D.A.

V INTERNATI ONALSC HO OL,AHMEDABAD

LESSONPLAN

Class-IX Subject: Science

Chapter name: Is Matter Around Us Pure
Total no. of periods:6
Prepared by Haimonti Banerjee
CONCEPT MAP (FOR THE COMPLETE CHAPTER)

MATTER
ANYTHING AROUND
PART 1 US
MIXTURE
PURE
MORE THAN ONE TYPE
DEPENDING ON SINGLE TYPE OF OF PARTICLES PRESENT
PARTICLE IN VARIED
THE CONSTITUENT
PROPORTION
PARTICLES
ELEMENT COMPOUND

MIXTURE

HETEROGENEOUS
HOMOGENEOUS

PART 2
SOLUTION (finding SUSPENSION
out the concentration
of the solution)
COLLOID (different types of
colloids with common
examples)

DIFFERENT METHODS OF
SEPARATING A MIXTURE

SEPARATION OF
SEPARATION OF SEPARATION OF SEPARATION
COMPONENTS OF A
MIXTURE OF SOLID COMPONENTS OF A COMPONENTS OF OF SOLID
LIQID - LIQUID SOLUTES THAT COMPONEN
PART 3 IN LIQUID
MIXTURE. DISSOLVE IN TS BY
FILTRATION SAME LIQUID SUBLIMATI
SEPAPATION USING ON
EVAPORATION SEPARATION OF
OF CHROMATOGRAP
COMPONENT
CRYSTALLISATION IMMISCIBLE HIC SEPARATION
LIQUIDS IN A
LIGUIDS BY
CENTRIFUGATION MISCIBLE LIQUID
SEPARATING
MIXTURE
FUNNEL
FRACTIONAL
DISTILLATION DISTILLATION FOR
FOR 2 MORE THAN 2
. COMPONENTS COMPONENTS
1
 PART4 SEPARATING DIFFERENT COMPONENTS OF AIR

•INCREASE OF •NITROGEN
PRESSURE LIQUID FRACTIONAL LIQUID OUT
AIR •DECREASE OF AIR DISTILATION OXYGEN •ARGON
TEMPERATURE OUT

TPART PHYSICAL AND CHEMICAL CHANGES

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TO BE ABLE TO DISTINGUISH AND IDENTIFY THE CHANGES OCCURING AROUND US AS
PHYSICAL AND CHEMICAL.
PURE SUBSTANCES

ELEMENTS cannot PURE SUBSTANCES

be broken into
simpler substances COMPOUNDS are fixed
e.g Oxygen, composition substances.
Nitrogen,
ELEMENTS
E.g Water, Carbondioxide.

METALS
NON-METALS COMPOUNDS
METALLOIDS
Learning Objectives
➢ Concept of pure and impure substances.
➢ Type of mixtures
Learning Outcome
Knowledge (Cognitive)
Students will know and understand
• How to differentiate between pure and impure substances.
• The pure substances are elements and compounds.
• Differentiate between homogeneous and heterogeneous mixture.
• Solvent and solute in solution.
• How to express the concentration of solutions.
• How to find out the concentrations of solutions in
different terms (mass% or volume %).
Attitude and values (Affective)
Students will value:

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 • Purity and honesty will bring clarity in thought and action and the person becomes
approachable, predictable and dependable. Persons with mixed thought or less purity in
thought are unpredictable in nature and so their words and deeds needs to be filtered.
• A new-born is a pure soul and depending on the substances that is getting added to that s oul as
the baby grows up, character of the child gradually builds up. So, it is always necessary to
cross-check by the end of the day what new input given to the soul is conforming or reinforcing
strong character or not

Psychomotor skills
Students develop the qualities like
• Imitating the way experiments are carried out.
• Manipulate the actions to be followed after any experiment ie to observe and note down the outcome
of the experiment.
• Analyzing and deducing from the results of the experiment.
Marzano’s Taxonomy
Level 1 Recognize from a list of substances as pure or impure (mixture) ,
RETRIEVAL classify mixtures as homogeneous / heterogeneous,
Level 4 Classifying – organize, sort and identify different types of mixtures as
KNOWLEDGE solutions, colloids and suspensions
UTILIZATION

Detail of Teaching Learning Day 1

Lesson Settlement of the class: Gayatri mantra and meaning.
beginning Introduction of the topic with recapitulation of the previous topic ‘Matter In
(time : 5 Our Surroundings’(recall). Recap of pure matter with NCERT book Pg 29 Ex
minutes) Q6

Purpose :
Matter is made of ‘Particles’. Small activity to demonstrate a matter pure
(i.e Made of one constituent particle) or impure (i.e. Made of more than
one constituent particle).
Activity: Amul packet activity(The following material need to be carried by
the co teachers on the day of lesson plan.)
• The empty packet is to be shown to the children.
• The following questions to be asked and answers by the students to be
written on the board
1. What are the contents in the milk as per you?
2. Is the milk containing saturated fats? Is it homogeneous? What all things the
milk may be having?
The answers by the students are all jotted down on the board
For example
Pasteurized. Saturated, Mixture, Chemicals added
Explanation: substance which has one component is pure and when other substance
is added to it, it loses its property and becomes impure. Ask students to site the
Common example of mixture used in every household as a complete diet
Ans: milk

