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A STRATEGY TO STRENGTHEN THE

UNDERSTANDING OF CURVED MIRROR AND

LENS FOR VII STD STUDENTS” Action Research Report

12/2/2015

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“A STRATEGY TO STRENGTHEN THE

UNDERSTANDING OF CURVED MIRROR AND LENS

FOR VII STD STUDENTS”

Action Research Report

Guide: Dr.Archana Tomar

Investigator: Bhagyashree Shah

School Of Science And Education

Navrachana University

Vadodara

2014-2015

B.Ed

Certificate

This is to certify that BHAGYASHREE SHAH has completed action research as part of

B.Ed program entitled “A STRATEGY TO STRENGTHEN THE UNDERSTANDING

OF CURVED MIRROR AND LENS FOR VII STD STUDENTS”

She has completed it to the best of her capacities and to the best of my knowledge; this

is her original work.

Vadodara Guide: Dr.Archana Tomar

Name: Bhagyashree shah

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Acknowledgment

I take this opportunity to express sincere thanks and gratitude to my guide Dr. Archana

Tomar for suggesting the work and helpful guidance during the course of present

study.

I am obliged Prof.P.V. Xavier, Head, and Department of Education for providing me an

opportunity to carry out my Action research work in Kendriya vidyalaya.

I am also thankful to Mr. Rishi Raj for their help and guidance throughout the session.

They took keen interest in my experiment and it was pleasure to work with them.

I owe special thanks to teaching and non-teaching staff of Kendriya vidyalay for being

kind to provide their full support during the whole work.

I am overwhelmed by the support given by my parents, my friends and all my well-

wisher, during this research work.

BHAGYASHREE SHAH

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Index

Sr. No. Content Page No.

1 Abstract 4

2 Introduction 4-7

3 Research setting

Methods to find problematic topic

Preparation of plans

8-9

4 Review of literature 10-11

5 Research methodology 12

6 Objectives of the study 13

7 Participants 13

8 Data collection tool 13

9 Process of data collection 13-14

10 Analysis of data 14-16

11 Research findings 17

12 Conclusion 17

13 References 17

14 Appendices 18-

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Abstract:

The purpose of this research is to provide better understanding of curved mirror and

curved lenses like concave and convex lenses. This has been done through variety of

teaching methods like discussion, demonstration method, heuristic method, inquiry

method, remedial teaching and use of ICT Tool like showing videos and PowerPoint

presentation. Upon completion of the research we found that students were facing

problems because they were not able to visualize the content.

Introduction:

Light is everywhere in our world. We need it to see: it carries information from the

world to our eyes and brains. Seeing colours and shapes is second nature to us, yet light

is a perplexing phenomenon when we study it more closely.

Light is the chapter of physical science that we are experiencing it in our daily life. It

has been given appropriate weightage in our curriculum that’s why it has been taught

from fifth standard to higher classes. It is area of interest for many scientists to do their

research as it has wide range of application in daily lives. Hence the base of this chapter

has to be strong before students move to higher classes.

The first phase of the project involves a screening interview and pre-test of students that

addresses difficulties lies in some basic concepts of light and how mirror and lenses

works. Students were not able to differentiate concave mirror and convex mirror. They

don’t know how image formation occurs in plane mirror as well as in curved mirror.

They were not able to justify why concave and convex mirror or lens are used in a

particular instrument like in binoculars, in microscope, in rear view glass of

automobiles etc

With keen observations we found that students facing problem because they don’t know

what actually light is. According to them light is the part of sun. They were not able to

answer why things looks colourful to our eyes. They knew that there are seven colours

in rainbow but they don’t know white colour is made up of those seven colours only. It

shows that problem of not understanding this chapter lies in their misunderstood basic

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concepts. A student has to know some basic points about light before to learn about

curved mirror and lenses. For example:

Our brains and eyes act together to make extraordinary things happen in

perception. Movies are sequences of still pictures. Magazine pictures are arrays

of dots.

Light acts like particles—little light bullets—that stream from the source. This

explains how shadows work.

Light also acts like waves—ripples in space—instead of bullets. This explains

how rainbows work. In fact, light is both. This "wave-particle duality" is one of

the most confusing—and wonderful—principles of physics.

Now the question arises is why student of seven standards don’t know this ground level

basics? Is problem lies in teaching methods adopted by previous teachers? Is teacher

not able to deliver the information effectively? Is there lack of interest from students or

from teacher? Or is the content too high as per the age level?

To be clearer, some research has been done to know whether there is any difference

between Indian education curriculum and international curriculum or not. This

research was able to answer the question : “Is really this content too high for seven

standard children?” And surprisingly we found that in Indian curriculum the most of

the content that is included in seven standard, that in international curriculum were

taught in fifth standard only.

