Interdisciplinary Socio-Technical Practicum - Deepak Sharma · Adhish Bhandari, Aneesh Monga, Deepak Sharma, Hrishikesh Alda, Pranjal Jain, Sachin Roongta . Contents. 1. Introduction

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)


7.3 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


36

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


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.


48


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

( [email protected] ) Deepak Sharma

([email protected])


49

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

( [email protected] ) Deepak Sharma

([email protected])


51

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


58

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.


61

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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