3
 milk
milk solids
water non-fat solids
• proteins
fat(ghee) and fat
soluble vitamins • lactose
• minerals
• water soluble vitamins

The learning outcome: We are all pure as an individual, but when we are in
classroom and all of us get mixed up as a class we are a mixture, retaining our
personality as an individual having different unique features and talent.
And Every human being is pure from the heart and must be respected by
every other person. Not only with his outlook features but with the inner
beauty of the individual
Lesson Sub-topic /concept to cover
middle Types of mixtures
Time: 20 • Homogeneous mixture
minutes • Heterogeneous mixture
Purpose Knowledge utilization : Level 4
Explanation of homogeneous and heterogeneous solutions through activities
Activity 2: The mixture activity .(The materials to be carried by co-
teachers)The class is divided into 2 groups Gr A, Gr B)
Materials required: lemon(cut into two halves), drinking water, paper cups and
sand.
Activity Group A Group B
Making mixture Take a paper cup , add a Sand and water is
pinch of salt and a spoon of mixed.
sugar to mix
Observation A clear solution formed, All the things remained
tasty lemon solution with separate.
sweetness of sugar, tangy
taste of lemon and salt all
blended .
Inference A homogeneous solution A heterogeneous
formed . solution formed

Learning Outcome: Members of a team have individual qualities but if they

connect and communicate with each other properly and be in tune with each other
then the team work will be the best and everyone will enjoy the effect (like
sweetness of the lemonade). But if the tuning is not proper and coordination not
perfect, then everyone will be falling apart and the team effect will be miserable.
Asking question to find out the students’ understanding
Q1. Give few examples of solutions.
Q2. What type of mixture is blood?
Q3. What do you say of mud or ink?
4
 Q4. What are brass or bronze?

The homogeneous solution is a true solution. In the mixture activity conducted just,
if we go on adding more and more sugar and go on stirring the solution will go on
dissolve the sugar added and clear solution will be obtained till a time will come when
no more sugar will dissolve in the solution.

Let’s now discuss the terms related to true solution. The Solution is made of solvent
(component present in greater amount) and solute (component present in lesser amount
in the solution). Depending on the amount of solute present in a given solution it can be
dilute or concentrated solution. If in a solution the amount of solute is increased the
solution becomes concentrated and on the contrary if the amount of solvent is
increased it becomes dilute.

Also depending on the amount of solute that can be dissolved in a solution it can be
saturated, unsaturated or super-saturated.

A Saturated solution contains the maximum amount of solute that can be dissolved
in a solution under the condition of temperature and pressure in which the solution
exists

An unsaturated solution contains less solute than can be dissolved in a saturated

solution or in simple words can dissolve more solute under the given temperature
and pressure.

A super-saturated solution contains more dissolved solute than its saturated

solution under the given conditions of temperature and pressure.
Concentration of a solutionis the amount (mass or volume) of solute present in a
given amount (mass or volume) of solution.
The various ways of expressing concentrations are
1. Mass by mass(m/M) percentage of a solution =
Mass of solute × 100
Mass of solution
2. Mass by volume (m/V) percentage of a solution =
Mass of solute × 100
Volume of solution
3. Volume by volume (v/V) percentage of a solution=
volume of solute× 100
Volume of solution

Ice - Ice breaker is already included in the above activities

breaker
2
minutes
Lesson The NCERT intext questions Pg15 to be discussed and to be written on their
End notepad
Written
part:

5
 11 The NCERT intext questions Pg18 to be discussed and written
minutes

From the true solutions the following question to be discussed and

written on note pad
Pg 28 back ex Q3

3Ans :(a)To produce a saturated solution at313K,

100 g of water needs 62 g of Potassium Nitrate
50 g of water needs 62× 50 i.e 31 g of KNO3
100
(b)From the table, the solubility of KCl at 353K is 54 .At lower temp. the
solubility decreases, lets say Room temp. 293K the solubility is 35 , so the
difference amount of solute KCl will be separated away as deposit from the
solution.
(c) at 293K the solubilities of salts are –
Potassium nitrate 32
Sodium chloride 36
Potassium chloride 35
Ammonium chloride 37
So, the salt having the highest solubility is Ammonium chloride.
(d) The solubility of salt increases with increase in temperature.
Pg 18 Intext question Q 3(students to try themselves)

6
 NCERT Book Page 29 Ex Qs 7,8

Q3. What is alloy? Give an example

Ans: Alloys are mixtures of two or more metals or metal and non- metals and
cannot be separated into their components by physical methods. E.g. brass is
made of 70%Cu and 30%Zn.
Last 2 Value-based information – The sea water is getting all the mud soil and sand
minutes particles from river and also millions of years ago during its formation it acquired
minerals . Through continuous water cycle occuring it has become salty and much
denser than normal water, but it is supporting the marine life and is the route of
water transportation serving the whole mankind . That is why we celebrated the
World ocean Day on June 8 , 2022.

