Comprehensive - KopyKitab · PDF file · 2014-10-16(ii) a suspension of soil, chalk powder and fine sand in water (iii) ... a compound using iron filings and sulphur powder and distinguish

Comprehensive

PRACTICAL SCIENCEFOR

CLASS IX

Strictly according to new curriculum prescribed byCentral Board of Secondary Education (CBSE)

andState Boards of Chhattisgarh, Haryana, Bihar, Jharkhand, Kerala, Mizoram,

Meghalaya and other States following (CBSE) Curriculum

ByS.P. Saxena

M.Sc. M.Ed.Rtd. Principal

State Awardee, NCR DelhiFormerly Junior Science Counsellor,

Dte. of Edu. NCT Delhi,TV Officer of School Science Programmes

Dheeraj SaxenaB.Sc.

LAXMI PUBLICATIONS (P) LTDBANGALORE CHENNAI COCHIN GUWAHATI HYDERABADJALANDHAR KOLKATA LUCKNOW MUMBAI RANCHI

NEW DELHI BOSTON, USA

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T09–8634–175–COMP. (P) SCIENCE IX C—2685/010/12Typeset at : ABRO Enterprises, Delhi. Printed at : PrintMan (India), Delhi.

CONTENTSSyllabus … (xii)–(xiii)Categories of Practical Skills … (xiv)Introduction … 1–24

FIRST TERM

SUB-THEME: FOOD 25–34

Testing of Starch and Adulterants in Food MaterialsExperiment 1 Objective : To test (i) the presence of starch in the given food sample,

(ii) the presence of the adulterant metanil yellow in dal. ... 26(i) To test the presence of starch in the given food sample. ... 26

Viva Voce ... 29(ii) To test the presence of the adulterant metanil yellow in dal. ... 30

Viva Voce ... 31Multiple Choice Questions … 32Questions from NCERT Lab Manual … 34

SUB-THEME: MATTER—ITS NATURE AND BEHAVIOUR 35–66

SolutionsExperiment 2 Objective : To prepare (i) a true solution of common salt, sugar and alum

(ii) a suspension of soil, chalk powder and fine sand in water (iii) a colloidalof starch in water and egg albumin in water and distinguish between theseon the basis of : (a) transparency (b) filtration criterion (c) stability. ... 37Viva Voce ... 40Multiple Choice Questions ... 41Questions from NCERT Lab Manual … 45

Mixture and Compound

Experiment 3 Objective : To prepare (i) a mixture (ii) a compound using iron filings andsulphur powder and distinguish between them on the basis of :(a) appearance i.e., homogeneity and heterogeneity(b) behaviour towards a magnet(c) behaviour towards carbon disulphide (a solvent)(d) effect of heat. ... 46

(v)

(vi)

Viva Voce ... 49

Multiple Choice Questions ... 50

Questions from NCERT Lab Manual … 52

Chemical Reactions

Experiment 4 Objective : To carry out the following reactions and classify them as physicalor chemical changes.

(i) Iron with copper sulphate solution in water(ii) Burning of magnesium in air

(iii) Zinc with dilute sulphuric acid(iv) Heating of copper sulphate(v) Sodium sulphate with barium chloride in the form of their solutions

in water ... 53

Viva Voce ... 61



SUB-THEME: ORGANISATION IN THE LIVING WORLD 67–88

Study of Cell

Experiment 5 Objective : To prepare stained temporary mounts of (i) onion peel and(ii) human cheek cells and to record observations and draw their labelleddiagrams. … 68

(i) To prepare temporary mount of onion peel, to record observationsand draw labelled diagrams. ... 68

(ii) To prepare temporary mount of human cheek epithelial cells, torecord observations and draw labelled diagrams. ... 72

Viva Voce ... 74



Tissues

Experiment 6 Objective : To identify parenchyma and sclerenchyma tissues in plants,striped muscle fibres and nerve cells in animals, from prepared slides and todraw their labelled diagrams. … 79

