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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
1 a
2 b e c
3 d
Ql. Selecttheletter(s)whichrepresentalkalimetal.
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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.
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Formative Assessment Manual for Teachers Period Classification of Elements - Chapter 5
● 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:
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Chapter 5 - Period Classification of Elements Formative Assessment Manual for Teachers
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
Tc 99
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.
a.
b
Q2. Whopropoundedthegivenperiodictable?
Q3. Howmanyperiodsandgroupsarethereinthegivenperiodictable?.
Q4. Whattrendisbeingfollowedbytheatomicmassofelements,inthegivenperiodictable?
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Formative Assessment Manual for Teachers Period Classification of Elements - Chapter 5
Q5. IngroupVIIICobaltisplacedbeforeNickelthoughatomicmassofcobaltismorethannickel.Doyoufindanyotherpairofelementswhereanelementofhigheratomicmassisplacedbeforeelementofloweratomicmass,giveeg.?
Q6. ThescientistleftsomegapsinthePeriodictable.Howdoyouthinkthis,helpedintheclassification?
Q7. Whatisthebasisofclassificationofelementsinthegivenperiodictable?
a.
b.
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.
Period Classification of Elements Chapter 5
Assessment Technique: RolePlay
Objectives:Toenablethestudentsto
● GetfamiliarizedwiththeelementspresentindifferentgroupsintheModernPeriodicTable.
● Learnandstatedifferentpropertiesoftheelements.
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Chapter 5 - Period Classification of Elements Formative Assessment Manual for Teachers
● 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)
Assessment Parameters:
● CorrectNameoftheelementsofthegroup: 1
● Descriptionofdifferentproperties 5marks (minimum5differentproperties)
● explanationofChangeindifferentproperties:2marks
● EffectivePresentation : 2marks
Suggested Remediation:
● 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 __________
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Formative Assessment Manual for Teachers Period Classification of Elements - Chapter 5
— IamBerrilium
— MyAtomicNumberis__________.
— Myatomicsize/radiusis__________.
— Myelectronicconfigurationis__________.
— Numberofvalenceelectron,presentinmyoutermostshellis/are__________.
— Look,ouratomicnumberisincreasingdownthegroup.
— Ouratomicradiusisalsoincreasingdownthegroup.
— Becausewitheveryperiodanewshellisbeingaddedtous.
— Oh!Ourvalencyissame.
— Goingdownthegroupourmetalliccharacterisalsoincreasing(withreason)
— WeareahappyfamilyandwearecalledAlkalineEarthMetalsandsoon.
Note:
Studentsthemselvesmaybringnewideasofpresentation,Thismaymotivatethestudentstolearnbetter.
Period Classification of Elements Chapter 5
Assessment Technique:Project
Objectives:Toenablethestudentsto-
● Understandtheneedofclassifyingelements.
● Appreciatetheclassificationofelementsdonebydifferentscientists.
● DiscoverSalientfeaturesofeachclassification.
● Understandtherequirementofchangeinmethodsofclassificationwithtime.
Task: Individual
Procedure:
● Theteachermayaskthestudentstoworkontheprojectaftergivingabriefideaoftheclassificationofelements,theneedofclassificationandrelatedworkofdifferentscientist.
● TheStudentsmaybeaskedtocollecttheinformationandprepareawrittenreportoftheprojectundertakenbythemusingtheformatgivenbelow:
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Chapter 5 - Period Classification of Elements Formative Assessment Manual for Teachers
– AimoftheProject.
– Introduction.
– MaterialRequired(ifany).
– Procedure.
– PresentationoftheInformation/DataCollected.
– Conclusion.
– Referenceused
Assessment Parameters:
AreaofAssessment ValuePoints
Presentation 2
RelevanceoftheContent 2
Analysisandconclusion 2
Viva 2
Creativity 2
Suggested Remediation:
● Afewstudentsmaynotbeabletocollectinformationfromdifferentsourcesormaywrite thecontent fromthe textbook,studentsmaybemotivated tosearchmaterialfromdifferentsources.
● AFewstudentsmaynotbeabletoanalyzethedatacollectedandunderstandthemeritsand demerits of different classification of elements.Teachermayhelp the studentsunderstandthesignificanceofclassifyingtheelementinperiodsandgroups.
● Afterthecompletionoftheproject,teachermaygivethedetailedinformationabouttheperiodicclassificationofelements,involvingtheminthelesson,whichmayholdthestudentsinterestbetter.
Period Classification of Elements Chapter 5
Assessment Technique: Databasedworksheet
Objectives:Toenablethestudentsto-
● Writetheelectronicconfigurationofaparticularelement,knowingitsatomicnumber
● Findthenumberofvalenceelectronsinanelementandsothevalencyofelement
● Calculatethe,valencyofanelementifitsatomicnumberisknown.
● Discoverthevariationinthevalencyoftheelementsinthesameperiod.
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Formative Assessment Manual for Teachers Period Classification of Elements - Chapter 5
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.
a.
b.
