APPENDICES

1 Questionnaire for teachers

I1 Checklist for teachers

I11 Checklist for pupils

IV Questionnaire for teachers based on the revised standard VIII

science syllabus

V (i) Experimental study lesson plan for standard VIII Chemistry to

teach the control group.

(ii) Experimental study lesson plan for standard VIII Chemistry to

teach the experimental group.

(iii) Experimental study lesson plan for standard VIII physics to

teach the control group.

(iv) Experimental study lesson plan for standard VIII physics to

teach the experimental group.

(v) Experimental study lesson plan for standard IX Chemistry to

teach the control group.

(vi) Experimental study lesson plan for standard IX Chemistry to

teach the experimental group.

(vii) Experimental study lesson plan for standard IX physics to teach

the control group.

(viii) Experimental study lesson plan for standard IX physics to teach

the experimental group.

VI (i) Achievement test for standard VlII chemistry.

(ii) Achievement test for standard VIII physics.

(iii) Achievement test for standard IX chemistry.

(iv) Achievement test for standard IX physics.

APPENDIX - I

QUESTIONNAIRE FOR TEACHERS

MAHATMA GANDHI UNIVERSITY KOTTAYAM

SCHOOL OF PEDAGOGICAL SCIENCES

Dear SirlMadam,

I am doing research leading to Ph.D. in the School of Pedagogical Sciences,

Mahatma Gandhi University, Kottayam. The topic selected for my research work

is &On a critical study of the theory-practical integration in the teaching of

high school physical science in Kerala'. What is expected to be availed through

this research tool is the theory-practical ratio, various methods of teaching, extent

of use of materials and equipment5 for teaching Physics and Chemistry in the high

school classes. The questions given below are prepared for collecting data

required for the above study. Your views, regarding this aspect would be highly

valuable for the completion of this study. May I request you to spare a part of

your valuable time for responding to this questionnaire. Your free and frank

responses will be kept and used only for research purpose.

Thanking you,

Yours Sincerely,

Mariamma Mathew

(Research Scholar)

QUESTIONNAIRE PERSONAL DATA

Name

Age , Sex

Desigmation

Name & Place of Institution

Type of Institution : Govt.1 Aided Boys/Girls/Co - educational

Subject taught : Total service in years :

Academic Qualifications Qualifications I Subject of Specialization I CIass [ Year of 1

Curriculum related work load in the School

1.

2.

4.

5.

obtained B.Sc.

M.Sc.

Curriculum related work outside the school

Passing

Any other (please specify)

Class

Std VlIl

Std IX

Std X

UPS Classes

I

11 PRE-SERVICE AND IN-SERVICE TRAINING

Total

Subject taught

a)

b)

Most Least Not at Em

No. of teaching Periods per

week

Related to Science

Not related to Science

Hours per week for preparation / correction, etc.

Nature of work

Total

Hours per week

-

CONTENT COMPETENCE AND METHODS OF TEACHING The following are the topics of high school syllabus in Physics and Chemistry. Please put a tick mark in the appropriate column. Showing your content

competence and methods of teaching for each topic. 1 TOPICS I Corn-) METHODS OF TEACHING

I i

a2

8 &

--

2' + 5 e' a 1 % ; 3 G .3 " rn

--

I- ? a u c

a. b. c. d. e. f. g. h . i. j . k. 1. m.

n. o.

a. b. c. d. e. f.

g. h.

'5 u

- -

Standard VllI Bodies in motion Thrust and pressure Heat Light Magnetism Electrostatics Atoms, Molecules Atomic Structure Chemical bonding Language of Chemistry Stoichiom* Types of chemical reactions Energy changes in chemical reactions Acids, Bases & Neutralization Rocks, minerals and metals Standard TX (Physics)

-

Laws of motion Forces in Nature Circular Motion Work, Power and Energy Heat Sound Current Electricity The Universe

-

g g " E a

- -

3 - t 8 ~ S o " ~ o e i i $

-

8 e z g

;. .- m G Z

3 ~ n y

ex

other (specify) -

I . Is your science degree sufficiently Effective in helping you to cope with 2, the needs of the High School Science Syllabus?

(Please a put a ( J ) mark in relevant column)

I f not, please indicate briefly the extent of the gap :

3 . Has your training course been able to cover the content gap in the Light of the present High School Science syllabus? (Please a put a ( d ) mark in relevant column)

4. Are you mahng your own provision for closing the gap?

If yes, please give details of the provision

Yes / No

Yes /No 5. Have you undergone any in-service course?

If yes,

a. Please give the following information regarding the in-service programmes you have attended:

b. Please indicate the benefits you have received from the in-service programmes:

Agency (Please specify)

1.

2.

3

4.

5. -

6.

Duration (I3.g.: Course for contentl method/workshop, etc)

Please give details of the course

Please tick in the Box I . Got expertise in practical work

2. Updated information

3 . Discussed subject related matters with teachers handling the some subject

4. Got information about different methods of teaching

5 . Received information about mahng improvised apparatus

6 . Cleared doubts on some difficult topics

7. Obtained contacts with specialists in the filed

8. Revised topics, studied earlier (Please add any other)

111. Expertise in conducting experiments

1. Do you conduct demonstrations/experiments in the class while you teach Physics and Chemistry? (Please put a ( J ) mark)

extent extent

I f no, indicate the reason :

1 . Lack of skill in handling and manipulating the equipments

2. Lack of equipments, materials and chemicals

3. Fear of indiscipline

4. Lack of co-operation from authorities, other staff and pupils

5. Lack of knowledge about various lands of experiments

Any other reason : (please specify)

6 .

7 .

8.

9.

