COLLEGE OF TEACHER EDUCATION Normal Road, Baliwasan, Zamboanga City 7000Tel. No. 991-1771 Fax No. (062)992-42 38 Zamboanga City DETAILED LESSON PLAN IN SCIENCE 10 Learning Area: Learning Delivery Modality: FS3 Student Teachers Grade Level And Section Science 10 Face-to-face Modality Galanaga, James B. . Description Title Grade 10Conception Prerequisite Knowledge Date Earth’s Mechanism I. OBJECTIVES A. CONTENT STANDARD The learners demonstrate understanding of: an Evidences of Plate Movements Sept. 18-22, 2023 (Monday-Friday) 10:00am to 11:00am Estimated Time 4 hours B. PERFORMANCE STANDARD The learners shall be able to: a. demonstrate ways to ensure disaster a. the relationship among the preparedness during earthquakes, locations of volcanoes, earthquake tsunamis, and volcanic eruptions; and epicenters, and mountain ranges. suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquakes, tsunamis, and volcanic eruption. C. LEARNING COMPETENCY D. SPECIFIC OBJECTIVES At the end of the lesson, the students should be The learners should be able to: able to: a. describe the possible causes of a. identify the different theories involved in plate movement; the evidence of Plate Movements; b. enumerate the lines of evidence b. describe the evidences of plate that support plate movement. movements; and c. II. SUBJECT MATTER a. Evidence of Plate Movements Continental Drift Theory Seafloor Spreading Theory Magnetic Reversal A. Topics B. References explain how these theories prove the movement of the plates. Quarter 1 – Module 5: Evidence of Plate Movements C. Materials from learning resources A. Laptop, Ppt, chalkboard, projector B. Scissors, glue/tape, chipboard, cartolina, Activity Sheet III. PROCEDURE Teacher’s Activity I. PREPARATORY ACTIVITY Student’s Activity Day 1 a. Setting the Mood “Good morning, Grade 10-Conception” First, let me introduce ourselves. My name is James B. Galanaga and I will be your teacher throughout this lesson. You may call me as teacher James or Sir James. I'm looking forward to your active participation in our class and I hope we can all get along. “Good morning, Sir James!” b. Classroom Rules Before we start our discussion for today, I want you all to know about our classroom rules. So, I only have 3 rules that include; Listen to the teacher when s/he speaks; Raise your hand before speaking or when you have questions; and Don’t do anything that is unnecessary. “Are there any questions?” “None sir!” c. Recall "To start with, let us do a little recall about the The students will raise their hands. topic that you had last week. Can somebody tell me “It’s about convection current/mantle what your topic is last week?” convection sir!” “That’s correct your topic last week was all about convection current, how it affects the movement of the plates, why does it occur and how does it contribute to the formation of mountain and volcanoes etc.” “Convection current occurs when there is a difference in temperature, when warm air that is less dense rises up to the crust and then cools down and goes back again to the mantle which forms a cycle. When convection current occurs its affect the plate tectonics causing them to move, continental plates rise up and oceanic plate submerge due to their difference in densities, when this happened geologic features are formed such as volcanoes, mountains, trenches etc. and that’s when earthquake and tsunami occurs” D. Motivation The teacher will give a short activity. “Class, before we start with our topic, first let us play a game titled Deal or No Deal. The mechanics of this game is I will choose one student from this class to participate. I have prepared three briefcase here and each briefcase has a corresponding points contains a question for you to answer. You may choose what briefcase you want to open and if you can answer the question inside the case you will get the points. But, if you fail to answer the question, it will be given to another student who can answer it correctly.” “Did you understand the mechanics for our game?” “Yes Sir!” “Great! Ready na ba kayo?” “Okay let’s start” “Ready na!” The teacher will use student number system to choose a contestant for the game. Brief case number 1 Question: What evidence do scientists use to support the Continental Drift Theory? A. rocks, fossils, air B. rocks, water, ice Answer: C C. rocks, fossils, climate D. rocks, fossils, human beings Brief case number 2 question: If you are a cartographer, what would give you an idea of the continents that were once joined? A. ocean depth B. shape of the continents C. position of the South Pole D. size of the Atlantic Ocean Brief case number 3 Answer: B What type of plate boundary is occurring in the Mid-Atlantic Ridge? A. Convergent B. Transform C. Divergent D. Destructive Answer: C “Let’s settle down class. Please arrange your chairs and take a seat” “Did you enjoy?” “Yes sir” “Do you want more?” “Yes sir” “Okay! Let us have some more activity!” “Ready ka na ba?” “Ready na!” II. LESSON PROPER A. ENGAGE The teacher will prepare a cabbage paper for the students to pass around the class while playing music in a game called "The Cabbage Relay." Each student must peel one piece of paper from the cabbage and if the music stops, lucky students may get a paper with a question on it. “Are you ready class?” “Yes sir” Questions: Students will answer: 1. How does temperature and density “Temperature and density variations variation within the mantle drive the within the mantle drive mantle convection process of mantle convection? through a simple mechanism: hot, less dense mantle material rises while cooler, denser material sinks.” 