D LF P

UB L IC SCH OO L

DLF Public School

LESSON PLAN 1 [2019 -- 2020] THE LEARNING ACADEMY
V EN TU R
E VIGOUR
Managed By Darbari Lal Foundation

Teacher Name Class Subject Time Date Lesson Topic

slot

Physics 35 Dec Sound Concept of waves and

IX min 2019 types of waves
Expected Learning Outcome:
 Define the term sound.
 Understand and describe the propagation of sound waves in day to day life
 Define and understand wave motion.
 Define and give examples for types of waves.
 Describe an activity to show that sound is a mechanical wave.
Expected skill development:
Comprehension, understanding, critical thinking, description, virtual thinking.

FLOW OF LESSON WITH RESPECT TO TIME (Introduction/warm-up, Content, Think Line, Closure)

WARM UP AND INTRODUCTION

Will review the previous knowledge with the following questions: (5min)
 What do you mean by periodic motion?
 Give some examples showing periodic motion
 What is the basic difference between vibration and oscillation?
 Give at least one example of vibration and oscillation each

CONTENT (Discussion and questionnaire method)

 Define sound. (20 min)
 Description of propagation of sound waves in daily life:- vibration of particles in
atmosphere
 Define wave and wave motion.
 Description of the activity of a bell jar showing that sound wave is a mechanical
wave
(Bell ringing inside the jar having vacuum is not audible)

THINK LINE: -what is transferred by wave motion from one place to another, matter or
energy. Give one example in support of your answer
CLOSURE:
How does the sound produced by a vibrating object in a medium reach your ear?
Explain how sound is produced by your school bell? (5 min)
Is sound wave mechanical energy? Justify.
  Proposed Questions (must include the questions asked in the classroom and the ones
given as class-work in the notebook)
 How is sound produced?
 In how many basic categories all the different forms of energy are divided?
 What is the basic of this categorization?

 Evaluation/Assessment: Oral questionnaire

Sound is mechanical energy? Justify.

Learners on the way Advanced Learners

Does sound need a medium to travel? When a stone is thrown on the surface of
water, a wave spreads out. From where does
the energy come from?

Materials needed/Resources:
Chalk, duster, NCERT book.

Common Misconceptions: Addressing the misconceptions:

Students get confused in the difference Students get confused in the difference
between types of waves and wave-motion between types of waves and wave-motion

Home Assignments: (5 min)

 What is sound and how is it produced?
 Describe with the help of a diagram, how compressions and rarefactions are produced
in air near a source of sound.
 Cite an experiment to show that sound needs a material medium for its propagation.
 D LF P
UB L IC SCH OO L

DLF Public School

LESSON PLAN 2 [2019 - 2020] THE LEARNING ACADEMY
V EN TU R
E VIGOUR
Managed By Darbari Lal Foundation

Teacher Name Class Subject Time Date Lesson Topic

slot

IX Physics 35 Dec Sound Types of wave motion

min 2019
Expected Learning Outcome:
Students will be able to
 Understand and describe the types of wave motion.
 Define crest and trough in a transverse wave with displacement-distance graph.
 Define rarefaction and compression in a longitudinal wave with displacement-
distance graph.
 Differentiate between transverse and longitudinal waves.

Expected skill development:

Comprehension, critical thinking, correct usage of scientific vocabulary

FLOW OF LESSON WITH RESPECT TO TIME (Introduction/warm-up, Content, Think Line, Closure)