Please tick in the Box

2. Do you have the skill in doinglshowing Experiments to pupils while teaching Physics & Chemistry (Please put a (4) mark)

If no, specify the reasons for the lack of skill : I J

3. Do you persuade your pupils to do experiments : (Please put a ( J ) mark)

a. In the class? b. Outside the class (E.g. Home)

4. Do you give direction to your pupil in doing experiments 5. Do you appreciate your pupils in doing the experiments?

Always times Never s

VI. FACILITY UTILIZATION

Please specify the environmental facilities/resources, etc. you make use of to make your children utilize each:

Facilities I Resources etc 1 . Library

2. School Laboratory for : a. Individual experiments b. Group work

3. Home

4. Environment

5 . Projects

6. Science Exhibitions

7. Science club activities

8. Science magazine

9. Scientific hobbies

Extent of utilization (please put "mark) To a large extent To some extent Not at all

1 . Which type of materials do you think will be more effective in teaching Physics and Chemistry? (Please put ' J' mark)

2. Do you improvise any apparatus 1 materials to supplement your teaching : Yes / No

3. If yes, to what extent (Please put ' J' mark)

To a large extent To some extent Not at all N 4. Please specify some of the improvised materials you have made?

5 . Do you persuade your pupils to improvise material?

6. If yes, to what extent (Please put ' J' mark)

Yes / No

To a large extent To some extent Not at all t 10. Which do you feel pupils benefit in their learning most out of improvisation?

1. Improvised by the teacher

2, Improvised by the pupils themselves

1 1 . Do you appreciate and reward your pupils who prepare improvised materials?Yes / No

VI. ENVIRONMENTAL RESOURCES

A number of local resources which can be used for physics I chemistry teaching are given below. Please enter in column 'A' if they are available near the school, tick in the column 'B' if you have already made use of to involve the pupil in teaching Physics I Chemistry and tick in column 'C' if it can be made use of involve the pupil to teach PhysicslChemistry.

i A Available near the school

1.

2.

3 .

4.

5 .

6.

7 .

8 .

9.

10.

1 1

1 2.

13.

14.

15.

Environmental Resources

Factories

Minerals

Farms

Hospitals

Pharmacy

Workshops (enquiring etc)

Railways

Fire bridges

Colleges

Home (Kitchen etc)

Vehicles (land & water)

Exhibitions

Fairs

Printing Press

Telephone Exchange

1 6.

1 7 .

1 8.

19.

20.

-------

B Already made use of to

involve the pupi 1

Telegraph Office

Electric power station

(Please add)

-

-

C Can be made use of' to involve the pupil

In Physics In Physics

1

In Cka&y Fn w-

-

-

-

APPENDIX - I1

CHECKLIST OF ESSENTIAL EQUIPMENTS, CHEMICALS, ETC. FOR TEACHING PHYSICAL SCIECE

Mahatma Gandhi University, Kottayam School of Pedagogical Sciences

Dear SirlMadam,

1 am doing research leading to Ph.D. in the School of Pedagogical Sciences, Mahatma Gandhi

University, Kottayam. The topic selected for my research work is 'On a critical study of the

theory-practical integration in tbe teaching of high school physical science in Kerala'. What

is expected to be availed through this research tool is the availability of apparatus, materials, etc.

pertained to science teaching Physics and Chemistry in the class. Your responses would be

highly valuable for the above study and it will be kept confidential and used only research

purpose.

Thanking you,

Yours Sincerely,

Mariamma Mathew (Research Scholar)

Name

Sex

Name and Place of Institution

Type of Institution

Designation :

PERSONAL DATA

: Govt ./Aided

Subject taught :

CHlECKLIST Of essential equipments, chemicals, etc. for teaching Physical Science

c.

1.

PLATES Crucible with lid-Porcelain

Item

Not Available Extent of use By Teacher By Pupil

SI. - A - CI - No. m B

m Avallable Aldable - 2. China dish (different sizes)

Item

Not Available Extent of use By Teacher By Pupil

sl. 3" h

Not No. Awhble Available

b . 0-200" Fahrenheit

1 1. 1 2. 1 3. 14.

Lens holder Cylindrical lens Mirror concave Mirror convex

APPENDIX - 111

Checklist for Pupils

Name : Standard:

Age : Sex : Male 1 Female

a) Methods of teaching

I ) Which method(s) does your Science teacher adopt while teachng Physics and Chemistry in the class room?

1. Reading Method 2. Lecture Method 3. Lecture-Demonstration method 4. Individual work 5. Project method 6. Group work 7. Experiment method 8. Discussion method 9. Assignment method 10. 11,

2) Do you think the method adopted by your teacher is effective for learning? Yes / N o

3) Which of the following method you think is effective for learning (Please check with a J) mark in the relevant column.

h. Giving projects i. Discussion methods j. Giving notes

b) Learning strategy

c) 1. What study strategy do you adopt

to study Physics and Chemistry?

a. Individual work b. Group work c. Project work

d. Environmental searching e. Cramming f. Reciting

2. Do you have the habit of extra reading based on the topics of Science taught in schools?

Yes / No

3. Where do you get the extra reading source? a. Library b. Magazine issued by Sc. Club c. Science magazines

1. at home 2. from friends

C, Conducting: practicals:

1. Does the science teacher conduct practicals while teaching Physics and Chemistry?

2. Does the teacher conduct all needed practicals in the class room?

3. Do you conduct experiments in the class room at least in some cases?

4. Does the teacher persuade you to conduct practicals?

Always

5 . Does your teacher give you directions while you do experiments?

6. Does your teacher give you individual activity related to your topics in Physics and Chemistg?

Sometimes Never

7 . If yes, do you undertake it?

9. Does teacher appreciate while asking questions?

1 0. Have you succeeded in doing experiments by yourself?

8. Do you ask questions to clarifv you doubts on experiments?

12. Do such experiments benefit you in your learning?

Always

1 1. Do you feel a some of satisfaction

13. Which do you like most while you Expts. done by Expt. done by Learn Physics and Chemistry? the teacher yourself

while you do experiments ?

