Importance of educational videos and solving its limitation by teachers assistance

Many technologies have promised to revolutionize education, but so far none has. With that in mind, what could revolutionize education?

Why educational videos don't work?
1) Procrastination: Educational videos give freedom of anytime learning, but this can lead to procrastination. According to Parkinson's Law: "Work expands to fill the time available for its completion". But in case of video lectures or MOOCs there is no limit of time, so usually, we procrastinate. Time limiting of MOOCs is also a bad idea, as it takes away its advantage of anytime and anywhere learning.
2) Lack of a social interaction: We share emotions, feelings, discuss with the teacher, friends that come to our mind just like a true social animal and classroom brings a social two-way interaction, but it doesn't happen in case of MOOCs.
3) Answerability: No one is there to keep you accountable for finishing the course, no outward push, everything lies with intrinsic motivation or curiosity to l…

Beating confusion: The power of association

1) With increase in frequency, energy of electromagnetic waves increases or decreases

2) Molarity is
Often students confuse between molarity and molality.

3) In positive deviation from Raoult's Law, Solute-Solvent Interaction is strong or weak

Students often confuse with these kinds of answers, when there is a dichotomy.
It's nothing to do with the understanding of the subject, it's about memory. Students confuse because they have not formed enough association with main concepts. Eliminating these confusion requires memory tricks.

Let's work with the first two example:

The third one I leave to students or teachers to design so that they can memorize it.  In positive deviation, there will be more vapor pressure, this is only possible when solute-solvent interaction is weak. Weak intermolecular force means more particles in the gas phase.

Common prevailing myths in education that needs to be busted

A student is not scoring well, the main reason given:
He/She has the less innateability.
He/She was not working hard.

Let's bust the second myth first.
My question to schools, teachers, and parents is after spending about 6-7 hours in schools, or 24 hrs in residential schools and colleges, how can you really blame children for not working hard.
Why do schools expect children to study all by themselves? Why they have to do homework?
The problem is not about working hard, it's about not following effective study strategies. Not providing them to do enough retrieval practice. The implementing of the effective study strategies is a very complicated process and often contextual, so much of attributes involved, from content, curriculum to test questions. But the good thing is so much of research already available that will guide teachers to help students in learning.

Now the first myth:
She lacks the innate ability.

All organisms at the individ…

Brainstorming ideas on Saturdays in schools

You can change and improve things if you are able to imagine it. You can't make it, if you can't imagine it. It's naive to think that everything will happen serendipitously or just knowing things is enough.
Our schools incentivise student just for knowing things in form of marks without giving considerations to creativity. Attitude toward inventiveness is almost negligible in our schools.

You can't make it, if you can't imagine it.

Economic growth matters. Wealth brings us flush toilets, antibiotics, higher education, the ability to choose the career we want, fun vacations, and of course, a greater ability to protect our families against catastrophes.
If wealth is so important, what makes a country rich?
The most proximate cause is that wealthy countries have lots of physical and human capital per worker and they produce things in a relatively efficient manner, using latest technological knowledge. But why do so some countries have more physical and human capital and…

Comparative analysis of openstax biology and ncert biology

The sequence of chapters:
Openstax biology:

In openstax biology, chapters are arranged based on increasing biological complexity. The second chapter is about atoms, molecules, water, and carbons. It gives applied techniques about how biology is being done, for example, carbon dating, molecular interactions that take place in lifeforms and why, how it takes place, its describes all the basics at the atomic and molecular level, and also talks about environmental conditions of life forms such as pH. At the end of the chapter, it says about Carbon, and why it's important for life. Next chapter is about Biological Macromolecules (increasing complexity from atoms to long polymers), then cell structure and other chapters about functioning.

Evolution is taught before the five kingdom classification. Why? Because classification is completely phylogenetically linked. You have to understand evolution, in order to understand classification. Classification is also written with linking evolution…

Why are our books filled with unnecessary short cut formulas?

A short cut formula like these add nothing to the understanding of concepts, also overloads children with pointless burden as they have to memorize by parroting.

How its need to be solved?

P°Solvent = 0.850 bar
Mass of solute = 0.5g
Mass of solvent = 39g
Molar mass of benzene = 78g/mol
PSolution = 0.845 bar
Molar mass of solute (g/mol) = ?
PSolution = χSolvent P°Solvent
χSolvent = nSolvent/ (nSolvent + nSolute)

g -----> mol
Conversion factor = 1 mol/ 78 g
39g * 1 mol/78 g = 39/78 mol
No. of moles of solvent = 39/78 mol
g -----> mole
Conversion factor = 1 mol/x g
0.5g * 1 mol/x g = 0.5/x mol
No. of moles of solute = 0.5/x mol
Putting these values in the equation PSolution = χSolvent P°Solvent we get following equation
(((39/78)/(39/78 + 0.5/x))*0.850) -0.845 = 0

Solving it through python programming:

Ans: [169.000000000000]
Also why overload students with so much of large calculations (in higher education), when we have calculator or programming tools?

When student…

In the age of the internet, what to memorize and what not?

There is a heated discussion about why remember facts when all information is at fingertips (through the internet)?.
So first look at dictionary what a fact is?
The first definition that comes up is this:
A thing that is known or proved to be true.

Ok, but most things we study in our education are facts.
Earth revolves around the sun is a fact.
New Delhi is the capital of India is a fact.
Hitler born on dated 20 April 1889 is a fact.
Independence day of India is 15th August is a fact.

Out of these, first two and last one, I needn't have to search the internet,  because these facts are very important to me as I live in India, and I am from Earth (Lol). I searched the internet to find out when Hilter was born because his date of birth was irrelevant for me till now. Maybe I will forget his date of birth after one day because it will not come to any use to me later.

So, some facts are very important to memorize while others are not.  Then what to memorize and what not? In the age of t…
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