renibabu: November 2015

Wednesday, 4 November 2015

Society is ever changing. Science teaching has got a very prominent place in the society. Many aspects regarding student’s need should be considered while dealing with the teaching of science besides giving stress to knowledge, values and ethics. Science teaching should have a specific goal; especially it should be directed towards living in a modern, technological oriented society.

Nuffield Foundation is a British Charitable Educational Foundation. Nuffield Science Teaching Project were initiated in the United Kingdom early in 1962.The original Nuffield Science Programme was concerned with the production of new materials for Biology, Chemistry and Physics at O-level for students of age group 11-16. The programme was then extended to the teaching of science in other levels.

CONTENT DEVELOPMENT

1.1 THE NUFFIELD SCIENCE TEACHING PROJECT

1. Nuffield O-level Physics, Chemistry & Biology –For average & above average(age 11-16)

2. Nuffield Secondary Science-For below average(age 13-16)

3. Nuffield Combined Science-For all(age 11-13)

4. Nuffield Junior Science-For all(age 7-11)

5. Nuffield A level Physics, chemistry & Biology- Pre-University course(age 16-18)

1.2 OBJECTIVES OF NUFFIELD SCIENCE PROJECT

1. To make science intelligible & accessible to pupils of all kinds in

schools of all kinds.

2. To make science a more useful tool, both intellectually & practically.

3. To develop material that will help teachers to present science in lively

and exciting manner.

4. To develop & encourage an attitude of curiosity & inquiry.

5. To develop a programme which is relevant to the world outside the

classroom.

6. To develop a critical approach to the subject with an emphasis on

experimentation and enquiry rather than on the mere assimilation of

facts.

7.The aim is not only to produce a new syllabus, but a new approach to

teaching.

1.3 STUDY MATERIALS

The Nuffield programme provides

· Reading materials in the form of books:

The texts are intended to provide a clear indication of the overall structure of the course, how subject matter can be approached in an investigatory manner, how laboratory experiments can be related to the books and films. However, no separate laboratory manuals have been provided.

· Teacher’s guide:

As the stress is on discovery learning, the teacher is given a lot of flexibility in carrying out the experiments given in the text.

· Films:

a) Dealing with processes

b) Illustrating experiments

c) Showing the sequence of a technique

· Tests made of objective based items

1. NUFFIELD PHYSICS PROJECT

Donald McGill of the Scottish Education Department was the organizer of Physics Project. Students are made to see physics as a consistent and logical whole, as a fabric of knowledge in which something learnt in one place proves useful somewhere else and a later discovery throws light back on earlier work. Students think things out for themselves when learning Physics. Much gain in understanding does not come from the formal learning of definitions or the working of examples by substituting numerical values in formulae.

2. NUFFIELD CHEMISTRY PROJECT

It was established in England in 1961. The project organizer was H.F.Halliwell. This project was intended for children of average and above average ability in the 11-16 year age group. Most of the students would not continue to study science after the age of 16. For them the course must be pertinent, satisfying, and enlightening part of their school experiences and must be a completed part. There are also those whose interest will take them into engineering, industry or further academic studies.

3. NUFFIELD BIOLOGY PROJECT

The essence of the Nuffield course in Biology is ‘Science for all’. The course has been built around a number of fundamental themes. Such issues as the relationship of structure and function, adaptation, interaction of organisms and environment recur again in difficult contexts throughout the five year period.

The course is designed to foster a critical approach to the subject with an emphasis on experimentation and enquiry. The course falls into two parts: the first two years are introductory; the remaining three constitute the intermediate phase. The first phase has a broad general approach; the next phase becomes more quantitative with greater emphasis on experimentation and reasoning.

CONCLUSION

The Nuffield science teaching project is very effective for all stage students. It is comfortable for physics, chemistry as well as biology students. It makes science intelligible & accessible to pupils of all kinds in schools of all kinds, science a more useful tool, both intellectually & practically, develop material that will help teachers to present science in lively and exciting manner, develop & encourage an attitude of curiosity & inquiry, and develop a programme which is relevant to the world outside the classroom.

REFERENCE

1. Science education: Methodology of teaching and pedagogic

analysis, Dr.K. Shivarajan and Prof. A. Faziluddin.

2. www.teacher.net

3. Teaching physical science, Dr. Ratha Mohan

4. www.wcer.wise.edu.com

Normal lesson plan

Name of the teacher: Reni Babu C P

Name of the school: Govt. K V H S S,

Ayira

Subject: Chemistry

Unit: Periodic Table and

Chemical Bonding

Topic: Period number

Std: IX

Div: B

Str:30/31

Date:9/09/2015

Time:45’

Stage:14+

Curricular

Statement:

Pupil develops factual knowledge, conceptual knowledge, procedural knowledge and metacognitive knowledge on the concept of period number through observation, discussion, experimentation and evaluation by group discussion by participation and group activity.

