Problems in Calculus of One Variable - IA Maron

Details of Problems In Calculus Of One Variable Title: Problems In Calculus Of One Variable
Author: I.a. Maron
ISBN:
8183552668

ISBN-13:
9788183552660
,
978-8183552660

Publisher: Gk Publishers
Language: English


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IIT-JEE 2009 Syllabus + Information Brochure (25 pages) on JEE 2009

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CHEMISTRY

Physical Chemistry

General topics: Concept of atoms and molecules; Dalton’s atomic theory; Mole concept; Chemical formulae; Balanced chemical equations; Calculations (based on mole concept) involving common oxidation-reduction, neutralisation, and displacement reactions; Concentration in terms of mole fraction, molarity, molality and normality.

Gaseous and liquid states: Absolute scale of temperature, ideal gas equation; Deviation from ideality, van der Waals equation; Kinetic theory of gases, average, root mean square and most probable velocities and their relation with temperature; Law of partial pressures; Vapour pressure; Diffusion of gases.

Atomic structure and chemical bonding: Bohr model, spectrum of hydrogen atom, quantum numbers; Wave-particle duality, de Broglie hypothesis; Uncertainty principle; Qualitative quantum mechanical picture of hydrogen atom, shapes of s, p and d orbitals; Electronic configurations of elements (up to atomic number 36); Aufbau principle; Pauli’s exclusion principle and Hund’s rule; Orbital overlap and covalent bond; Hybridisation involving s, p and d orbitals only; Orbital energy diagrams for homonuclear diatomic species; Hydrogen bond; Polarity in molecules, dipole moment (qualitative aspects only); VSEPR model and shapes of molecules (linear, angular, triangular, square planar, pyramidal, square pyramidal, trigonal bipyramidal, tetrahedral and octahedral).

Energetics: First law of thermodynamics; Internal energy, work and heat, pressure-volume work; Enthalpy, Hess’s law; Heat of reaction, fusion and vapourization; Second law of thermodynamics; Entropy; Free energy; Criterion of spontaneity.

Chemical equilibrium: Law of mass action; Equilibrium constant, Le Chatelier’s principle (effect of concentration, temperature and pressure); Significance of DG and DGo in chemical equilibrium; Solubility product, common ion effect, pH and buffer solutions; Acids and bases (Bronsted and Lewis concepts); Hydrolysis of salts.

Electrochemistry: Electrochemical cells and cell reactions; Standard electrode potentials; Nernst equation and its relation to DG; Electrochemical series, emf of galvanic cells; Faraday’s laws of electrolysis; Electrolytic conductance, specific, equivalent and molar conductivity, Kohlrausch’s law; Concentration cells.

Chemical kinetics: Rates of chemical reactions; Order of reactions; Rate constant; First order reactions; Temperature dependence of rate constant (Arrhenius equation).

Solid state: Classification of solids, crystalline state, seven crystal systems (cell parameters a, b, c, ), close packed structure of solids (cubic), packing in fcc, bcc and hcp lattices; Nearest neighbours, ionic radii, simple ionic compounds, point defects.

Solutions: Raoult’s law; Molecular weight determ- ination from lowering of vapour pressure, elevation of boiling point and depression of freezing point.

Surface chemistry: Elementary concepts of adsorption (excluding adsorption isotherms); Colloids: types, methods of preparation and general properties; Elementary ideas of emulsions, surfactants and micelles (only definitions and examples).

Nuclear chemistry: Radioactivity: isotopes and isobars; Properties of rays; Kinetics of radioactive decay (decay series excluded), carbon dating; Stability of nuclei with respect to proton-neutron ratio; Brief discussion on fission and fusion reactions.

Inorganic Chemistry

Isolation/preparation and properties of the following non-metals: Boron, silicon, nitrogen, phosphorus, oxygen, sulphur and halogens; Properties of allotropes of carbon (only diamond and graphite), phosphorus and sulphur.

Preparation and properties of the following compounds: Oxides, peroxides, hydroxides, carbonates, bicarbonates, chlorides and sulphates of sodium, potassium, magnesium and calcium; Boron: diborane, boric acid and borax; Aluminium: alumina, aluminium chloride and alums; Carbon: oxides and oxyacid (carbonic acid); Silicon: silicones, silicates and silicon carbide; Nitrogen: oxides, oxyacids and ammonia; Phosphorus: oxides, oxyacids (phosphorus acid, phosphoric acid) and phosphine; Oxygen: ozone and hydrogen peroxide; Sulphur: hydrogen sulphide, oxides, sulphurous acid, sulphuric acid and sodium thiosulphate; Halogens: hydrohalic acids, oxides and oxyacids of chlorine, bleaching powder; Xenon fluorides.

Transition elements (3d series): Definition, general characteristics, oxidation states and their stabilities, colour (excluding the details of electronic transitions) and calculation of spin-only magnetic moment; Coordination compounds: nomenclature of mononuclear coordination compounds, cis-trans and ionisation isomerisms, hybridization and geometries of mononuclear coordination compounds (linear, tetrahedral, square planar and octahedral).

Preparation and properties of the following compounds: Oxides and chlorides of tin and lead; Oxides, chlorides and sulphates of Fe2+, Cu2+ and Zn2+; Potassium permanganate, potassium dichromate, silver oxide, silver nitrate, silver thiosulphate.

Ores and minerals: Commonly occurring ores and minerals of iron, copper, tin, lead, magnesium, aluminium, zinc and silver.

Extractive metallurgy: Chemical principles and reactions only (industrial details excluded); Carbon reduction method (iron and tin); Self reduction method (copper and lead); Electrolytic reduction method (magnesium and aluminium); Cyanide process (silver and gold).

Principles of qualitative analysis: Groups I to V (only Ag+, Hg2+, Cu2+, Pb2+, Bi3+, Fe3+, Cr3+, Al3+, Ca2+, Ba2+, Zn2+, Mn2+ and Mg2+); Nitrate, halides (excluding fluoride), sulphate and sulphide.


Organic Chemistry

Concepts: Hybridisation of carbon; Sigma and pi-bonds; Shapes of simple organic molecules; Structural and geometrical isomerism; Optical isomerism of compounds containing up to two asymmetric centres, (R,S and E,Z nomenclature excluded); IUPAC nomenclature of simple organic compounds (only hydrocarbons, mono-functional and bi-functional compounds); Conformations of ethane and butane (Newman projections); Resonance and hyperconjugation; Keto-enol tautomerism; Determination of empirical and molecular formulae of simple compounds (only combustion method); Hydrogen bonds: definition and their effects on physical properties of alcohols and carboxylic acids; Inductive and resonance effects on acidity and basicity of organic acids and bases; Polarity and inductive effects in alkyl halides; Reactive intermediates produced during homolytic and heterolytic bond cleavage; Formation, structure and stability of carbocations, carbanions and free radicals.

Preparation, properties and reactions of alkanes: Homologous series, physical properties of alkanes (melting points, boiling points and density); Combustion and halogenation of alkanes; Preparation of alkanes by Wurtz reaction and decarboxylation reactions.

Preparation, properties and reactions of alkenes and alkynes: Physical properties of alkenes and alkynes (boiling points, density and dipole moments); Acidity of alkynes; Acid catalysed hydration of alkenes and alkynes (excluding the stereochemistry of addition and elimination); Reactions of alkenes with KMnO4 and ozone; Reduction of alkenes and alkynes; Preparation of alkenes and alkynes by elimination reactions; Electrophilic addition reactions of alkenes with X2, HX, HOX and H2O (X=halogen); Addition reactions of alkynes; Metal acetylides.

Reactions of benzene: Structure and aromaticity; Electrophilic substitution reactions: halogenation, nitration, sulphonation, Friedel-Crafts alkylation and acylation; Effect of o-, m- and p-directing groups in monosubstituted benzenes.

Phenols: Acidity, electrophilic substitution reactions (halogenation, nitration and sulphonation); Reimer-Tieman reaction, Kolbe reaction.

