magnetic effect of current chapter 13 student worksheet

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Formative Assessment Manual for Teachers Magnetic Effect of Current - Chapter 13

Magnetic Effect of Current Chapter 13

Assessment Technique: Diagram based worksheet

Objectives: To enable the student to

● LearnthestatementofFleming’srighthandruleforfindingthedirectionoftheinducedcurrent.

● Get familiar with this rule for finding the direction of induced emf in a givensituation.

● Clearly differentiate between the physical situations in which this rule and thesituations,inwhichFleming’slefthandrule,aretobeused.

Assessment Time: 20 minutes

Assessment Task: IndividualWorksheet (Figure 13.18 on page 235 of NCERT Textbook may be drawn on the worksheet)

Procedure:Theteachermay

● DiscussthestatementofFleming’srighthandrule.

● Describethe‘easyway’torememberthisrule.

● Illustratetheuseofthisruleissomesimplesituations.

● Emphasizethedifferencebetweenthephysicalsituations,inwhichthisruleandthesituations,inwhichFleming’slefthandrulearetobeused.

● Askthestudentstousethisruleforfindingthedirectionoftheinducedemf/currentinsomegivensituations.

● Helpthestudentstorealizethatwhenanytwoofthethree(mutuallyperpendicular)directionsaregivenwecanusethisruleforfindingthethirdunknowndirection.

(a) directionofmovementoftheconductor

(b) directionofmagneticfield

(c) directionofinducedcurrent/emf

Assessment Parameter:Onemarkforeachcorrectanswer.

Student WorksheetInstructions:Answerthequestionsgivenbelow:

1. Arectangularcoil,ABCDislyingintheplaneofthe page as shown.Abarmagnet,with its northpolepointingtowardsthepage,ismovedalongadirection perpendicular to the plane of the page.Whatisthedirectionoftheinducedcurrentinthecoil?

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Chapter 13 - Magnetic Effect of Current Formative Assessment Manual for Teachers

2. A bar magnet, held with its north and south poles along the east, west direction/respectively(intheplaneofthepage)israpidlymovedtowardsacircularcoilheldwithitsplaneperpendiculartotheplaneofthepage.Whatcanwesayaboutthedirectionoftheinducedcurrentinthecircularcoil?

3. Forthesetupshownherewhatcanwesayabouttherelativedirectionsofdeflectionofthegalvanometerneedlewhenthekeyis(a)justpluggedin(b)takenoutafterhavingbeenkeptpluggedisforsometime?

(Draw Fig. 13.17 in NCERT Text Book–page 235)

4. Whatcanwesayaboutthedirectionofthemagneticfieldforthesituationcorrespondingtothe‘righthand’shownhere? (Draw Fig. 13.18 in NCERT Text Book–page 235)

5. Whatcanwesayaboutthedirectionofmovementoftheconductor,correspondingtothe‘righthand’shownhere? (Draw Fig. 13.18 in NCERT Text Book–page 235)

Suggested Remediation:

● SomestudentsmayfailtoapplyFlemings'rulescorrectlyandmaymix-uptherighthandandthelefthandrules.

Theteachermayhelpthestudentto.

● Clearlyidentifythedifferencebetweenthephysicalsituationsinwhichthe‘righthandrule’andthesituationsinwhichthe‘lefthandrule,’aretobeused.

● GetpracticeinusingFleming'srules.

● Knowthe'easyway'ofrememberingFleming'srules.

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Formative Assessment Manual for Teachers Source of Energy - Chapter 14

Source of Energy Chapter 14

Assessment Technique:Seminar

Objectives: To enable the students to

● Learnsometopicsbyself-studyandcollaboration

● Understandhowtocollectandpresentdata

● Developconfidencetopresentatopicbeforeanaudience

● Realizetheneedtoadoptnon-conventionalandrenewablesourcesofenergy

● Explainhowtoassessthepracticaladaptabilityofaparticularsourceofenergy.

Task : Group Work

Approximate Time : 3-4daysforpreparationand10minutesforpresentationbyeachgroup

Procedure:

● ASeminarcanbeconductedintheclasstocoverachapter.Thechaptertobetaughtcanbedividedintodifferentsections.Theclasswillbedividedintogroupsofstudents.Eachgroupwillbeallottedatopicandeachstudent,withinagroup,willbeassignedasubtopic.

● For example:TheChapter‘SourcesofEnergy’willbedividedinto8topicsincludingintroductionandrecapitulation.Thestudentswillbeadvisedtoputspecialemphasisontheenvironmentalconsequencesofusingaparticularsourceofenergyandonitssustainablityi.e.howlongwillitlast.Theteachermaydivideaclassof40studentsinto8groups.Eachgroupwillbeallottedatopicasunder:

Group TopicA AssessingagoodsourceofenergyB Conventionalsourcesofenergy:FossilFuelsC Conventionalsourcesofenergy:ThermalPowerPlantsand

HydroPowerPlantsD Using conventional sources of energy more effectively-

BiomassE Using conventional sources of energy more effectively-

WindEnergyF Non-conventionalSourcesofEnergy-SolarEnergyG Non-conventional Sources of Energy - Energy from Sea

(Tidalenergy,waveenergyandoceanthermalenergy)H Non-conventional Sources of Energy - Geothermal and

Nuclearenergy

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Chapter 14 - Source of Energy Formative Assessment Manual for Teachers

● Theteacherwilldivideeachtopicinto4-8subtopicsdependinguponitscomplexityandeachsubtopicwillbeassigned toastudentofeverygroup.Thestudent, in thegroup,maygetanyotherspecifictasktobeperformedinpreparingthepresentation.Necessaryguidancewillbegiventoeverygroupformakingthepresentations.Theareasofassessmentwouldbesharedwiththestudentsbeforehand.

