The UGC established Educational Multimedia Research Centers (EMMRCs) in 1984 to use electronic media to enrich higher education. EMMRCs were originally called Audio Visual Research Centers and were set up at 6 universities to produce educational programs for the Country Wide Classroom broadcast on Doordarshan television. The centers later coordinated through the Consortium For Educational Communication to effectively deliver educational programming. EMMRCs work to produce high-quality educational videos, e-learning content, and conduct media research using state-of-the-art studios and broadcasting equipment. Their goal is to enhance learning for college students through television broadcasts, online content, and educational workshops.
The document provides an introduction to the subject of Physics for secondary school teachers and students. It defines Physics as the natural science dealing with properties of matter and energy, and their interactions. It then lists and briefly describes the various branches of Physics, such as Mechanics, Thermal Physics, Optics, Electricity and Magnetism, Atomic and Nuclear Physics. The document emphasizes that discoveries in Physics have led to modern technologies and influence everyday life. It aims to help teachers deliver Physics lessons and assess student understanding through comprehensive lesson plans and guidance on teaching methodologies.
This document discusses using assignments as a teaching aid. It notes that assignments allow students to develop and demonstrate their knowledge, and are also used for assessment. The goals and expectations of assignments should be clear to students. Assignments should challenge students without overwhelming them. There are different types of assignments like home assignments and college assignments. Assignments provide opportunities for self-learning, flexibility in learning pace, and help students engage with their studies by increasing patience and endurance. Completing assignments well requires hard work and is an important part of higher education.
M.Ed. School Internship programme / M.Ed. Internship ReportSamir (G. Husain)
This document summarizes an M.Ed. internship presentation on supervision of B.Ed. student teachers. It includes:
1) An overview of the internship activities including supervision of teaching practice and preparation of reports.
2) A description of the AMU City School where internship took place, established in 1889.
3) Details on supervision of B.Ed. students' teaching practice, including evaluation criteria and a table with ratings and remarks.
4) Learning experiences gained from the internship including responsibility, supervision skills, self-evaluation.
Quantum mechanics provides a mathematical description of the wave-particle duality of matter and energy at small atomic and subatomic scales. It differs significantly from classical mechanics, as phenomena such as superconductivity cannot be explained using classical mechanics alone. Key aspects of quantum mechanics include wave-particle duality, the uncertainty principle, and discrete energy levels determined by Planck's constant and frequency.
The document discusses modern trends in curricular movements at the national and state level for teaching natural science in India. It describes the roles of the National Council of Educational Research and Training (NCERT) and State Council of Educational Research and Training (SCERT) in advancing science education. NCERT was established in 1961 to assist central and state governments on school education matters. SCERTs were also formed in each state/territory with a similar mandate. Both organizations have contributed to reforms in science education curriculum through establishing frameworks like the National Curriculum Framework. They also conduct various teacher training programs and workshops.
The UGC established Educational Multimedia Research Centers (EMMRCs) in 1984 to use electronic media to enrich higher education. EMMRCs were originally called Audio Visual Research Centers and were set up at 6 universities to produce educational programs for the Country Wide Classroom broadcast on Doordarshan television. The centers later coordinated through the Consortium For Educational Communication to effectively deliver educational programming. EMMRCs work to produce high-quality educational videos, e-learning content, and conduct media research using state-of-the-art studios and broadcasting equipment. Their goal is to enhance learning for college students through television broadcasts, online content, and educational workshops.
The document provides an introduction to the subject of Physics for secondary school teachers and students. It defines Physics as the natural science dealing with properties of matter and energy, and their interactions. It then lists and briefly describes the various branches of Physics, such as Mechanics, Thermal Physics, Optics, Electricity and Magnetism, Atomic and Nuclear Physics. The document emphasizes that discoveries in Physics have led to modern technologies and influence everyday life. It aims to help teachers deliver Physics lessons and assess student understanding through comprehensive lesson plans and guidance on teaching methodologies.
This document discusses using assignments as a teaching aid. It notes that assignments allow students to develop and demonstrate their knowledge, and are also used for assessment. The goals and expectations of assignments should be clear to students. Assignments should challenge students without overwhelming them. There are different types of assignments like home assignments and college assignments. Assignments provide opportunities for self-learning, flexibility in learning pace, and help students engage with their studies by increasing patience and endurance. Completing assignments well requires hard work and is an important part of higher education.
