Friday, 15 September 2017

NANOTECHNOLOGY

Nanotechnology ("nanotech") is manipulation of matter on an atomic, molecular, and supramolecular scale. The earliest, widespread description of nanotechnology referred to the particular technological goal of precisely manipulating atoms and molecules for fabrication of macroscale products, also now referred to as molecular nanotechnology. A more generalized description of nanotechnology was subsequently established by the National Nanotechnology Initiative, which defines nanotechnology as the manipulation of matter with at least one dimension sized from 1 to 100 nanometers. This definition reflects the fact that quantum mechanical effects are important at this quantum-realm scale, and so the definition shifted from a particular technological goal to a research category inclusive of all types of research and technologies that deal with the special properties of matter which occur below the given size threshold. It is therefore common to see the plural form "nanotechnologies" as well as "nanoscale technologies" to refer to the broad range of research and applications whose common trait is size.
Nanotechnology as defined by size is naturally very broad, including fields of science as diverse as surface science, organic chemistry, molecular biology, semiconductor physics, microfabrication, molecular engineering, etc.  The associated research and applications are equally diverse, ranging from extensions of conventional device physics to completely new approaches based upon molecular self-assembly, from developing new materials with dimensions on the nanoscale to direct control of matter on the atomic scale.
Nanotechnology & Education
As nanoscale science and technology come to have increasing impacts on many aspects of our daily lives, the opportunities for careers in these fields are expanding rapidly.  A major challenge for the field is the education and training of a new generation of skilled workers. Career areas as diverse as designing medical diagnostic devices to building better batteries, creating cosmetics, enhancing energy-efficient windows, auto and plane manufacturing, or researching the nature of matter itself will all depend upon knowledge of nanoscale science and technology. Current applications of nanoscale science and technology, with corresponding career opportunities, exist in areas such as:
Electronics/semiconductor industry
Medical fields
Automobile industry
Pharmaceuticals including drug delivery, cosmetics, among others 
Materials science including textiles, polymers, packaging, among other 
Environmental monitoring and control
Biotechnology
Sports equipment
Optoelectronics
Forensics
Food science: quality / packaging
Aerospace industry
Military
National security
University and federal lab research
Nanoscale science and technology are fueling a revolution in manufacturing and production, creating new materials and novel processes.  Not only will the areas listed above continue to grow and benefit from nanotechnology, but the following fields are expected to undergo explosive developments:
Medicine:  diagnostics and therapeutics (e.g., drug delivery)
Energy:  capture, storage, & use; fuel cells, batteries
Environmental remediation:  in conjunction with GM microbes
Robotics:  many uses
Manufacturing:  self-assembly; “bottom-up” fabrication of novel materials
Commerce: Radio Frequency Identification (RFID)  “smart” tags
Space exploration:  space elevator
As these lists of nanoscience-based applications indicate, our world is increasingly dependent on science for food, shelter, energy, etc.  For our democratic society to function effectively, citizens must become familiar with at least some basic science and, perhaps even more importantly, with thinking scientifically.  

Nanoscale phenomena underlie many of the properties and interactions of matter, and thus the sciences of physics, chemistry, and biology, as well as mathematics and computer sciences.  Studying these fields, and paying attention to the developments in nanoscience that advance them and the applications in nanotechnology that they support, can provide you with a solid foundation for any of a broad range of careers. Potential fields of study include: Biology, Chemistry, Physics, Environmental Science, Agricultural Science, Engineering, Medicine, Forensic Science, Law, Business, & Ethics. 

IMMUNOLOGY

IMMUNOLOGY
Immunology is a branch of biology that covers the study of immune systems in all organisms. It was the Russian biologist Ilya Ilyich Mechnikov who boosted studies on immunology, and received the Nobel Prize in 1908 for his work. Immunology charts, measures, and contextualizes the: physiological functioning of the immune system in states of both health and diseases; malfunctions of the immune system in immunological disorders (such as autoimmune diseases, hypersensitivities, immune deficiency, and transplant rejection); the physical, chemical and physiological characteristics of the components of the immune system in vitro, in situ, and in vivo. Immunology has applications in numerous disciplines of medicine, particularly in the fields of organ transplantation, oncology, virology, bacteriology, parasitology, psychiatry, and dermatology.

