Module -3

SCIENCE AND TECH

EDUCATION
Tech Education
th th th
Grade 8 , 9 , 10

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SCIENCE
TECHNOLOGY
E NGINEERING
ARTS
MATHS
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1. Introduction
What is a computer?
Computers are machines that help us do things
really fast and easily, like a smart brain. But they
need a special language to understand what we
want them to do. It's important for kids to learn
about computers so they can become really good at
using them when they grow up.
How do computers help us?
This will help them solve problems, be creative, and
Communicate better with others.
What if I do not learn computers?
If we don't learn about computers, it might be hard
to do well in school or find good jobs when we grow
up. We may be deprived of all the things that a
digital technology can offer us.

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2. What is Computer?
A computer is an electronic device that helps
people do many different things like playing
games or working on projects. It has different
parts inside like a brain has different parts,
which help it work. People can tell the
computer what to do by typing on a keyboard
or clicking on a mouse. The computer follows
instructions and then gives us the output in a
certain way. It's like magic! We can use
software to tell the computer what to do, like
when we play games or use computer
programs.

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3. List of the core components
A computer has different parts that help it work.
Some parts help us put information into the
computer, like a keyboard and a mouse. Some
parts help the computer process or work on that
information, like the central processing unit
(CPU) and the motherboard. And some parts
help us see or hear what the computer is doing,
like a monitor or screen.

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4. Types of computersbased on technology
• There are three types of computers
based on the type of signals they
can work with. A digital computer
can understand signals that
represent 1s and 0s. An analog
computer can understand signals
that are continuous or always
changing. A hybrid computer can
understand both types of signals -
signals that represent 1s and 0s as
well as signals that are always
changing.

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 5. What is a signal?
A signal is something that carries information from one place to another. It can be
different thingslike words, signs, waves (like radio, light, sound or satellite), wires (like
electrical or digital wires) oreven molecules! It's like sending a message from one friend to
another friend.

• Analog Computer • Hybrid Computer

• Digital Computer
Example: Speedometer, Thermometer Example: Flight Simulator
Example: Personal Computer

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6. Types of digital computers
We will only learn about digital computers
because analog and hybrid computers are more
advanced. Digital computers have different
types like super computers, mainframe
computers, mini computers, servers or
workstations, and microcomputers or personal
computers. It's like different types of cars like
sports cars, buses, and trucks.

Mindmap

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7. Models of personal computers
• Mindmap

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8. Desktop Computer
The most popular type of
computer is called a personal
computer. It's a good computer
to start learning about. It uses
something called the stored
program concept or the Von
Neumann concept. This just
means that it can store
programs and follow
instructions to do different
things. The picture below
shows all the important parts
of a desktop computer. It's like
a map that shows all the
important parts of a car.

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9. Principle of operation
• When we use computers, we give them
instructions to tell them what to do, just
like we give instructions to our friends. The
stored program concept means that
computers can remember these
instructions and use them to do different
tasks. It's like how we remember how to tie
our shoes or ride a bike. This helps
computers to be very useful because they
can do many different things without
needing to be changed or fixed every time
they need to do a new task.

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10. Computing terms

• Hardware • Bits & Bytes

• Software • Memory-Primary & Secondary
• Data • Central Processing Unit/CPU
• Users • Read, Write, Process,
Transfer, Store
• Program
• Bits & Bytes
• Operating System
• Memory- Primary &
• Utility software
Secondary
• Application software
• Central Processing Unit/CPU
• Binary Digit/Language • Buses/Electrical, Pathways-
Data, Address, Control

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11. Hardware
Computing hardware refers to all the physical
parts of a computer that we can touch and see,
like a keyboard, mouse, monitor, and many other
things. These parts are important because they
help the computer work properly and do different
things like play games, show videos, or help us do
our homework. Just like we need our hands and
eyes to do things, computers need hardware to do
things too.

• Mind map representing

Hardware Components

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12. Software
Computing entities that cannot be touched but can
be felt are considered to be software.
Examples
All applications, Operating systems, utility
software, computer virus, malware, freeware,
firmware, programs etc.,
When we click on icons or open programs, we
are using software. Some software is already
installed on the computer, like the operating
system, and some we have to download and
install ourselves, like games or apps. There are
many different types of software, some that are
helpful and some that can be harmful to the
computer.

• Mind map representing

software.
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13. Data and Information
Data is like a pile of toys, it's just a bunch of
things all mixed up. But when we take those
toys and put them into boxes and sort them
by color or type, it becomes organized and
easier to understand. That's what we do
with data, we organize it to make it more
useful. And just like we need to put toys in
the right box to play with them, computers
need to process data in a special way to get
the right answer. They do this by using
something called binary data, which is like a
secret code they can read to figure out
what the information means.

• Mind map representing

data and information.

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14. User
People who use computers hardware
resources through software to do their
work/task are called users.

All these four entities hardware, operating

system, applications and users are having very
important relationship. Refer figure. Users
cannot directly use hardware. Only software
enable them to use hardware. The
communication between these entities is
the lifeblood of all the activities inside the
computer.

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15. What is a program?
Software is a set of instructions
given to a computer to perform a
task. Just like how you follow
instructions to do your homework
or brush your teeth, a computer
follows instructions to do things
too! There are different types of
software like system software,
which helps the computer work
properly, utility software, which
helps you do specific tasks like
editing photos, and application
software, which lets you use
programs like games or word
processors.

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16. Operating System with examples
System software is like the captain of a ship, it
controls and manages all the parts of the
computer. It makes sure that all the hardware
parts, like the keyboard, mouse, and monitor,
and printer, work well together. The most
important part of the system software is the
operating system, which is like the boss of the
computer. It helps all the other programs to
work properly and provides services like saving
files and connecting to the internet. Examples of
operating systems are Windows 10/11, MacOS
X, and Linux.

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17. Utility software with examples
An operating system is a program that helps
manage acomputer, but it needs help from
other programs to do certain tasks. Utility
software is a group of programs that help the
operating system with specific tasks like keeping
the computer safe from viruses or helping with
editing or organizing files on the computer.
Some examples of utility software are antivirus
programs, disk utility programs, and editing
programs.

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18. Application software with examples

Application software is a type of software that is designed to solve specific

problems. It includes programs like MS Office, AutoCAD, Photoshop,
Blender, MATLAB, and many others. These programs are designed to work
on a specific operating system, and they help us complete different tasks
like writing documents, drawing pictures, designing buildings, or editing
photos. Each application software has its own set of features and tools that
make it useful for different tasks.

With these basics, anybody can start learning, how to work with a personal
computer or microcomputer. Though there are different models of PC, we
shall consider a Desktop/Tower model as an example and start learning
about using the computer.

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19. Why computers deal with
Binary digits?
Computers are made up of different parts that work
together to do tasks. A computer has things like a
keyboard or mouse to give it instructions, a processor
to think and do tasks, a screen to show you what it's
doing, and a memory to remember things. But, the
most important thing about a computer is that it uses
a special language made up of only two numbers: 1
and 0. We call these numbers "binary digits", and they
help the computer understand what it needs to do.

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20. Actions with Bits-
Read, Write, Process,
Transfer, Store
Everything in a computer is made
up of tiny pieces called bits, which
are either "on" or "off." These bits
are grouped together to form
bytes, which are like words that
the computer can understand.
The computer's physical parts, like
the hard drive and memory,
handle the bits and bytes, while
the central processing unit (CPU)
processes the data in terms of
words.

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21. Data storage in digital computers
Imagine you have a jar and you want to store your
marbles in it. One marble is too small to keep track
of, but if you put 8 marbles in the jar, it will be easier
to keep count. Just like that, computers use groups of
8 binary digits, called a byte,to keep track of
information. They use these bytes to measure how
much information they can store, like how many
marbles can fit in a jar. When we want to talk about
how much information a computer can store or use,
we useunits like bytes, kilobytes (KB), megabytes
(MB), gigabytes (GB), and even terabytes (TB).