Lesson plan
period -2

Learning Objectives
➢ Detail of the heterogeneous mixtures, colloids and suspensions.
Learning Outcome
Knowledge(Cognitive)
Students will know and understand about
• The suspensions
• The components of a colloid ie. Dispersed phase and
dispersion medium.
• Different types of sols .
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 Attitude and values (Affective)
Students will value :
• Particle size determines the nature of the mixture. Minute particles gives clear solution . Again in
suspension particle size is big enough to settle giving clear solution above .but what about the colloid,
particles in the dispersed phase are not as small as solute particles in solution (though not visible with
naked eyes) and not big enough to settle , So, the solution becomes hazy.
In the same way our society is mixture of different type of people . Minimizing the evils in people and
maximizing the virtues will make the society clear and transparent.
Psychomotor skills
Students develop the qualities like
• Understanding the concepts
• Manipulate and ability to embody the definitions and
further classifications.
Marzano’s Taxonomy
Level 1 Retrieval Recognize from a list of substances as pure or
impure (mixture) , classify mixtures as
homogeneous / heterogeneous,
Level 3 Classifying – organize, sort and identify
Analysis different types of colloids,
.
Detail of the teaching -learning experiences
Lesson Starting the class with Gayatri mantra
beginning Recapitulation of previous day’s teaching-learning on different types of mixtures
(time : 5 taught (homogeneous, heterogeneous and true solutions) – definitions,
minutes) characteristics and examples of each kind. To help in recapitulation further
NCERT book Exercise Pg29 Q5

Lesson You know that milk is a complete and balanced diet in itself. Ask students how
middle many of them have milk while coming to school. Many of the students will say Yes to
Time : 20 milk. Those who don’t they will also have to drink today, Introduce the activity as
minutes. Milk and torch activity.(The magic of Milk)
Purpose For the activity the following things need to be brought by my co-teachers – milk in
flask, water to dilute, some sugar, 1 glass (made of glass), a spoon, a torch.
Divide the students in two

Activity Observation Inference

1.Take water in the glass and sugar 1. The beam of light 1. True solutions
and stir well to dissolve it cannot be seen . cannot trace the
completely. Now a beam of light path of light
from the torch is passed through
this solution and observe the light
through it from in perpendicular
direction

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 2. In the same solution milk is 2. the path of the 2. This is a
added, The beam of light is passed beam of light can be colloidal solution
through in the same fasion and beautifully seen . and the effect is
observed from above called the Tyndal
effect.
Activity time : 10 minutes

Learning outcome: When you first add-on some good habits or serious efforts for your
betterment, firstly you will find efforts are not showing, don’t worry as you go on with
more practice and drilling the changes will be visible. But on the contrary if you try for
a short cut and sought out for some unfair means, your future will become hazy.
Colloids have 2 components. The dispersed phase and the dispersal medium
The dispersed phase is the solute-like component or the dispersed particles in a
colloidal.
The dispersing medium is the component in which the dispersed phase is suspended.

5 mins reading given to the students to go through the properties of Colloidal solution
and suspension from the book and ask the following Questions to check their
understanding (Teacher will write the key words on the board)

Q1 What is the difference between a colloidal solution and a suspension based on the
particle size of the colloid particles and suspended particles?

Q2 What are the similarities and dissimilarities between the colloidal solution and
suspension?

5 minutes explaining by drawing the flow charts

COLLOIDS (classified by physical state of dispersing medium)

solid liquid gas

FOAM (gas in solid) FOAM(gas in AEROSOL
rubber, sponge, liquid)shaving (liquid in gas)
pumice cream
fog, cloud ,
GEL (liquid in solid) EMULSION (liquid mist
jelly, cheese, butter in liquid) milk,
SOLID SOL (solid in face cream AEROSOL (solid
solid) coloured SOL(solid in in gas) smoke,
gemstone, milky liquid) mud, milk automobile
glass of magnesia exhaust
Real life connect :Mixtures and solutions are a common occurrence in our everyday
lives. They are the air we breathe, the drinks we consume .The Milkshake , Aerated
drinks or lemonade are mixtures , Students are to try to give some more examples.
Lesson Answer the following questions(Not from the back exercises)
end (other than the exercise questions to clear concepts)