WA WARM UP AND INTRODUCTION

Discussion of homework questions given in the last class (5 min)
Will review the previous knowledge with the following questions: (2min)
 What is a wave?
 How many types of waves are there?
 What is the basis of their categorization?
CONTENT (Discussion and questionnaire method)
(20 min)
 Two types of wave motion:-
a) transverse waves and b) longitudinal waves
 Define transverse waves with examples.
 Define longitudinal waves with examples.
 Define crest and trough in a transverse wave.
 displacement-distance graph of a transverse waves showing crest and trough.
 Define rarefaction and compression in a longitudinal wave.
 displacement-distance graph of a transverse waves showing rarefaction and
compression.
 Differentiate between transverse and longitudinal waves on the basis of the
following parameters:
a)Definition
 b) parts
c)displacement-distance graphs
d) Types of mediums through which they can pass
e) examples
Think line:- How would you infer that sound waves are longitudinal waves?
CLOSURE:
Recapitulation of the concept by discussion of the following questions step wise (5 min)
 How many types of wave motion are there?
 What are their differences (longitudinal and transverse waves?
 Draw their displacement time graphs?

 Proposed Questions (must include the questions asked in the classroom and the ones
given as class-work in the notebook)
 How many types of wave motion are there?
 Write 4 differences between them?
 Define crest and trough?
 Define rarefaction and compression?
 Evaluation/Assessment:
Differentiate between longitudinal and transverse wave motion.
DIFFERENTIATED CLASSROOM

Learners on the way Advanced Learners

 How many types of wave motion are  Define crest and troughs
there?  Define rarefaction and compression
Materials needed/Resources:
Chalk, duster, NCERT book.
Common Misconceptions: Addressing the misconceptions:
Students gets confused about how transverse By explaining the difference in their origin.
wave is actually different from longitudinal

Home assignments: (3 min)

Write three differences between transverse and longitudinal waves.

Why are sound waves called mechanical waves?

Why is sound wave called a longitudinal wave?

 D LF P
UB L IC SCH OO L

DLF Public School

LESSON PLAN 3 [2019 -- 2020] THE LEARNING ACADEMY
V EN TU R
E VIGOUR
Managed By Darbari Lal Foundation

Teacher Name Class Subject Time Date Lesson Topic

slot

Dec Waves formed in slinky

IX Physics 35 2019 Sound and tuning fork and
min characteristics of a
wave.
Expected Learning Outcome:
Students will be able to
 Formation of wave in a tuning fork
 Formation of both types of waves in a slinky.
 Description of various parameters related to a wave along with their SI unit and
nature.
 Relation between time period and frequency of a wave.
Expected skill development:

Comprehension, understanding, critical thinking, drawing/illustration

FLOW OF LESSON WITH RESPECT TO TIME (Introduction/warm-up, Content, Think Line, Closure)

WA WARM UP AND INTRODUCTION

Discussion of home work questions given in the last class (5 min)
Will review the previous knowledge with the following questions: (2min)
 How many types of wave motions are there?
 What is the basis of their categorization?
 What is a slinky?

CONTENT (Demonstration and Discussion method) (20 min)

 Diagrammatic representation of longitudinal waves formed in a tuning fork.
 Diagrammatic representation of longitudinal waves formed in a slinky when given
parallel vibrations.
 Diagrammatic representation of transverse waves formed in a slinky when given
perpendicular vibrations.
 One by one description of the following parameters relates to a wave with their
symbol, SI units and their nature:
I. Amplitude of a wave
II. Frequency of a wave
III. Wavelength of a wave
IV. Time period
 Relation between frequency and time period
F=1/T
 THINK-LINE: Suppose you and your friend are on the Moon. Will you be able to hear
any sound produced by your friend?

CLOSURE:
Recapitulation of the concept by discussion of the following questions step wise (5 min)
 How many types of waves can be formed in a slinky?
 Where is the difference to obtain the two different waves?
 How many parameters are there in a wave?

 Proposed Questions (must include the questions asked in the classroom and the ones
given as class-work in the notebook)

 Define amplitude and what is its SI unit?

 Define frequency and what is its SI unit?
 Define time period and what is its SI unit?
 Define wavelength and what is its SI unit?