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22. Memory-primary and secondary
When we use a computer, we need a place to
store all the pictures, videos, documents, and
other files we create. This is where secondary
memory, also called storage, comes in.
Secondary memory is a type of computer
memory that stores all our files and programs
permanently, even when we turn off the
computer. There are different types of secondary
memory devices like hard disk drives (HDD),
which use magnetism to store data, and
CD/DVDs, which use light to store data. Solid-
state devices like SSDs are another type of
secondary memory that stores data using special
chips. Refer the mind map.

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23. Processor
A CPU is like the brain of a computer. It helps
the computer think and do things just like how
our brain helps us to think and move. It can
read and process information and do math
problems like when you solve a puzzle or count
with your fingers. Without a CPU, the computer
would not be able to do anything!

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24. Data control/transfer
Imagine you have a big box filled with many different toys. The data bus is like
a toy truck that carries toys from the box to where you want to play with
them. It's like a highway that carries data. The address bus is like a GPS that
tells the truck where to go. It's like a map that tells the truck which toy to pick
up and where to take it. The control bus is like traffic lights that tell the truck
when to stop and when to go. It's like a set of rules that make sure everything
runs smoothly and nothing gets lost or broken. The data bus carries the toys,
the address bus directs the truck, and the control bus makes sure everything
happens in the right order and that nothing gets lost or broken.

In a 32-bit computer, the width of the data bus is 32 bits, which means
it can transfer 32 bits of data at a time. The address bus is also 32 bits
wide, which means it can address up to 2^32 (4,294,967,296) memory
locations. The control bus typically consists of a small number of lines
(signals) that are used to manage the flow of data and control the
operations of the computer.

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25. A note on file in thesecondary memory
A file is like a container that holds different kinds of information, like stories you write or pictures
you take. It's saved on your computer's hard drive, which is like a big closet where you keep all your
files. When you want tosee what's in the file again, you just need to find it in your computer's
closet and open it with a special program that knows how to read the type of information that's
inside the file.

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26. Primary memory
/Mainmemory and CPU
RAM is like a very fast desk that your computer uses to get its work done quickly. Just like
your desk, RAM can only hold a limited amount of things. When you open a program or a file
on your computer, it first gets copied into the RAM so the computer can work on it fast. But
if the RAM gets full, then the computer uses the slower storage media like a hard drive to
store the extra stuff.

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28. Encoding of data
Encoding is like translating information into a language
that computers can understand. It's how we convert
things like text, pictures, sound, and video into a digital
format that computers can work with. To encode text,
each letter and symbol is turned into a number using
something called ASCII code. To encode pictures, each
tiny dot of color (called a pixel) is given a number. To
encode sound, the computer takes measurements of
the sound wave and turns them into numbers. And to
encode video, the computer takes pictures and plays
them back really fast so they look like a moving picture.

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29. Personal Computes
A microcomputer is like a personal
computer thathas three important parts:
the keyboard, system unit, and monitor.
The keyboard is used to type on the
computer, and it usually has a layout called
QWERTY. The system unit is like the
computer's brain, and it has important parts
like the CPU, RAM, ROM, and graphics card.
These parts help the computer do things,
like show pictures and videos on the
monitor. The monitor is like a TV screen and
shows you what you are doing on the
computer.

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30. What happens when a
computer is switched on?
Switch Mode Power Supply (SMPS) is a device in a
computerthat converts the power coming from the
wall outlet (AC) into power that the computer can use
(DC). This power is then sent to all the different parts
inside the computer. Oneof the chips that gets
powered on when the computer is turned on is the
ROM-BIOS chip. This chip wakes up and starts a
program that is stored in the computer's memory
(RAM). The CPU, which is like the computer's brain, is
then told where to find this program and starts
following its instructions.

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31. Power on Self-Test
When we turn on a computer, it runs some
teststo see if everything is working
properly. This process is called Power-On-
Self-Test or POST for short. It checks if the
brain of the computer (CPU), memory
(RAM), and other important parts are
working correctly. If everything is okay, the
computer beeps, and then it looks for the
operating system, which is like the
computer's brain. If it finds the operating
system on the computer's hard drive, it
loads it into memory so that we can use
the computer.

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32. Booting
When you turn on your
computer, it loads the
operating system from the hard
drive into the computer's
memory. This process is called
"booting." If your computer is
turned off and you turn it on,
it's called a "cold boot." But, if
you're restarting your
computer, it's called a "warm
boot."

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33. Operating Systeminterfaces
After your computer starts up and loads
the operating system, you will see a way to
talk to your computer called the user
interface. The user interface looks
different depending on which operating
system you are using. The user interface
could be a black screen with white letters,
a picture of a desktop with icons, or a
place to type in a username and password.
The way you talk to the computer through
the user interface can be different too. You
might type in commands with the
keyboard or use a mouse to click on icons,
or use a touch screen to tap on buttons.

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34. Working of a Keyboard
This paragraph is about the keyboard, which
is an important input device for computers.
The keyboard has a layout called QWERTY
which is used in English-speaking countries,
while non- English-speaking countries may
use DVORAK. Each key on the keyboard
represents a symbol or character, and the
keyboard is controlled by a microcontroller
or microprocessor. When a key ispressed,
the controller detects it and sends a signal
to the CPU. Then the CPU processes the
signal and takes the necessary action.

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36. System Unit-Front Panel
The system unit is like the house of
a computer. It has a power supply
unit and a motherboard where all
the important parts of the
computer are kept. There are three
parts of the system unit: the front,
back, and inside. The front part has
things like a place to put a CD or
DVD, places to plug in USB devices
like a mouse or a keyboard, places
to plug in headphones or speakers,
and a button to turn the computer
on or off.

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37. System Unit-Back-panel
When we use a computer, it generates
a lot of heat due to processing, and this
heat needs to be removed to keep the
computer working properly. That's why
there are fans and heat dissipation
systems in the back panel of the system
unit. There are also different ports
available for connecting various devices
like USB, audio, video, and networking.
These ports allow us to connect
different peripherals and devices to the
computer.
Different types of video ports like HDMI,
DP/DVI, and C, and networking ports like
RJ45, are also available for connecting to
different devices.

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38. Inside of the system unit
So basically, all the electronic parts of a
computer need electricity to work properly.
They have their own specific power
requirements, and we need to make sure
that they get enough power to function
correctly. The device that distributes the
electricity to all these parts is called SMPS
(Switch Mode Power Supply). It converts the
power from the wall outlet into the correct
type of power that the electronic
components need. Different computers
have different requirements for how much
power they need, and the SMPS is chosen
accordingly. It can range from 250 watts to
1 kilowatt depending on the computer's
needs.

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39. Mother Board / System Board-Form Factor
The mother board is like a big
circuit board that connects all the
computer parts together. All the
mother boards availableare not the
same in terms of size and
capabilities. This is known a Form
Factor.
The CPU is the brain of the
computer and it communicates with
all the parts of the computer
through electrical pathways called
"buses". Thereare three types of
buses: data bus, address bus, and
control bus. Every part of the
computerneeds to use all three
buses to communicate with the
CPU.
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40. Devices that communicate with CPU
There are two groups of devices that
Communicate with CPU:
1. HSD-High Speed Devices like RAM,
GPU, APU…etc.,
2. LSDF-Low Speed Devices like HDD,
ODD, PRINTER …etc.,

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43. Central Processing Unit
The CPU, or central processing unit, is like the
brain of the computer. It has three important
parts: the ALU, the CU, and the cache memory.
The ALU is responsible for doing math problems
and making logical decisions, like "is 2+2 equal to
4?" The CU controls how the CPU works and tells
it what to do, like "add these two numbers
together." Finally, the cache memory stores
frequently used information so that the CPUcan
access it quickly. All the instructions that make a
computer program work are analyzed and
executed by the CPU.

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45. Control Unit
The Control Unit (CU) is like the boss of the computer's brain,
the CPU. It helps manage and control how the computer
works by telling the other parts what to do. It starts by getting
instructions from memory and figuring out what needs to be
done. Then it sends signals to the right parts of the computer
to make it happen. Once the work is done, it tells the
computer where to store the results. The control unit also
makes sure things happen in the right order and at the right
time. It even handles interruptions fromother parts of the
computer that need its attention.