Q2. Writedownthenumberofvalenceelectrons inanatomofsodiumandphosphorusrespectively.
a.
b.
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Chapter 5 - Period Classification of Elements Formative Assessment Manual for Teachers
Q3. WhataretheValencies,ofSodiumandPhosphorus.
a.
b.
Q4. WhataretheValencies,ofSulphurandChlorineatom.
a.
b.
Q5. CommentuponthesimilarityinthevalencyofSodiumandChlorine,thoughtheyarethemembersofdifferentgroups.
a.
b.
Q6. Ifthenumberofvalenceelectronsinanatomisknownhowwouldyoucalculateitsvalency?
a.
b.
Q7. GoinglefttorightinaPeriod,howdoestheValencyofelementsvary?
a.
b.
Suggested Remediation:
● Somestudentsmayfinditdifficulttocomprehendthatvalencyofanelementmaybefoundiftheatomicnumberofelementisknown.Teachermayhelpthembyexplainingthattheatomicnumbertellsusthenumberofelectronspresentintheatomandfromwhichelectronicconfigurationmaybewrittenandsothenumberofvalenceelectronsintheatomandthevalencemaybefound.
● Somestudentsmaywritethevalencyofsulphurwrong.Theteachermayhelpthemrecallthatifthenumberofvalencyelectronismorethan4,Valencyoftheelementwillbecalculatedas(8-no.ofvalenceelectrons).
● Somestudentsmayfinditdifficulttounderstand/discoverthetrendinthevariationinvalencyintheperiod.Teachermaysuggesttowritethevalencyofelementsindifferentperiods.Morepracticewillhelpthemtounderstandandinternalisetheconcept
● Afewstudentsmaybeabletotellthenumberofvalenceelectronsbutnotthevalence,theymaybegivenmorepractice.
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Formative Assessment Manual for Teachers Period Classification of Elements - Chapter 5
Period Classification of Elements Chapter 5
Assessment Technique:Diagram/Databasedworksheet
Objectives:Toenablethestudentsto-
● 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.
Assessment Parameters:
QuestionNo.1-6 carries1markeach
QuestionNo.6&7 carry2markseach
Student Work Sheet
Instructions:
ApartofthemodernperiodictablewithelementsrepresentedbytheletterofEnglishAlphabet(nottheelementssymbols)isgivenbelow:
Observethatcarefullyandanswerthequestionsthatfollows:
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Chapter 5 - Period Classification of Elements Formative Assessment Manual for Teachers
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?
Suggested Remediation:
● Some studentsmayfind it difficult to identify theplaceof element in thePeriodicTableandforthistheteachermayhavetocarryoutarevisionexercise.
● Somestudentsmaynotbeabletocomprehendthelogicbehindthetrendinchangeinmetallicandnon-metalliccharacters,teachermayexplainthebasicsofmetallicandnon-metalliccharacterandthechangeinthemagain.
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Formative Assessment Manual for Teachers Period Classification of Elements - Chapter 5
Period Classification of Elements Chapter 5
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.
Assessment Parameters:
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.
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Chapter 5 - Period Classification of Elements Formative Assessment Manual for Teachers
Q4. Howdoestheatomicradiusvarygoingfromlefttorightinaperiod?
Q5. WhydoestheatomicradiusdecreaseongoingfromlefttorightinaPeriod?
Explain:
Q6. IftheelementsinthegivendataarethemembersofGroup1,2,13,14,15and16,predictandidentifythe.groupnumberofeachelementasintheperiodictable
Group1element _________________ Group2element _________________ Group13element _________________ Group14element _________________ Group15element _________________ Group16element _________________
Q7. Willthesizeofthenextelementinthesomeperiodingroup17bemoreorlessthanthegroup16element.
Suggested Remediation:
● Somestudentsmayfinditdifficulttocomprehendthatelementsarearrangedinthedecreasing order of their atomic radius in a period in theModern Periodic Table.TeachermayexplaintheconceptusingtheModernPeriodicTable.
● Somestudentsmayfinditdifficulttoexplainthereasonbehindthevariationintheatomicradiusgoingfromlefttorightinaperiod.Teachermayhelp,explainingtheimpactofeffectivenuclearchargeandencouragethemtowritetheiranswerinpointsthiswillbringthoroughunderstanding.
● Asanextensionanomaliesinthetrendforradiusofnoblegasesmaybediscussed,afterthestudentshaveunderstoodthegeneraltrendfollowedbytheelements.
75
Formative Assessment Manual for Teachers Life Processes - Chapter 6
Life Processes Chapter 6
Assessment Technique : IndividualWorksheet
Objectives:Toenablethestudentsto
● 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.
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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
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Formative Assessment Manual for Teachers Life Processes - Chapter 6
Suggested Remediation:
● 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
Objectives:Toenablethestudentsto
● 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:
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Chapter 6 - Life Processes Formative Assessment Manual for Teachers
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.
2. 2.