9
Written Q1 What are the methods to separate heterogeneous mixtures ?
part Ans: Physical methods like hand picking, Sieving, separating using magnet(if any
11 magnetic substance is present), filtration
minutes Pg 18 Intext ques Q2
Q2 How are sol, solution , and suspension different from each other?( Students
will write on their own to be guided by teacher)
Parameter Solution colloid suspension
1.transparency Transparent Translucent Opaque i.e.
i.e. allows i.e. partially does not
light to pass allows the allow the
through it light to pass light to pass
through. through.
2.When The solution The colloid The filtrate
passed passes as passes slowly obtained in
through a filtrate in a as filtrate in test-tube is
filter paper test-tube a test-tube clear leaving
set in a funnel with no with no the other
fixed by a residue on residue on component
clamp filter paper. filter paper. as residue
The solute The on filter
particles dispersed paper
cannot be phase cannot
separated be separated
by filtration by filtration
in true in colloid
solution
3.When a The path of The path of The path of
strong beam light cannot light can be light can
of light is be traced traced nicely also be
passed inside the because of traced in
through the solution scattering of suspension.
mixtures and light by the
the path of uniformly
the light is distributed
observed particles of
perpendicular dispersed
to the beam phase . this is
called Tyndall
effect.
4.Stability True Colloids are Suspensions
when the solutions are also stable are unstable
mixtures are stable and and the
allowed to remains the suspended
stand for 15- same particles
20 minutes settle down
and
separate
out as
sediment.
10
 Q3. What is Tyndall effect? A sodium chloride solution does not show Tyndall
effect whereas a mixture of water and milk shows it , why?
Ans: The scattering of light by colloidal particles is called Tyndall effect. A salt
solution cannot show Tyndall effect as the particles are too small (<1nm) in size to
scatter light rays falling on them. In contrast the particles in milk solution(a
colloidal solution) are big enough(1nm to 100nm) to scatter the rays of light.

NCERT BOOK back ex Q 4,5,9.

HOTS
6. Smoke and smog both are are aerosols, in which way are the different?
7 MCQ Questions
Q1A mixture of Sulphur and Carbondisulphide is
(a) Heterogeneous and shows Tyndall effect
(b) Homogeneous and shows Tyndall effect
(c) Heterogeneous and does not show Tyndall effect
(d) Homogeneous and does not show Tyndall effect

Q2Tincture of Iodine has antiseptic properties. This solution is made by dissolving

(a) Iodine in potassium iodide
(b) Iodine in Vaseline
(c) Iodine in water
(d) Iodine in alcohol

Q3 Which of the following are homogeneous in (i) ice (ii) wood (iii) soil (iv) air
(a) (i) and (iii)
(b) (ii) and (iv)
(c) (i) and (iv)
(d) (iii) and (iv)

Last 2 Importance of food bank, cloth bank and donating toys for the needy people.
minutes

Lesson plan
11
 Period 3

Learning Objectives Detail of the concept separation of components of a mixture.

Learning Outcome
Knowledge(Cognitive)
• Separating the components of a mixture.
• Analyze the procedure followed while separating the components
from a mixture.
• Propose the underlying principle of the following technique
o Filtration
o Evaporation
o Distillation
o Fractional distillation
Attitude and values (Affective)
Students will value:
The approach to solution depends on the problem that comes on the way. Analyzing the problem is
important which will help to get to the solution. All the techniques that lead to solution are equally
important.

Psychomotor skills
Students develop the qualities like
• Understanding the concepts and understand the application
• Manipulate and ability to identify the technique of separation to be
used for different mixtures.

Marzano’s Taxonomy
Level 1 Retrieval Recognize the mixture as solution , colloid or suspension.
Level 3 Analysis To choose among the separation technique given for mixtures , learn to
use the simple technique of Chromatography.
Level 4 Knowledge Classifying – organize and identify.
utilization

Detail of the teaching -learning experiences

Lesson Starting the class with Gayatri mantra.
beginning (time Introduction with a magnet activity (teacher to carry the required things one day
: 5 minutes) prior)
The paper is torn into small bits and mixed with iron nail , magnet attracts the nails
.
Teacher introduces the topic of separation of substances from mixture.
Lesson middle Different techniques of separation are taught one after another
( time : 20 SEPARATION OF COMPONENTS OF A SOLID IN LIQUID MIXTURE
minutes) (1) Filtration (for suspensions where the solid particles separate by sedimentation)
(2) Evaporation (for obtaining non-volatile solute by evaporating volatile solvent).
(3) Crystallization (for obtaining crystals of pure solute from its solution).
Activity of Filtration and Evaporation to be done in the laboratory (Co-teachers
need to inform Harsiddhi ma;am for the conduction of the below experiment.
carry the things with them one day prior)

12
Things required for filtration - flask of milk split by lemon juice, piece of muslin
cloth used as strainer for paneer
Things required for evaporation and crystallisation– ½ cup sugar , water.
Filtration: Apparatus set up: In laboratory the funnel is clamped in stand and a
beaker is placed below. The cloth is folded in the shape of cone. and filter the split
milk carried from home.
Observation: The clear solution collects below in the beaker and is called filtrate
and the residue that is collected on the cloth is the residue
Evaporation : The sugar solution is taken in a dish and placed on a beaker half
filled with water kept on a tripod stand over a Bunsen burner. As the water in
beaker starts boiling, the water from the sugar solution starts evaporating from
the dish.
Observation : The crystals are found left on the dish.
In evaporation a mixture is not heated directly to evaporate the volatile
component, instead it is heated on a water bath in a dish
Another Eg of ink taken in a watch glass and kept over a beaker half filled with
water being heated by Bunsen flame. The solid particles of dye remain in the
dish,the volatile solvent evaporates away. This method is used when direct
heating may cause changes in the particles.

