CHAPTER FOUR

DATA PRESENTATION, ANALYSIS AND DISCUSSION

4.0 INTRODUCTION

This chapter deals with the presentation, analysis and discussion of data collected through

the use of Physics achievement Test (PAT) that was administered in some selected secondary

schools in Pankshin Metropolis of Plateau State.

4.1 PRESENTATION AND ANALYSIS OF DATA

The data collected are presented using mean as seen in the tables below. The mean score

of the test obtained is given below:

Table 1 is a test analysis conducted on pre-test score, to test students’ ability level of SSS3.

Table 1: T-test result on pre-test scores

S/N GROUP N X S.D [Link] [Link] Df L

1. Experimental 20 5.0 2.2

-2.5 2.021 38 0.05
2. Control 20 6.6 1.8

Table 1: shows the pretest students’ performance in physics among the two groups. The

experimental group has a mean of 5.0 and standard deviation of 2.2., while the control group has

a mean score of 6.6 and standard deviation of 1.8 this reveals that at the beginning of the course,

both experimental and control group students are almost at the same ability level. Therefore,

there is no significance difference in the ability level of SS 3 students in Physics before

treatment.
4.1.1. Research Question 1

Is there any significant different in the performance of the physic students who are exposed to

the use of information and Communication Technology (ICT) and those who are not exposed to

the use of Information and Communication Technology (ICT)?

Table A and B below are used to answer the question

Table A

The mean score of test obtained by 20 students of Prince international school Samaru Gusau

according to their group

EXPERIMENTAL GROUP CONTROL GROUP

S/N SEX SCORE MEAN S/N SEX SCORE MEAN

1 F 13 1 F 09

2 F 16 2 F 10

3 F 16 3 F 10

4 F 16 4 F 09

5 F 14 13.4 5 F 08 7.5

6 M 12 6 M 06

7 M 13 7 M 07

8 M 12 8 M 05

9 M 13 9 M 04

10 M 09 10 M 07
Table B

The mean score of test obtained by 20 students of Dominic College School Gusau according to

their group

EXPERIMENTAL GROUP CONTROL GROUP

S/N SEX SCORE MEAN S/N SEX SCORE MEAN

1 F 11 1 F 08

2 F 13 2 F 08

3 F 16 3 F 10

4 F 11 4 F 06

5 F 14 13.7 5 F 06 8.6

6 M 16 6 M 11

7 M 13 7 M 10

8 M 13 8 M 10

9 M 16 9 M 09

10 M 14 10 M 08

To answer research question 1, table A and B above were used to answer the question which was

based on the difference between the means score of the groups for each table (i.e Experimental

group and control group).

The analysis showed that the mean score of the test obtained for the experimental group (i.e

students who were exposed to the use of Information and communication Technology) for each

table is higher than that of the control group respectively. This confirms that difference exist
between the performance of students who were exposed to the use of Information and

Communication Technology (ICT) and those who were not.

4.1.2 Research Question 2

Is there any significant difference in the performance of Male and female Physic students

who are exposed to the use of Information and Communication Technology (ICT)?

Table C and D will be used to answer the question.

Table C

The mean score of the test obtained by 10 students of Prince International School Samaru Gusau,

Zamfara State from the experimental group according to their sex

EXPERIMENTAL EXPERIMENTAL
MALE FEMALE
SCORE MEAN SCORE MEAN

12 13

13 16

12 11.8 16 15.0

13 16

09 14
TABLE D

The means score of test obtained by 10 students of Dominica College Gusau, Zamfara State from

the experimental group according to their sex.

EXPERIMENTAL EXPERIMENTAL
MALE FEMALE
SCORE MEAN SCORE MEAN

16 11

13 13

13 14.4 16 13.0

16 11

14 14

The analysis in respect of table C and D above showed that there is a slight difference in the

mean score of the test obtained by male and their female counterparts. In table C, the mean score

obtained were 11.8 and 15.0 for the experimental male and female respectively. In Table D, the

mean score was 14.4 and 13.0 for experimental males and females.

From the analysis, it confirms that there is a slight difference in the performance of physic male

and female students who were both exposed to the use of Information and Communication

Technology (ICT)?

To answer this question, table E and F above are used.

