Curriculum Aligned

Competency Based Test Items

Science
Class - 9
Central Board of Secondary Education
 Table of Contents

Test Item
1 Matter in Our Surroundings ................................................................................................03
2 Is Matter Around Us Pure? ..................................................................................................08
3 Atoms and Molecules .........................................................................................................12
4 Structure of the Atom ..........................................................................................................15
5 The Fundamental Unit of Life ............................................................................................18
6 Tissues .................................................................................................................................22
7 Diversity in Living Organisms ............................................................................................26
8 Motion .................................................................................................................................30
9 Force and Laws of Motion ..................................................................................................34
10 Gravitation ..........................................................................................................................37
11 Work and Energy .................................................................................................................42
12 Sound ..................................................................................................................................46
13 Why Do We Fall Ill? ...........................................................................................................50
14 Natural Resources ...............................................................................................................53
15 Improvement in Food Resources ........................................................................................57

Scoring Key
1 Matter in Our Surroundings ................................................................................................61
2 Is Matter Around Us Pure? ..................................................................................................65
3 Atoms and Molecules .........................................................................................................68
4 Structure of the Atom ..........................................................................................................71
5 The Fundamental Unit of Life ............................................................................................74
6 Tissues .................................................................................................................................78
7 Diversity in Living Organisms ............................................................................................81
8 Motion .................................................................................................................................85
9 Force and Laws of Motion ..................................................................................................89
10 Gravitation ..........................................................................................................................92
11 Work and Energy .................................................................................................................96
12 Sound ..................................................................................................................................99
13 Why Do We Fall Ill?...........................................................................................................102
14 Natural Resources...............................................................................................................105
15 Improvement in Food Resources........................................................................................108

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Curriculum Aligned Competency Based Test Items

Science
Class 9 – Chapter 1
Matter in Our Surroundings

Masood wanted to ind out which state of a substance dissolves faster in water.
He illed two similar glass jars with the same amount of water.
Masood added the following substances to the jars of water.
• 10 g of copper sulphate crystal to Jar 1.
• 10 mL of 75% copper sulphate solution to Jar 2.
The table below shows the colour of the water in each jar after speci ic time periods.

SAS21S090101
1 Which statement can be concluded from Masood’s activity?

A. Crystals dissolve partially in water.

B. Liquids dissolve faster than solids in water.
C. Copper sulphate dissolves faster in water than in any other liquid.
D. Particles of a liquid have a stronger force of attraction than that of a solid.
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Curriculum Aligned Competency Based Test Items Science
Class 9 – Chapter 1

SAS21S090102
2 Why did Masood use the same amount of water in each jar?

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

Masood took 10 mL of the coloured water from Jar 2 and poured it into 100 mL of plain water in Jar
X.
He then took 10 mL of the mixture from jar X and poured it into 100 mL of plain water in Jar Y.

10 ml 10 ml

100 ml 100 ml

Jar 2 Jar X Jar Y

He mixed the liquids in jars X and Y.

SAS21S090103
3 What would be the likely colour of the liquids in Jar X and Jar Y respectively?

colour of liquid in Jar X colour of liquid in Jar Y

A.

B.

C.

D.

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Curriculum Aligned Competency Based Test Items Science
Class 9 – Chapter 1

The picture shows the arrangement of particles in three different substances.

SAS21S090104
4 Which of the following is true about the state of the three substances?
Select the correct row.

Substance 1 Substance 2 Substance 3

A. Solid Liquid Gas
B. Gas Liquid Solid

C. Liquid Gas Solid

D. Gas Solid Liquid

SAS21S090105
5 What can be done to make the particles of Substance 1 move slower?

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

Tina found a syringe in her science lab.

The mouth of the syringe was closed with a rubber cork.
Tina tried to press the piston of the syringe as much as possible.

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Curriculum Aligned Competency Based Test Items Science
Class 9 – Chapter 1

SAS21S090106
6 Tina found that it was dif icult to press the piston as it moved deeper.
Explain the reason with reference to the change in space between the particles.

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

SAS21S090107
7 Tina found three more syringes of the same size closed with rubber cork.
She took the piston out of each syringe and illed them with coconut oil, saw dust and cotton.
Tina closed the end of each syringe with piston.
She then tried to press the piston of each syringe as much as possible.

Arrange the syringes in increasing order of dif iculty of pressing the piston.
Key: less dif icult → more dif icult
A. Syringe 1 → Syringe 2 → Syringe 3
B. Syringe 3 → Syringe 2 → Syringe 1
C. Syringe 1 → Syringe 3 → Syringe 2
D. Syringe 2 → Syringe 3 → Syringe 1

Madhu poured 100 mL of water to each of four different glass vessels.

She kept all the four vessels under the Sun.
Madhu noted the time taken for the water in each vessel to evaporate completely.

Vessel 1 Vessel 2 Vessel 3 Vessel 4

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Curriculum Aligned Competency Based Test Items Science
Class 9 – Chapter 1

SAS21S090108
8 Which of these questions can be answered based on the results of Madhu’s activity?

A. Does the rate of evaporation of a liquid depend on its open surface area?
B. Does the rate of evaporation of a liquid depend on its surrounding temperature?
C. Does the rate of evaporation of a liquid depend on the material of its container?
D. Does the rate of evaporation of a liquid depend on the amount of moisture in air?

SAS21S090109
9 Why did Madhu pour equal amount of water in each vessel?
Explain your answer.

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

SAS21S090110
10 Cotton clothes are comfortable to wear in summers. Which feature of cotton explains why cotton is
comfortable to wear in summers?
Circle ‘Yes’ or ‘No’ for each row.

Why cotton is comfortable to wear in summers? Yes or No

Cotton has strong ibres. Yes/No

Cotton is a natural fabric. Yes/No

Cotton absorbs water and has pores. Yes/No

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Curriculum Aligned Competency Based Test Items

Science
Class 9 – Chapter 2
Is Matter Around Us pure?

The table shows the processes required to separate different mixtures in four separate jars.

Jar 1 Jar 2 Jar 3 Jar 4

Process distillation iltration evaporation sublimation

SAS21S090201
1 Which jar contains a mixture of two solids?

A. Jar 1
B. Jar 2
C. Jar 3
D. Jar 4

SAS21S090202
2 What process does not involve heating?

A. Distillation
B. Filtration
C. Evaporation
D. Sublimation

Tina passes light beams through two liquid mixtures in separate glasses.
The picture shows Tina’s observations.

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Curriculum Aligned Competency Based Test Items Science
Class 9 – Chapter 2

SAS21S090203
3 Based on the behaviour of the light beam what are liquids 1 and 2?

Liquid 1 Liquid 2
A. solution colloid
B. colloid suspension
C. solution suspension
D. suspension colloid
SAS21S090204

4 Which of these is true about the particles in the two liquids?

A. Particles in both liquids scatter light rays.

B. Particles in both liquids absorb light rays.
C. Particles in liquid 1 scatter light rays and particles in liquid 2 absorb light rays.
D. Particles in liquid 1 absorb light rays and particles in liquid 2 scatter light rays.

SAS21S090205
5 What are the components of a mixture that can be separated using a separating funnel?

A. Two miscible liquids

B. Two immiscible liquids
C. A gas dissolved in a liquid
D. A solid dissolved in a liquid

SAS21S090206
6 Which of these is an alloy?

A. Silver
B. Copper
C. Bronze
D. Aluminium
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Curriculum Aligned Competency Based Test Items Science
Class 9 – Chapter 2

The low chart shows a typical water treatment system.

Water treatment system

SAS21S090207
7 What can be concluded from the low chart about the water treatment system?

A. There are two stages of iltering water.

B. Microorganisms in water are removed in the last stage.
C. Large impurities in water are removed in the last stage.
D. There are three stages for removal of suspended impurities.

SAS21S090208
8 Which of these is common for all chemical changes?

A. Change in shape
B. Absorption of heat
C. Increase in volume
D. Formation of a new substance

The table lists the properties of four substances.

Is it shiny? How does it conduct

electricity?
Substance 1 yes very good

Substance 2 no very poor

Substance 3 yes medium

Substance 4 no poor

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Curriculum Aligned Competency Based Test Items Science
Class 9 – Chapter 2

SAS21S090209
9 Which substance is most likely to be a metalloid?

A. Substance 1
B. Substance 2
C. Substance 3
D. Substance 4

A gas cylinder has the following symbol on its surface.

SAS21S090210
10 Which property of the gas is represented by the symbol?

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

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Curriculum Aligned Competency Based Test Items

Science
Class 9 – Chapter 3
Atoms and Molecules

Alia mixed BaCl2 solution and CuSO4 solution in a closed conical lask.

SAS21S090301
1 What can concluded from the result of the experiment?

A. Total mass of the chemicals remain the same.

B. Total volume of the chemicals remain the same.
C. State of matter of the chemicals remain the same.
D. Composition of the chemicals remain the same.

SAS21S090302
2 What is the chemical name of the white residue?

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

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Curriculum Aligned Competency Based Test Items Science
Class 9 – Chapter 3

The table lists the symbols for some common elements.

Sodium Uranium Nitrogen Zinc Chlorine

Symbol of the Na U N Zn CI
elementnce 1

SAS21S090303
3 Which of these is true for the symbols of different elements?
Circle ‘Yes’ or ‘No’ for the correct response.

Is the statement true? Yes or No

It always contains the irst letter of the element’s name. Yes/No
If it contains two letters, then the irst letter is capital and the second letter is small. Yes/No
It contains a single letter for non-metals and two letters for metals. Yes/No

The atomic mass of two elements are given below.

Oxygen = 16 u
Sulphur = 32 u

SAS21S090304
4 What is the ratio by atomic mass of Sulphur and Oxygen in So2?

A. 1:1
B. 1:2
C. 2:1
D. 1:4

SAS21S090305
5 Which of the following molecules is triatomic?

A. H2
B. C
C. CO
D. H2O

The formula and charge on ions of three different compounds are shown below.

Formula PbO2 MgCl2 Al2O3

Charge on ions Pb4+ and O2- Mg2+ and Cl- Al3+ and O2-

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Curriculum Aligned Competency Based Test Items Science
Class 9 – Chapter 3

SAS21S090306
6 Two ions, Zn2+ and S2-, combine to form a compound. What should be the formula of the compound
formed?

A. ZnS
B. Zn2S
C. ZnS2
D. Zn2S2
SAS21S090307
7 Which of these statements is true for ions? Circle ‘Yes’ or ‘No’ for the correct response.
Is the statement true? Yes or No
An ion is always a single charged atom. Yes/No
An ion of a metal is always positively charged. Yes/No
An ion of a non-metal is either positively or negatively charged Yes/No

The atomic mass of four elements are given below.

Carbon Helium Calcium Nitrogen

Atomic mass (u) 12 4 40 14

SAS21S090308
8 Molar mass is the mass of 1 mole of an element or a compound.
Which element has the highest molar mass?

A. Carbon
B. Helium
C. Calcium
D. Nitrogen
SAS21S090309
9 What is the unit for molar mass?

A. u
B. g
C. mg
D. kg SAS21S090310
10 In which of these elements is the mass of 1 mole atom equal to the mass of 1 mole molecule?

A. H₂
B. O₂
C. He
D. O₃

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Curriculum Aligned Competency Based Test Items

Science
Class 9 – Chapter 4
Structure of the Atom

The pictures show the arrangement of electrons in the shells of different atoms.

SAS21S090401
1 Which two atoms have the same valency?

A. Atom 1 and Atom 2

B. Atom 2 and Atom 3
C. Atom 3 and Atom 4
D. Atom 4 and Atom 1

SAS21S090402
2 Which atom has the highest atomic number?

A. Atom 1
B. Atom 2
C. Atom 3
D. Atom 4

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Curriculum Aligned Competency Based Test Items Science
Class 9 – Chapter 4

SAS21S090403
3 What is the maximum number of electrons that can be present in the irst shell of an atom?

A. 1
B. 2
C. 4
D. 8

The picture shows the symbol for sodium.

SAS21S090404
4 What does the number 23 represent for sodium?

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

SAS21S090405
5 What can be concluded about sodium from the symbol?

A. It contains 11 neutrons.
B. It contains 12 protons.
C. It contains 12 neutrons.
D. It contains 34 electrons.

SAS21S090406
6 Which of these statements about the isotopes of an element is correct?
Circle ‘Yes’ or ‘No’ for the correct response.

Is the statement correct? Yes or No

The isotopes have the same chemical properties. Yes / No
The isotopes have the same number of neutrons. Yes / No
The isotopes have the same number of electrons. Yes / No

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Curriculum Aligned Competency Based Test Items Science
Class 9 – Chapter 4

SAS21S090407
7 Which of the following atoms are isobars?

