10th Class PS Lesson Plans BOOK

CLASS: 10 SUBJECT: PS Name of the Teacher: M.
SRINIVASA RAO Name of the School: SPSH School,Gudivada
Name of the Topic No.of Periods Timeline for teaching Any specific
Lesson/Unit Required From To information
Thermal equilibrium-heat and temperature 2
Specific heat and Applications 3
Method of mixtures, Principle of method of mixture and
3
HEAT Determination of specific heat of a solid
(CHAPTER-1) Evaporation and Condensation 2
Humidity, Dew and Fog 2
Boiling and Melting 2
Freezing and textual problems 2
Prior Concept/Skills:
1. How is temperature measured?
2. What are units of temperature?
3. How is heat transferred?
4. How to work thermometer/ clinical thermometer?
Learning Outcomes: No. of Periods
1. Explain process of transfer of heat energy 1
2. Uses scientific conventions to represent units of Kelvin scale to Celsius scale. 1
3. Appreciates and promotes usage of specific heat of substance 2
4. Handles tools and laboratory apparatus properly; measures specific heat of a solid. 2
5. Uses scientific convention to represent units of various quantities, symbols, formulae and equations of temperature, heat and 1
specific heat
6. Applies learning to hypothetical situations utilization of specific heat substances 1
7. Communicates the findings and conclusions effectively of Specific heat of different substances. 1
8. Derives formulae, equation and laws of method of mixture, heat, principle of method of mixtures 2
8. Explains processes and phenomena of evaporation and condensation 1
10. Relates processes and phenomena with causes and effects of evaporation and condensation 2
11. Calculates using the data of heat, Latent heat 1
12. Analyses and interprets data, graphs of melting, boiling points, state of substances their temperature 1
1
TEACHING LEARNING PROCESS
Induction/Introduction:
Experience and Reflection:

1. Students expressed feelings about hot water bathing and cold water bathing in our daily life situations.
2. Students apply the evaporation and condensation process based on situations.
3. Students explain the phenomena involved in water droplets formed on leaves, window pans, flowers, grass.
Explicit Teaching/Teacher Modelling Group Work (We Do) Independent Work (You Do) Notes for:
(I Do)
1. Discussion and demonstration of 1. Students show the activity of 1. Give examples of hot bodies 1. How heat is transferred?
hotness and coldness concept activity. transfer of heat in daily life and cold bodies
2. Discussion and demonstration of 2. Discuss the examples of thermal 2. Students frame a questions 2. Define “Temperature”
thermal equilibrium concept activity. equilibrium situation in daily life on thermal equilibrium
3. Explain Heat, Temperature with 3. Group discussion on difference 2. Convert 200C into Kelvin
examples between heat and temperature. scale?
2
4. Discussion and conduct of transfer of 4. Students conduct an activity on the 3. Write the definitions of heat 3. Write the units of heat?
heat energy. relation between temperature and and temperature.
kinetic energy.
5. Discussion and conduct of rate of rise 4. Student complete the
in temperature depends on the nature homework 4. The oceans behave like
of the substance. heat store houses for the
earth” – Discuss
6. Discussion and conduct of method of 5. Solve the problems with the final 5. Students write the formula
mixtures concept activity temperature of a mixture. of final temperature of a
mixture.
7. Explain and discussion on the specific 6. Collect the information on the 6. Expressed units of physical 5. Ice floats on water. Why?
heat and their applications. specific heat of substance with quantities of heat,
numerical data temperature and latent heat,
8. Conduct and discuss an experiment of
finding specific heat of solids.
9. Explain evaporation and 7. Collet the information between 7. Solve the problems in own 6. Why evaporation is
condensation process with suitable evaporation and boiling. way cooling process?
examples.
10. Explain the concepts of Humidity, 8. Students complete the task on dew 8. Students write the
Dew and Fog with reasons, examples and fog definitions of humidity,
Dew and Fog.
11. Discussion and explain about state of 9. Students explain the melting,
substance ( ice- water-Vapour) boiling points
12. Graphical representation of Boiling, 9. Analysis of numerical data 7. Why does it becomes
Melting, latent heat and graphical pictures in own pleasantly warm in winters
way when freezing starts?
13. Explain freezing and textual 10. Students solve the problems on
problems heat energy and temperature
conversion.
3
Check For Understanding Questions TLM’s (Digital+Print)
1. Factual:
a) Does transfer of heat take place in all situations?
b) Heat is energy that flows form a hotter body to a colder body, but heat is a scalar quantity. Why? 1. Used prepared Quiz
c) Why condensation is the reverse process of evaporation? paper.
2. Utilized digital
2. Open Ended/Critical Thinking: classroom.
. a) What would happen if liquids never evaporated? 3. Provide video links
b) Why does it becomes pleasantly warm in winters when freezing starts? QR codes,
c) You bring water in a paper cup to a boil by placing it over a hot flame. Why doesn’t the paper cup burn? 4. DIKSHA App
5. YouTube video
Student Practice Questions & Activities: links
a) Write the difference between evaporation and boiling? 6. IFP
b) Explain the procedure of finding specific heat of solid experimentally?
c) Write the applications of specific heat in our daily life?
d) Give one period to the students for the practice session.
Assessment:
1. Explain why dogs pant during hot summer days using the concept of evaporation?
2. Suggest an experiment to prove that the rate of evaporation of a liquid depends on its surface area and vapour already present in
surroundings air.
3. Convert 200C into Kelvin scale
4. Collect the applications of specific heat.
5. Frame any two questions on differentiating between evaporation and boiling.
SIGNATURE OF THE TEACHER SIGNATURE OF THE HEADMASTER
VISITING OFFICER WITH REMARKS
4
CLASS: 10 SUBJECT: PS Name of the Teacher: M.SRINIVASA RAO Name of the School: S.P.S.M.H.School,Gudivada
Chemical properties of Acids and Bases 3
What do you observe when water is mixed with acid or base? 1
Acids, Strength of acid or base - pH scale 2
Bases
Importance of pH in everyday life 2
and
More about salts 1
Salts
Common salt-A raw material for chemicals 1
(Chapter-2)
Bleaching powder-Baking soda 1
Washing soda-Plaster of Paris 1
1. Name the acid present in lemon juice?
2. Write any one characteristic of acid?
3. What is the test of the base?
4. What is the nature of soap solution?
1. Classifies materials, acids and bases on the basis of their physical and chemical properties. 1
2. Appies learning to hypothetical situations “Why pickles and sour substances are not stored in brass and copper vessels?” 1
3. Uses scientific conventions to symbols, formulae and equations. 1
4. Plans and conducts investigations and experiments to arrive at and very the facts of tests the conductivity of various solutions 1
5. Draws conclusion of acid solution in water conducts electricity. 1
6. Differentiates materials based on properties and characteristics of strong and weak acids and bases, salts using different 1
indicators.
7. Takes initiative to know about scientific discoveries and inventions of pH scale. 1
8. Handles tools and laboratory apparatus properly, measures pHof substances using pH paper
9. Analyses and interprets data of pH solutions to predict the nature of substances 1
10. Relates processes and phenomena with causes and effects of tooth decay with pH of saliva, 1
11. Relates processes and phenomena with causes and effects of growth of plants with pH of the soil, survival of aquatic life with 1
pH of water.
5
12. Communicates the findings and conclusions effectively of pH values in our day to day life situations. 1
13. Applies scientific concepts in daily life and solving problems of Baking soda, Washing soda, Bleaching powder and plaster of 1
Paris.


