APSACS Online Support Program

Class 8
Week 9 Assignment

Army Public Schools & Colleges System Secretariat

 APSACS Online Support Program
Class: 8 Week 9
Guidelines for Parents:
1. Second round of Online Support Program (OSP) week 9-14+2 days has been
uploaded to facilitate students as the opening of schools cannot be predicted
in near future.
2. For effective implementation of OSP, the comprehensive guidelines/
instructions, uploaded for parents must be read & understood.
3. Relevant course content uploaded on AIS Student Portal should be
downloaded, and studied offline as per convenience.
4. OSP are accompanied by lesson specific Video Tutorials prepared by
APSACS Resource Pool of subject specialists.
5. For further facilitations schools have made subject teachers available online
for specific guidance.
6. The weekly work assigned will be split over the week days according to the
timetable set by parents.
8. The OSP 9-14 weeks’ work is textbook specific and all subjects except Arts,
have been included. The assignments focus on reading, comprehension of
concepts, written work and projects research. It is expected that students
have bought textbooks by now.
9. Written work is to be done on loose sheets or notebooks with clear mention of
student’s name, class/section, subject/topic and date.
10. The completed assignments will be scanned and submitted on student’s
portal/ any medium given by the school for teachers’ checking. In case, online
submission of assignments is not possible, student will maintain the
completed work in a folder, using separators for weekly assignments to be
presented to teachers for checking/assessment purposes when the school
asks
11. It is mandatory for students to complete and submit all assignments. The
teachers will check and return soon that students may do their corrections
12. The videos/ research work suggested in the assignments should be strictly
monitored by parents. Students should not be left unattended while visiting
sites.
13. In OSP Wk 9-14 for each subject one project has been given. All projects will
be indicated at the beginning of OSP subject wise with detailed guidelines for
project work and format for its written presentation
14. The project/ research work will be assessed. It is important to ensure that the
project is the students own effort and that the student has enjoyed doing it
and learnt many things. The process of doing the project is more important
than the final finished product.

