Student Worksheet Time: 15 min. - CBSE

Formative Assessment Manual for Teachers Period Classification of Elements - Chapter 5

● Inthesamegroup,numberofvalenceelectronsandsothevalencyoftheelementsissames.

● Atomicsizesoftheelementsdecreaseslefttorightinaperiodandincreasestoptobottominagroupgenerally.

● Metallic character increases down the group anddecreases from left toright.

● Generally non-metallic character increases going from left to right in aperiodanddecreasesdownthegroup.

● Numberofshellsinanelementisequaltothenumberofperiodinwhich-theelementisplaced.

● Thegroupnumberofanelementmaybefoundas-

1. Ifthenumberofvalenceelectronsisequalto1or2,itindicatesthegroupnumber.

2. If thenumberofvalenceelectrons is3 to8 thengroupnumber= (10+valenceelectrons).

Assessment Parameters:

Thefollowingworksheetmaybeassessedbygivinganequalweightageof5markeachtoallthequestions.

Student Worksheet Time: 15 min.

Followingtablerepresents,apartoftheModernPeriodicTablecontainingfirstthreeperiodsinwhichfiveelementshavebeenrepresentedbythelettersa,b,c,dande(thesearenotthechemicalsymbolsoftheelements)

Groupsà 1 2 13 14 15 16 17 18

Periodâ

2 b e c

Ql. Selecttheletter(s)whichrepresentalkalimetal.

Chapter 5 - Period Classification of Elements Formative Assessment Manual for Teachers

Q2. Selecttheletter(s)whichrepresentanoble,gas.

Q3. Selecttheletter(s)whichrepresentahalogen.

Q4. Wherewouldyouplaceanelement‘f’withelectronicconfiguration2,8,4inthegiventable?

Q5. Howmanyvalenceelectronsarepresentintheelementdenotedbyb?

Q6. Whatisthevalenceyofelementrepresentedbyc?

Q7. Selecttheelementwithhighestmetalliccharacter.

Q8. Howmanyshellsarepresentinelementrepresentedby‘d’?

Q9. Whatisthesimilarityintheelectronicconfigurationofelementsrepresentdby‘a”and‘d’?

Q10.Selecttheelementswhichformunivalentions.

Suggested Remediation

● Somestudentsmayfinditdifficulttocomprehendthatelement‘a’i.e.hydrogenisnotanalkalimetal.Teachermayhelpthembymakingthemrecallthathydrogensharessimilaritiesinitspropertiestoboththealkalimetalsandhalogens.Sothepositionofhalogenintheperiodictableisambiguous.

● Teachermayhavetogivethemeaningsofthewords-univalent,bivalent,trivalentandtetravalcntionstothestudents..

● Somestudentsmayfinditdifficult to identify theplaceofelements in theperiodictable,forthistheteachermayhavetocarryoutarevisionexercise,inpredictingthepositionofanelementwhoseelectronicconfigurationisgivenorvice-versa.

Period Classification of Elements Chapter 5

Assesment Technique:DataBasedWorksheet

Objectives:Toenablethestudentsto–

● LearnthesalientfeaturesofMendeleev’speriodictable

● AppreciatethebasisofclassificationofMendeleev’sclassificationofelements.

● FindoutthediscripenciesanddemeritsinMendeleev’sPeriodicTable.

● UnderstandthemeritsofMendleeve’speriodicclassification.

● StudyandanalysethegivenclassificationtabletoappreciatetheplacementofvariouselementsbyMendeleev.

Task: Individual

Procedure:

● Theteachersmaygivethefollowingworksheettothestudentsafterteaching-learningepisode of need to classify elements and attempts by Dobereiner and Newland toclassify the then known elements, emphasizing about the chemical properties andatomicmassesthatweretakenintoconsideration.

Assesment Critera:

Q1. 4and7carry2markseach,restofthequestionscarryImarkeach.

Stundent Worksheet Time : 20 min.

Instroctions:

StudythefollowingPeriodictablepublishedinajournalin1872andanswerthequestionsthatfollow:

Groupà I II III IV V VI VII VIII

Oxide R2O RO R2O3 RO2 R2O5 RO3 R2O7 RO4

Hydride RH RH2 RH3 RH4 RH3 RH2 RH

Periodsâ AB AB AB AB AB AB AB Transitionseries

1. H 1.008

2. Li6.939

Be9.012

B10.81

C 12.011

N 14.007

O 15.999

F 18.998

3 Na 22.99

Mg24.31

Al29.98

Si28.09

P30.974

S32.06

Ci35.453

4. Firstseries:

K 39.102

Ca 40.08

Sc44,96

Ti 47.90

V 50.94

Cr 5020

Mn54.94

feCoNi 58.9358.7158.71

Secondseries:

Cu63.54

Zn65.37

Ga69.72

Ge72.59

As74.92

Se78.96

Br 79.909

5. Firstseries:

Rb 85.47

Sr87.62

Y 88.91

Zr 91.22

Nb 92.91

Mo95.94

RuRhPd101.07102.91106.4

Secondseries:

Ag107.87

Cd112.40

In 134.82

Sn118.69

Sb121.75 Te127.60

I 126.90

6. Firstseries:

Cs132.90

Ba137.74

La138.91

Hi 178.49

Ta180.95

W583.85

OsIrPt192.2192.2195.09

Secondseries:

Au1.96,97

Hg200.59

Tl 204.37

Pb207.19 Bi 208.98

Q1. Which chemical compounds of the elements, were used to identify the chemicalpropertiesandclassifytheelement.