1. Students making of natural indicators
2. Students apply the scientific concept involved in storing food items in everyday life.
3. Students will be able to identify substances used in everyday life as acids, bases and salts.
(I Do)
1. Discussion and conduct an activity of 1. Students collect information of the 1. Write the names of acids?
identifying the sample as an acidic or physical properties of acids and
basic solution. bases.
2. Who am I?
2. Explain the making of olfactory 2. Students make the olfactory 1. Write the colors give the I give different smells in
indicator indicator in their own way. acids and base with litmus acid and base solution.
papers
3. Conduct and discuss an experiment of 3. Discussion on precautions of 3. What gas is produced
reaction of acids and base with metals conducting an experiment. when magnesium is
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made to react with
4. Explain and conduct an experiment of 4. Describe the procedure of the 2. Students complete the hydrochloric acid?
the reaction of acids with carbonates experiment step by step. Homework.
and metal hydrogen carbonates.
4.Is neutralization reaction a
5. Explain the concept of ‘Neutralization 5. Students complete the task on 3. Write the neutralization double displacement
reaction’ Neutralization. reaction and give reaction?
examples?
6. Discussion and demonstration of 5. What is the nature of
reactions of acids with metal oxides 4. Write the chemical metal oxide?
and base with non-metal oxide. Equation reaction of an acid
with metal oxide?
7. Explain and conduct an activity of acid 6. Does the bulb glow in all cases? 6. What do acids have in
solution in water that conducts Group discussion common?
electricity.
8. Explain the concept “water is mixed 7. Collect the information of the 5. Students have done the 7. What is dilution?
acid or base and strength of acids/base strength of acids and bases, dilution process.
9. Discussion and explain pH scale and 8. Discussion of given pH table 6. Analysis of numerical data 8. What is pH scale?
H
introduces p values of some substances and answer the table-based
questions?
10. Collect the information of importance 9. Draw the flow chart about 9. Write the importance of
of pH in day to day day-to-day life importance of pH pH of the soil?
11. Explain Salts, Family of salts and pH 7. Students complete the 10. What is chemical name
of salts homework. of common salt and
write their formula?
12. Discussion and explain the Bleaching 10. Prepare slide show on uses of 8. Students give use Washing
powder, Baking soda and Washing Bleaching powder. soda and Baking soda. 11. Write the formula of
soda, their uses. Washing soda?
13. Conduct an activity of ‘Removing 11. Discussion of conducting 12. What is the colour of
water of crystallisation’ experiment. copper sulphate crystals?
14. Discussion and Explain Plaster of 9. Plaster of Paris can be 13.What is the chemical
Paris and their uses expressed in its own way. name of POP?
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1. Factual:
1. What is the strongest natural acid? 1. Used prepared Quiz
2. What is the test of acid, base and salt? paper.
3. Who invented pH ? 2. Utilized digital
4. What acid is in your stomach? classroom.
3. Provide video links
2. Open Ended/Critical Thinking: QR codes,
1. Is a negative pH possible? 4. DIKSHA App
2. Why is calcium hydroxide added to soil? 5. YouTube video
3. While diluting an acid, why is it recommended that the acid should be added to water and not water to the acid? links
4. What effects can a lower pH have on the environment? 6. IFP
3. Student Practice Questions & Activities:

a) Why does tooth decay start when the pH of mouth is lower than 5.5?
b) Plaster of Paris should be stored in moisture – proof container. Explain why?
c) Compounds such as alcohols and glucose contain hydrogen but are not categorized as acids. Describe an
activity to prove it.
d) Give two important uses of washing soda and baking soda.
Assessment:
1. What is meant by “water of crystallization” of a substance? Describe an activity to show the water of crystallization.
2. Draw a neat diagram shows the reaction between zinc granules and dilute hydrochloric acid. Write a balanced chemical equation for this
reaction.
3. Observe the table and answer the following questions
Solution A B C D E F G H
pH value 4 1 12 7 8 9 2 13
i) Which solution is Neutral? ii) Which solutions are strong Alkali?
iii) Which solutions are strong Acids? iv) Which solutions are week Alkali?
4. Collect the information for calling calcium sulphate hemihydrates as Plaster of Paris.
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Refraction 1
Refractive index – Relative refractive index 2
Refraction of Snell’s law verification 3
Light at Plane Critical angle – Total internal reflection - 2
Surfaces Mirages 1
Applications of total internal reflection 1
Refraction through a glass slab 2
1. State laws of reflection.
2. Define reflection of light
3. What is the real image?
4. Does light travel from air to water or water to air?

1. Explains processes and phenomena of twinkling of stars. 1
2. Differentiates materials based on properties and characteristics of real and virtual images. 1
3.Calculate using the date of refractive index of materials 1
4.Plans and Conducts investigations and experiments to arrive at and verify the facts, principles of Snell’s law 1
5.Derives formulae, equations and laws of refraction of light at plane surfaces 1
6. Seek answers to queries on their own “ Why Snell’s law does not applicable in normal direction”. 1
7. Plans and Conducts investigations and experiments to arrive at and verify the facts of laws of refraction. 1
8. Explains processes and phenomena of formation of Mirages, Total internal reflection 1
9. Applies learning to hypothetical situations of total internal reflection 1
10. Applies scientific concepts in daily life and solving problems of total internal reflection. 1
11. Exhibits creativity in designing models using eco-friendly resources of formation of mirages. 1
12. Handles tools and laboratory apparatus properly; measures lateral shift and vertical shifts using appropriate apparatus.
13. Draws the labelled diagrams of lateral and vertical shifts of glass slab. 1
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1. Students are able to utilize the concept of refraction of light day –to –day life.
2. Students will understand the relationship between refractive index and speed of light in medium, apply it in everyday life.
3. Students will be able to identify where the mirages are formed.
(I Do)
1. Discussion and Conduct an activity of 1. Students arrange the apparatus and 1. Students identify the 1. Why does ray of light
refraction with a tumbler, water and conduct activities. bending of pencil in a water bent when it travels from
pencil. tumbler. one medium to another?
2. Discussion and Explain the concept of 2. Conduct activity and observe the 2. Students give examples of 2. What is the result of the
refraction with a long wall, bright involved phenomena. refraction of light. refraction of light?
metal object in the presence of sunlight
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3. Explain and conduct an activity of 3. Write the definition of 3. If light rays travel in the
refraction through the shallow vessel, refraction of light. normal direction, what is
coin and water. the speed of light?
4. Explain the concepts of refractive 3. Collect the information of refractive 4. Students give reasons for no
index and relative refractive index. indices of materials units of refractive index.
5. Discussion of refractive indices of 4. Group discussion on “Why do 5. Solved the problems on 4. Why the refractive index
some material media. different material media possess refractive index. of kerosene is more than
different values of refractive that of the refractive
6. Explain and conduct of Snell’s law indices? 6. Express the mathematical index of water?
verification. notation of Snell’s law.
7. Explain and conduct an activity of i < r 5. Conduct activity and record the 7. Students complete the 5. Is Snell’s law is
when light rays travel from denser to observations. homework. applicable, when light ray
rarer medium. travels in the normal
direction?
8. Explain concepts of the critical angle 6. Solved the problems on critical 8. Write the laws of refraction? 6. Define Critical angle
and total internal reflection with angle
activities.
9. Discussion and explain the formation 7. Students frame some questions in 9. Students will identify the 7. Why should you see a
of mirages. order to find out how mirages are conditions for the formation mirage as a flowing
formed. of mirages. water?
10. Explain the applications of total 10. Students learn where total 8. Write the applications of
internal reflection. internal reflection is used in total internal reflection
the medicine and
11. Conduct and discussion of finding 8. Students draw the diagram of lateral communication fields.
lateral shift using glass slab. shift using glass slab.
12. Conduct and explain of finding the 9. Students describe the procedure of 11.Write the mathematical 9. What is the angle of
refractive index of glass slab. the activity. expression of refractive deviation produced by the
index of glass slab. glass slab?
11
Check For Understanding Questions TLM’s (Digital + Print)
1. Factual:
1. Is the refraction of light essentially a surface phenomenon? 1. Used prepared Quiz
2. Why does light ray follows Fermat’s principle? paper.
3. Why does light bend in refraction? 2. Utilized digital
4. Why is sine used in Snell's law? classroom.
3. Provide video links
2. Open Ended/Critical Thinking: QR codes,
1. Can total internal reflection occur from air to water? Discuss 4. DIKSHA App
2. A piece of glass disappears when immersed in glycerin – why? 5. YouTube video
3. Can a medium have a refractive index less than 1? links
4. Why there is no critical angle for light travelling from water to glass? 6. IFP
3. Student Practice Questions & Activities:

a) Explain the formation of mirage?
b) How do you verify experimentally that sin i/sin r is a constant?
c) How do you verify experimentally that the angle of refraction is more than angle of incidence when light
rays travels from denser to rarer medium?.
d) Explain the refraction of light through a glass slab with a neat ray diagram.
Assessment:
1. Collect information on working of optical fibres. Prepare a report about various uses of optical fibres in our daily life.
2. Observe the table. Answer the following qusstions?
Material medium Water Benzene Turpentine oil Kerosene
Refractive index 1.33 1.50 1.47 1.44
i) Which of the above material media, speed of light is less? ii) Among water and kerosene, which is optically denser?
3. Frame some questions to know about the formation of mirage.
4. Why should you see a mirage as a flowing water?
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Refraction of light at a curved surface 1
Examples and Solutions 1
Lenses 1
Refraction of
The behaviour of certain light rays when they are incident on a lens 1
Light at
Ray diagrams of the convex lens 2
Curved
Determination of focal length of bi-convex lens using UV method 1
Surfaces
(Chapter-4) Len’s formula, Solved problems 1
Focal length of a convex lens is increased when it is kept in water
Lens maker’s formula 2
Problems-Solutions
1. Write the laws of refraction of light.
2. What is the cause of refraction?
3. What is normal to the refracting surface?