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48. RAM-Random Access Memory
This is a little computer piece called a chip. We
usually put it in a special slot called DIMM. It's
easy to use, just plug it in and it will work. It's
not as fast as the computer's brain, but it's still
important. There are different kinds of these
little chips that can store
information, and they have
funny names like SRAM,
DRAM, SDRAM, RDRAM, and
DDR. Some of them work
faster than others, like DDR4
and DDR5. DDR5 is the
fastest and can work at 5600
MHz!

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49. ROM-Read Only Memory
The computer has a special part
called the BIOS-ROM, which is very
important. It used to be called
CMOS-ROM, but now it's called
Flash-ROM. It helps the computer
get started and do importantthings
when it's turned on. It talks to all
the different parts of the computer
andgets them ready to work. It also
helps the operating system and the
programswe use to do things on
the computer.
There's a new kind of BIOS called
dual- bios, which helps protect the
computer from breaking if
something goes wrong.

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50. Crystal Oscillator/Clock Generator
This is an electronic oscillator circuit. The piezoelectric
crystal (present in this) when vibrates, results in
mechanical resonance that creates an electrical signal.
This would generate a stable clock signal fed into digital
circuits. Every digital device will work in its own
speed. But CPU works faster than every other device.
To controland synchronize all the activities of these
devices with the CPU, this ‘clock-signal’ is required. This
can be imagined as a ‘Conductor (crystal)’ of an
‘Orchestra (system)’.

We're going to learn about something called an electronic oscillator

circuit that helps digital devices work together and stay in sync. It has a
special crystal called a piezoelectric crystal inside it that creates a signal
to keep all the digital devices working at the same speed. This is
important because different devices work at different speeds, but the
most important one, the CPU, works the fastest. It's like a conductor in
an orchestra that keeps everyone playing together and creates beautiful
music.
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57. Types of Monitors

Based on display technology, monitors are of two types.

1. Cathode Ray Tube which is old
and obsolete.
2. LCD/LED-Liquid Crystal
Display/Light Emitting Diode.

Working of a Monitor
It is very important to know about what is the need of a monitor? In any
computer, there will be lot of processes happening inside the system and
the result of these processes have to be conveyed to the user or system
may need next step of action by the user. For all these situations there
should be simple way communication between the system and the user.
This happens through a standard output device like monitor.
The monitor helps user to interact with the system. The essential data
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that should be displayed on the monitor will be decided by the output
statements of the program under execution. This functionality carried
out by the display card or Graphics Card.

The need for a monitor is essential to communicate between the

system and the user. This happens through a standard output device like
a monitor, which allows the user to interact with the system. The
output statements of the program under execution are determined by
the display card or Graphics Card. There are two types of monitors:
Cathode Ray Tube (old and obsolete), and LCD/LED-Liquid Crystal
Display/Light Emitting Diode.

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60. Hard Disk
One of the most important device to understand is
hard disk drive. All the data and programs are
stored in the secondary memory for later usage
which is a very important aspect. Everything stored
on the disk will be only in the form of a ‘file’ which
can be analogous to a notebook which contains
information.All the files can be organized into
different folders.
These files and folders can be present in any
partitionof the disk. Primary partition of is called c:
and extended partitions can be from d: to z:.
Capacity of the hard disks will be from 500GB to
2TB/8TB/16TB. Hard disk can either internal or
external. Internal harddisk can be connected
through IDE/SATA. Power required to drive the hard
disk is 2.5” drive is 0.7w to3.0w and 3.5” is 6.5w to
9.0w.
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61. Encoding and Decoding Standards
Encoding is the process of converting information from one Sketching Hint:
Encoding: converting
form to another so that it can be stored, transmitted, and information from human
processed by computers. Decoding is getting back the information readable format into
machine friendly format
to human readable format. It involves converting text, images, which is binary to store,
transmit or process.
audio, and video into a digital format that computers can Decoding: converting binary
information to human
understand and manipulate. To encode text, the computer readable format for either
display or print.
converts each letter and symbol into a number that represents it in
an ASCII code. To encode images, the computer assigns each pixel
a number that represents its colour. To encode sound, the
computer takes regular samples of the sound wave and assigns a
number to each sample that represents its amplitude and
frequency. To encode video, the computer saves each frame as an
image file and plays them back in order, typically at a rate of 24
to 60 frames per second.
Refer mind map encoding standards.

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When it happens?
If you are typing a document on your computer, the word
processing software you are using will convert the text you type into
binary code in real-time so that it can be stored on the computer's
hard drive.
Similarly, when you save an image or a video file, the software you
are using will convert the visual data into a machine-friendly format
before saving it to disk.
In general, the process of converting human-readable data into
binary code is known as encoding, and it can happen at various stages
depending on the context.
In most cases, the conversion to binary code happens automatically
behind the scenes, without the user needing to do anything specific to
initiate the process.

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62. Lay out of HDD
Refer Sketch

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64. File system
All the information or data and programs are created, stored and accessed inside the system
onlyas ‘files’. This is due to the file system that exists in an operating system. There are different
file systems adapted by different operating systems. Like
• FAT16-MSDOS
• FAT32-WINDOWS,
• NTFS-WIN NT, WIN 10
• ReFS-WINDOWS 11 (Latest).
FAT-File Allocation System; NTFS-New Technology File System; ReFS-Resilient File System.
File can be termed as ‘container’ for the information. So there are different file types for different
kinds of information. Different kinds of files can organized into another kind of ‘container’ which is
called folder. A folder can contain files and a sub folders. Everything related to files and folders is
managed by a file system.

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 SCIENCE AND
TECHNOLOGY
MODEL
th
8 Grade

8
 Onion Peel Cells under Foldscope
Chapter Name: Cell- Structure and Functions
Apparatus:
1. Onion
2. Foldscope
3. Forceps
4. Scissors
5. Glass slide/ Paper slide available with the Foldscope kit
6. Cover slip/ Coverslip sticker available with the Foldscope kit
7. Safranin stain (optional)
8. Watch Glass- 2
9. Water

Procedure:

1. Prepare the material:

a. Cut a long strip from the onion so that you can access the inner layer.
b. Use forceps to gently remove the white film-like layer from the onion.
c. Take some water in one watch glass and safranin stain (optional) in another watch glass.
d. Dip the onion layer in the water in one watch glass.
e. If desired, soak the onion layer in the safranin stain in the other watch glass for about a minute.
f. After a minute, rinse off any extra stain by dipping the onion layer in the water from the first watch glass.
g. Cut the prepared onion layer into a small square measuring 1cm x 1cm.

2. Prepare a slide:
a. Take a paper slide from the Foldscope kit and place a clear coverslip sticker on one of the holes.
b. Flip the slide over and use forceps to carefully mount the cut-up piece of onion on the sticker.
c. Place another clear coverslip sticker on top, ensuring that the onion peel is securely sandwiched between the
two stickers.

3. Insert the slide into the Foldscope:

a. Stack two blank paper slides on top of the prepared slide.
b. Insert the stack of paper slides into the Foldscope slide, with the sample slide on the bottom.

4. Viewing:
a. Look directly through the lens of the Foldscope from the blue side.
b. Remember to hold the Foldscope up towards a bright light source.

Explanation:
In this experiment, we use an onion to observe its cells using a Foldscope, a portable microscope. We follow a
step-by-step process to prepare a slide with onion peel.

First, we cut a long strip from the onion and carefully peel off the thin, white layer called the epidermal layer. We
then place this layer in water, and if desired, in safranin stain to add colour to the cells. After rinsing off any excess stain,
we cut a small square piece from the prepared layer.

Next, we prepare a slide by placing the onion piece on a paper slide with a clear coverslip sticker. Another sticker
is placed on top to secure the onion peel. The prepared slide is inserted into the Foldscope, with additional blank slides
stacked on top for better focus. To view the cells, we look through the Foldscope lens from the blue side while holding it
up towards a bright light source. This allows us to see the onion cells and their structures.

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 This experiment helps us understand the structure and function of plant cells and how they can be observed using a
simple microscope like the Foldscope.

