Graham’s Law

Graham’s Law

In 1829, Graham published a paper on the diffusion of gases. Most of the observations on this subject were made by Johann Dobereiner and Joseph Priestley, but Graham formulated the law of diffusion. Graham compared the different rates at which various gases diffuse through some porous pots. He also compared the rate of effusion via a tiny aperture. He concluded that the rate of effusion or diffusion of a gas at a constant temperature is simply inversely proportional to square-root of its density. This is popularly known as the Graham’s Law.

Diffusion of Liquids

In 1860, Graham examined liquids. He noted that colored sugar solution placed at the bottom most part of a glass of water gradually extends its color upward. This process was called diffusion. He also noted substances like gelatin, glue, albumen and starch diffuse slowly. He classified substances into two types: crystalloids, substances that diffuse quickly, and colloids, substances that diffuse slowly.

Other works by Thomas Graham includes research into phosphorous acids, absorption of hydrogen by palladium and the water of crystallization in hydrated salts.

Graham died September 16th, 1869 at the age of 63.

mary curie

Marie Curie was born in Poland in 1867 and was the daughter of a secondary school teacher. She learned to read when she was only four years old and was fascinated by the scientific instruments her father kept at their home. She later took work as a teacher and also created a free university where she would accept other females as students since institutes of higher learning in Poland did not enroll women at the time.

In 1891, Marie went to Paris and joined Sorbonne University to study physics and mathematics where she met Pierre Curie. They got married him in 1895. Pierre Curie was the professor of the school of physics and chemistry.

Discovery

Both Marie and Pierre worked together investigating radioactivity, based on the work conducted by the French Physicist Henry Becquerell and German Physicist Roentgen. In 1898 the Curie’s discovered the elements polonium and radium. They received the Nobel Prize for Physics in the year 1903 along with Henry Bequerel.
Pierre Curie died in the year 1906, after which Marie took over the job Pierre was doing, making her the first lady to teach in Sorbonne. She was devoted to continue the work she and Pierre Curie started together. In 1911, Marie received her second Nobel Prize, this time in chemistry for her discovery and isolation of radium and its compounds. Marie Curie also proved that radium can successfully cure certain illnesses. Even today, it plays an important role in the treatment of cancer. She is noted for being the person who introduced the use of X-ray technology and radium in medicine. Marie Curie was the first person to hold two Nobel Prizes in the sciences; Physics and chemistry.

polymer chemistry

Polymer chemistry is a chemistry subdiscipline that deals with the structures, chemical synthesis and properties of polymers, primarily synthetic polymers such as plastics and elastomers. Polymer chemistry is related to the broader field of polymer science, which also encompasses polymer physics and polymer engineering.

The chemist Hermann Staudinger first proposed that polymers consisted of long chains of atoms held together by covalent bonds, which he called macromolecules. His work expanded the chemical understanding of polymers and was followed by an expansion of the field of polymer chemistry during which such polymeric materials as neoprene, nylon and polyester were invented.

IT act 2008

An Act to provide legal recognition for the transactions carried our by means of electronic data interchange and other means of electronic communication, commonly referred to as "Electronic Commerce", which involve the use of alternatives to paper based methods of communication and storage of information , to facilitate electronic filings of documents with the Government agencies and further to amend the Indian Penal Code, Indian Evidence Act, 1872,, The Bankers' Books Evidence Act, 1891, and the Reserve Bank of India Act, 1934 and for matters connected therewith or incidental thereto.

WHEREAS the General Assembly of the United Nations by resolution A/RES/51/162, dated the 30 th January, 1997 has adopted the Model Law on Electronic Commerce adopted by the United Nations Commission on International Trade Law;

AND WHEREAS the said resolution recommends inter alia that all States give favourable consideration to the said Model Law when they enact or revise their laws, in view of the need for uniformity of the law applicable to alternatives to paper-based methods of communication and storage of information; 