1. Classifies lenses based on properties and characteristics. 1
2. To seek answers to queries on their own of any ray passing through the optic centre is undeviated. 1
3. Draws labelled diagrams, flow charts, concepts maps of bi-convex lens ray diagrams 1
4. Analyses and interprets data and figure of object distance and image distance of convex lens. 1
5. Applying scientific concepts in daily life of lenses 1
6. Uses scientific convention to represent units of various quantities, symbols,formulae and equations of sign convention in
optics, SI units
7. Handles tools and laboratory apparatus properly, measures physical quantities using appropriate apparatus, instruments and 1
devices of finding the focal length of lens by UV method.
8. Analyses and interprets figures of ray diagrams. 1
9. Calculates using the data of focal length of a lens. 1
10. Relates processes and phenomena with causes and effects ‘On what factors does the focal length of the lens depend? 1
13
11. Draws conclusion of focal length of convex lens and surroundings
12. Plans and conducts investigations and experiments to arrive at and verify the fact of the focal length of a convex lens is 1
increased when it is kept in water


1. Students will know what kind of lenses to use for which occasion in their daily life.
2. Students learn the characteristics of images formed by lenses through drawing of ray diagrams.
3. Students will understand ray diagrams in order to find the focal length of the lens.
(I Do)
1. Discussion and conduct an activity on 1. Students conduct the activity and 1. Students write the 1. When a real image is
refraction of light with help of a black observed the characteristics of the differences between real and formed?
sketch, thick paper sheet, transparent arrow mark without water and with virtual image?
glass tumbler. water in the glass tumbler.
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2. Discussion and explain the refraction 2. What happens to ray that is incident 2. Students draw the normal to 2. What is the radius of
of light at curved surfaces with ray on a curved surface separating the the curved surfaces. curvature of the plane
diagrams. two media? – Group discussion surface?
3. Explain the textual examples 3. Students solved the problems 3. Students complete the 𝑛2 𝑛1 𝑛2−𝑛1
3. 𝑣
− 𝑢 = 𝑅
homework.
Explain the terms in it?
4. Discussion and demonstration of types 4. Students identify the types of 4. Students draw the different
4. What is a lens?
of lenses lenses. types of lenses.
5. Explain the terminology used in the 5. Students identify the principle 5. Students give reasons, why
5. Define the focal point of
lenses. axis, centre of curvatures, radii of R= 2f for all lenses.
lens?
curvature, focal lengths, focal points.
6. Write the symbols of
6. Discussion and Explain the behaviour 6. Group discussion on rules to draw 6. Students explain in which
convex and concave
of certain light rays when they are ray diagrams for image formation cases a ray of light
lenses.
incident on a lens. by lenses undeviated and deviated.
7. What are the rules to
7. Discussion and Explain the ray 7. Students draw the ray diagrams of 7. Students write the
draw ray diagram of
diagrams of the convex lens. convex lens when object kept at characteristics of images
convex lens?
different positions formed by a convex lens.
8. Is concave lens diverging
8. Discussion and explain the ray 8. Students draws the ray diagrams of 8. Students solved the
or converging?
diagrams of the concave lens. concave lens when object kept at problems on the focal length
different positions of a concave lens.
9. Conduct experiment of determination 9. Students arrange the apparatus in 9. Students complete the
9. What are the materials
of focal length of bi-convex lens a proper way and express the homework.
required to find the focal
using UV method. procedure of the experiment.
length of a convex lens
in UV method?
10. Explain lens formula and its 10. Students solved the problems on
Problems. lens formula 10. Collect the information of
10. Write a lens formula?
uses of lenses in our day to
day life situations.
11. Why an air bubble in
11. Discussion and conduct an activity on 11. Students conduct an activity 11. On what factors does the
water behaves like a
the focal length of a convex lens is focal length of the lens
diverging lens?
increased when it is kept in water. depend?
15
1. Factual:
1. Are the laws of refraction valid for curved surfaces? 1. Used prepared Quiz
2. What is the purpose of drawing ray diagrams for lenses? paper.
3. Why are real images inverted? 2. Utilized digital
classroom.
2. Open Ended/Critical Thinking: 3. Provide video links
1. Why is there no refraction at the circular surface? QR codes,
2. Why there are only two cases of the formation of images in the concave lens? 4. DIKSHA App
3. Is focal length always positive? 5. YouTube video
links
3. Student Practice Questions & Activities: 6. IFP
1. How do you find the focal length of a lens experimentally?
2. The focal length of a converging lens is 20cm. An object is 60cm from the lens. Where will the image be formed
and what kind of image is it?
3. How do you verify experimentally that the focal length of a convex lens is increased when it is kept in water?
4. Your friend is not able to distinguish between concave and convex lenses. Ask two suitable questions to
understand the differences between the lenses.
Assessment:
1. Distinguish between Convex lens and Concave lens
2. Draw ray diagrams for the Convex lens following positions and explain the nature and position the of image.
1) Object at infinity 2) Object is placed at beyond 2F2 3) Object is placed at 2F2
4) Object is placed between F2 and 2F2 5) Object is placed at F2
6) Object is placed between F2 and optic centre
3. Write the rules to draw ray diagrams for image formation by lenses.
4. A double convex lens has two surfaces of equal radii ‘R’ and refractive index n = 1.5, find the focal length?
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Least distance of distinct vision 1
Angle of vision 1
Human Eye Structure of human eye 1
and Colourful Defects of vision 2
World Power of lens and problems 1
(Chapter – 5) Prism 2
Dispersion of light 2
Scattering of light 1
1. What is the most important part of the eye?
2. What are common defects of eye?
3. How many colours are there in a rainbow?

1. Draws labelled diagrams of Human eye 1
2. Draws the flow chart of defects of vision. 1
3. Draws conclusions of defects of vision. 1
4. Calculates using the data of power of a lens. 1
devices of finding the refractive index of a prism.
6. Plans and conducts investigations and experiments to arrive at the verifying the facts of refractive index of prism. 1
7. Calculates using the data given refractive index of prism.
8. Explains processes and phenomena of formation of rainbow. 1
9. Relates processes and phenomena with causes and effects of blue colour of sky with scattering of light 1
10. Explains processes and phenomena of sky appears white sometimes 1
11. Applies learning to hypothetical situations of dispersion of light and scattering of light. 1
12. Explains processes and phenomena of advance sunrise and delayed sunset.
13. Takes initiative to know about scientific discoveries and inventions of Sir C.V. Raman effect. 1
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1. Students understand the structure of the human eye and take appropriate measures to prevent eye defects.
2. Students will be able to predict the situations in which a rainbow is formed.
3. Students learn the sequence of colour changes of the sky at different times with scientific knowledge.
(I Do)
1. Discussion and explain the concept of 1. Why least distance of distinct vision 1. Students write the definition 1. How do you find least
least distance of distinct vision with changes with age? – Group discuss of least distance of distinct distance of distinct
help of text book. vision vision?
2. What is the value of
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2. Explain and conduct an activity on 2. Students explain the concept of 2. Students conduct an activity. angle of vision for
angle of vision with help of a retort angle of vision and their healthy human being?
stand and different lengths of wooden importance.
sticks.
3. Explain the structure of human eye 3. Students draw the structure of 3. Students explain the 3. What is the role of rods
and the functioning of parts. human eye. functioning of parts of the and cones in the human
human eye. eye?
4. Discussion and finding the maximum 4. Students finding the maximum and 4. Students complete the 4. What are the limits to
and minimum focal length of eye lens. minimum focal length of eye lens. homework. change the focal length of
eye lens?
5. Discussion and Explain common 5. Students draw ray diagrams 5. Students draw the flow chart 5. A person is suffering
defects of vision( Myopia) and its showing myopia and its correction. of common defects of from myopia, his far
correction. vision. distance is 5 m. what is
6. Discussion and Explain common 6. Students draw ray diagrams 6. Students give reasons about the focal length of his eye
defects of vision( Hypermetropia) and showing hypermetropia and its why do we need to use the lens?
its correction. correction. biconvex lens for
hypermetropia.
7. Discussion and Explain common 7. Collect the information of defects of 7. Students write the 6. Bi-focal lenses are
defects of vision( Presbyopia) and its vision and give reason, how the differences between myopia advisable for a person
correction. defects of vision are formed by the and hypermetropia. suffers from both myopia
students. and hypermetropia. Justify?
8. Explain the concept “Power of lens” 8. Students will solve problems on the 8. Students complete the 7. Define the power of lens
and Problems. power of lens. homework. and write its units.
9. Describe the Prism and Finding the 9. Students arrange the apparatus 9. Students describe the 8. Write the formula of
refractive index of a prism.. systematically and measure the procedure of the present Refractive index of the
angles of the incidence, deviation, experiment. prism. Explain terms in it?
prism and emergence.
10. Explain and conduct an experiment to 10. Students conduct the experiment 10. Students observe the 9. Define Dispersion of
produce a rainbow in your classroom. colours in the rainbow. light?
11. Explain Dispersion of light and 11. Students collect the information on 11. Why are there sometimes 10. How could the white
formation of rainbow in nature. the formation of rainbows in two rainbows? – Give light of the sun gives us
nature. reason. various colours of the
12. Discussion and explain the scattering 12. “Scattering of light depend on 12. What is the role of atoms/ rainbow?
of light size of the atoms or molecules” molecules in the scattering
Are you agree this statement? of light?
Why? Discuss
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13. Discussion and explain blue of the 13. Students read the scientific history 13. Students collect the 11. Why sun does not
sky, White of the sky, red colour of of Sir C.V. Raman information of Sir appears red during noon
sun durithe ng sunrise and at sunset. C.V.Raman hours?