2. Does the movement of the plates cause by “Yes, the movement of Earth's tectonic plates mantle convection? is primarily caused by mantle convection. The heat-driven convection currents within the mantle create upward and downward movement of mantle material.” B. EXPLORE The class will be divided into 3 groups, each of the The student's possible answer. groups will be given a handout with guide questions for them to answer. This activity will be recorded as your performance task. Part 1 : Carefully cut the continents and place it inside the compass and stick them together like a puzzle to form a super continent called the Pangea according to their shape. Guide Questions: “Glossopteris fossils are an important 1. Do the Glossopteris fossils tell us all land piece of evidence suggesting that the land masses were once joined together? masses we now know as South America, Africa, India, Antarctica, Australia, and parts of other continents were once part of a supercontinent called Pangaea. These fossils are found in these continents and provide support for the theory of continental drift and plate tectonics. However, while Glossopteris fossils suggest a connection between these landmasses, they don't tell us about all land masses worldwide. Other types of evidence, such as the distribution of rock formations and the fit of continents, also contribute to the understanding of past continental configurations.” “Glossopteris fossils indicate that 2. If Glossopteris fossils were found in Antarctica was once part of a landmass Antarctica, what was the climate of this that had a significantly different climate continent before? from the current icy conditions. These fossils suggest that Antarctica was once situated closer to the equator, likely in a position where it had a temperate or even a tropical climate. This is because Glossopteris plants are adapted to warmer, non-polar climates. The presence of these fossils in Antarctica supports the idea that the continent has moved over geological time due to plate tectonics.” 3. If the climate and the position of a place where relative to each other, where was then the initial location of Antarctica 250 million years ago? “Approximately 250 million years ago during the late Paleozoic and early Mesozoic eras, when Glossopteris fossils were thriving, it is believed that Antarctica was situated closer to the equator or within a larger landmass that was positioned nearer to the equator. Its precise location within the supercontinent Pangaea may have varied over time, but it likely experienced a much warmer and more temperate climate than the frigid conditions it has today, given the evidence from Glossopteris fossils.” 4. Is the presence of animal fossils telling that “Animal fossils, such as certain reptiles South America, Africa, and Antarctica were and early mammals, can also provide once connected? evidence for the connection between continents. In the case of South America, Africa, and Antarctica, the presence of similar or related animal fossils in these regions supports the idea that these landmasses were once joined together. For example, the discovery of fossils of the therapsids, a group of early mammal-like reptiles, in both South America and Africa suggests that these continents were part of the same landmass at some point. This is consistent with the broader evidence from Glossopteris fossils, rock formations, and plate tectonics, which collectively indicate that these continents were once part of the supercontinent Pangaea and have since drifted apart.” Part 2: Get a clean sheet of paper to write down your answers and observations. Examine the thick line in the map below that crosses from Northern to Southern Hemispheres. The thick black line represents the Mid-Atlantic Ridge, which is the longest and the most extensive chain of underwater mountains on Earth. Guide Questions: 1. What type of plate movement or boundary is “The Mid-Atlantic Ridge is an example of happening in the Mid-Atlantic Ridge? a divergent plate boundary. At this boundary, tectonic plates are moving away from each other. It is along this ridge that new oceanic crust is formed as molten material from the mantle rises to the surface, creating a rift and pushing the existing plates apart.” 2. What molten material will come out from the “The molten material that comes out from Ridge? the Mid-Atlantic Ridge is primarily basaltic magma. This magma is rich in iron and magnesium and is relatively low in silica. When it reaches the surface and solidifies, it forms new oceanic crust.” 