CHEMISTRY

ell as, on the day to day

performance under the Continuous and Comprehensive Evaluation (CCE). Formal examinations will be held at the end of each term.

There will be four formal examinations in a session

• Pre Mid-Term Assessments (PT1) This will include a part of the syllabus of Term-1.
• Mid-Term Assessments (MT) This will include the entire syllabus of Term-1.
• Post Mid-Term Assessments (PT2) This will include a part of the syllabus of Term-2 only.
• Annual examinations (AE) This will be cumulative in nature and will include the entire syllabus for the session.

Percentage
Duration of
weightage in
Type of Assessment Month Written Max Marks
academic
Assessment
session

Pre Mid-Term Assessment (Written & Continuous Assessment) 5% Jul 2 hours Written 40 marks, CCE 10 marks

Mid-Term Assessment (Written Assessment) 10% Sep 3 hours Written 80 marks,

Post Mid-Term Assessment (Written & Continuous Assessment) 5% Dec 2 hours Written 40 marks, CCE 10 marks

Annual Examination (Written Assessment) 80% Feb-March 3 hours Written 80 marks

Final Result = PT1 (5%) + MT (10%) + PT2 (5%) + AE (80%) = 100%

CCE will comprise of continuous assessment based on the following criteria:

Sl.no. Tasks Evaluation criteria

I. PORTFOLIO (Class work /Homework record / Class Participation • Regularity & Punctuality: Student records the tasks carried out in class as
and response/any exemplary work in the related area) taking down notes, drawing diagrams, note down dictated matter, solve
assignments given in the prescribed notebooks in every period.

• Completes the home assignment at home and brings into class on the
day instructed.

• Neatness: The notebooks are maintained and the task is recorded neatly.

• Attentiveness.

• Taking up responsibility in class and doing the task assigned.

• Participation in class discussion and contribution.

• Response of peers during class room interaction.

• Annotation, identification of key words / topics/ themes, summarization

and organization of ideas and content, photos, presentations, art
integrated learning, etc.

II. SUBJECT ENRICHMENT ACTIVITIES (PRACTICAL SKILLS) Manipulative skills of the student would be evaluated based on:

• Students would be carrying out a variety of activities/ • Following instructions

experiments during the academic session to facilitate learning
• s in
by doing.
the laboratory or in the field must be assessed.
• Students to work on various aspects of the practical task such
• Working with coherence and coordination in groups.
as designing, data collection, interpretation of results.
• Recording the activity, observation and interpretation in appropriate
Sl.no. Tasks Evaluation criteria
• The skills used during these activities will be continuously manner giving appropriate figures.
evaluated throughout the academic session.
• Ability to raise questions, generate hypotheses, experiment, innovate
and find solutions to questions/ problems encountered.

III. MULTIPLE ASSESSMENT • Observation, oral tests, individual or group work, class discussion,

Quizzes, oral tests, concept maps, project-work, posters, • field-work, concept maps, graphic organizers, visual representation
presentations, self and peer assessment, enquiry based
• Originality
scientific investigations, etc.
• Creativity
Project:
• Self-motivation and self-reflection
• Students will be doing a project on science in groups
comprising of 5 - 8 members each. • Team work

• Students will frame their specific research question/

statement and work on it.

• Science teachers will guide the students and the draft of the
project is to be discussed with the subject teacher at various
stages.

• Work to include investigation in the form of experimentation

or data collection followed by its evaluation.

• Students will present their work in front of a chosen audience

using aids like multi-media, art, music, theatre etc.
THE DETAILS OF WRITTEN ASSESSMENT

What are the skills being evaluated?

This section includes the cognition levels at which the students would be evaluated, marks distribution in terms of percentage for each cognition
level and the commonly used terminology for framing questions under each cognition level.

Cognition Level % What does it mean Where is it tested

Has the child acquired information regarding the facts, figures and theories discussed in Questions based on all
Knowledge 20 the class room? This includes questions like define, Stating Laws, Theories, Expansion the cognition levels
of abbreviations etc. would be asked in the
question paper as per
It tests whether the child has comprehended the concepts. This includes questions like the percentage
Understanding 30
describe, explain ,differentiate, compare, justify, reason, derive, classify, illustrate etc. distribution guided by
the CBSE.
Can the child apply the concepts he/she has learned in daily life situations? This
includes questions like Problem solving, numerical interpretation of data, reasoning ,
Application/skill 50
predicting, analyzing, synthesis, drawing diagrams, application in daily life situation
etc.

How will the students be evaluated?

This section includes the structure of question paper and the marks distribution pattern for various types of questions.
 PRE MIDTERM AND POST MIDTERM TEST
[Physics (13 marks) + Chemistry (13 marks) + Biology (14 marks): Total = 40 marks] (Duration: 2 Hrs.)

