D.A.

V INTERNATIONAL SCHOOL, AHMEDABAD

LESSONPLAN

Class-IX Subject: Science

Chapter name: force and Laws of motion
Total no. of periods:
Prepared by Sagarika Mishra
CONCEPT MAP (FOR THE COMPLETE CHAPTER)

What is
PART 1 Force?

Tug of war game to

understand the Balanced
concept of balanced Force
and unbalanced force

PART 2 Newton's
Unbalanced
Laws of
Force
Motion

Mass Momentum

Inertia

Newton's
second law
PART 3 of Motion

.
Solving the
PART 4 numericals
Newton's third
law of motion

1
 Solving the Conservatin of
numericals momentum

Learning Objectives
 Concept of Force
 Type of forces
 Balanced and unbalanced force
Learning Outcome
Knowledge (Cognitive)
Students will know and understand
 Students will be able to understand what is force?
 Types of forces
 Effects of forces
Attitude and values (Affective)
Students will value:
Balanced and unbalanced forces plays a very important role in our daily life. Almost every aspect of life
is affected by them. for example consider the case when we are standing on earth, if the force applied
by us on the earth is more than what earth applies in return, then we will crush the earth under our
feet. Similarly in a student’s life also unless or until we make a balance between our academics and our
leisure time we will not be able to achieve our goal nor can be a better individual. Whether it’s a matter
of saying something to someone or reacting to a situation every time there has to be balance between
every action. Because each action has an equal and opposite reaction in your life. A pure soul always
needs to be balanced in all the aspects of his/her life to get better opportunities.
Psychomotor skills
Students develop the qualities like
 Imitating the way experiments are carried out.
 Manipulate the actions to be followed after any experiment ie to observe and note down the outcome
of the experiment.
 Analyzing and deducing from the results of the experiment.
Marzano’s Taxonomy
Level 1 What is force? What is the direction of force? (Recap questions)
RETRIEVAL
Level 4 Identifying the pus and the pull of the object while in motion or in rest.
KNOWLEDGE Balanced and unbalanced force by the game of tug of war.
UTILIZATION

Detail of Teaching Learning Day 1

2
 Lesson Settlement of the class: Gayatri mantra and meaning.
beginning Introduction of the topic with recapitulation of the previous topic
(time : 5 Introductory activity:
minutes) AA dekhe zara kismet kitna hai dum……..
Two students will be asked to apply the force of their hand on each other and
Purpose : others will gaze who can let down each other’s hand within a minute.
Students will be asked few questions from the above activity
 What is applied on both the hands to move?
 Student’s response: Force
 What is force?
 Push or Pull of an object
 Can force change the magnitude of velocity of an object?
 Student’s response: yes
 Can force change the direction of the object?
 Students’ response: yes

Lesson
middle Sub-topic /concept to cover
Time: 20 Balanced and Unbalanced forces Knowledge utilization: Level 4
minutes Students will be taken to the ground to play a game
Purpose “Tug of War”
Boys V/s Girls
Students will be asked to play the game of tug of war
When the forces exerted by the two teams on the rope are balanced (equal and
opposite), then the rope does not move in either direction.
After this activity students will be understanding that if the resultant of all the
forces acting on a body is zero, the forces are called balanced forces.
Which means
 A body under the action of balanced force does not change its position of
rest (Uniform motion).
 After this activity students can quote example like
 Suppose a heavy box is lying on the ground and somebody pushes the box
with their hands. We find that the box does not move.
 So the reason behind is that there are four forces which acts on the body
 Force of our push
 Force of friction (Which opposes the push and does not allow the box to
move)
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  Force of gravity (Which pulls the box downwards)
 Force of reaction. (Exerted by the ground on the box upwards which
balances the force of gravity.
Unbalanced force:
Now with the same activity of tug of war if one of the team suddenly releases the
rope then the unbalanced force acts on the other team due to which it falls
backwards.
Which means if the resultant of all the forces acting on a body is not zero, the
forces are called unbalanced forces. When these forces acts on a body they
produce a change in its state of rest or of uniform motion. And they can stop a
moving object.
Teacher can give another example like if there were no unbalanced force of
friction and air resistance, then a moving bicycle would go on moving for ever
(Without stopping)
Learning Outcome: Just like the balanced and unbalanced force helps the object to
move or brings it to rest having different effects. Similarly, in a student’s life
keeping balance physically and mentally is an essential skill that will help you
concentrate your efforts on what is most important like
 Plan your schedule (Time table).
 Make a weekly to-do list.
 Prioritize your work.
 Break large tasks into their smaller components.
 Set goals and deadlines for projects.
 Avoid perfectionism.
 Choose the right living environment
 Resist your temptations.
The above will not only make you a balanced person but also a better individual to
live in.