TABLE E

The mean score of the test obtained by 10 students of Prince International School Samaru, Gusau

Zamfara State from the control group according to their sex.

CONTROL CONTROL
MALE FEMALE
SCORE MEAN SCORE MEAN

06 09

07 10

05 5.8 10 9.2

04 09

07 08

TABLE E

The means score of test obtained by 10 students of Dominica College Gusau, Zamfara State from

the control group according to their sex.

CONTROL CONTROL
MALE FEMALE
SCORE MEAN SCORE MEAN

11 08

10 08

10 9.6 10 7.6

09 06

08 06

The analysis from table E and F showed that the performance mean score of physic male and

Female students who were not exposed to the use of Information and Communication
Technology (ICT) doses not differ much as the mean score of the control female is seen to be

slightly higher than that of the control males in each table. In table E, the mean score of male and

female was found to be 5.8 and 9.2 respectively, 9.6 and 7.6 in table F for males and females

respectively. This confirms that there is significant difference in the performance of males and

females physic students who were not exposed to the use of Information and Communication

Technology (ICT).

4.2 TESTING RESEARCH HYPOTHESIS

4.2.1 HYPOTHESIS ONE

There is no significant difference in the performance of physic students who are exposed to the

use of Information and Communication Technology (ICT) and those who are not exposed to the

use of Information and Communication Technology (ICT).

To test this hypothesis, Table A and B are summarized using student t-test for independent

sample in the table below.

TABLE G

Group No. of Mean Variance Degree t-cal t-crit L Decision

student ( χ) (S2) of
(N) freedoms
(df)
Experimental 20 13.6 4.08

Control 20 8.1 3.70 38 8.814 2.021 0.05 Significant

Table G showed that the calculated T value is 8.814 and the critical value at 0.05 level of

significance for two-tailed test is 2.021. This shows that the calculated value is higher than the

tabulated value. It then implies that there is a significant difference in the performance of physic

students who were exposed to the use of Information and Communication Technology (ICT) and
those who were not. Therefore, the null hypothesis is rejected. The detailed calculation is seen in

appendix C1 and C2.

4.2.2 HYPOTHESIS TWO

There is no significant difference in the performance of males and females physics students who

are both exposed to the use of Information and Communication Technology (ICT).

Table C and D are summarized below using students t-test for independent sample to test this

hypothesis.

TABLE II

Group No. of Mean ( Variance Degree t-cal t-crit L Decision

student χ) (S2) of
(N) freedoms
(df)
Experimental 10 13.1 4.1

Control 10 14.0 4.0 18 -1.0 2.101 0.05 No Sig.

From table H, the calculated t-value is -1.0 and the critical t-value is 2.101 at 0.05 level of

significance for two-tailed test and the degree of freedom of 18. Since the calculated t-value is

less than the critical value, the implication is that the performance in physic of make students

was not significantly different from the

No page 44

PAGE 45

Academic who were both exposed to the use of Information and Communication Technology

(ICT). Therefore, the stated hypothesis is accepted. The detailed caution is seen on appendix E 1,

and E2,

43 DISCUSSION OF FINDINGS
The result obtained before the treatment (pre-test shown in table) revealed that there was

significant difference in the mean score performance of students from the two groups

(experimental and control group). The experimental group has a mean score of 5.0 and standard

deviation of 2.2 while the control group has a mean score of 6.6 and standard deviation of 1.8.

This indicates that, the ability level of group of physics students in SSS3 was almost the same

before the treatment.

Table G hypothesis one which states ‘There is no significant difference in the performance of

physics student who are expose to use of information and communication technology (ICT) and

those who are not exposed to the use of information and communication technology (ICT)

reveled that physics students who were exposed to the use of ICT perform better than those who

were not hence, there is significant difference between the two group. Also there was significant

difference in the mean score of students taught using information and communication technology

(ICT) and those not taught using Information and Communication Technology (ICT) since the

mean score of the per-test and posttest increased from 5.0-13.16 respectively.

Table H hypothesis two: There is no significant difference in the Performance of male and

female physics students who both exposed to the use of information and communication

technology (ICT). The findings reveals that there is no much significant difference between the

performance of physic males and females students who were both exposed to the use of ICT.