14. Have you verified the theory taught in class room with the practicals on topics in Physics and Chemistry ?

Sometimes

Cite some typical examples :

-

Never

To a large extent To some extent Not at all

APPENDIX - IV

QUEST1ONNAlRE BASED ON REVISED STANDARD Vlll SYLLABUS

Name : School :

Type of School : GoWAided Qualifications :

Service in (yrs) :

Respected Teacher,

Please spare some time and cooperate to fill this questionnaire. The

method of teaching to be followed in standard Vlll is the activity-based method.

Taking this into consideration you are requested to furnish the following details

regarding the methods of teaching adopted and its effectiveness in teaching-

learning process.

Methods adopted: 1. Please put a tick ( J ) mark against the method you adopt to each topic

and its extent of use in the classroom. SI. No.

f .

2.

3.

4.

5.

6.

7.

8.

9.

10.

Topics

Changes: Chemical and Physical Elements & Compounds The world of particles A peep into the atom Water

Solutions

Acids & Bases Refraction of light Lenses

Motion

Reading method

Extent of use in the

Lecture methd

Lecture Demon.

To a great extent

classroom To a large extent

Methods Indivld. Work

To a limited extent

of Teaching Group work

Discu- ssion

Assig- nment

Project Field Trip

SI. No.

I

12.

13.

14.

15.

methods adopted in Std. VIII of the previous year?

2. What is the extent of effectiveness of the new method when compare to the

3. What is your opinion about the new method to teach the topics of Std. VII in the attainment of the following and to what extent?

I 1

Topics

Wave motion Sound

Static Electricity Current Electricity Heat

Very much effective

2. 1 Content Learning

1 SI.No. 1 .

Methods of Teaching

More effective than traditional

method

4. 1 Skill development I I

Reading method

Extent of use in the classroom

Attainment of Objectives

3.

Toa great extent

effect

Proficiency in manipulating eqpts.

4. Do you think the methods adopted by you is more interesting to pupils? YeslNo If yes, to what extent?

Lecture method

Not at all effective

To a great extent

5.

Very much I To a large extent 1 Not at all I I

T o a large

extent

---

Application of knowledge in new situations

Any other:

Lecture Demon.

- - - - - -

T o a limited extent

To a large extent To a very limited extent

Indlvid Work

_

Group work

Discu- ssion

Assig- nment

Project Flsld Trip

5. Does the new curriculum demand the following aspects to what extent from you as a teacher'?

1 1 I I -

I SI-No. I Aspects I To a great extent ] To a large extent ] To a limited extent

I I 1 1. 1 Intensive preparation I I I Extend subject knowledge

Enhanced teacher-pupil r~latlonshlp

Challenging

Environmental exploration

More creativity

Any other:

Appendix - V (i)

LESSON PLAN IN CHEMISTRY FOR THE CONTROL GROUP

Subject: Chemistry Unit : Acids and Bases

Class: VLU Topic: Properties of Acids

Stage: 12+

Duration: 40'

Content Analysis

Formulae: HzS04, H2S, COz, HC1

Facts: - Lemon contains citric acid

- When blue litmus paper is dipped in dil. hydrochloric acid, the

paper turns red.

- When hydrochloric acid is added to a piece of zinc, hydrogen gas is

evolved.

- When hydrochloric acid is added to eggshells, carbon dioxide is

evolved.

- Hydrogen sulphide gas is evolved when hydrochloric acid is added

to k o u s sulphide.

- Hydrochloric acid and sulphuric acid contain hydrogen.

Concepts: - Acids turn blue litmus red.

- Acids react with metals to liberate hydrogen gas.

- Acids react with metal carbonates to liberate carbon dioxide gas.

- Acids react with sulphides to liberate hydrogen sulphide gas.

- All acids contain hydrogen.

Process: - Action of litmus paper when dipped in acid.

- Reaction of dil. hydrochloric acid with zinc and magnesium

- Reaction of dil. hydrochloric acid with egg shells.

- Reaction of dil. hydrochloric acid with ferrous sulphide.

Entry behaviour: The pupil knows about :

- Acids

- Litmus actions

- Carbonates, Sulphides

- Metals

Teaching aids:

Charts and models - Chart showing different substances and acids in them.

- Chart showing properties of acids

Apparatus and materials: Test tubes, litmus papers, egg shells

Chemicals: Zinc, magnesium, ferrous sulphide, dil . hydrochloric

aicd.

CONTENT

INTRODUCTION

SPECIFICATION TEACHING - LEARNING ACTIVITIES

Recalls Teachers begins the class by asking whether they have tasted lemon juice? and what is its taste?

Pupil response (sour) Develops Curiosity Teacher says that it is due to the presence of an

acid and we can study more about ACIDS.

PRESENTATION Lemon contains citric acid. Cites examples

When blue litmus paper is dipped in Observes

hydrochloric acid, it turns red. Distinguishes

When dil. hydrochloric acid is

added to zinc, hydrogen gas is

Observes

EVALUATION

Teacher explains that the taste of lemon juice is due to the presence of an acid d l e d CITRIC

ACID. Which acids are Teacher fbrther explains that there are many contain& in lemon and

substances in daily life which contains acids and tamarind? shows the chart.

Tamarind - Tartaric acid Vinegar - Acetic acid

Milk - Lactic acid

Teacher pours some dil. hydrochloric acid in a test tube and dips red and blue litmus papers into it and What is the action of

asks the pupils to observe the colour change. litmus paper? Pupils respond that blue litmus turns red while red

litmus remains unchanged.

Teacher familiarises zinc metal to pupils and inserts it into a test tube containing dil.

hydrochloric acid and asks the pupils to observe. Which is the gas evolved Pupils observe some bubbles at the mouth of the when hydrochloric acid

liberated.

When dil. hydrochloric acid is added to egg shells

carbon dioxide gas is evolved.

When dil. hydrochloric acid is

added to ferrous sulphide, hydrogen

spulphide gas is evolved.

Hydrochloric acid and su1p hudric acid

contain hydrogen.

test tube. Teacher explains that it is gas called hydrogen, so when an acid reacts with a metal,

hydrogen gas is evolved.