Crystallization (for obtaining crystals of pure solute from its solution).The sugar
solution is prepared by mixing sugar thoroughly with water and is heated to
reduce the solvent , then allowed to cool.
Observation : solute in the form of crystals separate out.

Learning outcome: To separate the insoluble things strainer is necessary ie.

Separating or avoiding some uncanny things is simple but to problems that are
inseparable , heat testing is required .

13
 Applications
1.Pure copper sulphate crystals can be crystallised out of an impure
sample of copper sulphate solution in the similar way.
2. purification of salt obtained from sea water
3. Separation of crystals of from impure samples

Ice breaker A game where in 4 folded paper chits the following question will be given and
2 minutes children have to explain
(i) Salt from sea water
(ii) Fine mud particles suspended in water
(iii) Wheat grains from husk
(iv) Iron pin from sand

Lesson end Draw the flow diagram below shows the process of filtration involved here
Written part
11 minutes

Sedimentation : allowing the water to stand for some time the suspended particles will
settle down.
Loading: Loading the tank with alum removes small particles like clay from the colloidal
solution.
Filtration : To remove dissolved solids by passing water through 3 layers – gravels at
the bottom, fine gravel at the middle sand fine sand at the top.
Chlorination : To kill bacteria/harmful microorganisms the filtered water is treated
with calculated dose of bleaching powder.
NCERT Pg 28 Q2 Write the steps used for making tea . Use the words
solution, solvent, solute, dissolve, soluble, insoluble, filtrate and residue.

Last 2 Remind students of the food bank and cloth bank in our school. Students also
minutes need to talk with the students to donate for toys.

Lesson plan 4

Learning Objectives : Methods of separation of following mixture components learnt

➢ Immiscible liquid – liquid mixture.
➢ Miscible liquid – liquid mixture by
o Distillation
o Fractional distillation.
➢ Centrifugation .
Learning Outcome
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Knowledge(Cognitive)
• Separating the components of any liquid-liquid solution.
• To illustrate a process given in flow-chart
Attitude and values (Affective)
Students will value:
The valuable substances (eg Oxygen ) cannot be obtained very easily, the different components
of milk or the diagnosis of blood/urine in laboratory is also application of a separation method
called centrifugation.

Psychomotor skills
Students develop the qualities like
• Application of theories that are learnt as concepts.
• Comprehending about flow charts
Marzano’s Taxonomy
Level 1 Retrieval • Recollect the different methods of separation.
• Recall the current composition of clean, dry air.
Level 2 Comprehension To arrange in proper order from given data.
Level 3 Analysis To organize and sort out the necessary steps that are to
be followed.
Level 4 Knowledge utilization Selection of the best and most cost-effective method
when it comes to large scale production
Detail of the teaching learning experience

15
 Lesson beginning Starting the class with Gayatri mantra.
(time : 5 minutes) Introduction of the subtopics to be discussed by oil-water separation
activity (co-teachers are to carry the things with them)
Things required: a glass (transparent), ½ cup water , ¼ cup oil
Activity : Pour the oil and water in the glass and give a swirl , then allow
the set-up to stand at rest for a while .
Observation: Oil and water separate out in two layers.

Learning outcome: you need to be in the light mood to float up and

denser thing i.e with heavy and stressful manner you can hardly achieve
success. So enjoy what you do.
Following portion of the NCERT book content to be referred
SEPARATING THE COMPONENTS OF A LIQUID -LIQUID MIXTURE
1. Two immiscible liquids are separated using separating funnel

• The liquid mixture of water and kerosene

is poured in a separating funnel.
• Let it stand undisturbed for a while when
the oil and water separate into 2 layers
• The stopcock is opened and the lower
layer of water is taken away carefully.
• The stopcock is closed as the oil reaches
the stopcock

Lesson middle Now what if the liquid-liquid mixture is miscible in nature?

( time : 20 minutes) Subtopic : Separating the components of miscible liquid mixture
Introductory activity. To carry nail polish remover and remove nail
polish from the nails of girls. Ask them to observe the feeling of
coolness.
It is due to the volatile substance called acetone. Knowledge utilization
: Level 4
a. Distillation to separate a mixture of 2 liquids

To separate acetone-water mixture the

steps are:
1. The mixture is taken in a distillation
flask. A thermometer and a condenser
is attached and arrangement of the
whole set-up is as shown in figure.
2. The mixture is heated and a close
watch is kept on the thermometer.
3. The acetone vopours are condensed in
the water-condenser and collected.
4. The water remains in the distillation
flask.

i. Fractional distillation is used to separate a mixture of two or more miscible

liquids for which the difference in boiling point is less than 25K.

