CLASS VII SUB: SCIENCE CH-1 NUTRITION IN PLANTS INDEX

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CRITICAL AND CREATIVE THINKING TEST ITEMS

CLASS VII SUB: SCIENCE

CH-1 NUTRITION IN PLANTS

INDEX

S.no. TEST ITEM Page no.

1 PHOTOSYNTHESIS 02

2 TRANSPORT OF WATER AND MINERALS IN PLANTS

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3 PLANT ADAPTATION 15

4 TRANSPIRATION IN PLANTS 22

5 PLANTS WHICH HUNT 29

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TEST ITEM 1

Photosynthesis

Green plants make their food in the presence of sunlight by process called photosynthesis. This is the start ofFood chainsof living things. Animals are unable to make their own food so they eat plants or other animals to get food they need. The animals they eat may have eaten plants, or other animals that ate plants. Ultimately all food comes from the food made by plants by the process of photosynthesis and all energy in food comes from sunlight. During photosynthesis, chlorophyll, the green pigment in plants, traps the energy from sunlight and uses it to join carbon dioxide and water to make glucose and oxygen. Carbon dioxide enters the plant from the air through small holes in the leaf called the stomata.Is’nt it interesting to know that the life supporting gas that all living organisms need to survive (oxygen) is a byproduct of the same process that plants undergo to trap solar radiations. So now you understand if there would be no green plants on this planet, what could happen.

Test Item: 1 PhotosynthesisQ 1.1: What is the ultimate source of energy?

a) Plants b) Sunc) Animalsd) Oxygen

(ITEM-1)TEMPLATEDomain :Scientific Literacy

Theme: Nutrition in plants Classes: VII-VIIIExpected time:2 minTotal Credit: 2

Description of itemsYes Text- Image- Table- Graph- Map- Poem

Learning Outcome:(As per NCERT)

Students will be able to a) Know the ultimate source of energy b) Know how the energy is channelized within the living system

c) Explain the movement of nutrients in the food chain.

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1.1 FRAME WORK CHARACTERISTICSCompetency/ELO Identify and explain the scientifically oriented

issuesKnowledge-system Knowledge of science-ProceduralContext Global Cognitive demand MediumItem format Simple MCQProficiency Level 2

MARKING SCHEME- SCIENTIFIC LITERACYCredit Pattern:Full credit: 2Partial Credit: N.A.Nil Credit: 0Description of answer key and Credits: (1.1)

(1.1)Full credit –b SunNo credit any other option

Name of the teacher: PARVEEN KUMARDesignation: PGT CHEMISTRYEmail: [email protected] no: 9416472014Name of the Vidyalaya: K V No. 1 AFS SIRSAKVS REGION: Gurugram

Q1.2 Plants prepared their food by using some materials present in nature. Name these materials.

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1.2 FRAME WORK CHARACTERISTICSCompetency/ELO Identify & use scientific data to draw conclusion Knowledge-system Knowledge of scienceContext Global Cognitive demand Medium Item format closed constructed responseProficiency Level 2

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MARKING SCHEME- SCIENTIFIC LITERACY (1.2)

Credit Pattern:Full credit: 2Partial Credit: 1Nil Credit: 0Description of answer key and Credits:

(1.2)Full credit – The correct response is Sunlight, carbon dioxide, water, chlorophyll.Partial credit- if two are writtenNo credit any other option


Q1.3 How does carbon dioxide enters the plants?

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TemplateDomain :Scientific Literacy


Description of itemsYes Text- Image- Table- Graph- Map- Poem


Students will be able to explain the process of photosynthesis

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1.3 FRAME WORK CHARACTERISTICSCompetency/ELO Explain the phenomenon scientificallyKnowledge-system Knowledge of science Context Global Cognitive demand MediumItem format Simple MCQProficiency Level 1MARKING SCHEME- SCIENTIFIC LITERACY


(1.3)Full credit – The correct response is through stomata. Partial credit- through pores or holes in leaf No credit any other option


Q1.4 Carnivores are also dependent on green plants even though they eat flesh. Justify the statement.

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TemplateDomain :Scientific Literacy


Description of itemsYes Text- image- table- Graph- Map- poem


Students will be able to explain the flow of nutrients in the food chain

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1.4 FRAME WORK CHARACTERISTICSCompetency/ELO Explain the phenomenon scientificallyKnowledge-system Knowledge of science Context Global Cognitive demand MediumItem format Simple MCQProficiency Level 2

Credit Pattern:Full credit: 2Partial Credit: 1Nil Credit: 0Description of answer key and Credits: 1.4

(1.4)Full credit –The correct explanation is: animals that are eaten by carnivores feed on green plants it means carnivores indirectly depends on plants.

Partial credit any other option


Q1.5 What do you think can happen if all the green cover of planet earth vanishes?-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

TemplateDomain :Scientific Literacy Theme: Nutrition in plants Classes: VII-VIII

Expected time:2 minTotal Credit: 2

Description of itemsYes Text- image- table- Graph- Map- poem


Students will be able to explain the process and predict the changes in the system.

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1.5 FRAMEORK CHARACTERISTCSCompetency/ELO Scientifically Use the data to draw conclusionKnowledge-system Knowledge of scienceContext Global Cognitive demand HighItem format closed constructed responseProficiency Level 4


(1.5)Full credit –Green cover = plants. No plant means no food and no oxygen, so no lifePartial credit any one optionNo credit: Any other answer.


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TEST ITEM 2

TOPIC: TRANSPORT OF WATER AND MINERALS IN PLANTS

Plants absorb water and minerals by the roots. The roots have root hair. The root hair increase the surface area of the root for the absorption of water and mineral nutrients dissolved in water. The root hair is in contact with the water present between the soil particles.Plants have pipe-like vessels to transport water and nutrients from the soil. The vessels are made of special cells, forming the vascular tissue. A tissue is a group of cells that perform specialized function in an organism. The vascular tissue for the transport of water and nutrients in the plant is called the xylem.The xylem forms a continuous network of channels that connects roots to the leaves through the stem and branches and thus transports water to the entire plant. One thing is very interesting here that when gravity pulls every-thing downwards, then how the water can rise up against gravity. There are only two possibilities, either the water is being pushed from below or the water is being pulled from the top of the plant. Now the question is which force is strong. It is very similar to the principle behind the sipping of soft drink from a bottle with a straw.

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Q2.1 Water and minerals are transported from roots to leaves in plants by:a. Xylem b) phloem c) stomata d) chlorophyll

TemplateDomain :Scientific Literacy Theme: Transport system in

plantsClasses: VII-VIIIExpected time:2 minTotal Credit: 2

Description of itemsYes TextYes Image- Table- Graph- Map- Poem


Students will be able to explain how water and other minerals reaches to all parts of a plant.

2.1 FRAMEWORK CHARACTERISTICSCompetency/ELO Identify scientifically issues and evidencesKnowledge-system Knowledge of scienceContext Global Living systemCognitive demand LowItem format Simple MCQ Proficiency Level 1

Credit Pattern:Full credit: 2Partial Credit: N.A.Nil Credit: 0Description of answer key and Credits:

Full credit – The correct answer is: a) xylem

No credit any other option


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Q2.2 What is being absorbed by plants from the roots?

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Description of itemsYes TextYes Image- Table- Graph- Map- poem


Students will be able to :enlist the functions of root for a plant

2.2 FRAMEWORK CHARACTERISTICSCompetency/ELO Explaining Phenomena ScientificallyKnowledge-system Knowledge of science-Living systemsContext Global Cognitive demand Medium Item format Closed constructed responseProficiency Level 2

Credit Pattern:Full credit: 2Partial Credit: 1 Nil Credit: 0Description of answer key and Credits:

(2.2)Full credit – The correct answer is: water and minerals

Partial credit any one option

Name of the teacher: PARVEEN KUMARDesignation: PGT CHEMISTRYEmail: [email protected] no: 9416472014

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Name of the Vidyalaya: K V No. 1 AFS SIRSAKVS REGION: Gurugram

Q2.3 Name the force responsible for upward pulling of water.

a. Gravitational forceb. Magnetic forcec. Muscular forced. Suction pull



Description of itemsYes TextYes image- table- Graph- Map- poem



2.3 FRAMEWORK CHARACTERISTICSCompetency/ELO Explaining Phenomena Scientifically

Use the scientific evidence to draw conclusion

Knowledge-system Knowledge of scienceContext Global Cognitive demand MediumItem format Simple MCQProficiency Level 4


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Full credit – The correct answer is: d) suction pull



Q2.4 Based on the information given in the context, when the water reaches the top of the plant and only a small fraction is used for the process of photosynthesis, then what happens to the rest of the water?

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Domain :Scientific Literacy

Theme: Transport system in plants

Classes: VII-VIIIExpected time:2 minTotal Credit: 2




2.4 FRAMEWORK CHARACTERISTICSCompetency/ELO Explaining Phenomena ScientificallyKnowledge-system Understanding Context Global Cognitive demand MediumItem format Short response itemProficiency Level 3

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(2.4)Full credit – The correct answer is: From the top (leaves) water must leave in order to maintain suction force, this is possible only by evaporation of water through leaves also called as ‘Transpiration’Partial credit: Transpiration or vaporization from leavesNo credit any other response


Q2.5 Apply your knowledge to locate stomata in aquatic plants having leaves floating on the surface of water. Give reason.----------------------------------------------------------------------------------------------------------------






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2.5 FRAMEWORK CHARACTERISTICSCompetency/ELO Explaining Phenomena Scientifically Knowledge-system Knowledge of scienceContext Global Cognitive demand MediumItem format closed constructed responseProficiency Level 3


Full credit –On upper surface because aquatic plants float on water surfaceand no stomata in submerged plants

Partial credit- on upper surfaceNo credit any other option


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TEST ITEM 3

TOPIC: PLANT ADAPTATION

Ability of plants to live in hot, dry or cold areas is called adaptation. Plants develop adaptations that help them to live and grow in different areaseven with extreme conditions. Cactus having needle like leaves with long roots, fleshy stem with green color and require very low amount of water to survive. WhereasPinus tree also having needle like leaves and covered with thick layer of cuticle. Both these plants having some similarities although both are present in different habitat.

Q3.1 Adaptation in desert plants are shown by the presence of

A) Broad surface leaves

B) Spiny leaves

C)Non green leaves

D)None of the above

Q3.2 Plants growing in drier condition tend to have less no. of stomata on their leaves. Why?

Q3.3 Plants adapt themselves to the environment in which they live.Identify the geographical habitat of plant by observing the following characters.

I) It has lot of branches and small compound / modified leaves.

ii)It can withstand summer heat

iii)It sheds its leaves in the autumn

Identify the type of plant.

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Q3.4If desert plants have spiny leaves then what kind of leaves are present in aquatic plants with leaves floating on the surface of water.

Q3.5Which types of plants are found on hilly areas?

MARKING SCHEME- SCIENTIFIC LITERACYTest Item: 3 Plant adaptation

Q3.1 Adaptation in desert plants are shown by the presence of:

A) Broad surface leaves

B) Spiny leaves

C) Non green leaves

D) None of the above

TemplateDomain :Scientific Literacy Theme: Adaptation in plants Classes: VII-VIII




Students will be able to explain how plants survive in all types of climates.

3.1 FRAMEWORK CHARACTERISTICSCompetency/ELO Use scientific evidence to draw conclusionKnowledge-system Knowledge of science Context GlobalCognitive demand Medium Item format MCQProficiency Level 2


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Full credit – 3.1 The correct answer is: Spiny leavesNo credit any other option


Q3.2 Plants growing in drier condition tend to have less no. of stomata on their leaves. Why?

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3.2 FRAMEWORK CHARACTERISTICSCompetency/ELO Identify scientific issuesKnowledge-system To know about the types of leavesContext Content KnowledgeCognitive demand MediumItem format Closed Constructive TypeProficiency Level 3

Credit Pattern:Full credit: 2Partial Credit: 1.Nil Credit: 0Description of answer key and Credits:

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(2.1)Full credit – 1.Spiny leaves and 2. reduce surface areaPartial Credit :- Any one reason.No credit any other option


Q3.3 Plants adapt themselves to the environment in which they live.Identify the geographical habitat of plant by observing the following characters.

I) It has lot of branches and small compound / modifiedleaves.

ii) It can withstand summer heat

iii) It sheds its leaves in the autumn

Identify the type of plant.






3.3 FRAMEWORK CHARACTERISTICCompetency/ELO Use the scientific evidences to draw conclusionKnowledge-system Knowledge of science-Living systemContext GlobalCognitive demand MediumItem format Open constructed typeProficiency Level 2

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Full credit – The correct answer is: any desert plant Partial creditany name of desert plant



Q3.4If desert plants have spiny leaves then what kind of leaves are present in aquatic plants with leaves floating on the surface of water.

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3.4 FRAMEWORK CHARACTERISTICCompetency/ELO Explaining Phenomena ScientificallyKnowledge-system Knowledge of scienceContext GlobalCognitive demand MediumItem format Open constructed typeProficiency Level 2


Full credit – The correct answer is: Broad leaves in stagnant water and ribbon shaped in flowing water Partial creditany one adaptationNo credit any other option


Q3.5Which types of plants are found on hilly areas?






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3.5 FRAMEWORK CHARACTERISTICSCompetency/ELO Explaining Phenomena ScientificallyKnowledge-system Knowledge of scienceContext GlobalCognitive demand MediumItem formats Open constructed typeProficiency Level 2


(3.5)Full credit – The correct answer is: Leaves are generally needle like to reduce surface area, reduced no. of stomata, reduced effect of wind speed Partial credit- Any one or two points of the aboveNo credit any other response


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TEST ITEM 4

TRANSPIRATION IN PLANTS

Plants absorb mineral nutrients and water from the soil. Minerals are present in the soil as solids (rock) or as ions. Ions are generally soluble in water. Absorption of minerals is little complicated process and also involves a lot of water. That is the reason when soil water gets reduced during summers or in the absence of irrigation, then absorption of minerals stops.Water absorbed maintains the cell structure besides being used in the photosynthesis. But this required amount is very less. Then a question arises as to why so much efforts are made by the plant to absorb extra water. Not all the water absorbed is utilized by the plant. The water evaporates through the stomata present on the surface of the leaves by the process of transpiration. Since plants show unlimited growth with some plants/ trees being 100m tall, it is not possible for the roots to push water to such heights. This is where lies the secret of absorbing large volumes of water.The evaporation of water from leaves generates a suction pull (the same that you produce when you suck water through a straw) which can pull water to great heights in the tall trees. We should not forget that the branches and the leaves thereon form a large surface to absorb light just like solar panels. Also the after effects of absorption is seen as heating effect of the living tissue. Don’t you think that for the water to move out of leaf, there should be some door like situation as it occours in your home. If you want to move out or come in then what is required. Should the door open or close.Transpiration also cools the plant.

Q4.1 Transpiration is very essential for plants as it

a. 1 cools the plant.b. 2 exchange gasesc. 3loss of excess waterd. 4none of the above

Q4.2 What is the name given to the tiny pores present on the leaves of the plants? Also state the function.

Q 4.3 Do water reaches to great heights in tall trees from their roots?

Q4.4Stomata are present only on the lower surface of leaves. (Yes/No)

Q4.5 The stomata consists of

(a) Two guard cells(b) Mesophyll cells(c) Chloroplast(d) All of the above

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MARKING SCHEME- SCIENTIFIC LITERACYTest Item: 4 Transpiration in plants

Q4.1 Transpiration is very essential for plants as it

a. 1 cools the plant.b. 2 exchange gasesc. 3 loss of excess waterd. 4 none of the above

TemplateDomain :Scientific Literacy Theme: Transpiration in




Students will be able to explain how plants evaporates water and exchanges gases through stomata.

4.1FRAMEWORK CHARACTERISTICCompetency/ELO Identify scientific issues Knowledge-system Knowledge of scienceContext Global Cognitive demand MediumItem format Simple MCQProficiency Level 2


Full credit – The correct answer is: 1 Partial credit any one response

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Q4.2 What is the name given to the tiny pores present on the leaves of the plants? Also state the function.





Students will be able to : Know the structure of stomata& function

4.2FRAMEWORK CHARACTERISTICCompetency/ELO Explain the phenomenonKnowledge-system Knowledge of scienceContext Global Cognitive demand Medium Item format open constructed typeProficiency Level 2


Full credit – The correct answer is:. Stomata helps in exchange of gases and in transpiration. Partial credit- Correct termNo credit any other response

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Q 4.3 Do water reaches to great heights in tall trees irrespective of their height from their roots?





Students will be able to explain conduction of water and exchanges gases in plants.

4.3FRAMEWORK CHARACTERISTICCompetency/ELO Understanding and KnowledgeKnowledge-system Content knowledgeContext GlobalCognitive demand MediumItem format closed constructed typeProficiency Level 2


Full credit – The correct answer is: Transpiration is the loss of water in the form of water vapor from the aerial parts of a plant. Leaves are always at the top. As water evaporates from the leaves a suction force is created. This force helps to draw more water up through the stem which causes the roots to absorb more water from the soil. Partial credit- Definition of transpiration

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No credit any other response


Q4.4Stomata are present only on the lower surface of leaves. (Yes/No)





Students will be able to explain the reason for the occourance of stomata on leaf

4.4FRAMEWORK CHARACTERISTICCompetency/ELO Understanding the phenomenon scientifically Knowledge-system Knowledge of scienceContext Global Cognitive demand MediumItem format Reasoning Proficiency Level 2


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Full credit – The correct answer is: No Stomata are present on both side surface of the leaves.No credit any other response


Q4.5 The stomata consists of

(a) Two guard cells(b) Mesophyll cells(c) Chloroplast(d) All of the above





Students will be able to explain the structure of stomata and its functions.

4.5FRAMEWORK CHARACTERISTICCompetency/ELO Explain the phenomenon Knowledge-system Knowledge of scienceContext Global Cognitive demand MediumItem format MCQProficiency Level 2

Credit Pattern:Full credit: 2Partial Credit: N.A.Nil Credit: 0

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Description of answer key and Credits

Full credit – The correct answer is: d.No credit any other response


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Fig. aFig. b

TEST ITEM 5

Topic: PLANTS WHICH HUNT

Some plants cannot prepare their own food as they do not have chlorophyll.

We generally see a yellow wiry branched structure twinning around the stem and branches of a tree figure ‘a’. This is a plant called cuscuta. It does not have chlorophyll; it takes readymade food from the plant on which it is climbing. The plant on which it climbs is called the host and it itself is called parasite.

In

the figure‘b’, you can see the amazing structure on plants. These are actually modified leaves having pitcher-like or jug-like shape. The apex of the leaf forms a lid like structure that can open or close the mouth of the pitcher. Inside the pitcher there are hair which entangle the trapped insect. The insect is killed by the juices secreted in the pitcher and the nutrients are absorbed. Such insect eating plants are called insectivorous plants. Such plants are found in Australia, Indonesia and Meghalaya in India.

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Q 5.1: Pitcher-like structure is:

a. Modified stemb. Modified branchc. Modified leafd. Modified bud

Q 5.2: If the pitcher plant is green and carries out photosynthesis, then why they are called as carnivores plants?

Q 5.3: These plants have a special smell that:

a. Attracts insects.b. Keep the environment pleasant.c. Attracts the tourists.

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d. Provides it pitcher-like shape.

Q 5.4The plant shown in figure ‘a’ is non green and does not have even the expanded leaves. Then how could it survive on the plant on which it is growing ?

Q 5.5 In India where can you find cuscuta and insectivor plants?

MARKING SCHEME- SCIENTIFIC LITERACYTest Item: 5PLANTS WHICH HUNT

Q5.1: Pitcher-like structure in the figure ‘b’ is actually :

a. Modified stemb. Modified branchc. Modified leafd. Modified bud

TemplateDomain :Scientific Literacy Theme: Insectivores Plants Classes: VII-VIII




Students will be able to know about the plants who depends on insects for nutrition/ food (minerals)

5.1 FRAMEWORK CHARACTERISTICSCompetency/ELO Explain the phenomenon scientificallyKnowledge-system Knowledge of science-Context globalCognitive demand Medium Item format MCQProficiency Level 2


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Full credit – The correct answer is: option c (modified leaf).No credit any other response


Q5.2: If the pitcher plant is green and carries out photosynthesis, then why they are called as carnivores plants?

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5.2 FRAMEWORK CHARACTERISTICSCompetency/ELO Explain the phenomenon scientificallyKnowledge-system Knowledge of science-Context Global

Cognitive demand MediumItem format Open constructed typeProficiency Level 1

Credit Pattern:

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Full credit: 2Partial Credit: N.A.Nil Credit: 0Description of answer key and Credits:

Full credit –The correct answer is: They eat insects.No credit any other response


Q5.3: These plants have a special smell that:a) Attracts insects.b) Keep the environment pleasant.c) Attracts the tourists.d) Provides it pitcher-like shape.

TemplateDomain :Scientific Literacy Theme: Insectivores

PlantsClasses: VII-VIIIExpected time:2 minTotal Credit: 2




5.3 FRAMEWORK CHARACTERISTICSCompetency Explain the phenomenon scientificallyKnowledge-system Knowledge of scienceContext Global Cognitive demand High Item format MCQProficiency Level 3

Credit Pattern:

33

Full credit: 2Partial Credit: N.A.Nil Credit: 0Description of answer key and Credits:

Full credit –The correct answer is: option A attracts the insects No credit any other response


Q 5.4The plant shown in figure ‘a’ is non green and does not have even the expanded leaves. Then how could it survive on the plant on which it is growing ?

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Description of itemsYes TextYes image- Table- Graph- Map- Poem



5.4 FRAMEWORK CHARACTERISTICSCompetency Explain the phenomenon scientificallyKnowledge-system Knowledge of science-Context Global Cognitive demand Medium Item format Open response itemProficiency Level 3

Credit Pattern:

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Full credit: 2Partial Credit: 1Nil Credit: 0Description of answer key and Credits:

Full credit – The correct answer is: pitcher plants, venus flytrap, sundews, drosera etc.Partial credit any one response


Q 5.5 In India where can you find cuscuta and insectivore plants?

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Description of itemsYes TextYes image- Table- Graph- Map- Poem


Students will be able to know about the plants which depends on insects for nutrition/ food (minerals) or which have alternate mechanisms of nutrition

5.5 FRAMEWORK CHARACTERISTICSCompetency Identify the evidences scientificallyKnowledge-system Knowledge of scienceContext Global Cognitive demand Medium Item format Closed response itemProficiency Level 3

Credit Pattern:

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Full credit: 2Partial Credit: 01Nil Credit: 0Description of answer key and Credits:

Full credit –The correct answer is: Cuscuta : Through out India Insectivore plant - MeghalayaPartial credit: Any one pointNo credit : any other response


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CH-2 NUTRITION IN ANIMALS

INDEX

Q.NO. TEST ITEM PAGE NO.

1 TEETH 02

2 FOOD CHOICES IMPACT ON PERSONAL AND ENVIRONMENT HEALTH 08

3 ORGANIC PRODUCTS 14

4 PEPTIC ULCER DISEASE: A CASE ON THE DIGESTIVE SYSTEM 21

5 DIGESTION IN RUMINANTS 27

6 TOOTH DECAY 29

7 DENTAL HEALTH 47

8 DIARRHEA: COMMON ILLNESS, GLOBAL KILLER 55

9 DIARRHOEA 63

10 DIGESTION IN ANIMALS 76

11 BACTERIAL LINK IN CELIAC DISEASE 90

12 TEETH QUIZ 94

13 MY PLATE 98

14 OZONE 104

15 WHAT WOULD HAPPEN IF I ATE NOTHING BUT MEAT? 113

16 THE FUTURE OF FOOD THE SCIENCE OF YUMMY 118

17 NON-STARCH POLYSACCHARIDES (NSPS) 123

18 THE PIZZA PASSAGE 128

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19 RUMINANTS 133

20 NUTRIENTS IN PLANT AND ANIMAL SOURCE FOOD 138

21 NUTRITIONAL DEFICIENCIES 145

22 NUTRITIONAL IMPORTANCE OF ANIMAL SOURCE FOODS 152

23 IPIFF 158

24 NUTRITION IN ANIMALS 162

TEST ITEM 1

TEETH

The tooth is covered by white hard outer covering of tooth called enamel. Enamel is similar to bone which protects the pulp cavity having nerves and blood vessels. Bacteria are gum present in our mouth but they are not harmful to us. However, if we do not clean our teeth and mouth after eating, many harmful bacteria also begin to live and grow in it. These bacteria breakdown the sugars present from the leftover food and release acids. The acids gradually damage the tooth. The process can be prevented by adapting following measures:

(i) One should rinse and clean its teeth thoroughly after every meal.

(ii) We should clean our teeth with the help of datun or brush twice a day.

(iii) We should use dental floss to remove food particles.

Plaque is the deposit on the teeth which helps in the storage of any unwanted substance. It increases storage of acidic substance also.

It has been observed that starchy or sugary food items which cling to teeth for a long time are more likely to cause decay.

Q1.1 The main component of enamel is:

(i) Calcium phosphate (ii) Calcium sulphate

(iii) Magnesium phosphate (iv) Magnesium sulphate

Ans:--------------

Q1.2. Choose the correct name for the process which can be given similar to

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Process mentioned in paragraph:

(i) Acid rain (ii) Soil erosion

(iii) Digestion of food (iv) Photosynthesis

Ans:--------------

Q1.3. Which food eaten before sleep is going to cause more tooth decay. Write

reason.

(i) Carrot (ii) Pulse

(iii) Vegetable (iv) Milk

Ans:-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Q1.4. What is the role of plaque in tooth decay? Explain.

Ans:-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Q 1.5. Which will cause more tooth decay – bread (chapatti) or carbonated soft drinks. Justify your answer.

Ans:-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Q 1.1 Template

Domain: Scientific Literacy Theme: TEETH Class(es):VII

Expected time: 2 Minutes

Total Credits:1

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Description of Item:

TEXT Text

Image

Table

Graph

Map

Poem

Learning Outcomes: Knowledge of tooth decay, Methods of protection of our teeth

(As per NCERT)

Scientific Literacy:

Framework Characteristics

Competency Evaluation

Knowledge System Content

Context Local

Cognitive Demand Medium

Item Format Simple MCQ

Proficiency Level 1

Credit Pattern:Full Credit: 2Partial Credit: 0No Credit:0

Description of Answer Key and Credits:

Q 1.2 Template Q 1.2 Template



Total Credits:2

Calcium phosphate because teeth is similar to bone.

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TEXT Text

Image

Table

Graph

Map

Poem

Learning Outcomes: Knowledge of tooth decay, Acid Rain

(As per NCERT)





Context Local



Proficiency Level 3



Acid rain. In acid rain calcium carbonate reacts with acid present in rain. It is similar to reaction of acid produced in our mouth with teeth.

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Q 1.3 Template



Total Credits:2


TEXT Text

Image

Table

Graph

Map

Poem


(As per NCERT)





Context Local


Item Format Close Construct

Proficiency Level 2

Credit Pattern:Full Credit: 2 Correct answer with correct explanation Partial Credit: 1 for Correct answer but incorrect explanation

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No Credit:0


Q 1.4 Template

Domain: Scientific Literacy Theme: NUTRITION IN ANIMALS

Class(es):VII


Total Credits:2


TEXT Text

Image

Table

Graph

Map

Poem


(As per NCERT)



Milk. It is starchy, sugary and sticky food.

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Competency Explain


Context Local


Item Format Closed construct

Proficiency Level 3

Credit Pattern:Full Credit: 2 Plaque increases tooth decay. Correct explanationPartial Credit:1 Plaque increases tooth decayNo Credit:0 Other options


Q 1.5 Template



Total Credits:2

Plaque increases tooth decay. Plaque helps in the storage of acid in our mouth. Thus it increases tooth decay.

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TEXT Text

Image

Table

Graph

Map

Poem


(As per NCERT)



Competency Expalnation


Context Local


Item Format Close constructed

Proficiency Level 3

Credit Pattern:Full Credit: 2 Carbonated soft drink with correct explanationPartial Credit: 1 Carbonated soft drinkNo Credit:0


Carbonated soft drinks. It contains carbonic acid in addition to sugar.

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………

TEST ITEM 2Food choices impact on personal and environment health

In 2012 the centre for science and environment, a Delhi based NGO revealed that it had found high amounts of salt, fat, trans fats and carbohydrates in several popular packaged junk foods. A recent study has found that poor mental health could be linked with poor diet quality (International journal of food sciences and nutrition). While increased sugar consumption was found to be associated with bipolar disorder, consumption of foods that has been fried or contain high amount of sugar and processed grains have been linked with depression. So why then do we gravitate towards unhealthy junk food? A team of marketing professionals has found that the image of food has a sensory and emotional effect on individuals. The photograph and packaging can stimulate the sensory images, causing individuals to imagine the taste or smell of food items and so the researchers say jazzing up the look of healthy food items could be helpful in drawing people towards healthy food items. They sighted a successful campaigning by a company who reversed the sales declined of their brand baby carrots by imparting a new orange colour, crispy texture and crunchy sound to the packaging mimicking some junk foods.Give the answer of the following questions; -Q.2.1) Justify the statement “poor mental health is linked with poor diet quality”

Ans……………………………………………………………………………….

Q.2.2) Why do unhealthy junk foods gravitate people towards itself?i) The look and smell of the food.ii) The sensory and the emotional impact.iii) The photograph and the packaging of the food.iv) Its nutritional value.

The correct option will be: - a) Only i)b) I) and ii)c) I), ii) and iii)d) All of the above.

Ans:……………………………………………………………………………….

Q.2.3) Name two diseases caused by unhealthy eating habits?

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Ans:……………………………………………………………………………….

Q.2.4) Does unhealthy eating habits also impact environment?

Yes………………………..No…………………………..

Ans:……………………………………………………………………………….

Q.2.5) Give an example where attractive packaging of healthy food enhanced the sale?

Ans:……………………………………………………………………………….

Q. 2.1 Template

Domain: Scientific Literacy Theme:

Food choices impact on personal and environment health.

Class(es): VII

Expected time:5 minute

Total Credits:10


Text

Learning Outcomes:

(As per NCERT) Can know why poor mental health is linked

with poor diet quality. Can explain why unhealthy food attract

people. Can give example of diseases caused by junk

food. Can tell the impact of unhealthy food on

environment.



Competency explain

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Knowledge System content

Context national

Cognitive Demand medium

Item Format open constructed

Proficiency Level 2

Credit Pattern:Full Credit: No Credit:Description of Answer Key and Credits:

Q. 2.2 Template

Domain: Scientific Literacy Theme: Food choices impact on personal and environment health.

Class(es): VII


Total Credits:10


Text

Learning Outcomes:





environment.



Full Credit Epidemiological study determine an association exist between diet quality and mental health in children and adolescents No Credit: for no response.

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Competency interpret

Knowledge System Knowledge of science

Context national


Item Format Complex MCQ

Proficiency Level 2


Q. 2.3 Template


Class(es): VII


Total Credits:10


Text

Learning Outcomes:



Full Credit c) i, ii and iiiNo Credit: for any other response.

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environment.





Context national



Proficiency Level 2


Q. 2.4 Template

Domain: Scientific Literacy Theme: Food choices impact on personal and

Class(es): VII

Full Credit Hypertension, obesity,dipression and bipolar disorder.No Credit: for any other response.

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environment health


Total Credits:10


Text

Learning Outcomes:





environment.



Competency explain


Context national


Item Format Open constructed

Proficiency Level 2


Full Credit: yes, it also impacts our environment. Food production including growing crops raising livestock, fishing and transporting. All that food to our plates is responsible for 20-30% of total greenhouse gases emission.No Credit: for noresponse.

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Q. 2.5 Template


Class(es): VII


Total Credits:10


Text

Learning Outcomes:





environment.





Context national



Proficiency Level 2

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……….

TEST ITEM 3

ORGANIC PRODUCTS

Full Credit: packaging of oats, packaging of juices etc.No Credit: for no response.

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Q 3.1According to the news article given in the question, what should be the most appropriate reason for the statement, “Consumers are willing to pay more for organic products’’:

(a) because they may like to show off their wealth by spending a big amount.

(b) because of increase in awareness among the public about the health issues by taking more medicines.

(c) because they believe that safer and good products are obviously expensive.

(d) because of increase in awareness among the public about the ill effects of Chemical additives in food products

Ans:……………………………………………………………………………….

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Q3.2. Give two examples from the article that the Crop Care Federation of India founded that thr organic products are fake.

Ans:……………………………………………………………………………….----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Q3.3. Besides buying organic, you can limit exposure to pesticides by:

(a) Washing all uncooked fruits and vegetables.

(b) Peeling and trimming fruits and vegetables

(c) Eating a variety of foods

(d) All of the above

Q3.4. Does eating of inorganic products affect the digestive system of a human being?

Justify your answer (yes/No)

Ans:……………………………………………………………………………….

Q3.5. What is the pH range of an acid which is secreted in stomach during digestion process?

(a) 8-10

(b)2-4

(c) 5-7

(d) 6-8

Ans:……………………………………………………………………………….

Q. 3.1 Template

Domain: Scientific Literacy Theme: ORGANIC PRODUCTS Class(es): VII

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Total Credits: 02


Text based question

Learning Outcomes:

(As per NCERT)



Competency Interpret

Knowledge System Procedural

Context National


Item Format Simple MCQs

Proficiency Level 1b

Credit Pattern:Full Credit: 02Partial Credit: NANo Credit: 0


Q. 3.2 Template


Answer(d): Increase in awareness among the public about the ill effects of chemical additives in food products.

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Total Credits: 02


Text based question

Learning Outcomes:

(As per NCERT)


Competency Explain


Context National

Cognitive Demand Low


Proficiency Level 1a

Credit Pattern:Full Credit: 02Partial Credit: 01No Credit: 0


Q. 3.3 Template


Answer : 1. CCFI found that most of the samples were not complying with the certification norms.

2. CCFI also found that for the past 8 years the FSSAI had not booked a single violator against wrongly labeling organic product

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Total Credits: 02


Text based question

Learning Outcomes:

(As per NCERT)



Knowledge System Epistemic knowledge

Context National

Cognitive Demand High


Proficiency Level 2



Q. 3.4 Template

Answer(d): All of the above.

EPA guidelines support all 3 practices. Gently scrub produce under running water instead of soaking it. Scrub gently will remove bacteria, dirt and chemical residue. Peeling and trimming skin from fruits and vegetables help remove more traces of pesticides. Eating a variety of foods lowers the chance that you will be exposed to high levels of a single pesticide.

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Total Credits: 02


Text based question

Learning Outcomes:

(As per NCERT)


Competency Evaluate

Knowledge System Epistemic Knowledge

Context National






Q. 3.5 Template

Answer: yes eating of inorganic products affect the digestive system of a human being because it is having chemical additives and pesticides.

No, It depends on individual’s immune system or in case if it is taken in a very small amount

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Total Credits: 02


Text based question

Learning Outcomes:

(As per NCERT)


Competency Explain

Knowledge System Content knowledge

Context National






……….