Teacher explains that when dil. hydrochloric acid is poured into a beaker containing egg shell,

Explains carbon dioxide gas is evolved, This is because egg shells contain calcium carbonate. Therefore metal

Generalises carbonates on reaction with acids produce carbon dioxide gas.

Teacher explains by showing the action of ferrous Explains sulp hide with hydrochloric acid, that hydrogen

sulphide gas is evolved. Thus acids on reaction Generalises with sulphide produce hydrogen sulphide gas.

Cites Teacher asks the pupils to list three acids, they

examples. know. They respond hydrochloric acid, sulphudric acid and nitric acid. The teacher writes these

names on the board and their chemical formule. Hydrochloric acid - HCL Sulphuric acid - H2S04

Nitric acid - HN03 Infers From the chemical formulae, it is understood that

the common component is hydrogen.

Lists The teacher summarises the class by listing properties of acids.

reacts with metal?

What is the action of acids with metal

carbonate?

What heppens when an acid reacts with a

sulphide?

Which is the common component of all acids?

List of properties of acids.

Appendix V (ii)

LESSON PLAN IN CHEMISTRY FOR THE EXPERIMENTAL

GROUP

Subject: Chemistry

Chss: WII

Stage: 12+

Duration: 40'

Content Analysis

Formulae: HCL, H2S04, CaC03, COz, HzS

Unit: Acids and Bases

Topic: Properties of Acids

Facts: - Lemon contains citric acid

- When blue litmus paper is dipped in dil. hydrochloric acid, the

paper turns red.

- When hydrochloric acid is added to a piece of zinc, hydrogen gas is

evolved.

- When hydrochloric acid is added to eggshells, carbon dioxide is

evolved.

- Carbon dioxide gas is evolved when hydrochloric acid is added to

egg shells.

- When hydrochloric acid added to ferrous sulphide, hydrogen

sulphide gas is evolved.

Concepts: - Acids turn blue Iitmus red.

- Acids react with metals to liberate hydrogen gas.

- Acids react with metal carbonates to liberate carbon dioxide gas.

- Acids react with sulphides to liberate hydrogen sulphide gas.

Process: - Discussion, Observation, Experimentation, Inferring,

Entry behaviour: The pupil knows about :

- Acids

- Litmus actions

- Carbonates, Sulphides

- Metals

Teaching aids:

Charts and models - Chart showing acids in daily use.

- Properties of acids.

Apparatus and materials: Test tubes, Shoe flower, Red and blue litmus papers,

White paper, match box, beakers, egg shells.

Chemicals: Zinc, magnesium, dil. hydrochloric aicd, dil. sulphuric

acid, sodium carbonate, ferrous sulphide.

CONTENT SPECIFICATION TEACHING - LEARNING ACTIVITIES

EVALUATION

TNTRODUCTION Recalls Teacher begins the class by asking what they feel when they taste lemon? Pupil respond (sour) The Teacher divides the whole class into six

groups. Provides each group with lemon juice, tamarind and vinegar and ask them to taste. They reply t h t they are all sour. The teacher describes

Does the activity that certain acids are present in these substances and today we are going to deal with the other

properties of acids.

PRESENTATION The pupils with the help of the teacher reaches the Lemon contains citric classroom that the common characteristic (sour acid. Concludes taste) of all these substances may be due to the

presence of acids. The teacher lists out the acids present in these substances: Why do the certain

Lemon - citric acid substances taste sour? Tamarind - Tartaric acid

Vinegar - Acetic acid and Curd - Lactic acid

The root word of acids is AClDUS which mean sour.

When blue litmus paper is dipped in dil. hydrochloric acid, it

turns red.

Besides the acids mentioned above, there are certain acids such as hydrochloric acid, sulphuric acid, etc. used in the laboratory for preparations. Gives each group, blue and red litmus papers and

Performs the activity small quantities of dil. hydrochloric acid and dil. What is the action of sulphuricacidintesttubes.Askstherntodipboth litmuspapersonacids? the litmus papers in these test tubes as well as in

lemon juice, tamarind juice, vinegar and curd provided earlier, and note the colour change.

Besides, a red shoe flower petal and a piece of white paper is also provided to each group and

asked them to rub the petal on the paper so as to make blue litmus paper by themselves. It is also

dipped and the observations are noted down. Pupils say that acids turn blue litmus red. Water, soap water are given and asked to repeat the test.

There is no colour change for both the litmus papers.

When hydrochloric acid is added to a

piece of zinc, hydrogen gas is

evolved.

When hydrochloric acid is added to egg shels, cwbo dioxide

gas is evolved.

When hydrochloric acid is added to

ferrous sulphide, hydrogen

sulphide gas is

Teacher gives each group a piece of zinc and some dil. hydrochloric acid and ask them to note down

Perfbrms the activity. reaction. The teacher brings a glowing splinder to the mouth of each test tube and asked them what

happens. The e x p ~ m e n t is repeated with magnesium. Pupil found out that zinc and What is the reaction of

Infers magnesium are metals and they on reaction with iron with dil. sulphuric acids produce a gas which do not help combustion. acid?

The teacher guides the pupil to reach the conclusion that it is hydrogen gas and therefore:

Generalises metals + acids + hydrogen ?.

Teaceher asks each group to pedorm and Perfroms the activity experiment with egg shells and dil. hydrochloric

acid. A glowing splinder is introduced to the mouth of each test tube. The pupils noted down the observations. The chemical formulae for egg What is the reaction of shell is calcium carbonate and on reaction with carbonates with acids? acids produce a non - combustible gas, carbon

Infers dioxide. The experiment is repeated with sodium Generalises carbonate. Therefore, carbonates =t acids + carbon

dioxide ?.

A sarnll quantity of ferrous sulphide is given to each group with dil. hydrochloric acid; and asked

Does the activity them to note the reaction. Pupils responded that a foul smelling gas is evolved and it is hydrogen What is the reaction of sulphide gas. Therefore sulphides + acids + sulphides with acids?

evolved. hydrogen sulphide ? The class is summarised.

