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Class 1–12 · CBSE / NCERT · Samacheer Kalvi · Matriculation

Every concept, a book you can test.

Free interactive lessons that follow your child's textbook, chapter by chapter. Predict what will happen, try it on a working model, then explain why. In English and தமிழ் medium.

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Physics · Class 11 · CBSE and Samacheer

Energy in free fall

Predict first

The ball has fallen half of its height. Compared with its potential energy at release, how much kinetic energy does it have now?

19.6 J
Ep
stored
0.0 J
Ek
moving

Height 4.00 m · Speed 0.00 m/s · Total 19.6 J

Choose a prediction first. The model unlocks after that.

Model: The ball starts from rest and is treated as a point. · g = 9.8 m/s² (textbook value) · Open the full lesson

Lessons follow your book:

Matriculation schools use the Samacheer Kalvi books. Your choice is remembered on this device.

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Each subject keeps one colour everywhere: on this site, on lesson cards and inside the lessons.

MathematicsMathsClass 1–1211 lessons so farBrowse →PhysicsPhysicsScience 6–10 · Physics 11–122 lessons so farBrowse →ChemistryChemistryScience 6–10 · Chemistry 11–12Coming soonBrowse →BiologyBiologyScience 6–10 · Biology 11–12Coming soonBrowse →

Lesson library

Free lessons, matched to your chapter

Every card shows where the lesson sits in your board's book. No account needed.

MathsPreviewEnglish · தமிழ் draft

Jumps on the number line

CBSE · Class 6 · Ch. 10 · The Other Side of Zero · being checked

You'll explore

  • Describe adding an integer as a jump on the number line: to the right for a positive number, to the left for a negative number.
  • Explain why adding a negative number gives a smaller result, so adding does not always make a number bigger.
  • Find the sum of a negative and a positive number by deciding whether the jump passes 0.
Adding integersOpen lesson →
MathsPreviewEnglish · தமிழ் draft

Which is greater on the number line?

CBSE · Class 6 · Ch. 10 · The Other Side of Zero · being checked

You'll explore

  • Decide which integer of a pair is greater from their places on the number line: the number further to the right is the greater number.
  • Explain why every negative number is less than 0 and every positive number is greater than 0, and why a number and its opposite are not equal.
  • Justify that, in a pair of negative numbers, the number nearer 0 is the greater, even though the number after its minus sign is the smaller.
Comparing and ordering integersOpen lesson →
MathsPreviewEnglish · தமிழ் draft

Which share is bigger?

CBSE · Class 5 · Ch. 2 · Fractions · being checked

You'll explore

  • Compare fractions of the same whole when the parts are the same size, by looking at the top numbers.
  • Say that cutting a whole into more equal parts makes each part smaller, so with the same top number the smaller bottom number is the bigger share.
  • Rename fractions in the same cut and compare the top numbers to say which is bigger.
Comparing fractions of the same wholeOpen lesson →
MathsPreviewEnglish · தமிழ் draft

Same amount, different fractions

CBSE · Class 4 · Ch. 5 · Sharing and Measuring · being checkedCBSE · Class 5 · Ch. 2 · Fractions · being checked

You'll explore

  • Say what happens to a single shaded part when a bar is cut into more equal parts.
  • Find bars with different numbers of parts that show the same amount.
  • Explain that multiplying the top number and the bottom number by the same number keeps the amount.
Equivalent fractions: the same part with different namesOpen lesson →
MathsPreviewEnglish · தமிழ் draft

Finding the unknown with a balance

CBSE · Class 7 · Ch. 7 · Finding the Unknown · being checked

You'll explore

  • Read a statement such as two bags and three loose weights balancing eleven weights as a balance whose sides weigh the same.
  • Explain why a guess that is close is still not a solution.
  • Show that taking the same amount off both sides keeps the balance.
Finding the unknown in a simple equationOpen lesson →
MathsPreviewEnglish · தமிழ் draft

Adding and taking away like fractions

Not yet mapped to the CBSE books

You'll explore

  • Add fractions with the same bottom number by adding the top numbers and keeping the bottom number.
  • Explain that the bottom number stays the same because the parts stay the same size; only the number of shaded parts changes.
  • Say that a fraction with the same top and bottom number is a whole.
Adding and subtracting like fractionsOpen lesson →
MathsPreviewEnglish · தமிழ் draft