Q2. Whopropoundedthegivenperiodictable?

Q3. Howmanyperiodsandgroupsarethereinthegivenperiodictable?.

Q4. Whattrendisbeingfollowedbytheatomicmassofelements,inthegivenperiodictable?

Q5. IngroupVIIICobaltisplacedbeforeNickelthoughatomicmassofcobaltismorethannickel.Doyoufindanyotherpairofelementswhereanelementofhigheratomicmassisplacedbeforeelementofloweratomicmass,giveeg.?

Q6. ThescientistleftsomegapsinthePeriodictable.Howdoyouthinkthis,helpedintheclassification?

Q7. Whatisthebasisofclassificationofelementsinthegivenperiodictable?

Suggested Remediation:

● Somestudentsmayfinditdifficulttocomprehendthebasisoftheperiodictable-HelpthembyemphasisingtospendsometimesearchingsolutionstoQ.no.1and5

● Helpthestudentsappreciatetheforesightofthescientisttopredicttheplacementandpropertiesofundiscoveredelements.

● Afterthestudentsactivityfollowinginformationmaybegiventothestudents.

● Mendeleev classified the elements on the basis of atomic masses and chemicalproperties.

● Hearrangedelementsintheincreasingorderoftheiratomicmass.

● Heleftgapsintheperiodictableforthenewelementstobediscovered.

● InMendleeve’sPeriodic table theelementswith same typeofoxidesandhydridesweregroupedtogether.

● A few elements with higher atomic masses got placed before lower atomic masselementinordertokeepelementswithsimilarpropertiestogether.

Assessment Technique: RolePlay

Objectives:Toenablethestudentsto

● GetfamiliarizedwiththeelementspresentindifferentgroupsintheModernPeriodicTable.

● Learnandstatedifferentpropertiesoftheelements.

● Understand and state the variations in trends of different properties of elementsbelongingtothesamegroup.

Task : Group Task

Procedure:

● TheTeachermaydividethewholeclassin‘8’groupsandassigneachgroupofstudentsagroupnumberfromtheModernPeriodictable(1,2,13-18).

● Eachgroupmaybeaskedtocollecttheinformationabouttheelementsofthegroupassignedtothem.

● Each groupmay be asked to share informationwith the class in some interestingmannerandalsoexplainhowthepropertiesofelementsarechangingdownthegroup(Within5-8minutes)

● CorrectNameoftheelementsofthegroup: 1

● Descriptionofdifferentproperties 5marks (minimum5differentproperties)

● explanationofChangeindifferentproperties:2marks

● EffectivePresentation : 2marks

● Somegroupofstudentsmaynotspeakorarrangetheelementsofthegroupinpropersequence(asgiveninperiodictable).Teachermayexplainthesignificanceofarranging/learningtheelementsinexactsequenceasitwillhelpthemunderstandthetrendsofdifferentpropertiesbetter.

● A few studentsmaynot understand the significance of knowing atomic number toknowelectronicconfigurationandfindingoutthevalencyoftheelement.Theteachermayexplainthatanditwillfurtherhelp-themunderstandotherpropertiesandtrendsinchangeintheproperties.

● A few studentsmayfind it difficult to understand the change inmetallic and non-metalliccharacteroftheelementsinagroup.Helpthemtodiscoverthetrendinthechangeinmetallicandnonmetalliccharacterswiththechangeintheatomicsizeoftheelementsofthesamegroup.

● Sinceitisaself-learningpromotingexercise,encouragementmaybegiventothosewhofindthetaskdifficult.

Illustration: Group 2

— HelloWearetheMembersofgroup2

— IamBerrilium,Iam__________,Iam __________

— IamBerrilium

— MyAtomicNumberis__________.

— Myatomicsize/radiusis__________.

— Myelectronicconfigurationis__________.

— Numberofvalenceelectron,presentinmyoutermostshellis/are__________.

— Look,ouratomicnumberisincreasingdownthegroup.

— Ouratomicradiusisalsoincreasingdownthegroup.

— Becausewitheveryperiodanewshellisbeingaddedtous.

— Oh!Ourvalencyissame.

— Goingdownthegroupourmetalliccharacterisalsoincreasing(withreason)

— WeareahappyfamilyandwearecalledAlkalineEarthMetalsandsoon.

Studentsthemselvesmaybringnewideasofpresentation,Thismaymotivatethestudentstolearnbetter.

Assessment Technique:Project

Objectives:Toenablethestudentsto-

● Understandtheneedofclassifyingelements.

● Appreciatetheclassificationofelementsdonebydifferentscientists.

● DiscoverSalientfeaturesofeachclassification.

● Understandtherequirementofchangeinmethodsofclassificationwithtime.

Task: Individual

Procedure:

● Theteachermayaskthestudentstoworkontheprojectaftergivingabriefideaoftheclassificationofelements,theneedofclassificationandrelatedworkofdifferentscientist.

