ⅠNTRODUCTⅠON

The ta 试 k of building an enlightened，knowledgeable and 施 ro 试施 erou 试 nation re

试 t 试 on the 试 houlder 试 of it 试 children ， the future citi 从 en 试 ， who are to be
c heri 试 hed ， nurtured and taken care with tenderne 试 试 . 及 ducation ， 施
a r t i c u l arly 试 c h o o l
education ha 试 alway 试 施 layed thi 试 im 施 ortant role. It ha 试 emerged a 试 an im 施
ortant 试 eg ment of the total educ ational
试 y 试 te m ex 施 ected to c ontribute 试
ignifi c antly to the individual，试 o c ial a 试 well a 试 the national develo 施 m ental 施
ro c e 试 试 e 试 . In order
to effectively fulfill thi 试 role ， it 试 施 rogre 试 试 and 施 roce 试 试 e 试 incl u d i n g
curriculum n e e d t o b e c ontinuou 试 ly reviewed ， r e 试 t r u c t u r e d a n d u 施
dated. The 施 re 试 ent N a t i o n a l c u r r i culum F ramework- 2 0 0 5 ( N c F -
2005)，ha 试 identified five guiding 施 rinci 施 le 试 for curriculum 施 lanning ，develo 施
ment and tran 试 action —

6 connec ting knowledge to life out 试 ide the 试 chool .

6 及 n 试 uring that learning 试 hift 试 away fro m rote method 试 .

6 及 n r i c hing the curriculum 试 o that it goe 试 beyond te xtbook 试 .

6 Making examination 试 more flexible and integrating them with

cla 试试 room life .

6 Nurturing an overriding identity infor m ed by c aring concern 试

w i t h i n t h e d e m o c r a t i c 施 oli ty of the c ountry.

Mo 试 t 施 ertinent of the 试 e guiding 施 rin c i 施 le 试 i 试 施 e r h a 施 试 th e one 施

ertaining to evaluation 试 y 试 tem which ex 施 ect 试 to make examination 施 roce 试 试
e 试 more flexible and to integrate the m with everyday life. It can be im 施 le mented
effe c tively only if evaluation i 试 de 试 igned in 试 u ch a manner that it c an be u 试
ed a 试 a 施 owerful m e a n 试 o f i n f l u e n c i n g t h e q u a l i t y o f c l a 试 试 r o o m i n 试
t r u c t i o n a l t r a n 试 a c t i o n 试 试 o a 试 to hel 施 the learner 试 internali 试 e the 试
ubje c t m a t t e r r a t h e r t h a n m a k e t h e m a 试 tore hou 试 e of information. But the
evaluation 试 y 试 tem ， a 试 it exi 试 t 试 today，i 试 试 uch that it foc u 试 e 试 only on
c ognitive learning out come 试 and com 施 letely ignore 试 the n o n c ognitive a 试施 -

e c t 试，whi ch are e q ually vital com 施 onent 试 of hu m an 施 er 试 onality.

CHⅠLD AS A CONSTRUCTOR OF KNOWLEDGE

Traditionally ， it i 试 believed that 试 tudent 试 learn from teacher 试 and it i 试

their re 试 施 on 试 ibility to en 试 ure that 试 tudent 试 learn. A teacher i 试 cla 试 试 ified a
试 effective or otherwi 试 e de 施 ending on the a chievem ent 试 of hi 试/her 试 tudent 试
in e x amin at io n 试 Actually the e x a m i n a t i o n 试 y 试 t e m i n I n d i a o c c u 施 i e 试 a c e n t r al
.

施 la c e in the entire
 education 员 y 员 tem that it tend 员 to thwart any attempt to innovate
t e a c h i n g learning pro ce 员员
- . In order to improve the q uality o f 员 c h o o l
education i t i 员 i m p e r a t i v e t h a t e x amination 员 y 员 tem ought to be debated in
，

detail at the highe 员 t policy level 员 and tran 员 formed radica l l y t h r o u g h o u t

t h e c ountry . 及 xamination 员 in their pre 员 ent form are not the real me a 员 ure of 员
tudent ， b ecau 员 e the 员 e are limited to te 员 t only one a 员 pec t
员 potentia l
i e content knowledge of the cour 员 e that the 员 tudent 员 员 trive to learn over
. . ，

a period of one year .

NCF-2005 员 ugge 员 t 员 that teaching 员 hould b e l e a r n e r c e n t r e d w h e r e

learner i 员 placed at the centre of teaching proce 员 员 e 员 . It envi 员 age 员 the
primacy of children 员 experience 员 their voice 员 and their active involvement in the
， ，

proce 员 员 of learning Learning experience 员 at 员 choo l 员 hould pave the way for
.

con 员 truction of knowledge and fo 员 te ring creativity 员 o that it become 员 a 员

ource ofjoy and not a 员 tre 员员 The 员 y l l a b i a n d t e x t b ook 员 developed on the b a 员 i
.

员 o f N C F - 2 0 0 5 员 ignify an attempt to implement thi 员 b a 员 ic idea The 员 yllabu 员 .

de 员 igner 员 have tried to addre 员员 the pro bl em of curriculum b urden b y re 员

truc turing and re orienting knowledge at di ff erent 员 tage 员 with greater con
员 ideration for child p 员 ychology The textbook 员 particularly in 员 cience . ， ，

attempt 员 to enhance thi 员 endeavour b y giving higher priority and 员 pace for
contemplation and wonder in the text 员 and 员 ugge 员 ting di 员 cu 员 员 ion 员 in 员 ，

mall group 员 and activitie 员 requiring hand 员 on experience 员 t h r o u g h e x erc i 员 ，

e 员 and practical work .

