Interdisciplinary Socio-Technical Practicum - Deepak Sharma · Adhish Bhandari, Aneesh Monga, Deepak Sharma, Hrishikesh Alda, Pranjal Jain, Sachin Roongta . Contents. 1. Introduction.
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Interdisciplinary Socio-Technical Practicum
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Interdisciplinary Socio-Technical Practicum
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Development of Educational Practical Kits/Tools for
School-Going Students
Adhish Bhandari, Aneesh Monga, Deepak Sharma, Hrishikesh Alda, Pranjal Jain, Sachin Roongta
Contents
1. Introduction
2. Literature Survey
2.1 Working definitions
2.2 Site Assessment
2.3 Stakeholders
2.4 Topics to be surveyed
2.5 Negative effects of the produced tools and kits
3. Methodology
3.1 Overview
3.2 Methodology
3.3 Timeline
4. Data Collection
4.1 Surveys and Interviews
4.2 Survey Results
4.3 Outcomes of Surveys
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4.4 Suggestions
4.5 Conclusion
5. Future Aspects
6. Reviews and Recommendations
7. Appendix A
7.1 Sample Survey (11th Standard)
7.2 Sample Survey (12th Standard)
7.3 Teacher Interview
8. Appendix B (Kits Manual)
8.1 Precipitation Reaction
8.2 Endothermic/ Exothermic Reactions
8.3 FCC Lattice Structure
8.4 Tetrahedral Structure
8.5Conic Section
8.6Trigonmetry
9. Poster
10. Individual Contribution
11. References
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1. Introduction
Education is one of the most essential necessities for a human to become a human in true sense. One
just cannot neglect the importance of Education in the 21st Century. Recently, great changes have been
made by the Government of the nation for qualitative and quantitative improvements in the education
field. While India is trying its best to impart primary education by making it a fundamental right for the
citizens of the nation, developing and following various measures to see that it’s accessible to each and
every person at every remote place in the country, higher education is not given that much importance
rendering a huge chunk of the nation’s youth unemployed. The higher education is crucial for certain
reasons. The first and foremost being ‘Character Building’, that cannot be undermined at any cause. The
large scale outlaws and felons created by the Indian society is one of the major consequences of lack of
higher studies. Higher Education imparts direction in the youth and gives them proper objective and
power of visualizing their goals in life. Secondly, highly educated youth will contribute to the nation’s
development and also ensure that the next generation receives an environment which would make
them thrive towards even better development.
India, having immense potent personnel, still is not eminent when proportionate educated personnel
are concerned in spite of having a significant no. of adept engineers, doctors and humanitarians all over
the world. The objective of the project is to increase the percentage of skilled labor in the country by
boosting them in their earlier phase. A person faces the initial phase of his career when he decides his
interests after Matriculation. A person decides his stream in which he would like to pursue his career
namely Science, Commerce and Human Sciences. This period of time is very fragile as the person is
novice to his career and if his interests are violated or his desires and expectations are not fulfilled, the
person will ultimately lose interest and his career will be at hiatus then and there. So, special care has to
be taken in order to maintain a student’s interest in Senior-Secondary Education. The basic requirement
to handle this cause is to see that the student properly understands whatever is taught to him and is
able to implement them practically. If this step is successful, other problems will be curbed
automatically.
In the past years, huge changes have been made that shape the methodologies and techniques in
imparting education to the students, which have also affected the very purpose and aim of Senior-
Secondary education. However, these techniques don’t seem to be that effective which can be stated by
seeing the following problems –
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A significant percentage of students leave their education after their Senior-Secondary
Education.
A significant percentage of students change their stream of studies after getting through their
12th Standard due to lack of interest.
Being Engineers ourselves, we intend to focus on “Science” as a stream in 11th and 12th Standards. We
will try to understand the topics in which most of the students face problems in Physics, Chemistry and
Mathematics respectively. The project is about the Senior-Secondary Education in India that needs a
revolutionary change technically and methodologically. Let it be the non-experimental bookish teaching
in courses like Physics, Mathematics, etc. or the discrete outlook of students as well as teachers towards
different subjects (whereas, every subject is interrelated with each other; where everything starts up
with atoms and molecules and ends up with them.) During this Course, we will survey students as well
as teachers at different schools in Mandi to know the subjects in whom they face problems and the
subjects where they require practical assistance to understand the core of the concepts. It has been
found by all of us (as we went through the same phase) that the implication of practical knowledge is
still missing in our education system and it needs a change. Therefore, the project aims at producing
Educational Practical Kits/Tools that will help School-Going students to understand intricate concepts in
basic Physics, Chemistry and Mathematics. Also, these tools will help them to ride their imagination to
the horizon while they work them out at their homes. We, including our faculty adviser are really excited
about our future job. The motivation of the project came from the consensus that the students just
cram the theory and general concepts which they are unable to understand and just disgorge them in
the exams without getting the practical feel of what is going on actually.
The project will try and solve this problem and will also aid teachers for effective teaching. Our GOAL is
to help produce good quality scholars and enhance the education system and techniques in India. The
Kits/Tools made under the project will aid students to get a practical feel of the subject and also help
teachers to generate interest in the subject among the students. It will also help the teachers to make
the students learn the concepts easily. It is a common trend amongst students pursuing their
elementary/secondary education to mug up all the concepts and theory which they are unable to
understand. This project will reverse the conventional reflexes of the student community and will help in
producing better scholars with much better concepts. Overall, the quality of education will improve and
students will actually learn things for life rather than learning things for exams. Hopefully, this will bring
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down parrot learning and reproducing half-baked ideas in the examination which have been the
measure of assessing the caliber of students in all levels of Education.
2. Literature Review
This section constitutes the background and literature survey of the problem. The working definition is
delineated and stake holders are analyzed thoroughly. Data interpretations have been made to get into
the problem thoroughly and different topics have been sorted out subject-wise and year-wise so as to
grant attention to each disinterestedly.
2.1 Working Definitions:
The actual objective of the project aims to improve the methodology in teaching nationwide but
conducting nationwide survey is not possible in the given time frame. Hence, we will conduct our survey
in Mandi area and depending upon the different parameters (literacy rate, no. of schools, no. of
teachers etc.), we will try to interpolate our results to check its validity and reliability nationwide.
2.2 Site Assessment:
Before starting our survey, a proper estimation of the schools and literacy related issues in the site is
imperative. This will be required to interpolate our results to estimate its effect nationwide. Since we
are planning to conduct our study in Himachal Pradesh especially in Mandi district we need a proper site
assessment in this area. This is being done through various data interpretations using previous years’
data. The important parameters that were decided to assess the site are as follows –
Literacy rate in Mandi
Distribution of schools in Mandi on the basis of Primary, Middle and Secondary and Senior
Secondary Schools
Enrollment of students in different schools in the region
Pupil-teacher ratio in the area
No. of schools in the area
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NOTE: Data that we garnered is outdated but only this was available to us, as the survey is conducted
every 10 years on these matters
Literacy rate in Mandi
The figure indicates the Literacy Rate in Mandi which is further divided for rural, urban and overall
population. It can be seen that Mandi area has quite a good literacy rate when comparing to that of the
national average. Hence, the possibility of getting good results is increased for the Mandi region while
compared to any other region with comparatively lower literacy rate. Hence, we get an added
advantage due to higher literacy rates in this region.
