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Laboratory Manual
Science
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Class X
FOREWORD
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The National Council of Educational Research and Training (NCERT) is
the apex body concerning all aspects of school education. It has recently
developed textual material in Science for the secondary stage which is
based on the National Curriculum Framework2005. NCF2005
recommends that childrens experience in school education must be linked
to the life outside school so that learning experience is joyful and fills
the gap between the experience at home and in community. It recommends
to diffuse the sharp boundaries between different subjects and discourages
rote learning. The syllabi and the textual material developed recently is
an attempt to implement this basic idea. The present Laboratory Manual
will be complementary to the Science textbook for Class X. It is in
continuation to the NCERTs efforts to improve upon comprehension of
concepts and practical skills among students. The purpose of this manual
is not only to convey the approach and philosophy of the laboratory
course to students and teachers but also to provide them appropriate
guidance for carrying out experiments in the laboratory. This manual is
supposed to encourage children to reflect on their own learning and to
pursue further activities and questions. Of course the success of this
effort also depends on the initiatives taken by the principals and teachers
to encourage children to carry out experiments in the laboratory and to
develop their own thinking and nurture creativity.
The methods adopted for performing the practicals and their evaluation
will determine how effective this practical book will prove to make the
childrens life at school a happy experience, rather than a source of
stress and boredom. This laboratory manual attempts to provide space
to opportunities for contemplation and wondering, discussion in small
groups, and activities requiring hands-on experience. It is hoped that
the material provided in this manual will help students in carrying out
laboratory work effectively and will encourage teachers to introduce some
open-ended experiments at the school level.
New Delhi
21 May 2008
YASH PAL
Chairman
National Steering Committee
National Council of Educational
Research and Training
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PREFACE
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The Laboratory Manual in Science for Class X is in continuation of our
efforts in implementing the recommendations of National Curriculum
Framework2005. This manual is complementary to the Class X Science
textbook and aims at enhancing childrens comprehension of scientific
concepts as also acquiring basic experimental skills. In the learning of
science emphasis is on the enquiry approach and hands-on experience
instead of lecture method alone. The recommendations of NCF2005 on
Teaching of Science encourage experimental work and introduction of
carefully designed experiments. Schools may also be given a choice to
select experiments according to the available infrastructure, cultural
and environmental resources. At the secondary stage experimental work,
often involving quantitative measurement as a tool to verify theoretical
principles should form an integral part of the curriculum. This manual
covers selected topics in the broad themes of Materials, The World of the
Living, The Natural Phenomenon, and How Things Work. It is an integrated
approach to science at this stage. In this manual, a coherent coverage of
scientific concepts manifesting themselves in our daily life. It is aimed
at motivating the reader to design an experiment, to make observations
methodically and to draw logical conclusions. The experiments are
designed to expose the learners to basic tools and techniques of scientific
investigations.
Based on the science curriculum up to secondary stage, fifty-six
experiments are given in this manual. All experiments conform to a
general format that includes aim, theory, materials required, procedure,
observations, results and discussion, precautions, and questions.
The questions are aimed at testing learners understanding of concepts
underlying the experiment. Several experiments also include a note for
the teacher that suggests viable alternatives and clarifies certain
anticipated difficulties while performing the experiment. Further,
applications are also quoted at several places to relate the concepts to
daily life situations. Some experiments have been left open-ended for
teachers to innovate, modify and improve. Teachers may adapt or adopt
these experiments for facilitating their teaching-learning processes.
To kindle the spirit of scientific exploration and experience the thrill of
science learning, some projects are also suggested in this manual.
It is a pleasure to express my thanks and gratitude to all those who
have been involved at all stages during the development of this manual.
I acknowledge the efforts of Dr Gagan Gupta, Coordinator of this
programme and members of the team who contributed to the development
and finalisation of the manual. I especially thank Professor Krishna Kumar,
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Director and Professor G. Ravindra, Joint Director, NCERT for their
administrative support and keen interest in the development of this
manual. I am also grateful to the participating teachers and subject
experts in the review workshop for their comments and suggestions which
have helped in the refinement of this manual. We warmly welcome
comments and suggestions from our readers for further improvement of
this manual.
