NCERT Solutions for Class 9 Science (Chemistry) Chapter 1 Matter in Our Surroundings is an important study material from the standpoint of your CBSE Class 9 Science examination. Detailed NCERT Solutions for Class 9 Chemistry provided here will help you understand the fundamental concepts taught in the chapter.
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Particles in the air, if fueled with higher temperatures, acquire high kinetic energy, which aids them to move fast over a stretch. Hence, the smell of hot sizzling food reaches a person even at a distance of several meters.
(vi) Kinetic energy: Motion allows particles to possess energy which is referred to as kinetic energy. The increasing order of kinetic energy possessed by various states of matter are:
(d) The boundaries between air particles are quite loose. They are a long way apart and have a lot of space between them. As a result, we may move our hands freely in the air. The particles in a solid block, on the other hand, are bound together by a strong force of attraction. As a result, there is either some or no space between them. As a result, we will require a karate expert.
In general, the volume of a liquid is more than the volume of a solid because liquid particles are freer to move, resulting in more volume. Ice, on the other hand, has a maximum density of water at 4 degrees Celsius. Ice is lighter than water and has a lower density. As a result, it floats on water.
An earthen pot is porous in nature. These tiny pores facilitate the penetration of water and hence their evaporation from the pot surface. The process of evaporation requires energy which is contributed by water in the pot as a result of which water turns cooler.
Acetone, petrol, and perfume are volatile substances that evaporate when they come in contact with air. Evaporation is facilitated as it uses energy from the palm, hence leaving a cooling effect on our palms.
In summer, it is preferred to wear light-coloured cotton clothes because light colour reflects heat and cotton materials have pores that absorb sweat, facilitating evaporation, and hence causing a cooling effect on the skin.
(a) At room temperature, naphthalene balls undergo sublimation wherein they directly get converted from a solid to a gaseous state without having to undergo the intermediate state, i.e., the liquid state.
(b) Molecules of air move at a higher speed and have large intermolecular spaces. Perfumes comprise substances that are volatile, which scatter quickly in air, becoming less concentrated over a distance. Hence, we are able to smell perfume sitting several metres away.
At 273 K, ice will absorb heat energy or latent heat from the medium to overcome fusion and transform into water. As a result, ice has a greater cooling impact than water at the same temperature since water does not absorb the excess heat from the medium.
3. Particles of matter attract each other
In every substance, there is an interparticle force of attraction acting between the particles. To break a substance, we need to overcome this force. The strength of the force differs from one substance to another.
On increasing the temperature, the kinetic energy of the particles of the matter increases, and they begin to vibrate with higher energy. Therefore, the interparticle force of attraction between the particles reduces, and particles get detached from their position and begin to move freely.
The boiling point for any material is the temperature point at which the material transforms into the gas phase in the liquid phase. This happens at 100 degrees centigrade for water. The Celsius scale was in fact created on the basis of the ice/water melting point and the liquid water/vapor boiling point.
During evaporation, the particles of a liquid absorb energy from the surroundings to overcome the inter-particle forces of attraction and undergo phase change. The absorption of heat from the surrounding makes the surroundings cool.
Interconversion of matter refers to the change from one state to another. It is a process by which matter changes from one state to another and back to its original state without any change in its chemical composition.
Everything in this universe is made up of matter. Matter is defined as anything which occupies space, possesses mass and the presence of which can be felt by any one or more of our five senses, i.e., sight, touch, smell, hearing and taste.
Matter around us exists in three states, i.e., solid, liquid and gas. These three states differ from one another dur to the difference in the size of spaces in between the constituent particles, their forces of attraction and kinetic energies.
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Over the course of the last 15 years, more attention has been devoted towards learning and teaching spaces, with many researchers claiming that flexible spaces better meet the needs of a diverse student population (Amoroso 2014; Joy et al. 2013; Wang et al. 2018). JISC, a not-for-profit company in the UK that was set up to provide computing support for education, suggested in their report (2006) that a learning space should be able to motivate learners and promote learning as an activity, support collaborative as well as formal practice, provide a personalized and inclusive environment, and be flexible in the face of changing needs.