1. Factual:
1. Is the speed of light of each colour different? 1. Used prepared Quiz
2. Why does least distance of distinct vision increase with age? paper.
3. Does refractive index depend on angle of prism? 2. Utilized digital
classroom.
1. What is the Colour of sky if there is no atmosphere? Give reason QR codes,
2. How does eye lens changes its focal length? 4. DIKSHA App
3. Why does dispersion occur only in prism but not in glass slab? 5. YouTube video
links
1. How do you correct the eye defect Myopia?
2. Explain the formation of rainbow.
3. How do you appreciate the role of molecules in the atmosphere for the blue colour of the sky?
4. How do you appreciate the working of Ciliary muscles in the eye?
Assessment:
1. How do you find experimentally the refractive index of material of a prism.
2. Ramana cannot see the objects clearly after 2m. Then answer the following.
a) What is his eye defect? b) Which lens do you suggest to correct his eye defect?
c) What is the focal length of that lens? d) Find the power of lens?
3. The focal length of a lens suggested to a person with Hypermetropia is 100cm.Find the distance of near point and power of the lens.
4. When Raju, a ten years old boy, saw rainbow and so many doubts are raised in his mind. Guess those doubts and ask some questions.
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Spectrum 1
Electromagnetic Spectrum 1
Structure of Bohr’s model of hydrogen atom and its limitations 2
Atom Bohr-Sommerfeld model of an atom 1
(Chapter-6) Quantum mechanical model of atom – Quantum numbers 1
Electronic Configuration – The Pauli Exclusion Principle 3
Aufbu Principle –Hund’s Rule 2
1. What are the three sub-atomic particles?
2. Why is atom stable?
3. Give the main postulates of Bohr’s model of an atom.

1. Calculates using the data of wavelength of light. 1
2. Takes initiative to know about scientific discoveries and inventions of atomic models.
3. Analyses and interprets data of quantum numbers of given electron. 1
4. Draw labelled diagrams of s,p,d-orbitals 1
5. Exhibits creativity in designing models using eco-friendly resources of working model of orbitals.
6. Draw labelled diagram of moeller chart. 1
7. Draw flow charts of electronic configurations of elements. 1
8. Analyses and interprets data of electronic configuration of elements, 1
9. Draws conclusion of filling order of atomic orbitals. 1
10. To seek answers to queries on their own of electronic configuration of copper and chromium.
11. Applies learning to hypothetical situations “ What will happen if electronic configuration of elements unknown? 1
12. Explains processes of Aufbau principle with suitable examples 1
13. Explains processes of Hund’s Principles with suitable examples 1
14. Explains processes of principles with suitable examples 1
21

1. Students will understand why only certain colours are used in traffic signals based on the wavelengths of colours in the visible spectrum.
2. Students will learn which rules to use to write the electronic configurations of elements.
3. Students will learn the importance of quantum numbers used to describe shells, sub-shells and spin of the electrons in an atom.
(I Do)
1. Discussion and exhibit of atomic 1. Students collect the information on 1. Do all atoms have the same 1. What is the charge of an
Model. different atomic models. sub-atomic particles? – Give electron?
reason
2. Discussion and Explain Spectrum and 2. Why we were using red, green, 2. Collect the information of 2. What is the longest
wave nature of light. yellow colours in the traffic regarding wavelength and wavelength in the visible
signals? – Group discuss. corresponding frequencies spectrum?
22
of three primary colours
3. Explain Electromagnetic spectrum, 3. Students draw the electromagnetic 3. Students write the 3. Write the Planck equation
Max Planck theory and its equation. wave definitions of emission and and ‘h’ value?
absorption of light spectrum.
4. Explain and Showing the video about 4. Students collect the uses of line 4. Students complete the 4. What are line spectra?
line spectra. spectra. homework.
5. Explain Bohr’s model of hydrogen 5. Students explain the limitations of 5. Reading the biography of 5. Why does the Bohr
atom its limitations. Bohr’s model of hydrogen atom. Neil’s Bohr. model not work for
helium?
6. Discussion and Explain Bohr – 6. Students observe the shapes of 6. Students give reasons, Why 6. Define fine spectra?
Sommerfeld model of an atom. orbits Sommerfeld introduced
elliptical orbits?
7. Explain Quantum mechanical model 7. Discussion on the importance of 7. Students write the definition 7. Who developed the
of an atom. electrons in an atom. of orbital. quantum mechanical
model of atom?
8. Discussion and Explain the 8. Students draw the different shells 8. Students represent the data 8. How many values can ‘l’
significance of quantum numbers around the nucleus and identify the of s.p.d and f sub-shells in have for n=4?
(Principal quantum number, The shells and sub-shells. tabular form.
angular – momentum quantum
number).
9. Discussion and Explain the 9. Students collect the information on 9. Students draw the s,p and d 9. What is the significance
significance of quantum numbers (The quantum numbers. orbitals of spin quantum number?
magnetic quantum number, Spin
quantum number)
10. Discussion and Explain the nlx 10. Group discussion on nlx method. 10. Students complete the 10. What is electronic
Method. homework. configuration?
11. Explain the Pauli Exclusion Principle 11. Can 2 electrons have the same 11. Students give a reason, 11. How many electrons
with examples. quantum numbers? - Discuss “how many electrons can can occupy an orbital?
occupy an orbital”?
12. Explain Aufbau Principle with 12. Students express the Aufbau 12. Students draw the Moeller 12. Out of 3d and 4s, which
examples and Moeller Chart. Principle in terms of quantum chart. has more (n+l) value ?
numbers. Explain
13. Explain Hund’s Rule with examples. 13. Students explain Hund’s rule with 13. Students complete the 13. Why Hund's rule not
example homework. applicable for which
23
subshell?
14. Discussion and explain ’How to 14. Why Copper and chromium 14. Students are write the 14. What are the 3 rules of
wrote the electronic configuration of electronic configurations are electronic configurations of electron configuration?
elements? different from other? Discuss first 30 elements

1. Factual:
1. Is Bohr model applicable to all atoms? 1. Used prepared Quiz
2. What is the order of electron configuration? paper.
3. Why 1p orbital is not possible? 2. Utilized digital
classroom.
1. What is the importance of electronic configuration? QR codes,
2. What would happen if the Pauli Exclusion Principle was violated? 4. DIKSHA App
3. Why the spin of electron is half? 5. YouTube video
links
1. Rainbow is an example for continuous spectrum – explain.
2. Explain the significance of three Quantum numbers in predicting the positions of an electron in an atom.
3. What is nl x method? How it is useful?
4. Draw a diagram to show that the filling order of atomic orbitals and their ascending order of energies?
Assessment:
1. Atomic number of element is 17. Answer the following questions
i) Write the name of the element ii) Write the electronic configuration
iii) How many electrons are present in M-shell iv) Write the nearest noble gas element
2. State and explain with one example of Aufbau principle?
3. Write postulates and limitations of Bohr’s model of hydrogen atom.
4. Write the first 20 elements electronic configuration.
24
Need for the arrangement of elements in an organized manner
2
Classification Dobereiner’s law of Triads
of Elements – Newlands’ law of Octaves 1
The Periodic Mendeleev’s Periodic Table 2
Table Modern Periodic Table 2
(Chapter -7) Periods, Groups, Metals and Non metals 2
Periodic properties of the elements in the modern table 2
1. Write the names of some elements and also write their symbols.
2. Are there any methods to easily understand the properties of elements?
3. Which element was first discovered?

1. Takes initiate to know about scientific discoveries and inventions of Dobereiner for discovering triads of elements. 1
2. Takes initiate to know about scientific discoveries and inventions of Mendeleev for the development of the periodic table of 1
Elements.
3. Draws labelled diagrams of modern periodic table. 1
4. Explains processes of placement of elements in modern periodic table. 1
5. Classifies elements based on placement of elements in the periodic table. 1
6. Exhibits creativity in designing models using eco-friendly resources of modern periodic table. 1
7. Draws conclusion of properties of elements vary periodically along the groups and periods in periodic table.
8. Analyses and interprets data of electronic configuration of elements and placing in the periodic table 1
9. Relates processes and phenomena with causes and effects of ionization of energy variable in periodic table. 1
10. To seek answers to queries on their own relation between electronegativity, ionization energy and electron affinity. 1
11. Applies learning to hypothetical situations “What happens if the periodic table not find out?” 1
12. Communicates the findings and conclusions effectively of characteristics of the elements having atomic numbers. 1
25

