Innovative lesson plan

INDUCTIVE THINKING MODEL

 LESSON TRANSCRIPT

Name of School   :                                                                                          Standard : IX Name of Teacher :                                                                                           Date       : Subject                :Physics Unit                     :Fluids Topic                   :Viscosity

NAME OF THE CONCEPT           : Viscosity

OBJECTIVES

®    Pupils develops observation skills

®    Identification of different types of viscous liquids

®    Generalization about property of viscous liquids

®    Pupils develops hypothesizing predicting results

PHASE 1 : DATA CATEGORISATION

T          :           What is the common property of water, acid, kerosene, honey etc ?

S          :           They are all liquids

T          :           Can you name some of the liquids that we  use in our daily life ?

S          :           Yes, coconut oil, ghee, shampoo, nail polish, spirit, vinegar, well water, river
             water, coconut oil, petrol etc.

T          :           Can you group these examples and name them according to the similarity ?

GROUP – A	GROUP – B
Castor oil	Well water
Coconut oil	Spirit
Ghee	Vinegar
Shampoo	River water
Nail Polish	Petrol

PHASE 2  : INTERPRETATION OF DATA

T          :           Let me analyze each group of examples and know more about them

                        What is the peculiarity of liquids in group A?

S          :           They are all liquids

T          :           Anything more ?

S          :           They flow very slow.

T          :           Yes, you are right, They are called viscous liquids. What about group B?

S          :           Group – B liquids flow faster

T          :           Yes, they are called mobile liquids. Can you identify the property of viscous
             liquids?

S          :           No teacher

T          :           Yes, it is called viscosity. It is the property of a liquid which opposes the relative
             motion between the different layers of liquids.  Thus viscous liquids have high
             viscosity and mobile liquids have low viscosity.

PHASE 3 : APPLICATION OF GENERALISATION 

T          :           Now I will give you examples of different type of liquids. You must name its
            type. Dettol

S          :           Mobile Liquid

T          :           Why it is called a mobile liquid ?

S          :           It is because it has got low viscosity

T          :           Yes, now starch

S          :           It is a viscous liquid.

T          :           Why it is a viscous liquid ?

S          :           It is because it has got a high viscosity

T          :           Yes, Tar.

S          :           Viscous liquid

T          :           Lemon water

S          :           Mobile liquid

T          :           Yes, so viscosity is the property of liquids that opposes the relative motion
             between the layers of the liquid.  Liquids having high viscosity are viscous 
             liquids. Liquids has low viscosity are mobile liquids.

Online Assignment

JIGSAW TECHNIQUE

INTRODUCTION

            Jigsaw was designed by Elliot Aron son and his colleagues (1978) in which students are assigned to six-member teams to work on academic members material that has been broken down into sections.  Next, members of different of teams who have studied the same sections meet in ‘expert groups’ to discuss their sections.  Then the students return to their teams and take turns teaching their team mates about the sections.  Children work individually on jigsaw elements for a joint out come.  In this group, the task is divided into as many as there group members.

            Each child works on one part of the task; the task being divided in such a way that the group outcome cannot be achieved until every group members has successfully completed their piece of work.  At this point, the ‘jigsaw’ can be fitted together.  Cooperation is thus built into task structure, as indeed is individual accountability. It is difficult in this type of group task for a child to sit back and let others do all the work, especially since each group member is likely to ensure that every other member pulls their weight.

The following are the steps included in the construction of Jigsaw technique:

1)      Divide the students into 5-6 person jigsaw groups.  The groups should be diverse in gender, ethnicity and ability.

2)      Appoint one student from each group as the leader.

3)      Divide the lesson into 5-6 segments.

4)      Assign each student to learn one segment, making sure that student have direct access only to their own segment.

5)      Give students time to read the segments at least twice and become familiar with it.

6)      Form temporary “expert groups” by having one student from each jigsaw group. Join other students assigned to the same segment.  Give time to expert group to discuss the main points of their segment and to rehearse the presentations they will make to their jigsaw group.

7)      Bring the students back to their jigsaw groups.

8)      Ask each student to present his/her segment to the group.

9)      Float from group to group, observing the process – if any group is having trouble make an appropriate intervention.

10)  At the end of the session, give a quiz on the material so that students quickly come to realize, these sessions are not just fun and games but really count.

TYPES OF JIGSAW TECHNIQUE

There are currently four types of jigsaw strategies available for teachers to use in their classroom. a) Jigsaw developed by E. Aronson (and others in 978); b) Jigsaw II developed by R.E. Slavin in 1987; c) Jigsaw III developed by R. Stahll in 1994; and Jigsaw IV developed by Dwight C. Holliday in 2000 (Holliday, 2008). Jigsaw and Jigsaw II differ only in fact that team competition is allowed in Jigsaw II. The basic parts of the strategies are the same.

