Delhi Public Sonepat Process writing ASL Comprehensio n 3 5 2 2 2 About the author About the theme...

Delhi Public School Sonepat

Annual Syllabus: 2014-15

Class: VII

DELHI PUBLIC SCHOOL, SONEPAT ENGLISH SYLLABUS (SESSION: 2014-2015)

CLASS VII

TOPIC TEACHING PERIODS

SUB TOPICS TEACHING AIDS

ACTIVITIES/ PROJECTS

APRIL

Prose: Lesson -1 Three Precious Packets Poem: You are Old, Father William Grammar: 1. The Sentence 2. Nouns 3. Pronouns Comprehension ASL

4 4 3 3 3 1 2

About the author About the theme Word meanings

synonyms and antonyms

Explanation of paragraphs

Discussion on characters

Discussion of questions

About the poet About the Theme Word meanings Synonyms and

Antonyms Explanation of

stanzas Discussion on

characters Poetic devices

Identification Different types of

examples/exercises

E Beam Course Book Verbal Practice Dictionary BBC

Worksheets

Comprehension from workbook Puzzle related to Synonym and Antonyms Activity related to Poetic Devices

Activities/Games related to Nouns and Pronouns, Worksheets

MAY

Prose: The Sun-Powered Car

5


Synonyms and antonyms



Worksheets

fun with

Prefixes and of suffixes

Conversations for Message Writing

Poem: In the Bazaars of Hyderabad Writing:Notice Writing Message Writing Bio- Sketch / Biography Grammar Prepositions ASL

3 3 2 2 2 1


Discussion of questions and reference to the context

Briefing about Prefix & Suffix

About the poet About the Theme Word meanings Synonyms and Antonyms Explanation of

stanzas Discussion on

characters Poetic devices

Format Content (use of

correct tense, vocabulary)

Concept (their uses)

Examples, Worksheets etc.

Biography of any family member

Biography of any favourite personality

JULY

Prose: Suvira

Grammar:Prese

3







Worksheets

Value based

question related to the chapter (keeping the characters of the chapter in mind)

Class

nt Tense & PastTense Writing:Letter Writing Formal& Informal ASL

2 2

2 2 2

Identification Different types Examples/exercises Rules with examples Concept &Format Content (use of

correct tense, value points )

REVISION FOR UT I

Explanation on board

Oral class

practice

Worksheets H.W

worksheets Sentences/Para

graphs both

AUGUST Prose: Blue Umbrella

Grammar:FutureTense Reported Speech Conjunctions Writing: Article Writing Paragraph Writing Speech Writing Comprehension

4

2 4

1 2

2

2

2

About the author About the Theme Word meanings





Concept Rules with

examples


Worksheets Explanation on

board Oral class

practice

Diary entry as any character of the chapter Class

Worksheets H.W

worksheets Sentences/Para

graphs both

ASL

2

SEPTEMBER

Poem: Stopping by woods on a snowy evening Prose: The Merchant of Venice

3 5

About the poet Poetic devices Rhyming scheme Explanation of

stanzas Discussion of

questions Reference to

context Identification Different types Examples/exercises

About the author


Worksheets

An activity related to poetic devices

Data Interpretation ASL Comprehension

4 2 2

About the Theme Word meanings





REVISION FOR HALF YEARLY EXAMINATION

OCTOBER

Prose: The Ants come marching

Grammar:Articles Punctuation Error Finding Writing: Diary Entry ASL Comprehension

4 3 3 2 2 2 2

About the author About the theme Word meanings ,





Identification Different types Examples/exercises

Concept Examples


correct tense,value points)

E Beam Course Book Verbal Practice Dictionary BB Worksheets E beam Workbook Oral Practice Worksheets

Worksheets

Find out more information about different kinds of ants and make a report on that. Fun with punctuation Worksheet with one sentence only (when punctuated has different meanings)

NOVEMBER

Prose : Tom Comes Home

Poem: IF

Grammar:

4 3






About the poet Poetic devices Rhyming scheme Explanation of stanzas Discussion of

questions and reference to context

E Beam Course Book Verbal Practice Dictionary

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

about quotes given in the chapter.

Analogies given in the chapter

Biography Sarojini Naidu

Activity given in the poem

Chapter 21 Phrasal Verbs Idioms Email-Writing

ASL Comprehension

2 2 3 1 2

Concept Explanation with the

examples

REVISION FOR UT II

Worksheets Oral Practice

Real life situations for the Idioms and Phrasal verbs taught

DECEMBER

Poem: Settling into the secret Annexe Grammar : Voice Process writing

ASL Comprehension

3 5 2 2 2






Concept Explanation


Worksheets E Beam Worksheets Oral Practice

Diary entry

practice as given in the chapter

Passive

Newspaper Clippings

Worksheets

JANUARY

Prose : Achilles

3






Worksheets

Activity related

to anagrams Fun with

heterophones

Poem: The tame bird was in a cage Grammar: Adverbs

Writing: Dialogue completion ASL Comprehension

3 4 2 2 2


About the poet About the Theme Word meanings Synonyms and

Antonyms Explanation

ofparagraphs Discussion on

Characters Discussion of

questions and reference to the context

Concept

Difference between adjectives and adverbs with examples


correct tense, value points)

Explanation on

the board with examples

Activity-

Imagine the conversation between any two animals and write in your words.

Worksheets

FEBRUARY

REVISION FOR ANNUAL EXAMS

BROAD SPECTRUM Month Topic APRIL

PROSE: Three Precious Packets POEM : You are Old, Father William GRAMMAR:

The Sentence Nouns Pronouns

MAY

PROSE: The Sun Powered Car POEM : The Bazaars of Hyderabad WRITING :

Notice Writing Message Writing Bio- Sketch

GRAMMAR : Prepositions

JULY

PROSE:Suvira REVISION UT-I GRAMMAR:

Present Tense Past Tense

WRITING : Letter Writing (Formal & Informal)

AUGUST

PROSE:Blue Umbrella GRAMMAR:

Future Tense Reported Speech Conjunctions

WRITING : Article Writing Speech Writing Paragraph Writing

SEPTEMBER

POEM:Stopping by Woods on a Snowy Evening PROSE:The Merchant of Venice Writing: Data Interpretation REVISION FOR HALF YEARLY EXAMS

OCTOBER

PROSE:The Ants came marching GRAMMAR:

Articles Punctuation Error Finding

WRITING : Diary Entry

NOVEMBER

PROSE:Tom comes Home POEM : IF GRAMMAR:

Phrasal Verbs Idioms

WRITING : Email Writing REVISION FOR UT-II EXAMS

DECEMBER

PROSE: Settling into the Secret Annexe GRAMMAR:

Voice

WRITING : Process Writing

JANUARY

PROSE: Achilles POEM: The Tame Bird was in a Cage GRAMMAR:

Adverbs

WRITING : Dialogue Completion

FEBRUARY

REVISION FOR ANNUAL EXAMS

SYLLABUS AND MARKING SCHEME

UNIT TEST I (35+15) WRITTEN TEST: 35MARKS SECTION TOPIC TOTAL MARKS LITERATURE

PROSE: THREE PRECIOUS PACKETS THE SUN POWERED CAR POEM: YOU ARE OLD, FATHER WILLIAM THE BAZAARS OF HYDERABAD

10

WRITING NOTICE WRITING MESSAGE WRITING LETTER WRITING BIO-SKETCH

10

GRAMMAR NOUNS PRONOUNS PREPOSITION

08

READING COMPREHENSION 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 LITERATURE

PROSE: THE ANTS COME MARCHING THE MERCHANT Of VENICE TOM COMES HOME IF

10

GRAMMAR

ERROR FINDING PHRASAL VERBS IDIOMS ARTICLES PUNCTUATION

10

WRITING

LETTER WRITING DIARY ENTRY E-MAIL WRITING

8

READING

COMPREHENSION 7

INTERNAL ASSESSMENT BREAK UP: ASL: 5MARKS DICTATION: 5MARKS WINTER HHW: 5MARKS HALF YEARLY EXAMINATION (100 MARKS) SECTION TOPIC MARKS LITERATURE

PROSE: THREE PRECIOUS PACKETS THE SUN POWERED CAR SUVIRA BLUE UMBRELLA POEM: YOU ARE OLD, FATHER WILLIAMS STOPPING BY WOODS ON A SNOWY EVENING THE BAZAARS OF HYDERABAD

10(prev)+20

WRITING NOTICE WRITING MESSAGE WRITING LETTER WRITING BIO SKETCH ARTICLE WRITING SPEECH WRITING PARAGRAPH WRITING

25

GRAMMAR

NOUNS PRONOUNS PREPOSITIONS TENSES (PRESENT, PAST AND FUTURE) REPORTED SPEECH CONJUNCTIONS

25

READING

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

20

ANNUAL EXAMINATION (100 MARKS) SECTION TOPIC MARKS LITERATURE

PROSE: SETTLING INTO SECRET ANNEXE ACHILLES THE TAME BIRD WAS IN A CAGE TOM COMES HOME POEM: YOU ARE OLD, FATHER WILLIAMS STOPPING BY WOODS ON A SNOWY EVENING THE BAZAARS OF HYDERABAD IF

10(prev)+20

WRITING DIALOGUE COMPLETION DIARY ENTRY DATA INTERPRETATION E-MAIL WRITING LETTER WRITING

25

GRAMMAR

ADVERBS VOICE PHRASAL VERBS IDIOMS REPORTED SPEECH TENSES (PRESENT, PAST AND FUTURE)

25

READING

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

20

DELHI PUBLIC SCHOOL, SONEPAT Syllabus for Session 2014-15

Subject: II /III language French Class: VII Facilitator: Ms Divya Maheshwari/ Ms Neha Madan No. of Periods allotted per week: 3 for II Language and 2 for III Language Book: Apprenons le Français 3, Cahier d’ exercice 3 and CD I Term- Apr-Sep II Term- Oct-March

A. ANNUAL SYLLABUS Term Topics No of periods per

topic I Term (April – Sep)

La France- Qu’est-ce que c’est?”

La Rentrée Il Est Français? La Journée de Mme. Lavigne Kalu Est Malade Faire Les Courses

M. Lavigne Cherche un manteau

Allons à Paris

12 3 3 3 3

II Term (Oct – Mar)

Allons à Paris Les Photos de Manuel Au Cafés des Laurent Encore une Lettre de Rouen

33 3 3 3

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

for UT/exams (Tentative)

No. of Periods (Tentative)

April La Rentree V-Salutation Expressions pour laclasse Cours dans l’ecole G-Articles Verbes en-er,-ir,-re et irreguliers Negation Adverbes de quantite Il Est Francais? V- Membres de la famille Habitation et meubles

5 5

4 3

May Grammaire *Feminin et pluriel des noms et des adjectifs *Position des adjectifs *Infinitif après un autre verbe La France- Qu’est-ce que c’est?” *Civilisation Kalu Est Malade Les Animaux Les Couleurs Paragraph/Dialogue

5 5

4

July

La Journee De Mme Lavigne 5

2

* Decrire la journee Quelle heure est-il Saisons, jours de la semaine et moise de lannee Grammaire VerbesPronomiaux Nombres cardinaux et ordinaux

5

August Grammaire *Trois Formes d’interrogative *Interrogation negative et ‘si’ *Expression avec ‘avoir’ Faire Les Courses *Magasins, marche *Plats et nourriture Grammaire *Adverbes interrogatifs *Verbe ‘savoir’ et ‘connaitre’

5

4

September M.Lavigne Cherche un manteau *Vetements et accessories Grammaire *Prepositions *Verbes en –ayer, -oyer, -uyer REVISION

October Revision 5 3 November Allons a Paris

*Nom de Pays *Nationalites Grammaire *Prepositions de lieu

5

3

December Les Photos de Manuel 5 3

*Fetes Francaises *Professions G - Verbes irreguliers -Adjectifs Demonstratifs

January Au Cafes des Laurent Mettre le Couvert Grammaire Imperatif-Affirmatif,Negatif Imperatif des verbes Prominaux

5 3

February Encore une lettre de Rouen Loisirs et Sports Grammaire Adjectifs Interrogatifs Expressions avec Faire

5

3

Revision NoteBook Checking

C. MICRO SPECTRUM SYLLABUS Topics Method of teaching Information about France 0 La France- Qu’est-ce

que c’est?”

