Friday, 19 September 2014
You know you could be a walking H - bomb
You know you could be a walking
H-bomb
The first law of
thermodynamics holds that in any situation, the total amount of energy in will
equal the exact same amount of energy out. As well as meaning that you can’t
create energy out of nothing, this law means that you also can not destroy
energy. So what happened to all the energy that came from what you put in your
own body? The short answer is that most of it remains stored within your body,
an average of 7x1018joules– this amount of energy, if released all
at once, would have the same power as 30 hydrogen bombs.
Go Fast, Gain Weight
Go fast, Gain weight
An idea by Albert Einstein
All of you are familiar
with Albert Einstein’s famous equation E=mc2. According to this mass
and energy are equivalent, meaning that as you add energy to a moving object
(i.e., increase speed) then that object’s mass increases. At normal speeds,
this mass gain is pretty negligible. But as you approach the speed of light,
mass begins to increase dramatically. In case you are wondering why sprinters,
cars and aero planes don’t get heavier because of this, don’t worry – the
increase in mass as a result of increased speed is only temporary.
NCERT AND SCERT
NCERT
National Council of Educational Research and Training (NCERT) is an
autonomous organization set up in 1961 by the Government of India to assist and
advise the Central and State Governments on policies and programmes for qualitative
improvement in school education. In addition to research, development,
training, extension, publication, and dissemination activities, the NCERT is an
implementation agency for bilateral cultural exchange programmes with other
countries in the field of school education. The NCERT also interacts and work
in collaboration with the international organizations, visiting foreign
delegations and offers various training facilities to educational personnel
from developing countries. The
important activities of the NCERT are in six major areas which are research, training, extension, development,
publication and dissemination and exchange
programmes.
Constituents
There are a number of
constituents of the NCERT through which it provides academic and technical
support for the improvement of school education. They are:
1. National
Institute Of Education (NIE), New Delhi
2. Central
Institute Of Educational Technology(CITE), New Delhi
3. Pandit
Sunderlal Sharma Central Institute Of Vocational Education (PSSCIVE), Bhopal
4. The Four
Regional Institutes Of Education (RIE) At Ajmer, Bhopal, Bhubaneswar and Mysore
5.
Field
Advisor’s Offices In The States
Objectives
of NCERT
· To launch,
organize and strengthen research works in various aspects of education.
· To ensure
success of the process, a good no of curricular/learning materials have to be
brought out by the NCERT.
· To arrange for
pre-service and in-service training at the higher level.
· To provide
guidance and counselling services on large scale.
· To establish a
National Institute of Education and manage for the development of research and
higher training for educational administration and teachers.
· To publish
necessary textbooks, journals and other literature for achieving the
objectives.
· To organize
extension centres in training institutes with the cooperation of state governments and extend facilities pertaining to new methods and technologies
among them.
Major
functions of NCERT
The functions of NCERT broadly relate to (a) research
and development, (b) in-service and pre-service training, and (c) extension and
dissemination work- all these tuned to achieve the main objective of improving
the quality of school education.
The NCERT,
therefore
· Develops
curriculum, instructional and exemplar materials, methods of teaching, techniques of evaluation, teaching aids, kits and equipments, learning resources, etc.
· To monitor the
administration of NIE/ Regional colleges of education.
· To prepare and
publish study material for students and related teacher’s handbooks.
·
To organize pre-service and in-service training of teachers, teacher
educators and other educational personnel;
· To undertake
aid, promote and co-ordinate research in all branches of education for
improving school-education.
· Conducts and
promotes educational research.
· To search
talented students for the award of scholarship in science, technology and
social sciences.
·
Disseminates
improved educational techniques and practices and research findings.
· To undertake
functions assigned by the Ministry of education (now HRD) for improving
school-education.
· Acts as a
cleaning house for ideas and information on all matters relating to school
education and teacher education.
SCERT
State Council for Educational and Training (SCERT) is
an apex body, responsible for quality education in the state. The State
Institute of Education (SIE), which functioned as a part of the department of
general education, was converted to form the SCERT, to give a new thrust and
direction to school education. SCERT, Kerala, was established in 1994.