A. C.

B. D.

SAS21S090408
8 What would be the valency of an element that is chemically inactive?

A. 0
B. 1
C. 2
D. 5
The outer boundary of Zone 1 is made of solid structures in the shape of isosceles triangles of the
same size and barbed wires.
N shell

M shell

L shell

K shell

SAS21S090409
9 What does X represent in the atomic model?

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

SAS21S090410
10 Which scientist proposed this atomic model?

A. Neils Bohr
B. J. Chadwick
C. J.J. Thomson
D. Ernest Rutherford
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Curriculum Aligned Competency Based Test Items

Science
Class 9 – Chapter 5
Fundamental Unit of Life

The diagram shows an animal cell with some of its organelles. X is also a cell organelle.

SAS21S090501
1 What does X represent in the diagram?

A. Nucleus
B. Chromosomes
C. Golgi apparatus
D. Endoplasmic reticulum
SAS21S090502
2 The inner membrane of the mitochondria is folded into many inger-like projections. Explain what
would happen if the inner membrane was not folded?

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

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Curriculum Aligned Competency Based Test Items Science
Class 9 – Chapter 5

SAS21S090503
3 Which cell organelles found only in a plant cell are not shown in the diagram?
Circle ‘Yes’ or ‘No’ for each row.

Features found only in a plant cell Yes or No

Cell wall Yes/No
Ribosomes Yes/No
Chloroplast Yes/No

Cells grow by dividing. The picture shows one such growing cell ready to divide.

chromosomes

SAS21S090504
4 How many cells will be formed after the cell divides completely?

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

SAS21S090505
5 How many chromosomes will each daughter cell receive?

A. 2
B. 4
C. 8
D. 12

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Curriculum Aligned Competency Based Test Items Science
Class 9 – Chapter 5

Sania conducts an experiment to know how plant cells lose or gain water through osmosis.
She cuts out 5 cm long potato strips. She puts three potato strips in each of the following beakers:
• Beaker 1 containing only water
• Beaker 2 containing 1% salt solution
• Beaker 3 containing 2% salt solution
Sania leaves the potato strips in the beaker for 5 hours.

She records the length of the potato strips in each beaker after 5 hours.

SAS21S090506
6 What can Sania conclude from her experiment?

A. Salt molecules from the cell move out when kept in water.
B. Cells gain water through osmosis when kept in salt solution.
C. Cells in salt solution irst gain water and then gradually lose water.
D. Water molecules move out of the cell based on the amount of salt in the solution.

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Curriculum Aligned Competency Based Test Items Science
Class 9 – Chapter 5

SAS21S090507
7 In which beaker was the concentration of water molecules inside and outside the potato cells likely to
be the same? Explain your answer.

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

SAS21S090508
8 Why did Sania place three potato strips in each beaker?

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

SAS21S090509
9 Which of these properties quali ies amoeba as eukaryotes?

A. It is unicellular.
B. It needs food for energy.
C. It has a membrane bound nucleus.
D. It is surrounded by a plasma membrane.

SAS21S090510
10 What property of the plasma membrane helps amoeba acquire food?

A. It is lexible.
B. It is selectively permeable.
C. It is made up of proteins and lipids.
D. It allows diffusion of some substances across it.

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Curriculum Aligned Competency Based Test Items

Science
Class 9 – Chapter 6
Tissues

Apical meristem is a type of tissue that helps plants grow in length.

Tina took two identical potted plants and cut the shoot tip of one of them.
She observed if the two plants grew in height after a week.

SAS21S090601
1 What was Tina trying to ind out about shoot tips through her experiment?

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

SAS21S090602
2 Which of these conditions would have made Tina’s experiment invalid?
Circle ‘Yes’ or ‘No’ to mark your responses.

Would this have made the experiment invalid? Yes or No

Keeping one plant in sunlight and the other in a dark room Yes/No
Watering both the plants equally Yes/No
Adding manure to the soil of plant 1 only Yes/No
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Curriculum Aligned Competency Based Test Items Science
Class 9 – Chapter 6

SAS21S090603
3 Why do cells of apical meristem lack vacuoles?

A. They store food materials.

B. They have thin cell walls.
C. They contain dense cytoplasm.
D. They are actively dividing cells.

Stomata are minute openings found in the epidermis of plant leaves.

Each stoma allows carbon dioxide, oxygen and water vapour to diffuse in and out of a plant’s
internal tissues.

Figure 1 Figure 2
SAS21S090604
4 Each stoma is surrounded by a pair of elongated cells.
What is this pair of cells known as?

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

SAS21S090605
5 Why do desert plants have smaller and fewer stomata as compared to rainforest plants?
Explain your answer.

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

The pictures show the cross-sections of two chopped tree trunks.

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Curriculum Aligned Competency Based Test Items Science
Class 9 – Chapter 6

SAS21S090606
6 Which layer in the cross-sections of both the trees is made of dead cells?

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

SAS21S090607
7 Which question can be answered from the picture?

A. Was tree 1 taller than tree 2?

B. Was tree 1 younger than tree 2?
C. Did tree 1 bear more fruits than tree 2?
D. Did tree 1 have more branches than tree 2?

SAS21S090608
8 Which of these is correct about connective tissues?
Circle ‘Yes’ or ‘No’ to mark your responses.

Is the statement correct? Yes/No

All connective tissues are highly lexible. Yes/No
All connective tissues contain cells that are either placed in a luid or Yes/No
in a solid matrix.
All connective tissues form frameworks that provide support to Yes/No
organs.

The picture shows three types of tissues found in the human body.

SAS21S090609
9 The inner lining of alveoli (air sacs in lungs) is very thin and delicate.
Which type of tissue forms the inner lining of alveoli?

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

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Curriculum Aligned Competency Based Test Items Science
Class 9 – Chapter 6

SAS21S090610
10 Which of these cells is the longest?

A. Bone cell
B. Nerve cell
C. Stomach cell
D. Heart muscle cell

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Curriculum Aligned Competency Based Test Items

Science
Class 9 – Chapter 7
Diversity in Living Organisms

The diagram shows the various levels of classi ication of organisms.

Level 1 is the largest unit while level 7 is the smallest unit of classi ication.

SAS21S090701
1 Organisms in which level share the maximum number of common characteristics?

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________
SAS21S090702
2 If Level 1 is Kingdom then what is Level 7?

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

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Curriculum Aligned Competency Based Test Items Science
Class 9 – Chapter 7

SAS21S090703
3 At which level are plants separated from animals?

A. Level 1
B. Level 2
C. Level 3
D. Level 4

The table shows different levels of classi ication of plants.

has vascular tissue

SAS21S090704
4 Which of these features is true for a plant that bears naked seeds?

A. It has vascular tissues.

B. It has no vascular tissue.
C. It has no differentiated body parts.
D. It also produces seeds inside fruits.
SAS21S090705
5 Complete the table using the information given in the low chart.
The irst step is done for you.
Step Feature of the plants in the group Type of Plan
Body parts are not differentiated Type P
1
Body parts differentiated Step 2

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Curriculum Aligned Competency Based Test Items Science
Class 9 – Chapter 7

SAS21S090706
6 Which of these is the correct way of writing the scienti ic name of a tiger?

A.

B.

C.

D.

SAS21S090707
7 Which one of these is the lowest unit of classi ication?

A. Order
B. Class
C. Family
D. Phylum

Porifera is a group of animals that have the following features.

• They are non-motile and are attached to a solid support.

• They have pores all over the body.
• They are made of only a few types of tissues.

SAS21S090708
8 Which of these animals belongs to the Porifera group?

A. B. C. D.

Millipede Octopus Sponge Sea Anemone

SAS21S090709
9 Which of these should be considered while classifying animals into a common group?

Should this be considered? Yes or No

Similarity in habitat Yes/No
Similarity in food sources Yes/No
Similarity in cells, tissues and organs Yes/No
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Curriculum Aligned Competency Based Test Items Science
Class 9 – Chapter 7

SAS21S090710
10 Which of these features are found in animals that belong to the Aves class?

A. They are cold-blooded.

B. They breathe through lungs.
C. They have three chambered hearts.
D. Their skins have hair and sweat glands.

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Curriculum Aligned Competency Based Test Items

Science
Class 9 – Chapter 8
Motion

The igure below shows the motion of a car along a straight path.
The car moves from house to school and school to library.
It then moves back to the school and stops.

SAS21S090801
1 What is the net displacement of the car?

A. 20 km
B. 30 km
C. 50 km
D. 70 km

SAS21S090802
2 What is the total distance travelled by the car?

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

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Curriculum Aligned Competency Based Test Items Science
Class 9 – Chapter 8

The graph below shows how the car travelled from house to school.

SAS21S090803
3 Did the car move with uniform motion from house to school? Explain your answer.

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

The table below shows the speed of a bus in three hours of its travel.
First hour Second hour Third hour
Speed of the bus 35 km/hr 60 km/hr 40 km/hr

SAS21S090804
4
What was the average speed of the bus?

A. 35 km/ hr
B. 40 km/ hr
C. 45 km/ hr
D. 60 km/ hr

Rehana and Anju stay at different places but study in the same school.
The velocity-time graph shows how Rehana and Anju bicycled from house to school.

Velocity-time Velocity-time

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Curriculum Aligned Competency Based Test Items Science
Class 9 – Chapter 8

SAS21S090805
5 Which statement can be concluded from Rehana’s cycling graph?

A. Rehana was at rest during the irst 5 minutes.

B. Rehana cycled the fastest between 5 minutes and 10 minutes.
C. Rehana cycled with uniform acceleration between 15 minutes and 20 minutes.
D. Rehana was cycling with a uniform velocity between 10 minutes and 15 minutes.

SAS21S090806
6 What was Rehana’s maximum cycling velocity?

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

SAS21S090807
7 What can be concluded by comparing the velocity-time graphs of Rehana and Anju?

A. Anju took lesser time to reach school than Rehana.

B. Anju cycled faster than Rehana at the start of the journey.
C. Anju and Rehana had the same maximum cycling velocity.
D. Anju’s cycling velocity in the irst 5 minutes was lesser than that of Rehana.

The picture below shows a man swinging an object in a uniform circular motion.
A, B and C are three different points on the path of motion of the object.

SAS21S090808
8 What is the net displacement of the object after one complete swing?

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

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Curriculum Aligned Competency Based Test Items Science
Class 9 – Chapter 8

SAS21S090809
9 Which velocity-time graph shows a period of acceleration in the motion?

A.

B.

C.

D.

SAS21S090810
10 What is the correct unit for measuring the acceleration of a moving object?

A. m
B. s
C. m s-
D. ms

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Curriculum Aligned Competency Based Test Items

Science
Class 9 – Chapter 9
Force and Laws of Motion

A rolling ball of mass 3 kg strikes a smaller ball of mass 1 kg at rest.

After collision, both the balls roll in the direction shown in the picture.

SAS21S090901
1 The bigger ball strikes the smaller ball with a momentum.
What would the momentum of the ball depend on?
Circle ‘Yes’ or ‘No’ to mark your response.

Would the momentum depend on this? Yes or No

mass of the ball Yes/No
shape of the ball Yes/No
velocity of the ball Yes/No

SAS21S090902
2 After their collision, both the balls continue to roll for some time and then come to a rest.
Which external force causes the balls to stop rolling?

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

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Curriculum Aligned Competency Based Test Items Science
Class 9 – Chapter 9

SAS21S090903
3 What would happen if the smaller ball were rolling with a velocity of 5 m/s and struck the bigger ball at
rest?

A. The two balls would continue to roll in the direction of the strike.
B. The smaller ball would rebound and the bigger ball would roll forward.
C. The two balls would roll in the direction opposite to the strike.
D. The smaller ball would stop rolling and the bigger ball would start rolling.

A man pushes four boxes of different mass.

The table shows the acceleration produced for each box during the push.

Mass of the box Acceleration produced

(kg) (m/s²)
10 200
20 100
40 50
80 25

What amount of force does the man exert on each box? Show the calculation. SAS21S090904
4
__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

SAS21S090905
5 Is the force acting on each box unbalanced? Explain your answer.

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

SAS21S090906
6 Which of these represent a balanced force?

A. A boy sitting on a chair

B. An object sinking in water
C. An apple falling from a tree
D. A magnet attracting an iron nail
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Curriculum Aligned Competency Based Test Items Science
Class 9 – Chapter 9

A football and a tennis ball fall freely on a marble loor from a height of 5 m.

SAS21S090907
7 Will the football and the tennis ball hit the loor with the same momentum? Explain your answer.

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

SAS21S090908
8 Both balls bounced back after hitting the loor.
What caused the balls to bounce back?

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

SAS21S090909
9 Will the balls reach a height of 5 m or less than 5 m after bouncing back? Explain your answer.