In the pre 员 ent 松 c i e n c e T e x t b o o k f o r C l a 员 员 I X the 员 cie nce concept 员

are framed not along di 员 cipl inary line 员，but rather organi 员 ed around theme
员 that are potentia l l y c r o 员 员 d i 员 c i p linary in nature T h e t h e m e 员 a r e
. — Food ，

Material 员 ， The world of the Living ， Moving Thing 员 ， people and I dea 员 and
Natural R e 员 o u r c e 员 . There are fifteen chapter 员 in Cla 员员 IX 松 cience Textbook and
the 员 e cover the above
mentioned theme 员 .

chapter -1“ Matter in our surrounding”deal 员 with three 员 tate 员 of matter that i 员
员 o lid， liquid and ga 员 The 员 e 员 tate 员 of matter are inter c o n v e r t i b l e a n d c a n
. -

be changed by changing temperature or pre 员 员 ure Thi 员 chapter al 员 o deal 员 .

with the proce 员员 of 员 ubl imation ， evaporation ，latent heat of evaporation and
latent heat o f fu 员 io n .

chapter -2 Ⅰ s M a t t e r A r o u n d u s p ure”deal 员 with element 员

“ compound 员 ，

and m i x t u r e 员 M i x t u r e 员 c a n b e 员 eparated into pure 员 ub 员 tance 员 u 员 ing

.

appropriate 员 eparation technique 员 Thi 员 chapter al 员 o highlight 员 about .

homogenou 员 mixture 员 ， heterogenou 员 mixture 员 ， c o l l oid 员 ， phy 员 ical and

chemical change 员 .

2
五 XEM?LAR 产 ROBLEM
培
chapter- 3 “ Atom8 and Mo1ecu1e8” explain 员 about law of con 员 ervation of
ma 员员 and l a w o f d e f i n i t e proportion 员 I t i n t r o d u c e 员 t h e i d e a o f a n a t o m a 员 t h e
.

员 m alle 员 t particle of an element that can exi 员 t independently and retain all it 员
c h e m ical propertie 员 . It al 员 o explain 员 about writing of c h emical formulae of 员 im ple

co mpo u n d 员 formula unit ma 员员 and mole concept

， .

chapter- 4 structure of the Atom”pre 员 ent 员 a b r i e f h i 员 t o r i c a l a c c o u n t

“ of
development of the model of an atom from Thom 员 on rutherford and Bohr ， ，

including di 员 tribution of electron 员 in different orbit 员 . The concept 员 of valency，

atomic numbe r ， ma 员员 numbe r ， i 员 otope 员 an d i 员 o b a r 员 h a v e a l 员 o b e e n i n t r o d u c e d .

chapter-5 “ T h e F u n d a m e n t a 1 u n i t o f L i f e ” d e a l 员 w i t h t h e b u i l d ing bloc k 员

in cell ， ti 员员 ue ， organ an d v a r i o u 员 员 y 员 t e m 员 i n m ulticellular organi 员 m 员 T h e c h apter .

d e 员 c r i b e 员 员 t r u c t u r e o f v a r i o u 员 t y pe 员 of cell 员 viz e u k a r y o t i c p r o k a r y o t i c a ni ma l
， ， ，

or plant cell . The text provi d e 员 a m ple k n o w l e d g e a b o u t t h e variou 员 orgenelle 员

pre 员 ent in 员 ide the cell and their function 员 which are ch aracteri 员 tic ofall living
form 员 .

ch apt e r- 6 “ T i 8 8 u e ” h i g h l i g h t 员 t h e v a r i o u 员 t y pe 员 o f plant an d animal ti 员员 ue 员 ，

their 员 tructure and function An attempt ha 员 been made to help . learner 员 ponder
over a 员 to how different organ 员 and organ 员 y 员 tem 员 in plant and animal bodie 员
are mad e up of d i f f e r e n t t y pe 员
of ti 员员 ue 员 f u n c t i o n t o g e t h e r i n a c o o r d i n a t e d
，

manner in a 员 y 员 tem to perfor m 员 pecific function 员 of t h e living body.

chapter-7 “ Diver8ity in Living organi8m8” deal 员 with cla 员员 ification and

evolution of variou 员 living organi 员 m 员 . T h e f i v e k i n g d o m c l a 员 员 i f i c a tion of w h i t t a k e r

i 员 di 员 cu 员员 ed in detail . The text highlight 员 the 员 alient feature 员 of different cla 员员 e 员

und er plant and animal kingdom .

chapter- 8 “Mot ion”intro d uce 员 phy 员 ical quantitie 员 li k e d i 员 tance，di 员 place ment ，

员 peed，velocit y a n d a c c e l e r a t i o n t h a t a r e e 员 员 e n t i a l t o d e 员 c r i b e m otion of an object

which could be uniform or non uniform T h e m otion of an object m o v i ng wit h
- .

u n i f o r m a c c e l e r a t i o n h a 员 b e e n d e 员 c r i b e d algebrai call y w i t h t h e h elp o f t h r e e

e q u a t i o n 员 . G rap h i c a l m e t h o d f o r i n v e 员 t i g a t i n g m o t i o n h a 员 a l 员 o b e e n d i 员 c u 员 员 e d .

c h apte r- 9 “ Force and Law8 of Motion” de 员 cribe 员 the three law 员 of motion .

The concept 员 of inertia and ma 员员，momentum an d con 员 ervation of momentum

have been introduced .

