Syllabus: CLASS: VI

            Delhi Public School  Sonepat  Syllabus: 2014‐15  CLASS: VI ENGLISH SYLLABUS (SESSION: 2014-2015) CLASS VI TOPIC SUB TOPICS TEACHIN...
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Delhi Public School  Sonepat  Syllabus: 2014‐15 

CLASS: VI

ENGLISH SYLLABUS (SESSION: 2014-2015) CLASS VI TOPIC

SUB TOPICS

TEACHIN G PERIODS

TEACHIN G AIDS

ACTIVITIES / PROJECTS

APRIL (20/21) Prose: Lesson -2 I met a Basarwa

Lesson-5 Isaac Newton

4

   

3

 

GRAMMAR 1. Nouns 2. Pronouns

3 3

Writing : Notice

3

ASL Reading Comprehension(passage )

2

About the author About the theme Word meanings synonyms and antonyms Explanation of paragraphs Discussion on characters Discussion of questions

 Identification  Different types Examples/exercises Types:- Events, Lost and Found  Format  Content (use of correct tense,value points) Types:- Events, Lost and Found  Format  Content (use of correct tense,value points)

2 MAY

(18/19)

    

E Beam Course Book Verbal Practice Dictionar y BBC Workshee ts

Word wall (use of beside and besides ; do and make)

Synonyms and Antonyms

To make words using suffixes:ly, -al, -er, -ness, ment.

Poem: Summer Sun

WRITING 1.Diary Writing 2. Messages GRAMMAR Articles

4

3

 

Format Content (use of correct tense, value points )

  

Identification Different types Examples/exercises

3

4

ASL Comprehension (poem)

About the poet  Poetic devices  Rhyming scheme   Explanation of  stanzas  Discussion of questions   Reference to context   

2 2

JULY

(13/14)

E Beam Course Book Verbal Practice Dictionar y BBC Workshee ts

Retelling jokes (students retell jokes in their own words )

Prose: Lesson-1

4

The Miracle

     

Grammar : Present tense

4

Writing:Article writing Reading comprehension(passage)

3

2

About the author About the theme Word meanings synonyms and antonyms Explanation of paragraphs Discussion on characters Discussion of questions

  

Identification Different types Examples/exercises

 

Format Content (use of correct tense, value points ) REVISION FOR UT I AUGUST

(20/21-22)

    

E Beam Course Book Verbal Practice Dictionar y BBC Workshee ts

Storytelling by turns(working in groups student invent a story ,taking turn to speak)

Homophones

Phrasal verbs

Prose : Lesson-8

4

On the Trail

     

About the author About the theme Word meanings , synonyms and antonyms Explanation of paragraphs Discussion on characters Discussion of questions

    

E Beam Course Book Verbal Practice Dictionar y BBC Workshee ts

Idioms Idioms with colours

Grammar : Adjectives

3

Tenses(past and future)

6

  

Identification Different types Examples/exercises

 

Format Content (use of correct tense, value points)

Writing: Informal letter

ASL Reading comprehension(poetry)

3

2

Brain teaser(student will ask question related to popular authors and others have to guess)

2

Crossword SEPTEMBER

(12/24)

  

Poem:

Vocation

3

Grammar : Tenses (cont.) Reading comprehension(passage)

4

2

About the poet  Poetic devices  Rhyming scheme   Explanation of stanzas   Discussion of questions   Reference to context   

E Beam Course Book Verbal Practice Dictionar y BBC Workshee ts

Identification Different types Examples/exercises

REVISION FOR HALF YEARLY EXAMINATION OCTOBER

(17/18)

Proverbs

Homonyms

Prose: Lesson -10 Goopy Gyne Bagha Byne

4

     

About the author About the theme Word meanings , synonyms and antonyms Explanation of paragraphs Discussion on characters Discussion of questions

Grammar: Voice (affirmative and negative sentences )

6

  

Identification Different types Examples/exercises

 

Format Content (use of correct tense,value points)

    

E Beam Course Book Verbal Practice Dictionar y BBC Workshee ts Debate “Should children be allowed to carry cell phones to school?”

Writing : Formal letter to the Principal ASL

3

Reading comprehension(poetry)

2 Short role play 2 NOVEMBER

(17/21)

Prose : Lesson- 9

4

  

The Cherry Tree   

Poem: The Rum Tum Tiger 4

    

Grammar : Adverbs

About the author About the theme Word meanings , synonyms and antonyms Explanation of paragraphs Discussion on characters Discussion of questions About the poet Poetic devices Rhyming scheme Explanation of stanzas Discussion of questions and reference to context

   

E Beam Verbal Practice Dictionar y BBC Workshee ts

Weekly Talk show (three students answer questions from the class on a particular topic)

4 Writing : Formal letter to the Editor 3 Reading comprehension(passage)

  

Identification Different types Examples/exercises

 

Format Content (use of correct tense, value points)

2 REVISION FOR UT II DECEMBER

(15/16)

Collocations

Prose: The All-American Slurp

3

    

Grammar : Reported speech

 6

About the author About the theme Word meanings , synonyms and antonyms Explanation of paragraphs Discussion on characters Discussion of questions

Writing: Speech

4

 

2

 

Identification Examples/exercises

    

E Beam Course Book Verbal Practice Dictionar y BBC Workshee ts Make a comic strip to describe conversation between friends

ASL Format Content (use of correct tense, value points JANUARY

(14/16)

Extempore

Play : L-12

4

The Dusk

     

Grammar:

3

  

Identification Different types Examples/exercises

3

 

Format Content (use of correct tense, value points)

Prepositions

Writing : Email (Informal) ASL Reading comprehension(poetry)

About the author About the theme Word meanings , synonyms and antonyms Explanation of paragraphs Discussion on characters Discussion of questions

2 2 FEBRUARY

(20) Grammar : Conjunctions

3

ASL

2

  

Identification Different types Examples/exercises

REVISION FOR ANNUAL EXAMS

BROAD SPECTRUM

    

E Beam Course Book Verbal Practice Dictionar y BBC Workshee ts

Month

Topic PROSE: Lesson -2; I met a Basarwa Lesson-5; Isaac Newton

GRAMMAR: APRIL

 

Nouns Pronouns

WRITING : Notice POEM: Summer Sun

MAY

GRAMMAR: Articles

WRITING :  Diary writing  Messages PROSE: Lesson-1; The Miracle

JULY

GRAMMAR: Present Tense

WRITING : Article writing PROSE: Lesson-8; On the Trail

GRAMMAR:

AUGUST

 

Adjectives Tenses (Past and Future)

WRITING : Informal letter POEM: Vocation GRAMMAR: SEPTEMBER

Tenses (cont.)

REVISION FOR HALF YEARLY EXAMS PROSE: Lesson -10; Goopy Gyne Bagha Byne

OCTOBER

GRAMMAR: Voice (Affirmative and Negative sentences )

WRITING : Formal Letter (Letter to the Principal) PROSE: Lesson- 9; The Cherry Tree

POEM: NOVEMBER

The Rum Tum Tiger

GRAMMAR: Adverbs

WRITING : Formal Letter (Letter to a newspaper Editor)

PROSE: L-9 The All-American Slurp DECEMBER GRAMMAR: Reported Speech

Writing: Speech Writing Prose : Lesson – 12;The Dusk

JANUARY

GRAMMAR: Prepositions

WRITING : Email (Informal)

GRAMMAR: Conjunctions FEBRUARY REVISION FOR ANNUAL EXAMS

SYLLABUS AND MARKING SCHEME UNIT TEST I (35+15) WRITTEN TEST: 35MARKS SECTION LITERATURE

WRITING

TOPIC PROSE: I MET A BASARWA ISSAC NEWTON NOTICES DIARY WRITING

TOTAL MARKS 10

10

GRAMMAR

READING

NOUNS PRONOUNS PROVERBS SYNONYMS & ANTONYMS COMPREHENSION

08

07

INTERNAL ASSESSMENT BREAK-UP (15 MARKS): ASL: 5MARKS DICTATION: 5MARKS HOLIDAYS’ HOMEWORK: 5MARKS

UNIT TEST II (35+15) WRITTEN TEST: 35MARKS SECTION

TOPIC

MARKS

PROSE: LITERATURE

GOOPY GYNE BAGHA BYNE

10

THE CHERRY TREE POEM: THE RUM TUM TIGER

GRAMMAR

ACTIVE AND PASSIVE VOICE

10

ADVERBS PROVERBS

WRITING

READING

FORMAL LETTER (LETTER TO THE PRINCIPAL) COMPREHENSION

8

7

INTERNAL ASSESSMENT BREAK UP: ASL: 5MARKS DICTATION: 5MARKS WINTER HHW: 5MARKS

HALF YEARLY EXAMINATION (100 MARKS) SECTION LITERATURE

TOPIC PROSE:

MARKS 30

I MET A BASARWA THE MIRACLE ON THE TRAIL

POEM: SUMMER SUN VOCATION WRITING

NOTICE/MESSAGE DIARY WRITING INFORMAL LETTERS ARTICLE WRITING

25

GRAMMAR

NOUNS

25

PRONOUNS ARTICLES ADJECTIVES TENSES (PRESENT, PAST AND FUTURE) IDIOMS HOMOPHONES PHRASAL VERBS READING

COMPREHENSION [PASSAGE(S) + POEM(S)]

20

ANNUAL EXAMINATION (100 MARKS) SECTION

TOPIC

MARKS

LITERATURE

PROSE:

30

THE CHERRY TREE THE ALL- AMERICAN SLURP PLAY: THE DUSK

POEM: THE RUM TUM TIGER

WRITING

FORMAL LETTER (LETTER TO THE PRINCIPAL)

25

FORMAL LETTER (LETTER TO THE EDITOR)

EMAIL (INFORMAL) SPEECH GRAMMAR

ACTIVE AND PASSIVE VOICE REPORTED SPEECH ADVERBS PREPOSITIONS CONJUNCTIONS HOMOPHONES PHRASAL VERBS IDIOMS

25

READING

COMPREHENSION [PASSAGE(S) + POEM(S)]

20

 

 

 

 

 

       

DELHI PUBLIC SCHOOL, SONEPAT 

Syllabus for Session 2014‐15      Subject: II /III language French    Class: VI    Facilitator: Ms Divya Maheshwari / Neha Madan     No. of Periods allotted per week: 3 for II Language and 2 for III Language    Book: Apprenons le français 2, Cahier d’excercice 2 and CD                                                                                                     I  Term‐ Apr‐Sep  II Term‐ Oct‐March             A. Annual Syllabus    Term  I Term   (April – Sep)   

Topics        

No of periods per topic  (tentative)  Un coup d’oeil sur la france  Voila le frere et la soeur de  manuel  A la cafeteria  Mon pays‐la france  Les parents de manuel  C’est noel  Allons a l’ecole   

1  2    3  3  3  3   

II Term   (Oct – Mar)   

   

Dans un grans magasin  Les repas  Ma maison  Une lettre de Rouen 

3  3  3 

 

3 3 

                      B.BROAD SPECTRUM SYLLABUS MONTHLY BREAKUP    Months   Topics with sub topics  

Apr 

May 

Tentative  Marks per  topic  

Tentative  

Un coup d’oeil sur la France 

4

1

Voila le frere et la soeur de manuel 





A la cafeteria 





Quelle heure est il? 