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 Pond Water under Foldscope
Chapter Name: Cell- Structure and Functions

Apparatus:
1. Water from a pond/ muddy puddle/ lake
2. Foldscope
3. Forceps
4. Dropper
5. Cavity glass slide available in Biology Kit
6. Cover slip available in Biology Kit/ coverslip sticker available with the Foldscope kit

Procedure:
1. Get the materials ready:
a. Collect a small sample of water from a pond or a puddle.
b. Filter the water using a thin piece of cloth or a strainer to remove any dirt or particles.
2. Prepare the slide:
a. Take a glass slide and use a dropper to place a tiny drop of the filtered water on it.
b. Cover the water drop with a small, transparent cover slip or a cover slip sticker.
3. Insert the slide into the Foldscope:
a. Put the prepared slide onto the sample stage of the Foldscope.
4. Start observing:
a. Look directly through the lens on the blue side of the Foldscope.
b. Remember to hold the Foldscope up towards a bright light source to see the slide clearly.

Explanation:

In this experiment, we are using a Foldscope to observe a water sample collected from a pond or a puddle. First,
collect a small amount of water and filter it using a thin cloth or a strainer to remove any solid particles. This ensures that
we can observe the water more clearly. Next, take a glass slide and place a tiny drop of the filtered water onto it using a
dropper. Cover the water drop with a transparent cover slip or a cover slip sticker to keep it in place.

Now, insert the prepared slide into the Foldscope by putting it onto the sample stage. The Foldscope is a special
tool that allows us to view tiny objects or samples up close. To start observing, look through the lens on the blue side of
the Foldscope. Hold the Foldscope up towards a bright light source, like a lamp or a window, to illuminate the slide and
see the details more clearly. By examining the water sample under the Foldscope, we can discover microorganisms or
other small creatures that are too tiny to see with our naked eye. It helps us explore the hidden world of microscopic life
in the water. Remember to handle the Foldscope with care and avoid touching the lens or the sample on the slide to
ensure clear and accurate observations.

3
 Electroplating of Copper
Chapter Name: Chemical Effects of Electric Current

Apparatus:
1. Plastic/ paper cup
2. Copper strips- 2
3. Water
4. Copper sulphate
5. 9V battery, battery snap and crocodile clips
6. Spatula

Procedure:

1. Take a small amount (about half a spatula) of Copper sulphate salt and mix it with half a cup of water in a
cup. Stir it well until the salt is completely dissolved in the water. Set the cup aside.

2. Connect the crocodile clips to a 9V battery. These clips will help us connect the battery to the Copper strips.

3. Attach the Copper strips to the crocodile clips. These Copper strips will act as the electrodes and allow
electricity to flow through them.

4. Dip the Copper strips into the Copper sulphate solution in the cup. Make sure the strips are fully submerged
in the solution.

5. Observe the Copper strips closely. Do you notice any changes happening to them? Take note and record any
changes you observe.

Explanation:

In this experiment, we will investigate what happens when we connect Copper strips to a battery using Copper
sulphate solution. First, we prepare a solution by mixing Copper sulphate salt with water. This solution helps conduct
electricity. Next, we connect the crocodile clips to a 9V battery. These clips act as connectors between the battery and the
Copper strips. We attach the Copper strips to the crocodile clips, which allows the flow of electricity through the Copper
strips.

Then, we dip the Copper strips into the Copper sulphate solution. As the electric current flows through the
solution, a chemical reaction takes place on the surface of the Copper strips. This reaction causes changes to occur, which
we need to observe and record. Carefully observe the Copper strips throughout the experiment. Look for any color
changes, formation of bubbles, or other visible alterations. These changes indicate the effects of the electric current on
the Copper strips and the solution. Remember to take notes and record any changes you observe. This will help us
analyze and understand the effects of electricity on Copper and Copper sulphate solution.

Note: It is important to handle the materials and electrical connections with care, following any safety guidelines
provided by your teacher or supervisor.

4
 pH of Rust
Chapter Name: Materials: Metals and Non-metals

Apparatus:
1. Rust from rusted Iron screw/ pipe/ nail
2. Dropper
3. Rubber Gloves
4. Sandpaper
5. Water
6. Watch glass
7. pH paper

Procedure:

1. To start the experiment, make sure to wear protective gloves on your hands. With the help of your teacher or
an adult, scrape off some rust from a rusted iron screw, pipe, or nail using sandpaper. Place the scraped rust into
a watch glass. Remember to handle the rusted materials with caution.

2. Next, mix the scraped rust with water in the watch glass. Stir it well to ensure the rust is evenly dispersed in the
water.

3. Take a pH paper leaf and dip it into the rust water. Observe any changes that occur on the pH paper.

4. Use a pH paper to check the pH value of the rust water. The pH scale helps us determine if a substance is
acidic or basic. Check if the pH value of the rust water falls on the acidic or basic side of the pH scale.

5. To confirm your findings, compare the results from the pH paper with the results obtained from a litmus
paper. Litmus paper is another indicator used to determine if a substance is acidic or basic. Check if the
results from the pH paper align with the findings from the litmus paper.

Make sure to record your observations and compare the results from both the pH paper and litmus paper. This will help
us understand the nature of the rust water and whether it is acidic or basic. Remember to follow any safety instructions
provided by your teacher or supervisor. Handle the materials and tools with care to ensure a safe and successful
experiment.

From the pH paper test, we can see the pH of this sample of rust is around pH8.

5
 Reaction of Bases with Metals and Non-metals

Chapter Name: Materials: Metals and Non-Metals

Apparatus:
1. Test tubes- 3
2. Test tube holder
3. Sodium hydroxide
4. Aluminium foil
5. Sulphur
6. Dropper
7. Funnel
8. Spatula
9. Candle and ice cream stick/ matchstick
10. Scissors

Procedure:
Prepare a solution by dissolving a small amount of Sodium hydroxide in half a test tube of water. Mix it well to form an
aqueous solution.

Metal : Reaction of Sodium hydroxide with Aluminium (Metal)

1. Cut a small piece (1 inch x 1 inch) of Aluminium foil into even smaller pieces using
scissors.
2. Place the small Aluminium foil pieces into a test tube.
3. Attach the test tube to a test tube holder and carefully add 10 drops of the Sodium
hydroxide solution to the test tube.
4. Wait for about 3-4 minutes for the reaction to start. You will notice the Aluminium
foil pieces begin to float up in the solution.
5. After another minute, light an ice cream stick and bring it close to the mouth of the
test tube.
6. You will hear a "pop" sound, indicating that the reaction has produced Hydrogen gas.

Non-metal : Reaction of Sodium hydroxide with Sulphur (Non-Metal)

1. Attach a new test tube to the test tube holder and add a small amount of Sulphur to the
test tube.
2. Using a dropper, add 10 drops of the Sodium hydroxide solution to the test tube.
3. You will observe that Sulphur does not react immediately with Sodium hydroxide. However,
after a few seconds, the Sulphur particles start floating up to the top of the solution.
4. Once again, light an ice cream stick and bring it close to the mouth of the test tube. Unlike
5. the previous setup, you won't hear a "pop" sound, indicating that no Hydrogen gas was
generated.

Remember to carefully handle the materials and follow any safety instructions provided by your teacher or supervisor.

6
 Reaction of Acids with Metals and Non-metals
Chapter Name: Materials: Metals and Non-Metals

Apparatus:
1. Hydrochloric acid
2. Aluminium Foil
3. Sulphur
4. Test tubes- 2
5. Test tube holder
6. Dropper
7. Spatula
8. Candle and matches
9. Ice cream stick
10. Scissors

Procedure:

Metal : Reaction of Acids with Aluminium (Metal):

1. Cut a small piece (1 inch x 1 inch) of Aluminium foil into smaller pieces using scissors.
2. Place the Aluminium foil pieces into a test tube.
3. Attach the test tube to a test tube holder and carefully add 10 drops of Hydrochloric acid
to the test tube.
4. Watch closely as the Aluminium foil reacts with the acid. You will see bubbles of gas
forming around the edges of the foil.
5. After about 10-15 seconds, light an ice cream stick and bring it close to the mouth of the
test tube.
6. You will hear a "pop" sound, indicating that the reaction has produced Hydrogen gas.

