Delhi Public School Sonepat - dps.indps.in/download/Syllabus2010/X.pdf · The Frog and the...

Delhi Public School Sonepat

Annual Syllabus: 2014‐15

Class: X

DELHI PUBLIC SCHOOL ENGLISH SYLLABUS

CLASS X SESSION 2014-15

Reading skills:

To build their analytical skills. To add on to their acquired vocabulary bank. To introduce them to the idioms and phrases (in usage). To provide them with information on various aspects of life and world in general.

Writing skills:

To help them pen down and express their thoughts, feelings, emotions and opinions. To learn the distinction between formal and informal writing. To prepare them for the everyday challenges in the professional world in future. To enhance their creative ability.

Listening skills:

To relate to the correct pronunciation of words. To feel comfortable with the strongest medium of acquiring knowledge and hold on

language. To know the importance of voice modulation and intonation. To be exposed to various accents.

Speaking skills (Activities/Talk/Group discussions):

To help them attain fluency in English language. To pronounce words correctly. To be confident while speaking.

Recommended books: Literature Reader [L.R](Core A)NCERT; Story of my life by Helen Keller (novel) unabridged form; Main Course Book [M.C.B] (Core A) NCERT; BBC pullout sheets

TOPICS SUB TOPICS METHOD OF TEACHING

EXTRA WORK

APRIL 1. Two Gentlemen of Verona- Prose

About the author Comprehension Referring to few extra fictions by the same author. Written work

FIRST & SECOND

MODEL READING+

DIRECT/EXPLANATION

METHOD+ GROUP

DISCUSSION + PEN &

PAPER/ORAL TEST

Practice of CBSE Sample

Papers of previous year

2. Mirror- Poem About the poet Comprehension Referring to few extra poems by the same poet. Written work

3. The Letter – Prose About the author Comprehension Referring to few extra fictions by the same author. Written work

4.MCB Unit 1 Introduction of long answer type questions /answers- for CBSE based topics.

5. Writing- Notice, Message; Article Writing

Format Content (use

of correct tense, value points)

6. Grammar Revision of basic grammar: Parts of speech followed by Errors/Omission and Sentence Reordering

MAY 1. The Letter- Prose (Contd)


FIRST & SECOND

MODEL READING+

DIRECT/EXPLANATION

METHOD+ GROUP

DISCUSSION + PEN &

PAPER/ORAL TEST



2. The Frog and the Nightingale –Poem

About the poet Comprehension Referring to few extra poems by the same poet. Written work

3. MCB: Unit 2 (Education) 4. Writing - Story Writing; Data Interpretation; Bio Sketch

Format Content (use

of correct tense, value

points) 5. Novel Reading –Story of my life by Helen Keller

6. Grammar - Reported Speech

JULY 1. Mrs. Packletide’s Tiger- Prose


FIRST & SECOND

MODEL READING+

DIRECT/EXPLANATION

METHOD+ GROUP

DISCUSSION + PEN &

PAPER/ORAL TEST



2. Not Marble, nor the Gilded Monuments – Poem

About the poet Comprehension Referring to few extra poems by the same poet. Written work

3. Writing Skills – Informal Letter, Informal E-mail, Speech

Format Content (use


4. Novel Reading –Story of my life by Helen Keller

AUGUST 1.The Dear Departed - Drama About the dramatist

Comprehension Referring to a few extra plays by the same dramatist. Written work.

FIRST & SECOND

MODEL READING+

DIRECT/EXPLANATION

METHOD+ GROUP

DISCUSSION + PEN &

PAPER/ORAL TEST



2.Writing Skills – Formal Letter, Formal E-mail, Diary Entry, Report Writing

Format Content (use



4. Grammar- Voice, Gap filling

SEPTEMBER 1. Novel Reading –Story of my life by Helen Keller

2. Grammar- Dialogue Completion

3. ASL (Speaking and listening skills)

REVISION FOR SUMMATIVE ASSESSMENT I OCTOBER

1.The Rime of the Ancient Mariner- Poem

About the poet Comprehension Referring to few extra poems by the

FIRST & SECOND

MODEL READING+

same poet Written work

DIRECT/EXPLANATION

METHOD+ GROUP

DISCUSSION + PEN &

PAPER/ORAL TEST

NOVEMBER 1. A Shady Plot - Prose About the author

Comprehension Referring to a few extra fictions by the same author Written work

FIRST & SECOND

MODEL READING+

DIRECT/EXPLANATION

METHOD+ GROUP

DISCUSSION + PEN &

PAPER/ORAL TEST

2. Patol Babu, Fim Star – Prose

About the author Comprehension Referring to a few extra fictions by the same author Written work



3. Ozymandias – Poem About the poet Comprehension Referring to few extra poems by the same poet Written work

DECEMBER 1. Julius Caesar - Drama About the author

Comprehension Referring to few extra fictions by the same author. Written work

FIRST & SECOND

MODEL READING+

DIRECT/EXPLANATION

METHOD+ GROUP

DISCUSSION + PEN &

PAPER/ORAL TEST

Audio Visual for DRAMA



JANUARY 1. Julius Caesar – Drama (Contd.)


2.Virtually True – Prose

About the author Comprehension Referring to a few extra fictions by the same author. Written work

FIRST & SECOND

MODEL READING+

DIRECT/EXPLANATION

METHOD+ GROUP



3. Snake – Poem

About the poet Comprehension

4. ASL

Referring to few extra poems by the same poet Written work

DISCUSSION + PEN &

PAPER/ORAL TEST

Audio Visual for DRAMA

FEBRUARY 1. Writing Skills – Factual Description, Dialogue Completion

Format Content (use



REVISION FOR SUMMATIVE ASSESSMENT II

MONTH WISE SYLLABUS (MACRO SPECTRUM)

MONTH TOPICS TEACHING

PERIODS/TOPIC

APRIL Prose – Two Gentlemen of Verona The Letter Poem – Mirror Novel- Story of my life MCB – Unit 1 (People) Writing – Notice, Message, Article Grammar – Error/Omission, Sentence Reordering

4 3 3 4 3 3

MAY Prose – The Letter (Contd.) Poem – The Frog and the Nightingale Novel – Story of my life MCB – Unit 2 (Education) Writing – Story Writing, Data Interpretation, Bio Sketch Grammar – Reported Speech

2 4 4 4 3

JULY Prose – Mrs. Packletide’s Tiger Poem – Not marble, nor the Gilded Monuments Writing – Informal Letter, Informal Email, Speech Writing

4 4 4

AUGUST Drama – The Dear Departed Novel – Story of my Life

7 4

Writing – Formal Letter, Formal Email, Diary Entry, Report Grammar – Voice, Gap Filling

5 3

SEPTEMBER Novel – Story of my Life Grammar – Dialogue Completion ASL - Listening & Speaking Skills Revision for SA 1 SUMMATIVE ASSESSMENT 1 TO BE CONDUCTED

3 2 3

OCTOBER Poem – The Rime of the Ancient Mariner Writing – Article writing, Process description Grammar – Gap Filling

10 3 2

NOVEMBER Prose – A Shady Plot Patol Babu, Fim Star Poem – Ozymandias Novel – Story of my Life Grammar - Revision

5 6 3 3 3

DECEMBER Drama – Julius Caesar Novel – Story of my Life Grammar – Revision Writing - Revision

8 2 2 2

JANUARY Drama – Julius Caesar (Contd.) Prose – Virtually True Poem – Snake ASL

3 5 3 3

FEBRUARY Writing- Factual Description, Dialogue Writing, Report Writing Novel- Story of my life Revision for SA 2

5 4

MARCH SUMMATIVE ASSESSMENT 2 TO BE CONDUCTED SCHEME OF SECTION AND WEIGHTAGE TO CONTENT: (SA I + SA II) SECTION CONTENT TYPES OF

QUESTIONS NO. OF

QUESTIONS MARKS

Section A Two Passages

Factual/Discursive/ Literary Factual/Discursive/ Literary

Supply Type (Gap filling, sentence completion, Table completion, word attack questions, Reference and Short Answer Questions) Multiple Choice Questions.

8 VSAQs x 1

7 MCQs x 1

8 marks

7 marks

Total 8+7 = 15

Section B Writing Skills:

A short composition of up to 50 words in the form of a Notice, Message or Diary Entry. A composition of about 80-100 words in the form of Biographical sketch, Data Interpretation, Dialogue Writing or Description (People, Objects or Events) An extended writing task of length up to 120-150 words in the form of a Formal/Informal Letter or Email. An extended writing task of length up to 120 words in the form of an Article, Speech, Debate, Story or Newspaper Report.

Short + Long Compositions

1

1

1

1

3 marks

5 marks

6 marks

6 marks

Total

3+5+6+6=20Section C Grammar MCQs as

Gap Filling MCQs on: Sentence Completion or Dialogue Completion Supply Type Question on: Sentence Reordering

3 MCQs x 1

3 MCQs x 1

3 VSAQs x 1

3 3 3

Supply Type Question on: Editing or Omission Supply Type Question on: Sentence Transformation

3 VSAQs x 1

3 VSAQs x 1

3 3

Total 3+3+3+3+3=15

Section D Literature Long Reading Text

An extract from a) poetry b) prose c) drama with three questions each, based on reference to context requiring the students to supply the answers. Two out of three short answer type questions based on prose, poetry and play of 3 marks each. (30 - 40 words each) One out of two long answer type questions to assess personal response to text (story, poem or play). (150 words) Global questions on theme and plot involving interpretation and inference. One out of two character sketches in 100 words.

3 VSAQs x 1 3 VSAQs x 1 3 VSAQs x 1

2 SAQs x 3

1 LAQs x 5

1 LAQs x 5

1 LAQs x 5

9 marks

6 marks

5 marks

5 marks

5 marks

Total 9+6+5+5+5=30

WEIGHTAGE ASSIGNED TO THE TERMS (SA I + SA II)

Division of Syllabus for Term I (April - September)

Total Weightage Assigned

Summative Assessment I 30% Section Marks Reading 15

Writing 20 Grammar 15 Literature+ Value Based Question Long Reading Text

20 10

Listening and Speaking 10 Formative assessment 20%

Total 90 marks 50%

Division of Syllabus for Term II (October - March)

Total Weightage Assigned

Summative Assessment I 30% Section Marks Reading 15 Writing 20 Grammar 15 Literature+ Value Based Question Long Reading Text

20 10

Listening and Speaking 10 Formative assessment 20%

Total 90 marks 50% For this academic session i.e. 2014-15, CBSE might introduce an OTBA section of 10 marks of half an hour duration in summative examination( s).

SYLLABUS AND MARKING SCHEME FOR FORMATIVE ASSESSMENTS FORMATIVE ASSESSMENT I [August , 2014] (Pen and Paper Test) to be weighed down to 10 marks

SECTION TOPICS MARKS (20) Writing Notice

Message 5

Grammar Errors/Omissions Sentence Reordering

5

Literature Two Gentlemen of Verona Mirror

10

FORMATIVE ASSESSMENT II (10 marks) Project to be submitted by August 26, 2014

Biography and works of any author of your choice through collage. Debate

FORMATIVE ASSESSMENT III [November , 2014] (Pen and Paper Test) to be weighed down to 10 marks

SECTION TOPICS MARKS (20) Grammar Reported Speech

Voice 6

Literature A Shady Plot The Rime of the Ancient Mariner

14

FORMATIVE ASSESSMENT IV (10 marks) Project to be submitted by January 20, 2014

1. Project and viva on critical review of Shakespeare’s ‘The Tempest’ 2. Recitation of one of the poems of P.B. Shelley

SYLLABUS AND MARKING SCHEME FOR SUMMATIVE ASSESSMENTS

SUMMATIVE ASSESSMENT 1 (90 marks)

SECTION TOPICS MARKS Reading 2 Passages 15 Writing Notice/ Message/ Diary Entry

Bio Sketch/Data Interpretation/Factual Description/Dialogue Writing

Letter/E-mail Article/Speech/Story Writing/

Debate/ Newspaper Report

20

Grammar Gap Filling Dialogue Completion Errors/Omissions Sentence Reordering Voice Reported Speech

15

Literature Long Reading Text

Prose: Two Gentlemen of Verona The Letter Mrs. Packletide’s Tiger

Poem: Mirror The Frog and the Nightingale Not marble, nor the Gilded

Monuments Play:

The Dear Departed

Story of my Life – Helen Keller

20

10

Listening and Speaking Skills 10 SUMMATIVE ASSESSMENT II (90 marks)

SECTION TOPICS MARKS Reading 2 Passages 15 Writing Notice/ Message/ Diary Entry

Bio Sketch/Data Interpretation/Factual Description/Dialogue Writing

Letter/E-mail Article/Speech/Story Writing/

Debate/ Newspaper Report

20

Grammar Gap Filling Dialogue Completion Errors/Omissions

15

Sentence Reordering Voice Reported Speech

Literature Long Reading Text

Prose: A Shady Plot Patol Babu, Film Star Virtually True

Poem: Ozymandias The Rime of the Ancient Mariner Snake

Play: Julius Caesar

Story of my Life – Helen Keller

20

10

Listening and Speaking Skills 10 Dates for Formative Assessments

FA 1 - August 12, 2013

FA 2 - To be submitted by August 26, 2013

FA 3 - November 25, 2013

FA 4 - To be submitted by January 20, 2014

DELHI PUBLIC SCHOOL, SONEPAT

Syllabus for Session 2014‐15

Subject: French

Class: X

Facilitator: Ms Divya Maheshwari

No. of Periods allotted per week: 4

Book: Entre Jeunes 2, Cahier d’exercice Entre Jeunes 2 (Text book by CBSE)

Me n Mine (Sample papers and Worksheets)

I Term‐ Apr‐Sep

II Term‐ Oct‐March

A. Annual Syllabus

Term Topics No of periods per topic

I Term

(April – Sep)

Retrouvons nos amis

Après le bac

Bon appétit

Chacun ses gouts

Chez le medecin

5

5

5

5

5

II Term

(Oct – Mar)

Chercher du travail

Le plaisir de lire

Metro , Boulot , Dodo

Vive la République

C’est bon le progrès

5

5

5

5

5

B.BROAD SPECTRUM SYLLABUS MONTHLY BREAKUP

Months Topics with sub topics Tentative

Marks per

topic

No. of Periods

Apr Retrouvons nos amis

Proverbs, Describing a place

La Corse , Le tour de France, Festivals of Cannes /

Avignon, Festival of music

CNC = 5

WS = 5

FA = 2

= 12

5

4

May Après le bac

Imperfect Future

Nominal form

Pronoun “On”

Expressing a wish

Education system of France and India

Universitiy of Paris

Le CROUS

Gr = 6

WS = 10

CNC = 3

FA = 3

= 22

5

4

June ‐‐‐‐

July Bon appétit

Personal Pronouns , Y, en, its implementation

French dishes

Specialties

Gr = 8

WS = 5

CNC = 4

FA = 4

5

4

Advertisements

French recipe

Placing order at a restaurant

= 21

Aug Chacun sa goute

Demonstrative

Pronoun (simple , composé)

emphasis : c’est ____ qui

Le verbe peindre

Invitation

Gr = 6

WS = 10

CNC = 3

FA = 4

= 25

5

4

Sep Revision ‐

Oct Chez le medecin

Possessive pronoun : its types

Health and social security in France

Sickness and maladies

Expressing one’s state and health

Expressing pain and suffering

Vocabulary

Gr = 8

WS = 5

CNC = 5

FA = 4

= 22

5

3

Nov Chercher du travail

Le plaisir de lire

Relative pronoun (simple , composé) contracted

relative pronoun

Office vocabulary

CV, ANPE announcements

To get the library membership

Library card

Television francaise

Gr = 8

WS = 5

CNC = 3

FA = 5

= 21

5

4

Dec Metro , Boulot , Dodo

Past conditional tense

Third condition of past tense

Gr = 4

WS = 5

CNC = 3

5

Titles of metro Transport

Transport system ,

SNCF , TGV , RATP ,

Tour by Seine on boat ,

Metro stations , French cars , route code ,

advertisements

FA = 3

= 15

2

Jan Vive la République

Reported speech , Present participle, Gerunds

Minitel ,Tele card, Political system of France

Debate on political system in French

Gr = 6

WS = 5

CNC = 6

FA = 3

= 20

5

2

Feb C’est bon le progrès

Subjunctive tense its forms, e‐mail Writing

Internet , web page , Information Technology of

France, Mailing a friend in French, Creating a

French email ID

Revision

Gr = 6

WS = 10

CNC = 3

FA = 2

= 21

5

C. MICRO SPECTRUM SYLLABUS

Topics Method of teaching Information about France

1 Retrouvons nos amis

AV Method

Lecture

Class Discussion

Festivals of France

2 Après le bac AV Method

Lecture

Class Discussion

School system and Education

system in France

3 Bon appétit AV Method Food

Lecture

Class Discussion

4 Chacun ses gouts AV Method

Lecture

Class Discussion

Loisirs

5 Chez le medecin AV Method

Lecture

Class Discussion

‐

6 Chercher du travail AV Method

Lecture

Class Discussion

Searching job, CV etc

7 Le plaisir de lire AV Method

Lecture

Class Discussion

Famous books, newspapers

etc

8 Metro , Boulot , Dodo AV Method

Lecture

Class Discussion

‐

9 Vive la République AV Method

Lecture

Class Discussion

Political system of France

10 C’est bon le progress AV Method

Lecture

Class Discussion

Internet etc

D. EXAMINATION STRUCTURE FOR SUMMATIVE ASSESSMENTS:

The Question Paper will be divided into four sections:

Section A: Reading Comprehension 10 marks

Section B: Writing 25 marks

Section C: Grammar 40 marks

Section D: Literature & Non‐detailed 15 marks

Scheme of Section and Weightage to content:

TOTAL MARKS: 90

SECTION DETAILS OF TOPICS/SECTIONS TYPE OF

QUESTIONS

NO. OF

QUES‐

TIONS

MARKS

Section A

1 Unseen Prose Passage

True or False

M.C.Q.

04

08

04 X 1/2 = 2

08 X 1 = 8

Total =10

Section B

1 Long Composition (Informal

Letter)

3 Short Compositions

(Message/Post card, Dialogue,

Recipe)

L.A.

S.A.

01

03

1 X 10 = 10

1 X 5 = 5

1 X 5 = 5

1 X 5 = 5

Total = 25

Section C

GRAMMAR

M.C.Q/ Fill ups 06

08 X 5 = 40

Total = 30

Section D

LITERATURE:

(Culture and Civilization)

M.C.Q.

S.A.

05

05

5 X 1 = 5

5 X 2 = 10

Total = 15

Note: For the Formative assessments, the following areas of evaluation may be considered:

a) Oral (role play, group discussions, poetry recitation, skits, show and tell etc.)

b) Project Work (research on a topic, essay, collage, power point presentations etc.)

c) Quiz/Assignments/Work Sheet

d) Class test/Unit test

e) Home‐work/class work

Syllabus for SA I Lessons 1‐5

Syllabus for SA II Lesson 6‐10

Delhi Public School Sonepat Syllabus for Session 2014 ‐ 15

Subject: German II Language

Class: X

Teacher/Facilitator: Mr.Aditya Kumar Sharma

Book: Wir Part 3 (MainBook and Workbook)

Annual Syllabus

Term Topics

No. of Periods per topic

(1st Term : April – September)

Menschentypen

Die Mode

Beziehungen(Eltern und Kinder)

7

7

6

(2nd Term : October – February) Die Umwelt

Gesellschaft(Jugend und soziales Bewusstsein)

Schülerzeitung

5

6

5

BROAD SPECTRUM SYLLABUS MONTHLY BREAKUP

April Wiederholung

Menschentypen 1. Personen beschreiben‐ Aussehen

- Charakter 2. Die Namen der Sternzeichen 3. Adjektiv als Attribut ‐ mit bestimmtem Artikel

‐ mit unbestimmtem Artikel

‐ Nom., Akk.

4. Fragewort: was für ein/ eine…?

1

1

1

1

1

1

2

2

May

Die Mode 1. Kleidung stücke beschreiben 2. Ratschläge/ Tipp geben 3. Meinungen äußern 4. Adjektiv als Attribut ‐ mit bestimmtem Artikel

‐ mit unbestimmtem Artikel

‐ Nom., Akk.

5. Fragewort: Welche,welcher,welches. 6. K‐II: würde + Infinitive

1

1

1

1

1

1

1

3

June

July Wiederholung

Beziehungen(Eltern und Kinder) 1. Wünsche äußern 2. Reflexiv verben 3. Das Relative Pronomen(Nom., Akk.) 4. Der Relativsatz

1

1

1

2

3

August Beziehungen(Eltern und Kinder)(contd..) 1. KII : sein, haben, Modalverben

2. E‐mail schreiben

Wiederholung

2

2

4

September

Summative Assessment 1

October Die Umwelt 1. Umweltschutz 2. Über Umweltfragen diskutieren 3. Statt…zu + Infinitiv 4. Stattdessen 5. Fragen im Nebensatz (indirekte Frage)

1

1

1

2

1

November

Gesellschaft(Jugend und soziales Bewusstsein) 1. Soziales Engagement 2. Verben mit Präposition 3. Frage:für wen? Mit wem usw..? 4. Fragewörter: Womit?, Wofür? 5. Antwort: damit, dafür, darauf

2

2

2

1

1

December

Schülerzeitung 1. Statistik 31erben und beschreiben 2. Passiv: Präsens

1

2

January

Schülerzeitung

1. Über Medienkonsum diskutieren 2. Schülerzeitung entstehen

2

2

February

Revision for Final Examination

(Summative Assessment 2)

3

MICRO SPECTRUM SYLLABUS

Topics No. of Sub

Topic

Method of

teaching –

1) Lecture

2) AV Method

3) Class project

4) Assessment

Activity

Project

3. Menschentypen

1. Personen beschreiben ‐Aussehen

‐Charakter

2. Die Namen der Sternzeichen

3. Adjektiv als Attribut ‐mit bestimmtem

Artikel

‐mit

unbestimmtem

Artikel

Lecture / AV

method

/Discussion

1. 20 questions to identify a famous personality

2. Relate characteristics to specific sunsigns

3. Read the horoscopes

‐Nom., Akk.

4. Fragewort: was für ein/ eine…?

in German newspapers

4. Die Mode

1. Kleidung stücke beschreiben

2. Ratschläge/ Tipp geben

3. Meinungen äußern4. Adjektiv als

Attribut ‐ mit bestimmtem

Artikel

‐mit

unbestimmtem

Artikel

‐Nom., Akk.

5. Fragewort: Welche, welcher, welches.

6. K‐II: würde + Infinitive

Lecture / AV

method /

Discussion

Each student

brings

pictures of

garments to

class and

descries them

1. Beziehungen (Eltern und

Kinder)

1. Wünsche äußern 2. Reflexiv 33erbena 3. Das Relative

Pronomen(Nom., Akk.)

4. Der Relativsatz 5. KII : sein, haben,

Modalverben 6. Personbeschreiben7. E‐mail schreiben

Lecture / Audio /

Discussion/

Assessment

RolePlay:

Discussion

between

parents and

child

aboutgoing

out with

friends for a

movie late in

the evening.

4. Die Umwelt

1. Umweltschutz 2. Über

Umweltfragen diskutieren

3. Statt…zu + Infinitiv

4. Stattdessen

Lecture / AV

method /

Assessment/Proje

ct

Project:

Umweltschut

z

*Find out

about waste

management

5. Fragen im Nebensatz (indirekte Frage)

in school

*Suggest

ways in

which you

can help

protect the

environment

.

5.

Gesellschaft(Jugend

und soziales

Bewusstsein)

1. Soziales Engagement

2. Verben mit Präposition

3. Frage:für wen? Mit wem usw..?

4. Fragewörter: Womit?, Wofür?

5. Antwort: damit, dafür, darauf

Lecture / AV

method /

Discussion

Find out how

waste

disposal is

structured in

Germany.

6. Schülerzeitung

1. Statistik lesen und beschreiben

2. Passiv: Präsens 5. Über

Medienkonsum diskutieren

6. Schülerzeitung entstehen

Discussion/ AV

method /

Lecture/Project/

Preparing a

school

Newspaper

EXAMINATION STRUCTURE FOR SUMMATIVE ASSESSMENT:

The question paper will be divided into four Sections: Marks 90 Theory + 10 Marks Internal Assessment

Section A: Reading Comprehension – 30 marks.

Section B: Writing skills ‐ 20 marks.

Section C: Grammar ‐ 30 marks.

Section D: Vocabulary ‐ 10 marks.

