Task 1 (A) : Bhujoharry College Motto: Labor Omnia Vincit Vision: Zero-Failure Mission: Bhujoharry College Provides An

Task 1 (a)
Bhujoharry College
Motto: Labor Omnia Vincit
Vision: zero-failure
Mission: Bhujoharry College provides an

encouraging environment to ensure that all
students get the opportunity to obtain relevant
skills, knowledge and qualities for productive
employment and to be successful in the ever-
changing world.
“Labor Omnia Vincit”, a Latin phrase which means “hard work conquers all” is used to
represent the motto of Bhujoharry College. This motto drives the vision of the school where
“a zero-failure system” is set up. To achieve this vision, many stakeholders are into play,
namely, the school beliefs and missions, school culture, the management working together
with teaching and ancillary staffs and eventually the resources and infrastructure of the
school.
The intake of students in my school consists of very low achievers, so to make them succeed
solely in their academic studies is a very tedious task as their literacy and numeracy skills are
poor. Some of the students of Form three classes feel that they are obliged to attend classes
up till the age of sixteen and thus, show no interest in their studies and disrupt the class. To
ensure a zero-failure system, their skills are enhanced by the organization of workshops
offered by training school professionals like the IVTB career guidance bodies. These students
are sensitized about the job opportunities so as to motivate them and give them a liking to the
subject related to the job being offered. Students are also encouraged to participate in
competitions like the National Sports Inter Colleges and football tournaments in which my
students excel at. To make students eligible to sit for O-level examinations, the school has
made tedious efforts in introducing Physical Education examinable which students can opt
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for as a fifth subject. This makes students really content in feeling motivated at having bright
prospects in Sports Education. To foster their inner skills, in line with the PSSA, the Home
economics and Design and Technology labs are set up to probe the skills needed by students
as they want to get into training school when they leave school.
Studies have shown that the learning process is at its peak in a well-infrastructured
environment Ehiametalor (2001). Even if my school has a new building, one of the
challenges often encountered is the lack of allotted classroom for split subjects at various
classes. I often end up with two or three teachers conducting classes in the Physics
laboratory. At times, I have to conduct my Physics class and simultaneously replace non-
Physics students in the same room. Consequently, I face disturbances and mischief which
disrupt the teaching and learning process. My Physics students cannot concentrate on the
explanation part. If I had planned for a practical demonstration or an analogical role play for
certain concepts, it becomes a disaster. The zero-failure system should still persist and
accordingly, I have to adjust my scheme of work. Instead of explanation, classwork or notes
are given, thus postponing the explanation or practical demonstration for a next time. Due to
lack of appropriate apparatus for conducting practical on difficult concepts, it has been noted
that my students lose interest in such concepts and misconceptions often arise. To make my
students motivate to learn and to compensate for the lack of equipment I make use of PHET
SIMULATIONS to make students visualize the model.
My students have various needs and to foster effective teaching, identifying and finding
solution to these needs is one major responsibility. Some of my students having financial
problems, get social security grants and thus, get their school materials from that. However,
some of them still are not in possession of any books for the whole academic year and when
homework is given, they often do not work on the ground that they do not have books. As a
result, notes, diagrams and all questions have either to be dictated or written on the board.
This decreases the teaching time. Those who already have their books, lose interest while
others carry on with other classwork. For them to make the most of the Physics class, quiz,
interactive crosswords, linking physics practical concepts to real-life situation get them
motivated and enjoy the learning process. Due to my students’ socio-cultural background,
there is no mastery of the English language, so I have to explain some concepts in creole
together with the use of some technical terms paying particular attention so as not to create
misunderstandings in the minds of students.
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Task 1 (b)
The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates.
The great teacher inspires.
William Arthur Ward
A teacher’s performance in the teaching and learning process is closely related to his
professional attitudes. Attitude may be defined as “a relational state of the mind which guides
the behaviour of an individual” (English Thesaurus, 2015). Experiences, beliefs as well as
desires, hopes, inspirations and intentions are fundamental keys of attitudes (Bain & Ken.
2004). Professionalism is the fervent manifestation of attitude, beliefs and behaviours in the
assigned duty. Teaching is indeed a very professional field where a professional teacher uses
all his past experiences, beliefs and perceptions to explain, demonstrate and even inspire
students in his teaching practice. According to Brown and Richard (2008), a teacher’s
positive attitude has deep consequences on the education of a child, his personality is a role
model to his students, his feelings/behaviours shared more openly with his students can, thus,
create a relationship of trust with his students.
The major role of a teacher is his affective role. As Baxter (1989) points out, teachers having
a positive attitude have stable emotions and feelings. They display patience, care and
responsibility towards their students and during the encounter with their cohorts, parents or
other stakeholders. This creates a collaborative environment and the work is not confined to
isolation solely. It creates room for high self-esteem in the teaching and learning process,
thus, making them trustworthy enough for students to interact with them as they become
accessible to everyone openly. “Building genuine trustworthy relationships between teachers
and students is pivotal in student capacity to learn” (Raider-Roth, 2005,p.18). According to
Labaree (2000), it is fundamental to foster caring relationships with their students as teachers
get a deep insight on their students’ learning needs and abilities. If such a relationship is
developed, students can explicitly identify problems faced in concepts, feel free to ask
questions about them and even determine the methods of teaching most appropriate for
enhancing the learning process.
Moreover, the role and responsibility of a teacher is to shape his professional attitude which
is driven by his behaviour (Carr, 1990). It is not only the manifestation of his likes, dislikes or
emotions but also how these feelings can be used to improve his teaching in a better way.
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This factor determines how the positive attitude of a professional teacher becomes more
dedicated towards his profession (Carr, 1990). Through his dedication, teaching becomes his
passion. “Passionate teachers are distinguished by their commitment to achievement of their
students and commitment is an essential element of successful teaching” (Mart, 2013). The
feeling of commitment helps with the progress of students and with this commitment,
teachers work hard to ascertain student’s learning. Consequently, student’s curiosity and
interest will be triggered in the learning process. In the long run, it could be the key to
student’s motivation and inspiration (Mart, 2013). Fried (2001) research explains that
passionate teaching lead students taking their studies more seriously since teachers have
already set high standards for them. A teacher teaching passionately promotes active learning
which, consequently, is the ultimate goal of the teaching and learning process (Ball and
Lampert, 1999).
“If anything is to be regarded as a specific preparation for teaching, priority must be given to
a thorough grounding in something to teach” (Peters, 1977, p.151). The mastery of the
subject matter is compulsory so as teachers would understand what is to be taught. In
teaching, decision-making is an essential asset as it involves selection of appropriate learning
activities and the worthwhile strategies to deliver the explanations. The teacher needs to
know the ability of his students, evaluate the past experiences of his students to be able to
build knowledge of the content to be taught. It is also the role and responsibility of the
teacher to contextualize their teaching since learning science is not only confined to books
but lingers in everyday life and it is the goal of teaching to help students attain intellectual
resourcefulness to be able to integrate fully the domains of human thought and inquiry. In this
endeavour, the best teacher should be flexible and creative in his teaching. Evolving from his
previous method in order to teach students with varying needs like those having the language
barrier could be one method or improvise his methods for a practical demonstration due to
the lack of laboratory equipment.
Last but not the least, in his career, the ideal teacher must be fair towards his students
whether for punishment or in students’ evaluation. It has been noticed that students disrupts
the class because they seek attention (Durand and Crimmins, 1988) and bearing this in mind,
instead of inflicting harsh punishment on them, he should devise techniques to attract their
attention. The non-verbal smile as appraisal to a student does make a difference in his life.
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Task 2 Lesson Plans
Lesson Plan 1A
Subject: Physics Duration: 35 minutes
Chapter: Light Date: 23/01/15
Topic: Reflection of light Class size: 12
Level: Form 5 Class profile: Mixed ability
Aim:
Define the terms used in reflection including the normal, angle of incidence, angle of
reflection and the point of incidence.
Learning outcomes:
At the end of the lesson, students will be able to:
 To define light as a source of energy.
 Images are formed in a mirror due to reflection
 Define the different components of light in a ray diagram
 State some daily uses of reflection of light
Rationale of lesson:
This lesson gives students the opportunity to recall the basics of reflection of light covered in
Form 3 and to think critically on the everyday application of reflection. They are also given a
platform to represent reflection of light through a ray diagram.
Pre-requisites:
At this stage, students should already know the following from what they have learnt in their
F3 Physics class:
 The definition of light
 Light travels in a straight line
 The definition of reflection
 When does reflection of light occur
Resources and Materials used:

 Projector and a video on Phet simulation.
Methodology
Procedure Teacher activity Learner activity

Questioning (around 5 mins) Ask questions to students to Oral answers and writing
To test the past experience of evaluate past experiences on down ideas.
students. the reflection of light
Starting from what is known What is light?

by learners to proceed to Expected answer:
unknown. Light is a form of energy that
enables us to see.
How does light travel?