1. Students will appreciate the efforts of scientists to classify the elements.
2. Students will observe the properties of the elements in predicting the positions of the elements in the modern periodic table.
3. Students will be able to predict the uses of elements based on the modern periodic table.
(I Do)
1. Discussion and explain need for the 1. Collect information on Robert 1. Students write the names of 1. How many elements
arrangement of elements in an Boyle, Lavoisier and Louis Proust. the known elements have been discovered at
organized manner. the end of the 18th
century?
26
2. Explain the Dobereiner’s law of triads 2. Students give examples of 2. Students express the 2. Write Dobereiner’s
and limitations. Dobereiner’s triads. limitations of Dobereiner’s law of triad.
law of triad
3. Discussion and explain Newlands’ law 3. Students compare Newland’s law of 3. Students complete the 3. What is the basis of triad
of Octaves and defects. octaves with Indian musical notes. homework. formation of elements?
4. Discussion and explain Mendeleev’s 4. Reading the biography of 4. Students draw the block 4. Why did Mendeleev use
Periodic Law and Mendeleev’s Mendeleev diagram of Mendeleev’s eka?
Periodic Table. periodic table
5. Explain the salient features and 5. Collect the information on 5. Students give a reason, why 5. How many groups and
achievements of the Mendeleev;s Mendeleev’s Periodic Table Mendeleeff had to leave periods are in
periodic table and limitations. certain black spaces in his Mendeleev’s periodic
periodic table? table?
6. Discussion and explain the modern 6. Group discussion on ‘Who 6. Students write the modern 6. What is the easiest way to
periodic law, Moseley law and proposed modern periodic law and periodic law memorise the modern
modern periodic table. the need for the situation.’ periodic table?
7. Collect the information on
7. Explain the positions of elements in 7. Discussion on the construction of names of groups in periodic 7. How could we determine
the Modern Periodic Table. modern periodic table table and uses of elements in an element on the basis of
our life. a given group and period?
8. Discussion and Explain the periodic 8. Students will be able to explain how 8. How does the valency vary 8. Define Atomic radius and
properties of the elements in the atomic radius changes in periods in a period on going from write their units.
modern periodic table( Valence, and groups left to right? – Discuss
Atomic radius).
9. Discussion and Explain the periodic 9. Students collect information on 9. Students complete the 9. Second ionization energy
properties of the elements in the ionization energy and influence homework. of an element is higher
modern periodic table(Ionization factors. than its first ionization
energy, Electron affinity) energy. Why?
10. Discussion and Explain the periodic 10. Students draw flow charts of how 10. Does the metallic character 10. Which elements are
properties of the elements in the the atomic properties change depend on electropositive elements
modern periodic table across groups and periods in the electronegativity? and Which elements are
(Electronegativity, Metallic and Non- modern periodic table. electronegative
Metallic Properties) elements?
27
1. Factual:
1. Why noble gases are not reactive? 1. Used prepared Quiz
2. Why are groups called families? paper.
3. Why lanthanides and actinides are placed separately at the bottom of the periodic table? 2. Utilized digital
classroom.
1. How are lanthanides used in everyday life? QR codes,
2. Why do metals have low ionization energy? 4. DIKSHA App
3. Do the atom of an element and its ion have same size? 5. YouTube video
links
1. Define the modern periodic Law. Discuss the construction of the long form of the periodic table.
2. Explain how the elements are classified into s, p, d and f- block elements in the periodic table and give the
advantage of this kind of classification.
3. An element X belongs to 3rd period and group 2 of the periodic table. State
(a) The no. of valence electrons (b) The valency (c) Whether it is metal ornon-metal
4. Define ionization energy? What are the factors that influence it?
Assessment:
1. Collect information regarding metallic character of elements of IA group and prepare report to support the idea of metallic character increases in
a group as we move from top to bottom.
2. What is a periodic property? How do the following properties change in a group and period? Explain.
(a) Atomic radius (b)Ionization energy (c)Electron affinity (d) Electronegativity
3. Given below is the electronic configuration of elements A, B, C, D. (AS1)
A.1s2 2s2 1. Which are the elements coming within the same period
B.1s2 2s2 2p6 3s2 2. Which are the elements coming within the same group?
C.1s2 2s2 2p6 3s2 3p3 3. Which are the noble gas elements?
D.1s2 2s2 2p6 4. To which group and period does the elements ‘C ‘belong
4. What are the salient features of Mendaleeff’s periodic table?
28
Introduction and Lewis symbols/Lewis dot structure 1
Electronic theory of valence by Lewis and Kossel 1
Ionic bonds with Lewis dot formulae 2
Chemical
The arrangement of ions in ionic compounds 1
Bonding
Covalent bonds with Lewis dot formulae 2
(Chapter – 8)
Valence Shell Electron Pair Repulsion Theory(VSEPRT) 1
Valence bond theory 2
Valence bond theory - Hybridisation 2
1. What is the maximum number of valence electrons?
2. Where is the position of metals and non-metals in the modern periodic table?
3. Which of the atoms and molecules exhibits stability?

1. Draw labelled diagrams of electron dot structure of atoms and molecules. 1
2. Explains processes of formation of ionic bonds 1
3. Explains processes of formation of covalent bonds. 1
4. Relates processes with causes and effects of valence bond theory with valence shell electron pair repulsion theory. 1
5. Explain the formation of BeCl2. BF3, NH3 and H2O molecule using hybridisation. 1
6. Applies learning to hypothetical situations “Does hybridization always occur?”
7. Draws labelled diagrams of BeCl2, BF3, H2O,CH4 1
8. Applies learning to hypothetical situations of bond angles differ with hybridization. 1
9, Draws flow charts of hybridisation of different molecules. 1
10. Analyses and interprets figures of molecules. 1
11. Exhibits creativity in designing models using eco-friendly resources of BeCl2, BF3, H2O and CH4 1
12. Analysis and interprets data,graphs of melting and boiling points of substances to differentiate between covalent and ionic 1
compounds.
13. Differentiates compounds as ionic and covalent compounds based on properties. 1
29

1. Students will be able to express what chemical bonds form between which groups in the periodic table.
2. Students will be able to know the properties of ionic and covalent substances and predict when they are soluble.
3. Students will be able to predict the shapes and bond angles of molecules when they hybridisation.
(I Do)
1.Discussion and explain valency, 1. Group discussion on differences 1. Students write definitions of 1. How does valeny affect
valence shell, valence electrons and between valence electrons and the valency of an element, chemical bonding?
formation of bonds between atoms. covalency of an element valence shell and valence
electrons
30
2. Explain Lewis symbols/ Lewis dot 2. Students represent atoms, molecules 2. Students collect information 2. What is the importance of
structure. using Lewis notation. on Lewis dot structure. Lewis dot structure?
3. Discussion and explain Electronic 3. Students write Group IA,IIA, IIIA, 3. Students appreciate the role 3. What is octet rule?
theory of valence by Lewis and IVA,VA,VIA,VIIA and VIIIA of octet rule in the chemical
Kossel and Octet rule. electronic configurations. properties of elements.
4. Discussion and explain ionic bonds 4. Students collect information on the 4. Students complete the 4. Explain the formation of
with Lewis dot formulae. formation of an ionic bond between homework.
(Formation of NaCl, MgCl2 etc) atoms.
5. Explain the arrangement of ions in 5. Students explain the tendency of 5. Students write the 5. What is structure of NaCl
ionic compounds and factors affecting losing electrons to form cations coordination number of ion and coordination number
the formation of cation and anion. depends on factors. and give examples. of Na+ and Cl- ions?
6. Discussion and explain covalent bonds 6. Students explain the formation of 6. Students draw O2 and N2 6. What is a covalent bond?
with Lewis dot formulae. O2 and N2 molecules molecules in Lewis How it is formed?
(Formation of F2, O2, N2, CH4, NH3 notation.
and H2O molecules)
7. Explain Valence shell electron pair 7. Discuss about Main features of 7. Students give reasons, Why 7. Write drawbacks of
repulsion theory with Examples of Valence Shell Electron Pair bond angle of NH3 is greater electronic theory of
BeCl2, CH4, NH3 and H2O molecules. Repulsion Theory than H2O? valence.
8. Discussion and explain Valence bond 8. Group discussion on “Why is the 8. Students complete the 8. Who proposed valence
Theory with examples of H2, Cl2, N2 sigma bond stronger than pi bond?” homework. bond theory explain the
and O2 molecules. formation of N2 molecule
by using this theory?
9. Discussion and explain hybridisation 9. Collect the information of 9. Students draw the shapes of 9. Define hybridisation?
and Formation of BeCl2. BF3 molecules, hybridization, bond BeCl2. BF3 molecules.
molecules. angle, lone pair of electrons, shape
of the molecules
10. Explain the formation of NH3 and 10. Students explain the formation of 10. Students draw the shapes 10. What are the important
H2O molecules using hybridisation. NH3 molecule using hybridisation. of NH3 and H2O conditions for
molecules. hybridisation?
11. Explain the properties of ionic and 11. Collect information of properties 11. Write any four points about 11. What kind of force is
covalent compounds. of ionic and covalent compounds. difference between ionic present in ionic bond?
and covalent compounds
31
1. Factual:
1. How many molecular shapes are there? 1. Used prepared Quiz
2. What causes ionic and covalent properties to have different properties? paper.
3. Which hybridization has the highest bond angle? 2. Utilized digital
classroom.
1. Why do covalent compounds have no charge? QR codes,
2. What are the applications of VSEPR theory? 4. DIKSHA App
3. What are the factors affecting ionic bond? 5. YouTube video
links
1. Represent each of the following molecules using Lewis notation:
(a) Bromine gas(Br2) (b) Calcium chloride (CaCl2) (c) Carbon dioxide (CO2)
2. Explain the formation of BeCl2 molecule using hybridization
3. Explain the formation of BF3 molecule using hybridization.
4. What is octet rule? How do you appreciate role of the ‘octet rule’ in explaining the chemical properties of
elements?
Assessment:
1. What is ionic bond? How does n ionic bond form? Explain with one example.
2. Observe the figure and answer the questions.
a) How many valance electrons are present in Y b) How many valance electrons are present in X
c) How many covalent bonds are formed by X ? d) How many covalent bonds are formed by Y ?
e) What is the valancy of X and Y f) Suggest the names for elements X and Y
g) Which method used in the molecular representation? h) Suggest the shape of the molecule?
3. Collect the information about properties and uses of covalent compounds and prepare a report?
4. Explain the formation of N2 and O2 molecules.
32
Introduction and Electric current 2
Potential Difference – Electromotive force(EMF) 2
Ohm’s law 3
Electric
Electric shock 1
Current
Factors affecting the resistance of a material 3
(Chapter – 9)
Electric Circuits 2
Kirchhoff’s law 3
Electric power – Overload 2
1. What flows in an electric wire?
2. What is the charge of electron?
3. What is the SI unit of current?

