APPENDICES. Title. Appendix No. I III IV V VI VII VIII IX X XI XII XIII XIV XV XVI XVII XVIII XIX XX XXI XXII XXIII XXIV XXV

Transcription

1 APPENDICES

2 APPENDICES Appendix No. I II III IV V VI VII VIII IX X XI XII XIII XIV XV XVI XVII XVIII XIX XX XXI XXII XXIII XXIV XXV Title Lesson Transcripts based on 4MAT System of Instructional Design (Malayalam) Lesson Transcripts based on 4MAT System of Instructional Design (English) Lesson Transcripts based on Activity Oriented Method (Malayalam) Lesson Transcripts based on Activity Oriented Method (English) Learning Style Inventory Initial Draft (Malayalam) Learning Style Inventory Initial Draft (English) Learning Style Inventory Final Form (Malayalam) Learning Style Inventory Final Form (English) Kolb s Learning Style Inventory Adapted version (Malayalam) Kolb s Learning Style Inventory - Adapted version (English) SOLAT by Venkataraman- Adapted version (Malayalam) SOLAT by Venkataraman- Adapted version (English) SOLAT by Torrance E.P., McCarthy, & Kolesinski- Adapted version (Malayalam) SOLAT by Torrance E.P., McCarthy, & Kolesinski- Adapted version (English) Achievement Test in Physics - Initial Draft (Malayalam) Achievement Test in Physics -Initial Draft - Response Sheet Achievement Test in Physics - Initial Draft- Answer Key (Malayalam) Achievement Test in Physics - Initial Draft(English) Achievement Test in Physics - Initial Draft - Answer Key (English) Achievement Test in Physics - Final Form (Malayalam) Achievement Test in Physics - Final Form- Response Sheet Achievement Test in Physics - Final Form- Answer Key (Malayalam) Achievement Test in Physics - Final Form(English) Achievement Test in Physics - Final Form- Answer Key (English) Question Wise Analysis

3 Appendix I Lesson Transcripts based on 4MAT System of Instructional Design (Malayalam) LESSON I Name of the Teacher : Anne Mary Thomas Standard : IX Name of the Institution : Time : 45 minutes Subject : Physics No. of groups formed 8 Unit : Refraction of Light Topic : Refraction Teaching/Learning Activities Responses Step I: Connect : Begin with a situation that is familiar to students and builds on what they already know, eliciting nontrivial dialogue from students Objective : To make students remember similar incidents and share them in the class. Activity I ]mt-]p-kvx-i-ønse Nn{X-Øns \nco- -Ww Ip n-iƒ ]mt-]p-kvxiønse Nn{Xw \nco- n- p. CtX t]mse-bp A\p-`hw X߃ p-- m-bn- p-s- v Ip n- Iƒ Hm Ωn- p-. mkn - A-\p-`hw ] p-sh- p

4 Nn{X-Ønse Ip n Føp Aºv a yøn\p ]Icw Xh-f-bn tim p- p. kam-\-amb A\p-`-h-߃ ] p-h-bv p-hm A ym-]ni \n t±-in p p-. Activity II Hcp mkn Pew FSpØv AXn Hcp kv]q Ncn- p-sh v \nco- - W-^ew Ipdn- phm A[ym-]nI Bh-iy-s -Sp- p. mkn\v Ptem-]-cn-X-e-Øn h v HSnhv kw`-hn p F v Ip niƒ \nco W ^ew tcjs SpØn.

5 -. Assessment : Engagement, Participation in Collaborative dialogue, Reporting the observation etc. Step II: Attend: Guide students to reflection and analysis of the experiences. Objective : To examine the experiences. (To analyze what they have observed.) Activity III ] p-sh A\p-`-h-ßfpw snbvx ]co- -Whpw IW- n-se-sp- ptºmƒ Fs - nepw kmay-߃ D -Xmbn txm p- pt- m F v {Kq n N snøp-hm A[ym-]nI Bh-iy-s -Sp- p. hkvxp- ƒ ]IpXn sh -Ønepw hmbp-hn-ep-ambn Ccn- p-tºmƒ Pe-Øns D]-cn-X-e-Øn sh v hkvxp- ƒ HSn- -Xmbn txm p Xv \nco- n- n- p-- v.

6 Assessment : The quality of students analysis of their collective subjective world of experience. Students ability to explore stated feelings by listening, listing and sharing their own reflections. Involvement of group members in sharing and discussing the experiences. Step III: Imagine : Transform the concepts to be taught into an experience. Objective : To integrate Personal experience into conceptual understanding. Activity IV p kv]sn-i- m-{xw, tek tsm v, Ch FSp- p-i. kv^sni- m-{x-øn tek civan Ncn p ]Xn- n- p-i- {]Imiw ]Xn ÿm\w AS-bm-f-s - Sp-Øp-I. ]m{x-øn kmh-[m\w Pew \nd-bv p-i -Pew \nd-bp- -Xn-\- \p-k-cn v {]Im-i-_n-µp-hn-\p- m-ip ÿm\-am w \nco- Whn-t[-am- p-i. F m {Kq pw ]co- -W\nco Wßfn G s - p Assessment : Quality of student production and reflection. Step IV: Inform : Mini lecture Teacher presents information sequentially. Objective : To Define Theories and Concepts (To teach the concept refraction)

7 Activity V Nm v, t_m Uv Ch-bpsS klm-b-tømss So A]-h Ø-\bpw AXp-ambn _ -s Bi-b-ßfpw Ip n-iƒ v hni-zo-i-cn p simsp- p- p. {]-Imiw Hcp am[y-a-øn \n pw as m- n-te v Ncn p {]th-in- p-tºmƒ AXns ]mxbv v hyxn-bm\w kw`-hn- p- p. CXmWv A]-h Ø\w A]-h Ø\w aqe-amwv \Zn-IfpsSbpw Ipf-ßfpsSbpw Bgw bym A -Øn-ep-f-f-Xn-s\- mƒ Ipd- -Xmbn \ap v txm p- -Xv. {]Im-i-civan Hcp am[y-a-øn \n v as m ntebv v ew_-ambn ]Xn- p-tºmƒ AXns Znibv v hyxn-bm\w kw`-hn- p- n- Ip n-iƒ A ym-]n-isb {i m-]q hw {ihn- p. Assessment : Checking the understanding of the concept by asking questions. Step V: Practice: Provide opportunity for students to practice new learning. Objective : Working on defined concepts Activity VI Ip n-iƒ kb kv emt_m-d- -dn-bn ]co WØn-te s -Sp- p. GItZiw 30 cm \ofhpw 15 cm hoxn-bpapå shå-t]- À FSp v AXnsâ a[y-`m-k- mbn mkv Ém_v hbv p-i. Ém_nsâ Acn-Ip-IÄ AS-bm-f-s -Sp- p-i. Ém_nsâ Hcp hi p \n v t] -dnsâ {]X-e- nâiqsn tekà tsmà v Ncn p {]Im-in- n- p-i. ]X\ civan-bpss Ip n-iƒ {]h Ø\w snbvxp.

8 ]mx-bpw. mkv Ém_n \n v ]pd-t p h civan-bpss ]mxbpw, AS-bm-f-s -Sp- p-i. Ém_v amän Ém_n-eq-sS-bpÅ {]Im-i- nsâ k m-c-]mx ]qà n-bm- p-i. {]Imi civan ]Xn _nµp-hnâ mkv Ém_n\v ew_-ambn Hcp tcj hc-bv p-i. Activity VII \nco- -W-ß-fpsS ASn-ÿm-\-Øn DØcw Fgp-XpI 1. ChnsS {]Im-i-civan GsX mw am[y-a-ß-fn-eq-ss-bmwv k -cn- Xv? 2. mkv m_n-te v {]th-in- p-tºmƒ {]Im-i-c-ivan-bpsS ]mxbv v F p kw`hn p? 3. {]-Imic-ivan v hyxn-bm\w kw`-hn- Xv Fhn-sSsb mw h mwv? mkv, hmbp F n-h-bn-emwv {]Im-i-c-ivan-bpsS ]mx Ncn- p. hmbp-hn \n v mkv m_n-te v {]th-in- ptºmgpw mkv m_n \n v hmbp-hn-te v {]th-in- p-tºmgpw. 4. {]Imi-civan Hcp am[y-a-øn \n v as m- n-te v Ncn p {]thin- p-tºmƒ AXns ]mxbv v F p kw`-hn- p- p. {]Imi-civan Hcp am[y-a-øn \n v as m- n-te v

9 5. {]Imi-civan as mcp am[y-a-ønte v ew_-ambn ]Xn p-tºm-tgm? Assessment : Quality of students work. (Interest in doing the experiment, correctemtness in the drawing the path of the ray.) Ncn p {]th-in- p-tºmƒ AXns ]mxbv v hyxn- bm\w kw`-hn- p- p. AXns ]mxbv v hyxn-bm\w kw`-hn- p- n.. Step VI: Extend : Set up situations where students have to find information not readily available in school texts. Objective : Adding something of themselves. Activity VIII So Hcp tnmzyw Ah-X-cn- n- p- p. Cu {]Xn-`m-k-Øn\p ImcWw Is- -Øm Ip n-i-tfmsv Bh-iy-s -Sp- p. tnmzyw: cm{xn-bn BI-mi-tØ v t\m nb A p- \- -{X-߃ an n-øn-f-ß-p- Xv I- p. CXn-\p-Im-c-W-amb {]Xn-`mkw Fs v Is- -Øp-I. project : kqtcym-z-b-øn\v apºpw tijhpw kqcys\ ImWm Ign-bp-tam? c- p Znhkw \nco- n- p-i. CXn-\p-Im-c-W-amb {]Xn-`mkw Fs v Is- - Øn tcj-s -Sp-ØpI. cm{xn-bn \ -{X-߃ an n-øn-f-ß-fp- Xv {]Im-i- Øns A]-h Ø\w F {]Xn-`mkw aqe-am-wv

10 Assessment : Active involvement in group discussion Step VII: Refine : Give guidance and feedback to students plans, encouraging, refining and helping them to be responsible for their own learning. Objective : Evaluating for usefulness and application. Activity IX Ip n-iƒ {Kq q-i-fmbn Xncn v mkn \S-Ønb ]T-\-{]-h Ø-\- ߃ hne-bn-cp-øp- p. Hmtcm ]T\ {]h Ø-\-ßfpw A]-h Ø\w F Bibw a\-kn-em- p- -Xn\v Fßs\ klm-bn p F pw ]T-\-{]- h Ø-\-ß-fpsS IrXy-Xbpw N bv v hnt[-b-am- p p. ]Tn Imcy߃ Hmtcm {Kq nepw AhXcn n p p. kwib \nhm-cww \SØs Sp p. A]-h Ø\w F {]Im-i-{]-Xn-`mkw {]Ir-Xn-bnse ]e {]Xn-`m-k-߃ pw Imc-W-am-sW- v a\-n-em- p p. ]T-\-{]-h Ø-\-߃ hfsc ani-hp- -Xm-bn-cp- p. A]-h Ø\w F {][m\ Bibw hfsc \ mbn a\-kn-em- m klm-bn p F v hne-bn-cp-ø-s - p. Assessment : Students willingness and ability to edit, define, rework, analyze and complete their own work. Step VIII: Perform : Leave students think about further possible applications of the concept.

11 (Sharing more examples) Objective : Do it themselves and sharing what they do with others. (To share individual observation in nature related to refraction) Activity X {]Ir-Xn-bn \nco- n- n- p GsX- nepw {]Xn-`m-k-߃- A-]-h Ø-\- hp-ambn _ -s - -Xpt- m F v ] p-sh-bv p- p. A-]- h Ø-\-hp-ambn _ -s - - {]IrXn {]Xn-`m-k-߃ Nm n FgpXn {]Z in- n- p- p. ag-hn v F {]Xn-`mkw sh -Øp- n-i-f-n A]- h Ø\w kw`-hn- p- Xm-Wv kqtcym-z-b-øn\v apºpw tijhpw kqcys\ ImWm Ign-bp- Xpw A]-h Ø\w aqe-amwv {Kq v 2 se Ip niƒ DØcw \ In. Assessment : Students ability to report and demonstrate what they have learned. Expressions of student enjoyment in the sharing of their learning. Quality of student final products.

12 LESSON II Name of the Teacher : Anne Mary Thomas Standard : IX Name of the Institution : Time : 45 minutes Subject : Physics No. of groups formed 8 Unit : Refraction of Light Topic : Refraction Teaching/Learning Activities Step I: Connect : Connect students directly to the concept in a personal way. Elicit non-trivial dialogue from students. Responses Objective : To remember and share the experiences related to the phenomenon- refraction of light. Also to set a base to understand why this refraction happens through an activity. Activity I ^njvsm- nse a y-ßsf Sm n\p api-fn-eqss t\m p- ^njvsm- nse a y-ßsf Sm n\p api-fn-eqss t\m p-tºmƒ

13 tºmƒ Fs - nepw {]txy-i-x-bp- -Xmbn txm n-bn- pt- m F v {Kq n N -sn-øm A ym-]ni Bh-iy-s -Sp p. kam- -c-amb A\p-`-h-߃ D- m-bn- p-s- -- -n Ah Hmtcm {Kq pw mkn ] p-sh-bv m - A- ym-]ni Bh-iy-s -Sp- p. Ah bym - ÿm-\-øp-\n pw A ]w Db -Xm-bmWv ImW-s -Sp- -Xv. Hcp Ipf-Øn t\m p-tºmƒ a y-ßfpw Cß-s\-bmWv ImW-s -Sp- -Xv. Activity II Hcp t{smfn aw-en-tebv v {]th-in- p-tºmƒ D- m-ip KXnam- w Nn{X-Øn-eqsS a\-n-em- p- p. Assessment : Engagement, Participation in Collaborative dialogue (Involvement of students in the sharing of experiences.)

14 Step II : Attend: Guide students to reflection and analysis of the experience. Summarize and review similarities and differences. (Comparing the path of light in the shared experiences with the motion of that of a trolley which passes to sand.) Objective : Examine the experiences. (To understand that there is a change in path of light when it passes through different media) Activity III {]Im-i-c-ivan v Hcp am[y-a-øn \n pw as m- n-te v {]thin- p-tºm-gp-- {]th-in- p-tºmƒ D- mip KXn-am- hpw Hcp t{smfn aw-en-tebv v m-ip KXn-am- hpw Xmc-Xayw snøp- p. {]Im-i-c-ivan- v Hcp am[y-a-øn \n v as m- n-te v {]thin- p-tºm-gp-- m-ip KXn-am w Hcp t{smfn-a-w-en-te p {]th-in- p-tºmƒ D- m-ip KXn-am- hpw Xp y-amwv Activity IV \n߃ ] p-sh A\p-`-h-ß-fn {]Imiw k n-cn- Xv GsX mw am[y-a-ß-fn q-sn-bm-sw v I- Øn tcj-s - Sp-Øp-I {]Imiw k -cn- Xv hmbp, -Pew F o am[y-a-ß-fn q-snbm-wv. Assessment : The quality of studnents analysis of their experiences Step III: Imagine : Provide a metaview, lifting the students into a wider view of the concept. Integrate personal experience

15 into conceptual understanding. Objective : To integrating personal experience into conceptual understanding. (To understand the concept optical density of each medium causes the path of light to change.) Activity V mkv m_n-te v {]th-in- p-tºmƒ {]Im-i-c-ivan bpss ]mxbv v hyxn-bm\w kw`-hn ]co- -W-Øns Nn{Xw ho- pw \nco W hnt[-b-am- p- p. Ip n-iƒ Nn{Xw \nco- n- p- p. AXn-\p-tijw X n-cn- p tnmzy-߃ v DØcw tcj-s -Sp-Øp- p. Nn{Xw \nco- n v h v jo v ]qcn- n- p-i. 1. ChnsS {]Im-i-civan k -cn am[y-a-߃ Gh-bm-Wv? 2. Cu am-[y-a-߃ v Hmtc km{µ-x-bmtwm? hmbp, mkv Ch-bm-Wv A, {]Im-inI km{µx Ipd am[yaw-- hmbp IqSn-bXv mkv.