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

SAS21S090910
10 Which of these will produce the maximum acceleration?

A. A force of 1000 N acting on a mass of 10 kg

B. A force of 1000 N acting on a mass of 5 kg
C. A force of 3000 N acting on a mass of 30 kg
D. A force of 3000 N acting on a mass of 10 kg
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Curriculum Aligned Competency Based Test Items

Science
Class 9 – Chapter 10
Gravitation

The force of gravity acting between two objects is:

• directly proportional to the product of their masses.
• inversely proportional to the square of the distance between them.

SAS21S091001
1 Which pair of objects will have the strongest force of gravity between them?

A.

B.

C.

D.

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Curriculum Aligned Competency Based Test Items Science
Class 9 – Chapter 10

SAS21S091002
2 The formula for calculating the force of gravity between two objects is as follows:
M×m
F=G
d2

What does G stand for in the formula?

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

The picture shows the moon’s gravitational force acting on the earth’s surface.
The arrow represents the direction of the force.
1, 2, 3 and 4 are four different locations on the earth’s surface.

SAS21S091003
3 Which locations will experience low tide as shown in the picture?

A. Location 1 and Location 2

B. Location 2 and Location 4
C. Location 1 and Location 3
D. Location 3 and Location 4

SAS21S091004
4 The moon moves around the earth in a ixed orbit.
What makes the moon move in the ixed orbit?

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

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Curriculum Aligned Competency Based Test Items Science
Class 9 – Chapter 10

Ayesha has four solid boxes.

The handles of the boxes are of different thickness and size.
All the boxes along with their handles have the same mass.

SAS21S091005
5 Ayesha tries to lift the four boxes one by one.
Which box will be the most dif icult to lift?

A. Box 1
B. Box 2
C. Box 3
D. Box 4

SAS21S091006
6 Which box has the most weight?
Explain your answer.

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

SAS21S091007
7 Which box has the most weight?
Explain your answer.
Density of the object
Relative density of an object =
Density of water

An object loats on water.

What should be the relative density of the object?

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

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Curriculum Aligned Competency Based Test Items Science
Class 9 – Chapter 10

SAS21S091008
8 Why is it essential for deep-sea diving vessels to be built of thick sheets of steel?

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

Peter pours the same amount of four different liquids in separate cylinders.
The cylinders are of the same size.
He then drops a glass marble in each of the four cylinders.

Peter notes the time the marble takes to reach the bottom of each cylinder.
The table shows the results.

Liquid Time taken by the marble to reach the

bottom of the cylinder (in seconds)
Liquid 1 1.8 sec
Liquid 2 1.5 sec
Liquid 3 0.8 sec
Liquid 4 1.0 sec

SAS21S091009
9 Which liquid exerted the most upward force on the marble?

A. Liquid 1
B. Liquid 2
C. Liquid 3
D. Liquid 4

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Curriculum Aligned Competency Based Test Items Science
Class 9 – Chapter 10

SAS21S091010
10 Four different objects are placed in a tumbler of water.
Which object will displace more water than its own weight?

A.

Steel spoon

B.

Steel bowl

C.

Steel coin

D .
Steel ball

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Curriculum Aligned Competency Based Test Items

Science
Class 9 – Chapter 11
Work and Energy

Rahul pushed four toy cars on a surface.

The picture shows the distance each toy car travelled before coming to a stop.

SAS21S091101
1 In pushing which car was the work done by Rahul the greatest?

A. Toy car 1
B. Toy car 2
C. Toy car 3
D. Toy car 4
SAS21S091102
2 In which of these conditions is the work done negative?
Circle ‘Yes’ or ‘No’ to mark your responses.
Is the work done negative? Yes or No
Wind force making a boat move forward on water Yes/No
Brake force resisting the motion of a moving wheel Yes/No
Buoyant force slowing the sinking of an iron nail in water Yes/No
Copyright (c) 2021 CBSE and Sri Aurobindo Society All Rights Reserved Page 42
Curriculum Aligned Competency Based Test Items Science
Class 9 – Chapter 11

The picture shows a ball bouncing several times before coming to a stop.

SAS21S091103
3 At which point was the potential energy of the ball maximum?

A. Point 1
B. Point 2
C. Point 3
D. Point 4

SAS21S091104
4 What would be the shape of the ball at the moment it hit the surface?

A. B. C. D.

SAS21S091105
5 Which of these factors caused the ball to stop bouncing?

A. Only gravity
B. Only air resistance
C. Hardness of the surface and gravity
D. Conversion of energy and air resistance

Four persons separately pulled a 100 kg cart for a distance of 500 m.

The table shows the time each person took to cover the distance with the cart.

Person 1 Person 2 Person 3 Person 4

Time taken to cover the distance 12 mins 15 mins 10 mins 18 mins

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Curriculum Aligned Competency Based Test Items Science
Class 9 – Chapter 11

SAS21S091106
6 At which point was the potential energy of the ball maximum?

A. Point 1
B. Point 2
C. Point 3
D. Point 4

SAS21S091107
7 What must be kept the same in the activity to make a valid conclusion?
Circle ‘Yes’ or ‘No’ to mark your responses.
Should this be kept the same? Yes or No
Mass of each person Yes/No
Height of each person Yes/No
Surface on which the cart was pulled Yes/No
SAS21S091108
8 Which of these involves the conversion of kinetic energy to potential energy?

A. A person diving into a pool of water from a board

B. A person gliding in air with the help of a parachute
C. A person sliding down from the top of a water slide
D. A person riding a motorbike to the top of an overbridge

The graph shows the number of units of electricity consumed by two houses in four months.

Units
consumed

SAS21S091109
9 What can be concluded from the graph?

A. Both the houses consumed maximum electricity in May.

B. House 1 consumed more electricity than House 2 in July.
C. House 1 consumed less electricity than House 2 inall the four months.
D. The amount of electricity consumed by both the houses increased over the four months.

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Curriculum Aligned Competency Based Test Items Science
Class 9 – Chapter 11

SAS21S091110
10 What is meant by one unit of electricity?

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

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Curriculum Aligned Competency Based Test Items

Science
Class 9 – Chapter 12
Sound

The picture shows four sound waves.

SAS21S091201
1 Which sound wave has the highest frequency?

A. Sound wave 1
B. Sound wave 2
C. Sound wave 3
D. Sound wave 4

SAS21S091202
2 Which two sound waves have almost the same loudness?

A. Sound wave 1 and sound wave 2

B. Sound wave 2 and sound wave 4
C. Sound wave 1 and sound wave 3
D. Sound wave 3 and sound wave 4

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Curriculum Aligned Competency Based Test Items Science
Class 9 – Chapter 12

SAS21S091203
3 Which of these is the frequency of an infrasound?

A. 10 Hz
B. 75 Hz
C. 15000 Hz
D. 35000 Hz

Sound intensity is the total amount of energy in a sound wave.

Decibel (dB) is the unit of intensity.
The chart shows the permissible time for listening to different sounds.

Library Front row of rock Restaurant table Exhaust of sports

concert bike

30 dB 140 dB 70 dB 100 dB

SAS21S091204
4 Which of these actions does not follow the permissible exposure time of hearing?

A. Reading in a library for 5 hours

B. Riding a sports bike for 10 minutes
C. Dining at a restaurant table for an hour
D. Sitting in the front row of a rock concert for 30 minutes
SAS21S091205
5 Which of these depends on the intensity of a sound?
Circle ‘Yes’ or ‘No’ for the correct response.
Does this depend on the intensity of the sound? Yes or No

speed of the sound Yes / No

loudness of the sound Yes / No
frequency of the sound Yes / No

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Curriculum Aligned Competency Based Test Items Science
Class 9 – Chapter 12

Dolphins can locate their prey underwater by using sound waves.

They release sound waves that travel, hit the prey and re lect to them.

SAS21S091206
6 What do the two types of waves represent?
Use the labels below to ill in the boxes.
Ÿ emitted sound waves
Ÿ re lected sound waves

SAS21S091207
7 Which of these can the dolphin also ind out by using the sound waves?
Circle ‘Yes’ or ‘No’ for the correct response.

Can the dolphin ind this by using the sound waves? Yes or No

Is there any predator nearby? Yes/No

Is there any obstacle in the path of its travel? Yes/No
At what depth from the water surface is it travelling? Yes/No

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Curriculum Aligned Competency Based Test Items Science
Class 9 – Chapter 12

The diagram shows the structure of the human ear.

The three basic divisions are outer ear, middle ear and inner ear.

SAS21S091208
8 Which division of the human ear contains bones?

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

SAS21S091209
9 What is likely to cause loss of hearing when a pointed object is inserted into the ear?

A. Cut in the ear canal

B. Puncture in the pinna
C. Rupture of the ear drum
D. Rupture of the auditory nerve

SAS21S091210
10 In which of these conditions will an echo be heard?

A. A man playing drums on a beach.

B. A man reciting poems in a small room.
C. A man shouting from the middle of an open farm.
D. A man shouting from a place that is surrounded by hills.

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Curriculum Aligned Competency Based Test Items

Science
Class 9 – Chapter 13
Why Do We Fall Ill?

SAS21S091301
1 Which of these habits can cause illness?

A. Bathing regularly
B. Washing food before eating
C. Washing hands after entering home
D. Wearing unwashed clothes for a week

SAS21S091302
2 Which of these is a correct pair of a chronic disease and an acute disease?

Chronic disease Acute disease

A. Arthritis Malaria
B. Typhoid Cancer
C. Malaria Typhoid
D. Cancer Arthritis

SAS21S091303
3 Which of these statements is true about infectious diseases?
Circle ‘Yes’ or ‘No’ for the correct response.

Is this true about infectious diseases? Yes or No

They are caused by microorganisms. Yes/No
They are caused by excessive physical activity. Yes/No
Common cold is an infectious disease. Yes/No

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Curriculum Aligned Competency Based Test Items Science
Class 9 – Chapter 13

SAS21S091304
4 Riya was bitten by a dog.
Which vaccine should be injected in her to prevent infection?

A. Polio
B. Rabies
C. COVID
D. Tetanus

SAS21S091305
5 Which of these diseases can be spread by sexual contact?

A. AIDS
B. Malaria
C. Typhoid
D. Diarrhoea

SAS21S091306
6 Which of these can help to control chronic diseases?
Circle ‘Yes’ or ‘No’ for the correct response.

Can this help to control chronic diseases? Yes or No

No smoking Yes/No
No alcohol consumption Yes/No
No physical activity Yes/No

Rahul conducted a survey of four villages.

The table shows the indings of the survey.

Village Presence of toilets Drinking water

source
Village 1 no toilet pond
Village 2 toilet in each house tap
Village 3 toilet in each house pond
Village 4 few public toilets tap

Copyright (c) 2021 CBSE and Sri Aurobindo Society All Rights Reserved Page 51
Curriculum Aligned Competency Based Test Items Science
Class 9 – Chapter 13

SAS21S091307
7 In which village is the spread of waterborne diseases likely to be the slowest?

A. Village 1
B. Village 2
C. Village 3
D. Village 4

SAS21S091308
8 Why is untreated river water not safe for drinking?

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

The table shows the location of the four villages.

Village 1 Village 2 Village 3 Village 4

near a forest near a sea beach near a cement factory near a farmland

SAS21S091309
9 People of which village has the highest chance of developing lung diseases?

A. Village 1
B. Village 2
C. Village 3
D. Village 4

SAS21S091310
10 Saba often falls ill with common cold.
What could be a likely reason for this?

A. She is underweight.
B. She swims regularly.
C. She has weak immunity.
D. She washes clothes regularly.

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Curriculum Aligned Competency Based Test Items

Science
Class 9 – Chapter 14
Natural Resources

The diagram shows the nitrogen cycle.

SAS21S091401
1 In which form is nitrogen assimilated by plants?

A. Ammonia
B. Nitrite
C. Nitrate
D. Nitrogen

SAS21S091402
2 In which of these processes is dead organic matter broken down?

A. Nitrogen ixation
B. Ammoni ication
C. Nitri ication
D. Denitri ication
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Curriculum Aligned Competency Based Test Items Science
Class 9 – Chapter 14

The diagram shows the basic stages in the oxygen cycle.

SAS21S091403
3 Which of these can be concluded from the diagram?
Circle ‘Yes’ or ‘No’ for the correct response.

Can this be concluded from the diagram? Yes or No

Deforestation will seriously affect the oxygen cycle. Yes/No
Animals release oxygen into the atmosphere. Yes/No
Oxygen level in the atmosphere is higher at night. Yes/No

SAS21S091404
4 Will the oxygen cycle discontinue if all industries of a town are shut down?
Explain your answer.

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

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Curriculum Aligned Competency Based Test Items Science
Class 9 – Chapter 14

The pictures show the ozone layer above Antarctica in different years.
The dark shade represents a hole in the ozone layer.