            The table below shows the major difference between three distinctive, though related, strategies.

No	Jigsaw II	Jigsaw III	Jigsaw IV
1			Introduction
2	Expert sheets assigned to expert groups	Same as II	Same as II
3	Groups answer expert questions prior to returning to home teams	Same as II	Same as II
4			Quiz on material in the expert groups checking for accuracy
5	Students return to home teams sharing their information with team mates	Same as II	Same as II
6			Quiz on material shared checking on accuracy
7		Review process whole group by Jeopardy or Quiz bowl, etc	Same as III
8	Individual assessment and grade	Same as II	Same as II
9			Re-teach any material missed on assessments as needed.

ADVANTAGES

        i.            Each child has a part in the group

      ii.            Each student is necessary so that they want to learn because they feel needed.

     iii.           The whole class can research different topics, and they can all come back to share their research.

     iv.           This features depth of understanding.

      v.            Encourages students to listen to each other, work as a team and have a social engagement.

DISADVANTAGES

        i.            Some students don’t want to participate no matter if they are essential to the group or not.

       ii.            It takes much time to organize the group.

      iii.           The class situation become noisy, so the teacher needs to control the class.

      iv.           The teacher cannot monitor all groups at once.

       v.            If one or two obstinate students don’t participate a whole group will lose out on a piece of the tent.

CONCLUSION

            The Jigsaw classroom is a specific cooperative learning technique with a three decade record of accomplishment of success. Documented results include improved academic achievement, improved behavior and attendance, increased  self-confidence and motivation, and increased liking of school and classmates. Cooperative learning is also relatively easy to implement and is inexpensive.  Just as in a jigsaw puzzle, each piece – each student’s part – is essential for the completion and full understanding of the final product.  If each student’s part is essential, then each student is essential; and that is precisely what makes this strategy so effective.

Inertia - ppt

Inertia copy 2 from akhilagk

General assignment 2

ENDOSULFAN

           Endosulfan is an off-patent organochlorine insecticide and acaricide that is being phased out globally. The two isomers, endo and exo, are known popularly as I and II. Endosulfan sulfate is a product of oxidation containing one extra O atom attached to the S atom. Endosulfan became a highly controversial agrichemical due to its acute toxicity, potential for bioaccumulation, and role as an endocrine. Because of its threats to human health and the environment, a global ban on the manufacture and use of endosulfan was negotiated under the Stockholm Convention in April 2011. The ban will take effect in mid-2012, with certain uses exempted for five additional years. More than 80 countries, including the European Union, Australia, New Zealand, several West African nations, the United States, Brazil, and Canada had already banned it or announced phase-outs by the time the Stockholm Convention ban was agreed upon. It is still used extensively in India, China, and few other countries. It is produced byMakhteshim Agan and several manufacturers in India and China.

             

                                         

Endosulfan has been used in agriculture around the world to control insect pests including whiteflies, aphids, leafhoppers,Colorado potato beetles and cabbage worms. Due to its unique mode of action, it is useful in resistance management; however, as it is not specific, it can negatively impact populations of beneficial insects. It is, however, considered to be moderately toxic to honey bees, and it is less toxic to bees than organophosphate insecticides.

HEALTH EFFECTS OF ENDOSULFAN   

  

      Endosulfan is one of the most toxic pesticides on the market today, responsible for many fatal pesticide poisoning incidents around the world. Endosulfan is also a xenoestrogen—a synthetic substance that imitates or enhances the effect of estrogens—and it can act as an endocrine disruptor, causing reproductive and developmental damage in both animals and humans. Whether endosulfan can cause cancer is debated. With regard to consumers' intake of endosulfan from residues on food, the Food and Agriculture Organization of United Nations has concluded that long-term exposure from food is unlikely to present a public health concern, but short-term exposure can exceed acute reference doses.

CONCLUSION

           Development and environmental protection should go hand in hand. We believe in humanity, in a peaceful world of helpfulness, and in the high mission of science. It is imperative that studies need to be undertaken to elucidate endosulfan’s genotoxic, reproductive and developmental effects on humans. Owing to the extensive use of endosulfan developing countries such as India, more research proving its deleterious effects on human life is essential to impose a ban on the chemical.