Expected answer:
In straight lines
What is reflection?
When does it occur?
Expected answer:
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Reflection occurs when rays of
light fall on a reflecting surface
like a mirror.
Presentation of the ray diagram  Pair students and ask them Group themselves
on the projector and ask to discuss on the different quietly.
students to write down the components of ray Undertake roles seriously
different ray diagrams and list diagrams and respectively.
some applications of reflection Active and collaborative
of light. (10 mins)  Move around at times to group discussions.
monitor each group’s Students use Vygotsky’s
progress. social learning theory to
recall and think of the
different components of
the ray diagrams and
daily uses of reflection.
Interaction between teacher Discussion of answers obtained Participate in discussions.

and students (around 7 mins) from the projected diagram.
Expository (around 5 mins) Dictate notes to students on the Notes taking

topic reflection of light.
Assessment (around 5 mins) Assess students’ understanding Answering questions in

by giving them a question to their copybooks.
work out as a class work and
summarizing the main concepts
Summarizing (2 mins)  Recapitulate what have Engage passively by

been taught in the first listening.
period.
Closure:
 Ask students to see and prepare other applications of reflection for the next lesson.
Reflection on Lesson Plan 1A

Strong Points Good response obtained from students since they did recall the
basic definitions of light and reflection. The simulation had an
impact on them. More time was given to explanation and
discussion instead of copying notes.
Weak Points Another alternate concept instead of reflection of light was the
immediate reaction. Students had difficulty in presenting a
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natural phenomenon like reflection in a ray diagram. They made
confusions on incident ray of which the arrow should point
towards the mirror while that of the reflected ray should point
away from the mirror. Inability of students to distinguish
between the angle of incidence (i) and angle of reflection (r).
Both angles should be started measuring from the NORMAL!
Opportunities Perhaps bringing a mirror in class and passing it around
students for them to have a look at their image formed could
have prompted the immediate concept of reflection of light. I
have thought of using a mnemonic for students to remember
incident ray and reflected ray and distinguish between angle (i)
and angle (r). See Worksheet (Appendix A Annex 1) how this
mnemonic would be implemented in the brainstorming session
in Lesson Plan 2A.
Challenges for Teacher Make students visualize that reflection can be represented by a
ray diagram.
Challenges for Students Language barrier in giving their own definitions of concepts,
such that the teacher had to give the notes.
Disability to comprehend that the different components of
reflection lie in the same plane
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Lesson Plan 2A
Topic: Reflection of Light Class size: 12
Aim:
Describe an experiment to illustrate the law of reflection
Learning outcomes:
 The incident ray, the reflected ray and the normal at the point of incidence all lie in the
same plane
 State that for reflection to take place the angle of incidence (i) is equal to the angle of
reflection (r)
 use (i=r) in further constructions, measurements and calculations.
This lesson gives students the opportunity to discover with a hands-on and minds-on activity
that i= r and then think critically on how to apply this law in other circumstances.
Pre-requisites:
previous Physics class:
 reflection of light and ray diagrams
 Worksheet (Appendix A Annex 1)
 A3 paper, ruler, protractor, plane mirror, pins, blu-tack and cardboard (for the practical
activity)
Methodology

Brainstorming (around 10 Teacher will project a ray Engage actively and
mins) diagram and use the analogy responding to the
. mentioned in worksheet teacher’s questionings.
Appendix A Annex 1 to help
students to recall the
components of the ray diagram.
Group work (around 35 mins)  Pair students. Note: Arrangements are
 Distribute worksheets to all made for students who
students. want to work
 Ask high ability level independently.
students to:
1. read the instructions Active and collaborative
provided on the worksheet group discussions,
2. set their apparatus following the grouped
3. make their observation practical activity
The high flyers can vary
 Explain orally each the angle of incidence by
This activity involves the use procedure in detail to changing the positions of
of lab inquiry technique. average learners and ask the pins and observe the
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them to call for help in case new changes in the angle
of difficulties. of reflection.
 Move around at times to
monitor each group’s
progress. The average students set
 Demonstrate how to set up up their apparatus, as
the apparatus and to take explained by the teacher
the measurements. and start to record their
 Assist the low achievers observations.
throughout the practical Then, they discuss with
activity. their group members to
 Ask them to observe the come up with the idea
values of i and r. i=r.
Guided instruction for the  Prompt these students to
average learners. lead them to discover that
i=r. Following the teacher’s
demonstration, the low
ability students try to set
up their apparatus by
themselves and take their
measurements.
Upon continuous prompt,
the students discover that
Demonstration for the low i=r.
ability students
Discussion (around 5 mins) Discussion of observations Participate in discussions.
made during the practical
activity and introduction to the
idea i=r.
Expository (around 5 mins) Dictate notes to students on the Notes taking

topic - law of reflection.
Assessment (around 15 mins) Assess students’ understanding Answering questions in

by giving them a question to their copybooks.
work out as a class work.
Summarizing (around 5 mins)  Recapitulate what have Engage passively by

been taught in the first listening.
period.
 Summarize the main Engage actively by
concepts that the students telling the teacher about
have learnt in today’s their observations.
lesson.
Closure:
 Ask students to carry out a small activity at home by looking at themselves in a mirror
and noting down that are the characteristics they see in their image.
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Strong Points 1. Hands-on experiment to grasp the concepts in a more
interactive way.
2. Challenge and opportunities obtained from lesson 1A met in
this lesson.
3. Students develop science processing skills
4. Students are motivated since it involves a minds-on
experience and they have a sense of ownership on the
knowledge obtained.
Weak Points 1. Students spent a lot of time doing the constructions (use of
protractor + compass). Some has even forgotten on how to
use a compass.
2. Parallax error and zero error were made during the
constructions.
3. Procedure 8 in the worksheet was not completed and
students are asked to think on it and come up with an answer
for the next class.
4. Language problems in coming up with the first law of
reflection.
Opportunities 1. Perhaps before giving the worksheet on the practical some
five minutes consolidated work could have been done on the
use of compass and protractor.
2. Too much time was taken for the mounting of the apparatus
so for the next lesson See Appendix A Annex 2 whereby the
diagram is already drawn to scale and angle already
measured is given to ensure the practical activity to be
completed in the limited time.
3. For the brainstorming session mathematical language will
be used instead of big sentences line (angle i= angle r).
4. Use of a phet simulation so demonstrate that all components
should lie in the same plane see
(https://phet.colorado.edu/en/simulation/bending-light)
5. Extension of this activity beyond the classroom by allowing
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the students to draw a real-life situation which represent
reflection of light for e.g a ball reflecting off a surface as in
golf or billiards etc.
Challenges for Teacher To get students to set up the apparatus correctly and taking the
proper readings for angle r.
Challenges for Students Use of their understanding of Law of Reflection, working
independently without the teacher’s intervention and proper
labeling and constructions drawn.
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Lesson Plan 3A
Topic: Characteristics of an image Class size: 12
Aim:
Describe an experiment to find the position and characteristics of an optical image formed by
a plane mirror.
Learning outcomes:
At the end of the lesson, students will be able to know that the image formed by a plane
mirror is:
 virtual
 upright
 laterally inverted
 has the same size as the object
 located at the same distance behind the mirror as the object is in front of it.
This lesson gives students the opportunity to describe the characteristics of an image formed
by a plane mirror and use these properties to further apply it to situations where these
characteristics are tested.
Pre-requisites:
 i=r
 Worksheet (Appendix A Annex 2)
 A3 paper, ruler, protractor, plane mirror, pins, blu-tack and cardboard (for the practical
activity)
Methodology