IT act 2000

The Information Technology Act, 2000 (also known as ITA-2000, or the IT Act) is an Act of the Indian Parliament (No 21 of 2000) notified on 17 October 2000. It is the primary law in India dealing with cybercrime and electronic commerce. It is based on the United Nations Model Law on Electronic Commerce 1996 (UNCITRAL Model) recommended by the General Assembly of United Nations by a resolution dated 30 January 1997.^[1]

hacking

Primarily, hacking was used in the "good old days" for leaking information about systems and IT in general. In recent years, thanks to a few villain actors, hacking has taken on dark connotations. Conversely, many corporations employ hackers to test the strengths and weaknesses of their own systems. These hackers know when to stop, and the positive trust they build earns them a large salary.

malware

Malware, short for malicious software, is any software used to disrupt computer or mobile operations, gather sensitive information, gain access to private computer systems, or display unwanted advertising.^[1] Before the term malware was coined by Yisrael Radai in 1990, malicious software was referred to as computer viruses.^[2] The first category of malware propagation concerns parasitic software fragments that attach themselves to some existing executable content. The fragment may be machine code that infects some existing application, utility, or system program, or even the code used to boot a computer system.^[3] Malware is defined by its malicious intent, acting against the requirements of the computer user, and does not include software that causes unintentional harm due to some deficiency.

Malware may be stealthy, intended to steal information or spy on computer users for an extended period without their knowledge, as for example Regin, or it may be designed to cause harm, often as sabotage (e.g., Stuxnet), or to extort payment (CryptoLocker). 'Malware' is an umbrella term used to refer to a variety of forms of hostile or intrusive software,^[4] including computer viruses, worms, trojan horses, ransomware, spyware, adware, scareware, and other malicious programs. It can take the form of executable code, scripts, active content, and other software.^[5] Malware is often disguised as, or embedded in, non-malicious files. As of 2011 the majority of active malware threats were worms or trojans rather than viruses.^[6]

In law, malware is sometimes known as a computer contaminant, as in the legal codes of several U.S. states.^[7][8]

Spyware or other malware is sometimes found embedded in programs supplied officially by companies, e.g., downloadable from websites, that appear useful or attractive, but may have, for example, additional hidden tracking functionality that gathers marketing statistics. An example of such software, which was described as illegitimate, is the Sony rootkit, a Trojan embedded into CDs sold by Sony, which silently installed and concealed itself on purchasers' computers with the intention of preventing illicit copying; it also reported on users' listening habits, and unintentionally created vulnerabilities that were exploited by unrelated malware.^[9]

Software such as anti-virus and firewalls are used to protect against activity identified as malicious, and to recover from attacks.^[10]

ICT

"ICT"is the Information and Communication Technologies. "ICT in Education" means "Teaching and Learning with ICT".

FIACS

Flander’s interaction analysis category system (NED.S. FLANDER)

          The Flander’s system is an observational tool used to classify the verbal behavior of teachers and pupils as they interact in the classroom. Flander’s instrument was designed for observing only the verbal communication in the class room and non –verbal gestures are not taken into account. The basic assumption of the system is that in the classroom the verbal statement of a teacher are consistent with his non-verbal gestures or with his total behavior. Ned . S . Flander has categorized the instruction of teachers and pupils in classroom. There are 10 categories in this system.

communication cycle

he communication cycle is the process by which a message is sent by one individual, and it passes through a chain of recipients. The timing and effectiveness of acommunication cycle is based on how long it takes for feedback to be received by the initial sender.

smart classroom

Smart Classrooms are technology enhanced classrooms that foster opportunities for teaching and learning by integrating learning technology, such as computers, specialized software, audience response technology, assistive listening devices, networking, and audio/visual capabilities.

Edusat

GSAT-3, known as EDUSAT is meant for distant class room education from school level to higher education. This was the first dedicated "Educational Satellite" that provide the country with satellite based two way communication to class room for delivering educational materials.

This is a Geo-synchronous satellite developed on I-2K bus. GSAT-3 was co-located with METSAT(KALPANA-1) and INSAT-3C at 74o E longitude.

Murshida

Physical Science

UGC

From ancient Bharat to modern India, higher education has always occupied a place of prominence in Indian history. In ancient times, Nalanda, Taxila and Vikramsila universities were renowned seats of higher learning, attracting students not only from all over the country but from far off countries like Korea, China, Burma (now Myanmar), Ceylon (now Sri Lanka), Tibet and Nepal. Today, India manages one of the largest higher education systems in the world*.