0
10
20
30
40
50
60
70
80
90
100
Rural Urban Overall
Literacy Rate in mandi
1991 combined
2001 combined
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Distribution of Schools in various regions in Mandi district
Overall Distribution of Schools under the category of Senior and Higher Senior Secondary in H.P.
Total Schools (Number)
Schools with Middle Classes0
500
1000
1500
2000
2500
No
.of
Sch
oo
ls
Sadar BalhDaran
gChaun
traGopal
purDharampur
Chachyot
SerajSunde
rNagar
Karsog
Total
Total Schools (Number) 251 319 273 201 223 259 175 220 259 291 2471
Schools withPrimary Classes 193 238 218 162 172 201 134 173 197 238 1296
Schools with Middle Classes 76 106 62 51 64 83 45 51 74 60 672
Schools with High/SeniorSecondary Classes
35 48 22 27 42 38 15 24 30 26 307
SolanBilasp
urCham
baHamir
purKangr
aKinna
urKullu
Lahaul &
Spiti
Mandi
Shimla
Sirmour
Una
No.of Schools in Senior Secondary 56 44 85 52 172 19 49 11 111 111 74 50
No.of Schools in Higher SeniorSecondary
91 86 88 65 243 29 65 24 224 202 10 34
0
50
100
150
200
250
300
Ni.
of
Sch
oo
ls
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Block-wise total enrollment in Primary, Secondary and Senior Secondary
Block -Wise per School Enrollment in Mandi District
0
50000
100000
150000
200000
250000
Sadar Balh Darang
Chauntra
Gopalpur
Dharampur
Chachyot
Seraj Sunder
Nagar
Karsog
Total
Primary 10780 14219 10331 6913 7753 7487 7535 10057 11428 11518 98021
Secondary 6653 9348 6370 4546 5501 4988 4600 5803 7849 7433 63091
Senior Secondary 8166 4988 5733 4004 6125 4601 2994 5087 6737 6889 55324
Total 25599 28555 22434 15463 19379 17076 15129 20947 26014 25840 216436
Tota
l No
.Of
Enro
llme
nt
Sadar Balh DarangChaunt
raGopalp
urDharampur
Chachyot
SerajSunderNagar
KarsogTotal
District
Primary 56 60 47 43 45 37 56 58 58 48 51
Middle 87 88 103 89 86 60 102 114 106 124 94
High/SeniorSecondary 233 104 261 148 146 121 200 212 225 265 180
Total 102 90 82 77 87 66 86 95 100 89 88
0
50
100
150
200
250
300
No
.of
Enro
llme
nt
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The above figures indicate the total no. of schools in Mandi and overall distribution of these schools
(categorized into primary, middle, higher and senior-secondary) throughout the district. From the figure
we can conclude that primary education is given more importance as the no. of primary schools is far
greater than secondary schools. This data supports our observation mentioning that primary schooling
is on the agenda in Govt. of India initiatives. As the quantitative increment is out of question due to lack
of resources, so qualitative improvement is called for. The no. of schools enrolled in Mandi district is
quite good on comparison with the national average if the population is to schools ratio is concerned.
Year wise enrollment of SC/ST in Mandi in Senior Secondary
1996-97 2000-01 2001-02 2002-03 2003-04 2004-05
SC 2190 3111 3348 3520 3765 4226
ST 120 178 184 384 285 311
0
500
1000
1500
2000
2500
3000
3500
4000
4500
No
.of
Stu
de
nts
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Year-wise number of schools, enrolment, teachers and pupil-teacher ratio in Mandi District
Year-wise number of schools, enrolment, teachers and pupil-teacher ratio in Mandi District
Year-wise numer of schools, enrolment, teachers…
High School Enrolment0
10000
20000
30000
40000
No
.of
Enro
llme
nt
1996-97 2000-01 2001-02 2002-03 2003-04 2004-05
Year-wise numer of schools,enrolment, teachers and pupil-teacher ratio in Mandi District
Number
133 145 146 144 141 139 140
High School Teacher 1435 1489 1495 1479 1458 1111 1108
High School Enrolment 24303 30557 32033 30072 30535 33246 33231
High School Pupil Teacher Ratio 17 21 21 20 21 30 30
Year Number
Senior Secondary School Enrolment0
5000
10000
15000
20000
25000
No
.of
Enro
llme
nt
1996-97 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06
Year Number 33 75 77 79 82 100 102
Senior Secondary School Teacher 842 1215 1227 1358 1362 1814 2078
Senior Secondary School Enrolment 12253 17549 17979 19092 20127 21218 21266
Senior Secondary School Pupil-Teacher Ratio
14 14 14 14 15 12 10
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Inference
The emphasized parameters are quite impressive as compared to other areas in India. The literacy rate
is quite good along with the enrollment of students and the no of schools. The pupil-teacher ratio is
continuously increasing, thereby improving the higher education ambience. All these prove the virtuoso
of Himachal Pradesh in literacy and educational matters as far as India is concerned. The good
educational environment here will provide us additional benefit of good outcomes here. Hence we can
portend that if our project is successful here it might work in the same way in most of the India.
2.3 Stakeholders:
As our project goal is to develop practical kits for senior secondary students. The major drawback that
education system of our country faces is the old fashioned theoretical curriculum with little or no
emphasis on practical aspects of topics discussed. Students which are the building blocks of the society
are the major losers in this system. Although all of the stakeholders are important, not all are necessary
to discuss in depth for the focus of this project. We have determined that the key participants to
evaluate are the Students, Teachers and Parents, our Society and Indian development on a whole. Here,
we look at these stakeholders in depth.
The Students
Students constitute the major future workforce in our country. The basic foundation of a student’s
elementary education is one of the most important initial steps in building up a solid secondary
education platform. Although by aggressive measures by the Govt. of India, large no. of elementary
schools are setup in even the remotest of areas of our country but the quality of education is still a
debatable issue. The main aim of such programs is to make the country’s poor population self-
sustainable and take care of their living.
Although literacy is an important criteria in determining the growth and development of the country but
percentage of skilled workforce to unskilled workforce is quite unfavorable. So there is an urgent need
for improvement of quality of education at the senior secondary level so that students can be attracted
to learn and provide a helping hand in growth of our country.
One of the main reasons for not pursuing higher education in our country is its old fashioned education
system. State Education Boards are still stuck on those old cultures of bookish teaching. Some boards
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have not even revised their curriculum for more than 10 years. So there is a need for change in style of
teaching. New ways of interactive teachings are required. Educomp Solutions, a private educationist
company has come up with new concept of “Educomp Smart class” where a new dimension has been
given to teaching and learning. Although it is on a test stage in small pockets of our country, but the
results delivered are far better.
So our initiative to come up with some kind of practical educational kits for senior secondary students is
an effort to bring about a change in the teaching methodology. Boring and theoretical topics can be
changed into fun filled practical activities. Studies show that people tend to grasp concepts more easily
by method of “learning by doing” rather than reading/researching about them. The design of these kits
needs to be user-friendly, non-hazardous and related to the read topics of the students.