AV Method (E.Beam)Lecture Class Discussion

Civilisation

1 La Rentree


School life of French students

2 Il est Francais? AV Method (E.Beam)Lecture Class Discussion

---

3 La Journee de Mme.Lanigne


Daily Routine Of French people

4 Kalu est Malade


---

5 Faire Les Courses


---

6 M. Lavigne Cherche un manteau


---

7 Allons a Paris


Paris

8 Les Photos de Manuel


Festivals of France

9 Au Cafe des Laurent


French Restaurants

10 Encore une lettre de Rouen


Hobbies of French People

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

Unit 2

La Rentree Il Est Francais? Culture and civilisation Reodering of dilogues or short paragraph

M.Lavigne Cherche un manteau Allons a Paris Culture et Civilisation Reodering of dilogues or picture description or short paragraph

Half yearly Exam (Sep) Annual Exam (Mar) La Rentrée Il Est Français? La Journée de Mme. Lavigne Kalu Est Malade Faire Les Courses Writing portion- Reodering dialogue Picture description Paragraph - Describe your day

M. Lavigne Cherche un manteau Allons à Paris Les Photos de Manuel Au Cafés des Laurent Encore une Lettre de Rouen Paragraph Writing (on Paris or Festivals) Reodering o dialogues Culture et Civilisation

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

Unit Test 30 Marks

Half yearly / Annual Examination 50 Marks

Comprehension écrite 5 Marks Expression écrite 5 Marks Grammaire 15 Marks Culture et Civilisation 5 Marks

Comprehension écrite 5-7 Marks Expression écrite 8-10 Marks Grammaire 30 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 for II Language Unit Test 35 Marks

Half yearly / Annual Examination 100 Marks



Annual Syllabus Subject: Japanese

Class 7

Text Book: MOMO Exercise Book: MOMO

April& May

Total allotted Sessions in the month: 12 [Lesson 5]

Topic Objective Detail/ CW Teaching AidsReference

Books/websites

Telephonic Conversation in Japanese

~te imasu Vocabulary ~ni ~~masu Explanation

of sentences Kanji Hakase

To introduce a simple telephonic conversation

To teach how to describe action in present continuous and past continuous

To introduce how to say the purpose of going to some place

To introduce phrases to express obligation and prohibition

Explanation of telephonic conversation in Japanese and making the students.

Practice of ‘~te imasu’

Explanation of words in KOTOBA

Explanation and practice of ‘Reibun’ and Oboemashoo

Reading practice of entire lesson.

KANJI Explanation of

HAKASE

Text Book (MOMO)

MOMO (Text Book)

MOMO (Exercise Book)

www.sites.google.com/site/dpssjapanese

July& August Total allotted Sessions in the month: 11 [Lesson 6]

Topic Objective Detail/ CW Teaching

Aids Reference

Books/websites Kotoba ~Tai desu Hitsuyoo ~ga hooshii

desu ~ta koto ga

arimasen

To teach how to express one’s desire

To introduce more expressions used while giving instructions

To teach how to talk about one’s experience.

To teach how to describe places visited.

Explanation of the pattern ‘~tai desu’ using the vocabulary already learnt

Explanation of words in KOTOBA

Practice of KATAKANA and Kanji

Explanation of HAKASE column

Kanji Test

Text Book (MOMO)

MOMO (Text Book)


September & October Total allotted Sessions in the month: 11 [Lesson 7]


Aids

Reference Books/websi

tes All above

topics of Lesson 6

~TE IMASU KOTOBA ~te kudasai ~de tabemasu ~hoo ga

samui desu ~hoo ga

~~yori __ desu

shumi Reibun

To teach how to make comparison.

To teach how to talk about the means and ways of doing an action To teach how to talk about hobbies

Explanation of the patten ‘~te imasu’ using the vocabulary already learnt

Explanation of KOTOBA


Kanji Test Making a box

(Origami)

Text Book (MOMO)

MOMO (Text Book)


Oboemashoo Katakana Kanji Mid day meal Origami

November & December Total allotted Sessions in the month: 12 [Lesson 8]


Aids

Reference Books/we

bsites Japanese

Reading The elderly in

Japan Origami KATAKAN

A KANJI

To introduce the format to write an informal letter.

To teach how to talk about past events/ activities

To teach the patterns used for describing motions.

To teach how to make comparison.

To teach how to talk about the means and ways of doing an action

To teach how to talk about hobbies

Explanation of KOTOBA

Reading practice of entire lesson


Kanji Test Making a

cap(Origami) More Reading

practice of entire lesson and ask the meaning (Summary of conversation)

Text Book (MOMO)

MOMO (Text Book)

MOMO (Exercise Book)


January and Feburary 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 Public School , Sonepat Syllabus for session 2014-15

Subject : Mathematics Class: VII

Teacher / Faciliator: Ms. Surbhi menroy No. of periods allotted per week: 5 No. of Total periods required in the session: 139

A. BROAD SPECTRUM SYLLABUS (MONTHLY BREAKUP)

Months No. of Periods Topics No. of periods (teaching

+ assessment) April 19 1.Integers

2. Fractions and Decimals 3.Data Handling

6 +1 6 + 1 4 +1

May 14 4. Simple Equations 5.Lines and Angles

6 + 1 6 + 1

July 8 WEEK CYCLE - 1

August 18 6.The Triangle and its Properties 7.Congruence of Triangles

11 + 1 5 + 1

September 12 8

8. Comparing Quantities 9. Rational Numbers REVISION

7 + 1 3 + 1

October 4 10. Practical Geometry

4

November 18 10. Practical geometry (Cont…) 11. Perimeter and Area 12. Algebraic Expressions

3 + 1 7 + 1 5 + 1

December 12 12. Algebraic Expressions (Cont…) 13. Exponents and Powers

2 9 + 1

January 12 14. Symmetry 15.Visualising Solid Shapes.

7 + 1 3 + 1

February 14 REVISION OF ANNUAL EXAMS

B. MICRO SPECTRUM SYLLABUS

Topics No of SubTopics No of Periods designated

Method of Teaching/Teaching Aid used

Project/ Activities

INTEGERS.

Review Properties of

addition and Subtraction.

Multiplication of Integers.

Division Of Integers.

1 2 2 1

Problem Solving method. Boxes of different colours.

Activity based on Integers to find their sum and difference using Coloured papers.

FRACTIONS AND DECIMALS.

Addition & Subtraction in fractions.

Multiplication of Fractions.

Division of fractions.

Review of Decimals

Multiplication and division of decimals.

2 1 1 1 1

Problem Solving method/Activity. Fraction kit

Shading and colouring of pictures using fractions along with paper folding activity.

DATA HANDLING.

Mean, Median , Mode, Range

Bar graph

Probability

2 1 1

Demonstration/ Explanation Graph Paper, Dice, Coins.

A group activity to draw a Bar Graph showing the comparison of marks in two subjects.

LINES AND ANGLES.

Introduction

Related angles.

Pair of lines

2 2 2

Explanation / Demonstration. Geometry Box.

SIMPLE EQUATIONS

Setting up an equation.

Solving an equation.

Applications.

2 2 2

Lecture/Explanation. Reference book.

TRIANGLES AND ITS

PROPERTIES

Median and altitude of triangles.

Exterior angle and angle sum property.

Properties Of

Triangle

Pythagoras theorem.

3 3 3 2

Demonstration/ Explanation Geometry box.

CONGRUENCE OF TRIANGLES

Criteria for congruency.

SSS. SAS, ASA, AAS, RHS congruency.

2 3

Demonstration/ Explanation Real objects.

COMPARING QUANTITIES

Equivalent Ratios Percentages Conversions. Prices related to

an item

2 2 3

Demonstration/ Explanation Real objects.

RATIONAL NUMBERS

• Rational Numbers on Number line and in standard

1

Lecture / explanation. Reference book.

form. • Operation on Rational numbers.

2

PRACTICAL GEOMETRY.

Construction Parallel lines.

Construction of triangles using various criterion.

3 4

Demonstration/ Explanation Geometry box.

PERIMETER AND AREA.

Square, rectangle.

parallelogram, triangle.

Circumference and

area of a circle. Applications and

conversion of units.

2 2 2 1

Demonstration/ Explanation Geometry box. Solid Shapes.

Making a wall hanging using different radii circles.

ALGEBRAIC EXPRESSIONS.

Monomials, binomials, trinomials, polynomials.

Addition and subtraction.

Finding value of an expression.

3 2 2

Lecture/Explanation.

EXPONENT AND

POWERS

Introduction Laws of exponents. Decimal Number

system in the Standard form.

3 3 3

Lecture/Explanation. Reference book.

SYMMETRY.

Line Symmetry Rotational

symmetry

3 4

Demonstration Geometry box instruments , coloured paper, graph paper.

Making a greeting Card using concept of Symmetry.

VISUALISING SOLID SHAPES

• Nets of 3D shapes • Viewing different sections of a solid.

2 1

Various 3-D objects,Squared paper,Graph paper,isometric sheet.

To design and make a model of a packing box for fruit seller.

