REFLECTION ON SCHOOL INTERNSHIP

         My 16 weeks of school internship was the most inspiring experience in my life. I was assigned to K.P.M.V.H.S.S, poothotta, for my teaching practice. I learned alot as a teacher and realized my strength and my weakness. I had taken Chemistry for 8th and 9th standard during my teaching practice.

          
        I was little bit worried about my first few classes, but as i  got to know the students better, i could easily implement many activity based methods and thus the problem vanished. Also, my confidence has increased considerably. The activities that i carried out include experiments, ICT based presentations, quiz programs etc., related to the topic.

          Another task was the classroom management. At first, i couldn't control the class while doing activities, even though i was able to handle while teaching in a lecture cum demonstration method.But with help of value based classes and discussions as a part of B.Ed curriculum and else, helped me to make the students disciplined and obedient.

         The overall experience that I got from the school is worthwhile and are beyond my words.Throughout my teaching practice i was happy to maintain good relation with my fellow teachers. Working as a part of highly structured and organised school system gave me new insights about the planning and execution of classes, importance of activity based learning, capabilities of students in various fields, need of support and motivation in student's life and many more. The family background and the atmosphere of student  will be different. Also there are special students with learning and physical disabilities and gifted students in a same class.It is a big task for a teacher to implement inclusive education.

         I learned many things and realized that a teacher should primarily be a student and enthusiastic in learning and implementing new things and innovative methods of teaching. The comments of students and other critics will pave as a stepping stones of success in the long journey of teaching-learning process. 

       
       

           

 Content Analysis of the chapter

"Magnetic Effect Of Electric Current"

ABSTRACT

          Content Analysis is a research tool or technique that  to analyze the actual content and it is used to determine the presence of certain words, concepts, theme, phrases, characters, or sentences within texts or sets of texts and to quantify this presence in an objective manner.In this article, the content analysis of "Magnetic Effect Of Electric Current" is carried out.Electricity and magnetism are two related phenomena produced by the electromagnetic force.Together, they form electromagnetism. A moving electric charge generates a magnetic field. A magnetic field induces electric charge movement, producing an electric current. 

INTRODUCTION

    CONTENT ANALYSIS  

          Content analysis is a research method for studying documents and communication artifacts, which might be texts of various formats, pictures, audio or video. Social scientists use content analysis to examine pattens in communication in a replicable and systematic manner.One of the key advantages of using content analysis to analyse social phenomena is its non-invasive nature, in contrast to simulating social experiences or collecting survey answers.

         Practices and philosophies of content analysis vary between academic disciplines. They all involve systematic reading or observation of texts or artifacts which are assigned labels (sometimes called codes) to indicate the presence of interesting, meaningful pieces of content.By systematically labeling the content of a set of texts, researchers can analyse patterns of content quantitatively using statistical methods, or use qualitative methods to analyse meanings of content within texts.

        

      STEPS OF CONTENT ANALYSIS 

      To conduct a content analysis on a text, the text is coded, or broken down, into manageable categories on a variety of levels-- word, word sense, phrase, sentence, or theme- - and then examined using one of content analysis' basic methods: conceptual analysis or relational analysis.  

Introduction to magnetic effect of electric current

       When a compass is brought near an electric current carrying conductor, the needle of compass gets deflected; this happens because of magnetic field produces by electric current. This phenomenon is called magnetic effect of electric current.

       Magnet is a substance with a special property or capacity to attract iron and nickel or substances made of iron or nickel towards it. A magnet has two poles, i.e. North Pole and South Pole. When a magnet is suspended free using a thread, its one end points towards north direction and another end points towards south direction. End of magnet that points towards north direction is called North Pole or north seeking and end that points towards south direction is called South Pole or south seeking.

       Electricity and Magnetism are related phenomenon. This was first observed by Hans Christian Oersted, a Danish scientist in 1820. In his honour the unit of magnetic field strength is named as Oersted.

 Content Analysis of the chapter

"Magnetic Effect Of Electric Current"

       As a part of B. Ed curriculum, I did the content analysis of the chapter 2 "Magnetic Effect Of Electric Current" in the standard 10th textbook of SCERT, Kerala. The steps of doing content analysis is as follows. 