Teachers and Parents
Teachers are the bearers of one of the greatest responsibilities of the country. Like soldiers
spend/sacrifice their lives for the protection of their country, on similar terms Teachers with full
dedication train these “Soldiers” for the upcoming battle of competition and hard work in their journey
to achieve glory for themselves and for the nation as well.
In Indian Education system, we find a gap between teachers and students. Chemistry is mostly the
missing link of this relationship. Students tend to fear from teachers and are mostly shy to discuss about
their difficulties and problems especially in their early teens. Also thanks to the old fashioned pedagogy,
this gap widens. If a friendlier and interactive way of teaching and learning could be initiated, then this
would lead to better results. The main aim of teachers is to impart as much knowledge as they can to
their students effectively. So a better environment between students and teachers will be highly
beneficial for the effective study.
Parents are the teachers at home. What students learn at school, they implement in their surroundings.
Parents play a vital part in making them revisit their topics. If sufficient help is not available at the school
level no matter what the reason may be, parents will have to barge in to help their children in this
effective learning process.
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Society
Today’s students will be the driving parts of the society in the future. What they do, learn or think today
will evolve into their social behavior in future. Tomorrow’s leaders in every field will come out of these
students only. So society is the main beneficiary in this process. So a healthy relationship between
students and society is important. If the present generation is well educated, their future generation will
be even more resourceful and there are more chances of society turning into a literate one. Students
should be made to involve in practical life problems related to the society so that their mind develops
and starts to roll in practical set-ups.
Indian Development
As discussed above, Today’s Generation is tomorrow’s development bearer. So the responsibility of
taking the nation to new peaks in their hands only. The ultimate aim of the project is to provide good
quality educational materials to students interested in studies which would only be possible if their
interest is not killed in nascent stage during their Elementary/secondary education. The Kits will develop
interest in students for studying Science and Mathematics further. As this era is the era of advancement
in science and technology, India needs a lot of leaders in this field which is missing in current scenario
because of lack of interest in the nascent stages. So this initiative will try to counter this problem and
bring about a change in the educational system after series of tests on this system on the scale of
validation and reliability of results.
2.4 Topics to be considered:
These topics have been selected through rigorous understanding of the NCERT Books which are
followed in the CBSE Boards for Senior-Secondary Education. The topics have been sorted out subject-
wise and year-wise for proper clarity and understanding and the survey will be based on the same topics
mentioned here. The topics in which most of the students find difficulty will be found out and kits will be
made accordingly. CBSE board curriculum has been chosen over other education boards as highest
percentage of students are enrolled under it and other boards mostly follow the same line of action in
academics department as CBSE.
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11th Standard Physics
1. Motion in Straight line/plane
Figure 1 Projectile Motion
2. Newton’s law of Motion
Figure 2 Newton's law of Motion
3. Work, Power and Energy
Figure 3 Work, Power and Energy Diagram
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4. Center of Mass and Rotational Motion
Figure 4 Center of Mass
Figure 5 Rotational Motion
5. Gravitation
Figure 6 Gravitational Force
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6. Mechanical Properties of Solid
Figure 7 Stress Vs Strain Curve
7. Mechanical Properties of Fluid
Figure 8 Bernoulli's Equation
8. Thermal Properties of Matters
9. Thermodynamics and Heat Transfer
Figure 9 Laws of Thermodynamics
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10. Kinetic Theory of Gases
11. Oscillations and Waves
Figure 10 Simple Harmonic Motion
11th Standard Chemistry
1. Atomic Theory and Stoichiometry
2. Atomic Structure
3. Classification of Elements and Modern Periodic Table
Figure 11 Periodic Table
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4. Chemical Bonding and Molecular Structure
Figure 12 Rock Salt Structure
5. State of Matter and The Gas laws
6. Thermodynamics
7. Equilibrium and Acid Base Reactions
Figure 13 Chemical Equilibrium
8. Redox Reaction
Figure 14 Redox Reactions
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9. The s and p Block Elements
Figure 15 s and p block elements
10. Organic Chemistry- Basic Principle and Technique
Figure 16 Resonance
11. Hydrocarbon
Figure 17 Types of Hydrocarbon
12. Environmental Chemistry
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11th Standard Mathematics
1. Sets, Relations and Functions
Figure 18 Sets
2. Trigonometry Functions
3. Principle of Mathematical Induction
4. Complex No. and Quadratic Equations
Figure 19 Complex Number
5. Linear Inequalities
6. Permutations and Combinations
Figure 20 P&C
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7. Binomial Theorem
Figure 21 Binomial Series Expansion
8. Sequence and Series
9. Straight Line
10. Conic Sections
Figure 22 Conic Sections
11. Three Dimensional Geometry
12. Limits and Derivatives
13. Mathematical Reasoning
14. Statics
15. Probability
Figure 23 Probability in Tossing a Coin
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12th Standard Physics
1. Electric Charges and Fields
Figure 24 Coulomb's Law
2. Electrostatic Potential and Capacitance
Figure 25 Electric Potential lines
3. Current Electricity
Figure 26 Kirchoff's Law
Figure 27 Wheat Stone Bridge
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4. Moving Charge and Magnetism
Figure 28 Force on Moving Charge
5. Electrostatic Induction
Figure 29 Charge Separation due to Induction
6. Alternating Current
Figure 30 Alternating Current
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7. Electromagnetic Waves
Figure 31 Electromagnetic Wave Propagation
8. Ray Optics
Figure 32 Reflection by Convex Mirror
9. Wave Optics
Figure 33 Interference of Light Waves
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10. Dual Nature of Radiation and Matter
11. Atoms and Nuclei
Figure 34 Atomic Emission Spectra
12. Semiconductor Electronics
Figure 35 PN Junction Diode-Forward Biasing
13. Communication System
12th Standard Chemistry
1. The Solid State
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Figure 36 Types of Unit Cell
2. Solutions
3. Electrochemistry
Figure 37 Electrolyte Cell
4. Chemical Kinetics
Figure 38 Chemical Kinetics
5. Surface Chemistry
6. The p-d-f Block Elements
7. Coordination Compound
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Figure 39 Coordination Compound
8. Halo-alkanes and Halo-arenes
Figure 40 Reactions of Halo-alkanes
9. Alcohols, Phenols and Ethers
10. Aldehydes, ketones, Carboxylic Acids and Amines
Figure 41 Carboxylic Acid, Aldehydes, Ketones
11. Biomolecules and Polymers
Figure 42 Types of Polymers
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12th Standard Mathematics
1. Relations and Functions
Figure 43 Function
2. Inverse Trigonometric Functions
Figure 44 Plots of Inverse Trigonometric Function
3. Matrices and Determinants
Figure 45 Matrix and it's Determinant
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4. Continuity and Differentiability
Figure 46 Definition of Differentiability
5. Applications of Derivatives
6. Integrals and It’s Applications
Figure 47 Basic Concept of Integration
7. Differential Equations
8. Vector Algebra
9. Three Dimensional Geometry
Figure 48 Plane Vector
10. Probability
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2.5 Negative effects of the produced tools and kits
The tools/kits that would be produced as per the project outcome may have huge benefits but its
negative effects cannot be neglected. The teachers may tend to rely more and more to the kits and
loose the actual teacher-pupil connection or relation. It may further lead to the ineffectiveness of
teachers as they won’t be able to teach some topics efficiently. Ultimately, it can lead to the
deterioration of the quality of teachers.
