DEPARTMENT OF SCHOOL EDUCATION

STRUCTURED LESSON PLANS

For CBSE-affiliated Schools

PHYSICS
GRADE-10

A Teacher Resource Book for

Competency Based Teaching-Learning

STATE COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING (SCERT)

 Committee for Development of Structured
Lesson Plans
Honorary Advisors
Shri Praveen Prakash IAS Shri S. Suresh Kumar IAS
Principal Secretary to Government Commissioner of School Education , AP
Department of School Education, AP

Shri B. Srinivasa Rao IAS

State Project Director, Samagra Shiksha, AP

Shri. M.Venkata Krishna Reddy MA., B.Ed Dr. B. Pratap Reddy MA., B.Ed., Ph.D.
Secretary, Model Schools, AP Director, SCERT, AP

Shri K. Ravindranath Reddy MA., B.Ed.

Director, Government Textbook Press, AP
Advisors
CRISP Azim Premji University LFE
Shri. R. Subrahmanyam Faculty from APU Divyansu Yadav
I.A.S.(Retd), Secratary of CRISP

Ms. K. Sandhya Rani

IPoS.(Retd), Founding member of CRISP

Mrs. P. Usha Kumari

I.A.S.(Retd), State Lead of AP Team CRISP
Programme Co-ordinators
Smt. Chirakala. Sreelatha Smt. Sripathi. Bhanumathi
State Co-ordinator, CBSE, AP Faculty, SCERT, AP
Shri. K. Dharma Kumar Dr. G. Kesava Reddy,
Co-ordinator,CBSE, AP Faculty, SCERT, AP
Subject Co-ordinators
Dr. Sangoju Rajeswari Dr. Y. Giri Babu
Faculty, SCERT, AP Faculty, SCERT, AP
Subject Experts
Smt. P. Sirisha Sri. N.V. Ramanayya
Principal, KGBV, Amadalavalasa, Principal, APSWREIS-Kanchili,
Sri. Visweswara Rao Sri. Y. Seshu Vijaya Kiron
APSWREIS - Tadikonda, APMS- Sankavaram
Smt. K. Varalakshmi Sri. P. Sisir Kumar
CRT, KGBV Malkapur APSWREIS, LN Puram
Smt. M. Roopa
MJPAPBCWREIS, Adavivaram
 Subject Experts

Dr. Vijayanarasimha Smt. Ch. Lakshmi Praveena

Principal, APMS, Khajipeta MJPAPBCWR School & College

Sri. G. Naga Raju Smt. Nagamani. Vaddineni

APMS - Ramagiri MJPAPBCWR School, Kota.

Smt. Dasari. Anjani Devi Sri. PVR. Satish Kumar

KGBV. Sankavaram
AP Model School, Ayyappa Nagar.

Sri. B. Rajasekhar
AP Model School, O.V.Peta Burja
MESSAGE BY PRINCIPAL SECRETARY

It brings me a great joy to invite all the teachers of CBSE-affiliated government schools to
this valuable resource book of structured lesson plans. Inspired by the vision of our honorable
Chief Minister, we are committed to supporting the teachers in shaping a bright future for all the
children in Andhra Pradesh. We envision our children transforming into global citizens, excelling in
academics and being ready for the world of work. In order to aid the teachers in this pivotal task of
preparing the students to emerge as global citizens, the School Education Department is
committed to making available the best resources and training. This lesson plans resource book is a
transformational step in that direction. Utilized appropriately, this resource books will transform the
teaching-learning process and experience in the classroom and lead to deeply engaging the students.

I hope you make the best use of this resource, which has been put together by our own teachers trained
by experts from Azim Premji University and facilitated by the Center for Research in Schemes and
Policies (CRISP). They have taken into consideration the teaching-learning needs of all types of
learners and created lesson plans that are rich in activities, examples, and assessments. They have
followed the CBSE Learning Framework and NCERT Learning Outcomes for Secondary Stage, along
with principles from the National Curriculum Framework: School Education 2023.

At the crucial juncture of secondary school, our children need spirited teachers like you to
prepare them for the changing and dynamic world. You bear the power and responsibility to shape their
minds and hearts and guide them to step out into the world and contribute to our state's growth and
country's economy.

Your dedication and efforts in implementing these structured pedagogical approaches will not
only enhance the learning experience of our students but also equip them with the necessary skills and
knowledge to thrive in an ever-evolving global landscape. Together, let us embark on this journey of
educational excellence and empower our students to become the leaders of tomorrow.

With great hope and appreciation,

Shri Praveen Prakash, IAS

Principal Secretary, Department of School Education
Government of Andhra Pradesh
MESSAGE BY COMMISSIONER

The United Nations Sustainable Development Goal 4 (SDG 4) underscores the pivotal role of
education in unleashing human potential and fostering self-respect. As the Commissioner of School
Education, I am privileged to champion a vision that empowers the children of Andhra Pradesh with
boundless possibilities and opportunities. Through pioneering reforms in education, encompassing
cutting-edge infrastructure, ongoing professional development for educators and administrators,
innovative digital initiatives, and an unwavering commitment to providing top-tier educational
resources, our state stands as a beacon of educational transformation.

Government of Andhra Pradesh is committed to implement best initiatives to enhance rthe

quality of education in the State. Obtaining CBSE affiliation to 1000 schools is one of such key
initiatives. This lesson plan resource book developed for the use of teachers working in CBSE schools
represents yet another milestone in our journey. Recognizing teachers as the cornerstone of our
education system, we have entrusted them to craft these lesson plans for your benefit. After undergoing
rigorous training in pedagogy, subject matter, learning outcomes and competencies, our educators
have infused these lesson plans with their profound knowledge of the subject, and understanding of our
students and their diverse contexts. It is a labor of love and thought, an amalgamation of explorations
and experiments, presented for you to embrace and utilize effectively.

These lesson plans are created with the aim of providing a rich repository of ideas to enhance
classroom engagement and productivity, and provide yet another innovative resource that teachers can
employ. Feel free to adapt and supplement these plans as you see fit. The teacher reflections section
serves as a tool for self-assessment and improvement, allowing you to augment your lessons and
address any gaps you may identify.

I am optimistic about our state's trajectory towards competency-based teaching, with a focus
on measurable learning outcomes that can be continually evaluated and enhanced. The decision to
affiliate 1000 schools with CBSE and implement a curriculum aligned with national standards is indeed
a significant stride in the right direction. Together, let us embrace this transformative journey towards
educational excellence and empower our students to thrive in an ever-evolving world.

I congratulate everyone who worked towards bringing this excellent resource book for the
teachers. I thank Center for Research in Schemes and Policies (CRISP) for the innovative ideas they
presented to the Government, including development of structured lesson plans. The support of SPD
Samagra Shiksha, continuous facilitation by CRISP, expert technical advice of Azim Premji
University faculty, hard work of our teachers, CBSE team in Commissionerate office and SCERT
made it possible to bring out this resource book in time for the 2024-25 academic year.

With sincere optimism and appreciation,

Shri S Suresh Kumar, IAS
Commissioner,
Department of School Education,
Government of Andhra Pradesh
MESSAGE BY THE STATE PROJECT
DIRECTOR

The National Education Policy 2020 highlights that the purpose of education is to develop good human
beings capable of rational thought and action, possessing compassion and empathy, courage and
resilience, scientific temper and creative imagination, with sound ethical moorings and values. It aims
at producing engaged, productive, and contributing citizens for building an equitable, inclusive, and
plural society as envisaged by our Constitution. To realize the NEP's vision, it is essential for
educators to align with this goal and transition from curriculum-centric to competency-driven teaching
methods.

The State's commitment to this shared vision is visible in the Strengthening Andhra's Learning
Transformation (SALT) Project, where one of the pivotal focus areas is the professional development
of teachers. This entails utilizing insights from self-assessments, academic performance data from
school-based evaluations, and classroom observations to enhance pedagogical skills. With continuous
support from the education department, teachers will refine their pedagogical approaches, ensuring
effective delivery of lessons.

In the same vein, I am delighted to introduce this Lesson Plan resource book for our CBSE-affiliated
schools, crafted by experts from both within our state and across the nation. These lesson plans signify
a shift away from rote memorization and content accumulation towards a structured approach aimed at
fostering values, dispositions, and competencies in students. Rooted in the vision of the NEP and
operationalized by the National Curriculum Framework: School Education 2023, each plan
corresponds to a 40-minute class targeting specific learning outcomes from NCERT's Secondary
Stage. These outcomes collectively contribute to observable learning achievements and the
development of competencies over time. Moreover, this resource book empowers teachers to tailor
their content and assessments dynamically by monitoring and addressing students' learning needs
continuously.

I hope the teachers will find these resources valuable and helpful in transforming classroom
transactions. Together I hope we will reshape the educational landscape of Andhra Pradesh in the years
ahead. Best wishes for your endeavors!

Shri B Srinivasa Rao, IAS

State Project Director, Samagra Shiksha
Government of Andhra Pradesh
MESSAGE BY JOINT DIRECTOR, CBSE

In a landmark decision, the Government of Andhra Pradesh affiliated 1000 Government schools with
the Central Board of Secondary Education (CBSE). This transition marks a significant milestone in our
efforts to provide standardized and high-quality education to our students. The CBSE curriculum is
widely recognized for its comprehensive and contemporary approach to learning, offering students a
competitive edge on a national scale. The Board emphasizes holistic development of learners by
providing a stress-free learning environment that will develop competent, confident and enterprising
citizens who will promote harmony and peace. It is committed to providing quality education to
promote intellectual, social and cultural vivacity among its learners.

By aligning our schools with CBSE, we aim to ensure our students are well-prepared to compete on a
national level and excel in today's dynamic world. In order to achieve this, our utmost efforts have
gone into developing these structured lesson plans incorporating NCERT's Secondary Stage Learning
Outcomes, the National Curricular Framework: School Education 2023, and CBSE Learning
Framework document developed by Azim Premji University. 'Structured Pedagogy' is a scientific,
evidence-based, learner-centric approach for teaching that equips every teacher with clearly defined
objectives, proven methods, well-structured tools, and practical training. After many rounds of
rigorous training, expert teachers from our CBSE schools integrated the conceptual and practical
aspects of their subjects and condensed them into these easy-to-use lesson plans.

We thank the Center for Research in Schemes and Policies (CRISP) and Azim Premji University for
their innovative ideas and tireless support.

I encourage each of you to fully utilize these plans and personalize them to fit your teaching style. May
this invaluable resource serve as a valuable tool as you guide Grade 10 students through this critical
stage of their education. Your dedication as teachers brings us immense joy and pride, as we entrust the
future of our state's children to your capable hands. Wishing you all the best!

Mr Krishna Reddy
Joint Director, CBSE
Department of School Education
Government of Andhra Pradesh
 MESSAGE BY CENTRE FOR RESEARCH IN
SCHEMES AND POLICIES (CRISP)

In October 2023, the Centre for Research in Schemes and Policies (CRISP) forged a significant
partnership with the Government of Andhra Pradesh, to help bring about a transformation for the
state's School Education system. Our inaugural initiative was designed to cultivate excellence within
the 1000 CBSE-affiliated schools. CRISP's primary focus was to support both teachers and students
during the transition from the State Board to the CBSE Board.

Research reveals that an average teacher grapples with approximately 1,500 decisions daily. While it
may be impractical to intervene in every decision-making process, our aim was to alleviate the
cognitive load associated with tasks such as lesson planning, question formulation, activity design, and
assessment creation. Recognizing the novelty of transitioning from the State Syllabus to CBSE, our
initiative encompassed the provision of essential resources alongside comprehensive training for all
educators involved.

To enhance our efforts, we collaborated with Central Square Foundation, a renowned organization in
the field of Education, to train our teachers in their Structured Pedagogy approach. This evidence-
based, learner-centric methodology equips educators with clearly defined objectives, proven methods,
well-structured tools, and practical training.

We are thankful to professors from Azim Premji University who provided invaluable support by
mentoring the core group of teachers over a six-month period, guiding them through NCERT's
Learning Outcomes for the Secondary Stage and the National Curriculum Framework: School
Education 2023. The culmination of these efforts is the creation of this resource book, comprising
structured lesson plans for the benefit of teachers, and vetted meticulously by the SCERT. We hope
that the tremendous effort of our teachers serves as an inspiration to continue shaping the minds of our
youth.

We extend our sincere gratitude to Dr. Emmanuel Joseph, Joint Commissioner (Academics) at CBSE,
New Delhi, professors from Azim Premji University, experts from Central Square Foundation, the
State CBSE team, SCERT, and the entire Department of School Education for their invaluable
guidance and support throughout this endeavor. Their deep commitment to enhance the quality of
education and to transform the teaching-learning process in the classrooms made it possible to bring
this initiative to life within a remarkably short span of time.

We thank the Government of Andhra Pradesh for giving us this opportunity, for the trust they reposed
in accepting the innovative idea and facilitating it to germinate and fructify.

Centre for Research in Schemes and Policies

February, 2024
FOREWORD BY DIRECTOR, SCERT

At the heart of quality education lie two indispensable pillars: the teacher and the student. While
textbooks, digital resources, infrastructure, and curriculum play crucial roles in the educational
landscape, it is the teacher who bears the primary responsibility of delivering lessons, facilitating
comprehension of complex concepts, nurturing independent thinking, and molding individuals into
responsible members of society. The Department of School Education, Government of Andhra
Pradesh aspires to create citizens equipped with the skills and competencies to succeed and solve
problems at a global scale, while remaining locally rooted and aware.

To achieve this goal, we have developed a comprehensive resource book to support teachers across the
state, enhancing their planning and teaching processes with ease and creativity.

These meticulously crafted lesson plans have been curated by trained educators and thoroughly
reviewed by SCERT experts. Each lesson plan is structured into distinct period plans, addressing
specific topics within the lesson. Clear learning outcomes are outlined at the beginning of each lesson
and progressively addressed throughout the class session. Furthermore, each period plan is divided
into sections including Learning Outcomes, Teaching-Learning Process, Pointers for Assessment, and
Material Required, offering teachers a flexible framework to tailor to their preferences. The provided
questions to assess prior knowledge, suggested activities, and prompts for understanding checks serve
as guides, encouraging teachers to adapt the plans to suit the unique needs of their classroom and
students.

The SCERT extends its sincere appreciation to the dedicated members of its textbook committee,
source material reviewers, lesson plan creators, and technical partners for their invaluable
contributions in realizing this vision. We also express our gratitude to the Principal Secretary and
Commissioner, Department of School Education, and State Project Director, Samagra Siksha,
Department of School Education for their steadfast commitment to promoting quality education,
consistently driving us toward excellence in all facets. We appreciate the steadfast support of Center
for Research in Schemes and Policies (CRISP) and professors from Azim Premji University in
developing the lesson plans.

Dr B Pratap Reddy
Director,
State Council of Educational, Research, and
Training Government of Andhra Pradesh
INTRODUCTION AND BACKGROUND TO THE STRUCTURED
LESSON PLANS RESOURCE BOOK

The National Education Policy, 2020 (NEP) focuses strongly on a need for a well-defined Curriculum
and a Structured Pedagogy in schools, to ensure holistic, integrated, enjoyable and engaging learning
of the students.1 In pursuance of the Memorandum of Understanding (MoU) signed between
Government of Andhra Pradesh (GoAP) and Centre for Research in Schemes and Policies (CRISP),
and the recommendation made by CRISP in the Action Plan for CBSE, GoAP agreed that
“Structured pedagogy should be adopted for Classes 8 and above in the newly converted CBSE
schools. For this purpose, while using material already available, standard lesson plans should
be prepared.” In furtherance of adapting structured pedagogy approach in Government CBSE
Schools to improve the quality of teaching-learning, the GoAP organized the following:

1. Organised a Structured Pedagogy workshop was organized in collaboration with CRISP

in Vijayawada from 11th to 13th July 2023. Experts from Central Square Foundation
and Azim Premji University (APU) anchored the workshop, with additional sessions
by Room to Read, Leadership for Equity, Ambitus World School, and SCERT
Telangana. Sessions focused on the need for a structured way of teaching and learning,
shifting from rote method to competency based curriculum, and delved into the NCERT
Learning Outcome Framework for the Secondary Stage. A total of 60 subject teachers
along with A.P SCERT subject experts participated in the workshop representing
English, Mathematics, Social Science, Biology, Chemistry, and Physics. Each subject
group consisted of 10 teachers, 1 SCERT expert, and 1 CBSE School Principal acting
as a Coordinator. With guidance from CSF and APU, the subject groups prepared one
sample lesson plan per subject by the end of the 3-day workshop.

2. Post the workshop, facilitated the expert subject teachers to work on lesson plan
development, with virtual support from APU faculty virtually.

3. Organised a Capacity Building workshop from 11th to 14th October 2023 in

Vijayawada with expert support of experts from APU. Sessions were held on mapping
content to specific learning competencies, designing and using creative Teaching-
Learning Materials, adding Check for Understanding questions, using interdisciplinary
approach in the lessons, addressing student misconceptions, and creating a diverse
range of assessments. The workshop enhanced the ability of the teachers to

1
Chapter 4 & 5, National Education Policy, 2020 (NEP, 2020)
 a. understand the principles and practices underpinning competency-based
curriculum as outlined in NEP 2020 and NCF-SE 2023;

b. equip the teachers to analyse the need to effectively align curriculum content,
competencies, pedagogical practices, and assessment methods in the classroom;

c. helped them to learn to develop competency-based lesson plans that integrate

NCF-SE 2023 guidelines, ensuring that learning outcomes are aligned to the
desired competencies with the help of model lesson plans

d. trained them to gain practical insights into designing and implementing both
formative and summative assessments that accurately measure students'
progress toward achieving the competencies set forth in NCF-SE 2023

4. Held a physical camp for the core team of teachers to develop and quality check the
lesson plans for all the subjects in Vijayawada for 12-days, from 20th November to 1st
December 2023. APU teachers and Leadership for Equity team provided technical
support.

5. In early February 2024 the lesson plans developed for Grade 9 and 10 were vetted and
finalised by AP SCERT and sent to the Textbook Press for printing and distribution.

ELEMENTS OF THE STRUCTURED LESSON PLANS

All lesson plans are meticulously organized into detailed period plans, each focusing on a
specific topic and its corresponding Learning Outcomes. These period plans are then
subdivided into four essential sections:

1. Topic and Learning Outcomes, along with associated Indicators

2. Teaching-Learning Process, highlighting Pedagogical Strategies
3. Assessment Strategies to gauge student understanding and progress
4. Materials required, ensuring all necessary resources are readily available for
effective instruction.

Within these sections, the following elements have been covered:

● Higher order thinking questions have been added to encourage critical thinking,
problem-solving, creativity, and analysis. These questions usually move beyond
‘What’, and ‘When’, and focus on ‘Why’, or ‘How’. Some examples of these are:
“Explain the twinkling of stars.” [Physics]
“How does trade help connect the countries in the world?” [History]
 “Why can amphibians and reptiles tolerate mixing of blood to some extent?”
[Biology]
“Do you think it was right for the farmer to be angry with the postmaster? Why or
why not? [English]
“What should India do or achieve to become a developed country?” [Economics]
“Why does a snail change its sex?” [Biology]
“How did Gendhadhur, a backward village in Mysore, Karnataka, become rich in rain
water?” [Geography]
“Why can’t astronauts see the rainbow from the surface of the moon?” [Physics]
● Keywords and key concepts are stated in the beginning of every chapter so that the
teacher can be sure to cover them during the course of the lesson
● Prior knowledge and skills are tested at the beginning of every period to assess
whether students have retained concepts covered in previous lessons, and to gauge
the overall level of knowledge on the topic to be covered
● Prompts and questions to address common misconceptions about the topic have
been given in the plans to clarify any incorrect ideas students may have. For example:
“A woman in your neighborhood is blamed for giving birth to a baby girl. Is the sex
of the baby determined by her? Remove the misconception through your argument.”
[Biology]
● Discussion prompts for class or group discussions have been given, especially for the
humanities subjects. For example:
“Why do you think men receive higher wages than women for the same job?
Discuss.” [Economics]
“Human societies have steadily become more interlinked. Comment.” [History]
“Discuss the benefits and drawbacks of using chemical fertilizers.” [Geography]
● Assessment and remedial periods have been allocated after every lesson plan to
gauge student learning, and revise concepts that students need more clarity or practice
in, before moving to the next lesson
● Inter-disciplinary nature of subjects and topics has been encouraged in the plans so
that students recognize the value of all subjects equally. It also promotes a holistic
understanding of the topic and opens them up to thinking about an issue from various
lenses
● Formative and summative assessments, check for understanding questions, and
worksheets are given for every lesson to assess student learning at every stage of the
lesson
● Space for teachers to reflect on every period has been provided at the end of the
plan. The prompts are designed to assist teachers in assessing the alignment of their
plan with overarching curricular goals and competencies, evaluating student
engagement levels, ensuring effectiveness of assessment strategies in measuring
student understanding, and gauging the efficacy of teaching materials, activities, and
case studies utilized

HOW TO USE THESE LESSON PLANS

Teachers should have a comprehensive understanding of the curricular goals, competencies,
and the nature of the subject they teach. It is essential to thoroughly review the section on
"Pedagogical Practices" to gain deeper insight into teaching methodologies. With this
groundwork, teachers can then delve into the lesson plans for their subject. It is highly
recommended to study the entire lesson plan before initiating the lesson in class. Throughout
the lesson, teachers can refer to each period plan and manage class time effectively to cover
the elements outlined in the plan. Additionally, teachers are encouraged to modify the plan as
needed, incorporating or removing content, questions, or activities to address the specific needs
of their students and contextual requirements.

PEDAGOGICAL PRACTICES

Broad Aims of School Education

The Learning Standards are guided by certain widely agreed upon broad Aims of School
Education that are articulated in this NCF. These aims have been arrived at from the vision
and purpose of education as envisaged by NEP 2020:

1. Rational Thought and Autonomy: An individual should have the capacity of rational
reasoning and sufficient knowledge to understand the world around them. An individual
should be able to make an informed decision. This fundamentally requires knowledge
in breadth and depth.
2. Health and wellbeing: School education should be a wholesome experience for
students. Students should acquire Knowledge, Capacities, and Dispositions that
promote mind-body wellness.
3. Democratic participation: This requires appropriate knowledge capacities, values,
and dispositions so that an individual may be oriented towards sustaining and
improving the democratic functions of Indian society.
4. Economic participation: Education should work as an enabler for a healthy democracy
as well as a healthy economy.
5. Cultural and social participation: Along with democracy and economy, society, and
culture also play an important role in the mode of associated living. An individual
should acquire capacities and a disposition to contribute meaningfully to culture.