3. What can you say about the age of the oceanic “Near the Mid-Atlantic Ridge, the oceanic rocks near the Mid-Atlantic Ridge? rocks are relatively young. This is because the ridge represents the point where new oceanic crust is being created as tectonic plates move apart. As a result, the rocks near the ridge are typically less than a few million years old.” 4. What can you say about the ages of the oceanic “As you move farther away from the Midrocks far from the Mid-Atlantic Ridge? Atlantic Ridge, the age of the oceanic rocks' increases. This is because the crust becomes older with distance from the ridge. In some cases, the oceanic crust can be tens of millions of years old or even older near the continental margins.” Part 3: Get a clean sheet of paper to write your answer and observation on this activity. Analyze the diagram that shows the Earth’s magnetic polarity. The numbers indicate the ages of the oceanic rocks in a million years, while the legend represents the normal-reverse polarity. Guide Questions: 1. If magnetic reversals are recorded in the “The seafloor is primarily composed of a seafloor, what kind of rock is the sea floor type of igneous rock called basalt. Basalt made of? is formed when molten magma from the Earth's mantle erupts onto the ocean floor and cools rapidly. It is a common rock type found on the ocean floor and is where magnetic reversals are recorded in the form of magnetic stripes. 2. What does the magnetic stripes pattern “The magnetic stripes pattern represents represent? the recorded history of Earth's magnetic field reversals. As new oceanic crust is formed at mid-ocean ridges, iron-rich minerals within the basaltic rocks align themselves with the direction of the prevailing magnetic field. Over time, as the Earth's magnetic field periodically reverses polarity, these minerals record these changes. The result is a series of alternating magnetic stripes on the ocean floor, where the rock's magnetization aligns in the direction of either the current magnetic field (normal polarity) or the reversed magnetic field (reversed polarity). By studying these stripes, scientists can deduce the history of magnetic field reversals and the rate of seafloor spreading.” 3. Is the magnetic stripe pattern on each side “Yes, the magnetic stripe pattern on each of the oceanic ridge equal? side of the oceanic ridge is generally equal and symmetrical. The reason for this symmetry is that as new oceanic crust forms at the mid-ocean ridge due to seafloor spreading, the magnetic minerals within the rocks on either side record the same changes in Earth's magnetic field at the same time. Therefore, the alternating magnetic stripes on one side of the ridge mirror those on the other side.” 4. Are the ages of rocks on each side of the “No, the ages of rocks on each side of the ridge the same? oceanic ridge are not the same. The rocks are youngest at the ridge crest itself and become progressively older as you move away from the ridge in both directions. This is because the ridge is where new oceanic crust is continually formed, and as the crust moves away from the ridge, it ages. The symmetry of the magnetic stripes allows scientists to estimate the ages of rocks on each side of the ridge and provides evidence for the process of seafloor spreading and the movement of tectonic plates.” Concluding Statement: “Are you done class?” “Yes Sir” or “Not yet sir” “Okay very good! Tomorrow we will continue our discussion about the activity that you have done today, I hope you did enjoy.” “If you are not done yet you can continue to answer it at home but make sure you will answer it “Understood po sir” correctly. Understand?” “Thank you and goodbye class.” “Goodbye and thank you sir!” C. EXPLAIN Day 2 & 3... "Good morning, Grade 10-Conception” “Good morning Sir James!” “Kindly pick up the pieces of paper and arrange “The students will pick up the pieces of your chairs”. papers and will arrange their chairs.” “You may take your seat class.” “The students will take a seat.” “Before we start can somebody tell me who is “The class beadle will give the teacher the absent today?” paper with attendace sheet.” “Now let me read to you again our classroom rules.” First, is listen to the teacher when s/he speaks; Second, raise your hand before speaking or when you have questions; and lastly Don’t do anything that is unnecessary. “Is that clear class?” “Yes Sir” “Okay very good! But before we will start with our lesson, I will call 4 to 6 students or anyone who wants to volunteer to sing with me. I will sing If you "know 2x, the words of this song 2x, sing along 2x." and I will choose a random letter and you will have to think of any lyrics from a song that starts with that letter.” “For Example "If you know 2x, the words of this song 2x, sing along 2x —I— I love you, you love me, we're a happy family with a great big hug and a kiss