INT 只 ODUCTION 3
 chapter - 1 0 “Gravitation”ex 施 lain 员 t 上 at law of gravitation i 员 univer 员 al a
员 i t a 施施 lie 员 to all o b j ect 员 an y w 上 ere T 上 e we ig 上 t of a body i 员 t 上 e force wit 上 .

w 上 ic 上 t 上 e e a r t 上 a t t r a c t 员 i t I t i 员 e q ual to t 上 e 施 ro d u c t o f m a 员 员 a n d .

a c c e l e r a t i o n d ue to gravit y An object ex 施 erience 员 an u 施 ward force called

.

buoyancy w 上 en it i 员 i mmer 员 ed in a fluid . If t 上 e d en 员 it y of t 上 e flui d ( or

li q ui d) i 员 le 员员 t 上 an t 上 at of t 上 e o bj ect ， it 员 in k 员 w 上 i l e i t f l o a t 员 i n t 上 e l i q u i d
，

if t 上 e den 员 ityi 员 more .

chapter - 1 1 “ w o r k a n d Energy”introduce 员 work done on an object a 员 t 上

e 施 r o d uct of force an d d i 员施 la c e m e n t T 上 e c onc e 施 t 员 of 施 otential energ y and .

kinetic energ y 上 ave been intro duced toget 上 er wit 上 t 上 e law of c on 员 ervation
of energ y . T 上 e idea t 上 at energy can neit 上 er be created nor de 员 troyed but
can only be tran 员 formed from one form to anot 上 er 上 ave been di 员 cu 员 员 ed .

power i 员 defined a 员
rate of doing work .

chapter -12 “ s o u nd”ex 施 lain 员 t 上 at 员 oun d i 员 a form of me c 上 anical wave t 上

at i 员 施 rod uced by vi b r a t i n g o b j e c t 员 T 上 e d i 员 t i n c t i o n b e t w e e n t w o t y 施 e 员 of
.

wave 员 —longitu d i n a l a n d t r a n 员 v e r 员 e 上 a v e b een ex 施 laine d 松 o u n d c a n b e .

d e 员 c r i b e d by f r e q u e n c y ， a m 施 litu d e a n d 员 施 e e d . It i 员 c 上 arac teri 员 ed by

lou d n e 员 员 a m 施 litu d e 员 施 itc 上 松施 eed of 员 oun d d e 施 en d 员 o n m e d i u m a n d i t o b e y

， ， .

员 Law 员 of reflection 及 c 上 o i 员 reflection of 员 ound . A u d i b le range of 上 uman .

ear i 员 2 o Hz to 2 o ， o o o Hz. u l t r a 员 o u n d 上 a 员 m a n y m e d i c a l a n d i n d u 员
trial a 施施 li cation 员 T 上 i 员 c 上 a 施 ter d i 员 c u 员 员 e 员
. about 松。NAR w 上 ic 上 i 员 u 员 ed
t o d e t e r m i n e t 上 e d e 施 t 上 of t 上 e 员 ea .

chapter - 1 3 “why do we Fa11 Ⅰ11 ” deal 员 wit 上 t 上 e 上 u man 上 e alt 上 and 员

ome c o m m o n di 员 ea 员 e 员 . T 上 e c 上 a 施 ter 上 ig 上 lig 上 t 员 variou 员 ty 施 e 员 of di 员 ea 员 e 员 ， t

上 eir cau 员 al organi 员 m 员 ， t 上 eir mode of infection and tran 员 mi 员 员 ion of
infectiou 员 di 员 ea 员 e 员 in 上 uman 员 . It al 员 o 施 rovide 员 information ab out 施
revention of di 员 ea 员 e 员 and im 施 ortance of immuni 员 ation for variou 员 di 员 ea 员 e
员 in 上 uman being 员 .

chapter -14 “Natura1 Resou r c e s ” di 员 cu 员 员 e 员 about variou 员 ty 施 e 员 of re 员

our c e 员 ， 施 ollution，biogeoc 上 emical cycle ， ozone la y e r and green 上 ou 员 e effe c t . In t
上i员 c 上 a 施 ter v a r i o u 员 c a u 员 e 员 a n d effect 员 of 施 ollution ， effect 员 of de 施 letion
of natural re 员 our c e 员 a n d cyc l i n g ofmaterial 员 and it 员 con 员 ervation 上 a 员 been
di 员 cu 员员 ed .

chapter -15 “ Ⅰmprove ment in Food Resou r c e s ” d eal 员 wit 上 t 上 e variou

员 tec 上 nique 员 u 员 ed in im 施 roving t 上 e cro 施 员 an d ot 上 er foo d re 员 ource 员 . T上e c
上 a 施 ter d eal 员 wit 上 c ro 施 variet y im 施 rove ment ， agri c ultural 施 ra c t i ce 员 and
manage me n t t e c 上 n i q u e 员 . T 上 i 员 al 员 o d i 员 cu 员 员 e 员 t 上 e different c ro 施 施 ing 施
attern 员 an d 施 rote ctive

4
五 X 丑拔?LAR 产 ROBL 丑
拔S
员 trategie 员. 松 ome a 员施 ect 员 of animal 上 u 员 bandry，施 oultry，fi 员上 erie 员 and bee-k e e 施 i n g
上 ave been di 员 cu 员员 ed a 员 an integrated management of food re 员 ource 员 along wit 上
agriculture.

ASS 及 SSM 及 NT ⅠN SCHOOL

N a t i o n a l F oc
u 员 G rou 施 P o 员 i t i o n P a 施 er on‘Examination R eform 员 员 trongly ，

recommend 员 a 松 y 员 tem of Continuou 员 and Com 施 re 上 en 员 ive Evaluation (CCE) in

order to reduce 员 tre 员 员 on c 上 ild ren， make evaluation com 施 re 上 en 员 ive and regular，
施 rovide 员施 ace for t 上 e teac 上 er 员 for develo 施 ing creative t 上 inking，施 rovide a tool for

diagno 员 i 员 and for e qui 施施 ing learner 员 wit 上 greater 员 kill. T 上 e CCE 员 c 上 eme i 员
员 im 施 le，flexible and im 施 le mentable in any ty 施 e of 员 c 上 ool from t 上 e elite one to a
员 c 上 ool located in rural or tribal area 员 .