Greeting and Brainstorming Ask questions on the first law Responding to questions
session (10 mins) of reflection and demonstration and noting down
of the Phet simulation to answers.
conclude the second one.
Correction of homework (5 Ask students to correct on the Student taking down the
mins) and discussion of main board and comment on each correction.
difficulties. question and answers.
Student’s activity (around 15 Worksheet with already labeled Active involvement of

mins) diagram and pins placed students.
distributed to students.
Again students are paired and
explanations are given to low
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ability students while the high
flyers can easily take down
measurements and carry on
with the activity.
Discussion and Summarizing  Recapitulate what have Engage passively by
(around 5 mins) been taught in today’s listening.
lesson.
 Summarize the main
concepts that the students Engage actively by
have learnt in the previous telling the teacher about
lessons. their observations.
Closure:
 Ask students to prepare on refraction of light for the next lesson
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Strong Points 1. Practical is student-oriented.
2. Use of practical is a discovery learning class whereby
students are guided to observe a phenomenon and they
thus, build a fundamental idea through observation.
3. Students are intellectually active.
4. Since one position of the pin was already placed, they
conducted the experiment faster than in lesson 1A as they
already had knowledge on the use of a compass.
Weak Points 1. One student thought that the ray will pass through the
mirror instead of being reflected but that proved wrong
after the experiment.
2. Most of the students believed that rays from image come
out of the mirror instead of rays coming from the image.
3. The introduction of new technical terms seemed difficult to
grasp.
Opportunities Reinforce the idea that rays reflect off instead of passing
through the mirror by showing a visual demonstration in the
next class such that students will be reminded of the correct
diagram. I have also thought of using an example on how they
will see the reflection of the word PHYSICS in a mirror.
Challenges for Teacher Ask the right questions whether the ray get reflected from the
mirror or penetrate the mirror and guide them through the
practical.
Challenges for Students The ability to see an image was not clear to all students which
clearly indicated that they had little knowledge on the “how” we
see objects and the reflection reaching the eye.
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Lesson Plan 4A
Topic: Refraction of Light Class size: 12
Aim:
Define terms used in refraction including angle of incidence and refractive index.
Learning outcomes:
 Define refraction as the bending of a ray of light as it moves from one medium into
another due to a change in speed of light.
 Identify the ray of light refracted towards the normal when it travels from an optically
dense medium into an optically denser medium.
This lesson gives students the opportunity to discover the phenomenon of refraction through
an authentic situation in front of them and develop the ability to critically think of its daily
life applications.
Pre-requisites:
 ray diagrams
 speed of light varies with the medium
 Glass of water with a straw in it, computer, projector and Phet simulation.
Methodology

Demonstration of a Phet In addition with recalling how Draw the reflected word
simulation on how rays reflect they are going to see the word PHYSICS in their
off boundaries. (To be used as PHYSICS being reflected to copybook.
brainstorming session) (3-4 call the characteristics of an
mins). image formed.
Demonstration of the glass of Ask students to observe this Discussion with friends.
water with a straw in it.(2 min) phenomenon.
Groupwork (5 mins) Teacher move around Trying to make a
classroom to check whether hypothesis from their
they have identified the straw observations
appearing bent in the water.
Guided questions to students Teacher asking lower order Participate in discussions.

(around 10 mins) questions first and then shifting
to higher order questions.
(Moving from observations to
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making hypothesis on the
phenomenon)
Simulation on the ray diagrams Discussion Notes taking
of refraction of light in two
different media (around 10
mins) and come up with a
definition for refractive index.
Summarizing (around 2 mins) Ask a student to define
refraction and recall the laws of
refraction.
Closure:
 Ask students to think on a way of how to find the refractive index of a material.
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Strong Points 1. The demonstration captured student’s interest and also
elicited their questions about the key concepts.
2. Students were able to develop explanations and
understanding through explicit teaching and visual
examples.
Weak Points Inability to fathom how light can have a different speed when a
ray passes a boundary. There was confusion how can the speed
of light increase to the value of c when it re-emerges into air.
Opportunities Representations of the different media through the arrangement
of molecules could have probed their understanding about light
rays moving through different media. I have decided to use an
analogy (see Appendix A Annex 3-part 1) in the next class for
students to remember whether refracted ray bends towards or
away from the normal. I will make students draw a concept map
so as to link all the concepts such that they can link everything
before starting to solve problems.
Challenges for Teacher Use of the Phet simulation to show a relation of the velocity of
light to the refractive index and for students to understand the
phenomena of refraction.
Challenges for Students Students found it intriguing that when light passes through one
medium, there is both reflection and refraction occurring.
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Lesson Plan 5A
Topic: Refraction of Light Class size: 12
Aim:
Recall and use the formula for refractive index of a material and apply the law of refraction to
questions.
Learning outcomes:
 To apply the refractive index formula in questions.
This lesson evaluates the student’s ability to distinguish between reflected ray and refracted
ray and demarcates those who can use the refracted ray for calculating the refractive index of
a material. The questions provided in the worksheet encompass all concepts covered since the
beginning of the chapter of light. The questions can be used as a formative assessment.
Pre-requisites:
 Reflection of light
 Refraction of light
 Worksheets (Annex 3 Part 2)
Methodology
Drawing a concept map which Ask questions to students to Linking appropriately the
englobes the concept of and make the link to the different concepts.
reflection and refraction concept map.
(around 10 mins).
Classwork on refractive index Teachers doing two worked Working individually and
(20 mins) examples and asking students participate actively in
to do the rest in the worksheet. discussion with the
While students are working teacher.
teacher correcting student’s
work individually.
Summarizing (around 2 mins)  Asking student to underline Engage passively by
keywords in questions and listening.
paying particular attention
to problems.
Closure:
 Homework on page 1.5b Topic by Topic MCQ 1-20.
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Strong Points The exercise of drilling questions made students more confident
in the concepts of reflection and refraction of light. The
exercises acted as a formative assessment. The concepts became
clearer when they worked the questions. It enhanced their
problem-solving skills.
Weak Points Students encountered some difficulty at first since 3 worked
examples were done for them to get the gist of the concepts.
They thought of the concepts as divided instead of linking all
the concepts together.
Opportunities Working more exercises that test their conceptual understanding
of students.
Challenges for Teacher Develop the ability of understanding in students by proceeding
in a methodological manner. Help students to note down the
maximum information given in the questions and make them
choose the appropriate formula from their understanding.
Challenges for Students To distinguish between different variables given in the question
and hence, apply their knowledge on the understanding of
concepts. The exercises help develop their cognitive ability to
think beyond the small concepts which are all linked.
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Lesson Plan 1B
Chapter: Current Electricity Date: 29/01/15
Topic: Current, pd and emf. Class size: 8
Level: A Level Class profile:Mixed ability
Aim:
1. Distinguish between current, potential difference and electromotive force (emf).
2. Understand that current is not consumed by circuit components.
Learning outcomes:
 define current the movement of charged particles.
 differentiate between potential difference and emf.
 bear in mind that emf is not a force.
 show and understanding that current is not consumed by circuit components.
This lesson gives students the opportunity to understand current electricity as many
vocabulary terms are introduced. The first part of this lesson uses a concept cartoon to
identify any misconceptions held by students and ultimately with the use of models and a
hands-on activity, students’ misconceptions will be cleared.
Pre-requisites:
F5 Physics class:
 Definition of charge, current, potential difference, voltage and emf
 Follow the path of current in an electric circuit
 Concept Cartoons (Annex 4)

 worksheet (Annex 5)
 Battery, connecting wires, bulbs, voltmeter, ammeter, switch
 Screen, projector and simulation
Methodology

Greeting to students (around 5 Asking whether they have been Engage in decision
mins). able to grasp understanding of making about the flow of
previous lessons and whether the class.
they are ready to move on with
another concept. Tell students
about the planning of the class
session.
Use of a concept cartoon to Teacher asks students to have a Reaction of students and
brainstorm students about look at the concept cartoon and engaging in discussions.
current electricity. (10 mins) react to whatever has been Everyone tried to give
displayed. their point of view.
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Explanation and discussion on Use of a simulation and the Notes taking
different technical terms found water model to explain what is
in the concept cartoon. (25 current, potential difference
mins) and emf in a circuit.
Use of a hands-on activity to Teacher will explain the Answering questions in
discover whether circuit different instructions in the the worksheet.
components consume currents. worksheet.
(15 mins). Due to lack of instruments
students will do pair work and
discuss their results with the
friends.
Have students show their Teacher encourages students to Students will present
completed circuits in the class. explain the circuit by tracing their explanation and
(10 mins) the flow of current from the write it.
battery through the course of
the circuit.
Summarizing (5 mins) Ask one students to revisit key
terms of today’s lesson and
another one to give their
definitions.
Point out the findings of their
practical activity.
Closure:
 Ask students to revise the combinations of resistors for the next class.
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Reflection on Lesson Plan 1B
Strong Points Use of concept cartoon was a new experience. It captured their
interest and attention immediately. It motivated the students to
respond to the concepts. Many issues arose which gave rise to
constructive discussions. Conceptual understanding was
challenged on behalf of students. Misconceptions were broken
down and new constructive knowledge was built. It made the
class lively and very interactive. It is to be noted that I had
already done some research on the misconceptions related to
that concept on which I prepared this concept cartoon.
Weak Points Even at higher classes, students hold misconceptions about the
basic definitions. It showed how vernacular language affects
meanings of concepts in Science. Time was not permissible for
students to be given the opportunity to test each one of the
issues misconceptions.
Opportunities In the following classes they will get the opportunity to now and
again break down the misconceptions which arose by more
practical sessions.
Challenges for Teacher Clearing those misconceptions because they really resist to
change and were anchored very deeply in the minds of the
students.
Challenges for Students Abandon their “conceptions” and adopt more scientific
reasoning towards these concepts.
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Lesson Plan 2B
Chapter: DC Circuits Date: 03/02/15
Topic: Parallel and series circuits Class size:8
Level: A Level Class profile:
Mixed ability
Aim:
1. Define Kirchoff’s first law.
2. Determine current and potential difference in a parallel and series circuit.
Learning outcomes:
 deduce that Kirchoff’s first law is solely based on the conservation of charge
 determine the current in a parallel and series circuit.
This lesson gives students the opportunity to deduce Kirchoff’s first law through practical
enquiry and they will be able to apply the law to problem solving.
Pre-requisites:
At this stage, students should already know the following:
 Definition of charge, current, potential difference, voltage and emf
 parallel and series circuit connections
 Worksheet (Annex 6)
 Power supply/Battery, connecting wires, bulbs, voltmeters, ammeters, switch and a dc
motor.
Methodology