16 3. Cu c- v am[y-a-ß-fnepw {]Im-i-c-ivan-Iƒ Htc ]mxbn qsn X-s -bm-twm k -cn- Xv? 4. {]Im-i-{]-th-Khpw {]Im-inI km-{µ-xbpw XΩn _ - apt- m? Assessment : Quality of student Production (Success of recording correct answer to the questions in the work sheet.) Step IV : Inform: Mini Lecture - Emphasizing the most significant aspects of the concept in an organized, organic manner. Use of CAI to deliver instruction. Drawing attention to important details. A. Hmtcm am[y-a-øn-s bpw {]Im-inI km{µx am[y-a-ønse {]Im-i-{]-th-KsØ kzm[o-\n- p- p. {]Im-inI km{µ-xbpw {]Im-i-{]-th-Khpw hn]-co-xm-\p-]m-x-øn-emwv A ym- ]nibpss klm-b-tømss Ip n-iƒ a\-kn-em- n. Objective : Define theories and concepts. (To teach specific information about the deviation in the path of light when it passes throguh different media, the relation between optical density of the medium and the velocity of light through it.) Pew

17 Activity VI hyxy-kvx--ßfmb kpxm-cy-am-[y-a-ßfn-eqss {]Imiw ISp- p-t]m-ip-tºmƒ AXn\v A\p-`-h-s -Sp {]Xntcm[w Hmtc txmxn-em-bn-cn- p-i-bn-. Cu {]Xntcm[w am[y-a-øns {]Im-inI km{µ-xsb B{i-bn- n-cn- p- p. Hmtcm am[y-a-øn-s bpw {]Im-inI km{µx hyxy-kvxamwv. X qew {]Im-i-Zn-ibv v hyxn-bm\w kw`-hn- p- p. {]Im-inI thkx F m am[y-a-ß-fn-epw-h-cp- t]mse Bbn-cn- p-i-bn-. {]Im-i-Øns thkx G hpw IqSp-X iq\y-xbnemwv. {]Im-i-Øn\v hnhn[ am[y-a-ßfn-ep {]thkw C{]- Im-c-amWv. iq\yx m/s Pew m/s mkv m/s h{pw m/s {]Im-inI km{µx Ipd am[y-a-øn {]Im-ithKw IqSp-X-em-bn-cn- pw. IqSnb am[y-a-øn {]thkw Ipd-hp-am-bn-cn pw.

18 {]Im-inI km{µx Ipd am[y-a-øn \n pw. IqSnb am[y-a-øntebv v {]Im-i-civan Ncn- p-]-xn- ptºmƒ AXv ew_-tøms-sp- p p hmbp Pew {]Im-inI km{µx IqSnb am[y-a-øn \n pw.. Ipd Xnte v {]Im-i-civan Ncn- p-]-xn- ptºmƒ AXv ew_-øn \n v AI-ep- p.. hmbp Pew {]Im-icivan Hcp am[y-a-øn \n pw. as mcp am[y-a- Øn-tebv v IS- p-tºmƒ AXn-s thkxbv pw XcwK ssz Ly-Øn\pw hyxymkw D- m-ip- p. Bhr- Øn v hyxymkw D- m-ip- n.

19 Assessment : Verbal and or written checking for student understanding. Quality of questions and comments raised by the students. Step V : Practice : Check for understanding of the concepts and skills by using relevant standard materials i.e., work sheets, text problems etc. Objectives : Working on defined concepts (To reinforce students understanding related to refraction.) Activity VII: \ -In-bn-cn p h vjo- nse Nn{Xw \nco- n tijw tnmzy-߃ v DØcw Fgp-Xp-I. 1. {]Im-inI km{µx IqSnb am[y-aw GXmWv? 2. Ipd am[y-aw GXmWv? mkv hmbp

20 3. {]Im-inI km{µx Ipd am[y-aøn \n pw IqSnbXnte v {]Imiw {]th-in- -t mƒ AXns ]mxbv v F p am w kw`-hn- p.? {]Im-icivan ew-_tømsv ASp- p-i-bmtwm AI-ep-IbmtWm snøvx-xv. 4. {]Im-icivan {]Im-in-I-km-{µX IqSnb am y-a- Øn \n pw Ipd v am-[y-a-øn-te v IS- -t mƒ ]mxbv v F p am -amwv kw`-hn- Xv? {]Im-i civan ew_-tømsv ASpØp {]Im-i-c-ivan ew_-øn \n v AI- p Assessment : Correctness in answering the asked questions. Step VI : Extend: Provide opportunity for students to design their own open-ended explorations of the concept. Objective : Adding something of themselves (To extend what has learned) Activity VIII : mkv m_v D]-tbm-Kn p snbvx ]co- Ww Bh Øn- p-i. BXm-b-Xv, _ln K-a\ civan-bpss ]mx-bn-eqss {]Imiw Xncn p ]Xn- n- p-i. ]mx \nco- n v k m-c-]mx Nn{Xo-I-cn- p-i-. Ip n-iƒ ]co Ww Bh Øn- p. BZy-]-co- WØnte-Xpt]me Xs -bp Hcp Nn{Xw e`n- p.

21 Assessment : Students on-task behavior, correctness of the figure drawn. Step VII: Refine : Summarize by reviewing the whole, bringing students full circle to the experience with which the learning began. Objective :Evaluating for usefulness and application (To provide a clear understanding of the concepts covered in the class) Activity IX: ]Tn Bi-b-߃ GsX- m-sa v {Kq n ]p\ hn-nm-cw snøphm A[ym-]nI Bh-iy-s -Sp- p. Ip n-iƒ X߃ ]Tn hkvxp-x-iƒ X\Xpw A -høpw ]c-kv]c_ -ap- - Xp-amb coxn-bn Fßs\ {]tbm-p\-s Sp-Øp-hm Ignbpw F v A[ym-]n-I-bpsS klm-tømss hni-i-e\w snøp- p kwi-b-\nhm-cww \S-Ø-s -Sp- p.. ]Tn Bi-b-߃ GsX- m-sa v {Kq n ] p-sh- p. Assessment: Students willingness and ability to edit, define, rework, analyze and complete their own work Step VIII: Perform Extending the What-Ifs into the future.

22 Objective : To make the students think what will happen if. {]Im-i-Øn\v A]-h Ø-\-sa {]Xn-`mkw C m-bn-cp- p-sh- ntem? {Kq n N -sn-øp-i. Assessment : Quality and originality of student responses

23 LESSON III Name of the Teacher : Anne Mary Thomas Standard : IX Name of the Institution : Time : 45 Subject : Physics No. of groups formed 8 Unit : Refraction of Light Topic : Total Internal Reflection Teaching/Learning Activities Step I: Connect: Providing a real life situation Responses Objective : Make students to think about how light appears at the end of the plastic wires in toy lamps and other devices Activity I - Nne {]txy-i-xcw tsmbvem-ºp-iƒ \n߃ I- n- p-- m-hpw. Ah-bnse πmãniv \mcp-i-fpss A{KØv F v {]txy-i-x-bmwv \n߃ \nco- n- n- p- Xv? F m-bn-cn mw CXn\p ImcWw F v \n߃ Nn n- n- pt- m? {Kq n tn v DØcw Is- Ømtam F p t\m pi tsmbvem-ºp-ifpss πmãniv \mcp-i-fpss A{KØv {]Imiw Hcp s]m p-t]mse ImWmw. Assessment : Active involvement of students in group discussion, genuine discussion.

24 Step II Attend : Reflecting on the experiences shared Objective : To analyze about their observation. Activity II \n߃ N snbvx-xn \n pw F p-ø-c-amwv e`n- Xv? {]Im-i-Øns Fs - nepw {]Xn-`m-k-amtWm CXn\p ImcWw? - Activity III k-am-\-amb a -\p-`-h-߃ \n߃ \nco- n- n- pt- m? Ds- n {Kq n ] p-sh-bv p-i. Assessment : Quality of answers, quality and relevance of experience shared. Step III Imagine: Using another medium ( an experiment in laboratory) to connect students personal knowledge to the concept to be learned. Objective : To make students know and understand the phenomenon Total Internal Reflection. Activity IV ]q Æ B c-{]-xn-]-x\w F Bibw a\-kn-em- p Xn\mbn Ip niƒ kviqƒ emt_m-d- -dn-bn ]co- -W- Ønte s -Sp- p. ]co- Ww C{]-Im-c-am-Wv. Hcp NXp-c- mkv ]m{x-øn ap m `mk-tømfw Pew \nd- A]-h Ø-\-amtWm F v {{Kq v 4,3.5 Ch kwibw {]I-Sn- n- p. ti_nƒ IW- -\p Sn.-hn., ssen-t^m ChbpsS {]h Ø\w CtX-t]m-se-bm-tWm {Kq v 6 se B\µv kwibw {]I-Sn- n- p.

25 bv p-i. Pe-Øn GXm\pw Xp n ]m Hgn pi, ]m{x- Øn Hcp hiøv ]nd-in-embn sh -t]- H n-bv p-i. s{]m{sm-ivs-dn-te-xp-t]mse timwp-iƒ AS-bm-f-s -Sp-Ønb Hcp IS-emkv mkv ]m{x-øns hoxn-iq-snb hiøv H n- p-i. mkv ]m{x-øn Hcp hiøv tek _ow ]Xn- n- p-i t] dn {]Imiw ]Xn- p `mkw \nco n pi. kmh-[m\w tek ]Xn- p timw-fhv Iq pi timw-fhn {]Imiw ]Xn- n- pi. At mƒ {]Im-i-civan ]Xn- p ÿm\w \nco- n- pi. ]X\-tIm ho- p h n- n p t\m p-i. \nco- W ^e߃ tcj-s -Sp-ØpI. Activity V: tnmzy fs nb BIvSnhnän ImÀUpIÄ ]qcn n pi ]X-\-tIm IqSp- -Xn-\-\p-k-cn v A]-h Ø\ civan v F p kw`-hn- p p? timwn ]X-\-civan ]Xn- -t mƒ A]-h Ø\ civan-bpss k m-c-]mx G{]-Im-c-am-bn-cp- p.? 3. ]X-\-tIm epw IqSp-X-em-b-t mtgm? 4. ChnsS {]ImiØn\v A]h Ø\w kw`hnt m? ]X-\-tIm IqSn-b-X-\p-k-cn v A]-h Ø-\-civan Ptem-]-cn- X-e-tØm-S-Sp- p- -Xmbn ImWp p. A]h Ø\ civan am y-a-ß-fpss D]-cn-X-e-Øn-eqsS IS- pt]m-bn. {]Im-i-civan ]q W-ambpw Pe-Øn-te v Xs Xncn- p-t]m- p C

26 5. ChnsS GXp am[yaøn\mwv {]IminI km{µx IqSpX? Pew Assessment : Active observation, listening to the experiment, correctness in response to the questions by the teacher, correctness in answering the questions cited in Activity cards Step IV: Inform: Providing a minilecture about the Total Internal reflection, The conditions required for TIR to happen, critical angle Objective: To teach the defeined concepts and theories. Activity VI ]q Æ B c-{]-xn-]-x\w F m-sw pw AXv kw`-hn- -W-sa- n D- m-bn-cn-t - kml-n-cy-ßfpw So Ip n-iƒ v hni-zo-i-cn- p-sim-sp- p- p. 1. {]Im-inI km{µx IqSnb am[y-a-øn \n pw Ipd- -Xnte- p {]Im-i-c-ivan-I-fpsS A]-h Ø-\-Øn, hn`-p-\-x-e- Øn ]Xn- p {]Imi-c-ivan-bpsS Hcp `mkw km{µx IqSnb am[y-a-øn-te v {]Xn-]-Xn- pbpw _m n-`m-k-øn\v A]- h Ø\w kw`-hn v ew_-øn \n- v AI- p-t]m-ipibpw snøpw.