Terms: 

             Magnetic field, Conductor, Current, Amperes Swimming rule, Right hand rule, Solenoid, Compass needle, Polarity, Miniature circuit breaker, Soft iron, Fleming left hand rule, Motor principle, Barlow wheel, Electric motor, Armature, Split ring commutator, Moving coil loudspeaker, Paper cone, Microphone. 

Facts:

1. When the current flow in the conductor from left to right the magnetic needle deflects in an anticlockwise direction. 
2. When the current flow in the conductor from right to left the magnetic needle deflects in an clockwise direction. 
3. The magnetic needle is deflected as a result of the mutual action of the magnetic field around the magnetic needle and the current carrying conductor. 
4. A current carrying conductor kept in a magnetic field experience a force. 
5. The force experienced by a current carrying conductor in a magnetic field depends on the direction of current and the direction of magnetic field. 
6. When the number of turns of coil increases, the strength of the magnetic field increases. 
7. Solenoid is a conductor wound in the shape of a spring. 
8. In Barlow Wheel, the electrical energy provides the mechanical energy required for the motion of the conductor. 
9. Armature is the metallic coil wound round a soft iron core. 
10. Moving coil loudspeaker is a device that works on the basis of motor principle. 
11. In moving coil loudspeaker electric current is converted to sound energy.

Concepts:

1. Magnetic field exerts a force on a magnet. 
2. Magnetic field is developed around a current carrying conductor. 
3. Thin conductor oscillate due to the presence of both magnetic field produced around the thin conductor and magnet. 
4. When there is an excess flow of current through the circuit in which MCB is included, a strong magnetic field developed around it. At this time, the coil attracts a piece of soft iron. The piece of soft iron moves and makes the switch of MCB work, hereby breaking the circuit. This is the working of MCB. 
5. A current carrying conductor acts like a bar magnet. 
6. The current in a clockwise direction is south pole. 
7. The current in an anticlockwise direction is north pole. 
8. A conductor which can move freely and which is kept in a magnetic field experiences a force when current passes through it. 
9. The electrical pulses from a microphone are strengthened using an amplifier. 

Definitions:

1. Ampere's swimming rule:   A person swimming  along a conductor in the direction of current facing a magnetic needle, deflects towards his left hand side. This rule is known as Ampere's Swimming rule. 
2. Right hand thumb rule: A current carrying conductor is holded with right hand in  such a way that the thumb indicates direction of the current and the direction in which the other fingers encircles the conductor gives the direction of the magnetic field. 
3. Fleming left hand rule: Hold the forefinger, middle finger and thumb of the left hand in mutually perpendicular direction. If the forefinger represents the direction of the magnetic field and the middle finger, the direction of the current; then the thumb will indicates the direction of motion of conductor. 
4. Solenoid: A conductor wound in the shape of a spring is called solenoid. 
5. Split ring commutator: The split ring in the electric motor helps to change the direction of current through the coil after every half rotation. Hence it is also called a split ring commutator. 
6. Moving coil loudspeaker: Moving coil loudspeaker is a device which produce sound due to movement of voice coil in the magnetic field in accordance with the the electric current. 

CONCLUSION

        Content analysis is a research tool used to determine the presence of certain words, themes, or concepts within some given qualitative data (i.e. text). Using content analysis, researchers can quantify and analyze the presence, meanings and relationships of such certain words, themes, or concepts. It is a method for summarizing any form of content by counting various aspects of the content.For example, an impressionistic summary of a TV program, is not content analysis. Nor is a book review: it's an evaluation. Content analysis, though it often analyses written words, is a quantitative method.

     

        As a part of B. Ed curriculum, I did the content analysis of the chapter 2 "Magnetic Effect Of Electric Current" in the standard 10 textbook of SCERT, Kerala. It  was very helpful to reduce large amounts of unstructured content and to describe characteristics of the content. It was also required to Identify important aspects of the content and to present it clearly and effectively.