● The teacher could choose a coordinator from each groupwhowould facilitate theworking ineachgroup,ensuring that there is contribution fromeachparticipant.Amaximumof10minutesmaybegiventoeverygrouptomakeapresentation.

● Thewholeclasscanparticipateinthisseminar.

Student Activity:

● Studythetopicallottedtoyou.

● Prepare the topic by using charts / diagrams / blackboard ormake a power pointpresentation(iffacilitiesareavailable)

● Afterthepresentation,thestudentpresenterwillhavetoanswertwoquestionsputtohimbytheaudience.

Time Allotted:4-5periods,3hoursto4hours(includingassessmentbytheteacher)

Criteria for Assessment:

● Thecriteriaforassessmentwillbesharedwiththestudentsbeforetheseminarbegins.Thestudentscanbeassessedonthebasisoftheformatgivenbelow:

S. N.

NameoftheStudent

Group IndividualPerformance

Viva*1

Presentation **2

Contentandrelevancetothetopic***2

Total (5)

1. A2. B3. C4. D5. ERemarksifany

* —ResponsetoTeacher’sQuestion=½mark—Responsetoaudiencequestion=½mark

** —InnovativeIntroduction=½mark—Clarityandarticulationordelivery½mark—UseofVisuals=1mark

*** —Comprehensionofconcept=½mark—Integrationofdifferentpointsintoaproper sequence(HolisticApproach)=1mark—Conclusion=1mark

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Formative Assessment Manual for Teachers Source of Energy - Chapter 14


● A few studentsmay not performwell during the presentation.The teacher shouldidentifythereasonandguidethestudentsaccordingly.

● The students may also be given an alternate activity (Questionnaire based on thepresentationmadebyothergroups)

Source of Energy Chapter 14

Assessment Technique :IndividualWorksheet


● Recognizevariousavailablesourcesofenergy.

● Understandthecriteriathatshouldbefollowedtoselecttherightsourceofenergy.

● Learnthevarioustermsrelatedtouseofenergybyman

Task : Individual Work

Approximate Time : 15 Minutes

Procedure:

● Thestudentsaregivenaworksheetthathasacrosswordpuzzleandcluestocompletethecrossword.

● Thestudentsshallreadthegivencluescarefullyandfilluptheblockswithappropriateword/term.

Student Worksheet Time : 15 minutes

Instruction:Read the cluesgivenbelowandfill up theblockswith appropriateword/term tocompetethecrosswordpuzzlegivenbelow:One'word'hasbeendoneforyou.

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Chapter 14 - Source of Energy Formative Assessment Manual for Teachers

1 2

3 4

45 S I L I C O N

6

7 87

8 9

9 1010

The CluesAcross:

3 Thisprincipleisusefulinsolarcookerbutcanbeharmfulonearth(5,5,6)5 Elementusedtomakesolarcells6 Ablacksurface____________heat.7 Thisfossilfuelmodeindustrialrevolutionpossible8 Agreenhousegas10 Highrisestructuresconstructedonriverstoproducehydroelectricity.

Down:1. Itsconstruction,onRiverGanga,wasopposed2. CleanFuel(abbreviation)3. Bio-gasiscommonlycalled4. Nuclearpowergenerationisbasedonthisprocess9. Thisenergyisconvertedtoelectricalenergyinathermalpowerplant

Criteria for Assessment:Marksforeachcorrectwordaddedinthepuzzle=½(TotalMarks:1/2×10=5)

Suggested Remediation:Theteachermayguidethestudents● aboutthedifferentsourceofenergy● abouttheadvantages/disadvantagesofdifferentsourcesofenergy.● tomakesuitable'clues'fordesigningsimilarcross-wordpuzzles.● Afewstudentsmaynotbeabletoguessthecorrectterms/names.Theteachermayhelp

thembygivinghintsintheformofpictures.● Ifthestudentshavenotlearnedthecharacteristics,or,ifthisactivityisgivenbeforethe

chapterisdiscussedinclass,thenthestudentsmaybeallowedtousethetextbook.

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Formative Assessment Manual for Teachers Our Environment - Chapter 15

Our Environment Chapter 15

Assessment Technique :QuestionnairebasedonFieldVisit

Afieldvisithelpstodeveloptheinterestofastudentinout-of-schoolactivitiesandlearning.Suchvisitsenablethestudentstounderstandvariousbiologicalconceptsastheyoperateinnaturalsurroundingsandreal-lifesituations.Extendedlearningtechniqueslikefieldvisitshelptobuildaconcretelearningplatformforthestudents.