Marks for each questions No. of questions Total Marks

Section
PHY CHEM BIO PHY CHEM BIO PHY CHEM BIO

MCQ ½ ½ ½ 2 2 2 1 1 1
Section A (Objective type)
AR 1 1 1 1 1 2 1 1 2

Section B (Short Answer) 2 2 2 1 1 1 2 2 2

Section C (Long Answer) 3 3 3 2 2 2 6 6 6

Section D (Case study) (Q & A type) (3×1) (3×1) (3×1) 1 1 1 3 3 3

TOTAL 8 8 8 13 13 14
 MIDTERM and ANNUAL EXAM

[Physics (25 marks) + Chemistry (25 marks) + Biology (30 marks): Total = 80 marks] (Duration: 3 Hrs.)

Marks for each questions No. of questions Total Marks

Section BIO
PHY CHEM BIO PHY CHEM BIO PHY CHEM

VSA 1 1 1 2 7 7 2 7 7
Section A
(Objective type)
A&R 1 1 1 1 1 2 1 1 2

Section B (Short Answer) 2 2 2 2 1 3 4 2 6

Section C (Short Answer) 3 3 3 3 2 2 9 6 6

Section D (Long Answer) 5 5 5 1 1 1 5 5 5

(4×1) or (4×1) or (4×1) or

Section E (Case Study) (Q & A type) 1 1 1 4 4 4
1+1+2 1+1+2 1+1+2

10 13 16 25 25 30
TOTAL

What you need to know?

This section contains the details of the syllabus/portion, for assessments, and the SCM schedule. It gives an overview of the specific objectives topic
wise. The expected outcome, i.e. what the students must know after the subtopic is covered is mentioned in the form of learning outcomes.
 TERM-I (03.04.2023 TO 15.09.2023) CLASS-IX, CHEMISTRY

No. of Portion for Assessments

Month Course Description Learning Outcome Activity
Period & Topics of SCMs

April CHAPTER 1 Students will be able to AV SUPPORT 1 PT-1 (10.07.2023)

MATTER IN OUR • Perceive & imagine the existence https://www.youtube.com/watch?v • Matter in our
SURROUNDINGS of small particles that the matter =-9aGVrvPqzE Surroundings
is made up of.
• Art Integration: Story telling
• Draw conclusion from the
Physical nature of Introduction to the world of
experiments that matter is made Topics of SCMs
matter matter
up of small particles. • Matter in our
• To show matter is made up of
Surroundings.
particles and have space between
them by dissolving salt in water. • Is matter around us
pure
• Art Integration 4.1.1.1. Study of
visual resources (at home and in the
surroundings) and means of creative
expression.

• - Estimating
how small are the particles of matter
showing that with every dilution of
a coloured solution like CuSO4/
KMnO4,the colour fades but still the
 No. of Portion for Assessments
Month Course Description Learning Outcome Activity
Period & Topics of SCMs

colour remains

Characteristics of Students will be able to CLASS ACTIVITY 2

particles of matter
• Perceive & verify the idea of • To show particles of matter are
intermolecular space & continuously moving by dissolution
intermolecular forces of of red/ blue ink in a beaker of water.
attraction between particles of
• To show that particles of matter
matter through experiments
attract each other by trying to break
• Draw conclusion that particles of
an iron nail, a piece of chalk and a
matter are moving continuously
rubber band and make a comparison
and possess kinetic energy.
of these forces, for three cases.
• Develop the idea of diffusion
between the particles of matter • To show diffusion through burning
incense stick.
• Relate various processes observed
in daily life with the
characteristics of particles of
matter.

States of matter Students will be able to • To make a comparative study of the 1

solid, liquid and gaseous state, using
• Classify materials and objects as
a pen, water and a syringe with air.
solids, liquids and gases.
• To prepare model to show
• Differentiate between three
arrangement of particles in solids,
 No. of Portion for Assessments
Month Course Description Learning Outcome Activity
Period & Topics of SCMs

states of matter. liquids and gases.

Justify the state of a given

matter.

Inter-conversion of Students will be able to LAB ACTIVITY 2

states of matter
• Comprehend and predict the (Practical Course)
effect of change of temperature
• To find the melting point of ice and
and pressure on the different
the boiling point of water.
states of matter.
• Investigate through experiment
the effect of heat on the state of a
substance.
• Convert temperature from Kelvin
to Celsius scale and vice versa.
• Explain processes like fusion,
vaporization, condensation,
freezing and sublimation.
• Explain the concept of latent
heat during change of state.
• Define Latent heat of fusion and
Latent heat of vaporization.
• Conduct experiment to determine
 No. of Portion for Assessments
Month Course Description Learning Outcome Activity
Period & Topics of SCMs

the melting point of ice and

boiling point of water.
• Analyze and interpret the graph
depicting conversion of ice to
water vapor.