Content analysis:

Terms:

Facts:

Concepts:

Generalization:

1.period

2.period number

1.Modern periodic table has 7 periods

2.Helium is in first period

3.Boron is in the second period

4.Magnesium is in the third period

5.Calcium is in the fourth period

1.The horizontal rows in the periodic table are called

periods

2.Period number is equal to number of shells

3. Period number is finding out by giving the atomic number.

1.Period number is equal to the number of shells

Learning Outcomes

1.Factual knowledge

2.Conceptual knowledge

3.Procedural knowledge

4.Metacognitive knowledge

5.Process skills

6.Positive attitude

Entry behaviour:

Reference:

Teaching-learning aids:

1.Chart:

2.Materials:

Enable pupil to develop factual knowledge of period number by,

a) Recalling the periods in the periodic table.

b) Recognizing the period number.

Enable pupil to develop conceptual knowledge of period number by,

a) Explaining about the number of periods.

b) Demonstrating this with activities.

Enable pupil to develop procedural knowledge of period number by,

a) Doing and observing activities based on it.

b) Raising questions about periods.

Enable pupil to develop metacognitive knowledge of period number by,

a) Focusing on the idea that the period number is equal to the shell number.

Enable pupil to develop different process skills like observation, hypothesizing, inferring and communicating.

Develops a positive attitude towards science.

Pupil should know about the periods in the periodic table.

1.IXth Standard Basic Science, Part-I

2.Handbook

1.About period number

2.Activity cards

1.Picture of window

2.Modern periodic table

CLASSROOM INTERACTION PROCEDURE

EXPECTED PUPIL RESPONSE

INTRODUCTION

The teacher enters into the class and wishes the students.

After the friendly talk teacher shows a picture of window.

Then she asks questions related to the window.

· What do you seen in the picture?

· How the rod is arranged in the window?

· Is the periodic table has horizontal rows?

· Which is the name of the horizontal rows?

PRESENTATION

After discussing these questions she enters into the topic periods. For this she shows the modern periodic table.

MODERN PERIODIC TABLE

After showing this, she discussed the questions related to the modern periodic table.

DISCUSSION POINTS

Ø Who is the father of modern periodic table?

Ø Which is the name of the horizontal rows?

Ø How many periods are there in the periodic table?

CONSOLIDATION

The horizontal rows in the periodic table are called periods. There are 7 periods in the periodic table.

Then to teach about the period number she divided the students into groups and gave an activity.

ACTIVITY-1

Element	Z	Electronic Configura tion	No. of shell	Period No.
Helium Boron Magnesium Calcium	2 5 12 20	---- ---- ---- -----	---- ---- ---- -----	---- ---- ---- -----

Then ask questions related to the above activity.

DISCUSSION POINTS

Ø Which elements are there in this activity?

Ø Are all elements having the same shell number?

Ø What is the relation between period number and number of shells?

CONSOLIDATION

The period number is equal to number of shells

Then the teacher gave another activity to the students.

ACTIVITY-2

Element	Electronic configuration	No. of shells	Period number
A B C D	2,2 2,8,2 2,8,5 2,8	------- ------- ------- ------	------ ------ ------ -------

Then ask questions related to the above activity.

DISCUSSION POINTS

Ø Can you write the period number when the electronic configuration?

Ø How can you find the number of shells?

Ø Is the period number and the number of shells are equal?

Ø How can you find the period number?

CONSOLIDATION

The period number is finding when the atomic number or electronic configuration is given.

The students gave reply to the teacher.

A picture of a window

Horizontally

Yes

Periods(BB)

Moseley(BB)

Periods(BB)

7(BB)

Elem ent	Z	EC	No. of shell	Period No.
Helium Boron Mg Ca	2 5 12 20	2 2,3 2,8, 2 2,8, 8,2	1 2 3 4	1 2 3 4

He, B, Mg, Ca

Equal(BB)

Elem ent	EC	No. of shells	Period No.
A B C D	2,2 2,8,2 2,8,5 2,8	2 3 3 2	2 3 3 2

Yes

By writing the electronic configuration.

Yes

By giving the atomic number or electronic configuration(BB)

CLOSURE

What is the electronic configuration, period number of the element X, if its atomic number is 6?

Element=X

Atomic Number=6

Electronic Configuration=2, 4

Period number=2

BLACKBOARD SUMMARY

15/09/2015 Std: IX B

Tuesday Chemistry Str: 30/31

Ø Moseley

Ø Periods=7

Ø No. of shells=period no.

Ø Electronic configuration or atomic number

FOLLOW UP ACTIVITY

a) Review Questions

i)What are periods?

ii) What is the period of element with atomic number 8?

iii) How many periods are there in the modern periodic table?

iv) Who is the father of modern periodic table?

b) Enrichment activity

Find the period number of first 20 elements by writing the electronic configuration?

Sl.No.	Content	Page No.
1	Introduction	3
2	Content development	4-8
3	Conclusion	9
4	Reference	10

renibabu

Wednesday, 4 November 2015

OZONE DEPLETION

Online assignment

Normal lesson plan