Power Point Presentation

Power Point Presentation from Arun Murali

Innovative Lesson Segment

ARTICLE ON

Catalysing Change

Catalysing change

What exactly is a catalyst? And just how have they changed the face of the earth?

Adam Drew

Every biological chemical process in the universe would be impossibly slow without an enzyme, a biological catalyst, to facilitate it and speed things along. Even the seemingly simple processes of digestion and processing sugar would literally take millions of years without the enzymes present in our digestive tracts and cells. As well as naturally occurring catalysts, we also use them in industries. Numerous manufacturing processes use man-made catalysts on vast scales, even with our limited understanding of how they work. The industry is worth tens of billions of dollars worldwide and is indirectly responsible for hundreds of billions of dollars in commerce and sustaining billions of human lives. Everyday household products like margarine require catalysts to produce and, without the platinum based catalytic converters in cars, the streets would be flooded with dangerous carbon monoxide and nitrogen oxide fumes. However, the mechanisms by which catalysts work are still being unraveled.

For a chemical reaction to take place, and successfully turn the reactants into products, it needs to go through a halfway point. This halfway point is an unstable chemical, known as the ‘transition state’, and represents the reacting molecules coming together into a single from, before they rearrange themselves into the final products. The speed of any reaction is controlled by how easily the transition state can be formed, which in turn depends on the speed and orientation the reacting molecules have upon collision. A catalyst can speed up a chemical reaction in two ways. First, by providing a new transition state which requires less energy to reach, or by stabilising the existing transition state, thus resulting in more molecular collisions, which then rearrange to form the product.

Most industrial catalysts consist of a solid metal sheet or mesh, to which reacting molecules can stick, or adsorb. The adsorption to the metal surface stretches and bends the bonds in reacting molecules, facilitating their rearrangement to the desired products. For example, the conversion of unsaturated fats to saturated fats via a process called hydrogenation uses a powdered nickel catalyst, to which hydrogen molecules bind, stretch and then detach into highly reactive hydrogen, speeding up their addition to the unsaturated fat molecules.

Industrially, catalysts are divided into two groups, heterogeneous: where catalyst and reaction are in two different phases, e.g. liquid and solid, and homogeneous: where the catalyst and reaction both occur in the same state, e.g. both are liquids. Heterogeneous catalysts occur typically in the solid state, usually as a fine mesh or powder in order to increase surface area the platinum/palladium mesh found in every day catalytic converters. Simpler reactions where chemical and shape specific selectivity are less important typically use heterogeneous catalysts for their ease of use: separation of the liquid or gaseous reactants from the solid catalyst is straightforward, allowing the catalyst to be reused in a cost effective way. Homogeneous catalysts are in the same state as the reacting mixture, usually liquid, and convey major operational advantages in the form of excellent control over the nature of the products’ shape and chemical properties. The price for these advantages is a substantial increase in cost due to inherent difficulties in separating the catalytic species from the reactant/product mixture. There is also often high toxicity to both people and the environment associated with the transition metals generally used, such as nickel tetracarbonyl, one of the most toxic substances used in industry.

The long term security of a catalyst also depends heavily on its environmental impact and in the longer term, its effects on society at large. The Haber-Bosch catalyst has been credited as saving approximately 2.5 billion human lives from starvation by turning atmospheric nitrogen into a cheap and readily available source of fertiliser. Yet those 2.5 billion lives have themselves generated great disparity in wealth and resources, and placed global food supply in a precarious position. The vast increase in carbon dioxide emissions associated with such a population boom also cannot be ignored. Serious long term damage to ecosystems surrounding heavily fertilised agricultural land, due to problems such as algal bloom, has been attributed to this process. Not forgotten is the not entirely unreasonable accusation that the Haber-Bosch process extended the First World War by at least 2 years by providing a cheap and abundant source of fixed nitrogen for explosives as an alternative to the guano, a natural fertiliser made from animal droppings, monopoly previously held by Chile and Peru.