APSACS Curriculum Planning & Development Department Page 1 of 15

 ‫‪APSACS Online Support Program‬‬
‫‪Class: 8‬‬ ‫‪Week 9‬‬

‫ہدایات برائے والدین‪:‬‬

‫آن لائن سپورٹ پروگرام (‪ )OSP‬کا دوسرا سلسلہ‪/‬مرحلہ طلبہ کی سہولت کے لئے َاپ لوڈ کیا گیا‬ ‫‪)1‬‬
‫ہے‪ ،‬کیونکہ فی الوقت مستقبل قریب میں اسکولوں کے کھلنے کی پیشن گوئی نہیں کی جاسکتی ۔‬
‫آن لائن سپورٹ پروگرام کے موثر نفاذ کے لیے "جامع ہدایات برائے والدین" کو پڑھنا اور سمجھنا بہت‬ ‫‪)2‬‬
‫ضروری ہے۔‬
‫‪ AIS‬سٹوڈنٹ پورٹل پر اپلوڈ شدہ متعلقہ کورس کو ڈاؤن لوڈ کیا جائے اور سہولت کے مطابق آف‬ ‫‪)3‬‬
‫لائن مطالعہ کیا جائے۔‬
‫‪ OSP‬کے ساتھ سبق سے متعلقہ ویڈیو ٹیوٹوریلز بھی موجود ہیں جن کو ایپسیکس کے ماہرین ِ ‬ ‫‪)4‬‬
‫مضامین (‪ )Subject Specialists‬نے تیار کیا ہے۔‬
‫مزید سہولت اور رہنمائی کے لئے مختلف مضامین کے اساتذہ (‪Subject‬‬ ‫‪)5‬‬
‫‪ )Teachers‬آن لائن موجود ہیں۔‬
‫‪ OSP‬میں دیے گئے ہفتہ وار کام کو والدین کے مقرر کردہ ٹائم ٹیبل کے مطابق ہفتے کے دنوں پر‬ ‫‪)6‬‬
‫تقسیم کیا جائے۔‬
‫والدین ہر ہفتے اپنے بچوں کے مکمل کیے گئے کام کو چیک کرتے ہوئے ‪ ،‬اور بچوں کی جمع کروائی‬ ‫‪)7‬‬
‫گئی اسائنمنٹس کا ریکارڈ رکھتے ہوئے ُان کی پراگریس(‪ )progress‬کی نگرانی کریں۔‬
‫درسی کتابیں اب مارکیٹوں میں دستیاب ہیں اور توقع کی جاتی‬ ‫‪)8‬‬
‫ہے کہ طلبا نے انہیں خرید لیا ہے۔‬
‫‪ OSP‬میں دیا گیا کام درسی کتب پر مشتمل ہے‪،‬جس میں آرٹس کے علاوہ تمام مضامین شامل‬ ‫‪)9‬‬
‫کیےگئے ہیں۔دی گئی اسائنمنٹس پڑھائی‪ ،‬تصورات کی سمجھ ‪ ،‬تحریری کام ‪،‬تحقیق اور پروجیکٹ‬
‫پر مرکوز ہیں۔‬
‫تحریری کام ُکھلی شیٹس(‪)loose sheets‬یا نوٹ بکس پر کیا جا سکتا ہے ‪ ،‬جس پر‬ ‫‪)10‬‬
‫طالب علم کا نام ‪ ،‬کلاس‪/‬سیکشن‪ ،‬مضمون‪/‬عنوان‪ ،‬اور تاریخ کو واضح طور پر لکھا جائے۔‬
‫مکمل کردہ اسائنمنٹس کو سکین کرکے اسٹوڈنٹ پورٹل پر‬ ‫‪)11‬‬
‫جمع کروایا جائے تاکہ اساتذہ چیک کر سکیں۔‬
‫طلبا کے لئے اسائنمنٹس مکمل کرنا لازمی ہے‪ ،‬بچوں کی جمع کروائی گئی کچھ اسائنمنٹس ‪،‬اساتذہ‬ ‫‪)12‬‬
‫اگلی جماعتوں میں ترقی کے لیےکے لیے منتخب کریں گے۔‬ ‫تشخیصی مقصد کے لئے‪/‬اسسمنٹس‬
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 APSACS Online Support Program
Class: 8 Week 9

‫ تحقیقی کام کی بھر پور نگرانی کریں۔‬/‫والدین اسائنمنٹس میں تجویز کردہ ویڈیو ز‬ )13
‫ لہذا اس بات کو‬، ‫ تحقیقی کام کا بھی جائزہ لیا جائے گا‬/‫ میں دیئے جانے والے پروجیکٹ‬OSP )14
‫ بیان کیا گیا ہے۔‬/ ‫یقینی بنائیں کہ اس کو اچھی طرح سے پیش کیا گیا‬

List of Projects
Serial Week Subject Project
No
1. 09 Biology Prepare a scrap book of the five
kingdoms of classification

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 APSACS Online Support Program
Class: 8 Week 9

Subject: English Language/Literature

Textbooks English Ahead Student Book 3
English Ahead Workbook 3
Novel: Moby Dick
Student Book 3 Lesson1: Vocabulary 1: City living: My city: Lahore
Workbook 3 (SB Pgs 58 - 59) (WB pg 37)
Unit 5: A place to  Lahore is and ancient city and the capital of Punjab.
live  This is a blog post by someone whose family moved
from UK to Lahore.
 The writer talks about where he lives and what is so
famous about Lahore.
 Those who live in Lahore or have visited the city must
have eaten delicious food at the famous Food Street,
shopped in Liberty Market and Anarkali Bazar or toured
the Old City to see Mughal era architecture, prayed in
Badshahi Mosque and visited the Lahore Fort.
Student Book 3: (for practice)
1. Ex 1: Read OR Listen (Track 5.2) to the blog post. Match
the words in bold to the descriptions (1-5)
2. Ex 2: Complete the sentences with the adjectives in bold
in the blog post (1-5)
Written work:
Workbook 3:
3. Ex 1:Choose and circle the correct answer.
4. Ex 2:Match sentences (1-5) in exercise 1 to the photos
(a-e)
5. Ex 3: Complete the sentences with the words in the box.

