Why the spoon is bent from Suchithra Vg

science news

1.Trick to test remote

Remote is now an inevitable part of our life to operate may electronic devices. Remote is an Infrared transmitter giving coded signals to the IR Sensor of the device. The circuit inside the device decodes the signals from remote and do the jobs accordingly. Remote fails due to 3 reasons. 1. Dead battery 2. Loose contact or Rust in the battery terminals. 3. Failure of Infrared LED. So before repairing or purchasing a new remote, just try this simple trouble shooting.

1. Check the battery and replace new one. If problem persist …..

2. Clean the terminals in the battery compartment using a knife or sandpaper. Clean with cloth and replace the battery. If there is loose contact, just pull the spring type negative terminal and replace the battery. If the battery is not fixed properly, use a bit of thermocol or hard board between the batteries to hold them in place. Replace the cover and check. If problem persist…

3. Just check the Infrared LED on the front side. Since Infrared is invisible to eye we cannot see its light. So do this trick. Focus Mobile phone camera or Digital camera to the IR LED and press any key. If IR LED is OK, you can see the flashing Violet light which is infrared. If the IR LED is working properly, the Remote is good and the problem will be in the IR sensor of the device.

Reference : http://dmohankumar.wordpress.com/2014/06/06/trick-to-test-remote/

2. Why do Birds prefer Red Car for Pooping?

Really an interesting behaviour but annoying to the Car owners. Frequency of Bird Pooping on Red Cars is very high than on any other Cars. Birds Poop frequently as a Flight adaptation to reduce the body weight. They Poop before the take off and when feared. Birds have no Urinary bladder so the urine comes along with the faecal matter. This is another physiological reason for frequent Pooping. Then why they select Red cars mostly.

A study conducted over a period of two days using 1100 cars of different colors revealed some findings. During the study, drivers were asked to wipe of the bird droppings immediately after it appears. The study revealed that18 % birds Pooped on Red cars, 14% on Blue cars, 11% on Black cars, 7% on White Cars, 3% on Grey and Silver cars and only 1% on Green cars. So the study confirmed that, Bird prefers Red cars than any other cars to drop its Bomb.

Then why this colour selection for Pooping? Birds have very keen vision than human beings and can detect colours also. Most birds will be attracted towards Red colour because it is the colour of Ripened Fruits. The Reflecting Red colour of Car attracts birds and they sit on the tree above it. So the frequency of Pooping on Red cars will be higher than any other cars. The Green colour of the car has no effect on birds because it is the abundant colour in the nature. White, Grey, Silver colours make Fear on birds because they consider it as danger. That is why birds avoid White painted buildings.  But this varies depending on the species.

PERSONALIZED SYSTEM OF INSTRUCTON

                Personalized system of instruction is also known as Keller plan. It was developed by Fred.S.Keller in 1965, is a plan of individualised instruction. It is better than the conventional spoon feeding method. This method is better suit for college level education.

Chief characteristics

            This is a three step cycle of learning process with presentation, response and consequence arranged in such a way as to optimize learning. The course policy is explained to the student in the beginning and he is given the study guide. The following flow chart explains the various process involved in Keller plan

Class assembly                                                                              student receives a unit and study guide

                                              

Discuss questions missed                                 take a unit test                              students learn at his own pace

                                                                                                                      

When completes all units                                  Takes final exam                    discusses problems not mastered

Tests secures ‘B’

The course content is divided into 12 to 20 units which can be mastered by a student in about a week. The student is expected to master unit by unit at his own pace. The student first gets the unit 1 along with the study guide. The study guide is prepared by the teacher. It gives explicit objectives which the student has to achieve. When the student has achieved the objectives he will take the unit test.

                 Unit is assessed by a test of duration 20 to 25 minute and scoring of the same is done in 5 minutes. The learning materials for each unit are text books and study guide include instruction of each unit, behavioral objectives, procedure and text supplement and test question.