● TheStudentsmaybeaskedtocollecttheinformationandprepareawrittenreportoftheprojectundertakenbythemusingtheformatgivenbelow:

– AimoftheProject.

– Introduction.

– MaterialRequired(ifany).

– Procedure.

– PresentationoftheInformation/DataCollected.

– Conclusion.

– Referenceused

AreaofAssessment ValuePoints

Presentation 2

RelevanceoftheContent 2

Analysisandconclusion 2

Viva 2

Creativity 2

● Afewstudentsmaynotbeabletocollectinformationfromdifferentsourcesormaywrite thecontent fromthe textbook,studentsmaybemotivated tosearchmaterialfromdifferentsources.

● AFewstudentsmaynotbeabletoanalyzethedatacollectedandunderstandthemeritsand demerits of different classification of elements.Teachermayhelp the studentsunderstandthesignificanceofclassifyingtheelementinperiodsandgroups.

● Afterthecompletionoftheproject,teachermaygivethedetailedinformationabouttheperiodicclassificationofelements,involvingtheminthelesson,whichmayholdthestudentsinterestbetter.

Assessment Technique: Databasedworksheet

● Writetheelectronicconfigurationofaparticularelement,knowingitsatomicnumber

● Findthenumberofvalenceelectronsinanelementandsothevalencyofelement

● Calculatethe,valencyofanelementifitsatomicnumberisknown.

● Discoverthevariationinthevalencyoftheelementsinthesameperiod.

Task: Individual

Procedure:

● Theteachermaygivethefollowingworksheettothestudentsafterteaching-learningexperienceoftheModernPeriodicTable.Thefollowinginformationmayberecalledwiththestudentsbeforetheystartworkingontheworksheet.

● Valency(thecombiningcapacity)ofanelementcanbedeterminedby

1. Thenumberofvalenceelectrons,ifthenumberisequaltoorlessthan4.

2. (8-Valenceelectrons)ifthenumberismorethan4.

3. Inthesamegroup,numberofvalenceelectronsandsothevalencyoftheelementsissame.

4. Inthesameperiod,numberofvalenceelectronschangesandsothevalencyoftheelements.

5. Inaperiodgoingfromlefttorightfirstthevaliancyoftheelementsincreasesupto4thandecreasedowntozerotothenoblegaselement.

Assessment Parameters :

Question.2,3,5,7carries1markeachandQuestion1,4,6carry2markeach.

Student Work Sheet Time : 10 Minutes

Instruction:

AtomicNumberoftheelementsof3periodofModernPeriodictablearelistedbelow.Studythedatacarefullyandanswerthequestionsthatfollows:

Period3elements: Na Mg Al Si P S C ArAtomicNumber: 11 12 13 14 15 16 17 18

Q1. What are the atomicnumbers ofSodiumandPhosphorus respectively?Write theirrespectiveelectronicconfigurations.

Q2. Writedownthenumberofvalenceelectrons inanatomofsodiumandphosphorusrespectively.

Q3. WhataretheValencies,ofSodiumandPhosphorus.

Q4. WhataretheValencies,ofSulphurandChlorineatom.

Q5. CommentuponthesimilarityinthevalencyofSodiumandChlorine,thoughtheyarethemembersofdifferentgroups.

Q6. Ifthenumberofvalenceelectronsinanatomisknownhowwouldyoucalculateitsvalency?

Q7. GoinglefttorightinaPeriod,howdoestheValencyofelementsvary?

● Somestudentsmayfinditdifficulttocomprehendthatvalencyofanelementmaybefoundiftheatomicnumberofelementisknown.Teachermayhelpthembyexplainingthattheatomicnumbertellsusthenumberofelectronspresentintheatomandfromwhichelectronicconfigurationmaybewrittenandsothenumberofvalenceelectronsintheatomandthevalencemaybefound.

● Somestudentsmaywritethevalencyofsulphurwrong.Theteachermayhelpthemrecallthatifthenumberofvalencyelectronismorethan4,Valencyoftheelementwillbecalculatedas(8-no.ofvalenceelectrons).

● Somestudentsmayfinditdifficulttounderstand/discoverthetrendinthevariationinvalencyintheperiod.Teachermaysuggesttowritethevalencyofelementsindifferentperiods.Morepracticewillhelpthemtounderstandandinternalisetheconcept

● Afewstudentsmaybeabletotellthenumberofvalenceelectronsbutnotthevalence,theymaybegivenmorepractice.

Assessment Technique:Diagram/Databasedworksheet

● Appreciate the periodic trends in change inmetallic and non-metallic character ofelements.

● StudyandanalysethegiventablefortheplacementandpropertyoftheelementsintheModernPeriodictable.

Task : Individual

Procure:

Theteachermaygivethefollowingworksheetaftertheteachinglearningaboutthemodernperiodictable.Thefollowinginformationmayberecalledwiththestudentsbeforethestartworkingontheworksheet.

– Elementsof1stgrouparecalledalkalimetals.

– Metalliccharacterincreasesdownthegroupbecauseoftheincreaseinthesizeoftheatomof the elements because ofwhich the electrons from the outermost shall caneasilyberemoved.