Workbook 3 Lesson 2: Reading: Top places to live (WB Pages 38 - 39)

Unit 5: A place to  Read the magazine article in the Workbook about good
live. places to live for teenagers.
 Talk about which kind of place would you like to live in.
 Which things attract you the most in your city? Is it
shopping, playgrounds, museums, fun land, eating
places, mountains, rivers or beaches?
 Some people look at other aspects of living in the city
namely transport, cost of living, nearness to workplace,
eating places, sports facility and most important of all
these days: security
Written work:
1. Ex 1: Tick the topics you think will be mentioned
2. Ex 2 Read the magazine article. Look up the meanings of
difficult new words and add them to My Vocabulary Bank.
3. Ex 4: Complete the sentences with words from the article.
Use the words in the box. (1-8)
4. Ex 5: Complete the sentences with the words from the
magazine article. Use no more than three words for each
blank. (1-6)
Moby Dick Lesson 3: Reading (Novel) Chapter 5 (Pgs 33-35)
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Class: 8 Week 9

In Chapter 5 an extensive explanation has been given on how

Chapter 5 (Novel) to remove the blubber and spermaceti from the whale. While
removing the spermaceti Tashtego falls into the head of the
whale. Queeqeug does not think twice and jumps into the
ocean to save Tashteto.

1. Students to read the chapter on their own or listen to the

track on CD (provided with the novel)
2. Look up the meanings of the difficult words from the chapter.
Add them to My Vocabulary Bank.
Written work:
3. Write a paragraph (70 -90 words) about the daring actions of
Queequeg and how he saved Tashtego from drowning. This
was a selfless and brave action which not everyone is
capable of. (Refer to page 34)
Comprehension/Vocabulary: - Activity Section Exercises
Complete the exercises on the given pages:
Comprehension Ex 1 & 2 (page 76)
Vocabulary Ex 3 & 4 (pg 77)
Student Book 3 Lesson 4: Language focus 1: Correlative conjunctions
Unit 5: A place to (page 62)
live
Student Book 3 (for practice)
1. What are Correlative conjunctions?
2. Correlative conjunctions include pairs such as
"either/or," "neither/nor," "whether/or"
For example:
 either/or - I want either the cheesecake or the
chocolate cake.
 Neither/nor – I like neither baseball nor football.
Read the information box carefully.
3. Ex 1: Complete the travel guide. Use either, neither,
whether to fill in the blanks.
4. Complete the sentences. Use the words in brackets and
either/or, neither/ nor or whether/ or.(the first example
has been done for you in the book). (1-5).
5. Write three sentences of your own using the following:

either, neither, whether

‫اردو‬ ‫مضمون‬
۳‫صریر خامہ ۔‬ ‫ذرائع‬
)۴۹ ‫تا‬۴۳ ‫چچا چھکن نے دھوبن کو کپڑے دیے (صریِر خامہ۔صفحات‬  ‫سبق کا نام‬
‫نظم کا نام‬/
‫کے بارے‬ ‫ سبق کا تعارف کروایا جائے کہ یہ سبق مزاحیہ ادب‬: ‫پہال دن‬  ‫تبادلہ‬، ‫پڑھائی‬
‫خیال‬
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‫‪Class: 8‬‬ ‫‪Week 9‬‬