● Recallthevariouscomponentsofanecosystem

● Identifytheproducersandconsumersinanarea

● Explainthefactorsduetowhichtheareacanbeclassifiedasanaturaloranartificialecosystem.

● Understandhowfoodchainsoperateinanecosystem.

● Appreciatetheroleofeachorganisminafoodchainforsustainingtheecosystem.

Task : Individual Work

Approximate Time:3-4Hours

Procedure:

1. Atripmaybeorganizedtoagarden/zoo/park/fieldaftersuitablybriefingthestudents.

2. Thestudentsshallobservetheareaandmakealistofthevariousfactors/components/organismsobserved.

3. Studentsmaybeencouragedtoseekclarificationswhilemakingobservationsintheirnotebook.Theycanalsobeencouragedtoreadtheinformationontheboardsinstalledintheseareas.

4. Thestudentsmayclickphotographs.

5. Thestudentsmustberemindedcategoricallynottocausedamagetotheplantsorteaseorfeedtheanimals

6. Thestudentswouldbeexpectedtoansweraquestionnaireaftertheycomeback.

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Chapter 15 - Our Environment Formative Assessment Manual for Teachers

Student Worksheet

Time: 15 minutes

Instructions:Answer the followingquestionsbasedonyourobservationsof thearea thatyouhavevisited.

Questionnaire:

1. Namefourbioticandfourabioticcomponentsobservedinthisarea.

Biotic Components Abiotic Components

2. Willthisplacebecalledanaturalecosystemoranartificialecosystem?Givereasonsforyouranswer.

3. Listfourproducersandfourconsumerspresentinthisarea.

Producers Consumers

4. Constructonefoodchain thatoperates in thisarea. Identify theproducers,primaryconsumers,secondaryconsumersandtertiaryconsumers(ifany)inthefoodchain.

FoodChain:

Producer Primaryconsumer Secondaryconsumer Tertiaryconsumer

5. Write any twopoints of environmental concern that have arisen in the areadue tohumanintervention.

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Response to questionnaire: Eachcorrectanswer2marks Total:2×5=10marks


● Thefieldtripcaninsteadalsobetoasanctuary/reserveforest/forest/river/seabeach.

● Sometimes students are not able to goon afield trip.Theymaybe showna shortdocumentaryofanyoftheareasof‘fieldvisit’ortheymaybeaskedtogatherliteratureabout a wild life park or sanctuary.A similar questionnaire may be used for thestudents.

● A few studentsmay not be able to give correct answers.Theymay be assigned a‘buddy’(astudentwhohasansweredthequestionnairewell).Thestudentsandhis/herbuddymaybegiventhedescriptionofanareabytheteacherandthenaskedtoanswerasimilarquestionnaire.

● Ifthenumberofstudentswhoareunabletoansweraquestion,ismore,thentheteachermayexplaintherelatedconceptagain.Theconceptmayalsobetakenupasatopicfor‘classdiscussion’.


Assessment Technique :WallMagazine/BulletinBoard

Objectives:Tohelpthestudentsto:

● Realizetheneedtoconserveandpreservetheenvironment

● Explainvariousissuesrelatedtotheenvironment

● Understandhowman’sactivitiesareharmingtheecologicalbalance

● Appreciatetheroleofvariouscommunitiesandorganizationstowards.

protectionoftheenvironment.

Task :GroupWork

Approximate time given to each group : 7-10Days(Preparation)

1-2Hours(Presentation)

Procedure:

1. Theclassisdividedintogroupsof4-7students.

2. Variousissues/topicsrelatedtoEnvironmentareallottedtothesegroupstoprepareaWallmagazineorBulletinBoard.

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3. The time-frame for completionofworkanddisplay is conveyed to the students.(Theteachermayallotaspaceinthedesiredarea(classroom,laboratory,corridorsetc.)fordisplay.

4. Suggested topics for wall magazine/Bulletin Board: Sustainable Ecosystems, Componentsofecosystems,GlobalWorming,ClimateChange,Foodchainsandfood webs,artificialecosystems,BiologicalMagnification

Or variations like: Carbon Foot-prints- how to reduce them, organic farming,Vanmanotsava,Green house Effect, SaveTiger, Let us not be aDodo,Themagic 3-Reduce,Reuse,Recycle;Water- theelixirof life,Benefitsofbeingavegetarian, canbegiventothestudents.

5. The students will collect information/ pictures/ photographs or any other illustrations/ relevant material from different sources and make a presentation in theformofaWallmagazineoraBulletinBoard.

Criteria for Assessment:TheWallmagazine/BulletinBoardmaybeassessedaccordingtothefollowingcriterion:● Information(Content)● Presentation● Besidesthis,eachstudentmaybeaskedquestionsindividuallybytheteachertoassess

his/herunderstandingandlevelofcontribution(Viva).Markingmaybedoneinthefollowingmanner:

S. N.

NameoftheStudent

Group Topic Presenta-tion(1½)

Content (1½)

Viva(2)

Total(5)

Note:● Toensureeffectiveparticipation,theteachermayfindouttheworkdoneontheproject

byeachmemberofthegroupandobservethesame.