– Metalliccharacterdecreasesfromlefttorightinaperiodbecauseoftheincreaseintheeffectivenuclearcharge.

– Non-metalliccharacterincreasefromlefttorightinaperiodbecauseofjncreaseineffectivenuclearcharge.

– Non-metalliccharacterdecreasesdownthegroupbecauseofincreaseinthesizeoftheatom.

QuestionNo.1-6 carries1markeach

QuestionNo.6&7 carry2markseach

Student Work Sheet

Instructions:

ApartofthemodernperiodictablewithelementsrepresentedbytheletterofEnglishAlphabet(nottheelementssymbols)isgivenbelow:

Observethatcarefullyandanswerthequestionsthatfollows:

Groupsà 1 2 13 14 15 16 17 18periodsâI AII B H J L NIII C F I K M OIV D G pV E

Q1. Whataretheelementsofgrouponecalled?

Q2. Selecttheletterwhichrepresentsthemostreactivemetal?

Q3. Whatisthenamegiventogroup17elements?

Q4. Selecttheelementwhichrepresents,themostreactivenon-metal?

Q5. Whichelementismostlikelytobeametalloid?

Q6. WhatwillbethechemicalformulaofacompoundformedbycombiningtheelementsrepresentedbyFandL?

Q7. Howthemetalliccharacterofelementsvaryinagroupandwhy?

Q8. Howthenon-metalliccharacterofelementsvaryinaperiod&why?

● Some studentsmayfind it difficult to identify theplaceof element in thePeriodicTableandforthistheteachermayhavetocarryoutarevisionexercise.

● Somestudentsmaynotbeabletocomprehendthelogicbehindthetrendinchangeinmetallicandnon-metalliccharacters,teachermayexplainthebasicsofmetallicandnon-metalliccharacterandthechangeinthemagain.

Assessment Technique:DatabasedAssessment

Objectives:Toenablethestudentsto:

● Appreciatethatatomicradiusisthedistancebetweenthecentreofthenucleusandtheoutermostshellofanisolatedatomanditismeasuredinpicometer.

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

● Drawtheinferencefromthegivendata.

Task : Individual

Procedure :

Theteachermaygivethefollowinginformationtothestudentsasarecallbeforegivingthemtheworksheet.

● Theatomicsizereferstotheradiusofanatom.

● Theatomicsizeoratomicradiusisthedistancebetweenthecentreofthenucleusandtheoutermostshellofanisolatedatom.

Q.1-7carry1markeach,questionno5carries2marksand6carry3marks.

Student Worksheet Time : 10 minutes

Instructions :

AtomicRadiusoffewelementsof2ndperiodaregivenbelow,theelementsarerandomlyarrangedandarenotintheordertheyareplacedinaperiodictable

Elementsof2ndperiod B Be O N Li CAtomicRadius(pm) 88 111 66 74 152 77

Nowanswerthefollowingquestion:

Q1. Whatisatomicradiusofanelement?

Q2. Whatistheunitofatomicradius?

Q3. Arrangetheaboveelementsindecreasingorderofatomicradius.

Q4. Howdoestheatomicradiusvarygoingfromlefttorightinaperiod?

Q5. WhydoestheatomicradiusdecreaseongoingfromlefttorightinaPeriod?

Explain:

Q6. IftheelementsinthegivendataarethemembersofGroup1,2,13,14,15and16,predictandidentifythe.groupnumberofeachelementasintheperiodictable

Group1element _________________ Group2element _________________ Group13element _________________ Group14element _________________ Group15element _________________ Group16element _________________

Q7. Willthesizeofthenextelementinthesomeperiodingroup17bemoreorlessthanthegroup16element.

● Somestudentsmayfinditdifficulttocomprehendthatelementsarearrangedinthedecreasing order of their atomic radius in a period in theModern Periodic Table.TeachermayexplaintheconceptusingtheModernPeriodicTable.

● Somestudentsmayfinditdifficulttoexplainthereasonbehindthevariationintheatomicradiusgoingfromlefttorightinaperiod.Teachermayhelp,explainingtheimpactofeffectivenuclearchargeandencouragethemtowritetheiranswerinpointsthiswillbringthoroughunderstanding.

● Asanextensionanomaliesinthetrendforradiusofnoblegasesmaybediscussed,afterthestudentshaveunderstoodthegeneraltrendfollowedbytheelements.

Formative Assessment Manual for Teachers Life Processes - Chapter 6

Life Processes Chapter 6

Assessment Technique : IndividualWorksheet

● Recallthatalllivingbeingsrespiretoreleaseenergy

● Recognisethatrespirationisachemicalreaction

● Correlate the chemical reaction involved in respiration with presence/absence ofOxygen

● Understandthattheremaybecompleteorincompletebreakdownofglucosedependinguponthelocationandavailabilityofoxygen

● Appreciatethatenergyisproducedinvaryingquantitieswhenglucoseisbrokendownduringcellularrespiration

Task : Individual Work

Approximate Time : 15Minutes

Procedure:

● Thestudentsaregivenaworksheetthathasaflowchartofbreakdownofglucosebyvariouspathwaysinlivingorganisms.

● Thestudentswillfillintheblankspacesintheflowchartandthenanswerthequestionsgivenbelowtheflowchart.