‫میں ہے۔‬
‫طلباء کو مزاحیہ ادب‪ ،‬مزاح کی مختلف اقسام ‪ ،‬چچا‬ ‫‪‬‬
‫چھکن کی بد حواسیوں ‪،‬جلد بازیوں اور کام کے بگاڑ‬
‫کے بارے میں بتایا جائے۔‬
‫سبق کی پڑھائی کے دوران سبق کے اخالقی‬ ‫‪‬‬
‫پہلو( جلد بازی کے انجام )کے بارےمیں طلباء کو بتایا‬
‫جائے ۔ مشکل اور اہم نکات کی وضاحت کی جائے ۔‬
‫طلباء پڑھا ئی کے دوران نا سمجھ آنے والے نکات کو‬ ‫‪‬‬
‫خط کشید کریں اس کے بارے میں ا پنی معلمہ‪/‬معلم‬
‫سے آن الئن رہنمائی حاصل کریں ۔‬
‫دوراِن پڑھائی مشکل الفاظ خط کشید کریں اور ان‬ ‫‪‬‬
‫کے معانی صریِر خامہ کے آخر میں دی گئی فرہنگ میں‬
‫تالش کریں ۔‬
‫دوسرا دن ‪:‬سوالنمبر ‪۱‬کےتمام جوابات سبق میں موجود ہیں۔ ان پر تبادلہ خیال کے‬ ‫‪‬‬ ‫تحریر ی کام‬
‫بعد طلباء ان‬
‫کے جوابات اپنے الفاظ میں لکھیں ۔ جو سوال نہ سمجھ آئے اس‬
‫آن الئن رہنمائی‬ ‫کےبارےمیں ا پنی معلمہ‪/‬معلم سے‬
‫حاصل کریں ۔‬
‫تیسرا دن ‪:‬سوال نمبر‪ ۳‬میں دیے گئےالفاظ و‬ ‫‪‬‬
‫محاورات سےبامعنی اور قواعد کی رو سے درست‬
‫جملے تحریر کریں۔‬
‫سوال نمبر ‪ ۵‬میں دیے گئےجملوں کو''ہے'' اور''ہیں ''‬ ‫‪‬‬
‫کی مدد سے مکمل کریں ۔‬
‫چوتھا دن ‪:‬سبق “ چچا چھکن نے دھوبن کو‬ ‫‪‬‬
‫کپڑے دیے “ کا اختتام آپ کے خیال میں اور‬
‫کیا ہو سکتا ہے ؟ اپنا جواب ایک مختصر‬
‫پیراگراف میں لکھیے ‪.‬‬
‫پانچواں دن‪:‬درخواست نویسی‬ ‫‪‬‬ ‫تخلیقی‬
‫دیے گئے موضوع پر ‪ ۱۲۰– ۱۰۰‬الفاظ پر مشتمل‬ ‫لکھائی‬
‫درخواست تحریر کریں ۔‬
‫“اپنے سکول میں ہم نصابی سرگرمیوں کے لیے‬
‫پرنسپل صاحبہ‪/‬صاحب کے نام درخواست تحریر‬
‫کریں۔“‬
‫درخواست تحریر کرتے وقت اس بات کو م ِد نظر رکھا جائے کہ‬ ‫‪‬‬
‫درخواست کے تین حصے ہوتے ہیں ۔‬
‫( ابتدائی حصہ ‪ ،‬درمیانی حصہ اور اختتامی حصہ)‬

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 APSACS Online Support Program
Class: 8 Week 9

‫اسلامیات‬ ‫مضمون‬
* )‫) تلاوت مع ترجمہ (زبانی پڑھائی‬24 -20:‫سورۃالانفال ( آیات‬  +‫زبانی‬
‫) کی درست تلفظ کے ساتھ تلاوت‬24 -20:‫*بچہ والدین کی نگرانی میں سورۃالانفال ( آیات‬ ‫تحریری کام‬
‫کرے۔دی گئی ویب سائٹ کی مدد سے قاری صاحب کی‬
‫آواز میں یہ آیات سنیں اور درست تلفظ کی ادائیگی کے‬
‫لیے ُان کی طرح پڑھنے کی مشق کریں نیز ِان آیات کا ترجمہ پڑھ کر‬
‫مشکل الفاظ کے ترجمہ اور مفہوم کو سمجھنے میں‬/" ‫سمجھے۔والدین "الکلمات والتراکیب‬
‫بچے کی مدد کریں۔‬
‫تحریر کریں۔‬، ‫"شر الدواب"سے کیا ُمراد ہے‬:‫تحریری‬ 