TEST ITEM 4

Answer(b): HCl is secreted in stomach with pH range of 2-4

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Peptic ulcer disease: A case on the digestive system

Shyam who usually skips his meals one morning went to doctor after dozing one another night of disrupted sleep. When doctor walks in, she finds the 66-year-old man looking exhausted and uncomfortable Shyam gets to the reason for his visit immediately: He has been suffering from “stomach aches” (dyspepsia) that wake him up at night and nag him in between meals during the day. He describes his pain as gnawing, burning (may be a 4 out of 10 on a pain scale) and points to the epigastric region of his abdomen. When he eats he tells doctor, the pain goes away, but then he feels bloated and a little nauseated. The pain usually returns 2-4 hours later depending on what he eats. Shyam explains that he has had some pain relief from the over the counter drug Pepcid (antacid). After complete diagnosis doctor said that he is suffering from peptic ulcers. And suggested him to change his food habits along with medication.

Q.4.1) What can be the possible cause of Shyam’s stomach ache?

Ans:……………………………………………………………………………….

Q.4.2) Pepcid is used to treat dyspepsia because…………………………….

Ans:……………………………………………………………………………….

Q.4.3) What type of food should Shyamtake ?

a) green and leafy vegetables.

b) sprouts and fruits.

c) deep fried and spicy foods.

d) fat rich food.

Choose the correct option; -

i) a,b and cii) only diii) a and biv) all of these.

Ans:……………………………………………………………………………….

Q. 4.4) In which part of his alimentary canal was Shyam having problem?

i) Buccal cavityii) Small intestineiii) Large intestineiv) stomach

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Ans:……………………………………………………………………………….

Q.4.5) Hydrochloric acid is secreted by which glands and what are the function of Hydrochloric acid?

Ans:……………………………………………………………………………….

Q. 4.1 Template



Class(es): VII

Expected time: 1 minute

Total Credits:2


Text

Learning Outcomes:

(As per NCERT) Can tell the possible cause of dyspepsia.





Context Personal


Item Format closed constructed

62

Proficiency Level 2

Credit Pattern:Full Credit: No Credit:


Q. 4.2 Template



Class(es): VII

Expected time: 1

Total Credits:2


Text

Learning Outcomes:

(As per NCERT) Will be able to know about functioning of

antacids.



Competency explain


Context personal


Full Credit: Prolonged fasting or irregularity in meal resulted in damaging the linings of the walls of stomach due to gastric acid(HCL).No Credit: for any other response.

63


Proficiency Level 2



Q. 4.3 Template



Class(es): VII

Expected time: 30 sec.

Total Credits:2


Text

Learning Outcomes:

(As per NCERT) Can classify foods into healthy and unhealthy.

Full Credit: Pepcid is an antacid which neutralize the effect of acid in stomach.No Credit: for any other response.

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Competency Apply scientific knowledge


Context personal



Proficiency Level 1



Q. 4.4 Template

.Full Credit iii) a and b.

No Credit: for any other response.

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Class(es): VII

Expected time: 30 sec

Total Credits:2


Text

Learning Outcomes:

(As per NCERT) Can tell the parts of alimentary canal.



Competency identify


Context personal



Proficiency Level 1



Full Credit: iv)No Credit: for any other response.

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Q. 4.5 Template



Class(es): VII

Expected time: 1 minute

Total Credits: 2


Text

Learning Outcomes:

(As per NCERT) Can explain the function of HCL



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Competency recall


Context personal



Proficiency Level 2



……….

TEST ITEM 5

DIGESTION IN RUMINANTS

Chotu who is studying in class III was observing that a cow at 11:30 a.m was continuously chewing even it has eaten food at 10.00 a.m .He asked his mother who was a science teacher that why the cow is continuously chewing. His mother praised him for his keen observation and told him that she is a ruminant and ruminants are mammals that are able to acquire nutrients from plant based food by fermenting it in a specialized stomach prior to digestion, principally by microbial actions. Ruminants stomachs have four compartments :rumen ,the reticulum, the masum and the abomasum .The process of rechewing the cud to further breakdown plant matter and stimulate digestion is called rumination. She also tell his son that the basic goal of biochemists ,microbiologists ,nutritionalists and physiologists studying ruminants is to advance animal production through a greater understanding of ruminant digestion and metabolism and most scientists believe that advances in our basic

Full Credit: HCl is secreted by gastric glands and it kills the bacteria.Partial Credit: if any of two is answered correctly.

No Credit Any other response.

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understanding of ruminant digestion and metabolism have contributed to improvements in animal production.

Q.5.1 Can you tell names of any two animals which are ruminants?

Ans:……………………………………………………………………………….

Q.5.2 Compare digestion between humans and ruminants?

Ans:……………………………………………………………………………….

Q.5.3 Identify the microbes which are responsible for the process of fermentation in ruminants.

Ans:……………………………………………………………………………….__________________________________________________________________________________

Q.5.4 Discover some other ways by which we can improve animal production.

Ans:……………………………………………………………………………….______________________________________________________________________________________________________________________________________________________

Q.5.5 What conclusion do you derive from the above passage?

Ans:……………………………………………………………………………….______________________________________________________________________________________________________________________________________________________

TEST ITEM 5 Template

Domain: Scientific Literacy Theme: Digestion in ruminants

Class(es):VII

Expected time:10 minutes

Total Credits:10


Text Text

Image

Table

Learning Outcomes:After completing the activity students will be able to learn about digestion in ruminants.

(As per NCERT)

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Graph

Map

Poem


Credit Pattern:Full Credit:2Partial Credit:1No Credit:0


TEST ITEM 6


Competency 1.Interpret 2.Explain 3.Interpret 4.Explain 5.Evaluate

Knowledge System 1.Content based2.Procedure 3.Content based 4.Epistemic 5.Epistemic

Context 1.Global

Cognitive Demand Medium to high order thinking


Proficiency Level 1 .Level-1 2.Level -2 3.Level-3

4.Level-4 5.Level-5

Explain expected answer and the respective creditsAns 5.1 -Full credit- Bufallo,Goat or any other examples of ruminatsNo credit –If student gives wrong answer.Ans 5.2- Full credit-Human beings cannot digest cellulose but ruminants can digest cellulose. Humans cannot digest cellulose because they lack rumen.No credit –If answer is wrong.Ans 5.3-Full credit –If student identifies right microbes.No credit –If student identifies wrong.Ans 5.4-Full credit –If the student says yes and also if he tells the ways for improving animal production.Partial credit –If student writes yes but is not able to write the methods for improving animal production.No credit-For wrong answer Ans-5.5 Full credit-If student concluded right with correct justificationPartial credit –If student concludes right but not able to give right justificationNo credit-For wrong answer

Partial credit-If he writes the answer but do not gives justification.

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TOOTH DECAY

TEST ITEM 6 TOOTH DECAY

A survey was conducted to determine the occurrence of tooth decay in teenagers of Mumbai city who visited a Dental College. The objective of the study was to analyze the current dietary habits, oral hygiene status, and the number of sugar exposures in teenagers by a questionnaire followed by clinical examination which was carried out using International Caries Detection and Assessment System (ICDAS) II to detect the profile of dental caries. Statistical Analysis: The data obtained from the questionnaire and examination wereanalyzed using Chi-square test.

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Most of the teenagers had a high rate of sweet consumption in between meals and poor knowledge of brushing techniques, fluoridated toothpaste, interdental aids, and mouth rinses. ICDAS showed a high incidence of caries in teenagers, especially in the lower arch. ICDAS II showed good accuracy in differentiating between noncavitatedand cavitated lesions which helps to provide an accurate treatment plan for teenagers so that it prevents the progression of the lesion.

Answer the following questions after analyzing the data given above:

Q6.1)Do you think regular dental check up is important?Give reason.

Ans:……………………………………………………………………………….

Q6.2) How does consumption of aerated drinks affect dental health?

Ans:……………………………………………………………………………….

Q6.3) Out of the following which type of substance is preferred in toothpaste?

a)Acids b)Bases c)Calcium d)All of these

Ans:……………………………………………………………………………….

Q6.4) Name two food items that are good for our teeth.

Ans:……………………………………………………………………………….

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Q6.5) Which group of microorganisms cause tooth decay?

Ans:……………………………………………………………………………….

Q6.6) Is digestion affected by toothdecay?Justify

Ans:……………………………………………………………………………….

Q6.7) Write two symptoms of tooth decay.

Ans:……………………………………………………………………………….

Q6.8) When and how many times should you brush your teeth?

Ans:……………………………………………………………………………….

Q6.9) What can be used besides toothpaste for dental hygiene?

Ans:……………………………………………………………………………….

Q6.10) Suggest any one home remedy for tooth ache.

Ans:……………………………………………………………………………….

Q6.11) What are the different types of teeth?

Ans:……………………………………………………………………………….

Q6.12) Out of following which foods are not preferred during tooth ache?

a) Spicy and oily food

b) Sweet and salty food

c) Hot and cold food

d) None of the above

Ans:……………………………………………………………………………….

Q6.13) Can tooth cavity be treated? If yes, by whom?

Ans:……………………………………………………………………………….

Q6.14. The above survey was conducted on __________ of Mumbai city.

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Ans:……………………………………………………………………………….

Q6.15.Which substance in chocolates is harmful for teeth?

Ans:……………………………………………………………………………….

Q6.1. Template

Domain: Scientific Literacy Theme: Tooth Decay Class(es):VII

Expected time:5 mins

Total Credits:2


Text

Graph

Learning Outcomes:The students will be able to

Learn what is tooth decay Explain the causes of tooth decay Understand the precautions that are to be taken to

prevent tooth decay



Competency Interpretation


Context Personal

74



Proficiency Level Level2



Q6.2. Template



Total Credits:2


Text

Graph



prevent tooth decay

Explain expected answer and the respective credits

Yes,any proper justification – full credit

Yes , justication not given- PC

75



Competency Explanation


Context Global


Item Format Closed constructed


Credit Pattern:Full Credit:2No Credit:0


Q6.3. Template



Total Credits:2


Due to the presence of acids/sugars, aerated drinks harm the enamel – full credit

Wrong answer-NC

76


Text

Graph



prevent tooth decay



Competency Explain


Context global







Answer b)Base- FC

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Q6.4. Template

Domain: Scientific Literacy Theme: Tooth Decay Class(es): VII


Total Credits:2


Text

Graph



prevent tooth decay



Competency Explain


Context global




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Credit Pattern:Full Credit:2Partial Credit:1No Credit:0Description of Answer Key and Credits:

Q6.5. Template



Total Credits:2


Text

Graph



prevent tooth decay


Two foods written (milk/ vegetables/fruits/any calcium rich food)– full credit

One food written- PC

79



Competency explanation


Context global

Cognitive Demand low





Q6.6. Template


Bacteria– full credit

80



Total Credits:2


Text

Graph



prevent tooth decay





Context global



Proficiency Level Level 3


81


Q6.7. Template



Total Credits:2


Text

Graph



prevent tooth decay




Yes,because the bad bacteria present in the saliva travels to the digestive tract when you swallow that affects digestion – full credit

Yes , justication not given- PC

82



Context global






Q6.8. Template



Total Credits:2


2 symptoms written(sensitivity/pain/swelling/fever)– full credit

1 symptom- PC

83


Text

Graph



prevent tooth decay



Competency evaluation


Context personal







After having food,minimum two times– full credit

Half answer- PC

84

Q6.9. Template



Total Credits:2


Text

Graph



prevent tooth decay



Competency interpretation


Context national

Cognitive Demand high



85



Q6.10. Template



Total Credits:2


Text

Graph



prevent tooth decay


Any two substitute for toothpaste(neem stem/babool stem/charcoal/salt)– full credit

One substitute- PC

86




Knowledge System application

Context personal






Q6.11. Template




Clove/hing/alum or any other correct answer– full credit

87

Total Credits:2


Text

Graph



prevent tooth decay





Context global







All four written-Incisors/canine/ pre molar/molar – full credit

Any two written- PC

88

Q6.12. Template



Total Credits:2


Text

Graph



prevent tooth decay





Context global



89




Q6.13. Template



Total Credits:2


Text

Graph



prevent tooth decay


Answer c)hot and cold foods- FC

90





Context personal






Q6.14. Template


Yes, by a dentist– full credit

Yes - PC

91



Total Credits:2


Text

Graph

Learning Outcomes: The students will be able to


prevent tooth decay





Context national






92

Q6.15. Template


Expected time:2mins

Total Credits:2


Text

Graph



prevent tooth decay



teenagers– full credit

93




Context global






……

TEST ITEM 7

DENTAL HEALTH

Study finds eight in ten children in India suffer from oral health problems Survey conducted

by KANTAR IMRB reveals startling insights into the oral health condition among children in

India and perception of their children’s oral health.

Dental Caries, Tooth Decay & CavitiesWhat do dental caries and tooth decay have in common? A lot – actually, they are the exact same thing. When bacteria interact with carbohydrates as they are broken down in the mouth, they ferment and produce lactic acid, which eats away at the structures of the teeth.

Considered the most prevalent chronic disease among adults and children, this condition is called dental caries, or tooth decay. Without proper care and regular dental appointments, the acid from bacteria will eat away the surface layer of the tooth, creating a hole, or cavity. In other words, dental caries (tooth decay) is the cause of cavities.


Sugars- Full credit

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A recent national study by KANTAR IMRB for Colgate-Palmolive (India) Limited revealed that at least 8 out of 10 children in India suffer from oral health issues, underscoring the need for immediate action. Some of the major oral health problems found in children surveyed included visible plaque accumulation, white spots on teeth, visible caries, gum inflammation, bad breath and gum bleeding. The survey revealed that as many as 2 out of 3 children have cavities or are at a high risk of developing them. The study also highlighted that around 9 out of 10 adults surveyed suffer from a major oral health problem.High incidence of oral health issues in children was recorded across the country the percentages in the 4 zones were: East India (89%), West India (88%), North India (85%) and South India (64%).

Another finding from the survey was the significant difference between the actual dental health condition of children and the state of their oral health as believed by their parents. This evident disparity is mostly driven by low awareness about how crucial oral health is to their children’s overall wellness. At least 8 out of 10 parents surveyed believed that their children have healthy teeth, while a dental examination found that around 80% of those children actually suffer from at least one oral health problem. This gap between reality and parents’ perception of their children’s oral health is most prominent in Kolkata (92%), followed by Mumbai (88%) and Hyderabad (80%).

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The study also revealed that most children in India do not follow essential oral care practices such as brushing twice daily and regular dental check-up. More than 70% of children surveyed do not brush their teeth twice a day and more than 60% of them have not been taken to a dentist in the past one year. Moreover, the survey pointed out that 8 out of 10 children who consumed sweetened products daily suffer from oral health issues. Around 44% of children surveyed need major dental treatments such as restoration, root canal or an extraction.

Most parents don’t know that milk teeth in a child need to be cared for from the time they erupt in the baby’s mouth. These teeth contribute significantly to the toddler’s overall growth, allowing the child to chew nutritious food while encouraging adequate development of the jaws. This lays the foundation for strong permanent teeth and a healthy smile. The high incidence of cavities and oral health problems in children has its roots in poor care of milk teeth. stated, Dr.Meenakshi S. Kher, Member, The Indian Society of Pedodontics and Preventive Dentistry (ISPPD).

Expressing concern about the insights brought up by the survey, Dr. V Gopikrishna, President, Indian Association of Public Health Dentistry (IAPHD) stated, This study highlights the state of Oral Health in the country, calling out for an immediate need to increase awareness. Numerous other scientific studies also strongly interlink poor oral health to several other health conditions such as diabetes, preterm low-birth-weight and atherosclerosis, among others. It must be remembered that effective management of dental diseases and good oral hygiene can lead to strong teeth, which can improve the overall wellbeing of an individual.

The survey was conducted by KANTAR IMRB among 2,030 adults and 1,080 children belonging to diverse socio-economic backgrounds across 12 cities in India, viz. Delhi, Chandigarh, Lucknow, Mumbai, Ahmedabad, Pune, Hyderabad, Chennai, Bangalore, Kolkata, Bhubaneswar and Patna. The study was conducted at Colgate dental camps in these cities, each with two dentists, along with representatives from KANTAR IMRB. In each camp, respondents were first interviewed by KANTAR IMRB representatives about their oral health and then guided to a dentist who carried out a thorough dental examination. Finally, respondents were provided with a dental card with details of their oral health.

Answer the following questions:

Q7.1Interaction of bacteria with carbohydrate in our buccal cavity produces

Ans:………………………………………………………………………Q7.2 What are the possible reasons of dental problems?

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Ans:……………………………………………………………………………….

Q7.3 How parents should take care of their children teeth during childhood to have strong permanent teeth ?

Ans:……………………………………………………………………………….

Q7.4 “ Different zones of India have different percentage of oral health issues “- According to you what are the probable causes?

Ans:……………………………………………………………………………….

Q7.5. “Improvement of oral health will lead to overall wellbeing of an individual.” Do you agree with the statement or not? Give justification in support of your answer.

Ans:……………………………………………………………………………….

Q7.1 Template

Domain: Scientific Literacy Theme: DENTAL HEALTH Class(es): VII

Expected time:2min

Total Credits:2


√ Text

Image

Table

Graph

Map

Poem

Learning Outcomes:1. knowing cause of dental caries

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Competency Explain

Knowledge System Content based

Context personal



Proficiency Level 1

Credit Pattern:Full Credit:2Partial Credit: 0No Credit:0


Q7.2 Template

Domain: Scientific Literacy Theme: DENTAL HEALTH Class(es):VII

Expected time:2min

Total Credits:2

Ans

Interaction of bacteria with carbohydrate in our buccal cavity produces lactic acid.

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√ Text

Image

Table

Graph

Map

Poem

Learning Outcomes:1.Understanding the causes of dental problems.




Knowledge System understanding based

Context Personal



Proficiency Level 2



Ans 1.Not brushing teeth twice a day.2.Consuming more sugary substances frequently.3.Not cleaning teeth properly after every meal.4.Consuming of excessive hot and chilled food together.

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Q7.3 Template


Expected time:4min

Total Credits:4


√ Text

Image

Table

Graph

Map

Poem

Learning Outcomes:1. Understanding the responsibility of a parent in taking care of oral health of their children.




Knowledge System Understanding based

Context personal


100


Proficiency Level 2



Q7.4 Template

Domain: Scientific Literacy Theme DENTAL HEALTH Class(es): VII

Expected time:5min

Total Credits:4


Text

Image

Table

√ Graph

Map

Poem

Learning Outcomes:1. Comparing the reasons for oral health issues in different zone of India.

Ans.1.Parent should take care of milk teeth of their children from the time they erupt in the baby’s mouth.2.encouraging children to chew healthy food3.encouraging children to clean their mouth properly after each meal , doing regular gum massage4. developing habit of brushing twice daily.5. visit to dentist regularly

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Knowledge System application based

Context national



Proficiency Level 4



Q7.5 Template


Ans Chewing tobacco, panmasala, guthka betelnut etc.Lack of awareness of oral hygieneUnhealthy eating habbit.Not reguklar visit to dentist.Not taking oral health condition seriously.Majority of Indians are not interested to visit dentist until serious problem arises.

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Expected time:5min

Total Credits:4


√ Text

Image

Table

Graph

Map

Poem

Learning Outcomes:1. knowing cause of dental caries



Competency evaluation

Knowledge System understanding based

Context national



Proficiency Level 4



Ans . Yes. Numerous scientific studies proves that Poor oral health increases risk for heart diseases, inflamed gum due to bacteria that causes periodontal diseases that bacteria plaque. Numerous other scientific studies also strongly interlink poor oral health to several other health conditions such as diabetes, preterm low-birth-weight and atherosclerosis, among others. It must be remembered that effective management of dental diseases and good oral hygiene can lead to strong teeth, which can improve the overall wellbeing of an individual.

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…….

TEST ITEM 8Diarrhea: Common Illness, Global Killer

Diarrhea kills 2,195 children every day—more than AIDS, malaria, and measles combined 1.Diarrheal diseases account for 1 in 9 child deaths worldwide, making diarrhea the second leading cause of death among children under the age of 5. For children with HIV, diarrhea is even more deadly; the death rate for these children is 11 times higher than the rate for children without HIV 2. Despite these sobering statistics, strides made over the last 20 years have shown that, in addition to rotavirus vaccination and breastfeeding, diarrhea prevention focused on safe water and improved hygiene and sanitation is not only possible, but cost effective.

Stopping DiarrhoeaMost diarrheal deaths are preventable using simple, low-cost interventions.

Diarrhea: What we know It causes death by depleting body fluids resulting in profound dehydration.

https://www.cdc.gov/healthywater/global/diarrhea-burden.html#one

https://www.cdc.gov/healthywater/global/diarrhea-burden.html#two

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Diarrhea can have a detrimental impact on childhood growth and cognitive development 4.

About 88% of diarrhea-associated deaths are attributable to unsafe water, inadequate sanitation, and insufficient hygiene 5, 6.

Rotavirus is the leading cause of acute diarrhea and causes about 40% of hospitalizations for diarrhea in children under 5 7.

Most diarrheal germs are spread from the stool of one person to the mouth of another. These germs are usually spread through contaminated water, food, or objects.

Water, food, and objects become contaminated with stool in many ways:o People and animals defecate in or near water sources that people drink.o Contaminated water is used to irrigate crops.o Food preparers do not wash their hands before cooking.

o People with contaminated hands touch objects, such as doorknobs, tools,or cooking utensils.

Diarrhea: Proven Ways to Save Lives Vaccinate for rotavirus

Provideo Safe watero Adequate sanitation and human waste disposal

Promoteo Handwashing with soapo Breastfeeding to reduce exposure to contaminated water

Treat appropriately with oral rehydration therapy and antibiotics Train health care providers and community health workers on diarrhea treatment Educate mothers and caretakers about caring for ill children and when to seek

medical assistance Build laboratory diagnostic capability and identify the causes of diarrhea. Pathways to Diarrhoea

Pathways to Diarrhoea

Pathways to Diarrhoea. Illustrates how contamination can occur.

Routine vaccination: Provide rotavirus vaccine.

https://www.cdc.gov/healthywater/global/diarrhea-burden.html#four

https://www.cdc.gov/healthywater/global/diarrhea-burden.html#five

https://www.cdc.gov/healthywater/global/diarrhea-burden.html#six

https://www.cdc.gov/healthywater/global/diarrhea-burden.html#seven

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Prevention and treatmentKey measures to prevent diarrhoea include:

access to safe drinking-water; use of improved sanitation; hand washing with soap; exclusive breastfeeding for the first six months of life; good personal and food hygiene; health education about how infections spread; and rotavirus vaccination.

Key measures to treat diarrhoea include the following: Rehydration: with oral rehydration salts (ORS) solution. ORS is a mixture of clean

water, salt and sugar. It costs a few cents per treatment. ORS is absorbed in the small intestine and replaces the water and electrolytes lost in the faeces.

Zinc supplements: zinc supplements reduce the duration of a diarrhoea episode by 25% and are associated with a 30% reduction in stool volume.

Rehydration: with intravenous fluids in case of severe dehydration or shock. Nutrient-rich foods: the vicious circle of malnutrition and diarrhoea can be broken by

continuing to give nutrient-rich foods – including breast milk – during an episode, and by giving a nutritious diet – including exclusive breastfeeding for the first six months of life – to children when they are well.

Consulting a health professional , in particular for management of persistent diarrhoea or when there is blood in stool or if there are signs of dehydration.

Answer the following question:

Q 8.1The second leading cause of children world is

a) AIDSb) Diarrhoeac) Malariad) Measles

Ans:……………………………………………………………………………….

Q 8.2 The causative organism of diarrhoea is

e) Rotavirusf) Bacteriag) Amoeba

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h) None of the aboveAns:……………………………………………………………………………….

Q 8.3Can we make ORS at home? If yes, then write the way to prepare it.

Ans:……………………………………………………………………………….

Q 8.4Which micro mineral is used for treating diarrhoea?

i) Ironj) Copperk) Iodinel) Zinc

Ans:……………………………………………………………………………….

Q8.5 Defecation of human and animals near water bodies leads to spread of diarrhoea. Justify this statement.

Ans:……………………………………………………………………………….

Q 8.1 Template

Domain: Scientific Literacy Theme: Diarrhea: Common Illness, Global Killer

Class(es): VII

Expected time:2min

Total Credits:2

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√ Text

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Learning Outcomes:1. knowing the 2nd leading cause of death of children.



Competency Explain

Knowledge System Knowledge based based

Context Global



Proficiency Level 1



Ans.

Option ‘c’ - diarrhoea

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Q 8.2 Template


Class(es): VII

Expected time:2min

Total Credits:2


√ Text

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Learning Outcomes:1. knowing the causative agent of diarrhoea.



Competency Explain


Context Global



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Proficiency Level 1



Q 8.3 Template


Class(es): VII

Expected time:2min

Total Credits:2


√ Text

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Poem

Learning Outcomes:1. knowing the composition of ORS.

Ans.

Option ‘a’ - rotavirus

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Competency Explain


Context Global



Proficiency Level 2



Q 8.4 Template


Class(es): VII

Expected time:2min

Ans.Yes we can prepare ORS at home. ORS is prepared by mixing clean water , salt and sugar

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Total Credits:2


√ Text

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Learning Outcomes:1. knowing the importance of micronutrient in treating diarrhoea.



Competency Explain


Context Global



Proficiency Level 2



Ans.zinc

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Q 8.5 Template


Class(es): VII

Expected time:4min

Total Credits:4


√ Text

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Learning Outcomes:1. Understanding the ways of spreading diarrhoea.



Competency Explain


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Context Global



Proficiency Level 2



…….TEST ITEM 9

DIARRHOEA

Sometime you may have experienced the need to pass watery stool frequently. This

condition is known as diarrhoea. It may be caused by an infection, food poisoning or

indigestion. It is very common in India, particularly among children. Under severe conditions

it can be fatal. This is because of the excessive loss of water and salts from the body.

Diarrhoea should not be neglected. Even before a doctor is consulted the patient should be

given plenty of boiled and cooled water with a pinch of salt and sugar dissolved in it. This is

called Oral Rehydration Solution (ORS).

Dr Monica Mercerfrom Immunopaedia came across aPatient who is a 22 year old female

presented to the surgery department of a tertiary level hospital having been referred from a

private clinic, with a two month history of severe abdominal cramps, persistent bloody and

Ans.1.defecation near water bodies spreads the diarrhoea in the following ways.2.contaminated water is used by farmers to irrigate the crops. contaminated water is used by people for drinking and food preparation.3.people eat and drink contaminated food and water .4.crops irrigated with contaminated water are used to prepare meals respectively

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mucoid diarrhoea, weight loss and tiredness. She was diagnosed as having Ulcerative Colitis,

which is a chronic disease associated with diffuse mucosal inflammation of the colon, giving

rise to significant morbidity and recurrent symptoms of intermittent bloody diarrhea, rectal

urgency and tenesmus (urgency to empty the bowel). Onset of symptoms typically occurs

between 15 and 40 years of age, with a second peak in incidence between 50 and 80 years

of age. Men and women are equally likely to develop ulcerative colitis. Current cigarette

smoking is associated with a reduction in the risk for ulcerative colitis, but former smokers

have a higher risk of developing ulcerative colitis vs never smokers. Although the exact

cause of ulcerative colitis is still unknown. The breakdown of immune tolerance can lead to

the two major forms of inflammatory bowel disease, Crohn’s disease and ulcerative colitis.

Q9.1 Diarrhoea can become fatal because?

a. It is an inherited/genetic disease. b. Treatment is not available to everyone. c. Excessive loss of water and salts from the body.d. Antibiotics cannot cure the disease.

Ans:……………………………………………………………………………….

Q 9.2 Consider the following statement “former smokers have a higher risk of developing ulcerative colitis vs never smokers”. What does it mean?

Ans:……………………………………………………………………………….

_____________________________________________________________________

Q 9.3 Select the appropriate answer about the causes of diarrhoea. a. Infection b. Food poisoning & Indigestion c. Eating fried food d. Both a & b.

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Ans:……………………………………………………………………………….

Q 9.4 Suggest one immediate treatment for patients suffering from severe and very severe diarrhoea.

Ans:……………………………………………………………………………….

_____________________________________________________________________

Q 9.5 Which among the following are reasons for the appearance of abdominal cramps in patients suffering from diarrhea?

a. Accumulation of lactic acid in abdominal muscles b. Due to frequent passage of stools c. Weightloss and tirednessd. Excessive loss of body fluids and minerals or electrolytes.

Ans:……………………………………………………………………………….

Q 9.6 Analyse and circle either ‘yes’ or ‘no’ for the following statements.

Statement ClaimOnset of symptoms for ulcerative colitis occurs in early 20s and late 30s. Yes/NoThe occurrence of diarrhoea can be prevented by early recognition and maintenance of sanitation – personal and public hygiene.

Yes/No

Diarrhoea can be prevented by immunization during early childhood. Yes/NoOpen defecation can be a potential cause for spreading of diarrhoea among communities.

Yes/No

Ans:……………………………………………………………………………….

Q 9.7 Mention the two major forms of inflammatory bowel diseases named in the above paragraph.

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Ans:………………………………………………………………………………._____________________________________________________________________

Q 9.8 Imagine, you are a famous gastro-enterologist in your city, advice the public as to steps that can be taken to avoid diarrhoea.

Ans:………………………………………………………………………………____________________________________________________________________ _____________________________________________________________________

Q 9.9 How much percentage of averted deaths was reported during the period 2017 as compared to year 2015?

Ans:……………………………………………………………………………….

Q 9.10 What is the significance of this image in the above given DATA?

Ans:……………………………………………………………………………….

Q 9.1 Template

Domain: Scientific Literacy Theme: Diarrhoea Class(es): VII

Expected time: 15 min

Total Credits: 20

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Text

Image

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Graph

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Poem

Learning Outcomes:

(As per NCERT)

1. They will be able to understand the reason for fatality of diarrhoea.

2. They will be able to explain how to prevent diarrhoea in children.

3. They will be able to identify major inflammatory bowel diseases.

4. They will be able to educate the society to improve sanitation.

5. They will be able to analyse the data and interpret them.



Competency Analyse


Context Global



Proficiency Level 3

Credit Pattern:Full Credit: 2No Credit: 0


C - Excessive loss of water and salts from the body

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Q 9.2 Template



Total Credits: 20


Text

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Learning Outcomes:

(As per NCERT)










Context Global



Proficiency Level 4

Credit Pattern:

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Full Credit: 2No Credit: 0


Q 9.3 Template



Total Credits: 20


Text

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Poem

Learning Outcomes:

(As per NCERT)







It means non-smokers will not get ulcerative colitis as compared to those smokers who quit smoking.

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Competency Analyse


Context Global



Proficiency Level 1

Credit Pattern:Full Credit: 2No Credit: 0


Q 9.4 Template



Total Credits: 20

D- Both a & b.

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Text

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Learning Outcomes:

(As per NCERT)








Competency Evaluate

Knowledge System Epistemic

Context Global



Proficiency Level 3



Administration/ Use of Oral Rehydration Salts (ORS).

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Q 9.5 Template



Total Credits: 20


Text

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Poem

Learning Outcomes:

(As per NCERT)








Competency Analyse


Context Global



Proficiency Level 3

Credit Pattern:Full Credit: 2

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No Credit: 0


Q 9.6 Template



Total Credits: 20


Text

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Poem

Learning Outcomes:

(As per NCERT)







D - Excessive loss of body fluids and minerals or electrolytes

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Competency Evaluate


Context Global


Item Format Open Constructed

Proficiency Level 3



Q 9.7 Template



Total Credits: 20

Yes, Yes, No, Yes

125


Text

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Poem

Learning Outcomes:

(As per NCERT)








Competency Explain


Context Global

Cognitive Demand Easy


Proficiency Level 2



Crohn’s disease and ulcerative colitis

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Q 9.8 Template



Total Credits: 20


Text

Image

Table

Graph

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Poem

Learning Outcomes:

(As per NCERT)








Competency Epistemic


Context Global



Proficiency Level 4


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Partial Credit: 1No Credit: 0


Q 9.9 Template



Total Credits: 20


Text

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Learning Outcomes:

(As per NCERT)








Eating clean and cooked food, drinking pure drinking water, boiling water before use, avoiding open defecation, defecation in toilets.

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Context Global


Item Format Closed instructed

Proficiency Level 4



Q 9.10 Template



Total Credits: 20

Death averted in 2015= 12413, death averted in 2017= 100069Difference = 100069-12413= 87656 , so averted death percentage increased in 2017 is 87656*100/12413 = 706.16%

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Text

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Learning Outcomes:

(As per NCERT)










Context Global



Proficiency Level 3



…….

The shown image signifies the better sanitation conditions lowered the deaths caused due to diarrhoea.

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TEST ITEM 10

DIGESTION IN ANIMALS

The digestive tract begins at the lips and ends at the anus. It consists of the mouth, or oral cavity, with its teeth, for grinding the food, and its tongue, which serves to knead food and mix it with saliva; the throat, or pharynx; the oesophagus; the stomach; the small intestine, consisting of the duodenum, the jejunum, and the ileum; and the large intestine, consisting of the cecum, a closed-end sac connecting with the ileum, the ascending colon, the transverse colon, the descending colon, and the sigmoid colon, which terminates in the rectum. Glands contributing digestive juices include the salivary glands, the gastric glands in the stomach lining, the pancreas, and the liver and its adjuncts—the gallbladder and bile ducts. All of these organs and glands contribute to the physical and chemical breaking down of ingested food and to the eventual elimination of non-digestible wastes. Their structures and functions are described step by step in this section.

Little digestion of food actually takes place in the mouth. However, through the process of mastication, or chewing, food is prepared in the mouth for transport through the upper digestive tract into the stomach and small intestine, where the principal digestive processes take place. Chewing is the first mechanical process to which food is subjected. Movements of the lower jaw in chewing are brought about by the muscles of mastication (the masseter, the temporal, the medial and lateral pterygoids, and the buccinator). The sensitivity of the periodontal membrane that surrounds and supports the teeth, rather than the power of the muscles of mastication, determines the force of the bite.

Q10.1. Digestion begins in the mouth. Which of the following statement is INCORRECT?

a) The tongue aids in the digestion of the food.b) The saliva changes some of the starches in the food to sugar.c) The tongue keeps the food in place in the mouth while the food is being chewed.

d) The digestive juices can react more easily with the food when chewed.

Ans:……………………………………………………………………………….

Q10.2. What happens when food reaches the stomach?

a) Nothing. No digestion occurs in the stomach.b) The food moves quickly into the small intestine.c) Juices mix with the food and stomach muscles squeeze it.d) The food is completely digested and is absorbed by tiny blood vessels in the walls of the stomach.

Ans:……………………………………………………………………………….

https://www.britannica.com/science/chewing

https://www.britannica.com/science/human-muscle-system

https://www.britannica.com/science/periodontal-membrane

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Q10.3. The digestive system processes food into usable and unusable materials. The usable materials are sent to the body's cells as food. What happens to unusable materials?

a) It goes into the small intestine to await disposal.b) It goes into the large intestine to await disposalc) It goes to the right ventricle to await disposal.d) It goes into the pancreas to await disposal.Ans:……………………………………………………………………………….

Q 10.4Study the diagram and interpret which organs help in the digestion process?

Ans:……………………………………………………………………………….

Q10.5From the the above diagram identify the organ involved in digestion which is damaged and needs transplantation? Give reason.

Ans:……………………………………………………………………………….

Garam masala is essentially a powder made by grinding some of the most popular spices in the Indian kitchen like: dried red chilli, bay leaf, cinnamon, cardamom, clove, cumin, coriander seeds, fennel seeds, black pepper, etc. All of these ingredients are slightly roasted and then ground to form a powder, commonly known as garam masala.