(i) To identify parenchyma and sclerenchyma tissues in plants fromprepared slides and draw their diagrams. ... 79

(ii) To identify striped muscle fibres and nerve cells in animals, fromprepared slides and draw their diagrams. ... 82

Viva Voce ... 85



(vii)

SUB-THEME: MATERIALS 89–115

Separation of Substances

Experiment 7 Objective : To separate the components of a mixture of sand, common saltand ammonium chloride (or camphor) by sublimation. … 90

(i) Separation of Ammonium Chloride ... 90

(ii) Separation of Salt from Sand ... 91

Viva Voce ... 93



Melting Point of Ice and Boiling Point of Water

Experiment 8 Objective : To determine the melting point of ice and the boiling point ofwater. ... 96

(i) To determine the melting point of ice ... 96

(ii) To determine the boiling point of water ... 98

Viva Voce ... 100



Work and Energy

Experiment 9 Objective : To establish relationship between weight of a rectangularwooden block lying on a horizontal table and the minimum force required tojust move it using a spring balance. ... 104

Viva Voce ... 107



Imbibition

Experiment 10 Objective : To determine the mass percentage of water imbibed by raisins. ... 110

Viva Voce ... 112



PRACTICAL SKILLS IN SCIENCESAMPLE PAPER (First Term) ... 116

(viii)

SECOND TERM

SUB-THEME: MOTION, FORCE AND WORK 121–158

Sound

Experiment 1 Objective : To verify laws of reflection of sound. ... 122

Viva Voce ... 124

Multiple Choice Questions … 125


Density

Experiment 2 Objective : To determine the density of a solid (denser than water) byusing a spring balance and a measuring cylinder. ... 128

Viva Voce ... 131



Archimedes Principle

Experiment 3 Objective : To establish the relation between the loss in weight of a solidwhen fully immersed in (i) tap water (ii) strongly salty water, with the

. weight of water displaced by it, by taking at least two different solids. ... 137

Viva Voce ... 140



Pressure

Experiment 4 Objective : To observe and compare the pressure exerted by a solid ironcuboid on sand while resting on its three different faces and to calculate thepressure exerted in the three different cases. ... 146

Viva Voce ... 148


Waves

Experiment 5 Objective : To determine the velocity of a pulse propagated through astretched string/slinky. ... 151

Viva Voce ... 154



(ix)

SUB-THEME: BIOLOGICAL DIVERSITY 159–200

Study of Plants

Experiment 6 Objective : To study the characteristics of Spirogyra/Agaricus, Moss/Fern,Pinus (either with male or female cone) and an Angiospermic plant. Drawand give two identifying features of the groups they belong to. … 160

Viva Voce ... 168

Multiple Choice Questions ... 169Questions from NCERT Lab Manual … 172

Adaptation in Animals

Experiment 7 Objective : To observe and draw the given specimens—earthworm,cockroach, bony fish and bird. For each specimen record (a) one specificfeature of its phylum (b) one adaptive feature with reference to its habitat. ... 173

Viva Voce ... 179


Law of Conservation of Mass

Experiment 8 Objective : To verify the law of conservation of mass in a chemical reaction. ... 184

Viva Voce ... 186


Dicot and Monocot Plants

Experiment 9 Objective : To study the external features of root, stem, leaf and flower ofmonocot and dicot plants. ... 189

Viva Voce ... 192


Life Cycle of Mosquito

Experiment 10 Objective : To study the life cycle of a mosquito. ... 195

Viva Voce ... 198


PRACTICAL SKILLS IN SCIENCESAMPLE PAPER (Second Term) ... 201

APPENDIX I Thermometers and their Standardisation ... 206

APPENDIX II Measurement and Weighing ... 207

APPENDIX III Preparation of Standard Solutions/Reagents/Stains ... 208

The present syllabus in Science has been designed under six major themes, namely, Food, Materials,The World of the Living, How Things Work, Moving Things, People and Ideas, Natural Phenomenonand Natural Resources. Our educational philosophers and scientists have designed a separate course onpractical exercises so as to inculcate laboratory skills amongst students. The secondary science curriculumhas been made to include practical exercises from each theme to the maximum extent possible. It is envisagedthat every student will carry out at least 20 exercises (10 experiments in each term) in one academicsession.