M.Ed. School Internship programme / M.Ed. Internship ReportSamir (G. Husain)
This document summarizes an M.Ed. internship presentation on supervision of B.Ed. student teachers. It includes:
1) An overview of the internship activities including supervision of teaching practice and preparation of reports.
2) A description of the AMU City School where internship took place, established in 1889.
3) Details on supervision of B.Ed. students' teaching practice, including evaluation criteria and a table with ratings and remarks.
4) Learning experiences gained from the internship including responsibility, supervision skills, self-evaluation.
Quantum mechanics provides a mathematical description of the wave-particle duality of matter and energy at small atomic and subatomic scales. It differs significantly from classical mechanics, as phenomena such as superconductivity cannot be explained using classical mechanics alone. Key aspects of quantum mechanics include wave-particle duality, the uncertainty principle, and discrete energy levels determined by Planck's constant and frequency.
The document discusses modern trends in curricular movements at the national and state level for teaching natural science in India. It describes the roles of the National Council of Educational Research and Training (NCERT) and State Council of Educational Research and Training (SCERT) in advancing science education. NCERT was established in 1961 to assist central and state governments on school education matters. SCERTs were also formed in each state/territory with a similar mandate. Both organizations have contributed to reforms in science education curriculum through establishing frameworks like the National Curriculum Framework. They also conduct various teacher training programs and workshops.
Nature of Physics and Issues in Teaching Physics.pptxGhoxmancow
The document discusses the nature of physics, issues in teaching physics, and the role of physics teachers. Physics is the study of matter, energy, and their interaction. It is fundamentally mathematical and seeks to understand natural phenomena. Challenges in teaching physics include its abstract concepts, students' weak mathematical backgrounds, and lack of resources. Effective physics teaching requires proper laboratories, qualified teachers, sufficient time, and connecting concepts to real-life. The role of teachers is to prepare well, develop students' scientific literacy, and foster interaction through hands-on learning and relating physics to daily experiences.
The Nuffield Science Teaching Project was a curriculum initiative launched in 1961-1962 in England by the Nuffield Foundation to improve science education. The project developed new teaching materials for biology, chemistry, and physics for students ages 11-16, and later expanded its materials to other levels. The materials emphasized hands-on learning through experimentation and inquiry. They gave teachers flexibility to adapt the materials to meet students' needs. The goal was to make science more accessible, useful, exciting, and relevant to students of all kinds. The project influenced later curriculum development and defined the United Kingdom's National Curriculum.
The Kishore Vaigyanik Protsahan Yojana (KVPY) is a program started in 1999 by the Department of Science and Technology, Government of India to encourage students to pursue careers in basic sciences research. It identifies and supports talented students. Students in classes 11, 12, or undergraduate programs in basic sciences who meet the eligibility criteria can receive monthly stipends and annual grants if selected. The selection process involves an aptitude test covering physics, chemistry, math, and biology, followed by interviews for shortlisted candidates. The test aims to evaluate analytical ability rather than factual knowledge. This presentation provided details on the KVPY program eligibility, application process, exam pattern, syllabus, dates, selection procedure,
The document outlines key aspects of the National Education Policy 2020, including:
1. The vision is to develop respect for fundamental rights and responsibilities, bonding with one's country, and awareness of one's role in a changing world. The goal is an equitable and vibrant knowledge society through high-quality education for all.
2. Key principles include emphasizing conceptual understanding over rote learning, recognizing unique capabilities in each student, encouraging critical thinking and creativity, continuous review and research, respect for diversity and local context, equity and inclusion, community participation, and use of technology.
3. Universal access to early childhood care and education is emphasized, with a foundational learning curriculum from ages 3-8 and pre-
The document outlines several key qualities of a good science teacher:
1. They are sincerely committed to their profession and inspire excellence in both their own work and their students'.
2. They are studious, constantly learning to stay up to date in their field, and avid readers across many sources of knowledge.
3. They are able to clearly communicate ideas through organized blackboard work and explain concepts with ease.
4. They treat all students impartially without bias and create a cooperative learning environment.
5. They demonstrate leadership through discipline and inspiration, channeling student energy towards constructive goals.
CHEM Study and CBA : Salient features, merits and demeritsADITYA ARYA
CHEM study.
Chem study originated in 1960 at United States J.A Campbell was the project Director.
Chem Study employs inductive approach in which practical work precedes theory. The
main objectives of the course are
1) To diminish the separation between Scientist and teachers in the understanding of
Science.