A tsp of garam masala (less or more if you want) in your tadkas and sabzis can impart a tangy and spicy flavour to your food. What's more, it also offers you a variety of health benefits!

Spices like cinnamon have been related to lowering blood sugar levels and being beneficial for diabetes; cloves have been known to be an effective remedy for tooth pain and

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cavities; cumin given to pregnant women to give a boost to their haemoglobin, cumin can be helpful for those dealing iron deficiency.

Q.10.6 Benefits of gram masala for health are in ?

a) boosting metabolism, digestion and as antioxidant.

b) As antioxidant, in respiration and reproduction

c) In reproduction, metabolism and fight bloating.

d) in reproduction , fight bad breath and metabolism.

Ans:……………………………………………………………………………….

Q10.7 Study the above paragraph and correlate which spices helps in prevention of diseases?

https://cdn.britannica.com/91/74891-050-E2580B8D/view-cavity.jpg

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Q 10.8 What is the role of bacteria in dental caries?

a) bacteria produce enamel

b) bacteria produce sugar

c) bacteria produce minerals

d) bacteria produce acids

Ans:……………………………………………………………………………….

Q 10.9. A country has a high number of decayed teeth per person . Can the following questions about tooth decay in that country be answered by scientific experiment .explain the questions given below:

Can this questions about tooth decay be answered by scientific experiments?What would be the effect on tooth decay of putting fluoride in the water supplyWhen should we visit a dentist?

Ans:……………………………………………………………………………….

Q 10.10 Rearrange the correct sequence of teeth in human.

Incisor, Molar, Pre-molar and Canine.

Ans:……………………………………………………………………………….

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Q 10.1 Template

Domain: Scientific Literacy Theme: DIGESTION IN ANIMALS

Class(es):VII


Total Credits:2


Text Text

Image

Table

Graph

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Poem

Learning Outcomes: Recognize the different steps of nutrition in Human Beings.



Competency EVALUATE

Knowledge System CONTENT

Context GLOBAL

Cognitive Demand MEDIUM

Item Format SMCQ

Proficiency Level 1A

Credit Pattern:Full Credit: 2Partial Credit: 1

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No Credit: 0


Q 10.2 Template


Class(es):VII


Total Credits:2


TEXT Text

Image

Table

Graph

Map

Poem

Learning Outcomes:

DISTINGUISH AND UNDERSTAND THE CONCEPT OF DIGESTION



c) The tongue keeps the food in place in the mouthwhile the food is being chewed.

FULL CREDIT

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Competency EVALUATE


Context GLOBAL


Item Format SMCQ

Proficiency Level 2



Q 10.3 Template


Class(es):VII


Total Credits:2


c) Juices mix with the food and stomach muscles squeeze it

Full Credit:

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TEXT Text

Image

Table

Graph

Map

Poem

Learning Outcomes:

Recognize the different steps of nutrition in Human Beings.



Competency EVALUATE


Context GLOBAL


Item Format SMCQ





b) It goes into the large intestine to await disposal

Full Credit:

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Q 10.4 Template

4.Template For Preparing Practice Test Items For Scientific Literacy


Class(es):VII


Total Credits:2


Text

IMAGE Image

Table

Graph

Map

Poem

Learning Outcomes:

Analyze the functions of different digestive organs in Human Digestive System.



Competency INTERPRET


Context GLOBAL


Item Format CONSTRUCTED CLOSED

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Proficiency Level 2



Q 10.5 Template


Class(es):VII


Total Credits:2


Text

IMAGE Image

Table

Graph

Map

Poem

Learning Outcomes:

Differentiate between functions of different digestive organs in Human Digestive System.

Knowledge of healthy life style.


Liver and pancreas. Partial Credit:Liver- bile helps in fat digestion and pancreas helps in digestion of all. Partial Credit

Both the points given- Full Credit:

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Context GLOBAL


Item Format SMCQ

Proficiency Level 2



Q 10.6 Template



Class(es):VII



Liver- Partial Credit

Any correct explanation.- Partial Credit

Full Credit:

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Total Credits:2


Text Text

Image

Table

Graph

Map

Poem

Learning Outcomes:

Students will be able to correlate the topic with other life processes



Competency EVALUATE


Context GLOBAL


Item Format SMCQ

Proficiency Level 1




a) boosting metabolism, digestion and as antioxidant

Full Credit:

142

Q 10.7 Template



Class(es):VII


Total Credits:2


Text Text

Image

Table

Graph

Map

Poem

Learning Outcomes:

Students will be able to correlate the topic with other life processes



Competency EVALUATE


143

Context GLOBAL


Item Format CONSTRUCTED CLOSED

Proficiency Level 3



Q 10.8 Template


Class(es):VII


Total Credits:2


Text

Image Image

Table

Learning Outcomes:

Identify the precautions taken to prevent Dental Caries.


Name of the spices- Partial Credit

Correct explanation- Partial Credit

Full Credit: all answers

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Graph

Map

Poem



Competency EVALUATE


Context GLOBAL


Item Format SMCQ

Proficiency Level 1



Q 10.9 Template


d) bacteria produce acids

Full Credit:

145


Class(es):VII


Total Credits:2


Text

Image Image

Table

Graph

Map

Poem

Learning Outcomes:

1.Recognize the term Dental Caries

2. Identify the precautions taken to prevent Dental Caries.



Competency EVALUATE


Context GLOBAL


Item Format SMCQ

Proficiency Level 3

Credit Pattern:Full Credit:Partial Credit:No Credit:

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Q 10.10 Template


Class(es):VII


Total Credits:2


Text

Image Image

Table

Graph

Map

Poem

Learning Outcomes:

Apply the concept of types tooth.



Competency EVALUATE


Yes - Partial Credit

Full Credit: with correct explanation

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Context GLOBAL


Item Format Constructed closed

Proficiency Level 1



……..TEST ITEM 11

Bacterial link in celiac disease

Bacterial exposure has been identified as a potential environmental risk factor in developing celiac disease, a hereditary autoimmune-like condition that affects about one in 70 Australians.

It is estimated that half of all Australians are born with one of two genes that cause celiac disease, and approximately one in 40 are likely to develop the condition.

People with celiac disease must follow a lifelong gluten-free diet, as even small amounts of gluten can cause health problems.

While environmental factors are known to trigger celiac Disease in those with the genetic predisposition, exactly how that works has remained unclear.


Full Credit:correct sequence given

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Scientists from the Monash Biomedicine Discovery Institute (BDI) and ARC Centre of Excellence in Advanced Molecular Imaging, have now provided a molecular foundation for microbial exposure as a potential environmental factor in the development of celiac disease.

The results of the study, done in collaboration with researchers at Leiden University Medical Centre and the Walter and Eliza Hall Institute of Medical Research, have been published in the journal Nature Structural and Molecular Biology.

Co-Lead researcher Dr Hugh Reid, from Monash University, said the team showed, at the molecular level, how receptors isolated from immune T cells from celiac disease patients can recognise protein fragments from certain bacteria that mimic those fragments from gluten.

Exposure to such bacterial proteins may be involved in the generation of aberrant recognition of gluten by these same T cells when susceptible individuals eat cereals containing gluten, he said.

"In celiac disease you get aberrant reactivity to gluten and we have provided a proof-of-principle that there's a link between gluten proteins and proteins that are found in some bacteria," he said.

"That is, it's possible that the immune system reacts to the bacterial proteins in a normal immune response and in so doing develops a reaction to gluten proteins because, to the immune system, they look indistinguishable -- like a mimic."

Dr Reid said the findings could eventually lead to diagnostic or therapeutic approaches to celiac disease.

Celiac disease is caused by an aberrant reaction of the immune system to gluten, a protein which occurs naturally in grains such as wheat, rye, barley and oats, and therefore is typically found in bread, pastries and cakes. Immune system cells, known as T cells, regard gluten as a foreign substance, and initiate action against it.

In patients with CD, activation of these T cells leads to an inflammatory response in the small intestine causing a wide range of symptoms including diarrhea, bloating and malabsorption of nutrients, to name a few.People with celiac disease must follow a lifelong gluten-free diet, as even small amounts of gluten can cause health problems. If left untreated, the disease can cause serious issues including malnutrition, osteoporosis, depression and infertility, and there is a small increased risk of certain forms of cancer, such as lymphoma of the small bowel.

Q10.1. Which of the following about celiac disease is not correct?

A. People follow a lifelong gluten-free diet.

B. It is a genetic problem.

C. It is curable.

D. Half of the Australians are born with this disease.

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Ans:……………………………………………………………………………….

Q10.2. Why does celiac patients cannot digest gluten found in some foods?

Q10.3. Which of the following is a source of gluten?

A. Rice

B. Wheat

C. Pulses

D. Fruits

Ans:……………………………………………………………………………….

Q10.4. Give the evidence from the passage that there is a link between gluten proteins and proteins that are found in some bacteria.

Ans:……………………………………………………………………………….

Q10.5. Which immune system cells is responsible for celiac disease?

A. B cellsB. A cellsC. T cellsD. C cellsAns:……………………………………………………………………………….

Q10.6. What is the nature of gluten?A. CarbohydrateB. ProteinC. FatsD. VitaminsAns:……………………………………………………………………………….

Q10.7. What kind of diet should celiac patients follow?

Ans:……………………………………………………………………………….

Q10.8. What would happen if celiac disease is left untreated?

Ans:……………………………………………………………………………….

Q10.9. Which organ is inflammated by the celiac disease?

Ans:……………………………………………………………………………….

Q10.10. What is the probability of celiac disease in Australians?

A. 25% B. 50% C. 40% D. 30%

Ans:……………………………………………………………………………….

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TEST ITEM 11Template For Preparing Practice Test Items For Scientific Literacy

Domain: Scientific Literacy Theme: Bacterial link in celiac disease

Class(es): VII


Total Credits: 20


Text

Image

Table

Graph

Map

Poem

Learning Outcomes:

(As per NCERT) Students will be able to know about celiac disease, its causes and symptoms.



Competency Explain, Interpret, Evaluate

Knowledge System Content knowledge, Procedural knowledge, Epistemic knowledge

Context Global, National, local

Cognitive Demand Low, medium, high

Item Format Simple MCQ, Complex MCQ, Open constructed, Close constructed

Proficiency Level 1,2,3,4,5,6,7

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Credit Pattern:Full Credit: 2Partial Credit: 1No Credit: 0Description of Answer Key and Credits:

………..

Q10.1 Ans: Full credit: C. No credit : Any other answer or no answer.

Q10.2 Ans: Full credit: Because immune system cells called T- cells regard gluten as a foreign substance and initiate action against it. Partial credit: Any other relevant answer.

Q10.3.Ans: Full credit: B. No credit: Any other answer or no answer.

Q10.4. Ans: Full credit: At the molecular level, receptors isolated from immune T cells from celiac disease patients can recognise protein fragments from certain bacteria that mimic those fragments from gluten. Partial credit: Any other relevant answer.

Q10.5. Ans: Full credit: D. No credit: Any other answer or no answer.

Q10.6. Ans:Full credit: B. No credit: Any other answer or no answer.

Q10.7. Ans: Full credit: Gluten- free diet. No credit: Any other answer or no answer.

Q10.8. Ans: Full credit: If left untreated, the disease can cause serious issues like malnutrition, osteoporosis, depression and infertility and risk of lymphoma of small intestine. Partial credit: any other relevant answer.

Q10.9.Ans: Full credit: Small intestine. No credit: Any other answer or no answer.

Q10.10. Ans: Full credit: B. No credit: Any other answer or no answer.

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TEST ITEM 12 TEETH QUIZ

We have four different types of teeth

Smile! What do you see? Teeth of course! Have you ever wondered what we would do without teeth? How would we eat? Could we talk properly? Would we be able to whistle?Teeth are very important to a healthy body, and we need to take care of them to make sure they stay that way. Bite into this quiz to find out what you need to know about teeth.

Q 12.1 Baby teeth are the first teeth we have. How many baby teeth do we usually have?

A: 10

B: 16

C: 20

D: 26

Ans:……………………………………………………………………………….

Q 12.2 How old are we when we start to lose our baby teeth?

A: 2 to 4 years

B: 5 to 7 years

C: 8 to 10 years

D: 10 to 12 years

Ans:……………………………………………………………………………….

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Q12.3 . How many teeth do we have when all our permanent teeth have grown in?

A: 20

B: 22

C: 30

D: 32

Ans:……………………………………………………………………………….

Q 12.4 In order to keep teeth strong and healthy you should always brush your teeth with a toothpaste containing what?Justify your answer.

Ans:……………………………………………………………………………….

Q12.5 What is another name for your canine teeth? (pick 2)A: Cuspids

B: Bicuspids

C: Wisdom

D: EyeAns:……………………………………………………………………………….

TEST ITEM 12

Template For Preparing Practice Test Items For Scientific Literacy


Nutrition In Animals

Class(es): 6-8


Total Credits: 10

154


√ Text

√ Image

Table

Graph

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Poem

Learning Outcomes: (As per NCERT).



Competency Understanding


Context Global


Item Format Closed

Proficiency Level 2





Competency Knowledge

Q 12.1 20 Teeth

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Knowledge System Content,procedure

Context Global



Proficiency Level 2





Competency phenomena


Context Global



Proficiency Level 2

Credit Pattern:Full Credit:2Partial Credit:No Credit:0




Q 12.3 32 Teeth

Q 12.2 5-7 Years

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Competency Explain


Context Global



Proficiency Level 4





Competency Knowledge, understanding

Knowledge System Procedure

Context Global


Item Format Complex

Proficiency Level 6



……..

TEST ITEM 13 MY PLATE

Q 12.4 Fluoride.

Q 12.5 Cuspids or Dog Teeth.

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Some people can improve eating habits on their own, while others need a registered dietitian to guide them through the process. You may need a dietitian if you are trying to lose weight or if you have a health condition such as osteoporosis, high blood pressure, high cholesterol, or diabetes.

Most Americans consume too many calories and not enough nutrients, according to the latest revision to the Dietary Guidelines for Americans. US Department of Agriculture (USDA) the guidelines to help citizen live healthier lives.

The USDA recommends that you follow their latest diagram of healthy eating called MyPlate. Take a minute, look at the image and see what you notice.

In addition to these proportions, the USDA recommends that you choose grains that are whole grains, vary your fruits and vegetables, select low-fat and fat-free dairy products, eat different kinds of protein, and that you be aware of your portions. You could eat all the right things, but if you overdo it, that wouldn't be good either!

Q13.1 Which is not one of the reasons that you should aim for eating a balanced diet?a) You’ll protect yourself against diseases.b) You’ll have more energyc) You’ll impress your friendsd) You’re more likely to keep a healthy diet.

Ans:……………………………………………………………………………….

Q13.2 Which is the smallest food group shown on the USDA food diagram:-

a) proteinb) dairyc) vegetablesd) grains

Ans:……………………………………………………………………………….

Q 13.3 Which group make up half of the plate?

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a) fruits and vegetables

b) proteins and vegetables

c) grains and dairy

d) fruitsAns:……………………………………………………………………………….

Q 13.4. What is the latest USDA food recommendation diagram called

a) the food pyramid

b) the food rainbow

c) my plate

d) the farmer’s market

Ans:……………………………………………………………………………….

Q 13.5 The approximate % of the Food groups mentioned by USDA

a) veggies 32%, fruits 18%, grains 30%, protein20%.

b) veggies32%, fruits 20%, grains 18%, protein30%

c) veggies32%, fruits 30%, grains 20%, protein18%

d) veggies32%, fruits18%, grains20%, protein30%

Ans:……………………………………………………………………………….

Q 13.6. Choose the one which is more likely to be taken as grains and justify your answer.

Pasta or oatmeal.

TEST ITEM 13Template For Preparing Practice Test Items For Scientific Literacy

159

Domain: Scientific Literacy Theme: Nutrition in animals Class(es): VII


Total Credits:12


√ Text

√ Image

Table

Graph

Map

Poem

Learning Outcomes:

Children should gain knowledge of different food groups.

Children should develop idea of balanced diet.

Children should develop skill of data interpretation.



Competency understanding

Knowledge System procedure

Context global



Proficiency Level 2

Credit Pattern:Full Credit:2Partial Credit:No Credit:

160




Competency analysis


Context global



Proficiency Level 2

Credit Pattern:Full Credit:Partial Credit:No Credit:




Competency analysis

Q 13.1 You’ll impress your friends

Q 13.2 b) dairy

161


Context global



Proficiency Level 2





Competency remembering


Context global



Proficiency Level 1A



Q 13.3 Fruits and vegetables

Q 13.4 My plate

162



Competency estimation


Context global


Item Format Complex multiple

Proficiency Level 3





Competency Evaluate, understanding, compare

Knowledge System epistemic

Context local


Q 13.5 veggies 32%, fruits 18%, grains 30%, protein20%.

163


Proficiency Level 5



……

TEST ITEM 14OZONE

Ozone

Read the following section of an article about the ozone layer.

Q 13.6 Oatmeal.

Oatmeal is a whole grain and which is more nutritious.

164

The atmosphere is an ocean of air and a precious natural resource for sustaining life on the Earth. Unfortunately, human activities based on national/personal interests are causing harm to this common resource, notably by depleting the fragile ozone layer, which acts as a protective shield for life on the Earth.

Ozone molecules consist of three oxygen atoms, as opposed to oxygen molecules which consist of two oxygen atoms. Ozone molecules are exceedingly rare: fewer than ten in every million molecules of air. However, for nearly a billion years, their presence in the atmosphere has played a vital role in safeguarding life on Earth. Depending on where it is located, ozone can either protect or harm life on Earth. The ozone in the troposphere (up to 10 kilometres above the Earth’s surface) is “bad” ozone which can damage lung tissues and plants. But about 90 percent of ozone found in the stratosphere (between 10 and 40 kilometres above the Earth’s surface) is “good” ozone which plays a beneficial role by absorbing dangerous ultraviolet (UV) radiation from the Sun.

Without this beneficial ozone layer, humans would be more susceptible to certain diseases due to the increased incidence of ultra-violet rays from the Sun. In the last decades the amount of ozone has decreased. In 1974 it was hypothesised that chlorofluorocarbons (CFCs) could be a cause for this. Until 1987, scientific assessment of the cause-effect relationship was not convincing enough to implicate CFCs. However, in September 1987, diplomats from around the world met in Montreal (Canada) and agreed to set sharp limits to the use of CFCs.

Question 14.1: OZONE

In the text above nothing is mentioned about the way ozone is formed in the atmosphere. In fact each day some ozone is formed and some other ozone disappears. The way ozone is formed is illustrated in the following comic strip.

Suppose you have an uncle who tries to understand the meaning of this strip. However, he did not get any science education at school and he doesn’t understand what the author of the strip is explaining. He knows that there are no little fellows in the atmosphere but he wonders what those little fellows in the strip stand for, what those strange notations O2 and O3 mean and which processes the strip represents. He asks you to explain the strip. Assume that your uncle knows:

that O is the symbol for oxygen; what atoms and molecules are.

Write an explanation of the comic strip for your uncle.

165

...................................................................................................................................

...................................................................................................................................


Ozone is also formed during thunderstorms. It causes the typical smell after such a storm. In lines 9–13 the author of the text distinguishes between “bad ozone” and “good ozone”.

In terms of the article, is the ozone that is formed during thunderstorms “bad ozone” or “good ozone”?

Choose the answer and the explanation that is supported by the text.

Bad ozone or good ozone?

Explanation

A Bad It is formed during bad weather.

B Bad It is formed in the troposphere.

C Good It is formed in the stratosphere.

D Good It smells good.


Lines 14 and 15 state: “Without this beneficial ozone layer, humans would be more susceptible to certain diseases due to the increased incidence of ultra-violet rays from the Sun.”

Name one of these specific diseases.

...................................................................................................................................


At the end of the text, an international meeting in Montreal is mentioned. At that meeting lots of questions in relation to the possible depletion of the ozone layer were discussed. Two of those questions are shown in the table below.

Can the questions listed below be answered by scientific research?

Circle either Yes or No for each.

Question: Answerable by scientific research?

166

Should the scientific uncertainties about the influence of CFCs on the ozone layer be a reason for governments to take no action?

Yes / No

What would the concentration of CFCs be in the atmosphere in the year 2025 if the release of CFCs into the atmosphere takes place at the same rate as it does now?

Yes / No

OZONE SCORING 14.1


Domain: Scientific Literacy Theme: OZONE Class(es): VII

Expected time:10 MIN

Total Credits: 3


TEXT Text

Image

Table

Graph

Map

Poem

Learning Outcomes:

(As per NCERT)students will be able to understand the structure and shape of ozone molecule



Competency explain


167

Context global


Item Format Open consructed

Proficiency Level 2

Credit Pattern:Full Credit:3Partial Credit:1&2No Credit:0

Full credit Code 1: Gives an answer in which the following three aspects are mentioned: First aspect:

an oxygen molecule or some oxygen molecules (each consisting of two oxygen atoms) are split into oxygen atoms (picture 1).

Second aspect: the splitting (of oxygen molecules) takes place under the influence of sunlight (picture 1). Third aspect: the oxygen atoms combine with other oxygen molecules to form ozone molecules (pictures 2 and 3).

Remarks on each of the three aspects:

First aspect:

The splitting should be described using the correct words (see lines 5 and 6) for O (atom or atoms) and O2 (molecule or molecules).

If O and/or O2 have been described only as “particles” or “small parts” no credit should be given for this aspect.

Second aspect:

The Sun’s influence should be related to the splitting of O2 (an oxygen molecule or oxygen molecules).

If the Sun’s influence is related to the forming of an ozone molecule from an oxygen atom and an oxygen molecule (pictures 2 and 3) no credit should be given for this second aspect.

Note: Aspects 1 and 2 may typically be given in the one sentence.

Third aspect:

This aspect should be given credit (one point) if the answer contains any description of an O combining with an O2.

168

If the formation of O3 is described as combining of (three, separate) O atoms this third aspect should not be given credit.

If O3 is not described as a molecule or molecules but for example as “a group of atoms” this can be tolerated for the third aspect.

Examples of Code 1:

• When the sun shines on the O2 molecule the two atoms separate. The two O atoms look for other O2 molecules to join with. When the O1 and O2 join they form O3 which is ozone.

• The strip illustrates the formation of ozone. If an oxygen molecule is affected by the sun, it breaks into two separate atoms. These separate atoms, O, float around looking for a molecule to link up to; they line up to existing O2 molecules and form an O3 molecule, as three atoms are now joined together; O3 forms Ozone.

• The little guys are O, or oxygen atoms. When two are joined they make O2 or oxygen molecules. The Sun causes this to decompose into Oxygen again. The O2 atoms then bond with an O2 molecule creating O3 which is ozone. [Note: The answer can be regarded as correct. There is only a slip of the pen (“O2 atoms” after having mentioned “oxygen atoms” previously).]

Partial credit Code 1: First and second aspects only correct.

• The sun decomposes the oxygen molecules into single atoms. The atoms fuse into groups. The atoms form groups of 3 atoms together.

Code 2: First and third aspects only correct.

• Each of the little fellows stand for one atom of oxygen. O is one oxygen atom, O2 is an oxygen molecule and O3 is a group of atoms all joined together. The processes shown are one pair of oxygen atoms (O2) getting split and then each joining with 2 other pairs forming two groups of 3 (O3).

• The little fellows are oxygen atoms. O2 means one oxygen molecule (like a pair of little fellows holding hands) and O3 means three oxygen atoms. The two oxygen atoms of one pair break apart and one joins each of the other pairs and out of the three pairs, two sets of three oxygen molecules (O3) are formed.

Code 3: Second and third aspects only correct.

• The oxygen is broken up by the sun’s radiation. It splits in half. The two sides go and join other oxygen “particles” forming ozone.

• Most of the time in pure oxygen (O2) environments oxygen comes in pairs of 2 so there are 3 pairs of 2. 1 pair is getting too hot and they fly apart going into another pair making O3 instead of O2. [Note: Although “one pair is getting too hot” is not a very good description for the sun’s influence, credit for the second aspect should be given; the third aspect can also be regarded as correct.]

169

Code 4: First aspect only correct.

• Oxygen molecules are breaking down. They form O atoms. And sometimes there are ozone molecules. The ozone layer remains the same because new molecules are formed and others die.

Code 5: Second aspect only correct.

• O represents an oxygen molecule, O2 = oxygen, O3 = ozone. Sometimes both oxygen molecules, joining each other, are separated by the sun. The single molecules join another pair and form ozone (O3).

Code 6: Third aspect only correct.

• The ‘O’ (oxygen) molecules are forced to bond with O2 (2 x oxygen molecules) toform O3 (3 x oxygen molecules), by the heat of the Sun. [Note: The underlined part of the answer shows the third aspect. No credit can be given for the second aspect, because the Sun is not involved in the formation of ozone from O + O2 but only in breaking down bonds in O2.]

No credit Code 01: None of the three aspects correct.

• The sun (ultraviolet rays) burns the ozone layer and at the same time is destroying it as well. Those little men are the ozone layers and they run away from the sun because it is so hot. [Note: No point can be awarded, not even for mentioning something about the Sun’s influence.]

• The sun is burning the ozone in the first boxes. In the second boxes they are running away with tears in their eyes and in the third box they are cuddling each other with tears in their eyes.

• Well uncle Herb it’s simple. ‘O’ is one oxygen particle, the numbers next to ‘O’ increases the amounts of particles in the group.

OZONE SCORING14. 2



Expected time:5 MIN

170

Total Credits: 2


TEXT Text

Image

Table

Graph

Map

Poem

Learning Outcomes:

(As per NCERT)students will be able to understand the formation of ozone molecule



Competency evaluate

Knowledge System procedure

Context global



Proficiency Level 2


Full credit Code 1: B. Bad. It is formed in the troposphere.

171

No creditCode 0: Other response

OZONE SCORING 14.3Template For Preparing Practice Test Items For Scientific Literacy


Expected time:5 MIN

Total Credits: 2


TEXT Text

Image

Table

Graph

Map

Poem

Learning Outcomes:

(As per NCERT)students will be able to understand the importance of ozone for humans





Context global


Item Format complex MCQ

Proficiency Level 2

172


Code 1: Refers to skin cancer or other sun-related disease

• Skin cancer. • Melonoma [Note: This answer can be regarded as correct, despite the fact

it has a spelling mistake.] • Cataracts.

No credit Code 0: Refers to other specific type of cancer.

• Lung cancer. OR: Refers only to cancer OR: Other response

OZONE SCORING: 14.4Template For Preparing Practice Test Items For Scientific Literacy


Expected time:5 MIN

Total Credits: 2


TEXT Text

Image

Table

Graph

Map

Poem

Learning Outcomes:

(As per NCERT)students will be able to understand the concern of impact of CFC’s on ozone

173



Competency evaluate


Context global


Item Format simple MCQ

Proficiency Level 2

Credit Pattern:Full Credit:2No Credit: 0

Full credit Code 1: No and Yes, in that order.

No credit Code 0: Other responses.

………

174

TEST ITEM 15 What Would Happen If I Ate Nothing But Meat?

FYI: What Would Happen If I Ate Nothing But Meat?By Caitlin KearneyAugust21 ,2013

Thinking about becoming a meatarian? You might get scurvy, like a pirate. Cooked meat

contains very little vitamin C, notes Donald Beitz, a nutritional biochemist at Iowa State

University. Without the vitamin, scurvy would bring on rashes and gum disease, not to

mention very bad breath. Moreover, meat lacks fiber, so you'd probably be constipated. All

in all, you wouldn't be healthy or comfortable.

That said, some groups of people have survived—even thrived—on an animal-only diet.

Research suggests that traditionally the Inuit ate any number of meats, including seal,

whale, caribou and fish. But they rarely, if ever, ate plant fiber. The key to their success, says

Harriet Kuhnlein, the founding director of the Centre for Indigenous Peoples' Nutrition and

Environment at McGill University in Montreal, was eating every part of the animal, "and you

have to eat some of it raw." Raw meat contains vitamin C (which is lost when cooked), and

http://img2.timeinc.net/ew/dynamic/imgs/110120/park-recs-pyramid_1500.jpg

175

the skin, hooves and bones contain fiber. For greens, Kuhnleinadds, traditional Inuit "ate the

stomach contents of caribou and deer."

Historically, they were quite healthy, she says; they almost never suffered from heart

disease. Today, the meat-heavy diet lives on in the form of the controversial Atkins

Nutritional Approach. Formulated by cardiologist Robert Atkins in the early 1970s, the diet

prescribes that adherents dramatically cut their carbohydrate intake.

The American Heart Association issued a statement in 2001 condemning the diet for cutting

necessary sources of nutrients, stating that devotees were "at risk for compromised vitamin

and mineral intake, as well as potential cardiac, renal [kidney], bone and liver

abnormalities."

This article originally appeared in the June 2011 issue of Popular Science_ magazine._

15.1 Which vitamin is lost when meat is cooked?

i) Vitamin A ii) Vitamin B iii) Vitamin C iv) Vitamin K

Ans:……………………………………………………………………………….

15.2 List the symptoms of Scurvy mentioned in the article.

Ans:……………………………………………………………………………….

15.3 How did the Inuit get fibre and greens in their diet ?

a) from raw meat

b) from skin and bones

c) from stomach of deers

d) from fats of caribou

i) a,b ii) b,c iii) c, d iv) a, d

Ans:……………………………………………………………………………….

15.4 What are the potential risks one may face in meat only diet ?

Ans:……………………………………………………………………………….

176

15.5 From the article, comment on the justification of meat only diet.

Ans:……………………………………………………………………………….

TEST ITEM 15


Domain: Scientific Literacy Theme: What Would Happen If I Ate Nothing But Meat?

Class(es): VII

Expected time:

Total Credits:


Text

Image

Table

Graph

Map

Poem

Learning Outcomes:

(As per NCERT)

1. They will be able to list the nutrient content of meat

2. They will be able to understand the symptoms of scurvy

3. They will be able to understand food habits of Inuits.

4. They will be able to interpret the potential risks of meat only diet

5. They will be able to justify the meat only diet.

177



Competency List the options


Context Global


Item Format closed

Proficiency Level 1

Credit Pattern:Full Credit: 2 Partial Credit:__nil_No Credit:___0_



Competency choose


Context Global


Item Format closed

Proficiency Level 3

Q 15.1 Full credit : iii) Vitamin C

178

Credit Pattern:Full Credit: 2 Partial Credit:1No Credit:___0_



Competency classify


Context Global


Item Format closed

Proficiency Level 4

Credit Pattern:Full Credit: 2 Partial Credit:nilNo Credit:___0_



Q 15.2 Full credit :, scurvy would bring on rashes and gum disease, not to mention very bad breath.

Partial Credit: any one symptom mentioned above.

Q 15.3 Full credit : ii. b c

179

Competency Conclude


Context Global


Item Format closed

Proficiency Level 5




Competency construct


Context Global


Item Format open

Proficiency Level 6



Q 15.4 Full credit :. Meat only diet may lead to compromised vitamin and mineral intake, as well as potential cardiac, renal [kidney], bone and liver abnormalities

Partial Credit: Any two of the above abnormalities

Q 15.5 Full credit :. Cooked meat contains very little vitamin C. Without the vitamin, scurvy would bring on rashes and gum disease, not to mention very bad breath. Moreover, meat lacks fiber, so you'd probably be constipated.

Partial Credit: Any two of the above justifications

180

…….

TEST ITEM 16

THE FUTURE OF FOOD The Science of Yummy

By Tamara HoltOctober23 ,2007Once upon a time, flavor research was a matter of asking housewives to munch a

few potato chips in the hopes that the company had stumbled on the perfect formula for reconstituting potatoes. But as the science became more sophisticated, and market pressures demanded more novelty and authenticity, flavor scientists had to create new varieties like "Mesquite BBQ" chips to sit alongside regular barbecue flavor. To fill that hungry maw, Dewis and his colleagues work to analyze hundreds of thousands of substances and develop compounds that will please the buying public in four ways-through smell, taste, sensation and emotion. To do so, flavor scientists are homing in on molecules, receptors, brain structures and genetic code that will enable them to create flavors tailored to consumers' palates, health condition, demographics, even genotype. The industry doesn't just talk about things tasting good anymore. Now it's about providing an exceptional flavor "experience." And as scientists learn to exploit the ways we perceive flavor, food manufacturers will be able to refine their products to appeal to us as individuals.

Flavor Basics, Basic Flavors

When you deal with flavor scientists, you have to watch your language. In flavor science, "taste" is only what happens on the tongue-the perception of sweet, sour, salty, bitter and the curious savoriness named umami by the Japanese. But the "flavor" you experience when eating a strawberry, for instance, involves far more than your tongue alone.Smell is arguably the most vital tool in detecting flavor. The complete list of molecules in a strawberry numbers around 250 compounds, including esters, terpenes and lactones. It takes just four compounds to get your nose to recognize the basic flavor-something like a cheap strawberry candy-but taken alone, they smell nothing of strawberries. One, furaneol, smells like cotton candy. Another, gamma-decalactone, is a creamy peach fragrance. Methyl cinnamate smells like guava, and ethyl butyrate evokes pineapple. A fifth note, cis-3-hexenol, which by itself smells exactly like cut grass, gives strawberry the bright green fragrance of something fresh and alive. There are still 245 other compounds at work in that single berry. (The only two components that your tongue encounters are the sweetness of sugar and the tartness of fruit acids.)

181

Use the article ‘THE FUTURE OF FOOD The Science of Yummy’ to answer the questions below

Q 16.1. which among the following is not four ways to please the food buying people?

a. smell. B. Size/ Appearance c. Taste d. Emotion

Ans:……………………………………………………………………………….

Q 16.2. What did the flavour scientists create to sit alongside barbeque flavoured chips?

Ans:……………………………………………………………………………….

Q 16.3. In flavour science , what is umami?

Ans:……………………………………………………………………………….

Q 16.4. Among the 250 components of Strawberry, which 2 components can your tongue encounter?i. sweetness of sugarii. flavour of cis -3- hexenoliii. tartness of fruit acidsiv. taste of cotton candy

Ans:

___________________________________________________________________________

___________________________________________

Q 16.5. from the article, ‘THE FUTURE OF FOOD The Science of Yummy’, how would you explain taste?Ans:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

182

TEST ITEM 16


Domain: Scientific Literacy Theme: Nutrition in Animals Class(es): VII

Expected time: 20 MIN

Total Credits: 10


Text

Image

Table

Graph

Map

Poem

Learning Outcomes:

(As per NCERT)

1. They will be able to list the ways how people buy food as per flavour.

2. They will be able to choose between"Mesquite BBQ" chips and regular barbecue flavour.

3. They will be able to distinguish the components of taste.

4. They will be able to analyse the taste of strawberry

5. They will be able to explain taste



Competency List the options


Context Global


Item Format closed

Proficiency Level 1

183

Credit Pattern:Full Credit: 2 Partial Credit:__nil_No Credit:___0_



Competency Choose


Context Global


Item Format closed

Proficiency Level 2

Credit Pattern:Full Credit: 2Partial Credit:___nilNo Credit:____0



Q 16.1 Full credit :B. Size/ Appearance

Q 16.2 Full Credit: Mesquite BBQ.

184

Competency Analyse


Context Global


Item Format closed

Proficiency Level 3

Credit Pattern:Full Credit: 2Partial Credit:__nil_No Credit:____0



Competency Contrast


Context Global


Item Format closed

Proficiency Level 4

Credit Pattern:Full Credit: 2Partial Credit:___1No Credit:____0

Q 16.3 Full credit: savouriness

185



Competency Compile


Context Global


Item Format Open

Proficiency Level 6

Credit Pattern:Full Credit: 2Partial Credit:__1_No Credit:____0


UNIT 18

……..