This finding is in line with the assertion of Gakuu (2006), that there is no gender disparity in

science performance provided that both are exposed to the same condition of teaching and

learning.

Table I hypothesis three: There is no significant difference in the performance of male and

female physic students who are not exposed to the use of Information and Communication
Technology (ICT). The finding for this question also revealed that there is no much significant

difference in the performance of physic male and female students who were both taught physic

without exposing them to the use of ICT.

For hypothesis one, the t-value of 8.814 as against the critical value of 2.021 was obtained

resulting to a difference between the performance of physic students who are exposed to the use

of Information and Communication Technology (ICT) and those who were not. See appendix A 1

and A2 for detailed computation. This implies that students who were exposed to the use of ICT

perform better than students who were not. This is an agreement with Gillespie (2006), who

observed that learners achieve more when exposed to the use of ICT rather than when using

conventional method of teaching.

Hypothesis two was accepted on the basis that t-calculated was less than t-critical (i.e -1.0

against 2.101). The hypothesis was tested at 0.05 level of significance and 18 degree of freedom.

This shows that there is no disparity between the performance of physic male an female students

who were both exposed to the use of ICT.

Testing of hypothesis three yielded t-calculated as -0.80 against the critical value which is 2.101.

this shows that t-calculated is less than t-critical. On this basis, the hypothesis is accepted that

there is no significant difference in the performance of male and female physic students who are

not exposed to the use of Information and Communication Technology (ICT).

 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

5.1 SUMMARY

This study aimed at comparing the teaching and learning of physics using Information and

Communication Technology (ICT) with the conventional method of teaching (traditional), in

order to ascertain which method is more effective.

The researcher conducted the research in groups i.e the experimental group which was taught

with the use of ICT and the control group which was taught without exposing them to the use of

ICT.

The physic achievement test (PAT) was design to find out the Impact of ICT on student’s

performance. The purpose of this work is to ascertain whether the delay in association currently

observed with traditional learning (i.e stating physics laws and solving problems thereafter) can

still happen with the aid of Information and Communication Technology (ICT) and whether

students (both male and female) performance is better when taught using ICT.

To carry out the research, (20) items objective questions were formulated, three hypothesis were

advanced for this research. A purposive sampling technique of two schools was chosen from

Pankshin metropolis of Pankshin L.G.A of Plateau State. The hypotheses were tested at 0.05

level of significance.

The population of 40 SSS3 was chosen by the researcher through the use of random numbers.

Twenty (20) students were used for the experimental group and twenty (20) for the control

group. The result obtained from analysis shows that those exposed to the use of Information and

Communication Technology (ICT) perform better than those who are not exposed to the use of

Information and Communication Technology (ICT).

5.2 CONCLUSION

The traditional method of teaching Physics that has to do with the teacher stating physics laws

with their respective formulas and afterwards solving exercises in the abstract level leaving

behind the association with the phenomenon that is described by the physics principle is not the

best way of teaching Physics. This method leave learners with no choice than to memorize the

laws and formula in order to solve exercises. Many students have ran away from Physics because

to them Physics is not real (abstract) and the remaining few perform poorly for the same reason.

In this work, we have looked at the use of ICT (using situations) as alternative method of

teaching Physics. This method allows learners to engage themselves throughout the lessons and

does not leave behind the association with the phenomenon which is always described by the

physics principles simulations can bridge the space created between theory and practical.

Based on the findings of this research work, the following conclusions can be drawn: There is

significant difference in the performance of physics students who were taught with the use of

ICT. There is no significant difference in the performance of male and female physics students

who were taught with the use of ICT. Lastly, there is no significant difference in the performance

of male and female physics students who were not taught with the use of Information and

Communication Technology (ICT).

5.3 RECOMMENDATIONS

In the light of this findings, it is considered very important to make the following

recommendations:

1. Information and Communication Technology (ICT) equipment and facilities such as

internet, projectors etc. should be made available to all secondary schools.

2. Government, international bodies and Non-governmental organizations to invest on ICT

related projects in secondary schools.

3. Only qualified and competent physics teachers that have skills in using Information and

Communication Technology (ICT) to teach physics course in classrooms.

4. Physics teachers should be encouraged to go for further training on ICT and how it can be

use to teach modern physics.