Based on some background literature, three possible reasons can be suggested that

might be making this content difficult. First, it’s hard because of nature of discipline - its

characteristic, how it relates to other field, how it is studied. Second, the ways the

content is taught can make it difficult. And finally, what student students bring to

learning the content, including prerequisite background knowledge, relevant

experiences, attitude about learning in general and beliefs about themselves as learners,

can make learning something difficult.

After finding the diseases, now it’s the turn of the remedy: what helps students

overcome the difficult aspects of learning this content? How can I make this content

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easy to students? How can I make this content interesting so that it engages student’s

brain?

There are various teaching methods that can be used by prior researchers like

discussion method, demonstration method, project-based method, heuristic method,

inquiry method, remedial teaching method, ICT learning etc. Evidence from a number

of disciplines suggests that oral presentations to large groups of passive students

contribute very little to real learning. In physics, standard lectures do not help most

students develop conceptual understanding of fundamental processes in electricity and

in mechanics (Arons, 1983; McDermott and Shaffer, 1992; McDermott et al., 1994).

Although many of the methods mentioned in above are consistent with what experts

know about how students learn, they may not be welcomed by all of the students in a

class. There are several ways to help students make the transition from passive listeners

to active participants in their own learning (Orzechowksi, 1995)

Because the compositions of today’s classroom are arguably the most diverse as they

ever have been, either choice of difficulty leaves a number of students disengaged with

the lesson presented. In his ground-breaking work on flow, researcher Mihaly

Csikszentmhalyi described flow state in the following graphic Figure 1 (Hunicke &

Chapman, 2005). From a pedagogical perspective, when the challenge of the assigned

task is higher than the skill level of the student, the student will experience increased

levels of frustration and ultimately disengagement. Conversely, if a student’s assigned

work is substantially below his or her ability, boredom and again, disengagement will

occur.

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A research project titled “What Did You Do in School Today?” examined the

engagement levels of Canadian secondary students. The central premise of the research

conducted was that student engagement is key to greater achievement in their education

and that all students need to receive effective and intellectually challenging materials to

complete in the classroom (Levin, 2010). The study found that overall levels of social

and academic engagement in secondary schools are low, and levels of student

engagement decline steadily throughout middle and secondary school grades and that

many students had a low levels of interest and generally were unsure of the relevance of

assigned school work in language arts and mathematics (Willms, Friesen & Milton,

2009). While many of us in education state that we want students to become lifelong

learners, the lack of engagement found in today’s high school students is alarming.

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Research setting:

Method to find out problematic topics

I implemented survey method to identify the difficult topics which need action research

to be done. I circulate a form in the class where they have to write difficult chapter and

the specific topic of that chapter. Students had different opinion. I got 4 majority topics

in which they find most difficult. Around 80% students mentioned the topic as curved

mirror and lenses (concave and convex mirror). So finally with help of consensus the

topic was decided.

Then the question was in curved mirror and lenses (concave and convex mirror) what

the difficult part was. Each student one by one was asked about the difficulty in chapter

so majority of them had difficulty in how the image formed, visualizing the image

formation, drawing ray diagram etc.

I wanted to reconfirm the problem areas so I gave them a Pre Test of light chapter

which covers some basic question that need to know before studying curved mirror and

lenses (concave and convex mirror). The test included objective questions ike MCQ’s,

match the following, true and false, one word and short answer questions. It was 25

marks Pre-test. Students were given 30 minutes to complete the test.

I checked the papers and found that most of all the students were not able to give the

answer of the basic question about light that is: light is the part of electromagnetic

waves. True/false? This indicates the major problem lie in their misunderstood basic

concepts.

Preparation of plan

Finally the floor plan was prepared from my end as follows-:

I will first clear the basics about light through remedial teaching method and

demonstration method. I will bring some teaching aid like rainbow formation with

spinning disc, Straight pipe and bent pipe to see light source, transparent glass and

polished mirror to have an image formation, curved spoon to visualize concave and

convex surfaces and to observe resulting images and a hollow rubber ball to make them

understand how curved mirror formed. I will do an experiment with plane mirror and

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curved mirror( I bought concave and convex mirror as well as concave and convex

lenses) that explains what type of images formed in subsequent mirror.