In line with this, the European University Association (European University Association 2021) imagines future universities to be without walls, meaning that universities will be open and engaged in society whilst at the same time retaining their core values. They will provide an open, transformative space for common knowledge production through research, education, innovation and culture. It is stated that together with other societal stakeholders, they will shape the future of a knowledge-driven society (European University Association 2021: 5).
Although creating hybridity starts with technological solutions and set-ups, this is only one of the conditions creating the user experience within a certain setting, as no form of technology has the capacity to change practice (Stahl et al. 2014). In line with Goodyear et al. (2021), learning space is conceptualized as the ecosystem of learners, teachers, pedagogical practices, digital and material resources, buildings and furniture. This perspective aims to investigate the interrelations within this ecosystem. In that sense, it is crucial to investigate how people think about hybrid models of learning and teaching and to investigate how hybrid teaching and learning is experienced by both teachers and learners.
One of the main reasons why learning experience has been receiving much more attention over the last decade is that student engagement is regarded as one of the top factors affecting student performance (Furlong and Christenson 2008; Fredricks et al. 2004). Based on previous research and as shown in Fig. 2, we can state that engagement involves three dimensions: (1) behavioural (e.g. attending lectures, asking question, participation in quizzes), (2) emotional (e.g. feelings of interest, sense of belonging, boredom, frustration or enjoyment) and (3) cognitive engagement (e.g. learning outcomes, metacognition and self-regulated learning). This three-component model has been used by several researchers in the past (e.g. Dobbins and Denton 2017; Gobert et al. 2015). In our research, we are particularly interested in unravelling emotional or affective engagement within the new learning spaces.
As literature stresses that student engagement is influenced by contextual variations such as learning environments (Bond and Bedenlier 2019; Fredericks et al. 2004; Raes et al. 2020; Shi et al. 2021) or teacher strategies (Heilporn et al. 2021), it is important to investigate how student engagement as an affective learning outcome is influenced both by the design of the synchronous hybrid learning environment as well as by the type of participation, given that students can access the hybrid classrooms in different ways (see Figs. 3, 4 and 5).
As stressed above, learning experience, and student engagement more particularly, is influenced by contextual variation. That same idea is shared by the founders of the activity-centred analysis and design (ACAD) framework (Carvalho and Goodyear 2014; Goodyear et al. 2021). Previous research has provided evidence on the fact that the way a learning environment is designed and which tools are provided matters for learning (Carvalho et al. 2020). The ACAD framework acknowledges the physical, epistemic and social situatedness of learning and conceptualizes this as set, epistemic and social design. Set design includes the specific tools, artefacts and learning space used to support learning and teaching. Epistemic design is related to the tasks or activities students are asked to do in service of learning, and social design is related to how students are grouped or how networks or communities are built. ACAD has previously been used to analyse emergent learning activity in both online and place-based spaces for networked learning. In this study, it will be used to describe the design of two synchronous hybrid learning practices and to analyse the results for student outcomes within these new settings.
Previous research within the context of hybrid education stresses that the loss of visual and audible cues, which normally are observable for the on-site students, impacts the learning and teaching experience (Weitze et al. 2013). In order to compensate for this loss and to mitigate for perceived distancing effects, it has been argued that teachers should frequently pause for questions throughout the lecture and be attentive to student responses (Heilporn et al. 2021; McGovern and Barnes 2009). In addition to this, students who attend the class remotely should perceive the same audio quality as students who are present face-to-face since the audio component has been found to be decisive for the success (Bower et al. 2015; Cunningham 2014). Irvine et al. (2013) found that synchronous hybrid tools that mimic face-to-face delivery can help students maintain closer connections with peers. This means that next to audio quality, good video quality and an optimal framing of the teacher are challenges for the set design. 152ee80cbc
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