from me to you, won’t you say you love me too." "Okay class did you understand?" “Yes sir!” "Ready na ba kayo!?" “Ready na!” "Very good! Okay let's start!" The students will participate to the simple ice breaker “Did you enjoy class?” “Yes sir!” “Great! Are you ready for our discussion?” “Yes sir!” “So, since you are all ready, let us proceed to our proper discussion” “What are the different theories that are involved in proving the movement of the plates?” The theories involved are the Continental Drift Theory, Seafloor Spreading Theory and the Magnetic Reversal. The Continental drift theory specify how plates move by focusing on the edges of the continents found in the world map. Have you seen a world map before? “Yes Sir” You notice that the eastern border of South America and the Western part of Africa seen to fit together like a big jigsaw puzzle? “Yes sir” South Africa America Since you said yes, then you are like Alfred Lothar Wegener (1880-1930). Alfred Lothar Wegener was a german polar researcher, geophysicist, and meteorologist. He is the originator of the Continental Drift Theory. He hypothesized in 1912 that continents are slowly drifting around the Earth and is one a large landmass called Pangaea which means “All Earth”. The figure below shows the evolution of the supercontinent Pangaea to the present-day distribution of continents. Evidences of the continental drift theory: Alfred Wegener collected diverse pieces of evidence to support his theory, including geological “fit” and fossil evidence. Geological “fit” is the matching of largescale geological features on different continents. It has been noted that the coastlines of South America and West Africa seem to match up, however more particularly, the rock terrains of separate continents confirm as well. Examples include the Appalachian Mountains of eastern North America linked with the Scottish Highlands, the familiar rock strata of the Karroo system of South Africa matched correctly with the Santa Catarina system in Brazil, and Brazil and Ghana mountain ranges agreeing over the Atlantic Ocean. Glaciers carve rocks and leave marks as they move. In this evidence, scientists can determine the direction of movement of each continent. In addition, the existence of coal deposits in Antarctica suggested that it was once located near the region of the Earth where the climate is enough to support complex life forms such as plants and tall trees. Look at the map below. It shows how Alfred Wegener mapped-out the distributions of the four Permian and Triassic fossil groups and uses it as biogeographic evidence for continental drift and bridging. The Mesosaurus is known to have been a type of reptile, like the modern crocodile, which propelled itself through the water with its long hind legs and limber tail. It lived during the early Permian period (286 to 258 million years ago), and its remains are found solely in South Africa and Eastern South America. Now, if the continents were still in their present position, there is no possibility that the Mesosaurus would have the capability to swim across such a large body of ocean like the Atlantic because it was a coastal animal. The now extinct Cynognathus was a mammal-like reptile. Roaming the terrains during the Triassic period (250 to 240 million years ago), Cynognathus was as large as a modern wolf. Its fossils are found only in South Africa and South America. As a dominant land species, the Cynognathus would not have been capable of migrating across the Atlantic. The Lystrosaurus, which translates to “shovel reptile,” is thought to have beena herbivore with a stout built like a pig. Lystrosaurus fossils are only found in Antarctica, India, and South Africa. Similar to the land-dwelling Cynognathus, the Lystrosaurus would not have had the swimming capability to traverse any ocean. Possibly the most important fossil evidence found in the plant, Glossopteris. The glossopteris fossil is found in Australia, Antarctica, India, South Africa, and South America all the southern continents. Glossopteris seed is known to be large and bulky and possibly could not have drifted or flown across the ocean to a separate continent. Therefore, the continents must have been joined at least one point in time in order to maintain the glossopteris’ wide range across the southern continents. The illustration above shows the fossil location of the Mesosaurus, Cynognathus, Lystrosaurus, and glossopteris. Seafloor spreading SONAR beam to navigate and map out the seafloor The idea of continental drift circulated in scientific circles until World War II, when sounding gear called SONAR produced new evidence of what the seafloor looked like. The gear, developed in the 1930s, bounced sound waves off the seafloor to determine its depth and features. It happened that the command of one attack transport ship, the USS Cape Johnson, was given to Harry Hammond Hess, a geologist from Princeton University. Hess, then in his late thirties, wanted to continue his scientific investigations even