16
 A fractionating column is used here as
an attachment to the distillation flask
which has a condenser to it. The beads
in the fractionating column help the
vapours to cool and condense
repeatedly. The most volatile
component separates out first.
Activity of Centrifugation:
Teachers heave to take the students to canteen to show the method
of centrifugation used in kitchen to prepare Chaas.
Centrifugation is the method used to separate
substances of different densities from a
mixture.This technique is used to separate particles
that are very small and they pass through filter
paper .The apparatus is called a centrifuge. Colloidal
mixtures are separated by centrifugation.
The components are separated because the denser particles are
forced to the bottom and the lighter ones stay at the top. With the
increase in t speed of rotation even the lighter particles can settle
down.
Learning outcome: you need to be in the light mood to float up and
let denser thing i.e with heavy and stressful manner you can hardly
achieve success. So enjoy what you do.
Centrifugation is used in :
• Diagnostic lab in the blood and urine tests.
• In diaries to separate butter from cream.
• On churning milk the cream gets separated out.
Ice breaker (2 Included in the activities done
minutes)
End of lesson Answer the following questions in your note pad(Not from the back
writing part exercises)
Time : 11 minutes Q 1. Name the method used to separate the components of air, draw a
flow chart for the same.
If the gas solution is converted to liquid solution and method of fractional
distillation is carried out to evaporate the components of air(the number of
components being more than 2 and difference in temp being less than 25
ºC).
So, when liquid air (-200ºC) is gradually warmed in a fractional distillation
column (say from -196ºC), liquid nitrogen will be first vaporized, followed by
Argon and gets separated at different heights of the fractional distillation
column and liquid oxygen is collected.
The flow diagram is thus

17
 Dust filtered, water condensed and solid CO 2
deposited and filtered at a low temp of -79ºC.

At -
200ºC

Ques :Arrange the 3 gases in order of increasing boiling points

Ans: B.P nitrogen < B.P Argon < B.P Oxygen
Ques: Which gas forms the liquid first when the liquid air is cooled?
Ans: Oxygen because it has the highest boiling point .
The diagram showing separation of components of liquid air is as below

NCERT bk Pg24 intext questions

Last 2 minutes Real life connect: You need to be selective in choosing your friends you
have to use methods and may need to use methods discussed above to do
so,
In your journey in life you will come across different people who
will jell with you (like solutions) and they are your true friends with
strong bonding (your mind will remain fresh and pure in their
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 company as true solutions). There will be some people who will come
in the gesture of a friend just to make your life turbid, it is hard
to separate them(just like colloids), so be careful. There are others
who doesn’t mix with you , don’t worry just filter them and move
ahead.

Lesson plan 5

Learning Objectives : Methods of separation of following mixture components learnt

➢ Sublimation – Mixture of 2 or more solid component ,one of which can sublime
➢ Chromatographic separation – 2 or more solid of different density or solubility dissolved in a solvent
Learning Outcome
Learning Outcome
Knowledge(Cognitive)

Level 1 Retrieval Thinking more about sublimation already studied in last lesson 1
‘Matter in our Surroundings’.

Level 2 To identify what method of separation to be used where

Comprehension
Level 4 Knowledge To be able to classify the mixtures vide their separation
utilization techniques
• Separating components of solid mixture by sublimation
• Separating the mixture of 2 or more solids in components a single solvent
Attitude and values (Affective)
Students will value:That the solids present in solid mixture or any solid mixture
dissolved in liquid can be separated , So, no matter how the mixture is , the
components can all be separated.
Psychomotor skills : Students will observe the aesthetic value of science and will learn to appreciate
as well
Students develop the qualities like
• Application of theories that are learnt as concepts.

Marzano’s Taxonomy

Detail of the teaching -learning experiences

Lesson Starting the class with Gayatri mantra.
beginning (time : The experiment to be performed in the class.
5 minutes) Recap questions (Retrieval: Level 1)
What is the process called when solid directly changes to liquid state?
Evaporation
What is the process called when gaseous state changes directly to solid state?
Deposition
What is the process called when solid directly changes to gaseous state ?
Sublimation.
So, student today we are going to start a new topic that is sublimation.

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 The process is used to separate sublimable (volatile) component from a non-
sublimable impurity. Example of such sublimable solids are ammonium chloride,
Capoor, (Camphor) naphthalene and anthracene.
Lesson middle Sub-topic: ×CHROMATOGRAPHIC SEPARATION×
( time : 20 Activity : Beautiful flower making in just 5 minutes. Knowledge utilization :
minutes) Level 4 ( co-teachers need to carry
Butter paper, and blunt black marker, a transparent glass, with water in it.) and
students will be informed one day prior in the class to bring the above things along
with them.
• With the black marker draw a circle and give it a cone shape on the butter
paper
• Dip the paper in water taken in the such that the line is just above water
level/ brush water just below the border of the circle
• Watch carefully as water rises up gradually on the filter paper separating the
colour components.
Observation
Colour bands (of different width) are produced on the filter paper along the
height up to which the water rose along the length of the paper. Record your
own observations.
Learning outcome: In your journey in life you will come across different
people who will jell with you (like solutions) and they are your true
friends with strong bonding (your mind will remain fresh and pure in
their company as true solutions). There will be some people who will
come in the gesture of a friend just to make your life turbid, it is hard
to separate them(just like colloids), so be careful. There are others
who doesn’t mix with you , don’t worry just filter them and move ahead.
Student will paste their chromatography samples in their notes( by
performing the activity at home)
Inference
This is due to the fact that the ink is a mixture of different colour pigments,
the different heights reached by the different pigments depend on the
solubility and density of the pigments

Applications :
To separate
• Colours in a dye.
• Pigments from natural
colours.
• Drugs from blood

Questions to clear the concept

Q 1.Can you say why is the strip held vertically ?
Ans: The effect of gravity on molecules will give better result.
Q 2. List 2 uses of chromatography
Ans: It is used 1)to identify and separate additives and preservatives added in
food items. 2) used in fingerprinting and bio-informatics.

