10 Physics EM Level 12 EM 5-8-2020 Final PDF

PHYSICAL SCIENCE WORKSHEETS
CLASS - X
LEVEL-1
1) Readiness Programme
AND
LEVEL-2
2) Academic Year 2020-21
CHAPTER – I : REFLECTION OF LIGHT AT
CURVED SURFACES
CHAPTER – II: CHEMICAL EQUATIONS
STATE COUNCIL OF EDUCATIONAL RESEARCH & TRAINING,
TELANGANA, HYDERABAD.
Acknowledgement
The State Council of Educational Research and Training, Telangana

extends its gratitude to Smt. P. Sabitha Indrareddy, Hon’ble Minister of
Education, Smt. Chitra Ramachandran, Spl. Chief Secretary to Education,
Ms. A. Sridevasena, Director of School Education for their inspiration and
guidance in the development of Worksheets for all subjects for Classes II to
X to reach out to the children during the lockdown.
Further, SCERT, Telangana expresses heartfelt thanks to Subject

Experts, Editorial Team and DTP operators for their commendable work in
designing the worksheets using online platforms and social media groups
for discussions while developing the material.
August, 2020 B. Seshu Kumari

Hyderabad. Director, SCERT
DEVELOPMENT TEAM
Chairperson :
Smt. B. Seshu Kumari, Director, SCERT, TS, Hyderabad.
Subject In-charge :
Sri. Y. Venkat Reddy, ZPHS Chivemmla, Suryapet
Members :
Sri. C. V. Hariskrishna, SA, ZPHS Thupranpet, Yadadri Bhongir.
Sri. D. Madhusudhan Reddy, SA, ZPHS, Kodad, Suryapet
Sri. K. Satya Prasad SA, ZPHS, Kapugallu, Suryapet
Sri. Sk. Jaffer SA, ZPHS, Munagala, Suryapet
Sri. Khadar Pasha SA, ZPHS, Acharyalagudem, Suryapet
Sri. K. Rambupal Reddy, SA, ZPHS, Pedakaparthy, Nalgonda
Sri. S.S.U.M. Sharma, SA, ZPSS, Jaggaiahpet, Jayashanker Bhupalpally
Sri. A. Laxminadam, SA, ZPHS, Indalwai, Nizamabad
Sri. Ch. Bharani Kumar, SA, ZPHS, Addagudur, Yadadri Bhongiri.
Smt. Farida, PGT, TSMS, Palamakula, Ranga Reddy.
Coordinators :
Smt. Tahaseen Sultana, Professor and Head, C&T Department, SCERT, TS.
Smt. A. Uma Rani, Science Supervisor, Department of Mathematics and Science,
SCERT.
Editors :
Dr. Koya Venkateshwar Rao, Rtd., Reader in Chemistry, New Science College,
Saifabad, Hyderabad..
Smt. Vasavi Repudi, Language Editor, SCERT, TS
Technical Support :
Sri. A. Srinivas, PET, ZPHS Pillalamarri, Suryapet.
Smt. S. Soundarya, DTP Operator, SCERT, TS.
PHYSICAL SCIENCE (EM) - CLASS X
(Class IX Basics)
Level -1
INDEX
Sl.No. Name of the chapter Name of the topic Page

number
Refraction of Light at Plane
1 Refraction of Light at Curved Surfaces 1-4
Surfaces
Refraction of Light at Plane Refractive Index, Relative Refractive
2 5-7
Surfaces Index
3 Snell’s Law 8-11
Surfaces
4 Total Internal Reflection, Mirages 12-18
Surfaces
Atoms, Molecules and Atoms, Molecules and Law of
5 19-21
Chemical Reactions Conservation of Mass
Atoms, Molecules and
6 Atomicity, Valency and Ions 22-24
Chemical Reactions
Atoms, Molecules and Atomic Mass, Molecules and Chemical
7 25-28
Chemical Reactions Formulae
Atoms, Molecules and Molecular Mass, Formula Unit Mass
8 29-32
Chemical Reactions and Molar Mass
9 Types Chemical Reactions 33-37
Chemical Reactions
10 Oxidation and Reduction 38-40
Chemical Reactions
11 What is Inside Atom? Sub Atomic Particles 41-43
12 What is Inside Atom? Thomson Model of Atom 44-46
13 What is Inside Atom? Rutherford Nuclear Model of an Atom 47-49
14 What is Inside Atom? Bohr’s Model of Atomic Structure 50-52
15 What is Inside Atom? Distribution of Electrons in Shells 53-55
16 What is Inside Atom? Valency 56-59

Atomic Number, Atomic Mass Number
17 What is Inside atom? 60-65
and Symbols of Elements
PHYSICAL SCIENCE (EM) - CLASS X
LEVEL - 2
INDEX
Sl. Page
Name of the chapter Name of the topic
No. number
1. Concave, Convex mirrors vocabularies 1-3
2. Concave, Convex mirrors vocabularies 4-6
3. Properties of Concave Mirror 7-9
4. Fundamental Principles of Ray Diagrams 10-12
Reflection of Light at Curved
I 5. Verifying activity by Ray diagrams 13-15
Surfaces
6. Properties of Convex Mirror 16-18
7. Mirror Formula and Sign Convention 19-21
8. Magnification 22-25
9. Solar Cooker 26-27
10. Physical and Chemical change 28-31
11. Word and Chemical Equations 32-34
12. Balanced Chemical Equations, Law of
35-38
conservation of mass, Formula Unit
II Chemical Equations
13. Balancing a Chemical Equations –
39-42
Practice
14. Chemical Equations - Additional
43-46
Information
LEVEL-1
Readiness Programme
STATE COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING
READINESS PROGRAMME LEVEL - 1
CLASS: X MEDIUM : ENGLISH SUBJECT :physical sciences
CHAPTER : Refraction of light at plane surfaces
TOPIC / CONCEPT : REFRACTION OF LIGHT AT CURVED SURFACES
WORKSHEET NO : 01
LEARNING OUTCOMES
➢ Explains refraction of light in their own words.
➢ Identifies daily life applications of refraction of light.
➢ Differentiates between rarer medium and denser medium.
➢ Identifies angle of incidence and angle of refraction in the given figure.
➢ Draws figures related to refraction of light.
Let us perform an activity based on Fermat's principle to understand refraction of light.
s p r i nc iple
'
Fermat The path taken by a light ray between two given points is the path
that can be travelled in the least time.
ACTIVITY
1. Take a shallow (less Deep) opaque trough.
2. Put a coin in the trough.
3. Stand in a way that you can see the coin as shown in figure (a)
Figure (a) Figure (b)
1
TI VITY
AC
4. Now slowly move away from the trough till you don't see the coin
as shown in figure (b).
5. While you stand at this position, ask your friend to fill the trough.
6. You will be able to see the coin when the trough is filled with water
from the same position.
7. Why do you see the coin when water poured in the trough?
Figure (c)
8. As shown in figure b, when the trough is empty, light ray from the coin
could not reach your eye.
9. As shown in figure (c), when the trough is filled with water,

light ray from the coin could reach your eye.
10. According to Fermat's principle, we observe from the above activity that,
light ray changes its direction at air-water interface.
11. This is possible only when the speed of light changes at the interface
between the two media.
2
The phenomena of bending of light ray when it travels from
one medium to another medium due to change in speed of light
is called “refraction of light”.
Only when the light ray travels along the normal to the surface,
it does not change the direction.
In all other cases, light bends during refraction.
Rarer medium Denser medium
According to optics, the medium According to optics, the medium
in which speed of light is in which speed of light is
more is called rarer medium. less is called denser medium.
To understand refraction of light through figures, the following terms are important.
At the point of incidence where the light ray

AL strikes the interface between the two media,
NORM
a line drawn perpendicular to the surface
is known as normal. It is labeled as N
with the help of dotted line in the figure.
OF
ANGLE E ( i)
INCID
E N C The angle between the incident light ray and
the normal is called angle of incidence. Denoted by Li
OF
ANGLE ON ( r) The angle between the refracted light ray and
C TI
REFRA
the normal is called angle of refraction. Denoted by Lr
Rarer medium to Denser medium

When light ray travel from rarer medium
to denser medium,
the refracted light ray
deflects closer to the normal.
3
Denser medium to Rarer medium
✔
When the light ray travels from

denser medium to rarer medium,
the refracted light ray
deflects away from the normal.
SELF ASSESSMENT
Multiple choice questions:
1. Which of the following statements are correct in relation to

the adjacent figure? [ ]
1) Light is traveling from denser medium to rarer medium.
2) the refracted ray is away from the normal.
3) A is rarer medium and B is denser medium.
4) angle of refraction is greater than angle of incidence.
A) 1,2,3 B) 2,3,4 C) 1,3,4 D) 1,2,4
2. Identify the situations where the light ray does not change the direction
during the refraction. [ ]
A) Light ray makes an angle of 0 degrees with normal while traveling from
rarer medium to denser medium.
B) Light ray makes an angle of zero degree with the normal while traveling from
denser medium to rarer medium.
C) Light ray makes a small angle with the normal while traveling from
rarer to denser medium.
A) A,B,C B) B,C,D C) A,C,D D) A,B,D
3 . Light ray is traveling from denser medium to rarer medium,

identify the angle of incidence and angle of refraction respectively.
A) 10o , 150 B) 150 ,100 C) 150,150 D) . 100,100 [ ]
4
CLASS: X MEDIUM : ENGLISH SUBJECT :Physical sciences
CHAPTER : Refraction of light at plane surfaces
TOPIC / CONCEPT : REFRACTIVE INDEX, RELATIVE REFRACTIVE INDEX
WORKSHEET NO : 02
LEARNING OUTCOMES
➢ Classify various materials based on optical density.

➢ Explains refractive index in own words.
➢ Uses the knowledge of refractive index to identify the material in
which speed of light is more.
I n dex
ef r active
R
* You know that light travels with different speeds in different materials.
* The medium in which the speed of light is more is called rarer medium.
* The medium in which the speed of light is less is called denser medium.
i i
V1 > V2
V1 < V2
r>i
r<i
r r
Figure (a) Figure (b)
5
* When the light ray travels from rare medium to denser medium,
angle of refraction (r) is less than angle of incidence (i).
* When the light ray travels from denser medium to rarer medium,
angle of refraction (r) is greater than angle of incidence (i).
* Light travels in vacuum with highest speed nearly equal to 3 X10 8 m/ s
* Hence we can compare the speed of light in any material with the
speed of light in vacuum.
The ratio of speed of light in vacuum to the speed of light in that medium
is defined as Refractive index (n). It is also called Absolute refractive index.
Speed of light in vacuum

Absolute refractive index =
Speed of light in medium
It is a dimensionless quantity because it is a ratio of the the same physical quantities.

Absolute Refractive index of
difference substances
* The greater values of refractive index indicates

the material is is optically denser. The speed of light
will be less in such materials.
* Observe the refractive index values of air,
kerosene, the speed of light is more in air than
in kerosene oil.
* Now compare the refractive index values of kerosene
and benzene….
* In which medium the speed of light is more?
Relative Refractive Index (n21)

Relative Refractive Index (n21) is defined as,
the ratio of refractive index of second medium (n2),
to the refractive index of first medium (n1).
6
Refractive index of second medium kerosene (n2)
Relative refractive index (n21) =
Refractive index of first medium water (n1)
(n2)
(n21) =
(n1)
Example: - Based on the values of refractive index given in the table,

n water = 1.33
n turpentine= 1.47
nturpentine 1.47
= = 1.105
Relative refractive index of turpentine with respect to water = 1.33
nwater
Can you find the relative refractive index of diamond with respect to Ruby?
SELF ASSESSMENT
1. Choose the correct statement. [ ]
A) speed of light is same in ice and water.
B) speed of light is more in ice than in water.
C) speed of light is less in ice than in water.
2. Refractive index values are expressed in [ ]
A) degrees. B) radians. C) candela. D). No units
3. In the given figure indicate refracted light ray,
if A is rarer medium and B is denser medium.
7
CHAPTER :Refraction of light at plane surfaces
TOPIC / CONCEPT : SNELL’S LAW WORKSHEET NO : 03
LEARNING OUTCOMES
➢ Explain relation between Angle of incidence and Angle of refraction.

