Class 9 · 9th standard · 2026-27

Class 9 Science worksheets, free, one for each strand

Three free Class 9 Science worksheets - one physics, one chemistry, one biology - with every question and every calculation printed on this page rather than behind a download. Class 9 is the year the three strands finally separate, and doing these on three different days answers a question a combined Science mark could not answer since Class 6: which of the three is actually weak. Every exercise opens with one question worked through in full.

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3 worksheets · 90 questions · every answer on the page · no sign-up · aligned to NCERT's Class 9 Science book is used in CBSE schools; ICSE schools teach the three as separate subjects. These sheets are written to the reasoning rather than to one book's chapter order.

What these practise

Distance against displacement, and speed against velocity
The three equations of motion, and choosing between them
Converting km/h to m/s before substituting
Force, momentum, and conservation of momentum
The mole as a counting unit, and moles from mass
Molecules against atoms when counting particles
Electronic configuration, valency, isotopes and isobars
Cell organelles and their specific functions
Plant tissues - parenchyma, collenchyma, sclerenchyma, xylem, phloem
The four animal tissue types with where each is found

Last updated 2026-07-29

Free, with answers

The worksheets themselves

Every question is on this page, and so is every answer. Nothing is behind a sign-up, and there is no file to download unless you want one - use the print button on any sheet to save it as a PDF.

practice · medium · 35 min

Motion and the laws of motion

Class 9 Science · Physics · 28 questions with answers

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Class 9 physics is where numericals become a substantial part of the paper, and where marks start being given for how a numerical is written as well as for the answer. Every solution here is set out the way the board expects: formula first, substitution next, units on every line, answer stated. That layout is worth practising as deliberately as the physics.

Distinguishes distance from displacement, and speed from velocity
Selects the right equation of motion for the quantities given
Converts km/h to m/s before substituting
Calculates force and momentum, and applies conservation of momentum
Writes a numerical with formula, substitution, units and a stated answer

Exercise 1 of 3 · 8 questions

Find both the distance and the displacement.

Write the answer · Warm-up

Here’s one done for you

One lap of a 400 m track gives a distance of 400 m and a displacement of zero, because displacement is the straight line from start to finish and the athlete finished where they began. Distance asks how far you travelled; displacement asks how far you ended up from where you started. Every question in this pair is testing whether that difference is understood, and 'zero' is very often the correct and unexpected answer.

1)An athlete runs one complete lap of a circular track of length 400 m.
2)A person walks 3 m east, then 4 m north.
3)A ball is thrown 5 m up and caught again at the same point.
4)A car travels 10 km east and then 4 km west along the same road.
5)A cyclist rides 200 m north, turns and rides 200 m south.
6)A runner completes two laps of a 400 m track.
7)A lift goes up 12 m, then down 5 m.
8)A boy walks 6 m east, 8 m north, then 6 m west.

Answers

1) Distance 400 m; displacement 0, because the athlete finishes where they started.
2) Distance 7 m; displacement 5 m, from the right-angled triangle with sides 3 and 4.
3) Distance 10 m; displacement 0.
4) Distance 14 km; displacement 6 km towards the east.
5) Distance 400 m; displacement 0, because the start and finish are the same point.
6) Distance 800 m; displacement 0, because a complete lap returns to the start.
7) Distance 17 m; displacement 7 m upward.
8) Distance 20 m; displacement 8 m north - the two 6 m legs cancel.

Exercise 2 of 3 · 10 questions

Work these out. Formula first, then substitution, with units on every line.

Write the answer · Guided

Here’s one done for you

The train question is the one that catches people, and not because of the physics. 72 km/h must become 20 m/s before anything else happens, because the acceleration is asked for in m/s². Multiply by 1000 and divide by 3600, or divide by 3.6 - either way, do it as the first line of the solution rather than halfway through. A units mismatch is the single most common way a correct method produces a wrong answer.

