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GEOMETRICAL PROOF OF ALGEBRAIC IDENTITY

GEOMETRICAL PROOF OF ALGEBRAIC IDENTITY

THE RIGHTS OF TRANSGENDERS

GEOMETRICAL PROOF OF ALGEBRAIC IDENTITY

GEOMETRICAL PROOF OF ALGEBRAIC IDENTITY

GEOMETRICAL PROOF OF ALGEBRAIC IDENTITY

Assignment on 

Measures to overcome the problems of adolescents

Course-1

childhood and development

Asha.M

16-edm-20

B.ed 1^st Mathematics

27.2.2017

Measures to overcome the problems of adolescents

INTRODUCTION:

            The term adolescence comes from the Latin word adolescere meaning “to grow” or “to grow to maturity”. The period of transition from childhood to adulthood is called adolescence. It is characteristically an important period in the life span, a transitional period, time of change, a problem age, a time when an individual searches for identity, a time of unrealism, and the threshold of adulthood.

Definition of Adolescence:

According to Hurlock (1981), “Adolescence begins when children become sexually mature and ends when they reach the age of legal maturity”.

PROBLEMS OF ADOLESCENTS:

The following are some of the notable problems of adolescents:-

ü Problems related to somatic variation:

Adolescents get bodily changes. They attain puberty during this period. The flow of blood during this period, lack of scientific knowledge about sex hygiene and physiology leads to guilty feeling and many other complexities among teenagers.

ü Inquisitive on sex:

Adolescents are curious to know about sex-related topics and are seeking answer to their innumerable doubts. In our society, parents are mostly unaware of explaining the sex related matters or shy about revealing them. Thus some adolescents resort to socially unacceptable ways to satisfy their curiosity.

ü Transitional conflict:

An adolescent is considered neither a child nor an adult. He has to depend on his parents for his needs; but at the same time he wants to hold independent views and opinions like an adult. Sometimes parents expect him to behave as an adult and at other times, they treat him as a child. This attitude makes him to have a conflict in mind about his status.

ü Adjustment problems with parents:

Adolescents want to be independent. But, often parents interfere in their choices and selections, for example, selection of friends, dress materials, recreational interests, study etc. So the adolescents find difficulty in adjusting to the needs and demands of the parents.

ü Adjustment difficulties with the communities:

Adolescents want to enjoy with their peers. But, they are expected to set the goal in life. So they are not able to fix up their mind whether to go with the goal or enjoy in a non-committed way.

ü Adjustment difficulties with school discipline:    

School imposes some restrictions on the part of adolescents; for example, they should not talk with opposite sex; they should have haircut etc. but they expect freedom. This makes them have adjustment problem with the school.

ü Financial problem:

Adolescents are not financially independent. Excess demand or parents’ denial of to give their pocket money make them have problems. So they sometimes steal parents’ money.

ü Conflicts between parental aspiration and aspiration of the children:

Without understanding the interest and abilities of children, parents force them to fulfill their expectation. When it is not fulfilled, they start quarrelling and as a result, some adolescents go away from home and commit suicide.

ü Problem related to physical appearance:   

Physical appearance and health are given by the adolescents. Adolescents with their underdeveloped or overdeveloped physique, handicaps diseases etc, develops various complexes and they feel isolated from the group.

ü Heterosexual adjustment problems:

Adolescents want to mingle with their opposite sex. The parents and teachers put restrictions on the part of youngsters to have even friendship with the opposite sex. These unsolved motives aggravate and as a result, they indulge in unwanted activities.

OVERCOMING THE PROBLEMS OF ADOLESCENTS:

The following are the some of the suggestions to overcome the problems of the adolescents:

v Parents and teachers should explain to the children about the various aspects of growth and development related to specific periods. This would make them understand the changes occurring during the adolescent period- somatic change, social change, sexual change, emotional change, etc.

v Sex related doubts should be clarified to them.

v Adolescents develop secondary sexual characters. This development does not make them feel guilty if they are properly oriented.

v They need to be oriented about the menstruation cycle and hygiene.

v Adolescents should be respected and be give freedom to share their feelings and problems.

v Views of the adolescents also should be taken for decision making. This will encourage them to have cordial relationship with the parents and teachers.

v Based on the individual needs the curriculum and the co-curriculum are to be planned so that will all participate fully.

v ‘An idle mind is the devil’s workshop’. Constructive work has to be given to the teenager for streamlining his energy.

v Religious and moral education helps to reduce the restlessness, indiscipline, dishonesty and aimlessness among the youth.

v The vocational training has to be planned to make them self-sufficient in financial aspects.

EDUCATIONAL PLANNING FOR ADOLESCENTS:

Ø Educational program have to be planned in such a way as to accommodate the adolescents in a proper way. The following are some of the strategies for providing appropriate education to adolescents.

Ø Sex education should be imparted to the individuals for understanding their own physique and development, sex-related queries, etc.