Student WorksheetTime: 15 minutes Max. Marks 5

Instructions:Givenbelowisaflowchartofbreakdownofglucosebyvariouspathways.Fillintheblankspacesintheflowchartandanswerthequestionsgivenbelowtheflowchart.

Chapter 6 - Life Processes Formative Assessment Manual for Teachers

1. What is thesourceofglucosemolecules thatare involved incellular respiration inplants?

2. What is thesourceofglucosemolecules thatare involved incellular respiration inanimals?

3. Whatisthespecificreasonformusclecrampsthatarecausedduetosuddenphysicalexercise?

4. Outof the three typesof reactionsgiven in theflowchart,which reactions canbetermedasaerobic?(Writethenumberspecifiedintheflowchart)

5. Outof the three typesof reactionsgiven in theflowchart,which reactions canbetermedasanaerobic?(Writethenumberspecifiedintheflowchart)

Criteria for Assessment:

● Marksforeachcorrectanswerintheflowchart=½ TotalMarksforFlowchart:½×5=2½

● Marksforeachcorrectanswertothequestions=½ TotalMarksforanswerstoquestions:½×5=2½

Total:2½+2½=5

● Theteachermayindicatethatrespirationreactionscauseadecreaseinthesizeofthesubstratemolecule(glucose)andarehencetermedascatabolic.

● Afewstudentsmaynotbeabletogivesatisfactoryanswers.Theteachermayexplaintheconceptsagainandasimilarworksheetmaybegiventothemasaremedialexercise.

● The teachermayalsoprepareanalternativeworksheetwhere the reactionsmaybewritteninatabularformatwithsomeareasleftblank:

Typeofrespiration(aerobic/anaerobic)

Location inthecell Substrateused Intermediate

formed Endproducts

● Thestudentsmaybeaskedtofindoutthecauseofmusclefatigueinathletes,marathonrunnersandpeoplewhogofortrekking.Theymayfindouttheroleofregularphysicalactivityandroleofmedicinesinalleviatingthesymptomsoffatigue.

Life Processes Chapter- 6

Assessment Technique :IndividualWorksheet

● RecallthepartsofexcretorysysteminHumanbeings

● Realizethatnephronisanintegralpartoftheexcretorysystem

● Understandtheroleofkidneysinremovalofwasteproducts

Task : Individual Work

Approximate Time: 15 Minutes

Procedure:

● The students are given a worksheet that has a diagrammatic representation of theexcretorysystemandthestructureofnephron.

● Thestudentsmayobservethediagramsandanswerthequestionsthatfollow:

Student Worksheet Time: 15 minutes

Instructions:Givenbelow is thediagrammatic representationof theexcretorysystemand thestructureofnephron.Observethemcarefullyandanswerthequestionsgivenintheworksheet.

1. Inwhichpartoftheexcretorysystemarethenephronslocated?

2. Namethebloodvesselthatbringsnitrogenouswastestothekidneysforremoval.

3. Namethebloodvesselthatistakingthebloodawayfromthekidneysaftertheremovalofnitrogenouswastes

4. Whichpartofthenephronisconnectedtotheureters?

5. Inthediagramofexcretorysystem,addarrows(pointingupwards/downwards)intheaortaandvenacavatoshowthemovementofblood.

6. Completethefollowingtableusingthewordbankgivenintheboxbelow.

WordBank:oxygenated,deoxygenated,withnitrogenouswastes,withoutnitrogenouswastes

Nameofthebloodvessel RenalVein RenalArtery

Typeofblood1. 1.

Criteria for Assessment :

● Marksforeachcorrectanswerforquestions1–4 =½markeach(½×4=2)

● Correctanswerforquestionno.5=1mark(½+½)

● Correctanswerforquestionno.6=½×4=2marks

TotalMarks:2+1+2=5

● Theteachermayalsoprepareanalternativeworksheetinwhichacrosswordpuzzleispreparedtakingpartsoftheexcretorysystemas‘words’andtheirfunction/description/locationasclues.

● Throughthisworksheet,theteachershouldhelpthestudentstounderstandthatusingtermslike‘pure’and‘impure’forbloodmaynotbecorrectsincebloodinrenalarterymaybe‘pure’ in termsofpresenceofoxygenbut ‘impure’ in termsofpresenceofnitrogenouswastes.

Assessment Technique :Diagrambased

Objectives :Tohelpthestudentto

● Recallthatstomataarethe‘breathingpores’ofleaf

● Recognisethepartsofastomatalcomplex

● Correlate the structure of guard cellswith the specific functions performed by thestomatalpore

● Appreciate the balance which exists in plants w.r.t the changes in environmentalconditions.

Task : Individual worksheet

Approximate : Time: 15 minutes

Procedure :Thisworksheetmaybeusedtoevaluatetheunderstandingofthe‘roleofstomatainplants’afterthetopic‘AutotrophicNutrition’hasbeencompletedinclass.