while at war. So, he left his ship’s sounding gear all of the time, not just when approaching port or navigating a difficult landing. What Hess discovered was a big surprise. Ocean floor exploration continued, and by the 1950s, other researchers had found that a huge rift ran along the top of the Mid-Atlantic Ridge. That enabled Hess to understand his ocean floor profiles in the Pacific. He discovered that the bottom of the sea was not as smooth as expected, but full of canyons, trenches, and volcanic sea mountains. He realized that the Earth’s crust had been moving away on each side of the oceanic ridges, down the Atlantic and Pacific oceans, long and volcanically active. Harry Hess observed that the rate of formation of new sea floor at the mi-ocean ridge is not always as fast as the destruction of the old seafloor at the subduction zone. This explains why the Pacific Ocean is getting smaller and why the Atlantic Ocean is getting wider. If the subduction zone is faster than the seafloor spreading, the ocean shrinks. He published his theory in History of Ocean Basins (1962), and it came to be called “seafloor spreading”. In the early 1960s, dating of ocean-core samples showed that the ocean floor was younger at the Mid-Atlantic Ridge but progressively older in either direction, conforming the reality of seafloor spreading. The Seafloor Spreading Theory contradicts a part of the Continental Drift Theory. The Seafloor Spreading Theory strongly supports that the actual site of plate movements would be in the mid-ocean ridge. Magnetic Reversal Further evidence came along by 1963, as geophysicists realized that Earth’s magnetic field had reversed polarity many times, with each reversal lasting less than 200,000 years. Rocks of the same age in the seafloor crust would have taken on the magnetic polarity at the time that part of the crust formed. Sure enough, surveys of either side of the MidAtlantic Ridge showed a symmetrical pattern of alternating polarity stripes. A magnetic compass can tell direction. The needle of a magnetic compass usually points to the North Pole of the Earth, which is actually the South Magnetic Pole at present. The crystal irons in rocks found in the seafloor act as a magnetic compass that can tell the earth’s magnetic field direction. So, what is, magnetic reversal? How can magnetic reversal be used as evidence of the Seafloor Spreading Theory? Symmetrical patterns on each side of the mid-oceanic ridge Seafloor Spreading was strengthened with the discovery of the magnetic rocks near the ridge following a pattern aside from the fact that the rocks near the ridge are younger than those farther from the ridge. Magnetic reversal happened many times in the past. The occurrence of the magnetic reversal can be explained through the magnetic patterns in the magnetic rocks. These magnetic patterns allow our scientists to understand the ages and the rate of movement of the materials from the mid-oceanic ridge. The magnetic reversal, also called the “magnetic flip” of the Earth, happens when the North Pole is transformed into the south pole, and the south pole becomes the north pole. This event happens because of the changing direction of the flow of materials in the earth's liquid outer core. Over the last 10 million years, there had been an average of 4 to 5 reversals per million years. New rocks are added to the ocean floor at the ridge with approximately equal amounts on both sides of the oceanic ridge. By the 1970s, geologists had agreed to use the term “plate tectonics” for what had become the core paradigm of their discipline. They used the term “plates” because they had found evidence that not just continents move, but so do whole plates of the Earth’s crust. A plate might include a continent, parts of a continent, and or undersea portions of the crust. Alfred Wegener’s idea of continental drift had been developed and refined together with the Seafloor Spreading of Harry Hess. Concluding Statement: “Did you understand class?” “Yes Sir!” “Are there any questions?” “No Sir” “Okay that’s great!” “Since we run out of time let’s continue our discussion tomorrow!” “Goodbye and Thank you class!” “Goodbye and Thank you sir” Day 3… D. ELABORATE "Good morning, Grade 10-Conception” “Good morning Sir James” “Class kindly pick up the pieces of papers and arrange your chairs.” The students will pick up the pieces of paper and arrange their chairs. “You may take your seat class.” The students will take a seat. “Can someone tell me who are absent today?” (The teacher will take note of the students who are absent) The beadle will give the attendance to the teacher. “Again, before we start our discussion for today, I want to remind you of our classroom rules. “ First, is listen to the teacher when s/he speaks; Second, raise your hand before speaking or when you have questions; and lastly Don’t do anything that is unnecessary. “Are we clear with our classroom rules class?” “Yes ma’am.” “Very good!” “I have a simple hypothetical scenario for all of you and