Non-metal : Reaction of Acids with Sulphur (Non-Metal):

1. Attach a new test tube to the test tube holder and add a small amount of Sulphur to the test
tube.
2. Using a dropper, add 10 drops of Hydrochloric acid to the test tube.
3. Observe that Sulphur does not react immediately with the acid.
4. Once again, light an ice cream stick and bring it close to the mouth of the test tube.
5. You will not hear a "pop" sound, indicating that no Hydrogen gas was generated.

Remember to handle the materials carefully and follow any safety instructions given by your teacher or
supervisor.

7
 Testing Electrical Conductivity of Liquids

Chapter Name: Chemical Effects of Electric Current

Apparatus:
1. 2x1.5V batteries, battery cell holder and crocodile clips
2. Insulated Wires
3. Torch bulb and torch bulb holder
4. Watch glasses- 2
5. Liquids for testing- e.g. Clean drinking water, lemon juice, Vinegar (you can use any other set of liquids)

Procedure:

1. Insert two 1.5V batteries into the battery cell holder, making sure they are securely mounted.
2. Attach the torch bulb onto the torch bulb holder.
3. Connect the insulated wires to the torch bulb holder.
4. Connect the positive wire from the battery cell holder to the terminal on the torch bulb holder.
5. Leave the other wire from the battery cell holder and the torch bulb holder unconnected for now.
6. Take a few drops of different test liquids and place them in separate watch glasses.
7. Dip the unconnected wires from the battery cell holder and the torch bulb holder into each of the watch glasses.
Observe whether the bulb glows when you do this.
What do you notice?

Remember : To handle the batteries, bulb, and wires carefully. Take note of your observations and see how different test
liquids affect the glow of the bulb when the wires are dipped in them.

8
 Pressure Exerted by Liquids
Chapter Name: Force and Pressure

Apparatus:
1. One or half litre empty plastic bottle
2. Water
3. Bucket
4. Candle and matches/ lighter
5. Iron nail
6. Test tube holder
7. Marker pen

Procedure:

1. Take a plastic bottle and use a marker pen to mark two points on the bottle at the same height but on
opposite sides.

2. Attach an iron nail to a test tube holder. This will be used to heat the nail.

3. Light a candle and carefully heat the iron nail using the test tube holder.

4. Once the nail is hot, touch it gently to the two marked points on the plastic bottle to create two holes of the
same size.

5. Allow the plastic around the holes to cool down. Once cooled, use your fingers to close the holes temporarily.

6. Fill the bottle with water, holding it over a bucket to catch any water that may come out.

7. Release your fingers to open the holes, and observe how the water starts coming out from the holes. Pay
attention to the speed at which the water comes out.

8. Make two more holes on the bottle, diametrically opposite to each other, either above or below the first set of
holes.

9. Close all four holes with your fingers. With the help of a friend, hold the bottle and fill it with water.

10. Once again, hold the bottle over the bucket and release your fingers to open the holes.

11. Observe the pressure with which the water comes out from the top and bottom holes, and compare how fast
the water flows.

By conducting this experiment, you will be able to explore the concept of pressure and how it affects the flow of water.
You'll notice that the water flows out faster from the holes located lower on the bottle due to the increased pressure at
the lower level.

Remember: To handle the heated nail and the bottle with caution, and always perform experiments under the
supervision of a teacher or an adult.

9
 Laws of Reflection
Chapter Name: Light

Apparatus:
1. Flat mirror
2. Ball pins
3. Styrofoam balls
4. Thermacol board
5. White paper
6. Pencil
7. Ruler
8. Protractor

Procedure:
1. Secure the flat mirror to the
thermocol board, as shown in the
picture.
2. Place the paper on the thermocol board
and secure it using ball pins.
3. Draw a line on the paper, to form an
angle with the mirror as shown.
4. We will consider this line as our ray of
incidence or Incident Ray. Where this line
meets the mirror is called the Point of
Incidence.
5. Now, draw a line perpendicular to the
surface of the mirror at the point of
incidence– this line is called the ‘Normal’.
6. Push two pins with styrofoam balls on the incident ray. (Shown using green styrofoam balls)
7. Now, look in the mirror with one eye closed and view the ball pins.
8. Change your view point to see where the reflections of the two styrofoam balls on the incident
rayalign in a straight line.
9. Now, push two more ball pins into the thermocol board, such that, when you look in the mirror
withone eye closed, they seem to align with the reflections of the two pins on the incident ray.
(shown using the pink styrofoam balls)

10. Now, remove the pins from the board and mark the holes made by the pins.
11. Remove the paper from the thermocol board.

10
12. Draw a line from the point of incidence
through the two dots. This indicates path of
reflected ray. Use a protractor and measure
the angle between ‘Normal’ and incident ray
and note itdown. This is the angle of
incidence.
13. Measure the angle between Reflected ray and
the ‘Normal’ and note it down. This is the
angle of reflection. Is the angle of incidence
equal to the angle of reflection?

11
 Total Internal Reflection
Chapter Name: Light

Apparatus:
1. Glass jar
2. Water
3. Dettol or Milk
4. Laser pointer

Procedure:
1. Pour water into a transparent jar.
2. Point a laser beam through the jar, such that it passes through it to the
other side- do you see the path of the light in the water?
3. Add a few drops of dettol or milk and mix, so that the water turns milky.
4. Point a laser beam at the jar, such that it passes through the water to
be seen on the other side. Are you able to observe the path of the
lightin the water.
5. Point the beam at the surface of the water from various angles.
6. At an angle, the light reflects into the water rather than traveling
out.This phenomenon is called Total Internal Reflection.

Notice:
Observe the path of light in the water.
Compare to how the path looks when the water turns milky.
Observe at what angle the laser beam reflects back into the water?

Explanation:
This experiment demonstrates Total Internal
Reflection of light in a medium.

Total internal reflection occurs, when light

strikes the boundary of a medium (the top
surface of the water). When light travels from
one medium to another, refraction occurs
(thepath of the light bends).

When the light hits the surface of the water

above a certain angle, it reflects back into the
water, instead of entering the air. This angle is
called the Critical Angle of the Water.

When light falls on the boundary of two mediums at an angle greater than the critical angle, total internal
reflection occurs.

The critical angle of light is different for different mediums (media).

12
 Dispersion of Light
Chapter Name: Light

Apparatus:
1. Prism
2. Sunlight/ White light
3. Sheet of plain white paper

Procedure:

1. Start by gathering the materials you'll need: a prism and a sheet of white paper.

2. Find a darkened room where you can conduct the experiment. This will help you see the colors more clearly.

3. Place the prism on a flat surface or hold it with your hand. Make sure it's positioned in such a way that it can
catch a beam of light. You can use a flashlight or a beam of sunlight for this.

4. Direct the beam of light towards the prism. Adjust the angle of the prism and try different positions to catch the
light at different angles. As the light passes through the prism, it will undergo a phenomenon called refraction,
which causes it to separate into different colors.

5. Look closely at the emerging light on the other side of the prism. You will notice that the white light has now
split into a beautiful spectrum of colors. The colors you will see include red, orange, yellow, green, blue, indigo,
and violet. This sequence of colors is often remembered using the acronym ROYGBIV.

6. Now, take the sheet of white paper and place it in the path of the emerging spectrum. You can hold it behind the
prism or on a surface just beyond the prism. The paper will act as a background against which the colors become
more visible.

7. Observe the colors projected onto the white paper. You'll see a band of colors arranged in a specific order, with
red being the topmost color and violet being the bottommost color. Take your time to examine each color and
notice the smooth transition from one color to the next.

8. You can also try rotating the prism and exploring different angles to see how the spectrum changes. By doing so,
you'll get a better understanding of how the angle of the prism affects the dispersion of light.

Through this experiment, you have discovered how a prism can separate white light into its component colors, creating a
beautiful spectrum. This phenomenon occurs because different colors of light have different wavelengths, and when
passing through the prism, they bend at different angles, causing them to separate.

Remember to handle the prism and light source carefully to avoid any accidents, and enjoy the fascinating world of light
and color!