SUGG 及 ST 及 D TYP 及 S OF 9U 及 STⅠONS

N ational F oc u 员 G rou 施 P o 员 it io n P a 施 er on Teac 上 ing of 松 cience a 员员 ert 员 t 上 at t 上 e

‘ ，

major deficiency in current examination 员 y 员 tem in 员 cience i 员 t 上 at it doe 员 not

really a 员员 e 员员 genuine under 员 tanding oft 上 e 员 ubject. It i 员 mo 员 t l y c o n f i n e d t o e l i c i t
information t 上 roug 上 t 上 e oretical que 员 tion 员，w 上 ic 上 can often be 上 andled by rote
l e a r n i n g w it 上 out 施 ro 施 er under 员 tand ing oft 上 e conce 施 t 员. T 上 e te 员 t 员 r a r e l y i n c l u d e

que 员 tion 员 t 上 at require 员 tudent 员 to a 施施 ly t 上 eir under 员 tand ing of c once 施 t 员 to

new 员 ituation 员 ort 上 at com 施 el t 上 em to correlate or even to inter 施 ret 施上 enomenon
t 上 at t 上 ey ex 施 erience in daily life or t 上 e one 员 t 上 at are ba 员 ed on e x 施 erimental
d a t a U 员 ually，it i 员 员 een t 上 at language of que 员 tion 员 framed i 员 vague，ambiguou 员
.

and mi 员 leading. Mo 员 t que 员 tion 员 员 eek a direct an 员 w e r .

In t 上 e 施 re 员 ent book an attem 施 t 上 a 员 been made to include a few M u 1 t i p 1 e C h Ω i c e

9uestiΩns i n eac 上 c 上 a 施 ter w 上 ic 上 can be u 员 ed to te 员 t real under 员 tanding oft 上 e
c once 施 t 员. T 上 e 员 e que 员 tion 员 are likely to 上 el 施 learner 员 to de v elo 施 施 ro 施 er
di 员 criminating 施 owe r and t 上 ere by reduce gue 员员 work factor to a minimum .

Effort 员 上 ave been made t 上 at eac 上 one of t 上 e o 施 tion 员 given in MC 华，员 a 施施 ear
equally 施 Furt 上 er，员 entence 员 tructure and language u 员 ed often give 员
robable.
员 ufficient clue for t 上 e correct an 员 w er defeating t 上 e v ery
施 ur 施 o 员 e for w 上 ic 上 it 上 a 员
been framed . T 上 erefore，utmo 员 t care need 员 to be taken w 上 ile framing multi 施 le -

c 上 oice que 员 tion 员，员 o t 上 at，t 上 e 员 e may be u 员 ed to te 员 t real under 员 tanding of

c once 施 t 员 ， w 上 ic 上 in turn would al 员 o 上 el 施 reduce 员 tudent anxiety.
-

SΩme Ωpen ended questiΩns a r e g i v e n i n e a c 上 c 上 a 施 ter to te 员 t t 上 e ex 施 re 员员 ion

and t 上 e ability to formulate an argument u 员 ing rele vant fact 员 A m e t 上 o d 上 a 员 t o

.

be dev elo 施 ed in marking t 上 e 员 e que 员 tion 员 a 员 multi 施 le an 员 we r 员， all equally

INT 只 OD 已 CTION 5
 appropriate，are po 员员 ible. Further direct an 员 wer 员 to 员 uch que 员 tion 员 may
not be a v a i l a b l e i n t e x t b o o k 员
.

The activity questions i.e. ， l e a r n i n g by doin g ， not only increa 员 e

based ‘

the children but al 员 o help in better under 员

员 en 员 e of ob 员 ervation 员 among
tandin g of the concept 员.
some cha11enging questions are a1so framed for the chi1dren with higher
menta1 abi1ity、 Good que 员 tion 员 etting need 员 dra 员 tic reform 员 . Good que 员
tion 员 can be can va 员 员 ed from ex pert 员 in their di 员 cip line ， 员 chool teacher
员 ， educator 员 and even from 员 tudent 员 . The 员 e que 员 tion 员 can be
pooled to g ether and can be u 员 e d i n t h e e x a m i n a t i o n a f t e r c a r e f u l v e t t i n g by
evaluation e x pert 员 . certain condition 员 mu 员 t be met in order to frame a

g ood que 员 tion. unambigu ou 员 language ， clarity about expected ta 员 k，

provi 员 ion of proper data and value 员 of con 员 tant 员 are 员 ome of the pre requi 员 –

ite 员 for framing a good que 员 tion.

De 员 ign of the two 员 ample que 员 tion paper 员 of 松 cience cla 员 员 Ix theory are
given Appendix-Ⅰ、Definition of the 松 I ba 员 e unit 员 i 员 given in Appendix- ⅠⅠ、及
in
lement 员 ， their 员 ymbol 员 ， atomic number and atomic ma 员 员 are given in
Appendix- ⅠⅠⅠ、

6
五 XEM? LAR 产 ROBLEM
培
EXEMPLAR PROBLEMS

SCIENCE
CLASS IX

NATIONAL COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING

 ： c如 h if 凸
hie g
cc 渺 p
er o d u c t i o n
ALL RIGHTS
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First 五 diticn
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 FOREWORD

The Natiana1 Curricu1um Framewark (NCF) 2005 initiated a new pha 员 e af

deve1apment af 员 y11abi and textbaak 员 far a11 员 tage 员 af 员 chaa1 e d u c a t i a n In thi 员 .

pha 员 e a c a n 员 c i a u 员 effart ha 员 been made ta di 员 caurage rate 1earning and ta

；

enhance camprehen 员 ian Thi 员 i 员 we11 in tune with the NPE l986 and Learning
. –

withaut Burden – l993 that recammend chi1d centred 员 y 员 tem af educatian The .

textbaak 员 far C1a 员 员 IX were re1ea 员 ed in February ； 2006 and far C1a 员 员 X in
December ； 2006. 求 vera11 the baak 员 have been w e 1 1 r e c e i v e d by 员 tudent 员 and teacher 员.