Characteristic reactions of the following (including those mentioned above): Alkyl halides: rearrangement reactions of alkyl carbocation, Grignard reactions, nucleophilic substitution reactions; Alcohols: esterification, dehydration and oxidation, reaction with sodium, phosphorus halides, ZnCl2/concentrated HCl, conversion of alcohols into aldehydes and ketones; Ethers:Preparation by Williamson’s Synthesis; Aldehydes and Ketones: oxidation, reduction, oxime and hydrazone formation; aldol condensation, Perkin reaction; Cannizzaro reaction; haloform reaction and nucleophilic addition reactions (Grignard addition); Carboxylic acids: formation of esters, acid chlorides and amides, ester hydrolysis; Amines: basicity of substituted anilines and aliphatic amines, preparation from nitro compounds, reaction with nitrous acid, azo coupling reaction of diazonium salts of aromatic amines, Sandmeyer and related reactions of diazonium salts; carbylamine reaction; Haloarenes: nucleophilic aromatic substitution in haloarenes and substituted haloarenes (excluding Benzyne mechanism and Cine substitution).

Carbohydrates: Classification; mono- and di-saccharides (glucose and sucrose); Oxidation, reduction, glycoside formation and hydrolysis of sucrose.

Amino acids and peptides: General structure (only primary structure for peptides) and physical properties.

Properties and uses of some important polymers: Natural rubber, cellulose, nylon, teflon and PVC.

Practical organic chemistry: Detection of elements (N, S, halogens); Detection and identification of the following functional groups: hydroxyl (alcoholic and phenolic), carbonyl (aldehyde and ketone), carboxyl, amino and nitro; Chemical methods of separation of mono-functional organic compounds from binary mixtures.

MATHEMATICS

Algebra: Algebra of complex numbers, addition, multiplication, conjugation, polar representation, properties of modulus and principal argument, triangle inequality, cube roots of unity, geometric interpretations.

Quadratic equations with real coefficients, relations between roots and coefficients, formation of quadratic equations with given roots, symmetric functions of roots.

Arithmetic, geometric and harmonic progressions, arithmetic, geometric and harmonic means, sums of finite arithmetic and geometric progressions, infinite geometric series, sums of squares and cubes of the first n natural numbers.

Logarithms and their properties.

Permutations and combinations, Binomial theorem for a positive integral index, properties of binomial coefficients.

Matrices as a rectangular array of real numbers, equality of matrices, addition, multiplication by a scalar and product of matrices, transpose of a matrix, determinant of a square matrix of order up to three, inverse of a square matrix of order up to three, properties of these matrix operations, diagonal, symmetric and skew-symmetric matrices and their properties, solutions of simultaneous linear equations in two or three variables.

Addition and multiplication rules of probability, conditional probability, Bayes Theorem, independence of events, computation of probability of events using permutations and combinations.

Trigonometry: Trigonometric functions, their periodicity and graphs, addition and subtraction formulae, formulae involving multiple and sub-multiple angles, general solution of trigonometric equations.

Relations between sides and angles of a triangle, sine rule, cosine rule, half-angle formula and the area of a triangle, inverse trigonometric functions (principal value only).

Analytical geometry:

Two dimensions: Cartesian coordinates, distance between two points, section formulae, shift of origin.

Equation of a straight line in various forms, angle between two lines, distance of a point from a line; Lines through the point of intersection of two given lines, equation of the bisector of the angle between two lines, concurrency of lines; Centroid, orthocentre, incentre and circumcentre of a triangle.

Equation of a circle in various forms, equations of tangent, normal and chord.

Parametric equations of a circle, intersection of a circle with a straight line or a circle, equation of a circle through the points of intersection of two circles and those of a circle and a straight line.

Equations of a parabola, ellipse and hyperbola in standard form, their foci, directrices and eccentricity, parametric equations, equations of tangent and normal.

Locus Problems.

Three dimensions: Direction cosines and direction ratios, equation of a straight line in space, equation of a plane, distance of a point from a plane.

Differential calculus: Real valued functions of a real variable, into, onto and one-to-one functions, sum, difference, product and quotient of two functions, composite functions, absolute value, polynomial, rational, trigonometric, exponential and logarithmic functions.

Limit and continuity of a function, limit and continuity of the sum, difference, product and quotient of two functions, L’Hospital rule of evaluation of limits of functions.

Even and odd functions, inverse of a function, continuity of composite functions, intermediate value property of continuous functions.

Derivative of a function, derivative of the sum, difference, product and quotient of two functions, chain rule, derivatives of polynomial, rational, trigonometric, inverse trigonometric, exponential and logarithmic functions.

Derivatives of implicit functions, derivatives up to order two, geometrical interpretation of the derivative, tangents and normals, increasing and decreasing functions, maximum and minimum values of a function, Rolle’s Theorem and Lagrange’s Mean Value Theorem.

Integral calculus: Integration as the inverse process of differentiation, indefinite integrals of standard functions, definite integrals and their properties, Fundamental Theorem of Integral Calculus.

Integration by parts, integration by the methods of substitution and partial fractions, application of definite integrals to the determination of areas involving simple curves.

Formation of ordinary differential equations, solution of homogeneous differential equations, separation of variables method, linear first order differential equations.

Vectors: Addition of vectors, scalar multiplication, dot and cross products, scalar triple products and their geometrical interpretations

PHYSICS

General: Units and dimensions, dimensional analysis; least count, significant figures; Methods of measurement and error analysis for physical quantities pertaining to the following experiments: Experiments based on using Vernier calipers and screw gauge (micrometer), Determination of g using simple pendulum, Young’s modulus by Searle’s method, Specific heat of a liquid using calorimeter, focal length of a concave mirror and a convex lens using u-v method, Speed of sound using resonance column, Verification of Ohm’s law using voltmeter and ammeter, and specific resistance of the material of a wire using meter bridge and post office box.

Mechanics: Kinematics in one and two dimensions (Cartesian coordinates only), projectiles; Uniform Circular motion; Relative velocity.

Newton’s laws of motion; Inertial and uniformly accelerated frames of reference; Static and dynamic friction; Kinetic and potential energy; Work and power; Conservation of linear momentum and mechanical energy.

Systems of particles; Centre of mass and its motion; Impulse; Elastic and inelastic collisions.

Law of gravitation; Gravitational potential and field; Acceleration due to gravity; Motion of planets and satellites in circular orbits; Escape velocity.

Rigid body, moment of inertia, parallel and perpendicular axes theorems, moment of inertia of uniform bodies with simple geometrical shapes; Angular momentum; Torque; Conservation of angular momentum; Dynamics of rigid bodies with fixed axis of rotation; Rolling without slipping of rings, cylinders and spheres; Equilibrium of rigid bodies; Collision of point masses with rigid bodies.

Linear and angular simple harmonic motions.

Hooke’s law, Young’s modulus.

Pressure in a fluid; Pascal’s law; Buoyancy; Surface energy and surface tension, capillary rise; Viscosity (Poiseuille’s equation excluded), Stoke’s law; Terminal velocity, Streamline flow, equation of continuity, Bernoulli’s theorem and its applications.

Wave motion (plane waves only), longitudinal and transverse waves, superposition of waves; Progressive and stationary waves; Vibration of strings and air columns;Resonance; Beats; Speed of sound in gases; Doppler effect (in sound).

Thermal physics: Thermal expansion of solids, liquids and gases; Calorimetry, latent heat; Heat conduction in one dimension; Elementary concepts of convection and radiation; Newton’s law of cooling; Ideal gas laws; Specific heats (Cv and Cp for monoatomic and diatomic gases); Isothermal and adiabatic processes, bulk modulus of gases; Equivalence of heat and work; First law of thermodynamics and its applications (only for ideal gases); Blackbody radiation: absorptive and emissive powers; Kirchhoff’s law; Wien’s displacement law, Stefan’s law.

Electricity and magnetism: Coulomb’s law; Electric field and potential; Electrical potential energy of a system of point charges and of electrical dipoles in a uniform electrostatic field; Electric field lines; Flux of electric field; Gauss’s law and its application in simple cases, such as, to find field due to infinitely long straight wire, uniformly charged infinite plane sheet and uniformly charged thin spherical shell.

