ICSE CLASS - VII PHYSICS Syllabus Theme 1: Matter Building on previous learning in Classes VI and VIZ, in this class the theme aims at introducing children to the Kinetic Theory which will help them in understanding the difference in the three states of Matter. The theory states that all matter is made of tiny particles which in an object are always in motion that may move slow or fast. In solids, the particles have less energy hence do not move around freely. In liquids, they have relatively more energy and move about freely within the container. The particles of gases have much more energy and move freely at high speeds. The increase or decrease in the movement of energy is the result of heating or cooling of an object. Heating an object increases the energy of particles whereas cooling decreases the energy of particles of an object. Learning outcomes: Children will be able to: \Z distinguish the three states of matter in terms of movement of particles; \Z relate the three states of matter with energy of movement of particles in them; \U describe the change of state using Kinetic theory: + Boiling © Vaporization Melting Fusion Evaporation Condensation ‘Sublimation Deposition Freezing, U identity appropriate observable parameters in experiments; \ collect data and make careful observation; \% present the results in the form of tables; \% consider results using scientific knowledge and communicate these. > Revising previous concepts learnt by > Samples of three states of children. matter > Building on children’s previous > Abeaker learning. > Tripod stand with mesh > Demonstrating matter in three states. > Burner > Demonstrating change of state, solid > Thermometer to liquid, liquid to gas, ete. > Laboratory stand > Demonstrating the phenomenon of > Naphthalene balls melting and boiling. > Videos on states of matter > Engaging children in undertaking and change of state activities related to melting and boiling, condensation and freezing and yeeenens‘making observations followed by disenssion. > Engaging children (individually /in groups) to observe change of state; solid to liquid, liquid to gas and record what is observed. > Explaining different terms, such as, boiling, melting, freezing, condensation, sublimation, ete. with ‘examples from daily life, > Observation of above mentioned phenomena in possible classroom situations (using different samples) > Children observing solids and liquid (Compare and contrast the physical characteristics). > Encouraging children to prepare a comparison table of different states based on (shape, texture and volume). > Asking children to describe the interconversion of states using ‘examples like water, naphthalene balls ete. and additional examples of all types of change of state. > Engaging children in pairs or in small groups in investigation of the related change of state due to addition of energy (heating) or cooling due to a substance, > Engaging children (individually in ‘groups/in pairs) in the design of activities to show that melting or boiling occurs at a fixed temperature fora substance. Integration: Chemistry, Geography, Technology in daily life. Life Skills: Cooperation and working together, Problem-solving.Theme 2: Physical Quantities and Measurement Previous learning demonstrated the measurement of the density of regular solids. In this class children will develop the ability to measure the, density of an irregular solid and also of a given liquid. They will also understand that due to the difference in the value of densities of a solid and liquid, a piece of solid can float or sink in a liquid. Learning outcomes: Children will be able to: \% measure density of an irregular solids; U measure density of a liquid; \ discuss the concept of floatation based on relative densities of solid and liquid; express result of measurement in proper unit with proper symbol; solve simple numerical problems based on formula of density; U compare densities of matter in three states, solid, liquid and gas; \ make careful observations including measurements; \ gather data using formal units; \Z make conclusions from collected data; make predictions using scientific knowledge and effectively communicating the same. > Revising previous concepts learnt by > Graduated eylinder children, > Bureka can > Building on children’s previous > Graduated beaker learning. > Water > Demonstrating the process of > Objects of different ‘measurement of density of an irregular densities solid. > Liquids of different > Demonstrating the process of densities pes teren ctr een es erecta aerate > Engaging children in practical tasks > Objects of irregular involving measurement of density of _ shapes an irregular solid and a liquid > Video on volume > Engaging children (in measuring devices ‘groups/pairs/individually) in an > Video on determination of investigation to find out which object _ density of solid and liquid floats in which liquid, given solids of Aifferent densities and liquids of different densities. This is to be followed by discussion, > Guiding children to predict the result of the previous investigation and ‘comparing predictions with the outcomes. Life Skills: Cooperation and working together, Problem-solving, Integration: Chemistry, Technology in daily life.Theme 3: Force and Pressure A force is a push or pull upon an object resulting from the object's interaction with another object. Turning effect of a force is more if the distance between the point of ‘application of force and the pivot is more. It is given a special name, Moment of force. Pressure is defined as force per unit area. Solids, liquids and gases, all exert pressure. Atmosphere also exerts pressure. Learning outcomes: Children will be able to: © explain the turning effect of a force, with examples from daily life; \ define moment of force; express moment of force in proper units; \Z solve simple numerical problems based on moment of force; \ define pressure; express pressure in proper units; \ solve simple numerical problems based on formula for pressure; \ describe pressure exerted by a liquid; U demonstrate that liquids exert pressure; \ describe pressure exerted by a gas; \Z describe atmospheric pressure; U express thoughts that reveal originality, speculation, imagination, a personal perspective, flexibility in thinking, invention or creativity; \Z present ideas clearly and in logical order. > Revising