2) To stimulate and prepare those high school students who planned to continue the
study of Chemistry in College in preparation for a professional career.
The materials produced under this project consists of a text, laboratory manual ,
teachers guide, two self instruction programmes two series of achievement tests,
26 basic films and 27 teacher training films.
Chemical Bond Approach (CBA)
CBA course was originated in 1959. Lawrence Strong was the founder of this
project. In CBA theory precedes practical work, ie, it is deductive in approach.
Important texts are Chemical system and investigating Chemical system. The concept of
bonding forms the central theme in C.B.A. The whole course is planned in such a
manner that experiments suggest the ideas to be tested and ideas to be tested suggest the
experiments to be setup.
The document discusses the use of information and communication technologies (ICT) in mathematics teaching. It begins by introducing the increasing role of ICT in mathematics classrooms in recent decades. It then provides examples of traditional ICT tools like overhead projectors and examples of modern ICT tools like laptops and the internet. The document emphasizes that ICT can enhance mathematics teaching by allowing students to perform calculations, solve problems graphically, and access online resources. However, it also notes challenges to implementing ICT like high costs and lack of infrastructure. Overall, the document argues that proper use of ICT has the potential to positively impact mathematics learning by making the learning process more engaging, collaborative and effective.
This document discusses the specification and levels of objectives. It defines general, intermediate, and specific objectives. General objectives are broad statements of long-term outcomes, intermediate objectives are more precise statements of short-term outcomes, and specific objectives are precise statements of immediate outcomes. The document also discusses the three domains of learning - cognitive, affective, and psychomotor. The cognitive domain involves knowledge, comprehension, application, analysis, synthesis, and evaluation. The affective domain describes objectives that emphasize feeling or emotion. The psychomotor domain is organized based on the degree of physical coordination from reflex movements to skilled movements.
Education and economic growth dropout ratios Educaton budget littercy rate economic growth problem of Educaton system suggestions to improve education system State wise ambala haryana india
Continuous and comprehensive evaluation (CCE) consists of two terms: continuous and comprehensive. It is not focused on one aspect of a student's performance but rather covers all aspects of a student's development in a continuous manner throughout the year using various assessment tools. Formative assessment is used to provide feedback to students during learning activities to help improve acquisition of skills, while summative assessment is used after learning activities to evaluate student acquisition and make decisions about student performance and progress. Performance-based assessment measures a student's ability to apply skills and knowledge through problem solving and completing tasks or projects. An assessment framework helps plan student learning by outlining the objectives, indicators, assessment methods and proofs of learning.
This document discusses early childhood care and education (ECCE) in Odisha, India. It outlines the key government programs that provide ECCE, including the Integrated Child Development Services (ICDS) scheme, which operates over 71,000 centers across Odisha. The document also discusses the curriculum used in ECCE centers, quality standards for ECCE, roles of NGOs, capacity building for ECCE personnel, and challenges facing ECCE in Odisha such as inadequate funding, shortages of staff and materials, and lack of coordination among programs. Suggestions to strengthen ECCE include increasing funding, improving infrastructure, hiring more staff, enhancing supervision and coordination among child development initiatives.
The Rashtriya Madhyamik Shiksha Abhiyan (RMSA) is a government of India scheme launched in 2009 to improve access to and quality of secondary education across the country. It aims to increase secondary school enrollment to 75% by 2017 from 52.26% in 2006, improve infrastructure and facilities in all secondary schools, remove barriers to education, and achieve universal retention in secondary education by 2020. Key activities under RMSA include expanding and upgrading secondary schools, increasing teacher numbers, improving science and English education, providing residential schools in tribal areas, and focusing on improving access for disadvantaged groups.
Structure of teacher education – levels and typesANU P KUMAR
Teacher education programs include 2-year undergraduate degrees, 2-year postgraduate degrees, 4-year integrated B.Ed programs, and 3-year integrated M.Ed programs. Teacher education curriculums at different levels aim to equip teachers with the necessary knowledge, attitudes, behaviors, and skills to be effective in the classroom and school through courses in foundations of education, curriculum and pedagogical theory, and internship experiences.