5. Attention should be paid on facilities in our secondary schools. Also ICT system together

with necessary peripherals should be bought. This will enhance the teaching and learning

of physics and allow discovery of more facts.

6. Conferences, seminars and workshops and relevant programs should be organized by

professionals of ICT to teach physics teachers and science teachers on modern

technology and it uses.

7. Information and Communication Technology (ICT) relevant curriculum should be

developed specially for primary schools, secondary schools and tertiary institutions.

8. Establishing facilities for electronic distance learning networks opportunities in our

schools.

9. Creating ICT Application, in Research Design and Development Strategy.

5.4 LIMITATION OF THE STUDY

This research work attempt to compare the teaching and learning of modern physics using

Information and Communication Technology (ICT) with the conventional method of teaching

(traditional), in order to ascertain which method is more effective. The researcher concentrated

only on SSSIII students because of time frame and financial constraints which are limiting. The

schools and population used was not enough for generalization, though the finding gave him
concerning the topic under consideration. Thus, the result tells us some important truths about

the particular schools studied.

5.4 SUGGESTION FOR FURTHER STUDIES

The researcher wishes to suggest that further research should be carried out in the following

areas.

1. A similar research should be conducted using a large sample more than the sample size

used for this research.

2. Research could be carried out to determine how various ICT software and hardware are

made use of in the teaching and learning process.

3. A study could be carried out to investigate ICT use in other science subjects. This study

focused on use of ICT in the teaching and learning of modern physics.

4. A similar study could also be carried out in other regions to determine whether findings

established by this study also apply. This will serve to strengthen the findings of this

study.

5.5 CONTRIBUTION TO KNOWLEDGE

It was found that exposing students to the use of ICT in teaching and learning process does

increase the performance of students and increase student’s interest to learn. With this new

knowledge, physics lessons could be taught using ICT so as to eject the

 REFERENCES

Abimbade, A (1995). Effective teaching of mathematics and computer education in schools.

Journal of educational studies vol. 6 No. 1PP 95.

Abimbade, A. (1999). Effective teaching of mathematics and computer education in schools.

Journal of educational studies vol. 6. No. 1Pp 95.

Adewoyin, J.A. (2002). Educational Technology a functional approach. Lagos Raytel

Communication Ltd.

Adeyemi College of Education, Ondo. An Unpublished long essay submitted to schools of

education, Adeyemi College of Education, Ondo.

Afolabi, Adedapo & Adeyanju (2005). Why College Teahcers do not use ICT facilities in

Teaching Journal of e-learning (JOEL). An internal journal promoting ICT in Education

and Training. Pp 26-28

Akintujoye, F.J. (2007) The level of awareness and utilization of information communication

technology (ICT) among lecturers of science disciplines in Becta (2004). A vision of e-

learning, ferl Offline, vol 17, Autumn, page 4.

Atner, N. & Bitner, J. (2002). Integrating Technology into the Classroom: Eight keys to success

Journal of Technology and Teacher Education, 10(1), 95-100. Norfolk, VA: Society for

Information Technology & Teacher Education. Retrieved August 20, 2019 from

[Link]
Bruner, J. (1976). The process of education, Harvard University Press Compadre resources and

services for physics education [Link] on 4th april, 2018.

College of Education, ondo in collaboration with universal basic education commissions, Abuja

between 2nd and 7th September 2007.

Ncet (1995) approaches to it capability key stages 1 and 2 coventry: National council for

educational technology

Dada, a. (1999). The teacher and the curriculum Ibadan tejana general enterprises.

Driver, R., j. leach r, miller and scott, p. (1997). Young people’s images science, pa: open

university press, Bristol

Edeson (1997). A model for pedagogical and curricula transformation for integration of

technology in middle school science, paper presented at annual meeting of the national

association for research in science teaching. St. Louis, MO, March 25-28.

Ezeliora, b. (1997). Computer: a new technology in chemistry, teaching and learning of science

proceeding of the 4th annual conference of the science teacher association of Nigeria

(stan).