C. SYLLABUS: Wednesday Test Cycle I:(July2014):

Integers Fractions and Decimals Data Handling

Half Yearly:(October2014) Simple Equations Lines and Angles The Triangle and its Properties Congruence of Triangles. Rational Numbers Fractions and Decimals

Wednesday Test CycleII:(Nov.20.14): Comparing Quantities Practical Geometry Simple Equations

Annual : (March 2015) Perimeter and Area Algebraic Expressions Exponents and Powers Symmetry Visualising Solid Shapes Comparing Quantities

D. MARKING SCHEME / QUESTION PAPER BLUE PRINT :

1) Unit Test Sl.no. Form of Question Marks for each

question No. of Questions Total Marks

1 Short answer type –I 2 3 6 2 Short answer type –

II 3 4 12

3 Long answer type 6 2 12 4 H.O.T.S 5 1 05 10 35

2) Half Yearly/ Annual: Sl.no. Form of Question Marks for each

question No. of Questions Total Marks

1 Short answer type –I 2 7 14 2 Short answer type –

II 3 8 24

3 Long answer type 4 4 16 4. Very long answer

type 6 6 36

TOTAL ---- 25 90

F.Marking Scheme/ (Area wise marks distribution)

Areas Unit Test Half Yearly/ Annual Theory 30+5(HOTS) 90 Mental Maths 10 10Internal Evaluation 5 --- Total 50 100

LISTS OF ACTIVITIES / PROJECTS. 1. INTEGERS : Activity taking different colors of blocks representing positive and negative integers to solve the sums. 2. FRACTION & DECIMALS : Fun with shading, paper folding activity. 3. DATA HANDLING : a). Collect the data of class wise strength of the school and to make bar graph. b) To tabulate the data and find the mode of age ( in years) of all the class mates. 4. SIMPLE EQUATIONS: Mind reading game. 5. LINES & ANGLES : To find ten surrounding things & identify the angles found in them. 6. TRIANGLES & ITS PROPERTIES : a). Angle sum property of a triangle b). Experimental verification of Pythagoras theory. 7. RATIONAL NUMBERS: Collection of information from internet. Site- Google .com- numbers and their evolution. 8. VISUALISING SOLID SHAPES : Making a net of a snob cube. 9. CONGRUENCE OF TRIANGLES: Collection of different congruent objects by the students they come across in daily life. 10. COMPARING QUANTITIES : Making a chart for comparing the heights or ages of all the students in the class.. *************************************************************************************

DELHI PUBLIC SCHOOL, SONEPAT Syllabus 2014- 2015 Social Science Class VII

Subject Topics No. Of Sub. Topics

Methods Of Teaching

No. of Periods

Project Activity

APRIL HISTORY

Chapter – 2 The Regional Kingdom-I Terms used to describe Indian Subcontinent Medieval Period –A time Frame Sources of History for the Medieval Period

Lecture Assignment

3 On map of India mark the different dynasties in North, Central and South India during the Early Medieval period.

HISTORY Chapter – 3 The Sultanate Period The period from 1206 to 1526 Five dynasties- The Slaves The Khaljis The Tughluqus The Sayyids

Lecture Assignment A:V Method

3 A class project- Firoz Shah Tughluq founded a number of towns, make a project on any of the town highlighting the purpose,

The Lodis

location and its present state

CIVICS Chapter – 1 Democracy Different Types of Government Basic Principles of Democracy Significant Elements that made Democracy Popular

Lecture Assignment Group Discussion

3 Make a chart showing countries under the heads example Monarchy ,Theocratic, Dictatorship, Parliamentary

GEOGRAPHY Chapter – 1 Our Environment Environment & its Components Natural Environment Human Environment Study of Environment – A Necessity

Ecosystem Human environment

Lecture Assignment (PPT through Ebeam)

3 Find out the reasons why our environment is getting degraded with each passing day. Mention ways to protect the environment for future generation

Ask the students to make a poster of an ideal environment where they would like to live.

MAY HISTORY

Chapter – 4 The Regional Kingdoms-2 The study of small kingdoms in different parts of India Distinctive Features of Vijayanagar and Bahmani kingdoms

Lecture Assignment Assessment

4 To make a project Mentioning the main difference between the sculptures of Northern & the Southern India

A debate on the topic “Creation of new states paves the way for disintegration of the Indian Union.”

CIVICS Chapter – 3 Democracy in Action Universal Adult Franchise Elections and their Importance Functions of Election Commission Election Procedure Political Parties The

Lecture Assignment

3 Prepare a project showing the techniques that political parties employ to carry out their Election Campaign at the time of elections.

Design a poster to spread awareness about the importance of voting.

Role of Opposition Coalition Government

GEOGRAPHY Chapter – 2 Inside our Earth Interior of the Earth Rocks and Minerals Rock Cycle Importance of Rocks

Lecture Assignment (P.P.T through Ebeam)

3 To make a collage of the recent earthquakes that rocked India.

Ask the students to collect the rocks from neighbourhood and differentiate between the rocks

HISTORY JULY GEOGRAPHY

Chapter –5 The Great Mughals Source material about the Mughal period their policies and administration

Chapter-3 The Changing Earth Volcanoes, earthquakes and the case study of Bhuj earthquake of 2001

Lecture Assignment Assessment Group Discussion Lecture Assignment Assessment Group Discussion

4 3

To make a project on “Akbar and his religious policies” Do you think similar policies should be persuaded .

Mark and label the well known volcanoes and major earthquake belts on world map

CIVICS Chapter –4 State Government State Legislature Powers and Functions of State Legislature Passage of Ordinary Bills & Money Bills by State Legislature Administration of the State Governor The Chief Minister and his Cabinet


3

Study the functioning of the Govt. of your state of and find out the name of the ministers who are there in the council of ministers

GEOGRAPHY Chapter –4

Major land forms Work of a river Work of sea waves Work of wind Work of moving ice

Lecture Assignment A:V Method (P.P.T) through Ebeam

3 Show them short documentary of different types of landforms.

AUGUST HISTORY

Chapter –6 Monumental Architecture The Architecture: The Forts and Scared Places Importance of Monuments As Source Material of History Architecture between (800AD- 1200AD) The Mughal Architecture (1526 –1657

Lecture Assignment PPT through Ebeam

4 Choose any one medieval –era monument which is also a World Heritage site. Prepare a project on that monument.

Visit to a historical monument in your town or a city of medieval period.

CIVICS Chapter –5 Media and Democracy

The Media What is Media? Print Media Electronic Media Government And Information Popular Struggle On Advertising

Commercial Advertising Social Advertising

Lecture Assignment A:V Method (PPT through Ebeam)

3 Prepare a project, displaying few news published in any of the newspapers. They should depict the problems being faced by the people.

Discussion about Anna Hazare’s Struggle. Ask students to bring Newspapers& magazines and find out commercial and social advertisement.

GEOGRAPHY Chapter –5 Composition and the Structure of the Atmosphere Study of Troposphere, Stratosphere, Mesosphere, Thermosphere, Exosphere and its significance


3 Ask the students to collect pictures of the different pollution affected areas and people.

SEPTEMBER GEOGRAPHY

Chapter –6 Weather and ClimateAtmospheric temperature, Atmospheric Pressure, Winds, Moisture

Lecture Assignment A-V Method

3 Lecture Assignment A-V Method

Visit a few local meteorologists working in a television or radio channel or a newspaper

and find how they get information about the weather.

September Revision For Half Yearly

HISTORY

Chapter –7 Towns, Traders and craftsmen Growth of Trade and the rise of cities Sources of History For This Period Court Towns Pilgrimage Towns Ports and Trading Centres

Lecture Assignment Assessment Group Discussion

4 Kalamkari work is specific to Masulipatnam and Bidri work is of Bidar, find out what is specific to your region and make a project.

To ask the students to visit a Dargah or a famous Gurdwara or any place of worship and write few sentences describing what they saw there.

CIVICS Chapter-6 Advertising Types of Advertising: Commercial and Social Advertising Revision For Half Yearly and Exams From 15th September to 20 OCTOBER.


3 Make a project on the popular brands available in the market

Ask the students to make a create an innovative advertising on any product and give a catchy punchline.

OCTOBER GEOGRAPHY

Chapter-7 Water Water Cycle, Distribution of water bodies, Temperature of ocean water, Salinity of ocean water, waves, Tides and ocean currents

Lecture Assignment A:V Method (P.P.T.)

3 Map work Mark and label the different currents, oceans and seas

Ask the students to create awareness about conservation of water

NOVEMBER HISTORY

Chapter-9 Religious Beliefs The Bhakti Tradition, Sant Kabir, Guru Nanak, The Sufi tradition

Lecture Assignment

3 Make a project on Bhakti Saints and mention some of their teachings

Listen to some cassettes with Mirabai’s bhajan, sufi music and gurubani

GEOGRAPHY Chapter-8 Natural Vegetation and Wild life


3 To make a project on different

Map work to mark important National parks

Equatorial Forests Monsoon Forests Temperate Evergreen Forests Temperate Deciduous Forests Coniferous Forests Grasslands Desert Vegetation Tundra Vegetation Wildlife Man and Forests

types of vegetation and list the regions in India where each type is found. Choose any two regions and point out the differences in human activities in these regions

& Wildlife sanctuaries

CIVICS Chapter-7 Markets around us Why do we need a market? Types of markets How does the Wholesale Market operate or work? Chain of Activities at a Wholesale Market


3 Ask the students to visit a good retail store in their locality and compare it with a shop in a weekly market, a mobile trader and a mall.

GEOGRAPHY Chapter –7 Human Environment Settlement, Transport and Communication Types of Settlements Transport and Communication Roadways Railways Waterways Airways Satellite Communication System


3 On an outline map of India mark the major airports and seaports of the World.

HISTORY

Chapter –11 Political Formation in the Eighteenth Century Later Mughals, Independent Kingdoms, The Marathas, The Peshwas

Lecture Assignment Assessment PPT through Ebeam

4 To make a well documented project on any one of the rulers that you have studied in this chapter.

JANUARY

Chapter –8 Role of Gender Sex and Gender,

Lecture Assignment Group

3 A debate on the topic “When you educate a

CIVICS Gender and Social Inequalities, Economic Aspects of Gender, The invisibility of Women’s work, Women’s Empowerment

discussion girl, you educate a nation”. Design a poster highlighting the importance of equality among men and women

GEOGRAPHY Chapter –10 Life in the Tropical & Subtropical Region The Amazon Basin, The Ganga-Brahmaputra Basin


3 Ask the students to collect information about the rainforests of south America. Find out about the threat they are facing in modern time. Find out the measures being taken to spread awareness about its destruction.

GEOGRAPHY

Chapter-11 Life in the Temperate Grasslands The prairies The velds Climate, Flora and Fauna and People


3 Make a collage on the life of the people of Prairies and Velds.

February

Chapter –12 Life in the Deserts Sahara Desert Ladakh Desert Revision for Annual Exams


2 Make a project comparing the life of the people living in the Sahara and the ladakh

Divide the class into groups of two. One to play the role of a Bedouin and other the role of a Ladakhi.

Marking Scheme Class VII

Unit Test –I Total Marks 50 Theory : 45 Marks Subject Marks

1. History 15 2. Geography 15 3. Civics 10 4. High order thinking question 5

Practical : 15 Marks Subject 1. Note Book Maintenance / Project 5

Total 50 Syllabus Chapter Marks History Chapter-2 The Regional Kingdom-1 8

Chapter -3 The Sultanate Period

7

Civics Chapter -1 Democracy 10

Geography Chapter -1 Our Environment 8 Chapter-2 Inside Our Earth 7

Half Yearly Examination

Total Marks 100

Theory 90 Subject 1. History – Including Map 35 2. Geography – Including Map And Diagrams 30 3. Civics 25

Total 90 MCQ 10 Total 100 Syllabus Chapter Marks History Chapter-4 The Regional Kingdom-2 11 Chapter-5The Great Mughals 11 Chapter-6 Monumental Architecture 11 Civics Chapter-3 Democracy in Action 8 Chapter-4 State Government 8 Chapter-5Media and Democracy 9 Geography Chapter-3 Our Changing Earth 9 Chapter-4 Major Landforms 9 Chapter-6 Weather and Climate 8 Map Work (History & Geography 2+4=6 Unit Test II Total Marks 50 Theory : 45 Marks Subject Marks

1. History 15 2. Geography 15 3. Civics 10 4. High Order Thinking Questions 5

Practical Subject Note Book Maintenance/ Project 5 Syllabus Chapter Marks History Chapter-7 Town ,Traders and craftsmen 8 Chapter-9 Religious Beliefs 7 Civics Chapter-6 Advertising 10

Geography Chapter-6 Weather and Climate 8 Chapter-7 Water 7 Annual Examination Total Marks : 100 Theory :90 marks Subject Marks

1. History – Including Map 35 2. Geography – Including Map And Diagrams 30 3. Civics 25

Total 90 Practical :20 MCQ 10 Total 100 Syllabus Chapter Marks History Chapter-7 Town, Traders and Craftsmen 10 Chapter-9 Religious Beliefs 11 Chapter-11 Political Formation in Eighteenth Century 12 Civics Chapter-6 Advertising 8 Chapter-7 Markets Around Us 9 Chapter-8 Role of Gender 8 Geography Chapter-9 Human Environment 6 Chapter-10 Life in The Tropical & Subtropical Regions 7 Chapter-11 Life In Temperate Grassland 6 Chapter-12 Life in the Deserts 7 Map Work (History + Geography ) 2+4=6

Annual Syllabus

Science Class: VII

Delhi Public School Sonepat Syllabus

2014 – 2015 Subject : Computers Class : VII Teacher/Facilitator : Ms Pooja Sunit Chawla No. of Periods allotted per week : 02 (Theory=1 + Practical = 1) No. of Total Period allotted in the session : 53 (approx.)