Capacitance; Parallel plate capacitor with and without dielectrics; Capacitors in series and parallel; Energy stored in a capacitor.

Electric current; Ohm’s law; Series and parallel arrangements of resistances and cells; Kirchhoff’s laws and simple applications; Heating effect of current.

Biot–Savart’s law and Ampere’s law; Magnetic field near a current-carrying straight wire, along the axis of a circular coil and inside a long straight solenoid; Force on a moving charge and on a current-carrying wire in a uniform magnetic field.

Magnetic moment of a current loop; Effect of a uniform magnetic field on a current loop; Moving coil galvano- meter, voltmeter, ammeter and their conversions.

Electromagnetic induction: Faraday’s law, Lenz’s law; Self and mutual inductance; RC, LR and LC circuits with d.c. and a.c. sources.

Optics: Rectilinear propagation of light; Reflection and refraction at plane and spherical surfaces; Total internal reflection; Deviation and dispersion of light by a prism; Thin lenses; Combinations of mirrors and thin lenses; Magnification.

Wave nature of light: Huygen’s principle, interference limited to Young’s double-slit experiment.

Modern physics: Atomic nucleus; Alpha, beta and gamma radiations; Law of radioactive decay; Decay constant; Half-life and mean life; Binding energy and its calculation; Fission and fusion processes; Energy calculation in these processes.

Photoelectric effect; Bohr’s theory of hydrogen-like atoms; Characteristic and continuous X-rays, Moseley’s law; de Broglie wavelength of matter waves.

APTITUDE TEST FOR B.Arch. and B.Des. PROGRAMMES

Freehand drawing: This would comprise of simple drawing depicting the total object in its right form and proportion, surface texture, relative location and details of its component parts in appropriate scale. Common domestic or day-to-day life usable objects like furniture, equipment, etc., from memory.

Geometrical drawing: Exercises in geometrical drawing containing lines, angles, triangles, quadrilaterals, polygons, circles etc. Study of plan (top view), elevation (front or side views) of simple solid objects like prisms, cones, cylinders, cubes, splayed surface holders etc.

Three-dimensional perception: Understanding and appreciation of three-dimensional forms with building elements, colour, volume and orientation. Visualization through structuring objects in memory.

Imagination and aesthetic sensitivity: Composition exercise with given elements. Context mapping. Creativity check through innovative uncommon test with familiar objects. Sense of colour grouping or application.

Architectural awareness: General interest and awareness of famous architectural creations – both national and international, places and personalities (architects, designers etc. ) in the related domain.

Candidates are advised to bring geometry box sets, pencils, erasers and colour pencils or crayons for the Aptitude Test.

Download Complete Video Lectures on Electricity, Magnetism and Optics.

Professor Walter Lewin photographed during a demonstration bouncing a balloon (sprayed with conducting paint) between his head and a small Van de Graaff generator. This demonstration can be viewed on the video of Lecture #2. (Image courtesy of Markos Hankin, MIT Physics Department Lecture Demonstration Group.)

There are a total of 37 Video Lectures available for Download.


Lecture Topics
Course Introduction
Lecture I
Topics covered:
What holds our world together?
Electric Charges (Historical)
Polarization
Electric Force
Coulomb's Law
Lecture II
Topics covered:
Electric Field
Field Lines
Superposition
Inductive Charging
Dipoles
Induced Dipoles
Lecture III
Topics covered:
Electric Flux
Gauss's Law
Examples
Lecture IV
Topics covered:
Electrostatic Potential
Electric Energy
eV
Conservative Field
Equipotential Surfaces
Lecture V
Topics covered:
E = -grad V
More on Equipotential Surfaces
Conductors
Electrostatic Shielding (Faraday Cage)
Lecture VI
St Elmo's Fire
Lecture VII
Topics covered:
Capacitance
Field Energy
Lecture VIII
Topics covered:
Polarization
Dielectrics
The Van de Graaff
More on Capacitors
Lecture IX

Topics covered:
Currents
Resistivity
Ohm's Law
Lecture X
Topics covered:
Batteries
EMF
Energy Conservation
Power
Kirchhoff's Rules
Circuits
Kelvin Water Dropper
Lecture XI
Topics covered:
Magnetic field
Lorentz Force
Torques
Electric Motors (DC)
Oscilloscope
Lecture XII
Topics covered:
Review Exam 1 (Secret Top!)
Lecture XIII
Topics covered:
Moving Charges in B-fields
Cyclotron
Synchrotron
Mass Spectrometer
Cloud Chamber
Lecture XIV
Topics covered:
Biot-Savart Law
Gauss' Law for Magnetic Fields
Revisit the "Leyden Jar"
High-Voltage Power Lines
Lecture XV
Topics covered:
Ampere's Law
Solenoids
Revisit the Kelvin Water Dropper
Midterm Evaluation
Lecture XVI
Topics covered:
Electromagnetic Induction
Faraday's Law
Lenz Law
Complete Breakdown of Intuition
Non-Conservative Fields
Lecture XVII
Topics covered:
Motional EMF
Dynamos
Eddy Currents
Magnetic Braking
Lecture XVIII
Topics covered:
Displacement Current (Difficult Concept)
Synchronous Motors
Induction Motors
Secret Top, How does it work?
Lecture XIX
Topics covered:
How do Magicians levitate women? (with demo)
Electric Shock Treatment (no demo)
Electrocardiogram (with demo)
Pacemakers
Superconductivity (with demo)
Levitating Bullet Trains
Aurora Borealis
Lecture XX
Topics covered:
Inductance
RL Circuits
Magnetic Field Energy
Lecture XXI
Topics covered:
Magnetic Materials
Dia-, Para-, and Ferromagnetism
Prize Ceremony of Motor Contest
Lecture XXII
Topics covered:
Hysteresis
Electromagnets
Bohr Magneton
Maxwell's Equations
600 daffodils
Lecture XXIII
Topics covered:
Review Exam 2
Lecture XXIV
Topics covered:
Transformers
Car Coils
RC Circuits
Lecture XXV
Topics covered:
Driven LRC Circuits
Resonance
Metal Detectors (Beach/Airport)
Lecture XXVI
Topics covered:
Traveling Waves
Standing Waves
Musical Instruments
Lecture XXVII
Topics covered:
Resonance
Destructive Resonance
Electromagnetic Waves
Speed of Light
Radio - TV
Distance Determinations using Radar and Lasers
Lecture XXVIII
Topics covered:
Index of Refraction
Poynting Vector
Oscillating Charges
Radiation Pressure
Comet Tails
Polarization (Linear, Elliptical, and Circular)
Lecture XXIX
Topics covered:
Snell's Law
Refraction
Total Reflection
Dispersion
Prisms
Huygens's Principle
The Illusion of Color
The Weird Benham Top
Land's Famous Demo
Lecture XXX
Topics covered:
Polarizers
Malus's Law
Brewster Angle
Polarization by Reflection and Scattering
Why is the sky blue? Why are sunsets red?
The sun will set in the lecture hall!
Lecture XXXI
Topics covered:
Rainbows
A modest rainbow will appear in the lecture hall!
Fog Bows
Supernumerary Bows
Polarization of the Bows
Halos around the Sun and the Moon
Mock Suns
Lecture XXXII
Topics covered:
Review Exam 3
Lecture XXXIII
Topics covered:
Double-Slit Interference
Interferometers
Lecture XXXIV
Topics covered:
Gratings
Resolving Power
Single-Slit Diffraction
Angular Resolution
Human Eye
Telescopes
Lecture XXXV
Topics covered:
Doppler Effect
The Big Bang
Cosmology
Lecture XXXVI
Topics covered:
Farewell Special
Bring a Friend!

Subtitles will be provided on request.



A few lectures are on topics which are not within scope of the JEE syllabus and hence can be skipped.

Videos provided free of Charge by MIT OCW.

Reservation in Higher Education- Divide and Rule Policy.

