ANNEXURE I STANDARD PROGRESSIVE …shodhganga.inflibnet.ac.in/bitstream/10603/38475/2/annexure.pdfANNEXURE IV LIST OF PANEL MEMBERS FOR IDENTIFYING TOPICS AND ... S1: S2: S3: S4: S5:

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ANNEXURE I STANDARD PROGRESSIVE MATRICES – J.C. RAVEN

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ANNEXURE II TEST OF HIGHER MENTAL ABILITY IN SCIENCE (ENGLISH VERSION)

Dr. D.N. Sansanwal and Dr. Anuradha Joshi

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ANNEXURE III TEST OF HIGHER MENTAL ABILITY IN SCIENCE (TELUGU VERSION)

Dr. D.N. Sansanwal and Dr. Anuradha Joshi

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ANNEXURE IV LIST OF PANEL MEMBERS FOR IDENTIFYING TOPICS AND

DEVELOPING THE LESSON PLANS FOR SYNECTICS

Sl.No. Name and Designation of the Faculty

1 Dr. V.D. BHAT Professor in Education, Regional Institute of Education (N.C.E.R.T.), MYSORE

2 Dr. M.S.LALITHAMMA Professor in Education, Post Graduate Department of Studies in Education, MYSORE UNIVERSITY, MYSORE

3 Dr. MANJULA RAO Reader in Education, Regional Institute of Education (N.C.E.R.T.), MYSORE

4 Dr. G. VISWANATHAPPA Senior Lecturer in Education, Regional Institute of Education (N.C.E.R.T.), MYSORE

5 Dr.ANIL KUMAR Lecturer in education, Regional Institute of Education (N.C.E.R.T.), MYSORE

6 K.MUNAIAH Senior Lecturer in Science, District Institute for Education and Training (D.I.E.T.) BUKKAPATNAM

7. A. SIVANNA Retd. Faculty in Science, District Institute for Education and Training (D.I.E.T.) BUKKAPATNAM

8 E. SURESH BABU Ex. Faculty in Psychology, District Institute for Education and Training (D.I.E.T.) BUKKAPATNAM

9 P. LAKSHMINARAYANA Ex. Faculty in Mathematics, District Institute for Education and Training (D.I.E.T.) BUKKAPATNAM

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ANNEXURE V SYNECTICS LESSON PLAN (ENGLISH VERSION)

Description of Topic

Topic : Camera Subject: Physics Camera structure and its working mechanism: The most important part of

the camera is the lens. It is a convex lens. This lens forms a real, inverted, diminished image of a distant object at the principal focus of the lens. The lens is normally closed by a shutter. When the camera is clicked, lens and the film gets exposed to light for a fraction of a second and an image is formed on the film.

Mode of expression to students -- Verbal interchange among themselves and with the teacher. -- Writing and drawing figures in worksheet provided.

Educational objectives

• Student is able to understand the making of a camera. • Student is able to identify the parts of a camera. • Student is able to understand the working mechanism of a camera. • Student is able to play with analogies. • Student is able to explain the structure and function of human eye. • Student is able to empathize himself with the human eye. • Student is able to identify the similarities between a camera and a human eye. • Student is able to identify the difference between a camera and a human eye. • Student is able to describe the making and working mechanism of a camera. • Student is able to draw a sketch of the image formation in a camera. • Student is able to suggest his own analogy for camera. • Student is able to identify similarities and differences between his own analogy

and a camera. • Student’s ability to solve problems is developed. • Student’s creative ability is fostered.

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Direct Analogies Human eye; Window; Prison Cell; Computer; House.

PHASES OF THE MODEL

T: Whenever you go to a picnic or whenever you have a function, you would all like to capture those happy moments and keep watching it whenever you want. Isn’t it? What would you do for that?

Teacher introduces the topic to the class

S: Yes. We would take the photos T: To have these photos you need an instrument.

What is it? Student recalls the camera.

S: The camera T: Do you know how the camera work and how

it is made?

S: No. Sir. T: Toady we will see how a camera work and

the important parts of it. OK

S: Yes Phase 1: SUBSTANTIVE INPUT STAGE T: You all know that the camera is used to take

photos. Is it enough if you just take a camera. Don’t you need to buy something else whenever you want to take photos? What’s it?

Teacher provides information on the working of a camera.

S: We need to take a film. T: Yes a film is needed. What else do you know

about a camera?

S: It has a lens STUDENT RECALLS THE PARTS OF A CAMERA.

T: Yes the most important part of the camera is the lens. It is a convex lens. This lens forms a real, inverted, diminished image of a distant object at its principal focus. You take a photograph of your sister or friend. Is the photo as big as her or him?

TEACHER DRAWS THE DIAGRAM OF A CAMERA AND SCHEMATICALLY REPRESENTS IMAGE FORMATION.

S: No. It is small. T: The image is diminished and inverted. STUDENT RECOGNIZES

THAT THE IMAGE IS DIMINISHING.

T: Can you guess at what distance is the film fixed in the camera?

STUDENT GUESSES THAT FILM HAS TO BE FIXED AT PRINCIPAL FOCUS OF THE LENS.

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S: A film is fixed at the principal focus of the lens.

T: Why? S: It is because the image is formed at the

principal focus of the lens. STUDENT HYPOTHESIZES THAT IT IS BECAUSE IMAGE IS FORMED AT THE PRINCIPAL FOCUS.

T: Is the lens always open ? S: No. T: The lens is normally closed by a shutter.

When the camera is clicked, the lens and the film gets exposed for a fraction of a second and an image is formed on the film.

T: Now you have understood how a camera works. I will give you the worksheet. In the first page the working mechanism of camera is given. Just go through it once as I read it out. If you have any doubts you can ask me.

TEACHER PROVIDES THE STUDENTS WITH SYNECTICS WORKSHEETS.

S: OK Maam STUDENTS FOLLOW THE TEACHER AS SHE READS THE DESCRIPTION AND GET THEIR DOUBTS CLARIFIED IF ANY.

Phase 2: DIRECT ANALOGY T: Is it clear. Now you know how a camera

works. Now we will compare the camera to a human eye. You all know how the human eye works. In the worksheet write down whatever you know about the eye in the second step.

Teacher suggests direct analogy and asks students to describe the analogy.

T: What is the shape of the human eye ? S: Spherical. It is like a hollow ball. The eye

lens is convex. It is made up of organic material.

STUDENTS RECALL THE SHAPE OF EYE. Students describe the structure of human eye.

T: Where is the image formed? STUDENTS RECALL THAT IMAGE IS FORMED NO THE RETINA.

S: On the retina. T: It acts as a screen for formation of the image.

The pupil is the opening through which light enters the eye. The retina acts as a screen on which real and inverted image of the object is formed.

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T: Let us share what each group has written. Now read out what you have written one by one.

S1: S2: S3: S4: S5: S6:

Reads out the description written on the human eye.

TEACHER RECORDS THE IMPORTANT POINTS AS STUDENTS DESCRIBE THE HUMAN EYE.

Phase 3: PERSONAL ANALOGY

T: OK. Now you all know how an image is formed in the human eye. Now I want you all to be the human eye. What are you?

Teacher has students become the direct analogy, the human eye.

S: The human eye STUDENT EMPHASIZES HIMSELF WITH THE HUMAN EYE.

T: Write down in your worksheets what you are? How would you look like and how would you feel? Now read out what you have written in?

STUDENT RECORDS IN THE WORKSHEET.

T: How would you look like? S1: S2: S3: S4: S5:

I am spherical I am hollow inside My pupil can be black, blue, brown I have a pupil, convex, lens, eyelid and a retina . . .

T: What you be doing being the eye? TEACHER DIRECTS THE PERSONAL ANALOGY TO A KINESTHETIC PERSPECTIVE

S: I keep watching. I can see things around me/in the world I am a sense organ I am very sensitive to dust, when people cut onion and when sad I shed tears

T: How would you feel being the human eye? TEACHER DIRECTS THE PERSONAL ANALOGY TO AN EMOTIONAL PERSPECTIVE.

S: I feel so important because everybody needs me to see the world. I feel proud.

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T: Why would you feel proud? TEACHER ASKS FOR JUSTIFICATION

S: Because it is only because of me human beings can see the beautiful nature.

S1: S2: S3: S4: S5: S6:

I feel guilty because if I am not able to work the human beings become blind Unable to see I like spectacles. They are my best friends because when I do not function properly they help me. I enjoy seeing beautiful things around. I am glad that it is because of me people get attracted to each other. I feel sad that when people are old, I after many years of working, I become tired and loose my ability to function properly.

Students describe what they perceive being the human eye is like. Teacher records the responses.

Phase 4: COMPARING ANALOGY T: Now we have a good list of how would you

feel if you were the human eye. Now I want you to list down the convections you see between description of camera and the human eye. Certain elements related the human eyes are given in step 4 of your worksheet. Against each of the elements write down the elements related to camera which is parallel.

Teacher asks the students to identify and explain the points of similarities between camera and human eye.

S: Human eye Camera -Convex lens Convex lens -Retina Film -Real, inverted, Real, inverted, diminished image diminished image

STUDENT IDENTIFIES THE SIMILAR ELEMENTS IN A CAMERA

T: YOU HAVE COMPARED THE ELEMENTS OF HUMAN EYE WITH THE CAMERA. THE DRAWING OF CAMERA GIVEN IN FIRST PAGE OF YOU WORKSHEET IS EXACTLY COPIED WHERE IN THE FOURTH STEP. USE WHAT YOU HAVE DISCOVERED ABOUT THE SIMILARITIES BETWEEN CAMERA AND HUMAN EYE TO LABEL THIS DRAWING IN TERMS OF THE HUMAN EYE. BE SURE YOU WRITE SOMETHING IN EVERY BOX. OK. NOW START LABELING IN THE BOXES.