Term Topics

(1st Term : April – September)

1. Chapter – 1 : Introduction to Computers : Networking 2. Chapter – 2 : Learn To Use MS Access 2007 3. Chapter – 3 : Queries, Forms & Reports in MS Access 2007 4. Chapter – 7 : More On Internet

(2nd Term : October – February)

5. Chapter – 4 : Introduction to HTML 6. Chapter – 5 : Creating Web page using HTML 7. Chapter – 6 : Learn to use Adobe Flash CS3 8. Chapter – 8 : Computer Ethics, Crime And Security

BROAD SPECTRUM SYLLABUS MONTHLY BREAKUP

Months Topics with sub topics

No. of Periods (Each period will be

comprised of Lecture + Demo +

Practical)

April Chapter – 1 : Introduction to Computers : Networking Chapter – 7 : More On Internet

6 2

May Chapter – 7 : More On Internet Chapter – 2 : Learn To Use MS Access 2007

3 3

July

Chapter – 2 : Learn To Use MS Access 2007 Chapter – 3 : Queries, Forms & Reports in MS Access

2007

3 1

August Chapter – 3 : Queries, Forms & Reports in MS Access 2007

8

September

Chapter – 4 : Introduction to HTML Chapter – 5 : Creating Web page using HTML Revision

2 1

October Chapter – 5 : Creating Web page using HTML 2

November Chapter – 5 : Creating Web page using HTML 8

December Chapter – 5 : Creating Web page using HTML Chapter – 8 : Computer Ethics, Crime And Security

3 1

January Chapter – 8 : Computer Ethics, Crime And Security Chapter – 6 : Learn to use Adobe Flash CS3

2 4

February Chapter – 6 : Learn to use Adobe Flash CS3 Revision

4

MICRO SPECTRUM SYLLABUS

Topics No. of Sub Topic

Chapter – 1 : Introduction to Computers : Networking

1. Computer Network 2. Creating a Computer Network 3. Network Benefits 4. Network Hardware 5. Types of Network

PAN LAN CAN MAN WAN

6. Nature of Computer Network 7. Network Topologies

Star Topology Ring Topology Bus Topology

8. Protocol

Chapter – 2 : Learn To Use MS Access 2007

1. Database 2. RDBMS 3. Database Objects

Table Query Form Report

4. MS Access 5. Starting MS Access 2007 6. Creating an Access Database

Creating a Database by using a Template Creating a blank Database

7. Creating a Table 8. Creating a Table using Database View 9. Viewing a table 10. Table Structure 11. Creating a Table using Design View 12. Primary Key 13. Switching Views 14. Manipulating Data 15. Relationship 16. Opening an existing Database

Chapter – 3 : Queries, Forms & Reports in MS Access 2007

1. Queries in MS Access Creating a Query The Query Window Using a Query

2. Forms in MS Access Creating a Form

3. Reports in MS Access Creating a Report

Chapter – 4 : Introduction to HTML 1. About HTML 2. Features of HTML 3. Tools required to create a Web page 4. Terms in HTML 5. Structure of an HTML Document 6. Creating and Saving HTML Documents 7. Viewing an HTML Document

Chapter – 5 : Creating Web page using HTML

1. Adding Headers 2. Adding Paragraphs 3. Adding Line Breaks 4. Drawing Horizontal Rules 5. Adding Colour to the Lines 6. Formatting Text 7. Marquee Text 8. Adding Comments 9. Setting Backgound Colour 10. Inserting Images 11. Creating List 12. Creating Tables 13. Hyperlinks

Chapter – 6 : Learn to use Adobe Flash CS3

1. Starting Adobe Flash CS3 2. Creating a new Flash file

Understanding the Flash Interface 3. Saving a Flash file 4. Opening a Flash file 5. Exiting Flash 6. Flash Tools Panel 7. Property Inspector 8. Using the Flash tools

Line Pencil Rectangle Brush Paint Bucket Eraser Text Selection Free Transform

9. Grouping Objects 10. Timeline Panel

Frames Layers

11. Symbols 12. Animating and testing a movie

Motion Tween animation Shape Tween animation Frame by Frame animation

Chapter – 7 : More On Internet 9. E – Commerce E – Commerce Payment system E – Commerce Sites & Ethics How to do Online shopping

10. Video conferencing 11. Online News 12. Newsgroups 13. Online Reservation 14. Blogs 15. Social Networking

Chapter – 8 : Computer Etics, Crime and Security

1. Computer Ethics Intellectual Property Rights Copright Software Piracy Privacy

2. Computer Crime : Hacking/ Cracking 3. Computer Security

MARKING SCHEME

Detailed Marks Breakups

i) Unit Test

Marks Breakup : 50 MARKS THEORY : 30 MARKS PRACTICAL : 15 MARKS HOLIDAY H.W. / INTERNAL EVALUATION : 05 MARKS TIME LIMITATION for THEORY : 1 HOUR 10 MINUTES

a) Unit Test – 1

Chapter – 1 : Introduction to Computers : Networking Chapter – 2 : Learn To Use MS Access 2007 Chapter – 7 : More On Internet

b) Unit Test – 2 Chapter – 5 : Creating Web page using HTML

ii) Half Yearly/ Annual Examination

Marks Breakup : 80 MARKS THEORY : 64 MARKS PRACTICAL SKILLS : MCQs : 16 MARKS

a) Half Yearly Examination

Chapter – 2 : Learn To Use MS Access 2007 Chapter – 3 : Queries, Forms & Reports in MS Access 2007 Chapter – 7 : More On Internet Chapter – 4 : Introduction to HTML

b) Annual Examination Chapter – 5 : Creating Web page using HTML Chapter – 6 : Learn to use Adobe Flash CS3 Chapter – 8 : Computer Ethics, Crime And Security

DELHI PUBLIC SCHOOL SONEPAT SYLLABUS FOR SESSION 2014-2015

Subject: Art Class: VII

Month wise Syllabus

Month No. of Period specify

Topic Teaching Aids used

April 2

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

2. Drawing - Knowledge of Colors 3. Drawing - Primary colors & Secondary

colors 4. Drawing - How to use Poster Color

(Geometrical Design)

To guide how to cover the art file and decoration work with old stationary and drawings. (Crayon colours, Art File)

May 3 5. Drawing - Landscape with oil pastel colour 6. Drawing - Study of human Face & Figure

Art file and oil pastel colour

June 0 Art Practice/ Holiday Homework

July 2 7. Drawing – Patterns with sketch pens Art file and poster colours & sketch pens

August 3 8. Drawing–Different styles in shading 9. Drawing - Monuments in pencil shading

Art file and Pencil Shading (2B,4B,6B)

September 3 10. Craft Work - fevicryl colors on T- Shirt (old)

11. Drawing–Vegetable seller

Old T-Shirt and Fevicryl colours Art file and poster colours

October 2 12. Drawing - Landscape (in shading) 13. Craft Work – Envelop

Art file and shading pencil Old marriage card, Handmade sheet

November 3 14. Drawing–Calligraphy Art file and calligraphy pen

December 1 15. Own choice Painting 16. Painting – Almanac Cover Designing

(use any medium)

January 1 17. Drawing - Outdoor Sketching Art file and shading pencils

February 2 18. Craft Work Paper Folding” 19. Drawing – Landscape (colour)

Origami sheets Art file and poster colours

March 1 22. Art File Checking -

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

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.


ANNUAL SYLLABUS OF KATHAK DANCE Class VI TO VIII



TEACHER PAMPA BHATTACHARYA



ANNUAL SYLLABUS OF INDIAN MUSIC VOCAL Class VI TO VIII



TEACHER SWAPAN KUNDU



ANNUAL SYLLABUS OF INDIAN MUSIC INSTRUMENTAL Class VI TO VIII



TEACHER SHOEB AHMED



Annual Syllabus

Western Music

2014-2015

Teacher:Ms. Talisangla Jamir

April/Jul/Aug

• BasicTheory • VoiceTraining • Harmony • VoiceModulation • Hymna l Songs (Two) Occasional Songs (2)

Sept/Oct/Nov

• BasicTheory • Revision (VoiceTraining, Harmony&Voice

Modulation • ChristmasCarols Hymna l Songs (Two)

Dec/Jan /Feb

• BasicTheory • Revision

(VoiceTraining,Harmony&VoiceModulation • Revisionof all Songs

Cybernetics Club Syllabus Session 2014-15

Class : 7 Topic: CorelDraw

1. Course Description

CorelDRAW is a vector-based, graphic drawing program or application that lets you create professional artwork and illustrations, from simple logos to advertisements. This software from Corel, works with both Windows and Mac.

2. Pre-requisite

Students need to be comfortable using mouse, opening and saving files, and the general operations of computer and its Operating System

3. Hardware & Software requirements

Hardware: Personal Computer or a terminal with 115MB free Hard disk space and 256MB RAM for reasonably good performance. Software: CorelDRAW12 or 11 with Windows (XP, 2000, or 98)/ MAC OS

4. Course objectives

Upon completion of this course students will : Become familiar with the CorelDraw environment by opening and navigating in

a document; using drawing tools to create shapes, lines, and text objects; modifying objects; formatting objects; and creating and modifying text objects.

Expert to create dynamic graphics using advanced drawing and editing tools, styles and templates, clipart and special characters.

Demonstrate good skills in creating professional and multi-page brochures.