➢ Describes the terms in Snell’s law.
➢ Solves the numerical problems using Snell’s law.
Do the Lab Activity in Page No. 53 in class IX physical science text book.
When light ray travels from medium of refractive index (n1),
to a medium of refractive index (n2), we can establish the following relation.
n1 Sin i = n2 Sin r, This is called Snell's law.
It can also be expressed as,

Sin i n2
=
Sin r n1
8
i = Angle of incidence ( in medium 1)
r = Angle of refraction ( in medium 2)
n1= Refractive index of medium 1
n2= Refractive index of medium 2
As we know the relation between refractive index and speed of light is,
Where,
C = Speed of light in vacuum
V1 = Speed of light in medium 1
V2 = Speed of light in medium 2
Snell's law can be written as,
Sin i n2 V1
= =
Sin r n1 V2
9
PROBLEMS:
Ex:1- Light travels from a medium of refractive index 1.6 at an angle of incidence 30 o
into another medium, making an angle of refraction 45°. Find the refractive index
of second medium?
Sol: n1 = 1.6
Angle of incidence (i) = 30o
Angle of refraction (r) = 45o
n2 = ?
n1 Sin i = n2 Sin r
1.6 X Sin300. = n2 X Sin 450
1.6 x ½ = n2 x 1/√2
n2 = 1.3856
Ex:2- Light travels from medium A at angle of incidence 420 to medium B,

making an angle of refraction 360. Which is denser medium?
Sol: Medium B in denser medium, as the angle of refraction is less than angle of incidence.
10
SELF ASSESSMENT
1. Light travels from one medium at an angle of incidence 45° to another medium making
an angle of refraction 30°, the ratio of refractive indices half to media is, [ ]
A)1:√2. B) √2 : 1 C) 1 : 2 D) 2 : 1
2. In snell’s law, the ratio of refractive indices of two media is n1:n2 is 2:1 and
the angle of incidence is 30o . Find the angle of refraction?
A) 300. B) 450 C) 600 D). 900 [ ]
3. Identify the relation between n1, n2 , i and r

A) n1/ n2 = Sin i.Sin r
B) n1/ n2 = Sin i / Sin r
C) n1. n2 = Sin i. Sin r
D) n1/ n2 = Sin r / Sin i
11
CLASS: X MEDIUM : ENGLISH SUBJECT : Physical Science
CHAPTER :
TOPIC / CONCEPT : TOTAL INTERNAL REFLECTION, MIRAGES WORKSHEET NO : 04
LEARNING OUTCOMES
➢ Explains total internal reflection in own words.
➢ Cites examples of daily life applications of total internal reflection.
➢ Gives reason for Total internal reflection.
➢ Explains the applications of total internal reflection.
➢ Draws figures to describe total internal reflection.
Let us perform an activity to understand TOTAL INTERNAL REFLECTION.
ACTIVITY
* Fix a white drawing sheet on a drawing board.
* Draw a line MM in the middle of the paper using a pencil.
* Place a semi-circular glass slab in such a way that its diameter coincides
with the line MM.
* Coincide the center of semi circular slab with the center of line MM.
* Draw a normal NN at this point.
* MM separates the two media, with glass on one side and air on other side.
* Now using LASER, send a light ray from the circular side of semi-circular glass slab.
* This means we are sending a light ray from denser medium (Glass) to
a rarer medium (Air).
12
* Starting from 00 angle of incidence, gradually increase the angle of incidence
and observe the refracted light ray in each case.
* You will observe that, as the angle of incidence increases, the refracted light
rays deflects away from the NORMAL respectively.
* At a particular angle of incidence, the refracted light ray grazes the line MM
separating AIR-GLASS media. This angle of incidence is called critical angle ( C )
NGL E (C)
CRITICAL A
* The angle of incidence, at which the light ray traveling from denser medium to
rarer medium grazes the interface separating the two media, is called critical
angle for those media.
* In the above activity, if you send a light ray with an angle of incidence greater than
the critical angle, you will observe the refracted light ray is not seen in air, but
reflects back into the denser medium (Glass). This phenomenon is known as
TOTAL INTERNAL REFLECTION.
13
AL RE FL E C TION
RN
TOTAL INTE
* When light travels from denser medium to rarer medium at an angle of incidence
greater than critical angle, the light ray is reflected into the denser medium at
the interface. i.e., light never enters the rarer medium.
This phenomenon is called TOTAL INTERNAL REFLECTION.
MIRAGES
* Mirage is an optical illusion.
* During a hot summer day, it appears that water has collected on the road surface
at a distant place but when we get there, we don’t find any water.
This is called MIRAGE.
* Let us find the reason for the formation of Mirages.
* Mirages are very good example to understand that “ Refractive index of the material
does not remain constant throughout the medium. It depends on density”.
14
* During a hot summer day, air just above the road surface is very hot and
the air at higher altitudes is cool.
* Hot air is less dense than cool air.
* So the hot air just above the road surface behaves as rarer medium and
the cool air at higher altitudes behaves as denser medium.
* As we know that refractive index of air increases with density. So, the cooler
air at the top has greater refractive index than hotter air just above the road.
TEMPERATURE DIFFERENCES IN LAYERS OF AIR
ROAD
EXAMPLE: When the light from a tall object such as tree passes through cooler air to
Hotter Air just above the ground, it means light is traveling from denser medium to
rarer medium and as the refractive index decreases towards ground, the light rays
Suffer refraction and takes a curved path because of Total internal reflection.
15
Hence we feel the illusion of image of tree and water being present on the
road which is the virtual image of the Sky ( Mirage ) and inverted image of tree
on the road.
Applications of Total internal reflection
1. Brilliance of DIAMONDS
* The critical angle of a Diamond is very low ( 24.40 ). So, if a light ray enters a
Diamond it is very likely to undergo total internal reflection which makes
the Diamond shine.
2. OPTICAL FIBRES:
* An optical fibre is very thin fibre made of glass or plastic having radius about
a micrometer ( 10-6 m). Because of the small radius of the fibre, light going
into it makes a nearly glancing incidence on the wall. The angle of incidence
is greater than the critical angle and hence total internal reflection takes
place. The light is thus transmitted along the fibre.
A bunch of such optical fibres form a light pipe.
16
* All organs of the human body cannot be seen by the naked eye of the doctor.
Example: Intestines.
* The doctor inserts an optical fiber pipe into the stomach through the mouth.
* Light is sent down through one set of fibres in the pipe.
* This illuminates the inside of the stomach.
* The light from the inside travels back through another set of fibres in the pipe
and the viewer gets the image at the outer end ( generally fed to the
computer screen)
* Communication signals can be transmitted through light pipes.
* For example, about 2000 telephone signals, appropriately mixed with light waves,
can be simultaneously transmitted through an optical fibre.
* The clarity of signals transmitted in this way is much better than other
conventional methods.
17
SELF ASSESSMENT
1. In the adjacent figure, what is the value of

angle of refraction.
A) 40o B) 200 C) 300 D) 900 [ ]
2. From the below mentioned options, choose the situation

Where total internal reflection may takes place. [ ]
A) When light travels from denser medium to rarer medium.
B) When light travels from rarer medium to denser medium.
C) When light is traveling in rarer medium.
D) A and B.
3. Light is traveling from denser medium to rarer medium. The angles of incidence and
Corresponding angles of refraction are given in the table below. Identify critical angle,
And Angle of refraction. [ ]
A) 0o , 00 B) 200, 350 C) 450, 900 D) . 100 ,150
4. Choose the correct answer by matching. [ ]

1. Refraction of light A) Brilliance of Diamond.
2. Total internal reflection B) The coin appears to be raised from the bottom,
in a beaker full of water.
A) 1-A and 2-B B) 1-B and 2-A

C) Both A and B D) 1-A and 2-A
18
Class : X Medium : ENGLISH Subject : PHYSICAL SCIENCE
CHAPTER : Atoms and molecules and chemical reactions
Topic/Concept : Atoms, Molecules & Law of Conservation of Mass Worksheet no.: 5
KEY WORDS: Atoms – Molecules – Elements – law of conservation of mass.
LEARNING OUTCOMES:
Students explain the law of conservation of mass in their own words.
Students could state the differences between atoms and molecules.
Students identify the elements with their symbols.
IMPORTANT COMCEPTS
Law of conservation of mass: Lavoisier proposed the Law of conservation of mass

which states that:
“Matter is neither created nor destroyed during a chemical reaction.” (Or)
“The total mass of the products formed in a chemical reaction is exactly equal to the mass
of the reactants.”
THINK AND DISCUSS

Recall the burning of magnesium ribbon in air. Do you think mass is conserved
during this reaction? Discuss with your friends.
Atoms and molecules
Atoms:
 Very often we might have heard that atoms are the building blocks of all
matter. It means that matter is composed of tiny particles known as atoms.
 A substance that contains only one type of atoms is called an element. In

elements the smallest particle may be an atom or a molecule.
Page 1 of 3
19
 Eg. There are many elements whose smallest particle is an atom like Iron,
copper, zinc etc.
Molecule:
A molecule can be defined as the smallest particle of a substance Elements or Molecules)

that has independent existence and retains all the properties of that substance.
Eg. Molecules of oxygen and nitrogen contain the particles which are a combination of
identical atoms.
Why do we name elements?
It would be a problem if we call an element with different names in different languages. So,
to overcome this problem and to avoid confusion of different people of different countries
elements are given names.
Note: To know how elements like hydrogen and oxygen have got their names, please
read the section “ Do you know?” in text book page no 106.
ACTIVITY-1: Write few more such examples.
Symbols of elements:
You must have realized that chemistry involves a lot of reactions. It will be a waste of time
to write the full name of the elements and compounds every time to describe a reaction. To
overcome this difficulty John Berzelius used a symbol to represent elements. He suggested
that initial letter of an element from its name in English written in capitals should be the
symbol of that element.
ACTIVITY-2:
Name of the
Hydrogen Oxygen Calcium
Element
SYMBOL of the
H O Ca
element
Observe the above table showing the symbols of elements. In the same complete this table
for the first 30 elements by discussing with your friends. You can refer class-10 Physical
Science text book or use internet to know the symbols of first 30 elements.
Page 2 of 3
20
ACTIVITY -3
ELEMENT LATIN NAME SYMBOL

Sodium Natrium Na
Gold Aurum Au
Silver
Tungsten
Iron
Observe the adjacent table showing the Latin names and symbols derived from
their Latin names. Complete the table and also write the Latin names.
SELF ASSESSMENT SHEET
1. Which of the following element has a Latin name? ( )
A) Calcium B) Potassium C) Carbon D) Argon
2. The scientist who proposed law of conservation of mass is. ( )
A) Lavoisier B) Dalton C) John Berzelius D) Rutherford
3. Match the following
ELEMENT LATIN NAME
Gold ( ) Ferrum
Lead ( ) Plumbum
Iron ( ) Natrium
Sodium ( ) Aurum
A) 1-D, 2-B, 3-C, 4-C B) 1-B, 2-C, 3-A, 4-D
C) 1-D, 2-C, 3-S, 4-D D) 1-D, 2-B, 3-A, 4-C
Click here for more information
Click here for more information on Wikipedia
Page 3 of 3
21
Topic/Concept : Atomicity, Valency & Ions Worksheet no.: 6
KEY WORDS: Atomcity – Valency – Ion - Anion - Cation
LEARNING OUTCOMES:
Students states the atomicity of molecules using their given formulae.
Gives examples for valency of elements.
Gives examples for ions.
IMPORTANT COMCEPTS
Elements with more than one atom in their molecules

We have learnt that several elements have more than one atom in their smallest constituent
particles.
Eg. A molecule of oxygen has two atoms. We represent it using a formula O 2.
You might have heard about Ozone gas. It is found in large quantities in the upper layers of
the earth`s atmosphere. It protects us from the harmful ultra violet rays of the sun. Every
molecule of ozone has three atoms of oxygen and its formula is O 3.
Atomicity
The number of atoms constituting a molecule of an element is known as its atomicity.
Examples: Molecule of hydrogen consists of two atoms of hydrogen. So the atomicity of
hydrogen is 2 and hydrogen molecule is known as diatomic molecule. Helium, Neon and
Argon exist as single atom, so their atomicity is 1 and hence they are known as monoatomic.
ACTIVITY-1:
Element Argon Hydrogen Phosphorus Sulphur

Formula Ar H2 P4 S8
Atomicity 1 2 4 8
Page22
1 of 3
Observe the above table showing the atomicity of few elements. Write the formula and
atomicity of some more elements by discussing with your friends.
Valency
The combining capacity of atoms of an element is called valency. Every element reacts with
other element according to its combining capacity.
ACTIVITY – 2: Valencies of some elements
Observe the following table.
Element Helium Hydrogen Oxygen Nitrogen carbon
Valency 0 1 2 3 4
Write the valencies of some more elements in the form of a table. You can discuss with your
friends or use internet to find the valencies of elements.
What is an ion?
Compounds formed by metals and non-metals contain charged species. These charged
species are known as ions. An ion has either a positive charge or a negative charge. A
negatively charged ion is called anion and a positively charged ion is called is called cation.
Ions may be a charged independent atoms or a group of atoms (polyatomic) that have a net
charge on them.
List of some common, simple and polyatomic ions.
Net Charge Cation Symbol Anion Symbol
Hydrogen H+ Hydride H-
1 unit
Sodium Na+ Chloride Cl-
Magnesium Mg+2 Oxide O-2
2 units
Zinc Zn+2 Sulphide S-2
Calcium Ca+2 Sulphate SO4-2
3 units Aluminium Al+3 Nitride N -3

Page23
2 of 3
NOTE: Please refer to Table-7 in Page no-110 of class-9 Physical Science Text book to find
some examples of ions.
SELF ASSESSMENT SHEET
1. Which of the following has an atomicity of 8? ( )
A) Phosphorus B) Oxygen C) Sulphur D) Ozone
2. Which of the following element has a valency of 0? ( )
A) Helium B) Oxygen C) Carbon D) Fluorine
1. Argon ( ) A) Tetravalent
2. Phosphorus ( ) B) Triatomic
3. Ozone ( ) C) Diatomic
D) Mono atomic
4. Nitrogen ( )
valent
A) 1-D, 2-B, 3-C, 4-A B) 1-D, 2-A, 3-B, 4-C
C) 1-D, 2-C, 3-B, 4-D D) 1-D, 2-B, 3-A, 4-C
Page24
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Topic/Concept : Atomic Mass, Molecules & Chemical Formulae Worksheet no.: 7
Learning Outcomes:
Express the atomic mass of elements by comparing them with the
atomic mass of carbon.
Explain the process of formation of molecules.
Could write the formulae of compounds using criss-cross method.
Important Concepts
► Atomic Mass unit: The atomic mass unit is a unit of mass used to express
atomic and molecular masses and is equal to 1/12 th of the mass of one carbon-
12 atom.
► Atomic Mass: The number of times an atom of a given element is heavier than
1/12th of atomic mass of carbon-12 atom is called its atomic mass.
Examples: 1) Atomic mass of Hydrogen(H) is 1/12 times of mass of carbon-12. So
atomic mass of Hydrogen is 1u.
2) Atomic mass of sodium (Na) is 23 times to the mass of 1/12 th of carbon-
12 atom (It means 23/12 times to the mass of C-12 atom). So the atomic mass of
sodium (Na) is 23u.
Atomic masses of few elements:
Element Atomic Mass (in u) Element Atomic Mass (in u)
Hydrogen 1 Aluminium 27
Carbon 12 Phosphorus 31
Nitrogen 14 Sulphur 32
Oxygen 16 Chlorine 35.5
Sodium 23 Potassium 39
Magnesium 24 Calcium 40
Page 1 of 4
25
Atomic mass of an element is a ratio of two atomic masses and has no units. It
is expressed as atomic mass unit (amu) or as unified mass (u).
► Molecules of Compounds: A molecule may contain one or more atoms. A

molecule may be formed by the combination of atoms of either same element or
different elements.
Examples: 1) A molecule of chlorine is formed by the combination of two atoms of
chlorine.
2) A molecule of water is formed by the combination of two atoms of
Hydrogen and one atom of Oxygen.
► Formula: A formula is a symbolic representation of actual number of atoms of
different number of elements present in a molecule of a compound.
Examples: 1) A molecule of sodium chloride is formed by a combination of one atom of
sodium(Na) and one atom of chlorine(Cl), so the formula of sodium chloride is NaCl.
The number of atoms that combine to form a molecule is written on the
right side of the symbol of that element as subscript.
2) Two atoms of hydrogen and one atom of oxygen combine to form one
molecule of Water, so the formula of water is H 2O.
? How can we write the formulae of compounds easily?