Then I took viva of students and found that just merely showing teaching aids and

experiments does not ensure understanding and remembering. So I decided to show

them a PowerPoint presentation and a video explaining how light travels in

atmosphere, how it strikes with any objects and how it reaches to our eyes, how images

formation occur in plane and in curved mirror, how mirror is different from lens, what

type of laws are there in working of mirror and lenses. I conducted a drawing session

for ray diagrams where they have to use their imagination and basic understanding. In

this session i put different situation in front of students in the form of puzzle and they

have to find its solution and this will ultimately lead to formation of ray diagram. Then

finally Post test was conducted and then data was compared and analyzed.

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Review of related literature:

Literature-1

Title: THE IMPACT OF REMEDIAL TEACHING ON IMPROVING THE

COMPETENCIES OF LOW ACHIEVERS

Author Information: POONGOTHAI SELVARAJAN*; THIYAGARAJAH

VASANTHAGUMAR**

*Senior Lecturer, Faculty of Business Studies, Vavuniya Campus of the University of

Jaffna, Vavuniya, Sri Lanka. **Senior Field Assistant, Field Office/ UNHCR,

Kilinochchi, Sri Lanka. ISSN 2277 3630, 2012,Vol.1 Issue 9.

www.indianresearchjournals.com 49

About Publication: International Journal of Social Science & Interdisciplinary

Research Vol.1 Issue 9, September 2012, ISSN 2277 3630,

This research study aimed at identifying the impact of remedial teaching on improving

the competencies of low achieving students in Mannar district of Sri Lanka. For this

purpose, ninety seven students from rural and urban area were selected from four

different schools in Mannar Education Zone. The selection of the primary grade is

decided to ensure the effectiveness of the program in primary education.

Objectives of this program are to investigate the reasons for the low achievement of

students in this zone, to assess the effectiveness of the remedial teaching and to

recommend possible actions to be carried out for improvement.

The data were collected by interviewing relevant authorities and from the secondary

records. Findings show that the socio economic condition of the family and physical and

psycho social status of the student cause low achievement.

The implemented remedial program proved to be effective with recovering ninety four

percentages of students in Tamil Language and ninety three percentages of students in

Mathematics. Continuous capacity development of teachers on concept and skills of

remedial teaching and strengthening the Referral mechanism to find solution for the

socio economic and psycho social reasons to ensure the sustainability of the recovery are

strongly recommended.

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Literature-2

Title: Implication of Technology in the Classroom

About the author: Jeff Brown, S. Ojara, G. Kimbugwe, A. P. Adrawa, December 8,2010

The author talks about impact of technology on brain and how it helps in learning. The

first area of research investigated will be the impact that technology use has on the

brain. In order to cope in the often-overwhelming online environment, we have adopted

strategies of multi-tasking and power skimming to process such a high flow of

information. A recent series of articles in the New York Times discussing the impacts

that multi-tasking while using technology has on the physiological operations of the

brain gives us a glimpse of what impact these choices have on brain function. Scientists

have found that multitasking while on Internet connected devices undermines our

ability to focus (Richtel, 2010) because we are consistently bombarded with new emails,

Facebook updates, and Twitter posts.

According to the research done by Jeff Brown:-

54% of 21st century kids start using mobile devices when they are 5 to 8 years old.

30% of the apps on parents’ mobile are downloaded specially for their children’s usage.

77% of the parents accept that usage of tablet increases children’s learning & creativity.

72% of iTunes top selling apps are designed for pre-schoolers and elementary students.

By observing these statistics, we can easily estimate how greatly technology influences

elementary education. Educational Technology includes all the approaches of

technology that are utilized to enhance learning. The axiom “beauty is in the eye of the

beholder” applies to technology use in the schools.

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Research Methodology:

Date Action

29/01/15 Screening interview and survey

30/01/15 Finalization of title for the study

31/01/15 Discussion with mentor related to planning of strategies

02/02/15 Pre-test

03/02/15 Strategy implementation

04/02/15 Strengthen the Strategy implementation

05/02/15 Post-test

06/02/15 to 10/02/15 Analysis of data collected and Report documentation

During these research period, we have tried demonstration method, remedial teaching

and ICT learning. Behind choosing above method, our main aim was to make the

content so easy and effective to the participants that they no more have any difficulties

regarding to this chapter.

Demonstration of certain experiments like showing rainbow formation by spinning CD-

Disc, Straight pipe and bent pipe to see light source, transparent glass and polished

mirror to have an image formation, curved spoon to visualize concave and convex

surfaces and to observe resulting images and a hollow rubber ball to make them

understand how curved mirror formed.

To be more effective we take the help of technology by showing PowerPoint

presentation and video that make eternal impression on student’s brain.

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Objectives of the study:

To use different approach to make the topic easy for students to understand.

To find out whether new strategy to teach students works or not.