 



V‐ Le corps humain, Choisir quelquechose 

 

G‐ Verbes en‐er, pronoms 



C‐ Flag, national festival, world francophonie 

 

Mon pays‐la France 

10 



No. of Periods  

V‐ La geographie dela France, G‐ Pluriel des noms,  verbes‐ir, Les articles  C‐ Geography of france‐mountains,rivers and its  famous products  June 

‐‐‐‐ 

 

 

July 

Mon pays‐la France‐ les nationalities

5

4

Les parents de manuel  V‐ Les professions  G‐ Feminine et pluriel des adjectives  Aug 

C’est noel 

5

4

‐ 

 

















‐ 

 

V‐ Les saisons, Situer des objets  G‐ expressions avec avoir, les nombres ordinaux  et cardinaux   Revision  Sep 

Allons a l’ecole  Prepositions.  G‐ Articles contractes, interrogation, verbes  irregulieres, Verbes en eter, eler, cer  Revision 

Oct 

Revision  Quelle heure est il?  Dans un Grand Magasin  V‐ Les vetements 

Nov 

Les Repas  V‐ Les aliments  G‐ Articles pertitifs, verbs en tir et irreguliere 

Dec 

Ma maison  W‐ Decrire un lieu  G‐ Adjective possessifs 

Jan 

Lettre de Rouen  W‐ Decrire une ville  G‐ Verbes irreguliers  C‐ Jean d’arc 

Feb 

Revision   

  C. MICRO SPECTRUM SYLLABUS  

   

Topics  

Method of teaching  

Information about France 



Un coup d’oeil sur la france 

AV Method (Ebeam)

On Francophonie countries 

Lecture  Class Discussion  1 

Voila le frere et la soeur de  manuel 

AV Method (Ebeam)



Lecture  Class Discussion 



A la cafeteria 

AV Method(Ebeam)



Lecture  Class Discussion  3 

Mon pays‐la france 

AV Method(Ebeam)

Physical features of France 

Lecture  Class Discussion  4 

Les parents de manuel 

AV Method(Ebeam)



Lecture  Class Discussion  5 

C’est noel 

AV Method(Ebeam)

Festivals of France

Lecture  Class Discussion  6 

Allons a l’ecole 

AV Method(Ebeam) 

School system of France 

Lecture  Class Discussion  7 

Dans un Grand Magasin 

AV Method(Ebeam)



Lecture  Class Discussion  8 

Les Repas 

AV Method(Ebeam) 

Food of France 

Lecture  Class Discussion  9 

Ma maison 

AV Method(Ebeam) 

‐ 

Lecture Class Discussion  10 

Une lettre de Rouen 

AV Method(Ebeam)

Jean d’arc

Lecture  Class Discussion                  D. Syllabus for Unit test, Half yearly and Annual exam     Unit 1   

Unit 2   

 

 

Voila le frere et la soeur de manuel 

Allons à l’ecole 

A la cafeteria 

Dans un grand magasin 

Mon pays‐la France (only culture and  civilisation) 

  Paragraph of school/Reodering of dialogue 

  Short pargragh (presentez votre ami/père etc)   Half yearly Exam (Sep) 

Annual Exam 

Voila le frere et la soeur de manuel 

Allons à l’ecole 

A la cafeteria 

Au supermarche 

Mon pays‐la France (full  lesson) 

Les repas 

les parents de manuel 

Ma maison 

C’est Noel 

Lettre de Rouen 

Allons à l’ecole 

 

 

Paragraph of School and house. 

Pargraph of seasons or Family paragraph or  Paragragh on school.  

Reodering of dialogue. 

    E. Marking scheme/ Blue print of question paper/ written paper for III Language   

 

 

Unit Test                                    30 Marks  

Half yearly /  Annual Examination                    50 Marks 

Compréhension écrite                 5 Marks 

Compréhension écrite                     5‐7 Marks 

Expression écrite                         5 Marks 

Expression écrite                          8‐10 Marks 

Grammaire                                  15 Marks 

Grammaire                                      30 Marks 

Culture et Civilisation                 5 Marks 

Culture et Civilisation                       5 Marks 

  Unit Test of Third language will be of 35 Marks. 5 marks will be for oral evaluation. It could include  reading, dictation, picture description, dialogue, project etc.     F. Marking scheme/ Blue print of question paper/written paper for II Language   

 

 

Unit Test                                   35 Marks 

Half yearly /  Annual Examination                 100 Marks 

Compréhension écrite                    5 Marks 

Compréhension écrite                    10 Marks 

Expression écrite                           5 Marks 

Expression écrite                           15 Marks 

Grammaire                                   20 Marks 

Grammaire                                     60 Marks 

Culture et Civilisation                   5 Marks 

Culture et Civilisation                    15 Marks 

     

 

Delhi PublicSchool-Sonepat Session:2014-15 Class:VI Subject-German(II Language) Facilitator/Teacher:Ms.Payal Mr.AdityaSharma Broad SpectrumSyllabus Term

Topics

No.ofPeriodspertopic

KannstduInlineskaten? 

(1stTerm: April–September)



WohinfährstduinUrlaub?  8  AllesGutezumGeburtstag! 



MirtutderKopfweh

5

Gesundleben 



(2ndTerm:October–February) Woistdennhier…..? 



HastduLustinsKinozugehen? 



Ordnungmuβsein!

5

RUMSYLLABUSMONTHLYBREAKUP 

Topicswithsubtopics

No.ofPeriods

Wiederholung 



KannstduInlineskaten?  1.   Sportarten/Hobbys  2.   Modalverben  3.   Lesetextverstehen  4.   Kleidungsstückebennen  5.   PossessivArtikel(Nom.&Akk.)  6.   Fragewort:Wem?,Wemgehört?  7.   Nicht….sondern  WohinfährstduinUrlaub?  1.   NamenvonLandschaften  2.   Lokalergänzung:Wohin?–in,an,nach  3.   DieJahrezeiten  4.   DieMonatsnamen

  1  1  1  1 

1  2 

WohinfährstduinUrlaub? 

1.   DasWetterbeschreiben  2.   Temporalergänzung:im,am

1 1

3.   Fragewort:warum,Wann,wielange?  AllesGutezumGeburtstag!  1.   DasDatum  2.   zumGeburtstaggratulieren  3.   eineEinladungschreiben/aufeine  Einladungantworten  4.   Imperativ 

5.   Präposition:für  6.   Fragewort:Wen?

Wiederholung  MirtutderKopfweh  1.   dieNamenderKörperteile  2.   einigeKrankheitenundMedikamente  bennen  3.   Dativ:bestimmterartikel,Personal  Pronomen

1      1  1 

2  1



3

4.   Verb:wehtun  5.   Imperativ  6.   ParagraphWriting  Wiederholung

Gesundleben  1.   dieNamenvonLebensmittel  2.   Lesetext

2  1  2  3

1  2

Wirtrainieren  Woistdennhier…..?  1.   Orientierunginderstadt.  2.   NamenvonGebäudeninderStadt  3.   Frage:Wo?(Dativ)

2  1  2

Woistdennhier…..?  1.  Lokal‐Ergänzung:an,in,vor,hinter,neben  +Dativ  2.  DieVerben:wissen,stehen,sitzen  3.  Stadtplanlesen/beschreiben 

1  1 

HastduLustinsKinozugehen?  1.OrteinderStadt  2.nachdemWegfragen  3.Richtungenfinden  4.Wegbeschreibungen  5.Präposition:in,auf+Dativ:Frage:wo?  6.In,auf+Akk:Frage:wohin?  7.Infinitivmitzu  8.Mit+Dativ



1  1  1  2

Wiederholung  Ordnungmusssein!  1.   Zimmereinrichtung beschreiben  2.   Verben‐legen,stellen,

Ordnungmusssein!  1.  Verben‐liegen,stehen,sitzen–setzen  2.  Lesetext  3.  E‐mail

RevisionforFinal  Examination



1  1

1  2  1

3

SPECTRUMSYLLABUS 

Topics

tdu  katen?

nfährstduin  ?

No.ofSubTopic

1.   Sportarten/Hobbys  2.   Modalverben  3.   Lesetextverstehen  4.   Kleidungsstückebennen  5.   PossessivArtikel(Nom.&Akk.)  6.   Fragewort:Wem?,Wemgehört?  7.   Nicht….sondern

1.   NamenvonLandschaften  2.   Lokalergänzung:Wohin?–in,an,  nach  3.   DieJahrezeiten  4.   DieMonatsnamen  5.   DasWetterbeschreiben  6.   Temporalergänzung:im,am  7.   Fragewort:warum,Wann,wie  lange?

Methodofteaching 

Lecture/AVmethod  /Discussion

Lecture/AVmethod/  Assessment/Project

Activity

Project

1.   Lied:Diebunten  Noten  2.   Kreuzworträtsel 

http://german.about. com/library/blsportart en.htm

1.   Lied:Wohinfährst  duinUrlaub  2.   Spiel:Wetter  Karten

Project:Brühmte  Urlaubsziele  von  Deutschland

3.AllesGutezum  Geburtstag!

1.   DasDatum  2.   zumGeburtstaggratulieren  3.   eineEinladungschreiben/auf  eineEinladungantworten  4.   Imperativ  5.   Präposition:für  6.   Fragewort:Wen?

Lecture/AVmethod/  Discussion

1. Lied:Zums  Geburtstagviel  Glück  2.   Spiel:  Geschenkee‐  Memory

1.   Dialogpuzzle  4.MirtutderKopfweh

1.   dieNamenderKörperteile  2.   einigeKrankheitenund  Medikamentebennen  3.   Dativ:bestimmterartikel,  PersonalPronomen  4.   Verb:wehtun

Lecture/AVmethod/  Discussion

http://www.youtube. com/watch?v=NhVuN bQhPIk

1. 5.Gesundleben

1.   dieNamenvonLebensmittel  2.   Lesetext

Discussion/AV  method

6.Woistdennhier…..?

1.   Orientierunginderstadt.  2.   NamenvonGebäudeninder  Stadt  3.   Frage:Wo?(Dativ)  4.   Lokal‐Ergänzung:an,in,vor,  hinter,neben+Dativ  5.   DieVerben:wissen,stehen,  sitzen 6.   Stadtplanlesen/beschreiben

Discussion/Audio

Lied:Wasisstdu  meinKind. 

http://german.about.co m/library/anfang/blanfa ng13.htm

1.   DasFragespiel

7.HastduLustinsKinozug ehen?

8.Ordnungmusssein!

1.   OrteinderStadt  2.   nachdemWegfragen  3.   Richtungenfinden  4.   Wegbeschreibungen  5.   Präposition:in,auf+Dativ:Frage:  wo?  6.   In,auf+Akk:Frage:wohin?  7.   Infinitivmitzu  8.   Mit+Dativ 1.   Zimmereinrichtung beschreiben  2.   Verben‐legen,stellen,  3.   Verben‐liegen,stehen,sitzen–  setzen  4.   Lesetext  5.   E‐mail

      MARKING SCHEME/ BLUEPRINT:   

EXAMINATIONSTRUCTUREFORHALFYEARLY/ANNUALS:   

ThequestionpaperwillbedividedintofourSections:  Total‐100marks 

   

SectionA: ReadingComprehension–40marks.  SectionB:  Writingskills‐10ma rks.   SectionC:  Grammar‐40mark s.    SectionD:  Vocabulary‐10mar ks.  SchemeofSectionandWeightagetoContent: 

Discussion/Audio

Discussion/Audio/  Assessment

http://kids.nationalgeogra phic.com/kids/places/find/ germany/

1.   Lied:Wiesiehtden  deinZimmeraus?  2.   Kreuzworträtsel

Project:Wohnung  beschreibenundeinrichten

SECTION

SectionA

TYPESOFQUESTIONS

One UnseenPassage.(15)  One seenPassage(15) 

NO.OF  QUESTIONS

MARKS

3 True/False  Onewordanswers  Matchthefollowing 

SummarizingofGermantextinEnglish(10)

Total=40

MakeSentences  WritesSynonyms&  Antonyms

SectionB

SectionC

WritingSkills 

2

Email(30‐40words)(5) 

LA 

Paragraph(50‐60words)(5)

LA

Grammar 

MCQ 

ModalVerbs 

Fillintheblanks 

Prepositions 

Matchthefollowing

Total=10

8

Imperativ 

Total=40

PersonalPronouns(Akk.,Dat.)  Questionmaking  Irregularverbs  Seperableverbs  Subordinateclauses(weil) SectionD

Vocabulary  .

Fillintheblanks

1 Total=10

    EXAMINATIONSTRUCTUREFORUNITTESTS:     Thequestionpaperwillbedividedintofour Sections:    Total‐35marks   SectionA: ReadingComprehension– 10marks.    SectionB: Writingskills‐5marks.   SectionC: Grammar‐15marks.    SectionD: Vocabulary‐5marks.            SchemeofSectionandWeightagetoContent:   

      SECTION

SectionA

TYPESOFQUESTIONS

One UnseenPassage.(5) 

NO.OF  QUESTIONS

MARKS

2 True/False  Onewordanswers 

SummarizingofGermantextinEnglish(5)

Matchthefollowing 

Total=10

MakeSentences  WritesSynonyms&  Antonyms SectionB

WritingSkills  Email(30‐40words)(5)/Paragraph(50‐60words)(5)

1 LA

Total=5

SectionC

Grammar 

MCQ 

UT1(29.7.14) 

Fillintheblanks 

Modal  Verbs 

Matchthefollowing

5

Prepositions 

Total=15

Imperativ  PersonalPronouns(Akk.)  Irregularverbs  Subordinateclauses(weil) 

UT2(17.12.14)  PersonalPronouns(,Dat.)  Seperableverbs  Prepositions  Questionmaking  Subordinateclauses(weil)  Verbs(Akk.,Dat.) SectionD

Vocabulary 

Fillintheblanks

   

 

1

Total=5

Delhi PublicSchool-Sonepat Session:2014-15 Class:VI Subject-German(IIILanguage) Facilitator/Teacher:Ms.Payal Mr.AdityaSharma

Broad SpectrumSyllabus Month

Topics

April

Begrȕßung Hallo!