Present book, Comprehensive Practical Science for class IX is strictly based on the new termwiseCBSE curriculum. An honest effort has been made in this book to attain underlying objectives of syllabus,such as developing problem solving and decision making skills; understanding and appreciating the jointenterprise of science, technology and society; acquiring process skills which form part of the attitude fordeveloping a scientific temper; developing certain manipulative skills which are required in day to day lifesituations, etc. This practical book covers required practicals (20) prescribed in the new syllabus in all thescience disciplines i.e., Physics, Chemistry and Biology. Multiple Choice Questions are also added with eachpractical to attempt well in Multiple Choice Written Test for testing practical skills. Thus, this bookcompletely covers the Scheme of Evaluation.

CBSE has recommended examinations for Science Practicals for Class IX and X as given below:1. Termwise examination (First term from 1st April to 30th September, Second term from

1st October to 31st March).2. Hands on practical examination will be conducted through formative assessment once in every

term.This includes (i) Experiment set up (ii) Observation (iii) Record of observation/data (iv) Analysis ofobservation (v) Conclusion/Inference drawn by the student (vi) Practical Record File (vii) Viva.

3. Assessment of Practical Skills through MCQs will be in every term end summative assessment.Some of the salient features of the Comprehensive Practical Science are :

Practical exercises are strictly according to the New Termwise CBSE Curriculum.Practical Exercises / Experiments are dealt very methodically i.e., according to scientific method/process or / and pattern approved by the eminent experts. Stress on use of SI unit is given, wherevernecessary.Use of locally available required materials have been suggested, as far as possible, for conductionof experiments in the local laboratories.Multiple choice questions related to experiment/theory of the practical/principles are given at the endof each practical to test practical skills.Categories of Practical Skills are given after the list of experiments.According to marking scheme issued by the CBSE, Sample Question Papers have been given at theend of experiments of each term.

Students and teachers are requested to send their suggestions for the improvement of the book.

—AUTHORS

PREFACE

(xi)

SYLLABUS

PRACTICALSCLASS IX

Practical should be conducted alongside the concepts taught in theory classes

FIRST TERM

List of Experiments

1. To test (a) the presence of starch in the given food sample (b) the presence of the adulterant metanilyellow in dal.

2. To Prepare(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 of starch in water and egg albumin in water and distinguish between these on thebasis of

(i) transparency

(ii) filtration criterion

(iii) stability.

3. To Prepare(a) a mixture

(b) a compound

using iron filings and sulphur powder and distinguish 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.

4. To carry out the following reactions and classify them as physical or chemical changes.

(i) Iron with copper sulphate solution in water.

(ii) Burning of magnesium in air.

(iii) Zinc with dilute sulphuric acid.

(xii)

(xiii)

(iv) Heating of copper sulphate.

(v) Sodium sulphate with barium chloride in the form of their solutions in water.

5. To prepare stained temporary mounts of (a) onion peel and (b) human cheek cells and to recordobservations and draw their labelled diagrams.

6. To identify parenchyma and sclerenchyma tissues in plants, striped muscle fibres and nerve cells inanimals from prepared slides and to draw their labelled diagrams.

7. To separate the components of a mixture of sand, common salt and ammonium chloride (or camphor)by sublimation.

8. To determine the melting point of ice and the boiling point of water.

9. To establish relationship between weight of a rectangular wooden block lying on a horizontal tableand the minimum force required to just move it using a spring balance.