              The procedures consist of what to read where to look to, where rote learning is necessary and where comprehension is necessary. For each unit four equivalent but different forms of readiness tests are provided. The instructor goes from student to student and explains individual difficulties. The student takes the readiness tests provided he thinks he has fulfilled the behavioral objectives. The test is scored in presence of the student with his verbal clarifications. If he clears the test without any conceptual mistake he is provided with the study guide for next unit. Otherwise he has to attend to the areas requiring further study and appear for the test again. He is given the retest which may be old or new or the spot- constructed test depending upon the need. After completion he goes for the next unit. After a little progress some high pacers are selected from the students to act as proctors. The proctors help the instructor in the one to one contact with the students when they are studying and administering and scoring of the tests. Proctors are issued with proctor’s guide sheets where in their duties and the extra materials they have to study are mentioned. Proctors are rewarded for their additional labor, interest and regularity. Each proctor is in charge of certain number of peers.

              There will be some review tests also to assess the retentivity of the students. Enrichment activities are also provided, which carry credit or motivational value. These enrichment activities include extension lectures, work visits or experimental works.

Advantages of PSI

1. Every student with all his intellectual, psychological, socio economic and status, interest and aptitude                is considered as a class himself

2. Students learn at their own pace rather than at the instructors pace

3. Does not require costly sophisticated media for educational technology

4. Environment of co-operation is built up because of proctor guidance

5. Readiness of the students to learn is properly cared for

6. Negative reinforcement, punishment are avoided

Limitations of PSI

1. Teachers may not have the necessary enthusiasm to try new ideas

2. Mastery of learning is ignored

3. Adequate test or notes are not readily available

4. There are large number of students in classes

5. The subject matter changes fast

6. Teachers may find it difficult to write specific behavioral objectives

INDUCTIVE THINKING MODEL

Name of School :                                                                 standard: VIII Name of Teacher: Suchithra.V.G                                          strength: Subject: Chemistry                                                               date: Unit : Structure of an atom                                                    duration:45 min Topic: Isotopes and Isobars

Name of concept : Isotopes and Isobars

OBJECTIVES

·         Pupils develop observation  skill

·         Identification of isobars and isotopes

·         Generalization about isobars and isotopes

·         Pupil develop hypothesizing predicting results

PHASE 1: DATA CATEGORISATION

       T : What is the common property of  ₉₂U²³⁵, ₉₂U²³⁸, ₁₈Ar⁴⁰,₂₀Ca⁴⁰, etc?

       S : They all are elements.

       T : can you name some elements having same mass number or atomic number

       S : ₁H¹, ₁H²,₁H³,₁₇Cl³⁵,₁₇Cl³⁶,₆C¹⁴,₇N¹⁴

       T : Can you group these examples and name them according to their similarity

                     

Group A	Group B
1H1,1H2,1H3 17Cl35, 17Cl36	6C14, 7 C14 18Ar40, 20Ca40

PHASE 2 :  INTERPRETATION OF DATA

T: Let me analyze each group of example and know more about them what is the peculiarity of          elements in group A?

S : They all have same atomic number.

T : Anything else?

S : Mass number of each pair is different.

T : Yes. You are right. They are called isotopes. what about group B?

S : Group B elements have same mass number

T : Is their atomic number equal?

S : No teacher.

T: Ok. They are called isobars. Isotopes are different forms of same elements. Their mass number will be different .elements having same mass number and different atomic numbers are called isobars. Isobars are of different elements.

PHASE 3 : APPLICATION OF GENERALISATION

T: Now I will give you examples of isotopes and isobars. You must name its type.

     _6C¹⁴,₆C¹²

S: Isotope

T: Why it is called isotope?  

S: Their atomic number is equal but mass number is different.

T: yes. Now ₆C¹⁴&₇N¹⁴

S: it is isobar.

T: why you called it as isobar

S: Because they have same mass number but different atomic number.

T:₁H¹,₁H²,₁H³

S: Isotope

T: ₈O¹⁵,₇N¹⁵

S: Isobar

T: yes. So isotopes have same atomic number and different mass number and isobars have same mass number but different atomic number.