Eysink, t.s., dejong, t. berthold, k. kolloffel, t. opfermann. M. & wouters, p (2009). Learner

performance in multimedia learning arrangements. An analysis across international

approaches, American educational research journal, 46(4), 1106-1146, dio:

10.3102/002831209340235

Falade, g.o (2005). Globalization and distance education: its effect on educational system in

Nigeria, journal of e-learning (joel): an internal journal promoting ICT in education and

training. Vol. 1, No. 1, Pp. 26-28.

Gillespie, H. (2006). Unlocking learning and teaching with ICT: identifying and overcoming

barriers: David Fulton Publishers. London

Gakuu, c.m (200). Analysis of the factors and attitudes that influence lecturer’s readiness to

adopt distance education and the use of ICT in teaching: the case of the University of

Nairobi. Unpublished PHD Thesis University of Nairobi.

Hennesy, S., Deaney, R. Ruthven, K. and Winterbottom, M. (2007). Pedagogical strategies for

using the interactive whiteboard to foster learner participation in school science. Learning

Media and Technology, 32(3). Pp.283-301

Hennesy, S., and Osborne, J. (2003). Literature review in science education and the role of ICT,

promise, problems and future directions. Future lab London.

Hekowa & Obueh (2005). Information and Communication Technology (ICT) a prequisite for

professional training of science teachers in the 21st century. Nigeria Journal of science

and educational research vol. 1 No. 2. Pp. 23-26.

Iyekowa and Obueh (2005). The indispensability of ICT in educational research in Information

Communication Technology in the service of education edited by D Ezeh and Nkadi

Onyegbu Enugu Timex Publications.

Jimoyiannis, A., & Komis, v. (2001). Computer simulations in physics teaching and learning. A

case study on students’ understanding of trajectory motion. Journal of computers &

education, 36, 183-204 [Link]

Kukkonen, J., Illon, P. Karkkanen, S. Hartikainen Ahia, A. & Keinonen, T. (2014). Pre-Service

Teacher’s Experiences of Scaffolded Learning in Science through a computer supported

collaborative inquiry education and information technologies, 21 (2), 349371. Retrived

August 22, 2019 from [Link] 75877.

Miles, B. (2010). Teaching and Learning science. The state of the Art and New Directions:

University of New Zealand, paper presented on Mathematics and science teachers’

workshop. Nairobi (Unpublished)

National Research Council (2011). Successful K-12 STEM Education: The Effective

Approaches in Science, Technology, Engineering and Mathematics Based on a workshop

convened by the National Research Council May 2011. 1

Newton, L. (2003). ICT for Managing Student learning: Kluwer Publishers, 101 Philip Drive,

Assinippi Park, Norwell, Massachusetts 02061.

Oyetayo, MO. (2007). Methods of teaching. Apaper presented at the workshop organized for the

teachers under the Federal Teachers scheme by Adeyemi.

Peter N.N, Lassa (OON)(2005). Issues on teacher preparation in science technology and

mathematics Nigeria Journal of Science and Educational Research Vol. 1 No. 2, Pp. 123-

127.

Plomp, T. Brummethis, A.C.A., & Rapmund, R. (1996). Teaching and Learning for the Future.

Report of the Committee on Mutlimedia in Teacher Training. The Hague, the

Netherlands SDU.

Smetana, L.K., and Bell, R.I. 2012. Computer simulations to support science instruction and

learning: A Critical review of the literature, International Journal of Science Education,

34 (9): 1337-1370. Doi:

Sevin-kachala, J. and Bialo, E. 2000, 2000 research report on the effectiveness of technology in

schools, 7, Washington DC: software and information industry Association.

Steve, A. and Keith, H. (2001). Teaching science: Stylus Publishing Quicksilver Drive Sterling,

USA.
Steve Kennewell, Gary Beauchamp Learning, Meia and Technology Volume 32, Number 3,

September 2007 ISSN 1743-9884

Songer, N.B 2007 “The Digital resources or cognitive tools: a discussion of level of science with

technology”. In handbook of research on science education. Edited by: Abell, S. and

Lederman, N. 471-491. Mahwah, NJ: Law Erlbaum associates Publishers.

The New Lexicon Webster’s Dictionary of the English (1995) Danbury, CT: Lexiton

Publications, INC. pp562-563.