Scheme of Section and Weightage to Content:

SECTION TYPES OF QUESTIONS NO. OF

QUESTIONS

MARKS

Section

A

One Unseen Passage.(12)

One seen Passage (12)

Summarizing of German Text in

English(8)

MCQ

True/False

One word answers

Match the following

Make Sentences

Writes Synonyms &

Antonyms

3

Total=30

Section B Writing Skills

Email (30‐40 words) (4)

Postcard OR Paragraph (50‐60 words)(4)

LA

LA

2

Total=20

Section C Grammar

Perfect

Separable Verbs

Past Tense

Subordinate Clause (als, dass, damit)

Question Making

Accusative/Dative personal pronouns

Prepositions

MCQ

Fill in the blanks

Match the following

Sentences

6

Total=30

Section

D

Vocabulary

Completing a paragraph with given

elements.

Fill in the blanks/

Sentence making.

1

Total=10

Annual Syllabus

Subject: Japanese

Class 10

Text Book: Minna No Nihongo ‐ 2

Translation: Minna No Nihongo ‐ 2

BROAD SPECTRUM

Month N0. Of

periods Topics and Sub topics Lessons

April 12

Sentence patterns mentioned in Bunkei

How to write Japanese letter

Directions

How to explain the way to go somewhere

Lesson 14

May 6


How to introduce selves’ family.

How to take permission

Self introduction( more detailed)

Lesson 15

July 3


A brief introduction of OOSAKA, KOOBE, KYOOTO and NARA

Introduction of Japanese bank

Lesson 16

August 12


Time

How to give instructions to someone.

How to make negative of any verb.

Revision

Lesson 17

September 6 Sentence patterns mentioned in

Bunkei

Verbs

Lesson 18

Hobby

Instruction card of Library

October 8


Japan’s mountain FUJI‐A brief intro sports etc.

Lesson 19

November 9 Sentence patterns mentioned in

Bunkei

My Diary

Lesson 20 and Lesson

21

December 5 Sentence patterns mentioned in

Bunkei

How named Kangaroo

Lesson 21

January 5 Revision Lesson 17 to Lesson

21

February 6 Revision Lesson 17 to Lesson

21

MICRO SPECTRUM

April

Total allotted Sessions in the month: 20 [Lesson 14]

Topic Objective Teaching Aids Reference Books/websites

Sentence

Patterns

ちょっ

と

まって

くださ

い。

今電話

を

かけて

います

。

To make students familiar with colloquial Japanese.

To introduce and explain some new patterns, Kanji and vocabulary

To make students able to write about them selves

To improve students’ Japanese writing skills.

Revision of other patterns.

Minna No Nihono ‐II (Text Book)

Minna no Nihongo (Elementary Translation & Grammar Notes)

Open discussions

Videos

Kanji Logics

Flash Cards

Audio CDs

Minna No Nihono ‐II(Text Book)


Minna No Nihongo – KANJI WORKBOOK (Available in library)

www.sites.google.com/site/dpssjapanese

Minna No Nihongo‐Audio

Subtopics:

How to write Japanese letter

Directions

How to explain the way to go somewhere

Micro Points: All Micro points will be based on occurred situations in the classes and all above topics will be

explained in the class situation vise.

May



Sentence Patterns

～てもいい

ですか。

サントスさんは

パソコンを

もって

います。



To make students able to write about them selves

To improve students’ Japanese writing skills.


Minna No Nihono (Text Book)


Open discussions

Videos

Kanji Logics

Flash Cards

Audio CDs


Minna no Nihongo (Elementary Translation & Grammar Notes)Book)




Subtitle:

How to introduce selves’ family.

How to take permission

Self introduction( more detailed)



July


Topic Objective Teaching

Aids

Reference

Books/websites

Sentence Patterns

朝ジョギングをして、シャワー

をあびて、会社へ行きます。

コンサートを終わってから、レ

ストランで食事をしました。

おおさかは食べ物がおいしいで

す。

このパソコンはかるくて、べん

りです。



To make students able to write about their daily routine and to explain something.

To improve students’ Japanese writing and listening skills.


To introduce ‘How to join 2 or more than 2 verbs and adjectives.



Open discussions

Videos

Kanji Logics

Flash Cards

Audio CDs


Minna no Nihongo (Elementary Translation & Grammar Notes




Subtopics:

A brief introduction of OOSAKA, KOOBE, KYOOTO and NARA

Introduction of Japanese bank



August



TIME

VERBS

Sentence Patterns

～ないでください。

～なければなりません

。

～なくてもいいです。

読むことができます。

見ることです。

寝るまえににっきを書

きます。

Revision

To make students familiar with Japanese colloquial language.


To make students able to use various verbs to explain themselves.




Open discussions

Videos

Kanji Logics

Flash Cards

Audio CDs






Subtopics:

How to give instructions to someone.

How to make negative of any verb.

Micro Points: All Micro points will be based on occurred situations in the classes and all above topics will

be explained in the class situation vise.

September



Aids

Reference Books/websites

VERBS

Sentence Patterns。

読むことができます。

見ることです。

寝るまえににっきを書

きます。







Open discussions

Videos

Kanji Logics

Flash Cards

Audio CDs






Subtopics:

Hobby

Instruction card of Library

Micro Points: All Micro points will be based on occurred situations in the classes and all above topics will

be explained in the class situation vise.

October



Verbs

SENTENCE PATTERNS

見たことがあります。

休みの日はテニスをしたり、散

歩にいったりします。

これからだんだんあつくなりま

す。




To improve students’ writing and listening skills.



Open discussions

Videos

Kanji Logics

Flash Cards

Audio CDs






Subtopics:

Japan’s mountain FUJI‐A brief intro



November

Total allotted Sessions in the month: 15 [Lesson 20 & Lesson 21]


Verbs

SENTENCE PATTERNS

サントスさんはパテイーに

来なかった。

日本は物価がたかい。

沖縄の海がきれいだった。

今日はぼくの誕生日だ。

あした雨が降るとおもいま

す。

来月アメリカへ行くと言い

ました。

～ましょう







Open discussions

Videos

Kanji Logics

Flash Cards

Audio CDs






Subtopics:

My diary



December



Aids

Reference Books/websites

Verbs

SENTENCE PATTERNS

あした雨が降るとおもいます

。

来月アメリカへ行くと言いま

した。

～ましょう




To impro



Open discussions

Videos

Kanji Logics

Flash Cards

Audio CDs






ve students’ Japanese writing and listening skills.

Subtopics:

How named Kangaroo



January and February

All sessions of this month will be based on Revision for Lesson 14 – 21

__________________*__________________

Delhi Public School Sonepat Syllabus for session 2014 - 2015

Subject: Mathematics Class: X Teacher/Facilitator: Mr Pardeep Wadhwa No of Periods allotted per week: 5

No. of Total Periods in the session: 139

A. ANNUAL SYLLABUS

Serial no. Ist Term – April‐Sept

Number of periods per topic

1 Real Numbers 5

2 Polynomials 5

3 Pair of Linear equations in two variables 10

4 Introduction to Trigonometry 10

5 Triangles 9

6 Statistics 7

IInd Term‐ Oct‐Mar

1 Heights and distances 4

2 Quadratic Equations 7

3 Areas of plane figures 4

4 Circles 6

5 Constructions 4

6 Surface Areas and Volumes 8

7 Arithmetic Progressions 7

8 Probability 3

9 Coordinate geometry 5

B. Broad Spectrum Syllabus: Monthly Breakup

S.No Months Topics Number of periods (

Teaching + Assessment)

1 April 1.Real Numbers

2.Polynomials

3a. pair of linear equations in two

variables

5

5 + 1

6

2 May 3bPair of Linear Equations in two

Variables (contd)

4.Introduction to Trigonometry

4

+ 1

10

3 June SUMMER BREAK

4 July 5. Statistics

7

+ 1

6a. Triangles 2

5 August 6b. Triangles ( contd )

7. Quadratic equations

7

+ 1

7

6 September HALF YEARLY EXAMS ( SUMMATIVE ASSESSMENT I ) REVISION

15

7 October 8. Arithmetic Progressions

9. Heights and distances

7

4 + 1

8 November 10. Circles

11. Constructions

12. Probability

6

4 + 1

3

9 December 13. coordinate geometry

5 + 1

10 January 14. Surface area and volumes

15. Areas of plane figures

8

4

11 February REVISION

22

12 March ANNUAL EXAMS ( SUMMATIVE ASSESSMENT II)

C. Micro Spectrum Syllabus

Topics Sub Topics No of

Periods

designated

Method of

Teaching/Teaching

Aid used

Project/

Activities

Real Numbers

Euclid’s Division

Lemma The fundamental

theorem of Arithmetic

Revisiting Rational and Irrational Numbers

2

2

1

Problem solving/ explanation method

Black Board

Details of activities given in section G

Polynomials

Geometrical

meaning of the zeroes of a polynomial

Relationship between Zeroes of a polynomial

Division Algorithm for polynomials

1

2

2

Lecture / explanation.

Reference book.

Graph papers

Pair of Linear Equations in two variables

Pair of Linear Equations in Two Variables

Algebraic and Graphical Method of solution of a pair of Linear Equations

Equations reducible to a pair of Linear equations in two variables

2

5

3

Graph papers

Problem solving method

Introduction to Trigonometry

Trigonometric

Ratios of various angles

Trigonometric identities

5

5

Lecture / Explanation

method

Reference book.

Statistics

Mean of grouped data

Mode of grouped data

Median of grouped data

Graphical representation of

cumulative

frequency

distribution

2

1

2

2

Lecture / explanation.

Problem solving Method

Graphs

Triangles

Similar Figures Similarity of

Triangles Criteria for

similarity of Triangles

Area of similar triangles

Pythagoras Theorem

1

2

2

2

2

Demonstration/ Explanation

Geometry box.

Quadratic

Equations

Quadratic Equations

Solution of quadratic equation

Nature of roots

1

3

3


Reference book.

Circles

Tangents to a circle

No. of tangents from a point

3

3

Lecture/Explanation.

Geometry Box

Constructions

Division of line segment

Constructions of tangent

2

2

Lecture/Explanation.

Geometry Box

Probability

A theoretical approach

3


Dice, Coins, Playing cards

Arithmetic Progression

Nth term of an A.P.

Sum of first n terms of an A.P.

3

4


Real objects.

Some applications of trigonometry

Heights and Distances .

4 Demonstration/

Explanation

Reference Book

Areas of plane figures

Perimeter and area of a circle

Areas of sector and segment of a circle

Areas of combination of plane figure

1

1

2


Geometry box.

Plane Shapes.

Coordinate Geometry

Distance Formula Section Formula Area of a triangle

1

2

2

Problem solving Method

Surface area and volumes

Surface area of combinations of solids

Volume of combinations of solid

Conversion of solids from one shape to another

Frustum of cone

2

2

2

2

Various 3‐D objects

Explanation / Problem Solving Method

D. Marking Scheme (Topic wise marks distribution) ( may be changed/revised by the CBSE )

First Term (SA I ) MARKS :90 UNITS MARKS I NUMBER SYSTEMS Real Numbers

11

II ALGEBRA Polynomials,Pair of Linear Equations in two variables

23

III GEOMETRY Triangles

17

IV TRIGONOMETRY Introduction to Trigonometry

22

V STATISTICS 17 TOTAL 90 Second Term ( SA II ) MARKS :90 UNITS MARKS I ALGEBRA ( Contd ) Quadratic Equations, Arithmetic Progressions

23

II GEOMETRY(Contd ) Circles,Constructions

17

III MENSURATION Areas Related to Circles , Surface Areas &Volumes

23

IV TRIGONOMETRY (Contd) Heights & Distances

08

V COORDINATE GEOMETRY 11 VI PROBABILITY 08 TOTAL 90

E. FORMATIVE ASSESSMENTS :( May be changed / revised by the C.B.S.E. )

FA TIME FRAME SUBTASK 1 SUBTASK 2 SUBTASK 3 SUBTASK 4

FA 1 (15July‐29July) Pen‐Paper

test

Activities (Lab

Manual)

OralQuiz/ Viva Notebook

submission

FA 2 (6Aug – 3 Sep) Project

Based(File)

(Project) Viva Bestof

Revision Test/

Quiz

Notebook

submission

FA 3 (5 Nov‐17 Dec) Pen‐Paper

test

Activities (Lab

Manual)

OralQuiz/ Viva Notebook

submission

F.A. 4 (14 Jan‐11 Feb) Project Based

OR

PSA

(Project) Viva Bestof

Revision Test/

Quiz

Notebook

submission

NOTE : Each FA will comprise of four subtasks, of ten marks each, which would be further

totaled and then averaged out in terms of ten marks per FA.

F. Marking Scheme/Question Paper Blue Print (Question wise marks distribution)

SUMMATIVE ASSESSMENT I and II :

Sl. No

Form of Question Marks for each question

No. of Questions

Total Marks

1. M.C.Q. 1 4 4

2. Short answer type- I 2 6 12 3 Short answer type- II 3 10 30 4 Long answer type 4 11 44 Total 31 90 5. OTBA --- 10

NOTE: SA‐I and SA‐II will contain one or two value‐based questions carrying a weightage of 3‐5 marks.

(inclusive in 90 marks paper.)

G. Experiments/ Activities to be carried out in the maths lab manual :

TERM I

1. To find the HCF of two numbers experimentally based on Euclid Division Lemma.

2. To verify the conditions for consistency of a system of linear equations in two variables.

3. To verify the basic proportionality theorem for a triangle, using parallel line board and

triangle cut outs.

4. To find median graphically.

5. To find mode graphically.

TERM II

1. To verify that the given sequence is an arithmetic progression by paper cutting and pasting

method.

2. To verify that lengths of tangents drawn from an external point to a circle are equal by using

the method of paper cutting, folding and pasting.

3. To verify that the sum of areas of three sectors of the same radii `r` formed at the vertices

(as centre) of any triangle is π r2/ 2, using paper cutting and pasting.

4. To give a suggestive demonstration of the formula for the volume of a sphere in terms of its

radius.

5. To illustrate that the medians of a triangle concur at a point ( called the centroid), which

always lies inside the triangle.

-------------------------x-------------------------------x---------------------------

SYLLABUS MONTHLY BREAKUP

Class: 10th Subject: Social Science FY: 2014-2015

Month APRIL

Topic and Subtopics Chapter-1 (Geog.) Resources & Development 1. Types of Resources 2. Development of Resources 3. Resource Planning 4. Resource planning in India 4.1 Conservation of Resources 5. Land Resources 5.1 Land Utilisation 5.2 Land use Pattern in India 6. Land degradation & Conservation Measures 6.1 Soil as a Resource 6.2 Classification of Soils 6.3 Soil Erosion & Conservation Chapter-1 (Civics) Power Sharing 1. Belgium and Sri Lanka 2. Majoritarianism in Sri Lanka 3. Accommodation in Belgium 3.1 Why power sharing is desirable? 4. Forms of Power Sharing Chapter- 5 (History) Industrialization in the modern world.

No of periods 4 3

Mode of teaching Map, Text Book & AV Method Explanation of the chapter PPt through ebeam

Beyond curriculum Activity1: On the political map of India identify the soil type in different regions Group presentation To understand how power sharing takes place in different situations of life for example - at home, community, school, within political party etc Collage Making

May

1.Before the Industrial Revolution 1.1 The coming of the factory 1.2 The pace of Industrial change 2.Hand Labour and Steam power 2.1 Life of the workers 3. Industrialization in the colonies 3.1 The Age of Indian textiles 3.2 What happened to weavers? 3.3 Manchester comes to India 4. Factories come up 4.1 The Early Entrepreneurs 4.2 Where did the workers come from? 5. The Peculiarities of Industrial growth 5.1 Small-scale Industries Pre-dominate 6. Markets for goods Conclusion Chapter-1 (Eco.) Development 1. What Development Promises- Different People, Different Goals 2. Income and Other Goals 3. National Development 4. How to Compare Different Countries or States? 5. Income and Other Criteria 6. Public Facilities 7. Sustainability of Development Chapter-2 (Civics) Federalism 1. What is Federalism? 2. What makes India a federal country? 3. How is federalism practiced? 3.1 Language Policy 3.2 Centre-State relations 4. Decentralisation in India

5 3 3

Textbook PPT Textbook Overview of the chapter through PPt

By doing this activity, the creative talent of the students may be displayed. The students will be able to : -Identify the multinational companies. -Understand the impact of globalization on the psyche of the people Discussion: What does development mean to each of us? Collect newspaper clippings to show how development is taking place in the country Work Sheet on Classification of the federal and non federal forms of governments. Procedure: Some statements / features of federal and non-federal governments are given together.

Chapter-2 (Geog.) Forest & Wildlife Resources 1. Biodiversity or Biological Diversity 2. Flora and Fauna In India 3. Vanishing Forests 4. Classification of Forests: 1.1 Normal Species 1.2 Endangered Species 1.3 Vulnerable Species 1.4 Rare Species 1.5 Endemic Species 1.6 Extinct Species 5. Negative Factors that causes depletion of Flora Fauna 6. Conservation of Forests & Wildlife in India 7. Types and Distribution of Forests & Wildlife Resources 8. Community and Conservation Chapter-2 (Eco.) Sector of the Indian Economy 1. Sectors of Indian Economy 2. Comparing the three sectors 3. Primary, Secondary and Tertiary Sectors in India 4. Division of Sectors as Organized and Unorganized 5. Sectors in Terms of Ownership: Public and Private Sectors

4 3

Lecture/AV/Discussion Textbook/Lect

The student will identify each feature and write under the headings as federal or non federal government Some news snippets Tribal community in Bastar 1.Black earth boa snake - Fat & oil from the snake is used to cure asthma by applying on chest. 2. Cobra Snake - Fats & oils of cobra are massaged onto the head to cure hair loss and also cure migraines Topic :Sectoral Contribution to India's GDP and Employment Procedure :1. The teacher shall make a copy of the graph on an powerpoint/ OHP/ Chart paper which is displayed in the class for all students to observe.

July

Chapter-7 (History) (To begin in May) Novel, Society and History 1. The Rise of the Novel 1.1 The Publishing Market 1.2 The World of the Novel 1.3 Community and Society 1.4 The New Woman 1.5 Novels for the Young 1.6 Colonialism and After 2. The Novels Comes to India 2.1 The Novel in South India 2.2 The Novel in Hindi 2.3 Novels in Bengal 3. Novels in the Colonial World 3.1 Uses of the Novel 3.2 The Problem of Being Modern 3.3 Pleasures of Reading 4. Women and the Novel 4.1 Caste Practices, ‘Lower- Castes’ and Minorities 5. The Nation and its History

Chapter-3 (Geog.) Water Resources 1. Water: some facts and figures 2. Water Scarcity and the need for Water Conservation and Management 3. Multi-purpose River Projects and Integrated Water Resource Management 4. Hydraulic Structures in India 5. Rainwater Harvesting Chapter-3 (Civics) Democracy and Diversity 1. A Story from Mexico Olympics 2. Differences, similarities, divisions 2.1 Origins and social differences

5 4 2

Lecture/AV method Map/ Lecture/ AV Method PPt through ebeam

Activity 1 : Debate Topic: Relevance of Novels in Digital age Activity 2: Crossword Puzzle based on various novels in the text Activity 3: Show them one of the movies based Charles Dickens Novels Activity:1 Signboard or manual to keep nearby water bodies clean and unpolluted Activity 2: Map work to locate the dams and rivers Know the reaction of the people on the social issues based on discrimination. Create awareness about the discrimination of women and their

August September

2.2 Overlapping and cross- cutting differences 3. Politics of social divisions 3.1 Range of outcomes 3.2 Three determinants Chapter-4 (Geog.) Agriculture 1. Types of Farming 1.1 Primitive Subsistence Farming 1.2 Intensive Subsistence Farming 1.3 Commercial Farming 2. Cropping Pattern 3. Major Crops 3.1 Food Crops other than Grains 3.2 Horticulture Crops 3.3 Non-Food Crops 3.4 Fibre Crops 4. Technological and Institutional Reforms 5. Contribution of agriculture to the national economy, employment and output Chapter-4 (Civics) Gender, Religion and Caste 1. Gender and politics 1.1 Women’s political representation 2. Religion, communalism and politics 2.1 Communalism 2.2 Secular state 3. Caste and politics 3.1 Caste inequalities 3.2 Caste in politics 3.3 Politics in caste Revision SA-1 as per CBSE directions

5 4

AV/Lecture/Discussion PPt through ebeam

condition in the society Find out the different regions of India practicing the following types of farming and discuss the nature of farming : a. Intensive subsistence farming b. Plantation c. Primitive Subsistence farming d. Commercial farming e. Mixed farming Students to find out how gender discrimination still take place in our country with the help of case study

October

Chapter-1 (History) The Nationalist Movement in Indo-China 1. Emerging from the shadow of China 1.1Colonial domination & resistance 1.2 Why the French thought Colonies necessary 1.3 Should colonies be developed 2. The Dilemma of Colonial Education 2.1 Talking Modern 2.2 Looking Modern 2.3 Resistance in Schools 3. Hygiene, Disease and Everyday Resistance 3.1 Plague strikes Hanoi 3.2 The Rat Hunt 4. Religion and Anti-colonialism5. The Vision of Modernisation 5.1 Other ways of becoming modern: Japan and China 6. The Communist Movement and Vietnamese Nationalism 6.1 The new republic of Vietnam 6.2 The entry of US into the war 6.3 The Ho Chi Minh Trail 7. The Nation and its Heroes 7.1 Women as rebels 7.2 Heroes of the Past Times 7.3 Women as Warriors 7.4 Women in Times of Peace 8. The End of the War Chapter-5 (Geog.) Minerals and Energy Resources 1. What is a mineral?

5 5

PPt through ebeam Lecture Map/Lecture/Discussion

Activity 1 : Project Make a comparative study of the Vietnamese struggle for freedom and Indian struggle against British Imperialism Locate the places related to the distribution of

2. Mode of Occurrence of Minerals 3. Ferrous Minerals 4. Non-Ferrous Minerals 5. Non-Metallic Minerals 6. Rock Minerals 7. Conservation of minerals 8. Energy Resources 9. Conventional Sources of Energy 9.1 Coal 9.2 Petroleum 9.3 Natural Gas 94 Electricity 10. Non-Conventional Sources of Energy 10.1 Solar Energy 10.2 Wind Power 10.3 Biogas 10.4 Tidal Energy 10.5 Geo Thermal Energy 11. Conservation of Energy Resources Chapter-5 (Civics) Popular Struggles and Movements 1. Popular struggles in Nepal and Bolivia 1.1 Movement for democracy in Nepal 1.2 Bolivia’s Water War 1.3 Democracy and popular struggles 2. Mobilisation &Organisations 3. Pressure Groups Movements 3.1 Sectional Interest Groups and Public Interest Groups 3.2 Movement Groups 3.3 Is their influence healthy?

3

Short documentary on the Royal massacre in Nepal PPT

minerals Familiarize with the distribution of a particular mineral.

a. A place where mica deposits are found in Bihar

b. Iron-ore mine of the part of Chhattisgarh, etcA place where mica deposits are found in Bihar Activity No.1 : Report Making On the basis of news in the newspaper or TV Channels, identify any five pressure groups working in India

November Nov/ December

Chapter-3 (Eco.) Money and Credit 1. Money as a Medium of Exchange 2. Modern Forms of Money 3. Loan Activities of Banks 4. Two Different credit Situations 5. Terms of Credit 6. Formal Sector Credit in India 7. Self-Help Groups for the poor 8. Summing Up5. Challenges to Political Parties 6. How can parties be reformed? Chapter-6 (Civics) Political Parties 1. Why do we need political parties? 1.1 Meaning 1.2 Functions 1.3 Necessity 2. How many parties should we have? 3. National Political Parties 3.1 Indian National Congress 3.2 Bharatiya Janta Party 3.3 Bahujan Samaj Party 3.4 Communist Party of India- Marxist 3.5 Communist Party of India 3.6 Nationalist Congress Party 4. State Parties 5. Challenges to Political Parties 6. How can parties be reformed? Chapter-6 (Geog.) Manufacturing Industries 1. Importance of Manufacturing 2. Contribution of Industry to

3 3 5

Lecture/PPt PPt through ebeam Lecture/ Discussion Map through

Modern Forms of Money- In this activity students learn how to issue a cheque in order to buy a mobile telephone. It demonstrates to students that cheques are a modern way of money and how it acts as a medium of exchange. Use of Flash Cards: Each student will be asked to collect names of 2 regional parties in India They will find out the following information related to the regional parties selected by them Number of seats the different regional parties have secured in the last Assembly and Lok Sabha elections The symbols allotted to the Regional parties Classification of Industries -classify industries on

National Economy 3. Industrial Location 4. Classification of Industries 5. Agro Based Industries 5.1 Textile Industries 5.2Cotton Textiles 5.3 Jute Textiles 5.4 Sugar Industry 6. Mineral Based Industries 6.1 Iron and Steel Industry 6.2 Aluminium Smelting 6.3 Chemical Industries 6.4 Fertiliser Industry 6.5 Cement Industry 6.6 Automobile Industry 6.7 Information Technology and Electronics Industry 7. Industrial Pollution and Environmental Degradation 7.1 Air Pollution 7.2 Water Pollution 7.3 Thermal Pollution 7.4 Noise Pollution 8. Control of Environmental Degradation Chapter-3 (History) Nationalism in India 1.The First World War, Khilafat and Non-Cooperation 1.1 The idea of Satyagraha 1.2 The Rowlatt Act 1.3 Why Non-cooperation? 2. Different Strands within the Movement 2.1 The Movement in the Towns 2.2 Rebellion in the Countryside 2.3 Swaraj in the Plantations 3. Towards Civil Disobedience 3.1 The Salt March & the Civil Disobedience Movement 3.2 How participants saw the Movement? 3.3 The Limits of Civil

6

ebeam

Movie on Gandhiji’s freedom struggle PPT

various criteria; -know about the basis of classification; -understand the different categories of industries Activity : Map work on Software Technology Parks Identify the software technology parks set up in different states of India. Locate some of the software technology parks in India. Album on Indian National Movement between 1920-1935. Comprehend the non-violent nature of Indian national movement Analyse the contribution of different sections of society; Develop creativity in presentation of the project in a systematic manner.