SAS21S091405
5 What can be concluded about the hole in the ozone layer from the pictures?

A. It was the largest in 1991.

B. It has decreased after 1986.
C. It started developing in 1979.
D. It has increased from 1986 to 1996.

SAS21S091406
6 Which of these will occur with the reduction of ozone layer in the upper atmosphere?

A. Surface temperature of the Earth will increase.

B. Amount of annual rainfall will decrease globally.
C. Percentage of oxygen in the atmosphere will decrease.
D. Harmful radiations from the Sun will reach the Earth’s surface.

The diagram shows the stages in the carbon cycle.

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Curriculum Aligned Competency Based Test Items Science
Class 9 – Chapter 14

SAS21S091407
7 Which of these is true about the carbon cycle?
Circle ‘Yes’ or ‘No’ for the correct response.
Is this true about the carbon cycle? Yes or No
Plants absorb carbon dioxide from the atmosphere. Yes/No
Carbon dioxide enters the living world through respiration. Yes/No
Carbon dioxide level in the atmosphere remains the same during day and night. Yes/No

SAS21S091408
8 How are fossil fuels formed?

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

SAS21S091409
9 Which of these is a greenhouse gas?

A. Oxygen
B. Nitrogen
C. Hydrogen
D. Carbon dioxide

SAS21S091410
10 How does planting of trees on riverbanks prevent soil erosion?

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

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Curriculum Aligned Competency Based Test Items

Science
Class 9 – Chapter 15
Improvement In Food Resources

The diagram shows the crop harvesting pattern followed by a farmer.

Bed 1, Bed 2 and Bed 3 are different parts of the farm.

SAS21S091501
1 What is the common term used for this pattern of crop harvesting?

A. Crop rotation
B. Intercropping
C. Mixed cropping
D. Organic farming
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Curriculum Aligned Competency Based Test Items Science
Class 9 – Chapter 15

SAS21S091502
2 What is the advantage of the crop harvesting pattern shown in the diagram?

A. The crops are resistant to diseases.

B. The harvesting time of the crops are reduced.
C. Less amount of water is required to irrigate the farm.
D. Different nutrients present in the farm soil are evenly used over time.

The picture shows how organic manure and chemical fertilizer are used by plants.

SAS21S091503
3 Which of these can be concluded from the picture?
Circle ‘Yes’ or ‘No’ for the correct response

Can this be concluded from the picture? Yes or No

Organic manure provides food for the soil microorganisms. Yes/No
Chemical fertilizer provides nutrients that can be directly Yes/No
absorbed by the plants.
Chemical fertilizer improves long term fertility of the soil Yes/No
better than organic manure.

SAS21S091504
4 Which of these nutrients is required by plants in large quantities?

A. Iron
B. Zinc
C. Potassium
D. Manganese

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Curriculum Aligned Competency Based Test Items Science
Class 9 – Chapter 15

SAS21S091505
5 Which food source has the following?
Ÿ Rich in protein
Ÿ Low fat
Ÿ Has vitamin B2

A. Source 1
B. Source 2
C. Source 3
D. Source 4

SAS21S091506
6 The quality of honey differs from sample to sample.
Which of these decides the quality of a honey sample?

A. Time of the day when the bees collect nectar

B. Time taken by the bees to build the beehive
C. Type of lower from which the bees collect nectar
D. Size of the beehive from which the honey is collected

Composite ish culture is a process of growing different types of ish in the same pond.
The diagram shows a composite ish culture pond.

SAS21S091507
7 Which of these is true about composite ish culture?
Circle ‘Yes’ or ‘No’ for the correct response.

Is this true about composite ish culture? Yes or No

Organic manure provides food for the soil microorganisms. Yes/No
Some of the ish are scavengers and feed on dead organisms. Yes/No
The different types of ish can live in similar water temperatures. Yes/No
Copyright (c) 2021 CBSE and Sri Aurobindo Society All Rights Reserved Page 59
Curriculum Aligned Competency Based Test Items Science
Class 9 – Chapter 15

SAS21S091508
8 Which of these is a likely advantage of composite ish culture?

A. Fish grow better when different species live together.

B. All areas of the pond are utilized for better ish production.
C. Fish eat less food when grown in composite culture ponds.
D. Dissolved oxygen level is higher in composite culture ponds.

SAS21S091509
9 Oysters are cultivated in inland water bodies for food.
What else can be obtained from the cultivation of oysters?

A. Pearl
B. Sponge
C. Platinum
D. Platinum

SAS21S091510
10 Why does poultry farming involve crossbreeding between two pure breeds of chicken?

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

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Curriculum Aligned Competency Based Test Items Science
Class 9 − Chapter 1

Item Number Question 1

Question Code SAS21S090101
Grade & Chapter Name Grade 9 | Matter in our Surroundings
Concept | Sub-concept Physical Science | Physical change
Competency Interpreting Data & Evidence Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) B. Liquids dissolve faster than solids in water.
No Credit (No Score) Any other response or missing response

Item Number Question 2

Question Code SAS21S090102
Grade & Chapter Name Grade 9 | Matter in our Surroundings
Concept | Sub-concept Physical Science | Physical change
Competency Evaluating & Designing Scienti ic Enquiry
Item Type Constructed Response
Full Credit (Full Score) Mentions that Masood used the same amount of water in each jar to
make a fair comparison.

Ÿ To make the results of the activity reliable

Or
Ÿ To make a fair comparison between the two jars
No Credit (No Score) Any other response or missing response

Item Number Question 3

Question Code SAS21S090103
Grade & Chapter Name Grade 9 | Matter in our Surroundings
Concept | Sub-concept Physical Science | Physical change
Competency Explaining Phenomena Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) B. Image
No Credit (No Score) Any other response or missing response
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Curriculum Aligned Competency Based Test Items Science
Class 9 − Chapter 1

Item Number Question 4

Question Code SAS21S090104
Grade & Chapter Name Grade 9 | Matter in our Surroundings
Concept | Sub-concept Physical Science | States of matter
Competency Explaining Phenomena Scienti ically
Item Type Complex Multiple Choice Question
Full Credit (Full Score) D. Gas/Solid/Liquid
No Credit (No Score) Any other response or missing response

Item Number Question 5

Question Code SAS21S060205
Grade & Chapter Name Grade 9 | Matter in our Surroundings
Concept | Sub-concept Physical Science | Effect of Change of Temperature
Competency Explaining Phenomena Scienti ically
Item Type Constructed Response
Full Credit (Full Score) Mentions that cooling a substance makes its particles move slower.

For example:
Ÿ Cooling the substance would make the particles move slower.
No Credit (No Score) Any other response or missing response

Item Number Question 6

Question Code SAS21S090106
Grade & Chapter Name Grade 9 | Matter in our Surroundings
Concept | Sub-concept Physical Science | Particles of Matter Have Spaces
Competency Explaining Phenomena Scienti ically
Item Type Constructed Response
Full Credit (Full Score) Mentions that particles of a substance get closer and become compact
and hence movement is restricted. Compression of a substance gets
dif icult when there is less space between the particles.

Ÿ The particles move closer to each other.

No Credit (No Score) Any other response or missing response
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Curriculum Aligned Competency Based Test Items Science
Class 9 − Chapter 1

Item Number Question 7

Question Code SAS21S090107
Grade & Chapter Name Grade 9 | Matter in our Surroundings
Concept | Sub-concept Physical Science | Particles of Matter Have Spaces
Competency Interpreting Data & Evidence Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) C. Syringe 1 Syringe 3 Syringe 2
No Credit (No Score) Any other response or missing response

Item Number Question 8

Question Code SAS21S090108
Grade & Chapter Name Grade 9 | Matter in our Surroundings
Concept | Sub-concept Physical Science | Evaporation
Competency Evaluating & Designing Scienti ic Enquiry
Item Type Multiple Choice Question
Full Credit (Full Score) A. Does the rate of evaporation of a liquid depend on its open surface
area?
No Credit (No Score) Any other response or missing response

Item Number Question 9

Question Code SAS21S090109
Grade & Chapter Name Grade 9 | Matter in our Surroundings
Concept | Sub-concept Physical Science | Evaporation
Competency Evaluating and Designing Scienti ic Enquiry
Item Type Constructed Response
Full Credit (Full Score) Mentions that an equal amount of water is taken in each vessel to
reliably compare the evaporation time for the vessels. For example:

Ÿ To reliably compare the evaporation time for the vessels

Or
Ÿ Any other valid response
No Credit (No Score) Any other response or missing response
Copyright (c) 2021 CBSE and Sri Aurobindo Society All Rights Reserved Page 63
Curriculum Aligned Competency Based Test Items Science
Class 9 − Chapter 1

Item Number Question 10

Question Code SAS21S090110
Grade & Chapter Name Grade 9 | Matter in our Surroundings
Concept | Sub-concept Physical Science | Evaporation
Competency Explaining Phenomena Scienti ically
Item Type Complex Multiple Choice Question
Full Credit (Full Score) No
No
Yes
No Credit (No Score) Any other response or missing response

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Curriculum Aligned Competency Based Test Items Science
Class 9 − Chapter 2

Item Number Question 1

Question Code SAS21S090201
Grade & Chapter Name Grade 9 | Is Matter Around us Pure
Concept | Sub-concept Physical Science | Separating the Components of a Mixture
Competency Interpreting Data & Evidence Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) D. Jar 4
No Credit (No Score) Any other response or missing response

Item Number Question 2

Question Code SAS21S090202
Grade & Chapter Name Grade 9 | Is Matter Around us Pure
Concept | Sub-concept Physical Science | Separating the Components of a Mixture
Competency Explaining Phenomena Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) B. Filtration
No Credit (No Score) Any other response or missing response

Item Number Question 3

Question Code SAS21S090203
Grade & Chapter Name Grade 9 | Is Matter Around us Pure
Concept | Sub-concept Physical Science | Properties of Mixture
Competency Interpreting Data and Evidence Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) B. Colloid/Suspension
No Credit (No Score) Any other response or missing response

Item Number Question 4

Question Code SAS21S090204
Grade & Chapter Name Grade 9 | Is Matter Around us Pure
Concept | Sub-concept Physical Science | Properties of Mixture
Competency Interpreting Data and Evidence Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) A. Particles of both liquids scatter light rays.
No Credit (No Score) Any other response or missing response
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Curriculum Aligned Competency Based Test Items Science
Class 9 − Chapter 2

Item Number Question 5

Question Code SAS21S090205
Grade & Chapter Name Grade 9 | Is Matter Around us Pure
Concept | Sub-concept Physical Science | Separation of Immiscible Liquids
Competency Explaining Phenomena Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) B. Two immiscible liquids
No Credit (No Score) Any other response or missing response

Item Number Question 6

Question Code SAS21S090206
Grade & Chapter Name Grade 9 | Is Matter Around us Pure
Concept | Sub-concept Physical Science | Mixtures
Competency Explaining Phenomena Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) C. Bronze
No Credit (No Score) Any other response or missing response

Item Number Question 7

Question Code SAS21S090207
Grade & Chapter Name Grade 9 | Is Matter Around us Pure
Concept | Sub-concept Physical Science | Puri ication of Water
Competency Interpreting Data and Evidence Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) B. Microorganisms in water are removed in the last stage.
No Credit (No Score) Any other response or missing response

Item Number Question 8

Question Code SAS21S090208
Grade & Chapter Name Grade 9 | Is Matter Around us Pure
Concept | Sub-concept Physical Science | Physical and Chemical Changes
Competency Explaining Phenomena Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) D. Formation of a new substance
No Credit (No Score) Any other response or missing response
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Curriculum Aligned Competency Based Test Items Science
Class 9 − Chapter 2

Item Number Question 9

Question Code SAS21S090209
Grade & Chapter Name Grade 9 | Is Matter Around us Pure
Concept | Sub-concept Physical Science | Types of Pure Substance
Competency Interpreting Data and Evidence Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) C. Substance 3
No Credit (No Score) Any other response or missing response

Item Number Question 10

Question Code SAS21S090210
Grade & Chapter Name Grade 9 | Is Matter Around us Pure
Concept | Sub-concept Physical Science | Properties of Gas
Competency Explaining Phenomena Scienti ically
Item Type Constructed Response
Full Credit (Full Score) Mentions that the gas is lammable/ combustible.
No Credit (No Score) Any other response or missing response

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Curriculum Aligned Competency Based Test Items Science
Class 9 − Chapter 3

Item Number Question 1

Question Code SAS21S090301
Grade & Chapter Name Grade 9 | Atoms and Molecules
Concept | Sub-concept Physical Science | Law of Conservation of Mass
Competency Interpreting Data and Evidence Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) A. Total mass of the chemicals remain the same.
No Credit (No Score) Any other response or missing response