Ramasundarm, V., Grunwald, S., Mangeot, A., Comerford, N.B, & Bliss, C.M (2005)

Development of an environmental virtual field laboratory. Computers, 45 21-34

Romero, N.J and Martinez, D.W (2012). Factors affecting technology integration in K-12

classrooms. A path model. Educational Technology Research & Development, 58 (2).

137-154.

Zarich, S. (2013). ICT for sustainability. ETH Zurich, Switzerland.

 APPENDIX A

SUBJECT PHYSICS

CLASS SSIII

TOPIC PHOTOELECTRIC EFFECT

DURATION 90 MINUTES

SEX MIXED

AVERAGE AGE OF LEARNERS (15-17) YEARS

OBJECTIVES By the end of the lesson, students should be able to:

i. Define photoelectric effect
ii. Differentiate between the following terms;
 Stopping potential
 Threshold frequency
 Work function
 Thermionic emission
iii. State some application of photoelectric effect
iv. Solve simple problems on photoelectric effect
INSTRUCTIONAL MATERIALS Simulation of an experimental set-up of photoelectric
effect
METHOD(S) OF INSTRUCTION Discussion, Questioning and Problem Solving

PREVIOUS KNOWLEDGE Students’ have been taught Atomic Spectra; Colour and
light frequency in their previous class.
INTRODUCTION The teacher introduces the lesson by writing the topic on
the chalk level
PRESENTATION The teacher presents the lesson through the following
steps:
STEP 1 Photoelectric effect was discovered in 1887 by the

German phycist Heinrich Hertz during experiment with a

spark gap generator, hertz discovered that electrons could

be emitted from a metal surface when electromagnetic

 radiation falls on the surface. This is called photoelectric

effect. The emitted electrons are known as photo-

electrons

For some surfaces such as sodium, this radiation had to

have short wavelength (x-rays or ultraviolet) to cause

emission while for others such as Caesium, electrons

were emitted when irradiated by infra-red radiation

which is of much longer wavelength.

The liberated electrons absorb energy from the incident

radiation dn are thus able to overcome the attraction of

positive charges. These effect can be summarized as

follows:

a. No electrons are emitted from the positive plate due

to the mutual attractive force between the electrons

and the plate.

b. The number of photoelectrons emitted per second is

directly proportional to the intensity of radiation.

c. The energy of the emitted electrons depends on the

frequency of the incident radiation.

There exist a threshold frequency (f) for all surfaces, and

below this frequency, no electrons are emitted no matter
the intensity of radiation.
TEACHER ACTIVITY The teacher explains the concept of photoelectric
effective and how electrons are emitted.
STUDENT’S ACTIVITY Students participate in the lesson by answering questions

and making valid contributions.

Electrons emitted from the cathode are push towards the

anode by electric field force. Even when the radiation of

electric field is reversed some electrons still reach the

anode.

Conditions for Electron Emission

i. If hf>hf0, electrons are emitted and ejected away.

ii. If hf = hf, electrons are only emitted.

iii. If hf < hf, no electrons emission.

Photocell: this is a device used for the detection and

measurement of light.

The stoping potential: is the minimum value of the

reversed potential difference (p.d) that gives zero current.

The maximum kinetic energy (K.E) of the most energetic

electron leaving the cathode with:

[Link] = 1/2mv2 Has zero K.E at the anode

[Link] = 1/2mv2 = ev ………………………… (1)

By measuring the stopping potential. The maximum K.E

with which the electron leave the cathode can be

determined.

Threshold Frequency can be defined as the lowest

frequency that can cause photoemissions from a metallic

surface.

Work function can be defined as the minimum energy

 required to remove an electron from a metal surface.

This is known as work functions of the metal

K.E = 1/2mv2 = hf – from equation 1

Ev0 = hf - ……………………. (2).

TEACHER ACTIVITY Teacher gives more explanation on the above concepts

citing relevant examples

STUDENTS ACTIVITY Students discuss amongst themselves on these concepts

for more understanding at their level.

