement has to be done. Thus, assertion is false, but reason is true.

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ASSERTION AND REASONING �CHEMISTRY

Assertion (A): pH = 7 signifies pure water.

Reason (R) : pH of acetic acid is greater than 7.

ANSWER:

Option C – A is true and R is false.

Explanation: The range of pH for acids is less than 7

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ASSERTION AND REASONING �BIOLOGY

Assertion (A): Lungs always contain a residual volume of air.

Reason (R) : It provides sufficient time for oxygen to be absorbed and carbon

dioxide to be released.

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ANSWER:

Option A – A and R are true and R is the correct explanation of A.

HAND OUT - 3

SAMPLE QUESTIONS

SESSION - VI

COMPETENCY BASED

COMPETENCY BASED EDUCATION

• Competency-based education (CBE) is an approach to teach, learn, and assess the student learning outcomes and attaining proficiency in particular competencies in each subject
• Teaching which uses a CBE methodology works to empower students and provide them with a meaningful and positive learning experience.
• It places the learner at the center and actively engages them in the learning process. It emphasizes real-world applications of knowledge and skills and the authenticity of the learning experience

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COMPETENCIES

COMPETENCY BASED QUESTIONS �PHYSICS

If you focus the image of a distant object, whose shape is given below, on a screen using a convex lens,

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the shape of the image of this object on the screen would be

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Answer : CORRECT OPTION IS (B)

ON FOCUSING THROUGH A CONVEX LENS IS A REAL INVERTED IMAGE IS PRODUCED.HENCE THE IMAGE FORMED WILL BE INVERTED.

COMPETENCY: LOGICAL THINKING

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COMPETENCY BASED QUESTIONS �PHYSICS

2. A student determines the focal length of a device X by focussing the image of a distant object on a screen placed 20 cm from the device on the same side as the object, the device X is

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a) concave lens of focal length 20cm

b) convex lens of focal length 20cm

c) concave mirror of focal length 20cm

d) convex mirror of focal length 20cm

Answer : CORRECT OPTION IS (C)

IMAGE FORMED BY THE CONCAVE MIRROR IN THIS CASE IS SAME AS WHEN OBJECT IS AT INFINITY DUE TO THE GREAT DISTANCE LIGHT RAYS INCIDENT ALMOST PARALLEL TO PRINCIPAL AXIS AFTER REFLECTION ALL THE RACE WILL CONVERT AND MEET AT PRINCIPAL FOCUS. SO, FOCAL LENGTH IS 20 cm.

COMPETENCY: ABSTRACT THINKING

COMPETENCY BASED QUESTIONS �PHYSICS

3. A student plots V-I graphs for three samples of chrome wire with resistances R1, R2 and R3. Choose from the following statement that holds true of this graph.

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(a) R1 = R2 = R3

(b) R1 > R2 > R3

(c) R3 > R2 > R1

(d) R2 > R1 > R3

Answer : CORRECT OPTION IS(C) R3 > R2 > R1.

EXPLANATION : AS IT IS CLEAR FROM THE GRAPH, THE CURRENT FOR R3 IS LESS THAN R2 WHICH IN TURN LESS THAN R1.THEREFORE THE RESISTANCE OF R3 WILL BE MORE THAN R2 WHICH IS MORE THAN R1.

COMPETENCY: ANALYTICAL THINKING

HAND OUT- 4

SAMPLE QUESTIONS

SESSION - VII

ART EDUCATION

ART EDUCATION AND ART INTEGRATION

The following two-pronged approach was followed from the session 2019-20

(i) Art education will continue to be an integral part of the curriculum, as a co-scholastic area. The schools may also promote and offer Visual and Performing Arts based subjects at the Secondary and Senior Secondary level.

(ii) Art shall be integrated with the teaching and learning process of all academic subjects from classes 1 to 12, to promote active and experiential learning.

ART INTEGRATION

ART INTERATION ACTIVITY- EVERY SUBJECT TEACHER SHOULD DO AN ACTIVITY FOR A TERM .

ART INTEGRATION PROJECT – INTERDISCIPLINARY – CONNECTING TO TH STATE WEST BENGAL

BIOLOGY

BIOLOGY

• Colorful presentation of bio -geo chemical cycles- chapter Natural resources (deleted but can be included for portfolio)
• Vegetable print using cross sections of vegetables like lady's finger, onion ,potato etc (Tissues)
• Poster presentation on the significance of organ donation - to create awareness
• Jingle on save our girl child
• Make a fruit salad using regional fruits.

ART INTEGRATION IN CHEMISTRY

• DRAWING ATOMIC STRUCTURE USING COLOURED BINDIS/CLOUR PAPERS/COLOURED CLAY/MATCHSTICK/TOOTHPICK ETC
• MIND MAPPING USING COLOURED PICTURES – CLASSIFICATION OF SUBSTANCES AROUND US INTO ELEMENTS,COMPOUNDS AND MIXTURES.
• SINGING PERIODIC TABLE SONG
• AQUIRING THE SKILL OF WRITING CHEMICAL FORMULAE USING SYMBOLS AND VALENCIES WITH DIFFERENT COLOURED CLAY AND CHALK PIECES.