TEACHER RECORDS THE RESPONSES ON BLACKBOARD.

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S: STUDENT LABELS THE FIGURE OF CAMERA IN TERMS OF HUMAN EYE.

T: NOW WRITE A SHORT PARAGRAPH SHOWING YOUR ANALOGICAL CONNECTIONS BETWEEN HUMAN EYE AND CAMERA IN STEP 5.

S: WRITES STUDENT EXPLAINS THE ANALOGICAL CONNECTIONS.

T: LET US SHARE WHAT YOU HAVE WRITTEN. YOU CAN READ IT ONE BY ONE. ONE OF YOU IN EACH GROUP CAN PRESENT IT.

S1: S2: S3: S4: S5: S6:

THE LENS OF A CAMERA IS CONVEX JUST LIKE THE ONE IN THE HUMAN EYE. THE RETINA IS THE SCREEN ON WHICH THE IMAGE IS FORMED IN THE EYE. SIMILARLY THE FILM IS THE SCREEN ON WHICH THE IMAGE IS FORMED IN THE CAMERA. THE IMAGE FORMED IS REAL, INVERTED AND DIMINISHED IN BOTH THE EYE AND THE CAMERA. THE IMAGE IS FORMED AT THE PRINCIPAL FOCUS OF THE LENS AND THE RETINA AND THE FILM ARE FIXED AT THE PRINCIPAL FOCUS.

Phase 5: EXPLAINING DIFFERENCES

T: We have seen the similarities between camera

and human eye. You might think that an eye is quite unlike a camera. We will look for the difference between camera and human eye. Now list down where stating that the human eye is different from a camera in your worksheet.

Teacher asks students to identify where the analogy, eye does not fit.

S: IN HUMAN EYE THE LENS IS MADE UP OF A ORGANIC MATERIAL BUT IN A CAMERA A LENS IS OF INORGANIC MATERIAL. AN EYE CANNOT BE MANUFACTURED BY MAN BUT A CAMERA CAN BE

STUDENTS EXPLAIN THE DIFFERENCES BETWEEN EYE AND CAMERA.

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Phase 6: EXPLORATION

T: Yes. By now you all have an idea about the working mechanism of a camera. Now write down a short paragraph of your own on the camera in step 7 in your worksheet.

S: Explain the working of a camera in their own words in their worksheet.

T: Let us listen to what all the groups have written about a camera. Start reading it group by group.

STUDENTS EXPLORE THE WORKING MECHANISM OF CAMERA IN ITS OWN TERMS.

Phase 7: GENERATING ANALOGY T: Excellent. Now you all know the working

mechanism of a camera. We will again play with some analogies to a camera. Now you suggest the analogy. What in the world would be compared to a camera?

Teacher moves the students to analogies by asking for direct analogy.

S: Write it down in worksheet step 8 STUDENT PROVIDE THEIR OWN DIRECTIONS Suggests different analogies Prison cell, Computer, etc.

T: Describe how your analogy is similar to a camera and record it in your worksheet.

S: Lists similarities between their analogy and a camera.

STUDENTS EXPLORE THE SIMILARITIES BETWEEN CAMERA AND THEIR ANALOGY.

T: Next explain where your analogue does not fit and how it is different from a camera.

S: Explains the differences between camera and their analogue.

STUDENTS EXPLORE THE DIFFERENCE BETWEEN CAMERA AND THEIR ANALOGY.

T:

We all would like to know about analogy selected by each group. You can read it out One by one. OK. The first group can read it out first.

S: Read out how their analogue is similar and is different from a camera.

T: Yes. Wonderful students. We have all enjoyed playing with analogies and simultaneously we have also come to know the working mechanism of a camera. All the analogies were good. This is the end of our lesson and thank you.

TEACHER CONCLUDES THE LESSON BY PRAISING THE STUDENTS.

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ANNEXURE VI SYNECTICS WORK SHEET (ENGLISH VERSION)

Topic: CAMERA Subject: PHYSICS Step – I SUBSTANTIVE INPUT

Please, read out the description and the working mechanism of Camera. Ask me if you have any doubts.

Camera - structure and its Working Mechanism “L” is a convex lens fixed to a box with adjustment facility “A”. “P” is the

screen, which has a photosensitive film. “C” is a light proof compartment which holds the lens and the photosensitive film. “S” is a shutter, which permits light to enter the camera only when it is open.

An object “OB” is placed in front of the camera is focused in such a way that

it forms an image “IG” on the film (P) by adjusting the position of the lens “L”. The shutter “S” is opened to receive light from the object “OB” foe a few seconds and closed. The light reacts with the film and forms an image (Inverted). The film in the camera is removed and further processed to get prints called “PHOTOS”.

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Step – II (DIRECT ANALOGY) Write down few lines about eye and how it works. ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… …………………………………………………………………………………………

Step – III (PERSONAL ANALOGY) YOU ARE THE “HUMAN EYE” (You are not what you were. Now you are the “Human Eye”. Imagine yourself as a human eye and answer the following questions)

1. What are You? …………………………………………………………………………… 2. How would you look like? …………………………………………………………………………… ……………………………………………………………………………

3. What you be doing being the eye? ……………………………………………………………………………………… ………………………………………………………………………………………

4. What would you feel being the human eye? ……………………………………………………………………………………… ……………………………………………………………………………………… ………………………………………………………………………………………

5. Do you feel proud? Why? ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………

6. Do you feel guilty? Why and When? ……………………………………………………………………………………… ……………………………………………………………………………………… 7. ……………………………………………………………………………………… ……………………………………………………………………………………… 8. ……………………………………………………………………………………… ………………………………………………………………………………………

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Step – IV (COMPARING ANALOGIES)

Now you list down the connections you see between the description of Camera and the Human Eye. Against each of the elements write down the elements related to camera, which are quite parallel. HUMAN EYE CAMERA Convex Lens ……………… Eye Lids ……………… Pupil ……………… Retina ……………… Eye Ball ……………… Diminished Image ……………… Real, Inverted ………………

Step – V (COMPARING ANALOGIES)

1. Label the following diagram of Camera in terms of the Human Eye. (Be sure you write something in every box)

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2. Label the following diagram of Human Eye in terms of the Camera. (Be sure you write something in every box)

Step – VI (COMPARING ANALOGIES) Write a short paragraph showing your analogical connections between the Human Eye and Camera. ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… …………………………………………………………………………………………

Step – VII (EXPLAINING DIFFRENCES) Write a short paragraph showing the differences between the Camera and the Human Eye. ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… …………………………………………………………………………………………

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Step – VIII (EXPLORATION) Write down a short paragraph of your own on the Camera and its working mechanism. ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………….. …………………………………………………………………………………………..

Step – IX (GENERATING ANALOGIES) Suggest different analogies to camera and describe how your analogy is similar to a camera. Analogy – 1 …………………………….. SIMILARITIES DIFFRENCES

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ANNEXURE VII SAMPLE LESSON PLAN (TELUGU VERSION)

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ANNEXURE VIII SYNECTICS WORK SHEET (TELUGU VERSION)

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ANNEXURE IX SYNECTICS WORKED WORK SHEET (TELUGU VERSION)

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ANNEXURE X SYNECTICS MODEL OF TEACHING SCIENCE - EVALUATION SHEETS

SUBJECT:

TOPIC:

DATE:

PHASE: I THE TOPIC 1. Is the concept or “big idea” to be focused on during the

synectics lesson sufficiently significant to warrant creative extension?

Yes No

PHASE: II DIRECT ANALOGY 1. Does the teacher’s direct analogy stimulate students thought? Yes No 2. Do the students generate all the characteristics of the object

and of the analogy? Yes No

PHASE: III PERSONAL ANALOGY 1. Does the teacher require the students to become both the

analog and the concept? Yes No

2. Are students required to use “I feel” statements as they express their feelings about being the analog and the concept?

Yes No

3. Does the teacher write the terms on the board as the students express their feelings? Yes No

PHASE: IV CONTRAST ANALOGY 1. Does the teacher ask students to think of ways in which the

analog and the concept are different? Yes No

2. Does the teacher accomplish the contrast between analog and concept in a way that does not diminish the power of the original analog?

Yes No

PHASE: V GENERATING ANALOGY 1. Are students able to generate their own new analogies? Yes No 2. Describe how the teacher has students create the new

analogies (For example: Work in groups, and so on). Yes No

PHASE: VI TOPIC REFOCUS Describe what the students were expected to do after they developed the new analogy and were asked to reexamine the original topic.

For example – write an essay, discuss as a class new insights about the topic, and so on.

Signature of the Observe r

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ANNEXURE XI STRETCHING EXERCISES – PERSONAL ANALOGY WORK SHEETS

(ENGLISH VERSION)

BE a Pen

1. How are you? 1.

2.

3.

4.

2. What are you doing?

1.

2.

3.

4.

3. How would you like to be?

1.

2.

3.

4.

4. How you feel being a pen?

1.

2.

3.

4.

5. What things do you like to change in this world?

1.

2.

3.

4.

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Be a Cloud

1. Where are you? 1.

2.

3.

4.

2. What are you doing? 1.

2.

3.

4.

3. What would you like to do? 1.

2.

3.

4.

4. What are your feelings - when in the sky? 1.

2.

3.

4.

5. What are your feelings - while raining? 1.

2.

3.

4.

6. How many forms you appear? 1.

2.

3.

4.

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Be a Cycle

1. How do you look? 1. 2. 3. 4.

2. What are you doing? 1.

2.

3.

4.

3. How you feel when your owner rides you? 1.

2.

3.

4.

4. Do you suffer? How? Why? 1.

2.

3.

4.

5. Are you happy? Why? 1.

2.

3.

4.

5.

6. What improvements you like to be made for you? 1.

2.

3.

4.

5.

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Be a Flower

1. How are your petals? 1.

2.