27 2. {]IminI km{µx IqSnb am[y-a-øn \n pw Ipd- -Xnte v Hcp \n n-x-tim-w-f-hn {]Im-i-civan Ncn p ]Xn- p-tºmƒ A]-h Ø-\-civan am[y-a-øns D]-cn-X-e-Øn-eqsS k -cn- p- p. At mƒ A]h Ø\ tim 90 0 Bbncn pw. 3 {]Im-inI km{µx IqSnb am[y-a-øn \n v Ipd- -Xnte v {]Im-i-civan IS- p-tºmƒ A]-h Ø\w tim 90 0 Bbn hcp ]X-\-tIm-Wns\ {In n- tim F p ]dbp- p. Nne-Xcw mkn CXv 42 0 BWv. PeØn CXv BWv 4. {]Im-inI km{µx IqSn-b-Xn \n pw Ipd- -am[y-a-ønte v {In n- timwf-hnepw IqSnb- timwn {]Imiw ]Xn- m AXn\v A]-h Ø\w kw`hn- msx AtX am[y-a- Øn-te v {]Xn-]-Xn- pw. CXmWv ]q W B -c-{]-xn-]-x-\w. 5. ]q W B -c-{]-xn-]-x-\w kw`-hn- -W-sa- n {]Im-i-civan km{µx IqSnb am[y-a-øn \n v Ipd- -Xnte v k -cn- -Ww. ]X-\-tIm- {In n- timwnt\ mfpw IqSp-X-em-bn-cn- Ww. Assessment: Active listening, clarifying doubts raised Practice : Review of the experiment done

28 Objective: To make a more and clear understanding of Total Internal Reflection. Activity VII: Nm n X n-cn- p Nn{Xw \nco- n v tnmzy߃ v DØcw Fgp-Xp-hm A ym-]ni Bh-iy-s -Sp- p. 1. hmbp Pew ]X-\-tIm IqSp- -Xn-\-\p-k-cn v A]-h Ø-\ -civan v F p kw`-hn- p- -Xm-bmWv Nn{Xo-I-cn- n-cn- p- Xv? 2. Hcp \n n-x-tim-w-f-hn {]Im-i-civan ]Xn- -t mƒ AXv Ptem-]-cn-X-e-Øn-eqsS IS- p-t]m-ip- -Xmbn ImWmw. F{X- A]-h Ø-\ -c-ivan ew_-øn \n pw AI- p-t]m-ip- p. {Kq v {In n- tim

29 bmwv Cu timwns Afhv? Cu timwns t]cv F v? 3. {]Im-i-Øns ]q W-B- c {]Xn-]-X\Øn\v A\n-hm-cyamb kml-ncyw F m-bn-cn- qw. {]Im-inI km{µx IqSnb am[y-a-øn \n pw Ipd Xnte v {In n timwf-hnepw IqSnb Af-hn {]Imiw ]Xn- -Ww, {]Im-i-civan km{µx IqSnb am[yaøn \n pw Ipd- -Xn-tebv v k -cn- -Ww. {Kq v 1 s DØ-cw. Assessment : Quality of interpreting the results from the chart, Correctness in answering the questions. Step VI Extend : Providing an opportunity for students to design open-ended exploration of the concept Objective To make students able to describe the application of TIR Activity VIII {]Im-i-w Hcp am[yaøn qsn t\ tc-j-bn am{xta k cn- p- p- p, F m hf H]v n- ss^_-dn qsn {]Imiw k n-cn- p- -sx-ßns\? {Kq n N snbvxv DØcw Is- -ØpI. H]v n- ss^_-dn {]Imiw ]Xn- p- Xv {In n- timw-f-hn-epw-iq-snb Af-hn-em-Wv. AXn-\m {]ImiØn\v ]q Æ B -c-{]-xn-]-x\w kw `hn- p- p. {Kq v N snbvx-tijw DØcw Is- -Øn

30 Activity IX cxv\ p-i-fpss Xnf- n\p ImcWw F m-bn-cn mw? {Kq v N snbvxv DØcw Is- -Øp-I. ss_ssk nä dn^vf-ivs-dnsâ {]hà \ XXzw hni-zo-i-cn- pi ]q W- B- c {]Xn-]-X\w Assessment : Correctness of responses, Active involvement of students in group discussion Step VII Refine: Giving guidance & feedback to student s plans, encouraging, refining and helping them to be responsible for their own learning. Objective: To evaluate the correctness of responses in the step extend and make clarification if necessary Activity X Hmtcm {Kq pw N bv p tijw Is- -Ønb DØ-c-߃ icn-bmtwm F v hne-bn-cpø-p p. mknse a v {Kq p-i-fpamtbm Sn -tdmsv Xs tbm tnmzn v kwib\nhm-cww \S- Øp- p. Assessment : Active involvement of groups in making clarification.

31 Step VIII: Perform: Leaving students think about further possible application of the concept, extending the what ifs into future. Objective: To make students find more application for total internal Reflection in nature. Also make students think what will happen if there is no TIR. Activity XI {]Im-i-Øn\v ]q W B c {]Xn-]-X\w F {]Xn-`mkw C m-bn-cp- p-sh- ntem? Nn n p t\m m A[ym-]nI Ip n- I-tfmSv Bh-iy-s -Sp p. Assessment: Quality and originality of student responses {]Im-i-Øn\v Cu {]Xn-`mkw C m-bn-cp- p-sh- n tsmbv emºp-iƒ D- m-ip-am-bn-cp- n-. ti_nƒ hgn-bp ssent^m IW-, k P-dn, F tumkvtim]v Ch km[y-am- Ip-am-bn-cp- n-. {Kq v 3.

32 LESSON IV Name of the Teacher : Anne Mary Thomas Standard : IX Name of the Institution : Time : 45 Subject : Physics No. of groups formed 8 Unit : Refraction of Light Topic : Lenses Teaching/Learning Activities Step I Connect : Expecting diverse and personal experiences related to lens, sharing of various experiences. Objective: To make students recall incidents where they are using lens, or incidents where others use lens Activity I : \n߃ lkvx-tcj hni-i-e\w snøp- -h-cpss ssibnse D]-I-cWw {i n- n- pt- m? F m-wxv? {Kq n N -sn-øp-i. Cu se kn\v a v Fs - nepw D]-tbm-K-ap- -Xmbn Adnbmtam? Responses D- v. Hcp se km-w-xv. hnc-e-s-bmfw hfsc hep-xmbn ImWm-\mWv CXv D]-tbm-Kn- p- -Xv. hncesbmf hnz-kv[ D]-tbm-Kn- p- Xv se kmwv Assessment: Participation of all members of the group in the discussion. Correctness of responses made by each group.

33 Step II Attend : Discussion of more incidents where lenses are made use of and reflections of the experiences shared Objective : To make students think why we use lens for instances discussed above and also in the coming other situations.(examining the experiences) Activity II : C\nbpw IqSpX kµ `-߃ \n߃ v Is- -Øm km[n- ptam? F p-sim-- m-wv ta -d kµ `-ß-fn se kv D]-tbm-Kn- p- -Xv.? Assessment: The quality of students analysis of their collective subjective world of experiences Step III: Imagine : Transform the concepts to be learned into an experience. Doing experiments which helps students to identify lens Objective : Integrate experiences into conceptual understanding. Activity III : c- p Xcw se kp-iƒ A ym-]ni Ip n-iƒ p \ Ip- p. Ah kv] in p t\m n BIrXn tcj-s -Sp-Øm Bh-iy-s -Sp p. ssat{im-kvtim-]n se kv Bbn-cn mw D]-tbm-Kn- p- Xv. Ip n-iƒ se kp-iƒ kv] in- p-t\m- n. se kp-ifpss D]-cn-X-e-߃ h-{i-x-e-ß-fm-wv F v a\-kn-em n. Nne-Xcw se kp-iƒ a[y-`mkw I\w IqSnbpw Acn-Ip-

34 Activity IV : GI-tZiw 60 cm \ofhpw 15 cm s]m hpapff Hcp Im Uv t_m Uv s] n FSp- p-i. CXns \of-ap Hcp hiw \o n AhnsS mkv t] H n- p-i. hoxn Ipd hiøv Hcp Zzmcw CSp-I. 40 cm \ofap Hcp ]n.-hn.kn ss] ns Hc-{KØv Hcp se kv Dd- n- p-i. ]n.-hn.-kn. ss] v ZzmcØneqsS apt m pw ]nd-tim pw Nen- n- -Ø coxn-bn {Iao-I-cn- p-i. ss] ns Xpd A{Kw s] n-bpss ]pdøp hc-ww. s] n-bv p- n Nµ- \-Øncn IØn v ]pi \nd-bv p-i. ]n.-hn.kn ss] ns Xpd A{K-Øn-eqsS tsm v sse n \n p {]Imiw ]Xn- n- p-i. ss] v apt m v ]nd-tim pw \o nbpw se kp-iƒ amdn amdn D]-tbm-Kn pw ]co- Ww Bh Øn- p-i. a[y`mkw I\w IqSnb se kp-i-fn-eqss IS- ph {]Imi _oan-s bpw I\w Ipd v se kp-i-fn-eqss IS p h _oan-s bpw ]mx tcj-s -Sp-Øm Ip n-i-tfmsv Bhiy-s -Sp- p. hiw I\w Ipd- n-cn- p- -h-bp-am-wv. a p Nne se kp-iƒ a[y-`mkw I\w Ipd pw AcnIp-hiw I\w IqSn-bp-amWv Ccn- p- -Xv. F m {Kq p-imcpw Htc DØcw tcj-s -Sp-Øn. Ip n-iƒ \nco- -W-Øn-\p-tijw se kp-i-fneqss IS p h {]Im-i-_o-ans ]mx tcj-s -Sp-Øn. {Kq v 7,8 Ch-bpsS tcj-s -Sp-Ø C{]-Im-c-am-Wv. a[y`mkw I\w IqSnb se kp-i-fn IqSn IS p h {]Im-i_ow Hcp _nµp-hn ti{µo-i-cn- p. a[y`mkw I\w Ipd se kp-i-fn qsn IS p h {]Imi_ow Hcn-SØpw ti{µo-i-cn- n-.

35 Assessment : Evaulating students participation conducting experiments in groups, their attention etc. Step IV Inform : Mini lecture Objective : To teach specific information about convex lens, concave lens etc. Activity V : se kp-iƒ, hnhn-[-xcw se kpiƒ, F nh A ym-]ni mkn Ah-X-cn- n- p- p. se kv: hi-߃ tkmfob D]-cn-X-X-e-ß-tfm-Sp-Iq-Snb kpxm-cyam-[y-a-amwv se kv. tim shivkv se kv : se kn-eqss IS- p-h-cp {]Im-i-c-ivan-Isf Hcp _nµp-hn ti{µo-i-cn- p- (kw-{h-pn- n- p- ) se kns tim shivkv se kv F p ]d-bp- p. tim tihv se kv : se kn-eqss IS- p-h-cp {]Im-i-c-ivan-Isf Hcp _nµp-hn ti{µo-i-cn- mø (hn-{hpn- n- p ) se ens\ tim tihv se kv F p ]d-bp- p.

36 et_m-d- -dn-bnse hnhn-[-xcw se kp-iƒ Ip n-iƒ A ym]ni-bpss klm-b-tømss a\-kn-em- n. Assessment : Active listening of students to teacher lecture. Check for understanding concepts and skills Step V. Practice : Providing opportunities to practice new learning. Objective: To reinforce students understanding of concepts. Activity VI \nß-fpss ssihiw c- p-xcw se kp-iƒ Xcp- p kv] in p t\m msx Fßs\ Chsb tim shivkv se kv, se kn IqSn hkvxp- sf t\m p-tºmƒ he-p-xmbn ImWm km[n- p- Xv tim shivkv se kv, hkvxp-

37 tim tihv se kv F n-ßs\ Xcw Xncn mw F p t\m p- I. \nßfpss ssihiw X n-cn- p se kp-i-fn IqSn GsX- nepw Hcp hkvxp-hns\ t\m ns m- v se kv s]s v CS-Xph-i-tØ p \o p-i. \nco- W ^e-߃ kb kv Ub-dn-bn tcj-s -Sp-Øp-I. Activity VII ]mt-]p-kvx-i-ønse ]q Øn-bm-ImØ Nn{X-Øn tim shivkv se knepw tim -tihv se knepw ]Xn- p {]Imi civan-iƒ v A\p-kr-X-amb A]-h Ø\ civan-bpss ]mx hc v ]q Øn-bm- p-i. sf sndp-xm n ImWn- p- Xv tim tihv se kv F n-ß-s\-bm-wv. {Kq v 1,2,4,5 Ch \ Inb DØ-cw tim shivkv se kv D]-tbm-Kn- p-tºmƒ hkvxp FXn hitø v \oßp- Xmbn ImW-s -Sp p. tim tihv se kv D]-tbm-Kn- p-tºmƒ hkvxp AtX hi-tø p Xs \oßp- -Xmbn ImW-s -Sp- p. Ip n-iƒ A]-h Ø\ civan-bpss ]mx hc v ]q Øn-bm- n-. Assessment: Correctness in identifying lenses and completing the figures. Step VI. Extend : Finding information not readily available in school texts Objective: To extend what has been learned Activity VIII \nxy Pohn-X-Øn se kp-ifpss hnhn[ D]-tbm-K-߃ Fs - m-amwv? Hmtcm {Kq pw N Ifn G s Sp p. Assessment : Correctness of the responses \nxy Pohn-X-Øn se kp-ifpss hnhn[ D]-tbm-K߃ Ip n-iƒ {Kq n N -snbvxp

38 Step VII: Refine : Evaluate students activities, encouraging, refining and helping them to be responsible for their leaning Objective: Evaluating for usefulness and application Activity IX GsXms Xcw se kp-isf ] n-bmwv \mw C v ]Tn- Xv? Hmtcm {Kq pw mn Ah-X-cn- n- m A[ym-]nI Bh-iy-s - Sp- p. Assessment : Clarity in presentation of what the students learned, refining the concepts wherever necessary. Hmtcm {Kq pw tim sh-ivkv, tim tihv se kp- Iƒ, Ah-bpsS {]txy-i-x-iƒ mn Ah-X-cn- n- p. Step VIII Perform Leave students think creatively Objective : To make students think what will happen if. Activity IX: se kp-iƒ D]-tbm-K-Øn C m-bn-cp- p-sh- ntem? {Kq v N snbvxv DØ-c-߃ \ Ip-I. Assessment : Originality of students responses IÆns \yq\-x-iƒ ]cn-l-cn- m \mw thsd am K߃ D]-tbm-Kn-t -- n-hcpw Zqc-Z in\n D- tpmen D- m-ip-am-bn-cp- n-. ssit\m- - m v m-ip-am-bn-cp- n XpSßn [mcmfw DØc-ßfpw ]e- {Kq- p-imcpw \ In.

39 LESSON V Name of the Teacher : Anne Mary Thomas Standard : IX Name of the Institution : Time : 45 Subject : Physics No. of groups 8 formed Unit : Refraction of Light Topic : Technical Terms Related to Lens Teaching/Learning Activities Step I Connect: Begin with a situation that is familiar to students and builds on what they already know. Objective: To make students remember about the characteristics of a sphere. Activity I: \n߃ tkmf-sø- n ]T-n n p- t m. AXns khn-tij-x-iƒ Fs - m-am-sw v Ah-X-cn- n- mtam? Assessment : Students generation of concepts about sphere Step II Attend : Guide students reflection and analysis of the experience. Summarise similarities and differences. Objective: To elicit students reflections about lens and sphere Activity II : \n߃ Ign- - m-kn a\-n-em- nb se kpw Hcp tkmfhpw XΩn Fs - nepw kmay-߃ Dt- m? {Kq n N snøp-i. Responses tkmføn\v h{i-x-e-ß-fmwv D -Xv.-A-Xn\v Hcp a[y_nµp D- v. Ip n-iƒ DØ-cw- \ In se kn-s bpw tkmf-øn-s bpw {]Xe-߃ h{i-x-e-ßfm-wv. se kv tkmf-øns `mk-am-imw {Kq v 5 se kn\pw a[y-_nµp D- mimw --{Kq v 1

40 Assessment: Correctness of responses Step III Imagine: Transform the concepts to be learned into an experience. Objective : To integrate the experiences into conceptual understanding. Activity III D]-tbm-Kn p Ign- Xpw Htc hen- -Øn-ep- Xpw hyxykvx \nd-ønep- -Xp-amb c- v πmãniv sfkv{iow t_mfp-iƒ FSpØv c- p aqsn- I-sfbpw ]c-kv]cw apj-tømsp apjw tn Øp h v Ah-bpsS ti{µß-fn qsn Iºn IS-Øp-I. Hcp-h-i-Øp-\n pw t_mfp-iƒ Ib- nh v ]cn-ti-m[n- p-i. {IaoI-cWw ]mt-]p-kvx-i-ønse Nn{X-hp-ambn Xmc-X-ay-s -Sp-Øp-I. C Ip n-iƒ A ym-]n-i-bpss hni-zo-i-c-w-øn \n pw {Iao-I-c-Ww Fßs\ snø-w-sa v a\kn-em p- p. {Iao-I-cWw snbvxp.. tkmfw 1 C 1 D O B C 2 tkmfw 2 A tnmzy-߃ v DØcw Fgp-XpI 1. Nn{X-Øn ABC F `mkw F n-s\-bmwv kqnn- n- p- Xv? F p se kp-am-bmwv CXn\v kmayw D -Xv? ABC F `mkw se kns\bmwv kqnn- n- p- Xv. tim shivkv se kp-am-bmwv CXn\v kmayw. {Kq v 5 se tkxp DØcw \ In.