NATURE OF THE SUBJECT: SCIENCE

(Adapted from the CBSE Learning Standards document. Please refer to it here:
https://cbseacademic.nic.in/cbe/documents/Learning_Standards_Science.pdf)

Among many ways in which the inquiring and imaginative human mind engages, expresses,
and explains nature’s wonder is through science. It is a human endeavour that observes the
physical and biological environment carefully, looks for any meaningful patterns, processes,
and relations, making and using new tools to interact with nature, and building conceptual
models to understand the world. Also, the knowledge developed helps understand the
evolutionary past, current state and predict the future of humanity and nature. It provides us
with a way to present ideas that can be tested, repeated, and verified. Scientists gather evidence
(as opposed to “proof”) to support or falsify hypotheses. Theories, laws, and principles are
supported, modified, or replaced as new evidence appears and are central to scientific thinking.

Despite many attempts to shrug it off in textbook chapters and a note to the teacher section, the
prevailing perception on the nature of doing science is through the scientific method and not a
scientific method. And that method is linear. This perception of the nature of doing science
needs countering, for the art of doing science is a creative, iterative, and interconnected process
built on curiosity, healthy scepticism, and questioning.

While science is at its best in understanding simple linear systems of nature, its predictive or
explanatory power is limited when it comes to dealing with nonlinear complex systems of
nature. Yet, with all its limitations and failings, science is unquestionably the most reliable and
powerful knowledge system about the physical world known to humans, augmenting the spirit
of enquiry, creativity, objectivity, and aesthetic sensibility leading towards the development of
scientific temper. The school science curriculum across classes could gradually nurture
scientific temper through appropriate learning opportunities.

NCF 2005 position paper on teaching of science at secondary stage emphasises the learning of
science as a composite discipline, in doing so, it encourages the designing of advanced
technological modules, analysing issues of health and the surrounding environment, and
experimenting systematically to discover and verify theoretical principles.

In a progressive forward-looking society, science can play a truly liberating role, helping
people out of the vicious circle of poverty, ignorance, and superstition. In a democratic political
framework, the possible aberrations and misuse of science can be checked by the people
themselves. Science, tempered with wisdom, is the surest and the only way to human welfare.
This conviction provides the basic rationale for science education.

The structured lesson plans in this book are rooted in the vision of the National Education
Policy 2020, operationalized by the National Curriculum Framework: School Education 2023,
and based on the Learning Outcomes from NCERT’s Learning Outcomes at the Secondary
Stage. The following content has been adapted from the original documents to provide context
and explanation for the pedagogical practice behind the development of these lesson plans.
NCERT Curricular Expectations for the Secondary Stage:

For detailed Learning Outcomes and suggested Pedagogical Processes, please refer to the
NCERT Learning Outcomes at Secondary Stage

SCIENCE Curricular Expectations

At this stage learners are expected to:
● develop understanding of concepts, principles, theories, and laws governing the
physical world, consistent with the stage of cognitive development.
● develop the ability to acquire and use the methods and processes of science, such as
observing, questioning, planning investigations, hypothesising, collecting, analysing
and interpreting data, communicating explanations with evidence, justifying
explanations, thinking critically to consider and evaluate alternative explanations, etc.
● conduct experiments, also involving quantitative measurements.
● appreciate how concepts of science evolve with time giving importance to its
historical perspective.
● develop scientific temper (objectivity, critical thinking, freedom from fear and
prejudice, etc.).
● nurture natural curiosity, aesthetic sense, and creativity.
● imbibe the values of honesty, integrity, cooperation, concern for life and preservation
of the environment.
● develop respect for human dignity and rights, equity and equality.

For a more detailed explanation, please refer to the National Curriculum Framework: School
Education 2023 (p.45-51, p.88-92, p.101-102, p.116-121)

Aims of Science:
Science aims to develop an understanding of the natural and physical world through
systematic inquiry. Learning Science also builds important capacities such as observation,
analysis, and inference. This in turn enables the meaningful participation of individuals in
society and the world of work with scientific temper, critical and evidence-based thinking,
asking relevant questions, analysing practices and norms, and acting for necessary change.
Science Education aims to achieve:

a. Scientific understanding of the natural and physical world: Scientific

understanding develops through scientific observations, questions, experiments,
theories, laws, principles and concepts. An adequate knowledge of these is essential to
build a systematic and verifiable understanding of the way the natural and physical
world functions.
b. Capacities for Scientific enquiry: The abilities to put forth hypotheses, arguments,
predictions and analyses, and to test hypotheses, evaluate situations, and draw logical
 conclusions, are fundamental to the learning of science. Science education must thus
build these skills in students systematically over the stage in school.
c. Understanding the evolution of scientific knowledge. There are crucial historical
moments in the development of Science and scientific knowledge that could not have
occurred without the efforts of various individuals and organisations over thousands
of years. Understanding these key moments and discoveries will develop students’
understanding of how scientific knowledge and the methods of science evolved and
still evolve over time.
d. Interdisciplinary understanding between Science and other curricular areas:
Learning in science involves understanding interlinkages across disciplines. Students
would learn to inquire and learn about the world through such an interdisciplinary
approach.
e. Understanding of relationship between science, technology and society: Engaging
with issues related to connections between Science, Technology and Society
including the ethical aspects and implications, and appreciating the role of science in
addressing the challenges and the world is undergoing, will add to the breadth of
students' learning.
f. Scientific temper: Students will imbibe scientific values and dispositions such as
honesty, integrity, scepticism, objectivity, tenacity, preservance, collaboration and
cooperation, concern for life, and preservation of the environment.
g. Creativity: Asking good questions, formulating hypotheses and designing good
experiments to test those hypotheses often require artistry and creativity. Developing
such creativity and a sense of aesthetic in the pursuit of scientific understanding and
exploration is very important.

For more details on the Aims of specific subjects please refer to the NCFSE following pages:
English: p234-267; Mathematics: p268-293; Science: p294-319; Social Science: p320-352.
 CHAPTER – 9
LIGHT -REFLECTION AND REFRACTION

Aims of Education :
™ Rational Thought and independent thinking.
™ Democratic & Community Participation.
Nature of Science :
Develops
™ Observation.
™ Questioning
™ Forming hypothesis
™ Testing hypothesis
™ Trough experiment
™ Analysing evidence
™ Curiosity
™ Evidence based thinking
Aims of science related magnetic effects of electric current :
™ Scientific understanding of the natural and physical world.
 ™ Capacities for scientific inquiry.
™ Understanding the evolution of scientific knowledge.
™ Understanding the relation between science, technology and society.
™ Inter disciplinary understanding between science and other curricular areas.
™ Magnetic field strength, at different points around it.

CURRICULAR GOAL AND COMPETENCIES :

Curriculum Goal : Explores the physical world around them, and understands scientific principles and law’s based on
observations and analysis.
Competencies : Manipulates the position of the object and properties of lenses (Focus, centre of curvature) to observe
image characteristics and correspondence with a ray diagram and extends this understanding to a combination of lenses.
Curriculum Goal :Explores the nature of science by doing science.

Competencies :Develops accurate and appropriate models for ray diagrams of spherical mirrors and draws ray
diagrams for spherical mirrors.
Develops accurate and appropriate models for ray diagrams of spherical lenses and draws ray diagrams for spherical
lenses.
Perio Topic Learning Outcomes
d No.
01 INTRODUCTION AND REFLECTION OF State the laws of reflection of light in order to understand how light travels in a
LIGHT medium when it encounters another object
02 SPHERICAL MIRRORS Outline the rule of image formation by spherical mirrors in order to complete the ray
diagrams by drawing reflected rays
03 IMAGE FORMATION BY SPHERICAL Outline the rule of image formation by spherical mirrors in order to complete the ray
MIRRORS diagram by drawing reflected rays
04 REPRESENTATION OF IMAGES FORMED Represent the path of incident ray and reflected ray in order to decipher the position
FORMED BY SPHERICAL MIRRORS and nature of image formed.
USING RAY DIAGRAMS
05 SIGN CONVENTION FOR REFLECTION BY Express u, v, f in the mirror formula in order to apply sign convention in solving word
SPHERICAL MIRRORS, MIRROR problems to find the unknown variable.
FORMULA AND MAGNIFICATION
06 REFRACTION OF LIGHT AND Compare speed of light in one medium with another in order to calculate refractive
REFRACTIVE INDEX index.
07 REFRACTION THROUGH RECTANGULAR Demonstrates the path of lightwhen it travels through a rectangular glass slab, in
GLASS SLAB order to formulate laws of refraction of light.
08 REFRACTION BY SPHERICAL LENSES Represent the path of incident and reflected light rays from a lens, in order to
decipher the position nature of image formed.
09 IMAGE FORMATION BY LENSES-RAY Illustrate the path of incident and reflected light rays from a convex lens, in order to
DIAGRAMS OF COVEX LENS decipher the position and nature of image formed.
10 IMAGE FORMATION BY LENSES-RAY Illustrate the path of incident and refracted light rays from a convex lens, in order to
DIAGRAMS OF CONCAVE LENS decipher the position and nature of image formed.
11 SIGN COVENTION FOR SPHERICAL Construct Lens formula for a lens relating u,v,f in order to find an unknown variable
LENSES, LENS FORMULAAND given other two.
MAGNIFICATION AND POWER OF LENS State the magnification for a lens, in order to relate height of object with height of
image.
 Calculate the power of a Lens, in order to determine its power to converge or diverge.
12 WORK SHEET
 PERIOD PLAN - 1
Class : X
Chapter : Light-Reflection and Refraction
Total no. periods: 12 Period:1
Key Concepts : Introduction to Light
Learning Outcomes Teaching Learning Process Pointers for Assessment Materials required
Introductory activity:
Describes scientific 9 What makes things visible? Image on IFP
discoveries/Inventions,
such as discovery of 9 In which path the light travels?
various concepts under
Reflection of Light. Teacher’s activity:

States the laws of To understand this concept teacher

reflection of light in order give some examples. 9 Which type of image is
to understand how light 9 Every day where do you comb your formed in Plane mirror?
travels in a medium when hair?
it encounters another 9 Let’s watch this picture on IFP and
object give response.
9 Which property of light you
Explains working of can compare bouncing back
Mirrors by the of ball from wall?
understanding reflection
of light .
Describes using poster, Let us discuss about Reflection of
the Reflection of Light in Light.
Plane mirror. 9 When you throw a ball towards a
wall then the the ball bounces back. 9 How the image appears on
Similarly when Light falls on a the surface of a spoon?
plane mirror then it bounces back
into the same medium. This
phenomenon is called Reflection of 9 Whichproperty of light is
Student analyses the Light. responsible in forming
phenomena Involved in 9 We know laws of Reflection of Light images in a plane mirror?
formation of images. as below…..
9 (i) Angle of incidence of light ray is
always equal to the angle of
reflection of light ray
Student recalls the types 9 What is the relation between
of mirrors that work on 9 (ii) The incident light ray and the the angle of incidence and
Reflection of light. reflected light ray and Normal to the angle of reflection ?
mirror at the point of incidence lie in
the same plane.

Student compares
bouncing of ball and 9 If you observe the image in plane 9 Mention the characteristics
Reflection of Light. mirror, the image is Virtual, erect, of image formed in plane
laterally inverted, having same size mirror?
as object and the distance of the
object is equal to the distance of the Q.Which of the following best
Student draws the path image from mirror. describes the image formed by
of reflected light. a plane mirror?

1. virtual, inverted and

enlarged
Student relates the angle Let us discuss about applications of 2. real, inverted and
of Incidence and Angle Reflection of Light. (15 min) reduced https://youtu.be/zjV_33P
of Reflection. 9 Take a large shining spoon. 3. virtual, upright and the kowY
9 Try to view your face in its curved same size as object
surface. 4. real, upright and the
9 Do you get the image? same size as object
9 Is it smaller or large?
9 Compare the characteristics of the Q.When the image of an object
image in both the cases. is seen in a plane mirror, the
Student gives 9 The curved surface of a shining distance from the mirror to the
applications of reflection spoon could be considered as image depends on _____.
of light. curved mirror.
9 The mirrors whose reflecting 1. the wavelength of light
surfaces are spherical are called used for viewing.
Spherical mirrors. 2. the distance from the
object to the mirror.
Student compares laws Let’s check concept of Reflection of 3. the distance of both the
of Reflection of light in light once more: observer and the object to
case of plane mirrors the mirror.
and spherical mirrors. 9 What are the applications of
Reflection of Light?
9 Is there any difference between
Laws of Reflection of Light and
Student describes the Laws of Reflection of Sound?
Laws of Reflection of 9 Reflection of light plays important
light. role in forming images in mirrors.
9 Light follows Laws of Reflection of
Light.
9 In Next class we will learn more
about spherical mirrors.
Teacher reflections & Experiences:
1. Did I clearly communicate the lesson objectives to the students?

2. How can I ensure that students understand the objectives and can demonstrate their
knowledge or skills related to them?
3. Did I use effective instructional strategies to engage students in the lesson?
4. How can I improve the variety and effectiveness of my teaching methods to cater to
different learning styles and needs?
 PERIOD PLAN - 2

Class : X
Chapter : Light-Reflection and Refraction
Total no.of Periods :12 PERIOD :2
Key Concepts : Spherical Mirrors
Learning Outcomes Teaching Learning Process Pointers for Assessment Material required
Introductory activity: (previous knowledge
Describes scientific 9 How is the surface of the plane questions) image on IFP
discoveries/ inventions, Mirror to touch?
such as discovery of 9 Which type of image is formed in the 9 What is the shape of inner
various concepts under plane mirror? surface of the spoon ?
Spherical mirrors. Teacher’s activity:
9 Surface of the spoon curved inwards 9 What is the shape of outer
Outlines the rule of can be approximated to a Concave surface of the Spoon?
image formation by mirror.
spherical mirrors in order 9 Surface of the spoon bulged outward
to complete the ray can be approximated to a Convex
diagrams by drawing mirror.
reflected rays 9 From above example the types of
spherical mirrors can be identified as
below: 9 Identify the Pole of a
9 A spherical mirror, whose reflecting spherical mirror?
surface curved inwards is called
Concave mirror. 9 Denote the centre of
9 A spherical mirror whose reflecting curvature of a spherical
surface is curved outward is called a mirror?
Convex Mirror.
Presents the role of 9 Where do you find centre of
Reflection of light in Let’s watch this picture on IFP and curvature in case of convex
Understanding the give response. mirror and in case of
properties of spherical concave mirror?
mirrors. Presentation of content:

9 The centre of the reflecting surface 9 Draw the Principal Axis of a

Describes using poster, of a spherical mirror is a point called spherical mirror?
the Reflection of light in Pole.
spherical mirrors. 9 The centre of the sphere in which 9 Where does Principal Focus
spherical mirror forms a part is lies for a convex mirror?
called centre of curvature.
9 The centre of curvature of concave
mirror lies in front of it. 9 The distance between ole
9 The centre of curvature of Convex and Focus of a mirror is
mirror lies behind the mirror. called ________.
9 The line passing through the pole
and centre of curvature is called
Principal axis.
9 Hold a concave mirror in your hand 9 Identify the following
and direct its reflecting surface mirrors?
towards the Sun.
9 Move the sheet of paper back and
forth until you find bright , sharp spot
of light.begins to burn producing
smoke.

9 A number of rays parallel to the

principal axis falling on a Concave
mirror are reflected and meet at a
point called principal focus(F).
9 A number of rays parallel to the
 principal axis falling on a Convex
mirror are appears to be diverging
from a point is called principal
focus(F).
9 The distance between the pole and
the principal focus is called Focal
length(f).
Let’s check concept of Spherical
mirrors once more:
9 What are the types of spherical
mirrors?
9 Draw the ray diagrams to get Focus
in case of Convex mirror and
Concave mirror?
9 Reflection of light plays important
role in the design of convex and
concave mirrors.
9 Spherical mirrors follows Laws of
Reflection of Light.
9 In Next class we will learn about
Image formation in Spherical
mirrors.
 https://youtu.be/T5sspQ
R4TIs
Teacher reflections & Experiences:
1. How well did I manage the classroom during the lesson?
2. Were there any disruptions or behavioral issues that I need to address?
3. What strategies can I implement to improve classroom management?
4. Did the students actively participate and show interest in the lesson?
 PERIOD PLAN - 3
Class : X
Chapter : Light-Reflection and Refraction
Total no.of periods : 12 PERIOD : 3
Key Concepts : Image formation by Spherical Mirrors ( 9.2.1 in Text book)
Learning Outcomes Teaching Learning Process Pointers for Assessment Material required
Introductory activity: (previous knowledge
Describes scientific 9 Identify the size of the image in questions) image on IFP
discoveries/ inventions, plane mirror? 9 How is the size of the image
such as discovery of 9 Name the mirror which has bulging in the mirror shown in
various concepts under inwards? picture?
Refraction of Light. Teacher’s activity:
9 List the characteristics of the
9 Let us discuss about Ray diagrams image when the parallel
of Concave Mirror. beam of light incident on a
9 When the object is at infinity then Concave mirror?
highly diminished, real and inverted
Outlines the rule of image image is formed at its focus.
formation by spherical
mirrors in order to
complete the ray diagram
by drawing reflected rays
9 Draw the position and nature
9 of the image when the object
9 When the object is placed beyond is place beyond centre of
Centre of curvature(C) of a Concave curvature of a Concave
mirror then diminished real and mirror?
inverted image is formed in between
Presents the role of
Reflection of light. To F and C. 9 Mention the position and
draw the ray diagrams of 9 When the object is placed at Centre nature of the image when
Concave mirror. of Curvature then Real, Inverted the object is placed at centre
image of same size is formed on of curvature of a Concave
Centre of curvature again. mirror?
Describes uses of
concave mirror.

9 When the object is placed between

Centre of Curvature and Focus then 9 Describe the position and
enlarged, real and inverted image is nature of the image when
formed beyond C. the object is placed between
centre of curvature and
focus of a Concave mirror?

Student analyses the

phenomena 9 When the object is placed at Focus 9 Explain is the position and
Involved in working of (F) then highly enlarged, real and nature of the image when
shaving mirror. inverted image is formed at infinity. the object is placed at focus
of a Concave mirror?

9 Identify the position and

9 When the object is placed between nature of the image when
pole and focus then enlarged, virtual the object is placed between
and erect image is formed behind pole and focus of a Concave
the mirror. mirror?
9 Let’s watch ON IFP.
 Let us discuss about applications of
. Concave mirror.
Concave mirrors are commonly used in 9 Which mirror is used as
9 Torches Shaving mirror
9 Search lights
9 Vehicles head lights
9 Solar furnaces
9 As shaving mirrors 9 Give the name of the mirror
9 And also used by Dentist to see used by Dentist?
enlarged image of teeth.
Let’s check concept of Image
formation of spherical mirrors.:

9 Draw the Ray diagrams of Concave 9 Name the type of mirrors

mirror? used in head light of a car?
9 What are the applications of
Concave mirror?
9 In Next class we will learn more 9 Name the mirror used in
about Representation of images Solar Furnace?
formed by spherical mirrors
9 Q. The mirror which can form a
9 Let’s watch a video ON magnified image of an object is :
9
9 IFP.https://youtu.be/9ASkbw_A (a) convex mirror (b) plane mirror
KV8 (c) concave mirror (d) both
convex and concave mirror.
9 https://youtu.be/QMElx44Ikss
Teacher reflections & Experiences:
1.How can I increase student engagement and create a more interactive learning
environment?
2. Did I assess student understanding effectively during the lesson?
3. Did I provide timely and constructive feedback to guide their learning?
4. How can I improve my assessment and feedback practices?
 PERIOD PLAN - 4

Class : X
Chapter : Light-Reflection and Refraction
Total periods : 12 PERIOD : 4
Key Concepts : Representation of images formed by spherical mirrors using Ray diagrams
Learning Outcomes Teaching Learning Process Pointers for Assessment Material required
Introductory activity: (previous knowledge
Describes scientific 9 Which mirror forms magnified questions)
discoveries/ inventions, image? 9 Name the phenomena that image on IFP
such as discovery of takes place in the formation
various concepts under 9 Concave mirror forms which type of of image in a concave
Reflection of Light. image? mirror?
Teacher’s activity:
Represents the path of 9 Discuss about image formation by
incident ray and reflected spherical mirrors.
ray in order to decipher 9 The intersection of at least two
the position and nature of reflected rays give position of image
image formed. of the point object.
9 A ray parallel to the principal axis ,
after reflection will pass through the 9 What is the path of the
principal focus in case of a concave parallel ray incident on the
mirror or appear to diverge from the spherical mirror after
principal focus in case of a convex reflection?
Draws the ray diagrams mirror. 9 What is the path of the
of Convex mirror. 9 A ray passing through the principal reflected ray when a light ray
focus of a concave mirror or a ray passing through principal
 which is directed towards the focus incidents on spherical
Describes uses of principal focus of convex mirror after mirror?
Convex mirror. reflection, will emerge parallel to the
principal axis.
9 A ray passing through the centre of
curvature of a concave mirror or 9 Trace the path of the
directed in the direction of the centre reflected ray when a light ray
of curvature of a convex mirror after passing through centre of
reflection it reflected back along the curvature incidents on
same path. spherical mirror?
9 A ray incident obliquely to the
principal axis, towards a point Pole P
on the concave mirror or a convex
mirror is reflected obliquely. 9 Identify the path of the
Let’s watch this picture on IFP and reflected ray when a light ray
give response. incidents obliquely on the
pole of spherical mirror?
Let us discuss about Ray diagrams
of Convex Mirror.