 Evaluation/Assessment:
Graphical representation of wave with the help of displacement-distance graph. Identify
amplitude, wavelength.
Learners on the way Advanced Learners
Define amplitude, frequency, time period and Relate frequency with time period of a wave.
wave length.
Materials needed/Resources:
Chalk, duster, NCERT book.
Common Misconceptions: Addressing the misconceptions:
Students will get confused when we get By realizing them the fact that parallel and
longitudinal waves and transverse waves with perpendicular motion lead to different kinds of
the same slinky. wave in the same slinky.
Students get confused by units of amplitude, Regular practice in required for learning units.
frequency and wavelength.

 Home Assignments: (3 min)

1. A person is listening to a tone of 500HZ sitting at a distance of450m from the source of
the sound. What is the time interval between successive compressions from the
source?
2. What are wavelength, frequency of a sound waves related to its speed?
3. Flash and thunder are produced simultaneously. But thunder is heard a few seconds
after the flash is seen, Why?
 D LF P
UB L IC SCH OO L

DLF Public School

LESSON PLAN 4 [2019 -- 2020] THE LEARNING ACADEMY
V EN TU R
E VIGOUR
Managed By Darbari Lal Foundation

Teacher Name Class Subject Time Date Lesson Topic

slot

IX Physics 35 Dec Sound Relation between the

min 2019 frequency, velocity and
wavelength of a wave.

Expected Learning Outcome:

Students will be able to:
 Derive the relation between frequency, wavelength and velocity of a wave.
 Comprehend and solve numerical based on the relation of time period and
frequency.
 Comprehend and solve numerical based on the relation between frequency, wave
length and velocity of a wave.
Expected skill development:
Comprehension, Problem solving, critical thinking.

FLOW OF LESSON WITH RESPECT TO TIME (Introduction/warm-up, Content, Think Line, Closure)

WARM UP AND INTRODUCTION

Discussion of home work questions given in the last class (5 min)
Will review the previous knowledge with the following questions: (3min)
 What is frequency of a wave?
 What is time period?
 How frequency and time period are related?
CONTENT (discussion method and demonstration by students)
 Step by step derivation of the relation between frequency, wavelength and velocity
of a wave. (5 min)

Velocity=distance travelled /time taken

So, velocity= wavelength/time period
V= ƛ/ T
V= ƛ x f

Students will solve following numerical related to it one by one on the board: (15min)
 a) Calculate the wavelength of a sound wave whose frequency is 220 Hz and speed is
440 m/s in a given medium?
b) A person is listening a tone of 500 Hz sitting at 450m from the source of the sound.
What is the time interval between successive compressions from the source?
c) A person has a hearing range from 20 Hz to 20,000 Hz what are the typical
wavelengths of sound waves in air corresponding to these frequencies? Take the
speed of sound in air as 344 m/s.
CLOSURE:
Discussion of the misconceptions/ common misconceptions while solving the numerical
(5min)
 Proposed Questions (must include the questions asked in the classroom and the ones
given as class-work in the notebook)

 How wavelength is defined in terms of distance between crests/troughs or compressions/

rare faction?
 How frequency and time period of a wave are related?

 Evaluation/Assessment: Oral questionnaire

Relate frequency, time period and wavelength.

Learners on the way Advanced Learners

How frequency and time period of a wave are  The frequency of a source is 100 Hz.
related? How many times does it vibrate in a
minute?

Materials needed/Resources:

Chalk, duster, NCERT

Common Misconceptions: Addressing the misconceptions:
 Students generally forgets to convert the By reminding them again and again.
parameters into their SI unit.