Item Number Question 2

Question Code SAS21S090301
Grade & Chapter Name Grade 9 | Atoms and Molecules
Concept | Sub-concept Physical Science | Law of Conservation of Mass
Competency Interpreting Data and Evidence Scienti ically
Item Type Constructed Response
Full Credit (Full Score) Mentions that the white residue is barium sulphate (BaSO4).
No Credit (No Score) Any other response or missing response

Item Number Question 3

Question Code SAS21S090303
Grade & Chapter Name Grade 9 | Atoms and Molecules
Concept | Sub-concept Physical Science | Symbols of Atoms
Competency Explaining Phenomena Scienti ically
Item Type Complex Multiple Choice Question
Full Credit (Full Score) No
Yes
No
No Credit (No Score) Any other response or missing response

Item Number Question 4

Question Code SAS21S090304
Grade & Chapter Name Grade 9 | Atoms and Molecules
Concept | Sub-concept Physical Science | Law of Constant Proportion
Competency Interpreting Data and Evidence Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) A. 1:1
No Credit (No Score) Any other response or missing response
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Curriculum Aligned Competency Based Test Items Science
Class 9 − Chapter 3

Item Number Question 5

Question Code SAS21S090305
Grade & Chapter Name Grade 9 | Atoms and Molecules
Concept | Sub-concept Physical Science | Molecules of Elements (Atomicity)
Competency Explaining Phenomena Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) D. H₂O
No Credit (No Score) Any other response or missing response

Item Number Question 6

Question Code SAS21S090306
Grade & Chapter Name Grade 9 | Atoms and Molecules
Concept | Sub-concept Physical Science | Writing Chemical Formula
Competency Interpreting Data and Evidence Scienti ically
Item Type Constructed Response
Full Credit (Full Score) A. ZnS
No Credit (No Score) Any other response or missing response

Item Number Question 7

Question Code SAS21S090307
Grade & Chapter Name Grade 9 | Atoms and Molecules
Concept | Sub-concept Physical Science | What is an Ion?
Competency Explaining Phenomena Scienti ically
Item Type Complex Multiple Choice Question
Full Credit (Full Score) No
Yes
No
No Credit (No Score) Any other response or missing response

Item Number Question 8

Question Code SAS21S090308
Grade & Chapter Name Grade 9 | Atoms and Molecules
Concept | Sub-concept Physical Science | Molecular Mass and Mole Concept
Competency Explaining Phenomena Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) C. Calcium
No Credit (No Score) Any other response or missing response
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Curriculum Aligned Competency Based Test Items Science
Class 9 − Chapter 3

Item Number Question 9

Question Code SAS21S090309
Grade & Chapter Name Grade 9 | Atoms and Molecules
Concept | Sub-concept Physical Science | Molecular Mass and Mole Concept
Competency Explaining Phenomena Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) B. G
No Credit (No Score) Any other response or missing response

Item Number Question 10

Question Code SAS21S090310
Grade & Chapter Name Grade 9 | Atoms and Molecules
Concept | Sub-concept Physical Science | Molecular Mass and Mole Concept
Competency Explaining Phenomena Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) C. He
No Credit (No Score) Any other response or missing response

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Curriculum Aligned Competency Based Test Items Science
Class 9 − Chapter 4

Item Number Question 1

Question Code SAS21S090401
Grade & Chapter Name Grade 9 | Structure of the atom
Concept | Sub-concept Physical Science | Valency
Competency Interpreting Data and Evidence Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) A. Atom 1 and Atom 2
No Credit (No Score) Any other response or missing response

Item Number Question 2

Question Code SAS21S090402
Grade & Chapter Name Grade 9 | Structure of The Atom
Concept | Sub-concept Physical Science | Atomic number and Mass number
Competency Interpreting Data and Evidence Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) A. Atom 1
No Credit (No Score) Any other response or missing response

Item Number Question 3

Question Code SAS21S090403
Grade & Chapter Name Grade 9 | Structure of the atom
Concept | Sub-concept Physical Science | Electron Distribution in Different Orbits
Competency Interpreting Data and Evidence Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) B. 2
No Credit (No Score) Any other response or missing response

Item Number Question 4

Question Code SAS21S090404
Grade & Chapter Name Grade 9 | Structure of the atom
Concept | Sub-concept Physical Science | Atomic Number and Mass Number
Competency Explaining Phenomena Scienti ically
Item Type Constructed Response
Full Credit (Full Score) Mentions mass number as the response.
No Credit (No Score) Any other response or missing response
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Curriculum Aligned Competency Based Test Items Science
Class 9 − Chapter 4

Item Number Question 5

Question Code SAS21S090405
Grade & Chapter Name Grade 9 | Structure of the atom
Concept | Sub-concept Physical Science | Atomic Number and Mass Number
Competency Interpreting Data and Evidence Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) C. It contains 12 neutrons.
No Credit (No Score) Any other response or missing response

Item Number Question 6

Question Code SAS21S090406
Grade & Chapter Name Grade 9 | Structure of The Atom
Concept | Sub-concept Physical Science | Isotopes
Competency Explaining Phenomena Scienti ically
Item Type Complex Multiple Choice Question
Full Credit (Full Score) Yes
No
Yes
No Credit (No Score) Any other response or missing response

Item Number Question 7

Question Code SAS21S090407
Grade & Chapter Name Grade 9 | Structure of the atom
Concept | Sub-concept Physical Science | Isobars
Competency Interpreting Data and Evidence Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) B. Image
No Credit (No Score) Any other response or missing response

Item Number Question 8

Question Code SAS21S090408
Grade & Chapter Name Grade 9 | Structure of the atom
Concept | Sub-concept Physical Science | Valency
Competency Explaining Phenomena Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) A. 0
No Credit (No Score) Any other response or missing response
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Curriculum Aligned Competency Based Test Items Science
Class 9 − Chapter 4

Item Number Question 9

Question Code SAS21S090409
Grade & Chapter Name Grade 9 | Structure of the atom
Concept | Sub-concept Physical Science | The structure of an Atom
Competency Explaining Phenomena Scienti ically
Item Type Constructed Response
Full Credit (Full Score) Mentions nucleus as the response.
No Credit (No Score) Any other response or missing response

Item Number Question 10

Question Code SAS21S090410
Grade & Chapter Name Grade 9 | Structure of The Atom
Concept | Sub-concept Physical Science | The Structure of an Atom
Competency Explaining Phenomena Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) A. Neils Bohr
No Credit (No Score) Any other response or missing response

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Curriculum Aligned Competency Based Test Items Science
Class 9 − Chapter 5

Item Number Question 1

Question Code SAS21S090501
Grade & Chapter Name Grade 9 | Fundamental Unit of Life
Concept | Sub-concept Life Science | Living Organisms-Cell Organelles
Competency Explaining Phenomena Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) D. Endoplasmic Reticulum
No Credit (No Score) Any other response or missing response

Item Number Question 2

Question Code SAS21S090502
Grade & Chapter Name Grade 9 | Fundamental Unit of Life
Concept | Sub-concept Life Science | Living Organisms-Cell Organelles
Competency Explaining Phenomena Scienti ically
Item Type Constructed Response
Full Credit (Full Score) Mentions that there will be less surface area so less ATP will be
produced.

For example:
Ÿ Surface area will decrease so less energy will be produced.
No Credit (No Score) Any other response or missing response

Item Number Question 3

Question Code SAS21S090503
Grade & Chapter Name Grade 9 | Fundamental Unit of Life
Concept | Sub-concept Life Science | Living Organisms-Cell Organelles
Competency Explaining Phenomena Scienti ically
Item Type Complex Multiple Choice Question
Full Credit (Full Score) Yes
No
Yes
No Credit (No Score) Any other response or missing response
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Curriculum Aligned Competency Based Test Items Science
Class 9 − Chapter 5

Item Number Question 4

Question Code SAS21S090504
Grade & Chapter Name Grade 9 | Fundamental Unit of Life
Concept | Sub-concept Life Science | Cell Division
Competency Explaining Phenomena Scienti ically
Item Type Constructed Response
Full Credit (Full Score) Mentions that two daughter cells will be formed.

For example:
Ÿ Two daughter cells
No Credit (No Score) Any other response or missing response

Item Number Question 5

Question Code SAS21S090505
Grade & Chapter Name Grade 9 | Fundamental Unit of Life
Concept | Sub-concept Life Science | Cell Division
Competency Explaining Phenomena Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) B. 4
No Credit (No Score) Any other response or missing response

Item Number Question 6

Question Code SAS21S090506
Grade & Chapter Name Grade 9 | Fundamental Unit of Life
Concept | Sub-concept Life Science | Plasma Membrane
Competency Interpreting Data & Evidence Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) D. Water molecules move out of the cell based on the amount of salt in
the solution.
No Credit (No Score) Any other response or missing response
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Curriculum Aligned Competency Based Test Items Science
Class 9 − Chapter 5

Item Number Question 7

Question Code SAS21S090507
Grade & Chapter Name Grade 9 | Fundamental Unit of Life
Concept | Sub-concept Life Science | Plasma Membrane
Competency Interpreting Data & Evidence Scienti ically
Item Type Constructed Response
Full Credit (Full Score) Mentions Beaker 2 (1% salt solution) with reference to the equal lengths
of the potato strips before and after the experiment.

For example:
Ÿ The lengths of the potato strips are almost the same in Beaker 2.
Ÿ There is hardly any change in the length of the strips in Beaker 2.
No Credit (No Score) Any other response or missing response

Item Number Question 8

Question Code SAS21S090508
Grade & Chapter Name Grade 9 | Fundamental Unit of Life
Concept | Sub-concept Life Science | Plasma Membrane
Competency Evaluating & Designing Scienti ic Enquiry
Item Type Constructed Response
Full Credit (Full Score) Mentions that the results need to be veri ied by multiple trials.

For example:
Ÿ To reduce errors in measurement
Ÿ To con irm the results of the experiment
Ÿ To be sure about the readings
No Credit (No Score) Any other response or missing response

Item Number Question 9

Question Code SAS21S090509
Grade & Chapter Name Grade 9 | Fundamental Unit of Life
Concept | Sub-concept Life Science | Plasma Membrane
Competency Explaining Phenomena Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) C. It has a membrane-bound nucleus.
No Credit (No Score) Any other response or missing response
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Curriculum Aligned Competency Based Test Items Science
Class 9 − Chapter 5

Item Number Question 10

Question Code SAS21S090510
Grade & Chapter Name Grade 9 | Fundamental Unit of Life
Concept | Sub-concept Life Science | Plasma Membrane
Competency Explaining Phenomena Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) A. It is lexible.
No Credit (No Score) Any other response or missing response

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Curriculum Aligned Competency Based Test Items Science
Class 9 − Chapter 6

Item Number Question 1

Question Code SAS21S090601
Grade & Chapter Name Grade 9 | Tissues
Concept | Sub-concept Life Science | Location and Function of Meristematic Tissue
Competency Evaluating & Designing Scienti ic Enquiry
Item Type Constructed Response
Full Credit (Full Score) Mentions that Tina was trying to ind out whether shoot tips contain
apical meristem.

For example:
Ÿ Whether shoot tips contain apical meristem?
No Credit (No Score) Any other response or missing response

Item Number Question 2

Question Code SAS21S090602
Grade & Chapter Name Grade 9 | Tissues
Concept | Sub-concept Life Science | Location and Function of Meristematic Tissue
Competency Evaluating & Designing Scienti ic Enquiry
Item Type Complex Multiple Choice Question
Full Credit (Full Score) Yes
No
Yes
No Credit (No Score) Any other response or missing response

Item Number Question 3

Question Code SAS21S090603
Grade & Chapter Name Grade 9 | Tissues
Concept | Sub-concept Life Science | Location and Function of Meristematic Tissue
Competency Explaining Phenomena Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) D. They are actively dividing cells.
No Credit (No Score) Any other response or missing response
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Curriculum Aligned Competency Based Test Items Science
Class 9 − Chapter 6

Item Number Question 4

Question Code SAS21S090604
Grade & Chapter Name Grade 9 | Tissues
Concept | Sub-concept Life Science | Location and Function of Permanent Tissue
Competency Explaining Phenomena Scienti ically
Item Type Constructed Response
Full Credit (Full Score) Mentions guard cells as the response
No Credit (No Score) Any other response or missing response

Item Number Question 5

Question Code SAS21S090605
Grade & Chapter Name Grade 9 | Tissues
Concept | Sub-concept Life Science | Location and Function of Permanent Tissue
Competency Explaining Phenomena Scienti ically
Item Type Constructed Response
Full Credit (Full Score) Mentions that water is scarce in deserts AND smaller and fewer stomata
help a plant in controlling the loss of water.