)11:‫اسلامیات لازمی برائے نہم دہم– پنجاب ٹیکسٹ بک بورڈ (صفحہ نمبر‬ ‫ذرائع‬
[Link]
:‫ کی جا سکتی ہے‬Download ‫کتاب دیے گئے لنک کے ذریعےویب سائٹ سے‬:‫نوٹ‬
/[Link]

Subject: Mathematics
Text book Oxford New Syllabus Mathematics 2 (7th Edition)
Chapter 14: Sets
Exercise 14.5 Combining Universal Set, Complement of a
Set, Subset, Intersection & Union of Sets

Text Book Exercise 14.5 is reliant on the concept learnt in the previous
exercises.

Read and Comprehend worked example 8 on pg. 409 which

explains combined functions of sets.

Read and Comprehend worked example 9 on pg. 411 which

explains use of Venn diagram to solve problems that
require combined functions of sets.

Use the following links to clarify concepts in case of confusion

[Link]

in case the above link is not clarify the concept, use these links as revision of
previous basics to be used in this topic
[Link]
[Link]

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 APSACS Online Support Program
Class: 8 Week 9

Written Work Practise Now 8 on Textbook page 410.

Practise Now 9 on Textbook page 412.

These Practise Now questions are based on relevant worked

examples, they designed to make a link between the concept
application, examples and exercise questions.

Exercise 14C Q8 & Q9 on Textbook page 414. The difficulty level of

these questions is Basic.

Project Work
Subject: Biology
Textbook Biology 9, PLD Publishers, Lahore

Chapter 3  Two- kingdom classification system pg 36

Biodiversity  Three -kingdom classification system pg 37
(pg 36-39)  Five - kingdom classification system pg 37
 The five kingdoms pg 38,39

ICT  The five kingdoms

Ref to link
[Link]
[Link]

Reading & The reading with understanding (of each topic) by the student to
Discussion: be ensured by the helper (i.e. parents, elder sibling, peer etc.)
Textbook  Two- kingdom classification system pg 36
(pg 36-39)  Three -kingdom classification system pg 37
 Five - kingdom classification system pg 37
 The five kingdoms pg 38,39 (study Table 3.2 and Fig 3.5)
(The recommended link
[Link]
[Link]
would be helpful in understanding the concept).
Watch the recommended video about the topics and then read
the topics along with figures given with them on referred pages.
Thorough reading of the topics to be done
When reading the topics, underline the difficult terms and put a
question mark on the margin against them. The subject teacher
can be asked to explain it to student on helpline.
 Extra information boxes to be read by students

Project Work:

Prepare a scrap book of the five kingdoms of

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Class: 8 Week 9

classification.

Guidelines:

Resources needed:
 White pages
 Ribbon /thread
 Glue
 Internet
Procedure :
 Take some computer pages (white / coloured)
 Punch them and tie with a ribbon.
 Draw / paste pictures of organisms on it related to
every kingdom.
 Write salient feature of every kingdom in the form of
bullets along with pictures.

i. Please present your working and findings in written

form as follows:
Week #: …………………… Subject : ……………………….
Date :……………………………..
i. Project name: ………………………
ii. Resources needed : ………………………….
iii. Steps followed:
iv. Step 1. …………………………………..
v. Step 2. …………………………………
vi. Step 3………………………… .so on
vii. findings/conclusion:
viii. Who helped you ……
Write a thank you note to person who helped you.
Attach it with your assignment.
ix. Pic of artifacts or stages of experiment
x. video Attached if any

Note: submission of Project work in written form is

mandatory

Written Work Note: Written work has to be done after reading and
Textbook understanding the topics. The written work to be spread
over 2-3 days.