Questioning (around 5 mins) Ask questions to students to Oral answers
evaluate their prior knowledge:
Correction of homework Discussion of problems faced Participate in discussions

(around 10 mins) by students. and taking down the
correction.
Demonstration of Energy Questionings Notes taking
transfer by an electric motor
(around 5 mins)
Experimental verification of Worksheet is distributed and Pair work and setting up
Kirchoff’s first law-part 1 instructions are explained the apparatus.
(series circuit connection) clearly.
(around 15 mins)
Discussion of results obtained Questions are asked to Notes taking and
from the experiment part 1. (10 students. verification of results
mins) obtained and participate
actively in the discussion.
Experimental verification of Again instructions are given Group work.
Kirchoff’s first law-part 2 and procedures are explained to
(parallel circuit connection) those who needed the
(around 15 mins) explanations.
23
Discussion of findings. (10 Guided questions to students. Active listening and
mins) participation.
Summarizing (5 mins) Summarize the findings of Noting down and having
students through the practical. good grapes of the
concepts.
Closure:
 Ask students to draw 2 lamps connected in series and in parallel, 3 lamps in series and in
parallel, (2 lamps in series and one parallel to it) and finally (2 lamps in parallel and one
in series with it)
24
Strong Points Students came to class with “newer” and more substantiate
concepts learned in their previous class. The brainstorming was
done confidently by students. The lesson was divided into
several parts whereby after each practical finding a fruitful
discussion was engaged. This helped students to build their
knowledge starting from what they know to what they did not
know. Active participation in the practical was noted. Students
were very interested in the practical. Student came up with the
Law themselves. There was practically no room for
misconceptions in this session about the basic definitions. It was
an inquiry process all along.
Weak Points Shortcomings concerning time management issues since the
students could not formulate their hypothesis appropriate at the
beginning. A clearer objective and instructions should have
been provided. Students could not identify a junction in a
circuit. Some students thought that where two junctions met is
not considered as a junction where current will meet up.
Opportunities Students should be given more opportunities to work more
exercises on the junctions business and where currents enter and
leave the junctions. Clearer instructions will be given to the
students in the next class. Less laoded practical will be set up.
Challenges for Teacher Explanation of the instructions bit by bit to students. Make
students recall practical set-up and guide them through the
findings. Awaited for the correct comprehension of the concepts
first before proceeding for the next practical session.
Challenges for Students Difficulty in forming the hypothesis. If various circuit diagrams
are given to them, they had problems in identifying where
currents enter and leave the circuits.
25
Lesson plan 3B
Topic: Kirchoff’s second law Class size: 8
Level: A Level Class profile: Mixed ability
Aim:
1. Experimental verification of Kirchoff’s second law.
Learning outcomes:
 deduce Kirchoff’s second law.
 Apply Kirchoffs’ laws to problem-solving questions.
This lesson enables students to find out about Kirchoff’s second law through a practical
enquiry and thus make use of the two laws in problem solving.
Pre-requisites:
At this stage, students should already know about Kirchoff’s first law.
 Worksheet(Annex 7)
 Power supply/Battery, connecting wires, bulbs, voltmeter, ammeter, switch and lamps.
Methodology

Questioning (around 5 mins) Ask questions to students to Oral answers.
To test the past experience of evaluate their knowledge:
the students.
Correction of homework and Discussion and writing the Participating and

rearranging the circuits in exercises on the board. Recall responding to the
order. (10 mins) where the different junctions teacher’s questions.
are in the circuit and ask Taking notes.
questions to students on where
current enter and leave the
circuit.
For each circuit drawn use a Redraw the circuits and discuss Redrawing circuits.
voltmeter and verify the with students where they Follow explanations on
potential difference across the should place the voltmeter. the instructions given.
supply and each lamp Show the loops on the Draw the loops in the
individually. (25 mins) diagrams and ask students to diagram
analyze each circuit
individually.
Discussion of results obtained Moving from known to Notes taking.
(10 mins) unknown. After discussion, tell
students that this is Kirchoff’s
law that they verified.
Classwork (15 mins) Student will apply their
knowledge of Kirchoffs’
laws to problem solving.
26
Closure:
 homework (See Annex 8)
27
Strong Points The familiarity of this practical session to the previous day’s
lesson made students conduct the experiment faster. Since
discussion on the homework is done students could reinforce
their idea on the currents entering and leaving the junctions.
Students could formulate the hypothesis faster and in a more
ordered manner.
Weak Points While drawing the loops and identifying the different voltage
and currents across each junction, students had a tendency to
take the loop in one direction and the current in another
direction while not following the convention. Errors were
detected in finding out how the voltages in the circuits are
divided depending on whether the circuit is in parallel or in
series. Students had difficulty in solving mathematical algebraic
expressions.
Opportunities Verify both laws using a complex circuit. Can be used as a
problem solving. Students should have more practice on the
questions. In the next class they will be given the opportunity to
more appreciate the second law to the conservation of energy.
Challenges for Teacher From their experimental findings lead students to the use of
equations of P=IV to the conservation of energy in the circuits.
Challenges for Students The biggest challenge was how to show that in a closed loop the
sum of voltages is equal to zero. The same problem arises in a
multiple loop circuit.
28
Lesson Plan 4B
Topic: Potential dividers Class size: 8
Aim:
3. Show an understanding of the use of a potential divider circuit as a source of
variable p.d.
Learning outcomes:
 Use and observe the behaviour of potential divider circuits.
 Build potential divider circuits and measure voltages across resistors.
 Investigate how potential divider circuits can be used to change the output characteristics
of a sensor.
This lesson gives the students the opportunity to apply Ohm’s Law to a potential divider
which englobes all the different concepts covered in Lesson Plan 1B to 3B. Students will
analyze the circuits using Ohm’s law and will reach the answer by solving it through
simultaneous equations. The two practical given will serve the purpose of summative
assessment. The practicals are presented to the students one at a time and on different
worksheets so as to avoid confusion.
Pre-requisites:
 Potential divider or voltage divider
 Application of Ohm’s Law
 Currents and voltages in series and in parallel
 Student worksheet (Annex 9)

 1 Multimeter, 3 resistors, 3 Battery snaps, 6 Alligator clips, Graph paper
Methodology

Brainstorming session and To evaluate the student’s Oral answers and
Discussion (15 mins) background knowledge on drawing the appropriate
potential dividers and how to circuit diagram after
connect a fixed resistor with a reaching a final
thermistor in series. conclusion.
Students are asked not to

build the circuit yet.
Expository: Discussion on results obtained Participate in discussions
Worked example of how and calculation of voltages. and taking note of how to
voltage is divided. (10 mins) apply the formula.
Practical session-Part 1 (20 Students are asked to set up the Hands- on activity.
mins) circuit as shown in the
worksheet and answer the
questions which followed.
29
Discussion of results obtained Evaluate students’ Answering questions in
(around 10 mins) understanding of the circuit set their copybooks.
up and on the questions which
followed up.
Practical session- part 2 (10 Teacher guide practical using Students will tabulate
mins) the ice and the hot water. values for temperature
and the thermistor
resistance.
Summarizing (5 mins) Teacher asked students whether Discussion and
they can see a pattern in the confirming whether their
voltage values obtained for the values are consistent.
different temperatures.
Closure:
 Ask students to complete answering questions.
30
Strong Points The loop consideration of circuits in the previous lesson made
students realize that they were actually looking at potential
dividers. This triggered their interest even more. The knowledge
acquired in the previous classes about the Kirchoff’s laws made
the students more at ease with the task. This had, in fact, probed
their conceptual understanding on voltages, circuit loops and
current entering and leaving the junctions. Ability to set up the
circuit properly and obtain values for the voltages across the
components.
Weak Points The main difficulty was to analyse the circuit mathematically
since they had many problems in solving algebraic expressions.
If the two resistors are of equal value then they are able to
calculate it but the problem arises when the resistors are not of
equal value.
Opportunities Help students more with their mathematical understanding of
the potential divider circuits.
Challenges for Teacher Perhaps the teacher should have done the experimental part first
then asked students to verify the values with the practical set up.
Challenges for Students Solving algebraic equations with respect to the potential divider
circuit which is quite a long procedure.
31
Lesson Plan 5B
Topic: Brightness of Lamps Class size: 8
Aim:
4. Determine the brightness of bulbs.
Learning outcomes:
 distinguish whether bulbs are connected in series or in parallel
 link series and parallel concepts to current and voltage in the circuit parts.
 consider the whole of the series as a potential divider circuit.
This lesson gives students the opportunity to discover and deduce that that the brightness of a
bulb is not dependent on how close it is to the battery but on its potential difference across it.
They are also given the opportunity to think critically and identify the various other factors
which may/may not affect the brightness of a bulb.
Pre-requisites:
 series and parallel circuits
 Ohm’s law
 calculation of current
 potential divider
 Feedback questionnaire (Annex 10)