9 When the object is at infinity then the

Convex mirror forms highly
diminished, virtual and erect image
is formed at its focus(F). 9 What is the nature of the
9 When the object is placed between image formed by the Convex
infinity and the pole(P) of the of the mirror when the object is at
Convex mirror then diminished infinity?
virtual and erect image is formed
between Pole and Focus behind the
mirror. 9 What is the nature of the
9 Let us discuss about applications of image formed by the Convex
Convex mirror. mirror when the object is
Convex mirrors are commonly used placed in between pole and
in focus of the Convex mirror?
9 Rear view (wing) mirrors because
they have more field of view and
also forms erect and virtual image
9 Tajmahal can be seen through 9 Why the Convex mirrors are
Convex mirror placed at Agra Fort. used as rear view mirrors?
Let’s check concept of Reflection of
sound once more:
9 Draw the ray diagrams of Convex 9 If the image formed by a
mirror? mirror for all positions of the
9 What are the applications of Convex object placed infront of it is
mirror in our daily life? always virtual and
9 In which cases Convex mirror forms diminished, then state the
Virtual image? type of the mirror?
9 By the property of reflection of light 9
we compare concave mirror and Q.In torches, search lights
convex mirror. and headlights of vehicles
9 Convex mirror always forms Virtual the bulb is placed
image. (a) between the pole and the
9 In Next class we will learn about focus of the reflector
Sign convention for reflection of (b) very near to the focus of
spherical mirrors. Let’s watch a the reflector
video ON IFP. (c) between the focus and
9 Let’s watch a video ON IFP. centre of curvature of the
9 https://youtu.be/F08E4AUuY20 reflector
(d) at the centre of curvature
of the reflector
Teacher reflections & Experiences:
1. Was the pacing of the lesson appropriate?
2. Did I cover all the planned content without rushing or leaving gaps?
3. How can I better manage the time allocated for each activity?
4. What were my strengths during the lesson?

PERIOD PLAN - 5

Class : X
Chapter : Light-Reflection and Refraction
Total periods : 12 PERIOD : 5
Key Concepts : Sign Convention for Reflection by spherical mirrors, Mirror Formula and Magnification
Learning Outcomes Teaching Learning Process Pointers for Assessment Material required
Introductory activity: (previous knowledge
Describes scientific questions) image on IFP
discoveries/ inventions, 9 Identify the object distance? How
such as discovery of can you denote it? 9 Name the mirror used by
various concepts under dentist?
Sign convention for 9 Identify the image distance? How
Reflection by Spherical can you denote it?
mirrors.
Teacher’s activity:
Expresses u, v, f in the
mirror formula in order to
apply sign convention in
solving word problems to 9 From where do you measure
find the unknown variable. distances for spherical
mirrors?
9 The principal axis of the mirror is
taken as the X-axis. 9 Which quantities are taken
9 All distances parallel to the principal as positive for a convex
Presents the role of Sign axis are measured from the pole of mirror?
convention in case of the Mirror.
spherical mirrors. 9 All the distances measured to the
right of the origin along the X-axis 9 Which quantities are taken
are taken as positive. as negative for a convex
Describes using poster, 9 All the distances measured to the mirror?
Sign convention in case left of the origin along the X-axis are
of spherical mirrors. taken as negative
9 Distance measured perpendicular to 9 Which quantities are taken
and above the principal axis along as positive for a concave
Y-axis are taken as positive. mirror?
9 Distance measured perpendicular to
and below the principal axis along Y-
axis are taken as negative.
. 9 The distance of the object from the 9 Which quantities are taken
pole of the mirror is called the object as negative for a concave
distance(u). mirror?
9 The distance of the image from the
pole of the mirror is called the image
distance(v).
9 The distance between the principal 9 Express sign convention for
focus and the pole of the mirror is virtual and real images?
 called Focal length(f). 9 State the sign convention
rule in spherical mirrors?

9 Express sign convention for

Real image?

Let us discuss about Mirror formula https://youtu.be/ADyTxB

and Magnification produced by the 9 Relate the physical 2q_Iw
spherical mirrors. quantities u,v and f to obtain
Mirror formula?
9 The mirror formula is given by
9 = + 9 In which situations the Mirror
formula is valid?
9 This formula is valid in all situations
for all spherical mirrors for all
positions of the object. 9 What is the relation between
Angle of Incidence and
Angle of Reflection?

9 Let’s watch this video on IFP .

9 Let us discuss about Magnification
produced by the spherical mirror.
9 The ratio of the height of the image
 to the height of the object is called
Magnification.

9 How do you express

magnification of mirror in
terms of Height?

9 How do you express

magnification of mirror in
terms of distance?
Let’s check concept of Sign
convention for Reflection by
spherical mirrors, Mirror formula and
9 Which mirror can form https://www.youtube.co
Magnification:
magnified image? m/watch?v=hyjDHxyMS
CY
9 Mention the rules for sign convention
9 For virtual image what is the
for spherical mirrors?
sign for Magnification?
9 Express Mirror formula for spherical
mirrors?
9 Express Magnification in terms of
9 For real image what is the
distance also in height?
sign for Magnification?
9 Sign convention rules to be followed
for spherical mirrors.
9 Which mirror can form
9 By using Mirror formula we can
diminished image?
determine focal length of a mirror.
9 .Magnification can be expressed in
terms of height and distance.

9 In Next class we will learn more

about Refraction of light and
Refractive Index .
Teacher reflections & Experiences:
1. Was the pacing of the lesson appropriate?
2. Did I cover all the planned content without rushing or leaving gaps?
3. How can I better manage the time allocated for each activity?
4. What were my strengths during the lesson?
 PERIOD PLAN - 6

Class : X
Chapter : Light-Reflection and Refraction
Total periods : 12 PERIOD : 6
Key Concepts : Refraction of Light and Refractive Index
Learning Outcomes Teaching Learning Process Pointers for Assessment Material required
Introductory activity: (previous knowledge
Describes scientific 9 How the bottom of a bucket appears questions) image on IF
discoveries/ inventions, after pouring water?
such as discovery of (bottom appears to be raised) 9 How the bottom of a tank
various concepts under 9 How the lemon kept in water in a appears when it is filled with
Refraction of light. glass tumbler appears? water?
(student’s response: It appears
Compares speed of light in bigger)
one medium with another Teacher’s activity: 9 When glass slab is placed
in order to calculate over printed matter how they
refractive index. 9 When thick glass slab is placed over appears?
some printed matter then the letters
appears to be raised when viewed
through glass slab. 9 Why a pencil kept in a glass
9 Have you seen a pencil partly tumbler filled with water
Presents the role of immersed in water in a glass seen from the side of the
Refraction of light Daily tumbler? How will be the pencil? glass seems bent?
life.
9 The light reaching us from the 9 How the bottom of a pond
portion of the pencil inside water containing water appears?
 seems to come from a different
direction which is due to the
phenomenon of Refraction of light. 9 Can you pick the coin in one
Describes using poster, 9 Activity: Place a coin at the bottom go?
the Refraction of light. of a bucket fill with water. With your
eye to a side above water, try pick 9 Why you can’t pick the coin
up the coin in one go. in one go?
9 Activity : Place a large shallow bowl
on a table and put a coin in it. Move 9 Which image of the coin you
away slowly from bowl and stop will observe in water?
when the coin just disappears from
your sight. Now pour some water 9 Why the coin re-appears in
gently into the bowl at one stage the the activity?
coin re-appears.
9 From these activities we can say 9 Why does the coin at bottom
that bending of light ray taking place. of the vessel appear to be
9 This bending of light ray when it raised in the figure?
travels from one medium to another
rmedium is called Refraction of light. 9 In which medium light travels
Let’s watch this picture on IFP and with maximum velocity?
give response.
9 Can you give some
Let us discuss about the concept examples for rarer media?
Refractive Index. (15 min)
9 Can you give some
9 Light travels fastest in in vacuum examples for denser media?
Student gives with a speed of 3×108 m/s.
applications of refraction 9 What is the reason for
of light . 9 The speed of light is higher in rarer Refraction of light?
medium than a denser medium.
9 Why the light ray bends
9 The bending of light ray takes place when it travels from one
 when it travels from one medium to medium to another medium?
Student compares rarer another medium.
media and denser 9 In which medium travels
media.. 9 The light ray bends towards the fastest?
normal when it travels from rarer to
denser medium.
Student predicts what 9 Which factors decide the
will happen when the 9 The light ray bends away from the speed of light in a medium?
coin is immersed in normal when it travels from rarer to
water. denser medium.
9 On which factors does the
refractive index of a medium
Student describes the depend?
Snell’s law.

9 What is the use of

Refractive index of a
medium ?

9 So the Refractive Index is given by 9 Write the name of the

n = c/v. material for which the value
Let’s watch a video ON IFP. of Refractive Index is (i)
Regarding Refraction of Light and
Minimum and (ii) Maximum?
Refractive Index.
9 What are the units of
Let’s check concept of Refraction of
Refractive Index?
light once more: (5min)

9 What are the applications of

Refraction of light?

9 Write the formula for Refractive

 Index of a medium?

9 In Next class we will learn more

about Refraction through glass slab.

https://www.youtube.co
m/watch?v=tAgwgdO6U
yc&list=PLf0dYueVuaja
HZn_WRf1PJrZjILpcVm
wS&index=3

Teacher reflections & Experiences:

1. In what areas can I improve as a teacher?
2. How can I continue to develop my teaching skills and practices?
3. Did I encourage self-reflection and meta cognition among students?
4.How can I incorporate more opportunities for students to reflect on their learning and assess their own progress?
 PERIOD PLAN - 7

Class : X
Chapter : Light-Reflection and Refraction
Total periods : 12 PERIOD : 7
Key Concepts : Refraction through a Rectangular Glass Slab
Learning Outcomes Teaching Learning Process Pointers for Assessment Material required
Introductory activity: (previous knowledge
Describes scientific 9 When glass slab is placed over questions) image on IFP
discoveries/ inventions, printed matter how they appears? 9 When light ray travels from
such as discovery of air glass slab in which
various concepts under 9 Why the light ray bends when it direction it bends?
Refraction of light travels from one medium to another Q.A student does the
through glass slab. medium? experiment on tracing the path
of a ray of light passing through
Demonstrates the path of Teacher’s activity: a rectangular glass slab for
light when it travels different angles of incidence. He
through a rectangular glass To understand the Refraction of light can get a correct measure of
slab, in order to formulate through rectangular glass slab…. the angle of incidence and the
laws of refraction of light. angle of emergence by
following the labeling indicated
in figure:
Presents the
demonstration method to
present Refraction of
a) I
light Through rectangular
(b) II
glass slab.
 (c) III
9 Fix a sheet of white paper on a (d) IV
Describes using poster, drawing board using drawing pins.
the refraction of light 9 Place a rectangular glass slab over
through glass slab. the sheet in the middle.
9 Draw the outline of the slab with
pencil . Let us name the outline as
ABCD.
9 Take four identical pis.
9 Fix two pins, say E and F, virtually
such that the line joining the pins is 9 What is angle of deviation
inclined to the edge AB. produced in between
9 Look for the images of the pins E Incident ray and emergent
and F through the opposite edge. ray?
9 Fix two other pins, say G and H,
. such that these pins and the image
of Eand F lie on a straight line. 9 What happens when a light
9 Remove the pins and the slab. ray is incident normally to
9 Join the positions of tip of the pins E the interface of two media?
and F and produce the line up to AB.
9 Let EF and meet AB at O.
9 Similarly, join the positions of tip of
the pins G and H and produce it up
to the edge CD.
9 Let HG meet CD at O1. 9 How will you measure angle
9 Join O and O1. Also produce EF up of Incidence?
to P as shown by a dotted line.
9 Let’s watch this picture on IFP and
give response. 9 How will you measure angle
of Refraction?
9 What is the relation between
Angle of Incidence and
Let us discuss about Laws of Angle of Refraction?
Refraction of Light.
9 Mention the materials
9 (i)The incident ray, the refracted ray required to do experiment of
and the normal to the interface of Refraction of light through a
two transparent media at the point Rectangular Glass slab?
incidence , all lie in the same plane.
9 (ii)The ratio of Sine of angle of Q:A ray of light in air is incident
https://byjus.com/physic
refraction is a constant, for the light on an air-to-glass boundary at
s/tracing-path-of-a-ray-
of a given colour and for the given an angle of 30. degrees with the
of-light-passing-through-
pair of media. normal. If the index of refraction
a-glass-slab/
9 Let’s watch a video ON IFP by using of the glass is 1.65, what is the
given link. angle of the refracted ray within
9 the glass with respect to the
Let’s check concept of Refraction normal?
through a Rectangular Glass slab:
(5min) a. 56 b. 46 c. 30. d. 18
degrees degrees degrees degrees
9 Draw the Refraction of light through
a Glass slab with a neat Ray Q Which of the following
diagram? describes what will happen to a
9 Write Snell’s law and explain the light ray incident on an air-to-
terms in it? glass boundary? https://www.youtube.co
9 Refraction is due to change in speed m/watch?v=-
of light as it enters from one a. total b. total 1Zes_RGP5I
transparent medium to another.. reflection transmission
9 The phenomenon of Refraction of c. partial
d. partial
light through glass slab was verified. reflection,
reflection, total
9 The ratio Sine of angle of incidence partial
transmission
to the Sine of angle of refraction is a transmission
constant and is equal to refractive
index.
 9 In Next class we will learn more
about Refraction of spherical
Lenses.

Teacher reflections & Experiences:

1. Did I critically examine student work to gain insights into their understanding and
identify areas for improvement?
2. How can I use student work as a valuable source of information for my teaching?
3. Did I effectively utilize formative assessments to monitor student progress and adjust
instruction accordingly?
4.How can I further integrate assessment for learning strategies into my teaching
practice?
 PERIOD PLAN - 8

Class : X
Chapter : Light-Reflection and Refraction
Total periods : 12 PERIOD - 8
Key Concepts : Refraction by Spherical Lenses

Learning Outcomes Teaching Learning Process Pointers for Assessment Material required
Introductory activity:
Describes scientific 9 What happens when a light ray image on IFP
discoveries/ inventions, enters into the glass slab?
such as discovery of
various concepts under 9 Why the light ray under go
Spherical Lenses. refraction?

Represents the path of

incident and reflected light
rays from a lens, in order
to decipher the position Teacher’s activity:
nature of image formed.
9 What will you use to see the small
objects?
Presents the role of
Refraction of light 9 Have you ever touch the surface of a
Understanding the magnifying glass with your hand?
properties of spherical
lenses. 9 Is it plane surface or curved?
 9 Is it thicker at the middle or at the
edges?
9 How are the two spherical
Describes using poster, surfaces?Are the bulges or plane?
the Refraction of light in 9 A trans parent material bounded by
spherical Lenses. two surfaces, of which one or both
the surfaces are spherical is called a
Lens.
9 In above case the Lens is having
bulging outward.
9 The Lens having two spherical
surfaces bulging outward is called
double Convex lens.
9 The Lens having two spherical
surfaces bulging inwards is called
double Concave lens.

Let’s watch this picture on IFP

and give response.

Activity. (15 min)

9 Hold a Convex lens in your hand.
9 Direct it towards Sun.
9 Focus the light from sun on a sheet
of paper.
9 Obtain a sharp bright image of Sun.
9 Hold the paper and lens in the same
position for a while.
9 The paper begins to burn producing
smoke.
9 Here the concentration of the
sunlight at a point generated heat.
9 From above activity we can say that
the parallel beam of light falling on a
Convex lens converging to a point
on the principal axis. Q.We put glass piece on a
9 This point on the principal axis is printed page; image of prints
called principal focus. on the page has same size
9 Hence the distance between the when viewed from glass
position of the lens and the position piece. The piece is:
of the image is called Focal length of
the Lens. 1. Convex lens
9 A number of rays parallel to the 2. Glass slab
principal axis falling on a Concave 3. Concave lens
lens are appears to be diverging 4. Prism
from a point is called principal
focus(F). Q.Which of the following is
9 The distance between the pole and diverging in nature ?
the principal focus is called Focal
length(f). 1. Plane mirror
2. Convex lens
Let’s check concept of Spherical
3. Concave lens
mirrors once more:
4. None of these
9 What are the types of lenses?
9 Which lens acts as Converging Q. If a convex lens is thin its
Lens? focal length is:
9 Which lens acts as diverging lens?
1. Small
9 Convex lens will have bulging out 2. Large
ward where as concave lens bulging 3. Nothing can be said
inwards.
 4. None of these
9 Refraction of light plays important
role in the forming images by lenses.
https://youtu.be/dNYRfG
9 In Next class we will learn more 7wSDg
about Image formation in Convex
Lens using Ray diagrams .
 PERIOD PLAN - 9

Class : X
Chapter : Light-Reflection and Refraction
Total periods : 12 PERIOD - 9
Key Concepts : Image formation by Lenses-Convex Lens
Learning Outcomes Teaching Learning Process Pointers for Assessment Material required
Introductory activity:
Describes scientific image on IFP
discoveries/ inventions, 9 Which lens is thick at the middle
such as discovery of and thin at the edges?
various concepts under
Reflection of Sound. 9 Which lens is called converging
lens?

Illustrates the path of Teacher’s activity:

incident and reflected
light rays from a convex
lens, in order to decipher 9 Let us discuss about Ray diagrams
the position and nature of Convex Lens.
of image formed.
Presents the role of 9 When the object is at infinity then Q.The distance between the
Refraction of light. To Convex lens forms highly diminished optical centre and point of
draw the ray diagrams of point sized, real and inverted image convergence is called focal
Convex Lens. is at its focus F2. length in which of the
following cases ?

Describes uses of
lenses. 9 When the object is placed beyond
2F1 (Centre of curvature) then
diminished real and inverted image
is formed in between F2 and 2F2.
Student analyses the
phenomena Involved in
working of spherical
lenses.

9 When the object is placed at (Centre

.An object is placed at a
of Curvature) 2F1 then Real,
distance of 30.0 cm from a thin
Inverted image of same size is
converging lens along its axis.
formed on 2F 2 Centre of curvature
The lens has a focal length of
again.
10.0 cm. What are the
values of the image distance
and magnification
(respectively)?
9 When the object is placed between
2F1(Centre of Curvature) and Focus
a. 60.0 b. 15.0 c. 60.0 d. 15.0
then enlarged, real and inverted cm and cm and cm and cm and
. image is formed beyond 2F2 . 2.00 2.00 -0.500 -0.500

Q.Which of the following ray

diagrams is correct for the ray
 of light incident on a lens shown
9 When the object is placed at Focus in Fig. 10.7?
F1 then highly enlarged, real and
inverted image is formed at infinity.

9 When the object is placed between

Focus F1 and optic centre then
enlarged, virtual and erect image is
formed on the same side of the
Lens.

Let’s watch a video ON IFP.

Let us discuss about applications of A) a B) b C) c D) d

Concave mirror. (15 min)
Q.Which of the following best
Convex Lens is used as describes the image for a thin https://www.youtube.co
converging lens that forms m/watch?v=qxcBAf7yYV
9 Magnifier whenever the object is at a
9 Bi-Convex lens is used to correct distance less than one focal 4
Myopia . length from the lens?
Let’s check concept of Image
formation of spherical mirrors.: a. inverted, b. upright,
9 Draw the Ray diagrams of Convex enlarged and enlarged and
lens? real virtual
9 Today we learn about Ray diagrams c. upright, d. inverted,
of Convex Lens. reduced and reduced and
virtual real
 Q.The branch of optics that
focuses on the creation of
images is called

A) geometric lenses
B) retinal branch
C) geometrical optics
D) fiber optics

Teacher reflections & Experiences:

1. How well did I manage the classroom during the lesson?

2. Were there any disruptions or behavioral issues that I need to address?
3. What strategies can I implement to improve classroom management?
4. Did the students actively participate and show interest in the lesson?
 PERIOD PLAN - 10

Class : X
Chapter : Light-Reflection and Refraction
Total periods : 12 PERIOD - 10
Key Concepts : Image Formation in Lenses –Ray diagrams of Concave Lens
Learning Outcomes Teaching Learning Process Pointers for Assessment Material required
Introductory activity: image on IFP
Describes scientific
discoveries/ inventions, 9 Which lens is thick at the middle
such as discovery of and thin at the edges?
various concepts under
Spherical Lenses. 9 Which lens is called converging
lens?
Illustrates the path of
incident and refracted light Teacher’s activity:
rays from a convex lens, in
order to decipher the We can represent image formation
position and nature of by lenses using ray diagrams.
image formed.
9 A ray of light from the object, parallel
to the principal axis, after refraction
Presents the role of from a convex lens, passes through
Refraction of light the principal focus on the other side
Understanding the of the lens.
properties of spherical
lenses. 9 In case of concave lens, the rays
appear to diverge from the principal
focus located on the same side of
Describes using poster, the lens.
the Refraction of light in 9 A ray of light passing through a
spherical lenses. principal focus, after refraction from
convex lens, will emerge parallel to
the principal axis.
9 A ray of light appearing to meet at
the principal focus of a concave
Compares Convex and lens, after refraction, will emerge
Concave Lenses. parallel to the principal axis.
9 A ray of light passing through the
optical centre of a lens will emerge
without any deviation.

Let’s watch this picture on IFP and Q.According to sign

give response. convention, the focal
length of concave lens is
Now we will discuss about the ray
diagram for the image formation in a a) positive
concave lens. b) negative
Draws the ray diagrams
for Concave lens. c) zero
d) one
 Q.Magnifying power of a https://youtu.be/sXx_jj8H
concave lens is 7-k
(a) always > 1
(b) always < 1
(c) always = 1
(d) can have any value

Q.A concave lens forms a

virtual and erect image of an
object placed 12 cm in front
of it. If the focal length of the
9 When the object is at infinity then
Concave lens forms highly lens is -8 cm, what is the
diminished point sized, virtual and magnification of the lens?
erect image is at its focus F1.
(a) 0.67
9 When the object is placed in (b) 1.5
between infinity and optical centre O (c) -0.67
of theConcave Lens then (d) -1.5
diminished, virtual and erect image
is formed in between Focus F1 and Q.When an object is placed in
optical centre O.
front of a concave lens, the
Let’s check concept of Spherical image formed is:
mirrors once more: (5min)
(a) Real, inverted, and enlarged
(b) Real, inverted, and reduced
(c) Virtual, erect, and enlarged
(d) Virtual, erect, and reduced
 Q. A convex lens, of focal
length 30 cm, a concave
lens of focal length 120
cm, and a plane mirror are
arranged as shown. For
an object kept at a
distance of 60 cm from the
convex lens, the final
image, formed by the
combination, is a real
image, at a distance of :
9 Write down the differences between
Convex Lens and Concave Lens?