Tens and ones

CBSE · Class 1 · Ch. 8 · Fun with Numbers · being checkedCBSE · Class 2 · Ch. 1 · A Day at the Beach · being checked

You'll explore

  • Build a number on a mat with rods for tens and cubes for ones.
  • Explain that ten ones can be swapped for a ten without changing the number.
  • Say what the left digit and the right digit of a number count, once fewer than ten cubes are loose.
Place value: tens and onesOpen lesson →
MathsPreviewEnglish · தமிழ் draft

The discriminant and the nature of roots

CBSE · Class 10 · Ch. 4 · Quadratic Equations · being checked

You'll explore

  • Evaluate the discriminant D = b² − 4 a c of a x² + b x + c = 0 before solving.
  • Tell from the sign of D whether the equation has different real roots, equal real roots or no real root.
  • Link D > 0, D = 0 and D < 0 to a parabola that cuts, touches or misses the x-axis.
The discriminant and the nature of the rootsOpen lesson →
MathsPreviewEnglish · தமிழ் draft

Comparing by ratio

Not yet mapped to the CBSE books

You'll explore

  • Explain that multiplying both terms of a ratio by the same number, or dividing both by a common factor, gives a jug that tastes the same, and find the simplest form.
  • Write a jug as a ratio of syrup to water, and describe why the order of the terms matters.
  • Justify why the same gap between water and syrup does not mean the same taste.
Ratio as a comparison of two quantitiesOpen lesson →
MathsPreviewEnglish · தமிழ் draft

Taking away on the number line

CBSE · Class 6 · Ch. 10 · The Other Side of Zero · being checked

You'll explore

  • Describe taking away a number as a move on the number line: to the left for a positive number, to the right for a negative number.
  • Explain why taking away does not always give a smaller number, and why a bigger number can be taken away from a smaller number.
  • Show that taking away a number lands on the same point as adding its opposite.
Subtracting integersOpen lesson →
MathsPreviewEnglish · தமிழ் draft

Adding fractions with different bottom numbers

CBSE · Class 6 · Ch. 7 · Fractions · being checked

You'll explore

  • Change fractions with different bottom numbers into fractions with the same bottom number, without changing how much each one shows.
  • Add and take away fractions with different bottom numbers by giving them the same bottom number first, then adding or taking away the top numbers.
  • Explain why adding the tops and the bottoms, leaving the tops unchanged, or keeping a bottom number all give a wrong answer.
Adding and subtracting unlike fractionsOpen lesson →
PhysicsPreviewEnglish · தமிழ் draft

Energy in free fall

CBSE · Class 11 · Ch. 5 · Work, Energy and Power · being checked

You'll explore

  • Describe how a falling ball's gravitational potential energy is converted into kinetic energy.
  • Show from the readings that Eₚ + Eₖ stays constant when only gravity does work.
  • Explain where the shortfall goes when a resistive force acts.
Conservation of mechanical energyOpen lesson →
PhysicsPreviewEnglish · தமிழ் draft

Projectile motion

CBSE · Class 11 · Ch. 3 · Motion in a Plane · being checked

You'll explore

  • Resolve a projectile's velocity into independent horizontal and vertical components.
  • Explain why a projectile is still moving horizontally at the highest point where v_y is zero.
  • Compare trajectories launched at complementary angles and explain why 45° gives the greatest range.
Projectile motionOpen lesson →

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How a lesson works

Think first, then look

  1. Predict

    Your child commits to an answer before anything moves. That first idea is kept.

  2. Try

    They change one thing on a working model and watch what the numbers do.

  3. Explain

    They read why, then say it in their own words, compared with what they first thought.

  4. Apply

    A new case to solve. The stamp is given only when the model agrees, not for clicking through.

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Your child's notebookone lesson
First prediction
What they chose, and how sure they were
In their own words
Their explanation, as they wrote it
Stamp
Earned when the model agreed with their answer
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How we build lessons

Built from the textbooks. Checked by teachers.

Every number has a source

A value in a lesson either points to a page in your textbook or is marked as a setting chosen for the model.

Mapped to both boards

One lesson per idea, placed against the CBSE and Samacheer chapters that teach it, for the current editions.

Signed off before publishing

A subject teacher for each board reviews the science, the language and the page references.

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