Contents Module 1: CorelDRAW Basics and Interface(April)

Ge

MoDr

Cu

Dr

Modu Modu ModuAdva

etting Sta Explor File M Settin

oving Arorawings Movin

Page Viewin Insert

Pages Chang

ustomizin Using Custo Using Saving Settin

rawing an Drawi Using Drawi Drawi Drawi Resha Drawi Resha Drawi Drawi

ule 2: Ob

ule 3: Wo

ule 4: Paanced Fea

Mod

arted ring the Coanagemeng Up the P

ound and

g Around

ng Modes ting and Ds ging Page ng Option Multiple Wmizing the Shortcutsg Defaultsg File Bac

Modu

nd Shapinng and Sh the Freehng Lines ang Freehang Perfect

aping Linesng Curves

aping Curvng Rectanng Circles

bjects- C

orking W

age Layouatures

dule 1 Co

orelDraw Snt Page Viewing

the Curren

eleting

s Workspacee Toolbars s kups

ule 2 Obj

ng Objecthaping Tooand Tool

and Polylinnd Polygot Shapes s and Polys es gles

reation A

With Spec

ut, Printi

orelDRA

Screen

nt

s

jects- Cr

ts ols

es ns

lines

And Man

cial Effec

ing, Expo

AW Basic

reation A

nipulation

cts And T

orting An

cs And In

And Man

n(May,Ju

Texts(Oc

nd(Dec)

nterface

nipulatio

uly &Au

ct,Nov)

on

g)

Selecting & Manipulating Objects Selecting and Deselecting Objects Moving Objects Copying and Deleting

Objects Deleting Objects Sizing Objects

Transforming Objects Mirroring Objects Rotating and Skewing

Objects Using Transform Docker

Outlining & Filling Objects Eyedropper and Paint

bucket Tools The Outline Tool Choosing Outline

Thickness Choosing Outline Colors Using Fill Tool Uniform Fill, Fountain

Fill, Pattern Fill Interactive Mesh fill Copying Attributes Setting Outline and Fill

Defaults

Arranging Objects Arranging Objects Grouping and

Ungrouping Objects Using Guidelines Using Dynamic Guides Using Snap To Aligning Objects Group and Child Objects Combining and

Breaking Objects Welding Objects Using Intersection Using Trim

Using Layers About Layers Editing Layers Setting Up a Master

Layer Moving, Copying, and Locking Layers Reordering Layers Using the Object Manager

Module 3 Working With Special Effects And Texts Special Effect Drawing With the Artistic Media Tool Shaping an Object with an Envelope Extruding an Object Blending Two Objects Using the Lens Effect Adding Perspectives Using Power Clips Applying Contours Applying Drop Shadows Using Interactive Fills Applying Distortions Using Interactive Transparencies Applying Mesh Fills

Working with Text The Text Tool Creating Artistic Text Editing Text Formatting Text Setting Text Options Creating Paragraph Text Choosing Paragraph Options Setting Indents Using the

Ruler Importing Text Using the Spell Checker

Working With Paragraph Text Implementing Color

Management Creating Custom Color Palettes Choosing a Color Using Color

Harmonies Applying Colors Using the Color Docker Automatically Creating Color Styles Importing and Sizing Paragraph Text Flowing Text Between Frames Formatting Paragraph Frames Wrapping Paragraph Text Around Objects Applying Drop Caps Typing Text Into Objects

Special Text Effects Fitting Text to a Path Converting Text to Curves

Creating Blended Text Shadows Special Text Effects Jumpy Text Neon Text Glowing Text Chrome Text Bevel Text Creating Enveloped Text

Using Symbols and Clipart Inserting Text Symbols Adding Clipart Modifying Clipart

Working With Bitmaps What is a Bitmap Importing Bitmap Options Adjusting Color Hiding Certain Colors in a

Bitmap Applying Special Bitmap

Effects Creating Web Images Advanced GIF Options

Module 4 Page Layout, Printing, Exporting and Advanced Features

Special Page Layouts Creating a Greeting Card Print Previewing the Layout Creating Labels

Printing Print Options Print Previewing

Exporting Drawings Exporting to Graphic Formats Copy and Pasting Into Other

Applications

Using Styles and Templates About Styles and Templates Creating a Style Applying a Style Copying Properties

Custom Creation Tools Creating Custom Patterns Managing and Using Symbols

Using Corel Trace Types of Graphic Formats About Corel Trace Tracing Images Importing Traced Files into CorelDraw Special Trace Effects

Projects: 1.Create Quick Graffiti Text Effects with Coreldraw

2. New Year Wallpaper Design with CorelDraw

3.Make your own CD Cover with CorelDraw

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 MON

TH PERIO

DS THEORY PRACTICALS WHAT TO DO

April 4 TABLE ETIQUETTES:

How to behave on dining table (table manners)

Usage of cutlery items(spoon, fork,knife)

Placement of cutlery,glass of water, plates etc.

Teaching in Cafeteria Club notebook and demo Club notebook

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

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

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

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

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

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

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

Never use a toothpick or dental floss at the table.

1. Avoid leaving food that is cooking unattended for a long period of time, if at all. If using a timer, have it with you at all times to remind you that you have something brewing in

BASIC SAFETY TIPS:

Instructions about working in a kitchen

Cleanliness

Hygiene First aid

INTRODUCTION OF DIFFERENT CONDIMENTS (in English)

Coriander

Garlic Curry

leaf Tamarin

d Clove Ginger Black

pepper

Tea Egg boiling Potato

the kitchen.

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

3. Avoid reaching over the stovetop when cooking and watch your sleeves.

4. Keep curtains, potholders, towels, and any other combustibles away from cooking areas.

5. Do not put knives or other sharp objects into a full sink. Someone could reach in and accidentally get hurt.

6. When processing hot liquids in a blender (such as sauces and soups), make sure the blender's lid is back on, then cover the lid with a towel and your hand, before proceeding to blend. Also, do not fill the blender more than half-way.

7. Launder your dishtowels and sponges frequently to get rid of bacteria or simply replace often.

8. Keep children and pets away from appliances when cooking.

9. Keep appliance cords as short as possible to avoid accidents such as tripping or knocking the appliance over.

10. Have a small fire extinguisher and a first aid kit readily accessible. Also make sure that smoke detectors are placed throughout your house.

Condiments definition: small amounts of spices and herbs added to whet appetites and to enhance the taste of the dish

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

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

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

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

METHOD OF BOILING

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

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

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

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

a) Boiling In this method food is covered with an adequate quantity of water and heated to a boiling. For example we boil potatoes, eggs, a number of vegetables, rice etc. Usually green leafy vegetables such as cabbage, methi, and spinach are cooked with no water. Whereas vegetables such as green peas, green beans, are cooked with little water. Cereals such as rice and pulses such as dals, legumes, and grams are boiled in large amounts of water. There are a few points which you should keep in mind while boiling foods. i) Before boiling, wash the food stuffs thoroughly. ii) Cover the food with an adequate quantity of water and one spoon salt. iii) First boil the water and then put the food.

May 2 INTRODUCTION ABOUT DIFFERENT METHODS OF COOKING: Baking Roasting Grilling Frying :

-Deep frying -Pan frying -Stir frying

Simmering Steaming Blending Stewing

Sweet Potato Idli /

RawaIdli Momos(stea

ming)

Methods of Cooking These are the methods of cooking. Food can be cooked: i) By moist heat ii) By dry heat. iii) By frying in ghee or oil. A. Cooking by Moist Heat In this method water is heated or boiled. The food is put into this boiling water or cooked in the steam which comes out from the boiling water. There are three ways by which you cook food by moist heat. These are: a) Boiling b) Simmering or stewing c) Steaming Let us study about each of these three processes now. Do you know what happens when the water boils? Yes, it gives off steam. When foodis cooked in water vapour with or without pressure it is said to be steamed and thismethod

of cooking is called steaming. Can you name some steamed foods that youhave eaten? Yes, Idli and Dhokla. Steaming can be done for solid and semi-solid foods. Water is heated in a pan on fire. The pan is covered with a clean muslin cloth. Food is placed on the cloth. The steam passes around the food and cooks the food placed above. When you are making idlis, the batter is put in the idlimould, which is then lowered into

June July 4 DIFFERENT

TECHNIQUES OF COOKING

Vegetable cutlets(deep frying)

Pakoras (deep frying

Cake

B. Cooking by Dry Heat What do we normally eat for breakfast? Some times we eat chapaties, paranthas, purees and some times bread. We also eat rusks and buns. Do you know how these are cooked? Yes, they are cooked by dry heat..

Cooking food by dry heat means using hot air to cook the food.

There are three methods of cooking food by dry heat using hot air. a) Baking b) Roasting c) Grilling a) Baking Baking is the method in which food is placed inside a closed box called an oven. Theair inside the oven is made hot by fire or electricity. The food gets cooked by hot air.Have you seen a bakery in your village or neighbouhood? You must have also seen the big ovens heated by fire in which biscuits, breads and pastries are made in these bakeries. These ovens are also known as ‘bhattis’. It is in these ovens that the food iscooked. In the very big bakeries, the air is heated by electricity. You can easily make an oven at home to bake foods. Take an empty oil pin. Put a layer of sand in it and fit it with a lid. Heat this over coal, kerosence or a gas stove. Once itbecomeshot, put the food inside and close the lid. Place the tin on a low fire. Bakefood till it is light brown in colour. Do not open the lid very often because the hot airfrom inside will go out and make the food dry and hard. b) Roasting Another method of cooking food by dry heat is called roasting. Roasting is cooking ona glowing fire. While roasting, the food is put directly on the hot tava, hot stand or hot fire and cooked. For eg. channas, brinjals, potatoes, maize, ground nuts, cashew nuts, papad, meat etc. are cooked by this method. You must, have had chicken or paneertikkas cooked in this way. c) Grilling Grilling is cooking over a glowing fire. The food is supported on a iron grid over thefire, or between electrically heated grill bars. The grill bars are brushed with oil toprevent food sticking and can be heated by charcoal, coke, gas or electricity. The foodis cooked on both sides to give the distinctive flavour of grilling.

Auugust 4 Ine diPuanC

Tips ausing pressucooke

ntroduc

ifferent ulses nd

Cereals about

ure er

Introstudand

oducing cerealdents, their nam

compositions Dal with

tadka Sooji Upm

ls to mes

ma

Item

Ben

Ben

Bla

Gre

Len

Red

Ma

Mix

Bea

MoPressurimport

M t

m

ngal Gram(cha

ngal Gram(cha

ack Gram(urd d

een Gram(mun

ntil Gram (Coo

d Gram(tur dal

asoor Dal with

xed Pulses with

an Sprouts Sala

oong Sprout Sare-cooking is fant tips to rem

i t tl b

anaki dal) (Roa

anaki dal) (Coo

dal), 100gm

ng) (Cooked), 1

oked), 100gm

l) (Cooked), 10

Ice, 100gm

h Vegetables,

ad, 1 serving

alad, 1 serving fairly simple, b

member:-

b f ili ith

C

asted),100gm

oked), 100gm

100gm

00gm

100gm

but here are a fe

h th '

Calories

369

105

105

105

105

105

118

88

85

53ew

l f

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.

September

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

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.

November

4 Importance of soups

Soup Decoration of

vegetables(for salad)

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

December

2 Cooking of above food by students

Macroni

The invention of macaroni has also been attributed to the Etruscans, the pre-Roman civilization of the Italian peninsula. The Italian culinary authority

& grades 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.

January

3 Introduction about rice & its flavours

Pulao with Raita Lemon Rice

1. Toast the Grains: Toasting the dry rice grains in a little butter or olive oil before adding the water brings out their flavor.

Cook the Rice with Vegetable Broth:

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

I almost always add a bay leaf, no matter what I'm cooking for the main dish. Bay adds a slight woodsy-herbal flavor that compliments the flavors in a curry just as equally as a plate of roasted vegetables. Other flavors get added based on what I'm cooking. Cardamom and coriander seeds work well when the rice is accompanying an Indian or South-East Asian dish. If I have it, I'll also add a nub of lemon grass or ginger. A square of kombu in the cooking rice is a nice touch for Chinese and Japanese dishes, while cumin seeds and even cinnamon can go with Southwestern and Mexican foods. And then dried herbs like thyme and oregano are great when Italian or French is on the menu.

February

4 REVISION,QUIZ & WRITTEN TEST

PU

To To To To To To To To GOTo wh

Th

The

1.

2.

3.

4.

5.