To find out effectiveness of integrating science with technology and use of visual

aid in gaining students attention towards topic

To make class interesting and topic attractive with participation of all students

To access the difficulties that come across while conducting such studies

To find out the reasons if strategy fails and corrective actions to be taken in

future

To enable students to have conceptual understanding on Light, Mirror and

lenses.

Participants:

Sample- Students of class VII A of KENDRIYA VIDHYALAYA-02.

Instructors and – Teacher (Bhagyashree Shah)

Facilitator and Class Management Team- Rasmeet Kaur and Reema dixit.

Evident by Mr. Rishi Raj

Data collection tools:

We have taken oral interviews as well as a Survey. Interview and survey was taken to

find difficult area in their preferred topic. We have also taken Pre-test to know their

level of difficulties and to find their misconception about the topic. At the end Post-test

has been conducted to confirm their understanding after applying appropriate

strategies.

Process of data collection:

The first phase of the project involves a screening interview of students that has been

done through survey form and also through oral discussion in the class. Further to be

more specific a pre-test of 30 minutes has been conducted. After strategizing and

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implementing appropriate solution a post-test has been conducted to determine success

or failure of actions.

Analysis of Data:

Analysis of survey:-

Taken to analyze difficult topic that student want to learn again. Results says 80% of

students have difficulty in light chapter, particularly in curved mirrors, about 12%

have trouble in Reproduction chapter, 7% in Transpiration and 1% of students are

facing problem in motion chapter. This result clearly indicate the most problematic

chapter that students wants to learn again.

80%

12%

7%

1%

PREFFERED TOPICS FROM STUDENTS

LIGHT(CURVED MIRROR)

REPRODUCTION

TRANSPIRATION

MOTION

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Analysis of Pre-test :-

Targeted to find their difficulty level and to check their previous knowledge about basic

concept of light. The test was conducted which of 25 marks. The analysis of resulting

data indicates 57% of participants got marks below 10 and rest 43% of participants got

marks between 10 to 15. This shows there is great fallacy lies in their basic concepts that

has to be reflected.

0

2

4

6

8

10

12

14

16

18

20

> 5 05 to 10 10 to 15 15 to 20 20 to 25

Nu

mb

er

Of

Stu

de

nts

Obtained Marks

NO. OF STUDENTS

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Analysis of Post-test:-

Aimed to endorse their understanding about the targeted topic after conducting

appropriate experiments. The results clearly shows 78% of participants acquired marks

between 10 to 25 and only 22% of participants got marks below 10. This indicates

success of planned strategies for this particular task.

0

2

4

6

8

10

12

14

16

18

20

>5 05 to 10 10 to 15 15 to 20 20 to 25

Nu

mb

er

Of

Stu

de

nts

Obtained Marks

NO. OF STUDENTS

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Research findings:

After action is taken 78% of students in class score more than 50% in the test,

i.e. maximum numbers of students have concept clarity.

Students score more in post-test as compared to pre test.

Only 26% students were able to draw the ray diagrams , but after action is taken

i.e. when students are made to sit and draw on paper in class and it is related

with puzzle then 89% students draw and label the ray diagram.

86% of students were able to explain the use of a particular mirror or lrns in a

particular instrument. So collectively it is found that majority had improvement

in performance after action plan was implemented

Conclusion:

Children remember the concept of image formation in curved mirror for long time; the

technology helped me to make them remember diagrams. Remedial teaching and

demonstration method plays a key role in the whole study. Showing video to children

helped a lot to make them understand the chapter. Use of Teaching aids was fruitful.

Bibliography and Resources:-

1. J. Brown, S. Ojara, G. Kimbugwe, A. P. Adrawa, Implication of Technology in

the Classroom, December 8,2010

2. P. Selvarajan, T. Vasanthagumar, THE IMPACT OF REMEDIAL TEACHING ON

IMPROVING THE COMPETENCIES OF LOW ACHIEVERS, ISSN 2277 3630,

2012,Vol.1 Issue 9.

3. Linda J. Vandergriff, Nature and Properties of Light, FUNDAMENTALS OF

PHOTONICS ,Module 1.1

4. Cobb, Vickie, Joshua Cobb, and Theo Cobb. Light Action—Amazing Experiments with

Optics. Harper Collins Children’s Books, 1993.