TEST ITEM 17 Non-starch polysaccharides (NSPs)

Non-starch polysaccharides (NSPs) are the main constituents of plant cell walls and play a role in the encapsulation of nutrients including amino acids, starch and lipids. It is well-known that NSPs negatively affect access of endogenously secreted enzymes to their substrates, reducing digestibility.Plant feed ingredients commonly used in poultry diets contain between 7 and 19 percent of NSPs.

Q 16.4 Full Credit: i. sweetness of sugar and iii. tartness of fruit acidsPartial Credit i. sweetness of sugar or iii. tartness of fruit acids

Q 16.5 Full credit: In flavour science, "taste" perception of sweet, sour, salty, bitter and the curious savouriness

Partial Credit: any two of the above

186

Cereals like wheat and barley and protein sources like soy contain a higher proportion of NSPs compared with corn. However, the total NSP content of corn and wheat are not so different, close to 90 grams per kilogram. The major difference between corn and wheat NSPs is the kind of arabinoxylan structures present in each. Arabinoxylans from corn have a much more complex structure than arabinoxylans from wheat. They are highly branched with multiple arabinose residue substitutions in corn. A recent study showed that the arabinose:xylose ratio (A:X) obtained for a corn-based diet was higher than that obtained for a wheat-based diet (0.73 vs. 0.65). This demonstrates a higher degree of substitution in corn arabinoxylan chains (AX), compared with those in wheat.

Question :17.1- The nutrients present in non starch polysaccharides includes :(a) Amino acid only(b) Starch only(c) Lipid only (d) Amino acid , lipid and starch.

Ans:……………………………………………………………………………….

Question:17.2- Identify the incorrect statement about non starch polysaccharides:

(A) Non starch polysaccharides are main constituent in plant cell(B) Poultry diets contain between 7 and 19 percent of non starch polysaccharides. (C) Non Starch Polysaccharidesfacilitates the access of endogenously secreted enzymes.(D) Arabinoxylans from corn have a much more complex structure than that of wheat.

Ans:……………………………………………………………………………….

Question :-17.3 Are the non starch polysaccharides from corn and wheat same Yes/No . Justify.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________

187

Question 17.4 : The cereal that contains minimum proportion of non starch polysaccharides is (a) Barely (b) Corn (c) Wheat (d) Soy.

Ans:……………………………………………………………………………….

Question:17.5- Which cereal is suitable as plant feed ingredients in poultry diet . Why ?


TEST ITEM 17

Domain: Scientific Literacy Theme: Non-starch polysaccharides (NSPs)

Class: VII


Total Credits: 10

Description of Item:√ Text

Image√ Table

GraphMapPoem

Learning Outcomes:Mention the nutrients present in non starch polysaccharides.State the disadvantage of non starch polysachharides.Compare the non starch polysaccharides in wheat and corn.Identify the cereal that contains minimum proportion of non starch polysaccharidesAnalyse from the chart, the cereal that is suitable as plant feed ingredients in poultry diet.


Framework CharacteristicsCompetency EvaluateKnowledge System ContentContext SocialCognitive Demand Low

188

Item Format Simple mcqProficiency Level 1




Framework CharacteristicsCompetency Decision makingKnowledge System ContentContext SocialCognitive Demand MediumItem Format Simple mcqsProficiency Level 1




Framework CharacteristicsCompetency InterpretKnowledge System ContentContext SocialCognitive Demand Medium

Q 17.1 (d) Amino acid , lipid and starch.(full credit).Other Answer (No Credit)

Q 17.2 (C) Non Starch Polysaccharides facilitates the access of endogenously secreted enzymes. (full credit)others ( no credit)

189




Framework CharacteristicsCompetency EvaluateKnowledge System ContentContext SocialCognitive Demand LowItem Format Simple mcqsProficiency Level 1




Item Format Constructive openProficiency Level 3

Q 17.3 NoThe major difference between corn and wheat NSPs is the kind of arabinoxylan structures present in each. Arabinoxylans from corn have a much more complex structure than arabinoxylans from wheat (full credit)No (partial credit)others ( no credit)

Q 17.4 Corn (full credit)others ( no credit)

190

Framework CharacteristicsCompetency InterpreatKnowledge System ContentContext SocialCognitive Demand MediumItem Format Constructive openProficiency Level 3



……..

TEST ITEM 18 THE PIZZA PASSAGE

Q 17.5 CornNSPs negatively affect access of endogenously secreted enzymes to their substrates, reducing digestibility. (full credit)Corn (Partial credit)others ( no credit)

191

1.THE PIZZA PASSAGE

The information on this page is from internet (ref. Pizza- by Emily Oegema) about Digestion. Refer to the information to answer the questions which follow it.

The complex digestion of one of children’s favourite food ‘’ PIZZA’’

The tasty pizza will begin its in Ramesh’s mouth. There are six salivary glands under her tongue which shoot out saliva to help softening the food. The mouth uses chewing which mechanical digestion to break down the food. After he swallow it, the pizza enters the oesophagus, which uses strong muscles to push food down in the stomach. The contraction the muscles do are called peristalsis. In her stomach the Pizza gets very digested. Muscles churn the pizza up, so it uses mechanical digestion. There are strong acids that help break down the food as well which is chemical digestion. A layer of mucus protects his interior stomach from the acids. After about three hours in the stomach, the food has been so digested and it has turned into a soupy mixture called chyme. Then the chyme moved to the small intestine.

Once the chime enters the small intestine, it is broken down even more with chemical digestion. The small intestine receives secretion of two glands liver and pancreas. Liver secretes bile which is normally stored in the gall bladder. Bile helps to break down the fat present in food. Pancreas add enzymes that help to softens and break down the food.

The final step is the large intestine (it is called large intestine because it is a quite wide tube)

which removes water from broken down food materials so they can go into the bloodstreams. The remaining material which is all that is left after the stomach, small intestine and large intestine have filtered through it and digested it is waste which is removed from the body.

Question 18.1

In which part of the digestive system is water absoprbed?

Ans

Question 18.2

Complete digestion of food occurs in

A. StomachB. Small intestineC. PancreasD. Large intestine

Ans:……………………………………………………………………………….

Question 18.3

192

Ramesh got his gall bladder removed surgically as he was diagnosed with a stone in his gall bladder. After surgery he faced problems in digestion of certain food items when consumed in bulk. What kind of food items would they be and why?

Ans:

Question 18.4

Choose the odd one out from each group and give reasons-

(a) Liver, salivary glands, starch, gall bladder(b) Oesophagus, small intestine, rectum, large intestine

Ans:……………………………………………………………………………….

Question 18.5

The swallowed food moves downwards in the alimentary canal.

Name and explain the process involved.

Ans:……………………………………………………………………………………

TEST ITEM 18

Domain: Scientific Literacy Theme: Nutrition in Animals Class(es): 6 - 8


Total Credits: 10


Text

Image

Table

Learning Outcomes:

1. Students will be able to name all the organs associated with digestion.

2. They will be able to identify the organs where different steps of digestion occur.

3. They will be able to analyse the role of different

193

Graph

Map

Poem

digestive glands in digestion.

ANSWER KEY

Q.18.1



Competency Interpret the phenomenon scientifically


Context Global


Item Format Short response item

Proficiency Level 1



Q.18.2



Competency Interpret the phenomenon scientifically


Q 18.1 Large intestine

194

Context Global


Item Format Simple multiple choice

Proficiency Level 2



Q.18.3



Competency Evaluate the phenomenon scientifically


Context Global


Item Format Closed constructed response

Proficiency Level 3

Credit Pattern:Full Credit: 02Partial Credit:1No Credit: 0


Q 18.2 Small intestine

195

After surgical removal of gall bladder, Ramesh would face problems in digestion of fat and fatty substances when consumed in bulk. This is because the bile juice stored in gall bladder helps in digestion of fats.

Q.18.4



Competency Evaluate the phenomenon scientifically


Context Global



Proficiency Level 3



(A) Starch, because rest all are glands and starch is a type of carbohydrate.(B) Small intestine because it carries the processed digestion and rest are not involved in

digestion.

Q.18.5



Competency Explain the phenomenon scientifically


Context Global

196



Proficiency Level 3



Peristalsis. The peristaltic movement moves the food in all the digestive organs throughout the alimentary canal by contraction and expansion of wall of food pipes.

……..

TEST ITEM 19 Ruminants

Ruminants

197

Read the following article published in BBC future in August 2019:

The cows grazing peacefully in the vicinity of New Zealand’s farming science research institute AgResearch look much like any other. They plod slowly around the pastures, heads bowed as they tear up mouthfuls of grass and let out soft, low moos. But some of these animals are not like the cattle you might find on other farms. Away from view, inside the hard-working stomachs of these cows, an experiment that could potentially change the planet is taking place.

They have been given a vaccine against certain gut microbes that are responsible for producing methane as the animals digest their food. Methane is one of the most egregious of greenhouse gases, roughly 25 times more potent at trapping heat than carbon dioxide.

Estimates vary, but livestock are reckoned to be responsible for up to 14% of all greenhouse emissions from human activities. Alongside carbon dioxide, farming generates two other gases in large quantities: nitrous oxide from the addition of fertilisers and wastes to the soil, and methane. The latter is largely belched out by ruminants – principally sheep and cattle – and accounts for more than a third of the total emissions from agriculture. The average ruminant produces 250-500 litres of methane a day. Globally, livestock are responsible for burping the methane equivalent of 3.1 gigatonnes of carbon dioxide into the atmosphere annually. But the scientists at AgResearch hope it may be possible to reduce the contribution livestock farming is making to global warming. The methane produced by ruminants comes from some 3% of the vast number of microbes that live in the rumen.

Question 19.1:How is the stomach of ruminants different from humans? Ans__________________________________________________________________________________________________________________________________________________

Question 19.2:

Increase in concentration of methane in atmosphere is responsible for which of the following phenomenon:

a) Ozone depletionb) Global warming c) Acid raind) All of the above

Ans:……………………………………………………………………………….

Question 19.3:

Livestock are solely responsible for increasing the concentration of methane in the environment. Do you agree with this statement? Yes/No. Justify your answer.

198

Ans:……………………………………………………………………………….

Question19. 4:

Substantiate why methane gas is produced in the stomach of only ruminants. Ans__________________________________________________________________________________________________________________________________________________

Question 19.5:

In the passage, vaccine is given to cows to reduce the production of methane. Do you think this process of testing on animals is justified? Why? Ans__________________________________________________________________________________________________________________________________________________

TEST ITEM 19

Domain: Scientific Literacy Theme: Nutrition in animals

Class: VII


Total credit: 10

Description of the item:

√ Text

Image

Table

Graph

Map

Poem

Learning Outcome:

(As per NCERT)

Q 19.1

FRAMEWORK CHARACTERISTICS

Competency Recall and apply appropriate scientific knowledge


199

Context Personal



Proficiency level 2

Credit Pattern:Full Credit: 2Partial Credit: N/ANil Credit: 0Description of answer key and credits:

Q 19.2


Competency Explain phenomenon scientifically


Context Global



Proficiency level 2

Credit Pattern:Full Credit: 2Partial Credit: 1Nil Credit: 0Description of answer key and credits:

Full credit: Any one relevant reason (number of chamber or presence of bacteria)

No credit for any other response or missing response

Full credit: Option b) global warming


200

Q 19.3


Competency Identify the assumption, evidence and reasoning in the given text


Context Global



Proficiency level 3

Credit Pattern:Full Credit: 2Partial Credit: 1Nil Credit: 0Description of answer key and credits:

Q 19.4


Competency Recall and apply appropriate scientific knowledge


Context Local



Full credit: Choosing no as an option with correct explanation

Partial credit: Choosing No as an option


201

Proficiency level 3

Credit Pattern:Full Credit: 2Partial Credit: N/ANil Credit: 0Description of answer key and credits:

Q 19.5


Competency Evaluate ways of exploring a given question scientifically


Context Global



Proficiency level 5

Credit Pattern:Full Credit: 2Partial Credit: N/A Nil Credit: 0Description of answer key and credits:

Full credit: Explanation on the basis of rumination


202

……

TEST ITEM 20Nutrients in plant and animal source foods

The nutrient levels in several plant and animal source foods are compared in Table. Whether

considered per unit of weight or per unit of energy, ASF tend to be richer sources of the six

nutrients of concern. Not only are these foods high in many micronutrients, but the

nutrients often are more available. Table shows that both iron and zinc are more

bioavailable in animal foods. In addition, the bioavailability of carotenoids as vitamin A

precursor is now believed to be lower than indicated in traditional food composition table.

Thus, for diets that depend on plant sources of vitamin A, more fruits and vegetables are

needed to meet requirements than was thought previously. In the case of vitamin B-12, all

requirements must be met from ASF, as there is virtually no vitamin B-12 in plant source

foods.

Full credit: Correct justification (both yes and no answers permissible)


203

TABLE

Composition of selected foods (per 100 g) compared with requirements for a school-age child1

NutrientMaize, cooked

Kidney beans, cooked

Kale, cooked

Carrots, raw

Milk, whole,

unfortified

Beef, medium fat, cooked

Recommended intake2

Energy (kcal)

119 127 32 45 51 269 1600

(kJ) 497 531 134 188 213 1124 6688

Protein (g) 2.7 8.7 1.9 1.1 3.3 24.9 17.3

Vitamin A (μg RAE)3

0 0 370 971 55 0 400

Vitamin B-12 (μg)

0 0 0 0 0.39 1.87 1.2

Riboflavin (mg)

0.07 0.06 0.07 0.06 0.16 0.15 0.6

Q 20.1 One micronutrient is richer in ASF as important micronutrients but those who are vegetarian they suffer from diseases caused by that particular micronutrient? Name the nutrient.

Ans. __________________________________________________________________________________

Q20.2 Which type of food in above table have maximum amount of energy but having very less amount of protein?

A. Beef, medium fat, cooked

B. Kidney beans Cooked

C. Carrots, raw

D. Maize, cooked

Ans:……………………………………………………………………………….

Dagnelie and colleagues have shown that Dutch infants consuming macrobiotic (strictly

vegan) diets had poorer nutritional status and were more likely to have rickets and

deficiencies of vitamin B-12 and iron. In Nepal, xeropthalmia in young children was less

204

likely to occur if they had relatively high meat or fish intake when they were 13 to 24 month

of age. U.S. men consuming vegan diets had lower serum ferritin concentrations, and 10 of

25 vegans in the study had marginal deficits of vitamin B-12. However, the vegan diets also

tended to be lower in fat and higher in fiber, vitamin C, folate, magnesium, copper and

manganese. Recently, hunt summarized studies of the iron and zinc status of vegetarians and

expressed concern about mineral status for those consuming plant-based diets. The panel

setting the new Dietary Reference Intakes for iron assumed 10% iron absorption for

vegetarian diets versus 18% absorption for a mixed diet and thus suggested that the

Recommended Dietary Allowance for iron should be 80% higher for vegetarians.

Q 20.3 On the based on above paragraph infants suffer from rickets or xeropthalmia depends on their diets, please specify the condition responsible for each disease.

Ans. __________________________________________________________________________________

Q20.4 Is only vegetarian food is beneficial for children upto 12 months. Explain ?

Ans. __________________________________________________________________________________

Q 20.5 Why only vegetarian diet is a matter of concern?

Ans:……………………………………………………………………………….

Q20.1 Template For Preparing Practice Test Items For Scientific Literacy

Domain: Scientific Literacy Theme: Nutrients in plant and animal source foods

Class(es):6-8

Expected time: 3 min.

Total Credits: 2

205


Paragraph Text

Image

Table

Graph

Map

Poem

Learning Outcomes: Students will be able to explain the Nutrients in plant and animal source foods.





Context Global



Proficiency Level 1



Vitamin B12 , Full credit

Any other answer No credit

206

Q20.2Template For Preparing Practice Test Items For Scientific Literacy


Class(es):6-8


Total Credits: 2


Paragraph Text

Image

Table

Graph

Map

Poem






Context Global



Proficiency Level 1


207

Partial Credit: 1No Credit: 0




Class(es):6-8


Total Credits: 2


Paragraph Text

Image

Table

Graph

Map

Poem



B. Kidney beans, Cooked , Full credit


208




Context Global



Proficiency Level 1





Class(es):6-8


Total Credits: 2

Rickets – due to infants consuming macrobiotic (strictly vegan) diets,-Partial credit

xeropthalmia in young children was less likely to occur if they had relatively high meat or fish intake,-Partial credit

Both :Full Credit

209


Paragraph Text

Image

Table

Graph

Map

Poem






Context Global



Proficiency Level 1



Yes/No, Partial credit

Explanation of Yes or No : Partial credit

Both :Full Credit

210



Class(es):6-8


Total Credits: 2


Paragraph Text

Image

Table

Graph

Map

Poem






Context Global



Proficiency Level 1

Credit Pattern:Full Credit: 2Partial Credit: 1

211

No Credit: 0


Name of Teacher:

Designation: Email: Ph. No.: Name of the Vidyalaya: KVS

Region:

SANJEEV SHUKLA

PGT CHEMISTRY [email protected] 7002828088 Nagaon Guwahati

RAJU RAM MEGHWAL


SARWAN KUMAR

PGT CHEMISTRY [email protected] 9351075333 Panbari Guwahati

…….

TEST ITEM 21Nutritional Deficiencies

Even if you are getting enough to eat, if you are not eating a balanced diet, you may still be at risk for certain nutritional deficiencies. Also, you may have nutritional deficiencies due to certain health or life conditions, such as pregnancy, or certain medications you may be taking, such as high blood pressure medications. People who have had intestinal diseases or had sections of intestines removed due to disease or weight loss surgery also may be at risk for vitamin deficiencies. Alcoholics are also at high risk of having nutritional deficiencies.One of the most common nutritional deficiencies is iron deficiency anemia. Your blood cells need iron in order to supply your body with oxygen, and if you don’t have enough iron, your blood will not function properly. Other nutritional deficiencies that can affect your blood cells include low levels of vitamin B12, folate, or vitamin C.Vitamin D deficiency may affect the health of your bones, making it difficult for you to absorb and use calcium (another mineral that you may not be getting enough of). Although you can get vitamin D by going out in the sun, many people with concerns about skin cancer may end up with low levels of vitamin D by not getting enough sun.

Other nutritional deficiencies include:

beriberi: low levels of vitamin B1 (found in cereal husks) ariboflavinosis: low levels of vitamin B2 pellagra: low levels of vitamin B3

mineral status for those consuming plant-based diets is quite low: Full Credit


mailto:[email protected]

212

paraesthesia: low levels of vitamin B5 leading to a “pins and needles” feeling biotin deficiency: low levels of vitamin B7, which can be common in pregnancy hypocobalaminemia: low levels of B12 night blindness: low levels of Vitamin A scurvy: low levels of vitamin C rickets: severe vitamin D and/or calcium deficiency vitamin K deficiency magnesium deficiency: occurs with certain medications and medical problems potassium deficiency: occurs with certain medications and medical problems

Eating a balanced diet can help prevent these conditions. Vitamin supplements may be necessary for certain people, such as pregnant or nursing mothers and people with intestinal conditions.

Q21.1 Which one person having high risk of micronutrients deficiency -

A. Pure Vegetarian alcoholic personsB. Pure Vegetarian Non-alcoholic persons C. Only alcoholic D. Non-vegetarian alcoholic

Ans:……………………………………………………………………………….

Q. 21.2 Deficiency disease can prevent by only oral intake of micronutrients? Explain.

Ans. ________________________________________________________________

Q. 21.3 Is Sun also a source of micronutrient required by our body, name the disease caused due to lack of exposure of sunlight?

Ans.________________________________________________________________________

___________________________________________________________________________

213

Q21.4 Observe the above Bar-Graph and tell which type of food more responsible for global warming? Give reason.

Ans . __________________________________________________________________________

____________________________________________________________________________

Q 21.5 The amount of CO2 production by food including animals and without including animals-

1) Food including animal is 622.6 kg x 109

2) Food including animals is 446.0 kg x 109

3) Food not including animals is 446.0 kg x 109

4) Food not including animals is 622.6 kg x 109

A. Option 1 and 2B. Option 1 and 3C. Option 1 only D. None

Ans:……………………………………………………………………………….


Domain: Scientific Literacy Theme: Nutritional Deficiencies

Class(es):6-8


Total Credits: 2

214


Paragraph Text

Image

Table

Graph

Map

Poem

Learning Outcomes: Students will be able to explain the effect of deficiency of nutrition in animals.





Context Global



Proficiency Level 1



A. Pure Vegetarian alcoholic persons , Full credit


215



Class(es):6-8


Total Credits: 2


Paragraph Text

Image

Table

Graph

Map

Poem






Context Global



Proficiency Level 1

216





Class(es):6-8


Total Credits: 2


Paragraph Text

Image

Table

Graph

Map

Poem




Both :Full Credit

217





Context Global


Item Format Close Constructed

Proficiency Level 1





Class(es):6-8


Total Credits: 2

Yes, Partial credit

Rickets due to deficiency of vitamin D : Partial credit

Both :Full Credit

218


Text

Image

Table

Bar Grapgh Graph

Map

Poem

Learning Outcomes: Students will be able to explain the role of food taken by animals which affect the global warming.





Context Global


Item Format Close Constructed

Proficiency Level 2



Animal food: Partial credit

Animal food produce more amount of CO2 in atmosphere: Partial credit

Both: Full Credit

219



Class(es):6-8


Total Credits: 2


Text

Image

Table

Bar Grapgh Graph

Map

Poem

Learning Outcomes: Students will be able to explain the role of food taken by animals which affect the global warming.





Context Global



Proficiency Level 2


220


Name of Teacher:


Region:

SANJEEV SHUKLA


RAJU RAM MEGHWAL


SARWAN KUMAR


……….TEST ITEM 22

Nutritional Importance of Animal Source FoodsAnimal source foods can provide a variety of micronutrients that are difficult to obtain in adequate quantities from plant source foods alone. In the 1980s, the Nutrition Collaborative Research Support Program identified six micronutrients that were particularly low in the primarily vegetarian diets of schoolchildren in rural Egypt, Kenya and Mexico: vitamin A, vitamin B-12, riboflavin, calcium, iron and zinc. Negative health outcomes associated with inadequate intake of these nutrients include anemia, poor growth, rickets, impaired cognitive performance, blindness, neuromuscular deficits and eventually, death. Animal source foods are particularly rich sources of all six of these nutrients, and relatively small amounts of these foods, added to a vegetarian diet, can substantially increase nutrient adequacy. Snacks designed for Kenyan schoolchildren provided more nutrients when animal and plant foods were combined. A snack that provided only 20% of a child's energy requirement could provide 38% of the calcium, 83% of the vitamin B-12 and 82% of the riboflavin requirements if milk was included. A similar snack that included ground beef rather than milk provided 86% of the zinc and 106% of the vitamin B-12 requirements, as well as 26% of the iron requirement. Food guides usually recommend several daily servings from animal source food groups (dairy products and meat or meat alternatives). An index that estimates nutrient adequacy based on adherence to such food guide recommendations may provide a useful method of quickly evaluating dietary quality in both developing and developed countries.

B. Option 1 and 3 , Full credit



221

Q 22.1 Are micronutrients essential for children? (Yes/No)Ans._______________________________________

Q 22.2 This article suggests you to take micronutrients from animal food only, are you agree with this statement? Explain. Ans. ______________________________________

Q22.3 which one micronutrient is responsible for anemia disease.A . Zinc B. Vitamin B12 C. Iron D. Calcium Ans:……………………………………………………………………………….

Q 22.4 Suggest the methods to improve health of school children.Ans:……………………………………………………………………………….

Q 22.5 A snack that provided only 20% of a child's energy requirement could provide 38% of the calcium, 83% of the vitamin B-12 and 82% of the riboflavin requirements if milk was included.

What % of Vitamin B present in given Snack for student?

A. Less than 82%B. Exactly 82 %C. Between 80% to 82 %D. More than 82 %

Ans:………………………………………………………………………………


Domain: Scientific Literacy Theme: Nutritional Importance of Animal Source Foods

Class(es):6-8


Total Credits: 10

222


Paragraph Text

Image

Table

Graph

Map

Poem

Learning Outcomes: Students will be able to explain Nutritional Importance of Animal Source Foods.





Context Global



Proficiency Level 1





Class(es):6-8


Yes, Full credit


223

Total Credits: 10


Paragraph Text

Image

Table

Graph

Map

Poem






Context Global



Proficiency Level 1





Both :Full Credit

224



Class(es):6-8


Total Credits: 10


Paragraph Text

Image

Table

Graph

Map

Poem






Context Global



Proficiency Level 1

225





Class(es):6-8


Total Credits: 10


Paragraph Text

Image

Table

Graph

Map

Poem


C: Iron , Full credit


226





Context Global



Proficiency Level 2





Class(es):6-8


Total Credits: 10

Any positive method suggested like proper supplements, exercise, etc. -Full credit

227


Paragraph Text

Image

Table

Graph

Map

Poem






Context Global



Proficiency Level 1



UNIT 24

Name of Teacher:


Region:

B-82% , Full credit


228

SANJEEV SHUKLA


RAJU RAM MEGHWAL


SARWAN KUMAR


……….TEST ITEM 23 IPIFF

The European Commission is looking to authorize the use of insect proteins in feed for poultry and perhaps pigs in 2019, announced VytenisAndriukaitis, European Commissioner for Health and Food Safety, at the first International Conference on insects for feed and food, organized by the International Platform of Insects for Food and Feed (IPIFF).

Question :23.1- What did the European Commission is looking to authorize in IPIFF ?Ans:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________

Question:23.2- Insect protein was authorized for the first time for

(A) Poultry (B) Aquatic organisms (C) Pigs (D) Cows

Question :23.3 Is there any need to uplift the feed ban rule. Yes/No .justify.

Ans:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________

Question :23.4- Which group of the following insects unauthorized to be used for insect proteins:(A) Housefly and House cricket(B) Banded cricket and house cricket(C) Housefly and mosquito(D) yellow mealworm and lesser mealworm

Ans:……………………………………………………………………………….

Question:23.5-What are ruminant animals ? Andriukaitisbelived that insect proteins will not be used in ruminant feeds. Why ?Ans:……………………………………………………………………………….


229


Domain: Scientific Literacy Theme: IPIFF Class: VII


Total Credits: 10


√ Text

Image

Table

Graph

Map

Poem

Learning Outcomes:

Students will be able to

State the name of item European Commission recommend to authorise in IPIFF.

Mention the purpose of European Commission to use insect protien as feed.

Identify the species for which insect proteins recommended.

Justify the upliftment of feed ban rule.

Select the insect used as insect protein.

Explore the reason why insect protein is not used for ruminant feeds.



Competency Explain


Context Social

230


Item Format Constructive close

Proficiency Level 1

Credit Pattern:Full Credit: 2Partial Credit:1No Credit:0


This move comes as a logical next step after the Commission’s authorization of insect protein for aquafeed in July 2017.In the wake of the transmissible spongiform encephalopathies (TSE) crisis, otherwise known as mad cow disease, the European feed sector has lived without animal meat and meal proteins since 2000. Insects have been considered animal protein and covered by the TSE regulation, (EC) 999/2001, until amendment 2017/893, which partially uplifts the feed ban rule, which forbid any use of animal proteins in animal feed apart from pet food.



Competency Decision making


Context Social


Item Format Simple mcqs

Proficiency Level 2



Q 23.1 The use of insect proteins in feed for poultry and perhaps pigs (full credit)

use of insect protein (Partial credit)

Q 23. 2 Aquatic organisms (full credit)

others ( no credit)

231





Context Social


Item Format Constructive open

Proficiency Level 3



Current authorization is limited to seven insect species: black soldier fly, house fly, yellow mealworm, lesser mealworm, house cricket, banded cricket and field cricket.



Competency Decision making


Context Social


Item Format Simple mcqs

Q 23.3 Yes

The European feed sector has lived without animal meat and meal proteins since 2000. Insects have been considered animal protein and covered by the TSE regulation (full credit)

Yes (partial credit)

others ( no credit)

232

Proficiency Level 1



Andriukaitis believes new proteins are needed, but regulation and technical matters (analysis, for example) had to be secured before this resource could be tapped.“You are part of the solution; I count on you,”Andriukaitis said to the insect protein producers. Beyond this statement, he confirmed that insect proteins will not be used in ruminant feeds.



Competency Explain


Context Social


Item Format Constructive open

Proficiency Level 3



Q 23.4 Housefly and mosquito (full credit)

others ( no credit)

Q 23.5 Ruminant animals are grazing animals and he was believed that ruminant animals again show transmissible spongiform encephalopathies (TSE) types of diseases (full credit)

Ruminant animals are grazing animals (Partial credit)

he was believed that ruminant animals again show transmissible spongiform encephalopathies (TSE) types of diseases, (Partial credit)

others ( no credit)

233

……..

TEST ITEM 24Nutrition in animals

Food is material that, after ingestion by animals, is capable of being digested, absorbed and utilised. In a more general sense we use the term ‘food’ to describe edible material. Grass and hay, for example, are described as foods, but not all their components are digestible. Where the term ‘food’ is used in the general sense, as in this paragraph, those components capable of being utilised by animals are described as nutrients. The animals associated with humans cover the spectrum from herbivores, the plant eaters (ruminants, horses and small animals such as rabbits and guinea pigs); through omnivores, which eat all types of food (pigs and poultry); to carnivores, which eat chiefly meat (dogs and cats). The carnivores and the Omnivores animals could not digest the plants product completely because of the absence of cellulose or the smaller length of their instestine.Under the control of humans these major classes of animal still pertain, but the range of foods that animals are now offered is far greater than they might normally consume in the wild (for example, ruminants are given plant by-products of various human food industries and some dog foods contain appreciable amounts of cereals). Nevertheless, plants and plant products form the major source of nutrients in animal nutrition. The diet of farm animals in particular consists of plants and plant products, although some foods of animal origin such as fishmeal and milk are used in limited amounts. Animals depend upon plants for their existence and consequently a study of animal nutrition must necessarily begin with the plant itself. Plants are able to synthesise complex materials from simple substances such as carbon dioxide from the air, and water and inorganic elements from the soil. By means of photosynthesis, energy from sunlight is trapped and used in these synthetic processes. The greater part of the energy, however, is stored as chemical energy within the plant itself and it is this energy that is used by the animal for the maintenance of life and synthesis of its own body tissues. Plants and animals contain similar types of chemical substances, and we can group these into classes according to constitution, properties and function. The main components of foods, plants and animals are:Water

Dry matter

Organic

Inorganic

Carbohydrates

Lipids

Proteins

Nucleic acids

Organic acids

Vitamins

Minerals

234

Composition of some plant and animal products expressed on a fresh basis. Water Carbohydrate Lipid Protein AshFresh basis (g/kg)Turnips 910 70 2 11 7Grass (young) 800 137 8 35 20Barley grain 140 730 15 9 22Groundnuts 60 201 449 268 22Dairy cow 570 2 206 172 50Milk 876 47 36 33 8Muscle 720 6 44 215 15Egg 667 8 100 118 107

Q.24.1. What do you mean by nutrient?

Ans………………………………………………………………………………………………………………………………………………………………………………………………

Q.24.2. which of the following inorganic component of food consumed by the plants?

a. carbohydrates c. Soil

b. either ‘C’ and ‘D’ d. water and mineral

Ans:……………………………………………………………………………….

Q.24.3. The living thing ‘A’ use the synthetic process to prepare their own food in the presence of sunlight. What is the special organ present in that living thing which makes them different from the other living things? And name the living things and the process?

Ans…………………………………………………………………………………………………………….

Q.24.4. The carnivores can’t digest the plants as a food completely. Why?

Ans…………………………………………………………………………………………………………………………………………

On the basis of table given above, answer the following question:

Q.24.5. Which one of the food item is rich source of carbohydrate?

(i) Turnip (ii) Barley (iii) Groundnut (iv) Egg

Ans:……………………………………………………………………………….

Q.24.6. Which one of the food item is rich source of Lipids and Proteins?

(i) Dairy Cow (ii) Barley (iii) Groundnut (iv) Egg

Ans:……………………………………………………………………………….

Q.24.7. Out of milk and egg, which food item may be considered as best food item. Explain.

235

Ans…………………………………………………………………………………………

Q.24.8. Why should we begin the study of animal nutrition from Plants?

Ans………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

Q.24.9. Stomach of Herbivores is larger than omnivores/humans. Explain

Ans…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

Q.24.10. Photsynthesis is an Exothermic/Endothermic process. Justify?

Ans……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..


Domain: Scientific Literacy Theme: Nutrition in animals Class(es):VII

Expected time:

Total Credits:


Yes Text

Image

Yes Table

Graph

Map

Poem

Learning Outcomes: Student will be able to :

a. Explain Nutrient.

b. List the component of food.

c. Explain herbivores, carnivores and omnivores.

(As per NCERT)

Scientific Literacy:Answer 24.1

236




Context Global

Cognitive Demand Easy

Item Format Closed constructive subjective

Proficiency Level 1

Credit Pattern:Full Credit: 2 marksPartial Credit: No Credit: 0 marks



Answer 24.2


Competency Analyse


Context Global



Proficiency Level 2

Credit Pattern:Full Credit: 2 marksNo Credit: 0 marks


2 marks for correct definition, thosecomponents capable of being utilised by animals are described as nutrients.

237


Answer 24.3


Competency Explain scientific phenomenon


Context Global

Cognitive Demand Hard

Item Format Open ended constructive

Proficiency Level 4

Credit Pattern:Full Credit: 2 marksPartial Credit: 1marksNo Credit: 0 marks



Answer 24.4


Competency Evaluate

2 marks for option ‘B”.

1 marks for Option C or Option D.

0 for option A

Chloroplast, living thing ‘A’ is plant and the process is ‘photosynthesis’.

If name of living things and process name is written=partial credit. Or only organ name is written as chloroplast = partial credit.

If other no credit

238


Context Global


Item Format Open ended constructive

Proficiency Level 3

Credit Pattern:Full Credit: 2 marksPartial Credit: 1 marksNo Credit: 0 marks



Answer 24.5


Competency Evaluate


Context Global


Item Format MCQ

Proficiency Level 3

Credit Pattern:Full Credit: 2 marks

No Credit: 0 marks



Due to less duration in their digestion process. Or due to smaller length of intestine.

Option B is correct.

239

Answer 24.6


Competency Evaluate


Context Global


Item Format MCQ

Proficiency Level 3


No Credit: 0 marks


Scientific Literacy:Answer 24.7


Competency Analyse


Context Global


Item Format Closed ended constructive

Proficiency Level 1


No Credit: 0 marks

Option C is correct.

240



Answer 24.8


Competency Analyse


Context Global


Item Format open ended constructive

Proficiency Level 2

Credit Pattern:Full Credit: 2 marksPartial credit: 1 marks

No Credit: 0 marks



Answer 24.9




Context Global


Egg because nutrients are present in higher amounts.

Because the primary source of food is plants any other reason

241

Item Format Close ended constructive

Proficiency Level 3


No Credit: 0 marks



Answer 24.10




Context Global


Item Format Close ended constructive

Proficiency Level 2


No Credit: 0 marks


Because digestion of cellulose take place longer time that’s why their stomach is larger than that of Humans.