10. To determine the mass percentage of water imbibed by raisins.

SECOND TERM

1. To verify laws of reflection of sound.

2. To determine the density of solid (denser than water) by using a spring balance and a measuringcylinder.

3. To establish the relation between the loss in weight of a solid when fully immersed in

(i) tap water

(ii) strongly salty water, with the weight of water displaced by it by taking at least two differentsolids.

4. To observe and compare the pressure exerted by a solid iron cuboid on fine sand/wheat flour whileresting on its three different faces and to calculate the pressure exerted in the three different cases.

5. To determine the velocity of a pulse propagated through a stretched string/slinky.

6. To study the characteristic of spirogyra/Agaricus, Moss/Fern, Pinus (either with male or female cone)and an Angiospermic plant. Draw and give two identifying features of groups they belong to.

7. To observe and draw the given specimens—earthworm, cockroach, bony fish and bird. For eachspecimen record

(a) one specific feature of its phylum

(b) one adaptive feature with reference to its habitat.

8. To verify the law of conservation of mass in a chemical reaction.

9. To study the external features of root, stem, leaf and flower of monocot and dicot plants.

10. To study the life cycle of mosquito.

CATEGORIES OF PRACTICAL SKILLSA. Procedural and Manipulative Skills

To– select appropriate apparatus/instruments for performing the experiment.– know the limitations of the apparatus/instruments regarding their size, least count and accuracy.– arrange/assemble/set and adjust the apparatus systematically.– handle the apparatus, instruments, chemicals carefully to avoid any damage or injury.– perform the experiment with reasonable efficiency and accuracy.– separate and remove desired parts of a specimen for detailed study without damaging it.– use appropriate methods and materials for specimen mounting.– locate and rectify the errors in apparatus, instruments, etc.– add chemicals in appropriate quantity.– dismantle the experimental set-up carefully.– practise the precautions in handling sensitive apparatus or chemicals or flame.

B. Observational SkillsTo– find the least count of the instrument.– read the instrument correctly.– notice colour change, evolution of gases, formation of precipitates, chemical reactions, etc., carefully.– notice the relevant details in the given specimens minutely.– locate the desired parts in a specimen accurately.– take observations carefully and in a systematic manner.– read graph correctly.

C. Drawing SkillsTo– make proper observation tables.– draw circuit diagrams, ray diagram, experimental set-up, sketches, etc., correctly and proportionately.– label sketches and diagrams correctly.– draw graphs from observed data correctly.

D. Reporting and Interpretative SkillsTo– make a proper plan for recording the observations.– record the observations/data/information correctly and systematically.– classify and categorize organisms– make correct calculations/predictions.– use proper formulae and mode of summarising and reporting the result.– report the result using correct symbols, units, terms and chemical equations.– interpret the observations and results correctly.

(xiv)

INTRODUCTION

A scientist always likes to be in his laboratory for his internal joy and to satisfy his curiosity,to find the truth of the phenomenon happening around. He feels greatest joy to accomplish originalwork for the betterment of the human beings.

Science is both—the product and the process. The product of science is—what has been achievedby scientists, through their experiments, as theories, laws and principles of science. The process ofscience is the ways, methods and skills through which scientific achievements are being attained. Byadopting scientific method we can develop scientific temper.

One develops scientific temper only when he/she adopts scientific method in solving problems.Thus, scientific temper does not relate to science teaching but also helps us in solving problems in ourday to day life. How can we develop scientific temper in our children? The only ways are:

(a) Demonstration of experiments by the teacher by strictly adopting scientific method so that thestudents can visualise how does the scientist adopt and perform scientific method.

(b) Students themselves perform science experiments/practicals so that they themselves undergothe scientific processes such as identification of problem, formulation, hypothesis, experimentation,collection of data, drawing inference on the basis of data obtained. It also includes verification ofexperiments done by the scientists or other fellows. This inculcates scientific temper amongst studentsi.e., a spirit of team work, rational thinking, acceptance of other’s ideas, openmindedness, communicationskill, manipulation of equipments etc. Experimentation by the students also provides ‘Learning bydoing’ and correlation between the theory and practical verification.