► Writing the formula of compounds using criss-cross method.
We can write the formulae of compounds easily using criss-cross method. To write the
formula of a compound using criss-cross method, we need to follow the following steps. To
understand these steps, let us take Sodium Carbonate as an example. The following steps
should be taken while writing the chemical formula of Sodium Carbonate.
1. Write the symbols of each atom or group of atoms side by side, usually the cation first
and anion next - Na CO3
2. Write the valency of each atom or group of atoms on the top of its symbol as
Na1 (CO3)2
3. Divide the valency numbers by their highest common factor (if any) to get the simple ratio.
Na1 (CO )2
3
4. Inter change the valency and write the numbers as the subscript to right side of the
constituents as their subscripts.
3 Na2 (CO3)1
5. If any constituent (either an atom or a group of atoms) acquires the number 1,
ignore it while writing the formula.
6. If a group of atoms (radicals) acquires a number greater than 1, that group of
atoms should be enclosed in brackets and that number is written as the subscript
after the brackets. Na 2 CO3
Hence the formula for the sodium carbonate is Na 2CO3.
Example-1) Writing the formula of magnesium oxide.
Mg2 O2
Page 2 of 4
26
Mg2 O2 Mg2O2 Mg1O1
Hence the formula of Magnesium Oxide is MgO
Example-2) Writing the formula of Ammonium Sulphate.
(NH4)1 (SO4)2
(NH4)2 (SO4)1
(NH4)2 (SO4)1
(NH4)2SO4
Hence the formula of Ammonium Sulphate is (NH4)2SO4
Compound Formula
Sodium bicarbonate NaHCO3

Sodium hydroxide NaOH
Copper Sulphate CuSO4
Silver Nitrate AgNO3

Hydrochloric Acid HCl
Sulphuric Acid H2SO4
Nitric Acid HNO3
Ammonium Chloride NH4Cl

Potassium Dichromate K2Cr2O7
Potassium Permanganate KMnO4
Write the formulae of Magnesium chloride and Calcium Oxide using the criss-cross method.
Write the formulae of the following compounds given in the adjacent table using criss-cross
method.
Page 3 of 4
27
ASSESSMENT
1) Atomic mass of Aluminium(Al) is 27u. It is ________ times to atomic mass of carbon-

12 atom.
2) Given: Cations are Ca2 and Cu2; Anions are O2 and (NO3)1; The incorrect formula
formed by above ions is… ( )
A) CaO B) Ca(NO3)2 C) CuO2 D) CuNO3
3) Units of atomic mass is.. ( )
A) Milligrams B) grams C) kilograms D) no units
4) The formula of a compound is P 2Q, the valency of P is _________.
5. Match the following.
Name of the Compound Formula

A) Aluminium Chloride ( ) 1) Na2SO4
B) Sodium Sulphate ( ) 2) AlCl3
C) Iron Oxide ( ) 3) Fe2O3
A) a – 1, b – 2 , c – 3 B) a – 2, b – 1 , c – 3
C) a – 3, b – 1 , c – 2 D) a – 2, b – 3 , c – 1
Page 4 of 4
28

Topic/Concept : Molecular Mass, Formula Unit Mass & Molar Mass Worksheet no.: 8
LEARNING OUTCOMES
Calculate the molecular masses of compounds.
Differentiate between molecular mass and formula unit mass.
On the basis of mole concept, they calculate the molar mass and the number
of molecules present in them.
IMPORTANT CONCEPTS
Molecular mass: The molecular mass of a substance is the sum of the atomic
masses of all the atoms in a molecule of the substance.
Just as the atomic mass, molecular mass also has no units. It is also expressed
in atomic mass units (amu) or expressed in unified mass (u).
Examples: 1) Let us calculate the molecular mass of H2SO4.
Solution: Molecular mass of H2SO4 = 2 (atomic mass of hydrogen) +

1 (atomic mass of sulphur) + 4 (atomic mass of oxygen)
= 2(1u) + 1(32u) + 4(16u)
= 24u + 32u + 64u = 98u
2) Let us calculate the molecular mass of Ca(OH)2.
Solution: Molecular mass of Ca(OH)2 = 1 (atomic mass of calcium) +

2 [ 1(atomic mass of oxygen) + 1(atomic mass of hydrogen)]
= 1(40u) + 2[1(16u) + 1(1u) ]
= 40u + 2[16u +1u ] = 40u + 2(17u)
= 40u + 34u = 74u.
Page29
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ACTIVITY-1
Calculate the molecular masses of the following:
MgCl2 (Mg=24u; Cl=35.5u)
NaHCO3 (Na=23u; H=1u; C=12u; O=16u)
Formula unit mass:
The sum of masses of all the atoms or ions present in a formula unit of a molecule is
called formula unit mass of that molecule.
NOTE: Formula unit mass is used for the substances whose constituents
particles are ions only.
Examples: 1) Sodium Chloride has a formula unit NaCl. The ions present in it are
sodium ion and chloride ion. The formula unit mass of NaCl is =
1 x 23u + 1 x 35.5u = 58.5u
2) Aluminium chloride has a formula unit AlCl3. The ions present in it are
aluminium ion and chloride ion. The formula unit mass of AlCl 3 is
= 27u + 3(35.5u) = 27u + 106.5u = 133.5u.
ACTIVITY-2
Calculate the formula unit mass of the following:
1) CaO 2) Al2O3 3) Na2O
Mole concept:
Mole: A mole of substance may be a heap of atoms or molecules. It is a used to

count very large number of particles. One mole of a substance is the amount of the
substance which contains as many particles (atoms, molecules, ions….etc.) or entities
that are equal to the number of atoms present in 12 grams of 12C6 isotope.
NOTE: The number of particles (atoms or molecules or ions) present in

one mole of any substance has a fixed value. It is equal to 6.022 x 10 23.
This number was discovered by Italian scientist Amedeo Avogadro and
hence this number is called Avogadro constant (NA).
Page30
2 of 4
Examples: 1) Molecular mas of water is 18u and atomic mass of carbon is 12u. The
number of molecules present in 18grams of water is equal to the number of atoms
present in 12gram of water and that number is equal to 6.022 x 10 23.
2) Atomic mass of oxygen is 16u, molecular mass of oxygen is 32u. The

number of atoms present in 16g of 0xygen atoms is equal to the number of molecules
present in 32grams of oxygen molecules and that number is equal to 6.022 x 10 23.
Molar mass: The mass of one mole of a substance expressed in grams is called its
molar mass.
NOTE: 1) Atomic mass/molecular mass/formula unit mass is expressed in unified

mass (u). If the same value of mass is expressed in grams, it is called molar mass.
2) The molecular mass and molecular mass are numerically equal but molar
mass gram as unit and molecular mass has unified mass units.
Examples: 1) Molecular mass of a water molecule is 18u, so its molar mass is 18

grams. It has 6.022 x 1023 molecules.
2) Molecular mass of calcium hydroxide [Ca(OH)2] is 74u, so its molar

mass is 74grams. It contains 6.022 x 1023 molecules.
Refer to the following diagram to understand the concept of mole.
Page31
3 of 4
ASSESSMENT SHEET
1) Number of atoms present in 4 grams of hydrogen …… ( )
A) 6.022 x 1023 B) 2 x 6.022 x 1023
C) 3 x 6.022 x 1023 D) 4 x 6.022 x 1023
2) The correct statement in the following. ( )
I) The number of particles present in 23 grams of sodium is 6.02 2 x 1023.
II) The number of molecules present in 1 mole of sodium chloride is 6.22 x 1023.
A) only I B) Only II C) Only I & II D) None of I and II
3) Molecular mass of 2 moles of CaO is… ( )
A) 56u B) 112u C) 6.022 x 1023 D) 2 x 6.022 x 1023
4) Number of moles present in oxygen which has molecules equal to the number of
atoms present in a molar mass of 32 grams of sulphur is… ( )
A) 0.5 mole B) 1 mole C) 2 moles D) 32 moles
Page32
4 of 4
CLASS: X MEDIUM : ENGLISH SUBJECT : PHY.SCI.
TOPIC / CONCEPT : TYPES OF CHEMICAL REACTIONS WORKSHEET NO : 09
Learning outcomes
 Children can explain different types of chemical reactions.
 Children can explain the type of reactions occur in daily life activities.
 Children can explain the the exothermic and endothermic reactions.
***
Introduction
➢ In physical change the substance will not change,
➢ where are used in chemical change the substance will change and forms new substance.
➢ The substances which undergo chemical change in the reaction are called reactants and
new substances are called products.
➢ The substances which undergo chemical change in the reaction are called reactants and
new substances are called products.
Latest observe some of the chemical reactions..
33
Chemical combination
* A reaction in which single product is formed from two or three
reactants is known as chemical combination reaction..
Example:- 1) Coal + Oxygen Carbon dioxide.

C + O2 CO2
(S) (g) (g)
Example:- 2) Quicklime + Water Slaked lime.

CaO + H2O Ca(OH)2
(S) (l) (A.S)
Decomposition reaction
* If a single substance decomposes to give two or more substance
it is called decomposition reaction.
* We can also divide decomposition reaction into various types
based on the nature of reaction.
A. Thermal decomposition :
Decomposition reaction
* When a decomposition is carried out by heating is called thermal decomposition.

heat
Example:-1) Limestone Quicklime + Carbon dioxide
CaCO3 CaO + CO2

( s) (s) (g)
Heat
Example:-2) Lead nitrate Lead oxide + Nitrogen dioxide + Oxygen
2Pb(NO3)2 2PbO + 4NO2 + O2
(S) (S) (g) (g)
34
B. Electrolytic decomposition reaction:
When a decomposition is carried out by passing electricity is called electrolytic
decomposition reaction.
electrolysis
Example:- Water Oxygen + Hydrogen
electrolysis
2H2O 2H2 + O2
(l) (g) (g)
C. Photo chemical reaction :
When the decomposition is carried out in presence of

sunlight is called photo chemical reaction.
sunlight
Example:- Silver bromide Silver + Bromine
sunlight
2AgBr 2Ag + Br2
(s) (s) (g)
35
Chemical displacement
In displacement reaction, one element displaces another element from its compound.
Example:-1) Zinc + Hydrochloric acid Zinc chloride + Hydrogen
Zn + HCl ZnCl2 + H2
(s) (Aq.s) (Aq.s) (g)
Example:-2) Iron + Copper sulphate Iron sulphate + Copper
Fe + CuSO4 FeSO4 + Cu
(s) (Aq.s) (Aq.s) (s)
Double displacement reaction
If two reactants exchange their constituents chemically and form two products
is called double displacement reaction.
Example:-1) Sodium sulphate + Barium chloride Barium sulphate + Sodium chloride

Na2SO4 + BaCl2 BaSO4 + 2NaCl
(Aq.S) (Aq.S) (S) (Aq.S)
2) Sodium chloride + Silver nitrate Silver chloride + Sodium Nitrate

NaCl + AgNO3 AgCl + NaNO3
(Aq.S) (Aq.S) (S) (Aq.S)
36
Let us observe the chemical reactions regarding heat
A. Exothermic Reaction:-
If heat is liberated in a reaction it is called as exothermic reaction.
Example:- Quicklime + Water Slaked lime + Heat
B. Endothermic reaction:-
If it is obserbed in a reaction, it is called as endothermic reactions.
Heat
Example:- Limestone sheet quicklime + carbon dioxide
SELF ASSESSMENT
1) Limestone on heating will decomposes quicklime and carbon dioxide is the example for
A) Endothermic reaction. B) Chemical displacement [ ]
C) Chemical decomposition D) A & C
2) Observe the following information and find the right one. [ ]
1) Quicklime + Water Slaked lime + Heat A) chemical displacement

Sunlight
2) Silver bromide Silver + Bromine B) Chemical Combination +
Exothermic reaction
3) Iron + Copper Sulphate Iron sulphate + Copper C) Photochemical +
Endothermic reaction
A) 1 – B , 2 – C , 3 – A . B) 1– C,2 –B ,3–A.
C) 1 – C , 2 – A , 3 – B . D) 1 – A , 2 – B , 3 – C.
3) Copper Oxide + Hydrogen Copper + Water the above equation is example for [ ]
A) chemical combination reaction B) chemical decomposition reaction

C) double displacement reaction D) chemical displacement reaction
37
CLASS: X MEDIUM :ENGLISH SUBJECT : Physical Sciences
TOPIC / CONCEPT : Oxidation and Reduction WORKSHEET NO : 10
CONCEPTS :
1. Oxidation
2. Reduction
3. Effects of Oxidation in our Daily life
LEARNING OUTCOMES :
 Children can Explain Oxidation and Reduction
 Children can give reasons for Corrosion of Metals
 They can explain Prevention methods for Corrosion on metals.
 Children can explain about the measures to prevent rancidity on food items, facts,
Pickles.
BRIEF SUMMARY :
Let us Observe the types of reactions in different way
* Oxidation : oxidation is gain of Oxygen or loss of Hydrogen.
Ex: i. Copper + Oxygen → Copper Oxide
ii. Iron + Oxygen → Iron Oxide (Ferric Oxide)
* Reduction : Loss of Oxygen or gain of Hydrogen is Reduction
Heat
Ex: Copper Oxide + Hydrogen → Copper + Water
* Oxidation : Reduction Reactions (or) Redox Reactions : In a reaction if one reactant gets
oxidizes , the other get reduced. Then it is known as Redox Reactions.
Ex: Iron Oxide + Coal → Iron + Carbondioxide
Lead Oxide + Coal → Lead + Carbondioxid
38
Effects of Oxidation in our daily life
If any substance is oxidized, then it loses shining. It is known as Corrosion
1. Rusting of Iron , or Corrosion of Iron leads to damage.