The present system of higher education dates back to Mountstuart Elphinstone's minutes of 1823, which stressed on the need for establishing schools for teaching English and the European sciences. Later, Lord Macaulay, in his minutes of 1835, advocated "efforts to make natives of the country thoroughly good English scholars". Sir Charles Wood's Dispatch of 1854, famously known as the ' Magna Carta of English Education in India', recommended creating a properly articulated scheme of education from the primary school to the university. It sought to encourage indigenous education and planned the formulation of a coherent policy of education. Subsequently, the universities of Calcutta, Bombay (now Mumbai) and Madras were set up in 1857, followed by the university of Allahabad in 1887.

The Inter-University Board (later known as the Association of Indian Universities) was established in 1925 to promote university activities, by sharing information and cooperation in the field of education, culture, sports and allied areas.

The first attempt to formulate a national system of education in India came In 1944, with the Report of the Central Advisory Board of Education on Post War Educational Development in India, also known as the Sargeant Report. It recommended the formation of a University Grants Committee, which was formed in 1945 to oversee the work of the three Central Universities of Aligarh, Banarasand Delhi. In 1947, the Committee was entrusted with the responsibility of dealing with all the then existing Universities.

Soon after Independence, the University Education Commission was set up in 1948 under the Chairmanship of Dr. S Radhakrishnan "to report on Indian university education and suggest improvements and extensions that might be desirable to suit the present and future needs and aspirations of the country". It recommended that the University Grants Committee be reconstituted on the general model of the University Grants Commission of the United Kingdom with a full-time Chairman and other members to be appointed from amongst educationists of repute.

In 1952, the Union Government decided that all cases pertaining to the allocation of grants-in-aid from public funds to the Central Universities and other Universities and Institutions of higher learning might be referred to the University Grants Commission. Consequently, the University Grants Commission (UGC) was formally inaugurated by late Shri Maulana Abul Kalam Azad, the then Minister of Education, Natural Resources and Scientific Research on 28 December 1953.

The UGC, however, was formally established only in November 1956 as a statutory body of the Government of India through an Act of Parliament for the coordination, determination and maintenance of standards of university education in India. In order to ensure effective region-wise coverage throughout the country, the UGC has decentralised its operations by setting up six regional centres at Pune, Hyderabad, Kolkata, Bhopal, Guwahati and Bangalore. The head office of the UGC is located at Bahadur Shah Zafar Marg in New Delhi, with two additional bureaus operating from 35, Feroze Shah Road and the South Campus of University of Delhi as well.

Murshida 

Physical Science

Components in Communication

1.       Components in Communication

Communication is always made by some purpose. There are mainly four components in the process of Communication

1.Sender(S)

2.Message(M)

3.Medium(Md)

4.Reciever(R)

Communication

1.       Communication

The term Commmunication is derived from the Latin word COMMUNIS means common. Hence communication is the sharing of Common experience with others

Vivarium

1.       Vivarium

It is a live corner arranged in school or at  home  where creatures living in the air are grown and reared. It provides opportunity for an unlimited observations and enjoyment

A.V Technology

1.       A.V Technology

Learning is the modification of behavior through experiences , which is received through Senses. Materials that helps to make learning experience Vivid and clear by appealing the senses(eye and ear are called A.V Aids

Murshida

Physical Science

Technology of Education

1.       Technology of Education

Maintanance of technological Approach in which proven psychological and pedagogical principles are systematically and effectively applied in the teaching learning process is the Technology of Education.

Murshida 

Physical Science

1. Technology in Education

1.       Technology in Education

Application of Modern Technological gadgets like Computer,  LCD projector internet facilities in the field of Education isknown as  Technology in Education.

Murshida

Physical Science

Software Approach

Software Approach

The Application of Teaching Learning Principles  for Shaping of behavior is simply called Soft ware approach

Murshida

Physical Science

Hardware Approach

1.      

Hardware Approach

The use of Machines and other Mechanichal devices in the Process of Education is Called Hardware approach.

