action research on curved mirror and lenses

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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

2. 1
“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 keeninterest 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 keenobservations 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 sevencolours
in rainbow but they don’t know white colour is made up of those sevencolours 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 sevenstandards 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 sevenstandard, that in international curriculum were
taught in fifth standard only.
Basedon 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
everhave been, either choice of difficulty leaves a number of students disengaged with
the lessonpresented. 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 askedabout 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.
Preparationof 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 sessioni 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.

11. 10
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
ResearchVol.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 sevenstudents from rural and urban area were selectedfrom four
different schools in Mannar Education Zone. The selectionof 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

15. 14
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 TOPICSFROM 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
NumberOfStudents
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
NumberOfStudents
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 TEACHINGON
IMPROVING THE COMPETENCIES OF LOW ACHIEVERS, ISSN 2277 3630,
2012,Vol.1 Issue 9.
3. Linda J. Vandergriff, Nature and Propertiesof 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 NewAge.

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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 sevencolours 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. Reflectedrays
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. Rearview 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