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Lesson Posted on 23 Feb Learn Mathematics
Why do most of the students face difficulty in maths ?
Rakesh Shanbhag
I'm an IT professional with over 5 years of teaching experience for students for all thr boards (CBSE,...
In my opinion, most of the students would have done great in maths in childhood (say 1st to 4th STD), not because they were studying well, it might be because the concepts were easy.
But what happens after that is slight shift in focus. It's not that they are bad now. It's just that now they start feeling the effect of weak basics.
It all starts with LCM, HCF, Decimals and goes on to find x and y, solving equations.
People who are good with this, can actually focus more on only concepts from here on, whereas the weak student has to focus on both concepts as well as the process to solve.
This gap in understanding continues and student with good basics scores good marks only studying 30minutes a day and a student with weak basics struggles to score average marks even after spending 2-3 hours.
This makes most of the students say, 'I hate Mathematics'
read lessLesson Posted on 27/07/2023 Learn CBSE Schools
Anamika
Lesson Posted on 24/07/2023 Learn CBSE Schools
Heredity in plants and animals
Deleted
HEREDITY
Important concepts of Heredity:
There are different terms in this chapter that need to be understood well to get what exactly heredity is!
Genotypic ratio=> 1:2:1
LAWS OF HEREDITY:
SIGNIFICANCE OF DNA;
GENES: It carries genetic information to help in the making of protein.
VARIATION: Difference in characteristics or genetic information from parents to offsprings.
BIOTECHNOLOGY: The application of technological procedures on organisms used to bring out the best from the existing creatures and modifying the lacking capacity.
RNA FINGERPRINTING Technology: It is the technology used for comparing the different DNA segments and analysing the result under gel electrophoresis.
GENETIC ENGINEERING: This is the technique used with the modern technology to bring out the desired change in the genome.
For example: To get the desired growth in plant species genetic engineering helps.
CLONING: Developing the clones in the laboratory that have similarities with the template. It is nothing but producing a copy of an original.
Willmut was successful scientist whonwho first cloned a sheep.
LIMITATIONS OF BIOTECHNOLOGY:
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Lesson Posted on 04/07/2022 Learn State Board Schools
Mangesh Jaybhay
I am a tutor. I did my graduation Bachelor of Science(B.Sc) in statistics field from Savitribai Phule...
*Fraction addition :
When denominator is not same
Question:
Solve: [(2/5)+(3/7)]
Ans:
Using the rule
[(a/b)+(c/d)]
[(a×d)+(b×c)]/(b×d)
(ad+bc)/bd
By using this formula
We can solve
[(2/5)+(3/7)]
[(2×7)+(3×5)]/(5×7)
(14+15)/35
[(2/5)+(3/7)] = (29/35)
This is final answer.
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Answered on 10/11/2021 Learn Tuition Fee
Pranjal Mishra
Mathematics Teacher, Experience of 5+years M.Sc in Mathematics from University of Delhi
Hi Mahima I wouldn't disclose my locality but I also live here and according to my experience it's upto the background of the family as well as their the requirements from you.
If you are a beginner then start from 200/hr to 300/hr it would be easy for you to convert the parents.
You can also manipulate the fee but not less than +/- 50₹/hr.
Best wishes.
read lessLesson Posted on 28/10/2021 Learn Montessori Schools
Nirmala Ravikumar
Hello 🙏 Nirmala tutor welcome you to view my profile Overall I will create a loving atmosphere...
Lesson Posted on 17/05/2021 Learn .Net Advanced
CBSE Class12 math's chapter 3 matrices example 4 & 5
Shoba
I worked as an assistant professor in engineering college, so I had experience in various area Like Handled...
Lesson Posted on 22/04/2021 Learn Physics
How to Solve Numericals in Physics?
Vaidnyanic
Vaidnyanic is my humble attempt to make studies interesting to students and make them more curious and...
Are you scared of numerical? Do you think you don't understand them? If yes, then read ahead.
See, it might be any exam, but numerical won't leave your back.
So let's talk about common problems and their solutions:
Problem 1: Sir, I am not able to understand what the numerical is saying!
Solution: It's simple, read again, find the meaning of the word and see again and again for words you don't understand. It's a problem of vocabulary or non-understanding of concepts.