3.

4.

5.

2. How do you look like? 1.

2.

3.

4.

5.

3. How do you smell? 1.

2.

3.

4.

5.

4. What fruits do you like to give? 1.

2.

3.

4.

5.

5. Whom you like to attract? 1.

2.

3.

4.

5.

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ANNEXURE XII STRETCHING EXERCISES – PERSONAL AND DIRECT ANALOGIES

WORKED WORK SHEETS (TELUGU VERSION)

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ANNEXURE XIII SCHEDULE OF EXPERIMENTATION

Date Location Activity

01 – 08 – 2006 Rural and Urban

Raven’s Standard Progressive Matrices (SPM) Test

02 – 08 – 2006

Analysis of SPM Data – Establishing Parallel Groups

03 – 08 – 2006 RURAL

Verbal Test of Creative Thinking and

Attitude Towards Science Scale

04 – 08 – 2006 URBAN



05 – 08 – 2006 RURAL Problem Solving Ability Test 06 – 08 – 2006

(Sunday) URBAN Problem Solving Ability Test

PRE – TEST

07 – 08 – 2006 RURAL Stretching Exercises – Direct Analogy – 1 08 – 08 – 2006 URBAN Stretching Exercises – Direct Analogy – 1 09 – 08 – 2006 RURAL Stretching Exercises – Personal Analogy – 1 10 – 08 – 2006 URBAN Stretching Exercises – Personal Analogy – 1 11 – 08 – 2006 RURAL Stretching Exercises – Direct Analogy – 2 12 – 08 – 2006 URBAN Stretching Exercises – Direct Analogy – 2 14 – 08 – 2006 RURAL Stretching Exercises – Personal Analogy – 2 15 – 08 – 2006 URBAN Stretching Exercises – Personal Analogy – 2 16 – 08 – 2006 RURAL Stretching Exercises – Direct Analogy – 3 17 – 08 – 2006 URBAN Stretching Exercises – Direct Analogy – 3 18 – 08 – 2006 RURAL Stretching Exercises – Personal Analogy – 3 19 – 08 – 2006 URBAN Stretching Exercises – Personal Analogy – 3 21 – 08 – 2006 RURAL Stretching Exercises – Direct & Personal Analogy – 4 22 – 08 – 2006 URBAN Stretching Exercises – Direct Analogy & Personal – 4 23 – 08 – 2006 RURAL Synectics Lesson – Physics – 1 24 – 08 – 2006 URBAN Synectics Lesson – Physics – 1 25 – 08 – 2006 RURAL Synectics Lesson – Physics – 2 26 – 08 – 2006 URBAN Synectics Lesson – Physics – 2 28 – 08 – 2006 RURAL Synectics Lesson – Chemistry - 1 29 – 08 – 2006 URBAN Synectics Lesson – Chemistry – 1 30 – 08 – 2006 RURAL Synectics Lesson – Chemistry - 2 31 – 08 – 2006 URBAN Synectics Lesson – Chemistry – 2 01 – 09 – 2006 RURAL Synectics Lesson – Biology – 1 02 – 09 – 2006 URBAN Synectics Lesson – Biology – 1

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Date Location Activity 01 – 09 – 2006 RURAL Synectics Lesson – Biology – 2 02 – 09 – 2006 URBAN Synectics Lesson – Biology – 2 04 – 09 – 2006 RURAL Synectics Lesson – Physics – 3 05 – 09 – 2006 URBAN Synectics Lesson – Physics – 3 06 – 09 – 2006 RURAL Synectics Lesson – Physics – 4 07 – 09 – 2006 URBAN Synectics Lesson – Physics – 4 08 – 09 – 2006 RURAL Synectics Lesson – Chemistry - 3 09 – 09 – 2006 URBAN Synectics Lesson – Chemistry – 3 11 – 09 – 2006 RURAL Synectics Lesson – Chemistry - 4 12 – 09 – 2006 URBAN Synectics Lesson – Chemistry – 4 13 – 09 – 2006 RURAL Synectics Lesson – Biology – 3 14 – 09 – 2006 URBAN Synectics Lesson – Biology – 3 15 – 09 – 2006 RURAL Synectics Lesson – Biology – 4 16 – 09 – 2006 URBAN Synectics Lesson – Biology – 4 18 – 09 – 2006 RURAL Synectics Lesson – Physics – 5 19 – 09 – 2006 URBAN Synectics Lesson – Physics – 5 20 – 09 – 2006 RURAL Synectics Lesson – Chemistry - 5 21 – 09 – 2006 URBAN Synectics Lesson – Chemistry – 5 22 – 09 – 2006 RURAL Synectics Lesson – Biology – 5 23 – 09 – 2006 URBAN Synectics Lesson – Biology – 5

25 – 09 – 2006 RURAL



26 – 09 – 2006 URBAN



27 – 09 – 2006 RURAL Problem Solving Ability Test 28 – 09 – 2006 URBAN Problem Solving Ability Test

POST – TEST

A GAP OF ONE MONTH (SCORING, DATA ANALYSIS AND INTERPRETATION )

28 – 10 - 2006 RURAL



29 – 10 – 2006 (Sunday) URBAN Verbal Test of Creative Thinking and

Attitude Towards Science Scale 30 – 10 – 2006 RURAL Problem Solving Ability Test 31 – 10 - 2006 URBAN Problem Solving Ability Test (Sunday)

DELAYED POST - TEST

01 – 11 – 2006 to

05 – 11 – 2006 DATA ANALYSIS AND INTERPRETATION

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ANNEXURE XIV VERBAL TEST OF CREATIVE THINKING – BAQER MEHDI

(ENGLISH VERSION)

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ANNEXURE XV VERBAL TEST OF CREATIVE THINKING – BAQER MEHDI

(TELUGU VERSION)

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ANNEXURE XVI LIST OF NEW RESPONSES AND THEIR ORIGINALITY WEIGHTS

(Following are the out comes of 120 Pre-Test, 120 Post – Test and 60 Delayed Post – Test tools)

On Baqer Mehadi’s “Verbal Test of Creative Thinking”

Activity No.

Item No.

Category Category Title

Responses Originality Weight

CONSEQUENCES What will happen if man flies like birds? I 1 A Effect on Transport

and travel ------

B Effect on Communication

1. New kind of communication with birds to be developed.

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C Effect on living habits

1. No need of Ladder 2. Change in food habits 3. Does not stick to a place. 4. No hunting of birds. 5. Insects are new food for

all. 6. Go in search of food. 7. Grab food with mouth. 8. Feed on rotten food. 9. Live in tree holes. 10. Eat snakes. 11. Free sex possible. 12. Feed on small birds. 13. New reading habits. 14. Learn to live in bushes.

5 5 3 2 5 2 2 2 5 5 5 4 5 4

D Thrill of new experiences

1. Longing to see new places

2. Play among the stars. 3. Travel into Universe. 4.

4 5 4

E Man – Bird Relationship

1. Learn distant flying skills from birds.

2. Man exploits birds. 3. Empathizing with birds. 4. Marriages between birds

and human beings. 5. Mediating the

quarrelling birds. 6. Learn nesting skills from

birds. 7. New business relations 8. Take birds’ help to build

houses on trees. 9. Birds take our

photographs if we ask to.

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F Self – Defense --------

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Activity No.

Item No.



G Biological Changes 1. Perching type of toes appear

2. More gripping power to hands

3. Develop insights of birds.

4. Hands turn wings. 5. New variety of feathers

on different body parts. 6. Heart’s weight & size

reduce. 7. Differences in human

forms 8. Develop beaks. 9. Give birth to birds. 10. Even give birth to

babies. 11. No problems related to

legs. 12. Speech power reduced. 13. Lay eggs.

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H Overcoming Hurdles 1. Forest Conservation is easy.

2. Everyone saves trees. 3. Works are done faster. 4. Flying airplanes easy. 5. Helping old easy. 6. Save children in need

easy. 7. Incase of accidents

doctors can reach quickly. 8. Pass through narrow roads

easily. 9. Need not wait for

ambulance.

5 2 3 5 5 5 5 5 5

I Effects on sports, games and recreation

1. Catch the cut off kites. 2. Take children to play in

sky. 3. Catching balls in cricket

easy. 4. Dancing in trees. 5. Play adventure sports with

birds.

5 1 5 2 5

J Observation facility 1. Watch wise in the world. 5

LXVII

Activity No.

Item No.



K Effect on Economy 1. Manufacturing of flying buses

2. New kind of jewels needed.

3. New kind of cars needed. 4. Save school bus fee.

5 5 5 3

L Legal and Administrable Implications

1. Larger nets to catch thieves.

2. Punishment for those living on land.

3. New kind of crimes to solve.

4. New officers for birds. 5. Difficulty in identifying

Human Birds.

5 5 5 3 4

M Problem of traffic ------------------ N Social and Political

Consequences 1. Leaders and ministers

reach people better. 2. Meeting C.M. easy. 3. Build nest like houses. 4. Leaders from birds. 5. No studies. 6. Develop hermits in

forests. 7. No need of permanent

houses. 8. Animosity may increase. 9. New kind of food

problems to society. 10. New nomenclature to human – birds. 11. New farming

methods.

5 2 5 2 2 5 4 5 5 5 5

O Psychological Consequences

1. Feel more independence. 2. Dreams and imaginations

related to sky.

3 5

P Art, Literature and Poetry

----------

Q Effect on the nature of war

---------

R Effect on Atmosphere

1. More faecal drops from sky.

2. Bring rains with winging the clouds down.

3. Pollution effects reduced. 4. Human beings gather

waste for nests – no garbage in streets.

5 5 5 5

LXVIII

Activity No.

Item No.



S Educational Implications

1. Need of Larger Classrooms

2. No school bus. 3. Need schools in sky.

5 4 5

T Parenting 1. New type of cages for babies.