Ø Adolescents’ needs and interests are different. The school should have proper library, play ground, art and craft rooms, etc to cater their needs.

Ø Adolescence is a period demanding respect and recognition. They should get involved in setting garden, creating department library, social activities, recreational activities, etc through which they develop a sense of recognition and responsibilities.

Ø Adolescent want independent in every action. Hence, the school curriculum must provide ample opportunities for self-study and freedom to select learning subject and materials.

Ø Guidance and counseling should b set at school to provide service to the needs and the aspirations of individuals.

Ø Schools have to differentiate between the discipline and freedom. They should not bring discipline in terms of all restrictions in their freedom.

Ø In schools healthy friendliness has to be encouraged between boys and girls, which may arrest the unwanted imagination about sex.

Ø Creative abilities have to be strengthened by rewards and awards.

Ø Adolescents initiate their role models. They should be encouraged to adopt the great personalities of the world as role models/

Ø A regular parent-teacher meet brings down majority of problems of an individual. They discuss the personal, educational, health and emotional adjustments of the individuals.

CONCLUSION:

While every age has its own problems, those of adolescence are often especially difficult for boys and girls to cope with. Because of their inability to cope with problems alone as well as they believe they can, many adolescents find that the solutions do not always come up to their expectations. So he above strategies may help them to feel comfortable, understood and respected. They would be able to face he life with confidence and positive attitude. So every teacher needs to become their best friends and be supportive guides.

REFERENCE:

Dr.M.Manivannan (2010). “Understanding Educational psychology”. Hyderabad, Neelkamal Publications Private  Limited.

TRIANGLES-ACTIVITY

MY ARTS

MY ARTS

Maths arts

Science, Maths & Technology

What is sound?

Updated Friday 24th February 2017

We hear it all the time - but what is sound?

Unlike our eyes, we cannot close our ears, so it can be argued that hearing is one of our most important senses. We are continually subjected to a huge number of different types of sound.

Some are pleasant and desirable, such as speech and music, while others are unwanted and annoying, such as machinery and road noise.

But just what is sound? How is it produced and how does it travel? And, indeed, how is sound heard?

Any sound, whatever it may be, is caused by something vibrating. In other words, by something which is moving back and forth, either in a regular manner or in a random manner, about the position it occupies when at rest. The source of the sound may be a car engine, a burglar alarm or a bird singing. Whatever it is, some part of it must be vibrating for it to produce sound.

In fact, it is easy to detect the vibrations of many sources of sound. If you touch your throat while singing or speaking, you can feel the vibrations of your vocal cords. Similarly, a hi-fi loudspeaker vibrates strongly especially when the volume is turned up. By lightly touching the speaker cone, you can feel its vibrations as a tingling sensation in your fingertips.

For such vibrations to be heard as sound, there must be a medium through which they can travel from the vibrating source to the ear. For example, sound travels clearly through water, as any swimmer can testify, and it also travels exceptionally well through metal. Most of the sounds we hear, however, are transmitted through air.

The vibrations of a sound source cause the neighbouring air molecules to be alternately squeezed together and pulled apart. These air molecules then push and pull against their neighbours which, in turn, push and pull against their neighbours.

In this way, a series of compressions (regions of higher pressure) and rarefactions (regions of lower pressure) is generated which travels away from the vibrating source. This sequence of pressure fluctuations is what we refer to as a sound wave.

When we hear a sound, what our ears are actually doing is converting the rapid fluctuations in air pressure that make up a sound wave into neural impulses. The human ear comprises three fairly distinct sections; the outer ear, the middle ear and the inner ear.

The outer ear funnels sound waves through the ear canal to the middle ear. In the middle ear, the sound waves meet the tympanic membrane (eardrum) causing it to vibrate.

Three bones in the middle ear - the malleus, the incus and the stapes - transmit vibrations from the eardrum to the inner ear. In the inner ear, the cochlea converts the vibrations to nerve impulses.

Finally, the auditory nerve receives the messages which have been translated into nerve impulses by the ear and carries them to the brain where they are interpreted as sound.

Maths and music

How is an instrument tuned?

To tune any two instruments, the sound waves from both of them must be at the same frequency. If the frequencies differ very slightly, the two sound waves interfere, making another sound wave that undulates in volume or 'beats'.

The beat frequency is the number of volume undulations heard per second. It is found by subtracting the lower frequency from the higher one. When two instruments are in tune, the beat frequency should be zero. This is an extremely useful tool for tuning instruments accurately by ear.

Most people can usually tell whether an instrument is in tune or not without knowing the underlying science.

Three types of instrument

Stringed instruments 
The pitch of a stringed instrument depends on the tension and the length of the string. In most stringed instruments the pitch gets higher when the player moves their hand closer to the bottom of the string making the vibrating area shorter. However, Mike's double bass depended on changing the tension of the string to obtain each note.

In many stringed instruments, the strings themselves only produce a small fraction of the sound that is heard. The rest is due to resonance from the body of the instrument vibrating in sympathy with the strings. Mike's double base had a huge box and a long string which gave it a very low pitch.

