PHYSICS QUESTION BANK 2019

YUVWANI ALL INDIA RADIO SEP 2019

राष्ट्रीय पुरस्कार से सम्मानित शिक्षक रमेश प्रसाद बडोनी | khabarindia24x7

राष्ट्रीय पुरस्कार से सम्मानित शिक्षक रमेश प्रसाद बडोनी | khabarindia24x7

Honored SCHOOL Teacher R P BADONI by SDP SCHOOL

https://www.pahadikhabarnama.com/2019/09/shaikshak-ramesh-prasad-badoni.html

 

https://www.pahadikhabarnama.com/2019/09/shaikshak-ramesh-prasad-badoni.html

President Kovind presents National Awards to teachers on the occasion of...

NAT 2019 RPBADONI

RPBADONI NAT 2019

WELCOME AT DEHRADUN FOR R P BADONI AFTER NAT2019

AT DIET AND DPRO DEHRADUN

BADONI'S WELCOME

MY SCHOOL TEACHERS AND STUDENT WELCOME

DEO(YSC) DEHRADUN AND SCHOOLTEACHERS WITH DPRO(BS RAWAT)

President Given away National Teacher's Award

LIVE : President Kovind Presents National Awards to Teachers | #Teachers...

PM Modi interacts with recipients of National Teacher Awards' 2018

President Kovind confers National Award to Teachers for the year 2018

Pedagogical technological integrated FOR classroom Teaching

The framework: pedagogical technological integrated medium

The present framework is derived from the TPACK framework. Akin to TPACK, our proposed framework also draws on Shulman’s (1986Shulman, Lee. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.[Crossref] , [Google Scholar]) conception of content, pedagogical content knowledge and curricular knowledge. Downplaying the affective domain in teaching and learning makes any subject matter alien to the social milieu, which is fundamentally in line with the strong view that Ryan & Patrick (2001Ryan, Allison and Patrick, Helen.(2001). The classroom social environment and changes in adolescents’ motivation and engagement during middle school. American Educational Research Journal, 38(2), 437–460.[Crossref], [Web of Science ®] , [Google Scholar]) hold about learning as a social endeavour. In our view, the affective domain should be considered in juxtaposition with the other domains of learning, as the social dimension is influential enough to provide directions for technology integration. Figure 1 depicts the relationships among the social dimension, the affective domain, content, technology and pedagogy.

Figure 1. Pedagogical Technological Integrated Medium (PTIM) framework.

All the three core elements – content, technology and pedagogy – are interconnected through technological content knowledge, pedagogical content knowledge and technological/pedagogical knowledge, and are directly focused on learning. We strongly emphasise learning and place it at the centre of the various interconnecting elements, in contrast with the model proposed by Mishra and Koehler (2006Mishra, Punya and Koehler, Matthew.(2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.[Crossref], [Web of Science ®] , [Google Scholar]). We consider these connections to be dynamic and flexible enough to accommodate changes in superimposing layers. Content knowledge, in juxtaposition with topic-specific knowledge, is considered as a single integrated component which has a direct focus on learning (Bell, Maeng, & Binns, 2013Bell, Randy; Maeng, Jennifer and Binns, Ian. (2013). Learning in context: Technology integration in a teacher preparation programme informed by situated learning theory. Journal of Research in Science Teaching, 50(3), 348–379.[Crossref], [Web of Science ®] , [Google Scholar]). Content and topic-specific knowledge form a singular component, as learning is best sustained when content and topic-specific knowledge, derived from the lived experiences, form an integral configuration (Barab, Hay, Barnett, & Squire, 2001Barab, Sasha; Hay, Kenneth; Barnett, Michael and Squire, Kurt. (2001). Constructing virtual worlds: Tracing the historical development of learner practices. Cognition and Instruction, 19(1), 47–94.[Taylor & Francis Online], [Web of Science ®] , [Google Scholar]; Barab & Kirshner, 2001Barab, Sasha and Kirshner, David.(2001). Guest Editors’ Introduction: Rethinking methodology in the learning sciences. The Journal of the Learning Sciences, 10(1&2), 5–15.[Taylor & Francis Online], [Web of Science ®] , [Google Scholar]; Mishra & Koehler, 2006Mishra, Punya and Koehler, Matthew.(2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.[Crossref], [Web of Science ®] , [Google Scholar]).

source: https://www.tandfonline.com/doi/full/10.1080/20004508.2017.1343606

DAILY REPORTING FROM PHYSICS LAB SESSION

Our Physics Laboratory has the perfect solution for understanding 

various concepts of Physics smartly and practically. This help students to develop collaborative learning skills that are vital to success in many lifelong endeavors.

Scope of Learning

1. Study of the image formation of source
2. Introduction of ray optics by ray tracing
3. Verification of reflection of light
4. To determine refractive index of semi-circle (D-shape) lens by Snell's law
5. Verification of reversibility of light
6. To determine critical angle and obtain total internal reflection
7. Study dispersion of light
8. Study of convergent and divergent lens by image and object relationships
9. Measure focal length of convex lens using basic lens equation
10. Measure magnification of image of Convex lens
11. To determine Focal length of Concave mirror by two Pin method
12. To determine Focal length of Convex lens by two Pin method