 Battery, connecting wires, bulbs, voltmeter, ammeter, switch
Methodology

Brainstorming session (5- Evaluate student’s experiences Oral answers.
10mins) of concepts covered in the
previous 4 classes.
Attempting the feedback Worksheet distributed to Attempting the questions

questionnaire (5 mins) students. individually.
Evaluating the answers given Grouping answers of students Students will discuss in
in the feedback questionnaire. and find out about their groups on their answers.
(5 mins) incorrect conception.
Feedback questionnaire Interact with students Answering questions in
returned to students and they individually and guide them on their copybooks.
are asked to set up the the right path towards finding
apparatus on their own and the answer.
confirm the answers with the
32
finding of current and voltage
across the bulbs.(35 mins) (See
Annex 11 for the flow of the
session)
Discussion of results obtained
and correction of
misconceptions (20 mins)
Closure:
 Homework see Annex 12.
33
Strong Points Questionnaire made them rethink of their correct understanding
of the concepts. Teacher has been able to identify where exactly
the problem is and students acted to as to correct their
misunderstanding of this circuitry and also to reinforce their
already correct understanding.
Weak Points When given a problem englobing the whole concept of DC
circuits, it seems that students are unable to link the appropriate
concepts in a sequential order. There were still misconceptions
lingering at the back of the minds of students.
Opportunities Students could have been given the opportunity to verify the
values of their findings mathematically, thus applying again all
the concepts learned.
Challenges for Teacher Helps students to design proper synthesis for the practical which
was intended for it to be solely student-driven.
Challenges for Students Design the proper circuits what they want find out about the
current and voltages first and then discuss with the teacher for
his approval and guidance on the right track.
34
General reflection on the Transformative practice
After the implementation and evaluation of the ten lesson plans in two different classes and
levels, I came to understand what transformative practice is. The realization is that the
students are at the centre of this teaching/learning process to take place. It is a must for the
teacher to evaluate each lesson before proceeding to the next taking into consideration the
classroom atmosphere as well as the student’s needs. The fact that I have conducted lessons
plan on higher classes, I did not encounter disruptive class problems. The students are more
mature, thus making me more motivated in my teaching and good classroom management is
at its peak.
The different strategies employed be it visual demonstration or expository or even a practical

enquiry reflect the types of learning styles of the students. These different strategies cater for
the different needs of students.The use of concepts cartoons, contextualizing concepts and use
of real life examples make the students have a vivid picture of the abstract concept together
with igniting a keen interest in the subject matter. Gunstone et al. (1988) pointed out that in
the constructivist approach, concept cartoon is an excellent teaching/learning strategy
whereby students’ ideas are probed. It provides a platform for interaction and participation,
for students use a “dialogic” approach (Wertsch, 1991). Keogh and Naylor (1999) found that
concept cartoons increase motivation levels and thus, provides a purpose for practical work
which will be the upcoming activity. It has been noticed that students have a profound
interest in the class when they are conducting a practical. It enhances their intrinsic
motivation.
Since electricity is an abstract topic, where concepts like current, potential difference and
energy are “invisible” concepts, students are not able to understand them completely. To
reinforce their idea on differentiating between current, potential difference and energy, it is
very important to conduct practical classes since they have a feel of reality and thus,
understand these concepts better. I have also noticed the use of worksheet increases the
teaching time instead of students wasting their time copying the practical. Some of the
challenges encountered have been met while others took time and at the end of the five lesson
plans, some were partly achieved. I had to use “creole” language to explain the instructions
given due to the language barrier of my students. I had most of the time a good control of my
time management.
35
Task 3 Part a- Communication Skills
Classroom management may be described as the sets of provisions and procedures required
for creating and maintaining a particular situation whereby teaching and learning can take
place. For effective classroom management, there is a necessary need for order in the
classroom (Duke, 2002). Cohen, Intille and Robino (2002) define order as a circumstance in
which there is a defined set of clear expectations for all classroom members and they
consequently anticipate expectations and therefore, there is a higher degree of compliance to
the expectations. According to Adesina (1995), communication is a fundamental skill for
effective classroom management and a radical change in the achievement of school goals and
effective teaching and learning process.
Good communication skills are primordial for anyone who has a teaching profession (Rubio,
2010). A professional teacher should communicate precisely about the course objectives,
content and evaluation. There should be essential instructions. An effective teacher can start
the academic year by communicating clearly classroom protocols. “Well-defined rules in the
classroom can prevent many behavioral diffulties “ (Classroom behavioral strategies and
intervention, n.d.,p.5.1). When students are involved in the procedure of developing the
classroom protocol they are bound to adhere to them. These rules are few, short as well as in
positive terms and the teacher can help in designing them in the language the students are
most familiar with. When students are transgressing the classroom rules, it is up to the role of
the teacher to remind them they are transgressing from what have been agreed upon from the
beginning. In doing so, students will be redirected to the classroom goals that will “prevents
possible problems in the classroom” (KayikÇi, 2011,p.188).
For the teaching/learning process to flourish, there should be clear communication on the
aims and objectives of the lesson being taught. This can enact active participation of students
and result in lesser disruptive behavior. Communicating the subject matter in an innovative
manner is a must. Teachers communicating information through graphs, pictures and
simulations get students engaged in the lesson. These strategies as found by KayikÇi (2011)
cater for visual learners and if the most disruptive students have this type of learning, they
will definitely drop the disruptive attitude to start following the class. KayikÇi (2011) found
that as the use of technical tools and strategies are increased in the classroom, the level of
student’s misbehavior keeps dwindling. During the lesson, the teacher can explain, that is,
36
communicating the concept of refraction of light by showing them a video on a rainbow and
other real-life issues, thus, contextualizing the concept being taught. This technique directs
students to support reality and make them more responsible for their daily actions. Erdem
(2011) points out that this realistic theory help students in making positive choices and the
teacher can have better classroom management in communicating the contextualized
concepts efficiently.
Students entering school are not sorted out homogeneously since their socio-economic status,
exposure to modern technology, vocabulary, family structure and IQ differ considerably
(Alexander et al. 2007). In my school, due to the language barrier students lose interest in
most of the English taught subject. Freeman (1998) stipulates that learners get distracted
easily due to the lack of listening comprehension ability, their diminishing their concentration
and consequently losing interest as a result leading to behavioural issues such as indiscipline,
noise and interruptions. Kaplan (2005) said that it is an essential skill for teachers to facilitate
the use of the targeted language (that is English) to communicate ways in the classroom. Use
of “creole” and translating in into English sentences can be one way.
Communication skills do not only refer to verbal communication but also include non-verbal
communication such as facial expressions, gestures or body language (Miller, 1988).During
the lesson, moving in proximity to the student misbehaving or having eye-contact with him
can stop the misbehavior. A word of praise to a student making efforts in doing his classwork
can mean a lot to that child since it has been shown that students are correct receptors of
verbal and non-verbal communications from their fellow teachers (Woolfolk and Woolfolk,
1974). The use of a simple smile from time to time in the classroom on behalf of the teacher
can trigger liking of the subject in the students which thus, makes them more inclined to
listen more, learn more and have a more positive attitude and ultimately better classroom
management (Richmond and McCrowskey, 1995).
It can be concluded that communication skills are a basic in having better classroom
management. Both verbal and non-verbal communications are essential in the teaching and
learning process and the teacher has to make maximum use of them in fostering the student-
teacher relationship for effective learning to take place.
37
Task 3-Part (b) Motivation
In the education sector, motivation initiates students to a higher degree of achievement and
engage them to confront challenges with more aptitude (Patrick et al., 2000). Motivation is
one of the fundamental key for ongoing success and effectiveness in the teaching/learning
sector. According to Westwood (2001), Educational Psychology classifies motivation into
two main groups:
1. Intrinsic motivation; which triggers a feeling of genuine aspiration to learn a concept

