Grade : 6
Subject: Physics
Teacher: Ashok Kumar D
Date of delivery: 15/11/15 - 30/11/15 ( Fortnightly)
Number of Periods: 4
16 Nov 2015
Date
/Day
Topic & Objective
Students will identify changes in
kinetic, gravitational potential,
chemical, elastic (strain), nuclear
and internal energy that
have occurred as a result
of an event or process.
Students will apply the principle
of conservation of energy to
simple examples
17 Nov 2015
By the end of the class, pupil will
understand that the Sun is the
source of energy for all our energy
resources except geothermal,
nuclear and tidal
Interpret and draw energy transfer
diagrams.
Identify
appropriate evidence to collect
and suitable methods of
collection.
Date of submission: 16 Nov 2015
Methodology/Resources
Demonstration: Teacher will use an object and
drop from certain height to show the energy
transformation from Potential energy to Kinetic
energy.
Assessment
Worksheet and oral questions on the
class topic.
Elastic energy is shown in the stretched rubber
bands.
Chemical energy is an example of food, oil, petrol
etc gives an idea about the Chemical energy.
Understands that energy cannot be created or
destroyed and that energy is always conserved.
Based on this students will have a poster making
of different objects which they see around and
understand that energy is conserved.
Video presentation to prove and state that Sun is
primary source for all forms of energy except
geothermal, nuclear and tidal.
Students will come on to the stage
and present any transformation to
show energy is conserved.
Discussion about the topic.
Students will take example as fuel (bunser burner) Students will identify the energy
and will investigate the energy process taking
transformation and show the group
place. The students will carry out this
work.
investigation and use temperature rise for 150 ml
of cold water as an indication of the energy. Some
groups will investigate a roaring flame and other
will work on yellow flames. Now pooling and
discussion of results, analysis of results and
evaluate the procedure.
Status
At par.
Energy transformations lab
activity. Make predictions and
review them against evidence.
23 Nov 2015
The alternatives available today like wind energy,
soalr energy, geothermal energy etc are
[Link] student present in the groups
advantages of renewable over non renewable
energy.
Students will understand by simple pendulum
experiment that energy is transformed into other
forms but not as wasted. When students release
bob it oscillates freely and eventually comes to
rest, here they recall that air resistance acting on
the bob and friction at the point of contact will
make bob come to rest. They map this concept of
friction to the previous knowledge (force and
motion).
Recall of the complete unit
24 Nov 2015
Discussions on what energy is used for in the
modern world and what alternatives for each use
(if any) were available say, 100 years ago.
Illustrate ideas with examples.e.g. electric light
compared with oil lamps, cars compared with
carts, etc.
Test
Demo class: Students will recall all the concepts
and take up one topic and present it to other
students in the class.
By the end of the unit students will be ready to
take up the class test to present the learned
knowledge in the test by recalling all the concepts
of Energy.
Signature of the Teacher :
Signature of the COD :
Assessment based on the knowledge
in the topic taken .
Marks will be awarded to the
students based on the performance
of the test. Paper discussion will
happen to rectify the mistakes and
takes help from teacher for further
improvement.
Signature of the Principal:
2
Grade : 7
Subject: Physics
Teacher: Ashok Kumar D
Date of delivery: 15/11/15 - 30/11/15 ( Fortnightly)
Number of Periods: 4
Date
/Day
Topic & Objective
23 Nov 2015
17 Nov 2015
16 Nov 2015
Describes the longitudinal and
transverse waves.
Representing/labeling the crest,
trough, compression and
rarefaction on the given wave
diagram and the meaning of the
same.
Define the wave terms
wavelength, frequency, speed,
time period and amplitude.
Word problems related on T=1/f
Relates the loudness and
pitch of sound waves to
amplitude and frequency
Date of submission: 16 Nov 2015
Methodology/Resources
Demonstration: Teacher shows the longitudinal
wave by slinky spring and transverse by rope
.Students will observe the difference and particles
vibration and transfer of energy in both the cases.
In connection with the above experiment
students will be able to label the terms like crest,
trough, compression and rarefaction.
Assessment
Oral questions on the topic.
Students will be able to define the terms
Labeling the wave terms.
compression and rarefaction.
Notes for the above.
Students will be able to define the wave terms and Oral questions
the relation between the frequency and time
period and relation between speed, frequency and
wavelength T=1/f and v=f x
Students will be able to work on the relation time
period and frequency and state the correct unit
Hertz and sec.
Video presentation will have a clear
understanding of loudness depends on amplitude
and pitch depends on frequency. Students will
understand that as amplitude increases loudness
increases and pitch depends on frequency.
Students will observe the same concept by
drumming with high energy and observe the
particle vibration and states that loudness depends
on amplitude.
3
Word problems
Status
At par.
24 Nov 2015
Test
By the end of the unit students will be ready to
take up the class test to present the learned
knowledge in the test by recalling all the concepts
of Sound.
Signature of the Teacher :
Signature of the COD :
Marks will be awarded to the
students based on the performance
of the test. Paper discussion will
happen to rectify the mistakes and
takes help from teacher for further
improvement.
Signature of the Principal:
Grade : 8
Subject: Physics
Teacher: Ashok Kumar D
Date of delivery: 15/11/15 - 30/11/15 ( Fortnightly)
Number of Periods: 4
17 Nov 2015
16 Nov 2015
Date
/Day
Topic & Objective
Describes the moment of
a force as a measure of
its turning effect and give
everyday examples
Understands that
increasing force or
distance from the pivot
increases the moment of
a force
Apply the principle
of moments to the
balancing of a beam
about a pivot
Date of submission: 16 Nov 2015
Methodology/Resources
Explains that Moment is the turning effect of
force and explains all the everyday examples how
Moments are helping our daily works easier.
Assessment
Finds how Moment varies as
distance changes.
Students will perform an activity with the door,
simple machines where moments are highlighted
and this makes students clear understanding that
Distance and force makes turning effect easier.
Students will work on the word problems using
the formula M=F x d and find whether the turning
effect is clockwise or anticlockwise direction.
Students will find the unknown quantity and
apply the knowledge to everyday simple
machines working.
Worksheets word problems
Status
At par.
Date
/Day
Topic & Objective
Methodology/Resources
Reference book and notes on Moments
Test
By the end of the unit students will be ready to
take up the class test to present the learned
knowledge in the test by recalling all the concepts
of Moments.
17 Nov 2015
Status
At par.
16 Nov 2015
Notes on the above topic
Assessment
Marks will be awarded to the
students based on the performance
of the test. Paper discussion will
happen to rectify the mistakes and
takes help from teacher for further
improvement.