Instructions : Observe the diagram of stomata given below and answer the questions thatfollow:

1. Wherearestomatapresentintheleaf?

2. Indiagram‘A’,oneareahasbeenmarkedwithaquestionmark'?'Namethisarea.

3. Theareamentionedinquestion-‘2’isnotbeenshowndiagram‘B’.Whatcouldbethereasonforthis?

4. Theguardcellsindiagram‘A’aredifferentinshapeandsizefromtheguardcellsindiagram‘B’.Whichofthefollowingsentencesgivesthecorrectreason:

a) Guardcellsswellupduringthedayandshrinkatnight

b) Guardcellsswellwhenwaterflowsintothemcausingthestomatalporetoopen.Theyshrinkwhenwatermovesoutandthestomatalporecloses.

c) Theuneventhicknessofcellwalloftheguardcellsenablesthemtoopenandcloseatregularintervals.

5. Whatwillhappeniftherearenostomatainaplant?

Criteria for assessment :

1markforeverycorrectanswerTotal:1×5=5

Suggested Remediation :

● The students should be able to understand the importance of stomata through thisworksheet.

● Some studentsmay not be able to answer the questions.The teachermay explaintheconceptsagainandrelateittoprocesseslikephotosynthesisandrespiration.Thefollowingexamples/relationshipsmaybeused:

(a) Stomataclosewhenthetemperatureinhigh

(b) Stomataallowtheplant towithstandheatby loosingwatervapour-aprocesssimilartosweatinginhumanbeings.

(c) Therawmaterialsforphotosynthesisareobtainedbytheplantsindifferentways.CO2entersthroughstomata.

(d) Roleofstomataincloudformation

(e) Gasesthatmoveinandoutofstomatalporeduringdayandatnight.

Assessment Technique:DiagrambasedindividualWorksheet

● Recognizethevariouspartsofheart

● Realizetheimportanceofheartasanimportantorganfortransportationofsubstances

● Understandtheroleofveinsandarteriesintransportation

● Appreciate the fact that oxygenated and deoxygenated blood are notmixed in thehumanheartforgreaterenergy-efficiency

Task : Individual Work sheet

Approximate Time: 15 Minutes

Procedure :

● Thisworksheetmaybeusedtoassessthestudent’sunderstandingoftheworkingofthehumanheart.

● Thestudentsmaybegiventhisworksheetthathasadiagrammaticrepresentationofafour-chamberedheart.

● The student may observe the diagram and answer the questions given in theworksheet.

Instructions:Givenbelowisthediagrammaticrepresentationofafour-chamberedheart.Observethediagramcarefullyandanswerthequestionsgivenintheworksheet.

1. Nameonegroupoforganismsthathasafourchamberedheart.

2. Namethechambermarkedas‘A’andspecifywhetheritwillreceiveoxygenatedbloodordeoxygenatedblood.

3. Namethechambermarkedas‘B’andspecifywhetheritwillreceiveoxygenatedbloodordeoxygenatedblood.

4. Namethechambermarkedas‘Candspecifywhetheritwillreceiveoxygenatedbloodordeoxygenatedblood.

5. Namethechambermarkedas‘D’andspecifywhetheritwillreceiveoxygenatedbloodordeoxygenatedblood.

6. Namethebloodvesselthatbringsbloodtochamber‘A’.

7. Namethebloodvesselthatcarriesbloodawayfromchamber‘B’.

8. Namethebloodvesselthatbringsbloodtochamber‘C.

9. Namethebloodvesselthatcarriesbloodawayfromchamber‘D’.

10. Whatwillhappenifthebloodinchambers‘A’and‘Cmix?

Criteria for Assessment :

Marksforeachcorrectanswer=½marks

TotalMarks:½×10=5marks

● Theteachermayalsoprepareanalternativeworksheetwhereincompletelabellinghasbeendone,forexample:Pulmonary_______,right______,_______ventricleetc.

● The studentsmay be asked to prepare a ‘Flowchart’ showingmovement of blood.Theteachermayspecifythestartingpoint(rightatriumoraorta).Thismaybedoneas a group activity.Theflow-chartsmay be assessed by ‘peer assessment’methodwherestudentsofdifferentgroupsmayassesstheflowcharts.Thiswouldenhancethelearningexperience.

Life Processes Chapter-6

Assessment Technique :RolePlay

Objectives:Tohelpthestudentsto:

● Understandtheworkingofthevariousorgansofthedigestivesystem

● Differentiatebetweentypesoffooddigestedatdifferentareasinthealimentarycanal

● Recognisetheorderinwhichtheorgansarepresent

● Understandtheroleofeachorganindigestionoffood

● Appreciatetherelationshipbetweenstructureandfuctionoftheorgansofthedigestivesystem.

Task : Group Work

Approximate time given to each group: 4-5 minutes

Procedure:

1. Thestudentswillbeaskedtoenacttheroleofaparticularorgan/partofthedigestivesystemorRespiratorySystem.Thisactivitymaybedone ingroups too,whereonestudentenactsandtheothersholdtherelevantcharts/materialrequiredforroleplay.

2. The student enacting the part of the digestive/ respiratory systemmust follow thefollowingsteps

● Introduction

● Specifyareawhereyouarepresent

● Explanationofstructure/function

● Roleindigestion/respiration

● Whatwillhappenifyouarenotthere/youstopworking?

● Anyextrainformationrelatedtoworkingoftheorgan/part,diseaseetc.