● Toensurecooperation,theteachermaymonitorfromtimetotime.

● Toensurequalitywork,theteachermayconveysomeideastothestudentsforpreparingthewallmagazine(Collage,anarrayofphotographs,newspapercuttings,cartoonsordrawings.


● Somestudentsmaynotbeabletoparticipateeffectivelyinthisactivity.

● Theteachermayidentifythespecificreasonsandhelpthestudentsaccordingly;forexample,ifastudentisnotabletocollecttherelevantmaterial,theteachermayprovideguidancebyprovidingnamesofbooks,websites&othermaterial.

● Ifthewallmagazinehasnotbeendisplayedintherightmanner,theteachermayassigna‘buddy’i.e.astudentfromagroupthathasdonewell,oranartteacherwhomayenhancethepresentationskillsofthestudents.

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Assessment Technique :IndividualWorksheet


● Recognizevariousfoodchainsandfoodwebsoperatingaroundthem

● Differentiatebetweenterrestrialandmarinefoodchains

● Understandhowandwhytheorganismsareclassifiedonthebasisoftheirroleinfoodchainandinanecosystem.

Task Individual Worksheet

Procedure: Times : 15 min

● Thestudentsaregivenaworksheetthathasapictorialrepresentationofaterrestrialfoodchainandamarinechain.

● Thestudentsmayobservethepictorialrepresentationofthefoodchainsandanswerthequestionsthatfollow.

Time: 15 minutes MM = 5

Instructions:Givenbelowisthepictorialrepresentationofaterrestrialfoodchainandamarinechain.Observethemcarefullyandanswerthequestionsgivenintheworksheet.

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1. Fillintheblankintheterrestrialfoodchain(Blankno.1).Whyistheratgiventhisterm?

2. Cantheratcomeatalowerpositionintheterrestrialfoodchain?Givereasonsforyouranswer.

3. Filluptheblankno.2.Writeonecommonfeatureofallorganismsthatareplacedatthislevelinafoodchain.

4. Whatwillbethefateofthisterrestrialfoodchainifalltheratswereremoved?

5. Willthefoodchainsbeaffectediftheanimalsatthetopcarnivorelevelwereremoved?Givereasonsforyouranswer.


Marksforeachcorrectanswer=1(TotalMarks:1×5=5)

Suggested Remediation :

● Afewstudentsmaynotbeabletogivesatisfactoryanswers.Theteachermayexplainthe conceptsagainandasimilarworksheetmaybegiventothemasaremedialexercise.

● Theteachermayalsoprepareanalternativeworksheetwherethe‘situation’andthe ‘consequence’areplacedinajumbledfashion.Thestudentmaybeaskedtomatchthe‘situation’withitscorrectconsequence.

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Formative Assessment Manual for Teachers Management of Natural Resources - Chapter 16

Management of Natural Resources Chapter 16

Assessment Technique:PreparinganActionPlan(groupwork)


● Learn the ways in which use of natural resources can be managed and regulatedeffectively

● Definethetasksforsustainableuseofresources

● Realisetheneedforconservationandpreservationofnaturalresources

Task : Group Work

Approximate Time :3-4daysforpreparationand10minutesforpresentationbyeachgroup

Procedure:

● Theclasswillbedividedintogroupsofstudents.EachgroupshallplaytheroleofrepresentativesofanNGOworkingfortheenvironment.Thetaskgiventoeachgroupshallbedefinedinthefollowingmanner:

● Commoninstructionsforthestudents-

● ‘YouarerepresentativesofonNGOworkingforprotectionoftheenvironment.Youhave been sent to an areawhere there are various issues related to environmentaldegradation. Prepare an ‘Action Plan’ about how you shall work to minimize theharmfuleffectsontheenvironment’

● Thespecifictopics/issuesthatmaybegiventoeachgroupare:

Group Topics / IssuesA Youhavebeensenttoanareathathasrecentlybeendeclareda‘Wildlifesanctuary’.As

aresultofpoaching,anumberofwildanimalsarelistedintheendangeredcategory.Thepeoplefromsurroundingvillagesleavetheircattleinthatareatograzeandalsocuttrees.

B Youhavebeenaskedtogotoanareawherealargenumberofspeciesarefacingthedangerofextinctionduetoinvasionofalienspeciesthathavebeenintroducedbythelocalsforshort-termbenefits.

C Theareawhereyouhavetoworkhasexperiencedaremarkabledownfallintheproductionandsaleoffish.Onlyrecently,adamwasbuiltontheriverthatformedthelife-lineofthatgroupofvillages.

D The area defined for you towork is a ‘landfill’ on the outskirts of a city.That areahas become unfit for human habitation due to foul smell and increase in mosquitopopulation.