9 There are two types of Mirrors.

9 In Next class we will learn more

about Sign convention for spherical
lens, Lens formula and A.60 cm from the convex lens
Magnification. B.60 cm from the concave lens
C.70 cm from the convex lens
D.70 cm from the concave lens

Teacher reflections & Experiences:

1.How can I increase student engagement and create a more interactive learning
Environment ?
2. Did I assess student understanding effectively during the lesson?
3. Did I provide timely and constructive feedback to guide their learning?
4. How can I improve my assessment and feedback practices?
 PERIOD PLAN - 11

Class : X
Chapter : Light-Reflection and Refraction
Total periods : 12 PERIOD - 11
Key Concepts : Sign Convention for spherical Lenses, Lens Formula, Magnification and Power of a Lens.
Learning Outcomes Teaching Learning Process Pointers for Assessment Material required
Introductory activity:
Describes scientific image on IFP
discoveries/ nventions, 9 Identify the object distance? How
such as discovery of can you denote it?
various concepts under 9 Identify the image distance? How
Sign convention for can you denote it?
Refraction by Spherical Teacher’s activity:
lenses.

Constructs the Lens

formula for a lens relating
u,v,f in order to find an
unknown variable given
other two.

Presents the role of Sign

convention in case of
spherical lenses. 9 For lenses, we follow sign
 convention similar to the one used
for spherical mirrors.
Describes using poster, 9 The focal length of a convex lens is
Sign convention in case positive and that of a concave lens is
of spherical lenses. negative.
9 Focal length of Convex lens is taken
as positive.
Student analyses the 9 .Focal length of Concave lens is
concept of sign taken as negative.
convention in case of 9 Since object is always in front of the
lenses. lens, the object distance always
negative.
9 If a real image is formed on right
side, so image distance is positive.
9 If a virtual image is formed, image is
formed on left side, so image
distance is negative.
9 Since object is always above the
principal axis, object height will be
positive.
9 If image is above the principal axis,
image height will be positive. It
means that image is erect.
9 If image is below the principal axis,
image height will be negative. It
means that image is inverted.

Let us discuss about Lens formula,

Magnification and power of a Lens.
 9 The distance of the principal focus
from the optical centre of a lens is
called Focal length(f).
9 The distance of the object from the
optical centre of the lens is called
the object distance(u).
Relates Object distance, 9 The distance of the image from the
Image distance and optical centre is called the image
Focal length of a Lens. distance(v).
9 The Lens formula is given by
1 1 1
=

9 The ratio of the height of the image Q.If the magnification is positive
and the height of the object is called and greater than unity, what
Magnification. does it indicate?
a) Virtual image
. m = h1/h = v / u b) Real image
c) Distorted image
9 The ability of a lens to converge or d) Erect image
diverge light rays depends on its
focal length. Q.Microscope is an optical
9 A convex lens of short focal length instrument which
bends the light through a large
angles. A) Enlarges the object
9 A concave lens of very short focal
length causes higher divergence B) Increases the visual angle
than the one with longer focal length. formed by the object at the
eye
9 The reciprocal of focal length is
called power of lens. C) Decreases the visual angle
 1 formed by the object at the eye
=
9 Let’s watch a video ON IFP. D) Brings the object nearer

Let’s check concept of Sign

convention for Refraction by Q.To produce magnified erect
spherical lenses, Lens formula and
Magnification: image of a far object, we will be
required along with a convex
9 Mention the rules for sign convention lens, is
for spherical mirrors?
A) Another convex lens
9 Express Mirror formula for spherical
mirrors? B) Concave lens
C) A plane mirror
9 Express Magnification in terms of
distance also in height? D)A concave mirror
Q.What is the SI unit for the
9 Sign convention rules to be followed power of the lens?
for spherical lenses. a) Watt
b) Dioptre
9 By using Lens formula we can c) Meter
determine focal length of a Lens. d) Centimeter

9 .Magnification can be expressed in

terms of height and distance.
Q.If a convex lens of focal
9 Power of a lens is measured in length 80 cm and a concave
terms of Focal length. lens of focal length 50 cm are
combined together, what will be
9 In Next class you have to answer their resulting power?
work sheet. . (a) + 6.5 D
(b) – 6.5 D
(c) + 7.5 D
(d) – 0.75 D

https://youtu.be/KkNnjvO
SpTw
Teacher reflections & Experiences:
1. Was the pacing of the lesson appropriate?
2. Did I cover all the planned content without rushing or leaving gaps?
3. How can I better manage the time allocated for each activity?
4. What were my strengths during the lesson?
 Work Sheet - 1
Class : X
Chapter : Light-Reflection and Refraction of Light.
Total periods : 12 PERIOD -12
Key Concepts : Worksheet

ANSWER THE FOLLOWING QUESTIONS TOTAL MARKS:15M

1. Write the relationship among the object distance (u), image distance (v) and focal length(f) of spherical lens and spherical
mirror? 2M
2. Draw ray diagram for the following cases when a ray of light passing through centre of curvature of a concave mirror is incident
on it? 2M
3. Rishi went to a palmist to show his palm. The palmist used a special lens for this purpose.
(i)State the nature of the lens and reason for its use?
(ii) Where should the palmist place/hold the lens so as to have a real and magnified image of an object? 2M
4. The focal length of the lens is 25cm. Write the power of this Lens. 2M
5. Kiran visited a dentist in his clinic. He observed that the dentist was holding an instrument. Fitted with a mirror. State the nature
of this mirror and reason for its use in the instrument used by dentist. 2M
6. Regarding Sign convention of a lens match the following 2M
Quantity Sign
(i)Focal length of a convex lens ( ) (a) Negative (-)
(ii)Object distance ( ) (b) Positive (+)
7. The diagram given belowshows Object and Image 3M

State the following

(i) Type of Lens in the above diagram?

(ii) List the three characteristics of the image formed?
(iii) Name the optical instrument where such an image is obtained?
 Work Sheet - 2
CLASS: 09 & CHAPTER :10
LIGHT-REFLECTION AND REFRACTION
ANSWER THE FOLLOWING QUESTIONS
TOTAL MARKS:15M
1.How is a virtual image formed by a convex lens different from that formed by a concave lens Under what conditions do a convex and
a concave lens form virtual images? 2M
2.A concave mirror of focal length 10 cm can produce a magnified real as well as virtual image of an object placed infront of it. Draw a
ray diagram to justify this statement? 2M
3.A student observes that a coin appears to be raised when placed at the bottom of a beaker. Explain this observation using the
concept of Refraction? 2M
4. A security mirror used in a big show room has radius of curvature 5cm. If a customer is standing at a distance of 20m from the
cash counter , find the position , nature and size of the image formed in security mirror? 2M
5. A ray of light starting from diamond is incident on the interface separating diamond and water. Draw a labelled ray diagram to
show the refraction of light in this case? 2M

6. Regarding Sign convention of a lens match the following 2M

Quantity Sign
(i)Power of a concave lens ( ) (a) Positive (+)
(ii)Magnification of virtual image ( ) (b) Negative (-)
7. Draw and complete the following ray diagram on your answer sheet to show lateral displacement

2M
8. Draw a ray diagram to show the formation of image by a concave mirror when the object is placed in front of it between the
centre of curvature and focus. What is the nature of the image formed?
9. If the focal length of the magifying glass is 10cm and the lens is held at a distance of 5cm from the palm , use lens formula to find
the position and size of the image? 2M

10. Define power of a lens? The focal length of a lens is -10cm. Write the nature of the lens and find its power? 2M
 E-Content

https://youtu.be/zjV_33PkowY
https://youtu.be/T5sspQR4TIs
https://youtu.be/QMElx44Ikss
https://youtu.be/9ASkbw_AKV8

https://youtu.be/F08E4AUuY20
https://www.youtube.com/watch?v=tAgwgdO6Uyc&list=PLf0dYueVuajaHZn_WRf1PJrZjILpcVmwS&index=3

https://byjus.com/physics/tracing-path-of-a-ray-of-light-passing-through-a-glass-slab/

https://www.youtube.com/watch?v=-1Zes_RGP5I

https://youtu.be/dNYRfG7wSDg

https://www.youtube.com/watch?v=qxcBAf7yYV4

https://youtu.be/sXx_jj8H7-k

https://youtu.be/KkNnjvOSpTw
 LESSON PLAN
CHAPTER NAME : HUMAN EYE AND COLOURFUL WORLD
CLASS : 10TH CLASS ,Chapter 10
NO.OF PERIODS : 07

Aims of Education :
™ Rational Thought and independent thinking.
™ Democratic & Community Participation.
Aims of science Education:
™ Scientific understanding of human eye and colourful world terms develop through observations ,questions expressions and
activities.
™ Understanding of the relation between science and technology on basing human eye and colourful world.
™ Probing good questions observing human eye and colourful world
™ The abilities to draw structure of human eye ,defects of human eye and its corrections.
™ Understanding the parts of human eye,defects of human eye and scattering of light ,dispersion of light.
CURRICULAR GOALS AND COMPENTENCIES:

CURRIGULAR GOAL : Explores the physical world around them and understands scientific principles and laws based on
observationsand analysis.

COMPETENCIES : Explain the relation between wave speed ,frequency and wave length and find the relation between scattering
of light with size of the atom or molecule .

Manipulates the position of object and properties of eye lenses and observe the image characteristics and
corresponding of eye defects.

Defines power of accommodation ,eye defects ,power of lens, scattering of light, dispersion of light and Tyndall
effect etc.

CURRICULAR GOALS : Explores the structure and function of the living world at the cellular level.

COMPETENCIES : Explain the structure of human eye and how the parts are functioning.

Define types of eye defects.

Differentiate eye defects ( myopia,hypermetropia and presbyopia )

Describes and explain the common defects of myopia, hypermetropia, presbyopia and its corrections.

CURRICULAR GOALS : Explores interconnection between organisms and their environment.

COMPETENCIES : Identify the structure of human eye and various parts.

Illustrate different parts and its functions of human eye in order to understand how human beings see the
objects around them.

Analyses the importance of light in the function of human eye.

CURRICULAR GOALS : Draws linkage between knowledge and knowledge across other Curricular areas.
COMPETENCIES : Explain how scientific concepts involved in human eye and the defects of human eye.

Examine a case study of Braille history and its working system.

Applies scientific principle to explain Tyndall effect ,blue colour of sky and red colour of sun at sunrise and
sunset.

CURRICULAR GOALS : Knows and explains the significance contributions of Indian scientist Sir C.V Raman-Effect and
inventions,discoveries,scattering of light.

COMPETENCIE S : Develops awareness of the most current discoveries ,ideas and frontiers in all areas of scientific knowledge in
order to appreciate that science in ever evolving and that there are still many unanswered questions.

States questions related to human eye defects ,corrections and precautions.

CURRICULAR GOALS : Explores the nature of science by doing science.

COMPENTENCIES : Develops accurate and appropriate models of optic system and technology.

Designs new scientific instruments to assist doctors in recognizing eye defects easily and also in surgical
methods in minimizing the vision defects.
MIND MAP OF HUMAN EYE AND THE COLORFUL WORLD
 PERIOD WISE LESSON DIVISION

Period 1- The human eye –

power of accommodation

Period 2:Defects of vision myopia

Period :7 Assignment ,hypermetropia,presbyopia
Period 3:Refraction of light
through a prism,activity
HUMAN EYE
AND
COLOURFUL
Period 6:Scattering
WORLD
of light Period 4:Dispersion of
6.1:Tyndall effect white light through a glass
6.2:why sky blue prism ,activity

Period 5 : Atmospheric
refraction –twinkling of
stars
 PERIOD WISE & CONCEPT WISE LEARNING OUTCOMES

Period
Period and Topics Learning Outcomes
No
1 The human eye / power of Illustrate the parts and functions of human eye in order to understand human
accommodation see the vision of human eye.
Identifies different parts of human eye.
Draws structure of human eye and label its parts.
2 Defects of vision– Classifies defects of human eye.
myopia,hypermetropia and presbyopia Draws defects diagrams for eye and correction defects using lens for human
eye.
3 Refraction of light through a prism Draws labeled diagram for various concepts of light.
Plans and conducts investigations and experiments to arrive at the verifying
the facts of refractive index.
Calculates refractive index using the given data.
4 Dispersion of white light through a Applies concept of dispersion to hypothetical situations of dispersion of light.
glass prism Trace the path of white light rays through a prism ,in order to determine that
white light is made if seven colours.

5 Atmospheric refraction -twinkling of Explains the processes of atmospheric refraction.

stars Explain the reason behind twinkling of stars.
6 Scattering of light-Tyndall effect-why Relates processes and phenomena with causes and effects of blue colour of
is the colour of the clear sky is blue - sky due to scattering of light.
color of the sun at sunrise sunset Explains processes and phenomena of sky appears white some times.
 PERIOD - 1
Class : X
Chapter : HUMAN EYE AND COLOURFUL WORLD
Total No.of Periods : 6
Period No : 1
Topic : The Human Eye – Power of Accommodation.
Key Concepts : Human Eye, Power of accommodation, Parts of human eye.

Learning Outcomes Teaching Learning Process Pointers for assessment. Materials required

™ Explains different Teacher ask some understanding 9 What is the angle of Beautiful girl picture shown
parts of human eye questions for prior knowledge vision of human eye? on IFP.
and how is it working. 9 How many of you know about very
important sense organ in our body to
see beautiful nature?
9 How can we see object with our eyes?
9 Can you see the object without light? 9 The least distance of
9 Which one is the most valuable and distinct vision for a young
™ Explains how eyes sensitive sense organs in our body? adult with normal vision is
works? about
Teacher shows a picture and asks some A] 25m
questions. B] 2.5cm Human eye image shown
C] 25cm on IFP/CHART
D] 2.5 m

™ Exhibits creativity in
designing models 9 Are we able to see all
using eco-friendly the objects in front of our
 resources. eye clearly?

™ Describe the function 9 With both eyes open, a

of human eye and its persons field of view is
parts about?
A. 900
B. 1500
C. 1800
9 Is this picture beautiful? D. 3600
™ Identifies and gives 9 How did you able to see this beautiful
answers to the picture?
questions of functions 9 Which sense organ helps you to view 9 Draw and label diagram
of human eye. the picture? of human eye?
9 why do we have two eyes? Working of human video
9 How do we see colours? shown IFP/BYJUS TAB
Teacher will show human eye and explain
clearly, complete the topic and asks some 9 What is the function of
questions to understand parts of human human eye? https://youtu.be/yzyphSTk
eye W2U?si=fm40ZFt3_S0We
™ Understanding power 9 What is stereoscopic FjI
of accommodation. vision?

9 Which part of the eye

controls the amount of
light entering in the eye?

9 Write parts of human

eye?
™ Show the Interest to
give answers to the 9 Which part of the eye
questions on human sends the signals to the
eye. brain?
 9 What is the power of
accommodation?

9 How much value of power

of accommodation of
normal eye?

9 The brain interprets which

9 In which part of the human eye the signals?
image of an object is formed?
9 Which part of the eye is called the 9 The human eye forms the
window to the outside world? image of an object at its Power of accommodation
9 What is the function of cornea? (a) cornea video shown on
9 What is the white portion of the (b) iris IFP/BYJUS TAB.
human eye called? (c) pupil
9 What is the colored portion of the eye? (d) retina
9 What is the protective layer of the https://youtu.be/zLUxn7e8
eye? 9 What are characters of dXI?si=ZAf48YgQrKkPmd
9 The hale centre of the eye is called iris?
9 What is the diameter of eyeball ?
9 What is the front layer of the eye ?
9 What is the refractive index of cornea? 9 Which regulates and
9 What is the refractive index of air ? controls the amount of
9 Why different people have different light entering the eye?
coloured eyes ?
9 How does iris function ? 9 Which part of the eye is
9 What is the power of accommodation called retina?
of eye?
 9 Explain the working of
cilliary muscles?

9 How many cones and

rods are there in our eye?

9 Which type of lens is

there in our eye?
Q Having two eyes
facilitates in
A : Increasing the field of
view
9 What is the purpose of aqueous B : Bringing three-
humour? dimensional view
9 What is transparent soft and flexible of C : Developing the concept
human eye ? of distance/ size
9 Which type of lens does the human Then the correct option
eye have ? is/are
9 What is the refractive index of eye (a) A only
lens? (b) A and B only
9 What are cilliary muscles? (c) B only
9 What is the function of vitreoushumor? (d) A, B and C
9 Which part of the eye is called screen?
9 where rods and cones are found? Q.The black opening
9 What is the purpose of rods ?
between the aqueous
9 What is the purpose of cones?
9 Which transmits all the visual humour and the lens is
information from the retina to the called
brain? (a) retina
9 what is a blind spot? (b) iris
9 What type of image is formed on the (c) cornea
retina?
(d) pupil
 9 Which controls the size of the pupil?
9 Do you think eye is like an autofocus Q.The ability of eye lens to
camera? adjust its focal length to
9 What is least distance of distinct form a sharp image of the
vision? object at varying distances
on the retina is called
(a) Power of observation of
the eye
(b) Power of adjustment of
the eye
(c) Power of
accommodation of the eye
(d) Power of enabling of the
eye
Teacher Reflections & Experience :
1. What were my strengths during the lesson?

2. In what areas can I improve as a teacher?

3. How can I continue to develop my teaching skills and practices?

 PERIOD - 2

Class : X
Chapter : HUMAN EYE AND COLOURFUL WORLD
Total No.of Periods : 6
PERIOD NO : 2
TOPIC : Defect of vision & corrections – Myopia, Hypermetropia, Presbyopia
Key Concepts : Defects of eye, myopia, hepermetropia, presbyopia.

Learning Outcomes Teaching Learning Process Pointers for assessment. Materials required

™ Understanding defects Recall the previous knowledge Defects of human eye

of human eye. video shown on
Teacher asks some understanding IFP/BYJUS TAB.
questions about defects of human eye.
https://youtu.be/kL22js0Aj7
9 Do you know about how much w?si=meuNNBPK0SOle1b
percentage of persons suffering from Q
nearsightedness in the world?

9 Did you know how many years it took

place to develop the first spectacles to
™ Recognizes different use ? 9 How eye problems
types of eye defects. occur?
9 Do you know how we refer to a correct https://www.youtube.com/
vision? 9 How many types of eye watch?v=wZfIntZXUbo
 defects are there?
9 Which age persons,more than 90%
people have cataract? 9 A student has difficulty
reading the black board
while sitting in the last
9 Teacher shows the video of defects of row .what could be the Defects of human eye
human eye and ask some questions? defect the child is images shown on
suffering from which type IFP/CHART.
of eye defect?How can it
be corrected?

9 What is myopia?

9 What is hypermetropia?

9 At which age, the eye

loses its power of
9 Are you able to read the book when it accommodation?
is brought very close to your eyes ?
9 What is presbyopia?
9 how would you feel to read when the
book is kept very far from your eyes? 9 A person with a myopic
eye cannot see objects
9 We can see clearly far objects and we beyond 1.2 m distinctly.
cannot see near objects clearly, that what should be the focal
defects is called? length of corrective lens
used to restore proper
9 Which lens do we use for correcting of vision?
myopia? Q.Myopia and
hypermetropia can be
9 Which lens we used for correction of corrected by
hypermetropia? (a) Concave and plano-
 convex lens
(b) Concave and convex
9 Which lens we used for the correction lens
of presbyopia? (c) Convex and concave
lens
9 What is the far point and near point of (d) Plano-concave lens for
the human eye with normal vision? both defects.
Q.One cannot see through
9 which is possible to correct the the fog, because
refractive defects of eye in now a (a) refractive index of the
days? fog is very high
(b) light suffers total
reflection at droplets
(c) fog absorbs light
(d) light is scattered by the
droplets
Q.Bi-focal lenses are
required to correct
(a) astigmatism
(b) coma
(c) myopia
(d) presbyopia

Teacher Reflections & Experience :

1. Was the pacing of the lesson appropriate?

2.. Did I cover all the planned content without rushing or leaving gaps?

3.. How can I better manage the time allocated for each activity?
 PERIOD - 3
Class : X
Chapter : HUMAN EYE AND COLOURFUL WORLD
Total No.of Periods : 6
Period No : 3
Topic : Refraction of light through glass prism.
Key Concepts : Refraction, Prism, Deviation.

Learning Outcomes Teaching Learning Process Pointers for assessment. Materials required

™ Understands Recalls the previous knowledge : Triangular glass prism,

refraction of light Teacher explains the refraction of a light cardboard white paper,
through prism through a prism by an activity and asks pencil, scale, 86 pins.
some questions to students.
9 How would light get refracted through
a transparent prism?
™ Observes how light is 9 How many number of bases and
bending. lateral surface in a prism
9 The angle between two lateral faces is Refraction of light through
called? glass prism image shown
9 Teacher shows Image and ask some on IFP/CHART.
questions.
9 What is prism? https://www.youtube.com/
watch?v=hzgzalFHT94
™ Draw diagram of 9 What is the angle of
refraction of light deviation?
through a prism.
™ Students give 9 Draw the diagram of
answers. refraction of light through
a glass prism?

9 Can a prism angle be

zero?

9 Why the emergent ray has changed its 9 Is the rectilinear

path? propagation of light
9 Is this phenomena observed anywhere violated? https://www.youtube.com/
else also? watch?v=SrgH5mfq1wU
9 PQ ____________ 9 What is the maximum
9 EF ____________ angle of deviation?
9 RS____________
9 Angle A _____________ 9 Can deviation for a prism
9 Angle i ____________ be zero?
9 Angle r____________ Q.A student traces the
9 Angle e_________________ path of a ray through a
9 Angle D____________ glass prism for four
different values of angle
9 Is this similar to the kind of bending of incidence. On analysing
that occurs in a glass slab? the diagrams he is likely
9 What is angle of deviation? Refraction of light through
to conclude that the glass prism activity video
9 What is the refraction of light through a emergent ray
glass prism? shown on IFP/BYJU’S TAB
(a) is always parallel to the or any other sources for
9 What is the function of a prism? incident ray. interest.
(b) is always
perpendicular to the
incident ray.
(c) is always parallel to the
refracted ray.
(d) always bends at an
angle to the direction of
the incident ray.