The presentation was given on the workshop to decide the scope of ICT paper of B.Ed. syllabus of Savitribai Phule Pune University, Pune. After the presentaion scope was modified by participant teacher educators, which are not included in the presentation
The document discusses Albert Einstein's theories of special and general relativity. Special relativity introduced concepts like the constancy of the speed of light and reference frames. General relativity holds that gravity is not a force but a consequence of objects warping the geometry of spacetime. It predicts phenomena like light deflection near massive objects and gravitational time dilation, which were later confirmed. The document also provides background on the Michelson-Morley experiment and quotes from Einstein and Hawking about the implications of relativity theory.
Science is derived from the Latin word "scientia" meaning knowledge. It is a systematic attempt to discover facts about the world through observation and reasoning to establish laws and make predictions. The scientific process involves observation, quantification, classification, measurement, inferring, and predicting to construct accurate models of the real world. Science produces both principles and laws through this process and experimentation. Science is both a process of pursuing knowledge through prescribed practices, as well as a product in the form of a systematic body of organized knowledge.
Right to education: Issues and Challenges. Arvind Waghela
Right to Education: Issues and Challenges.
Issues faced by right to education Act, 2010 and What are the challenges which is currently faced by RTE ACT in its implementation.
- Teacher education refers to programs that train people to become teachers. It encompasses teaching skills, pedagogy, motivation for teaching, and sensitivity to contemporary issues.
- The aims of teacher education are to develop competent, committed and qualified teachers.
- The objectives of teacher education in India include developing understanding of learners and the learning process, enabling reflective practice, and preparing teachers for various educational levels from pre-primary to higher education.
Development of education during the pre independence period-dr.c.thanavathiThanavathi C
The document summarizes the development of education in India during the pre-independence period under British rule. It discusses key acts and committees that shaped education policy, including the Charter Act of 1813, Macaulay's Minute of 1835, the Woods Dispatch of 1854, the Hunter Commission of 1882, and the Sargent Committee report of 1944. Overall, it outlines how the British gradually established an education system focused on English education and teacher training colleges, leading to increased access to schooling across India.
Rashtriya Ucchatar Shiksha Abhiyan (Rusa) dr.c.thanavathiThanavathi C
RUSA (Rashtriya Ucchatar Shiksha Abhiyan) is a centrally sponsored scheme launched in 2013 that aims to provide strategic funding to state higher education institutions. The funding flows from the central ministry to state governments and institutions and is based on state higher education plans and institutional development plans. RUSA seeks to improve access, equity and excellence in higher education by upgrading colleges to universities, supporting infrastructure development, faculty recruitment and improving research. It also aims to increase gross enrollment ratios, ensure quality standards, promote autonomy and reforms, and address regional imbalances. Key challenges to achieving its goals include gender disparity, inadequate infrastructure, low industry training, faculty shortage and large college affiliations to universities.
A Problem-Solving Model Of Students Construction Of Energy Models In PhysicsAnn Wera
- ModelCHENE is a problem-solver that models how students construct models of energy (called "energy chains") when solving physics problems. It aims to understand how students form links between a theoretical energy model and experimental situations.
- Students use an interface called CHENE to build energy chains for different experiments based on information provided about reservoirs, transformers, and transfers of energy. Their problem-solving process is analyzed.
- ModelCHENE can model variations in students' problem-solving approaches and solutions. It explains these variations in terms of students' knowledge, their ability to abstract concepts, and which information sources they refer to.
Nature of Physics and Issues in Teaching Physics.pptxGhoxmancow
The document discusses the nature of physics, issues in teaching physics, and the role of physics teachers. Physics is the study of matter, energy, and their interaction. It is fundamentally mathematical and seeks to understand natural phenomena. Challenges in teaching physics include its abstract concepts, students' weak mathematical backgrounds, and lack of resources. Effective physics teaching requires proper laboratories, qualified teachers, sufficient time, and connecting concepts to real-life. The role of teachers is to prepare well, develop students' scientific literacy, and foster interaction through hands-on learning and relating physics to daily experiences.
The Nuffield Science Teaching Project was a curriculum initiative launched in 1961-1962 in England by the Nuffield Foundation to improve science education. The project developed new teaching materials for biology, chemistry, and physics for students ages 11-16, and later expanded its materials to other levels. The materials emphasized hands-on learning through experimentation and inquiry. They gave teachers flexibility to adapt the materials to meet students' needs. The goal was to make science more accessible, useful, exciting, and relevant to students of all kinds. The project influenced later curriculum development and defined the United Kingdom's National Curriculum.