For example:
Ÿ Water is scarce in deserts. Smaller and fewer stomata help desert
plants to minimize the loss of water.
No Credit (No Score) Any other response or missing response

Item Number Question 6

Question Code SAS21S090606
Grade & Chapter Name Grade 9 | Tissues
Concept | Sub-concept Life Science | Location and Function of Permanent Tissue
Competency Explaining Phenomena Scienti ically
Item Type Constructed Response
Full Credit (Full Score) Mentions layer 1 as the response
No Credit (No Score) Any other response or missing response
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Curriculum Aligned Competency Based Test Items Science
Class 9 − Chapter 6

Item Number Question 7

Question Code SAS21S090607
Grade & Chapter Name Grade 9 | Tissues
Concept | Sub-concept Life Science | Location and Function of Permanent Tissue
Competency Interpreting Data & Evidence Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) B. Was tree 1 younger than tree 2?
No Credit (No Score) Any other response or missing response

Item Number Question 8

Question Code SAS21S090608
Grade & Chapter Name Grade 9 | Tissues
Concept | Sub-concept Life Science | Location and Function of Animal Tissue
Competency Explaining Phenomena Scienti ically
Item Type Complex Multiple Choice Question
Full Credit (Full Score) No
Yes
No
No Credit (No Score) Any other response or missing response

Item Number Question 9

Question Code SAS21S090609
Grade & Chapter Name Grade 9 | Tissues
Concept | Sub-concept Life Science | Location and Function of Animal Tissue
Competency Interpreting Data & Evidence Scienti ically
Item Type Constructed Response
Full Credit (Full Score) Mentions Tissue 1 as the response
No Credit (No Score) Any other response or missing response

Item Number Question 10

Question Code SAS21S090610
Grade & Chapter Name Grade 9 | Tissues
Concept | Sub-concept Life Science | Location and Function of Animal Tissue
Competency Explaining Phenomena Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) B. Nerve cell
No Credit (No Score) Any other response or missing response
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Curriculum Aligned Competency Based Test Items Science
Class 9 − Chapter 7

Item Number Question 1

Question Code SAS21S090701
Grade & Chapter Name Grade 9 | Diversity in Living Organisms
Concept | Sub-concept Life Science | The Hierarchy of Classi ication- Groups
Competency Interpreting Data & Evidence Scienti ically
Item Type Constructed Response
Full Credit (Full Score) Mentions level 7 as the response
No Credit (No Score) Any other response or missing response

Item Number Question 2

Question Code SAS21S090702
Grade & Chapter Name Grade 9 | Diversity in Living Organisms
Concept | Sub-concept Life Science | The Hierarchy of Classi ication- Groups
Competency Explaining Phenomena Scienti ically
Item Type Constructed Response
Full Credit (Full Score) Mentions that level 7 is species
No Credit (No Score) Any other response or missing response

Item Number Question 3

Question Code SAS21S090703
Grade & Chapter Name Grade 9 | Diversity in Living Organisms
Concept | Sub-concept Life Science | The hierarchy of classi ication- Groups
Competency Explaining Phenomena Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) A. Level 1
No Credit (No Score) Any other response or missing response

Item Number Question 4

Question Code SAS21S090704
Grade & Chapter Name Grade 9 | Diversity in Living Organisms
Concept | Sub-concept Life Science | Classi ication of Plants
Competency Interpreting Data & Evidence Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) A. It has vascular tissues.
No Credit (No Score) Any other response or missing response
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Curriculum Aligned Competency Based Test Items Science
Class 9 − Chapter 7

Item Number Question 5

Question Code SAS21S090705
Grade & Chapter Name Grade 9 | Diversity in Living Organisms
Concept | Sub-concept Life Science | Classi ication of Plants
Competency Interpreting Data & Evidence Scienti ically
Item Type Constructed Response
Full Credit (Full Score) Completes till step 2 of the table as shown in full creditthe table as
shown
Step Feature of the plants in the group Type of Plant

Body parts not differentiated Type P

1
Body parts differentiated Step 2
No vascular tissue Type Q
2
Have vascular tissues Step 3
Do not produce seeds Type R
3
Produce seeds Step 4

Partial Credit (Partial Score) Completes till step 2 of the table as shown in full credit

Step Feature of the plants in the group Type of Plant

Body parts not differentiated Type P

1
Body parts differentiated Step 2
No vascular tissue Type Q
2
Have vascular tissues Step 3

No Credit (No Score) Any other response or missing response

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Curriculum Aligned Competency Based Test Items Science
Class 9 − Chapter 7

Item Number Question 6

Question Code SAS21S090706
Grade & Chapter Name Grade 9 | Diversity in Living Organisms
Concept | Sub-concept Life Science | Nomenclature
Competency Explaining Phenomena Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) B. Image
No Credit (No Score) Any other response or missing response

Item Number Question 7

Question Code SAS21S090707
Grade & Chapter Name Grade 9 | Diversity in Living Organisms
Concept | Sub-concept Life Science | The Hierarchy of Classi ication- Groups
Competency Explaining Phenomena Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) C. Family
No Credit (No Score) Any other response or missing response

Item Number Question 8

Question Code SAS21S090708
Grade & Chapter Name Grade 9 | Diversity in Living Organisms
Concept | Sub-concept Life Science | Porifera
Competency Explaining Phenomena Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) C. Image
No Credit (No Score) Any other response or missing response

Item Number Question 9

Question Code SAS21S090709
Grade & Chapter Name Grade 9 | Diversity in Living Organisms
Concept | Sub-concept Life Science | Classi ication of Animals
Competency Explaining Phenomena Scienti ically
Item Type Complex Multiple Choice Question
Full Credit (Full Score) No
No
Yes
No Credit (No Score) Any other response or missing response

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Curriculum Aligned Competency Based Test Items Science
Class 9 − Chapter 7

Item Number Question 10

Question Code SAS21S090710
Grade & Chapter Name Grade 9 | Diversity in Living Organisms
Concept | Sub-concept Life Science | Aves
Competency Explaining Phenomena Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) B. They breathe through lungs.
No Credit (No Score) Any other response or missing response

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Curriculum Aligned Competency Based Test Items Science
Class 9 − Chapter 8

Item Number Question 1

Question Code SAS21S090801
Grade & Chapter Name Grade 9 | Motion
Concept | Sub-concept Physical Science | Motion Along a Straight Line
Competency Interpreting Data & Evidence Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) B. 30 km
No Credit (No Score) Any other response or missing response

Item Number Question 2

Question Code SAS21S090802
Grade & Chapter Name Grade 9 | Motion
Concept | Sub-concept Physical Science | Motion Along a Straight Line
Competency Interpreting Data & Evidence Scienti ically
Item Type Constructed Response
Full Credit (Full Score) Mentions that the total distance travelled is 70 km.
Ÿ 70 km
No Credit (No Score) Any other response or missing response

Item Number Question 3

Question Code SAS21S090803
Grade & Chapter Name Grade 9 | Motion
Concept | Sub-concept Physical Science | Motion Along a Straight Line
Competency Interpreting Data & Evidence Scienti ically
Item Type Constructed Response
Full Credit (Full Score) Mentions that the car did not travel in a uniform motion as it moved
with a different speed in between 10 km and 20 km of its path.

For example:
Ÿ The car travelled in a non-uniform motion as it travelled with
different speeds at different time intervals.
No Credit (No Score) Any other response or missing response
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Curriculum Aligned Competency Based Test Items Science
Class 9 − Chapter 8

Item Number Question 4

Question Code SAS21S090804
Grade & Chapter Name Grade 9 | Motion
Concept | Sub-concept Physical Science | Measuring The Rate of Motion
Competency Interpreting Data & Evidence Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) C. 45 km/hr
No Credit (No Score) Any other response or missing response

Item Number Question 5

Question Code SAS21S090805
Grade & Chapter Name Grade 9 | Motion
Concept | Sub-concept Physical Science | Velocity Time Graph
Competency Interpreting Data & Evidence Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) D. Rehana was cycling with a uniform velocity between 10 minutes and
15 minutes.
No Credit (No Score) Any other response or missing response

Item Number Question 6

Question Code SAS21S090806
Grade & Chapter Name Grade 9 | Motion
Concept | Sub-concept Physical Science | Velocity Time Graph
Competency Interpreting Data & Evidence Scienti ically
Item Type Constructed Response
Full Credit (Full Score) Mentions that Rehana’s maximum cycling velocity was 10 km/hr.
Ÿ 10 km/hr
No Credit (No Score) Any other response or missing response

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Curriculum Aligned Competency Based Test Items Science
Class 9 − Chapter 8

Item Number Question 7

Question Code SAS21S090807
Grade & Chapter Name Grade 9 | Motion
Concept | Sub-concept Physical Science | Velocity Time Graph
Competency Interpreting Data & Evidence Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) B. Anju cycled faster than Rehana at the start of the journey.
No Credit (No Score) Any other response or missing response

Item Number Question 8

Question Code SAS21S090808
Grade & Chapter Name Grade 9 | Motion
Concept | Sub-concept Physical Science | Uniform Circular Motion
Competency Interpreting Data & Evidence Scienti ically
Item Type Constructed Response
Full Credit (Full Score) Mentions that the net displacement of the swinging object will be zero
after a complete swing.
Ÿ There will be zero displacement.
No Credit (No Score) Any other response or missing response

Item Number Question 9

Question Code SAS21S090809
Grade & Chapter Name Grade 9 | Motion
Concept | Sub-concept Physical Science | Velocity Time Graph
Competency Interpreting Data & Evidence Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) C. Graph
No Credit (No Score) Any other response or missing response

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Curriculum Aligned Competency Based Test Items Science
Class 9 − Chapter 8

Item Number Question 10

Question Code SAS21S090810
Grade & Chapter Name Grade 9 | Motion
Concept | Sub-concept Physical Science | Rate of Change of Velocity
Competency Explaining Phenomena Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) D. ms-²
No Credit (No Score) Any other response or missing response

Copyright (c) 2021 CBSE and Sri Aurobindo Society All Rights Reserved Page 88
Curriculum Aligned Competency Based Test Items Science
Class 9 − Chapter 9

Item Number Question 1

Question Code SAS21S090901
Grade & Chapter Name Grade 9 | Force and Laws of Motion
Concept | Sub-concept Physical Science | Conservation of Momentum
Competency Explaining Phenomena Scienti ically
Item Type Complex Multiple Choice Question
Full Credit (Full Score) Yes
No
Yes
No Credit (No Score) Any other response or missing response
Item Number Question 2
Question Code SAS21S090902
Grade & Chapter Name Grade 9 | Force and Laws of Motion
Concept | Sub-concept Physical Science | Conservation of Momentum
Competency Explaining Phenomena Scienti ically
Item Type Constructed Response
Full Credit (Full Score) Mentions friction as the external force
No Credit (No Score) Any other response or missing response
Item Number Question 3
Question Code SAS21S090903
Grade & Chapter Name Grade 9 | Force and Laws of Motion
Concept | Sub-concept Physical Science | Conservation of Momentum
Competency Interpreting Data and Evidence Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) B. The smaller ball would rebound and the bigger ball would roll
forward.
No Credit (No Score) Any other response or missing response
Item Number Question 4
Question Code SAS21S090904
Grade & Chapter Name Grade 9 | Force and Laws of Motion
Concept | Sub-concept Physical Science | Balance and Unbalanced Force
Competency Interpreting Data & Evidence Scienti ically
Item Type Constructed Response
Full Credit (Full Score) Calculates a force of 2000 N and shows the correct calculation stepwise
No Credit (No Score) Any other response or missing response
Copyright (c) 2021 CBSE and Sri Aurobindo Society All Rights Reserved Page 89
Curriculum Aligned Competency Based Test Items Science
Class 9 − Chapter 9

Item Number Question 5

Question Code SAS21S090901
Grade & Chapter Name Grade 9 | Force and Laws of Motion
Concept | Sub-concept Physical Science | Balance and Unbalanced Force
Competency Explaining Phenomena Scienti ically
Item Type Constructed Response
Full Credit (Full Score) Mentions that force acting on each box is unbalanced because
acceleration is produced for each box indicating that the force caused
each box to move

For example:
Ÿ The force acting on each box is unbalanced because acceleration is
produced.
OR
Ÿ The force acting on each box was unbalanced as the boxes moved
forward.
No Credit (No Score) Any other response or missing response

Item Number Question 6

Question Code SAS21S090906
Grade & Chapter Name Grade 9 | Force and Laws of Motion
Concept | Sub-concept Physical Science| Balance and Unbalanced Force
Competency Explaining Phenomena Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) A. A boy sitting on a chair
No Credit (No Score) Any other response or missing response

Item Number Question 7

Question Code SAS21S090907
Grade & Chapter Name Grade 9 | Force and Laws of Motion
Concept | Sub-concept Physical Science | Third Law of Motion
Competency Interpreting Data & Evidence Scienti ically
Item Type Constructed Response
Full Credit (Full Score) Mentions that the balls will not hit the loor with the same momentum
as their masses are different.
No Credit (No Score) Any other response or missing response
Copyright (c) 2021 CBSE and Sri Aurobindo Society All Rights Reserved Page 90
Curriculum Aligned Competency Based Test Items Science
Class 9 − Chapter 9

Item Number Question 8

Question Code SAS21S090908
Grade & Chapter Name Grade 9 | Force and Laws of Motion
Concept | Sub-concept Physical Science | Third Law of Motion
Competency Explaining Phenomena Scienti ically
Item Type Constructed Response
Full Credit (Full Score) Mentions that an equal and opposite force exerted by the loor on the
balls caused them to bounce back.