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HUKUM SINGH
Professor and Head
Department of Education in
Science and Mathematics
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LABORATORY MANUAL DEVELOPMENT TEAM
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A.C. Borah, Reader, North East Regional Institute of Education, NCERT,
Shillong
A.K. Mohapatra, Reader, Regional Institute of Education, NCERT, Ajmer
Anjni Koul, Lecturer, National Council of Educational Research and
Training, New Delhi
B.K. Sharma, Professor, National Council of Educational Research and
Training, New Delhi
C.V. Shimray, Lecturer, National Council of Educational Research and
Training, New Delhi
P.K. Durani, Professor, National Council of Educational Research and
Training, New Delhi
R.K. Parashar, Reader, Regional Institute of Education, NCERT,
Bhubaneswar
S.V. Sharma, Lecturer, Regional Institute of Education, NCERT, Ajmer
Sunita L. Varte, Lecturer, National Council of Educational Research and
Training, New Delhi
V.V. Anand, Reader, Regional Institute of Education, NCERT, Mysore
MEMBER-COORDINATOR
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Gagan Gupta, Reader, DESM, National Council of Educational
Research and Training, New Delhi
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ACKNOWLEDGEMENT
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The National Council of Educational Research and Training (NCERT)
acknowledges the valuable contribution of the individuals and
organisations involved in the development of this laboratory manual.
The Council also acknowledges the valuable contribution of the following
academics for reviewing and refining the manuscript of the laboratory
manual: Amina Ansari, TGT, Sardar Patel Vidyalaya, Lodhi Colony, New
Delhi; I.P. Aggarwal, Professor, Regional Institute of Education, NCERT,
Bhopal; Sanjeev Bansal, Lecturer, Ahlcon Public School, Mayur Vihar,
Delhi; M.N. Bapat, Reader, Regional Institute of Education, NCERT,
Bhopal; R.S. Dass, Vice-Principal (Retired), BRMB Senior Secondary School,
Lajpat Nagar, New Delhi; Johnson David, PGT (Retired), Rajkiya Pratibha
Vikas Vidyalaya, Suraj Mal Vihar, Delhi; Rupamanjari Ghosh, Professor,
School of Physical Sciences, Jawaharlal Nehru University, New Delhi;
J.S. Gill, Professor (Retired), DESM, NCERT, New Delhi; Lalit Gupta,
TGT, Government Boys Senior Secondary School, Hastsal, New Delhi;
Seema Gupta, TGT, Somerville School, Noida; Raji Kamlasanan, PGT,
DTEA Senior Secondary School, R.K. Puram, New Delhi; Kanhiya Lal,
Principal (Retired), Directorate of Education, New Delhi; Charu Maini,
PGT, Amity International School, Gurgaon; Meeta Purkayastha, PGT, New
State Academy Senior Secondary School, Pitampura, New Delhi; A.K.
Seth, Vice-Principal, B.R. Government Sarvodaya Bal Vidyalaya, Shahdara,
Delhi; R.S. Sindhu, Professor, DESM, NCERT, New Delhi; and Abinash
Kumar Singh, PGT, Kendriya Vidyalaya, Janakpuri, New Delhi.
The Council also acknowledges the support provided by the
administrative staff of DESM; Deepak Kapoor, Incharge, Computer
Station; Ritu Jha, DTP Operator and Achal Kumar Proof Reader for helping
in shaping this laboratory manual. The efforts of the Publication
Department are also highly appreciated.
CONTENTS
FOREWORD
PREFACE
INTRODUCTION
1.1 GENERAL LABORATORY FACILITIES
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v
1
3
7
1.3 GENEARAL L ABORAORY RULES
1.4 FIRST AID TREATMENT
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1.2 PREPARING STUDENTS FOR LABORATORY WORK
1.5 RECORDING OF EXPERIMENT
10
UNIT I
MATERIALS
13
Experiments
1. To study the chemical reaction of an iron nail with
aqueous copper sulphate solution; and to study the
burning of magnesium ribbon in air.
13
2.
To study the following chemical reactions: (a) zinc
with sulphuric acid; (b) precipitation reaction
between aqueous solution of barium chloride and
aqueous solution of sodium sulphate; and (c) thermal
decomposition of ammonium chloride in an open
container.
18
To measure the change in temperature during
chemical reactions and to conclude whether the
reaction is exothermic or endothermic.
25
To study the reactions of hydrochloric acid with zinc
metal, sodium carbonate, and sodium hydroxide.
28
5.
To study the reactions of sodium hydroxide with
aluminum metal and hydrochloric acid.
32
6.
To show that acids, bases, and salts are electrolytes.
35
7.
To find the pH of the given samples of solutions of
solids or fruit juices using pH paper.
39
8.
To identify bleaching powder among given samples
of chemicals.
42
3.
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4.
To identify washing soda or baking soda among given
samples of chemicals.
45
10.
To show that crystals of copper sulphate contain
water of crystallisation.
49
11.
To study the interaction of metals such as
magnesium, zinc, iron, tin, lead, copper, aluminum
(any four) with their salt solutions and to arrange
them according to their reactivity.
51
12.
To study the reaction of metals with water under
different temperature conditions.
54
To study reaction of metals with dilute acids.
58
To prepare sulpher dioxide gas and study its physical
and chemical properties.