Asking question to find out the students’ understanding

Q1. Give few examples of balanced and unbalanced force.
Ice - Ice breaker is already included in the above activities (Tug of War)
breaker
2
minutes
Lesson NCERT Questions Pg 128
End Q1. An object experiences a net zero external unbalanced force. Is it possible
Written for the object to be travelling with a non-zero velocity? If yes, state the
part: conditions that must be placed on the magnitude and direction of the velocity. If
11 no, provide a reason.
minutes Q2. When a carpet is beaten with a stick, dust comes out of it Explain.
Q3. Which of the following statement is not correct for an object moving along a
straight path in an accelerated motion? (NCERT Exemplar)
(a) Its speed keeps changing.
(b) Its velocity always changes.
(c) It always goes away from the earth.
(d) A force is always acting on it.
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 Q3. Differentiate between balanced and unbalanced force with examples.
Last 2 Value-based information – Focus on the good things. Challenging situations and
minutes obstacles are a part of life. ...
1. Practice gratitude.
2. Open yourself up to humour
3. Spend time with positive people.
4. Practice positive self-talk.
5. Identify your areas of negativity.
6. Start every day on a positive note.
Keep a balance between personal and social life.

Lesson plan
period -2

Learning Objectives
 Newton’s first law of motion
 Details of Inertia and Mass.
Learning Outcome
Knowledge (Cognitive)
Students will know and understand about
 The first law of Newton
 What is Inertia
 Types of Inertia
 Mass
Attitude and values (Affective)
Students will value :

Psychomotor skills
Students develop the qualities like
 Understanding the concepts
 Manipulate and ability to embody the definitions and
further details on Inertia and Mass.
Marzano’s Taxonomy
Level 1 Retrieval Recognize from a list of things, like coin, glass
tumbler, a card

Level3- Understanding the first law of Newton by

Knowledg an illustration of coin and card game.
e
utilisation
Detail of the teaching -learning experiences
Lesson Starting the class with Gayatri mantra
beginning Recapitulation of previous day’s teaching-learning on what is force? Effects of
(time : 5 force and definitions of balanced and unbalanced force with examples.
minutes)

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Lesson Experiment to illustrate Newton’s first law of motion.
middle “The magic of coin”
Time : 20 One of the students will be called for the illustration:
minutes. Based on above activity students will be asked few questions like
Purpose Activity time : 10 minutes

Activity Observation Inference

1. A glass tumbler is taken and is 1.On flicking, the card 1. Force
placed with a thick square card on moves away but the acts on
its mouth. A coin is then placed coin drops into the the card
above the card in the middle. Then glass tumbler. and the
the student will be asked to flick coin
the card hard with his/he fingers. continue
to be in
state of
rest due
to its
inertia.
2. And when
the card
moves
away the
coin falls
into the
glass
tumbler
because it
prefers
to
maintain
its state
of rest
due to
inertia.

So, Newton’s first law states that A body at rest will remain at rest, and a body in
motion will continue in motion in a straight line with a uniform speed, unless it is
compelled by an external force to change its state of rest or of uniform motion.