What the Haber-Bosch process can teach us is that industrial catalysts are an exceptionally powerful tool, but with unpredictable and potentially damaging consequences; hence the growing demand for catalysts contributing to a sustainable and environmentally sound economy. Generating power using artificial photosynthesis (how plants turn sunlight into energy)has been the subject of a great deal of research in recent decades and finding a suitable catalysis for the splitting of water using light (photolysis), in order to provide hydrogen for fuel cells, is a key part of the process. Much catalytic research has focused on dyed titanium dioxide (TiO2), a cheap and common metal oxide otherwise used as white paint. This otherwise unremarkable material was found to be superbly stable in the conditions occurring in photosynthesising cells, and shown to produce an electric current when shone with sunlight. Dyed TiO2 may also hold the key to creating self-cleaning materials, as exposure to sunlight can make the surface act like a detergent, and possibly reducing atmospheric pollution, as in some circumstances it can break down organic pollutants which deplete the ozone.

The future of catalysis appears promising. As our understanding of them grows, new designs for catalytic pathways may appear, potentially paving the way for a clean, sustainable chemical industry. However, as always, it is the way these developments are exploited which will decide who truly prospers from them.

lesson template

Lesson Template from Arun Murali

EFFECTIVENESS OF CORRELATION OF SCIENCE WITH OTHER SUBJECTS

ONLINE ASSIGNMENT

                                                 

                                   Submitted by

                                                                                                    ASHA.T.K

                                                                                                    PHYSICAL SCIENCE

INDEX

Sl. No.	Content	Page No.
1	Introduction	3
2	Content	4-10
3	Conclusion	11
4	Reference	11

TOPIC:  EFFECTIVENESS OF CORRELATION OF PHYSICAL SCIENCE WITH OTHER SUBJECTS.

INTRODUCTION

 No subject can be taught in isolation and so is the case with teaching of chemistry. For an effective learning full advantage must be taken of various correlation and applications of chemistry and physics. In addition to correlation of chemistry and physics with other school subjects and daily life, a lot of correlation is possible with other science subjects. Artificial division of    science into various branches is a matter of convenience and not of necessity. Based upon this premise, many educators advocate the implementation of curricula based upon the correlation between various subjects. These kinds of curriculum give more meaning to our class-room instructions. Various inventions in chemistry and physics have contributed lot to the social and physical advancement of our society. Chemistry and physics has contributed a lot to development of some other subjects. In the following pages we will take up the correlation of chemistry and physics with other subjects.

CONTENT

As known that for over all development of the students, various subjects are being included in the curriculum. These subjects are not selected on ad-hoc basis, but this decision is taken after proper consideration and analysation. Generally those subjects are included in the curriculum which is found to be complementary to each other, as the main objective of all of them is to achieve set objective of education that is to bring about over all development of the students.

Science is quite a complex and vast kind of subject, because of which the task of correlating it with other subjects of curriculum seems to be quite an easy task. Deliberate effort should be done by the science teacher to bring about co-relation in between the science and other subjects of the curriculum, which are being imparted to the students.

Through this, students will find the opportunity to relate the knowledge which they have already gained, with the knowledge which they are gaining. This kind of relation activity leads to development of interest among the students.

While imparting knowledge of one subject, teacher gets much help in communicating his ideas if he makes use of examples or reference of concepts covered by other subjects. Although it is not very easy to co-relate various subjects with the complex subject like science, but it is not impossible. This can be done in the following manner:-

PHYSICAL SCIENCE WITH MATHEMATICS

A large number of scientific principles and rules are represented in the form of mathematical expressions, for which it is very necessary for the student or person intending to get advanced study of science subjects to have sound mathematical basis. Without making use of mathematical expressions and rules, it is not possible for any teacher to conduct science teaching in effective manner.

The significance of mathematics in the science can be proved by the views of the experts that mathematics has given sound footing to the scientific laws and principles. Before beginning any topic in the science, it is essential for the teacher to make sure that mathematical basis of all the students is strong and vast.

Probably, mathematics is considered to be sole language of science because of which real understanding of science is considered to be impossible without adequate knowledge of mathematics. Some of the useful mathematical tools which are generally used in the science teaching are Algebraic equations, Geometrical formulas, Graphs etc.

Co-relationship existing in between one of the subject of science and mathematics can be understood. Astrology is an advanced branch of science in which it is predicted or enumerated that which planet revolves at which speed and when it will get appeared to the people of earth.

This is quite complex area, and no one can enter into this complex area without having a sound mathematical basis. Likewise, mathematical rules and theories are also applied to considerable extent in physics, in which no one can intend to take even single step without relying on the subject of mathematics.