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 Ice breaker Included in the activity
2 minutes
Lesson end Answer the following questions Pg no. 28 (Back exercises)
Written part Q1 Name the technique to be used to separate
11 minutes (i) Butter from curd
(ii) Salt from sea water
(iii) Camphor from salt
(iv) A mixture of kerosene oil , water and salt
(v) Small pieces of metal from engine oil
(vi) Fine mud particles suspended in water
(vii) Wheat grains from husk
(viii) Iron pin from sand
(ix) Different pigments from extract of flower petal
(x) Ammonium chloride from a mixture of common salt and ammonium
chloride
(xi) Mercury and water mixture
Last 2 Talk about food bank , cloth and toy bank
minutes
Lesson plan 6

Students will know about

➢ Different changes taking place in nature are Physical change and chemical change .
➢ Pure substances (formed of one single type of constituent particle) are elements or
compounds.
➢ Element can either be metals, non-metals and metalloids.
Learning Outcome
Knowledge(Cognitive)
• Students will probe into, analyze and identify different changes happe ning around (natural or manmade).
• They will be able to distinguish between element and compounds .
• They will further be able to classify elements as metals, non-metals and metalloids.
Attitude and values (Affective)
Students will value: Everything around them, they will wonder about and appreciate the diversities in
natural world of non-living things, how things are categorically and characteristically different from each
other and the of their being different. That some changes have no effect on the constituent particles of
the substance whereas some changes can give rise to new substance.

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 Marzano’s Taxonomy

Level 1 Retrieval Thinking more about matter already studied in last lesson 1
‘Matter in our Surroundings’
Level 2 To differentiate between physical and chemical change
Comprehension
Level 4 knowledge To be able to classify elements as metals, non-metals and
utilization metalloids
Details of the teaching-learning experience

Details of the teaching-learning experience

Lesson Starting the class with Gayatri mantra.
beginning Introduction of the topic with recap questions (Retrieval : level 1)
(time : 5 ➢ What do you understand by the word change?
minutes) ➢ Name some changes that takes places in daily basis in your life?
➢ Identify few changes around you it may be from the class itself?

Lesson The changes that take place around us are not all physical in nature but there
middle are some changes where the substances undergoing change cannot be retrieved
(time : 20 (burning of fuel) or completely new substance is formed (carbohydrate and
minutes) oxygen formed from carbon-di-oxide and water vapour during photosynthesis in
leaves of plants.
Changes in which no new substance is formed , changes take place only in
physical properties and states but no change in chemical properties of the
substance are called physical changes.
Changes which bring about change in chemical composition of a
substance and give rise to a new substance with altogether new properties are
called chemical changes. Here one substance reacts with another substance
and so a chemical change is also called a chemical reaction.
Activity time
Teachers to carry the things as per activity.
Things required: 2 tsp washing powder, 2 tsp turmeric powder, white
vingar/lemon(as required), water, a plate , a glass(transparent).
Activity 1
Group 1 Group 2
Activity done 1 tsp Washing soda 1 tsp Washing soda and 1
and 1 tsp turmeric tsp turmeric powder is
powder is mixed dry in mixed in a glass and
a plate. water poured and stirred
Colour and texture Non uniform The colour turns
orange-red. The colour
returns back on adding
vinegar

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 Conclusion The physical and New chemical
chemical properties of substance with new
the constituent remain physical and chemical
unaffected in dry properties are formed
mixture in chemical reaction

LO: To get your good qualities surface out, you have to taste the sourness of
acidity ie. Overcome the acid test. Superficial changes may not last long , Try to
transform yourself into a better human being and that will last permanently.
Observe all the changes that occurred in the experiment above and teacher to
note down and write the observations on board.
The properties of mixtures and compounds can be differentiated as

Mixture compound
(i) Elements in mixture just mix and no (i) Elements react to form
new substance is formed new compounds.
(ii) A mixture has variable composition (ii) The composition of new
(iii) Mixture retains properties of substance is fixed.
its constituents. (iii) The new substance has
(iv) The constituents can easily be totally different
separated by physical methods properties.
(iv) The constituents cannot
be separated by physical
methods.

The pure substances can be of two types broadly:

Elements – Basic form of matter that cannot be broken down into simpler forms.
Compounds – Pure substance composed of two or more elements which chemically
combine with one another in fixed proportion.
There are total 118 elements found in nature .
They are further categorized into – metals, non metals and metalloids
Physical property Metals Nonmetals

Appearance lustrous dull

Hardness Hard and strong Soft and fragile

Malleability Can be beaten into Cannot be beaten

sheet into sheet

Ductility Con be drawn into Connot be drawn into

wire. wire.