41 2. C 1, C 2 Ch kqnn- n- p- -sx v? 3. O kqnn- n- p- Xv F v? C 1, C 2 Ch bym-{iaw tkmfw 1, tkmfw 2 Ch-bpsS ti{µß-fm-wv. O F Xv se kns a[y-_n-µp-hm-wv 4. ADCF hiw GXp tkmf- nsâ `mk-amwv? tkmfw 2 Assessment : Correctness of students responses Step IV Inform : Mini lecture Objective : To teach specific information about technical terms related to lens. Activity IV se kp-ambn _ -s hnhn[ kmt -XnI ]Z-߃ A ym-]ni mkn Ah-X-cn- n- p- p. h{i-xm-ti{µw : Hcp se kns c- v D]-cn-X-e-ß-fn Hmtcm pw Hmtcm tkmf- Øns `mk-am-wv. Cu tkmf-øns ti{µsø h{ixm ti{µw F p ]d-bp- p. {]Im-inI ti{µw : Hcp se kns a[y-_n-µp-hns\ {]Im-in-I-tI{µw F p ]d-bp- p. apjy A w: h{i-xm-ti-{µ-ßsf XΩn tbm-pn- n- p tcj-bmwv se kp-ambn _ -s hnhn[ kmt -XnI ]Z-߃ A ym-]nibpss klm-b-tømss a\-kn-em- n.

42 apjy A w. Assessment : Active listening of students to teacher lecture, Check for understanding concepts and skills Assessment : Active listening of students to teacher lecture, clarification of students doubts. Step V Practice : check for understanding the concepts. Objective: To reinforce students understanding of concepts. Activity V tnmzy-ß-f-s-ßnb h p-jo- p-iƒ Ip n-iƒ v \ Ip- p. DØ-c-߃ tcj-s -Sp-Øm Bh-iy-s -Sp- p. 1. Xmsg X n-cn- p Nn{X-Øn ImWp kpxm-cy- am-[y-a-øn\v GXp se kns BIr-Xn-bmWv? tim tihv se³knsâ BIr-Xnþ 2. Cu se kns {]Im-inI ti{µw, h{i-xm-ti-{µ-߃ F nh ASbm-f-s -Sp-Øp-I. apjy A w hc-bv p-i. 3 \n -fpss Nn{Xo-I-c-W- nâ h{ixm ti{µ- sf X½n tbmpn- n- p apjy A w {]Im-inI ti{µ- n-eqss IS p t]mip- pt m? FÃm-Ip-«n-Ifpw se³knsâ {]Im-in-I-tI-{µw, h{i-xmti-{µ- Ä Ch AS-bm-f-s -Sp- pn. apjy A w hc- p. apjy-a w {]Im-in-I-tI-{µ- n-eqss IS p t]mip- pþ

43 4. apjy-a- - n-eqss Hcp {]Im-i-civan ]Xn- mâ AXnsâ k mc Znibv v F p-amäw kw`-hn pw? NÀ snbvxv tcj-s -Sp- p-i. {]Im-i-c-ivan-IÄ se³kn\v ew_-ambn ]Xn- p- -XpsIm v hyxn-bm-\-an-ãmsx IS p t]mip p F v {Kq v 5 D cw \ÂIn. Assessment : Clarity in drawing figures, Correctness in marking the parts of lens. Step VI Extend: Finding information not readily available in school texts. Objective : To extend what has been learned Activity VI: Hcp se kns apjy-a- -Øn-eqsS {]Im-i-civan ]Xn- m AXn\v F p kw`-hn pw? {Kq n N snbvxv DØcw Is- -Øm A[ym-]nI Bh-iy-s -Sp- p. apjy A -Øn-eqsS Hcp {]Im-i-civan ]Xn- m AXns ]mx Hcp- hy-xn-bm\hpw kw`-hn- p- n- {Kq v 8 s DØ-cw. {Kq v 8 AXn-\p Imc-Ww-IqSn tcj-s -Sp- Øn. apjy A -Øn-eqsS ]Xn- p {]Imi-civan se kn\v ew_-am-bn- mwv ]Xn- p- -Xv. AXn-\m AXv hyxn-bm\w kw`-hn- msx IS- p-t]m-ip- p. Assessment: Serious and active involvement of students in group discussion, correctness in answers elicited. Step VII Refine: Guidance and feedback to students plans, encouraging, refining and helping them to be responsible for their learning Objective: To have students look critically at their activities during the class, to clarify (if necessary) what ever they learned

44 Activity VII: mkn snbvx ]T-\-{]-h Ø-\-߃ F mw `wkn-bmbn ]q Øn-bm- m Ignt m F v A[ym-]nI Bcmbp- p. se kp-ambn _ -s GsXms kmt -XnI]Z-ßfmWv \n߃ a\-kn-em- n-bxv? mkn Ah-X-cn- n- p-i. Assessment : Clarity in presenting what has learned in the class Step VIII Perform : Leave students think about further possible applications of the concept. Objective : To support students in learning and sharing with others. Activity VIII am n-ss^-bnwkv mkv Bbn D]-tbm-Kn- p se kv GXmWv? F p-sim- v CXv am n-ss^-bnwkv mkv Bbn D]-tbm-Kn- p- Xv. Assessment: Quality of students answers Hmtcm {Kq pw Hmtcm Bi-b-߃ hoxw mkn Ah-Xcn- n- p. tim shivkv se kv {Kq v 5 s DØcw tim shivkv se kn\v hkvxp sf hepxm n ImWn m Ignbpw

45 APPENDIX II Lesson Transcripts based on 4MAT System of Instructional Design (English) Name of the Teacher : Anne Mary Thomas Standard : IX Name of the Institution : Time : 45 minutes Subject : Physics No. of groups formed 8 Unit : Refraction of Light Topic : Refraction Teaching/Learning Activities Responses Step I Connect: Begin with a situation that is familiar to students and builds on what they already know, eliciting non-trivial dialogue from students Objective: To make students remember similar incidents and share them in the class.

46 Activity I : Students observe the picture. They remembered similar experiences they had and shared them in the class. Observation of the picture given in the text book-in that picture, the arrow drawn by the boy hits on the frog instead of fish. Teacher asks students to share similar experiences in the class.

47 Activity II : Teacher asks the students to observe and record their observation when a spoon kept obliquely in a glass tumbler containing water. water. The spoon appears to be broken at the surface of Assessment: Engagement, participation in collaborative dialogue, reporting the observation etc. Step II Attend: Guide students to reflection and analysis of the experiences. Objective: To examine the experience (To analyze what they have observed)

48 Activity III : While considering the shared experiences and the conducted experiment, can you notice any similarities? Discuss in groups. When objects are placed half in water and half in air; It is feel that the object is broken at the surface of separation of air and water. Assessment: The quality of student s analysis of their collective subjective world of experiences. Students ability to explore stated feelings by listening, listing and sharing their own reflections. (Involvement of group members in sharing and discussing the experiences ) Step III: Imagine: Transform the concepts to be taught into an experience. Objective:To integrate personal experience into conceptual understanding. Activity IV Take a laser torch and glass vessel. Direct a beam of laser rays to fall obliquely on the vessel. Mark inside the vessel the point where the light Every group conducted the experiment.

49 incident. Fill the vessel slowly with water. Observe the displacement of the spot of light as the level of water in the vessel rises. Discuss your observations. Assessment: Quality of student production and reflection. Step IVInform: Mini lecture Teacher presents information sequentially. Objective:To define Theories and Concepts. Activity V With the help of chart and Black-board, teacher explains Refraction and related concepts. Students listened the lecture. When light ray enters obliquely from one medium to another, the light rays bend at the surface of separation of the media. This bending of light is called refraction. It is due to refraction that the depth of the river and ponds would be seen comparatively lesser than the actual. When a ray of light passes perpendicular to the surface of separation, it does not undergo refraction.

50 Assessment: Checking the understanding of the concepts by asking questions. Step V Practice:Provide opportunity for students to practice new learning Objective: Working on defined concepts. Activity VI: Students engage in experiment in the science laboratory. Place a glass slab at the middle of a white paper of size 30cm x 15cm. Mark on the paper the four edges of the slab. Allow the laser rays to fall obliquely along the surface of the paper from one side of the glass slab. Mark the path of the incident ray and the path of the ray emerging from the glass slab. After removing the glass slab, complete the path of the ray of light within the slab. Draw a line perpendicular to the glass slab at the point of incidence of light. Teacher demonstrates how to carry out the experiment.

51 Air Angle of incidence Glass Air Activity VII Find out the answer for the following questions on the basis of your observation. 1. What are the different media through which the ray of light travelled? 2. What happened to the path of the ray of light when it entered the glass slab? 3. What are the points at which the ray of light has undergone deviations? 4. What happens to the path of the ray of light when it passes obliquely from one medium to another? Air and glass are the different media through which the ray of light travelled. When the ray of light entered the glass slab, it deviated from its original path. When the ray of light travels from air to glass and glass to air, it deviates from its original path. When a ray of light passes obliquely from one medium to another, it bends at the surface of separation

52 of the media. 5. When incident normally on another medium? When incident normally on another medium, light ray passes un-deviated. Assessment:Quality of students work (interest in doing the experiment, correctness in drawing the path of the ray). Step VI Extend:Set up situations where students have to find information not readily available in school texts. (Thinking about the reason for the incident narrated) Objective: Adding something of themselves Activity VIII Teacher presents a question. Teacher asks students to find the reason for the phenomena. Question: While Appu was watching the sky at night he saw the twinkling stars. What is the reason for this phenomenon? The stars seen twinkling in the night because of refraction of light. Project: Can you see sun before and after setting? Observe for two days. Find the

53 reason behind this and report it. Assessment: Active involvement in group discussion. Step VII Refine: Give guidance and feedback to students plans, encouraging, refining and helping them to be responsible for their own learning. Objective: Evaluating for usefulness and application. Activity IX Students evaluate the learning activities conducted in class in groups. They discuss how each learning activity helped them to understand that refraction is the reason for so many natural phenomena. Clarifying doubts. Assessment:Students willingness and ability to edit, refine, rework, analyse and complete their own work. Step VIII Perform: Leave students think about further possible applications of the concept(sharing more examples) Objective:Do it themselves and sharing what they do with others. (To share individual observation in nature related to refraction.)

54 Activity X Sharing whether any observed phenomena in nature is due to refraction. The phenomena in nature related to refraction are displaying in a chart. Assessment: Students ability to report and demonstrate what they have learned. Expressions of student enjoyment in the sharing of their learning. Quality of student final products.

55 LESSON II Name of the Teacher : Anne Mary Thomas Standard : IX Name of the Institution : Time : 45 minutes Subject : Physics No. of groups formed 8 Unit : Refraction of Light Topic : Refraction Teaching/Learning Activities Responses Step I Connect:Connect students directly to the concept in a personal way. Elicit non-trivial dialogue from students. Objective: To remember and share the experiences related to the phenomenon-refraction of light: Also to set a base to understand why this refraction happens through an activity. Activity I : Can you notice any peculiarity while observing the fishes in a fish We can see the fishes little above from the real place while observing through the top of the tank. Fishes in

56 tank from the top of the tank? Discuss in groups. Also discuss similar experiences if you have. a pond are appearing like this. Activity II : Students understand the deviation in path of a trolley when it passes from a tarred road to a sandy region. The sandy region caused more hindrance or resistance to the movement of the trolley. So the direction of the trolley changes when it enters sand. Light passes obliquely through a glass slab The path of a two-wheel trolley on entering a patch of sand from a tarred road and then coming out to the tarred road Assessment: Engagement, participation in collaborative dialogue. (Involvement of students in the sharing of experiences) Step II Attend: Guide students to reflection and analysis of the experience. Summarize and review similarities and differences. Comparing the path of the light in the shared experience with the motion of that of a trolley which

57 (Comparing the path of light in the shared experiences with the motion of that of a trolley which passes to sand.) passes to sand. Objective: Examine the experience.(to understand that there is a change in path of light when it passes through different media) Activity III Comparing the deviation that the ray of light had when it travels from one medium to another (for e.g. From air to glass) and that of a trolley in a sandy region. The deviation that the ray of light had in the glass is similar to that of a trolley on a tarred road. Activity IV In your shared experiences, which are media through which light travelled? Find and record. Light travelled through air and water. Assessment: The quality of student s analyses of their experiences. Step III Imagine: Provide a metaview, lifting students into a wider view of the concept. Integrate personal experience into conceptual understanding. Objective:To Integrate personal experience into conceptual understanding.

58 Activity V Students observe the path of light through the glass slab-the experiment they conducted in the previous class. Fill the work sheet after observing the figure Air Angle of incidence Glass Air Students observed the figure and responded the questions given in the worksheet. 1. What are the different media through which the ray of light passed? Air and glass are the different media through which the ray of light passed. 2. Do they have same optical density? No. Medium with low optical density-air High glass

59 3. Do light ray travelled in same path through these different media? 4. Is there any relation between velocity of light and optical density of the medium? No The optical density of each medium influence the velocity of light passing through it. Velocity of light in the medium and its optical density are inversely proportional. Students understood these with the help of the teacher. Assessment: Quality of student production of answers. (Success of recording correct answers to the questions in the worksheet) Step IV Inform: Mini-lecture Emphasize the most significant aspects of the concept is an organized, organic manner. Use of CAI. Drawing attention to important discrete details. Objective: Define theories and concepts. (To teach specific information about the deviation in the path of light when it passes through different media, the relation between optical density of the medium and the velocity of light through it).

60 Activity VI Light travels with different speed in different media. The speed of light in air is almost same as in vacuum. In any other transparent media, the speed of light is less than in air or vacuum. Thus when a ray of light passes from one medium to another, its speed and wavelength changes. But the frequency of light remains unchanged. The resistance experienced by light as it passes through different media is not at the same rate. The resistance depends on the optical density of the medium. The optical density of each transparent medium is different. Hence the direction of light changes. The velocity of light various media are given below. Vacuum 3 x 10 8 m/s Water 2.25 x 10 8 m/s Glass 2 x 10 8 m/s and Diamond 1.25 x 10 8 m/s Light travels with different speed in different media. The speed of

61 light is highest in vacuum. When optical density of a medium increases, the velocity of light decreases. When the optical density of a medium decreases, the velocity of light increases. When a ray of light goes from optically rarer medium to optically denser medium, the ray of light bends towards the normal. Air Water When a ray of light goes from an optically denser medium to a rarer medium, the ray of light bends away from the normal. Air Water

62 When a ray of light passes from one medium to another, its speed and wavelength changes. But the frequency of light remains unchanged. Assessment: Verbal or written checking for student understanding (Quality of questions and comments raised by the students). Step V Practice: Check for understanding of the concepts and skills by using relevant standard materials. i.e.; worksheet & text problems etc. Objective: Working on defined concepts. (To reinforce students understanding related to the concept refraction) Activity VII: Observe the figure and report answer to the questions in the worksheet.