For example:
Ÿ An equal and opposite force was exerted on the balls by the loor.
This force caused them to bounce back.
No Credit (No Score) Any other response or missing response

Item Number Question 9

Question Code SAS21S090909
Grade & Chapter Name Grade 9 | Force and Laws of Motion
Concept | Sub-concept Physical Science| Third Law of Motion
Competency Explaining Phenomena Scienti ically
Item Type Constructed Response
Full Credit (Full Score) Mentions that the balls will reach a height of less than 5 m as some
energy/velocity/momentum will be lost after the balls hit the loor.
No Credit (No Score) Any other response or missing response

Item Number Question 10

Question Code SAS21S090910
Grade & Chapter Name Grade 9 | Force and Laws of Motion
Concept | Sub-concept Physical Science | Inertia and Mass
Competency Interpreting Data & Evidence Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) D. A force of 3000 N acting on a mass of 10 kg
No Credit (No Score) Any other response or missing response

Copyright (c) 2021 CBSE and Sri Aurobindo Society All Rights Reserved Page 91
Curriculum Aligned Competency Based Test Items Science
Class 9 − Chapter 10

Item Number Question 1

Question Code SAS21S091001
Grade & Chapter Name Grade 9 | Gravitation
Concept | Sub-concept Physical Science | Universal Law of Gravitation
Competency Interpreting Data and Evidence Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) C. Image
No Credit (No Score) Any other response or missing response

Item Number Question 2

Question Code SAS21S091002
Grade & Chapter Name Grade 9 | Gravitation
Concept | Sub-concept Physical Science | Universal Law of Gravitation
Competency Explaining Phenomena Scienti ically
Item Type Constructed Response
Full Credit (Full Score) Mentions that G stands for universal gravitation constant
No Credit (No Score) Any other response or missing response

Item Number Question 3

Question Code SAS21S091003
Grade & Chapter Name Grade 9 | Gravitation
Concept | Sub-concept Physical Science | Motion of Objects Under The In luence Gravitational
Force the Earth
Competency Interpreting Data & Evidence Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) B. Location 2 and Location 4
No Credit (No Score) Any other response or missing response
Copyright (c) 2021 CBSE and Sri Aurobindo Society All Rights Reserved Page 92
Curriculum Aligned Competency Based Test Items Science
Class 9 − Chapter 10

Item Number Question 4

Question Code SAS21S091004
Grade & Chapter Name Grade 9 | Gravitation
Concept | Sub-concept Physical Science | Motion of Objects Under The In luence Gravitational
Force the Earth
Competency Explaining Phenomena Scienti ically
Item Type Constructed Response
Full Credit (Full Score) Mentions that the gravitational pull of the earth keeps the moon in its
orbit

For example:
Ÿ Gravitational force/pull of the earth makes the moon move in a ixed
orbit.
No Credit (No Score) Any other response or missing response

Item Number Question 5

Question Code SAS21S091005
Grade & Chapter Name Grade 9 | Gravitation
Concept | Sub-concept Physical Science | Thrust and Pressure
Competency Interpreting Data & Evidence Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) D. Box 4
No Credit (No Score) Any other response or missing response

Item Number Question 6

Question Code SAS21S091006
Grade & Chapter Name Grade 9 | Gravitation
Concept | Sub-concept Physical Science | Thrust and Pressure
Competency Explaining Phenomena Scienti ically
Item Type Constructed Response
Full Credit (Full Score) Mentions that all four boxes have the same weight as their mass is the
same

For example:
Ÿ All four boxes have the same weight as their mass is the same.
No Credit (No Score) Any other response or missing response
Copyright (c) 2021 CBSE and Sri Aurobindo Society All Rights Reserved Page 93
Curriculum Aligned Competency Based Test Items Science
Class 9 − Chapter 10

Item Number Question 7

Question Code SAS21S091007
Grade & Chapter Name Grade 9 | Gravitation
Concept | Sub-concept Physical Science | Relative Density
Competency Explaining Phenomena Scienti ically
Item Type Constructed Response
Full Credit (Full Score) Mentions that the relative density of the object should be less than 1
No Credit (No Score) Any other response or missing response

Item Number Question 8

Question Code SAS21S091008
Grade & Chapter Name Grade 9 | Gravitation
Concept | Sub-concept Physical Science | Pressure in Fluids
Competency Explaining Phenomena Scienti ically
Item Type Constructed Response
Full Credit (Full Score) Mentions that deep sea has very high water pressure. Thick sheet of
steel can resist high water pressures

For example:
Ÿ Deep sea has very high water pressure.
Ÿ Thick sheet of steel can resist high water pressures.
No Credit (No Score) Any other response or missing response

Item Number Question 9

Question Code SAS21S091009
Grade & Chapter Name Grade 9 | Gravitation
Concept | Sub-concept Physical Science | Buoyancy
Competency Interpreting Data and Evidence Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) A. Liquid 1
No Credit (No Score) Any other response or missing response
Copyright (c) 2021 CBSE and Sri Aurobindo Society All Rights Reserved Page 94
Curriculum Aligned Competency Based Test Items Science
Class 9 − Chapter 10

Item Number Question 10

Question Code SAS21S091010
Grade & Chapter Name Grade 9 | Gravitation
Concept | Sub-concept Physical Science | Archimedes’ Principle
Competency Explaining Phenomena Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) B. Steel bowl
No Credit (No Score) Any other response or missing response

Copyright (c) 2021 CBSE and Sri Aurobindo Society All Rights Reserved Page 95
Curriculum Aligned Competency Based Test Items Science
Class 9 − Chapter 11

Item Number Question 1

Question Code SAS21S091101
Grade & Chapter Name Grade 9 | Work and Energy
Concept | Sub-concept Physical Science | Work Done by Constant Force
Competency Interpreting Data & Evidence Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) A. Toy car 1
No Credit (No Score) Any other response or missing response

Item Number Question 2

Question Code SAS21S091102
Grade & Chapter Name Grade 9 | Work and Energy
Concept | Sub-concept Physical Science | Work Done by Constant Force
Competency Explaining Phenomena Scienti ically
Item Type Complex Multiple Choice Question
Full Credit (Full Score) No
Yes
Yes
No Credit (No Score) Any other response or missing response

Item Number Question 3

Question Code SAS21S091103
Grade & Chapter Name Grade 9 | Work and Energy
Concept | Sub-concept Physical Science | Potential Energy
Competency Interpreting Data & Evidence Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) A. Point 1
No Credit (No Score) Any other response or missing response

Item Number Question 4

Question Code SAS21S091104
Grade & Chapter Name Grade 9 | Work and Energy
Concept | Sub-concept Physical Science | Potential Energy
Competency Explaining Phenomena Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) D. Image
No Credit (No Score) Any other response or missing response
Copyright (c) 2021 CBSE and Sri Aurobindo Society All Rights Reserved Page 96
Curriculum Aligned Competency Based Test Items Science
Class 9 − Chapter 11

Item Number Question 5

Question Code SAS21S091105
Grade & Chapter Name Grade 9 | Work and Energy
Concept | Sub-concept Physical Science | Are Various Energy Forms interconvertible?
Competency Explaining Phenomena Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) D. Conversion of energy and air resistance
No Credit (No Score) Any other response or missing response

Item Number Question 6

Question Code SAS21S091106
Grade & Chapter Name Grade 9 | Work and Energy
Concept | Sub-concept Physical Science | Rate of Doing Work
Competency Interpreting Data & Evidence Scienti ically
Item Type Constructed Response
Full Credit (Full Score) Mentions that power is equal to work done per unit time. Person 3
pulled the cart in the shortest time so he expended the most power.

For example:
Ÿ Person 3. Power is equal to work done per unit time. Person 3 took
the least time to pull the cart.
Partial Credit (Partial Score) Mentions only person 3 as the response but provides no explanation
No Credit (No Score) Any other response or missing response

Item Number Question 7

Question Code SAS21S091107
Grade & Chapter Name Grade 9 | Work and Energy
Concept | Sub-concept Physical Science | Rate of Doing Work
Competency Evaluating & Designing Scienti ic Enquiry
Item Type Complex Multiple Choice Question
Full Credit (Full Score) No
No
Yes
No Credit (No Score) Any other response or missing response

Copyright (c) 2021 CBSE and Sri Aurobindo Society All Rights Reserved Page 97
Curriculum Aligned Competency Based Test Items Science
Class 9 − Chapter 11

Item Number Question 8

Question Code SAS21S091108
Grade & Chapter Name Grade 9 | Work and Energy
Concept | Sub-concept Physical Science | Are Various Energy Forms interconvertible?
Competency Explaining Phenomena Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) D. A person riding a motorbike to the top of an overbridge
No Credit (No Score) Any other response or missing response

Item Number Question 9

Question Code SAS21S091109
Grade & Chapter Name Grade 9 | Work and Energy
Concept | Sub-concept Physical Science | Commercial Unit of Energy
Competency Interpreting Data & Evidence Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) C. House 1 consumed less electricity than House 2 in all the four months.
No Credit (No Score) Any other response or missing response

Item Number Question 10

Question Code SAS21S091110
Grade & Chapter Name Grade 9 | Work and Energy
Concept | Sub-concept Physical Science | Commercial Unit of Energy
Competency Explaining Phenomena Scienti ically
Item Type Constructed Response
Full Credit (Full Score) Mentions one kilowatt hour as the response
No Credit (No Score) Any other response or missing response

Copyright (c) 2021 CBSE and Sri Aurobindo Society All Rights Reserved Page 98
Curriculum Aligned Competency Based Test Items Science
Class 9 − Chapter 12

Item Number Question 1

Question Code SAS21S101201
Grade & Chapter Name Grade 9 | Sound
Concept | Sub-concept Physical Science | Characteristics of a Sound Wave
Competency Interpreting Data and Evidence Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) D. Sound wave 4
No Credit (No Score) Any other response or missing response

Item Number Question 2

Question Code SAS21S091202
Grade & Chapter Name Grade 9 | Sound
Concept | Sub-concept Physical Science | Characteristics of a Sound Wave
Competency Interpreting Data and Evidence Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) C. Sound wave 1 and sound wave 3
No Credit (No Score) Any other response or missing response

Item Number Question 3

Question Code SAS21S091203
Grade & Chapter Name Grade 9 | Sound
Concept | Sub-concept Physical Sciences | Characteristics of a Sound Wave
Competency Explaining Phenomena Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) A. 10 Hz
No Credit (No Score) Any other response or missing response

Item Number Question 4

Question Code SAS21S091204
Grade & Chapter Name Grade 9 | Sound
Concept | Sub-concept Physical Sciences | Range of Hearing
Competency Interpreting Data and Evidence Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) D. Sitting in the front row of a rock concert for 30 minutes
No Credit (No Score) Any other response or missing response
Copyright (c) 2021 CBSE and Sri Aurobindo Society All Rights Reserved Page 99
Curriculum Aligned Competency Based Test Items Science
Class 9 − Chapter 12

Item Number Question 5

Question Code SAS21S101205
Grade & Chapter Name Grade 9 | Sound
Concept | Sub-concept Physical Science | Characteristics of a Sound Wave
Competency Explaining Phenomena Scienti ically
Item Type Complex Multiple Choice Question
Full Credit (Full Score) No
Yes
No
No Credit (No Score) Any other response or missing response

Item Number Question 6

Question Code SAS21S091206
Grade & Chapter Name Grade 9 | Sound
Concept | Sub-concept Physical Science | Re lection of Sound
Competency Interpreting Data and Evidence Scienti ically
Item Type Constructed Response
Full Credit (Full Score) A. 10 Hz

No Credit (No Score) Any other response or missing response

Copyright (c) 2021 CBSE and Sri Aurobindo Society All Rights Reserved Page 100
Curriculum Aligned Competency Based Test Items Science
Class 9 − Chapter 12

Item Number Question 7

Question Code SAS21S101207
Grade & Chapter Name Grade 9 | Sound
Concept | Sub-concept Physical Science | Applications of Ultrasound
Competency Explaining Phenomena Scienti ically
Item Type Complex Multiple Choice Question
Full Credit (Full Score) Yes
Yes
No
No Credit (No Score) Any other response or missing response