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Chapter 16 - Management of Natural Resources Formative Assessment Manual for Teachers

E Youhavebeensent toanarea that facesacutewater shortageeven though thatareareceivesalotofrainfor3months.Thegroundwaterlevelsarerecedingandtherehasbeenashiftintheclimatefromwettoarid.

F Theareawhereyouhavebeenaskedtofunctionisanareawherefarmingisthemainoccupation.Mostofthesurroundingforestareahasbeenclearedtogrowplants.Thatareaisfacinganumberofproblemslike:changeinchemicalnatureofthesoil,increaseincaseswherelionsandtigershavebecomeman-eaters,decreaseinproductivityfromfarms.

G You are asked, to go to an areawhich is in theHimalayan belt.The temperature israpidlyincreasingandasaresulttheglaciersinthatareaaremelting.Theproduceofappleandothersimilarfruitsfromtheorchardshasdecreasedrapidly.

H Youareaskedtogotoareawhichisinthedesertbelt.Thegovernmentwantstohelpthelocalpopulationtodiscoveralternativewaysoflivelihoodasfarmingalonecannotsustainthepopulationinthatarea.

EveryAction Plan will be prepared according to the following guidelines (to be given bytheteacher)

● NameoftheNGO

● ReasonforformingthisNGO

● MajorChallenges/Tasks

● Howtoensuresustainabledevelopmentinthearea

● Use/Misuseofnaturalresourcesinthatarea

● Majorissuesrelatedtotheenvironment

● RoleofGovernment

● Roleofcitizens

● EnvironmentalLaw

Theteachercouldchooseacoordinatorfromeachgroupwhowouldfacilitatetheworkingineachgroupensuringthatthereiscontributionfromeachparticipant.Amaximumof10minutesmaybegiventoeverygrouptopresenttheActionPlan.

Thewholeclasscanparticipateinthisactivity.

Time Allotted:4-5periods,3hoursto4hours(includingassessmentbytheteacher)


The criteria for assessment will be shared with the students before the seminar begins. Thestudentswillbeassessedonthebasisoftheformatgivenbelow:

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S. N.

NameoftheStudent

Group/NameoftheNGO

Individual Performance

(1)

Viva*(1)

Presentation**(1)

Contentandrelevancetothetopic***(2)

Total (5)

1. A

2. B

3. C

4. D

5. E

6. F

Remarksifany

* —ResponsetoTeacher’sQuestion=½mark—Responsetoaudiencequestion½mark

** —InnovativeIntroduction=½mark—Clarityandarticulationordelivery=½mark

*** —Comprehensionofconcept=1mark—Integrationofdifferentpointsintoapropersequence (HolisticApproach)=½mark—Conclusion=½mark


● Afewstudentsmaynotperformwellduringthepresentationofthe‘ActionPlan’.Theteachershouldidentifythereasonandguidethestudentsaccordingly.

● The students may also be given an alternate activity (Questionnaire based on thepresentationmadebyothergroups)


Assessment Technique:ProjectWork

Topic of the Project:LearningfromtfiepastforSustainableManagementofNaturalResources

Introduction:

Sincethebeginningofcivilization,manhasbeendependentonNaturalresourcestosustainhimself. He devised many methods to use these resources to ensure their sustainability andavailabilityforgenerations.However,theavailabilityofthesenaturalresourcesintheirpristine

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forms is becoming difficult and sowe need to rethink and rebuild strategies to conserve andpreserveournaturalresources.Theproject-“Learningfromthepastforsustainablemanagementofnaturalresources”willenablethestudentstofindoutandrelearnthemethodsofconservationandpreservationofnaturalresources.

Objectives: The students shall

● Findouttheancientmethodsthatwerebeingusedforconservationandpreservationofnaturalresources.

● Comparethemethodsofutilizationofnaturalresourcesinthepast,presentwithhowtheyshouldbeusedinfuture.

● Gainknowledgeabout the ancient architecture,methodsof agriculture,buildingofdamsandpracticestoincreaseenergyefficiency.

● Suggestmethodsformoresustainableutilizationofnaturalresources.

Task:GroupWork

Approximate Time:Oneweekforpreparationand10minutesforPresentation

Procedure:

● Theclassisdividedintogroupsof4-7students.

● Variousissues/ topicsrelatedtoManagementofNaturalresourcesaregiventothestudentsassubtopicsoftheirproject.

● Thetime-frameforcompletionofworkisconveyedtothestudents.

● Theteachermayallot/suggesta‘buddy/mentor’(Teacherofarelatedsubject,scientist,Municipal corporationmember, gardener, ecologist, architect) depending upon thetopicallottedtothestudent.

● Suggestedsub-topicsforProject:

o Rainwaterharvesting,

o Waterconservation,

o ReduceReuseRecycle,

o KingAshoka-theenvironmentalist

o ConservationpracticesintheBishnoiCommunity

o WaterconservationpracticesinRajasthan.

o EnvironmentfriendlytechniquesinMughalArchitecture.

o Utilisationpracticesthatareforest-friendly

o DamsinancientIndia

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● Thestudentsshallpreparetheprojectunderthefollowingheadings:

o Introduction

o Relevancetotoday’sscenario

o Needforconservationandpreservation

o Ancientpractices(w.r.t.subtopiconly)

o Datacollection

o DataInterpretation

o ResultanditsInterpretation

o Bibliography

Students shall also collect information/ pictures/ photographs or any other illustrations/relevantmaterialfromdifferentsources.