1. Draws conclusion of potential difference across a metal conductor is proportional to the electric current flowing through it. 2
devices of electric current and potential difference using ammeter and voltmeter
3. Plans and Conducts investigations and experiments to arrive at and verify the facts of verifies Ohm’s law 1
4. Classifies materials as Ohmic and Non-Ohmic conductors based on Ohm’s law. 2
5. Exhibits creativity in designing models using eco-friendly resources of Ohm’s law verification. 1
6. Analyses and interprets data, graphs and figures of V-I graphs. 2
7. Relates processes and phenomena with causes and effects of electric shock. 2
8. Applies learning to hypothetical situations “What causes electric shock in the human body-current or voltage? 1
9. Communicates the findings and conclusions effectively of resistivity of various materials. 1
10. Derives formulae, equations and law of equivalent resistance of resistors in series and parallel 2
11. Calculates using the data of electric power. 1
12. Relates processes and phenomena with causes and effects of overload. 2
33

1. Students will learn why Kirchhoff’s laws apply to DC circuits.
2. Students will combine and use electrical devices in the best manner according to their needs in daily life.
3. Students will learn what precautions to take in case of electric shock when connecting electrical equipment.
(I Do)
1. Discussion and conduct activities on 1. Students observe the activities. 1. Students arrange the various 1. Which device can change
electric circuits and the functioning of electric components. chemical energy into
various components. electric energy?
34
2. Explain ordered motion of electrons in 2. Group discussion on Drude and 2. Students give reasons, Why 2. Why do all materials not
open and closed circuits and net Lorentz theory. net charge is zero when the act as conductors?
charge. conductor is in open circuit.
3. Explain the concepts of Electric 3. Students derive drift speed of 3. Students complete the 3. Define Electric current?
current and Drift velocity. electron in a copper wire, homework.
4. Discussion and explain the potential 4. Students explain the direction of 4. Students write the definition 4. What is the S.I unit of
difference. electric current in terms of potential of Potential difference. potential difference?
difference.
5. Explain EMf and difference between 5. Group discussion on differences 5. Students give reasons, Why 5. Define Electro motive
Potential difference and EMF. between Potential difference and emf is called force? force.
EMF.
6. Conduct experiments on V/I is a 6. Students conduct experiments and 6. Students read the biography 6. Do all materials obey
constant for a conductor and V/I is not describe the procedure. of G.S.Ohm Ohm’s law? Explain
constant in LED conductor.
7. Explain V-I graphs, Limitations of 7. Students draw the V-I graphs of 7. Students express the 7. What are Ohmic and
Ohm’s law and Types of conductors. Ohmic and Non-Ohmic conductors. limitations of Ohm’s law Non-Ohmic materials?
8. Discussion and explain Electric shock. 8. Students collect information on 8. Students complete the 8. What causes electric
Electric Shock. homework. shock in the human body?
9. Explain and conduct experiments on 9. Students verify the resistance of a 9. Students derive R = ρ l/A 9. What are the factors on
factors affecting the resistance of a conductor is proportional to the which the resistance of
materials. length of the conductor the conductor depends?
10. What is specific
10. Explain resistivity and resistivity of 10. Students collect information on 10. Students complete the resistance and write its
various materials. the resistivity of materials and homework. units?
their conductivity.
11. Discussion and explain series and 11. Students collect information on 11. Students will solve 11. Silver is a better
parallel connection of resistors. applications of series and parallel problems on series and conductor of electricity
connections in daily life. parallel connections. than copper. Why?
12. Explain Kirchhoff’s laws and 12. Students will solve problems on 12. Students write Kirchhoff’s 12. What quantity is
Problems. Kirchhoff’s laws. laws. conserved in Kirchhoff's
first law?
13. Discussion and explain Electric 13. What precautions should be taken 13. Students will solve 13. What do you mean by
power and overload. to avoid the overloading of problems on electric overload?
domestic electric circuits?- Discuss power.
35
1. Factual:
1. Why the potential difference is necessary to produce current in a circuit? 1. Used prepared Quiz
2. Are Kirchhoff's laws applicable to AC or DC circuits? paper.
3. Why doesn’t a bird get a shock when it stands on a high voltage wire? 2. Utilized digital
classroom.
1. What happens when one of the resistors in series breaks down? QR codes,
2. Why is resistivity called a material property? 4. DIKSHA App
3. Why does overload cause damage to electric appliances? 5. YouTube video
links
1. Deduce the expression for the equivalent resistance of three resistors connected in series.
2. State Ohm’s law. Suggest an experiment to verify it and explain the procedure.
3. Write the differences between potential difference and emf.
4. Two bulbs have ratings 100 W, 220V and 60 W, 220V. Which one has the greatest resistance?
5. Explain overloading of household circuits.
Assessment:
1. Derive R= ρl/A
2. How do you verify that resistance of a conductor is proportional to the length of the conductor for constant cross section area and temperature
3. Explain Kirchhoff’s laws with examples
4. Observe the figure and answer the questions.
a) Are all the resistors connected in series or parallel?
b) What is the equivalent resistance of the combination of three resistors?
c) In this system, which physical quantity is constant?
d) If R1= 2 Ω, R2= 3 Ω and R3=6 Ω, then find equivalent resistance?
36
Oersted experiment 1
Magnetic field – Lines of magnetic field 1
Magnetic flux - Magnetic flux density 1
Magnetic field due to currents 2
Electromagnetism Magnetic force on moving charge and Current carrying wire 2
(Chapter – 10) Electric Motor 1
Electromagnetic induction 2
Faraday’s Law – lenz law – Applications of Faraday’s law of
1
electromagnetic induction
Electric Generator and Alternating – Direct Currents 1
1. Give examples of heating effects of electric current.
2. What is magnetic field? How many poles in a magnet?
3. Is there any relation between electricity and magnetism?

1. Takes initiative to know about scientific discoveries and invention of Oersted’s discovery that electricity and magnetism are 1
related.
2. Plans and conducts investigations and experiments to arrive at and verify the facts of a current carrying wire produces a 1
magnetic field.
3. Relates processes and phenomena with causes and effects of deflection of compass needle due to magnetic effect of electric 1
current.
4. Draws labelled diagrams of magnetic field lines. 1
5. Uses scientific conventions to represent units of magnetic flux, magnetic flux density symbols, formulae and equation. 1
6. Draws conclusion of magnetic field due to electric field and electric field due to magnetic field. 1
7. Explains processes and phenomena of working of electric motor. 1
8. Communicates the findings and conclusions effectively of faraday law of electromagnetism.
9. Explains processes and phenomena of working of generator. 1
37
10. Applies scientific concepts in daily life and solving problems of applications of Faraday’s law of electromagnetic induction. 1
11. Draws labelled diagrams of electric motor and generator. 1
12. Exhibits creativity in designing models using eco-friendly resources of working model of electric motor and generator. 1
13. Makes efforts to conserve environment of uses energy efficient electric devices. 1