 Home Assignments: (2 min)

 If velocity of sound in air is 340 m/s, calculate
(a) Wavelength when frequency is 256 Hz.
(b) Frequency when wavelength is 0.85 m.
 D LF P
UB L IC SCH OO L

DLF Public School

THE LEARNING ACADEMY
Managed By Darbari Lal Foundation
LESSON PLAN 5 [2019-- 2020]
E VIGOUR
V EN TU R

Teacher Name Class Subject Time Date Lesson Topic

slot
Relation between the
IX Physics 35 Dec Sound frequency, velocity and
min 2019 wavelength of a wave.
Extra numerical on the
relation.
Expected Learning Outcome:
Students will be able to:
 Comprehend and solve numerical based on the relation of time period and
frequency.
 Comprehend and solve numerical based on the relation between frequency,
wavelength and velocity of a wave.

Expected skill development:

Comprehension, Problem solving, critical thinking.

FLOW OF LESSON WITH RESPECT TO TIME (Introduction/warm-up, Content, Think Line, Closure)

WARM UP AND INTRODUCTION

Discussion of home work questions given in the last class (5 min)
Will review the previous knowledge with the following questions: (3min)
 What is frequency of a wave?
 What is time period?
 How frequency and time period are related?
 What is the relation between velocity, frequency and wavelength of a wave?
CONTENT (discussion method and demonstration by students)
Students will solve following numerical related to it one by one on the board: (20min)
d) If the period of small ripples on water is 0.1s and their wavelength is 5cm, then what
is the speed of the waves?
e) Waves of frequency 100Hz are produced in a string as shown in the figure. Give its:
1. Amplitude
2. Wavelength
3. Velocity
4. Nature?
 f) A boat at anchor is rocked by waves whose crests are 100m apart and whose velocity
is 25 m/s. how often do the crests reach the boat?

THINK-LINE: Does a 220HZ sound wave move faster, slower, or at the same speed as a
440HZ sound wave?

CLOSURE: (5min)
Discussion of the misconceptions/ common misconceptions while solving the numerical

 Proposed Questions (must include the questions asked in the classroom and the ones
given as class-work in the notebook)

 How wavelength is defined in terms of distance between crests/troughs or compressions/

rarefaction?
 How frequency, velocity and wavelength of a wave are related?
 What is the distance between a consecutive compression and rarefaction?
 What is the distance between a consecutive compression and rarefaction?

 Evaluation/Assessment: Written questionnaire

Difference between compression and rare faction.
Write an expression to relate wavelength, frequency and time period.
Learners on the way Advanced Learners
 How frequency, velocity  The distance between a crest and the next trough in
and wavelength of a wave a transverse wave is 10 cm. if 50 such crests and
are related? troughs are produced by the source in 0.5 s, then
find the wavelength and velocity of the wave.

Materials needed/Resources:
Chalk, duster, NCERT book.
Common Misconceptions: Addressing the misconceptions:
 Students gets confused how to comprehend the By giving them practice for such type of
numerical and identify the parameter given in the numerical.
question.

 Home Assignments: (2 min)

 In a ripple tank, ten ripples are produced /s. if the distance between a trough and a
neighboring crest is 12cm, calculate the frequency, wavelength and velocity of a
wave.
 D LF P
UB L IC SCH OO L

DLF Public School

LESSON PLAN 6 [2019 -- 2020] V EN TU R
E VIGOUR
THE LEARNING ACADEMY
Managed By Darbari Lal Foundation

Teacher Name Class Subject Time Date Lesson Topic

slot

IX Physics 35 Dec Sound Speed of sound and

min 2019 audible range for
humans.
Expected Learning Outcome:
Students will be able to
 Compare the speed of sound with light.
 Compare Speed of sound in different types of medium.
 Define and give examples for infrasonic and ultrasonic waves.
 Define a sonic boom.
Expected skill development:
Comprehension, critical thinking, analysis

FLOW OF LESSON WITH RESPECT TO TIME (Introduction/warm-up, Content, Think Line, Closure)

WA WARM UP AND INTRODUCTION

Discussion of home work questions given in the last class (5 min)
Will review the previous knowledge with the following questions: (3min)
 What is the speed of light in vacuum?
 What do you mean by frequency of a wave?