1)A car starts from rest and accelerates at 2 m/s² for 5 s. Find its final velocity and the distance covered.
2)A body moving at 20 m/s decelerates uniformly and stops in 4 s. Find the acceleration and the distance covered.
3)A train travelling at 72 km/h is brought to rest in 20 s. Find its acceleration.
4)An object moving at 5 m/s accelerates at 2 m/s² over a distance of 10 m. Find its final velocity.
5)A stone is dropped from rest and falls for 3 s. Take g as 10 m/s². Find its velocity and the distance fallen.
6)A car starts from rest and accelerates at 4 m/s² for 6 s. Find its final speed and the distance covered.
7)A body moving at 30 m/s comes to rest in 90 m. Find its acceleration.
8)A vehicle at 54 km/h brakes to rest in 5 s. Find the acceleration in m/s².
9)An object at rest falls freely for 3 s. Find its speed and the distance fallen (g = 10 m/s²).
10)A train accelerates uniformly from 10 m/s to 30 m/s in 20 s. Find the acceleration and the distance.

Answers

1) v = u + at = 0 + (2 m/s²)(5 s) = 10 m/s. s = ut + ½at² = 0 + ½(2)(25) = 25 m.
2) a = (v - u)/t = (0 - 20)/4 = -5 m/s². s = ut + ½at² = (20)(4) + ½(-5)(16) = 80 - 40 = 40 m.
3) First convert: 72 km/h = 72 × 1000/3600 = 20 m/s. Then a = (0 - 20)/20 = -1 m/s².
4) v² = u² + 2as = 25 + 2(2)(10) = 65, so v = √65 ≈ 8.1 m/s.
5) v = u + at = 0 + (10)(3) = 30 m/s. s = ½at² = ½(10)(9) = 45 m.
6) v = u + at = 0 + 4 × 6 = 24 m/s. s = ut + ½at² = 0 + ½ × 4 × 36 = 72 m.
7) v² = u² + 2as, so 0 = 900 + 2a(90), giving a = -5 m/s². It is a retardation of 5 m/s².
8) 54 km/h = 15 m/s. a = (v - u)/t = (0 - 15)/5 = -3 m/s².
9) v = 0 + 10 × 3 = 30 m/s. s = ½ × 10 × 9 = 45 m.
10) a = (30 - 10)/20 = 1 m/s². s = ut + ½at² = 10 × 20 + ½ × 1 × 400 = 400 m.

Exercise 3 of 3 · 10 questions

Work these out, showing the formula each time.

Write the answer · Practice

Here’s one done for you

The boat question is the one worth understanding rather than memorising. Before the jump nothing is moving, so the total momentum is zero, and it must stay zero. The person carries 120 kg m/s forwards, so the boat must carry 120 kg m/s backwards - and being half the mass, it moves twice as fast. The negative sign is not a nuisance; it is the answer telling you the direction.

1)A force of 10 N acts on a body of mass 2 kg. Find the acceleration.
2)A 5 kg object speeds up from 2 m/s to 8 m/s in 3 s. Find the acceleration and the force.
3)Find the change in momentum of that same 5 kg object.
4)Find the momentum of a 20 g bullet travelling at 100 m/s.
5)A person of 60 kg jumps off a stationary 30 kg boat at 2 m/s. Find the velocity of the boat.
6)A force of 12 N acts on a 4 kg body. Find the acceleration.
7)Find the force needed to accelerate a 1,500 kg car at 2 m/s².
8)A 3 kg object is brought from rest to 12 m/s. Find the change in momentum.
9)Find the momentum of a 50 g ball moving at 200 m/s.
10)Why does a cricketer move his hands back while catching a ball?

Answers

1) a = F/m = 10 N ÷ 2 kg = 5 m/s².
2) a = (8 - 2)/3 = 2 m/s². F = ma = (5 kg)(2 m/s²) = 10 N.
3) Change in momentum = m(v - u) = 5(8 - 2) = 30 kg m/s.
4) Convert 20 g to 0.02 kg. p = mv = (0.02)(100) = 2 kg m/s.
5) By conservation of momentum, total momentum stays zero. So (60)(2) + (30)(v) = 0, giving v = -4 m/s - that is, 4 m/s in the opposite direction.
6) a = F/m = 12/4 = 3 m/s².
7) F = ma = 1500 × 2 = 3,000 N.
8) Change in momentum = m(v - u) = 3 × 12 = 36 kg m/s.
9) p = mv = 0.05 × 200 = 10 kg m/s.
10) To increase the time over which the ball is stopped. The change in momentum is fixed, so a longer time means a smaller force on his hands.

While your child works

Convert units in the first line, before any formula. 72 km/h is 20 m/s, and doing it later is how correct methods produce wrong answers.
Units belong on every line, not only on the answer. Layout is marked independently.
In momentum questions, a negative answer means direction, not error. Ask your child what the sign is telling them.