Introduction:

“Reservation in Higher Education and Jobs in Private Sector”...Yes or No? There has been lot of debate on this subject across the country. People are agitating...people are on hunger strike; Students have different views...professionals have different views. As per the interview with Cabinet Minister, (Human Resourse Development) Mr. Arjun Singh...on CNN-IBN, he is not willing to accept any facts and fingers. In short, after the interview he looks like a confused person...might be an effect of his age. Lets start from the very beginning, on the 27th of June 1961 Pt. Jawahar Lal Nehru (First Prime Minister of India) wrote to the Chief Ministers: I dislike any kind of reservations. If we go in for any kind of reservations on communal and caste basis, we will swamp the bright and able people and remain second rate or third rate. The moment we encourage the second rate, we are lost. And then he adds pointedly: This way lies not only folly, but also disaster.



Lets have a look at some other figures...”Learning from Past Experiences”...

NSSO, which is a government appointed body, has actually in its research in 1999 - which is the most latest research shown - that 23.5 per cent of all university seats are already with the OBCs. And that is just 8.5 per cent less than what the NSSO believes is the OBC share of the population. So, for a difference of 8 per cent, would reservations be the right way of making up the difference? A study done by the IITs themselves shows that 50 per cent of the IIT seats for the SCs and STs remain vacant and for the remaining 50 per cent, 25 per cent are the candidates, who even after six years fail to get their degrees. So, clearly, in their case, reservations are not working. Parliamentary Committee on the welfare for the Scheduled Castes and Scheduled Tribes says that “looking at the Delhi University, between 1995 and 2000, just half the seats for under-graduates at the Scheduled Castes level and just one-third of the seats for under-graduates at the Scheduled Tribes level were filled. All the others went empty, unfilled.”

Sukhdev Thorat, the Chairman of the UGC. He points out that today, at higher education levels - that is all universities, IITs and IIMs - there is already a 1.2 lakh vacancy number. 40 per cent of these are in teaching staff, which the IIT faculty themselves point out that they have shortages of up to 30 per cent.

Fifty years after the reservations were made, statistics show, according to The Hindustan Times, that overall in India, only 16 per cent of the places in higher education are occupied by SCs and STs. The quota is 22.5 per cent, which means that only two-thirds of the quota is occupied. One third is going waste, it is being denied to other people.

In short, reservations mean that a lesser-qualified candidate gets preference over a more qualified candidate, solely because in this case, he or she happens to be an OBC. In other words, the upper castes are being penalized for being upper caste.

Why Quota? Why Reservations? Will this help “underprivileged” communities to come at par with others? I don't think so. If the foundation is not strong...one cannot make strong building on it. If you really want to bring everyone on same platform...strengthen the Primary Education; Improve the course material; provide teachers at that level and make people strong enough to compete with each other...provide the platform for institutes and corporates to choose the best.

Mandal Commission...A regretful step...First Major Step towards reservation and quota system...beginning of caste based politics...

1) The Mandal Commission was officially called Second backward Classes Commission.

2) It derives its name from parliamentarian BP Mandal, who chaired the Commission.

3) The Mandal Commission was constituted by the Morarji Desai government in 1978 to consider action politics for backward classes, aimed at redressing caste discrimination.

4) The Commission Report was submitted in Dec 1980. It sought reservation for 27 per cent of all services and public sector undertakings under the central government and 27 per cent of all admissions to institutions of higher education for Other Backward Classes (OBCs).

5) The percentage was over and above the existing 22.5 per cent reservation for SCs/STs.

6) In Aug 1990, the then Prime Minister VP Singh assured its implementation in government jobs.

7) It led to widespread protests, which finally led to his resignation.

8) There were many self-immolations attempts, including that of Rajeev Goswami, a DU student.

9) In 1993, the Supreme Court upheld 27 per cent reservation for OBCs.

10) But it was subject to the exclusion of socially advanced persons/sections from amongst the OBCs.

11) Children of Class I officers with income of Re one lakh were also excluded.

12) The exclusion-income limit was revised to Rs 2.5 lakh in 2004.

13) The reservation came into effect in Sept 1993 after the recommendations were accepted.

14) In Aug 2005, the SC abolished all caste-based reservations in unaided private colleges.

15) On Dec 2005, the Lok Sabha passed the 104th Constitution Amendment Act 2005, rolling back the SC judgement.

16) The new clause allowed reservations for SC/ST and OBCs in private unaided educational institutions.

17) The latest controversy erupted over the government's proposal to introduce 27 per cent reservation for OBCs in central government-funded higher educational institutes like IITs and IIMs.

Earlier Mandal Commission identified 11 indicators for providing reservation and quota is higher education. They were:

Social

Castes/classes considered as socially backward by others.

Castes/classes which mainly depend on manual labour for their livelihood.

Castes/classes where the percentage of married women below 17 is 25% above the state average in rural areas and 10% in urban areas; and that of married men is 10% and 5% above the state average in rural and urban areas respectively.

Castes/classes where participation of females in work is at least 25% above the state average.

Educational

Castes/classes where the number of children in the age group of 5 to 15 years who never attended school is at least 25% above the state average.

Castes/classes where the rate of student drop-out in the age group of 5-15 years is at least 25% above the state average.

Castes/classes amongst whom the proportion of matriculates is at least 25% below the state average

Economic

Castes/classes where the average value of family assets is at least 25% below the state average.

Castes/classes where the number of families living in kachcha houses is at least 25 % above the state average.

Castes/classes where the source of drinking water is beyond half a kilometer for more than 50% of the households.

Castes/classes where the number of the house-holds having taken a consumption loan is at least 25% above the state average.

We have seen even during those years that “Reservation” is just not acceptable. Even if after Close to 60 yrs of Independence (we will be celebrating our Diamond jubilee year of Independence between 15th August 2006-15th August 2007), we are saying that we have not done anything to bring up the social status of people then we are just nullifying all the achievements. Had this been done 5 yrs or 10 yrs after the independence...it would have been acceptable but not after 55 yrs of independence.

Conclusion

Need is to improve the standard of education at “Primary Level”, make people competent enough to fight in “Open Competition” and not to reserve the seats or provide any type of quota. The vociferous protest against reservation for Other Backward Classes (OBCs) and the growing unease about reservations for scheduled castes and scheduled tribes reflects the sharp conflicts which are erupting in Indian society over the distribution of a limited number of Government jobs and educational resources. It should be noted that the vocal opposition to the reservations for OBCs goes hand in hand with a more disguised resentment against reservation for the scheduled castes and tribes. One has only to recall to the Gujarat anti-reservation movement of 1981 and the recent December, 1989 U.P. agitation against the Parliament extending the reservation of seats in legislatures for the scheduled castes and scheduled tribes for another ten years.

The movement against reservations in the present Indian context is definitely retrograde and objectively serves the interests of those who seek to preserve the dominance of the upper castes. The plea against reservations is advanced on the basis of equality of opportunity and merit. In an unequal society like India, where scheduled castes, tribes and shudras (the bulk of whom are the OBCs) have been discriminated against in choice of occupation, social mobility and control over the means of production, all talk of equality, without taking into account this reality, reduces equality to the concept of formal equality.

As for merit, it is perfectly possible in India to discriminate in recruitment and promotions, on the basis of caste prejudices or preferences, militating against merit. Further, merit, as the Mandal Commission and a host of other commissions and Supreme Court judgments have pointed out, must be seen in the context of achieving real equality of opportunities, social environment and compensatory discrimination to ensure social justice.

I sum up my feeling through the lines of following poem by Martin Niemöller (1892-1984) about accumulation of State power by the targeting of specific groups one at a time captures the slippery slope of the law very well:

First they came for the Communists, and I did not speak out because I was not a Communist.

Then they came for the Socialists, and I did not speak out because I was not a Socialist.

Then they came for the Trade Unionists, and I did not speak out because I was not a Trade Unionist.

Then they came for the Jews, and I did not speak out because I was not a Jew.

Then they came for me, and there was no one left to speak out for me.

Before I conclude, here are views of Mr. Sam Pitroda (Chairman, National Knowledge Commission), on reservation in Higher Education and Jobs:

There is nothing fundamentally wrong with the quota system as long as it is applied judiciously and at the right levels. It cannot become a blanket solution for all time to come. It is my considered position to reject labels on the basis of anyone's birth. It is an outdated, antiquated thinking to keep talking about caste based disadvantages. The first step for me is to reject all such labels in the 21st century and focus on equality for youth. In my case, hard work, good education and focus on technology helped me a great deal to overcome any disadvantages that I had because of what people still obsessively describe as caste.