63 Air Angle of incidence Glass Air 1. Which medium has high optical density? Glass 2. Which medium has low optical density? Air 3. What happened when the light passes from the medium with relatively low optical density to the medium with high optical density? Is the ray bends towards the normal or bend away from the normal? 4. What happened when the ray of light passes from the medium with high optical density to the medium with low optical density? Light ray bends towards the normal when it passes from a medium with relatively low optical density to the medium with high optical density. Light ray bends away from the normal. Assessment: Correctness is answering the asked questions

64 Step VI Extend: Encourage tinkering with ideas. Provide opportunity for students to design their own open-ended exploration of the concept. Objective: Add something of themselves (To extend what has learned Activity VIII Repeating the experiment with glass slab. The emergent ray is reversed. i.e.; incident light through the path of emergent ray. Observe the path of the ray. Draw it. (Light is allowed to incident through the path of the emergent ray). When the emergent ray is reversed, it goes back its initial path. (Principle of Reversibility) Assessment: Students on task behaviour, correctness of the figure drawn. Step VII Refine:Summarize by reviewing the whole, bringing students full circle to the experience with which the learning began. Objective: Evaluating for usefulness and application. (To provide a clear understanding of the concepts covered in the class)

65 Activity IX Teacher asks students to take a feedback of the concepts learned in the class. Helping students to analyse the use of learning for meaning, relevance and originality. Clarifying doubts wherever necessary. Assessment: Students willingness and ability to edit, refine, rework, analyse and complete their own work. Step VIII Perform: Extending the what if s into the future. Objective: To make students think What will happen if? Activity X Think what will happen if there is no such phenomenon Refraction. What will happen? Share yourthought in groups. Assessment: Quality and originality of student responses. Students shared the learned concepts. So many responses are elicited group wise.

66 LESSON III Name of the Teacher : Anne Mary Thomas Standard : IX Name of the Institution : Time : 45 Subject : Physics No. of groups formed 8 Unit : Refraction of Light Topic : Total Internal Reflection Teaching/Learning Activities Step 1 Connect: Providing a real life situation Objective: To make students think about how light appears at the end of the plastic wires in toy lamps and other devices Activity 1. Haven t you seen a particular type of electric toy lamp? What speciality have you observed at the tip of the plastic fibres in it? Have you ever thought about the reason for this? Try to find out the answer discussing in your groups. Assessment: Active involvement of students in group discussion, genuine discussion. Step II Attend: Reflecting on the experience shared Objective: To analyse about their observation Activity II. Responses In electric toy lamps, light appears as a dot at the tips of the plastic fibres in it. Groups 3, 4, 5 doubted whether it is

67 What answer have you obtained after the discussion? Is any special property of light is the reason for this? Refraction. Activity III. Have you had similar experiences? If so, share it in the groups. Group 6 expressed their doubt whether the working of a TV. with cable connection and Telephone may be due to this phenomenon Assessment: Quality of answers, quality and relevance of experiences shared. Step III Imagine: Using another medium, (an experiment in the laboratory) to connect students personal knowledge to the concept to be learned. Objective: To make students know and understand the phenomenon-total Internal Reflection. Activity IV. Students engage in experiment in the laboratory to understand the concept Total Internal Reflection. The experiment is like this. Fill a rectangular glass vessel three fourth with water. Add two or three drops of milk. Paste a white paper on the outer surface of a side of the vessel. Paste another paper with angles marked, as in a protractor, on the broader sider of the vessel. Direct a laser beam through one side of the The refracted ray passes through the surface of water. vessel. Observe the region where light is incident on the paper. Gradually increase the angle of incidence of the laser beam. Observe the spot where the light is incident. The incident ray totally reflected. Incident the light at an angle What happened to the refracted ray? Increase the angle of incidence a little more. Record your observation. Activity V. Fill the activity cards. 1. What happened to the refracted ray when the angle of incidence increases? When the angle of incidence increases, the refracted ray moves

68 2. How was the path of the refracted ray when light is incident at an angle What happened when the ray was incident at an angle above towards the surface of water Refracted ray passes through the surface of the media Then incident ray totally reflected. 4. Has the light refracted here? The light has not refracted here. 5. Here which is the medium with high optical density? Assessment: Active observation, listening to the experiment, correctness in response to the questions by the teacher, correctness in answering the questions cited in the activity cards. Step IV Inform: Providing a mini-lecture about Total Internal Reflection, the conditions required for the occurrence of TIR, Critical Angle Objective: To teach the concept TIR, the conditions required for TIR to happen. Activity VI: Teacher explains the phenomenon Total Internal Reflection, the conditions required for TIR to happen, critical angle etc. 1. When a ray of light travelling from a denser medium falls on the surface separating the two media, it is partly reflected back into the denser medium, and partly refracted in the rarer medium, by bending away from the normal at the point of incidence on the surface. 2. When a ray of light is incident at a particular angle from a medium of high optical density to that Here, water is the medium with high optical density.

69 of a lower one, the refracted ray passes through the surface of separation of the two media. Then the angle of refraction is When light ray passes from an optically denser to a rarer medium, the angle of incidence in the optically denser medium for which the angle of refraction is 90 0 is called the critical angle. It is 42 0 in certain types of glass. It is in water. 4. When a ray of light passes from an optically denser medium to a rarer one at an angle greater than the critical angle, the ray of light gets reflected totally back to the denser medium itself, instead of undergoing refraction. This is total internal reflection (TIR). 5. TIR is possible only when the angle of incidence is greater than the critical angle and the light ray must travel from an optically denser to a rarer medium. Assessment: Active listening, clarifying the doubts rose. Step VPractice: Review of the experiment done. Objective: To make a more and clear understanding of TIR. Activity VII Teacher asks the students to observe the figure given in the chart and answer the questions given. Air Water

70 1. Where does the refracted ray move to when the angle of incidence increases? 2. When the light is incident at a particular angle, the refracted ray just traces through the surface of water. What is this angle? What is its name? The refracted ray moves away from the normal , Critical Angle. 3. What are the conditions required for TIR to happen? Assessment: Quality of interpreting the results from the chart correctness in answering the questions. Step VI Extend: Providing an opportunity for students to design open ended exploration of the concept Objective: To make students able to describe the application of TIR. Activity VIII Light travels in straight line in a medium. But light is transmitted through curved optical fibres. How? Activity IX Give the reason for sparkle of diamond. Discuss in groups. Can you explain the working principle of Light should pass from an optically denser to rarer medium; the angle of incidence must be greater than the critical angle.answer was given by Group 1. Light in incident at an angle greater than critical angle in an optical fibre. So TIR happens. These may be due to the phenomenon Total Internal

71 bicycle reflectors? Assessment: Correctness of responses, active involvement of students in group discussion. Step VII Refine: Giving guidance and feedback to students plans, encouraging, refining and helping them to be responsible for their own learning. Objective: to evaluate the correctness of responses in the step extend and make clarification if necessary. Activity X Checking the correctness of answers of each questions of each group. Clarifying the doubts by asking other groups/teacher. Assessment: Active involvement of groups in making clarification. Step VIII Perform: Leaving students think about further possible application of the concept, extending the what ifs into future. Objective: To make students find more application for TIR in nature. Also make students think what will happen if there is no TIR Activity XI Think of what will happen if there is no such phenomenon of light Total Internal Reflection Assessment: Quality and originality of student responses Reflection of light. Students doubted at their answer after the group discussion. There will be no toy lamps, surgery, endoscopy and TV using cable connections wouldn t have been possible----

72 Lesson IV Name of the Teacher : Anne Mary Thomas Standard : IX Name of the Institution : Time : 45 Subject : Physics No. of groups formed 8 Unit : Refraction of Light Topic : Lenses Teaching/Learning Activities Step I Connect: Expecting diverse and personal experiences related to lenses sharing various experiences. Objective: To make students recall incidents where they are using lens or incidents where others use lens. Activity I Haven t you ever seen the instrument with the astrologer? What is it? Discuss in groups. Do you know any other use of lens? Yes, That is lens Responses This was the answer by group 3 Assessment: Participation of all members of the group in the discussion, correctness of responses made by each group StepII Attend: Discussion of more incidents where lenses are made use of and reflections of the

73 experiences shared. Objective: To make students think why we use lens for instances discussed above and also in the coming other situations (examining the experiences) Activity II: Can you give more situations where lens is made use of? Why we use lens in these situations? Assessment: The quality of students analysis of their collective subjective world of experiences. StepIII Imagine:Transform the concepts to be learned into an experience. Doing experiments which helps students to identify lens Objective: To make students understand and identify convex and concave lenses. Integrating personal experience into conceptual understanding. Activity III Teacher gives two types of lenses to the students. Asks them to record their shape after touching them Activity IV: Let s do an activity to know more about the lenses with edges thin and middle portions thick and vice versa. Arrange a card board box of dimensions about 60 cm x 30 cm x 15 cm. Replace its longer face by a glass paper. Make a hole on the shorter face. Fix one of the lenses you have classified at one end of a PVC pipe There is a lens in the microscope. Group 4 answered. Students touched the lenses and recorded that the surface of the lenses are curved. Some of them are thick at the middle and thinner at the edges; others are thin at the middle and thick at the edges.

74 of length 40 cm. Arrange the pipe in such a way that it can be moved forward and backward through the hole. The open end of the pipe should be outside the box. Fill the box with the smoke from an agarbathi. Pass a beam of light from a torch through the open end of the PVC pipe. Repeat the experiment by moving the pipe forward and backward and also by using different lenses. Teacher asks the students to record the path of the light beam that passed through lenses of thick middle portions as well as lenses thin at the middle. StepIV Inform: Mini Lecture Objective: To teach specific information about lens, concave lens Activity V Teacher presents information about different kinds of lenses Lens: Lens is a transparent medium bounded by spherical surfaces. Convex lens: The lens which converges the rays of light passing through it to a single point is a convex lens. Concave lens: The lens which diverge the rays of light passing through it is called a concave lens. After observation, students recorded the path of the ray. The answers recorded by groups 7, 8 were: Beam of light passing through lenses of thick middle portion converges at a point after refraction; beam of light passing through lenses thin at the middle was not converged at any point after refraction. Students understood different kinds of lenses Different lenses in the laboratory are observed by the students.

75 Assessment: Active listening of students to teacher lecture. Check for understanding of concepts and skills. StepV Practice:Providing opportunities to practice new learning. Objective: To reinforce students understanding of concepts Activity VI You have given two lenses. How will you classify them as convex and concave lenses without touching? Groups 1, 2, 4 and 5 answered:- objects look large when viewed through a convex lens and objects

76 Teacher asks the students to suddenly move the lenses to left while looking on the objects and record the observations. Assessment: Correctness in identifying lenses StepVI Extend: Finding information not readily available in school texts. Objective: To extend what has been learned. Activity VII Can you list the uses of lenses in daily life? Students engaged in group discussion Assessment: Correctness of responses StepVII Refine: Evaluate students activities, encouraging, refining and helping them to be responsible for their learning. Objective: Evaluating for usefulness and application. Activity VIII Present the information that you have studied about various lenses in the class by each group Assessment: Clarify in presentation of what the students learned, refining the concepts wherever necessary. StepVII Perform:Leave students think creatively looks small when observed through a concave lens. The object will move on the opposite of the lens while using convex lenses, and to the same side when concave lens is used. Students discussed the uses of different lenses in daily life. Each group presented information about convex, concave lenses in the class

77 Objective: To make students think about what will happen if Activity IX Think what will happen if there is no use of lens in daily life. Discuss in groups and record your answers Assessment: Originality in students responses We have to find other ways to remove the deficiencies of eyes. There will be no telescope, there will be no work to astrologers etc a lot of responses.

78 Lesson V Name of the Teacher : Anne Mary Thomas Standard : IX Name of the Institution : Time : 45 Subject : Physics No. of groups 8 formed Unit : Refraction of Light Topic : Technical Terms Related to Lens Teaching/Learning Activities Step I Connect:Begin with a situation that is familiar to students and builds on what they already know. Objective: To make students remember about the characteristics of a sphere Activity I You have studied about the sphere. Can you present its characteristics? Assessment: Students generation of concepts about sphere. StepII Attend:Guide student s reflection and analysis of the experience. Summarise similarities and differences. Objective: To elicit students reflections about the lens and a sphere Activity II Is there any similarity between a lens and a sphere? Discuss in groups Responses Sphere has curved surface. It has a centre. The lens and sphere have curved surfaces. Lens may be the part of a sphere-

79 Assessment: Correctness of responses Step III Imagine: Transform the concepts to be learned into an experience. Objective: To integrate the experiences into conceptual understanding. Activity III: Take two used ice cream plastic balls of the same size, but with different colours. Place the two lids face to face, fix them piercing a rod through their centres and examine. Compare the arrangement with figure in the text book. Group 5 Lens may also has a centre-group 1 C Sphere ¾ C 1 D O O B C 2 Sphere c 1 A Give answers to the following questions. 1. What does the region ABCD indicate in the figure? To the shape of which lens you classified earlier, does this resemble? The region ABCD indicates a lens. This resembles to a convex lens.

80 2. What are the portions indicate as C 1, C 2? 3. What is indicted by O? 4. ADC is which part of the sphere? Assessment:Correctness of students responses Step IV Inform: Mini Lecture Objective: To teach specific information about technical terms related to lens. Activity IV Teacher presents the technical terms related to lens in the class using Over Head Projector. Centre of curvature: The centre of the spherical surface from which the lens has been cut. Optic Centre: The midpoint of a lens is the optic centre Principal Axis: The line joining the centres of curvature is the principal axis of the lens. Assessment: Active listening of students to teacher lecture, Clarification of the students doubts Step V Practice: Check for understanding of the concepts. Objective: To reinforce students understanding of the concepts. Activity V: Students are given worksheets with question. They are asked to write down the answers. C 1, C 2 are the centres of spheres 1 and sphere 2. O is the midpoint of the lens. Sphere 2. Students made an understanding of technical terms of related to lens with the help of the teacher.

81 1. Observe the transparent medium that has been given in figure below and record which type of the lens has this shape? It has the shape of a concave lens 2. Mark the optic centre and the centres of curvature of the lens in the figure. Draw the principal axis. 3. Does the principal axis pass through the optic centre in the figure you have drawn? 4. What change happens to the direction of the ray of light when it passes through the principal axis? Discuss and record. Students marked the optic centre, centre of curvature of the lens. Drew the principal axis also. Yes, the principal axis passes through the optic centre As this ray incident normally on the surface of the lens, it emerges out without any deviation. Assessment: Correctness in marking the parts of lens. Clarity in drawing figure Step VI Extend: Finding information not readily available in school texts. Objective: To extend what has been learned. Activity VI What Change happens to the direction of the ray of light when it passes through the principal axis of a lens? Discuss and give the reason. Assessment: Serious and active involvement of students in group discussion, correctness in the answer A ray of light passing through the principal axis of a lens, emerges without any deviation after refraction, because this ray incident normally on the surface of the lens.