Topic: Refmction and lenses

Appendix V (iii)

LESSON PLAN IN PHYSICS FOR THE CONTROL GROUP

Subject: Physics Unit: Light

Chss: Vm

Stage: 12+

Duration: 40'

Content Analysis

Terms: Re-ion, planoconvex lens, planoconcave lens, focus of a lens

Facts: - When a spoon is put in a glass of water and viewed, the spoon

appears to bend.

- If the image of a distant object is projected using a convex lens, it

is different fiom that obtained by a concave Iens.

- I f the object is placed at the focus of a lens then no image will be

formed.

Concepts: - Refraction.

- Types of lenses.

- Image formation by lenses.

Process:

A glass slab is placed on a chart paper, its outline and ray path of the

beam is marked.

A distance object is projected on a screen using a convex and a

concave lens.

Errtry behaviour :

Pupils know about

- Straight line motion of light, usage of lens in camera, convex lens

and concave lens.

Teaching aids:

Charts : Chart showing ray path fbr refraction, different types of lenses

and their shapes.

Materials: Glass with clean water, spoon, lenses, light source, wired box,

candle, white screen.

CONTENT SPECIFICATION

WTRODUCTION Recalls

PRESENTATION When a spoon is put in Observes a glass of water, bending of spoon appears. Recognises

Defines

If the image of a Recalls distant object is projected using a

convex lens it will be Observes different from that

formed by a concave lens. Differentiates

TEACHING - LEARNING ACTIVITIES

Teacher asks the pupils about the properties of light they know. Pupils response that it travels in straight line and passes only througJ~ tranparent medium. Teacher says that light has many other

interesting properties.

EVALUATION

The teacher shows a glass of water and puts a spoon in it and ask the pupil to observe. The pupils

respond that the spoon appears to be bent at the Define refraction. surface of the water. The teacher explains that this is because we observe the lower part of the spoon through water and the upper part through air. This

bending or change in the ray direction when it enters from one medium to another is cded

rekction.

Do you know why lens is used in camera and telescope?Thisisbecauseitgivesimageofthe Whicharethetwotypes

objects on the film in a camera and brings distant of lenses? objects closer in telescope. The teacher shows two

types of lenses - one convex and the other concave. In a convex lens, the sides are bulged

outwards while for concave it is turned inwards. A distant object is projected using both the lenses

where the projection by convex lens is clear while other is blurred.

Lf the object is placed Develops curiosity The teacher explains that light rays passing at the focus of the lens, through the lens converge at a single point. This

no image will be point is called focus o f the lens and the distance of What is the position of found. Defines this point from the lens is called focal length F of the image when the

the lens. Teacher arranges a light source in a wired object is at 2 F? Observes box, lens stand and a white screen. Using a convex

lens the teacher places the objects at the distance of focal length 2 F from the lens and adjust the

Identifies screen to get a clear image. Measures the image distance and tells that we get the image also at 2 F on the other side of the lens having the same size, real but inverted. Similarly if we place the object

beyond 2 F we get the image between F and 2 F on the other side but diminished, real and inverted.

But if the object is at F, no image is found.

Appendix V (iv)

LESSON PLAlY IN PHYSICS FOR THE EXPERIMENTAL GROUP

Subject: Physics

Class: VllI

Stage: 12+

Unit: Light

Topic: Refraction and lenses

Duration: 40'

Content Analysis

Terms: Refraction, planoconvex lens, planoconcave lens, focus of a lens

Facts: - When a spoon is put in a glass of water and viewed, the spoon

appears to knd.

- If the image of a distant object is projected using a convex lens, it

is different from that obtained by a concave lens.

- Iftheobjectisplacedatthefocusofalensthennoimagewill~

formed.

Concepts: - Refraction.

- Types of lenses.

- Image formation by lenses.

Process:

A glass slab is placed on a chart paper, its outline and ray path of the

beam is marked.

A distance object is projected on a screen using a convex and a

concave lens.

Entry behaviour:

Pupils know about

- Straight line motion of light, usage of lens in camera, convex lens

and concave lens.

Teaching aids:

Charts : Chart showing ray path for refixtion, different types of lenses

and their shapes.

Materials: Glass with clean water, spoon, lenses, light source, wired box,

candle, white screen, chart paper.

CONTENT SPECIFICATION

INTRODUCTION Recalls

Observes

Performs the activity

PRESENTATION Recognises When a spoon is put in a glass of water, bending of spoon Defines appears.

Predicts

TEACHING - LEARNING ACTIVITIES

The teacher begins the class by asking the pupils whether they know any properties of light? Pupils

responded that light travels in straight line and passes only through a transparent medium.

Teacher shows a glass of water with a spoon in it and ask the pupils what happen to the straight

portion of the spoon. Tells two of the students to spread a sheet of the chart paper on the table and

place the glass lab in the middle of the paper. Ask one of them to draw the outline on the glass slab and draw a normal on one side and a line at 30

degrees to it. Ask the other one to pass laser beam from a torch along with this line and the former to mark the emergent ray from the other side of the

slab and joint the points inside the slab after removing the glass slab. Then ask them to repeat

the above steps along the normal also. Ask them to show the drawn ray path to the whole class.

EVALUATION

The teacher explains that the bending or change in the direction of the Iight ray when it enters from one medium to another is called refraction and is Define refraction.

caused by the difference in optical densities. Divides the whole class into groups and asks them

to discuss the following questions. 1 . What happens to the light ray if it enters

obliquely to the glass slab? 2. What happens ifthe light ray is incident

If the image of a distant object is

projected using convex lens, it is different

&om that formed by a concave lens.

If the object is places at the focus of a lens,

no image will be found.

normal to the glass? 3. Where do the bending occur - in air or glass or

Formulates hypothesis at the surface separating the two media?

