FINAL LESSON PLAN 1
Name: Lubna Farooq Class : B.ed
Roll Number: BY673364 Course: 8608
Class: 9th
Subject: Physics
Topic: Plane Mirrors and Spherical Mirrors Time: 40 minutes
1. General Objectives:
Students will be able to distinguish virtual images from real images and using the proper
algebraic sign, relate the object distance p to the image distance i for plane mirrors.
2. Specific Objectives:
a. Describe and explain plan mirror and spherical mirror
b. Explain the pole, center and radius of curvature
c. Explain the principal axis
3. Teaching Method:
a. General Method, Activity Method
4. AV Aids
a. White Board, Board Marker, Book, mirrors
5. Previous Knowledge Test:
a. How can we see?
b. What is focal length?
6. Announcement of the Topic
Today we are going to learn about plan and spherical mirror
7. Presentation:
1. Introduction
Teacher will start the lesson by defining the plan and spherical mirror. An image is a reproduction of
an object via light. If the image can form on a surface, it is a real image and can exist even if no
observer is present. If the image requires the visual system of an observer, it is a virtual image. In
general, real images form on the side of a mirror where the object is, and virtual images form on the
opposite side.
Plane Mirrors: As shown in the right figure, a plane (flat) mirror can form a virtual image of a light
source (said to be the object, O) by redirecting light rays emerging from the source. The image can be
seen where backward extensions of reflected rays intercept one another. The object’s distance p from
the mirror is related to the (apparent) image distance i from the mirror by i = −p
Object distance p is a positive quantity. Image distance i for a virtual image
is a negative quantity.
Spherical Mirrors: A spherical mirror is in the shape of a small section of a spherical surface and can
be concave (the radius of curvature r is a positive quantity), convex (r is a negative quantity), or plane
(flat, r is infinite). By definition, the point on the mirror’s surface where the central axis meets the
mirror is known as the vertex and is denoted by the letter c in the diagram below. Midway between the
vertex and the center of curvature (the center of the sphere of which the mirror’s surface is part -
denoted by C) is a point known as the focal point - the distance between defines the focal length, f.
If parallel rays are sent into a (spherical) concave mirror parallel
to the central axis, the reflected rays pass through a common point
(a real focus F) at a distance f (a positive quantity) from the mirror.
If they are sent toward a (spherical) convex mirror, backward
extensions of the reflected rays pass through a common point
(a virtual focus F) at a distance f (a negative quantity) from the mirror.
A concave mirror can form a real image (if the object is outside
the focalpoint) or a virtual image (if the object is inside the focal point).
A convex mirror can form only virtual images. The mirror equation
relates an object distance p, the mirror’s focal lengthf = 1 r and radius
of curvature r, and the image distance i: 1/p + 1/i =1/f =2/r
1.Teacher Demonstrations/Activities, Illustrations, Directions
Teacher will explain the Rules for locating images by drawing rays
A ray that is initially parallel to the central axis reflects through the focal point F (ray 1 in Fig.
a).
A ray that reflects from the mirror after passing through the focal point emerges parallel to the
central axis (Fig. a).
A ray that reflects from the mirror after passing through the center of curvature C returns along
itself (ray 3 in Fig. b).
A ray that reflects from the mirror at point c is reflected symmetrically about that axis (ray 4 in
Fig. b).
Teacher will explain the curvature and also will discuss the focal length
F=R/2
Teacher will explain the image location and its formula
1/f= 1/p+1/q (p=distance, q= image, f=focal length
Teacher will show the mirror and will brief that how can we through this type of
mirror
Teacher will stand 2, 3 students and will ask what you have learnt till now.
3. Group Activities
Teacher will ask the students to make group in the class
Teacher will ask the students to draw the picture on their notebooks and will point out
the principal axis, focal length, and focal point
8. Recapitulation:
What is principal focus?
What is concave mirror?
What is hollow sphere?
9. Homework:
Students will explain the and draw the picture of concave and convex mirror and point
out the points on it in their copies at home.
FINAL LESSON PLAN 2
Name: Lubna Farooq Class : BEd
Roll Number: BY673364 Course: 8608
Class: 9th
Subject: Chemistry
Topic: Rutherford’s Atomic Model Time: 40 minutes
1. General Objectives:
Students will learn to introduce Rutherford’s atomic theory.
Students will be able to describe the importance of Rutherford’s atomic theory.
2. Specific Objectives:
Students will learn about the results of the Rutherford’s theory.
Students will learn about the draw backs of the Rutherford’s theory.
Students will be able to explain the Line and Continuous Spectrum.
3. Teaching Method:
Inductive and Deductive Method.
4. AV Aids
Chalk, AV aids, Marker, Boards, Charts, Book.
5. Previous Knowledge Test:
What are Elements?
What are particles?
What are radioactive elements?
6. Announcement of the Topic
Today we will discuss about Rutherford’s Atomic Model
7. Presentation:
Introduction
Teacher will start the lesson by defining the Rutherford’s theory. Rutherford made an experiment on
the Golf foil to know that how positive and negative charges remains together in an atom. He
showered alpha particles on 0.00004 cm small gold foils. These alpha particles are achieved from the
radioactive elements like radium and polonium. Actually, these particles were nuclei (He 2+) of the
Helium gas and these particles can absorbs in the matter very largely. Rutherford placed the screen painted
with Zinc Salphoid behind the gold foils. After doing this process he made observation on the effects of
alpha particles after colliding with gold foil on screen. He concluded that atomic model of Plum Pudding
was not true in real sense. He made observation that all of the alpha particles passed out from the gold foil
without changing way. He made observation that from 20000 alpha particles, only some particles tend
toward the large angle and very small quantity of particles returned back after colliding with gold foil.
1. Teacher Demonstrations/Activities, Illustrations, Directions
Teacher will explain the results of the Rutherford’s model. Rutherford’s suggest the
planetary model for atom keeping in view the above experiment. Teacher will
explain that most of the part of atom is vacant due to passing out of large number of
alpha particles through gold foil without any bending.
Teacher will explain that bending of some alpha particles make sure that a positive
charge is present in thee center of the atom that is called nucleus of atom.
Teacher will explain that complete returning back of some alpha particles showed
that nucleus is very dense and strong.
Teacher will clear that it was showed from the returning back of some alpha
particles that the size of the nucleus is very small as compared to the total volume.
Teacher will explain that electrons move around the nucleus and also explain that
quantity of electrons and protons is same in the atom.
Teacher will draw the diagram α-particles scattering experiment by Rutherford
Teacher will also draw the diagram of Rutherford’s model of an atom
Teacher will explain the drawbacks of Rutherford’s model
a. Constitutional instability of atoms.
b. Failure to explain line spectra.
2. Group Activities
Have the students get into group of 3 to 4 students.
Teacher will draw the diagram and will ask to students to discuss in groups.
8. Recapitulation :
What are line and continuous spectrum?
Why atom line make spectrum?
What are radiations?
9. Homework:
Student will explain the topic with diagrams in their copies at home and will cross check
tomorrow.