GENERAL INSTRUCTIONS

For doing practical work smoothly, effectively and more efficiently in the laboratory, studentsmust follow the following important instructions:

1. A student must carry with him/her the following things, needed for doing experimentseffectively.

Carry the following things on each practical turn:

(a) Practical book(b) Laboratory notebook (Practical record book)

(c) Auxiliary notebook for keeping record before entering into the final practical record book.

1

2 PRACTICAL SCIENCE—IX

(d) A scale(e) A pencil (preferably HB)

(f) A sharpener(g) An eraser2. Always occupy the seat allotted to you by your teacher in the laboratory. This will save your

time and will avoid confusion. It is always better if you seriously and silently reach your laboratorywithin 2–3 minutes after the previous period is over.

3. Preparation. Before actually performing an experiment, you must observe the followingthings:

(i) Listen the instructions given by your teacher carefully.

(ii) Clearly understand the objective of the experiment, the theory of the practical, apparatusneeded, precautions to be observed.

4. Apparatus. Select right type of apparatus, check the apparatus before starting the work. Neveruse an item of apparatus about which you have not been instructed earlier. Handle all the apparatusvery carefully and return the various items of apparatus to their respective place after use.

If you use glassware or washable apparatus, you must wash or clean the apparatus after usebefore keeping the apparatus at its original position. Carelessness not only causes the damage to theinstrument or apparatus but may also cause injury or infection to the other students.

5. Experimentation(i) Follow precautions meant for the experiment strictly. Precautions are to be actually observed

while doing the experiment.

(ii) Take at least three observations systematically and record them honestly on the practicalnotebook/record book. Never write your observation on a loose paper. Do not make theattempt to cook or overwrite observations in order to get good results.

(iii) Take every observation at least three times, even though their values each time may beexactly the same. You must know the proper plan for recording the observations. In mostof the experiments, recording in tabular form is essential.

6. Cleanliness. See that your apparatus, seat and surroundings are neat and clean. Observecleanliness at all levels of the work.

7. Disposal of waste. Dispose off waste material as early as possible. Do not mix solid wastewith the liquid waste. Wash liquid chemical waste down the sink with lot of water. Deposit brokenglassware at the proper place.

8. Some Don’ts(i) Do not enter the science laboratory in the absence of teacher.

(ii) Do not sit or lean or scribble on the working table.

(iii) Do not try any secret experiment.

(iv) Do not use anything from unlabelled containers or bottles.

(v) Do not work with all doors and windows closed.

(vi) Do not heat inflammable material directly on flame.

INTRODUCTION 3

(vii) Do not inhale fumes of chemicals. If you want to smell the odour of a gas or vapour, use yourhand to waft a small sample of the gas towards your nose (Fig. 1).

(viii) Do not heat a liquid in a test tube that is pointed towards your classmate or you. Sometimesliquid bumps out of the test tube and may cause injury to your classmate or you(see Fig. 2).

Wafting odour

Test tube

Substance

Test tube

Liquid

Burner

Test tube holder

Fig. 1. Correct way to smell the odour. Fig. 2. Proper method of heating ; keep the mouthof the test tube away from you or your classmate’s face.

(ix) Do not add water directly to a strong acid. Always pour acid into water for dilution (Fig. 3)and stir gently.

Cloth

Gentletwist

Hand close

Cork

Fig. 3. Correct way of dilution of acids. Add conc. acid Fig. 4. Correct way of inserting a glass tubeto water slowly through a glass rod. or thermometer in a cork.

Documents

Comprehensive - KopyKitab · PDF file · 2014-10-16(ii) a suspension of soil, chalk powder and fine sand in water (iii) ... a compound using iron filings and sulphur powder and distinguish