Item Number Question 8

Question Code SAS21S091208
Grade & Chapter Name Grade 9 | Sound
Concept | Sub-concept Physical Science | Structure of Human Ear
Competency Explaining Phenomena Scienti ically
Item Type Constructed Response
Full Credit (Full Score) Mentions middle ear as the response.
No Credit (No Score) Any other response or missing response

Item Number Question 9

Question Code SAS21S091209
Grade & Chapter Name Grade 9 | Sound
Concept | Sub-concept Physical Science | Structure of Human Ear
Competency Explaining Phenomena Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) C. Rupture of the ear drum
No Credit (No Score) Any other response or missing response

Item Number Question 10

Question Code SAS21S091210
Grade & Chapter Name Grade 9 | Sound
Concept | Sub-concept Physical Science | Re lection of Sound
Competency Explaining Phenomena Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) D. A man shouting from a place that is surrounded by hills.
No Credit (No Score) Any other response or missing response
Copyright (c) 2021 CBSE and Sri Aurobindo Society All Rights Reserved Page 101
Curriculum Aligned Competency Based Test Items Science
Class 9 − Chapter 13

Item Number Question 1

Question Code SAS21S101301
Grade & Chapter Name Grade 9 | Why do we fall ill?
Concept | Sub-concept Life Science | Disease and Its Causes
Competency Explaining Phenomena Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) D. wearing unwashed clothes for a week
No Credit (No Score) Any other response or missing response

Item Number Question 2

Question Code SAS21S091302
Grade & Chapter Name Grade 9 | Why do we fall ill?
Concept | Sub-concept Life Science | Acute and Chronic Diseases
Competency Explaining Phenomena Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) A. Arthritis / Malaria
No Credit (No Score) Any other response or missing response

Item Number Question 3

Question Code SAS21S091303
Grade & Chapter Name Grade 9 | Why do we fall ill?
Concept | Sub-concept Life Science | Infectious Diseases
Competency Explaining Phenomena Scienti ically
Item Type Complex Multiple Choice Question
Full Credit (Full Score) Yes
No
Yes
No Credit (No Score) Any other response or missing response

Item Number Question 4

Question Code SAS21S091304
Grade & Chapter Name Grade 9 | Why do we fall ill?
Concept | Sub-concept Life Science | Principles of Prevention
Competency Explaining Phenomena Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) B. Rabies
No Credit (No Score) Any other response or missing response
Copyright (c) 2021 CBSE and Sri Aurobindo Society All Rights Reserved Page 102
Curriculum Aligned Competency Based Test Items Science
Class 9 − Chapter 13

Item Number Question 5

Question Code SAS21S101305
Grade & Chapter Name Grade 9 | Why do we fall ill?
Concept | Sub-concept Life Science | Means of Spread
Competency Explaining Phenomena Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) A. AIDS
No Credit (No Score) Any other response or missing response
Item Number Question 6
Question Code SAS21S091306
Grade & Chapter Name Grade 9 | Why do we fall ill?
Concept | Sub-concept Life Science | Chronic Diseases and Poor Health
Competency Explaining Phenomena Scienti ically
Item Type Complex Multiple Choice Question
Full Credit (Full Score) Yes
Yes
No
No Credit (No Score) Any other response or missing response
Item Number Question 7
Question Code SAS21S091307
Grade & Chapter Name Grade 9 | Why do we fall ill?
Concept | Sub-concept Life Science | Principles of Prevention
Competency Interpreting Data and Evidence Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) B. Village 2
No Credit (No Score) Any other response or missing response
Item Number Question 8
Question Code SAS21S091308
Grade & Chapter Name Grade 9 | Why do we fall ill?
Concept | Sub-concept Life Science | Principles of Prevention
Competency Explaining Phenomena Scienti ically
Item Type Constructed Response
Full Credit (Full Score) Mentions that river water contains suspended solid particles and
microorganisms.
No Credit (No Score) Any other response or missing response

Copyright (c) 2021 CBSE and Sri Aurobindo Society All Rights Reserved Page 103
Curriculum Aligned Competency Based Test Items Science
Class 9 − Chapter 13

Item Number Question 9

Question Code SAS21S101309
Grade & Chapter Name Grade 9 | Why do we fall ill?
Concept | Sub-concept Life Science | Disease and Its Causes
Competency Interpreting Data and Evidence Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) C. Village 3
No Credit (No Score) Any other response or missing response

Item Number Question 10

Question Code SAS21S091310
Grade & Chapter Name Grade 9 | Why do we fall ill?
Concept | Sub-concept Life Science | Disease and Its Causes
Competency Explaining Phenomena Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) C. She has weak immunity.
No Credit (No Score) Any other response or missing response

Copyright (c) 2021 CBSE and Sri Aurobindo Society All Rights Reserved Page 104
Curriculum Aligned Competency Based Test Items Science
Class 9 − Chapter 14

Item Number Question 1

Question Code SAS21S101401
Grade & Chapter Name Grade 9 | Natural Resources
Concept | Sub-concept Earth Science | Biogeochemical Cycles (Nitrogen cycle)
Competency Interpreting Data and Evidence Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) C. Nitrate
No Credit (No Score) Any other response or missing response

Item Number Question 2

Question Code SAS21S091402
Grade & Chapter Name Grade 9 | Natural Resources
Concept | Sub-concept Earth Science | Biogeochemical Cycles (Nitrogen cycle)
Competency Explaining Phenomena Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) B. Ammoni ication
No Credit (No Score) Any other response or missing response

Item Number Question 3

Question Code SAS21S091403
Grade & Chapter Name Grade 9 | Natural Resources
Concept | Sub-concept Earth Science | Biogeochemical Cycles (Oxygen cycle)
Competency Interpreting Data and Evidence Scienti ically
Item Type Complex Multiple Choice Question
Full Credit (Full Score) Yes
No
No
No Credit (No Score) Any other response or missing response
Copyright (c) 2021 CBSE and Sri Aurobindo Society All Rights Reserved Page 105
Curriculum Aligned Competency Based Test Items Science
Class 9 − Chapter 14

Item Number Question 4

Question Code SAS21S091404
Grade & Chapter Name Grade 9 | Natural Resources
Concept | Sub-concept Earth Science | Biogeochemical Cycles (Oxygen cycle)
Competency Explaining Phenomena Scienti ically
Item Type Constructed Response
Full Credit (Full Score) Mentions that the oxygen cycle will continue as the transfer of oxygen
will happen through plants and animals. For example

Ÿ No. The oxygen cycle will continue as oxygen will get transferred
through plants and animals.
No Credit (No Score) Any other response or missing response

Item Number Question 5

Question Code SAS21S091405
Grade & Chapter Name Grade 9 | Natural Resources
Concept | Sub-concept Earth Science | Ozone Layer
Competency Interpreting Data and Evidence Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) D. It has increased from 1986 to 1996.
No Credit (No Score) Any other response or missing response

Item Number Question 6

Question Code SAS21S091406
Grade & Chapter Name Grade 9 | Natural Resources
Concept | Sub-concept Earth Science | Ozone Layer
Competency Explaining Phenomena Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) D. Harmful radiations from the Sun will reach the Earth’s surface.
No Credit (No Score) Any other response or missing response

Copyright (c) 2021 CBSE and Sri Aurobindo Society All Rights Reserved Page 106
Curriculum Aligned Competency Based Test Items Science
Class 9 − Chapter 14

Item Number Question 7

Question Code SAS21S091407
Grade & Chapter Name Grade 9 | Natural Resources
Concept | Sub-concept Earth Science | Biogeochemical Cycles (Carbon Cycle)
Competency Interpreting Data and Evidence Scienti ically
Item Type Complex Multiple Choice Question
Full Credit (Full Score) Yes
No
Yes
No Credit (No Score) Any other response or missing response
Item Number Question 8
Question Code SAS21S091408
Grade & Chapter Name Grade 9 | Natural Resources
Concept | Sub-concept Earth Science | Biogeochemical Cycles (Carbon Cycle)
Competency Explaining Phenomena Scienti ically
Item Type Constructed Response
Full Credit (Full Score) Mentions that fossil fuels form by the decomposition of dead plants and
animals.
No Credit (No Score) Any other response or missing response
Item Number Question 9
Question Code SAS21S091409
Grade & Chapter Name Grade 9 | Natural Resources
Concept | Sub-concept Earth Science | The Greenhouse Effect
Competency Explaining Phenomena Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) D. Carbon dioxide
No Credit (No Score) Any other response or missing response
Item Number Question 10
Question Code SAS21S091410
Grade & Chapter Name Grade 9 | Natural Resources
Concept | Sub-concept Earth Science | Mineral Riches in The Soil
Competency Explaining Phenomena Scienti ically
Item Type Constructed Response
Full Credit (Full Score) Mentions that plant roots hold the soil tightly.
No Credit (No Score) Any other response or missing response
Copyright (c) 2021 CBSE and Sri Aurobindo Society All Rights Reserved Page 107
Curriculum Aligned Competency Based Test Items Science
Class 9 − Chapter 15

Item Number Question 1

Question Code SAS21S091501
Grade & Chapter Name Grade 9 | Improvement in Food Resources
Concept | Sub-concept Life Science | Cropping Patterns
Competency Explaining Phenomena Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) A. Cop rotation
No Credit (No Score) Any other response or missing response

Item Number Question 2

Question Code SAS21S091502
Grade & Chapter Name Grade 9 | Improvement in Food Resources
Concept | Sub-concept Life Science | Cropping Patterns
Competency Interpreting Data and Evidence Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) D. Different nutrients present in the farm soil are evenly used over time.
No Credit (No Score) Any other response or missing response

Item Number Question 3

Question Code SAS21S091503
Grade & Chapter Name Grade 9 | Improvement in Food Resources
Concept | Sub-concept Life Science | Nutrient Management
Competency Interpreting Data and Evidence Scienti ically
Item Type Complex Multiple Choice Question
Full Credit (Full Score) Yes
Yes
No
No Credit (No Score) Any other response or missing response

Item Number Question 4

Question Code SAS21S091504
Grade & Chapter Name Grade 9 | Improvement in Food Resources
Concept | Sub-concept Life Science | Nutrient Management
Competency Explaining Phenomena Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) C. Potassium
No Credit (No Score) Any other response or missing response
Copyright (c) 2021 CBSE and Sri Aurobindo Society All Rights Reserved Page 108
Curriculum Aligned Competency Based Test Items Science
Class 9 − Chapter 15

Item Number Question 5

Question Code SAS21S091505
Grade & Chapter Name Grade 9 | Improvement in Food Resources
Concept | Sub-concept Life Science | Nutrient Management
Competency Interpreting Data and Evidence Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) A. Source 1
No Credit (No Score) Any other response or missing response

Item Number Question 6

Question Code SAS21S091506
Grade & Chapter Name Grade 9 | Improvement in Food Resources
Concept | Sub-concept Life Science | Animal Husbandry (Bee-keeping)
Competency Explaining Phenomena Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) C. Type of lower from which the bees collect nectar
No Credit (No Score) Any other response or missing response

Item Number Question 7

Question Code SAS21S091507
Grade & Chapter Name Grade 9 | Improvement in Food Resources
Concept | Sub-concept Life Science | Animal Husbandry (Bee-keeping)
Competency Interpreting Data and Evidence Scienti ically
Item Type Complex Multiple Choice Question
Full Credit (Full Score) Yes
Yes
No
No Credit (No Score) Any other response or missing response

Item Number Question 8

Question Code SAS21S091508
Grade & Chapter Name Grade 9 | Improvement in Food Resources
Concept | Sub-concept Life Science | Animal Husbandry (Bee-keeping)
Competency Interpreting Data and Evidence Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) B. All areas of the pond are utilized for better ish production.
No Credit (No Score) Any other response or missing response
Copyright (c) 2021 CBSE and Sri Aurobindo Society All Rights Reserved Page 109
Curriculum Aligned Competency Based Test Items Science
Class 9 − Chapter 15

Item Number Question 9

Question Code SAS21S091505
Grade & Chapter Name Grade 9 | Improvement in Food Resources
Concept | Sub-concept Life Science | Animal Husbandry (Fish Production)
Competency Explaining Phenomena Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) A. Pearl
No Credit (No Score) Any other response or missing response

Item Number Question 10

Question Code SAS21S091510
Grade & Chapter Name Grade 9 | Improvement in Food Resources
Concept | Sub-concept Life Science | Animal Husbandry (Poultry Farming)
Competency Explaining Phenomena Scienti ically
Item Type Constructed Response
Full Credit (Full Score) Mentions that crossbreeding is done to get desirable characteristics in
the hybrid chicken.
No Credit (No Score) Any other response or missing response

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