Technology gave me an equal footing for everything I have done in my life and career. I have said this before. Technology is a great leveler, second only to death. I have always negotiated challenges on the basis of my whatever little intrinsic merit quality and perseverance. I have never taken the route of quota or reservations. I hope this shows that it is possible.

What we need is to create opportunities for everyone of equal merit to have proper access. On this subject there are many views and many sentiments. At times people look at this in terms of black and white while there are many shades of gray.

Proper primary education is the key to building a sound foundation for higher education in the university. I wish we focus on this first. I also believe that every child must have opportunity for good education without worrying about caste or income levels. If the student is qualified we must find funding to support them in colleges. It is time to go beyond labels that stigmatize an entire group of people. I believe now in the early part of the 21st century we should make fundamental changes in the way we approach the concept of education, employment, equality and empowerment. But the point is it is time for a whole new approach in the 21st century. We cannot build the nation in the 21st century with the 19th century mindset.

Looking forward to your comments and opinion

Reference:

Newspapers: The Times of India;Hindustan Times

News Channels: Star News; CNN-IBN

Sanjeev Himachali India E-mail: ss_himachali@yahoo.com; Mobile No. +91-9876328841

Article Source: http://EzineArticles.com/?expert=Sanjeev_Himachali

Interview with IIT-B Director

During his eight-year tenure as director of IIT-Bombay, professor Ashok Misra was known for enhancing research and innovation at the institute. Misra spoke to Mihika Basu before leaving for Bangalore to join Intellectual Ventures, a US-based private firm, on the challenges that lie ahead for India's IITs...

You are joining a private firm. Do you think the best minds today are being taken away by the private sector?
I had offers earlier, too, from the private sector and could have accepted them. However, I wanted to contribute to the IIT system, which I have done. I had a-year-and-a-half left in my tenure, so I decided to do something different. A few years down the line, I might not get such a great opportunity. The public sector is losing some of its best minds to the private sector due to better opportunities, pay and emoluments, but such an exodus is not happening at the IITs, primarily because of the opportunities that people get here in terms of research and interaction with the best, globally.
But would you agree that low remuneration is a reason why educational institutes, including the IITs, are facing a faculty crunch?
There's no doubt that remuneration is low in educational institutions including the IITs, but teachers compensate by engaging in other activities, like consultancy research and continuing education programmes. At the IITs, teachers are able to devote considerable time to research, which may not be possible at other engineering institutes. In the next three years, all IITs will see the student strength increasing by 150%, and this requires simultaneous faculty recruitment and infrastructure development. This is putting a lot of pressure on the system, hence expansion has to be planned.
What challenges do the IITs face?
There should have been a more controlled expansion. All the IITs are practically running the new ones and all of us started without a detailed project report, which we are preparing now. The IITs have a huge challenge in front of them to ensure that excellence isn't compromised. Also, they have to ensure that the eight new IITs have the same quality of faculty, but currently, the numbers are not there. IIT-Bombay is the only one mentoring two new IITs, so we shouldn't jump into the second one. I suggest that the establishment of the second IIT be postponed by a year, but do it in a planned way.
How long do you think the new IITs will take to become as good as the mentors?
If we get the funds and the people on time, it will take a minimum of 25 years. Even the old IITs are expanding, so in 25 years, the new ones will have to compete with those which have already completed 75 years.
Do you think IITs should be given more autonomy than they currently enjoy?
Yes, I strongly feel so. While we have academic autonomy in terms of selection of courses, curriculum and research, there are certain restrictions which shouldn't be there. Faculty reservations, for instance, is something that all IITs don't favour. The human resources ministry said it would re-think it, but the earlier order has not yet been withdrawn.
Your advice to IIT-Bombay?
IIT-Bombay should strive to be in the top 10 globally over the next 10 next years. For this, it will have to enhance research and innovation, alongside maintaining high quality education.
Would you like to be associated with IIT-Bombay in the future?
I would give back whenever I am asked to and in whatever capacity I can. IIT-Bombay has an active advisory council, which has played a crucial role in enhancing several programmes, including incubation. If the institute invites me to join the council, I would be happy to be a part of it.

Video Lectures on Single Variable Calculus.

Derivatives, slope, velocity, rate of change


Limits, continuity, Trigonometric limits

Derivatives of products, quotients, sine, cosine

Chain rule, Higher derivatives

Implicit differentiation, inverses

Logarithmic differentiation; hyperbolic functions

Hyperbolic functions (cont.) and exam 1 review

Lecture Notes:

Derivatives, slope, velocity, rate of change

Limits, continuity, Trigonometric limits
Derivatives of products, quotients, sine, cosine
Chain rule, Higher derivatives
Implicit differentiation, inverses
Exponential and Logarithmic differentiation; hyperbolic functions
Hyperbolic functions (cont.) and exam 1 review

All Sessions Lecture Notes Complete>

More Videos in this series to be added soon. Lectures by Professors at MIT. All Credits to MIT OCW.

Download PowerPoint Presentations on various Topics in Organic Chemistry.

I thought posting them all together would be much better than posting each one separately. :) These are powerpoint presentations that are designed with the help of Animations to make visualizing Organic Chemistry much easier.





Alkane
Structure and Functional Group
IUPAC Naming
Alkene and Alkynes I
Alkyl Halide
Acid-Base Concept
Alcohol and Ether
Alcohol Preparation
Alkene and Alkyne Part II
Amines
Aromatic
Carbohydrates [Optional]
Carbon Compounds and Chemical Bonds
Stereoisomers
Carboxylic Acid and Derivatives
Claisen Condensation
Conjugated Unsaturated
Lipids [Optional]
Neucleophilic Addition
Neucleophilic Addition II
Nucleic Acid [Optional]
Neucleophilic Substitution of Aromatic
Protiens [Optional]
Radical Reactions
Reactions of Aromatic Compounds

Sears and Zemansky's University Physics: With Modern Physics

Product Description

Refining the most widely adopted and enduring physics text available, University Physics with Modern Physics, Twelfth Edition continues an unmatched history of innovation and careful execution that was established by the best selling Eleventh Edition. Assimilating the best ideas from education research, this new edition provides enhanced problem-solving instruction, pioneering visual and conceptual pedagogy, the first systematically enhanced problems, and the most pedagogically proven and widely used homework and tutorial system available. Mechanics, Waves/Acoustics, Thermodynamics, Electromagnetism, Optics, Modern Physics. For all readers interested in university physics.


About the Author
Hugh D. Young is Emeritus Professor of Physics at Carnegie Mellon University in Pittsburgh, PA. He attended Carnegie Mellon for both undergraduate and graduate study and earned his Ph.D. in fundamental particle theory under the direction of the late Richard Cutkosky. He joined the faculty of Carnegie Mellon in 1956 and has also spent two years as a Visiting Professor at the University of California at Berkeley.

Prof. Young’s career has centered entirely around undergraduate education. He has written several undergraduate-level textbooks, and in 1973 he became a co-author with Francis Sears and Mark Zemansky for their well-known introductory texts. With their deaths, he assumed full responsibility for new editions of these books until joined by Prof. Freedman for University Physics.
Prof. Young is an enthusiastic skier, climber, and hiker. He also served for several years as Associate Organist at St. Paul’s Cathedral in Pittsburgh, and has played numerous organ recitals in the Pittsburgh area. Prof. Young and his wife Alice usually travel extensively in the summer, especially in Europe and in the desert canyon country of southern Utah.

Roger A. Freedman is a Lecturer in Physics at the University of California, Santa Barbara. Dr. Freedman was an undergraduate at the University of California campuses in San Diego and Los Angeles, and did his doctoral research in nuclear theory at Stanford University under the direction of Professor J. Dirk Walecka. He came to UCSB in 1981 after three years teaching and doing research at the University of Washington.At UCSB, Dr. Freedman has taught in both the Department of Physics and the College of Creative Studies, a branch of the university intended for highly gifted and motivated undergraduates. He has published research in nuclear physics, elementary particle physics, and laser physics. In recent years, he has helped to develop computer-based tools for learning introductory physics and astronomy. When not in the classroom or slaving over a computer, Dr. Freedman can be found either flying (he holds a commercial pilot’s license) or driving with his wife, Caroline, in their 1960 Nash Metropolitan convertible.