Moreover, the student may too tend to rely on the kits and may even stop referring books which is
reprehensible for the student. The kit might help the student to actually understand the topic but the
book makes a base which can’t be just ignored. This can ultimately lead the book culture to a hiatus
giving rise to some another un-hoped problems. Education has two aspects – Theory and its Practical
Implication. One should not just forget the importance of books in theory building while focusing more
on Practical Application of the theory. Theory comes first and if it’s absent, then practical implications
are useless.
3. Methodology & Timeline
3.1 Overview
The goal of the project is to know the whereabouts of the particular topics in which the students face
problems in understanding in 11th and 12th Standard Science and enhance the techniques and pedagogy
so as to impart practical aspects of the topics and help student realize the feel of the topic and make his
concepts crystal clear. For this to be realized, we plan on making some practical kits for the students
that will give them better understanding of the topics in which the students face problems majorly.
Therefore, firstly we need to find out the topics in which students face serious problems and teachers
find teaching that topics elusive. For that we plan on conducting surveys and interviews of students and
teachers respectively and depending on the survey results we will plan on fabricating the kits.
3.2 Methodology
Step 1: Initial Preparation
After being clear about our motivation, we now focus on the subject, our problem should address upon.
This subject includes different topics that students studying in senior secondary grades face in the field
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of physics, chemistry and mathematics. For this, we have compiled a list of topics studied by students of
11th and 12th grades. This list of topics is taken up from different textbooks prescribed by Central board
of secondary education (CBSE) in India.
Step 2: Surveys, Group Interviews and Group Discussions
At first, we aim at surveying all of our stakeholders-students, teachers and parents-with specific
questionnaire for each groups of people. The plan is to survey minimum of 400 students, 25 teachers
and 25 parents. The students will be provided objective questionnaire whereas teachers and parents will
be given subjective questionnaire. These questionnaires will try to analyze the shortcomings each group
faces while studying or teaching; depending on the group’s roles. The result of this survey will verify our
problem statement and strengthen our belief which we developed by recalling the problems we faced
personally (clearly portrayed in each questionnaire).
In the survey developed for students, the main issues focused are the specific subjects in physics,
mathematics and chemistry that senior secondary students study and the difficulty faced by students
rated on a 5-point scale; where 1 stands for “Not a problem” which goes up to 5 which stands for “Big
Problem”. This is an easier way to get the desired information required to develop toys which can help
students in understanding the concepts in a more holistic way. Questionnaires for parents and teachers
will have short-answer questions which can help us understand the issues faced at the other end of the
process known as teaching.
Questionnaire for parents and teachers in accompanied by group interviews which include parents and
teachers together in batch of 6 (3 teachers and 3 parents) or based on the availability of both the group
members. This group interview will be more of an interesting group discussion over the issues that bug
students while they learn new concepts of physics, chemistry and mathematics. These discussions-cum-
interviews will also focus on the difficulties faced by both parents and teachers while teaching their
children and students respectively.
Thus, we are filled with raw information till brim and ready to get the clear meaning which will help us in
development of further plans and educational toys for students.
Step 3: Analysis of results
Now that the results from surveys, interviews and group discussions are in hand, we need to reach the
depth of problem that our focus group faces.
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Starting with students, the 5-point rating obtained is now accumulated for the group of students. This
rating helps us to clearly demarcate the specific topics which we need to focus on. This result gives us
output which will include subject-wise ranking of different topics. The feedback obtained from teachers
and parents in form of survey output and notes made during group discussions will not only help us in
clarifying any ambiguity which we may find in the earlier numerical results of the survey but will also
provide us a perspective from the other end of desks and benches. This subjective perspective will aid
our thought process to visualize the scenario with students, teachers and the toys produced for the
mentioned problem. Therefore, both objective and subjective results make the result more fulfilling and
clear for understanding the root problem.
Step 4: Development of tools/kits (toys)
After successfully obtaining the result of analysis obtained in previous step, we are ready to combine it
with the team’s plan for toys’ development. We plan to develop toys which are easy to use,
conceptually clear and inter-disciplinary. Here, Inter-disciplinary means that toys will consist of
conceptual understanding of topics from more than one subject-physics, chemistry and mathematics.
These toys will help students to remember concepts in a more profound and linked way and will help
them understand multiple concepts simultaneously. By doing so, they will be able to stay more
connected to the real world problems as no real world problem presents exclusive use of concepts
which are only from physics, mathematics or chemistry background. This will also help students.
Therefore, these tools will trigger their imaginative sense and will help them in staying more connected
to their course of study and will foster their intuitive thinking capability.
Step 5: Feedback
Feedback is an integral part of any project which involves direct impact to the focus group referred.
Therefore, after 2 weeks of providing students with toys, we will be focusing on taking feedback from
students and binding it together into the report so that further work could be done on this project which
focuses on an important issue of “Education”. The final results of the project will be judged on two
important parameters –
Validation
Reliability of Results
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3.3 Timeline
The aforementioned steps are mutually exclusive and will take place one after the other. Therefore,
proper time management and planning is a must for these tasks. We have planned to divide the tasks as
follows:
STEP DESCRIPTION DURATION
1 Initial Preparation By September 5, 2013
2 Surveys, Group Interviews and Group Discussions September 5- September 12, 2013
3 Analysis of results September 12- September 19, 2013
4 Development of tools (toys) September 19,2013- October 15, 2013
5 Feedback October 30- October 31, 2013
4. Data Collection
4.1 Survey & Interviews
Before coming up the final survey papers we all meted and decide which book to make reference?
Which topics to add to the final survey? What should be the scale? And after this brain storm we came
up with the survey it looks like now.
Survey was mainly conducted for 11th and 12th standard Science Stream as our main focus were students
studying in 10+1, 10+2. Survey contains mainly the topics covered in NCERT Syllabus 11th and 12th
standard. For survey we went to Govt. Sr. Sec .School Katindi and DAV school Mandi. We also
conducted interviews for teachers at DAV school and attached one at the Appendix.
For 11th Standard when I went to Katinidi I first explained briefly about the course and my project over
which we are working on to the principal appointed at Katindi. He himself took great interest listening
what I was saying also suggest some better ways to conducting survey like merging some topics of
Math’s and Physics and physics and Chemistry together for better understanding of the students. He
also hopes and wishes me good luck on my project.
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Then I explained about the survey to the students and also how to fill it and what is rating method to
calculate it also I talked them about some topics I used to face problem when I was in 11th or 12th
standard. After collecting survey I also explained them about IIT and other important Engineering Exams
and Medical Exams.
When conducting survey I found out that number of students in Science stream is less than the any
other stream in school even though having faculty of all subjects. I asked students about it and found
out that students are not very much interested in science as they found it hard and couldn’t able to
connect it to the practical uses. Also one of the major issue is that they have to study science only in
English medium and Science in not provided in Hindi medium in Himachal as the other state like
Rajasthan from where I belong.