January

Disobedience 4. The Sense of Collective Belonging 4.1 Conclusion Chapter-4 (Eco.) Globalization and Indian Economy 1. Production Across Countries 2. Interlinking Production Across Countries 3. Foreign Trade and Integration of Market 4. What is Globalization 5. Factors that have Enabled Globalization 6. World Trade Organization 7. Impact of Globalization in India 8. The Struggle for a Fair Globalization 9. Summing Up Chapter-7 (Geog.) Life Lines of National Economy 1. Transport 1.1 Roadways 1.11 Golden Quadrilateral Super Highways 1.12 National Highways 1.13 State Highways 1.14 District Roads 1.15 Other Roads 1.16 Border Roads 1.17 Road Density 1.2 Railways 1.3 Pipelines 1.4Waterways 1.41 Major Sea Ports

4 4

Lecture and PPT

Map/Lecture/Discussion

Tracing the origin (Finding a logo, relating it to the company and finding its origin) Activity no.2 Cartoon Making Topic: Disparities of Income and Opportunity

Interpretation of diagrams on Roadways Activity : Mark the major ports on the map of India and world

1.5 Airways 2. Communication 3. International Trade 4. Tourism as a Trade Chapter-7 (Civics) Outcomes of Democracy 1. How do we assess democracy’s outcome? 2. Accountable, responsive and legitimate government 3. Economic growth and development 4. Reduction of inequality and poverty 5. Accommodation of social diversity 6. Dignity and freedom of the Citizens Chapter-5 (Eco.) Consumer Rights 1. The Consumer in the Marketplace 2. Consumer Movement 3. Consumer Rights 3.1 Safety is Everyone’s Right 3.2 Information about goods and Services 3.3 When choice is denied 3.4 Where should consumer go to get justice? 4. Learning to become Well- informed Consumer 5. Taking the Consumer Movement Forward Chapter-8 (Civics) Challenges to Democracy 1. Thinking about challenges 2. Different contexts, different challenges 3. Different types of challenges

2 3 1

Lecture Discussion/ Lecture Discussion

Debate: Is democracy better than non democracy Develop an advertisement Topic : Consumer consciousness Create a poster Topic : Consumer's rights and duties Overview of democracy and its outcomes

February March

4. Thinking about Political reforms 5. Redefining democracy Revision SA-II as per CBSE directions

--------

---------

------------

Blue Print for Formative Assessments

Formative Assessment –I

MCQ/ Quiz/ Field activity/ Notebook maintenance

Total Marks-40/4=10

Paper Pen Test/ MCQ- 10 marks

Maintenance of Notebooks – 10 marks

Field activity- 10 marks

Quiz in the class- 10 marks

Formative Assessment –II

Project/ Viva/ Notebook maintenance/Quiz

Total Marks- 40/4=10

Project – 10 marks


Viva- 10 marks

Quiz-10 marks

Formative Assessment –III

Pen paper test/ Green Olympiad/ Maintenance of notebooks/ Participation in class


Paper- pen test – 10 marks


Green Olympiad- 10 marks

Participation in class- 10 marks

Formative Assessment –IV

Project/ Viva/ Maintenance of notebooks/PSA test


Project – 10 marks

Maintenance of Notebooks –10 marks

Viva- 10 marks

PSA test- 10 marks

Term I/Term II Examination

The Unit-wise distribution of marks over the two terms for Summative assessment will be as follows:

Units Term I Term II

India and Contemporary World II 23 23

India-Resources and their development 23 23

Democratic Politics II 22 22

Understanding Economic Development II 22 22

Disaster Management

(only through project and assignments)

-- --

Total 90 90

The prescribed syllabus will be assessed using Formative and Summative assessments in the following manner:

Term I Term II Total

Formative Assessment 1, 2, 3 and 4 20% 20% 40%

Summative Assessment 1 and 2 20% 40% 60%

Total 40% 60% 100%

Blue Print for SA-1 and SA-2 Examination

S. No.

Form of Questions Marks for each Question

No. of Questions

Total Marks

1. Very short nswers 1 9 9

2. Short Answers 3 12 36

3. Long Answers 5 8 40

4. Map 1x5 1 5

TOTAL 30 90

For this academic session i.e. 2014-15, CBSE might introduce an OTBA section of 10 marks of half an hour duration in summative examination( s).

Social Science Syllabus

SA-I

History: India and Contemporary World II

Sub Unit 1.2: Economies and Livelihood

(Any one of the following) Marks

1. Industrialization 1850s -1950s (Chapter IV) 12

2. Urbanization and Urban Lives (Chapter V)

3. Trade and Globalization Sub Unit 1.3: Cultural, Identity and Society

(Chapter VI)

(Any one of the following)

4. Print culture and nationalization (Chapter VII) 11

5. History of the Novel (Chapter VIII)

Geography: India- Resources and their development

1. Resources (Chapter I) 8

2. Natural Resources (Chapter I)

3. Forest and Wild Life (Chapter II) 5

4. Water Resources Chapter III) 5

5. Agriculture (Chapter IV) 5

Political Science: Democratic Politics II

1. Power sharing mechanism in Democracy

(Chapter I and II) 11

2. Working of Democracy (Chapter III and IV)

11

Economics: Understanding Economic Development II

1. The story of Development (Chapter I) 10

2. The role of service sector in Indian Economy

(Chapter II) 12

Disaster Management:

For Term I and Term II

(Through Project and Assignment in Formative Assessment only)

Topics:

1. Tsunami 2. Safer Construction Practices 3. Survival Skills 4. Alternate Communication Skills 5. Sharing Responsibility

FOR II TERM Projects options will be given from History, Pol.Sc, Geography and Economics and students will be given topics on the basis of their groups or roll numbers which was allotted to them in the beginning of the session.

Social Science Syllabus

SA-II

History: India and Contemporary World II

Sub Unit 1.1: Event and Processes

(Any one of the Chapter I and II, Chapter III is compulsory)

Marks

1. Nationalism in Europe (Chapter I) 11

2. Nationalist Movement in Indo-China (Chapter V)

3. Nationalism in India (Chapter VI) 12

Geography: India- Resources and their development

1. Mineral Resources (Chapter V) 5

2. Power Resources (Chapter V)

3. Manufacturing Industries (Chapter VI) 12

4. Transport, Communication and Trade (Chapter VII) 6

Political Science: Democratic Politics II

1. Competitions and contestations in Democracy (Chapter V and VI)

10

2. Outcomes of Democracy (Chapter VII) 8

3. Challenges in Democracy (Chapter VIII) 4

Economics: Understanding Economic Development II

1. Money and Financial System (Chapter III) 6

2. Globalization (Chapter IV) 9

3. Consumer Awareness (Chapter V) 7

PHYSICS SYLLABUS 2014 - 15 Class – 10

a) ANNUAL SYLLABUS:

(i) 1st term – April to October

S.No. Topics for SA – I Marks No. of Periods per

topic

1. Current Electricity 13 marks 24

2. Magnetic Effects of Electric Current 12 marks 20

3. Sources of Energy 7 marks 8

4. Practical Topics – 1. Verify Ohm’s Law, 2. Equivalent resistance of Series combination of resistors and 3.

Equivalent resistance of Parallel Combination of resistors.

4 marks 6

Total = 32 marks + 4

marks

(ii) 2nd Term – November to March

S.No. Topics for SA – II Marks No. of Periods

per topic

1. Light – Reflection and Refraction 13 marks 32

2. Human eye and the colourful world 12 marks 20

3. Practical Topics – 1. Find Focal length of Concave mirror, 2. Find Focal length Convex lens, 3. Prove refraction through a

glass slab, 4. Trace the path of light rays through a prism and 5. Draw images of object placed in front of convex lens.

4 marks 6


marks

Syllabus for FA – 1: Current Electricity (paper – pencil test) [3 marks]; MCQs (practical based) [3 marks]; Summer HHW [10 marks]; Notebook Submission [10 marks]

Syllabus for FA – 2: Project based

Syllabus for FA – 3: Light – Reflection (paper – pencil test) [3 marks]; MCQs (practical based) [3 marks]; Summer HHW [10 marks]; Notebook Submission [10 marks]

Syllabus for FA – 4: PSA

b) BROAD SPECTRUM SYLLABUS MONTHLY BREAKUP:

Months Topics with sub topics Marks per topic for UT/exams

No. of Periods (teaching + project + assessment)

April Current Electricity –

Charges – positive and negative

Current – flow of charges

Potential difference

Ammeter, voltmeter and galvanometer

Symbols of electric components and circuit diagrams

Flow of current through wire

Ohm’s law, V – I graph and its slope

Resistance and resistivity

Series and parallel connection of resistances

Related numerical

7 14 + 2 practicals

May Joule’s law of heating

Power of devices

Application of heating effect of

7 10 + 2 practicals

electric current – fuse, bulb

Electricity bill and its calculation

Magnetic effects of Electric current –

Oersted’s experiment

Magnetic field

Magnetic lines of forces and their properties

July SNOW rule and right hand thumb rule

Magnetic field around

– A straight conductor

- A circular loop

- A solenoid

Clock rule

7 8 + 2 practicals

August Force on a current carrying conductor – Kicking wire experiment

Fleming’s left hand rule

Application of above phenomenon in daily life

Electromagnetic

6

12

Induction –

Generation of current by magnet and coil

Generation of current in a coil by a current carrying coil

Fleming’s right hand rule

DC versus AC and advantages of AC over DC

Domestic electric circuits – overloading and short circuiting

1 + 2

2

September Sources of Energy –

Different forms of energy and their sources

Characteristics of a good source of energy and fuel

Conventional versus non conventional sources of energy

Renewable versus non renewable sources of energy

Fossil fuels and their pollution hazards

Solar energy – solar cell and solar cooker

3 8

Electricity generation – thermal , hydro power, geothermal, tidal, wave and OTEC

Biomass and biogas

Nuclear energy – nuclear fission and nuclear fusion

Dangers associated with nuclear energy

Environmental consequences

Revision…

October SA – I examination

Light – Reflection

Dual nature of light (wave and particle)

Reflection of light

---

2

---

4

November Light – Reflection

Laws of reflection

Reflection through a plane mirror

Different types of spherical mirror – convex and concave

Different terms related to spherical mirrors

7 15 + 2 practicals

Image formation by spherical mirrors

Uses of spherical mirrors

Sign convention

Mirror formula and magnification

December Light – Refraction

Examples from daily life

Refraction through glass slab and terms related to it.

Laws of refraction

Refractive index – its formula and units

Optical density

Refraction through spherical lenses and terms related to them

Image formation in spherical lenses and sign convention

Lens formula, magnification and power of a lens

7 14 + 2 practicals

January Human eye –

Structure of human eye – diagram ad function of

5 10 + 2 practicals

various parts of eye

Power of accommodation of eye and advantage of having two eyes

Defects of vision – cataract, colour blindness

– refractive defects of vision – myopia, hypermetropia, presbyopia and related numericals with diagram

Refraction through prism

Angle of prism

Angle of deviation

Dispersion – splitting of light into its constituent colours

White light

Spectrum – VIBGYOR

Formation of a rainbow

Total internal reflection

February Atmospheric Refraction-

Twinkling of stars

Early sunrise and delayed sunset

5 8

Scattering of light- TYNDALL EFFECT

Application of scattering of light like colour of the sky during sunrise, noon and sunset

Revision…

c) MICRO SPECTRUM SYLLABUS:

Topics Number of Sub Topics with period designated

Method of teaching – 1) Lecture

2) AV Method

3) Class project

4) Assessment

Project

Current Electricity

Charges – positive and negative

Current – flow of charges

Potential difference

Ammeter, voltmeter and galvanometer

Symbols of electric components and circuit diagrams

Flow of current through wire

Ohm’s law, V – I graph and its slope

Resistance and resistivity

Lecture, demonstration of ammeter, voltmeter, galvanometer, resistors and other circuit components.

Resistivity of insulators, alloys and metals and their behavior with change in temperature,

Superconductor and their importance

Series and parallel connection of resistances

Related numerical

Joule’s law of heating

Power of devices

Application of heating effect of electric current – fuse, bulb

Electricity bill and its calculation

Practical related to the topic for demonstration.

Lecture, AV, demonstration of fuse.

Magnetic effects of Electric current

Oersted’s experiment

Magnetic field

Magnetic lines of forces and their properties

SNOW rule and right hand thumb rule

Magnetic field around

– A straight conductor

- A circular loop

- A solenoid

Clock rule

Force on a current carrying conductor – Kicking wire experiment

Fleming’s left hand rule

Application of above phenomenon in daily

Lecture, AV, activity based on formation of magnetic field lines around a magnet.

To draw the magnetic lines of forces and denote their direction around a bar magnet and U shaped magnet.

To find about the use of electromagnets in our daily life.

Phenomena related to magnetic field and magnetic field lines around earth and sun etc.

life

Electromagnetic Induction

Generation of current by magnet and coil

Generation of current in a coil by a current carrying coil

Fleming’s right hand rule

DC versus AC and advantages of AC over DC

Domestic electric circuits – overloading and short circuiting

Lecture, AV, dynamos’ and MCB’s demonstration and torch working on the principle of EMI.

To find out about various types of circuit breakers which are used as safety devices in houses.

Working, construction and applications of DC motor

Principle of commutator

Brushless motor

Construction, working and application of DC and AC generator

Frequency of AC in different countries and supply voltage

Sources of Energy

Different forms of energy and their sources

Characteristics of a good source of energy and fuel

Conventional versus non conventional sources of energy

Renewable versus non renewable sources of energy

Fossil fuels and their pollution hazards

Solar energy – solar cell and solar cooker

Electricity generation – thermal , hydro power, geothermal, tidal, wave and

Lecture, demonstration of solar cooker, solar water heater, smart class.

First nuclear bombing and its consequences

Difference between atom bomb and hydrogen bomb

Structure of a nuclear reactor and its functioning

Einstein’s mass energy equivalence

E = mc2

Biological indicators of pollution

OTEC

Biomass and biogas

Nuclear energy – nuclear fission and nuclear fusion

Dangers associated with nuclear energy

Environmental consequences

Light – Reflection

Dual nature of light (wave and particle)

Reflection of light

Laws of reflection

Reflection through a plane mirror

Different types of spherical mirror – convex and concave

Different terms related to spherical mirrors

Image formation by spherical mirrors

Uses of spherical mirrors

Sign convention

Mirror formula and magnification

Lecture, demonstration using optic kit, AV

Spherical mirrors used in solar furnaces

Laughing mirrors

Light – Refraction

Examples from daily life

Refraction through glass slab and terms related to it.

Lecture, demonstration using optic kit, AV, related practical to emphasize on the theory portion.

To investigate that colours of a spectrum may be recombined using a convex lens.

To find out about the universe and what happened after the Big

Laws of refraction

Refractive index – its formula and units

Optical density

Refraction through spherical lenses and terms related to them

Image formation in spherical lenses and sign convention

Lens formula, magnification and power of a lens

Bang scientists use a very important optical device called the telescope. We have to find about the different types of telescopes used from earth or launched into space to study it.

Human eye Structure of human eye – diagram ad function of various parts of eye

Power of accommodation of eye and advantage of having two eyes

Defects of vision – cataract, colour blindness

– refractive defects of vision – myopia, hypermetropia, presbyopia and related numericals with diagram

Lecture, AV, demonstration using a model of eye.

Various types of blindness in human beings

Contact lenses

Defect called astigmatism and its correction

Refraction through a Prism

Angle of prism

Angle of deviation

Dispersion – splitting of light into its constituent colours

White light

Spectrum –

Lecture, AV, demonstration using optic kit and prism

VIBGYOR

Formation of a rainbow

Total internal reflection

Colourful World Twinkling of stars

Early sunrise and delayed sunset

Scattering of light- TYNDALL EFFECT

Application of scattering of light like colour of the sky during sunrise, noon and sunset

Lecture, AV Colour of atmosphere on Mars and Venus

d) SUMMATIVE EXAMINATION – I and II:

Total Marks = 36

No overall choice will be there in question paper.

Estimated difficulty levels of question:

a) Easy = 15%

b) Average = 70%

c) Difficult = 15%

Types of questions:

Knowledge Based = 40% Understanding Based = 50% Application Based = 10%

S.No. Form of questions

Marks of each question

Number of questions

Total marks

1. Very short question

1 1 +1 (Sources) 1 + 1

2. Short answer question – I

2 2 4

3. Short answer question – II

3 3 + 2 (Sources) 9 + 6

4. Long answer question

5 2 10

5. MCQs (practical based)

1 5 5

CHEMISTRY SYLLABUS 2014 - 15 Class – 10

b) ANNUAL SYLLABUS:

(iii) 1st term – April to September

S.No. Chapters for SA – I Marks No. of Periods

per topic

5. Chemical Reactions and Equations 6 3

6. Acids, Bases and Salts 10 5

7. Metals and Non Metals 11 7

8. Practical Topics – 1.To find ph of given samples. 2. To study the properties of Acids and Bases(HCl and NaOH). 3. To perform and observe i)combination rx. ii) decomposition rx. iii) displacement rx. iv) double displacement rx. 4. To observe the action of Zn, Fe, Cu and Al metals on the given salt solutions To prepare SO2 gas

and observe its properties.

6 4

Total = 27 marks +6 marks

(iv) 2nd Term – October to March

S.No. Topics for SA – II Marks No. of Periods

per topic

4. Carbon and its Compounds 12 marks 11

5. Periodic classification of Elements 6 marks 3

6. Practical Topics – 1. To study the properties of acetic acid (Ethanoic Acid) 2.To study saponification reaction for

preparation of soap. 3. To study the comparative cleaning capacity of a sample of soap in soft and hard water.

5 marks 3


marks

Syllabus for FA – 1: Chemical reactions and equations (paper – pencil test) [4 marks]; MCQs (practical based) [4 marks]; Summer HHW [10 marks]; Notebook Submission [10 marks]

Syllabus for FA – 2: Project Based

Syllabus for FA – 3: Carbon and its compounds (paper – pencil test) [3 marks]; MCQs (practical based) [3 marks]; Summer HHW [10 marks]; Notebook Submission [10 marks]

Syllabus for FA – 4: PSA

d) BROAD SPECTRUM SYLLABUS MONTHLY BREAKUP:

Months Topics with sub topics

Marks per topic for UT/exams

No. of Periods (teaching + project + assessment)

April Chemical Reaction and Equations

General

introduction

Writing a

chemical equation

Balancing of a

chemical equation

Types of chemical

reaction

Corrosion

Rancidity

Acids, Bases and Salts

General

introduction

5 3 + 1 practicals

2

May Importance of

pH in everyday life

Family of salts

pH of salts

3 + 1 practicals

July

Metals and Non Metals

Physical

properties of

metals and non

metals

Chemical

properties of

metals

5

3 + 1 practicals

August Reactivity series

How do metals

and non metals

reacts

Properties of

ionic compounds

Occurrence and

extraction of

metals

Corrosion

Revision…

5

4+1practicals

September Carbon and its Compounds

Versatile nature

of Carbon

Saturated and

unsaturated

carbon

Compounds

Revision for SA-1

4

October SA – I examination

November

Homologous

series

Nomenclature of

carbon

compounds

Properties of

carbon

compounds

(oxidation,

addition,

substitution)

4 + 1 practicals

December

Some important

carbon

compounds

(Ethanol and

Ethanoic Acids)

Soaps and

detergents

5

2 + 1 practicals

Periodic Properties (Contd...)

Mendeleev’s

Periodic Table

Modern Periodic

Table

Trends in Modern

Periodic Table

(vacancy, atomic

size, metallic and

non

metallic

properties)

January

February

Periodic Properties (Contd...)

Mendeleev’s

Periodic Table

Modern Periodic

Table

Trends in Modern

Periodic Table

(vacancy, atomic

size, metallic and

non

metallic

properties)

REVISION

5 4 + 1 practicals

e) MICRO SPECTRUM SYLLABUS:

Topics Number of Sub Topics with period designated

Method of teaching –

1) Lecture

2) AV Method

3) Class project

4) Assessment

Project

Chemical

reactions and

equations

Chemical Equation, Balanced chemical

equation, implications of a balanced

chemical equation, types of chemical

reactions : combination, decomposition,

displacement, double displacement,

precipitation,

neutralization,

oxidation and reduction.

Lecture, AV, Activity on chemical reactions

Importance of chemical reactions in daily life

Rancidity: causes, effects and preventions.

Corrosion of Metals

Acids, Bases and Salts

Their definitions in terms of furnishing of

H+ and OH‐ ions, General properties,

examples and uses, concept of pH

scale(Definition relating to logarithm not

required), importance of pH in everyday

life;

preparation and uses of sodium hydroxide,

Bleaching powder, Baking soda, washing

soda and Plaster of Paris.

Lecture, AV, activity based on pH, properties of POP.

Uses of acids and bases in our life

Pollution caused by acids and bases

Metals and Non-Metals

Properties of metals and non‐metals,

reactivity series,

formation and properties of ionic

compounds,

basic metallurgical processes, corrosion

and its prevention,

Alloys : their composition and uses.

Lecture, AV, demonstration of corrosion,

activity showing conditions for corrosion.

Alloys: A boon to mankind

Carbon and its Compounds

Covalent bonding in carbon compounds.

Versatile nature of carbon. Homologous

series Nomenclature of carbon

compounds containing functional

groups (halogens, alcohol, ketones,

aldehydes, alkanes and alkynes),

difference between saturated

hydrocarbons and unsaturated

hydrocarbons. Chemical properties of

carbon compounds (combustion,

oxidation, addition and substitution

reaction). Ethanol and Ethanoic acid

Lecture, AV, Activity related to esterification,

Demonstration of properties of ethanoic acid.

Fullerenes

Diamond: The Sparkling Stone

Hydrocarbons

(only properties and uses), soaps and

detergents.

Periodic

classification

of elements

Dobereiner’s triads and its limitations,

Newland’s law of octaves and its

limitations,

Mendeleev’s classification: Features,

advantages and Anomalies.

Need for classification, Modern Periodic

table, gradation in Properties, valency,

Atomic number, metallic and non‐

metallic properties.

Lecture, AV History of Classification

f) SUMMATIVE EXAMINATIONS – I :



Number of questions

Total marks

1. Very short answer question

1 2 2


2 3 6

Total

marks:

33

SUUMMA

TIVE EXAMINATIONS – II:

Value based questions = 3 to 5 marks

Total

marks:23

No overall choice will be there.

Estimated difficulty levels of question paper:

d) Easy = 15%

e) Average = 70%

f) Difficult = 15%

Types of questions:

Knowledge Based = 40% Understanding Based = 40% Application Based = 20%


3 3 9


5 2 10


1 6 6



Number of questions

Total marks

1. Very short answer question

- - -


2 2 4


3 3 9


5 1 5


1 5 5

CLASS X

BIOLOGY : ANNUAL SYLLABUS

Topics

Term

No. of Periods per Chapter

(Ist Term – April-Sept)

World of living Life processes

Control and Co-ordination in

animals and plants

30

(2nd term Oct‐March)

World of living Reproduction 20

Heredity and evolution

Natural Resources Management of natural

resources

Our environment

10


Months Topics with sub topics No. of Periods (must specify teaching+ project+ assessment)

April Life processes 10

May Life processes 10

July-August Control and Co-ordination

in animals and plants

+REVISION

10

October

Revision and exams 6

November Reproduction 8

December Heredity and evolution

12

January Management of natural

resources

Our environment;

10


topics

No. of Sub Topic

with period designated

Method of teaching

– 1) Lecture

2) AV Method

3) Class project

4) Assessment

Project

World of living Life Processes :

"living being". Basic

concept of nutrition,

respiration, transport

and excretion in

plants and animals.