previous concepts learnt by > A nut fixed in an object children. > Spanner > Building on children’s previous > Doors of classroom learning. > Nails > Demonstration of turning effect of > Hammer force. > ‘Transparent glass tube or > Explanation of turning effect and plastic pipe factors on which it depends. > Rubber balloon > Engaging children in task for > Strong thread calculation of turning effect. > Water > Demonstration of pressure exerted by > A plastic bottle with a hole a force on an object. bear the bottom > Explanation: pressure depend onthe > Rubber sucker area of surface on which the force acts. > Demonstration of pressure exerted by aliquid. > Demonstration of pressure exerted by agas. > Explanation of pressure exerted by> Engaging children in tasks to show that: (pressure depends on area liquids exert pressure iii) gases exert pressure. > Observation/Experimentation/ Analysis > Student led experiments (reasoning to be given by children individually) Investigate the effect on pressure when walking on flat shoes and pointed heels ‘on our body support system. Foreg. Children reasoning as to- Why is it easier to hammer a sharp pin respective toa blunt pin? Integration: Geography, Technology in daily life. Life Skills: Cooperation and working together, Problem-solving,Theme 4: Energy Building on previous learning on Energy, the emphasis in this class is on the introduction of gravitational potential energy to children. Look at a swinging bob of a pendulum. When it is at its extreme position (the highest point of its motion), it has gravitational potential ‘energy. When it reaches its mean position (lowest point), it has maximum speed and it has high kinetic energy. In this case, one form of energy changes into other, accor to the law of conservation of energy. Energy is the ability to do work. Work is said to be done when a force acting on an object changes the position of the object. For the special case when the object changes its position along the direction of the force, work is given by the product of the force and distance moved by the object. But different persons may take different time to do the same work. Rate of doing work is called power. ‘So energy and power are two different physical quantities, having different units. In many situations, the focus is on the power and not energy. For e.g. the power of a motor which works is paid for the electricity consumed, is actually paid for the energy consumed. Learning outcomes: Children will be able to: \ define work; \ express work in proper unit; \ calculate work done in simple cases; 4 define kinetic energy; \ express kinetic energy in proper units; \ solve simple problems based on kinetic energy; \ define potential energy; \ define gravitational potential energy; \ solve simple problems based on gravitational potential energy; \4 describe energy transformation in daily life situation; \ distinguish between energy and power; Y can plan an experimental investigation or demonstration using Scientific processes; \ can identify /select on the basis of attributes. Revising previous concepts learnt ? Video on work done in bychildnen ae y_fimpe cates from diy ite. a eee > Asimple pendulum. Puidingon children’s Previows > Video on Kinetic and ea potential energy. Explaining concept of workdone > Video on transformation of with examples from daily life. ane Calculating work done in simple cases and expressing result in proper unit. Explaining of kinetic energy and potential energy. Explaining of _—_ gravitational potential energy Solving of problems on kinetic and potential energy> Demonstrating kinetic and potential energy using a simple Integration: Technology in daily life Life Skills: Cooperation and working together, Problem solvingTheme 5: Light Energy ‘An object lying at the bottom of a vessel filled with water usually appear to be at different depth than it actually is. This is due to bending of light rays when it travels from water to air. This phenomenon is called refraction. Light bends when it passes obliquely from one medium to the other. Due to refraction, a mirage is observed on a hot sandy desert. Atmosphere also refract the rays coming from the sun. This causes advanced sunrise and delayed sunset. Previous learning emphasized on reflection of light by a plane mirror. how images are formed by a curved (concave) mirror is now dwelt upon ‘long with rules used to construct ray diagrams. Learning outcomes: Children will be able to: Y define refraction; \ discuss examples of refraction; describe a spherical mirror; \ describe a concave and a convex mirror; \ define the terms, principal axis, centre and radius of curvature, focus and focal length for a spherical mirror; \ describe rules for making ray diagrams for spherical mirror; \% distinguish between real and virtual images; \ use a ray diagram to show formation of a real image by a spherical mirror; UY describe the characteristics of a real image formed by a spherical mirror; \ describe dispersion of white light by a prism into constituent colours; \ display a scientific attitude while making models; \. show creative mind set while studying real world optical phenomena; Y communicate logical reasoning and explanations effectively using scientific terms. > Revising and revisiting previous > A glass slab concepts learnt by children. > Alaser pencil > Building on children’s previous _> White sheet of paper earning. > Drawing board > Demonstrating the phenomenon of P Drawing pins refraction > Pencil > Engaging children in pairs, individually > Scale or small groups in activities related to > Eraser refraction. > Aglass tumbler with water > Explaining refraction with suitable > Concave mirror ‘examples. > Convex mirror > Demonstrating how concave and > Candle convex mirrors work. > Mirror stand > Representing of concave and convex > Candle stand mirrors through diagrams: > Match box. > Explaining the terms ie. Focus, > Sereen with stand principal axis, centre of curvature, > Asharp pin with standradius of curvature with the help of diagrams to children. > Engaging children in activities related to image formation by a concave mirror using ray diagram. > Explaining real and virtual images. > Demonstrating the dispersion of white light into component colours. Integration: Geography, Technology in daily life. Life Skills: Cooperation and working together, Problem-solving.Theme 6: Heat Transfer In both boiling and evaporation, matter changes from liquid to gas. But the two processes ‘ore quite different. When temperature of a matter increases, the particles of the matter gain energy and move with greater speed. In evaporation, the particles at the surface escape and form gas. Other particles, inside the liquid, do not have enough energy. So ‘the process of evaporation occurs at the surface. It happens at all temperatures. In boiling, all particles of the liquid are at the same temperature and are involved in the process. It happens in the whole volume of the liquid and it happens at a fixed temperature, particular to a liquid. But before change of states takes place due to supply of heat, there is another effect which is commonly observed. That is the expansion of matter. Matters in all form, except some exceptions, expand on heating. In solids, the effect is less, in liquids more, and in gases maximum. Classification of expansion into three types- linear, superficial and volume are explained with examples from daily life. Learning outcomes: Children will be able to: { compare and contrast Boiling and Evaporation; \ describe thermal expansion of matter; \ describe, linear, area(superficial) and volume expansion; \ compare expansivity in Solids, Liquids and Gases; \ construct models based on scientific process; \Z observe and cite multiple physical phenomena from one experiment. > Revising and revisiting previous > aflask concepts learnt by children. > Tripod stand with mesh > Building on children’s previous > Burner learning. > Water > Demonstrating points of boiling and > Experimental set up to evaporation. show linear and area > Engaging children intasks related to. _thermal expansions boiling and evaporation. > Videos on _ thermal > Explaining the difference in boiling. expansion and evaporation. Po penioastretive inert expemeions area expansion and volume expansion through simple experiments for children. Integration: Chemistry, Technology in daily life Life Skills: Problem-solving, Critical thinking,Theme 7: Sound In the previous classes children were made aware of and enabled to understand that a sound wave is characterised by its frequency and amplitude. Parameters that focus on loudness and pitch and are commonly used to characterise sound produced by different sources were also highlighted. The loudness depends on the amplitude, hence when the amplitude of sound is large, sound is loud. Pitch is related to the frequency so when the frequency is high, the pitch is high or the sound is shrill. In this class the theme focusses ‘on showing how sound produced by different musical instruments have different pitch and loudness. Learning outcomes: Children will be able to: \/ relate pitch and frequency; \ understand pitch and frequency in relation to working of musical instruments. (wind, membrane and string); \ explain mono tone; \ relate loudness and amplitude; & ‘state the unit of loudness in decibels. > Revising and revisiting previous > Arubber band concepts learnt by childre > A metal tumbler filled with > Building on children’s previous water learning > Apencil > Explaining terms related to pitch and > Musical instruments. eee > Video on Pitch and > Demonstrating the relation between loudness of sound eee ac eer rea > Demonstrating of pitch and frequency _ instruments ofsome common musical instruments > Tuning a guitar using a > Demonstrating monotone sound programme available on > Demonstrating the relation between the internet loudness and amplitude > Explaining units of loudness ie. decibel. > Engaging children in tasks/ activities related to pitch, loudness, frequency and amplitude. > Engaging children in the design of musical toys. Integration: Music, Technology in daily life. Life Skills: Cooperation and working together, Problem solvingTheme 8: Electricity In this theme the aim is to develop the ability to estimate consumption of electricity by knowing the power rating of appliances used. Children will also be able to appreciate and understand the need and importance of taking certain precautions and use of safety devices to protect themselves and others against electrical hazards. Previous learning stressed on electricity due to charges in motion, i.e. current electricity. However, objects can be charged, where charges are static not in motion. This is known as static electricity. This leads to many phenomena in nature, like lightning and thunder during rainy season. How an object that is charged may be detected using a simple device known as an electroscope. ‘Learning outcomes: ‘Children will be able to: \ describe household consumption of electricity; U identity live wire, neutral wire and earth wire in terms of their energy and path they travel; \ describe safety components (fuses, circuit breakers); \% describe phenomenon of static electricity; explain conservation of charges; \ describe conduction and induction of charges; \% describe construction and working of an electroscope; describe a lighting conductor; identity dangers of electricity; \% conduct scientific experiments keeping in mind all the parameters; \Z study the impact of energy consumption and draw conclusions from the same and suggest alternate approaches; \ learn the use of safety precautions while dealing with electrical appliances. > Revising and revisiting previous > Household appliances with concepts learnt by children. rated power > Building on children’s previous > Household electricity bill earning > Fuses and circuit breakers: > Calculating energy consumption using P Balloons household electricity bills by children. > Threads, Laboratory stands > Helping children identify live, neutral > Video on electricity and and earth wires safety measures > Demonstrating safety components and > Interactive Video on static their uses electricity > Demonstrating static electricity > Interactive video on > Demonstrating induction and lighting conductor conduction > Engaging children in activities related to static electricity > Demonstrating the construction and working of an electroseope> Engaging children in design of a simple electroseope > Demonstrating the functioning of a battery > Explaining a lightning conduetor and its use > Explaining the dangers of electricity ‘and the safety precautions required Integration: Geography, Technology in daily life. Life Skills: Problem solving, Critical thinking.