82 elicited Step VII Refine: Guidance and feedback to students plans, encouraging, refining and helping them to be responsible for their learning. Objective: To have students look critically at their activities during the class, to clarify (if necessary)whatever they have learned. Activity VII Teacher asks whether students can successfully complete the learning activities provided in the class. What are the technical terms related to lens? Present them in class. Assessment: Clarify in presenting what has learned. Step VIII Perform: Leave students think about further possible application of the concept Objective: To support students in learning and sharing it with others Activity VIII Which lens is used as magnifying glass? Why? Share your ideas in groups. What are the other uses of this lens? Assessment: Quality of students answer Convex lens. It enlarges the objects Students discussed about the more uses of convex lens.

83 Appendix III Lesson Transcripts based on Activity Oriented Method (Malayalam) LESSON I Name of the Teacher : Anne Mary Thomas Standard : IX Name of the Institution : Time : 45 Subject : Physics Unit : Refraction of Light Topic : Refraction Content Overview : A]-hÀ \w (Refraction) Content Analysis Terms : A]-hÀ \w Facts : : {]Imiw hmbp-hnâ \n v mkn-te v {]th-in- p-t¼mä AXnsâ ]mxbv v hyxn-bm\w kw`-hn- p- p. {]Imiw Pe- nâ \n v hmbp-hn-te- pw,- Xn-cn pw {]th-in- p-t¼mä AXnsâ ]mxbv v hyxnbm\w kw`-hn- p- p. Concepts : {]Im-i-civan Hcp am[y-a- nâ \n pw asäm- n-te v {]th-in- p-t¼mä AXnsâ ]mxbv v hyxnbm\w kw`-hn- p- p. : {]Im-i-civan Hcp am[y-a- nâ \n v asäm- n-te v ew_-ambn ]Xn- p-t¼mä AXnsâ Znibv v hyxn-bm\w kw`-hn- p- n-ã. Definition : A]-hÀ \w: {]Imiw Hcp am[y-a- nâ \n pw asäm- n-te v Ncnªv {]th-in- p-t¼mä AXnsâ ]mx-bv p- m- p hyxn-bm-\s A-]hÀ \w F p ]d-bp- p.

84 Domain of issue : Absence of a vision of universal humanism Pedagogical issue : \nxy-po-hn-x- nâ \mw ho n- p ]e {]Xn-`m-k- fpw {]Im-i-hp-ambn _Ô-s -«-h-bmsw pw, {]Imiw Hcp am[y-a- nâ \n v asäm- n-te v {]th-in- p-t¼mä AXnsâ ]mxbv v hyxn-bm\w kw`-hn pw F p-apå Ad-nhnsâ A`mhw Instructional objectives : NÀ, ]co- -Ww, \nco- Ww F n-h-bn-eqss {]Im-i- nsâ ]mxbv v hyxn-bm\w Ip«n-IÄ Xncn- -dn-bpipw a\-kn-em- p-ibpw sn p- p. Knowledge Domain : The pupil develops knowledge and understanding about the above mentioned terms, facts and concepts. Specific Objectives : Recognizes that there is a deviation for the path of light when it travels from one medium to another. : Verifies the fact: there is a change in path of light when it travels from air to glass and then to air. Process Domain : The pupil acquires process skills required to develop knowledge and understanding of facts and concepts. Specific Objectives : Doing experiments to understand refraction : Observes carefully what happens to the path of light when it travels from one medium to another. : Gives attention to others ideas and responding to them Creativity Domain : The pupil develops creative abilities related to the topic. Specific Objectives : Develops lateral thinking about the various phenomena of light : Producing unusual ideas related to the topic. Application Domain : The pupil applies the acquired knowledge and skills in new and unfamiliar situations. Specific Objectives : Sees instances of refraction in every day life experiences

85 Attitudinal Domain : The pupil develops scientific attitude and values by learning the topic. Specific Objectives : Develops positive attitude towards science in general : Decides that retraction is a phenomenon of light. Learning strategies : NÀ, ]co- -Ww, \nco- Ww F n-h-bn-eqss {]Im-i- nsâ {]Xn-`m-k-amb A]-hÀ -\s än Ip«n t_m[-hm-\m-ip- p. Subjective Reality : shå- nâ InS- p hkvxp- sf ImWp- Xv AXnsâ bymà Øm\- -Ã, Aev]w DbÀ m-sw v Ip«n v Adn-bmw. Learning resources Apparatus kv^sn-i- m{xw tekà tkmgvkv shå-t]- À mkv Ém_v Charts : Charts showing the definition of refraction : Activity cards to write the answers to the questions asked after the experiment with glass slab Precautions / First Aid : Take care that the laser beam does not fall on the eyes of students : Take care while doing experiments with glass, glass slab etc.

86 Activities (Teaching / Learning Process) Responsee Activity I Nn{X \nco- Ww Ipf- nsâ Bgw bymà - n-ep-å-xn-s\- mä Ipd-hmWv F v HtaK {Kq v A`n-{]mbw ] p-sh- p. shå- nâ InS- p Nne hkvxp- sf \mw t\ \m p-t¼mä Ah Aev]w DbÀ p \nâ p- -Xmbn txm pw F A\p-`hw BÂ^ {Kq pw ] p-sh- p. ]mt-]p-kvi- nse Nn{Xw Ip«n-IÄ \nco- n- p- p. Nn{X- nse Ip«n F p A¼v aõy- n\p ]Icw Xh-f-bn-emWv timà p- - Xv. CXn\p ImcWw aõy- nsâ bymà Øm\- Ã Ip«n AXns\ I Xv F -Xm-Wv. kam-\-amb A\p-`-h- Ä Ip«n-IÄ

87 ] p-sh-bv p- p. Activity II (Grouping) No. of groups:bâ^, _oä, Kma, HtaK F n- s\ {Kq p-i-fmbn Xncn-bv p- p. Activity III (A]À \w F Bibw a\-kn-em- m-\på {]hà -\- Ä) {]hà \w snt hn[w A²ym-]nI hni-zo-i-cn- p- p. Hmtcm {Kq pw kv^sn-i- m-{x- n-te v tekà civan Ncn p ]Xn- n- p-i. kv^sn-i- m-{x- n-\p-ån-embn {]Imiw ]Xn Øm\w AS-bm-fs -Sp- p-i. C\n ]m{x- nâ kmh-[m\w Pew \nd-bv p-i. Pew \nd-bp- -Xn-\-\p-k-cn v {]Im-i-_n-µp-hn-\p- m-ip Øm\-amäw \nco- n- p-i. \nco- W ^ew {Kq nâ NÀ sn p-i. {]Imiw ]Xn _nµp DbÀ p-h-cp- -Xmbn ImWmw. FÃm {Kq p-imcpw \nco- -W-^ew tcj-s -Sp- n. Activity IV (A]À \w IqSp-X a\-kn-em- m-\på {]hà -\w) Hcp mênâ ap mâ `mk-t mfw Pew FSp v Hmtcm {Kq pw mknse Pe- nâ kv]q Ncn- p-h v \nco- n- p-i. \nco- -W- ^ew kb³kv Ub-dn-bn tcj-s -Sp- p-i. Pe-\n-c- nâ h v kv]qwn\v HSnhv kw`-hn- -Xmbn txm p- p. Kma {Kq v, BÂ^ {Kq vf n-hà X -fpss \nco- -W- ^ew ] p-sh- p.

88 Activity V ({]Im-i-c-ivan v hyxn-bm\w kw`-hn- p- p-sh- Xv ]co- -W- n-eqss a\-kn-em- p- p) ]co- Ww snt - -hn[w GI-tZiw 30 cm \ofhpw 15 cm hoxn-bpapå shå-t]- À FÃm {Kq p-ifpw {]hà \w sn p- p. FSp v AXnsâ a[y-`m-k- mbn mkv Ém_v hbv p-i. Ém_nsâ Acn-Ip-IÄAS-bm-f-s -Sp- p-i. Ém_nsâ Hcp hi p \n v t] -dnsâ {]X-e- nâiqsn tekà tsmà v Ncn p {]Im-in- Ip«n-IÄ ]X\ civan-bpss ]mxbpw mkv Ém_n \n v ]pd-t p h civan-bpss ]mxbpw AS-bm-f-s -Sp- n. n- p-i. ]X\ civan-bpss ]mx-bpw. mkv Ém_n \n v ]pdt p h civan-bpss ]mxbpw, AS-bm-f-s -Sp- p-i. Ém_v amän Ém_n-eq-sS-bpÅ {]Im-i- nsâ k m-c-]mx ]qà n-bm- p-i. {]Imi civan ]Xn _nµp-hnâ mkv Ém_n\v ew_-ambn Hcp tcj hc-bv p-i.

89 \nco- W fpss ASn-Øm-\- nâ Activity Card IÄ ]qcn- n- p-i. 1. {]Imi civan GsXÃmw am[y-a- -fnâiq-sn-bmwv k -cn- p- Xv? 2. mkv Ém_n-te v {]th-in- p-t¼mä {]Im-i-c-ivan-bpsS ]mxbv v F p kw`-hn p? 3. {]Im-i-c-ivanbv v hyxn-bm\w kw`-hn- Xv Fhn-sS-sbÃmw h mwv? 4. {]Im-i-civan Hcp am[y-a- nâ \n v asämcp am[y-a- nte v Ncnªv {]th-in- p-t¼mä AXnsâ ]mxbv v F p kw`-hn- p- p.? hmbp, mkv {]Im-i-civan Ncnªp {]Im-i-civan hmbp-hnâ \n v mkn-te pw mknâ \n v hmbp-hn-te pw Ncnªp IS- p-t¼m-ä -A-Xnsâ ]mxbv v hyxn-bm\w kw`-hn- p. ]mxbv v hyxn-bm\w kw`-hn- p- p CXmWv A]-hÀ \w.

90 5. {]Im-i-civan asämcp am[y-a- n-te v ew_-ambn ]Xn- pt¼mtgm? A -s\-sb- nâ A]-hÀ -\- n\v {]mtbm-kni \nàh-n\w cq]o- I-cn- p-i. Ideas to be conslidated :A]-hÀ -\w. {]Im-i-civan Hcp am[y-a- nâ \n pw asäm- n-te v Ncnªp {]th-in- p-t¼mä AXnsâ ]mxbv v hyxn-bm\w kw`-hn- p- p. Cu {]Xn-`m-k-amWv A]-hÀ \w hyxn-bm\w kw`-hn- p- n-ã Hcp am[y-a- nâ \n v asämcp am[y-a- n-te v {]Imi civan Ncnªp {]th-in- p-t¼mä AXnsâ ]mxbv v hyxnbm\w kw`-hn- p- p. CXmWv A]-hÀ \w BÂ^, Kmam, Hta-K, _oä {Kq p-iä \nàæn\w cq]o-i-cn- p. Follw Up Activities Written Assignment cm{xn-bnâ BIm-i-t bv v t\m n A p \ -{X- Ä an n nf- p- Xv I p CXn-\p-Im-c-W-amb {]Xn-`mkw F v F -t\zjn A p-hn\v Hcp- cw \ÂImtam??

91 LESSON II Name of the Teacher : Anne Mary Thomas Standard : IX Name of the Institution : Time : 45 Subject : Physics Unit : Refraction of Light Topic : Refraction Content Overview : A]-hÀ \w Terms : {]Imi {]th-kw (Optical velocity), {]Im-inI km{µx (Optical density) Facts : : {]Im-i- n\v Gähpw IqSp-XÂ {]thkw iq\y-x-bn-em-wv. {]Im-inI km{µx Ipdª am[yaw iq\y-x-bm-wv. hmbp-hnâ \n v mkn-te v {]Imiw Ncnªp ]Xn- p-t¼mä AXv ew_-t msv ASp- p- p. Pe- nâ \n v hmbp-hn-te v {]Imiw Ncnªp ]Xn- p-t¼mä AXv ew_- nâ \n v AIep- p. Concepts : {]Im-inI km{µx Ipdª am[y-a- nâ \n pw IqSn-b-Xn-te v {]Imiw Ncnªv {]th-in- pt¼mä AXv ew_-t msv ASp- p- p. {]Im-inI km{µx IqSnb am[y-a- nâ \n p Ipd-ª-Xn-te v {]Imiw Ncnªp {]th-in- pt¼mä AXv ew_- nâ \n v AI-ep- p. {]Im-inI km{µx Ipdª am[y-a- nâ {]Im-i-{]-thKw IqSp-X-em-bn-cn- pw. {]Im-inI km{µx IqSnb am[y-a- nâ {]Im-i-{]-thKw Ipd-hm-bn-cn- pw. {]Im-i-civan Hcp am[y- nâ \n pw asäm- n-te v IS- p-t¼mä AXnsâ thk-xbv pw Xcw-KssZÀLy- n\p hyxymkw D m-ip- p. ]t Bhr- n v hyxymkw D m-ip- n-ã.

92 Domain of issue : Absence of a vision of universal humanism Pedagogical issue : Hmtcm am[y-a- Ä pw Hmtcm {]Im-inI km{µx Ds pw {]Im-i- nsâ thkx {]Im-inI km{µ-x-bv -\p-k-cn v hyxym-k-s Spw F p-apå Adn-hnsâ A`m-hw. Instructional objectives : NÀ, NmÀ«nse Nn{X- Ä \nco- n- Â, {]Ir-Xn-{]-Xn-`m-k- Ä \nco- n-  F n-h-bn-eqss A]-hÀ -\hpw AXp-ambn _Ô-s «IqSp-X Imcy- fpw Ip«n-IÄ a\-kn-em- p- p. Knowledge Domain : The pupil develops knowledge and understanding about the above mentioned terms, facts and concepts. Specific objectives : Illustrates concepts Process Domain : The pupil acquires process skills required to develop knowledge and understanding of facts and concepts etc. Specific Objectives : Shows results appropriately using charts : Makes an effort to explain relationship in terms of concepts and principles : Finds relationship between one variable and the other. Creativity Domain : The pupil develops creative abilities related to the topic. Specific Objectives : Develops lateral thinking about the velocity of light and optical density in different media Application Domain : The pupil applies the acquired knowledge and skills in new and unfamiliar situations. Specific Objectives : Sees instances of scientific concepts in every day life experiences Attitudinal Domain : The pupil develops scientific attitude and values by learning the topic.

93 Specific Objectives : Develops positive attitude towards science in general Learning strategies : NÀ, ]co- -Ww, \nco- Ww F n-h-bn-eqss {]Im-i{]th-Kw. {]Im-inI km{µx F n-h-sb- pdn v Ip«n t_m[-hm-\m-ip- p. Subjective Reality : A]-hÀ \w F m-sw v Ip«nbv v Adnbmw. Learning resources NmÀ«vþ hnhn[ am[y-a- -fnse {]Im-i-{]-thK BIvSn-hnän ImÀUp-IÄ Precautions/ First Aid Nil Activities (Teaching / Learning Process) Response Activity I (Checking previous knowledge) {]thkw F mâ F mwv? {]Im-i- nsâ {]th-ktam? {Kq nâ NÀ sn mtam? {]thkw = Øm\m- cw/ kabw {]Im-i- n\v sk ³Un-ep- m-ip Øm\m- -c-amwv {]Im-i- nsâ {]thkw F n- s\ Ip«n-IÄ D cw \ÂIn. Activity II (Grouping) No. of groups formed:8.