due to its inherent interests for achieving mastery of the concept or for simply
enjoyment.
2. Extrinsic motivation which is solely driven by rewards.
To make students respond to the teacher’s questions or drive students to do their homework
teachers can make use of extrinsic motivation like candy or chocolates or even grade or stars,
stickers and many more for those students who make in behaving properly and following the
class attentively. This can consequently induce the disruptive students to behave more
appropriately (Stockdale and Williams, 2004). However, the use of extrinsic motivation is not
sufficient since in the long run it is a deficient strategy since students would be expecting
other rewards for the next class and if their expectations are not met it could become very
problematic in the classroom as pointed out by Stockdale and Williams (2004). Extrinsic
motivation is useful solely with students who have no interest in an activity so that they can
continue working in order for teachers to maintain discipline in class (Cameron, 2001). So,
together with extrinsic motivation teachers have to make use of intrinsic motivation for long-
lasting results in student’s behaviours (Stockdale and Williams, 2004).
Teachers can make use of motivation by providing various opportunities for students to
respond in class. In doing so, it has been shown that the more time spent by students in doing
learning activities the more they learn (Eckert, 2013). Their active involvement in the
exercises will increase the number of opportunities for them to respond with the teacher,
hence, decreasing disruptive behavior (Sutherland & Wehby, 2001).
It has been noticed that teachers using motivation for creating a classroom environment in
which students feel safe, comfortable and welcome, display less disruptive behavior
(Diedrich, 2010). According to Conroy et al. (2009, p. 18) “Creating a positive and engaging
classroom atmosphere is one of the most powerful tools teachers can use to encourage
38
children’s learning and prevent problem behaviours from occurring”. It has also been
researched that students react in predictable ways so as to attract the attention of their
teachers (Conroy et al. 2009). Teachers can use this to their own benefit by dedicating
positive attention through constructive praise and feedback which thus, promote desired
behaviours (Conroy et al., 2009; Diedrich, 2010). Giving constructive feedback can boost the
student’s intrinsic motivation (Willingham, 2006) and lead him towards progress and thus,
goal achievement. For example “well done” can be said to a student when he is able to find
the period of a simple pendulum. At times, positive reinforcement can also be helpful in
boosting one’s motivation.
It has been noticed that students having learning difficulty makes them lose interest in the
subject, thus they exhibit disruptive behavior in class (Rubin, Bukowski and Parker, 2006).
According to Smith and Lambert (2008) for those students who are struggling with the
concepts in class the teacher could take two minutes of every day for consecutive ten days to
start a conversation with them about any of their interests. This consequently, motivates the
students and improves student’s behavior. Other strategies where motivation can be used to
facilitate the learning difficulties of students where their learning styles are enhanced so as to
decrease disruption in class can include the use of mnemonics to remember the seven colours
of the rainbow for instance (Woolfolk, 2006). The use of metaphors can be another way for
example, water flowing through a pipe, which contains pebbles, to explain the concept of
resistance. The pebbles represent the electrons which cause resistance and the water flow
represents the flow of current, while the pipe represents the conductor, which contains
electrons.
Deci and Ryan (2008a & 2008b) stipulated that knowing our students well and showing care
and affection towards them really motivate them and greeting them at the door by calling
their names is a bonus. A teacher should foster a caring teacher-students relationship. Even in
cases of failure, one should not criticize the students, instead the teacher should not let failure
have negative psychological impact on them and encourage the former to learn from mistakes
and make progress (Berk, 2008, pp.587).
Motivation is vital in the educational system since it is motivation itself which keeps the
spark of curiosity, interest and creativity alive in students. Hence the appropriate
motivational strategies must be implemented in class to promote effective and meaningful
teaching and learning and for better classroom management to foster.
39
Appendix A
Annex 1
1. Brainstorming session
I (which is the incident ray will stand for “In” meaning Enter and synonymous to
entering the mirror and the arrow entering the mirror indicated “In”).
N(standing for the normal or NEUTRAL LINE which is fixed and usually represented
as dotted)
Students will be asked to identify the incident ray first. Thus, they will automatically
deduce the other arrow pointing outwards represent the reflected ray.
Once they have identified the incident ray, they will use the same analogy to find the
angle of incidence starting from the normal to ray (I). They will do the same for the
angle of reflection.
Experiment to illustrate the laws of reflection.
Procedure:
1. On a piece of white paper, draw a line AB and the normal to the point P (Fig. 11.2).
2. Use a protractor to mark off angles of 300 , 400 , 500 , 600 from the normal.
3. Place a plane mirror vertically on the line AB.
4. Direct a ray of light from the ray box along the 300 line, i.e. the angle of incidence,
i=300.
5. Mark two crosses (x) along the reflected ray and draw a line through them.
6. Measure the angle of reflection, r.
7. Repeat the experiment for i=400, 500 , and 600 , and record the corresponding values of
r in the table 1 below.
40
8. Now tilt the mirror back slightly so that it is not perpendicular to the paper. Is the
reflected ray still visible in the plane of paper?
Fig 1
Angle of 30 40 50 60
incidence,i/0
Angle of
reflection,r/0
41
Annex 2
Experiment to find the position and characteristics of an optical image formed by a

plane mirror.
Procedure:
1. Draw a straight line XY on a piece of white paper and place a mirror vertically on it
so that its reflecting surface is standing on the line.
2. Stick a pin O in front of the plane mirror to serve as the object.
3. View the image in the mirror from the position A and stick two pins P and Q such that
they appear to be in a straight line with the image.
4. Now view the same image from the position B and stick two pins R and S that appear
to be in a straight line with the image.
5. Remove the mirror and pins. Draw a straight line passing through P and Q and
another line through R and S. Produce the line to meet behind the mirror. The point of
intersection of the lines, I, is the position of the image.
6. Measure OM, the distance of the object from the mirror and IM, the distance of the
image from the mirror.
42
Annex 3 part 1
The Marching Soldiers analogy (http://www.physicsclassroom.com/class/refrn/Lesson-1/The-

Direction-of-Bending) . The analogy served as a model for understanding the boundary
behavior of light waves. As discussed, the analogy is often illustrated in a Physics classroom
by a student demonstration. In the demonstration, a line of students (representing a light
wave) marches towards a masking tape (representing the boundary) and slows down upon
crossing the boundary (representative of entering a new medium). The direction of the line of
students changes upon crossing the boundary. The diagram below depicts this change in
direction for a line of students who slow down upon crossing the boundary.
On the diagram, the direction of the students is represented by two arrows known
as rays. The direction of the students as they approach the boundary is represented
by an incident ray (drawn in blue). And the direction of the students after they
cross the boundary is represented by a refracted ray (drawn in red). Since the
students change direction (i.e., refract), the incident ray and the refracted ray do not
point in the same direction. Also, note that a perpendicular line is drawn to the
boundary at the point where the incident ray strikes the boundary (i.e., masking
tape). A line drawn perpendicular to the boundary at the point of incidence is known
as a normal line. Observe that the refracted ray lies closer to the normal line than
the incident ray does. In such an instance as this, we would say that the path of the
students has bent towards the normal. We can extend this analogy to light and
conclude that:
If a ray of light passes across the boundary from a material in which it travels fast
into a material in which travels slower, then the light ray will bend towards the
normal line.
43
Annex 3 part 2
1. A ray of light travelling in air strikes the surface of water at an angle of 25 0 from the
normal. At what angles are the reflected and refracted rays?
2. A ray of light travelling in air strikes the surface of diamond at an angle of 25 0 from
the normal. At what angles are the reflected and refracted rays?
3. Here are light rays being refracted at the boundary between two materials. Shade in
the material that has higher refractive index in each case. How would your answers
change if the directions of the light rays were reversed?
4. On each diagram in Q3, draw a normal line and label the angle you would use in
applying the Law of Refraction.
5. A ray of light traveling in air strikes the surface of water at an angle of 30 degrees
above the surface.
a. Draw a picture showing the incident ray, the surface and 30 degrees angle and
the normal.
b. Determine the angle of reflection.
c. Determine the angle of refraction.
6. What is the velocity of light in Zircon (n=1.923)?
7. What will the critical angle be for a light ray trying to go from ice (n=1.31) to air?
44
Annex 4
No. It’s not the

potential
The bulb is lighting difference
up because the flowing but the
potential difference current which
is flowing. comes out of
the battery to
clash with the
bulb to light it
up.
But shouldn’t it be the

bulb consuming the
current for it to light up?
Since the wire is red it
means current comes
out of it
There is a potential How can the bulb

difference between absorb the
the bulb and the current? If so, it
battery and current will not be a
comes out of it. complete circuit
then!
45
Annex 5
Aim: Determine that current is not consumed/absorbed by circuit components.
(a) Connect the circuit as shown in the diagram below.
(b) Measure Currents I1 and I2 and the voltage V across the bulb.
(c) Write an equation relating I1 and I2.
(d) Is the voltage V different from the emf of the battery? Why do you think it is
less?
(e) Now replace the bulb with a resistor having same internal resistance as the
bulb and measure again the new currents I1 and I2 and voltage V.
(f) Rewrite the equations relating I1 and I2 ?
(g) What can you conclude about this experiment?
46
Annex 6
Apparatus requirements
Each group will need:
3 lamps
Power supply or battery pack
ammeter (or multi-meter)
voltmeter (or multi-meter)
4 mm connecting leads (about 8)
Part 1: Kirchhoff’s 1st Law