Q.In the following diagram,

the path of a ray of light
passing through a glass
prism is shown:

In this diagram the angle of

incidence, the angle of
emergence and the angle of
deviation respectively are
(select the correct option):
(a) X, R and T
(b) Y, Q and T
(c) X, Q and P
(d) Y, Q and P
Q.After tracing the path of a
ray of light through a glass
prism a student marked the
angle of incidence (䴊i),
angle of refraction (䴊r),
angle of emergence (䴊e)
 and the angle of deviation
(䴊D) as shown in the
diagram. The correctly
marked angles are:

(a) 䴊I and 䴊r
(b) 䴊I and 䴊e
(c) 䴊i, 䴊e and 䴊D
(d) 䴊i, 䴊r and 䴊e


Teacher Reflections & Experience :
1.. Did I assess student understanding effectively during the lesson?

2.. Did I provide timely and constructive feedback to guide their learning?

3.. How can I improve my assessment and feedback practices?

 PERIOD - 4
Class : X
Chapter : HUMAN EYE AND COLOURFUL WORLD
Total No.of Periods : 6
Period : 4
Topic : Dispersion of Light through a glass prism.
Key Concepts : Dispersion, formation of a rainbow .

Learning Outcomes Teaching Learning Process Pointers for assessment. Materials required

™ Understand dispersion Recalls the previous knowledge : 9 What in dispersion of Dispersion of light shown
of white light by a Teacher explains the dispersion of white light? on IFP/chart
glass prism activity light by a glass prism trough an activity
and asks some questions. 9 What is the reason for
dispersion?
™ Analysis the Image of dispersion of light.
dispersion of light 9 Which colour has greater
speed?
Recombination of the
9 Which colour travels specrum of light Image
more? shown on IFP/CHART
™ Understands rainbow
formation. 9 Which colour has longest
wave length?
9 Have you seen the spectacular colors 9 Which shape is not a
™ Appreciate rainbow in a rainbow? prism?
formation. 9 What do you observe in a rainbow?
9 What is the sequence of colours that 9 What is spectrum? DISPERSION OF LIGHT
you see on the screen? VIDEO SHOWN ON
9 Which colour has maximum angle of IFP/BYJUS TAB
™ Explains the process the deviation?
and phenomena of 9 Which colour has minimum angle of 9 What is VIBGYOR? https://youtu.be/KCfR_iNs
rainbow the deviation? W6k?si=aSiPWrFm2bVf6Iy
9 Which phenomena is responsible for
dispersion of light?
9 What do you understand by 9 Who was the first person
dispersion? used a glass prism?
9 What is called dispersion of light?
9 Which colour bends the most? 9 Why danger signal are
9 What is the principle of a prism? always painted red?
9 What are the types dispersion of light?
9 Why does prism disperse light?
9 What is the formula for dispersion?
9 What is the angle of dispersion? 9 Why do we get seven
9 Rainbow image shown. colours in the spectrum
formed by a prism?
Rainbow image shown on
9 Name the type of IFP/CHART
particles which acts as a
9 How to form rainbow in a classroom? prism in the formation of
9 What is the concept of rainbow rainbow in the sky?
formation?
9 Why is rainbow curved?
9 How are double rainbow formed? 9 When two prisms, One
9 What are the two types of rainbow up and one down in
formation? contact, receives white
9 What is a full circle rainbow called? light, What colour of light
9 What is a rainbow without rain is will emergent out?
called?
9 What is a reverse rainbow is called? Q. A prism ABC (with BC as Rainbow video IFP/BYJUS
9 Who discovered rainbow? base) is placed in different
9 Who named a rainbow? orientations. A narrow beam https://youtu.be/hY9GX2m
9 Which country is called rainbow? of white light is incident on pmnc?feature=shared
9 Can rainbows be formed without the prism as shown in
water? figure. In which of the
9 Can we create rainbow artificially? following cases, after
9 Can rainbow be formed at night? dispersion, the third colour
9 Why rainbow is formed after rain? from the top corresponds to
9 Can we touch rainbow? the colour of the sky?
9 Is rainbow a real?
9 Which country has most rainbows?
9 What is a rainbow formula?
9 What is the angle of rainbow 180/360
9 What is rainbow in chemistry?
9 Why are rainbows so special?

(Ans: (b) In figure (a) base

BC of the prism is at the
bottom, then violet colour
lies at the bottom but in
figure (b), the base BC is at
the top, then violet would be
at the top after dispersion,
and third colour would be
blue.
Q.Rainbow occurs due to
which phenomena?

1. Reflection
2. Dispersion
3. Refraction
4. All of the above
options

Q.When white light passes

through a glass prism, one
gets spectrum on the other
side of the prism. In the
emergent beam, the ray
which is deviating least is or
Deviation by a prism is
lowest for

A) Violet
B) Green
C) Red
D) Yellow
 Q.In the formation of
primary rainbow, the
sunlight rays emerge at
minimum deviation from
rain-drop after

A) One internal reflection

and one refraction
B) One internal reflection
and two refractions
C) Two internal reflections
and one refraction
D) Two internal reflections
and two refractions

Teacher Reflections & Experience :

1.How can I increase student engagement and create a more interactive learning

environment?

2.. Did I assess student understanding effectively during the lesson?

3.Did I provide timely and constructive feedback to guide their learning?

 PERIOD - 5
Class : X
Chapter : HUMAN EYE AND COLOURFUL WORLD
Total No.of Periods : 6
PERIOD NO : 5
TOPIC : Atmospheric refraction Twinkling of stars, advance sunrise and delayed sunset.
Key Concepts : Atmospheric refraction, twinkling stars, sunrise and sunset

Learning Outcomes Teaching Learning Process Pointers for assessment. Materials required

™ Understands the Recalls the previous knowledge : 9 Why planets do not *Atmospheric refraction
concept of Teacher will explain atmospheric appear twinkling? image shown on
Atmospheric refraction refraction clearly and asks some IFP/CHART
Twinkling of Stars understanding questions.
Advanced Sun rise
and Delayed Sun Set 9 What is the phenomenon of 9 What is atmospheric
atmospheric refraction? refraction?
™ Explains processes 9 How does atmospheric refraction
and phenomena. affects sunrise and sun set timings? 9 Explain. Twinkling of
9 How will you observe Sun rise and Stars
Sun set? Atmospheric refraction
9 What is the Cause of delayed Sunset? 9 Advanced Sun rise and video shown on
9 How stars twinkling? delayed Sunset IFP/BYJU'S Tab
https://youtu.be/c9y5nwok
1to?feature=shared
9 Give an example of
refraction in nature?
 9 Give examples of
atmospheric refraction?

9 Name the phenomena Twinkling of stars images

9 What is the reason for early sunrise
due to which we get light shown IFP/Chart
and delayed sunset ?
from sun before sunrise?

9 Name the atmospheric

phenomenon due to
which the sun can be
seen above the horizon
about two minutes before
actual sunrise?
Q.Continuous deviation of *Twinkling of stars video
9 Why are sunsets fast some times? light through different shown on IFP/ BYJU'S
9 Will you give some examples of densities of layers of
atmospheric refraction? atmosphere is due to…. https://youtu.be/rd3P6vh4k
9 What is the effects of atmospheric a) refraction of light b) pE?feature=shared
refraction? reflection of light c)
9 What are the factors affecting scattering of light d)
atmospheric refraction? atmospheric refraction.
Q.Planets do not twinkle
because of…
a) planets are closer to
earth than stars b) planets
are bigger in size c) they
reflects the light coming
from d) all of these
Q.At the time of sunrise and
sunset, the rays are appears
to travel……..path due to
refraction from atmosphere
a) random b) straight line c)
curve d) zigzag
Q.Sun can be visible almost
2 minute before actual time
of sunrise due to refraction
of sun rays from
atmosphere changes the
position is known as….
a) early sunrise b) sun shift
c) refraction of sun rays d)
advanced sunrise
Q.Harshit is trying to
observe the star in sky, but
he finds that position of star
is changes continuously, it
happens due to…..
a) reflection of light from star
b) atmospheric refraction c)
scattering of light
d) dispersion of light
Teacher Reflections & Experience :
1. Were there any disruptions or behavioural issues that I need to address?

2. What strategies can I implement to improve classroom management?

3. Did the students actively participate and show interest in the lesson?
 PERIOD - 6
Class : X
Chapter : HUMAN EYE AND COLOURFUL WORLD
Total No.of Periods : 6
Period No : 6
Topic : Scattering of light -Tyndall effect, blue colour of sky, Sun rise and Sun set appears Red in colour.
Key Concepts : Scattering, Tyndall effect, blue colour of sky, Sunrise and sunset appears red colour.

Learning Outcomes Teaching Learning Process Pointers for assessment. Materials required

™ Understanding Recalls the previous knowledge : 9 What is meant by Scattering of light IMAGE
scattering of light. 9 Have you seen Tyndall effect in scattering of light? shown on IFP/CHART
nature?
9 do you think the sky is blue in colour ?
™ Observe scattering of 9 Are you observe why is the sunrise
light and sunset appears red in colour
9 Teacher will explain scattering of light
™ Observe Tyndall clearly after asks some questions for
effect. understanding. 9 What is tyndall effect? Tyndall effect IMAGE
Give few examples? shown on IFP/CHART
™ Relates process and
phenomena with
causes and effects

™ Explains why sky is

blue in colour.
9 Which phenomenon is
™ Differentiating which responsible for making
materials formed 9 What are the effects of scattering of the path of light visible?
Tyndall effect and light?
which materials 9 What is the Tyndall effect?
formed not Tyndall 9 Give to more instances
effect. of Tyndall effect?
Tyndall effect video shown
™ Relates process and on IFP/BYJU'S.
phenomena with
causes and effects. https://youtu.be/FvSxcUNt
ew8?si=xgqxXUmxRyq7p
Gq
™ Applies learning to 9 What is the reason
hypothetical 9 What is scattering of light? behind sky is blue?
situations. 9 Which light scatters the most?
9 Why is the sky blue in colour?
9 Why clouds appear white
though sky appears to be
blue?

9 Some clouds appear

white some appear grey
and some appear black. Why sky blue in colour
Explain how scattering of video shown on IFP
light by the clouds results /BYJU'S .
in three different
colours? https://youtu.be/ehUIlhKhz
DA?si=o5Am8lS7IFXLoAfk
9 The molecules of
Oxygen and Nitrogen are
more effective in
scattering of light why?
9 Which materials formed Tyndall
effect?

9 Why does the sky

appear dark instead of
blue to an astronaut?
9 Which materials do not show Tyndall
effect?
9 Why does the sky appear blue on a
clear day?
9 Which component of Tyndall effect images
9 Why does sky appear black to an
white light is least shown on IFP/ Chart .
astronaut instead of blue?
scattered by fog or
9 What causes the scattering of blue
smoke?
component of sunlight in the
atmosphere?
9 Shall we know why sunrise and sunset
appears in red?
9 What happens when a
beam of sunlight enters
in dusty room through a
window?
 9 What will be the colour of
the sky when it is
observed from a place in
the absence of any
atmosphere? Sunrise and sunset appear
red in color video shown
9 Why does sun appear red at sunrise 9 Why sun appears red on IFP /BYJU'S.
and sunset? while sunrise and
9 Out of blue and red light, which one is sunset? https://youtu.be/qmtrih98W
scatteres more? g0?si=7pD5QilztWVsvHho
9 Why sun appears white at noon?
9 Let us know about sir C.V.Raman
because he did many experiments on Q.The phenomenon of
the basis of scattering of light scattering of light by the
colloidal particles is known
as…..
a) Raman effect b) Newton’s
ring c) Spectral effect d)
Tyndall effect video shown on sir CV
Q.The sky would have Raman on IFP
appeared……….in colour if
earth doesn’t have https://www.youtube.com/
atmosphere. watch?v=Z6ApD-qlgZs

a) blue b) red c) black d)

white
Q.Which colour will be
observed by an astronaut
travelling in space?
a) red b) blue c) indigo d)
black
Q.Who is the only Indian
scientist to won noble price
in Physics for his discovery
on scattering due to colloidal
solution?
a) Sir J.C.Bose b) Sir
C.V.Raman c) Sir A.P.J.
Kalam
d)Sir Venkatraman
Ramakrishnan
Q.The day of discovery of
Raman effect which India
celebrates as National
science day is
a) 28 Feb b) 8 March c) 14
April d) 30 Oct
Q.Red and green colours
are preferred in traffic signal
s because…….
a) red and green colours
have large wavelength
b) these colours scatters
least
c) there is less absorption of
 these colours
d) all of these

1. Did I clearly communicate the lesson objectives to the students?

2. How can I ensure that students understand the objectives and can demonstrate their knowledge or skills related to them?

3. Did I use effective instructional strategies to engage students in the lesson?

4. How can I improve the variety and effectiveness of my teaching methods to cater to

different learning styles and needs?

5. How well did I manage the classroom during the lesson?

 WORK SHEET-1
CHAPTER 10

HUMAN EYE AND COLOURFUL WORLD

ANSWER THE FOLLOWING QUESTIONS

1. A person advised to wear spectacles with concave lens. What type of defect of vision is he suffering from?
2. Explain clearly the working of human eye?
3. How does an eye focus the objects lying at various distances?
4. Why do clouds generally appear white?
5. Why do stars twinkle but not the planets?
6. How the colour of scattered light depends on the size of the scattering particles?
7. Why is wavering of object is seen when they are seen through a turbulent stream of hot air rising above a fire or radiation
8. Label the parts of Eye correctly
 WORK SHEET-1
CHAPTER 10

HUMAN EYE AND COLOURFUL WORLD

ANSWER THE FOLLOWING QUESTIONS

1. Identify the defect in the eye ?

2. Give reasons.

a. No rainbow could be observed from the surface of moon by the astronauts. What could be the possible reason.
b. If the earth has no atmosphere, What change would be observed in the length of day?’
3. A got his eye tested the optician’s prescription for the spectacles was left eye:3D, right eye:3.50dD. The person is having a
defect of vision called.
a) Presbyopia b) Myopia c) Astigmatism d) Hypermettropia.
4. Complete the following puzzle.
5. In which of the following cases will no dispersion take place when sunlight passes through it?

6. Figure a, b, c resprectively; indicate the point in case of:

a) The hypermetropia eye, the myopic eye and normal eye.

b) The normal eye, the myopic eye and hypermetropia eye.
c) The normal eye, the hypermetropia eye and myopic eye.
d) The myopic eye, the normal eye and hyperrmetropia eye.
7. Which of the following figures correctly represents the passage of white light through prism?

8. Which of the following graph represents the correct variation of angle of incidence (i) and angle of deviation (G)?
 WORK SHEET-3
CHAPTER 10

HUMAN EYE AND COLOURFUL WORLD

ANSWER THE FOLLOWING QUESTIONS

1. Write the functions of each of the following parts of Human eye. 5 Marks

(i) Cornea
(ii) Iris
(iii) Crystalline Lens
(iv) Ciliary Muscles
2. A person may sufferfrom both Myopia and Hyper metropia defects. 5 Marks

(i) what is this condition called?

(ii) When does it happen?

(iii) Name the type of lens often required by the person suffering from this defect?

(v) Draw labelled diagram of such lenses.

3. Give reasons for 5 Marks

(i) Red colour is selected for danger signals?

(ii) The sky appears dark

(iii) The time difference between actual sunset and apparent is about 2 minutes.
 LESSON PLAN: SCIENCE
CLASS-10 CHAPTER-11 ELECTRICITY- 10 periods.

Aims of Education :

1. Rational thought and independent thinking/autonomy.

2. Democratic and community participation.

Aims of Science Education :

1. Scientific understanding of the natural and physical world.
2. Capacities for scientific inquiry.
3. Understanding the evolution of scientific knowledge.
4. Understanding of the relationship between science, technology and society.

Curricular Goals and Competencies :

Curricular Goals : Explore the physical world around them and understand scientific principles and laws based on
observations and analysis.
Competencies:

¾ Applies ordered flow of charges is electric current, the effect of potential difference is the cause for motion of charges and
analysis of the diagrammatic representation of circuits and its components.
¾ Explains the relationship between electric potential difference and flow of charge i.e.; current and correct it to ohm’s law.
¾ Manipulates and analyzes different characteristics of the circuit (current, voltage, resistance) and mathematics their
relationship (ohm’s law), and applies it to everyday usage (electricity bill, short circuit, safety measures).
¾ Defines Electric current, electric potential, resistance scientific terms and represents the relationship between rate of flow
of charges and time, electric potential as relationship between amount of work done in moving charges by charged moved,
resistance as ratio of potential difference and current.
Period No Topic Learning Outcomes

1 Electric current, circuits, its ™ Develop awareness on electric charge, electric current, electric circuit, one
components, circuit diagrams. ampere etc. Understands the electric components and circuits.
™ Explores how to study electric circuit diagrams.
™ Learns the formula used for finding electric current and calculates using the
data given.

2 Electric potential and potential ™ Develops understanding about electric field, electric potential, electric potential
difference and one volt.
™ Draws linkages about the effect of potential difference is the cause for ordered
flow of charges in a conductor.
™ Learn V= W/Q and use the formula and its units.

3 OHM’S Law ™ Explores the physical world around them and understands scientific principles
and laws based on observations and analysis.
™ Classifies materials around us based on abeyance of ohm’s law.
™ Conducts investigations and experiments to arrive at and verify to seek
answers to queries on their own.
™ Analyses and interprets data and graphs.

4 Factors on which the ™ Draw Conclusion about resistance

resistance of the conductor
depends like resistivity.

5 Numerical on Resistance ™ Describes the relationship between V,I andR

V=IR ™ Using Ohms Law and Learns the Formula and SI
™ Units of Physical Quantities.

6 Resistors connected in Series. ™ Learner identifies when resistors are connected end to end resistance of the
circuit increases.

7 Resistors connected in parallel ™ Derive expression for resistors in parallel.

and its advantages.
8 Heating effect of Electric ™ Understands that when electric current flows through a high resistance wire
Current &its Practical the conductor heats up and produces heat.
applications. ™ Law of heating derives a formula for heat.
H= VIT =I 2RT

9 Electric Power ™ Defines electric power as the rate at which energy is dissipated in a circuit.
™ Derives the Formula P= VI=I2R=V2/R and - SI unit of power is watt.

10 Worksheet
 PERIOD WISE LESSION FLOW

1. ELECRIC
CURRENT
AND
CIRCUITS 2.
ELECRIC
9 POTENTIAL AND
POTENTIAL
ELECRIC DIFFERENCE
POWER0

8
HEATING 3
EFFECT OF OHM'S LAW
ELECTRIC
CURRENT
ELECTRICITY

4
FACTORS
7 RESISTORS EFFECTING
IN PARALLEL RESISTANCE

6 5
RESISTORS IN NUMERICAL
SERIES S ON V=IR
CHAPTER MIND MAP
 PERIOD PLAN - 1
CLASS : X
CHAPTER : ELECTRICITY
TOTAL NO. OF PERIODS : 10
PERIOD NO : 1
TOPIC : ELECTRIC CURRENT AND CIRCUIT
KEY CONCEPTS : Electric current, Circuit, Charge, Coulomb, Ampere, Ammeter, Voltmeter
POINTERS FOR
LEARNING OUTCOMES TEACHING LEARNING PROCESS MATERIALS REQUIRED
ASSESSMENT.
™ Understands and The Teacher will start the lesson with
interprets the concept discussion to check for prior Knowledge,
of Electric current, probing questions. Byju’s video :
Electric circuit.
https://www.youtube.co
Take your scale and rub on your dry hair.
m/watch?v=pZj79r2unC8
Then bring it near to the small piece of
paper. භ What is static current?
™ Differentiates closed
circuit and open භ What do you observe in the movement
circuit. of the paper?
භ Why did it happen?

™ Classify materials as Balloon attracts the pieces of paper.

conductors and
insulators based on භ What are you observing in this
conduction of picture?
Electricity. භ Why is the piece of paper attracted to
™ Uses symbols to the balloon?
represent various භ Do balloons have super power?
components in electric
circuits

Lightening :

What kind of electricity

භ Have you ever noticed lightening in lightning contains?
the sky?
භ What have you noticed in it? Which type of electricity
flows in our homes? Components in a electric
Circuit
What is a circuit?
භ Why was it sparking?

Video showing the

conventional direction of
current.

https://www.youtube.com/
Observe the pictures why does the bulb
watch?v=uWJ-B_EW4hE
glow in the first picture. Give reason?

භ What is the SI unit of

electric Charge?
භ Define the unit of
current?

භ What does an electric

current mean?

Symbol of Some
Commonly used
Components in circuit
diagrams shown on IFP.

භ What constitutes electricity?

භ Are you able to recall the electrons
(electricity concept) in previous grade
and in states of matter?
x Calculate the number of
Absolutely! there is various kind of electrons constituting
objects and material which consist with one coulomb of charge?
electrons. The combinations of electrons
drive material to behave specifically. x Name the instrument
used to measure Electric
current in a circuit and
Teacher will explain about it. how it should be
Connected?
Let’s look at this video.

https://www.youtube.com/watch?v=uWJ-
B_EW4hE x Write the relationship
between net charges,
time and current?

x A current of 0.5 A is
drawn by filament of an
electric bulb for 10
Minutes. Find the
amount of electric charge
that flows through the
circuit.
x Do all substances conduct electricity?
x Have you ever seen an electrician
uses a tester while working which x What are conductors and
have plastic grip at the top and metal insulators?
at the bottom?
 Materials

Conductors Insulators (Ex :

(Ex : Metals) Wood, Paper)

x Make symbol of an
electric cell, a wire joint?
 x What is use of an electric
Student recalls the definition of a circuit cell, plug key?
and its types.

Teacher will ask questions on the

component of electric circuit to check the
children knowledge on it.

Explain the direction of

current and its formula, units
of charge, electric current

Teacher explains about electric current is

the ordered flow of charges in a circuit
and derives its formula
Teacher Reflections & Experience :
1. Did I clearly communicate the lesson objectives to the students?

2. How can I ensure that students understand the objectives and can demonstrate their knowledge or skills related to them?

3. Did I use effective instructional strategies to engage students in the lesson?

 PERIOD PLAN - 2
CLASS : X
CHAPTER : ELECTRICITY
TOTAL NO. OF PERIODS : 10
PERIOD NO : 2
TOPIC : ELECTRIC CURRENT AND CIRCUIT
KEY CONCEPTS : Potential, Potential difference, Voltmeter, Volt.