2. Human beings carry worms and seeds to feed their children.

3. Children to be caught with nets.

4. Wakeup children with wings.

5 5 5 5

U Tourism 1. Can see everyplace. No place is left unseen.

2. See Seven Wonders of the World.

3 3

V Change in birds living habits

1. Birds reduce speed of flight due fear of dashing human birds.

2. Birds start living on earth happily.

3. Pro human groups in birds

4. Birds get confused.

5 5 5 4

W Mischief 1. Tickle the wild animals safely.

5

X Religious 1. Burying after death is not possible in sky.

5

Y Scientific Activity 1. New scientific researches will start.

5

I 2 What will happen if your school is put on wheels? A Educational

Implications 1. Motivated teachers. 2. Every school has ground. 3. Real Independence Day

for learner 4. Teaching while moving. 5. School at students’ home

program. 6. Students do not need

holidays. 7. Ease in transferring to

better areas. 8. Schools in non - polluted

areas. 9. Regularity in attendance. 10.A new innovation in Education.

1 2 5 4 5 2 2 4 2 5

LXIX

Activity No.

Item No.



B Problem of location 1. They need big compound wall.

5

C Traffic problem 1. Cannot push in traffic problems.

1

D Inconveniences and Hazards

1. Tires puncture regularly. 2. Difficult to push when

starting problem arises. 3. Push like ice – vending

cart. 4. Strong winds move

school. 5. Schools can be theft. 6. Head master has to change

punctured tyres. 7. Put big stones before

wheels. 8. People confuse school for

bus. 9. For every accident a

holiday. 10. Wheels bend

regularly.

5 5 5 5 2 5 4 5 5 4

E Psychological ---------------- F Social

Consequences 1. We ask Chief Minister to

give sufficient fuel. 2. We take school to

complain Education Minister.

3. Government supplies two oxen.

4. Quarrel among parents in locating the school.

5. In case of problems schools can be taken to education officers.

4 5 5 5 5

G Economic Implications

1. Schools serve as route buses in holidays.

2. New type of tickets to students.

3. Saving on picnic expenses.

4. Teachers save their bus charges.

1 5 5 4

LXX

Activity No.

Item No.



H Special Advantages to pupils

1. Anybody hurt – easily taken to hospital.

2. Ease for physically handicapped

3. Sick students too attend as it goes to their house.

4. Burden of carrying books reduced.

5. Save on buying and maintaining cycles

5 5 2 2 3

I Effect on school building

1. Buildings are long. 5

J Amusement --------------- K Mechanical

Improvements 1. Special brakes to be

designed. 2. New technology to avoid

shaking. 3. It should have special

arrangements to watch teachers.

4. Start with petrol, run on kerosene.

5. Some schools need rail tracks.

6. New kind of windows designed.

7. Removable wheels during holidays.

8. Moving kitchens for mid day meals.

9. Facility for mobile garden.

5 5 5 5 5 5 4 5 3

L Tourism 1. Tourism affected. 2. Solar journey along with

school.

5 5

M Miscellaneous 1. Rich people buy better schools.

2. There will be Ordinary, Express schools and Hi-tech schools.

3. Competition – rash driving.

4. Our school appears in news papers

5 5 5 4

N Celebrations 1. Celebrations in stadium with school.

2. Decorate on celebration days.

5 3

LXXI

Activity No.

Item No.



O Disadvantages to students

1. Wash mud and dirt every week.

2. Students pull like a festive car.

5 4

P Misuse 1. Teachers do business. 2. Teachers use for family

picnics. 3. H.M. and teachers learn

driving. 4. Plucking fruits in garden

easy, by moving the schools near trees.

5 5 5 5

Q Unusual Happenings 1. God too loves to shift in to the schools.

5

I 3 What will happen if man does not require any food to eat? A Social

Consequences 1. No brain drain. 2. All are at leisure. 3. No migrations to cities for

work and food. 4. No need of lands and

properties. 5. More alcoholics 6. Forget the word-‘Food’. 7. All are millionaires. 8. Birth rate increases. 9. People can live anywhere. 10. No invitations to

festivals from relatives.

5 4 5 5 5 5 5 5 2 4

B Effect on Morals and Religion

1. Can work more hard for a purpose.

2. Everyone is an angel.

5 5

C Changes in Scientific Research

--------------

D Effect on Human Biology and Physique

1. No excretory activity. 2. Live like a stone. 3. Stomach bulges as drink more water. 4. Perish without energy. 5. Heart may fail. 6. All sense organs may improve to help better living. 7. All become lean. 8. People leave exercises and sports for want of energy 9. Man cannot do his own works. 10. Power of speech is lost. 11. Longevity increases.

- 1 2 5 5 5 4 5 2 5 5

LXXII

Activity No.

Item No. Category

Category Title Responses

Originality Weight

E Effect on Economy and Occupation

1. Government need not spend on irrigation projects. 2. Farmers save expenditures

on bore wells. 3. Farmers use no pesticides. 4. Clothing expenses saved. 5. People do not save

money. 6. No spending on fuel items 7. No debts.

5 4 4 5 - 3 4

F Effect on Sanitation 1. New diseases may erupt. 5 G Amusement and

recreation 1. Man spends on feeding

animals and insects. 2. Enjoying with friends.

5 3

H Psychological Implications

1. Monotony in life. 4

I Miscellaneous Responses

1. Mother earth sulks. 2. Man turns monk. 3. India will be called no-

hunger country. 4. No need of Food

Corporation. 5. No need have Go - downs. 6. Reach Everest fast. 7. Swim the sea for a long

time.

5 5 5 5 5 5 5

J Educational Implications

1. Teachers teach better as they save time from working for mid-day meals

2. Students can sit in classes for long time.

3. Students find time to think creatively.

4. No lunch packs to school. 5. Teachers come to school

early.

5 5 5 3 3

K Effect on flora and fauna

1. Plants may stop fruiting. 2. Forests grow well. 3. Insects and animals grow

well.

5 5 5

L Parenting 1. No fear of mummy and daddy.

2. No work for parents.

3 4

M Political Consequences

1. Governing country becomes easy.

2. Government is not needed.

5 5

LXXIII

Activity No.

Item No.



II 1 UNUSUAL USES PIECE OF STONE A Games & Play 1. to play foot ball. 5 B Instrumental

Use 1. For carving on wood. 2. Stopper for doors. 3. Leveling the tilting tables. 4. To fix nails. 5. To call friends. 6. To break Locks. 7. To put in tin boxes and make

sound like hawkers. 8. As stopper for vehicles. 9. As exercising item.

4 5 5 3 1 4 3 3 5

C Anti – Social Use

1. Adulteration of food grains. 2. To kill animals or insects.

5 2

D Building Purpose

1. To strengthen bricks. 2. To make concrete. 3. Build Irrigation bunds. 4. Flooring. 5. To sit on.

5 2 5 5 2

E Defense use F Decoration 1. Ornamental stone dresses.

2. Make designer chairs. 3. To make funny dolls. 4. To make animal sculptures. 5. To fix in jewels.

5 5 5 5 3

G Weights --------- H Scientific Use -------- I Writing Use 1. Writing on big stones. 3 J Use as Support ----------- K Miscellaneous 1. To rise level of water.

2. To lay on rail tracks. 2 2

L Psychological or Self Punishing Actions

1. To arrest functioning of kidney and die.

2. To turn mad one self, hit with it.

5 5

M Domestic Use 1. To arrange “Chula” 2. To make water trough. 3. To wash clothes.

4 5 2

N Sanitary use 1. To wipe faeces when no water available.

2. As scrubber in bath.

3 5

O Religious 1. To create “Atmalinga” 2. Break Coconuts. 3. To cover graves.

5 3 5

P Superstition 1. Put “three stones” in Pocket to stop latrine.

5

Q Educational Implications

1. To learn counting in math. 5

LXXIV

Activity No.

Item No.



II 2 UNUSUAL USES WOODEN STICK A Self – Defense --- B Anti – Social

Use ---

C As an accessory

1. To support the axe head. 2. To push untouchable items. 3. As Ring master’s stick to

control animals 4. To dry clothes 5. To plug tins or bottles as caps

are lost. 6. For pulling things out of a

hole.

4 5 5 4 5 4

D Support 1. To support electric wires. 5 E Games, Sports

& Recreation

1. As a wicket. 2. As net post. 3. To make tops. 4. To make carom frame. 5. To make different play items. 6. In Jugglery. 7. To act like ‘Charlie Chaplin’ 8. To make Javelin stick.

5 5 2 4 2 5 5 5

F Measurement --- G Decoration 1. To make photo frames.

2. To make dolls. 3. To rise “pandals” or

“Shamiana”.

5 4 4

H Domestic Use 1. To burn and make coal. 2. To stir food.

2 3

I Miscellaneous 1. To make fence for sheep. 5 J Botanical Use 1. To plant - turn into a tree or

plant. 5

K Educational Implications

1. Teacher’s baton. 2. To gift teachers. 3. To drill in schools.

3 2 2

L Instrumental Use

1. To make a flute. 2. To make carpenter tools. 3. To make plough. 4. To make a scale. 5. To make agricultural

instruments.

5 4 4 3 3

M Religious 1. To break “Krishnastami” pots. 2. To make torch. 3. To carry the dead. 4. To make bhajan items. 5. In “Baba’s” hand to bless. 6. To make “peerulu” – Islamic

Flag

4 5 5 5 3 5

LXXV

Activity No.

Item No.



N Manufacturing or Industrial Use

1. To make paper. 2. To make match sticks. 3. To make saw dust to burn in

kilns. 4. To make ice sticks. 5. To manufacture jute or ropes.