Ex: Iron + Oxygen → Iron Oxide (Rust)
2. Copper + Oxygen → Copper Oxide
Green coating will occur on Copper in this reaction.
3. Silver + Hydrogen Sulphide + Oxygen → Silver Sulphide + Water
Corrosion causes damage to vehicle parts, Bridges, Iron railings, Ships etc..
To Prevent Corrosion
1. By Painting on the metal surface

2. Oiling or greasing or Applying Chromium Oxide on the metal.
3. Alloying will prevent the Corrosion.
Ex:
 Galvanizing is the method of protecting Iron ore from rusting by coating them a thin layer
of Zinc.
 A Metallic substance made by mixing and fusing two or more metals or metals and a non-
metal is called Alloying.
 Ex: Brass, Bronze and Steel.
Some more effects of Oxidation on everyday life
1. Burning of wood involves release of Carbon dioxide,

Water vapor along with huge amount of heat.
2. Rising of Dough with Yeast depends on Oxidation of
Sugars to Carbon dioxide and Water.
3. Bleaching of colored objects using moist Chlorine.
4. Some times power supply to our home from the electric
pole will be interrupted due to formation of metal oxide
layer on the electric pole.
5. When fats and oils are Oxidized, they become Rancid.
Their smell and taste will changes.
39
Prevention Methods:
Spoilage of Food can be prevented by adding preservatives like

Vitamin-C and Vitamin-E.
Antioxidants are added to food to prevent Oxidation. Keeping in

tight container will also prevent from oxidizing.
SELF ASSESSMENT :
1. Copper Oxide + Hydrogen → Copper + Water

Heat
is the Example for the reaction of ( )
A) Chemical Combination B) Chemical Decomposition
C) Redox reaction D) Exothermic Reaction
2. The process of Coating Zinc on Iron is called ( )
A) Galvanizing B) Alloying C) Oxidation D) Reduction
Heat
1) Copper + Hydrogen → Copper Oxide A) Reduction
Heat
2) Copper Oxide + Hydrogen → Copper + Water B) Oxidation
Heat
3) Lead Oxide + Carbon → Lead + Carbon Dioxide C) Redox Reaction
A) 1-B, 2-A, 3-C B) 1-A, 2-B, 3-C C) 1-C, 2-D, 3-A D) 1-C, 2-A, 3-B
40
CLASS: X MEDIUM : ENGLISH
SUBJECT : PHY.SCI.
TOPIC / CONCEPT : Sub – Atomic Particles WORKSHEET NO : 11
Learning outcomes:
1) Students can explain the properties of sub-atomic particles.
2) Students can compare the properties of sub-atomic particles.
3) Students can differentiate sub-atomic particles w.r.t their size, charge and mass.
4) Students can develop their own brain mappings of size and existence.
Introduction:
 John Dalton was the first western scientist to propose a theory on atom.
 According to Dalton, atom is the smallest and indivisible particle of matter.
 Later on, Michael Faraday, through his electrolysis experiments, observed that atoms may not
be neutral every time.
 This observation created a platform to discuss the idea of a charged particle.
 The existence of charged particle led to the discovery of tiny particles.
Sub-atomic particles:
 The tiny particles which constitute an atom are generally known as
sub-atomic particles.
 The atoms, because of their neutrality, were expected to have at least two types of particles.
 Positively charged particle.
 Negatively charged particle.
 The atoms, because of their mass, were expected to have one more particle.
 Particle without charge.
41
Size comparison of sub-atomic particles
1/3
Electron:
1/3
 J.J. Thomson, a British physicist, proposed the
existence of negatively charged particle in an atom.
 This particle is called as electron.
 It is denoted by e-.
 It has very small and negligible mass.
 Mass of electron = 9.0 x 10-28 gm.
 Its charge is considered as -1.
 The absolute charge on electron is -1.6 x 10 -19 coulomb.
Proton:
 Eugen Goldstein, a German physicist, discovered proton.
 Another particle which balances the charge of an
atom by existing in equal numbers to that of electrons is called
proton.
 It is denoted by p+.
 Proton is 1836 times larger than electron.
 Its mass is 1.6 x 10-24 gm.
 Its charge is considered as +1.
 The absolute charge on proton is 1.6 x 10-19 coulomb.
Neutron:
 James Chadwick discovered third sub-atomic
particle which is electrically neutral.
 This particle is known as neutron.
 It is denoted by n0.
 It contributes to the mass of atom.
 Its mass is almost equal to that of proton.
42
2/3
SELF ASSESSMENT
I) Multiple choice questions.
1) Notation of neutron ( )
a) e- b) no c) n+ d) p+
2) Absolute charge on proton ( )
a) 9 x 10-22 C b) 0 c) 1.6 x 10-19 C d) -1.6 x 10-19 C
3) The largest sub-atomic particle ( )
a) atom b) electron c) neutron d) proton
3/3
43
CLASS: X MEDIUM :ENGLIH SUBJECT :Physical sciences
CHAPTER : What is inside atom
TOPIC / CONCEPT : Thomson’s model of the atom WORKSHEET NO : 12
Name of the pre-concept identified:

Thomson’s model of the atom
Learning outcomes:
1) Students can explain atomic model proposed by J.J. Thomson.

2) Students can communicate their conceptual understanding of this model
through a neat drawing.
Introduction:
 J.J. Thomson proposed this model just after he had invented

electron.
 He had an idea that there should be positive charge in atom to
balance it.
 So he thought of positive charge evenly spread throughout the atom.
 He viewed the atom as pudding in which plums (dry grapes) spread.
 So it is popularly known as “plum pudding model”.
Thomson’s actual view:

 The atoms of the elements consist of a number of negatively
electrified corpuscles (electrons) enclosed in a sphere of uniform
positive electrification.
 The positive electrification may be like a cloud.
44
Thomson’s Model of the atom:
According to him,
 The atom is like a sphere of uniform positive charge and electrons
are embedded in it.
 The total mass of the atom is considered to be distributed uniformly
throughout atom.
 The negative and positive charges are supposed to be balanced out
and the atom is electrically neutral as an entity.
Little more about model:
 Watermelon is frequently taken as an example to visualize this atomic model.

 The positive charge is spread throughout atom
as if red pulp is in watermelon.
 The electrons evenly distributed in positive charge as if black seeds in red pulp.
What happened later?
 Ernest Rutherford, a student of Thomson, carried out a series of experiments to ratify the
proposals of his guru.
 Alpha scattering experiment was one important among them.
 The results of this experiment were not in favor of Thomson’s
model.
 It proved that positive charge is concentrated at the center of
atom.
 Thomson’s model was needed to be modified
45
SELF ASSESSMENT
Multiple choice questions

1. The shape of the atom according to Thomson [ ]
a) cube b) circle c) sphere d) oval
2. The charge said to be spread evenly in atom [ ]
a) positive b) negative c) unknown d) both
46
CLASS: X MEDIUM :ENGLISH SUBJECT :Physical sciences

TOPIC / CONCEPT :Rutherford nuclear model of an atom WORKSHEET NO : 13
Name of the pre concepts identified:

1) Rutherford’s alpha particles scattering experiment.
2) Rutherford’s nuclear model of an atom.
Learning outcomes:
1) Students can explain process of Rutherford’s alpha scattering experiment.

2) Students can explain Rutherford’s nuclear model of an atom.
3) Students can give reasons why do particles deflect in different angles.
4) Students can communicate their conceptual understanding of this model
through a neat diagram.
Introduction:
 Ernest Rutherford, a physicist from New Zealand, did some

experiments using gold foil and alpha particle.
 Alpha particles are positively charged particles.
 He observed, during experiment, that some modifications
are required to the Thomson’s model of an atom.
 Hence he had put forward an atomic model called as
“Nuclear model of an atom”.
 It is popularly known as planetary model.
47
Rutherford’s alpha scattering experiment:
 Rutherford did this experiment to ratify Thomson’s model.

 He used alpha particles to strike the thin gold foil to detect whether positive
charge is spread evenly throughout the atom.
 The experimental set up is as follows…
 There is a source of alpha particles.
 An alpha particle consists of two protons
and two neutrons.
 These particles are positively charged and
fast moving.
 These particles have considerable amount of energy.
 These are directed towards a very thin gold foil.
 Gold foil is placed inside a detector.
 The detector would show a flash of light when an alpha particle is struck.
 The entire arrangement is kept in a vaccum chamber.
Rutherford’s experiment- Observations and conclusions:

1/3
Observations are…
 Most of the particles passed through the gold foil
(gold atoms) without any deflection.
 Some of them deflected in small angles.
 Few of them deflected in large angles.
 Very few, one in every 20,000 (on average), of them
reflected back.
Conclusions are…
 Most of the space inside the atom must be empty.
 All positive charge must be concentrated in a very
small space within the atom.
This made a platform for Rutherford to come up with a modified atomic model.
48
Rutherford’s nuclear model of an atom:
 All the positively charged particles in an atom are

together in a small dense center. This part is called the
nucleus of the atom.
 The electrons are not part of nucleus. These electrons
(negatively charged) revolve around the nucleus in
well-defined orbits.
 The size of the nucleus is comparatively very small to
that of the atom.
Limitations of Rutherford’s model:
 An accelerated charged particle (electron) moving in a

circular path would always radiate energy.
 Thus, the revolving electron lose energy continuously and
at one point of time of movement would be directed
towards nucleus and crash into it.
 If it happens atoms would become highly unstable and
matter would not exist.
 But in reality atoms are stable and matter exists.
SELF ASSEESSMENT
I) multiple choice questions

1. Rutherford model is popularly known as [ ] 2/3
a) plum pudding model b) planetary model

c) galaxy model d) water melon model
2. What particles are bombarded on gold foil in Rutherford experiment [ ]
a) alpha particles b) beta particles
c) electron d) gamma particle
3. Number of particles reflected back in Rutherford experiment [ ]
a) 25 in 20,000 b) 1 in 10,000
c) 1 in 20,000 d) 5 in 20,000
49
CLASS: X MEDIUM :ENGLISH SUBJECT :Physical sciences
TOPIC / CONCEPT : Bohr’s Model of Atomic Structure WORKSHEET NO : 14
Identified Key Concepts
* Bohr's Model of the Atom

* Energy Levels
* Shells (K,L,M,N..)
Learning Outcomes :
* Student can Explain the Postulates Of Bohr’s Model of Atom
* Students can Explain what is Energy Levels/Shells
* Student Can Collect More Information Regarding Bohr’s
Atomic Model and can make a Report of it.
* Student can Draw or prepare a Model of Atomic Structure
Introduction:
* A Danish scientist Neils Bohr suggested an atomic

model to explain structure of atom .
* In order to overcome the limitations of Rutherford's

model, in 1913, Neil's Bohr put forward a thought that
electrons can be found only in certain energy levels, or
regions, around the nucleus.
* Electrons must gain energy to move to a higher energy

level or they must lose energy to move to a lower level.
50
Neil's Bohr’s Postulates on Structure of Atom:
1.The electrons revolves round the nucleus in certain, discrete
circular orbits of the atom.
These orbits or shells are called energy levels.
2. While revolving in these discrete orbits the electrons do not
radiate energy and this is the reason why electrons do not fall
into the nucleus.
3. The electron orbits or shells are represented by the letters
K,L,M,N... or the numbers, n=1, 2, 3, ..
Benefit of the Model Limits of Bohr’s

Niels Bohr could successfully Model of Atomic Structure
explain the properties of This model could not predict the
a Hydrogen atom like the Atomic spectra of atoms or ions with
Spectra emitted by Hydrogen Atom More than One Electron
Additional Information :
* In the Same year (1913) A British Scientist Proposed the
empirical concept of Atomic Number. The atomic number or
proton number (symbol Z) of a chemical element is the
number of protons found in the nucleus of every atom of that
element
* Neutron was discovered nearly two decades later Bohr’s

Model. Except hydrogen atom, the atoms of all other elements
contain neutrons in their nuclei.
* For his contributions to atomic structure and quantum

theory, Neil's Bohr received the Nobel Prize in Physics in 1922
51
Self Assessment
1. Choose the correct Sentences given below

i) According to Bohr Model Electrons Revolve around the nucleus in discrete
Circular paths.
ii) The Discrete Circular Paths are called Shells/Energy Levels.
iii) While revolving in these discrete orbits the electrons do radiate energy or
lose Energy
iv) This model Can predict the spectra of atoms or ions with more than one
electron.
A) Only (ii) & (iii) are correc B) Only (ii) and (iv) are correct
C) Only (i) and (ii) are correct D) all the above sentences are correct.
2. In order to overcome the limitations of Rutherford's model, Scientist who

successfully attempted to explain the stationary orbits is.
A) Dalton B) J.J Thomson C) Neils Bohr D) Mosley
3. Match The Following
I) K ( ) 1) 2
ii) L ( ) 2) 3
iii) M ( ) 3) 4
iv) N ( ) 4) 1
52
CLASS: X MEDIUM : ENGLISH SUBJECT : Physical science
TOPIC / CONCEPT : Distribution of electrons in shells WORKSHEET NO : 15
Identified Key Concepts