Murshida

Physical Science

A.V.Aids

Audiovisual education

From Wikipedia, the free encyclopedia

Audiovisual education or multimedia-based education (MBE) is instruction where particular attention is paid to the audio and visual presentation of the material with the goal of improving comprehension and retention.

After the use of training films and other visual aids during World War II, audiovisual technology gradually developed in sophistication and its use became more widespread in educational establishments such as schools, colleges, universities, museums and galleries, as well as at tourist destinations, such as the purpose-built circular cinema, Arromanches 360 [1], at Arromanches-les-Bains, which shows a 360° film presentation of the Normandy landings.

Children learn best by observing and copying the behaviors of adults. It is therefore evident that learning is more effective when sensory experiences are stimulated. These include pictures, slides, radios, videos and other audiovisual tools. According to the Webster dictionary, audio-visual aids is defined as ‘training or educational materials directed at both the senses of hearing and the sense of sight, films, recordings, photographs, etc. used in classroom instructions, library collections or the likes”. The concept of audiovisual aids is not new and can be traced back to seventeenth century when John Amos Comenius (1592-1670), a Bohemian educator, introduced pictures as teaching aids in his book Orbis Sensualium Pictus (“picture of the Sensual World”) that was illustrated with 150 drawings of everyday life.^[1] Similarly, Jean Rousseau (17122-1788) and JH Pestalozzi (1756-1827) advocated the use of visual and play materials in teaching.^[2] More recently, audiovisual aids were also widely used during and after World War II by the armed service. The successful use of picture and other visual aids in U.S armed forces during World War II proved the effectiveness of instructional tools.^[3] There are various types of audiovisual materials ranging from filmstrips, microforms, slides, projected opaque materials, tape recording and flashcards. In the current digital world, audiovisual aids have grown exponentially with several multimedia such as educational DVDs, PowerPoint, television educational series, youtube, and other online materials. The goal of audio-visual aids is to enhance teacher’s ability to present the lesson in simple, effective and easy to understand for the students. Audiovisual material make learning more permanent since students use more than one sense. It is important to create awareness for the state and federal ministry of education as policy makers in secondary schools of the need to inculcate audiovisual resource as main teaching pedagogy in curricula. The outcome is to promote the audiovisual material in secondary schools because they lack the resource to produce them. The visual instruction makes abstract ideas more concrete to the learners. This is to provide a basis for schools to understand the important roles in encouraging and supporting the use of audiovisual resource. In addition, studies have shown that there is significant difference between the use and non-use of audiovisual material in teaching and learning.^[4]