May-June Evaporation Students will be able to • To demonstrate the difference 1

• Appreciate the usefulness of
evaporation in our daily lives.
• Predict and apply the effect of
various factors on rate of
evaporation.
• Differentiate between
evaporation and boiling.
between evaporation and boiling.
• Comparison of cooling effect of
Alcohol, ether and water.
• Art Integration: (4.1.1.1. Study of
visual resources (at home and in the
surroundings)
ACTIVITY: Evaporation Art Pattern

• Relate the process of evaporation

with cooling effect.

• Apply the knowledge of

evaporation causing cooling
effect in daily life to solve
problems
 No. of Portion for Assessments
Month Course Description Learning Outcome Activity
Period & Topics of SCMs

May-June CHAPTER 2 Students will be able to AV SUPPORT 3

IS MATTER • Differentiate between pure and https://www.youtube.com/watch?v

AROUND US impure substances. =EhLCUqL0EEE
PURE? • Classify matter based on their
LAB ACTIVITY
chemical properties.
• Differentiate between elements, (Practical course)
Elements, compounds & mixtures.
• Preparation of
compounds & • Demonstrate / illustrate an
mixtures experiment to distinguish (a) Mixture
between elements, compounds
(b) a compound
and mixtures.
• Categorize the given substances using iron filing and sulphur powder
as elements, compounds & and distinguish between these on the
mixtures based on their basis of (I) Appearance i.e.
characteristic features. homogeneity and heterogeneity. (ii)
•
• Justify whether a given matter is behaviour towards a magnet (iii)
element, compound or mixture behaviour towards Carbon disulphide
as a solvent (iv) effect of heat.

Types of mixtures : Students will be able to LAB ACTIVITY 2

solutions,
• Draw a flow chart to classify the (Practical Course)
suspensions and
mixture into its various types.
• To prepare a solution of common
 No. of Portion for Assessments
Month Course Description Learning Outcome Activity
Period & Topics of SCMs

colloids • Differentiate between salt, Sugar and Alum in water, a

homogenous and heterogeneous colloid of starch / Egg albumin / Milk
mixtures in water, and a suspension of sand,
• Compare the properties of a true Soil and Chalk Powder in water and
solution, colloid and suspension. study their properties with reference
• Predict the nature of the given to filtration, transparency, stability.
mixture based on their
characteristic feature.
• Explain Tyndall effect and • To see Tyndall effect using a dilute
correlate it with certain solution of milk (Students will do it
phenomenon seen in daily life at home).
• Tabulate the types of colloids
citing examples for each
• Appreciate the usefulness of all
types of solution in our practical
life.

July PT-1 Revision 2

Concentration of Students will be able to 1

solution
• Calculate the concentration of
solutions in terms of mass% &
volume %
 No. of Portion for Assessments
Month Course Description Learning Outcome Activity
Period & Topics of SCMs

• Demonstrate the difference between

Physical and Students will be able to 3
physical and chemical changes.
chemical changes
• Differentiate between physical (Using any example for each).
and chemical changes. LAB ACTIVITY
• Examine the changes seen in (Practical Course)
daily life and categorize them as • To carry out the following reaction &
physical or chemical. classify them as physical or chemical
change
• Iron with CuSO4
• Burning of Mg ribbon in air
• Zn with dil. H2SO4
• Heating crystals of CuSO4

Sodium sulphate with BaCl2 in the

form of solution in water

August MT Revision

September MT EXAMS
 TERM- - IX, CHEMISTRY

No. of Portion for Assessments

Month Course Description Learning Outcome Activity
Period & Topics of SCMs

September CHAPTER 3 Students will be able to AV SUPPORT 2

ATOMS AND • State and apply the laws of https://www.youtube.com/watch?v=

MOLECULES chemical combinations of Rb24KFk25aw
chemical reactions.
Law of chemical
combinations • Experimentally prove the law of
LAB ACTIVITY
conservation of mass.
(Practical course)

To verify the law of conservation of

mass in a chemical reaction between
Na2SO4 (aq) & BaCl2 (aq)

October Students will be able to 1

theory
• Comprehend and analyze the PT-2 (18.12.2023)

Atoms and molecules

Atoms & Chemical Students will be able to
Symbol
• Demonstrate an understanding
of the existence of the smallest
• To make flash cards of different 2
elements with their name and
symbol.
• Art Integration: (4.1.2.1 Study of basic
 No. of Portion for Assessments
Month Course Description Learning Outcome Activity
Period & Topics of SCMs

• Write the symbols of elements. forms in clay) Topics of SCMs

• Comprehend the term atomic • Jewellery making Make necklace/ • Atoms and
mass unit. bracelets using atomic symbols, molecules
numbers and masses.
• Write the atomic mass of some • Structure of atom
common elements.