May

Dasistmeine Familie.

July

Hastdu Geschwister?

Marks per topic forUT/Exams

No.of period specify 8

Reading

10

Writing

5

Grammar

10

Vocabulary

5

8

4

August

Wo wohnt ihr?

September

8

8 Wohnung. Revisionfor Half-yearly exam

October

5 DasHausvon FamilieWeigel.

November

EinBesuch

8

December

Mautzi,unsere Katze

6

January

Bestimmterund Unbestimmter Artikel

6

February

Revisionfor Annual exam

5

Micro SpectrumSyllabus Topics

• Begrüßung

• DieZahlen

• DieZeit • Meine Familie • Familien Mitglieder • Haustiere

• Sachen und Personen

No.of SubTopics with perioddesignated • Wiederholung • Begrüßung • Vorstellung • FrageSätze: Wer?,Wie? • Aussagesatz • DieZeit • Familien Mitglieder • Personal Pronomen • Possessiv Pronomen • Präpositionen: von(relation) • • • • • •

MeineFamilie Artikel Wiederholung Satzfrage Verb:haben Negation

Periods

Methodof teaching

Project/Activity/Assessment

1

AudioCD’s

Lied:Hallo,Leute Guten Tag!

1 1

Worksheets

http://kids.nationalgeographic.co.in/ kids/places/find/germany/

1 1

Assignments

ZahlenSpiel

1 2

Notes

Lied:DasistmeineTante Frieda.

1 2

http://quizlet.com/5927617/german‐ haustiere‐pets‐flash‐cards/

2 1 1 1

Kreuzworträtsel

•Nomenim Plural                        •Akkusativ

• Akkusativ Intro • Adjektiv • Fragesatze:Wie undWiealt?

1

• Personen beschreiben

1

• Verb:wohnen, liegen •Verben

• Fragewort: Wo,Wie?Wer?

1

2

1

• Präpositionen: (inundbei)

•Präpositionen • Die Wohnung •Möbel

• • • •

DieWohnung Möbel Zimmer beschreiben HalfYearly Papers • Demonstrativ

Lied:HastduGeschwister?

BuchstabenSpiel

1

Wiealt,Wieviele? •Fragewörter

FamilienMemory Stammbaum

1 2

ZickzackDialog

Städte –Memory

2

2 1 1 2 1

Dialogpuzzle

Lied:Na,wasistdenndas?

•Adjektiv •Negation •Verben

•DasEssen •EinBesuch

Pronomen • Adjektiv • Fragewort:Was? • Negation:nicht/ kein • Ja–NeinFragen • NeueVerb: essen möchten,trinken PP:mir,dir, Ihnen • Haustiere • DasEssen • EinBesuch Verb:mögen

2 1 1

Tier–Memory

2

Lied:HastduTiere?

1

       

1

1

•Artikel

Lied:Hallo,Jakob!

2

• Negationund Ja/NeinFragen • Akkusativ: Unbestimmter Artikel • Negation unbestimmter Artikel • Pluralbilden • Wiederholung

Silbenrätsel

2

2

Märchen:Rotkäppchen http://www.funtrivia.com/quizzes/ world/languages/german.html

2

•Absatz 2 2

Lied:SprechenSie einbisschenDeutsch?

• Ländernamen

•Fragewörter •Präpositionen

Verb:sprechen

1

• Ländernamen Sprachennamen

1

• Fragewörter: Woher?Was? • Präpositionen: aus/ausder • Gegenteile •     Revisionfor Final Examination

1 2 1 3

Länder–Memory

http://www.bbc.co.uk/languages/g erman/talk/introductions/

SpielmitGegenteile

MarkingScheme   

UnitTest–I (23.7.14)

th

UnitTest–II (3.12.14)

TotalMarks=30 

TotalMarks=30   

 

     

      •    Begrüßung 

•    DieZahlen  •    Beschreibung  •    Fragewort 

  •     DieZahlen  •    FrageSätze  •    DieZeit  •     Pronomen 

 

  •    Präpositionen  •    Negation 

  •    Familie  •    Artikel  •    Verben 

•    Verben  •    Adjektiv  •    Akkusativ 

 

     

HalfYearlyExam/ AnnualExamination

TotalMarks= 50 

  Reading      15 

  Writing      10    Grammar  15 

  Vocabulary 10            MarkingScheme/QuestionPaperBluePrint 

  UnitTest    Formof Question

Total Marks

1

ShortTypeQuestions

1o

2

Fillintheblanks

5

3

WriteGermanwordand

5

S.No.

Article 4

MakeQuestions

5

5

Writetheconjugationofthe  verbs

5

TotalMarks

30

HalfYearly/AnnualExamination

SNo.

FormofQuestion

Total Marks

1

ShortTypeQuestions

10

2

Fillintheblanks

10

3

WriteGermanwordand Article

10

4

MakeQuestions

10

5

Writetheconjugation oftheverbs

10

TotalMarks

50

------------------------------------------------------------------------------------X-------------------------------------------------------------

Annual Syllabus Subject: Japanese  Class 6   

Text Book: MOMO  Exercise Book: MOMO 

  April& May  Total allotted Sessions in the month: 12 [Lesson 1]    Topic  Revision         

Introduction of MOMO  Katakana  arimasu/imasu (to be)  Particle “~ni” (locative)  Particle “~ni” (dative)  “~ya~ya~nado”(etc.)  Pronouns and indicating  place   

 

Objective  To take an overview of the work done in  last year.        

To introduce students their new  syllabus.  To introduce a new script (Katakana)  To say the location of animate and  inanimate objects.  To introduce a person to others.  To count animate and inanimate  objects.  Improve the writing skills of students.  To check the Japanese Language  ability of students   

Subtopics:    Various measure words   Schooling in Japan  Micro Spectrums: Difference between various words stands for existence.         

Detail/ CW  Revision of Chapter 1‐8        

Reference  Books/websites 

Teaching Aids  Text Book (UME) 

Introduction of MOMO   Lesson No. 1 (MOMO)  Writing Katakana on Board  Explanation of the pattern   ‘~wa doko ni arimasuka’.  Give a number of examples  sentences and make the   students participate too.  To teach Katakana by  writing on the board  Class Tests 

Using picture  cards and  illustrations  Q&A  Using the  vocabulary  learnt in UME  MOMO (Text  Book) 

UME      

MOMO  kodomo no nihongo  (part 1)  kodomo no nihongo  (part 2)  Katakana practice  Workbook  www.sites.google.co m/site/dpssjapanese   

 

July& August  Total allotted Sessions in the month: 10 [Lesson 2]   

 

Topic 

Objective 

 Revision of  pattern ‘~wa doko  ni arimasuka’   Greetings    Some new verbs   Age   Dates   Some new Verbs   ~mashoo   Time   Demo   Goro   Particle ‘e’   Use of Adjective   Kotoba   Animals names   Sentence Patterns    Katakana 

 To introduce dates and  teach how to say one’s  birthday and age.   To introduce greetings  when visiting someone’s  house.   To introduce expressions  describing two  simultaneous action.   To introduce expressions  describing two or more  sequential action.   To check Students’  Language ability   

Detail/ CW 

Teaching Aids 

 Text Book   Explanation of the lesson   (MOMO)   Reading and explanation of  words in ‘Kotoba’   Make an  Jumping   Revision of the pattern,  Frog  ‘~wa doko ni arimashuka’  (ORIGAMI)  using new words learnt.   Exercise   Explanation of the use of  Book  objectives  (Lesson 3)   Explanation of words in    Vocabulary (KOTOBA) and  practice of the use of    objectives   Explanation and practice of  ‘Reibun’ and reading  practice of entire lesson.   Explanation and practice of  Renshuu and Oboemashoo   Explanation of Grammar  under HAKASE column   

Reference  Books/websites   MOMO (Text  Book)   MOMO(Exerc ise Book)     www.sites.go ogle.com/site /dpssjapanes e       

 

September & October  Total allotted Sessions in the month: 11 [Lesson 3]   

 

Topic 

Objective 

 Revision of  pattern ‘~wa doko  ni arimasuka’   Greetings    Some new verbs   Age   Dates   Some new Verbs   ~mashoo   Time   Demo   Goro   Particle ‘e’   Use of Adjective   Kotoba   Animals names   Sentence Patterns    Katakana 

 To introduce dates and  teach how to say one’s  birthday and age.   To introduce greetings  when visiting someone’s  house.   To introduce expressions  describing two  simultaneous action.   To introduce expressions  describing two or more  sequential action.   To check Students’  Language ability   

Detail/ CW 

Teaching Aids 

 Text Book   Explanation of the lesson   (MOMO)   Reading and explanation of  words in ‘Kotoba’   Make an  Jumping   Revision of the pattern,  Frog  ‘~wa doko ni arimashuka’  (ORIGAMI)  using new words learnt.   Exercise   Explanation of the use of  Book  objectives  (Lesson 3)   Explanation of words in    Vocabulary (KOTOBA) and  practice of the use of    objectives   Explanation and practice of  ‘Reibun’ and reading  practice of entire lesson.   Explanation and practice of  Renshuu and Oboemashoo   Explanation of Grammar  under HAKASE column   

Reference  Books/websites   MOMO (Text  Book)   MOMO(Exerc ise Book)     www.sites.go ogle.com/site /dpssjapanes e       

  November & December  Total allotted Sessions in the month: 7 [Lesson 4]    Topic 

Objective 

Detail/ CW 

 Continuous form  of verbs   ~te mo ii desuka   ~ta hoo ga ii desu   ~nai de kudasai   ~desukedo   ~te ~te   ~te wa ikemasen   

 To introduce some more  grammar to students   To seek permission to do  something   To give advice and make  suggestions   To prohibit an action   To talk about one’s  illness 

 How to make continuous of  verbs   Explanation of the pattern  ‘~te mo I desuka’ and ‘~ta  hoo ga ii desu’   Explanation of HIRAGANA,  OBOEMASHOO and  KATAKANA   Explanation and practice of  Renshuu   Explanation of Grammar  under HAKASE column   

 

     

January and Feburary 

Teaching Aids   Text Book  (MOMO)   Exercise  Book  (Lesson 4)   

Reference  Books/websites   MOMO (Text  Book)   MOMO(Exerc ise Book)     www.sites.go ogle.com/site /dpssjapanes e     

  All sessions of these months will be based on Revision for Lesson 1 – 8.   

Projects will be assigned to students:    Project 1: Students will research about the Japanese festivals and then from  their research a festival will be given to students to find out the details of  that and share with all as presentation.    ________*________   

 

 

 

 

 

DELHI BPUBLIC SCHOOLSONEPAT SYLLABUS FOR SESSION (2014-2015) SUBJECT : MATHEMATICS CLASS- VI Teacher / Facilitator : Mr. Sanjog Malik No. of Periods alloted per week : 5 Total no. of Periods required in the session: 135 A. BROAD SPECTRUM SYLLABUS (MONTHLY BREAKUP)   

Months

No. of periods

April

19

Topics

3. Integers 

No. of Periods (teaching+ assessment) 6+1 3+1 7+1

1. Knowing Our Numbers 2. Whole Numbers

May

14

4. Playing with Numbers

13+1

July

8

5. Data Handling 

7+1

August

18

6. Fractions   7. Decimals 

9+1 7+1

September

12 8

8. Basic Geometrical Concepts 

11+1 8

9. REVISION  

October

HALF YEARLY EXAMS  

November

18

10. 13. 14. 15. 15.

Understanding Elementary Shapes Practical Geometry Symmetry Mensuration Ratio and Proportion

December

12

January

12

16. Algebra

February

14

REVISION   

6+1 8+1 2 5+1 5+1 11+1

14

     

B. Micro Spectrum Syllabus Topics

Name of Sub Topics

No. of Periods designated

Method of teaching – 1) G.K.Portion Lecture 2) AV Method 3) Class project 4) Assessment

Knowing our numbers

    

Identification of smaller and  greater numbers   International and Indian  System of Numeration  Roman numbers  Word Problems   Estimation  

1      1           2  2 

Lecture/Activity  Charts made by the children,  puzzles. 

Application areas of Indian and International place value system used

Whole numbers

Integers

  

   

Introduction of whole  numbers   Number line   Properties of whole  numbers  

1    1  1 

Demonstration/Activity 

Introduction to integers   Representation of integers   on number line   Operations in integers  Use of brackets  

1    1      2   

Lecture/Project  Charts, Coloured blocks. 

History of Zero

Teaching using Ganit Mala

Use of integers in daily  life –comparison of  temperature of two  cities, profit and loss  etc. 

3 Playing with Numbers

       

Factors and multiples   Prime & Composite  Numbers  Tests of divisibility   Common Factors and  Multiples.  Prime factorization  HCF and LCM  

1    2      3    2      2    3 

Explanation/Problem solving.  Ganit Mala , Smart Class. 