I also told them about my story that even I am from Hindi medium back ground and how I cleared JEE
and all to motivate them. Even after session end I talked to same students to hear their concern and
difficulties they are facing.
Before coming back I also talked to the physics and Mathematics faculty and asked about them
according to their experience the topics where they find students are struggling and performing poorly
and what kind of doubts they asked during classes how they try to clear them and also told them about
my project and asked for a review. What they think? At what level it can help students.
For 12th standard we went to the 1st year boys’ hostel at IIT-MANDI and asked them to fill the form as
most of them didn’t understand I also told them fully about project we are doing and how it can help
the Society also why this course’s name is ISTP. In which you need to use your technical skills for social
use and to come up with a practical solution to the problem society is facing.
Near Govt. School, Katindi
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We also talked to our batch mates and took their reviews on the topics and also if they have used some
other method for better understanding. Some of them also suggest as some good ideas like how their
teachers used to show them 3D structure to give them a feel about its actual structure.
4.2 Survey Results
The results obtained after plotting graph according to the difficulty and the topics specified are as
follows –
Physics
Team members with students studying at NSS, IIT Mandi
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(d) Center of Mass and Rotational Motion- Topic is related to the position and shifting of Center of
Mass and also rotational motion of moving bodies
(f) Mechanical Properties of Solid & Fluid- Stress Vs. Strain curves and different behavior of different
kind of solid and liquid and Bernoulli’s equation is covered in this topic
(h) Thermodynamics and Heat Transfer- This topic contain the Law of thermodynamics and Modes of
heat transfer.
Chemistry
(d) Chemical Bonding and Molecular Structure – This Topic mainly contains bonding between molecules
and Atoms and also their structure in Solid state
(g) Equilibrium and Acid Base Reactions – Topic is mainly related to the reaction and time taken to
reach the equilibrium condition and Acid base reactions and their properties
(j) Organic Chemistry-Basic Principle and Techniques – Basic principles of Organic chemistry and some
elementary equations are mainly in this topic
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Mathematics
(c) Permutations and Combinations- Topic is related to total possibilities and combination can be made
by given conditions
(e) Straight Line& Conic Sections- Properties of Straight line and different geometry made by cutting
cone are main topics in this section
(h) Statics- Mean Median and deviation from these values are main topic in this section
Physics
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(e) Electrostatic Induction- Topics in which Induction due to electric charge are covered in this section
(h) Ray& Wave Optics- properties of light in Ray and wave form is studies in this topic also reflection
and refraction with the mirror and lens
(j) Semiconductor Electronics- Properties of semiconductor and their uses and diodes like PNP and NPN
is topics covered in this part
Chemistry
(a) The Solid State Solid states like how atoms aligned in molecule are topics covered in this part
(b) Solutions ppm ppb and concentration of specific kind of molecule in a solution and their percentages
are studied in this topic
(f) Coordination Compound This topic is related to the compound made due to coordination and their
typical structure.
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Mathematics
(c) Relations and Functions- the Basic functions and their uses are discussed in this topic
(h) Vector Algebra& Three Dimensional Geometry- 3-D geometry and properties of planes and vector
and their addition are topic related to this topic
(i) Probability – The possibility of Occurring an event is studied under this topic
These topics were also discussed with the students coming to Institute for studying with the
collaboration NSS. They had problem in same topic like Projectile motion, Newton’s law of motion,
Trigonometric functions. These students were from Science Stream but they had Biology instead of
Mathematics that’s why their problems were different in physics.
4.3 Outcomes of Survey (Kits Developed – See Appendix B)
After Analyzing and discussing the results of Survey we decided to make some simple and basic tools
which will directly focus on the concept and very easy to understand and more importantly easily
available at home. For this we did two-three meetings to decide which kinds of tools to make which
topics to cover and which topics are not the results of the survey but according to us a vital part of
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subject and concept building. Also our main focus and Aim was to make tool more and more practical
and not so sophisticated that even after making tool it won’t elaborate the concept and just a clumsy
structure difficult to understand.
That’s why it was a difficult part for us to make simple and conceptual tools. And after meeting two
three times Ideas started to come into our minds. While we were thinking about the tools we were
following the line of TATA DOCOMO advertisements “KEEP it Simple and Silly” but with a modification
“simple silly conceptual”
We also took help from the website of Arvind Gupta’s a Mechanical engineers same as us quit his job
back in late 70’s for making such kinds of simple tools for practical learning. In his website there were
plenty of examples of tools but we also had some constrains we need to make them keeping in mind
that they are somewhere related to the Science of 11th and 12th standard.
Finally we decided to the 8 main tools basically which was the result of the survey –
Physics
Projectile Motion- We made a simple catapult to show what projectile motion is and what the effects of
changing the Angle to the Maximum height and Range also we can show that why the maximum range
occurs at the angle 45 degree.
Newton’s third law we also show how a refill if properly pressured and then leave on water it will move
forward because of the propulsion generated due to the newton’s 3rd law of motion.
Chemistry
Tetrahedral geometry we made a tetrahedral geometry using Amla in which we can describe CH4
structure and can also show the voids formation
BCC Structure BCC structure was made using lemon also it was clearly visible that how 2 lemons can
make a BCC structure and what is the shortest distance between two atoms and voids .
Endothermic and Exothermic reactions If we add lime to water the than heat is liberated and solution
become hot a simple example of Exothermic reaction and same as if we add sugar into the water and
dissolve it properly than heat is consumed and solution become cool an example of Endothermic
reactions.
Precipitation reaction what happens if we add lemon to milk? We all know that but how it is related to
the science as it is an example of precipitation reaction
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Mathematics
Sine Curve how we can relate a moving wheel to sine curve this simple example was shown by plotting
points on graph paper and show how we can get sine curve by adding the points and also with this we
can show in which quadrants sine is positive and in which negative and why?
Conic Section Using a cone and cutting it with different sides show how we can get the different
geometries like Circle, Ellipse, Hyperbola and Parabola.
4.4 Suggestions
Physics
Properties of Solids under this topic we can show why glass is brittle and cupper is ductile and what is
the effect of load and difference in graphs of brittle and ductile material
Ray and wave optics as we can easily show them the effect of reflection by using mirror in which
reflection is at the same distance as the object. Also we can show them reflection due to lens and
refraction reason.
Chemistry
Acid Base reactions and Equilibrium Acid and base reaction at daily can be exampled by using litmus
paper also how reaction stops after achieving equilibrium and what is the time taken to achieving it
Coordination compounds Structure of Coordination compound and legends can be shown by using balls
and by joining them as like bonds between atoms.
Mathematics
Permutations and Combinations by using different kinds of balls or different colors we can show how
the possibility of arrangements and total number of arrangements changes
Probability: It can be illustrated by showing whether forecasting reports or their attendance sheet and
the probability of every student to come to school the next day according to their attendance matches
or not and how it changes if we impose different conditions.
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4.6 Conclusion
So these were the main outcomes of the survey we did on the students with the help of teachers survey
helps us to know what are the student’s requirements also what are the major problems they face and
how we can help them by making science more interested so the students will learn with fun .