Open the Physics worksheet on its own page

practice · challenging · 35 min

The mole concept and atomic structure

Class 9 Science · Chemistry · 29 questions with answers

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A mole is a counting unit, exactly like a dozen. A dozen is twelve of anything; a mole is 6.022 × 10²³ of anything - atoms, molecules or ions. Almost all the difficulty in this chapter comes from being handed three formulas before that one sentence, so it is worth reading again before starting.

Calculates moles from mass and mass from moles
Converts between moles and number of particles
Distinguishes molecules from atoms when counting
Writes electronic configuration and deduces valency
Distinguishes isotopes from isobars

Exercise 1 of 3 · 11 questions

Calculate. Show the molar mass you used.

Write the answer · Warm-up

Here’s one done for you

Moles = given mass ÷ molar mass, so 22 g of CO₂ is 22 ÷ 44 = 0.5 mol. Write the molar mass as its own line before dividing - that is where the marks are and where the errors are. If your child cannot say what a mole counts, stop and say it: a mole is 6.022 × 10²³ particles, the way a dozen is twelve. The formulas make sense afterwards and not before.

1)How many moles are there in 44 g of carbon dioxide?
2)How many moles are there in 22 g of carbon dioxide?
3)How many moles are there in 9 g of water?
4)What is the mass of 2 moles of oxygen gas, O₂?
5)How many moles are there in 117 g of sodium chloride?
6)How many moles are there in 36 g of water?
7)How many moles are there in 80 g of sodium hydroxide?
8)How many moles are there in 56 g of nitrogen gas?
9)What is the mass of 0.5 mole of calcium carbonate?
10)How many moles are there in 34 g of ammonia?
11)What is the mass of 0.5 mole of sulphuric acid?

Answers

1) Molar mass of CO₂ = 12 + 32 = 44 g/mol. So 44 g is exactly 1 mole.
2) 22 ÷ 44 = 0.5 mol.
3) Molar mass of H₂O = 18 g/mol. So 9 ÷ 18 = 0.5 mol.
4) Molar mass of O₂ = 32 g/mol. So 2 × 32 = 64 g.
5) Molar mass of NaCl = 23 + 35.5 = 58.5 g/mol. So 117 ÷ 58.5 = 2 mol.
6) Molar mass of H₂O = 18 g/mol. 36/18 = 2 moles.
7) Molar mass of NaOH = 40 g/mol. 80/40 = 2 moles.
8) Molar mass of N₂ = 28 g/mol. 56/28 = 2 moles.
9) Molar mass of CaCO₃ = 100 g/mol. 0.5 × 100 = 50 g.
10) Molar mass of NH₃ = 17 g/mol. 34/17 = 2 moles.
11) Molar mass of H₂SO₄ = 98 g/mol. 0.5 × 98 = 49 g.

Exercise 2 of 3 · 8 questions

Calculate the number of particles, or the mass. Watch whether the question asks for atoms or molecules.

Write the answer · Guided

Here’s one done for you

One mole of O₂ contains 6.022 × 10²³ molecules but 1.2044 × 10²⁴ atoms, because each molecule holds two atoms. This is the single most common error in the chapter, and the fix is a habit rather than knowledge: underline the word 'atoms' or 'molecules' in the question before starting. The arithmetic is identical; only that word decides whether to multiply by two.

1)How many molecules are there in 0.5 mol of carbon dioxide?
2)How many atoms are there in 1 mole of oxygen gas, O₂?
3)How many moles are there in 12 g of carbon?
4)What is the mass of 3.011 × 10²³ molecules of water?
5)How many molecules are there in 0.25 mole of a gas?
6)What is the mass of 0.5 mole of carbon dioxide?
7)How many atoms are there in 0.5 mole of sodium?
8)How many molecules are there in 36 g of water?

Answers

1) 0.5 × 6.022 × 10²³ = 3.011 × 10²³ molecules.
2) 1 mole of O₂ contains 6.022 × 10²³ molecules, and each molecule has 2 atoms - so 1.2044 × 10²⁴ atoms.
3) Atomic mass of carbon is 12, so 12 ÷ 12 = 1 mol.
4) 3.011 × 10²³ is half of 6.022 × 10²³, so 0.5 mol. Mass = 0.5 × 18 = 9 g.
5) 0.25 × 6.022 × 10²³ = 1.5055 × 10²³ molecules.
6) Molar mass of CO₂ = 44 g/mol, so 0.5 × 44 = 22 g.
7) 0.5 × 6.022 × 10²³ = 3.011 × 10²³ atoms.
8) 36 g is 2 moles, so 2 × 6.022 × 10²³ = 1.2044 × 10²⁴ molecules.

