“Teachers need to try and make the formal system as informal as possible.” Give three suggestions for doing this, and any problems you foresee in doing this, in the context of teaching Class 6 children mathematics.
See Answer →Explain the relationship between the abilities to conserve and to reverse one’s thinking, through an example pertaining to addition of numbers.
See Answer →Use the principle of mathematical induction to prove that 1 2 n n( 1)... 2 n > × − × × for all n ∈ N. Is there any part of the proof of that uses deductive reasoning? Give reasons for your answer.
See Answer →Choose the one that you agree with and give reason for your answer.
i) Give a series of three activities, requiring different ability levels, to help children relate 2D pictures of objects with the objects concerned.
ii) Justify your choice of activities.
iii) Further, try these activities out with some children of the target group you aimed at while designing the activities. How did you assess whether or not these activities met the objectives you had in mind?
What are the motor abilities of a child in the age group of birth to 1 year of age?
See Answer →Explain the cephalo-caudal and proximo-distal directions of development
See Answer →The statement that a bottle that can hold one litre water cannot hold one litre oil is:
i) Correct, because oil is lighter than water, would not fit into the bottle.
ii) Wrong, because oil is denser so will occupy less space and bottle would be empty.
iii) Wrong, because 1 litre of oil and 1 litre of water would occupy the same space.
iv) None of those above is correct.
Explain the difference between an axiom, a conjecture and a theorem. Also give examples of each.
See Answer →Write the numbers .05, .004, .5, 25, 9 in descending order. What is the process you used for doing this? How would a constructivist teacher help class VI children to understand the process?
See Answer →Give two distinct misconceptions children have about the concept of area. Give a series of two activities that can be done with class 4 children to introduce them to the concept of area
See Answer →What is a frequency table? Give an example of a frequency table representing data, that a Class 2 child can make. How would you help this child represent the same data in a bar diagram?
See Answer →Vibha claims that when you toss a coin you cannot get 4 heads in a row. At most you can get 2 heads in a row. How would you help her understand that this is not correct? What are the chances of getting 3 heads in a row?
See Answer →Which of these are key features of the programming model? Give reasons forchoosing a feature as being of the programming model or it not being a feature of
the model.
i) No load should be put on children, and knowledge should be given in small chunks, bit by bit.
ii) Give children different kinds of problems that would require them to think of solutions.
iii) Children must memorise all the facts and the solutions of all given problems.
iv) Children should be given the predefined procedure to solve problems. They should follow the procedure line by line.
See Answer →An Anthrax scare mimicking that of USA postal anthrax disaster happens in a General Post Office of a state headquarters with 50 employees in the letter sortie hall and 250 in the entire building. Write in detail about an emergency management action plan.
See Answer →Write a short note on BW potential of Tularemia
See Answer →Write a short note on BW potential of Tularemia
See Answer →Enumerate all probable routes of exposure and clinical presentation scenarios of Ricin Toxin
See Answer →A nuclear reactor in the vicinity of the CBRN hospital has reported leakage of 1000 mCi radioiodine into the confines of the reactor. What steps will you take on site? How will you prepare the CBRN hospital?
See Answer →Create a motif for a non-regular tessellation which has:
i) Reflection symmetry
ii) Rotational symmetry
Explain each of the following through one example from algebra.
i) Assimilation
ii) Algorithm.
iii) Knowledge as construction.
See Answer →