Control and Co-

ordination in Animals

and Plants : Tropic

movements in plants;

Introduction to plant

hormones;

control and co-

ordination in animals

: nervous system;

voluntary, involuntary

and reflex action,

chemical co-

ordination:

animal hormones

Reproduction :

Reproduction in

animal and plants

(asexual and sexual)

reproductive health-

Lecture cum

demonstration

method

Some excellent

modules from

you

tube and nucleus

.com

to be used for

concept

reinforcement

Lecture cum

demonstration

method

Project : AIDS and

ARC

AV METHOD

Some excellent

modules from

Enclosure 1 :

What parts of a plant do

we eat?

Enclosure 2 :Studying

Our Senses

ENCLOSURE 3:

DRAGON GENETICS

LAB (Principles of

Mendelian Genetics)

Enclosure 4:Evolution

by Natural Selection

Enclosure 5:Crossword

Puzzle for Basic

Principles of Genetics

need for and

methods of

family planning. safe

sex vs HIV/AIDS.

Child bearing and

women's health.

Heredity and

evolution : Heredity;

Mendel's

contribution- Laws for

inheritance of traits:

Sex determination:

brief

introduction; Basic

concepts of evolution

you

tube and nucleus

.com

to be used for

concept

reinforcement

Natural Resources Management of

natural resources.

Conservation and

judicious use of

natural resources

Forest and wild life,

coal

and petroleum

conservation.

Examples of People's

participation for

conservation of

natural resources.

The Environment :

Lecture cum

demonstration

method

AV METHOD

Some excellent

modules from

you

tube and nucleus

.com

to be used for

concept

reinforcement

Investigatory

Project

Project on :

DAMS

-curse

or boon(class discussion,

debate competition)

Biodiversity : The rivet

popper theory

discussion forum

Red Data book: who all

we have lost by far??

Poster designing on

“BAN all CFC and

Plastic

Big dams :

advantages and

limitations;

alternatives if any.

Water harvesting.

Sustainability

of natural resources.

Our Environment :

Eco-system,

Environmental

problems, Ozone

depletion, waste

production and their

solutions.

Biodegradable and

non-biodegradable,

substances

: To estimate

% BOD levels, pH

value and suspended

particulate matter in

water and air around

us

Term Wise Marks Distribution (Biology)

FA I : Pen and paper test (Total PCB:10) FA II ;Project Based *NOTE :FA Marks to be calculated as an average of the two tests taken SA I : World of living (19) Life process; control and coordination in animals and plants FA III: Pen and Paper test (Total PCB:10) FA IV: PSA SA II: World of living (27) Reproduction; Heredity and evolution Natural Resources( 06)

Management of natural resources; Our Environment

For this academic session i.e. 2014-15, CBSE might introduce an OTBA section of 10 marks of half an hour duration in summative examination( s).


Syllabus

2014 – 2015

Subject : Foundation of Information Technology

(Code 0165)

Class : X

Teacher/Facilitator : Ms Pooja Sunit Chawla

No. of Periods allotted per week : 02

No. of Total Period allotted in the session : 53 (approx.)

Term Topics No. of Periods per topic

(1st Term : April – September) 1. Basics of Information Technology 2. Information Processing Tools 3. IT Applications

08

19

04

(2nd Term : October – February) 1. Information Processing Tools 2. IT Applications 3. Societal impacts of IT

18

04

02


Months Topics with sub topics

No. of Periods

(Each period will be comprised of

Lecture + Demo + Practical)

April

Unit I : Basics of Information Technology

Internet

Unit II : Information Processing Tools

Office Tools : Database Management Tool

4

4

May

Unit I : Basics of Information Technology

Services available on Internet Web Services



4

3

July


Office Tools : Database Management Tool Information Representation Methods : Hyper

Text Markup Language

2

2

August


Information Representation Methods : Hyper Text Markup Language

Unit III : IT Applications

6

2

September




Revision

2

2

October Unit II : Information Processing Tools


2

November



8

December



Unit IV : Societal Impacts of IT

2

2

January


Information Representation Methods : Extensible Markup Language

6

February


Revision

4


Topics No. of Sub Topic Practical / Project

Unit I :

Basics of Information Technology

Internet 1. World Wide Web 2. Web servers 3. Web sites 4. Web Pages 5. Web Browsers 6. HTML 7. Web address 8. Email address 9. URL 10. HTTP

PPT : * History of Internet

* Functioning of Internet

* Web servers

* Web Browsers

Services available on Internet

1. Information Retrieval 2. Locating sites using search

Search engines

engines and finding people on the net

3. FTP 4. Downloading and Uploading

files from or two remote site

Downloading and uploading files Video conferencing e-Banking e-Shopping e-Reservation

Web Services 1. Chat 2. email 3. Video Conferencing 4. e-Learning 5. e-Banking 6. e-Shopping 7. e-Reservation 8. e-Groups 9. Social Networking 10. Blogs 11. Newsgroups

Unit II :

Information Processing Tools


1. Basic Concepts and need for a database

2. Creating a database 3. Setting the Primary Key 4. Entering data into a database 5. Inserting and deleting Fields 6. Inserting and deleting Records 7. Data Validation :

Field Size Default Value Validation Rule Validation Text Required Allow Zero Length.

IT Applications : * OOo Base Projects based on Business

Computing

(Detail in Unit III)


1. Introduction to Web Page Designing using HTML

2. Creating and saving an HTML document

3. Accessing a web page using a web browser (Internet Explorer, Mozilla Firefox, Opera, Apple Safari, Netscape Navigator, Google Chrome)

4. Elements in HTML : Container elements Empty elements

5. Designing web pages using the following elements : HTML HEAD TITLE

IT Applications : * HTML Projects on Website

Designing

(Detail in Unit III)

BODY (Attributes : BACKGROUND, BGCOLOR, TEXT, LEFTMARGIN, RIGHTMARGIN, TOPMARGIN, BOTTOMMARGIN, LINK, ALINK, VLINK)

FONT(Attributes : COLOR, SIZE, FACE)

BASEFONT(Attributes : COLOR, SIZE, FACE)

CENTER BR (Break) HR(Horizontal Rule) –

{Attributes : SIZE, WIDTH, ALIGN, NOSHADE, COLOR}

COMMENTS ! for comments

H1…H6 (Heading) P (Paragraph) B (Bold) I (Italics) U (Underline) UL & OL (Unordered

List & Ordered List) – {Attributes : TYPE, START}

LI (List Item) Insertion of images

using the element IMG (Attributes : SRC, WIDTH, HEIGHT, ALT, ALIGN)

Super Script : SUP Subscript : SUB Creating Table : TABLE

(BACKGROUND, BGCOLOR, WIDTH, CELLSPACING, CELLPADDING, BORDER)

TR TD ROWSPAN COLSPAN Internal and External

Linking between Web Pages : Significance of linking

A - Anchor Element (Attributes : NAME, HREF, TITLE, ALT)

Information Representation Methods : Extensible Markup

1. Introduction to XML 2. Difference between XML and

HTML with respect to the following :

IT Applications : * XML Project

Language

Data separation data sharing document structure tags nesting of elements attributes values.

3. XML Elements Defining own tags in

XML root elements child elements and their

attributes 4. Comments in XML 5. White space and new line in

XML 6. well formed XML documents 7. validating XML documents 8. XML Parser 9. Viewing XML documents in a

web browser

Unit III :

IT Applications

Database Management Tool

Domain : Business Computing Personal Data Management System

School / Class Result with student-wise and subject-wise marks

Employee Payroll (Computation of monthly salary)

Stock Inventory (Purchase and issue records)

Hyper Text Markup Language

Domain : Website Designing Personal Blog with Name, Photo, Areas of Interest, School, State, Country

School Website - Infrastructure, Facilities, Uniform, Motto, School Pictures, Extra-Curricular Activities, Subject and Language Options

Travel and Tourism

Indian Statistics - State wise Area, Population, Literacy (Enrolment in

Primary, Middle, Secondary, Senior Secondary), Gender Ratio

Environment (Save Energy)

Pollution (Global Warming)

Unit IV :

Societal Impacts of IT

Societal Impacts of IT

1. Virus 2. Worms 3. Trojans and Anti-Virus

Software 4. Spyware 5. Malware 6. Spams 7. Data Backup and recovery

tools and methods 8. Online Backups 9. Hacker and Cracker with

regard to Computer Data and Applications

Information security provisions in e-commerce

Virus, worms & Anti – virus softwares Data Backup & recovery Phishing

DETAILED MARKS BREAKUP FOR SUMMATIVE ASSESSMENTS

Marks Breakup : SA 1 / SA 2 : 90 MARKS

THEORY : 72 MARKS

PRACTICAL SKILLS : MCQs : 18 MARKS

BLUE PRINT / TOPIC – WISE MARKS DISTRIBUTION FOR SUMMATIVE ASSESSMENTS

Summative Assessment Topics Marks

SA 1

1. Basics of Information Technology 2. Information Processing Tools 3. IT Applications

28

34

28

90

SA 2

1. Information Processing Tools2. IT Applications 3. Societal impacts of IT

34

39

17

90

BLUE PRINT / MARKS DISTRIBUTION FOR FORMATIVE ASSESSMENTS

Formative Assessment Topic(s) Exam Type Marks Total Marks

FA 1 Basics of Information

Technology

Paper – Pen 10

40

Notebook Evaluation 10

Group Discussion 10

Presentation 10

FA 2 IT Applications : OOo BASE

Project 10

40

Project Presentation 10

Viva 10

Project Report File 10

FA 3 Social Impacts of IT

Paper – Pen 10

40

Notebook Evaluation 10

Group Discussion 10

Presentation 10

FA 4 IT Applications : HTML

Project 10

40

Project Presentation 10

Viva 10

Project Report File 10

DELHI PUBLIC SCHOOL SONEPAT SYLLABUS FOR SESSION 2014-2015

Subject: Art Class: X

Broad Spectrum Syllabus

Month No. of Period specify

Topic Teaching Aids used

April 2

1. Drawing – How to cover the art file. (Colour – Black and decoration with waste material)

2. Drawing – Own Choice Painting

Art file and Poster colour

May 3 3. Drawing – Drawing – Pencil Shading (2B,4B,6B)

4. Landscape with pencil shading (Charcoal)

Art file and shading pencils(2B, 4B, 6B and 8B)

June 0 Art Practice/ Holiday Homework

July 2 5. Drawing – Perspective Drawing (Composition)

Art file and Poster colour

August 3 6. Drawing - Calligraphy Handmade sheet

September

3 7. Drawing – Own choice cartoon composition

Any Medium

October 2 8. Drawing – Still life Art file and shading pencils(2B, 4B, 6B and 8B)

November 3 9. Drawing - Poster Designing Art file and Poster colour

December 1 10. Craft Work – Paper Folder Art file Calligraphy pen

January 1 11. Drawing – Outdoor Sketching with pencil

Art file and shading pencils(2B, 4B, 6B and 8B)

February 2 12. Drawing – Outdoor Sketching with ink pen

Art file and ink pens

DELHI PUBLIC SCHOOL

SONEPAT

ANNUAL SYLLABUS OF INDIAN MUSIC TABLA

Class IX TO X

SESSION 2014-15

(COURSE OF FIRST YEAR)

TEACHER

PREM SINGH

Examination for P.A will be taken

according to dates fixed by

pracheen Kala Kendra in the

months of Aug to October. Exam

will be written as well as Practical.

Dates will be intimated later on.

DELHI PUBLIC SCHOOL

SONEPAT

ANNUAL SYLLABUS OF KATHAK DANCE

Class IX TO X

SESSION 2014-15


TEACHER

PAMPA BHATTACHARYA



DELHI PUBLIC SCHOOL

SONEPAT

ANNUAL SYLLABUS OF INDIAN MUSIC VOCAL

Class IX TO X

SESSION 2014-15


TEACHER

SWAPAN KUNDU




DELHI PUBLIC SCHOOL

SONEPAT

ANNUAL SYLLABUS OF INDIAN MUSIC INSTRUMENTAL

Class IX TO X

SESSION 2014-15


TEACHER

SHOEB AHMED


Annual Syllabus

Western Music

2014-2015

Teacher: Ms. Talisangla Jamir

April / Jul / Aug

• Basic Theory • Voice Training • Harmony

• Voice Modulation • Hymnal Songs (Two) Occasional Songs (2)

Sept / Oct / Nov

• Basic Theory • Revision (Voice Training, Harmony &

Voice Modulation

• Christmas Carols

Hymna l Songs(Two) Dec / Jan / Feb

• Basic Theory • Revision (Voice Training, Harmony &

Voice Modulation

• Revision of all Songs

Delhi Public School

Sonepat

Session:2013‐14 ( Number of Periods Alloted‐12 )

DPS SONEPAT

CYBERNETICS CLUB SYLLABUS ‐ X

Index

Sr.

No.

Contents Periods

1 The .NET Framework

3

2 About ASP.NET Technology

3 .NET Languages

4 Setting up ASP.NET and IIS

5 ASP.NET Applications

6 Web Form Fundamentals & Web Controls

7 Assessment Projects

9

Currency Converter

Online Quiz Builder

Online Payroll Application

Guest Book Application

Puzzle Game

Online Dictionary Application

Lucky Number Application

Application Based Projects in ASP.NET

Currency Converter

Quiz Application

Payroll Application

Guest Book Application

Puzzle Application

dsfdf

E-Dictionary Application

DELHI PUBLIC SCHOOL SONEPAT SYLLABUS FOR SESSION 2014-2015

Subject: Art Club Class: X

Rag to Riches Few things which are necessary for Rag to riches club like scissors, fevicol, pencil, eraser, scale and Black

sketch pen.

Month Topic Teaching Aids used

April collage About collage ‐

A collage is a work of art

composed of numerous

materials, such as paper,

newsprint, photographs, ribbons

or other objects attached to

background support, such as

plain paper. A collage can even

be made with physical materials

or electronic images, attaching

them to a digital background.

Originating from the French

word "coller", meaning "to glue",

and the collage allows you to

experiment with a wide range of

materials to achieve amazing

end results. This article provides

a sample of the many

possibilities limited only by your

creativity and imagination.

Referring website :

www.wikihow.com

Material related to collage

May Calligraphy art

(Learn how to

write beautifully)

About Calligraphy‐

Calligraphy (meaning “beautiful

writing” in Greek) is the art of

decorative handwriting. It is a

practice spanning thousands of

years and countless cultures.

Though in the past it was used

largely for religious purposes, it

is now used for a variety of

Calligraphy pen set, ivory sheet,

graph paper

purposes.

June Search about Art arena

Search about various famous

Artists and their work style and

design one reprint of great artist.

July Printing

techniques

(Visit to printing

press)

About Printing techniques -

There are nine primary

methods of printing:

Digital printing is a fast‐

developing technology.

Engraving is often used

to make fine stationery.

Flexography is used for

product packaging.

Gravure is used in

extremely large runs of

catalogs and magazines.

Letterpress is the oldest

method, pioneered by

Johannes Gutenberg in the

15th century.

Offset lithography uses

plates and rubber blankets

to transfer images to paper.

Reprographics is a term

for photocopying and

duplication.

Screen printing is used

to make billboards and T‐

shirts.

Thermography produces

raised printing and is often

used for stationery.

August Optical illusion About Optical Illusion -

Optical illusion can also be

Ivory sheet, black ink, geometrical

instruments, 2b, 4b, 6b‐pencils,

referred as ‘visual illusion”

Optical illusion makes us observe

and experience the visual that

actually doesn’t exist. Optical

illusion has its own huge world

where there are thousands of

types of illusions to make you go

crazy and amazed.

September Visit to art

Gallery

Visit to Art Galleries along with

students

(Modern art Gallery, Triveni Art

Gallery, Ravindra Bhawan art

Gallery)

To know and explore the art galleries

To know Great and Contemporary artists and their Work style.

Art Club Note book, Geometry box.

October Clay Modeling About Clay Modeling‐

Basic clay, Fevicol, Card board, Clay

modeling instruments, Water

container.

November Logo designing About logo designing‐

A logo is the identification mark

that can be recognized easily in a

group or crowd. It is generally

used by commercial enterprise,

organizations and also

individuals to instant public

recognition.

Logo design is an important part

of graphic design and is one of

the most difficult to perfect.

Being the first introductory

mark, a logo needs to be

perfects like colors and

formation.

Art Club Note book, Art File,

Geometry box.

December Rangoli About Rangoli Designing‐

Rangoli is a Traditional folk art

INDIA. The ancient symbols have

been passed on through the

ages, from each generation to

Rangoli Designing Material like:‐

Marble powder, Wood dust, Flowers

patels,

the one that followed, Thus

keeping both the art form and

the tradition alive. Rangoli may

be known by other names in the

different provinces, but they are

tied together by the

commonality of the use of

traditional symbols and what

they signify. The purpose of

Rangoli is decoration and it is

thought to bring good luck.

January Poster Designing About Designing

Posters are one of the outdoor

mediums of advertising. They are

used to promote a brand, an

Idea or a massage. Poster need

to be eye catchy that can attract

the viewer from a distance

poster a generally seen from are

distance or from the window of

the moving bus, car.

A Poster is generally composed

using three main elements:‐

1‐Visual

2‐Slogan

3‐Logo

Art Club Note book, Art File,

Geometry box. Ivory sheet, Poster

colors.

February Revision

March Checking

PREFACE

Science is a vast and fascinating subject that integrates all spheres of life. Teaching and learning science can be fun and

interesting when the topics are taught in an interactive manner and are related to the child’s surroundings.

The National Curriculum Framework (NCF). It states,

‘The child should be engaged in joyfully exploring the world around and harmonizing with it’.

The Science Club Syllabus is designed in such a way so that the students should inculcate the basic knowledge that would

enable them to understand the subject and develop keen interest towards learning science.

BUDDING

SCIENTISTS AT WORK

Science is being taught in schools in a very mechanical way. Students are confined to their textbooks, the topics and contents included therein. They are hardly encouraged to observe, explore, look for patterns or analyses the everyday experience occurring around them. Mere rote memorization of concepts is leading children towards a stressful existence. The present "Learning by doing" is an effort by the SCIENCE CLUB to make Science learning more meaningful, interesting and joyful.

An effort has been made to include activities which are based on different content areas and concepts. Delhi Public School Sonepat takes pleasure in establishing

Avishkaar Science Centre,

A centre where the students understand the concept of scientific topics using practical application which will help them to get hand on experience.

Be it Physics, Chemistry or Biology.

Suggested activities have been so designed that they can be done easily without using expensive materials or equipment which would coherent with the syllabus designed by CBSE as laid down in the CCE document.

THE SPECTRUM

SCIENCE CLUB SYLLABUS FOR CLASSES VI TO X

DOING REAL SCIENCE

How to run a science fair project?

Become curious. Wonder about something. Write down some questions you'd like to ask. Pick a good question, then convert it into a statement.

Example question: Does the smell of cats cause fear in mice? Example statement: The smell of cats causes fear in mice.

This 'statement' is your Hypothesis. Dream up an experiment to prove or disprove your statement.

o How can you get some cat's scent? o How can you tell when mice show fear? o How would you keep the scent away from the mice until you're ready?

Perform the experiment. Options:

o Perform the experiment several times, to find out if it always works. o Perform a "control" experiment that lacks the important part. For example, repeat

your experiment exactly, but with pure water without cat scent. This shows that mice were afraid of the cat smell. Maybe mice are actually afraid of YOU, not of the cat smell.

Discuss your results, decide whether your results proved your statement. Write up your results so others can see them too. Was there anything wrong with your experiment? Think of a much better experiment. Do it on your own, even if there is no Science Fair. Uh-oh, you've become a real scientist.

Templates

SCIENCE CLUB PIC’S

CONTENT

ACTIVITIES FOR CLASSES VI:

1.GENERATOR FROM MOTOR 2.FAN CAR 3.MULTIPLE GENERATOR 4.WIND GENERATOR 5.TREES OF LIFE 6.MAGNIFICENT MOTOR 7.BOTTLE PLANTER 8.BLOW BALLOON WITH BOTTLE 9.NO MAGNET MOTOR 10.COCONUT CREATURE 11.BOTTLE BLAST 12.LEVITATING PENCIL 13.PENCIL SPINNER 14.WATER PUMP 15.BOTTLE JET 16.STANDING SPINNING PENCIL 17.BOTTLE JET 18.EXPANSION OF AIR 19.TOOTHPASTE TUBE 20.CD HOVERCRAFT 21.STRAW CENTRIFUGE

22.BALLOON PUMP 23.SYRINGE GENERATOR

ACTIVITIES FOR CLASSES VII - VIII:

1..Hydro-power or water power Dam

2..Air Battery

3..Electric Generator

4.Solar Car

5.Magnet Levitation Set

6. Electric Car

7. Air propulsion Motor Boats

8.WORKING MODEL ON GLOBAL WARMING

9. A working model of stomata

10.CANDLE POWER

11. Passing of electricity through liquid

12. Generating electricity using lemon & potato

ACTIVITIES FOR CLASSES IX - X:

IN ACCORDANCE WITH AVISHKAAR SCIENCE CENTRE

Content:

1. Electronic component Learning

2. Introduction to the working of Bread board (include soldering).

3. Making projects:

a. LED glow

b. Series Parallel circuit

c. Switch based circuit

d. Diode based circuit

e. Spy alarm

f. Door bell

4. Preparation of CO2 gas

5. Hydrogen preparation in laboratory

6. Green house effect.

7. Creating fish ponds and learning about their habitat.

8. Process of distillation of water.

9. Growing and learning about herbs in school premises.

10.Robotics (programming + projects)

LINKS FOR ACTIVITIES

http://www.sciencebob.com/experiments/index.php

http://www.education.com/science-fair/

http://www.madsci.org/experiments/archive/854444893.Ch.html

http://www.madsci.org/experiments/archive/854443814.Ch.html

http://www.rainbowresource.com/searchspring.php?q=science+working+models#/?filter.category_name=Science%3E%3EPHYSICS

http://www.education.com/science-fair/article/carbon-dioxide-temperature-atmosphere/

http://www.freesciencefairproject.com/physics/wind_turbine.html

http://education.blurtit.com/1418559/show-me-how-to-make-a-working-model-for-science-exhibition

http://education.blurtit.com/2815237/i-am-in-9th-standard-and-i-want-to-make-a-working-model-for-science-please-suggest-a

http://www.askmefast.com/A_simple_but_nice_science_exhibition_working_model_of_class_67-qna4749995.html#q5188579

ACTIVITIES CD HOVERCRAFT -! Build a homemade, hovering toy using air pressure

We used to think that building our own hovercraft was going to take a couple of trips to NASA. We quickly realized that it was a little iffy having jet engines and ultra-lightweight material anywhere near Steve. We had to develop our own design using everyday materials, and that's exactly what we did. Using a CD, a balloon, and a few other household items you can create a working hovercraft, too!

Materials

Compact disc (CD) Sports bottle cap (push/pull closure) Card stock or thin cardboard Balloon Pushpin or thumbtack Hot glue gun Scissors Smooth surface

VIDEOS

EXPERIMENT

REVIEWS

PRINT EXPERIMENT

EXPERIMENT 1. Using a pushpin, poke 2 holes near the center of a closed sports bottle cap. Make sure that the tamper-proof

ring is removed from the cap and that the holes go all the way through the plastic of the cap. 2. Use the hot glue gun to glue the bottom of the cap to the top of the compact disc. Use as little hot glue as

possible, but be sure that there is a perfect airtight seal between the cap and CD. Giving the cap a slight twist when you glue it to the CD can help.

3. Create a collar for the cap by curving or bending a piece of card stock or thin cardboard (2"x6"). Cut two slits, one on each end of the card stock that are 1" from the end. Cut the slits on opposite sides of the collar (think of it as the top and bottom of the collar). Join the slits together to create the collar.

4. Find a clean, smooth surface to place the hovercraft on. 5. Inflate the balloon and twist the opening shut. 6. Pull the open end of the balloon through the collar. 7. Stretch the balloon's opening over the sports bottle cap. 8. Without letting any air out, place the cardboard collar around the base of the balloon and cap. 9. Now let the air out of the balloon. 10. If the hovercraft doesn't slide or spin easily, make sure the CD isn't warped. If it is, you'll need to rebuild your

hovercraft. If everything looks normal, try poking larger or more holes in the sports bottle cap.

HOW DOES IT WORK?

Hovercrafts work by using air to lift a vehicle off of the ground. The CD Hovercraft is no exception. As the balloon deflates, it is releasing air through the sports bottle cap and beneath the CD. Because of the shape, smoothness, and weight distribution of the CD, the releasing air creates a cushion of air between the CD and the surface. This cushion of air reduces the friction between the CD and surface and allows your hovercraft to move more freely.