Exercise 3 of 3 · 10 questions

Give the number of protons, neutrons and electrons, the electronic configuration, and the valency.

Write the answer · Practice

Here’s one done for you

For sodium, neutrons = mass number - atomic number = 23 - 11 = 12. The configuration 2, 8, 1 then gives the valency directly: with one electron in the outermost shell, sodium loses it, so the valency is 1. Chlorine's 2, 8, 7 needs one more to fill the shell, so its valency is also 1 - by gaining rather than losing. Valency is never something to memorise; it falls out of the configuration every time.

1)Sodium: atomic number 11, mass number 23
2)Chlorine: atomic number 17, mass number 35
3)Magnesium: atomic number 12, mass number 24
4)Oxygen: atomic number 8, mass number 16
5)Are ¹⁷Cl-35 and ¹⁷Cl-37 isotopes or isobars? What about ²⁰Ca-40 and ¹⁸Ar-40?
6)Nitrogen: atomic number 7, mass number 14.
7)Calcium: atomic number 20, mass number 40.
8)Aluminium: atomic number 13, mass number 27.
9)What is the difference between an isotope and an isobar?
10)Why is the mass of an atom concentrated in its nucleus?

Answers

1) 11 protons, 11 electrons, 23 - 11 = 12 neutrons. Configuration 2, 8, 1. Valency 1, since it loses one electron.
2) 17 protons, 17 electrons, 35 - 17 = 18 neutrons. Configuration 2, 8, 7. Valency 1, since it gains one electron.
3) 12 protons, 12 electrons, 24 - 12 = 12 neutrons. Configuration 2, 8, 2. Valency 2.
4) 8 protons, 8 electrons, 16 - 8 = 8 neutrons. Configuration 2, 6. Valency 2.
5) Cl-35 and Cl-37 are isotopes - same atomic number, different mass number. Ca-40 and Ar-40 are isobars - same mass number, different atomic number.
6) 7 protons, 7 neutrons, 7 electrons.
7) 20 protons, 20 neutrons, 20 electrons.
8) 13 protons, 14 neutrons, 13 electrons.
9) Isotopes have the same atomic number but different mass numbers; isobars have the same mass number but different atomic numbers.
10) Because protons and neutrons both sit in the nucleus and each is about 1,836 times heavier than an electron, so the electrons contribute almost nothing to the mass.

While your child works

Ask what a mole counts before any formula. If your child cannot answer, that is the whole problem, and it takes two minutes to fix.
Underline 'atoms' or 'molecules' in every question. That word alone decides whether to multiply by the number of atoms per molecule.
Valency comes from the configuration. If it is being memorised, the chapter has not landed.

Open the Chemistry worksheet on its own page

practice · medium · 30 min

The cell and tissues

Class 9 Science · Biology · 33 questions with answers

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Class 9 biology is marked on named structures and on where they are found. 'A supporting tissue' is half an answer; 'sclerenchyma, which is dead and lignified, and gives the coconut husk its strength' is a whole one. These questions ask for the name, the property and the location every time, because that is the shape the paper wants.

Names each organelle and states its specific function
Distinguishes the three simple plant tissues by structure and role
Distinguishes xylem from phloem in what they carry and which is living
Names the four animal tissue types with an example of where each is found

Exercise 1 of 3 · 10 questions

Name the organelle, and say what it does.

Write the answer · Warm-up

Here’s one done for you

Mitochondria release energy as ATP, and the detail worth adding is that they have their own DNA and ribosomes. That extra clause is what turns a one-mark answer into a two-mark one, and it is a fact the paper asks about directly. In Class 9 biology, the specific detail is nearly always where the second mark lives.