The important lymphoid organs of the immune system are the thymus and bone marrow, and chief lymphatic tissues such as spleen, tonsils, lymph vessels, lymph nodes, adenoids, and liver. When health conditions worsen to emergency status, portions of immune system organs including the thymus, spleen, bone marrow, lymph nodes and other lymphatic tissues can be surgically excised for examination while patients are still alive. Many components of the immune system are typically cellular in nature and not associated with any specific organ; but rather are embedded or circulating in various tissues located throughout the body.

Thursday, 17 December 2015

MATHEMATICAL REASONING

MATHEMATICAL REASONING
Reasoning is fundamental to knowing and doing mathematics. Reasoning enables children to make use of all their other mathematical skills and so reasoning could be thought of as the 'glue' which helps mathematics makes sense. There are various terms used to refer to "reasoning": critical thinking, higher-order thinking, logical reasoning, or simply reasoning. Different subject areas tend to use different terms.
Mathematical reasoning is the critical skill that enables a student to make use of all other mathematical skills. With the development of mathematical reasoning, students recognize that mathematics makes sense and can be understood. They learn how to evaluate situations, select problem-solving strategies, draw logical conclusions, develop and describe solutions, and recognize how those solutions can be applied. Mathematical Reasoners are able to reflect on solutions to problems and determine whether or not they make sense. They appreciate the pervasive use and power of reasoning as a part of mathematics.

Inductive reasoning involves looking for patterns and making generalizations. For example, students use this type of reasoning when they look at many different parallelograms, and try to list the characteristics they have in common. The reasoning process is enhanced by also considering figures that are not parallelograms and discussing how they are different.  Students may use inductive reasoning to discover patterns in multiplying by ten or a hundred or in working with exponents. Learning mathematics should involve a constant search for patterns, with students making educated guesses, testing them, and then making generalizations.
Deductive reasoning involves making a logical argument, drawing conclusions, and applying generalizations to specific situations. For example, once students have developed an understanding of "parallelogram," they apply that generalization to new figures to decide whether or not each is a parallelogram. This kind of reasoning also may involve eliminating unreasonable possibilities and justifying answers. Although students as young as first graders can recognize valid conclusions, the ability to use deductive reasoning improves as students grow older. More complex reasoning skills, such as recognizing invalid arguments, are appropriate at the secondary level.

STRUCTURE OF MATHEMATICAL REASONING
Mathematical reasoning involves more than just deduction. Mathematical theories are systematized by axioms and definitions in a way exemplified by Euclid in his famous compilation of geometric knowledge in the Elements. Euclid's model of a how to structure a mathematical theory still dominates today. Euclid divided his theory into four parts, each of which he gave explicitly:
- Definitions
- Common Notions (Logic)
- Postulates (Axioms)
- Theorems
The Definitions are supposed to clarify the concepts used in terms of primitives that are completely clear and familiar. The Common Notions are to provide rules of logic, that is, rules for making inferences which preserve truth. The Postulates, or Axioms, are the substance of the theory. They provide the sum total of all that one need assume in order to derive the rest of the theory, which is separated into Theorems.
DEFINITIONS
        Definition is a precise and unambiguous description of the meaning of a mathematical term . It characterizes the meaning of a word by giving all the properties and only those properties that must be true. In the book ‘Elements’ Euclid gave definitions for the phenomena observed with regards to solid objects and their parts. For example he defined ‘point’ as follows. Point is that which has no part. Line was defined as breadthless length. These definitions acted as the starting point for the logically bound structure.
AXIOM
The word "axiom" comes from the Greek word ‘axioma’, a verbal noun from the verb ‘axioein’ meaning "to deem worthy", but also "to require", which in turn comes from ‘axios’ meaning "being in balance", and hence "having (the same) value (as)", "worthy", "proper". Among the ancient Greek philosophers an axiom was a claim which could be seen to be true without any need for proof.
Axiom is a premise so evident as to be accepted as true without controversy. In mathematics, the term axiom is used in two related but distinguishable senses: "logical axioms" and "non-logical axioms". Logical axioms are usually statements that are taken to be true within the system of logic they define (e.g., (A and B) implies A), while non-logical axioms (e.g., a + b = b + a) are actually substantive assertions about the elements of the domain of a specific mathematical theory (such as arithmetic). In both senses, an axiom is any mathematical statement that serves as a starting point from which other statements are logically derived. Within the system they define, axioms (unless redundant) cannot be derived by principles of deduction, nor are they demonstrable by mathematical proofs, simply because they are starting points; there is nothing else from which they logically follow otherwise they would be classified as theorems. However, an axiom in one system may be a theorem in another, and vice versa.
THEOREM
In mathematics, a theorem is a statement that has been proven on the basis of previously established statements, such as other theorems—and generally accepted statements, such as axioms. The proof of a mathematical theorem is a logical argument for the theorem statement given in accord with the rules of a deductive system. The proof of a theorem is often interpreted as justification of the truth of the theorem statement. In light of the requirement that theorems be proved, the concept of a theorem is fundamentally deductive, in contrast to the notion of a scientific theory, which is empirical.  
Many mathematical theorems are conditional statements. In this case, the proof deduces the conclusion from conditions called hypotheses or premises. In light of the interpretation of proof as justification of truth, the conclusion is often viewed as a necessary consequence of the hypotheses, namely, that the conclusion is true in case the hypotheses are true, without any further assumptions. However, the conditional could be interpreted differently in certain deductive systems, depending on the meanings assigned to the derivation rules and the conditional symbol.