 Review Questions Q 3 (Understanding the Concepts)

 Differentiate between Two- kingdom classification
system & Three -kingdom classification system
 What were the draw backs of three-kingdom
classification system?

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 Describe the general characteristics of the five

kingdoms.
 Distinguish among the five kingdoms of life on the
basis of cell type, nuclear envelope, cell wall, mode of
nutrition and multicellularity (in tabulated form).

Subject: Chemistry

Chapter 2 Structure of Atoms

e-support Following videos will help the students in
understanding the concept. It is advised that student
must watch the videos under complete parental
supervision. Please visit following links for video tutorials
 [Link]
v=dBiMh4315Zk

Reading: Students to read the given pages (33-36) before attempting the
Text Book written work.
(page 33-36)  Students to read “Isotopes”. They will learn that
an isotope is an atom that has a different number of
neutrons (that is, a greater or lesser atomic mass) than the
standard for that element. They already have learned in
chapter 1 that the atomic number is the number of protons
in an atom's nucleus.

 Students to read Society, Technology & Science, find out

how prevailing theories bring about changes in them. They
will also learn how discovery of sub-atomic particles
changed the concept of Dalton’s Atomic Theory.

 Students to critically read and comprehend the basic

differences and similarities between different isotopes,
page 34.

They will find out that:

 Isotopes are atoms of an element with the same
number of protons and electrons, but different number
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of neutrons.
 Isotopes have the same atomic number,
but different mass number.
 The different isotopes of an element have identical
chemical properties because chemical properties depend
upon atomic number but their physical properties are
different as it is evident from table 2.1

 Students to read page 34-35, find out the interesting facts

about different isotopes of Carbon, Hydrogen , Chlorine
and Uranium, observe the diagrams given as examples.

 Students to learn that Uranium-235 (Atomic Number: 92)

uranium's most common isotope, can also be used as a
fuel in nuclear reactors.

 Students to read page 36, find out the interesting facts

about uses of different isotopes in the field of science,
medicine, research, technology etc. Students to carry out a
research work to find out 5 more uses of isotopes (other
than given in book) and will note down on loose sheets.

Written work: Following work to be done on loose sheets.

(Loose Sheets)
1. What is an isotopes? Who discovered it?
Compare the isotopes of Carbon?
(Student needs to think critically about this question and has to
answer by her/himself. Students may search for its answer
from internet under complete supervision of Parents)

2. Draw the isotopes of Chlorine. How do

these isotopes differ?
(Student needs to think critically about this question and has to
answer by her/himself. Students may search for its answer
under complete supervision of Parents.
3. Write a short note on isotopes of Uranium?
(Student needs to think critically about this question and has to
answer by her/himself. Students may search for its answer
under complete supervision of Parents)

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4. What is the difference between heavy water and

ordinary water? Draw the structure to support your
answer.
(Student needs to think critically about this question and has to
answer by her/himself. Students may search for its answer
under complete supervision of Parents)

5. Exercise Questions 10, 11 & 12 (pg 40)

(Student needs to think critically about the given question and
has to answer by her / himself.)

Subject: Physics
Book: Physics 9, Caravan Book House, Lahore
Unit 2: Kinematics
Topic/s 2.1 Rest and Motion
2.2 Types of Motion
Textbook  Read Rest and Motion given on pg. 29 to understand the
Reading difference between a body at rest and in motion. It is
important to understand how states of rest/motion are
relative and gauged with respect to the surroundings.
Figure 2.1 explains this concept by the example of a bus
and passengers.
View the following link for reinforcement of the concept
[Link]

 Read Types of Motion given on pg. 29. Comprehend

how and why motion is classified into types, as a student
one must be able to identify and differentiate types of
motions. The mentioned types in the textbook are:
i. Translatory Motion. ( linear, random and circular)
ii. Rotatory Motion.
iii. Vibratory Motion.