The Kishore Vaigyanik Protsahan Yojana (KVPY) is a program started in 1999 by the Department of Science and Technology, Government of India to encourage students to pursue careers in basic sciences research. It identifies and supports talented students. Students in classes 11, 12, or undergraduate programs in basic sciences who meet the eligibility criteria can receive monthly stipends and annual grants if selected. The selection process involves an aptitude test covering physics, chemistry, math, and biology, followed by interviews for shortlisted candidates. The test aims to evaluate analytical ability rather than factual knowledge. This presentation provided details on the KVPY program eligibility, application process, exam pattern, syllabus, dates, selection procedure,
The document outlines key aspects of the National Education Policy 2020, including:
1. The vision is to develop respect for fundamental rights and responsibilities, bonding with one's country, and awareness of one's role in a changing world. The goal is an equitable and vibrant knowledge society through high-quality education for all.
2. Key principles include emphasizing conceptual understanding over rote learning, recognizing unique capabilities in each student, encouraging critical thinking and creativity, continuous review and research, respect for diversity and local context, equity and inclusion, community participation, and use of technology.
3. Universal access to early childhood care and education is emphasized, with a foundational learning curriculum from ages 3-8 and pre-
The document outlines several key qualities of a good science teacher:
1. They are sincerely committed to their profession and inspire excellence in both their own work and their students'.
2. They are studious, constantly learning to stay up to date in their field, and avid readers across many sources of knowledge.
3. They are able to clearly communicate ideas through organized blackboard work and explain concepts with ease.
4. They treat all students impartially without bias and create a cooperative learning environment.
5. They demonstrate leadership through discipline and inspiration, channeling student energy towards constructive goals.
CHEM Study and CBA : Salient features, merits and demeritsADITYA ARYA
CHEM study.
Chem study originated in 1960 at United States J.A Campbell was the project Director.
Chem Study employs inductive approach in which practical work precedes theory. The
main objectives of the course are
1) To diminish the separation between Scientist and teachers in the understanding of
Science.
2) To stimulate and prepare those high school students who planned to continue the
study of Chemistry in College in preparation for a professional career.
The materials produced under this project consists of a text, laboratory manual ,
teachers guide, two self instruction programmes two series of achievement tests,
26 basic films and 27 teacher training films.
Chemical Bond Approach (CBA)
CBA course was originated in 1959. Lawrence Strong was the founder of this
project. In CBA theory precedes practical work, ie, it is deductive in approach.
Important texts are Chemical system and investigating Chemical system. The concept of
bonding forms the central theme in C.B.A. The whole course is planned in such a
manner that experiments suggest the ideas to be tested and ideas to be tested suggest the
experiments to be setup.
The document discusses the use of information and communication technologies (ICT) in mathematics teaching. It begins by introducing the increasing role of ICT in mathematics classrooms in recent decades. It then provides examples of traditional ICT tools like overhead projectors and examples of modern ICT tools like laptops and the internet. The document emphasizes that ICT can enhance mathematics teaching by allowing students to perform calculations, solve problems graphically, and access online resources. However, it also notes challenges to implementing ICT like high costs and lack of infrastructure. Overall, the document argues that proper use of ICT has the potential to positively impact mathematics learning by making the learning process more engaging, collaborative and effective.
This document discusses the specification and levels of objectives. It defines general, intermediate, and specific objectives. General objectives are broad statements of long-term outcomes, intermediate objectives are more precise statements of short-term outcomes, and specific objectives are precise statements of immediate outcomes. The document also discusses the three domains of learning - cognitive, affective, and psychomotor. The cognitive domain involves knowledge, comprehension, application, analysis, synthesis, and evaluation. The affective domain describes objectives that emphasize feeling or emotion. The psychomotor domain is organized based on the degree of physical coordination from reflex movements to skilled movements.
Education and economic growth dropout ratios Educaton budget littercy rate economic growth problem of Educaton system suggestions to improve education system State wise ambala haryana india
Continuous and comprehensive evaluation (CCE) consists of two terms: continuous and comprehensive. It is not focused on one aspect of a student's performance but rather covers all aspects of a student's development in a continuous manner throughout the year using various assessment tools. Formative assessment is used to provide feedback to students during learning activities to help improve acquisition of skills, while summative assessment is used after learning activities to evaluate student acquisition and make decisions about student performance and progress. Performance-based assessment measures a student's ability to apply skills and knowledge through problem solving and completing tasks or projects. An assessment framework helps plan student learning by outlining the objectives, indicators, assessment methods and proofs of learning.