Interesting facts and relation between factors and multiples.

Data Handling

Fractions

 Organisation of data    Pictograph    Bar graph – its                 study  and          drawing   

2    2  3 

 

Introduction to fractions  Types of fractions and inter  –conversions   Equivalent fractions   Simplest form of a fraction   Comparison of fractions   Addition and Subtraction of  fractions    

1    1        1    1      2    3 

Decimals in Tenth.  Decimals in Hundredth.  Comparing decimals.  Decimals in Money, Length  and Weight.  Addition & Subtractions in  Decimals.  Word Problems. 

1    1    1    1      1     

   

Decimals

     

2

Its use in business, cricket, weather report Different types of Data used in and various other various forms of life. vocations . Activity/Project 

Problem solving method 

Fraction kit

Use of fractions in daily  life – like marks in  different subjects,  portion of pizza, cake  etc.  

Use of fractions in the field of science, geography etc.

Usage of decimals in our daily life like Use of decimals in currency like representing money, conversion of paise to rupees. length and weight. Lecture/activity 

     

Basic Geometrical Concepts

 

Understanding Elementary Shapes

  

    

Practical Geometry



Symmetry



Introduction  Curves  Angles  Triangles   Quadrilaterals   Circles      Line Segments   Measurement of angles its  Types and ,Application.  Triangles, Quadrilaterals   Polygons   3 – D Shapes   

Introduction   Circle   Line Segment   Perpendicular line   Angles     Axis of symmetry and  Reflection symmetry  Figures with more than one  line of symmetry 

1  1  3  2  2 

Evolution of Geometry . 

Lecture/Project 

Moulds charts.

of

Various

shapes, How art is inspired by Geometry.

2 1    2      1    1   1  1  1   2     2 

Explanation and Demonstration. 

Usage of elementary  shapes in daily life.  For  e.g. in professions like  engineering,  architecture 

Demonstation 

Evolution of Geometry in modern age and its application.

Geometry box instruments.

2 1     

Use of symmetry in various objects and Geometry box instruments , building etc. coloured paper, graph paper. Demonstration 

1

 

Mensuration

Perimeter   Area  

   



3

Explanation and Demonstration. 

Solid Shapes

Use of mensuration by farmers, builders, painters etc.

Ratio and Proportion

Algebra

  

Ratio   Proportion  Word Problems 

1  2   2 

    

Introduction to Algebra   Use of  Variables  Algebraic expressions   Expressions using  variables   Solution of equation   

1    3    3    2 

Explanation and Demonstration.  Finding ratio  and proportion of  different colors in different  patterns 

Smart class/Problem solving.

2  

B SYLLABUS FOR THE UNIT TESTS, HALF YEARLY EXAMS AND ANNUAL EXAMS. (a). UNIT TEST I.

(July2014)

1. Knowing Our Numbers 2. Whole Numbers 3. Playing with numbers (b). HALF YEARLY EXAMS. 1. Integers 2. Fractions 3. Whole Numbers 4. Decimals

(October2014)

Logical reasoning useful  in daily life. 

Learning situations involving comparison by division

Contribution of Arabs  towards Algebra.  History of Algebra. 

5. Data Handling (c). UNIT TEST II.

(November 2014)

1. Understanding Elementary shapes   2. Basic Geometrical Concepts 3. Symmetry (d). ANNUAL EXAMS.

(March 2015)

1. Ratio and Proportion 2. Practical Geometry 3. Algebraic Expressions 4. Mensuration 5. Basic Geometrical Concepts

BLUE PRINT: UNIT TESTS. S.No. Form of Questions

Marks for each Questions

No of Questions

Total marks

1.

Very short answer type

2

3

06

2.

Short answer type

3

4

12

3.

Long answer type

6

2

12

4.

H.O.T.S

5

1

05

10

35

Total

HALF YEARLY / ANNUAL EXAMS:

S.No. Form of Questions

Marks for each Questions

No of Questions

Total marks

1.

Very short answer type

2

7

14

2.

Short answer type

3

8

24

3.

Long answer type

4

4

16

4.

Very long answer type

6

6

36

25

90

Total

MARKS DISTRIBUTION: AREAS

UNIT TEST

HALF YEARLY / ANNUALS

Theory

35

90

Mental Maths

10

10

Internal Evaluation Total

5

_

50

100

List of Activities / Projects :1. DATA HANDLING: Making data of class wise strength of the school. 2. BASIC GEOMETRICAL CONCEPTS: Making a picture or rangoli using geometrical figures. 3. KNOWING OUR NUMBERS -Solving magic squares. 4. COMPARISON OF NUMBERS :Arrange classmates in increasing or decreasing order of their heights or weights. 5 FRACTIONS AND DECIMALS:Fun with shading ,paper folding activity. 6 INTEGERS : Activity taking different colors of blocks representing positive and negative integers to solve the sums. 7. PERIMETER AND AREA- To find various objects from surroundings which have regular shapes and to find their perimeter and area.

8. ALGEBRA :To make patterns ( letters and other shapes ) using matchsticks. 9. SYMMETRY -a) Making figures by ink string pattern, graph paper. b)Making figures by paper folding and cutting activity. 10. LINES AND ANGLES: Making different types of angles using various objects. 11. RATIONAL NUMBERS: Collection of information from internet. Site-Google.com – numbers and their evolution. 12. ANGLES: To find angle bisector by paper folding activity. 

  SOCIAL SCIENCE SYLLABUS Broad Spectrum CLASS-VI FY-2014-15 Month

Method of teaching

Activity/project

L-2 Early Humans-I The Stone age Humans made tools Techniques of tool making Human discover fire Early rock paintings The Deccan

Lecture and PPT Assignment

Map work to mark the important Palaeolithic, Neolithic and Megalithic sites

L-3 Early Humans-II Humans produce food Humans domesticated animals, Humans invent the wheel, humans make pottery, Archaeological evidences The Chalcolithic age

Lecture Ebeam Textbook Assignment

Topics with Sub-topics

April

No. of periods 2

L-1Unity in Diversity Our culture today Festivals, Dance& music Art and sculpture Food, Clothes Unity in India Globalization L-1 The Earth and the Solar System The Solar System The Sun Our Planet-The Earth Other planets The Satellites Asteroids ,Meteors, Comets The Constellations

3

Show students a movie depicting Unity 3

Lecture PPT on our solar system. 4

A class discussion on the journey of the wheel from ancient to modern times

A project on different festivals celebrated in our country and religions followed in India

Find about the new planet discovered by scientists

Page 75 of 305   

  L-4 The First Cities Indus Valley Civilization Cities of Civilization Occupations and Crafts Harappan Cities in Gujarat

MAY

L-5 The Age of Vedas The Vedas Archaeological Sources Daily Life Occupations Chalcolithic settlement The megaliths L-2 Latitudes and Longitudes Parallels and Meridians Parallels or Latitudes Important Parallels Heat Zones Meridians or Longitudes L-2All human beings are equal Prejudice Stereotypes Discrimination Caste based discrimination Fighting for Equality Part III: Fundamental

4

3

5

4

L-3Forms of the government Democracy and Authoritarianism Parliamentary and Presidential

JULY

Lecture PPT on ebeam and documentary related to the theme

Lecture and discussion

Lecture Show the students globe and different types of maps Lecture PPT on ebeam and documentary related to the theme

A class discussion on the journey of the wheel from ancient to modern times.

Prepare a project to study early Aryan life style depicting their food, dress , ornaments and gods they worship. Students will be asked to make a globe on a ball. Ask the students to read the classic adventure novel “Around the World in Eighty Days” A class discussion on Design a poster on Right to Education for a girl child. Read stories ( Amar Chitra Katha) of Dr B R Ambedkar, about his child and struggle to be a respectable

Lecture Textbook PPT through ebeam

Discussion on the topic “Unruly behavior has become a regular feature of the Parliament.”

Textbook PPT through Ebeam Assignment

Make a Chart to show how days and nights are caused.

Revision for UT-1 AUGUST

L-3Motions of the earth Rotation of the Earth The circle of illumination Length of Day and Night Revolution of the Earth The Phenomenon of Seasons

7

Page 76 of 305   

  L-5Globes and Maps Types of Maps Measuring Distances How to show scale on a map, Finding Directions Conventional Signs and Symbols, Sketch ,Plan

L-6Early kingdoms Janapadas and Mahajanapadas Republics Monarchies Magadha The Vajji Confederacy Ch-5 Panchayati Raj System Structure of The Panchayati Raj The Village level The Block Level The District Level State governments and the Panchayati Raj

6

4

4

Lecture Show the students globe and different types of maps

To draw a plan of your classroom using symbols. To make a Sketch of School buildings and show the important places on it. Make a project on Status of women from the Vedic Age to 600 BC. Find out the reasons behind the change in the status of women.

Lecture Textbook Short PPT through ebeam

Textbook PPT through Ebeam Lecture Ebeam TextbookAssignme

Visit a meeting of Panchayat of Khewra village. Ask the students to find out no of districts and blocks in the state they live.

September L-8The first empire –The mauryas Mauryan Emperors Chandragupta Maurya Bindusara Emperor Ashoka Ashoka’s Dhamma The Mauryan administration The end of Mauryan empire L-9 Life in the villages and towns Growth of crafts The second urbanization-towns and cities Arikmandu

4

2

Collect any two pictures of Ashokan pillars and write few lines on each of the pillars

Lecture Textbook PPT on King Ashoka

Textbook PPT through Ebeam Assignment

Revision for half yearly

October

L-4 Democracy

Page 77 of 305   

  Representative democracy Features of democracy Formulation of Public Opinion, Resolving Conflicts

Textbook Newspaper reading, Discussion

L-5 Majore domains of the earth Lithosphere Hydrosphere Importance of oceans Atmosphere Composition and structure Of the Atmosphere Importance of Atmosphere Biosphere

November

Lecture Globe PPT through ebeam

Arrange a mock rally so as to make the students understand the importance of people’s participation in democracy

Discuss the precautionary measures taken at home and outdoors to keep yourselves safe when thunder and lightning.

Revision for UT-2

L-11 The Gupta and the Post- Gupta Period Political History Samudragupta Chandragupta II The Post –Gupta Period Hiuen Tsang’s account L-12 Culture and science in the Ancient Period Literature Religious literature Secular literature Art and Architecture Science

5

Lecture Textbook Discussion/ PPT

5

Lecture Textbook and PPT

December L-7 District Administration Structure of District Administration Functions of District Administration Judicial Administration

L-6 Major Landforms of the Earth Mountains plateaus

5

Make a project on the visit of Chinese pilgrim Hiuen Tsang to India and compare it with foreigners who visit India nowadays(purpose, duration of stay) Students will Make a project showing pictures and features of Brihadeswara temple and Meenakshi temple or project on Aryabhatta and his contributions

Textbook PPT through ebeam

Group Discussion on the right of women to their parental property

Lecture

Mark the major continents, deserts on the world map

Page 78 of 305   

  January

Plains

Globe PPT through ebeam

L-7 India- location and Political divisions Location and Extent Political Divisions

L-8 India physical features The Northern Mountains The Northern Plains The Peninsular Plateaus The coastal plains The Islands

L-6 Local self govt in urban areas Nagar Panchayat Municipality Municipal Corporation Committees Sources of Income Supervision of local bodies

On Political map of India mark different states and capitals 4

PPTthrough ebeam

7

Lecture PPT through ebeam

Make project on the physical features of India and mark them on map.

.

3

Lecture Textbook Short PPT through ebeam

Revision for the final exams

Page 79 of 305   

 

Unit Test-1

Total Marks 50

Theory : 45 Marks

Subject

Marks

Early humans-1

17

Early humans-2

.