Use an ammeter to measure a current. Ammeters must be connected in series (the current to
be measured has to flow through them). Current is measured in amps (A).
Lamps in series
(a) Measure the current through one lamp when it is lit to normal brightness.
(b) Add a second lamp in series with the first (as shown) without increasing the supply
voltage. Measure and record the current and compare it with 1(d). Why is it less?
(c) Now add a third lamp in series and again measure and record the current. Why does
the current reduce as more lamps are added in series?
47
(d) Use the circuit below (3 lamps in series) and move the ammeter to measure and
record currents at each of the points marked X. Record your results below:
X X
X X X X
(e) What conclusion can you draw about the current around a series circuit?
(f) Can you explain this in terms of the flow of charge?
Part 2-Lamps connected in parallel

Connect up the circuit shown below.
(a) Measure and record the current. How does the current drawn from the cells and the
brightness of the lamps compare to that of two lamps in series? Can you explain this?
(b) Increase the number of lamps in parallel to three.
48
(c) Measure the currents X1 to X6 taking care to put the ammeter in the correct position
each time.
X1
X6
X2
X5
X3
X4
X1 =
X2 =
X3 =
X4 =
X5 =
X6 =
(d) You should be able to find some connections between these values. What are they and
why are they connected like this? Your explanation should involve the way charge flows in
the circuit.
(e) What happens to current when it reaches a junction in the circuit?
(f) Now connect up the circuit below and measure currents at points X1 to X5.
X1
X5
X2
X4
X3
49
X1 =
X2 =
X3 =
X4 =
X5 =
(g) Now explain what is happening in this circuit and why the currents have these values.
50
Annex 7
Kirchhoff’s second law
Measuring potential differences

There are several circuits drawn below. For each one:
(a) Construct the circuit.

(b) Use a voltmeter set to a suitable dc. range to measure the potential difference across:
(i) the supply.
(ii) each lamp individually
Write the measured voltages above the lamps and cells in the diagram. Can you link the
voltages across the individual lamps to the supply voltage in each case? What is the general
rule?
51
Annex 8
1. Ten lamps are connected in series across a power supply. The voltage across each
lamp is 6.0 V. What is the voltage of the supply?
2. Ten lamps are connected in parallel across a 12 V supply. What is the voltage across
each lamp?
3. The ammeter below reads 1.0 A. All the resistors have the same value. What is the
current through the black resistor?
4. Look at the circuit below and answer the questions that follow:
A8
A1 A7
A2
A6
A3 A4
A5
Ammeter A5 reads 3 A. All the resistors have the same value of 10 Ω. What are the readings
on ammeters A1 to A8 and what is the terminal voltage of the battery?
52
40V dc supply
A1 10 A3
10 30 Ω
Ω
A2
ΩΩ
Ω V
Ω
The voltmeter across R reads 24 V
(a) What is the voltage across the upper 10 Ω resistor?
(b) What is the current through the upper 10 Ω resistor?
(c) What is the voltage across the lower part of the parallel circuit?
(d) What is the reading on ammeter A2?
(e) What are the readings on ammeters A1 and A3?
(f) What is the value of R?
53
Annex 9 Part 1
R2 V2
VS
R1 V1
You need two resistors. Measure their resistance using the multimeter. Remember to use the
highest resistance range first. Record the values.
Place each resistor in a component holder and connect them in series with the power supply.
Switch the multimeter to the volts setting and select the 0–20 V range or other suitable range
depending on the multimeter you are using. Measure the potential difference across the power
supply. If you have been given a variable supply, you will need to select 5 V and use the
voltmeter to check the output voltage. Then measure the potential difference across each of
the resistors in turn. Record these measurements in the table. Repeat these measurements for
another pair of resistors.
resistance / k R1 = R2 = R1 + R2 =
potential difference / V V1 = V2 = VS =
Annex 9 Part 2
Potential divider with a variable resistor

Replace one of the two resistors with the potentiometer used as a variable resistor.
Connect the multimeter (in the voltmeter mode) across the potentiometer.
Make sure your power supply is switched on. Watch what happens to the reading as you turn
the spindle of the potentiometer.
A varying resistance was made to produce a varying potential difference.
54
Annex 10
Consider the circuits below which compares the brightness of the bulbs L1 , L2 , L3 , L4 , L5 ,
L6 , L7 , L8 and L9 of Figure 1, Figure 2 and Figure 3.
Figure 1 Figure 2 Figure 3
From the above circuit please put a or in front of the question which you think
is “correct” or “incorrect” respectively.
1. ___The brightness of L1 is the same as that of L2 because L1 and L2 are connected in a

series circuit in Figure 1.
2. ___The brightness of L3 is more than the brightness of L4 because L3 is nearer to the
battery than L4 in Figure 2.
Refer to Figure 3 for the following questions
3. ___The brightness of L5 is the same as that of L6 because L5 and L6 are connected in a
series circuit.
4. ___The brightness of L7, L8 and L9 are the same because these bulbs are connected in
a series circuit.
5. ___The brightness of L5, L6 and L7 are the same because these bulbs are connected in
a series circuit.
6. ___L5 is brighter than L9 because L5 is nearer to L9.
7. ___L8 is brighter than L9 because L8 is nearer to L9.
55
Annex 11
Aim: To determine the brightness of lamps connected in series and in parallel with reference
to the Figure 3 found in the feedback questionnaire.
(a) Set up part of the circuit (of Figure 3 in feedback questionnaire) as shown in
Diagram 1 below.
Diagram 1
(b) What can you say about the brightness of these two lamps?
(c) Measure the currents I1, I2 and I3.
(d) What can you say about these currents?
(e) Are L5 and L6 connected in series or in parallel?
(f) Now measure the voltages V1 and V2.
(g) What can you say about these voltages?
(h) Now connect lamp L8 in parallel to L5 and L6 as shown in Diagram 2 below.
Diagram 2
(i) Is L8 connected in series or in parallel to L5 and L6?
(j) Measure current I4 and voltage V3.
(k) Is current I4 equal to currents I1, I2 and I3? How about the voltage V3? Is it equal to
V1 and V2.
(l) Now connect another lamp L7 to the circuit as shown in Diagram 3 and measure
current I5 and voltage V4 respectively.
56
Diagram 3
(m) Compare brightness of Lamp 7 and lamp 8. Which one is brighter? Why do you
think one is brighter than the other?
(n) Are lamp 8 and lamp 7 connected in series or in parallel?
(o) Set up one final lamp which is L9 as shown in Diagram 4 below.
Diagram 4
(p) Compare brightness of lamp L9 with lamp L7. What can you say about the current I6
and voltage V5.
(q) What can you conclude from this experiment?
(r) How do you relate current with the brightness of the lamps?
57
Annex 12
Summative Assessment
1. Are charges used up in a light bulb, when energy is being converted to light?
a. Yes, charges moving through the filament produce “friction which heats
up the filament and produces light.
b. Yes, charges are emitted.
c. No, charge is conserved. It provides energy which is converted to another
form such as light and heat energy.
d. No, charge is conserved. Charges moving through the filament produce
“friction” which heats up the filament and produces light.
2. Consider the diagram below.
Which of the circuit(s) above represent(s) a circuit consisting of two light bulb
in parallel with a battery?
a. A
b. B
c. C
d. A and C
e. A, C and D
3. Compare the brightness of the bulb in Circuit 1 with that in Circuit 2. Which bulb
is brighter?
a. Bulb in circuit 1
b. Bulb in circuit 2
c. Neither they are the same.
58
4. Compare the current at point 1 with the current at point 2. Which point has larger
current?
a. Point 1
b. Point 2
c. Neither, they are the same
5. Compare the brightness of bulbs A and B in circuit 1 with the brightness of circuit
2.Which bulb or bulbs are the brightest?
a. A
b. B
c. C
d. A=B
e. A=C
6. Why do lights in your home come on almost instantaneously?

a. Charges are already in the wire. When the circuit is completed, there is a
rapid arrangement of surface charges in the circuit.
b. Charges store energy. when the circuit is completed, the energy is released.
c. charges in the wire travel very fast
d. the circuits in a home are wired in parallel. thus, a current is already
flowing.
59
Appendix B
References
1. Adesina. et al. (1995), “Foundation of Education”, Ibadan:Macmillan Publishers,

