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
5
3
A la cafeteria
5
3
Quelle heure est il?
1
V‐ Le corps humain, Choisir quelquechose
G‐ Verbes en‐er, pronoms
4
C‐ Flag, national festival, world francophonie
Mon pays‐la France
10
6
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
‐
5
4
5
4
5
4
5
3
‐
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
0
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
2
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)
4
WohinfährstduinUrlaub? 8 AllesGutezumGeburtstag!
5
MirtutderKopfweh
5
Gesundleben
6
(2ndTerm:October–February) Woistdennhier…..?
2
HastduLustinsKinozugehen?
2
Ordnungmuβsein!
5
RUMSYLLABUSMONTHLYBREAKUP
Topicswithsubtopics
No.ofPeriods
Wiederholung
1
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
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 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
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
2
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
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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
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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
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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
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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)
4
MORE ON INTERNET
4
MS EXCEL –FORMULAE AND FUNCTIONS
5
CHARTS IN MS EXCEL
4
COMPUTERS SYSTEM
(2nd Term – Oct‐March)
4
MACROMEDIA FLASH 8
6
DETAILS ON MS WINDOWS 7
4
LEARN TO USE PHOTOSHOP CS3
6
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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
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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
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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
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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
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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
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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.
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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
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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
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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
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• BasicTheory • Revision (VoiceTraining,Harmony&VoiceModulation • Revisionof all Songs
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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.
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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.
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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
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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.‐
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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
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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
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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
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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
2
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
4
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,
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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.
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August
4
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
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Item
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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
4
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
4
Introduction about healthy cooking (Different Salads)
Vegetable Sandwich Bread poha
Novembe r
4
Importance of soups
Soup Decoration of vegetables(for salad)
Decembe
2
Cooking of above food by students
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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
3
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
4
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.
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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.
THE SPECTRUM Page 184 of 305
SCIENCE CLUB SYLLABUS FOR CLASSES VI TO X DOING REAL SCIENCE How to run a science fair project?
Become curious. Wonder about something. Write down some questions you'd like to ask. Pick a good question, then convert it into a statement. Example question: Does the smell of cats cause fear in mice? Example statement: The smell of cats causes fear in mice.
This 'statement' is your Hypothesis. Dream up an experiment to prove or disprove your statement. o How can you get some cat's scent? o How can you tell when mice show fear? o How would you keep the scent away from the mice until you're ready? Perform the experiment. Options: o Perform the experiment several times, to find out if it always works. o Perform a "control" experiment that lacks the important part. For example, repeat your experiment exactly, but with pure water without cat scent. This shows that mice were afraid of the cat smell. Maybe mice are actually afraid of YOU, not of the cat smell. Discuss your results, decide whether your results proved your statement. Write up your results so others can see them too. Was there anything wrong with your experiment? Think of a much better experiment. Do it on your own, even if there is no Science Fair. Uh-oh, you've become a real scientist. 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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VIDEOS
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EXPERIMENT REVIEWS
PRINT EXPERIMENT
EXPERIMENT 1.
Using a pushpin, poke 2 holes near the center of a closed sports bottle cap. Make sure that the tamper-proof ring is removed from the cap and that the holes go all the way through the plastic of the cap. 2. Use the hot glue gun to glue the bottom of the cap to the top of the compact disc. Use as little hot glue as possible, but be sure that there is a perfect airtight seal between the cap and CD. Giving the cap a slight twist when you glue it to the CD can help. 3. Create a collar for the cap by curving or bending a piece of card stock or thin cardboard (2"x6"). Cut two slits, one on each end of the card stock that are 1" from the end. Cut the slits on opposite sides of the collar (think of it as the top and bottom of the collar). Join the slits together to create the collar. 4. Find a clean, smooth surface to place the hovercraft on. 5. Inflate the balloon and twist the opening shut. 6. Pull the open end of the balloon through the collar. 7. Stretch the balloon's opening over the sports bottle cap. 8. Without letting any air out, place the cardboard collar around the base of the balloon and cap. 9. Now let the air out of the balloon. 10. If the hovercraft doesn't slide or spin easily, make sure the CD isn't warped. If it is, you'll need to rebuild your hovercraft. If everything looks normal, try poking larger or more holes in the sports bottle cap.
HOW DOES IT WORK? Hovercrafts work by using air to lift a vehicle off of the ground. The CD Hovercraft is no exception. As the balloon deflates, it is releasing air through the sports bottle cap and beneath the CD. Because of the shape, smoothness, and weight distribution of the CD, the releasing air creates a cushion of air between the CD and the surface. This cushion of air reduces the friction between the CD and surface and allows your hovercraft to move more freely.
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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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VIDEOS
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EXPERIMENT REVIEWS
PRINT EXPERIMENT
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.
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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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VIDEOS
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EXPERIMENT REVIEWS
PRINT EXPERIMENT
EXPERIMENT 1. 2.
3.
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.
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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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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.
Materials
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?
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.
Materials
1 Petri dish (4-inch size) Water Agar nutrient (5 grams) Container to boil water Cotton swab Hand sanitizer Tape Zipper-lock bag
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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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Slip the balloon inside the neck of the bottle and stretch the mouth of the balloon over the bottle top.
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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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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,
ACTIVITY - 10 Page 245 of 305
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.
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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.
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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.
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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!
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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.
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Figure 2. Hammering the nails in.
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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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