94 Activity III (Group discussion to identify that right has different velocity un different Media) {]Im-i- nsâ thk-xbv v hnhn[ am[y-a- -fnâ hyxymkw D m-bn-cn- ptam F v {Kq nâ NÀ sn -s -Sp- p. {]Im-i- n\v hnhn[ am[y-a- -fnse thkx A²ym-]n-I-bpsS klm-b-t mss Ip«n-IÄ a\-kn-em- p- p. hnhn[ am[y-a- -fnâ {]Im-i- nsâ {]th-k- n\v hyxymkw D m-bn-cn- mwþ {Kq v 1,3 Idea to be consolidated {]Im-i-th-KX FÃm am[y-a- -fnepw Hcp-t]mse Bbn-cn- n-ã. {]Im-i- nsâ thkx Gähpw IqSp-XÂ iq\y-x-bn-em-bn-cn- pw. hmbp-hnse thkx GI-tZiw iq\y-x-bn-te-xn\v Xpey-am-bn-cn pw asäãm kpxm-cyam-[y-a- -fnepw {]Im-i-th-KX CXn-epw Ipd-hm-bn-cn- pw. AXp-sIm v {]Im-i-civan Hcp am[y-a- nâ \n pw asämcp am[y- n-te v IS- pt¼mä AXnsâ thk-xbv pw Xcw-K-ssZÀLy- n\pw hyxymkw D m- Ip p ]t Bhr- n v hyxymkw D m-ip- n-ã. hnhn[ am[y-a- - fnse {]Imi {]thkw C{]-Im-c-am-Wv. iq-\y-x m/s hmbp m/s Pew m/s mkv m/s h{pw m/s

95 Activity IV ({]-Im-inI km{µx F Bibw a\-kn-em- m³ {Kq v NÀ ) ]mt-]p-kvx-i- nse Nn{Xw 8.2 NÀ bv v hnt[-b-am- p- p. FÃm {Kq pifnepw FÃm AwK- fpw NÀ -bnâ ]s -Sp- p- p. {]Imiw mkv Ém_n IqSn Ncnªv k -cn- p p c p-n-{iapå Hcp t{smfn SmÀtdm-Un \n p awen-te pw AhnsS \n p tdmun-te pw Ncnªp {]th-in- p-t¼m-gp- m-ip KXn-amähpw {]Im-i-c-ivan v kv^sn-i- nâ D mb KXn-am-ähpw t{smfn v aw-enâ D mb KXn-am-ähpw Htc t]mse-bmwv {]Im-i-c-ivan v kv^sn-i- nâ D mb KXn-am-ähpw Xmc-Xayw sn p- p.

96 Idea to be consolidated hyxy-kvx-amb kpxm-cy-am-[y-a- -fn-eqss {]Imiw IS- p-t]m-ip-t¼mä AXn\v A\p-`-h-s -Sp {]Xn-tcm[w Htc txmxn-em-bn-cn- p-i-bn-ã. Cu {]Xn-tcm[w am[y-a- nsâ {]Im-inI km{µ-xsb B{i-bn- n-cn- p- p. AXn-\m Hmtcm am[y-a- nepw {]Im-i-{]-thKw hyxy-kvx-am-bn-cn- pw. Activity V (Group discussion ) {]Im-i-civan Hcp am[y-a- nâ \n v asäm- n-te v IS- p-t¼mä AXnsâ Znibv v hyxn-bm\w kw`-hn- m³ ImcWw F m-bncn mw F v NÀ sn p- p. ]e -am-[y-a- -fpss I«n-bn-epÅ hyxym-k-amwv ImcWw F v {Kq v 5. am[y-a- -fpss km{µ-x-bn-epå hyxym-k-amwv ImcWw {Kq- v 6. Idea to be consolidated Hmtcm kpxm-cy-am-[y-a- n-sâbpw {]Im-in-I-km-{µX hyxy-kvx-am-wv. X qew {]Im-i-Zn-ibv v hyxn-bm\w kw`-hn- p- p. {]Im-inI km{µ-xbpw {]Imi {]th-khpw X½n-epÅ _Ôw Ip«n-IÄ A[ym-]-nIbpsS klm-b-t mss a\-kn-em- p- p. {]Im-inI km{µx Ipdª am[y-a- nâ {]Im-i-{]-thKw IqSp-X-em-bncn- pw. IqSnb am[y-a- nâ {]thkw Ipd-hp-am-bn-cn- pw. {]Im-inI km{µ-x-bpss Btcm-l-W-{I-a- nâ am[y-a- Ä enìv sn p- p. hmbp< Pew< mkv< h{pw

97 Activity VI(NmÀ«v, \nco- -Ww, BIvSn-hnän ImÀUv ]qcn- n- Â) i1 A hmbp ]X-\-tIm B mkv r1 r2 r1 D hmbp C i2 Ip«n-IÄ Nn{Xw \nco- n- p p BIvSn-hnän ImÀUv ]qcn- n- p- p. 1. ChnsS {]Im-in-I-km-{µX IqSnb am[yaw GXmWvv? 2. {]Im-inI km{µx Iqdª am[yatam? 3. {]Im-inI km{µ-x Ipdª am[y-a- nâ \n pw IqSn-b-Xnte p {]Imiw {]th-in t mä AXnsâ ]mxbv v F p amäw kw`-hn p? {]Im-i-civan ew_-t msv ASp- p-i-bmtwm AI-ep-Itbm sn p- Xv? mkv Hmbp AXv Aev]w IqSn AI-t p Ncn-ªp ew_-t msv ASp- p

98 4. {]Im-inI km{µ-x-iq-snb am[y-a- nâ \n pw Ipd-ª-Xn-te p {]Imiw IS- -t mä ]mxbv v amäw kw`-hnt m? Cu Znimamäw F{]-Im-c-am-bn-cp p \n -fpss Is - -ep-iä kb³kv Ub-dn-bn Ipdn-bv pi amäw kw`-hn- p {]Im-i-c-ivan v ew_- nâ \n v AI-ep p \nco- -W- nâ \n pw e`y-amb hnh-c- Ä Ip«n-IÄ kb³kv Ub-dn-bn tcj-s -Sp- n. Ideas to be consolidated 1. c p hyxykvx am[y-a- -fnâ IqSn {]Imi civan k -cn- pt¼mä am[y-a- -fpss D]-cn-X-e- nâ h v AXnsâ Znibv v hyxn-bm\w kw`-hn- p- p. 2. km{µx Ipdª am[y-a- nâ \n v IqSn-b-Xn-te v {]Im-icivan {]th-in- p-t¼mä A]-hÀ -\-civan ew_-t msv ASp- p- p. Air Water 3. km{µx IqSnb am[y-a- nâ \n v Ipd-ª-Xn-te v {]Im-icivan IS- p-t¼mä A]-hÀ \ civan ew_- nâ \n v AIep- p. Air Water

99 4. ew_-ambn {]th-in- p {]Im-i-civan v hyxn-bm\w kw`-hn- p- n-ã. 5. {]Im-i-c-ivan-bpsS ]mxbv v hyxn-bm\w kw`-hn- p- Xv am[y-a- -fpss hn`-p-\-x-e- nâ h m-wv. Activity VII (Activity to understand principle of reversibility ) mkv Ém_n-eq-sS-bpÅ {]Im-i- nsâ _lnàk-a\ civan-bpss ]mx-bn-eqss {]Imiw Xncn p ]Xn- n- mâ ]mx GXm-bn-cn pw F v Ip«n-IÄ ]co- n p t\m m³ A[ym-]nI Bh-iy-s -Sp- p. mkv Ém_v D]-tbm-Kn v ]co Ww BhÀ n- p. {]Imiw AI- p-\n pw ]pd-t p h AtX ]mx-bn-epss AXv Xncn- p-t]mipw F v Ip«n-IÄ Is - p- p. Activity VIII (Group discussion to identify more incidents due to refraction of light ) A]-hÀ -\-hp-ambn _Ô-s «IqSp-X kµà`- Ä Iq«p-Im-cpambn NÀ snbvxv Is - p p 1. \ -{X- Ä an n- n-f- p- Xv 2. Ipf- nse ao\pw aäp Poh-Pm-e- -sfbpw t\m p-t¼mä Ah bymà - n-ep-å-xnepw s]m n- n-s- p- -Xmbn ImWp- Xv 3. ag-hnãv 4. kptcym-z-b- n\v ap¼v kqcys\ ImWp- Xv Follow Up Activities Written Assignment {]Im-inI km{µxm hyxym-k-apå Hcp am[y-a- nâ \n p asämcp am[y-a- n-te p {]th-in- p-t¼m-sgãmw {]Im-i-c-ivan v A]-hÀ \w kw`-hn- p- pt m?

100 LESSON III Name of the Teacher : Anne Mary Thomas Standard : IXB Name of the Institution : Time : 45 Subject : Physics Unit : Refraction of Light Topic : Total Internal Reflection Content Overview : ]qàw B c {]Xn-]-X\w (Total Internal Reflection) Content Analysis Terms : {In«n-  tim, ]qàw B c {]Xn-]-X\w Facts : : mkn-sâ {In«n-  tim 42 0 BWv cxv\- -Ãp-I-fnse Xnf- - n\v ImcWw {]Im-i- n\p kw`-hn- p ]qàw B- -c-{]-xn-]-x-\- amwv Concepts : {]Im-inI km{µx IqSnb am[y-a- nâ \n p Ipd-ª-Xn-te v Hcp \nýnx timw-f-hnâ {]Im-icivan Ncn-ªp ]Xn- p-t¼mä A]-hÀ \ civan am[y-a- nsâ D]-cn-X-e- n-eqss k -cn p p. : : {]Im-inI km{µx IqSnb am[y-a- nâ \n v Ipdª am[y-a- n-te- v {]Imi civan k -cn- pt¼mä hn`-p-\-x-e- nâ ]Xn- p {]Imi civan-i-fpss Hcp `mkw km{µx IqSnb am[y-a- nte v {]Xn-]-Xn- p-ibpw _m n `mk- n\v A]-hÀ \w kw`-hn v ew_- nâ \n v AI p t]mip-ibpw sn p- p. A]-hÀ \ tim 90 0 BIp ]X-\-tImWmWv {In«n-  tim : {]Im-inI km{µx IqSnbXn \n pw Ipd-ª-Xn-te v {In«n-  timw-f-hneqw IqSnb Af-hn {]Imiw ]Xn- mâ ]qàw B c {]Xn-]-X\w kw`-hn- p- p. Definition : {I«n-  tim :A]-hÀ -\-tim 90 0 Bbn hcp-t¼mä km{µx IqSnb am[y-a- nse ]X-\-

101 tim-wns\ {In«n-  tim F p ]d-bp- p. Definition : ]qàw B c {]Xn-]-X\w:{]IminI km{µx IqSn-b-Xn \n p Ipd-ª-Xn-te v {In«n-  timw-f-hnepw IqSnb timwnâ {]Imiw ]Xn- mâ AXn\v A]-hÀ \w kw`-hn- msx AtX am[y-a- n-te v {]Xn-]-Xn pw. CXmWv ]qàw B c {]Xn-]-X\w Domain of issue : Absence of a vision of universal humanism Pedagogical issue : ]qàw B c {]Xn-]-X-\- nsâ ASn-Øm-\- nâ ]e D]-I-c-W- Ä {]hà n- p- p-s - på Adn-hnsâ A`mhw Instructional objectives : NÀ, ]co- -Ww, \nco- Ww F n-h-bn-eqss {In«n-  tim, ]qàw B c {]Xn-]X\w F nh Ip«n-IÄ a\-kn-em- p-- p. Knowledge Domain : The pupil develops knowledge and understanding about the above mentioned terms, facts and concepts. Specific Objectives : Recognizes the critical angle of water. Recognizes that for total internal reflection to take place, the incident ray should incident on an angle greater than the critical angle Process Domain : The pupil acquires process skills required to develop knowledge and understanding of facts and concepts. Specific Objectives : Observes the experiment : Experiments to understand critical angle and Total internal reflection Handles apparatus like laser torch m Beaker etc. : Measures the angle of refraction each time according to changein incident angle Sees what is to be measured Creativity Domain : The pupil develops creative abilities related to the topic. Specific Objectives : Finds unusual uses of Total Internal; Reflection : Producesunusual ideas related to the topic.

102 Application Domain : The pupil applies the acquired knowledge and skills in new and unfamiliar situations. Specific Objectives : Sees instances of scientific concepts ie. Total InternalReflection- in every day life experiences Attitudinal Domain : The pupil develops scientific attitude and values by learning the topic. Specific Objectives : Develops positive attitude towards science in general Learning strategies : NÀ, ]co- -Ww, \nco- Ww F n-h-bn-eqss {In«n-  tim, ]qàw B c {]Xn-]-X\w F n-h-sb- p-dn v Ip«n t_m[-hm-\m-ip- p. Subjective Reality : {]Im-inI km{µx IqSnb am[y-a- nâ \n v Ipd-ª-Xn-te v {]Imiw Ncnªp {]th-in- p-t¼mä A]- hà \ civan ew_- nâ \n v AI-ep p F ap -dnhv Ip«nbv v D v. Learning resources Apparatus\Learning aids kv^sn-i- m{xw tekà tsmà v Charts : NmÀ«v þ hnhn[ ]X-\-c-ivan-I-fn {]Imiw hogp-t¼mä D m-ip A]-hÀ -\w, {]Xn-]-X\w Ch Nn{Xo-Icn- p- p. Activity Cards : kv^-sn-i- m-{x- nâ tekà tsmà v D]-tbm-Kn- på ]co- Ww, ]mt-]p-kvx-i- nse Nn{X- -fp-ambn Xmc- X-ay-]-T\w \S- p- -Xn-\pÅ tnmzy- -f-s- nb ImÀUp-IÄ. Precautions / First Aid : kv-^sn-i- m{xw D]-tbm-Kn- p-t¼mä Xmsg howv s]m«m-xn-cn- m³ kq n- -Ww. tekà civan I nâ ]Xn- m-xn-cn- m³ {i²n- Ww Activities (Teaching / Learning Process) Response Activity I (Sensitisation ) Nne {]txy-ixcw CeIv{SnIv tsmbv em¼p-iä \n Ä I n-«p- mipw Ah-bnse ¹mÌnIv \mcp-i-fpss A{K v {]Imiw Hcp s]m«p-t]mse ImWmw. F m-bn-cn mw CXn\p ImcWw? {]Imiw AI- p-h- n-cn- p _Ä_n \n pw \mcp-i-fneqss k -cn v AXnsâ atä Aä v F p- p.