TheProjectmaybeassessedaccordingtothefollowingcriterion:

● Information(Content)

● DataCollectionandInterpretation

● ResultanditsInterpretation

● Besidesthis,eachstudentmaybeaskedquestionsindividuallybytheteachertoassesshis/herunderstandingandlevelofcontribution(Viva).

Markingmaybedoneinthefollowingmanner:

S. N.

NameoftheStudent

Group Topic Information(Content)

(1)

DataCollectionandInterpretation(1)

ResultanditsInterpretation

(2)

Viva (1)

Total (5)


● Somestudentsmaynotbesufficientlyactiveinthe‘ProjectWork’.Theteachermayassignthemsmallersubtopicsforwhichtheymayworkindependently.

● Sincestrengthening‘studentlearning’isthemainobjective,sothestudentswhoarenot performingwell in this activitymay be given alternateworksheets or even an‘Openbooktest’wheremostofthequestionsare‘applicationbased.

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Assessment Technique :SymposiumonBiodiversity

● A symposium is defined as a meeting or conference for the public discussion ofsome topic especially one in which the participants form an audience and makepresentations.

● Biodiversityisthevariationoflifeformswithinagivenecosystem,biomeorontheentireEarth.Biodiversityisoftenusedasameasureofthehealthofbiologicalsystems.ThebiodiversityfoundonEarthtodayconsistsofmanymillionsofdistinctbiologicalspecies.Theyear2010hasbeendeclaredastheInternationalYearofBiodiversity.


● Understandthatmaintainingbiodiversityisanimportantaspectinconservationandpreservationoftheenvironment.

● Realisethatlossofbiodiversitymayleadtolossofecologicalstability

● Appreciatethefactthateveryorganismplaysanimportantroleinthefoodchainsandfoodwebs.

● Researchtofindouttheeffecttheremovalofaspeciesfromanareawillhaveontheecosystemofthatplace.

Task: GroupWork

Approximate Time:2-3Minutesforeachpresentation

Procedure:

● Theclassmaybedividedintogroups(3-4studentsineachgroup)

● Eachgrouphastomakeapresentationonthetopic-Biodiversity.

● Thebasicformatandassessmenttechniqueshallbesharedwiththestudentsbeforethepresentationsbegin.

● Timeallottedforpreparation:oneweek

● Basic format: Each group shall follow the following basic format for thepresentation—

o Introduction

o ImportanceofBiodiversity

o MentionnameofanddescribeoneBiodiversity‘hotspot’.

o Oneexamplewherelossofbiodiversityhasaffectedtheecosystemofthearea.

o Conclusion

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o Each presentationmust be accompanied by audio and/or visual aids (charts,posters, Power Point presentation, slide-show, video, speech, animal soundsetc.)


(Tobesharedwiththestudentsbeforethesymposiumbegins)Thestudentswillbeassessedonthebasisoftheformatgivenbelow:

S. N.

NameoftheStudent Group Presentation*(2)

Contentandrelevancetothetopic**(2)

Viva***(1) Total(5)

1. A

2. B

3. C

4. D

Remarksifany

* —InnovativeIntroduction=1/2mark—Constructionofanextensive&thorough knowledgebaseinallproblemaspects=½mark—UseofVisuals/audio=1mark

** —Comprehensionofconcept=½mark—Integrationofdifferentpointsintoaproper sequence(HolisticApproach)=1mark—Conclusion=½mark

*** —ResponsetoTeacher’sQuestion=½mark —Responsetoaudiencequestion=½mark


● Asymposiumhelpstobringtogetherinformationofoneimportanttopicdeliveredbydifferentsprekers.Astudentbesidesimprovinghis/herskillsinspeaking,collaboration,datacollectionandpresentation,alsobecomesawareoftheimportanceofbiodiversity.

● Suchactivitiesshouldnotbeusedtoassesslearningbutshouldbeameanstofacilitatelearning , i.e. for learning, therefore the teacher must ensure that opportunity forimprovementisgiventoastudentifhe/sheisnotabletoperformwell.

● A few studentsmay not performwell during the presentation.The teacher shouldidentifythereasonandguidethestudentsaccordingly.

● The students may also be given an alternate activity (Questionnaire based on thepresentationmadebyothergroups).

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Class Work/Home Work Assessment Formative Assessment Manual for Teachers

Class Work / Home Work Assessment

Assessment Technique:ClassWork/HomeWorkAssignment

Objectives: Tohelpthelearnersto:

● TakeactivepartandinterestinClassWork/HomeWork.

● Inculcatethehabitofregularityandneatnessindoingassignedtasks.

● Reinforcelearningthroughadditionaltasks.

● Inculcatethehabitofselflearningandextendedlearning.