Learning outcome: Our life is full of very few things those are easy. Twists and
turns, unforeseen hurdles, etc almost is present in everybody’s life. Most likely will
be stymied by challenges big and small. And It’s hard to get moving again from a
standstill just like newton’s first law unless or until any external force is compelled
the object does not change its position similarly, in our life also we need constant
motivation to pinpoint our eyes with new set of goals, new vision and a much needed
“confidence injection” to prick our knowledge towards a positive guidance.

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 5 mins reading given to the students to go through Newton’s first law (Teacher will
write the key words on the board)

Inertia: Ineteria of rest: Example: Sudden start of lift.

Quantitatively the
intertia of an
object is
measured by its
mass. Therefore Inertia of direction:
the mass of an The tendency of
Inertia of motion:
object is the moving forward
One's body movement
measure of its
inertia.
to the side when a car when a moving
makes a sharp turn. bus/car hits brake
or comes to stop.

Lesson NCERT PG 118 (Intext Questions)

end Q1. Which of the following has more inertia:
Writte (a) a rubber ball and a stone of the same size?
n part (b) a bicycle and a train?
11 (c) a five-rupees coin and a one-rupee coin?
minutes Answer:
(a) A stone of the same size
(b) a train
(c) a five-rupees coin
As the mass of an object is a measure of its inertia, objects with more mass have
more inertia.
Q2. In the following example, try to identify the number of times the velocity
of the ball changes.
“A football player kicks a football to another player of his team who kicks the
football towards the goal The goalkeeper of the opposite team collects the
football and kicks it towards a player of his own team”.
Also identify the agent supplying the force in each case.
Answer:

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 Q3.  Explain why some of the leaves may get detached from a tree if we
vigorously shake its branch.
Answer: When the tree’s branch is shaken vigorously the branch attain motion but
the leaves stay at rest. Due to the inertia of rest, the leaves tend to remain in its
position and hence detaches from the tree to fall down.
Q4. Why do you fall in the forward direction when a moving bus brakes to a stop
and fall backwards when it accelerates from rest?
Answer: When a moving bus brakes-to a stop: When the bus is moving, our body is
also in motion, but due to sudden brakes, the lower part of our body comes to rest as
soon as the bus stops. But the upper part of our body continues to be in motion and
hence we fall in forward direction due to inertia of motion.
When the bus accelerates from rest we fall backwards: When the bus is stationary
our body is at rest but when the bus accelerates, the lower part of our body being in
contact with the floor of the bus comes in motion, but the upper part of our body
remains at rest due to inertia of rest. Hence, we fall in backward direction.

Last 2 Importance of food bank, cloth bank and donating toys for the needy people.
minute
s

Lesson plan
Period 3

Learning Objectives Detail of Newton’s Second law of motion

Learning Outcome
Knowledge (Cognitive)
 What is momentum?
 Momentum has both direction and magnitude.
Attitude and values (Affective)
Students will value: Creating momentum in your life means doing little more of the things that move
you forward and a little less of the things that hold you back. Somedays those things will feel like
an inch, while other days they will feel like a mile.
Psychomotor skills
Students develop the qualities like
 Understanding the concepts and Newton’s second law of motion.
 Manipulate and ability to identify the law with different types of examples.

Marzano’s Taxonomy
Level 1 Retrieval Students are aware about the effects of force.
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 Level 3 Analysis To choose among the separation technique given for mixtures , learn to
use the simple technique of Chromatography.
Level 4 Knowledge Classifying – organize and identify.
utilization