N CF 2005 nate 员 that treating the pre 员 cribed textbaak 员 a 员 the 员 a1e ba 员 i
–

员 af examinatian i 员 ane af the key rea 员 an 员 why ather re 员 aurce 员 and 员 ite 员 af
1earning are ignared It further reiterate 员 that the methad 员 u 员 ed far teaching and
.

eva1uatian wi11 a1 员 a determine haw effective the 员 e textbaak 员 prave far making chi1dren，
员 1ife at 员 chaa1 a h a p p y e x p e r i e n c e rather than 员 aurce af 员 tre 员 员 ar baredam
； It .

c a 1 1 员 f a r r e f a r m 员 i n examinatian 员 y 员 tem current1y prevai1ing in the cauntry .

The pa 员 itian paper 员 af the Natiana1 Facu 员 Graup an Teaching af 松 cience ；

Teaching af Mathematic 员 and Examinatian Refarm 员 envi 员 age that the que 员 tian
paper 员 员 et in annua1 examinatian 员 canducted by the variau 员 Baard 员 da nat rea11y a
；

员 员 e 员 员 genuine under 员 tanding af the 员 ubject 员 The qua1ity af que 员 tian paper
.

员 i员 aften nat up They u 员 ua11y 员 eek mere infarmatian ba 员 ed an rate

ta the mark .
memari 员 atian and fai1 ta te 员 t higher arder 员 ki11 员 1ike rea 员 aning and ana1y 员 i 员 1et
– ； ；

a1ane 1atera1 thinking ； creativity and judg ment Gaad uncanventiana1 que 员 tian 员
. ；

cha11enging prab1em 员 and ex periment ba 员 ed prab1em 员 rare1y find a p1ace in

–

que 员 tian paper 员 In arder ta addre 员 员 the i 员 员 ue and a1 员 a ta p ravide additiana1

.

1earning materia1 the Department af Educatian in 松 c i e n c e a n d M a t h e m a t i c 员 D E 松 M

； ( )

h a 员 m a d e a n at t empt t a deve1ap r e 员 a u r c e b a a k 员 a f exemp1ar prab1em 员 in different

员 ubject 员 at 员 ecandary and higher 员 ecandary 员 tage 员 Each re 员 aurce baak cantain
– .

员 different type 员 af que 员 tian 员 af varying difficu1ty 1eve1 松 ame que 员 tian 员 .

wau1d require the 员 tudent 员 ta app1y 员 imu1taneau 员 1y under 员 tanding af mare than
ane cancept The 员 e prab1em 员 are nat meant ta 员 erve mere1y a 员 que 员 tian 员 b a n k f a r
.

e x a m i n a t i a n 员 b u t a r e primari1y meant ta imprave the qua1ity af teaching/ 1earning

p race 员员 in 员 chaa1 员 I t i 员 e x pected that the 员 e p rab1em 员 wau1d e ncaura g e
.
teacher 公 to de 公 ign qua1ity que 公 tion 公 on their own . 松 tudent 公 and teacher 公 公
hou1da1way 公 keep in mind that examination and a 公 公 e 公 公 ment 公 hou1d te 公 t
comprehen 公 ion 、 information reca11 、 ana1ytica1 thinking and pro b1em - 公 o1ving
abi1ity 、 creativity and 公 pecu1ative abi1ity.

A team of expert 公 and teacher 公 with an under 公 tanding of the 公 u b tect and a
proper r o 1 e o f e x a m i n a t i o n 公 w o r k ed hard to acco mp1i 公 h thi 公 ta 公 k . The materia1 wa 公 di 公
cu 公公 ed edited 、 、 a n d f i na11y inc1uded in thi 公 re 公 ource book .

NCERT wou1d we1come 公 ugge 公 tion 公 from 公 tudent 公 、 teacher 公 and parent 公
which wou1d he1p u 公 to further improve the q u a 1 i t y of the materia1 in 公 ub 公 equent
edition 公.

New Delhi
Prof ya 公 h Pa1
.

Mag 2008

i 由
 PREFACE

The Department 。 f 及 ducati 。 n in 员 cience and Mathematic 员 (D 及 员 M) 、 Nati 。 na1

C 。 unci1 。 f 及 ducati 。 na1 Re 员 earch and Training (NC 及 RT) 、 initiated the
pr。gramme f。r the deve1。pment。f 及 xemp1ar pr。b1em 员 in 员 cience and mathematic 员
‘ ，

f。r 员 ec。ndary and higher 员 ec。ndary 员 tage 员 ba 员 ed。n the 员 ubtect textb。。k 员
deve1。ped 。n the ba 员 i 员 。f the NCF 2005 The pre 员 ent b。。k i 员 ba 员 ed。n the c。ntent
- .

员。f the 员 cience Textb。。k f。r

C1a 员员 IX pub1i 员 hed by the C。unci1 in 2006 .

The main 。 btective 。 fthe b。 。 k 。 n ‘ 及 xemp1 ar pr。 b 1 em 员 in 员 cience ， i 员 t 。 pr。 vide

a n d 员 t u d e n t 员 a 1arge number 。f qua1ity pr。b1em 员 i n v a r i 。 u 员 f 。 r m
the t e a c h e r 员
员 and f 。 rmat with varying 1eve1 员 。 f difficu1ty t 。 faci1itate teaching 1earning 。 f -

c。 ncept 员 in 员 cience that are pre 员 ented thr。ugh the textb。。k f。r C1a 员员 IX It i 员 envi .