A. Lewis Ford is Professor of Physics at Texas A&M University. He received a B.A. from Rice University in 1968 and a Ph.D. in chemical physics from the University of Texas at Austin in 1972. After a one-year postdoc at Harvard University, he joined the Texas A&M physics faculty in 1973 and has been there ever since. Professor Ford’s research area is theoretical atomic physics, with a specialization in atomic collisions. At Texas A&M he has taught a variety of undergraduate and graduate courses, but primarily introductory physics.



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From the Banks of Godavari to Google

‘God has always been planning things for me’
Naga Naresh Karutura has just passed out of IIT Madras in Computer Science and has joined Google in Bangalore.

You may ask, what’s so special about this 21-year-old when there are hundreds of students passing out from various IITs and joining big companies like Google?

Naresh is special. His parents are illiterate. He has no legs and moves around in his powered wheel chair. (In fact, when I could not locate his lab, he told me over the mobile phone, ‘I will come and pick you up’. And in no time, he was there to guide me)

Ever smiling, optimistic and full of spirit; that is Naresh. He says, “God has always been planning things for me. That is why I feel I am lucky.”

Read why Naresh feels he is lucky.

Childhood in a village
I spent the first seven years of my life in Teeparru, a small village in Andhra Pradesh, on the banks of the river Godavari. My father Prasad was a lorry driver and my mother Kumari, a house wife. Though they were illiterate, my parents instilled in me and my elder sister (Sirisha) the importance of studying.

Looking back, one thing that surprises me now is the way my father taught me when I was in the 1st and 2nd standards. My father would ask me questions from the text book, and I would answer them. At that time, I didn’t know he could not read or write but to make me happy, he helped me in my studies!

Another memory that doesn’t go away is the floods in the village and how I was carried on top of a buffalo by my uncle. I also remember plucking fruits from a tree that was full of thorns.

I used to be very naughty, running around and playing all the time with my friends. I used to get a lot of scolding for disturbing the elders who slept in the afternoon. The moment they started scolding, I would run away to the fields!

I also remember finishing my school work fast in class and sleeping on the teacher’s lap!

January 11, 1993, the fateful day
On the January 11, 1993 when we had the sankranti holidays, my mother took my sister and me to a nearby village for a family function. From there we were to go with our grandmother to our native place. But my grandmother did not come there. As there were no buses that day, my mother took a lift in my father’s friend’s lorry. As there were many people in the lorry, he made me sit next to him, close to the door.

It was my fault; I fiddled with the door latch and it opened wide throwing me out. As I fell, my legs got cut by the iron rods protruding from the lorry. Nothing happened to me except scratches on my legs.

The accident had happened just in front of a big private hospital but they refused to treat me saying it was an accident case. Then a police constable who was passing by took us to a government hospital.

First I underwent an operation as my small intestine got twisted. The doctors also bandaged my legs. I was there for a week. When the doctors found that gangrene had developed and it had reached up to my knees, they asked my father to take me to a district hospital. There, the doctors scolded my parents a lot for neglecting the wounds and allowing the gangrene to develop. But what could my ignorant parents do?

In no time, both my legs were amputated up to the hips.

I remember waking up and asking my mother, where are my legs? I also remember that my mother cried when I asked the question. I was in the hospital for three months.

Life without legs
I don’t think my life changed dramatically after I lost both my legs. Because all at home were doting on me, I was enjoying all the attention rather than pitying myself. I was happy that I got a lot of fruits and biscuits.

‘I never wallowed in self-pity’
The day I reached my village, my house was flooded with curious people; all of them wanted to know how a boy without legs looked. But I was not bothered; I was happy to see so many of them coming to see me, especially my friends!

All my friends saw to it that I was part of all the games they played; they carried me everywhere.

God’s hand
I believe in God. I believe in destiny. I feel he plans everything for you. If not for the accident, we would not have moved from the village to Tanuku, a town. There I joined a missionary school, and my father built a house next to the school. Till the tenth standard, I studied in that school.

If I had continued in Teeparu, I may not have studied after the 10th. I may have started working as a farmer or someone like that after my studies. I am sure God had other plans for me.

My sister, my friend
When the school was about to reopen, my parents moved from Teeparu to Tanuku, a town, and admitted both of us in a Missionary school. They decided to put my sister also in the same class though she is two years older. They thought she could take care of me if both of us were in the same class. My sister never complained.

She would be there for everything. Many of my friends used to tell me, you are so lucky to have such a loving sister. There are many who do not care for their siblings.

She carried me in the school for a few years and after a while, my friends took over the task. When I got the tricycle, my sister used to push me around in the school.

My life, I would say, was normal, as everyone treated me like a normal kid. I never wallowed in self-pity. I was a happy boy and competed with others to be on top and the others also looked at me as a competitor.

Inspiration
I was inspired by two people when in school; my Maths teacher Pramod Lal who encouraged me to participate in various local talent tests, and a brilliant boy called Chowdhary, who was my senior.

When I came to know that he had joined Gowtham Junior College to prepare for IIT-JEE, it became my dream too. I was school first in 10th scoring 542/600.

Because I topped in the state exams, Gowtham Junior College waived the fee for me. Pramod Sir’s recommendation also helped. The fee was around Rs 50,000 per year, which my parents could never afford.

Moving to a residential school
Living in a residential school was a big change for me because till then my life centred around home and school and I had my parents and sister to take care of all my needs. It was the first time that I was interacting with society. It took one year for me to adjust to the new life.

There, my inspiration was a boy called K K S Bhaskar who was in the top 10 in IIT-JEE exams. He used to come to our school to encourage us. Though my parents didn’t know anything about Gowtham Junior School or IIT, they always saw to it that I was encouraged in whatever I wanted to do. If the results were good, they would praise me to the skies and if bad, they would try to see something good in that. They did not want me to feel bad.

They are such wonderful supportive parents.

Life at IIT- Madras
Though my overall rank in the IIT-JEE was not that great (992), I was 4th in the physically handicapped category. So, I joined IIT, Madras to study Computer Science.

Here, my role model was Karthik who was also my senior in school. I looked up to him during my years at IIT- Madras.

He had asked for attached bathrooms for those with special needs before I came here itself. So, when I came here, the room had attached bath. He used to help me and guide me a lot when I was here.

I evolved as a person in these four years, both academically and personally. It has been a great experience studying here. The people I was interacting with were so brilliant that I felt privileged to sit along with them in the class. Just by speaking to my lab mates, I gained a lot.
‘There are more good people in society than bad ones’

Words are inadequate to express my gratitude to Prof Pandurangan and all my lab mates; all were simply great. I was sent to Boston along with four others for our internship by Prof Pandurangan. It was a great experience.

Joining Google R&D
I did not want to pursue PhD as I wanted my parents to take rest now.

Morgan Stanley selected me first but I preferred Google because I wanted to work in pure computer science, algorithms and game theory.

I am lucky
Do you know why I say I am lucky?

I get help from total strangers without me asking for it. Once after my second year at IIT, I with some of my friends was travelling in a train for a conference. We met a kind gentleman called Sundar in the train, and he has been taking care of my hostel fees from then on.

I have to mention about Jaipur foot. I had Jaipur foot when I was in 3rd standard. After two years, I stopped using them. As I had almost no stems on my legs, it was very tough to tie them to the body. I found walking with Jaipur foot very, very slow. Sitting also was a problem. I found my tricycle faster because I am one guy who wants to do things faster.

One great thing about the hospital is, they don’t think their role ends by just fixing the Jaipur foot; they arrange for livelihood for all. They asked me what help I needed from them. I told them at that time, if I got into an IIT, I needed financial help from them. So, from the day I joined IIT, Madras, my fees were taken care of by them. So, my education at the IIT was never a burden on my parents and they could take care of my sister’s Nursing studies.