E

URPOSE:

gain an undersbe actively, phimprove the nhelp protect andevelop and enlessen our negteach others abprovide a serv

OALS: connect with nich will benefi

he Student

e activities und

Motivate the sprovides free

Promote ethos

Motivate studthe waste to th

Educate studewhich causes

Sensitize the s

ECO AND

standing of ourhysically and satural environmnd preserve winhance our me

gative impact obout what we h

vice to our com

nature through it ourselves, ou

ts of the EC

der the scheme

students to keesaplings

s of conservati

dents to imbibehe nearest stora

ents to create awrespiratory dis

students to min

DED SOCIA

r environment piritually invoment; ildlife; ental and physion the environmhave learned;

mmunity.

positive learniur environment

CO CLUB w

include:

ep their surroun

on of water by

e habits and lifeage point.

wareness amonseases.

nimize the use

ELHI PUBAL AWA

FY

and our place ilved with natur

ical skills; ment;

ing experiencet and wildlife in

will be divid

ndings green a

y minimizing th

e style for mini

ngst public and

of plastic bags

BLIC SCARENESS

2014-15

in it; re;

es n our commun

ded into fiv

and clean by un

he use of water

imum waste ge

d sanitary work

s, not to throw

CHOOLS CLUB

nity?

ve groups –

ndertaking plan

r.

eneration, sour

kers, so as to st

them in public

ACTIVI

–

ntation of trees

ce separation o

top the indiscri

c places as they

ITIES

s. (Forest Depa

of waste and di

iminate burnin

y choke drains

artment

isposing

g of waste

and

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

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

Suggested Activities

Anti Crackers Campaign

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

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

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

Plantation drive

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

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

Campaign on Energy Conservation &Yamuna

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

No to Poly bags

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

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

Waste Management Drive

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

Eco Tours

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

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

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

Paper Recycling

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

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

Water Harvesting

Wastage of water, another issue concerning our environment.

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

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

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

Contributing valuable articles to INTACH Young Newsletter

Our school has tied up with INTACH an organization to preserve the heritage in India. Our club students have become budding writers and they regularly send articles for their Quarterly Newsletter which is based on a particular theme whereby doing research work as well as getting acquainted with various facts about India

Eco Games

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

Find a Tree

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

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

Leaf Hunt Relay

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

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

Scavenger Hunts

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

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

SOCIAL AWARENESS

A number of social work programmes will be carried out:

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

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

the children who are underprivileged.

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


Annual Syllabus

WesternClub (Vocal)

2014-2015

Teacher:Ms. Talisangla Jamir

ClassVI to IX

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

• 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’. The Science Club Syllabus is designed in such a way so that the

students should inculcate the basic knowledge that would enable them to understand the subject and develop keen interest towards

learning science.

BUDDING SCIENTISTS AT WORK

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

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

Avishkaar Science Centre, A centre where the students understand the concept of scientific topics using practical application

which will help them to get hand on experience. Be it Physics, Chemistry or Biology.

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

THE SPECTRUM SCIENCE CLUB SYLLABUS FOR CLASSES VI TO X

DOING REAL SCIENCE

How to run a science fair project?

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

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

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

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

Perform the experiment. Options:

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

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

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

Templates

SCIENCE CLUB PIC’S

CONTENT ACTIVITIES FOR CLASSES VI: 1.GENERATOR FROM MOTOR 2.FAN CAR 3.MULTIPLE GENERATOR 4.WIND GENERATOR 5.TREES OF LIFE 6.MAGNIFICENT MOTOR 7.BOTTLE PLANTER 8.BLOW BALLOON WITH BOTTLE 9.NO MAGNET MOTOR 10.COCONUT CREATURE 11.BOTTLE BLAST 12.LEVITATING PENCIL

13.PENCIL SPINNER 14.WATER PUMP 15.BOTTLE JET 16.STANDING SPINNING PENCIL 17.BOTTLE JET 18.EXPANSION OF AIR 19.TOOTHPASTE TUBE 20.CD HOVERCRAFT 21.STRAW CENTRIFUGE 22.BALLOON PUMP 23.SYRINGE GENERATOR

ACTIVITIES FOR CLASSES VII - VIII: 1..Hydro-power or water power Dam

2..Air Battery

3..Electric Generator 4.Solar Car 5.Magnet Levitation Set 6. Electric Car 7.Air propulsion Motor Boats 8.WORKING MODEL ON GLOBAL WARMING 9.A working model of stomata 10.CANDLE POWER 11. Passing of electricity through liquid 12. Generating electricity using lemon & potato

ACTIVITIES FOR CLASSES IX - X: IN 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

4. Preparation of CO2 gas 5. Hydrogen preparation in laboratory 6. Green house effect. 7. Creating fish ponds and learning about their habitat. 8. Process of distillation of water. 9. Growing and learning about herbs in school premises.

10.Robotics (programming + projects)

LINKS FOR ACTIVITIES

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

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

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

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

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

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

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

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

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

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

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

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

Materials

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

VIDEOS

EXPERIMENT

REVIEWS

PRINT EXPERIMENT

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

from the cap and that the holes go all the way through the plastic of the cap. 2. Use the hot glue gun to glue the bottom of the cap to the top of the compact disc. Use as little hot glue as possible, but be sure

that there is a perfect airtight seal between the cap and CD. Giving the cap a slight twist when you glue it to the CD can help. 3. Create a collar for the cap by curving or bending a piece of card stock or thin cardboard (2"x6"). Cut two slits, one on each end of

the card stock that are 1" from the end. Cut the slits on opposite sides of the collar (think of it as the top and bottom of the collar). Join the slits together to create the collar.

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

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

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

AIR PRESSURE CAN CRUSHER

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

Materials

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

VIDEOS

EXPERIMENT

REVIEWS

PRINT EXPERIMENT

EXPERIMENT

1. Sta2. Fill 3. Add4. Pla

wathea

5. It’s the

6. Gemo

7. Wo8. Don

hap

HOHerwatorigconthemu

ThioutwanpreOnup theyouthropus

ADExp

SIWhSUB

Pluthaairc

art by rinsing outhe bowl with c

d one generousace the can on ter. Soon you’lating the can foimportant to th can off of the t a good grip otion, lift the can

ow... and you thn’t just sit thereppening in orde

OW DOESre’s the real scter, the water cginally inside thndensed and tu gas state. All och less space.

s small amountside of the cannts things to be

essure on the ce more thing...into the can. T straw, we real

ur mouth (that sough the strawshes the water

DDITIONAplore the many

NKING SOhich of your favBMIT A REVIEW ug the drain, filat certain thingcraft carrier flo

ut the soda cancold water (thes tablespoon othe burner of thl hear the bubbor one more mihink through thburner, turn it un the can nearn off the burnehought that youe... get back to er to try to figur

S IT WORcoop on the sciechanged stateshe can out into urned back intoof the water va

nt of water cannn is great enouge in a state of e

can, the can im if you watch vhis is similar tolly aren't. Outsisucking action)

w and into our mup into the can

AL INFO y mysteries of a

ODA SURvorite sodas w

ll the sink withgs float in wateoat? Think you

ns to remove ae colder the betof water to the ehe stove while bling sound of tnute. is next part befupside down, ar its bottom withr, turn it upsideu had nerves ofthat stove and

re out how it wo

RK? ence of the imp

s from a liquid tthe atmospher

o the water. Waapor that filled u

not exert muchgh to crush it. Tequilibrium or bplodes. Hey, aery closely whe

o what happenside air pressure) the outside pr

mouths. The san. To put it sim

air with more ha

RPRISE will sink, and w

h water, and taer while other tu know the ans

M

ny leftover sodtter). empty soda cait is in the “OFthe water boilin

fore you do it. Hand plunge the h the tongs hele down, and pluf steel. The can

d do it again! Eaorks.

ploding can. Beto a gas. This gre. When the cater molecules up the inside of

pressure on thThe sudden cobalance. To mair pressure is pen you turn thes when you drie is pushing doressure is greame thing is truply, science do

ands-on scienc

which carbonat

ake the plungethings sink, buswers? Well, g

Materials

da goo.

n (just enough F” position. It’s

ng and you’ll se

Here’s what's gmouth of the cd so that your unge it into then literally imploach time you re

efore heating, tgas is called wacan was turned

in the liquid staf the can turne

he inside walls ollapsing of an oake the internalpowerful! e can upside donk from a strawown on the surfater than the pree with the can.oesn't suck... it

ce that makes l

ted beverages

e with Steve Sut why? Do all get ready for a

to cover the bos time for that aee the water va

going to happecan down into thand is in the p cold water. Do

oded. How doeepeat the expe

the can was fillater vapor. Theupside down a

ate are many tid into only a dr

of the can, so object toward il pressure of th

own, you'll seew. Though we sface of the liquessure inside y The force appjust pushes an

learning fun.

s will swim? It'

pangler’s floatheavy things

a few amazing

ottom of the caadult to turn on apor rising from

n: you’re goingthe bowl of watpalm up positioon’t hesitate… s that work?

eriment, careful

led with water ae water vapor pand placed in thimes closer togrop or two of liq

the pressure ots center is cal

he can balance

that the cold wsay we are "suid. When you r

your mouth andplied downwardnd pulls.

s density at its

ting science csink? Why do surprises!

an). the burner to h

m the can. Cont

g to use the tonter. on. Using one sjust do it!

lly observe wha

and air. By boipushed the air the water, the wgether than moquid, which too

of the air pushinled animplosio with the extern

water in the bowcking" liquid upreduce the presd the soda shod into the cold w

s finest!

hallenge. We oes a penny si

heat the tinue

ngs to lift

swift

at is

ling the that was

water vapor olecules in ok up

ng from the on. Nature nal

wl shoots p through ssure in ots water

all know nk and an

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

VIDEOS

EXPERIMENT

REVIEWS

PRINT EXPERIMENT

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

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

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

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

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

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

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

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

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

EXPERIMENT OF THEWEEK

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

Sign up for Experiment of the Week emails.

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

Materials

Two coated wires One uncoated wire Dilithuium Crystal Duct tape Electrical tape Energy Modulation Circuit

Light switch Tall aluminum can Needle-nose plyiers Phillips screwdriver Permanent marker Box-cutter

VIDEOS

EXPERIMENT

REVIEWS

PRINT EXPERIMENT

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

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

switch in the opening.

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

life!

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

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

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

Materials

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

VIDEOS

EXPERIMENT

REVIEWS

PRINT EXPERIMENT

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

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

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

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

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

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

HOW DOES IT WORK?

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

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

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

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

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

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

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

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

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

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

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

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

Materials

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

VIDEOS

EXPERIMENT

REVIEWS

PRINT EXPERIMENT

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

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

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

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

4. Consider all of your options below (or come up with your own) to collect samples. You might want to collect a sample from a computer keyboard for one half of the Petri dish and collect a sample from a door handle for the other half. Remember, you must use clean cotton swabs for each sample. In order to get a good sample collection, dampen the end of the cotton swab with water. Be sure to wipe the end of the cotton swab all over the surface to be tested to cover the end of the swab with invisible bacteria. Things that you might want to test: door handles, your hands, under your fingernails, your mouth, the top of a desk, computer keyboard, remote control, pencil or a pen, area around a bathroom sink, fax machine, calculator, cell phone, or your favorite toy.

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

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

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

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

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

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

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

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

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

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

Rating:

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

Materials

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

EXPERIMENT

REVIEWS

PRINT EXPERIMENT

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

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

HOW DOES IT WORK? The balloon won't inflate much the first time because the bottle is already filled with air. There's no room for the balloon to expand inside the bottle. However, when you punch a hole in the bottle, the air molecules in the bottle have an exit. They're pushed out

as the balloon fills the space inside. As long as you plug the hole, the balloon stays inflated. When you take your thumb off the hole, outside air flows back into the bottle as the balloon collapses. Because of the elasticity of the rubber or latex, the balloon shrinks to its original size as the air rushes out the top of the bottle. By the way, when you filled the bottle with water, you made its walls more rigid and it was easier to push the nail through the flexible plastic. Who'd ever think that flowing, soft water could give that much support?