MATHS IN DAILY LIFE

1.Math comes in handy when travelling and shows up in various ways from estimating the amount of fuel you’ll need to planning out a trip based on miles per hour and distance traveled. Calculating fuel usage is crucial to long distance travel. Without it, you may find yourself stranded without gas or on the road for much longer than anticipated. You may also use math throughout the trip by paying for tolls, counting exit numbers, checking tire pressure, etc.

Long before GPS and Google Maps, people used atlases, paper road maps, road signs, or asked for directions in order to navigate throughout the country’s highways and byways. Reading a map is almost a lost art, but requires just a little time, orientation, and some basic math fundamentals. Teaching students how to use their math skills to read maps will make them safer travellers and less dependent on technology.

In order to use any map, you must first orient yourself, meaning to find your current position on the map. This will be point A. The simplest way to do this is to locate the town you’re in then the nearby crossroads, intersection or an easily identifiable point such as a bridge, building, or highway entrance. Once you’ve established a starting point, locate where on you want to go (point B). Now you can determine the best route depending on terrain, speed limit, etc.

2.

Daytime Navigation: In the Northern Hemisphere, the sun rises in the east and sets in the west. Depending on the time of day, you can orient yourself based on the sun’s position in the sky. This gets a bit trickier around midday as the sun appears directly overhead at noon. The earth’s rotation around the sun and sun’s position overhead is also the basis for the sundial, Man’s first clock.

Taken from

https://www.thinkthroughmath.com/math-real-life-examples/

MATHS IN DAILY LIFE

When am I ever going to use this?

Variations of this question have echoed through the halls of math classrooms everywhere. Struggling students often become frustrated with complex math problems and quickly give in to the notion that they will never use math in “real life” situations. While it may be true that some of the more abstract mathematical concepts rarely come into play, the underlying skills developed in high school math classrooms resonate throughout a student’s lifetime and often resurface to help solve various real world or work-related problems sometimes years down the line.

1. Ask any contractor or construction worker and they’ll tell you just how important math is when it comes to building anything. Creating something that will last and add value to your home out of raw materials requires creativity, the right set of tools, and a broad range of mathematics.

   

    Figuring the total amount of bags of concrete needed for a slab, accurately measuring lengths,       widths, and angles, and estimating project costs are just a few of the many cases in which math is necessary in real life home improvement projects.

2.One of the more obvious places to find people using math in everyday life is at your neighborhood grocery store. Grocery shopping requires a broad range of math knowledge from multiplication to estimation and percentages.
Calculating price per unit, weighing produce, figuring percentage discounts, and estimating the final price are all great ways to include the whole family in the shopping experience.

Encourage your students to play math challenges at the grocery store with their family by attempting to estimate the total cost of all groceries prior to checkout. The difficulty can be increased by incorporating coupons, sales, and adjusted pricing for bulk items. Your little bargain shoppers will thank you later when they’re saving money on their own groceries.

3.

More math can be found in the kitchen than anywhere else in the house. Cooking and baking are sciences all their own and can be some of the most rewarding (and delicious) ways of introducing children to mathematics. After all, recipes are really just mathematical algorithms or self-contained step-by-step sets of operations to be performed.

The proof is in the pudding!

Working in the kitchen requires a wide range of mathematical knowledge, including but not limited to:

• measuring ingredients to follow a recipe
• multiplying / dividing fractions to account for more or less than a single batch
• converting a recipe from Celsius to Fahrenheit
• converting a recipe from metric (mL) to US standard units (teaspoon, tablespoon, cups)
• calculating cooking time per each item and adjusting accordingly
• calculating pounds per hour of required cooking time
• understanding ratios and proportions, particularly in baking (ex. the recipe calls for 1 egg and 2 cups of flour, then the ratio of eggs to flour is 1:2).

Following a recipe can sometimes be tricky, especially if conversions are necessary. We Americans follow our own set of rules when it comes to most forms of measurement. Conversions make it a bit more difficult to follow recipes from other countries as they most likely use Celsius and the metric system.
  Taken from https://www.thinkthroughmath.com/math-real-life-examples/

Indian Mathematicians

Srinivasa Ramanujan

Srinivasa Ramanujan is one of the celebrated Indian mathematicians. His important contributions to the field include Hardy-Ramanujan-Littlewood circle method in number theory, Roger-Ramanujan’s identities in partition of numbers, work on algebra of inequalities, elliptic functions, continued fractions, partial sums and products of hypergeometric series.

C.R. Rao
Calyampudi Radhakrishna Rao, popularly known as C R Rao is a well known statistician, famous for his “theory of estimation”.

D. R. Kaprekar

D. R. Kaprekar discovered several results in number theory, including a class of numbers and a constant named after him. Without any formal mathematical education he published extensively and was very well known in recreational mathematics cricle

taken from

famous.mathematicians.com

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