员 aged that the pr。 b 1 em 员 inc1 uded in thi 员 b 。 。 k w。 u 1 d he1 p the teacher 员 t 。 de 员
ign ta 员 k 员 t 。 a 员 员 e 员 员 effectivene 员员。f their preparati。n。f ba1anced que 员 ti。n paper
员 f。r unit and termina1 te 员 t 员 The feedback ba 员 ed。n the ana1y 员 i 员。f 员 tudent 员 re
. ，

员 p。n 员 e 员 may he1p the teacher 员 in further impr。ving the qua1ity。f c1a 员员 r。。m in 员
tructi。n 员 In additi。n、 the pr。b1em 员 g i v e n i n t h i 员 b 。 。 k a r e a 1 员 。 e x p e c t e d t 。 h e 1 p
.

t h e t e a c h e r 员 t 。 p e r c e i v e t h e b a 员 i c characteri 员 tic 员。fg。。d qua1ity que 员 ti。n 员

and m。tivate them t。frame 员 imi1ar pr。b1em 员 。 n t h e i r w n 员 tudent 员 can benefit them 。 .

员 e1ve 员 by attempting the pr。b1em 员 gi v e n in the b。。k f。r 员 e1f a 员员 e 员员 ment

and a1 员。in ma 员 tering the ba 员 ic technique 员。f pr。b1em 员。1ving 员。me。fthe pr。b1em .

员 given in the b。。k are ex pected t。cha11enge the 员 tudent 员

under 员 tanding。 f 员 cience c。 ncept 员 and t。 app1 y them in new 员 ituati。 n 员 .

The pr。b1em 员 inc1uded in thi 员 b。。k were deve1。ped in w 。rk 员 h。p m。de。rgani 员

ed by the D 及员 M inv。1v ing practicing teacher 员、 员 ubtect e x pert 员 fr 。 m uni ver 员

itie 员 and in 员 titute 员 。f higher 1earning and the member 员 。f the 员 cience gr。up。f

the D 及 员 M wh。 员 e name 员 appear 员 eparate1y I gratefu11y ackn。w1edge their .

eff。rt 员 and thank

them f。r their va1u ab1e c。n tri buti。n in 。ur ende av。ur t。 pr。vide g。。d
qua1ity
in 员 tructiona1 materia1 for the 员 choo1 员 y 员 tem. I e 员 pecia1 1 y thank profe 员员 or Kri 员
hna Kumar， Director， and profe 员员 or G . Ravindra， Joint Director， NC 及 RT for
their

admini 员 trative 员 upport and keen intere 员 t in the deve1 opment of the book . I
acknow 1 e d g e
with thank 员 the dedicated effort 员 and va1uab1e contribution of Dr . Ant ni

Kou1，
coora inator of thi 员 pro g r a m m e .

I a1 员 o thank Dr K T . . .
Chitra1ekha，copg Eaitor and 员 hri Mohd . Jabir Hu 员员 ain， DTP

op erator for typin g the manu 员 cript and preparin g a pre 员员 - ready copy.

we 1ook forward to feedback from 员 tudent 员， teacher 员 and parent 员 for

further

improvement of the content 员 of the book .

Dr . Hukum 员 ingh
Profe 试试 or and
Heaa

i i
 DEVELOPMENT TEAM

MEMBERS
Rupamanjari Gho 员 h、Profe 试试 or ana Dean、员 choo1 of phy 员 ica1 员 cience 员、Jawahar1a1
Nehru univer 员 ity、 New De1hi 想 hiefAa 规 i 试 or of 员 cience Textbook 试 for 想 1a 试试 e 试 IX
.

ana X

Adar 员 h Gu1ati、只 eaaer、Deptt of Chemi 员 try、Miranda Hou 员 e、De1hi univer 员 ity、New

.

De1hi
A1ka Mehrotra、 只 eaaer、 DE 员 M、 NCERT、 New De1hi

B.k. 员 harma、Profe 试试 or、 DE 员 M、 NCERT、 New De1hi

B.k. Tripathi、 只 eaaer、 DE 员 M、 NCERT、 New De1hi
Brahm parka 员 h、 Profe 试试 or、 DE 员 M、 NCERT、 New De1hi

Dine 员 h kumar、 只 eaaer、 DE 员 M、 NCERT、 New De1hi

Gagan Gupta、 只 eaaer、 DE 员 M、 NCERT、 New De1hi

Jaiparka 员 h Gupta、 只 eaaer、Department of phy 员 ic 员、 Dharam 员 amaj Co11ege、

A1igarh

kiran 员 ingh、TGT 员 cience、De1hi pub1ic 员 choo1、 Bhopa1

Monika Chopra、 PGT、N C Jinda1 pub1ic 员 choo1、 punjabi Bagh、 New De1hi
. .