      

BASIC SCIENCE STD VIII TEXT BOOK - SCERT

PHOTOSYNTHESIS

               Photosynthesis, the process by which green plants and certain other organisms transform light energy into chemical energy. During photosynthesis in green plants, light energy is captured and used to convert water, carbon dioxide, and minerals into oxygen and energy-rich organic compounds.
It would be impossible to overestimate the importance of photosynthesis in the maintenance of life on Earth. If photosynthesis ceased, there would soon be little food or other organic matter on Earth. Most organisms would disappear, and in time Earth’s atmosphere would become nearly devoid of gaseous oxygen. The only organisms able to exist under such conditions would be the chemosynthetic bacteria, which can utilize the chemical energy of certain inorganic compounds and thus are not dependent on the conversion of light energy.
              Energy produced by photosynthesis carried out by plants millions of years ago is responsible for the fossil fuels (i.e., coal, oil, and gas) that power industrial society. In past ages, green plants and small organisms that fed on plants increased faster than they were consumed, and their remains were deposited in Earth’s crust by sedimentation and other geological processes. There, protected from oxidation, these organic remains were slowly converted to fossil fuels. These fuels not only provide much of the energy used in factories, homes, and transportation but also serve as the raw material for plastics and other synthetic products. Unfortunately, modern civilization is using up in a few centuries the excess of photosynthetic production accumulated over millions of years. Consequently, the carbon dioxide that has been removed from the air to make carbohydrates in photosynthesis over millions of years is being returned at an incredibly rapid rate. The carbon dioxide concentration in Earth’s atmosphere is rising the fastest it ever has in Earth’s history, and this phenomenon is expected to have major implications on Earth’s climate.

This equation is merely a summary statement, for the process of photosynthesis actually involves numerous reactions catalyzed by enzymes (organic catalysts). These reactions occur in two stages: the “light” stage, consisting of photochemical (i.e., light-capturing) reactions; and the “dark” stage, comprising chemical reactions controlled by enzymes. During the first stage, the energy of light is absorbed and used to drive a series of electron transfers, resulting in the synthesis of ATP and the electron-donor-reduced nicotine adenine dinucleotide phosphate (NADPH). During the dark stage, the ATP and NADPH formed in the light-capturing reactions are used to reduce carbon dioxide to organic carbon compounds. This assimilation of inorganic carbon into organic compounds is called carbon fixation.

During the 20th century, comparisons between photosynthetic processes in green plants and in certain photosynthetic sulfur bacteria provided important information about the photosynthetic mechanism. Sulfur bacteria use hydrogen sulfide (H2S) as a source of hydrogen atoms and produce sulfur instead of oxygen during photosynthesis. The overall reaction is

In the 1930s Dutch biologist Cornelis van Niel re
cognized that the utilization of carbon dioxide to form organic compounds was similar in the two types of photosynthetic organisms. Suggesting that differences existed in the light-dependent stage and in the nature of the compounds used as a source of hydrogen atoms, he proposed that hydrogen was transferred from hydrogen sulfide (in bacteria) or water (in green plants) to an unknown acceptor (called A), which was reduced to H2A. During the dark reactions, which are similar in both bacteria and green plants, the reduced acceptor (H2A) reacted with carbon dioxide (CO2) to form carbohydrate (CH2O) and to oxidize the unknown acceptor to A. This putative reaction can be represented as:



Van Niel’s proposal was important because the popular (but incorrect) theory had been that oxygen was removed from carbon dioxide (rather than hydrogen from water, releasing oxygen) and that carbon then combined with water to form carbohydrate (rather than the hydrogen from water combining with CO2 to form CH2O).

By 1940 chemists were using heavy isotopes to follow the reactions of photosynthesis. Water marked with an isotope of oxygen (18O) was used in early experiments. Plants that photosynthesized in the presence of water containing H218O produced oxygen gas containing 18O; those that photosynthesized in the presence of normal water produced normal oxygen gas. These results provided definitive support for van Niel’s theory that the oxygen gas produced during photosynthesis is derived from water.

VIDEO ON PHOTOSYNTHESIS

THE IMPORTANCE OF PHOTOSYNTHESIS

PHOTOSYNTHESIS AS A PHOTOCHEMICAL REACTION
       
          Photochemical reaction  is a chemical reaction that takes place in presesnce of light. Through photosynthesis, plants convert energy of sunlight into stored chemical energy by forming carbohydrates from atmospheric carbondioxide and water realeasing molecular oxygen as a byproduct. Therefore, photosynthesis is an example for photochemical reaction.