1)Releases energy for the cell and has its own DNA
2)Called the suicide bags of the cell
3)The site of protein synthesis
4)Modifies, packages and stores substances made by the cell
5)Controls what enters and leaves the cell
6)A network of membranes that transports material inside the cell
7)The organelle that contains the chromosomes
8)The fluid-filled space that gives a plant cell its turgidity
9)The rigid outer layer found in plant cells but not animal cells
10)The plastid that stores starch

Answers

1) Mitochondria. They release energy in the form of ATP, and they carry their own DNA and ribosomes, which is why they can make some of their own proteins.
2) Lysosomes. They contain digestive enzymes that break down worn-out organelles, and can burst to digest the whole cell when it is damaged.
3) Ribosomes. They are found free in the cytoplasm and attached to the rough endoplasmic reticulum.
4) The Golgi apparatus. It also forms lysosomes and is involved in making complex sugars.
5) The plasma membrane. It is selectively permeable, allowing some substances through and not others.
6) The endoplasmic reticulum. Rough ER carries ribosomes and makes protein; smooth ER makes fat.
7) The nucleus. It controls the cell's activities and carries the information passed to daughter cells.
8) The vacuole. Water in it presses out on the cell wall, which keeps the plant firm.
9) The cell wall. It is made of cellulose and gives the cell its fixed shape and support.
10) The leucoplast. It is a colourless plastid used for storage.

Exercise 2 of 3 · 11 questions

Name the plant tissue and give one place it is found.

Write the answer · Guided

Here’s one done for you

Collenchyma is the flexibility tissue - living, with corners thickened, found in leaf stalks and young stems. Note that all three simple tissues are best remembered by what they do rather than by what they look like: parenchyma packs, collenchyma bends, sclerenchyma stiffens. A child who has those three verbs can reconstruct the whole comparison table without having learned it.

1)Living, thin-walled packing tissue that fills most of the soft parts of a plant
2)Living tissue with corners thickened, giving flexibility
3)Dead tissue with lignified walls, giving strength and stiffness
4)Carries water and minerals upward, and is mostly made of dead cells
5)Carries food in both directions, and is living except for one component
6)The tissue at the tip of a root or shoot where growth in length happens
7)The tissue that adds girth to a stem, found in the cambium
8)Dead tissue with thick lignified walls, found in the husk of a coconut
9)The outermost protective layer of a leaf, bearing stomata
10)The tissue that stores food in fleshy fruits
11)The tissue that forms cork on an old stem

Answers

1) Parenchyma - found throughout stems, roots and leaves. When it contains chlorophyll it is called chlorenchyma; with large air spaces in aquatic plants it is aerenchyma, which aids buoyancy.
2) Collenchyma - found in the stalks of leaves and just below the epidermis of young stems, letting them bend without breaking.
3) Sclerenchyma - found in the husk of a coconut, the stems of many plants, and around vascular bundles.
4) Xylem - made of tracheids, vessels, xylem parenchyma and xylem fibres.
5) Phloem - made of sieve tubes, companion cells, phloem parenchyma and phloem fibres, of which only the fibres are dead.
6) Apical meristem. Lateral meristem increases girth and intercalary meristem is found at the base of leaves or internodes.
7) Lateral meristem. It divides to increase the thickness of stems and roots.
8) Sclerenchyma. It is dead at maturity and gives hardness and strength.
9) Epidermis. It protects the leaf and its stomata control gas exchange and water loss.
10) Parenchyma. It is living, thin-walled and used for storage.
11) Cork cambium (phellogen). The cork it makes is impermeable and protects the stem.

Exercise 3 of 3 · 12 questions

Name the tissue type and give one place it is found in the body.

Write the answer · Practice

Here’s one done for you

Ligament connects bone to bone and tendon connects muscle to bone - and these two are swapped more often than anything else in the chapter. The way to keep them apart is the property: a ligament is elastic, because joints need to move; a tendon is strong and much less flexible, because it has to transmit a pull without stretching. The function explains the property, which is what the paper asks about.

1)Covers the surface of the body and lines its internal organs
2)Connects bone to bone
3)Connects muscle to bone
4)A fluid connective tissue
5)Muscle that we control at will
6)Muscle found only in the heart, which never tires
7)Carries messages rapidly from one part of the body to another
8)Muscle found in the walls of the stomach and intestine
9)The tissue that stores fat beneath the skin
10)The tissue that forms the framework of the ear and the nose tip
11)The tissue that lines the kidney tubules
12)The cells that carry oxygen in the blood

