Transcription of TEACHERS’ MANUAL ON FORMATIVE ASSESSMENT
1 TEACHERS MANUALONFORMATIVE ASSESSMENTSCIENCECLASS IXCENTRAL BOARD OF SECONDARY EDUCATIONSh i kS h a ke n d r a, 2, Co m m u n i t y Ce n t r e, Pr e e t Vi h a r, de l h i-110 092 in d i aTeachers MANUAL on FORMATIVE ASSESSMENT in Science class IXPRICE : EDITION 2010 CBSE, Delhi, IndiaCOPIES:This book or part there of may not be reproduced by any person or agency in any mannerPUBLISHED BY : The Secretary, Central Board of Secondary Education, Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110092 DESIGN, LAYOUT : Chandu Press, D-97, Shakarpur, New Delhi-110092, Phone : PRINTED BY : Hkkx 4 dewy d kZO;51 d- ewy d kZO; & Hkkjr ds izR;sd ukxfjd dk ;g d kZO; gksxk fd og &(d) lafo/ku dk ikyu djs vkSj mlds vkn'kks ] laLFkkvksa] jk"V ot vkSj jk"V xku dk vknj djs_([k) Lora=krk ds fy, gekjs jk"V h; vkanksyu dks izsfjr djus okys mPp vkn'kks dks n.
2 Esa latks, j[ks vkSj mudk ikyu djs_(x) Hkkjr dh izHkqrk] ,drk vkSj v[kaMrk dh j{kk djs vkSj mls v{ j[ks_(?k) ns'k dh j{kk djs vkSj vkg~oku fd, tkus ij jk"V dh lsok djs_( ) Hkkjr ds lHkh yksxksa esa lejlrk vkSj leku Hkzkr`Ro dh Hkkouk dk djs tks /eZ] Hkk"kk vkSj izns'k ;k oxZ ij vk/kfjr lHkh HksnHkko ls ijs gksa] ,slh izFkkvksa dk R;kx djs tks fL=k;ksa ds lEeku ds fo# gSa_(p) gekjh lkekfld laL fr dh xkSjo'kkyh ijaijk dk eg o le>s vkSj mldk ijh{ djs_(N) izk frd i; dh ftlds varxZr ou] >hy] unh] vkSj oU; tho gSa] j{kk djs vkSj mldk lao/Zu djs rFkk ds izfr n.}}}}}
3 KHkko j[ks_(t) oSKkfud n`f" ] ekuookn vkSj KkuktZu rFkk lq/kj dh Hkkouk dk fodkl djs_(>) lkoZtfud laif k dks lqjf{kr j[ks vkSj fgalk ls nwj jgs_( k) O;fDrxr vkSj lkewfgd xfrfof/;ksa ds lHkh {ks=kksa esa mRd"kZ dh vksj c<+us dk lrr iz;kl djs ftlls jk"V fujarj c<+rs gq, iz;Ru vkSj miyfC/ dh ubZ mapkb;ksa dks Nw ysAHkkjr dk lafo/kum sf'kdkge] Hkkjr ds yksx] Hkkjr dks ,d ^ izHkqRo&laiUu lektoknh iaFkfujis{k yksdra=kkRed ; cukus ds fy,] rFkk mlds leLr ukxfjdksa dks%lkekftd] vkfFkZd vkSj jktuSfrd U;k;] fopkj] vfHkO;fDr] fo'okl] /eZ vkSj mikluk dh Lora=krk] izfr"Bk vkSj volj dh lerk izkIr djkus ds fy,] rFkk mu lc esa] O;fDr dh xfjek vkSj jk"V dh ,drk vkSj v[ lqfuf'pr djus okyh ca/qrk c<+kus ds fy, n`<+ladYi gksdj viuh bl lafo/ku lHkk esa vkt rkjh[k 26 uoEcj] 1949 bZ dks ,rn~}kjk bl lafo/ku dks vaxh r] vf/fu;fer vkSj vkRekfiZr djrs gSaA1- lafo/ku (c;kyhloka la'kks/u) vf/fu;e] 1976 dh /kjk 2 }kjk (3-1-1977) ls izHkqRo&laiUu yksdra=kkRed ; ds LFkku ij izfrLFkkfir A2- lafo/ku (c.)}
4 Kyhloka la'kks/u) vf/fu;e] 1976 dh /kjk 2 }kjk (3-1-1977 ls)] jk"V dh ,drk ds LFkku ij izfrLFkkfir ATHE CONSTITUTION OF INDIAPREAMBLE WE, THE PEOPLE OF INDIA, having solemnly resolved to constitute India into a SOVEREIGN SOCIALIST SECULAR DEMOCRATIC REPUBLIC and to secure to all its citizens : JUSTICE, social, economic and political; LIBERTY of thought, expression, belief, faith and worship; EQUALITY of status and of opportunity; and to promote among them all FRATERNITY assuring the dignity of the individual and the [unity and integrity of the Nation];IN OUR CONSTITUENT ASSEMBLY this twenty-sixth day of November, 1949, do HEREBY TO OURSELVES THIS Subs, by the Constitution (Forty-Second Amendment) Act.