This document discusses early childhood care and education (ECCE) in Odisha, India. It outlines the key government programs that provide ECCE, including the Integrated Child Development Services (ICDS) scheme, which operates over 71,000 centers across Odisha. The document also discusses the curriculum used in ECCE centers, quality standards for ECCE, roles of NGOs, capacity building for ECCE personnel, and challenges facing ECCE in Odisha such as inadequate funding, shortages of staff and materials, and lack of coordination among programs. Suggestions to strengthen ECCE include increasing funding, improving infrastructure, hiring more staff, enhancing supervision and coordination among child development initiatives.
The Rashtriya Madhyamik Shiksha Abhiyan (RMSA) is a government of India scheme launched in 2009 to improve access to and quality of secondary education across the country. It aims to increase secondary school enrollment to 75% by 2017 from 52.26% in 2006, improve infrastructure and facilities in all secondary schools, remove barriers to education, and achieve universal retention in secondary education by 2020. Key activities under RMSA include expanding and upgrading secondary schools, increasing teacher numbers, improving science and English education, providing residential schools in tribal areas, and focusing on improving access for disadvantaged groups.
Structure of teacher education – levels and typesANU P KUMAR
Teacher education programs include 2-year undergraduate degrees, 2-year postgraduate degrees, 4-year integrated B.Ed programs, and 3-year integrated M.Ed programs. Teacher education curriculums at different levels aim to equip teachers with the necessary knowledge, attitudes, behaviors, and skills to be effective in the classroom and school through courses in foundations of education, curriculum and pedagogical theory, and internship experiences.
The presentation was given on the workshop to decide the scope of ICT paper of B.Ed. syllabus of Savitribai Phule Pune University, Pune. After the presentaion scope was modified by participant teacher educators, which are not included in the presentation
The document discusses Albert Einstein's theories of special and general relativity. Special relativity introduced concepts like the constancy of the speed of light and reference frames. General relativity holds that gravity is not a force but a consequence of objects warping the geometry of spacetime. It predicts phenomena like light deflection near massive objects and gravitational time dilation, which were later confirmed. The document also provides background on the Michelson-Morley experiment and quotes from Einstein and Hawking about the implications of relativity theory.
Science is derived from the Latin word "scientia" meaning knowledge. It is a systematic attempt to discover facts about the world through observation and reasoning to establish laws and make predictions. The scientific process involves observation, quantification, classification, measurement, inferring, and predicting to construct accurate models of the real world. Science produces both principles and laws through this process and experimentation. Science is both a process of pursuing knowledge through prescribed practices, as well as a product in the form of a systematic body of organized knowledge.
Right to education: Issues and Challenges. Arvind Waghela
Right to Education: Issues and Challenges.
Issues faced by right to education Act, 2010 and What are the challenges which is currently faced by RTE ACT in its implementation.
- Teacher education refers to programs that train people to become teachers. It encompasses teaching skills, pedagogy, motivation for teaching, and sensitivity to contemporary issues.
- The aims of teacher education are to develop competent, committed and qualified teachers.
- The objectives of teacher education in India include developing understanding of learners and the learning process, enabling reflective practice, and preparing teachers for various educational levels from pre-primary to higher education.
Development of education during the pre independence period-dr.c.thanavathiThanavathi C
The document summarizes the development of education in India during the pre-independence period under British rule. It discusses key acts and committees that shaped education policy, including the Charter Act of 1813, Macaulay's Minute of 1835, the Woods Dispatch of 1854, the Hunter Commission of 1882, and the Sargent Committee report of 1944. Overall, it outlines how the British gradually established an education system focused on English education and teacher training colleges, leading to increased access to schooling across India.
Rashtriya Ucchatar Shiksha Abhiyan (Rusa) dr.c.thanavathiThanavathi C
RUSA (Rashtriya Ucchatar Shiksha Abhiyan) is a centrally sponsored scheme launched in 2013 that aims to provide strategic funding to state higher education institutions. The funding flows from the central ministry to state governments and institutions and is based on state higher education plans and institutional development plans. RUSA seeks to improve access, equity and excellence in higher education by upgrading colleges to universities, supporting infrastructure development, faculty recruitment and improving research. It also aims to increase gross enrollment ratios, ensure quality standards, promote autonomy and reforms, and address regional imbalances. Key challenges to achieving its goals include gender disparity, inadequate infrastructure, low industry training, faculty shortage and large college affiliations to universities.