CONTENT (Discussion and questionnaire method)

(20 min)
 Speed of light = 3x 108 m/s and the speed of sound at STP = 340m/s
So, light travels faster.
 Speed of sound is fastest in solids and slowest in gases.
 Two factors on which the speed of sound in a medium depends: -
1.elasticity of medium. 2.density of medium.
 Audible range for human ear is 20-20,000 Hz.
 Define infrasonic waves and give examples of animals which can create these
waves.
 Define ultrasonic waves and give examples of animals which can create these
waves.
 Define sonic boom.
Think line:- what will happen to the speed of sound if temperature of the medium
increases?.
CLOSURE:
Recapitulation of the concept by asking the following questions: (5 min)
 Which is faster: light or sound?
 What are infrasonic waves?
 What are ultrasonic waves?

 Proposed Questions (must include the questions asked in the classroom and the ones
given as class-work in the notebook)
 Which is faster: light or sound?
 What are infrasonic waves?
 What are ultrasonic waves?
 Evaluation/Assessment: Written questionnaire
Difference between infra and ultrasonic sounds.
DIFFERENTIATED CLASSROOM

Learners on the way Advanced Learners

 How more density of a medium cam
Which is faster sound or light. help in faster vibrations?

Materials needed/Resources:

Chalk, duster, ncert book.

Common Misconceptions: Addressing the misconceptions:
Students get confused with the misconception By making them realize this fact that closer
that sound travels faster in gases, as there is particles will transfer the energy fast.
more space for the particle to vibrate there

Home assignments: (2 min)

Explain why flashes of lightening are visible first before we can hear the thunder during
storm.
 LESSON PLAN 7[2019 -- 2020]
D LF P
UB L IC SCH OO L

DLF Public School

THE LEARNING ACADEMY
V EN TU R
E VIGOUR
Managed By Darbari Lal Foundation

Teacher Name Class Subject Time Date Lesson Topic

slot

IX Physics 35 Dec Sound Characteristics of sound

min 2019 and its law of reflection
Expected Learning Outcome:
Students will be able to
 Define all the 3 characteristics of sound.
 Explain the various factors on which these characteristics individually depend.
 Define reflection of sound.
 State the two laws of reflection for sound waves.

Expected skill development:

Comprehension, critical thinking

FLOW OF LESSON WITH RESPECT TO TIME (Introduction/warm-up, Content, Think Line, Closure)

WA WARM UP AND INTRODUCTION

Discussion of home work questions given in the last class (5 min)
Will review the previous knowledge with the following questions: (2min)
 Which is faster: light or sound?

CONTENT (Discussion and questionnaire method)

(20 min)
 Define the loudness of sound and its dependence on amplitude of a sound wave.
Loudness of sound α amplitude
 Define the pitch of sound and its dependence on frequency of a sound wave.
Pitch of sound α frequency.
 Define the quality(timbre) of sound and its dependence on pleasantness of a sound
wave.
quality of sound α pleasing nature (rich quality)
and noisy nature (poor quality)
 Define reflection of sound using concept of reflection of sound waves.
 State laws of reflection of sound using concept of laws of reflection of sound wave.
THINK-LINE: Will a vibrating source always produce sound?
CLOSURE:
Recapitulation of the concept by discussion of the following questions step wise (5 min)
 Define the loudness of sound? On what factor does it depend?
 Define the pitch of sound? On what factor does it depend?
 Define the quality of sound? On what factor does it depends?

 Proposed Questions (must include the questions asked in the classroom and the ones
given as class-work in the notebook)
 Define the loudness of sound? On what factor does it depend?
 Define the pitch of sound? On what factor does it depend?
 Define the quality of sound? On what factor does it depend?
 State laws of reflection of sound?
 Define reflection of sound?
 Evaluation/Assessment:
Difference between loudness, pitch and quality of sound.