5. Future Aspects
# Increment in no. of Kits
The no. of kits would be expanded significantly to cover almost all topics so that the kits could be used
by the teachers irrespective of the difficulty level of the topic. The students could learn each topic with
equal enthusiasm and understanding and learning would become more of fun rather than draggy
lectures and making notes out of them.
# Spreading the Word
The kits could be distributed to the schools and relevant teachers so that they could include and utilize
them in their teaching methodologies and provide us back with important feedback and suggest
pertinent changes that would help further develop the kits and help with further development in the
project.
# Make them as cheap as possible
The kits made would be continuously brainstormed upon so as to decrease their cost as low as possible
and make them cheaper from existing ones. The aim is to make the kits available to each and every
school and benefit each and every student irrespective of the school’s financial class.
#Emphasize on utilization
Make the kits popular and proliferate all around by advertising about them, giving demos to schools,
making videos and uploading at YouTube and through media and let everybody acknowledge our kits.
Making a Webpage and updating it regularly and managing it timely would also lead to widespread
recognition.
# Business Plan
The project puts forth a prosperous Business Plan that will fulfill all the objectives proposed in the
project. After checking the proper implication of the kits by getting the feedback from the teachers,
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whom the kits were provided to check their utilization and force, the kits could be either open-sourced
or commercialized upon wish. Different kits could be made in a pack or two and dispersed in the market
for sale. They could either ways be blogged about, so that everyone could use them or know the method
to make and utilize them.
6. Reviews and Recommendations
1. “Good Idea! Propagate to Schools.” – TAG, Director, IIT Mandi
2. “Good work + very important project!” – Rajeshwari Dutt, Asst. Prof., IIT Mandi
3. “Can you make this kit open-source? E.g.; with a creative commons license.” – Paola Di Maio,
Asst. Prof., IIT Mandi
4. “Good work! Conduct some workshop for students in schools too” – Om Prakash Singh, Asst.
Prof., IIT Mandi
5. “Good interesting project to get young students interested and understand difficult projects. I
suggest you to take it further” – Ramesh Oruganti, Dean-Academics, IIT Mandi
6. “Very interesting projects! Lots of scope for future!” – Venkat Krishnan, Asst. Prof., IIT Mandi
7. “A great idea! A great business plan.” –Shail Shankar, Asst. Prof., IIT Mandi
8. “Intersting for target audience to understand and grasp the details, without pondering over the
figures and literature given in book. Commendable.” – Delia Ralu, Visiting faculty, IIT Mandi
9. “A nice initiative, I liked the idea of making it out of trash material/ low cost material as it would
add up to stop material wastage as well. I do doubt the quantity of different kits that can be
made, but still with proper research and literature, I guess it can be handled.” -Ankur Dixit, IIT
Mandi
10. “First of all, applause for picking up a project this relates to the student community. Then, I liked
the idea even more because I myself was once a 10+2 student and I strongly felt the need of
someone/something to clear out some of the difficult concepts. Best of Luck” -Anand
Dhandhania, IIT Mandi
11. “Educational projects with such tremendous potential are rare to find. But a word of caution, it
is not easy to work on Education System Reforming Projects as there are many restrictions and
social trends in your way. If followed by full heart, can surely do wonders. Best of Luck!” - Raj
kumar, Local
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12. “I will love to put my own children into such an exciting system of education. It is worth a go.
But I myself am well educated, so I will surely love the idea but I feel you boys will face hard
time in convincing not so well educated lot. Have some solid results to convince the ones that
may be skeptical!” - Sachin Negi, Local
13. “As a physics teacher myself, I always find it challenging to find new ways to illustrate
theoretical concepts in real world. The realm of physics is so large that all of it can’t be
incorporated in such kits but still they will be a huge help to students as well as teacher. I am
happy that my former student is a part of such a project in his engineering.” - Aman Singla,
Singla Classes (Mansa,Pb.)
14. “Nice project, just ensure it reaches the masses and doesn’t end up in prototype stage as most
of the revolutionary ideas do.” - Suman Pal, IIT Mandi
15. “Sounds interesting. Schools need such reforms. They need to learn that it is not the marks that
only matters, in the long run it the actual understanding and concept building that matters.” -
Manoj Kumar, Entrepreneur
16. “I will like such a technique of learning. I have heard about such products and techniques on tv,
but they are expensive or corporate programs like these charge a lot of money, that not
everyone can afford. I would surely like to test some of your kits.” - Prashant Singh, Student
17. “ First when I heard about your project, I admit I was not sure if actually it is feasible but you
boys have put in some hard work, collecting surveys, asking us teachers about our views,
interacting very nicely. With a working model in my hand, I feel you deserve a positive review
for your hard-work.” - Neeraj Sinha, IIT Mandi
18. “Think of it as a stepping stone. You have a long way to go and this can be converted into a very
beneficial Business Model.” - Ashok Kumar, IIT Mandi
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7. Appendix A
7.1 Sample Survey (11th Standard)
Difficulty level of Topics in Senior-Secondary Education (Science)
11th Standard –
1) Physics
a) Motion in Straight line/plane 1 2 3 4 5
b) Newton’s Law of Motion 1 2 3 4 5
c) Work, Power and Energy 1 2 3 4 5
d) Center of Mass and Rotational Motion 1 2 3 4 5
e) Gravitation 1 2 3 4 5
f) Mechanical Properties of Solid 1 2 3 4 5
g) Mechanical Properties of Fluid 1 2 3 4 5
h) Thermal Properties of Matter 1 2 3 4 5
i) Thermodynamics and Heat Transfer 1 2 3 4 5
j) Kinetic Theory of Gases 1 2 3 4 5
k) Oscillations and Waves 1 2 3 4 5
2) Chemistry
a) Atomic Theory and Stoichiometric 1 2 3 4 5
b) Atomic Structure 1 2 3 4 5
c) Classification of Elements and Modern Periodic Table 1 2 3 4 5
d) Chemical Bonding and Molecular Structure 1 2 3 4 5
e) State of Matter and The Gas laws 1 2 3 4 5
In the following questions, please tell us your point of view about the degree of difficulty of the following topics by
encircling the no. that you want to assign to the topic in this 5-point scale. The information you provide will be strictly
confidential and your name will never be identified with your answers.
Very Easy Moderate Very Difficult
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f) Thermodynamics 1 2 3 4 5
g) Equilibrium and Acid Base Reactions 1 2 3 4 5
h) Redox Reactions 1 2 3 4 5
i) The s and p Block Elements 1 2 3 4 5
j) Organic Chemistry-Basic Principle and Techniques 1 2 3 4 5
k) Hydrocarbons 1 2 3 4 5
l) Environmental Chemistry 1 2 3 4 5
3) Mathematics
a) Sets, Relations and Functions 1 2 3 4 5
b) Trigonometry Function 1 2 3 4 5
c) Principle of Mathematical Induction 1 2 3 4 5
d) Complex No and Quadratic Equations 1 2 3 4 5
e) Linear Inequalities 1 2 3 4 5
f) Permutations and Combinations 1 2 3 4 5
g) Binomial Theorem 1 2 3 4 5
h) Sequence and Series 1 2 3 4 5
i) Straight Line 1 2 3 4 5
j) Conic Sections 1 2 3 4 5
k) Three Dimensional Geometry 1 2 3 4 5
l) Limits and Derivatives 1 2 3 4 5
m) Mathematical Reasoning 1 2 3 4 5
n) Statics 1 2 3 4 5
o) Probability 1 2 3 4 5
If there are any other troubles that you would like to share with us regarding the topics you face
in your Physics, Chemistry and Mathematics, you are most welcome. Please write them in the
following box.