Learning Outcomes Teaching Learning Process Pointers for assessment. Materials required

™ Develops Teachers will ask questions to relate to

understanding about the previous topic.
electric field, electric
potential and potential
භ How many types of charges are there? භ What is Electric current?
difference and its units
and defines them. භ What happens when two like charges
are brought together?

™ Draw linkages about

effect of Potential
difference s cause for භ What is formula for
the ordered flow of x What happens when unlike charges
are brought together? Electric current?
charges in a
conductor.
 භ What happens when two
like poles of magnet are
brought together?
x Does the attraction or repulsion
happen at any distance from the
charge?

x What is region around a charges

where its influence is felt?

Electric Field.

භ What is electric current? https://www.youtube.com/

x Observe the following video and
භ What makes Charges to watch?v=SNlOPxZ-Ev4
answer the following questions.
Flow?
 භ What is the symbol for
https://www.youtube.com/watch?v=SNlO voltmeter?
PxZ-Ev4 භ Name the device that
helps to maintain a
භ What is cause for electric Charges to potential difference
flow? across a conductor?
භ What is electric Potential energy? භ What is meant by
භ What is potential difference? potential difference
භ How is the potential difference between the points is 1
produced in a circuit? V?
භ What is the other Name of potential භ Which instrument is used
difference, work done and charge to measure the potential
related? difference?
භ How do we connect the
Name the SI unit of potential difference. voltmeter in a circuit?
භ How much energy is
given to each coulomb of
charge passing through
a 6V battery?
Teacher Reflections & Experience :
1. How can I improve the variety and effectiveness of my teaching methods to cater to different learning styles and needs?

2. How well did I manage the classroom during the lesson?

3. Were there any disruptions or behavioral issues that I need to address?

 PERIOD PLAN - 3
CLASS : X
CHAPTER : ELECTRICITY
TOTAL NO. OF PERIODS : 10
PERIOD NO : 3
TOPIC : ELECTRIC CURRENT AND CIRCUIT
KEY CONCEPTS : Nichrome, Ammeter, voltmeter and resistance.
POINTERS FOR
LEARNING OUTCOMES TEACHING LEARNING PROCESS MATERIALS REQUIRED
ASSESSMENT.
™ Explores the physical Observe the below video. භ Name the device used Nichrome wire, ammeter,
world around them https://www.youtube.com/watch?v=oFTj9 for measuring electric voltmeter and four cells of
and understands LWkmm8 current? 1.5 V each.
scientific Principles
and laws based on
observation and භ Name the device used Byju’s videos.
analysis. for measuring potential
https://www.youtube.co
difference? m/watch?v=2htSHErOce
™ Manipulates and s
analyses different භ Is there a relationship between the
characteristics of the potential difference across a conductor
circuit (current, and the current through it?
voltage, resistance)
and mathematics of
their relationship( Let us explore with an activity.
Ohm’s law)
Activity 12.1
™ Classifies materials In 1827 German Physicist George Simon
around based on Ohm established a relationship between
abeyance of Ohm’s current I, flowing in a wire and potential
 law as Ohmic and Non difference V between its ends.
– Ohmic conductors.
V 䴇 I (At constant Temp)
™ conducts V/I = Constant
investigations and
=R
experiment to arrive at
and verify to seek V= IR
answers R. is constant – Resistance Define resistance? Write it’s Video related to act – 12.2
‘’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’ SI unit current is different for
’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’to What is a resistor? different Components.
queries on their own.
Draw the symbol for resistor.
™ Verifies Ohm’s law
analyses and
How does a resistor and
interprets data and
graphs. resistance differ?

™ Draws v-I Graphs for

Ohmic and Non –
Ohmic conductors. Diagram of Electric circuit for studying
Ohm’s law.

When a 12 V battery is
connected across an
unknown resistor, there is a
current of 2.5 mA in the
circuit. Find the value of
resistance in the resistor.
 Q. A 10 ohms resistor is
powered by a 5-V battery.
The current flowing through
the source is:
A)10 A
B)50 A
C)2 A
D)0.5 A
භ Did you observe any change? Q.An unknown resistor has
භ In ammeter reading when we charge 5 mA current flowing
the no. of cells in the circuit are through it when 10 volts are
increased? applied to it. For the same
භ Calculate the V/I ratio in each case. resistor, the application of
20 volts will result in the
What do you observe? current flow of:

V/I=Constant ratio A)2 mA

B)5 mA
C)10 mA
Plot the V-I Graph for the reading in the D)50 mA
table.

https://www.youtube.com/
watch?v=FFHUoWFtab0
What is the nature of the graph?
 Watch this video on the resistance.

https://www.youtube.com/watch?v=FFHU
oWFtab0

Teacher Reflections & Experience :

1. How can I improve the variety and effectiveness of my teaching methods to cater to different learning styles and needs?

2. How well did I manage the classroom during the lesson?

3. Were there any disruptions or behavioral issues that I need to address?

 PERIOD PLAN – 4
CHAPTER : ELECTRICITY
TOTAL NO. OF PERIODS : 10
PERIOD NO : 4
TOPIC : FACTORS ON WHICH THE RESISTANCE OF A CONDUCTOR DEPENDS.
KEY CONCEPTS : RESISTIVITY, TUNGSTEN, CONDUCTORS AND INSULATORS.
POINTERS FOR
LEARNING OUTCOMES TEACHING LEARNING PROCESS MATERIALS REQUIRED
ASSESSMENT.
™ Analyses and draws https://www.youtube.com/watch?v=B4tIY Cell, a metal in nichrome
conclusion about HAJmrQ&pp=ygU2RmFjdG9ycyBvbiB3a wire of different length &
resistance depends on GljaCB0aGUgcmVzaXN0YW5jZSBvZiBhI Thickness connecting
length of conductor,
GNvbmR1Y3RvciBlcGVuZHMg wires.
area of cross -
section temperature
and nature of material. Byju’s videos :
https://www.youtube.com/
™ Draws electric circuit watch?v=M3fWNAIKGaM&
diagram and study it. pp=ygUccmVzaXN0b3JzI
GluIHBhcmFsbGVsICBie
Wp1cw3D3D

Teachers perform Activities 12.3 and

records the observation.
 Nature Electric Resistance
Length Electric
of potentia
of wire current I
material lV R = V/I x What happens to the
resistance when the
length of the conductor
of doubted?
Repeat the activity with nichrome of
different length and same thickness and x What are the various
factors on which
record your observation instead of
resistance of a conductor
nichrome perform the activity with copper depend?
wire of different length and same area.
And repeat the same activity with different
area.

x Does the current depend on length of

™ Understand that the conductor?
resistivity of material is x Does the current depend on the area
different for different of cross – section of the wire used?
materials. x Does the current vary with nature of
Use data in above table
the material?
and answer the following.
A) Which among iron
™ Resistivity varies with
We observe that and mercury is a
temperature.
better conductor?
RvL 1 B) Which material is the
best conductor?
R v L/A 2
x Why are the coils of
Combining 1 and 2
electric toasters and
electric irons made of an
R v L/A alloy rather than pure
metal?
 R = ȡL/A SI unit of R is Q.The resistance of a
copper wire if it's length is 1
P- Electric resistivity m and its diameter is 2 mm
is
SI unit M A) 5.4 x 10-3 ȍ
B) 5 ȍ
Observes table 12.2 electrical resistivity
of some substances at 20c C) 4 ȍ
D) 2 ȍ

Q.The value of specific

resistance depends upon

A) length of wire
B) area of cross section

C) nature of conductor
D) all of above

Q..A material B has twice

the specific resistance of the
material A. A circular wire
made of B has twice the
diameter of the wire made of
A. Then , for the two wires
to have to have the same
resistance, the ratio
La/L b of their respective
lengths must be
(a) ½
(b) 2
(c) ¼
 (d)1

Teacher Reflections & Experience :

1. What strategies can I implement to improve classroom management?

2. Did the students actively participate and show interest in the lesson?

3. How can I increase student engagement and create a more interactive learning environment
 PERIOD PLAN - 5
CLASS : X
CHAPTER : ELECTRICITY
TOTAL NO. OF PERIODS : 10
PERIOD NO : 5
TOPIC : NUMERICALS ON RESISTANCE V= IR
KEY CONCEPTS : RESISTANCE, RESISTIVITY, RESISTORS
POINTERS FOR
LEARNING OUTCOMES TEACHING LEARNING PROCESS MATERIALS REQUIRED
ASSESSMENT.
™ Describe the Let us solve the following numericals.
relationship between
V, I and R using ohm’s Example 11.3 :
law.
™ Learn the formula V= (a) How much current will an electric bulb Q.Why is Ohm’s law valid
IR and SI units of draw from a 220 V source, only for a constant
physical quantities. if the resistance of the bulb filament is temperature?
1200 Ÿ?
Solution : A)A potential
™ Solve numericals (a) We are given V = 220 V; R = 1200 Ÿ. difference of a battery
From Eq. (12.6), we have the current decreases with a rise in
I = 220 V/1200 Ÿ = 0.18 A. temperature
(b) How much current will an electric B)A potential
heater coil draw from a 220 V source, difference of a battery
if the resistance of the heater coil is increases with a rise in
100 Ÿ? temperature
(c) We are given, V = 220 V, R = 100 Ÿ.
From Eq. (11.6), we have the current C)The electrical
I = 220 V/100 Ÿ = 2.2 A. resistance of a battery
decreases with a rise in
Note the difference of current drawn by temperature
an electric bulb and electric
D)The electrical
heater from the same 220 V source
resistance of a battery
Example 11.5 : increases with a rise in
temperature
9 Resistance of a metal wire of length 1 Q.If there is a drop
m is 26 Ÿ at 20°C. If the diameter of of IR across a given
the wire is 0.3 mm, what will be the resistor, it is inferred that
resistivity of the metal at that the resistor has
temperature? experienced a change in
Solution : potential. Does this
Given : potential change affect
the resistance R of the wire = 26 Ÿ, the current as well?
the diameter d = 0.3 mm = 3 × 10-4 m, R. Let the resistance of an
and electrical component
the length l of the wire = 1 m. remains constant while the
potential difference across
Therefore, the two ends of the
component decreases to
the resistivity of the given metallic wire half of its former value.
is What change will occur in
the current through it?
=
Q.A resistance wire is
stretched so as to double its
= length. Its new resistivity will
have a magnitude
=
a. 2 times its original value
ȡ = (RA/l) = (Rʌd2/4l)
b. 4 times its original value
Substitution of values in this gives
 ȡ = 1.84 × 10–6 Ÿ m c. 8 times its original value

The resistivity of the metal at 20°C is d. Same as its original

1.84 × 10–6 Ÿ m.

Example 11.6
A wire of given material having length l Q.Study the V-I graph for
and area of cross-section A has a four conductors A, B, C, and
resistance of 4 Ÿ. What would be the D having resistance RA,
resistance of another wire of the same RB, RC, and
material having length l/2 and area of RD respectively and which
cross-section 2A? one of the following
Solution : relations is true for these
Case I : conductors.
For first wire
Length = l
Area = A
Résistance (R1) = 4:
1= ........ (1)
= 4Ÿ
Case 2 :
Now for second wire
Length = l/2
Area = 2A
Resistance (R2) = ? a. RA > RB > RC > RD

2= b. RA < RB < RC < RD

c. RA = RB = RC = RD
2=
2
1 d. RA = RB < RC < RD
2=
4
1 Q.Plastic insulation
2= 1 surrounds a wire having
4
 1 diameter d and length l as
2= 4:
4 shown below.
2 = 1:
The resistance of the new wire is 1Ÿ

A decrease in the
resistance of the wire
would be produced by an
increase in the:

a. Length l of the wire

b. Diameter d of the wire

c. Temperature of the wire

d. Thickness of the plastic

insulation
Teacher Reflections & Experience :

1. Did I assess student understanding effectively during the lesson?

2. Did I provide timely and constructive feedback to guide their learning?

3. How can I improve my assessment and feedback practices?

 PERIOD PLAN - 6
CLASS : X
CHAPTER : ELECTRICITY
TOTAL NO. OF PERIODS : 10
PERIOD NO : 6
TOPIC : SYSTEM OF RESISTORS- SERIES CONNECTIONS
KEY CONCEPTS : SERIES, RESISTOR, AMMETER AND VOLTMETER
POINTERS FOR
LEARNING OUTCOMES TEACHING LEARNING PROCESS MATERIALS REQUIRED
ASSESSMENT.
™ Identifies when Observe the following
resistors are 9 Have you observed any 3 resistors, ammeter,
connected end to end, difference between the voltmeter, plug key, 6
resistance of the two pictures? volt battery, connecting
circuit increases. wires.

9 Which kind of connection Video

is this?
https://www.youtube.com/
watch?v=e0gZvBR7RtE&p
p=ygUhcmVzaXN0b3JzIGl
uIHNlcmllcyA3YWNpdHZlc
3R1ZG9c

9 Which kind of connection

is this?
 9 What do you think, are
these connections being
used in daily life or not?

9 If yes, mention a few

examples.

9 Which device is used for

measuring current?

9 How do we connect the

ammeter in the circuit?

9 Name the device used

for measuring potential
difference?

Watch this video.

https://www.youtube.com/watch?v=e0gZv 9 Draw a schematic

BR7RtE&pp=ygUhcmVzaXN0b3JzIGluIH diagram of a circuit
NlcmllcyA3YWNpdHZlc3R1ZG9c consisting of a battery of
three cells of 2 V each, a
™ Draws a circuit 5 Ÿ resistor, an 8 Ÿ
diagram for the resistor, and a 12Ÿ
resistors connected in resistor, and a plug key,
series. all connected in series.
 9 Can we connect a bulb
and heater in series?

™ Analysis and solve

numericals on their Q.Two resistors having
own. values 18 ohms and 50
ohms are connected in
Activity 11.4 : series to an unknown
source. An ammeter is
9 We observe that the value of current in connected to the circuit
the ammeter is the same, independent which reads 2 A. Find the
of its position in the circuit. input voltage to the circuit:

9 In series combinations of resistors, the A)36 V

current is same in every part of the B)100 V
circuit or same current in each C)136 V
resistor. D)168 V
Q.Identify the combination
Activity 11.5 : which is not a series
connection.
9 Resistors in series.
a) Resistance box
9 Teacher will derive the formula for
resistors connected in series. b) Decorative bulbs

Teacher will ask the following questions c) Fuses

while deriving.
d) Domestic appliances
9 Which quantity remains constant
across the three resistors arranged in
series combination? Q. Two wires of the same
9 Which quantity changes when we material have the same
arrange the resistors in series? length but their radii are in
 9 What is the potential difference across the ratio of 5:3. They are
resistors R1, R2 and R3? combined in series, where
9 How do we find the total potential in the resistance of the thicker
the circuit? wire is 12 ohms. Calculate
9 Teacher will derive the formula and the total resistance of the
answer of these questions. combination in ohms

a) 40

b) 12

c) 32

d) 20

Teacher Reflections & Experience :

1. What were my strengths during the lesson?

2. In what areas can I improve as a teacher?

3. How can I continue to develop my teaching skills and practices?

 PERIOD PLAN - 7
CLASS : X

CHAPTER : ELECTRICITY
TOTAL NO. OF PERIODS : 10
PERIOD NO : 7
TOPIC : RESISTORS IN PARALLEL
KEY CONCEPTS : PARALLEL, RESISTOR, AMMETER AND VOLTMETER
POINTERS FOR
LEARNING OUTCOMES TEACHING LEARNING PROCESS MATERIALS REQUIRED
ASSESSMENT.
9 Identify when resistors Teacher will pose a few questions based 9 What is the effective
are connected in on the previous class. resistance of resistors Three resistors, battery,
parallel, the total 2Ÿ, 3Ÿ, 5Ÿ connected plug key, ammeter,
resistance of the 9 What are the disadvantages of series in series. voltmeter, 6V battery and
circuit decreases. connections? connecting wires.

9 Draw the circuit Let us perform the following activity 11.6

diagram for resistors to know about resistors connected in 9 Where do we find series
connected in parallel. parallel. connections in our day to
day life? https://www.youtube.com/
9 Analyze and solve https://www.youtube.com/watch?v=BbYt watch?v=BbYtMQ8EYBg&
numericals MQ8EYBg&pp=ygUVcmVzaXN0b3JzIGlu pp=ygUVcmVzaXN0b3JzI
independently. IHBhcmFsbGVs GluIHBhcmFsbGVs
 9 What is the formula for
finding effective
resistance for a group of
resistors R1, R2 and R3
connected in parallel?
9 How many ways does the current
have at point x?

9 In parallel connection, which quantity

9 What is the effective
gets divided?
resistance of resistors
2Ÿ, 3Ÿ, 5Ÿ connected
9 What is the formula for ohm’s law?
in parallel?
9 Which resistor is having the least
resistance in the given problem?
9 What is the advantage of
having household
9 What was effective resistance of
connections in parallel
resistors in the given problem?
than series?
9 What did you notice in the above two
. Q.A 10-ȍ resistor is
questions?
connected in parallel to
another resistor R . The
equivalent resistance of the
pair is 8 ȍ. What is the
resistance R?

1. 10 ȍ
2. 20 ȍ
3. 30 ȍ
 4. 40 ȍ

Q.Are the resistors shown

connected in parallel or in
series? Explain.

1. The resistors are

connected in parallel
because the same
current flows through
all three resistors.
2. The resistors are
connected in parallel
because different
current flows through
all three resistors.
3. The resistors are
connected in series
because the same
current flows through
all three resistors.
4. The resistors are
connected in series
because different
 current flows through
all three resistors.

Q.The resistance between A

and B in the given figure will
be

20 ȍ

b. 30 ȍ

c. 90 ȍ

d. More than 10 ȍ but less

than 20 ȍ

Teacher Reflections & Experience :

1. Did I encourage self-reflection and meta cognition among students?

2. How can I incorporate more opportunities for students to reflect on their learning and assess their own progress?

3. Did I critically examine student work to gain insights into their understanding and identify areas for improvement?
 PERIOD PLAN - 8
CLASS : X

CHAPTER : ELECTRICITY
TOTAL NO. OF PERIODS : 10
PERIOD NO : 8
TOPIC : HEATING EFFECT OF ELECTRIC CURRENT & ITS PRACTICAL APPLICATIONS.
KEY CONCEPTS : HEATING EFFECT OF ELECTRICITY AND ITS APPLICATIONS.
POINTERS FOR
LEARNING OUTCOMES TEACHING LEARNING PROCESS MATERIALS REQUIRED
ASSESSMENT.
Introductory Activity: 9 The mechanism of heat
produced in a conductor
™ Explain and calculate Teacher demonstrates a simple activity when an electric current Cell/Battery, connecting
the heating effect of using a battery, connecting wires and flows through it can be wires, Nichrome coil,
electric current, in Nichrome wire in the class room. explained on the basis Switch.
order to learn working of...
of appliances like Teacher asks a student to touch the coil
heater and iron slowly A)Viscosity

™ uses appropriate 9 What do you notice or feel ?

B)Friction
electrical plugs and
fuses (5 /15A) for (Showing an Iron Box and water Heater C)Free electron theory
different electrical on IFP or Physical teacher may ask D)Gauss's theorem
devices. questions)

9 What are the uses of these home 9 Two heating coils ,one of
appliances? fine wire and the other of
thick wire of the same
9 What is the purpose of a Geyser ? material and of the same
length are connected in
series and in parallel.
 we use these home appliances for our Which of the following
house hold purposes. statement is correct.
A) In series fine wire
9 Can we use these gadgets without liberates more energy
connecting them to electricity?
while in parallel thick wire
will liberate more energy
Teacher by Showing the Battery/Cell in
the circuit and ask the purpose of battery B) In series fine wire
in the circuit. liberates less energy
while in parallel thick wire
9 Why is it needed to maintain Potential will liberate more energy
difference across the terminal of a C)Both will liberate
battery/cell? equally
9 What is required to the battery/cell to D) In series the thick wire Electric Iron Box, Electric
maintain current in the circuit? will liberate more while in Water Heater
parallel it will liberate less
9 Where does this energy goes? energy

9 What happens if the gadget is purely

resistive?

Statement :

When an electric current passes through

a conductor ( like high resistance wire)
the conductor becomes hot after some
time and produces heat.

This is called heating effect of electric

current.

This effect is utilized in devices such as

electric heater, electric Iron box etc..
Let us derive an expression for this heat
energy so generated during the flow of
current.

Derivation : Consider a current ‘I’ flowing

through a resistor ‘R’.

Let the Potential difference across the

resistor be ‘V’. Let ‘t’ be the time during
which, charge ‘Q’ flow across it.

The work done in moving a charge ‘Q’

through a potential difference ‘V’
W = VQ 9 A constant voltage is
Therefore, the source must supply applied between the two
energy equal to VQ in time ‘t’. ends of a metallic wire. If
both the length and the
Power input to the circuit by the radius of the wire are
Source doubled, the rate of heat
P= W developed in the wire will Heating effects of
t be Electricity video link :
= VQ
A) doubled
t https://youtu.be/neEvi0AFk
B) halved cA?si=X-Ayl_cFP7x7Pimy
= V(Q) C) remain the same
t
P= VI ( since Q = I) D) quadrupled
t
But the energy supplied to the circuit by 9 An electric geyser
the source in time ‘t’ consumes electricity at
the rate of 1000W. If the
=Pxt potential difference
=VIt through the electric
This energy gets dissipated in resistance
as heat (H) circuit is 250 V, find the
Thus we can write H = VIt resistance offered by
geyser and electric
We know from ohm’s law that current through the
V = IR circuit.
So, we can write H = (IR) It
9 How much more heat is
H = I2Rt produced, if current is
doubled?
The above expression is known as (a) twice the original
Joule’s Law of heating. amount
(b) thrice the original
We can say from the joule’s law of amount
heating that , (c) four times the original
amount.
Heat produced in a resistor is (d) five times the original
amount.
(I) Directly proportional to the square of 9 A bulb has a resistance
the current passing through a given of 5 Ÿ. If 2 A of current at
resistance 200 V flows through the
(II) Directly propositional to resistance for bulb, how much heat is
a given time produced by the bulb in
(III) Directly proportional to the time for 10 minutes?
which the current flows through the (a) 2.0 x 10 5 J
resistor. (b) 4.0 x 10 5 J
(c) 1.2 x 106 J
d) 2.4 x 106J
9 Is increasing of heat in electric circuit
always useful? 9 What is the purpose of
FUSE in utilizing it in the
9 Is the heating effect of electricity circuits or house hold
useful in our daily life? appliances?