5. Hecht, Jeff. Optics Light for New Age.

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Survey list

Sr.No. Name of the student Preferred chapter Preferred topic of that chapter

1. Sanhita Transpiration Process of transpiration

2. Mansi sharma Light Spherical mirror

3. Naina Motion and time Motion

4. Minali Reproduction Reproductive system

5. Nikita Godhani Light Curved / spherical mirror

6. Dipti patel Reproduction Reproductive system

7. Shivanjali Light Curved / spherical mirror

8. Stuti Light Curved / spherical mirror

9. Sneha Light Curved / spherical mirror

10. Pallavi Light Curved / spherical mirror

11. Pranjal Light Curved / spherical mirror

12. Pushpa Light Curved / spherical mirror

13. Jaypriyan Reproduction Reproductive system

14. Neel Transpiration Transpiration process

15. Pratham s. Light Curved / spherical mirror

16. Harish Light Curved / spherical mirror

17. Abhishek Light Curved / spherical mirror

18. Alok Light Curved / spherical mirror

19. Kasturi Light Curved / spherical mirror

20. Ansika Light Curved / spherical mirror

21. Abhisha Light Curved / spherical mirror

22. Ambika Reproduction Reproductive system

23. Sayyad Light Curved / spherical mirror

24. Akhilesh Light Curved / spherical mirror

25. Devarsh Transpiration Process of transpiration

26. Radhika Light Curved / spherical mirror

27. Reema Light Curved / spherical mirror

28. Manas patel Light Curved / spherical mirror

29. Rahul Light Curved / spherical mirror

30. Sakshi Light Curved / spherical mirror

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31. Sneha Light Curved / spherical mirror

32. Zuber Light Curved / spherical mirror

33. Sanjay Light Curved / spherical mirror

34. Ajay Light Curved / spherical mirror

35. Rupal Light Curved / spherical mirror

36. Kavita Light Curved / spherical mirror

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Copy Of The Pre-Test

NAME_____________________________________ MARKS - 25

ROLL NO._________________________________ TIME – 30 MIN.

TICK THE CORRECT ANSWER. 1x4=4

1. Concave lens always forms

a. Real image

b. Virtual image

c. Inverted image

d. Magnified image

2. Mirror used a shaving mirror is

a. Convex mirror

b. Bifocal mirror

c. Concave mirror

d. Plane mirror

3. Which colour of light scattered least

a. Red

b. Blue

c. Green

d. Orange

4. White light consist of

a. 3 colours

b. 5 colours

c. 7 colours

d. 9 colours

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5. Match the following 1x5=5

Column A Column B

a. Real image i. Image behind the mirror

b. Virtual ii. Image in front of the mirror

c. Plane mirror iii. Image is same size as object

d. Concave mirror iv. Inverted image

e. Convex mirror v. Erect image

6. Write T for true and F for false statements. 1x5=5

a. Light consists of electromagnetic waves.

b. Light require medium for propagation.

c. Sun is the ultimate source of light.

d. Moon is a luminous body.

e. Plane mirror always forms real image.

7. What is focal length of a mirror? How it varies with curvature? 2

8. Why a paper held in sunshine at focus of a convex lens burns? 2

9. Write difference between concave and convex mirror? 2

10. Give one word that means 1x5=5

a. Bouncing back of rays of light.

b. Band of seven colours obtained on dispersion of white light.

c. Mirror used as rear view mirror in automobiles.

d. Image formed by plane mirror.

e. Sequence of colours of spectrum.

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Copy Of The Pre-Test

NAME_____________________________________ MARKS - 25

ROLL NO._________________________________ TIME – 30 MIN.

TICK THE CORRECT ANSWER. 1x4=4

1. The perpendicular to the reflecting surface is called

a. Normal

b. Incident rays

c. Reflected rays

d. Refracted rays

2. Concave lens is also known as

a. Converging lens

b. Diverging lens

c. Biconcave lens

d. Bifocal length

3. All the rays of light parallel to principle axis after reflection passes through

a. Pole

b. Focus

c. Radius of curvature

d. Mid point of lens.

4. A common magnifying glass is an example of

a. Concave mirror

b. Convex mirror

c. Convex lens

d. Concave lens

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5. Match the following 1x5=5

Column A Column B

a. Concave mirror i. Dispersion of light

b. Concave lens ii. Real and inverted image

c. Convex mirror iii. Virtual and erect image

d. Convex lens iv. Rear view mirror

e. Prism v. automobile headlight

6. Fill in the blanks 1x5=5

a. --------------- refers to collection of rays.

b. Incident angle is always equal to ------------------ angle.

c. Light is the part of ------------------------------------.

d. Plane mirror always form --------------------- image.

e. ----------------- mirror is used as rear view mirrors in automobiles.

7. Explain centre of curvature and principle axis with diagram. 2

8. Why convex mirror is used as rear view mirror? 2

9. Write difference between reflection and refraction of light. 2

10. Rearrange the letters to form meaning full words related to light. 1x5=5

a. LETCREFION

b. MAIEG

c. CAVECON

d. PECSTRMU

e. SENL