* Bohr and Bury proposals
* Maximum Electrons in a Shell
Learning Outcomes :
* Student can Explain the Distribution of electrons in different obits (shells)
* Students can Explain Bohr and Bury Proposals for filling up of
Electrons in Different Shells.
* Student Can Collect More Information Regarding the Distribution of
electrons in different obits (shells) and can make a Report of it.
Introduction:
* According to atomic models, electrons move around
the nucleus of atom in various shells. Electrons in
different shells have different energies
* Each shell is represented by a number 'n' which is
known as a shell number or energy level index.
* The shell closest to the nucleus (and has the lowest
energy) is called the K- shell (n = 1), the shell farther
away (and has higher energy than K-shell) is called
the L-shell (n = 2), M-shell (n = 3), etc
53
Bohr and Bury proposed the following rules for electron distribution.:
*Rule-1 : The Maximum number of Electrons present
in a shell is given by the formula 2n 2 , where 'n' is the
shell number or energy level index, Which takes values
1,2,3….
*Rule -2 : Each energy level or electron shell is further

divided into sub shells. The maximum number of electrons
that can be accommodated in each sub shell is 2.
*Rule- 3 : Electrons cannot be filled in a given shell unless

the inner shells are completely filled i.e., shells are filled in
step wise manner.
Let Us Learn it with an Activity
Let us take the example of Sodium where Z=11. Since number of electrons is equal to
number of protons, it has Eleven electrons.
Step1: The K shell can accommodates

maximum 2 electrons so the first 2
electrons fill the shell of n = 1
Step 2 : The other 9 electrons will fill the higher

shell n = 2 and n=3. The maximum Electrons can be
fill in L shell is 8. So Remaining one electron will occupy
n=3. (As shown in the figure
Step 3: Then, the electronic structure for

Sodium atom is 2, 8,1.
54
Self Assessment
1. The maximum number of electrons in a shell that can be filled is

followed by this principle
A) 2n2 B) n2 C) 4n2 D) 2n
2. Identify the Atom given in the adjacent figure and fill in the blanks given
A) Name of the Atom _______________
B) Number of Electrons in it: _________
C) Number Of Protons in it: __________
D) The electronic structure for this atom: ____________
3. The Atom which has the electronic structure as 2,8,2 is

A) Na B) Mg C) Fe D) Ne
55
TOPIC / CONCEPT : VALENCY WORKSHEET NO : 16
LEARNING OUTCOMES
 Explains the concept of valency in own words.

 Writes the valencies of different elements.
 Identifies the relationship between valencies and ions.
 Describes the distribution of electrons in different orbitals.
EN T
NT
CO VALENCY
More than 118 elements are found so far,
These elements combine to form compounds.
Atoms of one element have the capacity to combine with the atoms of
another element to form various compounds.
This combining capacity of an element is called as its Valency.
Valency of an element depends on the number of electrons present in
The outer most shell of an atom.
We can fill 2 electrons in the first shell,
8 electrons in the second shell
And 18 electrons in the third shell.
56
CONTENT
What is ion?
Compounds formed by metals and Non-metals contain charged species.
The charged species are known as ions.
The Donor ions are negatively charged and are called Anions,
The Acceptor ions are positively charged and are called Cations.
Observe the following Examples.
1. In the adjacent figure, observe
Neutral Hydrogen Atom
Protons and electrons.
2. Number of electrons is equal to

Number of protons
3. Hence, Hydrogen atom is Neutral.
4. It is represented by H
1.In the adjacent figure, observe protons and

Electrons Hydrogen ion(Cation)
2. Number of electrons is less than number

of protons
3. Hence Hydrogen atom is Acceptor ion.
4. It is represented by H+1 .
1. In the adjacent figure, observe

Hydrogen ion(Anion)
protons and electrons.
2. Number of electrons is more than
number of protons.
3. Hence, Hydrogen atom is Donor ion.
4. It is represented by H-1.
57
ACTIVITY
MODELING VALENCE ELECTRON
Materials required:
Valence Electron Map (link is geven), Bingo chips or Buttons,
Element card (Prepare 1 to 18 elements on cards with
Name and Atomic Numbers)
Procedure:
* Each student should take one element card.
* Arrange Bingo chips or buttons as shown in valence electron
Map, for the electrons in your element card.
* Now the number of electrons in the outermost shell of your element
Card are the valence electrons of that element.
* Other students should cooperate where necessary when completing
the task.
* Each student should practise by taking a new card.
* Repeat the activity till you get complete understanding of valancy.
Talk about the element which you got and mention

Conclusion:
the number of valence electrons. Call your friends
who got the same number of valence electrons.
Make a tabular column and mention the elements
with same number of valence electrons.
Modeling Valence Electron ELEMENT CARD
Atomic Number : 11
SODIUM
58
ASSESSMENT
1. Which shell electrons are called valence electrons. [ ]

A. First shell B. Last shell C. Middle shell D. 2nd shell
2. Choose the incorrect answer. [ ]

A. If the no. of electrons is more than the no, of protons, then the Atom is Stable(Neutral)
B. If the no. of electrons is more than the no, of protons, then the Atom is Cation..
C. If the no. of electrons is more than the no, of protons, then the Atom is Anion..
D. A and B
1. Nitrogen A. 1
2. Magnesium B. 2
3. Sodium C. 3
4. Carbon D. 4
59
CLASS: X MEDIUM : ENGLISH SUBJECT:Physical sciences
TOPIC / CONCEPT : ATOMIC NUMBER, ATOMIC MASS NUMBER , SYMBOLS OF ELEMENTS
WORKSHEET NO : 17
LEARNING OUTCOMES
 Explains Atomic number, Atomic mass number in own words.

 Writes symbols for different elements.
 Gives relation between Atomic numbers and Atomic mass numbers.
E NT
N T "Atomic Number" is defined as,
CO "Number of protons in the Nucleus of an atom”
OR
"Number of electrons in the Nuetral atom”
It is represented by a letter Z .
This letter ‘Z’ is from a German word “Atomzahl”.
-
60
CONTENT
Consider the three examples above and note the differences between them.
Neutral Helium Atom Helium Cation Helium Anion
* No. of protons in nucleus : 2 * No. of protons in nucleus : 2 * No. of protons in nucleus : 2
* No. of neutrons in nucleus : 2 * No. of neutrons in nucleus : 2 * No. of neutrons in nucleus : 2
* No. of electrons around nucleus : 2 * No. of electrons around nucleus : 1 * No. of electrons around nucleus : 3
In the above examples, The number of protons in the nucleus is same in all cases
Hence, Number of protons is called “ATOMIC NUMBER”.
In neutral Helium atom, we observe the number of protons
is equal to number of electrons
Hence, Atomic number may also be defined as
Number of electrons in the Neutral atom.
Atomic Mass Number
1. The sum of number of protons and number of neutrons present in the nucleus
is called Atomic Mass Number.
2. It is represented by A.
3. Protons and Neutrons together are called Nucleons
4.Observe Atomic Mass Number in the above 3 examples.
Atomic Mass Number = No. of protons + No. of Neutrons
61
SYMBOLS OF ELEMENTS
* Chemistry involves a lot of reactions.
* It will be a waster of time to write the full name of the elements and compounds
every time to describe a reaction.
* To avoid this we use some shortcuts.
* Over a 118 elements have been discovered so far.
* A symbol can have either one or two letters of English.
* The first letter of the symbol is always upper case and the second letter is always
lower case
* The first letter of the name of the element in English becomes the symbol of that
element and is always written as a capital letter (Upper case).
* Certain elements have their symbols based on their LATIN names.
62
ACTIVITY-1
Treasure of Symbols
Materials required:
Download and take a print out of Treasure of symbols paper from the below link.
https://drive.google.com/file/d/14ZR_O6LHmGZZPPIc0tj31n0K2qXmglgr/view?usp=sharing
Procedure:
* Observe carefully Treasure of symbols paper.
* There are some Symbol in the Bank Box.
* Circle the name of the element from the box below, for the symbols.
* Observe the Example of (Na) S O D I U M from the below.
* Search the names of all symbols from below box.
Hint: Total No. of protons and neutrons are double to the no, of electrons.
Conclusion: With this activity, you will learn 1 to 18 elements

symbols and their names with spellings.
63
ACTIVITY -2
DEBPN
Aim:Detection of elements based on the number of protons and neutrons
Materials required:
Download the paper required for this activity from the below link. Take a printout..
https://drive.google.com/file/d/1u9YBjTlyPRv_1FhoMnfXnuJzGnxtzSDr/view?usp=sharing
Procedure:
* Observe the example of Oxygen in the printed paper.
* Based on the number of protons and number of neutrons present in the

nucleus, find the number of electrons.
* The number of electrons is called ATOMIC NUMBER.
* Based on number of electrons, you may write the symbol and element
name in the Activity paper.
With this Activity, you will learn relation between number of

Conclusion: Electrons and number of protons
and hence learn about Atomic Mass Number.
Who
మూ Am
లకాన్ని కనుగొనుటI (Element)????
కనుగొనుట
64
ASSESSMENT
1. Latin name of Potassium is [ ]

A. Natrium B. Kalium C. Aurum D. Copper
2. Choose the correct statement [ ]

A. Atomic mass number is the sum of number of protons and number of neutrons.
B. Atomic number is the number of electrons of the neutral atom.
C. Sum of number of electrons and number of protons is equal to number of neutrons.
D. A and B
3. Match the following.
1. Nitrogen A. C
2. Magnesium B. Na
3. Sodium C. N
4. Carbon D. Mg
65
LEVEL-2
Academic Year 2020-21

CHAPTER–I : REFLECTION OF LIGHT AT
CURVED SURFACES
CHAPTER–II : CHEMICAL EQUATIONS

ACADEMIC YEAR : 2020 – 21, LEVEL - 2
CLASS: X MEDIUM :English SUBJECT : Physical Sciences
CHAPTER : Reflection of light at curved surfaces
TOPIC / CONCEPT : Concave,Convex mirrors Vocabularies WORKSHEET NO : 01
Key Words: Concave mirror, convex mirror, Pole, Center of curvature, radius of curvature,
principal axis
Learning outcomes:
 Children can explain in their own words why we call concave mirrors and convex mirrors
as spherical mirrors.
 Can indicate Pole for a given mirror.
 Can explain centre of curvature, principal axis through diagrams.
CONTENT
* You have learnt formation of images due to a plane mirror and their characteristics in 7th and 8th classes.
* We see various mirrors in our daily life. For example plane mirrors, rear view mirrors and mirrors used by
dentists etc.
* Sizes of images are different for different mirrors.
* Why does this happen? Before we understand the difference in images, let's learn what spherical mirrors are and
how they are formed.
* Recall the activity done in 7th class.
1
ACTIVITY
* Take a hallow ball.

* Cut a small piece of it and observe the surfaces formed in that piece.
* We find a bulged surface (convex) and a deep surface (concave). See fig (a)
Convex Mirror
Figure (a)
* If a glass piece of such shape is painted on its inner side, it works as a convex mirror.
See fig (b)
Concave Mirror
* If painted on its bulged (outer) side, then it works as a concave mirror. See fig (c)
Figure (b) Figure (c)
Note: you have already learnt that painted part on surfaces of mirrors is shown by smaller lines.
Concave mirror and convex mirror are the parts of sphere, therefore they are called spherical mirrors.
Now let's learn a few terms related to spherical mirrors
Pole of mirror:
Geometrical centre or mid point of mirror is called as Pole of the mirror (P).
Centre of curvature:
Centre of the sphere to which the concave or convex mirror belongs to is called the centre of
curvature. This is denoted by C.
Radius of curvature:
Distance between Pole of the mirror(P) and centre of curvature(C) is called as radius of curvature.
This is denoted by R.
2
Principal Axis:
The horizontal line which passes through the centre of curvature and
Pole is called principal axis of the mirror.
ASSESSMENT
1. Why do we call concave and convex mirrors as spherical mirrors
2. Draw the diagram of convex mirror.
3. Draw the diagram showing radius of curvature and principal axis for a concave mirror.
4. Explain, how concave and convex mirrors are formed.
Multiple Choice Question
5. Look at the adjacent diagram and choose the correct one from below. [ ]
A) X - Pole , Y - Centre of curvature, Z - principal axis
B) X- centre of curvature, Y - Pole, Z - principal axis
C) X - centre of curvature, Y - principal axis, Z - Pole
D) X - Pole, Y - principal axis, Z - centre of curvature
6. Geometric centre of mirror is… [ ]

A) Centre of curvature
B) Pole of the mirror
C) Radius of curvature
D) Principal axis
7. Centre of sphere from which mirror is made is ……. [ ]

A) Pole
B) Principal axis
C) Centre of curvature
D) Radius of curvature
8. In spherical mirrors, C, R, P respectively refers to…. [ ]

A) Pole, radius of curvature, centre of curvature
B) Pole, centre of curvature, radius of curvature
C) Radius of curvature, centre of curvature, Pole
D) Centre of curvature, Pole, radius of curvature
3
TOPIC / CONCEPT : Concave, Convex mirror Vocabularies WORKSHEET NO : 02
Key words:
Normal, Focal point, Focal length, Object distance and Image distance.
Learning outcomes:
 Children Can find out focal point of a given concave mirror.