you have to share to the class your thoughts based on your understanding about our topic.” “In this hypothetical scenario, let's imagine that due to a series of tectonic events, all the continents of Earth are converging to form a new supercontinent, "Neo-Pangaea." This dramatic geological transformation has far-reaching consequences so, what do you think will happen to the planet's climate, ocean currents, ecosystems, and human societies?” “That’s right class all of your answers make sense!” “This hypothetical scenario highlights the interconnectedness of Earth's systems and the profound effects that changes in plate tectonics can have on climate, ecosystems, and human societies. It underscores the importance of understanding and monitoring geological processes for environmental and societal resilience.” “It seems that you already have a better understanding about the evidence of plate movements, which means you are all ready for your quiz.” “Students will possibly answer “Climate Changes: Increased Temperature Extremes, Altered Rainfall Patterns, and Rise in Sea Levels. Ocean Current Disruption: Disrupted Circulation. Ecosystem Change: Species Displacement, Habitat Loss, Migration and Adaptation. Human Societies: Population Displacement, Agricultural Shifts and Resource Redistribution. Geological Activity: Increased Seismic Activity.” E. EVALUATE I. Multiple Choice (15 points) Directions: Encircle the letter of the correct answer. 1. What evidence do scientists use to support the Continental Drift Theory? A. rocks, fossils, air B. rocks, water, ice C. rocks, fossils, climate D. rocks, fossils, human beings 2. The youngest crust is found _____ the midocean ridge A. far B. near C. beside D. away 3. If you are a cartographer, what would give you an idea of the continents that were once joined? A. ocean depth B. shape of the continents C. position of the South Pole D. size of the Atlantic Ocean 4. Peer scientists reviewing Wegener's hypothesis of continental drift rejected his notion because A. his evidence was too few to make a valid conclusion. B. he did not explain how continents move and what moves them. C. his evidence was not clear in showing how continents were joined. D. he lied by including false evidence. 5. __________help explain why Earth is not getting any larger even though the tectonic plates are always moving. A. Earthquakes B. Subduction zones C. Fossils D. Volcanoes 6. If there are MORE mid-ocean ridges than subduction zones, what happens to the ocean? A. It gets larger. B. It sinks. C. It gets smaller. D. Nothing will change. 7. What do ancient glacier scars found in rock surfaces in Africa talks about its climate in the past? A. The continents have not moved. B. Africa has always been near the equator. C. Africa was once in an area of the Earth that had a very cold climate. D. Africa was once covered with ice sheets but has not moved ever since. 8. Which of the following increases with distance from the mid-oceanic ridge? A. The age of oceanic lithosphere. B. The thickness of the lithosphere. C. The density of oceanic lithosphere. D. All (A, B, & C) 9. The Seafloor Spreading Theory states that A. all continents are drifting. B. The ages of rocks near a ridge are older than the ones far from it. C. Fossils of plants and animals are found in almost all continents. D. hot and less dense material from below the Earth's crust rises towards the surface at the midoceanic ridge. 10. What can you say about the rate of movement of materials coming out from the mid-oceanic ridge and the materials sinking in the subduction zone? A. The rising of the materials from the ridge is slower than in the subduction zone. B. The movement of the materials in both ridge and subduction zone is the same. C. The rising of the materials from the ridge is faster than in the subduction zone. D. There is not much movement of materials happening in both the ridge and subduction zone. 11. What strong evidence discovered by our scientist that Earth's magnetic reversal had been happening in the past? A. The magnetic reversal occurrence is supported by magnetic patterns in magnetic rocks found on the ocean floor. B. The ages of the rocks on the ocean floor are constantly changing. C. The magnetic field of the Earth becomes weaker. D. The Earth's magnetic field is fluctuating. 12. In the Mid-1900s, scientists mapped mid-ocean ridges using what? A. Satellites B. Moons C. Stars D. Sonars 13. Early observers thought continents might have been joined based on what observation? A. rocks and fossils B. earthquakes C. magnetism D. coastline 14. Wegener suggested that coal beds discovered in Antarctica indicated that this continent was A. once underwater. B. always frozen. C. once near the equator. D. part of Africa 15. What type of plate boundary is occurring in the Mid-Atlantic Ridge? A. Convergent B. Transform C. Divergent D. Destructive Concluding Statement: “Thank you class I hope you learned something from our discussions. Good bye class!” “Goodbye and Thank you Sir James!”