Wednesday, 16 December 2015

EXPECTED QUESTIONS ON UNDERSTANDING DISCIPLINES AND SUBJECTS



EXPECTED QUESTIONS ON UNDERSTANDING DISCIPLINES AND SUBJECTS
1.   Define the term school subjects
2.  What do you mean by Academic Discipline ?
3.  Explain the term Discipline.
4.  ‘ Learning of school subjects bring a lot of benefits’- Illustrate.
5.  Briefly explain the contents of school subjects.
6.  Differentiate the term School subjects and Academic Discipline.
7.  Identify the similarities between Academic discipline and school subjects.
8.  Schooling clears the path of Every day life- justify your views.
9.  How schooling helps for university education ?
10.Define the term axioms.
11. Write an operational definition for the term ‘Theorems’
12.What is kutippallikoodam ?
13.Explain the terms Vedapatasala, Formal schools & Gurukulam.
14.Explain briefly the evolution of school subjects as a curricular area at school ?
15.Explain the evolution of school subjects before independence.
16.Give a brief summary on the evolution of subjects after independence of India.
17. Explain the historical development different school subjects.
18.Summarise the historical development and nature of Indian Languages.
19.Briefly explain the nature of subject science.
20.           Point out the origin of Science subject.
21.Differentiate the  historical developments of subjects Science and Social Science.
22.           Briefly explain the nature and history of Social science.
23.           ‘Science is the mother of all other subjects’- express your views.
24.           What do you mean by Theorems ?
25.           What is a definition ?
26.           Differentiate the terms Definition, Axioms and Theorems.
27.            Identify the similarities between the subjects Science and Mathematics.
28.           Explain briefly the history and nature of school subject – Mathematics.
29.           Explain briefly the subject arranging on different Curriculum Frame Works in India.
30.           Inclusion of work related subject areas in the curriculum brings all round development of Individuals. Do you agree with this ? Make this suggestions and views on inclusion of work related subjects.
31.Explain the concept of inter disciplinary approach.
32.           Briefly outline the benefits of Inter disciplinary approach in school education.
33.           Bring out the importance of including sex education at school level.
34.           Explain the term Horticulture.
35.           Develop a creative definition for the term Hospitality.
36.           Crete an operational definition for the term Horticulture.
37.            How learning of horticulture is useful for students.
38.           Define the term Horticulture.
39.           Define the term Hospitality.
40.           Define the term Life skills.
41.Write an explanatory definition for the term Life skills.
42.           How learning of hospitality and life skills are useful to pupils.
43.           Explain the concept Health Care.
44.           Bring out the importance of health education in developing awareness on health care.
45.           What is environmental protection ?
46.           Suggest the ways to develop environmental ethics in school childrens.
47.            Write the benefits of environmental education.
48.           Define the term sustainable development.
49.           Differentiate sustainable development and environmental protection.
50.           List out the different types of life skills.
51.Briefly explain the influence of socio – political factors in the curriculam change.