2 5 4 5 5

II 3 UNUSUAL USES WATER A Saving Life ----------- B Cleaning

Purpose -----------

C Play and Fun ----------- D Industrial use 1. to pollute

2. To make salt 3. To manufacture Oxygen

3 4 5

E Destructive use 1. Destroy roads as rain 3 F Domestic use ------------ G Miscellaneous 1. Mix with alcohol 5 H Biological use 1. To salivate

2. To regulate loss of salts. 3. To sweat 4. To Urinate 5. To stop hiccups

3 5 3 3 4

I Anti – Social Use

1. To throw on live wire and kill the electrician.

5

J Religious 1. As holy water 2. To pour into the mouth of

dying

3 3

III 1 NEW RELATIONSHIPS TREE AND BUILDING A Commonness

in Physical Characteristics

1. Wood in both burnt. 2. Both are tall 3. Both need sunshine 4. Do not need fertilizers. 5. Affected by fire.

1 2 5 5 3

B Place of Frequent Visits

---

C Shelter 1. Rest in both. 2. Both shelter honey combs.

3 5

D Place of Entertainment

1. Both can be climbed up to play. 3

E Educational Use --- F Human

Intervention 1. Both are maintained by man. Or Both need human care. 2. Both have human as mentor

and also as enemy.

4 5

G Seasonal Effects

1. Both suffer seasonal effects. 2. Both have green patches on

them in rainy seasons.

5 5

LXXVI

Activity No.

Item No.



H Economic Value

1. Both have economic value. 2. Both can be sold even when

old. 3. Items of wealth.

5 5 5

I Place of Safety to preserve

1. Both preserve gold objects. 5

J Religious and Spiritual

1. Take “Pooja” - auspicious performances, during festivals.

2. Both give Peace and Harmony.

5 5

K Analogical Expressions

1. Both are like umbrella 2. Like paint is bark.

5 5

L Misellaneous 1. Both are used by animals to scratch their body.

2. Both should be kept clean. 3. Need sand to stabilize. 4. Both have to be fenced.

5 2 3 5

III 2 NEW RELATIONSHIPS CHAIR AND LADDER A Commonness

in Physical Characteristics

1. Both get holes while making. 2. Have nails in them. 3. Have empty places between

legs. 4. Carry weight. 5. Made with steel and

aluminum. 6. Have strength. 7. Have potential energy.

5 5 5 5 5 3 5

B Commonness in Everyday Use

1. Not in use stored safely. 2. Used to paste posters.

5 4

C Use in games 1. Used in folk and modern dances or Used in film dances.

4

D Sundry Responses

1. Both are used to hit or fight. 2. Used by thieves.

2 3

E Miscellaneous 1. In case of damage used as fuel.

2. Both have elements of nature.

5 5

F Economic Value 1. Both are bought and sold. 5 G Decoration 1. Both can be made look

attractive. 2. Need painting.

5 2

III 3 NEW RELATIONSHIPS AIR AND WATER A Essential for

life

B Commonness in chemical properties

1. Have atoms and molecules. 5

LXXVII

Activity No.

Item No.



C Medium of Transfer

1. Sound travels 2. Both have vehicles in them.

5 4

D Agents of Change

------

E Games and Play

------

F Extinguisher ------ G Industrial Use 1. Cannot be manufactured. 5 H Miscellaneous 1. Occupy the same container or

stored in the same container. 2. No discrimination of caste and

creed for them. 3. Can move to anyplace. 4. Both are elements of nature.

4 5 5 5

I Medical use 1. Used by Doctors for treatment. 5 J Commonness

in Physical Properties

1. Both exert pressure. 2. Give rain. 3. Make sound while moving.

3 3 2

K Agriculture 1. Useful for better crops. 3 IV PRODUCT IMPROVEMENT A HORSE DOLL

A Mechanical Arrangement

1. Multi Lingual talking arrangement.

2. Gear system to change its speed of galloping.

3. Plouging arrangement.

5 5 4

B Construction 1. Made of glass 2. Unbreakable construction.

5 5

C Decoration 1. Hat for shade. 2. Put Vermillion on head as a

God’s horse. 3. Lip stick 4. Nail polish on hoofs 5. Plaits on mane. 6. Bell on tail. 7. Special band on tail plait. 8. Mehendi to hoofs. 9. A ring on the hoofs. 10. Pasting shining color papers

on body 11. Police Dress. 12. Multi color change system. 13. Style hair cutting 14. “Mangalasutra” for female

horse. 15. squeaking shoes 16. Paste film magazine cuttings

on body. 17. Golden belt to waist.

1 1 1 3 1 5 5 3 3 5 5 5 2 4 5 5 3

LXXVIII

Activity No.

Item No.



D Making Body parts unusual

1. Adding human Feet 2. Reduce the waist size. 3. Put horns 4. Man head. 5. Human hand. 6. Udder as in a cow. 7. Add fifth leg. 8. Add jaws on fore head. 9. Two tongues one to talk, to

eat. 10. Donkey shape and size. 11. Without head. 12. Add wings. 13. Elephant head or adding other

animal head. 14. Without tail. 15. White hairs all over the body. 16. Lions Mane 17. Dog’s curved tail. 18. Short feet. 19. Ten toed legs. 20. Add butter fly proboscis. 21. Four ears. 22. Ten eyes around the body. 23. Six legs for resting any two on

the move. 24. Rodent teeth 25. Second Head – Talking. 26. Just Bony Legs.

4 5 3 1 1 5 5 5 5 3 3 2 - 5 3 5 5 5 5 5 5 5 5 5 5 5

E Adding New things

1. Arrange a basket for carrying small children.

2. Hanging Sword. 3. Shivaji idol on back. 4. Bride and Bride groom

sitting on. 5. Eagle holding the reins or

birds riding horse. 6. Basket in mouth with

flowers. 7. Second horse attached or

Add friend horse. 8. Pulling school on wheels. 9. Glass saddles. 10. Pot on head. 11. Clock on fore head 12. Body like a tank to carry water.

4 5 4 5 3 5 4 5 5 5 5 5 4 3 2

LXXIX

Activity No.

Item No.



13. Wrist watch on feet. 14. Another horse in stomach. 15. Wheels only for back legs. 16. Add a stethoscope –

Dr. Horse 17. Add a beard and goggles –

look as Scientist horse. 18. Oxygen cylinder to use while running.

2 5 5

F Unusual Postures

---

G Motion Arrangement

---

H Electrification --- I Magnetization --- J Atomic

Equipments ---

K Eating and Drinking etc.

1. Smoking Horse. 2. Sneezing Horse.

2 2

L New gadgets 1. Remote control 2. To obey our orders 3. For thinking power. 4. Burglar Alarm system 5. To chant “hymns” non stop. 6. To sing lullabies for babies 7. Memory arrangement.

1 3 5 5 5 4 5

LXXX

ANNEXURE XVII ATTITUDE TOWARDS SCIENCE – Dr. AVINASH GREWAL

(ENGLISH VERSION)

INSTRUCTIONS

Given below are some statements about science. Some of these statements describe how you might feel about science. We are interested in working your valuable opinion about science as a subject of study. You may agree with some of these statements and you may disagree with others. After you have read a statement carefully,decide whether you agree or not with it.

If you agree strongly with a statement put a circle around the category. Strongly Agree (SA), if you agree put a circle around Agree (A), if you are undecided put a circle around Undecided (U), if you disagree put a circle around Disagree (D) and if you strongly disagree, put a circle around Strongly Disagree (SD).

You are requested to give you free and frank opinion. Sl.No. STATEMENTS 1. Scientists are persons without human considerations. SA A U D SD

2. Scientific careers are more useful to the society than SA A U D SD other careers. 3. Study of science subjects is rather a dull affair. SA A U D SD

4. Other subjects cannot be properly understood without SA A U D SD the knowledge of science. 5. Science subjects are very difficult to study. SA A U D SD

6. Science subjects are more exact than others. SA A U D SD 7. Science is bound to lead our society into godlessness. SA A U D SD 8. Science subjects provide more relation than other SA A U D SD subjects. 9. Scientific knowledge alone cannot improve a man’s life. SA A U D SD 10. Science sharpens our reasoning power and logical thinking.SA A U D SD 11. Science fails to solve all of our problems. SA A U D SD 12. Science subjects are useful for getting a success in the SA A U D SD Competitive examinations. 13. Too much emphasis on science would bring down our SA A U D SD moral standards. 14. Science alone is responsible for our technical and industrialSA A U D SD progress. 15. A student gets discouraged when he fails to answer certainSA A U D SD questions in science. 16. Working in a scientific field brings more fame. SA A U D SD 17. Science can be studied by males only. SA A U D SD 18. Science subjects open up many avenues of employment. SA A U D SD 19. Science has made us to depend entirely on machines. SA A U D SD 20. Science has turned the impossibilities into possibilities. SA A U D SD

LXXXI

ANNEXURE XVIII ATTITUDE TOWARDS SCIENCE – Dr. AVINASH GREWAL

(TELUGU VERSION)

LXXXII

LXXXIII

ANNEXURE XIX PROBLEM SOLVING ABILITY TEST – ITEMS IN PRELIMINARY DRAFT

(ENGLISH VERSION) Name : School: Sex : Class: Instructions: This booklet consists of some problem episodes which you might have also experienced in your day to day life. Read them carefully and write your responses regarding each heading given below each episode. Ypu are free to suggest as many solutions as you can for each proble. You may seek clarification if you have doubts with any of the problem episodes. Here is an example below to help you that what you are expected to do with this booklet.

PROBLEM EPISODE (AN EXAMPLE)

You want to cross a river from south to north. You cannot swim, no boats are available and the only way you could reach the other side is by walking across the bridge there, but it is flooded by water. You are not able to see the bridge at all. How would you cross the river using the bridge? a. Define the problem: How would I cross the river when the bridge is flooded? b. Clues identified to arrive at the solution: Ø I have to cross the river Ø I cannot swim Ø No boats are available Ø There is a bridge flooded and by which only I can cross the river. Ø I am not able to see the bridge. c. Solution arrived: 1. With the help of a stick I will find the way on the bridge and across it. 2. I will tie a rope to a tree or post, hold it and check the way through the water with the

help of a stick. After crossing the river I would tie the rope on the other side tree so that other people can cross the bridge easily.