13
 Sound: A Form of Energy

Chapter Name: Sound

Apparatus:
1. Styrofoam balls
2. Glass
3. Audio speakers connected to a laptop or music player (tape recorder, CD player)

Procedure:

1. Gather some styrofoam balls and place them inside a glass. Make sure the glass is stable and won't tip over
easily.

2. Find a speaker or a device that can play music. Position the glass upside down directly over the speaker,
ensuring that it sits securely on the speaker's surface.

3. Start playing music through the speaker. You can choose any type of music you like, but it's best to select a
song with a strong and steady beat.

4. As the music plays, observe what happens inside the glass. You will notice that the styrofoam balls begin to
bounce up and down in a rhythmic manner, seemingly in sync with the music.

Now, let's understand why this happens:

When the music is played through the speaker, it creates sound waves that travel through the air. These
sound waves consist of vibrations, which are essentially rapid back-and-forth movements of air particles. As the
sound waves reach the glass, they cause the air inside the glass to vibrate. This vibration then transfers to the
styrofoam balls, making them move up and down in response to the sound waves.

The reason the styrofoam balls bounce in tune with the music is due to a phenomenon called resonance.
Resonance occurs when an object or material vibrates at its natural frequency in response to an external stimulus.
In this case, the sound waves produced by the music match the natural frequency of the styrofoam balls, causing
them to vibrate and bounce. Each song has a different beat or rhythm, and this affects the pattern of vibrations in
the air and subsequently the movements of the styrofoam balls.

If the music has a strong and consistent beat, the styrofoam balls will bounce in a rhythmic manner,
creating a visual representation of the music. It's important to note that not all objects will exhibit the same
response to sound waves. The styrofoam balls, with their lightweight and buoyant nature, are particularly
sensitive to the vibrations and easily bounce on the surface of the speaker.

Through this experiment, you've witnessed the fascinating interaction between sound waves and objects, and how they
can create a visual representation of music. Enjoy exploring the connection between sound, vibrations, and the world
around us!

14
 Propagation of Sound
Chapter Name: Sound

Apparatus:
1. 9V battery
2. Sound syringe set up available with the kit

Procedure:

1. Connect the 9V battery to the sound syringe set up by attaching it to the battery snap.
2. Once the battery is connected, you will hear the buzzer start buzzing right away.
3. Now, slowly pull the piston of the syringe outward and pay attention to any changes in the volume of the buzzer.

Explanation:

In this experiment, we are using a sound syringe set up to understand how the volume of sound can be affected
by the movement of the piston. We begin by connecting a 9V battery to the sound syringe by attaching it to the battery
snap. As soon as the battery is connected, you will notice that the buzzer starts making a buzzing sound.Next, we focus
on the piston of the syringe. By slowly pulling the piston outward, we are increasing the volume of the syringe cylinder.
While doing this, observe if there are any changes in the volume of the buzzing sound produced by the buzzer.

As you pull the piston outward, you may notice that the volume of the buzzer decreases. This happens because
the air inside the syringe becomes less dense as its volume increases. Since sound waves need a medium to travel
through, the reduced density of air inside the syringe makes it more challenging for the sound waves to propagate. As a
result, the volume of the buzzing sound becomes lower and harder to hear.

Remember to avoid pulling the piston out of the syringe completely, as it may damage the airtightness of the
setup. By conducting this experiment, we learn that sound waves require a medium (such as air) to travel and that
changes in the density of the medium can affect the volume of the sound we hear.

15
MODEL
th
9 Grade
 Boyle’s Law
Chapter Name: Matter in Our Surroundings

Aim: The aim of this experiment is to demonstrate Boyle's Law, which states that the pressure of a given mass of gas is
inversely proportional to its volume at a constant temperature.

Apparatus:

1. Syringe- 20ml
2. Small balloon
3. Thread

Procedure:

1. Inflate the balloon and shape it into a small ball

that can easily fit inside the syringe.
2. Alternatively, you can tie a thread around a small
part of an inflated balloon and cut off the excess
balloon.
3. Take out the piston from the syringe and place
the balloon inside. Make sure the balloon can
move freely within the syringe.

4. Put the piston back into the syringe.

5. Cover the nozzle of the syringe with your finger and push the piston in. Notice how the balloon gets smaller as you
push the piston.

Explanation:

In this experiment, we use a syringe and a balloon to observe how changes in pressure can affect the size of the
balloon. By placing the inflated balloon inside the syringe, we create a closed system.

When we push the piston of the syringe, we decrease the volume of the air inside the syringe. As a result, the
pressure inside the syringe increases. This increased pressure is transmitted to the balloon, causing it to shrink in size. The
balloon reduces in size because the air molecules inside it are squeezed closer together.

By observing this phenomenon, we can understand that changes in pressure can have an impact on the volume
of gases. This experiment helps us explore the relationship between pressure and volume, which is an important concept
in the study of gases.

1
 Volume and Density
Chapter Name: Matter in Our Surroundings

Aim: The aim of this experiment is to observe the changes in density when the volume of a substance is altered by
using a syringe.

Apparatus:

1. Syringe
2. Incense stick/ Lighter

Procedure:

1. Take out the piston from the syringe.

2. Light an incense stick and hold it inside the syringe to fill it with smoke.
3. Close the nozzle of the syringe to prevent the smoke from escaping.
4. Remove the incense stick and put the piston back in place.
5. Push the piston inside the syringe while keeping the nozzle closed.

You will notice that the smoke inside the syringe becomes denser and cloudier. If you pull the piston out, the cloudiness
of the smoke will reduce.

Explanation:

In this experiment, we use a syringe and smoke from an incense stick to observe the changes in density. By filling
the syringe with smoke and closing the nozzle, we create a closed system.

When we push the piston into the syringe, we decrease the volume of the air inside the syringe. As a result, the
particles of smoke are pushed closer together, making the smoke denser and cloudier. This happens because the same
amount of smoke is now occupying a smaller space.

Conversely, when we pull the piston out, the volume of the air inside the syringe increases. This allows the smoke
particles to spread out more, making the smoke less dense and reducing its cloudiness.

Through this experiment, we can observe how changes in volume can affect the density of a substance. It helps us
understand the relationship between volume and density, which is an important concept in the study of gases and
substances in general.

2
 Onion Peel Cells under Foldscope
Chapter Name: Tissues

Aim: The aim of this experiment is to observe and study the cells of an onion peel using a Foldscope.

Apparatus:

1. Onion
2. Foldscope
3. Forceps
4. Scissors
5. Glass slide/ Paper slide available with the Foldscope kit
6. Cover slip/ Coverslip sticker available with the Foldscope kit
7. Safranin stain (optional)
8. Watch Glass- 2
9. Water

Procedure:

1. Prepare the material:

a. Cut a long strip from the onion so that you can access the inner layer.
b. Use forceps to gently remove the white film-like layer from the onion.c. Take some water in one watch glass
and safranin stain (optional) in another watch glass.
d. Dip the onion layer in the water in one watch glass.
e. If desired, soak the onion layer in the safranin stain in the other watch glass for about a minute.
f. After a minute, rinse off any extra stain by dipping the onion layer in the water from the first watch glass.
g. Cut the prepared onion layer into a small square measuring 1cm x 1cm.

2. Prepare a slide:
a. Take a paper slide from the Foldscope kit and place a clear coverslip sticker on one of the holes.
b. Flip the slide over and use forceps to carefully mount the cut-up piece of onion on the sticker.
c. Place another clear coverslip sticker on top, ensuring that the onion peel is securely sandwiched between the
two stickers.

3. Insert the slide into the Foldscope:

a. Stack two blank paper slides on top of the prepared slide.
b. Insert the stack of paper slides into the Foldscope slide, with the sample slide on the bottom.

4. Viewing:
a. Look directly through the lens of the Foldscope from the blue side.
b. Remember to hold the Foldscope up towards a bright light source.

Explanation:
In this experiment, we use an onion to observe its cells using a Foldscope, a portable microscope. We follow a
step-by-step process to prepare a slide with onion peel.

