Page 39 - december 2022 Nai Udaan

ART INTEGRATION Smartboard and all the definitions of the
standard units were discussed from that
Each student was motivated to make a poster high- website link. The students constructed paper
lighting the contribution of at least one Physicist. The scales of varying calibrations and least counts in
posters were displayed on the classroom soft board. the classroom.
Once the initial discussion is over, the students
were introduced to ‘PITARA’ -our Measure- The concept of Dimensions was introduced
ments kit, consisting of basic measurement with the help of gamification. Each pair of
instruments relevant to senior secondary level. students on a desk got a coloured sheet and
At this point, the students were asked about sticky note. Each pair of students wrote a
the standard units of various physical quanti- dimensional formula of at least 5 physical
ties and how they are measured. The National quantities on the note and stuck it on the sheet.
Physical Laboratory website was shared on the

The students were able to tinker with the contents of the kit
(beakers, tapes, scales, vernier callipers, screw gauge etc.) and
carefully observe each item. Along with the kit, the students
were given Assessment sheet-1 for Measurements. They
completed the sheet in the class. There were constructivist inter-
actions between the teacher as a facilitator and the students about
the fundamental and derived physical quantities and their units,
calibration of instruments etc.

The sheets were exchanged between desks and students related to the classes.
the other team had to identify the physical
quantity whose dimensional formulae are writ- CONCLUSION: The entire exercise was a
ten on the sheet. revelation as the class was highly engaging and
creative. The students enjoyed every minute of
(Each team may give a name to themselves for the class and also shared positive feedbacks.
further reference and write it on their respective The concepts were applied in real life situations
sheets.) Further to this activity, there was a duel using the assessment sheets.
between the teams where each team gave a physical
quantity and the other teams had to identify its The students were able to design paper scales
dimensional formula. The team performances and other measuring instruments of varying
were displayed on the class soft board to inculcate least counts. The students felt confident about
a spirit of healthy competition among the the concepts and were excited to learn more.
students. (Assessment sheet-2) The students This has motivated me, as a mentor, to keep
learnt how to apply the dimensional analysis to working towards designing enriching classes
ascertain the correctness of equations and to for my students and help co-workers also to do
derive formulae for physical quantities. the same. In the end, I would like to say that the
need of the hour is for the teachers to make efforts
RUBRICS : Rubrics were to design their lesson plans so that the classrooms
shared with each student reflect engagement, inclusivity and creativity.
to assess their learning and There must be a constructivist activity oriented
interactions with peers. I approach in teaching irrespective whether it is a
used the rubrics for science subject or not. It is possible in all subjects
student formative assess- provided there is a positive intention to it!! All
Surabhi Bhargav ments and group assess- the best teachers!!
PGT
DPS, Mathura ments. Feedbacks were (Note: all pictures are original and copyrighted
Road taken from individual to the author)

xÉ<Ç =cÉxÉ fnlEcj&2022 37