Recalls Have you seen instruments like camera and telescope? Lenses are used in these instruments to

get image of the objects and to bring distant Differentiate convex and objects closer. Teacher gives a set of convex and concave lenses?

Performs concave lenses to each group and asks them to view the lines of the p l m using them and to find out the difference by touching the sufice of the

Differentiates lenses. Then asks them to project the image of a distant object on a wall using both the lenses.

Develops curiosity Have you seen an exhibition where sunlight is focused to burn paper pieces. This is because light rayswhenpassedthroughthelensconvergeata Discussthenatureofthe

Infers point. This point is called the focus of the lens and image formed by a the distance of this point fiom the lens is called the convex lens when the

focal length. Teacher gives a wired box, light object is kept at different source, lens stand, white screen and a convex lens positions.

experiments to each group and asks them to fix the lens on the stand and get a clear image on the screen by

adjusting the screen posit ion. Repeat the Observes. experiment by keeping the object at 2 F, F and

beyond 2 F and observe the nature of the image formed .

Appendix V (v)

LESSON PLAN IN CHEMISTRY FOR THE CONTROL GROUP

Subject: Chemistry Unit: Nom-metals

Class: M Topic: Chlorine

Stage: 1 3+

Duration: 40'

Content Anrrhrsis

Formulae: Kmn04, HCI, HzO, Cl2

Facts: - Potassium Permanganate reacts with Hydrochloric acid to form

chlorine gas.

- Chlorine is greenish yellow in colour.

- Chlorine is a pungent smelling gas.

- Chlorine gas dissolves in water.

- Chlorine gas is denser than air

Concepts: - Preparation and physical properties of chlorine gas.

Entry behaviour: The pupil knows that Chlorine is present in many substances.

Teaching aids:

Charts and models - Chart showing the laboratory arrangement of the preparation

of chlorine gas.

Apparatus and materials: R o d bottomed flask, thistle funnel, glass funnel

delivery tube, gas jar, test tubes.

Chemicals : Potassium permanganate, Hydrochloric acid.

CONTENT SPECIFICATION TEACHING - LEARNING ACTIVITIES

LNTRODUCTION Develops Curiosity

PRESENTATION Potassium permanganate reacts with hydrochloric acid to form chlorine gas.

Chlorine is greenish yellow in colour.

Chlorine is a pungent smelling gas.

Chlorine gas dissolves in water.

Chlorine gas is denser than air

Observes

Explains

Represents symbolically

Identifies

Identifies.

Identifies.

Infers.

The teacher begins the class by explaining that chlorine belongs to the 7& group in the periodic

table and its atomic number is 17.

EVALUATION

The teacher demonstrates the preparation of chlorine gas in the laboratory.

Potassium permanganate + dil. hydrochloric acid How will you prepare + manganese chloride + water + chlorine. chlorine gas in the Kmn04 + HCl + MnC12 + H20 -t C12 laboratory?

The teacher shows the collected chlorine gas to all pupils and explains that it is greenish yellow

coloured gas.

Teacherexplainsthatthegaswhichiscollectedis Whatisthecolourand having a pungent smell. smell of chlorine gas?

Teacher passes the chlorine gas into a test tube containing water and ask them to smell the water.

They respond that it smells chIorine.

The teacher again shows the chart depicting the How will you collect laboratory arrangement for the preparation of chlorine gas in the jar?

chlorine gas. The gas jar is kept straight and the chlorine gas is collected at the bottom. Explains

the bleaching action of chlorine through examples.

Appendix V (vi)

LESSON PLAN IN CHEMISTRY FOR THE EXPERWLENTAL GROIJP

Subject: Chemistry

Class: IX

Stage: 13+

Duration: 40'

Unit: Non-metals

Topic: Chlorine

Content Andvsis

Formulae: KMn04, HCI, HzO, C12

Facts: - Potassium Permanganate reacts with Hydrochloric acid to fom

chlorine gas.

- Chlorine is greenish yellow in colour.

- Chlorine is a pungent smelling gas.

- Chlorine gas dissolves in water.

- Chlorine gas is denser than air

Concepts: - Preparation and physical properties of chlorine gas.

Entry behaviour: The pupil knows that Chlorine is present in many substances.

Teaching aids:

Charts and models - Chart showing the laboratory arrangement of the preparation

of chlorine gas.

Chart showing the atomic number and electronic

configuration of chlorine.

Apparatus and materials: Round bottomed W k , thistle funnel, glass funnel

delivery tube, gas jar, test tubes, coloured paper and

cloth.

Potassium permanganate, Hydrochloric acid, Bleaching

powder.

Chemicals:

CONTENT SPECIFICATION

INTRODUCTION Develops Curiosity

Cites examples

PRESENTATION Potassium permanganate reacts with hydrochloric acid to form chlorine gas.

Performs the experiment

Identifies

Chlorine gas is denser than air. Identifies.

TEACHING - LEARNING ACTIVITIES

The teacher begins the class by showing some bleaching powder to pupils. Ask them to smell it. The pupils infer that it is due to the presence of chlorine that bleaching powder has such smell.

Pupils also say that the difference in taste of well water and pipe water is due to the presence of

chlorine in pipe water. The teachers arrives at the topic chlorine and explains that it belongs of to the

7fh group called the halogen family and the displays the chart showing its electronic

configuration.

EVALUATION

The teacher familiarises the pupils with the different apparatus used for the preparation of

chlorine gas and also with the reagents. Arranges How will you prepare the apparatus and the teacher demonstrates the chlorine gas in the

experiment. Divides the whole class into different laboratory? groups and provides test tubes and reagents to

them. They perform the experiments by themselves and identifies the colour and the smell of the gas. The teacher displays the chart showing the laboratory arrangement of the preparation of

chlorine gas.

The teacher puts a cork and stone in a beaker containing water. The cork floats while the stone

Infers

goes down. From this activity pupils are led to correlate with the density of substances. The

teacher shows the chart of the laboratory preparation and explains that the gas jar is kept

straight so that chlorine gas pushes the air outside and gets collected at the bottom. This is because

chlorine gas is denser than air.