The earth and the solar system

13

Unity in diversity

10

High order thinking question

5

Project work

5

The first cities

33

The age of the Vedas Early kingdoms Half yearly : 100 marks Theory:90 marks

Latitudes and longitudes

32

Page 80 of 305   

  Mcq:10 marks

Motions of the earth Globes and map All human beings are equal

25

Forms of the government UT-2

The first empire-the Mauryas

15

Major domains of the earth

15

Democracy

15

Panchayati raj The Gupta and the post Gupta period

33

Culture and science in the ancient period Annual exams

Life in the villages and towns Major landforms of the earth

32

India location and political division India –physical features District administration

25

Local self government in urban areas

Page 81 of 305   

 

SCIENCE ANNUAL SYLLABUS

Topics

First Term – April September



Food: Where does it come from

4



Components of food

8



Separation of substances

6



Sorting materials into groups

4



Changes around us

8



Measurements and motion

12



Things around us

12

Topics

Second Term – Oct.- February

Examination

10

Page 82 of 305   

Number of periods per topic

 



Getting to know plants

8

Fun with magnets

4



Form and movement in animals

9



Electricity and circuits

9



Light shadows and reflection

12

BROAD SPECTRUM:

Number of periods Marks per topic for Months

Topics with Subtopics UT

HY/AL

Page 83 of 305   

Teaching

Project

Assessment

 

Why do we eat food 

Autotrophs



Heterotrophs



Photosynthesis



Groups of animals according to their food habits



Food obtained by animals

5

10

2

1

1

10

20

6

1

3

COMPONENTS OF FOOD

April



Carbohydrates



Proteins



Fats



Minerals



Vitamins and their deficiency



Roughage and its usefulness



Water



Balanced diet



Deficiency diseases



ORS Page 84 of 305 

 

 

SEPERATION OF SUBSTANCES Methods of separation

May



Threshing



Winnowing



Hand picking & Sieving



Sedimentation & Decantation



Filtration



Evaporation



Condensation



Solubility of substances



Saturated solutions

15

15

Changes around us 

Types of Changes Page 85 of 305 

 

5

1

2

 

July



Reversible (Examples)



Irreversible (Examples)



Physical and Chemical Change with examples



Expansion in solids,liquids&gases



Contraction in Solids



Liquids and Gases



Application of Expansion and contraction

6

15

1

3

1

1

Measurements and Motion 

History of transport and length

Measurement. 

Need to measure distance



Standard units of measurement



S.I. Units or International system of units

10

Page 86 of 305   

4

 

August 

Measurement of length using a

scale 

Precautions taken



Measurement of length using a divider.



Measuring the length of a curved line.

Motion 

Types of motion with example



Rotational



Translational



Rectilinear and Curvilinear



Differences between them

Novemb er

10

10

FUN WITH MAGNETS 

Magnet

Page 87 of 305   

4

1

3

 



Poles of a magnet



Magnetic compass



Attraction and Repulsion



Types of magnet – Permanent and temporary



Electromagnet



Loss of Magnetism

(THE WORLD OF THE LIVING) Things around us 

Structural Organization



Unicellular organisms



Multicellular Organisms



Characteristics of living organisms



Difference between living and

15

10

Page 88 of 305   

7

1

3

 

October

non living organism

Examination 

Biotic & Abiotic components



Importance of light



Temperature



Warm blooded animals



Cold blooded animals



Air



Importance of air



Wind



Importance of wind



Water



Importance of water



Soil



Importance of soil



Biotic community

Page 89 of 305   

 



Habitat

Getting to know plants

Novemb er



Different types of plants



Root system – different



Functions of roots



Root Modifications



Shoot system



Stem and functions of a stem



Stem modifications



Leaves



Venation, parallel venation

15

20

reticulate venation 

Functions of leaf



Transpiration Page 90 of 305 

 

10

2

3

 



Leaf modifications



Flowers, fruits and seeds



Different parts of a flower



Pollination

Electricity and Circuits 

Electricity



Electric current



Bulb



Source of electric current

20

Cell and battery

January



Dry cell construction and working



Primary and secondary cell



Conditions required for flow of

electric current 

Open circuit, closed circuit Page 91 of 305 

 

6

2

2

 



Symbols, conductors and insulators



Good and bad conductors



Precautions while using electricity

LIGHT SHADOWS AND REFLECTION 

Light



Luminous objects



Non luminous objects



Sources of light – natural and

10

artificial 

Transparent, translucent and

opaque materials 

Propagation of light



Ray & Beam



Shadows Page 92 of 305 

 

6

1

2

 

February



Characteristics of a shadow



Pin hole camera



Reflecting surfaces



Regular and diffused Revision

                          Page 93 of 305   

 

    MICROSPECTRUM FOR SCIENCE SYLLABUS  Syllabus for Class VI  Month and  Number of sub‐ Topic  topics 

Periods 

Method of teaching 

Page 94 of 305   

  Activity/  Web search 

       Evaluation 

 

 April              Food‐  Where  does it  come from 

Types of living  organisms  according to the  way they obtain  their food.    Food obtained  from plants and  animals.    Special  characteristic of  herbivores and  carnivores 

                  4 

      Lecture and audiovisual  method                  Flash cards based on  special features of  herbivores and  carnivores. 

      To make sprouts with  different types of  pulses.   

    1 .Name the nutrient  present in sprouts.  2 .How does it influence  organism.    3. Write the procedure to  http://animals.pppst.co make sprouts of moong.  m/what animals eat.htm   http://www.saburchill.c 4. Who are vegans?  om/chapters/chap0015.     html  http://www.moomilk.co m/tour.htm 

   

           

Carbohydrates    Fats    Proteins    Vitamins and 

             

  Lecture    Lab demonstration    Testing for presence of  sugar/starch, Fats and  Page 95 of 305 

 

    Making two sets of  cards  Set A‐deficiency  diseases.  Set B‐ components 

    Make a diet list for yourself  and compare it with that of a  labour working in  construction field of same  age and gender and give 

 

minerals    Fibers    Water      Balanced    Diet        Deficiency    diseases caused    due to lack of    carbohydrates and    proteins      Component Different types of  s of food  vitamins, their    functions,    deficiency    diseases causes  and symptoms.    Different types of  minerals, their  functions,  deficiency, disease  caused and their  symptoms.  Dehydration and  Rehydration.   

         

                               10 

Proteins in the food.      Audio‐visual method          Focusing the slides of  persons suffering from  different types of  deficiency diseases  using e.beam.  Example‐Goiter, Rickets  etc   

Page 96 of 305   

reasons if found different.    HOTS‐    Why are new born babies  http://www.diethealthcl exposed to sunlight?  ub.com/      Constipation and obesity are    gifts of modern life style    .Discuss                                           

deficient         

 

            Methods of    separation     Threshing        Winnowing      Handpicking&    Sieving         May  Sedimentation and    Decantation      Filtration        Evaporation and       Separation     Condensation  of    substances.  Solution and  Solubility  Miscible and  Immiscible  substances  Making solutions  and saturated  solutions  Conditions for 

                                       8 

    AV method    Focusing the slides  through e beam the  pictures and uses of  harvesting combines.    Lab demonstration  Testing solubility with  sugar, salt with water.  mixing sand with water    Demonstration of  filtration with filter  paper.   

http://www.elmhurst.e du/~chm/vchembook/1 06Amixture.html  http://www.bbc.co.uk/s chools/ks3bitesize/scien ce/chemistry/elements_ Page 97 of 305 

 

                            Different types of  substances like paper,  iron filings, sand, salt,  dry leaves are mixed  and students are  asked to separate  them.  Field visit for  agricultural field 

  1. Cut out a mineral water  bottle and make a filtration  apparatus.    2. How would you separate  the mixture of sugar and  wheat flour?    3. Explain the process of  evaporation and  condensation with examples  of situation in our daily life.     4. How does underground  water get purified naturally?   

  com_mix_8.shtml

increasing  solubility.       

http://www.historylink1 01.com/lessons/farm‐ city/threshing‐ winnowing.htm 

            Sorting  material  into groups                            July   

  Importance of  grouping things.  Classification  Grouping on the  basis of common  properties  Roughness  Luster  Transparency  State  Magnetic  properties  Conductivity 

                      6 

  Lecture method    Lab demonstration  Floating and sinking  substances  Use of magnet to  separate magnetic  substances 

  Types of changes  Reversible  Irreversible  Physical and  chemical changes. 

           

  Lecture method     Lab demonstration for  physical and chemical  changes 

http://www.simplylearn t.com/topic/Classificatio n‐of‐Materials 

       

Page 98 of 305   

  Sticking different  varieties of material  and comparing their  uses in their class  work.     

The students in the  class are grouped and  each group  demonstrates an  experiment about the  topic. 

      1. Why are switches made of  ceramics?    2. Why are handles of  utensils made up of wood?     3. Why are electric wires  made of copper?       

1How are railway tracks  made?  2. Clinical thermometers are  not washed with hot water.  Why?  3. How does milk change 

 

      Changes  around us         

Expansion and  contraction of  substances in  different states  Application of the  same 

  August          Measurem ents and  Motion                     

History of  transport  and  length  Need of standard  units   Use of SI units     Use of scales to  measure length    Method of  measuring curves    Types of motion  Rotational  Translational  Rectilinear and  Curvilinear   

            10                      6             

  Demonstration with  thermometer    Demonstration of  experiment with  balloon for contraction  and expansion of gases 

into curds?  4. Why does petrol  evaporate due to heat?   

http://www.youtube.co m/watch?v=5yjEDihEuZI 

            Lecture                 Assignment      Projects for half    yearly.  Measuring objects of    different length and  converting to lower and  1. History of clothing.  2. Comparing uses and  higher units  advantages of natural  and synthetic fibers.  Making game boards  with different units of  measurement and  pons are moved based  on higher and lower  units.  Page 99 of 305 

 

      View video  presentation 

1. Estimate how many grams  of sugar is used to prepare  one cup of tea?    2. What would you use to  measure your height while  making a line of height  order?     http://en.wikipedia.org/wiki /Motion_(physics) 

 

        November    Fun with  magnets                                        September       

Differences  between types of  motion.  Types of magnets  based on their  shapes  Properties of  magnets    Making magnets – manual method  and  electromagnetism.    Preserving  magnetism. 

    Characteristics of  living and non‐ living things    Unicellular and  multicellular  organisms  Environment 

          4 

Lecture     Demonstration of  magnetic properties  with magnets and  magnetic compass. 

                   

          Lecture      AV method    Page 100 of 305 

 

3. Types of forest and  their habitats.    4. Compare  adaptations of aquatic  and desert  adaptations.  The students are  asked to test  magnetism of various  objects placed on  table in given time.  They are made into  groups and asked to  demonstrate  magnetic properties.          Solving the puzzles  based on habits and  habitats of different  animals.   

1. How do you identify north  and south poles of horse  shoe magnet?    2. What is Aurora?    3. Why always magnets  come to rest in north‐south  direction?    How do birds find direction  during migration?   

      1. Name few useful bacteria  http://www.myschoolh and their uses?  ouse.com/courses/O/I/3   3.asp  2. Why are trees grown on    either sides of the road?        3. What is global warming? 

 

    October    Things  around us                                   November    Getting to  know  plants         

Revision and Exam    Mode of  preparation of  food in various  organisms  Interaction  between biotic  factors.  Interactions  between abiotic  factors 

                  10 

    Assignment        Organizing skit and field  trip. 

  Classification of  plants    Functions of root  and its  modification  Functions of stem  and its  modification 

      15 

  Nature walk    A V method    Assignment    Focusing  slides of  stomata    Page 101 of 305 

 

            Making Herbarium  sheets to identify  roots, stem, and  shapes of leaves,  number of petals in  flower    Growing different  types of plants to  observe modification  of different parts.    Students are made  into groups and are  asked to explain  adaptations of  different animals. 

    Compare afforestation,  deforestation and  reforestation?                

   Some flowers are colourful  http://www.backyar and has fragrance why?  dnature.net/botany.   htm  Make a list of flowers having    fragrance and not having any    fragrance      http://www.mbgnet.net Why are leaves broad and  /bioplants/parts.html  flat? 

 

       

Types of venation  and function of  leaves    Parts of flower  and pollination    Formation of fruits  and seeds.      Structural    organization    December  Movement in   invertebrates    Movement in  Form and  movement  vertebrates   in animals  Movement in fish  Movement in birds      Skeletal system of  man, joints and    movement       in man.          Sources of    generating    electricity    Electricity    and circuits  Working of electric  bulb       

Dissection of flower 

                8                           

          Organizing a skit to  demonstrate safety  rules.    Making simple circuits    using lemon.  Using model of joints.        AV method        Explaining with bottle    specimens of fish,  earthworm, snail, snake      etc.  Project for annual        1. Composition and    uses of air.        2. Waste  Lab demonstration of  open and close circuits  management.      3. Importance of  A dry cell is cut and  water.  parts are explained.    Demonstration of  arrangement of dry cells  4. Air pollution and  in torch and its  Page 102 of 305 

 

     

  1. Snake is a vertebrate but  how does it crawl?    2. What would have  happened if we had a single  bone as our backbone  instead of many small  bones?  3. What happens to bones in  a fracture?          1. How is an electric bulb  differed from an electric  heater and write down  similarities between them?  2. Why is fuse requiring?  3. What is earthing?   4. How does the meter 

 

     

Parts of dry cell  Open circuit and  close circuit  Working of a torch  Conductors and  insulators.      Sources of light    Luminous and    non‐luminous    objects  January      Propagation of      light      Transparent,  Light ,  Translucent and  Shadow  and  Opaque materials  Reflections    Characteristics of    shadow and image    Regular and    diffused reflection                   

          8                  9 

functioning. 