In photosynthesis, green plants make their food from CO2 & H2O in presence of sunlight and energy is released. Therefore it is an exothermic process.

242

……….

1

CRITICAL AND CREATIVE THINKING TEST ITEMSCLASS VII SUB: SCIENCE

CHAPTER: 3 FIBRE TO FABRIC

INDEX


1 THE RAREST FABRIC ON EARTH 02

2 DEADLY DISEASE A PRIME CHOICE FOR BIOLOGICAL WAR

08

3 WOOL AND THE CARBON CYCLE 13

4 WOOL-NATURE’S MASTERPIECE 18

5 WOOL IS GOOD FOR THE SKIN 24

6 LEGEND OF SILK 30

7 USES/APPLICATION OF SILK 33

8 HOW DOES SILK FABRIC IMPACT THE ENVIRONMENT?

36

9 TYPICAL PROPERTIES OF SELECTED 39

2

FIBERS

10 THE BURN TEST TO IDENTIFY TEXTILE FIBERS

42

3

TEST ITEM 1THE RAREST FABRIC ON EARTH

DOMAIN:SCIENTIFICLITERACY TOPIC/CHAPTER: FIBRETOFABRIC CLASS:VII

THEME:MATERIALS EXPECTED TIME:15 MIN TOTALCREDIT:10

DESCRIPTIONOFITEM: LEARNING OUTCOMES:1.TEXT 1.Sensitising towards rare and endangeredspecies.2. IMAGES 2.Identifies and classifies materials on basis of theirproperties.3.GRAPH 3.Interpretsgraphs.

THE GOLDEN FLEECE“Nature has made the vicuna so perfect, so amazing….that its wool is considered to be the finest in the world,” said Biologist Santiago Paredes Guerrero.Vicuna is a wild South American camelidwhich lives in the high alpineareas of the Andes. It is a relative of the llama, and the wild ancestor of domesticated alpacas.The vicuna occupies an important place in the heart and soul of Peru and is the country’s national animal.

The animals may look delicate but they are built to handle the extremes of high-altitude living. High red blood cell counts increase their ability to process oxygen. A unique digestive system allows them to survive on tough bush grass. Most remarkable, though, is their fluffy, highly insulating fleece. Made up of individual fibresmeasuring just 12 to 14 microns in diameter, it’s one of the world’s finest natural fibres.In the world of textiles, the finer the fibre, the softer and more valuable it is.Vicunas produce small amounts of extremely fine wool. The animal can only be shorn every three years, and has to be caught from the wild which makes it so rare.The Incas worshipped vicuña because they considered the fleece of these doe-eyed creatures to be cloth of gold. Only Inca royalty was permitted to wear it. The precious fleece was harvested every three years in an elaborate and humane ritual called the chaccu, during which great herds of vicunas were rounded up, then sheared and released. The finished cloth was stored in imperialwarehouses.

https://en.wikipedia.org/wiki/Alpine_tundra

https://en.wikipedia.org/wiki/Llama

https://en.wikipedia.org/wiki/Alpaca

4

About three million vicuñas once roamed the Andes — until the arrival of the Spanish conquistadors in1532, who made guns the primary method of obtaining “the silk of the new world”. The slaughter continued unabated for centuries. By the mid-20th Century, when vicuna overcoats were considered the height of luxury in the US and Europe, the vicuna population had plummeted to fewer than 10,000.They were on the path to extinction.Desperate to turn the tide, Peru set up the country’s first vicuna sanctuary in the mountainous Lucanas Province in 1967. Two years later, it banned all trade of vicuna products. In 1975, the Convention onInternational Trade in Endangered Species(CITES) declared the vicuna ‘most endangered’, and placed its own ban on all international commerce of vicuna products.But poaching still continued. Enforcement of laws was nearly impossible: the vicuna habitat was far too vast and remote to patrol. The population continued to dwindleOfficials and conservationists knew they had to come up with a bold plan. What if the old Inca- style chaccu round-up was resurrected? Sustainable live-shearing would generate income for some of the country’s poorest and most isolated communities, and give them a reason to protect the animals from illegal hunting. The plan would also discourage poachers; there’s no point in killing a vicuna whose valuable coat has already beenremoved.

The population started to rebound and, in 1994, the ban on international trade was lifted. In 2008, the vicuna was downgraded to ‘least concern’ on the list of threatened species Thanks to conservation efforts, the population has recovered. Right now, there are more than 200,000 vicunas in Peru. Though the vicuna comeback is a success story, the animals and communities remain at risk, in part because of the Andes’ vulnerability to climate change. Rising temperatures, glacial retreat and drought threaten both the vicunahabitat – and the villagers’ way of life.

https://www.cites.org/

https://www.cites.org/

5

QUESTION 1.1.Which of the following is not an adaptation of the vicunas?(a) They have high RBC counts which increase their ability to processoxygen.(b) They have a unique digestive system which allows them to survive on nutrient-poor tough bush

grass .(c) They have fine and highly insulating fleece which keeps themwarm.(d) They have thick hair and body fat which protects them from thecold.


Competency Demonstrating knowledge and understandingKnowledge-system Living SystemsContext GlobalCognitive demand LowItem format Simple MCQProficiency Level 2

QUESTION 1.2.Is there Scientific evidence for the following statements? Write Yes/No. (a)Poaching activities are highly responsible for the decline in vicuna population. (YES/NO)(b) Vicuna Sanctuaries are not beneficial in the recovery of the population of Vicunas.

(YES/NO)(c)The Chaccu aims to be an example of how an endangered species can be protected and at the same

time benefit thelocalpeople. (YES/NO)


Competency Evaluating and designing scientific enquiryKnowledge-system Living SystemsContext GlobalCognitive demand MediumItem format Complex MCQProficiency Level 3

6

QUESTION 1.3.Prices for vicuña fabrics can range from US$1,800 to US$3,000 per yard. A vicuña wool scarf costs around US$1,500.Why are Vicuna products so expensive? Give two reasons.:

QUESTION 1.4.

The graph after 1990 shows variation in the population of vicunas. Write one possible reason for this?


Competency Interpreting data and evidence scientificallyKnowledge-system Living SystemsContext GlobalCognitive demand HighItem format Closed ConstructedProficiency Level 5


Competency Applying scientific knowledge to presentsituation

Knowledge-system Living SystemsContext GlobalCognitive demand MediumItem format Short ResponseProficiency Level 4

7

QUESTION 1.5.Sustainable living techniques are a win-win situation for both man and nature. Do you agree or disagree? Justify youranswer.

:

CREDIT PATTERN:1.FULLCREDIT:022.PARTIALCREDIT:013.NOCREDIT:00

ANSWER KEY WITH CREDITSQ1.1 Full Credit: (d)

No Credit: Any other response or missing response

Q1.2 Full Credit: YES, NO ,YES.Partial Credit: For two correct responses.No Credit: Wrong response or missing response.

Q1.3 Full Credit: (For any two correct responses)1.Vicuna wool is extremely fine and verywarm.2. It produces very small amount of wool and can be shorn only once inthree

years.3. It has to be caught from the wild for shearing which isdifficult.

Partial Credits: For one correct response.No Credit:Any other response or missing response

Q1.4 Full Credit: (For any one correct response)1. Removal of ban on International trade of Vicuna products in 1994 has led to an increase in illegal

poaching activities which cannot be controlled as Vicuna habitat is vast and remote but sustainable practices like chaccu have helped in reviving the species.

2. Setting up of vicuna sanctuaries have helped in protecting the vicunas but the change in climatic conditions of the Andes is affecting theirpopulation.

No Credit:Any other response or missing response


Competency Evaluating and designing scientific enquiryKnowledge-system Living SystemsContext GlobalCognitive demand HighItem format Open constructedProficiency Level 5

8

Q1.5 Full Credit: (For any one correct response)Agree-They provide livelihood opportunities to the poor and isolated people

and at the same time do not cause any harm to the environment.Disagree-They can be expensive and time consuming

No Credit:Any other response or missing response.

SOURCES: https://www.businessoffashion.com/articles/intelligence/inside-the-business-of-vicuna-the-wool-worth-more-thangoldhttp://www.bbc.com/travel/gallery/20180917-the-rarest-fabric-on-

earthhttps://en.wikipedia.org/wiki/Vicu%C3%B1a

NAME OF THE TEACHER:REVATHI KRISHNAN DESIGNATION:TGT SCIENCEEMAIL:[email protected] PHONE NO:9773963692,8010005379NAME OF THE VIDYALAYA:KENDRIYA VIDYALAYA,SEC-24,NOIDA(II SHIFT) KVS REGION:AGRA

……..

https://www.businessoffashion.com/articles/intelligence/inside-the-business-of-vicuna-the-wool-worth-more-than%20%20gold

https://www.businessoffashion.com/articles/intelligence/inside-the-business-of-vicuna-the-wool-worth-more-than%20%20gold

http://www.bbc.com/travel/gallery/20180917-the-rarest-fabric-on-earth

http://www.bbc.com/travel/gallery/20180917-the-rarest-fabric-on-earth

https://en.wikipedia.org/wiki/Vicu%C3%B1a


9

TEST ITEM 2DEADLY DISEASE A PRIME CHOICE FOR BIOLOGICAL WAR



DESCRIPTIONOFITEM: LEARNING OUTCOMES:1.TEXT 1.Identifies disease causingorganisms.2. IMAGES 2.Sensitising towards occupationalhazards

3.Explores the possibilities ofbioterrorism

DEADLY DISEASE A PRIME CHOICE FOR BIOLOGICAL WARAnthrax is an infectious bacterial disease spread by contact with infected animals, handling infected products, eating infected meat or breathing anthrax spores. In some parts of the world, such as south and central America, Asia and Africa, this can be found in cattle, sheep or other hoofed mammals. It is produced by the organism Bacillus anthracis which produce spores having tough protective coat. The spores remain dormant and germinate under the right conditions to become infectious.

There are three types of anthrax, depending on where the infectious spore has arrived on the patient. The first, cutaneous anthrax, is the least serious of the three, and produces a skin lesion which is rarely painful but can spread and cause blood poisoning, which is fatal in one in 20 cases.The second type is intestinal anthrax, caused by eating contaminated meat. This produces severe food-poisoning type symptoms, leading to fever and blood poisoning. The third is respiratory anthrax, which happens when spores are breathed in by the patient and lodge in the lung causing flu-like symptoms, followed by serious respiratory problems which usually lead to death. Though rare, the disease can kill more than 80% of those who become infected. Respiratory anthrax or inhalation anthrax is commonly known as woolsorters’ disease and considered an occupational hazard but it cannot spread from person to person. Anthrax responds well to antibiotic treatment. There is a vaccine for anthrax but it is not available to the general public.Anthrax has long been considered a prime choice as a weapon of biological terrorism .In 2001, powdered anthrax spores were deliberately put into letters that were mailed through the U.S. postal system.22 people, including 12 mail handlers got anthrax and 5 of these 22 people died.The deadly anthrax spores are relatively easy to grow in large quantities. These spores could be released by an aerosol. An anthrax aerosol would be odourless and invisible following release and would have the potential to travel many miles before disseminating.One accident, in 1979 at a military laboratory in Sverdlosk in the then-Soviet Union, showed how deadly

https://www.theguardian.com/world/anthrax

10

anthraxsporescanbe.Atleast79peoplebecameilland68ofthemdied.Thedarkreputationoftheinfection also owes much to the former "anthrax island" of Gruinard, near Ullapool in Scotland, which was

quarantined until 1990 after being used for secret germ warfare tests with anthrax spores during the second world war.

QUESTION 2.1.Why is Anthrax commonly known as Sorters’ disease?

(a) It effects people who sort wool.(b) It effects people who sort cotton.(c) It is caused by a bacteria called Sorter.(d) It is widespread in a country called Sorter.



11

QUESTION 2.2.Is there scientific evidence for the following statements? Write Yes/No.

(a) Cutaneous anthrax is more fatal than respiratory anthrax. (YES/NO)(b) Bacterial spores can survive for long periods of time. (YES/NO)(c) Anthrax is a contagious disease. (YES/NO)


Competency Evaluating and designing scientific enquiry

Knowledge-system Living Systems

Context Global

Cognitive demand Medium

Item format Complex MCQ

Proficiency Level 3

QUESTION 2.3 Antibiotics are effective against bacterial diseases but not against viral infections.Why?


Competency Applying scientific knowledge to present situation

Knowledge-system Living SystemsContext GlobalCognitive demand MediumItem format Short ResponseProficiency Level 4

QUESTION 2.4.Bacillus anthracis that causes anthrax is considered as a potential weapon for biowarfare . Why? Give two reasons.


Competency Explaining phenomena scientificallyKnowledge-system Living SystemsContext GlobalCognitive demand HighItem format Closed ConstructedProficiency Level 5

QUESTION 2.5.Anthrax is mainly considered an occupational hazard which means only people who deal

12

with animals or animal products get affected by it. Do you agree or disagree? Justify your answer.FRAMEWORK CHARACTERISTICS



ANSWER KEY WITH CREDITS

Q2.1 Full Credit: (a)No Credit: Any other response or missing response.

Q2.2 Full Credit: NO, YES , NOPartial Credit: For two correct responses.No Credit: Wrong response or missing response.

Q2.3 Full Credit: Antibiotics are chemicals which kill or inhibit the growth of bacteria by blockingtheir metabolic pathways. Viruses do not have metabolic pathways and use their host cells to perform their activities. So antibiotics are not effective against viral infections.


Q2.4 Full Credit: (For any two correct responses)1. It is deadly and easy to grow in largequantities.2.It can be released quietly without anyone knowing as the spores are odorlessand

invisible.3.Spores can survive for long time in dormantstate.

Partial Credit: For one correct response.No Credit:Any other response or missing response.

Q2.5 Full Credit: (For one correct response)Agree-People working with animals or animal products are more prone to AnthraxDisagree-1.People who eat infected meat can also be affected.2.When used as a bioweapon ,those who come in contact with the spores in any way can be

infected.No Credit: Any other response or missing response.

13

SOURCES:https://www.theguardian.com/world/2001/oct/09/afghanistan.medicalsciencehttps://en.wikipedia.org › wiki › Anthraxhttps://www.ncbi.nlm.nih.gov › pmc › articles › PMC3222232


…….

https://www.theguardian.com/world/2001/oct/09/afghanistan.medicalscience

http://www.ncbi.nlm.nih.gov/

http://www.ncbi.nlm.nih.gov/


14

TEST ITEM 3



DESCRIPTIONOFITEM: LEARNING OUTCOMES:1.TEXT 1.Relates processes andphenomena.2. IMAGES 2.Sensitising towards protecting theenvironment.

3.Applies scientific concepts in day to daylife.

WOOL AND THE CARBON CYCLEWOOL IS MADE FROM ATMOSPHERIC CARBON.Carbon is a vital building block for life and for many of the products we use every day. Many textiles and fibres are made from carbon-based products, but only some, such as wool, are made from atmospheric carbon. In addition, wool is naturally biodegradable. When disposed of, wool acts like a fertilizer by slowly releasing valuable nutrients and carbon back into the soil.

15

By comparison, the carbon in the major synthetic apparel fibres,such as polyester or acrylic is extracted from fossil fuels, de-sequestering carbon stored millions of years ago. Carbon dioxide is the mostcommonly produced green house gas. Carbon sequestration is the process of capturing and storing atmospheric carbon dioxide. It is one method of reducing the amount of carbon dioxide in the atmosphere with the goal of reducing global climate changeWOOL’S CARBON IS NATURAL.Organic carbon makes up 50% of the weight of wool. The carbon in wool is derived from the digestion of plant material by sheep. The plants capture carbon from the atmosphere and convert it into organic compounds through photosynthesis. This means that most of the carbon contained in freshly shorn wool was only removed from the atmosphere during the previous 1-2 years, and is part of a natural, renewable system.

THE IMPORTANCE OF WOOL FOR THE CARBON CYCLE.By storing the greenhouse gas carbon dioxide (CO2), wool prevents the stored gas from contributing to climate change for the time the garment is in use. Wool is the most reused and recycled fibre. Wool biodegrades readily .This process releases essential elements such as nitrogen, sulphur and magnesium back to the soil, where they are taken up by growing plants.

QUESTION 3.1.Which of the following process in wool releases carbon back into the soil?(a) By shearing of wool.(b) By biodegradation of wool.(c) By making garments from wool.(d) By reusing and recycling woolen garments.


16



QUESTION 3.2.Can the following statements be proved by scientific evidence? Write Yes/No.(a) Wool is biodegradable. (YES/NO)

(b) The carbon in wool is extracted fromfossilfuels. (YES/NO) (c)Wool contains special protein keratin which is also present in human hair.(YES/NO)




Context Global



Proficiency Level 3

QUESTION 3.3.How does wool help in reducing greenhouse effect?


Competency Explaining phenomena scientifically


Context Global


Item format Short Response

Proficiency Level 4

17

QUESTION 3.4 .Organic carbon makes up 50% of the weight of wool. Where does this carbon in wool come from?


Competency Explaining phenomena scientificallyKnowledge-system Living SystemsContext GlobalCognitive demand HighItem format Closed ConstructedProficiency Level 5

QUESTION 3.5.Sheep is a ruminant which converts atmospheric carbon into the greenhouse gas methane during digestion. They also exhale carbon dioxide during respiration. Wool processing also requires fossil fuel based energy which causes pollution.Wool is considered an eco-friendly fibre .Do you agree or disagree? Justify your answer.




18


Q3.1 Full Credit: (b)No Credit: Any other response or missing response.

Q3.2 Full Credit: YES , NO , YESPartial Credit: For two correct responses.No Credit: Wrong response or missing response.

Q3.3 Full Credit: Wool captures and stores carbon dioxide for a long period till the garment is in use, thus reducing greenhouse effect.


Q3.4 Full Credit: Plants take carbon from the atmosphere (in the form of carbon dioxide) and convert it into organic compounds during photosynthesis.The organic carbon in wool is derived from the digestion of plant material bysheep.


Q3.5 Full Credit :(For any one correct response)Agree-Wool captures and stores greenhouse gas carbon dioxide.This is

calledcarbonsequestration.Woolisthemostreusedandrecycledfiber.Sothecarbondioxideremainsstoredinitforalongerperiodof .

time.Wool is also biodegradable.So it isecofriendly.Disagree-Sheep release greenhouse gases methane and carbon dioxide into the

atmosphere.The burning of fossil fuels during processing of wool alsoreleases carbon dioxide. The wool industry thus contributes to greenhouse effect.So wool is not ecofriendly.


SOURCES: www.woolmark.com/gd2405-where-does-carbon-come-from_122www.woolmark.com/gd2405-greenhouse-gas-emissions_14


……..

http://www.woolmark.com/gd2405-where-does-carbon-come-from_122

http://www.woolmark.com/gd2405-where-does-carbon-come-from_122

http://www.woolmark.com/gd2405-greenhouse-gas-emissions_14

http://www.woolmark.com/gd2405-greenhouse-gas-emissions_14


19

TEST ITEM 4WOOL-NATURE’S MASTERPIECE

DOMAIN:SCIENTIFICLITERACY TOPIC/CHAPTER: FIBRETOFABRIC CLASS:VIITHEME:MATERIALS EXPECTED TIME:10 MIN

TOTALCREDIT:10

DESCRIPTIONOFITEM: LEARNING OUTCOMES:1.TEXT 1.Identifies properties of materials.2. IMAGES 2.Sensitising towards facts andmyths.

3.Applies scientific concepts in day to daylife.

WOOL-NATURE’S MASTERPIECEIt may be pouring with rain, or even snowing, but despite the weather, you’ll see sheep in the field. Thanks to the amazing characteristics of its “wool coat”, the sheep remain dry and warm.Sheep’s wool is a complex fibre making it one of the most versatile and functional animalproducts.

Environmentally SustainableEach year sheep grow a new fleece making wool a renewable resource.Wool is also biodegradable providing soil nutrients as it decomposes naturally.

Regulates and InsulatesThe crimp and curl we see in wool serves a purpose. The air

pockets created gives wool the ability to act as a natural

insulator. Wool’s ability toabsorb moisture from the air and transport it away from the body leaves your skin dry andcomfortable. When it is hot and dry,wool keeps youcooler by transferring moisture vapouraway from the skin and allowing itto evaporate.

Reduces Body OdourWool’s breathability and antimicrobial qualities reduce therisk of your clothes taking on unpleasantbody odour.HypoallergenicAs wool regulates moisturand temperature it is unattractive to dustmites. They prefer warmer, more humid environments. So, wool is an ideal fabric for allergy and asthmasufferers.What causes itch from your warm winter woolies? Most likely it is sensitivity to thicker(and coarser) fiber ends, not a wool allergy.

http://www.hdwool.com/#technology

21

Fire ResistantNaturally flame resistant, wool is harder to ignite. The temperature needs to reach a searing 570-600°C before

wool will ignite.

If wool does catch a fire, it smoulders and self-extinguishes and crucially does not melt.

Water RepellentThere’s a good reason fishermen of old chose to wear heavy-knitted jumpers when they headed out to sea. Water resistant, wool repels moisture droplets.It can absorb up to a third of its own weight in moisture without feeling wet.Only when saturated with 30% of its own weight will it feel wet to the touch.

UV and Stain ResistantWool’s waxy coating provides a protective outer layer which means spills and spots are not easily absorbed and are less likely to leave a stain. Wool garments are also ideal as sun protection with UV radiation being absorbed.

Long LastingIf well cared for, a woollen garment will last a lifetime. A wool fibre can bend an incredible 20,000 times before it breaks .Naturally elastic, wool keeps its shape so your garments will continue to look good

QUESTION 4.1.US Army is researching on designing woollen clothes to protect combat troops from explosive blasts. Which quality of wool would be benificial here?

(a) Wool is WaterRepellent.(b) Wool is EnvironmentallySustainable.(c) Wool is Fire Resistant.(d) Wool isHypoallergenic

22



QUESTION 4.2.Can the following be proved by scientific evidence .Write YES/NO.(a) Wool is aplantfiber (YES/NO)(b) Wool is arenewableresource (YES/NO)(c) Woolen clothes causemany allergies (YES/NO)




Context Global



Proficiency Level 3

QUESTION 4.3.Wool is a great choice for outdoor and exercise gear. Give two reasons for this.




Context Global


Item format Short Response

Proficiency Level 4

23

QUESTION 4.4.Bedouins in the Sahara Desert wear thin wool clothing to keep them cool in the scorching heat. How does wool help in keeping them cool?



Knowledge-system Living SystemsContext GlobalCognitive demand MediumItem format Closed ConstructedProficiency Level 4

QUESTION 4.5.Mention two disadvantages of wool.


Competency Applying scientific knowledgeKnowledge-system Living SystemsContext GlobalCognitive demand MediumItem format Open ConstructedProficiency Level 4



Q4.1 Full Credit: (c)No Credit: Any other response or missing response.

Q4.2 Full Credit: NO , YES ,NO.Partial Credit: For two correct responses.No Credit: Wrong response or missing response.

24

Q4.3 Full Credit: 1.Wool absorbs large quantities of moisture vapour and allows it to evaporate.Wool is breathable.

2.Wool is odour resistantPartial Credit:Any one response.No Credit:Any other response or missing response.

Q4.4 Full Credit: Wool transfers moisture vapour away from the skin allowing it to evaporate.So it keeps the person cooler in summer.


Q4.5 Full Credit: (For any two correct responses)1.Wool is expensive 2.It shrinks easily3.Woollen garments need lot of care and dry cleaning.

Partial Credit: For one correct response.No Credit:Any other response or missing response.

SOURCES:agronomag.com › 11-things-to-know-about-wool-types-of-woolwww.quora.com › What-different-types-of-wool-are-there


……..

https://agronomag.com/11-things-to-know-about-wool-types-of-wool/

http://www.quora.com/


25

TEST ITEM 5

WOOL IS GOOD FOR THE SKIN

DOMAIN:SCIENTIFICLITERACY TOPIC/CHAPTER: FIBRETOFABRIC CLASS:VIITHEME:MATERIALS EXPECTED TIME:10 MIN

TOTALCREDIT:10

DESCRIPTIONOFITEM: LEARNING OUTCOMES:1.TEXT 1.Applies scientific concepts in day to daylife.2. IMAGES 2.Sensitising towards facts andmyths.3.GRAPHS 3.Interprets data andgraphs.

WOOL IS GOOD FOR THE SKINRecently published research has demonstrated that wearing superfine Merino wool next to the skin is beneficial for eczema sufferers. This adds to a growing number of research findings supporting the wellbeing benefits of superfine Merino wool. The research has shown that wearing superfine Merino wool significantly improves the severity and symptoms of this chronic skin condition, challenging misconceptions that all wool is prickly anditchy.WHAT IS ECZEMA?Eczema, or atopic dermatitis, is an inflammatory condition where the skin becomes dry, leading to cracking, bacterial infection, redness and itching. Eczema affects up to 28% of infants with increasing prevalence in many parts of the world. The most common treatments currently include the regular application of non-cosmetic moisturisers and topical steroids to reduce inflammation, as well as antibiotics to address bacterial infection.WOOL IS BENEFICIAL FOR ECZEMA SUFFERERS.Whether it’s hot, cold, humid or dry, garments made from Merino wool are the most breathable compared with garments made from most common apparel fibre types. Wool can absorb and release twice as much moisture vapour as cotton and 30 times as much as polyester. When worn next to the skin, wool works to buffer the dynamic micro-climate between the fabric and the skin, helping to stabilise the humidity and temperature. It appears that wool acts like a secondskinEczema sufferers have especially sensitive skin and an Australian study at the Murdoch Children’s Research Institute has shown that wool garments made from soft superfine Merino wool were well tolerated by participants in the study and reduced their eczema symptoms. (Note: the garments must have a mean fibre diameter of 17.5 micron or finer.)

26

QUESTION 5.1.Which quality of wool makes it skin friendly?(a) Wool is naturallybreathable.(b) Wool ishypoallergenic.(c) Wool helps in maintaining the bodytemperature.(d) All of the above.



QUESTION 5.2.Is there scientific evidence for the following statements? Write Yes / No.(a) Wool should not be worn by people suffering fromskinproblems. (YES / NO)(b) Superfine Merino wool is a good choice of clothingforinfants. (YES /NO)(c) Superfine Merino wool clothing should not be worn next totheskin. (YES / NO)




Context Global



Proficiency Level 3

27

QUESTION 5.3.The graph below shows the reduction in eczema symptoms over a six-week period while wearing wool clothing and the subsequent increase in symptoms on resuming cotton clothing.What could be the possible reasons for this?


Competency Interpreting data and scientific evidence


Context Global


Item format Closed Constructed

Proficiency Level 4

28

(a)(b)

141

QUESTION 5.4.Study the graph and answer the following questions:

(a) Which fibre is most breathable and skinfriendly? (b)Which fibre is least breathable and skinfriendly?


Competency Interpreting data and scientific evidenceKnowledge-system Living SystemsContext GlobalCognitive demand MediumItem format Short ResponseProficiency Level 3

QUESTION 5.5.All wool is prickly and itchy.Do you agree or disagree? Justify your answer.

WOOL

COTTON

NYLON

POLYSTER

29


Competency Evaluating and designing scientific enquiryKnowledge-system Living SystemsContext GlobalCognitive demand HighItem format Open ConstructedProficiency Level 5


ANSWER KEY WITH CREDITSQ5.1 Full Credit: (d)

No Credit: Any other response or missing response.

Q5.2 Full Credit: NO , YES ,NOPartial Credit: For two correct responses.No Credit: Wrong response or missing response.

Q 5.3.Full Credit: Wool is the most breathable of all fibers.Wool can absorb and release twice as much moisture vapour as cotton.So,wool compared to cotton is more beneficial for eczema sufferers.


Q5.4 Full Credit: (a)Wool(b) Polyster

Partial Credit:Any one correct responseNo Credit:Any other response or missing response.

Q 5.5 Full Credit: Agree-Coarse wool fibers have larger diameter and do not bend easily.Their rough ends can make a person feel itchy.

Disagree-Supersoft merino wool is hypoallergenic and its fibers bend easily causing minimal or no irritation.Also the fibers are very soft and fine,so they are not prickly or itchy


30

SOURCES: https://www.woolmark.com/globalassets/02-about-wool/factsheets/gd2405-wool-is-good-for-skin_15.pdf


…….

http://www.woolmark.com/globalassets/02-about-wool/factsheets/gd2405-wool-is-good-for-


31

TEST ITEM 6LEGEND OF SILK

Domain:ScientificLiteracy CLASS:VIILearningOutcomes: Expected Time: 10Minutes

1. Explains processandphenomenon Total Credits:082. Process of reelingofsilk Theme/Topic: Fibre to fabric

Description of Item: 1.TEXT2. Image

LEGEND OF SILK

Silk is a thin, but strong fiber that silkworms produce when they are making their cocoons. It can be woven into a very soft and smooth fabric. Silk fabric was invented in Ancient China and played an important role in their cultureandeconomyforthousandsofyears. Legend has it that the process for making silk cloth was first invented by the wife of the Yellow Emperor, Leizu, around the year 2696 BC. The idea for silk first came to Leizu while she was having tea in the imperial gardens. A cocoon fell into her tea and unraveled. She noticed that the cocoon was actually made from a longthreadthat was bothstrongandsoft. Leizu then discovered how to combine the silk fibers into a thread. She also invented the silk loom that combined the threads into a soft cloth. Soon Leizu had a forest of mulberry trees for the silkworms to feed on and taught the rest of China how to make silk. Silk cloth was extremely valuable in Ancient China. Wearing silk was an important status symbol. At first, only members of the royal family were allowed to wear silk. Later, silk clothing was restricted to only the noble class. Merchants and peasants were not allowed to wear silk. Silk was even used as money during some Ancient Chinesedynasties.

Court Ladies making Silk by Huizong of Song

QUESTION6.1Which of the following is not a type ofsilk?(a) Mulberrysilk(b) Tassarsilk(c) Moogasilk(d) Moth silk

https://www.ducksters.com/history/china/chinese_mythology.php

32

CONTEXT GlobalKNOWEDGE SYSTEM Living systemsCOMPETENCY Explaining phenomena scientificallyITEM FORMAT Simple MCQCOGNITIVE DEMAND LowPROFICIENCY LEVEL 1

QUESTION6.2(i) Breeding and management of silkworms for obtaining silk is called asmoriculture. (Yes/No)

(ii) Pupa is the stage next to caterpillar in the life cycle of silk moth. (Yes/No)

CONTEXT GlobalKNOWEDGE SYSTEM Living systemsCOMPETENCY Interpreting data and evidence scientificallyITEM FORMAT Complex MCQCOGNITIVE DEMAND MediumPROFICIENCY LEVEL 2

QUESTION6.3Leizu discovered how to combine the silk fibers into a thread. Name of process used by Leizufor taking out silk threads fromcocoon?

CONTEXT GlobalKNOWEDGE SYSTEM Living systemsCOMPETENCY Evaluating and designing Scientific EnquiryITEM FORMAT Short ResponseCOGNITIVE DEMAND MediumPROFICIENCY LEVEL 2

QUESTION6.4Name any two methods by which cocoon can beunraveled.

CONTEXT GlobalKNOWEDGE SYSTEM Living systemsCOMPETENCY Interpreting data and evidence scientificallyITEM FORMAT Simple MCQCOGNITIVE DEMAND MediumPROFICIENCY LEVEL 3

CreditPattern: FullCredit 02Partial Credit 01 NoCredit Nil

33


6.1 Full credit: 2, for answer (d) Mothsilk

No credit: For wrong response or missing

6.2 Full credit: 2, for (I) No and (ii)Yes

No credit: for wrong response or missing

6.3Full credit: 2, for correct response, reeling.

No credit: For wrong response ormissing

6.4 Full credit: 2, by heating/by exposing to sun/by exposing to steam/by boiling. (Anytwo)

Partial credit: 1, for any oneNo credit: for wrong response or missing

SOURCE: https://www.ducksters.com/history/china/legend_of_silk.phpName of the teacher/item writer: FlendraTiwari Designation : PGT(Chemistry)Email :[email protected]. : K VBulandshahrKVSRegion :Agra

………

https://www.ducksters.com/history/china/legend_of_silk.php


34

TEST ITEM 7(USES/APPLICATION OF SILK)


1. Knowledge about usesofsilk Total Credits:082. Applies learning of scientific concepts in day to daylife

Theme/Topic: Fibre to fabricDescription of Item: 1. TEXT

(USES/APPLICATION OF SILK)Silkisoftenusedforclothingsuchasshirts,blouses,formaldresses,highfashionclothes,negligees,pyjamas,

robes, skirt suits, sun dresses and underwear.Silk’s elegant, soft luster and beautiful drapemakesit perfect for many furnishing applications. It is used for upholstery, wall coverings, windowtreatments(if blended with

another fiber), rugs, bedding and wall hangings.It may be interesting to note that a 5 m saree weighing about 400 g will require 1.5 million mulberry

leaves weighing 150 kg for the growth of silk worms. This is the quantity of mulberry leaves which 6000 silk worms consume before they spin full cocoons to yield enough raw silk for a 5 m silk saree. In other words, it involves stifling of 6000 silk worms nestling in their cocoons. In fact, however, twice the number of silk worms is required to be reared up because of 50% mortality rate in breeding.

Even though there are synthetic alternatives for this application, many parachute manufacturers still make their products with silk due to this material’s durable and lightweight applications. In addition, medical practitioners and surgeons use silk surgical sutures to close wounds and surgical openings.

QUESTION 7.1 After how many days, the caterpillars stop eating and start spinningcocoons?(a) 10 to 20 days (b) 25 to 30 days (c) 35 to 45 days (d) 50 to 60days

CONTEXT GlobalKNOWEDGE SYSTEM Living systemsCOMPETENCY Explaining phenomena scientificallyITEM FORMAT Simple MCQCOGNITIVE DEMAND MediumPROFICIENCY LEVEL 3

35

QUESTION 7.2Why medical practitioners and surgeons use silk surgical surtures to close wounds and surgical openings?

CONTEXT GlobalCOMPETENCY Evaluating and designing Scientific

EnquiryITEM FORMAT Close constructed-ResponseCOGNITIVE DEMAND HighPROFICIENCY LEVEL 4

QUESTION 7.3 Animal rights organizations, such asPETA, protest silk production, Yes or No.JustifyKNOWEDGE SYSTEM Living systemsCOMPETENCY Interpreting data and evidence

scientificallyITEM FORMAT Complex MCQCOGNITIVE DEMAND MediumPROFICIENCY LEVEL 3

QUESTION 7.4 Four different of fibres are given to you. Out of these, two fibres (1 and 2) are obtained from plants and other two (3 and 4) fibres are obtained from animals. Fibre (1) is usedin filling quilts and the yarn made of fibre (2) is used in gunny bags. The yarn made from fibre (3) is used for knitting sweaters and yarn of fibre (4) is used for weaving sarees. Name the given fibres (1 and 2) and fibres (3 and4).

CONTEXT GlobalKNOWEDGE SYSTEM Living systemsCOMPETENCY Interpreting data and evidence

scientificallyITEM FORMAT Close constructed-ResponseCOGNITIVE DEMAND MediumPROFICIENCY LEVEL 2



7.1 Full credit: 2, for correct response (b) 25 to 30days

https://www.peta.org.uk/issues/animals-not-wear/silk/

36


7.2 Full credit: 2, for correct response, this fiber is very thin, and it has antibacterialattributes.


7.3 Full credit: 2, for Yes with justification, because silkworms are killed in theprocess.

Explanation: During the process cocoon gets unraveled on heating, which prevents the mature worms from emerging.

