Learners were introduced to the concept of pressure with the help of an activity in which balloon and thumb pins were used. The demonstration made them understand what does pressure mean.
Learners were introduced to the concepts of momentum, impulse of force and moment of force (turning effect of force). And they were made to solve numericals based on above concepts.
The syllabus for the term one exam of COS is given in the table below.
|C1: The particulate nature of matter.||B1: Characteristics of living things||P1: Motion|
|C3: Atoms, Elements and Compounds.
– 3.1: Physical and chemical changes.
– 3.2: Elements, compounds and mixtures.
– 3.3: Atomic structure and the Periodic Table.
– 3.4: Ions and ionic bonds.
-2.2:Movement in and out of the cells
|P2: Matter and forces
2.1 Mass and weight
2.3 Effects of forces
|C9: The Periodic Table.
– Describe the way the Periodic Table classifies elements in order of atomic (proton) number.
– Use the Periodic Table to predict properties of elements by means of groups and periods.
– 9.1: Periodic trends.
|Total Marks||Paper 2 (MCQÃ¢â‚¬â„¢s)||Paper 4 (Subjective)||Paper 6 (alternative to practical)|
For more details, Refer to the CoS 2017-’18 syllabus.
Component details :
Paper-2 : A multiple-choice paper consisting of 40 questions of the four-choice type. Questions will be based on the Extended syllabus content.
Paper-4 : A written paper consisting of short-answer and structured questions. Questions will be based on the Extended syllabus content.
Paper-6 : Questions will be based on the experimental skills.
You all are required to carry an electronic calculator and your own resources.
Learners were introduced to Newton’s three laws of motion and were made to write and understand the same.
Learners were introduced to the concept of density and they were made to practice numericals for the same.
Learners performed an experiment to find the spring constant of the given spring and also verified the Hooke’s law with the same. They plotted a graph for extension vs force and also analysed the same.
A discussion was done with learners to make them understand the purpose of doing the activities like tug of war, balancing the ball in half cut pipe and sprinting with the parachute. The conclusion of the discussion lead to the understanding that forces exist as balanced and unbalanced and there is motion when unbalanced forces act on objects. This was followed by explanation that force can also cause extension in the springs and the relation between two quantities is given by Hooke’s law.
Learners were introduced to the unit with the help of an activity where Newton spring balance was used and they could differentiate between mass and weight. Next, they were made to play games like tug of war, sprinting with a parachute and balancing the ball and transferring the same in a half cut pipe. From all these activities they were introduced to balanced and unbalanced forces and moment of force.
Learners appeared for the unit test of the unit- motion. It was an online test which had two sections, multiple choice questions and subjective questions.
They got the marks for the MCQ section immediately after attempting the test.
Learners were introduced to the unit with an tuning in activity wherein they were made to play the dart game. Each learner got a chance to throw the dart and this was timed. This data was then used to calculate the speed for each learner’s dart when it hit the board. Ã‚Â During the unit the learners learned about speed, velocity, acceleration, formulas for each of these and the units. They also learned about scalars and vectors, plotting and interpretation of graphs including distance time graphs, speed Ã‚Â time graphs. Equations of motion were also catered to during the unit and for each of the concepts learned learners solved related numerical.