 Can explain the relation between the focal length and the radius of curvature.
CONTENT
* As per laws of reflection, when light falls on a surface, angle made by incident ray with normal is equal to the
angle made by reflected ray with normal.
* It means angle of incidence is equal to angle of reflection.
* This law is valid not only in case of plane mirrors but also in spherical mirrors
* Identifying normal is somewhat easier on plane surfaces than on curved surfaces.
* Let's learn how to draw normal on curved surfaces through an activity
ACTIVITY Do the activity 1 from page No. 2 in textbook.
*** Normals drawn on plane surfaces are vertical and parallel to each other. Figure 1A
*** Normal lines drawn to concave planes are seen to be converged at a point. Figure 1B
*** Normal lines drawn to convex surfaces seen to be diverged. Figure 1C
4
Radius is always perpendicular to the
tangent to the circle drawn at the point.
Line drawn from any point on spherical mirror to its centre of curvature indicates
Normal: normal line at that point.
As shown in the adjacent fig - 2(b), to verify the law of reflection,
Draw a line parallel to principal axis and then

draw a reflected ray making same angle with the angle of incidence.
To verify this experimentally, we need a parallel beam of light.
Now we'll find out, how to get a parallel beam of light through
an activity.
Do activity in Textbook page no. 4 fig. 3.
We understand that,
1) The source of light should be so far to get a parallel beam of light.
2) We need high intensity light rays to reach us clearly from a far distance.
As SUN is very far from us, we can consider the sun rays as a parallel beam of light
Let's do an activity to find out the point of focus

Focus: or focal point of a concave mirror.
Do the activity 2 page no. 4 in textbook.
"Parallel beam of light rays from Sun reflects from the surface of
concave mirror and meet at a point. This point is called point of focus”
The distance between the point of focus and the

Focal length: Pole of the mirror is called focal length of the
mirror (f.)
Radius of curvature is double to the focal length of the mirror
R. = 2 , f = R/2
5
Object distance: The distance from pole of the mirror to the object is called object distance (u).
Image distance: The distance from pole of the mirror to the image is called image distance (v).
ASSESSMENT
1..Write relation between focal length and radius of curvature.

2 .Which distance is called object
3. Draw the diagram showing focal point of a convex mirror
4. Write the experimental procedure to find out focal point of a concave mirror.
Multiple Choice Question
5. Radius of curvature of a spherical mirror is 30 cm. Its focal length is…..cm [ ]
A) 30. B) 15. C) 60. D) 20
6. A line drawn from any point on a concave mirror to its centre of curvature is called…. [ ]
A) Normal
B) Principal axis
C) Radius of curvature
D) Focal length
7. Identify defect in the given figure [ ]

A) P
B) C
C) F
D) B and C
8. When parallel beam of sun rays fall on a concave mirror and reflect, they meet at… [ ]
A) Centre of curvature
B) Focal point
C) Pole of the mirror
D) Any point
6
TOPIC / CONCEPT : Properties of Concave mirror WORKSHEET NO : 03
Keywords: Real image, Virtual image, Identifying images of object placed at different positions in front of a
concave mirror and understanding characteristics of image.
Learning outcomes
➢ Children can differentiate real image and virtual image.
➢ Can explain characteristics of images of an object by a concave mirror.
Content:
* We have learnt that sun rays are parallel and convergent at a point when reflected from a concave mirror.
* This converging point is the image of sun. We can catch this image on screen or a paper.
* When we place an object very close to a concave mirror, we can see it's image only in the mirror.
* Hence we understand, a few images can be seen on a screen and a few images can be seen only in the mirror.
* Images that can be caught on a screen are called real images.
* Images that can be seen only in the mirror and cannot be caught on a screen are called virtual images.
7
LAB ACTIVITY
Let's do an experiment to find out positions of images due to a concave mirror

and the differences in images for different object positions.
Do the activity given in page no. 6 in textbook.
Precautions:
Take care so that candle flame is exactly above the
principal axis of mirror and paper should be below
the principal axis.
A Student has got the following values in his activity.
From your observations write down in which case

the images are larger and in which the images of smaller.
Note down in which case the image is not formed.
Observations:
When candle is placed in between focus and pole of the mirror, the distance of
virtual image can't be measured.
Can not identify sharp image when object is placed on Focus.
One can generalise the following based on the values in the table and
the experiment performed.
8
ASSESSMENT
1. Write differences between real image and virtual image.

2. Where should we place an object in front of a concave mirror to get virtual image?
3. List out the materials required to perform the experiment to find the image positions for different places of object
in front of a concave mirror
4. Explain the procedure of experiment to find images for different positions of object in front of a concave mirror.
Multiple Choice Questions
5. Characteristic(s) of real image [ ]

A) Inverted
B) Erect image
C) Can be caught on a screen
D) A and C
6. An object is placed at centre of curvature in front of a concave mirror.

Position and size of its image are….. [ ]
A) Real, same sized
B) Beyond C, enlarged
C) Between C and F, smaller than object
D) At focus, point sized
7. Where should we place the object in front of a concave mirror to get enlarged image [ ]
A) Beyond C
B) In between C and F
C) In between P and F
D) B and C
8. A concave mirror is placed facing the Sun. Where does the sun rays get converged. [ ]
A) At centre of curvature
B) At pole of the mirror
C) A and B
D) At focus
9
TOPIC / CONCEPT : Fundamental Principles for Ray diagrams WORKSHEET NO : 04
Keywords: Fundamental Principles for Ray diagrams R1, R2, R3
Learning outcomes
➢ Children can draw reflected rays for R1, R2, R3
Content:
* we can measure the position of image of an object put in front of a concave mirror experimentally.
* Let's learn a method to draw Ray diagrams to find image for an object placed in front of concave mirror at
various places as we drew ray diagram for sun rays.
* Assume a candle is placed in front of a concave mirror on its principal axis.
* Observe the two light rays in the figure started from the tip of the flame.
* Reflected rays of these two rays meet at a point A.
* Drawing reflected ray for a light ray incident on a concave mirror is not so easy.
* Drawing normal line at the point of incidence and reflected ray with the angle equal to angle of incidence is
tedious and time taking.
* For this we have an alternate and easy method
* We have seen that all light rays that are are parallel to principal axis get reflected such that they pass through
the focal point of the mirror.
* So, for drawing any diagram the most suitable Ray to draw will be the one that comes from the object and
goes parallel to the axis of the mirror.
10
* The reflected ray will be the line drawn from the point of incidence on the mirror and
passing through the focal point of the mirror. Consider this as R1( fig- 8).
* The Converse situation of previous one is also true, that is, a ray that passes
through the focal point of the mirror will travel parallel to the principal axis
after reflection. This gives us our second ray R2 (fig - 9).
* We have seen earlier that any ray that is normal to the surface, on reflection,
will travel along the same path but in the opposite direction.
* We know that a line drawn from the centre of curvature to the mirror is always perpendicular to the tangent
at the point where the line meets the curve. So if you draw a ray coming from the tip of the object
going through the centre of curvature to meet the mirror, it will get reflected along the same line.
Consider this as R3 (fig - 10)
11
* R1, R2, R3 are easy and basic rules for drawing images..
* When an object is placed in front of a spherical mirror, any two of the above 3 rays R1, R2, R3
can be used to detect the position of image. The meeting point of these rays gives
the position of image of object.
* As shown in the above figure, intersecting point of light rays coming from the top of the flame and
intersecting point of light rays reflecting from the bottom of the flame are equidistant from the mirror
Therefore as shown in the figure image is perpendicular to the principal axis.
In this case image is inverted.
ASSESSMENT
1. A light ray passing through the focal point of a concave mirror reflected from the mirror. Draw the reflected ray.
2. A light ray parallel to the principal axis reflected from the mirror. Draw the reflected ray and show the directions.
3. A light ray passing through the centre of curvature of a concave mirror reflected from the mirror. Draw the
reflected ray.
12
TOPIC / CONCEPT : Verifying activity by Ray diagrams WORKSHEET NO : 05
Keywords: Verifying the results obtained by candle activity using Ray diagrams.
Learning outcomes
➢ Children can draw Ray diagrams for the image of object placed in different positions in front of a concave mirror.
➢ Can explain characteristics of image.
➢ Can verify the position of virtual image, which cannot be exactly identified by activity method, using ray
diagrams.
Content:
* We have learnt experimentally the positions and characteristics of image of an object placed in different
positions in front of a concave mirror.
* Now let's verify the same results by drawing ray diagram.
Experimental results
image image image
* For a concave mirror whose focal length is known, for every case in the above table,
Let's draw Ray diagrams using primary rays R1, R2, R3 and observe the characteristics of image in each case.
13
RAY DIAGRAM
Case (i)
RAY DIAGRAM
Case (ii)
RAY DIAGRAM
Case (iii)
RAY DIAGRAM
Case (iv)
14
RAY DIAGRAM
Case (v)
Results of ray diagrams are matching with the experimental results.

ASSESSMENT
1. Where should we place the object in front of a concave mirror to obtain same sized image?
2. A point sized image is obtained in front of a concave mirror. Guess the position of the object?
3. Complete the ray diagram in given figure and show the position of image
4. State all cases in which enlarged image is obtained for a concave mirror and draw Ray diagrams for them.
Multiple Choice Questions
5. Parallel beam of light rays after reflection from a concave mirror pass,… [ ]
- through focal point
A) Through centre of curvature
B) Parallel to principal axis
C) A and B
6. Position of object to get a smaller image due to concave mirror is…. [ ]
A) At infinite distance
B) Beyond C
C) At C
D) A and C
7. For a concave mirror, virtual image is obtained at…. [ ]
A) Between P and F
B) Beyond C
C) Between C and F
D) Behind (inside) the mirror
8. When object is placed at focus in front of a concave mirror, image will be .. [ ]
A) Behind ( inside) the mirror
B) At infinite distance
C) Beyond C
D) Between F and C
15
CLASS: X Medium :English SUBJECT : Physical sciences
TOPIC / CONCEPT : Properties of Convex mirror WORKSHEET NO : 06
Key Words
Obtaining images in case of convex mirror using ray diagrams.
Learning outcomes
- Children can explain usage of R1,R2, R3 to find out position of image in case of convex mirrors
- Can find out position of image and its characteristics of an object put in front of a convex mirror
using R1, R2, R3
BRIEF SUMMARY
One can draw Ray diagrams for convex mirror too. The easy rays that we identified earlier can
be used in this case with small modification
RULES
Rule 1: A ray parallel to principal axis, on meeting the convex

mirror will get reflected so as to appear as if it is
coming from the focal point.
Rule 2: This is converse of rule 1. A light ray traveling in the

direction of the focal point, after reflection, will
become parallel to the principal axis.
Rule 3: A light ray traveling in the direction of centre of

curvature will, on reflection, travel in the opposite
direction and appears to be coming from the centre of
curvature.
16
Now let us know rules to show the formation of image of object placed at different places
in front of the convex mirror with any two rays of R1, R2, R3.
Case 1
When object is at infinite distance
Light rays from an object placed at infinite distance are parallel to principal axis and
striking on convex mirror reflect as if they're coming from focal point F. Such two rays
meet at a point,called focal point, if extended backwards. A point sized image is formed
at the focal point.
Characteristics of image:
1. Forms at F
2. Point sized image.
3. Virtual image
Case 2
Let's understand the position of image when the object is placed at a distance in front
of a convex mirror. See the figure.
Case 3
Now let's find the position of image when object is placed in front of a convex mirror
very close to the Pole.
Characteristics of image:
1. Image forms between P and F
2. Smaller than object
3. Erect image
4. Virtual image
With the help of these Ray diagrams we understand
a) For an object at infinite distance, image is formed at focal point F.

b) As the object is moved from infinite distance towards the convex mirror, the image is
moved from focal point to pole of the mirror.
So in any case image is formed between P and F.
17
ASSESSMENT
1. Which rays are more suitable in ray diagrams to get image of object placed in front of a
convex mirror?
2. Where does the image of an object placed at infinite distance in front of a convex
mirror formed.
3. In which direction a light ray, traveling towards centre of curvature of a convex mirror,
goes after reflection? Show by ray diagram.
4. An object is placed at a distance of 10 cm in front of a convex mirror whose focal

length is 5 cm. Where is the image formed? Draw the ray diagram.
Multiple Choice questions
5. Which mirror always forms smaller image ( )

A) concave mirror
B) convex mirror
C) plane mirror
D) B and C
6. A ray traveling towards focal point of a convex mirror, after reflection, ( )
A) passes parallel to principal axis
B) Appears to be coming from focal point
C) Appears to be coming from centre of curvature
D) Appears to be moving towards centre of curvature
7. An object is placed at a distance of 20cm in front of a convex mirror with focal
length 20cm. Its image distance is… ( )
A) Less than 10
B) Greater than 10
C) Equal to 10
D) Equal to 20
8. For a convex mirror, light ray incident parallel to the principal axis, after reflection
seems to be … ( )
A) Started from focal point F
B) Passing through focal point
C) Started from centre of curvature C
D) Passing through centre of curvature
18
CLASS: X Medium:English SUBJECT : Physical sciences
TOPIC / CONCEPT : Mirror formula, Sign convention WORKSHEET NO : 07
Key concepts
1. Mirror formula
2. Sign convention. Calculations
Learning outcomes
1. Children can do numerical calculations related to f, u and v

2. Can explain usage of sign convention rules during numerical calculations
Relation between u and v:
1 1 1
= +
f v u
This is called mirror formula.

While using this formula, we have to use sign convention in every situation.
Sign convention
1. All distances should be measured from the pole.