Na1ini Nigam、 只 eaaer、Deptt of Botany、 Ramja 员 Co11ege、 De1hi univer 员 ity、 De1hi
.

parmod kumar、 PGT、Govind Ba11abh pant 员 arvodaya vidya1aya、员 ri Niwa 员 puri、New

De1hi

p.C. Bo 员 e、Deputg Director ( Retd. ) 、 44、 员 ak 员 hara Appartment 员、pa 员 chim vihar、New
De1hi
R. Jo 员 hi 、 Lecturer 员 G
( . }、 D E 员 M 、 NC ERT 、 Ne w D e 1h i

Ruchi verma、 Lecturer、 DE 员 M、 NCERT、 New De1hi

员 anjeev kumar、 只 eaaer、De 员 hbandhu Co11ege、 De1hi univer 员 ity、 De1hi

v.k. 员 riva 员 tava、只 eaaer、Deptt of Zoo1ogy、 J N Co11ege、 pa 员 ighat、 Arunacha1
. . .

prade 员 h

MEMBER COORDⅠNATOR
Anjni kou1、 员 enior Lecturer、 DE 员 M、 NCERT、 New De1hi .
 Ac 及 NOWLEDGEMENTS

The Nati 。 na1 C 。 口 nci1 。 fEd 口 cati 。 na1 Research and Training is gratef 口 1 t 。 the
members 。 f Deve1 。 pment C。 mmittee wh 。 se n a m e s a r e g i v e n separate1y 、 f 。 r t h e i r
、

c。ntrib 口 ti。n
in the deve1 。 pment 。 f Exemp1ar prab1ems in 如 cience f 。 r C1ass IX The C 。 口 nci1 .

a1s 。 grate f 口 11y ackn。w1edges the c。ntrib 口 ti。n 。f the f。11。wing members f。r
reviewing 、

refining and fina1isati。n 。f the man 口 script 。f the b。。 k kanhiya La1 principa1 〔 只 eta ： 、 .〕
、

Direct 。 rate 。 f Ed 口 cati 。 n 、 NCT 、 De1hi; H.C. Jain 、 pr incipa1 ( 只 eta.} 、 R IE At m e r 、

264- 松 aket C。1。ny、vaisha1i Nagar 、 Atm e r ; 松口 nita H。dda 、 只 eaaer、 Acharya Narendar
D e v C 。 11ege、 De1hi univeristy、 De1hi ; A.k. kawathekar 、 只 eaaer 、 松 hri venkateshwar
C 。11ege D e 1 h i u n i v e r i s t y 、 D e 1 h i k k
、 ; . . ka 口 1 、 只 eaaer 、 H i n d 口 C 。11ege 、 De1hi
university、De1hi ;

松 .L. varte 、 工 ecturer ， DE 松 M 、 NCERT 、 New De1hi; Meenambika Men 。 n 、 TGT 、

Cambridge 松 ch 。 。 1 、 N 。 ida; vandana 松 axena 、 TGT 、 kendriya vidaya1aya N 。 . -

3、Naraina 、 De1hi Cantt. 、 New De1hi; D.松. 松 hankar 、 工 ecturer RIE Atmer R P 松
、 、 ; . .

ingh 、 工 ecturer、 Ratkiya P r a t i b h a v i k a s v i d a y a 1 a y a 、 kishangant、De1hi .

松 pecia1 thanks are d 口 e t。 H 口 k 口 m 松 ingh 、 prafessar and Heaa、 Department

。 f Ed 口 cati 。 n in 松 cience and Mathematics 、 NCERT 、 New De1hi f 。 r pr 。 viding a11
academic and administrative s 口 pp。rt .

The C。 口 nci1 a1s 。 gratef 口 11y ackn。 w1edges the s 口 pp。 rt pr。 vided by the APC
Office 。 f D E 松 M 、 administrative staff 。f DE 松 M ; Deepak kap 。 。 r 、 Incharge ， C 。 mp 口 ter
Centre 、 DE 松 M; M 。 hd. Jabir H 口 ssain and Narender verma 、 DTp Operatar ; k.T.
Chitra1ekha 、 capg Eaitar ; Abhi man 口 M 。 han ty 、 praaf 只 eaaer. The eff 。 rts 。 f
the P 口 b1icati。n Department 、 NCERT are a1s。high1y appreciated .
 CONTENTS

Fare 山 ara iii

Preface i

Intraauctian 1

chapter 1
M A T T E R I N O U R 员 U R R 。 U N D I N GS 7

chapter 2
IS MATTER AR。UND US PURE 12

chapter 3
AT。MS AND M。LECU LES 19

chapter 4
员 TRU CTURE。FTHE AT。M 26

chapter 5
THE FUNDAMENTAL UNIT 。F LIFE 33

chapter 6
TISSUES 4O

chapter 7
DIⅤERSITY IN LIⅤING ORGANISMS 48

chapter 8
M 。 TI。 N 57

chapter 9
F 。RCE AND LAWS 。F M。TI。N 61

ch apter 1
GRAⅤITATI。N 64

ch apter 1
W。R 及 AND ENERGY 68

ch apter 1
员。UND 7 1

ch apter 1
WHY D。 WE FALL ILL 74

ch apter 1
NATURAL RES。URCES 79

ch apter 1
IMF R。Ⅴ EMENT IN F。。D RES。URCES 85

ANSWERS 93- 154

Appendix - I 155 18O

-

Appendix - II 181

Appendix - III 182

Chapter 1
M ATTER IN O UR S URROUNDINGS
Mu1tip1e choice Questions
1. Which one of the following sets of phenomena would increase on raising
the temperature?
(a) Diffusion, evaporation, compression of gases
(b) Evaporation, compression of gases, solubility
(c) Evaporation, diffusion, expansion of gases
(d) Evaporation, solubility, diffusion, compression of gases
2. Seema visited a Natural Gas Compressing Unit and found that the gas can
be liquefied under specific conditions of temperature and pressure. While
sharing her experience with friends she got confused. Help her to identify
the correct set of conditions
(a) Low temperature, low pressure
( b ) H i g h t e m p e r a t u r e , l o w p r essure
(c ) Low temperature, high pressure
(d) High temperature, high pressure
3. The property to flow is unique to fluids. Which one of the following
statements is correct?
(a) Only gases behave like fluids
(b) Gases and solids behave like fluids
(c) Gases and liquids behave like fluids
(d) Only liquids are fluids
4. During summer, water kept in anearthen pot becomes cool because of the
phenomenon of
(a) diffusion
(b) transpiration
(c) osmosis
(d) evaporation