STEP III Application of Photoelectric Effect

 In burglar alarm or infra-red intruder alarm

 In automatic door control
 In light meter or photometer
 In solar calculator
 In reproduction of film track etc.
Thermionic emission: This is the process of electron
emission when a metal is heated to a very high
temperature (red hot or white hot). It is a surface
phenomenon.
Application of Thermionic emission
 In tungsten electric bulb
 In diodes
 Cathode ray tube or TV
 X-ray production
STEP IV Einstein’s Photoelectric Equation

An equation proposed by Einstein in 1905, relates the

energy E, of the incident radiation to the work function
and the K.E of the emitted electron.
If the work function of the metal and the incident
frequency is f, Einstein photoelectric equation is
expressed as;

Example: The threshold frequency for Lithium is 5.5 x

1014 Hz. Calculate the work function for Lithium.
Solution
EVALUATION The teacher evaluates the lesson by asking the students
based on what he taught them e.g define photoelectric
effect
SUMMARY/CONCLUSION The teacher summarizes and concludes the lesson by
highlighting the major areas of the lesson thus:
 Photoelectric effect is the ejection of electrons from
a metallic surface when light is incident on it. It is a
surface phenomenon.
 The stopping potential (vo) is the potential
necessary to stop any electron from reaching the
anode.
 Threshold frequency (fo) can be defined as the
lowest frequency that can cause photoemission from
a metallic surface
 Work function can be defined as the minimum
energy required to remove an electron from a metal
surface.
 Thermionic emission this is the process of electron
emission when a metal is heated to a very high
temperature (red hot or white hot). It is a surface
phenomenon.
Application of Photoelectric Effect
 In burglar alarm or infra-red intruder alarm.
 In automated door control
 In light meter or photometer
 In solar calculator
 In reproduction of film track etc.
 APPENDIX A2

SUBJECT PHYSICS

CLASS SSS III

TOPIC X-RAY PRODUCTION

DURATION 90 MINUTES

SEX MIXED

AVERAGE AGE OF LEARNERS (15-17) YEARS

OBJECTIVES By the end of the lesson, students should be able to:

i. Describe how x-rays are produce
ii. Differentiate between hard x-ray and soft x-ray
iii. State some properties of x-ray
iv. State some application of x-ray
v. Solve simple problems
INSTRUCTIONAL MATERIALS Simulation of modern x-ray tube.
METHOD(S) OF INSTRUCTION Discussion, Questioning and Problem solving.

PREVIOUS KNOWLEDGE Students’ have been taught photoelectric effect in their

previous class.
INTRODUCTION The teacher introduces the lesson by asking the students
question based on their previous knowledge e.g. define
photoelectric effects.
PRESENTATION The teacher presents the lesson through the following
steps:
STEP 1 X-ray was discovered accidentally in 1895 by a German
physicist Wilhelm Roentgen, x-rays are transverse waves
or electromagnetic waves with very short wavelength,
about 10-10m.
They are produced when a high-energy electron strikes a
metal target. X-rays production is an inverse of
photoelectric effect.
The electrons are produced by thermionic emission from
the hot cathode which is a heated tungsten filament. This
filament lies inside a curved metal cylinder which acts to
focus the emitted electrons on to a tungsten target
embedded in a copper block which also acts as the
anode. Tungsten is used as the target because it is a metal
of high melting point.
TEACHER ACTIVITY The teacher explains the concepts of X-ray an how they
are produce using simulation
STUDENT’S ACTIVITY Students participate actively in the lesson by asking and
 answering questions

STEP II Types of X-rays

There are two types of X-rays-the hard x-rays and the

soft x-rays.

The hard x-ray have a high penetrating power and short

wavelength. While the soft x-rays have a low penetrating

power and longer wavelengths.

EX-ray =hf = hc = ev
λ
STEP III Properties of X-Rays
 Pass through many materials more or less unchanged;
 Cause fluorescence in materials such as rock salt,
Calcium company
 Affect photographic plates
 Cannot be refracted
 Are not affected by magnetic and electric filed
 Can cause photoelectric emission
TEACHER ACTIVITY The teacher further explains the properties of x-ray to the
students for more understanding.
STUDENTS’ ACTIVITY Students form a discussion forum amongst themselves on
more properties of x-ray
STEP IV Uses of X-Rays
a. Diagnostic –x-rays are used in the detection of a
broken bone or a tooth cavity.
b. Therapeutic – used for the treatment of malignant
cancers and tumors
c. Doses of x-rays for medical purpose to patients
should be controlled as they can damaged living
tissues.
d. X-ray diffraction can be used in determining atomic
spacing in crystals.
TEACHER ACTIVITY The teacher explains the uses of x-ray by giving relevant
examples
STUDENTS’ ACTIVITY The students discuss more on the application of x-ray
STEP V Example. Calculate the minimum wavelength of x-ray
when a voltage of 45kv is applied to an x-ray tube.