3. Eachgroupmaymakeapresentationinaboutfiveminutes.

4. Organ/partofthedigestivesystemorRespiratorySystemthatcanbegivenforRoleplay:

Mouth,Oesophagus,SalivaryGlands,Liver,GallBladder,Stomach,SmallIntestine,Large Intestine, Pancreas, Nasal Passage, Trachea, Lungs, Alveoli, Diaphragm,Larynx.

Illustration:

Topic for Role play:Stomach

Thestudentenactingtheroleofstomachstartsspeaking:

“HelloFriends,Iamstomach,averyimportantorganofthedigestivesystem.Iamlarge,muscularandexpandwhenfoodentersmycavity.

Iamplacedjustbelowthethoraciccavitytowardstheleftside.Iamactuallypresentintheareabelowthediaphragmknownastheabdominalcavity,receivethefoodfromtheoesophagusandthenpassittotheduodenum.Iregulatetheexitoffoodbyasphinctermuscle.Itisimportantthatfoodenterstheduodenuminsmallquantitiesforefficientdigestion.

Mymuscularwallssecretedigestivejuices.Thesedigestivejuicesconsistofhydrochloricacid,aproteindigestingenzymecalledpepsinandmucus.Theacidfacilitatesenzymeactionandalsokills harmfulmicroorganisms.Mucusprotectsmy inner lining from the actionof acid.Pepsinfacilitatesthedigestionofproteins.

IfIamnotpresent,orifIstopworking,thendigestionofproteinswillbeaffected.Foodthatiseatenbyapersonwillnotbestoredandsent tosmall intestineinaregulatedmanner.Inotherwords,apersonwillnotbeabletoeatanormalsizedmealbutwillhavetoeatmoreoften,thattooinsmallquantities.

Iamthatpartofthealimentarycanalwherethelumeniswidest.Icannotdigestthefoodcompletely,butwhenassistedbyotherorgansofthedigestivesystem,Iperformmyroleefficiently.

Note to the teacher :The teachermayhelp the students toprepareeffectivepresentationsbyprovidingguidelinesandfacilitatingtheavailabilityofthereferencematerial.

Criteria for Assessment:

● Effectivenessofthepresentation(2)

● Justificationoftherole(2)

● Creativity(1)

Sample record Sheet for Assessment:

Nameofthestudent

Organ/Topic Role Effectivenessofthe

presentation*(2)

Justificationoftherole**(2)

Creativity***(1)

Total(5)

* Mayincludecommunicationskills,confidence,clarityofthoughtetc.** Mayincludecontentofroleplayandreasoning*** Something extra done by the student that is relevant to the role and improves

effectivenessoftheRoleplay.

● Somestudentsmaynotbeabletoperformthe‘RolePlay’activityproperly.

● The teachermay guide them by helping them to collect the relevantmaterial anddividingtheworkforaneffectivepresentation.

● The teacher may also provide an alternative assignment (Ppt., worksheet, wallmagazine)tosuchstudents.

Chapter 7 - Control and Coordination Formative Assessment Manual for Teachers

Control and Coordination Chapter 7

Assessment Technique :Diagrambasedworksheet

Objectives :Tohelpstudentto:

● RecallfunctionsofNervoussystem

● Recognisetheimportanceofareflexactioninourdaytodaylife.

● Correlatebetweeninformationreceivedandquickresponse

● Identifytissues/cellsinvolvedinareflexarc

● Differentiatebetweenvoluntaryactionsandareflexaction

● Understandandappreciatetheimportanceofquickresponse

Task : Individual Worksheet

Approximate Time : 10 minutes

Procedure : The following worksheet may be given to the students to assess their basicunderstandingofaReflexArcaftercompletingtheunit.

Instructions :Readthequestionscarefullyandanswerthem.

1. Thediagramgivenbelowshowsareflexarc.Addthefollowinglabelstothediagram.Muscle;Sensoryneuron;Relayneuron;Motorneuron;Painreceptorsinskin

Formative Assessment Manual for Teachers Control and Coordination - Chapter 7

2. Listinorderthe3differentneuronsinvolvedinareflexarcfromthestimulustotheresponseinaproperorder.

Stimulus...............

...............

...............Response

3. Name2differentreflexactionsproducedinresponsetotwospecificstimuli.

Reflexaction1........................................................................................................................

Reflexaction2........................................................................................................................

Criteria For Assessment :

Q1. ½mark×5=2½marks Q2. ½mark×3=1½marks

Q3. ½mark×2=1mark Total = 5 marks

● Thisworksheethasbeendevelopedtohelpstudenttograduallyproceedfromrecallingtounderstandingandthenrelatingtoreallifesituation.

● Teachermayaskthemtoshowarrowsinthediagramtomarkthedirectionofflowsignalwhichformsareflexarc.

● Tohelp students to understand the concept of a reflex arc and relating itwith reallifesituation,teachermayalsoask/suggeststudentsthenameofthesenseorganandcorrespondingmuscles/glandinvariousreflexactions.

● Ifsomestudentsarenotabletogivesatisfactoryanswers,theteachermayexplaintheconceptsusingreal-lifesituationsandaddingthenamesofthepartsofnervoussysteminvolved.