Water pollution. 

reader make a record of  electricity used by us?     

  Demonstration of  properties of light    Lecture and AV method.   Demonstration of  lateral inversion    Students visit science  park. 

  Making a pin hole  camera   

  1. Shadows of players in  match vary during day and  night cricket match. Why? 

    Making multiple  reflections by  arranging mirrors at  different angles.    http://imagine.gsfc.nasa .gov/docs/science/know _l1/emspectrum.html 

  http://uhaweb.hartford. edu/nasa/basic/light_6. htm 

  http://www.howstuffwo rks.com/light2.htm 

 

Page 103 of 305   

http://rabi.phys.virginia. edu/HTW/sunlight.html 

2. Mirror forms images even  though it is made of glass?  3. Interiors of house are  painted with light  colours.Why?            

 

 

                  BLUE PRINT

Weekly Cycles 1 and 2

S. No

Form of Questions

Marks for each question

Number of Questions

Total

1.

Very short question

1/2

10

5

2.

Short answer Type 1

1

5

5

3.

Short answer Type-2

2

5

10

4.

Long answer Type

3

5

15

CHAPTER WISE MARKS DISTRIBUTION UT – 1 Page 104 of 305   

 

Total Marks: 50 Theory:35 , Avishkar Project:10 , Internal Assessment : 5 1. Food : Where does it come from ? - 8 2. Components of food - 12 3. Separation of substances - 15

UT – 2 Total Marks: 50 Theory:35 , Avishkar Project 10 , Internal Assessment : 5 1. Things around us - 12 2. Fun with magnets - 10 3. Getting to know plants- 13

Page 105 of 305   

 

BLUE PRINT HALF YEARLY AND FINAL EXAMINATION ( TOTAL -100 MARKS) Theory: 90 and MCQ:10 HALF YEARLY

FINAL

1. Food : Where does it come from - 15

1. Things around us – 15

2. Components of food – 20

2. Getting to know plants – 15

3. Separation of substances -15

3. Form and movement in animals - 20

4. Sorting material into groups – 15

4. Fun with Magnets -10

5. Changes around us – 15

5. Electricity and circuits – 20

6. Measurement and motion -10

6.Light shadow and reflections - 10

Page 106 of 305   

 

S. No

Form of Questions

Marks for each question

Number of Questions

Total

1.

Very short question

1

19

19

2.

Short answer Type-1

2

16

32

3.

Short answer Type-2

3

8

24

4.

Long answer Type-3

5

3

15

Page 107 of 305   

 

Delhi Public School Sonepat  Syllabus  2014 ‐ 2015  Subject  Class  Teacher/Facilitator  No. of Periods allotted per week  No. of Total Period allotted in the session  No. of total working days in the session  ANNUAL SYLLABUS    Topics 

:  :  :   :   :   :  

Computer Science  VI  Shweta Batra  2 (Theory=1 + Practical = 1)  39(approx.)  139 

Term (Ist Term – April‐Sept) 

No. of Periods per topic  

           (2nd Term – Oct‐March)  COMPUTER VIRUS 

(Ist Term – April‐Sept) 



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CHARTS IN MS EXCEL 

 



COMPUTERS SYSTEM  

(2nd Term – Oct‐March) 



MACROMEDIA FLASH 8 

 



DETAILS ON MS WINDOWS 7 

 



LEARN TO USE PHOTOSHOP CS3 

 



  Page 108 of 305   

            BROAD SPECTRUM SYLLABUS MONTHLY BREAKUP    Months  

Topics with sub topics  

No. of Periods   teaching+Lab activity+project+assessment) 

April 

COMPUTER VIRUS 

1+2+1+1 

May 

MORE ON INTERNET 

1+1+1+1 

July 

FUNCTIONS AND FORMULAS IN EXCEL 

1+1+1+1 

August 

CHARTS IN EXCEL 

1+1+1+1 

September 

MORE ON MS‐WINDOWS 

1+1+1+1 

November 

DETAILS ON MS WINDOWS 7 

1+1+1+1 

December 

MACROMEDIA FLASH 8 

1+2+2+1 

Page 109 of 305   

  January 

INRTRODUCTION TO COMPUTERS 

1+1+1+1 

February 

LEARN TO USE PHOTOSHOP CS3 

1+2+2+1 

                 

Topics  

No. of Sub Topic with period  designated  

Method of teaching – 1)  Lecture  

Project / Activity 

2) AV Method  3) Class project   4) Assessment  Computer Virus 

Introduction 

LectureAV Method+Activity 

History of Computer Virus  Harms caused by Computer Viruses  Page 110 of 305   

Activity‐           Visit your school Hope  room and  find which  Antivirus software is 

  History of  Computer Viruses 

installed in the computers. 

Types of Computer Viruses 

      Run the Antivirus  program to check for the  presence of  a virus in your  computer system 

Protecting your Computer  Antivirus     

Project: 

Using Antivirus Software  Scanning  Computer  Scanning External devices  Updating Antivirus  Software 

Collect information about  different types of viruses  and make a chart on it. 

 

Make a Power Point  presentation on the types  of Virus     

More on Internet 

Introduction   

History of Internet  Hardware& Software  Requirements  Internet Terms         

AV Method+Lab  Activity+Project+Assessment 

URL  Web Site  Web Browser  ISP  Modem  Web page  WWW  Protocols 

Make a presentation on  Hardware and software  requirements to connect  internet.     Make a list of all web  browsers.   Create your E‐Mail  accounts.  Send a birthday E‐card to 

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Activity‐ 

  Impact of Internet 

your friend. 

 Online Education   Searching Information   Finding People   E‐Mail   E‐Cards   Downloading    Chatting  MS Excel –Formulae &  Types of Referencing  Functions   Relative, Absolute, Mixed  Using Functions 

 

AV Method+Lab  Activity+Assessment 



Sum, Average, Count, Min,  Max , IF  Conditional Formatting 

Filtering Data 

Charts in MS Excel 

Custom Filter 

Components of a Chart 

LectureAV Method+Class  Activity+Assessment 

Types of Charts  Creating Charts  Changing Chart type & style  Changing Date & Text in a Chart 

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Use the inbuilt functions or  formula to calculate sum  and average..    Creating Ms Excel  document giving names of  20 students and their  detailed marks. Calculate  aggregate marks and Sort  the given data according to  aggregate marks in  descending order. 

Sorting Data 



Activity‐ 

Activity‐  Select any ten items from  your study table that have  a printed price on them  and  create a spreadsheet  in Excel with the column  headings as Serial No., 

 

Computers System 

Resizing and Moving Charts 

Item Name, and Price.   

Printing Charts 

Calculate the Total Cost  and plot it with the help of  chart.  AV Method+Lab  Activity+Assessment 

Computer System  Hardware  

Input Devices, Output  Devices, Processing Device  ,storage Devices, Accessing  Computer Memory  Software    



Relationship between  Hardware and Software  Data Hierarchy  Troubleshooting Tips 

      

Starting Macromedia Flash  8  Flash interface  Property inspector  Using Flash tools  Importing Graphics  Grouping objects  Gradient effects  Timeline panel 

Project:  Collect Pictures of  interfaces of different  software which fall into  different categories.  AV Method+Lab  Activity+Assessment 

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Make a chart on hardware  devices and software  installed in your school  computer Lab.  Make a Poster showing  some common computer  problems and their  remedies. 

 

MACROMEDIA FLASH  8 

Activity‐ 

Create a short movie clip  using Flash. Design the  background and show the  vehicles moving on the  road.  Show the rotation and  revolution process of the  Solar System using Flash. 

    Details on MS  Windows 7 

Symbols  Animation in Flash 

Windows Explorer   Opening Windows Explorer  Libraries in Windows Explorer 

Lecture+AV Method+Class  Project+Assessment 

Working in Windows Explorer  Changing view of Files/Folders  

Extra large icons, large  Icons, Medium Icons, Small  Icons, List, Details, Tiles,  Content  Organizing Files and Folders        

Opening a File/Folder  Renaming a File/Folder  Moving a File/Folder  Deleting File/Folder  Copying a File/Folder  Restoring a File/Folder  Viewing properties of  File/Folder  Creating shortcut on Desktop  Grouping Files/Folders  

Name, Date Modified,  Type, Size  On‐Screen Keyboard  CD Burning  Page 114 of 305   

Activity‐  Change the Color  Scheme of the Desktop  Set the current time  and date for your  computer system    CD Burning‐ Make Data  CD(Write data on CD) 

    Learn to use  Photoshop CS3 

AV Method+Lab  Activity+Assessment 

Introduction  

Projects:  

Editing of school  Photographs. 

Creating a File 



Collage making. 

Opening An Existing File 



Merging of two  Pictures. 



Converting colored  Pictures into Black  and white. 



 Create a duplicate  copy of a picture  by using Clone  stamp tool. 

Starting Photoshop CS3  Tools Palette 

Closing a File  Exiting from Photoshop  Using Photoshop Tools  

Marquee, lasso, Move,  Magic wand, Quick  selection, Crop, Brush,  Color Replacement, Eraser,  Paint Bucket, Type,   Retouching tools, Clone  stamp  Copying and Pasting Selection  Layers        

Creating A New Layer  Renaming A  Layer  Deleting A Layer  Hiding & showing A Layer  Selecting Layers  Merging Layers 

  Page 115 of 305   

 

    MICRO SPECTRUM SYLLABUS          

BLUE PRINT  Detailed Marks Breakup  Unit Test Marks Breakup   UNIT TEST MARKS 

 

 

 

 

50 MARKS 

        THEORY     + HOT QUESTIONS                              

 

35 MARKS 

        PRACTICAL  /  PROJECT                                        

 

10 MARKS 

        HOLIDAY H.W. / INTERNAL EVALUATION          

 

05 MARKS 

Unit Test – 1  Chapter – 5         

Hazards to Computers 

Chapter – 7         

Importance of Internet 

Unit Test – 2  Chapter – 1        

  Computer System 

Chapter – 8        

  Macromedia Flash 

  Page 116 of 305   

      Half Yearly/ Annual Examination MarksBreakup :  HALF YEARLY / ANNUAL MARKS 

:              

100 MARKS 

        THEORY                                                :  

 

64 MARKS 

        PRACTICAL/PROJECT                           :    

 

20 MARKS 

        MCQ                                                  

 

16 MARKS 



  Half Yearly Examination Syllabus  An Introduction to Microsoft Excel.  Chapter – 3 

 

MS Excel‐Formulae and Functions 

Chapter – 4 

 

Charts in MS‐Excel 

 

  Annual Examination Syllabus  Chapter – 2 

 

Chapter – 6         

Details on MS Windows 7  Learn to use Photoshop CS3 

       

  Page 117 of 305   

 

DELHI PUBLIC SCHOOL SONEPAT ANNUAL SYLLABUS OF INDIAN MUSIC TABLA Class VI TO VIII SESSION 2014-15 BASES ON PRACHEEN KALA KENDRA (COURSE OF PRARAMBHIK PART TWO)

TEACHER PREM SINGH         Page 118 of 305   

       

  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.            Page 119 of 305   

           

 

Page 120 of 305   

 

Page 121 of 305   

 

Page 122 of 305   

 

DELHI PUBLIC SCHOOL SONEPAT ANNUAL SYLLABUS OF KATHAK DANCE Class VI TO VIII SESSION 2014-15 BASES ON PRACHEEN KALA KENDRA (COURSE OF PRARAMBHIK PART TWO)

TEACHER PAMPA BHATTACHARYA             Page 123 of 305   

 

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.           

Page 124 of 305   

 

Page 125 of 305   

 

DELHI PUBLIC SCHOOL SONEPAT ANNUAL SYLLABUS OF INDIAN MUSIC VOCAL Class VI TO VIII SESSION 2014-15 BASES ON PRACHEEN KALA KENDRA (COURSE OF PRARAMBHIK PART TWO)

TEACHER SWAPAN KUNDU         Page 126 of 305   

   

    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.          Page 127 of 305   

 

Page 128 of 305   

 

DELHI PUBLIC SCHOOL SONEPAT ANNUAL SYLLABUS OF INDIAN MUSIC INSTRUMENTAL Class VI TO VIII SESSION 2014-15 BASES ON PRACHEEN KALA KENDRA (COURSE OF PRARAMBHIK PART TWO)

TEACHER SHOEB AHMED       Page 129 of 305   

           

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.            Page 130 of 305   

       

Page 131 of 305   

 

Page 132 of 305   

 

Delhi Public School Sonepat Annual Syllabus Western Music 2014-2015 Teacher:Ms. Talisangla Jamir Page 133 of 305   

 

 April/Jul/Aug

• • • • • 

BasicTheory  VoiceTraining  Harmony  VoiceModulation  Hymnal Songs(Two) Occasional Songs (2)

Sept/Oct/Nov

• BasicTheory  • Revision (VoiceTraining, Harmony&Voice Modulation  • ChristmasCarols   Hymnal Songs(Two) Dec/Jan /Feb

Page 134 of 305   

 

• BasicTheory  • Revision (VoiceTraining,Harmony&VoiceModulation  • Revisionof all Songs 

               

Page 135 of 305   

 

DELHI PUBLIC SCHOOL SONEPAT  CYBERNETIC CLUB  Class VI  Dreamweaver  Dreamweaver is web page editor, designed to create web pages without writing the HTML codes. 