Detail of the teaching -learning experiences

Lesson Starting the class with Gayatri mantra.
beginning (time Introduction with a magnet activity (teacher to carry the required things one day
: 5 minutes) prior)
The paper is torn into small bits and mixed with iron nail , magnet attracts the
nails .
Teacher introduces the topic of separation of substances from mixture.
Lesson middle Different techniques of separation are taught one after another
( time : 20 SEPARATION OF COMPONENTS OF A SOLID IN LIQUID MIXTURE
minutes) (1) Filtration (for suspensions where the solid particles separate by sedimentation)
(2) Evaporation (for obtaining non-volatile solute by evaporating volatile solvent).
(3) Crystallization (for obtaining crystals of pure solute from its solution).
Activity of Filtration and Evaporation to be done in the laboratory (Co-teachers
need to inform Harsiddhi ma;am for the conduction of the below experiment.
carry the things with them one day prior)
Things required for filtration - flask of milk split by lemon juice, piece of muslin
cloth used as strainer for paneer
Things required for evaporation and crystallisation– ½ cup sugar , water.
Filtration: Apparatus set up: In laboratory the funnel is clamped in stand and a
beaker is placed below. The cloth is folded in the shape of cone. and filter the split
milk carried from home.
Observation: The clear solution collects below in the beaker and is called filtrate
and the residue that is collected on the cloth is the residue
Evaporation : The sugar solution is taken in a dish and placed on a beaker half
filled with water kept on a tripod stand over a Bunsen burner. As the water in
beaker starts boiling, the water from the sugar solution starts evaporating from
the dish.
Observation : The crystals are found left on the dish.
In evaporation a mixture is not heated directly to evaporate the volatile
component, instead it is heated on a water bath in a dish
Another Eg of ink taken in a watch glass and kept over a beaker half filled with
water being heated by Bunsen flame. The solid particles of dye remain in the
dish,the volatile solvent evaporates away. This method is used when direct
heating may cause changes in the particles.

Crystallization (for obtaining crystals of pure solute from its solution).The sugar

9
 solution is prepared by mixing sugar thoroughly with water and is heated to
reduce the solvent , then allowed to cool.
Observation : solute in the form of crystals separate out.

Learning outcome: To separate the insoluble things strainer is necessary ie.

Separating or avoiding some uncanny things is simple but to problems that are
inseparable , heat testing is required .

Applications
1.Pure copper sulphate crystals can be crystallised out of an impure
sample of copper sulphate solution in the similar way.
2. purification of salt obtained from sea water
3. Separation of crystals of from impure samples

Ice breaker A game where in 4 folded paper chits the following question will be given and
2 minutes children have to explain
(i) Salt from sea water
(ii) Fine mud particles suspended in water
(iii) Wheat grains from husk
(iv) Iron pin from sand

Lesson end Draw the flow diagram below shows the process of filtration involved here
Written part
11 minutes

Sedimentation : allowing the water to stand for some time the suspended particles will
settle down.
Loading: Loading the tank with alum removes small particles like clay from the colloidal
solution.
10
 Filtration : To remove dissolved solids by passing water through 3 layers – gravels at
the bottom, fine gravel at the middle sand fine sand at the top.
Chlorination : To kill bacteria/harmful microorganisms the filtered water is treated
with calculated dose of bleaching powder.
NCERT Pg 28 Q2 Write the steps used for making tea . Use the words
solution, solvent, solute, dissolve, soluble, insoluble, filtrate and residue.

Last 2 Remind students of the food bank and cloth bank in our school. Students also
minutes need to talk with the students to donate for toys.

Lesson plan 4

Learning Objectives : Methods of separation of following mixture components learnt

 Immiscible liquid – liquid mixture.
 Miscible liquid – liquid mixture by
o Distillation
o Fractional distillation.
 Centrifugation .
Learning Outcome
Knowledge(Cognitive)
 Separating the components of any liquid-liquid solution.
 To illustrate a process given in flow-chart
Attitude and values (Affective)
Students will value:
The valuable substances (eg Oxygen ) cannot be obtained very easily, the different components
of milk or the diagnosis of blood/urine in laboratory is also application of a separation method
called centrifugation.