Surprise awaited me at IIT
After my first year, when I went home, two things happened here at the Institute without my knowledge.

I got a letter from my department that they had arranged a lift and ramps at the department for me. It also said that if I came a bit early and checked whether it met with my requirements, it would be good.

Second surprise was, the Dean, Prof Idichandy and the Students General Secretary, Prasad had located a place that sold powered wheel chairs. The cost was Rs 55,000. What they did was, they did not buy the wheel chair; they gave me the money so that the wheel chair belonged to me and not the institute.

My life changed after that. I felt free and independent.

That’s why I say I am lucky. God has planned things for me and takes care of me at every step.

The world is full of good people
I also feel if you are motivated and show some initiative, people around you will always help you. I also feel there are more good people in society than bad ones. I want all those who read this to feel that if Naresh can achieve something in life, you can too.

Courtesy :- Rediff

New Educational Website - www.vidyadrishti.com

PK Bharati [the guy who gave us free powerpoint presentations] has launched a new site alongwith his friends. Here is what their introduction says:

IIT Kharagpur students have launched a new educational website meant
for IIT-JEE and other competetive exams.
www.vidyadrishti.com

Special features are:

Solution to difficult problems of H C Verma:
http://www.vidyadrishti.com/H%20C%20Verma%20Solutions.html
(We update two solutions daily on this site)

Solution to your unsolved problems:
http://www.vidyadrishti.com/Your%20Problems.html

Study materials from IIT Kharagpur Students:
http://www.vidyadrishti.com/packages.html

IIT JEE & AIEEE STUFFS:
http://www.vidyadrishti.com/IIT%20JEE%20&%20AIEEE%20STUFFS.html

List of Engineering Exams:
http://www.vidyadrishti.com/Engineering%20Exams.html

P K Bharti
Room No. C212
Patel Hall
IIT Kharagpur
721302
pkbharti.iit@gmail.com
Ph No. 9333377572

The Pleasure of Finding Things Out.

Why do we do science? Beyond altruistic and self-aggrandizing motivations, many of the best scientists work long hours seeking the electric thrill that comes only from learning something that nobody knew before. The Pleasure of Finding Things Out, a collection of previously unpublished or difficult-to-find short works by maverick physicist Richard Feynman, takes its title from his own answer.
Feynman had a fantastic sense of humor, and his memoirs of his Manhattan Project days roil with fun despite his later misgivings about nuclear weapons.Though Feynman has been gone now for many years, his work lives on in quantum physics, computer design, and nanotechnology; like any great scientist, he asked more questions than he answered, to give future generations the pleasure of finding things out.

Part I

Part II

Part III

Part IV

Part V

Download Tests on Basic Organic Chemistry

Download tests on Introductory Organic Chemistry to test how well your basic fundamentals in Organic Chemistry are. There are tests on Stereo Chemistry,Hybridization, Resonance, HyperConjugation, R-S Configuration, Rearrangement of Carbocations, Stability of Intermediates e.t.c in this package.


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Password: www.iit-dreams.blogspot.com

Interview by Shitikant [IIT-JEE 08 topper]

This year Patna boy, Shitikant, has topped IIT-JEE, eleven years after Abhinav Kumar made Bihar proud by topping IIT-JEE in 1997.

“I was expecting a good rank, but not the number one”, Shitikant said. While writing the exam he was sure he would make it. “And when I compared my answers with those of other aspirants, I became doubly sure,” he said.
After understanding the concepts, it is no big deal to get a good rank in IIT-JEE. “From the beginning I tried to grasp the concepts and was successful in that attempt”, said Shitikant.

He did not burn the midnight oil while preparing for the exam. “There’s no use of slogging away for 17-18 hrs without the right methodology,” he said and in response to a query said that he never studied for even 7-8 hours in the run-up to the exams.

“From Patna to Vietnam to Kanpur,” is how he reacted when asked what next. At IIT-Kanpur Shitikant will study Computer Science.

An alumnus of St. Michael’s High School, Shitikant has been a consistent performer; he scored 93% in class X and 91% in Class XII exams, conducted by the CBSE. For the last two years, he had been staying at Kota in Rajasthan, where he had joined a coaching institute.

Shitikant is the second Child of Dr. Arun Kumar Barnwal, posted as a surgeon at Gaya medical College and Dr. Anita Kumari who is posted in Danapur. Right from his childhood days, he was inclined towards Physics. His parents never pressurized him to become a Doctor.

Overwhelmed by the success of the Child, his mother said, “I knew even earlier that my son will succeed. My wish was that he would be in the Top 5 but the happiness he gave us by coming first cant be expressed in words. When early morning, the father learnt the news, he hugged so hard as if his son’s Success had given him all the happiness in the World.”

Shitikant who is taking admission for Computer Engineering in Kanpur ultimately wants to do research in Physics. After completing Engineering he would like to start working towards that.

A fan of Cricket, Shitikant’s ambition is to be famous like our respected former President and Scientist Dr. A.P.J Abdul Kalam. Shitikant also said that if anyone wants to go to IIT, one should pay attention to the Fundamentals. One should understand new situations and application of Concepts could give one Success.

-Mathematics Today

Download Chemistry Tests on a Variety of Topics.

Test yourself on topics like Liquid State, ElectroChemistry, Surface Chemistry, Nuclear Chemistry, Hydrogen, S-Block Elements, P-Block Elements, Group-14, Group 5A, Group 16 [Chalcogens], Group 17 [Halogens], Gruop 18 [Noble Gases] , Stoichiometry, Gaseous State, Solid State, Solutions, Chemical Energetics, Chemical Equilibrum, Ionic Equilibrum, Chemical Kinetics in this mega-download.


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Download Maths tests on a variety of Topics.

Test yourself on a variety of topics like 3D Geometry, Quadratic Equations, Progressions, Trigonometric Ratios and Equations , Properties of Triangles, Inverse Trigonometry, Pair of Straight lines, Straight lines, Circle and System of Circles, Conic Sections, Binomial Theorem, Permutations and Combination, Functions, Limits and Continuity, Differentiation and application, Determinants, Integrations, Differential Equations, Probability, Vectors, Exponential and Log Series in this mega-download.



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Download Physics Tests on variety of Topics.

Test yourself on topics like Measurement, Motion in One and Two Dimensions, Friciton, Laws of Motion, Rotational Motion, Work Power and Energy, Gravitation, Waves, SHM, Heat and ThermoDynamics, Kinetic Theory of Gases, Properties of Mattter, EMI and Alternating Currents in this mega-download.


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Subject wise cutoffs and aggregate cutoffs for JEE-2008

1. Subject-wise cutoffs – Individual subject cutoffs have been determined on the basis that top 80% candidates qualify in each subject. The cutoff marks for the three subjects for General Category are:

Mathematics
5
Physics
0
Chemistry
3

Subject cutoffs have been used as first filtering criteria only and these are not the minimum marks of the candidates actually admitted to IITs, IT-BHU and ISMU.

2. Relaxation in subject-wise cutoffs for reserved categories - The relaxation given in the subject wise cutoff to the reserved categories in respect of the General category are as under:

OBC 10%
PD 10%
SC 40%
ST 40%

3. Relaxed subject cutoffs for reserved categories – With the above relaxed norms, the subject wise cutoffs for the reserved categories are:

OBC And PD
Mathematics 4.5
Physics 0
Chemistry 2.7
SC and ST
Mathematics 3
Physics 0
Chemistry 1.8

4. Aggregate cutoff for the Common Merit List is 172. Aggregate cutoff was determined to declare the required no. of candidates (1.15 times the number of seats available) qualified:

Aggregate cutoff - 172
No. of candidates qualified - 7903

5. Relaxations in aggregate cutoff to other categories – Maximum relaxation as given hereunder or till the required number of candidates (1.15 times the number of seats available in the category, except for OBC) qualify, whichever is higher.

OBC & PD - 10% lower than the aggregate of the last qualified candidate in the common merit list.
SC & ST - 40% lower than the aggregate total of the last qualified candidate.

6. Actual Aggregate cutoff – Following aggregate cutoffs have been obtained as per 5 above for preparing reserved category merit lists.