Partial credit: 1 for yes (without justification)

No credit: for wrong response and missing

7.4Full credit: 2, for correct response, (1-cotton and 2-jute) and (3-wool and 4-silk)

Partial credit: 1, for any one, (1-cotton and 2-jute) or (3-wool and4-silk)

No credit: for yes/no without justification or missing

SOURCE: https://textilecourse.blogspot.com/2018/03/silk-fiber-properties-production.html

Name of the teacher/item writer: FlendraTiwariDesignation : PGT(Chemistry)Email :[email protected]. : K VBulandshahrKVSRegion :Agra

…….

https://textilecourse.blogspot.com/2018/03/silk-fiber-properties-production.html


37

TEST ITEM 8

How Does Silk Fabric Impact the Environment?


1. Makes efforts toprotectenvironment Total Credits: 08 Description of Item:1.TEXT Theme/Topic: Fibre tofabric

How Does Silk Fabric Impact the Environment?Since silk is a natural fiber, it is inherently sustainable and non-damaging to the environment. The

harvesting and production of wild silk does not have any negative environmental impact, but cultivating silk and transporting it around the world may harm the environment in a variety of ways.

Animal rights organizations, such as PETA, protest silk production because silkworms are killed in the process. However, silk production remains one of the cleanest textile industries; mulberry trees do not require fertilizers or pesticides, which means it’s possible to harvest cultivated silk without introducing any toxic chemicals into the environment.

Sincemostareasoftheworlddon’tproducemuchsilk,it’snecessarytoshipthissubstancelongdistances toreachitsfinaldestination.Therefore,fossilfuelsareexpendedintheprocessofshippingsilk.Despitethese minor concerns, silk production does not significantly harm the environment, and since natural fibres are biodegradable, they do not contribute significantly topollution.

QUESTION 8.1 Name the sources of obtaining naturalfibres.

CONTEXT GlobalKNOWEDGE SYSTEM Living systemsCOMPETENCY Explaining phenomena scientificallyITEM FORMAT Short response itemCOGNITIVE DEMAND LowPROFICIENCY LEVEL 1

QUESTION 8.2 If you want to buy a gift made of animal fibre obtained without killing the animal. Which of the following would be the right gift for you tobuy?

(a) Woollenshawl(b) Silkscarf(c) Animal fur cap(d) Leatherjacket

https://www.peta.org.uk/issues/animals-not-wear/silk/

38

CONTEXT GlobalKNOWEDGE SYSTEM Living systemsCOMPETENCY Evaluating and designing Scientific

EnquiryITEM FORMAT Simple MCQCOGNITIVE DEMAND MediumPROFICIENCY LEVEL 2

QUESTION 8.3 Artificial silk fibre is not obtained from the animals. Yes orNo.



QUESTION 8.4 Has silk harmful effect on environment. Justify.


scientificallyITEM FORMAT Open constructed-ResponseCOGNITIVE DEMAND MediumPROFICIENCY LEVEL 3


ANSWER KEY WITHCREDITS

8.1 Full credit: 2, for plants and animals.Partial credit: 1 for anyoneNo credit: For wrong response and missing

39

8.2 Full credit:2, for correct response (a) WoollenshawlExplanation: Obtained from wool which does not required killing of animals. Wool is obtained from hairs of sheep, yak, camel, goatetc.

No credit: For wrong response or missing8.3 Full credit: 2,Yes

No credit: for wrong response or missing8.4 Full credit: 2, for yes and correct Justification (it isbiodegradable).

Full credit: 2, for no and correct Justification (silkworms are killed in the process/its transportation harm theenvironment)

No credit for yes/no without justification or missing

SOURCE: https://sewport.com/fabrics-directory/silk-fabric

Name of the teacher/item writer: FlendraTiwari Designation : PGT(Chemistry)Email :[email protected]. : K VBulandshahrKVSRegion :Agra

………

https://sewport.com/fabrics-directory/silk-fabric


40

TEST ITEM 9TYPICAL PROPERTIES OF SELECTED FIBERS


1. Knowledge about propertiesofsilk Total Credits:082. Classifiesmaterials Theme/Topic: Fibre to fabric

Description of Item: 1.TEXT2. Table

TYPICAL PROPERTIES OF SELECTED FIBERSFibers can be divided into natural and man-made (synthetic) substance, their properties can affect their performance in many applications. Nowadays, man-made fiber materials are replacing other conventional materials like glass and wood in a number of applications. This is because man-made fibers can be engineered chemically, physically, and mechanically to suit particular technical engineering. Here are typical properties of the sample natural fibers as compared to the properties of man-made fibers. In certain lighting conditions,silkproducesashimmeringopticaleffect,whichisduetothetriangularprism-likestructureofsilk fibers. These prisms reflect light at various angles, which results in the subtle rainbow hue that has made silk sofamous.

Table 1. Typical Properties of Selected Natural Fibers

Fiber type Specific GravityFiber Diameter(in)

Tensile Strength(Ksi)

Water Absorption(%)

Coconut 0.004-0.016 1.15 17.4-29 130-180

Jute 0.004-0.008 1.04 36.3-50.8 28.64

Table 2. Properties of Selected Man-made Fibers

Fiber type Specific GravityFiber Diameter(0.001 in)

TensileStrength (Ksi)

WaterAbsorption (%)

Nylon 0.9 1.14 140 2.8-5.0

1.0-40.0 0.95 50-71 nilPolyethene

https://en.wikipedia.org/wiki/Coconut

https://en.wikipedia.org/wiki/Jute

https://en.wikipedia.org/wiki/Nylon

https://en.wikipedia.org/wiki/Polyethylene

41

QUESTION 9.1 How do the hairs of certain animals help in keeping their bodieswarm?


QUESTION 9.2 Which one of the following type offibers is thestrongest?(a) Jute (b) Nylon (c) Polythene (d) Coconut


scientificallyITEM FORMAT Simple MCQCOGNITIVE DEMAND MediumPROFICIENCY LEVEL 2

QUESTION 9.3 Give any two properties of silk due to which it is used forclothing?


EnquiryITEM FORMAT Open constructed-ResponseCOGNITIVE DEMAND MediumPROFICIENCY LEVEL 3

QUESTION 9.4 Two saplings ‘A’ and ‘B’ were planted in the soilbutat the time of planting therootsofplant‘A’ were covered with polythene.What will you observe after some days? Justify

yourobservation.



42

CreditPattern: FullCredit 02Partial Credit01

NoCredit Nil


Q 9.1: Full credit: 2, Hairs are bad conductor of heatNo credit: For wrong response or missing

Q 9.2 Full credit: 2, for answer (b)No credit: For wrong response or missing

Q 9.3 Full credit: 2, any two (high degree of luster/ softness/ goodabsorbency/ lowconductivity/super

b drape).Partial credit: 1, for any one correct response No credit: for wrong response and missing

Q 9.4 Full credit: 2, for correct response with justification, Plant ‘A’ will be dead, noabsorptionof waterOr Plant ‘B’ will grow; water is absorbed by the roots. Explanation: Water absorbing property of polythene is nil. Partial credit: 1, for correct response without Justification No credit: for Incorrect response ormissing

SOURCE: https://en.wikipedia.org/wiki/Fiber

Name of the teacher/item writer: FlendraTiwari Designation : PGT(Chemistry)Email :[email protected]. : K VBulandshahrKVSRegion :Agra

…..

https://en.wikipedia.org/wiki/Fiber


43

TEST ITEM 10


1. Conductssimpleinvestigations Total Credits:082. Identifiesmaterials Theme/Topic: Fibre to fabric

Description of Item: 1.TEXT

3. Image

THE BURN TEST TO IDENTIFY TEXTILE FIBERSThe burn test is a simple, somewhat subjective test based on the knowledge of how particular fibers burn. Be prepared to note the following when testing your fibers: Do the fibers melt and/or burn? Do the fibers shrink from the flame? What type of odor do the fumes have? What is the characteristic(s) of any smoke? What does the residue of the burned fibers look like? The burn test is normally made on a small sample of yarns or thread which are twisted together. This test is very helpful in determining whether a fabric is made from synthetic or natural fibers, but it is not foolproof and the characteristics observed during the burning test can be affected by several things. Two or three different kinds of fibers burned together in one yarn may also be difficult to distinguish. The odor and burning characteristics exhibited may be that of several fibers, thus making your results difficult toanalyze.

PLEASE USE EXTREME CAUTION WHEN TESTING! Some fibers are slow in igniting, but then burn quickly. Others can burn hot and produce a painful burn if caution is not maintained. Be extremely careful to keep your hair out of the flame. Be very certain that you are not wearing flammable materials when testing. Do not stand anywhere near any flammable materials.

QUESTION 10.1 To which class does artificial silk belong to? Animal fibre or plantfibre.


44

QUESTION 10.2 Which one of the following fibres is made up ofcarbohydrate?(a) Cotton(b) Polyester (c) silk (d) Nylon


EnquiryITEM FORMAT Simple MCQCOGNITIVE DEMAND MediumPROFICIENCY LEVEL 3

QUESTION 10.3 Monika went to the market to buy sarees for her mother. She took out a thread from the edge of the two sarees shown by the shopkeeper and burnt them. One thread burnt with a smell of burning hair and the other burnt with the smell of burning paper. Which thread is from an artificial silk and which one from a pure silksaree?



QUESTION 10.4 Is burn test always helpful in determining whether a fibre synthetic or natural?Justify.CONTEXT GlobalKNOWEDGE SYSTEM Living systemsCOMPETENCY Interpreting data and evidence



ANSWER KEY WITHCREDITS

10.1 Full credit: 2, for correct response, plant fiberNo credit: For wrong response or missing

45

10.2 Full credit: 2, for answer (a)Cotton

No credit: For wrong response and missing

10.3 Full credit: 2, for correct response (artificial silk-thread with burning smell of paper) and (silk- thread with burning smell of hair)

No credit: for wrong response or missing10.4 Full credit: 2, for correct response, No, it fails when two or more types of fibres areblended/mixed.

No credit: for wrong response or missing

SOURCE :https://siterepository.s3.amazonaws.com/5968/burn_test_to_identify_textile_fibers.pdf

Name of the teacher/item writer: FlendraTiwari Designation: PGT(Chemistry)

Email :[email protected]. : K VBulandshahrKVSRegion :Agra

……

https://siterepository.s3.amazonaws.com/5968/burn_test_to_identify_textile_fibers.pdf


46



CH-4 HEAT

INDEX


1 Modes of Heat transfer 02

2 Concept of Heat and Temperature 07

3 Thermal Expansion of Water 13

4 Thermal Expansion 18

5 Change of State 23

6 Measuring temperature by

Thermometer

29

7 Land breeze and sea breeze 35

8 Thermo Cole icebox-conduction of heat 41

9 Understanding earthquake-convection current in the Mantle

46

47

10 Wearing the right cloth 51

48

TEST ITEM 1 Modes of Heat transfer

Domain: SCIENTIFIC LITERACY Topic: Heat Class:VII

Modes of Heat transfer

The fundamental modes of heat transfer are:

Conduction or diffusion: The transfer of energy between objects that are in physical contact. Thermal conductivity is the property of a material to conduct heat.Convection: The transfer of energy between an object and its environment, due to fluid motion. The average temperature is a reference for evaluating properties related to convective heat transfer.Radiation: The transfer of energy by the emission of electromagnetic radiation.

Q1.1 It is a warm and humid day. A glass contains an iced drinking water , droplets starts appearing on the outside surface of the glass.

What is the name of the effect by which the water forms?A. condensationB. conductionC. convectionD. evaporation

Ans. ……………………………………….

Q1.2 Four identical metal tanks in a room each contain the same amount of water. The water is at the same temperature as the room. Two of the tanks are insulated, and rest two of the tanks are not insulated. A cooling unit is placed in each of the tanks, in the position shown. In which tank does all the water become cool the most quickly? Write in brief in support of your answer.

Ans. ……………………………………….

https://en.wikipedia.org/wiki/Thermal_conduction

https://en.wikipedia.org/wiki/Heat_conduction

https://en.wikipedia.org/wiki/Thermal_conductivity

https://en.wikipedia.org/wiki/Thermal_conductivity

https://en.wikipedia.org/wiki/Convective_heat_transfer

https://en.wikipedia.org/wiki/Thermal_radiation

https://en.wikipedia.org/wiki/Electromagnetic_radiation

49

Q1.3 The sprinkling of water reduces the temperature of the closed room this is due toa. Water take heat energy from the room to change from liquid to vaporb. Water is bad conductor of heat it does not allow the outside heat to come into the roomc. more heat energy is required to change the temperature of water as compared to other object.d. the temperature of water is less than that of roomSolutionAns. ……………………………………….

Q1.4 A copper bar and a wooden bar are joined. A piece of paper is wrapped tightly around the joint.The bar is heated strongly at the center for a short time, and the paper goes brown on one sideonly.

Which side goes brown, and what does this show about wood and copper?

Ans. ……………………………………….

Q1.5 Equal masses of two different liquids are put into identical beakers. Liquid 1 is heated for 100 s and liquid 2 is heated for 200 s by heaters of the same power. Each liquid has the same rise in temperature.

https://physicscatalyst.com/heat/thermal-properties-of-matter-multiple-choice-questions.php

50

Which statement is correct?A. Each beaker of liquid has the same amount of heat energy for same temperature difference (ie, thermal capacity).B. Each beaker of liquid receives the same heat energy.C. Liquid 1 receives more heat energy than liquid 2.D. The thermal capacity of liquid 1 is less than the thermal capacity of liquid 2.

Ans. ……………………………………….

Template for preparation of Practice Items for Scientific Literacy

Template: TEST ITEM 1

Domain: Scientific Literacy Theme: Modes of Heat Transfer

Class(es): VII (Heat)


Total Credit:10Description of Item: Text, Image

Learning Outcome: Learners will be able to i) Apply the concept of different modes of heat transfer.ii) Differentiate between materials of different thermal conductivity.

Scientific Literacy

QUESTION 1.1FRAMEWORK CHARACTERISTICSCompetency Recall and apply appropriate scientific knowledgeKnowledge-system Physical system-Properties of matter(e.g. changes of state thermal

conductivity)Context Modes of Heat TransferCognitive demand LowItem format Simple MCQProficiency Level Level -1

QUESTION 1.2

FRAMEWORK CHARACTERISTICSCompetency Identify ,use & generate explanatory models and representationsKnowledge-system Physical system-Properties of matter(e.g. changes of state thermal

conductivity)Context Modes of Heat TransferCognitive demand LowItem format Simple MCQ and ExplanationProficiency Level Level -2

51

QUESTION 1.3

FRAMEWORK CHARACTERISTICSCompetency Make & Justify appropriate predictionKnowledge-system Physical system-Properties of matter(e.g. changes of state thermal

conductivity)Context Modes of Heat Transfer Cognitive demand MediumItem format Simple MCQProficiency Level Level -3

QUESTION 1.4FRAMEWORK CHARACTERISTICSCompetency Identify, use and generate explanatory models and representationsKnowledge-system Physical system-Properties of matter(e.g. changes of state thermal

conductivity)Context Modes of Heat Transfer and Thermal conductivityCognitive demand HighItem format Complex MCQProficiency Level Level -4

QUESTION 1.5FRAMEWORK CHARACTERISTICSCompetency Analyze and interpret data and draw appropriate conclusionsKnowledge-system Physical system-Properties of matter(e.g. changes of state thermal

and electrical conductivity)Context Thermal capacityCognitive demand HighItem format Complex MCQProficiency Level Level -6

Credit Pattern:

Full Credit: 2

Partial Credit:0

Nil Credit:0

52


Q1.1

Ans. A. condensation Full credit- A (2)

No Credit: Any other answer (0)

Q1.2.

Ans. C. Due to convection hot water will go up and cold water will come down due to more density. In isolated system heat cannot be absorbed from surrounding. Therefore cooling will be fast.Full Credit: (2)

Ans. A.Due to convection hot water will go up and cold water will come down due to more density.Therefore cooling will be fast. Half Credit: (1)

No Credit : Any other answer

Q1.3.

Ans. A.Water take heat energy from the room to change from liquid to vapor

Full credit- A (2)


Q1.4.

Ans. B. Due to more thermal capacity of copper/

Heat will be quickly transferred to the other end of copper bar.Full credit- A (2)


Q1.5.

Ans. A. Each beaker of liquid has the same amount of heat energy for same temperature difference (ie, thermal capacity). Full credit- A (2)


Name of the Teacher: Mr. UDAY SHANKAR PAUL

Designation: PGT(PHYSICS)

Email: [email protected]

Phone No.: 9051662588

Name of the Vidyalaya: K.V. Cossipore, Kolkata - 700002

KVS Region: Kolkata


53

……..

TEST ITEM 2 Concept of Heat and Temperature


Concept of Heat and Temperature

Familiar sensations of hotness and coldness are described with adjectives such as hot, warm, cold, cool etc. So, the quantity that indicates how warm or cold an object is called TEMPERATURE. However you must note here that these physical sensations of warmth and cold are not reliable because they depends on contrast as explained in this observation.

OBSERVATION :-Suppose if we place our right hand in hot water and left hand in cold water, if after a few minutes we place both the hands in water at room temperature then you will notice that to the right-hand water will appear to be cold and to left-hand, water will appear to be hot.From the above observation we can conclude that assessing the temperature of a body by mere sense of touch or comparing the degree of hotness of a body with respect to another body does not help in measuring the temperature quantitatively and accurately.Another observation about hot and cold bodies in contact is that, when they both are in contact, the temperature of cold body increases and that of the hot body decreases. This happens because energy is transferred from hot body to cold body when they are in contact and this is a non-mechanical process.

This energy which is transferred from one body to another without any Mechanical Work involved is known as HEAT. Heat is a form of energy and heat transfer from one body to another takes place by virtue of temperature difference only. Also heat transfer takes place from the body at higher temperature to a body at a lower temperature. So, we can also say that Heat is energy in transit. On

https://physicscatalyst.com/mech/work-done-formula.php

54

microscopic level heat energy possessed by a body is due to the kinetic energy of the molecules that makes up the body. Heat energy can change from one form to another. S.I. unit of heat is Joule (J) and SI unit of temperature is Kelvin (K).

Q2.1 What is the direction of heat transfer when two objects at different temperature is in contactOption A colder object to Hotter object.Option B Hotter object to colder objectOption C Smaller Object to Bigger ObjectOption D Bigger object to smaller object

Ans. ………………………………….

Q2.2

Two Solid spheres A and B made of same material but of Different size Contains Heat energy 100J and 20 J respectively. If they brought in contact what will be the direction of heat transfer? Justify your answer.

Ans. ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Q2.3 On a hot summer day two cuboids of same dimension one made of iron and other made of wood is kept in open sunshine for quite a long time. After some time If you touch the two cuboids at the same time the iron cuboid is sensed to be more hotter. According to you what could be the possible reason for this?

Ans. ………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Q2.4 A blacksmith fixes iron ring on the rim of the wooden wheel of a bullock cart. The diameter of the rim and the iron ring are 5.24 m and 5.23 m respectively at 27 °C (Normal temperature).For that the ring is to be heated so as to fit the rim of the wheel.[ Iron becomes nearly white when it is heated at temperature 1100°C approximately].Why the blacksmith needs to do that?

A B A B

100J 20J

55

According to you what may be the possible temperature range to what the ring is to be heated?

Ans. ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Q2.5 Observe the following diagram

(Source: Wikipedia Image)

(Source: Wikipedia Image)

What according to you may be the possible reason for some of the hottest countries near the equator like Congo, Ecuador are the wettest ie, gaining high rainfall almost throughout the year?

56

Ans. ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………



Domain: Scientific Literacy Theme: Concept of Heat and Temperature




Learning Outcome: Learners will be able to i) Apply the conditions of heat transfer.ii) analyze the difference in thermal expansion of different materialiii) Differentiate between materials of different thermal conductivity.iv) Understand the effect of solar radiation on weather & climate

Scientific Literacy

QUESTION 2.1FRAMEWORK CHARACTERISTICSCompetency Identify the question explored in a given scientific studyKnowledge-system Physical system-Properties of matter(e.g. changes of state thermal

conductivity)Context Concept of Heat and TemperatureCognitive demand LowItem format Simple MCQProficiency Level Level -1

QUESTION 2.2FRAMEWORK CHARACTERISTICSCompetency Propose a way of exploring a given question scientifically.Knowledge-system Physical system-Properties of matter(e.g. changes of state thermal

conductivity)Context Transfer of HeatCognitive demand LowItem format Simple ExplanationProficiency Level Level -2

QUESTION 2.3FRAMEWORK CHARACTERISTICSCompetency Evaluate ways of exploring a given question scientifically.Knowledge-system Physical system-Properties of matter(e.g. changes of state thermal

conductivity)Context Feeling of hotness and coldness

57

Cognitive demand MediumItem format Simple ExplanationProficiency Level Level -2

QUESTION 2.4FRAMEWORK CHARACTERISTICSCompetency Identify, use and generate explanatory models and representationsKnowledge-system Physical system-Properties of matter(e.g. changes of state thermal

conductivity)Context Thermal expansion and Temperature judged by colorCognitive demand MediumItem format Simple Explanation and guess according to scientific knowledge.Proficiency Level Level -3


and electrical conductivity)Context Solar radiation and its impact on climateCognitive demand MediumItem format Reasoning and explanation.Proficiency Level Level -3

Credit Pattern:

Full Credit: 2

Partial Credit:0

Nil Credit:0


Q2.1

Ans. Option B Hotter object to colder object Full credit- A (2)


Q2.2.

Ans. From higher to lower temperature object. It depends on which object is at higher temperatureFull Credit: (2)

No Credit : Any other answer(0)

Q2.3.

Ans. Thermal conductivity of iron is more than wood. Iron will deliver more heat energy per

58

unit time to our hand than wood. So we feel the iron piece hotter.

Full credit- A (2)


Q 2.4.

Ans. Thermal expansion. Approximately 600-700oC (Red Hot or little less) )

Full credit- A (2)


Q 2.5.

Ans. Sun Rays fall normally (perpendicularly at the equatorial region. Heating effect of atmosphere is more. More water vapor is produced due to vaporization of sea water. This warm, moist air then rises and as it rises it cools. (Less dense water goes up the atmosphere there it condenses) and heavy rainfall is received. Therefore the climate in tropical rainforest regions is usually hot and wet all-round the year. Full credit- A (2)





Phone No.: 9051662588


KVS Region: Kolkata

………


59

TEST ITEM 3 Thermal Expansion of Water


Thermal Expansion of Water

Water exhibits an anomalous behavior. The volume of the water decreases as temperature increases from 0 °C and 4 °C. The volume of a given amount of water increases as the temperature increases further of 4 °C . So, water has a maximum density at 4 °C.

This anomalous behavior has the favorable effect for animals living in water. Since the density of the water is maximum at 4°C, water at the bottom of the lakes remains at 4 °C in winter even if the surface freezes. This allow marine life to survive. If water did not have this property, lakes and ponds would freeze from the bottom up, which would destroy much of their animal and plant life.

(Source: Wikipedia data and Graph)

Q3.1 Why ice floats on water?

Ans

……………………………………………………………………………..

………………………………………………………………………………….

………………………………………………………………………………….

60

…………………………………………………………………………………

Q3.2 An ice cube of temperature 0°C and volume V is floating in water which is at temperature 1°C.

The portion of the ice cube above the water level is of volume 𝑉

11. Assuming no melting of ice, now if

the temperature of the water is increased gradually up to 4°C what will be the volume of ice above the water level? Give reason in support of your answer.

Ans.

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

Q3.3 Same amount of ice (at 0°C) is kept in a copper and glass beaker of same dimension. Now these two beaker is kept in another beaker containing water at 40°C at the same time. In which case the ice will melt faster? Why?

Ans.

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Q 3.4 Why the ice caps are seen at the Polar Regions throughout the year?

Ans.

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Q3.5

Copper Glass

Water at 40°C

61

The wind flow pattern of earth is shown above.

The westerlies, anti-trades or prevailing westerlies, are prevailing winds from the west toward the east in the middle latitudes between 30 and 60 degrees latitude. They originate from in the horse latitudes and trend towards the poles The winds are predominantly from the southwest in the Northern Hemisphere and from the northwest in the Southern Hemisphere.

The westerlies are strongest in the southern hemisphere and times when the pressure is lower over the poles, while they are weakest in the nortnern hemisphere and when pressures are higher over the poles. Why?

Ans.

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………



Domain: Scientific Literacy Theme: Thermal Expansion of Water




Learning Outcome: Learners will be able to i) Understand the anomalous expansion of waterii) analyze the effect of anomalous expansion of wateriii) Differentiate between materials of different thermal conductivity.iv) Understand the effect of solar radiation on global phenomenon

Scientific Literacy

QUESTION 3.1FRAMEWORK CHARACTERISTICSCompetency Explain phenomenon scientificallyKnowledge-system Physical system-Properties of matter(e.g. changes of state)Context Variation of density of ice at different temperatureCognitive demand MediumItem format Open Constructed ResponseProficiency Level Level -3


https://en.wikipedia.org/wiki/Prevailing_winds

https://en.wikipedia.org/wiki/Middle_latitudes

https://en.wikipedia.org/wiki/Latitude

https://en.wikipedia.org/wiki/Horse_latitudes

https://en.wikipedia.org/wiki/Horse_latitudes

https://en.wikipedia.org/wiki/Geographical_pole

https://en.wikipedia.org/wiki/Wind

https://en.wikipedia.org/wiki/Northern_Hemisphere

https://en.wikipedia.org/wiki/Southern_Hemisphere

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conductivity)Context Variation of density of ice at different temperatureCognitive demand HighItem format Open Constructed ResponseProficiency Level Level -5

QUESTION 3.3FRAMEWORK CHARACTERISTICSCompetency Recall and apply appropriate scientific knowledgeKnowledge-system Physical system-Properties of matter(e.g. changes of state thermal

conductivity)Context Thermal conductivityCognitive demand lowItem format Open Constructed ResponseProficiency Level Level -2

QUESTION 3.4FRAMEWORK CHARACTERISTICSCompetency Identify, use and generate explanatory models and representationsKnowledge-system Energy in earth systems(e.g. global climate)Context Heating effect of solar radiationCognitive demand MediumItem format Constructed Response Items in Scientific LiteracyProficiency Level Level -4

QUESTION 3.5FRAMEWORK CHARACTERISTICSCompetency Analyze diagram and draw appropriate conclusionKnowledge-system Energy in earth systems(e.g. global climate)Context Solar radiation and its impact on climateCognitive demand HighItem format Constructed Response Items in Scientific LiteracyProficiency Level Level -5

Credit Pattern:

Full Credit: 2Partial Credit:0Nil Credit:0Description of Answer Key and Credits:

Q3.1

Ans. Ice is less dense than water Full credit- A (2)


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Q3.2.

Ans. More than V/11.As the density of water increases buoyant fore is more (up thrust) Full Credit: (2)


Q3.3.

Ans. Copper beaker. As the thermal conductivity of copper is more than glass.

Full credit- A (2)


Q 3.4.

Ans. Sunrays fall obliquely at the poles. So less heating effect.

Or

They form because high-latitude polar regions receive less heat from the Sun than other areas on Earth. As a result, average temperatures at the poles can be very cold.

Full credit- A (2)


Q 3.5.

Ans. Wind flow from high pressure belt to low pressure belt. More land area in summer hemisphere so more obstruction. In winter hemisphere the westerlies flow mostly over water body. So more speed.

Or any other reason. Full credit- A (2)





Phone No.: 9051662588


KVS Region: Kolkata


64

…….

TEST ITEM 4 Thermal Expansion


Thermal expansion

If we clamp the ends of a rod rigidly to prevent expansion or contraction and then change the temperature, tensile or compressive stresses called thermal stresses develop. The rod would like to expand or contract, but the clamps won't let it. The resulting stresses may become large enough to strain the rod irreversibly or even break it.

Engineers must account for thermal stress when designing structures. Concrete highways and bridge decks usually have gaps between sections, filled with a flexible material or bridged by interlocking teeth, to permit expansion and contraction of the concrete.

Q4.1 A metallic sphere has a cavity of diameter D at its center. If the sphere is heated, the diameter of the cavity willa. Decreaseb. Increasec. Remain unchangedd. none of the above

Ans. ………………………………………………

Q4.2 When a solid metallic sphere is heated. The largest percentage increase occurs in it’sa .Diameterb. Surface areac. Volumed. density

Ans. ………………………………………………

Q4.3 A metallic circular disc having a circular hole at its center rotates about it axis passing through the center and perpendicular to it plane. when the disc is heated

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a. Its mass will decreaseb. Radius will decreasec. Product of mass and square of the radius will increased. Product of mass and square of the radius will decrease

Which one of the above is correct?

Ans. ………………………………………………

Q4.4 A Simple pendulum made of a light inextensible thread and a metallic sphere. As the temperature is increased, the time period( time taken to complete one to and fro motion) of the pendulum increases. What is the possible reason for this? Justify your answer.

4.5 A machine which consists of metallic parts work with its correct efficiency at the Thar desert in summer ,where the average maximum temperature is 46oC . Will the same machine work with same efficiency at Siachen where the average maximum temperature is -30oC?

Ans. ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………



Ans.

………………………………………………………………………

………………………………………………………………………

………………………………………………………………………

………………………………………………………………………

………………………………………………………………………

………………………………………………………………………

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Domain: Scientific Literacy Theme: Thermal expansion Class(es): VII (Heat)



Learning Outcome: Learners will be able to i) Understand the thermal expansion of different objectii) analyze the effect of thermal expansion of an object in volume, rotational motion efficiency of a machine etc.

Scientific Literacy

QUESTION 4.1

FRAMEWORK CHARACTERISTICSCompetency Recall and apply appropriate scientific knowledgeKnowledge-system Physical system-Properties of matter(e.g. changes of state)Context Thermal expansionCognitive demand LowItem format Simple MCQProficiency Level Level -2

QUESTION 4.2

FRAMEWORK CHARACTERISTICSCompetency Propose a way of exploring a given question scientifically.Knowledge-system Physical system-Properties of matter(e.g. changes of state thermal

conductivity)Context Thermal expansion Cognitive demand LowItem format Simple MCQProficiency Level Level -3


conductivity)Context Thermal expansionCognitive demand MediumItem format Simple MCQProficiency Level Level -4

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QUESTION 4.4

FRAMEWORK CHARACTERISTICSCompetency Propose a way of exploring a given question scientifically.Knowledge-system Physical system-Properties of matter(e.g. changes of state thermal

conductivity)Context Thermal expansionCognitive demand MediumItem format Constructed Response Items in Scientific LiteracyProficiency Level Level -3

QUESTION 4.5

FRAMEWORK CHARACTERISTICSCompetency Identify, use & generate explanatory models and representations.Knowledge-system Physical system-Properties of matter(e.g. changes of state thermal

conductivity)Context Thermal expansionCognitive demand mediumItem format Constructed Response Items in Scientific LiteracyProficiency Level Level -3

Credit Pattern:

Full Credit: 2Partial Credit:0Nil Credit:0Description of Answer Key and Credits:

Q4.1

Ans. B. IncreaseFull credit- A (2)


Q4.2.

Ans. C. Volume V= 4πr3/3 r increases therefore % increase in r3 is more

Full Credit: (2)


Q4.3.

Ans. c. Product of mass and square of the radius will increase

Full credit- A (2)


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Q 4.4.

Ans. Radius of the pendulum bob will increase therefore effective length will increase. So the time period.Full credit- A (2)


Q 4.5.

Ans. No. At Thar there will be thermal expansion but at the Siachen it will be thermal compression. So the fitting of the machinery part will be altered.

Full credit- A (2)


Name of the Teacher: Mr. UDAY SHANKAR PAULDesignation: PGT (PHYSICS)Email: [email protected] No.: 9051662588Name of the Vidyalaya: K.V. Cossipore, Kolkata - 700002KVS Region: Kolkata

………


69

TEST ITEM 5 Change of State


Change of State

There are three phases of matter i.e, Solid, Liquid and Gas.Substance for example, H2O exists in solid phase as Ice, in liquid phase as Water and in gas state as Steam. Transition from one phase to another phase is accompanied by absorption or liberation of heat and usually by change in volume even at constant Temperature.Change of phase from solid to liquid is called melting , from liquid to solid is called fusion and from liquid to gas is called vaporizationOnce the temperature for phase change is reached( e,g melting or boiling temperature) no further temperature change occurs until all the substance has undergone phase change.

The amount of heat per unit mass that must be transferred as heat when a sample completely undergoes phase change is called latent Heat of the substance for the process.Melting Point:-Temperature at which solid and liquid phase are in thermal equilibrium with each otherBoiling point:-Temperature at which liquid and vapour phase are in thermal equilibrium with each other. Melting and Boiling point depends on various factors like pressure, purity of the substance etc.

Q5.1. Is it possible to have H2O (water) in liquid state at 0°C?

Ans. …………………………………………………………………………………………………………………………………………………..

Q5.2 Which contains more heat energy 100 g of Water at 0°C or 100g of ice at 0°C? Justify your answer?

Ans. …………………………………………………………………………………………………………………………………………………..

Q5.3 Why Heavy snow fall at the hilly areas increases the chances of avalanche or land slide?

Ans. …………………………………………………………………………………………………………………………………………………..

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………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………Q5.4 ‘Baraf ka gola’ a popular Ice Popsicle, also known to be ‘Chuski’, among the locals. Made of crushed ice in the shape of a ball by pressing it in a glass, dipped in flavored syrups, it is considered the best way to beat the heat during summer months. This is loved by one and all, especially kid’s favorite.

How the crushed ice become hard when pressed by the ‘baraf ka gola- wala ‘ (Vendor) ?

Ans. …………………………………………………………………………………………………………………………………………………..………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Q5.5 At high altitude it takes longer time to boil the food stuff. Why?

Ans. …………………………………………………………………………………………………………………………………………………..………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………Q5.6 Refer to the below plot of temperature versus time showing the changes in the state of ice on heating (not to scale)which of the following is correct?(a) The region AB represents ice and water in thermal equilibrium.(b) At B water starts boiling.

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(c) At C all the water gets converted into steam.(d) C to D represents water and steam in equilibrium at boiling point.

Ans. …………………………………………………………………………………

(The given materials are gone through and well written)

Name of Item writer: Mr. Uday Shankar PaulPGT (Phy), K V CossiporeEmail id: [email protected] No. 9051662588


Template TEST ITEM 5

Domain: Scientific Literacy Theme: Change of State Class(es): VII (Heat)



Learning Outcome: Learners will be able to i) Understand the different factors on which melting point of ice dependsii) Understand the concept of Latent Heat.