1. Students learn the inextricable relationship between electricity and magnetism and apply it to future needs.
2. Students use devices that work on the basis of electromagnetic induction to avoid pollution of the environment.
3. Students will be able to tell which objects in their home, work by the electromagnetic induction.
(I Do)
1. Discussion and conduct Oersted 1. Students explain procedure of 1. Students arrange the 1. Why does the needle get
Experiment. Oersted experiment. apparatus of the Oersted deflected by the magnet?
experiment.
2. Explain and conduct an activity on 2. “Magnetic field lines are closed and 2. Students draw the magnetic 2. What is magnetic field?
magnetic field and lines of magnetic they start at north pole of bar magnet field lines around the
38
field. and end at south pole” magnet.
- Based on above statement rewrite
the statement and frame questions
3. Explain uniform and non-uniform 3. Students explain uniform and non- 3. Students complete the 3. How can we find the
magnetic field. uniform field. homework. strength of the field and
direction of the field?
4. Discussion and explain magnetic flux 4. Can we generalize the formula of 4. Students write the 4. What is the flux through
and magnetic flux density. flux for any orientation of the plane definitions of magnetic flux the plane taken parallel to
taken in the field? – Discuss. and magnetic flux density. the field?
5. Explain and Demonstrate magnetic 5. Students explain magnetic field due 5. Students compare the 5. Why do solenoid behaves
field due to straight wire carrying to straight wire carrying current, magnetic field lines of a bar like a bar magnet?
current, magnetic field due to circular magnetic field due to circular coil, magnet and magnetic field
coil, magnetic field due to solenoid. magnetic field due to solenoid. lines of a solenoid.
6. Explain Magnetic force on the moving 6. Students collect information of 6. Students give the reason, 6. What happens to a
charge in parallel and perpendicular to magnetic force on the moving Why magnetic force is zero, charged particle when it
a magnetic field. charge in parallel and perpendicular when a charge moving moves perpendicular to a
to a magnetic field. parallel to a magnetic field? magnetic field?
7. Discussion and explain Magnetic force 7. Group discussion on electric field 7. Students complete the 7. Write Right-hand rule for
on a current carrying wire which is effects on the magnetic field. homework. positive charge.
placed along and perpendicular to a
magnetic field.
8. Explain and conduct an experiment on 8. Students conduct an experiment in 8. Students describe the 8. In which situation a
a current carrying conductor the classroom with help of the activity in own way. current carrying does not
experiences a force when it is kept in teacher. experience any force in
magnetic field. uniform magnetic field?
9. Demonstrate electric motor and 9. Students making models of electric 9. Students draw a neat 9. What happens when a
Explain the working of the electric Motor. diagram of the electric coil without current is
motor. motor and label its parts. made to rotate in
magnetic field?
10. Explain the concept of 10. Students collect information on 10. Students complete the 10. Could the ring be
Electromagnetic induction. electromagnetic induction. homework. levitated if DC is used?
11.Discussion and demonstrate Faraday’s 11. Students explain Faraday’s law. 11. Students write Lenz law. 11. Is there emf in an open
law and Lenz law circuit?
12. Discussion and explain the 12. Students collect information on 12. Students read the 12. What is the equation of
39
applications of Faraday’s law of applications of Faraday’s law of biography of Faraday. Faraday’s law of
electromagnetic induction. electromagnetic induction. induction?
13. Explain working of AC and DC 13. Students making models of 13. Can AC and DC current 13. What are the differences
generators. electric AC and DC generators. flow in same wire? between AC and DC
generators?

1. Factual:
1. Why steel is not used in solenoid? 1. Used prepared Quiz
2. Why does a moving charge experience a force in the magnetic field? paper.
3. How does Lenz's law relate to Faraday's law? 2. Utilized digital
classroom.
1. What happens to the magnetic field when the number of turns in the coil is increased? QR codes,
2. Why DC generators are not used in modern vehicles? 4. DIKSHA App
3. What happens if Earth loses its magnetic field? 5. YouTube video
links
1. Are the magnetic field lines closed? Explain.
2. How can you verify that a current carrying wire produces a magnetic field with the help of an experiment?
3. Explain the working of electric motor with a neat diagram.
4. Explain the working of DC generator with a neat diagram.
Assessment:
1. Describe an activity to find magnetic field due to a straight wire carrying current.
2. Explain Faraday’s law of induction with the help of an activity.
3. Draw a neat diagram of an AC generator. Name the parts
4. Write the applications of Faraday’s law of electromagnetic induction.
5. Collect information about the generation of current by using Faraday’s law
40
Metallurgy – Occurrence of the metals in nature 1
Extraction of metals from the ores – Reactivity of metals 2
Principles of Concentration of Dressing 2
Metallurgy Extraction of crude metal from the ore 2
(Chapter –11) Refining or purification of the crude metals 2
Corrosion – Prevention of corrosion 2
A few important processes used in metallurgy 1
1. On which side of the periodic table of elements are the active elements?
2. Where do we get these elements from?
3. Are the elements we get pure? Or should these be refind?

1. Classifies elements based on reaction of metals as low, moderate, high reactive metals. 1
2. Draws flow chart on stages of extraction of metals. 1
3. Relates processes and phenomena with causes and effects of froth floatation process. 1
4. Draw labelled diagrams of Froth floatation process and Magnetic separation. 1
5. Explains processes and phenomena, such as extraction of metals from ores and reactivity series. 1
6. To seek answers to queries on their own “Why Aluminum used in thermite process? 1
7. Analyses and interprets data of extraction of metals from the ores. 1
8. Plans and Conducts investigations and experiments to arrive at and verify the facts, principles, phenomena of investigates 1
necessary for rusting.
9. Plans and Conducts investigations and experiments to arrive at and prove that the presence of air and water are essential for 1
corrosion,
10. Handles tools and laboratory apparatus properly, measures physical quantities using appropriate apparatus of corrosion 1
experiment.
11. Draws labelled diagrams of Reverberatory furnace 1
12. Makes efforts to conserve environment realising the inter-dependency and inter-relationship in the biotic and abiotic factors 1
of environment such as extraction of metals from the ores.
41

1. Students learn how to purify naturally occurring elements.
2. Students will learn what precautions should be taken to prevent corrosion of oxides of highly reactive elements.
3. Students observe environmental regulations while extracting metals from ores.
42
(I Do)
1. Discussion and explain the concept of 1. Group discussion on Metallurgy. 1. Students will tell the uses of 1. What do metallurgists
metallurgy. metals in everyday life. do?
2. Discussion and explain”Occurrence of 2. Students collect information on 2. Students write the 2. List three metals that are
the metals in nature”. How the metals are present in definitions of minerals and found in nature as oxide
nature. ores. ores.
3. Explain high, moderate and low 3. Students draw flow chart of 3. students give a reasons, 3. Write the names of any
activity series. reactivity of metals. Why K, Na, Ca, Mg and Al two ores of iron.
are never found in nature in
free state?
4. Discussion and explain extraction of 4. Students explain Froth floatation 4. Students draw the neat 4. How are metals extracted
metals from the ores. method diagram of Froth floatation from mineral ores?
(Concentration or Dressing of the ore) process for concentration of
sulphide ores.
5. Discussion and explain extraction of 5.Students explain extraction of metals 5. Students complete the 5. Give an example for
metals from the ores. at the top of the activity series. Homework. reduction of metal oxide
(Extraction of crude metal from the with carbon.
ore)
6. Discussion and explain extraction of 6. Group discussion on extraction of 6. Students collect information 6. Why Fe, Pb, Cu are
metals from the ores. metals at the bottom of the activity on thermite process. reduced by Hydrogen?
( Extraction of crude metal from the series.
ore)
7. Discussion and explain extraction of 7. Students collect information on 7. Students explain Distillation 7. Mention some important
metals from the ores. purification of the crude metal. method. methods of refining.
(Purification of the crude metal)
8. Discussion and conduct an experiment 8. The presence of air and water are 8. Students express the 8. Give two examples of
on corrosion and explain prevention of essential for corrosion in lab prevention of corrosion corrosion.
corrosion. activity done by the students methods.
9. Discussion and explain Smelting and 9. Students will observe the parts in 9. Students complete the 9. Define Smelting.
Blast furnace. the blast furnace. Homework.
10. Discussion and explain Roasting and 10. Students draw a neat diagram of 10. Students write definitions 10. What is the use of
Reverberatory furnace. Reverberatory furnace. of Roasting Hearth in the furnace?
43
11. Explain Calcination, Flux and 11. Group discussion on “The role of 11. Students write the 11. What is a furnace?
Furnace furnace in metallurgy.” difference between
roasting and calcination.

1. Factual:
1.Why are some metals not found in free state in nature? 1. Used prepared Quiz
2. Is roasting exothermic? paper.
3. What is the role of the furnace in metallurgy? 2. Utilized digital
classroom.
1. Why is froth flotation used for sulphide ores? QR codes,
2. Which process is used to oxidize impurities in crude metal? 4. DIKSHA App
3. Why should the impurities be removed before the reduction process? 5. YouTube video
links
1. What is the difference between roasting and calcinations? Give one example for each?
2. What is activity series? How it helps in extraction of metals?
3. Suggest an experiment to prove that the presence of air and water are essential for corrosion. Explain the
procedure.
4. Draw a neat diagram of Reverboratory furnace and label it neatly?
Assessment:
1. What is thermite process? Mention its applications in daily life?
2. How do you appreciate the role of furnace in metallurgy?
3. Collect information about extraction of metals of low reactivity silver, platinum and gold and prepare a report.
4. Draw the diagram showing i) Froth floatation ii) Magnetic separation.
44
Introduction 1
Promotion of an electron - Hybridisation 1
Allotropes of Carbon 1
Versatile nature of carbon 1
Carbon Hydrocarbons 1
and its Homologous series - Isomerism 1
Compounds Functional groups in carbon compounds 1
(Chapter –12) Nomenclature of Aliphatic Hydrocarbons 2
Chemical properties of carbon compounds 1
Some important carbon compounds 1
Esterification Reactions 1
Soaps – Saponification and Micelles- Cleaning action of soap 1
1. What is the atomic number of Carbon? What is its valency?
2. Is Carbon metal or Non-metal?
3. Write the electronic configuration of Carbon in ground state.