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ART INTEGRATION IN ACID BASES AND SALTS

• Students are asked to draw a quick sketch of facial expression on tasting different fruits.
• Students make a greeting card using turmeric and detergent. They bring dry turmeric paper and dip ear bud or paint brush in prepared detergent solution and make regional design of pochampally and write a message on it to greet their parents.

ART INTEGRATION IN PHYSICS

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• Making the students to draw pictures with sketch pen and pencil to understand the difference in the pressure exerted by changing the area of contact.
• Perform a simple dance using both flat shoes and high heels and then share your experiences

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ART INTEGRATION PHYSICS

1. Poster making- Save electricity.
2. video making - The importance of different forms of energy around us.
3. Power point presentation-Life on earth without Gravity .
4. Drawing-Newtons law in every day life
5. Poster: Harmful effects of sound pollution
6. Slogan writing -eye donation

MIND MAP

ART INTEGRATION PROJECT

• SCRAP BOOK - SCIENTISTS AND SCIENTIFIC INSTITUTIONS OF WEST BENGAL
• PPT ALIPORE ZOOLOGICAL PARK
• SKIT ON REDUCING POLLUTION IN BENGALI
• BAR DIAGRAM ON DIFFERENT POLLUTION LEVEL OF THE DISTRICTS OF WEST BENGAL

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SESSION 8

LAB ACTIVITIES

SESSION - VIII

CHINMAYA VIDYALAYA, ANNA NAGAR

LAB ACTIVITIES- CLASS 6

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CLASS : VII

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CLASS : VIII

CLASS : IX

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1. Preparation of:

a) a true solution of common salt, sugar and alum

b) a suspension of soil, chalk powder and fine sand in water

c) a colloidal solution of starch in water and egg albumin/milk in water and distinguish between

these on the basis of

• transparency
• filtration criterion
• Stability

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2. Preparation of

a) A mixture

b) A compound

using iron filings and sulphur powder and distinguishing between these on the basis of:

(i) appearance, i.e., homogeneity and heterogeneity

(ii) behaviour towards a magnet

(iii) behaviour towards carbon disulphide as a solvent

(iv) effect of heat

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CLASS : IX

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3. Perform the following reactions and classify them as physical or chemical changes:

a) Iron with copper sulphate solution in water

b) Burning of magnesium ribbon in air

c) Zinc with dilute sulphuric acid

d) Heating of copper sulphate crystals

e) Sodium sulphate with barium chloride in the form of their solutions in water

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4. Preparation of stained temporary mounts of

(a) onion peel, (b) human cheek cells & to record

observations and draw their labeled diagrams.

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5. Identification of Parenchyma, Collenchyma and Sclerenchyma tissues in plants, striped, smooth and cardiac muscle fibers and nerve cells in animals, from prepared slides. Draw their labelled diagrams.

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CLASS : IX

6. Determination of the melting point of ice and the boiling point of water.

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7. Verification of the Laws of reflection of sound.

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8. Determination of the density of solid (denser than water) by using a spring balance and a measuring cylinder.

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9. Establishing the relation between the loss in weight of a solid when fully immersed in

a) Tap water

b) Strongly salty water with the weight of water displaced by it by taking at least two different

Solids.

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10. Determination of the speed of a pulse propagated through a stretched string/slinky (helical spring).

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11. Verification of the law of conservation of mass in a chemical reaction.

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CLASS : X 

1. A. Finding the pH of the following samples by using pH paper/universal indicator:

(i) Dilute Hydrochloric Acid

(ii) Dilute NaOH solution

(iii) Dilute Ethanoic Acid solution

(iv) Lemon juice

(v) Water

(vi) Dilute Hydrogen Carbonate solution

B. Studying the properties of acids and bases (HCl & NaOH) on the basis of their reaction with:

a) Litmus solution (Blue/Red)

b) Zinc metal

c) Solid sodium carbonate

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2. Performing and observing the following reactions and classifying them into:

A. Combination reaction

B. Decomposition reaction

C. Displacement reaction

D. Double displacement reaction

(i) Action of water on quicklime

(ii) Action of heat on ferrous sulphate crystals

(iii) Iron nails kept in copper sulphate solution

(iv) Reaction between sodium sulphate and barium chloride solutions

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CLASS : X

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3. Observing the action of Zn, Fe, Cu and Al metals on the following salt solutions:

i) ZnSO₄(aq)

ii) FeSO₄(aq)

iii) CuSO₄(aq)

iv) Al₂(SO₄)₃(aq)

Arranging Zn, Fe, Cu and Al (metals) in the decreasing order of reactivity based on the

above result.

4. Studying the dependence of potential difference (V) across a resistor on the current (I) passing

through it and determine its resistance. Also plotting a graph between V and I.