2. The distances measuring the direction of incident light, to be taken positive and
doors measured in the direction opposite two incident light to be taken negative.
3. Height of object ( ho) and height of image (hi ) are positive, if measured upwards
from the axis and negative if measured downvids downwards
4. Now let's learn calculations on mirror formula following sign convention rules.
19
Example 1
An object is placed at a distance of 10 cm on the principal axis of a concave mirror whose radius of
curvature is 8 cm. Where is the image formed?
Sol:. R = 8 cm
f = R/2. = 4 cm
u. = 10 cm
v. =. ?
As per sign convention:

u = -10 cm, f. = -4 cm,
1 = 1+ 1 1 = 1+ 1 1 = 1- 1 4 −10 = 1 6 =1
⇒ ⇒ ⇒ ⇒
f v u −4 v −10 −4 v 10 4 X 10 v 4 X 10 v
v = 10 X 4
−6
v = 20
−3
v = -6.6 cm
Example 2
An object is placed at a distance of 10 cm on the principal axis of a convex mirror whose
radius of curvature is 8 cm. Where is the image formed?
Sol:. R = 8 cm
f = R/2. = 4 cm
u. = 10 cm
v. =. ?
As per sign convention:

u = -10 cm, f. = 4 cm,
1 = 1+ 1 1 1 1 1 1 1 10+ 4 = 1 6 =1
⇒ = + ⇒ + = ⇒ ⇒
f v u 4 v −10 4 10 v 4 X 10 v 4 X 10 v
v = 4 X 10
14
v = 20
7
v = +2.85 cm
Similarly try to solve the following problems.
1. An object is placed at a distance of 4 centimetres in front of a concave mirror whose focal

length is 5 centimetres. Where is the image formed?
20
2. An object is placed at a distance of 4 centimetres in front of a convex mirror whose focal
ASSESSMENT
1. State mirror formula.
2. State the rules of sign convention.
3. An object is placed at a distance of 4 centimetres in front of a convex mirror whose focal

MULTIPLE CHOICE QUESTIONS
4. Which of the following is correct. ( )

A) All distances should be measured from pole
B) Distances measured in the direction of incident light are positive
C) Distances measured opposite to the direction of incident light are negative
D) All the above
5. Mirror formula related to u and v is ……. ( )
A) 1 = 1+ 1 B) 1 = 1– 1
f v u f v u
C) 1 = 1– 1 D) None of the above

f u v
6. For a concave mirror f = 5 cm, u = 10 cm, v = 10 cm, as per sign convention rules, which
is correct? ( )
A) f = 5 cm, u = 10 cm, v = 10 cm,
B) f = -5 cm, u = -10 cm, v = -10 cm,
C) f = -5 cm, u = 10 cm, v = +10 cm,
D) f = 5 cm, u = 10 cm, v = +10 cm,
7. For a convex mirror f = 5 cm, u = 10 cm, v = 3.3 cm, as per sign convention rules, which
is correct? ( )
A) f = 5 cm, u = 10 cm, v = 3.3 cm
B) f = -5 cm, u = -10 cm, v = -3.3 cm
C) f = 5 cm, u = -10 cm, v = 3.3 cm
D) f = -5 cm, u = -10 cm, v = 3.3 cm
21
CLASS: X Medium:English SUBJECT : Physical sciences

TOPIC / CONCEPT : Magnification
WORKSHEET NO : 08
Key Concep
Magnification and calculations
Learning outcomes
1. Children can explain magnification for every case of spherical mirrors

2. Can find out image size for a given object size.
Magnification gives relation between object size and image size.
Magnification
Ratio of size of image to size of object is called magnification.

Magnification is also expressed as the relation between object distance and image distance
As shown in the diagram, a ray started at point O incidents on surface of a concave mirror at
point P and reflects.
In the diagram, ,∆ POO1 and ∆ PII1 are similar triangles
therefore
I I1 PI
1 = → ------ eq. 1
OO PO
According to sign convention rules
PO = u, PI = -v, OO1 = ho, II1. = hi
Substituting these values in equation 1
−hi − v hi − v
= ⇒ =
ho −u ho u
hi − v
Magnification m = = =
ho u
hi
Therefore. m = m = ,
ho
Magnification is also expressed in terms of object distance and image distance.
22
−v
m= .
u
Note: Every time we use mirror formula or magnification formula, we have to follow sign
convention rules
Example
An object of height 4 cm is placed at 25 cm distance in front of a concave mirror whose focal
length is 15 cm. Calculate image distance and height of the image.
Sol: According to sign convention

f. = 15 cm f. = -15 cm
u = 25 cm u = -25 cm
ho = 4 cm ho = 4 cm
v =? v =?
hi = ? hi = ?
1 1 1
Mirror formula is = +
f v u
1 1 1
⇒ = +
−15 −25 v
1 1 1
– =
25 15 v
15 − 25 1
⇒ =
25 X 15 v
− 10 1
⇒ =
25 X 15 v
−2 1
⇒ =
75 v
−75
⇒v =
2
v = -37.5 cm
Magnification
hi − v
m= =
ho u
m = hi = −37.5
4 −25
hi = 15.5 X 4
−25
hi = -6 c.m
23
Now, let's find the magnification of convex mirror
hi
m=
ho
1.In case of convex mirror, image size is always smaller than object size
2. In case of convex mirror, always virtual image is formed
Therefore according to sign convention rules image size hi and object size ho
(image and object are always on principal axis)
+hi
m=
+ ho
Always. hi < ho
hence. m < +1 and m < 0.
0 < m <1
Here ( + ) indicates virtual image
Magnification is greater than zero and less than 1
Similarly, we can calculate magnification in case of concave mirror for all object positions
For example let's find magnification due to concave mirror when object is at centre of
curvature.
When object is at centre of curvature image is also found at centre of curvature of concave
mirror
Size of image is equal to size of object
hi = ho
It is a real image. Therefore image is below the principal axis when object is above the principal
axis.
According to sign convention rules, image size is = hi
object size is = ho
−hi
m=
ho
m. = -1. ( hi = ho)
Here ( - ) indicates real image and one ( 1 ) indicates that size of image is as same as the size of
object
Similarly, Try to find out magnification due to concave mirror for the remaining positions of
objects
24
ASSESSMENT
1.Explain the term magnification in your own words.
2. Which rule do we have to follow while finding magnification?
3.Virtual image of an object placed between P and F of a concave mirror is larger than the
object. What is magnification in this case?
4.An object of height 2 cm is placed at 20 cm distance in front of a concave mirror whose

focal length is 15 cm. Calculate height of the image.
5. Magnification of convex mirror is ……. ( )
A) 0 < m < 1
B) -1
C) +1
D) < 1
6. image of an object placed at C of a concave mirror forms at C in same size. Magnification
in this case… ( )
A) +1
B) -1
C) <1
D) 0 < m < 1
7. For mirrors which of the following indicate magnification ( )
(I) v/u (ii) -v/u (iii) hi/ho (iv) ho/hi
A) i, ii
B) ii, iii
C) iii, iv
D) iv, i
8. Object is beyond C of a concave mirror. Magnification in this case is… ( )
A) -1 < m < 0
B) -1
C) 0 < m < 1
D) +1
25
CLASS: X Medium: English Subject: Physical Sciences

TOPIC / CONCEPT : Solar cooker WORKSHEET NO : 09
Key concepts
1. Solar cooker
2. Applications of spherical mirrors
Learning outcomes
1. Children can explain principle behind solar cooker

2. Can explain uses of spherical mirrors
BRIEF HISTORY
So far we have learnt the phenomenon of reflection of light by curved surfaces. Do you know?
How and where do we use it in daily life. Let's make a solar cooker using mirrors.
Solar cooker
We have already learnt that a concave mirror focuses parallel sun

rays at the focal point of the mirror. So with small concave mirror
we can heat up and burn paper.
In the same way make a big concave mirror to heat a vessel.
You might have observed the TV dish antenna. Make a wooden/
iron frame in the shape of TV dish. Cut acrylic mirror sheets into
8 or 12 pieces in the shape of isosceles triangles with the height
equal to the radius of your dish antenna. Stick the triangle mirrors
to the dish frame.
This dish frame works as a concave mirror and it is our solar
cooker.
Arrange it so that concave part faces sun. Find its focal point
and place a vessel at that point. The vessel gets heated enough to
cook rice.
26
We use spherical mirrors widely in our daily life. Now let's know a few uses of them.
Applications of spherical mirrors

1. Concave mirror:
 Dentists use concave mirrors to see interior parts of teeth.
 As a reflecting surface in headlights of automobiles.
 As shaving mirrors
2. Convex mirror:
 As rear view mirrors for vehicles
 To prevent accidents at T - junctions.
ASSESSMENT
1. Write two uses of spherical mirrors in daily life.
2. Imagine and write what would happen if there were no spherical mirrors today.
3. List the materials required for making solar cooker.
4. Explain the procedure of making of solar cooker.
5. Mirror used as shaving mirror ( )
A) Plane mirror
B) Concave mirror
C) Convex mirror
D) B and C
6. Mirror used to prevent accidents at T - junctions is …….. ( )
A) Plane mirror
B) Concave mirror
C) Convex mirror
D) B and C
7. For using solar cooker, vessel is placed at……. ( )
A) Focal point
B) Centre of curvature
C) Any point in the dish
D) Pola of the dish
8. Mirror used as reflecting surface in headlights of vehicles is…. ( )
A) Concave mirror
B) Convex mirror
C) Plane mirror
D) A and B
27
CLASS: X MEDIUM : English SUBJECT : Physical Sciences

CHAPTER : Chemical Equations
TOPIC / CONCEPT : Physical and Chemical change
WORKSHEET NO : 10
Key concepts Physical change, Chemical change
Learning outcomes
 Children can explain physical change and chemical change in their own words.
 Can differentiate physical change and chemical change.
 Can explain various changes in chemical reactions.
INTRODUCTION
We have discussed physical change and chemical change in previous class. Let's revise them with daily life
examples.
Physical change
* A physical change is a temporary change in which the substance never loses its characteristic properties.
H2O(s) H2O(l)
H2O(l) H2O(vap)
Ex. 1. Melting of ice
2. Boiling of water into vapour
3. Breaking up of a ceramic bowl into pieces.
28
Chemical change
* Change in nature of a substance and formation of a new substances is known as chemical change.
Ex. 1. Burning of crackers
2. Digestion of food
3. Powdered lime added to water
Chemical change is called a chemical reaction.

Let's do some activities to understand chemical reactions.
Activity 1 (A):
➢ Take about 1 gm of quick lime(calcium oxide) in a beaker.
➢ Add 10 ml of water to this. Lime water is formed in the beaker
➢ Touch the beaker with your finger to feel hot.
Activity 1(B):
➢ Take a few pieces of lime stone and burn them on Bunsen burner.
➢ A gas (carbon-di-oxide) is released from lime stone.
Activity 2 :
➢ Take about 100 ml of water in a beaker and dissolve small quantity of sodium sulphate in it.
➢ Take about 100 ml of water in another beaker and dissolve a small quantity of barium chloride in it.
➢ Observe the colours of solutions obtained.
➢ Add the first solution to the second one and observe the changes.
➢ A white precipitate is formed. (barium sulphate).
29
Activity 3 :
➢ Take a few zinc granules in a conical flask.
➢ Add about 5 ml of dilute hydrochloric acid to it.
➢ Observe the changes in the conical flask.
➢ White fumes are released from the conical flask.
➢ Touch the conical flask. It is hot.
From the above activities we can conclude a fewchanges during a chemical change
1. The original substances lose their characteristic properties and new substances are formed.
2. Chemical changes may be exothermic are endothermic i.e., Heat may be liberated or observed.
3. They may form an insoluble substance known as precipitate.
4. Gas may be evolved.
30
SELF ASSESSMENT
1. Give a chemical change in which a gas is liberated in a double decomposition reaction?
2. List the materials and chemicals required for getting barium sulphate precipitate.
3. What do you mean by exothermic and endothermic reactions?
4. Illustrate physical change and chemical change with examples and differentiate them.
5. Burning of crackers is a…. [ ]
A) physical change
B) chemical change
C) Chemical decomposition reaction
D) None of these.
6. Adding water to powered lime is…. [ ]
A) Physical change
B) Chemical change
C) Endothermic reaction
D) Chemical decomposition reaction
7. Heating of lime stone gives carbon dioxide and powdered lime. This is a … [ ]
A) Chemical change
B) Exothermic reaction
D) Chemical combination reaction.
8. When dilute hydrochloric acid is added to zinc pieces,... [ ]
A) It needs catalyst
B) Precipitate is formed
C) Heat is liberated
D) Heat is obsorbed
31

TOPIC / CONCEPT : Word and Chemical Equations
WORKSHEET NO : 11
Key Concepts Word equation, Chemical equation
Learning outcomes
 Children can explain word equation and chemical equations in own words.
 Can write word equations and chemical equations to the given reactions.
Introduction:
In this chapter we study various types of chemical reactions and their symbolic representation.
● In activity 1, when calcium oxide reacts with water a new substance is formed which is unlike to either
calcium oxide are water.
● The description of chemical reactions in activity 1 in a sentence is quite long. It can be written in short form
as a word equation.
● Word equation of above reaction is,
Calcium oxide + water Calcium hydroxide
The substances which undergo chemical change in the reaction are called reactants and the new substances
formed are called products.
● In the above word equation Calcium oxide and water are reactants and Calcium hydroxide is product.
● Change of reactants to products is shown by an arrow placed between them.

● The arrow head point faces the products showing the direction of reaction.
● The reactants, are written on the left side of the arrow and final substances or products are written on the
right side of the arrow.
32
● if there is more than one reactant or product involved in the reaction they are separated with a plus (+) sign
between them.
Chemical equation:
A chemical reaction expressed in terms of formulae and symbols is called chemical equation.
Let's write a word equation into chemical equation.
Word equation: Calcium oxide + water Calcium hydroxide
Chemical equation: CaO + H2O Ca(OH)2
Some more examples.

(a) Word equation: Zinc + Hydrochloric acid Zinc chloride + Hydrogen
Chemical equation: Zn + 2HCl ZnCl2 + H2
(b) Word equation: Sodium sulphate + Barium chloride Barium sulphate + Sodium chloride
Chemical equation: Na2SO4 + BaCl2 BaSO4 + 2NaCl

(c) Word equation: Calcium carbonate Calcium oxide + Carbon dioxide
Chemical equation: Ca CO3 CaO + CO2
Similarly, try to write chemical equations for the following.
(1) Magnisium + Iodine Magnisium Iodide
(2) Calcium hydroxide + Nitric acid Water + Calcium nitrate
(3) Sodium Hydroxide + Sulphuric acid Sodium sulphate + Water
(4) Sodium + Water Sodium Hydroxide + Hydrogen
33
SELF ASSESSMENT
1. Write word equation for any one chemical change ?