A Problem-Solving Model Of Students Construction Of Energy Models In PhysicsAnn Wera
- ModelCHENE is a problem-solver that models how students construct models of energy (called "energy chains") when solving physics problems. It aims to understand how students form links between a theoretical energy model and experimental situations.
- Students use an interface called CHENE to build energy chains for different experiments based on information provided about reservoirs, transformers, and transfers of energy. Their problem-solving process is analyzed.
- ModelCHENE can model variations in students' problem-solving approaches and solutions. It explains these variations in terms of students' knowledge, their ability to abstract concepts, and which information sources they refer to.
Computational chemistry uses computers to simulate chemical systems and solve equations that model their properties. It is considered a third pillar of scientific investigation, along with theory and experiment. There are several computational methodologies including quantum mechanics, molecular mechanics, and molecular dynamics. Computational chemistry software can be used to optimize molecular geometries, map potential energy surfaces, perform conformational analyses, and calculate many other molecular properties and reaction kinetics. These methods have improved significantly with increasing computer power over the past few decades.
The document discusses energy systems, forms of energy, and units of energy. It provides information on:
- The distinction between heat and work as two ways of transferring energy between systems.
- The main forms of energy including solar, electromagnetic, nuclear, chemical, and mechanical.
- Units used to measure energy, temperature, pressure, density, and power.
- Key concepts around chemical energy including enthalpy and exothermic/endothermic reactions.
Computational chemistry uses theoretical chemistry calculations incorporated into computer programs to calculate molecular structures and properties. It can calculate properties such as structure, energy, charge distribution, and spectroscopic quantities using methods that range from highly accurate ab initio methods to less accurate semi-empirical and molecular mechanics methods. Computational chemistry allows medicinal chemists to use computer power to measure molecular geometry, electron density, energies, and more for applications such as conformational analysis, docking ligands in receptor sites, and comparing ligands.
methane combustion material engineering papercfd8595
The document describes mathematical modeling of methane combustion using ANSYS FLUENT software. It discusses the species transport model with chemical reactions, which is based on stoichiometric equations for perfect combustion. Several models for describing chemical reaction kinetics are analyzed, including laminar finite-rate, eddy dissipation, finite-rate/eddy dissipation, and eddy dissipation concept models. The eddy dissipation model assumes reaction rates are controlled by turbulence, while the finite-rate/eddy dissipation model uses the minimum of the Arrhenius and eddy dissipation equations to determine the reaction rate.
The document describes mathematical modeling of methane combustion using ANSYS FLUENT software. It discusses the species transport model with chemical reactions, which is based on stoichiometric equations for perfect combustion of methane. Several combustion kinetics models are analyzed, including laminar finite-rate, eddy dissipation, finite-rate/eddy dissipation, and eddy dissipation concept models. The eddy dissipation and finite-rate/eddy dissipation models are described in more detail.
This document provides information about the publishing details of the book "NEET PHYSICS OBJECTIVE Volume02" by DC Pandey. It includes the names of the publishing managers, inner designer, page layout designer, proof readers and project heads involved in the production of the book. It also provides the copyright information and mentions that no part of the publication can be reproduced without permission from the publisher Arihant Prakashan. It directs the readers to the publisher's website and social media platforms for more information about their books.
Computational chemistry uses theoretical chemistry calculations incorporated into computer programs to calculate molecular structures and properties. It can calculate properties such as structure, energy, charge distribution, and spectroscopic quantities using methods ranging from highly accurate ab initio methods to less accurate semi-empirical and molecular mechanics methods. Computational chemistry has advantages like allowing medicinal chemists to measure molecular geometry, energies, and perform conformational analysis using computer power. It can also determine ligand and target structures through computational docking methods.
Name- Subir Karmakar. Dep-Electrical. Project name- Transformation of energy....SubirKarmakar8
This project report summarizes studies on the transformation of energy. The report defines energy as the ability to do work and discusses the main forms of energy: mechanical, heat, chemical, electromagnetic, and nuclear. It explains kinetic and potential energy, and how energy can be converted from one form to another, but cannot be created or destroyed according to the law of conservation of energy. The report was submitted by Ramananda Jana to fulfill requirements for an Electrical Engineering diploma program under the supervision of Rabisankar Pandit.