Chlorine gas dissolves The teacher gives test tubes containing water to in water. Identifies each group and ask them to pass the collected gas List the physical

into the test tube and smell it. They identify the properties of chlorine smell of chlorine in water. gas

Gives some coloured paper and cloth and some Infers. water and ask them to insert the moistened paper

and cloth into the test tube containing chlorine and to note the change. Pupils found that the paper and cloth were decolourised and moisture is necessary

for the bleaching action.

Appendix V (vii)

LESSON PLAN IN PHYSICS FOR THE CONTROL GROUP

Subject: Physics Unit: Force

C b s : M Topk: Newton's first law of

Duration: 40' motion.

Content Axralvsis

Terms: Inertia of motion, inertia of rest.

Facts: - When you stop pedaling the cycle that you are riding, it won't stop

suddenly but continue to move for sometime.

- When a fast moving bus is suddenly stopped a standing passenger

tends to fall forward.

- When a bus starts moving suddenly, a standing passenger tends to

fall backward.

Concepts: - Inertia of motion.

- Inertia ofrest.

- First law of motion

Process:

Places a card on the top of a tumbler and a heavy coin on the card and

ask to strike the card. The win falls inside the tumbler and doesn't go along with card.

This is because coin tries to continue in its state of rest.

Entry behaviour :

Pupils know abut

- Force, friction

Teaching aids:

Charts : Chart showing Newton's first law of motion and definition of

inertia.

Materials: Set of coins, tumbler, card, knife.

CONTENT

rNTRODUCTION

PRESENTATION When you stop peddling a cycle, it won't stop suddenly but continues to move some distance.

When a fast moving bus stops suddenly, a

standing passenger tends to fall forward.

SPECIFICATION TEACHING - LEARNING ACTIVITIES

Recal Is What will you do when a running car stops? Can a person sitting inside the car and pushing it make it

move? That is why we come out of the car and push it. The teacher tells that to move a body an

unbalanced external forces needed. What is force? Introduces the topic force and hence Newton's

first law of motion.

EVALUATION

How many of you are coming to school by cycle? Recalls Have you observed that when you stop peddling,

the cycle will stop only afker travelling to some State first law of motion. distance? Do you know why? This is due to

Recognises Newton's fust law of motion. That is every body continues in a state of rest or of uniform motion dong a straight line until it is acted up on by an

Defines external unbalanced force.

Recalls Wile travelling in a bus, why do we fall forward when the bus suddenly stops? This is due to Define inertia with

Recognises inertia, ie. a body in uniform motion in a straight suitable example. line or at rest cannot move by itself with out the

action of an external force. Therefore inertia is the Defines incapability or tendency of a body to continue in

its state of rest or of uniform motion along a straight line.

When the bus is moving, every part of our body Recognises

has the same speed as that of the bus and when it stops, the lower part of the body comes to rest but

the upper part will not, and that is why we fall forward. This is called inertia of motion.

When a bus starts Explains The teacher explains that there is a common moving suddenly a experience that when a bus starts moving suddenly standing passenger we tend to fall backward. Here the lower part of What is inertia of rest?

tends to fall backward. the body gets the same speed as that of the bus but Give an example? the upper part continues to be at rest due to inertia and therefore tends to fall backward. This is due to

inertia of rest. The teacher places a tumbler and a card on its tops and then places a coin on the top of the card. Then the card is striked off. The pupils observe that the coin does not move with the card but falls into the

tumbler. This i s an example for inertia of rest.

infers

Appendix V (viii)

LESSON PLAN IN PHYSICS FOR THF, EXPERIMENTAL GROUP

Subject: Physics Unit: Force

Clmrss: M Topic: Newton's first law of

Duration: 40' motion.

Content Anatvsis

Terms: Inertia of motion, inertia of rest.

Facts: - When you stop pedaling the cycle that you are riding, it won't stop

suddenly but continue to move for sometime.

- When a fast moving bus is suddenly stopped a standing passenger

tends to fall forward.

- When a bus starts moving suddenly, a standing passenger tends to

fall backward.

Concepts: Inertia of motion.

- Inertiaofrest.

- First law of motion

Process:

Places a card on the top of a tumbler and a heavy coin on the card and

ask to strike the card, The coin falls inside the tumbler and doesn't go along with card.

This is because coin tries to continue in its state of rest.

Entry behaviour:

Pupils know about

- Force, fiiction

Teaching aids:

Charts : Chart showing Newton's first law of motion and definition of

inertia.

Materials: Set of coins, tumbler, card, knife.

CONTENT SPECIFICATION TEACHING - LEARNING ACTIVITIES

EVALUATION

INTRODUCTION Develops curiosity Suppose 10 of us are going for a picnic in car and on the way the car stopped working what will you

Observes do if it needs pushing? Asks one of the pupils to State Newton's first law comeforwardandsitonatableandaskhimpush ofmotionwithsuitable it, in sitting position, with out touching any other example.

Analyses object. What happens? Why? Now ask him to get down and push it, then what happens? That is an

Recognises unbalanced external force is required to move a body.

Does experiment Arranges an inclined plane on the table covered with gravel and asks one of the pupils to come and

Oberves roll a glass ball from the top of the plane and asks another one to measure the distance travelled by

the glass board. Divides the whole class into different groups and asks them to fill the table below based on their observation. Repeat the

experiment on the floor of the classroom and on a polished surface and asks them to discuss in

groups the following questions.

Surface Distance travelled Gravel Floor of the classroom Polished surface

Predicts 1 . On which surface the ball travel greater

distance. Why? Makes hypothesis 2. Does the ball move along a straight line in ail

cases? 3. Which is the unbalanced external force that

brings the force to rest?

Infers

Makes operational definition

What do you infer? You will see that a body will continue to move along a straight line with uniform motion until it is acted up on by an unbalanced external force. This gives the

Newton's first law of motion.