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Formative Assessment Manual for Teachers Life Processes - Chapter 6
Criteria for Assessment :
● Marksforeachcorrectanswerforquestions1–4 =½markeach(½×4=2)
● Correctanswerforquestionno.5=1mark(½+½)
● Correctanswerforquestionno.6=½×4=2marks
TotalMarks:2+1+2=5
Suggested Remediation:
● Afewstudentsmaynotbeabletogivesatisfactoryanswers.Theteachermayexplaintheconceptsagainandasimilarworksheetmaybegiventothemasaremedialexercise.
● Theteachermayalsoprepareanalternativeworksheetinwhichacrosswordpuzzleispreparedtakingpartsoftheexcretorysystemas‘words’andtheirfunction/description/locationasclues.
● Throughthisworksheet,theteachershouldhelpthestudentstounderstandthatusingtermslike‘pure’and‘impure’forbloodmaynotbecorrectsincebloodinrenalarterymaybe‘pure’ in termsofpresenceofoxygenbut ‘impure’ in termsofpresenceofnitrogenouswastes.
Life Processes Chapter 6
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.
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Chapter 6 - Life Processes Formative Assessment Manual for Teachers
Student Worksheet Time: 15 minutes
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:
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Formative Assessment Manual for Teachers Life Processes - Chapter 6
(a) Stomataclosewhenthetemperatureinhigh
(b) Stomataallowtheplant towithstandheatby loosingwatervapour-aprocesssimilartosweatinginhumanbeings.
(c) Therawmaterialsforphotosynthesisareobtainedbytheplantsindifferentways.CO2entersthroughstomata.
(d) Roleofstomataincloudformation
(e) Gasesthatmoveinandoutofstomatalporeduringdayandatnight.
Life Processes Chapter 6
Assessment Technique:DiagrambasedindividualWorksheet
Objectives:Toenablethestudentsto
● 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.
Student Worksheet Time: 15 minutes
Instructions:Givenbelowisthediagrammaticrepresentationofafour-chamberedheart.Observethediagramcarefullyandanswerthequestionsgivenintheworksheet.
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Chapter 6 - Life Processes Formative Assessment Manual for Teachers
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
Suggested Remediation :
● Afewstudentsmaynotbeabletogivesatisfactoryanswers.Theteachermayexplaintheconceptsagainandasimilarworksheetmaybegiventothemasaremedialexercise.
● Theteachermayalsoprepareanalternativeworksheetwhereincompletelabellinghasbeendone,forexample:Pulmonary_______,right______,_______ventricleetc.
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Formative Assessment Manual for Teachers Life Processes - Chapter 6
● 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.
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Chapter 6 - Life Processes Formative Assessment Manual for Teachers
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:
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Formative Assessment Manual for Teachers Life Processes - Chapter 6
S. N.
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.
Suggested Remediation :
● 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.
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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.
Student Worksheet Time: 10 minutes
Instructions :Readthequestionscarefullyandanswerthem.
1. Thediagramgivenbelowshowsareflexarc.Addthefollowinglabelstothediagram.Muscle;Sensoryneuron;Relayneuron;Motorneuron;Painreceptorsinskin
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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
Suggested Remediation :
● 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.
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Chapter 7 - Control and Coordination Formative Assessment Manual for Teachers
Control and Coordination Chapter 7
Assessment Technique :MCQbasedworksheet
Objectives :Toenablestudentto:
● understandstructureandfunctionoforgansinvolvedincontrollingandcoordinatingbodyfunctions
● appreciatethatstructuresoforgansarecomplementarytotheirrespectivefunctions
● Identifyspecificregionsoforgans/tissues/cellsinvolvedincontrolandcoordinationinanimals
Task : Individual Worksheet
Approximate Time : 15 minutes
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
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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
a. dendrite c. Cellbody
b. axon d. Nerveending
6. Partoftheneuronwheretheimpulseisconvertedintoachemicalsignalforonwardtrans-missionis
a. dendrite c. Cellbody
b. axon d. Nerveending
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
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Chapter 7 - Control and Coordination Formative Assessment Manual for Teachers
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
Suggested Remediation :
● Thequestionswhicharegenerallynotansweredbymajorityofthestudentsindicatethatstudentsneedhelpinboth,thecontentandtheskill.
● Teachermaycoverthisparticularcontentonceagainandmayusetheassessmentskilloften,formallyorinformallytohelpstudentsdevelopreflexestoanswersuchquestionscorrectly.Thestudentsmaybeaskedtoanswersimilarquestionsafterafewdays.
Control and Coordination Chapter 7
Assessment Technique:WorksheetObjectives:Tohelpthestudentsto:
● Identifythevariousstepsinvolvedinmovementofinformationthroughaneuron● Recognisethepartsofaneuroninvolvedintransmissionofanerveimpulse
Task : Individual work sheet
Approximate Time : 15 minutes
Procedure:
Thestudentisgivenaworksheetthathasadiagrammaticrepresentationofanervecell.Certainstepsrelatedtothemovementofinformationthroughneuronsaregiveninatabularform.Theyhavenotbeenplacedinthecorrectorder.Thestudentshallallotthenumbertoeachsteptoputthemincorrectsequence.