1. Explains processes of sp, sp2 and sp3 hybridisations, homologous series. 1
2. Draws labelled diagrams of CH4, C2 H4 and C2H2 1
3. Exhibits creativity in designing models using eco-friendly resources of Formation of micelles, formation of diamond, graphite 1
And Buckminsterfullerene.
4. Takes initiative to know about scientific discoveries and inventions of Buckminsterfullerene. 1
5. Analysis and interprets data and figures of homologous series 1
6. Differentiate hydrocarbons based on chemical properties. 1
7. Relates processes and phenomena with causes and effects of artificial ripening of fruits by ethylene. 1
8. Explains processes of chemical properties of hydrocarbons. 2
45
9. Communicates the findings and conclusions effectively of nomenclature of aliphatic hydrocarbons. 1
10. Explains processes of cleaning action of soap 1
11. To seek answers to queries on their own “Compares the foaming capacity of different types of soap samples” 1
12. Applies learning to hypothetical situations “What is the action of soap particles on the greasy cloth? 1


1. Students will learn about Allotropes of Carbon and how they are used in everyday life.
2. Students will learn the uses of esters and incorporate them into foods.
3. Students use IUPAC rules in naming carbon compounds.
(I Do)
1. Discussion and explain carbon nature, 1. Discuss about importance of 1. Students write the electronic 1. Can carbon get Helium
Ground electronic configuration, Carbon elements and specialization configuration of carbon in configuration by losing 4
Excited estate configuration and of Carbon ground and excited states. electrons from the outer
valency. shell?
46
2.Explain promotion of an electron in the 2. Discussion on Hybridisation 2. Students explain the 2. What are hybrid orbitals?
carbon atom and Hybridisation. and conditions. covalent bonds in the
methane molecule.
3. Discussion and explain of sp3, sp2 and 3. Students explain sp3 hybridisation 3. Students draw structures of 3. What are bond angles in
sp hybridisation. in CH4 CH4, C2H4, C2H2 CH4, C2H4 and C2H2
molecules molecules
4. Discussion and explain Allotropes of 4. Students collect information on 4. Students draw the diamond 4. What are Backyballs?
Carbon.(Amorphous forms, allotropes of carbon structure.
Crystalline forms)
5. Discussion and explain Allotropes of 5. Students learn about the scientists 5. Students write the uses of 5. Why graphite is a good
Carbon.(Crystalline forms) who discovered Nanotubes. conductor of electricity?
buckminsterfullerene.
6. Explain versatile nature of carbon. 6. Discussion on versatile nature of 6. Students complete the 6. What is catenation?
carbon. homework.
7. Discussion and explain hydrocarbons, 7. Students collect information on 7. Students identify closed and 7. What are the uses of
Types of hydrocarbons. types of hydrocarbons. open chain hydrocarbons. hydrocarbons in our daily
life?
8. Discussion and explain of homologous 8. Discussion on characteristics of 8. Students write the names of 8. Why does carbon show
Series, Isomerism. homologous series. given homologous series. isomerism?
9. Explain functional groups in carbon 9. Students collect information on 9. Students identify the 9. Give the names of -CHO
compounds. functional groups in carbon functional group in given and –C=O functional
compounds. carbon compounds. groups.
10. Discussion and explain Nomenclature 10. Students write the nomenclature of 10. Students complete the 10. Expand IUPAC
of aliphatic hydrocarbons. Aliphatic hydrocarbons of given homework.
structures
11. Explain the chemical properties of 11. Group discussion on Substitution 11. Students give the reasons, 11. Why do sometimes
carbon compounds. reactions of carbon compounds. “Why does Alkenes undergo cooking vessels get
additional reactions”? blackened on a gas or
12. Discussion and explain some 12. Students collect information on 12. Students write the chemical kerosene stove?
important carbon compounds. uses of Ethanol in day-to-day life. equation of ethanol
preparation.
13. Explain and conduct activity on 13. Students conduct an activity on 13. Students complete the 13. Which alcohol gives
esterification reaction. esterification reaction. homework. fastest esterification
reaction?
14. Discussion and explain 14. Students explain the formation of 14. Students draw a neat 14.. What causes the
Saponification reaction, micelle and micelle? diagram of soap molecules. cleaning action of soap?
Cleaning action of soap.
47
Check For Understanding Questions TLM’s (Digital + Print)
1. Factual:
1. Why do carbon compounds have low melting and boiling point? 1. Used prepared Quiz
2. What conditions are needed for esterification? paper.
3. What is responsible for the cleaning action of soap? 2. Utilized digital
classroom.
1. Why coal is not an allotrope of carbon? QR codes,
2. Why are the chemical properties of homologous series always same? 4. DIKSHA App
3. Why is ethanol the most important alcohol? 5. YouTube video
links
1. Explain the cleansing action of soap.
2. Distinguish between esterification and saponification reactions of organic compounds.
3. Alkanes are considered as Paraffins. So, they undergo substitution reactions. But not addition reactions. Explain
with suitable examples.
4. Write the applications of esterification reaction.
Assessment:
1. What are the differences between Alkanes, Alkenes and Alkynes
2. Collect information about artificial ripening of fruits by ethylene.
3. Draw the electronic dot structure of ethane molecule.
4. Observe the structure and answer the questions.
a) What is the word root in the compound?
b) What is the functional group in the compound?
c) What is the name of the compound?
d) Which number is assigned for –OH group in the compound?
e) In which direction the numbering should be given?
f) Is it an unsaturated compound. If Yes,why?
48

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CLASS: 10 SUBJECT: PS Name of the Teacher: M.

SRINIVASA RAO Name of the School: SPSH School,Gudivada

Experience and Reflection:

SIGNATURE OF THE TEACHER SIGNATURE OF THE HEADMASTER

VISITING OFFICER WITH REMARKS

TEACHING LEARNING PROCESS

Experience and Reflection:

3. Student Practice Questions & Activities:

SIGNATURE OF THE TEACHER SIGNATURE OF THE HEADMASTER

VISITING OFFICER WITH REMARKS

Learning Outcomes: No. of Periods

Experience and Reflection:

3. Student Practice Questions & Activities:

SIGNATURE OF THE TEACHER SIGNATURE OF THE HEADMASTER

VISITING OFFICER WITH REMARKS

Learning Outcomes: No. of Periods

TEACHING LEARNING PROCESS

Experience and Reflection:

SIGNATURE OF THE TEACHER SIGNATURE OF THE HEADMASTER

VISITING OFFICER WITH REMARKS

Learning Outcomes: No. of Periods

Experience and Reflection:

Check For Understanding Questions TLM’s (Digital+Print)

SIGNATURE OF THE TEACHER SIGNATURE OF THE HEADMASTER

VISITING OFFICER WITH REMARKS

Learning Outcomes: No. of Periods

Experience and Reflection:

Check For Understanding Questions TLM’s (Digital+Print)

SIGNATURE OF THE TEACHER SIGNATURE OF THE HEADMASTER

VISITING OFFICER WITH REMARKS

Learning Outcomes: No. of Periods

Experience and Reflection:

SIGNATURE OF THE TEACHER SIGNATURE OF THE HEADMASTER

VISITING OFFICER WITH REMARKS

Learning Outcomes: No. of Periods

Experience and Reflection:

SIGNATURE OF THE TEACHER SIGNATURE OF THE HEADMASTER

VISITING OFFICER WITH REMARKS

Learning Outcomes: No. of Periods

Experience and Reflection:

SIGNATURE OF THE TEACHER SIGNATURE OF THE HEADMASTER

VISITING OFFICER WITH REMARKS

Learning Outcomes: No. of Periods

TEACHING LEARNING PROCESS

Experience and Reflection:

Check For Understanding Questions TLM’s (Digital+Print)

SIGNATURE OF THE TEACHER SIGNATURE OF THE HEADMASTER

VISITING OFFICER WITH REMARKS

Learning Outcomes: No. of Periods

Experience and Reflection:

Check For Understanding Questions TLM’s (Digital+Print)

SIGNATURE OF THE TEACHER SIGNATURE OF THE HEADMASTER

VISITING OFFICER WITH REMARKS

Learning Outcomes: No. of Periods

TEACHING LEARNING PROCESS

Experience and Reflection:

SIGNATURE OF THE TEACHER SIGNATURE OF THE HEADMASTER

VISITING OFFICER WITH REMARKS

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