Thus, it can be said that science teacher should make all efforts by which he can establish co-relation in between the subjects of science and mathematics. It will not be improper in any way to consider both of these subjects as complementary to each other, which can be studied simultaneously or at the same time.

For this reason it can be said that without making use of examples from mathematics, it is not possible for science teacher to explain various scientific principles and concepts properly to the students. To make it possible, sincere and deliberate efforts should be made by science as well as mathematics teacher to co-relate both the subjects in accordance with the syllabus.

PHYSICAL SCIENCE AND LANGUAGE:

Although science is a practical subject, it is very important for it's learners to be able to express their views and ideas in clear and attractive form. For this purpose, it is necessary that they should have thorough knowledge of language which they use. Student who does not have good control over the language cannot express his views and various scientific laws and principles in front of others and especially in front of teacher.

Today, as a result of adoption of uniform technical terms and symbols, vocabulary of different languages have been enriched to considerable extent. In making students able to give answers of various scientific queries, in effective manner, either in written form or orally, science teacher and language teacher should take up a joint responsibility on their shoulders.

To co-relate science with language subjects, students can be asked to write essays on some scientific topic. If student make any kind of grammatical mistake, then the teacher can ask him to make correction in his language. Likewise, language teacher can give the task of writing about some scientific happening in the assignment designed for them. In this manner, he can correlate science with the language.

PHYSICAL SCIENCE AND HISTORY

It sounds quite amazing that some kind of correlation can exist in between the science and history as earlier subject is practical in nature while nature of later subject is purely theoretical. However, it is possible to co-relate these subjects with each other.

While mentioning about the various scientific discoveries taken place in the earlier periods, teacher can relate with the major events of the world history. Students should be told about the situation of science at the time of reigns of various famous kings or rulers. Teacher should narrate to the incidences which inspired various scientists to found out the medical remedies of various diseases.

Not only this, the function of co-relating science with history can be done by mentioning the kind of living standard people used to experience at different parts of the human history. With such knowledge, they will become aware of the scientific concepts like sanitation and healthful living. 

Science and Geography:

Geography is the subject in which various concepts relating to earth on which we live are dealt with. Everything existing on earth, on different planets of the universe are also main subjects of geography. Which kind of crop should be sown in which kind of soils, how many kinds of rocks are found on the earth are some of the main topics which are covered by Geography. One will be surprise by this fact as these topics are also covered by the subject of Science.

In science, various concepts relating to the atmosphere and earth in which living and non-living beings exist are made. For this reason, temperature, wind directions and measurement of rainfall are conducted in the subject of science by making use of various apparatus.

Results obtained by the science in terms of climate and the manner in which it affect the human beings and earth are being interpreted by subject of Geography. The manner in which it is mentioned by the geography that how soil gets produced through crushing process of rocks, which makes the subject a special branch of science.

Therefore, geography lessons on these subjects will be best understood and appreciated if they have been discussed in length by the science teacher. There are various topics which are of common interest for geographers and scientists. Thus, it can be said that both of these subjects are complementary to each other. Both of these subjects are very near to each other, thus science teacher will not find any kind of problem in relating science with the subject of geography.

PHYSICAL SCIENCE WITH ART:

 There is a close relationship between the study of science and study of science and study of art. In biology a student is required to draw a large no of diagrams which he cannot draw in the absence of a good deal of practice in art lessons. A large number of drawings are also found in physics and chemistry and for these also some practice in art of making drawings in essential.

Drawing and handwork are thus correlated to the study of science. Charts and diagrams for display in science laboratory should be good looking and quite durable. For this lettering should be done in script. Thus for drawing and lettering such charts, the students needs the help of art.

The making models of scientific instruments, polishing articles of wood, soldering etc., can be encouraged a among science students. In this way hand work can be easily correlated with the study of science. Such a correlation between science and work experience (SUPW) can be utilised in developing various improvised apparatus.

It is not only the science that needs the help of arts also needs the help of science. Knowledge of chemistry of pigments, chemical properties of various types of dyes etc.; is quite useful to art.

PHYSICAL SCIENCE WITH CRAFTS:

Some people will find it quite unsound to relate science and craft works with each other, but various kinds of improvements can be brought about in ability of students to understand various scientific principles and facts. During craft periods, students can be provided with the task of designing various pieces of scientific apparatuses and equipments.