Let me give you an example:
Force is mass multiplied by acceleration. So if I want to ask you to find the force and frame it like "Find force when mass is 5kg, and acceleration is 8 m/s²", I don't think anybody would have a problem. Now the same question when I frame it like " Find the rate at which momentum changes for a 5kg body moving with a constant rate of 8 m/s²" is the same question why did you feel it to be difficult? Firstly, because you might not know that the rate of momentum is a force as per Newtons 2nd law, nowhere does it mention mass or acceleration, and you might not know its units. So we can't get hold of a numerical either if we don't understand the words that the paper setter is using or simply are not aware of the concept.
I'll tell you a fun fact. Many times teachers interpret questions differently. So it is okay, and eventually, you will get the hang of it.
Problem 2: I make a lot of silly mistakes.
Solution: Practice! Practice! Practice! And work on your focus because we have Netflix, amazon prime, IPL, Anime and many more things in our life to distract us. BTW I have learned how to balance, so if I can, you can too! Find your distractions work on them learn to focus.
Know what everyone does is eventually stop doing numerical, and they avoid practice which is quitting. Don't do that. Tell yourself you can do it, and humans make errors. Be happy the next time you make a mistake and make sure you work on it and never repeat it.
How to approach numerical?
1) Find the concept hidden like in the above example; the concept is of force.
2) Identify the formula or formulas related to the concept. (While practising, it is okay if you look at the formulas rather than memorizing). In the example, the formula is F =M x A.
3) Try to fit the given data in the formula and see how you can get the asked data. So in the above example, since M and A are given, it's a matter of just putting the values. But what if instead of A, they give you U, V and S. As I can see, these are variables from the kinematic equations, and if A is constant, I can use them and find A and hence F.
4) Remember Units. I can't emphasize enough on this enough. Sometimes units will give you a helping hand.
PRACTICE! PRACTICE! PRACTICE!
read lessLesson Posted on 17/03/2021 Learn ICSE Schools
Suvam Banerjee
I am a B.Tech Graduate from the West Bengal University of Technology giving home tuition. I have more...
Expected Utility: Theorems
The theory of expected utility was developed by the founders of game theory, namely John von Neumann and Oskar Morgenstern, in their 1944 book Theory of Games and Economic Behavior.
In a rather unconventional way, we shall first (in this section) state the main result of the theory (which we split into two theorems) and then (in the following section) explain the assumptions (or axioms) behind that result. The reader who is not interested in understanding the conceptual foundations of expected utility theory, but wants to understand what the theory says and how it can be used, can study this section and skip the next. Let O be a set of basic outcomes. Note that a basic outcome need not be a sum of money: it could be the state of an individual’s health, or whether the individual under consideration receives an award, or whether it will rain on the day of her planned outdoor party, etc. Let L (O) be the set of simple lotteries (or probability distributions) over O. We will assume throughout that O is a finite set: O = {o1,o2,..., om} (m ≥ 1). Thus, an element of L (O) is of the form o1 o2 ... om p1 p2 ... pm with 0 ≤ pi ≤ 1, for all i = 1,2,...,m, and p1 + p2 +...+ pm = 1. We will use the symbol L (with or without subscript) to denote an element of L (O), that is, a simple lottery. Lotteries are used to represent situations of uncertainty.
For example, if m = 4 and the individual faces the lottery L = o1 o2 o3 o4 2 5 0 1 5 2 5 , then she knows that, eventually, the outcome will be one and only one of o1,o2,o3,o4, but does not know which one; furthermore, she can quantify her uncertainty by assigning probabilities to these outcomes. We interpret these probabilities either as objectively obtained from relevant (past) data or as subjective estimates by the individual.
For example, an individual who is considering whether or not to insure her bicycle against theft for the following 12 months knows that there are two relevant basic outcomes: either the bicycle will be stolen, or it will not be stolen. Furthermore, she can look up data on past bicycle thefts in her area and use the proportion of stolen bicycles as an “objective” estimate of the probability that her bicycle will be stolen.
Alternatively, she can use a more subjective estimate: she might use a lower probability of theft than suggested by the data because she knows herself to be very conscientious and – unlike other people – always to lock her bicycle when left unattended.
The assignment of zero probability to a particular basic outcome is taken to be an expression of belief, not impossibility: the individual is confident that the outcome will not arise, but she cannot rule out that outcome on logical grounds or by appealing to the laws of nature.
Lesson Posted on 25/02/2021 Learn CBSE
SSC SCIENCE NEWTON'S LAW OF GRAVITATION
Sumanth Tirumani
I am an experienced, qualified teacher, co-founder to Sumanth Classes since the year 2017 and tutor with...
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