Give some more examples other than we 9 What happen if we use Electric bulb, connecting
discussed earlier. Tungsten as Fuse wire? wires, battery/ power
 supply.
Let us know few more applications. 9 Do all home appliance
will have same type of
9 Have you observed a glowing bulb? Fuses?

9 Where does the light coming from? 9 An electric heater of

resistance 10 ȍ
9 Why the filament not melted due to the connected to 220 V
heating effect of electricity even when power supply is
current is flowing through it for long immersed in the water of
time? 1 kg. How long the
electrical heater has to
9 Heating effect of electricity can also be switched on to
be used for other purposes just like increase its temperature
light from bulb. from 30°C to 60°C.
9 For this purpose the filament used as (The specific heat of
heating element is to be chosen such water is s =
that it should retain the heat to 4200Jkg-1)
become very hot and emit light
without melting at high temperature. 9 How heating effect of
9 Do you know which metal is used for electricity useful to us.
making such filaments? Justify?

9 Tungsten is used to make filaments

of bulbs as it has high melting point (
3380oC) and high resistivity.

9 Most of the power consumed by the

filament appears as heat but small
part of it is in the form of light
radiated.

9 Another common application of

Joule’s heating effect is FUSE
used in circuits .
 9 What is the quality of material to be
used for the purpose of fuse?

9 When a high current pass through the

fuse which is connected to the gadget
will melt and there by protect the
gadget from entering a high current
into it?
Different appliances will have different
values of Fuses depends upon the Power
they consumed and operated Voltage.

For example, electric Iron consumes 1KW

electric power when operated at 220V.

Current I = 1000/220 = 4.54A

In this case a 5A fuse must be used.

Teacher Reflections & Experience :

1. How can I use student work as a valuable source of information for my teaching?

2. Did I effectively utilize formative assessments to monitor student progress and adjust instruction accordingly?

3.How can I further integrate assessment for learning strategies into my teaching practice?
 PERIOD PLAN - 9
CLASS : X
CHAPTER : ELECTRICITY
TOTAL NO. OF PERIODS : 10
PERIOD NO : 9
TOPIC : ELECTRIC POWER.
KEY CONCEPTS : HEATING EFFECTS OF ELECTRICITY AND ITS APPLICATIONS.
POINTERS FOR
LEARNING OUTCOMES TEACHING LEARNING PROCESS MATERIALS REQUIRED
ASSESSMENT
Introductory activity( 5 min)
™ Caluculate power , in
order to represent
electric consumption
in domestic circuits.

™ Uses scientific
conventions to
represent units of
various quantities.
9 What is the man doing in the picture? What is the relation between
9 Is there any movement of the block? power, potential and
9 Define Work ? current?
9 What is power?
9 Can we define Power in case of
Energy?
9 What is the mathematical form of
Joule’s Law of Heating ?
9 (H = I2Rt )
9 What is the formula for Power of
Source ?
 ( P = V I)

Ö P = I2R
(V=IR from Ohm’s Law)
P = V2
R
Definition: Problems:
The rate at which electric energy is
dissipated or consumed in an electric 9 An electric bulb is
circuit is known as electric power. connected to a 220V
If V= 1 volt and I = 1 ampere then generator.The current is
Power = 1 Watt. 0.50A.What is the power
1 Watt = 1 volt x 1 amp of the bulb?

Watt : 9 An electric refrigerator

The Power consumed by a device is said rated 400 W operates 8
to be 1 Watt if it caries a current of 1 hour/day.What is the cost
ampere operated between 1 volt. of the energy to operate it
for 30days at Rs.3.00 per
Do you know the unit for current KWh?
consumption in our houses?
9 Find the cost of electricity
How many watts is equal to 1 Kilo Watt ? consumed on an electric
( 1 KW = 1000W) heater of 1500W which is
used for 3 hours daily in
Since electrical energy is product of the month of November.
Power and Time, the unit of electrical Given that the cost of
energy is Watt-hour(Wh) electricity is Rs 4 per unit.

z One Watt- hour is the energy a ) 600

consumed when 1 watt of power is is b) 540
used for 1 hour. c) 650
z The commercial unit of electrical d)900
energy is Kilo Watt hour( KWh)
commonly known as UNIT in
 electricity bills.

1 KWh = 1000Watt x 3600 second

= 3.6 x 106 Watt -Second
1 KWh = 3.6 x 106 Joule.

From

( P x t = W, Watt x Second = Joule)

z Teacher will explain some problems

recapitulate the concepts in electricity

Teacher Reflections & Experience :

1. Did I clearly communicate the lesson objectives to the students?

2. How can I ensure that students understand the objectives and can demonstrate their knowledge or skills related to them?

3. Did I use effective instructional strategies to engage students in the lesson?

 WORKSHEET-1

1. Match the following

Physical
Units
Quantity

1.Resistance A. Volt

2.Current B. Ohm

3.Potential C. Ampere

2. Which of the following terms does not represent electrical power in a circuit?
a. I2R
b. IR2
c. V2/R
d. VI
3. A battery of 4V is connected across an unknown resistor, there is a current of 5A in the circuit. Find the value of resistance of
the resistor?

4. Which uses more energy: a 250W TV set in 1 hour or a 1200W toaster in 10 minutes?

5. Explain the following-

a. Why is tungsten used almost exclusively for filament of electric lamps?
b. Why is the series arrangement not used for domestic circuits?
6. Show how you would connect three resistors, each of resistance 6ȍ so that the combination has a resistance of
a. 9ȍ
b. 4ȍ
7. What is the commercial unit of electrical energy? How is it related to joule?

8. Effective resistance of resistors in series is ___________.

a. 1/R1+1/R2
b. (R1R2+R2R1)/ (R1+R2)
c. R= R1+R2
d. None
9. Assertion: Potential difference is also called voltage.

Reason: Potential difference is measured using a voltmeter.

a. Assertion is correct.
b. Reason is correct
c. Both assertion and reason are correct
d. Assertion is correct and the reason is wrong.

10. Specific resistance depends upon_____________

a. Temperature.
b. Nature of material
c. Both A and B
d. Length of material.
 WORKSHEET-2
1. At the time of short circuit, the electric current in the circuit ? 1M

a)Vary continuously b)does not change c)Reduces sub stantially d)decreases heavily

2. Two bulbs of 100w and 40w are connected in series. The current through the 100w bulb is 1A. The current through the 40w
bulb will be ? 1M

a)0.4 A b) 0.6 A c)0.8 A d) 1A

3. The maximum resistance which can be made using four resistors each of 2 Ÿ is 1M

a) 2Ÿ b) 4Ÿ c) 8Ÿ d)16Ÿ

4. State Ohm’s Law? How is an ammeter connected in an electric circuit? 2M

5. A V – I graph for a nichrome wire is given below. What do you infer from the graph? Draw a labelled circuit diagram to obtain
a graph ? 3M
6. (i) State with reasons the mode of connecting all electrical appliances in common domectric circuits?

(ii) Which two separate circuits are often used in domestic Electric circuits and why?

(iii)When does an electric short circuit occur? How can it be prevented? 5M

7. Two identical resistors each of resistance 15Ÿ are connected in (i) Series (ii) Parallel in turn to a battery of 6 V. Calculate the
ratio of the power consumed in the combination of Resistors in each case.
5M

8. Write the mathematical expression for Joule’s law of heating. 2M

E content of this lesson -Electricty

https://www.youtube.com/watch?v=pZj79r2unC8

https://www.youtube.com/watch?v=uWJ-B_EW4hE
https://www.youtube.com/watch?v=SNlOPxZ-Ev4
https://www.youtube.com/watch?v=oFTj9LWkmm8

https://www.youtube.com/watch?v=2htSHErOces

https://www.youtube.com/watch?v=FFHUoWFtab0
https://www.youtube.com/watch?v=B4tIYHAJmrQ&pp=ygU2RmFjdG9ycyBvbiB3aGljaCB0aGUgcmVzaXN0YW5jZSBvZiBhIGNvbm
R1Y3RvciBlcGVuZHMg
https://www.youtube.com/watch?v=M3fWNAIKGaM&pp=ygUccmVzaXN0b3JzIGluIHBhcmFsbGVsICBieWp1cw3D3D
https://www.youtube.com/watch?v=e0gZvBR7RtE&pp=ygUhcmVzaXN0b3JzIGluIHNlcmllcyA3YWNpdHZlc3R1ZG9c
https://www.youtube.com/watch?v=BbYtMQ8EYBg&pp=ygUVcmVzaXN0b3JzIGluIHBhcmFsbGVs
https://youtu.be/neEvi0AFkcA?si=X-Ayl_cFP7x7Pimy
 Lesson Number and Name: 11--ELECTRICITY
No. of Periods: 9+1=10
Sl. POINTS
No. QUALITY PARAMETERS
5 4 3 2 1 0 Total Remarks
Are there adequate no. of period plans developed for the
1
transacting the complete unit? 5
Is the content of the total Unit plan well distributed across
2
all the period plans? 5
Is the time budgeted in the lesson plan adequate to
3
complete all the activities and explanations? 4
Is the language of the period plans easy, simple to
4
understand and follow by anyone who reads it? 5
Does the period plan have well-articulated outcomes or
5
indicators with actionable verbs? 5
Are the competencies and learning outcomes indicated for
6
each lesson plan matching with the content? 4
Is the lesson plan well sequenced - moving from simple
7
tasks to more complex ones? 5
Are there a variety of strategies suggested to transact the
8 lesson? (The entire period plan is NOT carried out in the
lecture method alone) 4
Is there adequate scope in the plan for children to apply
9
their learnings? 4
Are the TLM suggested in the lesson plan relevant for the
10
topic and easy to source? 5
Wherever content is used from the textbook, is there
11
proper referencing to page nos.; section heading etc. 4
Is there variety in the assessment tools or techniques used
12
across the lesson plans for the complete Unit?
12.1. Variety in forms of assessments
 Written tests - Objective type Questions, Constructed
12.1.1.
response questions, Graphic organizers 4
Oral tests - Reading Aloud, Listening and responding,
12.1.2.
Recitation, Debates and discussions
Practical tests - Experiments, Artefacts,
12.1.3.
Demonstrations, Projects, Portfolios
12.1.4. Open book tests
Different purposes - classwork/classroom
12.2.
discussion/homework etc. 4
12.3 Variation in competency levels (easy , medium, difficult) 4
For each period plan, are the assessments meeting the
13
lesson outcomes/objectives? 4
Are the assessments assessing a wide range of cognitive
14
levels and not only restricted to recall/factual questions? 4
Is there a teacher reflections box at the end of each period
15
plan? 5
TOTAL
Period Plans Rating - Based on the parameters above, please give an overall rating for each Period Plan in the Lesson Plan.
In the Remarks section, please mention the specific areas for improvement, if any.
5 4 3 2 1 0 Remarks
Period Plan 1
5
Period Plan 2
4
Period Plan 3
5
Period Plan 4
4
Period Plan 5
4
Period Plan 6
5
Period Plan 7
4
Period Plan 8
5
Period Plan 9
4 VIDEO CAN BE INCORPORATED
Period Plan 10
WORK SHEET
 CHAPTER – 12

MAGNETIC EFFECTS OF ELECTRIC CURRENT

Aims of Education :
倲 Rational Thought and independent thinking.
倲 Democratic & Community Participation.
Aims of science related magnetic effects of electric current :
倲 Scientific understanding of the natural and physical world.
倲 Capacities for scientific inquiry.
倲 Understanding the evolution of scientific knowledge.
倲 Understanding the relation between science, technology and society.
倲 Inter disciplinary understanding between science and other curricular areas.
倲 Magnetic field strength, at different points around it.
Curricular Goals(CG)& competencies(C) :
CG : Explores the physical world around them, and understands scientific principles and laws based on
observations and analysis.
Competencies :
™ Applies Oersted experiment principle in electromagnets, motors, dynamos, transformers.
™ Explains the relationship between electric current & Magnetic field .
™ Draws magnetic field lines for a bar magnet in order to identify magnetic field strength at different points
around a magnet.
™ Analyze the significance of neutral, earth and line wire in order to understand formation of domestic electrical
Circuit.
™ State and define right hand rule and Fleming's left hand rule in order to know the direction of magnetic field
and force acting on current carrying conductor.
CG : Draws linkage between scientific knowledge and knowledge across other curricular areas.
 Competencies :
™ Applies the scientific principles to explain phenomena in other subjects (MRI in medical sciences)
CG : Explores the nature of science by doing science.
Competencies :
™ Designs and plan for scientific inquiry. Draws inferences based on the data & understanding of scientific
concepts, theories, laws & principles.
PERIOD
TOPIC LEARNING OUTCOME
NO.
Activity (12.1)
(Oersted experiment) ™ Relates processes and phenomena with cause / effects
Magnetic Field & Field lines. such as deflection of compass needle due to magnetic
(12.2 Activity) effect of electric current.
1
™ Describes the contribution of Oersted in the field of
electricity and magnetism.

Activity (12.3)
(Field lines around a bar magnet) , ™ Draws magnetic field lines for a bar magnet, in order to
12.2 Magnetic Field due to a current carrying identify the magnetic field strength at different points
conductor. around a magnet
2 ™ Describes magnetic field & field lines.

™ Represent magnetic field lines for a straight current

Magnetic field due to a current through a straight carrying conductor, in order to identify the magnetic field
conductor, Right-Hand thumb Rule. strength at different points around it.
™ Takes initiative to know about scientific discoveries /
3 inventions, such as Maxwell discovery that electricity and
magnetism are related.
™ Explains the direction of the magnetic field associated
with a current carrying conductor through Right Hand
Thumb rule.
™ Relates and draws magnetic field lines for current
4 Magnetic field due to a current through a circular carrying circular loop in order to identify the magnetic field
loop, magnetic field due to a current in a strength at different points around it as well as solenoid.
solenoid.
 ™ Demonstrate magnetic field due to a current through a
circular loop.
™ Analyses the magnetic field pattern around a solenoid
carrying current.
™ Explains Fleming’s Left Hand Rule in order to
Force on a current carrying conductor in a understand the working of electric motor, generator, loud
magnetic field, Fleming’s Left Hand rule. speaker etc.
™ Analyses the factors that depends on the force acting
5 current carrying conductor in a magnetic field.

™ Exhibits creativity in designing and model using eco-

friendly resources such as working model of electric motor
& generator etc.

™ Understanding the working of domestic electric circuits.

Domestic Electric Circuits.
™ Explains how the electric fuse and earthing protects
the domestic electric circuit.

6 ™ Analyse the significance of neutral, earth and live wire,

in order to understand formation of domestic electrical
circuits.
™ Draws the schematic diagram of common domestic
circuit.
LESSON WISE PERIOD DIVISION
MIND MAP
 PERIOD PLAN - 1
Class : X
Chapter : MAGNETIC EFFECTS OF ELECTRIC CURRENT
No.of Periods : 6
Period No : 1
Topic/Key Concepts : Activity 12.1 (Oersted Experiment), Magnetic field and field line - Activity 12.2

LEARNING POINTERS FOR

TEACHING LEARNING PROCESS MATERIALS REQUIRED
OUTCOMES ASSESSMENT
Relates processes and Teacher shows Bar Magnet, Compass,
phenomena with cause / electric wire and asks to recognise .
effects such as
deflection of compass
needle due to magnetic
effect of electric current. 9 Why compass 9 Copper wire, 9V batteries,
9 Can you guess this? needle always bar magnet, compass, nail,
stay in North and safety pins, paper clips.
™ Describes the South direction
contribution of only?
Oersted in the field
of electricity and
magnetism 9 Can we make a
magnet with wire?
9 Paper, iron fillings, bar
magnets.
9 Can you guess what is this ?
9 Can you guess what is this ?

9 If you bring a compass near to magnet

what happens?
9 What do you observe?
9 If you bring the compass near to the
copper wire what happens?
9 Does the needle in the compass deflect
now?
9 Can you make a copper wire into a
magnet so that the compass deflects?
9 What happens when you pass current
through this copper wire?
9 Does copper wire act as a magnet when
current is passed through it?
* The electric current through the copper
wire produces a magnetic effect.Thus we
can say that electricity and magnetism are
linked to each other.
9 Is the reverse effect of this
possible?(electric effect of moving
magnets) https://www.youtube.com/watc
h?v=oiA83yyIikA
9 We will study magnetic fields and such
electromagnetic effects in this
chapter.We shall also study about
electromagnets which involve the
magnetic effect of electric current.
( Teacher can discuss the life of scientist- 9 Which poles of
OERSTED and his contribution ) magnet attract
each other?
9 Which poles of
magnet repel each
other?

ACTIVITY 12.1: Let’s do this activity .

(Teacher can watch this video to help
children in performing the activity)
https://www.youtube.com/watch?v=oiA83yyIi
kA

Teacher will set up the apparatus with help

of copper wire, 9V battery.
Teacher will wrap the nail with help of
copper wire by multiple curls and then
connect it’s ends to the battery.
9 Why were iron objects attracting to the
nail when current is allowed to pass
through it?
9 What do you think, if the magnet brings
closure to the iron nail?
9 What do you think if we remove the iron
nail and keep only the copper wire?
9 Will this wire (without iron nail) attract
the iron objects?

Teacher can demonstrate the circuit of

the performed activity 12.1. (Oersted
experiment)

9 Why the compass

needle placed near
to a current
carrying wire
9 Teacher will bring compass near to the deflects?
wire.
9 Is there any
9 What do you observe?
relation between
9 If current is allowed to pass through the electricity and
circuit, do you observe any change in the magnetic field?
position of the compass needle?
https://www.youtube.com/short
9 Which is deflected in the compass? 9 Why a current s/KqnP9CnhX3E
9 What is the reason for the deflection of carrying wire
needle in the compass? attracts iron
9 If we stop current through wire ,will it act objects?
as a magnet?

ACTIVITY 12.2 :

(Teacher can take help of this video in

helping the children.)
https://www.youtube.com/shorts/KqnP9CnhX
3E

9 Teacher will make group of 3 students in

the classroom and let children do the
activity.
9 What do you observe any pattern in
arranging themselves?
9 Why do the iron filings arrange in such
 pattern?
9 What kind of force experience the iron 9 What is the reason
filings? for arrangement of
9 What do we call that region? such pattern? https://www.youtube.com/watc
9 What it represents the alignment of iron 9 What are magnetic h?v=e44-IbTo3C4
filings? field lines?
9 Why such kind of pattern visible on the 9 What is magnetic
paper? field?
9 Why the lines are denser at the pole of 9 A current carrying
the magnet? wire behave like a
_______.

Teacher can demonstrate this video to

the children and will ask their
observation.
https://www.youtube.com/watch?v=e44-
IbTo3C4
Teacher Reflections & Experience :
1. Did I clearly communicate the lesson objectives to the students?
2. How can I ensure that students understand the objectives and can demonstrate their
knowledge or skills related to them?
3. Did I use effective instructional strategies to engage students in the lesson?
4. How can I improve the variety and effectiveness of my teaching methods to cater to different learning styles and needs?
5. How well did I manage the classroom during the lesson?
These questions can serve as a review for teachers to reflect on their teaching practices and make informed decisions for
future lessons.
 PERIOD PLAN - 2
Class : X
Chapter : MAGNETIC EFFECTS OF ELECTRIC CURRENT
No.of Periods : 6
Period No : 2
Topic/Key Concepts : Activity 12.3 (Drawing a magnetic field line with the help of a compass needle),
Magnetic field due to a current carrying conductor.

POINTERS FOR
LEARNING OUTCOMES TEACHING LEARNING PROCESS MATERIALS REQUIRED
ASSESSMENT

https://www.youtube.com/watch?v=mvpy Paper, magnetic compass,

Relates the processes SuAY7pM pencil.
and phenomena with Teacher will watch and setup the
cause/effects such as activity as mentioned in the video. https://www.youtube.com/wa
magnetic field due to a tch?v=mvpySuAY7pM
current carrying Teacher will make group of students
conductor. and they have to come near the setup
and perform the activity.
™ Draws magnetic
field lines around a 9 Put the bar magnet on the paper.
bar magnet with the 9 Where is North and South Pole of the
help of a compass magnet?
needle. 9 Put the compass near to any pole of
™ Describes the magnet?
magnetic field & field 9 Which pole of the needle points
lines. towards the north pole of the magnet?
9 Which pole in the compass directed
away from the north pole of the
magnet?
9 If you mark the position of two ends of
the needle after proceed in this way
step by step, which pole do you
reach?
9 Which type of shape do you get after
joining all these points?
9 Can you tell about the pole of the bar
magnet based on your observation on
compass needle’s deflection?
9 Mark that place (fluctuated needle)
with pencil. (Teacher will
demonstrate one example of
marking the compass needle)
9 Place the compass little farther from
the bar magnet. 9 What is the direction of
9 Again, notice the deflected compass magnetic field?
needle and mark it on the paper. 9 At which place the
9 Keep moving the compass at various strength of magnetic field
location of paper and mark it. is more?
9 Later, children will trace all marked 9 Why field lines are dense
points with the help of a pencil. at poles ?
9 Guess, which type of pattern do you 9 What happens if field
get after drawing the lines? lines are not dense?
9 What will you call the curved line? 9 Why the magnetic lines
9 Is the magnetic field has both of force do not intersect
direction and magnitude? with each other?
9 Which is emerging point of field lines?
9 Are the field lines closed?
9 In which point do we find more lines?
9 Is there any intersection of lines found
at any point in the field?
ACTIVITY 12.4 :

Students understand the direction of

the magnetic field

Teacher will watch the video and setup

the activity as mentioned in the video. Paper, iron fillings, copper
Teacher will setup the experiment and wire, battery.
will demonstrate this to the children.
Meanwhile he/she will ask relevant
questions also.

https://youtu.be/gpWyOEYK9ts?si=v8yY
M9-0HwM23Bpl

9 What do you observe

when current is reversed https://youtu.be/gpWyOEYK
in the circuit? 9ts?si=v8yYM9-0HwM23Bpl

Case 1- Clock wise current direction through

battery.
9 If we put iron fillings near the copper
wire (which is not connected to
battery), what do you observe?
9 If we connect the wire with battery,
what do you observe now ?
9 Will there be magnetic field around the
 copper wire?
9 If yes/no, why?
9 Let’s check it.
9 Do you observe any change in the
direction in the deflection of needle
compare to the activity we did earlier?
9 Why such kind of changes do
appeared?