2. What do we call a chemical equation?
3. On heating lime stone ( calcium carbonate), we get powdered lime and carbon dioxide.
Write chemical equation to this reaction.
4. Zinc granules on reaction with hydrochloric acid gives zinc chloride and hydrogen gas.?
Based on this information write answers of the following.
1) State reactants and products.
2) What type of heat change is observed in this reaction?
3) Write word equation for this reaction?
4) Write chemical equation for this reaction.
5. Na2SO4 + BaCl2 BaSO4 + 2NaCl In this chemical reaction… [ ]
A) Na2SO4 , BaCl2are reactants

B) BaSO4, NaCl are products
C) A white precipitate is formed.
D) A and C.
6. Which of the following is correct ? [ ]
A) CaO + H2O Ca(OH)2

B) 2H2 + O2 2H2O
C) Na2SO4 + BaCl2 BaSO4 + 2 NaCl
D) All the above
7. Which of the following is NOT correct, [ ]
A) Calcium oxide + Water Calcium Hydroxide

B) Hydrogen + Oxygen Water
C) Calcium oxide Water + Calcium hydroxide
D) A and B
8. Word equation for Zn + CuCl2 ZnCl2 + Cu [ ]
A) Zinc + Hydrochloric acid Zinc chloride + Hydrogen

B) Zinc + Cupric chloride Zinc chloride + Copper
C) Zinc + Sulphuric acid Zinc sulphate + Hydrogen
D) Zinc + Copper chloride Zinc chloride + Copper
34
TOPIC / CONCEPT :Balanced chemical equations,
Law of conservation of mass, Formula unit. WORKSHEET NO : 12
Key Concepts Law of conservation of mass, balanced chemical equation, primary equation, formula
unit, balancing a chemical equation.
Learning outcomes:
 Children can explain reason for balancing a chemical equation.

 Can balance given primary chemical equation.
Law of conservation of mass:
In a chemical reaction, mass is neither created nor destroyed
(Or)
In a chemical reaction, the total mass of the products formed must be equal to the total mass of reactants consumed.
● An atom is a smallest particle of an element that takes part in a chemical reaction. It is the atom which
accounts for the mass of any substance.
● The number of atoms of each element before and after the reaction must be the same.
Balanced chemical equation:
A chemical equation in which the number of atoms of different elements on the reactant side is same as
those on product side is called a balanced chemical equation.
35
Ex:-
All chemical equations are not balanced as the above
equation. They need to be balanced as per the law of conservation
of mass.
Balancing a chemical equation involves finding out how
many formula units of each substance take part in the reaction,
Formula unit:
Formula unit is one unit of atom or ion or molecule corresponding to a given formula.
Ex. a) NaCl formula unit - one Na+ ion and one Cl- ion.
b) MgBr 2 formula unit - one Mg+2 ion and two Br- ions.
c) one formula unit of water is one H2O molecule.
Let us Balance some chemical equations.
Ex. Hydrogen reacting with oxygen to form water
Step 1
● Write the equation with the correct formula for each reactant and product.
Primary Equation : - Chemical equation which has only molecular formulae of

the substance and has not got balanced is called “Primary Equation”.
Ex:-
36
Step 2
● Identify the suitable coefficient.
● "Whole number written before formula for balancing chemical equation is called coefficient"
● Coefficient indicates number of formula units required to balance the equation.
● During balancing a chemical equation, only coefficients should be changed but not the formulae.
● To balance this equation a coefficient 2 is written before H2O and H2
Ex:-
Step 3
● Coefficients should be the smallest possible whole numbers.
● If necessary divide all the coefficients with same number to get the smallest number possible.
● In the above equation, coefficients of reactants and products are the smallest whole numbers. Therefore it
does not require any division.
Step 4
● Verify the equation for balancing of atoms on both sides of the equation.
● In the equation number of atoms of hydrogen and oxygen are same on both sides of arrow mark.
● Hence chemical equation is balanced.
37
SELF ASSESSMENT
1. Explain primary equation.
2. Explain formula unit with an example.
3. Why should we balance a chemical equation?
4. Write a chemical equation for reaction of iron oxide with aluminium to form Aluminium oxide and iron.
Balance the equation
5. Formula unit of magnesium bromide is… [ ]
A) MgBr
B) NaCl
C) Mg+2, Br-
D) Na+ , Cl-
6. Na2SO4 + BaCl2 BaSO4 + NaCl coefficient required for NaCl for balancing equation is…. [ ]
A) 1
B) 2
C) 3
D) 4
7. Identify the balanced equation [ ]
A) CaO. +. H2O Ca(OH)2

B) H2 + O2 H2O
C) CaCO3 CaO + CO2
D) A and C
8. Which chemical equations are not balanced. [ ]
A) Mg + O2 MgO
B) C + O2 CO2
C) H2 + O2 H2O
D) A and C
38
TOPIC / CONCEPT : Balancing chemical equations-practice WORKSHEET NO : 13
Key concepts Balancing a chemical equation - practice
Learning outcomes:
 Children can balance chemical equations.

@@@
Ex: 1) Combustion of propane with oxygen.
Step 1
● Write primary equation.
C3H8 + O2 CO2 + H2O
Step 2 Identify the suitable coefficient.
a) There are 3 carbons in C3H8. If if we add a coefficient of 3
to CO2 on the right side the carbon atoms get balanced
C3H8 + O2 3CO2 + H2O

b) There are 8 hydrogen atoms on left but only 2 on the right
side. By adding a Coefficient of 4 to the H2O on the right,
the hydrogen atoms get balanced
C3H8 + O2 3CO2 + 4H2O
39
c) There are two oxygen atoms on the left side but 10 on the right side. By adding a coefficient of 5 to the O2
on the left, oxygen atoms get balanced
Step 3: “Coefficients must be the smallest possible whole numbers”.
● In the above chemical equation all the coefficients are smallest possible whole numbers.
Step 4 “Count the number and kinds of atoms on both sides of the equation to make sure they are same.”
● In the above equation, number of carbon atoms, hydrogen atoms and oxygen atoms is same on both sides.
● Hence equation is balanced.
Ex 2. Write a chemical equation for reaction of Iron Oxide with Aluminium to form Aluminium oxide and Iron.
Balance the equation
Step 1
Step 2
● (a) Add a coefficient of 2 to Fe on the right side.
● (b) On the left side, add a coefficient of 2 to Al.
40
Step 3 All the coefficients are smallest whole numbers.
Number of atoms of Iron, Oxygen and Aluminium are same on both sides.
Step 4
Hence equation is balanced.
Ex 3. Write chemical equation to the reaction of ammonia gas and chlorine gas to form nitrogen gas and ammonium
chloride. Balance the chemical equation.
Step 1
Step 2
● (a) Add a coefficient of 8 to NH3 and a coefficient of 6 to NH4Cl. Number of nitrogen atoms and hydrogen
atoms is balanced.
● (b) Add a coefficient of 3 to Cl2.

Chlorine atoms are balanced
Step 3 All the coefficients are smallest whole numbers.
Step 4 Number of all kinds of atoms is balanced on both sides.
Hence equation is balanced
Similarly, balance the following chemical equations.
● KClO3 KCl + O2
● C6H12O6 C2H5OH + O2
41
SELF ASSESSMENT
1. Balance the following chemical equations.
1. Na + H2O NaOH + H2
2. NaOH + H2SO4 Na2SO4 + H2O
3. Mg + I2 MgI2
2. Write chemical equation to the following word equation and explain balancing it.
Calcium hydroxide(aq.s) + Nitric acid (aq.s) Water(l) + Calcium nitrate(aq.s)
42
TOPIC / CONCEPT : Additional information
WORKSHEET NO : 14
Key concepts Additional information in a chemical equation - practice
Learning outcomes
 Children can state a reaction to be exothermic or endothermic based on heat energy shown in chemical
equations.
 Can say whether a gas liberated or a precipitate formed in a reaction.
@@@
Chemical equations can be made more informative by expressing
following characteristics of the reactants and products.
● Physical State
● Heat changes
● Gas evolved if any
● Precipitate formed if any
● Temperature, pressure or catalyst
43
Physical state:
● The physical states of the substances must be mentioned along with their physical formulae.
● The different states that is gas, liquid and solid states are represented by notations g, l and s respectively.
● If the substance is present as a solution in water, the word aqueous is written.
● In the short form it is written as (aq).

∆
Ex. (a) Fe2O3 (s) + 2Al (s) 2Fe (s)+ Al2O3 (s)
(b) Na2SO4 (aq) + BaCl2 (aq) BaSO4(s)+ 2NaCl (aq)
Expressing the heat changes:
● Heat is liberated in a exothermic reactions and heat is absorbed in endothermic reactions.
● Q is heat energy which is shown with ( + ) sign on product side for exothermic reactions and minus ( - )
sign on product side for endothermic reactions.
Ex. (a) C(s) + O2 (g) CO2 (g) + Q (Exothermic)
(b) N2 (g) + O2 (g) 2NO(g) - Q (Endothermic)
Expressing the gas evolved:
● If a gas is evolved in a reaction, it is denoted by a upward arrow ( ↑ ).
Ex. (a) Zn(s) + H2SO4(l) ZnSO4(l)+ H2(g) ↑ + Q
(b) C(s) + O2g) CO2g) ↑ + Q
Expressing precipitate formed:
● If a precipitate is formed in the reaction it is denoted by downward arrow (↓).
Ex. (a) AgNO3 (aq) + NaCl (aq) AgCl (s)↓ + NaNO3 (aq)
(b) Na2SO4 (aq) + BaCl2 (aq) BaSO4 (s )↓ + 2NaCl (aq)
44
Expressing the effect of temparature, pressure and catalyst formed:
● The reaction conditions such as temperature, pressure and catalyst are indicated above and or below the
arrow mark In the equation.

Sunlight
Ex. (a) 6CO2 + 6 H2O C6H12O6 + 6O2↑
Chlorophyll
Sunlight
(b) 2AgCl (s) Ag (s) + Cl2 (g)↑
SELF ASSESSMENT
1. How can we identify by a chemical equation whether a precipitate formed or a gas liberated in a reaction?
2. Explain exothermic reaction with example.
3. Zn(s) + H2SO4(l) ZnSO4(l)+ H2(g) + Q
Based on above balanced chemical equation, answer the following questions.
a) Write the chemical name of precipitate formed.
b) Is there a catalyst in this reaction?
4. Write all the information provided by given balanced chemical equation.
Sunlight
6CO2 + 6 H2O C6H12O6 + 6O2↑
Chlorophyll
45
5. In a reaction Zn(s)+ 2HCl (aq) ZnCl2(aq) + H2g) + Q [ ]
A) Gas liberated
B) Heat liberated
C) Heat absorbed
D) A and B
6. 2AgBr(s) 2Ag(s) + Br2g)↑ [ ]
A) Reactants are AgBr, Products are Ag, Br2

B) Gas liberated
D) All are correct
7. Where is catalyst shown in a chemical equation? [ ]
A) Reactant side
B) Product side
C) Above or below the arrow mark
D) It cannot be shown in chemical reaction
8. CaCO3 (s) CaO(s) + CO2g)↑ as per the equation, which of the following is NOT correct. [ ]
A) Gas liberated
B) Exothermic reaction
D) Chemical Decomposition reaction
46

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PHYSICAL SCIENCE WORKSHEETS

CHAPTER – II: CHEMICAL EQUATIONS

STATE COUNCIL OF EDUCATIONAL RESEARCH & TRAINING,

The State Council of Educational Research and Training, Telangana

Further, SCERT, Telangana expresses heartfelt thanks to Subject

August, 2020 B. Seshu Kumari

Sl.No. Name of the chapter Name of the topic Page

12 What is Inside Atom? Thomson Model of Atom 44-46

13 What is Inside Atom? Rutherford Nuclear Model of an Atom 47-49

14 What is Inside Atom? Bohr’s Model of Atomic Structure 50-52

15 What is Inside Atom? Distribution of Electrons in Shells 53-55

16 What is Inside Atom? Valency 56-59

Let us perform an activity based on Fermat's principle to understand refraction of light.

Figure (a) Figure (b)

9. As shown in figure (c), when the trough is filled with water,

At the point of incidence where the light ray

Rarer medium to Denser medium

When the light ray travels from

1. Which of the following statements are correct in relation to

3 . Light ray is traveling from denser medium to rarer medium,

➢ Classify various materials based on optical density.

Figure (a) Figure (b)

Speed of light in vacuum

It is a dimensionless quantity because it is a ratio of the the same physical quantities.

* The greater values of refractive index indicates

Relative Refractive Index (n21)

Example: - Based on the values of refractive index given in the table,

1. Choose the correct statement. [ ]

A) speed of light is same in ice and water.

B) speed of light is more in ice than in water.

C) speed of light is less in ice than in water.

2. Refractive index values are expressed in [ ]

A) degrees. B) radians. C) candela. D). No units

3. In the given figure indicate refracted light ray,

if A is rarer medium and B is denser medium.

➢ Explain relation between Angle of incidence and Angle of refraction.

When light ray travels from medium of refractive index (n1),

to a medium of refractive index (n2), we can establish the following relation.

n1 Sin i = n2 Sin r, This is called Snell's law.

It can also be expressed as,

n2= Refractive index of medium 2

V2 = Speed of light in medium 2

Snell's law can be written as,

Angle of incidence (i) = 30o

Angle of refraction (r) = 45o

1.6 X Sin300. = n2 X Sin 450

Ex:2- Light travels from medium A at angle of incidence 420 to medium B,

Multiple choice questions:

A) 300. B) 450 C) 600 D). 900 [ ]

3. Identify the relation between n1, n2 , i and r

Let us perform an activity to understand TOTAL INTERNAL REFLECTION.

the interface. i.e., light never enters the rarer medium.

This phenomenon is called TOTAL INTERNAL REFLECTION.

* Mirage is an optical illusion.

This is called MIRAGE.

* Let us find the reason for the formation of Mirages.

does not remain constant throughout the medium. It depends on density”.

the air at higher altitudes is cool.

* Hot air is less dense than cool air.

the cool air at higher altitudes behaves as denser medium.

Applications of Total internal reflection

Diamond it is very likely to undergo total internal reflection which makes

the Diamond shine.