● Theworksheetmaybesimplified,ifneedbe,inthefollowingmanner:

– Labelinglinesmaybeaddedinthediagramforquestion1.

– Thenamesoftheneuronsmaybegiveninquestion2andthestudentsmaybeaskedtoplaceitinproperorder.

– Thestimuliforthetwopartsofquestion3maybespecifiedandthestudentmaybeaskedtothenwritethespecificreflexactionthatwouldtakeplaceinresponsetothestimuli.

Assessment Technique :MCQbasedworksheet

Objectives :Toenablestudentto:

● understandstructureandfunctionoforgansinvolvedincontrollingandcoordinatingbodyfunctions

● appreciatethatstructuresoforgansarecomplementarytotheirrespectivefunctions

● Identifyspecificregionsoforgans/tissues/cellsinvolvedincontrolandcoordinationinanimals

Task : Individual Worksheet

Procedure :

● ThisMCQbasedworksheetmaybeusedattheend,aftersummingupthelessontoassessknowledge,comprehension,applicationandanalyticalcapabilities/skillsofthestudents.

● Theworksheetwillbedistributedtothestudentswhomaycompleteitintheclassin15minutes.

Student Worksheet Time : 15 minutes

Instructions:Selectthecorrectoptionfromthefourdifferentchoicesgivenforeachquestion.

1. Thesensoryreceptorsinourbodytodetectsmellare

a. auditoryreceptors c. Olfactoryreceptors

b. gustatoryreceptors d. tactilereceptors

2. Uponreceivingasignalthedendritetipofanervecellsetsoffachemicalreactionthat

a. creates an electrical impulse in thedendrite.

c. createsanelectrical impulse in thenextneuron.

b. releasessomechemicalsinthecellbodyoftheneuron.

d. createsastimulus.

3. Thechemicalsthatcrossthesynapsetostartasimilarelectricalimpulseinthenextneuronarereleasedfrom

Formative Assessment Manual for Teachers Control and Coordination - Chapter 7

a. thedendritictip c. theendoftheaxon

b. thecellbody d. theaxon

4. Partoftheneuronwhereinformationisacquiredis

a. dendrite c. Cellbody

b. axon d. Nerveending

5. Partoftheneuronthroughwhichinformationtravelsasanelectricalimpulseis

6. Partoftheneuronwheretheimpulseisconvertedintoachemicalsignalforonwardtrans-missionis

7. Givebelowpartsofaneuronandtheirfunctionsintwodifferentcolumns.Matchtheparttothecorrectfunction.

i)dendrite 1. the impulse is converted into a chemical signal For onwardtransmission

ii)axon 2.whereinformationisacquired

iii)nerveending 3.throughwhichinformationtravelsasanelectricalimpulsea. i3 ii1 iii2 c. i1 ii3 iii2

b. i2 ii1 iii3 d. i2 ii3 iii1

8. Theorderofsequenceoftissuesinvolvedinproducingofareflexactionwhenabrightlightisfocusedontheeyewouldbe

a. effectors,sensoryneuron,relayneuron,motorneuron,receptor

c. effectors,motorneuronrelayneuron,sensoryneuron,receptor

b. receptor,sensoryneuron,relayneuron,motorneuron,effectors

d. receptor,motorneuron,relayneuron,sensoryneuron,effectors

9. Givenbelowthepartsofbrainandonefunctionassociatedwitheachpart–intwoseparatecolumns.Matchtheparttothecorrectfunction.

i)Forebrain 1.bloodpressureandvomiting

ii)Cerebellum 2.walkinginastraightline

iii)Medulla 3.hearingandsighta. i3 ii2 iii1 c. i3 ii1 iii2

b. i2 ii3 iii1 d. i1 ii3 iii2

10. Functionsofforebrainare

a. Sensation of feeling full, control ofvoluntarymuscles,hearing,sight.

c. controlofvoluntarymuscles,controlofbloodpressure,hearing,sight

b. control of voluntary muscles, hearing,sight,postureofthebody

d. Sensation of feeling full, control ofinvoluntarymuscles,hearing,sight

Criteria for Assessment:Foreverycorrectanswer½, Total:½×10=5Marks

● Thequestionswhicharegenerallynotansweredbymajorityofthestudentsindicatethatstudentsneedhelpinboth,thecontentandtheskill.

● Teachermaycoverthisparticularcontentonceagainandmayusetheassessmentskilloften,formallyorinformallytohelpstudentsdevelopreflexestoanswersuchquestionscorrectly.Thestudentsmaybeaskedtoanswersimilarquestionsafterafewdays.

Assessment Technique:WorksheetObjectives:Tohelpthestudentsto:

● Identifythevariousstepsinvolvedinmovementofinformationthroughaneuron● Recognisethepartsofaneuroninvolvedintransmissionofanerveimpulse

Task : Individual work sheet

Procedure:

Thestudentisgivenaworksheetthathasadiagrammaticrepresentationofanervecell.Certainstepsrelatedtothemovementofinformationthroughneuronsaregiveninatabularform.Theyhavenotbeenplacedinthecorrectorder.Thestudentshallallotthenumbertoeachsteptoputthemincorrectsequence.

Student Worksheet Time: 15 min. - CBSE

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