DIFFERENTIATED CLASSROOM

Learners on the way Advanced Learners

 Compare the loudness and pitch of
 State laws of reflection of sound? sound produced by guitar, tabla?
 Define reflection of sound?
Materials needed/Resources:

Chalk, duster, ncert book.

Common Misconceptions: Addressing the misconceptions:
Students get confused between pitch and It can be cleared by talking in terms of its
loudness of any sound. frequency and amplitude of sound waves.
More examples to be discussed.

Home assignments: (3min)

1. Guess which has a higher pitch: a guitar or a car horn?

2. Which wave property determines (a) loudness (b) Pitch.
3. Which characteristic of sound helps you to identify your friend by his voice while
sitting with others in a dark room?
4. Does sound follow the same laws of reflection as light does? Explain.
 D LF P
UB L IC SCH OO L

DLF Public School

LESSON PLAN 8 [2019 -- 2020] THE LEARNING ACADEMY
V EN TU R
E VIGOUR
Managed By Darbari Lal Foundation

Teacher Name Class Subject Time Date Lesson Topic

slot

IX Physics 35 Dec Sound Echo and reverberation

min 2019
Expected Learning Outcome:
Students will be able to
 Define echo.
 Compute the minimum distance between the observer and the obstacle for echo to
be heard.
 State and analyze 4 conditions required for an echo to be heard.
 Define reverberation.
 Enlist methods of avoiding the reverberation.
Expected skill development:
Comprehension, critical thinking, analysis

FLOW OF LESSON WITH RESPECT TO TIME (Introduction/warm-up, Content, Think Line, Closure)

WA WARM UP AND INTRODUCTION

Discussion of home work questions given in the last class
(5 min)
Will review the previous knowledge with the following questions: (2min)
 What do you mean by reflection of sound?
 State two laws of reflection of sound?
CONTENT (Discussion and derivation method) (20 min)
 Define echo.
 Concept of persistence of hearing: brain takes 1/10 s to interpret any sound.
 Calculation of the minimum distance between the observer and the obstacle for
echo to be heard.
Distance between observer and obstacle =d
Speed of sound= v
Time after which echo is heard = t
t=2d/v
d=vt/2
=343 x 0.1/2
=17.2 m
 Conditions required for an echo to be heard.
  Define reverberation.
 Methods of avoiding the reverberation.
THINK-LINE: There are no echoes produced in small living rooms. Explain why echoes are
produced only in large galleries and halls.
CLOSURE:
Recapitulation of the concept by discussion of the following questions step wise (5 min)
 Define echo?
 Define reverberation?
 Which is desired out of the two?
 How reverberation can be avoided?

 Proposed Questions (must include the questions asked in the classroom and the ones
given as class-work in the notebook)
 Define echo?
 Define reverberation?
 Which is desired out of the two?
 How reverberation can be avoided?
 What is the difference between echo and reverberation?
 What is persistence of vision?
 Evaluation/Assessment: Oral questionnaire
Difference between echo and reverberation.
DIFFERENTIATED CLASSROOM

Learners on the way Advanced Learners

Difference between echo and reverberation.  Write 3 differences between echo and
reverberation.
Materials needed/Resources:
Chalk, duster, NCERT book.
Common Misconceptions: Addressing the misconceptions:
Students get confused with the concept of By telling them the difference between them
echo and reverberation again and again.

Home assignments: (3 min)

1. When a sound is reflected from a distant object, an echo is produced. Let the
distance between the reflecting surface and the source of sound production remain
the same. Do you hear echo sound on a hotter day?
2. What is reverberation? How can it be reduced?
 D LF P
UB L IC SCH OO L

DLF Public School

LESSON PLAN 9 [2019 -- 2020] V EN TU R
E VIGOUR
THE LEARNING ACADEMY
Managed By Darbari Lal Foundation

Teacher Name Class Subject Time Date Lesson Topic

slot

IX Physics 35 Dec Sound Applications of multiple

min 2019 reflection of sound and
+ concept of SONAR and
35 ultra sounds
min
Expected Learning Outcome:
Students will be able to
 Understand the various applications of multiple reflections of sound.
 Define ultrasound and application of ultrasound waves.
 Understand and explain the working of sonar.