Edgar Dales Cone of Experiences

Edgar dale s cone of experience

1. 1. Edgar Dale's Cone of Experience
2. 2. Questions to be Addressed:  Who is Edgar Dale?  What is the Cone of Experience?  Is the Cone of Experienced based on previous theories?  What are mis-conceptions of the Cone of Experience?  How can the Cone help instruction?
3. 3. Edgar Dale (1900-1985) served on The Ohio State University faculty from 1929 until 1970. He was an internationally renowned pioneer in the utilization of audio-visual materials in instruction. He also made major research contributions in the teaching of vocabulary and testing readability of texts. Jeanne S. Chall, an OSU Ph.D. graduate who went on to become a leading innovator in reading research. Perhaps Professor Dale's most famous concept was called the "cone of experience," a graphic depiction of the relationship between how information is presented in instruction and the outcomes for learners. - Take from the Ohio State University Website http://ehe.osu.edu/edtl/about/tradition.cfm#dale
4. 4.  First introduced in Dale’s 1946 book, Audio-Visual Methods in Teaching  Designed to “show the progression of learning experiences” (Dale (1969) p. 108) from the concrete to the abstract
5. 5. CONCRETE LEARNING ABSTRACT LEARNING  First-hand experiences  Learner has some control over the outcome  Incorporates the use of all five senses  Difficulty when not enough previous experience or exposure to a concept  Every level of the Cone uses abstract thinking in come way
6. 6.  Hoban, Hoban & Zisman’s Visual Media Graph  Value of educational technology is based on their degree of realism  Jerome Bruner’s Theory of Instruction  Three levels in the learning process  Enactive – direct experience  Iconic – representation of experience  Symbolic – words or visual symbols  The process of learning must begin in concrete experiences and move toward the abstract if mastery is to be obtained.
7. 7. Intentions of the Cone of Experience  Dale (1969) wrote that  May lead to a more useful way of thinking about audio visual materials and their application in the classroom  The levels of the Cone are interactive  As one moves up the Cone there is not necessarily an increase in difficulty but rather an increase in abstract thought
8. 8. Mis-Conceptions of the Cone  All teaching/learning must move from the bottom to the top of the Cone.  One kind of experience on the Cone is more useful than another  More emphasis should be put on the bottom levels of the Cone  The upper level of the Cone is for older students while the lower levels are for younger students  It overemphasizes the use of instructional media
9. 9. Misrepresentations of the Cone www.biij.org/2008/1/e16/fig4.gif www.compstrategies.com/.../img002.gif www.cals.ncsu.edu/agexed/sae/ppt1/img012.GIF web20guru.wikispaces.com/file/view/dalescone.gif
10. 10.  Enactive – direct experiences  Direct, Purposeful  Contrived  Dramatized  Iconic – pictorial experiences  Demonstrations  Study trips  Exhibits  Educational television  Motion pictures  Recordings, radio, still pictures  Symbolic – highly abstract experiences  Visual symbols  Verbal symbols
11. 11. Direct and Purposeful Experiences  Direct, first hand experiences  Have direct participation in the outcome  Use of all our senses  Examples:  Working in a homeless shelter  Tutoring younger children
12. 12.  Models and mock-ups  “editing of reality”  Necessary when real experience cannot be used or are too complicated  Examples  Use of a pilot simulator  Mock up of an auto plant to show the auto making process
13. 13.  Reconstructed experiences  Can be used to simplify an event or idea to its most important parts  Divided into two categories  Acting – actual participation (more concrete)  Observing – watching a dramatization take place (more abstract) Monticello Students engaged in a mock trial
14. 14. ICONIC EXPERIENCES ON THE CONE  Progressively moving toward greater use of imagination  Successful use in a classroom depends on how much imaginative involvement the method can illicit from students  Involves:  Demonstrations  Study trips  Exhibits  Motion pictures  Educational television  Radio, recordings, and still pictures
15. 15. Demonstrations • Visualized explanation of an important fact, idea, or process • Shows how certain things are done • Examples: ▫ How to make a peanut butter and jelly sandwich ▫ How to play the piano ▫ How to lift a fingerprint www.ttr.com/model1.html Flame Salt Test Demonstration- You Tube (right click to open link) •http://www.youtube.com/watch?v= YFqq1rL8PjQ
16. 16. Study Trips  Watch people do things in real situations  Observe an event that is unavailable in the classroom  Examples:  Civil War Re-enactment  Old World Wisconsin  Class trip to Washington D.C.
17. 17. Exhibits  Something seen by a spectator  Two types  Ready made ○ Museum ○ Career fair  Home-made ○ Classroom project ○ National History Day competition
18. 18. Educational Television and Motion Pictures Television Motion Pictures  Bring immediate interaction with events from around the world  Edit an event to create clearer understanding than if experienced actual event first hand  Example:  TV coverage of 9/11  Can omit unnecessary or unimportant material  Used to slow down a fast process  Viewing, seeing and hearing experience  Can re-create events with simplistic drama that even slower students can grasp