AIR PRESSURE CAN CRUSHER

There are lots of different ways to crush a soda can... with your foot, in your hands, on your head. But nothing compares to the fun you’ll have doing the soda can implosion experiment. Just wait until the can goes “POP” and then you’ll see who has nerves of steel.

Materials

Empty soda cans (search the recycling bin or start drinking!) Stove or hot plate Cooking tongs Gloves Bowl Cold water

VIDEOS

EXPERIMENT

REVIEWS

PRINT EXPERIMENT

EXPERIMENT 1. Start by rinsing out the soda cans to remove any leftover soda goo. 2. Fill the bowl with cold water (the colder the better). 3. Add one generous tablespoon of water to the empty soda can (just enough to cover the bottom of the can). 4. Place the can on the burner of the stove while it is in the “OFF” position. It’s time for that adult to turn on the

burner to heat the water. Soon you’ll hear the bubbling sound of the water boiling and you’ll see the water vapor rising from the can. Continue heating the can for one more minute.

5. It’s important to think through this next part before you do it. Here’s what's going to happen: you’re going to use the tongs to lift the can off of the burner, turn it upside down, and plunge the mouth of the can down into the bowl of water.

6. Get a good grip on the can near its bottom with the tongs held so that your hand is in the palm up position. Using one swift motion, lift the can off the burner, turn it upside down, and plunge it into the cold water. Don’t hesitate… just do it!

7. Wow... and you thought that you had nerves of steel. The can literally imploded. How does that work?

8. Don’t just sit there... get back to that stove and do it again! Each time you repeat the experiment, carefully observe what is happening in order to try to figure out how it works.

HOW DOES IT WORK? Here’s the real scoop on the science of the imploding can. Before heating, the can was filled with water and air. By boiling the water, the water changed states from a liquid to a gas. This gas is called water vapor. The water vapor pushed the air that was originally inside the can out into the atmosphere. When the can was turned upside down and placed in the water, the water vapor condensed and turned back into the water. Water molecules in the liquid state are many times closer together than molecules in the gas state. All of the water vapor that filled up the inside of the can turned into only a drop or two of liquid, which took up much less space.

This small amount of water cannot exert much pressure on the inside walls of the can, so the pressure of the air pushing from the outside of the can is great enough to crush it. The sudden collapsing of an object toward its center is called animplosion. Nature wants things to be in a state of equilibrium or balance. To make the internal pressure of the can balance with the external pressure on the can, the can implodes. Hey, air pressure is powerful! One more thing... if you watch very closely when you turn the can upside down, you'll see that the cold water in the bowl shoots up into the can. This is similar to what happens when you drink from a straw. Though we say we are "sucking" liquid up through the straw, we really aren't. Outside air pressure is pushing down on the surface of the liquid. When you reduce the pressure in your mouth (that sucking action) the outside pressure is greater than the pressure inside your mouth and the soda shoots through the straw and into our mouths. The same thing is true with the can. The force applied downward into the cold water pushes the water up into the can. To put it simply, science doesn't suck... it just pushes and pulls.

ADDITIONAL INFO Explore the many mysteries of air with more hands-on science that makes learning fun.

SINKING SODA SURPRISE Which of your favorite sodas will sink, and which carbonated beverages will swim? It's density at its finest!

SUBMIT A REVIEW Plug the drain, fill the sink with water, and take the plunge with Steve Spangler’s floating science challenge. We all know that certain things float in water while other things sink, but why? Do all heavy things sink? Why does a penny sink and an aircraft carrier float? Think you know the answers? Well, get ready for a few amazing surprises!

Materials

Demo tank An assortment of different sodas (standard 12 oz cans)

VIDEOS

EXPERIMENT

REVIEWS

PRINT EXPERIMENT

EXPERIMENT 1. Ask your audience the question, “Will this can of regular soda float or sink in the bucket of water?” After

gathering everyone’s answer, place the can of regular soda in the water and notice that it sinks to the bottom. If the can of regular soda floats, you might have an air bubble trapped under the bottom of the can.

2. Pick up a can of diet soda and pose the same question. Be sure to point out the fact that the cans are exactly the same size and shape and contain the same amount of liquid (compare the number of milliliters… probably 355 mL). Place the can of diet soda in the water. It floats! Wobble the can from side to side to show your audience that there are no bubbles trapped under the bottom. It still floats. Why?

3. Let your group experiment with different kinds of soda. Why do the diet sodas float and the regular soda cans sink, no matter the brand? Try the experiment again using salt water. Are your results any different? What if you continue adding salt? How much salt do you have to add before your results change? Consider changing the temperature of the water or the temperature of the cans. Do either of those changes affect the results?

HOW DOES IT WORK? This demonstration is an excellent way to learn about density. We are all familiar with the basic concepts of sinking and floating. Objects less dense than water float, and those more dense than water sink. Empty cans float, rocks sink. This is only possible because of differences in density.

If both diet and regular soda cans are placed on a double pan balance scale, it would be clear that the regular soda is heavier than the diet soda. This demonstrates the difference between mass and volume. Mass refers to how much stuff exists within an object. If something is heavier than another object, it contains more mass. Mass is measured in grams.

Volume, on the other hand, refers to how much space an object occupies. For fluids, volume is usually measured in liters (L) or milliliters (mL). There are 1000 mL in one liter. This is what we were referring to when we told you that the cans contained the same amount of liquid - 355 mL. Since both cans have the same volume, the heavier can must have a greater mass. We can now conclude that the heavier can is more dense than the lighter can.

Diet sodas usually contain aspartame, an artificial sweetener, while regular sodas use sugar. Take a look at the nutritional information on the side of the cans. Notice how much sugar is in a regular soda (look under carbohydrates). Most regular sodas have about 41 grams of sugar. How much is 41 grams? Try 18 packets of sugar like the ones you might find at a restaurant! Yikes! That's a lot! Diet soda is flavored with a relatively small amount of an artificial sweetener (like aspartame) which is 200 times sweeter than an equal amount of sugar. Therefore, only a tiny amount of aspartame is needed. Both sugar and aspartame are more dense than water, which can be easily demonstrated by adding small amounts of each to a container of water (they sink). So it is actually a matter of how much of each is used. The 41 grams or so of sugar added to a can of regular soda make it sink. The relatively tiny amount of aspartame used in diet sodas will have a negligible effect on the mass, enabling the can to float.

Why do cans of diet soda float? It is all due to the fact that there is a little bit of space, called "headspace," above the fluid in each can of soda. This space is filled with gas, which is much less dense than the soda itself. It is this space above the soda that lowers the density of diet drinks just enough to make them float. Sugared drinks also have this headspace, but the excessive amount of sugar added makes the can more dense than water.

EXPERIMENT OF THEWEEK

Can't get enough of our hands-on experiments and videos?

Sign up for Experiment of the Week emails.

JEDI TRAINING - MAKE A LIGHT SABER Use the force and hands-on science know-how to become a Jedi master and defeat the Empire. While this product is currently imaginary, there are some other cool products that are real. Check out the related products to the right! From Tatooine to Hoth, there is one legendary weapon that is regarded as the ultimate in Rebel and Empire warfare… the lightsaber. Ewoks, wookies, jawas, and droids all cower before the mighty lightsaber. Wanna make

your own? Let us take you to a galaxy far, far away and teach you how you can build your own lightsaber, right at home.

Materials

Two coated wires One uncoated wire Dilithuium Crystal Duct tape Electrical tape Energy Modulation Circuit Light switch Tall aluminum can Needle-nose plyiers Phillips screwdriver Permanent marker Box-cutter

VIDEOS

EXPERIMENT

REVIEWS

PRINT EXPERIMENT

EXPERIMENT 1. Use a permanent marker to trace the size and shape of the light switch onto the side of the can. 2. Carefully cut out the light switch-sized shape using a box cutter. 3. Check to make sure that your light switch fits into the newly cut hole. Increase the size if needed. 4. Put the coated wires in the top and bottom of the light switch. 5. Attach the uncoated (ground) wire and secure it with needle-nose pliers and a Phillips screwdriver. Once you

have the wires attached, make sure the switch is off. 6. Attach the Energy Modulation Circuit (EMC) to the end of the uncoated wire with electrical tape. 7. Feed the covered and uncovered wires through opening in the side of the can, then out of the top of the can,

placing the light switch in the opening. 8. Attach the ground wire to the pop tab and secure it with the pliers. 9. Create a loop in the end of the covered wire and attach it to the dilithium crystal. 10. Secure the dilithium crystal into the opening in the top of the can. 11. Using the duct tape, make sure the your lightsaber is securely held together. 12. You're all set! Point the dilithium crystal away from yourself and flip the switch to on. With a "WOOOHM" the

lightsaber sparks to life!

HOW DOES IT WORK? The key to the operation of the homemade lightsaber comes in the two rare components, the dilithium crystal and the EMC. The EMC, when switched on, converts a standard electrical charge into a hybrid form of energy that emits light, heat, and sound. This hybrid energy is intensified as it passes through the dilithium crystal. This exponential amplification converts the weak, long-wave energy into an a form of short-wave energy that is capable of cutting through most objects.

We've received a lot of questions asking us how to create lightsabers of different colors. Unfortunately, only you can determine the color of your lightsaber. Will you use The Force for good, or are you going to learn towards The Dark Side?

COLOR CHANGING CARNATIONS Where does the water go when a plant is watered? With this experiment, children can discover for themselves how essential the functions of roots and stems are to plant growth. As the colored water is absorbed, students will be able to see how the water is absorbed into the plant and will be amazed when the petals of the carnation change color.

Materials

6 white carnations 8 plastic cups Food coloring (red, blue, and green) Knife (you'll need an adult helper for this) Water

VIDEOS

EXPERIMENT

REVIEWS

PRINT EXPERIMENT

EXPERIMENT 1. Fill four of the cups one-half full with water. 2. Add about 20-30 drops of food coloring to three of the cups of water (red, blue, and green). In this case, more

food coloring is better! The fourth cup should contain just plain water. 3. Before placing any of the flowers in the cups of water, have an adult trim the stem of each flower at an angle to

create a fresh cut. For cut flowers, it is important for the stem tubes to be filled with water. If air gets in the tube no water can move up the stem. Many gardeners and florists cut stems under water so no air bubbles can get in to break the tube of water and make the flower wilt.

4. Place one freshly cut white carnation in the cup containing the uncolored water. Then place a freshly cut white carnation in each of the three cups of colored water. Save the remaining two carnations for the next step. As you wait to see the results, make some predictions: How will the carnation in the plain water compare to the carnations in the colored water? Which color will be soaked up first? How long will it take? Will one of the colors create a deeper colored flower or do the colors all absorb to the same degree?

5. The next step is a popular trick called "Split Ends," and it requires some help from an adult. Have your adult helper use a sharp knife to slit the stem straight down the middle. Put each half of the stem into a cup of different colored water (try positioning the red and blue cups next to each other, for example). Make a few more predictions: Which color will be soaked up? Will the colors mix to make a new color or will the color of the flower be divided down the middle? Just remember to keep the ends of the stems wet at all times and to make fresh cuts on the ends.

6. You'll want to check back every few hours to see how things are progressing. It may take as long as 24 hours for the colored water to work its way up to the white petals. At the conclusion of your experiment, remember to examine the whole plant carefully including the stems, leaves, buds, and petals to find every trace of color.

HOW DOES IT WORK? As you probably noticed, most plants have a "drinking" problem. Okay, in this case it's a good problem. Most plants "drink" water from the ground through their roots. The water travels up the stem of the plant into the leaves and flowers where it makes food. When a flower is cut, it no longer has its roots, but the stem of the flower still "drinks" up the water and provides it to the leaves and flowers.

Okay, now it's time to get technical. There are two things that combine to move water through plants -- transpiration and cohesion. Water evaporating from the leaves, buds, and petals (transpiration) pulls water up the stem of the plant. This works in the same way as sucking on a straw. Water that evaporates from the leaves "pulls" other water behind it up to fill the space left by the evaporating water, but instead of your mouth providing the suction (as with a straw) the movement is due to evaporating water. This can happen because water sticks to itself (called water cohesion) and because the tubes in the plant stem are very small (in a part of the plant called the xylem). This process is called capillary action. Coloring the water with food coloring does not harm the plant in any way, but it allows you to see the movement of water through the roots to the shoots. Splitting the stem simply proves that the tiny tubes in the stem run all the way from the stem to the petals of the flowers. Our unofficial tests indicated that the blue dye went up the carnations the fastest, followed by the red dye and then the green dye.

Like colored dyes in this experiment, some chemicals that pollute our waters can get into the soil and ground water and contaminate our vegetables and plants growing in the soil. Some chemicals and pollutants, just like the color dyes, may travel up into the plant and affect its health or growth.

ADDITIONAL INFO Science Fair Connection: Color Changing Carnations is a good science fair experiment because you start with a control, or something that doesn't change in the experiment (in this case, the control is the carnation in the plain water). Then you add a variable, or change something in the experiment (in this case, you change the color of the liquid) and you make some comparisons between the control flower and the flower that has been exposed to the variable. You think of another idea to test, like splitting the stem in half and testing two colors at once, and you make some more comparisons. So, if you wanted to make Color Changing Carnations your own science fair project, what other questions could you ask?

What would happen if you split the carnation and put one side of it in water and the other side in colored water? Would the flower be all one color or would only half of it absorb the color?

What would happen if you changed the way you colored the liquid? Try adding a colored drink powder like KoolAid, Gatorade, or lemonade instead of using food coloring. Does the manner in which you color the water make a difference?

What would happen if you put the carnation stem into soda instead of water? Could you create a root beer colored carnation? What if you used clear colored soda for one side of the flower and dark colored soda for the other side? Would the flower be divided in color, all one color, or not colored at all?

If you take the carnation out of the cups, do both sides of the flower dry up at the same rate? What happens to the colored side? Does the color disappear as it dries up?

What if you put one carnation in regular water and one carnation in water mixed with Miracle Gro fertilizer? Would it have any impact on the flower? Why or why not?

What if you put one side of the flower in water and one side in salt water? Would the flower thrive or would one side thrive and the other side shrivel up and die? Let your imagination run wild! There are all kinds of questions about carnations that you could explore for a science fair project. Just remember to change only one variable at a time. Compare the effect of that variable to the flower with no variable added (the control), document your discoveries, and come to some conclusions about plants and how they absorb liquids. Prepare your presentation and get ready to share your research with everyone who attends the science fair.

GROWING BACTERIA IN PETRI DISHES Take samples and see what will grow in an agar Petri dish. Rating:

SUBMIT A REVIEW This activity will prove that Mom was right... "Wash your hands with soap and warm water!" A Petri dish prepared with nutrient agar (a seaweed derivative with beef nutrients) is an ideal food source for the bacteria you'll be growing. In this experiment, Steve Spangler collected samples from items around the office - you will not believe what he found.

Materials

1 Petri dish (4-inch size) Water Agar nutrient (5 grams) Container to boil water Cotton swab Hand sanitizer Tape Zipper-lock bag

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EXPERIMENT

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EXPERIMENT 1. You'll need a clean, microwave-safe container (a quart-sized bowl works great) to mix and heat the agar with

water. These mixing proportions make enough nutrient agar to prepare two halves of the Petri dish. Mix 1/2 teaspoon agar (about 1.2 grams) with 1/4 cup (60 mL) of hot water and stir. Bring this mixture to a boil for one minute to completely dissolve the agar. CAUTION: Adult supervision is required to boil water. If you are using the microwave oven to boil the mixture, be careful not to let the solution boil over. The mixture should be clear with no particles floating around in the solution. Allow the mixture to cool for 3 to 5 minutes before moving on to the next step.

2. Separate the Petri dish (there's a top and a bottom) and carefully fill the bottom half of the Petri dish with warm agar nutrient solution. Use the top half of the Petri dish to loosely cover the bottom portion (set the lid ajar to allow moisture to escape) and allow the solution to cool and harden for at least an hour.

3. It's time to collect some bacteria on the end of a cotton swab. The classic test is to roll a clean cotton swab in your mouth and then to lightly draw a squiggle with it on the gelled agar. However, many people like to test something even more gross like the keys on your computer or the television remote control. Unless someone recently cleaned the buttons on the TV remote, you're in for some real YUCK in a few days.

4. Consider all of your options below (or come up with your own) to collect samples. You might want to collect a sample from a computer keyboard for one half of the Petri dish and collect a sample from a door handle for the other half. Remember, you must use clean cotton swabs for each sample. In order to get a good sample collection, dampen the end of the cotton swab with water. Be sure to wipe the end of the cotton swab all over the surface to be tested to cover the end of the swab with invisible bacteria. Things that you might want to test: door handles, your hands, under

your fingernails, your mouth, the top of a desk, computer keyboard, remote control, pencil or a pen, area around a bathroom sink, fax machine, calculator, cell phone, or your favorite toy.

5. Lift the top off the Petri dish and LIGHTLY draw a squiggly line in the agar with the end of the cotton swab. Cover the Petri dish with the top half and use a piece of paper or tape to label the dish with the name of the item you tested. For your protection, place the sealed Petri dish inside a zipper-lock bag and seal it closed. For safety reasons, do not ever open the zipper-lock bag - you can view the growing bacteria through the clear plastic bag.

6. Here's a clever test: Try placing a drop (no more) of hand sanitizing gel in the middle of one of your squiggles. Your hypothesis might be that the antibacterial chemical in hand sanitizer will keep any bacteria from growing. We'll see if you're right.

7. Place the plates in a warm dark place to grow - not too warm, but anything up to about 98 degrees F (37 degrees C) should be fine. In a short time, you'll be greeted by an amazing variety of bacteria, molds, and fungi. You should continue to see more and larger colonies for the next few days, but you should not see any growth where the disinfectants (hand sanitizers) are. You might even see a "halo" around each spot where you placed the hand sanitizer. This halo is called the "kill zone" - measure and compare the size of the kill zone to determine the effectiveness of different antibacterial agents. Remember... Do not open the plates once things begin to grow. You could be culturing a pathogen.

8. Remember not to open the zipper-lock bag... ever! When you're finished analyzing your growing bacteria, dispose of the entire bag in the trash. Golly, Mom is right! It is important to wash your hands whenever you can!

HOW DOES IT WORK? You're likely to have a huge variety of colors, shapes, and smells in your tiny worlds. Count the number of colonies on the plate, note the differences in color, shape, and other properties. Getting bacteria to grow can be a little tricky, so don't get discouraged if you have to make more than one attempt. Allow enough time for them to grow, too. You need millions of them in one place just to see them at all. They're really tiny! In a lab, you'd use your trusty inoculating loop to pick up a bit of the bacteria in order to create a slide for further study under a microscope.

Most bacteria collected in the environment will not be harmful. However, once they multiply into millions of colonies in a Petri dish they become more of a hazard. Be sure to protect open cuts with rubber gloves and never ingest or breathe in growing bacteria. Keep your Petri dishes sealed in the zipper-lock bags for the entire experiment. When you're finished with the experiment, some people recommend placing the Petri dish bag in a larger zipper-lock bag along with a few drops of bleach. Seal the larger bag and dispose of it in the trash.

ADDITIONAL INFO Science Fair Connection: Just growing bacteria in a Petri dish is not a science fair experiment. Yes, it is gross and cool and fascinating, but it doesn't meet the requirements of a science fair project. If you want to do a science fair project about germs, you have to add avariable, or something that changes in the experiment.

In the Growing Bacteria activity described above, adding an anti-bacterial hand sanitizer is a variable. Make one dish of germs and one dish of germs with a drop of the anti-bacterial sanitizer or, better yet, make three dishes--one as thecontrol (just germs), one with an anti-bacterial sanitizer, and a third dish with another brand of anti-bacterial sanitizer. Then you can see which anti-bacterial sanitizer is more effective in killing germs. Just make sure that all three Petri dishes have germs from the same place in your home or classroom so that you know they are all exposed to the same bacteria. They also need to be grown in the same warm, dark place for the same amount of time so that the conditions are standardized as much as possible. Growing Bacteria is such a popular activity that we've written it up as a sample science fair project (see the link below). The sample project describes the swabbing technique to collect the germs and gives you lots of helpful hints about growing bacteria. It makes suggestions about variables and gives you some ideas to make the project your own. What it doesn't give you is the data. What fun would that be? Don't you want to do the experiment for yourself and see what discoveries you make?

If you want to do a science fair project on germs, check out the Growing Bacteria science fair project.

BALLOON IN A BOTTLE How hard would it be to inflate a balloon in a plastic soda bottle? Rating:

SUBMIT A REVIEW Some things look so easy until you try them. Case in point... how hard would it be to inflate a balloon in a plastic soda bottle? Hey, no big deal. Just put the balloon down inside the bottle and puff away. That's until you realize something about the properties of air. Don't worry... Steve Spangler will show you how to be amazing.

Materials

1-liter bottle Latex balloons Rubber stopper or cork Water Nail Hammer

EXPERIMENT

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EXPERIMENT 1. Slip the balloon inside the neck of the bottle and stretch the mouth of the balloon over the bottle top. 2. Take a deep breath and try to blow up the balloon inside the bottle. Good luck! 3. Remove the balloon, fill the soda bottle to the brim with water, then seal it with a cap. 4. Ask an adult to punch a small hole with a nail and hammer in the side of the bottle, close to the base. 5. Remove the nail, uncap the bottle, and empty the water out the top. 6. Place the balloon in the bottle again (Step 1) and try to blow up the balloon. Quite a difference! Blow hard until

the balloon fills most of the bottle (a little water left in the bottle helps). Place a finger (or thumb) over the nail hole when you stop blowing. You are too cool! Now, move your finger.

HOW DOES IT WORK? The balloon won't inflate much the first time because the bottle is already filled with air. There's no room for the balloon to expand inside the bottle. However, when you punch a hole in the bottle, the air molecules in the bottle have an exit. They're pushed out as the balloon fills the space inside. As long as you plug the hole, the balloon stays inflated. When you take your thumb off the hole, outside air flows back into the bottle as the balloon collapses. Because of the elasticity of the rubber or latex, the balloon shrinks to its original size as the air rushes out the top of the bottle. By the way, when you filled the bottle with water, you made its walls more rigid and it was easier to push the nail through the flexible plastic. Who'd ever think that flowing, soft water could give that much support?

Try this! Inflate the balloon in the bottle again and cover the nail hole with your thumb. Pour water into the balloon while keeping your thumb over the hole. Go outside or hold the bottle over a sink before you remove your thumb. Watch out for that stream of water gushing out of the bottle top! You might decide to hand a full water-balloon-bottle to a friend and just "forget" to tell them about the hole.

Suppose your thumb gets tired while the balloon is inflated. Put a cap tightly on the bottle and remove your thumb. For the air to flow, both holes have to be open. How would more holes or even one large hole change the speed of inflating and deflating the balloon? What would more or bigger holes do to the stream flowing from the water-balloon-bottle? Try it out! Balloons and bottles make a great science combo!

BUILD A LIGHT BULB - CIRCUIT SCIENCE Create a battery-powered light bulb from household items

When you are conducting experiments and demonstrations using electricity, you'll use the science of circuits. Amazing

things are possible with circuits including alarms, radios, and lights. In the Build a Light Bulb experiment, you'll use household items to construct a complete circuit that results in a homemade light bulb.

Materials Eight D-sized batteries Mason jar or other clear glass Electrical tape Pie pan Scissors Toilet paper tube Mechanical pencil refills Two sets of small alligator clips

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EXPERIMENT

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EXPERIMENT 1. Using electrical tape, fix eight D-sized batteries together, end-to-end, with the positive ends connected to the

negative ends. You've made a super battery! 2. Use scissors to cut a toilet paper tube to a height that will fit comfortably (leave plenty of room) inside of a

mason jar or other clear glass. 3. Tape one positive and one negative alligator clip to one end of the toilet paper tube. Make sure the clip is facing

up, away from the rest of the toilet paper tube. 4. Tape the tube with the clips attached to a pie pan so that it stands upright, with the clips facing up. 5. Carefully clip a mechanical pencil refill between the two alligator clips. The pencil refill needs to be in one piece,

so be gentle. 6. Place a mason jar or clear glass over the top of the toilet paper tube stand. 7. Touch the other positive and negative ends of the alligator clips to the ends of your super battery. 8. Give the circuit a moment to circulate the electricity and… voila! The pencil refill begins to glow.

HOW DOES IT WORK? When you touch the free ends of the alligator clips to your "super battery," you form a complete circuit. That means electricity flows freely through the entire apparatus that you have just built. This flow of electricity channels through the graphite-based mechanical pencil refill that is connected by alligator clips. The flowing electricity has a noticeable effect on the pencil refill. The thin refill begins to glow and give off smoke. This happens because the electricity heats the graphite refill to an incredible temperature. So, if you are hoping to save some money by using your own homemade light bulbs around the house,stick with the store bought ones. It's not as cool, but it is safer.