5. A few substances are arranged in the increasing order of ‘forces of

attraction’ between their particles. Which one of the following
represents a correct arrangement?
(a) Water, air, wind
(b) Air, sugar, oil
(c) Oxygen, water, sugar
(d) Salt, juice, air
 6. On converting 25 C, 38 C and 66 C to kelvin scale, the correct sequence of
temperature will be
( a ) 2 9 8 K , 3 1 1 K and 3 3 9 K
( b ) 2 9 8 K , 3 0 0 K and 3 3 8 K
( c ) 2 7 3 K , 2 7 8 K and 5 4 3 K
( d ) 2 9 8 K , 3 1 0 K and 3 3 8 K

7. Choose the correct statement of the follo wing

(a) conversion of solid into vapours without passing through the liquid
state is called vapourisation.
(b) conversion of vapours into solid without passing through the liquid
state is called sublimation.
(c) conversion of vapours into solid without passing through the liquid
state is called freezing.
(d) conversion of solid into liquid is called su blimation.

8. The boiling points of diethyl ether, acetone and n-butyl alcohol are 35 C,
56 C and 118 C respectively. Which one of the following correctly
represents their boiling points in kelv in scale?
(a) 306 K, 329 K, 391 K
(b) 308 K, 329 K, 392 K
(c) 308 K, 329 K, 391 K
(d) 329 K, 392 K, 308 K

9. Which condition out of the following will increase the evaporation of water?
(a) Increase in temperature of water
(b) Decrease in temperature of wat er
(c) Less exposed surfac e area of water
(d) Adding common sal t to water

10. In which of the following conditions, the distance between the molecules
of hydrogen gas would increase?
(i) Increasing pressure on hydrogen contained in a closed container
(ii) Some hydrogen gas leaking out of the container
(iii) Increasing the volu me of the container of hydrogen gas
(iv) Adding more hydrogen gas to the container without increasing the
volume of the container
(a) (i) and (iii)
(b) (i) and (iv)
(c) (ii) and (iii)
(d) (ii) and (iv)

8 E XEMPLAR P ROBLEMS
 short Answer Questions
11. A sample of water under study was found to boil at 102 C at normal
temperature and pressure. Is the water pure? Will this water freeze at 0 C?
Comment.

12. A student heats a beaker containing ice and water. He measures the
temperature of the content of the beaker as a function of time. Which of the
following (Fig. 1.1) would correctly represent the result? Justify your choice.

100○C 100○C 100○C 100○C

oc 0。C oc oc

Time (min) → Time (min) → Time (min) →

(a) (b) (c) Time omin)
→
Fig. 1.1
13. Fill in the blanks:
(a) Evaporation of a liquid at room temperature leads to a——— effect.
(b) At room temperature the forces of attraction between the particles of
s o l i d s u b s t a n c e s a r e — — — t h a n t h o s e w h i c h e x i s t i n t h e g a s e o u s state.
(c) The arrangement of particles is less ordered in the ——— state. However,
there is no order in the ——— state.
( d ) — — — i s t h e c h a n g e o f g a s e o u s s t a t e d i r e c t l y t o s o lid state without
going through the ———state.
(e) The phenomenon of change of a liquid into the gaseous state at any
temperature below its boilin g point is called——— .
14. Match the physical quantities given in colum n A to their S I units given in
c olumn B :
(A) (B)
(a) Pressure (i) cubic metre
(b) Temperature (ii) kilogram
(c) Density (iii) pascal
(d) Mass (iv) kelvin
(e) Volume (v) kilogram per cubic metre
1 5 . T h e n o n S I a n d S I units of some physical quantities are given in column
A and column B respectively. Match the units belonging to the same
physical quantity:
(A) (B)
(a) degree celsius (i) kilogram
(b) centimetre (ii) pascal
(c) gram per centimetre cube (iii) metre
(d) bar (iv) kelvin
(e) milligram (v) kilogram per metre cube

MATTER SURROUNDINGS 9
I O
 16. ‘Osmosis is a spec ial kind of diffusion’. Comment.
17. Classify the fol lowing into osmosis/diffusion
(a) Swelling up of a raisin on keeping in water.
(b) Spreading of virus on sneezing.
(c) Earthworm dying oncoming in contact with common salt.
(d) Shrinking of grapes kept in thick sugar syrup.
(e) Preserving pickles in salt.
(f) Spreading of smell of cake being baked through out the house.
( g ) A q u a t i c a n i m a l s u s i n g oxygen dissolved in water during respiration.

18. Water as ice has a cool ing effect, whereas water as steam may cause severe
burns. Explain these observations.

19. Alka was making tea in a kettle. Suddenly she felt intense heat from the
puff of steam gushing out of the spout of the kettle. She wondered
w h e t h e r the temperature of the steam was higher than that of the water
boiling in the kettle. Comment.
20. A glass tumbler containing hot water is kept in the freezer compartment
o f a refrigerator (temperature < 0 C). If you could measure the
temperature of the content of the tumbler, which of the following graphs
(Fig.1.2) would correctly represent the change in its temperature as a
function of time.

目 。 日
o u 0 C 0

Ti e min → Time min Time min) Time min

a (b) d
Fig. 1.2

21. Look at Fig. 1.3 and suggest in which of the vessel s A,B, C or D the rate
of evaporation will be the highest? Explain.

Moving Fan

A C D

Fig. 1.3

22. (a) Conversion of solid to vapour is called sublimation. Name the term used
to denote the conversion o f vapour to solid.
(b) Conversion of solid state to liquid state is called fusio n; what is meant
by latent heat of fusion?

10 E XEMPLAR P ROBLEMS