61
To prepare carbon dioxide gas and study its physical
and chemical properties.
65
To study the process of electrolysis.
69
To study physical and chemical properties of acetic
acid (ethanoic acid).
73
To study esterification reaction between alcohol and
carboxylic acid.
76
To study some oxidation reactions of alcohol.
79
To study saponification reaction for preparation of
soap.
82
To compare the foaming capacity of different samples
of soap.
85
To study the comparative cleansing capacity of a
sample of soap in soft and hard water.
89
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
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9.
UNIT II
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THE WORLD OF THE LIVING
Experiments
23.
To prepare temporary mounts of leaf peels to observe
stomata and to differentiate between dicot and monocot
stomata.
93
24.
To show that light is essential for photosynthesis.
96
25.
To show that carbon dioxide is essential for
photosynthesis.
99
xii
To study the liberation of carbon dioxide gas during
aerobic respiration.
102
27.
To study the liberation of carbon dioxide gas during
fermentation.
108
28.
To study the action of salivary amylase on starch
solution.
112
29.
To determine the mass percentage of water imbibed by
raisins.
115
30.
To study the phenomenon of phototropism and
geotropism in plants.
118
To study binary fission in Amoeba or Paramoecium and
budding in yeast or Hydra.
122
To study vegetative propagation in potato, Bryophyllum,
and an aquatic plants.
125
To study the parts of a flower and their role in sexual
reproduction.
128
31.
32.
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26.
UNIT III
132
THE NATURAL PHENOMENON
Experiments
34.
To verify the laws of reflection of light using a plane
mirror.
132
To draw the images of an object formed by a concave
mirror when the object is placed at various positions.
136
To determine the focal length of a concave mirror by
obtaining image of a distant object.
142
To study the formation of an image of a lighted candle
by a concave mirror, when placed slightly beyond the
centre of curvature.
146
38.
To study the formation of an image of a lighted candle
by a concave mirror, when placed between the centre
of curvature and the principal focus.
151
39.
To study the formation of an image of a lighted candle
by a concave mirror, when placed at the centre of
curvature.
156
40.
To trace the path of a ray of light passing obliquely
through a rectangular glass slab for different angles
161
35.
36.
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of incidence and to measure the angle of incidence,
angle of refraction, the angle of emergence, and
interpret the results.
To trace the path of a ray of light passing obluiquely
through a rectangular glass slab and to determine the
refreactive index of the glass.
165
42.
To trace the path of a ray of light through a glass prism
and to measure the angle of deviation.
170
43.
To draw the images of an object formed by a convex
lens when placed at various positions.
174
44.
45.
46.
47.
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41.
To determine the focal length of a thin convex lens by
obtaining image of a distant object.
180
To study the formation of an image of a lighted candle
by a convex lens when placed at a distance slightly
more than the twice of the focal length (f) from the
optical centre of the lens.
184
To study the formation of an image of a lighted candle
by a convex lens when placed at a distance of 2f convex
from the optical centre of the convex lens.
189
To study the formation of an image of a lighted candle
by a convex lens when placed at a distance less than
2f but more than f from the optical centre of the convex
lens.
194
UNIT IV
199
HOW THINGS WORK
Experiments
To study the dependence of the potential difference
across a resistor on the current through it and to
determine its resistance and to verify the Ohms law.
199
49.
To study the factors that affects the resistance of a
resistor.
204
50.
To determine the equivalent resistance of two resistors
connected in series combination.
209
51.
To determine the equivalent resistance of two
resistors connected in parallel combination.
213
52.
To draw the magnetic field lines of a bar magnet.
217
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48.
xiv
To draw the magnetic field lines of a current-carrying
straight wire.
221
54.
To study the magnetic field of an electromagnet.
226
55.
To study the force on a current-carrying straight
conductor in a magnetic field and to verify that the
motion of conductor is according to Flemings lefthand rule.
231
56.
To study the phenomenon of electromagnetic
induction.
236
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53.
PROJECT WORK
241
Types of Project
242
Some Suggestive Projects
242
Exemplar Project Write-ups
247
Project 1:
Bio-degradable and non-bio-degradable Wastes
Project 2:
Land Area and Leaf Area of a Plant
247
250
Project 3:
Rusting of Iron
253
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APPENDIX
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Do You Know
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According to the 86 Constitutional
Amendment Act, 2002, free and
compulsory education for all
children in the 6 14-year age group
is now a Fundamental Right under
Article 21-A of the Constitution.
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EDUCATION IS NEITHER A
PRIVILEGE NOR FAVOUR BUT A
BASIC HUMAN RIGHT TO
WHICH ALL GIRLS AND WOMEN
ARE ENTITLED
Give Girls
Their Chance !