19. 19. Recordings, Radio, and Still Pictures  Can often be understood by those who cannot read  Helpful to students who cannot deal with the motion or pace of a real event or television  Examples:  Time Life Magazine  Listening to old radio broadcasts  Listening to period music copyservices.tamu.edu/clipart/clip09/index.html
20. 20. Very little immediate physical action  Difficult only if one doesn’t have enough direct experience to support the symbol Used at all levels of the Cone in varying importance Involves: • Visual symbols • Verbal symbols
21. 21. VISUAL SYMBOLS  No longer involves reproducing real situations  Chalkboard and overhead projector the most widely used media  Help students see an idea, event, or process  Examples:  Chalkboard  Flat maps  Diagrams  charts http://pro.corbis.com http://419.bittenus.com/6/6ballgameslottery/geography.gif
22. 22.  Two types › Written words – more abstract › Spoken words – less abstract  Examples: › Discussion › Explanation/lecture
23. 23. Concrete or Abstract Learning? How could Dale’s Cone of Experience have changed this lesson for Calvin? What instructional media could his teacher have used to have helped Calvin find meaning in this lesson?
24. 24. What does the Cone mean for instruction?  Dale (1938) taught teachers that they should help their students learn how the media effects us, and to critically evaluate it.  Teachers must evaluate the benefit of the learning vs. the amount of time required in the lesson  How to effectively use instructional media to helping students move from concrete to abstract thought http://elzeeyed.com/ydome/wpcontent/uploads/2007/08/teacher_cartoon.gif
25. 25. Other Instructional Technology Learning Theories  Anchored Instruction ◦ Developed by John Bransford at Vanderbilt University ◦ Principles:  1. Learning and teaching activities should be anchored around a case-study or problem  2. Curriculum materials should allow students to explore a lesson through instructional media  Elaboration Theory ◦ Charles Reigeluth (Indiana University) and his colleagues in the late 1970s ◦ Elaboration theory is an instructional design theory that emphasizes the creation of a learning sequence from simple to more complex content in order to create deeper understanding.
26. 26.  How do you use technology in your instruction?  Does the use of technology enhance learning?  Do today’s technology savvy students require greater usage of technology than in the past?  How can you use technology to create learning experiences?
27. 27. Conclusion: •The Cone of Experience is a visual device to aid teachers in the selection of instructional media •The Cone is based on the movement from concrete experiences to abstract experiences •The literal interpretation of the Cone has resulted in misconceptions of its use •The Cone has practical applications in classroom instruction
28. 28.  Cisco Systems, Incorporated. (2008). Multimodal learning through media: What the research says. Fadel, C., & Lemke, C. Retrieved from http://www.cisco.com/web/strategy/docs/education/Multimodal-Learning-Through- Media.pdf on February 10, 2009.  Dale, E. (1969). Audiovisual methods in teaching. New York: Dryden Press  Dooley, K. (2005). Advanced methods in distance education: Applications and practices for educators, administrators and learners. Hershey, PA: Information Science Publishing.  Heinich, R., Molenda, M., & Russell, J. D. (1989). Instructional media and the new technologies of instruction. New York: Macmillan.  Molenda, M. (2003). Cone of Experience. In Kovalchick, A., & Dawson, K. (Eds.). Education and technology: An encyclopedia (p. 161-164). Santa Barbara, Calif: ABC-CLIO.  Seels, B. (1997). The relationship of media and ISD theory: The unrealized promise of Dale’s cone of experience. Paper presented at the annual meeting of the Association for Educational Communications and Technology. Albuquerque, New Mexico. (ERIC Document Reproducation Service No. ED409869)  Turner, G. (2000). Teaching young adults: A handbook for teachers in further education. Florence, KY: Routledge.  Elaboration Theory - http://www.learning-theories.com/elaboration-theory-reigeluth. html  Anchored Instruction - http://tip.psychology.org/anchor.html

Media & AV Communication Technology as media

Media & AV Communication Technology as media •

TV, projected images, bulletin boards – The design of messages that control the learning process • How to put together media products that promote learning


Murshida
Physical Science
K.P.M College, Oyoor

Perspectives in Educational Technology •

Perspectives in Educational Technology • Media & AV Communication • Technology in Education • Computers and Computer Systems • Instructional Systems

Technology in Education

Technology in education refers only to the use of devices that may be used in the classroom. – Computers, sewing machines, lathes • Educational Technology is a discipline – It has a theoretical foundation – It has guiding principles



Murshida.P
Physical Science
K.P.M. B.Ed College, Oyoor

Educational Psychology

                                                      Educational Psychology




                    Educational psychology involves the study of how people learn, including topics such as student outcomes, the instructional process, individual differences in learning, gifted learners, and learning disabilities.


Murshida.P

Physical Science