Now solve the problems in the following pages.

LXXXIV

Problem: 1 A flask which has boiling water is kept on the table. A balloon is given to you. Without actually blowing air into the balloon it has to be expended. How will you do it? You should not blow or pump. Problem: 2 Don was driving his truck under a overpass when suddenly he came to a screeching halt. Don wasn’t paying enough attention and inadvertently drove under the overpass that was just barely as high as the truck. The truck was wedged so tightly that he could not go forward or backward. A fellow trucker came by and told him how he could easily get the semi out from under the bridge. So did Don happily. What did the fellow trucker suggest? Problem: 3 There was a lake around which poor villagers had their hamlets in four directions. Four rich people bought the land around the lake. They wanted to use the lake for their purposes. They did not want the four poor villagers use it. So played foul by building a wall around the lake that only four of them can use and the others cannot. Show the every possible sketch of the wall the rich can build. Show in the following sketches with the pencil mark. Problem: 4 A lighted candle is kept on the table; you have to put it off without blowing the flame or touching it. Hoe will you do it? Problem: 5 In the following diagram there are three houses. Opposite to them are three factories that supply Water, Gas and Electricity. All the three houses want to lay underground pipes to get supply from the respective factories. But they wanted to see that none of the pipes crosses each other at any cost. Engineers are in fix. W ill you please help them? Show with pencil sketches Problem: 6 You have been to a canteen with your friends. One of your friends keeps a coin on the floor and inverts a cup over it. He asks you to remove the coin without touching the cup. How would you do that?

LXXXV

Problem: 7 When Nisha was working in the lab she spilt iron filings in to a plate filled with saw dust. She asks your help to separate the iron filings from the saw dust. Hoe would you do it easily? Problem: 8 A rich man has four sons. He had a circular land in which built are four houses. After his death the four sons wanted to share that land among them. One of them demanded that the land be shred in equal proportions. Is it possible to share a circular land equally so that every one gets a house? If so how? The four houses are arranged along the diameter of the land. Problem: 9 You are playing with your friends. One of your friends held up two full scrape sheets of the same size, one in each hand. He asks you to drop them at the same time from the same height, but on a condition that the paper in your right hand should reach the ground first. How would you do this? Problem: 10 A deaf and dumb man came to you and asked for a book. He could not speak. So he mimed for the book. Then another deaf and dumb man came to you and mimed the gestures of writing, to ask a pen. Then a blind man came. He wanted to ask for a box. What sort of gestures do you suppose he made to ask for a box? Problem: 11 You are taking bath. Suddenly the tap breaks and he water starts gushing out. You try to leave the bathroiom but you find the door jammed. The drainage puipe from which the water is going out is also blocked. There is a window which is closed and you cannot reach it. The water starts raising in the room. Soon it reaches your chin. You become desperate. What would you do to save your life? Problem: 12 You are playing in a garden where a gardener is water the plants with a pipe. Your tennis ball falls into a deep hole. Your hand cannot reach it down and a bend in the middle of the hole makes it impossible for you to retrieve the ball with the help of sticks. How would you get the ball? Problem: 13 A father with his two children arrives at the banks of a stream. It is dep. He wanted to cross the stream. There is a small boat. In which an elder or two boys alone can go. All of them know boating. All of them cannot go. He cannot leave them this side alone. But they crossed. How did they do iy?

LXXXVI

Problem: 14 A king has a square swimming pool for his loving daughter. When she grew young she wanted the pool to be big enough to accommodate her friends and servants. She demanded the king to expand the square pool double its present size without removing the four trees that are present each on the ve rtices of the square. She did not like at all to remove those trees. The king ordered his engineers follow rules of the princess. They are spending sleepless nights. Will you help them in this mission? Or they may loose their heads. Problem: 15 A boat on the water is full of goods. Even a small needle on it will drown it. But the last item is a huge hydrogen balloon. How would you carry it in the boat? You should not inflate it. Of course you cannot carry even that inflated balloon. Problem: 16 You have to place ten bottles in a square card board box so that every side gets equal number of bottles along each wall. Can you do it? Problem: 17 Twelve coins are arranged as shown below in three rows of four each or can say in four columns of t hree each. Now move any three of them so that we get four squares of equal measures? Show it in as many possible ways as you can. Problem: 18 Six glasses are in a row. The first three have grape juice in them. The next three are empty. Move only one glass so that there will be alternate glasses of grape juice and empty. Problem: 19 Jack said he can do magic. He said that if he throws a ball for some distance, it will definitely return in the same path, he also said that he will not hit it to wall or ground or anything else. But he did it. How he did it? Problem: 20 A truck weighing two tons started from New Delhi to Jaipur traveling a long distance of 400 kilometers. After 200 kilometers of journey the truck arrived at a bridge. There is a warning that trucks above two tons should not pass on the bridge or else will collapse. While the driver was thinking, some silly boys threw a big water melon on the truck which the driver did not notice. The driver started and crossed the bridge safely. The warning on the board is true. But why did the bridge did not collapse?

LXXXVII

Problem: 21 Due to some reasons two fathers and two sons left a village. When the village is counted only three were found left. None of them returned and none of them came in from other villages. No one is born. Yet it is right. How is it possible? Problem: 22 There was a sorcerer who caught women and turned them into rose plants. He kept all those rose plants in his witch garden. There is a rule that only husbands can identify and t ake them back. But many of them could not identify their wife s among the look alike roeplants. He allowed only one woman in the night to see her husband and children. She should return in the early morning. One day a woman told her husband how to find her among so many rose plants that look alike, so that he can save her without fighting the sorcerer. So did her husband and brought his wife home. Problem: 23 A kidnapper you arrested in a room in the first floor of a building. The doors of the room are locked. There is no escape except the only window. Luckily you had a rope in the room. Happily you tied it to the window rod and hung it down. But the rope hung half way the window to ground. There is no other hung to tie to the rope. You have to escape through it. How can you escape? It is possible Problem: 24 John loves experiments. He always keeps a lens to observe the things around. One day he was trekking through a desert. He got thirsty. There he saw well. It is full of dirty water. One cannot drink it. But John looked round and found a small steel bowl. He gathered some dry sticks and noticed that he had no matches. After thinking for a second, he smiled and did it. What did he do to boil the water and drink it safe? Problem: 25 Two soldiers were driving in a boat under a bridge. The bridge is under repair. The boat only few inches tall than the bridge can allow it to pass. How can the soldiers go under the bridge? They should go through it only. It is the only way. They did not cut the boat or bend it any way. Problem: 26 A clock bells once every half an hour and as per the time every hour. While entering his house David heard a bell and then continuously for every half an hour he heard three single bells? How is it possible? He heard single bells for four times.

LXXXVIII

Problem: 27 A shopkeeper made a cupboard with nine shelves, arranging three shelves in each row. He asked the salesman to arrange as follows. In the first row there should be Grapes, Pine apple and Sapota. In the second Pomegranate, Banana and mangoes. Lastly Oranges, guava and apples. But he said that apples should be below mangoes, above guava pomegranate, below pine-apples, banana. He also said that besides guava oranges should not come. And also below pine apple - pomegranate should not be placed. Is it possible for the sales man? Problem: 28 A house is built so that the owner can see all the tenants go through a passage. All should go through A’s room. B and C cannot go through each ones room but can go through A and D but E and F must go through C. How is it built? Sketch it please. Problem: 29 A glass tumbler is half filled with water. If a cork piece is left, it always touches the walls of the glass. But when it is full with water up to the rim, the cork reaches the centre. Why? No one is stirring it or else is done. Problem: 30 Sam is in a hurry to reach office in time. He had to do a lot of things at once. Shave, Cook rice, eat, and so on. He had 20 minutes left to do the following works and he needs some time to do all the things as shown below Cooking Rice - 20 minutes Bath - 05 minutes Shave - 05 minutes Make Tea - 10 minutes Wash face - 05 minutes Watch News - 15 minutes Lunch Packing - 05 minutes Drink Tea - 05 minutes Is it possible to finish all these things within 20 minutes? Yet he did. How?

LXXXIX

ANNEXURE XX PROBLEM SOLVING ABILITY TEST – ITEMS IN II PHASE DRAFT



You want to cross a river from south to north. You cannot swim, no boats are available and the only way you could reach the other side is by walking across the bridge there, but it is flooded by water. You are not able to see the bridge at all. How would you cross the river using the bridge? a. Define the problem:

How would I cross the river when the bridge is flooded?

b. Clues identified to arrive at the solution: Ø I have to cross the river Ø I cannot swim Ø No boats are available Ø There is a bridge flooded and by which only I can cross the river. Ø I am not able to see the bridge.

c. Solution arrived: 1. With the help of a stick I will find the way on the bridge and across it. 2. I will tie a rope to a tree or post, hold it and check the way through the water with the



XC

Problem: 1 A flask which has boiling water is kept on the table. A balloon is given to you. Without actually blowing air into the balloon it has to be expended. How will you do it? You should not blow or pump.

Problem: 2 There was a lake around which poor villagers had their hamlets in four directions. Four rich people bought the land around the lake. They wanted to use the lake for their purposes. They did not want the four poor villagers use it. So played foul by building a wall around the lake that only four of them can use and the others cannot. Show the every possible sketch of the wall the rich can build. Show in the following sketches with the pencil mark.

