SUBJECT:PHYSICS

2
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11 MAY
TO 30 20
MAY

2
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2
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2
PHYSICS
Chapter 3 Motion in a plane

https://youtu.be/xG2HCDxgZOA
3.1. Introduction

3.2. Scalars and vectors

3.3. Multiplication of vectors by real numbers

3.4. Addition and subtraction of vectors – graphical method

3.5. Resolution of vectors

3.6. Vector addition – analytical method

3.6. Vector addition – analytical method

3.7. Motion in a plane

3.8. Motion in a plane with constant acceleration

3.9. Projectile motion

3.9. Projectile motion

3.10. Uniform circular motion

 NAGEEN GROU
SCHOOL OF EDU
DAY WISE/DAILY SPLIT UP
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GEEN GROUP
OF EDUCATOR
WISE/DAILY SPLIT UP

3.2.1. Position and Displacement Vectors

3.2.2. Equality of Vectors

3.7.1. Position Vector and Displacement
 CLASS 11th

Create a sculpture or installation that Differentiate

represents the difference between scalars between
and vectors. For example, you could create a scalars and
series of spheres of different sizes to vectors.
represent scalars, and a series of arrows of Identify
different lengths and directions to represent quantities like
vectors. distance
(scalar) and
displacement
(vector) in
various real-
life scenarios.
Use a ruler
and protractor
to understand
how vectors
can be
represented
graphically.
Add and
subtract
vectors
graphically.
 how vectors
can be
represented
graphically.
Add and
subtract
vectors
graphically.

Create a painting or mural that illustrates

how the magnitude and direction of a vector
change when it is multiplied by a real
number. You could use different colors and
brushstrokes to represent different
magnitudes, and arrows of different lengths
and thicknesses to represent different
directions.

Create a dance or performance that depicts

the graphical method of adding and
subtracting vectors. The dancers could use
their bodies to represent the vectors, and
their movements could show how the
vectors are added or subtracted.

Create a piece of music or sound art that

represents the resolution of a vector into its
components. You could use different
instruments or sounds to represent the
different components of the vector, and the
volume or tempo of the music could change
to represent the magnitude of each
component.

Create a code art or generative art piece that

shows the analytical method of adding
vectors. The code could generate lines or
shapes that represent the vectors, and the
animation could show how the vectors are
added together.
shapes that represent the vectors, and the
animation could show how the vectors are
added together.

Create a video or film that shows the motion

of an object in a plane. You could use
animation, stop-motion, or live-action
footage to show the object moving in
different directions and with different
speeds.

Create a kinetic sculpture or mobile that Roll a ball

shows the motion of an object with constant down a slope
acceleration. The sculpture could move in a and measure
straight line or along a curved path, and the its acceleration
speed of the movement could increase or due to gravity
decrease over time. using a timer
and distance
measurements
.

Create a game or simulation that allows Launch a small

players to explore the concept of projectile ball or
motion. The game could allow players to projectile at an
launch objects at different angles and angle and
speeds, and then see how the objects travel observe its
through the air. trajectory.
Calculate the
range and
maximum
height it
reaches.
players to explore the concept of projectile ball or
motion. The game could allow players to projectile at an
launch objects at different angles and angle and
speeds, and then see how the objects travel observe its
through the air. trajectory.
Calculate the
range and
maximum
height it
reaches.

Create a piece of art that uses circles or Swing a small

spheres to represent uniform circular mass in a
motion. The art could show the object horizontal
moving in a circle at a constant speed, or it circle using a
could show the object accelerating or string.
decelerating as it moves in a circle. Measure the
time period
and
centripetal
acceleration.
Discuss the
relationship
SS 11th

1. Shift in the focus of

Assessment.
2. Assessment to be used
 1. Shift in the focus of
Assessment.
2. Assessment to be used
for optimizing teaching
learning process.
3. Scientific and
mathematical thinking,
data science, artificial
intelligence, machine
learning to be used.
4. Learning outcomes
based examination
5. Teacher training to
focus on CBE.
6. Formative and
adaptive assessment
including assessment
“as”, “of”, “for” to be
used and learning to be
aligned with the Learning
outcomes.
7. Student feel safe,
secure, and supported.
8. Students develop their
emerging autonomy,
inter-dependence,
resilience and sense of
agency.
9. Students develop
knowledgeable and
confident self identities.
10.Students learn to
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interact in relation to
others with care,
empathy and respect.
11.Students are
connected with and
contribute to their world
12.Students develop
dispositions for learning
such as curiosity,
cooperation, confidence,
creativity, commitment,
empathy and respect.
11.Students are
connected with and
contribute to their world
12.Students develop
dispositions for learning
such as curiosity,
cooperation, confidence,
creativity, commitment,
enthusiasm, persistence,
imagination and
reflexivity.
13.Students develop a
range of skills and
processes such as
problem solving, inquiry,
experimentation,
hypothesising,
researching and
investigating.
14.Students transfer and
adapt what they have
learned from one context
to another. 15.Students
resource their own
learning through
connecting with people,
place, technologies and
natural and processed
materials.
Hands-on Experiments,
Story Telling, Role Play,
Science Text Cards, Word
Games, Social Media (follow
scientis groups on Twitter
etc.) Pinterst account for
sharing images for reserch/
writing project, virtual
science labs, word walls,
thinking maps, mini anchor https://digital.cpdonline.in/class-11-physics-ncert-chapter-3motion-in-a-plane/
charts, science museums,
ICT enabled learning, video
clips, power points, mini-
labs, sciecnce fair/songs/
clubss/quiz/ mobile apps,
science at home, flipped
classroom, reward
discovery, fish bone,
building your model.
ICT enabled learning, video
clips, power points, mini-
labs, sciecnce fair/songs/
clubss/quiz/ mobile apps,
science at home, flipped
classroom, reward
discovery, fish bone,
building your model.