Psychomotor skills
Students develop the qualities like
 Application of theories that are learnt as concepts.
 Comprehending about flow charts
Marzano’s Taxonomy
Level 1 Retrieval  Recollect the different methods of separation.
 Recall the current composition of clean, dry air.
Level 2 Comprehension To arrange in proper order from given data.
Level 3 Analysis To organize and sort out the necessary steps that are to
be followed.
Level 4 Knowledge utilization Selection of the best and most cost-effective method
when it comes to large scale production
Detail of the teaching learning experience

11
 Lesson beginning Starting the class with Gayatri mantra.
(time : 5 minutes) Introduction of the subtopics to be discussed by oil-water separation
activity (co-teachers are to carry the things with them)
Things required: a glass (transparent), ½ cup water , ¼ cup oil
Activity : Pour the oil and water in the glass and give a swirl , then allow
the set-up to stand at rest for a while .
Observation: Oil and water separate out in two layers.

Learning outcome: you need to be in the light mood to float up and

denser thing i.e with heavy and stressful manner you can hardly achieve
success. So enjoy what you do.
Following portion of the NCERT book content to be referred
SEPARATING THE COMPONENTS OF A LIQUID -LIQUID MIXTURE
1. Two immiscible liquids are separated using separating funnel

 The liquid mixture of water and kerosene

is poured in a separating funnel.
 Let it stand undisturbed for a while when
the oil and water separate into 2 layers
 The stopcock is opened and the lower
layer of water is taken away carefully.
 The stopcock is closed as the oil reaches
the stopcock

Lesson middle Now what if the liquid-liquid mixture is miscible in nature?

( time : 20 minutes) Subtopic : Separating the components of miscible liquid mixture
Introductory activity. To carry nail polish remover and remove nail
polish from the nails of girls. Ask them to observe the feeling of
coolness.
It is due to the volatile substance called acetone. Knowledge utilization
: Level 4
a. Distillation to separate a mixture of 2 liquids

To separate acetone-water mixture the

steps are:
1. The mixture is taken in a distillation
flask. A thermometer and a condenser
is attached and arrangement of the
whole set-up is as shown in figure.
2. The mixture is heated and a close
watch is kept on the thermometer.
3. The acetone vopours are condensed in
the water-condenser and collected.
4. The water remains in the distillation
flask.

Fractional distillation is used to separate a mixture of two or more miscible

liquids for which the difference in boiling point is less than 25K.

A fractionating column is used here as

12 an attachment to the distillation flask
which has a condenser to it. The beads
in the fractionating column help the
vapours to cool and condense
 Lesson plan 5

Learning Objectives : Methods of separation of following mixture components learnt

 Sublimation – Mixture of 2 or more solid component ,one of which can sublime
 Chromatographic separation – 2 or more solid of different density or solubility dissolved in a solvent
Learning Outcome
Learning Outcome
Knowledge(Cognitive)
 Separating components of solid mixture by sublimation
 Separating the mixture of 2 or more solids in components a single solvent
Attitude and values (Affective)
Students will value:That the solids present in solid mixture or any solid mixture
dissolved in liquid can be separated , So, no matter how the mixture is , the
components can all be separated.
Psychomotor skills : Students will observe the aesthetic value of science and will learn to appreciate
as
Level 1 Retrieval Thinking more about sublimation already studied in last lesson 1 well
‘Matter in our Surroundings’.

Level 2 To identify what method of separation to be used where

Comprehension
Level 4 Knowledge To be able to classify the mixtures vide their separation
utilization techniques
Students develop the qualities like
 Application of theories that are learnt as concepts.

Marzano’s Taxonomy

Detail of the teaching -learning experiences

Lesson Starting the class with Gayatri mantra.
beginning (time : The experiment to be performed in the class.
5 minutes) Recap questions (Retrieval: Level 1)
What is the process called when solid directly changes to liquid state?
Evaporation
What is the process called when gaseous state changes directly to solid state?
Deposition
What is the process called when solid directly changes to gaseous state?
Sublimation.
So, student today we are going to start a new topic that is sublimation.