First, we cut a long strip from the onion and carefully peel off the thin, white layer called the epidermal layer. We
then place this layer in water, and if desired, in safranin stain to add colour to the cells. After rinsing off any excess stain,
we cut a small square piece from the prepared layer.

Next, we prepare a slide by placing the onion piece on a paper slide with a clear coverslip sticker. Another sticker
is placed on top to secure the onion peel. The prepared slide is inserted into the Foldscope, with additional blank slides
stacked on top for better focus. To view the cells, we look through the Foldscope lens from the blue side while holding it
up towards a bright light source. This allows us to see the onion cells and their structures.

3
 This experiment helps us understand the structure and function of plant cells and how they can be observed using a
simple microscope like the Foldscope.

4
 Osmosis in a Potato
Chapter Name: The Fundamental Unit of Life

Aim: The aim of this experiment is to observe the effects of osmosis on potato pieces when placed in different solutions
of varying concentrations.

Apparatus:

1. Potato
2. Knife
3. Glass/ cups- 3
4. Water
5. Salt
6. Sugar
7. Ruler/ scale

Procedure:

1. Take a raw potato and cut it into three equal-sized pieces.

2. Measure and write down the length of the potato pieces on one side.
3.Take three cups and fill them about 3/4 full with water.
4. In the first cup, add 3 teaspoons of salt and stir until the salt dissolves completely.
5. In the second cup, add 3 teaspoons of sugar and stir until the sugar dissolves completely.
6.Leave the water in the third cup as it is, without adding anything to it.
7. Place one piece of potato into each of the cups.
8. Let the potato pieces sit in the cups for a few hours or overnight.
9.Take out the potato pieces from the cups and observe any changes.
10. The piece of potato in the cup with clean water has become slightly larger and firmer, while the pieces in the
cups with salt and sugar solutions have become smaller and very soft.

Explanation:

In this experiment, we use potato pieces to understand the effects of different solutions on them.

First, we cut a raw potato into three equal pieces and measured their length. Then, we prepared three cups of
water. In the first cup, we added salt and stirred until it dissolved. In the second cup, we added sugar and stirred until it
dissolved. The third cup contained plain water, without adding anything. Next, we placed one potato piece into each cup
and allowed them to stay there for a few hours or overnight. After that, we removed the potato pieces from the cups and
observed any changes.

We found that the potato piece in the cup with clean water became slightly larger and firmer. This is because
water moved into the potato cells through a process called osmosis, making them swell and become turgid.

On the other hand, the potato pieces in the cups with salt and sugar solutions became smaller and very soft. This
happened because water moved out of the potato cells into the solutions, causing the cells to shrink and become flaccid.

This experiment helps us understand how different solutions can affect the size and texture of plant cells through
the process of osmosis.

5
Try This:

Repeat this experiment with some raisins and compare your findings to this experiment.

6
 Kinetic Energy and Potential Energy
Chapter Name: Grade 9- Work and Energy

Aim: The aim of this experiment is to observe the relationship between the potential energy, kinetic energy, and mass of
objects rolling down a slope.

Apparatus:

1. Thick boxes or books of varying thickness

2. A thick and wide piece of plank, cardboard or thermacol

3. Balls of various weights (e.g. tennis/ cricket ball, rubber/ plastic ball)
4. A stopwatch, or wrist watch, or clock with seconds hand or a cell phone clock

5. A measuring tape.

Procedure:

1. Take a stack of boxes or books and arrange them on a flat surface. Lean a plank or board against the stack to
create a slope, like a ramp.
2. Roll different balls, one after the other, down the slope. Each time, measure how long it takes for the ball to
reach the bottom and the distance it travels.
3. Create a table in your notebook and write down your observations using the table below, noting the time and
distance for each ball.
4. Now, add more boxes or books to the stack to increase the slope's steepness. Repeat the experiment and
record the time and distance for each ball in these new conditions.

Explanation:

1. In this experiment, we set up a slope using a stack of boxes or books and a plank or board. The slope allows us
to study how different balls roll down and how their speed and distance traveled are affected.
2. To conduct the experiment, we roll various balls down the slope one by one. As each ball rolls down, we
measure the time it takes for the ball to reach the bottom and the distance it travels along the slope.
3. We record our observations in a table in our notebook, noting down the time and distance for each ball. This
helps us compare the performance of different balls on the slope.
4. To further investigate the effects of slope steepness, we can add more boxes or books to increase the height of
the stack. This creates a steeper slope, and we repeat the experiment, again measuring the time and distance
for each ball.
5. By analyzing the data from our observations, we can understand how the angle of the slope and the properties
of the balls affect their rolling speed and distance. This experiment helps us explore concepts related to
motion, gravity, and forces acting on rolling objects.

Ball Time taken to travel down the board Distance travelled from the board
Ball 1

Ball 2

Ball 3

Ball 4

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 Inertia
Chapter Name: Force and Laws of Motion

Aim: The aim of this experiment is to observe and understand the concept of inertia by studying the behavior of a coin
placed on a card when the card is struck or moved.

Apparatus:

1. Post card or thick card paper

2. Glass tumbler
3. Coin
4. Cutter/ Scissors

Procedure:

1. Take a piece of thick card paper or a postcard and cut it into a rectangle shape. Make sure it is larger than the
mouth of the glass tumbler.
2. Place the card on top of the glass tumbler and put a coin in the center of the card.
3. Use your fingers to strike the card just like you would strike a carrom striker.
4. Set up the experiment again with the same materials. This time, hold the card with your hands and slowly
move it.

Explanation:

In this experiment, we use a card and a glass tumbler to observe the effects of force and motion. First, we cut a
piece of thick card paper or a postcard into a rectangle shape that is bigger than the opening of the glass tumbler. We
place the card on top of the tumbler and put a coin in the middle of the card.

To start the experiment, we strike the card with our fingers, giving it a quick push just like we would strike a
carrom striker. This action applies a force to the card, causing it to move. We can also repeat the experiment by setting it
up again. This time, instead of striking the card, we hold it with our hands and move it slowly. By doing this, we can
observe how the motion of the card changes when we control the force and speed.

Through this experiment, we learn about the concepts of force, motion, and how different actions affect the
movement of objects. It helps us understand how forces can cause objects to move and the role of friction in controlling
motion.

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 Conservation of Momentum
Chapter Name: Force and Laws of Motion

Aim: The aim of this experiment is to observe and understand the conservation of momentum in a linear collision of
coins.

Apparatus:

1. 1 Rupee coins- 7-10

Procedure:

1. Arrange the coins in a straight line, placing them next to each other.
2. Take one coin out of the line and use it to strike the other coins in the line. Observe what happens.
3. Next, take two coins out of the line and use them to strike the remaining coins. What do you notice?
4. Now, rearrange the setup and try using three coins to strike the rest of the coins. What happens this time?

Explanation:

In this experiment, we set up a line of coins and observe what happens when we strike them with other
coins.First, we arrange the coins in a straight line, placing them next to each other. Then, we take one coin out of the line
and use it to strike the remaining coins. When we do this, we observe that the coin we struck transfers its energy to the
other coins. This causes the coins at the end of the line to move and separate from each other.

Next, we take two coins out of the line and use them to strike the rest of the coins. This time, we notice that the
impact is stronger, and the coins move even further apart. The force from two coins striking together is greater than just
one coin. We can repeat the experiment with three coins by rearranging the setup. When we strike the line of coins with
three coins, we see an even more pronounced effect. The force is stronger, causing the coins to move apart with more
speed and distance.

Through this experiment, we learn about the transfer of energy and the concept of collision. When we strike the coins,
the energy from the striking coin is transferred to the others, causing them to move. The more coins we use to strike, the
greater the force and the more noticeable the movement.

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 Relative Density
Chapter Name: Gravitation

Aim: The aim of this experiment is to determine the relative density of a test liquid (in this case, cooking oil) compared to
water using the principle of buoyancy.