Heat conduction Good conductor of Poor conductor of

heat heat

Electricity conduction Good conductor of Poor conductor of

electricity electricity

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 Examples Iron , copper, gold Hydrogen , oxygen ,
carbon

Metalloids have properties intermediate between metals and non-metals .

Examples are Boron , silicon , Germanium.

Ice Paper Patakha activity.(teachers to carry a rough page, match stick and
breaker steel plate) Knowledge utilization : Level 4
Activity 1 :Make a ORIGAMI paper patakha and burst it.
Observation : sound . But, no change in paper , it can be reused .
This is a physical change.
What about crackers burst ?
Light and sound produced , but cannot reuse it for another PATAKH!
Activity 2 : The paper is no crumbled small and placed on the steel plate and fire
is lit with match stick.
Observation : the paper burnt into ash
Inference: the paper cannot be got back from the ash.
This is chemical change.
Bursting of Crackers are not friendly to our environment because the sound
produced annoy the animal and pets and the gases and particles in the smoke
produced on burning pollute the environment and not good for people suffering
from respiratory problems. Real -life connect: The formation of compound
require chemical reaction ie. Some tough condition but a completely new
transformed substance is formed. So we too as humans should try to transform
ourself for betterment like compound and not like a mixture which can come
back to its previous state any time
Question asked
➢ Can we see any other changes around where we cannot get back the
original matter?
➢ Are all the matters around us are mixtures by composition or made of
pure substances also?
➢ Can the particles of pure substances be broken down further into simpler
substances anyhow?

Writing Q 1. Differentiate between (i) mixture and compound (ii) metals and non
part metals
(time: 11 Q2. Questions 6,7,10 ,11 of NCERT BOOK exercise
minutes)

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Last 2 Food bank and cloth bank and donating old toys need to be discussed with the
minutes students.

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 MARZANO TAXONOMY

29%

17%
37%

17%

RETRIEVAL COMPREHEND ANALYSIS KNOWLEDGE ANALYSIS

Sr. No Date Day PW

1 4/7/22 Monday NCERT Exemplar
Questions
Q1. Answer the following questions
(a) Under which category of mixtures
will you classify alloys and why?
(b) A solution is always a liquid.
Comment.
(c) Can a solution be
heterogeneous?
(d) The ‘sea-water’ can be classified
as a homogeneous as well as
heterogeneous mixture.
Comment.

Q2. During an experiment the

students were asked to prepare a
10% (mass/mass) solution of sugar
in water. Ramesh dissolved 10 g of
sugar in 100 g of water while Sarika
prepared it by dissolving 10 g of
sugar in water to make 100 g of the
solution.
(a) Are the two solutions of the same
concentration?
(b) Compare the mass % of the two
solutions.
Q3. Calculate the mass of sodium
sulphate required to prepare its 20%
(mass per cent) solution in 100 g of
water?
2 6/7/22 Wednesday NCERT Exemplar Questions
Q4. Answer the following questions
(a) Salt can be recovered from its
solution by evaporation. Suggest
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 some other technique for the
same?
(b) While diluting a solution of salt in
water, a student by mistake
added acetone (boiling point
56°C). What technique can be
employed to get back the
acetone? Justify your choice.
(c) Give some examples of Tyndall
effect observed in your
surroundings?
(d) Can we separate alcohol
dissolved in water by using a
separating funnel? If yes, then
describe the procedure. If not,
explain.
Q5. Explain why particles of a
colloidal solution do not settle down
when left undisturbed, while in the
case of a suspension they do?
Q6. Fractional distillation is suitable
for separation of miscible liquids with
a boiling point difference of about 25
K or less. What part of fractional
distillation apparatus makes it
efficient and possess an advantage
over a simple distillation process.
Explain using a diagram.
3 8/7/22 Friday Q7.Give an example each for the
mixture having the following
characteristics. Suggest a suitable
method to separate the components
of these mixtures.
(a) A volatile and a non-volatile
component.
(b) Two volatile components with
appreciable difference in boiling
points.
(c) Two immiscible liquids.
(d) One of the components changes
directly from solid to gaseous state.
(e) Two or more coloured
constituents soluble in some solvent.
Q8. Non-metals are usually poor
conductors of heat and electricity.
They are non-lustrous, non-sonorous,
non-malleable and are coloured.
(a) Name a lustrous non-metal.
(b) Name a non-metal which exists
27
 as a liquid at room temperature.
(c) The allotrpic form of a non-metal
is a good conductor of electricity.
Name the allotrope.
(d) Name a non-metal which is
known to form the largest number of
compounds.
(e) Name a non-metal other than
carbon which shows allotropy.
(f) Name a non-metal which is
required for combustion.
Q9. Iron filings and sulphur were
mixed together and divided into two
parts, ‘A’ and ‘8’. Part ‘A’ was heated
strongly while part ‘S’ was not heated.
Dilute hydrochloric acid was added to
both the parts and evolution of gas
was seen in both the cases. How will
you identify the gases evolved?
Q10. What are the favourable
qualities given to gold when it is
alloyed with copper or silver for the
purpose of making ornaments?

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