Problem: 3 You have been to a canteen with your friends. One of your friends keeps a coin on the floor and inverts a cup over it. He asks you to remove the coin without touching the cup. How would you do that? Problem: 4 When Nisha was working in the lab she spilt iron filings in to a plate filled with saw dust. She asks your help to separate the iron filings from the saw dust. Hoe would you do it easily? Problem: 5 You are playing with your friends. One of your friends held up two full scrape sheets of the same size, one in each hand. He asks you to drop them at the same time from the same height, but on a condition that the paper in your right hand should reach the ground first. How would you do this? Problem: 6

A deaf and dumb man came to you and asked for a book. He could not speak. So he mimed for the book. Then another deaf and dumb man came to you and mimed the gestures of writing, to ask a pen. Then a blind man came. He wanted to ask for a box. What sort of gestures do you suppose he made to ask for a box?

Problem: 7 You are taking bath. Suddenly the tap breaks and he water starts gushing out. You try to leave the bathroiom but you find the door jammed. The drainage puipe from which the water is going out is also blocked. There is a window which is closed and you cannot reach it. The water starts raising in the room. Soon it reaches your chin. You become desperate. What would you do to save your life?

Problem: 8 You are playing in a garden where a gardener is water the plants with a pipe. Your tennis ball falls into a deep hole. Your hand cannot reach it down and a bend in the middle of the hole makes it impossible for you to retrieve the ball with the help of sticks. How would you get the ball?

XCI

Problem: 9 A father with his two children arrives at the banks of a stream. It is dep. He wanted to cross the stream. There is a small boat. In which an elder or two boys alone can go. All of them know boating. All of them cannot go. He cannot leave them this side alone. But they crossed. How did they do iy? Problem: 10 A king has a square swimming pool for his loving daughter. When she grew young she wanted the pool to be big enough to accommodate her friends and servants. She demanded the king to expand the square pool double its present size without removing the four trees that are present each on the vertices of the square. She did not like at all to remove those trees. The king ordered his engineers follow rules of the princess. They are spending sleepless nights. Will you help them in this mission? Or they may loose their heads. Problem: 11 A boat on the water is full of goods. Even a small needle on it will drown it. But the last item is a huge hydrogen balloon. How would you carry it in the boat? You should not inflate it. Of course you cannot carry even that inflated balloon. Problem: 12 You have to place ten bottles in a square card board box so that every side gets equal number of bottles along each wall. Can you do it? Problem: 13 Twelve coins are arranged as shown below in three rows of four each or can say in four columns of three each. Now move any three of them so that we get four squares of equal measures? Show it in as many possible ways as you can. Problem: 14 Six glasses are in a row. The first three have grape juice in them. The next three are empty. Move only one glass so that there will be alternate glasses of grape juice and empty. Problem: 15 Jack said he can do magic. He said that if he throws a ball for some distance, it will definitely return in the same path, he also said that he will not hit it to wall or ground or anything else. But he did it. How he did it? Problem: 16 There was a sorcerer who caught women and turned them into rose plants. He kept all those rose plants in his witch garden. There is a rule that only husbands can identify and take them back. But many of them could not identify their wife s among the look alike roeplants.

XCII

He allowed only one woman in the night to see her husband and children. She should return in the early morning. One day a woman told her husband how to find her among so many rose plants that look alike, so that he can save her without fighting the sorcerer. So did her husband and brought his wife home. Problem: 17 John love s experiments. He always keeps a lens to observe the things around. One day he was trekking through a desert. He got thirsty. There he saw well. It is full of dirty water. One cannot drink it. But John looked round and found a small steel bowl. He gathered some dry sticks and noticed that he had no matches. After thinking for a second, he smiled and did it. What did he do to boil the water and drink it safe? Problem: 18 A shopkeeper made a cupboard with nine shelves, arranging three shelves in each row. He asked the salesman to arrange as follows. In the first row there should be Grapes, Pine apple and Sapota. In the second Pomegranate, Banana and mangoes. Lastly Oranges, guava and apples. But he said that apples should be below mangoes, above guava pomegranate, below pine-apples, banana. He also said that besides guava oranges should not come. And also below pine apple - pomegranate should not be placed. Is it possible for the sales man? Problem: 19 A house is built so that the owner can see all the t enants go through a passage. All should go through A’s room. B and C cannot go through each ones room but can go through A and D but E and F must go through C. How is it built? Sketch it please. Problem: 20 Sam is in a hurry to reach office in time. He had to do a lot of things at once. Shave, Cook rice, eat, and so on. He had 20 minutes left to do the following works and he needs some time to do all the things as shown below Cooking Rice - 20 minutes Bath - 05 minutes Shave - 05 minutes Make Tea - 10 minutes Wash face - 05 minutes Watch News - 15 minutes Lunch packing - 05 minutes Drink Tea - 05 minutes Is it possible to finish all these things within 20 minutes? Yet he did. How?

XCIII

ANNEXURE XXI PROBLEM SOLVING ABILITY TEST – FINAL DRAFT



You want to cross a river from south to north. You cannot swim, no boats are available and the only way you could reach the other side is by walking across the bridge there, but it is flooded by water. You are not able to see the bridge at all. How would you cross the river using the bridge? a. Define the problem:

How would I cross the river when the bridge is flooded?

b. Clues identified to arrive at the solution: Ø I have to cross the river Ø I cannot swim Ø No boats are available Ø There is a bridge flooded and by which only I can cross the river. Ø I am not able to see the bridge.

c. Solution arrived: 1. With the help of a stick I will find the way on the bridge and across it. 2. I will tie a rope to a tree or post, hold it and check the way through the water with the



XCIV

Problem: 1 A father with his two children arrives at the banks of a stream. It is dep. He wanted to cross the stream. There is a small boat. In which an elder or two boys alone can go. All of them know boating. All of them cannot go. He cannot leave them this side alone. But they crossed. How did they do it? a. Define the problem: ……………………………………………………………………………………… b. Clue identified to arrive at the solution: ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… c. Solution arrived: ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… Problem: 2 A boat on the water is full of goods. Even a small needle on it will drown it. But the last item is a huge hydrogen balloon. How would you carry it in the boat? You should not inflate it. Of course you cannot carry even that inflated balloon. a. Define the problem: ……………………………………………………………………………………… b. Clue identified to arrive at the solution: ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… c. Solution arrived: ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… Problem: 3 A king has a square swimming pool for his loving daughter. When she grew young she wanted the pool to be big enough to accommodate her friends and servants. She demanded the king to expand the square pool double its present size without removing the four trees that are present each on the vertices of the square. She did not like at all to remove those trees. The king ordered his engineers follow rules of the princess. They are spending sleepless nights. Will you help them in this mission? Or they may loose their heads.

XCV

a. Define the problem: ……………………………………………………………………………………… b. Clue identified to arrive at the solution: ……………………………………………………………………………………… ……………………………………………………………………………………… c. Solution arrived: Problem: 4 You are taking bath. Suddenly the tap breaks and the water starts gushing out. You try to leave the bathroom but you find the door jammed. The drainage pipe from which the water is going out is also blocked. There is a window which is closed and you cannot reach it. The water starts rising in the room. Soon it reaches your chin. You become desperate. What would you do to save your life? a. Define the problem: ……………………………………………………………………………………… b. Clue identified to arrive at the solution: ……………………………………………………………………………………… ……………………………………………………………………………………… c. Solution arrived: ……………………………………………………………………………………… ……………………………………………………………………………………… Problem: 5 Sam is in a hurry to reach office in time. He had to do a lot of things at once. Shave, Cook rice, eat, and so on. He had 20 minutes left to do the following works and he needs some t ime to do all the things as shown below

Cooking Rice - 20 minutes Bath - 05 minutes Shave - 05 minutes Make Tea - 10 minutes Wash face - 05 minutes Watch News - 15 minutes Lunch packing - 05 minutes Drink Tea - 05 minutes

Is it possible to finish all these things within 20 minutes? Yet he did. How?

XCVI

a. Define the problem: ……………………………………………………………………………………… b. Clue identified to arrive at the solution: ……………………………………………………………………………………… ……………………………………………………………………………………… c. Solution arrived: Problem: 6 A house is built so that the owner can see all the tenants go through a passage. All should go through A’s room. B and C cannot go through each ones room but can go through A and D but E and F must go through C. How is it built? Sketch it please. a. Define the problem: ………………………………………………………………………………………

b. Clue identified to arrive at the solution: ……………………………………………………………………………………… ………………………………………………………………………………………

c. Solution arrived: Problem: 7 There was a lake around which poor villagers had their hamlets in four directions. Four rich people bought the land around the lake. They wanted to use the lake for their purposes. They did not want the four poor villagers use it. So played foul by building a wall around the lake that only four of them can use and the others cannot. Show the every possible sketch of the wall the rich can build. Show in the following sketches with the pencil mark. a. Define the problem: ……………………………………………………………………………………… b. Clue identified to arrive at the solution: ……………………………………………………………………………………… ………………………………………………………………………………………

XCVII

c. Solution arrived: Problem: 8 Six glasses are in a row. The first three have grape juice in them. The next three are empty. Move only one glass so that there will be alternate glasses of grape juice and empty. a. Define the problem: ……………………………………………………………………………………… b. Clue identified to arrive at the solution: ……………………………………………………………………………………… c. Solution arrived:

XCVIII

Problem: 9 John loves experiments. He always keeps a lens to observe the things around. One day he was trekking through a desert. He got thirsty. There he saw well. It is full of dirty water. One cannot drink it. But John looked round and found a small steel bowl. He gathered some dry sticks and noticed that he had no matches. After thinking for a second, he smiled and did it. What did he do to boil the water and drink it safe? a. Define the problem: ……………………………………………………………………………………… b. Clue identified to arrive at the solution: ……………………………………………………………………………………… ……………………………………………………………………………………… c. Solution arrived: ……………………………………………………………………………………… ……………………………………………………………………………………… Problem: 10 Jack said he can do magic. He said that if he throws a ball for some distance, it will definitely return in the same path, he also said that he will not hit it to wall or ground or anything else. But he did it. How he did it? a. Define the problem: ………………………………………………………………………………………

b. Clue identified to arrive at the solution: ……………………………………………………………………………………… ………………………………………………………………………………………

c. Solution arrived: ……………………………………………………………………………………… ……………………………………………………………………………………… Problem: 11 You are playing with your friends. One of your friends held up two full scrape sheets of the same size, one in each hand. He asks you to drop them at the same time from the same height, but on a condition that the paper in your right hand should reach the ground first. How would you do this?