When a fast moving Develops curiosity. How many of you are coming by bus to school? bus suddenly stops, a What is your experience when the bus driver gives Define inertia. Give

standing passenger a sudden brake. Why? suitable example for tends to fall forward. Recognises While the bus moves, we are also moving and inertia of motion.

when it suddenly stops, the bus has come to the state of rest but our body cannot change the state of motion by itself and hence falls forward. This

tendency of the body to continue in its state of rest or uniform motion along a straight line is called

inertia. Infers If the tendency is to continue the state of rest, it is

inertia of rest and if it is to continue the state of motion, it is inertia of motion.

Recognises So when the moving bus suddenly stops, the lower part of the body is brought to rest due to friction

between the bus and his feet, while the upper part continues to move and therefore falls forward.

This is due to inertia of motion.

When a bus starts When a bus starts moving suddenly, the lower part moving suddenly, a Recogni ses of our body gets the same speed as that of the bus standing passenger andstartsmovingwiththebus,buttheupperpart Defineinertiaofrest

tends to fall continues to be at rest due to inertia and this is due with suitable example. backwards. to inertia of test and therefore we fall backward.

Gives the following questions to discuss in groups. Identify whether inertia of rest or that of motion is

the reason for the following cases. Predicts I . Fan continues to rotate for sometimes even

after it is switched OR. Makes hypotheis 2. Gives a pile of carom coins and asks to strike

off the lowest coin with out disturbing others. Observe and discuss.

3. Places a card on the tumbler and heavy coin on the card and ask to strike the card suddenly. Observe and discuss.

Concludes C,oncludes the topic by giving more examples for inertia.

Appendix Vi (i)

ACHIEVEMENT TEST FOR STANDARD w XI CHEMISTRY

Standard: WII Ma% marks: 20

Time: 40'

Choose the correct answer from brackets.

1 . The acid present in vinegar is

(Sulphuric acid, tartaric acid, hydrochloric acid, acetic acid).

2. When magnesium carbonate reacts with hydrochloric acid,

gas is evolved.

(Carbon dioxide, hydrogen, oxygen, nitrogen).

3. Calcium reacts with acids to evolve

(Hydrogen, Oxygen, nitrogen, carbon dioxide).

4. The taste of acid is

(Sweet, sour, bitter, salty).

Answer the following in two or three sentences: -

5. Howcanyoutestifasubstancecontainsacid?

6 . What happens when hydrochloric acid reacts with iron metal?

7. Lemon juice is used to remove rust on iron nails, why?

8. Taj Mahal is made of calcium carbonate. What happens to it, if sulphur

dioxide in the atmosphere increases?

9. Improvise a litmus paper to test acids?

(3 x 5 = 15 marks)

Appendix VI (ii)

ACHIEVEMENT TEST FOR STANDARD VlII PHYSICS

Standard: VlII Max, marks: 20

Time: 40'

Choose the correct answer f?om brackets.

I . A pencil dipped in a beaker containing water appears to bend due to

. (refraction, reflection, magnification, total internal

reflection).

2. lens is called a hand lens. (concave lens, plain mirror, convex

lens, compound microscope).

3. A lens which gives shorter image than the real object is

(convex lens, plain mirror, concave lens, optical fibre).

4. The distance towards the object from the focus is known as

.(focal length, focus, principle axis, centre of curvature).

5 . Refraction occurs due to . (Difference in optical

densities, difference in focal length, difference in center of curvature).

( 5 x 1 = 5 marks).

Answer the following questions .

6. Define rehction with suitable examples.

7. Define focal length.

8. How will you differentiate convex lens from concave lens?

9. What are the peculiarities of the image obtained fiom a convex lens?

1 0. Describe and experiment showing the formation of the image by a convex lens

with the help of a neat diagram.

(5 x 3 = 15 marks)

Standard: M

Appendix VI (ii i)

ACHIEVEMENT TEST IN CHEMISTRY

Max. marks: 20

Time: 40'

Fill in the blanks.

1. The group nurnkr of chlorine is

2. The cobur of chlorine gas is

3. Chlorine belongs to family.

4. The smell of bleachhg powder is due to the presence of

5 . The atomic number of chlorine is

( 5 x 1 = 5 )

Answer in two or three sentences.

6. Write the electronic configuration of chlorine?

7. Which are the reagents used to prepare chlorine gas?

8. Describe the density of chlorine gas?

9. Explain the solubility of chlorine gas in water?

10. List the physical properties of chlorine gas?

11. What happens when moistened cloth is kept in jar containing chlorine gas for

sometime?

(6 x 2 = 12)

1 2. Describe the laboratory preparation of chlorine gas with the help of a neat

labelled diagram?

Appendix VI (iv)

ACHIEVEMENT TEST FOR STANDARD IX PHYSICS

Standard: IX Max. marks: 20

Time: 40'

Choose the correct answer from brackets.

1 . Fan continues to rotate for sometime even aRer it is switched off

, (inertia of rest, inertia of motion),

2. We can strike off the lowest coin from a pile of coins without disturbing other

coins, due to (inertia of rest, inertia of motion).

3. When a ball moves over ground, the unbalanced external force that brings the

hall to rest is (gravitational force, frictional force).

4. The tendency of body to continue in its state of motion is called

(inertia of rest, inertia of motion).

(1 x 4 = 4 marks),

Fill in the blanks with appropriate words.

5. To move a body fiom rest it needs force.

6. First law of motion was formulated by

7. Mangoes &tach from stalk when shook due to inertia of

8. Person stepping out of a moving bus has to run forward to overcome inertia of

(I x 4 = 4 marks)

Answer the following quest ions in 2 or 3 sentences.

9. What is inertia?

10. Give Newton's first law of motion?

1 1. Give an experiment demonstrating inertia of rest?

(2x3=6marks)

Answer the following questions in 1 page.

12. Perform an activity to explain inertia of motion?

13. Athletes run some distance before making a long jump, Why?

(3 x 2 = 6 marks).