Choose a topic in measurement, and design two activities in your context to help your pupils explore and learn the concept. Try these activities out on few children, and write down the ways in which they promote children’s mathematical thinking.
See Answer →Which of the following statements do you think are true about young children? Indicate with a "T" for True and "F" for False. Justify your answer.
i) Children know more than they can articulate.
ii) Children know no mathematics when they enter formal school.
iii) The ability to count means the ability to recite number names in a sequence.
iv) When children use the correct word to express a concept, they know the concept.
v) Pre-operational thinking is characteristic of the primary school child.
See Answer →From your experience of mathematics, give at least one example each of the use of inductive and deductive logic to prove mathematical statements.
See Answer →Write down three hierarchical chains in Mathematics. You can look for examples related to number operations, geometry and algebra.
See Answer →Discuss the methods of enzyme purification based on size or mass.
See Answer →Explain application of enzyme in fruit juice and wine industry.
See Answer →Describe the role of multienzyme complexes as regulatory enzymes.
See Answer →Discuss the origin of Isozymes and their nomenclature.
See Answer →What are proteolytic enzymes? Give a brief account of some of them.
See Answer →Explain the IUPAC system of enzyme classification.
See Answer →Strain and Distortion theory of enzyme catalysis
See Answer →Transition State Theory
See Answer →Derive Michaelis Menten equation for a non-competitive inhibitor.
See Answer →Sequential and Non-Sequential Substrate enzyme reactions
See Answer →Continuous flow and Stopped flow formats in enzyme kinetics
See Answer →How does an enzyme assay work? Explain its different types.
See Answer →Compare the degradation of purines and pyrimidines.
See Answer →What are the inhibitors of nucleotide synthesis?
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