 Read Translatory Motion given on pg. 29, also visually

displayed in figure 2.2, it explains that it’s a motion in
which the object moves along a line which can be
straight (linear/rectilinear), curved (curvilinear), circular
or random.


Read the subtypes of Translatory Motion mentioned as
Linear Motion given on pg. 30, Circular Motion given
on pg. 30 and Random Motion given on pg. 31. Also
visualize relevant figures 2.3 - 2.8 that display each with
an example.
A linear motion is simple a motion along a straight line
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whereas a circular motion is a translatory motion along a

circular path.
View the following link for reinforcement of the concept
[Link]

Written Work  Solve the Questions 2.1 i, 2.2 from exercise given on
pg. 52-53.

Subject History
Text Book Window To World History Class VIII
Chapter 5: British Rule and Muslims of the South Asia
Reading Read the following: (TB pages 62-66)
 South Asia: From colony to empire
 Queen Victoria’s Proclamation: 1858
 British-Indian administrative structure
 Lord Macaulay’s ‘Minute’ on Education 1835
 Wood’s Dispatch on Education, 1854
 Study the pictures with their sub titles and Information
prompts carefully
 Highlight the important points on book
Vocabulary  Prepare a bank of words you find difficult and new in the
topics.
 Maintain a small note pad or booklet for new vocabulary
(TB pages 62-66)
Map study  Map Study Textbook 63: Locate the routes taken by
European in 1500 CE to reach India
Research
Assignments Search on internet to find more about impact of War of
independence, 1857
on Muslims of India.
 Keep the record on a notepad or in a booklet for
assessment purpose
Written  After thorough reading and understanding of the chapter do
Assignments content related questions answers, given in the Exercise
(TB page 76), independently, in your notebook
General Work  Glossary words, Timelines, Reference of different sources,
pictures and their sub titles, Information Prompts, Map
study and Picture Study (throughout the chapter ) can be
utilized wherever required
 End of Chapter Exercise:
 Reflect your Learning and Activities can also be utilized
to check your level of learning

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Class: 8 Week 9

Subject Computer Science

Resources Textbook of Computer Science Grade 9

Chapter 1 Fundamentals of Computer

Guidelines for Chapter # 1:Introduction to computer

Parents:
Textbook pgs 26-28
Reading &  Memory
Discussion  ROM(Read Only Memory)
Textbook  RAM(Random Access memory)
(pgs 26-28)  Cache Memory
 · Ports, Expansion Slots and Expansion Cards
 Ports
 Expansion Slots and Expansion Cards

The reading, with understanding of topics, by the student to

be ensured by the helper (i.e. Parents, elder sibling, peer
etc.).
 Ask the child what he/ she knows about the concept
being taught in previous classes.
 Child should go over the internet and search on Google
about the computer memory and Ports, Expansion Slots
and Expansion Cards.
Child may see the physical parts in CPU after watching
the components in the link
[Link]
 Child to visit the following links to understand the working
of computer memory and Ports, Expansion Slots and
Expansion Cards.
[Link]
[Link]
[Link]
[Link]
v=chnhnxWIjgw&list=PLbtzT1TYeoMgJ4NcWFuXpnF24f
siaOdGq
[Link]
[Link]

Activity: Students should observe the components of

computer such as RAM, ROM, Microprocessor,
Ports, Expansion slots and power Supply attached to
computer system.
Written Work  After watching the above videos, Ask the child to write 2-
3 lines about the difference between RAM and ROM.
Loose sheets
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 Write the answer of the Question.

What do you think why Cache memory is faster than
ROM and ROM? And if we remove the ports what will be
happen with system unit
 Exercise at the end of the chapter, relevant Q&A.

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