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

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

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

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

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

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

EX1. Usi

You2. Use

clea3. Tap

the4. Tap5. Car6. Pla7. Tou8. Giv

HOWhflowmethintemsto

XPERIMEing electrical tau've made a sue scissors to cuar glass. pe one positive rest of the toilepe the tube witrefully clip a me

ace a mason jauch the other pve the circuit a

OW DOEShen you touch tws freely througchanical penci

n refill begins tomperature. So, re bought ones

NT ape, fix eight D-uper battery! ut a toilet pape

e and one negaet paper tube. h the clips attaechanical pencr or clear glass

positive and negmoment to circ

S IT WORthe free ends ogh the entire apl refill that is coo glow and giveif you are hopis. It's not as co

-sized batteries

er tube to a heig

ative alligator c

ached to a pie pcil refill betwees over the top ogative ends of culate the elect

RK? of the alligator cpparatus that yonnected by alle off smoke. Thng to save som

ool, but it is safe

V

PRINT

s together, end

ght that will fit c

lip to one end o

pan so that it stn the two alliga

of the toilet papthe alligator clitricity and… vo

clips to your "suyou have just bligator clips. Thhis happens beme money by uer.

VIDEOS

EXPERIREVIE

T EXPERIMENT

d-to-end, with th

comfortably (le

of the toilet pap

tands upright, wator clips. The per tube stand.ips to the ends

oila! The pencil

uper battery," yuilt. This flow o

he flowing electecause the elecsing your own

MENT

EWS

he positive end

ave plenty of ro

per tube. Make

with the clips fapencil refill nee

s of your super refill begins to

you form a comof electricity chtricity has a noctricity heats thhomemade lig

ds connected to

oom) inside of

e sure the clip i

acing up. eds to be in one

battery. glow.

mplete circuit. Tannels through

oticeable effect he graphite refilht bulbs aroun

o the negative

a mason jar or

s facing up, aw

e piece, so be

That means eleh the graphite-bon the pencil rll to an incredibd the house,st

ends.

r other

way from

gentle.

ectricity based refill. The ble ick with the

CAC1

HywhfordoWaWhforcauFlocal

on buyit w

CLASSECTIVITY

1. Hydr

ydro-power hich may be r irrigation ackcranes, doater's power hen a river irce results inusing erosionowing waterlled hydroele

a thermacoly one small will cost you

ES VII Y - 1 ro-power

or water poharnessed fo

and the operaomestic lifts,

is manifestes in flood, it

n the removan, transport

r creates enerectric power

l make two hmotor this is

u Rs 50

& VIII

r or water

ower is powor useful puration of vario, power housed in hydrolot is at its mosal of sedimenand, with lowrgy that can r or hydropo

houses or hus easily avai

I

r power D

wer derived frrposes. Sinceous mechanises and paintogy, by the fst powerful, nt and other wer flow, sebe captured

ower.

ut one road ailable in mar

Dam

rom the enere ancient timical devices,t making. forces of waand moves tmaterial fro

edimentationd and turned

and most imprkets

rgy of fallingmes, hydro-p, such as wat

ater on the rivthe greatest m the riverb

n downstreaminto electrici

portantly one

g water and power has betermills, saw

verbed and bamount of se

bed and bankm. ity. This is

e dam

running wateen used wmills, textil

banks of a riediment. Th

ks of the rive

ter,

e mills,

ver. is higher

er, locally

it will have a shaft attach turbine to it made of silver foil which we use for food packaging take two bulbs use it as light of the huts make two street lights near roads while showing its working use battery or cells to light them you can explain it as when turbine rotates it produces electricity which we ase for domestic or industrial purpuse i know it will be hard for you to make it without seeing but i will try to find out a photo graph of my model other is solar energy in this also u have to make huts roads and all as solar cells r very costly u can make them using a mirror u can also make model on topic circulatory system make a big diagram of heart and use to pipes and pumps add blue color in water to show impure blood and red color to show pure blood When it comes to making a model of a hydroelectric plant there are several key components that you will need to make sure you include. These threeessential things are a water reservoir, some kind of turbine which will be turned by the water and something that represents a generator which will be powered by the turbine. Build a small wooden frame to hold your creation together when you are finished. In real life, the water reservoir will be a dam which is above the turbines but for your model you just need something small to hold the water above theturbine so that it can fall down and turn it. Your "dam" can therefore be just about anything that holds the water at an elevation above the turbine. The turbine can just be a mini water wheel that is attached below the elevated water source. The water from this source is allowed to flow down from the source and through the turbine. So that people can see what is going on, a small waterfall and a paddlewheel. However in a real life dam, the turbine and water flow downwards would be enclosed inside the dam. When the water flows down from the waterfall, the turbine will spin. So to show that it is working, you will need to attach something to the dam that shows that electricity is being generated. Showing this can be tricky because the normal method would be to attach a small light bulb or LED to the turbine, however there probably wouldn't be enough power generated to light a bulb. So the best way to show the electricity would be to attach a voltmeter to the turbine so that you can effectively show how much voltage is being generated. Some people who have a bit more time attach arechargeable battery to the turbine to demonstrate the electricity. Making a dam Materials 1. 3 plastic straws 2. Large cork 3. Pieces of thin, stiff plastic 4. Wire coat hanger 5. Green sponge 6. Pail 7. 2 catch pans

8. 2 flexible tubes 10. A small piece of wood (the measurements are difficult to tell) Procedure 1. Cut the wood to the length that is required. The wood must be 1/4 inch thick 2. Nail the wood together so it looks like two troughs. 3. Waterproof the model down the middle of each trough with caulking compound. 4. Paint the model with a green waterproof paint. You should use layers of paint on the model just to be sure that the water does not go through. 5. Drill three holes in the triangle that will be the dam. Secure this into one of the troughs. Use caulking compound. 6. Use a green sponge or something else that resembles trees to put on the side if each river. This will create the trees that are on the side of every river. Make the trees thick around the dam to show how the plant-life is thicker there in real life. 7. Make the turbine out of the cork and the stiff plastic, placing the plastic around the cork. Drill a hole in the middle of the cork and stick the wire of the coat hanger through it. Secure this to the model at the base of the dam. 8. Put three straws in the holes in the triangle piece that is the dam. Two of the straws that are on the outer edges must have holes in them made with a pin that are an inch apart. Plug the end of the straws with a clay. 9. Fill the bucket with water and put one end of the tubes into it. Place the other at the top of the model. Let the water run down the model into the catch pans.

ACTIVITY - 2

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

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

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

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

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

List of materials:

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

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

Save time and money. Order a kit now.

Additional optional materials you may use:

1. A wooden board to mount the miniature base (light holder)

2. Plastic container about 4" x 4" x 4" 3. Hydrogen Peroxide

What is a good title for my project?

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

Procedure:

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

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

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

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

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

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

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

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

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

get a light.

How can I get more light?

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

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

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

contact with salt water.

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

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

Note: Steel is about 98% iron.

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

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

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

ACTIVITY - 3 3. Electric Generator

Wooden Generator

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

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

Question:

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

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

electricity?

Hypothesis:

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

Dependent and Independent Variables

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

Material:

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

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

Preparation:

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

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

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

piece for the magnet to go through.

Wood dowels after completing the step 4

Wood dowels after completing the step 5

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

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

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

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

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

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

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

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

4. Solar Car

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

Students can explore:

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

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

The solar cell panel generates an electrical charge that is stored in a battery and used to provide energy as the vehicle is driven. The lighter the vehicle, the less energy used and the farther the vehicle will travel. In cloudy days, or at night, energy can be drawn from reserve batteries. In the future, charge stations will be located on the road sides for quick battery charging.

ACTIVITY – 5

5. Magnet Levitation Set (Magnetic Levitating Train)

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

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

You may buy a kit that contains all materials.

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

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

Magnet Levitation kit includes:

20 Ceramic Magnets Super-strong NEODYMIUM Magnet Hi-force Magnetic Strips

Plastic Guide Rails Compass Iron Filings Wood Block Wooden dowel Online instructions

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

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

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

ACTIVITY – 6

6.Electric Car

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

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

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

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

With this project students can explore:

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

Items Needed:

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

Materials Checklist:

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

In addition to the kit parts you will need:

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

Teacher Preparation:

During construction of the electric vehicle, students can experiment and comprehend methods of power transfer, using glue, measurement, making a simple electric circuit . It is up to the teacher to make sure this background information is provided to students in some manner.

ACTIVITY - 7

7.Air propulsion Motor Boats (Simple Electric Circuit)

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

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

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

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

Procedure:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

ACTIVITY – 8

8.WORKING MODEL ON GLOBAL WARMING Given the importance of young people being educated about global warming, more and more people are having the same idea as you. For elementary school children, you would be able to conduct solar thermal experiments that are used to demonstrate how the greenhouse effect works. Understanding how the weather works and how climates can change is incredibly importance, and hence this idea of a greenhouse effect

experiment is great for younger students who want to learn the basics of global warming. For middle school students, something a little more complex can be done. Instead you could somehow illustrate the way in which biodiesel and biofuels are made, and it can be demonstrated how the fuels are used, and how they work. Students at middle school will be able to create more detailed and complex projects. So as a teacher you should be able to teach the students the changes that occur in the ozone layer, and how it has a huge effect on things on planet earth. Namely, the effect that is has on the penguin population within Antarctica. You could also test a number of landscaping materials like stones and woodchips to determine the effect that they have on cooling the earth down. For high school students, something even more complex and interesting can be done. For instance, you could go about demonstrating how the change of the climate will affect peoples’ lives, and a model solar car can be built to show how global warming can be slowed down through the use of new and innovative technologies like this. This will involve creating a car that runs on electricity with a basic structure, four motors and a solar panel that are able to power the wheels and the motors.

ACTIVITY - 9

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

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

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

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

ACTIVITY - 11

ACTIVITY - 10

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.

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).

In chemistry, electrolysis is a method of separating bonded elements and

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

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

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

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

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

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

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

Sharpen each pencil at both ends.

Cut the cardboard to fit over glass.

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

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

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

Place the other two ends of the pencil into the salted water.

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

ACTIVITY - 12

LEMON / 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. Batteries like this will not be able to run a motor or energize most light bulbs. It is possible to produce a dim glow from an LED.

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

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

The penny: Any copper coin will work

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

This is a single cell of a battery. The zinc nail and the copper penny are called electrodes. The lemon juice is called electrolyte. All batteries have a "+" and "-" terminal. Electric current is a flow of atomic particles 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!)

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

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

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

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

LED

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

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

In the above image, electrons flow from the "-" (nail) end of our lemon battery through the LED (making it glow) then back to the "+" (penny) end of the

battery. This is an electronic circuit. The LED glows dimly with this configuration.

ACTIVITY : 7 SOLAR OVEN

Goal(s): To make a very basic solar oven to illustrate how the sun can be a source of renewable energy. To illustrate the ‘Greenhouse Effect’ General description of the activity:

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

ACTIVITIES FOR CLASSES IX - X: IN

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

4.Preparation of CO2 gas 5.Hydrogen preparation in laboratory 6.Green house effect. 7.Creating fish ponds and learning about their habitat. 8.Process of distillation of water. 9.Growing and learning about herbs in school premises.

10.Robotics (programming + projects)

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

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

may be subtly different, electronic circuits are built up from a small number of standard components.

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

Resistors

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

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

Diodes

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

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

Capacitors

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

Photo: A small capacitor in a transistor radio circuit.