The process is used to separate sublimable (volatile) component from a non-

sublimable impurity. Example of such sublimable solids are ammonium chloride,
Capoor, (Camphor) naphthalene and anthracene.
Lesson middle Sub-topic: ×CHROMATOGRAPHIC SEPARATION×
( time : 20 Activity : Beautiful flower making in just 5 minutes. Knowledge utilization :
minutes) Level 4 ( co-teachers need to carry
13
 Butter paper, and blunt black marker, a transparent glass, with water in it.) and
students will be informed one day prior in the class to bring the above things along
with them.
 With the black marker draw a circle and give it a cone shape on the butter
paper
 Dip the paper in water taken in the such that the line is just above water
level/ brush water just below the border of the circle
 Watch carefully as water rises up gradually on the filter paper separating the
colour components.
Observation
Colour bands (of different width) are produced on the filter paper along the
height up to which the water rose along the length of the paper. Record your
own observations.
Learning outcome: In your journey in life you will come across different
people who will jell with you (like solutions) and they are your true
friends with strong bonding (your mind will remain fresh and pure in
their company as true solutions). There will be some people who will
come in the gesture of a friend just to make your life turbid, it is hard
to separate them(just like colloids), so be careful. There are others who
doesn’t mix with you , don’t worry just filter them and move ahead.
Student will paste their chromatography samples in their notes( by
performing the activity at home)
Inference
This is due to the fact that the ink is a mixture of different colour pigments,
the different heights reached by the different pigments depend on the
solubility and density of the pigments

Applications :
To separate
 Colours in a dye.
 Pigments from natural
colours.
 Drugs from blood

Questions to clear the concept

Q 1.Can you say why is the strip held vertically ?
Ans: The effect of gravity on molecules will give better result.
Q 2. List 2 uses of chromatography
Ans: It is used 1)to identify and separate additives and preservatives added in
food items. 2) used in fingerprinting and bio-informatics.

Ice breaker Included in the activity

2 minutes
Lesson end Answer the following questions Pg no. 28 (Back exercises)
Written part Q1 Name the technique to be used to separate
11 minutes (i) Butter from curd
(ii) Salt from sea water
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 (iii) Camphor from salt
(iv) A mixture of kerosene oil , water and salt
(v) Small pieces of metal from engine oil
(vi) Fine mud particles suspended in water
(vii) Wheat grains from husk
Level 1 Retrieval(viii) Iron pin
Thinking more about matter already studied in last lesson 1
from sand
(ix) ‘Matter in our from
Different pigments Surroundings’
extract of flower petal
Level 2 (x) To differentiate
Ammonium chloride frombetween physical
a mixture and chemical
of common salt andchange
ammonium
Comprehension chloride
Level 4 knowledge
(xi) To be
Mercury andable to classify
water mixture elements as metals, non-metals and
utilization
Last 2 metalloids
Talk about food bank , cloth and toy bank
minutes
Lesson plan 6

Students will know about

 Different changes taking place in nature are Physical change and chemical change .
 Pure substances (formed of one single type of constituent particle) are elements or
compounds.
 Element can either be metals, non-metals and metalloids.
Learning Outcome
Knowledge(Cognitive)
 Students will probe into, analyze and identify different changes happening around (natural or manmade).
 They will be able to distinguish between element and compounds .
 They will further be able to classify elements as metals, non-metals and metalloids.
Attitude and values (Affective)
Students will value: Everything around them, they will wonder about and appreciate the diversities in
natural world of non-living things, how things are categorically and characteristically different from each
other and the of their being different. That some changes have no effect on the constituent particles of
the substance whereas some changes can give rise to new substance.

Marzano’s Taxonomy

Details of the teaching-learning experience

Details of the teaching-learning experience

Lesson Starting the class with Gayatri mantra.
beginning Introduction of the topic with recap questions (Retrieval : level 1)
(time : 5  What do you understand by the word change?
minutes)  Name some changes that takes places in daily basis in your life?
 Identify few changes around you it may be from the class itself?

