![]() ![]() Filled with interactive elements, this section is the perfect tool for getting students thinking about the meaning of concepts. Have you tried a Concept Builder lately? You should. This growing collection of cognitively-rich exercises will focus student attention on discrete learning goals. Each animation is accompanied by explanations and links to further information. MULTIMEDIA PHYSICS STUDIOSĪ large collection of GIF animations and QuickTime movies designed to demonstrate physics principles in a visual manner. Or subscribe to our YouTube channel, tap the bell, and receive notifications when new videos come out. We add videos quite frequently so stop back by if you don't find what you are looking for. Watch them on our site or follow the links to YouTube. We aim to present relatively short, highly-organized presentations with a strong graphical component on discrete topics. Our Video Tutorial provides a video-based alternative to the written Tutorial above. Designed with tablets such as the iPad and with Chromebooks in mind, this user-friendly section is filled with skill-building exercises, physics simulations, and game-like challenges. The Physics Interactives includes a large collection of HTML5 interactive physics simulations. An ideal starting location for those grasping for understanding or searching for answers. Student portfolio (Collection of the work done by the individual learner)īig books or other products evolving in groups through collaborationġ0TH CLASS F.A-3 PROJECTS & LAB ACTIVITES (T.M) CLICK HEREġ0TH CLASS F.A-3 PROJECTS & LAB ACTIVITIES (E.M) CLICK HEREġ0TH CLASS P.S LAB ACTIVITIES & PROJECTS FORMATIVE ASSESSMENT – III PROJECTSĬLASSIFICATION OF METALS AND NON-METALS BY ELECTRIC CONDUCTIVITYĬLASSIFICATION OF METALS AND NON-METALS BY ELECTRIC CONDUCTIVITY (T.A set of instructional pages written in an easy-to-understand language and complemented by graphics and Check Your Understanding sections. Self – Assessment tools given in TB for the use of learners. Teacher’s unit cum period plans that reflect children’s performance. ![]() The following are the evidence for awarding marks: This practice will help children in attempting the written discourses in Summative Tests. This way all the targeted discourses should be covered. This test should cover any two / four targeted discourses in each formative assessment. Slip Test: This test should be conducted without giving any prior notice to children. Projects: The oral and written performance of children which cover all academic standards should be considered while awarding marks in various stages ie., planning, execution, analysis and interpretation of data, report writing and presentation with feedback. Notebooks (Written works) : The written performance of children related to conventions of writing, vocabulary, grammar, written discourses and the indicators written should be considered while awarding marks. ![]() Lab activities: The oral performance of children related to classroom activities that cover the academic standards i.e., listening and speaking, reading comprehension, oral discourses and their indicators should be considered while awarding marks. ![]() This is not a single day activity it is a cumulative account of what has happened in a day-to-day classroom transaction.Ĭriteria for awarding marks under each tool: The teacher has to assess the performance of the learners during each term. F.A-3-Physical-Science-projects-Model-papers-8th-9th-10th-Classħ. ![]()
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