Starting Dreamweaver     

Click start      Programs  Macromedia  Macromedia dreamweaver 

 

 

 

 

 

 

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Paage 137 of 305   

 

   

To create a new file         

Choose new from the File menu  Under category, Select Basic Page and HTML in the Basic page list are selected.  Click the create button 

A blank window will Appear:    Page 138 of 305   

 

  Dreamweaver Interface    Menu Bar    View Button    Object Patette‐  Palette is full of icons to insert images, tables and to insert other elements into web document    Properties Palette‐ When we click on any element in the document window, The palette displays all available option s for that element.   

Page 139 of 305   

 

   

C Creating a W Web Page  

Place the e curser anywherre on the docume ent window and start typing.  OR 



Copy the e text from MS‐W Word document aand paste into a d dreamweaver do ocument. 

 

S Saving files  in Dreamw weaver   

Choose ssave from the File e menu. Save as dialog box will appear   Enter the e filename and click OK 

 

S Setting Doc ument Prop perties  Paage 140 of 305   

    Title – To add or edit the title, Change it in the Title field at the top of the document window.    Text color & Background ‐ To change the Text color and the background of page.     

Choose page properties from the modify menu  Click on the color box and select a color from the palette     

Setting Image as Background ‐          

In the properties panel click the page properties button.  Click browse next to background image and navigate to the desired location and click ok.            In the page properties dialog box click apply to try out the image or click OK.     

 

Paragraph Properties  To start a new paragraph      

Click the cursor where you want the paragraph to be and press enter on the keyboard.  To put a line break in a paragraph hold down the shift key and press enter key. 

 

Creating Headings‐    Page 141 of 305   

   

To make a text into a heading, Select it and choose Heading 1 from the format box in the properties windows.   The text will turned into a heading. 

 

Inserting Horizontal line        

Place the cursor where you want to insert the horizontal line.  Click insert  Choose HTML element  Select horizontal rule 

 

Text Formatting   

Text Style    

Choose style from the Text menu 

 

Text color and Size      

To change the color Select the text  Click on the color box in the properties window and choose the color from the palette.  For size of the text, choose it from the drop down menu marked ‘Size’ in the properties window. 

    Page 142 of 305   

     

Text Font      

Select the text  Choose the font from the drop down menu marked ‘Default’ Font In the properties windows. 

 

Adding images        

Position the cursor at the end of the text and press enter on your keyboard  Click the insert image button in the common group of the insert panel  The select image source window pops up.  Navigate the image you want to insert and click ok.  The image will appear on the page. 

   

Inserting Links into the Images      

Select the text.  Put the URL to which you want the link.  From the properties window box click on the ‘link’ option. 

 

How to remove the link?  Page 143 of 305   

 

   

Select the text.  Delete the URL from the link box or go to the modify menu and choose remove link. 

 

Assessment Projects   Make a Home page of your School Web Site ‘www.dps.in’.   

About Us

Activities

Academics

Admissions

Information Technology

Sports

Living at DPS 

Boarding

Page 144 of 305   

Beyond Academics

General and Visitors Information

Transport

Contact us

  DPS believes in  holistic development  of the child to  develop the key skills  necessary for  independent  thought & team  participation.

The students of DPS  Sonipat bagged  many good positions  in differnet states  sports championship  and are selected for  the nationals also.

Air conditioned  boarding for both  boys and girls from  class 3 upwards.  Students from many  countries reside  together

Click For More Details 

Click For More Details 

Click For More Details 

Click For More Details

a a

 Make a Web page of your favorite cartoon characters.          

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The school provides  Air Conditioned  Transport for North  & North West Delhi.  The entire fleet of  bus is fitted with  GPRS tracking  system.‐ 

 

          Page 146 of 305   

                   

 Link all the individual web pages with the home page by using image.       

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Delhi Public School, Sonepat Cybernetics Club Class VI

HTML Table of Contents  o o o

Basic Tags HTML Head Title

o o o o o o o

H# P Align Center BR HR  

o

Base font

o o o

Unordered Lists Ordered Lists Definition Lists

 

Body Character, Paragraph and Position



Character Style



Lists

Basic Tags Tags are elements of the HTML language. Almost every kind of tag has an opening symbol and a closing symbol. For example, the tag identifies the beginning of heading information. It also has a closing tag .

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This element tells browsers that the file is a HTML document. Each HTML document starts with the tag . This tag should be first thing in the document. It has an associate closing tag which must be the last tag in the file.

The head contains important information about the document.

The title tag is an important tag. It is used to display a title on the top of your browser window. Both the opening and the closing tags go between the head tags. The following example shows how to use the tags:     Rma's Homepage           

The Body Tag is used to identify the start of the main portion of your webpage. Between tags you will place all images, links, text, paragraphs, and forms. We will explain each tag that is used within the body of the HTML file.

Character, Paragraph and Position Page 150 of 305   

 

There are six levels of headings, numbered 1 through 6. These tags are used for the characters in the outlines. The biggest heading is and smallest one is : Code Biggest text       ......    smallest text 

Paragraph tags ( opening tag and closing tag) allow you to place a paragraph. For example: Basic Information

Align The defaulted position is left justification. You can also use "ALIGN" for justification: Code  Paragraph will be centered   Paragraph will be left justified  Paragraph will be right justified 

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  This kind of tags have capability of allowing you to center the text on the homepage. Code  Paragraph will be centered 


This tag break whatever to be on the next line. The following is an example: | Code Welcome To
 My Homepage! 

This tag adds a horizontal line or divider to your web site. An tag makes the following divider: The tag can be set as: Code  

  You can add spaces in your text by using  .

Character Style Character styles include physical and logical character styles, and Face, Size, and Color. The following is character style table. Type

Choice

function

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  Type

Physical styles

Font

Choice

function



Make text bold.



Make text italic.



Make text underline.



Make text strikethrough.



Make text superscript.



Make text subscript.

Choice Default

Function Make text display in the default font (Times New Roman) of the Web browser. Type a list of fonts separated by commas (for example, Helvetica, Arial, Courier). The text will display in the first listed font found on the browser's system.

Face (Font name)

Make the text display in the font specified. (If the font is not available on the browser's system, another font will be substituted.) Format text with 7 sizes where 7 is the largest size and 1 is the smallest.

Size

Color

Increase

Format text with the largest size (same as 7).

Decrease

Format text with the smallest size (same as 1). Make the text a different color.

The tags below have the effect shown on the text in between. Code underlined text  bold text  Italicized text  Big text  small text 

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  Monospaced typewriter text  blink        (Note: This only works on Netscape)  This makes a subscript.  This makes a superscript.  strikeout  This is a test  Text is in the color of Green  This is a test 

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DELHI PUBLIC SCHOOL SONEPAT  Syllabus for session 2014‐15    Cookery Club    Class: VI TO X    No. of periods allotted per week‐1    Month wise syllabus    MONTH  April  

PERIOD S  4 

THEORY  TABLE ETIQUETTES:  

How to  behave on 

PRACTICALS  Teaching in Cafeteria 



 

Page 155 of 305   

WHAT TO DO 

First you should remove your napkin from the table or

 





                         

dining table  (table  manners)  Usage of  cutlery  items(spoon,  fork,knife)  Placement of  cutlery,glass  of water,  plates etc. 

 

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. 

     



Club notebook and demo   



 



        Club notebook     

   1. Avoid leaving food that is cooking unattended for a long period  Page 156 of 305 

 



 

   

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

BASIC SAFETY TIPS: 

 

2. Turn handles of pots and pans inward and not sticking out.  



                

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. 

Instructions  about  working in a  kitchen  Cleanliness  Hygiene  First aid 

 

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 

  

    Page 157 of 305 

 

There are just about as many different types of condiments  as there are different types of food, with various cultures  having versions that are unique or particularly important to  the people of that culture. Common examples of 

   

 

 

 

 

 

 

 

 

 

 

 

 

 

INTRODUCTION OF  DIFFERENT  CONDIMENTS (in  English)  

 

      

Coriander  Garlic  Curry leaf  Tamarind  Clove  Ginger  Black pepper 

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

           

 

 

 

 

 

 

 

 

 

 

 

  Page 158 of 305 

 



   

 

 

 

 

 

 

 

 

 

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. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ii) Cover the food with an adequate quantity of water and one  spoon salt. 

 

 

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

 

 

 

 

 

 

 

 

and stimulant of the gastro-intestinal tract. 

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. 

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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

   

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

METHOD OF BOILING                  Page 160 of 305   

            

Tea   Egg boiling  Potato 

  

Sweet Potato  Idli / RawaIdli  Momos(steaming)   

These are the methods of cooking. Food can be cooked: 

 

ii) By dry heat. 

        May 



INTRODUCTION  ABOUT DIFFERENT  METHODS OF  COOKING:     

Baking   Roasting   Grilling   Frying :  ‐Deep frying   ‐Pan frying  ‐Stir frying 

  

 Simmering   Steaming  Blending 

Methods of Cooking 

i) By moist 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:  Page 161 of 305 

 

  

a) Boiling  

Stewing  

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 



DIFFERENT  TECHNIQUES  COOKING 

 

  

OF  

Vegetable  cutlets(deep  frying)  Pakoras (deep 

B. Cooking by Dry Heat  What do we normally eat for breakfast? Some times we eat  chapaties, paranthas, 

Page 162 of 305   

  

frying  Cake 

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  Page 163 of 305 

 

  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. 

Page 164 of 305   

  August 





  

Inttroduce  diffferent  Pulses and  Cereals  Tips ab bout using  pressure cooker 

Intrroducing cereals to  students, their names and  com mpositions   

Dal with tad dka  Sooji Upma

 

 

Paage 165 of 305   

 

Item 

Page 166 of 305   

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.     Page 167 of 305   

  Septemb er 





Introduce  different terms  of cooking like  Saute etc. 

 

  

Making of Dough  Rolling out chappatis  Making of stuff  parantha 

Tip: Moderately soft dough, used for sweet breads, requires 3 to 5  minutes of kneading and will still be 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 

October 





 Introduction  about healthy   cooking  (Different Salads) 

Vegetable Sandwich  Bread poha   



Novembe r 





Importance of  soups  

 

Soup  Decoration of  vegetables(for salad) 



Decembe





Cooking of above  food by students 



 

Macroni  Page 168 of 305 

 

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.  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.   The invention of macaroni has also been attributed to the  Etruscans, the pre‐Roman civilization of the Italian 

  r 

January 

& grades  





Introduction  about rice & its  flavours 

 

 

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. 

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  Page 169 of 305   

  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.  February 



REVISION,QUIZ & WRITTEN TEST 

 

 

DELHI PUBLIC SCHOOL ECO AND SOCIAL AWARENESS CLUB ACTIVITIES FY 2014-15

PURPOSE: Page 170 of 305   

  To gain an undersstanding of our en T nvironment and our o place in it; T be actively, ph To hysically and spirritually involved with w nature; T improve the natural To n environmeent; T help protect an To nd preserve wildllife; T develop and enhance our mentaal and physical sk To kills; T lessen our neg To gative impact on the t environment; T teach others ab To bout what we hav ve learned; T provide a serv To vice to our commu unity. GOALS: G T connect with nature To n through po ositive learning ex xperiences w which will benefiit ourselves, our environment e and wildlife in our co ommunity? The Students s of the ECO CLUB C will be divided into fiv ve groups –

T activities und The der the scheme in nclude: Paage 171 of 305   

  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.

Page 172 of 305   

 

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 switchoff 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. Page 173 of 305   

 

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 Page 174 of 305   

 

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. Page 175 of 305   

  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. Page 176 of 305   

 

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. Page 177 of 305 

 

 

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 AntiDrug Abuse awareness, Obesity and Health care and Stress management.

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Delhi Public School Sonepat Annual Syllabus WesternClub (Vocal) 2014-2015 Teacher:Ms. Talisangla Jamir Page 179 of 305   

 

ClassVI to IX

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 April/Jul/Aug

• • • • • 

BasicTheory  VoiceTraining  Harmony  VoiceModulation  Hymnal Songs(Two) Occasional Songs (2)

Sept/Oct/Nov

• BasicTheory  • Revision (VoiceTraining, Harmony&Voice Modulation  • ChristmasCarols   Hymnal Songs(Two) Dec/Jan /Feb

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• BasicTheory  • Revision (VoiceTraining,Harmony&VoiceModulation  • Revisionof all Songs 

   

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’. Page 182 of 305   

 

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 Page 183 of 305   

 

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 expensivematerials or equipment which would coherent with the syllabus designed by CBSE as laid down in the CCE document.

