Here are the Solutions to IIT-JEE 2009 which was held on April 12.
Check the Solutions here.
Sunday, April 12, 2009
Sunday, December 28, 2008
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
Download
Monday, November 10, 2008
IIT-JEE 2009 Syllabus + Information Brochure (25 pages) on JEE 2009
Download the JEE-2009 Information Brochure.
The Syllabus can be viewed by clicking on Expand Post.
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.
The Syllabus can be viewed by clicking on Expand Post.
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.
Wednesday, November 5, 2008
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.
Tuesday, October 14, 2008
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
“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
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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.
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.
Wednesday, October 8, 2008
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.
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