CLASSES VII & VIII

ACTIVITY - 1

1. Hydro-power or water power Dam

Hydro-power or water power is power derived from the energy of falling water and running water, which may be harnessed for useful purposes. Since ancient times, hydro-power has been used for irrigation and the operation of various mechanical devices, such as watermills, sawmills, textile mills, dockcranes, domestic lifts, power houses and paint making.

Water's power is manifested in hydrology, by the forces of water on the riverbed and banks of a river. When a river is in flood, it is at its most powerful, and moves the greatest amount of sediment. This higher force results in the removal of sediment and other material from the riverbed and banks of the river, locally causing erosion, transport and, with lower flow, sedimentation downstream.

Flowing water creates energy that can be captured and turned into electricity. This is called hydroelectric power or hydropower.

on a thermacol make two houses or hut one road and most importantly one dam buy one small motor this is easily available in markets it will cost you Rs 50 it will have a shaft attach turbine to it made of silver foil which we use for food packaging take two bulbs use it as light of the huts make two street lights near roads while showing its working use battery or cells to light them you can explain it as when turbine rotates it produces electricity which we ase for domestic or industrial purpuse

i know it will be hard for you to make it without seeing but i will try to find out a photo graph of my model other is solar energy in this also u have to make huts roads and all as solar cells r very costly u can make them using a mirror u can also make model on topic circulatory system make a big diagram of heart and use to pipes and pumps add blue color in water to show impure blood and red color to show pure blood When it comes to making a model of a hydroelectric plant there are several key components

that you will need to make sure you include. These threeessential things are a water reservoir, some kind of turbine which will be turned by the water and something that represents a generator which will be powered by the turbine. Build a small wooden frame to hold your creation together when you are finished. In real life, the water reservoir will be a dam which is above the turbines but for your model you just need something small to hold the water above theturbine so that it can fall down and turn it. Your "dam" can therefore be just about anything that holds the water at an elevation above the turbine.

The turbine can just be a mini water wheel that is attached below the elevated water source.

The water from this source is allowed to flow down from the source and through the turbine. So that people can see what is going on, a small waterfall and a paddlewheel. However in a real life dam, the turbine and water flow downwards would be enclosed inside the dam. When the water flows down from the waterfall, the turbine will spin. So to show that it is working, you will need to attach something to the dam that shows that electricity is being generated. Showing this can be tricky because the normal method would be to attach a

small light bulb or LED to the turbine, however there probably wouldn't be enough power

generated to light a bulb. So the best way to show the electricity would be to attach a

voltmeter to the turbine so that you can effectively show how much voltage is being generated. Some people who have a bit more time attach arechargeable battery to the turbine to demonstrate the electricity.

Making a dam Materials 1. 3 plastic straws 2. Large cork 3. Pieces of thin, stiff plastic

4. Wire coat hanger

5. Green sponge

6. Pail 7. 2 catch pans 8. 2 flexible tubes

10. A small piece of wood (the measurements are difficult to tell)

Procedure 1. Cut the wood to the length that is required. The wood must be 1/4 inch thick 2. Nail the wood together so it looks like two troughs. 3. Waterproof the model down the middle of each trough with caulking compound.

4. Paint the model with a green waterproof paint. You should use layers of paint on the model

just to be sure that the water does not go through. 5. Drill three holes in the triangle that will be the dam. Secure this into one of the troughs. Use caulking compound. 6. Use a green sponge or something else that resembles trees to put on the side if each river. This will create the trees that are on the side of every river. Make the trees thick around the dam to show how the plant-life is thicker there in real life. 7. Make the turbine out of the cork and the stiff plastic, placing the plastic around the cork. Drill a hole in the middle of the cork and stick the wire of the coat hanger through it. Secure this to the model at the base of the dam. 8. Put three straws in the holes in the triangle piece that is the dam. Two of the straws that are on the outer edges must have holes in them made with a pin that are an inch apart. Plug the end of the straws with a clay. 9. Fill the bucket with water and put one end of the tubes into it. Place the other at the top of the model. Let the water run down the model into the catch pans.

ACTIVITY - 2

2.Air Battery Make a battery that works with air and saltwater

Introduction: We all know that the world is now facing an energy crisis and everyone is trying to do something about that. Now you can show everyone that electrical energy or electricity can be made from air and saltwater. After all, both the air and the saltwater are freely available everywhere. These are the two things that we have plenty of them.

This may seem impossible. I could not believe it myself the first time that I heard about it. It almost sounds like a magic trick. Finally, I decided to test it anyway.

I tried different concentrations of salt water, different temperatures, and different electrodes and had no success. It took me a few months thinking about it until I solved the problem in my mind and decided to repeat my tests again. This time everything worked fine and I was able to make enough electricity to light up a small light bulb. The concept is easy. The same way that you burn wood and make heat energy, you should be able to burn metals and get electricity (or electrical energy). The difference is that you are not really burning any thing; instead, you are producing a condition for oxidization which by itself is the same as slow burning. So what you really do is oxidizing iron in saltwater using the oxygen from the air or any I don’t know if this method of producing electricity is economical and cost effective. What I know is that it is worth to try. If with one cup of salt water and some metals I was able to light up a small light bulb, maybe you can light up the entire building by a tank of salt water and a few hundred pounds of scrap metal.

Actually there are many different combinations of many different materials that can produce some electricity. Experimenting with saltwater and air is suggested for the younger students because these are relatively safer material.

List of materials:

This is the minimum list of material you need for your experiment.

1. Miniature light bulb (low voltage, low current) 2. Miniature base for light bulb 3. Pair of insulated solid copper wire AWG=20 4. Pair of alligator clips 5. Magnesium Electrodes 6. Iron Electrodes 7. A cup of saltwater (not in the picture) 8. Screws for the miniature base.

Save time and money. Order a kit now.

Additional optional materials you may use:

1. A wooden board to mount the miniature base (light holder) 2. Plastic container about 4" x 4" x 4" 3. Hydrogen Peroxide

What is a good title for my project?

You can call it "Air battery", "Salt water battery", "electricity from air" or "electricity from the salt water".

Procedure:

1. Remove the plastic insulation of about one inch from both ends of the wires. 2. Loosen the screw on both contacts of the bulb holder. Place one end of the red wire

under one screw, make a loop and then tighten the screw. Place one end of the black wire under the other screw, make a loop and then tighten the screw.

3. Pass the open end of the red wire through the arm of the red alligator clip and secure it under the screw.

4. Pass the open end of the black wire through the arm of the black alligator clip and secure it under the screw.

5. Screw the light bulb on the miniature base. 6. Connect the red alligator clip to the iron electrode and secure it on one side of the

plastic container or the cup. 7. Connect the black alligator clip to the magnesium electrode and secure it on the

opposite side of the container. (You may need to hold them by hand or use a small tape to hold them in place on the side of the container.

8. In another pitcher, prepare some strong, warm salt water. Add enough salt so at the end some salt will be left at the bottom of the pitcher.

9. Transfer the salt water from the pitcher to the container. 10. At this time, if all the connections are secure and the electrodes are large enough, you

should get a light.

How can I get more light?

1. Make sure your electrodes are not touching each other.2. Make sure there is nothing blocking the space between

the electrodes. 3. Make sure that the alligator clips are not touching the

salt water. 4. Both electrodes must have the maximum possible

surface contact with salt water.

The test tube electrodes (magnesium electrodes in test tubes) are formed like a spring. This provides the largest possible surface contact. For Iron electrode you may use steel wool. Steel wool has a very large surface contact. A steel screen may work as well.

You may notice that you will get more light if you stir the solution or if you remove the iron electrode and insert it back again. Such actions provide oxygen to the surface of the iron.

Note: Steel is about 98% iron.

The oxygen in the air may not be enough for your demonstration and you may get a dim light.

In this case you may add some oxygen (in the form of hydrogen peroxide) to the salt water. That should immediately increase the light.

A cup is relatively small. If you have access to a larger container, you will get a better result. In a larger container, it is easier to secure the electrodes in two opposite sides so they will not touch each other.

ACTIVITY - 3

3. Electric Generator

Wooden Generator

Making an electric generator is a good way of learning the principles of generators. It also is an exciting science project.

As a display project, you just need to make it and demonstrate its structure. As an experimental project, you need to come up with questions about the factors that may affect the rate of production of electricity.

Question:

If you want to do this as an experimental project, following are some suggested questions:

1. How does the speed of turning affect the production of electricity? 2. How does the diameter of wire coil affect the amount of electricity? 3. How does the number of loops of wire in the coil affect the amount of electricity? 4. How does the diameter of coil wire affect the electric current? 5. How do the material used in the construction of an electric generator affect the production of

electricity?

Hypothesis:

Depending on the question that you select, you may predict an answer. That is called your hypothesis.

Dependent and Independent Variables

The factor that you are testing is your independent variable. For example the speed of turning and diameter of wire are samples of independent variables. The rate of production of electricity is the dependent variable.

Material:

Following are the material that you need in order to construct a wooden electric generator.

1. Wood dowel 3/8" diameter 2. Wood Dowel 1" diameter. 3. Rod magnet 3" long 4. Insulated copper wire 5. 1.2 Volt Screw Base light Bulb 6. Base for the light bulb 7. Small sand paper 8. Wood Glue 9. 1/2 Square foot Balsa wood (1/8" diameter)

Preparation:

If you are buying a kit, all the wooden parts are included and they are already cut to the size. So you just need to connect them. If you don't have a kit, prepare the wooden parts as follows:

1. Cut two square pieces from the balsa wood (3.5" x 3.5"). 2. Make a 3/8" hole in the center of each square. 3. Cut four 1" x 3 7/16. 4. Cut a 3/4" piece from the 1" wood dowel. Make a 3/8" hole in the center of it. Insert a 6" long

3/8" wood dowel in the hole, apply some glue. center it and wait for it to dry. 5. Make another hole with the diameter of your rod magnet in the center of the larger wood dowel

piece for the magnet to go through.

Wood dowels after completing the step 4

Wood dowels after completing the step 5

Adult supervision and professional help is required for all cuttings and hole makings.

Procedure: (If you buy a kit, make sure to read the procedure suggested in your kit)

1. Insert the magnet in the hole of the wood dowel. Center it and use some glue to secure it. 2. Use one large square balsa wood and four smaller rectangular balsa woods to make a box. 3. Insert your wood dowel into the hole in the center of the box. At this time the magnet is inside

the box. 4. Place the other large square to complete the box. Apply some glue to the edges and wait for

the glue to dry. By now, you have a box and inside the box you have a magnet that can spin when you spin the wood dowel.

5. Wrap the copper wire around the box and use masking tape to secure it. Note that more copper wire around the box results more electricity.

6. Remove the insulation from the ends of the wire and connect it to the screws of the bulb holder or base.

7. Insert the light bulb 8. Spin the wood dowel fast to get the light.

4. Solar Car

MiniScience's Solar Racer activity introduces students to alternative energy concepts while incorporating problem solving, design and modeling. In addition, students will experience using hand tools as they construct their solar vehicle.

Students can explore:

Propulsion types and drive concepts Basic soldering techniques and electronic concepts Alternative energies like solar power

The federal government has encouraged alternative forms of transportation due to a limited supply of oil and increasing environmental pollution. Solar cars are just one of many transportation concepts emerging. Solar cars use solar cell panels instead of gasoline as the fuel. As a result, exhaust fumes and oil consumption are eliminated.

The solar cell panel generates an electrical charge that is stored in a battery and used to provide

energy as the vehicle is driven. The lighter the vehicle, the less energy used and the farther the vehicle will travel. In cloudy days, or at night, energy can be drawn from reserve batteries. In the future, charge stations will be located on the road sides for quick battery charging.

ACTIVITY – 5

5. Magnet Levitation Set (Magnetic Levitating Train)

If you have learned about magnets and magnetic poles, you may want to demonstrate one of the practical applications of repelling poles as your science project. You can make a magnetic levitating train. In a magnetic levitating train the rails and the train must repel each other.

The main component of this magnetic levitating train is a strip of strong plastic magnet. One pair of the plastic magnet will be glued to a board and act as the rail. Two smaller strips will be glued to the train car (Instead of wheels).

You may buy a kit that contains all materials.

Magnet Levitation Science set contains the materials you need to perform many different experiments related to magnet and magnetic field. These materials can also be used in your presentations or as a part of your display.

Learn about equilibrium and magnetic fields while building a gravity-defying train.

Magnet Levitation kit includes:

20 Ceramic Magnets Super-strong NEODYMIUM Magnet Hi-force Magnetic Strips Plastic Guide Rails Compass Iron Filings Wood Block Wooden dowel Online instructions

Additional Materials Required: Additional Materials Required for your experiments can be found at home or purchased locally. Some of these material are:

Clear adhesive tape String/tread 1 book 1 Nickel (US five cent piece) 6 Small paper clips Several Magazines 1 piece of paper (8.5 x 11) lightweight tape 2 US quarters sheet of sandpaper

Initial levitating train you build looks like this picture. You may want to build and paint a decorative train to mount above your plain train block.

ACTIVITY – 6

6.Electric Car

Making an electric car is a mechanical engineering challenge often used as a competition for students from 5th grade to 8th grade.

An electric car is driven by a DC electric motor, powered by one or two batteries.

Transmission of force from the motor to the car axle is accomplished using two pulleys and one rubber band acting as a belt. A simple switchmade of a paper clip is used to connect or disconnect the circuit. Wheels are made of larger pulleys with rubber rings as tires. The car chassis is mad of a plastic board, reinforced by wood blocks and eye screws that will also support the axles of the wheels.

Some students may prefer to buy all the parts separately and cut all the woods themselves and design their own car; however, most students and teachers prefer to get all the parts in a kit and make changes as they need.

With this project students can explore:

A simple propulsion method Basic gluing techniques and design concepts Concept of stored chemical energy energy and converting it to mechanical energy A simple electric circuit

Items Needed:

It includes at least 4 wooden parts and one plastic board, cut to size in addition to the 4 pulley wheels, 4 tire rings, battery holder, one transmission pulley, electric motor, rubber bands, motor mount, screws, brass paper clips and eyelets.

Materials Checklist:

Before using the kit please verify the content with the parts in this picture.

In addition to the kit parts you will need:

White glue or wood glue Grip Pins Sand Paper (Medium Grit) Tape Latex Paint

Teacher Preparation:

During construction of the electric vehicle, students can experiment and comprehend methods of power transfer, using glue, measurement, making a simple electric circuit . It is up to the teacher to

make sure this background information is provided to students in some manner.

ACTIVITY - 7

7.Air propulsion Motor Boats (Simple Electric Circuit)

Combine the joy and excitement of mechanical toys with your science project by constructing an air propelled motor boat. This is also a good way of learning about simple electric circuits. Your boat will have a battery, a switch and a motor with propeller. This can be used as a science project related to electricity, force or floatation. This idea is good for a display project, an engineering project and an experimental (investigatory) project.

The main structure is made of Styrofoam board that is available at hardware stores and home improvement stores.

Material used in this project are: Simple Switch, Electric Motor, Battery Holder, Propeller, Screws and Wire.

All the materials are from the "Car Boat Kit". This kit also include wheels and axles in case you need to convert your boar to a hybrid vehicle that can drive both in dry land and in water.

Procedure:

Start by cutting the foam. You can cut the Styrofoam easily with utility knives. Just practice for a few minutes and you will get the grip on it. Hold the knife in a sharp angle and don't push too much. You may need to go over the same line a few times until you get a clean cut.

Styrofoam boards can be glued using white glue or wood glue. They can also be painted using any latex paint or water based paint.

Feel free on making your own design. Just reserve a place where you can place the electric motor and secure it with tape.

Battery is a heavy piece; it must be centered in order for your boat to have a balance on water. Adjustments may be made by placing other heavy objects onboard.

Please note that with this method you are not restricted to a boat. You may also make a car that drives by pushing the air backward. You just need four wheels and four nails. Make sure that the wheels are large enough and can spin freely.

To hide the battery and switch, you may also use some cardboard to make a cabin and place it over those parts.

The boat that you see in the picture does not have a steering mechanism. You may try different possible methods to construct a steeling mechanism in your boat.

Finally you can make a vehicle that can drive both on land and in water. To do that simply attach the wheels to the sides of the boat.

If you did not get sheaves in your kit, use the wheels of any plastic toy car instead.

Material that comes with the kit may be used in many other projects as well.

Two pictures of a simple air propelled electric car. With some creativity and artwork you can make this a must better project.

The Kit Contains the electric motor, simple switch, battery holder, wire, light bulb, screw base for light bulb, wire, screws and propeller.

You will need additional material and tools such as Styrofoam board, wood, nail, water color, screw driver, battery and utility knife.

The electric circuit you make in this project is a simple electric circuit containing a power source (battery), a switch and a resistor (the motor).

ACTIVITY – 8

8.WORKING MODEL ON GLOBAL WARMING

Given the importance of young people being educated about global warming, more and more

people are having the same idea as you. For elementary school children, you would be able to conduct solar thermal experiments that are used to demonstrate how the greenhouse effect works. Understanding how the weather works and how climates can change is incredibly importance, and hence this idea of a greenhouse effect experiment is great for younger students who want to learn the basics of global warming.

For middle school students, something a little more complex can be done. Instead you could

somehow illustrate the way in which biodiesel and biofuels are made, and it can be demonstrated how the fuels are used, and how they work. Students at middle school will be able to create more detailed and complex projects. So as a teacher you should be able to teach the students the changes that occur in the ozone layer, and how it has a huge effect on things on planet earth. Namely, the effect that is has on the penguin population within Antarctica. You could also test a number of landscaping materials like stones and woodchips to determine the effect that they have on cooling the earth down.

For high school students, something even more complex and interesting can be done. For

instance, you could go about demonstrating how the change of the climate will affect peoples’ lives,

and a model solar car can be built to show how global warming can be slowed down through the

use of new and innovative technologies like this. This will involve creating a car that runs on electricity with a basic structure, four motors and a solar panel that are able to power the wheels and the motors.

ACTIVITY - 9

9. A working model of stomata

Stomata are pores which are found in a leaf that is used for the exchange of gas. A working model of stomata would be reasonably simple to create and would need to ensure that the following could happen:

The size of the hole (the pore) would need to be regulated

The hole would need to open and close when this was required

Stomata open and close in certain conditions which would need to be reproduced in a model. The pores open during periods of high humidity and in extreme light conditions, whilst they close in low light and low humidityconditions. The most obvious items to use when building this model would therefore be some sort of artificial light, such as a light bulb, or a candle, and the pore could be represented by small balloons. Balloons need gas to inflate, andthe gases provided by light and heat could make the balloons inflate, and deflate much like stomata. Water also has an impact as to when stomata are open or closed. If there is ashortage of water present for any particular length of time, the stomata will close. Too much water and they will open. This message is sent to the stomata from the roots of the plant. Water could be introduced into the model in much the same way, using the balloons. The balloon wouldn't necessarily close if too much water was present but it would be visible when this was the case. A model of stomata is a great way to show off biology skills learned,

ACTIVITY - 10

10.CANDLE POWER

Things Required

Take 2 very thick candles

A strong magnet

ACTIVITY - 11

PASSING OF ELECTRIC THROUGH LIQUIDS

EXPERIMENT

2 nails (2 inches )

2 leads with alligator clips

2 LED’S

3 volt DC motor

Procedure :

Fix the nail into each candle, make sure that the other end of the nail should not come out of the candle, rub both sides of the nails with the magnet to magnetize them. Next attach each lead to each nail on the candle. Now you can power up almost everything that uses a batteries.

Attach LED’S to other side of the leads and lit up the candle, see the LED’S glows, now connect a 3volt DC motor see it works. This can also be used as a mobile charger.

Big Idea

Water is comprised of two elements - hydrogen (H) and oxygen (O). Distilled water is pure and free of salts; thus it is a very poor conductor of electricity. By adding ordinary table salt (NaCl) to distilled water, it comes an electrolyte solution, able to conduct electricity.

Key Concepts Ionic compounds such as salt water, conduct electricity when they

dissolve in water.

Ionic compounds consist of two or more ions that are held together by electrical attraction. One of the ions has a positive charge (called a cation) and the other has a negative charge (anion).

Molecular compounds, such as water, are made of individual molecules that are bound together by shared electrons (i.e. covalent bonds).

In chemistry, electrolysis is a method of separating bonded elements and compounds by passing an electric current through them. An ionic compound, in this case salt, is dissolved with an appropriate solvent, such

as water, so that its ions are available in the liquid. An electrical current is applied between a pair of inert electrodes immersed in the liquid. The negatively charged electrode is called the cathode, and th positively charged one the anode. Each electrode attracts ions which are of the opposite charge. Therefore, positively charged ions (called cations) move towards the cathode, while negatively charged ions (termed anions) move toward the anode. The energy required to separate the ions, and cause them to gather at the respective electrodes, is provided by an electrical power supply. At the probes, electrons are absorbed or release by the ions, forming a collection of the desired element or compound.One important use of electrolysis is to produce hydrogen. The reaction that occurs is

2 H20 (aq) -->> 2H2 (g) + O2 (g)

This has been suggested as a way of shifting society towards using hydrogen as an energy carrier for powering electric motors and internal combustion engines. Electrolysis of water can be achieved in a simple hands-on project, where electricity from a battery is passed through a container of water (in practice a saltwater solution or other electrolyte will need to be used otherwise no result will be observed). Electrolysis of an aqueous solution of table salt (NaCl, or sodium choride) produces aqueous sodium hydroxide and chlorine, although usually only in minute amounts. NaCl (aq) can be reliably electrolysed to produce hydrogen. Hydrogen gas will be seen to bubble up at the cathode, and chlorine gas will bubble at the anode.

PASSING OF ELECTRIC CURRENT THROUGH DISTILLED WATER.

Distilled water is water that was boiled to steam and recondensed to water. Virtually all the salt that was originally in it is left behind as the pure water boils away. So distilled water is relatively pure H2O (HOH). Although water can ionize to H+ and OH- sort of like salt does, it ionizes to a far, far, far, lesser degree and is therefore very resistant to conducting electricity; there are virtually no ions available to carry charges through the water.

EXPERIMENT ON ELECTROLYSIS

USING PENCIL LEAD.

Electricity is "created" when certain chemicals react together. We use chemically- made electricity to power many machines from flashlights to a watch or sometimes a car. Yes, there are cars that run on electricity! The devices that store electricity are called batteries. Electricity can also be used to produce chemical changes. Water is a simple chemical made from two gases -- hydrogen and oxygen. Every molecule of water has two atoms of hydrogen for every atom of oxygen. H2O is the chemical formula for a molecule of water. If an electrical current is passed through water between electrodes (the positive and minus poles of a battery), the water is split into its two parts: oxygen and hydrogen. This process is called electrolysis and is used in industry in many ways, such as making metals like aluminum. If one of the electrodes is a metal, it will become covered or plated with any metal in the solution. This is how objects are silverplated. You can use electricity to split hydrogen gas out of the water similar to the process called electrolysis. Try This!

1. A 9 volt battery 2. Two regular number 2 pencils (remove eraser and metal part on the

ends) 3. Salt 4. Thin cardboard 5. Electrical wire 6. Small glass 7. Water

Sharpen each pencil at both ends.

Cut the cardboard to fit over glass.

Push the two pencils into the cardboard, about an inch apart.

Dissolve about a teaspoon of salt into the warm water and let sit for a while. The salt helps conduct the electricity better in the water.

Using one piece of the electrical wire, connect one end on the positive side of the battery and the other to the black graphite (the "lead" of the pencil) at the top of the sharpened pencil. Do the same for the negative side connecting it to the second pencil top.

Place the other

two ends of the pencil into the salted water.

As the electricity from the battery passes through and between the electrodes (the pencils), the water splits into hydrogen and chlorine gas, which collect as very tiny bubbles around each pencil tip. Hydrogen collects around the cathode and the chlorine gas collects around the anode. How can you get chlorine from H2O? Good question! Sometimes in experiments, a secondary reaction takes place. This is what happens in this experiment. Oxygen is not given off in this experiment. That's because the oxygen atoms from the water combine in the liquid with the salt to form hydroxyl ions. Salt's chemical formula is NaCl - sodium chloride. The chlorine gas is from the chloride in the salt. The oxygen in the hydroxyl ions stay in the solution. So, what is released in this reaction is not oxygen but is chlorine gas that collects around the pencil tip. Around the other pencil is hydrogen gas. In real electrolysis systems, a different solution is used, and higher levels of electricity help to split the water molecules into hydrogen and oxygen without this secondary reaction.