It is an
autonomous body entrusted with planning, implementation and evaluation of all
academic programs from pre-school to higher secondary levels. SCERT is
concerned with academic aspects of school education including formulation of
curriculum, preparation of textbooks, teacher’s handbooks and teacher training.
It advises the Government on policy matters relating to school education.
Structure and functioning of SCERT
For all academic purposes SCERT
functions as an autonomous body. The Director under whose guidance and advice
the programmes are carried out by the academic staff heads. The State
Government has formed two bodies to guide and monitor the functioning of SCERT.
The Hon. Minister chairs the General Body of SCERT for Education. The General
Body plans and gives directions for the functioning of SCERT. The Governing
Council, with Secretary, General Education as Chairman and Director of Public
Instruction as Vice- Chairman, attends .to all academic and administrative
matters of SCERT. All programmes of SCERT are carried out with the approval of
the Governing Body. SCERT works in tandem with the Directorate of Public
Instruction to operational the policies of the state government in the sector
of school education.
The Departments functioning within SCERT are Curriculum Textbook
and Evaluation, Teacher Education and Extension, Educational Technology,
Special Education Research Documentation and Dissemination, Primary Education,
Pre-primary Education, Non-formal Education, Population Education, Educational
Psychology, Program Evaluation, Vocational Education, National Talent SEARCH
Examination.
Functions
· It prepares hand book and other
instructional materials for teachers, helpful for making instruction modern and
technology oriented.
· It acts as an agent of change in
school education, non-formal education and teacher education in the state.
· It is directly and indirectly
connected with the in-service training of primary and pre-primary teachers by
giving administrative and managerial leadership to the activities of the DIETs.
· To develop State curriculum frame
work for school education, review and revise syllabi, scheme of examination and
evaluation, prepare question papers etc for school education.
· To function as a nodal agency for
the implementation and monitoring of national level educational projects such
as DPEP, MLL, SSA etc.
· To plan and implement educational
projects for enhancing the qualities of school education and elementary teacher
education.
· To provide extension services to the
Teacher Training Institutions at all the levels in the state.
· To function as a controlling
authority essentially in connection with the academic aspect of elementary
teacher education.
· To prescribe curricula and text
book for the schools (STD 1 to 9) and TeacherTraining Institutions at the
pre-schools and elementary stages.
· It conducts research studies the finding
of which is transmitted to teachers for making their work dynamic.
LESSON PLAN
INDUCTIVE
THINKING MODEL
LESSON PLAN
Name of Concept : Family
of Elements
OBJECTIVES
·
Pupils develop
observation skills.
·
Identification of
different types of elements.
·
Generalization
about family of elements.
· Pupils develop hypothesing and predicting
result.
PHASE 1: Data Categorization
T: What is the common
property of lithium, helium, neon, argon, potassium, sodium etc?
S:
They are all elements.
T: Can you group these
examples and them according to their similarities?
GROUP
A GROUP B
Lithium Helium
Sodium Neon
Potassium Argon
PHASE 2: Interpretation of Data
T: Let me analyses each group of examples and
know more about them. What is the peculiarity of elements in group A?
S:
They are all elements.
T: Yes. You are right. Anything more?
S: Their valency is 1.
T:
Absolutely right. They are alkali
elements.
What about group B?
S:
Group B elements exist in gaseous
state and their valency
is zero.
T: Yes, they are called noble gases. Can you
identify the peculiarities of noble
gases?
S: No teacher.
T: All noble gases contain 8 electrons in their
valence shell. So they do not take part
in chemical reaction. That means they are chemically inert.
PHASE 3: Application to
Generalization
T: Now I will give you examples of different
types of elements. You must name its type. Francium.
S: alkali metal.
T: Why is it called alkali metal?
S: Because it is a metal and its valency is 1.
T:
Yes. Now Xenon.
S: It is a noble gas.
T:
Why is it a noble gas?
S:
Because it is chemically inert.
T: Yes. Krypton.
S:
Noble gas.
T: Cesium.
S:
Alkali metal.
T: Yes. So alkali metals contain 1 electron in
their outer most shell and their valency
is 1. Noble gases complete octet and hence their valency is zero. They do not
take part in chemical reaction.
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