Lesson The changes that take place around us are not all physical in nature but there
middle are some changes where the substances undergoing change cannot be retrieved

15
(time : 20 (burning of fuel) or completely new substance is formed (carbohydrate and
minutes) oxygen formed from carbon-di-oxide and water vapour during photosynthesis in
leaves of plants.
Changes in which no new substance is formed , changes take place only in
physical properties and states but no change in chemical properties of the
substance are called physical changes.
Changes which bring about change in chemical composition of a
substance and give rise to a new substance with altogether new properties are
called chemical changes. Here one substance reacts with another substance and
so a chemical change is also called a chemical reaction.
Activity time
Teachers to carry the things as per activity.
Things required: 2 tsp washing powder, 2 tsp turmeric powder, white
vingar/lemon(as required), water, a plate , a glass(transparent).
Activity 1
Group 1 Group 2
Activity done 1 tsp Washing soda 1 tsp Washing soda and 1
and 1 tsp turmeric tsp turmeric powder is
powder is mixed dry in mixed in a glass and
a plate. water poured and stirred
Colour and texture Non uniform The colour turns
orange-red. The colour
returns back on adding
vinegar
Conclusion The physical and New chemical
chemical properties of substance with new
the constituent remain physical and chemical
unaffected in dry properties are formed
mixture in chemical reaction

LO: To get your good qualities surface out, you have to taste the sourness of
acidity ie. Overcome the acid test. Superficial changes may not last long , Try to
transform yourself into a better human being and that will last permanently.
Observe all the changes that occurred in the experiment above and teacher to
note down and write the observations on board.
The properties of mixtures and compounds can be differentiated as

Mixture compound
(i) Elements in mixture just mix and no (i) Elements react to form
new substance is formed new compounds.
(ii) A mixture has variable composition (ii) The composition of new
(iii) Mixture retains properties of substance is fixed.
its constituents. (iii) The new substance has
(iv) The constituents can easily be totally different
separated by physical methods properties.
(iv) The constituents cannot
be separated by physical
methods.

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 The pure substances can be of two types broadly:
Elements – Basic form of matter that cannot be broken down into simpler forms.
Compounds – Pure substance composed of two or more elements which chemically
combine with one another in fixed proportion.
There are total 118 elements found in nature .
They are further categorized into – metals, non metals and metalloids
Physical property Metals Nonmetals

Appearance lustrous dull

Hardness Hard and strong Soft and fragile

Malleability Can be beaten into Cannot be beaten

sheet into sheet

Ductility Con be drawn into Connot be drawn into

wire. wire.

Heat conduction Good conductor of Poor conductor of

heat heat

Electricity conduction Good conductor of Poor conductor of

electricity electricity

Examples Iron , copper, gold Hydrogen , oxygen ,

carbon

Metalloids have properties intermediate between metals and non-metals .

Examples are Boron , silicon , Germanium.

Ice Paper Patakha activity.(teachers to carry a rough page, match stick and
breaker steel plate) Knowledge utilization : Level 4
Activity 1 :Make a ORIGAMI paper patakha and burst it.
Observation : sound . But, no change in paper , it can be reused .
This is a physical change.
What about crackers burst ?
Light and sound produced , but cannot reuse it for another PATAKH!
Activity 2 : The paper is no crumbled small and placed on the steel plate and fire
is lit with match stick.
Observation : the paper burnt into ash
Inference: the paper cannot be got back from the ash.
This is chemical change.
Bursting of Crackers are not friendly to our environment because the sound
produced annoy the animal and pets and the gases and particles in the smoke
produced on burning pollute the environment and not good for people suffering
from respiratory problems. Real -life connect: The formation of compound
require chemical reaction ie. Some tough condition but a completely new
transformed substance is formed. So we too as humans should try to transform
ourself for betterment like compound and not like a mixture which can come
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 back to its previous state any time
Question asked
 Can we see any other changes around where we cannot get back the
original matter?
 Are all the matters around us are mixtures by composition or made of
pure substances also?
 Can the particles of pure substances be broken down further into simpler
substances anyhow?