Through such step, scientific interest can be developed in the students, which will help in arousing the interest of students in various scientific incidences. An urge will get developed in them to see or observe the equipments or apparatuses designed by them in reality, by which they will be motivated to get more and more information regarding the research functions conducted in the scientific field through various means and sources. Thus, it can be said that if science teacher will relate science with other subjects of the curriculum, then he will get more justifiable and satisfactory results. Science and Music:

In our nation, music has its own importance as different kinds of songs are found in different parts of the nation. There are songs and theories of music in different languages. Various musical stars got born in our nation, but the number of persons engaged in musical area has diminished to considerable extent as now people consider it as wastage of time and efforts.

To encourage people and especially students to get involve themselves in professions having their roots in music, this has been accepted as an independent subject in various schools and institutions and it forms an integral part of school curriculum. For the students of music, knowledge of resonance, vibration systems in strings and air columns is very necessary and important.

To make improvements in their voice and manner of singing, various scientific equipments are being used today, which could not come into being without scientific developments. Thus, it is only through the utilization of scientific developments in the real life that led to development of various apparatuses used in the musical field. Science teacher can relate subject of science with the music by narrating the students that what led to development of various equipments used by the musicians and on which principles do they operate or function.

PHYSICAL SCIENCE WITH LIFE:

According to Herbet Spencer, the main aim of education is to prepare students for future life. This aim can be achieved only if education is preparing students for future life this aim can be achieved only if education is correlated with life. Therefore, teaching of various subjects should be correlated with life. Therefore; teaching of various subjects should be correlated with various aspects of life.

A subject is best understood when it is applicable to daily life. Correlation of a subject with daily life is of the utmost importance in order to create interest in the subject. Correlation with daily life makes the subject relevant instead of being only theory with no practical applications.

Science: give evidences of the scientific phenomena.eg: gives the reason for the droplets formed in an AC car or use of Aluminium foil to pack foods, to explain its oxide forming property.

PHYSICAL SCIENCE WITH ENVIRONMENT

Though the main aim of science is to impart training in scientific methods yet the study of science also aims to provide an insight into many of natural phenomenon and also teaches us the various scientific principles that lie at the bottom of many simple rule of life. For fostering a love for science study among children teacher should bring home to his students the useful and interesting application of principles of science in daily life. Every principle of science has some useful application in daily life and it is the duty of the teacher to emphasize these while teaching the principle. It is likely to make his lesson more interesting, stimulating and realistic. Teacher is free to include that phenomenon which are matters of every day experience even if these are not prescribed in the syllabus. Teacher should make a conscious effort to arouse the interest of his students in such applications of science in everyday life. Science teacher can find many applications of science in daily life and it would be much better if he quotes examples with rural background in rural schools and examples with rural background in rural schools and examples having urban background in rural schools and examples having urban background in urban schools. For correlating science with everyday life an effort have to be made to make use of available community resources. For example, a teacher can plan visit to a power station or hydro-electric generator while teaching the generation of electric current. The topic on levers can be correlated with their functioning in human body and their use in agricultural implements etc.

PHYSICAL SCIENCE AND CIVICS

The main objective of imparting information of both the subjects is to create good and useful citizens for the nation, thus it is possible to correlate both of these subjects with each other. Through science, students become able to understand the utility of scientific inventions in their life, by which they become more responsible.

They begin to realise a sense of responsibility, which help them in playing important role in development of the nation. Through information of scientific facts, students get to know about various kinds of diseases and the role which they can play in creating a healthy and clean atmosphere around them. Through this kind of information, they become more responsible citizens and play an important role in creating an ideal civic life in the society and nation as a whole.

CONCLUSION

The major aim of education is the unification of knowledge existing in different branches of learning. To achieve such unification conscious effort has to be made by teachers teaching various subjects. It is only by such a joint venture that we will be able to achieve the goal of unification of knowledge and bridge the gap that separates them.

We can thus see that the science teacher can correlate has lesson in any branch of science with some other branches of science using suitable examples. There are a plenty of topics which are common to two or more branches of science.

REFERENCES

·        Mohan, R (2013). Innovative Science Teaching. New Delhi: PHI Learning Private Limited

·        Mollykkutty, M & Mathew T K (2014). Science Education- Theoretical Bases of Teaching & Pedagogic Analysis. Kottayam: Rainbow Book

·        Kumar, A (2004). Teaching of Physical Science. Anmol Publications.