Transistors

Easily the most important components in computers, transistors can switch tiny electric currents on and off or amplify them (transform small electric currents into much larger ones). Transistors that work as switches act as the memories in computers, while transistors working as amplifiers boost the volume of sounds in hearing aids. When transistors are connected together, they make devices called logic gates that can carry out very basic forms of decision making. (Thrusters are a little bit like transistors, but work in a different way.)

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

Op to-electronic (optical electronic) components

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

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

Electronic components have something very important in common. Whatever job they do, they work by controlling the flow of electrons through their structure in a very precise way. Most of these components are made of solid pieces of partly conducting, partly insulating materials called semiconductors. Because electronics involves understanding the precise mechanisms of how

solids let electrons pass through them, it's sometimes known as solid-state physics. That's why you'll often see pieces of electronic equipment described as "solid-state."

Electronics around us

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

don't use it than of things that do.

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

later television) both critically dependent on the arrival of electronic

components. Although the telephone was invented before electronics was

properly developed, modern telephone systems, 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

A breadboard is used to make up temporary circuits for testing or to try out an idea. No soldering is required so it is easy to change connections and replace

components. Parts will not be damaged so they will be available to re-use afterwards.

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

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

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

tuali Foha A

W

Soofbocoa cbem

In40

FlpaFlgothco

urn on the ive.

or chips walf of the

circuit m

What is So

oldering if two metonding anonductivitcombinatecome liq

metals, and

n electron0% Tin, w

lux is an aarts to be luxes enabood adheshat describomponent

power an

with manylegs are o

might look

oldering?

is the joinals to giv

nd good ety. It is ustion of mequid at betd extreme

ics a 60/4with flux c

aggressivsoldered.ble good sion of thbes the apt being pr

nd curren

y legs (ICon one sid

k like the

?

ning togetve physicalectrical sed primaetals, whitween 18

ely well to

40 fluxed cores add

ve chemic. This ens"wettinge solder t

pplicationrepared fo

nt flows th

Cs), place de of the

following

ther al

arily in elich are so0 and 200o copper.

core soldded throug

cal that resures a go" or "tinnto the comn of soldeor solderin

hrough th

them in tmiddle li

g.

lectrical aolid at nor0Â°C. So

der is usegh the len

moves oxood physining". Wemponentsr to the song

he path an

the middlne and ha

and electrrmal roomolder bond

d. This congth of th

xides andical and eetting is a being sooldering i

nd the circ

le of the balf are on

onic circum temperads well to

onsists ofhe solder.

d impuritieelectrical j

term thatoldered. Tiron tip, o

cuit come

board so tn the other

uitry. Solatures ando various

f 60% Lea

es from thjoint is mt describe

Tinning is or to a

es

that r side.

lder is d

ad and

he made. es a term

Soldering Irons

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

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

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

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

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

Soldering Iron Selection

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

It must be remembered that a 25 Watt iron will not run hotter than a 12 Watt iron, but it will have more power available to quickly replace heat drained from the iron during soldering. Therefore, the bigger the component being soldered, the greater the need for "quantity of heat", the higher the power needed.

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

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

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

Care & Maintenance

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

2. Simple projects

a. Design a Simple LED Circuit LED circuits are very easy to design. An LED or Light Emitting Diode is a very low current light source that is very safe and durable for use in your

project. This article will show you how to design and build a very simple LED circuit. Things You'll Need LED's Resistor Battery or power source Wire or alligator clips Helpful to have (multimeter) Helpful to have (soldering iron)

Instructions

1. The first step is to choose how many LED's you want to light and their type (color, brightness). With this simple circuit you will be somewhat limited by the amount of voltage that can be safely provided for your project.

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

Look for the "diode forward voltage" specification from the manufacture's website or packaging. If you do not have this information you can use the following to estimate: Red or Orange 2.0 V Yellow 2.1 V Green 2.2 V True Green, Blue, White 3.3 V Blue (430 nm) 4.6 V Say you want to have 3 Red LED's in your circuit. Only use the diode forward voltage value. So, 3 x 2.0 = 6V, needed.

3. Once you have the required voltage, choose how you want to power the circuit. Do you want to plug it into an outlet and not have to change batteries or do you want the freedom to move around? DC voltage works easiest. AA, AAA, or 9V batteries are cheap and easy to find for a simple project. The simplest way to use AC as your source is a wall plug (wall wart), the large black plugs that come with most every electronic device you purchase. You probably have a box full of these sitting around. You will have to cut the plug off the end of the cord. Use a multimeter to determine the positive and negative lead. AC voltage can also be designed in the circuit. AC will only drive the LED half of the time since the voltage travels in waves. A full-wave bridge rectifier

can be used to fully power LED's. This is essentially what the wall wart is doing for you. Find a power supply greater than the calculated diode forward voltage value from step 2. In our case we calculated 6 volts. A power supply value greater than 6 volts will be needed. If you are driving a large number of LED's, current may also be important.

4. Calculate the required LED resistor value.

LED's cannot be connected directly to the battery or power supply. The LED will be instantly destroyed because the current is too great. The current must be reduced. The easiest way to do this is by using a resistor. Calculate the LED resistor value with the following formula: LED Resistor Value, R=(supply voltage - LED voltage) / LED current In our example: Say we use a 9V battery, then supply voltage = 9V. LED voltage for red LED's, from Step 2 is 2.0 V LED current is 20 mA (this is a typical value if not provided by the manufacturer) If the resistor value is not available, then choose the nearest standard resistor value which is greater. If you want to increase the battery life you can select a higher resistor value to reduce current. The reduced current will result in a dimmer LED. R = (9 - 2.0) / 20 mA = 350 ohms, use the next higher standard value = 360 ohms.

5. Wire your circuit together.

You can soldier the wires directly together, use crimp connectors, or use a small circuit board. Choose the best method based on the size of your project.

6. The final step is to mount the LED's in your project. Radio Shack and others sell chrome or plastic LED holders that make a professional looking mount easy. You can add momentary push buttons or on/off switches to your LED circuits.

b. Delayed ON LED

Description: Here is very simple circuit in which the LED becomes ON only after a preset time the power supply is switched ON. When the power supply is switched on

the transistor will be OFF. The capacitor now charges via the preset R3 and when the voltage across C1 is sufficient, the transistor switches ON and LED glows. The ON delay depends on the value of POT R3 .You can increase the time delay by increasing the resistance of POT R3. This circuit alone may not have much practical applications but this can be used in many other projects where a delayed ON indication is required. Circuit diagram:

Notes: Assemble the circuit on a general purpose PCB. The circuit can be powered from a 10V DC power supply. Anyway you can use from 6 to 18V for powering this circuit, but you need

to adjust the POT R3 for getting the required delay.

c. Series & parallel circuits

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

The components in a circuit are joined by wires.

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

if there are branches it's a parallel circuit

Series circuits

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

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

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

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

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

Parallel circuits

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

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

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

3. Preparation of H2& CO2

gas

Occurrence Hydrogen occurs in free and combined state.

It is found trapped in certain rocks and minerals, mixed with natural gas in gold mines and in traces in volcanic gases.

The sun and most of the stars are made of free hydrogen. It is the nuclear fusion of hydrogen atoms which produces large amount of heat and light energy.

In combined state, 1/9th part of water by weight consists of hydrogen. It is a vital constituent of the cells and tissues of animal and plant kingdom.

General Methods of Preparation of Hydrogen

When metals like sodium, potassium and calcium are treated with cold water,

they react violently with the formation of hydroxides and hydrogen gas.

When metals like Mg, Al, Zn and Fe are heated to dull red heat and steam is

passed over them , they form their oxides and hydrogen

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

When metals like Al, Zn and Sn in powdered state is boiled with concentrated

alkali solutions,they form soluble salts and hydrogen.

When electric current is passed through acidulated water, hydrogen gas is

liberated at the cathode and oxygen at the anode.

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

Laboratory Preparation of Hydrogen

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

Laboratory Preparation of Oxygen

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

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

5. Green House effect Objective

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

Introduction

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

In the mid‐nineteenth century, John Tyndall was also trying to figure out what started and ended the ice age. In the course of his investigation, he looked into which gases in the atmosphere could trap heat. He found that water vapor and carbon dioxide (CO2), two components of the atmosphere, could trap heat. In

fact, even though there are only a few parts in 10,000 of CO2 in the atmosphere, even a trace amount can affect how much heat the atmosphere radiates.

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

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

Terms and Concepts

Greenhouse effect Infrared radiation Radiate Atmosphere Geochemical Rate Climatology Global warming

Materials and Equipment

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

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

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

Thermometer (2) Lab notebook Graph paper

Experimental Procedure

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

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

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

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

Figure 2. Hammering the nails in.

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

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

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

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

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

6. Herbs Today the use of plants in treating day to day ailments has gained eminence worldwide. Moreover the faith in Ayurvedic system of medicine has become more profound; the use of these medicines has come to be identified as more of therapeutic value as compared to the other system of medicines. Needless to stress the importance of herbal and medicinal plants in our lives it is pertinent to propagate & popularize them more. There is a need to make everyone including our young generation aware of various kinds of Indian herbs and their significance in our lives as Children from the 100% FUTURE. Moreover they are impressionable and can be molded and guided in a right manner. The following Methodology was followed: Pre Plantation Work A lecture cum presentation was done in class. A team of students are educated on the importance of Medicinal and Herbal Plants. This was to make children of class aware of the reasons for developing the herbal garden and the medicinal importance of these plants. It was also to encourage the whole hearted participation. Plantation X Preparing the ground, digging the pits, preparing the pots, mixing of manure, etc. was done. X Students involved in plantation were given a plant each and assigned the care of those named plants X Plantation of the herbal plants. It is being done in phases according to the planting time. Maximum plantation was done in July & August. › putting of boards & placards & distribution of literatures of herbal plants was done. › Students are being visited from time to time and regular guidance is provided on the related subject. It has been an extremely fruitful experience in imparting this creative education and finding the children evincing keen interest / involvement in planting various types of herbs in their school campus. Our objective of making young children aware about the various types of herbal/medicinal plants that can be grown in Delhi’s climatic conditions and their medicinal uses has been achieved. The school will have a small Herbal

Garden which is being maintained by the selected students. Moreover these students are acting as didactics in further disseminating the knowledge gained to their fellow school mates and family members. Besides carrying out plantation activities, children are learning about the uses and benefits of the herbs.

8. Robotics

After learning about mechanical designing of robots, now switch on to the programming skills (Robo Grammar). Various models based of the programming are as:

1. Obstacle avoider using 1 touch Sensor 2. Obstacle avoider using 2 touch sensors 3. Obstacle avoider using 1 IR Sensor 4. Obstacle avoider using 2 IR Sensors 5. Surface follower 6. Object follower 7. Line follower 8. Humanoid Robot with sensor

ACKNOWLEDGEMENT THE SCIENCE CLUB WOULD LIKE TO THANK OUR PRO VICE CHAIRPERSON MRS R. MAAN FOR SHARING HER VISION AND PROVIDING US WITH AVISHKAAR SCIENCE CENTRE – AN INNOVATIVE LEARNING EXPERIENCE FOR THE STUDENTS OF DELHI PUBLIC SCHOOL SONEPAT.

THIS THIRD ISSUE OFTHESPECTRUM FOCUSES ON CONCEPTUAL AND EXPERIENTIAL WAY OF LEARNING.

Delhi Public Sonepat Process writing ASL Comprehensio n 3 5 2 2 2 About the author About the theme...

Documents

Transcript of Delhi Public Sonepat Process writing ASL Comprehensio n 3 5 2 2 2 About the author About the theme...