Scientific Literacy

QUESTION 5.1FRAMEWORK CHARACTERISTICSCompetency Recall and apply appropriate scientific knowledgeKnowledge-system Physical system-Properties of matter(e.g. changes of state)Context GlobalCognitive demand highItem format Constructed response itemsProficiency Level Level -4


conductivity)Context Global


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Cognitive demand highItem format Constructed response itemsProficiency Level Level -5


conductivity)Context LocalCognitive demand HighItem format Constructed response itemsProficiency Level Level -4


conductivity)Context LocalCognitive demand HighItem format Constructed Response Items in Scientific LiteracyProficiency Level Level -6

QUESTION 5.5FRAMEWORK CHARACTERISTICSCompetency Identify, use & generate explanatory models and representations.Knowledge-system Physical system-Properties of matter(e.g. changes of state thermal

conductivity)Context localCognitive demand lowItem format Constructed Response Items in Scientific LiteracyProficiency Level Level -2

QUESTION 5.6FRAMEWORK CHARACTERISTICSCompetency Identify, use & generate explanatory models and representations.Knowledge-system Physical system-Properties of matter(e.g. changes of state thermal

conductivity)Context GlobalCognitive demand HighItem format Constructed Response Items in Scientific Literacy

73

Proficiency Level Level -5

Credit Pattern:

Full Credit: 2Partial Credit:0Nil Credit:0


Q5.1

Ans. Yes. Full credit- A (1)


Q5.2

Ans. 100g of water assuming equal no of molecules of H2O. Due to Latent Heat.

Full Credit: (1)


Q5.3

Ans. Weight of ice layer increases which increases the pressure at the bottom level. Due to that ice at bottom level melts and the and the entire ice layer slides down. Full credit- A (2)


Q 5.4.

Ans. Due to pressure ice melts and when the pressure is released it again solidify. Full credit- A (2)


Q 5.5.

Ans. At high altitude atmospheric pressure decreases. Due to that boiling temperature of water

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decreases.

To overcome it pressure cooker can be used.

Full credit- A (2)


Q5.6

Ans. Both (c) At C all the water gets converted into steam.

And (d) C to D represents water and steam in equilibrium at boiling point.

Latent heat

Full credit- A (2)



Designation: PGT (PHYSICS)


Phone No.: 9051662588


KVS Region: Kolkata


K.Rathina kumar.ziet,bbsr

…….


75

TEST ITEM 6 MEASURING TEMPERATURE BY THERMOMETER

Domain: SCIENTIFIC LITERACY

Topic: Heat Class:VII

Items Prepared by Mr. NIHARENDU SEN. PGT(PHYSICS) KV BARRACKPORE ARMY, Kolkata Region

(MEASURING TEMPERATURE BY THERMOMETER)

Thermometer is a device used to measure the temperature of gaseous, liquid or solid matter by using the expansion properties of a liquid metal (mercury) inside a thin capillary glass tube with a scale, for measurement there are three scales of the thermometer : Celcius , Farenheit and Kelvin, out of which kelvin is considered as S I unit has International acceptance.

The scales are related to each other by the equations

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Question 6.1

The figure shows a thermometer , indicate the temperature shown by the thermometers

Question 6.2

A clinical thermometer is used to measure the human body temperature in Farenheit scale.Arun having fever has a temperature of 1040 F , find the corresponding temperature in Celcius scale?

Ans_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Question 6.3

What is the coldest temperature

a) Freezing point b) Boiling pointc) Absolute Zero kelvind) Zero degree Celcius

Ans:____________________________________________________________

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Question 6.4

If you are deciding to wear based on the temperature of 350 Farenheit, what would you wear

a) Gloves, coat and scarf

b) Jeans, Tshirt and Chappal

c) Bathing suit and Sandals

d) None of these

Ans:____________________________________________________________

Question 6.5

Arun has a clinical thermometer at his home, he wants to measure the temperature of boiling water by this thermometer, what will happen

The thermometer can measure correctly Yes/No

The top of the the thermometer will explode Yes/No

Mercury level will fall down Yes/No


Template TEST ITEM 6 Domain: Scientific Literacy

Theme: HEAT

CONCEPT- MEASURING TEMPERATURE BY THERMOMETER

CLASS: VII

Expected time: 15minutes

Total Credit:10


Text and Image

Learning Outcome:a) Measurement of temperature with least count.b) Have the idea of different scales of tempereturec) Can convert of one scale to another.d) Identify the range of thermometers for different sacales,e) Application of temperature to natural phenomena/ daily life

78

experience

Scientific Literacy

QUESTION NO. 6.1


COMPETENCY Make and justify appropriate predictions

KNOWLEDGE SYSTEM

Physical system

CONTEXT Local

COGNITIVE DEMAND

Medium

ITEM FORMAT Consturcted response items (Closed)

PROFICIENCY LEVEL

1

QUESTION NO. 6.2


COMPETENCY Transformation of data

KNOWLEDGE SYSTEM

Physical systems

CONTEXT Local

COGNITIVE DEMAND

Medium

ITEM FORMAT Consturcted response items (Closed)

PROFICIENCY LEVEL

3

QUESTION NO. 6.3

79


COMPETENCY Interpret data and evidence scientifically

KNOWLEDGE SYSTEM

Physical system

CONTEXT Local

COGNITIVE DEMAND

Medium

ITEM FORMAT Simple MCQ

PROFICIENCY LEVEL

3

QUESTION NO. 6.4


COMPETENCY Evaluate and Design scientific enquiry

KNOWLEDGE SYSTEM

Physical systems

CONTEXT Global

COGNITIVE DEMAND

Medium


PROFICIENCY LEVEL

1

QUESTION NO. 6.5


COMPETENCY Explain the phenomena scientifically

80

KNOWLEDGE SYSTEM

Physical systems

CONTEXT Global

COGNITIVE DEMAND

Medium

ITEM FORMAT Complex MCQ items

PROFICIENCY LEVEL

4

Credit Pattern:Full Credit: 2Partial Credit: 1NoCredit: 0Description of Answer Key and Credits:

Question 6.1

Full credit: 350C, 800F, -220C

Partial Credit: Any two correct answer

No Credit: Other responses and missing

Question 6.2

Full credit: Correct formula and answer 400C

Partial Credit: Correct formula but wrong answer


Question 6.3

Full credit: Absolute Zero kelvin


Question 6.4

Full credit: Gloves, coat and scarf as it is equivalent to low temperature

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Question 6.5

Full credit: No, Yes, No

Partial Credit: any two correct answer


……..

82

TEST ITEM 7 LAND BREEZE AND SEA BREEZE



LAND BREEZE AND SEA BREEZE

While land breeze is the movement of wind from land towards sea, sea breeze is the movement of wind from sea towards land.so there is always a movement of slow moving wind(Breeze) near the sea shore which is used to capture wind energy by setting wind farms.Wind energy is considered as one of the clean energy which do not contribute to the pollution level of the world.

Question 7.1

In a sea breezeduring the daytime the air is warmer above the

a) Land

b) Ocean

c) Sky

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d) Beach

Ans:____________________________________________________________

Question 7.2

The strength of the sea breeze depends upon

The temperature of the day Yes/No

The difference of temperature between the sea and land Yes/No

The amount of rain on that day Yes/No

Question 7.3

How much do you agree with the following statements, tick one of the boxes given below

Strongly agree

Agree Disagree Strongly disagree

Winds are caused by unequal heating

Global wind travel short distances

The equator is warmer than poles as it receives direct sunlight.

Ans:____________________________________________________________

Question 7.4

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The adjoining figure shows the zonal map of India,in a particular day Uttar pradesh has a temperature of 420 Celcius whereas Madya pradesh has a temperature of 280 Celcius, the air will move from

a) West to East

b) East to west

c) North to south

d) South to North

Information from https://www.mapsofindia.com

Ans:____________________________________________________________

Question 7.5

Common Indian houses have ventilators at slightly higher levels than the windows as shown in the figure, describe the cause in the context of air flow direction.

Source-http://emporiabuildingfutures.com/easy-ways-to-improve-air-quality-in-the-home/

Ans:____________________________________________________________

______________________________________________________________________________________________________________________________________________________

https://www.mapsofindia.com/

85


Domain: Scientific Literacy

Theme: HEAT

CONCEPT-LAND BREEZE AND SEA BREEZE)

CLASS: VII


Total Credit:10


Text and Image

Learning Outcome:a. Idea of uneven heating of earth surface by solar radiationb. Identify the direction of flow of wind.c. Understand the global wind pattern.d. Application of the movement of fluid to natural phenomena/ daily

life experience

Scientific Literacy

QUESTION NO. 7.1



KNOWLEDGE SYSTEM

Physical system

CONTEXT Global

COGNITIVE DEMAND

Medium

ITEM FORMAT Complex MCQ

PROFICIENCY LEVEL

2

QUESTION NO. 7.2

86


COMPETENCY EVALUATE AND DESIGN SCIENTIFIC INQUIRY

KNOWLEDGE SYSTEM

Physical systems

CONTEXT GLOBAL

COGNITIVE DEMAND

Medium

ITEM FORMAT BINARY CHOICE

PROFICIENCY LEVEL

3

QUESTION NO. 7.3


COMPETENCY EVALUATE AND DESIGN SCIENTIFIC INQUIRY

KNOWLEDGE SYSTEM

Physical systems

CONTEXT GLOBAL

COGNITIVE DEMAND

Medium

ITEM FORMAT Complex MCQ items

PROFICIENCY LEVEL

3

QUESTION NO. 7.4


COMPETENCY Interpret data and analyse scientific

87

enquiry

KNOWLEDGE SYSTEM

Physical systems

CONTEXT Global

COGNITIVE DEMAND

Medium


PROFICIENCY LEVEL

4

QUESTION NO. 7.5


COMPETENCY Evaluate and design scientific enquiry

KNOWLEDGE SYSTEM

Physical systems

CONTEXT Global

COGNITIVE DEMAND

Medium

ITEM FORMAT Constructed response items (open)

PROFICIENCY LEVEL

5

Credit Pattern:Full Credit: 2Partial Credit: 1NoCredit: 0


88

Question 7.1

Full credit: Land

Partial Credit: Beach


Question 7.2

Full credit: Yes, Yes, No



Question 7.3(Attiutde)

Full credit: strongly agree,disagree, agree



Question 7.4

Full credit: the warm air above UP will rise up and cold air from MP will Move towards North (d)

Partial Credit: Given the answer but without logical explanation


Question 7.5

Full credit: Warm air due to breathing will move out through ventilators and cold air through the windows will fill the gap to maintain the oxygen concentration

Partial Credit: Answer without logical reasoning


89

………..

TEST ITEM 8 THERMOCOLE ICEBOX-CONDUCTION OF HEAT



THERMOCOLE ICEBOX-CONDUCTION OF HEAT

90

A thermocole icebox is a container to keep ice in its solid form for long time,Thermocole is an insulator which does not allow Heat conduction (or thermal conduction) from the atmosphere to the box .

Thermal conduction is the movement of heat from one object to another one that has different temperature when they are touching each other. For example, we can warm our hands by touching hot-water bottles. When the cold hands touch the hot-water bottle, heat flows from the hotter object (hot-water bottle) to the colder one (hand). People make things with different thermal conductivity, for example cookware to heat things or insulated containers to keep hot things hot or cold things cold.

Heat will transfer from a hot burner on the stove into a pot or pan. A metal spoon becomes hot from the boiling water inside the pot.Conduction usually occurs in solids, through molecular collision.

Question 8.1

A thermocole icebox keep the materials cold for long time by not allowing heat by the process of

a) Conduction

b) Convection

c) Radiation

Ans:____________________________________________________________

Question 8.2

91

If a cubical icebox is kept on a thick wooden table, through how many surfaces heat will flow in to melt the ice, justify your answer.

Ans:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Question 8.3

Conduction of heat through the walls of the icebox will depend upon the following factors(tick the options)

Thickness of the walls Yes/No

Temperature of the atmosphere Yes/No

Size of the icebox Yes/No

Nature of the materials by which icebox was prepared Yes/No

Question 8.4

A house in a village caught fire accidentally, the source of water(pond) is 20 metre away,20 youths from the village try to put water in the the following ways

1. Each one individually took one bucket of water and ran towards the house to control the fire

2. Some how they manage a water jetpump and throws water to the fire from a distance of 20 m

3. 20 youths make a row 1 m away from one another, first one took one bucket of water passes to the next one and so on to control the fire.

If we consider each youth as molecules of matter identify the above mentioned three examples as Conduction, convection and radiation

Ans:____________________________________________________________

Question 8.5

Double walled bottles with an air gap are used nowadays to keep drinking water. Describe how they keep cold water cool for long time.

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Ans:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________



Theme: HEAT

CONCEPT-THERMOCOLE ICEBOX-CONDUCTION OF HEAT

CLASS: VII


Total Credit:10


Text and Image

Learning Outcome:I. Idea of transfer of heat by 3 ways: Conduction, Convection and

Radiation.II. Identify the Conductors and insulators of heat.III. Understand the different factors effeting thermal conductivity.IV. Application of the concept to natural phenomena/ daily life

experience

Scientific LiteracyQUESTION NO. 8.1



KNOWLEDGE SYSTEM

Physical system

CONTEXT Global

COGNITIVE DEMAND

Medium


PROFICIENCY LEVEL

2

QUESTION NO. 8.2


93

COMPETENCY Explain phenomenon Scientifically.

KNOWLEDGE SYSTEM

Physical systems

CONTEXT GLOBAL

COGNITIVE DEMAND

Medium

ITEM FORMAT Constructed response items.

PROFICIENCY LEVEL

2

QUESTION NO. 8.3



KNOWLEDGE SYSTEM

Physical systems

CONTEXT GLOBAL

COGNITIVE DEMAND

High

ITEM FORMAT Binary Choice

PROFICIENCY LEVEL

3

QUESTION NO. 8.4


COMPETENCY Make and justify appropriate predictions.

KNOWLEDGE SYSTEM

Physical systems

CONTEXT Global

COGNITIVE High

94

DEMAND


PROFICIENCY LEVEL

4

QUESTION NO.8.5


COMPETENCY Identify ,use and generate explanatory models

KNOWLEDGE SYSTEM

Physical systems

CONTEXT Global

COGNITIVE DEMAND

Medium


PROFICIENCY LEVEL

5



Question 8.1

Full credit: Conduction as thermocole is solid.


Question 8.2

Full credit: A cubical box has six faces as the base is covered with wood through 5 faces heat will go inside

Partial Credit: all the 6 faces


95

Question 8.3

Full credit: for all cases yes

Partial Credit: any two correct


Question 8.4

Full credit:

1. Convection as heat is carried by molecules

2. Radiation as heat passes without a medium.

3. Conduction as molecules tranfer heat to their adjoining molecules

Partial Credit:

Any two correct explanation


Question 8.5

Full credit: Air is a bad conductor of heat so they prevent heat to flow out/in

Partial Credit: any other explanation


……..

96

TEST ITEM 9

Understanding earthquake-CONVECTION CURRENT in the Mantle



Understanding earthquake-CONVECTION CURRENT in the Mantle

Convection is heat transfer by motion of a fluid such as air or water when the heated fluid is caused to move away from the source of heat,Hot water is likewise less dense than cold water and rises up causing convection currents and move towards less dense regions.

Our earth consist of three layers extremely hot core ,moderately hot mantle and the crust,The convection currents result from different temperatures in mantle materials.they carry away 12 tech tonic plates of earth’s crust with them, sometimes this causes shaking of the plates called earthquakes,if the plates move away from each other molten materials come out through the cracks calledvolcano s.

Q 9.1

Which of the following is an example of convection

I. When heat transfer through waves

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II. When heat transfers through solid objects in contact

III. Movement in a gas or liquid in which warmer part moves up

IV. Solar heat warms the sand.

Ans:____________________________________________________________

Q 9.2

Earthquakes occur due to(tick the correct option)

Movement of the molten materials in the mantle Yes/No

Earths gravitation Yes/No

Tech tonic plates move towards each other Yes/No

Ans:____________________________________________________________

Q 9.3

Two tech tonic plates on earths crust move towards each other due to movement in the mantle rises up slowly, what type of changes to occur on the crust.Describe in short.

Ans:____________________________________________________________

Q 9.4

Hot air ballons rises up in the atmosphere as

a) Hot air is less dense than cold air

b) Hot air is more dense than cold air.

c) Hot air contains more oxygen

d) Hot air contains more Nitrogen

Ans:____________________________________________________________

Q 9.5

98

The above table gives us an idea of occurance of earthquake in india,with the help of the above indicate

a .The region with maximum no of earthquakes in recent times

Ans:________________________________________________________________

b. Arrange the regions in decreasing no of earthquakes.

Ans:____________________________________________________________

Template test item 9


Theme: HEAT

CONCEPT-Understanding earthquake-CONVECTION CURRENT in the mantle

CLASS: VII


Total Credit:10


Text and Image

Learning Outcome:a) Idea of diifferent layers of Earth.b) Identify the Movement of molten materials inside earth.c) Understand the natural phenomenons related to heat convection.d) Learn to interpret data from table and finding conclusion.e) Application of the above mentioned concept to natural

phenomena/ daily life experience

99

Scientific Literacy

QUESTION NO. 9.1



KNOWLEDGE SYSTEM

Physical system

CONTEXT Global

COGNITIVE DEMAND

Medium


PROFICIENCY LEVEL

2

QUESTION NO.9.2FRAMEWORK CHARACTERISTICS


KNOWLEDGE SYSTEM

Physical systems

CONTEXT GLOBAL

COGNITIVE DEMAND

Medium

ITEM FORMAT Binary choice

PROFICIENCY LEVEL

3

QUESTION NO. 9.3



100

KNOWLEDGE SYSTEM

Physical systems

CONTEXT GLOBAL

COGNITIVE DEMAND

High


PROFICIENCY LEVEL

3

QUESTION NO. 9.4


COMPETENCY Explain the potential implications of scientific knowledge

KNOWLEDGE SYSTEM

Physical systems

CONTEXT Global

COGNITIVE DEMAND

Medium


PROFICIENCY LEVEL

3

QUESTION NO. 9.5


COMPETENCY Evaluate scientific arguments and evidence from different sources(Newspaper).

KNOWLEDGE SYSTEM

Physical systems

CONTEXT Global

101

COGNITIVE DEMAND

Medium


PROFICIENCY LEVEL

5

Credit Pattern:Full Credit: 2Partial Credit: 1NoCredit: 0Description of Answer Key and Credits:

Question 9.1

Full credit: (iii) Movement in a gas or liquid in which warmer part moves up


Question 9.2

Full credit: Yes, No,Yes

Partial Credit:Any two correct responses.


Question 9.3

Full credit: Formation of mountains



Question 9.4

Full credit: Hot air is lighter than cold air(a )



Question 9.5

102

Full credit:

a . North Eastern region,

b. North East > Andaman &Nicober>Central Himalayas > Peninsular India > Kashmir

Partial Credit: Any Two Identification


……..

TEST ITEM 10 WEARING THE RIGHT CLOTH



(WEARING THE RIGHT CLOTH

In summer we should wear light coloured cloths as they are a good reflector of sunlight whereas in winter we should wear dark coloured cloths as they are a good absorb of

103

sunlight.The clothes we wear changes gradually as the seasons’ transform. Have you ever wondered how different the winter dresses are from the summer dresses?

In winters we wear woollen pullovers and jackets along with long pants and stockings, while in summers we wear cotton shirts that can allow air to pass through or dry the sweat easily. In rainy seasons, we cover ourselves with raincoats that do not allow water to pass through. Along with the kind of clothes, the fabric of these clothes also changes with the season.

Question 10.1

Which cloth is most comfortable in summer

a) Light coloured Woolen cloths

b) Dark coloured woolen cloths

c) Light coloured cotton cloths

d) Dark coloured cotton cloths

Ans:_____________________________________________________________

Question 10.2

A black leather shoe is more comfortable in hot weather when polished because

_______________________________________________________________________________________________________________________________________________________________________________________________________________

Question 10.3

It is said that mud houses are more comfortable in summer than the concrete structures as

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_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Question 10.4

Tick up the correct option

Strongly agree


Light colour reflects heat

Dark colour absorb heat

Cotton cloths are comfortable in summer

Houses dark painted outside are more comfortable to stay

Question 10.5

Describe at least three techniques to make a design of a comfortable house with reference to reflection/absorption of heat/temperature control.

Ans:________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Template test item 10

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Theme: HEAT

CONCEPT-WEARING THE RIGHT CLOTH

CLASS: VII


Total Credit:10


Text and Image

Learning Outcome:a) Idea of Reflector/ absorber of Heat.b) Identify Colours which can absorb Max./Min. Heatc) Learn to interpret data from table and finding conclusion.d) Application of the above mentioned concept to natural

phenomena/ daily life experience

Scientific Literacy

QUESTION NO. 10.1



KNOWLEDGE SYSTEM

Physical system

CONTEXT Global

COGNITIVE DEMAND

Medium


PROFICIENCY LEVEL

2

QUESTION NO. 10.2FRAMEWORK CHARACTERISTICS


KNOWLEDGE SYSTEM

Physical systems

CONTEXT GLOBAL

COGNITIVE DEMAND

Medium

106


PROFICIENCY LEVEL

3

QUESTION NO. 10.3



KNOWLEDGE SYSTEM

Physical systems

CONTEXT GLOBAL

COGNITIVE DEMAND

High


PROFICIENCY LEVEL

3

QUESTION NO. 10.4


COMPETENCY Explain the potential implications of scientific knowledge

KNOWLEDGE SYSTEM

Physical systems

CONTEXT Global

COGNITIVE DEMAND

Medium

ITEM FORMAT Complex MCQ

PROFICIENCY LEVEL

4

QUESTION NO. 10.5


107

COMPETENCY Idntify ,Use and Generate explanatory models and representations

KNOWLEDGE SYSTEM

Physical systems

CONTEXT Global

COGNITIVE DEMAND

Medium


PROFICIENCY LEVEL

5



Question 10.1

Full credit: (c ) Light coloured cotton cloths


Question 10.2

Full credit: Polished surfaces are good reflector of heat therefore shoes will be comfortable

Partial Credit: any other explanation based on reflection of waves


Question 10.3

108

Full credit: Mud or clay is a bad conductor of heat



Question 10.4

Full credit: Strongly agree ,Strongly agree,Strongly agree, Disagree



Question 10.5

Full credit:

I. Constructed with Insulating materials

II. Double walls with air gap

III. Painted from outside in such a way to reflect heat

IV. According to environent

Partial Credit: any Two responses

No Credit: Other responses and missing.

Name of the Teacher: Niharendu SenDesignation: PGT(Physics)Email: [email protected] No.: 9748918277Name of the Vidyalaya: K.V. Barrackpore ArmyKVS Region: Kolkata


K.Rathina kumar.ziet,bbsr


109

……….

110



CH-5ACIDS,BASES AND SALTS

INDEX


1 TEST ITEM-1 02

2 TEST ITEM-2 09

3 TEST ITEM-3 15

4 TEST ITEM-4 22

5 TEST ITEM-5 28

6 TEST ITEM-6 32

7 TEST ITEM-7 40

8 TEST ITEM-8 50

9 TEST ITEM-9 60

10 TEST ITEM-10 68

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Test Item:1

Acid Base Indicators

Substances which show the acidic or basic behavior of other substance by change in colour are known as indicator.

Type of Indicator: There are many types of indicators. Some common types of indicators are

a. Naturalb. Olfactory Indicatorc. Synthetic Indicatord. Universal Indicator

Natural Indicator: Indicators obtained from natural sources are called natural indicators. Litmus, turmeric, red cabbage, China rose, etc. are some common natural indicators used widely to show the acidic or basic character of substances.

Litmus: Litmus is obtained from lichens. The solution of litmus is purple in colour. Litmus paper comes in two colour – blue and red.

An acid turns blue litmus paper red. A base turns red litmus paper blue.

Turmeric: Turmeric is another natural indicator. Turmeric is yellow in colour. Turmeric solution or paper turns reddish brown with base. Turmeric does not change colour with acid.

Red cabbage: The juice of red cabbage is originally purple in colour. Juice of red cabbage turns reddish with acid and turns greenish with base.

Olfactory Indicators: Substances which change their smell when mixed with acid or base are known as olfactory indicators. For example onion, vanilla, clove, etc.

Onion: Paste or juice of onion loses its smell when added with base. It does not change its smell with acid.

Vanilla: The smell of vanilla vanishes with base, but its smell does not vanishes with an acid.

Synthetic Indicator: Indicators that are synthesized in laboratory are known as synthetic indicators. For example- phenolphthalein, methyl orange, etc.

Phenolphthalein is a colourless liquid. It remains colourless with acid but turns into pink with a base.

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Methyl orange is originally orange in colour. It turns into red with acid and turns into yellow with base.

Q.1.1-Litmus is extracted from which of the following organism-

a. Lichens

b.China rose

c.Red cabbage juice

d.Turmeric

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Domain: Scientific Literacy Theme:Acids/bases/indicators Class-VII

Description of item:

Text

Image

Table

Graph

Map

Poem

Learning Outcomes:

Locate the information

Understanding the text

Enabling to mark sequence


Competency Evaluate and design scientific enquiry

Knowledge-system Experimental

Context Local


Item format Multiple Choice

Proficiency level 1

Credit Pattern

Full Credit: 2Nil Credit: 0

Description of answer key and credits

Q 1.1 Ful credit- Option a-Lichens

No credit-Any other response

Name of the Teacher/Item Writer:S.N.Ojha

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Designation:PGT BiologyEmail:[email protected] No.9406978380Name of the Vidyalaya: Kendriya Vidyalaya No.1 RewaKVS Region:Jabalpur

Q.1.2-While performing an experiment in a laboratory Smith has exchanged his test tube containing water and HCl solution. Currently in his lab only two indicators are available i.e Phenolphthalein & Methyl orange Which among these two indicators must be used by him to distinguish his solution and Why?

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________




Text

Image

√ Table

Graph

Map

Poem

Learning Outcomes:

Can differentiate and identify given substances as acids, bases using indicators.



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Context Local


Item format Short response

Proficiency level 3

Credit Pattern

Full Credit: 2Partial Credit: 1Nil Credit: 0Description of answer key and credits

Q1.2 Methyl Orange

Since it changes colour in acid, bases as well as neutral solution

Any other response-------No credit

Name of the Teacher/Item Writer: S.N.OjhaDesignation:PGT BiologyEmail:[email protected] No.9406978380Name of the Vidyalaya: Kendriya Vidyalaya No.1 RewaKVS Region:Jabalpur

Q1.3 A water sample from a lake near industrial area is tested by using Red cabbage Juice and the color changes from purple to red. What conclusion do you draw from it and what could be the possible reason for your answer?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



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Text

Image

Table

Graph

Map

Poem

Learning Outcomes:

Data analysis

Understanting




Context Local

Cognitive demand High

Item format CIosed constructed

Proficiency level 5

Credit Pattern


Q 1.3A water sample from a lake near industrial area is more acidic due to acid rain and industrial effluent and aquatic flora and fauna will be less.------Full credit

If Student give any one of the above response ------Partial CreditAny other response-------No credit

Name of the Teacher/Item Writer:S.N.OjhaDesignation:PGT BiologyEmail:[email protected] No.9406978380Name of the Vidyalaya: Kendriya Vidyalaya No.1 RewaKVS Region:Jabalpur

117

Q1.4 In a laboratory following test solutions are provided and tested with turmeric. Write the colour change before and after adding turmeric solution.




Text

Image

√ Table

Graph

Map

Poem

Learning Outcomes:

Can differentiate and identify given substances as acids, bases using indicators.




Context Local

118



Proficiency level 4

Credit Pattern


Q1.4.1 to Q 1.4.7-Correct color change from table(each carry 2 credit)-----Full credit

If Student give any one of the above response ------Partial CreditAny other response-------No credit


…….

Test Item:2

119

NEUTRALIZATION: EFFECT OF VARIOUS ANTACIDS

Digestion in the stomach results from the action of the gastric fluid, which includes secretion of digestive enzyme , mucous, and hydrochloric acid.

The acidic environment of the stomach makes it possible for inactive forms ( i.e. pepsinogen into pepsin) , and acid is also needed for dissolve minerals and kill bacteria that may enter the stomach along with food.

However, excessive acids products result in the unpleasant symptoms of heartburn and may give contribute to ulcer formation in the stomach lining.

Antacids are weak bases that neutralize excess stomach acid and thus alleviate symptoms of heartburn. The general reaction for neutralization is:-

Antacids (weak bases) + HCl (stomach acids) → Salts+ H2O + CO2

120

Q.2.1.Which of the following is not the role of acid secreted in stomach-

a. activating pepsinogen into pepsin

b. dissolving minerals

c. Contraction of stomach wall

d. kill bacteria


Domain: Scientific Literacy Theme: Antacid and their neutralization effect in stomach

Class-VII

Total credit- 02


Text

Image

Table

Graph

Map

Poem

Learning Outcomes:

Role of acid secreted in stomach

Content observation


Competency Recognizing scientific enquiry and identifying Evidences

Knowledge-system Living system

Context Global



121

Proficiency level 2

Credit Pattern


Q 2.1 Full credit-Option c-Contraction of stomach wall

No credit -Any other response


Q2.2-Name any two weak bases which is used in ingredient of antacid?

a_________________

b_________________



Class-VII

Total credit- 02


Text

Image

Table

Graph

Map

Learning Outcomes:

Knowledge of antacids

122

Poem




Context Global



Proficiency level 3

Credit Pattern


Q 2.2 Full credit-a. Magnesium Hydroxide or Milk of Magnesia

b.Sodium Hydrogen Carbonate

Partial Credit -If Student give any one of the above response No credit -Any other response


Q.2.3-Antacids under Various brand names are available in market as given in the table .

For neutralising 20 ml of volume of HCl the amount of antacids are used are shown below

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Volume of HCl solution=20.00 ml(Concentration remain constant)

SNO Antacid Volume of antacid consumed during neutralization

1 Gelusil 15 ml

2 Aciloc 150 22 ml

3 Fantac 20 25 ml

4 Pantop 20 20 ml

5 Acid 10 7 ml

Which of the antacid is most effective for neutralizing stomach acidity and why?

___________________________________________________________________________.

___________________________________________________________________________



Class-VII

Total credit- 02


Text

Image

√ Table

Graph

Learning Outcomes:

Neutralization by antacids

Data analysis

124

Map

Poem




Context Global


Item format Ciosed constructed

Proficiency level 6

Credit Pattern


Q 2.3-Full credit-Acid 10 since only 7 ml is used to neutralise 20 ml of HCl of same concentration.

Any other response-------No credit


Q2.4-Why many people Burp frequently after taking antacid? Explain with reason.

___________________________________________________________________________.

125



Class-VII


Text

Image

Table

Graph

Map

Poem

Learning Outcomes:

Knowledge of neutralization concept




Context Global



Proficiency level 6

Credit Pattern


Q 2.4-Full credit-Writing of neutralization reaction and production of CO2

Partial Credit-If Student give any one of the above response No credit -Any other response

126


……..

Test Item:3

ACID RAIN

Q.3.1-Name two gases causing acid rain.

a._____________b._____________


Domain: Scientific Literacy Theme: Acid rain Class-VII

127


Text

√ Image

Table

Graph

Map

Poem

Learning Outcomes:

Composition of acid rain



Knowledge-system Physical system

Context Global

Cognitive demand Low


Proficiency level 2

Credit Pattern


Q 3.1 Full credit-a. Sulphur dioxide

b. Nitrogen oxidePartial Credit -If Student give any one of the above responseNo credit-Any other response


Q.3.2-In which chemical form these two gases precipitate to earth surface.

128

a._______________b._______________




Text

√ Image

Table

Graph

Map

Poem

Learning Outcomes:

Acid rain- its composition




Context Global



Proficiency level 3

Credit Pattern


129

Q 3.2 Full credit-a. Sulphuric acid

b.Nitric Acid

Partial Credit-If Student give any one of the above responseNo credit -Any other response


The pH scale measures how acidic or basic a substance is. The pH scale ranges from 0 to 14. A pH of 7 is neutral. A pH less than 7 is acidic. In the following table average pH of rainwater is given from 1981 to 1990 and 2001-2012.

Q.3.3- In which of the following city maximum drop in pH of rain water is recorded –

a. Srinagar

b.Mohanbari

c.Allahabad

d.Nagpur

e.Kodaikanal


130



Text

Image

√ Table

Graph

Map

Poem

Learning Outcomes:

Data analysis




Context Global



Proficiency level 4

Credit Pattern


Q 3.3-Full Credit-Option c.Allahabad .Since difference in pH is maximum 1.45


Name of the Teacher/Item Writer:S.N.OjhaDesignation:PGT BiologyEmail:[email protected]

131

Phone No.9406978380Name of the Vidyalaya: Kendriya Vidyalaya No.1 RewaKVS Region:Jabalpur

Q3.4- How vegetation in lake of Srinagar is different from vegetation in lake of Mohanbari .

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________




Text

Image

√ Table

Graph

Map

Poem

Learning Outcomes:

Acid rain- Consequences




Context Global



132

Proficiency level 5

Credit Pattern


3Q .4-Full credit-Open ended question any response explaining biotic and abiotic phenomenon

Partial Credit-If Student give any one of the above response No credit-Any other response


Q3.5-When the soil is too acidic, it is treated with bases like quick lime (calcium oxide) or slaked lime (calcium hydroxide). If the soil is basic, organic matter (compost) is added to it. Organic matter releases acids which neutralises the basic nature of the soil.

What type of soil treatment should be done by farmers of Kodaikanal to make crop field healthy and why?

______________________________________________________________________________________________________________________________________________________



Expected Time- 10 minutes

Total credit- 10


√ Text

Image

Learning Outcomes:

Acid rain- Consequences and Experimentation

133

Table

Graph

Map

Poem




Context Global


Item format Open constructed

Proficiency level 6

Credit Pattern


Q 3.5-Full credit-Since the soil is too acidic, it is treated with bases like quick lime (calcium oxide) or slaked lime (calcium hydroxide).

Partial Credit-If Student give any one of the above responseNo credit-Any other response


134

……..

Test Item:4

INSECT STINGS

The acid produced by ants is called formic acid. The name comes from the Latin word for ant, which is “formica.” Chemically, it is a simple carboxylic acid. The most common species of black ant in the United States is the black carpenter ant, which delivers a small amount of formic acid through its jaws as it bites.

Wasp sting venom is alkaline but Bee sting venom is acidic

135

Q4.1.The reaction between an acid and a base is known as neutralisation. Salt and water are produced in this process with the evolution of heat.

Acid+Base → Salt+Water (Heat is evolved)

Hydrochloric acid (HCl) + Sodium hydroxide (NaOH) → Sodium chloride (NaCl) + Water (H2O)

Smith added dilute sulphuric acid(H2SO4) to lime water(Ca(OH)2).

a. Will the reaction mixture become hot or cool and why?

______________________________________________________________________________________________________________________________________________________

b. Name the salt formed from above neutralization reaction?