103 {]Im-i- nsâ GsX- nepw khn-ti-j-x-bmtwm? {]Im-i- nsâ A]-hÀ \w aqe-am-bn-cn- ptam C s\ kw`-hn- p- -sx v Ip«n-IÄ kwibw {]I-Sn- n- p. Activity II (Grouping) No. of groups formed:7 Activity III ( Experimentation, group activity to understand TIR) Hcp NXp-c- mkv ]m{x- nâ ap mâ `mk-t mfw Pew \nd-bv p- I. Pe- nâ GXm\pw XpÅn ]mâ Hgn- p-i. ]m{x- nâ Hcp hi v ]nd-in-embn shå-t]- À H«n- p-i. s{]m{sm-ivs-dn-te-xpt]mse timwp-iä AS-bm-f-s -Sp- nb Hcp IS-emkv mkv ]m{x- nsâ hoxn IqSnb hi v H«n- pi mkv ]m{x- nsâ Hcp hi v tekà _ow ]Xn- n- p-i. t] -dnâ {]Imiw ]Xn- p `mkw \nco- n- p-i. kmh-[m\w tekà ]Xn- p timwfhv Iq«qI {]Im-i-c-ivan-]-Xn- p Øm\w \nco- n- p-i. ]X-\-tIm Aev]w IqSn hà²n- n p t\m p-i. \nco- W ^e- Ä kb³kv Ub-dn-bn tcj-s -Sp- p-i. Ip«n-IÄ ]co- Ww \nco- n- p- p. ]X-\-tIm Iq«p- -Xn-\p-\p-k-cn v A]-hÀ \ civan Pe- nsâ D]-cn-X-e- n-te v IqSp-X ASp- p- -Xmbn ImWp- p. ]X-\-tIm Iq«n-s m- n-cp- mâ Hcp {]txy-i-]-x-\- tim-wn\v Ah-]-hÀ -\-civan am[y-a- -fpss D]-cn-X-e- neqss IS p t]mip- p. ho pw ]X-\-tIm Iq«n-bm A]-hÀ \w kw`-hn- msx FÃm ]X-\-c-ivan-Ifpw {]Xn-]- Xn p Pe- n-te p Xs t]mcp- -Xmbn ImW-s -Sp- p. {Kq v 2.5, 7 \nco- -W-^-e- Ä tcj-s -Sp- n.

104 Activity IV ( Comparative Study) ]co- -W- -fpss \nco- -Whpw X n-cn- p Nn{X-hp-ambn Xmc- Xayw sn p- p. hmbp Pew Nn{X- n-te-xp-t]mse Xs -bmwv ]co- -W- nse A]- hà \ civan-bpw BIvSn-hnän ImÀUv ]qcn- n- m³ A[ym-]nI Bh-iy-s -Sp- p. BZy-Nn-{X- nâ ]X-\-c-ivan v F p kw`-hn p? ]X-\tIm IqSp- -Xn-\-\p-k-cn v A]-hÀ \ civan Ft m«p t]mip p? timw-f-hnâ ]X-\-c-ivan ]Xn- -t mä A]-hÀ \ civan-bpss k mcw F{]-Im-c-am-bn-cp p? CXmWv Pe- nsâ {In«n- Â tim Ip«n-IÄ Nn{Xhpw ]co- -Whpw Xmc-Xayw snbvxv BIvSnhnän ImÀUp-IÄ ]qcn- n- p. ]X\ civan A]-hÀ -\w, {]Xn-]-X\w F o {]Xn-`m-k- Ä v hnt[-b-am-bn A]-hÀ \ civan Ptem-]-cn-X-e-t msv ASp- p- p A]-hÀ \ civan am[y-a- -fpss hn`-p-\-x-e- n-eqss IS p t]mip- p.

105 bnâ IqSnb timw-f-hnâ civan ]Xn- -t mä CXn\v F p kw`-hn p? ChnsS {]Im-i- n\v A]-hÀ \w kw`-hnt m? ChnsS {]Im-inI km{µx IqSnb am[yaw GXmWv? {In«n-  timwn\v Hcp \nàh-n\w cq]o-i-cn- mtam? {]Im-i-civan apgp-h\pw Pe- n-te v XncnsI t]m p A]-hÀ \w kw`-hn- nã Pew FÃm {Kq p-imcpw D cw \ÂIn Ip«nIÄ {In«n-  timwn\v Hcp \nàh-n\w cq]o-i-cn- p. Idea to be consolidated {]Im-inI km{µx IqSnb am[y-a- nâ \n p Ipd-ª-Xn-te v Hcp \nýnx timw-f-hnâ {]Im-i-civan Ncnªp ]Xn- p-t¼mä A]-hÀ \ civan am[y-a- nsâ D]-cn-X-e- n-eqss k -cn- p- p. At mä A]-hÀ \ tim 90 0 Bbn-cn- pw. A]-hÀ \ tim 90 0 Bbn hcp-t¼mä km{µx IqSnb am[y-a- nse ]X- \timwns\ {In«n-  tim F p-]-d-bp- p. Nne-Xcw mknâ CXv 42 0 BWv. Pe- nâ CXv BWv. Activity V (Formation of definition for TIR ) {In«n- ÂtIm-Wn-t\- mä IqSnb Af-hn {]Imiw ]Xn- -t mä AXnsâ ]mxbv v F p amäw kw`-hn- p-sh v {Kq nâ NÀ sn p-i. CXmWv ]qàw B -c-{]-xn-]-x-\w. ]qàw B -c-{]-xn- ]-\- n\v \nàh-n\w cq]o-i-cn- p-i. {In«n-  timwn-s\- mä IqSnb Af-hn {]Imi civan ]Xn- -t mä {]Imiw A]-hÀ \w kw`-hn- msx AtX am[y-a- n-te p Xs ]qàw-ambpw {]Xn-]-Xn p hcp- p. F v Ip«n-IÄ {Kq v NÀ -bn-eqss ]co- W \nco- -W- - fpss ASn-Øm-\- nâ Is - p- p. CXv ]qàw B c {]Xn-]-X\w F {]Im-i-{]-Xn-`m-k-am-sW v Ip«n-IÄ a\- kn-em- p- p. Ip«n-IÄ ]qàw B c {]Xn-]-X-\- n\v \nàh-n\w cq]o-i-cn- p.

106 Idea to be consolidated {]Im-inI km{µ-x IqSn-b-Xn \n pw Ipd-ª-Xn-te v {In«n-  timw-f-hnepw IqSnb timwnâ {]Imiw ]Xn- mâ AXn\v A]- hà \w kw`-hn- msx AtX am[y-a- n-te v {]Xn-]-Xn- pw. CXmWv ]qàw B c {]Xn-]-X\w (Total Internal Reflection). Activity VI (Iiustration of TIR in bicycle reflector ) ]mt-]p-kvx-i- nâ \ÂIn-bn-cn- p Nn{Xw D]-tbm-K-s -Sp n ]qàw B c {]Xn-]-X-\- nsâ ASn-Øm-\- nâ Hmtcm {Kq pw ss_ssk nä dn^vf-ivs-dnsâ {]hà \w hni-zo-i-cn- pi. {Kq v 4 ss_ssk- nä dn^vf-ivs-dnsâ {]hà \w hni-zo- I-cn- p. ChnsS ]qàw B c {]Xn-]-X-\-amWv D]-tbm-K-s -Sp- n-bncn- p- -Xv. Follow Up Activities ]qàw B c {]Xn-]-X-\-w {]tbm-p-\-s -Sp- n-bn-cn- p kµà`- Ä Is n Fgp-Xp-I.

107 LESSON IV Name of the Teacher : Anne Mary Thomas Standard : IX Name of the Institution : Time : 45 Subject : Physics Unit : Refraction of Light Topic : Lenses Content Overview : se³kpiä (Lenses) Content Analysis Terms : se³kv, tim sh-ivkv se³kv, tim tihv se³kv, U_nÄ tim shivkv se³kv, t¹t\m tim shivkv se³kv, tim tithm tim shivkv se³kv, U_nÄ tim tihv se³kv, Facts : : : : t¹t\m tim tihv se³kv, tim shivtkm tim tihv se³kv Iyma-d-bn tim shivkv se³kv D]-tbm-Kn- p- p. tim shivkv se³knsâ a[y-`m-k v h p-i-sf- mä I\w IqSp-X-em-Wv. tim tihv se³knsâ a[y-`m-k v h p-i-sf- mä I\w Ipd-hm-Wv. se³kv c v tkmtfm]cn-x-e- -fpss `mk-am-wv. Concepts : hi- Ä tkmfob D]-cn-X-e- -tfmsv IqSnb kpxm-cy-am-[y-a-amwv se³kv tim shivkv se³knâ IqSn IS- p-h-cp {]Im-i-c-ivan-IÄ Hcp _nµp-hnâ kw{h-pn- -s -Sp p tim tihv se³knâiqsn IS- p-h-cp {]Im-i-c-ivan-IÄ hnh-{pn- -s -Sp- p. Definition : se³kv hi- Ä tkmfob D]-cn-X-e- -tfm-sp-iq-snb kpxm-cy-am-[y-as se³kv F p-]-d-bp- p. : tim sh-ivkv se³kv se³kn-eqss IS- p-h-cp {]Im-i-c-ivan-Isf Hcp _nµp-hnâ ti{µo-i-cn-

108 p (kw-{h-pn- n- p- ) se³kp-isf tim sh-ivkv se³kv F p ]d-bp- p. : tim tihv se³kv se³kneqss IS- p-h-cp {]Im-i-c-ivan-Isf Hcp _nµp-hnâ ti{µo-i-cn- m (hn-{h-pn- n- p- ) se³kp-isf tim tihv se³kv F p ]d-bp- p. Domain of issue : Absence of a vision of universal humanism Pedagogical issue : FÃm se³kp-ifpw {]Im-is Hcp _nµp-hnâ ti{µo-i-cn- p- -h-bã F Ad-nhnsâ A`mhw Instructional objectives : NÀ, ]co- -Ww, \nco- Ww F n-h-bn-eqss se³kp-isf- än Ip«n-IÄ a\-kn-em- p-- p. Knowledge Domain : The pupil develops knowledge and understanding of the above mentioned terms, facts and concepts. Specific Objectives : Identifies different lenses : Classifies lenses as concave and convex : Verifies the facts given Process Domain : The pupil acquires process skills required to develop knowledge and understanding of facts and concepts. Specific Objectives : Observes the experiment which shows the property of convex and concave lenses : Handles apparatus carefully while doing the experiment Creativity Domain : The pupil develops creative abilities related to the topic. Specific Objectives : : Finds unusual used of lenses Develops lateral thinking related to the topic Application Domain : The pupil applies the acquired knowledge and skills in new and unfamiliar situations. Specific Objectives : Sees instances of scientific concepts in everyday life experiences like used of convex and concave lenses in different fields Attitudinal Domain : The pupil develops scientific attitude and values by learning the topic.

109 Specific Objectives : Develops a positive attitude towards science in general Learning strategies : NÀ, ]co- -Ww, \nco- Ww F n-h-bn-eqss hnhn[ Xcw se³kp-isf pdn v Ip«n t_m[-hm- \m-ip- p. Subjective Reality : Nne se³kp-iä D]-tbm-Kn v hkvxp- Ä hep-xm n ImWmw F ap -dnhv Ip«n- p v Learning resources Apparatus : hnhn-[-xcw se³kp-iä, ]pi-s -«n, Nµ-\- n-cn, ]nhnkn ss] v Chart: \nàh-n-\- Ä Fgp-Xnb NmÀ«v Activity Cards: ]pi-s «n ]co- Whpambn _Ô-s «tnmzy- Ä v D cw Fgp-Xp-hm\pw se³kp-ambn _Ôs «kmt -XnI ]Z- Ä a\-kn-em- m-\på tnmzy- ÄAS- nb ImÀUp-IÄ Precautions/ Firs Aid se³kpiä kq n v ssiimcyw sn -Ww. Activities (Teaching / Learning Process) Response Activity I (Sensitisation) Hcp t]meo-kp-im-c³ hnc-e-s-bmfw ]cn-tim-[n- p ]mt-]p-kvx-i- nse Nn{Xw Ip«n-IÄ \nco- n- p- p. F p-sim- mwv C cw D]-I-c-W- -fn-eqss t\m n-b-t mä hkvxp- Ä hep-xmbn ImWp- Xv? {Kq nâ NÀ sn p- p. C cw D]-I-c-W- -fnâ se³kv D]-tbm-Kn- n-cn- p- p. se³kmwv hkvxp- sf hep-xm n ImWn- p- -Xv. {Kq v NÀ -bv p-tijw Ip«n-IÄ D cw tcj-s -Sp- n. Activity II (Grouping) No. of groups formed :6 Activity III (Reflecting similar experiences in groups) C s\ hkvxp- Ä hep-xmbn ImWp aäv Nne kµà`- Ä ssa{-im-kvtim- nâ D]-tbm-Kn- p- Xpw se³kv Bbn-cn pw

110 Ip«n-IÄ Pohn-Xm-\p-`-h- -fnâ \n v Is n t\m«v _p nâ Ipdn- pi. Idea to be consolidated C cw D]-I-c-W- -fnâ hkvxp- sf hep-xmbn ImWm³ se³kv D]-tbm-Kn- n-cn- p- p. Activity IV (Identifying shape and Recording of the lenses) kviqä et_m-d-«-dn-bnse hnhn-[-xcw se³kp-iä Ip«n-IÄ \nco- n- p p. se³kpi-ä \nco- n v Hmtcm pw GXp-Xcw se³kmsw v A[ym-]n-I-bpsS klm-b-t mss a\-kn-em- p- p.

111 hnhn-[-xcw se³kp-iä Ip«n-IÄ kv]àin p t\m p- p. Hmtcm- n-sâbpw BIrXn tcj-s -Sp- p- p. Nne-Xcw se³kp-i-fpss a[y-`mkw I\w IqSnbpw Acn-Iphiw I\w Ipdªp Ccn- p- p.aäp Nne-Xcw se³kp-i-fpss a[y-`mkw I\w-Ip-dªpw Acn-Ip-hiw I\w-Iq-Snbpw Ccn- p p FÃm {Kq p-ifpw se³kp-iä kv]àin v BIrXn tcj-s -Sp n. Idea to be consolidated hi- Ä tkmfob D]-cn-X-e- -tfmsv IqSnb kpxmcy am[y-a-amwv se³kv Nne se³kpi-fpss a[y-`mkw I\w IqSnbpw Acn-Iphiw I\w Ipd-ª-Xp-am-Wv. aäp-nn-e-xnsâ a[y-`mkw I\w Ipd- ªXpw Acn-I-hiw I«n IqSn-b-Xp-am-Wv. se³kpi-fpss {]X-e- Ä h{i-x-e- -fm-bn-cn pw Activity V (Experiment to confirm the type of lenses) a[y-`mkw I\w IqSnb se³kv ssibn-se-sp v Hcp hkvxp-hns\ \nco- n- p-sim v s]s«v CS-Xp-h-i-t v \o phm³ A[ym- ]ni Bh-iy-s -Sp- p. F mwv \nco- n- Xv F v kb³kv UbhkvXp he-t m«v \o p- -Xmbn txm p p hkvxphns\ t\m n-s m v se³kv GXp-Zn-i-bn-te-