ACTIVITY - 12

LEMON

/

POTAT

O

POWER

Creating a battery from a lemon is a common project in many science text books. Successfully creating one of these devices is not easy. Batteries consist of two different metals suspended in an acidic solution. Copper and Zinc work well as the metals and the citric acid content of a lemon will provide the acidic solution. Batteries like this will not be able to run a motor or energize most light bulbs. It is possible to produce a dim glow from an LED.

The picture at the top of this page shows a basic lemon battery, a lemon, copper penny and zinc coated nail.

The lemon: A large, fresh, "juicy" lemon works best. The nail: Galvanized nails are coated in zinc.Use galvanized common nail.

The penny: Any copper coin will work

Creating the battery: Insert a penny into a cut on one side of the lemon. Push a galvanized nail into the other side of the lemon. The nail and penny must not touch.

This is a single cell of a battery. The zinc nail and the copper penny are called electrodes. The lemon juice is called electrolyte. All batteries have a "+" and "-" terminal. Electric current is a flow of atomic particles called electrons. Certain materials , called conductors, allow electrons to flow through them. Most metals (copper, iron) are good conductors of electricity. Electrons will flow from the "-" electrode of a

battery, through a conductor, towards the "+" electrode of a battery. Volts (voltage) is a measure of the force moving the electrons. (High voltage is dangerous!)

I have connected a volt meter to our single cell lemon battery. The meter tells us this lemon battery is creating a voltage of 0.906 volts. Unfortunately this battery will not produce enough current (flowing electrons) to light a bulb.

To solve this problem we can combine battery cells to create higher voltages. Building more lemon batteries and connecting them with a metal wire from "+" to "-" adds the voltage from each cell.

The two lemon batteries above, combine to produce a voltage of 1.788 volts. This combination still does not create enough current to light a small bulb. Note the red wire connecting the batteries is joined from "+" (penny) to "-" (galvanized nail).

Four lemon batteries create a voltage of 3.50 volts. We should be able to light up a small device like an LED (Light Emitting Diode). Note the connecting wires go from "+" to "-" on each battery.

LED

To turn on an LED you must determine the "+" and "-" connections. If you look closely at the red plastic base of an LED you will notice a "flat" spot (indicated by arrow above). The wire that comes out beside the flat spot must connect to the "-" side of a battery, the other wire to the "+" side.

Important information about LEDs: LEDs are designed to work at very low voltages (~ 2V) and low currents. They will be damaged if connected to batteries rated at over 2 volts. LEDs require resistors to control current when used with batteries rated at over 2 volts. Lemon batteries produce low current. It is OK to connect an LED to a lemon battery.

In the above image, electrons flow from the "-" (nail) end of our lemon battery through the LED (making it glow) then back to the "+" (penny) end of the battery. This is an electronic circuit. The LED glows dimly with this configuration.

ACTIVITY : 7 SOLAR OVEN

Goal(s):

To make a very basic solar oven to illustrate how the sun can be a source of renewable energy. To illustrate the ‘Greenhouse Effect’ General description of the activity: The pupils are divided into several groups where they can build different types of solar oven. Full instructions on how to build different solar ovens are provided in a special work sheet that comes with this activity (see Aid 2 below). After completion of the different types of oven, the pupils can measure and compare their performance. A fun way of doing this would be to melt a piece of chocolate in the ovens. Required materials: A box from carton (pizza box for example); A roll of aluminium and plastic foil; Black paper;Tape

ACTIVITIES FOR CLASSES IX - X: IN ACCORDANCE WITH

AVISHKAAR SCIENCE CENTRE

Content:

1.Electronic component Learning

2.Introduction to the working of Bread board (include soldering).

3.Making projects:

a. LED glow

b. Series Parallel circuit

c. Switch based circuit

d. Diode based circuit

e. Spy alarm

f. Door bell

4.Preparation of CO2 gas

5.Hydrogen preparation in laboratory

6.Green house effect.

7.Creating fish ponds and learning about their habitat.

8.Process of distillation of water.

9.Growing and learning about herbs in school premises.

10.Robotics (programming + projects)

1. Components If you've ever looked down on a city from a skyscraper window, you'll have marveled at all the tiny little buildings beneath you and the streets linking them together in all sorts of intricate ways. Every building has a function and the streets, which allow people to travel from one part of a city to another or visit different buildings in turn, make all the buildings work together. The collection of buildings, the way they're arranged, and the many connections between them is what makes a vibrant city so much more than the sum of its individual parts.

The circuits inside pieces of electronic equipment are a bit like cities too: they're packed with components (similar to buildings) that do different jobs and the components are linked together by cables or printed metal connections (similar to streets). Unlike in a city, where virtually every building is unique and even two supposedly identical homes or office blocks may be subtly different, electronic circuits are built up from a small number of standard components.

These are some of the most important components you'll encounter:

Resistors

These are the simplest components in any circuit. Their job is to restrict the flow of electrons and reduce the current or voltage flowing by converting electrical energy into heat. Resistors come in many different shapes and sizes. Variable resistors (also known as potentiometers) have a dial control on them so they change the amount of resistance when you turn them. Volume controls in audio equipment use variable resistors like these.

Photo: A typical resistor on the circuit board from a radio.

Diodes

The electronic equivalents of one‐way streets, diodes allow an electric current to flow through them in only one direction. They are also known as rectifiers. Diodes can be used to change alternating currents (ones flowing back and forth round a circuit, constantly swapping direction) into direct currents (ones that always flow in the same direction).

Photo: Diodes look similar to resistors but work in a different way and do a completely different job. Unlike a resistor, which can be inserted into a circuit either way around, a diode has to be wired in the right direction (corresponding to the arrow on this circuit board).

Capacitors

These relatively simple components consist of two pieces of conducting material (such as metal) separated by a non‐conducting (insulating) material called a dielectric. They are often used as timing devices, but they can transform electrical currents in other ways too. In a radio, one of the most important jobs, tuning into the station you want to listen to, is done by a capacitor.

Photo: A small capacitor in a transistor radio circuit.

Transistors

Easily the most important components in computers, transistors can switch tiny electric currents on and off or amplify them (transform small electric currents into much larger ones). Transistors that work as switches act as the memories in computers, while transistors working as amplifiers boost the volume of sounds in hearing aids. When transistors are

connected together, they make devices called logic gates that can carry out very basic forms of decision making. (Thrusters are a little bit like transistors, but work in a different way.)

Photo: A typical field‐effect transistor (FET) on an electronic circuit board.

Op to‐electronic (optical electronic) components

There are various components that can turn light into electricity or vice‐versa. Photocells (also known as photoelectric cells) generate tiny electric currents when light falls on them and they're used as "magic eye" beams in various types of sensing equipment, including some kinds of smoke detector. Light‐emitting diodes (LEDs) work in the opposite way, converting small electric currents into light. LEDs are typically used on the instrument panels of stereo equipment. Liquid crystal displays (LCDs), such as those used in flat screen LCD televisions and laptop computers, are more sophisticated examples of opt‐electronics.

Photo: An LED mounted in an electronic circuit. This is one of the LEDs that makes red light inside an optical computer mouse.

Electronic components have something very important in common. Whatever job they do, they work by controlling the flow of electrons through their structure in a very precise way. Most of these components are made of solid pieces of partly conducting, partly insulating materials called semiconductors. Because electronics involves understanding the precise mechanisms of how solids let electrons pass through them, it's sometimes known as solid‐state physics. That's why you'll often see pieces of electronic equipment described as "solid‐state."

Electronics around us

Electronics is now so pervasive that it's almost easier to think of things

that don't use it than of things that do.

Entertainment was one of the first areas to benefit, with radio (and

later television) both critically dependent on the arrival of electronic

components. Although the telephone was invented before electronics

was properly developed, modern telephone systems, cell phone

networks, and the computers networks at the heart of the Internet all

benefit from sophisticated, digital electronics.

Try to think of something you do that doesn't involve electronics and you

may struggle. Your car engine probably has electronic circuits in it—and

what about the GPS satellite navigation device that tells you where to go?

Even the airbag in your steering wheel is triggered by an electronic circuit

that detects when you need some extra protection.

Electronic equipment saves our lives in other ways too. Hospitals are

packed with all kinds of electronic gadgets, from heart‐rate monitors

and ultrasound scanners to complex brain scanners and X‐

ray machines. Hearing aids were among the first gadgets to benefit from

the development of tiny transistors in the mid‐20th century, and ever‐

smaller integrated circuits have allowed hearing aids to become smaller

and more powerful in the decades ever since.

Who'd have thought have electrons—just about the smallest things you

could ever imagine—would change people's lives in so many important

ways?

2. Circuits

Breadboard

A breadboard is used to make up temporary circuits for testing or to try out an idea. No soldering is required so it is easy to change connections and replace components. Parts will not be damaged so they will be available to re‐use afterwards.

The photograph shows a typical small breadboard which is suitable for beginners building simple circuits with one or two ICs (chips). Larger sizes are available.

The bread board has many strips of metal (copper usually) which run underneath the board. The metal strips are laid out as shown below.

These strips connect the holes on the top of the board. This makes it easy to connect components together to build circuits. To use the bread board, the legs of components are placed in the holes (the sockets). The holes are made so that they will hold the component in place. Each hole is connected to one of the metal strips running underneath the board. Each wire forms a node. A node is a point in a circuit where two components are connected. Connections between different components are formed by putting their legs in a common node. On the bread board, a node is the row of holes that are connected by the strip of metal underneath. The long top and bottom row of holes are usually used for power supply connections. The rest of the circuit is built by placing components and connecting them together with jumper wires. Then when a path is formed by wires and components from the positive supply node to the negative supply node, we can turn on the power and current flows through the path and the circuit comes alive. For chips with many legs (ICs), place them in the middle of the board so that half of the legs are on one side of the middle line and half are on the other side. A circuit might look like the following.

What is Soldering?

Soldering is the joining together of two metals to give physical bonding and good electrical conductivity. It is used primarily in electrical and electronic circuitry. Solder is a combination of metals, which are solid at normal room temperatures and become liquid at between 180 and 200Â°C. Solder bonds well to various metals, and extremely well to copper.

In electronics a 60/40 fluxed core solder is used. This consists of 60% Lead and 40% Tin, with flux cores added through the length of the solder.

Flux is an aggressive chemical that removes oxides and impurities from the parts to be soldered. This ensures a good physical and electrical joint is made. Fluxes enable good "wetting" or "tinning". Wetting is a term that describes good adhesion of the solder to the components being soldered. Tinning is a term that describes the application of solder to the soldering iron tip, or to a component being prepared for soldering.

Soldering Irons

These are the tools, which heat the solder from room temperature to its melting point. A modern basic electrical soldering iron consists of the following: ‐

* Heating element * Soldering bit (often called the tip) * Handle * Power cord

The heating element can be either a resistance wire wound around a ceramic tube, or a thick film resistance element printed onto a ceramic base. The element is then insulated and placed into a metal tube for strength and protection. This is then thermally insulated from the handle. The element reaches temperatures of around 370 to 400Â°C. i.e. approximately 200 degrees higher than the melting point of the solder.

The soldering bit is a specially shaped piece of copper plated with iron and then usually plated with chrome. Copper is used for good thermal conductivity. Iron is very resistant to aggressive solders and fluxes. The bit then fits over or inside the heating element dependant on the design of the soldering iron.

The handle and power cord completes the soldering iron. Various handle styles are available. The power cord is often insulated with PVC. but, this can be damaged and melt if touched by a hot soldering iron. Therefore silicone rubber insulated power leads are extremely popular for long life and electrical safety.

Soldering Iron Selection

The strength or power of a soldering iron is usually expressed in Watts. Irons generally used in electronics are typically in the range 12 to 25 Watts. The most popular irons for use in hobbyist electronics are the 18 and 25 Watt versions.

It must be remembered that a 25 Watt iron will not run hotter than a 12 Watt iron, but it will have more power available to quickly replace heat

drained from the iron during soldering. Therefore, the bigger the component being soldered, the greater the need for "quantity of heat", the higher the power needed.

Most irons are available in a variety of voltages, 12V, 24V, 115V, and 230V are the most popular. Today most laboratories and repair shops have a wired 24V supply. You should always use this low voltage where possible, as it is much safer. If you would like 24 volts in the home, use an Antex Plug‐in power supply unit.

As your soldering skills improve, you may work with temperature sensitive devices such as integrated circuits and smaller more delicate components like surface mount. For these applications temperature controlled soldering (TCS) is essential. The lowest cost TCS iron has a temperature sensor in the tip of the element and control circuitry in the handle. The temperature may be set between 200 degC and 450 degC.

For bench work a soldering station may be used. This incorporates temperature selection, optional digital readout, anti‐static lead connection, 24V transformer, an iron holder, and a sponge, all within a neat bench unit.

Care & Maintenance

In common with all tools, the soldering iron will last longer with proper care: a) Before and during use wipe the bit on a damp sponge. Most bench stands incorporate a sponge for this purpose. b) When using a new bit, apply solder to it as it heats up. This will ensure good tinning of the bit. c) Always keep a hot iron in a bench stand, or suspended by the hook, when not in use. d) Regularly check the mains lead for burns or other damage. Consider replacing with silicone rubber if necessary. e) If broken or damaged, all component parts are available from Antex as spares. f) Never put a soldering iron into any liquid. g) Periodically remove the bit and clear away any oxide build up. This will

prevent the bit from seizing and also will ensure that low earth continuity is maintained (vital in electrostatic controlled areas)

2. Simple projects

a. Design a Simple

LED Circuit

LED circuits are very easy

to design. An LED or

Light Emitting Diode is a

very low current light

source that is very safe

and durable for use in

your project. This article

will show you how to

design and build a very simple LED circuit.

Things You'll Need LED's Resistor Battery or power source Wire or alligator clips Helpful to have (multimeter) Helpful to have (soldering iron)

Instructions

1. The first step is to choose how many LED's you want to light and their

type (color, brightness). With this simple circuit you will be somewhat

limited by the amount of voltage that can be safely provided for your

project.

2. Calculate the amount of voltage you need from your power supply.

Look for the "diode forward voltage" specification from the

manufacture's website or packaging. If you do not have this

information you can use the following to estimate:

Red or Orange 2.0 V

Yellow 2.1 V

Green 2.2 V

True Green, Blue, White 3.3 V

Blue (430 nm) 4.6 V

Say you want to have 3 Red LED's in your circuit. Only use the diode

forward voltage value. So, 3 x 2.0 = 6V, needed.

3. Once you have the required voltage, choose how you want to power the

circuit. Do you want to plug it into an outlet and not have to change

batteries or do you want the freedom to move around?

DC voltage works easiest. AA, AAA, or 9V batteries are

cheap and easy to find for a simple project. The simplest

way to use AC as your source is a wall plug (wall wart),

the large black plugs that come with most every electronic device you

purchase. You probably have a box full of these sitting around. You will

have to cut the plug off the end of the cord. Use a multimeter to

determine the positive and negative lead.

AC voltage can also be designed in the circuit. AC will only drive the LED

half of the time since the voltage travels in waves. A full‐wave bridge

rectifier can be used to fully power LED's. This is essentially what the wall

wart is doing for you.

Find a power supply greater than the calculated diode forward voltage

value from step 2. In our case we calculated 6 volts. A power supply

value greater than 6 volts will be needed. If you are driving a large

number of LED's, current may also be important.

4. Calculate the required LED resistor value.

LED's cannot be connected directly to the battery or power supply. The

LED will be instantly destroyed because the current is too great. The

current must be reduced. The easiest way to do this is

by using a resistor. Calculate the LED resistor value

with the following formula:

LED Resistor Value, R = (supply voltage ‐ LED voltage) / LED current

In our example:

Say we use a 9V battery, then supply voltage = 9V.

LED voltage for red LED's, from Step 2 is 2.0 V

LED current is 20 mA (this is a typical value if not provided by the

manufacturer)

If the resistor value is not available, then choose the nearest standard

resistor value which is greater. If you want to increase the battery life

you can select a higher resistor value to reduce current. The reduced

current will result in a dimmer LED.

R = (9 ‐ 2.0) / 20 mA = 350 ohms, use the next higher standard value =

360 ohms.

5. Wire your circuit together.

You can soldier the wires directly together, use crimp connectors, or

use a small circuit board. Choose the best method based on the size of

your project.

6. The final step is to mount the LED's in your project. Radio Shack and

others sell chrome or plastic LED holders that make a professional

looking mount easy. You can add momentary push buttons or on/off

switches to your LED circuits.

b. Delayed ON LED

Description:

Here is very simple circuit in which the LED becomes ON only after a

preset time the power supply is switched ON. When the power supply is

switched on the transistor will be OFF. The capacitor now charges via the

preset R3 and when the voltage across C1 is sufficient, the transistor

switches ON and LED glows. The ON delay depends on the value of POT

R3 .You can increase the time delay by increasing the resistance of POT

R3.

This circuit alone may not have much practical applications but this can

be used in many other projects where a delayed ON indication is

required.

Circuit diagram:

Notes:

Assemble the circuit on a general purpose PCB.

The circuit can be powered from a 10V DC power supply.

Anyway you can use from 6 to 18V for powering this circuit, but you

need to adjust the POT R3 for getting the required delay.

c. Series & parallel circuits

There are two types of circuit we can make, called series and parallel.

The components in a circuit are joined by wires.

if there are no branches then it's a series circuit

if there are branches it's a parallel circuit

Series circuits

In a television series, you get several episodes, one after the other. A series circuit is similar. You get several components one after the other.

If you follow the circuit diagram from one side of the cell to the other, you should pass through all the different components, one after the other, without any branches.

If you put more lamps into a series circuit, the lamps will be dimmer than before.

In a series circuit, if a lamp breaks or a component is disconnected, the circuit is broken and all the components stop working.

Series circuits are useful if you want a warning that one of the components in the circuit has failed. They also use less wiring than parallel circuits.

Parallel circuits

In parallel circuits different components are connected on different branches of the wire. If you follow the circuit diagram from one side of the cell to the other, you can only pass through all the different components if you follow all the branches.

In a parallel circuit, if a lamp breaks or a component is disconnected from one parallel wire, the components on different branches keep working. And, unlike a series circuit, the lamps stay bright if you add more lamps in parallel.

Parallel circuits are useful if you want everything to work, even if one component has failed. This is why our homes are wired up with parallel circuits.

3. Preparation of H2 & CO2

gas Occurrence Hydrogen occurs in free and combined state.

It is found trapped in certain rocks and minerals, mixed with natural

gas in gold mines and in traces in volcanic gases.

The sun and most of the stars are made of free hydrogen. It is the

nuclear fusion of hydrogen atoms which produces large amount of heat

and light energy.

In combined state, 1/9th part of water by weight consists of

hydrogen. It is a vital constituent of the cells and tissues of animal and

plant kingdom.

General Methods of Preparation of Hydrogen

When metals like sodium, potassium and calcium are treated with cold water, they react violently with the formation of hydroxides and hydrogen gas.

When metals like Mg, Al, Zn and Fe are heated to dull red heat and steam is passed over them , they form their oxides and hydrogen

When metals like Mg, Al, Zn and Fe are treated with dilute sulphuric acid, they react to form salts and hydrogen.

When metals like Al, Zn and Sn in powdered state is boiled with concentrated alkali solutions, they form soluble salts and hydrogen.

When electric current is passed through acidulated water, hydrogen gas is liberated at the cathode and oxygen at the anode.

When hydrides of sodium, potassium and calcium are treated with water, they react in the cold to form hydroxides and hydrogen.

Laboratory Preparation of Hydrogen

Hydrogen is prepared in the laboratory by treating granulated zinc with dilute sulphuric acid or dilute hydrochloric acid in cold.

Laboratory Preparation of Oxygen

Any of the above mentioned methods could be used to prepare oxygen in the laboratory. Mercuric and silver oxides are not used for the preparation of oxygen, as they are very expensive. For the laboratory preparation of oxygen from any of the compounds like lead dioxide, trilead tetroxide, potassium nitrate, sodium nitrate, potassium chlorate or potassium permanganate, the arrangement of apparatus is, as per the diagram.

Oxygen is usually collected over water because the solubility of the gas in water is not high. If the gas is needed dry, then it can be passed through a drying agent, like anhydrous calcium chloride or quick lime, or concentrated sulphuric acid, and then collected over mercury.

5. Green House effect Objective

The objective is to build a simple and small greenhouse and investigate how trapped infrared radiation affects the temperature within.

Introduction

Do you know the cause of the last ice age? Do you know why the last ice age started and why it ended? This question puzzled scientists in the nineteenth century, and many of them put a lot of effort into figuring it out. In 1824, Joseph Fourier, the famous French mathematician and physicist, discovered that gases in the atmosphere might affect the surface temperature of Earth. He called this the greenhouse effect. Fourier reasoned that energy, in the form of visible light from the Sun, can easily penetrate the atmosphere to reach the surface of Earth and heat it up, but heat can't easily escape back into space. Our atmosphere absorbs the heat coming from Earth, called infrared radiation, and radiates some of it back to Earth. This is why we are warm, instead of a lifeless and frigid planet.

In the mid‐nineteenth century, John Tyndall was also trying to figure out what started and ended the ice age. In the course of his investigation, he looked into which gases in the atmosphere could trap heat. He found that water vapor and carbon dioxide (CO2), two components of the atmosphere, could trap heat. In fact, even though there are only a few parts in 10,000 of CO2 in the atmosphere, even a trace amount can affect how much heat the atmosphere radiates.

At the end of the nineteenth century, a Swedish scientist, Svante Arrhenius, performed a complicated calculation that showed that cutting the amount of CO2 in the atmosphere could lower the temperature by 4–5 degrees. That would be sufficient to cause an ice age. At the time of the last ice age, geochemical events may have caused variations in the amount of CO2 in the atmosphere. According to Arvid Hogbom, a friend of Arrhenius', human activity at the end of the nineteenth century was adding CO2 to the atmosphere at about the same rate as geochemical processes. Arrhenius predicted that at that rate, there would be global warming in a few centuries. He didn't realize that humans would continue to increase their rate of CO2 production. Being too warm didn't bother Arrehenius because he lived in chilly Sweden!

The study of climatology and the effects of excess CO2 are very complicated. Just as water moves through the water cycle on Earth,

CO2 moves through the carbon cycle. Carbon dioxide cycles in water, vegetation, air, soils and living creatures. How all of these carbon cycles interact can help in finding a possible answer to global warming. In this science fair project, build a model of Earth, a simple greenhouse, and investigate how heat is trapped in the model and how the temperature varies. You will compare the temperature inside and outside the model Earth at different times of the day. See for yourself how the greenhouse effect works!

Terms and Concepts

Greenhouse effect Infrared radiation Radiate Atmosphere Geochemical Rate Climatology Global warming

Materials and Equipment

Wood board, 1" X 6" X 20" (4) . You can purchase a 1" X 6" x 8' board at your local hardware store and have them saw it into pieces for you.

Nails, 2 inches long (8) Hammer Safety goggles Gloves Adult helper Sheet of transparent plastic or glass, 24" X 24", ¼ inch thick. You can

purchase this from your local hardware or plastic store. Plastics are usually sold with a sticky coating on both sides. Peel this coating off prior to starting the project.

Thermometer (2) Lab notebook Graph paper

Experimental Procedure

1. Put on your safety goggles and work gloves. Have an adult helper assist you. Hammer two nails through each end of one of the wood boards. Don't hammer the nails completely through. Just hammer the nails 1 inch into the board. Repeat with a second wood board.

Figure 1. Wood board with two nails hammered in at both ends.

2. Place the four wood boards into a square so that the two boards with the nails are opposite each other.

3. Carefully hammer the nails into the adjoining wood boards. Make sure that the boards are straight and not crooked, and that the ends are flush. You should have a simple four‐sided wood frame that sits flush to the ground.

Figure 2. Hammering the nails in.

Figure 3. The finished wood frame is not crooked and sits flush to the ground.

4. Take your wood frame and lay it outdoors in a sunny location where it will not be disturbed for seven days. Try to find a location that is on top of soil and not on concrete or brick. Place one of the thermometers inside the wood frame.

5. Drape the wood frame with the square plastic sheet. Make sure that the plastic covers and overlaps the entire wood frame. There should be no gaps between the wood and the plastic. This model represents Earth and our atmosphere. The ground and the wood frame model the Earth and the plastic sheet represents the atmosphere.

6. Place the second thermometer outside of the wood frame, next to it. Place it so that it is not under the plastic. This model represents Earth without an atmosphere.

7. Record the temperature inside and outside of the model at three different times of the day, for seven days, in your lab notebook. Use a data table, like the one shown below. Try to take temperature readings at approximately the same times each day. Record the weather for each day that you take temperature readings in your lab notebook.