Nig.Ltd
2. Alexander, K.L, Entwisle, D.R. & Olson,L.S, (2007), “Lasting Consequences of
the Summer Learning Gap”, AMERICAN SOCIOLOGICAL REVIEW, 2007,
VOL.72 (Aprilw:167-180).
3. Andersen, P. (1999), “Nonverbal communication: Forms and Functions”,
Mountain View, CA: Mayfield.
4. Bain, Ken. (2004). “What the Best College Teachers Do”, (Document based on
Bain’s book of this title). Available at http://fic.engr.utexas.edu/files.pdf.
5. Ball, D. B. & Lamper, M. (1999), “Multiples of Evidence, Time, Perspective:
Revising the Study of Teaching and Learning. Issues in Education Research:
Problems and Possibilites”, NY: Jossey-Bass, pp. 137-398.
6. Baxter, M. (1989), “Measures to improve the effectiveness of teaching in UK
schools”, La Fisica nella Scuela, Supplementa Speciale, XXII, 4.
7. Berk Laura ((2008), “Infants, Children and Adolescents”, 6th ed. Illinois State
University. Pearson Education Inc.
8. Brown, J. S. and Richard A. (2008), “Minds on Fire: Open Education, the Long
Tail and Learning. Education Review”, Retrieved from
http://net.educause.edu/ir/library/pdf on 24/8/2014.
9. Cameron. J. (2001), “Negative effects of reward on intrinsic motivation-a limited
phenonmenon”, Review of Educational Research, 71, 29-42
10. Carr, W. (1990). “Cambio educativo y desarrollo professional, Investigacion en la
escuela”, No. 11, p3
11. Classroom Behavioural Strategies ad Interventions, n.d. avalaible at
http://www.edu.gov.mb.ca/k12/specedu/fas/pdf/5.pdf last accesses on 3/4/2015
12. Cohen, Intilli E.G., J.A.K. & Robbino, S.H (2002), “Task and Authority. A
sociology view of classroom Management”, In D.L. Duke (Revised Ed)
Classroom Management Chicago: University of Michigan Press.
60
13. Conroy, M. A., Sutherland, K. S., Snyder, A., Al- Hendawi, M., & Vo, A. (2009),
“ Creating a positive classroom atmosphere: Teacher’s use of effective praise and
feedback”, Beyond Behaviour, 18-26.
14. Deidrich Jennifer L. (2010), “Motivatins Students Using Positive Reinforcement”,
Education and Human Development Master’s, Theses, Paper 9.
15. Duke, D. L (2002), “Classroom Management”, Chicago: University of Michigan
Press.
16. Durand, V., & Crimmins, D. (1988), “Identifying the variable maintaining self-
injurious behaviors”, Journal of Austism and Developmental Disorders, 18, 99-
117.
17. Eckert Jonathan (2013), “Teach like a novice: Lessons from beginning teachers”,
Phi Delta Kappan, 2014, vol. 96: 13. Online at
http://pdk.sagepub.com/content/96/2013
18. Ehiametalor, E.T. (2001), “School facilities: Management practice in Nigeria”,
Benin City Nigeria: NAEAP
19. Freeman D. (1998), “Doing Teacher Research from inquiry to understanding”,
Forming an Inquiry: from Questions to Planning the Project, Chapter 4.
20. Gunstone, R. F., White, R. T., & Fensham, P. J. (1988), “ Developments in style
and purpose of research on the learning of science” Journal of Research in
Science Teaching, 25(7), 5 13-529.
21. Kaplan, R. (2005), “Communicative, Task-Based, and Content- Based Language
Instruction”, The Oxford handbook of Applied Linguistics, Ch.17, Oxford
University Press, US, 2005.
22. KayikÇi Kemal, (2011), “CLASSROOM DISCIPLINE: DISCIPLINE
STRATEGIES, PREVENTING STUDENTS MISBEHAVIORS AND
RESEARCH ON STUDENTS MISBEHAVIORS IN THE CLASSROOM”, Nova
Science Publishers, Inc. ISBN 978-1-61324-601-6.
23. Keogh, B., & Naylor, S. (1999), “Concept cartoons, teaching and learning in
Science: an evaluation”, International Journal of Science Education, 21, 431-446.
24. Labaree, D. (2000), “On The Nature of Teaching and Teacher Education Difficult
Practices That Look Easy”, Journal of Teacher Education, vol. 51, No. 3, (pp.228-
233).
25. Mart, C. T. (2013), “A Passionate Teacher: Teacher Commitment and Dedication
to Student Learning”, International Journal of Academic Research in Progessive
Education and Development, January 2013, Vol. 2, No. 1, ISSN: 2226-6348.
61
26. Miller, P. (1988), “Nonverbal Communication: What research says to the
teacher”, (3rd ed.), Washington. Dc: National Educational Association.
27. Patrick, B., Hisley, J., & Kempler, T. (2000). “What’s everybody so excited
about?” The effects of teacher enthusiasm on student intrinsic motivation and
vitality. The Journal of Experimental Education. 68, 217-236.
28. Raider-Roth, Miriam. (2005), “Trusting What You Know: The High Stakes of
Classroom Relationships”, Indianapolis, IN: Jossey-Bass.
29. Richmond,V., & McCroskey,J. (1995), “Nonverbal behavior interpersonal
relations”, (3rd ed.), Boston : Allyn and Bacon.
30. Rubin, K. H., Bukowski, W.M. & Parker, J. G. (2006). “Peer interactions,
relationships, and groups. In N. Eisenberg (Ed.), Handbook of child psychology:
Vol 3, Social, emotional and personality development (6th ed.,pp. 571-645).
Hoboken, NJ:Wiley
31. Stockdale, Susan. L & Williams, Robert L. (2004), “CLASSROOM
MOTIVATIONAL STRATEGIES FOR PROSPECTIVE TEACHERS”, The
Teacher Educator, 39, No. 3, 212-230.
32. Sutherland, K.S. & Wehby, J. H. (2001), “The effect of self-evaluation on
teaching behaviours in classrooms for students with emotional and behavioural
disorders”, The Journal of Special Education, 35, 161-171.
33. Wertsch, J. (1991), “Voices of the mind: A socio-cultural approach to mediated
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34. Westwood, P. 2004. Learning and learning difficulties: A handbook for teachers
1ed.University of Hong Kong:ACER Press.
35. Woolfolk, R., & Woolfolk, A. (1974), “Effects of teacher’s verbal and non-verbal
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Journal, 85 (4), 512-528.
62

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Task 1 (a)

Motto: Labor Omnia Vincit

Mission: Bhujoharry College provides an

William Arthur Ward

Resources and Materials used:

Procedure Teacher activity Learner activity

Starting from what is known What is light?

How does light travel?

Interaction between teacher Discussion of answers obtained Participate in discussions.

Expository (around 5 mins) Dictate notes to students on the Notes taking

Assessment (around 5 mins) Assess students’ understanding Answering questions in

Summarizing (2 mins)  Recapitulate what have Engage passively by

Reflection on Lesson Plan 1A

Procedure Teacher activity Learner activity

Expository (around 5 mins) Dictate notes to students on the Notes taking

Assessment (around 15 mins) Assess students’ understanding Answering questions in

Summarizing (around 5 mins)  Recapitulate what have Engage passively by

Procedure Teacher activity Learner activity

Student’s activity (around 15 Worksheet with already labeled Active involvement of

 Ask students to prepare on refraction of light for the next lesson

Resources and Materials used:

Procedure Teacher activity Learner activity

Guided questions to students Teacher asking lower order Participate in discussions.

Resources and Materials used:

 Concept Cartoons (Annex 4)

Procedure Teacher activity Learner activity

Procedure Teacher activity Learner activity

Correction of homework Discussion of problems faced Participate in discussions

Procedure Teacher activity Learner activity

Correction of homework and Discussion and writing the Participating and

 homework (See Annex 8)

 Student worksheet (Annex 9)

Procedure Teacher activity Learner activity

Students are asked not to

 Ask students to complete answering questions.

 Feedback questionnaire (Annex 10)

Procedure Teacher activity Learner activity

Attempting the feedback Worksheet distributed to Attempting the questions

 Homework see Annex 12.

The different strategies employed be it visual demonstration or expository or even a practical

1. Intrinsic motivation; which triggers a feeling of genuine aspiration to learn a concept

Experiment to illustrate the laws of reflection.

Experiment to find the position and characteristics of an optical image formed by a

The Marching Soldiers analogy (http://www.physicsclassroom.com/class/refrn/Lesson-1/The-

No. It’s not the

But shouldn’t it be the

There is a potential How can the bulb

(a) Connect the circuit as shown in the diagram below.

Part 1: Kirchhoff’s 1st Law

(f) Can you explain this in terms of the flow of charge?

Part 2-Lamps connected in parallel

(b) Increase the number of lamps in parallel to three.

Kirchhoff’s second law

Measuring potential differences

(a) Construct the circuit.

Potential divider with a variable resistor

Figure 1 Figure 2 Figure 3

1. ___The brightness of L1 is the same as that of L2 because L1 and L2 are connected in a