          

                                                    

                       

General assignment 1

                                                                ACID RAIN

INTRODUCTION

Acid rain is rain consisting of water droplets that are unusually acidic because of atmospheric pollution - most notably the excessive amounts of sulfur and nitrogen released by cars and industrial processes. Acid rain is also called acid deposition because this term includes other forms of acidic precipitation such as snow.  Acidic deposition occurs in two ways: wet and dry. Wet deposition is any form of precipitation that removes acids from the atmosphere and deposits them on the Earth’s surface. Dry deposition polluting particles and gases stick to the ground via dust and smoke in the absence of precipitation. This form of deposition is dangerous however because precipitation can eventually wash pollutants into streams, lakes, and rivers. Normal rain water is slightly acidic and has a pH range of 5.3-6.0. Acid deposition is anything below that scale. It is also important to note that the pH scale is logarithmic and each whole number on the scale represents a 10-fold change. Today, acid deposition is present in the northeastern United States, southeastern Canada, and much of Europe including portions of Sweden, Norway, and Germany. In addition, parts of South Asia, South Africa, Sri Lanka, and Southern India are all in danger of being impacted by acid deposition in the future.

CAUSES OF ACID RAIN

Acid rain describes any form of precipitation with high levels of nitric and sulfuric acids. It can also occur in the form of snow, fog, and tiny bits of dry material that settle to Earth.

Rotting vegetation and erupting volcanoes release some chemicals that can cause acid rain, but most acid rain falls because of human activities. The biggest culprit is the burning of fossil fuels by coal-burning power plants, factories, and automobiles.

When humans burn fossil fuels, sulphur dioxide (SO2) and nitrogen oxides (NOx) are released into the atmosphere. These chemical gases react with water, oxygen, and other substances to form mild solutions of sulphuric and nitric acid. Winds may spread these acidic solutions across the atmosphere and over hundreds of miles. When acid rain reaches Earth, it flows across the surface in runoff water, enters water systems, and sinks into the soil.

EFFECTS OF ACID RAIN

After studying the Hubbard Brook Forest and other areas today, there are several important impacts of acid deposition on both natural and man-made environments. Aquatic settings are the most clearly impacted by acid deposition though because acidic precipitation falls directly into them. Both dry and wet deposition also runs off of forests, fields, and roads and flows into lakes, rivers, and streams.

As this acidic liquid flows into larger bodies of water, it is diluted but over time, acids can accrue and lower the overall pH of the body. Acid deposition also causes clay soils to release aluminum and magnesium further lowering the pH in some areas. If the pH of a lake drops below 4.8, its plants and animals risk death and it is estimated that around 50,000 lakes in the United States and Canada have a pH below normal (about 5.3 for water). Several hundred of these have a pH too low to support any aquatic life.

Aside from aquatic bodies, acid deposition can significantly impact forests. As acid rain falls on trees, it can make them lose their leaves, damage their bark, and stunt their growth. By damaging these parts of the tree, it makes them vulnerable to disease, extreme weather, and insects.  Acid falling on a forest’s soil is also harmful because it disrupts soil nutrients, kills microorganisms in the soil, and can sometimes cause a calcium deficiency. Trees at high altitudes are also susceptible to problems induced by acidic cloud cover as the moisture the clouds blankets them.

Damage to forests by acid rain is seen all over the world, but the most advanced cases are in Eastern Europe. It’s estimated that in Germany and Poland, half of the forests are damaged, while 30% in Switzerland have been affected.

Finally, acid deposition also has an impact on architecture and art because of its ability to corrode certain materials. As acid lands on buildings (especially those constructed with limestone) it reacts with minerals in the stones sometimes causing it to disintegrate and wash away. Acid deposition can also corrode modern buildings, cars, railroad tracks, airplanes, steel bridges, and pipes above and below ground.

Stone Buildings and Monuments in Acid Rain

Marble and limestone have long been preferred materials for constructing durable buildings and monuments. The Saint Louis Art Museum, the Parthenon in Greece, the Chicago Field Museum, and the United States Capitol building are all made of these materials. Marble and limestone both consist of calcium carbonate (Ca CO₃), and differ only in their crystalline structure. Limestone consists of smaller crystals and is more porous than marble; it is used more extensively in buildings. Marble, with its larger crystals and smaller pores, can attain a high polish and is thus preferred for monuments and statues. 

How does this happen? A chemical reaction between calcium carbonate and sulfuric acid (the primary acid component of acid rain) results in the dissolution of CaCO₃ to give aqueous ions, which in turn are washed away in the water flow.

This process occurs at the surface of the buildings or monuments; thus acid rain can easily destroy the details on relief work (e.g., the faces on a statue), but generally does not affect the structural integrity of the building. The degree of damage is determined not only by the acidity of the rain water, but also by the amount of water flow that a region of the surface receives.