6. Herbs

Today the use of plants in treating day to day ailments has gained

eminence worldwide. Moreover the faith in Ayurvedic system of medicine

has become more profound; the use of these medicines has come to be

identified as more of therapeutic value as compared to the other system

of medicines. Needless to stress the importance of herbal and medicinal

plants in our lives it is pertinent to propagate & popularize them more.

There is a need to make everyone including our young generation aware

of various kinds of Indian herbs and their significance in our lives as

Children from the 100% FUTURE. Moreover they are impressionable and

can be molded and guided in a right manner.

The following Methodology was followed:

Pre Plantation Work

A lecture cum presentation was done in class. A team of students are

educated on the importance of Medicinal and Herbal Plants. This was to

make children of class aware of the reasons for developing the herbal

garden and the medicinal importance of these plants. It was also to

encourage the whole hearted participation.

Plantation

X Preparing the ground, digging the pits, preparing the pots, mixing of

manure, etc. was done.

X Students involved in plantation were given a plant each and assigned

the care of those named plants

X Plantation of the herbal plants. It is being done in phases according to

the planting time. Maximum plantation was done in July & August.

› putting of boards & placards & distribution of literatures of herbal

plants was done.

› Students are being visited from time to time and regular guidance is

provided on the related subject.

It has been an extremely fruitful experience in imparting this creative

education and finding the children evincing keen interest / involvement in

planting various types of herbs in their school campus.

Our objective of making young children aware about the various

types of herbal/medicinal plants that can be grown in Delhi’s climatic

conditions and their medicinal uses has been achieved. The school will

have a small Herbal Garden which is being maintained by the selected

students. Moreover these students are acting as didactics in further

disseminating the knowledge gained to their fellow school mates and

family members.

Besides carrying out plantation activities, children are learning

about the uses and benefits of the herbs.

8. Robotics

After learning about mechanical designing of robots, now switch on to

the programming skills (Robo Grammar). Various models based of the

programming are as:

1. Obstacle avoider using 1 touch Sensor

2. Obstacle avoider using 2 touch sensors

3. Obstacle avoider using 1 IR Sensor

4. Obstacle avoider using 2 IR Sensors

5. Surface follower

6. Object follower

7. Line follower

8. Humanoid Robot with sensor

ACKNOWLEDGEMENT THE SCIENCE CLUB WOULD LIKE TO THANK OUR PRO

VICE CHAIRPERSON MRS R. MAAN FOR SHARING HER

VISION AND PROVIDING US WITH AVISHKAAR

SCIENCE CENTRE – AN INNOVATIVE LEARNING

EXPERIENCE FOR THE STUDENTS OF DELHI PUBLIC

SCHOOL SONEPAT.

THIS THIRD ISSUE OF

THE SPECTRUM FOCUSES ON CONCEPTUAL AND EXPERIENTIAL WAY

OF LEARNING.

DELHI PUBLIC SCHOOL SONEPAT

Syllabus for session 2014‐15

Cookery Club

X

No. of periods allotted per week‐1

Month wise syllabus

MONT

H

PERI

ODS

THEORY PRACTICALS WHAT TO DO

April 4 TABLE

ETIQUETTES:

How to behave on dining table (table manners)

Usage of cutlery items(spoon, fork,knife)

Placement of cutlery,glass of water, plates etc.

Teaching in

Cafeteria

Club notebook

and demo

First you should remove your napkin from the table or plate, and place it on your lap.

If you are eating out, you should wait until all the members of your group have been served.

Always use serving utensils and not your own to lift food from the serving dish.

Never talk when you have food in your mouth. That’s just gross. Even if someone asks you a question, wait until you swallow before answering.

Don’t cut all your food before you begin eating. Cut one or two bites at a time.

Never blow on your food. If it is hot, wait a few minutes for it to cool off. Scoop your soup away from you.

Keep your elbows off the table. Rest the hand you are not using in your lap.

Never use a toothpick or dental floss at the table.

BASIC SAFETY

TIPS:

Instructions about working in a kitchen

Cleanliness

Hygiene

First aid

Club notebook

1. Avoid leaving food that is cooking unattended for

a long period of time, if at all. If using a timer, have

it with you at all times to remind you that you have

something brewing in the kitchen.

2. Turn handles of pots and pans inward and not

sticking out.

3. Avoid reaching over the stovetop when cooking

and watch your sleeves.

4. Keep curtains, potholders, towels, and any other

combustibles away from cooking areas.

5. Do not put knives or other sharp objects into a

full sink. Someone could reach in and accidentally

get hurt.

6. When processing hot liquids in a blender (such as

sauces and soups), make sure the blender's lid is

back on, then cover the lid with a towel and your

hand, before proceeding to blend. Also, do not fill

the blender more than half‐way.

7. Launder your dishtowels and sponges frequently

to get rid of bacteria or simply replace often.

8. Keep children and pets away from appliances

when cooking.

9. Keep appliance cords as short as possible to avoid

accidents such as tripping or knocking the appliance

over.

10. Have a small fire extinguisher and a first aid kit

readily accessible. Also make sure that smoke

detectors are placed throughout your house.

Condiments definition: small amounts of spices

and herbs added to whet appetites and to enhance

the taste of the dish

There are just about as many different types of condiments as there are different

INTRODUCTION

OF DIFFERENT

CONDIMENTS

(in English)

Coriander

Garlic Curry

leaf Tamarin

d Clove Ginger Black

pepper

types of food, with various cultures having versions that are unique or particularly important to the people of that culture. Common examples of condiments include ketchup, mustard, mayonnaise, salad dressing, soy sauce, barbecue sauce, relish, salt, and pepper.

Coriander is an annual herb, mainly cultivated for its fruits as well as for the tender green leaves. It is native of the Mediterranean region. In India, it is grown in Andhra Pradesh,

Garlic, a native of Southern Europe is one of the important bulb crops grown and used as a spice or condiment throughout India. Gujarat followed by Orissa are the largest producing states..

Curry leaf plays an important role as a condiment in the culinary preparation of South Indian dishes. It is cultivated in field scale in Coimbatore, Periyar, Madurai, Salem and Trichy districts of Tamil Nadu and in Dharward, Belgaum and Uttara Kannada of Karnataka State.

Tamarind is native to tropical Africa and is now widely planted and naturalized everywhere in the tropics.

Clove, the dried unopened flower buds of the evergreen tree, is an important spices noted for its flavour and medicinal values.

Ginger, an indigenous plant, is an important spice crop of the world. It is valued in medicine as a carminative and stimulant of the gastro-intestinal tract.

Black pepper the king of spices belongs to the family Piperaceae. It is obtained from the perennial climbing vine, Piper nigrum which is indigenous to the tropical forests

a) Boiling

In this method food is covered with an adequate

quantity of water and heated to a boiling. For

example we boil potatoes, eggs, a number of

vegetables, rice etc.

Usually green leafy vegetables such as cabbage,

methi, and spinach are cooked with no water.

Whereas vegetables such as green peas, green

beans, are cooked with little water. Cereals such as

rice and pulses such as dals, legumes, and grams are

boiled in large amounts of water.

There are a few points which you should keep in

mind while boiling foods.

i) Before boiling, wash the food stuffs thoroughly.

ii) Cover the food with an adequate quantity of

water and one spoon salt.

iii) First boil the water and then put the food.

METHOD OF

BOILING

Tea

Egg boiling

Potato

May 2 INTRODUCTION

ABOUT

DIFFERENT

METHODS OF

COOKING:

Baking

Roasting

Grilling

Frying : ‐Deep frying

‐Pan frying

‐Stir frying

Simmering

Steaming

Blending

Stewing

Sweet Potato

Idli / RawaIdli

Momos(steaming)

Methods of Cooking

These are the methods of cooking. Food can be

cooked:

i) By moist heat

ii) By dry heat.

iii) By frying in ghee or oil.

A. Cooking by Moist Heat

In this method water is heated or boiled. The food is

put into this boiling water or cooked in the steam

which comes out from the boiling water.

There are three ways by which you cook food by

moist heat.

These are:

a) Boiling

b) Simmering or stewing

c) Steaming

Let us study about each of these three processes

now.

Do you know what happens when the water boils?

Yes, it gives off steam. When foodis cooked in water

vapour with or without pressure it is said to be

steamed and thismethod of cooking is called

steaming. Can you name some steamed foods that

youhave eaten? Yes, Idli and Dhokla.

Steaming can be done for solid and semi‐solid

foods.

Water is heated in a pan on fire. The pan is covered

with a clean muslin cloth. Food is

placed on the cloth. The steam passes around the

food and cooks the food placed

above.

When you are making idlis, the batter is put in the

idlimould, which is then lowered into

June

July 4 DIFFERENT

TECHNIQUES OF

COOKING

Vegetable cutlets(deep frying)

Pakoras (deep frying

Cake

B. Cooking by Dry Heat

What do we normally eat for breakfast? Some times

we eat chapaties, paranthas,

purees and some times bread. We also eat rusks

and buns. Do you know how these are cooked? Yes,

they are cooked by dry heat..

Cooking food by dry heat means using hot air

to cook the food.

There are three methods of cooking food by dry

heat using hot air.

a) Baking

b) Roasting

c) Grilling

a) Baking

Baking is the method in which food is placed inside

a closed box called an oven. Theair inside the oven

is made hot by fire or electricity. The food gets

cooked by hot air.Have you seen a bakery in your

village or neighbouhood? You must have also seen

the

big ovens heated by fire in which biscuits, breads

and pastries are made in these bakeries.

These ovens are also known as ‘bhattis’. It is in

these ovens that the food iscooked. In the very big

bakeries, the air is heated by electricity.

You can easily make an oven at home to bake foods.

Take an empty oil pin. Put a layer of sand in it and

fit it with a lid. Heat this over coal, kerosence or a

gas stove. Once itbecomeshot, put the food inside

and close the lid. Place the tin on a low fire.

Bakefood till it is light brown in colour. Do not open

the lid very often because the hot airfrom inside will

go out and make the food dry and hard.

b) Roasting

Another method of cooking food by dry heat is

called roasting. Roasting is cooking ona glowing fire.

While roasting, the food is put directly on the hot

tava, hot stand or hot fire and cooked. For eg.

channas, brinjals, potatoes, maize, ground nuts,

cashew nuts, papad, meat etc. are cooked by this

method. You must, have had chicken or

paneertikkas cooked in this way.

c) Grilling

Grilling is cooking over a glowing fire. The food is

supported on a iron grid over thefire, or between

electrically heated grill bars. The grill bars are

brushed with oil toprevent food sticking and can be

heated by charcoal, coke, gas or electricity. The

foodis cooked on both sides to give the distinctive

flavour of grilling.

August 4 Introduce different Pulses and Cereals

Tips about using pressure cooker

Introducing

cereals to

students, their

names and

compositions

Dal with tadka

Sooji Upma

Item Calories

Bengal Gram(chanaki dal)

(Roasted),100gm 369

Bengal Gram(chanaki dal) (Cooked),

100gm 105

Black Gram(urd dal), 100gm 105

Green Gram(mung) (Cooked), 100gm 105

Lentil Gram (Cooked), 100gm 105

Red Gram(tur dal) (Cooked), 100gm 105

Masoor Dal with Ice, 100gm 118

Mixed Pulses with Vegetables, 100gm 88

Bean Sprouts Salad, 1 serving 85

Moong Sprout Salad, 1 serving 53

Pressure‐cooking is fairly simple, but here are a few

important tips to remember:‐

• Most importantly, be familiar with the owner's

manual for your particular cooker. Read it

thoroughly and follow all manufacturers’

recommendations.

• You can use more liquid than recommended, but

never use less.

• Read and understand the recipe before you begin.

• Be sure the lid is properly closed and locked into

position before developing pressure.

• Use that timer! Timing is as important as

developing pressure.

• Once you have reduced pressure according to

directions, shake the pot before opening the seal to

readjust the inner temperature.

• Cut same foods into pieces of uniform size to

promote even cooking. When mixing foods, cut

those that cook more quickly into larger pieces and

those that cook more slowly into smaller pieces.

• If your recipe calls for browning or searing as a

preliminary step, be sure to scrape up the brown

bits clinging to the bottom so they are loose when

you add the liquid. This will discourage scorching.

• Since flavors are more concentrated with this

cooking method, you may want to reduce herbs and

seasonings when converting conventional recipes.

Choose fresh herbs over dried herbs.

• If you end up with too much liquid, simply cook in

the uncovered pot until the liquids are reduced to

your satisfaction.

Septe 4 Introduce different

Making of Dough

Tip: Moderately soft dough, used for sweet breads,

requires 3 to 5 minutes of kneading and will still be

mber terms of cooking like Saute etc.

Rolling out chappatis

Making of stuff parantha

slightly sticky. Moderately stiff dough, used for

most nonsweet breads, requires 6 to 8 minutes of

kneading and is slightly firm to the touch.

COOKING TEST AND FESTIVE

CELEBRATION

Octobe

r

4 Introduction about healthy cooking (Different Salads)

Vegetable Sandwich

Bread poha

Salads and diets have always had a delicious partnership. But salads are healthful and satisfying even if you’re not watching your waistline. With vegetables at their core, salads are great sources of vitamin C, and the leafiest among them supply plenty of that “foliage” vitamin, folate. The most colorful combinations—spiked with tomatoes, carrots, cabbages or bell peppers—also deliver vitamin A (as beta carotene), A great salad deserves a great dressing, of course, so we've also created plenty to use interchangeably. This collection of delicious salad recipes includes hearty main‐dish salads that help you feel full and satisfied, as well as lighter salads to serve as a side dish or appetizer. Dig into one tonight, and you’re well on your way to starting your own salad habit.

Novem

ber

4 Importance of soups

Soup

Decoration of vegetables(for salad)

Soups are a staple in the diet of everyone who wants good food that doesn't cost much money. Making your own soups saves money. Most leftover soups can be used in casseroles. Instead of a can of cream of mushroom soup, substitute 1‐1/2 to 2 cups of your favorite leftover creamed soup with an additional tablespoon of flour blended in. This is a real money saving tip, as canned cream soups ‐‐ while great for taste, nutrition and convenience ‐‐ do add to the cost of a casserole. Make soup every week, and hide some of it in the casseroles. Your family will truly thank you.

Decem

ber

2 Cooking of above food by students & grades

Macroni

The invention of macaroni has also been attributed to the Etruscans, the pre‐Roman civilization of the Italian peninsula. The Italian culinary authority Massimo Alberini’s claim that the Etruscans knew pasta secca, repeated by many authors, is now known to be false. . Macaroni is a variety of dry pasta made

with durum wheat. Elbow macaroni noodles

usually do not contain eggs and are

normally cut in short, hollow shapes;

however, the term refers not to the shape

of the pasta, but to the kind of dough from

which the noodle is made. Although home

machines exist that can make macaroni

shapes, macaroni is usually made

commercially by large‐scale extrusion. The

curved shape is caused by the different

speeds on either side of the pasta tube as it

comes out of the machine. The name

derives from Italian maccheroni. A different

name, chifferi or lumaconi, refers to the

elbow‐shape pasta of this article.

Januar

y

3 Introduction about rice & its flavours

Pulao with Raita

Lemon Rice

1. Toast the Grains:

Toasting the dry rice grains in a little butter or olive

oil before adding the water brings out their flavor.

Cook the Rice with Vegetable Broth:

This one's a no-brainer, assuming that you have some extra stock handy! If not, I'll add a dab of chicken or vegetable bouillon. I sometimes find that using 100% chicken broth can make the rice feel gummy or overly-starchy — personally, I usually go for a 50/50 mix of broth and water. This adds a layer of flavor and richness without going overboard.

I almost always add a bay leaf, no matter what I'm

cooking for the main dish. Bay adds a slight woodsy‐

herbal flavor that compliments the flavors in a curry

just as equally as a plate of roasted vegetables.

Other flavors get added based on what I'm cooking.

Cardamom and coriander seeds work well when the

rice is accompanying an Indian or South‐East Asian

dish. If I have it, I'll also add a nub of lemon grass or

ginger. A square of kombu in the cooking rice is a

nice touch for Chinese and Japanese dishes, while

cumin seeds and even cinnamon can go with

Southwestern and Mexican foods. And then dried

herbs like thyme and oregano are great when Italian

or French is on the menu.

Februa

ry

4 REVISION,QUIZ & WRITTEN TEST

DELHI PUBLIC SCHOOL ECO AND SOCIAL AWARENESS CLUB ACTIVITIES

FY 2014-15

PURPOSE:

To gain an understanding of our environment and our place in it; To be actively, physically and spiritually involved with nature; To improve the natural environment; To help protect and preserve wildlife; To develop and enhance our mental and physical skills; To lessen our negative impact on the environment; To teach others about what we have learned; To provide a service to our community. GOALS: To connect with nature through positive learning experiences which will benefit ourselves, our environment and wildlife in our community?

The Students of the ECO CLUB will be divided into five groups –

The activities under the scheme include:

1. Motivate the students to keep their surroundings green and clean by undertaking plantation of trees. (Forest Department provides free saplings

2. Promote ethos of conservation of water by minimizing the use of water.

3. Motivate students to imbibe habits and life style for minimum waste generation, source separation of

waste and disposing the waste to the nearest storage point.

4. Educate students to create awareness amongst public and sanitary workers, so as to stop the indiscriminate burning of waste which causes respiratory diseases.

5. Sensitize the students to minimize the use of plastic bags, not to throw them in public places as they choke drains and sewers, cause water logging and provide breeding ground for mosquitoes.

6. Organize tree plantation programmes, awareness programmes such as Quiz, essay, painting competitions, rallys, nukkad natak etc. regarding various environmental issues and educate children about re-use of waste material & preparation of products out of waste

7. Organize Nature Trail in Wild Life Sanctuaries/Parks/Forest areas to know about the Bio-diversity

Suggested Activities

Anti Crackers Campaign

Pollution during Diwali really goes high but it has been noticed that for last year or two, it has comparatively gone down. How was it made possible? The answer is, through students.

Our students will get involved in anti crackers campaign during Diwali. During Diwali our students will take out rally on anti crackers in the residential area nearby and in the school. They will do signature campaign in the school not to burst crackers during Diwali. In order to make students realize the bad aspects of crackers like pollution, child labour, hazardous work place etc. nukkad nataks will be held in the school itself.

Our students do celebrate Diwali but with candles, lamps, lighting etc. Our students will try to do campaign for celebrating Diwali in public manner i.e. like all people coming together and enjoying crackers at a time. This will not just minimize use of crackers but also build good band among the people.

Plantation drive

Every year our students will take part in plantation drive. Under this campaign our students will not just plant trees inside the school campus and look after them but they will go out and adopt a land and plant trees there and take care of them.

The students and teachers also take saplings from the school nursery and plant them in their garden. We fill our nursery every year and distribute the plants to interested students, teachers and parents.

Campaign on Energy Conservation &Yamuna

Eco-club will carry out clean Yamuna Campaign in Delhi & Energy Conservation Drive in school which will result in substantial saving for the school and also spreading awareness about the energy Conservation methods amongst students .Students will also be involved in Energy Audit of the school. Energy group

students keep a check to switch off all fans and lights when not in use. They will also interview the canteen staff, bus drivers for the use of LPG and CNG respectively.

Natural Holi Colors

Our students will be convinced to use natural holi Colors which are safe and hygienic.

Holi with chemical Colors are very harmful for our skin, eyes, hair and in certain cases even carcinogenic.

So, our students will be encouraged to play Holi with natural Colors made from Haldi, Mahendi, Besan, Gulmohar Flower, Jamun, Chandan etc. making of dry and wet Colors from natural products are very easy.

Our student’s will not just use them but also teach others how to make these colours so that more and more people can play Holi and enjoy it.

No to Poly bags

Poly bags are necessary evil. Plastic bags are of various types some of them can be recyclable and few of them are not. These Poly bags are menace as we leave poly bags everywhere without thinking about what will be its impact on our environment. Plastic do not degrade naturally so when it goes in drain, it blocks, when it goes in water it kills aquatic species.

In order to minimize use of Polly bags, our school is no-plastic zone and we have banned the use of poly bags inside the school and instead they are encouraged to use cloth bags, paper bags etc. We will take out a campaign wherein the students and teachers will be encouraged to use jute bags or paper bags or cloth bags which are eco-friendly and speaking to them about ill effects of plastic bags.

Waste Management Drive

In order to inculcate the habit of keeping our surroundings neat and clean, our students will take part in waste management drive. In this campaign students go to public places like Delhi Ridge, Khewra village to clean the place an encourage people to develop Bin culture by raising slogans on waste management. Our students have already carried out Bahalgarh cleanliness drive last year and distributed paper bags to the shopkeepers

Eco Tours

Students have will be visiting places like Yamuna Biodiversity Park, Natural Museum for natural history

Celebration of Earth Day, Environment Day, Wild life week etc.

Our students never forget to celebrate environment related days. They will participate in drawing and painting competitions, they will set up environment related models for display to parents, declamation, debate, slogan and competitions are also conducted on these occasions. Students will be shown documentaries and films on environment given by WWF.

Paper Recycling

Another kind of waste which is generated in the school is paper. So, in order to teach students as to how can we recycle and reuse these papers, we have our own paper recycling unit.

The process is very simple, first of all waste paper is torn into very small pieces and then soaked in water. The soaked paper is then made into pulp and then put into water filled tub. Then frames are put into pulp and finally paper is made. The students will be encouraged to make paper bags and distribute in the school for day-to day purposes.

Water Harvesting

Wastage of water, another issue concerning our environment.

Usually it is seen that people use tap water for drinking and either they do not close it or leave it half closed. So, first of all to minimize this practice, students will be given instructions not to waste water and then tap water harvesting was introduced in the school.

In this process, the water coming out of the tap water will be collected through a channel of PVC pipe, which goes inside a small well in the ground. This well is filled with sand, bricks and pebbles and then covered. The ultimate aim of this process is to send wastewater in water table by getting it filtered naturally.

We also do rain water harvesting in our school. A recharge well is dug up at a huge play ground, where water logging was a common problem during rainy season. Now with the help of this recharge well, we have not only solved the issue of water logging but it has also increased our ground water table, which is benefiting nearby localities too.

Contributing valuable articles to INTACH Young Newsletter

Our school has tied up with INTACH an organization to preserve the heritage in India. Our club students have become budding writers and they regularly send articles for their Quarterly

Newsletter which is based on a particular theme whereby doing research work as well as getting acquainted with various facts about India

Eco Games

There are wealth of Eco games available that can either be played outside or others that bring the environment indoors. The games help the children think about environmental issues but in a fun way

Find a Tree

Materials needed: Blindfolds, wooded area Time required: 40 minutes Purpose: To develop trust and initiate a discussion about the environment

Activity: Children are paired and take turns leading a blindfolded partner to a tree. They investigate the tree and its surrounding area without removing the blindfold. They are led back to the starting point. The blindfold is removed and they attempt to find their tree.

Leaf Hunt Relay

Materials needed: Leaves Time required: Variable Purpose: To get children acquainted with the different shapes of leaves

Activity: Divide the group into several teams. Ask the players to collect leaves from a number of different trees. They are to collect as many leaves fallen from each tree as there are teams. For each team, make a leaf pile consisting of one leaf from each tree and place this pile at a set distance in front of the team. The leader holds up a leaf and then says "Go". At the signal, the first player each team runs to the pile of leaves, finds the leaf shown and holds it up. A point is awarded for each leaf correctly identified The leaves are returned to the piles and the players go to the end of the line. The game can also be played as a speed relay.

Scavenger Hunts

Materials Needed: None Time required: Variable Purpose: To appreciate the variety of the natural world Activity: Various Scavenger Hunt themes, eg.

collecting a variety of natural objects to match with descriptive words (eg. something spiky) collecting pairs of natural objects displaying opposite characteristics (eg. rough and smooth) Colour Chips - matching natural shades with artificial colours Colour Palettes - collecting as many tiny samples of different natural colours and shades as possible.

SOCIAL AWARENESS

A number of social work programmes will be carried out:

"I am" - Integrated personality development programme focuses on all-round development of the student, equipping them with life skills.

"Jagrit" - HIV Aids awareness programme. "Growing up Equal" - focuses on creating awareness of gender equality and rights of girls. Literacy Drive in school with support staff Donation of old clothes, stationery, toys, utensils, bags etc to an NGO GOONJ Collecting course books from school children after they step into new class and donating

them to the children who are underprivileged.

Other activities include, "Adolescent Health Awareness" programmes like growing up and sexual education, Anti-Tobacco and Anti-Drug Abuse awareness, Obesity and Health care and Stress management.

Delhi Public School Sonepat - dps.indps.in/download/Syllabus2010/X.pdf · The Frog and the...

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Transcript of Delhi Public School Sonepat - dps.indps.in/download/Syllabus2010/X.pdf · The Frog and the...