Case 2- Anti-clock wise current direction through

battery.

9 What is the shape of

magnetic lines around
9 Is there any change in the direction of the copper wire?Is there
any similarity of magnetic
the needle of compass when the
lines between this and
direction of the current is changed? previousactivity?
9 What is the direction of the needle of Summaries what you
observed.
compass placed in case1?
9 Is the direction of compass needle
differ from the case 1?

9 What determines the pattern of the

magnetic field generated by a current
 through a conductor?
9 Is the pattern of the magnetic field
same for all current carrying
conductors?
9 Does the pattern depend on the shape 9 Does the magnetic field
pattern depend on the
of the conductor?
shape of the conductor?
9 We have to investigate whether the Justify.
pattern of magnetic field due to a
current carrying conductor depend on
shape or not.
9 Teacher will demonstrate magnetic
field through various kinds of shape?
9 What kinds of patterns do you
observing in each shape?

Teacher Reflections & Experience :

1.Were there any disruptions or behavioral issues that I need to address?
3. What strategies can I implement to improve classroom management?
8. Did the students actively participate and show interest in the lesson?
4.How can I increase student engagement and create a more interactive learning environment?
5. Did I assess student understanding effectively during the lesson?
These questions can serve as a review for teachers to reflect on their teaching practices and make informed decisions for
future lessons.
 PERIOD PLAN - 3
Class : X
Chapter : MAGNETIC EFFECTS OF ELECTRIC CURRENT
Total no.of periods : 6
PERIOD NO : 3
TOPIC/Key Concepts : Magnetic field due to a current through a straight conductor. Right - Hand Thumb Rule.

POINTERS FOR
LEARNING OUTCOMES TEACHING LEARNING PROCESS MATERIALS REQUIRED
ASSESSMENT

9 In this period we shall first observe 9 What happens to the

™ Represent the pattern of the magnetic field due compass when placed
magnetic field to a current through a straight near to the current
lines for a straight conductor. carrying conductor?
current carrying 9 Activity 12.5 in the text book will be 9 Is any magnetic field
conductor, in order demonstrated by the teacher in the developed near a
to identify the class room with care and precautions. conductor when no
magnetic field Also play the video from the link current flowing through
strength at provided for better understanding. it?
different points 9 When current is allowed to pass 9 What is the difference
around it. through the conductor by placing Key between a Resistor and
in the switch, what do you observe to a Rheostat?
™ Relates processes the sprinkled iron filings on the card 9 What is the purpose of a
and phenomena with board around the conductor? Rheostat in the circuit?
 causes / effects, such 9 What is the shape the iron filings align
as deflection of themselves when current flows 9 What is the purpose of
compass needle due through the conductor? an Ammeter in the
to magnetic effect of 9 What do these concentric circles circuit?
electric current. represent? 9 Why an ammeter is
9 How can we find the direction of the always connected in
magnetic field be found? series in a circuit?
™ Takes initiative to 9 How can we change the direction of Q: If the key in the arrangement
is taken out (the circuit is made
know about scientific the current though the open) and magnetic field lines
discoveries / conductor?(Teacher may use are drawn over the horizontal
plane ABCD, the lines are
inventions, such as commutator in place of key to change
Oersted discovery the direction of the current in the
that electricity and circuit)
magnetism are 9 How can we increase the current in
https://www.youtube.com/
related. the circuit? watch?v=caHXwJbkbQU
9 What is the relation between strength
a. Concentric circles
of the magnetic field produced by a
given conductor in the conductor and b. Elliptical in shape

the distance from it?

c. Straight lines parallel to each
other

9 What is the reason for increase in the d. Concentric circles near point O
size of concentric circles as we move but of elliptical shapes as we go
away from it.
away from the conductor?
9 How can we know the direction of
magnetic field produced by current
carrying conductor?

9 RIGHT HAND THUMB RULE:

Statement:
The right hand thumb rule states that if
we hold a straight current carrying
conductor with our right hand such that COMMUTATOR
the thumb points in the direction of the
current, then the curled fingers indicate
the direction of the magnetic field lines.
9 If the current is flowing in the
downward direction, then the direction
of the curled fingers will be in a
clockwise direction, and if the current
is flowing in the upward direction,
then the direction of the curled fingers
will be in an anticlockwise direction.
9 When we are drawing directions of
magnetic fields and currents, we use
the symbols and The
 symbol represents an arrow that
is coming out of the page and the
symbol represents an arrow that
is going into the page.
9 Teacher will come back to the
experiment of straight wire and will 9 Is the direction of the
ask to the children that if the current is compass is driven by the
moving in this direction in the wire direction of electric field?
then what will be the direction of 9 How can be the direction
magnetic field (without using of magnetic field be
magnetic compass and iron fillings)? indicated?
9 What will be the
deflection of the
compass needle at the
same point on the card
board if the direction of
the current is reversed?

9 If the current is
increased in the
conductor what happens
to the deflection in the
compass?
9 What do you notice to
the deflection of the
needle if the compass is
moved away to a point
from the conductor
without changing the
amount of current in the
conductor?
.
Q.Suhasdoing experiments
with a straight wire in which
a current flows toward east.

He then reverses the

current so it flows toward
west.
What happens to the
magnetic field around the
wire when the current
direction is reversed
A. The magnetic field
stays the same.
 B. Strength of the
magnetic field increases.
C. Direction of the
magnetic field reverses
D. Strength of the magnetic
field decreases.

Q.Use the Right Hand Rule

to draw in the directions of
the magnetic fields for the
following conductors with
the currents flowing in the
directions shown by the
arrows. The first problem
has been completed for you
 Q. What are the uses of
Right Hand Thumb Rule in
electro-magnetism?
Teacher Reflections & Experience : 1. Did I provide timely and constructive feedback to guide their learning?
2. How can I improve my assessment and feedback practices?
3. Was the pacing of the lesson appropriate?
4. Did I cover all the planned content without rushing or leaving gaps?
5. How can I better manage the time allocated for each activity?
 PERIOD PLAN - 4
Class : X
Chapter : MAGNETIC EFFECTS OF ELECTRIC CURRENT
No.of Periods : 6
Period No : 4
Topic/Key Concepts : Magnetic field due to a current through a circular loop
LEARNING POINTERS FOR
TEACHING LEARNING PROCESS MATERIALS REQUIRED
OUTCOMES ASSESSMENT.
Learning Recall the previous knowledge
Outcomes- 9 How is magnetic field formed through a
™ Relates and straight conductor?
draws magnetic 9 What do you understand about Right
field lines for hand thumb rule?
current carrying 9 Predict the direction of magnetic filed
circular loop in usingright hand thumb rule?
order to identify Content presentation: Teacher shows
the magnetic the video and asks the following
field strength at questions:
different points * We know the magnetic field lines
around it as well produced around a current carrying wire.
as solenoid. Suppose this straight wire is bent in the form
of a circular loop and current is passed
™ Demonstrate through it, how would the magnetic field
magnetic field lines look like?
due to a current 9 On what factor the magnetic field
through a circular produced by a current carrying straight
loop. wire depend on ?
9 What does the magnetic field in a
™ Analyses the circular loop depend on?
magnetic field 9 Why is magnetic field maximum at the
pattern around a poles? භ What is the magnetic
solenoid carrying field of a circular loop?
current.
භ What is the force on a
current carrying circular
Image shown on IFP
loop in a magnetic field?

භ Does magnetic field

9 When does the magnetic field in a intensity increases as
circular loop become zero? number of turns
9 What happens to the magnetic field if increases?
the number of turns increases in loop of
wire?

Activity: 12.6 in text book:

Teacher will demonstrate the
activityduly involving the students.
(Students can do this experiment
under the guidance of teacher.)

9 What do you observe in the pattern of

භ What is the difference
iron fillings that emerges on the card
between loop and coil?
board?

භ Draw the pattern of lines

of force due to a
9 What is the magnetic field pattern in magnetic field through a
circular coil? current carrying circular
https://youtu.be/te8MO8jVh5k
loop of wire?
9 What happens to the magnetic field
when filed lines add up at the center of භ What is the relation
the coil? between magnetic field
lines and number turns?
`
9 How does the magnetic field changes if
there are five loops?

භ Which pole will appear

on the face of the
circular loop when
current is passing in anti
clock wise direction?

Teacher asks the following questions on the භ What is uniform

above concept. magnetic field?
SOLENOID: A coil of many circular turns
Of insulated copper wire wrapped closely z What is a solenoid?
in the shape of a cylinder is called a භ How can we change the
solenoid. strength of the magnetic
* The pattern of the magnetic field lines field of a solenoid?
around a current carrying solenoid is as
shown in magnetic field is the figure. 9 How do you identify the
9 Is the pattern of magnetic field around a poles of a solenoid?
bar magnet and solenoid similar to each
other? Q: For a current in a long straight
I* This indicates that solenoid behaves like a solenoid N- and S-poles are
created at the two ends. Among
bar magnet with one end as north pole and
the following statements, the
other end is south pole. incorrect statement is:
9 Do you observe the field line inside the Image shown on IFP
solenoid? How they appear? a. The field lines inside the
* The field lines are parallel straight lines
 inside the solenoid. solenoid are in the form of
straight lines which indicates
9 How do you identify the poles of that the magnetic field is the
same at all points inside the
solenoid?
solenoid.
9 Which pole does solenoid show when
current is passing through clockwise b. The strong magnetic field
produced inside the solenoid can
direction?
be used to magnetize a piece of
a magnetic material like soft iron
9 Which device is used to find out the when placed inside the coil.
polarity of solenoid?
c. The pattern of the magnetic
field associated with the solenoid
is different from the pattern of
the magnetic field around a bar
magnet.

d. The N- and S-poles exchange

position when the direction of
current through the solenoid is
reversed.

Teacher Reflections & Experience : .

1. What were my strengths during the lesson?
2. In what areas can I improve as a teacher?
3. How can I continue to develop my teaching skills and practices?
4. Did I encourage self-reflection and meta cognition among students?
5.How can I incorporate more opportunities for students to reflect on their learning and
assess their own progress?
These questions can serve as a review for teachers to reflect on their teaching practices and make informed decisions for
future lessons.
 PERIOD PLAN - 5
Class : X
Chapter : MAGNETIC EFFECTS OF ELECTRIC CURRENT
No.of Periods : 6
Period No : 5
Key Concepts : Force on a current carrying conductor in a Magnetic field
POINTERS FOR
LEARNING OUTCOMES TEACHING LEARNING PROCESS MATERIALS REQUIRED
ASSESSMENT.
Recall the previous knowledge . https://youtu.be/hYKPDxd
™ Explains Fleming’s Left EcT8
Hand Rule in order to
understand the working * What is solenoid ?
of electric
motor,generator,loud *Where do you see a solenoid?
speaker etc.
™ Analyses the factors *Where will we find more magnetic field
that depends on the
strength in a solenoid ?
force acting current
carrying conductor in a 
magnetic field. 
Activity 12.7
Teacher ask the the following 
™ Exhibits creativity in questions by doing the activity. 
designing and model 
using eco-friendly භ 
resources such as What materials used in this 
working model of
activity? 
electric motor &
generator etc. 
භ 
What is happening when the 
current is passing through a
 The image part w ith relationship ID rId45 w as not found in the file.

conductor?

භ What happens when current Q.What happens to the

carrying conductor is placed in direction of force acting on
magnetic field? a current carrying
conductor when the
භ Why does the rod gets displaced? direction of current is
reversed?
භ
Which force is acting on a current
carrying conductor in a magnetic field
points?

භ
What are the factors effecting the
magnetic field of a current carrying
conductor?

භ
What is the direction of force that is
exerted on a current carrying
conductor kept perpendicular to the Q.What is the Fleming’s
 external magnetic field? left hand thumb rule?

භ
What causes the force acting on a
current carrying conductor in a
magnetic field? Q.Name three factors on
which the magnitude of
භ the force on current
Why does a current carrying carrying conductor
conductor in magnetic field placed in magnetic field
experience force? depend?
භ
On what factors does direction of this
force depend?
Q.Name some devices
z State the rule used for determine which use magnetic filed
the direction of the force on a current and current carrying
carrying conductor placed in a conductors?
magnetic field?

z Name one device whose working

depends on the force exerted on a
current carrying coil placed in Q.How do you increase
magnetic field? the force on current
carrying conductor in
z What is the condition for which the magnetic field?
force on the current carrying
conductor Is zero? Q.How does Fleming’s
left hand rule help us to
z On what factors does the force find the direction of the
experience by a current carrying force acting on a current
conductor placed in a uniform carrying conductor?
magnetic field depend?
Teacher Reflections & Experience : .
1.Did I critically examine student work to gain insights into their understanding and
identify areas for improvement?
2. How can I use student work as a valuable source of information for my teaching?
3. Did I effectively utilize formative assessments to monitor student progress and adjust
instruction accordingly?
4.How can I further integrate assessment for learning strategies into my teaching
practice?
These questions can serve as a review for teachers to reflect on their teaching practices and make informed decisions for
future lessons.
 PERIOD PLAN - 6
Class : X
Chapter : MAGNETIC EFFECTS OF ELECTRIC CURRENT
No. of Periods : 6
Period No : 6
Key Concepts: Domestic electric Circuits
POINTERS FOR
LEARNING OUTCOMES TEACHING LEARNING PROCESS MATERIAL REQUIRED
ASSESSMENT
™ Understanding Teacher can go through this video to
the working of understand the house electric circuit and
domestic electric guide teachers also.
circuits.
https://www.youtube.com/watch?v=U9ZSf
™ Explains how the hnkbTQ&pp=ygUtYnlqdXMgZG9tZXN0a
electric fuse and WMgZWxlY3RyaWMgY2lyY3VpdCAgc2h
earthling protects the vcnQgdmlkZW8g Image on IFP
domestic electric
circuit.

Teacher can refer this video also-

https://youtu.be/tkYeC39xcyw?si=IFrshtD
dfeaIaMGz
™ Analyze the
9 How electricity being supplied to your
significance of
house?
neutral, earth and live 9 Have you seen electric power stations
wire, in order to in your village/towns which supply
understand formation power to homes?
of domestic electrical 9 How electricity reach to various home
 circuits. appliances in your home?
9 Do you how many colour wires
™ Draws the generally use in the house wiring?
schematic diagram of 9 Which colour is used for positive
common domestic terminal and which colour is used for
negative terminal?
circuit.
9 What is the other colour wire found in
wiring along with these two colours?

9 In the above
diagramIdentifythe live
wire, neutral wire and
earth wire?
9 What is the potential
difference between live
and neutral?
 Q: The frequency of AC in some
 countries is 60 Hz.What does this
*At present some times BLUE colour is mean?
also used as NEGATIVE(Neutral) wire
9 DO you know the potential difference a. The current changes direction
between the two wires(positive and 60 times in a second
negative) in our country?
9 Is there any variation in potential b. The current changes direction
difference between positive and 120 times in a second
negative wires from country to
country? c. The current changes direction
9 Have you ever felt shock by after every 60 seconds
electricity or electrical appliances any
time in your house? d. The current changes direction
9 Have you ever heard about short after every 120 seconds
circuiting? If yes, what is it?
 Question

(a) What is meant by short-

circuiting in electric supply?
9 How can you prevent short circuit?
(b) What is the function of
earth wire in electrical
9 Do all home appliances operates at instruments?
same power? (c) What is the usual current
9 How many types of electric circuits will rating of the fuse wire in the
be found in houses?(* 15A and 5A
power supply line which runs
circuits)
9 Whichhome appliances are generally (i) lights and fans, and
connected to 15 amperes current (ii) appliances of 2 kW
rating circuit? power?
9 Whichhome appliances are generally
connected to 5 amperes current rating
circuit?
9 How many ways of connections we
have in electrical wiring?
9 Which type of connection we
generally use in house wiring?

9 What is a short circuit?

 ** In a circuit if the insulation of
wires is damaged then live wire and
neutral wire come into direct contact
due to which the current in the circuit
increases abruptly. This is called
short-circuiting.
9 What should we do to avoid short
circuiting?

9 Is short circuiting lead to any Answer the following:

consequence in electric flow?
x Why don’t we connect
series circuit in our
9 If huge amount of current is supplying house?
in the circuit then what will happen?
x What happens when we
connect the circuit in
9 What is overloading? series?
x How a domestic electric
circuit is different from
other circuits?
x What is the difference
between fuse and MCB?
x What are the use of
MCB? And how it is a
better alternative to
fuse?

z Overloading is some times caused

by connecting too many
appliances to a single socket.

9 What is the purpose of using a fuse

in a circuit?
9 What is the alternative component we Q:Which circuit shows the correct
are using in place of FUSE now a and safe positions for the fuse
days? and the switch?

9 Is MCB reusable?

9 On which principle the fuse work?

9 On which principle MCB works?

Teacher Reflections & Experience : .
1.Did I clearly communicate the lesson objectives to the students?

2. How can I ensure that students understand the objectives and can demonstrate their
knowledge or skills related to them?
3. Did I use effective instructional strategies to engage students in the lesson?
4. How can I improve the variety and effectiveness of my teaching methods to cater to
different learning styles and needs?
5. How well did I manage the classroom during the lesson?
These questions can serve as a review for teachers to reflect on their teaching practices and make informed decisions for
future lessons.
E-content References:

PERIOD
TOPIC E CONTENT REFERENCES
NO.
1 Activity (12.1) x https://www.youtube.com/watch?v=oiA83yyIikA
(Oersted experiment) x https://www.youtube.com/shorts/KqnP9CnhX3E
Magnetic Field & Field lines. x https://www.youtube.com/watch?v=e44-IbTo3C4
(12.2 Activity)

2 Activity (12.3) x https://www.youtube.com/watch?v=mvpySuAY7pM

(Field lines around a bar magnet) , x https://youtu.be/gpWyOEYK9ts?si=v8yYM9-0HwM23Bpl
12.2 Magnetic Field due to a current carrying
conductor.

3 Magnetic field due to a current through a straight x https://www.youtube.com/watch?v=caHXwJbkbQU

conductor, Right-Hand thumb Rule.
4 Magnetic field due to a current through a circular x https://youtu.be/te8MO8jVh5k
loop, magnetic field due to a current in a
solenoid.
5 Force on a current carrying conductor in a x https://youtu.be/hYKPDxdEcT8
magnetic field, Fleming’s Left Hand rule.
6 Domestic Electric Circuits. x https://www.youtube.com/watch?v=U9ZSfhnkbTQ&pp=yg
UtYnlqdXMgZG9tZXN0aWMgZWxlY3RyaWMgY2lyY3Vpd
CAgc2hvcnQgdmlkZW8g
x https://youtu.be/tkYeC39xcyw?si=IFrshtDdfeaIaMGz
 WORK SHEET-1
1 Which of the following correctly describes a magnetic field near a straight current carrying conductor
A. The field consists of straight lines perpendicular to the wire
B. The field consists of straight lines parallel to the wire
C. The field consists of radial lines originating from the wire.
D. The field consists of concentric circles centered on the wire.
2 The magnetic field intensity produced due to a current carrying coil is maximum at:
A. Any point
B. Centre of the coil
C. Any point lying on the axis of the coil
3 A positively Charged particle (alpha particle) projected towards west is deflected towards north by a magnetic field.The
direction of magnetic field is:
A. Towards South
B. Towards East
C. Downward
D. Upward
4 Choose the correct option.
The magnetic field inside a long straight solenoid-carrying current
(a) is zero
(b) decreases as we move towards its end
(c) increases as we move towards its end
(d) is the same at all points
5 Consider a circular loop of wire lying in the plane of the table. Let the current pass through the loop clockwise. Apply the right-
hand rule to find out the direction of the magnetic field inside and outside the loop.
6 A student performs an experiment to study the magnetic effect of current around a current carrying straight conductor. He
reports that
1. The direction of deflection of the north pole of a compass needle kept at a given point near the conductor remains
unaffected even when the terminals of the battery sending current in the wire are interchanged.
2. For a given battery, the degree of deflection of a N-pole decreases when the compass is kept at a point farther away from
the conductor.
Which of the above observations of the student is incorrect and why?
7 An electric oven of 2 kW is operated in a domestic electric circuit (220 V) that has a current rating of 5 A. What result do you
expect? Explain.
8 When is the force experienced by a current-carrying conductor placed in a magnetic field largest?
9 The magnetic field in a given region is uniform. Draw a diagram to represent it.
10 State Fleming’s left-hand rule.
 WORK SHEET-2

1. To avoid the risk of electric shock, which phenomenon is used?

2. A soft iron bar is introduced inside a current-carrying solenoid. The magnetic field inside a solenoid:

a) Decrease

b) Will increase

c) Will become zero

d) Will remain unaffected

3. The magnetic field inside a long straight solenoid carrying current:

a) Is zero

b) Decrease as we move towards its end

c) Is the same at all points

d) Increase as we move towards its end

4. The front face of a circular loop of a wire is the North Pole, the direction of current in this face of the loop will be:

a) Clockwise

b) Anti clock wises

 c) Towards North

d) Towards South

5. A student learns that magnetic field strength around a bar magnet is different at every point. Which diagram shows the
correct magnetic field lines around a bar magnet?
6. The magnetic field inside a long straight current carrying conductor is?
a)is zero
b)decreases as we move towards its end
c)increases as we move towards its end
d) is same at all points
7. Flemings left hand rule gives?
a) Magnitude of the induced current 1
b) Magnitude of the Magnetic field
c) Direction of the induced current
d) Both, direction and magnitude of the induced current

8. Two coils of insulated copper wire are wound over non conducting cylinder as shown. Coil-1 has comparative large number
of turns
9. State your observations when
(i) Key K is closed
(ii) when Key K is opened
Give reason for each of your observation.
10. A coil of insulated wire is connected to a galvanometer. What would be observed if a strong bar magnet with its south pole
towards one face of the coil is
(i) moved quickly towards it?
(ii) moved quickly away from it ?
(iii)Held stationary near it?
(b) Name the phenomenon involved?

* * *