Answers

1) Epithelial tissue - found in the skin, the lining of the mouth, the alveoli and the kidney tubules.
2) Ligament - a connective tissue that is strong and elastic.
3) Tendon - a connective tissue with great strength but limited flexibility.
4) Blood - the plasma is the matrix, carrying red cells, white cells and platelets.
5) Striated or voluntary muscle - found attached to bones, which is why it is also called skeletal muscle.
6) Cardiac muscle - involuntary and rhythmic, contracting and relaxing throughout life without fatigue.
7) Nervous tissue, made of neurons - found in the brain, spinal cord and nerves.
8) Smooth (unstriated) muscle. It works involuntarily and does not tire quickly.
9) Adipose tissue, a connective tissue. It stores fat and acts as an insulator.
10) Cartilage, a connective tissue. It is firm but flexible.
11) Cuboidal epithelium. It provides mechanical support and takes part in absorption and secretion.
12) Red blood cells, part of blood, which is a fluid connective tissue.

While your child works

Every biology answer here needs a name, a property and a location. Ask for all three.
Parenchyma packs, collenchyma bends, sclerenchyma stiffens. Three verbs replace a whole comparison table.
Ligament and tendon get swapped constantly. Bone to bone, muscle to bone - say it twice.

Open the Biology worksheet on its own page

Why one worksheet per strand?

Because Class 9 is the year the answer becomes available, and it is worth collecting.

For three years Physics, Chemistry and Biology have shared one Science mark. Eighty-five, seventy and forty-five average to sixty-seven, and nothing on the report card says which was which. In Class 9 the three separate - and families frequently discover in October that one strand has been weak since Class 6.

Doing these three sheets on three different days gives you that answer in ninety minutes, without waiting for a report card. The full argument is on our Class 9 Science tuition page.

How should we use these at home?

Thirty to thirty-five minutes each, on separate days. Every exercise opens with one question worked through in full, because layout and answer shape are being practised as much as content.

Physics: convert units in the first line. 72 km/h is 20 m/s, and doing it late is how correct methods give wrong answers.
Chemistry: ask what a mole counts before any formula. If there is no answer, that is the whole problem.
Biology: ask for the name, the property and the location. All three, every time.
Let your child mark their own work. Every answer is on the page for exactly that reason.

Where do Class 9 children usually stall in Science?

In a different place in each strand, which is why the three sheets are separate.

Physics: units. Both the conversion at the start and the units on each line of working, which are marked independently of the answer.
Chemistry: the mole taught as three formulas rather than as a counting unit, so nothing can be checked for sense - and 'atoms' read as 'molecules'.
Biology: answers that name a tissue without its property or its location, which is consistently half a mark.

All three carry directly into Class 10, which assumes every one of them and reteaches none.

Questions parents ask

Class 9 Science worksheets - your questions

Are these Class 9 Science worksheets free?

Yes. Every question and every answer is on this page, with no sign-up, no email wall and no account. The printable version puts the answers on a separate final sheet.

Why is there one worksheet per strand?

Because Class 9 separates Physics, Chemistry and Biology for the first time. Doing the three on separate days shows which is weak - an answer a combined Science mark has been hiding since Class 6.

What is the mole concept, simply?

A mole is a counting unit, like a dozen. A dozen is twelve of anything; a mole is 6.022 × 10²³ of anything. Most of the difficulty comes from meeting the formulas before that sentence.

How do I convert km/h to m/s?

Multiply by 1000 and divide by 3600, or divide by 3.6. Do it as the first line of the solution rather than partway through, since a unit mismatch is the commonest way a correct method fails.

Why does my child lose marks in numericals with the right answer?

Because layout is scored separately. Formula, substitution, units on every line, answer stated with its unit - a bare number earns a fraction of what the same understanding would earn written out.

Are these matched to NCERT?

They are written to the reasoning Class 9 Science expects rather than to one book's chapter order, so they work for CBSE, ICSE and state board students alike.

How long should a Class 9 child spend on one sheet?

Thirty to thirty-five minutes. Doing the three on separate days is better than one long sitting, both for attention and for comparing how the three strands went.

Can I print these worksheets?

Yes. They print cleanly on A4 with the answers on a separate final page, and nothing needs to be downloaded or signed up for.

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Class 9 Science worksheets, free, one for each strand

The worksheets themselves

Motion and the laws of motion

The mole concept and atomic structure

The cell and tissues

Class 9 Science - the guide

Why one worksheet per strand?

How should we use these at home?

Where do Class 9 children usually stall in Science?

Class 9 Science worksheets - your questions

Worksheets are free. So is the first class.

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