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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.

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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. Page 185 of 305 

 

 

Templates

   

  SCIENCE CLUB PIC’S

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CONTENT ACTIVITIES FOR CLASSES VI: 1.GENERATOR FROM MOTOR Page 190 of 305   

 

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 Page 191 of 305   

 

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 Page 192 of 305   

 

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 ACCORDANCEWITHAVISHKAAR

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  Page 193 of 305   

 

4. 5. 6. 7. 8. 9.

Preparation of CO2 gas  Hydrogen preparation in laboratory  Green house effect.  Creating fish ponds and learning about their habitat.  Process of distillation of water.  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

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  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!

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  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

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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.

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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

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EXPERIMENT 1. 2. 3. 4. 5. 6. 7. 8.

Start by rinsing out the soda cans to remove any leftover soda goo. Fill the bowl with cold water (the colder the better). Add one generous tablespoon of water to the empty soda can (just enough to cover the bottom of the can). 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. 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. 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! Wow... and you thought that you had nerves of steel. The can literally imploded. How does that work? 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 Page 201 of 305   

  E Explore the many mysteries m of air with h more hands-on sc cience that makes learning l fun.

   

S SINKING SO ODA SURPRIISE W Which of your favo orite sodas will sink, and which carb bonated beverages s will swim? It's de ensity at its finest! S SUBMIT A REVIEW

Plug the drain, fill the P t sink with wate er, and take the plu unge with Steve Spangler’s floating science challenge e. We all know that certain things flo oat in water w while other things sink, but why? Do o all heavy things sink? s Why does a penny sink and an aircraft carrier float? Think you kn now the answers? Well, get r ready for a few am mazing surprises!

M Materials  

Demo tank D A assortment of different sodas (stan An ndard 12 oz cans)

 

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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. 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? 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.

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  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

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            

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

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EXPERIMENT 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

Use a permanent marker to trace the size and shape of the light switch onto the side of the can. Carefully cut out the light switch-sized shape using a box cutter. Check to make sure that your light switch fits into the newly cut hole. Increase the size if needed. Put the coated wires in the top and bottom of the light switch. 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. Attach the Energy Modulation Circuit (EMC) to the end of the uncoated wire with electrical tape. 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. Attach the ground wire to the pop tab and secure it with the pliers. Create a loop in the end of the covered wire and attach it to the dilithium crystal. Secure the dilithium crystal into the opening in the top of the can. Using the duct tape, make sure the your lightsaber is securely held together. 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.

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  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.

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

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Fill four of the cups one-half full with water. 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. 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. 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? 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. 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.

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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?

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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.

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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.

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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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6. 7.

8.

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. 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. 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. 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. 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. 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. 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. 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

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  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.

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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

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  

EXPERIMENT REVIEWS

PRINT EXPERIMENT

EXPERIMENT 1.

Slip the balloon inside the neck of the bottle and stretch the mouth of the balloon over the bottle top.

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  2. 3. 4. 5. 6.

Take a deep breath and try to blow up the balloon inside the bottle. Good luck! Remove the balloon, fill the soda bottle to the brim with water, then seal it with a cap. Ask an adult to punch a small hole with a nail and hammer in the side of the bottle, close to the base. Remove the nail, uncap the bottle, and empty the water out the top. 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

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  When you are con nducting experimen nts and demonstrattions using electriciity, you'll use the sc cience of circuits. Amazing A things are possible with circuits including alarms, radios, an nd lights. In the Build a Light Bulb exp periment, you'll use household items to o construct a comp plete circuit that results in a homemade light bulb.

M Materials        

Eight D-sized batteries E M Mason jar or other clear c glass E Electrical tape P pan Pie S Scissors T Toilet paper tube M Mechanical pencil refills r T Two sets of small alligator a clips

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 VIDEOS

  

EXPERIM MENT REVIEW WS

PRINT EXPERIMENT

E EXPERIMEN NT 1. 2. 3. 4. 5. 6. 7. 8.

Using electrical tape, fix eight D-sized batteries together,, end-to-end, with th U he positive ends co onnected to the neg gative ends. You've e made a super batttery! U scissors to cut a toilet paper tube to a height that willl fit comfortably (leave plenty of room) inside of a mason Use n jar or other clear g glass. T Tape one positive and a one negative alligator clip to one end e of the toilet pap per tube. Make sure the clip is facing up, away from the rest of the toilet paper tube. T Tape the tube with the clips attached to t a pie pan so thatt it stands upright, with w the clips facing g up. C Carefully clip a mec chanical pencil refill between the two alligator a clips. The pencil refill needs to t be in one piece, so be gentle. P Place a mason jar or o clear glass over the top of the toilett paper tube stand. T Touch the other pos sitive and negative ends of the alligato or clips to the ends s of your super batte ery. G Give the circuit a moment m to circulate the electricity and… … voila! The pencil refill begins to glow w.

H HOW DOES IT WORK? When you touch the W e free ends of the alligator a clips to you ur "super battery," you y form a complette circuit. That mea ans electricity flows freely through the entire a apparatus that you have just built. This s flow of electricity channels through the t graphite-based mechanical pencil refill that is conneccted by alligator clip ps. The f flowing electricity ha as a noticeable effe ect on the pencil re efill. The thin refill be egins to glow and give g off smoke. This s happens because e the electricity hea ats the g graphite refill to an incredible tempera ature. So, if you are hoping to save som me money by using g your own homem made light bulbs aro ound the house,stick with the s store bought ones. It's not as cool, butt it is safer.

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C CLASSE ES VII & VIII A ACTIVITY -1 1.

Hydro o-power or water poweer Dam

Hydro-power or H o water power is power deriveed from the enerrgy of falling waater and running g water, which m may be harnesseed for u useful purposes.. Since ancient times, t hydro-po ower has been ussed for irrigation n and the operattion of various m mechanical deviices, such a watermills, saawmills, textile mills, dockcran as nes, domestic liffts, power housees and paint mak king. Water's power is manifested in hydrology, by the W t forces of waater on the riverb bed and banks of o a river. When a river is in floo od, it is at i most powerfu its ul, and moves th he greatest amou unt of sediment. This higher force results in the removal of seddiment and otheer material f from the riverbeed and banks of the river, locallly causing erosio on, transport and d, with lower flo ow, sedimentatiion downstream m. F Flowing water creates c energy th hat can be captu ured and turned into electricity. This is called hydroelectric h poower or hydropo ower.

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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 Page 222 of 305   

 

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

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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.

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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.

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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.

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List of materials: This is the minimum list of material you need for your experiment. 1. 2. 3. 4. 5. 6. 7. 8.

Miniature light bulb (low voltage, low current) Miniature base for light bulb Pair of insulated solid copper wire AWG=20 Pair of alligator clips Magnesium Electrodes Iron Electrodes A cup of saltwater (not in the picture) 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. Page 227 of 305   

 

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. 2. 3. 4.

Make sure your electrodes are not touching each other. Make sure there is nothing blocking the space between the electrodes. Make sure that the alligator clips are not touching the salt water. 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. Page 228 of 305   

 

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 Page 229 of 305   

 

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. 2. 3. 4. 5.

How does the speed of turning affect the production of electricity? How does the diameter of wire coil affect the amount of electricity? How does the number of loops of wire in the coil affect the amount of electricity? How does the diameter of coil wire affect the electric current? 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.

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

1. 2. 3. 4. 5. 6. 7. 8. 9.

Wood dowel 3/8" diameter Wood Dowel 1" diameter. Rod magnet 3" long Insulated copper wire 1.2 Volt Screw Base light Bulb Base for the light bulb Small sand paper Wood Glue 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: Cut two square pieces from the balsa wood (3.5" x 3.5"). Make a 3/8" hole in the center of each square. Cut four 1" x 3 7/16. 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.

1. 2. 3. 4.

Wood dowels after completing the step 4

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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 5. 6. 7. 8.

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

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  

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).   

 

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  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:

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         

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

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  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.

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  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) 

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  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.  

 

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  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.

 

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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.  

 

 

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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.

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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   Page 242 of 305   

 

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.

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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 Page 244 of 305   

  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,

 

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10.CANDLE POWER Things Required Take 2 very thick candles A strong magnet 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.

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ACTIVITY - 11

PASSING OF ELECTRIC THROUGH LIQUIDS  

EXPERIMENT

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).

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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 Page 248 of 305   

 

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 Page 249 of 305   

 

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! Page 250 of 305   

 

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.

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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 Page 252 of 305   

 

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. Page 253 of 305   

 

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 Page 254 of 305   

 

LEMON / POTATO 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. Page 255 of 305   

 

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

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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 calledelectrons. 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!)

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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.

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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.

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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).

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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.

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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.

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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.

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ACTIVITY : 7

SOLAR OVEN Page 264 of 305 

 

 

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. Page 265 of 305   

 

Required materials: A box from carton (pizza box for example); A roll of aluminium and plastic foil; Black paper;Tape

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ACTIVITIES FOR CLASSES IX - X:

AVISHKAAR

IN ACCORDANCEWITH

SCIENCE CENTRE Content:  1.Electronic component Learning  2.Introduction to the working of Bread board (include soldering).  3.Making projects:  a. b. c. d. e. f.

LED glow  Series Parallel circuit  Switch based circuit  Diode based circuit  Spy alarm  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.  Page 267 of 305   

 

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:  Page 268 of 305   

 

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  Page 269 of 305   

 

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.  Page 270 of 305   

 

    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. 

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  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. 

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  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  Page 273 of 305   

 

electronics was properly developed, modern telephone systems, cellphonenetworks, 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 

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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.   

 

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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. 

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W What is Sold dering?  SSoldering is the joining together  p physical bon nding and go ood  I It is used pr imarily in electrical  c circuitry. So lder is a  m metals, whic ch are solid at  t temperature es and beco ome  a and 200°C . Solder bon nds well 

of two metals tto give  elecctrical condu uctivity.  and d electronic  com mbination off  norrmal room  liqu uid at betweeen 180  to vvarious metaals, and  Paage 277 of 305 

 

 

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  Page 278 of 305   

 

element reaches temperatures of around 370 to 400°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. 

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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.  Page 280 of 305   

 

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  Light Emitting Diode is a  source that is very safe  your project. This article  design and build a very 

to design. An LED or  very low current light  and durable for use in  will show you how to  simple LED circuit. 

Things You'll Need   LED's   Resistor   Battery or power source   Wire or alligator clips   Helpful to have (multimeter)  Page 281 of 305   

 

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

use the diode forward 

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?  Page 282 of 305   

 

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  than 6 volts will be  case we calculated 6 volts. A power supply value greater  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:  Page 283 of 305   

 

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  value which is greater. If you want to increase the  higher resistor value to reduce current. The reduced  dimmer LED. 

nearest standard resistor  battery life you can select a  current will result in a 

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  circuit board. Choose the best method based on the 

connectors, or use a small  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  Page 284 of 305   

 

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:  Page 285 of 305   

    

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. 

Page 286 of 305   

 

  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.  Page 287 of 305   

 

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. 

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  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  Page 289 of 305   

 







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      Page 290 of 305   

 

 

  

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.      Page 291 of 305   

 

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. 

Page 292 of 305   

 

  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. 

      Page 293 of 305   

 

 

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  Page 294 of 305   

 

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! 

Page 295 of 305   

 

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)  Page 296 of 305 

 

   

Lab notebook  Graph paper 

Experimental Procedure  1. Put on your safety goggles and  an adult helper assist you.  through each end of one of the  hammer the nails completely  hammer the nails 1 inch into the  a second wood board. 

work gloves. Have  Hammer two nails  wood boards. Don't  through. Just  board. Repeat with 

  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. 

Page 297 of 305   

 

Figure 2. Hammering the nails in.  

 

Page 298 of 305   

 

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  Page 299 of 305   

 

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.  Page 300 of 305   

 

› 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.              Page 301 of 305   

 

       

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. 2. 3. 4. 5. 6.

Obstacle avoider using 1 touch Sensor  Obstacle avoider using 2 touch sensors  Obstacle avoider using 1 IR Sensor  Obstacle avoider using 2 IR Sensors  Surface follower  Object follower  Page 302 of 305 

 

 

7. Line follower  8. Humanoid Robot with sensor     

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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

THESPECTRUM

FOCUSES ON CONCEPTUAL AND EXPERIENTIAL WAY OF LEARNING.

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