Molecules & Students will be able to • Art Integration: (4.1.2.1.1 Study of 2

compounds various materials)
• Demonstrate an understanding
that atoms combine to form Building edible molecules using
molecules and compounds marshmallows and toothpicks.

• Differentiate between the

smallest units atoms &
molecules.

• Differentiate between the

molecules of an element and
compound.

• Classify molecules and

compounds as mono-atomic,
diatomic and polyatomic

• Define the term atomicity

 No. of Portion for Assessments
Month Course Description Learning Outcome Activity
Period & Topics of SCMs

• Find out the atomicity of given

molecules and compounds

Students will be able to • To design board game incorporating 1

elements, their masses, symbols,
Ions • Describe how ions are formed.
atomic number in it.
• Differentiate between cations
and anions

• Define the term valency.

• List some common cations and

anions and write their symbols.

• Define the term polyatomic ions

• List some common polyatomic

ions and write their symbols

November Chemical formulae Students will be able to • To make cards for different ions (jig- 2
saw puzzles) and make chemical
• Derive the chemical formulae of
formulae of various compounds from
compounds using symbols and
them.
valences.

• Name the compounds from their

chemical formulae and identify
 No. of Portion for Assessments
Month Course Description Learning Outcome Activity
Period & Topics of SCMs

the ions present in it.

• Deduce the valence of elements

and ions from the given
chemical formulae

• Interpret the significance of

chemical formulae.

Atomic Mass, Students will be able to 1

Molecular mass and
• Differentiate between molecular
Formula unit mass.
mass and formula unit mass.

• Calculate the molecular mass

and formula unit mass of a
compound from its formulae

STRUCTURE OF Students will be able to AV SUPPORT 2

THE ATOM
• Comprehend and appreciate the https://www.youtube.com/watch?v=
Discovery of sub various experiments performed xb0jzqssVx4
atomic particles and theories given by different
https://www.youtube.com/watch?v=
scientists who led to the
xN7-LFLSWBg
discovery of electrons, protons
and neutrons. Art Integration: Collage and mosaic
 No. of Portion for Assessments
Month Course Description Learning Outcome Activity
Period & Topics of SCMs

• Compare the properties of work.

electrons, protons and neutrons.
• To make a collage on scientists and
their work who discovered subatomic
particles and nucleus. ( Group
activity)

STRUCTURE OF Students will be able to • Art Integration: 4.1.1.1 Study of 2

THE ATOM
• Draw a timeline to show the visual resource (at home and in the
• Atomic Models development in describing the
surroundings) Model making
structure of an atom
using wool, beads, clay, wires etc.
•
atom and draw conclusion
regarding its merits and
demerits.
Annual exam
• Appreciate the Gold foil
experiment performed by Entire syllabus of the
Rutherford which led to the session.
discovery of nucleus of an atom

• Demonstrate an understanding
 No. of Portion for Assessments
Month Course Description Learning Outcome Activity
Period & Topics of SCMs

atom.

•
an atom and draw conclusion
regarding its merits and
demerits.

• Demonstrate an understanding
atom.

• Comprehend and analyze the

postulates of Bohr and Bury
governing the atomic structure
of an element.

December Revision for PT-2

January Atomic structure of Students will be able to CLASS ACTIVITY 2

atoms
• Write the electronic To make models of atoms from
configuration of atoms of elements with atomic numbers 1 to 20.
elements from atomic number 1
to 20.

• Draw the structure of any given

 No. of Portion for Assessments
Month Course Description Learning Outcome Activity
Period & Topics of SCMs

• Calculate the valence of different

elements from its electronic
configuration.

• Valency & • Calculate valency of different Art Integration: 4.1.4.1 Construction of 1

Valence electrons elements. puppets

• Puppetry show to explain valency

and bonding.

• Atomic number Students will be able to Art Integration: 4.1.4.1 Knowledge of 1

and mass number the term: Mime, play script
• Define atomic number and mass
number of an atom. Role play Comic characters for atoms.

• Represent the atom of an

element using its symbol,
atomic number and mass
number.

• Calculate the number of

electrons, protons and neutrons
in an atom from its atomic
number and mass number and
vice versa.
 No. of Portion for Assessments
Month Course Description Learning Outcome Activity
Period & Topics of SCMs

• Isotopes and Students will be able to Art Integration: 4.1.1.1.2-Sketches 2

isobars
• Define isotopes and know their • To depict application of isotopes on
applications chart paper. ( Group activity)

• Define isobars

• Calculate the average atomic

mass of isotopes.

February Revision for Annual exam