Apparatus:

1. Spring scale
2. Objects weighing 200g-500g. e.g. a measuring weight, stone, jar, etc.
3. Vessel
4. Thread
5. Water
6. Oil or any other test liquid whose relative density you want to measure.
7. Plate or tray

Procedure:

1. Tie the object you have selected, like a glass jar, to a thread. Make sure it is securely suspended from the hook of
the spring scale.
2. Hang the thread with the object on the hook of the spring scale.
3. Measure and write down the weight of the object using the spring scale. Let's call this weight "W." For example,
the weight of the jar is 320g.
4. Fill a vessel with water.
5. Suspend the object from the spring scale and immerse it fully into the water in the vessel.
6. Measure and record the weight of the object when it is fully immersed in water. Let's call this weight "Ww." In our
experiment, the weight of the jar when fully immersed in water is 90g.
7. Empty the water from the vessel and fill it with the test liquid, such as cooking oil.
8. Place the vessel on a plate or tray to catch any spilled liquid.
9. Suspend the object from the spring scale and immerse it fully into the vessel with the test liquid.
10. Measure and write down the weight of the object when it is fully immersed in the test liquid. Let's call this weight
"Wo." In our experiment, the weight of the jar when immersed in oil is 110g.

Record your observations in the table below:

Weight of the object (in air) W=

Weight of the object when immersed in Water Ww=

Weight of the object when immersed in Oil Wo=

Explanation:

In this experiment, we are exploring the concept of buoyancy and how different liquids affect the weight of an
object. We start by tying the object, in our case a glass jar, to a thread and suspending it from a spring scale. We measure
and note down the weight of the object, which we call "W." Next, we immerse the object fully in water and measure its
weight again. This weight, known as "Ww," is less than the original weight because the water exerts an upward force
called buoyancy on the object, reducing its apparent weight.

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 Then, we empty the water from the vessel and fill it with our test liquid, which is cooking oil in our experiment.
We immerse the object in the oil and measure its weight once more. This weight, known as "Wo," is different from both
the original weight and the weight in water because oil has a different density than water. The buoyant force exerted by
oil is different, resulting in a different apparent weight for the object.

By comparing the weights in air, water, and the test liquid, we can observe how buoyancy affects the object's
weight and understand the concept of density and floating or sinking in different liquid.

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 Relative Density:

The density of a substance is defined as the mass of the substance per unit volume of the substance.
Different substances have different densities. The relative density of a substance is the density of that substance
comparedto the density of water; in other words, relative to the density of water. It tells us how much the density
of the substance is less or more than water’s density.

Relative density, is a ratio between two quantities (densities) with the same units. Hence it does not have a unit. If
the relative density of a substance if more than 1, it means that the substance is denser than water and weighs more
than water for the same volume. e.g. rocks, steel, metals, etc. Such substances sink in water.

If the relative density of a substance if less than 1, it means that the substance is less dense than water and
weighs less than water for the same volume. e.g. ice, oil, etc. Such substances float in water.

Calculating Relative Density:

We know that when immersed in water, the jar experiences an upward force called Buoyant Force that is pushing
it up.

This buoyant force acts against the downward gravitational force acting on the jar, i.e. the weight of the jar. Which
is why, the weight of the jar decreases from 320g to 90g, when immersed in water.

Similarly, when immersed in oil too, the jar experiences an upward buoyant force. Which is why the weight
of the jar reduces from 320g to 110g, when immersed in oil.

Summarizing,

Weight of the object (in air) W 320g

Weight of the object when immersed in Water Ww 90g

Weight of the object when immersed in Oil Wo 110g

Using the findings from this experiment, we can calculate the relative density of our test liquid (oil) in the following
way:

We see that the relative density of oil, as per our calculations, is 0.91. This indicates that the cooking oil is less
dense than water. Its density is 91% of water’s density or in other words, the oil is 9% less dense than water.

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 Centripetal Force
Chapter Name: Gravitation

Aim: The aim of this experiment is to understand the concept of centripetal force by observing the movement of an
eraser when it is spun around in a circular path and then released.

Apparatus:

1. Eraser
2. Strong thread (about 50cm long)

Procedure:

1. Tie an eraser to a thread about 50cm long and spin the eraser around your head.
2. Release the thread suddenly.

Concept:

The eraser that was rotating in a circular path, when released

suddenly, flies off, traveling in a straight line and not a circular
path. Why does the eraser fly away in a straight line?

This is because there was a force acting on the eraser that was
making the eraser travel in a straight line. But the fact thatthe
eraser was traveling in a circular path before being released,
shows that there must have been another force acting on it
which made it move in a circular path instead of a straight line.

This force that made the eraser travel in a circular path is

called the Centripetal Force. This force acts on the eraser
through the thread, towards the center of the rotation.
Thecenter of the rotation or the center of circular path of
the eraser is the point where your hand is holding the
thread.

Hence, we can say that when rotating, the eraser experiences two forces simultaneously acting upon it, namely:

1. The velocity of the eraser that acts tangential to the circular path of rotation, which makes the eraser travel
in a straight line after it has been released. Shown in the diagram using a green arrow.

2. The centripetal force which acts on the eraser towards the center of the rotation through the
thread.Shown in the diagram using a yellow arrow,

The eraser moves in the direction of the resultant force of these two forces, which is the circular path shown in the
diagram using broken blue lines.

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 Tyndall Effect
Chapter Name: Is Matter Around Us Pure?

Aim: The aim of this experiment is to observe and understand the Tyndall Effect by comparing the path of light in a
clear water sample and a sample containing suspended particles

Apparatus:

1. Water
2. Dettol or Milk
3. Glass jars or tumblers- 2-3
4. Laser light pointer

Procedure:

1. Take a glass jar or tumbler and fill it with clear, clean water.
2. Take another glass jar or tumbler and fill it with clean water. Add a few drops of Dettol or milk to the water and
stir until the water becomes milky.
3. Place the jars next to each other and shine a laser beam through them.
4. You will notice that the path of light is visible in the milky water with Dettol or milk, but not in the clear water.

Explanation:

In this experiment, we are observing how light behaves differently in clear water and water mixed with Dettol or
milk. We start by filling one jar with clear water and the other jar with water containing a few drops of Dettol or milk,
making it milky. When we shine a laser beam through both jars, we observe that the path of light is visible in the milky
water with Dettol or milk. This happens because the particles of Dettol or milk in the water scatter the light as it passes
through, causing the path of light to become visible to our eyes.

On the other hand, in the jar with clear water, the path of light is not visible. This is because clear water does not
have particles that scatter light as significantly as Dettol or milk, so the light passes through without being visibly
scattered or blocked.

By comparing the behavior of light in these two types of water, we can understand how the presence of particles
affects the way light travels through a medium and becomes visible or invisible to us.

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 Propagation of Sound
Chapter Name: Sound

Aim: The aim of this experiment is to observe the change in volume of a buzzer sound when the volume of air inside
an airtight syringe system is altered.

Apparatus:

1. 9V battery
2. Sound syringe set up available with the kit

Procedure:

1. Connect the 9V battery to the sound syringe set up by attaching it to the battery snap.
2. Once the battery is connected, you will hear the buzzer start buzzing right away.
3. Now, slowly pull the piston of the syringe outward and pay attention to any changes in the volume of the buzzer.

Explanation:

In this experiment, we are using a sound syringe set up to understand how the volume of sound can be affected
by the movement of the piston. We begin by connecting a 9V battery to the sound syringe by attaching it to the battery
snap. As soon as the battery is connected, you will notice that the buzzer starts making a buzzing sound.Next, we focus
on the piston of the syringe. By slowly pulling the piston outward, we are increasing the volume of the syringe cylinder.
While doing this, observe if there are any changes in the volume of the buzzing sound produced by the buzzer.

As you pull the piston outward, you may notice that the volume of the buzzer decreases. This happens because
the air inside the syringe becomes less dense as its volume increases. Since sound waves need a medium to travel
through, the reduced density of air inside the syringe makes it more challenging for the sound waves to propagate. As a
result, the volume of the buzzing sound becomes lower and harder to hear.

Remember to avoid pulling the piston out of the syringe completely, as it may damage the airtightness of the
setup. By conducting this experiment, we learn that sound waves require a medium (such as air) to travel and that
changes in the density of the medium can affect the volume of the sound we hear.

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