Writing Q 1. Differentiate between (i) mixture and compound (ii) metals and non
part metals
(time: 11 Q2. Questions 6,7,10 ,11 of NCERT BOOK exercise
minutes)

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 Last 2 Food bank and cloth bank and donating old toys need to be discussed with the
minutes students.

MARZANO TAXONOMY
29%

17%
37%

17%

RETRIEVAL COMPREHEND
ANALYSIS KNOWLEDGE ANALYSIS

Sr. No Date Day PW

1 4/7/22 Monday NCERT Exemplar
Questions
Q1. Answer the following questions
(a) Under which category of
mixtures will you classify alloys
and why?
(b) A solution is always a liquid.
Comment.
(c) Can a solution be
heterogeneous?
(d) The ‘sea-water’ can be
classified as a homogeneous as
well as heterogeneous mixture.
Comment.

Q2. During an experiment the

students were asked to prepare a
10% (mass/mass) solution of sugar
in water. Ramesh dissolved 10 g of
sugar in 100 g of water while
Sarika prepared it by dissolving 10
g of sugar in water to make 100 g
of the solution.
(a) Are the two solutions of the
same concentration?
(b) Compare the mass % of the
two solutions.
Q3. Calculate the mass of sodium
sulphate required to prepare its

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 20% (mass per cent) solution in 100
g of water?
2 6/7/22 Wednesday NCERT Exemplar Questions
Q4. Answer the following questions
(a) Salt can be recovered from its
solution by evaporation.
Suggest some other technique
for the same?
(b) While diluting a solution of salt
in water, a student by mistake
added acetone (boiling point
56°C). What technique can be
employed to get back the
acetone? Justify your choice.
(c) Give some examples of Tyndall
effect observed in your
surroundings?
(d) Can we separate alcohol
dissolved in water by using a
separating funnel? If yes, then
describe the procedure. If not,
explain.
Q5. Explain why particles of a
colloidal solution do not settle down
when left undisturbed, while in the
case of a suspension they do?
Q6. Fractional distillation is
suitable for separation of miscible
liquids with a boiling point
difference of about 25 K or less.
What part of fractional distillation
apparatus makes it efficient and
possess an advantage over a simple
distillation process. Explain using a
diagram.
3 8/7/22 Friday Q7.Give an example each for the
mixture having the following
characteristics. Suggest a suitable
method to separate the
components of these mixtures.
(a)  A volatile and a non-volatile
component.
(b)  Two volatile components with
appreciable difference in boiling
points.
(c)  Two immiscible liquids.
(d)  One of the components changes
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 directly from solid to gaseous
state.
(e)  Two or more coloured
constituents soluble in some
solvent.
Q8. Non-metals are usually poor
conductors of heat and electricity.
They are non-lustrous, non-
sonorous, non-malleable and are
coloured.
(a)   Name a lustrous non-metal.
(b)   Name a non-metal which exists
as a liquid at room temperature.
(c)   The allotrpic form of a non-
metal is a good conductor of
electricity. Name the allotrope.
(d)  Name a non-metal which is
known to form the largest number
of compounds.
(e)   Name a non-metal other than
carbon which shows allotropy.
(f)   Name a non-metal which is
required for combustion.
Q9. Iron filings and sulphur were
mixed together and divided into
two parts, ‘A’ and ‘8’. Part ‘A’ was
heated strongly while part ‘S’ was
not heated. Dilute hydrochloric
acid was added to both the parts
and evolution of gas was seen in
both the cases. How will you
identify the gases evolved?
Q10. What are the favourable
qualities given to gold when it is
alloyed with copper or silver for
the purpose of making ornaments?

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