General Guidelines:

Class Work:

TheClassWorkincludesthetasksassignedbytheteachertothestudentsintheClassduringthelessonorattheendofteachingperiodandmayinclude:

o Worksheettobecompletedasrecapitulationofthetopic

o Practiceofformulae,chemicalequations,numericals,diagramsetc.

o Oralquestionsbeingaskedfromindividualstudentsduringthelesson

o Practiceofgraphs,diagrams,raydiagrams,circuitdiagrams,dataetc.

o Anygroupwork/activity.

Parameters of Assessment may include:

■ Correctnessofthetaskperformed

■ Timetake/regularityofthetaskperformed

■ Neatnessofwork

Detailedrecordofstudents'responseandachievementinClassWorkmaybemaintainedinaregisterforassessmentpurpose.

Home Work:

TheHomeWorkincludesthetasks/assignmentstobedonebythestudentsathomeandmayinclude:

o Practicequestionsmeantforreinforcementoflearning.(Thesequestionsmaybedesignedinsuchawaythatstudentsarenotabletocopyanswersdirectlyfromtheprescribedtextbooks).

o QuestionsbasedonapplicationofClassroomlearningtoreallifesituations.

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Formative Assessment Manual for Teachers Class Work/Home Work Assessment

o Questionsbasedonenhancementofskillsrelatedtodrawingdiagrams,solvingnumericals,writingofformulaeandchemicalequationsetc.

o Tasksrelatedtorectificationofmistakes/errors.

Areas of Assessment may include:

■ Regularityinsubmissionofwork

■ Completenessandneatnessofwork

■ Overallqualityofanswers

Thenotebooksofthestudentsmaybecorrectedonceortwiceineachofthetwotermsandthedetailedrecordsbemaintained.Themarksallocationtodifferentparametersofassessmentmaybedecidedbyindividualschools/teachers.

Field Visit

Assessment Technique:Questionnaire


● developinterestinout-of-schoolactivitiesandlearning

● broadentheirunderstandingofscienceconceptsandprinciples

● enhanceknowledgethroughextendedlearning

● appreciateinterrelationbetweenclassroomlearningandeverydaylifeapplication

● connectclassroomlearningtolifeoutsidetheschool.

Approximate Time:5-6Hours

Procedure:Suggestivestepstobefollowed:

Before the Visit:Theteachermay

o plan the visitwell in advance.The planmaybe discussedwith school authorities,authoritiesoftheplaceofvisit,parentsandstudents.SomeofthesuggestedplacesforvisitmayincludeScienceParkCentre,ZoologicalPark,ScienceMuseum,AFactory,ALaboratoryetc.

o briefthechildrenonwheretheywouldbegoing.

o clearlyspelloutthedo'sanddon'tstobefollowedduringthetrip.

o instructstudentstocarrynotebook,pen,crayonsandanyotheritemnecessaryforthetrip.

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o keepteacherpupilratioof1:20duringthetripforbetterlearning.

o visittheplacebeforehand.

o prepareaquestionnaireinadvancetoassessthestudentsafterthetrip.

o informthestudentsthattheywillbeassessedonthebasisofaquestionnairefollowingthetrip.

During the visit:

Studentsshouldbeencouragedtotakenotes,sketchpictures,askquestionsormakecollectionofmaterialthatwouldhelpthemlater.

After the visit:

Onedayafterthevisit,thestudentsmaybegiventhequestionnaireintheclassroom.Theirresponsesmaybeanalyzedandappreciated.Assessmentmaybecarriedoutonthebasisofresponse to the itemsincludein thequestionnaire.Thequestionnairemaybedesignedinadvance.

Suggested Field Visit:

Visit to a Thermal Power Plant

ThesaidactivitymaybeorganizedtovisitaThermalPowerPlant.Theauthoritiesoftheplantmaybecontactedinadvanceanddetailsofthevisitmaybediscussedanddecided. Aguidedvisitwillcertainlyhelpthestudentsknowandlearnmore.

Thestudentswillunderstandabouthowelectricityisgeneratedintheplantandwhatresourcesareusedforthispurpose.Differentsectionsoftheplantandworkingofdifferentsections/partsofplantmaybeexplainedbypersonnelworkingintheorganization.Studentsmayalsobeencouragedtothinkabouttheotherwaysofproducingelectricityandthekindofnaturalresourcesusedinotherplants.

QuestionaireTime: 20 minutes Max. Marks: 10

Instructions:Answerthefollowingquestionsonthebasisofyourobservationsandunderstandingduringthevisit.

1. Namethepowerplantyouvisited,Whereisitlocated?

2. Namethenaturalresourceusedforgenerationofenergyinthisplant.

3. Whatkindofenergytransformationstakeplaceinthispowerplant?

4. Howistheturbinemadetorotateinthispowerplant?

5. Whatkindofwasteisgeneratedinthispowerplant?

6. Howisthiswastedisposedoff?

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7. Whatisthepowergenerationcapacityofthisplant?