5. Determination of the equivalent resistance of two resistors when connected in series and

parallel.

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CLASS : X

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6. Preparing a temporary mount of a leaf peel to show stomata.

7. Experimentally show that carbon dioxide is given out during respiration.

8. Study of the following properties of acetic acid (ethanoic acid):

i) Odour

ii) solubility in water

iii) effect on litmus

iv) reaction with Sodium Hydrogen Carbonate

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9. Study of the comparative cleaning capacity of a sample of soap in soft and hard water.

10. Determination of the focal length of:

i) Concave mirror

ii) Convex lens

by obtaining the image of a distant object.

CLASS : X

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11. Tracing the path of a ray of light passing through a rectangular glass slab for different angles

of incidence. Measure the angle of incidence, angle of refraction, angle of emergence and

interpret the result.

12. Studying (a) binary fission in Amoeba, and (b) budding in yeast and Hydra with the help of

prepared slides.

13. Tracing the path of the rays of light through a glass prism.

14. Identification of the different parts of an embryo of a dicot seed (Pea, gram or red kidney bean).

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CHEMISTRY - METAL DISPLACEMENT �REACTION

• AIM: To study the effect on Copper Sulphate solution on adding an iron nail to it by Displacement reaction.
• APPARATUS REQUIRED: A test tube, Copper Sulphate solution and a clean iron nail.
• PROCEDURE: Take a test tube and put 10ml of freshly prepared blue Copper Sulphate solution in it. Place a clean iron nail in it. Keep it undisturbed for few minutes.
• OBSERVATION: After 20-25 minutes , the colour of the solution changes from blue to green. A reddish brown deposit was observed on the iron nail.
• CONCLUSION: The green colour is due to the formation of ferrous sulphate. Iron is more reactive than Copper. Therefore Iron displaces Copper from blue Copper Sulphate solutions and have Copper deposits as reddish brown deposit on the surface of the Iron nail.

PHYSICS -LIGHT- MULTIPLE IMAGES WITH PLANE MIRRORS

• AIM: To understand how with change in angle of inclination between two plane mirrors, the number of images formed changes.
• APPARATUS REQUIRED: Two plane mirrors of equal sizes, plasticine and a coin.
• PROCEDURE: 1. Take two plane mirrors of equal sizes and arrange their edges at 90 degrees to each other and hinge them in position using plasticine. 2. Now place a coin in between the mirrors. 3. Count the number of images of coin formed. 4. Now hinge the two plane mirrors using plasticine at different angles say 45 degree, 60 degree , 120 degree and 180 degree . 5. Again count the number of images formed in each case. 6. Record your observations in the table given below

Mirror experiement

• OBSERVATION:

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FORMULA: n= (360/angle – 1)

• CONCLUSION: It was observed that when two plane mirrors are held at some angle to one another and an object is placed between them ,then multiple images are formed ,depending upon the angles between them.

BIOLOGY-FERMENTATION OF YEAST

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AIM: To study fermentation of yeast in wheat flour dough.

a) Increase in volume by using yeast.

b) Test of released gas in lime water.

MATERIALS REQUIRED: 200 g of Wheat flour, water, 100g sugar, bowl to make dough , yeast powder,

lime water, 3test tubes, 2balloons, lime water.

PROCEDURE: Take wheat flour in a bowl, add required water, knead and make one dough ball.

Cover and keep it aside. To the rest of the flour add a pinch of yeast powder, little

sugar and water, knead well and make another dough ball. Keep this also covered for about two hours.

OBSERVATION: The dough without yeast shows little increase in volume. The dough with yeast shows increase in volume.

CONCLUSION: Yeast reproduces rapidly and produces carbon di oxide during respiration. Bubbles of the gas fill

the dough and increase its volume.

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FERMENTATION OF YEAST

Activity: Take two test tubes and mark them as A and B. Clamp these test tubes in a stand and fill them with water leaving some space at the top. Put one teaspoon of sugar in each of the test tubes. Add a spoonful of yeast in test tube B. Now tie the balloons on the mouth of the test tubes. Keep them in a warm place away from direct sunlight. Watch the set up for the next two days.

Take another test tube C filled with ¼ lime water. Remove the balloon from test tube B in such a manner that the gas inside the balloon does not escape. Fit the balloon on test tube C and shake well. Observe. 

OBSERVATION: The balloon tied to test tube A does not expand in size, but the balloon tied to test tube B will be inflated fully.

CONCLUSION: Yeast reproduces rapidly and produces carbon di oxide during respiration. Carbon di oxide gas occupies the entire space in the balloon and increase its size.

OBSERVATION: The lime water in test tube C turns milky.

CONCLUSION: Carbon di oxide from the inflated balloon reacts with lime water (Calcium hydroxide) and as a result Calcium carbonate and water are formed. This Calcium carbonate appears as a white precipitate turning lime water milky.

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Paper activity

DEMONSTRATION OF ACTIVITIES

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