5 1976, sec. 2, for Sovereign Democratic Republic ( )2. Subs, by the Constitution (Forty-Second Amendment) Act. 1976, sec. 2, for unity of the Nation ( )THE CONSTITUTION OF INDIAC hapter IV AFundamental DutiesARTICLE 51 AFundamental Duties -It shall be the duty of every citizen of India(a) to abide by the Constitution and respect its ideals and institutions, the National Flag and the National Anthem; (b) to cherish and follow the noble ideals which inspired our national struggle for freedom;(c) to uphold and protect the sovereignty, unity and integrity of India.
6 (d) to defend the country and render national service when called upon to do so; (e) To promote harmony and the spirit of common brotherhood amongst all the people of India transcending religious, linguistic and regional or sectional diversities; to renounce practices derogatory to the dignity of women;(f) to value and preserve the rich heritage of our composite culture;(g) to protect and improve the natural environment including forests, lakes, rivers, wild life and to have compassion for living creatures;(h) to develop the scientific temper, humanism and the spirit of inquiry and reform;(i) to safeguard public property and to abjure violence.
7 (j) to strive towards excellence in all spheres of individual and collective activity so CONTENTS Acknowledgements Preface Continuous Comprehensive Evaluation School Based Continuous & Comprehensive Evaluation and FORMATIVE ASSESSMENT Page Matter in our Surroundings 1 Chapter-2 Is Matter Around us pure ? 17 Chapter-3 Atoms and Molecules 29 Chapter-4 Structure of the Atom 39 Chapter-5 The Fundamental Unit of Life 45 Chapter-6 Tissues 51 Chapter-7 Diversity in Living Organism 56 Chapter-8 Motion 67 Chapter-9 Force and Laws of Motion 79 Chapter-10 Gravitation 83 Chapter-11 Work and Energy 88 Chapter-12 Sound 90 Chapter-13 Why do we fall ill ?
8 102 Chapter-14 Natural Resources 110 Chapter-15 Improvement in Food Resources 116 ADVISORY Shri Vineet Joshi, Chairman CBSE Smt. Chitralekha Gurumurthy, Director Academic Dr. Sadhana Parashar, Head (Innovation & Research)EDITING Dr. Bharati Sarkar Ms. Monika Mehan Vijay Sarda Mr. SharmaMATERIAL PRODUCTION Dr. Sehgal Ms. Monika Mehan Ms. Charu Maini Ms. Neelma Puri Ms. Vidhu Narayanan Ms. Suman Nath Ms. Madhu Mehta Ms. Shyamala Srivastava Ms.
9 Soma SinghSubject Co-ordination Mr. Sharma, Consultant, CBSE Mr. Jena, Asstt. Education Officer, CBSEA cknowledgementsiAt the centre of the transformation that School Education is undergoing presently is the new perspective to ASSESSMENT and its relationship to the teaching-learning process. It is widely agreed that ASSESSMENT influences what is taught and how teaching and learning are delivered. There is also a widespread belief among educational researchers and practitioners that ASSESSMENT can and often does constrain rather than enhance learning outcomes.
10 If we restrict our choices of teaching and learning activities to exercises that simply rehearse for examinations, then we run the risk of failing our learners during the teaching and learning process as a whole. Another pitfall in working towards ASSESSMENT is that learners may concentrate simply on doing the bare minimum needed in order to guarantee a pass. Hence the challenge of changing the traditional system of examination and evaluation has emerged as a major focus.