OBC
Aggregate cutoff :172.0 No. of Candidates Qualified :1034
PD
Aggregate cutoff:154.8 No. of Candidates Qualified :20
SC
Aggregate cutoff: 103.2 No. of Candidates Qualified :690
ST
Aggregate cutoff:103.2 No. of Candidates Qualified :159

Aggregate Total and subject-wise marks for the first and last admitted candidates

Category Wise Opening and Closing Ranks of all the admitted candidates for various Courses

Ednit Entrance SureShot Software

These software on Physics, Chemistry, Maths, Biology are specially designed for the Indian Syllabus. We hope this might be of help to users.

Physics
Chemistry
Maths
Biology


PASSWORD : anuraj

Since these links were provided by external sources, we dont take responsibility for any damages arising out of use or misuse of this software

Physics for Scientists and Engineers.

This best-selling, calculus-based text is recognized for its carefully crafted, logical presentation of the basic concepts and principles of physics. Raymond Serway, Robert Beichner, and contributing author John W. Jewett present a strong problem-solving approach that is further enhanced through increased realism in worked examples. Problem-solving strategies and hints allow students to develop a systematic approach to completing homework problems. The outstanding ancillary package includes full multimedia support, online homework, and a content-rich Web site that provides extensive support for instructors and students


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I am opposed to reservation for IIT faculty

Ashok Misra, director of IIT Bombay, on the ups, downs and controversies surrounding his tenure IIT is a brand that's recognized and acknowledged worldwide. "While I am all for setting up premium technology institutions across the country, I think calling them IITs will dilute the brand. Let's face it: the six original IITs are way ahead. The new institutes should be created as a separate and strong brand"

The road from the main entrance of Indian Institute of Technology (IIT), Bombay, to the main building that has the director's office is a straight one. But I take a circuitous route that takes me past the serene Powai lake with solemn wader birds, and along greenery of many shades where magpies dart suddenly. Humans are few, vehicles even fewer. This is as close to heaven as you can get in Mumbai.

Why is Prof Ashok Misra, director of IIT Bombay for the past eight years, leaving this behind? To take over a new assignment in Bangalore as the chairman of the Indian operations of Intellectual Ventures, a US-based private firm that invests in high-tech inventions.

Or is it, as is being speculated, because he is disenchanted with the increasing interference of the Human Resource Development ministry in the institutes of higher learning? The questions are many and Prof Misra, 60, who can answer them, is beleaguered with a sore throat. Sipping hot Ayurvedic concoction for relief, he settles down to reflect on subjects, academic and otherwise.

Why quit the directorship of IIT, Bombay and why now?

After eight most beautiful years of my life, I must move on to do something new. I will be the India head of Intellectual Ventures, a Washington-based firm dealing in intellectual property in high-tech areas. This will be very different from the teaching and research I have done all my life. Why now? Because no one may hire me later. (Laughs) Some say it is because of the increased interference, of late, by the Human Resource Development ministry in the working of institutions of higher learning.

I am more than capable of dealing with issues like these (HRD ministry interference). When the HRD ministry decided to introduce the Other Backward Classes (OBC) quota in the IITs, I let my opinion be known. But once the HRD ministry decided on the OBC quota, I implemented it. It started with nine percent OBC reservation this year and we have not had to compromise on the caliber of the students. Let's see what happens about the 27 per cent reservation.

But that's not why I am leaving. I have been associated with Intellectual Ventures for some time. They have great plans and I think this is the right time to make the move.

And now there is talk of reservation for faculty as well?

I am opposed to reservation quotas for faculty members. Merit should be the only criterion in the selection of faculty in the IITs. Good research is good research regardless of who does it. One need not know the caste of the person who has done good work. The downside will be that even if a person is brilliant, people will start dismissing his/her credentials saying they are from reserved category . We have requested the standing committee to reject the idea of reservation for faculty .

You have said that the nine new IITs should not be called IITs. Why?

IIT is a brand that is recognised and acknowledged worldwide. While I am all for setting up premium technology institutions across the country, and I am helping set up one in Gandhinagar, Gujarat, I think calling them IITs will dilute the brand. Let's face it: the six original IITs are way ahead. The new institutes should be created as a separate and strong brand.

A great amount of research work was carried out in IIT, Bombay during your tenure. Did you consciously do that?

Yes. I believe that in order to be counted among the premier institutions of the world, we need to have a lot of quality research. Our scientific papers must be published in international journals. When I took over the directorship in 2000, the PhDs per faculty were 0.19 per cent. Today it is 0.5 per cent. And we are close to achieving the target of two papers published by every faculty member per annum.

Are Indian researchers shying away from pure science because of low remuneration?

Yes, they are shying away . Unless you have good sci ence, you cannot have good technology . It was the discovery of electricity that made so many technological advancements possible. That's why at IIT Bombay, we have many projects on pure sciences.

Looking back, what have been the highs of your stint here?

When I took over, Powai was some isolated place in Mumbai where some people did some academic work. I have tried to establish connectivity between the corporate world and the academics. This creates a win-win situation for both.

Corporates benefit from our research and we from the money they invest in research. Having said that, I must add that despite initial interest, the corporates are slow in loosening their purse strings, barring the Bajaj group that has donated Rs 7 crore so far.

Activating our alumni network has helped me raise funds for IIT Bombay. New chairs are being established and more money is coming in which will help us remunerate our faculty better.

And the lows?

Sometimes the cumbersome procedures in getting new constructions really bogged me down. But I found a way out. I have outsourced it to the department of construction of Atomic Energy department by appointing them as consultants.

Source : Hindustan Times

Everyone gets into IIT here.

All 30 students of Super 30, an innovative coaching class for the under-privileged in Patna, cracked the IIT-JEE this year.
Super – 30, Bihar’s famed springboard into the Indian Institute of Technology has done it again, this time with cent percent success. All the 30 aspirants enrolled at the Coaching Institute have cracked the 2008 IIT Joint Entrance Examination. Thirty seven other students, guided at its Super-100 group, guided free of cost at the centre, too, made it to the IIT’s.
Like previous year, majority of the successful candidates are from the underprivileged section of the society. The 67 successful candidates include sons of a construction laborer, a vegetable vendor and many other low income group people. They spent 8 grueling months at the pioneering coaching centre, living and pursuing their IIT Dreams together.

This is the sixth consecutive year that Super 30 has achieved phenomenal success in what is believed to be one of the toughest competitive examinations in the world. This is also the first time that the institute has scored cent per cent. In 2003 only 18 of the 30 students had managed to clear the examination. The success rate has soared with every passing year. In 2004, 20 students were selected and in the next year , 22 made it to the IIT’s. In 2006 the number of successful aspirants was 26 which rose to 28 the last year.
But for the founders of Super-30 mathematician Anand Kumar, who is the director of the centre and Bihar’s additional DGP Abhayanand, who teaches the aspirants Physics- this year’s super success is sweeter because it has silenced critics.
Last year, Anand and Abhayanand had announced the closure of the institute after a few institutes claimed that some of the successful Super-30 students had benefitted from their coaching too. However public pressure forced the duo to reconsider their decision for the sake of thousands of meritorious but poor students.
“This year’s results are a great morale booster for all of us. We’ll strive to repeat it every year from now on”, a jubilant Anand said, adding that last year’s controversy had made the students and the faculty more determined.
Till last year, Dalit and Backward caste students cracked the IIT-JEE “But this year some students of the minority community have succeeded.” said Abhayanand.
It is the method of teaching at the Super-30 that makes all the difference say the students. One of the two successful girls this year, Palak Agarwal, said the teachers don’t leave a single topic untouched and provide novel methods to solve them.
As for its founders, the secret of Super 30’s success lies in its difference from other Coaching Centres. For one, Super-30 takes in only under-privileged children and they aren’t charged at all.
The rewards are more than ample: seeing the most deprived gaining foothold on the bright future.
Anand had once dreamt of higher studies in the US but financial constraints shattered them. Today, he sees his ambition being fulfilled through the more than 150 IITians he has tutored over the years.

Chemistry Today, July 2008