8. Stateoneadvantageofpowergenerationbythismethod.

9. Stateonedisadvantageofpowergenerationbythismethod.

10. NameanyoneotherkindofPowerPlantinwhichanotherkindofnaturalresourceisused.

Assessment Criterion:Onemarkforeverycorrectanswer.

Popular Science Book Review

Assessment Technique:BookReview

Objectives:Tohelpthelearnersto

● inculcatethehabitofbookreading

● developinterestinpopularScienceLiterature

● enhanceknowledgethroughextendedlearning

● relatelearningofSciencetoeverydaylife.

● strengthenscienceconceptsthroughsimpleexplanations

● appreciateinterrelationshipbetweenScienceTechnologyandSociety

● developascientificandobjectiveattitude

Approximate Time:15-20days

Procedure:Studentsmaybeaskedtoreadapopularsciencebookpreferablyduringvacationsandwriteabookreviewonthesame.

Asuggestive listofpopularSciencebooksrelated todifferentfieldsmaybegiven tostudents.SomeofthepopularSciencebookpublishersmayincludeVigyanPrasar,NationalBookTrust,NCERT,NationalInstituteofScienceCommunicationandInformationResources(NISCAIR)andHomiBhabhaCentreforScienceEducation(HBCSE).

● Asuggestiveformatofbookreviewreportmayalsobegiventostudentsinadvance.

Assessment Parameters:

● LanguageUsed 2marks

● Clarityofthought 2marks

● Content 2marks

● QualityofPresentation 2marks

● Overallqualityofreport 2marks

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Suggestive Format of Book Review:

(a) General:This sectionmay include name of the book, author, publisher, price andnumberofpagesetc.

(b) Brief Introduction:Itmayfocusontitleofthebook(interestingornot)purposeofthebook,concept/subconceptscovered,overallconceptualisation.

(c) Progression of the Chapters:Itmayhighlightlogicalsequence,clarityofconcepts,richnessofcontentsandsuitabilityofcontent.

(d) Presentation:Itmayincludelanguageused(readerfriendlyornot)useofexamples,data,co-relationwithdaily lifesituations, illustrations,coverage (itsattractiveness)andoverallsimplicityorotherwiseoftheapproachfollowedinthebook.

(e) Printing:Itmayfocusonqualityofpaperused,coloursused,illustrations/diagrams /photographs,fontsizeandfonttype.

(f) Overall Impression:Thissectionmayhighlightwhetherthebook

● providesenrichmentandbasisunderstandingofthetopics/contentsdiscussedinit.

● isinspirationalinnatural.

● readingwasanenjoyableexperience

● helps to get a scientific / logical explanation of some 'myth' or 'superstition'relatestoapplicationsineverydaylife.

● relatestoapplicationsineverydaylife.

● deservestoberecommendedtoothers.

The above suggested format may be changed or modified depending upon the need orrequirement.

Few Suggested Science Popular Books:

● Inventionsthatmadehistory – PublicationDivision,Govt.ofIndia

● ScienceandEverydaylife – VigyanPrasar

● ArtificialIntelligence – NISCAIR

● Seeingisnotalwaysbelieving – VigyanPrasar

● Life:Fromcelltocell – NISCAIR

● Inventorswhorevolutionizedourlives – NationalBookTrust(NBT)

● TheHumanMachines – NBT

● Youandyourhealth – NBT

● Heartdiseaseandthelayman – NBT

] ● KyonAurKaise – VigyanPrasar

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SI Units

Assessment Technique:IndividualWorksheet

Objectives:Tohelpthestudentsto

● learnSIUnitsofdifferentphysicalquantities

● understand how SI Units of different physical quantities are obtained from theirdefinitions

● recognisethatoneSIUnitmayrepresentmorethanonephysicalquantity.

Task:Individual

Approximate Time: 10 minutes

Procedure:Theteachermay

● familiarizethestudentswithSIUnitsofdifferentphysicalquantities

● explain how the SI Units of different physical quantities are obtained from theirdefinitions

● providesufficientpracticetostudentstocorrelategivenSIUnitswiththeircorrespondingphysicalquantities

● giveexamplestoexplainthatthesameSIUnitscanrepresentmorethanonephysicalquantity.

Assessment Parameters:Onemarkforeverycorrectanswer.

Student Worksheet

Instructions:Fillintheblanksinthefollowing–

1. TheSIUnitofpotentialdifferenceis

2. TheSIUnitofpowerofalensis

3. TheSIUnitoffocallengthis

4. TheSIUnitofelectriccurrentis

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5. TheSIUnitofelectricenergyis

6. WattistheSIUnitof

7. DioptreistheSIUnitof

8. Anexampleofaphysicalquantityhavingnounitis

9. OhmistheSIUnitof

10. TwophysicalquantitieshavingJouleastheirSIUnitare

Suggestive Remediation:

● KnowledgeandproperunderstandingofunitsofphysicalquantitiesisanimportantaspectoflearningofScience.Ifsomestudentsarenotabletolearnthesame.Theymaybehelpedtodothesamebyrepeatedpractice.

● Derivation of units from fundamental definitions of different quantities may beexplainedclearly.

magnetic effect of current chapter 13 student worksheet

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