This document outlines the curriculum for a Master of Energy Engineering program. It includes details of 78 credits across 8 semesters. The courses cover topics in energy engineering fundamentals, thermodynamics, fluid mechanics, heat transfer, renewable energy systems, energy economics and environmental engineering. Elective courses allow students to specialize in various energy technologies. Laboratory courses complement the theoretical learning. The final two semesters involve a project work where students work on energy-related projects to solve engineering problems. The program aims to develop skills in analysis, design, multi-disciplinary teamwork and communication related to energy systems.
The document discusses various molecular modeling and computational chemistry techniques used to simulate molecular systems, including molecular dynamics, molecular mechanics, quantum mechanics methods, and molecular docking. It provides an overview of the different modeling strategies and computational tools used, such as determining receptor geometry from X-ray crystallography, energy minimization techniques, force field parameters, and quantum mechanical calculations. The goal of molecular modeling is to develop accurate models of molecular systems to predict properties and behavior without experimental testing.
The document defines energy as the ability to do work or cause change. It discusses mechanical energy, which is the energy from an object's position or motion, as the sum of potential and kinetic energy. Potential energy is stored energy from an object's location or position, while kinetic energy is from an object's motion. Specific forms of potential energy mentioned are gravitational, elastic, and kinetic energy equations. The learning objectives are to define energy and work, list energy forms, analyze motion from a mechanical energy perspective, and complete energy tables for situations too complex for dynamics analysis.
This document summarizes a student project analyzing the performance of renewable powered and cooperative energy harvesting networks. The project aims to set up an ideal renewable energy field model, analyze the transmission probabilities of networks in this field and cooperative networks, and characterize network-level performance metrics. It reproduces results from two previous works on renewable energy field modeling and analyzing large-scale cooperative wireless networks powered by energy harvesting. Through MATLAB simulations, the project analyzes how changing the energy field density and shape parameter impact the energy field and transmission probabilities, providing insight into overcoming renewable energy randomness.
This document discusses different forms of energy. It begins by stating the learning objectives will be to explain energy provides ability to do work, differentiate between kinetic and potential energy, and demonstrate how one form of energy can be converted to another. It then defines energy as the ability to do work and is measured in joules. The two main categories are potential energy, which is stored in objects, and kinetic energy, which is moving energy from motion. Examples of each are provided. The document concludes that energy cannot be created or destroyed, only transformed between forms, and this is called energy conversion.
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4. COMPREHENSION
Students will be able to
explain the process by
which energy is
convered from one form
to another with the help
of diagram.
2
5. APPLICATION
Students will be able to
solve the problem of
inter-conversion of
energy by using E
=mc2 for given value of
energy.
3
6. ANALYSIS
Student will be able
to distinguish
between potential
energy and kinetic
energy by deriving
their formula
4
7. SYNTHESIS
Students will be able to
construct a block
diagram of electricity
generation process
from fossil fuel input to
electricity output.
5
8. EVALUATION
Students will be able to
judge the steady state
system (filament lamp,
power station, vehicle) by
energy flow diagram
travelling at constant speed
on a level road.
6
9. “
CONTENT TO BE TAUGHT
Seven forms of energy.
Inter-conversion of energy.
Mass – energy equation.
Flow diagram of energy
converter.
10. “ Audio – Visual Aids:
Teacher will show a charts
on which inter-conversion of
energy diagram will be
drawn.
Use white board
11. “ Methodology
○ For lower order thinking:
• Lecture Method.
• Deductive Method.
○ For higher order thinking:
• Inductive method
• Problem solving method
15. Energy: Energy is the ability to do work
There are seven forms of energy:
• Mechanical Energy
• Heat Energy
• Light energy
• Sound Energy
• Electrical Energy
• Chemical Energy
• Nuclear Energy
17. Mass-Energy
Equation:
Einstein predicted, the interconversion of matter and energy.
The relation between mass m and energy E is given by
Einstein’s mass-energy relation
E =mc2
Where ‘m’ is the mass, and ‘c’ is the speed of light
I.E c = 3x108 m/s
19. Evaluation:
For lower order thinking:
• What are the seven forms of energy?
• What are the sources of energy?
• What is Einstein’s Energy-Mass equation?
For Higher order thinking:
• How interconversion of energy take place in our daily life?
• How fossil fuels are used in heating houses and running
industry and transport?
20. Homework:
1.Energy exists in various forms. Write the names of
different forms of energy.
2.Describe the formula of kinetic energy and potential
energy.
3.What are the sources of energy?