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7.2 Sample Survey (12th Standard)
Difficulty level of Topics in Senior-Secondary Education (Science)
12th Standard – (N/A for 11th Standard Students)
2) Physics
p) Electric Charges and Fields 1 2 3 4 5
q) Electrostatic Potential and Capacitance 1 2 3 4 5
r) Current Electricity 1 2 3 4 5
s) Moving Charge and Magnetism 1 2 3 4 5
t) Electrostatic Induction 1 2 3 4 5
u) Alternating Current 1 2 3 4 5
v) Electromagnetic Waves 1 2 3 4 5
w) Ray Optics 1 2 3 4 5
x) Wave Optics 1 2 3 4 5
y) Dual Nature of Radiation and Matter 1 2 3 4 5
z) Atoms and Nuclei 1 2 3 4 5
Your contribution to this effort is greatly appreciated. Please return your completed
questionnaire to the person in-charge. We thank you for your invaluable time that you used in
answering the questionnaire.
In the following questions, please tell us your point of view about the degree of difficulty of the following topics by
encircling the no. that you want to assign to the topic in this 5-point scale. The information you provide will be strictly
confidential and your name will never be identified with your answers.
Very Easy Moderate Very Difficult
Please direct all your queries to-
Anil Kishan Assistant Professor IIT Mandi-175001
( kishan@iitmandi.ac.in ) Deepak Sharma
(dynamicdeepak92@gmail.com)
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aa) Semiconductor Electronics 1 2 3 4 5
bb) Communication System 1 2 3 4 5
4) Chemistry
a) The Solid State 1 2 3 4 5
b) Solutions 1 2 3 4 5
c) Electrochemistry 1 2 3 4 5
d) Chemical Kinetics 1 2 3 4 5
e) Surface Chemistry 1 2 3 4 5
f) The p-d-f Block Elements 1 2 3 4 5
g) Coordination Compound 1 2 3 4 5
h) Halo alkanes and Halo arenes 1 2 3 4 5
i) Alcohols, Phenols and Ethers 1 2 3 4 5
j) Aldehydes, Ketones, Carboxylic Acids and Amines 1 2 3 4 5
k) Biomolecules and Polymers 1 2 3 4 5
5) Mathematics
a) Relations and Functions 1 2 3 4 5
b) Inverse Trigonometric Functions 1 2 3 4 5
c) Matrices and Determinants 1 2 3 4 5
d) Continuity and Differentiability 1 2 3 4 5
e) Applications of Derivatives 1 2 3 4 5
f) Integrals and It’s Applications 1 2 3 4 5
g) Differential Equations 1 2 3 4 5
h) Vector Algebra 1 2 3 4 5
i) Three Dimensional Geometry 1 2 3 4 5
j) Probability 1 2 3 4 5
If there are any other troubles that you would like to share with us regarding the topics you face
in your Physics, Chemistry and Mathematics, you are most welcome. Please write them in the
following box.
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7.3 Teacher Interview
A (Aneesh): First of all, Introduction, Myself Aneesh Monga and this is Adhish Bhandari from IIT Mandi.
We are doing a socio technical project under IIT Mandi regarding development of Educational kits for
students. I would like to explain what our project actually is and what it aims at. We are thinking of
developing some practical educational tools/kits for senior secondary students. These kits will serve as
an aide to students as well as teachers. Kits will be made from mostly trash or low cost materials which
Your contribution to this effort is greatly appreciated. Please return your completed
questionnaire to the person in-charge. We thank you for your invaluable time that you used in
answering the questionnaire.
Please direct all your queries to-
Anil Kishan Assistant Professor IIT Mandi-175001
( kishan@iitmandi.ac.in ) Deepak Sharma
(dynamicdeepak92@gmail.com)
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are mostly of no use. Regarding this projects we will like to ask you some questions regarding the
education system and student attitude towards studies etc. I assure you that your identity will be kept
confidential if you desire so.
T (Teacher): (Nodded her head)
A: So we will like to know, what is teacher to student ratio in your class?
T: It is around 1: 40
A: Okay. And supposing every lecture is 1 hr, correct me if I am wrong, how many lecture do you take
per day.
T: 2 lectures and 4 lab sessions in a week in total for 10+1 and 10+2.
A: Okay, seems like a quite a load every week. Now moving on to our main focus area, what do you think
are the difficult topics in your subject as thought by students?
T: I am not so sure about the students, it would be better if they tell you about it but as per my personal
opinion, there are no as such difficult topics, but sometimes Laws of Motion, Momentum Equations,
Wave optics get a little tricky to explain if a student gets stuck. In physics, you have to be crystal clear
about your concepts otherwise you will not succeed.
A: True. Even when we were in our 12th, once we used to get stuck, it was always difficult to remove it
out of the system. Anyways, so have you ever tried using video lectures, smart class packages etc. to
teach your students?
T: Frankly speaking, I tried it once; I called my friend who is also a teacher in Delhi to deliver few lectures
here. Even I tried teaching from his notes for JEE, but I don’t know either the notes were too difficult or I
wasn’t doing justice to it, students did not respond that well. Otherwise to video lectures etc , we don’t
have that elaborate facility here to get these kind of things.
A: Any comments about the present education system of our country.
T: I won’t like to comment that much on it, but I can atleast say it can get far better than this. We are
pretty much focused on marks, ranks than actual understanding and concept building. Even teachers are
encouraging this trend. With low paying teacher jobs, no one is ready to take pains for the students.
Cramming up is the fashion today. I feel these can be and have to be changed.
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A: Hmm, okay. So, now if I say to you that these kits that we are making are low cost/ actually no-cost
kits and can help students in some vital concept clearing. What will be your response to that?
T: I would be delighted to give it a go. It will be a healthy experience for both the students and me. We
have nothing to lose only to gain.
A: thank you. We are glad to hear that. We will be developing prototypes in a month or so. We will
surely come to you for test run and result analysis.
T: sure guys, you are always welcome.
A: Thank you sir!
8. Appendix B (Kits Manual)
8.1 Precipitation Reaction
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Segment
Chemical Reactions
Aim of the Model
The model aims at simplifying the concept of different types of reactions in daily life. The reactions
which are taught in a class with usage of complex terms can be easily understood with simple day to day
life examples.
Concept Involved
The model depicts the formulation of precipitation reaction with milk and lemon that are easily available
in any household. This shows the formation of a precipitate as drops of lemon are added to milk.
As teacher can illustrate how at a certain pH level when a base and an acid reacts the formation of
precipitate takes place. When milk reacts with lemon drops at a pH range of 4.6 the formation of Casein
Protein takes place which in turn coagulates to form precipitate. A child can easily get the essence of
reactions without even handling dangerous chemicals.
Further Suggested Steps for Instructor -
Encourage Students to carry out reactions which can be carried out using materials that are
easily available in household.