Solution
E=hf = hc = ev
λ
 = λ = hc = 6.63 x 10-34 x 3.0 x 108
ev 1.6 x 10-19 x 45 x 103
λ = 2.8 x 10-11m
EVALUATION The teacher evaluates the lesson by asking the students
questions based on what he taught them. E.g. describe
how x-ray is produce.
SUMMARY/CONCLUSION The teacher summarizes an concludes the lesson by
highlighting the major areas of the lesson.
 APPENDIX B

PLIOT TEST

GROUP A GROUP B
S/N X Y X2
Y2 XY
1 1 3 1 9 3
2 2 4 4 16 8
3 2 4 4 16 8
4 3 5 9 25 15
5 4 6 16 36 24
6 4 6 16 36 24
7 5 7 25 49 35
8 7 8 49 64 56
9 5 7 25 49 35
10 8 9 64 81 72
11 4 6 16 36 24
12 7 8 49 64 56
13 3 5 9 25 15
14 4 6 16 36 24
15 7 8 49 64 56
16 8 9 64 81 72
17 8 9 64 81 72
18 7 8 49 64 56
19 4 6 16 36 24
20 7 8 49 64 56

∑ X = 100 ∑ Y = 132, (∑ ᵡ )2 = 10000 (∑Y )2 = 17424 ∑ X 2 = 594

∑ Y 2 = 932 ∑ XY =735

N ∑ XY −(∑ X)(∑ Y )
r=
√ ( N ∑ x ) −¿ ¿
2

( 20 x 735 )−(100 x 132)

r= ¿
√ (20 x 594 ) −(10000)¿
1500
r= =0.99
1512
∑ f =20 , ∑ fx=100 , ∑ fx ( X− X )2 = 94

X1 = = = 5.0
∑ fx 100
∑f 20

S1 = = = 4.9
2 ∑ fx ( X −X ) 2 94
n−1 20−1
∑ f =20 , ∑ fx=132 , ∑ fx ( X− X )2 = 60.8

X2 = = = 6.6
∑ fx 132
∑f 20

S1 = = = 3.2
2 ∑ fx ( X −X ) 2 60.8
n−1 20−1
Using t-test for independent sample

X
❑
∑ f =20 , ∑ fx=161 , ∑ fx ( X− X )2 = 70.9

X2 = = = 8.1
∑ fx 161
∑f 20

S1 = = = 3.7
2 ∑ fx ( X −X ) 2 70.9
n−1 20−1

∑ f =20 , ∑ fx=271 , ∑ fx ( X− X )2 = 77.6

X1 = = = 13.6
∑ fx 271
∑f 20

S1 = = = 4.08
2 ∑ fx ( X −X ) 2 77.6
n−1 20−1
∑ f =1 0 , ∑ fx=1 31 , ∑ fx ( X− X )2 = 36.9

X1 = = = 13.1
∑ fx 131
∑f 10

S1 = = = 4.1
2 ∑ fx ( X −X ) 2 36.9
n−1 10−1
∑ f =1 0 , ∑ fx=1 40 , ∑ fx ( X− X )2 = 36

X1 = = = 6.6
∑ fx 1 40
∑f 10

S1 = = = 4.0
2 ∑ fx ( X −X ) 2 36
n−1 10−1
∑ f =1 0 , ∑ fx=77 , ∑ fx ( X− X )2 = 48.1

X1 = = = 7.7
∑ fx 77
∑f 10

S1 = = = 5.3
2 ∑ fx ( X −X ) 2 48.1
n−1 10−1
∑ f =1 0 , ∑ fx=84 , ∑ fx ( X− X )2 = 20.4

X2 = = = 8.4
∑ fx 84
∑f 10

S1 = = = 2.3
2 ∑ fx ( X −X ) 2 2 0. 4
n−1 10−1