__________________________________________________________________


136




Context Global



Proficiency level 3

Credit Pattern


Domain: Scientific Literacy Theme: Insect Sting Class-VII

Credit-04


√ Text

Image

Table

Graph

Map

Poem

Learning Outcomes:

Concept of neutralization and Understanding reaction

137

Q 4.1Full credita. The neutralization reaction is an exothermic process so this will make mixture hot

Partial Credit- If Student give any one of the above response No credit-Any other response

Full credit-b. Calcium sulphate

Partial Credit-If Student give any one of the above response No credit-Any other response


Q4.2.Choose the correct option-

INSECTS ANT WASP BEE

NATURE OF VENOM Acidic Alkaline Acidic

Neutralised with i ii iii

a. i-formic acid,ii-soda,iii-bicarbonatesb. i-soda,ii-vinegar,iii-bicarbonatesc. i-formic acid,ii-calamine,iii-soda


138


Total credit- 02


Text

√ Image

Table

Graph

Map

Poem

Learning Outcomes:

Application of neutralization reaction in daily life




Context Global


Item format Complex Multiple Choice

Proficiency level 3

Credit Pattern


Q 4.2 Full credit-Option b- i-soda,ii-vinegar,iii-bicarbonatesNo credit-Any other response

Name of the Teacher/Item Writer:S.N.OjhaDesignation:PGT BiologyEmail:[email protected]

139

Phone No.9406978380Name of the Vidyalaya: Kendriya Vidyalaya No.1 RewaKVS Region:Jabalpur

Q4.3.Calamine is chemically composed of-

a. Magnisium hydroxideb. Zinc Carbonatec. Sodium carbonated. Zinc hydroxide



Total credit- 02


√ Text

Image

Table

Graph

Map

Poem

Learning Outcomes:

Application of neutralization reaction




Context Global



140

Proficiency level 3

Credit Pattern


Q 4.3- Full credit-Option b. Zinc Carbonate


Name of the Teacher/Item Writer:S.N.OjhaDesignation:PGT BiologyEmail:[email protected] No.9406978380Name of the Vidyalaya: Kendriya Vidyalaya No.1 RewaKVS Region:JabalpurQ4.4-The duration of pain is proportional to amount of formic acid secreted by ants.Which type of ant produces maximum amount of formic acid. Support your answer with explanation ?

______________________________________________________________________________________________________________________________________________________



Total credit- 02


Text

√ Image

Table

Graph

Map

Poem

Learning Outcomes:

Chemical composition of ant sting

141




Context Global


Item format Open constructed response

Proficiency level 6

Credit Pattern


Q 4.4- Full Credit-bullet ant because its sting causes pain for 300 min

Partial Credit-If Student give any other response with relevant explanationNo credit -Any other response


…….

TEST ITEM 5

Dental caries (tooth decay)

Dental caries (tooth decay) is a major oral health problem in most industrialised countries, affecting 60–90% of schoolchildren and the vast majority of adults.

The early manifestation of the caries process is a small patch of demineralised (softened) enamel at the tooth surface, often hidden from sight in the fissures (grooves) of teeth or in between the teeth. Dental caries is caused by the action of acids on the enamel surface. The acid is produced when sugars (mainly sucrose) in foods or drinks react with bacteria present in the dental biofilm (plaque) on the tooth surface.

142

Saliva acts to dilute and neutralise the acid which causes demineralisation and is an important natural defence against caries.

Q 5.1-After how much time of sugar intake the risk of tooth decay is maximum-

a. 0-5 minb. 6-10 minc. 11-15 mind. 15-20 min


Domain: Scientific Literacy Theme: Dental caries (tooth decay)

Class-VII

Total credit- 02


Text

Image

Learning Outcomes:

Dental caries –data analysis

143

Table

√ Graph

Map

Poem


Competency Data analysis


Context Global


Item format Simple MCQ

Proficiency level 4

Credit Pattern


Q 5.1 Full credit-Option a-0-5 min



144

Q 5.2- As shown in the Stephan curves , the intake of sugar between meals increases the periods of time plaque pH dips below the critical level of 5.5. When plaque pH is lower than 5.5, demineralisation occurs.

Why it is recommended that we should brush our teeth after taking meal?

______________________________________________________________________________________________________________________________________________________


Domain: Scientific Literacy Theme: Dental caries (tooth decay)

Class-VII

Expected Time- 05 minutes

Total credit- 04


Text

Image

Table

Learning Outcomes:

Dental caries –its reason and data

145

√ Graph

Map

Poem


Competency Data analysis


Context Global


Item format Closed constructed response

Proficiency level 6

Credit Pattern


Q 5.2 Full credit-Tooth paste contain bases and neutralises the acidity of mouth

Partial Credit -If Student give any one of the above response No credit -Any other response


……..

146

TEST ITEM 6

Acids and bases are opposite in nature. When an acid and base is mixed they destroy the nature of each other and they produce salt and water. A neutralization reaction is when an acid and a base react to form salt and generate H+ and OH- ions to generate water.

Acid + Base Salt + Water

Sodium hydroxide that is a base on treating with hydrochloric acid produce table salt and water

HCl + NaOH NaCl + H2O

(Hydrochloric Acid) (Sodiun Hydroxide) (Sodium Chloride) ( Water)

The amount of acid that gives one mole of H+ will neutralize to the base that releases one mole of OH- ions.The neutralization of a strong acid and strong base has a pH equal to 7. The neutralization of a strong acid and weak base will have a pH of less than 7, and conversely, the resulting pH when a strong base neutralizes a weak acid will be greater than 7 and accordingly the nature of salt may be acidic, basic or neutral. Neutralization reaction is exothermic and always associated with increase in enthalpy.

Q 6.1 During the universal indicator experiment out of curiosity a student has mixed vinegar in lime water. What will be the correct observation:

[A] Colour of the solution will be blue and test tube will become cold.[B] Colour of the solution will be red and test tube will become cold.[C] Colour of the solution will be blue and test tube will become hot.

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[D] Colour of the solution will be red and test tube will become hot.

Template For Preperationof Practice Items for Scientific Literacy

Domain: Scientific Literacy Theme: Acid, Base and Salt Class: VII

Expected Time: 1 min

Total Credit: 2


√ Text

√ Image

Table

Graph

Map

Poem

Learning Outcome:

Understand the scientific concept of acid ,base and their interaction

Scientific Literacy

FRAMEWORK CHARACTRISTICS


Knowledge system Content Knowledge - Acid, base and neutralisation

Context Global


Item format Multiple choice question

Proficiency Level 1(b)

148

Credit Pattern:

Full Credit: 02 marks

No Credit: 0 mark


Explain expected answers and the respective credits:

Q 6.1 Full Credit: 02 MARKS – Option (C)

No Credit: Any option other than

Name of the teacher/ Item Writer: Ms. Seema TamrakarDesignation: PGT (Chemistry)Email: [email protected] No. 9131773554Name of the Vidyalaya: K.V. No.2 REWAKVS Region: JabalpurQ6.2. From the given table select the correct observation:

Observation No.

Acid Base Nature of Salt

A Sulphuric Acid[H2SO4] Neutral

B Acetic Acid[CH3COOH] Basic

C Hydrochloric acid[HCl] Acidic

D Citric Acid

Sodium hydroxide

[NaOH]

Neutral

Ans.

1. -----------------------------------------------------------------------------------

2. -----------------------------------------------------------------------------------


149

3. -------------------------------------------------------------------------------------

Template For Preperationof Practice Items for Scientific Literacy )

Domain: Scientific Literacy Theme: Neutalization Class: VII


Total Credit: 2


√ Text

√ Image

√ Table

Graph

Map

Poem

Learning Outcome:

1. Application of knowledge.2. Observation and draw conclusion.

Scientific Literacy



Knowledge system Content Knowledge - Acid, , base and neutralisation

Context Global


Item format Complex multiple choice question

Proficiency Level 3

Credit Pattern:

150


Partial Credit: 01 Mark

No Credit: 0 mark



Q.6.2

Full Credit: 02 Marks - Option A & Option [B]

Partial Credit: 01 Mark - Any one option [Either A or B]

No Credit: 0 Mark - Any option other than A , B

Name of the teacher/ Item Writer: Ms. Seema TamrakarDesignation: PGT (Chemistry)Email: [email protected] No. 9131773554Name of the Vidyalaya: K.V. No.2 REWAKVS Region: Jabalpur

Q 6.3. One farmer was not getting good yield. He has performed the soil test and his observation was as below:

What should he add to improve the fertility : lime or organic manure ofto the soil ? Justify your answer.


151

Ans…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………


Domain: Scientific Literacy Theme: Neutralization in everyday life

Class: VII


Total Credit: 2


√ Text

√ Image

Table

Graph

Map

Poem

Learning Outcome:

Application of Scientific knowledge in daily life

Scientific Literacy


Competency Identify Scientific issue and draw evidence based conclusion

Knowledge system Content Knowledge - Acidic / basic nature of substances

Context Social


Item format Constructed open response

Proficiency Level 4

Credit Pattern:

Full Credit: 02 marksPartial Credit: 01 MarkNo Credit: 0 mark

152



Q6.3

Full Credit:02 Marks Organic manure Because soil is basic in nature as it turned red litmus to blue

Partial Credit: Incomplete answer

No Credit: Wrong answer


Q6.4. While playing in a garden Rajesh was stung by a wasp , his sister suggested to apply a paste of baking soda and his brother suggested to apply lemon juice. What should he apply and why?

Ans. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Domain: Scientific Literacy Theme: Neutralization Class: VII


Total Credit: 2


√ Text

√ Image

Learning Outcome:

Application of knowledge in daily life.


153

Table

Graph

Map

Poem

Scientific Literacy


Competency Identify Scientific issue and draw evidence based conclusion


Context Personal



Proficiency Level 3

Credit Pattern:



No Credit: 0 mark


Q 6.4Explain expected answers and the respective credits:

Full Credit: Baking Soda because wasp sting injects formic acid and baking soda being acidic in nature will neutralize wasp sting

154

Partial Credit: [01 Mark] Incomplete answer

No Credit: Wrong Answer


Q6.5. Abhijeet has added Lime water in hydrochloric acid. What change he will observe in the temperature of the test tube and why?

Ans. --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------




Total Credit: 2


√ Text

Image

Table

Graph

Map

Learning Outcome:

1. Application of knowledge

2. Students will develop experimental skill and ability to draw 3.Conclusion b y experimentation.


155

Poem

Scientific Literacy


Competency Evaluate and design scientific enquiry on the basis of previous knowledge


Context Global


Item format Constructed close response

Proficiency Level 4

Credit Pattern:

Full Credit:02 Marks


No Credit: 0 Mark



Full Credit: 02 Marks [Temperature will Rise since neutralisation is exothermic process]

Partial Credit: 1 Mark [Rise or reason]

156

No Credit: 0 [Wrong Answer]


……….

TEST ITEM 7

Read the following report published by World Economic Forum - Global Risk Report 2020and answer the questions given at the end:

World Economic Forum has published the following in the Global Risk Report 2020It’s time to clean India’s polluted rivers. Here’s how we can do it


157

Global Risks Report 2020Just a few decades ago, Indians across the nation would walk down to the local stream or river to collect drinking water, wash their clothes, take a bath or just swim and enjoy them. Today, doing anything of this sort is out of the question and can have serious health consequences. Like many other rivers around the world, India’s rivers – which have always been given a position of sanctity in the culture – have become polluted bodies of water. And yet, Indians cannot turn away from these rivers. They are the lifelines of the nation, and the future of India is in many ways tied to the health of our rivers.

But this is not an insurmountable problem. It can be addressed in a short period and with technologies that already exist. What are needed are stringent laws and the necessary determination to implement them. We do not have to go and clean the rivers; if we stop polluting them, they will clean themselves in one flood season.

Eliminating agricultural pollution

Pollution in our rivers is either “point source” – such as industrial sewage, which enters the river in high volumes from a few locations – or “non-point source”, such as agricultural runoff, which can enter the river from thousands of locations along its course.

Agricultural runoff is harmful to rivers because of the use of chemicals for cultivation, which has

Become the norm today. This can be rectified if farmers are supported to move to organic cultivation. This is not only good for the river; it is also good for the soil, the farmer’s income and public health.

If our farmers are to get good yields and make a living out of agriculture, the soil does not need chemical inputs, it needs organic content. Soil will be healthy only if we can put leaves from the trees and animal waste back into it. To call soil as soil, it has to have a minimum of 2% organic content. If you take away this organic content, we are effectively turning soil into sand and making it unfit for cultivation. In many Indian states like Punjab, Uttar Pradesh and Haryana, the organic content in the soil is 0.05%. This is a sure recipe for the desertification of the land that has provided us with food for thousands of years.

https://economictimes.indiatimes.com/news/science/top-soil-scientist-keen-to-help-india-but-nobody-listens/articleshow/57971442.cms

158

Incentivizing farmers to shift to organic cultivation is therefore not just a necessity for our rivers; it is also essential to ensure the food security of the nation and the well-being of hundreds of millions of farmers.

Treating industrial and chemical waste

Point source pollution is generally chemical and industrial waste from industries or domestic sewage from towns and cities. One important aspect in towns and cities is that just as electricity, water and gas are metered, and sewage should be too, with households and industries paying according to the meter.

Right now the way chemical and industrial waste is handled in India is that the polluting industry itself is expected to clean its effluent before letting it out into the river. In effect, this just leads to many industries treating their effluent only when the inspectors are present. When there is no one overseeing them, many industries release untreated effluent into the rivers. If we want this treatment process to be effective, it is important that effluent treatment itself be made into a lucrative business proposition. If your effluent is my business, I will not let you release your untreated waste into the river. I will make it my business to get your effluent and treat it. The government, in this case, will only have to set the norm on the water quality being released into the river.

Q 7.1What is the nature of contaminants present in water?

[A] Acidic [B] Basic [C] Neutral

https://timesofindia.indiatimes.com/home/environment/pollution/shut-shops-if-you-cant-treat-effluents-sc-warns-polluting-industries/articleshow/57297253.cms

159

[D] Both acidic and basic

Template for Preparation Practice Items for Scientific Literacy

Domain: Scientific Literacy Theme: Neutralization in Everyday Life

Class: VII


Total Credit: 2


√ Text

√ Image

√ Table

√ Graph

Map

Poem

Learning Outcome:

Application of knowledge

Scientific Literacy



Knowledge system Content Knowledge - Waste Disposal and waste treatment

Context National - Natural Resources and waste disposal



Proficiency Level 2

Credit Pattern:


160

No Credit: 0 mark



Q 7.1

Full Credit: 2 Marks - Option( D)

No Credit: 0 Mark - Any option other than D

Name of the teacher/ Item Writer: Ms. Seem TamaraDesignation: PGT (Chemistry)Email: [email protected] No. 9131773554Name of the Vidyalaya: K.V. No.2 REWAKVS Region: Jabalpur

Q 7.2Select the possible reasons for pollution of river?[A] Industrial waste[B] Organic material[C] Fertilizers[D] Hydrila



Class: VII



161

Total Credit: 2


√ Text

√ Image

√ Table

Graph

Map

Poem

Learning Outcome:


Scientific Literacy






Item format Complex Multiple choice question

Proficiency Level 1 (a)

Credit Pattern:



No Credit: 0 mark


162


Full Credit: Option A , Option [C]

Partial Credit: Any one option [Either A or C]

No Credit: Any option other than A , C

Name of the teacher/ Item Writer: Ms. Seem TamaraDesignation: PGT (Chemistry)Email: [email protected] No. 9131773554Name of the Vidyalaya: K.V. No.2 REWAKVS Region: JabalpurQ7.3. What is the reason of desertification of agricultural land in Haryana and Uttar Pradesh?Ans. ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------



Class: VII


Total Credit: 2


√ Text

√ Image

√ Table

Graph

Map

Learning Outcome:



163

Poem

Scientific Literacy







Proficiency Level 5


No Credit: 0 mark



Q 7.3

Full Credit: 2 (Lack of organic content)

No Credit: 0 (Wrong Answer)

Name of the teacher/ Item Writer: Ms. Seem TamaraDesignation: PGT (Chemistry)Email: [email protected]


164

Phone No. 9131773554Name of the Vidyalaya: K.V. No.2 REWAKVS Region: Jabalpur

Q 7.4. Write the year in which minimum increase is observed in untreated water.

Ans.-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------



Class: VII


Total Credit: 2


√ Text

Image

√ Table

Graph

Map

Poem

Learning Outcome:

- Application of knowledge

-Co relate scientific literacy and mathematical literacy

Scientific Literacy



Knowledge system Content Knowledge - Acid, , base and neutralization

Context National



Proficiency Level 3

165

Credit Pattern:


No Credit: 0 Mark



Q 7.4

Full Credit: 2 Marks [1995-2006]

No Credit: Wrong answer


Q 7.5. From the Year 2006- 2009 what kind of waste discharge in water bodies increases more -treated or untreated water?

Ans. ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------




166


Total Credit: 2


√ Text

√ Image

√ Table

Graph

Map

Poem

Learning Outcome:


-Co relate scientific literacy and mathematical literacy

Scientific Literacy




Context National



Proficiency Level 6

Credit Pattern:


No Credit: 0 mark

167



Q 7.5

Full Credit: :2[Treated] ,

No Credit:0(Wrong Answer)


Q 7.6. Calculate the percentage of increase in treated and untreated water from the year 2006 and 2009?

Ans.-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------




Total Credit: 2


168


√ Text

√ Image

√ Table

Graph

Map

Poem

Learning Outcome:


Scientific Literacy




Context National



Proficiency Level 5



No Credit: 0 mark



Full Credit: 2 , [65.74%,42.27%]

Partial Credit: 1 [Any one correct]

169

No Credit: 0(Wrong Answer)


…….

TEST ITEM 8

Digestion is a biochemical process that is highly sensitive for pH. Hydrochloric acid (HCl) is secreted in the stomach of human beings and is essential for the digestion of food but excessive secretion of HCl causes Gastro esophageal reflux disease such as irritation, stomach ache, heartburn and regurgitation commonly known as acidity. In severe cases ulcers are produced in stomach.

GERD symptoms can be treated with lifestyle changes, like eating less fatty and spicy food, but if these changes do not work you need to take over the counter drugs (OTC).

To treat GERD some substances which neutralize the hydrochloric acid and raise the pH to appropriate level in stomach, known as antacids, are used. The most commonly used antacids are weak bases such as sodium hydrogen carbonate, magnesium hydroxide (Milk of Magnesia), Aluminum hydroxide gel, Aluminum phosphate. These antacids control only the symptom and not the cause and excessive use of these triggers the secretion of HCl in long term.

Ranitidine (Zantac), Cimetidine (tegamet) prevents the formation of acid by preventing the interaction of histamine with the receptor present in the stomach.

Q8.1. What is the basic principle of working of antacids?

[A] Oxidation

[B] Neutralization

[C] Inflammation

[D] Combustion


170




Total Credit: 2


√ Text

Image

Table

Graph

Map

Poem

Learning Outcome:

Student would be able to apply knowledge of science in daily life.

Scientific Literacy



Knowledge system Content knowledge- Neutralisation Reaction, Procedural Knowledge

Context Global


Item format Simple MCQ

Proficiency Level 1 (b)

Credit Pattern:

Full Credit: 2 Marks (B - Neutralisation)

No Credit: 0 Marks


171


Q8.1

Full Credit: Option B - Neutralisation

No Credit: Any option other than B


Q8.2. GERD can be treated by:

[A] Life style changes

[B] OTC

[C] Citrus fruit Juice

[D] Surgery




Total Credit: 2


172


√ Text

Image

Table

Graph

Map

Poem

Learning Outcome:


Scientific Literacy




Context Global


Item format Complex multiple choice question

Proficiency Level 3

Credit Pattern:



No Credit: 0 mark



Q 8.2

Full Credit: Option A and Option B

173

Partial Credit: Any one option [Either A or B]

No Credit: Any option other than A and b

Name of the teacher/ Item Writer: Ms. Seema TamrakarDesignation: PGT (Chemistry)Email: [email protected] No. 9131773554Name of the Vidyalaya: K.V. No.2 REWAKVS Region: JabalpurQ8.3. In case of the GERD which one you will select for the treatment and why?

[A] [B]

Ans. ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------



174



Total Credit: 2


√ Text

√ Image

Table

Graph

Map

Poem

Learning Outcome:


Student would learn to do the analysis and interpretation

Develop reasoning ability

Scientific Literacy


Competency Explain phenomenon scientifically, Data interpretation

Knowledge system Content Knowledge - Scientific interpretation

Context Social,


Item format Open

Proficiency Level 5

Credit Pattern:

Full Credit: 02

Partial Credit: 01

No Credit: 0


175


Full Credit: 02 marks – Option A (Zantac) and Correct Reason

Reason- Ranitidine is the constituent present in the Zantac that is H2 type antacid while in Gelusil Metal hydroxide are chemical constituent that trigger formation of acid after a definite concentration.

Partial Credit(01- Mark) Either option is right or Reason

No Credit: (0 Mark) [Wrong Answer]


Q8.4. There was a serious debate on the use of Ranitidine and its derivatives as antacids. After along research an authentic and famous medical research agency has published this article in the news paper and magazine. After reading this article what is your opinion about use of Ranitidine? Justify.


176

Ans. -----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------


Domain: Scientific Literacy Theme: Neutralization ,

Effect of chemicals on metabolic activities.

Class: VII


Total Credit: 2


√ Text

√ Image

Table

Graph

Learning Outcome:

Application of knowledge and draw conclusion

177

Map

Poem

Scientific Literacy


Competency Evaluate and design scientific enquiry, Draw evidence based conclusion

Knowledge system Content Knowledge

Context Global


Item format Open Constructed

Proficiency Level Level - 5

Credit Pattern:

Full Credit: 02

Partial Credit: 01

No Credit: 00



Q 8.4

Full Credit :(( 02) Found safe on laboratory test, so should not be ban.

Partial Credit: either correct opinion or correct reason

No Credit: Incorrect opinion and in correct justification

178


Q8.5. Tick the correct option:S. No. Statement Strongly

AgreeAgree Disagree Strongly

disagree

1 Digestive ailments have risen, as consumers are rarely having a balanced diet, with regular intake of cereals, fruits or other dietary supplements.

2 Histamine is phospholipids and acts as enzyme.


179

3 GERD can be converted into lethal cancer.

4 Consuming antacids is healthy practice as per the modern life style.


Domain: Scientific Literacy Theme: Neutralization Reaction in Every Day Life

Class: VII


Total Credit: 2


√ Text

Image

√ Table

Graph

Map

Poem

Learning Outcome:


Scientific LiteracyFRAMEWORK CHARACTRISTICS

Competency Explain phenomenon scientifically, draw conclusion from Scientific interpretation


Context Global

180



Proficiency Level 5

Credit Pattern: Full Credit: 02 Partial Credit: 01 No Credit: 00 Description of Answer Key and Credits:

Q8.5Explain expected answers and the respective credits:

Full Credit: 1. Strongly Agree 2.Strictly disagree 3. Disagree 4. Strongly disagree

Partial Credit: Minimum Two correct answer

No Credit: Correct options less than 2

Name of the teacher/ Item Writer: Ms. Seema Tamrakar Designation: PGT (Chemistry) Email: [email protected] Phone No. 9131773554 Name of the Vidyalaya: K.V. No.2 REWA KVS Region: Jabalpur

Q8.6.Study the graph given below and answer the questions given below:

(A) Which category of antacids is more trusted and efficient- Allopathic or herbal? (B) Calculate the percentage of population having trust on herbal antacid?


181


Domain: Scientific Literacy Theme: Neutalization in everyday life.

Class: VII

Expected Time: 2min

Total Credit: 2


√ Text

√ Image

Table

√ Graph

Map

Poem

Learning Outcome:

(i) Application of knowledge(ii) Data analysis and data interpretation

(iii) Co relate science with mathematics

Scientific Literacy



Knowledge system Data collection and data presentation

182

Context Global - Health


Item format Close constructed

Proficiency Level 5

Credit Pattern:

Full Credit: 02Partial Credit: 01No Credit: 00Description of Answer Key and Credits:


Q 8.6

Full Credit:[A]- Allopathy [B] 28.8%

Partial Credit: any one correct

Nil Credit: Both wrong


…….

TEST ITEM 9

The acid and base cannot identify by just colour or smell. For this purpose some substances that show different behavior with acid and base are used. These acid base indicators may be natural or synthetic.


183

Onion smell vanishes with base. Turmeric paste gives red color with soap solution while retains its yellow colour with lemon juice. Litmus solution, extract of lichen also shows different colour with caustic soda and vinegar. Red litmus becomes blue with lime water while blue litmus turns into red with gastric juice. Water neither changes the colour red litmus nor of blue litmus.

Methyl orange and Phenolphthalein are prepared in the laboratory and show different behavior with acid and base. Phenolphthalein gives pink colour with base while colorless with neutral and acid.

Universal indicator is such a wonderful indicator that can distinguish the strength of acid and base along with it’s nature.

Q9.1. Identify the natural and synthetic indicator.

[A] Red cabbage solution[B] pH Solution [C] Litmus Solution [D] Phenolphthalein


Domain: Scientific Literacy Theme: Acid- Base Indicator Class: VII

184


Total Credit: 2


√ Text

√ Image

√ Table

Graph

Map

Poem

Learning Outcome:


Scientific Literacy



Knowledge system Content knowledge- Acid Base Indicator

Context Social




Credit Pattern:

Full Credit: 2 Marks


No Credit: 0 Marks


185


Q 9.1

Full Credit: 2 ( Natural- A &C, Synthetic B & D)

Partial Credit: 1 (Any 2 correct)


Name of the teacher/ Item Writer: Ms. Seema TamrakarDesignation: PGT (Chemistry)Email: [email protected] No. 9131773554Name of the Vidyalaya: K.V. No.2 REWAKVS Region: JabalpurQ9.2. Tick the correct statement:

[A] Litmus solution can distinguish strong and weak acid.

[B] Litmus solution can distinguish among acid, base and neutral solution.

[C] Litmus is a natural indicator.

[D] Litmus has only red colour.


Domain: Scientific Literacy Theme: Acid Base Indicator Class: VII


Total Credit: 2


√ Text

√ Image

√ Table

Graph

Learning Outcome:



186

Map

Poem

Scientific Literacy


Competency Explain phenomenon scientifically-Draw evidence based conclusion


Context Social




Credit Pattern:



No Credit: 0 Marks



Full Credit: 2 (Option B & C),

Partial Credit: 1 (Either B or C)


187


Q9.3. Fill the given table:

S.No. Solution Indicator Colour

1 Orange Juice

2 Milk

3 Lime Water

4 Mineral Water

Methyl orange




Total Credit: 2


√ Text

√ Image

√ Table

Graph

Learning Outcome:



188

Map

Poem

Scientific Literacy


Competency Explain phenomenon scientifically, Draw evidence based conclusion


Context Social



Proficiency Level 4

Credit Pattern:



No Credit: 0 Marks



Q9.3

Full Credit: 2 [1- Red, 2-Orange & 3,4-yellow]

Partial Credit: 1 [Any two correct]


189


Q9.4. During the preparation of Vanilla cake, as the baking soda was added in the cake batter its smell changed. What may be possible reason?

Ans.--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------




Total Credit: 2


√ Text

√ Image

√ Table

Graph

Map

Learning Outcome:

Student will acquire scientific procedural knowledge and would be able to apply knowledge of science in daily life.


190

Poem

Scientific Literacy


Competency Explain phenomenon scientifically, observation , draw conclusion


Context Social


Item format Constructed open structure

Proficiency Level 5

Credit Pattern:



No Credit: 0 Marks



Q9.4

Full Credit: 2 [Baking soda is basic and smell of vanilla is vanished with base]

Partial Credit: 1 [Baking soda or reason]


Name of the teacher/ Item Writer: Ms. Seema TamrakarDesignation: PGT (Chemistry)Email: [email protected] No. 9131773554Name of the Vidyalaya: K.V. No.2 REWA


191

KVS Region: JabalpurQ9.5. A science teacher has kept three bottles of water in the laboratory for the preparation of reagent. She has added universal indicator in it and bottle 1 has shown orange colour, bottle 2 florescent green while the bottle 3 blue.

Which is most suitable for the preparation of reagents and why?

Ans. --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------




Total Credit: 2


√ Text

√ Image

√ Table

Graph

Map

Poem

Learning Outcome:

Student will acquire scientific procedural knowledge and would be able to apply knowledge of science in daily life.

Scientific Literacy


Competency Explain phenomenon scientifically. Procedural knowledge,ApplyScience knowledge in given situation.


Context Global


192

Item format Constructed closed structure

Proficiency Level 5

Credit Pattern:



No Credit: 0 Marks



Full Credit: 2 [Bottle -2, Distilled water]

Partial Credit: 1 [Any one correct]



…….


193

TEST ITEM 10

One famous newspaper has published this news on 16.1.2020. On the basis of above news answer the questions at the end:

Plea in NGT to ban dumping of fly ash in water bodies of Madhya Pradesh's Singrauli

194

A plea seeking directions to restrain thermal power plants in Madhya Pradesh's Singrauli and Uttar Pradesh's Sonebhadra from dumping fly ash, toxic residue and industrial waste in the Rihand reservoir and other water bodies was filed in the National Green Tribunal on Thursday. The plea filed by advocate Ashwani Kumar Dubey referred to an incident on October 6, 2019, in which the ash dyke of NTPC Vindhyachal Super Thermal Power Station in Singrauli was breached due to the "negligent act" of the power project and more than 35 lakh metric tonnes of fly ash got into the Govind Vallabh Pant Sagar 'Rihand Reservoir'.

The reservoir is the only source of potable water for the people of Singrauli and Sonebhadra districts. The reservoir's water was contaminated, making it unfit for drinking, it said. "Due to the breach, fly ash destroyed agricultural land and many cattle have also gone missing. That due to the collapse of ash dyke, as per the primary finding of Pollution Control Board, there has been huge loss to the environment and more than 35 lakh metric ton fly ash stored has been deposited in the Rihand Reservoir through the 'Naala'.

"The damage has been caused to the environment in various contexts viz ground water damage, damage of standing crops and the agricultural land have become unfertile. The mercury is in the air, water and soil of the Singrauli area is more than the prescribed limit. The adverse impact of the pollution is visible in the blood, hair, nails, legs, hands and body of the people living there," the plea said. The petition alleged that the power plants have not stopped their operations and are generating ash and toxic waste in the Rihand reservoir.

"Despite the specific directions of this tribunal, the respondents (power plants) did not take any preventive measures and it has become a routine for the industries which is causing serious damage to the environment, local people, cattle, fields, existing crops and water bodies," the plea said. The petition was earlier filed in the Supreme Court which on December 18, 2019, granted liberty to the petitioner to approach the tribunal.

The plea has also sought directions to Madhya Pradesh and Uttar Pradesh governments to take necessary and immediate steps regarding safety of the residents of Singrauli and Sonebhadra districts and to provide safe drinking water to the locals affected by the discharge of fly ash, bottom ash, toxic residue, industrial waste and others.

(This story has not been edited by Devdiscourse staff and is auto-generated from a syndicated feed.)

Q10.1. What is the reason for contamination of water of Sonebhadra river?

Ans.---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------


https://www.devdiscourse.com/news?tag=Singrauli

https://www.devdiscourse.com/news?tag=Sonebhadra

https://www.devdiscourse.com/news?tag=Vindhyachal+Super+Thermal+Power+Station

https://www.devdiscourse.com/news?tag=Vindhyachal+Super+Thermal+Power+Station


https://www.devdiscourse.com/news?tag=Govind+Vallabh+Pant+Sagar



https://www.devdiscourse.com/news?tag=Pollution+Control+Board


https://www.devdiscourse.com/news?tag=Madhya+Pradesh

https://www.devdiscourse.com/news?tag=Uttar+Pradesh



195


Class: VII


Total Credit: 2


√ Text

Image

Table

Graph

Map

Poem

Learning Outcome:


Scientific Literacy




Context National


Item format Closed Constructed

Proficiency Level 2

Credit Pattern:



No Credit: 0 mark


196


Full Credit: 2 Marks- – Fly Ash

Partial Credit: 01 Mark – General Answer

No Credit: 0 Mark – Wrong answer

Name of the teacher/ Item Writer: Ms. Seema TamrakarDesignation: PGT (Chemistry)Email: [email protected] No. 9131773554Name of the Vidyalaya: K.V. No.2 REWA KVS Region: Jabalpur

Q10.2. What is the chemical composition and nature of contaminant : Acidic or basic ?

Ans.(i) ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

(ii)-----------------------------------------------------------------------------------------------------------------------



Class: VII


Total Credit: 2


√ Text

Image

Table

Graph

Map

Learning Outcome:



197

Poem

Scientific Literacy




Context National


Item format Closed Constructed response item

Proficiency Level 4

Credit Pattern:



No Credit: 0 mark



Q10.2

Full Credit: 2 [Oxide of Silica, Aluminium, iron, Calcium- Nature Alkaline]

Partial Credit:01 Mark[ Any one option -Either composition or nature]

No Credit: 0Mark[Wrong Answer]

198

Name of the teacher/ Item Writer: Ms. Seema TamrakarDesignation: PGT (Chemistry)Email: [email protected] Phone No. 9131773554Name of the Vidyalaya: K.V. No.2 REWAKVS Region: Jabalpur

Q10.3. What will be your correct observation on testing water of Sonebhdra river at Singrauli:

[i] Red litmus will show no change

[II] Red litmus will change into blue

[III] Blue litmus will show no change

[IV] Blue litmus will change in red



Class: VII


Total Credit: 2


√ Text

√ Image

√ Table

√ Graph

Map

Learning Outcome:



199

Poem

Scientific Literacy


Competency Procedural Knowledge, Draw evidence based conclusion


Context National



Proficiency Level 3

Credit Pattern:


No Credit: 0 mark



Full Credit: 2 Marks- Option( II & III)

Partial credit: 01 mark – Any Option( II & III)

No Credit: Any option other than ( II & III)

Name of the teacher/ Item Writer: Ms. Seema TamrakarDesignation: PGT (Chemistry)Email: [email protected] No. 9131773554


200

Name of the Vidyalaya: K.V. No.2 REWA KVS Region: Jabalpur

Q10.4. How the fly ash contaminant can be neutralised before discharging into water bodies?



Class: VII


Total Credit: 2


√ Text

Image

Table

Graph

Map

Poem

Learning Outcome:


Scientific Literacy




Context National



Proficiency Level 5

Credit Pattern:

Full Credit: 02 marksPartial Credit: 01 Mark

201

No Credit: 0 mark Description of Answer Key and Credits:


Q 10.4

Full Credit: 02 Marks - By neutralizing with acid

Partial Credit: 01 [General answer]

No Credit: 00[ Wrong answer]


Q10.5. Tick the correct option:

S. No. Statement Strongly Agree


1 Your opinion about court decision

2 Thermal power plants should be totally banned

Template For Preperationof Practice Items for Scientific Literacy Domain: Scientific Literacy Theme: Neutralization in

everday lifeClass: VII


202


Total Credit: 2


√ Text

√ Image

Table

Graph

Map

Poem

Learning Outcome:


Scientific LiteracyFRAMEWORK CHARACTRISTICS

Competency Procedural knowledge


Context Global – Natural resources



Proficiency Level 4

Credit Pattern: Full Credit: 02 Partial Credit: 01 No Credit: 00 Description of Answer Key and Credits:


Full Credit: 1. Strongly Agree 2. disagree

Partial Credit: Minimum one correct answer

203

No Credit: No correct answer

Name of the teacher/ Item Writer: Ms. Seema Tamrakar Designation: PGT (Chemistry) Email: [email protected] Phone No. 9131773554 Name of the Vidyalaya: K.V. No.2 REWA KVS Region: Jabalpur

Q10.6. Why this news is a matter of great concern? Give two reasons.

Ans.-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------



Class: VII


Total Credit: 2


√ Text

Image

Table

Graph

Map

Poem

Learning Outcome:


Scientific Literacy


204


Competency Identify Scientific issues


Context National



Proficiency Level 5

Credit Pattern:



No Credit: 0 mark



Full Credit: 02 Marks - [potable water, aquatic flora and fauna],

Partial Credit: 01 [ One reason]

No Credit: 00[ Wrong answer]



205

……..

CLASS VII SUB: SCIENCE CH-1 NUTRITION IN PLANTS INDEX

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Transcript of CLASS VII SUB: SCIENCE CH-1 NUTRITION IN PLANTS INDEX