a. Define the problem: ……………………………………………………………………………………… b. Clue identified to arrive at the solution: ……………………………………………………………………………………… ……………………………………………………………………………………… c. Solution arrived: ……………………………………………………………………………………… ………………………………………………………………………………………

XCIX

Problem: 12 Twelve coins are arranged as shown below in three rows of four each or can say in four columns of three each. Now move any three of them so that we get four squares of equal measures? Show it in as many possible ways as you can. a. Define the problem: ……………………………………………………………………………………… b. Clue identified to arrive at the solution: ……………………………………………………………………………………… ……………………………………………………………………………………… c. Solution arrived: Problem: 13 You have to place ten bottles in a square card board box so that every side gets equal number of bottles along each wall. Can you do it? a. Define the problem: ……………………………………………………………………………………… b. Clue identified to arrive at the solution: ……………………………………………………………………………………… ………………………………………………………………………………………

C

c. Solution arrived: Problem: 14 A shopkeeper made a cupboard with nine shelves, arranging three shelves in each row. He asked the salesman to arrange as follows. In the first row there should be Grapes, Pine apple and Sapota. In the second Pomegranate, Banana and mangoes. Lastly Oranges, guava and apples. But he said that apples should be below mangoes, above guava pomegranate, below pine-apples, banana. He also said that besides guava oranges should not come. And also below pine apple - pomegranate should not be placed. Is it possible for the sales man?

a. Define the problem: ……………………………………………………………………………………… b. Clue identified to arrive at the solution: ……………………………………………………………………………………… ……………………………………………………………………………………… c. Solution arrived: ……………………………………………………………………………………… ……………………………………………………………………………………… Problem: 15 There was a sorcerer who caught women and turned them into rose plants. He kept all those rose plants in his witch garden. There is a rule that only husbands can identify and take them back. But many of them could not identify their wife s among the look alike rose plants. He allowed only one woman in the night to see her husband and children. She should return in the early morning. One day a woman told her husband how to find her among so many rose plants that look alike, so that he can save her without fighting the sorcerer. So did her husband and brought his wife home. a. Define the problem: ……………………………………………………………………………………… b. Clue identified to arrive at the solution: ……………………………………………………………………………………… ……………………………………………………………………………………… c. Solution arrived: ……………………………………………………………………………………… ………………………………………………………………………………………

CI

ANNEXURE XXII PROBLEM SOLVING ABILITY TEST – FINAL DRAFT

(TELUGU VERSION)

CII

CIII

CIV

CV

ANNEXURE XXIII LIST OF PANEL MEMBERS FOR TRANSLATION OF ADOPTED TOOLS

Sl.No. Name and Designation of the Faculty

1 C.MAHABOOB KHAN Junior Lecturer in Hindi Government Junior College, Nallamada

2 A. SRINIVASULU, Junior Lecturer in Telugu, Government Junior College, Nallamada

3 C. LAKSHMAIAH Telugu Pundit, Z.P.High School, Nallamada

4 A. RAMAKRISHNAIAH Retired Telugu Pundit KADIRI

5 K. RAMAKRISHNA Junior Lecturer in Telugu, SPACE JUNIOR COLLEGE, KADIRI

6 M. MANOJ Associate Lecturer in Hindi, Department of Hindi, S.V.University, TIRUPATHI

7 K. VENKATA RAMANA NAIK Lecturer in Chemistry Government Junior College, Nallamada

8 U. SHANKARAPPA S.G. Teacher M.P.E. School, Toletipalli, Nallamada

CVI

ANNEXURE XXIV LIST OF CONCEPTS AND RELATED ANALOGICS USED DURING TREATMENT – “SYNECTICS MODEL OF TEACHING SCIENCE”

Sl.No. Name of the Subject and

Topic

Analogy Used by the

Investigator

Analogies Generated By the students

PHYSICS 1. Earth and Its

Layers Egg ♣♣ Mango,

♣♣ Apple, ♣♣ Eye Ball ♣♣ Almond fruit ♣♣ Vegetable Rolls ♣♣ Stuffed Dishes

2. Volcano Rice Cooker ♣♣ Boiling Pot, ♣♣ Boiling Tea Pots, ♣♣ Vomiting of a Person, ♣♣ The Crackers, ♣♣ Rocket Propulsion, ♣♣ Anger of a person

3. Camera – How It Works?

Eye ♣♣ A small hole in a hut, ♣♣ The Theatre, ♣♣ The Mirror

4. Dispersion of Light Through a prism

Analyzing Visual information Through eyes

♣♣ Analyzing information through other sense organs, ♣♣ A Post card,

5. Nuclear Fission Breaking Stone with hammer

♣♣ Breaking large chunk of Jaggery.

♣♣ Breaking a coconut. ♣♣ Breaking a family. ♣♣ Cutting a metal with welding.

CHEMISTRY 6. J.J.Thomsons

Atomic Model Water Melon ♣♣ Guava

♣♣ Jack Fruit ♣♣ Hide and Seek Biscuit ♣♣ Brinjal

7 Rutherford Atomic Model

Planet ♣♣ Goondas around Villain. ♣♣ Gun Men around Chief

Ministers. ♣♣ Musical Chairs ♣♣ Boys going round a girl as

shown in films.

CVII

Sl.No. Name of the Subject and

Topic

Analogy Used by the

Investigator

Analogies Generated By the students

8. ∝ - Scattering Experiment

Playing Carrom Board

♣♣ Playing Marbles. ♣♣ In films Snooker ♣♣ Archery

9. Graham’s Law of Diffusion

Obese and Light Men

♣♣ Heavy Load pulling than light load pulling

♣♣ Solid Iron Ball and Hollow Iron Ball

♣♣ Cricket Cork Ball and Tennis Ball

10. Covalent Bond Partnership Business

♣♣ Agriculture with shared Bulls. ♣♣ Friends sharing Subject notes. ♣♣ Walls shared while building

houses. ♣♣ Various sharing activities at

home with neighbors BIOLOGY

11. Mitochondria Generator ♣♣ Power Station in a town. ♣♣ Earning parents ♣♣ Bank (Reserve Bank of India –

Analogy further improvised by the Investigator for students understanding)

12. Endoplasmic Reticulum

A factory ♣♣ Kitchen in Home ♣♣ A Hostel in a school ♣♣ A Hotel in town ♣♣ A school

13. Cancer Militants ♣♣ Naxalites ♣♣ Theives ♣♣ Bad people doing harm ♣♣ Parthenium

14. Differentiation in Animals

A school and its members

♣♣ Members in a office ♣♣ Members in a family ♣♣ Manging a factory ♣♣ C.M. and the Ministers

15. Areolar Connective Tissue

Sweet Noodle Soup

♣♣ Ocean with plants ♣♣ Pond with algae ♣♣ Pulao – A dish ♣♣ Gravy ♣♣ Fried Rice ♣♣ Sambar

CVIII

APPENDIX XXV THE MEMOIRS OF SYNECTICS

“THE SAMPLES”

“RURAL SCHOOL” Zilla Parishad High School, Nallamada

“URBAN SCHOOL” Municipal High School, Kutagulla, Kadiri

CIX

STRETCHING EXERCISES “DIRECT ANALOGY” The investigator cuing the students on how to make analogical connections. “Pomegranate is like a Medical Store”

The head master of the urban school checks through the syntax of Synectics Lesson plan for volcanoes

PHASE-I: “THE SUBSTANTIVE INPUT” Investigator giving information about the topic “Nuclear Fission”

CX

PHASE-II:DIRECT ANALOGY Urban Students Exploring into the analogical connections to a topic in Physics Rutherford’s “αα -Scatering Experiment”=“Playing Carrom” PHASE-III: PERSONAL ANALOGY We are “Sweat Noodle Soup” Rural students involved in personal analogy “Cartilage Tissue” = “Noodle Soup”

PHASE-IV: COMPARING ANALOGIES A rural student compares the direct analogy to the topic “CAMERA = “EYE”

CXI

PHASE-V: EXPLAINING DIFFERENCES Rural girl student explaining the differences between the analogy and the topic –“Volcano ≠≠ Pressure Cooker”

One of Panel members for translation of adopted tools, observes Rural students work sheets on the topic “Valcano”

CXII

PHASE-VI: EXPLORATION Urban students exploring the topic in groups

PHASE-VII: GENERATING ANALOGY Urban students involved in generating new analogics to the given topic

The Investigator observes students generated analogics on the topic “CHEMICAL BOND” = “AGRICULTURE” (Sharing bulls)

CXIII

“ESTABLISHING PARALLEL GROUPS” Rural students involved in answering SPM and THMAS as one of Panel members for translation of tools looks on.

CXIV

“DELAYED POST TEST” Urban students engaged in delayed post test on “Problem Solving Ability”

An observer from school complex committee checks

through the Synectics Worksheet of a group

An urban girl explaining differences between the analogy and the topic “Rutherford’s αα -Scattering Experiment” ≠≠ “Playing Carrom”

Documents

ANNEXURE I STANDARD PROGRESSIVE …shodhganga.inflibnet.ac.in/bitstream/10603/38475/2/annexure.pdfANNEXURE IV LIST OF PANEL MEMBERS FOR IDENTIFYING TOPICS AND ... S1: S2: S3: S4: S5: