METCA INSTITUTE OF TEACHER EDUCATION

2014-2015
STD :VIII
Time : 45 minutes

PHYSICS

Total Score: 20

Instructions :
15 minutes is given as cool-off time.
This time is to be spent for reading the question paper.
You are not supposed to write anything during the cool-off time.
Attempt questions according to instructions.
1. Identify the relationship and fill in the blanks
A train leaving a station : acceleration
A train approaching a station : ..
2. Which is correct?
a. m/second
b. metre/s
c. metre /second
d. m/s

(score)
1

3. Classify the following quantities into scalar and vector quantities.

Distance, Displacement, Time, Speed
2
4. A lorry, moving at a velocity of 30 m/s comes to rest in 5 seconds. What is its
acceleration?
1
5. (1) Identify whether an object in the following situations is in uniform velocity or
in non uniform velocity.
2
a. Magnitude of velocity does not change, but direction changes.
b. Neither the magnitude nor the direction changes.
c. Both magnitude and direction change.
(2) Find out the situations from the above statements, in which acceleration
occurs

6. Complete the table

Examine the details given in the diagram and complete the table
om/s
A
0
Distance
travelled
A
B

5/ms
B
5s
Initial
velocity
u

10m/s
10m/s
6m/s
C
D
E
10s
15s
20s
Final
v-u
velocity
v

B
C

0m/s
F
25s
Time for
change in
velocity t

a=
vu
t

5 M/S
10 m/s
-0.8m/s2

_________

55
(5)
(2)

7. Prepare two posters to make people aware to avoid road accidents.

8. Manu starts from A and reaches C in 20s through B
B 120m

A
a.
b.
c.
d.

80m

Write the distance travelled by Manu? What is his displacement?

What is his speed?
What is his velocity?
Write a situation where speed and velocity become equal?

1
1
1
1

9. Which among the following is the unit of velocity ?

( ampere, m/s, Kelvin, candela)
1

10.Give two examples for retardation in our daily life ?

2
11.Write two example of scalar quantity?
1
12.If the initial velocity is m and final velocity is n then the time is p second then form
the equation to find out acceleration?
2

METCA INSTITUTE OF TEACHER EDUCATION

2014-2015

ASSIGNMENT

Topic : Hand book, work book, Reference book and

Supplementary readers, Resource materials.

Submitted to,

Submitted by,

Divya Teacher

Vidya Manohar

Lecture in Physical Science.

Physical Science .

Date of submission : 30/9/2015.

Introduction

The purpose of learning and teaching resources is to provide a source of learning

experiences for students. They should be able to facilitate interaction among students and
teachers during the learning/ teaching process, as well as to help students to learn,
broaden students learning experiences and meet different learning needs. If used
effectively, learning and teaching resources can help students to construct knowledge for
themselves and develop effective learning strategies, generic skills, values and attitudes,
thus laying a solid foundation for life-long learning.

Handbook for teachers

It is a ready reference material for the teacher to supplement his classroom
teaching. It contains summaries of chapters in the text book, conceptual development of
topics, statement of instructional objectives to be realized, explanation of significant
terms, facts and principals. It also contains learning experience to be taken while
demonstration is conducted exercises of various kinds suited to each topic. Evaluation
tools, assignments for pupils and suggested reading materials for teachers and pupils are
also included in the handbook.
Workbook for learners
It is a practice material for pupils. The content of the workbook is arranged
according to the order of the text book on which it is based. It contains summaries of each
chapter of the content in the text book, exercises of different kinds, keys to exercises,
suggestions for practical work, suggestions for improvements and assignments and
evaluation tools. The learner workbook is a comprehensive, workbook-style document. It
can be used for distance and work-face-to-face learning. The Learner Workbook provides
an overview of the module and the learning outcomes which will help you to planned into
topic areas providing information for you to read, topics for research, activities that can
be completed alone, in groups or in your workplace. A glossary and a list of references
and resources are also provided in each module. Work Books vary greatly in content and
organization at one extreme are workbooks that reprint pages of associated textbooks,
replacing key words with blanks that are to be filled in by after reading their texts. At the
other extreme are workbooks that make provision for many different type of activities,
forms for spaces for sketches and clippings, suggestions for supplementary work, study
guides for reading assignments and self-testing devices. Sometimes in addition, the
teacher is provided with pads of tests, one per pupil, to be used in evaluating
achievement. Workbooks of the latter type serve as a combined course of study, a study
guide and a record book.

Reference books and supplementary readers

Supplementary readers:
Reading of supplementary readers is a method of introducing students to up to date
information and of meeting varied needs and interests of pupils. It stimulates additional
reading in the same or related topic; this develops initiation and self direction.
Development of critical attitude in pupils and intellectual potentialities is made possible
through supplementary readers. It extends and deepens their scientific interest and
cultivates scientific attitude.
Reference books
These books are effective aids to learning. Dictionaries, yearbooks, annual reports,
encyclopedia of science etc. come under this category. Students must be given training in
the use of reference books. The utility of the reference materials depends on the extent it
is used, the frequency of its use and the guidance provided to pupils.
Types of reference books
Bibliography A systematic list or enumeration of written works by a specific
author or on a given subject, or that share one or more common characteristic (language,
form, period, place of publication, etc.). When a bibliography is about a person, the
subject is the bibliographies. A bibliography may be comprehensive or selective. Long
bibliographies may be published serially or in book form. The person responsible for
compiling a bibliographer.
ICT based resource materials
A teaching aid can be defined as any action that the teacher planned to use in the
design or development of the curriculum (by you or the student) to approximate the
content or facilitate, mediate learning experiences. Traditional teaching aids can arrange
training through information resources (e.g., literature and encyclopedias), collaboration

tools (e.g, discussions and seminars) and learning resources (e.g., tutorials and
textbooks). The term information and communication technology (ICT) encompasses the
advanced technologies for information processing and communication designed to
encourage information and communication processes. ICT for teaching facilitates the
creation of multimedia content, collaborative environments and e-learning scenarios. ICT
applied to training process can be divided into information resources (e.g., Webgraphy
and online databases), collaboration resources (e.g., mailing lists and blogs) and learning
resources (e.g., repositories of educational resources and podcasts).
The use of teaching resources is required to illustrate the construction model,
integrate data into the design process and ensure the adequacy of the presentation of
instructional content by programming teaching units. It is noted that educational media
includes the following functions.
to motive , arouse and maintain interest.
provide information
Guide student learning; organizing in formation, linking knowledge,
creating new knowledge, creating new knowledge and applying it.
Assess knowledge and skills.
Provide environments for expression and creation.
Spiegel lists the following functions of teaching resources.
Translating content into different languages.
Providing organized information.
Facilitating practices and drills.

Conclusion
While there are still many questions left unanswered about the McKoys,
and many possible truths to be drawn from their lives, I have aimed in this article to
establish that at least two things are not true: the tale of the beneficent and beloved
slaveowners and the resigned, downcast expression on Millie's face in the altered picture.
Moreover, I contend that turning away from historical legacies as complex and dangerous
as those of enslavement and enfreakment keeps us from being able to understand them
and to imagine different futures. We need to develop paradigms of analysis that allow us
to perceive and interpret both the radical empowerment of the McKoys' lives and the
oppressions that are no less fundamental to their story. Such an analysis must allow for
dissonance, contradictions, and even discomfort in its gaze. Only then can we move
forward with the work of shaping new representations and new possibilities for
extraordinary bodily experience.