Expected skill development:

Comprehension, critical thinking, Team work.

FLOW OF LESSON WITH RESPECT TO TIME (Introduction/warm-up, Content, Think Line, Closure)

WA WARM UP AND INTRODUCTION

Discussion of the homework given in previous class (5 min)
Will review the previous knowledge with the following questions: (5min)
 What do you mean by reflection of a sound wave?
 State the laws of reflection of sound?

CONTENT (Demonstration and discussion of students in groups) (35 min)

Class will be divided into five groups each of five to six students and topics will be allotted
to them group wise.
 Application of multiple refection of waves and ultra sounds:
1. Stethoscope/Mega phone/Hearing aids/Stethoscope/Ear trumpet.
2. Curved ceiling and walls in large halls/Sound boards.
3. SONAR
 4. Cleaning instruments and electronic components/ Detecting flaws and cracks
in metal blocks.
5. Medical uses of ultrasound (Echocardiography, ultrasonography,)

CLOSURE:
Summarization of the group discussion (10 min)

 Proposed Questions (must include the questions asked in the classroom and the ones
given as class-work in the notebook)
 What are the two applications of reflection of sound waves?
 What is SONAR?
 On what principle it is based?
 What are sound boards?
 Why the ceilings of halls are kept curved?

 Evaluation/Assessment: Written assignment (10 min)

1. What is SONAR?
2. On what principle it is based?
3. What are sound boards?
4. Why the ceilings of halls are kept curved?

DIFFERENTIATED CLASSROOM

Learners on the way Advanced Learners

By asking them to explain the working of How does the working of a RADAR is related to
different applications one by one. SONAR?

Materials needed/Resources:
Chalk, duster, NCERT book.
Common Misconceptions: Addressing the misconceptions:
.
Students get confused with the diagrams for By asking them to explain the diagram after
every application drawing them in terms of working of the
application.

Home assignments: (5 min)

1. Explain how bats use ultrasound to catch a prey.

2. How is ultrasound used for cleaning?
3. Explain the working and application of a sonar.
4. Explain how defects in a metal block can be detected using ultrasound.
 D LF P
UB L IC SCH OO L

DLF Public School

THE LEARNING ACADEMY
V EN TU R
E VIGOUR
Managed By Darbari Lal Foundation

LESSON PLAN 10 [2019 - 2020]

Teacher Name Class Subject Time Date Lesson Topic

slot
Numerical based on
IX Physics 35 Dec Sound SONAR and ultra sound
min 2019 wave.

Expected Learning Outcome:

Students will be able to
 Comprehend and solve various numerical related to them.

Expected skill development:

Comprehension, critical thinking, problem solving.

FLOW OF LESSON WITH RESPECT TO TIME (Introduction/warm-up, Content, Think Line, Closure)

WA WARM UP AND INTRODUCTION

Discussion of home work questions given in the last class (5 min)
Will review the previous knowledge with the following questions: (2min)
 What do you mean by reflection of a sound wave?
 State the laws of reflection of sound?

CONTENT (Discussion method) (20 min)

Students will solve the following numerical one by one:
1. A sonar device on a submarine sends out a signal and receives an echo 5s later.
Calculate the speed of sound in water if the distance of the object from the
submarine is 3625m?
2. An echo returned in 3s. what is the distance of the reflecting surface from the
source, given that the speed of sound is 342 m/s?
3. A stone is dropped from the top of the tower 500m high into a pond of water at the
base of the tower. When is the splash heard at the top? Given g =10m/s 2 and speed
of sound =340 m/s.

CLOSURE:
Discussion of the numerical solved by the learners. (5 min)

5. Proposed Questions (must include the questions asked in the classroom and the
 ones given as class-work in the notebook)
 What are the two applications of reflection of sound waves?
 What is SONAR?
 On what principle it is based?
 What are sound boards?
 Why the ceilings of halls are kept curved?
 A sound wave travels at a speed of 339m/s. If its wavelength is 1.5cm, what is the
frequency of the wave? Will it be audible?

6. Evaluation/Assessment: Numerical solved as class assignment

Relation between speed of sound and distance.
DIFFERENTIATED CLASSROOM

Learners on the way Advanced Learners

Principle behind SONAR. Working of SONAR in detailed.

Materials needed/Resources:

Chalk, duster, NCERT book.

Common Misconceptions: Addressing the misconceptions:
Students get confused with the diagrams for By asking them to explain the diagram after
every application drawing them in terms of working of the
application.

Home assignments: (3 min)

1. It takes 2.4s to record the echo of sonar. If the speed of sound in water is 1450m/s,
find the depth of the ocean floor.
2. A ship which is stationary is at a distance of 2900m from the seabed. The ship send
ultrasound signal to the seabed and its echo is heard 4s. Find the speed of sound in
water.
 D LF P
UB L IC SCH OO L

DLF Public School

THE LEARNING ACADEMY
V EN TU R
E VIGOUR
Managed By Darbari Lal Foundation

LESSON PLAN 11[2019 -- 2020]

Teacher Name Class Subject Time Date Lesson Topic

slot

IX Physics 35 Dec Sound Human ear

min 2019
Expected Learning Outcome:
Students will be able to
 Identify the various components of a human ear.
 State the specific functions of each component of a human ear.
 Explain step wise the working of the human ear.

Expected skill development:

Comprehension, critical thinking.

FLOW OF LESSON WITH RESPECT TO TIME (Introduction/warm-up, Content, Think Line, Closure)

WA WARM UP AND INTRODUCTION

Discussion of home work questions given in the last class (5 min)
Will review the previous knowledge with the following questions: (2min)
 What is audible range of a human ear?
 What is infrasonic sounds?
 What is ultrasonic sounds?

CONTENT (Discussion and questionnaire method) (20 min)

 Draw the well labeled diagram of human ear showing all the parts of the outer,
middle and inner human ear.
 The specific functions of each component of a human ear:
a) Pinna
b) Auditory canal
c) Ear drum
d) Tympanic cavity
e) Hammer
f) Anvil
g) Stirrup
h) Cochlea
i) Auditory nerves
 j) Oval window

 By joining the specific functions of each part, discuss step wise detailed working of
the human ear.
THINK-LINE: Why do we hear the sound produced by the humming bees while the
sound of vibrations of pendulum is not audible?
CLOSURE:
Recapitulation of the concept by discussion of the following questions (5 min)
 How many parts a human ear consists of?
 What is function of
I. Cochlea
II. Tympanum
III. Tympanic cavity
IV. Auditory canal
V. Auditory nerves

7. Proposed Questions (must include the questions asked in the classroom and the
ones given as class-work in the notebook)
 How many parts a human ear consists of?
 What is function of
Cochlea
Tympanum
Tympanic cavity
Auditory canal
Auditory nerves
Pinna
 How we can hear a voice. Explain
 8. Evaluation/Assessment: Illustration of the human ear.
DIFFERENTIATED CLASSROOM

Learners on the way Advanced Learners

 Write difference between auditory nerve and
 How we are able to hear a voice. auditory canal?
Explain  What is the significance of tympanic cavity?

Materials needed/Resources:
Chalk, duster, NCERT book.
Common Misconceptions: Addressing the misconceptions:
Students get confused with the working of By telling them the function of each part
human ear. separately and then connecting these functions to
get the complete working of human ear.

Home assignments: (3 min)

Home assignments:
 Draw a neat labeled diagram of human ear.
 Explain how the human ear works