The study could also be used to categorize various household materials into acids and bases.
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8.2 Exothermic/Endothermic Reactions
Segment
Chemical Reactions
Aim of the Model
The model aims at simplifying the various types of reactions based on heat change of the system. Model
uses household items available to carry out simple reactions which clearly illustrate both endothermic
(heat taken from surroundings) and exothermic (heat given to surroundings) reactions.
Concept Involved
There are two type of reactions based on heat exchange with the surroundings. These are
Exothermic Reactions- Reactions in which energy is released in the form heat to the
surroundings. Simple examples to illustrate it is using limestone (Choona) and dissolving it in
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water in a glass. After a few minutes, you will feel that glass is a little heated up. This means
some heat was liberated that increased its temperature.
Endothermic Reactions- Reactions in which energy is absorbed in the form heat from the
surroundings. Simple examples to illustrate it is using Sugar and dissolving it in water in a glass.
After a few minutes, you will feel that glass got cooled down a little. Some heat was taken from
glass that decreased its temp.
Further Suggested Steps for Instructors –
Encourage students to perform these experiments and review the result.
Try to find out various other such safe combinations to remove fear out of students.
8.3 BCC Lattics Structure
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Segment
Solid State Chemistry
Aim of the Model
The model aims at simplifying the concept of Packing of atoms in a lattice. In layman language, to
simplify how the building blocks of every object i.e. atoms are arranged as a unit cell so that when
replicated in the whole volume forms the object.
Concept Involved
The model depicts a Body Centered Cubic (BCC) Structure made out of lemons. This shows how two
lemons can be arranged in a cubic structure. As 1 lemon is inside the cube as a whole and 1/8 parts of
other lemon are distributed at the corners.
As teacher can illustrate how all the corner lemons are in direct contact with central lemon. Also if a line
is drawn joining diagonally opp. Corners, then it will fully go through lemons without any vacant space in
between.
At the same time, one can look at the Packing fraction i.e. how much volume inside the cube is vacant
and where the spaces are.
Further Suggested Steps for Instructor –
Encourage Students to develop similar models for FCC(Face centered Cubic ) Lattice and Simple
Cubic Lattice
Comparative study of these three using these lemon models
Slowly increase the difficulty level by suggesting different variants of combinations of FCC and
BCC structure.
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8.4 Tetrahedral Structure
Segment
Organic Chemistry
Structure of Molecules
Aim of the Model
The model aims at simplifying the structural arrangements of various organic structures. CH4 is one of
the basic models of organic chemistry. This kind of stick and ball models can be very useful in depicting
the spatial arrangements of various kinds of organic molecules. Complex models can be represented by
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the same kind of model. This in turn can be helpful in depicting later on concepts like bond
formation/attack direction etc.
Concepts Involved
Stick and ball type model made from gooseberries represents tetrahedral structure of Methane. The
center atom being carbon and other four balls are hydrogen. Estimation of angles such as H-C-H bonds
can be done from this kind of model.
For complex structures, the spatial configuration can also provide answers about various attacking
directions of foreign atoms. Directions with large no. obstacles till target are unlikely to be targeted.
Further Suggested Steps for Instructors –
Encourage students to develop various complex models and do analysis on various aspects of
their structural configuration.
Similar models are really important for pointing out difference in isomers i.e. molecules with
same formula but different structures.
Various sized round objects can be used to differentiate between different elements and effect
of different sizes on structures.
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8.5 Conic Sections
Segment
Conic Section
Aim of the Model
The model aims at demonstrating how different geometrical figures can be visualized and understood
with the help of simple cutting of a 3-D model of a cone. By cutting a cone at different angles we can
easily obtain a circle, an ellipse, a parabola and a hyperbola.
Concepts Involved
The model shows that if the cone is cut at angle of 0o we obtain a circle, when the same cone is cut at an
angle which is acute and cut the cone at the slant height on the other side we get an ellipse, if the cone
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is cut at an angle which is acute and cut the cone at the base on the other side we get an hyperbola and
when the same cone is cut at an angle which is obtuse and cut the cone at the base on the other side we
get a parabola.
8.6 Trigonometry
Segment
Trigonometry Relations
Aim of the Model
The model aims at demonstrating the nature of sine and cosine curves as the angle varies. The variation
of trigonometric functions from positive to negative can be easily understood using the phase diagram
and the quadrants.
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Concepts Involved
The model shows the variation which can be plotted by tracing the points on the trigonometric curves
against the phase diagram. Each point on the curve are directed to the phase with help of scale and
pencil and the quadrant where it intersects the phase gives the nature of the function at that angle
whether negative or positive. For example, as we know that the first quadrant is positive, the points on
the rising side of the sine curve intersect the phase in first quadrant which implies that the sine is
positive from 0 to π/2. The following technique can be used to deal with all the trigonometric function.
Further Suggested Steps for Instructor –
Encourage Students not to cramp up the rules of variation and immediately can plot to know the
variation. This way student can focus on other important aspects than this trivial one.
The study could also be used to see the various of various other functions.
9. Poster
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10. Individual Contribution
The work and activities were done almost equally for efficient performance of the project. The work was
equally divided and everybody did their best to take to project to higher heights.
S.No Name Activities
1 Adhish
Bhandari
Collecting extensive coursework of XI and XII Standard which was taken as
input, Survey at Govt. School, Katindi, Survey with NSS Students.
2 Aneesh Monga Interviewing teachers and taking surveys, Developing Kit’s manual and their
usage, Researched on Stakeholders, Assessing Survey Results
3 Deepak Sharma Idea for the project, conceptualizing and making prototypes, Developing
Kit’s manual, Survey with NSS Students, , Developing prototypes for kits.
4 Hrishikesh Alda Developing prototypes for kits.
5 Pranjal Jain Developing Surveys for both XI and XII Standards, Developing posters and
presentations, Developing and formatting drafts of reports, Inquired about
the negative effects of Kits and on Future Aspects .
6 Sachin Roongta Literature Review, Surveys, Developing Kit’s manual and its usage, Researching
on Site Assessment where the project was to be conducted and underlined
working definitions
11. References
http://www.ncert.nic.in/NCERTS/textbook/textbook.htm
District Human Development Resource-MANDI.PDF:Dr. S.K.Shad
(https://www.google.co.in/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&ved=0CDM
QFjAB&url=http%3A%2F%2Fhpplanning.nic.in%2FHDR-
MANDI.pdf&ei=iMYkUsrRCceHrgf92YCwCQ&usg=AFQjCNHbUz_SVTNSoNnhSSBkF5eGMXTC2A&
sig2=vFeRYMSzn4KlV5ksh3iNbg)
List of secondary/senior secondary schools in
Himachal(http://www.educationhp.org/school.html)
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http://www.physics.fsu.edu/courses/fall98/phy2049c/labs/L5/l5_3.GIF
http://cnx.org/content/m42375/latest/Figure_23_05_02a.jpg
http://www.electronics-tutorials.ws/diode/diode7.gif
http://ep.yimg.com/ty/cdn/yhst-14463325294384/Electric-AC-Voltage
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http://www.cliffsnotes.com/assets/10342.jpg
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